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The COVID-19 Gift: Leader is Restored into a Human Being

The title “leader” is overrated

From time immemorial, being a leader was never a choice or rarity. Something about people’s childhood experiences shapes them, their personal lives, purposes and visions. Childhood gives them leadership lanes; their basic yet unparalleled leadership qualifications. It also causes them to both attract and gravitate towards others who have a part to play to hone the leader in them. This natural order, albeit not without challenges, works like a charm when embraced. Individuals, teams and organisations that shine and make best and lasting impacts are mostly the ones whose leaders lead with intent and get things done through partnering with aligned others who lead with very different energies that they harness. These great leaders recognize value and payoff of co-existence and embrace diversity and inclusion, and much like a child feels after cracking a complex puzzle, become fulfilled human beings as they build their legacies on a daily. They partner with coaches and change facilitators to constantly build on the qualifications and experience that they already possess and because they are intentional about personal and leadership development as it relates to their life purpose.

Leadership is sustainable only through focus

Most, if not all, leadership lanes become lonely at times. People’s regard, tacit or explicit performance expectations, odds, fears and pressures contribute to this loneliness and how leaders generally show up in their roles. Many a leaders (presidents, politicians, business owners, priests, educators, colleagues and others alike) across societal sectors, in pursuit of position and status preservation, detract from the main focus and end up living in utopia that they ought to maintain a posture of an all-knowing, powerful and capable of delivering individual on all levels; hiding any internal concerns and fears that make them true human beings. It is as if they believe that if they dared show weakness or ignorance, this would mark the height of their downward spiral. This is when building one’s legacy becomes just another expression and covering one’s back most central. Leaders too, like other human beings, can be influenced by various factors like assumptions, prejudices, fears emanating from both within and others’ tacitly and explicitly expressed expectations of an increasingly VUCA world.

Leading in the post COVID-19 environment

As if the world had not been VUCA enough, COVID-19 happened. The pandemic adds to the distractions of leaders from focusing on their north stars. This is an even harder place for a less than authentic leader who operates in an environment that decries authenticity. For them the fog becomes even denser. When this kind of leader does not undergo coaching they may assume that in order to protect their perceived reputation or frontage at all costs because it is more important than authenticity and does not pose a loneliness risk. Thankfully, elsewhere, the shared vulnerability presented by the COVID-19 pandemic reveals a fundamental truth about human beings across stereotypes, a BIG fresh reveal that they are interdependent and altruistic. In the first two months of lockdown in South Africa I intentionally connected myself more than I ever did in all my life to networks of leaders of families, companies, departments and own businesses who hail from all walks of life, across the globe. Most are development practitioners who facilitate free, just-in-time training and coaching of others on virtual platforms. One thing is common between them and already performing leaders with whom they partner for further development is that they, like me, facilitate even better performance, mostly through coaching and facilitated training. Quite a few among them expressed a deep desire to operate in, and create with others, safe spaces where there is managed judgment or no judgment at all and thrive; they value love as a virtue that facilitates connection of fellow colourful human beings from different parts of the world in which they would most likely never set foot in their entire lifetime so that each human being feels that they belong. They blend coaching and facilitation of adult learning with authenticity for co-creation of each human being’s personalized development.

Does every leader need a coach?

I wonder…what if people who are said to be corrupt, self-aggrandizing, quiet good women and men when evil is triumphant, are leaders who have a deep desire to shine along with others at all costs and yet have intentionally or inadvertently suppressed or given up on their very personal visions or life purposes? What if they needed a coach by their sides to partner with as they thought their leadership roles through? Could it be that good human beings give up and choose secondary lives because they gave up on that childhood dream that would serve fellow human beings and settled for just getting by only with their tribes?

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The significance of childhood dreams

Childhood dreams are significant…usually born out of personal experiences:

Mine dates as far back as I can remember, at my mother’s home. Deemed unpleasant and terrible at the time, no matter which way I looked at it. I grew up alongside 3 cousins—one boy and two girls, I was the youngest. Their mothers lived with us. I could swear they had something against my mother who got married young and so left to live with hubby. My aunts did not treat me very well, mildly put (crudely put, they ill-treated me in sum), my mother’s eldest sister more than the twins, her other sisters. One of the two twins was not at all bad, actually. I started having reservations after she had my mother offload her frustration with how I was being treated by her other sisters and she told everyone else.

I owe my childhood dream to these ladies. Had they treated me like they did their own children, I would have been too comfortable to dream, by age 9, to build a safe haven to house children who have suffered raw deals at their homes, to protect them from monster parents and relatives. Later, for the most part in my life at school and in church environments as a teenager, I had flashbacks of the experiences from my mother’s home when other significant people like teachers and brethren seemed to see a chip on my shoulder. I resolved then that if this could happen across settings then I was unattractive, unlucky, inadequate, everyone’s rejectee and had all such negative qualities. (Remember, my mother and father had married off and left me (my father even denied I was his son)). A few relatives made me think I was not all that bad. They were interested. They loved me.

My dream stayed with me throughout teenage years into young adulthood by which point I had learned that dreams come at a price (figuratively and literally). Building a safe haven would cost arms and legs, let alone housing, empowering children, dealing with their realities and general upkeep of the facility. I toiled with this idea and soon did my best to push it to the world of forgetfulness, only to realise that I had only deferred it.

Deferring or ignoring one’s childhood dream is unsettling. I can’t say that I succeeded with forgetting or deferring because my heart stayed there. I got involved in related voluntary or paid work. Only, I just did not know how I would launch and service this dream on-going. People with clarity and achievements irritated me because they had something I did not have and they seemed happy to stand out because of it. I banked on schooling to eventually be my launchpad. School has its own value. Suffice to say, where I am now with my childhood dream has been “made easy” by the education (informal or formal) I received.

Heeding…giving in to my childhood dream, my WHY, gives me a great and growing sense of liberation. It aligns me constantly and progressively. I find that, invariably, work that never stops starts when I listen to my childhood dream. This is not work as is traditionally understood—it is more works of service to my fellow human beings (dubbed human beings because they are meant to be fellow creatures in a state of being kind, gentle, polite and in touch with self and others). I am committed to live like this. I even have my wife’s blessing. It must be working hey!

Living my dream has no equal. I have watched myself pursue my childhood dream all the more when it didn’t make sense. A crazy and fulfilling place to be.

I have learnt in this place of pursuance:

  • Living one’s dream cannot be the sole focus, sometimes. In those moments, find multiple schemes to stay connected to it nonetheless.
  • Dreams feed off positivity when positivity doesn’t make sense.
  • Positive self-talk advances and negative self-talk stifles my dream.
  • You have critical questions? Find answers in your deferred dream.

Credit to my mother, who uplifted me a lot as a child and challenged me to view hardship as strict training that was to make me a great person. Another person who helped me embrace a painful past to a large degree was Si Erkin who gave a masterclass on absent fathers in 2006 at The Coaching Centre. After his session I repented and began to appreciate my upbringing. I still have episodes of pain when I think back.

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Isivivane Teambuilding

Isivivane is an ancient African metaphor for guiding change, now revived for the modern world. The model has been successfully used in a variety of environments ranging from schools to boards of listed companies. We provide in-house team building facilitation using the Isivivane model for up to 20 people at a time. We get to work with real life problems that matter to us and find innovative ways of solving them in the workplace.

Keywords : Knowledge Management (KM), Co-operation, Leadership, Culture, Change Management, Change, Transformation, Learning Organisation, Systems Theory, Storytelling, Narrative, Organisational Storytelling, Narrative Therapy, Modeling, Meta-Modeling, Innovation, Ideation, Community Animation, Strategic Planning, Vision of Harmony

We provide Isivivane Facilitator Training that enables you to use these models for individuals and organisations in co-operation with Storytelling Africa / Kokopelli Partners

Isivivane is a Zulu word that refers to a concept found in a number of other African cultures. In Zulu, Isivivane literally means ‘throw your stone upon the pile…’ and refers to rocks arranged as piles and / or hub and spoke patterns.

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Cultural Innovation Frameworks for Learning Organisations

Learning organizations have predictable problems when it comes to instilling a culture that encourages self-development and lifelong learning in a large community of learners that are continuously changing. The continuous movement of people into and from the organization makes it necessary to provide a method that:

  • Instills lifelong and necessary motivation, virtues, values and behavioural skills in learners.
  • Creates a space for productive co-operative learning and the behaviours.
  • Provides learners with the kinds of skills that are never explicitly taught in school. These skills include thinking skills, learning HOW to learn, group dynamics, the biology and neuroscience of creativity, co-operation and cultural innovation.
  • Encourages feedback, reflection and thinking around how values are lived at the individual and organizational level.

The intervention engages managing, technical, academic, administration teams and learners at the level of the organization (big picture, long-term view) and individual participants in a co-operative process of conscious cultural innovation and creation.

The story of culture and values in your organization needs to be led both consciously and creatively into the future and our Cultural Innovation approach is designed to enable this outcome.

Cultural Innovation Framework (CIF) Overview

This CIF includes a workshop and multimedia elements designed to support activities and conversations that stimulate and reflect appropriate values and behaviours at the organization going forward.

We create a safe space for reflection, feedback, learning and change that allows participants to experience how their own values, behaviours and day-to-day interactions form the fundamentals of culture. Models and practical know-how are provided around how cultural experience is transformed using feedback from culture assessments. The key objective is to empower participants to collaboratively design a way forward and lead by example.

Multimedia

This is a multimedia intervention that includes the following elements:

  • Readings on culture, values, innovation, feedback, learning and change to be provided to invited participants leading up to the workshop.
  • A one day facilitated workshop that is designed to empower participants to unpack key points of feedback from the culture/climate survey and engage in a structured process to express individual and collective aspirations.
  • Feedback from the workshop will be used to develop media (pictures, video, interviews) that will be provided to participants via a change calendar so that key themes from the workshop are emphasised on-going. Feedback will primarily include highlights from the event such as narrative, pictures, video, interview clips etc.
  • Development and management of a change management calendar containing themes and activities for the program
  • A cultural innovation website hosted by HR will contain materials from individual facilitated events.

The approach is designed to provide experience and skills that help participants engage outputs from the culture surveys in a creative, proactive way. Because participants are provided space in which to share their aspirations, innovations and visions, there is greater ownership of the way forward.

Designed outcomes (Objectives)

  • Leverage technology to stimulate an on-going conversation on culture and values within the organization.
  • A replicable intervention that can be offered to academic institutions of all kinds, including schools, and can be used in corporate environments.
  • Provide experiential access to cutting edge thinking in change and culture.
  • Culture is an on-going conversation that shouldn’t only be revisited during assessment time – the approach recommended here helps keep the conversation going.