Rachel Bourgeois: Leadership- Responding to S.Sinek "How Great Leaders Inspire Action" & D. Logan "Tribal Leadership"

Prior to watching any of the choice TED talks, I decided that Leadership would be my topic of focus for our first assignment. For a quick moment, I flashed back to a video of a “dancing guy” and the topic of leadership within project-based learning, which I stumbled upon a year or so ago, while reading a blog on Edutopia. I remember how this 3 minute video was very powerful (and hysterically funny!) It was a perfect example of leadership- not directive, nor authoritative, but driven by something greater. 

Ironically, there it was again, the video of “dancing guy” (AKA “How to Start a Movement”), but this time it was being shared on a TED talk platform. I couldn’t help myself from watching it again.

“Dancing guy” and the golden circle discussed in Simon Sinek’s talk, How Great Leaders Inspire Action, are overwhelmingly similar.  The idea that working from the inside of the circle outward, believing in why you do what you do, is the key. If you were to watch the video of “dancing guy” without the commentary, you can easily see he believes in what he is doing. It resonates in such a way that an entire crowd of bystanders begins to join his cause. Instead, let’s imagine he did things differently and worked from the outside of Sinek’s golden circle inward. Let’s say that he began by telling people about his crazy dancing and then asked them to follow along. The result would not have been the same.

Dancing guy’s ability to lead an entire crowd of music go-ers into a dancing frenzy was seamless. Did “dancing guy” intend to lead this group? Probably not. What we witness is an underlying connection between all involved; a sharing of a common belief that makes the gathering of followers instant and the message powerful.

If a semi-clothed man in an open field can create an instantaneous movement, I believe that leadership can arise through any venue and through anyone, as long as two essential factors are present. One, there must be an individual or entity with an unwavering belief system, and two, there must be others with the same belief system who are willing to follow. Through this relationship, a deep-rooted conviction can emerge and invoke loyalty, support, trust, cohesion, determination and effective decision making amongst all involved.

If this is true, then Sinek’s evaluation of success (moving from the middle of the golden circle where beliefs are central and extending outward) solidifies the importance of defining and effectively communicating a school’s mission, belief system and core values. As part of a school community, whether that may be parents, faculty, administration or the student body, each member must relate and identify with the foundational principles that are central to the school.

What are the implications if these things are not evident within a school system? I imagine a setting filled with disapproval, indifference, hostility, instability and indecisiveness, just to name a few. My reflection continued: What role do people who do not align with a school’s core beliefs, play in a school system? Do they inadvertently strengthen the ideals that the school believes to be true, simply by challenging the very foundation in which the school has been built? Or do they offer challenge to a system that possibly needs to be re-evaluated? I think back to “dancing guy” and the crowd of people gathered that day. Were there others in the crowd who did not follow suit? If so, did they impact “dancing guy’s” beliefs? Did they begin their own movement?

With these questions still looming, my thoughts transition to David Logan’s talk on “Tribal Leadership”. After watching, I was left with a feeling of uncertainty. I agree with the statement that as leaders, “We have to have the ability to talk to all the levels, to go to where they are.” But I wanted to know more.

• How do you respectfully communicate obvious differences in beliefs (stages) when people are unaware that there are differences? 
• What does “nudging” someone from one stage to the next look like? Do you have to “nudge” them or is it okay for them to seek out a new tribe?
• How far do you go to help individuals, who are already a part of your school community, define their beliefs? How do you assist in this sense of awareness?

After so many thoughts and questions, I have come to what I consider to be the #1 lesson in leadership: Defining, aligning and maintaining common beliefs, amongst all involved, is paramount.  I wonder if “dancing guy” would agree.