Chapter 7
Leadership

BY INVITE ONLY

Leaders are often the ones who see, think, and act differently than those around them. In turn, they experience different and often more successful results than others. Yet, there are plenty of successful people who see, think, and act differently who are not leaders. It can be argued that they are instead practicing highly effective stewardship. Their stewardship has produced achievements that exceed what others are experiencing, but their secret to success remains confidential and proprietary to them. These people leave the rest of us behind, scratching our heads and wondering, how did they do that? One thing is certain: as long as they keep their methodology to themselves, they may be succeeding, but they are not leading.

So who are the true leaders? In pure dictionary terms, a leader is someone who leads. No shocker there, and not very helpful for what we are working toward. Looking past the basic definition of a leader to the description of what a leader does will help us see more clearly who qualifies for the role.

Two Great Thought Leaders

Let’s start with the thoughts of two powerhouses in twentieth-century leadership development: Peter Drucker and Stephen R. Covey.

Known as “the founder of modern management,”1 Peter Drucker had a profound influence on the philosophical and practical approach to business development and management for countless members of the Silent Generation, Boomers, and Generation X.

Drucker’s definition of a leader is pretty straightforward:

The only definition of a leader is someone who has followers.2

Carve “leader” down to the core and I believe Drucker is right. If you have others pacing along behind you, you are a leader. Where you go, they go. For good or bad, you are a leader.

Two examples:

Martin Luther King Jr. had followers = good

Hitler had followers = bad

Drucker’s teaching wisely separated the position of leader from the act of leadership.

Leadership is lifting a person’s vision to high sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitations.3

See the difference? Leader vs. leadership. A leader fills a position of rank while leadership is a role.

Stephen R. Covey also had a significant influence on the thinking of leadership in business, education, and personal development.

“Leadership is a choice, not a position.”4

Covey’s statement about leadership holds an interesting distinction. By identifying leadership as a choice, he’s separating the rank of leader from the action of leading. This means a person can be the designated leader with or without contributing anything of value. According to Covey, the significance of leadership is demonstrated through actions. Dr. Covey defined the act of leadership this way:

Leadership is communicating to people their worth and potential so clearly that they come to see it in themselves.5

Like Drucker, Covey made the distinction between the rank of a leader and the role of leadership. Although the title of “leader” can be given to anyone, the fulfillment of “leadership” bears truth in ability—the ability of “communicating to people their worth and potential so clearly that they come to see it in themselves.”

Because I believe strongly that leadership roles should be made accessible to all—from the oldest to the youngest among us—my antennae are always up in search of youth in leadership roles. Early in my career as an education consultant, I had the privilege of witnessing simple yet profound growth in a student who advanced quickly from membership through stewardship to the level of leadership in his elementary school. With a mentor acting as a guide, the young boy discovered how seemingly small acts of stewardship unexpectedly invited him into the role of leadership and made a real difference in his small south Florida elementary school.

THE CUSTODIAN’S ASSISTANT

Moving has been identified as one of the top stressors a person will experience in life. Moving and then starting in a new school, midyear, can compound stress levels for any student. Especially when the new school’s grade-level structure places a boy who was previously an intermediate student back into an elementary school building. Increase his stress level even more as kids comment on how much bigger he is than most of his new fifth-grade classmates. Some said his size made him look older and tougher, maybe even like a bully. But he was not a bully. Just a big kid in a new school. Maybe that’s why he kept to himself during lunch those first few weeks. That is, until Mr. Mario, the school’s custodian, befriended the gentle giant.

Luis was eating by himself when Mr. Mario entered the “cafetorium” to begin his after-lunch conversion of the cafeteria back into an auditorium. Maybe his old shoulder was aching a bit more than usual that day or perhaps he saw an opportunity to encourage young Luis; either way, Mr. Mario stopped and asked the new student if he wouldn’t mind helping him move a couple of benches. Without hesitation, Luis got up from his otherwise empty table and assisted the smiling custodian in the task. After learning his name, grade level, and that he was new to the school, Mr. Mario complimented Luis on his willingness to help, his unusual physical strength, and how quick he was to learn the cafetorium conversion process. He told Luis that he was obviously a strong, kind, and smart young man. Then the tenured custodian made a casual comment about how maybe Luis could be the first official member of the newly formed cafetorium clean-up team. But only if he wanted to be.

The next day Mr. Mario returned to the cafetorium to again transform the room after lunch. To his surprise, Luis had already cleared several of the empty tables. Without much to say, the two worked together and completed the task in half the time. Each table was cleaned, folded, and neatly moved to the side before Luis returned to class.

The following week Mr. Mario and Luis repeated the task of wiping down, folding up, and stowing away the tables and benches after lunch. Yet something had changed. Maybe it was the sense of pride and ownership Luis felt for his new role. Or maybe it was the feeling of responsibility and comradery that came with Mr. Mario suggesting Luis consider inviting a few more students to join their crew. Much like Luis, the new team members welcomed the opportunity to belong to a group, learn something new, and contribute to an important part of the school day. Several of the new team members were larger boys whose physical size could be intimidating to smaller students. But their hearts were big too, filled with kindness and a willingness to assist in the after-lunch duties once performed alone by Mr. Mario. Besides, who wouldn’t want to follow the lead of a kid who enjoyed serving others, included those who felt excluded, knew what he was doing, and was quick to share both what he knew and all the compliments for a job well done. It didn’t take long before the crew was calling Luis Gran Jefe (Spanish for “big boss”).

In the weeks that followed, more members joined the after-lunch clean-up bunch. Not all the kids stuck with the responsibility, yet those who did took pride in their work. Their commitment to do what few others did began to change things at lunchtime, and their efforts did not go unnoticed. The cafetorium had never looked better, sounded calmer, or been so orderly. All under the consistent stewardship and encouraging leadership of Luis.

Then it happened. A special event was scheduled in the cafetorium. This made that day’s conversion from cafeteria to auditorium all the more important. On the agenda, the city’s mayor would be presenting an award to one member of the student body who had demonstrated outstanding stewardship at a level other students at the school wanted to follow.

For a second time, Luis rose to the occasion. This time he was asked to walk from where he sat with his class to stand on the stage, beside the mayor, and accept an award before his classmates, teachers, and community. Luis was recognized as an outstanding member of the student body, honored for his stewardship of citizenship in their proud city, and rewarded for the example he set for others in his leadership role. Luis delivered a confident handshake to the mayor as he was given a Jr. Key to the City.

I have told the Custodian’s Assistant story hundreds of times to audiences around the world. Each time I tell the tale, people approach me afterward, asking if I know where Luis is today. Did he go on to bigger and better things in middle school? Has he grown into a man who looks back and points to folding tables in the cafetorium as his turning point and the beginning of his strength as a leader?

The truth is, I don’t know. What I do know is, as much as the Custodian’s Assistant story is about Luis, it’s also quietly about Mr. Mario, the school custodian. Yes, I led into the story by saying my antennae are always up in search of youth in leadership roles. But while young Luis was practicing stewardship, he couldn’t have made the choice to move into a leadership role without the invitation of Mr. Mario.

Luis was not the first student Mr. Mario noticed feeling alone in a crowded place. The cafetorium was not the only room Mr. Mario cleaned in the school building. Throughout the day and across the campus, the kindest school custodian I’ve ever met saw students who felt marginalized, excluded, and alone. Having experienced similar circumstances at times in his own life, Mr. Mario felt empathy for the students. He sought to protect them, build them up, and empower them to see themselves as valuable, not invisible. He didn’t see himself as just the custodian responsible for simply tidying up the school. He believed he could make a difference in the lives of the school’s students and faculty. Anything he could do to encourage and lift them up would outshine all he did to clean and maintain the building. Quietly and daily he invested in others. He didn’t require a fancy title and he never received a shiny key to the city. What Mr. Mario did was responsibly manage, supervise, and protect what had been entrusted to his care. He was thoughtful, respectful, and trustworthy. First with himself, and then with others. Every day he practiced stewardship before leadership. So when the school launched a campus-wide initiative to develop leaders, it was no surprise they included Mr. Mario in the training process. When the time was right, he too invited students like Luis into a leadership role. By doing so, Mr. Mario elevated the vision, raised their standards, and built the confidence, capabilities, skills, and character of the students he worked with every day.

Looking back, do you see the progression Mr. Mario invited Luis into? From membership through stewardship to leadership. First, how important was it for Luis to belong to a membership group? In addition to his natural membership in the student body and his grade level, he jumped at the opportunity of chosen membership as the custodian’s assistant. Now, he could have just done his “job” and been on his way back to class at the end of lunch each day. But no, as a good steward he made the most of the opportunity. The responsible management, supervision, and protection of what had been entrusted to Luis’s care included the after-lunch conversion of the cafetorium and how he chose to invite other students into the group. Their interest in what he was doing, how he was doing it, and how willing he was to share the credit for quality outcomes earned him a leadership role. Luis wasn’t in it for the rank or position. He thrived in the role, the responsibility of cleaning up the cafetorium, while lifting up his classmates at the same time. He practiced stewardship before leadership and that’s exactly what first impressed us all. Being rewarded with the Jr. Key to the City is how people showed their appreciation for his leadership.

So, what are the factors that elevate people who practice stewardship into the level of leadership? There are five qualifications for leadership:

1. Maintains connection and identifies with both their natural and chosen memberships.
2. Practices stewardship, even if they are the only one affected and nobody is watching.
3. Earns others’ interest in what they are doing.
4. Is willing to share successes.
5. Believes in the ability of others to match and exceed them in leadership.

Pause for a minute and consider carefully the implications of qualifications 4 and 5. The willingness to share means choosing to release control of what others are interested in doing too. You may be the only one with the recipe to the secret sauce, but you are willing to share so others can fully experience membership, practice stewardship, and strengthen their ability to match and exceed you in leadership. This means qualification 5 makes the leadership role temporary. Once others match and exceed you, they no longer need you to provide them leadership. They are either standing right beside you, taking a step ahead of you, or launching out on their own.

This is why it’s paramount that those in leadership roles remain fully invested in their membership while practicing stewardship at all times. Contrary to the practice of position-holding leaders, leaving membership and stewardship behind is not an option. Instead, the best leaders maintain all simultaneously. The group knows who they are, they act responsibly, and from time to time people show interest in how they see, think, and act differently. Those who choose to share and believe others can be even better than them repeat the cycle from the role of leadership.

Key Elements of Leadership

The five qualifications of leadership are a good starting point yet with the acceptance of a leadership role, young influencers must also practice four key elements of leadership. Guiding young leaders to provide a compelling vision, specific direction, meaningful protection, and timely succession sets us all up for success—from the newest member to the next leaders.

Vision

Leadership provides a compelling VISION others can see. A compelling vision is a clear mental picture of a desirable future. Often just over the horizon or right around the corner, vision is seeing ahead in ways others have not yet. Visionary leadership is about seeing and creating a new reality that improves upon what already exists. Sometimes difficult for others to picture, a leader’s vision must be more than romantic hopes and wishes. For others to see what you see, your vision must hold a level of value and specificity that compels people to believe the leader’s vision not only needs to be accomplished but that it can be accomplished.

Vision is a clear mental picture of a desirable future.

Direction

Leadership provides specific DIRECTION others can follow. Direction is the understandable course to take in pursuit of a vision. Getting from where we are now to where we want to be requires a leader to possess levels of knowledge and understanding, abilities, resources, processes, and accountability that convinces others their direction can be trusted and followed. It’s important to note that specific direction does not mean micromanagement. Constant intervention and correction limit others’ practice of stewardship and communicates a lack of trust in others’ abilities.

Direction is the understandable course to take in pursuit of a vision.

Protection

Leadership provides meaningful PROTECTION others can depend upon. Protection is the act of preventing someone or something from suffering harm or injury. Protection also includes defense when needed. Yet more effective than a leader who jumps into the fight is a leader whose direction avoids the fight altogether. Small course corrections along the way may go unnoticed by most people, whereas those in leadership accept the responsibility of keeping their eyes on the horizon and making incremental adjustments to avoid potential conflicts. By doing so they are providing the kind of proactive protection people prefer over reactive defensive maneuvers. This doesn’t mean leadership is proven by a lack of hardship. On the contrary, difficulty and progress often walk hand in hand. For vision to come to fruition, a leader is guaranteed to face high hurdles, tough climbs, and hard decisions to make that will affect other people. Leaders who treat others with the same consideration they want to receive can be depended upon to protect others just as they would want to be protected.

Protection is the act of preventing someone or something from suffering harm or injury.

Succession

Leadership provides timely SUCCESSION others can plan for. Succession is the planned passing on of value, one person after another. At the core of leadership is the belief that the next to hold the leadership role can meet and exceed the performances of the previous leader. Any person who believes nobody else can lead as well as they can is delusional. Leadership is a choice and leadership is temporary. In the short time allotted, good leaders are actively looking for stewardship in people who are responsibly managing, supervising, and protecting what has been entrusted to their care. As we discussed a few pages back, stewardship is a model for how those who can be trusted with little can be trusted with much more. And when it comes time for succession, stewardship reminds those who have been trusted with much that more will be expected of them. These are the people who get invited into leadership. They are the next generation of even better leaders. From small delegations to ultimately passing the torch, succession is empowering to both the giver and receiver. Empowering because when the transition goes well, vision can be expanded and new opportunities pursued. Where one leader saw just over the horizon, the next sees an even farther shore.

Succession is the planned passing on of value, one person after another.

So what do you think about membership, stewardship, and leadership now? Does the challenge of practice stewardship before leadership push the way you see, think, and act as you guide young leaders in the making? Because different is what the next generation will need to do and be if they are to not simply repeat the two-layer leadership terms of their elders’ generations. Remember, if we want to achieve different outcomes, it’s best to practice different methods. Yes, all generations need good people to fill important leadership roles. Nothing has changed there. What is different is that the three-layer model of membership, stewardship, and leadership that today’s emerging generations are seeking replaces previous generations’ leaders-over-followers model.

CONSIDER THIS:

Marie Skłodowska Curie was a unique leader who thought and acted different than her colleagues. A Polish-born French scientist, Curie became the first woman to win a Nobel Prize for her research into radioactivity, and the first person to win a second Nobel Prize for chemistry. She remains the only person to have won two Nobels in two different sciences.6

YOUR TURN:

1. List three people who you believe have been exceptional examples of leadership.
2. Focusing on one of the people you listed above, what was the specific vision, direction, protection, and succession they provided to others?
   
   Vision: __________
   
   Direction: __________
   
   Protection: __________
   
   Succession: __________
3. Think of the young people you know. Who possesses the greatest leadership potential? How can you support them in clarifying their vision, direction, protection, and succession plan?