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“Creating Successful Leaders”

Tag Archives: Career Coach Advice

July 10, 2013 The 4 Components of Learning Agility

For the month of July, I’ve been focusing on learning agility. Last week’s post introduced the concept and gave a brief overview. This week, I’ll go into more detail as to how learning agility applies to your day-to-day leadership skills.

According to The Center for Creative Leadership, a research group out of the Teacher’s College at Columbia University, learning agility can be demonstrated in four attributes: Innovating, Performing, Reflecting and Risking.

Innovating:

This refers to challenging the status quo. Instead of going along with what’s worked in the past, an innovative leader embraces new challenges and is open to new ideas. An innovator asks questions, takes on new tasks and experiences to increase their perspective, and constantly tries to approach issues from multiple angles.

Performing:

To possess learning agility, you must be able to perform under  stress and deal with the inevitable ambiguous or unfamiliar situation as it arises. An agile learner does this by staying present, engaged and a keen observer of new information. This includes listening skills; a good performer must embrace, not avoid, verbal instruction.

Reflecting:

This goes beyond simply thinking about the new things you’ve learned. Reflecting means using new information, skills and experiences to generate a deeper insight into yourself, those around you and any problems you’ll face. Good reflection should always ask the question, “What kinds of changes do I need to make in order to  accommodate  these new experiences?”

Risking

Learning agility is a body of skills and attributes that can be boiled down to one character trait: the ability to put yourself out there. This means that you volunteer for opportunities that don’t guarantee success. In fact, an agile learner values the experience of failure, as it is a much better catalyst for growth than continual success. Risk here means risk that leads to opportunity, not thrill seeking.

If these attributes don’t describe the way you operate, don’t panic. “Being open to failure” isn’t natural, fun or frankly, very common. Don’t think of these traits as a list of must-do’s in order to be successful. To put it in perspective, these are the conclusions derived from studying a large and diverse group of leaders; no one leader perfectly reflects all these qualities.

That said, staying humble and open to change is the most important starting point to attaining agility in leadership and learning. If you can do that, the rest will follow.

Mitchinson, Adam and Robert Morris, Ph.d. “Learning About Learning Agility.” Teachers College, Colombia University, April 2012. http://www.ccl.org/leadership/pdf/research/LearningAgility.pdf

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July 3, 2013 Leading With Agility

Today’s global, interconnected market demands that leaders be agile as they navigate through the diverse range of disciplines, cultures and skill sets that compose it. But what do we mean when we say, “agile?”

According to the Center for Creative Leadership, learning agile leaders “show the willingness and ability to learn throughout their careers, if not their entire lives.” They also assert that leaders who “refuse to let go of entrenched patterns or who do not recognize the nuances in different situations tend to derail.”

Learning agility is as much a mindset as it is a practice. For instance, if you’re in a rut with your career, it’s possible you aren’t taking advantage of learning opportunities. There are many possible reasons for this: perhaps you’re afraid of failure, or worried about getting outside your area of comfort and expertise. However, without allowing yourself to encounter new experiences, you’ll have no shot at developing the necessary life skills to navigate through an increasingly interdisciplinary economy. You can’t expect different results from doing the same thing over and over again; Albert Einstein defined insanity as such.

So, to be agile in practice, you must first retrain your brain to be open to newness. It may not be comfortable at first, but hopefully you’ll find that new experiences are rarely as duanting as we build them up in our minds.

I’ll be focusing on learning agility and how it plays out when applied this month, so stay tuned!

Mitchinson, Adam and Robert Morris, Ph.d. “Learning About Learning Agility.” Teachers College, Colombia University, April 2012.

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June 27, 2013 How To Give A Presentation People Will Actually Remember

I talked about the importance of telling a story with your presentation a few weeks back.

This week I came across a book that adds more insight to this topic: Presentation Zen, by Garr Reynolds. Using the principles of Zen, Reynolds calls for an approach that covers the entire process of making a presentation, from preparation to delivery.

Most presentations are neither exciting nor inspiring. “The dull, text-filled slide approach is common and normal, but it is not effective,” says Reynolds. And I think he’s right. I can’t tell you how many presentations I’ve sat through where I had no idea what the main points were even a few days after the fact.

Presentation Zen is a more basic approach to giving presentations, i.e., less is more. Your slides aren’t giving the presentation for you, but serve as a visual reference for you to keep the talk in context and to entice the audience. The moment you begin relying on your slides to inform the audience with content is the moment you can be sure you’ve put your audience to sleep.

Reynolds thinks we should take on a minimal design for our presentation slides. Don’t clutter your slides with colors and pictures and “fun” moving images. All of this just makes visual noise and takes away from the main points. Instead, slides should point back to you, the speaker, for insight and clarification.

Sure, there are some cases where you’ll need to put statistics and data on your slides. But do so in a way that points back to you, the story-teller, the informer, otherwise the audience isn’t bound to remember why your pie chart was that important.

Reynolds three main points in the book are:

Restraint in preparation 

We tend to go overboard in the research and scope of our presentations. Hold back, focus the discussion, and trust the process.

Simplicity in design

Pictures and text are suggestions and visual cues to the main point of the presentation: what you have to say.

Naturalness in delivery

This part takes practice. It has to do with public speaking, with teaching, with telling a story. None of these things come naturally. Yet with practice, you can become comfortable being yourself before others.

Reynolds, Garr. “Presentation Zen: Simple Ideas on Presentation Design and Delivery.” Berkeley, CA: New Riders, 2012.

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