Introduction to Leadership

What does it take for a fully developed adult to step into a leadership role? or an entrepreneurial one? Some of us are born into that purpose and achieve clarity to lead, take on risks while others find it convenient to comfortably follow them. Generally, while kids grow up to be adults, it is not that common for adults to develop into leaders. Predominantly it takes a crucible experience - like personal crisis of some sort - for the leadership mantle to be thrust upon the adult for a leader to emerge! Let's explore should we wait and what are the alternatives to make this transformation into leadership (with/without a personal crisis!)

Disclosure: While the central thesis and connections that form the core of the article came from the author, use of AI chatbots to expand, support and as debating partner is a deliberate choice in shaping the contents of this article. Full conversation with GuPTa is captured here for review.

Human Growth and Development - A Matter of Principles

Generally, the terms growth and development are sometimes used interchangeably, so here is a definition before we discuss the principles underneath them physical and mental change.

Growth refers to physical and biological changes -physical changes in size, such as gains in height and weight etc. Development refers to function and behavioral changes such as the gradual increase in skills and abilities that occurs over a lifetime (Note: Related to these changes are the process. Learning is adapting to environmental conditions and Maturation refers to the sequential changes in the components and system as a whole)

A child grows and develops into an adult based on a set (7) of principles that characterizes the pattern and process. An adult turning into leader diverges from these principles as you'll see.

1. Development proceeds from the head to toe (cephalocaudle) - This principle describes the direction of growth and development top to bottom or occurring in the long axis of the body especially in the direction from head to tail. Leaders typically grow bottom to top or sometimes tree analogy (leaf to trunk, root to shoots) may be apt here - See #3 below as well.
2. Development proceeds from the center of the body outward (proximodistal) - The direction of development starts with spinal cord before outer parts of the body. Inside-out vs Outside-in are both common in leadership.
3. Development depends on maturation and learning - With time, changes improve our thinking (cognitive) and motor (physical) skills. Also, we must mature to a certain point before we can progress to new skills (Readiness). Maturational patterns are innate, that is, genetically programmed. Individual's environment and the learning experiences largely determine whether the one will reach optimal development. A stimulating environment and varied experiences allow a one to develop to one's potential. All of these apply to leadership development too.
4. Development proceeds from the simple (concrete) to the more complex. - This speaks to how we use our cognitive and language skills to reason and solve problems. For example, learning relationships between things (how things are similar), or classification, is an important ability in cognitive development. The cognitive process of learning how an apple and orange are alike begins with the most simplistic or concrete thought of describing the two. As we develop further in cognitive skills, we are able to understand a higher and more complex relationship between objects and things; that is, that an apple and orange exist in a class called fruit. Classification capability (abstraction) develops cognitively subsequently. Leaders also grow from concrete to chaotic as Cynefin framework says but are equally required to simplify complexity.
5. Growth and development are a continuous process. - Skills already acquired and the new skills become the basis for further achievement and mastery of skills in a predictable sequence of development. Mastery of climbing stairs involves increasing skills from holding on to walking alone. This is generally true in leadership but there are exceptions (see 'moments' below)
6. Growth and development proceed from the general to specific - Motor movements are very generalized, undirected, and reflexive, waving arms or kicking before being able to reach or creep toward an object. Growth occurs from large muscle movements to more refined (smaller) muscle movements. Gross to Subtle is typical in leadership but further refined as causal too.
7. Rates of growth and development vary - Rates of development also are not uniform within an individual and among a group. Each of us are different and the rates at which an individual grows is different. This is very much true in leadership too.

These?principles?describe typical development as a predictable pattern and orderly process; that is, we can predict children in general will develop and the typical rate. Although there are individual differences in personalities, activity levels, and timing of developmental milestones, such as ages and stages, the principles and characteristics of development are universal patterns. Is the journey from adulthood to leadership, a predictable pattern or process? Or is that a transformation that is precipitated/predicated by a crisis event? Let's look deeper.

Crucible Moments to Mastery

A crucible moment is a pivotal decision or experience that can have a significant impact on a person's life for years or decades. Crucible moments can be proactive or caused by external factors, and they can define companies, careers, and lives. They can also be life-altering and help define a person's character. Can you recall any crucible?moment from your life?

Articles in Business Literature like Harvard Business Review on Leadership to books written (by my own mentor Prasad Kaipa on Discontinuous Learning ) or published (on Transformational Learning - thanks to my peer coach Jackie Schneider MBA, PCC for pointing this one!) talk about ways humans can learn from such disruption arising out of adversity. Crucible moments that Bennis and Thomas talk about in the HBR article or unlearning as my mentor says or what Mezirow called as ‘disorienting dilemmas ’ or what is known as "Dharma sankata" in Sanskrit are all perhaps similar in their workings in catalyzing Adult to Leader development as they provide the necessary heat experience for vertical development. Note that not all crucible experiences are traumatic but emancipating.

Within Mezirow's model of an ideal-typical learning process, a disorienting dilemma represents the initiation of a transformative learning experience usually denoting a life crisis that triggers a questioning of assumptions, resulting in transformed beliefs?(Taylor 2000). In such crisis, whether you call it as Polarity (as Barry Johnson does) or Double binds, Catch-22 and so on, they all have what Joseph Campbell calls as invitation to Hero's Journey or as Raghu Ananthanarayanan posits, they help bring out the "DhIra " (Courage) from within us.

Courage thus emerging turns an adult into leader is one way to explain this transformation. Gandhi's life bears out such trajectory. Of course, the other way is the willing participation in the metamorphosis process of caterpillar-to-butterfly, or the seed-to-sapling that nature offers.

Someone said , “mastery is defined by the ability to learn, unlearn and learn again”. In my experience Mastery in Life comes from Learning, Unlearning & Relearning and finally Magical learning, where Learning is generally Lifelong, by reading or doing either by oneself or together with others but to develop Horizontally what is called "Gyan" or Knowledge. Unlearning & Relearning is typically done alone or with a Coach/Mentor towards vertical adult development and it is done towards what Immanuel Kant calls it as Enlightenment by dismantling ignorance or "Avidya" (wrong perception of self-hood ). This journey culminates in what mystics call as Magical/Mystical Learning?done under the guidance of a Guru or our own higher self where such learning is typically non-linear and provides special knowledge or "Vigyan" (Vishesha gyan) as it is known in Sanskrit. Is suc mastery ("Mahat") essential for a leader?

As lifelong students of leadership, let's ask the question "how adults turn into a leader?"

Not Either-or but blended "And, both" Approach

Studies and research papers provide evidence that leaders develop in most effective when it involves both transformative events and gradual, purpose-driven growth. The combination of these approaches helps leaders develop a broad range of skills and qualities, making them more adaptable, resilient, and effective in their roles.

As Bennis and Thomas say in the HBR article and in their book "Geeks and Geezers: How Era, Values, and Defining Moments Shape Leaders,", crucible moments gave leaders for 4 attributes

• Ability to engage others in shared meaning.
• Distinctive and compelling voice.
• Sense of integrity (including a strong set of values).
• “Adaptive capacity” or applied creativity—an almost magical ability to transcend adversity, with all its attendant stresses, and to emerge stronger than before. It’s composed of two qualities: the ability to grasp context, and hardiness. Hardiness—the perseverance and toughness that enable people to emerge from devastating circumstances without losing hope— and ability to grasp context allows a person to not only survive an ordeal, but to learn from it, and to emerge stronger, more engaged, and more committed than ever.

These attributes allow leaders to grow from the crucibles, instead of being destroyed by them. Crucible experiences led to profound personal transformation, helping leaders develop resilience, clarity of purpose, and a deeper understanding of their own capabilities. Center for Creative Leadership (CCL) Studies also say 77% of successful executives reported that experiencing adversity was crucial to their development as leaders, as Adversity was identified as a key factor, forcing leaders to adapt quickly, innovate, and develop skills under pressure.

Adults can also turn into Leaders via a gradual, purpose-driven approach as leadership is not an innate trait but rather a set of skills that can be developed over time through deliberate practice and continuous improvement. Adults can engage in continuous learning and reflect on their experiences tend to become more effective and adaptive Leaders over time.

70-20-10 Model of Leadership Development: This model is widely used in leadership development programs and this model suggests that 70% of leadership development comes from challenging assignments (including crucible experiences), 20% from developmental relationships (like coaching, mentoring), and 10% from formal education. The blended approach advocated by this model highlights that while transformative experiences are essential, they should be complemented by continuous learning and coaching and mentorship for optimal leadership development.

The emphasis on one over the other can vary depending on the context, individual differences, and the specific leadership skills being developed so I would nudge adults wishing to become leaders to explore both as either-or is a false choice as I have seen in my coaching clients.

Leadership: Transformation without Crisis

Catalytic progress coming from the crisis-driven (or other-assisted) moments of clarity though can immensely be help as sometimes such individuals experience of profound realization about their purpose or the direction they need to take immensely help. But these are triggered by a specific event, such as a career crossroads, a mentor’s advice, or a personal epiphany. Such moments can catalyze a mind-shift, leading an adult to embrace leadership roles with renewed focus and energy but these are "black-swan" events unless you willingly seek out.

The natural, purpose-driven growth process without or with crisis (optional) can shape an adult into a leader in the following way.

• Gradual Development: Leadership is a natural progression that aligns with their evolving purpose and aspirations as adults gain experience, they slowly build the skills, confidence, and vision needed to lead. This growth is often guided by a deepening sense of purpose, whether it’s a commitment to a cause, a desire to make a difference, or a vision for the future.
• Consistent Self-Improvement: Leaders often emerge from a lifelong dedication to self-improvement and learning. This journey is marked by a series of smaller, incremental changes rather than a single transformative event. Over time, these changes accumulate, leading to the natural emergence of leadership qualities.
• Purpose Alignment: Some individuals naturally grow into leadership roles as they align their personal values and goals with those of their organization or community. This alignment fosters a sense of purpose that drives them to take on leadership responsibilities, often without a single defining moment but rather through a steady, purpose-driven journey.

• Dynamic Combination: In many cases, leadership development can get accelerated by an apt transformative event which quickens their development but continues to grow and refine their leadership abilities over time through purposeful action and learning.
• Adaptation and Evolution: Leaders often evolve when they adapt to new challenges, learn from their experiences, and gradually refine their sense of purpose. This ongoing process helps them become more effective leaders over time.

In essence, while some leaders may be shaped by pivotal, life-changing events, others may gradually grow into leadership roles through consistent development and alignment with their purpose. Often, it's a blend of both—transformative moments that catalyze growth, combined with a sustained commitment to personal and professional development.

Conclusion

All these don't answer the question Why must an adult develop into a Leader? This is in a way asking why a seed out to become a sapling or why a caterpillar must become butterfly - to achieve our full potential of course! Each of us are spirts infused into the human body mind complex that is yoked for such a full expression. Leadership is not a function of how many followers one has or what is the title given to that adult. Not convinced? check out this book this children's book called Hope for the Flowers and the author as her expression of leadership has created a movement in the past 50 years with it. Isn't it what leadership is all about at the end? Making a world a slightly better place than when each of us found it!