Is There a Rulebook for Leadership?
Last Veterans’ Day, three veterans visited my eighth grade leadership seminar to share details about their military experiences. During the discussion, they quickly disproved the misperception that the rigid hierarchy of the military simplifies leadership. The “drill sergeant” model does not encompass the complicated nature of leading military initiatives in the 21st century. In fact, military leaders need to be able to make sound and timely decisions when the path to success is not formulaic. There is no strict rulebook for effective leadership.
Understanding the Nature of Leadership
This year, we instigated a new eighth-grade-only elective period on C day afternoons. I volunteered to teach a leadership class during that time. The purpose of the class was simply to answer the broad question: “What does it mean to lead?” This question provoked a variety of responses because leadership takes many forms. For this class, I did not want to limit the possible answers by completing the sentence, “Leadership is…” Through a process of inquiry and reflection, I wanted the students to envision what leadership could be, in all its complexity.
Early in the class, we examined a well-known case study called, “The Prisoner’s Dilemma,” and further explored issues of trust and betrayal by playing “The X Y game.” Students quickly learned that choosing X was the safest play and also kept you from being betrayed by others. Playing Y was the hopeful play, relied on others to gain points, and made you vulnerable to betrayal. Most of the students eventually chose the X position.
On the surface, playing X seemed like the intelligent move for individuals and pairs. However, when I asked them to look at the outcomes from a different perspective (yes, I changed the rules), they understood that though they may have protected themselves by always playing X, it was a detriment to the whole, as the group never had a chance to get a positive score. The lesson here is that a myopic, self-centered focus on winning (or not losing) in fact jeopardizes the entire group. Though cooperation may come with risks, it also comes with huge benefits.
Navigating Complex Scenarios
Later in the class, we looked at Kohlberg’s Stages of Moral Development, specifically through “The Heinz’s Dilemma” case study. Kohlberg believed that the most advanced ethical perspective transcends the laws of society, the rulebook, so to speak. The truly evolved individual considers not only the legality of a situation but also the morality. Specifically, he or she is able to see an issue from numerous perspectives and thoughtfully makes an ethical decision even if that action counteracts the laws of society. Though most students were appropriately “conventional” in their thinking and relied on the laws of society (thankfully), they also learned how to approach scenarios that were not as clear cut by looking deeply into the consequences for each person involved.
As a leader, it is important to fully investigate a situation before making a decision. To emphasize this behavior, we played, “Rule of the Game.” In this activity, one student volunteers to leave the room while the other students come up with a rule that will govern their answers to the volunteer’s questions. An example of a rule: we all answer as if we were the person on our right. When the volunteer returns to the classroom, she asks questions and try to determine the rule. Through this game, students learn the importance of observing and questioning. To understand the full context before making a decision, a leader must slow down, ask questions, and analyze information. If they are able to thoughtfully and purposefully go through that process, much like a scientific investigation, they will more often make the best decision, even in a situation where the ground rules are unclear.
Preparing Great Leaders
At Graland, our mission, in part, is “to prepare our students to be engaged citizens and thoughtful leaders.” My seminar has specifically explored what a “thoughtful leader” truly is. Over and over again, we have come back to two elements: an ethical perspective based on empathy and an ability to solve problems critically and creatively. Since my class only meets once a rotation for 45 minutes, fortunately we address these elements of leadership across the curriculum from a rousing Socratic seminar in English to a purposeful conversation in advisory. We also give students many opportunities to hone their leadership skills in Student Council, Service Council, Peer Leaders, Connections (Graland’s Student Diversity Group), and others. Though there is not a formulaic rule book for leaders, there are principles to lead by. On Veterans’ Day, we learned the leadership principles of West Point Academy, including “Know Yourself” and “Know Your Soldiers,” again emphasizing the importance of introspection, observation, and empathy. Through the end of this year, the students and I will develop our own principles to help us lead in a world without a rulebook.
JOSH COBB joined Graland in 2002 as a seasoned educator with 20 years experience teaching history, English and drama. Now head of the Middle School, he once traveled extensively through the Himalayas, spending two years studying Buddhism and teaching English to Buddhist monks.
Graland Country Day School
Graland Country Day School is a private school in Denver, Colorado, serving students in preschool, kindergarten, elementary, and middle school. Founded in Denver in 1927, Graland incorporates a rich, experiential learning approach in a traditional classroom setting, emphasizing the development of globally and socially conscious leaders who excel academically.
