What is leadership? It’s an influence process—any time you are trying to influence the thinking, behavior, or development of another, you are engaging in leadership. Blanchard, Ken. Servant Leader (p. 10). Thomas Nelson. Kindle Edition. Our public leadership behavior and habits as experienced by others will determine how they follow. When the Heart, Head, Gut and  Habits are aligned, extraordinary levels of loyalty, trust, and productivity will result. When they are out of alignment, frustration, mistrust, and diminished long-term productivity are the result.

Going Inside. Leadership is first a matter of the heart. Whenever we have an opportunity or responsibility to influence the thinking, behavior, or development of others, the first choice we are called to make is whether to see the moment through the eyes of self-interest or for the benefit of those we are leading. I have used the metaphor of Big K (care). Big K is leading for the benefit of those we are leading.  Blanchard, Ken. Servant Leader (p. 15). Thomas Nelson. Kindle Edition.

Stories you need to script:

Stories are path to engaging others, a story seeks buy in when presented to others. Stories are persuasive when told well.  A good story activates our associated memories, our feelings, our meaning, our cognitive skills, and our desires. As a leader you need to develop your who I am story, why it’s good for others that you are the leader, why you desire to be leader. The vision story the vivid picture of what could be great. The teaching stories and values in action stories to reinforce and recognize a good culture.

Who I am ; Why I am leader-  People don’t want more information. They are up to their eyeballs in information. They want faith—faith in you, your goals, your success, in the story you tell. It is faith that moves mountains, not facts. Facts do not give birth to faith. Faith needs a story to sustain it—a meaningful story that inspires belief in you and renews hope that your ideas indeed offer what you promise. Genuine influence goes deeper than getting people to do what you want them to do. It means people pick up where you left off because they believe. Faith can overcome any obstacle, achieve any goal. Story is your path to creating faith. Telling a meaningful story means inspiring your listeners—coworkers, leaders, subordinates, family, or a bunch of strangers—to reach the same conclusions you have reached and decide for themselves to believe what you say and do what you want them to do. People value their own conclusions more highly than yours. They will only have faith in a story that has become real for them personally. There are six types of stories that will serve you well in your efforts to influence others. 1. “Who I Am” Stories 2. “Why I Am Here” Stories 3. “The Vision” Stories 4. “Teaching” Stories 5. “Values in Action” Stories 6. “I Know What You Are Thinking” Stories Simmons, Annette. The Story Factor (p. 3- 4). Basic Books. Kindle Edition.

“Who are you”: The first question people ask themselves the minute they realize you want to influence them is: “Who are you?” A story helps them see what you want them to see about you.  If you demonstrate who you are, rather than tell me who you are, it is much more believable. A story demonstrates who you are using our original virtual reality tool—the imagination.  Simmons Annette. The Story Factor (p. 10). Basic Books. Kindle Edition.

“WHY I AM HERE” STORIES

People won’t cooperate with you if they smell a rat. It is human nature to look for hidden agendas. If you do not provide a plausible explanation for your good intentions early, Simmons, Annette. The Story Factor (p. 14). Basic Books. Kindle Edition.

Vision Story

Here is where you get to tell the story of the compelling desired future. You can demonstrate the benefits of the desired future. You are seeking buy in. You answer the question what’s in it for them. You could take Maslow’s hierarchy and describe the benefit of each level in the outcomes of a vision. You paint the picture of the cathedral you’re building. The visioning is a living ever-growing picture of how great you will become. If people do not see the vision than it isn’t a vision. If they do not feel the power of the vision than it is not a vision that will last. If the vision lacks a noble purpose to serve all stakeholders than it’s not a compelling vision. If the vision is not built with shared meaning than it looks and sound like financial promises for shareholders. If the vision story lacks authenticity than the vison will likely fail. A good vision story- it’s about the cathedral not the brick wall, it’s the antidote for meaningless, it gives meaning & purpose to people, it gives the struggle meaning.

Teaching Stories (values in action)  

You develop teaching stories that successfully deliver whatever you want them to do. Often the story is about how you want something done by highlighting what others have done within organization. This is doing right things not extraordinary things. Teaching stories are what, how and why. It is great time to say thank you and provide recognition. A teaching story provides the why when teaching new skills. Teaching stories engage sensory, motor, cognitive, and visual memoirs. The story calls forth associated memories/cues to add knowledge.

This was Knowles second assumption the adult learning experience has a reservoir of accumulated memories. The theory is called Knowles’ 5 Assumptions Of Adult Learners. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

In 1980, Knowles made 4 assumptions about the characteristics of adult learners (andragogy) that are different from the assumptions about child learners (pedagogy). In 1984, Knowles added the 5th assumption.

1.     Self-Concept
As a person matures his/her self-concept moves from one of being a dependent personality toward one of being a self-directed human being.

2.     Adult Learner Experience
As a person matures, he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.

3.     Readiness to Learn
As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.

4.     Orientation to Learning
As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result, his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.

5.     Motivation to Learn
As a person matures the motivation to learn is internal (Knowles 1984:12)