Anyone Can Be a Great Leader

Great leaders are not born great but made through self-development, taking charge of their brain, and learning to adapt (Conyers & Wilson, 2016). Leaders often need to plan and prioritize objectives; positively influence and maintain relationships across multiple levels; and develop new skills to adapt and respond to uncertainty in a constantly evolving landscape (Bradley, 2016; Schellhammer, 2016). Leaders also employ diplomacy skills to achieve objectives and settle conflicts, often with others possessing diverse world views and skill sets (Schellhammer, 2016). Conyers and Wilson (2016) indicated that leader’s self skills are not found in a select few natural-born leaders but can be learned, developed, and improved by those of any age.

Developing as a leader is an active process that requires training in a set of behaviors and abilities that may be leveraged in leadership (Day, 2000). Leaders must cultivate awareness of themselves and their surroundings, acquire and reflect upon feedback about behaviors, and remain motivated and actionable in daily interactions that reinforce new skills or behaviors (Bradley, 2016). Neuroscientists have found through numerous studies since the 1980’s that through neuroplasticity, our brains can change as we learn and repeat new skills, making the actions required for self-development possible for leaders in any stage of life to take on (Eichinger, 2018; Heimann, 2020). In undertaking these practices, leaders develop the capacity to navigate challenges and perform effectively in various organizational roles (Day, 2000; Heimann, 2020).

Spending time cultivating awareness of one's "self" and the system they operate in helps to move away from autopilot and reinforce desired behaviors and habits (Schellhammer, 2016). Repetition and reflection in self-development practices provide feedback in the brain to make choices and to develop compassion to see the pressures affecting our relationships and environment more clearly (Bradley, 2016; Schellhammer, 2016). In a post-pandemic, globalized, and connected society, it’s important to remember that each leader is unique and brings a diverse set of talents, skills, and experience to their team (Conyers & Wilson, 2016). While the brain is set up to the path already known before forging a new one, leaders can take charge of their 'plastic' brain with training and repetition (Eichinger, 2018). Now is the time to let go of the idea that you cannot lead and instead embrace the self-development practices that bring you closer to the leader you aspire to be.

Self-Development for Leaders: 

Forget About Hardwiring 

1. Begin a mindfulness practice or meditation. 
2. Make time for activities outdoors. 
3. Remember that repetition cements the new skill or behavior in your brain. 

Develop Awareness 

1. Take a personal inventory regularly of what is and is not working.
2. Seek feedback from your team, especially supervisors and senior staff.
3. Reflect on frustrations and challenges and how you could handle them differently next time.

Set Intention(s) 

1. Write down where you are and where you want to be as a leader.
2. Ask yourself your level of commitment to this goal.
3. Build a framework to support your deeper understanding and application of the new skill you are learning.

Stay Focused 

1. Take an active role in the learning process, guided by your leader's behavior needs.
2. Set daily priorities and note what gets in the way of achieving those objectives.
3. Commit to journaling daily to reinforce intentions and maintain focus.
4. Take personal responsibility and hold yourself accountable for training

Be Actionable 

1. Forge purposeful connections with colleagues.
2. Build reiteration and reflection into your training objectives.
3. Seek out challenges that put you in a position to use your new skills and knowledge.

References: 

Bradley, R. (2016). Developing Yourself. In A. J. Viera & R. Kramer (Eds.), Management and Leadership Skills for Medical Faculty: A Practical Handbook (pp. 3–11). Springer International Publishing. 

Conyers, M., & Wilson, D. (2016). Smart Teacher Leadership: Neuroscience and the Power of Purposeful Collaboration. Teachers College Press. 

Day, D. V. (2000). Leadership Development: A review in context. The Leadership Quarterly, 11(4), 581-613. 

Eichinger, R. W. (2018). Should we get aboard the brain train? Consulting Psychology Journal: Practice and Research, 70(1), 89–94. 

Heimann, N. (2020). Achieving Executive Presence: Integrating The Seven Dimensions Of Leadership Intelligence. Leader to Leader, 2020(96), 58–64. 

Schellhammer, E. P. (2016). A culture of peace and leadership education. International Journal of Public Leadership, 12(3), 205–215.