In advance of the Leadership Foundation’s events on the Art of Being Brilliant at Work, and Mindfulness in Higher Education, programme director, Doug Parkin shares his thoughts on mindfulness as the leader’s dilemma.
Right here, right now is in a very real sense the only moment that really matters. If we can’t be happy in this moment, then what reason have we to expect that we might be happy in any other? The past is gone and the future is yet to happen. The past is a complex web of interactions and events, always open to interpretation that we may cherish, value or regret. The future is nothing more than a tableau of personal, social and cultural expectations, some fixed firmly through either certainty or routine, others more loosely cast as speculation, anxious uncertainty or, perhaps, the stuff of dreams. The present, though, is now. It is the breath we breathe in this moment and no other.
So, what has this to do with leadership? Well, everything. It could almost be described as the leader’s dilemma, in fact. The word leadership, in its Anglo-Saxon origins is about ‘the road or path ahead’. Transformational leadership is about vision, direction and the challenge of aligning the energies of a diverse range of more or less connected people behind an attractive goal. Driven by what, though? Well, a combination of events that have occurred in the past, near or far, and our best guess about what may happen in the environment around us in a range of future scenarios. We are both pushed by the past and pulled by the future, and leaders find themselves bouncing between the two as they react to one and try to be proactive about the other. That’s the dilemma!
Now, we are often told that ‘if we fail to plan we plan to fail’. A neat statement that it is very easy to nod your head at and which contains one kind of truth. Within most organisational endeavours it is certainly helpful to plan and prepare, and in terms of shaping the future and having a vision another leadership maxim tells us that ‘if we don’t know where we’re going, then any path will do’. And all of this leads us towards the ‘doing’ trap – the busy business of doing – and we neglect the fundamental importance of ‘being’. Taking that vitally important reflective breath and being present. After all, this is the moment that everything before it, quite literally, was building towards. And if we go on postponing it, waiting for another better moment that our wonderful planning and change management may yield, then we become like a child chasing a reflection.
To some extent we are programmed to regard the future as a brighter place than today. “Sniffing a wonderful carroty horizon,” as Andy Cope puts it, propels us to struggle, survive and evolve. Dan Gilbert, author of Stumbling on Happiness, suggests that these positive illusion, as psychologists call them, make us as “part-time residents of tomorrow”. However, this forward looking energy, whether driven by fear or optimism, can rob us of our ability to appreciate the here and now. And the tragedy of this is that it is only in the ‘here and now’ that happiness can be found, and then only if we stop and look for it. Linked to this, in organisations there is definitely something concerning about the current vogue for futurism and future gazing that, as well as being almost doomed by the same uncertainty on which it thrives, draws us increasingly away from truly valuing our engagement with the present. After all, engaging with the present is the most profound engagement there is.
So, is it possible for a leader to model ‘being’ as well as ‘doing’? To value the wonders of the current moment, who we are, where we are and how we are, as much as the agenda we are trying to progress? If so, such an approach could be seen as embodying values that directly and positively impact the lived experience of colleagues and their wellbeing. The mindful present, when brought into focus, is refreshing, restorative and relaxing for busy minds.
There is undeniably a strong link between organisational leadership and wellbeing. Studies by Daniel Goleman and others show that, for example, unrelenting, pacesetting leadership can result in colleagues feeling overwhelmed by the demands, disempowered, micromanaged and mentally fatigued. Okay, perhaps, with another pacesetter with a similarly single-minded drive to succeed and exceed expectations on every front, but for the overall work climate a potentially destructive approach if it is not combined with a wide range of more collaborative and affiliative leadership styles. And yet, some may argue, isn’t that the nature of the modern workplace? Isn’t it more driven, more competitive, and more focussed on targets, outcomes and impact than ever before? This may be true, although it seems the prerogative of every work generation to claim that it is living through an age of ‘unprecedented change’. And even if is true that ‘in the modern workplace’ we need to set the pace and work smarter with less, would that not make it even more important for leaders to support the health and wellbeing of colleagues by modelling and encouraging mindfulness. What a turnaround it would be if, for example, being in a meeting could literally include consciously ‘being’ in the meeting, even if for just a few short enlightened moments.
Mindfulness is a relatively modern term for an ancient insight: we replenish ourselves and find fresh energy and insight when we discipline ourselves to be in the current moment and to notice only the things that are happening now (sounds, images and sensations). Meditation, contemplation and prayer have been the heartbeat of spiritual life in cultures around the world for as long we know, and in more recent times ideas to do with emotional intelligence, reflective-practice and mindful self-awareness have gained currency as ways for leaders and others to be present, to suspend judgement, to show empathy and to redirect disruptive emotions and make better choices.
The final chapter of my book, Leading Learning and Teaching in Higher Education: The Key Guide to Designing and Delivering Courses, published last year, is focussed on leading yourself. Self-leadership is a strand that runs throughout the book linked to a set of core leadership qualities, and in this short chapter I bring together as a summary some key ideas relating to what I have termed ‘attuned leadership’ and having compassion for yourself:
“In this attuned leadership the leader looks to achieve a level of deep influence that is as much about ‘being’ as it is ‘doing’ (we are, after all, human beings, not ‘human doings’). The emotional and interpersonal environment will figure highly in the leader’s focus and priorities, and the emphasis will be on the climate of the group and liberating potential rather than giving strong direction.”
This highlights another important aspect of mindfulness for leaders, the crucial need not to let passion for the task overcome compassion for people, and this includes having compassion for yourself. A people rather than a performance culture will be essential for mindfulness principles and practices to flourish, where the individual and the community come first and the work we do and the things we achieve are significantly better for it. And having “compassion for yourself should not be an awkward concept because if you do not sustain yourself in your leadership then it will be impossible for you to sustain others” (Ibid.). The chapter ends with ten questions based on self-reflection and mindfulness that encourage leaders to find peace and balance in an often frantic world. This is actually a short mindfulness activity in itself intended to be illustrative of how these principles and practices can put you back in control of your life, as a leader at any level of seniority, and thereby help others to begin to do the same.
“Mindfulness is about observation without criticism: being compassionate with yourself… In essence, mindfulness allows you to catch negative thought patterns before they tip you into a downward spiral. It begins the process of putting you back in control of your life.”
(Williams and Penman, 2011)
Doug Parkin is the programme director for a range of Leadership Foundation development programmes, and in demand for consultancy projects within universities. You can find out more about his book ‘Leading Learning and Teaching in Higher Education: The Key Guide to Designing and Delivering Courses’ by clicking here