PART 4: Choosing Leaders: Maturity is the Key
by Tim Lautzenheiser
continued from Selection and Development: Effective Student Leaders
* How do you choose your student leaders?
* Is there a specific criteria do you use in the selection of these crucially important role models?
* Do you have a particular standard they must achieve before they are candidates?
* What are the expectations you have of these people?
After studying and working with countless student leaders over the years, it is clearly apparent; "some students are ready for the extra responsibilities student leadership requires and many are not." What determines this crucial difference? It appears to lie in the area of individual maturity, not chronological age, but personal maturity. Some young folks easily assume (and consume) the added workload while others may buckle under the pressure. As teachers we have an obligation to be sensitive in our selection of student leaders; for we are asking for them to give up the privileges of their classmates and enter into a role that will demand their undivided attention if they are to succeed. As you can quickly see, being a student leader requires the individual to give-up much of his/her freedom in return for the opportunity to dedicate more time and energy to the given goal.
While being a student leader is often misinterpreted as a status-upgrade, it is - in truth, the acquisition of more responsibilities. It is all too easy for the aspiring student leader to be blinded by enthusiasm-of-the-moment and accept the charge before truly understanding what will be required of him/her. This is where we, as caring educators, must be cautious and realistic in our assessment of their "readiness." Once again let us revisit the original questions pertaining to the selection process; it is imperative we begin with this inquiry, "Is the student mature enough to emotionally embrace the task/s at hand in a fashion that will positively add to his/her personal growth and development? Simply put, "Can they handle what will be ask of them?" Although there is no definitive template to measure something as arbitrary as maturity, there are some general guidelines that can help you in identifying those students who are being considered for student leadership positions.
LEVELS OF MATURITY
Level I - SELFISH: Selfishness focuses on the pre-occupation with "self." A student might be a stellar musician, but he/she easily becomes upset unless everything supports his/her personal welfare and opinion. Beware of the student who unconsciously, or by design, makes decisions that supports his/her self-promotion and/or personal agenda. Little will be gained if he/she is given the power to make decisions that will impact others. Inevitably more time will be spent dealing with the problems caused by immature decision-making than will be spent enjoying the benefits of the young leader’s efforts. We often rationalize the fact these students might, in fact, prosper by putting them "up front” or giving them extra responsibilities. Alas, it is rare they will rise to the occasion. It would be a much kinder and more positive choice to allow them to spend extra time in the growth process before asking them to put others' considerations and personal welfare ahead of their own.
Level II - INDEPENDENT: We often see "independence" as a reaction to the lack-of-results achieved with a "selfish" attitude. The human mind comes up with a logical reason why others do not respond to our wishes and concludes: "It is easier to just do-it-myself than to depend-on-others and be disappointed." Many people function at this level throughout life and are quite successful; however they are unto themselves and perfectly satisfied to "do their own thing." In fact they may be uncomfortable letting others get involved. Since they produce excellence in their area-of-interest; we are often deluded into thinking they will transfer a similar standard of achievement to their followers if they are given a leadership position; however the "independent" may become frustrated when the followers do not immediately choose to replicate the his/her personal habits and work patterns. They have a tendency to give-up in disgust when the going-gets-rough and revert to the, “I’ll just do it myself,” habit that has served them so well in the past.
Level III - COOPERATIVE: A student must be at Maturity Level 3 (COOPERATIVE) before being considered for any kind of leadership position that involves dealing with other people. Cooperative personalities are aware nothing will be gained without a sense of mutual understanding, all this must be well fueled with a cooperative attitude. Then, and only then, I-ME syndrome gives way to a genuine WE-US approach to every situation. Satisfying the ego will become secondary to the forward motion and the personal welfare of the group. This student leader understands the benefits of cooperative decision-making are far greater than self-serving independent choices. Granted, it takes a mature individual to see beyond the instant gratification derived from serving oneself before thinking of others. Level III, cooperative, is a transition to the final and most important perspective needed for effective leadership.
Level IV - GIVING: We have many examples of "givers," and we all know those who will go the extra mile, but this level of "giving" does not require any kind of reciprocation. Those who operate from a posture of "giving" do so for the pleasure-of-the-process. The pay-off for this individual lies totally in the opportunity-to-serve. While thank-you's are appreciated, they are not required. They payment lies in the process of the giving. So often student leaders will find themselves discouraged because nobody recognizes their dedicated efforts. It is true we all enjoy personal acknowledgment along the pathway of life, but a mature leader is clearly aware the most important affirmation of his/her leadership success is often disguised in the extension of more work and extra responsibilities being added to the leadership agenda. In essence, "The reward for a job well done is the opportunity to do more." The student leader who is a genuine "giver" is a rare commodity; everyone in the group will gain by experiencing the magic created by a GIVING leader. It is his/her PRESENCE that makes the difference; what greater role model could there possibly be for the followers?
The student leader selection process is certain to effect every aspect of your program. All-too-often we make our choices based on everything from age, talent level, attendance, personal favors, etc. In all fairness to everyone we must be honest in assessing the maturity of those students who are want to be given the opportunity to serve others through various student leadership positions. Carefully seek the student who wants to improve the conditions for his/her compatriots by unselfishly contributing to the given goal. When you find this individual you have identified a student leader in action; put this individual in charge, let this student take-the-lead.
About the Author: Dr. Tim Lautzenheiser
Related Articles:
Selection and Development: Effective Student Leaders
Part 1: Character Traits of a Student Leader
Part 2: A Paradigm Shift for Today's Leaders
Part 3: The Personal Values of a Student Leader
continued from Selection and Development: Effective Student Leaders
* How do you choose your student leaders?
* Is there a specific criteria do you use in the selection of these crucially important role models?
* Do you have a particular standard they must achieve before they are candidates?
* What are the expectations you have of these people?
After studying and working with countless student leaders over the years, it is clearly apparent; "some students are ready for the extra responsibilities student leadership requires and many are not." What determines this crucial difference? It appears to lie in the area of individual maturity, not chronological age, but personal maturity. Some young folks easily assume (and consume) the added workload while others may buckle under the pressure. As teachers we have an obligation to be sensitive in our selection of student leaders; for we are asking for them to give up the privileges of their classmates and enter into a role that will demand their undivided attention if they are to succeed. As you can quickly see, being a student leader requires the individual to give-up much of his/her freedom in return for the opportunity to dedicate more time and energy to the given goal.
While being a student leader is often misinterpreted as a status-upgrade, it is - in truth, the acquisition of more responsibilities. It is all too easy for the aspiring student leader to be blinded by enthusiasm-of-the-moment and accept the charge before truly understanding what will be required of him/her. This is where we, as caring educators, must be cautious and realistic in our assessment of their "readiness." Once again let us revisit the original questions pertaining to the selection process; it is imperative we begin with this inquiry, "Is the student mature enough to emotionally embrace the task/s at hand in a fashion that will positively add to his/her personal growth and development? Simply put, "Can they handle what will be ask of them?" Although there is no definitive template to measure something as arbitrary as maturity, there are some general guidelines that can help you in identifying those students who are being considered for student leadership positions.
LEVELS OF MATURITY
Level I - SELFISH: Selfishness focuses on the pre-occupation with "self." A student might be a stellar musician, but he/she easily becomes upset unless everything supports his/her personal welfare and opinion. Beware of the student who unconsciously, or by design, makes decisions that supports his/her self-promotion and/or personal agenda. Little will be gained if he/she is given the power to make decisions that will impact others. Inevitably more time will be spent dealing with the problems caused by immature decision-making than will be spent enjoying the benefits of the young leader’s efforts. We often rationalize the fact these students might, in fact, prosper by putting them "up front” or giving them extra responsibilities. Alas, it is rare they will rise to the occasion. It would be a much kinder and more positive choice to allow them to spend extra time in the growth process before asking them to put others' considerations and personal welfare ahead of their own.
Level II - INDEPENDENT: We often see "independence" as a reaction to the lack-of-results achieved with a "selfish" attitude. The human mind comes up with a logical reason why others do not respond to our wishes and concludes: "It is easier to just do-it-myself than to depend-on-others and be disappointed." Many people function at this level throughout life and are quite successful; however they are unto themselves and perfectly satisfied to "do their own thing." In fact they may be uncomfortable letting others get involved. Since they produce excellence in their area-of-interest; we are often deluded into thinking they will transfer a similar standard of achievement to their followers if they are given a leadership position; however the "independent" may become frustrated when the followers do not immediately choose to replicate the his/her personal habits and work patterns. They have a tendency to give-up in disgust when the going-gets-rough and revert to the, “I’ll just do it myself,” habit that has served them so well in the past.
Level III - COOPERATIVE: A student must be at Maturity Level 3 (COOPERATIVE) before being considered for any kind of leadership position that involves dealing with other people. Cooperative personalities are aware nothing will be gained without a sense of mutual understanding, all this must be well fueled with a cooperative attitude. Then, and only then, I-ME syndrome gives way to a genuine WE-US approach to every situation. Satisfying the ego will become secondary to the forward motion and the personal welfare of the group. This student leader understands the benefits of cooperative decision-making are far greater than self-serving independent choices. Granted, it takes a mature individual to see beyond the instant gratification derived from serving oneself before thinking of others. Level III, cooperative, is a transition to the final and most important perspective needed for effective leadership.
Level IV - GIVING: We have many examples of "givers," and we all know those who will go the extra mile, but this level of "giving" does not require any kind of reciprocation. Those who operate from a posture of "giving" do so for the pleasure-of-the-process. The pay-off for this individual lies totally in the opportunity-to-serve. While thank-you's are appreciated, they are not required. They payment lies in the process of the giving. So often student leaders will find themselves discouraged because nobody recognizes their dedicated efforts. It is true we all enjoy personal acknowledgment along the pathway of life, but a mature leader is clearly aware the most important affirmation of his/her leadership success is often disguised in the extension of more work and extra responsibilities being added to the leadership agenda. In essence, "The reward for a job well done is the opportunity to do more." The student leader who is a genuine "giver" is a rare commodity; everyone in the group will gain by experiencing the magic created by a GIVING leader. It is his/her PRESENCE that makes the difference; what greater role model could there possibly be for the followers?
The student leader selection process is certain to effect every aspect of your program. All-too-often we make our choices based on everything from age, talent level, attendance, personal favors, etc. In all fairness to everyone we must be honest in assessing the maturity of those students who are want to be given the opportunity to serve others through various student leadership positions. Carefully seek the student who wants to improve the conditions for his/her compatriots by unselfishly contributing to the given goal. When you find this individual you have identified a student leader in action; put this individual in charge, let this student take-the-lead.
About the Author: Dr. Tim Lautzenheiser
Related Articles:
Selection and Development: Effective Student Leaders
Part 1: Character Traits of a Student Leader
Part 2: A Paradigm Shift for Today's Leaders
Part 3: The Personal Values of a Student Leader
Posted by Vivace Productions at 7/2/2010 9:45 AM 
Categories: Band Director, Dr. Tim, Leadership
Tags: Band Leadership Training Dr. Tim Leadership
Categories: Band Director, Dr. Tim, Leadership
Tags: Band Leadership Training Dr. Tim Leadership
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