Students not afraid of Change.

Change is a constant. It is around us, inside us and everywhere we look.

In the time you take to read this sentence, 50,000 of your body cells will have died and been replaced, a necessary change, but out of your control. However, many constructive changes are within our control, and it is these that we must take responsibility for and act upon.

Even though we are subject to constant change – in mind and body - for some reason many people become anxious at the mention of “change.” The majority of adults associate “change” with negative connotations; a change in the workplace, change in jobs, pay, interest rates, and the overall cost of living. Perhaps this is because they have become entrenched in their ways, or comfortable in, or at least accepting of, their environment.

It is for this reason that student led change vital for society.

Young adults still hold small elements
of their childhood selves; they tackle
the world with no fear, nothing is
impossible to them.  

Students are more open to change.  They act on what they deem important, being unfazed by the unknown. Students are optimistic leaders, they “demonstrate a healthy and favorable outlook, fostering hope, and set a positive tone for the future” (Shankman, Allen & Haber-Curren 2015).  Young people are adventurers, they take risks and they are determined to lead change where possible.

“Seek the wisdom of the ages, but look at the world through the eyes of a child.” - Ron Wild

 As Christine Nixon put it, we are “all global citizens, with global challenges” (2015, pers. Comm 28 April). Whether we are personally affected by them or not, global challenges surround us, and we must work to amend them.  Positive change is required.

This does not mean we must expect to address the major challenges the world faces; ending poverty, stopping wars or finding a cure for cancer.  Solving these problems will take time and requires the efforts of more than just one student body.  It is important to be realistic in setting our goals and considering our actions.  We need to look at the changes we can make that will build to something.  The small changes we make individually will overall have the greatest impact.  As Mother Teresa said:  

“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.”

Playing Basketball. 

Our world is filled with conflicting existence. It is for this reason that I embarked on a trip to India and Northern Nepal with my fellow Sacre Coeur students to try and create a difference, even if no more than bringing a sense of worth and hope to families who were affected by poverty. We were a group students “going beyond temporary gains in achievement scores to create lasting, meaningful improvements” (Hargreaves & Fink 2004). We were a group of students leading change.

Hand- clapping games. 

Despite poverty being a global challenge, we set the realistic goal to initiate change within a small community. Volunteering in a Tibetan Refugee, we endeavored to generate feelings of happiness in the locals. Whether it was through playing hand-clapping games, basketball, having spontaneous sing-a-longs, or even cleaning the school and work sheds, these small actions increased the chances of a smile appearing on the locals’ faces.

A smile may seem insignificant and irrelevant, in relation to the global issue of poverty, however we strongly believe that it made a difference in their lives. It fostered hope and confidence in the Refugees.  

The power of a smile. 

We were wanted to engage both “above and below the Neck” (Heifetz, Grashow & Linksky 2009), meaning we invested both our physical strength as well as our heart, to those we helped in the Refugee center. Good leaders bring intellect to their work; great leaders pour their heart and emotions into what they do, and consequently they have the greatest impact because they care for their work. Just like we cared for the locals on our trip.

We knew we couldn't change the world and we understood we couldn't remove the poverty in their lives, but most importantly, we saw an opportunity to help others. We seized the chance to make a difference in the world, even if it was small.  We were not scared to create change; we were willing to enter into the unknown, because it was important to us.

  

Never doubt that a small group of thoughtful committed citizens can change the world; indeed, it's the only thing that ever has. - Margaret Mead

Currently the students of today endeavor to change the world. They do not fear change, but the question is will this mentality sustain as they grow up, or will they too, succumb to the notion of “change” with having negative connotations? Is there an unidentified cycle that must be broken, so that student led change is not temporary?

 

A group of 15 students not afraid of change. 

References

Bebi, A & Beba B 2013, Seek the wisdom of the ages, but look at the world through the eyes of a child - Ron Wild, PinInterest, online image, viewed 26 May 2015, https://www.pinterest.com/pin/292804413246501150/

Heifetz, R, Grashow, A & Linsky, M 2009, Leadership in a (permanent) crisis, Harvard Business Review, Massachusetts.

Heifetz, R, Grashow, A & Linsky, M 2009, The Practice of Adaptive Leadership, Harvard Business Review, Massachusetts.

Hargreaves, A & Fink, D 2004. “The Seven Principles of Sustainable Leadership”. Educational Leadership, Volume 61, Number 7.

Shankman, M, Allen, S & Haber-Curran 2015, emotionally intelligent leadership, Jossey-Bass, San Francisco.

*all other images are my own*

A Interview with Ian Ward-Ambler.

Social justice drives Ian Ward-Ambler.

Ian currently sits on the Board of Australia’s National Research Organization for Women’s Safety Limited (ANROWS) as Director and Chair of Finance, is a Vice Chair for Voyager Indigenous Tourism, Chairs the Finance Legal and Investment Sub-Committee of the Indigenous Land Council, is Chair of the Finance Committee and a member of the Investment Management Committee at Melbourne University’s Trinity College and is also a self-employed Executive Coach.

Find more information about Ian at his Linked in Account: https://www.linkedin.com/pub/ian-ward-ambler/10/85/788

At the beginning of Ian’s career, fresh out of Melbourne University, with a degree in Philosophy and Economics, Ian worked with opposition leader Jeff Kennett as Chair of BeyondBlue and from 2010-2014, he was the Chair of the not-for-profit organization Hands on Learning.  However, between 1991 and 2012 his career focus was at Goldman Sachs Asset Management, where he was Chief Executive for some time, as well as a stint in New York, as President of JBWere’s Securities Division.

The move to New York to run JBWere’s office was the first time Ian had “massive autonomy.” During this period Ian learnt first hand, what makes a good leader.

Entering this new role, or any new leadership role for that matter, Ian’s fundamental approach is always to “ask a lot of questions.” Heifetz, Grashow and Linsky (2009) describe this strategy as “being on the balcony,” it is one of the hallmarks of effective leadership. Ian understood that existing employees wouldn't immediately accept a young unknown Australian, telling them what to do; therefore initially Ian put himself “on the balcony,” to observe the “bigger picture… [and] patterns of behavior.”   And also to gain trust.

Change was required but Ian understood the motivational power that ‘ownership’ of change would generate.  He facilitated change by planting seeds of ideas, but allowing those seeds to develop through his staff.  He wanted “[employees] to come up with ideas as their idea.”

He noticed his “behavior had a ripple effect right across the office.” As Shankman, Allen and Haber-Curran (2015) stress, “emotions are contagious,” and Ian found that his energy influenced the people around him. If he was dedicated, optimistic and focused, others would copy.

“As a leader, all eyes are on you and so you must constantly maintain a positive attitude.”  

- Shankman, Allen and Haber-Curran (2015)

Furthermore, Ian realised that to be a good leader, “[his] success would be from the quality of people around [him].” Therefore, to “mobilize the system” (Heifetz, Grashow & Linsky 2009), Ian essentially “pinched” people he identified as hard workers who would bring success.  He brought a productive team together.

A reoccurring theme in Ian’s life and leadership is his passion for helping others. An example is ANROWS, an independent, not-for-profit organization aimed at reducing Violence against Women and their Children. The ability to work effectively in diverse settings such as JBWere and ANROWS showed Ian how his leadership skills could be applied to different contexts.  In a not-for profit organization like ANROWS Ian found himself relying heavily on his “adaptive skills,” but rarely using “technical skills.”

“Your greatest strength is your greatest weakness” – Ian Ward-Ambler

Ian doesn't, however, see working at JBWere compared to ANROWS, as the dichotomy of capitalism vs social justice. In all of his jobs an element of social justice was present, the extent to which it was and is present involves a “continuum.”

Never aspiring to be like any specific leader, Ian preferred to learn from others to allow personal leadership traits to form.  

Being part of both Voyager Indigenous Tourism and the Indigenous Land Councils is something that has always been important to Ian. Believing that if everyone “walked a mile in other people’s shoes,” our world would be less dogmatic place.

“Leadership needs to be who you are” - Ian Ward-Ambler

People would have different points of view, if they actually sat down and spent time talking to Aborigines or women who have been subject to violence. The global problems that face us today are complex problems; there is no quick fix solution. However Ian believes that being open to “learning, listening, understanding and [showing] empathy” for the global issues of today, such as Aboriginal and Women’s rights, is a simple step that could have a dramatic effect.

Ian otherwise believes in the importance of small changes; “little things do matter.” Language is important, and thus one small change Ian makes to address Women’s rights is that he is a “Chair” of an organization, if “Chairman” is written, he will delete “man.”  Ian sees the relevance of lots of small steps to helping resolve larger issues. 

Egalitarianism drives Ian Ward-Ambler.

References

ANROWS, 2014, Key statistics on violence against women, online image, viewed 10 May 2015, http://www.anrows.org.au/publications/fast-facts/key-statistics-violence-against-women

ANROWS, 2013, Ian Ward-Ambler, online image, viewed 10 May 2015, http://www.anrows.org.au/about/board/ian-ward-ambler

Corporate Videos Australia 2013, ‪Voyages Indigenous Tourism Australia commercial - Airport Version, online video, viewed 11 May 2015, https://www.youtube.com/watch?v=bqLwk50tGoQ

Heifetz, R, Grashow, A & Linsky, M 2009, Leadership in a (permanent) crisis, Harvard Business Review, Massachusetts.

Heifetz, R, Grashow, A & Linsky, M 2009, The Practice of Adaptive Leadership, Harvard Business Review, Massachusetts.

Shankman, M, Allen, S & Haber-Curran 2015, emotionally intelligent leadership, Jossey-Bass, San Francisco.

Signtech, 2012, online image, viewed 10 May 2015, http://www.signtech.com.au/client_JBWere.php?height=514&width=800

The not so Happy Ending.

Everyone remembers his or her last day of school. The freedom, excitement and celebration of finally finishing.

Mine, however, was not as anticipated. It turned out to be a day of sadness, tears and disbelief.  I found myself having to execute adaptive leadership skills.

It had been a tradition for years to share an early morning breakfast, and move to a final whole school assembly dedicated to the Year 12s. It was considered a highlight for the school year.  I had two speeches ready; one I had looked forward to delivering all year, the speech to my fellow School Co-Captain, Bridie.

However, instead of our celebratory 7:15am breakfast, we were ushered in complete silence to the hall. We had no idea what was going on. Over a long four hours of “interrogation” (as some later described it) we were told that during the evening before some girls had taken “muck up day” activities too far. In a school that has a zero tolerance on muck up celebrations, consequences would follow for the whole cohort.

The verdict: Everything cancelled, everyone sent home.   

What our whole year had come to, the final pinpoint in the straw had now been taken away from us.

I will never forget the look of devastation, anger and shock painted on every girls face. The 75 girls I had led all year with Bridie were being punished for the actions of a few.  It had been the perfect year, but we did not receive the perfect ending.  

The effects of the decision were far-reaching for both students and teachers. It is difficult to explain how much this day meant to everyone, but for a while the decision broke the school community apart.

In such an important time (one week until VCE exams), I could not let the girls loose sight of what was “essential and what [was] expendable” (Heifetz, Grashow & Linsky 2010). We were in a period of disequilibrium. The 2014 cohort were imbalanced and lost, girls weren’t focused; many wasting time writing letters to the school instead of studying. They needed to be reminded of the bigger picture.

I wanted to “help people navigate through a period of disturbance.” As a School Co-Captain, my loyalties lay with my cohort. I knew these girls, I knew how hard they had worked all year, and I was not willing to let them forget that.  

To deal with the swirling emotions surrounding me I did two things; Firstly, I managed myself in the environment. I mentally chose to push aside the negative and distracting thoughts by putting them into a tiny box in my brain and locking it away.

Secondly, this then allowed me to “help people tolerate the discomfort they [were] experiencing.” I believed that my scope of authority permitted me to remind them whom they truly were, something I deemed important. My goal was to keep the temperature of emotions within the “productive zone of disequilibrium (PZD).” Heifetz, Grashow and Linsky (2010) classify this as a zone where people are “mobilized to focus and engage with the problem.” To me this would be a zone where all girls would focus on their studies.

My relationship with the girls allowed me to utilized the notion - “solutions are offered based on trust and a mutual understanding.” I decided the following day to “counteract tactics” via posting the Year 12 reflection video I had been making all year. In a Facebook post targeting both the Year 12s as well as the rest of the School, I acknowledged the loss in a quote 

“Unless you have bad times, you can't appreciate the good times” – Joe Torre,” 

and stressed to the cohort the importance of returning to a safe PZD temperature.

The Facebook Post the day after with the video. 

Persistence and patience was needed, however I believed, not only as an elected leader and authority figure, but also as a person, that it was important to restore the “purpose and values” that were “at the center of [the girls} being” (D’Souza & Renner 2014).  They needed a place of balance and equilibrium. Every girl deserved the chance to achieve her best, and I wanted to ensure that happened.

Girls reactions and comments left on the post.

Girls reactions and comments left on the post

Girls reactions and comments left on the post.

Side note: As the post was viewed, it seemed to have a calming effect on the cohort “makes me remember all the awesome times” one girl commented. We have since received a sorry letter from the Leadership team regarding their decision. I am still in contact with teachers and the school. I miss it very much.

References

Alex Hopkins 2014, Vale to Sacre Coeur Class of 2014, online video, viewed 1 May 2015, https://www.youtube.com/watch?v=rXm7DPgh1K4

D’Souza, S & Renner, D 2014, Not Knowing, LID Publishing Ltd, United Kingdom.

Skankman, M.L, Allen, S.J & Haber-Curran, P 2009, Emotionally Intelligent Leadership, Joessy-Bass, San Francisco.

*Pictures are screen shots of my own Facebook post, with names omitted for privacy*