Segment 4 (2022) Support the Growth of Others

[Paul Terlemezian]

As desirable as growth may be it it not likely that everyone can achieve the growth they desire.

• How can we authentically support the growth of others?
• How do you lead someone whose growth may cause them to become less of a fit with your growth?
• How do you prevent your limitations from limiting those you are leading?
• How do you prevent your growth from being limited by those who lead you?
• How do you assure that your business structure does not hinder growth?
• What aspects of supporting the growth of others are you curious about?

Humorists:

• Les Brown
• June Cline

Panelists:

• Cynthia Jenkins
• James Lovas
• Folden (Pete) Peterson
• Jack Trainor

Moderators:

• Erick Allen
• Don Bolen

"Remarkable" Speakers/Listeners:

• Joanne Black

[Erick]

This should be a great discussion and I love the way the questions are framed. How do we support....? This question implies a specific type of relationship and eliminates others; Coach, Mentor, Counselor, and Therapist.

These are the 4  "Helping" relationships. Which do you we think is best for supporting the growth of others? 

We shall discuss!

[Paul Terlemezian]

How do each of these 4 know they have helped? When will they know? Does it matter if they know? Does it matter if the one being helped knows?

Is is possible for "Support the Growth of Others" to be a two-way street?

[Folden Peterson]

I believe we know whether any of the 4 personas worked through outcomes. These outcomes, actions, determine whether something helped based on achievement of an effort. Most care if they've help because time is such a precious commodity.  I also think it matters to the individual filling-in one or all of the 4 personas ---why--- 'helping' triggers 'endorphins'.  Whether the person being helped knows doesn't matter much, but I also believe when you learn something or get through a challenge we all remember who was present to help/support/watch-over us.  Military examples: Shot 40/40 at my first rifle range (great coach); learned about emotional intelligence (great mentor); wasn't successful in my first training mission (good counselor); suffered from PTSD and experienced death of friends in War - changed my thinking (excellent therapist) = ALL shaped the leader/person I am today. 

[Folden Peterson]

You have me nodding my head Erick and Lisa B. 

I also believe there is an inverse element.  In "Helping" relationships, How do/should we train those we learn from the very beginning to as for Help?  Somewhere with in the personas you've mentioned (Coach, Mentor, Counselor, and Therapist) lies an element of detection, some call it  intuition, to create that gestalt or ah-ha learning moment for those we lead. I'm excited about participating in the discussion.

[Lisa Bellile]

I think the best learning and growth occur when both sides are comfortable and willing to recognize that relationships don't have to be 'teacher vs student' or 'mentor vs mentee'. If we open ourselves up to the possibility that growth can occur for both parties involved, then imagine what could be accomplished. Why does learning have to be seen as one-sided?  I teach (or lead) and you learn is very outdated yet we continue this model in education and the corporate world.

[Paul Terlemezian]

Lisa - thank you. I agree with you. I am open to the potential for both the "outdated" and the "mutual growth" approaches.

What "fears" might restrict or prevent application of the "mutual growth" approach?

How might we respect the perspectives related to these fears?

[Lisa Bellile]

The fear of 'mutual growth' could be due to a lack of trust in each other or one having a bad experience in this type of approach in the past. I believe it's hard for some to fathom that an individual would want another to succeed without gaining something in return. I think it takes relationship and trust building before this give and take approach is effective. Anytime we feel someone is out to get us, we hold back and don't truly let ourselves learn or be a part of the process.

[Paul Terlemezian]

Lisa - well said - Relationship and Trust - and then give and take. We all lose when one or both hold back...thank you!

[Don Bolen]

Some years back, my learning leader reminded the staff that their development activities also served them once they left the organization; you are adding value not only for you but your current organization and whatever comes next. This message was not welcomed. The business was entering hard times with expected job losses as well as outsourcing of many functions. Tears were shed. The company's "we're a family" promise was seen as empty. 

How many times do we remind that growth can be continuous and can position for opportunities even in scary times? 

[Paul Terlemezian]

What percentage of your income would you be willing to invest in your postgraduate career-development?

What percentage of the cost would you expect your employer to cover?

[Don Bolen]

Zero right now given retirement. 

However, in reflecting over my career, involvement in professional organizations, attending and presenting at conferences, certifications, projects and volunteering - a significant amount. Some was employer paid and some was out of pocket. 

The tuition reimbursement program administered by my team had claw back provisions for a period of time. Some decided they needed more flexibility in career moves and removed that risk while adding those costs.  

[Lisa Bellile]

Being in K-12 public education for the last 20 years, academic credits are 100% on the employee.  However, our district does offer professional development to maintain or grow your knowledge in certain areas. Sometimes we are compensated for attending trainings, especially in the summer.

With that being said, graduate credits are expensive and the financial pay out as a public educator may take years to even break even. Unless you take credits to move into administration or change careers, I have found other ways to educate myself. For example, free webinars, podcasts, books, networking, etc.