LESSONS FROM THE ART STUDIO
Leadership is one of the most important topics of our time. And it’s likely one of the most important attributes for effectiveness in any human endeavor. The success of any institution, organization, group, or team, is grounded in the effective application of leadership. For any organization to sustain success it must invest in the development of leaders—current and future—to avoid a regression towards mediocrity.
Since the dawn of civilization, groups have utilized leadership for various purposes beginning with the need for survival. Organizations today view leadership as a necessity for success and it is hard to find a person today who does not give at least lip service to the importance of developing leaders.
Yet despite this apparent intent to nurture the development of leaders, we still find ourselves desperately searching for leaders that can create and sustain success. Perhaps part of the problem is the way we teach leadership.
I teach leadership courses in two different graduate colleges for the same university. Different students, same classroom. The classroom consists of a podium, tables with chairs and a white board. The rooms are designed for teachers to stand and students to sit.
However, the classroom in which my colleague teaches art is quite different. In her art studio she often does not stand and students don’t sit. The simple reversal of classroom roles leads to a different mode of learning. Students in the art classroom poke around, observing the work of their fellow students. They ask questions, share stories, exchange insights, and offer praise or constructive critiques.
I’ve learned some powerful lessons from studying learning in the art studio. Two, of them in particular have reshaped the way I approach leadership development.
- Anything worth doing is worth doing badly.
- The fear of failure will guarantee failure.
Anything Worth Doing is Worth Doing Badly
Not the orthodox way of looking at excellence. However, leadership is a messy proposition for anyone learning to lead. Since leadership is a social process, it follows that team leaders will need to experiment with such things as peer accountability. Invariably, the beginning leader will stumble. Encourage your student-athletes to get going, start leading, and take the lumps that come with learning to lead.
The art studio encourages the student to explore. Taking risks—experimentation—and being willing to do leadership badly are part of the learning process. In the art studio students are encouraged when they do something badly. They quickly look at the bad product and figure out how to improve upon their work. Poor outcomes are not seen as failures. Rather, the art student returns to the canvas to try again.
To offer some real-world perspective on bad leadership as a learning opportunity, take a quick look backwards to when you took your first coaching job. Who among us can’t look back and see incompetence and failure in some leadership efforts during our formative years? I’m on pretty safe ground here knowing that all competent coaches attended Hard Knocks University.
Here’s a simple way for you to guide your student-athletes to face the fact that risk is necessary for them to fully develop as a leader. Have them set up a matrix that involves listing leadership goals on one side of the ledger with possible risks on the other.
Leadership Goal Risk
To promote team unity through One or more team members do not want
a weekly players only meeting to attend and see the leaders as “better than them”
Fear of Failure Will Guarantee Failure
While the artist’s palette contains a wide-array of vibrant colors, the only color emerging leaders see is gray. Nothing appears to be black and white for the beginning leader. She’s not sure where to start, what to do, how to take leadership action. Fear of failure is real.
Failure often affects confidence and self-esteem. However, failure is not fatal. Giving your leaders the license to fail is a starting point. Creating a learner-centered approach to leader development can help the novice and the experienced team leader. Artists that persevere face their fear of failure. Failure in the art studio is guaranteed. Perfection is desired, but failure is acknowledged as part of the process.
I’ve noticed far too many young leaders fearful of leaving their comfort zones, clinging to what is comfortable and secure. The art student is encouraged to venture out and explore new styles and tools. In the art studio it is folly to discount mistakes and failure.
In the art studio, students are confronted with reality. What they put on canvas is available for all to see. Sometimes the visible picture doesn’t match the artist’s heart and effort. Such moments can be both disheartening and empowering. Vulnerability is a vital part of learning to become an artist—and a team leader.
Leadership certainly can begin to be taught in a classroom. Yet conventional methods of leadership training often fail to prepare students for the messiness of leadership. The art studio provides another model to explore as a bold approach for developing your team leaders. Experimentation, exploration, and action will involve mistakes and failure. Guiding your young leaders through the risks of leadership may well be the most important role you assume as a leadership educator.