Leadership Principles
Take time to think, observe, and reflect—In The Education of Cyrus, we learn that Xenophon concludes that he can learn how to rule by studying what Cyrus did and how he did it. He takes time to think and reflect on the course of history. His introduction resonates with Machiavelli, because he, too, devotes considerable time and energy to studying the successes and failures of rulers before and while writing The Prince. In like manner, by studying what effective leaders have done we can learn how to become an effective leader.
In The Expedition of Cyrus, Xenophon devotes considerable time to thinking, observing and reflecting on how to be an effective leader. However, he has to rely heavily on learning from experience. Along the way, he makes several mistakes. However, his tutelage by Socrates, coupled with his study of Greek writers and likely familiarity with Sun Tzu’s The Art of War, ensures he isn’t starting at ground zero.
When a leadership vacuum exists, fill it.—In The Expedition of Cyrus, Xenophon notes, following the defeat of Cyrus the Younger’s army in Persia and the assassination of the Greek generals, that none of the survivors in the Ten Thousand know what to do. After being startled and awaking from a dream, Xenophon realizes someone needs to step forward and provide leadership, otherwise the Persians will attack and kill them. He asks himself, “Why am I lying here? The night advances; with the day … the enemy will be upon us. If we are to fall into the hands of the king, what is left us but to face the most horrible of sights, and to suffer the most fearful pains, and then to die, insulted, an ignominious death? To defend ourselves—to ward off that fate—not a hand stirs: no one is preparing, none cares; but here we lie, as though it were time to rest and take our ease. I too! what am I waiting for? a general to undertake the work? and from what city? am I waiting till I am older myself and of riper age? older I shall never be, if today I betray myself to my enemies..”[i]
Xenophon acts. He assembles the commanders and gives a compelling speech, ending with a challenge: “… let us not, in heaven’s name, wait for others to come and challenge us to noble deeds; let us rather take the lead in stimulating the rest to [valor]. Show yourselves to be the bravest of officers, and among generals, the worthiest to command. For myself, if you choose to start forwards on this quest, I will follow; or, if you bid me lead you, my age shall be no excuse to stand between me and your orders. At least I am of full age, I take it, to avert misfortune from my own head.”[ii]
Xenophon steps up, takes control without being controlling, makes suggestions instead of giving orders, guides his comrades to decisions he wants by asking questions, maintains his composure, provides detailed analyses of their situation, articulates strategies and tactics for the army, identifies alternative solutions to potential problems, and establishes the goal for the Ten Thousand—return home safely. Instrumental in re-organizing the Ten Thousand, Xenophon presents himself humbly and demonstrates respect for those who are senior to him. He conducts himself like a leader and acts without portfolio.
Just as Mary Pat McCarthy, while serving as vice chair of KPMG LLP, told students in the leadership course, “Run toward opportunity, not away from it,” Xenophon runs toward the opportunity to lead the Ten Thousand. When Doug McMillon, while serving as Walmart’s President and CEO, was asked by a student how he advanced so quickly at Walmart, he said he was willing to help others be successful, volunteered for jobs, and asked for opportunities to learn. Shelley Simpson, currently J. B. Hunt’s CEO, provided a near-identical response when she met with my students.
Yet, in 2017, when I addressed an academic leadership workshop on the subject of becoming a successful leader, I advised participants to let leadership opportunities pursue them, instead of them pursuing leadership opportunities. Why? Because of differences in cultures in academe and business. For reasons difficult for many to understand, much less articulate, academics are suspicious of anyone who wants to be a leader. They believe anyone who becomes an administrator must first undergo a frontal lobotomy. As a result, being a reluctant candidate is advantageous for a faculty member who is truly interested in becoming a department head.
While serving as UA’s chancellor, a member of my leadership team applied for collegiate presidencies. Frequently a finalist, my colleague was unsuccessful. Following a failed attempt to secure a vice presidency of a university system, I contacted the person who led the search and asked why my colleague was unsuccessful. The search executive said my colleague “wanted it too much.” My colleague provided a polished presentation reflecting extensive research and in-depth understanding of opportunities to improve units of the system, but was too eager. Again, leadership is “highly situational and contingent,”[iii] proved to be accurate.
So, when a leadership vacuum exists, assess the situation and take appropriate steps to fill it. During fall semester of 1997, following my appointment to be chancellor, I was asked to participate in a student-led televised call-in show, where students asked me questions. Among the questions posed, one caller said he had been observing what I did and thought being a university chancellor looked like an interesting job; then, he asked, “What do I need to do to become a university chancellor?” My spontaneous response, after laughing, was, “I have no idea. I didn’t want to be one until I was.” Then, I recommended the student do his best at every job and not focus on the next job. When opportunities arise, you’ll have to decide which ones are best for you. As a UA student, not once did I think I would become a professor, and I never dreamed I would lead my alma mater.
Mark Twain understood the power of reluctance. In The Adventures of Tom Sawyer, he writes, “He had discovered a great law of human action, without knowing it—namely, in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain.”[iv]
In the case of being chancellor, my reluctance was genuine. I enjoyed being Georgia Tech’s engineering dean and had no desire to leave. However, B. Alan Sugg, UA system president, was persistent. Finally, when Mary Lib said she thought I should consider it because, if I didn’t, someday I might regret it, I applied for the position. You know “the rest of the story,” as the deceased radio commentator, Paul Harvey, put it. And, as usual, Mary Lib was correct.
Next: Leadership ABCs—X (Part 3)
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[i] https://www.gutenberg.org/files/1170/1170-h/1170-h.htm#link2H_4_0003, Gutenberg’s Anabasis, Book III, Chapter I.
[ii] Ibid.
[iii] Steven B. Sample, The Contrarian’s Guide to Leadership, Jossey-Bass, San Francisco, CA, p. 1.
[iv] The Wit and Wisdom of Mark Twain, Chartwell Books, New York, NY, 2016, p. 28.
