Integer Leadership Consulting

This is a thought-provoking editorial on the moral dilemma of organizational layoffs. The question is this, “Does the organization laying off employees have a moral obligation to those employees?” This is clearly a vexing question. Some would argue that, in fact, “no,” organizations have no moral obligation to employees when those employees must be involuntarily laid off in order to preserve the performance of the business. Others would disagree saying that, in fact, “yes,” organizations do incur a moral obligation to their employees that supersedes the performance of the enterprise.

Whether or not a company has a moral “obligation” to their employees experiencing involuntary job loss may not be the real issue here. A publically held business enterprise is first of all obligated to its shareholders. Business decisions must focus on profitability (considering that all decisions about what leads to profitability have been ethically based) for those who have vested interests in performance. A business also has moral obligations toward fair and just compensation as long as employees are retained. A healthy organizational system will often generate healthy morale which can lead to greater efficiency and productivity.

But what about “after” employees are terminated? Are there moral obligations then? My opinion here is that while business enterprises are not automatically morally obligated to their job losers, they should choose to obligate themselves willingly in order to ensure that those who are terminated are treated with dignity, value, worth, and esteem. If a business takes on this type of a moral obligation with those terminated, they will take concrete action to mitigate, as much as possible, the economic and psychological impact of the job loss that takes the organization “well beyond” what is reasonable and appropriate.

How a business provides for the well-being of terminated employees is the issue here. Driven fundamentally by a desire to preserve its reputation, a company can do what it knows it must do (the minimum) in order to prevent bitterness and public backlash. However, it can go beyond what it knows it should do to respond to what it feels is a deeper moral imperative: to preserve the well-being of its former employees. Job loss research consistently shows that employers who go above-and-beyond what is minimally required for terminated employees contributes significantly to the well-being and “hope” of those employees. Reemployment seems to be a smoother process when a job loser leaves a former employer with gratitude despite the difficult decisions that have been made. Conversely, significant bitterness is generated when employees perceive that they have been tossed aside like a useless piece of human debris.

While a company is not morally obligated to those it terminates, it should consciously choose to obligate itself morally to provide support and care for those who are asked to leave the organization. This is the greater good. . .the higher road. . . for both the terminated employee and the employer.

I came across this article this morning as I prepared for one of my human relations in organizations classes. Gilbert, based on my own research on psychological trauma and posttraumatic growth, is not only accurate in his assessment but very helpful for those who work with post-secondary students and who are in a position to counsel adults dealing with potentially traumatic experiences.

One component of our cognitive framework that is affected by psychological trauma, using a cognitive schema model, is coming to terms with the reality that though we have believed in our ability to control and predict our environment, it is simply no longer possible or even tenable. The schema or fundamental assumption that we can control and predict our lives creates a sense (or illusion) of safety and stability. Unpredictable and uncontrollable trauma ruptures that fundamental assumption. Furthermore, it is my contention that though there is no psychological trauma present in our lives, our environment…our culture…can insidiously and incrementally eat-away at this assumption thus creating a nagging sense of unsettledness and ambiguous stress.

Gilbert notes that much of the rising tide of anxiety in our culture at the moment is not the result of not having enough money but rather not being able to predict what is coming around the bend. Though both issues are a source of stress, the latter, according to Gilbert, is particularly unsettling.

CAMBRIDGE, Mass. — Seventy-six years ago, Franklin Delano Roosevelt took to the inaugural dais and reminded a nation that its recent troubles “concern, thank God, only material things.” In the midst of the Depression, he urged Americans to remember that “happiness lies not in the mere possession of money” and to recognize “the falsity of material wealth as the standard of success.”

Our national gloom is real enough, but it isn’t a matter of insufficient funds. It’s a matter of insufficient certainty. Americans have been perfectly happy with far less wealth than most of us have now, and we could quickly become those Americans again — if only we knew we had to.
________________________________________

Daniel Gilbert is professor of psychology at Harvard University and author of “Stumbling on Happiness.” More of his writing and videos of his appearances can be found at his Web site (www.danielgilbert.com/).

One of the reasons that termination and unemployment exacts a toll on one’s psychological well-being is that we are too deeply connected to our work. In addressing the psychological meaning of employment, Freud (1930) observed that work was man’s strongest tie to reality and its reversal, unemployment, can loosens man’s grip on reality. Following Freud’s line of reasoning, Jahodia (1982) stated that the “psychological needs met by employment are probably deeper and more enduring than the institutional arrangements to which we have become accustomed as satisfying them” (p. 61).

When one experiences involuntary job loss, a number of psychological stressors are activated. The more meaningful our work the more disruption occurs psychologically. The more meaningful the work coupled with the length of time we have been engaged in that work, again, the greater the likelihood that psychological disruption will unsettle our sense of well-being. The process of appraisal and coping with this loss is determined by the amount of harm/loss and threat that the job loss represents (Lazarus & Folkman, 1984).

Notice the massive increase in mental stress that often results during periods of job loss as reported in the media. The last 15 months, we have witnessed dramatic increases in the disintegrating mental state or mental homeostasis of those who have lost their jobs and as a result overwhelming mental health help lines. The issue is that for many, they have lost far more than employment and the resulting economic crises that can quickly follow. For many, they have lost a significant source of existential meaning. Freud was right…we are deeply connected to our work, more so than we may understand. What have we lost beyond actual employment? We have lost a sense of purpose (I work therefore I am) and we have a diminished sense of value (we are worth less as an unemployed person in a culture that worships productivity and professional contribution).

One might suggest that because the West has put far too much emphasis on the meaning of work, the subsequent identity attachment that is framed around employment as a result can be deleterious to well-being. The work becomes “the soul” and when work is lost the soul loses it’s way…it’s true north. Could it be, then, that our own culture’s propensity of attaching inordinate meaning and significance to work is ultimately destructive? In cases such as involuntary job loss and the resulting psychological repercussions, the answer may well be “yes.”

If you are or know someone who has experienced involuntary job loss, develop a new appreciation for the larger existential issues you (or they) are confronting. At times such as these, let us find ways to rally around those who have been “existentially wounded” by unemployment and do what we can to be a constant reminder that fundamental value and worth far surpasses the matter of employment. This is a difficult to message to hear when one is psychologically traumatized by the magnitude of this type of loss. Nonetheless, perhaps the crisis can be an opportunity to redefine our sense of meaning and purpose.

Jeff

The untold story about involuntary job loss is that individuals take a tremendous psychological hit. The USATODAY link, though somewhat dated at this point, begins to go into greater detail. The work of the Gallup-Healthways index (http://www.well-beingindex.com/) as well as the Usatoday story (http://www.usatoday.com/news/health/2009-03-11-stress-poll_N.htm) presents data that supports the precipitous decline of the psychological health of those who are impacted by job loss.

With massive unemployment (http://www.bls.gov/news.release/empsit.nr0.htm) one can only image the psychological disruption that is taking place in the lives of those who have been involuntarily terminated. What most of us see are the individual stories of those who are struggling to make-ends-meet financially. What is often not seen and even less understood is how forced unemployment undermines psychological health.

The work of Janoff-Bulman (1992) on shattered assumptions helps us to understand just how psychological disruption takes place when one is confronted with, for example, unexpected unemployment, that leaves a person feeling victimized and vulnerable.

One of my favorite authors on leadership is Peter G. Northouse. I’m currently reviewing his book, Introduction to Leadership: Concepts and Practice, for a scholarly leadership journal. Northouse has always been a favorite of mine because of his clarity on the theories and practices of leadership. Furthermore, Northouse, in his latest book, emphasizes early-on the critical role character plays in the ability to lead successfully. People more readily follow leaders who are competent. Competence builds trust in a way that no other attribute can. When followers trust their leaders, they often offer their best efforts and support in return. After identifying important historical leaders who have “led well,” Northouse makes this statement, “All are visionary, strong willed, diligent, and inspirational. As purpose-driven leaders, they are role models and symbols of hope’ (Northouse, p. 19, 2009).

Leading as a symbol of hope is critical especially now given the current economic crises which is bleeding through to most social and familial structures and communities. I believe it is crucial, if you are a leader in a position of influence and authority, to ensure that you lead in a way that not only brings results within the organization but which also cultivates hope in others. Leaders, when they are transformational, are de facto role models and encouragers which, as we know, are incredibly valuable by-products of effectiveness and competency.

Best,

Jeffrey

In the midst of the sights, colors, and emotions of this Christmas season, my thoughts are often focused upon those who have encountered the very turbulent waters of unemployment resulting from involuntary job loss. The loss of a job or, more importantly, the loss of an opportunity to labor and contribute toward a worthy goal, is devastating. With the precipitous rise of national unemployment figures, I can only imagine the tens of thousands of people this season who anguish over a fundamental loss of meaning as well as the fear that comes from the specter of economic privation. For these, what is meant to be a meaningful season is full of what appears to be meaninglessness. Yet it is here, in this place, that new meaning…a “deeper magic” to use C. S. Lewis’ expression…can be discovered.

Much of what I have read about the emergence of meaning comes from literature that focuses on losses. Viktor Frankl, Richard Tedeschi, Ronnie Janoff-Bulman, and Salvador Maddi are four scholars who make it very clear that there is much to be gained from encountering losses…even those which are particularly devastating. Losses have a stripping effect. They can easily and quickly dismantle our psychological schemas and spiritual scaffolding or belief systems. When we are caught in the throws of unrelenting struggle and hardship, we can become more existentially aware, meaning, we can have a heightened sense of awareness of who we are, why we are here, and the contribution we are to leave with others. Getting clear on these questions is critical to the type of life we desire to live. When we have neglected answering these questions or when we try to satisfy our deepest yearnings and longings with all things transcient, we are in trouble when our life is stripped bare by suffering.

I’ve always felt the season of Advent and the celebration of the birth of Jesus is about answering the most critical existential questions of life. I have encountered and answered these questions in the following ways. Who am I? A person of infinite value and worth. Not because I say it is so but because Another has declared it. Why am I here? To give and receive love and to bring value and communicate esteem to others. What is my purpose and contribution? To encourage others to lead well, to live authentically, and to leave an imprint on the world that is redemptive and restorative.

May your blessings as well as your losses make you stronger, clearer, and more compassionate. Perhaps the One who comes to us in this season will open our mind and heart to the power of both love and suffering.

“For he is our childhood’s pattern, day by day like us he grew,
He was little, weak and helpless, tears and smiles like us he knew:
And he feeleth for our sadness, and he shareth in our gladness.”

From “Once in Royal David’s City” arr. Jeffrey Smith (b. 1960)

The good news is that the work of Carol Ryff (1989) on well-being has proven to be a promising resource that offers excellent insight into the problem. Ryff takes an approach that excites me as an instructor. Ryff and Singer (2003) observe that while there is much to be learned about fostering and facilitating resilience, public education and community intervention programs should capitalize upon opportunities that employ the tools that promote resilience. We need to begin to marshall our best resources around this issue - especially academic, professional and technical knowledge, coupled with an understanding of how to apply the cognitive and behavioral tools that promote and embed resilience. As instructors we have a responsibility to give our students their best shot at success. The question is, “How do we make that happen?”

A Strategy for Promoting Resilience with Adult Learners

While instructors can pick and choose among different resources to construct a resilience curriculum, they may well be frustrated by the lack of coherence and theoretical alignment of this approach. It is tough to piecemeal such a vital teaching construct as resilience. I believe I can offer some helpful insight drawn from my own sometimes frustrating experience.

I consulted with Dr. Carol D. Ryff (see the aforementioned and references) sometime ago asking her the question, “What key research would you suggest I review that focuses on the way that adults learn resilience?” Dr. Ryff’s response to me was exactly what I was looking for. She believes that the research on promoting well-being can be closely linked to promoting resilience. After consulting with the research Ryff had referenced (Fava & Cuini, 2003; Fava, Ruini, Rafanelli, Finos, Conti, & Grandi, 2004) and additional resources that were referenced in other related research (Ryff, 1989a; Ryff, 1989b), I designed a curriculum utilizing content from these sources and focused the teaching and discussion on the critical themes of well-being as indicators of resilience. These themes, drawn from Ryff’s work (1989) on well-being were: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life and personal growth.

Embedding Resilience within the Conversation About Strengths

At Olympic College we run a two-day, two-credit course called Improving Human Effectiveness which utilizes the Gallup Institutes’ resources on strengths. I incorporated into this course the curriculum on well-being. Day one, entitled Discovering your Strengths: Getting Clear On What You Bring To the World, focuses on introducing students to the concept of strengths building. We interpret the Strengths Assessment, connect strengths to academic and career planning, and then apply a strengths strategy within organizational settings. Day two, entitled Building a Strong Life: Creating an Environment Where Your Strengths Can Flourish, focuses on the larger life-context in which the students can successfully live-into their strengths. The fundamental rationale in this approach is that, while it is important to identify and operationalize your strengths or “signature themes,” it is equally important to nurture the personal practices that foster resilience and to intentionally create larger supportive networks. Only then can a person withstand the stiff resistance and intimidating challenges that consistently occur and often undermine the energy needed to apply a strengths strategy in and out of the workplace.

Sample Schedule of the Improving Human Effectiveness Course

Day 1: Discovering Your Strengths: Getting Clear On What You Bring To the World
1. Welcome, Purpose, Agenda, and Introductions
2. Introduction to Strengths and Positive Psychology
3. Trombone Player Wanted segment 1: So What’s Stopping You from Discovering Your Strengths?
3.1. Exercise and Discussion on Peak Performances
4. Trombone Player Wanted segment 2: Do You Know What Your Strengths Are?
4.1. Understanding How Strengths Work: Talents, Skills, and Knowledge
5. Trombone Player Wanted segment 3: How Can You Make The Most Out Of Your Strengths?
5.1. Designing Your Academic and Career Strategy With Your Strengths In Mind
6. Trombone Player Wanted segment 4: How Do You Cut Out The Weaknesses?
6.1. Identifying the Obstacles Of Living Into Your Strengths
7. Trombone Player Wanted segment 5: Why Is It So Hard To Talk About This?
7.1. Maximizing Your Strengths in the Organization and Work Setting
8. Trombone Player Wanted segment 6: Why Can’t This Last Forever?
9. Concluding Thoughts

Day 2: Building a Strong Life: Creating an Environment Where Your Strengths Can Flourish

1. Why Strengths Are Only Part of the Equation of Succeeding Personally and Professionally
1.1. Reflection: Identify Your Greatest Barriers to Your Personal and Professional Growth.
2. Building Well-Being and Resilience Into Your Life: The Key to Living Into Your Strengths
3. The Five Critical Factors that Promote Resilience
3.1. Dispositional Optimism
3.2. Healthy Environments Which Foster Empowering Habits and Entrepreneurial (possibility) Thinking
3.3. Supportive Champions and Advocates Who Promote Coping and Self-Disclosure
3.4. Creating Social Capital
3.5. Identifying Reflective Physical Environments
4. The Six Dimensions that Promote Personal Well-Being
4.1. Self-Acceptance
4.2. Positive Relations With Others
4.3. Autonomy
4.4. Environmental Mastery
4.5. Purpose in Life
4.6. Personal Growth
5. Commitment and Conclusion

Summary

There is much more work to be done in the area of promoting an understanding of well-being and resilience with the students in our community colleges. The unique mission of the community college creates the kind of learning environment where academic learning can be strategically connected with the insight needed to survive and excel in an increasingly difficult world. To teach in this environment, working with these students, toward these critical ends is both a responsibility and a privilege!

Understanding and Experiencing Resilience

Resilience is defined as a dynamic process encompassing positive adaptation within the context of significant adversity (Luther, Cochiti & Becker, 2000). Positive adaptation means the ability to adjust or respond to adversity in such a way that emotional and cognitive equilibrium is maintained. Instead of being completely derailed or paralyzed by unanticipated and difficult circumstances, one is able to understand and rally the resources necessary to move through crises successfully. My own experience with significant adversity has convinced me that adapting to sudden and unexpected setbacks does not come naturally for most adults, especially those adults who have not learned coping skills during critical developmental periods such as childhood and adolescence. It must be learned and incorporated into one’s approach to daily living. The question then becomes, “How do adults learn resilience?”

Research on Adults and Resilience (macrolevel domains)

The research on resilience formally began by studying resilient children, specifically, how children who were subjected to adverse family situations (such as poverty, uneducated parents, mental illness, alcoholism and divorce) managed to negotiate these significant barriers and emerge as successful adults (Tedeschi & Calhoun, 1998). This line of research which focused on the benefits of adversity signaled a fundamental shift in developmental psychopathology from a preoccupation on deficits or pathology to a focus on strengths (Lepore & Revenson, 2006). In her landmark longitudinal study, Werner (1989) showed evidence that, while a majority of children who experienced extremely difficult environments developed behavioral and learning problems, a full third matured into healthy and well-adjusted adults. The characteristics which created this capacity to move through adversity included strong social skills, building on successive coping successes, a stronger sense of self-efficacy and self-esteem (Rutter, 1987; Garmezy, 1985). In other words, as some children learned to manage adversity, they tended to become more confident and skilled at continuing the practice into adulthood.

Lepore and Revenson’s (2006) evaluation is very helpful in further understanding what facilitates resilience in adults. They identify five domains or research trends that figure prominently in resiliency. The first domain is dispositional optimism which is defined as “the stable, generalized expectancy or belief that one will experience good things in life and that future outcomes will be positive” (p. 31). Dispositional optimism is expressed in the following ways: the willingness to try harder, the ability to reframe negative experiences in more positive ways, the tendency to discover benefits in adversity and to remind oneself of those benefits (Affleck, 1999), knowing when to jettison unattainable goals or even worldviews that no longer apply and look for new ones and a strong social network of relationships providing enhanced social resources (Lepore & Revenson).

The second domain is resilience-promoting environments or how key social influences surrounding the individual promote resilience. Lepore and Revenson (2006) suggest three environmental qualities that advance the development of resilience: environments that encourage physical and mental health; environments that champion normative development; and environments that cultivate social cohesion and social capital. I have found evidence aplenty that underscores Lepore and Revenson’s emphasis on the importance of environment. Many students, while seeming to possess the necessary drive to perform well academically, are often surrounded by toxic and acrid environments which can dismantle academic focus and vocational aspiration. This should serve to remind those of us who teach that many factors beyond the classroom may influence, even mitigate against, a student’s academic performance.

The third domain is safe social environments that promote coping. Lepore and Revenson (2006) note that individuals who have access to others with whom they can self-disclose are more resilient than those who do not. This accessibility to supportive others and subsequent self-disclosure builds a strong social network in which the individual can be encouraged, explore alternatives for action and alleviate emotional distress. When students have champions and supportive advocates, as opposed to consistent interaction with people who are indifferent or even hostile to their success, they stand a far greater chance of flourishing in and beyond the classroom.

The fourth domain is social capital or the presence of institutional structures rooted and grounded in the community which are available to resource the individual (Lepore & Revenson, 2006). Religious institutions, community organizations, strong schools, cohesive neighborhoods, available health care and a responsive social service network can provide supportive and timely resources to the individual facing life’s turbulence. When the resources are visible and accessible within a community, they foster the development of resiliency by offering dynamic and timely “social connections and a synchronization of resources” (Lepore & Revenson, p. 34). For example, for both members and community visitors, religious organizations offer emotional and monetary support, spiritual counsel, relational networks and meaningful connection to outreach or “mission” enterprises, all of which promote a sense of personal significance and worth. Habitat for Humanity is another example where community volunteering connects a person with a worthwhile mission and also with other like-minded individuals. The point here is to understand how meaningful activity strengthens a person’s sense of purpose and value.

The fifth domain is the physical environment. While this domain has not been thoroughly researched, Lepore and Revenson (2006) remark that it holds promise in promoting resilience. I agree. Specifically, natural surroundings which are conducive to self-reflection can be conduits of rejuvenation and restoration. A sanctuary - a safe and generative place to which one can retreat, focus, self-disclose and consider options for personal growth - may foster resilience.

These five domains serve as important factors that can catalyze the emergence of resilience. Based on my experience in the classroom, regardless of whether or not these five domains are in place (and often times they are not), students benefit greatly from simply understanding the potential value of these key factors. It is important to note here however, that the research on how to teach resilience to adults is lacking and inconclusive. The scholarly studies I have reviewed are fundamentally descriptive; they focus only on explaining the characteristics of resilience in children and/or adults as well as the life experiences that lead to the emergence of resilience. In light of this, my concern has been to identify information on resilience and intervention. The question I wish to resolve is: How do we facilitate in adults the acquisition of new tools which hold the potential to break through personal and environmental barriers that sabotage tenacity and slacken the will to succeed?

Best,

Jeffrey

As a professor of organizational leadership and resource management, I sometimes teach students in the areas of leadership development and human effectiveness in organizations. While other courses are offered in the OLRM discipline at Olympic College, the two mentioned above explore in detail the character of the leader and the personal and professional competencies required to succeed within the organization. It has surprised me that most published curriculum tends to virtually ignore the important factor of human resilience in discussions of these concepts. For example, of the texts required for these courses (Daft, 2008; Reece & Brandt, 2008), only 1 page (out of a total of 913 pages) addresses the topic of “welcoming failure” (Daft, pp. 185-186) and “resilience” (Reece & Brandt, pp. 343-344). These exceedingly brief treatments are cursory at best and offer little help in understanding what resilience is or how one becomes resilient. Nowhere in these explanations does the reader discover how to acquire resilience over time, how to learn critical coping skills that empower forward movement in the face of adversity, or why cultivating well-being is a critical component for success in the work environment, as well as life itself. The more I teach and interact with students, the more I realize that finding a way to communicate how an adult learns to be resilient is absolutely crucial to self-esteem and vocational drive.

The paucity of printed information about resilience and well-being is quite ironic, given the fact that we are attempting to facilitate learning for students who aspire to succeed in the complex and often grinding milieu of business organizations. In all of the courses I teach, students seldom understand much about the markers or characteristics of resilience. They may be marginally familiar with the definition of the word resilience but have no grasp of why it is vitally important to survival and success. To my query about the meaning of resilience, classes usually respond that it’s about “bouncing back” from difficult circumstances. Few students understand much more than that. They have no deep awareness that resilience is an experienced or lived phenomenon, that it is the challenging self-movement into and through failure despite overwhelming feelings of desperation, disappointment, and helplessness. Most definitely do not recognize how resilience could significantly impact their current and future lives.

Perhaps due to the condition of our economy and the rising tide of unemployment, coupled with the demographics of Kitsap County, many of the students I encounter seem too fixated on what they have going against them to be able to envision possibilities and opportunities. Perhaps this is true of the students you instruct as well. I often find myself inwardly blanching at the stories of hardship, despondency and indifference and self-engineered failure that have virtually locked-down students from believing in themselves or that they can achieve a better quality of life. I see the struggle in their eyes. I sense hopelessness in their voices. Despite their best efforts and loftiest aspirations, they see themselves making little to no progress in their lives. The headwinds seem too stiff and growing stiffer. The barriers appear insurmountable. And the odds feel increasingly stacked against them. They have come to believe that they lack the talent, the money, the pedigree and the connections that open the right doors for others but not for them.
I want to share with you the approach I have taken to provide a type of “immunization” against the soul-eating disease of negativity that too often derails students. In every course I teach, I build into the curriculum a minimum of one full lecture and discussion on three critical areas that directly address personal and professional growth in the face of adversity. These three related areas are resilience, thriving and posttraumatic growth: resilience addresses how to create an environment that promotes emotional health and a focus on opportunity despite adverse circumstances; thriving addresses how to foster change as a direct result of personal setbacks; posttraumatic growth addresses the positive gains that can emerge from traumatic and devastating events. Significant scholarly research supports the efficacy of all three areas, and my experience confirms the usefulness of these concepts. Thus, I would invite you to discuss with others in your discipline or academic department how students might significantly benefit from exposure to these three concepts. Even a basic foundation in these precepts would give students a compass to better navigate the unexpected vicissitudes of everyday life and professional advancement.

Best,

Jeffrey

Why do leaders need resilience in order to lead effectively? Because the work of leadership is difficult and often challenging to the point where a leader’s personal resources are exhausted. When exhaustion sets in so often does frustration and despair. If this sense of emptiness becomes a chronic state it can create a sense of defeat and impact-insignificance which then further erodes a leader’s ability to influence organizational vision, people and processes.

If you’re not sure what resilience means, take a moment to ponder this. Ryff and Singer (2003) defined resilience as “the capacity to either maintain or regain multiple aspects of positive psychological functioning in the face of difficult life circumstances or demanding transitions” (p. 185). Ryff and Singer tracked individuals confronting behaviors within the context of “naturally occurring life challenges, such as normative life transitions, critical and unexpected events and chronically occurring difficulties” (p.185). The dominant resilience question that guided the work of Ryff and Singer as they explored behaviors across these contexts was, “who stays well in the face of challenging events” (p. 185). In a similar approach, Carver (1998) defines resilience as denoting “the capacity to recover from a downturn to a former state of relative well being” (p. 247). This “bounce-back” capacity can improve over time as repeated instances of challenging events produce less severe downturns and increasing quicker recoveries (Carver, p. 248). Experience with disruption over time, as Carver views it, actually leaves individuals more capable of repairing the disruption than they were when they first encountered the disrupting event (p. 249). Masten, Best, and Garmezy (1990) define resilience as “the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances.”

These definitions of resilience suggest that, for leaders, you get stronger or more “immunized” against steep downturns the more you actually experience them. Resilience means that you regain your footing and regain your professional balance and equilibrium as you confront the challenges that knock your knees out from under you. Resilience does not mean you are impervious to setbacks. Rather it means you experience the full emotional impact of setbacks and the discouragement that comes along with those setbacks, yet, you work to recover and regain your perspective. Furthermore, the more you slog through the experience of working out of the difficult seasons the more capable you are of dealing with them when they confront you down the road. May this be good news for those leaders who are seeking to catch a glimpse of how to rightly perceive (or cognitivley understand) and recover from the setbacks that come with the territory of responsible leadership.

Best,

Jeff