Dan Sankowsky: from the inside
art | writing | teaching
Leader/Follower Meta Matrix (pdf version)
As indicated in the introduction, I have 2 tables, one that indicates 3 contributors to poor performance in each of the 4 domains, and another that provides recommendations for how to treat those problems. A few preliminary explanations are in order, with others presented just after the table.
The first issue, fixed leader belief system, refers to a tendency for leaders to have rigid ways of going about their job based on an underlying philosophy. By follower restrictive tacit assumptions I mean the thought processes of which they are unaware, but which dictate how they should act in order to be successful. Leader-follower dynamics deals with how they interact.
Key to table: L = leader; F = follower; CT = counter transference; UFT = universal formalistic thinking
Meta goals: learn to learn | leader skills | change/grow | become creative
By referring to meta goals, I am making a distinction between a particular project and the domain itself. The goal is to solve the problem (education, management), work on a specific issue (counseling), or fashion a work of art. Meta objectives transcend the individual projects or problems, which are then seen mainly as vehicles for self-transformation. So becoming a creative artist would, for example, be a meta goal as would achieving personal growth.
Explanations of technical terms:
1. Theoretical abuse, a term introduced by Michael Basseches in the
context of psychotherapy, can be generalized to refer to the attempt
of a more powerful and less vulnerable individual in a dyad to impose
his or her views on the less powerful and more vulnerable person. This
concept applies to a variety of contexts. In counseling, it is particularly
egregious when a therapist fails to elicit and elucidate the client’s
perceptions and conclusions to their fullest extent. In education and
specifically in mathematical contexts, instructors often proffer premature
explanations for the "answer," in place of spending the time
to understand student reasoning. Mentoring also has the potential for
this kind of abuse (see O’Neill & Sankowsky, 2001). There are
all sorts of pernicious follower psychological reactions to leader theoretical
abuse, as I have detailed in several essays.