From Classroom to Boardroom

The Power of Compassionate Leadership

This article is a contribution from a College Associate,
sharing firsthand experiences and insights from their personal journey.

It is important for people in leadership positions not just to be a leader in terms of their status or title but in terms of their words and actions as well. As a college student, I usually see leadership from professors or peers. Still, it is much easier to see the impact of different kinds of leadership styles when it comes to various professors and their classes. While the examples I'm using may seem specific to the college experience, they also demonstrate how leadership influences the group's actions. This understanding can apply to all kinds of different settings where a leader makes decisions.

Different Methods

As an example of two kinds of leadership and the impact they had, I will discuss two different classes that I was a part of, both with very different professors. Although I will refer to both of them in a neutral way, one professor's actions towards the class were very different from the others, which had a noticeable result on the class's work.

Professor One:
Dismissive, Rude, Indifferent
Professor Two:
Compassionate, Dedicated, Respectful

Professor One didn't react much to students falling behind, they were dismissive, sometimes rude, doing minimum work, and built no positive relationships with the students. On the other hand, Professor Two reached out to their students falling behind, was friendly and kind, went above and beyond to make sure their students were learning the material and earned the respect of the class as a result. Professor Two also responded this way regardless of the student's situation, even if they didn't keep up with the rest of the class. Yet, Professor One did not do much for the students who struggled, even if they had a genuine reason or needed help.

Changed Results

While it may seem that Professor Two was coddling the students as opposed to Professor One's harsher 'tough love,' Professor Two's methods benefited both the students and the professor through the work they produced. Even though the work required for Professor Two's class was much more demanding than Professor One's, the students were ready to work much harder on the tasks from Professor Two. Professor Two helped the students see the reasoning behind each assignment and put effort into creating quality work. Although Professor One's class was much easier regarding how much work needed to be done, my peers and I were much less eager to put in effort for that class. Most of us just did the minimum necessary amount, turning in work that took little effort compared to the effort we voluntarily put into Professor Two's class, both in quantity and quality.

In reflecting on both professors' methods, it's evident that genuine investment and compassion in leadership yield higher quality output and foster a more dedicated and engaged group. The contrast between Professor One and Professor Two serves as a reminder that leadership goes beyond mere expectations and the benefits of pushing individuals to excel by providing an understanding of the assignments and the support to help them complete the work.

Real applications

While the story I told may seem as though it is specific to college professors and their students, we can apply its lessons to various situations, including leadership roles later in life, like work environments. Suppose an employer or manager were to show the same kind of effort and compassion that Professor Two showed. Though my narrative centers on college professors and students, its lessons resonate beyond the classroom. If employers or managers exemplify the dedication and compassion akin to Professor Two, employees are likely to reciprocate with respect and heightened commitment and productivity.

When someone guided by a leader, whether a professor or an employer, perceives themselves as being supported by someone who genuinely cares whether they're successful or not, they will have a better relationship with that person. They will be more eager to work with them, knowing they have the leader's guidance and support. This dynamic is true not just for college environments but for a much wider variety of settings, including the workplace.

Conclusion

While many people may not like the message of this post, dismissing the type of leadership I'm advocating for as 'soft' or 'coddling' to students or employees, an uncaring leader is, according to what I've seen personally, a much less effective leader than one that shows more compassion towards both those who are successful and those who are struggling. The kind of leadership that allows the group to build a good relationship with the employer also creates a better work environment and better work in quantity and quality.

Dismissing compassionate leadership as 'soft' or 'coddling' overlooks its effectiveness. In specific environments, like a classroom, compassionate leaders foster better work environments and produce higher quality and quantity of work.

Because of this, it is important not just to be a leader in name or status, who doesn't bother interacting well with others and puts little effort into the success of the group, but to be a leader in every sense of the word. This idea of a genuine leader is about interacting with the group and pushing them to work hard, building good relationships, earning respect, and showing compassion and support for each person in the group. With this, anyone can become a leader with a lot of respect in an environment that is a positive experience for everyone. Leadership isn't just about title or status;
genuine leadership involves interaction, motivation, building relationships, and showing respect and support to all group members.

Meagan Bergeron, College Associate