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Welcome to the 10 Annual th
Ross Point Camp & Conference Center Post Falls, ID “I truly believe that Servant-Leadership has never been more applicable to the world of leadership than it is today. Not only are people looking for a deeper purpose and meaning when they must meet the challenges of today’s changing world; they are also looking for principles and philosophies that actually work. Servant-Leadership works. Servant-Leadership is about getting people to a higher level by leading people at a higher level.” -Ken Blanchard
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Thank you, Sponsors
THE 2013 VETERINARY LEADERSHIP EXPERIENCE POWERED BY THE AVMA-PLIT
Without the generous support of our sponsors, the 2013 VLE powered by AVMA-PLIT would not be possible. The Veterinary Leadership Institute, would like to thank those who have supported us in the past as well as those who continue to support this important program. As title sponsors, AVMA-PLIT have been instrumental to our success. Please remember these organizations and their support of your professional development as you begin or continue your career in veterinary medicine. At the conclusion, of this year’s event, we will provide you with contact information for each of our 2013 sponsors so you can send thank you letters. It is, in large part, these letters that have helped encourage continued support of the VLE.
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Presenting Sponsor
Title Sponsor
Benefactor Sponsorship
VLE 2012 Uncut Donuts Silver Sponsor
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Table of Contents
THE 2013 VETERINARY LEADERSHIP EXPERIENCE POWERED BY AVMA-PLIT
Welcome 8 Monday Schedule 9 Discussion Review 10 Tuesday: Servant-Leadership, EI Overview and Self-Awareness 11 Tuesday Schedule 12 Discussion Themes 13 Notes 14 Discussion Review 15 Reflective Notes 23 Wednesday: Self-Management & Social Awareness 26 Wednesday Schedule 27 Discussion Themes 28 Notes 29 Discussion Review 30 Reflective Notes 34 Thursday: Communication Skills and Relational Competence 37 Thursday Schedule 38 Discussion Themes 39 Discussion Review 40 Reflective Notes 58 Friday: Â Building Trust through Relationship 60 Friday Schedule 61 Discussion Themes 62 Notes 64 Discussion Review 66 Reflective Notes 68 Saturday: Celebration 71 Saturday Schedule 72 Discussion Themes 73 Final Reflection 74 Facilitators 76 iv
Making a difference!
THE 2013 VETERINARY LEADERSHIP EXPERIENCE POWERED BY AVMA PLIT
“While many people derive great pleasure from their professional accomplishments, few can rely on work alone to provide complete fulfillment. By extension, this means that you may never be fully satisfied with your professional career if you’ve sacrificed everything else to support it.” -Katz & Liu Welcome to the 10th Annual Veterinary Leadership Experience! Those of us who have created and sponsored this experience believe in you, in the profession and in our shared future. We believe that, together, we can impact our colleges, our practices, our clients and patients, and our professional world in a profoundly positive way. Although most of us want to be positive contributors, this effort cannot be a solitary undertaking. For as pastor and public speaker H.E. Luccock says, “No one can whistle a symphony. It takes an orchestra to play it.” Veterinarians, and others in the medical professions, are expected to serve society as leaders. Most of us never receive any training for the esteemed role we are expected to fulfill as DVMs. The VLE was conceived to provide a training ground for the profession’s young leaders. We will be spending a week together building relationships that have the potential to transform us into a community; as the AVMA PLIT VLE Team; but also as part of the larger group of past and future VLE’ers. As one of this year’s participants, you will become one of our ever-growing VLE alumni team. This label carries with it both honor and responsibility. By being selected as a member of the VLE Team, we hope you will work with us, as positive change agents, building a strong and highly-respected future for veterinary medicine. We invite you to invest in yourself this week, as we invest in you! What is the VLE all about? Can leadership be taught? What type of leadership is espoused by the VLE? These questions and more are answered in the following overview of our foundational theories and curriculum.
The VLE- A Short History Like all meaningful journeys, The Veterinary Leadership Experience began as a vision, a hope, a dream. What if veterinary professionals could have the lives and careers they had always dreamed of having, lives and careers that were rewarding and fulfilling? The VLE co-founders, Dr. Kathy Ruby and Dr. Rick DeBowes had, in their capacities as a counseling psychologist and faculty administrator spent much of their professional lives working with veterinary students, faculty, health care team members and practitioners. From their different vantage points, Drs. Ruby and DeBowes noticed that from veterinary school to retirement, veterinarians and health care team members were often challenged by their personal choices, paradigms, attitudes and behaviors. 1
After seeing first hand the challenges experienced by these committed and high capacity people as well as reflecting on the lessons of the KPMG Megastudy of the veterinary profession, Drs. Ruby and DeBowes developed an evidence-based program to create awareness of and support for the enhancement of personal leadership skills. That program, known today as Washington State University’s Cougar Orientation and Leadership Experience (COLE), was first made available in August of 2002 to incoming Washington State University College of Veterinary Medicine students. It was intended to equip participants with the awareness, knowledge and experience that would enhance their education and subsequent personal and professional lives. Working with Dr. Dan Zenner and Dr. Gil Burns, both of WSU, the first COLE program was offered at Twin Low Cap in Rathdrum, ID to the WSU Class of 2006. The program was met with cautious optimism and curiosity. The COLE program was moved to Ross Point Camp & Conference Center in 2003 and was expanded in length and depth. The program was funded solely by donation from animal health industry partners and a few generous individuals. Thanks to the encouragement of Dr. Chuck Wayner, Hill’s Pet Nutrition agreed to come forward to support our vision of a broader version of COLE, a national program made available to any veterinary student or faculty member. The Veterinary Leadership Experience was born. The inaugural VLE took place in June 2004 at the Ross Point Camp & Conference Center in Post Falls, ID. In 2005, the AVMA joined in support and the program, then under the banner of the AVMA VLE, continued to grow and serve expanded audiences. Now in its 10th year, the VLE has grown and surpassed all that its founders had hoped possible. We have served students, faculty, practitioners and other health care team members from Asia, Australia, New Zealand, Africa, Western Europe, and North America. As the event has continued to grow and expand, the need to move the program out of the incubator of Washington State University and into its own, free-standing organization became more and more apparent. Thus, with the support and encouragement of Drs. Ruby and DeBowes as well as the founding organization, Washington State University, The Veterinary Leadership Institute was started. Under the direction of Dr. Betsy Charles, a WSU graduate who has been involved with the program since 2005, the newly established Institute will carry on the tradition of providing evidence-based leadership training for the veterinary profession. The VLI is excited to carry this program forward. It is our heartfelt wish that as you explore your own career during your VLE week, you will embrace the vision of emotionally intelligent servant-leadership presented here and carry it forward into your life and the lives of those around you, making our profession and our world a better place. Through your practice of VLE principles in your daily life and your commitment to give back to the VLE, great things can happen within our profession.
Theoretical and Pedagogical Underpinnings The curricula presented during VLE are applications of character education and personal development theory as pioneered by Lawrence Kohlberg, Carol Gilligan, Thomas Lickona, Robert K. Greenleaf, and Daniel Goldman, predominantly. Additionally, the pedagogical methodology employed for imparting this knowledge is based on educational theory that evolved over the past century from a continual thread of research and philosophical writings by John Dewey, John Goodlad, Jerry Gill, Joseph 2
Esposito, Viktor Frankl, and Rollo May. Finally, to maximize the impact of this methodology on the participants, strategies for tapping into and enhancing creativity as researched by Mihalyi Csikszentmihalyi, Howard Gardner, and Robert Sternberg are utilized to release the human potential that gradually over time is restricted in learners continually exposed to traditional, rulebound and rigid, didactic educational environments. In summary, you will explore character education, servant-leadership, and emotional intelligence educational content in an experiential learning environment. Through outdoor and experiential education, a safe and encouraging, fun, learning environment is created where everyone involved becomes a co-learner and hierarchical power dynamics between participants are dissolved. As a result, you will feel safe to address circumstances that are personally challenging. This means that the participants feel free to pursue what is possible at the upper limits of their personal potential. From these experiences, you will have opportunity to self-reflect and capture your personal reactions and behaviors, as well as the reactions and behaviors of your peers. We call this learning leadership from the inside, out. You will emerge from the VLE with a new sense of personal identity and understanding as well as improved empathy and ability to understand others. The end result is individuals with improved skills for serving society and their profession as role models and leaders.
Goals of the VLE • Provide a highly interactive curriculum involving an array of learning formats • Present and reinforce concepts of servant-leadership, emotional intelligence, communication and team work • Promote peer-to-peer collaboration and reflective thinking To achieve these goals, fellowship and follower-ship skill development, as prerequisite skills to servant-leadership, are explored through four areas of personal development. These four areas are constructs further refined by Daniel Goleman’s work in Emotional Intelligence (EI). Each area is explored separately during this week’s learning opportunity.
Emotional Intelligence Model
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Self-Awareness – Knowing Yourself Objective reflection and introspection, which means self-knowledge – to assist with this development you will assess process and reflect on your scores on the Myers-Briggs Type Indicator (MBTI) and supplementary instruments. Additionally, you will reflect on your personal self-knowledge, defining strengths, and personal vision as you participate in physically engaging activities throughout the week designed to challenge those constructs. Self-Management – Choosing Yourself Learning self-control equates to how you choose to act or behave when difficult circumstances hit you professionally or personally. To aid in a more clear understanding of this, as a VLE participant you will engage in activities and follow-up discussions designed to challenge your defining values, and principles such as trustworthiness, conscientiousness, obligation, responsibility, adaptability, achievement orientation, motivation, courage, and life-balancing. The sum total of these principles illustrates personal integrity. Social Awareness – Giving Yourself Service orientation . . . how you give of yourself in service to society – to facilitate social awareness, you will engage in activities and follow-up discussions designed to explore openness/transparency, mood contagion, empathy, understanding the hierarchical attributes of power, and managing power. Relational Competence – Giving Yourself Professionals realize the impact of carefully constructed communication, which is how we mindfully control what we send and receive to others as we participate in and serve society – to produce this conscious communication connection, you will engage in activities and follow-up discussions designed to explore coercion, manipulation, persuasion, consensus, team-building and collaboration, and valuing diversity. The Future, Leadership, and You
send to them?
The four competencies of the Emotional Intelligence Model will help you find your voice as a professional. Undoubtedly, you will find this new awareness beneficial for whatever level of leadership you decide is appropriate for you. Ninety-percent of professionals, who leave their profession, either voluntarily or involuntarily, leave not because of technical incompetence, but because of a non-technical competency shortcoming or difficulty. As you gain power and status in society through your professional degree, more privileges and opportunities/temptations will come your way. It will be the strength of your character that will determine what decisions you make when those privileges arise. As a professional you are a role model for countless people. What message will your future behavior
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Consider the message that high-achievers like Martha Stewart, Jeffrey Skilling, David Myers, Andrew Fastow, or Michael Milken have sent. The decisions that led to their respective downfalls were made from respective positions of privilege and power to which they had risen through technical competence and personal drive. The decisions that led to their demise were self-serving rather than in the best interest of others. They had arrived at that place where contributing forces had overcome their respective strength of character. They each then proceeded to make an even greater error, when viewed from a role model perspective. They have each sought to avoid accountability. As present and future leaders, we can all learn from their mistakes. As you complete your VLE journey, you will take away friendships, mentoring connections, and hopefully a new sense of who you are and what you can do as a leader. Throughout the VLE, we will be challenging you to think about the impact you have on others; your profession, and your world. We invite you to think about what kind of legacy you hope to leave at the end of your career and your life. Although you are only now embarking on what we hope will be a long and prosperous career, each step you take, each decision you make, will begin to lay down that legacy. Do it with care. Do it thoughtfully.
Robert Greenleaf’s Servant-Leader Guiding Reflection Questions The following questions were developed by Robert Greenleaf, the visionary founder of Servant-Leadership as a leadership style, to help people reflect on their own personal development over time. Since growth is a lifetime process, we invite you to periodically revisit these questions to measure your own personal evolution as a servant-leader. • • • • • • • • • • •
Have those I have served grown as persons? Have they become healthier, wiser, freer, more likely themselves to serve others? Have I upheld my agreement with my profession and greater society? In exchange for the rights and privileges granted to me from the community, have I lived willingly within certain boundaries and acted in the interest of the whole? Have I continually cared for the well-being of the larger institution? Have I been accountable for the well-being of the whole? For this is the purchase price of my freedom and status in society. Have I been able to create and articulate a vision? Have I been able to set and pursue goals that sustain the institution? Have I been able to establish boundaries and set limits? Have I been able to create structure and order that suits my group’s purpose? Have I been the kind of role model that inspired others to state, “She/he has integrity.”
May these questions, this experience, and our continued community aid you in the creation and development of your own powerful leadership legacy! 5
Written and complied by Kathleen Ruby, Ph.D. Washington State University College of Veterinary Medicine
Why Experiential Learning is Effective We have found that experiential learning is the most efficient and fun way to teach the constructs of personal leadership. Aristotle once said, “For the things we have to learn before we can do them, we learn by doing them.” Education theory and research indicate that if the goal of a learning experience is to have the person understand the concept being taught at a level that they can generalize and apply the understanding to new situations, or combine the understanding with other concepts they have learned; experiential education is probably the best way to develop that level of master. The following traits of experiential learning are reasons why this approach to learning has been selected to be an integral part of the AVMA Veterinary Leadership Experience. Equality Experiential education provides a common and yet novel experience where all participants are equal in their knowledge about the tasks and projects that will confront them. A unique set of projects and situations requires people to draw upon genuine Developing Relationships Quickly Participants are interacting in close proximity while working on new and unfamiliar challenges. The communication, collaboration and effort that are required to meet these challenges contribute to developing relationships quickly. Disequilibrium The unfamiliarity of the challenges and problems places people in a state of disequilibrium or disorder. Participants cannot easily stand behind their normal status, roles and defenses. Prior experience isn’t as relevant in this environment. Emphasis is placed upon both task and process related to themes as the group has to organize itself around the challenge. Projective Technique In organizing the instability or disequilibrium, the group projects their problem-solving skills, project management ability, and leadership style onto the experience. The experience provides a unique opportunity to catch participants doing what they typically do, in spite of knowing otherwise. The learning arising from this is profound and revealing. The window or mirror into their process provides unlimited information or data to shape their team-based learning. Decreased Time Cycle The spaces between the project or challenge and the outcomes are compressed, so the consequences of group decisions can be easily examined and improved. Meta-Learning In the experiential ‘learning laboratory’, as the projections and simulations shed light on the team’s process, the group is asked to step back and evaluate their performance. The review is about themselves, their leadership, problem-solving skills, teamwork, communication and managing change. The intensity with which these issues can arise, and then be discussed in this environment, is superior to that which normally occurs within organizations. Chaos and Crisis in a Safe Environment Teams are able to experience chaos, disorder, crisis and changing requirements for success in a safe environment where the consequences for failure are limited. The team can develop strategies and best practices for managing these issues both in this environment and in applied situations. 6
Kinesthetic Imprint Experiential learning is an anchor for cognitive material. Participants have a kinesthetic imprint or whole-body learning of cognitive principles because the learning is graphic as it involves physical, mental and behavioral dimensions. Common Language / Common Mythology The experience provides a common language, experience, and story, which can be related to the team or applied to other situations. The experience can provide a shortcut in communicating a shared vision very quickly. The experience is stored in a way that is able to permit participants to see themselves and their colleagues in a new light. The experience (and stories attached thereto) can serve as a catalyst for continuing the theme in other environments. Encourage Risk-Taking The experience allows participants to take new risks, try on new roles, and make mistakes with no danger of cost. Risks are naturally perceived rather than actual. Each person taking a risk pushes others to take on something outside of their comfort zone. There are always individuals who shine in this environment – whose leadership ability hasn’t been noticed. Diversity of Strengths The team challenges and activities are designed to include a variety of elements that will challenge a range of team-role skills. In other words, input from all team members will be required to produce outcomes from projects specifically designed not to suit just one team-role style or behavior. One person cannot possibly succeed alone, so the interdependence of the team is highlighted along with the importance of diversity within the team. Fun This environment provides a highly enjoyable way to learn about and develop team and management process skills. Fun is a powerful aspect of effective learning with participants becoming more open to the experience and more creative while participating in it.
Luckner, JIL, Nadler, RS. Processing the Experience: Strategies to enhance and generalize learning. Kendall/Hunt Publishing Company, 1997
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Welcome
Welcome to the beautiful Pacific Northwest. We are so glad you are here!
This workbook/journal is provided to help you record your VLE journey; and to remind you of the steps along the way. Throughout the experience, we will share major concepts covered and ask you to ponder what the day meant to you, how the concepts resonated, and what your new understanding might mean in your life. Please bring this book with you to the daily lectures. Journaling may not be something you’ve tried before, but we urge you to give it a try while here, making sure you get the most out of not only the experience, but the powerful learning points we share with you. This promotes “reflection”, an integral component of the experiential learning model. We hope that every time you open this, you remember that you are now part of the VLE Team; the Team that will rock the profession!
Let’s get started! 8
Monday Schedule Let’s get this party started!
9:00AM- Registration 5:30PM Get Settled in Cabins/Rooms Meet New People Enjoy the Beautiful Surroundings!!! 5:30PM Dinner Dining Hall Ross Point Logistics 7:00PM Official Welcome Chapel Introductions VLE Overview 7:30PM Small Group Activity Gym Large Group Activity Closing Announcements
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Core communication skills- Open-ended questions Open-ended questions require a more than one-word answer and seek to gain understanding not just data. They are designed to encourage a full and meaningful answer using the subject’s own knowledge. People, including clients, speak in stories. We as veterinarians attempt to convert the stories to data points. Essentially we distill a paragraph to bullet points. If we utilize all closed-ended questions we frequently never get all of the pertinent data. The same features of open-ended questions hold true when communicating with friends, family or colleagues. They seek understanding and gather information. In some instances the use of open-ended questions may prevent conflict. Up to 85% of the information required to make a diagnosis comes from the history and history alone has significantly higher correlation to accurate diagnosis than any other diagnostic modality alone (PE, basic tests, imaging). Missed diagnosis are most often (56%) the result of patient-practitioner breakdowns related to history taking. Data from veterinary medicine -in 300 veterinary visits, 25% had no open-ended questions. The average appointment had 13 closed-ended questions and 2 open-ended questions. Room for improvement!
How would you make these questions open-ended? Are you a runner? Are you mad? Have you made a decision yet? Did you go to the meeting?
(Paley et al 2011, Schattner 2012, Kaplan et al., 1995, Marvel et al., 1999; Peterson et al., 1992; Rabinowitz et al., 2004, Stewart et al., 1986; Jagosh et al 2011; Singh et al., 2013, Shaw et al., 2004)
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Tuesday:
Explore personal leadership, the overall concept of emotional intelligence and take a deeper look at self awareness.
Servant Leadership, EI Overview and Self Awareness
“The deepest part of human nature is that which urges people, each one of us, to rise above our present circumstances and to transcend our nature. If you can appeal to it, you tap into a whole new source of human motivation.” -Stephen Covey “Emotional intelligence is a form of social intelligence that involves the ability to monitor one’s own & others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action.” (Salovey & Mayer, 1990) “The ability to manage feelings and handle stress is an aspect of emotional intelligence that is critical. This is has as much to do with knowing when and how to express emotion as it does with controlling it. El is not about suppressing negative emotions and replacing them with positive, but understanding one’s own emotions and how the way those emotions are manifest can impact relationships/communication.” (Freedman, 2007) Self-awareness is where the process of growth and development begins. Without awareness, we have very little chance of making change. By opening to and developing self-awareness you will begin to understand how you function; the emotions you have and/or suppress. It’s also about those things you do or reactions you have...often without realizing, your “autopilot” actions that are the result of the response neuropathway-superhighways you have that have become habits.
“We should never forget that the little emotions are the great captains of our lives; we obey them without realizing it.” -Vincent Van Gogh 11
Tuesday Schedule Let’s get this party started!
7:30AM Breakfast 8:30AM Good Morning - Bring program manuals if you would like to take notes and Chapel record your thoughts. Opening Activities 9:15AM Why reflect? Chapel Challenge by Choice 9:45AM Snack Break on the way to small group TBD Small Group Activity - Make sure you know your team’s designated meeting spot by the end of this activity. 11:00AM Large Group Activity Parking Lot 12:00PM Lunch Dining Hall 1:00PM Team Code Gym 1:45PM Small Group Activity TBD Snack Break taken during afternoon 5:00PM Free Time 6:00PM Dinner Dining Hall 6:30PM Re brief at Dinner Dining Hall 8:00PM Fun on the Field (optional) Field 9:00PM Bonfire (Optional) 12
Discussion Themes
Personal Leadership, Emotional Intelligence, Self-Awareness
“Change has a considerable impact on the human mind. To the fearful, it is threatening because it means that things may get worse. To the hopeful, it is encouraging because things may get better. To the confident, it is inspiring because the challenge exists to make things better.” -King Whitney Jr. Personal Leadership Why retreat and reflect? -Judger vs. Learner Components of Emotional Intelligence -Self-Awareness -Self-Management -Social Awareness -Relational Management MBTI Types - E vs. I The Imposter Syndrome The Perfectionist Gremlin Lollipop Leadership Challenge by Choice Non verbal Communication
“We want facts to fit the preconceptions. When the don’t, it is easier to ignore the facts than change the preconceptions.” -Jessamyn West 13
Tuesday Lecture Notes
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Discussion Review MBTI – Extroverted (E) or Introverted (I) preference This is distinguishing an individual’s preference for how they get energy and where they focus their attention. People who have a preference for extroversion (E) get their energy and essential stimulation from their environment. They are energized by other people and external experiences and need interaction. They are often friendly, talkative and quick to get to know. Extroverts are more likely to act and then reflect on their actions. They express thoughts and emotions freely sometimes at the risk of saying too much. They may seem shallow to others. Words or characteristics associated with people who prefer extroversion (E) • • • •
Prefer to communicate by talking Active Learn best by doing or discussing Outward
• • • •
Expressive Sociable Breadth Work out ideas by talking them through
People who have a preference for introversion (I) get their energy and essential stimulation from within based on thoughts, ideas, experiences and reflections. They direct their energy and attention inward and receive energy from reflecting on their own thoughts, memories and feelings. They need time alone to recharge. They are often reserved and quiet and it takes time to get to know them. Introverts reflect and then act on the matter at hand. Introverts keep their thoughts and emotions private and may be at risk of saying too little. They may seem withdrawn to others. Words or characteristics associated with people who prefer introversion (I): • • • •
Work out ideas by reflecting on them May prefer to communicate in writing Inward Reserved
CLEAR
MODERATE
SLIGHT
E SLIGHT I
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MODERATE
CLEAR
• Private • Quiet • Depth
Core communication skills – Nonverbal communication Nonverbal communication includes all of our behavior signals exclusive of verbal content. This includes: Interpersonal distance Posture Gestures Facial expressions Voice quality Personal appearance Up to 80% of our message is delivered non verbally! We are constantly communicating, even when we aren’t verbally saying anything. The nonverbal “channel” is the primary mode of communication of emotion. We must be aware of what messages we are sending others and what messages others are sending to us non verbally. A mixed message or incongruent message is when the nonverbal cues do not match the verbal content. The nonverbal message is more accurate of feelings and will predict behavior.
What message is being sent here?
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Emotional Intelligence Model “It is very important to understand that emotional intelligence is not the opposite of intelligence, it not the triumph of heart over head – it is the unique intersection of both.� -Researcher David Caruso Together, these four competencies, and the qualities that they impart, prepare leaders to successfully navigate the myriad of personal and interpersonal issues related to serving, developing and working alongside other people. Placed in context with the professional values of integrity, compassion, courage and responsibility, the person who masters these qualities has the potential to be a positive force in the lives of others, the society he/she lives in and in the profession in which he/she serves.
Self-Awareness
Emotional Self-Awareness Accurate Self-Assessment Self-Confidence Blind Spots Personal Strengths and Challenges
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Social Awareness Empathy Organizational Awareness Service Orientation Power Differentials Social and Mood Contagion
Self-Management Emotional Self-Control Trustworthiness Conscientiousness Adaptability Optimism Achievement Orientation Initiative
Relational Competence Developing Others Inspirational Leadership Influence Communication Conflict Management Building Bonds Teamwork and Collaboration
Myers-Briggs Type Indicator Here are some key words to consider when thinking about different Myers-Briggs Type preferences.
How are you energized?
How do you take in information?
Extraversion Introversion
Sensing Intuition
*Action *Reflection *Involved with people, *Work with ideas, things thoughts *Talk thoughts out *Keep thoughts in *Breadth *Depth *Interaction *Concentration *Do-Think-Do *Think-Do-Think
*Present & past *Future realities possibilities *Practical *Theoretical *Facts- *Inspirations“What is” “what could be” *Perfecting *Learning new established skills skills *Step-by-step *Insight-by-insight *Value utility *Value novelty
How do you make decisions?
How do you approach life?
Thinking Feeling
Judging Perceiving
*Objective Subjective information information *Honest & Diplomatic & direct tactful *Critique first Compliment first *More interested More interested in justice in mercy *Principles Harmony *Treat everyone by Take individual the same standards needs into account
*Decided about *Attend to, information gather information *Regulate, control, *Adapt, go with and get the flow, and be organized flexible *Settled *Tentative *Run one’s life *Let life happen *Set goals *Seek options *Like to finish *Like to start projects projects
We use all eight MBTI preferences, but we PREFER one in each pair.
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The MBTI Type Table
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
Personality type is neither a box, nor an excuse.
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MBTI Preferences and Leadership
“The real voyage of discovery lies not in seeking new landscapes, but in seeing with new eyes.” -Marcel Proust “You can read all the books you want. What makes a difference is your willingness to look into a mirror.” -Dr. Laura Schleshinger 20
Developing self-awareness requires attendance to 4 major areas: 1: Recognize your emotions/emotional habits and their effects. What are some of your emotional habits? You must stop and take time to both realize and understand the links between your feelings and what you think, do and say. Naming emotions can also help you better understand them; keep in mind “Fine” is not an emotion. 2: Understand how personal values/goals influence your perceptions. Many people go through life not really thinking about what they value…truly value. Take a moment & think, could you verbalize what you really value? What are your life goals and why are they so important to you? The answers to those questions can influence our perceptions that can then color our emotions. To be self-aware you have to have an understanding of how your guiding values and goals that might influence your perceptions. 3: Know your strengths and limits. We must be open to constructive feedback and new perspectives in order to grow in our weaknesses. To understand personal strengths and weaknesses, it is also important to learn from experience. As you evaluate what your strengths and limits are, don’t forget your sense of humor and perspective. “If you can’t laugh at yourself, life’s gonna seem a whole lot longer than you’d like.” -Garden State (2004). 4: Self-confidence. This can be as simple as voicing your opinions or making decisions that you feel strongly about but would normally leave to others. Self-confidence can also be about body image, facing previous hurts that have caused us to doubt or minimize ourselves, and trusting in the possibility…not being overwhelmed by fear. “Once we believe in ourselves, we can risk curiosity, wonder, spontaneous delight, or any experience that reveals the human spirit.” -E.E. Cummings
Imposter Syndrome A few years ago the NSF (National Science Foundation) estimated that our brains produce as many as 12,000-50,000 thoughts per day. The disturbing piece of information was that nearly 80% of those thoughts were negative. The fear that others will discover that you have been bluffing your way through seems very real. Every day intelligent, competent people drop out of school, take jobs far below their true abilities and aspirations, and allow long-held creative or entrepreneurial dreams to wither in an attempt to avoid detection. The Imposter Syndrome is especially prevalent during times of transition – new job, new relationship, starting/graduating college…all those times when we want to measure ourselves against others, when in reality, no one has been in your exact position so comparison is impossible. The question is, why do so many clearly smart, capable, successful people feel like frauds who are merely impersonating a competent person?
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Perfectionist Gremlin – Doesn’t allow you to dwell on your achievements, instead just keep raising the stakes higher. “I got that scholarship but now I have to start thinking about the next one.“ or “That performance went well but I have to do even better next time.” The gremlin notices every instance where it thinks you should have done better or where you made a mistake. The more you listen to the gremlin, then the more you put a great deal of importance in what are usually minor flaws in your performance. On the other hand, you also fail to notice, or fail to put sufficient importance on what you do well. The gremlin whispers in your head unfavorable comparisons to others. Frequently this causes you to pick out the most outstanding person in your office/dorm/team and judge your own performance accordingly. “They would have done a better job” or “They earned more than I did.” Energy Vampire – Sucks away positive energy or a positive attitude and leaves you exhausted, frustrated, distracted and generally just ruins your day. It doesn’t attribute success to your own positive qualities. “I got this far by luck.” “I was in the right place at the right time.” “I do well only because I have good people working for me.” It discounts your accomplishments. “I got a lot of applause but I didn’t deserve it.” or “I made a lot of money but I should have made more.” “I got an award but no one realizes how little I deserve it.”
Challenge by Choice (www.pa.org) Challenge by Choice© is a concept originated by Project Adventure™. It asks that participants challenge themselves and participate fully in the experience at-hand. Recognizing that any activity or goal may pose a different level and type of challenge for each group member and that authentic personal change comes from within, Challenge by Choice creates an environment where participants are asked to search for opportunities to stretch and grow during the experience. The determination of what kind of participation represents an optimal learning opportunity and is the responsibility of each group member. All are asked to add value to the group experience by finding a way to contribute to the group’s efforts while also seeking to find value in the experience for themselves. Accepting Challenge by Choice encourages all to respect thoughtful choices. Its use provides a supportive and caring atmosphere in which participants can stretch themselves. It recognizes the need for individuals and the group to accept responsibility for decisions. It creates opportunities for learning about how to set goals that are in neither the comfort nor the panic zone, but in that slightly uncomfortable stretch zone where the greatest opportunities for growth and learning lie.
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Tuesday Reflective Notes
“It is only when people begin to shake loose from their preconceptions, from ideas that have dominated them that we begin to receive a sense of opening, a sense of vision.� -Barbara Ward
What surprised me about myself today?
In what areas of the self-awareness quadrant of the Emotional Intelligence Model would I like to become stronger? How will I do it?
How could the information about my MBTI type help me in my personal life and in my professional life?
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Thoughts I want to capture about the ideas and experiences of today:
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Wednesday:
Take an in-depth look at self-management and social awareness.
Self Management and Social Awareness
Self-management: Between an occurrence and our reaction to it, there is a choice made as to how we will respond. This response is our sphere of control in any situation. Most people have habituated patterns of response, which cause them interpersonal difficulty and personal distress. Self-management awareness allows us to choose consciously how we decide to respond to any stimulus. This results from observing our own behavior in a difficult situation, evaluating its effectiveness, and monitoring and altering behavior that is seen as counterproductive or destructive. Self-control, being trustworthy, and flexible or adaptable are all components of self-management. Social Awareness: Emotional intelligence starts with a conscious recognition of personal, emotional landscape, but then extends outward to a similar recognition of others. Empathy is included in this cluster, indicating a clear sense of other people’s feelings and perspectives, and taking an active interest in their concerns. Accurately reading and choosing one’s response to power relationships is an important element of social awareness as is an understanding of prejudice and bias. Service orientation is integral to social awareness and includes the ability and desire to positively contribute to shaping one’s world. Written and complied by Kathleen Ruby, Ph.D. Washington State University College of Vet Med
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Wednesday Schedule
Who knew that managing myself would be so difficult!!!!
7:30AM Breakfast 8:30AM Good Morning Chapel Opening Activities 9:45AM Small Group Activity TBD Snack Break during group activities 12:00PM Lunch Dining Hall 1:00PM Intro to ‘Your Story’ Exercise Chapel 1:30PM ‘Your Story’ Workshop - Meet in your Workshop Group Location TBD Snack Break during Workshop 3:45PM Large Group Activity Parking Lot 5:00PM Free Time 6:00PM Dinner Dining Hall 8:30PM MOVIE NIGHT!!
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Discussion Themes Self-Management, Social Awareness
“The challenges that I keep waiting to pass so that I can begin living are in fact the real substance of my life. As I encounter each of these challenges, I have a choice.” -Charles Manz
MBTI: S vs. N Self-Management -How do we choose to react? -6 second Pause -Watch your wake!! Active Listening Social Awareness -Accountability and Application of Emotional Intelligence -Power Differentials -Professionalism Happiness Advantage
“In the end, it is important to remember that we cannot become what we need to be by remaining what we are.” -Max DePree 28
Wednesday Lecture Notes
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Discussion Review MBTI – Sensing (S) or Intuition (N) preference This is distinguishing an individual’s preference for how they take in information. People who have a preference for sensing (S) prefer to take in information that is real and tangible. Information is gathered using their five senses of sight, sound, touch, taste and smell. They are observant about the specifics of what is going on around them and they see the specific parts and pieces of a puzzle. They live in the present and enjoy the here and now. They prefer handling practical matters and like things that are definitive and measurable. These individuals prefer to start at the beginning and take things one-step at a time. They may seem materialistic and literal-minded to others. Words or characteristics associated with people who prefer sensing (S): • • • •
Factual and concrete Focus on what is real and actual Observe and remember specifics Trust experience
• • • •
Practical Sequential Details Literal
People who have a preference for intuition (N) prefer information gathering relative to the big picture and fully understanding the connections between facts. They see the overall patterns and relationships within a puzzle. They live toward the future and anticipate what might happen. They prefer imagining the possibilities and like the opportunity to be inventive. These individuals prefer to jump in anywhere and can leap over steps. They may seem to be idealistic, impractical dreamers to others. Words or characteristics associated with people who prefer intuition (N): • • • • •
Oriented to future possibilities practice Imaginative • Variety Hunches • Anticipation Focus on patterns and meaning in data • Patterns Want to clarify ideas and theories before putting them into
CLEAR
MODERATE
SLIGHT
S SLIGHT
MODERATE
CLEAR
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Core communication skills – Active listening Active listening has more than one component. 1. First to be active at listening we must focus on the person and suspend our own thoughts and judgments. 2. Second we must listen to the words and the meaning of what the other person is saying. 3. Lastly we state back in our own words the content and/or feelings behind the message we received. This presents a mirror to the individual we are interacting with and allows them to: • Know we listened • Add information • Clarify information Using the exact words the individual used aids them to know you listened. “I know there is so much to remember” “Studying all night does really suck”
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More Info: Wednesday Themes “There is a choice you have to make in everything you do. So, keep in mind that in the end, the choice you make makes you.”
-John Wooden
Since we all have “blind spots” (remember Johari’s Window?), It is helpful to know that others will help us see all aspects of ourselves in a manner that makes these traits apparent, but not destructive to us. One of the best things about being part of a trusted team (family, community group, company, organization) is that we can all help each other to overcome deficits and maximize our gifts. We do this by becoming honest, compassionate “mirrors” for one another. We do this through careful feedback. Luft, J. & Ingham, H. (1955). The Johari Window: A graphic model of interpersonal awareness. Los Angeles: U. of California Extension office.
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Understanding how to provide feedback . . . 1. 2. 3. 4. 5. 6. 7. 8. 9.
Effective feedback is specific, not general. Say, “Your ability to help others through consistently making yourself avail able, stepping up, and reaching out to others was very effective.” Don't say, "You’re helpful." Effective feedback always focuses on a specific behavior, not on a person or their intentions, (i.e. “…when you talked over others during the balloon train, you distracted our other team members as they were attempting to be heard.”). The best feedback is sincerely and honestly provided to help. Trust me; people will know if they are receiving it for any other reason. Successful feedback describes actions or behavior that the individual can do something about. Feedback that is requested is more powerful. Ask permission to provide feedback. Say, "I'd like to give you some feedback about my observations of you over the past several days, is that okay with you?" Effective feedback involves the sharing of information and observations. It does not include advice unless you have permission or advice was requested. Effective feedback is well timed. Whether the feedback is positive or constructive, provide the information as closely tied to the event as possible. Effective feedback involves what or how something was done, not why. Asking why is asking people about their motivation and that provokes defensiveness. Don’t guess at intentions. Check to make sure the other person understood what you communicated by using a ‘feedback loop’, such as asking a question or asking them to repeat what they heard you say.
Areas to attend to as you observe your group during the week… 1.
Interpersonal Skills: Although we cannot know what is going on inside of a person or understand how they are manag ing their behavior, we do see outcomes in the ways they behave with others. Observe the behaviors and actions of your partner as they interact in group activities, in the classroom, during free time and other times you are together. Do their behaviors seem consistent, and in sync? Do they appear warm or cool? Outgoing or quiet? Aggressive or passive? Individualistic or team-oriented?
2.
Servant-Leadership Qualities: We’ve been talking throughout the week about specific leadership qualities and com petencies. (Did they place the good of the group over self-interest? Focus on others and help them achieve? Minimize power differentials?) Which of these competencies have you seen reflected in your partner’s behavior?
3.
Conflict Management: Most people avoid or ignore conflict, but leaders must learn to confront it pragmatically and with integrity. Did you see any examples of conflict management in your partner throughout the week?
4.
Decisiveness: Leaders must make decisions and mobilize and motivate a group. Did you see any examples of this behavior in your partner? Was it done with kindness and respect?
5.
Change Agent: Leaders bring positive change to their groups and environments. Did you see your partner act as a positive change agent during the week?
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Wednesday Reflective Notes “What lies behind us is nothing compared to what lies within us and ahead of us.� -Anonymous
What surprised me about myself today?
In what areas of the self-management quadrant of the Emotional Intelligence Model would I like to become stronger? How will I do it?
In what areas of the social-awareness quadrant of the Emotional Intelligence Model would I like to become stronger? How will I do it?
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What insights did I gain about my team?
In today’s activities, how did I respond as a leader? As a follower?
How did my MBTI type influence my actions, choices, behaviors, and leadership style?
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Thursday:
Consider Servant Leadership and Relational Competence.
Communication Skills and Relational Competence
Relational Competence: Face-to-face interpersonal skills such as communication, the ability to provide accurate feedback, team or work group supervision, and effectiveness, and conflict management are integral to success in any profession that involves interactions with people. These skills are built on a foundation of understanding, shaped by the first three clusters of emotional intelligence. Relational or interpersonal competence is the outward or visible expression of a value-based, emotionally-intelligent foundation of understanding self and others. It provides the desire and ability to nurture significant and meaningful relationships, diplomatically deal with conflict and help groups build a team identity. Written and complied by Kathleen Ruby, Ph.D. Washington State University College of Veterinary Medicine
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Thursday Schedule What we say and how we say it are so important.
7:30AM Breakfast 8:30AM Good Morning Chapel Opening Activities 9:45AM Small Group Activities TBD Snack Break determined by facilitator 12:00PM Lunch Dining Hall 1:00PM Workshop Activities - Break into your assigned group and go to TBD Workshop 2:45PM Snack Break TBD Swap Sites 4:30PM Free Time 5:00PM Servant Leadership Chapel Poster Presentations 6:00PM Dinner Dining Hall Wrap Up 7:00PM Free Time 8:00PM Karaoke (Optional) Chapel 38
Discussion Themes Servant Leadership and Relational Competence
“Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.” -Leo Buscaglia
MBTI: T vs. F
Empathy Conflict Communication and Resolution Consensus
“Teamwork is the ability to work together toward a common vision. It is the ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.” -Andrew Carnegie
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Discussion Review Servant-Leadership Servant-leadership is a practical philosophy supporting people who serve, first, in their life and work. As a way of expanding that service to individuals and institutions, they choose to lead, whether in a formal position or not. In either capacity, they encourage collaboration, trust, foresight, listening, and the ethical use of power. Servant-leaders also have the courage to become the change they wish to see in the world. “One thing I know…the only ones among you who will really be happy are those who will have sought and found how to serve.” -Dr. Albert Schweitzer How do you know if you are acting as a servant leader? Robert Greenleaf, the person responsible for defining and developing servant-leadership as a leadership style, provides an answer to this important question. “Do those served grow as persons; do they, while being served, become healthier, wiser, freer, more autonomous (self-reliant), more likely themselves to become servants? And, what is the effect on the least privileged in society; will they benefit, or, at least, will they not be further deprived?”
Servant-Leadership and Veterinary Medicine The Veterinary Leadership Experience (VLE) is based on our belief in the servant-leadership model. We have put a great deal of our intellect, wisdom, heart and soul into creating this experience. We did so because we believe in the honor and integrity of veterinary medicine, and its people. The servant-leadership model fit for us because it epitomized our personal philosophies, our life goals, and our value systems. We share it with you as a potential model for you as a person and veterinary medicine as a profession. It is a model based on the desire of the leader to promote growth and health in those who choose to follow. Servant-leaders are more interested in changing the world for the better than they are in self-promotion or power. They seek to listen and to understand, and ultimately, to serve those they work with, to the best of their ability. They strive to leave the world a better place. Ultimately, your decision to accept or not accept servant-leadership as your leadership philosophy will be personal and private. In crafting the VLE, we sought to share with you our wisdom, our hope for the future of the profession, and some of the philosophies and tools, which have been beneficial to us. How you choose to make use of all of these “gifts” is completely up to you. In whatever way you choose, however, we hope you join us in continuing to seek ways to both transform ourselves and our profession in a positive way.
Written and complied by Kathleen Ruby, Ph.D. Washington State University College of Veterinary Medicine
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Ten Characteristics of a Servant-Leader Listening – listen receptively to what is being said and unsaid. Empathy – strive to understand and empathize with others. Healing – healing of relationships is a powerful force for transformation and integration. Awareness – general awareness, and especially self-awareness, strengths of the servant-leader. Persuasion – a reliance on persuasion, rather than on one’s positional authority, in making decisions within an organization. Conceptualization – seek to nurture abilities to dream great dreams. Look at a problem or an organization from a conceptualizing perspective means that one must think beyond day-to-day realities. Foresight – a characteristic that enables the servant-leader to understand the lessons from the past, the realities of the present, and the likely consequence of a decision for the future. Stewardship – Peter Block (author of Stewardship and The Empowered Manager) defines stewardship as “holding something in trust for another”. Commitment to the growth of people – deeply committed to the growth of each and every individual within his or her organization. Building community – this awareness causes the servant-leader to seek to identify some means for building community among those who work within a given institution. by Larry C. Spears, Chief Executive Officer, The Greenleaf Center for Servant-Leadership
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MBTI – Thinking (T) or Feeling (F) preference This is distinguishing an individual’s preference for decision-making. People who have a preference for thinking (T) make decisions on the basis of logical analysis. They attempt to mentally remove themselves from the situation and examine the pros and cons objectively. They spontaneously critique and analyze to determine what is wrong so that the problem may be solved. They are guided by rules, principles such as truth and justice and standards that can be evenly applied in all similar situations. They take a long-range view in their decision-making. They may seem distant or condescending to others because of their ability to remove themselves from the situation, their objectivity and their desire for fairness. Words or characteristics associated with people who prefer thinking (T): • • • • • •
Analytical Use cause and effect reasoning Solve problems with logic Objective Fair – everyone treated equally Reasonable
• • • • •
Guided by principles and rules Spontaneously critiques Can be “tough-minded” Cool Impersonal
People who have a preference for feeling (F) make decisions on the basis of evaluating relative worth. They like to make decisions based on what is important to them and to others involved. They are guided by personal convictions. Them mentally place themselves into the situation to identify with everyone so they can make decisions based on their values about honoring people. They are concerned with values such as relationships and harmony. They spontaneously appreciate and tend to understand people. They tend to take an immediate and personal view of the situation. These people may seem too involved or emotional to others. Words or characteristics associated with people who prefer feeling (F): • • • • •
Empathic Guided by personal values Assess impacts of decisions on people Strive for harmony and positive interactions Compassionate
CLEAR
MODERATE
• • • •
May appear “tenderhearted” Fair – everyone treated as individual Harmony Caring
SLIGHT
T SLIGHT
MODERATE
CLEAR
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Core communication skills – Empathy What is empathy? Experts define three types of empathy. Cognitive or perspective-taking empathy is the experience of understanding another person’s condition from their perspective or point of view. To be empathic is to have the ability to put yourself in the shoes of another. Personal distress empathy is literally feeling another’s emotions. For instance when you are watching a scary movie and you start to empathize with the hero and feel afraid, that is personal distress. This feeling of another’s emotion occurs through a process known as “emotional contagion”. We are actually “infected” with another’s emotion. Some are so prone to this personal distress form of empathy that it takes a toll upon them personally. Empathic concern is the ability to recognize another’s emotional state, feel in tune with that emotional state and feel and show appropriate concern. Expression of empathy is a core communication skill that is critical both in our personal and professional lives. Successful veterinary healthcare teams recognize the need for empathy regardless of whether the interactions are within the team or regarding interactions with clients. In human medicine greater expression of empathy has been associated with fewer medical errors, better patient outcomes, and more satisfied patients and doctors, and fewer malpractice claims. Empathy is the single most important skill in building client relationships and leading to positive outcomes yet empathy statements were expressed in only 7% of veterinary appoints in a study by Shaw et al., JAVMA 2004. Examples of expressions of empathy: “I can see how hard this decision is for you…” “That sounds really rough…” “That must be very frustrating…”
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Consensus How would you define consensus? For VLE purposes, consensus means: Alignment among members within a group. So what, then, is alignment? 1. We may not completely agree with the overall decision; however, we are willing to align with the decision in support of the overall goal of the team or group. 2. This may not be my favorite option, but I am willing to live with it and support the effort as if it were my first choice. The value in consensus through alignment is that everyone has a voice in the outcome, no one is left out of the decision/outcome and all members of the team are on the same page before action is taken. Alignment is not necessarily agreement. It isn’t an issue of agreement versus disagreement, which often keeps us from taking action. It is an issue of “can I live with and/or support this decision?” Consensus is distinct from voting by majority-rules because with consensus, every voice is heard in the quest to create alignment. When majority-rules is utilized for decision making, the less powerful (or popular) voices are squelched altogether. For example: In a majority-rules situation if we are voting on breakfast then a delicious Vermont maple-glazed bacon might “win” as the most popular choice. Under this scenario, Jews, Muslim, vegans and vegetarians (and others) would simply not have something to eat. Under consensus, all members of the groups would collaborate to find a something that everyone could eat, even if it is not their first preference. Each member may concede that they are willing to live with a meal of buttermilk pancakes with fresh Vermont maple syrup, even though it was not their favorite option. Another danger of using majority rules is that those that vote against the concept often check out of the situation, don’t contribute, or take action to sabotage the outcome. The goal of alignment is to create a situation that everyone can live with and will support even if it wasn’t their favorite choice. A method of quickly assessing whether the group is in consensus is “Thumbs.” • Thumbs up means “I agree and support the concept.” • Thumbs sideways means “I have a neutral opinion on this option, or it is not my favorite option, but I’m willing to support it.” • Thumbs down means “I cannot live with this concept and/or I am not willing to support it – I may have a personal value that is being compromised.” You can consider your group in consensus when everyone has either a thumb up or sideways. Any thumbs down means you are not in consensus. 44
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Thursday Reflective Notes
“Setting an example is not the main means of influencing others; it is the only means.” -Albert Einstein
What connections can be made between the communication skill for the day (empathy), the MBTI types discussed today (thinking vs feeling) and the tools for conflict resolution?
When you consider the consensus building exercise “survival at sea” how might the conflict resolution skills be incorporated into successful consensus building?
What core communication skills did you demonstrate today during the workshops?
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Friday:
Continue to build relationships by giving and receiving trust.
Building Trust through Relationship
Relational Competence: Face-to-face interpersonal skills such as communication, the ability to provide accurate feedback, team or work group supervision, and effectiveness, and conflict management are integral to success in any profession that involves interactions with people. These skills are built on a foundation of understanding shaped by the first three clusters of emotional intelligence. Relational or interpersonal competence is the outward or visible expression of a value-based, emotionally-intelligent foundation of understanding self and others. It provides the desire and ability to nurture significant and meaningful relationships, diplomatically deal with conflict and help groups build a team identity. Written and complied by Kathleen Ruby, Ph.D. Washington State University College of Veterinary Medicine
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Friday Schedule
We are no longer just colleagues. Now, we are friends. 7:30AM Breakfast 8:30AM Good Morning Chapel Opening Activities 9:15AM Ted Video Chapel 9:45AM Small Group Activities TBD Snack Break to be determined by facilitator 12:00PM Box Lunch- Tell Someone Your Story TBD 1:00PM Large Group Activity Gym 2:15PM Small Group Activities TBD 4:15PM Dinner Dining Hall 5:00PM Board Bus for Dessert Cruise - Wear your VLE sweatshirt! Parking Lot On Cruise Hall of Fame Ceremony Dr. Aubrey Lavizzo 9:00PM DJ Dance with AWESOME snacks (optional) Dining Hall
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Discussion Themes
Building relationships and Giving/Receiving Trust
“Change has a considerable impact on the human mind. To the fearful, it is threatening because it means that things may get worse. To the hopeful, it is encouraging because things may get better. To the confident, it is inspiring because the challenge exists to make things better.” -King Whitney Jr.
MBTI: J vs. P
Giving and Receiving Trust Left Brain vs. Right Brain
“What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others.” -Percles
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MBTI – Judging (J) or Perceiving (P) preference This is distinguishing an individual’s preference for how they approach life. People who have a preference for judging (J) prefer a decisive, planned and orderly lifestyle. They seek to regulate and manage their lives. They prefer to make decisions, come to closure and move on. Their lives tend to be structured and organized and they like to have things settled. Sticking to a plan and schedule is very important to them. They handle deadlines and plans in advance. They may seem demanding, rigid or uptight to others. Words or characteristics associated with people who prefer judging (J): • Organized • Structure • Deadline
• Plan • Closure
Try to avoid last-minute stresses People who have a preference for perceiving (P) prefer a flexible, adaptable and spontaneous lifestyle. They seek to experience and understand life instead of control it. Detailed plans and final decisions feel confining to them; they prefer to stay open to new information and last minute options. They meet deadlines by last minute rush. They may seem disorganized, messy or irresponsible to others. Words or characteristics associated with people who prefer perceiving (P): • Spontaneous • Flexible • Adapt, change course CLEAR
MODERATE
• Likes things loose and open to change • Curious • Openness SLIGHT
J SLIGHT P
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MODERATE
CLEAR
Friday Lecture Notes
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Discussion Review Team Dynamics: Forming, Storming, Norming Psychologist Bruce Tuckman developed the Forming, Storming, Norming Theory in 1965 to illustrate the path to high-performance of teams. Forming: The team is established and the task is given. Team members will have an inclination to work individually because they do not know each other well enough to completely trust each other. Bonding, planning and collecting information should be accomplished by the team during this stage. Storming: The team will start to address the task by brainstorming ideas. Many different ideas may compete for dominance and, if unsuccessfully facilitated, this stage can be very destructive for a team. Strong facilitative guidance is important in this phase. Norming: The team starts moving towards harmonious working practices -- agreeing on team rules and values. The team begins trusting each other as they recognize and accept contributions from each member of the team. Facilitators can step back from the team, as team members take greater responsibility. Performing: The trust sequence at VLE requires a team that can perform. Performing teams present high levels of independence, inspiration, understanding, and capabilities -- the team is collaborative. Dissent is expected and encouraged as there will be a high level of reverence in the communication between team members. By implementing the principles all of you embraced in order to allow your teammates to reach the goals they set for themselves (for some, perhaps the trust lean was a huge step, for others maybe sharing in the group was a milestone, and yet others overcame many fears by allowing the team to catch them as they fell from a table), you can make a difference wherever you find yourself.
Building Relationship Through Servant-Leadership Key Takeaways . . . Two-thirds of employees do not quit their company – they quit their boss. Servant-leaders are open to the suffering of others as well as to their happiness. Servant-leadership is more than simply being pleasant. Natural servant-leaders surround themselves in a diverse team of other current future servant-leaders. If you are a servant, by definition, you’re not controlling. Servant-leadership is not about title, personality, corner offices or management styles. You cannot encourage flexibility within an organization through inflexible means. You cannot create a vibrant, productive community through fear and intimidation. Leadership titles, positions and levels are given and therefore can be taken away. Servitude comes from within. It is not bestowed, not assumed and not to be taken away. Servant-leadership does not rely on power to get things done. Servant-leadership uses influence to get things done. Creative Discoveries Training and Consulting 65
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As a leader, you’ll find that people don’t always do what you want them to do. In fact, life with people will be a constant state of adventure, surprise and adjustments. The following by Dr. Kent Keith (1968) addresses how an emotional intelligent leader lives with the blessings and difficulties of dealing with humankind. (NOTE: This is also known as “Anyway”, “The Final Analysis”, “The Ten Commandments of Leadership”.)
The Paradoxical Commandments ~ Dr. Kent Keith
People are illogical, unreasonable, and self-centered. Love them anyway. If you do good, people will accuse you of selfish ulterior motives. Do good anyway. If you are successful, you will win false friends and true enemies. Succeed anyway. The good you do today will be forgotten tomorrow. Do good anyway. Honesty and frankness make you vulnerable. Be honest and frank anyway. The biggest men and women with the biggest ideas can be shot down by the smallest men and women with the smallest minds. Think big anyway. People favor underdogs, but follow only top dogs. Fight for a few underdogs anyway. What you spend years building may be destroyed overnight. Build anyway. People really need help, but may attack you if you do help them. Help people anyway.
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Friday Reflective Notes
“We need to listen to one another if we are to make it through this age of apocalypse and avoid the chaos of the crowd.� -Chiam Potok
What surprised me about myself today? My team?
What was it like to wrap-up this experience together?
What am I most proud of over the last few days?
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My personal leadership commitment...
Additional thoughts I want to capture about the ideas and experiences of today...
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Saturday:
Celebrate good times, COME ON!!!!
Celebration
During this week you experienced a week-long journey of self-discovery, using Servant-Leadership and the Emotional Intelligence Model as your processing tools. This ‘end’ is your beginning . . . remember to live your values . . . be authentic . . . focus on the essentials . . . simplify your life . . . build inner security . . . live in the moment . . . be spontaneous.
Choose wisely for a healthful and enjoyable life!
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Saturday Schedule I can’t believe it’s time to say goodbye.
7:30AM Breakfast 8:15AM Good Morning Chapel Opening Activities Pay It Forward, Literally 8:30AM Ceremony Chapel 9:15AM Wrap-up Video Chapel 9:45AM Large Group Activity Back Lawn 10:20AM Load Busses Parking Lot Good-byes
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Discussion Themes Inspiration and Celebration
“Change has a considerable impact on the human mind. To the fearful, it is threatening because it means that things may get worse. To the hopeful, it is encouraging because things may get better. To the confident, it is inspiring because the challenge exists to make things better.� -King Whitney Jr.
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Final Reflection
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“The future is not a result of choices among alternative paths offered by the present, but a place that is created, created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination.� 75
-John Schaar
Facilitators and Speakers
What a great group of people. Thank you for being advocates for change!! Dr Andrew R Clark, DVM, MBA, LLC.
I am the founder and president of Andrew R Clark, DVM, MBA, LLC, a management consulting company focused on CLARITY. I have both DVM and MBA degrees. I bring to the table a broad scope of experience in veterinary business. I owned a single doctor equine practice in the San Francisco Bay Area and a California regional referral center, Pioneer Equine Hospital. As the CEO, I led the largest equine practice on the planet, Hagyard Equine Medical Institute in Lexington, KY for six years.
I am the CEO of Equine Best Practices, a metrics and management solutions company. Through a Virtual CEO consulting program I provide business coaching, solutions, strategies, and development for equine veterinary businesses in 12 states and two Canadian Provinces, Colleges of Veterinary Medicine as well as clients in Europe and Australia. I facilitate three Veterinary Management Groups. My consulting work is diverse, from business coaching with individuals to consulting and advisory work with fortune 500 companies. In addition to consulting work, I am a very active speaker in educational, industry and motivational venues. I serve as Chairman of the Board of Trustees for the AVMA Professional Liability Insurance Trust, managing the Business and Liability Insurance programs for 82,000 members. I serve on the Board of Directors of The Kentucky Horse Park Foundation, Equinext Technology, and Business Infusions Software as well as the advisory board of eyeD Equine Identification System. My wife, Kathleen, and I live on a small farm in Central Kentucky. Kathleen’s hobby is riding Three Day Event horses and she supports animal conservation efforts in Africa. My ‘doing good things’ energy is focused on fund-raising for the Markey Cancer Foundation. My riding hobby is currently undergoing a radical transition. I was raised around cattle ranching and from three years of age on, I rode quarter horses in western saddles. Last year, poof, life is about transitions and I began riding in an English saddle and now I am learning to jump. Life is indeed a great adventure.
John and Fay Batchelder
John is the Executive Director and Fay leads Adventure and Team Building programs at Ross Point Camp and Conference Center in Post Falls, Idaho. John and Fay Batchelder have been in the camp and conference field for 20 years, and actively involved in team building and outdoor adventure for 19 years. John has a B.S. in Zoology. Fay is a surgical technician. Previous to camping they toured with an International Drama Group performing plays and leading drama and communication workshops. John traveled with the group for 6 years throughout the United States, Canada, Australia, and New Zealand, and Fay was with the group for 3 ½ years travelling in the United States. It was there they met and were married. They have three children, Zachary, Rachel, and Joel. They love camping, climbing, skiing, motorcycles, music ….life!
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Wade Burton, DVM
Wade Burton, DVM is a Technical Service Veterinarian for Merial Limited. He graduated from of Texas A&M in 1994. Dr. Burton began his veterinary career in a mixed animal practice in EI Campo, TX. With his classmate and wife Dr. Susan Hopper, he purchased a clinic in Georgetown, TX where they practiced for 10 years. Dr. Burton began his career with Merial in 2005 in Kansas City and surrounding states and moved back to Texas in 2007. He currently works with the Merial Sales district in Houston, Central and East Texas and Southern Louisiana as well providing technical support to the faculty, students and staff at Texas A&M and LSU. Additionally, he serves on the Board of Trustees for the Texas Veterinary Medical Foundation and the Board of Managers for Southwest Veterinary Symposium. His professional interests include heartworm disease, parasitology and preventive medicine. He attended VLE for the first time in 2011. He returned to VLE as a facilitator in training in 2012. Dr. Burton and his wife now live in Liberty Hill, TX with their 4 dogs, 2 cats and 2 horses. They enjoy travel, hiking with their dogs, horseback riding and shooting sports. He is also an avid sportsman. He serves his local community as a member of Lions Clubs International as well as serving on the Board of Directors of the Lone Star Lions Eye Bank, a regional corneal tissue eye bank.
Drake Charles
Drake graduated from Washington State University with a BS in nursing and a BA in art in 1996. He spent the next 7 years in the private sector working for Northwest Basketball Camps (NBC), an international sports ministry serving over 10,000 athletes each summer throughout the United States, Canada, the United Kingdom and Australia. Drake functioned in a variety of Director level roles with NBC and eventually became a Vice President with oversight of marketing, expansion, and leadership development for camps in the U.S. and Canada. In 2003, Drake resigned from NBC Camps in order to move to California where his wife was pursing her career in equine veterinary medicine and was hired by the physician owners of Rancho Family Medical Group to design, develop and launch The Rancho Sports Center (RSC). This project began with the conversion of a 40,000 square foot abandoned warehouse into a multicourt basketball, volleyball, and fitness club with the aim of serving the medical community, their patients and youth sports teams throughout the greater Temecula-Murrieta area. Drake successfully completed the RSC project over a 4-year period and through the connections made during the project was introduced to Linfield Christian School. In 2007, Drake was hired as the Athletic Director for Linfield Christian School where he revamped the athletic program and instituted the “Triple Crown Approach to High School Athletics.” He eventually added Director of Student Life to his duties and was responsible for restructuring the Bible Department as well as developing a student community outreach program. He received his Master’s in Organizational Leadership in 2009. After 5 years in the athletic office, Drake was promoted to Vice President and is currently serving in that position with oversight of advancement in Athletics, Fine Arts, Student Life and marketing. Drake’s career experiences are varied and all focus around development and implementation of positive change within organizations. To that end, his insight and practical wisdom provide a unique perspective for the veterinary profession.
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Kimberly Chappell
Kim Chappell is a 1997 graduate of the NC State University College of Veterinary Medicine. She spent two years in private companion animal practice in North Carolina before joining the animal health industry. Kim spent nine years with Intervet Inc. (now owned by Merck) in the clinical development area of the company’s pharmaceutical product development group. In 2009, Kim joined the faculty of NC State University College of Veterinary Medicine. She serves as a Clinical Assistant Professor in the Clinical Studies Core, a service unit dedicated to facilitating and promoting clinical research at the CVM. She served as faculty advisor to the NC State chapter of the Veterinary Business Management Association, and works with students to organize the annual Wolfpack Leadership Conference, modeled after the AVMA VLE. Kim joined Elanco Animal Health in February 2013, and serves as a Senior Research Scientist supporting Companion Animal Product Development. Kim is committed to organized veterinary medicine, and passionate about serving her profession. She has served in executive offices and committee leadership roles in both the Delaware Veterinary Medical Association and the North Carolina Veterinary Medical Association. Kim is a 2010 VLE Eta class alumn, and joined the facilitator program in 2011. She’s thrilled to be serving again this year! At home, Kim and her husband Howard (also a veterinarian) chase two giggling, pet-loving kids around the house (Grant, 6 years-old, and Ruby, 4 years-old). Kim enjoys running after the kids, and running for its own sake. The family loves gardening and spending time outdoors.
Gregory Campbell, MS, DVM, PhD, Diplomate (ACVP)
Dr. Campbell was graduated from Oklahoma State University College of Veterinary Medicine in 1985. Prior to that he was a medical technologist and completed an MS in Pathology at University of Oklahoma Health Sciences Center. He completed an Anatomic Pathology Residency at University of Florida and PhD in Veterinary Pathology at Texas A&M University College of Veterinary Medicine in 1991. Board certification in Veterinary Anatomic Pathology was completed in 1992. He spent the first 10 years of his career as a pathologist at Oklahoma State University College of Veterinary Medicine, followed by a four year stint as an industry pathologist. He returned to Oklahoma State University as Chief Pathologist at Oklahoma Animal Disease Diagnostic Laboratory. He has a pathologic interest in dermatology and dermatopathology. Over the past few years, he has developed a special interest in and passion for Veterinary Communications, Leadership and Team building.
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Elizabeth “Betsy” Charles, DVM, MA
Elizabeth “Betsy” Charles, DVM, MA combines a wide variety of professional experiences with her love of veterinary medicine in order to help others be the best they can be. After graduating from Washington State University’s College of Veterinary Medicine in 2003 and completing an internship with an equine referral hospital, she joined a performance horse practice as an associate veterinarian and then, after 3 years, served as their Imaging Center Director for another 3 years. In addition to her responsibilities within the imaging center, she developed the practice’s extern program that included students from all over the country as well as formal involvement with the 3rd and 4th year veterinary students from Western University of Health Sciences. She is also an adjunct professor at Washington State University.
Dr. Charles completed a master’s degree in Organizational Leadership in May 2009 where her thesis dealt with implementation of change efforts within organizations, specifically veterinary practice. To that end, she loves helping veterinary professionals understand how the principles of emotional intelligence can help facilitate implementation of change initiatives in practice using the servant leadership model. One of her main areas of interest is generational diversity as it applies to veterinary medicine and she has spoken on this topic at veterinary colleges around the country, various state veterinary medical association meetings, the AAEP National Convention, and the North American Veterinary Conference. She has also helped team members in private practice implement these communication strategies. She has been involved with the Veterinary Leadership Experience as a speaker and facilitator for 9 years and is now the Executive Director of The Veterinary Leadership Institute, the organization responsible for putting on the annual VLE event. She served on the AVMA’s Council on Communication, recently completed a term on the Student Relations Committee for the American Association of Equine Practitioners and is now a member of the AAEP’s Leadership Development Committee as well as the AAEP’s Student Programs Task Force. Currently, Dr. Charles is pursuing advanced training in diagnostic imaging through a combined alternative residency program with Western University of Health Sciences, Southern California Veterinary Imaging, and Washington State University. When her residency is completed in June 2013, she will stay on as an Assistant Professor at Western U’s College of Veterinary Medicine where she hopes to continue to combine her passion for veterinary medicine, leadership development, teaching, and communication into one role so she can be a difference maker in the veterinary profession. She enjoys spending time with her husband of 21 years and their 3 dogs. When she is not trying to make a difference in the veterinary profession, you can find her at the barn riding the best horse ever.
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Karen Cornell DVM, PhD, DACVS
Dr. Cornell is a professor and the Assistant Department Head for the Department of Small Animal Medicine and Surgery at the University of Georgia. Dr. Cornell graduated from Purdue’s School of Veterinary Medicine and after two years in private practice returned to Purdue where she completed an internship, small animal surgery residency and Ph.D. She joined the faculty at the University of Georgia in 1998. Karen is a Diplomate of the American College of Veterinary Surgeons and currently a member of the Board of Regents for the same organization. She is a soft tissue surgeon with a primary interest in communication skills training for veterinary professionals, teaching methodologies and reconstructive surgery. She is a two-time recipient of the Carl Norden-Pfizer Distinguished Teaching Award and in 2011 she was named a Josiah Meigs Distinguished Teaching Professor, the highest award for teaching at UGA. Karen became involved with communication training in 2003 when she was a participant in the first Bayer Communication Project train-the-trainer program for veterinary faculty. She has served as a trainer for each of the subsequent annual veterinary faculty courses offered by the Institute for Healthcare Communication. Karen’s previous private practice career and current engagement teaching veterinary students, afford her a unique appreciation for the importance of communication and leadership in veterinary practice, and for the necessity of providing practical training in both areas to all members of the veterinary healthcare team.
Abbie DeMeerleer
Bringing a unique, non-veterinary perspective to the VLI, I have been honored to be a part of a team of diverse and highly dedicated individuals that are constantly thinking about the future of veterinary medicine and how to enhance practitioners personal development, prosocial behavior and career success. Abbie DeMeerleer received both her degrees – B.S. and M.Ed. – from Washington State University. Abbie worked for the WSU College of Veterinary Medicine for six years as the assistant director of admissions/recruiter and the DVM program academic coordinator. Abbie has been actively involved in various facets of the VLE program and its evolution for 6 years. She is currently a clinical assistant professor in the WSU College of Agricultural, Human & Natural Resource Sciences (CAHNRS) teaching the HD 205 course, “Developing Effective Communication & Life Skills,” to about 800 students per year with her incredible co-instructors/teaching team. Abbie has been heavily involved in the National FFA Organization and spent much of her youth rodeoing and raising and showing Scottish Highland cattle. Abbie & her husband keep busy chasing after their two kids who are active in just about everything…especially gymnastics, cheer, swim lessons & helping on the farm. In her free time Abbie enjoys quilting, gardening, photography, hunting, whitewater rafting, reading historical fiction and spends a great deal of time utilizing social media – and someday she hopes to be on the Ellen show.
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Jana Davidson
I find myself working feverishly within the veterinary field for the last 8 years directly interacting with students across the nation . My current position allows me to teach good budgeting and monthly planning techniques, debt management and risk management methods. I work primarily with students, mainly through VBMA and SCAVMA chapters, and invitations to speak at practice management classes at colleges of veterinary medicine around the country to provide financial education covering a multitude of topics. Helping students set goals and revisiting them often is of utmost importance. In essence, my ultimate goal is to build awareness of future needs and goals, and the empowerment to take control of their finances based on their newly acquired confidence and skill levels. I also spend a significant amount of time working with students practicing leadership skills and preparing them for the workplace, as well as trying to implement these skills very early in their educational careers. With 23 years of customer service experience within the financial, medical and veterinary fields, learning and teaching good communication skills are more important than ever for a harmonious career and personal success. In my spare time you will find me on the end of a leash with my favorite girl, Phoebe, searching the country for unique and tasty wines and gastropubs, and kicking back with local animal groups on the beaches of Northeast Florida.
Craig Franklin
Craig Franklin is a multi-time graduate of the University of Missouri (MU) including a DVM in 1987 and PhD in Pathobiology in 1992. He joined the faculty of MU’s College of Veterinary Medicine in 1992 and is currently a Professor of Veterinary Pathobiology. He is board certified by the American College of Laboratory Animal Medicine and directs three programs at MU: 1) the Comparative Medicine Program, a post-DVM program that combines residency training in laboratory animal medicine and graduate research training; 2) the Veterinary Research Scholars Program, a summer research program for veterinary students and 3) the MU Mutant Mouse Regional Resource Center, an NIH-funded center that serves as a repository of genetically engineered mutant mice. He teaches in a variety of professional and graduate courses including immunology and laboratory animal medicine. His research laboratory studies microbiomes and chronic inflammatory diseases of the intestine (aka inflammatory bowel diseases), and he participates as a pathologist in a number of collaborative studies involving rodent models of disease. He participated in the VLE in 2010 and 2012 (it has truly changed his life) and he continues to strive to be the best servant leader he can be. He has a wonderful wife of 27 years, a daughter who is pursuing a career in the arts and three incredible dogs. Hobbies include biking, hiking, ultimate Frisbee, jam band festivals, Mizzou sports and collecting macaroni and cheese boxes.
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Davis Goslin
While others look at a group and see friends talking and laughing, Davis has the unique ability to see an individual’s strengths and abilities and to inspire him or her to apply them to a greater purpose. He is a leader that can conceive and execute a plan in three minutes or three months. He strives to push people, putting them in a place where they can thrive and truly live out their passions. If you got in Davis’ car you would be welcomed by blasting music and authentic conversation while driving (and dancing) down an open dirt road. Davis loves creating films because it allows him to meet authentic world changers, hear their stories and become their friends.
Derrick Hall
Derrick Hall graduated from the University of Illinois, College of Veterinary Medicine in 2006. He completed an internship at a private practice equine hospital and then joined a mixed animal veterinary hospital in central Wisconsin practicing large animal medicine. After two years in Wisconsin, Dr. Hall and his wife (also a veterinarian) moved back to Illinois. In 2008, he began working for the American Veterinary Medical Association in the Membership & Field Services Division as the Assistant Director for Student Affairs working as the National Advisor for the Student AVMA and the individual Student Chapters and Associate Organizations. In his spare time, Dr. Hall enjoys traveling with his wife to new places, visiting family and friends, going horseback riding, and following his favorite sports teams (Go White Sox, Bears, and Illini!!!)
Tamara Hancock, DVM
Tamara Hancock is a Clinical Pathology Resident and Master’s candidate at the University of Missouri-Columbia. She graduated from Iowa State University in 2011, is a VLE Epsilon alumnus, and is honored to be returning for a fourth year as a VLE facilitator. Outside of her love of clin path, she has a budding interest in professional teaching-learning environments and educational research. She also loves the outdoors and nature, especially running, cycling, gardening and bird watching. Tamara shares a brick ranch in Columbia, Mo., with her husband, two dogs and a cat, where the Hancock’s relish any opportunity to cook exquisite meals together, engage in random philosophical discussions (both low and high brow), enjoy a cold bear or two on the porch, or any combination thereof.
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Dr. Christopher Lindquist
Co-Owner of the Regional Veterinary Emergency and Specialty Center in Turnersville, New Jersey, Dr. Christopher Lindquist’s main role is that of the Chief Culture Officer. His main purpose is to cultivate a practice where everyone works as part of a team to consistently provide a high quality compassionate experience. Chris graduated from the University of Pennsylvania’s Veterinary School in 1997. He then completed an internship in small animal medicine and surgery in 1998. He currently resides in Coatesville, Pennsylvania with his wife, Karen, and their two boys, Axel and Gunnar. Chris is a Russian Certified Kettlebell instructor who owns and operates Brandywine CrossFit. He recognizes the importance of balancing body, mind, heart and spirit. He believes that veterinarians can transform the world if we can find a healthy way to share our compassion, loving kindness, joy and equanimity with all of the sentient beings that we interact.
Dr. James Marshall
Dr. James Marshall is a Senior Technical Service Veterinarian with Merial. He received both his Bachelor’s Degree and his DVM Degree from Texas A&M University graduating in 1978. He practiced general companion animal medicine and surgery for almost 25 years in Houston, Austin, and Richardson, Texas. Areas of special interest include heartworm disease, dermatology, and endocrinology. He continues to practice on weekends whenever possible. Dr. Marshall worked as a veterinary services manager with Hill’s Pet Nutrition and Fort Dodge Animal Health prior to joining Merial in January 2005. He currently provides technical support for the North Texas-North Louisiana Merial sales district as well as to his alma mater, Texas A&M and their SEC rival, LSU. He received the Merial Circle of Excellence Award in 2007 and the Merial Vital Circle Award in 2008 and 2010. He has served on the Board of Directors of the Dallas County Veterinary Medical Association for 6 years and was President of the organization in 2011. Dr. Marshall is also a delegate on the Board of Directors for the Texas Veterinary Medical Association as well as a member of several TVMA committees. James attended VLE for the first time in 2010, returned in 2012 as a Facilitator-in-Training, and is looking forward to the opportunities and challenges of facilitating in 2013. He has also participated as a facilitator for the Texas A&M Aggie Leadership Experience (TAMALE). Additionally, in 2012 he completed the Gifted Coach certification, a collaborative effort between Merial and Gifted Leaders, LLC. He and his wife are proud owners of a 19-year old black cat, Ada. When not involved with any of the above, you are likely to find him on the tennis court.
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Alex Thomasson
Alex Thomasson, DVM graduated from Auburn University in 1993 and stepped into Companion Animal and Equine clinical practice until joining Merial in 2006 as a Technical Service Veterinarian. The blending of private practice, academia and corporate practice began the journey into servant leadership and to the VLE in 2010 (Eta class). The passion and experiences continued with his participation and developed into being a facilitator not only at the VLE but also at the school based VLE-like functions at The University of Florida, University of Georgia and St. Matthews University. Continuing on the journey, he completed the “Gifted Coach� program in 2012 by Gifted Leaders, LLC. Equal to his passion for Veterinarian Medicine, is his passion for his Family, Friends (2 and 4 legged), Farm, and Fishing.
Jennifer Quammen
Jen Quammen is a predominately small animal private practitioner from northern Kentucky. Jen received her DVM from Ohio State and an MPH from the University of Iowa. Her professional interests include public health, surgery and fostering teamwork. Jen is active on her local and state veterinary medical associations, serving as a board member for both. She continues to pursue opportunities in organized veterinary medicine including running for an AVMA Council position this year. Jen attended VLE 2011 as a participant, in 2012 as a facilitator in training, and is very excited to return in 2013 as a facilitator. When not doing veterinary things, Jen enjoys reading, training in kettlebell sport, participating in pet therapy and is currently training to compete in her first triathlon this summer. Jen’s current goal is to make the world a better place, and strives to positively impact the people and patients around her.
Shannon Kelly Reed
Shannon Kelly Reed (ENTP) was born and raised the youngest of 4 children in Las Vegas, NV and did her undergraduate training at the University of Nevada, Reno. She graduated veterinary school from the University of Missouri and stayed on at MU for an internship in Equine Medicine, Surgery and Community Practice. Following her internship, she completed a fellowship and then a large animal surgical residency at Oregon State University. Following her residency, she moved back to MU to become an assistant teaching professor in Equine Lameness and Surgery. She is a diplomate in the American College of Veterinary Surgeons and spends most of her time in the clinics seeing cases and teaching veterinary students the many joys, highs, and lows of equine surgery and lameness, with a little bit of production animal surgery and rodeo bull joint injections thrown in for variety. In all her free time, she enjoys running 5 k races very slowly and training her thoroughbred, Alfie for three day eventing. Her main goal in being a part of the VLE is to continue to evolve as a teacher and continue to learn to balance her tendencies as an equine surgeon type.
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Lauren Olavessen
For me, it’s all about having this amazing opportunity to collaborate with a group of talented and diverse veterinary professionals whose sole vision is to offer innovative and relevant learning experiences for the individual focusing on emotional intelligence and servant leadership so that we can be well rounded and successful stewards for the veterinary profession. Lauren earned her DVM in 2002 from the University of Tennessee College of Veterinary Medicine. She also holds a bachelor’s degree from the University of Northern Colorado in Earth Sciences with an emphasis in Oceanography. She practiced veterinary medicine in Memphis, TN as an associate veterinarian for 5 years before joining Merial Limited as a Technical Service Veterinarian in the Mississippi Delta. Her role finds her providing scientific, technical, and business support for veterinary practices in the Mississippi Delta as well as educational support at Mississippi State and the University of Missouri Colleges of Veterinary Medicine. Her main scientific focus is heartworm disease, treatment and prevention and has lectured across the US and in Canada on this topic. It was through this role in industry that she was introduced to the foundations of servant leadership and the VLE. Since then, she has participated as a facilitator for VLE, the University of Missouri’s VET (Veterinary Enrichment and Teambuilding) and IMPRINT (IMProving Resident and Intern Non-Technical skills) programs, the University of Georgia’s BLE program and the Primary Care Educators’ Symposium. Through her work with bringing awareness to the non-technical skills of communications, emotional intelligence and servant leadership in the veterinary curriculum, Lauren began looking for ways to introduce these same concepts in the corporate world of veterinary medicine. Her work with a few other colleagues at Merial saw the creation of FAMLE, Merial’s Field Veterinary Services VLE-like event. This has led to a collaborative effort between Merial and Gifted Leaders, LLC in creating a ‘Gifted Coach’ certification program for Merial’s Field Veterinary Service department which she successfully completed in 2012. Lauren cannot do any of this without the loving support of her husband, Steve, who takes the majority of the ‘parenting’ responsibilities of their four-legged children: Stanley, Sidney, Scooby, Benny, Harry, River, Stormy, MJ and Luz. They spend all of their free time with the ‘kids’, riding horses, traveling to most anywhere with a coastline, and cheering on their favorite teams, the Pittsburgh Steelers, Penguins and Pirates!
Brittany Lancellotti
My name is Brittany Lancellotti, Britt for short, and I am a entering my third year of veterinary school at Western University of Health Sciences in southern California. I am originally from Pennsylvania and graduated from Temple University. I worked for four years at the Animal Medical Center in Manhattan in several departments, including rehabilitation, surgery, emergency, and internal medicine, and was only one semester shy of becoming an LVT when I was accepted to vet school. I currently live outside of Los Angeles with my husband of five years and our three little rescue mutts, Molly Tamale, Stoufada Potato, and Russel Sprout (I like animals named after foods). I attended VLE last summer as SCAVMA president, and the experience changed my life. I’m so excited to return as a student assistant this year!
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Joseph J Bertone, DVM, MS, DACVIM
Excerpts. Horses are the best. “I like to hear them eat hay in the winter.” “Physiology is amazing, especially compared to tree dwellers (i.e. people).” Palio of Siena (ask him). Training for Gran Fondo Giordana (Alps, 100 mile, 11,000 foot altitude gain, June 24 bike ride). Surgeon says, ‘not a good idea because on May 16, I put 5 screws and a plate across your comminuted right MC5 fracture you got in Mexico off a bike.’ (Joe is not the brightest or Doctor’s degree is from a cereal box. You decide). Avid white water rafter sporting his own boat (or 3), skier (likes to get high), and enjoys fly fishing in small streams (mostly to watch the fish and water). Means to the above. Joseph J Bertone, DVM, MS, DACVIM, Prof, Equine Medicine, WUHS, CVM, received Cornell BS and DVM at a time before electricity and completed an MS and residency at CSU shortly after. He served on the faculties of LSU and OSU and was a Veterinary Medical Officer and completed a fellowship in pharmacology at the FDA. He was seated on the committee for Judicious Antimicrobial use for the AAEP and the AVMA Council on Biologics and Therapeutic Agents, representing Equine Practice endorsed by the AAEP. He served on the AAEP Task Force on Drug Piracy and Compounded Drugs and the AVMA Steering Committee for Antimicrobial Resistance. He’s a three time recipient of the equine speaker of the year award at the North American Veterinary Conference. He’s edited three Veterinary Clinics of North America, The Five-Minute Consult for Equine Medicine and Surgery (1st ed.), Equine Clinical Pharmacology and Equine Geriatric Medicine and Surgery.
Jeff Thoren, DVM, ACC, BCC
Jeff works with leaders throughout the United States specializing in coaching individuals who want to increase their leadership effectiveness and teams that want to boost their productivity and move from ordinary to extraordinary. He is the founder of Gifted Leaders, LLC, an established business/executive coaching and organization development consultancy based in Metro Phoenix, AZ, serving clients nationwide. His work there focuses on equipping clients to realize their full potential through customized training and coaching programs, helping technical professionals to balance their functional expertise with the collaborative skills required for individual and organizational success. Jeff has worked with a wide range of leaders from small business owners to executive level leaders in multi-million dollar companies. He has over 25 years of experience in a variety of industries including veterinary medicine, healthcare, management consulting, construction services, financial services, and semiconductor manufacturing. He received his coach training through the Adler School of Professional Coaching in 2006 and is certified through both the International Coach Federation (ACC) and Center for Credentialing & Education (BCC). Jeff enjoys helping people discover their unique gifts and strengths, using them to create sustainable positive change for their teams, organizations, families, and communities.
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Chuck Wiedermeyer
Dr. Wiedmeyer graduated from Southern Illinois University in Carbondale with a BA in Biological Sciences in 1988. After a short stint in industry, Dr. Wiedmeyer attended the University of Illinois and received his DVM in 1994. Following graduation, he stayed at the University of Illinois and completed a residency in Clinical Pathology and a PhD in Veterinary Pathology. In 2001, he took a faculty position at the University of Missouri, College of Veterinary Medicine where he is currently an Associate Professor of Clinical Pathology. Since arriving at Missouri, he has become deeply involved with student development, leadership and mentoring. Of his academic duties of teaching, service and research, teaching brings the greatest rewards. In addition to his academic position, Dr. Wiedmeyer is the owner of a small clinical laboratory, Comparative Clinical Pathology Services, LLC. The business started in 2008 and thus far the business has been successful and growing. Dr. Wiedmeyer has been married to Birgit Scherer for over 20 years and has no children. In his spare time likes to play piano, spend quiet evenings at home cooking and walking his dog, Pearl the Wonderdog.
Jacquelyn Chow, DVM
Dr. Jacquelyn Chow has been a veterinarian for 7 years, and is the owner of BEEVET Animal Hospital in Austin, Texas. She holds a Magna Cum Laude Bachelor of Arts degree in English and Anthropology from Tufts University, and a Bachelor of Science degree in Veterinary Science from the University of Illinois. She graduated from the University of Illinois, College of Veterinary medicine, and completed a Small Animal Medicine & Surgery Internship at the VCA Emergency Animal Hospital and Referral Center in San Diego, CA. She is licensed in 3 states, and her special skills include small animal surgery, dentistry, internal medicine, dermatology, emergency medicine, and avian/exotics. In Jacquelyn’s free time, she loves to travel, dance, horseback ride, and spend time with her family.
Jason Wood
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Jason is a 2011 graduate of the UC Davis School of Veterinary Medicine. He has spent the past two years at Oklahoma State University as a resident in their anatomic pathology program. Later this summer he will be moving back home to Davis to complete the third year of his residency at a private veterinary diagnostic lab, and plans to stay on permanently after completing his specialty board exam in September 2014. He first attended VLE as a student participant in 2008, and has since returned in 2010, 2012 as an assistant facilitator and is back again this year. In his free time he enjoys hiking, camping, biking, traveling, reading and training his new puppy Kona.
Brittany Koether
I will be starting my third year next fall at Oklahoma State CVHS. I am originally from Connecticut and I have fallen in love with the midwest. I have an interest in equine, large animal medicine, especially theriogenology. I was lucky to attend VLE last summer and helped bring the VLE philosophy to the OKState Class of 2016 Orientation ( CowboyVET) as well as to my own class. I want to continue to develop my leadership skills and be a positive influence for the veterinary industry!
Travis Anderson
Travis Anderson is a 2012 graduate of St. Matthew’s Veterinary School. He became involved in the St. Matthew’s Orientation and Leadership Experience (SMOLE) at St. Matthew’s during his first year in veterinary school and soon became involved with VLE, first as a participant and then as a facilitator. He has enjoyed exploring the many facets of leadership, communication and team building that VLE introduced him to, and is excited to be sharing this experience with veterinary and non-veterinary colleagues. He currently lives in Minneapolis, MN where he works as a relief veterinarian, and as a VetPac coach for the University of Minnesota Veterinary Medical College.
Laura Ellsaesser
Laura Ellsaesser is a 2013 graduate from the North Carolina State University College of Veterinary Medicine and is very excited to start her next adventure as a small animal rotating intern at Texas A&M University. She plans to pursue a career in zoo and wildlife medicine. Among her many experiences on the wild side Laura is most passionate about her work with lemurs and raptors. Following the advice of a very wise friend and mentor, Laura first attended the Wolfpack Leadership Conference (WLC) and the VLE in 2011. She has since remained involved in leadership activities at NCSU’s orientation for the first year veterinary students and the WLC, which is NC State’s weekendlong mini-VLE. Laura is incredibly excited about the opportunity to come back to the VLE 2013. Outside of veterinary medicine, Laura loves anything that gets her outside, particularly hiking, backpacking and camping. She also enjoys good music, movies (good or bad, as long as there’s popcorn), and hanging out with friends. She loves her two cats and California kingsnake who provide endless entertainment at home. 88
Chris Chapman
I’m a Psychologist working with veterinary students at Utah State University. I had been working for the past 3 years at the university counseling center until this year, when I took the position with our new Veterinary Medicine program. I’ve had a great experience this year as we have had all the adventures and misadventures that come with starting a new program. I’ve developed a deep respect for the Vet students I’ve had a chance to work with- I admire their dedication, their hard work, and their desire to improve themselves and the world they live in. As far as my own interests, I love the outdoors- backpacking, canoeing, hiking- and Utah is a great place to be for all of that. Just going out and getting lost is my favorite thing to do and is a great stress reliever. Just this past year I became a first-time father, and I’m enjoying that adventure as well. I’m excited to be a part of VLE!
Courtney Henry
Courtney Henry is completing her Ph.D. in clinical psychology at Utah State University. After graduating in August, she will start working as a therapist at Avalon Hills, a residential eating disorders program in Logan, Utah. Courtney specializes in mindfulnessbased interventions and animal-assisted therapy, and she is often aided in her work by her certified therapy dog, Lucky.
Hannah Leventhal
Originally from Arvada, CO, I completed my undergraduate studies at Kansas State University and am currently a dual graduate and veterinary student at Kansas State. When I’m not studying or conducting research and I find myself with some free time (quite often a rarity!), I enjoy walking with and playing fetch with my adorable Goldendoodle, reading, hiking, horseback riding, playing clarinet and piano, baking, and spending time with friends and family. I enjoy spending time in the mountains of CO when I head back home. I love staying active and getting involved with the KSU CVM student body and enjoy being an active member and officer in VBMA, SCAAEP, and SCAVMA. I had an absolute blast when I attended VLE last year, and I very much look forward to the experience again this year!
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Ron Cott, DVM; Associate Dean for Student and Alumni Affairs and Director of Advancement; College of Veterinary Medicine; University of Missouri; Columbia, Missouri
Dr. Ron Cott is currently the Associate Dean for Student and Alumni Affairs and Director of Advancement for the College of Veterinary Medicine, University of Missouri. He received his DVM from the University of Missouri in 1973. After spending three years in the Army he entered into private companion animal practice in the Kansas City, Missouri area for the next twenty-five years. In 2001 he was appointed Associate Dean for the College of Veterinary Medicine and in 2008, additionally appointed Director of Advancement. Currently he is course director for the College’s “Fundamentals of Veterinary Business Management” course. Dr. Cott is also a faculty member of the Bayer Animal Health Communication Program, a program designed to teach veterinary communications. He provides consulting services for private practices in the areas of practice management and communications. During forty years of commitment to organized veterinary medicine, local, state and national, he served eleven of those years in the AVMA House of Delegates representing the Missouri Veterinary Medical Association (MVMA), retiring from that position in 2009. He has been recognized as the “Veterinarian of the Year” for the MVMA, the recipient of the “Robert E. Hertzog Leadership Award – 2010”, “Alumnus of the Year” for the College of Veterinary Medicine, University of Missouri, and has received the University’s “Gold Chalk Award” in recognition of outstanding achievements in the education, training and development of graduate-professional students. In 2012 he was recognized by the University by receiving the “Excellence in Education Award” and inducted into the “Rollins Honorary Society.” He has been heavily involved with organized veterinary medicine efforts to develop ways to incorporate non-technical skills into the profession. Knowing these skills help make a veterinarian successful, he has been active in implementing them into the academic setting so that new graduates are prepared as they enter practice and the profession. Dr. Cott founded the Veterinary Enrichment & Teambuilding (VET) Orientation Program for the College of Veterinary Medicine University of Missouri in 2005 after becoming a facilitator for the national Veterinary Leadership Experience (VLE). Recognizing the power of Servant Leadership and self- and social-awareness, his passion to share these attributes remain a primary focus for his involvement in the veterinary profession. I am the founder and president of Andrew R Clark, DVM, MBA, LLC, a management consulting company focused on CLARITY. I have both DVM and MBA degrees. I bring to the table a broad scope of experience in veterinary business. I owned a single doctor equine practice in the San Francisco Bay Area and a California regional referral center, Pioneer Equine Hospital. As the CEO, I led the largest equine practice on the planet, Hagyard Equine Medical Institute in Lexington, KY for six years. I am the CEO of Equine Best Practices, a metrics and management solutions company. Through a Virtual CEO consulting program I provide business coaching, solutions, strategies, and development for equine veterinary businesses in 12 states and two Canadian Provinces, Colleges of Veterinary Medicine as well as clients in Europe and Australia. I facilitate three Veterinary Management Groups. My consulting work is diverse, from business coaching with individuals to consulting and advisory work with fortune 500 companies. In addition to consulting work, I am a very active speaker in educational, industry and motivational venues. I serve as Chairman of the Board of Trustees for the AVMA Professional Liability Insurance Trust, managing the Business and Liability Insurance programs for 82,000 members. I serve on the Board of Directors of The Kentucky Horse Park Foundation, Equinext Technology. My wife, Kathleen, and I live on a small farm in Central Kentucky. Kathleen’s hobby is riding Three Day Event horses and she supports animal conservation efforts in Africa. My ‘doing good things’ energy is focused on fund-raising for the Markey Cancer Foundation. My riding hobby is currently undergoing a radical transition. I was raised around cattle ranching and from three years of age on, I rode quarter horses in western saddles. Last year, poof, life is about transitions and I began riding in an English saddle and now I am learning to jump. Life is indeed a great adventure.
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Sally Starbuck Stamp
Sally Starbuck Stamp, RN, MC,BCC coaches and consults with individuals and organizations primarily in the areas of leadership development, strategic planning, communication skills, change management, and life/work effectiveness. She is a registered nurse, certified counselor and Board Certified Coach. Sally has extensive experience with health care providers as both an internal and external team member. Sally served as Assistant Administrator for Patient Care Services and interim hospital administrator for the Dubois Area Regional Medical Center in Pennsylvania. She then joined PricewaterhouseCoopers as a management consultant in the health care specialty consulting practice. Sally served as lead researcher and editorial advisor to EMERGE International in the publication of Getting Your Shift Together: Making Sense of Organizational Culture and Change (Pellet and Bouchard). She also co-authored a book and created a game to teach table manners: The Proper Pig’s Guide to Mealtime Manners (Kowal and Stamp). Sally has a BA in Sociology and Psychology from Denison University; a BSN from Kent State University; and a Master of Counseling degree from Arizona State University. She completed her coach training at the Adler School of Professional Coaching, SW, is a Board Certified coach, and is a member of the International Coach Federation.
The Creative Bar
The Creative Bar is a full-service design, marketing and branding firm specializing in company branding, marketing, print and web design, and public relations. Located in Southern California we serve both national and international clients. With a team that is on the forefront of cutting edge design & marketing, The Creative Bar’s clients are served with a robust blend of quality services and unmatched talent. Whether looking for a simple website design, or in the market for a complete company rebrand and fresh marketing campaign, The Creative Bar’s team of professionals treat every job with the same top shelf service.
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