Category Archives: Higher Education

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Episode 011: Janine Rowe–Introvert Role Models

Category:Higher Education,introversion,Introverted Leadership,introverts,personality,Podcast

Episode 011 Show Notes: Janine Rowe

Introduction

Janine Rowe and Ben Woelk discuss the importance of introvert role models, Matilda, Eighth Grade, and a couple of painful public experiences we had as introverts.  

Key concepts

  • Influencing and leading
  • Classroom superlatives
  • Role models

Quotable

I remember so clearly–the day that I found out my Myers Briggs type and how validated I felt, how I felt heard and understood, and I felt that I wasn’t alone. So I think the first recommendation I have for my fellow introverts is if you haven’t experienced the Myers Briggs Type Indicator or the Keirsey Temperament Assessments, is to do a complete assessment and really explore how those aspects of your personality are working together and what unique advantages you might have. It has been such a gift for me, just in embracing rather than working against myself.

(Speaking about Matilda) So talk about introvert power! She’s showing us that even though people may not understand, because you’re not outwardly expressing yourself or telling them what it is that’s important to you or what your goals are. She’s able to just work on herself and really her skill.

How painful it can be if you are called out in a public way for your quietness, for your introversion, or for your shyness, as painful, because you’re at the center of attention, which, if you’re an introvert, you probably don’t like that anyway.

It’s not that we don’t like people and extroverts are the ones that like people, that’s just where our energy comes from, especially as it’s related to that interaction.

One of the things that I’ve had to practice doing,…is I’ve learned to verbalize more. For example, I’m really excited about this event or about this project and just putting it out there for people is not my typical nature to do that, but I found that it’s really important for my colleagues who do tend to be more extroverted. They really rely on that verbal feedback,

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Links

Transcript

Ben: Welcome back Janine. Looking forward to another great conversation today. Let’s talk about the ways that you’ve been an influencer or leader. What are the active steps that you’re taking in that? Is it something that you’ve recognized that you want to be or something that’s been thrust upon you? How would you describe your role or pursuit or non pursuit of being an influencer or a leader?

Janine: Yeah, certainly that’s something I’ve been working on over the past recent years. I’m currently finishing up a term as vice president of the New York State Career Development Association, which is our state affiliate to the national association, and I’m president for these upcoming two years. So that’s a big test for me. But I have really good support in my most immediate past president. I’ve also found out–I realized that I’ve been seeking out some leadership opportunities within professional associations that are by their nature, small committees that may work really deeply and significantly on a specific issue. A lot of people gave me advice, “Well, just run for the board,” or you know, “Just go up for a position,” and I hope to do that someday. But in the meantime, I’ve been a part of a counselor education academy and a leadership academy, which are both small groups that meet regularly over the course of two years to advance a specific advocacy project within the association.

Janine: That’s really been perfect for me because it’s a small group of about 10 people. And we can have an audience to give our findings to the board. Another thing that’s been helpful is seeking out leadership in spaces where there’s a lot of other introverts in the group. So within something like a national career development association, a lot of us are introverts and counselors there. So I feel that it’s really–it’s home–and there people don’t mind if you sit out of sessions and things like that because I think they understand how overwhelming the convention can be.

Ben: What recommendations do you have for introverts who want to become influencers or leaders?

Janine: When I think of this question, I think–I remember so clearly–the day that I found out my Myers Briggs type and how validated I felt, how I felt heard and understood, and I felt that I wasn’t alone. So I think the first recommendation I have for my fellow introverts is if you haven’t experienced the Myers Briggs Type Indicator or the Keirsey Temperament Assessments, is to do a complete assessment and really explore how those aspects of your personality are working together and what unique advantages you might have. It has been such a gift for me, just in embracing rather than working against myself. Other than that, I think there has been some element of “fake it ’til you make it” and just trying different things out in terms of speaking up in meetings or going out to do a presentation or professional development training, because for me, the more I have put myself out of my comfort zone, the more I do–the more I can do in the future. So even though I’m not always 100 percent comfortable in those settings, it does help me to develop those skills and be more comfortable now.

A recommendation I have for my fellow introverts is if you haven't experienced the Myers Briggs Type Indicator or the Keirsey Temperament Assessments, is to do a complete assessment and really explore how those aspects of your… Click To Tweet

Ben: Stretching yourself or kind of pushing yourself beyond what you’re comfortable with has been a recurring theme in the conversations that I’ve had in previous podcasts as well. So I think for our listeners, I would really embrace that, because we don’t change unless we do something different. And I’ve looked at every step I’ve taken on my leadership journey and many, many times I’ve taken a big gulp and then stepped forward into it, worried or afraid of what the results might be. But overall it’s worked well for me. So I think that’s a really interesting point as well.

We don't change unless we do something different. And I've looked at every step I've taken on my leadership journey and many, many times I've taken a big gulp and then stepped forward into it, worried or afraid of what the results… Click To Tweet

Ben: One of the things that Janine and I have talked about is the idea of appropriate role models for introverts. And I think this is really important in our Western society, given that the ideal is an extrovert leader and that’s who many of the business schools train people to be. And even though we’re probably close to a 50/50 split in the population between extroverts and introverts, I think most of the studies have shown it’s extroverts who tend to have the higher positions in companies, even though there doesn’t seem to be any real evidence that they’re going to be any more effective doing this. So what do you think about this idea of introvert role models. And the other way you phrased it was, classroom superlatives?

Janine: Definitely. I think we really need to be on the lookout for individuals who are influential or powerful or who we just admire for the quality of their work who are introverts. Because I do think that sometimes extroverts can be better at promoting themselves and letting others know all of what they’re capable of and all of their accomplishments. A nd I’ve also noticed that introverts–especially maybe in TV or movies–they can be associated as lacking in social skills or that the introversion is a negative aspect of their personality and something that they need to work through. And so I think we should pay attention to those examples where the introversion is a kind of a key aspect of an individual’s success.

Ben: I think given our society that we are often presented with introversion being a handicap or a handicap towards leadership of some kind. And as I’ve learned more about my temperament type (which is INTJ), I found that I learned more about what I can do as an introvert. And I’m not really seeing it as a detriment at this point at all. It’s really more, these are the strengths I bring as an introvert. And that informs my approach to leadership, because I can build on the strengths and stay–not stay away completely–but try to avoid some of the things that are not going to work well for me. Well–and I think this works for all of us–we each kind of learn our own path and what works for us and what things don’t work as well. Now you had mentioned role models and I’m struggling a little bit with this as well, trying to figure out who are our introvert role models, because much of what we do see on TV or in media in general does seem to be people who have very, very poor social skills. Do you have any thoughts about who would serve as a role model? Maybe if not real life people at this point, what about fictional characters?

Janine: The first thing that comes into my mind would be Matilda in the Roald Dahl book and the movie. Matilda definitely is an introvert role model. I actually identify a lot with her because as a young child, she spent a great deal of time on her own and she loved reading, and she was because of this, really misunderstood by her family, and they just saw that as a negative trait and she was really an outcast from her own immediate family unit. And another way we know she’s an introvert is because she was so choosy and particular with who she would become close friends with. And that was primarily her teacher. And she had one friend whose name was Lavender. And throughout the book, her introversion is really her power, because she’s discovering that through really intense conversation and through practice.

Janine: And she always practiced alone, which I think is a really, to me, a very important aspect of introversion is we don’t like to practice new skills in front of other people. Neither did she. So she learned that through concentration she was able to manipulate objects in the environment just with her eyes. And so she gets really good at doing this and she becomes the hero, because she uses this power to exact some revenge on the villain in the story, which is her horrible, awful principal at the school. So talk about introvert power! She’s showing us that even though people may not understand, because you’re not outwardly expressing yourself or telling them what it is that’s important to you or what your goals are. She’s able to just work on it herself and really her skill. It’s a very lovely book and movie, so I recommend it.

Ben: Yeah. it sounds like a really good role model for an introvert. It’s trying to think in terms of introverts in say, in real life, I don’t really like to term and who the better known introverts are in initially. Of course I was drawing a total blank with that, so I Googled it and pulled up a list. So for our listeners, some of the well-known introverts in history, (those are the ones that have been regarded as most successful) include Albert Einstein, Rosa Parks, Bill Gates, Steven Spielberg, Sir Isaac Newton, (who I’m sure did not take a Meyer Briggs), Eleanor Roosevelt, Mark Zuckerberg, Larry Page, and the list goes on and on. And Abraham Lincoln, JK Rowling, Warren Buffet, Gandhi, you know, very, very well known names. So we do have people that we can look at as role models who have been very successful as introverts and of course they work in different ways than the extroverts that we would see in the world around us.

Ben: Janine, what else could you share that would be helpful to our listeners?

Janine: I had the most intense and just unexpected reaction to a movie which is out now. And I recommend that listeners go and check it out because I think us introverts will find a lot to identify with. The movie’s called Eighth Grade, and in it, there’s a main character who is an eighth grader–a young woman and she really–not just as an introvert–she really suffers with social anxiety, and there’s a scene early on when they’re handing out Classroom Superlatives for the Yearbook. And so these are things like Most Likely to Succeed or Best Eyes that her classmates are winning and they’re so happy to be doing so. And then she wins for Most Quiet. So she’s recognized as the most quiet person in her school and she’s just mortified by this. And I couldn’t believe it because when I was in high school, I was voted Most Likely to Come to School and Leave Without Talking to Anyone.

Janine: And–and I was so embarrassed to receive that so-called recognition award. It was painful to be called out publicly for being quiet, when I did not consider that to be a detriment or a flaw at all. That was just where I was most comfortable. And it was true that sometimes I would go into a room and leave and not talk to anyone, so I was so pleased to see validation of that experience, even though it was fictional, to show how painful it can be if you are called out in a public way for your quietness, for your introversion, or for your shyness, as painful, because you’re at the center of attention, which, if you’re an introvert, you probably don’t like that anyway. And also because it’s really a mischaracterization of our experience. In the movie she is shy, but she has definitely a social appetite and a want to connect with friends.

How painful it can be if you are called out in a public way for your quietness, for your introversion, or for your shyness, as painful, because you're at the center of attention, which, if you're an introvert, you probably don't like… Click To Tweet

Ben: Most of our listeners right now are saying, “What’s the problem with being quiet again?” But I know high school, junior high and high school, it’s like everything that could possibly be different or unique is just called out at some point. It’s like if you don’t fit the mold of whatever that ideal is, somebody draws attention to it.

Janine: Exactly.

Ben: So one thing that’s interesting, you talked about introverts not wanting to be the center of attention. I know for me personally that there have been a couple of times where I’ve received public recognition for things unexpectedly and my mind has just gone blank at the time, because I think there’s such cognitive dissonance that I’m just not prepared to deal with it. And I’ve mutely gone up and accepted whatever that recognition or award is, but I have not had a clue as far as what should I say, should I say anything? So it’s–it’s interesting. But that whole being unexpectedly put on the spot, at times I found that, I don’t know if I could say I’ve found it terrifying, but it’s definitely been really uncomfortable.

Janine: It’s definitely an uncomfortable experience. And then if you’re anything like me, which I think you are, you spend a lot of the remainder of the day and the next day thinking about how you could have handled that differently.

Ben: Now, I’m going to think about the one time however many years ago and why, why couldn’t I have been more socially apt and been able to handle that better?

Janine: What was the situation?

Ben: That situation was–actually, it was college and I was part of a band service fraternity called Kappa Kappa Psi, and we had a sister organization called Tau Beta Sigma. The chapter was Beta Xi, and they had an award each year for their Beta Xi Guy, who had been helpful to them through the year for their organization. And I was at a picnic where they were giving out these recognition awards and they announced my name for it, and I just sat there. I didn’t have anything to say. I had no response and I hope they understood. I was appreciative of being recognized for the–for that award, but I just wasn’t prepared to say a thing. Now, if I’m going into something and I have some idea, hey, you’re going to be recognized for something or attention is going to be placed on you for some reason, it’s a little bit different because I can get ready for it psychologically, but otherwise no, I just totally draw a blank with it.

Janine: I can understand that. Yeah. Being prepared with a heads up is definitely a key and I’m quite sure I could not have conjured up a different response than you did in that situation.

Ben: No. What ended up–and this is probably going to be no surprise to our introverted listeners. When Janine and I get together we can talk about pretty much anything because we’re comfortable with each other, because over time we’ve been able to build that relationship. So it is interesting that the public view of what an introvert is like doesn’t necessarily meet that inward reality at all.

Janine: Absolutely. I think that’s key. And we both do have a social appetite, so we’re introverts who are quite motivated by forming relationships as well. And I want more people to understand that about introverts. It’s not that we don’t like people and extroverts are the ones that like people, that’s just where our energy comes from, especially as it’s related to that interaction.

It's not that introverts don't like people and extroverts are the ones that like people, that's just where our energy comes from, especially as it's related to that interaction. @janinemrowe Click To Tweet

Ben: Any additional thoughts that you think would be helpful to our listeners?

Janine: I have realized early on in my career as a counselor that I sometimes come off as aloof or uninterested in my colleagues, and I really don’t want that because that’s not true. It may just be I’m oriented not to make small talk and those types of things. And so that was creating kind of a misunderstanding or mischaracterization of how I was really feeling. So one of the things that I’ve had to practice doing that may help our listeners is I’ve learned to verbalize more. For example, “I’m really excited about this event or about this project”, and just putting it out there for people is not my typical nature to do that, but I found that it’s really important for my colleagues who do tend to be more extroverted. They really rely on that verbal feedback from their colleagues so I try to provide that for them.

Ben: I think that’s a great way to wrap up the program. Thank you, Janine, for agreeing to be on the podcast with me and we look forward to you joining us a guest again in the future.

Janine: Thank you. I enjoyed talking with you.

Extras

STC Lightning Talks from STC Rochester on Vimeo.


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Kirk St Amant headshot

Episode 008: Kirk St Amant–Reflective Listener and Leader

Category:Higher Education,introversion,Introverted Leadership,introverts,Podcast,Social Networking

Episode 008 Show Notes: Kirk St. Amant

Introduction

Kirk St. Amant and Ben Woelk discuss what it’s like being “on” as an , and his introvert strengths of being a reflective listener and being able to tease out details to help people focus and express their ideas. Kirk has some interesting comments on public speaking as well. 

Key concepts

  • Being a reflective listener
  • Teasing out detail
  • Debilitating stage fright
  • Being who you are
  • The echo chamber of social media

Quotable

And I think that’s a major challenge for introverts, is trying to maximize that ability you have to sit and listen, balanced against the expectation that we should have an extroverted communication style for the most part. And helping individuals realize that silence is not necessarily a negative thing.

I’m not the ideal person you want in sort of an outreach season. I’m not a meet-and-greet kind of person. I’m not going to be the person who walks into the room and introduces myself to every single person there, but I am the person who is willing to sit there and listen to everybody who wants to come through and talk about what needs to be done differently or better next time.

I think the biggest thing is you’ve got to be who you are and the biggest impediment is for individuals to think they’ve got to become an extrovert to be successful. Or they’ve got to force their way to be an extrovert in a certain way. We’ve all got to be introverts or extroverts over the course of our professional lives. That’s a given, but it’s got to be according to parameters that work for you with your personality….

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Transcript

Ben: Kirk, it’s great to have you back again. Today we’re going to continue our discussion about what it’s like to be an introvert in the workplace and for you specifically to be an introvert in academia. So one of the things we’ve asked our guests is, what do you find to be most challenging as an introvert in your profession?

Kirk: Great question. The need to be on. And by on. I mentioned earlier, you pretend to be an extrovert in many cases and so the need to be on during these instructional times–and these aren’t just in the classroom teaching the class, but they’re in the hallway talking with students. They’re during office hours, being with students and in many cases, I mean you can go for an entire day where you’re in complete “On mode” for eight to ten hours a day, between teaching and meeting with students and talking with students and meeting with colleagues and stuff. And that can be exhausting and I think it’s a matter of–I don’t know about you or other introverts–but I need decompression time after this happens. And it’s kind of helping people realize that I’m going to not be interacting a whole lot for this next little bit here, because I just need time to sit and breathe and just be alone for a little bit.

Kirk: That’s the thing. One challenge. And I think the other challenge is whenever you create sort of this persona of the extrovert teacher, if you will, in the classroom, students come to expect that of you every time they encounter you. And so when they meet you out in the community and begin to engage with you and they realize you don’t talk a lot, and my word, you’re dull, well, yes, I probably am. [Ben laughing] So it’s kind of helping them realize that no, this, this thing in the classroom is kind of, this is what I do in that particular venue and this is who I am most of the rest of the time. So I think that’s kind of the big challenges. Making these worlds meet if you will, and getting other individuals you work with to adapt to them, that this is okay. This is how this person works.

The challenge is whenever you create sort of this persona of the extrovert teacher, if you will, in the classroom, students come to expect that of you every time they encounter you. Click To Tweet

Kirk: I think many of us do this, whether introverts or extroverts. It’s a spectrum. We move back and forth between different points on it and so I think getting individuals to understand that we’re not all one or all the other, but we move back and forth, and don’t take this as meaning anything other than the fact that I’m in my decompression time right now. I’m not trying to be the classic things that we’re probably all accused of–aloof, silent, quiet, you know, standoffish, whatever it might be. That this is just who I am and kind of getting individuals to realize, oh no, this is just another facet of that person’s personality. I think that’s a great challenge because they’re so accustomed to seeing you in this ON mode, if you will.

Ben: Yeah, and I’ve mentioned in prior podcasts talking with friends that we see each other at conferences and that’s the only other time people really see us and what they see at conferences is not how we are in our private life. We may appear to be very outgoing, but it does drain us and we do need to get that time where we can just go away, retreat and recharge.

Kirk: Yes, it’s essential. [laughing]

Ben: Kirk, what do you believe are your biggest strengths as an introvert and how have you leveraged them?

Kirk: I think they are twofold. I think one is listening and it’s the ability to want to sit and listen and process. I think we do cue behavior in terms of, yes, I understand, to kind of prompt the conversation, but to want to let the other party talk as much as is needed and simply listen and process there as they’re speaking I think is a great asset. I think another great asset is, let’s call it this tenacious desire, to want to tease out details as people are speaking. So one of the things that I’ve had people kind of been confused about with my behavior is they’ll present something to me and then I’ll follow up with a slew of questions before I say anything. And that slew of questions is essentially designed to focus in on what the person is talking about–to actually try to get to the heart of what is the specific focus we should be addressing. And I think that’s a strength, because it helps the person you’re speaking with–and you also–realize what the actual thing you wish to focus on is. And in many cases, then you can work backwards from that focus to figure out what’s the overall situation you’re talking about. I’ve got a problem. Well, when does it happen? Where does it happen? What seems to be present when it’s–when it’s taking place? What seems to be the cause…? You’re zoning in on what is actually the nature of the problem and you can work out from that,

Kirk: I think they’re sort of focused questioning in relation to exchanges where you ask the person you’re interacting with to focus in on or zone in on that thing they’re talking about. I think that’s greatly beneficial, as one thing that introverts tend to do is to want to focus in on very specific things through sort of targeted, repeated questioning, “There’s this problem.” “Well, tell me about it. Where does it happen? When does it seem to happen? What seems to be causing it? What seems to be the environment that’s causing it?” To sort of focus in until you really get to the heart of the matter, I think is beneficial and I think it’s something many introverts do inherently, and I think it’s helpful both for the person with whom you’re speaking and for you because you begin to better understand the nature of what you’re going to be talking about. What is actually the problem we’re discussing. Can we get to it? And so I think that’s a strength that…at least in my mind.

Ben: I’m laughing a little bit as you’re talking about this, and mainly because I know that for me and my temperament type, I’m not the most patient person in the world, and I lose focus when people meander when they’re talking to me. And I’m seeing this as this is a way to kind of get them focused and, as you mentioned, it’s good for them. It’s good for you. Also.

Kirk: Maybe, Ben, you’ve experienced the same thing, but there’s a tendency I think for many introverts to focus in on things. You mentioned like what your temperament is. Is it your temperament, or you process information in a certain way? So it’s like, no, can we keep it this way because I’m gonna process down this line of thought first and we can come back to that other thing later. And I think that’s a benefit, because it helps the person with whom you’re interacting kind of focus in on what they’re talking about. And let’s face it, I’m doing it right now. We tend to talk all over the place as we’re extemporaneous–extemporaneizing on stuff. (God, I think I just made up a word) [Ben laughing], as you’re kind of going and that kind of focus helps bring things back. And again, I think that’s something that tends to be associated with introverted behavior as far as I understand it. Those are what I see as the strengths, the ability to listen and then to ask questions to try to guide in on things.

Kirk: At the same time, I think those are weaknesses, and by weaknesses I mean, people have certain perceptions of what that behavior means, particularly if you’re unfamiliar with interacting a lot with introverts who operate in that way. And so I’m willing to bet you and many other introverts have encountered things like, you know, this person is, they’re passive, they’re standoffish. They’re not necessarily positive things that come with a lack of desire to communicate continually in the moment, or the dogged pursuit of trying to focus questions in on things. You mentioned, for example, temperament and not being patient with things. Well that’s, you know, again, notice you’re contextualizing that in a certain way, which is not, it’s contextualized as negative, but it doesn’t have to be. And I think that’s a major challenge for introverts, is trying to maximize that ability you have to sit and listen, balanced against the expectation that we should have an extroverted communication style for the most part. And helping individuals realize that silence is not necessarily a negative thing.

Kirk: I hope that made sense.

Ben: No, I think it does.

Ben: And “silence”. I am married to an extrovert and she finds silence difficult to deal with because she’s processing–she processes verbally. But then when she gets silence in response, she doesn’t know what the other person–if it’s an introvert like me–she doesn’t necessarily know what the other person is thinking about things because they are processing it internally and not verbally, and that’s been one of those challenges we’ve learned to work through over the years. It’s interesting, because I had referred to temperament and patience. I’m getting a little–I don’t want to go deep into it–but looking at the Keirsey Temperament Theory, and I know we haven’t talked about this kind of stuff much at all, but where I fit in that as a Rational–not irrational, but some may beg to differ–but a Rational and I am all about kind of objective, “Let’s get to the point” sort of thing. So that’s why I’m referencing that temperament part where the touchy-feely stuff doesn’t–I don’t empathize well, I guess is what it really boils down to. I’m more interested in “Oh, is there a problem here?” Let’s work on the problem sort of thing rather than just being available to listen. So I, even as an introvert, I have to watch myself in terms of wanting to jump in and provide a solution when there’s not necessarily even a solution that’s being asked for.

Kirk: Gotcha.

Ben: So in terms of your profession, in terms of the Society for Technical Communication and I think American Medical Writers Association, in what ways have you been an influencer or leader?

Kirk: I think in many ways it’s the ability to have discussions with folks. And again, the ability to–I want to listen to what you have to say and let me ask some questions to try to tease this out. I think that way I think is very beneficial. There are times for different kinds of leadership. There are times you need extroverted leadership and there are times when you need introverted leadership, and I think in a few cases I’ve been fortunate where I’ve hit at the time where that desire for let’s pull back and be introspective about this for a bit has been beneficial. Before doing a lot of the stuff I do with the STC, I was involved with an academic organization called the Council for Programs in Technical and Scientific Communications, CPTSC, (there’s a mouthful,) and it was at a time I think where the organization needed to sort of stop for a moment and take a breath and figure out where it was going to go next.

Kirk: And in that case, I think that, you know, the fact that I’m a little bit more on the reserved side was beneficial. I’m not the ideal person you want in sort of an outreach season. I’m not a meet-and-greet kind of person. I’m not going to be the person who walks into the room and introduces myself to every single person there, but I am the person who is willing to sit there and listen to everybody who wants to come through and talk about what needs to be done differently or better next time. And I think again, we’re back to those sort of balance things. I think you probably have experienced this also, but from my perspective, the best thing to do is to have a leadership team, if you will. Where you do have an introvert and an extrovert who are both working together in some sort of leadership position, and I think that way you can really maximize the benefits of both personality types. And I’ve been very fortunate in the past to have been in a situation where I have worked with some people who were just amazing extroverts, but knew how to work with an introvert also and vice versa.

Ben: Oh, very cool. So what recommendations would you have for introverts who want to become influencers or leaders?

Kirk: I think it’s a matter of figuring out what benefits you bring as a leader, and again, as introverts, there’s a tendency to listen more–to want to think through fully before responding–and then to be very careful in how you articulate responses. I think that’s a very, very good sort of skill set to have and as a matter of figuring out at what point in time do I need to use that skill set based upon the needs of the organization or the group. And I think it’s also a matter of figuring out what are my “limitations” as a leader because I’m not an extrovert, what methods can I use to address that? I might not be the best public speaker on earth, but I’m pretty good at blog posts, so maybe I’ll do more leadership through these kinds of postings, then I will through podcasts or to public orations if you will.

Kirk: So it’s a matter of realizing there are other ways to achieve this objective of, as a leader, building a sense of community, reaching out to others. It’s a matter of what works with my personality type. I think as introverts we all have kinds of crutches for lack of a better way of putting it, for addressing situations. I’ll be honest with you, Ben, you’ve seen me speak before, right? Okay. One thing you’ll notice and people have bugged me about this, I take off my glasses when I talk, and the reason I do that is because I am–can’t see a thing without them and so it works magic for me because I really–I don’t have to worry about that sort of, I’m standing up in front of a group of people and worried about how I’m going to behave. I can’t see them. I’m lucky if I don’t walk into a wall, you know, but it’s a behavior that you learned to sort of, I’ve got to be the extrovert in the situation. We’ve all learned these different kinds of mechanisms to help us at work in these situations and it’s learning what they are and using them effectively.

Ben: It’s funny, because in my conversation with Alisa, we talked about presentation styles and for her, the key thing is to ensure that she has eye contact with one or two members of the audience to be able to engage with them and to be able to present with them. I had no idea. I think I remember you taking your glasses off. It wasn’t really apparent to me at that point, but that that’s hysterical–that you can’t see–that you do better not being able to see people to see their reactions, which in theory should make you really good at doing webinars also. [Kirk laughing] But it’s just funny because of the different approaches that we have.

Kirk: Uh huh. And it’s–we’ve all got a mechanism that we’ve designed that works for us, and it’s back to what is that mechanism? Can we really maximize it? The whole “take off my glasses and talk,” like I have debilitating stage fright. Without that I’m not speaking, but it works in large group settings where I’m communicating to a crowd. In smaller group discussions, I’ve got to be very careful about making sure I put my glasses on often enough to see what’s going on to interact. And so, it’s just learning those different behaviors and norms and realizing I didn’t realize how much I pick up on nonverbal cues in terms of just how the audience sounds, because I really can’t see them or because I can’t see their faces, I’ve become a lot more attuned to their body posture because I can see forms. I just can’t see faces. And so just realizing, oh wow, these are things that I was really picking up on before that I hadn’t realized.

Ben: Yeah, it’s–this is a really interesting discussion. I don’t know how many people do that. There could be many. I recognize when I present, when I’ve seen myself on video, there are all sorts of mannerisms that I wasn’t aware of and I tried to kind of watch those as I’m speaking, but again, in the heat of the moment, there’s no telling what might pop out. It’s interesting. Any other recommendations for introverts becoming influencers or leaders?

Kirk: I think the biggest thing is you’ve got to be who you are and the biggest impediment is for individuals to think they’ve got to become an extrovert to be successful. Or they’ve got to force their way to be an extrovert in a certain way. We’ve all got to be introverts or extroverts over the course of our professional lives. That’s a given, but it’s got to be according to parameters that work for you with your personality, and you’ve mentioned with your personality how you’ve kind of bridged that divide. I think the thing to be wary of is the thought that I need to be this kind of introvert or extrovert, or I need to do these things to be successful when being an extrovert or presenting myself as an extrovert. It’s got to be your own style that works for you. Finding that which is natural to you, because whether you’re an introvert or extrovert, you can tell if someone’s behaving unnaturally. And I think that’s the key. Is this–is what I’m going to be to try to be extroverted about things versus I can’t really do it this way. Here’s what works for me. I think that’s the major thing that’s important for folks.

I think the biggest thing is you've got to be who you are and the biggest impediment is for individuals to think they've got to become an extrovert to be successful. Or they've got to force their way to be an extrovert in a certain… Click To Tweet

Ben: Kirk, this has been a great discussion. What other thoughts do you have for us today?

Kirk: I think for myself, the one area I’d like to see help with in terms of introverts and extroverts are social media, because social media for the most part as I see it is, it’s an extrovert’s medium or suite of media that is designed to project aspects of what you’re doing out to the greater population to see. And like any sort of thing that takes place in a public setting, there are certain expectations and dynamics to it that at least myself as an introvert, I don’t feel comfortable using or knowing or understanding. But I want to say that in two different sorts of concepts. The first is, as an introvert, I’d like to know more how to effectively project out to engage, but as an introvert I’d also like to see more introverts working with others to talk about. It can’t just be self projection all the time and I think that again, there’s–because you can’t see the population you’re interacting with, it’s a matter of what’s the litmus test or tests for echo that says, “This is too much, this is not enough.” How do you go from one-way broadcasting to interactive interaction through these media.

Kirk:  And I think introverts and extroverts, all people have a role to play in discussing how to do this because these are very powerful media. I think the biggest fear there within is they can be echo chambers. if you’re always projecting out without the response from others speaking back, how far will you get in a line of sort of thought before you realize I could be dead wrong. And that’s an area where all of us sort of together need to figure out how to navigate these new kinds of media. It’s exciting, but it’s an opportunity for us to interact and participate and work together to build things. And I think that’s what’s key.

Ben: Well, I appreciate your time today. This has been a very insightful and interesting interview and I look forward to having you on the program again in the future.

Kirk: Looking forward to it. Thank you for the opportunity and thank you for this podcast series. It’s a great resource.

Ben: Thank you. I appreciate that.


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Kirk St Amant headshot

Episode 007: Kirk St Amant–The Introvert in the Classroom

Category:Higher Education,Introverted Leadership,introverts,Leadership,Podcast,Uncategorized

Episode Show Notes 007: Kirk St. Amant

Introduction

Prof. Kirk St. Amant and Ben Woelk discuss what it’s like to be an introvert in the classroom, how we engage students, and the role of popular culture in teaching. We also discuss how we adapt to the absence of in-person feedback mechanisms in webinars and online courses.

Key concepts

  • Adapting to your classroom
  • Playing the role of an extrovert as needed
  • Using cultural differences as learning opportunities
  • Getting comfortable with delayed or no feedback

Quotable

In many ways, it kind of becomes like acting. You create the persona of who you are as the instructor and figure out how to deliver information in that persona so that students feel engaged and there’s a connection and they want to interact with the material and they feel comfortable interacting with you. And that persona is never the same. With each class you’ve got different populations that you’re working with and you adapt that persona to those populations.

There are these periods where as an introvert you have got to be on and in many ways play the role of the extrovert, but it’s the kind of extrovert the audience needs at that point in time to process and engage with the information you’re sharing with them.

These cultural differences, these age-based differences are valuable tools to use to engage students because first of all, it demystifies you as the instructor. You’re not this great all knowing sage who’s going to be up there and explain the wisdom of the universe to them.

(Doing webinars) I think that the key is getting comfortable being able to orate without that kind of feedback you’re accustomed to in many situations, and just assuming that, okay, I think I’ve done a good job.

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Transcript

Ben: Joining us today is Kirk St. Amant. Kirk is a professor in the Eunice C. Williamson Endowed Chair in Technical Communication at Louisiana Tech University and he is also an adjunct professor of International Health and Medical Communication with the University of Limerick in Ireland. He researches international communication and information design for global audiences. His specific research focus is on the globalization of online education and health and medical communication for international audiences. He’s taught online and hybrid courses for universities in Belize, China, Denmark, Finland, Ireland, Qatar, and Ukraine, and the United States. You can contact Kirk at Kirk.StAmant@gmail.com. Kirk and I have worked together to launch a new Society for Technical Communication Special Interest Group: Technical Communication in Health and Medicine. Kirk is our first academic on the Hope for the Introvert podcast.

Ben: I’m really excited today to get your perspective on what it’s like to work in academia as an introvert. Kirk, how long have you been in academia?

Kirk: I’m going on my 16th year now in Higher Ed and enjoying every minute of it.

Ben: Did you work in industry as well or has it been solely as a professor?

Kirk: I did prior to being in academia. I worked for awhile in books of all things. I managed a small independently-owned bookstore at first and then I worked in the printing and publishing area of book production for awhile after that. It’s actually at that point that I became interested in technical communication, just trying to navigate sort of the differences between the engineering work that goes on in the printing industry and then client expectations from the sales and publishing side. So that’s where the interest came from.

Ben:  Yeah, that is really interesting. I didn’t know that about your background. So, I am in academia, but I don’t really consider myself to be an academic because I work as a staff person in the information security office, although I do teach adjunct. Is there a typical day or week for you in your job and what would it be like?

Kirk: Great question! I think whether you’re in industry or academia–I think we’re in the same situation where a lot of it is you wake up in the morning and go into work and think I’ve got this organized plan of how things are going to work, and four minutes and two emails into it everything changes, and so a lot of it is kind of how to adapt as you move forward through the course of the day. Again, I think like many folks in industry, for many academics, there are the standard things you can expect. This is the slotting of courses I’m going to teach for today and you know, those are standard, but then around those courses and between them are all sorts of different activities that you need to focus on–everything from doing different kinds of research activities to sort of committee kinds of meetings to service kinds of meanings where you plan how the organization operates. So very much they’re the same. They’re the standard expected things that we all know were going to happen. And then, the unscripted stuff that we kind of get into it. It’s really enjoyable. So I think, I think Ben, this is a good example of how you can work across both domains is there’s that flexibility on both sides, and I think the personality for most of us who were in technical communication lends itself well to that mix of scripted expectation versus sort of on-the-fly working with things.

Ben: Okay. So you’re an introvert in academia. You’re certainly not alone. There are plenty of introverts in academia, but do you feel like your introversion affects your teaching style at all, and if so, how?

Kirk: Yeah, I think for the most part,–I mean you teach also and I think for many individuals they guest lecture or teach in classes Whether they’re in industry or in academia, you stand up in front of a classroom. I mean, the biggest thing is education is about drawing attention to yourself for the most part, particularly in face-to-face classes and so, in many instances you’re standing up in the front of the room and you want to call everyone’s attention to you for a sustained period of time, and if you’re an introvert, that is antithetical to how you try to often interact with individuals. And so the challenge for me at least, and I think for many other introverts in academia becomes, “How do you do that?” In many ways, “How do you sort of override your natural tendency to not want to be the center of attention all the time?” Or, to have long, prolonged periods of time of quiet to sort of think through things.

Kirk:  And so at least for myself–I’m guessing for other introverts in academia–in many ways it kind of becomes like acting. You create the persona of who you are as the instructor and figure out how to deliver information in that persona so that students feel engaged and there’s a connection and they want to interact with the material and they feel comfortable interacting with you. And that persona is never the same. With each class you’ve got different populations that you’re working with and you adapt that persona to those populations. And the catch is–we mentioned adjusting on the fly–it’s that kind of a thing. In the moment you adapt your communication style to how the audience reacts and responds. So I think for me that’s the greatest challenge. There are these periods where as an introvert you have got to be on and in many ways play the role of the extrovert, but it’s the kind of extrovert the audience needs at that point in time to process and engage with the information you’re sharing with them, if that makes sense. And my guess is you’ve had that experience also as an introvert who teaches, as I’m guessing are lots of other folks in the same situation.

There are these periods where as an introvert you have got to be on and in many ways play the role of the extrovert, but it's the kind of extrovert the audience needs at that point in time to process and engage with the information… Click To Tweet

In many ways it kind of becomes like acting. You create the persona of who you are as the instructor and figure out how to deliver information in that persona so that students feel engaged and there's a connection and they want to… Click To Tweet

Ben: You’ve mentioned my teaching. I know for me, I really try to stay away from lectures. I really try to do much more of a discussion-based teaching format, where I’m throwing questions out there and we’re discussing them before I’ll move on to the next subject. I don’t know whether that’s an introvert or an extrovert thing. What do you do stylistically?

Kirk: We’re back to the audience and it’s a mixed bag. Sometimes it is the lecture part of the front, but I mean, let’s be honest, that gets boring very quickly. So it’s a matter of trying to figure out, you’ve got a two hour block class, let’s say, of instructional time. How do you parse that into the say 10 to 15 minutes of lecture if you will;, the 20 to 30 minutes of guided discussion; the 10 to 15 minutes of small group interaction where you move back and forth among the groups and work with them. And again, it’s kind of like you adapt what is needed based upon the information that you’re presenting and how the audience seems to be reacting to and responding to it. And I think a lot of it–I’m willing to bet you do the same thing–is you begin to get into paces and rhythms of how to do things.

Kirk: Okay, now the best way to approach this topic is I’m going to lecture this or I’m going to do the small group discussion. But, the key for me at least to success is you don’t go in with that as a set regimen of how you’re going to approach the material. You kind of go in knowing this is the subject matter I’ve got to teach and I’ve got to be ready to adapt this in different ways over the course of my presentation. And again, I think lots of folks–introverts or extroverts–when it’s an educational environment, you do wind up in this adaptive model where you shift how you approach things depending upon what’s working with the audience. You mentioned earlier like introvert versus extrovert in the classroom. I think in many ways, this is where being introverted may be an advantage in the sense that you tend to be very keenly attuned to the audience in ways that maybe extroverts might not be–and I’m speaking completely out of turn here–but, I think it’s a matter of you’re more used to knowing the quiet students to look for, if you will, because you were one of them at one point in time. And so it’s knowing how to sort of engage them and monitor how they’re reacting as well as the more extroverted students in the class to try to get them interacting. So that’s part of the joy of it. The ability to create as you’re moving forward.

Ben: So one of the things that I adjusted as I became aware of my introversion or understood more about it, and understanding that, especially in computing security, I’ve got a ton of introverts in there. It’s really changed my philosophy around group work and group projects. And I always used to assign some. And it was always obviously a challenge because you get four or five students and you’d get the one who’s making sure everything gets done and you have somebody else who is contributing, and then you have a couple who are kind of lingering on and not doing too much. But as I studied introversion, what I started realizing was they’re–in a sense–they’re meeting together on these group projects and so much of introvert meeting behavior is not advancing ideas until you’ve had time to think through them. So I’ve really modified what I’ve done around that and I don’t really assign much of it.

Ben: Now, what I do do is make them post a blog post and I have them come in front of the class and talk about that blog post for about five minutes and insist that I get three questions answered before I’ll let them sit down. Which is entertaining sometimes, but it’s a little hard on them because this class especially, is almost (all) first year students. And they’ve never had to stand up in front of anybody and talk. And given that they’re cyber security students, they may never end up doing that in their careers either. So it’s always a little interesting because you do have some students who absolutely panic at the thought of having to stand in front of people and talk, but we try to make it conversational, engaging and give them the prop of having the blog post up there so they’re not feeling like they have to wing it, and I don’t let them do a PowerPoint or anything like that either.

Ben: But it is interesting because, and like you said, it’s adapting to what you’re seeing in the classroom and what they are responsive to. And for me in that instance it was, these are people like me out in this classroom. I never liked group work–mixed results! I mean the only thing that would be worse is if I have a class that is a mix of professionals and on campus students, and pairing them together is always a disaster because the professionals get their work done, and the on-campus students have that luxury of waiting until the last minute. But it’s really interesting what you’re talking about in terms of adapting your classroom style, even though it is the same content.

Ben: So one challenge I’ve found myself in teaching is ensuring that the cultural references that I make are known and realizing what decade people were born in is always a surprise at this point. I had mentioned in a previous podcast, that I’d worked on a slide of a ROUS, a Rodent Of Unusual Size from The Princess Bride [Kirk laughing] into a presentation, and only one student knew what that was. So stubbornly, I left the slide in. I showed it last week and this time I had three students out of 30 who recognized the ROUS. But interestingly, The Princess Bride doesn’t really appear to be part of their culture now. So it’s–and they’re lots of things like that, and that’s just one example. What have you done to make sure that your illustrations or your allusions are culturally relevant to them?

Kirk: Awesome question. As corny as it sounds, I don’t. I think those things are wonderful teaching and learning prompts that we can use to draw individuals into a conversation. And so I kind of overemphasize that when I teach, you know, walking up, I’m a child of the seventies and eighties, so you need to kind of walk in there and go, “Okay, does anybody here know what the Soviet Union is or was?” Oh boy! “Can someone look that up for me right quick?” and automatically you’re parsing out activities based upon, “Can you help me learn something because I’m so–I’m a little bit dated on this?” Someone will fire it up, and, “Okay, so you found it. Where did you find it, Wikipedia? Can someone here tell me, is Wikipedia the best source to look for this? Okay, why not? Can someone else…? Help me out here!” “What are some mechanisms we could use online to do this? What’s the Wiki thing? I don’t get this. Help me out.”

Kirk: So in many ways, using these cultural differences as prompts to do a couple of things–to make the students engage with the material, but then to get them to do things and explain things, in many cases highly technical things in ways that an audience who’s completely unfamiliar with them can understand it, is a way to begin to teach them how to do things like write technical instructions or generate technical summaries or you began to–for them it’s kind of a humorous thing. And for many of them they’ve had to do it with other family members. My big joke is, and you’ve heard me talk about this before, I’ll take out my iPhone, which I’ve had for like a year now. and ask people, “Can someone tell me how to turn this on?” and it gets them going, but then they’ll begin to talk through it. “Okay. Slow down. Can you write me up a set of instructions for this?” But it’s an opportunity to engage. And I think when you demystify, for lack of a better word, your role isn’t as an instructor that I’m not this incredible font of knowledge who knows everything. I’m really flawed and I need your help. Let’s do this together. I think that does foster engagement. It really helps in terms of–especially technologies. It keeps me as the old guy in the classroom more up to date with what’s going on by having them explain things, but I also think it helps them feel more invested and because they’ve got an investment and want to help, it’s much different than me sort of assigning an artificial task in terms of let’s write an instruction set on how to log onto Facebook.

Kirk: These cultural differences, these age-based differences are valuable tools to use to engage students because first of all, it demystifies you as the instructor. You’re not this great all knowing sage who’s going to be up there and explain the wisdom of the universe to them. It’s you’re a human being like every user they’re ever going to work with, and so it’s a matter of knowing how to engage that human being based upon their limitations and design information that that human being can use based upon their background. You’re doing an audience analysis, user testing, basic research skills all around this kind of what’s seen as a detriment but really isn’t. So these cultural differences are valuable ways of engaging students and I think that’s kind of nice. You learn from them because the students provide you with their version of things, the most current version of this particular demographic group and they learn about your group, but they feel a sincere sense of connection versus providing them with an artificial example like, “Let’s all write instructions about how to log into YouTube now.” I hope that made sense.

These cultural differences are valuable tools to use to engage students because first of all, it demystifies you as the instructor. You're not this great all knowing sage who's going to be up there and explain the wisdom of the… Click To Tweet

Ben: Yeah, and one thing–one thing that I’ve done–for both of my classes, I make my students blog and I have a WordPress.com blog that’s set up so I don’t have to worry about security settings on it. I had drafted a set of instructions on how they sign up for it and how they log into it. Now, WordPress has changed how you do things so many times over the years. I’ve just left the instructions in there as is and one of their first assignments really is, “I know these instructions are not what they should be. How would you improve them?” So it’s pretty much the same thing. It’s getting them immersed immediately in what is the work of a technical communicator? And I use this exercise when I do a technical writing and editing online class in the spring.

Ben: So online classes are interesting. I mean as an introvert or an extrovert, they’re going to be interesting. But what have you found especially challenging about online teaching and what have you done to address that?

Kirk: Well, excellent question. To be quite honest with you, I never realized how dependent I was on audience feedback as a teacher, and even as someone who’s been an introvert their entire life, never realizing how much you monitored the feedback of the people with whom you’re interacting–even if it’s in silence to sort of gauge how you’re about to do something. And then when you get to this online teaching experience where everything is reduced to text and realizing I don’t have the kinds of feedback sources I’ve used over the course of my life to gauge this audience, to interact with them, to understand them. And that’s an interesting situation to be in, how to do this. And so that I think was the biggest surprise for me is finding these ways of what are other ways of gleaning the kinds of feedback I’ve become so accustomed to using in face-to-face situations to adapt them to online teaching. I’m curious, maybe you’ve seen the same thing as an introvert also. This notion of, wow, I’m a lot more dependent on feedback than I realized and it’s missing here.

Ben: Yeah, and I’ve dealt with that with the students as well because they’re–and honestly, especially depending on how busy I am that semester and it’s an online class and a challenge for us is remembering we have that online class because we’re not showing up in front of it to lead it every day, but…so one of the challenges has been to make sure that I’m engaged with the class and they know that I’m engaged with the class. What I started doing last semester is I added a Slack workspace to go with the class and I didn’t do it–they’re not doing–they’re doing assignments in it, but I told them this is by far the fastest way to get a hold of me and we’ve had some informal assignments so they can post things and I have them post their introductions there and things like that. And there a couple of reasons: One, it is the fastest way to get a hold of me, but two, it allows me to do online office hours with them and this is an online class so I can do a video call with them, and the other part of it is I am introducing them to a tool they are going to use in the workplace or they will be using some other similar collaborative tools. So I love getting them immersed in doing that now.

Kirk: Nice. That’s a really clever approach. I like that. I’m stealing it from you just so you know!

Ben: Absolutely! Please do!

Ben: One other thing I want to touch base on in terms of the distance learning and the online presentations: We had talked I think briefly a couple of months ago where I think you had maybe done your first webinar-type presentation, and Sara Feldman and I had quite the discussion about how that was speaking into the void because you get no feedback whatsoever. What have you found with that and if you found anything that’s well–is that your experience with it and have you found anything that’s helpful?

Kirk: That’s a great, great question and observation. Yes. In fact, ironically before we spoke today, I just did a webinar for STC, and I’ve done a number of them now, and there still is that phenomenon of speaking into the void. I think it’s just something that you begin to adapt yourself to and learn to work with, and you begin to apply that to online teaching as well. So now, for example, when I do teach online, I feel more comfortable creating audio recordings to go with classes, because when you’re sitting at your computer or writing and recording at the same time, in many ways, it mirrors that webinar experience. So it–it kind of cross pollinates how it works. I’m still trying to figure out how to adapt to that sort of environment, and it’s–for all of us–it’s a learning process.

Kirk: I think I’m getting more comfortable speaking out loud or talking to myself out loud. I don’t know if it’s wise to say that in a public forum [Ben laughing], but, you know, I’m not comfortable having conversations with myself. But, I think that’s the key is getting comfortable being able to orate without that kind of feedback you’re accustomed to in many situations, and just assuming that, okay, I think I’ve done a good job. I’m now going to go onto the next point. One thing I’ve learned–and maybe you and others have experienced it also–is there’s a tendency when you’re in instruction mode to stop every so often and asked for confirmation of comprehension. “Did that make sense? Okay. Before I go on, are there any questions?” and it’s learning in that Webinar format where you would naturally do that and maybe giving a little bit more space or pause to allow individuals to maybe process that information before moving on. I’m still kind of learning how to come to terms with the notion of the time-delayed question, where you orate for the Webinar, then you get the text questions typed into a chat box after and respond to those. So it’s a learning process.

On webinars--I think that's the key is getting comfortable being able to orate without that kind of feedback you're accustomed to in many situations, and just assuming that, okay, I think I've done a good job. Click To Tweet

Ben: It definitely changes the pacing a bit. I think it’s probably good because I think the other problem that we tend to run into if we’re not getting cues back is that we probably tend to go a little bit too fast, so I think having that break worked in where people can raise questions is really good. The other thing that Sarah and I found that was helpful and it’s not always an opportunity, but when you’re co-presenting, we’ve been on video with each other at the same time, whether we’ve done it through a different type of channel (such) as Slack or it’s actually part of the Zoom recording or something else. That’s helped immensely because we can see each other and we can get cues off of each other and it takes away that–“Hey, I’m talking to a friend piece of it”–so I know that I’m not talking out into the void. So that’s really the only thing I’ve found so far besides the “allowing time,” but I’ll get to the end of a presentation and I will not have the slightest idea how it’s been received. I haven’t been able to alter anything. I’m kind of, well, what did you all think? Are you awake? sort of thing sometimes, you know, but it is interesting.

Kirk: Well one of the cool experiences you bring up that I’ve had is, once in the past I do a lot of guest lecturing and other classes of colleagues by Skype and that’s an interactive medium. You see the class, you interact. But one time we did it with a colleague, and they could not communicate with me. They could hear me and they could see me but I could not see or hear them. And so the teacher on the other side of the exchange was typing into the comment box what I should be seeing. Like “Ooh–lots of nodding–people understanding; confused looks–maybe clarify”, and that to be honest with you as the best talking into the void experience I’ve ever had, because you got that kind of instantaneous feedback from another educator who knew what to look for and what to tell you to prompt you to behave. And it’s like, man, if every webinar could be orchestrated in that way, that would be so awesome.

Ben: Yeah, I think that’s great. I really like that idea too.

Ben: Thanks Kurt for an insightful interview.

Extras

The iPhone lecture

The iPhone lecture


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Joanna Grama headshot

Episode 003: Joanna Grama–Leader and Influencer

Category:EDUCAUSE,Higher Education,Information Security,Introverted Leadership,Leadership,Podcast

Episode 003 Show Notes: Joanna Grama

Introduction

Joanna Grama headshotJoanna Grama is a senior consultant for Vantage Technology Consulting Group where she specializes in advising clients on information security, privacy, and risk management issues. In our second discussion on the podcast, Joanna Grama and Ben Woelk discuss how meetings can be challenging for introverts, and how she’s become a leader and influencer.

Key concepts

  • Meetings
  • The slow thinker
  • Processing internally
  • Win-win scenarios
  • Connecting and investing
  • The five Cs
  • Don’t be a jerk!

Quotable

I’m just doing my job. I’m just trying to get through the day, and–and you know–leave as little drama as possible in my wake. But maybe that’s being a quiet leader.

We all have moments in the office or in our professional lives where we’re really not proud of our behavior, whether it’s the language we used, the tone we used, our facial expressions and our body language. I mean, we all have those moments, but it’s just, it’s really important to try not to be a jerk. That goes a long way towards getting along with people.

You have to challenge yourself everyday, and it sounds trite to say that, but if I didn’t have mentors pushing me and saying you’re great and you can be even better, and forcing me to do uncomfortable things, I wouldn’t be where I am today!

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Transcript

Ben: Joining us again is Joanna Grama. Today we’re going to finish up our conversation that we started in our last podcast about her experience as an introverted leader and the thoughts that she has to share with us.

Ben: So, one of the things that you and I had talked about in previous conversations is meetings. And I had–I’ve mentioned this in another podcast, but I had an individual in one of my workshops who talked about his meeting performance and, much like you said, somebody told you that you needed to overcome this anxiety about public speaking and do well at it. He had a situation where his manager said he needed to perform better in meetings, and I know what he did to solve it. He talked to his manager and arranged to meet with that manager ahead of time, so he’d have a preview of what was on the agenda and that helped him.

Ben: What has your experience been like with meetings as an introvert and what have you found has been helpful or maybe not helpful?

Joanna: Yeah. Meetings can be a really tough scenario for introverts even when you are 100 percent engaged in the meeting. So I–similar to the other person that you talked to–I had a supervisor once who commented in front of a group of my peers that I was a slow thinker in meetings. And it really sort of–and this sounds strange–but it really hurt my feelings. Not because it was true or it wasn’t true, because it is true, but because of the negative connotation that I associated with the comment. I am a slow thinker. I do like to think about issues and ru(minate) them over in my mind before deciding on a course of action or making plans or something. That’s just being thoughtful, and being that type of thoughtful cautious decider is something that is so ingrained in who I am as an attorney, as an information security professional, as a parent, as a person.

Joanna: But, on the other hand, there are times when, as a knowledge worker, you really do have to be able to react and provide feedback on the spot, but you don’t have to do it all the time. So with the supervisor that called me a slow thinker, we eventually came to an agreement that, for those items that we could put off for a day or two, I could come back to the table with comments after having time to think. And then for the items that had to be discussed and where feedback had to be provided right away, we agreed that I would provide those immediate comments and I would just get comfortable with it, but that we both understood that my best thinking always comes after reflection time, and so I could always provide additional feedback the next day, relatively contemporaneous with the urgency of the conversation if needed. And that seemed to be how we dealt with the situation in a way that worked for my supervisor and me, that worked for my peers, that worked for decision-making within the organization. I am really trying to come to terms with being a slow thinker, although I have amended that label to thoughtful and comprehensive thinker in my head.

Ben: I would say that is a little less negative way to address that. Slow thinker, I don’t think there’s a way to spin that positively.

Joanna: No. There’s just not.

Ben: Considered thinker, reflective thinker, well considered–all of that makes sense. And that’s all very positive, which could be spun in a negative way, I’m sure. But slow thinker? No, I don’t think there’s any way to take that positively, And it’s funny because I’ve used this conversation that we’ve had about this in workshops and other things to talk to people about–as an introvert, you may be accused of this, because we are thinking through things before we speak. We process internally. What’s interesting–and I think there have been a number of studies around this–in meetings, what typically happens if you have a mix of introverts and extroverts, is the extroverts will speak first because they will process externally and they will come up with an idea, and because they–it may have been the first idea or they’re very confident about the idea–people will say, “Oh yeah. We’ll do that.”

Ben: However, there doesn’t appear to be any correlation between who speaks first with an idea and positive results from it. So I definitely empathize with you on the slow thinker part in meetings, and I’ve come to the point where I can speak pretty quickly in response to things, but I will also tell whoever’s running the meeting if I’ve got–if it’s a really important subject–I want time to go away and dwell on that, so I can come back with a really superior solution that I can feel good about and that I’m convinced will work. There are too many thoughts that occur to me after the meeting about “Well, that would have been a real show stopper,” or “Have we considered adding this part?” and that could make something so much stronger, or a word I hate to use, robust.

Ben: Let’s change gears a little bit. Recently I did an article for Intercom magazine and it was about becoming an influencer and a leader in the workplace. How do you feel it works for you in the workplace? In terms of when you can be an influencer, when you can be a leader, what works best for you? Do you consider yourself to be an influencer or leader in the workplace? As somebody external, I certainly consider you to be one.

Joanna:  Well, thank you. I’m always sort of surprised when someone says you’re a leader or an influencer. Not because I don’t think I can’t be a leader or an influencer, but sometimes I just think, how can I be a leader or an influencer? I’m just doing my job. I’m just trying to get through the day, and leave as little drama as possible in my wake. But, maybe that’s being a quiet leader. I don’t know. I love the process of building consensus and sort of negotiating, maybe not a win-win scenario, but a, you know, least destructive scenario or a scenario most of us can live with. I’m making sure I hit–I’m going to call it win-win–making sure I hit that win-win scenario’s important, which you probably have to find hilarious given both my training as an attorney and the merciless way I treated you during our last game of Exploding Kittens.

Joanna: I just really think that getting to a place where you and whomever you’re working with can move forward as a team is so important, and that goes back to making a connection and having an investment in your colleagues, having an investment in your organization, and that sort of thing. Some of it is, “Don’t be a jerk!” We all have moments in the office or in our professional lives where we’re really not proud of our behavior, whether it’s the language we used, the tone we used, our facial expressions, and our body language. I mean, we all have those moments, but it’s just, it’s really important to try not to be a jerk. That goes a long way towards getting along with people.

Ben: So, I can see we have our subtitle for this episode. It’s going to be, Don’t be a Jerk.

Joanna: Don’t be a jerk, yeah.

Ben: We’ll play with that a bit. I’m sure.

Ben: So, in terms of you being a leader and an influencer, some of the ways that I’ve seen that: one, I’ve had an opportunity to observe you over the last couple of years when I’ve been at conferences, and I’ve been part of these EDUCAUSE working groups where you’ve been kind of the program manager for them. What’s been interesting for me, I thought that was really helpful, as I think I’ve seen times where you’ve really kind of gone beyond what I would say is the call to duty. One example of that is a couple of years ago when I was working on putting together survey results about what are the best characteristics or preparation for somebody who’s going to be a security awareness practitioner, somebody who’s going to explain very technical security things to a “normal” audience. So I was struggling to get this research bulletin prepared, and I was about ready to give up on it, and I told you I was going to give up on it, and you didn’t let me do it. You pretty much shepherded me through it, you know, provided feedback. We went back and forth about, “Ah! I caught a typo,” which you were not thrilled with, but in general you helped me actually get that thing done. and I was quite happy with the result. But that being able to reach out and collaborate and help someone get the work done and complete it was really important. So, I’ve seen you as a leader and an influencer in that context as well.

Joanna: Oh, well, I’m really glad that you see me as a leader in that context and not as a nag! I think in that situation in particular, now that I’m looking back at it with hindsight, right? I have the opportunity to be eloquent. That paper was really important. We talk about how important information security training and awareness is to higher education institutions, to our organizations, but there’s not a lot of, or there wasn’t at that time, a lot of thought leadership on why it is important or what skills do the people who are actually doing that training, what do they need to have in order to be successful? Because, if those leaders aren’t successful, then information security awareness and training isn’t successful, which means data is at risk at our institutions, which can lead to all sorts of bad downstream things. So really, I was professionally motivated by the fact that I wanted this literature out there and you had the expertise and the data, so you needed to be the one to get it out there.

Joanna: And then, you know, personally, I knew you! I wanted you to have the success. It’s important to me to help my friends. I don’t know that I would call it going beyond the call of duty, as much as I would say it was getting to that win-win scenario where you got something out of it, I got something out of it. I really thought that the process was fun, once we sort of decided that we were going to regroup and work on it together–and those things are so important! It would have been too easy, Ben, to walk away from that, and I’m so glad we didn’t.

Ben: No, I agree. I think it was important. I’m actually fairly proud of the work and excited that it was published,…

Joanna: You should be!

Ben: and I hope it has provided a foundation for people when they’re looking at what are the qualifications someone needs or, just as importantly, what qualifications do they NOT need to be an information security or cyber security awareness practitioner.

Ben: What recommendations would you have for introverts who want to become influencers or leaders? What thoughts do you have for them?

Joanna: Sure. So I read a long time ago this article that talked about–I think it was called the four Cs or maybe the five Cs, but essentially it is, some big ideas for how to live your life. And so I like to follow the five Cs, which are Curiosity, Compassion, Courage, Conviction, and Conversation. I think that as an introverted leader or an introverted influencer,–just an introvert or a person trying not to be a jerk–those are some really good–those are some good ideas to have. You can’t be a doormat, but you can be compassionate and courageous. And I think that’s important for me. I sometimes add a sixth C, which is Calm, to remind myself when I need to take a break or to recharge and get reinvigorated about things. I have to remember not to let the external environment or the external context, impact my internal context.

Joanna: So that’s why I add Calm. And part of it is being true to yourself. I really struggled with who I was as a person and potentially a leader or a worker in an organization, or just anything, until I acknowledged some fundamental truths about myself. I need to recharge. I am a–what did you call it?–A conscientious thinker. I am shy and reserved almost to the point that people who don’t know me or are meeting me for the first time, might think I’m standoffish, and I have to do things to make sure that that’s not the impression that I leave people with. And just, those are important.

Ben: Do you have any other thoughts you’d like to share?

Joanna: You know what? You have to challenge yourself everyday, and it sounds trite to say that, but if I didn’t have mentors pushing me and saying you’re great and you can be even better, and forcing me to do uncomfortable things, I wouldn’t be where I am today! And I’m so thankful and grateful and happy with where I am today. A little bit of honoring yourself, and a little bit of stepping outside of your comfort zone is important.

Ben: That’s great. Well, I think we’ll wrap up now. Thank you so much for sharing your thoughts today. It’s been a fun conversation!

Joanna: A pleasure!

Ben: And we look forward to maybe having you join us again on another podcast. Assuming we can find a whole new set of things to talk about, which I’m sure we can.

Joanna: I’m sure we can!

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  • 1

Building a Culture of Digital Self-Defense

Category:EDUCAUSE,Higher Education,Information Security,Infosec Communicator,Lessons Learned,Social Networking Tags : 

Note: This article was previously published on September 20, 2016 in the EDUCAUSE Review Security Matters Blog

One of the biggest challenges in information security is raising the awareness of our communities so that they recognize threats and understand how to defend themselves. The difficulty of that challenge is exacerbated with up to 30 percent turnover of students, faculty, and staff yearly. It’s a multiyear process, but the key is to stick with it and not be afraid to try new ways of raising awareness and enrolling your communities so that they become part of your security team. I’ve provided a list of key components to building that security culture below. I’ve also provided some examples of our work at the Rochester Institute of Technology (RIT).

dsdmagnetnoqrcodeThink Strategically

You can’t change or create a culture overnight, and gains may seem almost imperceptible at times. Recognize that you need to think of security awareness as a key component of your information security strategy. (Yes, you need a security awareness strategic plan.) A strategy enables you to identify long-term goals. Security is often reactive. For example, we might respond to phishing attempts by warning our communities as the attempts occur, rather than employing a phishing simulation program1 so that they’ll recognize phishes on their own. To create (and harden) a security-aware culture, you must be proactive. It’s not always possible to get ahead of specific threats, but we can train our communities to recognize many of them.

Have a Plan

Thinking strategically requires a plan. A plan enables you to define how you’ll reach the goals defined in your strategic plan. What communication vehicles are already available? What needs to be developed? Where do your audiences (you have at least three: faculty, staff, and students) get their information? Are there community or departmental leaders they follow? What topics should you cover and when? (EDUCAUSE provides a calendar of topics and member-created content that you can leverage.)

Brand Your Security Awareness Efforts

RIT’s security awareness efforts are branded under Digital Self-Defense. A brand helps make your security awareness efforts visible and memorable. Almost every communication or event around security awareness at RIT bears our “DSD guy” (seen above). After more than a decade, most constituents recognize him. (Your university or college might have requirements around branding that may or may not make security awareness branding possible. However, you can still use a common layout and design in your communications.)

Leverage Existing Opportunities

What existing opportunities are available for improving security awareness? Are there orientation events for students, faculty, or staff? Are there benefits or wellness fairs in which you can participate? Have you contacted departments to schedule security awareness discussions? Have you created an ongoing security awareness class, either in person or online? Have you put posters on your buses? Given away swag with security awareness messaging at orientations? Look around and see what existing opportunities you can leverage.

erob1699image2

Be All Over Social Media

Where do your constituents get their information? Your university or college may have official news outlets or communication mechanisms. Does everyone follow them? Do students even read e-mail anymore? Who’s using Facebook? Twitter? Instagram? Pinterest? Snapchat? The rapidly evolving social media landscape offers opportunities, as well as challenges. Go where your audiences are. They’re unlikely to come to you. (As I write this blog post, we’re in the midst of our annual social media “like” campaign and expect to surpass 10,000 followers in our social media outlets.)

Identify and Leverage New Opportunities

Has your campus become a hotbed for Pokémon™ GO!? Have you thought of how you might leverage Poke Stops where students congregate? Maybe set up a security awareness table. Hang posters at Poke Stops inside buildings. What about Snapchat? Snapchat filters are really popular. Did you know that Snapchat allows you to create custom geofilters? Why not create some security awareness-oriented filters and offer them at high-traffic times and locations?

Hire Students with the Right Skill Sets and Mindsets

One of the strengths of our security awareness program at RIT is that we hire technology-savvy students with strong communication skills. After a while, you’ll probably find that well of inspiration you draw from has started to run dry. Student employees are a great source of innovative ideas and more importantly, they’re students. They understand how students communicate and how best to get their attention. Give them the freedom to be creative.

Enroll Your Community

It’s not really a secret, but we know as security professionals and IT organizations that we cannot secure our campuses without partnering with our user base. Have you thought about how you might enroll your users in your efforts? In fall 2015, we began our Digital Self-Defense Team program. The purpose of the program was twofold: we wanted to develop a sense of shared responsibility around information security, and we also wanted to begin measuring our successes with a survey. With small incentives for taking the survey, we had over 600 survey participants from a faculty/staff population of about 3,000. Almost half of the survey participants signed on to the Digital Self-Defense Team. That’s a growing population of security advocates on campus.

Volunteer and Network

I’ve been a member of the Higher Education Information Security Council (HEISC) Awareness and Training Working Group for almost 10 years. The innovative ideas and helpfulness of the group to new members are without parallel. Participation in the working group ensures a steady flow of new ideas and solutions to problems faced by all of us. Each of us has ideas to share, and the working group has developed a number of security awareness resources available today.2 I invite you to join us.

Notes

  1. Learn more about phishing simulation programs and read these 10 key points about implementing a campaign.
  2. The HEISC Information Security Guide: Effective Practices and Solutions for Higher Education includes several resources developed by the Awareness and Training Working Group: a quick start guide, detailed instruction manual, cybersecurity awareness resource library, and National Cyber Security Awareness Month resource kit.

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