Stop Hating the People You Serve

It has been too long since I have posted here. My muse has been in absentia, I’m afraid.
Dan Rockwell is a prolific blogger with wonderful insights. This post resonated with me in several contexts, based on some of the hats I wear. It reminded me of the proper attitude I should have toward my students, even the struggling, challenging ones. As a member of my church’s high council, we are increasing our emphasis on ministering and service. This made Dan’s insights doubly important to me, so I am reposting his post.
You may read the original post here.

Leaders get frustrated with the people they serve. You hear them grumble, “What’s wrong with people?” It happens in the business world, education, church world, and governments as well.

Dissatisfaction – apart from loving action – eventually morphs into hate.

10 symptoms of hateful leadership:

  1. Minimizing or ignoring your impact on others.
  2. Peevishness that won’t let go of small issues, faults, or offenses.
  3. Withholding help when you’re able to make work easier for others.
  4. Criticism that points to wrong without working to make something right.
  5. Complaining that camps in the past.
  6. Dispassion for the interest of others.  Self-interest apart from other-interest is hateful.
  7. Comparative bragging.
  8. Unwillingness to adapt to others. You’re a hater if everyone adapts to you.
  9. Smugness when colleagues struggle, fail, or lose reputation.
  10. Temper outbursts and irritability. An irritable leader is a hateful leader.

You might be thinking you don’t hate. You DISLIKE.

Haters protect themselves by defining hate in terms of others. The hateful leadership list is my take on the opposite of love. I thought about love and wrote about the opposite.

Maybe you prefer to use UNLOVING instead of hate. Does that sting less?

7 ways to move toward loving leadership:

  1. Stop trying to control people. Focus on things within your control. Let go of everything else. Helplessness turns to hate.
  2. Expect to pour into others.
  3. Acknowledge that people ARE frail. Hate grows when you forget frailties, both your own and others’.
  4. Show up to serve for the joy of serving.
  5. Determine to spend most of your think-time focused on strengths, talent, opportunities, and the future. If you think focusing on failure and problems will take you where you want to go, you’re a hater.
  6. Celebrate imperfect progress. You’re a hater if nothing is ever good enough.
  7. Every morning start fresh with people, but don’t expect them to perform out of weakness.

What does leadership that seeks the best interest of others look like?

Dan’s question begs careful consideration. You will have to answer this for yourself. I will have to answer this for myself.

Lead faithfully!

A Good Leader Leads with Love


There are many inspirational stories circulating around the internet. Some of them are true; others we hope are true. The following is a summary of one that is true, and may touch the hearts of the most hardened leaders. Thanks to Jemma Garraghan on the Why Lead Now blog for this summary.

Oh, and the story is true. See Snopes. And the complete story can be found at: All Good Things.

Leaders, look inward for the lessons to be learned from this story. I cannot share all the insights you may gain from reading this and pondering it. But I invite you to share any good insights you may have gained. 


One day, a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then she told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.

That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual.

On Monday she gave each student his or her list.

Before long, the entire class was smiling. “Really?” she heard whispered. “I never knew that I meant anything to anyone!” and, “I didn’t know others liked me so much,” were most of the comments.

No one ever mentioned those papers in class again. The teacher never found out if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another.

That group of students moved on.

Several years later, one of the students was killed in Vietnam and his teacher attended the funeral of that student.  She had never seen a serviceman in a military coffin before. He looked so handsome, so mature. The church was packed with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.

As she stood there, one of the soldiers who acted as pallbearer came up to her. “Were you Mark’s math teacher?” he asked. She nodded: “Yes.” Then he said: “Mark talked about you a lot.”

After the funeral, most of Mark’s former classmates went together to lunch. Mark’s mother and father were also there, wanting to speak with his teacher. “We want to show you something,” his father said, taking a wallet out of his pocket. “They found this on Mark when he was killed. We thought you might recognize it.”

Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times.

The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark’s classmates had said about him.

“Thank you so much for doing that,” Mark’s mother said. “As you can see, Mark treasured it.”

All of Mark’s former classmates started to gather around. Charlie smiled rather sheepishly and said, “I still have my list. It’s in the top drawer of my desk at home.”

Chuck’s wife said, “Chuck asked me to put his in our wedding album.”

“I have mine too,” Marilyn said. “It’s in my diary”

Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. “I carry this with me at all times,” Vicki said.  Without batting an eyelash, she continued, “I think we all saved our lists.”

Tears rolled down the eyes of the humble teacher.  We encounter so many people in our lives, and it’s a precious joy to see the good in all those journeys.



Please note that this is not a call for mindless positive thinking. You don’t need to hold hands and sing Kum Ba Ya in your meetings. That has no place in the real world. Instead, it is a reminder that we cannot lift our teams by putting the members down.

Yes, there are times when correction is needed, but it can usually be given with love. Yes, I really said that. Love is a foundational principle of Steve Farber’s Radical LEAP (that’s Love, Energy, Audacity and Proof). Moreover, it is our team members who produce our bottom lines. Do we show them that we value their contributions? Where do our priorities lie?

And now for the homework. If you gained any leadership insights from this story, take some time to determine how you will apply them. And then go to work and sincerely share the love. As in Sister Helen’s story, the changes may not be immediately apparent, but you will reap benefits.

A good leader leads with love.

What was John Wayne’s take on the Scout Law?

Scouting was a big part of my life. It is where I learned many life skills and began learning how to be a leader. It shaped me, and many of my contemporaries. Because Boy Scouts is founded upon moral principles, and actually believes in standards, it is under attack by those who feel that there should be no moral standards in society. this has already done irreparable damage to the foundations of Scouting, and I fear that it will lead to the demise of a once-great program for youth.

I am reposting this blog post from Bryan on Scouting, from BSA’s website: because it quotes from John Wayne on what is most important in Scouting: specifically the Scout Law. The principles are timeless. At least if you still believe in principles. I happen to believe very strongly that we need principles as a foundation of a strong society.

What was John Wayne’s take on the Scout Law?

In 1979, dignitaries including President Gerald Ford honored Academy Award-winning actor John Wayne at a dinner hosted by the BSA’s Los Angeles Area Council.

The council named the John Wayne Outpost Camp after The Duke, paying tribute to the actor only a few months before his death on June 11, 1979.

It was at this dinner that Wayne shared his own interpretation of the Scout Law and what it means to him. (This script is from the May-June 1979 issue of Scouting found in our archives.)

“A Scout is trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean, and reverent,” he said.

“Nice words. Trouble is, we learn them so young we sometimes don’t get all the understanding that goes with them. I take care of that with my family. As each boy reaches Scout age, I make sure he learns the Scout Law. Then I break it down for him with a few things I’ve picked up in the more than half century since I learned it.

“A Scout is …

Trustworthy – The badge of honesty. Having it lets you look any man straight in the eye. Lacking it, he won’t look back. Keep this one at the top of your list.

Loyal – The very word is life itself, for without loyalty we have no love of person or country.

Helpful – Part sharing, part caring. By helping each other, we help ourselves, not to mention mankind. Be always full of help — the dying man’s last words.

Friendly – Brotherhood is part of that word. You can take it in a lot of directions — and do — but make sure and start with brotherhood.

Courteous – Allow each person his human dignity, which means a lot more than saying “yes ma’am” and “Thank you, sir.” It reflects an attitude that later in life you “wish you had honored more … earlier in life.” Save yourself that problem. Do it now.

Kind – This one word would stop wars and erase hatreds. But it’s like your bicycle. It’s just no good unless you get out and use it.

Obedient – Start at home, practice it on your family, enlarge it to your friends, share it with humanity.

Cheerful – Anyone can put on a happy face when the going’s good. The secret is to wear it as a mask for your problems. It might surprise you how many others do the same thing.

Thrifty – Means a lot more than putting pennies away, and it’s the opposite of cheap. Common sense covers it just about as well as anything.

Brave – You don’t have to fight to be brave. Millions of good, fine, decent folks show more bravery than heavyweight champs just by getting out of bed every morning, going out to do a good day’s work, and living the best life they know how against a lot of odds. Brave. Keep the word handy every day of your life.

Clean – Soap and water help a lot on the outside. But it’s the inside that counts and don’t ever forget it.

Reverent – Believe in anything that you want to believe in, but keep God at the top of it. With Him, life can be a beautiful experience. Without Him, you are just biding time.

Wayne thanked the hosts for putting his name on the Scout camp, adding, “I would rather see it here than on all the theater marquees the world over.”

Leaders Nurture Talent

Develop Talent

As I see it, one of my primary responsibilities as I teach dentistry is to help my students to develop their talents. They come to clinic with a limited skill set, and limited confidence in their ability. Before they are ready to be turned loose on the public, they must expand that skill set, develop clinical judgment, and become confident in their own judgment, because I will not be looking over their shoulders for very long.

I have discovered some keys to facilitating this process:

  1. Get out of the way
  2. Don’t provide all the answers
  3. Expect excellence
  4. Correct with kindness

Get Out of the Way

Herbie Hancock tells a story of his auditions with Miles Davis and his band. Hancock, then a neophyte keyboard player, reported that Davis started off a tune, and then disappeared. The band continued playing. The next day the same thing happened. After a few days of this, Davis invited Hancock to join the band. Hancock didn’t learn until years later that Davis’ disappearing act was intentional. He knew that young musicians might be intimidated by his presence (I would have been), so he eliminated that distraction so they could perform at their best.

It isn’t easy to find just the right amount of supervision. Especially when my students are treating patients, I need to create the right mix of hovering and independence. As they progress and prove themselves, I hover less.

Those we lead need to feel some freedom in order to grow. Too much attention produces anxiety, and stifles creativity as well as growth. Of course, supervision also ensures accountability, and that is vital to our success in any setting.

Don’t Provide All the Answers

Another lesson Hancock learned from Miles Davis was his teaching method. Miles would rarely give a complete answer when a younger musician asked him specific questions about music theory.

I had to train myself not to be the “answer man” when I taught. When a student asks me what to do in a certain situation, my response is usually “tell me what you think.” I will frequently ask “what are the options/” and then “which do you prefer?” It is a rewarding experience to watch students reason through an approach to a problem and to see the light come on as they realize the best solution. We know that when an individual reasons out a problem, he remembers the solution better than if the answer is just handed to him. I also try not to ask these questions in a threatening tone.

Of course, if your crew isn’t adequately taught and trained beforehand, this can be a recipe for disaster. But with the proper background, questioning can lead to additional growth and confidence. Your team will learn to think for themselves, and you will be able to validate their correct thinking.

Expect Excellence

If you have listened to any of Miles Davis’ recordings (Kind of Blue is my favorite, by far, especially the complexities of So What), it is obvious that he had very high standards. He was willing to teach, but he only surrounded himself with top-notch musicians. The results are unmistakable.

As I work with my dental students, I also have the opportunity to work with the best of the best. Admission is extremely competitive, so the standards are high. Some of our expectations are written; some are conveyed verbally. My highest expectations and aspirations for my team of students are unspoken, but they feel it, and most want to measure up.

Along with the basic graduation and licensure standards, I expect consistent improvement from each student, and encourage them to become the best dentist they can be. Some of our goals are individualized, based on each individual’s potential.

In most of our teams, we won’t have the cream of the crop: there will be a diversity of talent and ability. That’s fine. Our challenge as a leader is to personalize expectations so that each individual is competing with himself. This tends to build collaboration and a better team spirit. And there is nothing wrong with team members lifting each other. Of course, there are some areas where the team members should be competing with each other (sales), but the team effort is important.

Business development - Closeup of hands holding seedling in a group

Correct with Kindness

We all lead humans. Mistakes are inevitable. Miles had it easy in that sense. In rehearsals, he could stop everyone and start over. In dentistry, we don’t often have that luxury. Things don’t always go as anticipated, or a student neglects to get advice when he or she encounters the unexpected. In order to develop the talents properly, correction must be given.

On occasion it is necessary to express disapproval and to respond vigorously and quickly. At other times a quick sidebar can be held, out of earshot of the others. But if mistakes are allowed to continue, change is unlikely.

We have been encouraged, following a procedure, to help the students to evaluate themselves, in order to promote clinical judgment. I have found that asking questions is the best way to encourage my students’ self-evaluation skills.

In our teams, the same questions can apply. Questions I frequently ask are:

“How do you think that went?”
“What could you have done better?”
“What will you do differently next time?”
“How could I have eased the process?”
“What did you learn today?”

Questions I do not ask include:

“What were you thinking?”
“Why didn’t you follow directions?”
“Why didn’t you stop and ask for help?”

I prefer to close the discussion with encouragement to do better (perform, make decisions, communicate, etc.) the next time. Sometimes an assignment is given to review technique or practice before attempting the procedure again. In some cases, we will redo the procedure the next time in order to bring it up to standards.

Positive feedback is vital to improvement. Ralph Waldo Emerson said “Every artist was first an amateur.” A good leader should provide the necessary support to transform his team into true professionals.

Hard work, commitment, and talent will help to make it happen.