Running head: INSPIRING DEVELOPER 1

Articulation of Competency: Inspiring Developer

Wendi D. Sparling

Azusa Pacific University

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Inspiring Developer

How does one know they are valued, appreciated, and that their contributions are

important, necessary, and can be connected to their calling or vocation? How does one embrace

ideas and concepts and bring them to fruition? These questions and more embodies the role of

the inspiring developer. Inspiring developers are not only interested in developing people, but in

the initiatives that promote flourishing and the realization of ideas. Differentiated from other

competencies, inspiring developers are interested in partnering in the discovery of strengths and

motivations and connecting them with purpose and calling to fulfill individual and collective

objectives. Ideas are developed as people are developed. Inspiring developers realize that

individuals are not limited to present circumstances, but need to be cultivated. They are the

mentors, teachers, coaches, and team builders who invite, encourage and embrace possibilities.

Interested in assisting others in realizing their full potential, inspiring developers are adept at

creating environments that are conducive to individual and organizational success. Knowing that

successful outcomes are rarely achieved alone, inspiring developers recognize that individually

there is the ability to collectively learn from and with one another in community.

Encompassed in this competency is the ability to develop and actively participate in

meaningful mentoring and learning experiences. Inspiring developers are willing, capable

partners are committed to the on-going development of resources. Mentoring relationships

involve recognizing and listening to the individualized dreams, ambitions, and goals of those

being mentored and offering meaningful and insightful feedback (Zachary, 2012). Although they

may be considered experts, inspiring developers are willing learners. Developing meaningful

learning experiences and growth opportunities requires a leader who is teachable, and is willing

to engage along with the learner as a shared experience (Vella, 2008). Both situations require
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inspiring developers are adept at understanding individual need and addressing challenges that

come from interpersonal relationships. There is a commitment and willingness to engage in

honest communication, collaboration, and attentive responsiveness that is emphasized as

necessary to accomplish individual and collective objectives.

Concepts found in transformational leadership theory and authentic leadership support

and inform characteristics typified by an inspiring developer. With broad application and

emphasis on follower needs, the transformational theory is particularly useful when establishing

inclusive initiatives that promote development that benefits both the leader and the follower

through the shared experience (Northouse, 2016). Authentic leadership is characterized by a

reciprocal interpersonal relationship between leaders and followers (Northouse, 2016) that

emphasizes connectedness and accountability (George, 2015). Authentic leaders develop trust

through their willingness to share and their ability to listen (Northouse, 2016). Both attributes are

true of a successful mentoring relationship (Zachary, 2012). However, no other philosophy

embodies the commitment and willingness to serve others as servant leadership.

Servant leadership characterizes the very concepts that are most valued by inspiring

developers. As a shared experience, servant leaders are willing partners in assisting others to

achieve (Keith, 2008). Capabilities of a servant leader are centered on the ability to prioritize the

needs of the follower (Northouse, 2016). As a mentor, servant-leaders are self-aware, relational

and trustworthy and able to offer beneficial feedback and honest assessments (Keith, 2008).

Adept at coaching and facilitating, there is an emphasis is on providing support for the follower

that transcends personal ambition (Keith, 2008). Servant leaders are capable at problem solving,

and collaboration (Keith, 2008). There is a relational component in developing capabilities and

encouraging the needs of others is indicative of a servant leader.

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Equipped with theoretical and practical knowledge, implementation begins with the

development of emotional intelligence (EQ) and cultural intelligence (CQ). It would be difficult

to fully understand and engage in follower needs, motivations, and desires without the self and

other awareness that is evidenced in EQ (Bradberry & Greaves, 2009). CQ acknowledges

differing mindsets, biases, and cultural influences that could alter personal, professional, and

organizational outcomes (Livermore, 2015). Communication can be a challenge in both

articulating and interpreting feedback and through the exchange of ideas. Language, both

internalized and spoken, with the symbolism and references that are only understood within that

culture can influence effective communication (Lewis, 2006). Understanding EQ and CQ is

foundational in knowing how best support and promote people and their ideas.

Designing a personal philosophy of adult education, the importance of shared experiential

learning is evident. Partnering in shared goals is an essential component in establishing an

inclusive environment. Volunteering with Venturing, a high adventure leadership development

program intentionally designed as a mentoring program for young adults 14-20, has provided

mutual learning opportunities. Not only are activities centered on team-building, the crew leads

as a team. Each member is given the opportunity to articulate their own interests, identify

strengths, and broaden knowledge through experts. Acting as a facilitator, mine is not to do nor

to dictate, but to assist in clarifying and achieving established individual and crew goals.

Together, we have conquered the mountains, braved rapids, and embraced new experiences. This

includes problem-solving, dealing with failure, and acknowledging life transitions. Each member

is given the opportunity to contribute. Each adult is given the opportunity to encourage that

contribution. As with any successful mentoring relationship, there is mutual benefit (George,
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2015). Together, we discovered that embracing new experiences is indicative of attitude, not age

(see Figure 1).

Professionally, I was given the opportunity to present on team development during a staff

meeting. Given the opportunity to share, I was encouraged in my own development opportunity.

Evidenced in the handout there was consideration for content (see Figure 2). Environment and

context were already dictated. This experience taught me the importance of the invitation into the

learning experience. Not all participants were interested or engaged. Occurring during a staff

meeting, the circumstances were not ideal. Although the topic was important, it was not

necessarily a shared interest. Regardless of the situation, there is opportunity to convey

importance and significance of the learning event. Without soliciting participation, information is

relayed but not necessarily impactful, it is opportunity not fully realized.

Having never had a mentor myself, I more fully understand this critical component

leadership. Articulated goals, plan development, accountability within an honest environment are

all necessary for relevant and continued growth. To be an effective inspiring developer there

should be a commitment to my own continued growth and development. As a natural,

individualistic introvert, cultivating a meaningful community that offers support and feedback is

rarely sought. It requires considerable commitment and effort. What I have learned is that these

intentional relationships are critical in the continued understanding of who I am as a Christian

leader. Chittister (1991) articulates that the basis for community is through Christ. Knowing who

I am in Christ, understanding my calling, and being committed to that purpose involves

cultivating meaningful relationships with others (Keller, 2012). It would be difficult to encourage

others to live as they have been called to be if I do not make the same commitment for myself.
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As I continue to grow as an inspiring developer, I would be remiss in not acknowledging this

need.

Evidenced in my Personal Leadership Development Plan (PLDP) (see appendix A) there

has been a previous consideration in establishing a support team. Recognizing my own innate

tendencies on self-reliance this is a growth opportunity that can be remedied. Historically,

proximity has been a consideration. Frequent moves have left a void in convenient relationships

and historical relationships have been neglected. Utilizing technology and alternative methods of

communication will be challenging, but not should be considered a barrier. The following steps

should be considered:

First, identify individuals who can incorporate invaluable insight and can correlate

spiritual, personal, and professional significance.

Second, ask if identified individuals would be willing to participate. This may involve

reestablishing neglected relationship. Not to be disingenuous to the relationship, there needs to

be authentic desire for relationship that is mutually agreeable and beneficial.

Next, clearly define what being on my support team would entail, and established

mutually inclusive guidelines and responsibility agreements.

Lastly, follow through with the agreed upon commitments. Accountability is reciprocal.

Initially, this goal can be measured by the number of individuals who offer a favorable

response. Based on the agreed upon guidelines, measurements could include the frequency and

depth in which communication occurs.

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References

Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0: The world’s most popular

emotional intelligence test. San Diego, CA: TalentSmart.

Chittister, J. (2009). Wisdom distilled from the daily, living the Rule of St. Benedict today. San

Francisco, CA: Harper One Reprint

George, B. (2015). Discover Your True North, Revised and Updated. John Wiley & Sons.

Keith, K.M. (2015). The case for servant leadership. Westfield, IN: Greenleaf Center for Servant

Leadership

Keller, T., & Alsdorf, K.L. (2012). Every good endeavor: Connecting your work to God’s work.

New York, NY: Penguin Books.

Lewis, R.D. (2006). When cultures collide: Leading across cultures (3rd ed.). Nicholas Brealey

Publishing.

Livermore, D.A. (2015). Leading with cultural intelligence: The real secret to success. New

York: American Management Association.

Northouse, P.G. (2016). Leadership: Theory and practice (7th ed.). Los Angeles, CA: SAGE

Vella, J. (2008). On teaching and learning. Putting principles and practices of dialogue

education into action. San Francisco, CA: Jossey-Bass.

Wlodkowski, R.J. & Ginsberg, M. (2017). Enhancing adult motivation to learn. A

comprehensive guide for teaching all adults (4th ed). San Francisco, CA: Jossey-Bass.

Zachary, L. J. (2012). The mentor's guide. San Francisco, CA: Jossey Bass.
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Figures

Figure 1. March 2018 after a day white-water rafting the Kern River, CA. All of us were thrown
from the raft, multiple times, including the guides. Pictured from left to right: John, Josh,
Samuel, Elizabeth, Amina, Wes, Sharon, Brandon, myself, and Alora.
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Figure 2. Handout originally created for LDRS 503. Later, created for a staff meeting
and accompanied by a 15-minute presentation.
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Appendix A

Excerpt from Personal Leadership Development Plan

Building Relationships: My Support Team

To stay true to this plan to develop as an authentic leader it requires the assistance of

people who are important to me and know me best (George, 2016). Identifying individuals to be

included as my Personal Board of Directors it was important to include relationship longevity,

couple perspective, shared religious values (not necessarily shared denominational preferences)

and are non-family. These individuals include my husband, Wes, life-long friends who have a

shared professional and personal history, Jacquie and Amy, spiritual advisors and long-time

friends, Melissa and Trent, and more recent relationships, Jim and Debra. Professional mentors

will be identified and added later.