Professional Documents
Culture Documents
Wendi D. Sparling
Responsible Influencer
Leader behaviors are under constant scrutiny. Congruence between articulated and
demonstrated values are of interest, especially when the two diverge. Leaders should know their
values, morals, and ethics and use those same principles to be an example to others. Responsible
influencers are considered as such because of their dedication and concern for others. Their
behaviors and interests are aligned with their persona. As influencers, potential impact on others
that recognizes both the need for meaningful, significant engagement between differing people
groups and the structural freedoms and limitations to which they belong. Responsible
influencers know who and what they believe about themselves, their situation and are interested
Callings, faith lived through different aspects of our work, are designed by God to
promote flourishing, (Whelchel, 2015). Responsible influencers are lifelong learners and show
genuine concern for people. With an emphasis on social justice, responsible influencers should
authentically engage in the stories of the people they lead. I have learned that it possible to
theoretically understand the politics, socio-economics, and cultural influences that are influence
people groups, but never understand those realities until there is an intimate involvement with
the people. Creating empowered communities and teams that promote flourishing need leaders
who truly know and care for the people they lead. It is more than a perspective or mindset shift;
it is commitment to a heart shift. Engaging with people needs leaders who are engaged in
learning about people. A leadership learning task is to learn how to support the growth of others
(Preskill & Brookfield, 2009). People want to know that their contributions, their efforts, their
Their ability to build collaborative environments that promote flourishing are informed
through several theories and concepts that are indicative of a responsible influencer. Each theory
involves an element of developing the trusting relationships between diverse leaders and
climate “is one in which members can stay problem focused, listen to and understand one
another, fee; free to take risks, and be willing to compensate for one another,” (Northouse, 2016,
p. 370). Members of a team bring their own unique perspectives. Responsible influencers know
inclusivity that considers diverse thoughts, perspectives and skill sets. This requires a responsible
influencer who is culturally adept. Fostering collaboration and teamwork, particularly among
term is culturally defined (Lewis, 2006). Developing CQ promotes the ability to develop
Caring about people is modeled. One theory that is of interest to a responsible influencer
“moves followers to accomplish more than what is usually expected of them” (Northouse, 2016,
p. 161). This involves a leader who is morally and ethically astute. As trusted role models,
transformational leaders are committed to their ideals (Northouse, 2016). It is about motivating
others to “higher standards of moral responsibility” (Burns as cited in Northouse, 2016, p. 177).
With an emphasis on service to others, servant leaders are concerned with being
steward, and a community builder,” (Center for Servant Leadership Institute as cited in Keith,
2015, p. 11). Servant leaders are not concerned for their own interests, but seek to partner and
empower their followers (Northouse, 2016). Their caring and concern is demonstrated through
their treatment of and dedication to the success of their followers. Desire is for their followers to
promote community and engagement is something I enjoy. Working with international students
and their parents have provided me with opportunities to be involved in cross cultural
experiences. There is an appreciation for these differentiated learning experiences that enhance
relationship and understanding. I would hope that they have been influenced by these
Hosting students has provided the opportunity to not only introduce them to a new
culture, but to new experiences. My experience has shown that empowerment comes from
accomplishing something never thought possible. Bearing witness to those experiences is fun!
One such experience was with Gina, a 14 year old international student from Paraguay who came
to stay with my family. During her stay, we went to Zion National Park with the youth program
RESPONSIBLE INFLUENCER 5
we are involved with, Venture Crew. Having never camped before, she had no idea what to
expect. She stood at the top of Angel’s Landing, went canyoneering, and became part of the
team. American students taught her about adventure. Gina taught them about being a Youtuber in
Paraguay. They found commonality. Establishing cross cultural relationships and accomplishing
shared objectives is evident in pictures (see Figure 1) and through my communication with her
family on WhatsApp (see Figure 2). The impact that the experience had on her, and her with us
is evident her thank you note that she left on my dresser (see Figure 3).
In working with parents of international and TCK (Third Culture Kids) I have been asked
to serve on parent panels to share experiences a parent of college age students. Included is other
pertinent university information, but the concept is parent focused. Included in the presentation is
personal advice based on experiences with our own children and working with students (Figure
4). What I have learned is that as parents, we are not so different. We all want what is best for
our children, manifested differently. Concepts like Family Educational Rights and Privacy Act
are unfamiliar and specific to American university culture; struggle in procuring the necessary
financial resources is not. Assisting in facilitating conversation in small group settings, other
parents can meet and connect. Representing at least 10 different cultures and countries, there is a
cultures (Richardson, 2005). Knowing that God has already written stories in hearts of all his
people, there is an interest in learning more about the cultures He has created. This concept
changes the perspective in how I should be interacting with people. Future growth opportunities
1. Read at least four books per year related to person or people group differentiated from
2. List five facts about each person or people groups that are of interest. Include information
3. Further explore one of those five facts that are of interest. This is done through
4. Share the experience. Social media, book club or other outlets could be useful.
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References
George, B. (2015). Discover Your True North, Revised and Updated. Hoboken, NJ: Wiley.
Keith, K.M. (2015). The case for servant leadership (2 ed). Westfield, IN: Greenleaf Center for
nd
Servant Leadership.
Keller, T. (2012). Every good endeavor. Connecting your work to God’s work. New York, NY:
Penguin Books.
Lewis, R. (2006). When cultures collide. Leading across cultures (3rd ed). Boston, MA:
Livermore, D.A. (2015). Leading with cultural intelligence: The real secret to success. New
Northouse, P.G. (2016). Leadership: Theory and practice (7 ed). Thousand Oaks, CA: Sage.
th
Thomas, R. (2008). Crucibles of leadership. How to learn from experience to be a great leader.
Whelchel, H. (2015, October 26), “What is the most meaningful job in America?” Retrieved
from https://tifwe.org/the-most-meaningful-job-in-America.
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Figures
(Fig. 1. Group picture taken from the top of Angel’s Landing. It was Gina’s first hike!)
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(Fig. 2. From WhatsApp updates sent to her parents. Pictured is Gina and my daughter, Alora.)
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(Fig. 4. Slide and accompanying notes from Global Student Orientation prepared parent
presentation.)
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