5 questions to inspire loyalty, motivation, and initiative 

Have you ever had your patience sorely tested by an overly inquisitive child? You know the type: No matter what you say to them, they always respond with the same question:  Why? 

Is it simply the repetition we find so annoying, or is it something more than that?  Maybe it’s our own insecurity over not having adequate answers to their questions. Or perhaps we’re disappointed with ourselves because, somewhere along the way, we’ve lost our own sense of curiosity and wonder? 

To be more generous, that annoyance might actually be a sign of our own maturity.  At some point in our intellectual development, we realize we can’t know everything. Once that happens, we subconsciously shift our focus to prioritize which information we deem important enough to acquire and process. 

In contrast, children are sponges, absorbing everything. They flourish under the guidance of responsible teachers well-trained in the established principles of pedagogy.  But eventually, we outgrow the pedagogical methods that foster cognitive growth in young people. Our success in the next stage of development depends on this week’s addition to the Ethical Lexicon: 

Andragogy (an·dra·go·gy/ an-druh-goh-jee) noun 

The method, technique, and practice of teaching adult learners; adult education. 

It was education visionary Malcolm Knowles who adopted and developed the principles of andragogy over half a century ago.  Expounding on the self-motivation essential for adult learning, Knowles said: 

“This fact makes the task of every leader of adult groups real, specific, and clear: Every adult group, of whatever nature, must become a laboratory of democracy, a place where people may have the experience of learning to live cooperatively. Attitudes and opinions are formed primarily in the study groups, work groups, and playgroups with which adults affiliate voluntarily.” 

It’s more than a cliché that the answer is almost always in the room. By engaging people with diverse viewpoints in pursuit of knowledge and wisdom, in purposeful enterprise, or even recreationally, we expand our experience while gaining new insights about others and about ourselves. Implicit in Bob Dylan’s observation that “he who is not busy being born is busy dying” is the awareness that learning is part of living. 

Steve Graham, president of Valiant Coaching & Talent Development, LLC, lays out the key pillars of andragogy, which include: 

A maturing self-concept: “In which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” 

Increasing experience: Provides a wider and deeper reservoir of reference points for more reliable intuitive understanding and decision-making. 

An increasing readiness to learn: Empowers us to step into new roles by recognizing what information we lack and seeking out the knowledge we need to handle unfamiliar situations and responsibilities. 

A shifting application and orientation: We work out how to solve problems as we encounter them and immediately apply acquired knowledge to next-level challenges. 

An internal motivation to learn: This has popularly become known as a growth mindset. Instead of being compelled to learn, adults cultivate the desire to know more about the world and to understand more deeply while developing new skills and talents. 

A solid application of andragogical principles produces a more mature understanding of self, greater empathy, and respect toward others, a more dynamic attitude toward life in general, a more responsive and less reactive approach to challenge and conflict, as well as the confidence and competence to affect positive cultural and societal change.  

Leadership and education are not synonymous. Yet leaders teach by example, whether they choose to or not. Creating a culture built on the values of inquiry, self-improvement, and personal growth will naturally encourage your people to pursue the greater knowledge and deeper wisdom that promotes self-mastery.  Providing them with the tools and resources to turn the desire to learn into action will earn you loyal, motivated, and highly competent followers. 

To assess whether you’re sending the right message to your people, ask yourself the following questions: 

• Do my people feel comfortable voicing concerns and asking for clarification? 

• Do they try to solve their own problems or wait for someone senior to tell them what to do? 

• Do I praise and reward initiative and innovation as much as meticulous adherence to protocol? 

• Have I provided engaging opportunities for learning and development within the structure of work time? 

• Does my work community project a sense of enthusiasm or drudgery? 

An andragogical culture is alive and vibrant, buzzing with the same positive energy that emanates from every healthy, living thing.  If you feel the electricity of continuous growth, that’s a good sign that you’ve fostered a work environment driven by excitement and purpose. But if that feeling is lacking, it may be time to ask questions and find new ways to motivate your people to challenge the status quo by expanding their horizons. In all likelihood, they will rise to the occasion, and the benefits will become obvious almost overnight.