Exploring Mental Models of Leaders
and Groups

Beginning in childhood, individuals try to make sense of their experiences and to devise ways to survive. Attempting to make sense out of a chaotic and complex world, they interpret their experiences and draw conclusions about what they observe.  They then make assumptions about every aspect of the world – themselves, others, words, concepts, institutions, and even nature. These assumptions coalesce into mental models. Assumptions and mental models lie beneath the level of awareness and shape behavior. Because they escape examination, mental models become rigidly entrenched within the psyche as absolutes. As such, mental models impact the quality of our service as leaders and groups. 

We make assumptions about every aspect of the world – ourselves, others, words, concepts, institutions, and even nature. 

Examples of unhealthy mental models of leaders about group members that impact the quality of the leader-group partnership: “I believe I am expected to always be in the giving role as leader and should never expect to receive any acknowledgment from the group.” “Leading is a duty that I have to do, not something I want to do.” “I get angry at group members when they don’t express appreciation for my competency and long hours, especially when they highly praise a fellow group member for doing what I consider a rather small task.” “I believe groups take me for granted and don’t see me as a human being.” “I am disappointed with group members because they are self-preoccupied and don’t do their part in creating a cooperative, competent, and happy group.”

Examples of unhealthy mental models of group members about the leader that impact the quality of the leader-group partnership: “Being a group member means I have to sacrifice what I want for what the leader wants.”  “It’s okay for me as a group member to criticize the leader either in front of the group or outside the group but it is NEVER okay for the leader to criticize me as a group member.”  “The leader should never express any negative emotions.”  “If I feel the leader is incompetent, I have a right to resist his or her leadership without explaining my motives.”  “The leader represents authority to me and unless I resist the leader, I will be at the mercy of the leader’s decisions.”

When we can bring our key assumptions about leaders and groups to the surface for examination, we can become aware of our unhealthy mental models instead of allowing them to inform our leadership and group life subconsciously.

Examples of unhealthy mental models of group members about other group members that impact the quality of the leader-group partnership are: “I like to give advice to other group members because I believe I know what is best for them.”  “Groups are not safe to be in as group members are condescending.”  “Group members only think of themselves and not others and they don’t appreciate me.”  “Other group members do all the talking and don’t see me as a human being with a voice.”

Emptying Out My Mental Models of Leaders
and Groups

Directions:

The purpose of this exercise is to bring your key assumptions about leaders and groups to the surface for examination. To assist you in identifying these unhealthy assumptions, recall times in your life when, either as a leader or as a group member, you felt frustrated, superior, incompetent, bored, prideful, or rejected.  Identify and acknowledge at least five mental models for each question. Use the examples of mental models above to begin your self-inquiry of your own mental models.

1. My mental models as a leader of a group about group members are:
   
   
   
   
   
   
   
2. My mental models as a member of a group about the group leader are:
   
   
   
   
   
   
   
3. My mental models as a group member about other group members are:

Reference: Susan S. Trout, PhD, The Clarion Call: Leadership and Group Life in the Aquarian Era. Alexandria, VA: Three Roses Press, ©2009

Disclaimer: The Institute for the Advancement of Service does not provide medical or mental health care. As such, practices, courses, and study programs are not intended to be psychotherapy, medical therapy, or a substitute for either one. Participants are required to assume self-responsibility for their wellbeing by seeking, when appropriate, psychological and medical professional care.