By Mac Bogert
When I arrive to lead coaching or learning sessions for a new client, I often spend time walking around the facility and listening. Much can be learned from how people speak to one another, from their body language, and from whether the environment feels relaxed or tense. As a lifelong musician, I frequently describe what I observe in terms of rhythm and tempo. A better word might be cadence—the flow of rhythm. Thinking in terms of cadence helps me understand my approach to leadership, refine my communication, and direct energy toward better learning. Grasping cadence can amplify our impact, whether we’re facilitating a retreat or teaching a class.
Leading
In the day-to-day rush, it’s easy to lose sight of the cadence of our leadership role. Are we truly leading, or are we merely putting out fires? Do people approach us freely and openly, or only when required? How do we know whether our leadership cadence is healthy and forward-looking rather than reactive?
First, recognize the tension between managing and leading and aim for balance. Managing often lives on the “pushing” end of the spectrum—following up, completing tasks, assigning work, scheduling, and holding people accountable. Leading sits on the “pulling” end—modeling behavior, listening, inviting feedback, and treating others’ ideas as resources rather than obstacles. The productive middle ground resonates with delegation, strategic thinking rather than only tactical action, and carving out time to reflect on the ripples our actions create.
Second, keep the center of the Venn diagram in mind. Each action in any organization—be it a school, district, family, church group, community organization, government agency, or company—has effects beyond its immediate aim. For example, pressing a team or class to finish an overdue project focuses on product. That push also affects process—people’s sense of autonomy and accountability—and influences people—the assumptions members have about their relationships with one another and with leadership.
When the cadence of our interaction leans too heavily on one area, ask questions that restore balance. “What are we accomplishing, and what’s holding us back?” is a clear product question. “How might we create options to rethink our approach?” is a useful process question. “What about our relationships needs attention so the group feels more heard and transparent?” is a powerful people question. Simple, targeted questions help recalibrate focus and keep the team moving forward in a healthy rhythm.
Language
Our voice is an exceptional instrument of influence. Yet too often we use it merely to transmit thoughts rather than as a crafted tool. Here are three ideas to help you use, as John Ciardi put it, “the voice that is great within us.”
First, remember that more is not better. Often the clearest path to understanding is to stop explaining. Practice a brief explanation followed by a pause for questions—this checks for understanding and prioritizes listening. That is the cadence of clarity. The same applies to presentations: less is more.
Your voice is a tool you carry with you—develop it.
Second, cultivate a personal dictionary of questions. Use open questions such as “What have I missed?” or “Do you have experience that sheds light on this?” Use closed questions to summarize and confirm—for example, “Do you think that will generate support?” Avoid chaining closed questions, which can create the illusion of problem-solving while narrowing possibilities. (A useful list of open questions is available for reference in the original article.)
Third, learn to use your voice more intentionally. A few vocal coaching lessons can have outsized benefits. Think of how often you’ve tuned out a monotone or lifeless speaker—your audience does the same. A simple tip: when addressing a room, project your voice toward the far corner so everyone can hear you; you don’t need to shout. Ask yourself, “Why am I talking?” and “Why am I still talking?” Value silence and pauses—they give meaning to the words around them. In short, treat your voice like a musical instrument.
Learning
Learning is constant—our brains are always taking in information, even during sleep. There is a cadence to effective learning, both for ourselves and for those we lead.
Balance linear learning with expansive learning. Linear learning builds skills and knowledge directly tied to work, such as spreadsheet training or policy updates. Expansive learning explores tangential areas that pay dividends in unexpected ways. For instance, I took an acting class that dramatically improved my presentation skills, and an airbrush class that helped me shed a long-held belief that I wasn’t creative. Those tangents freed me to design sessions more boldly and with better results.
Don’t be wedded to linear learning. Expand in many directions.
Also remember that people learn differently. As Oscar Wilde advised, “Be yourself. Everyone else is already taken.” We tend to fall into our own learning cadence and risk leaving behind those whose pace or style differs. Offer space for individual work and for varied group approaches. Instead of the routine, “Are there any questions?” try saying, “I’d welcome a really challenging question now,” and be prepared to wait for thoughtful responses.
Some learners need concrete detail; others prefer big-picture thinking. Some think literally; others respond to metaphor. Explore these differences and create a safe environment where varied learning styles can surface without judgment. Being attentive to diverse learning preferences boosts retention, deepens insight, and strengthens relationships.
Finally, seize every chance for a quick “What did we learn and how could we improve?” at the end of meetings, discussions, or planning sessions. It needn’t be elaborate—a brief thumbs-up, thumbs-down, or a short comment will do. Small, regular reflections cultivate a cadence of continuous feedback.
As we become more attuned to the cadence of our interactions, we naturally listen better, pay closer attention, and create stronger alignment with those we lead—whether in the classroom or the boardroom.
To listen to a podcast with additional insights, click the link below:
http://learningchaos1243.audello.com/podcast/1/
About the author
Mac Bogert is president of AZA Learning and a regular columnist for the Learning Counsel. He began his career as an English teacher and has spent the past 25 years exploring the intersection of leadership and learning. Outside of his professional work, Mac is a musician, professional actor, yacht charter captain, staff development consultant, curriculum designer, and the author of Learning Chaos.
This article was originally published by The Learning Counsel, a research institute and media organization focused on the transition to digital curriculum in education.