Solution Manual for Level Three Leadership: Getting Below the Surface, 5/E – James G.

Solution Manual for Level Three Leadership: Getting

Below the Surface, 5/E – James G. Clawson

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9 The Life and Career of a Free
Spirit: Dee Dee Fisher
Objectives:

The purpose of this class is to help students think about how well they lead themselves. The
case explores the concept introduced earlier of how much does a person live inside-out as opposed to
outside-in.

Case Recommendations

The Dee Dee fisher case is the central case here in order to illustrate how one person learned
how to be a “free spirit” that is, living mostly inside-out instead of outside-in. Some students will
chafe at Dee Dee’s approach—but it’s hard to argue with how firmly she took control of her life and
has managed her life in her own, inimitable way.

Case Teaching Note:

Dee Dee Fisher (UVA-OB-0843TN)

Overview

This undisguised case describes the life and times of a “free spirit,” Dee Dee Fisher. Originally
from the tiny town of Ririe, Idaho, Fisher somehow had the determination and courage, the “free
spirit,” to do things her way, from as early as high school, and throughout her career. This case is a
useful set of materials to help people think about challenging the system (Jim Kouzes and Barry
Posner) or examining their own underlying assumptions about the way things should be (after Albert
Ellis and Mihalyi Csikszentmihalyi). The case describes her life and experiences through age 35, when
she’s wrestling with whether or not to get married (again), where to live, and what to do with her life.
Prior to that, she’d worked a variety of jobs and had successfully introduced a new wellness and
health supplement for women through GNC. The case is accompanied by a CD-ROM containing video
clips of an interview with her.

Topical Areas

This case can be used to explore the following topics: courage in making your own way,
independence, self-leadership, living inside-out instead of outside-in (Exhibit 1), healthy living,
managing relationships, entrepreneurship, and personal and career decision-making.

Objectives
• Learn to live proactively instead of reactively (outside-in).
• Learn to live more courageously in the face of societal pressures.
• See how one person was able to forge her own way.
• Explore the pros and cons of living like a “free spirit.” or as Frank Sinatra sang, doing
it “my way.”
• Explore ways that women can be entrepreneurs.

Timing

I’ve taught this case in a second-year MBA course titled “What Do You Want?” during the
degree program’s final quarter. It’s a way of helping students consider what they want to spend their
lives and careers doing. The case also could be used in organizational behavior, management,
leadership, and human behavior courses.

Student Assignment

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 Reading
The Life and Career of a Free Spirit: Dee Dee Fisher (UVA-OB-0871)
Complete the “Locus of Control” instrument. (L3L 5e Workbook)
Self Leadership (L3L 5e)

Study Questions
1. What do you admire about Dee Dee Fisher? Why?
2. What do you dislike about Dee Dee Fisher? Why?
3. What boundaries did Fisher break that you have not?
4. What do you think Fisher should do and why?
5. If you were in Fisher’s situation, what would you do and why?
6. How much of your life do you live outside-in versus inside-out?

Time Allocation Plan for 60-Minute Class

5 mins. What do you admire about Dee Dee Fisher? Why?

5 mins. What do you dislike about Dee Dee Fisher? Why?
10 mins. What boundaries did Fisher break that most people have not?
10 mins. What do you think Fisher should do and why?
15 mins. If you were in Fisher’s situation what would you do and why?
15 mins. How much of your life do you live outside-in versus inside-out?

Analysis and Student Response

1. What do you like about Dee Dee Fisher? Why?

Here, students have mentioned that they liked her determination, her courage, her devotion to
women and feminism, her willingness to take responsibility for her own outcomes, her ability to
network and meet powerful people, her ability to lose weight, her curiosity, her adventurous nature; in
short, her “free spirit.”

2. What do you dislike about Dee Dee Fisher? Why?

Many students are disturbed by Fisher’s story. Some find her flighty, irresponsible, and
undirected. Some dislike her use of her photo gallery to demonstrate her success in losing weight and
becoming more of the person she wants to be. Her Web site has evolved and may or may not be
available when you teach this class: http://deedeefisher.com/ (accessed 26 August 2006). Some of
the photos of Fisher on this site are “over the top” for some students. Many of the students who
dislike Fisher come from conservative, play-by-the-rules cultures. That is the very reason this case is
useful and provocative. It helps people think about how much of their lives they live outside-in—a
formula for following, not leading, and a formula, as Csikszentmihalyi would argue, for never being
anything more than a vessel transmitting the memes and genes of previous generations on to the
next. I think it’s better to have introduced this fundamental question (from his book, The Evolving
Self) earlier in the course so we can come back to it in this class. I think it’s good to let students who
both like and dislike her have ample opportunity to say why: in the saying their “whys” they are
revealing their VABEs or underlying assumptions, which may or may not be functional and may or
may not be the assumptions they want to maintain as adults. That is the real discussion: Which of
your VABEs (or memes) do you want to Keep, Lose, or Add? (the “KLA” approach).

3. What boundaries did Fisher break that most people have not?

Fisher was able at a relatively young age, perhaps because of her genes, perhaps because of
her surroundings, to challenge authority figures and to search out her own conclusions about life. Her
experience with the Landmark Forum self-empowerment workshop, the grandchild of the famed 1970s
program est. had a big influence on her—and she speaks favorably of it frequently. As for the
boundaries Fisher was able to challenge, the list would include
• Parental support and advice
• School instructions and graduation requirements
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 • Marriage bonds
• Societal norms and mores
• Dietary standards of the day
• Religious instruction and guidance
• Shyness about showing her body in public/on the Web
• Engaging in entrepreneurial activities that she didn’t know anything about

4. What do you think Fisher should do and why?

Fisher faces a number of issues in her current situation: Uncertainty about marriage and her
career; needing something to do in a small town; her dislike of the small town.

5. If you were in Fisher’s situation, what would you do and why?

Fisher has several decisions to make:

• Should she stay with her boyfriend, given that’s it’s been three years and he still hasn’t
asked her to marry him?
• Should she stay in Charlottesville, a small city that she actively dislikes for being so
small?
• Should she try to start another business? If so, what?
• Should she go back into the nutritional supplement industry?

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 6. How much of your life do you live outside-in versus inside-out?

I draw a scale from 0 to 100 on the board and invite students to think about how much they
live their lives inside-out versus outside-in. I don’t ask them for a number, but I do have them begin
to talk about ways in which they worry about what others think. Here are some other ways of asking
this question:
• What do you do to conform to what others expect?
• Describe to your neighbor a time when you changed what you wanted to do or say in
order to fit in and avoid judgment and rejection.
• How do you censor what you say or do to fit in?
• Have you met people who seem to live mostly outside-in? What are they like?

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Chalkboard Plan

Board One
Admire About Fisher? Dislike About Fisher? Decisions She Has to Make

Board Two
Inside-out or Outside-in? Insights?
(see the graphic at the end of this note)

1………………50………………100

Board Three
Boundaries Fisher Has Broken That We Insights?
Haven’t

Board Four
Advice to Fisher?

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Audiovisual

The case is accompanied by a CD-ROM with video clips of an interview with Dee Dee Fisher in
the fall of 2005. The titles of the clips are shown here. There are too many clips to show in one class,
so I invite you to review them all and pick your favorites to assign in advance and/or show in class.

Learning to Make My Way

Relationship with Father (2:29): Fisher describes her father as being supportive, but
emotionally unavailable.

Living Someone Else’s Life (1:08): Fisher discusses how she learned to make decisions based
on her own desires, rather than on what was expected of her.

Getting Divorced (1:19): Fisher talks about breaking the news about her divorce, and
committing to make her own way.

Finishing College (0:52): Fisher says she felt out of place as an older student supporting
herself through college.

Moving to Phoenix (1:43): Fisher recalls selecting the Southwestern city as a place to live, then
taking various jobs to make ends meet.

Relationships

A Second Marriage (1:27): Fisher tells why, on a first date, she agreed to marry her second
husband.

Trying to Make It Work (4:05): Fisher explains that confronting issues together, renegotiating
agreements, and sometimes choosing to part ways are all part of a partnership.

A Third Partner (1:01): Fisher recounts how a chance meeting resulted in a new relationship.

Entrepreneurship

Forming a Company (1:49): Fisher talks about a consulting job that led to starting a business.

My Business Plan (1:30): Fisher describes her business plan for a line of six products for
GNC―products that anticipated market need instead of responding to it.

On My Own (0:52): Fisher describes how, when her second marriage ended, her husband kept
the business, but kept the rights to her own weight loss story, knowing she could market it.

Daily Routine (0:44): Fisher talks about her average day: managing her business and working
out and enjoying outdoor activities two to three hours a day.

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 Lifestyle Philosophy

Purpose of Life (1:49): Fisher tells how she wants people to see that they are in control of their
lives and can choose the kind of lives they have.

Choosing Emotions (1:30): Fisher contends that people can either allow emotions to cripple
them, or see the opportunity to choose how to feel about a situation.

View of the Universe (0:47): Fisher says she believes each lifetime is about learning necessary
lessons.
Willing to Try Anything (1:44): Fisher cites alternative health practices and relationship
agreements as examples of unconventional choices she has made.

“Reverse Integrity” (3:13): Fisher says fear of judgment keeps people from doing what is
necessary to preserve integrity.

Fear of Rejection (3:41): Fisher sees rejection as a part of life, and encourages people to stand
for their own “truth,” rather than merely conforming out of fear.

Get What You Give (0:56): If you approach a person or situation without judgment, Fisher
says, then you yourself will not be judged.

On The Future

Goals for the Future (1:51): Fisher hopes to leave a legacy for homeless children.

On Children (0:53): Fisher would like to have a child, whom she would teach to think for him-
or herself.

Advice for MBAs (1:11): Fisher advises that MBA students always ask themselves why they are
making a choice so that they know they are choosing for themselves, not because family members or
society expect a certain course of action.

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Epilogue

As of March, 2008, Fisher’s boyfriend had decided to leave his university position and begin
looking for a financial investment–related job. In the meantime, he had asked her to marry him, and
she threw herself into planning the destination wedding in the Caribbean. They were going to be
married on a catamaran at sea. Her dress was a one-of-a-kind design as was her wedding ring. By the
end of the month, he had accepted a position at Bain Capital in Boston. Fisher was anticipating that
she would have a much more vibrant lifestyle in such a large city. She was thinking about a number of
entrepreneurial options, including opening a dress shop or a restaurant/bar, organizing a corporate
global services firm that would arrange medical and other care for employees going overseas, and
writing a book. She was also talking about having a child. Mia was born in late 2007. Her husband
was considering other possible career moves including an offer to be the CEO of a company he’d once
helped take public.

In 2010, Matt and Dee Dee were living in Seattle, WA, where Matt had joined an investment
management boutique.

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 Exhibit 1
THE LIFE AND CAREER OF A FREE SPIRIT: DEE DEE FISHER

FoR

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Caselet Analysis

Every morning, Pat got up, made a cup of coffee, read the paper over a leisurely cigarette.
After showering and dressing, he went out the door, turned to the right, got on the subway and rode
the 40 minutes to the station near work. On the train, Pat read from his latest novel. At the base of
Pat’s building, he bought a croissant and another cup of coffee and rode up the elevator. At his desk,
he went through the mail in the inbox and spent an hour responding to overnight emails. Then he
began to dive into the stack of paper associated with his latest project. Mid-morning, Pat looked up.
The clock said 10:23. Thirty feet away, a senior executive 30 years his senior was doing what Pat was
doing only with larger numbers and behind a glass wall. Pat twitched his toes to get some blood back
in them and went back to work. When Pat got home that night, he was exhausted. He prepared a
short meal, heavy on carbohydrates, watched television for an hour and went to bed.

This case is a chance for students to describe how they’d make plans for “Pat” to learn to
“self-lead” that is to take control of his/her life. Several debilitating habits are introduced in the case.
Some of the details have changed, but otherwise, this is a true case. In this discussion, students can
talk about the difficulty of changing habits and of learning to become who they want to become,
regardless of circumstances.

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 Lecture Outline Chapter 9: Self Leadership

I. People tend to be creatures of habit.

a. Level One 75%.
b. Level Two 85%.
c. Level Three 95+%.

Instructor’s Notes:

II. Many if not most people don’t learn from their happenings/experiences, they simply repeat
what they’ve always done.

Instructor’s Notes:

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III. Many people are not mindful of their surroundings or their experiences. They go through life
in a kind of fog. In other words they become too routinized to see opportunities and
challenges.

Instructor’s Notes:

IV. Repetition is both bad and good. It can help you learn things and help you not waste time on
decisions that don’t need to be made daily, but it can also numb you to possibilities and
alternatives—the source of competitive advantage.

Instructor’s Notes:

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V. Because people tend to be creatures of habit, one of the central questions in life is whether or
not you’ll ever be anything more than a vessel transmitting the genes and memes of previous
generations on to the next. You may THINK you’re in charge of your life, but are you really?
Psychologists say that most underlying VABEs about the world are formed in the first six years
of life. How many are really able to re-examine and choose as adults?

Instructor’s Notes:

VI. The definition of insanity, Einstein said, was continuing to do the same thing while expecting
different results. How often do you do this? Every organization is perfectly designed to
produce the results it’s producing. If you don’t like the results, what—if anything—are you
willing to change?

Instructor’s Notes:

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VII. Leading change begins with change in self. If you cannot lead/change yourself, how could you
expect others to do the same?

Instructor’s Notes:

VIII. Becoming a “transcender” means becoming a person who is able as an adult, when they are
no longer a defenseless child, examine their core beliefs (VABEs) and choose what to keep,
lose, and add. This doesn’t mean trashing them all. But it does something much deeper than
a simple, “what do I believe? Oh yeah, that’s right.”

Instructor’s Notes:

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Solution Manual for Level Three Leadership: Getting Below the Surface, 5/E – James G.

Exam Items

1. What is a transcender? (see previous page)

2. How much of human behavior is habitual?

a. We don’t know exactly, but 1,200 managers worldwide say 75%, 85%, 95+% at
Levels 1, 2, and 3.

3. Insanity is … (doing the same thing while hoping for different results.)

4. Every organization is … (perfectly designed to produce the results it’s producing.)

5. Change begins with … (self. If you can’t change yourself, how can you ask others to?)

6. What’s the difference between a “happening” and an “experience?”

a. (Happenings pass through our systems undigested, while happenings become experiences
when we chew on them, digest them, make sense of them, and fold them into our world
view.)

7. What’s the most important question in life?

a. (Will you ever be anything more than a vessel transmitting the memes and genes of
previous generations on to the next?)

8. What is it that enhances your energy level?

9. What is it that drains your energy level?

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