Travelling clockwise around the Enneagram symbol, we reach Type Three. Threes are commonly known as “Entrepreneurs,” “Achievers,” or “Producers.” We call the Three school leader the “Attention-Seeker,” or, more accurately, the “Achievement-Seeker” since that name precisely targets their motivation for achievement-recognition. From our experience, many Threes are, or aspire to be, school district superintendents or in other district supervisory roles. Threes thrive in decision-making positions where they can effect change, but specifically, change that shines the spotlight on them and their achievements and, when they are healthy, on their schools and school districts.
Motivation: the Achievement-Seeker's gift
Because of the Three’s desire for “achievement attention,” effective Achievement-Seeker leaders seek new ways to motivate the change agents they supervise--their faculty, staff, and team members. When Threes are healthy, they tap into their uncanny ability to say and do exactly what their “audience” needs from them at the current moment to achieve workers’ maximum performance levels, no matter the stakeholder group. Achievement-Seekers can effectively communicate with and lead board members, parent groups, support staff, teachers, principals, transportation workers, etc. in the span of a few hours and never skip a beat. This ability makes Achievement-Seekers well suited for high-profile positions that call for strong public relations skills.
However, this very strength may become a weakness when the Achievement-Seeker needs to do inner work. Some Threes so masterfully “play the necessary role” at any given moment that over time they lose a sense of true self. Also, we have witnessed many Threes struggle when attempting to determine their Ennea-type. The Three will adamantly deny his defining character traits—because the Three defines himself by his family, work, or accomplishments—while all around him his colleagues recognize the truth. Achievement-Seekers do not do this intentionally, and this “loss of self” may be countered with mindfulness practice.
And let’s be candid: the Three wants approval. The desire to be liked is natural and human; however, initially Threes view this desire as a sort of failure … and failure is what Achievement-Seekers must avoid.
Achievement-Seekers perceive each moment at school or in the office as an opportunity: for reform, for positive publicity, for achievement, and for the spotlight. And when all those happen simultaneously, Achievement-Seekers thrive.
The Type Three’s overwhelming desire for achievement can, of course, adversely affect her own work environment and inner life, as well as the work environments and inner lives of those she supervises. Of all Ennea-types, Threes have the greatest penchant toward workaholism. (All types have that potential, tied to their individual motivations, but we have found it strongest in Type Three school and school district leaders.)
An Achievement-Seeker’s school or workplace might look like this…
- Highly motivated teachers, staff members, and students working together to achieve the Three school or district leader’s clearly-articulated, achievable goals.
…or this…
- Teachers, staff members, and students at points of frustration because the Three school or district leader a) lacked patience to effect deep, meaningful reform and piled new goals and programs on top of old ones; or b) began working unwarranted long hours in attempts to reach unachievable goals … or in hopes that the “spotlight” would shine on them, and that others would mistake their futile efforts as focused, diligent work.
Forgotten emotion and competition
Like the Type Two (and along with Type Four), the Three is part of the “Feeling” or “Heart” Center. Unlike The Two and Four, though, the Three does not outwardly express his own emotions. As family and work have replaced his definition of self, performance and busy-ness has replaced emotional expression. And because performance and goal-achievement is the Achievement-Seeker’s self-definition, she can run the risk of becoming competitive with colleagues, self-promoting her own efforts, and deceptively undermining others, creating a toxic school and work environment.
Additionally, when the Three goes to Nine—when star-making initiatives and reform efforts fail, fail to make adequate progress quickly enough to gain attention, or contain even a risk or possibility of failure (particularly when facing an emotion-charged issue)—he disengages as an instructional leader, leaving others to pick up the pieces or troubleshoot without him.
Alternatively, the healthy Achievement-Seeker redefines success and accomplishment: the Three goes to Six, and she basks in the team’s achievements instead of simply personal ones. Pride of and for the group then trumps narcissistic, self-glorification.
Practices for wholeness: Acknowledging emotions and seeking self
To maximize their health and effectiveness, Threes should first take time to acknowledge (or find) their true selves. Clearly defining his own personality in terms of his hopes, fears, and desires allows the Achievement-Seeker to remember those once-forgotten emotions in healthy ways, and also gives him a real sense of self (instead of a sense of self defined by others or accomplishments). Achievement-Seekers can practice healthy interdependence by seeking advice and assistance from others on their instructional team, and by giving others due credit when they earn it. Threes can also intentionally schedule time for selves after the workday, and leave work at appropriate hours whenever possible in order to engage in beneficial mental or physical activity.
Finally, Achievement-Seekers should take time during the workday to sit in silence and simply be. Silence-sitting cultivates the necessary patience required for so many long-lasting, meaningful school reform efforts.
The balanced Achievement-Seeker who has a clear, focused sense of self really can be the goal-oriented, achieving superstar of schools and school districts. And all under her supervision – from school board members, to teachers, to students – happily benefit.
Look for additional profiles of other Enneagram Types as school leaders in coming weeks. For other Type profiles, look here. For a complete list of Enneagram resources, check the Enneagram links on the left-hand side of this page, and visit our Services page to learn about the wide range of CLS workshops available for leadership and professional development.
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