Chapter 8

Metaforming: Reconstructing Metaphors

And if a mental picture’s all I’ve got, to go on

For a while or more

Girl you know I’ll always think of you, think of you

Yes if a mental picture’s all I’ve got, to go on, I know

You’re a picture to remember.

—Jon Secada, Words and Music, 1994

Putting a metaphor together is what I call metaforming. It is a creative process, which involves reconstructing the elements of the metaphor in such a way that it makes sense and creates a mental image that is easily understood. This is what I call “Picturesquing”—the “act” of creating a mental image that evokes some emotional response. The response could be shock, joy, fear, or any number of appropriate responses. Picturesquing is an activity that requires the metaformer, the leader, to mentally assemble the metaphor in such a way that the attributes provided by the vehicle are believable and provide the needed value to the target. “The puppy fought off the coyote like a ferocious lion.” The picture here is of a lion with its hair up on end, claws slashing about, and sharp teeth snapping. The target, which is the puppy, receives these attributes that takes it from implied puppy cuteness to that of a roaring lion. You could replace the lion with the image of a cornered cat: “The puppy fought off the coyote like a cornered cat.” Although this is an appropriate metaphor, it does not carry with it the image of conquering greatness.

Now, let’s consider some leadership metaphors. “The leader is a blade of grass.” At first it would seem this is a metaphor with very little substance; however, let’s picturesque this to gain a better understanding of the image that it is projecting. We have to ask ourselves, “What is the attribute or attributes that are implied by the leader?” A blade of grass is flexible; it bends with the wind. It is growing among other blades of grass. It has roots that nourish it. It can spring back after being walked on. Can you see the leadership attributes implied here? Flexibility, growth, leadership, and the ability to bounce back after a setback are seen as critical attributes for leaders. We can picture the blade of grass that is seemingly insignificant, standing tall but flexing in the wind, bouncing back after being trampled upon and continuing to grow after this kind of abuse.

Transcendenting

One critical aspect of metaforming is transcendenting. This is the act of bringing the metaphor into current reality. It is drawing upon the image of the attributes and comparing them with the target to see if they are within the limits of possible experience or knowledge. In other words, does the picture represent the possible? Is it believable?

In the previous example, although we would never accept a literal translation of the leader as a blade of grass, the metaphor makes sense when the visual image is magnified by the comparison of the attributes of flexibility, growth, and resilience. It is within the realm of possibility insofar as it characterizes attributes of a good leader. We are able to bring the metaphor into our current reality by considering the transcendent nature of the comparison between the leader and the blade of grass.

Priming

Another metaforming act is that of “priming.” This is the act of creating a benchmark through the use of a metaphor that exemplifies the very best or very worst of something. Metaphors by their very nature are meant to move us to the limits of comparison so that our minds are stretched to include the possibility of a new way of looking at something. Consider, “Leaders are lamps.” At first this would seem ludicrous. What does it mean, “Leaders are lamps?” It would seem that this is far outside the realm of possibility. However, on closer examination we know that lamps typically have a shade that softens the glow as leaders must sometimes soften their approach to leading others when circumstances dictate. Lamps are turned off and on just as leaders move to action based upon external forces. Lamps are usually placed at the edges or corners of a room only to be seen or used in times of darkness. Leaders are effective when they allow others to function and only when needed do they bring leadership to the situation. Finally, lamps come in different shapes and sizes just as leaders come from all races, genders, walks of life, and physically different from each other.

What about, “Leaders are pudding.” Well, now we have a comparison that would be difficult to defend as within the realm of possibility. Pudding is usually served cold. It is eaten with a spoon. Good pudding doesn’t have lumps unless it is a tapioca pudding. It is very difficult to see the possibilities here. There is no benchmark or priming in the comparison of leaders and pudding. No one would get a sense that becoming a leader is of any value. They would not be motivated to follow this kind of leader, nor would they see the need to be led.

Emotive Force

Good metaphors have behind them “emotive force.” This means they are able to reach into our basket of emotions and draw out a response that causes us to laugh, cry, sigh, exclaim, and become filled with excitement. When we are confronted with a metaphor that causes us to respond in this way, a memorable event takes place. We are more likely to remember a metaphor that has an emotional response tied to it. This metaphor is said to have emotive force. Consider, “Leaders are elephants circling the pack and protecting the young.” This metaphor uses the attributes of leaders as protectors, bold, wise, and watching for intruders. The emotions or emotive force that we sense is that of calm, safety, and protection.

However, consider, “Leaders are cotton candy.” The attribute that is implied here is that cotton candy is soft and sweet. Although it is in the realm of possibility for a leader, it does not evoke an emotional response unless you include that of disgust. Emotive force is a critical element in metaforming. It is what gives metaphors strength, memorability, and makes the comparison interesting. These metaphors keep our attention.

Zipping

Metaphors that are too complicated lose their ability to be effective. Including too many attributes or using vehicles that are too complex creates a sense of mental gymnastics in the mind of the listener. The concepts come too quickly and are too dense to properly interpret and therefore become ineffective. Leaders who complicate their message in this way stand to lose the attention of their followers. They get lost in the message and lose focus for the vision.

I use the term “zipping” to refer to the process of bringing the complicated down to understandable terms. This is a primary function of metaphors. They should always make something that is complicated easy to understand through the process of zipping and should also make them easy to remember through engaging emotive force.

As you’ve probably already guessed, zipping is taken from the act of downloading a large computer file that has been compressed into a zipped file to reduce downloading speed and storage space. It contains all the elements of the original file but without the complications related to size. When the file is opened later, everything is there ready to be used, manipulated, or deleted.

Consider the metaphor, “Leaders are metaphysics.” First of all, metaphysics could never be explained without some expanding remarks addressing specific attributes. Secondly, metaphysics lacks emotive force and therefore is not memorable. A zipped file of metaphysics would be simply too large to mentally digest and would lose the interest of the listener.

Now consider the metaphor, “Leaders are a box of assorted chocolates.” Assorted chocolates presented in a box contain many attributes but the attributes are not so complex that the idea is lost. Chocolates are placed in individual tray indentations just as leaders each have their place in their organization. Assorted chocolates are different, representing that leaders come in different shapes and sizes. Assorted chocolates also have an emotive force in that we typically get excited when trying to choose our favorite chocolate from the assortment. There is also a sense of anticipation with that first bite. Excitement and anticipation are emotions that most leaders hope their followers feel when they carry out the vision of the organization.

Metalating

Transcending language and cultural barriers are significant hurdles for leaders who must communicate outside of their first language. I call this activity, “metalating.” Metalating means forming metaphors that are understood in the language being spoken or the culture that one is relating to. The act of metalating is difficult at best. It requires fluency in the language being spoken and an in-depth understanding of the culture.

Within cultures there are many subcultures wherein a particular metaphor would be highly effective with one group but be offensive with another. It is not my intent to go much further into this but only to say that if one must lead in a second language, it would behoove the leader to be careful with the use of metaphors.

Snapshooting

Sometimes less is better. Metaphors that can be conveyed in just a few words can have significantly greater impact than if they are long and drawn out. I call this “snapshooting.” Simplicity can magnify the emotive force of a metaphor by causing the listener to focus on the key attribute being conveyed. Consider this metaphor, “Leaders are thunderstorms.” This metaphor has several levels of attributes but the sense is not lost in them. Thunderstorms can come on quick and explosive much like leaders who need to act in emergent situations. Thunderstorms bring needed relief in the form of rain much like leaders who bring relief through inspiring, encouraging, and building up the faith of followers. After the thunderstorm there is usually a time of calm and reflection much like there is when a leader and his or her followers have overcome their challenges. All of these images are conveyed in the metaphor of a thunderstorm. The listener gets a snapshot of what is meant to be conveyed about leaders. It is clear and compact and has emotive force and brevity.

Learning Reinforcement Exercise

Draw an arrow from the title to its correct definition:

Answers: