A634.1.6.RB- The Buck Starts (and Stops) with You!

Many believe that management education has contributed to the systematic failure of today’s leaders. This hits close to home for me, or at least close to my college home. I graduated from Mississippi College, the same alma mater of Bernie Ebbers, a little less than one year after he drove himself to federal prison in Louisiana to begin his sentence. This is quite ironic that Mississippi College, a Christian College and an overall fine institution, happened to be the institution of choice for one of the most notoriously corrupt. Regardless of being in the same alumni pool, I am still proud of “MC”.

Scandals have repeatedly rocked the business world causing a lot of questioning over the effectiveness of Business Schools; accusing that they do not teach and instill critical thinking and moral reasoning which is why MBAs made “the shortsighted and self-serving decisions that resulted in the current financial crisis” (Podolny, 2009, para. 2). The tirade against business curriculum does not stop there.

Fact is, so deep and widespread are the problems afflicting management education that people have come to believe that business schools are harmful to society, fostering self-interested, unethical, and even illegal behavior by their graduates. How did we get into a situation in which MBAs are part of the problem rather than the solution? (Podolny, 2009, para. 9)

If those in Business Schools are so bright and so wise, what can be done about this? This is also something quite personal to me as I am a graduate student in a business program.  Plus I work in higher education as an academic advisor. Education is something I love and believe in. I do not want to see something as beautiful as learning become tarnished by some very terrible examples of those who abuse their knowledge and abilities. Just because you can do something does not mean you should.

I would like to take a moment, though, to argue that fault cannot fall solely upon academia; that societally we need to take responsibility. Business schools do not tell people to go out and doing unethical things. “Business schools cannot be expected to assume total responsibility for ethical debacles in corporations and throughout the business world. Education is hardly the sole determinant of human behavior, and responsibility for ethics education is not the exclusive province of business schools” (Ethics, 2004, para. 3). Business schools are merely providing the tools to be successful in the business world, perhaps a little too well if these skilled individuals are able to pull off such elaborate schemes.

This is like blaming a school for superheroes for circumstances in which villains are born or blaming churches for those who attend and yet commit unthinkable crimes that also happen to be sin. Blame is easy when it is one sided. But when you point one finger, several point back at the accuser. I believe corporations in conjunction with business schools need to be responsible for setting standards of what is acceptable and desirable and partnering together to make it possible. “Many companies say completing an ethics course won't make or break a hiring decision—especially since firms tend to offer their own training for new hires” (Korn, 2013, para. 16). It is going to take companies anticipating a possible ultimate demise, that they could become the next WorldCom or Enron, prior to any warning signs of a problem and the belief that an internal training program alone cannot be the final say in preparation. Regardless of whether it is during Business School or internal training on the job, one cannot guarantee better results than another. It is a package deal. “But whether coverage of material equates to demonstrable learning outcomes is another issue” (Buchko & Buchko, 2009, para. 14).

Surveys conducted by the Aspen Institute, a think tank, show that about 60% of new M.B.A. students view maximizing shareholder value as the primary responsibility of a company; that number rises to 69% by the time they reach the program's midpoint. Though maximizing shareholder returns isn't a bad goal in itself, focusing on that at the expense of customer satisfaction, employee well-being or environmental considerations can be dangerous. (Korn, 2013, para. 6-7)

With that said, looking at ERAU’s MBAA degree program, it is strongly focused on quantitative skills and does not focus so much on the “softer skills” required as part of the core curriculum of the Master of Science in Leadership or the recently redeveloped Master of Science in Management, for example. I believe each area has its own unique purpose, but that perhaps an increased emphasis could be placed on the areas lacking by those who decry MBAs as not having a holistic approach. I do not believe it is uncommon to have such a strongly envisioned focus for MBA programs. If the business world embraces the need for programs like the MSL or MSM maybe the MBA would change its tune to accommodate having the best of both worlds. Until then I do not see why a zebra would change its stripes.

Luckily there are always pioneers amongst us. “Some schools are experimenting with a more integrated approach.  Boston University's School of Management is introducing a required ethics course for freshman business students, and is also tasking instructors in other business classes to incorporate ethics into their lessons. It may also overhaul a senior seminar to reinforce ethics topics” (Korn, 2013, para. 10). There are other schools, I learned recently in the discussion board of my current class, MSLD 634, that Babson College developed a curriculum called Giving Voice to Values. There are Business Schools out there who are trying to make an impact and make a difference. How long will it take until those who decry MBAs take notice? Or rather, what is it going to take to notice that there are leaders who are both capable and ethical? If my predictions are correct, for real change to happen it will take those who do the hiring of those who receive the Business School degrees to refocus on what they are looking for in the real world.

References:

Buchko, A. A., & Buchko, K. J. (2009). So we teach business ethics-do they learn? Journal of Business Ethics Education, 6, 119-146. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/851623201?accountid=27203

Ethics Education in Business Schools. (2004). Retrieved March 28, 2015, from http://www.aacsb.edu/~/media/AACSB/Publications/research-reports/ethics-education.ashx

Korn, M. (2013, February 6). Does an 'A' in Ethics Have Any Value? Retrieved March 28, 2015, from http://www.wsj.com/articles/SB10001424127887324761004578286102004694378

Podolny, J. (2009). The Buck Stops (and Starts) at Business School. Retrieved March 28, 2015, from https://hbr.org/2009/06/the-buck-stops-and-starts-at-business-school

A632.9.3.RB- Role of Emotion in Decision Making

Anyone who gets to know me should infer quickly that I am an extremely expressive person. When I talk to students on the phone one of my best cubicle mates sweetly laughs at me and asks me after I hang up if I am “soooo excited”.  I easily get caught up in the positivity of cheering my students on because I want them to reach their goals and I think being uplifted is the best way to have the energy to that. I also get “so excited” when there are new changes that are beneficial that I want to tell them about. I say that quite a bit. I like being excited, it is fun and it is so much better than the alternative.  I am also guilty of because I wear my emotions all over my face, in my body language, and all over my sleeve. Poker face? I don’t have one. There are times when I get so scared that I picture my whole body locking up as if I am trying to hit the brakes only to continually being propelled forward into the future although I have my feet flexed and my heels dug in because you cannot hit the pause button on life. When it comes to decision-making emotions can stifle us if we let it take over. On the other hand, positive emotions can take us the extra little bit to get us to where we are going.

June 2013 I had a big decision to make. I heard of a great opportunity to become an advisor at Embry-Riddle Aeronautical University. I had always dreamed of being an advisor but never really thought about how to make it happen. One day I was sitting at work and I learned about an opening. I loved my job but there were things that simply were not growing me anymore. Loyalty is a huge thing for me but at what point do you limit your potential to help others and better yourself? I also had zero academic advising experience and knew this was a highly prestigious organization… everyone will want this job. There were at least one hundred applicants and the posting was pulled off the site. I landed a phone interview and knew it was important to make a really great first impression. I made it through that round and had to do a panel interview with the entire graduate team. The director plus all of the advisors added up to seven people. There were many candidates; I think maybe seven in this round. I was the last to be scheduled.

I had a decision about how my interview would go and what I wanted to show the graduate advising team. One of my best assets is my personality and I went in ready to put that fully in the spotlight. Although the odds did not seem in my favor I felt so confident about the decision to join this organization and that I was the right candidate. Most people that I know say they despise interviews but my attitude was really focused on being positive. I was hopeful to have a new opportunity, enthusiastic about the organization and what I could bring to the position, and composed because I felt ready like all signs were pointing to this outcome. After the fact once I received the position the grad team has told me that it was hands down the best interview they had experienced, that it felt natural and my personality really shown through. In their mind there was someone already selected but that I came in and knocked it out of the park and that it was clear I would be a good fit. I am so proud of this moment in my life. I really think that my emotions about the decision made the difference. There is a difference between confidence and cockiness, I just wanted to share my light, happiness and enthusiasm and this was really everything that mattered. Professor Baba Shiv of Stanford says that confidence matters and that it makes the difference in the fruition of our dreams (Shiv, 2011). I completely agree.

I have had other times when I have not felt confident, but rather quite the opposite. It is so strange what a difference a year can make. I began my graduate studies January 2014. I am coming to the conclusion of my sixth graduate class that began January 2015 and in a matter of days and will officially be at the half way point… I will be “half a Master”! I have dreamed for a long time about receiving a Master’s degree and never really thought that it was possible. In high school I had a hard time. It was not that I was not bright; it was just that things didn’t always click, especially with math. I almost did not graduate from high school because of my poor math abilities. Sadly at this time in my life “smart” was not something I heard. No one called me that. It made me devastatingly sad. This made me feel like college was an absolute impossibility and would be an uphill battle to try to make it. I spent the entire summer before my freshman year playing academic trivia online and studying the school catalog. I wanted to be prepared. My mantra is “fail to prepare, be prepared to fail.” After my first semester at Holmes Community College, in a different state where no one knew me and I had a fresh start, I could not believe I earned straight A’s for the first time in my life. This changed everything for me and I graduated with a Bachelor’s degree with honors not too long after. The attitude and perception toward my intelligence changed to “oh you are smart so everything is easy for you” and other endorsements of full confidence.  The world works in strange ways. Yet I still had this unnerving idea that this was a fluke and not a testament to my true capabilities.

When I started at ERAU the question I got asked quite often was if I was going to start a Master’s degree and which one I would choose. I mean, I was interested! It was not my reason for being there but it would be a terrible waste to pass up an extraordinary opportunity. I probably would have waited forever just sitting and merely being interested without Annamarie Garcia. She really gave me the push I needed and sold me on the idea of the Master of Science in Leadership. What she told me really made me believe it was perfectly made for who I am. I am not sure I would have made this choice without her mentorship. Actually, I am not sure I would have made a decision at all.

Even during the application stage I felt ice cold dread that I could not do it. I was apprehensive that I would not be able to be successful, I felt uncertain about myself, and I felt doubtful and unprepared. I had the great fortune that soon after I had applied and was accepted to have a chance to meet the wonderful MSLD core group of instructors. I recall Dr. Watkins asking what I was nervous about. The only answer I could muster was APA and that I had only written in MLA style. I also had the great fortune of speaking with Dr. Earnhardt, coincidentally about McAlister’s sweet tea, a college staple when I lived in Mississippi. I was surprised he knew what that was. From that conversation we had built a rapport and then spoke in depth about the program. He is a terrific example of leadership and that is something that resonated with me because that is what I try to do with my students as an advisor and what I want to be able to give to others once I complete this program.

I would say it was a rough take off when I began the program, though. There was a great deal of turbulence once I began my first class because I still had low confidence because I did not know what to expect and how my work would be received, if it would be perceived as scholarly or not. Because my confidence was low and I doubted myself it did not make things easy for me or for others. I remember crying for probably the first five weeks and I made myself miserable. When I took on the role as a student again it felt like shock to my system and role confusion. It takes a lot of dedication to decide that after work and on weekends this is how you want to spend your time. There are things that have to take the back burner to make certain dreams possible, but once again, this is a choice. I was scared all of the time. I remember contemplating up to the very last minute of the drop deadline about giving up. If I made that decision I would have had terrible regret. Sometimes it is not about making the absolute, best decision. I decided I wanted to one day receive a Master’s degree. I am not sure how I will use it or what doors it will open for me; I think this will be a great journey to discover in the future. The most important thing is that I envisioned the work I would need to put into making this a good decision. If I chose to pursue a Master’s that is only the first step. If I had made the choice but not spent the time to be successful or was not emotionally invested and I was put on academic warning or failed, then that it is not technically a good decision. “It’s important to make good decisions. But I spend much less time and energy worrying about “making the right decision” and much more time and energy ensuring that any decision I make turns out right” McNealy’s work (as cited in Batista, 2014, para. 2).

Anna, Emily, Brian, and Dr. Earnhardt were a big part of making a good decision to keep going despite my emotional state. I needed to be calmed down so that I did not make a rash decision after one week to quit. Shiv (2011) states that low confidence translates to high-maintenance clients. That was me for sure! It takes a village to raise a grad student! It was an invaluable experience that maybe I need to go through as part of my metamorphosis. After a year’s worth of hard work and success I feel completely different now. I feel a new confidence that I have never had before about my future and my dreams.  I have discovered a lot about who I am and what I want, have grown in unexpected ways, and found passions that I want to pursue. I would love to have the opportunity to be an instructor and also to write. I have found that I am passionate about writing and storytelling. I also have a great interest in mentoring others and also creating environments that fosters a culture that is interested in uplifting others. In my opinion this is the best way to reach success. I have seen injustice in the workplace, this happened to our older package delivery driver years ago, and I want to give a voice to others and see through a vision of a just, fair workforce. Maybe some would say it is a naïve dream, but I think that it is one of the things that can make a great difference in the world.

 When I recognize the same manic, meltdown mode in my students and others who are beginning their program I feel compelled to share my story and provide reassurance to persevere even when you feel so lost and hopeless. “There is now a growing body of evidence that affect and emotions play an important role in people’s decision processes for choices when there are uncertain outcomes” (Hoch, Kunreuther & Gunther, 2001, p. 269). I am never certain that everyone will make it through their programs and graduate. There is a lot that happens behind the scenes. Sometimes life gets in the way, sometimes we let it. Sometimes we decide to give up. The one thing I am certain about is that if we give up, if we choose to quit, then we will never make it. Sometimes you need that voice that says to keep going, just one more day, one more week, or one more class. Leadership is not about building yourself up and then going on your way to leave others in the dust. It is about paying forward the gift of mentorship others have given to you, among the many other wonderful things that leadership embodies. Emotions like doubt can torpedo a dream into oblivion or emotions such as hope can make you feel unstoppable. The true test is finding how to tame them before we come unraveled.

References:

Batista, E. (2013, November 8). Stop Worrying About Making the Right Decision. Retrieved March 15, 2015, from https://hbr.org/2013/11/stop-worrying-about-making-the-right-decision/

Hoch, S., Kunreuther, H., & Gunther, R. (2001). Wharton on making decisions. John Wiley & Sons, Inc.

Shiv, B. (2011, November 7). Brain Research at Stanford: Decision Making. Retrieved March 12, 2015, from https://www.youtube.com/watch?v=WRKfl4owWKc  

A632.8.3.RB- Reflections on the Cynefin Framework

When I entered the class Decision Making for Leaders I was pretty excited because I thought to myself, how difficult could decision-making be? I know myself so well, better than most people, because I have taken a reflective interest in understanding where my motivation lies, what I want, and what I need to do to get to where I want to be. Making decisions is not simply asking someone to picking one: heads or tails? I mean, it can be. But that is just the surface, just the tiny top of an iceberg peeking out of the water not alluding to its full depth. Decisions can be as wide as they are deep, just like icebergs. There can be multiple parts to a decision that has a chain reaction on the effect it has on everything it touches once that decision is made. Making a decision was much simpler when I was younger because I was faced with what color I wanted for my braces that month or which CD I am going to buy at the store. As I have grown into my leadership capabilities I see that managing personal and professional decisions contain more responsibility than just choosing based on pure preference.

“In the face of greater complexity today, however, intuition, intellect, and charisma are no longer enough. Leaders need tools and approaches to guide their firms through less familiar waters” (Snowden & Boone, 2007, para. 34). There are many different decision-making categorization models that are represented in a smart, little tidy chart that you plug information into the two by two matrix. There are a lot of reasons why those are great, but sometimes life happens fast. Snowden (2010) says that when using categorization models you do not understand the subtle differences in a situation until it is too late. This is where the Cynefin framework shines as a bright beacon for making sense of situations in multiple contexts.

The Cynefin framework (best pronounced like ku-nev-in) is a sense-making model that explores the relationships between cause and effect to obtain the identification of the situation and yields how to work through the situation to arrive at an effective response. There are four quadrants and a space in between those. The four quadrants represent: simple, complicated, complex, and chaos. The space in between is disorder which is where we are most of the time because we are not sure what space we are within. At first glance this looks just a categorization model, but it is not.

I have spent a lot of time reading about Cynefin framework because there is a lot to read about it! That might be my one critique toward my assessment of its use and effectiveness is that it, in itself, is a bit complicated. It takes some analysis to fully comprehend its depth and what purpose it can serve.  There is a cliff between the simple and chaos boundaries because it represents that complacency is dangerous in its own right the closer we drift toward it until we fall off the cliff and that can have disastrous, costly effects. The right side of the graphic represents a direct relationship between cause and effect and the left side is more disordered (French, 2013). And of course, each space, outside of disorder, has three steps in which to work your way through that context. Truthfully it is a lot to learn before you can use it. But once you do, it seems entirely beneficial because as you experience life, a situation, receive data all of that can be poured into the framework to make sense out of what is happening. This is the difference between a flat, unidimensional graphic and this framework.

Cynefin Framework context responses:

Simple: Sense, categorize, respond

Complicated: Sense, analyze, respond

Complex: Probe, sense, respond

Chaos: Act, sense, respond

Disorder: The space in which you do not know which context you are within.

When we make decisions we are often “lost in the sauce” so to speak, we are in the disordered space and we just do not know it. Often we approach decisions in the way we are most comfortable being that we are creatures of habit. If we do this repeatedly but with entirely different circumstances we cannot possibly end up with the best outcome. I have nailed down five ways Cynefin Framework can provide an improved context for decision-making:

1.       It provides instructive directives for how to work through situations once you determine which context you are within.

2.       Through these instructive directives we can leave our comfort zone of choosing the approach we naturally gravitate toward.

3.       Through the understanding of the different contexts, it provides decision-makers with the opportunity to improve their ability to work in the alternative contexts in which they are not as comfortable.

4.       If you are unsure which context you are within the relationship between cause and effect can help you determine the difference between being in a complicated and a complex context, for example.

5.       It provides the ability for the decision-maker to reach the best decision possible by working through the appropriate context and increasing the ability for which the decision-maker can switch between contexts.

Good leadership requires openness to change on an individual level. Truly adept leaders will know not only how to identify the context they’re working in at any given time but also how to change their behavior and their decisions to match that context. Many leaders lead effectively—though usually in only one or two domains (not in all of them) and few, if any, prepare their organizations for diverse contexts. (Snowden & Boone, 2007, para. 32)

I have begun to practice understanding my decisions through this framework. Recently I have been contemplating getting another puppy. I have one dog, Lola, who is eight years old now and a cat, Kittie Minky, who is almost nine but still looks just like a kitten. Our family used to have two other cats but unfortunately they are not with us any longer. Lola used to be playful and loves socialization. It was always our goal to have two dogs so they could have that companionship. We have had multiple animals in our house for almost ten years now. The day to day care (simple context) would not change much in order to provide love and care for a new puppy. Training on the other hand requires a lot of thought based on the personality of the new puppy, how quickly they listen, deciding when to trust them to be on their own or if you can ever leave them unattended as they grow up. It requires a lot of analysis as the situation unfolds (complicated context). 

The main reason for my uncertainty is it has been a little over a year since my cat James died. That caused a lot of disruption to both the cat and the dog. Their anguish and confusion was perceptible. I am completely unsure if they are ready for a new housemate and how this would change the dynamic (complex context) there are so many unknowns on how it would change the relationships between all of the animals and us. I am most concern with providing the best quality of life to Lola and Kittie Minky because they are already part of the family. As Lola grows older she seems less inclined to be tolerant to new situations and Kittie spends more time with me now because she does not have to compete with James to get attention. She may go back to being completely aloof. I think it would be best not to add a puppy to the family at this time.

When I choreographed the musical Bye, Bye, Birdie this framework would have helped me work through the numerous songs I was tasked with creating. Some numbers were added after I initially agreed to six numbers. This made juggling the responsibilities a little hectic. We had a cast of over thirty people with a wide range of ages from 8 to the 70’s. All of the experience levels were drastically different, too. But that is the most glorious part of community theatre. I just love it and cannot get enough of doing work in the theatre.

In this context I am substituting the use of simple for the word obvious, as I was instructed by Mark Sjoblom in A632.8.2.DQ this week. He helped me see that the misuse of the term is common. So some of the more obvious aspects of my work as a choreographer was getting those characters in the scene into the dance number or choreograph around the scene with those characters. There is a relationship between who is coming on from offstage and who is exiting and where in the musical they will appear next. The structure of a script is very cause and effect oriented.

Working with my diverse group of actors you begin to analyze (complicated context) who is comfortable and who is more reserved. Sometimes it takes dragging someone out of their shell or a little coaxing to try something different. Sometimes it is a matter of letting them know you truly believe in them. It is a matter of also determining who can do what- can you do gymnastics? Let’s add it in! There were times when I would have a vision and would teach the routines but then the sets ended up not turning out in a way that would physically allow for these movements or routines to occur or with the sets being on stage and not moveable allowing maximum space it would not visually accommodate for all of the actors to be in the scene although they needed to be (complex context) and this was not in our favor. Luckily through probing and sensing there was an answer. Some of the actors had to get on top of the set pieces instead of crowding around them. It made it more interesting and there was a way to fix it. Other times I explored what modifications would allow the use of the sets in the routines and collaborate with the director to see if they could be made.

I am resolved in that I am going to synthesize situations that come up in my life into the Cynefin framework so that when I am in over my head in a chaos or even intensely complex situation contextually that I will already be adept at feeding the data through the framework. “A deep understanding of context, the ability to embrace complexity and paradox, and a willingness to flexibly change leadership style will be required for leaders who want to make things happen in a time of increasing uncertainty” (Snowden & Boone, 2007, para. 35). I strongly believe in doing better than I have ever done before and that is going to take new thinking and different approaches. I want to grow beyond being a one decision-making wonder. I want to be able to zip between simple, to complex, to complicated and act quickly to move from chaos with lightening precision and I believe this framework is going to help me with that.

References:

French, S. (2013). Cynefin, statistics and decision analysis. The Journal of the Operational Research Society, 64(4), 547-561. doi:http://dx.doi.org/10.1057/jors.2012.23

Snowden, D. J. & Boone, M.E., (2007).  A leader’s framework for decision making.  Harvard Business Review, 85(11), Retrieved from: https://hbr.org/2007/11/a-leaders-framework-for-decision-making%20

Snowden, D. (2010). The Cynefin Framework. Cognitive Edge Video. Retrieved March 2, 2015 from https://www.youtube.com/watch?v=N7oz366X0-8&feature=youtu.be  

A632.7.4.RB- Collaborative Decision-Making

Not too long ago I was formerly employed at an Optometrist’s office. It was supposed to be an easy job that allowed training on the job while I tried to figure out what I wanted to do with myself. It had the perks of Friday afternoons off and wearing scrubs to work, which is basically like being employed in pajamas. I ended up working there for three years and although working at the front desk doing patient care is not considered the most sophisticated of jobs it taught me much more about organizations, collaboration, and life in general than I thought it would. It was not long after I left the eye doctor’s office that I began my Master of Science in Leadership. I was gung-ho that all of the dysfunction that I witnessed would be the building block for what I would learn to fix and prevent in the future. It is funny, what is said repeatedly about time is true; it has the power to smooth away all of the particulars that felt like they would stay with me forever. It is much more difficult to think back than I thought it would be, but there is enough left to scrape together a time when collaboration would have improved my decision-making.

The way the office was designed was that the front desk received the patients, checked them in, handled information and insurance, and prepared the charts and the scheduling. The ophthalmic technicians or “techs” would do the work ups on the patients to take down vitals, take measurements on the auto refractor, dilate the eyes, and fill out the charts, basically get the patient ready for the doctor. The doctor would conduct the examination. If the patient needed glasses they would take them to the Opticians and if not, they would check out at the front desk. The problem with our office was a lot of things. So many girls and it got very catty. There was no official leadership designation and everyone thought they were in charge, we were always told to work it out amongst ourselves. There also was a lot of tension and lack of respect between the three departments. Each group thought they were the most important, when it reality I was always saw it as a triangle. No matter how you flipped it around, we were all needed to do the job and could not do it without each other.

Each Thursday morning we had an hour long meeting where we discussed where the office was financially for the month and there was a lot of transparency with our numbers. Ultimately our office was cramped and on top of each other. To get to the new office, something many said they wanted, then we would have to keep making leaps and bounds in our numbers to get there. I think many would think of themselves during the hard work because it was always more work demanded and lack of incentives to go with it. The attitude in the office was very negative.

My attitude was that I was usually left last in the office and we would leave when the last patient left sometime around when the office closed. Sometimes this would end up being a little later depending on what type of appointment was scheduled. I wanted to help the patients because that is what we are there to do. The more we see, the more money we would make. The better care we gave, the better their experience and hopefully would help our reputation in the community to be the best eye doctor’s office. In our tiny town word of mouth is everything. Because everyone wanted to get out the door as soon as they could no one on the staff wanted extra patients on the schedule, but the doctor was always happy to accommodate the patient’s needs, if that meant more that was okay. I was always trying to add patients in if they really needed it; I was not really in the business of saying no. In terms of decision-making this is where collaboration was paramount. I could not get the patients through their appointment on my own. After repeatedly being met with scorn about adding in patients when I would try to ask and smooth it over eventually I just started doing it without asking. We were there to work, to do a job, and how someone felt about it was on them at the point. I started to feel that if you hated being at work that much then maybe you should not be doing the work at all. It was a frustrating time for everyone.

I remember a specific time when I added someone in who I had gone through the phone triage process to see how severe their eye issue was and added them in. I remember trying to coordinate with the techs and they were mad. The opticians felt that since it was an eye problem and not an examination for glasses that they didn't need to be there, and the doctor was glad to see the patient. The patient ended up having an eye issue, but it was fortunate it was not a retinal detachment, something the symptoms might have been pointing to, and with those you never know until you have the doctor see the patient. What is sad was that because it was not one hundred percent emergent I was met with eye rolling and disdain from my colleagues who acted like they could not be troubled.

Constantly in that environment of patient care I had decisions to make multiple times a day, every day. Together when we came together in a collaborative mood we did our best decision-making. The are several reasons why collaboration would improve the decisions. First, with the other stakeholders in the office being involved, the patient would have a better experience. You can tell if someone wants to help you or not. Getting everyone in agreement is the best way forward. Secondly, when we could openly discuss the decision to see someone last minute, the technicians have special insight into what that patient’s issue might be because of how closely they work with their medical records. Additionally, when we work together we can meet our goals, but it takes us all working like a machine with all of the parts in harmony to achieve it. Also, by collaborating we could have created a supportive environment for each other. Lastly, by working together we could improve and evolve how we make decisions for these and other situations. Working together is always much better than against each other.

Ultimately in times when collaboration did not seem possible and I added patients the objectives were met in theory, but there was something tangible missing when you held the other stakeholders hostage to staying at work even ten or fifteen minutes longer. I believe if the doctor would have designed a better structure other than working it out ourselves this could have improved the function of our office and the outlook we had. He was an important stakeholder that was often missing from these decisions that could have added value. Even if he gave his approval it would not change the attitudes as soon as he went back into the examination room. When the cat is away the mice are so unruly! Forget about playing, but there was a lot of that, too.

Reflecting back on this situation, I used force to get the objectives met by putting the patient on the schedule and dealing with the backlash when it came. It did not start out like that, but as time passed it became the culture to do things that way to get anything accomplished. I have not since acted like that, but I have also not been in that type of atmosphere since either. This week during another assignment, A632.7.2.DQ we discussed listening for a vision of resolution. Stewart Levine lists several questions that could help during a conflict to test the vision to see if you are ready to test your preliminary vision. Several of these could improve my decision-making in the future if I was met with this type of situation again. Three things that I could have done to improve making these decisions develop from the ability to ask these questions such as: Does the preliminary vision fit everyone’s view of the outcome? Does the preliminary vision take care of all specific concerns in the situation? What needs correcting or adjusting? (Levine, 2009). Additionally, I could have communicated better the responsibility we each shared by being a part of the medical community and our duty to our patients and why I felt pulled do act in the ways that I did by putting the patient first and my needs last. Also, Chambers (1998) provides an important strategy for conflict resolution in terms of dealing with multiple stakeholders:

Emphasize shared responsibility and participation. Establish very clearly that successful resolution and outcomes are the responsibility of all parties involved. Resolution does not have to be inflicted; it can be negotiated. Everyone involved has a responsibility for successful outcome. Flexibility and commitment are enhanced when shared responsibility is emphasized and accepted. Successful resolution is a collaborative effort. (para. 6)

Something I discovered this week about listening for a resolution that I also explored during A632.7.2.DQ is that telling my story and listening for my collaborators stories are the best way to understand each other. Without being heard we cannot go through the cathartic process of saying what is important to us and what is bothering us (Levine, 2009). We were all so frustrated that we stopped trying to talk at all and just communicated through our actions and non-verbal communications. If I learned anything from this it is that no matter what is going on it saves more time overall if you just stop and talk about it instead of letting everything build up and explode later, which will take up more time even if it occurs later than the time taken early on to communicate with each other.

References:

Chambers, H. E. (1998). Conflict resolution. Executive Excellence, 15(10), 6. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/204633448?accountid=27203

Levine, S. (2009). Getting to resolution: Turning conflict into resolution. (2nd edition). Williston, VT: Berrett-Koehler Publishers.