A520.3.1.RB- Decision Making Styles

If you want detailed responses delivered at a snail’s pace with moments of impulsivity then look no further. My decision making style is where cautious and creative collide. I brainstormed some words to further elaborate my point. I also polled the audience for opinions. Mind you some words make no sense without context. Also, might I point out… yes, I am just delaying for effect at this point. So, without further ado: cautious, intentional, marinate, deliberate, curious, fear, slow, detailed, hesitant, and studied. I have found that I may be better suited for reflective, Eastern style thinking than what is required in an ever-moving, rapid Western world. So what would the opposite of these adjectives be? Perhaps some antonyms would be confident, time-saving, impulsive, spontaneous, natural, flow or Tao, relaxed, unplanned, or expedient.

All of this comes from a lady (that’s me!) who has dyed her hair a whole head of purple and called herself a “violet” but if my hair stylist wants to cut my hair that is a hard no. I also spent over three years selecting paint colors for my house. In fact, recently my household purchased a weathered wood media console and when step five got a bit hairy and there was no way to advance past it my immediate thought was exactly this: I should nap on this and come back later. Hey, when it doubt you need to reset!

My main concern with not being able to research every aspect and gathering as much information as possible is that I do not want to do anything that is not done well. Hasty is a word I cannot stand. I have high concern for not being sloppy or doing something with poor construction. Quality is a paramount word for me. I simply want to do things the right way or not do them at all. However, I am more flexible when change is more possible. This is why I mentioned my hair color choices. It turns out that is a super easy and relatively inexpensive thing to change even with a professional doing it. Cutting my hair takes so much longer to grow back should I regret the choice.  The more permanence or impact a decision has the more likely I am to clam up and freeze. So let’s say that I have a decision commitment issue.

Funny enough I am a decent problem solver. One of my points of pride is that others still call me creative in my adulthood. So what about my one hundred year decision processes? There are a lot of merit to being lightening on your feet and the same for making careful decisions. The truth is I need to get better at marrying the quality aspect with efficiency. No one can afford to stand still unless you are ready to risk getting run over. If any evidence is needed one should go walk the streets of NYC and see what happens. Whetten & Cameron (2011) point out that this should not detract from the importance of analytical problem solving. In a technical context error rates, response times, and missed deadlines were reduced (Whetten & Cameron, 2011).

It is no secret I try to work Taylor Swift into my writing and she is apt to pop up in the least likely of my ideas. Her second album was named “Fearless” and that is what I need to be to improve my decision making. I have good judgment, creative ideas, analytical insight and forethought so now I need to believe I am ready to do the things I decide with quality and also efficiency. How is waiting a day, a week, or a month going to make me more ready? After all don’t we learn from experience and with creative problem solving can’t things be remedied? With great hope, much practice, and proving myself through my actions by next year maybe my words for my decision style will be: fearless, quality, efficient, brave, spontaneous, confident, and relaxed… and no one will ever say hasty (big smiles)!!!

Reference:

Whetten, D. & Cameron, K. (2011). Developing management skills (8th ed.). Upper Saddle River, NJ: Prentice Hall

A520.3.5.RB- Supportive Communication

When I think of “support” the first thing that comes to mind for me are support beams. They are structural, solid, and functional objects that silently do the heavy lifting without requiring much fuss or to do. To me this is reminiscent of supportive communication. Anyone can have a great relationship when everything is happy and easy, but what supportive communication seeks to accomplish is to preserve positive relationships, even strengthen it, while dealing with difficult issues (Whetten & Cameron, 2011). It can be very difficult to give negative feedback even when it is necessary and will help the other person. Supportive communication is the tool that acts as the support beam to prevent the relationship from collapsing.

I have been a conscientious person about how I speak others and how I handle my relationships. I find that I generally try to operate from a supportive place of kindness but at times this means tough love with a gentle touch. I have had dance coaches and math teachers alike that made teaching feel like an attack. I was great at dance and terrible at math but for unknown reasons both operated from a place of evaluative communication. Maybe it is easier just to say the first thing on your mind such as “you are doing it wrong!” or similar sentiments. From those examples I am careful to remember that unpleasant lesson which is to create a safe environment for constructive comments. I know I shut down or am less receptive when I feel attacked and I am not alone on this matter.

In my present position there are numerous occasions when bad news needs to be delivered. This could be that a student missed the withdrawal deadline and is not in the class for the remainder of the term, that they are on academic warning or worse, have been dismissed from the university, or even that there plans for enrollment may be overextending themselves which may have an impact on academic performance. It is much easier when I think of myself as a safety net of information and that I am trying to help while there are still options to explore. The first thing I do is focus on the event and not the person. Sometimes it is as simple as telling someone I am concerned and I want to create a strategy to get through the issue with them.  

When I began my position I trained for three months before I was allowed to talk to a student on my own. Sometimes my students will apologize when they are admitted for having so many questions and possibly for feeling lost. I knowingly remember my training period and reassure them that I understand fully the vastness of questions. This is why I use descriptive, problem-oriented, and validating statements. We are all on different paths in life and cannot all possibly know all of the same things at the same time. Sometimes it takes a while for everything to click and sink in and that is okay. It really is and I want to make that clear that I am there to help and not to make someone feel bad about questions. In fact, the quickest way to close communication between two people is to make them feel bad about their questions and then the important questions will never get asked or answered.

 I cannot stress this is why validating communication is so important; people should feel understood, accepted, and valued (Whetten & Cameron, 2011). I want to understand others and I think it is terrible to criticize others or make them feel small. There is already too much of that in the media, online, and from others. The negativity stops with me and I am a safe place to ask questions. My students seem to genuinely feel my open heart and thank me for my patience and my time. I am a big fan of fact finding and information gathering myself and find it refreshing to see that in others. I know that supportive listening and communication authentically work wonders with building new relationships but also maintaining them through difficult times. Harshness and hurt are not the imprints I wish to leave behind. Respect and support make a tremendous impact on the lives of others.

Reference:

Whetten, D. & Cameron, K. (2011). Developing management skills (8th ed.). Upper Saddle River, NJ: Prentice Hall

A511.8.3.RB- Gender

Nothing boils my blood quicker than witnessing injustice. Gender discrimination is personally at the top of my list because I disapprove of the notion I cannot do something because I am a woman. Moreover, gender stereotypes are still a threat to society’s way of thinking. A few days ago I was in Georgia at a restaurant, and a female worker was cleaning the table and working very hard. An older gentleman said to her that she will make a good wife someday.

As innocent as that seems it is not every woman’s goal to be seen in such a manner or to hear that comment. It certainly is not mine. It is thoughts like this that hold women back from being seen as equal. Personally I would rather be told that I am perceived as smart, strategic, competent, independent, capable, or witty. Do not dare to insult me with the notion that I am less of a person because of my biology. I will gladly do the “anything you can do, I can do better” routine nonstop, but frankly I shouldn’t have to go above and beyond to prove myself just because of my gender.

Rosabeth Moss Kanter was interviewed by Harvard Business Review on the topic of women’s issues. She notes that it has taken a long time for women to get to peak positions, and this is still a problem. “In the complete absence of sex-based discrimination, the number of women in chief executive positions in business and government should be close to 50 percent” (Yukl, 2013, p. 371). This is not the case, though women are making progress to enter into all types of jobs there is still a lack of median compensation. While Yukl focuses on research-based inquiries on the subject, Kanter ventures a step further to apply research to her experience to provide an explanation for gender differences.

Kanter explains that she feels the overlap between men and women are far greater than any differences (2010). She also makes mention that it is also very difficult to exactly compare men and women. Several areas she points out are that advanced assumptions are made about women when deciding to select them for top positions, and these jobs can be greedy and demanding by nature especially on time constraints.

Family is a big buzzword that is thrown around quite a bit.  Behind the scenes discussions on whether it is appropriate for a family company to take a woman away from her children for great lengths of time that could occur. The bottom line is that women are not necessarily being asked to decide for themselves. Another "family" area that has been brought up is that women can often feel torn between work roles because of their family. Until men are as family and leisure-oriented as women there will be a lack of change between women and men’s roles within an organization (Kanter, 2010). Is this another gender stereotypes to support the argument of women, work, and family?

Choices and tradeoffs are additional factors that can contribute to the derailment of women’s equal pay to men if they take time off to have a family, take on consulting, or even part-time work. Family is a large part of many people’s lives, and this is a tricky subject to navigate for all of the reasons above. We each have options for what is important to us, but why is it one or the other? Currently, it does come down to making a choice, but should it have to in today’s society?

Gender is one part of the complex issue of managing diversity. Kanter discusses social similarity as another reason advancement is a complex issue. People tend to trust and prefer those them with whom they are similar (Kanter, 2010). Gender has been a significant part of the equation. However, this is now extending to other areas such as the same educational institution or any other number of things. Is this a step in the right direction or just another way to divide and separate ourselves?  “To make full use of the talent represented by the diverse members of an organization, it is essential to eliminate constraints that prevent qualified people from selection for important positions” (Yukl, 2013, p. 377). Skills should be the focus rather than biased conceptions (Yukl, 2013).

Let’s see each other for our talents, abilities, actions, and decisions not how we look but what is inside of us. Further, let’s not be afraid of those who are different than use but seek to become unified in a way that allows differences to complement each other and make us stronger as a whole. Once and for all can’t we let go that gender makes us different?

References:

Kanter, R. (2010, April 2). Women, Ambition and (Still) the Pay Gap. Retrieved August 24, 2015, from https://www.youtube.com/watch?v=EhquUOlBuOY&feature=youtu.be&t=5s

Yukl, G. (2013). Leadership in organizations (8th ed.). Boston: Pearson

A520.2.3.RB- Conflict Resolution

My distaste for conflict is profound and thinking about it makes me uncomfortable, even from the safety of my desk chair. Luckily I do much better with conflict once in the moment and work through the situation as needed. Often I have two sides, polar opposites, to how I deal with conflict.

Avoidance, in order not to deal with conflict, is sadly my most preferred state. If I could hide under a rock until it passes I would be relatively pleased with that accommodation. Then there is the other side of the coin, the aggressive side, where I will eat you as a snack on the way to breakfast. While it can be effective, I simply do not like the forcing approach to winning battles. I do not feel that burning bridges or creating enemies is a long-term approach, nor is it very kind.

Most of the time I can maintain harmonious encounters with others by being a perpetual fact-finder and listening carefully to the needs of others as a proactive measure. This is probably a defense mechanism to perpetuate my further avoidance of conflict. I like to think of it as a testament to my emotional intelligence. One area that I am at a loss is expressing my needs. Sometimes it seems easier to suffer in silence.

Not long ago I had a conflict with someone who was not only a friend but also a colleague and classmate. We were in a group together which entailed putting together a presentation. Initially, she expressed to the team that she would like to do the graphics, and I would be well suited to do the script and voice over. The remaining team was welcome to provide input into the script or any other aspects, but they were mainly tasked with completing the accompanying paper. She assured me that we could get together and work on both of our parts simultaneously.

As the deadline approached, the plan started to change. She mentioned she would work at her house and send me the project so that I could record the voice over on my own. I genuinely disliked this because I started to feel that I had been tapped to take on a large role that was not originally my idea. I could have been working on the paper with the rest of the team. The project seemed confusing to me initially, and I started to feel overwhelmed. I was quite upset and was on the verge of a mini meltdown. I considered doing nothing. I also considered blowing up. I decided to wait a few hours until I felt calmer. I also took a moment to think that since we were communicating by instant message that maybe there was a miscommunication. She is really important to me and not just because I saw her every day in the office. I knew I needed to handle this the right way.

I went over to her desk and was pretty upfront yet gentle. I told her that our last communication left me feeling stressed out and worried. I explained how I felt more assured that we planned to do our parts together to support each other and with the change of plan I felt unhappy. Luckily through my transparency of feelings she understood that I wanted to work together, and we found a way to move forward and make it possible. It was not her intention to change the plan necessarily. The result could have been a lot worse if some things went wrong prior to working out the conflict together. Ultimately our project turned out to be high quality and something we both ended up being proud of, and our team was excited about it, too!

Whetten & Cameron (2011) note that the avoiding approach results in a lose-lose approach. Had I took this route I would have ended up allowing my hurt feelings to fester and the outcome of our project may have been different and not as great as it was. Conversely, the collaborating approach is known as the problem-solving approach that requires cooperation and assertive behavior. While this approach is not appropriate for all situations, it was beneficial in this particular application (Whetten & Cameron, 2011). Because we were able to discuss the problem with empathy and she allowed me to share my side of the story we were able to use negotiation, of sorts, to conquer the conflict (Conflict Resolution, 2008).

Once I got over myself, I was able to go to my colleague face to face to work toward gaining what I needed both personally and for the project. This was a positive experience for me to see that conflict does not have to be so miserable. The best part is we had a fabulous time working together in that kind of creative environment and it strengthened our friendship. Conflict is not necessarily about getting your way or about being resolved by being a doormat; it is about expressing the problem and working to find a solution that works for the parties involved.

References:

Conflict Resolution - Part 1. (2008, February 10). Retrieved August 18, 2015, from https://www.youtube.com/watch?v=P2GWmDUKF3o&feature=youtu.be

Whetten, D. & Cameron, K. (2011). Developing management skills (8th ed.). Upper Saddle River, NJ: Prentice Hall

A520.2.6.RB-Time Management

A discussion on time management could not have come at a more well-timed point in my life. I am a full-time academic advisor who advises four hundred and seventy-five students. One of my colleagues took another position designing courses in the same organization, which is amazing. To ensure all students are attended to the vacant section has been divided for coverage. I am also advising an additional hundred plus students and glad to do so. There is a lot that goes on in a day. Today I came into forty emails in my advising box, nineteen in my personal box, and another fifteen in my temporary box. Not to mention the admit report, enrollment report, and payment report. I also try to answer my phone every time it rings. There are many more intricate things to do throughout the day beyond these daily tasks.

You would think by the time I got home I would be exhausted! Then there is the matter of what I do in my free time, which is full-time Graduate school. For the next fifteen days, I am in not one, but two full-time core courses. Now let’s talk about a great idea I had to create a conflict. I am traveling to another state in a couple days to attend an out of town wedding which means I have to plan carefully when to complete my assignments before I leave. Not only do I want to do all of these things, but I want to excel. Currently, I feel like a time management boss, possibly a Time Lord, for those who are Doctor Who fans.

I carefully control every aspect of my time. While I am making it work from day to day, this leaves me little time for exercise or even casual recreational time. I miss exercise! While this is a temporary condition, I scoff every time my iTunes shuffles to “Time is on my side” by the Rolling Stones. When I began Graduate school, I struggled tremendously to become oriented and to finish my assignments weekly. I can do more with my time now than I ever thought possible. Still, it is a struggle to make sure I keep moving forward and not fall behind. When I finish my degree and turn back into a pumpkin, the days of watching television on the couch after work will not cut it anymore… and I am glad. However, if I could do all of this by working up to it, I bet I could do more.

Whetten & Cameron (2011) remind that effective time management helps accomplish more per day and also facilitates the elimination of stress and overload. Both are detrimental to personal accomplishment and satisfaction. More than twenty-time saving suggestions are proffered from the text for general and managerial use. By applying some of these hints efficiency will improve and stress will decrease (Whetten & Cameron, 2011).

First and foremost I would be lost without sticky notes. I am super old school, but my reader-writer learning style demands it. For my birthday, my cubicle mates left new sets of sticky notes on my desk knowing that I could cherish them. While I am already keeping a task list, I could streamline the process by keeping one centralized list and including not only what needs to be done but also things I want to achieve. As I am a proponent of small wins, this will help me merge two powerful ideas into one process (Whetten & Cameron, 2011). Currently, I have one for work and one for school. My personal tasks are abandoned in no man’s land. Rather, they are tasks without a list, so these tips can help me mobilize my efforts.

Another idea which is not necessarily new to me is something I am not using yet! I could improve prioritizing my tasks by focusing on the important tasks and then moving to urgent tasks. Whetten & Cameron (2011) mention Dwight D. Eisenhower as a successful time manager who strictly adhered to this idea. The Eisenhower Matrix divides tasks into four quadrants ranging from important, not important, urgent, and not urgent resulting in four responses: decide when to do it, do it immediately, do it later, and delegate it (Krogerus & Tschappeler, 2012). I am going to draw this onto my whiteboard at work for one month to keep this as a reference to see how this improves my day.

Finally, the last tip appeals to my chronic obsessive compulsive desk disorder. My desk perpetually looks like I could clear out at any moment. While I have made an effort to add personal touches, I think more clearly without clutter. A dirty desk is my kryptonite. However, I have been reluctant to update any of my new documents since the new academic year. This also includes electronic auto texts since the new ERNIE update to provide instructions. Instead of manually editing these as needed each day, which is quite laborious, I should spend one whole day making master updates as I go until I have touched upon everything. This would save a ton of time! I keep convincing myself I am too busy, and the thought of dealing with culling new information from multiple sources makes my stomach churn in consternation.

Whenever I can cut corners by making what I do quicker and easier I experience immense relief. I cannot wait to integrate my new, trouble-free action plan into my daily routine!

References:

Krogerus, M., & Tschappeler, R. (2012). The decision book: Fifty models for strategic thinking. New York: W.W. Norton & Company

Whetten, D. & Cameron, K. (2011). Developing management skills (8th ed.). Upper Saddle River, NJ: Prentice Hall

A511.7.3.RB- Self-Awareness

At this point of the MSLD program, I may be so self-aware that Carly Simon will soon jump out and surprise attack me with my rendition of “You’re So Vain”. All jokes aside, my recent blog topics coincidentally have centered on self-awareness. I have always felt that in a lot of ways I have a larger than life personality but grew hesitant that I should conceal it to make it in the workplace. I was under the false impression that acting in a way that I perceived as ideal behavior was what I should be doing. I missed out on living authentically, and the world missed out temporarily on the gifts I have to offer.

Finally, I threw in the towel and decided that I had to be my whole self. I drew inspiration from some expected places such as America’s Next Top Mode. Tyra told the girls that being a spokesperson entailed allowing the best parts of you shine. To some degree isn’t that what we do when we are at work? The fact of the matter is not every company is right for every person. I decided to find the right one to align myself with, and the outcome has been transformative.

“What characterizes great leaders is a sense of what works for them with others” (Goffee & Jones, 2006, para. 2). There are many colorful words that have been used to describe me: quirky, energetic, silly, weird, charismatic, humorous, and effervescent to name a few. Going into my interview I had a choice to make: do I go for it or do I hold back? One of the most important questions is also one of the most innocuous, which is “Tell me about yourself” and giving a compelling answer at the beginning of the interview can set the tone. I crafted an equally unique response, and I debated up until that moment whether I would use it. Luckily I did, and I have since not held back.

Through self-awareness, I have been able to develop a close understanding of my differences. While I am not as notable as Bill Gates, I have managed to leave an impression with those that I am acquainted. We shot individual academic advising videos, and mine turned out quite successful in capturing my essence because of my self-awareness of who I am and my ability to project my self-image.  My office nickname is "unicorn", endearingly so and maybe it could not be more perfect. I have child-like wonder, and I try to make as many things as magical as possible. I want what is best for others and through my self-deprecating, dorky nature I can put people at ease. There are far worse things to be, and I am living out loud fully who I truly am. It not only feels good, but I have seen recent successes that indicate that I am fulfilling my true purpose and should keep growing in the same direction.

Reference:

Goffee, R., & Jones, G. (2006). Getting personal on the topic of leadership. Human Resource Management International Digest , 14 (4), 32-34

A520.1.6.RB- Self-Awareness

When I graduated with my undergraduate degree from Mississippi College, I was let down that the journey was over… once it was over, that is. Of course, I wanted to know that I would successfully finish and reap the rewards of having a degree. I did not realize once there weren’t new semesters and classes that I would miss it. A couple years passed and began to wonder what it would be like to receive a Master’s degree. I had mixed, but enthusiastic thoughts about the prospect ranging from “I can do that!” to “Can I do that?” and whatever comes between those extremes.

I chose the Master of Science in Leadership for several reasons, most of which came from the frustrations of my past experiences. I wanted to arm myself with information to create a better environment and organizations than those I had come in contact. I had grave disappointment seeing what companies do to aging individuals that gave their life’s work only to be pushed out just inside the realm of legality. Even witnessing how they cut corners in ways that detract from the hard work employees put forth. I knew there was a better way, and I needed to know how. I never imagined what effect this would have on me.

While I am still the same, I have also grown and changed. The MSLD journey has sped the process of self-discovery that may have taken a lifetime to uncover. I have learned things I did not know were possible about me. “What we value, how we feel about ourselves, how we behave toward others, what we want to achieve, and what we are attracted to all are strongly influenced by our emotional intelligence, values, cognitive style, orientation toward change, and core self-evaluation” (Whetten & Cameron, 2011, p. 62). While I think my values have only been reaffirmed, and my emotional intelligence has been strengthened, the areas in which I see the most change is in my core self-evaluation, cognitive styles, and attitudes toward change.

It is easy to get people to agree on wanting an improvement especially if it means something new or something better until they realize that to have improvement it also usually means change is involved. I have always had a love/hate relationship with change. As a creator, I enjoy redesigning and transforming things I come in contact with and making something new. There are times when change frightens me.  I have realized that I have more tolerance for ambiguity than I give myself credit for and that my fear is perhaps a coping mechanism to keep me on my toes. “Individuals who have a high tolerance of ambiguity also tend to be more cognitively complex. They tend to pay attention to more information, interpret more cues, and possess more sense-making categories than less complex individuals do” (Whetten & Cameron, 2011, p. 77).

To explain this further, I am comfortable with the abstract. If I woke up and were told the sky is now purple, I would likely shrug and say okay. That sounds pretty cool. Then I would wonder if this means I have to do anything different.  At this point, I would start to worry that I was not prepared and that I will not meet the change in the right way. Once I understood I could navigate the change appropriately, I would be back to being cool as a cucumber. I do not mind ambiguous situations nor do I dislike stimulus-rich environments. I simply wish to keep up with what comes my way next.

Cognitive styles are “inclinations toward information and learning that we have developed over time. Hence, cognitive styles can be altered and changed through practice and conscious development” (Whetten & Cameron, 2011, p. 74). There are three dimensions of cognitive styles: knowing style, planning style, and creating the style. While I score better in the creating style, I feel connected to the other styles, too. Whetten & Cameron (2011) mention that rules and procedures are views as obstacles and has been correlated with extraversion. I do not necessarily agree with either of those assertions. As much as I am the definition of someone who seeks novelty and emphasizes creativity, I would be lost without structure and plans and also at a deficit without facts and details.

Through my MSLD coursework, I learned that there is such a thing as existing in more than one designation. Upon learning about complexity science, the idea of “both/and” was revealed. One approach does not replace the other (Obolensky, 2010). This idea is applicable here as I have a tendency toward each of the three sets of attributes, which tend to help me reduce possible liabilities.  I did not prefer to have to identify with just one and little snippets of information I have picked up has set me free to say that I can have it all if I work on them all.

Most importantly is my core self-evaluation that has vastly made leaps and bounds. “Core self-evaluation assess the extent to which you possess positive self-regard, or that you feel valuable, capable, stable, and in control” (Whetten & Cameron, 2011, p. 80). Through dance I had gained self-esteem and felt very comfortable with myself. As an adult that avenue dissipated and there became a whole new maze of criteria to contend with and try to conquer. My esteem, in terms of beginning this program, was not the best; I cried for six weeks straight. Growing can be painful as it pushes and then pulls you as you are reshaped so that you can be made whole again in a new way.

A couple terms ago I was walking around my office, and I realized I felt different. I was walking proudly, and I felt self-assured. This was a major turning point for me to realize how far I had come. I believed in my self-efficacy. Since I also believed in myself and have embraced who I am, quirks and all, I let it shine for the world to see and infused it into my work. Part of it is being in an organization that is the right fit, and the other part was feeling comfortable to show my personality uniqueness.

Just as Whetten & Cameron (2011) predict, self-core evaluation is an indicator of job performance and the effectiveness of individuals at work. Recently I was honored with the distinction of Academic Advisor of the Year 2015. There are almost thirty other advisors who are amazing at what they do, and each is just as deserving. I think what set me apart is the knowledge of leadership that I enveloped into my advising, how I relate to our team through this knowledge, and the confidence I have realized in myself.  Walking around with my head held high was enough of an indicator for me in terms of my increased level of self-awareness. This esteemed honor is above and beyond anything I could have dreamed.

I would be remiss to say it is all me, as I know it is not. I am self-aware to know that I have been positively affected by my program, my peers in my program who have shared their insight, the creators of each of the courses, in addition to those whom I work with daily. My director, my team leader, the senior members of the team who share their wisdom, all of my team who support me and are willing to brainstorm with me when I bring a new idea based on MSLD coursework, and all of my colleagues who are not only amazing people but also my friends. I learn so much from the people around me, and they give so much to me in ways they may not realize. For me, leadership is largely defined as the shared experience in which we grow and learn with each other. 

References:

Obolensky, N. (2010). Complex adaptive leadership: Embracing paradox and uncertainty. Burlington, VT; Gower Publishing Company

Whetten, D. & Cameron, K. (2011). Developing management skills (8th ed.). Upper Saddle River, NJ: Prentice Hall

A520.1.2.RB- Diagnostic Surveys for Self-Awareness

The Whetten and Cameron (2011) text quoted the ancient dictum “Know thyself” as an introduction to the importance of self-awareness. I found this to be quite amusing. First, because I find myself to have an indubitably hyperaware sense of self; but also because in the pursuit of self-examination I once learned that my surname’s coat of arms/motto would read “Know thyself and learn to suffer”.  It’s not wrong and the reality is it is a blessing and a curse.  I am harder on myself than anyone else possibly could be when self-improvement is needed. Conversely I generally do not treat others the same way.  At the end of the day sometimes one must acknowledge personal shortcomings and the times when improvement may not be possible. In this case I am referring to my horrible inability to open doors with keys. I would be a miserable burglar.

It is no wonder I scored in the top quartile in the Personal Assessment of Management Skills (PAMS) diagnostic survey. There would be certain sets of questions that would excited me because I felt I excelled in that area and then as the set of questions continued I would groan knowingly that I could be doing something better.  “There is little question that the knowledge we possess about ourselves, which makes up our self-concept, is central to improving our management skills.  We cannot improve ourselves or develop new capabilities unless and until we know what level of capability we currently possess” (Whetten & Cameron, 2011, p. 58).

I expected that I would do well with aspects of membership, developing self-awareness, and leading positive change. After all, my blog name gives a nod to “cheerleadership”.  An interesting tidbit that has been reaffirmed is that I do not seek control, though sometimes it should not be considered a bad thing. My Myers-Briggs personality typing is INFJ. I found a quote that read: There are many reasons INFJ should be in power, except for one: they do not want it. This is not a bad thing especially as empowering others and self-managing teams are becoming more prevalent within organizations. The true surprise came from an unexpected place, my scoring. It appears I am not apt to strongly agree with many things, though I am generally on board with agreeing and disagreeing. My scores in effective negative feedback, gaining power, and managing conflict were on the lower end. Again, this was not new information. It is my discomfort that I may make an absolute blunder and hurt someone that holds me back in these areas.

At one point of my career I was a paralegal, flash forward to present day and I am an academic advisor. It was a difficult transition to make because I was blunt to a fault and in my training this was made abundantly clear. I nicknamed myself the sour patch advisor after the Sour Patch Kids commercials. At first I am sour and then I am sweet. Customer service is one of our main objectives in my department and I have become amenable to this mission, especially because I like doing it and it fits who I am. It is problematic though when I need to have difficult conversations and give constructive feedback.

Deep down I imagine that others do not have the same self-awareness that I do and that they will not be accepting of the information. This is also colored by experience to some degree. I have had to tell students that they are on academic warning, that they were dropped from the term due to non-payment, or even worse that they have been dismissed from the university. I never want to be the bad part of someone else’s day, but what it comes down to is that the situation occurred and I am not helping correct the problem without being honest with my advisement. While I am not technically a manager or a director, as an academic advisor I could be considered the manager of my student population of four hundred seventy five students and counting (when I help with coverage I inherit another hundred or so).

Regardless of my level of comfort or preference, it is paramount that I learn to embrace difficult conversations. For others to improve there is a need to become informed. Considering the Johari Window model, the blind areas, or those known to others and not known to self cannot be discovered without sharing. Zenger & Folkman (2015) concluded that “the ability to give corrective feedback constructively is one of the critical keys to leadership, an essential skill to boost your team’s performance that could set you apart” (para. 11). Respondents in their survey divulged that they understood the benefits of negative feedback and that it could improve their performance, though it was a matter of being delivered appropriately. Perhaps to become well versed in my delivery I could use some coaching to improve my abilities.

Personally I value feedback as a method of reality testing my beliefs about myself. While I do not love hearing things that I do not do well it confirms the need to strengthen myself in those areas and learning new information allows me something to ponder and explore. It is the unsolicited positive feedback that catches me off-guard. In my office “unicorn” is a frequent word to describe me. At first I thought this began because people assumed I loved unicorns. While I think they are pretty magical, it has never been my thing that I have a diehard fandom. I have embraced this idea and now I think it is pretty special. There are far worse things to be associated with and it turns out this can be utilized for positive initiatives.

Self-awareness of one’s abilities is like a soup of things you do well and like and the antitheses of areas you do not prefer and those which need improvement.  To make use of this knowledge, I will continue to apply what I know and keep seeking further self-awareness in pursuit of making my interactions more insightful and effective (Whetten & Cameron, 2011).

References:

Whetten, D.A., & Cameron, K.S. (2011). Developing management skills (8th ed.). Upper Saddle River, NJ: Prentice Hall

Zenger, J., & Folkman, J. (2014, January 15). Your Employees Want the Negative Feedback You Hate to Give. Retrieved August 12, 2015, from https://hbr.org/2014/01/your-employees-want-the-negative-feedback-you-hate-to-give/

A511.6.3.RB- Meaning

In the Harvard Business Review article, “Getting Beyond Engagement to Create Meaning at Work” the authors confess to polling strangers in the elevator what they like about their job. Ulrich & Ulrich (2010) note that they received a range of answers and most of them had little to do with salary or position, but rather finding meaning in their work. The development of the meaning created by the leader of an organization or developed introspectively. So why does meaning matter?

I found a quote from an unknown source that states, “The meaning of life is to find your gift. The purpose is to give it away.” Meaning and purpose can define the context in which we interact with our environments. If an action is pointless, then it becomes much easier to wonder why doing it matters and if something does not matter then should you do it at all? Thus, meaning in our lives matters. As a Simon Sinek fan, his TED talk is forever on my short list of inspirational material. Sinek reminds us people do not buy what you do; they buy why you do it (2009). These words are as true for consumers as they are members of an organization.

“Study after study suggests that when employees experience meaning, their employers enjoy higher rates of customer commitment and investor interest” (Ulrich & Ulrich, 2010, para. 3). Attributes of the transmission of meaning are creativity and tenacity. The level of challenge, emotional safety, autonomy, and learning from experienced meaning-makers are also defining reasons for the implementation of meaning (2010).

Change management is a frequent function for those who lead their organization. There are many reasons to reject a change, other than change may be one of the least favorable words in our vocabulary. “Considering how much meaning can contribute to building a sustainable and competitive organization, it’s important for leaders to understand what makes an employee experience meaningful and what role they can play in this process” (Ulrich & Ulrich, 2010, para. 3). Yukl notes that promoting a desirable vision can influence change. Part of the process is to assess and refine the vision (Yukl, 2013). Change agents that infuse elements of “why” into the message of change, the purpose, and the meaning better enable the internalization.

I am someone who requires to understanding the meaning of the things I experience and my professional experience included. For example, if my objective were to collect one thousand clams I would want to know why that was important beyond monetary qualifications. If I spend my time on something, I want it to make a difference and to make a positive impact. Our time is a valuable, non-renewable resource and is precious. Perhaps it is my millennial upbringing that colors my ideas. As a dedicated, creative individual who wishes to make better that which I come in contact with I am a proponent for meaning and enjoy sharing perceived meaning with others.

References:

Sinek, S. (2009) How Great Leaders Inspire Action. TEDxPuget Sound.

Retrieved from: http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

Ulrich, D., & Ulrich, W. (2010, June 2). Getting Beyond Engagement to Creating Meaning at Work. Retrieved August 9, 2015, from https://hbr.org/2010/06/getting-beyond-engagement-to-c

Yukl, G. (2013). Leadership in organizations (8th ed.). Boston: Pearson

A511.5.3.RB- Remote Transformational Leadership

Kelloway, Barling, Kelley, Comtois, & Gatien (2002) conducted two studies about transformational leadership to examine the impact electronic-mediated communication would have in the form of remote leadership and its effectiveness. In the article Remote Transformational Leadership, the goal is to broaden the "understanding of remote transformational leadership, specifically the effects of intellectual stimulation and charisma in remote leadership contexts" (p.167).

Remote leadership occurs through electronically-mediated communication between geographically and physically isolated leaders and followers (Kelloway et al., 2002). It is no longer a requirement for those who work in the same company to work in the same location. Members of an organization may be located practically anywhere in the world. Technological advances have created an opportunity for globalization through electronic means. As a result of relying on technology-based communication, the authors were concerned that these interactions may be less than optimal for leaders to effectively manage their subordinates.

Two questions provided a research foundation (Kelloway et al., 2002):

1.    Can recipients perceive and accurately identify leadership styles of communication by email?

2.    Is receiving an email with positive (transformational) leadership message, instead of negative messages perceived to be associated with positive outcomes?

The hypothesis of the study was that charismatic and intellectually stimulating emails would produce higher levels of task motivation and performance.  The first study used the vignette approach. 175 students received an email depicting laissez-faire, management-by-exception, or transformational leadership to determine whether students could differentiate and identify the different leadership styles.  The second study analyzed 105 undergraduates completed individual and group problem-solving tasks after reading an e-mail containing either an intellectually stimulating or charismatic message (Kelloway et al., 2002).

The result of the studies was that participants could identify intended characteristics of transformational leadership even remotely. This study extends the research findings that transformational leadership can influence task and attitude related outcomes (Kelloway et al., 2002). Electronic-mediated communication suggests the same effect about face-to-face communication.

In my organization email is a prevalent tool for communication within the department and with our students who are part of the Online campus and advised virtually. Many of my students have expressed they are aware they are receiving a form email versus having a genuine exchange. Similarly, when transformational elements utilized versus management by-expectation between our team and our superiors it is perceptible.

While everyone responds differently to task motivation and communication styles, personally I am more apt to shut down when faced with negativity. Optimism and enthusiasm motivate me in ways that fear or ultimatums cannot. Yukl notes that fostering confidence and optimism is important when the task is difficult (2013). Internalization has attributed to the influence process. If you start a challenge with doubt how likely are you to reach the goal? If you believe you can you are on your way instead of imaging the likelihood of impending failure.

It is not enough to be proficient in computer-mediated communication such as email. A skilled leader must be mindful of crafting communication that expresses their intent. Thoughtful selection of the proper channel and combining elements of transformational leadership can increase motivation in task performance. While personal actions may still be desirable as a more interactive form of communication, the research concludes that if necessary it is possible to accomplish similar goals through remote leadership.

References:

Kelloway, E. K., Barling, J., Kelley, E., Comtois, J., & Gatien, B. (2002). Remote transformational leadership. Leadership and Organization Development Journal , 24 (3), 163-17

Yukl, G. (2013). Leadership in organizations (8th ed.). Boston: Pearson