A520.1.2.RB - Self-Awareness

Complete the Diagnostics Surveys for Self-Awareness on pages 46 – 56 before reading this week’s assignments.

After you have completed the survey, use the scoring key at the end of Chapter 1 (pages 97-103) to identify the skill areas discussed in the chapter that are most important for you to master. Reflect on the following questions regarding your overall experience with the self-awareness surveys:
Prepare a Blogger entry by reflecting on the following questions regarding your overall experience with the self-awareness surveys:
What do you notice in your results?
How much of this rang true for you?
What did you see that you were expecting in the results?
What were the surprises?
How will you make use of this information?

What I learned from the list of surveys in Chapter One is that I am in need of development in the areas of core self evaluation and emotional intelligence. I know I need to engage in more honest self-disclosure with people who are close to me and with whom I work with. it is difficult for me at times too admit that I am uncomfortable or angry about something that has been said or done. This is surprising because, as much as I pride being honest and straightforward, I would rather move forward then to the risk a generally productive relationship. 

I suppose in some ways this is an example of a lack of confidence in my communication style, though I never considered myself a poor communicator. I try my best to move past things without making people face their own shortcomings though I realize ways to highlight their strengths, and I would rather take advantage of their strengths rather than highlight their weaknesses. I also realize that I am very open to change and new ideas, and I also like to bring new ideas to the table. 

On pages 91 and 92, there are several descriptions of successful managers who differ in values, learning styles, orientation towards change, and interpersonal orientation, after reading these descriptions, I believe I align most with Gordon Bethune.

Gordon’s personal attention to employees—for example, he attends the graduation ceremonies of every new class of flight attendants, hands out candy canes to employees during the Christmas season, shows up regularly at employee birthday parties, and holds a monthly open house in his office to encourage employee communication. “Anybody who’s worked here longer than two months can recognize Gordon,” says a baggage handler in Newark. When he walks through an airport, employees wave and call out his name.

Like Gordon, I am someone who loves people. I am dedicated to my staff knowing that they are appreciated. I like to know not only what is going on in their work life, but their personalized as well. I am touched by how much people trust me with their stories. I show my appreciation by sharing things that I have overcome, and aiding them in their work whenever they need me. I see myself as a servant leader, someone who focuses on the growth and well-being of people in the communities they serve. I care less about power and the accumulation and exercise of it, and more about sharing power and putting the needs of others first.

References

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

A520.1.6.RB - Self-Awareness

I began my Masters of Science in Leadership Program studies in October 2014. Since then I have face a lot of situations at work which have put the skills and knowledge I have acquired during the program to work. 

In Chapter One of Developing Self-Awareness, five concepts of self-awareness were explained. The five core aspects of self-awareness our emotional intelligence, core self evaluation, values, cognitive style, and attitudes towards change. Personal values are the core of the dynamics of behavior, and play so large a part in unifying personality (Whetten & Cameron, 2011). I have always found myself to be someone who is very resilient and honest.  Coming from a military background as well as a working class household, I have developed a thick skin for criticism and directness. I pride my parents on being very straightforward with their approach to my actions as well as the actions of others. However, growing up in such a dynamic can formulate a stoic, seemingly cold person. One aspect I have learned to express is emotional intelligence—the ability to manage oneself and to manage relationships with others

I was taught that showing emotions was a sign of weakness, and that control over one's emotions was the same thing as hiding one's emotions. It was not until I began dating in my teens that I realized I lacked an understanding of my emotions. Though I believe I have become much better at showing emotions, for a long time I had trouble expressing them effectively. I live by the statement, "if you cannot change the people around you, change the people around you" (D, 1996).  It is completely opposite from the "grin and bear it" mentality. If I don't like something, I can either change it or leave it. I have found that leaving it has been the preferred method for me, particularly after a grand push for change met with resistance.

MSLD 520 is my fourth course, and I have seen a lot of improvement in the way I address issues, as well as my dedication to addressing issues I may not have addressed before starting the program. Another quote I live by is, "if not me, who? If not now, when?" (Hertz, 1936). I am still very much working on seeing change as a journey, not simply as a destination that one should rush towards. I am beginning to learn that people are slow to change and that I need to outlast the issues I wish to overcome.

References

D, Chuck. (1996). Generation Wrekked. On The Autobiography Of Mistachuck [CD]. Mercury/PolyGram Records.

Hertz, J. H. (1936). The Pentateuch and Haftoras. Deuteronomy. London: Oxford University Press.
Whetten, D.A., & Cameron K.S. (2011). Developing Management Skills (8th ed.). Upper Saddle River, NJ: Prentice Hall. 

A521.1.4.RB - Stories in your Organization

Describe a common story in your organization and discuss its implications on the organization. Does this story promote the goals and ideals of the organization? Does it help describe "who we are and what we stand for?" What is the story's impact on the culture of the organization?

In the past organization I worked for, I remember my interview experience fairly well. I was greeted rather tersely by a fellow who seemed to be more nervous than I was about my presence. He never made eye contact, spoke quickly and meekly, and reminded me of Piglet from Winnie the Pooh. Our small talk consisted of discussion about how many people had left the institution in the past few years, due to lack of growth opportunities, in so many words. He stated that he was not from the area, and told a short story working in a large urban city at a fairly well-known institution.

It was clear that he was not fit for this past position, and seemingly ended up in his current position in response to having too much to do before.
In his current position, his goal was to not rock the boat. He was looking for experience, the realized that those with the years of fieldwork would preferred to be elsewhere. The location was remote and relatively unsafe for its size. It would be a different dynamic for a "northerner."

His discussion was worrisome but straight forward. He is clearly expressed the drawbacks of working at the institution. The pay was not great. There weresome policiesthat were rather conservative. The strategic direction of the department was blurry. There were no professional staff members with significant training or experience in the field.

Alas, I still decided to pursue this mission. Perhaps it was because of the challenge. Perhaps it was because of the opportunity to add clarity to an otherwise lost arena. Being the big fish in a small pond was fulfilling and comfortable at first, but it is difficult to function properly without the resources to train and grow people, even within their current positions. Even with the financial availability to maximize human utility, investment in professionals was not a priority. This directly affected the client - institution relationship.

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

In this video, Prof. Baba Shiv of Stanford University talks about the importance of emotion in decision making. After watching this video, reflect on two situations; one, in which you were extremely confident of the outcome and what your attitude was towards the subject; and second, a situation in which you would less confident or not so confident and how you felt about the situation. Based on this module's readings and this video write a reflection blog detailing the situations above and describing the role emotion plays in decision making. Identify three emotional reactions for each scenario.

One major life decision I've made was the choice between two career paths, of both I was very passionate. I started my undergraduate career with a passion for writing. In high school, I wrote for the school newspaper, and I also reported for our school's broadcasting network. I loved the role I had in both of these positions, in my desire to work in broadcasting was quite strong. I love politics, and I loved current events. I could not see myself doing anything else. When I found out I was accepted to some of the top journalism schools in country, I felt confident, determined, and proud of the destiny I had worked so hard to receive.

Above, Professor Baba Shiv discusses how emotions effect decision making and the confidence that is tied to our actions. Researchers of the brain treat confidence and overconfidence is being bad because they allow for bias to influence of heavy and result in making uninformed decisions (Shiv, 2011). I agree with this in a way.

Like most 18 year olds, I did not know exactly what I would receive out of my college experience, particularly as a first generation college student. A frame of reference for the college experience was a decade of movies focused on parties, Greek life, and living with a soundtrack playing in the background of every waking moment spent outside of a classroom. Movies like "Revenge of the Nerds", "Accepted", "Road Trip", and "School Daze" literally displayed a very black or white experience still with minimal realistic trials and tribulations. 

I didn't even know what my campus looked like. Some of my first experiences were quite negative. I was a minority, out-of-state student at a predominantly white institution, and I didn't feel as if I fit in. I viewed and faced a lot of discrimination. My excitement quickly turned to sourness and hatred for my decision. I wasn't sure if this was just the experience where I was, or if this was the college experience for a minority student. I planned to transfer to a college in an urban epicenter more like my hometown; I was convinced that rural Appalachia and I had nothing in common. 

In addition, my major did not provide for a lot of diverse mentorship or support. I remember getting a lot of criticism for my voice being deeper. I was pushed to do urban talk radio instead of reporting the news. I was a strong writer but it seemed that no one felt I had the right look. As noted in the study "Black in a Blonde World: Race and Girls' Interpretations of the Feminine Ideal in Teen Magazines," it seemed that the support went to thin, blonde white women and I was the antithesis for this preference. I wondered, if would not be appreciated on an academic level for my talent, would I ever be accepted in the industry? Though for a few years I obliged to speaking higher, straightening my hair and even wearing wigs, I knew I did not want to be successful with these falsities as my crutch. When I began wearing my hair natural, I received criticism for my hair not being straight and long. I became very distant from my courses in journalism, and fell in love with sociology. Still, at times I wanted to question why I was turned towards mediums and positions in the newsroom and classroom which allowed me to be front and center. Why was I not told about internships that would be "right for me"? I had to do a lot alone that others were supported in doing.

My saving graces were the people I met in the minority-focused centers - the Multicultural Center, the Women's Center, the LGBT Center, and the Department of African American Studies - these experiences not only kept me at the institution but engrossed me into the student leadership positions that employed me and led me to seek a career within higher education. I began working for Housing and Residence Life as a Resident Assistant. It was the most diverse department on campus, serving domestic and international students in employing both domestic and international students and staff. I believe department had the most women, and the most "out" LGBT community members as well.

Professor Shiv discusses how decision confidence and wanting boost the likelihood of engagement, overcoming obstacles and fruition of dreams. So many of these people were passionate about their learning, fulfilled in working with student workers, and were staunch progressives. Instead of sitting on their butts and talking about what they saw (like a reporter), they wanted to be change-makers. Today, many of them are people whom a journalist would chase after for a feature. Though I am still very passionate about communications and broadcasting, my student experience changed the way I perceived the career choice.

This is why invoking emotion into decision-making processes is so important. In discussing the topics of the Decision-Making for Leader course, it is clear that those within the class are excited about how their knowledge is making them better workers, supervisors and organizational leaders. The desire to improve and move an institution forward is beneficial to all within the organization. I see myself within my industry for a long time, due to the mentors who continuously inspire me to inspire others. Passion is persuasive. Confidence is contagious.

References

Shiv, Baba. (2011). Brain Research at Stanford: Decision Making. Stanford University. Accessed at https://www.youtube.com/watch?v=WRKfl4owWKc

Duke, Lisa. (2000). Black in a Blonde World: Race and Girls' Interpretations of the Feminine Ideal in Teen Magazines. Journalism & Mass Communication Quarterly. Accessed at http://jmq.sagepub.com/content/77/2/367.full.pdf+html

A632.8.3.RB - Reflections on the Cynefin Framework

Create a reflection blog based on critically thinking about how the Cynefin Framework can benefit your decision-making. Consider the chart on page 7 of the HBR article "A Leader's Framework for Decision Making" and discuss decision-making in multiple contexts; include two specific examples of decisions in multiple contexts that you have made. Detail the considerations from the various contexts that influenced your decision. Critically assess the Cynefin Framework and describe 5 ways it can provide an improved context for decision making.

A632.7.4.RB - Collaborative Decision-Making

Reflect on the role of collaboration and getting to resolution in the process of decision-making. Rarely, if ever, do our decisions affect only ourselves. Consider the importance of getting other stakeholders involved; how can they help you make a better decision for all? Detail a specific situation where you are faced with the decision, describe the process you went through and the outcome you were seeking. Identify 5 ways stakeholder involvement can help you make better decisions. Did you achieve your objective? Looking back at the decision you made and its consequence, was there anyone else that would have added value to the process? Identify 3 ways you may use this learning experience to make better decisions in the future?

In our class discussion, one of our class members said that in approaching the situation, it is better to be a neutral party. At a past job, I was passed with the duty to head hour recruitment process for next year's staff. At the time we had about 14 staff members, 4 which we were sure we're not returning for another year. This was either due to disinterest or graduation, as it was a student position. I was very excited to begin the search for new staff, as we had had problems over the past few months with staff members who were not performing up to par. Some of them were leaving by choice, but I was sure there were a few whose supervisors were dissatisfied with their work. Working with the supervisors, a few names were discussed in which replacements would possibly be needed. With my supervisor, I devised a plan recruit a diverse candidate pool which included moving away from the characteristics of the student employees which we have historically had trouble with putting on schedule and working special events, due to their participation in extracurricular events and desire to participate in continuously held social activities. We found out this information through step 2 of 7 of Levine's cycle resolution, allowing staff members to tell their story. What I heard from them were stories for staff members switching shifts to go to parties and participate in non-constructive social activities. Social media posts showed that while supervisors were being told that supervisees were leaving town to go to conferences and workshops, the workers were elsewhere.

I originally thought that the only stakeholders involved in the situation were four coworkers which also served as supervisors of the potential staff we were searching to hire, and my supervisor. My supervisor and I were very much on the same page as far as recruiting more diverse candidates. It seemed as if our staff was becoming a clique of people from the same background, with the same interests, and some of the supervisory staff played into this dynamic. Those who did not participated in these interests were deemed an outgroup, and were usually those who ended up covering shifts and working more overall than the majority. At first, it seemed that these staff members who were the most hardworking were fine with continuously helping their fellow staff members. In hindsight, I believe they thought they were simply leading the team. As the treatment continued, however, the staff members started to feel as if they were being taken advantage of. Suddenly they realize that those who were always switching schedule placements with them were not for filling their portion of the deal. I felt for these employees, particularly as the past college student who always seemed to carry my team;s projects. I had become accustomed to the situation and came to realize, as Smith states in her article on  'the lazy employee', “by pointing out that it’s not fair, we just make ourselves feel bad and the situation doesn’t change” (Smith, 2013). With one employee, she had switched so many shifts from the current semester to the next, when she quit, she had only worked half of the shifts she was required to, and two other workers were now responsible for about 25% more shifts than the other employees. Alas, they still tried to tune them out and focus on their work (Smith, 2013).

Only through listening to my coworkers who were in this clique did I realize this mentality throughout the staff, which could only be erased through new hires. This refers to Levine's step 1 of 7 in the cycle resolution, developing the attitude of resolution (Levine, 2009). Because of the history behind the formation of this group, my supervisor and I realized that we would not want to recruit anyone who personally knew any of our current employees, as this is how the current staff came to be. Many of our staff members were good friends at their college, and had passed the word around that our institution was an "easy place to work," a secondary responsibility, and that there would always be others to fill in the shortcomings of the underperformed. These statements were in direct conflict with the desires of our department institution, as I pointed out to my co-workers (Chambers, 1998). It was our duty, then, to keep our best employees and add to them. As a classmate quoted in our discussion, “the content of each side’s story is the crucible that holds the potential for a solution honoring the concerns of all parties” (Levine, 2009). As a leader, I needed to find the most efficient way to resolve our conflict.

I had a vision of what was taking place presently and how it was affecting the people we serve. As Levine states, it is important to clarify revision before I moved forward with what needed to be adjusted and what was missing (Levine, 2009). The sheer nepotism was disturbing to our employees who were dedicated to the position and who were being taken advantage of. In considering these employees as stakeholders, I changed my guidelines of not hiring those suggested by our supervisees; I believed that our highest performing staff members would be able to attract high performing staff members. They would also be able to tell us who, from their experiences, would only add to our staff situation (Smith, 2013). In figuring out what was missing, which was the high-performing staff, I was able to put myself, my supervisor, and (some of) our staff members on the same path to success.


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=27203Levine, S. (2009). Getting to resolution: Turning conflict into collaboration. San Francisco, CA:
   Berrett-Koehler Publishers.
Smith, Jacqueline. (2013). 12 Tips For Dealing With A Lazy Co-Worker.
   Accessed at http://www.forbes.com/sites/jacquelynsmith/2013/08/01/12-tips-for-dealing-with-a-lazy-co-worker/