A640.9.2.RB-Final Project Reflections- Trey McNeil

To be honest, I had an extremely difficult time determining my final elective in the MSLD program. I picked my first elective fairly easy as I chose MGMT 535 which is a communications class. When it came time to choose my second elective, I had a much harder time. I must admit that I almost signed up for a logistics course. However, there is something about the leadership classes that feel like home to me. I like the setup of the classes and have actually grown fond of writing. The one aspect of this class that stood as a deterrent was the service project. I would be expected to complete the same amount of assignments while volunteering eight hours at a local organization? I don’t think so!

I was worried that I would not find an organization that I felt would encompass the true meaning of the project. I spoke to other individuals who had taken the class and they mentioned that they volunteered at animal shelters or vets. Though that sounded like a great idea, I wanted to do something a bit different. It was not until I thought about working at a community center that I decided to sign up for the class, and I am glad I made the decision to take MSLD 640 as my final elective.   

     

Though I was excited about my work with the center, I was still a bit nervous when I arrived for my first session. I was concerned that I would not be able to have enough information to complete the purpose of the project. According to Nosich (2012), the purpose is the goal or mission of our activities. In this case, the purpose was to volunteer, observe the leadership methods, and construct a paper including what you learned about leadership, the organization, and yourself. I have to admit once again that I was wrong.

I learned so much about the center during the eight hours I spent there. About 30 minutes after I got to the center, the first group of individuals arrived for their exercise class. I observed how they greeted each other and how the employees treated them. There was a feeling of warmth and I was able to lead simply by helping the ladies set up their equipment. I was incorrect in the assumptions I had about the center. I pictured a stagnant center without much life. But, what I found out was that the center was full of activity and life. The center constantly had something going on from card games, to exercise classes, to bingo, to chair volleyball, to WII tournaments. It became evident within a couple of minutes that the center was meaningful to the members of Daytona Beach Shores, Florida.

This service learning project also gave me a different point of view about leadership. While I am at work, I view and judge leadership by how it affects me as an employee, how it affects my department, or how it affects the organization as a whole. Throughout this program, I have written many great and not so great things about the leadership of my organization, but all those thoughts came from a first person point of view. It was great to sit back and observe leadership as if I was at a sporting event or concert. During this service learning project, I was just a spectator to the leadership methods at the center, and I was lucky to observe a great organization with spectacular leadership. 

The outstanding leadership started at the top with the director’s (Roni Jackson) servant leadership. According to Rowe and Guerrero (2013), “servant leaders place the good of the followers over their own self-interests and emphasize follower development” (p. 256). One thing I loved about observing leadership at the center was that servant leadership was utilized for both the employees and the members of the center.  When I arrived on the second day the director was helping a member mark off her card for the bingo tournament because her caretaker had to go run an important errand. This may have been a small task to her, but as an individual simply observing her leadership methods, it was outstanding to me. I am sure Ms. Jackson had other activities that needed to be done, but she pushed them aside so a member could enjoy her time at the center playing bingo.

According to Rowe and Guerrero (2013), a servant leader has a vision for the organization. In speaking with Roni Jackson, it was quickly evident that she had a vision for the organization and took a leap in an effort to change the story of the center. Earlier in the course, we read about Dickinson College and the new president’s struggle to develop a leadership story for the college. Roni Jackson also decided to rewrite the story of her organization. She began to bring in more activities and even brought central Florida its first eight pickleball courts. The center became a place of fun activities and comradery and it was evident that the members appreciated the change.

During my time at the center, I also learned a lesson in the Leader-Member Exchange theory of leadership. According to Rowe and Guerrero (2013), LMX theory breaks followers into two groups- the in-group and the out-group. Unfortunately, my organization consists of members in both groups. However, the center told a different story. Though there were only three employees, each follower was in the in-group. Ms. Jackson worked to create a level of trust with each of her employees. Of course, it would be easy to create a level of mutual trust and respect with two other people! However, this in-group encompassed each member that walked through the door during my tenure at the center. Each individual that spent time at the center seemed to have a great relationship with the members of the staff. Creating an in-group with a community center that has over 200 members is not an easy task, but it was one that leadership wanted to accomplish at the center.

My time at the center led to my conclusion that the organization is remarkable and the leadership cares deeply. As a leader, I should strive for the organizational feel that the center possessed. I hope to have the vision that Roni showed in rewriting the story of the center. I also hope to gain the trust and respect that reciprocated from the members and employees of the organization. I enjoyed my time at the center immensely and am grateful for the learning opportunity. I have even volunteered to work a pickleball tournament in October.  I would like to thank the Daytona Beach Shores Community Center, Roni Jackson, Ellen Rollins, Sally Dodge, and the many members who welcomed me during my hours at the center.

References

Nosich, G. M. (2012). Learning To Think Things Through: A Guide to Critical Thinking Across the Curriculum.Boston: Pearson Education, Inc

Rowe, W. G. & Guerrero L. (2013). Cases in Leadership. (3rd ed.). Thousand Oaks, CA. Sage Publications, Inc.

A521.3.4.RB- Credibility- Trey McNeil

To be honest, before I began reading the prompt for this week’s blog, I judged the title of the blog. I saw that the blog was named credibility and I began to think about all of the ways that I am credible. I thought to myself that I am not the best communicator, but I am credible, so this should be an interesting assignment. Once I read the prompt for the blog and realized that credibility referred to persuasive communication, I felt a bit different about the assignment.

Whalen and Ricca (2007) discussed the pillars of credibility some of which include (a) expertise, (b) trustworthiness, (c) goodwill, and (d) dynamism. Though I do not consider myself a persuasive person, I do try to create trustworthiness and goodwill with everyone I interact with. I make a point to treat everyone with respect and build trust with them because I believe trust is important in building all relationships. However, I feel like I fall a bit short with the other two pillars (expertise and dynamism). However, in an effort to become a more credible and persuasive speaker, one pillar needs much more work than the other.

In terms of expertise, I have worked for my organization for nearly ten years and have been the accountant for the Foundation for over six years. I have expertise in the area of accounting and the Foundation. I just do not have the self-confidence. Whalen and Ricca (2007) reminded us to “think about the specialized training you have taken, the facts you have at your command” (p. 124). When communicating with my co-workers, I must remember that I have the expertise and they are asking me questions because they trust my skill level in the subject.

One area I have always struggled mightily in regards to speaking was my presentation- more specifically delivering my message in a dynamic fashion. According to Mazur (2012), no matter how great your ideas or content are, your method of delivery can ruin a presentation. I used to chalk my struggle up to nervousness as I would rather do almost anything else than speaking in front of a crowd.  But that excuse failed to be sufficient when I would fail to clearly deliver a message to a single co-worker or leader. I have a tendency of mixing my words up and sometimes delivering a different message than intended. I also have a propensity to be very monotone and bland during my communication.

Mazur (2012) stated that scrambling through your notes with no eye contact will create doubt in the audience that you know what you are talking about. Anyone can get up in front of a group of people and read. However, that is not a great form of delivery and the content will not be memorable! Another habit that I have is not paying attention to the audience which makes for communication that is not dynamic. Madden (2012) stated that a dynamic delivery includes paying attention to the audience to ensure that they remain engaged.

I once had to deliver a message to my co-workers about a new change that was occurring with state matching donations (I know it is lively material). I tried to prepare my presentation by practicing but it still did not go well. One of my coworkers that I trusted came up to me and said that all I did was read off of a paper. I got feedback- this is good!  I can use this to get better. However, my solution was to look up every couple of seconds and continue reading. Not the best solution as my delivery continued to lack dynamism. 

This blog comes at a great time for me as a tool of self-reflection. Earlier this week, my employer held a conference which included a keynote speaker. He was an associate professor at the University of North Carolina- Chapel Hill. The purpose of his presentation was to offer tips to the faculty about how to deliver a lesson in a style that reaches each type of student. He discussed how students learn differently and that professors should alter their teaching methods to better include every student. It was a great presentation as he was full of life. He walked the stage so each person could see him. He used inflection and jokes in his presentation as a method to keep the attention of the audience. His presentation was full of examples of what to do in the classroom and what not to do in the classroom to deliver a memorable lesson. At one point during his ‘what not to do’ guidelines, he stood behind the podium, looked down, and began to act as if he was reading a psychology lesson. His voice was monotone and without life, as he rambled on about important dates and psychological terms. He did not look up or engage the audience for what felt like five minutes.

When he stepped back from behind the podium, he asked the audience to guess how long that skit lasted. The answer was 56 seconds. As he was going through this example, a lightbulb went off in my head. I began to think- Oh no… that is me! I looked at people on their phone and daydreaming. The presenter who was easily connecting with his audience was able to purposely lose them in less than a minute. If a dynamic presenter can quickly lose their audience then how will I ever connect with individuals I address? I thought to myself that I must begin to use dynamism as a form of credibility. But, how do I begin to develop this pillar? What can I do to become more dynamic in my delivery?

Whalen and Ricca (2007) argued that dynamic communication begins with enthusiasm. A communicator should discuss ideas that they truly understand and take the time to develop a plan to deliver these ideas (Whalen and Ricca, 2007). That is part of my problem- I must be concerned that the audience understands my message. If I put myself in their shoes and make sure I am delivering in a way the message makes sense then I will take a step in the right direction in terms of dynamism. 

According to Time to Market (2017) listening is also a part of being a dynamic communicator. I must learn to listen what is asked of me and alter my delivery based on inquiries from my audience or followers. I cannot appear to be credible if I do not listen to concerns and change my delivery. I may look like I am prepared for the conversation, but this preparedness could lack credibility.

I must also learn how to talk freely to my listeners. (Whalen and Ricca, 2007) I will continue to lose credibility if my conversations consist of a delivery that sounds robotic and rehearsed. Free –flowing dialogue brings liveliness to the conversation which could also be a form of credibility. Finally, I need to work on bringing enthusiasm into my conversations. Enthusiasm will be a welcomed alternative to my monotone delivery and could begin to help establish credibility through dynamism.

References

Maden, S. (2012). 10 Tips to Create and Give Dynamic Presentations. Retrieved from http://burnsmcdmedia.com/careersblog/2012/12/18/10-tips-to-create-and-give-dynamic-presentations/

Mazur , M. (2012). The Importance of Dynamic Speaking Delivery | Dr. Michelle Mazur. Retrieved from https://drmichellemazur.com/2012/10/importance-dynamic-speaking-delivery.html

Time to Market. (n.d.). Presentation Training & Coaching • Time to Market. Retrieved from https://www.timetomarket.co.uk/presentation-tips/successful-presentation-tips/how-to-be-a-dynamic-communicator/

Whalen, D. J., & Ricca, T. M. (2007). The professional communications toolkit. Thousand Oaks, Calif: Sage Publications.

A640.8.2.RB- Women in Leadership- Trey McNeil

My girlfriend, Casey, has been an activist for women’s rights for as long as I have known her, but she became even more invested in this subject after a conversation we had about ten years ago while still living in Mississippi. We enjoy visiting museums and parks and one day we were walking around the Agriculture Museum. One area of the museum is a reconstructed old town. The town contains a doctor’s office, a church, a school, a mill, a general store, a jailhouse, and even a blacksmith shop. As we were walking around, she began to ask me various questions about where I thought she would work if we lived in this town in the 1800’s. She threw many suggestions around and finally decided that she would be the person who sat in the fire tower to observe any nearby fires.

As she described how great she would be at her job, I looked at her kindly and reminded her that she would not be able to work back in those days. She looked at me a moment before she realized that she would not have been allowed to work in the town. She then says adamantly that she would have gotten a job. I told her in as nice a way as I could that she would have either have been burned at the stake for being a witch and going against the current culture or would have been remembered for starting the women’s revolution. I thought she would take it badly but she looked at me and said it was one of the nicest things I have said because I understood her in a complete way. We joke about the conversation now, but it did open both of our eyes about how much things have changed. Women were not allowed to work 120 years ago! Things have changed since the days of the ‘old town’ we were in, but have they changed enough?

This week I had the pleasure of watching a 2010 TED Talk by Sheryl Sandberg discussing why women leaders are not more prominent in the twenty-first century. I must admit that this is not the first time I watched this video as Casey shared it with me several years ago. However, I have been drawn to Sandberg’s thoughts and words since the first time I watched the video. Sandberg (2010) stated “We still have a problem and it’s a real problem. And the problem is this- women are not making it to the top of any profession anywhere in the world” (0:40). Sandberg (2010) discussed some of the numbers that back her statement as she described that only nine of the one hundred and ninety heads of state are women and only 15% of board seats belong to women. Rowe and Guerrero (2012) echoed the same opinion in questioning “why are women so underrepresented in executive leadership roles” (p. 411).

I consider myself lucky to have worked with women in a professional capacity since entering the workforce. When I started at a law firm fresh out of school, the office manager and my supervisor were both women. In my current department, two of the three directors are female, the Controller is female, and the Chief Financial Officer is female. I work closely with the college foundation which also has a female director. The former president was female and the Chairperson of the Board is female. As I think about the message from Sandberg (2010), I realized that I have been surrounded by women with positional power but not women who are at the top of the profession. According to Zarya (2016), there are only 21 women CEO’s in the Fortune 500- which is just over 4%.

So, how do women get to the top of their profession? Sandberg (210), offers three ideas in an attempt to help alter the messages we tell women including (a) sit at the table, (b) make your partner a real partner, and (c) don’t leave before you leave. Nosich (2012) discussed point of view and assumptions as some of the elements of thinking. Sandberg used an antidote to discuss the differing assumptions between men and women, which I love.

Sandberg (2010) recalled the time that she was in a college European intellectual history class with her roommate and brother. She stated that her roommate read all of the novels in both English and the original language, she read all of the books in English, and her brother didn’t do much studying at all and leaned on them at the last minute for help. After the test, they were all discussing how they think they did and both she and her roommate thought they could have done much more to earn a better grade. Her brother then stated that he knows he made the highest grade in the class. She did not reveal the results for each student, but what is obvious is the assumptions that men and women hold for themselves differs drastically. According to Sandberg (2010) women have a habit of methodically underestimating their abilities where men always overstate their abilities. Women need to begin to believe in themselves if progress is going to be made.

Another point that Sandberg (2010) made is that women tend to leave before they leave. Sandberg (2010) stated that women have the tendency to start thinking about having a family and it gets in the way of the promotion they may one day receive. In my department, there have been two women who have been pregnant in the last several years. However, their point of view of what the pregnancy meant to their work differed. Both women pushed themselves at the workplace. They were always reaching for more in a professional manner. When one of the ladies got pregnant, she quit reaching. She was no longer interested in going for the promotions. She was no longer interested in advancing herself professionally.

 On the other hand, another coworker continued to reach after her marriage and pregnancy. She did not give up the fight and kept her will to advance in the department. She is now a director with a three-year-old little girl. Sandberg (2010) stressed how difficult it is to leave the baby to come back to work so you need to advance as much as you could before you leave for maternity. One of my coworkers continued to push which led to a promotion and the other stopped reaching and is no longer my co-worker. Sandberg (2010) advises not to take the foot off of the pedal until you are ready.

One form of subtle sexism is unequal expectations regarding marriage and children (Flynn, 2015). According to Tims (2010), over half of the headhunters looking to fill a salary of 150,000 pounds or more expect women to go back to work immediately after giving birth. As a male, I cannot begin to act like I know the struggles of wanting a family while also pursuing a profession. Men are expected to go back to work immediately and women are expected to go back but looked down upon if they do. This is a societal fail which has created a culture with unreal expectations. A woman’s body does not immediately heal after having a child and to think it is a possibility is absurd. Women need to stay at the table until they are ready to leave, but we also need to change our views on what is possible. A woman not moving up in the workplace because they may have a child one day and take a full maternity leave is wrong and it must be stopped.

Though things have changed since the days of the old town mentioned at the beginning of this post, they have not changed near enough. Women represent half of the world’s population, but the percentage they hold in professional leadership is abysmal. Sandberg (2010) stated that men believe that they accomplish things because they are awesome but women believe they accomplish things because they were lucky or assisted. It is time for women to change their assumptions and point of view and not only grab a seat at the table but grab a seat at the head of the table.

References

Flynn, C. (2015, December 05). 7 Kinds of subtle sexism women encounter. Retrieved from https://www.bustle.com/articles/127626-7-kinds-of-subtle-sexism-women-encounter

Nosich, G. M. (2012). Learning To Think Things Through: A Guide to Critical Thinking Across the Curriculum.Boston: Pearson Education, Inc

Rowe, W. G. & Guerrero L. (2013). Cases in Leadership. (3rd ed.). Thousand Oaks, CA. Sage Publications, Inc.

Sandberg, S. (2010, December). Why we have too few women leaders. Retrieved from http://www.ted.com/talks/sheryl_sandberg_why_we_have_too_few_women_leaders

Tims, A. (2010, October 22). Working mothers: why having a baby need not mean the end of your career. Retrieved from https://www.theguardian.com/money/2010/oct/23/returning-mothers-flexibility-workplace

Zarya, V. (2016, June 07). The percentage of female CEOs in the Fortune 500 drops to 4%. Retrieved from http://fortune.com/2016/06/06/women-ceos-fortune-500-2016/

A521.2.3.RB- The danger of a single story- Trey McNeil

Growing up, I remember a commercial that played very often featuring Sally Struthers standing around unbathed and starving children. I was not aware of the fact that Sally Struthers had gained fame from All in the Family. To me, all she resembled was the spokesperson for the organization that was adamant about feeding and clothing these hungry children. She and the other members of the organization were dedicated to sending these children to school and making sure they were clothed and had shelter each night, which could have been accomplished if the viewer donated $1 a day. I probably saw that commercial five hundred times as a kid having no idea it affected me in a way other than worrying about the children and wishing I could help. 

This week I had the pleasure of viewing the 2009 TED talk by the Nigerian Storyteller Chimamanda Adiche which discussed single stories. In her speech, Adiche (2009) discussed growing up in a middle-class family in Nigeria. She mentioned that as a middle-class family it was customary to have a houseboy to help with cleaning and other chores around the home. She stated that all she knew about the houseboy was that he came from a poor family. One day she was invited to the houseboy’s home for dinner. When she arrived, she saw a beautiful basket made by his brother. She was stunned to learn that poor people could develop baskets. In her example, poverty was the single story (Adiche, 2009). Hence, poverty was all she knew about the family. 

According to Abagond (2009), a single story is one that gets repetitively told about a place that we do not know first-hand creating stereotypes and half-truths. As I thought about the commercial I watched so many times, I realized I became encapsulated in a single story as a child. I saw all of the hungry, uneducated, unclothed children and developed a picture in my mind that all of Africa must be that way. In my head, Africa was filled with poverty stricken children with nothing to eat and nowhere to sleep. I am embarrassed to admit that I was wrong for buying into this single story.

Adiche (2009) listed many examples of single stories that she has experienced in her life. I snickered when she discussed the time her roommate from college asked to listen to a sampling of her ‘tribal music’ and she pulled out her Mariah Carrey cd. Once again the single story created an incomplete picture. The roommate believed what she had learned in Western literature. Adiche (2009) stated, “So that is how to create a single story, show a people as one thing, as only one thing, over and over again, and that is what they become” (9:27). It has become evident that I, like most of us, am guilty of creating a single story. As I thought about a single story, I began to reflect on the times that I generated this type of story only to have the glass shatter once I learned more about the subject.

Growing up in a small town in Mississippi, a single story was written about big cities -especially the larger cities in the north. Take New York City for example. The story written about New York City was that it was too busy for anyone to care about anyone else. The individuals were rude, angry, and in too much of a hurry to help each other. This story was conceived from movies in which cab drivers or other citizens would yell at each other. TV shows created characters at the front desk of the hotel who would not give the time of day to help you. I even heard first-hand accounts of people the city that perpetuated the single story. I was honestly worried how I would fit in if I ever visited. However, I should not have listened to the story others were telling about New York City.

When I visit New York City, the single story was disproven within a couple of hours of being in the city. We were asked if we needed help at Grand Central Station before we even asked (I guess our tourist badges were more evident than we thought they would be). I actually saw someone help another individual cross the street, which I have not seen in Florida or Mississippi. I witnessed multiple people carrying baby stroller for mothers up or down the steps to the subway. I admit once again that I was ashamed of the single story that I not only believed but repeated on multiple occasions. In every large city there are more than likely rude and disingenuous people, but to believe a city was constructed of only these individuals was a mistake! Adiche (2009) stated that single stories emphasize how we are different instead of discussing similarities, which was evident in the story I helped construct about New York City. Not only was I erroneous about the city, I loved my visit and cannot wait to return. 

The simple story can also be utilized in analyzing ourselves or a place we know well. Mississippi is known as the hospitality state. From a Mississippian’s perspective, hospitality is the single story both written and believed. I recently went back home to Mississippi for a wedding and observed several instances of anything but hospitality. I saw a road rage incident in which people were screaming at each other, I witnessed an episode that leaned toward the side of racism, and I saw many individuals hurriedly going about their business with no regard for the other citizens. The single story is hospitality but a broad view adamantly opposes the story that has been written.

According to Hoch, Kunreuther, & Gunther (2001), I occasionally suffer from frame blindness in decision-making because I “look out at the world through one mental window and fail to notice the views offered by other windows” (p. 139). This same concept can be applied to single stories in that single stories only tell you part of the information, therefore, believing this type of story would be incorrect.

McKay, Davis, and Fanning (2009) stated that there are four types of expression including (a) observations, (b) thought, (c), feelings, and (d) needs. A whole message is able to incorporate all four types of expression (McKay et al., 2009).  The message delivered by Adiche (2009), was a combination of each type of expression. She was able to discuss the things she saw, what those sights made her think, how she felt about her thoughts, and finally, her need to alter her thought and the way things are viewed. McKay et al. (2009) also discussed self-awareness as a preparation technique for your message or communication. In his discussion of springboard a springboard story, Denning (2011), stated that purpose is an important element to the story. It was evident that the message was well prepared and Adiche understood the purpose of her communication.

Another observation that I made while viewing Adiche’s (2009) speech was the comfort, confidence, and pride she felt for her subject matter. According to Whalen and Ricca (2007), “As you speak, you become filled with feelings of pride and joy for your ideas. You let your pride flow from you to your audience” (p. 21). The comfort that she shared with the message was evident in the jokes she made and in her delivery.

I enjoyed the thought-provoking speech delivered by Adiche. I found it interesting how many instances single stories have skewed our view or feelings about a particular subject. The overall message is that we need to become aware of not just one side of the story but a balance of stories. I admit that I must also become cognizant of the world around me and avoid the stereotypes. I believe the message Adiche (2009) was trying to deliver was that we all must remain aware of a balance of stories and not just the single story so we can avoid the dangerous stereotypes that seem to be all around us.

References

Abagond. (2009, October 30). The single story. Retrieved from https://abagond.wordpress.com/2009/10/30/the-single-story/

Adiche, C. (2009, October).  Chimamanda Adichie: The danger of a single story. Ted.com. Retrieved from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

Denning, S. (2011). The leader’s guide to storytelling; Mastering the art and discipline of business narrative. San Francisco, CA. Jossey-Bass.

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

McKay, M., Davis, M., & Fanning, P. (2009). Messages: The communication skills book. Oakland: New Harbinger Publications, Inc.

Whalen, D. J., & Ricca, T. M. (2007). The professional communications toolkit. Thousand Oaks, Calif: Sage Publications.

A640.7.3.How to answer case study questions_Trey McNeil

When I began to think about pursuing my Masters in leadership, I asked several people that had taken the program what I should expect. I weighed my options heavily as I was also considering an MBAA degree. The reviews were positive as some people said that the leadership program gave them a new look on leadership, organizations, and even themselves. After much consideration, I decided to pursue the MSLD degree. However, there was one aspect of the program that terrified me- the case studies.

There were two answers that were redundant in regards to the most difficult features of the program- the literature review in MSLD 500 and the case studies littered throughout the course work.  Though I was a successful undergraduate student, I always had trouble with the finance and accounting related case studies. Actually, my disagreement with case studies began in middle school trying to determine which train will get to Phoenix first between the train traveling from Denver and the train coming from Santa Fe.  

Looking back on my journey, I am glad that I did not shy away from the program due to my fear of the content.  One valuable lesson that I learned was not to listen to everything you hear and that my opinion does not always agree with the masses. Over the last nine classes, I have learned to appreciate the case studies and see them as an outstanding real-world learning tool.

I recently found a 2017 article by Juanita King in which she discussed methods to answering case study questions. This article was full of valid points including (a) read the study slowly to make sure all information is understood, (b) look for key words and figures in the writing as they can help answer the question(s), (c) be sure to locate the topic sentence and make sure you understand it before moving on, (d) visualize the scenario as you read, and (e) slow down if the material begins to become confusing (King, 2017). I began to wonder how the approach I have utilized during my tenure in the program stacked up to her methods of answering the questions.

When I began the program, my thought-process in relations to case studies was to read it and hope for the best while answering the questions. However, my first class that contained case studies offered a format to help answer the case studies. The elements included in the format were (a) macro and micro problems, (b) causes, (c) systems affected, (d) alternatives, and (e) recommendations.  This form divided the case studies into more manageable sections. The idea of case studies was no longer as daunting!  The format offered allowed me to break down the study as it forced me to read the case study slowly to make sure it was being comprehended (King, 2017).  As I progressed through the program, I continued to use this format to assist me in the case studies.

King (2017) also recommended slowing down and taking you time in answering the questions. This is a method I adopted in the early stages of the program. I am not sure if it is common practice, but my weekly case studies would usually be a three-part process. The first day would consist of reading and then usually re-reading the case study. I would then ponder the story for a day and think about how I would answer the questions. The next day would consist of sitting down with pen and paper to go through the elements of the case study. What were the macro problems? What were the systems affected?  Once I had an outline of how I wanted to answer the questions, I would wait another day to type them just in case my thoughts changed on an element of the case study. I have always been a diligent preparer and I know this method may not work for everyone, but it was helpful to me.

Another process I used in answering case study questions was to attempt to incorporate the elements of thought in my answers.  Nosich (2012) stated that critical thinking differed from thinking in that it must be reflective and meet high standards. I began to incorporate certain elements such as point of view and assumptions in my responses. Is my point of view altering the information provided and guiding my answer? Are any assumptions weighing into my response? I also attempted to look at the type of leadership demonstrated in the case study. This week’s discussion post revolved around team leadership.  If the leaders exhibited team leadership, such as the founders of Veja Sneakers then the answers would be different than a leader who exhibited strategic leadership such as Matthew Douglas from Douglas Fine Foods. When I incorporated the elements of critical thinking and the leadership styles demonstrated into my responses, the case studies began to make more sense.

One tip that King (2017) offered was to visualize the story as you were reading it. I wish I would have incorporated this tip into my approach. The one case where this would have been very helpful was the first study of this class about Dickerson College. I have to admit that I had trouble understanding it due to the length of the study and the broad history it covered. If I would have visualized myself as the individuals mentioned in the story, then I may have grasped the information quicker.

King (2017) stated that word arrangement can hold a significant importance in case studies. This is one tip that I will take with for future case studies. I did not pay attention to word arrangement and probably should have. The way words are arranged can help clarify the message in a case study.

Though I was terrified of case studies before entering the leadership program, I am happy that I remained in the program as they were a great tool throughout the course work.

References

King, J. (2017). How to Answer Case Study Questions. Retrieved from http://www.ehow.com/how_8342765_answer-case-study-questions.html

Nosich, G. M. (2012). Learning To Think Things Through: A Guide to Critical Thinking Across the Curriculum.Boston: Pearson Education, Inc

A521.1.4.RB- Your favorite storytelling leader_Trey McNeil

I attended a mandatory work conference as part of our annual staff training days last June. The presentations included in the training are usually routine and extremely boring and I have difficulty keeping interest with the speaker. As an accountant who rarely intermingles with any employees other than my department, it is hard to find interest in a two-hour presentation related to customer service. But, little did I know, today would be different and I would hear a story/presentation that would positively affect my life.

This meeting began with a safety presentation where the director of campus safety showed a video entitled Run, Hide, or Fight depicting what to do in an active shooter scenario. Though this is a great and informative video, I had seen it multiple times and began to wonder if we would be subjected to the typical presentation from previous years. However, the mood changed when Captain Lance Blanchette from the Daytona Beach Police Department was introduced. Capt. Blanchette was a twenty-four-year veteran of the force and was asked to give a speech about what to do in an active shooter. Though this was a presentation, it had many story-like qualities and it resonated deeply within me.

The idea of an active shooter is an extremely deep subject and nobody wants to think it could possibly happen to them. However, the sad reality is that it could happen to anyone at any time. Capt. Blanchette began the ‘story’ by describing how preparation can save your life in an ill-fated event such as an active shooter. He mentioned that the first thing he does anytime he goes out to eat, goes to a movie, or goes to a show is to create an action plan in case of an emergency. He thinks to himself, what would I do if something terrible were to happen? Which door is closest? Is there anywhere safe to hide? His words prompted me to become more cognizant of my surroundings. I try to assess each new location just in case unfortunate events do occur. Capt. Blanchette also told us that if you see something please say something.

He told a story of a young student at Virginia Tech who was acting strangely one week in the hallway. One day he was seen taking steps down the hall and writing down information in a notepad as if he was counting and recording steps. The next day he was seen with a measuring tape and rope measuring the doors of the building. Many students and teachers noticed these strange actions but failed to think anything of it. As we may all be aware, this student was planning an unthinkable action and was later responsible for the deaths of 32 students in a Norris Hall classroom (Pelletiore, 2017). Capt. Blanchette questioned whether these individuals would be alive today if someone would have said something about the odd behavior they witnessed.

Denning (2011) noted that a successful storyteller should be lively and use visual aids to their advantage. Capt. Blanchette did use visual aids in his presentation as he had some stats and figures about past mass shootings and, but they were not the star of the story. It was obvious that he was the star of the show. Denning (2011) stated that a good delivery includes facial expressions and tone of voice. Capt. Blanchette’s delivery was on point as he was talking about doing everything you can to stay alive in an active shooter situation. He said if you are in your office and cannot get out then hide, but first grab your scissors, letter opener, or anything sharp you can find and remember to take off your belt.

One of the individuals observing the presentation made a comment about a belt doing nothing if the individual had a gun. When hearing this Capt. Blanchette calmly removed his belt, took his keys out of his pocket, and attached the keys to his belt. He then started swinging the belt like a madman and invited the individual to come up and try to harm him. The ‘heckler’ then stated that he would not do that because he would get hurt. Capt. Blanchette then stopped swinging the belt and responded that no he would not hurt him- he would beat the ever living snot out of him. I do not believe Capt. Blanchette did this to humiliate the individual but more to prove a point about doing everything you can in to stay alive. He stated if the shooter does not know you have a belt to swing then it will give you a better chance to make it home alive.

Though this type of conversation and story can be hard to digest as it is a difficult subject, Capt. Blanchette was not all doom and gloom in his lesson. The use of comedy in a story, especially when the subject matter is heavy, can be a way to make the story more comfortable while connecting with the audience. He showed a clip of a lady cowering in the corner crying while the shooter was roaming the halls nearby. The coworkers who were in the room hiding with her were trying to get her to be quiet but had no luck. Capt. Blanchette premised his statement by saying that he does not condone violence on women or anyone else but made a joke that in this situation he would knock the lady out and beat the shooter with her if it would save both of their lives.

During his presentation/story Capt. Blanchette was extremely adamant in the purpose of his communication. He mentioned multiple times that as the good guy(s) in this situation we must do everything we can to stay alive. He mentioned that he had been in several situations where shots were fired and the only thing that was going through his mind was the bad guy will not win and I will do everything in my power to get home to my family- they will not take me away from my family. He strongly urged that we think about something that we refuse to lose and fight with everything we have to see that person, place, object again and not let the shooter win. He stated that focusing on family or friends will increase the will to fight.

Captain Blanchette was very clear in his vision and purpose of the story and worked to create a feeling that each person in the audience understood his communication. He questioned the audience multiple times to make sure they understood not only what he was saying but the depth and meaning of the story. One thing he told the audience that will always stay with me was that if we were ever in an active shooter situation do everything we can to survive one additional minute. He said that he is coming and he is bringing all of his colleagues in law enforcement with him and they will get the shooter and save our lives if we can survive until their arrival.

Whalen and Ricca (2007) described a concept of felt sense which is defined as shared understanding creating a feeling in the person hearing the story telling them that the storyteller is right. When Capt. Blanchette described the scene of the shooting, he mentioned that when law enforcement officers do come in to find the shooter do not rush up to them and ask for help. Though they have trained for a scenario like this, there is still fear and excitement rushing through them. He explained the best way to get yourself injured or possibly killed is rushing up to an officer who is looking for the shooter. He said to try to remain calm and hold your hands up so the officer understands that you pose no danger. As he was describing this scene I could picture it and was able to tune in with my felt sense. I remember the feeling I had in my stomach indicating he was right and I must remember to fight my emotions if I was ever involved in a tragedy such as this.

This story resonated with me on so many levels and is very memorable because of its timing. The mandatory training was held on Wednesday, June 8, 2016. Two days later, 22-year-old pop star Christina Grimmie was shot at the Plaza Live Theater in Orlando, FL by one of her fans (Hayes, 2017). This tragedy shocked the nation but the shock would, unfortunately, be short lived. The next night/ early morning 49 beautiful souls were lost while attempting to have a fun night out at Pulse nightclub in Orlando, FL. (Mettler, 2017). These individuals were killed because the shooter did not agree with their lifestyle. I remember Captain Blanchette stating that he loved giving the safety speech but it seemed like every time he gives one another tragedy takes place.  This time tragedy struck and it was our community who was puzzled and mourning.  The speech had already left an impact on me but because of the activities that took place the following weekend, his words of wisdom will be forever engraved in my memory. I am not guaranteed to survive an active shooter, but his story and knowledge will give me a better chance to get home to my family which is what Capt. Blanchette desires from everyone who attends his presentation. 

References

Denning, S., (2011). The leader’s guide to storytelling; Mastering the art and discipline of business narrative. San Francisco, CA. Jossey-Bass.

Hayes, C. (2017). Christina Grimmie: The forgotten story of a singer’s legacy and the troubled man who killed her. Retrieved from http://www.orlandosentinel.com/news/crime/os-christina-grimmie-anniversary-investigation-20161212-htmlstory.html

Mettler, K. (2017). A year ago 49 people died at Pulse Nightclub. Today Orlando remembers. Retrieved from https://www.washingtonpost.com/news/morning-mix/wp/2017/06/12/a-year-ago-49-people-died-at-pulse-nightclub-today-orlando-remembers/?utm_term=.5796269f4b99

Pelletiere, N. (2017). Inside Room 211: The massacre at Virginia Tech remembered 10 years later. Retrieved from http://abcnews.go.com/US/room-211-massacre-virginia-tech-remembered-10-years/story?id=46701034

Whalen, D. J., & Ricca, T. M. (2007). The professional communications toolkit. Thousand Oaks, Calif: Sage Publications.

A640.6.4.RB-Authentic Leadership- Trey McNeil

This week, I had the opportunity to learn about authentic leadership. According to Luthans and Avolio, authentic leadership “results in both greater self-awareness and self-regulated positive behaviors on the part of leaders and associates, fostering positive self-development” (as cited by Rowe and Guerrero, 2013, p. 295). This sounds like a great style of leadership as it promotes self-awareness and positive behavior. However, there are always differing views regarding theories. This blog will examine two differing statements related to authentic leadership.

“Authentic leadership is proposed as the core of effective leadership needed to build trust because of its clear focus on the positive role modeling of honesty, integrity, and high ethical standards in the development of leader-follower relationships” (Wong & Cummings, 2009, para. 1).

Critics attribute authentic leadership to a way to manipulate and deceive followers. Martin and Sims (1956) and Bailey (1988) wrote that all leaders must be manipulative to succeed.

Though these two statements focus on authentic leadership, the opinions they offer are total opposites. How can a leadership theory that is supposed to be based on honesty, integrity, and self-awareness revolve around manipulation? A Google search of manipulative leaders will find articles about infamous leaders such as Stalin, Lenin, and Hitler. When I think of manipulation, only bad things come to mind. I picture move characters like Aaron Sampler from Primal Fear or Gordon Gekko from Wall Street manipulating people along their way. So, are authentic leaders really just great manipulators?

According to Stachowiak (2014), there is a difference between manipulation and leadership. All leaders are in charge of getting their followers to work towards the completion of a goal or mission. The completion of a goal or increase of production takes a level of persuasion on the part of the part of the leader. Technically, all followers react to a level of persuasion. As an accountant, I want to make sure that I follow all statutes and auditing regulations. Why? Because if I don’t I could create a negative audit and harm the company. I am persuaded by the negative aspects of my actions. A child may also have to be persuaded to clean their room. The parent may offer an allowance or ice cream for a clean room. However, a leader should not turn persuasion into manipulation. Manipulation occurs when a leader influences or persuades a follower to do something that only benefits the leader whereas leadership benefits both the leader and follower (Stachowiak, 2014).  

The elements of critical thinking can be used to compare and contrast the two statements regarding authentic leadership. According to Nosich (2012), people have intentions in all of their actions. These intentions or objectives are known as the purpose of our actions. A common ground between the two statements would be the purpose. In both instances, the leader is trying to lead productive followers. However, the point of view would differ greatly in the two statements. The first statement, which promotes authentic leadership, would come from a leader who is attempting to develop their followers through trust and honesty. The purpose of the leader who abides by the second statement does not relate to follower development. This leader would only be concerned with production by any means necessary including deception.

The assumptions of the two statements would also differ greatly. The leader who abides by the first line of thought assumes that a mixture of honesty, integrity, and trust are the perfect recipe to build a strong relationship with their followers. They think that this ethical relationship is the key to being a successful leader. The leader who believes in the second statement does not assume that honesty and trust are important. They assume that if they manipulate and use their employees to be productive then maybe there is a reward in it for them. Their assumptions do not include a healthy leader-follower relationship and (in my opinion) they couldn’t care less. 

The implications are also dissimilar between the two statements. According to the Nosich (2012), the implications question what follows the action or reasoning. The implications for the second statement could be catastrophic for a leader and organization. If the followers begin to understand that they are being manipulated and deceived, then morale, trust, communication, and production could all begin to decline. Individuals do not like to be fooled or used for personal gain, so the authentic leader who manipulates could quickly see repercussions due to their actions. However, the authentic leader who makes an effort to create trust while strengthening the leader-follower relationship could see positive effects for their actions. Who would you rather work hard for- the leader who unethically manipulates you or the leader who trusts you and acts ethically? I know who I would stay late or come in early for if asked.    

I have always seen the good in people, so it is hard for me to believe the authentic leadership, or any type of leadership, is simply manipulation and deceit. However, returning to an early topic, I believe that persuasion plays a major role in authentic leadership. Leaders may need to persuade their followers to buy into their mission. Northouse stated that authentic leadership will only be successful if followers identify with the values of the leader and exhibit a large degree of buy-in (as cited in Rowe and Guerrero, 2013). I see authentic leadership as a method to inspire employees instead of manipulating them. One technique used to create buy-in while helping followers to identify with the values of the leader is a springboard story. According to Denning (2011), “A springboard story performs the most useful thing a leader can do: communicate a complex new idea and inspire action to implement it (p. 59). Authentic leaders should utilize springboard stories to persuade their followers to buy into the vision while creating trust and self-awareness. This method could act as a bridge between the two polarized statements regarding authentic leadership.        

References

Denning, S., (2011). The leader’s guide to storytelling; Mastering the art and discipline of business narrative. San Francisco, CA. Jossey-Bass.

Nosich, G. M. (2012). Learning To Think Things Through: A Guide to Critical Thinking Across the Curriculum.Boston: Pearson Education, Inc

Rowe, W. G. & Guerrero L. (2013). Cases in Leadership. (3rd ed.). Thousand Oaks, CA. Sage Publications, Inc.

Stachowiak, D. (2014). The Difference Between Manipulation and Leadership. Retrieved from http://coachingforleaders.com/manipulation-and-leadership/

Wong, C. & Cummings, G. (2009). The influence of authentic leadership behaviors on trust and work outcomes of health care staff. Retrieved from https://www.researchgate.net/publication/227526741_The_influence_of_authentic_leadership_behaviors_on_trust_and_work_outcomes_of_health_care_staff

A640.5.2.RB-Leader-Member exchange Theory of Leadership- Trey McNeil

This week I had the pleasure of learning about the Leader-Member Exchange Theory of Leadership (LMX). This theory of leadership differs from the previous styles of leadership we have studied over the last couple of weeks because it does not focus solely on the leader or the follower, but the relationship between the leader and the follower. According to Rowe and Guerrero (2013), “The focal point in LMX theory is the dyadic relationship between a leader and each of his or her followers” (p. 200). This theory is one that I feel passionate about. In previous posts, I have discussed my feelings for the people of an organization. I have talked about how I feel that the people are the most important part of a company as they are more imperative than the facilities, equipment or organization itself. The leader-member exchange theory includes a discussion of the perils of a poor leader-member relationship.

LMX is defined by the’ in-group’ and the ‘out-group.’ The in-group members are given more responsibility due to their strong relationship with the leader. The out group members come to work and do the minimum required for their job. This theory is important because it treats the leader and follower equally in the relationship. If a follower is hired with an attitude that they are just there for the paycheck and will give no additional effort, then they will always remain in the out-group. However, if a follower is hired and they have the attitude that they are going to work harder than asked, but the leader does not extend the proverbial olive branch to build the relationship then this follower will also remain in the out-group. I believe the leader-member exchange theory is outstanding, but leaders must give all members a chance and not form clicks in their department.

According to Rowe and Guerrero (2013), leaders must attempt to develop a relationship with all followers who have the capability of becoming an in-group member. I disagree with this statement in that I think that leaders need to work to develop a relationship with all of their followers. If the leader does not attempt to build a good relationship with their followers, then how can trust be developed or reciprocated?  Northouse (2013) stated that “Leaders should look for ways to build trust and respect with all of their followers, thus making the entire work unit an in-group” (p. 145).

As more Millennials and, eventually, members of Generation Z enter the workforce, LMX will begin to play a larger role in organizational leadership. In this high-paced, technologically-savvy world people want to be recognized and understood. I believe this is the reason that Facebook, Twitter, Instagram and various other social media sites have become overwhelmingly popular. People want to tell their story, be understood, and be appreciated for their effort or view. This is no different in the working world. People will work harder for a leader who takes the time to invest in a higher quality relationship with them because of the trust and appreciation that accompanies this relationship.

As I thought about the relationships in leader-member exchange theory, I began to paint a picture of children trying to develop a relationship with their parents with the use of sports. Both of these children play sports. The first child plays baseball and is in the process of developing a great relationship with their parents. Mom and dad practice with the child and come to the games. They show that they care for and trust the boy which drives the child’s strong work ethic. The other child plays soccer but the parents work all of the time and, unfortunately, the relationship is not as strong. However, that does not affect the child’s work ethic. She practices very hard and scores three goals in the game, but the parents are too busy to notice. No matter the child’s talent or work ethic they will eventually not care and mirror the out-group employee who comes into work just to give enough effort not to be fired.    

I began to wonder if I would harder than required for a leader who attempted to build relationships with their employees and the answer is a resounding yes. Actually, in my current positon, there have been two leaders whose styles were polar opposites. My first ‘leader’ was nothing but a figure head. They would use their employees to their own advantage. They were not interested in building personal relationships, and all employees were considered to be a member of the ‘out-group’ no matter the effort put forth. As a new member of the team, I came in ready to work hard, build trust and prove my worth. However, the actions of the leader caused me to be to develop zombie like behaviors at work. I would come into work only to give the minimal effort required and go home. Because there was no additional effort and not trust or relationship with the leader, I viewed myself as an average employee.  

On the other hand, my current leader does make an effort to build a relationship with their followers. This week’s discussion revolved around transformational and charismatic leadership. According to Northouse, “Charismatic leadership transforms how followers view themselves and strives to tie each follower’s identity to the organization’s collective identity” (as cited by Rowe and Guerrero, 2013, p. 216). My current leader uses a combination of charismatic leadership and LMX theory to create a level of trust, respect, and appreciation with each follower. This combination of leadership techniques has transformed the way I view myself from an average worker to a hard worker who is a member of the in-group. I realized I am willing to work much harder for this leader. There have been instances where I have been asked to work nights and weekends, and I accept without question because I know they will be there with me throughout the journey.

The implications of ‘in-group’ and ‘out-group’ members play a vital role in meeting organizational goals and increasing production. Without the individuals, the organization will never meet its goals, and the results are always better when people are invested. There is no doubt leadership plays a huge role in follower investment. According to Rowe and Guerrero (2013), “LMX theory implies that we need to understand that in-groups and out-groups exist in groups and organizations and that as leaders, we participate in their development” (p. 202).  Leaders must work to create larger in-groups because the more members in the in-group, the better the team will do. If the leader does not put forth the effort, then the team could become all out-group members, and that will spell trouble for both the leader and organization. 

References

Northouse, P.G. (2016). Leadership: Theory and practice (7^th ed). Thousand Oaks, CA: Sage

Rowe, W. G. & Guerrero L. (2013). Cases in Leadership. (3rd ed.). Thousand Oaks, CA. Sage Publications, Inc.