A635.7.3.RB - INSEAD Reflection

For this week’s reflection blog, I viewed the video INSEAD video on Self-Managed Work Teams and was asked to answer the following questions:
What do you see as some of the major benefits and drawbacks of self-managed teams?
Would you like to work within such a team?
What competencies would you need to develop to be an effective external manager of a self-managed work team?

Traditional companies are structured based on specialty (function) and hierarchy (rank). However, there has been an evolution from traditional hierarchical organizations to self-managed teams. Brown (2011) defined self-managing groups as “an autonomous group whose members decide to handle their task” (p. 349). In the self-managed teams, traditional management levels have been removed, flattening the organization’s hierarchy. Employees, at all levels, now have increased responsibility and greater control over how they perform their job. Self-managing teams require members that are highly skilled and knowledgeable (Brown, 2011). The external manager needs these competencies along with good interpersonal skills.

Self-managing teams can use internal motivation and competition to develop their skills. There is no hierarchy, titles or promotions; colleagues are recognized by competency. Self-managing teams are more effective and competent, they have greater satisfaction and sense of vision and there is a strong partnership between team members and management (Brown, 2011).

Along with the advantages of self-managed teams, there could also be drawbacks In the video (2013) they mention that in “some ways it's a bit of a paradox how do you lead teams to lead themselves”. Also, Brown (2011) suggests that some drawbacks associated with using these teams include: the task, people, and context may not require a self-managed work team, managers and leaders do not understand their roles, self-managed teams may lack proper training, and organizations lacking rewards for performance can create problems.

I would like to work in a self-managed team. As an aircraft Production Superintendent, I can see some similarities to this work-team. I am in an office with about 10 other Senior Non-Commissioned Officers who are all highly skilled and motivated. I would venture to guess that is why we were chosen for this position. Pro Supers have to make quick decisions about aircraft status and must manage, control and direct resources effectively to accomplish the mission (AFI 21-101, 2015). My job requires me to, as Obolensky states, get on and inform supervision in a routine way such as during turn-over and daily production meetings (2014). Production Superintendents manage the aircraft and personnel on a daily basis and figure out the best course of action in hazardous and sometimes emergency situations (i.e. an in-flight emergency landing). We know what needs to be done to accomplish the mission and we get it done effectively and safely. 

AFI 21-101. (2015, May 21). Washington, D.C.: Dept. of the Air Force. Retrieved March 18, 2018, from http://static.e-publishing.af.mil/production/1/af_a4/publication/afi21-101/afi21-101.pdfBrown, D. R. (2011). An Experimental Approach to Organizational Development (8 ed.). Upper Saddle River, Pearson Education, Inc.

INSEAD. (2008, September 22). Self-managing teams: debunking the leadership paradox. Retrieved from https://www.youtube.com/watch?time_continue=2&v=GBnR00qgGgM 
Obolensky, N. (2014). Complex adaptive leadership (2nd ed..). London, UK: Gower/Ashgate

A635.6.3.RB - EcoSeagate

For this week’s reflection blog, I viewed the video of EcoSeagate and after reviewing the application located in page 274 of the textbook was asked to answer the following questions:
Do you see value in the EcoSeagate team development process?
Why would something like this be necessary in a high-performing organization?

Could your organization benefit from a similar activity?

I do see value in the EcoSeagate team development process. It seems that they had a very volatile and unstable work environment. When the new CEO came in, he could either do nothing and things would continue to deteriorate or he could change the culture. He chose to implement EcoSeagate and change the culture.  I believe that team building, trust building, and overall department building activities are very important activities and necessary for high performance organizations. If individuals can learn to trust one another enough to pull each other up the sides of mountains or through river rapids then discussing the plans for next year's finances or developing the next product should be no problem.

I believe that any organization could benefit from something like this. Part of Air Force Basic training involves trust exercises and other activities involving communication, commitment and accountability. The Air Force also does a good job of holding training and resilience days, now incorporating different activities that encourage trust exercises, though nothing to the Eco Seagate level. Performing theses exercise helps build, teamwork, trust and can increase morale as well. In the military, especially in front-line career fields, trust is critical to survival and success. 

Even when I’m in a smaller team it always feels good to get away and have a team lunch off-site. You get to talk to your peers about something other than work which helps you know them on a deeper level. We go back to work, after just an hour, feeling closer and having made a couple new memories. A development process like EcoSeagate would be even more important because it encompasses several levels of employees away from their place of work, thrown into challenging situations where they have to learn to trust and rely on each other to complete tasks.

Brown, D. R. (2011). An Experimental Approach to Organizational Development (8 ed.). Upper Saddle River, Pearson Education, Inc.

Chao, M. (2008). Eco Seagate 2008 1/3. Retrieved from https://www.youtube.com/watch?v=zCOfOFMiLtE

Chao, M. (2008). Eco Seagate 2008 2/3. Retrieved from https://www.youtube.com/watch?v=Etwuap-_Azk

A635.5.3.RB - Video Debrief of Team MA

For this task, I was asked to watch the video of Steve Jobs brainstorming with his NeXT team. After watching the video and reviewing my Management Assessment results I believe I would fit well within the culture of the NeXT startup team. I am goal-oriented and have the desire to change the world much like Steve Jobs and the NeXT team members.

Steve Jobs and NeXT team were determined to get their new product launched within 18 months. They set their goal and were highly motivated by the challenge and desire to reach that goal. Throughout the video you can sense of passion and commitment throughout the team. In fact, the narrator mentions that some of the members had left Apple to follow Jobs in this new venture because they really care about higher educational process and making a difference in the way the learning experience happens (2012). Their goal was to transform the learning process. Similarly, my Management Analysis profile showed that I am highly motivated by challenges and have a strong desire to meet and exceed my goals. For example, throughout high school and college I set out to learn as much as I could and achieve good grades. I have many awards and accolades proving that I have very much exceeded that goal. Also, when coming into the Air Force I was told repeatedly that I 'was not good enough' and was even medically disqualified twice before joining. However, I did not let the stop me. I fought and overcame. This internal drive carried on throughout my career as my first duty station I was assigned as the first and only female in a aircraft maintenance section and male-dominated career field. I was told 'you can't do it', which just motivated even more to prove others wrong and overcome the challenges. Jobs was so passionate about his vision that he committed $7M of own money to overcome the limited budget and achieve his goal (2012).

While Steve Jobs was a builder and motivator, he was also focused (2012). I believe that was pivotal to his success. In fact, Jobs states that you must have a keeper and reiterator of the vision. He goes on to say he believes his team was concentrating on too much smaller battles – not focusing on war, the “big picture” called survival (Jobs, 2012). The video states that he would continuously focus the lens of his vision on his priorities (2012). This continued focus would keep the NeXT teams' feet on the ground and motivated while achieving their ambitious goals.

When people know they make a difference, they find it easier to be motivated and satisfied with their job" (Stark, 2018). Steve Jobs made a difference, he was a true leader. People confuse power, fame and wealth with leadership ability. Authentic leaders are looking to make a difference. Once we shift our thinking and understand what a true leader is, we will see that they are all around us making differences every day. I would like to think that I am making a difference. Although I am goal-oriented at work and home, I am also motivated to solve problems and create change. Steve Jobs and his NeXT team planted the seeds of a new corporate culture that was built from the heart and it all started with just an idea (2012). This video renewed my desire to make a difference while reminding me that it is possible to change the world. "That’s an incredible feeling; that you can plant something in the world and it will grow and change the world" (Jobs, 2012).

Brown, D. R. (2011). An Experimental Approach to Organizational Development (8 ed.). Upper Saddle River, Pearson Education, Inc.
Stark, P. B. (2018, June 14). 6 Reasons to Involve Employees in Decision Making. Retrieved from https://peterstark.com/key-to-engagement/#Steve Jobs Brainstorms with NeXT Team. (2012, January 19). Retrieved from https://www.youtube.com/watch?v=loQhufxiorM

A635.4.3.RB - Build a Tower, Build a Team

Tom Wujec presents some surprisingly deep research into the 'marshmallow problem' -- a simple team-building exercise. According to the video, this exercise forces people to collaborate very quickly in order to build the tallest structure.

Most people would assume that recent business school students would perform better than recent kindergarten students. However, that is incorrect. Surprisingly, kindergarteners builder taller towers and the most interesting towers. Rather than talking about "How" to complete the task, jostling for power or trying to find a single right plan, they start with the marshmallow and build prototype towers along the way (Wujec, 2010). This iterative process provides instant feedback to the young teams of what works and what doesn't.

I believe this children perform better at this team exercise because they solve problems creatively, creating their own solutions through trial and error whereas adults don't (or can't) think outside the box. Furthermore, children have a shared mindset with much less distractions and biases than adults. As we grow and age, we form perspectives and beliefs, based on prejudices, bias, and half-truths. These beliefs determine how we see the world, the assumptions we formulate, and the theories we use to figure things out (Elder & Paul, 2013). Kindergarteners, without the prejudices and biases, are able to quickly come together with the goal, and only the goal, in mind.

Wujec presents that CEOs with an executive assistant perform better than a group of CEOs alone. I believe this is, like Wujec (2010) states, because the executive assistants possess specialized facilitation skills which greatly improve success. While the CEOs are mainly focused on the end goal, executive assistants play a strategic management role. They use their intuition, judgment, business knowledge, motivational techniques, and personal leadership to make decisions and save time (Torres, 2014). Executive assistants adapt their technological skills and manage the process to ensure success.

If I were asked to facilitate a process intervention workshop, I could relate the video to prove that practitioners should ask questions, provide resources and focus on how the teams can work together, much like how executive assistants work with the CEOs.  Furthermore, the teams need to solve their own problems like the kindergarten students using the iterative feedback through prototypes. "The OD practitioner practicing process interventions observes individuals and teams in action and helps them learn to diagnose and solve their own problems" (Brown, p.199).  Practitioners, facilitators and executive assistants can also provide feedback so the group members learn about how they communicate with each other (Brown, 2011).  

This video and reflection demonstrate the need for impact of process intervention skills, feedback and communication. Wujec (2010) expresses the exercise uncovers very deep lessons about the nature of collaboration.  We need to remember to think outside the box like kindergarteners, keep the goal in mind like CEOs but use facilitative process intervention skills like executive assistants in order to work most effectively together.  Most importantly, we need to continue to use feedback.  

Brown, D. R. (2011). An Experimental Approach to Organizational Development (8 ed.). Upper Saddle River, Pearson Education, Inc.

Elder, L. & Paul, R. (2013).  30 Days to Better Thinking and Better Living Through Critical Thinking: A Guide for Improving Every Aspect of Your Life, Revised and Expanded.  FT Press.
Torres, N. (2014, December 13).  What Executive Assistants Know About Managing Up. Retrieved from https://hbr.org/2014/12/what-executive-assistants-know-about-managing-up
Wujec, T. (2010). Build a tower, build a team. Retrieved from https://www.ted.com/talks/tom_wujec_build_a_tower

A635.3.3.RB - 50 Reasons Not to Change/The Tribes We Lead

It can't be done.  It's not my job.  We don't have the time.  We tried it before.  We don't have the money, personnel, equipment.  

Above are some of the excuses listed in the 50 reason not to Change graphic. It is frustrating to hear  peers using these excuses and unfortunately it happens way to often. After years of learning about the change process through my Air Force career, I can understand why some are reluctant to change. Therefore, I try not to take the negative response personally although that can be tough. For example, when I was the support section chief, I suggested an "express lane" to distribute tools. Almost immediately there were excuses of "We've tried it before" and "It won't work because...". I had to remind myself to keep calm and that it is normal to have resistance which stems from a fear of the unknown (Brown, 2011). After several weeks of explaining the need for change, I introduced the idea and benefits of hosting a Continuous Process Improvement (CPI) event. I assembled a team to participate in the CPI event, with members that supported the change and those opposed. We went through the process and decided on 12 action items to implement the new process and we got to work making changes to our process. Along the way, I had the opportunity to watch my support section members recognize the need for change and eventually a way forward. One-by-one most of my team jumped on the "change bandwagon" and became excited to be part of the change. However, we also experienced a very large reluctance from our customers to the changes we were making. "Proposed changes that disturb habitual routines or patterns are likely to encounter resistance because human behavior is governed largely by habit and routine" (Brown, p. 152). Fast forward a year - we have implemented all 12 action items decided during the CPI and the tool checkout process flows much more efficiently. While I absolutely consider this a success, I am most proud to have introduced the change process to my support team. They were able to see the process first-hand and understand the benefits. More importantly, they now understand that 1) change takes time and 2) they can make an impact.

I use the above experience as a reminder when I hear colleagues using the excuses listed in the 50 reasons not to change. On occasion, I find myself using these excuses and have to take a step back and reassess the situation. This experience and my Air Force training in leadership, change, and management has taught me that change is possible, especially if you have team effort.

Seth Godin's concept that change is driven by tribes is spot on. In fact, I would not have been able to make all the changes in the support section without my tribe/team. "You just need a few people who will look at the rules, realize they make no sense, and realize how much they want to be connected" (Godin, 12:03) My Support section tribe found something worth changing, and assemble (Godin, 2009). That is exactly what we did, and it has built a culture of change in our organization.

There's a saying that the only constant is change. I have found this to be true, especially when working in the Support Section. We were constantly, fixing, changing, improving and chaos is inevitable. I've learned that change is good and that you must be flexible and tolerant of it in order to succeed.

Brown, D. R. (2011). An Experimental Approach to Organizational Development (8 ed.). Upper Saddle River, Pearson Education, Inc.

Godin, S. (2009). The tribes we lead. Retrieved from https://www.ted.com/talks/seth_godin_on_the_tribes_we_lead#t-1056930
Watkins, D. (2011, August 24). 50 Reasons Not to Change. Retrieved from https://prezi.com/z2v2cvo4t9tc/50-reasons-not-to-change/

A635.2.3.RB - How Companies Can Make Better Decisions

For this task, I was asked to watch a video interview of Marcia Blenko about decision-making. Blenko argues that decision effectiveness correlates positively with employee engagement and organizational performance. Chapter 3 of the text this week echoes this by recognizing that motivational climate influences the level of performance (Brown, 2011). While there are many benefits of effective decisions being made at top management levels, ensuring the whole team understands the decisions and involving employees in the process are just as important. "When people are involved in the decision making, they know they make a difference to the department’s or company’s success. When people know they make a difference, they find it easier to be motivated and satisfied with their job" (Stark, 2018). I feel employee engagement and decision effectiveness have a reciprocal relationship in organizations. Moreover, having employees involved in the decision-making establishes an environment where employees are able to make better day-to-day decisions. 

Although, decision making has it's benefits, there are some impediments to good decision making. Blenko says one obstacle is not being clear who to make the decisions whereas another obstacle is getting the right information to the decision maker (2010). Employees and management should also know the decision process. “Knowing how to make better decisions does not assure that you will make excellent decisions, but greater awareness of the decision process will help you avoid the pitfalls and make better choices” (Hoch, Kunreuther, & Gunther, 2001, p. 14). Whether organizations use Blenkos 5-step process or another, using a step-by-step process can help them make more deliberate, effective decisions by organizing relevant information and priorities.

Blenko suggests that there are four elements of good decisions: quality, speed, yield, and effort (2010).   There are definitely more steps or elements of good decision-making, such as clarity, considering alternative and thinking through alternatives.  However, these four elements do adequately gauge whether an already made decision was effective.  The only factor I might add would be commitment.  Brown says it may take three to five years for change to take place and that managers must live the new culture (2011).  Once a decision is made, commitment to make it happen is critical otherwise the change-process will fail.

  

This exercise reiterated a lot of information that I had already known or received through military leadership training. However, there is one thing that stood out to me in the interview that I can immediately use in my career and life. I must assess and prioritize the critical decisions, whether in my organization or in life. Benko says critical decisions are not always the big strategy decisions but are also the week-in and week-out operational decisions (2010). This reminded me of a video (Smee, 2016) my kid had to watch for homework that echoed the same sentiment about life. Just like we must prioritize the critical decisions in our organizations, we must put the important things first in life. 

Hoch, S. J., Kunreuther, H., & Gunther, R. E. (2001). Wharton on making decisions (1st ed.). New York: Wiley.
How Companies Can Make Better Decisions, Faster. (2010, October 13). Retrieved from https://www.youtube.com/watch?time_continue=13&v=pbxpg6D4Hk8
Smee, J. (2016, June 02). Tʜᴇ Jᴀʀ ᴏғ Lɪғᴇ - Pᴜᴛ Iᴍᴘᴏʀᴛᴀɴᴛ Tʜɪɴɢs Fɪʀsᴛ! Retrieved from https://www.youtube.com/watch?v=m0hqBIugr7I&feature=youtu.be
Stark, P. B. (2018, June 14). 6 Reasons to Involve Employees in Decision Making. Retrieved from https://peterstark.com/key-to-engagement/#

A635.1.3.RB - 21st Century Enlightenment

For this task, I was asked to reflect on the video titled 21st Century Enlightenment. Matthew Taylor’s 21st Century Enlightenment video talks about creating a more autonomous, self-aware, and empathic society. This video is a talk about how to shape modern values, norms and lifestyles by living, and thinking, differently in the 21st century. What he means by this is that we must discover our ignorance and consider alternative viewpoints. Taylor (2010) states “Most of our behavior is the result of us responding automatically to the world around us” (2:10). To live differently, to live more empathetically, we must pause and think before responding automatically.

For example, I might question what I truly know about a situation before judging it. I try to do this often while driving. If another driver speeds past me and cuts me off, I can automatically take offense and get upset, resort to obscene language and thoughts. Instead, I try to think about different situations that they may be experiencing causing them to rush and not obey road rules. Perhaps, they found out a loved one is in the hospital and they are trying to get there quickly. "When you actively focus on uncovering your ignorance, you realize you are often wrong" (Elder & Paul, p. 47). Thinking differently and considering alternate viewpoints will shape how we respond and live our lives.  

In the video, Taylor argues that we need "to resist our tendencies to make right or true that which is merely familiar and wrong or false that which is only strange" (4:10). We often assume whatever we believe to be "right". However, "much of what we believe is based on prejudice, bias, half-truths, and sometimes superstition" (Elder & Paul, p.47). We must resist this tendency practice intellectual humility, routinely questioning our beliefs.

I experienced this often as an Tech School instructor. As a seasoned Staff Sergeant, a line number to promote and eight years experience I thought teaching would be easy and that the students would have limited experience. Without knowing my students, I judged them as untrained, incompetent and young. I considered the "kids" or "trainees" and went into teaching with this bias. "We are biased as a result of faulty perception and now we treat the event or person as though the negatives we've identified are the sum total of the person or event, who or which don't treat any other way" (Wignall, 2016). 

However, through my three years of teaching I got the privilege to teach nearly 200 students with a diverse spread of knowledge, experience and skills. I got the opportunity to meet and train Airmen who had been cooks, pilots, mechanics, engineers, and semi-professional athletes. McKay, Davis, & Fanning explain that during unfamiliar situations our brains jump to conclusions based on past experiences. (p.192) This is called generalization of expectations. Before getting to know my students I was them as "kids", afterwards I realized my prejudgments were far from right. 

Along with intellectual humility and understanding that we are not always right, we must practice intellectual empathy. "Intellectual empathy requires us to think within the viewpoints of others, especially those we think is wrong" (Elder & Paul, p. 55). Taylor argues that our society should eschew elements of pop culture that degrade people and that we should spend more time looking into what develops empathetic citizens. Although this may seem difficult, it is possible through simple strategies. For example, during discussions with others you can summarize what each other is saying or put look at the situation from different viewpoints. We, as individuals and as a society, need to put ourselves in the place of others to genuinely understand them.

At the end of the video, Taylor talks about atomizing people from collaborative environments and the destructive effect on their growth.  For our organizational change efforts, this could apply to public education systems – a need to re-conceptualize its mission to reflect this period of human growth, development, and evolution. Taylor is also referring to the collaborative actions of humans. This will take everyone putting aside their differences and working together, much like a colony of ants. One ant will not be able to make a change, but the colony working together will have a much greater effect. In an organization no individual is self-efficient, so it will take a collaborative effort to make a change.  Once again, we need to think about how we think, using a collaborative approach to change. 

I enjoyed Matthew Taylor’s video as it has taught me the overall importance of humility and empathy and how we should help others to be empathetic as well. I must be conscientious of how I react to situations and understand sometimes there is no right or wrong, just different. The video also taught me that we all have the control of our thoughts, and changing the way we think could change the way we live.

Brown, D. R. (2011). An Experimental Approach to Organizational Development (8 ed.). Upper Saddle River, Pearson Education, Inc.
Elder, L., & Paul, R. (2013). 30 days to better thinking and better living through critical thinking: A guide for improving every aspect of your life. Upper Saddle River, NJ: FT Press.
McKay, M., Davis, M., & Fanning, P. (2009). Messages: The communication skills book. Oakland: New Harbinger Publications, Inc
Taylor, M. (2010). RSA ANIMATE: 21st century enlightenment. The RSA. https://www.youtube.com/watch?v=AC7ANGMy0yo
Wignall, D. (2016, September 7). Seeing is believing, but is it accurate? Retrieved from http://suindependent.com/seeing-is-believing-selective-perception/

A633.9.3.RB - Polyarchy Reflections

For this task, I was asked to reflect on traditional leadership from the perspective of complex adaptive leadership and address the implications and how they will affect me as a leader in the future. I will discuss my leadership development over the next 3 years and identify resources that will help me achieve such a development. Also, I will describe the impact all of this will have on my future strategy.

According to Obolensky (2014), a complex adaptive system is an organizational construct with a flat hierarchy, dynamic process and policies focused on team members, effective communication, transparency, and a flexible strategy development process. A successful organization will grow from a “functional silo” organization through to a complex adaptive structure (Obolensky, 2010, p. 23-27), or perish; therefore, leadership models will adapt and change along the way. Complex adaptive leadership (CAL) promotes increased flexibility within the realm of traditional leadership. Organizations need to become more bottom up and the way to do this is through change, coaching, motivation and innovation. Complex adaptive systems can also encourage more upward leadership  as it helps traditional leaders consider interaction and adaptability in the changing environment.

The 70:20:10 model suggests that 70% of our learning is hands-on learning, 20% is learning from others, and 10% is learning from professional development. "The future of work is changing, and only those who adapt will survive. The trends that define this new era of work are entrepreneurialism, flexibility and innovation" (Groth, 2012, para 1). The 70:20:10 model encourages leaders and organizations to spend their time wisely through different types of learning.  

My goal over the next 3 years is to focus on the strengths of my followers and helping them to grow professionally.  To do this, I need to know what my followers want. If a supervisor does not know how an employee would like to grow professionally, they cannot tailor opportunities to meet their needs, and that is how companies lose good people (Bajic, 2013). One way to guide the follower to find a way is using the GROW questioning technique. "GROW stands for the questions asked" Goal, Reality, Options, Will" (Obolensky, p. 179). The GROW model uses open-ended questions to 'pull' the follower into solving their developing their goals and growing professionally. I will use the 70:20:10 model through this process.  For example, if my follower has a goal to become a better public speaker I will first use the GROW model to better define and strategize their goal.  Then I will have them practice public speaking in front of others by having them brief role calls and speak at professional ceremonies.  The model shows that 20% is learning from others so I could have my follower attend public speaking events such as motivational speakers and ceremonies.  Lastly, I can have them enroll in public speaking courses through their schools or attend classes that are offered on-base.  

Another of my leadership goals is motivating my followers and being adaptable. Although I am an involved leader, I need to let-go more often and empower others to take the initiative and solve problems. In turn, this will motivate my followers. Recognizing the natural drive to be a part of the solution is a critical first step to motivating people to do their best (Musselwhite, 2007). Letting go is also critical to being adaptable. Letting go can be seen as embracing ambiguity but enforces followers' freedom to act. Ambiguity tolerance enables freedom to move easily without too much constraint (Obolensky, 2014). Practicing wu-wei will empower and motivate my followers as well as allow me to be a more adaptable leader. 

Complex adaptive Leadership promotes flexibility and upward leadership.  I will continue to use the lessons I learned about CAL and the 70:20:10 model to encourage and improve professional development and continued learning.  Over the next 3 years I will coach my followers toward their goals while continuing to motivate them.  Furthermore, I will aim to be a more adaptable leader.  

References

Bajic, Elena. (2013).The 6 Steps For Retaining Good Employees. Forbes. Accessed at http://www.forbes.com/sites/elenabajic/2013/07/15/the-6-steps-for-retaining-good-employees/

Groth, A. (2012, Nov. 27). Everyone Should Use Google's Original '70-20-10 Model' to Map Out Their Career. Retrieved from Business Insider: http://www.businessinsider.com/kyle-westaway-how-to-manage-your-career-2012-11

Mussellwhite, C. (2007, August 1). Motivation = Empowerment. Retrieved April 17, 2018, from www.inc.com/resources/leadership/articles/20070801/musselwhite.html

Obolensky, N. (2014). Complex Adaptive Leadership. Ashgate Publishing Ltd.

A633.8.3.RB - How To Better Enable Leadership

I recently interviewed members from all levels of my organization to ask about how my squadron can better enable leadership at all levels. The purpose of these questions was to improve the organization via the process of action research. For this assignment, I will reflect on the results of my investigation. I will describe the implications from an organizational perspective as well as an individual perspective. I will discuss how the information I uncovered can be used to build a better organization. Finally, I will consider what role I can play to promote leadership at every level of the organization.

I approached some designated leaders as well as subordinates in my organization to discuss how leadership at all levels can be better facilitated. There was a wide array of responses, but lack of accountability was one theme that seemed to be talked about most and were highlighted during the interviews. The implications this interview from an organizational perspective exemplify the need for increased focus on accountability, both good and bad. Accountability is not simply taking the blame. Accountability is taking initiative with thoughtful, strategic follow-through. (Bregman, 2016) Without accountability, no one will learn from mistakes and trust (in leadership and the organization) will diminish. "When employees (and let’s be fair, managers do this too) don’t hold themselves responsible for their actions, it prevents anyone from learning from them" (Pomeroy, 2015, para 4). Seeing that accountability appears to be an issue in my organization, forces me to look inward as well.

As a Senior Non-Commissioned Officer (SNCO) holding a key position in my organization, I reflected on implications of accountability from an individual perspective. Personally, I have a responsibility to encourage leadership and hold myself and others accountable. Airmen, through self-discipline, adhere to high standards and we hold our fellow Airmen accountable to follow our standards (2012). If I do not have personal accountability I cannot lead by example nor can I effectively hold others accountable for their actions.

Understanding that the organization has a lack of accountability allows me to take steps to use this information and build a better organization. Accountability is culture problem that starts with employees not trusting each other to do their jobs. "It’s a domino effect: low accountability leads to mistrust leads to low morale leads to worker devaluation leads to low engagement leads to low productivity" (Pomeroy, para 6). Fortunately, if approached correctly, leaders can practice accountability and produce positive results. The U.S. Office of Personnel Management (OPM, n.d.) found that managers need to

• involve employees in setting clear, challenging yet attainable goals and objectives, and give them the authority to accomplish those goals;
• coach employees when they request help, and support employees in all aspects of the job;
• monitor progress towards goals, and provide feed-back that includes credible, useful performance measures;
• provide the training and resources employees need to do the work; and recognize employees for good performance, both formally and informally. 

In short, accountability is about clear expectations and goals, capability, measurement, and feedback. This is something that leaders, including myself, can do to promote leadership at every level of the organization. "Managers who involve employees in setting goals and expectations find that employees understand expectations better, are more confident that they can achieve those expectations, and perform at a higher level" (OPM, para 3). Leaders must hold employees accountable for results as well as recognize their efforts. They must set specific, measurable goals while providing feedback along the way. 

For this assignment, I interviewed both superiors and subordinates in my organization with questions focused on the central theme of how the organization can better enable leadership at all levels. According to the results of my interviews, accountability in my organization is lacking. Lack of accountability can decline trust and low productivity. Accountability, although a culture problem, can be solved by individual leaders at every level. Setting expectations and goals empowers employees to perform at higher levels. Also, enforcing positive accountability promotes leadership at every level. 

Air Force culture: Air Force standards. (2012). Washington, DC: Department of the Air Force.

Bregman, P. (2016, March 09). The Right Way to Hold People Accountable. Retrieved April 08, 2018, from https://hbr.org/2016/01/the-right-way-to-hold-people-accountable

OPM. (n.d.). Accountability Can Have Positive Results. Retrieved April 08, 2018, from https://www.opm.gov/policy-data-oversight/performance-management/reference-materials/more-topics/accountability-can-have-positive-results/

Pomeroy, S. (2015, October 06). Why Accountability in the Workplace Matters. Retrieved April 08, 2018, from https://talentculture.com/why-accountability-in-the-workplace-matters/

A633.7.4.RB - How Do Coaches Help?

Based on the readings I will reflect upon the statement below:
To be an executive coach, it is necessary to know that clients are the first and best experts capable of solving their own problems and achieving their own ambitions; that is precisely the main reason why clients are motivated to call on a coach. When clients bring important issues to a coach, often they already made a complete inventory of their personal or professional issues and identified all possible (known) options. Clients have already tried working out their issues alone, and have not succeeded.

How do coaches help?  After reflecting on the statement above, I realize that coaches help others help themselves.  Ralph Stayer, the owner of Johnsonville Sausage transformed his organization by learning to be a better coach.  He described the art of coaching as communicating a vision and then getting people to see their own behavior, harness their own frustrations, and own their own problems (Stayer, 1990).   Coaching is also a way of empowering followers to take initiative. "Coaching is a good technique to...move an individual towards level 5 followership" (Obolensky, p. 179).  If leaders continue to take the lead and/or give followers answers to every question, followers will never grow.  The leadership charade will continue.  Therefore, leaders must encourage followership maturity through coaching and effective questioning

Coaching and effective questioning can help followers help themselves.  When clients (or followers) bring important issues to a coach, often they already identified possible solutions.  However, they may not have the skill or will to lead themselves.  "So how a leader behaves will dictate to some degree the level of followership maturity" (Obolensky, p. 161).  One way to guide the follower to find a way through the problem is using the GROW questioning technique.  "GROW stands for the questions asked" Goal, Reality, Options, Will" (Obolensky, p. 179).  The GROW model uses open-ended questions to 'pull' the follower into solving their own problems.  It is important to keep in mind for followership maturity to become sustainable,  the leader (coach) should start where the observed behavior is and go step by step level 5 followership (Obolesnky, 2014).  Similarly, questioning followers using the GROW technique should flow from Goal to Reality to Options to Will.

For example, I have a follower who has been struggling with the decision whether to separate from the military or reenlist.  Rather than let my biased opinion of wanting him to stay in the military influence his decision, I decided to coach him.  To guide him, I have asked several questions about his life goals and what he would like to achieve.  He explained he wanted to earn his degree and eventually work in a field dedicated to disaster aid.  We discussed how close he was to completing the degree and the realities of earning it while still serving in the Air Force versus if he were to separate.  I asked about other options of what he would do for work if he separated before earning his degree.  Other options were discussed as well about serving another 4-years and how that would impact his overall goal.  Lastly, I asked what the steps were to completing his goal and if he really wanted to do that.  After weighing all his options, he came to his own conclusion that he wanted to extend his enlistment rather than reenlist in order to complete his degree and see begin looking in to employment options soon.

Though my follower in the example above had already tried working out their issue alone, he seemed reluctant to make his own decision. As a leader, your job is to mentor, coach and develop people so they learn to do the work and make decisions on their own (Musselwhite, 2007). I supported my follower through this process and truly believe he came to the same realization he had already (subconsciously) decided and wanted. I helped him help himself.

Employees are capable of solving their problems although they sometimes need help from a coach to make that realization. Often, followers have identified potential solutions to their problems but are not able to clearly see a way forward possibly due to lack of skill or will. Coaches might empower followers to take initiative by utilizing level 5 followership maturity steps and the GROW questioning technique. In this way, coaches can help follower help themselves discover the solution to their problems.

Mussellwhite, C. (2007, August 1). Motivation = Empowerment. Retrieved April 3, 2018, from www.inc.com/resources/leadership/articles/20070801/musselwhite.html

Obolensky, N. (2014). Complex Adaptive Leadership. Ashgate Publishing Ltd.

Stayer, R. (1990). How I Learned to Let My Workers Lead. Harvard Business Review, 68(6), 66-83.

A633.7.3.RB - Leader Follower Relationship

I completed the exercise at the beginning of Chapter 10.  For this task, I was asked to reflect on what my assessment means in terms of me as a leader and my relationship to my followers.  I will describe how my thinking has changed over the course of the past six weeks.  Also, I will explain the significance of this assessment in the context of my future leadership goal and objectives.

As I completed the assessment, I imagined how I responded to similar situations with my last team.  I discovered, as a leader, I am very involved.  My score in the Strategy 3 column was 7 points, whereas the other three columns were 3 points each.  My score indicates that I utilize the "Involve" strategy more than most, holding back allowing others to discover the solution (Obolensky, 2014).  I have always been a people person but this assessment makes me realize I may be too focused on followers and not focused enough on goals.  Ideally I should have scored 4 in each column (Obolensky, 2014).  Furthermore, my scores suggest that I might be working too hard or that I might be taking too direct of an approach (Obolensky, 2014).  Having completed this exercise, and reflecting on my leadership experiences, I recognize that I need to not be so involved and learn to let go.

Before starting this course, I had not heard of the concept of 'wu-wei'.  Also, as I started this book I did not understand how Taoism and Yin/Yang could be ingrained so much in leadership.  "Letting go is hard to do, and yet it is central to the idea of wu wei, which according to ancient Chinese wisdom, is the highest form of leadership" (Obolensky, p. 118).  Over the course of the past six weeks, I have come to understand how wu-wei is practiced in leadership and how I can apply the concept to my leadership 'style'. 

For example, I have been in the Air Force as a crew chief for 13 years.  I have worked on two different airframes and taught aircraft fundamentals to hundreds of students.  I enjoy working on planes and often think I know the best way to go about repairing aircraft discrepancies. However, two things are wrong with the situation.  First, I am not very experienced on the B-2 bomber.  The systems are different than I am used to and I only have a few months of actual 'hands-on' practice. My inexperience can lead to the classic leadership charade, if I were to step in believing I know better than my Airmen.  Second, if I step in out of fear of poor performance rather than letting my Airmen do the work, my Airmen may think that I do not trust them.  Trust and creating an empowered environment can yield great results.  Although I naturally find it hard to 'let go', giving discretion and freedom to act to my Airmen will empower them and give them more willingness to take initiative.  "One often finds that wen one lets go, things tend to sort themselves out often faster and better than if one tried to control it" (Obolensky, p. 118). Recognizing (and practicing) that I need to let-go is crucial to my leadership goals.

Some of my leadership goals are motivating my followers and being adaptable.  Although I am an involved leader, I need to let-go more often and empower others to take the initiative and solve problems.  In turn, this will motivate my followers.  Recognizing the natural drive to be a part of the solution is a critical first step to motivating people to do their best (Musselwhite, 2007). Letting go is also critical to being adaptable.  Letting go can be seen as embracing ambiguity but enforces followers' freedom to act.  Ambiguity tolerance enables freedom to move easily without too much constraint (Obolensky, 2014).  Practicing wu-wei will empower and motivate my followers as well as allow me to be a more adaptable leader.

This weeks lesson and assessment showed me that I am an involved leader but possibly too involved. My scores indicated that I might be working too hard.  I realize now that I need to embrace wu-wei and learn to let-go.  Allowing my followers to take initiative is one way to  let-go and it demonstrates my trust in their abilities.  Furthermore, letting-go empowers my followers and will, in-turn motivate them.  Also, practicing wu-wei will help me accept ambiguity and become a more adaptable leader.

Mussellwhite, C. (2007, August 1). Motivation = Empowerment. Retrieved April 3, 2018, from www.inc.com/resources/leadership/articles/20070801/musselwhite.html

Obolensky, N. (2014). Complex adaptive leadership. (2nd edition.). London, UK: Gower/Ashgate

A633.6.4.RB - Circle of Leadership

Critically think about how strategy is formulated in your organization and include both upward and downward leadership. Now, considering all of the readings in this module and the learning exercises regarding upward and downward leadership; reflect on the diagram (figure 9.5; p.152) "the vicious circle for leaders". Does this happen in your organization? What are the effects on the organization? Create a new circle that would promote strong followership and even leadership at the lower levels of the organization. Ensure that this reflects the actions and involvements of all significant functions such as; Sales, Marketing, Finance, Accounting, Operations, Marketing, and Distribution.

Strategy within my organization relies heavily on downward leadership as well as upward leadership. I will analyze the question as it pertains to my squadron of 500 maintenance personnel.

The 509th Aircraft Maintenance Squadron maintains 20 B-2 Stealth Bombers. "Aircraft and equipment readiness is the maintenance mission" (AFI 21-101, 2015, para 1.5). Our strategy is simple; train the people we have to meet the skill level needed to maintain our aircraft. Squadron and Group leadership "ensures manning resources are strategically distributed to provide the greatest possibility for mission success" (AFI 21-101, 2015, para 2.6.1). The manning situation in any given day changes depending on several factors such as medical, training, appointments, leave, and deployments. For example, today we had two aircraft scheduled to fly. There were 7 Non-Commissioned Officers (NCO) and 6 Airmen (Amn) scheduled to work dayshift. However, two of the NCOs were out-processing for deployments, one was assigned for a special task, one had several appointments and one was not fully qualified. That left me two fully-qualified NCOs. Also, out of the 6 Airmen, 1 was assigned a special task and another had the day off so I only had four Airmen available to work. As the production superintendent, it is my responsibility to direct the overall maintenance effort (AFI 21-101, 2015). I had to strategically manage my NCOs and Airmen in order to fly the aircraft as scheduled while also allowing time for lunch and appointments. That would not be possible without upward communication from the NCOs and Amn. Nor would it be possible to successfully accomplish the mission without sideways communication from the Section Chiefs letting me know about qualifications, appointments and special taskings for the Airmen. Also, I cannot effectively do my job without receiving downward communication from my bosses about the flying schedule for the day and any deviations or changes that may arise.


Reflecting on the diagram (Obolensky, 2014, figure 9.5; p.162) "the vicious circle for leaders", I realize that I have seen this in my organization. If I am truly honest, in the past I have been the leader that gets concerned and takes a more hands-on approach. For example, when I held the role of the Support Section Chief I had a open-door policy, eager to help in any way I could and eventually found myself in a similar situation as the investment banker on page 160 of the text. Looking back, I was often too helpful and possibly (probably) drove my followers and myself into the vicious circle. After considering the readings in this module, I understand "behaviour breeds behaviour" (Obolensky, 2014, p. 161). My willingness to help my team lessened my follower's confidence which drove them to come to me more often with problems and led to me getting more involved. 

As the Production Superintendent (Pro Super) I am in an office with other Senior NCOs who all, in my opinion, operate at Level 5 followership. I would venture to guess that is why we were chosen for this position. Pro Supers have to make quick decisions about aircraft status and must manage, control and direct resources effectively to accomplish the mission (AFI 21-101, 2015). My job requires me to, as Obolensky states, get on and inform supervision in a routine way such as during turn-over and daily production meetings (2014). Maintenance supervision rely on Production Superintendents to manage the aircraft and personnel on a daily basis and figure out the best course of action in hazardous and sometimes emergency situations (i.e. an in-flight emergency landing).

While my office operates at a Level 5 followership, I manage NCOs and Amn who operate at different levels of followership. Therefore, it is important to know that how a leader behaves will dictate the level of followership maturity (Obolensky 2014). A new Airman may wait to be told what maintenance to be done and tools needed whereas an qualified NCO may seek approval and ask for suggestions. Conversely, there may be a new Amn who asks for suggestions and some NCOs who wait to be told what to do. There are a myriad of situations which will require 'situational' consideration to advance their followership 'skills'. "The key point is to start where the observed behavior is (rather than where you want to see it) and go step by step" (Oboloensky, 2014, p. 161).



I designed a new circle; one that would promotes strong followership and leadership at any level with my organization. My cycle starts out with the follower asking for advice on how to accomplish, or approach a new task. The leader leads realizes the followers potential and takes on a coaching or mentoring approach, thus building confidence in the followers ability to take charge of tasks. As this cycle happens, the follower will continue to grow as a follower, and will continue to build more and more confidence in his or her own abilities. Eventually, they will reach the Level 5 followership needed to be a highly productive employee. Leadership has a huge role in helping the employee reach this level. Yet, organizations stand or fall partly on the basis of how well their followers follow (Kelly, 1988). An follower’s confidence is important, but having confidence in your follower’s abilities is immeasurableI designed a new circle; one that would promotes strong followership and leadership at any level with my organization.  My cycle starts out with the follower asking for advice on how to accomplish, or approach a new task. The leader leads realizes the followers potential and takes on a coaching or mentoring approach, thus building confidence in the followers ability to take charge of tasks. As this cycle happens, the follower will continue to grow as a follower, and will continue to build more and more confidence in his or her own abilities. Eventually, they will reach the Level 5 followership needed to be a highly productive employee. Leadership has a huge role in helping the employee reach this level. Yet, organizations stand or fall partly on the basis of how well their followers follow (Kelly, 1988). An follower’s confidence is important, but having confidence in your follower’s abilities is immeasurable. 

References:
AFI 21-101. (2015, May 21). Washington, D.C.: Dept. of the Air Force. Retrieved March 18, 2018, from http://static.e-publishing.af.mil/production/1/af_a4/publication/afi21-101/afi21-101.pdf

Obolensky, N. (2014). Complex adaptive leadership (2nd ed..). London, UK: Gower/Ashgate

Kelley, R. E. (1988). In Praise of Followers. Harvard Business Review, 66(6), 142-148.