A641.5.3.RB - ICT at the Team Level

Using the concepts within ICT focused on the team level, reflect on why the Olympic US Women’s Soccer team won so often and the United States’ men’s basketball Dream Team did so poorly in 2000 and 2004?

Intentional Change Theory (ICT) provides valuable insight into the ability for both individuals and teams to meet their potential and support success through an understanding of the power of intentional change. Whether team development is happening within an organization or on a sports team, in order to maintain sustained and desired change, the team needs to develop and maintain a shared vision, team identity, and multiple levels of resonant leadership (Boyatzis, 2010). Intentional change on a team level can only be sustainable and effective if the members within that team find balance and cohesion between their shared visions and motivators. Without these shared foundations, sustainable intentional change becomes difficult, if not impossible.

As mentioned in the prompt, the 2000 and 2004 Olympic US Women’s soccer team was very successful whereas the men’s basketball team was not. One standout reason why that might be is that the soccer team had been in the performing stage of development far longer than the men’s basketball team. These women had played together in many arenas beyond the Olympics and had already formed those resonant relationships with one another. As the first professional women’s soccer team, they also had an emergent awareness of shared hope that continued to motivate them to achieve more and reach their ideal purpose. Just like champion athletes develop and use an image of themselves performing at their peak in preparation for competition, there is power in focusing on a desired end" (R. Boyatzis & Kohlrieser, 2017). The US Women's team knew what they came to the world stage for, and they weren't leaving without it.

The United States Men’s Basketball team (known as the Dream team) struggled in the Olympics in both 2000 and 2004. The 2004 team lost to Puerto Rico in one of the biggest upsets in Olympic basketball history and will forever be marked as the one that brought home bronze instead of gold (Maisonet, 2017). One difference in the success of the teams may lie in how the teams were developed. According to Mark Cuban (2004), the 2004 Olympic team consisted of various all-stars and resembled nothing close to a unified or cohesive team. In fact, many of the players were accustomed to being opponents during their regular NBA season. "The stark reality of Team USA was that throwing a random assortment of basketball players with a "name" head coach into a situation they were wholly unprepared for didn't work" (Maisonet, 2017). Viewing this issue in the light of ICT, the coaches assembled teams of individuals who were had very highly skilled but were not provided the knowledge to adapt their skills on an international level. Another reason the men's team may have done so poorly was their negative outlook. The men's basketball team were riddled with personality and power struggles, causing much tension throughout the team. The balance between positive and negative emotions also play a significant role in the success and ability to change because positive attractors pull team members toward their shared purpose or vision, allowing them to experience hope as a group and focus on the possibilities, while negative attractors add balance by encouraging team members to reflect and explore alternative ways of taking action (Akrivou, Boyatzis, McLeod, 2006).

Resources:
Akrivou, K., Boyatzis, R. E., & Mcleod, P. L. (2006). The evolving group: Towards a prescriptive theory of intentional group development. Journal of Mgmt Development Journal of Management Development, 25(7), 689-706.

Boyatzis, R. (2010). Coaching Teams for Sustained, Desired Change. In The Coaching Kaleidoscope: Insights from the inside (pp. 168-181). Palgrave Macmillan.

Boyatzis, R., & Kohlrieser, G. (2017, February 21). The Five Stages of Intentional Change Theory – Key Step Media. Key Step Media. https://www.keystepmedia.com/intentional-change-theory/

Cuban, M. (2004). What’s wrong with team USA basketball? Retrieved from http://blogmaverick.com/2004/08/15/whats-wrong-with-team-usa-basketball/

Maisonet, E. (2017, October 3). The Miseducation of the 2004 U.S. Men’s Olympic Basketball Team. Bleacher Report. https://bleacherreport.com/articles/2731575-the-miseducation-of-the-2004-us-mens-olympic-basketball-team

A641.4.3.RB - Tipping Points of Emotional Intelligence

The assigned article this week discussed the Tipping point of Emotional Intelligence.  

When was the last time you reached a ‘tipping point’ or had that ‘aha’ moment at work? A tipping point is “a point in time when an underlying pattern that has been going on for some time suddenly produces a large change." (Obolensky, 2014, p. 82).

When I was put in charge of managing the Sortie Support Section, I knew there was a lot to fix. We were responsible for the security, control, and accountability of equipment. However, the section was in a troubled state. The Quality Assurance pass rates were very low and morale was almost non-existent. Not to mention the fact that our customer service reputation was lacking. The support members would greet customers with irritability and slowly retrieve tools. Conflict between my members and our customers was a daily occurrence. I needed to fix it, but wasn't sure how. 

While reading a story in the book The Outward Mindset, I first got the idea to implement a new strategy in my section. The story in the book described how Bill Bartman built a debt collection company that figured out ways to help their clients make money. “They operate from the premise that their clients owe them money precisely because they don’t have enough money to pay them.” (The Arbinger Institute, p.61) This sparked an idea in me to find ways to help our customers and section.

I started with a dry-erase board and an outward mindset.  At the front counter where our customers stood to check out their tools, I hung a dry erase board and simply wrote “How can we make your job easier?”. I was fishing for ideas, changes, improvements that we could make. At first there was pessimism and hesitation. Finally, after a week of negative comments and complaints, real suggestions started to flow. We implemented the suggestions and our section began to improve as well as our relationship with our customers. Each time we completed a project, I would write it on the left with a check. Weeks went by and we received more and more suggestions and my team continued implementing them.

Boyatzis (2013) states the process of change is not a continuous one, it happens with these tipping points, around these moments of emergence. What moves us ahead in the intentional change process are tipping points that move us into the Positive Emotional Attractor or PEA.

We started to communicate. Not only, were the customers communicating their ideas with us, we were communicating with each other. Within a few months, we QA pass rates increased and the number of lost tools lessened. Our customers would come in with smiling faces and my Airmen would optimistically greet them while quickly retrieving whatever tools needed. The support Airmen also came up with a myriad of ideas to improve the section and benefit the customers. We shifted our organizational mindset from an inward one, to an outward mindset.

There was a tipping point in our workplace success.  " Emotional intelligence reflects one’s ability to manage the immediate situation successfully by applying available knowledge" (Prins et al., 2018, pp. 7).   I used the four components of Emotional Intelligence, namely self-awareness, self-management , social awareness skills, and relationship management to make a positive change in my section.  


References:
Boyatzis, R. E. (2006). Using tipping points of emotional intelligence and cognitive competencies to predict financial performance of leaders. Psicothema, Vol. 18, Suplem.1, 124-131. Retrieved from http://www.psicothema.com/psicothema.asp?id=3287
Obolensky, N. (2014). Complex adaptive leadership: Embracing paradox and uncertainty. Burlington, VT: Gower Publishing Company.
Prins, A., Niekerk, V. E., & Weyers, A. (2018). Emotional Intelligence: Tipping Point in Workplace Excellence. KR Publishing.

A641.3.3.RB - Emotional Intelligence: Getting Results!

Emotional Intelligence is a range of abilities which include self-awareness, emotional self-management, empathy, and social skills.  Each of the four dimensions apply to all of us in some form or fashion.  

Self-Awareness - 
Self-awareness is something that I think everyone possesses. However, I believe that we overestimate our ability to self-analyze our impact and positions on many different things, especially when our emotions are impacted.  Being self-aware of my own emotional state helps me talk with others and resonate with them effectively. I firmly believe it is vital to control of one's emotions prior to interacting and building bonds with others. Being self-aware also limits the amount of volatility with emotions and relationships. This, in turn, makes it easier to engage and correct any dissonance with a team.

A few books, specifically 10% Happier: How I Tamed the Voice in my Head by Dan Harris, started my journey of self-awareness.  Meditation and mindfulness allow me to have thoughts without judgement and reactive emotions.  Furthermore, remaining in the present allows me not to focus on the past or future.  It lets me live in the moment and enjoy the present.  Meditation and mindfulness have also helped in times of stress realize that the situation may not be as extreme as it might appear.  It lets me to remain self-aware and regulate and control my emotions, thus building my emotional intelligence.

Self-Management - 
Whetten & Cameron describe emotional intelligence as "the ability to diagnose, understand, and manage emotional cues"(p.49) I've always been an emotional person and can easily able to recognize my emotions. Perhaps it's because I'm a woman, a mother or Italian but controlling my emotions seems to be a bit more difficult for me. As I've aged, though, I've noticed I can regulate my emotions, depending on the situation and environment. I believe that if I can control impulsive feelings and behaviors, manage my emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances, it will only make me a better leader. I would also say that I am very good at recognizing others' emotions and empathize with them. Moreover, since beginning this program, I've learned to think critically about my emotions and responses to people and situations.

Social Awareness - One dimension I have improved in yet still have tons of room for improvement is social awareness. I have some trouble assessing certain situations and how to approach those situations. While I may not understand how to approach other situations, I freeze up and shut myself down. Most people do not know how to handle that, so it essentially leads to me being misunderstood. However, there is one aspect of social awareness I am great at. This aspect is empathy. I have an uncanny ability to put myself in someone else’s shoes and tell them exactly what they need to hear. In a way I can inspire them all thanks to my empathy.

Social Skills - The fourth element, social skill, is the ability to put the three previously discussed together and learn how to be a team player in handling relationships competently (Goleman, 2012).  As a kid, I was very shy and introverted.  When I joined the Air Force it was difficult to crack out of my "shell".  However, once I started getting promoted and put in positions with legitimate power, I realized I needed to step up to the plate to be the best Non-Commissioned Officer (NCO) and Senior NCO I could be.  My determination allowed me to overcome obstacles such as my quiet personality.

While I feel that I have a pretty good grasp on Emotional Intelligence and I have definitely improved, I also understand that I have many things to learn in this area and that this is something that requires my attention every day. For example, sometimes instead of addressing problems, I avoid them. This avoidance obviously does not help my ability to be social and develop my skills.

 All in all, I still have a long way to go in developing my emotional intelligence. I do not see this as a bad thing though. Instead, continuously working at this will allow me to fully develop my skills. Doing so will allow me to use these tactics in all facets of life which could help me tremendously.

References:
Big Think. (2012, April 23). Daniel Goleman Introduces Emotional Intelligence | Big Think. YouTube. https://www.youtube.com/watch?v=Y7m9eNoB3NU. 
Goleman, D. (2007) Daniel Goleman introduces emotional intelligence. Retrieved from: https://www.youtube.com/watch?v=Y7m9eNoB3NU

Goleman, D. (2012). Why aren't we more compassionate? TED. https://www.ted.com/talks/daniel_goleman_why_aren_t_we_more_compassionate.

Whetten, D. A., & Cameron, K. S. (2016). Developing management skills (9th ed.). Essex, England: Pearson Education.

A641.2.3.RB - Am I a Resonant Leader?

Chapter 2 of the workbook “Becoming a Resonant Leader" focused on what it takes to be a resonant leader.  After completing the exercise titled, “Am I a Resonant Leader?” I am disappointed to think I am no longer a resonant leader... at least not as much as I could or used to be.  

I aspire to be a transformational leader. Transformational leadership is "concerned with emotions, values, ethics, standards, and long-term goals."(Northouse, p. 161) This is exactly what I have, and continue to, work towards. The past few months I can tell my focus and demeanor has changed, deteriorated.  I no longer feel like I inspire or influence people as I once did.  I used to be a very positive leader who influenced members, in my opinion.    

I would say two years ago I was well on my way to being a transformational leader but as of eight months ago my leadership effectiveness declined.  Looking back, the decline was probably a combination of work and life stressors, a change of my supervision, not to mention a global pandemic.  Nevertheless, I feel I have fallen short being the best role-model and leader I could be.  For example, I began talking negatively about my supervisors to my peers and sometimes my subordinates.  Whether I agree with my leaders' choices, it is my responsibility to support and defend them.  I now realize that emotions matter and are contagious.

I feel I am still compassionate and am in touch with others. I genuinely care about others and their goodwill. Many times, I've been told I am a good listener and communicate well. Furthermore, "I have genuine respect and admiration" for my Airmen (Whalen, p. 126).  I go out of my way to ask about how the Airmen and their families are doing, especially when I know they are experiencing hardships.  Over the summer, we had several members with family that passed yet were unable to travel due to COVID.  During this time, I reminded our leadership team to ensure the members had the appropriate time/space to grieve and we made sure to send sympathy cards to show that our team was thinking of them.  

From the work assignment, I have a greater self-awareness of my status as a resonant leader.  Resonant leaders need to be highly self-aware, manage themselves in stressful and complex environments, empathize with others, and lead others to get the job done (Boyatzis & McKee, 2005).  Receiving feedback can be super hard. Too often people resort to their impulsive reaction rather than their conscious choice. Feedback enables you to look at situations and yourself differently, it unlocks self-reflection and growth, and opens the gate to change.  Due to very recent candid feedback from my supervision, self-reflection stemming from this exercise and some hard work ahead of me, I feel I can become a resonant leader.  

Boyatzis, R., & McKee, A. (2005). Resonant leadership: Renewing yourself and connecting with others through mindfulness, hope, and compassion. Boston: Harvard Business School Press.

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

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

A641.1.3.RB - What is Great Leadership?

Depending on who you ask, you may get very different ideas of great leadership. In the video, "What is Great Leadership?" Dr. Richard Boyatzis explains the impact most effective leaders can have on you. 

Dr. Boyatzis' video exercise had me reflect on a leader whom I would try to avoid and did not bring out the best in me. Unfortunately, I have worked for a few of these "leaders".  One in particular, stands out as making me feel small and insecure.  He would often question and belittle members as a show of dominance.  I had the unfortunate experience to be screamed at, undermined and berated unjustifiably front of my team by him.  He did not allow me the opportunity to respond or give any perspective. I assume most he said was to make a point and be 'heard' by my team rather any sort of effective and actionable feedback. This approach, for me, was not respected or appreciated.  Rather than inspiring and leading his team, he would often micromanage and question his subordinates.  

In contrast, whenever I think of great leaders, I think of CMSgt Chasidy Sells. It is difficult to encapsulate how Chasidy's leadership. However, Dr. Boyatzis' exercise to describe how the leader make you feel helps put it into words. When I think of Chas I envision her bright bubbly smile and demeanor. She is a ball of energy and brings laughter, light and fun wherever she goes. She seamlessly makes everyone feel welcomed and part of the team. Chasidy is caring, kind and compassionate as well as uncomplicated and candid. Boyatzis describes how great leaders make you feel and states the music of leadership is emotions. Chasidy Sells is one of those great leaders.  She valued the members of our squadron and inspired me and many others.   

In the military, upholding standards and discipline is an integral part of our culture. As the squadron First Sergeant, Chas acted as the Commanders right hand (wo)-man enforcing standards. Oftentimes she would have to advise on disciplinary actions and punishment. The 1st Sergeant must also stand by the member receiving the punishment, explaining the decision and helping them understand and correct their behavior. "Like a master pianist who captures the power and majesty of a composition, an emotionally dynamic leader brings forth the “music” of the organization in all its complexity and inspires others to achieve their own potential as they contribute to the organization" (Egan & Feyerherm, 2007).  On several instances I remember Sergeant Sells mentoring Airmen after being reprimanded or demoted yet she was effectively able to lead them to a better place in their lives and careers.  Although she was just doing her job as a 1st Sergeant, how she did it made the difference.  She truly cared and still maintains relationships with her Airmen to this day.  She was a leader, friend and mentor yet I bet she would never fully know or understand the impact of her inspirational leadership. She has touched so many lives and I would gladly work with her again.  

References: 

Boyatzis, Robert. (n.d.) What is Great Leadership? [Video]. Case Western Reserve University. https://erau.instructure.com/courses/120698/assignments/2236792?module_item_id=6880465

Terri D. Egan, P. D., & Ann Feyerherm, P. D. (2017, October 30). Emotional Dynamism: Playing the Music of Leadership - A Peer-Reviewed Academic Articles: GBR. https://gbr.pepperdine.edu/2010/08/emotional-dynamism-playing-the-music-of-leadership/.

A634.9.4.RB - A Reflection of Our Learning

Select three key lessons you take away from the course. Share if your perception of ethics has changed. Has this course expanded your perspective on ethics as an individual, in an organization, and in society. If so, how. If not, why not?

While reflecting back on the past 8 weeks and reviewing all of the assignments, I am proud to say I took away quite a bit from this course. Ethics is extremely important part of society, and it provide a framework in which people can follow. Not falling for a slippery slope was one of my takeaways from the course. Being humble and not letting your position influence your decision making in a negative way is good character trait of a leader. My perception of organizational ethics has changed. I understand that not all dilemmas or decisions are black and white. Decisions should not be made in a vacuum and consequences, situations and decisions are all relative. This course was very insightful in exploring societal ethics. For example, I never before thought about the ethics of what I eat. The three specific lessons I take away from this course are outlined below.  

Module takeaways: 

1.  Discussed ethical dilemmas and how making ethical decisions in our lives is a complex task.
2.  Explored the definition of ethics and talked about the theories of ethics including consequentialism and deontology.
3. Dug into relativism and morality. we learned that as leaders, we will always have people and situations that will test our morals and our boundaries
4. Discovered how cultural issues such as gender, age, race, and religion impact ethical viewpoints.
5. Discussed the ethical implications of social media, technology, marketing, and the law.
6. Explored how we shall live as individuals.
7. Explored the concept of a code for managers, examined how leadership behaviors can influence our approach to the organization, and reflected on unethical behavior in the context of a successful practitioner.
8. Discussed how complex societal issues such as gun control and punishment have broad ethical implications

                                                                                                        ~LaFolette, 2007

 

Consequentialism 
The theory of consequentialism, as detailed by LaFollette (2007), is founded in its “claim that we are morally obligated to act in ways that produce the best consequences” (p. 23).

I believe circumstances and consequences matter and in order to make the best decisions with the most effective and ethical outcomes one must practice critical thinking. Elder & Paul (2013) state thinking tells us what to believe, what is important, what is true as well as everything we know, believe, want, fear, and hope for. "All thinking has an internal dynamic. It leads somewhere and, when acted upon, has consequences. You can't be a critical thinker if you are insensitive to the many implications inherent in your thinking." (Elder & Paul, 201, p. 87). Much like critical thinkers consider the Elements of Thought, consequentialists must consider and specify three dimensions:

    - Which consequences?
    - How much do they count?
    - How do they count?

The Golden Rule
The Golden Rule simply states, “You must treat others in the same way that you would want to be treated in the same situation.”

When I first considered the question to give examples where one might have to compromise the Golden Rule, my first instinct is to think “never, I always try to treat others how I want to be treated”.   There are in lies the problem and several assumptions: 1-Others want to be treated in the same manner that I do and/or 2-that I know (or assume to know) how others want to be treated. 

While the Golden Rule is a powerful and profound principle, not everyone is the same nor should they be treated the same in every situation.  People have differing motivations, drive and backgrounds that must be considered.  Just because we should be “considerate, thoughtful, and fair in how you treat others” (Putnam, 2016) doesn’t mean the consequences, background and outcomes will (or should be) the same.

Relativism and Morality
I believe morals and ethics are relative.  “Ethical relativism is the theory that holds that morality is relative to the norms of one's culture. That is, whether an action is right or wrong depends on the moral norms of the society in which it is practiced” (Santa Clara University, n.d.). 

My family has often referred to me as understanding and agreeable. With that, I often find myself being “swayed” by arguments and conversations on various topics and tolerant of others’ beliefs and actions.  Because of this, I thought of myself as inconsistent in my views and wishy washy.  However, through reflection after this week’s readings I feel I would be considered a relativist.  “Moral or ethical relativism is simultaneously the most influential and the most reviled of all relativistic positions” (Baghramian & Carter, 2015, para 4.5). While some see it as an indication of tolerance and open-mindedness, others think it signals confused thinking or immorality.

On the contrary, I believe relativism/relativists embodies the idea of intellectual empathy.  “Intellectual empathy requires us to think within the viewpoints of others, especially those we think are wrong” (Elder & Paul, 2013, p. 55).  As I believe that morals and ethics are relative, I must accept that my views may differ from someone else. When people empathize with others’ viewpoints, they gain new insights and expand their views.  

Individually we can make a difference. Collectively we can change the world.

References:
Baghramian, M., & Carter, J. (2015, September 11). Relativism. Retrieved June 17, 2020, from https://plato.stanford.edu/entries/relativism/
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. London: Prentice-Hall.Lafollette, H. (2007). The practice of ethics. Malden, Mass: Blackwell.
Putnam, M. (2016). The Golden Rule in Business. Retrieved from: https://globalethicssolutions.com/2016/11/28/golden-rule-business/
Santa Clara University. (n.d.). Ethical Relativism. Retrieved June 16, 2020, from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/ethical-relativism/

A634.8.3.RB - Gun Control: What is the Answer?

In Chapter 12, LaFollette (2007) discusses gun control. In recent years, we have witnessed many tragedies with respect to guns in the workplace. Do citizens have a right to bear arms? Answer the question in your reflection blog. State your opinion and follow up your position with supporting documentation. Next, present the opposing side to your stance. Use external sources to enhance your claims.

In recent years, we have witnessed many tragedies with respect to guns in the workplace.  Regardless, civilians have the right to bears.  While this might not be a fundamental right, the right to bear arms is a derivative and constitutional right, according to LaFollette (2007).  Firearms are used for protection, hunting, collecting however there seems to be constant concern about civilians owning firearms and even more controversy over citizens carrying guns in the workplace. Are guns really that dangerous?  Are there really that many fatal workplace shootings?  Although any loss of life is tragic, the statistics for workplace disasters regarding guns highlight how the focus on gun control for private citizens may be skewed. 

According to a Census of Fatal Occupational Injuries, by the U.S. Department of Labor (2019), there were 453 occupational shooting homicides in the United States in 2018.   Moreover, 351 of those were intentional shootings by other persons (U.S. Department of Labor, 2019).  That’s a mere 6% of total workplace fatal injuries in 2018 whereas almost 40% were caused by transportation incidents.  Consider this, our society requires one to study a handbook and take practice tests at the DMV, pass the learner’s permit test, log a certain number of hours with licensed driver, pass a driving (road) test, and drive with certain restrictions until the member reaches “maturity”.  Even with all this preemptive training and restrictions put in place, not to mention specific workplace training and guidelines, vehicular workplace fatalities are far surpassing those of fatal workplace shootings. 

Compared to the process of operating a vehicle, purchasing and using a handgun was simple in my experience.  One of the first times of shooting a firearm with at Air Force Basic Military Training.  There was a short classroom overview of the weapon before carrying, load and firing my issued M-16 firearm.  A few years later when I moved out of the base dormitory, I decided to buy a small handgun for personal safety.  I was extremely surprised at how fast and easy the process was; it took less than 1 hour from start to finish to choose and purchase a firearm.  With the amount of attention and controversy that surrounds gun control and workplace shootings, if we (our society) are seriously concerned, shouldn’t the process be more focused on preemptive training and restrictive controls? 

While the statistics prove that workplace shooting fatality numbers dim in comparison to vehicular fatalities, perhaps guns should be prohibited from civilian workplaces.   Businesses are required to maintain safe workplaces. If civilians are bringing firearms to work and creating an (potential) unsafe environment for others, they need to be restricted.  I am a female working in aircraft maintenance.  There are certain basic rules that I must follow in order to stay safe on the flight line.  For example, I must constantly keep my hair pulled back so as not to snag on equipment, I am prohibited from wearing jewelry to prevent from getting injured climbing stands/ladders, and I am prohibited from wearing a hat or wig on the flight line to reduce the possibility of it being sucked into a jet engine.  These restrictions do not mean I can never wear my hair down, jewelry or hats; I just cannot do these at my workplace due to safety concerns.  The same argument can be made for guns in any or most workplaces.  There could be a concern of accidental discharge or worse, someone losing their temper at work while having easy access to their weapon and using it.  Organizations must weigh the pros and cons of allowing firearms at work with the potential risks.  Therefore, guns should be prohibited from civilian workplaces.   

References: 

Lafollette, H. (2007). The practice of ethics. Malden, Mass: Blackwell. 

U.S. Department of Labor. (2019, December 17). TABLE A-2. Fatal occupational injuries resulting from transportation incidents and homicides, all United States, 2018. Retrieved July 22, 2020, from https://www.bls.gov/iif/oshwc/cfoi/cftb0323.htm