A521.9.4.RB_BorutyAlan_Reflections on Leadership

Reflections on Leadership

In this chapter titled 'A different Kind of Leader', Denning departs from looking at leadership through storytelling.  By adopting interactive thinking, speaking, and acting and taking on the new capabilities that narrative enables, Denning believes one can accomplish what was inaccessible to someone operating only in the traditional command-and-control mode (Denning, 2011).  The different kind of leader and leadership he is referring to is called interactive.  Denning (2011) then lists and describes the dimensions as follows (p.270-271):

            ‘The interactive leader works with the world rather than against it.  In other words, the interactive leader does not try to force the outcome.  He involves his people, discusses the problem, and listens to their possible solutions instead of telling them and giving specific instructions. In doing this he eliminates the need to impose boundaries, incentives, and disincentives to get compliance.  This leader needs only to catalyze and channel his own energy (Denning, 2011).

            Interactive leadership both adds and subtracts elements from the leadership pallet.  The interactive leader adds capabilities by allowing his peoples idea to be heard, considered, and implemented effectively supplementing command, control, regulation, analysis, and optimization functions of management.  The interactive leader no longer has to enforce these functions.  By the same theory, the interactive leader subtracts the need to manipulate and win regardless of cost.  “It is not possible for leaders to exercise manipulative and spinning behavior in one part of their conduct and expect to be accepted as open, truthful, and trustworthy in other domains” (Denning, 2011 p. 270).

            Interactive leadership builds on personal integrity and on authenticity.  Benefits from an understanding of the different narrative patterns can be used to get things done in the world.  Some of these benefits include respect, trust, sound judgment, and values.

Interactive leadership doesn’t depend on the possession of hierarchical authority.  According to Denning (2011) “anyone and everyone who can help clarify the direction or improve the structure, or secure support for it, or offer coaching that improves performance is providing leadership” (p. 271).

Interactive leadership benefits from an understanding of the different narrative patterns that can be used to get things done in the world.  The leader must tell stories, not just talk about telling stories.  The better you are with narrative theories, the more effective you will become.  Narrative depends on emotional intelligence and uses it to achieve practical outcomes (Denning, 2011).

Denning goes on to say that interactive leadership participates, connects, is like conversation, is possible, fits the modern need, is not for everyone, is relatively free of ego, is like judo, has feeling, avoids ‘Apollo run amok’, and has beauty (Denning, 2011).

As a leader, I am honest, sincere, fair, consistent, and compassionate.  I take the time to know my people and I arrange my schedule so that I am available to them most of the time.   I came to this set of guiding principles after trying each new method that came to life during my career.  In each case, I felt like I was acting; I was not being myself.  When I finally decided to just be myself, I found success in leadership.  I do not control, I do not take credit for the outstanding work my people do, but I will take full responsibility when things go wrong.

Three of the interactive leadership dimensions that are part of the way I lead are: the interactive leader works with the world rather than against it, interactive leadership builds on personal integrity and authenticity, and interactive leadership doesn’t depend on the possession of hierarchical authority.

In working with and not against the world, manipulation and control of people is counter to one of my primary goals as a leader: developing the people for whom I have been given responsibility.  Using intimidation, threats, inappropriate rewards, or withholding information, resources, or advice may get me compliance, but it will not result in the worker feeling a sense of accomplishment.  I want the worker to be proud of an achievement for solving a problem using his own skills and abilities.  Even though the problem was pointed out to the worker, the solution was all theirs.  This holds true for everyone following my leadership.  The tasks and difficulty level will be different for the newest member, and the most experienced member, but if I have done my job, the sense of accomplishment will be the same.

‘Interactive leadership demands that I not only lead by example, but serve as a surrogate mentor to the people in my organization.  All leaders live in a fish bowl.  It does not matter whether they are interactive, situational, transformational, servant, or bad, leaders are watched.  The reading describes how the interactive leader earns respect, belief in their honesty, trust, and a number of other virtues.  These virtues are part of the interactive leader.  The interactive leader’s behavior is rewarded with respect, trust, and belief.  Because it is expected, recognized and acknowledged, and rewarded, the reinforced behavior is repeated.  I serve as that ‘surrogate’ mentor to my people because integrity is critical and it is fragile.  Trust, respect, credibility, etc., are all bestowed and can be taken back in a flash.  Let someone see you do something they perceive as inconsistent with the status you have been given.  It is difficult, at best, to earn it back.  It is also important because it is smart, polite, right, and in many cases it is a condition of employment.  The interactive leader is involved and engaged no matter what the issue may be.  

‘Interactive leadership doesn’t depend on hierarchical authority’ is simply stated in the text and true as written.  Anyone and everyone with an idea to share, a plan to execute, desire to make things better is already thinking like a leader.  It is time to assess and begin developing those skills.  If you do nothing, the behavior will stop.  I would, at minimum, talk with the worker and encourage that thinking. 

~Pete

Reference:

Denning, S. (2011). The Leader's Guide to Storytelling: Mastering the Art and Discipline of Business Narrative. San Francisco, CA: Jossey-Bass.

A521.8.4.RB_BorutyAlan_Making Contact

Making Contact

I am very uncomfortable striking up a conversation with someone new and I cannot “work a room” with ease.  This is something I have worked on and been frustrated with for as long as I can remember.  When I meet anyone new, I am awkward at best.  I cannot find the right words, stumble over the wrong words, and generally do not make a good impression.  At least that is the way it feels.  The second meeting is easier.  McKay, Davis, & Fanning (2009) refer to this as fear of strangers and note that it comes from only two sources.  Since I was not around in the nineteenth century, it must come from my own self-depreciating internal monologue (p. 205). 

I really do not know how I became this way, but I always have been.  I could argue that I am not afraid of strangers, but that would be splitting hairs.  I am not afraid of the person; I am afraid of what they can do.  No one likes to be rejected or judged negatively.  In that first meeting, strangers have the power to do just that.  I know that it is irrational on several levels.  During the first meeting I have the same power, I know rejection is survivable, judgement is a reality--everybody does it, and the other person is probably going through the same process that I am.  It makes little sense, but the reaction seems automatic and out of my control.  It is a moment of self-consciousness and perhaps doubt.  It passes in time, but while it is happening it is difficult to focus on anything else. 

McKay, et al., (2009) believe that coping with or conquering the fear of strangers is possible.  The techniques they recommend are: analyze what you say to yourself, reframe your approach behavior, reframe rejection, deal with the emotional blow when rejected, and plan to get rejected (p. 206-209).  These are all simple techniques or exercises that will not hurt to try and they could actually help.  Reframing approach behavior consists of getting rid of unrealistic expectations and recognize the meeting as an opportunity to have a conversation with someone new.  Reframing rejection means that if and when you are rejected, look at all the possible reasons for it and do not default to “they hate my guts.”  A few exercises can help you to avoid negative internal monologue after being rejected.  Under the technique ‘plan to get rejected’ the authors recommend approaching someone for the sole purpose of being rejected.   I cannot agree with that method.  Practicing on someone seems to cross the line.  While it may not be as significant, I believe rejecting someone is also uncomfortable.  I would not want to do that to anyone on purpose.

The focus on this lesson is obviously on making contact with a potential partner.  But the information within the lesson can be universally applied.  I got a number of take away ideas that will help me in my future encounters with strangers.  As the lesson moves in on ‘making contact’ and ‘the art of conversation’ the information and suggestions are absolutely spot on.  I especially liked the art of conversation.  We do not do it nearly enough anymore.  I believe the digital age is threatening to make conversation a lost art.  One-line, grammatically incorrect statements with misspelled words, no punctuation, and smiley faces are the preferred way to communicate nowadays.  The danger is it is too easy.  It requires no effort or immediate response.  There is no emotion or interaction involved.  It is isolated and impersonal.  It is everything a conversation is not.  Okay, now where was I…

I have had first-meeting anxiety or fear of strangers all my life.  I do not avoid people because of it.  I introduce myself despite it.  I have been uncomfortable meeting people all over the world which is exponentially better than the alternative.  I would prefer to meet people without experiencing the anxiety but, in truth, anxiety is a small price to pay for having met the people I have met.  While I was studying this lesson, one thing kept coming to my mind…can I incorporate this lesson and still be myself?  I believe the answer for me is yes I can.  You have to be yourself when you meet new people because that is who you want them to meet.  It is important, change, grow, and evolve-but always be yourself.

I will continue to try different techniques to reduce the anxiety, but after dealing with it for so many years, I am content with it being part of who I am.  I may not be the smoothest talker out there, but I am still talking.

~Pete

Reference:

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

A521.7.4.RB_BorutyAlan_Secret Structure

The Secret Structure of Great Talks

Nancy Duarte believes that we all have the ability to change the world.  A great idea combined with communicating it the right way gives us the power to change the world.  In an attempt to determine the pattern of all good talks, she began a study using Dr. King’s “I have a dream” and Steve Jobs’ 2007 IPhone launch presentation.  After two years, she identified a structure that holds true between not only the two speeches she was studying, but for every great talk including the Gettysburg Address.  She calls it ‘what is and what could be’ (Duarte, 2012).

I believe there is much more than structure involved in speeches like “I have a Dream.”  I believe the really memorable speeches are more of a perfect storm.  The topic, the structure, the presenter’s dynamics, the anticipation and emotion of the audience all have a critical role and if any one of them had been different the outcome would have been much different.  I am not discounting what Ms. Duarte proposes at all, structure is important, just not singularly. 

On her way to finding the secret structure, Nancy looked at basic structures for communicating ideas.  She began with Aristotle’s three-part structure. It is the standard that is taught in grade school that works every time.  The three parts are the beginning, middle, and end.  Sometimes the parts are known as introduction, body, and conclusion.  This is the structure I follow because it is what I was taught and it is adaptable.  I would use three-part to describe a concept or explain policy/procedure in the work center.  It is simple, direct, and effective in handling these types of communications.  Most if not all other structures are based on the three-part structure.

Ms. Duarte spoke of Freytag’s five-part structure.  This structure has an exposition, rising action, climax, falling action, and denouement.  This is the form of most dramatic stories.  What struck her was the shape Freytag used to illustrate the five-part structure.  Nancy began looking for the shape for presentations and ultimately found it in ‘what is and what could be’.   I would describe the shape as that of a direct current pulse signal or a square wave.

First you describe the status quo (what is)  then compare it to your idea to make the situation or problem  better (what could be).  Make ‘what could be’ to be as far from ‘what is’ as possible because people get comfortable in their norms.  They need to be pulled into what could be.  The middle contains iterations of ‘what is’ and ‘what could be’.  This systematically turns the listener away from the status quo and towards your idea.  This is necessary because people are resistant to change.  The ending consists of your idea dramatically described as the new norm or the new bliss.  Is this effective?  Yes, absolutely, when appropriate.  Is it the missing link?  I do not think so.

I mean no disrespect to Ms. Duarte, but if this structure is overused, a leader may appear over dramatic and, in time, become less effective.  In the work center I would use this style to address big, perhaps unpopular change.

~Pete

Reference:

Duarte, N., (2012). The secret structure of great talks. TedxEast (Producer). Available from: http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks

A521.6.3.RB_BorutyAlan_High Performance Teams

High Performance Teams

In his discussion on High Performance Teams, Denning (2011) provides a compare contrast look between high-performance teams and communities concluding that high performance teams do resemble communities but the opposite is not true.  Communities rarely meet the criteria of a team. 

High performance teams meet the criteria of a team: (Denning, 2011)

-         Clear, specific objective

-         Appropriate leadership and membership

-         Necessary resources

High performance teams adhere to community elements: (Denning, 2011)

-         They produce things

-         Adapt quickly to change by adjusting their performance in real time

-         Steadily grow stronger with time.  Start working as one synergistic entity

-         individual growth based on mutual concerns for each other

-         work committed

-         If one fail’s ,we all fail mentality

High-performance teams take on an identity, personality and existence of their own.  The members develop an extremely high level of mutual trust, and become unconditionally committed to the team.  Members attend to each other’s development and training needs and ultimately establish an environment of innovation and continuous improvement (Whetten & Cameron, 2016).

I have not been a member of a high performance team.  Reading about the characteristics of these teams and what they morph into sounds almost unbelievable to me.  I have served on many teams through the years.  Most of them were very effective, a few not as much.  In the end the job was completed.  The closest to a high performance team would have been the teams that deployed to Saudi Arabia in the mid 1980’s.  We had a constant presence with 24-hour coverage surveilling Iran/Iraq disagreements.  Maintenance personnel rotated in and out every 30 – 45 days.  The team members were selected so that all of the aircraft systems had qualified technicians.  The team, once assembled, totaled 30 maintainers. 

The team had a clear goal to continue the mission without incident.  Maintenance leadership comes in the form of a production superintendent.  The Pro Super is a senior maintainer normally with extensive airframe experience. The pro Super choreographs all maintenance activities.  For the first few days everyone was figuring things out. Generally speaking if you did not have work, you did not go out to the flight line.  Everyone got along but it was awkward.  After that week everyone was comfortable with the routine and each other and the team did start behaving differently.  Looking back on it, it did have some of the high performance characteristics. Whenever we launched or recovered an aircraft, everyone was on the flight line.  We helped where we could and did whatever was necessary to get the job done.  The flight line was either full of maintainers or shut down.  The same was true of the breakroom.  We absolutely trusted each other and never let each other down.  We gained a sense of pride in our work.  We strove for flawless launches and the fastest time getting an aircraft ready to fly the next mission.  Towards the end of our deployment, the team was like a well-oiled machine.  We were efficient and very effective even under the pressure of a system failure  By the end of our time, we were inseparable, but ready to go home.  Maybe I have been part of a high performance team.  It did not contain all of the traits, but we definitely evolved into something different and better than we were when we arrived.

In the Air Force you are issued the appropriate values for working on aircraft.  Just to mention a few, we followed procedures, reported anomalies, did the work we said we did, documented our actions properly, and never put our self, a coworker, an aircraft, or flight crew in an unsafe condition.  Each and every one of us shared those values and we did not compromise.  The fact that we all came from different backgrounds and had differing values off the flight line simply did not affect work on the flight line.  However, if our issued values faltered or were disregarded, it would have been met with serious consequences and immediate action to correct the situation.  This would include ceasing all flying activities pending investigation.  It would have been a serious offence because lives are at stake.  Having those shared values is what makes collaboration possible in aircraft maintenance.

Work groups, teams, communities, and networks are the primary means in which people work together.  Work groups are how most organizations are structured. For example, I was assigned to the Radar shop with every other Radar technician.  We all did the same job, had the same boss, and the same career path. 

Teams are assembled by an organization to attend to a specific objective, members are selected by the organization and bring specific skills to the team, members share the specific objective and also share the responsibility to get the work done.  When the work is accomplished and the objective is met the team is disbanded (Denning, 2011). 

Communities in the organization is a new term for me.  The concept, however, is not new.  A community is a group of people who share the same interests, practices, and values.  They share information with each other to advance their knowledge on a subject.  They are like-minded people that share knowledge and values.  Networks are similar to communities, but they are different.  The primary differences are a perceived benefit in network membership and in networks there is no commitment to shared values. (Denning, 2011).

I have always preferred to work alone.  I think clearer and more logically.  At least that is what I thought.  I was assigned to a team...again.  It seemed like I had been selected for every detail that came up.  All I wanted was to work on airplanes.  This particular team was to assess and make recommendations for what was kept on bench stock (consumable items).  I did not want to do it and I had an attitude.  What I learned is attitudes are contagious. I complained daily.  I put more importance in finishing the job than I did doing the job right.  As a result, I did not do my best work.  Neither did the rest of the team.  They simply followed my lead.  The other team members were released and I got new team mates.  The second time I got it right. I checked my attitude before work. 

Many years later, I was selected to lead the team that would plan a formal Ball which would be the Keesler AFB celebration of the U.S. Air Force 49^th Birthday.  I had done events like this in the past that did not go well.  So I was not very excited.  We held the first meeting and it went well.  Turnout was good and we accomplished assigning people to all of the different committees.  I asked everyone to give it some thought before volunteering for any of the committees.  I also asked them not to take on the responsibility if they knew of anything coming up that might prevent them from giving the committee their best effort.  Everyone kept their committee.  From that point meetings were well attended, each committee provided updates, asked questions, and sought opinions from other team members.  The banquet went off without a major issue and was fantastic.  The guests were thrilled.  I am not sure why this event was so different.  The only thing I did differently was ask that everyone personally commit themselves and their time to this important event.  Is that what made the difference?  I do not know to be certain, but I am glad the ball was such a success. The next day we all met for lunch.  Then we cleaned up the ballroom. 

~Pete

References:

Denning, S. (2011). The Leader's Guide to Storytelling: Mastering the Art and Discipline of Business Narrative. San Francisco, CA: Jossey-Bass.

Whetten, D. A., Cameron, K. S. (2016), Developing management skills (Ninth edition). Pearson Education, Inc. ISBN: 978-0-13-312747-8. (student edition)

A521.5.4.RB_BorutyAlan_Aligning Values

Aligning Values

As I sat down to write this blog post, I read the instruction/prompt and I absolutely drew a blank.  Although I have read Denning’s text and taken the assessment, I just did not know how to answer the question.  So, I stopped trying to write and began to re-read the material again.  I succeeded in confusing myself more.  I settled on the answer, yes organizations have values.  They define the boundaries in which an organization operates.  It takes people and action to bring the values to life.  People must accept the values and commit their work ethic to enforcing organizational values but also produce in a way that generates profit while operating within the confines of the values.  Since most people generally have their own set of values and beliefs since their childhood, the process can become complicated.

When people apply to an organization that has established values, they read the values and make a determination whether the match is compatible with their values.  If so they go to work.  If not they either walk away or accept the differences as something they can live with.  If an organization that is currently operating with valued employees has to start the process of developing values, it can get messy.  I realize this was not the question.  Bear with me.  I am getting there.

 

Organizational values are usually developed by the senior leaders of the organization. Then they are shared with the entire organization.  The top team are best in deciding what values their business embodies.  They have a few choices to make before developing a values statement.  What type of value system does the business practice?  I am hoping that robber baron or hardball strategist are never picked.  The developers must be able to answer questions about the organization or understand the business enough to make the right choices in value development  What type of values do we possess?  Are we using instrumental or ethical values?  They have to be able to distinguish between personal and corporate values.. They must distinguish between operational and espoused values. Instrumental values are generally critical for the well-being of the company while ethical values are more in line .

After the decisions have been made and the values have been developed, there is another decision to make.  Will our new values be shared values?  In a Study.com (n,d,) article I found on line,  shared values is defined as “organizational values that are usually developed by the organization's leadership and then adopted by the other members of the organization. The values are shared and followed by all members of the organization when acting on behalf of the organization. They may also be referred to as core values” (n.p.).  Shared values provide guidance for organizational decision making and serve as an ethical compass for action.

Now that the values have been created, transforming them into something other than words on paper will take leadership commitment and action.  Things like arranging information segments ast commander’s calls, conducting briefings, presenting video of values in action.  It really needs to be a media blitz to allow enough time for these new values to begin influencing behavior.

The components of an ethical community are trust, loyalty, and solidarity.  Using the Air Force as my organization, I believe it is already an ethical community.  It can be witnessed in and shop on any base on a daily basis.  Airmen at every level demonstrate the components of an ethical community.It is not always perfect  but the effort is always there.Tthe three components are demonstrated at every level.

References:

Denning, S. (2011). The Leader's Guide to Storytelling: Mastering the Art and Discipline of Business Narrative. San Francisco, CA: Jossey-Bass.

Study,com. Retrieved from: http://study.com/academy/lesson/shared-values-in-an-organization-definition-lesson-quiz.html  Accessed 2016, September 10

A521.4.3.RB_BorutyAlan_Subtleties of Communication and Hidden Messages

Subtleties of Communication and Hidden Messages

I have enjoyed writing since grade school.  Through writing I learned to appreciate the power of words.  Words can enlighten, inspire and create, but they can also hurt, mislead, or belittle when used according to definition alone.  When you add the human factors of body language, paralanguage, and hidden agendas, words can take on deeper meaning and/or tell a different story altogether. 

Words account for just seven percent of the total message delivered.  The remaining 93 percent is transmitted via paralanguage and body language to include gestures and facial expressions.  Often we are unaware of the non-verbal messages we communicate.  A problem occurs when our non-verbal message contradicts our spoken words.  Our non-verbal message is more believable than the verbal.  In this case the audience receives a message different than the one you thought you delivered (McKay, Davis, & Fanning, 2009).  When our non-verbal cues do not match up with their accompanying words or if the non-verbal cues do not align with themselves our message is incongruent.  Incongruence indicates a problem with our message.  It could be a lack of commitment on the subject from the speaker, or personal conflicts with the message.  Either way the message is considered suspect and the speaker’s effectiveness is reduced.  For example, my unit was preparing for a scheduled deployment.  We were gathering the equipment to support the deployment and getting it ready to be put on pallets for shipment.  This is not a complicated process, but it is tedious and can be confusing which is the state we were in when the commander (my boss) arrived.  When he asked the Airman how things were going, he got the panic response of a confused and inexperienced Airman that thought he had messed up the entire operation and truly believed he was in trouble. When I looked at the issue, I knew what happened.  Correcting the problem would cost us a few hours but it was not going to be a problem.  Unfortunately the boss could not 'un-hear' what the Airman told him.  So his direction was for us to start over and reprocess two days’ worth of equipment.  This would have actually put us four days behind and was completely unnecessary.  I tried to explain, but did not want to disagree with my boss publicly so we walked and spoke privately.  Unfortunately, he had convinced himself and there was no changing his mind.  I was unhappy…no, I was angry.  But the decision was made.  Now it was up to me to implement it as if it were my idea.  I spoke to the team and explained why this was the right way to correct the problem and I told them how we would proceed.  I was not able to convince them that I believed what I was telling them and they called me on it.  I was still angry when I talked to them.  I was able to put words together to relay the message, but not my nonverbal cues.  They asked me if I had gotten in trouble with the commander.  What they told me was I was not acting normal.  I did not seem to be myself.  What they saw was incongruence in my message.  I explained everything again. I was not happy to have the team redo work that I knew was good.  But the boss’s way was not wrong, just a little extra work.  I learned that I needed to calm down before I briefed the team.  There was no harm done and the work was completed.   I still did not like that I compromised the message.  Emotions are hard to overcome.

Since speakers are often unaware of the non-verbal cues they transmit, and non-verbal cues are such a large part of the total message, and non-verbal cues are seen as more honest, the speaker has to become consciously aware of and control their non-verbal cues to ensure the message they sends is congruent.

McKay et al. (2009) stresses “awareness of incongruence in your own non-verbal messages can make you a much more effective communicator” (p, 60).  It may not be easy, but it can be done and it will be worth it.  You will learn when you are most likely to display negative non-verbal cues and the associated feelings.  Then you can work on changing your reactions.  Self-assessment is one way to start becoming aware.  Another way would be to have a trusted friend evaluate and help.   You can also record yourself and objectively but critically view the recording.  It would not hurt to have that friend watch with you.  As you become more aware of your own tendencies you can improve your message congruency, the key to non-verbal communication (McKay et al., 2009).

Paralanguage is of the voice, it is not the words but how our voice delivers each word.  There are six elements: pitch, resonance, articulation, tempo, volume, and rhythm.  These elements are incredibility important because they can tell who you are and how you feel.   

Paralanguage is varied during normal conversations to avoid becoming monotone and losing your audience.  A monotone voice sends the message that you are not interested in your message.  All of us  have known this person at some point.  After a minute or two it is almost impossible to listen to anymore.  After another minute, you are sorry you do not have an appointment with the dentist.  I have known a few.  One way to verify if you vary your paralanguage is to seek feedback from a trusted colleague.  McKay, et al., (2009) recommends “recording yourself having a normal conversation.  Wait at least twenty-four hours before listening to the replay, so you can be more objective….As you listen to the recording, consider the following: 1. Does your voice reflect what you want to say?; 2. Is your voice congruent with the words you speak?; 3. Is there something about your voice that you dislike?” (p. 73). Once the questions are answered, practice with the recorder and change your voice and use that friend again.

I believe most people are guilty of using metamessages from time to time especially those of us who have sarcastic tendencies.  The metamessage is the second-level message and communicates the speaker’s attitudes and feelings.  Metamessages are largely from rhythm, pitch, and verbal modifiers. Using the voice to emphasize a word, using inflection or adding a verbal modifier change an innocent statement into an attack.

True metamessages are veiled attacks the speaker is afraid to say directly.  If on the receiving side of a metamessage, you have to make sure it was an attack and then repeat out loud what you think the speaker meant and ask if that is what they really believe and intended.  Not doing these two steps will leave without knowing and the issue will not be resolve (McKay, et al, 2009).  This method will hopefully result in a direct conversation that is productive.

Hidden agendas are something most people do occasionally.  If it becomes habit all the time it is unhealthy and could require professional intervention.  There are eight agendas: “I’m good”, “I’m good (but you’re not)”, “You’re good (but I’m Not)”, “I’m helpless, I suffer”, “I’m blameless”, “I’m fragile”, “I’m tough”, and “I know it all.”

There are two reasons that people use hidden agendas.  The first purpose is to build and protect an existential position in the world.  The agenda becomes an individual strategy for coping with core feelings of inadequacy.  Secondly, agendas promote ulterior motives and needs (McKay, et al., 2009).  When I read through the agendas, I must admit having hidden behind a few of them at times in my life.  I will pay closer attention and listen to myself to understand how often.  I do not believe it is an issue for me but, no one does…

I have witnessed each of these hidden agendas in people I have met over the years.  To read the descriptions in text, you would think that it would be immediately obvious in a person’s behavior.  It is not that easy to spot, but once you do you cannot see anything else. 

McKay, et al., (2009) insists that the agendas are adaptive and serve a purpose, but ultimately your maneuvers isolate you.  In the end, they wall you off from the relief of being know and accepted for who you are” (p. 86).

It is hard enough to communicate effectively on a consistent basis.  It takes commitment and effort to successfully transmit the message you intend to an audience and have that audience receive that message and interpret it as you intended.  But to work so diligently only to have your own body language and vocal qualities betray you during the presentation just seems wrong.  It can be overcome; I suppose I should add it to the list.

Reference:

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

A521.3.4.RB_BorutyAlan_Personal Reflection

Personal Reflection

Just the title of this Blog entry incited rebellious, if not riotous thoughts to run from within my mind throughout my body and finally slam into my gut with a sickening thud.  And there it remains.  I do not completely understand the feeling which is near fight or flight intensity.  What I do know is even the thought of sharing personal glimpses into my life is quite uncomfortable.  I am not the only person to react in this manner.  There are barriers that prevent some people from self-disclosing information.  Many people consider it socially unacceptable to share personal feelings and needs outside of the family environment.  Fear is another primary reason people avoid self-disclosure (McKay, Davis, & Fanning, 2009).  Rejection, punishment being talked about, being taken advantage of, being judged negatively are all real concerns.  In my opinion, each of these fears fall in to one broader category, and that is fear of what other people will think.  I am far too old to be worried about what others think about me and it really is not any business of mine.  Therefore, I will get on with the work at hand and ignore that feeling in my gut.

I am told that I was a very good kid.  I had no problems in school, I was respectful, I was well behaved, and I minded my parents.  In other words I was a good boy.  I liked baseball…no…I was obsessed with baseball.  I played every year from the summer of 1968 until my first year of high school in the fall of 1976.  Back then Little League coaches played an active role not only in teaching baseball, but in raising us as well.  In my third year playing, I did not get the team I wanted and I was disappointed.  I did not hide it very well when I first met the coach and teammates.  I expressed my disappointment in not getting what I wanted, as a nine year old would.  Coach Wilkerson looked at me and said until now, I thought I had gotten the team I wanted.  Then he invited me to leave.  I was shocked.  He eventually let me off the hook, but he took advantage of the opportunity I provided for the rest of the season.  It was my first lesson in “it is not all about me”, and “how words that you say cannot be unsaid”.  He also explained how one team is always better than nine great players.  I learned a lot of things I still use today and all of them from one insensitive fit I threw when I was nine.  Even today I check my attitude to ensure my words are not based on my selfish reasons and that they are not hurtful before opening my mouth.  Coach Wilkerson got his money out of the opportunity I provided, but nowhere near what I got out of it.  From team work to interpersonal skills, I think of Coach Wilkerson often.  I do not remember the name of any of my other coaches.

I turned fourteen in August of 1975.  We had just moved I was about to start high school as the new guy.  I missed my friends, and even though I understood the opportunity this was for my father, I was angry about having to move.  I could not get past it.  I met a few people unlike any other people I had ever met and we became fast friends.  The good boy everyone knew for my first fourteen years changed and just like flipping a switch the old me was gone.  The new me was having fun with his new, wild friends.

 

For the next six years I did exactly what I wanted.  No one could convince me otherwise.  Of course, this drastic change in my attitude and behavior did not go unnoticed by my parents.  My father was okay to write it off as boys will be boys, but it was too much for my mother. She did not say anything to me at first; she was observing and taking notes. We had a few disagreements but nothing serious.  She did not like what she saw and she let me know she was worried but again it passed and things went right back to where they were.  When I turned sixteen I got a car and things went from bad to worse. I would stay away for the entire weekend and sometimes longer.  Mom just told me o let them know when I was not coming home so she did not have to worry all night.  When I began to avoid contact with my parents, I had reached Mom’s limit.  She sat me down and said she had given me time to see things on my own, but that was not enough.  I was to be at home by 9 am every Sunday morning without fail and without exception. At 9 am she and I would have breakfast and talk.  It was her time and she would not be denied.  I had never seen my mother like she was that day.  I said, yes ma’am. 

For the next four years we met and had coffee and toast at the dining room table.  No one interrupted us.  She talked to me for an hour every Sunday about whatever she wanted.  She never ran out of things to talk about and we never stopped early.  I can only remember missing one Sunday. She talked to me about the company I allowed in my life and some of the consequences, the lifestyle I was living, goals and dreams, education and career.  The first several times we met, she did not want to hear anything I had to say.  Every week the message was different but the theme was always the same.  If you do not take care of yourself, you will simply not be taken care of.  It is not important to anyone else.  Do not let the fun of today keep you from planning tomorrow. Stand on your own feet and make your own decisions.  If you are going to suffer the consequences, it should have been your decision.  Mom finally let me join the conversation during the third meeting.  Over time, I began to look forward to our conversations, in fact, I cherished them.  We, covered every subject possible.  Just before my nineteenth birthday I decided to enlist in the US Air Force.  I entered the Air Force in February of 1982 and immediately missed our Sunday morning conversations.  After I settled into my first permanent duty station, I called my mother.  That was on a Sunday morning we talked every Sunday until her passing in 2011. I learned about living life, being true to myself, how to be a husband, and how to be a responsible adult.  She taught me all of these things while providing the perfect example of how to be a great parent.  To say that the talks had a formative effect in my life is an understatement.  I remember those talks nearly word for word.  I refer to them often and live by those lessons daily.

Reference: 

McKay, M., Davis, M., & Fanning, P.  (2009).  Messages the communication skills book.

Oakland, CA:  New Harbinger Publications, Inc

A521.2.3.RB_BorutyAlan_The Danger of a Single Story

The Danger of a Single Story

Chimamanda Adichie captivated me from the first word and held me until her final word.  In between those she used her words in a way that created an eighteen minute ‘aha’ moment for me.  I find it interesting that I have known the word stereotype for as long as I can remember, but this is the first time I have been told the single-story concept.  This concept goes a long way to explain where stereotypes originate.  Of course I have been told not to judge a book by its cover, do not judge until you know everything and then do not judge, and I have even been reminded that there is always more than one side to every story.  But, at the risk of proving my own ignorance, I always interpreted those guidelines as moral restrictions on judgement…sins.  Then from out of nowhere and some 45 years later, a young woman from Nigeria that I have never heard of before provides me with an academic theory that could at least begin to explain the why of stereotyping, hatred, and full-on racism that plagues American communities from coast to coast today.  That academic theory is called the single story.  I am not trying to minimize these issues at all; they are extremely complex.  However, people are dying horrific deaths in alarming numbers at the hands of people who may not truly understand why they are doing it.  In this case, ‘because it has always been this way’ is even worse than it normally is in justifying inappropriate/criminal behavior.  This ends my rant on the sub-topic, back to Ms. Adichie’s presentation on the single story.

Anything that can make a person question their equality in humanity, I will concede is powerful.  Adichie (2009) introduces power as inseparable to the discussion of the single story.  She describes power using an Igbo word ‘ntali’ or “to be greater than another” and explains that principle of ntali defines the stories told in the same way it defines the economic and political worlds.  Those with power are greater than others and are therefore inherently better qualified to control those things.  Having control of the story gives those with power the ability to definitively tell another person’s story which gives them fundamental control of who that person is or is not.  The consequence of this single story is that it robs people of their dignity and ultimately, their humanity (Adichie, 2009).

The single stories that Ms. Adichie discusses are all focused on people (individuals and groups) and /or places and things.  We are of course focused on the organizational springboard story in Module two.  In Module 1, we discussed the true power of the right story told the right way.  In this module we specifically focused on the eight elements of a good springboard story.  Of the eight elements, Denning (2011) singled out having a clear and worthwhile change idea, authentically true, positive tone, and told in a minimalist fashion as the four most important elements to get right in a springboard story.  It did not occur to me earlier and the reading did not specify, but these specific elements would indirectly serve to reduce the power of the storyteller and the story to cause harm to anyone or anything in the story.  Although Ms. Adichie’s presentation was not focused on an organizational audience, it did not contradict any of the material that Module 2 presented.  I did question how the springboard story is created.  The organizational springboard story is essentially a single story but only by design, not effect.  The difference is in the four elements Denning considers to be the most important.  I believe if those elements are properly utilized, they will protect the springboard story from becoming a single story.

Chimamanda Adichie told this difficult story brilliantly.  It was difficult because it was the story of stereotyping, prejudice, racism, repression and intolerance.  These are behaviors of ignorance fueled by the single story.  It was brilliant because she told her story without a hint of resentment, anger, or racism in her words or her tone.  She chose instead to educate her audience on the importance of the story, warn us of the dangers of the single story and encourage us not to base our conclusions on single story information.

Throughout the presentation Adichie (2009) remained faithful to stories stating “Stories matter.  Many stories matter.  Stories have been used to dispossess and to malign, but stories can also be used to empower and to humanize.  Stories can break the dignity of a people, but stories can also repair that broken dignity” (min. 17:35).

 ~Pete

References:

Adichi C. N., (2009). The danger of a single story. TED Global (July 2009). Retrieved from: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en (2016 August, 19)

Denning, S. (2011). The Leader's Guide to Storytelling: Mastering the Art and Discipline of Business Narrative. San Francisco, CA: Jossey-Bass.

A521.1.4.RB_BorutyAlan_Stories in Your Organization

Organizational Stories

I retired from the USAF eleven years ago (so it is possible that things have changed), but at that time I do not recall storytelling being used as a leadership tool.  If used properly, I can understand how it is a powerful and effective way to influence employees in a positive manner.  But, I never performed a storytelling session like Stephen Denning describes in his book, “The Leader’s Guide to Storytelling: Mastering the Art and Discipline of Business Narrative”.  He explains that not only is it important to tell the right story, but the story must be told right.  To help improve storytelling skills Denning suggested that consideration be given to style, truth, preparation, and delivery for each story (Denning, 2011).   The purpose of leadership is not only to get people to change, it is to get people to want to change.  Why would one choose storytelling to do that?  According to Denning in a TEDx Talk, it is the only thing that works (2012).   A bold statement indeed.  I cannot say I agree that it is the only thing that works, but it could be the most effective.   Until this class I was unaware that storytelling was even an option for leaders.  Looking back now, I can see examples of good leaders using storytelling effectively; it just was not called storytelling at the time.

There are always stories being told in a large organizations and the Air Force is no different.  Some stories are as individual as the teller.  They are important and they serve a purpose (normally to entertain), but they do not linger and they leave no mark.  There are also stories of legend.  They are passed on from storyteller to storyteller and they make up the history of the organization to include important people and their contributions and the evolution of the organization including name changes, mission statement changes and significant accomplishments along the way.  The specific details of these stories are rarely questioned, but the major points are never altered.  These stories are the history, the heritage, and the source of unit pride for everyone assigned.  Then there are stories captured during ordinary operations when, without warning, the extraordinary becomes the requirement.  These stories define an organization.  That is exactly what happened to the 552 Air Control Wing, Tinker Air Force Base, Oklahoma on September 11, 2001. 

That morning terrorists executed simultaneous attacks on multiple targets in the United States.  Each attack involved hijacked civilian aircraft.  America was in shock.  Almost immediately, every scheduled flight in the United States was cancelled.  Every flight that was airborne was ordered to land at the nearest airfield; those that did not land immediately were escorted by military fighter aircraft.  With few exceptions, the only aircraft allowed in American airspace was Air Force One, fighter escorts, and E-3 (AWACS) surveillance aircraft.  The 552 ACW was tasked to provide 24-hour surveillance of all U. S. airspace to enforce no-fly orders and exercise command and control of every authorized flight, a monumental tasking by every account. Many said it was physically impossible to do with the available resources and many agreed.  At the time of the tasking, AWACS was deployed in support of operations in three different theaters around the world.  Those aircraft could not be brought back to support homeland defense tasks.  Tinker is the major repair facility for the E3; many of the aircraft were undergoing repairs and scheduled inspections.  Simple math concluded that there were not enough available aircraft to sustain the mission for more than a day or two, if at all.  The situation was bleak and getting worse as Airmen began to understand that failure was likely.

The 552 ACW Commander was already arranging large assemblies where he spoke to most of his Airmen about the situation and the importance of their role.in the operation.  Twenty minutes later different people left the auditorium energized to accomplish what could not be done.  And that is exactly what they did.  In less than four hours, they achieved total airspace coverage.  They sustained that full coverage without a break in coverage for over a month with the resources they had.  Schedules had to be accelerated, parts had to be shared between aircraft.  Flight crews had to endure extended flights awaiting an aircraft to relieve them, but the attitude was now ‘whatever it takes’.  Everyone in the organization had to sacrifice to make it all happen.  There were no complaints; cooperation was the norm.  It would not have worked any other way.  Eventually help arrived. Canadian crews flew missions and aircraft returning from deployment added much needed assets.  But the significance of their accomplishment is forever recorded and recognized.  It speaks to the determination, integrity, and selfless sacrifice for the greater good. These traits are in line the organizational values expected of all its members.

During all of this, I was stationed at RAF Lakenheath, England.  I witnessed none of it.  I do not know what the commander said during his talks with his people, but it had to have been the right story told the right way.  The effect was powerful.  It inspired people that had accepted failure as the likely outcome, to succeed beyond all expectations.  The story is told wholly or in part, frequently. The numbers and statistics recorded are amazing and will not likely be repeated any time soon and will hopefully never need to be.

This story defines the 552 ACW.  It is pride, accomplishment, never quit attitude, and innovation bundled in a way that, at the time, created magic and continues to instill those values in newly assigned Airmen today.  I returned to Tinker in March of 2002.  Continuous 24-hour coverage had just ended.  Presidential escort missions flown by crews residing in alert facilities on dedicated aircraft in alert configuration were still on going when I retired in August of 2005.

References:

Denning, S. (2011). The Leader's Guide to Storytelling: Mastering the Art and Discipline of Business Narrative. San Francisco, CA: Jossey-Bass.

Denning, S, (2012) TEDx Talks. Storytelling -- The Secret Key to Leadership. Accessed 2016, August 13 from http://www.forbes.com/sites/stevedenning/2012/01/12/tedx-storytelling-the-secret-key-to-leadership/#6fbde3de4a4c 

A520.8.2.RB_BorutyAlan - Polyarchic Principles

Polyarchic Principles

The sum total of my experience with the way organizations are structured and operate comes from a career in the U. S. Air Force followed by a few years of  defense contract work supporting the military.  It is safe to assume that anything outside of a strict hierarchical layout with management, leadership, and control applied from the top-down, would be foreign to me.  Such is the case of polyarchy.  My first look at the concept at any level of detail occurred as a graduate student enrolled in the MSLD Program at Embry-Riddle Aeronautical University less than a year ago.  

In an attempt to gain insight and perspective from a different source, I did an on-line search of the internet.  Surprisingly, I found very little information on the subject and most of what I did find was based in politics, not business  organization. Fortunately, it occurred to me that this blog really is not about polyarchy, at least not completely.

The rate at which technology improves, changes , or evolves difficult to grasp.  Thirty years ago a computer system took up the space roughly equivalent to that of a house and no one I knew had one. There was no internet available to the public; it simply did not exist.  The mobile phone was a brand new idea and prototypes weighed about 50 pounds, had multiple components and had to be carried in a container about the size of a suitcase.  The technology many people take for granted today, is less than thirty years old and has morphed into  what we have today through nonstop advances in technology over that time with no end in sight.  I believe that anyone who is thirty years old can say the world changed significantly in their lifetime. 

Unfortunately, the changes that have made our lives easier, created a monster for companies to understand much less keep up with.  Seemingly overnight, the business world went from nothing changes fast to everything changes fast.  As a result, traditional organizations with one CEO having all the answers, sole access to the strategic plan, and a firm grip on the reigns guiding the organization to success has been stressed to the point of failure (Obolensky,2014).  Aligning the organization as a polyarchic entity has the necessary design and potential to resolve the problem, but that alignment is more than just redrawing the organization chart and moving a few people to new offices.  The only system most employees have ever known would be replaced by one most have never heard about.  Obolensky refers to this as a VUCA (Volatile, Uncertain, Complex, Ambiguous) environment.  His Complex Adaptive Leadership approach helps leaders to cope with and and overcome VUCA in their organizations (Obolensky, 2014).

Complex Adaptive Leadership at the organizational level consists of applying eight principles using  the  Four + Four model.  The principles are underlying meaningful purpose; clear, explicit and individual objectives; discretion and freedom to act; boundaries enclosing the action; skill/will of people; a few simple rules; tolerance of ambiguity and chaos; and unambiguous feedback.  These principles are intended to help organizations evolve from traditional oligarchical structures to complex adaptive system structures (Obolensky, 2014), but I believe they could be effectively applied to any leadership relationship.  Applying them in an organization requires that the leader understand that some roles change as a result of applying the principles.  Defining the organizations underlying meaningful purpose is  important.  The purpose needs to answer the question, why does this organization exist?  It should be meaningful in a way that the organization can understand it, identify with it,  and make it their own.  Further Obolensky,(2014) added,  "Purpose is often implicit and stays constant in a sea of change.  Organizations that last have purpose" (p. 112).

The principles are not new concepts.  Followers in the organization will think they understand what the principles are because they have seen them and used them before. But that is an illusion. Each principle is applied differently than they have seen. Implementing the principles changes roles, responsibilities and authority. The Four + Four model is used to apply the principles  in seemingly contradictory pairs working together, creating harmony.  The   Four + Four  model should be taught  and understood.  According to Obolensky (2014) the principles are presented separately, but "their power is in their totality rather than individual parts and the multiplicity of relationships between them..." (p. 131). 

Implementing each of the principles will require that people change the way they view  and think about how the organization operates.  I would expect some people will have difficulty transitioning, but training will help.  Trying to implement this in phases might work, but not optimally. Complex Adaptive Leadership completely changes the way the organization operates and will be uncomfortable for some, patience and consistency will be important. in other words implementation of each principle should be deliberately planned and implemented as a result of training.  However if implemented correctly, the polyarchic principles will have a positive effect on the organization.

The organization will be more efficient on many levels.  Decision making will rest in the hands of those most qualified to make them.  Problems can be resolved directly and, in most cases, without leader intervention.  Strategic planning will be shared  with people most familiar with the operational environment.  From measuring performance to communicating, processes will become more efficient as a result of polyarchic principles. Employees will benefit as well.   They will be more in tune with the organization and take pride knowing how what they do  helps achieve the underlying purpose. They will operate with the authority to act within established boundaries.  They will clearly understand how they contribute to organizational outcomes.  Commitment to objectives that are focused on performance and tied to strategy give helps the follower  grow with the organization and encourages improved performance (Obolensky, 2014).  Indeed, the benefits will be apparent throughout the organization improving both efficiency and effectivity.

Polyarchy may or may not be the future of organizational structure, but the principles it encompasses are well thought and should be the standard for every leader/follower relationship. They assume expertise, expect success and respect the individual.  I am sure the MSLD Program will have more to say about Complex Adaptive Leadership in future courses and I look forward to it.

Reference:

Obolenesky, N., (2014). Complex adaptive leadership: Embracing paradox and uncertainty (Second Edition). Surrey, England: Gower Publishing Limited. ISBN: 978-1-4724-4791-3