A520.9.5.RB - Power

Hello readers! Welcome to the last blog of this term. This week, we’ll be investigating development and use of power in the workplace.

To develop power and use it, it would seem to be necessary to have a level of comfort with the idea. Personally, I view power as an integral part of being the best manager I can be. As stated in our textbook, power is defined as the “potential to influence behavior (Whetten & Cameron, 2011, p. 286). I believe a central tenet of the job of leading and managing is influencing others to accomplish goals.

I treat the ability to influence, or the ability to wield power, with a healthy dose of caution and volumes of respect. I liken it to being the tender of the community campfire. When controlled and used for good, there are few things more necessary for survival. If the team, organization, or community you lead grows, the fire should be increased an equivalent amount. However, let it get out of control, use it to hurt someone or thing, or let it go out and you are likely the person next voted off the island. Depending on the damages suffered, you may or may not be in one piece when you go.

At the end of the day, I am comfortable with the fact that the ability to influence and use power is integral to my job.

Also included in our textbook was a list of characteristics ascribed to people who are described as being likable. The list included being supportive and honest, being emotionally accessible, being positive and accepting, making personal sacrifices in the name of the team, being empathetic, and maintaining social exchanges to sustain relationships (Whetten & Cameron, 2011).

Taking a moment to look in the mirror that reflects all facets of a person, not just looks, I think I do a good job of personifying those characteristics. I believe my team would say I do, as well. I know there are people who would disagree, not everyone is a fan. However, it does not stop me from trying to be likable and building bridges and relationships across the organization.

Being likable, while a valuable part of power and influence, touches other parts of being a leader. Who wants to come to work if they know the people they work with are standoffish or abrasive? No one does for long.

Managing up and down the chain of command, or organizational chart, is a vital skill for leaders. Managing down has the leverage of positional power and the expectation of hierarchical influence. Managing up lacks that lever and is actually impeded by the inverse of the positional power arrangement. 

The cure for that, in my experience is trust building. Demonstrate that you are dedicated to the success of your boss. Flow information up to them expeditiously, good or bad. If you are bringing an issue to their attention, bring at least two options for how the issue could be handled. As a colleague of mine says, “come with a solution.”

Determine, either by investigating or direct inquiry, how your supervisor(s) prefer to receive their information. Value your supervisor’s time even more than your own. Realize that they have many more issues being brought to them than just the ones you bring.

Be honest in your interactions. That should go without saying, since we’re talking about building a relationship of trust. It is worth repeating. If you can’t be honest, the relationship is toast. Conversely, if your manager can’t handle the truth, things won’t go well, either. Be aware that there is a difference in being honest and being blunt or brutally honest. Just present the facts.

One other thing to remember is to be yourself. It is a fact that we all assume a role when we get to work. Some have to make bigger adaptations to fit in than others. The more of your own personality that you can bring to your relationship with your team and your managers means that you can focus more energy on your work. It takes loads of time and energy to be something you are not naturally.

There are entire sections of libraries filled with books about the evils of power gone wrong. Be aware that power is necessary and must be used ethically. Stop and look in the mirror as your career matures. Be honest with yourself and ask others for input to how you are handling success, failure, and the way you handle power and influence. Take time to learn from people who didn’t handle the responsibility correctly. The stories are sobering.

Good luck with your career and studies! I’ll be back in January 2016.

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

The Importance of Having a Coach or Mentor

Hello readers!

Welcome back to the blog and a commentary on the importance of having a coach and mentor.

Through my career I have been privileged to have had a number of mentors and coaches. Without a doubt, I would not have enjoyed the career progression I have accomplished without their inputs. I can be adamant in making that statement. Why? Because the information and insights I was provided allowed me to be positioned to take advantage of opportunities I would not have otherwise known about or been prepared to take on.

My earliest recollections of being coached and mentored were from coaches of the athletic teams on which I participated. I remember two different hockey coaches that took the time to mentor me about the life lessons that sports can impart. Hard work, practice, perseverance, commitment, teamwork, success, and disappointment were all demanded, demonstrated or experienced. My football coaches took that to another level, demanding more from me while consistently providing stretch goals. My track coach sat me down and talked to me about leading by example, and having the courage to push through adversity to be a champion.

Additionally, I had teachers throughout my educational path that took time to teach me lessons beyond what was in the books, or to help me see the joy of learning and the wonders of the arts, science, history, and mathematics. My physics teacher in high school was the smartest man I had ever met. I decided I wanted to try and be at least as smart as him…he just seemed to know it all. I then had the seeds of an educational goal. I’m still trying to hit the mark he set.

I fondly recall college professors that pushed me to do better and modeled patience, thank goodness. At the same time, there were professors who dared me to broaden my perceptions and to question what I saw and heard.

I remember a co-worker from one of my first jobs. He was a retired over-the-road trucker. A very wise man who took time to talk to an eager teenager about the proper way to treat one’s boss, one’s co-workers, customers, and the equipment we used at the airport. He told me, when I graduated from high-school, “Always be nice to people, you never know who you may work for someday.” Five years later, he was working for me when I was hired as manager at the same business. He just winked at me and said, “See. I told you.”

As I progressed into my aviation career, I had a number of mentors and instructor/coaches. From the flight instructor who took me through my private license to the instructor who trained me for my commercial and instrument checks the basis for my professional attitudes is from their coaching and mentoring.

I have flown with Captains at the corporate departments and airlines at which I worked that spent hours passing along lessons they had learned so I could benefit from their hard lessons learned. As an aside, I would add that there is an unspoken rule in aviation that those with experience take all opportunities to mentor and teach the next generation. I have benefitted from that trait of this wonderful profession. I have honored that tradition by being an instructor, coach, and mentor, as well.

Making the shift into the business side of the profession has led me to look for mentors and coaches because the environment is rife with unfamiliar rules, cultures, techniques, terminology, and relationships. By demonstrating dedication and commitment, I have been able to earn the opportunity to be coached and mentored by some amazing people. I say earn the opportunity, because by the time a person rises to senior management and executive levels at a major corporation, they are very selective about how they share what little spare time they have available. They want to talk with people that will provide them with possible learning opportunities, too.

Maybe the most influential mentor I have had in the past five years is Dr. Denise Ajeto. She took me under her wing as I began my journey of discovery in the world of cultural diversity and inclusion. She was a teacher, a guide, and stood with me as I worked through the path of truly leaning how one’s cultural lenses shape perception and the sometimes painful experiences of grinding those lenses to see things differently.

Last, but not least, I am privileged that my spouse is an exceptional coach and mentor. She knows when to guide, when to push, and when to lay back. Her patience, people skills, caring, business acumen, program management expertise, and demeanor are cornerstones on which I rely.

Circling back to the topic of this blog entry, I hope the need of coaches and mentors has been made plainly evident. These people, through their interactions with me, have become a part of who I am and fundamental to the life and career I have fashioned. Without their inputs (and nudges, and sometimes, outright kicks) I do not know where I would be. I am certain I would not have achieved the career level I enjoy now.

A520.6.5.RB Team Roles

This week, readers, we are discussing a topic that is near to my heart: Team membership.

Living the follower role is vital because learning how you like to be lead will give you insights as to how you want to conduct yourself when you become a leader. Luckily, a vast majority of the time we will have the opportunity to be team members, as compared to the opportunities to be the true leader.

The caveat, and this is a very important point, is that leadership can be practiced as a team member as much as when you are the designated leader. There are definite parts that can be played on the team.

Whetten & Cameron (2011) cited task-facilitating roles and relationship-building roles in our text.

Both of these roles are present on teams that perform well.

They also note that teams will generally be made up of people of both types, as it is difficult for people to slide between to two roles (2011).

The task-facilitators are those focused on the goals or outcomes the team is working toward. There are a number of roles that the task-facilitators can fill. They give directions, seek and give information, elaborate on themes or ideas, provide urging, monitor progress, analyze processes, act as a reality check, maintain focus, and provide summaries of progress as necessary.  If the task-facilitators were to wear jerseys, they would say “Team Efficiency and Effectivity”. A gifted task-facilitator will keep the group on focused without coming off as a task master.

Concurrently participating on high performing teams are members who are maintaining the relationships within the team and for the team with external parties. They look to support members, create harmony, relieve tension, confront those who may be lagging, provide energy, help develop members, build consensus, and empathize with members. (Whetten & Cameron, 2011) If relationship builders wore jerseys, they would be a blend of a Red Cross uniform, a psychiatrist’s coat, a cheerleader’s sweater, and a teacher’s blouse or shirt (with maybe a shiny apple). They keep the team going when the going gets tough, or boring. They look for weakness and figure out ways to imbue the team with the knowledge or tools they need.

In my day to day life, it depends on the team’s need as to what role I lean toward. The majority of the time, I believe I tend to be the relationship-builder. I enjoy maintaining energy levels, developing team members, and creating harmony. The position I hold at my company requires that I also be capable of task-facilitating, though. Being a father and occasional Captain on a flightdeck also requires the ability to float between the roles. It has taken years to gain a feel for when one part or the other is needed. Am I an expert at it? No. Life provides plenty of opportunities to learn the craft even better.

We are all team members of some kind in many areas of our lives. Being a contributing member is highly rewarding and requires concentration and effort. Keep learning about ways to contribute and when the time comes to lead, you will be far more prepared.

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

A520.5.3.RB Forrester's Empowerment

Welcome to week five, readers! Our lesson has been about empowering our employees and subordinates, as well as proper techniques and principles for delegating duties and authority.

We had a reading assignment in our text by Whetten & Cameron (2011), along with an article by Russ Forrester (2000). They both provided comprehensive discussions about empowerment, which we can review.

Mr. Forrester started his article off by citing what he calls the “Six Short Circuits to Organizational Empowerment”. (2000, p. 68) When companies attempt to make changes to how power is wielded too quickly, the shock to the organization leads to an empowerment failure. Providing more work without providing the authority to get the work done will kill empowerment plans, too. Failure to realize that the amount of information and authority being given out must be tailored to the abilities of the workers will lead to problems, as will not understanding that those who are losing (now sharing) the power will have acclimatization issues. Going too slow in the implementation of a plan will lead to failure and will echo the result of implementing only pieces of a plan instead of a whole organized effort.

Whetten & Cameron (2011) touched upon three areas that inhibit empowerment in the workplace. A lack of faith by managers in their subordinates competency, or a belief the workers don’t really want more responsibility and power are two attitudes that mangers can exhibit that will undermine empowerment plans. Add to that, reticence to train workers appropriately or a belief the subordinates just don’t rate the power and you have great examples of how managers can stop empowerment plans in their tracks.

If a manager fears they will lose the opportunity for personal recognition and rewards, Whetten & Cameron (2011) pointed out that power sharing will suffer. They also described the situation where managers may just have a high need to be the person in charge. The likelihood of that manager sharing his or her power is nil.

Regarding the barriers to implementing empowerment, the reading materials give ample evidence that empowerment plans must be planned and executed with abundant care. There is a “Goldilocks” feel to the speed of implementation (not too slow, not too fast, not just pieces). The personalities and capabilities of the leaders and the subordinates need examination and consideration. Even the managers’ perceptions of their workforce must be surveyed before attempting this significant task.

Mr. Forrester (2000) set forth six avenues to successful implementation of empowerment plans. He advocated giving more, not less, power to subordinates. He noted, “Feelings of self-efficacy come from having real power, they don’t produce it.” (Forrester, 2000, p. 73) I think that is a compelling statement.

Providing learning and growth opportunities, as well as expanded experiences and responsibilities, also imbue the subordinates with power. The depth and breadth of the employees’ power will be enhanced by this exposure.

While it sounds like common sense, it is vital that the company (senior management) knows what it wants to accomplish with the power shift. Accounting for the change in roles for the workforce is a must. There will be costs.

Leaders need to differentiate the amounts of power and responsibility that they dole out. Not all employees are equal, be it in desire, experience, capability, or competence.

Senior management needs to support the middle managers who are being required to give-up some of their power and responsibility by providing them growth opportunities, as well. Concurrently, allowing the current power holders the right to decide where their power will be shared is a form of empowerment.

The change must be upheld with the application of constant attention and the goal must constantly remain in focus. Refinements to the goal must be made. As a last thought, remember that, “Access to rewards for their work is a form of power for employees.” (Forrester, 2000, p. 79)

Whetten & Cameron (2011) echoed many of the points made by Forrester.  Communicating a clear vision and goals, fostering self-efficacy, availability and application of support apparatuses for all involved, and providing abundant resources and information are presented by both.

Tying the workers emotions to the goals, connecting the workers to the outcomes of their work, creating confidence, and modeling are points that Whetten & Cameron (2011) provide as additional areas of focus for an empowerment plan.

The emotional facets of empowerment plans are the less tangible, but equally necessary ingredients for success. They cannot be ignored, or no amount applying of the other principles lead to a positive result.

Having works that are a decade apart to compare is helpful in seeing the maturation of the theories behind empowerment and delegation. The basics were bolstered and the peripheral points were developed and enhanced over the time period.

The in depth introduction and review of the concepts was very beneficial for me. In my current job I am privileged to have the opportunity to grow and empower a number of employees. The reminders of goal setting and communicating, providing information and tools, and the emotional consequences for all involved are points I will reinforce immediately.

Forrester, R. (2000). Empowerment: Rejuvenating a Potent Idea. The Academy of Management Executive (1993-2005), 14(3), 67-80. doi:10.2307/4165660

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

A520.4.3.RB_DavisCarl - Motivation Beyond Money

Hello readers! Welcome to week four of our class. We’re covering motivation as the topic and looking at the various ways people are motivated to work. As leaders, it is important we understand this complex topic. We will be called on to motivate our teams, colleagues, and even our leaders, at times in our career.

The video The Three Things We Work For (Money Isn’t One of Them) Skillsoft (2011) touched on the topic of employee motivations to work. As the title implies, the gentleman being interviewed, Mr. Andy Mulholland, Global Chief Technology Officer at Capgemini, believes that workers are motivated by things other than the money they may earn.

Mr. Mulholland states that, in his experience, employees are motivated most by the opportunity to do interesting work, to expand their skill sets, and to be recognized and valued. Skillsoft (2011) He specifically says that engineers are motivated in this way, but I believe the statement fits for other skillset groups.

I can agree with Mr. Mulholland. I would put salary and benefits as fourth on the list, though. Having financial stability allows one to more fully concentrate on his or her work.

I absolutely have looked for interesting work to do and have turned down opportunities that appeared routine or repetitive. The aviation career field provides ample opportunities to find work that is interesting and challenging. That diverse opportunity set is one of the things I love about aviation.

One of the big draws for me about the company I work for was the vast amount of opportunity to expand my skills they provide. From the graduate education I am completing, to training on multiple aircraft, to management and leadership training, to diversity and inclusion education, to international travel experiences, I have been given the chance to grow personally and professionally in ways I never imagined.

Recognition is nice, but the feeling of being valued is much more important to me. One goes with the other, but small types of recognition sometime impart the biggest feeling of being valued. That knowing look or the sincere thank you from a colleague or supervisor provides a feeling of belonging and value unlike being put on a stage and given an award does, for sure. Having been on numerous sports teams and lucky enough to be part of some unique work groups, I really enjoy and appreciate the satisfaction of knowing I was a contributor to a team’s success and my colleagues recognize and appreciate the effort.

I am also motivated by taking pride in my work. I have an expectation of the level or quality of work that I will produce and I am draw motivation by striving to meet or exceed that level. My colleagues have come to expect the quality of work, as well. I am motivated to ensure the get what they expect. People expect that Boeing Chief Pilot flies, manages, and leads at a predictable, consistently high level.

Another source of motivation is the precedent set by those who worked at my company before me. The expectation they set for performance of my department and the products we work on and with is very high. I made the personal commitment to uphold that quality and utilize that to motivate myself and those who I lead.

To close out this list, I would add being motivated to take on more responsibility and leadership in my company, or possible at another company. I continue to look for learning opportunities and to uncover better ways for my team to succeed. As is the case at many companies in the US, the baby-boomer generation is quickly reaching retirement age and my company will feel the impact. I am motivated to be ready for higher levels of management when called on.

Skillsoft Ireland, Ltd.(Producer). (2011, 09/02/15). The Three Things We Work For (Money Isn't One of Them). [Interview video] Retrieved from http://library.books24x7.com.ezproxy.libproxy.db.erau.edu/VideoViewer.aspx?bkid=43753

A520.3.5.RB - Supportive Communication

Hello leaders! Today’s topic is very pertinent to being a successful leader. We’ll take a look at practicing supportive communication.

In our reading this week, Whetten & Cameron (2011) provided some guidelines that we can review. I’ll discuss opportunities that I see to integrate supportive communication to a greater extent at my organization, too.

Bear in mind that when times are good or the news to deliver is good, most of us are very capable of practicing supportive communication. When it comes to addressing sub-par performance or dealing with personality clashes, maintaining a positive relationship can be a difficult job. The principles are slanted more to the latter situation, but are definitely applicable in the good times, too.

For starters, one must differentiate between coaching and counseling situations.  “In coaching, managers pass along advice and information, or they set standards to help others improve their work skills. In counseling, managers help others recognize and address problems involving their level of understanding, emotions, or personalities. Thus, coaching focuses on abilities, counseling on attitudes.” (Whetten &Cameron, 2011, p. 244)

Being congruent in your communication is a must. I would posit that it is a goal to always strive for, while knowing that complete congruence in communication at work will be nearly unattainable. Be truthful in your message and its delivery. That doesn’t mean be “brutally honest” all the time. People who communicate in that way all the time are generally voted off the island before too long, no matter how “right” they may be.

The next two principles are closely linked. In describing the situation you wish to discuss, use descriptive and problem oriented statements. Said another way, “Get the emotion out of it.” Making an evaluative statement or driving at the attributes of the person will touch emotional nerves and shut down the aural pathways to the other person. They’ll be so busy coming up with retorts they’ll stop listening.

Providing pertinent feedback to indicate that you are paying attention and invested in the conversation is core to a meaningful conversation. Get the cell phone muted, the computer screen blanked, and any other distractions stowed. Provide validation and acknowledgement of the person’s uniqueness and importance. Supportive listening is a skill that also must be practiced. It takes effort to listen to the other person’s entire statement or position without starting to formulate an answer before they are done talking. As soon as you begin formulating an answer, you have stopped listening.

It is incumbent on us, as leaders, to realize we probably do not have all of the information about the situation. Be open to learning during these interactions. Be conscious of how much of the conversation each person is contributing to and strive not to be dominant.

Tied into being descriptive and problem oriented, the need to be specific is mandatory. I think how it would be if the roles were reversed. In fact, I have had managers and teachers who would only say things like, “What you did was incorrect.” That’s all I received for feedback. No hints, clues, or other direction as to what I should work on. Statements like that make for a massively frustrated employee or student. If there is data that can be provided, bring it to the conversation. It may very well be that the other person didn’t know their performance was below par because they have been distracted by something else. Just seeing the data may be enough or it will at least authenticate the need for the conversation.

The discussion should be fluid. Prepare ahead of time (when at all possible) and ensure the topics flow. Jumping around different, seemingly unrelated topics creates barriers to communication. Long pauses while you are trying to put ideas together during the conversation also inhibit good communication. Look like you thought about the issues and are not just unloading on the person and trying to come up with more areas “they could improve” while you have them in front of you.

Take ownership of your statements. You, the manager and leader, want to help your employee. Use the pronoun “I” when stating your observations and reactions. Deferring to “the company” or “we” puts artificial distance between you and your employee.

The last of the principles we read about involves the use of personal management interviews. These are scheduled time periods where the manager and his or her direct reports. The meetings are one-on-one and should serve as opportunities to improve communication. Practicing the other principles during these meetings would be the ultimate goal.

Prior to seeing these principles in print, I was utilizing a majority of them. I am glad to have had the opportunity to review them and to see the various studies that verified the validity of putting them into practice. The principles all require practice to be honed as skills and for understanding where is best utilized.

Given the responsibilities and the privileges of the job I currently have, I need to practice and demonstrate supportive communication every day. I do not believe my team would enjoy the success it does if I had been unsupportive in my communication to date. Are there times when I could do a better job? Of course there have been. I know there will continue to be opportunities to improve in the future, too. The bonus is having had this review to iterate remaining focused on supporting my peoples’ communication.

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

A520.3.1.RB_DavisCarl - Decision Making Styles

Hello readers! This week we are looking at solving problems analytically and creatively, as well as building relationships by communicating supportively. Today’s blog entry is about my decision making style.

We were asked to view a video that provided us with a list of descriptors, each supplied in pairs that were antonyms of each other. The words described decision making styles and we were to pick the word out of each pair that we believed was closest to our style.

Here’s the list: Cautious or risk-taking, intuitive or logical, self-motivated or influenced by others, rational or feeling/emotional, active or passive, and quiet or assertive. County (2012)

I chose cautious, intuitive, self-motivated, rational, active, and quiet. For clarity, the opposites of my choices would be risk-taking, logical, influenced by others, feeling/emotional, passive, and assertive.

Would there be any benefits to making decisions using the opposite approach to what I think I do, or of some level in-between the ends of the spectrum? I believe there is and that each of us does so regularly. I do not carry a checklist of these styles that I pull out when facing a decision. The choices I made above are more of the way I lean when the situation presents itself and it’s apparent I am to be the sole decision maker. Doesn’t happen often, but it does happen.

The business I am in can have serious, even fatal, consequences. As a colleague likes to say, “It’s not dangerous, but it can be.” That leads me to be cautious. I’ve been in aviation for over twenty years, which allows me to follow my intuition. I do tend to err on the rational side of the situation, again, due to the consequences that I often face. I am not a big believer in assertiveness, preferring to lead by example. However, there are times when I have to be direct and assertive, and will do so.

Given the opportunity to do so, I look for inputs from other members of the group, and I expect I will be influenced by some. I often ask how people feel about a situation, not just what they know, too. Our intuition and feelings can provide valid insights.

Overall, it is rare that one stays all the way to one end or the other of something as complicated as decision making. As part of our reading this week, I learned more about looking at the opposite side of a problem or solution to break down mental blocks to idea conception. Janusian thinking (Whetten & Cameron, 2011, p.198) and brainstorming for opposite terms (Swinton, 2015) are tools I am trying to use at work, and have noticed some of my colleagues doing so as they go through the day. I like the idea of intentionally reversing the polarity of the situation to see what it looks like. I may not find what I am looking for, but if I can define its opposite, maybe the answer will be easier to identify.

See you next time!

County, S. M. (Producer). (2012, August 25, 2015). Exercise: Decision Making Styles. [documentary] Retrieved from http://digital.films.com.ezproxy.libproxy.db.erau.edu/play/7A2UTV

Swinton, L. (2015). 3 Creative Brainstorming Activities, Games and Exercises for Effective Group Problem Solving.   Retrieved from http://www.mftrou.com/creative-brainstorming-activities.html

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

A520.2.3.RB Conflict Resolution

Week two in Management Skills for Leaders continues as we look at conflict resolution.

This is a very important topic since managers are faced with differing levels of conflict on a recurring basis. The ability to handle issue while they are small is a career/team/lifesaving skill that is a management requirement. There will be plenty of full-blown forest fires to deal with in your career as a manager. Being able to handle small fires, thereby not allowing them to become forest fires, is a skill to practice and get proficient at doing. The bad news is that no two fires will look the same.

I have a team of over 30 very confident, very capable, very smart people. Some have been executives at major airlines. Some have been senior managers at major airlines. All have, and continue to hold, positions of high responsibility. The personalities all lean “Type-A”. Whetten and Cameron (2011) p. 140

As such, I have utilized what I would call a “Three Musketeers” Dumas (1844) approach to how I handle the group. I talk at length with the group about having a “one for all, and all for one” mentality.  A vast majority has bought in to that ideal and they really enjoy the camaraderie. There are a few that struggle being part of a team and not a group leader. That is where a recent conflict occurred.

Approximately three years ago, I had asked eight of my pilots to act as a council looking at the way our group provided instruction to customers. The practice is common and is utilized to maintain a “standard” or common way of teaching. They are known as the “standards group” (SG) and are structured to be overseen by one of my two assistant managers.

About twelve months ago, I asked a group of six pilots, reporting up to my other assistant manager to create a training plan to ensure our pilots teaching skills were maintained at a high level. This group’s work would be complimentary to the standards group. The new group was called the “training group” (TG). To ensure commonality, two members of the standards group were invited to join the training group.

Yesterday, the training group presented me with a project they had been working on to codify lesson plans to increase and standardize a class for improving the way our instructors deliver training to our customers. I can report that it was an outstanding job and the product looks excellent. We will be implementing the class within the next 60 days.

The rub came from some members of the SG that felt “left out” of the project.

To begin the conflict resolution, I employed the techniques set forth in our textbook. Whetten and Cameron (2011) I initially played the role of responder but ended up as mediator, as the issue was focused near me, but not on me.

I established a climate for joint problem solving by providing the representative who brought the conflict forward the chance to state their issue and listening intently. I asked probing questions when I needed clarification.

I signaled my willingness to make changes by being open to the presenter’s ideas and agreeing that there was a definite opportunity for conflict and that it needed to be addressed. I asked for solutions, and was presented with the answer that the SG felt “lied to” and was mad.

Further inquiry and discussion iterated the fact that some standards team members had participated in the project, and therefore there was oversight from the other team. The feeling of being deceived stemmed from the perception that the TG had “promised” to let the SG make comments on the project as it developed. Whether a member of the TG actually agreed to this, I could not confirm. However, that was the perception.

I stepped into the mediator role to look for a solution. I had already acknowledged that a problem existed and I maintained my neutrality. I stated that the overarching goal needed to be the understanding and resolution of the issue so as to further the continued success of our organization.

The answer to why the feelings were hurt finally came to the surface: someone felt intentionally left out. The solution became apparent to me. I acknowledged the opportunity to feel left out had occurred. I apologized or that. I talked with the initiator about the personalities of the people involved and how they could be better managed. I got the initiator to acknowledge that the end result, the project, was a very good product that would benefit all of us.

As an after action report, my take-aways are:

In the future, I will set better expectations and communicate “rules of engagement” for project teams and all members of my team.

I must be mindful of the perception of being isolated or removed from a team. Neuroscience tells us the feeling of being left out of a group is one of the most powerful in the human psyche.

Communicate, communicate, communicate.

I have discussed these findings with one of my assistant managers and will do so with the other this week.

Wrapping this up, I wish I could say this was a “one-off” or something rare at an organization. It is not. As a manager, we are faced with issues like this all the time. Arm yourself with tools to face the situations and look at each one as an opportunity to help your people, your company, and yourself.

Dumas, A. (1844). The Three Musketeers R. L. John P. Roberts III, Scott David Gray, Sue Asscher, Anita Martin, David Muller and David Widger (Ed.)   Retrieved from https://www.gutenberg.org/files/1257/1257-h/1257-h.htm 

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

A520.2.6.RB Time Management

Welcome to week two of Management Skills for Leaders class!

One topic this week is that of time management and ways to use it to reduce stress. Given the often hectic nature of our world, especially with the advent of “constant connectivity”, there are opportunities to help ourselves.

Looking at my time management skills, I believe I do a passable job. My work life is driven by my Outlook ® calendar. In fact, I have a person at work that monitors my calendar and keeps it “under control”, as it were. Otherwise, I would have six hours of meetings scheduled per day. Contrary to popular opinion, very little really gets accomplished in meetings. My calendar guardian keeps an eye on people who are trying to get on my schedule and gets my approval to add them. As we have worked together for over a year now, she has learned what meetings and people are more likely to get on the calendar and who she can suggest other ways of meeting with me, like an e-mail.

I block out time each week to allow for pop-up issues and to deal with work that I actually need to accomplish. As a senior manager, there is plenty to do just keeping my team running smoothly. When I get to wear my Chief Pilot hat, there are decisions to be made, direction to be given, and personal study to get done, too!

At home, the “live off the electronic calendar” technique is used to a lesser extent. I have a calendar on my smartphone that I keep big events on, like birthdays, anniversaries, travel, etc. My wife uses hers to track more of the commitments and projects we have as a family and forwards the items I need visibility on to me. She, too, is a senior manager at her company and lives off her Outlook ® calendar there.

When I know I have important commitments or a dead-line at home, I utilize written checklists. Analyzing the times I use them, I would say my propensity for doing so goes up in direct relation to the number of people affected by the required actions or the gravity of the situation. “Pick up new razor blades for me” may not warrant a checklist or note, whereas “mail party invitations”, or “file tax return” probably would get the added attention. In a way, this is a prioritization technique.

Looking back at my belief that my actions weigh heavily in my chances for success (internal locus of control), having a say in what goes on my calendar and the picture of my day that it provides me seems appropriate. Admittedly, there are times that parts of my schedule are impacted by items outside my control. However, having as many of my commitments as I can accounted for and allotted gives me a stable platform from which to deal with life’s uncertainties.

As there is room for time management improvement that could assist in lowering stress in my life, let’s take a look at three other areas I may be able to employ in that regard!

Rule 16 of effective time management, Whetten and Cameron (2011) p. 126, is to reach closure on at least one thing every day. I will be striving to follow this rule. There have been days in the past years where I have arrived home and felt like my entire day was for naught. The feeling of doubt and frustration is very dismaying. Being in a class does help the cause, here. I enjoy making progress on an assignment!

Rule 12 of efficient time management for managers, Whetten and Cameron (2011) p. 127, is to go to subordinates offices for brief meetings. Since reading this technique last week, I have been using it at work. I like it and will continue to do so. I appreciate that it offers me the ability to control the time spent. Conversely, I know I need to work on Rule 11, meet visitors in the doorway. (2011) p. 127

My employees and co-workers are very much in the habit of walking in and sitting down for a chat. These types of meetings are called “drive-by meetings” where I work. While the information garnered from such interactions is sometimes quite helpful, the distraction to other work I need to do is damaging. I will be working on this situation and expect to see a rise in productivity.

My plan of action will be to note a closed or completed item each day. Additionally, I will track the number of people I can meet at my door for meetings and how many times I have meetings in my assistant manager’s offices.

I expect positive results to my stress level as these techniques are enacted further.

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

A520.1.6.RB_DavisCarl Self-Awareness Blog

It’s the end of week one and time to reflect upon the change in self-awareness that we can note.

Heading into the class, I felt fairly confident that my level of self-awareness was high. Interestingly, I am not sure what scale I was comparing my level against. Upon reflection, I have come to realize that I was using my co-workers and friends as my barometer. Against that scale, I still feel that my self-awareness was above average before class began.

Once I took the assessments at the beginning of the week, my opinion was tempered a bit. The scores substantiated my belief in some areas. My goal in those areas is to maintain my awareness and to continue apply those capabilities in my work and home life. Specifically, maintain my self-confidence, my openness to new ideas, and my flexibility in dealing with ambiguous situations or data.

The first assessment we took was an overall examination of our self-awareness. There were two steps to the test. That was the first, and the second was to re-take the assessment after reading the first chapter. My score went from a 55 to a 59 over the course of the week. That would indicate, to me at least, that my understanding of self-awareness and the multiple facets involved has grown.

My biggest learning moment of the week involved the area of personal values. As it said in our reading, until people encounter a contradiction or a threat to their basic values, they seldom articulate their values or seek to clarify them. Whetten & Cameron (2011) pg. 65  

That statement jumped out at me, as I appear to have been lucky enough (or maybe unlucky enough), to not have faced a time when I have been forced to answer that question. My mind has been occupied with defining my values a number of hours per day, since. So far, I know I value professionalism, commitment, dedication, and trust-worthiness. Incidentally, these are some of the same leadership values my company grades me on twice a year. I wonder where these values would rank if I had not had as much focus on them over the last 10 years, in particular. Probably near the same level, but would they have jumped to mind as readily? As the course, and life, goes on I will take more time to focus on defining my values.

One impact to my values has been my work and study in the field of cultural diversity and inclusion. To a great extent, what values I had built were modified as I learned about other cultures and the values they espouse and practice.

Seeking knowledge of the self, therefore, seems to be an enigma. It is a prerequisite for and a motivator of growth and improvement, but it may inhibit growth and improvement. It may lead to stagnation because of fear of knowing more. Whetten & Cameron (2011) pg. 58

I was talking with my confidant about the stress of having to push through the painful parts of self-discovery. While I have grown and feel very good about the experiences I have had doing so in the past, there is still a sense of sitting outside the doctor’s office on inoculation day. We agreed that the benefit far outweighs the aches and pains. We also agreed that the gains will be lifelong assets.

I will press through the fear. The fruits to be had are excellent and will provide me the ability to be an even better husband, father, leader, and manager.

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

A520.1.2.RB_DavisCarl Diagnostic Surveys for Self Awareness

Hello, again, readers!

The overarching topic of week one was self-awareness. As a way of exploring that topic, one of our assignments was to complete a number of assessments that would help identify some of our personality characteristics.

As a leader, self-awareness is extremely important. As quoted in our text on page 57, Messenger reminded us; "He that would govern others must first master himself." Whetten and Cameron (2011)

Before one can be a master of himself or herself, one must garner an understanding of their own values, emotional intelligence, cognitive style, attitudes toward change, and core self-evaluation. The assessments we took were aimed at providing a baseline of information for us to build a learning plan.

The assessment topics were:

Self-awareness                                                                          Score: 55

Emotional Intelligence                                                              Score: 85

Defining Issues (opinions about controversial social issues)   Score: Varied

Cognitive Style                                                                         Score: 3.3

Locus of Control                                                                       Score: 3

Tolerance of Ambiguity                                                            Score: 48

And a Core Self-evaluation                                                       Score: 4.6

I could understand the results and believe them to be accurate. What I noticed initially was that I fall in the mid-range of a number of the assessments: Self-awareness and emotional intelligence, in particular. I also noticed I was at the edge, or off, on some of the assessments: Cognitive style, tolerance of ambiguity, and core self-evaluation.

I was surprised by the emotional intelligence score. I, apparently incorrectly, felt I was quite the emotional intelligence guru. Instead, more energy will be directed toward expanding my knowledge and application of emotional intelligence.  The self-awareness score was also unexpected. After years as a senior manager, receiving feedback of all types in a very dynamic environment, my expectation was of a higher score. The good news is that this information is excellent motivation to improve my skill-set.

The locus of control score was expected, as was the tolerance for ambiguity. That I am in control of my life and future is one of my core beliefs. The jobs I have held for the last six years provide little in the way of certainty and unambiguity. As a result, I have become fairly comfortable with having to divine information and make decisions based upon limited data. The core self-evaluation score was not much of a surprise. The statements all felt like they were aimed at self-confidence. I am very confident, and the score reflects that fact.

Where I work, people are fond of saying, “What gets measured gets changed.” I am happy to have had the opportunity to get some measurement of these parts of my personality. By seeing the information I can focus on refining and polishing areas that could impede future success as a leader.

I will work to expand my knowledge on emotional intelligence and on defining my values more clearly. Of all the topics this week, the values questions evoked the most personal inquisition. If I can’t quickly define my values, how can I expect to be a leader in which followers can have faith?

This is an excellent start to the class. There should be questions. There should be some easy answers. To grow, there will be stress and discomfort. I’m glad for the opportunity!

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

A511.8.3.RB_DavisCarl

We’re in the homestretch for this series of blogs!

This week, we looked at Diversity in the workplace and how it can affect performance and overall job satisfaction.

In particular, gender diversity was highlighted in a video we were assigned. Our text had several pages that also discussed the topic of gender in the workplace, as well as the challenges in studying issues around pay inequality and the glass ceiling of business.

To that end, two paragraphs really stood out from our text. Here is the first one.

Regarding the glass ceiling, or the inability of women in business to be selected for the highest levels of corporate jobs, the concepts of gender stereotypes is discussed in our text. (Yukl, 2010, p. 372)

Yukl also writes:

Other possible reasons for the glass ceiling have been suggested (Ragins et al., 1998; Schein, 2001; Tharenou, Latimer, & Conroy, 1994) The explanations include (1) lack of opportunity to gain experience and visibility in types of positions that would facilitate advancement, (2) higher standards of performance for women than men, (3) exclusion of women from informal networks that aid advancement, (4) lack of encouragement and opportunity for developmental activities, (5) lack of opportunity for effective mentoring, (6) lack of strong efforts to gain access to leadership positions, (7) difficulties created by competing family demands, (8) lack of strong action by top management to ensure equal opportunity, (9) bias to select and promote individuals who are similar to the (male) managers who make the decisions, and (10) intentional efforts by some men to retain control of the most powerful positions for themselves. The explanations are not mutually exclusive, and they may combine to create and inhospitable corporate climate for female managers. (2010, p.372) –emphasis added by CSD

Yukl goes on to talk about the issues surrounding leader gender research and the need for more systematic and comprehensive work in that area. He comments further:

It is essential to examine how organizational and cultural factors influence the perceptions and behaviors that shape gender identity. Given the inconsistent findings and limitations of research on gender differences in leadership, the conclusion reached by Powell (1990, p. 74) still seems correct:

“There is little reason to believe that either men or women make superior managers, or that women and men are different types of managers. Instead, there are likely to be excellent, average, and poor managerial performers within each sex. Success in today’s highly competitive market place calls for organizations to make best use of the talent available to them. To do this, they need to identify, develop, encourage, and promote the most effective managers, regardless of sex.”

(2010, p. 375-376)

The video we watched was an interview of Prof. Rosabeth Moss Kanter of Harvard Business school. She is a published Author on the subject of gender in the workplace and had some very interesting comments regarding the status of the workplace she now sees. (Kanter, 2010)

Tying back to some of the issues pointed out by Yukl, at approximately the 5:22 mark of the interview Prof. Kanter comments that she sees the issue of social similarity in play. Social similarity being the premise that when given a choice, humans generally defer to people, ideas, and situations that closely resemble themselves or their own.  I believe this is a tie directly back to item nine in Yukl’s comments above. (Kanter, 2010) (Yukl, 2010)

Prof. Kanter, at approximately the 2:55 mark, also comments about time off from a career to pursue other goals, such as family plans or consulting opportunities, interrupts the standard pay progression of females, perhaps to a greater extent than a male. This ties back to items seven and one in the Yukl text.(Kanter, 2010) (Yukl, 2010)

Near the 7:36 mark, she also talks about our corporate society rewarding knowledge over might and that being reflected in the way top paying corporate jobs are not the positions requiring physical exertion to prove worth, but the jobs that are leader/managerial. This should be a driver to help level the playing field for women, but is still impacted by issues ten and two above.(Kanter, 2010) (Yukl, 2010)

Having spent over six years in management at a Fortune 50™ corporation, I would strongly agree with both Prof. Kanter and Mr. Yukl about the situation of gender diversity in the work place. We have made strides and we still have a long way to go to truly make corporations gender blind. Overcoming this challenge will take a dedicated and concerted effort from the next generation of senior leaders. I believe change of this magnitude most come from both the top down and bottom up to succeed.

The vice-president of the division I work in is female and we have a number of managers, senior and junior, in our organization structure. At the enterprise level, the gender ratio of managers is not reflective of the gender ratio of overall workers at the company. However our company has a Diversity and Employee Rights department that keeps the executive committee focused on these types of issues. It is a good start, but more work is needed. I have attempted to hire the for the jobs I post for by looking for the right person, not the right gender of person. In aviation, finding females to fill posts takes effort as the numbers are skewed toward the male gender, for now. I have seen a number of the ten issues Yukl's notes affect a woman's career. I have, and will continue to work to break down as many of those issues as I can.

As I consider my daughters’ future and observe the trials and tribulations my wife has faced in the workplace, I know that I must work to eliminate gender issues wherever I am working or living. I agree with Yukl and Powell that choices must come down to who is the best performer. Not who is the best male or female performer. (2010)

As a side note, I just witnessed a situation that echoes Yukl’s comments about some jobs being stereo-typically filled by males or females. (Yukl, 2010) At the hotel I am staying at on vacation, I have observed 100% of the counter and wait staff to be females and 100% of the valet parking attendants to be male. I find that very interesting. Don’t you? Maybe there’s a study to be made here….

  

Kanter, R. M. (2010, April 2, 2010) Women, Ambition and (Still) the Pay Gap/Interviewer: S. Green. Harvard Business School Idea Talk, Harvard Business Publishing, YouTube.com.

Yukl, G. (2012). Leadership in Organizations (S. Yagan Ed.): Pearson Education, Inc.