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