A521.9.4.RB - Reflections on Leadership

In Chapter 12, Denning explicitly describes his dimensions of leadership. Reflect on those dimensions and how you expect they will impact the way you lead in the future. Include specific examples of how at least THREE of Denning's dimensions manifest in your own application of leadership.
 

Denning starts this chapter with the quote “to be understood is to be open to understanding”.  This resonates with me because I live by similar quotes, “to be a great leader, you must also be willing to be a follower or to be a great teacher one must first learn to be a student.”  Today’s leaders take great responsibility in communicating organizational objectives, mission statements and vision statements. Interactive leadership (when a leader takes it upon themselves to include others as much as possible, by delegating tasks and not doing all of the ‘leader’ jobs by themselves) has many advantages for all stakeholders to include leaders, employees and the organization.  For this assignment, I will reflect on three dimensions presented by Denning and how they impact the way I have led in the past and how I will lead in the future. 

Dimension one - The first dimension is “the interactive leader works with the world rather than against it” explain why the previous statement is such a powerful one.  Leaders should not fool themselves by thinking that they alone can change the world.  Leaders need to let subordinates know that they are a vital part of the organization and unit success depends on collaborations of everyone involved.  Interactive leadership uses communication to connect with the employees, while earning employees’ respect. According to Denning (2011), open communication provides an opportunity for the leader to better understand their employees, listen to them more actively, and receive & response to feedback. If interactive leadership uses communication correctly leaders will have the opportunity to learn the current organization culture.  By learning the current organizational culture, leaders can establish an environment in which they work with their employees and not work against them. In the past, I have always felt that I was a good listener; however I now realize that I can do a better job in active listening. 

Dimension two, “interactive leadership benefits from and understanding of the different narrative patterns that can be used to get things done in the world”. According to Denning (2011), the storytelling “begins and ends in listening”, meaning that leaders have to have an open mind when it comes to receiving information. Leaders need to have a sense of how different narrative patterns can be used to generate specific and measurable responses in those who are listening.  By understanding different narrative patterns, leaders can use narratives in support of goals, values, and to build upon employee experiences.  From a personal perspective, I believe one of the primary characteristics of an effective leader is the ability to identify patterns and trends which, can only be mastered through practice. 

Dimension three, “interactive leadership builds on personal integrity and authenticity”. This dimension places leaders under the microscope which their integrity and credibility is constantly evaluated by subordinates.  When used correctly it allows leaders to demonstrate their true character and build trust and loyalty with employees. Subordinates look at interactive leadership as a way to see if a leader places their employee’s interests above their own personal agenda.  Employees want to know if leaders really walk the talk. I don’t think there is an issue with my credibility; however, I must be aware that there is a chance that my audience will change.  

A521.8.4.RB Making Contact

How comfortable are you striking up a conversation with someone new?  Are you able to "work a room" with ease? After, reading the required chapter, I can clearly state that I don’t have any problems striking up a conversation with someone new in most situations.  However, for me to initiate a conversation with a complete stranger there has to be an objective for me to initiate the conversation.  I know this sounds weird and standoffish but, I think I have always been this way since my childhood years in which many people thought I was shy.  This personality style has even been confirmed by numerous personality assessments, especially my Myers-Briggs Type Indicator (MBTI) Assessment results which identified me a ISJT; introversion, sensing, thinking, judgment (http://www.personalitypage.com/ISTJ.html).  In layman’s terms it says that I am an introvert who is often confused as being an extrovert in public situations.  Now if I am approached, I will not be rude and I will have the conversation; I just don’t like to be the initiator without reason.

When I am teaching, conducting meetings, or even attending a conference, I do my best to work the room and mingle with as many people as possible.  Make no mistake about it; I do have an appreciation for the importance of networking in today’s society. Not to sound like a total jerk, I have been known to start talking to someone in line at the grocery store.  However, to me it’s a time filler; very seldom do I remember their name or face.  My wife says whether I admit it or not I enjoy "working a room"; getting to know new people and finding out who is who.   

In the assigned chapters of “Messages”, there are a few useful guidelines (three to be specific) I could use to assist me with improving my contact skills.  Nonetheless, I feel it is hard to teach old dog new tricks, especially since the current process has not failed me yet.  The text states that I need to give what I would like to receive.  However when something bores me or my interest is lost, my body language, particularly my facial expressions and rebuttals to the conversation will tell a different story.  This is when my active listening skills kick in, but in a negative way. Instead of connecting with others, I will often find myself asking people to justify or defend their thoughts to make the conversation more challenging and interesting.  The drawback is many times people feel they are being attacked and some have even been slightly offended.  From my perspective I am looking for someone who can have an in-depth conversation that has meaning.  The last useful guideline that I think I could use to assist me with improving my contact skills is easing up on how intense my eye contact is.  Although McKay, David and Fanning (2009) say that making eye contact is normally consider social interaction, as a way to invite to a conversation; I personally may sometime go overboard.  As I mentioned in the weekly discussion forum, in some situations, it can make people feel uncomfortable, even though it is not meant to.   

The next flaw I am aware of is the fact that I am distrusting of individuals that I do not know.  I feel that trust is something that has to be earned; even in conversations.  Maybe that is why I push so hard when someone says things I think are questionable.  This is compounded by the fact that I am very uncomfortable when people enter my personal space. I know what my flaws are and how they are based when it comes to this subject.  I have a hard time coming out of the teacher mode.  I have to remember that everyone is not a student and it is not my job to get everyone to think about the words that come out to their mouths.  

  

Reference  

McKay, M., Davis, M., & Fanning, P. (2009). Messages: The Communication Skills Book. Oakland, CA: New Harbinger Publications.

 

A521.7.4.RB - Knowledge Sharing Story

In my adult life, I have had the pleasure of being both an educator and what seems to be a career student.  Through all of this, I have witnessed the best and the worst of the American education system.  I have been exposed to individuals who have been viewed as underachievers, some as overachievers, the individuals who was totally lost in the education world, the educators who cared, the educators who did not care and even the nasty business side of academia that few witness.  The individuals I have come in contact vary in demographics and range in age from 14 to 65 years old.  I would like to think that my shared personal story, particularly this one, provides knowledge of hope to individuals who desire to be the educators that make a difference in the business based world we live in. 

Early in my military career, I embarked on a special duty as a trainer.  For the first time in my career, I felt that I found a job in which I was truly satisfied with what I did on a daily basis; thus fueling my desire to want to do more in the educational field.  When I had just finished my bachelor’s degree, a close friend advised me to take a job as a substitute teacher.  This way I would be exposed to various levels of the education system; thus assisting me in truly finding my calling; where I wanted to be in the educational arena.  After doing this for over a year, I had completed my first master’s degree; this now allowed me to teach higher education in colleges and universities.  During the time of my self-explorations of becoming an educator, I was also a student; gaining as much education I could to support my experience level and credentials.  I was able to have empathy for both the students and the teacher; which gave me a unique perspective on teaching.  The first knowledge sharing point of this story is; once you find what you love; find way to overcome obstacles to achieve your professional career goals.  However, there is another knowledge sharing point to this story. 

This is where my story takes a turn.  Too often, I hear the horror stories and complaints from students about how teachers only teach one point of view, theirs.  I am lucky because I have the unique experience of being both the student and the teachers at the same time in my life; giving me an understanding of how they feel.  What I have learned is education is about teaching individuals to thinks with purpose.  I often share a story that was given to me from Dr. J. Jeffery Tillman, Director of the Graduate Program, Wayland Baptist University.  “I am not very strict on questions that are opinion based.  You can tell me the sky is red and I will not say you are wrong.  What I do expect is for you to defend your answers with factual evidence from the textbook and history, not just your opinion alone.”  Because of this phrase, I now share these words with every class I come in contact with, “If you leave my class and answer questions that are posed to you with the words, Professor Washington says…, then I have failed you as a teacher.  My job is to teach you to think, not regurgitate information I provided to you word for word.”

Because of these same few words, I am very dedicated to my students, no matter what level they are on.  I am now 46, and have been teaching since 1999; and every year I learn how to become a better educator.  This brings me to the second knowledge sharing point of this story is; remember that teaching is not about memory.  It is about opening a door for someone so they can learn.  It is about imparting knowledge and skills to a learner, which they can use in their life.