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Core Workplace Values

     Throughout the course of my career, I can safely say that while I have been aware of who I am, I have never truly equated my job with having any values associated with it intrinsically, per se. I have always tried to bring my values into my specific job; perhaps not all of them at the same time. Being in the military does pose certain perceived limitations when it comes to expressing behaviors with a sense of freedom. Thomas (2013), states that "individuals bring with them into an organization their own personal beliefs, perceptions, choices, and actions. They also rely on their personal values to make decisions" (as cited by Kluckhohn, 1951; Rohan, 2000; Rokeach, 1973; Schwartz, 1994) (p. 19).

     I have assessed my core workplace values to include Integrity and truth, rewarding loyalty and dependability, friendships and warm working relationships, having a positive impact on others and society, and opportunity for balance between work life and family life (Hansen, n.d.). No matter where I have been in my life; no matter what jobs I have held; I have, and will always work to incorporate my personal values. 

     My values as they stand reflect the vision I hold of myself inside the workplace, as well as outside. Each one of these values are supported by my behaviors when engaging others in my personal life. At work, I attempt to incorporate these values of mine, however, due to the nature of the institution of the military, it feels at times impossible and unacceptable to having a positive impact on others and society, and difficult to recognize opportunity for balance between work life and family life. On the other hand, I can, and do bring integrity and truth into the workplace, I can reward loyalty and dependability of my subordinates, and create friendships and warm working relationships with those of like-mindedness. On a subconscious level, employees can profoundly impact co-workers with their own set of values, influencing work habits, feeling, and actions (Dean, n.d.).

     In acknowledging these two shortfalls in the workplace, I aim to manage my time better by drawing up a work schedule alongside a family schedule, prioritizing both sides, and then combining the two to create one seamless balanced schedule. In terms of having a positive impact on others and society, I feel I must change my perception of what I do, and understand more clearly the effects it has on the larger picture. I tend to get lost in the daily minutia of tactical and operational tasks, and lose sight of the strategic picture. 

     Looking at Denning's (2011) four organizational values, I believe the U.S. Military, my employer, falls under the Hardball Strategist value at times, and at other times, Pragmatist. Perhaps both values are held at the same time to differing degrees in different environments. While the U.S. Military has many objectives, and works extremely hard to defeat its enemies, it has many laws that must be followed and upheld. At the same time, they work to create a unified, cohesive working team by setting up sporting events, social gatherings, and General Military Training (GMT). These events bring all military personnel together to invoke team work, and a learning environment. 

     To improve the U.S. Military's workplace environment, I feel they would do well to employ more of a Pragmatist value, as well as a Genuinely Ethical value. Doing so will improve interpersonal relations, moral perspectives, as well as protecting the inherent value that lies within the environment. If personal values do not align with their organizational values, it behooves the member to adjust their personal values so as to align them with the organizations. However, if the company's values are askew, the member can attempt to adjust the organization's values, given the effort is worthwhile (Warner, 2012).

References:

Dean, K. W. (n.d.). Values based leadership: How our personal values impact the workplace. The Journal of Values Based Leadership. Retrieved from http://www.valuesbasedleadershipjournal.com/issues/vol1issue1/dean.php.

Denning, S. (2011). The leader's guide to storytelling: Mastering the art of discipline of business narrative. San Frncisco, CA: Jossey-Bass.

Hansen, R. S. (n.d.). Welcome to quintessential careers. Retrieved from https://www.livecareer.com/quintessential. 

Hughs, B. (2013, August 13). Aligning personal and corporate values: Are your values in alignment, or are you wishing for more? Retrieved from https://toughnickel.com/business/aligning-personal-and-corporate-values.

Thomas, T. P. (2013). The effects of personal values, organizational values, and person-organization fit on ethical behaviors and organizational commitment outcomes among substance abuse counselors: A preliminary investigation. Retrievd from Iowa Research Online (ETD 4920).

Warner, J. (2012, July 13). Climate and culture: How can individual and organizational values be better aligned? Retrieved from http://blog.readytomanage.com/how-can-individual-and-organizational-values-be-better-aligned/.

          

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Listening

     It was not so long ago I was spoken to in a disrespectful manner and tone. My Officer in Charge (OIC) at work reprimanded me for providing him my Chief Warrant Officer Package after it was completed, not giving him a chance to weigh in on any of the write-ups that made up the application. While I explained to him in detail the timeline I was working on in the absence of a timeline that should have been provided by the command, he cut me off, explaining that I should have come to him sooner for his assistance in the matter. Charan, (2012) believes you should train yourself to sift for the nuggets in a conversation. Then let the other person know that they were understood by probing, clarifying, or further shaping those thoughts.

     Now my perception of the working environment there is that we all play by 'big-boy' rules, so to speak, and being able to problem solve is expected on behalf of every staff member. While I was attempting to complete my package and submit it for review via a process I was creating, my OIC's perception was very different. Apparently, he expected me to know when to get him the package for review. While I could have approached him asking for a timeline he recommended, I had failed to consider this as an option; lesson learned.

     However, my OIC's decision to cut me off, and reprimand me, even in the presence of another co-worker, I felt was immature, unprofessional and unproductive. Between his assumptions, distractions and expectations, he could not truly hear where I was coming from. Instead, he was so interested in getting his point across and communicating his disappointment, I was never heard (Schnell, 1995). I felt like he did not care for my explanation, my perception, or how I might take his response. My OIC even stated that the application and the process was all screwed up, when he had never even seen the application (which was flawless after working on it for over two years). In fact, it created a wedge in our working relationship. For some reason, experiencing this side of him turned me off so much, I chose not to engage him on a personal level, and kept all interaction strictly professional. The underpinning atmosphere between us on a day-to-day basis was a bit tense, and unpredictable. Feeling he would not re-approach me about the pointed discussion we had had, I decided not to approach him knowing he was leaving the command in a couple months.

     We were the only two Naval Special Forces operators in our directorate, and I was treated the way I was, because he felt it was the best way to hold me to a higher standard if I was looking to get an officer commission. In a way, this event was a professional development moment from his perspective, whereas it was degrading, humiliating, and I felt talked down to. In this respect, we had two very different models of the world we were working in (McKay, Davis & Fanning, 2009). 

     While I received his message 'loud and clear', his tone, body language, and overall disposition was demeaning. Before I left for a one month leave period back to the United States, I wanted to 'clear the air' with him, believing we may very well cross paths again in our very small community, but I could not find him when I was getting ready to leave. He will not be there when I return.

     I had ran the scenario that took place over and over in my mind, trying to justify why I felt the way I felt. Did I have to feel this way; angry, frustrated, and misunderstood? No, but from how it could have went, I suppose I resented him for choosing to handle it the way he did as a leader in our community. If my OIC had only explored with an attitude of interest rather than hostility, and discussed what I should have done in a more empathetic manner, I would have received the same message, while preserving the relationship (KcKay et al, 2009). McKay et al (2009) explains that taking the time to clarify with the speaker, in fact, supports the speaker. It will give the speaker the perception that the listener is trying to understand what is being communicated, as well as engaging the speaker with an earnest interest in the subject matter.

References:

Charan, R. (2012, June 21). Leadership development: The discipline of listening. Retrieved from https://hbr.org/2012/06/the-discipline-of-listening.

McKay, M., Davis, M. & Fanning, P. (2009). Messages: The communications skills book (3rd ed.). Oakland, CA: Harbinger Publications, Inc.

Peters, T. (2009, December 7). Tom peter's leadership thoughts: Listening [Youtube Video]. Retrieved from https://www.youtube.com/watch?v=IwB7NAvKPeo.

Schnell, J. (1995). Effective listening: More than just hearing. [Viewpoint Document]. Retrieved from http://files.eric.ed.gov/fulltext/ED379691.pdf.

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Course Reflections

     Throughout this course, I have found a great value in the 'Powerful Ideas', and will look to apply them going forward in my own leadership endeavors. It is important for me to identify at least one, or two valuable items of interest per term that I can remember and take with me, not only into the follow on courses, but into my professional and personal life. The sooner I can employ these concepts, the more practice and time I will have to learn from both failures and successes.

     The best way for me to apply what I have learned is to assess what it is that I have learned, and determine where it works best to apply it. Once these two things have been identified, it will be detrimental to integrate it slowly, yet consistently. Many times, the enemy of a desired change is inconsistency. Being creatures of habit, we must take on a disciplined attitude about positive change, until the new pattern becomes a behavioral one. In addition, any positive repercussions, is positive reinforcement.

     Change to leadership style must be considered when the change is too radical for the leader, as leadership styles tend to come from personalities. Therefore, any changes in leadership styles, must comply and compliment the personality to some degree. If it feels too unnatural, chances are, the change has been applied incorrectly for that person, and the change will not take. 

     I see employing the conceptual ideas of empowerment of my followers, as well as my peers, and supportive communications with same. I feel these two ideas go hand in hand as they are intertwined in inter-personal communications. Yet, it will also be necessary to engage our people in order to apply the first two.

     I plan to engage my followers in order to support them and empower them, letting that be my example to my peers of a transformational act within the organizational culture, as well as within myself. However, it is important to note Oehler, Stomski & Kustra-Olszewska, (2014) state that the most engaging leaders are the products of having deeply held beliefs from earlier experiences, which means new ones will not just sprout up, and that this type of required change denotes there can never be a quick behavioral type checklist. The essence of Transformational leadership is a relationship of mutual stimulation and elevation raising the level of behavior as well as the aspirations of both the leader and those led; thus, having a transforming effect on both (as cited by Burns, 1978), ("Transformational Leadership and Evidence-Based Management", 2004).

Reference:

Oehler, K., Stomski, L. & Kustra-Olszewska, M., (2014, November 7). Managing people: What makes someone an engaging leader? Retrieved from https://hbr.org/2014/11/what-makes-someone-an-engaging-leader.

The King's Fund, (2012). Leadership and engagement for improvement in the nhs: Together we can [Report]. Retrieved from https://www.kingsfund.org.uk/sites/files/kf/field/field_publication_file/leadership-for-engagement-improvement-nhs-final-review2012.pdf.

Institute of Medicine (US) Committee on the work environment for nurses and patient safety, (2004). Keeping patients safe: Transforming the Work Environment of Nurses. Available from: https://www.ncbi.nlm.nih.gov/books/NBK216194/.

    

    



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An Unsupported Pillar

     Leaders play the vital role of determining how the culture of an organization develops. Within this culture stirs the dynamisms of inter-personal relationships. These relationships are supported by the ebb and flow of how people feel on a daily basis with respect to each other. Much of these feeling are brought on by how people perceive one another. In my working environment, a joint theatre special operations military command, people are judge based on their performance to conduct their roles and responsibilities. However, this alone will not create an environment where employees can embrace their leader's compassionate support to his people. The leader must earn, develop and build trust and respect. Where I work, we are all professional experts in our lane of focus. However, I feel I come up short in one area; goodwill.

     Does this mean that I am a scrooge, or a Grinch? Absolutely not. However, I could possibly come across as a derivative of one simply because I do not go out of my way to offer some help, or support to an employee that may be in need of some. The truth is, I typically focus on prioritizing what I need to accomplish on any given day, and if I have time, I will engage my followers around me on a professional and personal level. One major problem with this is that it does not happen often enough in order to create a culture of goodwill. When we are granted a kindness by someone, we typically have a strong urge to reciprocate. In a study by Lyubomirsky & Della Porta, (n.d) about increasing happiness and resilience, it shows that people who practice kindness creates moments where people feel efficacious and appreciated, all the while making it easier to make new friends.

     The pillar of goodwill is a very powerful vehicle of experience, because it is contagious. People generally want be treated with kindness, compassion and respect. Kerns (2003) feels that an organization that feels allows for the expression of kindness, compassion and love among and between their employees, goodwill that can be used when one faces ethical challenges. Leaders performing often random acts of kindness, creates within their followers a sense of love within the culture of their workplace. In my attempt to improve my deficiency of goodwill with my followers, I plan to take random times throughout the day to stop what I am doing, and engage my personnel with the intention to see where I can be of some help, or assistance, personally, or professionally. I will do this for one month, and then reassess as to how the environment has changed inter-personally within the culture of our directorate. 

References:

Lyubomirsky, S. & Della Porta, M. D. (n.d.). Boosting happiness, buttressing resilience: Results from cognitive and behavioral interventions. Retrieved from http://sonjalyubomirsky.com/wp-content/themes/sonjalyubomirsky/papers/LDinpressb.pdf.

Kerns, C. (2003). Creating and sustaining an ethical workplace culture. Graziadio Business Review, 6. Retrieved from https://gbr.pepperdine.edu/2010/08/creating-and-sustaining-an-ethical-workplace-culture/



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Team Roles

     Everyone on a team always has something to offer. It is up to the team members and leadership to identify what those qualities are that can be employed for the benefit of the team. Each person's role should, at a minimum, contribute to the larger picture, and ideally, be a collaborative inspiring addition. The issue is that not everyone knows how to become part of a team, or know how to inject themselves into a collaborative environment, physical, or virtual. Leadership has to decide the best course in employing their employees, so they are working a task, or set of tasks effectively as a single cohesive, team-building unit.

     Whetten & Cameron (2016) state that task-facilitating roles include direction giving, information giving, information seeking, elaborating, urging, monitoring, process analyzing, reality testing, enforcing and summarizing. By, with, and through these role types, leaders must know what role to employ at the right time and with the right employees that will enable the team members to take positive action from the chosen facilitation type.

     The great thing about knowing how to employ these facilitation types, is that when employed properly and effectively, they can lead to team-building phenomena. Brindley, Walti & Blaschke (2009) share [as cited in Juwah, 2006] Juwah has found that allowing learners to form their own groups and select their own topics facilitates socializing within groups and positive group dynamics. I feel providing each employee with the minimum amount of tools needed to initiate a task, forces them to look to each other, as well as outside of themselves for resources, and become their own task-facilitators.

     In building relationships within the work environment, leaders must have a well-developed set of personal and interpersonal skills in order to identify personality types, and effectively approach their employees on a personal level. However, there are numerous tactics in which to conduct relationship building, as a large number of factors come into play that require consideration. In relationship building roles, Whetten and Cameron (2016) offer that leaders can facilitate this process amongst the team by maintaining unity and cohesion, facilitate participation and empowerment, show support to team members, and provide feedback to team and team member performance. During this period, team members must be willing to be cooperative, conform to standards and expectations, become more interpersonally attractive, and ignore disagreements (Whetten & Cameron, 2016). McNamara (n.d.) offers utilizing team-building activities to support trust and working relationships. I believe these concepts of relationship building between employee and leader, as well as between team members are intertwined.

     As a Mobility Instructor in the military, I was responsible for developing a two week course that would introduce and train the incoming troop on vehicle and terrain familiarization. The troop size was so large, compared to how many instructors I had, it was forced to break up the group. It became a manageable ten to one ratio (student to instructor). Under these circumstances, I was able to assign different jobs to each person in order to facilitate the class schedule as a whole. Here, each team member had a responsibility, and everyone else depended on that person to be prepared, and execute their job effectively. For those team members that performed less than stellar, I quietly provided them with a task where they outshined others within their team, regaining confidence and improving reputation. I found that if I facilitated in task execution in a relationship-building way, I was able to enable the team to take action with each other to successfully accomplish their goals. The natural outcome was a self-propelling, team-building dynamic based on trust.

References:

Brindley, J. E., Walti, C., & Blaschke, L. M. (2009, June). Creating effective collaborative learning groups in an online environment. The International Review of Research In Open and Distributed Learning, 10. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/675/1271

McNamara, C. (n.d.). All about team building: How to build highly effective teams. Retrieved from http://managementhelp.org/groups/team-building.htm

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



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The Danger of a Single Story

     Adichie speaks of stories in the sense of perceptions, views, and perspective. She uses numerous examples of one-sided views that lend themselves to a shortsightedness providing a limited understanding on something. Adichies' single story examples were situations where people had a single sided perception for a number of reasons based on experiences, or lack thereof. What she is trying to show, is everyone's blindness to all the other perceptions yet to be had. The danger she expresses in having only one story about something, or someone, is that it defines that something, or someone. The consequences of having only one story is that it robs us of our dignity (Adichie, 2009). And the more powerful, or credible the source, or sources sharing single stories, is what makes them even more true.

     Listening to Adichie (2009), makes me more aware of how storytelling can be shared. She is very effective in showing us our limited vision and awareness. Adichie captures the dangerous position we can all have when we choose to define someone, or something based on one perspective. She tells her story and shares the crux of it within the story she tells us. She does not explain the why as much as she allows you to see the naturally occurring issues that come about from having only a single story.

     A story with the intention to convey a message, lesson, a point, or to inspire, or become aware, ought to be well planned out. In consideration of how storytelling could be done, it is invaluable to know your audience, so as to be able to gain an idea of how your story will be received. Will your story's message be effectively conveyed? Is the story relative to your audience? Doe it apply? Is your story comprehendible? Adichie (2009) conveyed in simplistic terms, the value in knowing the dangers of having a single story. I find her approach in telling her story very powerful, clear, easy to understand and share.

    Adichie reinforces within me the power that leaders can have in their effect on individuals as well as cultures. Bard (2008) tells of the differences that exist and how they came to be between the Palestinians and the Israelis. If a scholar on the subject conveys one side of the story, the other side is automatically dismissed, left with a sort of half-truth. It is the leader's responsibility to ensure they do not fall into the traps of not only believing what they see and hear from a single source, but not to be a single source themselves. Telling stories with one side, limits the other side, and all the other stories from ever being heard. However, stories can damage as well as repair. Be mindful.


References:

Bard, M. G. (2008). On one foot. Retrieved from https://www.jewishvirtuallibrary.org/pub/oof2008.pdf.

Adichie, C. N. (2009). The danger of a single story. Retrieved from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en.  

     

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Self-Empowered

                Two years ago, I returned from a deployment that required me to have a set of skills that I had not been trained in. Thankfully, while deployed, my Intelligence Officer took me under his wing and took the time to provide a lot of on-the-job training. It took approximately two months to learn and apply what I needed to know to become proficient.

                Upon redeployment, it did not take me long to assess that the command did not have the resources to conduct the required training outside of the command. Understanding the 18 hour days, seven days a week for two months of a ‘fire-hose’ of information being taught to me was not the way to learn, I took it upon myself to try everything I can to make sure my fellow service members did not have to go through what I went through. I was highly motivated to create something that would be of value and enduring. You can say I felt empowered.

                After socializing the issue at hand with the command leadership, and confirming what I already knew, that an oversight in the training workup kept deployers from learning a required critical skill, that of sensitive intelligence reporting. Once I was provided the go-ahead, I reached out to the agency that owned the actual program. Shortly after, I created student accounts within a simulation program that mimicked the actual one. In this way, the students can write and submit reports as if they were doing it for real, and receive actual feedback from the command coordinator, me.

                In this sense, I felt empowered by circumstances that were out of my control, and otherwise would not have chosen in the first place. Yet, without the experience and gained requisite knowledge, I would not have felt so strongly against service members deploying unprepared as I was. I felt emotional, obligated, passionate, and empowered to create what was needed. Thankfully, I had the entire command support me in this endeavor, proving valuable by all those who attended these classes that I also decided to teach myself.

                To provide my employees the opportunity to become self-empowered, I would have them create a value-added project that would benefit the whole organization, once approval was given by the organizational leadership. Goldsmith (2010) feels that people need to empower themselves, that our role is to encourage and support the decision-making environment, and to give employees the tools and knowledge they need to make and act upon their own decisions. By doing this, we help our employees reach an empowered state.

References:

Goldsmith, M. (2010, April 23). Managing people: Empowering your employees to empower themselves. Retrieved from https://hbr.org/2010/04/empowering-your-employees-to-e.