Conflict Resolution

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Leaders are expected to productively handle many issues within an organization. For instance, scheduling and deadline issues, resource shortfalls, personnel morale, and so much more. But one important aspect to leadership is conflict resolution. In this day and age, it’s hard to imagine a situation where a leader is not addressing some sort conflict in the workplace. According to Mike Myatt (2012), “Leadership is a full-contact sport, and if you cannot or will not address conflict in a healthy, productive fashion, you should not be in a leadership role.” When leaders have the skills to deal with conflict responsibly and professionally, it has the potential to produce creative solutions to complex issues. “Conflict is the lifeblood of vibrant, progressive, stimulating organizations. It sparks creativity, stimulates innovation, and encourages personal improvement” (Whetten & Cameron, 2016, 306).

This week’s course assignment is to “describe an example of a successful conflict resolution that you have either witnessed or participated in.” Although I could select numerous examples I have witnessed and/or been a part of during my time in service and in State government; I have elected to describe an experience that occurred while I was a young officer that had very real consequences to myself and others. Most importantly, this experience set the foundation for all subsequent conflict resolution situations by reinforcing principals that have guided me towards a fair and realistic resolution since. Those principals are: 1) Never negotiate the safety and wellbeing of my folks/subordinates, 2) Listen to what (issues) the person(s) is saying and how they are saying it, 3) Emotional control is essential, 4) Misunderstands has dire consequences for both sides.

While serving as a platoon leader in Iraq, I was charged with training Iraqi police to improve their policing capabilities, limit corrupt behavior (by the Iraqi police) and improve Iraqi police and local community relations. On one particular morning, while I was discussing training with the Iraqi police commander at the station, I received information from one of my squad leaders that a large crowd (local Iraqi’s) has assembled at the edge of town. When I asked the station commander what he knew about this, he stated that the group was protesting the security issues in the area. Not long afterward, I was informed that this large group, estimated to be 150-200 individuals, was now moving to our location at the Iraqi police station. As the group approached our position, I had our security adjusted in the event of an attack. Once our security was reinforced, the station commander and I both walked out to the large group where we were met half way by three elder gentlemen. Not sure what to expect, I focused on those in my immediate area and what I could control, which was control of my emotions so that I could communicate effectively with the group leaders. It was clear to me while standing in-between my highly armed Soldiers and this group of local Iraqi’s (not visibly armed) that one misunderstanding could have severe consequences for both sides. After exchanging respectful pleasantries, (long story short) the eldest of the gentlemen indicated that that the local community was tired of not having the basic essentials (power & water), not being safe in their community from the militia known to operate in the area, and feeling like the local police were not capable of dealing with the threats. After summarizing what I understood about their concerns, I reassured the elders that they had valid concerns, concerns that would frustrate anyone in any part of the world. Furthermore, I showed appreciation for the courage it took to unify the community and voice these concerns to us when at the time it was an unpopular act to give the perception of working with U.S. forces. I explained that some of these concerns required the attention of a higher command (much higher than mine), but that I would submit a report outlining their concerns and invite them to join in future discussions. Moreover, with the concerns that were within my scope of influence, such as the police capabilities and training, I invited the elders, with the station commander’s consent, to observe and provide input on behalf of the community on the progress of the police training. Surprised with the gesture, they happily accepted our invitation which set the stage for future productive discussions.

As I mentioned above, through this “real world” situation I learned first-hand the fragile state negotiations have during conflict resolutions. Though this example may be on the extreme end compared to other workplace conflict resolution examples; the fundamentals and principles remain applicable and for me a vital learning experience to build on. As such, during subsequent conflict resolution situations, I have been able to use these fundamentals and principle to facilitate an agreed upon and productive course of action,

References

Myatt, M. (2012). 5 Keys of Dealing with Workplace Conflict. Forbes. Retrieved on March 29, 2016 from http://www.forbes.com/sites/mikemyatt/2012/02/22/5-keys-to-dealing-with-workplace-conflict/#3e895b5315a0

Whetten, David A.; Cameron, Kim S. (2015-05-20). Developing Management Skills. Pearson Education. Kindle Edition.

Self-Awareness

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Having been exposed to numerous leadership theories and concepts in my Master’s in Leadership program (MSLD), one topic that has really resonated with me is the topic of self-awareness. As a leader or manager of others, one has to have a firm grasp of who they are, what they are capable of, know their strengths & weakness, and initiate change or adjust to their situation or environment. Thus, by properly exercising self-awareness, one has the ability to search internally to improve them self and continuously grow. “The knowledge we possess about ourselves, which produces our self-concept, is central to improving our management skills. We cannot improve ourselves or develop new capabilities unless we know what level of capability we possess” (Whetten and Cameron, 2016, p. 45).

As a former military leader, I have to some degree, used self-awareness personally and professionally. However, as I have learned more about self-awareness and the critical thinking involved, I can say with certainty that my previous understanding and practice of self-awareness was rudimentary at best. Specifically, not having the ability at the time to further explore deeper levels of thought and understanding as we are required to do in the MSLD program. Yet, for the sake of learning and exercising my self-awareness skills, I will identify particular situations during my time in service and attempt to view the situation from a different lens and how I dealt with the situation or how I was affected by the situation from a leader stand point and a personal stand point.

Of the “Five Core Aspects of Self-Awareness,” which include: “Emotional Intelligence, Core Self-Evaluation, Values, Cognitive Style, and Attitudes Towards Change” (Whetten and Cameron, 2016, p. 49), I actively seek to improve is emotional intelligence. “Emotional intelligence refers specifically to: (1) the ability to diagnose and recognize your own emotions, (2) the ability to control your own emotions, (3) the ability to recognize and diagnose emotions displayed by others, and (4) the ability to respond appropriately to those emotional cues” (Whetten and Cameron, 2016, p. 50). With a background leadership and in law enforcement, much of my daily interaction with others involved these aspects of emotionally intelligence. Especially when dealing with someone in a highly charge emotional situation. I learned that each situation was different, specifically, each person responds differently to certain stressors. Having the ability to recognize behaviors by others and responding appropriately to cues is vital to effectiveness and safety. Furthermore, by maintaining control of my emotions in a given situation was paramount in conducting myself professionally.

As I noted above, through my development of understanding about emotional intelligence as it relates to self-awareness in the MSLD program, I believe I now have a more thorough grasp of viewing situations from other perspectives. Moreover, I have incorporated this understanding more into my personal interactions with family, friends and others in general. I find myself exploring and taking others perspective into account and the influence I have in my dealings with them. I feel confident that as I progress through the MSLD program, I will gain more insight of myself and the way I work with others, which will improve my effectiveness.

References

Whetten, David A.; Cameron, Kim S. (2015-05-20). Developing Management Skills. Pearson Education. Kindle Edition.

Gender

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In identifying effective leadership, evaluation of the leader’s past performance and expectation of the leader’s future potential are critical for ensuring the right person is selected for the right position, regardless of gender. Ideally, this would be the most objective process; however, this may not always be the case. Gender equality has been a significant issue over the past decades and even more so today. In fact, as Rosabeth Moss Kanter points out in her interview with the Harvard Business Review, as women representation within leadership positions has increased over the years, reaching the “peak” of many organizations remains an issue due to the overwhelming obligations that require many of these leaders to prioritize their duties as a leader above existing responsibilities (2010). Indeed, the demands of a leader are great and the expectation for the leader to be available to address these demands is equally challenging for both men and women. Kanter adds to this by stating that “the greedy and demanding nature of the very top jobs” is a large part of what prevents some women from seeking or wanting these positions.

Women (leaders) that occupy top level positions in the corporate sector pales in comparison to their male counterparts who have traditionally held these jobs. However, “Companies with a high representation of women board members significantly outperformed those with no female directors, according to a 2011 Catalyst analysis of financial results at Fortune 500 companies” (Egan, 2015). The diversity that is needed at all levels of leadership is vital to an organizations operational objectives and strategic direction. In fact, Matt Egan states that “having leaders with diverse experiences and backgrounds often translates to financial success. That's largely due to the fact that women bring different skills than men and that can lead to more thoughtful deliberations about risk-taking and appealing to female consumers” (2015).

It is the responsibility of organizational leaders to establish a culture that supports gender neutrality and equal leadership opportunity for those seeking and possessing the qualities for increased responsibility. Yukl (2012) tells us that “In the absence of strongly differentiated gender-role expectations, men and women leaders are less limited in their behavior, and there is less bias in how their behavior is evaluated by subordinates and by bosses” (p. 366). For anyone who internalizes themselves to be a leader and are willing to endure sacrifices, should pursue every opportunity to seek tasks or positions with increased responsibility. Moreover, the leader must also make a realistic evaluation of their skills and abilities to ensure that they have the necessary knowledge and experience to be successful, oppose to “biting off more than they can chew” With a carefully planned and resourced leaders training program, an organization would ensure that both men and women are prepared and suited for such an opportunity.

Reference

Egan, M. (2015). Still mission: Female business leaders. CNN Money. Retrieved from http://money.cnn.com/2015/03/24/investing/female-ceo-pipeline-leadership/

Kanter, R. M. (2010). Women, Ambition and (Still) the Pay Gap. Harvard Business Review. Retrieved from https://www.youtube.com/watch?v=EhquUOlBuOY&feature=youtu.be&t=5s

Yukl, Gary A. (2012-02-09). Leadership in Organizations (8th Edition). Pearson HE, Inc.. Kindle Edition.

Self-Awareness

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Personal values, ideals and beliefs shape who we are as individuals and leaders. Moreover, as we progress through life experiences, education and professions, our values, ideals and beliefs are either reinforced or challenged. Thus, as we continue to evolve, so do our concepts of self and self-identity. According to Yukl (2012), “leaders have a high self‐awareness about their values, beliefs, emotions, self‐identities, and abilities. In other words, they know who they are and what they believe. They also have a high degree of self‐acceptance, which is similar to emotional maturity” (p.351).

As a leader, the ability to self-evaluate or incorporate self-awareness is a skill that should be employed regularly. Possessing the skill of self-awareness is essential for a leader to grow, develop and mature. Furthermore, it provides a lens for leaders to see how they influence others and how effective that influence is, which forces a leader to be flexible and adaptive. Zenger (2014) states in an article about a leader’s self-awareness, “For us, the most important element of self-awareness, especially for those who lead organizations, is a clear understanding of the impact they are having on the people around them.” Indeed, how a leader influences and impacts those around them directly and indirectly contributes to the organizations cohesiveness and effectiveness.

Another important aspect to self-awareness for leaders is the ability to identify and leverage the “differences” between themselves and their team members (or anyone for that matter). As previously emphasized, leaders must continuously take stock of their attributes and characteristics in contexts to be effective. One way this is done is the leader actively seeks to draw on theirs and others strengths in differences and bring harmony to a situation. “Effective leaders keep working at this art. They develop a close understanding of their differences. In particular they become aware of what is different about them that makes them attractive to others. They learn to use these differences to their advantage in a leadership role” (Goffee and Jones, 2006, p. 32).

When discussing self-awareness, we would be remiss not to include an assessments worst enemy, a “subjective” mind. More times than not, what a leaders believes is a clear statement or innovative plan, can be misinterpreted or misunderstood by their followers. This is where the leadership surveys or the 360 degree feedback process bridges the gap from a leader’s perspective to how others actually see them. According to Zenger (2014), “Some will suggest that people themselves know their strengths and weaknesses better than anyone else. We respectfully disagree.  If the total score on a 360 is used as the best, most objective measure we have of leadership behavior, we would note that self-perceptions are only half as accurate at predicting the total score as the rating of any other rater (e.g., managers, peers, direct reports and others).” Zenger (2014) goes on to highly this point by identifying that “Some of the more frequent distortions are as follows:”

1.     The lack of clarity about the organizations plans for the future, when the leader feels it is perfectly clear and that it has been frequently communicated.

2.     The seeming contradiction between what the leader says and what subordinates perceive her to be doing.  “We say we want to be customer centric, but you want to nickel and dime the customer for any little request they make.”

3.     The apparent contrast between stated values and day-to-day policies, such as, “We want to build a trusting climate where people are empowered,” yet a manager needs to get multiple signatures to make something right for a customer.

 

In order for leadership to be effective, it must have involve an “interpersonal relationship between leader and followers, and the ideal relationship is one with high mutual respect, trust, cooperation, loyalty, and openness” (Yukl, 2012, p. 357). A leader accomplishes this by regularly practicing self-awareness. Through constant interaction and leadership surveys, a leader can observe how they impact those around them and see how others view their leadership abilities. For a leader to grow and further develop into an effective leader, they must be flexible and adapt their skills to get the most out of themselves and their followers. By acknowledging their differences and identifying the difference in others, they are able to skillfully leverage their strengths to achieve a common goal.

References
Goffee, R., & Jones, G. (2006). Getting personal on the topic of leadership. Human Resource Management International Digest, 14 (4), 32-34.

Yukl, Gary A. (2012-02-09). Leadership in Organizations (8th Edition) (Page 357). Pearson HE, Inc.. Kindle Edition.

Zenger, J. (2014). The Singular Secret For A Leader’s Success: Self-Awareness. Forbes. Retrieved from http://www.forbes.com/sites/jackzenger/2014/04/17/the-singular-secret-for-a-leaders-success-self-awareness/#e53c34277e43

Meaning

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A person who finds meaning in something tends to work diligently with passion towards the experience and outcome of their efforts and sacrifice. Furthermore, one could assume that the fulfilment of purpose was created in favorable conditions and occurred as a monumental event. This unfortunately is not always so. In fact, “meaning” is a decision one has established that is centered on their values, beliefs and attitude. “A human being is not one thing among others; things determine each other, but man is ultimately self-determining. What he becomes--within the limits of endowment and environment--he has made out of himself” (Frankl, 1984). So what does this mean for leaders?

In order to be successful in today’s dynamic business environment, employees (teams) must be inspired, motivated and operate cohesively towards the organization’s vision. Moreover, as a result of completion, changing markets, and globalization; the need for meaning is more necessary than ever to weather the storm of change. Enter the leader. The leader has the awesome duty and responsibility to set the conditions for their subordinates (team) to remain focused, mitigate their stress and encourage a positive mental attitude towards the new direction. According to Yukl (2012), a leaders does this by “People-oriented actions include creating a sense of urgency, articulating a clear vision of the likely benefits, preparing people for change, helping them cope with change, providing opportunities for early successes, keeping people informed, demonstrating continued commitment to the change program, and empowering people to help plan and implement change” (p. 102).

Leaders that take the initiative to learn more about their employees, what makes them “tick,” or what they are passionate about; will have the ingredients to effectively develop them and set them up for success as well as the organization. “Those who succeed at creating meaning — either on their own or with the help of their boss — tend to work harder, more creatively, and with more tenacity, giving the companies that employ them a leg up in the marketplace” (Ulrich, D & Ulrich, W., 2010). Indeed, leadership is more than charisma and leading by example. It also involves establishing a healthy relationship with followers (team) in order to learn more about them and leverage their given talents. For example, in an article by Dave Ulrich and Wendy Ulrich, they highlight this very point by discussing a popular TV show called Undercover Boss.

When these executives leave the board room to experience the daily lives of their workers, they inevitably discover something simple but profound: Their employees are enormously gifted and committed. Good employees find meaning in the day-to-day routines of their work. A convenience store employee knows the names of the customers who buy coffee from her. She doesn’t sell coffee, she nurtures relationships. A children’s tour guide finds meaning connecting with the children on his ride. He isn’t repeating a script, he is creating an experience. Even a street cleaner finds meaning and pride in keeping an amusement park clean for guests.

Leaders are vital to facilitating change in a manner that allows their subordinates to remain productive and as little distracted as possible. They accomplish this with communication, commitment to their team and to the benefits of change. Learning more about those that work from them is essential to aligning the company’s vision with their follower’s passions and talents in order to give meaning to their work. Doing so will significantly contribute to their followers effectiveness and productivity; as well as proving a work force that is excited and flexible enough to achieve the company’s goals and objectives.

Reference

Frankl, V. E. (2004). Man's search for meaning: An introduction to logotherapy. New York: Simon & Schuster.

Ulrich, D. and Ulrich, W. (2010). Getting Beyond Engagement to Creating Meaning at Work. Harvard Business Review. Retrieved from https://hbr.org/2010/06/getting-beyond-engagement-to-c

Ulrich, D. and Ulrich, W. (2010). Leaders As Meaning Makers. Forbes. Retrieved from http://www.forbes.com/2010/05/06/finding-meaning-work-leadership-managing-ulrich.html

Yukl, Gary A. (2012-02-09). Leadership in Organizations (8th Edition). Pearson HE, Inc.. Kindle Edition.

Remote Transformation Leadership

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What was the point of the research?

The point of this research was to test and analyze the effectiveness of transformative leadership utilizing electronically-mediated communications (remote leadership) in the form of emails. As a result of globalization and the evolution of technology, leaders are forces to relay more and more on electronic communications, thus providing leadership at distance. Ultimately, “The purpose of the current research study is to broaden our understanding of remote transformational leadership” (Kelloway, Barling, Kelley, Comtois, and Gatien, 2002, p. 167).

What are the hypotheses and what was the research method used?

The hypothesis of the study was that task motivation and performance would be affected and increased as a result of intellectual stimulating and charismatic emails from a perceived leader. The first study consisted of 132 undergraduate students and utilized the vignette format to see if the students could “perceive and accurately identify leadership “styles” communicated by email” and would a “positive (transformational) leadership message” contribute to and be associated with a positive outcome (Kelloway et al., 2002, p. 164). While the second study consisted of 105 undergraduates and analyzed both an individual and group task that was provided by an email that had either an intellectual stimulating or charismatic message

Were the results supportive of the research goals?

The results of the research supports that the participants (students) were able to perceive and identify leadership styles over email communication from a perceived leader. Furthermore, that being on the receiving end of a positive (transformational) or charismatic message from a perceived leader could in fact affect and be associated with a desired positive outcome.

Of what value was the research?

I believe that the value of the research is twofold. First, that this research contributes to the leadership body of knowledge and challenges the traditional way of thinking that leadership is only effective “up close and personal.” “The current study extends this research by suggesting that the same effects may well be obtained when the leader-follower communication is electronically mediated rather than transmitted directly” (Kelloway et al., 2002, p. 169). Moreover, since research such as this is still being explored as it relates to modern aspects (technology) and globalization that require leaders to influence over a greater distance; more research is needed to study the dynamics of leadership in today’s space and time thus propelling the topic of transformational leadership. Second, in today’s dynamic global environment, leaders should be open-minded when it comes to influencing others by means of electronic communications and leveraging its capabilities to enhance their message. Indeed, in order to effectively influence ones followers and successfully appeal to their moral values and “to mobilize their energy and resources to reform institutions” (Yukl, 2012, p. 321), leaders are nearly forced to use electronically-mediated communications to fulfil their leadership duties over a grown distance that transcend different time zones and to prevent increased travel expenses.
 

References:

Kelloway, E. K., Barling, J., Kelley, E., Comtois, J., & Gatien, B. (2002). Remote Transformational Leadership. Leadership and Organization Development Journal, 24(3), 163-171.

Yukl, Gary A. (2012-02-09). Leadership in Organizations (8th Edition). Pearson HE, Inc.. Kindle Edition.

Leadership Traits

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This week’s reading and writing assignments has us exploring managerial motivation, traits and effectiveness. Yukl provides valuable insight to some of the traits, skills and effective leadership. In addition, Yukl identifies many of the most common traits and skills that are associated with leadership and effectiveness, yet he makes it clear that although someone may have these skills and traits, possessing them does “not guarantee effectiveness” (2012, p. 137).

There are numerous characteristics and attributes that contribute to a leaders overall effectiveness. Traits play a significant factor in a leader’s make-up and influence. According to Yukl (2012), “trait refers to a variety of individual attributes, including aspects of personality, temperament, needs, motives, and values” (p. 136). Some of the most common traits associated with effective leadership include: energy level, self-confidence, internal locus of control, emotional stability and maturity, integrity, achievement orientation, and affiliation. As noted above, possessing a combination of these traits is essential to effective leadership. However, one would assume that a key factor would be having the proper balance of these leadership traits in order to leverage their skills and improve any identified weaknesses. For example, “High energy level and stress tolerance help managers cope with the hectic pace, long hours, and unrelenting demands of most managerial jobs” (Yuk;, 2012, p. 139). Another example would be, “”Emotionally mature people have a more self-awareness of strengths and weaknesses, and they are oriented toward self-improvement instead of denying weaknesses and fantasizing success” (Yukl, 2012, p. 141).

A leader’s motivation is also an important factor, as their motivation drives their “needs” and “values.” Whereas a highly motivated leaders would seek positions of power, authority and increased responsibility, a leader who is not equally motivated would be less likely to actively improve their situation and that of their subordinates. “People who are low in need for power usually lack the desire and assertiveness necessary to organize and direct group activities, to negotiate favorable agreements, to lobby for necessary resources, to advocate and promote desirable changes, and to impose necessary discipline” (Yukl, 2012, p. 142). Furthermore, an achievement orientated leader tend to focus on “task objectives” and setting challenging goals. Yukl (2012) also states that these leaders “are more willing to assume responsibility for solving task-related problems; they are more likely to take the initiative in discovering these problems and acting decisively to solve them; and they prefer solutions that involve moderate levels of risk rather than solutions that are either very risky or very conservative” (p. 145).

The text identifies numerous taxonomies that have been created to evaluate effective leadership. By and large, the characteristics that are used are technical skills, interpersonal skills and conceptual skills. “Managers who supervise the work of others need extensive knowledge of the techniques and equipment used by subordinates to perform the work” (Yukl, 2012, p. 149). Having technical skills provide leaders the in-depth subject matter expertise in their field. However, leaders must also demonstrate conceptual ability to address issues and develop action plans. “Conceptual skills are essential for effective planning, organizing, and problem solving” (Yukl, 2012, p. 149). Furthermore, in more fields than not, leaders can expect to work with people (internal and external) on a daily basis. As in previous assignments, we have discussed in length how leadership or leading others is a dynamic endeavor. Having interpersonal skills is essential to efficient leadership because of the human dynamics (feelings, attitudes and motives). “Specific types of interpersonal skills such as empathy, social insight, charm, tact and diplomacy, persuasiveness, and oral communication ability are essential to develop and maintain cooperative relationships with subordinates, superiors, peers, and outsiders” (Yukl, 2012, p. 150).

Having been in a leadership position for many years, I have learned important lessons about others and about myself. I expect this learning and evolution to continue throughout my personal and professional life. I have always seek to evaluate (reflect) my strengths and weaknesses in order to continue developing my effectiveness. Having served in the military as a military police officer and training host nation police, I have experienced situations that required mastery of my technical skills, Interpersonal skills and conceptual skills. Yet, I am aware that as I continue outside of the military and into other fields, additional skills and competencies will be required. I can leverage my skills for my organization by seeking additional training and education, as I am currently doing with the M.S. Leadership program. Also, the contingency theory and situational variables such as the path –goal theory in which, “leaders can motivate subordinates by influencing their perceptions about the likely consequences of different levels of effort. Subordinates will perform better when they have clear and accurate role expectations, they perceive that a high level of effort is necessary to attain task objectives, they are optimistic that it is possible to achieve the task objectives, and they perceive that high performance will result in beneficial outcomes” (Yukl, 2012, p. 164).

References

Yukl, Gary A. (2012-02-09). Leadership in Organizations (8th Edition). Pearson HE, Inc.. Kindle Edition.