A521.9.4.GA - Reflections on Leadership

Dennings Chapter 12 – “A Different Kind of Leader”

Using Narrative to Become and Interactive Leader – defining how narrative patterns are used for different aspects of leadership. Through the use of narrative leaders expand his or her leadership styles beyond traditional management approaches, such as: command, control, regulation, analysis and optimization.

Leadership has several dimensions:

The interactive leader lets things happen; working with the world instead of against it. This type of leaders avoids manipulation and control and allows the world to manifest itself. The interactive leader is someone who can overcome strong adversaries by channeling his or her energy.  In addition, the interactive leader supplements traditional management methods for new methods that overcome command and control.

 Furthermore, the interactive leader believes in building ones personal integrity and dependability; by defining who you are as a leaders and what you stand, subordinates, colleagues and superiors will come to know you and respect you. However, the interactive leader doesn’t depend on hierarchical authority, but depends on creating direction or improved support for it, offering coaching the improved performance.

Leadership that participates:

Participative leaders believe in engaging the world in active participation rather than detached observation.  Once leaders evolve the world in thinking and behaving the boundary between observation and participation closes. In order for participative leadership to be effective, the leader must precisely those capacities for understanding, trust, and respect that traditional management suppresses.

Leadership that connects:

Unlike controlling managers, the interactive leader attempts to connect with his or her audience. When an interactive leader presents a message, he or she seeks to collaborate and learn from the viewpoint of others. In addition, the interactive leader often adjusts his or her narrative based on the reactions of the audience. The interactive leader is aware of the audience as the audience is aware of the leader and the leader is aware of the audience’s awareness and responsiveness, essentially creating collaboration and understanding.

Overall, the interactive leader believes in the value of coaching verses controlling and defined his or her credibility based on personal integrity and dependability. The interactive leader use storytelling to expand his or her leadership styles beyond traditional management approaches; attempting to create active participation. Furthermore, interactive leaders use narrative a means to connect with his or her audience, hoping to create mutual understanding.

A521.8.4.RB - Making Contact

            So there I was working for Brevard Community College in 2009, when twenty six BCC employees, including myself were hand selected by the college president Dr. James Drake to participate in the training course called “Dale Carnegie”.  The Dale Carnegie course was very prestigious and was well known for teaching effective communication skills and human relations concepts.

            The Dale Carnegie course consists of 9 main principles: 1. don’t criticize condemn, or complain. 2. Give honest, sincere appreciation. 3. Arouse in the other person an eager want. 4. Become genuinely interested in the other people. 5. Smile 6. Remember that a person’s name is to that person the sweetest and most important sound in any language. 7. Be a good listener and encourage others to talk about themselves. 8. Talk in terms of the other person’s interest and 9. Make the other person feel important- and do it sincerely.  Each of the above listed principles helped me establish a foundation for overcoming communication barriers.

            In Dale Carnegie course my colleague and I were to share our experiences with one another.  Each week for 12 weeks, my colleagues and I were given different topics to speak about. Each topic was meant to teach each of us something and for each of us, each topic served its own unique purpose. It was through the stories told that we learned how to master our lives. One of the stories that I shared with the class was about my last semester in High School. High School was very tough for me and I did not do exceptionally well in all of my classes. During the last semester of my senior year, I had failed American Government (a required class needed to graduate) for the 2^nd time and was not allowed to walk with my graduating class. When I shared this story with my colleagues they understood my experience as if they knew what is was like to die trying. I felt relieved and heartfelt all at the same time; I put my heart and emotions into my speech and achieved success.

            By sharing stories based on experiences, a person can overcome a lifetime of fear; that is what the Dale Carnegie course taught me. I believe that though our stories we build self confidence, establish people skills, enhance communication skills, develop leadership skills and reduce one’s fear of public speaking. Without the Dale Carnegie course, I wouldn’t have the ability today to strike up a conversation with someone new.

The Financail Aid Process

The Financial Aid Process

he financial aid process within any university can be very complicated. Most students are unfamiliar with financial aid and how it works. As a financial aid counselor, I have learned a lot about the financial aid process over the years.

To start, let’s talk about the FAFSA application and how it works. In order for a student to be eligible for financial aid, he or she must complete the FAFSA application. The FAFSA (Free Application for Federal Student Aid) allows student to apply for the Pell Grant, Subsidized and Unsubsidized Loan. To complete the FAFSA, a student must first login to www.FAFSA.ed.gov and create a PIN number. The PIN number is uses to electronically sign the FASFA. Once the student has created a PIN he or she can begin filling out the FAFSA. The fill out the FAFSA application the student must use his or her current year taxes. Each year, a student must renew his or her FAFSA application.  

The FASFA will determine the types of financial aid the student is eligible for. Once the FAFSA application is complete, the federal government will send the application to any and all the schools portrayed on the application. Once the application is received by the school, the school determines what requirements are needed (if any) and determines if the student has been selected for verification. If the student is selected for verification, he or she must submit the proper documentation in order for the school to complete the verification processed. Once the verification is complete, the student’s awards will be packaged. On the contrary, if the student is not selected for verification, his or her awards will be packaged.

As a side note, all students eligible to receive the Subsidized and Unsubsidized Loan must complete the Master Promissory Note (MPN) and Entrance Loan Counseling (ELC) found at ww.studentloans.gov

·         The MPN is a note from the student promising to pay back his or her loans six months after he or she graduation or falls below half time.

·         The ELC is a test taken by the student on the terms and conditions of the Subsidized and Unsubsidized Loan.

Once the MPN and ELC have been complete, the documents are automatically sent to the school. The school can now award the student the Subsidized and Unsubsidized Loans.

After the student has been packaged and the add/drop date of the term has passed, the financial aid department releases the students aid to student accounting. Accounting then applies the funds towards the student’s tuition expenses and issues the student a disbursement refund for all remaining aid. The refund is meant to be used by the student to pay for any additional educational expenses.  The disbursement process happens each term for 4 consecutive terms until the year end date (June 30^th).

A521.6.3.RB - High Performance Teams

According to Denning (2011) high-performance teams help to establish ways for people to work together as a team. There are many different team environments such as: a single team (made up of multi members), community teams, and/or a workgroup teams. Each team and its member create and establish team goals, objectives, timeframes and leadership roles; no one team performs the same. In addition, each team creates its own motivation in order to maintain its driving force.

Single teams, community teams and workgroup teams all have one thing in common; the team can only exist as long as its members believe in the team and the team’s goals. Only the members of the team can understand the interpersonal relationships within the heart of the high-performance team. Thus the members of a high-performance team must obtain smallest amount of understanding of the nature of the entity that the team is creating.

Furthermore, high-performance teams actively participating as a whole to achieve the desired goals of the team. High-performance teams are dynamic and are capable of adapting to change; often shifting the team’s needs and goals depending on the nature of the environment. The members within a high-performance team are strong willed and have the ability to recognize the strengths and weaknesses of fellow team members. However, all team members are committed to team integrity and are driven by results; each team member strived for excellence.

Overall, high-performance teams share the same values and common visions; creating and fostering an environment in which the team can fulfill its goals.

A521.5.8.RB_ Shuck,Allison

Value Narrative

Each year thousands of students across the globe complete the FAFSA application in hopes that he or she will be eligible for financial aid; financial aid needed to fulfill ones dreams to attend Embry Riddle Aeronautical University.

As a financial aid counselor at Embry Riddle Aeronautical University, our departments pride ourselves on being the best at what we do; ensuring that all eligible financial aid recipients receive the desired attention he or she deserves.  However, maintaining output levels is also essential task required by the financial aid department. The choice between two is a constant struggle.  Each year, during the months of May – August, the financial aid department is pressed for time; between processing FAFSA’s, completing verifications, reviewing incoming documentation, maintaining emails and voicemails, counselors struggle to prioritize tasks; ensuring that the most important task is completed on time. During the above mentions months, maintaining output levels often come at a cost to our students. While it is important to the financial aid department to sustain high levels of customer service, counselors simply do not have the time and are often required to participate in overtime.

As a result, student satisfaction levels vary during peak months. While student do not always receive the desired customer service, counselors work to ensure that all eligible financial aid students receive his or her financial aid funds within a timely manner.

A521.5.4.RB - Aligning Values

Aligning Values

Dennings highlights three components of ethical community:

1.       Trust – the general expectation among others; that each person will act ethically towards one another.

Among all things, people must be ethical and treat each other with respect. In my department, there are nine employees: five counselors, two managers, one office manger and one director; although the difference in rank, each person within my department is treated equally. It is not to say that we always get along, but there is a significant amount of trust and respect between and among one another.

2.       Loyalty – acceptance of the obligation to refrain from breaching one another’s trust and to fulfill the duties entailed by accepting that trust.

Loyalty however, is not something always honored within financial aid department.  Eight out of Nine employees within our department are girls and girls without fault have the nature to talk behind each other’s back. My director constantly reminds us that DRAMA is not allowed within our department. Although, I would have to say that when push comes to shove my colleagues and I are very loyal to one another.

3.       Solidarity – caring for the other person’s interest and being able to take action on the other person’s behalf, even if it conflicts with personal interest.

My supervisor is always sticking up for the financial aid department. It is as if the financial aid department is the red headed step child within our organization. If there is a conflict my director seeks to hear both sides of the story before making a solution on how fix the problem. For example, if a student states that he or she received confirmation that fund have been disbursed, but after checking with accounting the students funds have not been received; my director seeks to find out why and what information was given to the student. Solidarity has always been apart for the financial aid department.  I know for a fact, that if I was in trouble my colleagues would be there for me and would have my back; both personally and professionally.

A521.5.1.RB_Shuck,Allison

After taking the Workplace Value Assessment, I determined my top 5 core values.

My top 5 core values are as follows: 

1. Opportunities for supervision, power, leadership, influence
2. Stability and security
3. Using creativity, imagination; being innovative
4. Strong financial compensation and financial rewards
5.  Respect, recognition, being valued

How do my top 5 core values align with my workplace?

I feel like I need to get a new job. As a Financial Aid Counselor at Embry Riddle Aeronautical University, there is not much room for advancement. The Financial Aid department is a fairly new department and has yet to define any levels of advancement. The only way to advance within the department is for my supervisor to create a new position; new positions are costly and must receive approval from upper management. Although, I do have to say that I have security and stability as a Financial Aid Counselor with Embry Riddle. The University must give a person multiple warning before putting him or her on a Personal Improvement Plan.

Working for the University does have its perks. Every 6 months or so the University holds an All Hands Meeting in which every department is to attend; during the meeting the University caters lunch and always has prizes and/or giveaways. The All Hands Meetings are something we all look forward to.

Having creativity, imagination and innovation is what Embry Riddle is all about. We are innovators! In my department, my supervisor promotes creativity and innovation. He believes in allowing each member to find his or her own way to complete a task. In addition, he favors creativity in the workplace. If a process is not working, he seeks input from my colleagues and I and determines available alternatives; we work collaboratively as a team to find solutions.

Strong financial compensation and financial rewards is not something most universities employees see. A person working for a school or university must understand that he or she might not get a raise this year. For most schools, the budget is determined by the state and cannot be adjusted. Luckily for me and my colleagues, Embry Riddle is a private non-profit university that is rapidly growing in size and the budget is determined by the amount of revenue the school receives.  Thus, financial compensations and financial rewards are available.

At Embry Riddle respect, recognition and personal value is given to everyone! Every department has its own unique way of recognition. In the Advising Department management awards the advisor of the quarter with free PL (Personal Leave) hours. During the Enrollment Management Meeting, recognition awards are given to those nominated by upper management.  The awards are: Above and Beyond the Call of Duty, Keys to Success and Partners in Success. In the Financial Aid department however, recognition is almost nonexistent. Unfortunately, my colleagues and I only hear the bad news.

Overall, I think that Embry Riddle as a university provides me with my core values but my individual department does not.

A521.4.3.RB_Shuck,Allison

In chapter 4 McKay, Davis, & Fanning (2009) discusses how body language can be used to communicate with others. McKay reveals two different nonverbal communication techniques used by people during communication: body movements and spatial relationships.

Body Movements are portrayed as ones facial expression, gesture, and posture;. Body movements are learned at a young age and are normally passed down from generation to generation; often meaning different things to different people. For example, In Japan, it is disrespectful to look a person in the eyes during conversation; however, in American it is a sign on sincerity.  

Body movements serve several purposes besides depicting ones attitude and/or feelings. Body movements can also create illustrations to help place emphasis on a story.  In addition, body movements can also serve as nonverbal indicators and or/ regulators of conversation. For example, when a person nods his or her head, it indicates to the speaker that he or she understands what the speaker is saying.

Spatial relationships can be recognized as the measure of distance between speaker and listener. Spatial relationships are also known as Proxemics – the study of what you communicate by the way you use space. For example, if you are nervous when giving a speech, you may choose to stand behind a podium rather than out in the open. Spatial relationships provide a measure of intimacy between two people; the closer you are to a person, the more intimate and vice versa.  

In chapter 5, McKay, Davis, & Fanning (2009) explain the meaning and elements of both Paralanguage and Metamessages.

Paralanguage is the vocal component of speech. Paralanguage includes 6 different elements: pitch, resonance, articulation, tempo, volume and rhythm. All 6 elements vary depending on a person’s emotional state. Without each element, a person’s paralanguage would be referred to a monotone and boring. By discovering and practicing your own paralanguage, you can become an expert in public speaking.

Metamessages communicate a person’s attitude and feelings. Metamessages are largely communicated through a person’s pitch, rhythm and verbal annotations.  Metamessages can often be described as interpersonal conflict. If a person places too much emphasis on a particular word, a message can be construed as negative or disrespectful. For example, if you tell a colleague that you expect all documents to be complete before submitted; the word expect can be construed both negatively and positively depending on the persons tone of voice. A person can interoperate a message incorrectly due to pitch being used by the speaker. In order to refrain from negative interoperations, one must place equal emphasis on all words within a given sentence.

In chapter 6, McKay, Davis, & Fanning (2009) discuss the 8 hidden agendas found in face to face communication.

1.      “I’m good” – This person’s agenda is caring and sensitive. The “I’m good” character plays the role of the hero; showing the world that he or she is courageous. However, the hero is generally not his or her authentic self.

2.      “I’m good, (but you’re not)” – This person’s agenda is to prove that he or she is right by showing just how bad everyone else is.

3.      “You’re good (but I’m not)” – This person’s agenda is flattery; he or she attempts to sweet talk his or her way out of doing something.

4.      “I’m helpless, I suffer” – This type of person often plays the role of the victim.

5.      “The blameless” – This type of person always pleads innocent.

6.      “I’m Fragile – This type of person cannot handle the truth and always tells stories about betrayal.

7.      “I’m Tough” – This type of person often takes on more than he or she can handle; giving the impression that he or she is tough.

8.      “I Know It All” – This person is a one upper. He or she only communicates to prove how much he or she knows.

The Purpose of Agendas – Agendas serve two functions

1.      To build up and preserve and existential position – this agenda serves as a way to cope with ones feelings.

2.      To promote ulterior motives – flattery can only get you so far; however, it can provide a person with the antidote needed to get what he or she wants.

A521.3.4.RB - Shuck,Allison

A period in time that really defines who I am!

In 1998, when I was 11 years old, I remember my mother coming into my room asking me if she could talk to me about something very important.  At first, I thought I might be in trouble but then I noticed a sincere gaze upon my mother’s face. My mom sat on the edge of my bed started telling me a story about this great lady she met online named Kathy. My mom then went on to explain that Kathy was going to move from Pennsylvania to come live with us in Florida and that she would be her new girlfriend. At that moment, I knew my life would change forever; I was going to have two mommies! All I can remember was telling my mother was to do whatever makes her happy. To this day it is still shocking to me that I said that. In few months time, Kathy moved in. I don’t remember very much about that day she arrived, but I assume that my sisters and I greeted her with open arms; my twin sisters were 4 at the time.  As time passed, Kathy became just another member of my family, but to all outsiders, she was known as my aunt. In 1998, being gay was not as acceptable as it is today.

Besides the fact that my mother is gay, the true defining moment in my life was Kathy moving in; Kathy above all things helped build me into the person I am today. Kathy was a stickler for the rules and taught me many mannerisms: she taught me not to use my hands while eating; if she caught me, she would stab me in the hand with her fork. She taught me to only use one towel a week; if I used any other towel besides my own, I would lose my privilege to use a towel that week period. She taught me to always do my chores when told; if I didn’t wash the dishes after dinner like I was told, the dishes would end up on my bed. She taught me to always put thing back where they go; if I didn’t, they would disappear. I remember Kathy always telling me to put my bike away and/or to stop leaving it in the middle of the walkway. Eventually Kathy got fed up and hid my bicycle from me and told me that it was stolen; she eventually gave it back, but I would have to say I learned my lesson.

That same summer, when I was 14 Kathy found me sitting on a young boys lap on a park bench; at that moment Kathy decided to send me to live with her friend Hero for the summer. Hero lived in Clifton, NJ and owned her own cleaning business. Kathy believed that Hero would be able to teach me a few things and keep me out of trouble. Kathy was right! When I arrived, Hero offered me a job as a professional house cleaner and told me that I would be making $8.25 an hour; as a 14 year old that was a lot of money. Over time, without me knowing it, Hero taught me workmanship among other things. If it was for Kathy, I wouldn’t have had all the amazing experiences that I did that summer with Hero. I not only did I have the opportunity to work and make a lot of money, but I had the opportunity to spend almost every weekend in New York City. New York City was an adventure! I ate fancy restaurants, I watched Riverdance on Broadway, I visited the Statue of Liberty and Ellis Island, and I watched fireworks on the 4^th of July in Manhattan.  What more could a 14 year old girl ask for.

Although Kathy at that time was my worst enemy, today she is a charitable asset. I could not even imagine what my life would have been like without her in it. Even though Kathy and my mom are no longer together, Kathy and I remain close friends. She will always be a member of my family.

A521.2.3.RB_Shuck,Allison

Chimamanda Adichie: The danger of a single story

Chimamanda Adichie is a storyteller from Nigeria who has discovered the dangers of a single story. Adichie informs her audience that a single story about any culture can create a stereotype about that culture. Although stereotype are not necessarily untrue, it does not providing an accurate story of that culture. For example, my supervisor Frederic is from Africa. After obtaining this information, I wanted to sit down with Frederic and learn more about his culture. However, because I knew he was from Africa, I had already painted a picture in my mind of all the amazing animals and landscapes of Africa that we were to discuss. Little did I know that there was more to Africa than animals and landscapes? Just as Adichie described, I had created a stereotype about Africa.

As the conversation between Frederic and I continued, I learned that he grew up in Senegal. His father was a diplomat and came from wealth. Frederic even had his own butler. Furthermore, Frederic informed me that he has never seen an animal of any kind while living in Africa; it wasn’t until after he moved to the US and visited the Georgia Zoo. I found all this information to be shocking. Frederic and his family did NOT fit the Africa stereotype displayed in movies. From that moment, I learned to not categorize and stereotype people. Just as Adichie says “It is impossible to engage properly with a place or a person without engaging with all of the stories of that place and that person”.

A521.1.4.RB_Shuck,Allison

An organization’s mission and vision statements help to define the organizations purpose as well as, the organizations primary goals and objectives. The mission statement represents the key measurements of the organizations success. It must define what the organization does, how it does it and for whom it does it for. The vision statement represents the organizations values. It highlights the organizations overall objectives and predicts the organizations future successes.

Embry Riddle Aeronautical University defines its mission and vision as follows:

Mission

To teach the science, practice and business of aviation and aerospace; preparing students for productive careers and leadership roles in service around the world.

It’s technologically enriched; student-centered environment emphasizes learning through collaboration and teamwork, concern for ethical and responsible behavior, cultivation of analytical and management abilities, and a focus on the development of the professional skills needed for participation in a global community. Embry Riddle believes a vibrant future for aviation and aerospace rests in the success of our students. Toward this end, Embry-Riddle is committed to providing a climate that facilitates the highest standards of academic achievement and knowledge discovery, in an interpersonal environment that supports the unique needs of each individual. Embry-Riddle Aeronautical University is the world's leader in aviation and aerospace education. The University is an independent, non-profit, culturally diverse institution providing quality education and research in aviation, aerospace, engineering and related fields leading to associate’s, baccalaureate’s, master’s and doctoral degrees (Embry Riddle Mission and Vision, 2012).

Vision

Embry-Riddle will be the world's source for innovation and excellence in aerospace education and applied research (Embry Riddle Mission and Vision, 2012).

Implications

One implication that Embry Riddle may face with its mission and vision statement is both the mission and vision must be able to adapt to changes within the organization and within the community it serves. For example, if the space industry dies off, will Embry Riddle still be able to follow its current mission and vision statement.

Despite any future implications Embry Riddle may face, its mission and vision statement describe precisely what the university stands for, its culture. As a student and an employee of Embry Riddle, I feel that Embry Riddle’s culture incorporates my future goals both personally and professionally. Not only do I hope to achieve success as a student, but I hope that as a student, I can gain the appropriate knowledge I need to become a successful leader.  


Embry Riddle Mission and Vision. (2012). Retrieved June 2, 2012, from http://www.erau.edu/about/mission.html