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.