Category: Unit 6

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Unit 6 – Learning Activity 3

This research paper on hospitality was insightful because of the many references to creativity and innovation. Successful firms can only obtain “creativity and innovation” if they build “trust and emotional engagement with people, both within and outside the organization” (Akroush, Abu-ElSamen, Samawi, & Odetallah, as cited in Kandampully, Bilgihan and Tingting, 2016, pg. 154). Before reading this paper, I had not made the connection between trust leading to innovation. In another instance, researchers “found that an empowering service climate plays a key role in enhancing employees’ creativity” (Voon, Hamali, Lee, Abdullah & Kueh, as cited in Kandampully et al., 2016, pg. 155). In this instance “empowering” employees can lead to increased creativity. Another aspect regarding innovation in successful companies is the fact they “provide employees with . . . the collective experience in which employees enjoy working together with colleagues and the excel in creativity and innovation” (Kandampully et al., 2016, pg. 157).

I believe that a key part of “employees enjoy working together,” is the importance of interpersonal relationships (Kandampully et al., 2016, pg. 157). “Authentic leadership is an interpersonal process. This . . . outlines authentic leadership as relational created by leaders and followers together” (Eagly, as cited in Northouse, 2016, pg. 196). One of the results of employees enjoy working together, is creativity and innovation. Additionally, employees feel more motivated when they work within a management team and when their contributions are appreciated.

In my manufacturing company which is innovative and product driven, implementing the kinds of technology referred to in this article is not feasible or necessarily desirable. Never-the-less, our management team is analyzing the potential, costs and ramifications of customer contact, support and education through the internet and social media. Thus far, we have over two years of showing weekly product videos to 18,000 email addresses that can be subsequently viewed YouTube. We anticipate soon being able to Skype with all customers. Because we produce such a wide range of unusual and unique products, we are planning to be able to send customized product videos with each order quote we send out. This group team process will hopefully lead to improved employee satisfaction.

My employee development plans going forward is largely based on a simple online Myers-Briggs personality test. I am using this as a starting point to help team members more easily and accurately identify their ten most important behaviours and skills and give them more confidence to narrow the list to three. I feel that that the most important two steps of Rockwell’s (2017) The Anatomy of Performance Enhancing Coaching Conversations are the ninth and tenth steps. Without commitments, step one through eight will or might result in frustration, sense of failure and potential disillusionment with the team leader. The absence of the tenth step will result in far less than hoped for results.

References

Kandampully, J., Bilgihan, A., & Zhang, T. (2016). Developing a people-technology hybrids model to unleash innovation and creativity: The new hospitality frontier. Journal of Hospitality and Tourism Management, 29, 154–164.

Northouse, P. G. (2016). Leadership: Theory and Practice. Thousand Oaks, CA: Sage Publications.

Rockwell, D. (2017). The Anatomy of Performance Enhancing Coaching Conversations. Retrieved from https://leadershipfreak.blog/2017/03/05/the-anatomy-of-performance-enhancing-coaching-conversations/

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Unit 6 – Learning Activity 2

I had an hour-long conversation with “B.” She described to me how the times when she performed really well were circumstances when she had opportunity to critically evaluate leadership situations. She views that one of her main strengths is the ability to intuitively and quickly identify problems; most frequently people problems. At times, B is frustrated because on occasions when she identifies a problem, she has difficulty identify the cause or source of the problem.

In five years, B wants to transition out of parachurch work into business and I agree with her reasons for wanting to make this change. She is a dominant, decisive, “black and white” kind of person, and has great difficulty in dealing mediocre performance. We both feel that her leadership style is not appreciated within a Christian leadership context as much as her style would be encouraged and supported in a secular business context.

I feel that B will accomplish her five-year goal of transitioning to very different career because of two important things. First, she has a very health grasp of reality, her circumstances, very emotional needs and spiritual leading of the Lord. Secondly, she has, what I feel is, a very mature and objective understanding of herself. She is aware of and understands her temperament, her learning style, her spiritual gifts, birth order, love language and leadership style.

My advice to B to help her obtain her five-year goal is to:

  1. Expand her hobbies of bicycling and hiking for health reasons
  2. Read more widely
  3. Keep a journal
  4. Dream and envision
  5. Consciously strive for contentment
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Unit 6 – Learning Activity 1

I am 71 years old, and out of the six assumptions about Andragogy, I am motivated most extensively though “internal motivation rather than external motivators” (Merriam & Bierma, 2014, p. 47). Pursuing a Master’s degree at my age does not help me financially or in any way advance my career. I can attest that over the decades I’ve gradually evolved from external motivators to internal motivation. External motivators such as awards, recognition, money and security, have consistently lost their appeal. As I have grown older and gained more experience, I have become increasingly “self-directed.” I am less dependent on ideas, associations and ideas. I know more clearly why the making of plans and decisions about my life are increasingly important.

The most important assumption of Andragogy to me is the “need to know the reason for learning” (Merriam & Bierma, 2014, p. 47). My main driving force to learn systematically, measurably and objectively is my desire to help people grow. I really like Sokal and Sharma’s (2014) description of an ideal training program that “entail[s] between 30 and 100 training hours spread over a span of six to twelve months, with in-house professional learning communities and coursework as part of the training”. This resonates very strongly with me because decades of business, church and board experience has given me negative view on lecture formats. This described training process is one the best ways to train people. Sokal and Sharma’s (2014) description of an ideal program confirms my conviction that training needs to be ongoing, interactive, adapted to the needs of the individuals, measurable, goal oriented and to some degree flexible.

For most of my life my learning has probably been more “problem than subject centered” (Merriam & Bierma, 2014, p. 47). I am more interested in problems, their complexities and solutions than on learning solely for the purposed of learning. I’m increasingly more interested in more complex problems and ideas. I spend more time thinking about problems, not so much in my own life but rather the problems of others. I have a growing interest in problem solving,

Over decades of board experience and my growing library has contributed to my “growing reservoir of experience” (Merriam & Bierma, 2014, p. 47). I believe many people underestimate the extent and value of their own growing reservoir of experience. They should re-evaluate their depth of experience and knowledge and analyze ways of using it to help people.

My life long “readiness … to learn is closely related to the developmental tasks” of the roles I have filled (Merriam & Bierma, 2014, p. 47).  I find that I am more confident in giving direction and planning in my business, more aware of how I can help or more extensively mentor individuals, give council in a church context and advise more effectively other business owners about issues and strategies.

References

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Francisco: Jossey-Bass.

Sokal, L., & Sharma, U. (2014). Canadian in-service teachers’ concerns, efficacy, and attitudes about inclusive teaching. Exceptionality Education International, 23(1), 59-71.

 

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Light From Many Lamps – Abraham Lincoln’s 2nd Inaugural Address

Because of its brevity, I quote the closing paragraph of Abraham’s Lincoln’s second inaugural address in March 1865: “With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nations; to care for him who shall have borne the battle, and for his widow and orphan; to do all which we may achieve and cherish a just a lasting peace among ourselves and with all nations” (Watson, 1988, pg. 106)

In reviewing Lincoln’s speech in its entirety and focusing on the above quoted paragraph, I identify six leadership traits of his that are revealed in his speech.

  1. Lincoln identifies the reality of the war-torn states. De Pree states that the “first responsibility of a leader is to define reality” (1989, pg. 11)
  2. He stated a goal – “lasting peace with liberty and justice for all” (Watson, 1988, pg. 106) Northouse also notes the importance of having “common goals” (2019, pg. 6).
  3. He listened well – he knew that above all else, the United States needed “malice toward none; with charity for all” (Watson, 1988, pg. 106). Northouse also notes the importance of listening (2019, pg. 227).
  4. He sought for healing – he wanted there to be “an end to sectional bitterness and strife” (Watson, 1988, pg. 106). The trait is also noted by Northouse (2019, pg. 228).
  5. He had empathy – He mentions specifically the war wounded, the widows and orphans (Watson, 1988, pg. 106). This trait is mentioned by Northouse (2019, pg. 227).
  6. He had foresight – Lincoln clearly envisions a nation where there is “lasting peace among ourselves and with all nations” (Watson, 1988, pg. 106) This is a trait identified in Northouse’s Leadership: Theory and practice (pg. 228)

I am mindful of the first three leadership traits in my own experience. The ability to identify reality in a church context is something that I have often seen lacking. Points of illustration would be some of these frequently heard comments:

  • “Everything is going well because everyone is happy” – despite the fact that attendance and member involvement is dropping rapidly.
  • “It worked before, so it should work now” – when reality shows that explosive growth has outgrown processes
  • “We have to change the process in order to accomplish the goal” – when the problem is, in actuality, with having the wrong person in the position

My response to these illustrative examples is to listen more than I used to, ask questions throughout and try to involve as many people in seeing the “big picture.” I often find that people, who outside of the church context, may be decisive, aggressive (in a good sense) and confident are much less so when working within a church context. My opinion is that being seen as passive, easygoing and quiet is viewed as more “spiritual.” Because of the contrasting outside-church and inside-church personas, I try to really get to know people outside of church to better ascertain their real strengths and abilities.

References

De Pree, M. (1989). Leadership Is an Art. New York City, NY: Doubleday Business.

Northouse, P. G. (2019). Leadership: Theory and practice. Thousand Oaks, CA: Sage Publications.

Watson, L. (1988). Light From Many Lamps. New York, NY: Simon and Schuster.