A520.9.3.RB_CliffordMarc

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Reflect on what you have learned throughout this course. How can you apply what you learned to your own framework of leadership? Based on what you learned in this class, what are some changes you want to make to your own leadership style?

Throughout the Management Skill for Leaders course I have learned and been able to apply numerous skills that have helped me be a better leader.  During the course we have studied topics that can improve leadership skills in three competencies: individual skills, interpersonal skills, and group skills.

Leadership is about getting others to follow, not through coercion, but through persuasion.  “A good leader leads the people from above them.  A great leader leads the people from within them” (as cited in Johnson, 2016).  People are more willing to follow a person that is a model of integrity, kindness, caring, and responsibility.  Leaders need to be self-aware and understand their own strengths and weaknesses.  “We cannot improve ourselves or develop new capabilities unless we know what level of capability we possess” (Whetten & Cameron, 2016).  Tjan (2015) suggested 5 ways that a leader can become more self-aware: meditation, writing down plans and priorities, by using self-evaluations, asking trusted friends, and from feedback at work.  Increasing self-awareness can also help a leader manage stress.  As a leader becomes more self-aware he or she will become cognizant of stressors and will be able to effectively manage stress.  Some of the same techniques that increase self-awareness are also effective stress reducers.  For example, meditation and mindfulness can both increase self-awareness and reduce stress (Puddicombe, 2013).  

Throughout this course I have attempted to be increasingly self-aware through regular journaling as suggested by Whetten and Cameron (2016, p. 77).  I believe that journaling is a form of meditation; it causes you to ponder reflectively.  Throughout my life I have been a sporadic journaler; there have been times that I have written regularly, and then months go by without a single entry.  I tried to approach journaling differently this time; instead of keeping a log of daily events I have attempted to record thoughts, feelings, and insights that I have gained from experiences.  I have been a much more consistent journaler over the last eight or nine weeks; I have written nearly every day.  I believe that I have seen more success this time because I approached the task differently than other times.  As I have kept a journal there have been numerous times that I gained an insight about myself or about a situation that I would not have gained if I had not been keeping a journal.

A self-aware leader has prepared the groundwork for the development of interpersonal skills.  A self-aware leader is prepared to communicate supportively, motivate others, and manage conflict.  I believe that one of my classmates gave one of the best and most concise definitions of supportive communication I have seen: “you need to communicate in a way that is supportive to find a solution without alienating the people involved” (Kuczyk, 2018).  Supportive communication enables difficult conversations to be had while avoiding hurt feelings, flared tempers, and broken relationships.  Leaders motivate others by allowing and encouraging them to motivate themselves.  “No matter how many externally controlled rewards managers use, if individuals find their jobs uninteresting and unfulfilling, performance will suffer” (Whetten & Cameron, 2016).  By connecting motivation to intrinsic rewards managers enable individuals to motivate themselves.  

One interpersonal skills competency about which I feel that I learned the most during this course was conflict management.  I had never considered conflict a potential source of creativity and innovation.  I considered conflict and contention to be the same thing.  I had always thought that my role as a leader was to try to get everybody to agree on one idea.  I have now discovered that if I manage conflict, instead of stifle it, the groups that I lead will be more successful at brainstorming possible solutions to problems.  The range of solutions generated by many minds is far greater than the range of solutions generated by one mind.  I was able to apply this just the other day when a sensitive issue was brought up.  As a group we took a few minutes to brainstorm possible solutions.  In the past I would have reacted much quicker and decided on how to respond to the issue.  After learning about conflict management I let the discussion simmer for a few minutes.  I listened to various ideas and viewpoints about the issue.  I asked for the opinions of those that were remaining quiet.  In the end we decided on a solution that seemed best.  I believe that I was able to successfully manage the conflict because of what I have learned in this course.

Chris Hadfield, an astronaut and one time commander of the International Space Station said “Ultimately, leadership is not about glorious crowning acts. It’s about keeping your team focused on a goal and motivated to do their best to achieve it, especially when the stakes are high and the consequences really matter. It is about laying the groundwork for others’ success, and then standing back and letting them shine” (Hadfield,  2013).  Leaders can lay the groundwork for the success of others by empowering, by building effective teams, and by leading positive change.  One task that is essential for all three of these group skills competencies is establishing clear goals and objectives and articulating a vision of the outcomes.  Empowerment occurs as the goals and objectives are given to another individual along with the necessary education and information, and providing the needed resources for task accomplishment.  For teams to be effective they need to have a clear goal.  Leaders can create positive change by articulating a clear vision of the potential result of change (Whetten & Cameron, 2016).

I have learned that the vision of change needs to be repeated regularly and frequently.  Change occurs slowly, especially in large groups.  As a leader I have to remind others of the vision that I have and the potential benefits that will come from implementing that vision.  I have done this by reminding others of that vision and by “keeping the conversation alive.”  I have asked others what they understand of the vision that I have tried to articulate, and what benefits they have seen from implementing the change.

I have learned and applied many new leadership skills through this course.  In addition, many of the leadership skills that I previously had have been refined and honed.  I know that I will continue to improve my leadership abilities as I continue to work through the courses of the MSLD program.

References

Hadfield, C. (2013). An astronaut's guide to life on Earth. Toronto: Random House Canada. 

Johnson, T. (2016, December 14). What is “leadership” anyway? [Blog post]. Retrieved from http://www.calpolydptcareer.com/what-is-leadership-anyway-2/

Kuczyk, S. (2018, March 6). A520.9.2.DQ - Powerful Ideas [Online discussion group]. Retrieved from https://erau.instructure.com/courses/73362/discussion_topics/1070423?module_item_id=3879732

Puddicombe, A. (2013, January 11). All it takes is 10 mindful minutes. [Video file]. Retrieved from https://www.youtube.com/watch?v=qzR62JJCMBQ

Tjan, A. (2015). 5 Ways to become more self-aware. Harvard Business Review. Retrieved from https://hbr.org/2015/02/5-ways-to-become-more-self-aware

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

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Write a blog entry on task-facilitating and relationship-building roles. In your blog, reflect upon your understanding of how these roles enhance team performance.

• Consider how you generally relate as a team-member.
• Do you actively engage your team to accomplish its mission?
• Do you work to improve the team cohesion and collaboration?

Work in teams can be improved or worsened by the role that each team member plays.  “Most teams face two main challenges: (1) accomplishing the task that has been assigned and (2) building unity and collaboration among team members” (Whetten & Cameron, 2016).  The roles that individual team members play either help or prevent the accomplishment of these two objectives.  Whetten and Cameron (2016) have indicated that there are two advantageous roles that have a great potential to enhance the performance of work teams: task-facilitator, and relationship builder.  

Team members that are more focused on the task or objective of the team tend to play the task-facilitator role.  A few of the most common task-facilitator roles are: direction giving, urging, process analyzing, and enforcing.  “When you perform task-facilitating roles, you help the team work more efficiently and effectively in achieving its objectives” (Whetten & Cameron, 2016).  Task-facilitators keep the team focused on progressing toward the desired objective.  Without task-facilitators a team can struggle to work together on unified goals.  The team may never be able to really collaborate.  A task-facilitator acts like the captain of the basketball team, ensuring that no player is being overly selfish with the ball, that the team has a positive attitude, and that team members are working together to win the game.

Team members that are more focused on team cohesion and positive relationships are said to play a relationship-building role.  Relationship-builders are needed in team work to ensure that team members feel good about each other and that the team maintains an environment free of unnecessary stress caused by interpersonal conflict.  Some of the most common relationship-building roles include tension relieving, energizing, consensus building, and supporting (Whetten & Cameron, 2016). Relationship-building team members “assist the team in working more effectively together (Whetten & Cameron, 2016). 

Although I believe that I typically play more of the role of task-facilitator, I regularly play both roles. In one of my leadership roles I frequently interact with a team that is responsible for executing the mission of the organization.  Each team member is a leader of a group, so this team has a great potential to profoundly impact the organization as a whole.  As I interact with team members collectively and individually I regularly remind them of the objectives of the organization and encourage them to set individual goals for their group that will accomplish the organizational objectives.  I frequently act as a direction giver; the team looks to me as the leader, and so I have the opportunity to influence the work that is accomplished by ensuring that we are focused as a team on the objectives.  I act as a cheerleader and encourager by providing positive feedback to team members as they work together to accomplish tasks and overcome challenges.  I frequently find myself being a process analyzer and an enforcer; I attempt to ensure that we are doing our tasks in accordance with established policies and procedures, and in the most effective and efficient ways possible.  I also act as a supporter, offering expressions of gratitude and praise for the work accomplished.

One study indicated that “The most productive, innovative teams were led by people who were both task- and relationship-oriented. What’s more, these leaders changed their style during the project” (Gratton & Erickson, 2007).  The study suggested that the most effective team leaders act as task-facilitators near the beginning of the team’s formation to help clarify assignments, roles, and objectives.  The leader than changes style and becomes more focused on relationship-building throughout the duration of the project, ensuring that team members are working well together and helping to smooth out stressful situations.  It is important for me as a leader to continue to develop my abilities in both the task-facilitator and the relationship builder roles.

References

Gratton, L,. & Erickson, E. (2007). Eight ways to build collaborative teams. Harvard Business Review Online. Retrieved from https://hbr.org/2007/11/eight-ways-to-build-collaborative-teams

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

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Describe a time when you have been empowered to accomplish something. Reflect on how others supported you and how the endeavor was accomplished. How can you apply those lessons to your own followers?

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For the last 11 years I have been employed by one of the largest offshore helicopter service providers in the world.  It has been a wonderful place to work and has provided my family and I with a comfortable living. However, throughout the years I have never felt like I have had a good relationship with management.  It is not that I have had a bad relationship with management, I simply have not had one.  For years I felt that I was better off if they did not know my name.  I used to get very nervous anytime I had to go see management for any reason.  A few years ago I received a message that I had to go visit the chief pilot after I returned from a flight.  I started to panic!  I racked my brain trying to remember what I had done wrong and what I was going to get in trouble for! When I walked into his office, on the verge of a nervous breakdown, he asked me to take a seat.  He pulled a small box out of his desk and congratulated me for my five-year anniversary with the company! That was the relationship I had with management.

A couple years ago the director of operations was replaced.  Instead of promoting from within, he was hired from the outside.  Nobody knew him or what he was like.  It turned out to be a great move for the company.  He is unlike other management personnel we have had over the years.  He is very personable, humble, and willing to listen.  Instead of handing out mandates he is interested in the opinion of others and their suggestions.  Because of his management style I have felt empowered as an employee.  I have felt that my opinion matters, that my concerns are valid, and that I will be heard.

Just a few months ago a pilot that worked under me was terminated because of unsatisfactory performance on a check ride.  I was concerned because the reasons that were given for his termination seemed biased and unfair.  I felt so empowered by this director of operations that I was comfortable enough to ask him for an appointment.  When I met with him in his office I was able to voice my concerns, and the concerns of other pilots that work for me.  By the end of our conversation he had not only settled my concerns, but helped me to see that terminating the pilot was the only choice he had.

The empowerment that I experienced was psychological.  It came little by little; not the result of a position, an email, or a specific authority that was delegated.  It seems that what I experienced is exactly what Saray, Patache, and Ceran (2017) described: “Empowerment is also a psychological process, which occurs when one has a sense of motivation in relation to the workplace environment.”

As I have worked closely with the director of operations I have tried to adopt some of his attributes in my own leadership activities.  I feel that this has been a natural process due to the fact that we have similar personalities.  Whetten and Cameron indicated (2016) that empowerment happens as others feel “that they are accepted, that they are a valued asset, that you care about them, and that they are an integral part of the overall organizational mission or objective.”  I can empower those that I oversee as I follow the example of the director of operations and provide support and create confidence in others (Whetten & Cameron, 2016).

References

Saray, H., Patache, L., & Ceran, M. B. (2017). Effects of employee empowerment as a part of innovation management. Economics, Management and Financial Markets, 12(2), 88.

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

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Use your blog to describe an example of a successful conflict resolution that you have either witnessed or participated in. 

What was the conflict?

What role did you play?

Who were the other participants in the negotiation?

Knowing what you know now, how might you have changed your actions or improved the solution?

A year or two ago I experienced a conflict with an associate that I oversee.  She had come to me with an issue, and she wanted me to resolve it.  She felt that one of the members of the group that she was tasked to oversee, whom I will call Bob, was not performing up to the standard, and she demanded that he be replaced.  I did not feel that replacing him was the best option.  I felt that we could work with him, express our concerns, coach him, and help him to improve.  I was in the position to make the decision, so I told her that we would not replace Bob, but that we would try to help him to grow into the position.  That is how we handled the situation for a time.  

This associate continued to bring up the concern about Bob’s underperformance.  She was essentially demanding that I do something to resolve the issue.  At one point I finally realized that I needed to step back and get a view “from the balcony” (Ury, 2013).  As I stepped back and took a different view of the conflict, I realized that there was something at stake that was much more important than Bob’s position in this group.  I realized that the relationship between this associate and I was being stressed by my unwillingness to see things from her side.  She was losing confidence in my abilities to lead, and even questioning her own abilities to lead her group.  At one point she said that the worst part of her assignment was dealing with me. 

I had been using a forcing response to resolve the conflict.  A forcing response to conflict is one in which one’s own needs are satisfied at the expense of the other individual through formal authority or position (Whetten & Cameron, 2016).  I was using my position and higher authority to ensure that Bob maintain his position in the group.  One of the reasons that I hesitated to remove Bob from the group was that we simply did not have enough people to staff all the necessary positions.  This associate was asking that high performing members of other groups be reassigned to her group, and asking that we reassign a low performing member of her group elsewhere.  Once I was finally able to “go to the balcony” we began to brainstorm the situation, and came up with a reasonable solution that was satisfactory to both of us.  We determined that the best solution was to reassign Bob to another group, to reassign one of her highly capable assistants to Bob’s position, and assign a lower performing individual with potential as one of her assistants.  We were able to use a collaborating approach to resolve the issue by addressing the concerns of both parties (Whetten & Cameron, 2016).

One of the biggest mistakes that I made throughout the conflict was that I began to focus on what I perceived as personality flaws in my associate; that she was being unreasonable, not respecting my authority, and I even thought “maybe she just doesn’t like me.”  I struggled to keep focus “on the real issue: solving the problem (as opposed to ‘fixing’ the other person)” (Whetten & Cameron, 2016).  I harmed our relationship by attempting to point out that one of her responsibilities was to help the members of her group be successful.  In doing this I was insinuating that she was not performing her job.  I struggled to be empathetic and see things from her point of view.  I could have avoided all of these issues by defining and maintaining focus on the real problem, and not getting distracted by the symptoms (Whetten & Cameron, 2016).

Ury (2013) discussed the importance of identifying a “3rd side” in every conflict.  He suggested that we, the community, are the 3rd side of most conflicts.  By identifying the 3rd side, and determining what is at stake, resolution can be accomplished.  As I was able to refocus on the organization as a whole (the community) and consider different aspects of the real problem, I was able to see what was really at stake, and what was best for the organization.

Intent on preventing this situation from reoccuring I decided to begin meeting with each group leader monthly to offer support and motivation, and to ensure that lines of communication always stay open.

References

Ury, W. (2013, August 18). The walk from "no" to "yes" [Video file]. Retrieved from https://ed.ted.com/lessons/the-walk-from-no-to-yes-william-ury

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

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Dan Ariely outlined what motivates us to work is a sense of purpose. Reflect on what motivates you at work and what gives you a sense of purpose. Why do you do what you do? What do you hope to achieve through your work? In considering how you are motivated, how can you discover not only your own personal fulfillment but that of your followers?



Dan Ariely (2013) indicated that in many jobs that become Sisyphean through repetition, it can be difficult to maintain focus on meaning.  Sisyphus was condemned by the gods to endlessly roll a large stone up to the top of hill, which would then roll back down to the bottom.  The idea was that there is no punishment worse than futile and meaningless labor (Homer & Mitchell, 2011).

Viktor Frankl (2006) said “Those who have a 'why' to live, can bear with almost any 'how.’”  This is just as true regarding our work as it is in other important areas of life.  When we understand the meaning behind what we do, it gives our work a greater purpose.

When people ask what I do for a living they are normally taken aback when I say that I am a helicopter pilot.  I commonly hear replies like “that is a cool job.”  However, my work can feel Sisyphean at times.  My job is to fly government inspectors out to oil platforms and rigs in the Gulf of Mexico.  Every day for me is the same; I get to work, check the weather, do a preflight inspection on my assigned helicopter, and then wait for the passengers to arrive.  When they arrive we load up and take off for a flight that lasts anywhere from 20 to 90 minutes.  I stay with the inspectors on the rig or platform while they are doing the inspection, and when they are done we fly back.  Although I really do enjoy flying, after doing the same thing year after year, it has become routine and monotonous.  I oftentimes struggle to identify the meaning.  In fact, that is one reason I decided to pursue a master’s degree; to give the time that I spend on the platforms waiting for my passengers more meaning.

Frankl identified three sources of authentic meaning: “creative values (i.e., ‘by doing or creating something’), experiential values (i.e., ‘by experiencing something or encountering someone’), and attitudinal values (i.e., ‘by choosing one’s attitude toward suffering’)” (as cited in Pattakos & Dundon, 2017).  I believe that I can find a deeper meaning to the work that I do in all three categories.  I derive great satisfaction through education and improving my abilities.  I have always placed high value on learning new things and continually refining my skills (last year my wife and I learned to scuba dive!).  As I make strides to improve my knowledge and ability as it applies to my work I can find authentic value in the creative realm.  As I experience the wonder of flight, the joy of soaring over the clouds, and the freedom it brings, it adds joy to my life and meaning to my work.  Interaction with my passengers, coworkers, and others is enjoyable and enriches my life.  Helping them become their best selves helps me to be better.  One area in which I can improve is in finding authentic meaning by choosing to always have a positive attitude despite repetition, monotony, the stress of the daily grind.  I have noticed at times that I have started to get negative about my work, dreading the beginning of the work week, and slogging through to the weekend.  As I have recognized this negativity and decided to take control of my attitude, and have consciously made an effort to improve, I have noticed greater satisfaction and enjoyment in my work.  In a way this is like the muscles that Sisyphus developed by constantly pushing on the rock.  I have become more aware of my attitude and developed an ability to control it.  A big part of maintaining a positive attitude is simply reminding myself that I have a great job that provides my family and I the things that we need.

As I recognize the meaning in the work that I do I am in a better position to help others recognize meaning for themselves.  In my position I am not able to influence the compensation or rewards that are given.  What I can do is help my coworkers and those I oversee recognize the intrinsic value and rewards of the job.  Intrinsic outcomes are those that are derived from successful job completion.  Some examples of intrinsic rewards are “sense of purpose, feelings of accomplishment, self-esteem, and the development of new skills” (Whetten & Cameron, 2016).  Helping those I oversee to feel satisfied in another safe flight, another mission accomplished, and another happy customer will help them have greater meaning in their work.
In my line of work I believe that the key is in attitude.  I believe that a negative attitude is very contagious.  It is very easy to adopt a negative attitude and allow minor annoyances to become major complaints.  Those major complaints become our focal point, and we lose sight of the good that comes with the job.  Helping my coworkers maintain focus on the positive aspects of our employment is essential to helping them find meaning in their work.

References

Ariely, D. (2013, April 10). What makes us feel good about our work? [Video file] https://youtu.be/5aH2Ppjpcho

Frankl, V. E. (2006). Man's search for meaning. Boston: Beacon Press.

Homer., & Mitchell, S. (2011). The Iliad (1st Free Press hardcover ed.). New York: Free Press.

Pattakos, A., & Dundon, E. (2017). Discovering meaning through the lens of work. Journal of Constructivist Psychology, 30(1), 42-49. 10.1080/10720537.2015.1119084

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

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wordpress.com/

Supportive Communication

Read the following excerpt from an e-mail sent by a CEO to 400 company managers at a high-technology company called Cerner. Reflect on the eight attributes of supportive communication and detail how you might apply those over the next 30 days in your job to avoid some of the problems associated with this communication.

“We are getting less than 40 hours of work from a large number of our K.C.-based EMPLOYEES. The parking lot is sparsely used at 8:00 A.M.; likewise at 5 P.M. As managers – you either do not know what your EMPLOYEES are doing, or you do not CARE. You have created expectations on the work effort that allowed this to happen inside Cerner, creating a very unhealthy environment. In either case, you have a problem and you will fix it or I will replace you. NEVER in my career have I allowed a team that worked for me to think they had a 40-hour job. I have allowed YOU to create a culture that is permitting this. NO LONGER.”

Whetten and Cameron (2016) argue that the “most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support.”  Developing relationships that build on these principles is foundational to the effective operation of any organization.  Without the smooth exchange of information and ideas, organizations lose the benefit of collaboration between managers, employees, customers, suppliers, and all other organizations and individuals involved.  Leaders need to ensure that they are fostering smooth communication, and never causing those lines to break down.

The email excerpt at the beginning of this post provides several examples of how to cause open communication to break down.

The language that the CEO chose to use was condescending and aggressive, which causes defensiveness.  “Defensiveness arises when a person feels threatened or punished by the communication” (Whetten & Cameron, 2016). The CEO has clearly threatened the managers of Cerner.  Using capital letters in an email is essentially the same as yelling. There are blatant threats, such as: “you will fix it or I will replace you,” and “NO LONGER.” A person’s natural reaction to this type of communication is to become defensive, and the focus is shifted from listening to defending.  Defensiveness inhibits an open flow of information and damages interpersonal relationships.

Because of the condescending nature of the CEO’s email, disconfirmation is also a likely result.  Disconfirmation is the “feeling resulting from communication that demeans or belittles the recipient and threatens his or her sense of self-worth” (Whetten & Cameron, 2016). I believe the natural reaction that most people would experience after reading the sample email would be to think that there is something wrong with the CEO; to think perhaps he is just having a bad day, or to completely lose respect for him, demean him, and hold him in disregard.

This CEO has provided a great example of how to erode relationships by communicating unsupportively.  There are many lessons that I can take from this example and apply to my own leadership opportunities.  

First, I believe in the importance of being personal with interpersonal relationships.  I prefer to speak with someone face to face if possible.  If that is impractical, a phone call is much better than a text or email.  The more personal the interaction, the better the exchange of information.  The more personal the interaction the easier it is to express what you are actually thinking and feeling.  In an impersonal email it is easy to allow unauthentic feeling and emotions get through.

The CEO made the problem personal by blaming and attacking, and using language that makes the managers of Cerner feel inept.  I can avoid this by ensuring that, when problems arise, I take the time and make the effort to objectively describe the problem and its consequences, not attack those involved.  He has also uses broad, sweeping statements, such as “you either don’t know what your EMPLOYEES are doing, or you do not CARE.”  A leader should “avoid extremes or absolutes” (Whetten & Cameron, 2016).  It is important to always use language to build up and edify.  Instead of resolving the problem, this CEO has created more by allowing lines of communication to decay.

Two specific areas where I can improve and become a more supportive communicator is by taking ownership of my statements, and in being a better listener.  At times, when I am relaying a message that I don’t agree with or I think that others will not readily accept, I fail to take ownership of the message.  In these situations I use language such as “management has asked that…” or “the handbook says that we have to…”  By using this kind of language I am causing a gap in interpersonal communication by depersonalizing the message.  I can improve these messages by saying “I believe that the handbook policy addressing this provides the answer…”  Reframing the message this way shows that I support the policies in the handbook, instead of separating myself from them.  

Whetten and Cameron (2016) say that “most people have underdeveloped listening skills.”  I believe that one of my biggest weaknesses with listening skills is that while I should be listening, I am constructing my response.  Covey (1989) said “Most people don’t listen with the intent to understand.  We listen with the intent to reply.”  Headlee (2016) suggested that we should avoid multitasking while listening.  Multitasking begins when we do anything in addition to listening.   As I recognize my tendency to do this I will be able to work towards overcoming it.  Just this week I have caught myself doing this a few different times, and have been able to refocus on what is being said.

As I apply the eight attributes of supportive communication I will be able to improve my communication skills, and “enhance feelings of trust, openness, and support” (Whetten & Cameron, 2016).

References

Covey, S. (1989). The seven habits of highly effective people. New York: Simon and Schuster.

Headlee, C. (2016). 10 ways to have a better conversation [Video File]. Retrieved from https://youtu.be/R1vskiVDwl4

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

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Pablo Picasso said that “every act of creation is, first of all, an act of destruction”. Consider this statement in light of constraints we place on ourselves in the workplace. What are some constraints that you need to destroy before you can engage in creative problem solving? Give an example of how a constraint you placed on yourself prevented you from solving a problem. Reflect on what you could have done differently and how you will prevent that constraint from limiting you in the future.

Constraint.  The word itself feels uncomfortable.  It evokes the thought of straightjackets, fetters, ropes, and chains.  Nobody in their right mind would put any of those on them self.  However, although we may not be inclined to put ourselves in physical constraints, everybody to some extend experiences constraints in the workplace.  Constraints are the factors that limit or restrict what a person can do (Spacey, 2016).  Constraints come in many forms: it could be a false deadline that we place on our self, it could be the feeling that management is not interested in hearing our ideas, or it could be the fear of failure which causes inaction.  

There have been numerous times that I have felt constrained because of my noninquisitiveness.  Whetton and Cameron (2016) say that noninquisitiveness occurs when “the inability to solve problems result from an unwillingness to ask questions, obtain information, or search for data.”  They also suggest that one reason for this is that “Individuals may think they will appear naive or ignorant if they question something” (Whetton & Cameron, 2016).  

I can remember experiencing this conceptual block on several occasions.  It has most frequently occured in a group setting; a training class, a group project, or a town hall type meeting.  In these settings a question has frequently come into my mind that I do not know the answer to.  It might be a question about a particular aircraft system during a training class, or it might be a question about a policy that seems unclear during a town hall meeting.  I rarely ask those questions in those settings because I don’t want to appear ignorant.  I have always valued intelligence and I take pride in the fact that I can solve problems and figure things out on my own.  However, as Whetton and Cameron (2016) suggest, I erroneously have thought that intelligence means knowing all the answers; it has never occurred to me it might have more to do with asking good questions.  If I had been able to overcome my pride and ask the questions, I would not have had to research the answers on my own.  I may also have been able to benefit from the combined creativity of the group instead of relying on my own problem-solving ability.

To prevent this from occurring in the future I need to remember that there are ways to ask a question without seeming unintelligent.  I have heard people frame their questions by saying something like “Pardon my ignorance but…” and then they ask the question.  This approach seems to disarm people and make even out of place questions more acceptable.  It is almost as though the questioner is saying “Sorry guys, I know I should have the answer to this but…”  I guess the old adage, “there is no such thing as a stupid question…” really applies to me in this situation.

Pablo Picasso said that “every act of creation is, first of all, an act of destruction.”  As I overcome my pride and recognize that even intelligent people ask good questions I will be able destroy this constraint of noninquisitiveness and slip out of the straightjacket, break free of the ropes, and break the chains that prevent me from being a better problem-solver.

References

Spacey, J. (2016, January 30). 19 types of project constraints. Retrieved from https://simplicable.com/new/project-constraint

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