A520.7.3.RB_SharpMelissa

Throughout this course, you will be asked to reflect on a set of questions presented and respond in a well-written post to your Reflection Blog. Do not simply list and answer the prompts. Instead, write your blog, incorporating your thoughts into your reflection. Make certain to incorporate your own experiences into your reflection.

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?

Throughout this course I have shared about my ERAU work experiences. As we have been talking about working as a community, conflict resolution, supportive communication, etc., I like to use the example of serving as a team member on ERAU's Training Employee Council (TEC). The function of the TEC is to build training material for new-hires and train new-hires. We finished building the curriculum around June 2017; we started training a month later. This was a huge task for all of us and we couldn't have done it without support from our superiors and one another. I knew I had the skills needed for my assignments, but I was scared; I was doing something I had never done. 

Would you like to know what scared me most as I worked with the TEC?  I was scared of how much they trusted me. I know that sounds really strange...let me explain. The TEC is comprised of several small teams who "own" a module for the Canvas-based training. The leader of my module would assign me with tasks that seemed too big for me; we were all working on these big, individual tasks. The module leader did not give me formatting instructions or anything, she left it all up to me; she and my team members trusted me. Sometimes I am the person who wants to know exactly how something should be done so that I can do it right. However, this project wasn't about getting it right, it was about creating something that none of us ever created. There was no guide that my module leader could give because we were all starting from scratch. Knowing that my team trusted me, even when I doubted myself, was empowering. I felt like I could work ambiguous assignments because I knew the expectation wasn't "do it right"; the expectation was, "bring your creation to the table and we will see how it fits our need". 

Whetten and Cameron's thoughts on empowerment accurately reflect how I feel when working with the TEC. For example, Whetten and Cameron (2016) noted that "empowered people have a sense that when they act, they can produce a result" ( p.370). Because I feel empowered by my team, I know that I can accomplish whatever task I'm given. Whetten and Cameron (2016) also noted that empowered people have a sense of meaning and trust. I agree with Whetten and Cameron because I experience meaning and trust as a member of the TEC. As TEC members, we believe in our mission (to effectively equip new ERAU employees through training) and we know that we cannot make this happen without one another.I used to prefer working independently because I didn't trust others to do their part; however, working with the TEC has shown me the benefit of working with an empowering, supportive team.

Although I am a campus leader, I do not have followers who report directly to me. However, as I continue growing as a leader, I know that I will have followers one day. As I lead my future-followers, I hope that I encourage them in the value of team work. Should I have a follower who is like I was (would rather work independently because of trust issues) as an empowering leader, I hope that I foster a trusting environment for that skeptical follower. I want an environment where both leaders and followers trust their teammates; I also hope that my followers will grow in confidence as they are empowered by me and others. 

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

A520.6.3.RB_SharpMelissa

First, view the video below. Then 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?

Since we have been talking about conflict resolution this week, I shared about a recent conflict I experienced; I shared it in my discussion post.

I am a part of a Christ-centered recovery group called Celebrate Recovery; not only am I a participant in this organization, I am also a volunteer-leader. As a part of the leadership team, I get to work with people who are in recovery; people who are my friends, and people who are volunteers just like me. I have been a volunteer-leader for three years and I really enjoy it. However, working with leaders whose leading-styles are different from mine has come with its challenges. Still, no matter the challenges, we work together for the good of our relationships and Celebrate Recovery. In the past, I used to allow issues to pill up before addressing them, however, I have come to realize the value of honest communication and gentle confrontation. So, when conflict arose within our group, I wanted to address it and not avoid it like I had done in the past.

I could easily say that the conflict was many different things, however, the overall issue was our lack of communication. I communicated to the team my honest thoughts. I explained that I felt like we were in a fading marriage, not a bad marriage. In a fading marriage, communication slowly stops and the things that were once important no longer matter. Like a fading marriage, our communication was fading; important details turned into afterthoughts; we were just getting by when we really needed to be present in our event planning. Things had gotten so bad that other Celebrate Recovery participants began to notice. Because I couldn't take it anymore, I asked for a meeting to discuss my concerns. When we had conflicts in the past, several people would speak at once because everyone was so passionate about their view. Therefore, this time I asked that the group listen while I share and then I opened the floor for feedback. Honestly, I did not know how it was going to go. I didn't know if others would take offense or become defensive; I didn't know if I'd be criticized for voicing my honest, but hard, thoughts; I was afraid. 

As I think back on that situation, I realize that I had nothing to fear. It is as though I forgot that I was in the presence of people who love and respect me. I shouldn't have been surprised to hear that they felt the same feelings, they just hadn't voiced them. In this case, conflict resolution was positive because all parties involved were able to admit that there was a problem. William Ury (2010) noted that it is easy to lose prospective when in the middle of conflict; I agree. Our words hold so much weight that in the mist of arguing, we forget just how impacting our words are. I am thankful that in the case of conflict resolution with my volunteer-leaders, the words that we spoke over one another were seasoned in grace and understanding. 

If I had to go through this situation again, I believe I would handle it the same way. I was not rash in my actions; I prayed before speaking; my words were not spoken out of meanness; my motivation was not character assassination. Our conflict was birthed out of ineffective communication and communicating this issue to my team proved to be the best decision. Therefore, I would not change anything about my approach. If I had to make any changes it would be to address the issues sooner and without fear. 

https://www.youtube.com/watch?v=Hc6yi_FtoNo&feature=youtu.be

A520.5.3.RB_SharpMelissa

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?

In this week’s discussion board, we spoke in great detail about incentives and motivation. I mentioned that my organization is not a tangible-incentives-focused culture. The reason I added the word tangible is because I believe that intangible incentives drive us to do the work that we do. It should be understood that everyone is not motivated by these intangible incentives but many are. When I think of the intangible incentives offered at my company, I think of things like public recognition, increased responsibility, and appreciation. Sometimes when I speak about Embry-Riddle I fear that I make it sound like a flawless organization where no discontent employee exists; however, that is not the case; discontent people are in every organization. ERAU is not a perfect organization and our supervisors are not always on target. Still, with the occasional frustrations, uncomfortable conversations, annoyances, and challenges, working at ERAU has been one of the best work experiences I have ever had. I feel valued and supported; I feel like my voice matters; I feel like my best interest is considered; I feel motivated to work hard because I feel a sense of purpose everyday.

Like many in the world, I love the weekend; I love having time to rest, hangout, catch up on life, and sleep! When the weekend is over, I don’t miss it because I dread going to work on Monday, I only miss it because of the reasons I described. I actually look forward to going to work because I truly feel a sense of purpose. I love helping students figure out their academic goals; I love watching their eyes light up when we discuss their degree program and their future. I look forward to counseling my students so that they are well-informed and well-prepared. I love the kindness that I can bring to them, especially when they are having a hard time. For example, approximately two years ago I was able to let a student talk about the loss of his son and how his son’s death was negatively impacting his academic-drive; my student wanted to give up. I love that I was able to listen and encourage him to take his time coming back to school; I also let him know that he had my support no matter his decision. It fills me with such joy to say that this same student is almost degree-complete; though it was a challenge, he did not give up and I got to be there for him! This is just one student's story; I have so many more stories that I could share! So, if you want to know what motivates me, it’s every student that I get to serve.

I am motivated by serving others; I am motivated by the support and respect I receive from my students, colleagues, and supervisors, and I am motivated because I get to use my gifts doing a job that I love. Over the last few years I have come to learn what motivates me, therefore, it is easy for me to communicate my motivation. However, when I begin managing others, I think that it will be important for me to know what motivates them. Therefore, in order to know what motivates my followers, I need to observe them and have a conversation with them about their motivations. If I know what motivates my followers, I can offer guidance in their weaknesses and support their strengths. I also think that I would need to acknowledge their efforts. Dan Ariely (2013) said that ignoring others’ performance is like shredding their efforts in front of their face. Thus, if I am going to discover what motivates my followers, I need to pay attention to their efforts. I would communicate what motivates me in hopes that my followers would be motivated and that they would truly take the time to consider what drives them to do their work. 

https://www.youtube.com/watch?v=5aH2Ppjpcho&feature=youtu.be

A520.4.3.RB_SharpMelissa

Throughout this course, you will be asked to reflect on a set of questions presented and respond in a well-written post to your Reflection Blog. Do not simply list and answer the prompts. Instead, write your blog, incorporating your thoughts into your reflection. Make certain to incorporate your own experiences into your reflection.

This exercise will give you practice in identifying obstacles to effective interpersonal communication and applying principles of supportive communication. For some of you, you may have little experience distinguishing between defensiveness and disconfirmation. In addition, you may have little experience putting into practice the eight attributes of supportive communications. This exercise will address both. 

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.”

First of all, the CEO’s e-mail is incredibly accusatory. I cannot speak for others but I know that it is difficult for me to accept messages that are accusatory in nature. When I feel that I am being attacked, I become defensive. Whetten and Cameron (2016) identify defensiveness as a major communication barrier in which individuals become agitated and feel threatened and punished by the communication. If I received this e-mail from my CEO, I would feel defensive, disrespected, and belittled. The language of this e-mail is filled with anger, accusation, and distance. In receiving this e-mail, I would automatically assume that the sender does not care about me or any of the other recipients.

The CEO’s mean-speech is definitely evaluation communication. According to Whetten and Cameron (2016), "evaluative communication makes a judgement or places a label on other individuals or on their behavior" (p. 198). Statements such as "you are incapable" or "you messed it up" are often used in evaluation communication (Whetten and Cameron, 2016).In reviewing the CEO's e-mail, we can see that his communication style is not supportive because his language is filled with evaluative communication. 

The CEO's e-mail also focuses more on his managers than it does on the problem; therefore, this CEO is exhibiting person-oriented communication. Person-oriented communication is taking place when the characteristics of the individual are the focus and not the problem (Whetten and Cameron, 2016). When a person’s character becomes the focus (when it has no right to be the focus), the accuser's actions are a form of character assassination. If the CEO’s e-mail was sent to me, I would feel like my character was being unjustly scrutinized; I would have a hard time listening to the CEO’s feedback; I would also have a hard time trusting him.

In supportive communication, “you statements” are not used. “You statements” focus on a person whereas problem-focused statements address the problem and not a person’s character. In the next 30 days I want to monitor my communication as it relates to Whetten and Cameron’s (2016) eight attributes of supportive communication (p.194). I want to make sure my words are descriptive and not evaluative, in that, I want to explain incidences without telling a person they are wrong for their actions (Whetten, 2016). At the same time, I want to be honest without watering-down the truth. I appreciate that Whetten and Cameron (2016) noted that supportive communication's goal is not merely to be liked by other people or to be judged to be a nice person, nor is it used to produce social acceptance; supportive communication is about solving problems faster; supportive communication means less conflict and more understanding; finally, environments with supportive communication can experience higher rates of productivity.

So that I hold myself accountable to monitoring my communication in relation to the eight attributes of supportive communication, I am going to type the attributes out and tape them on the wall by my office desk. In addition to paying attention to the way I communicate, I am going to ask my friends and family about my communication style and welcome the feedback!

As I stated in this week’s discussion response, I love all things communication because I love learning about the most effective communication techniques. Because I believe in the power of clear communication, I am excited to try this 30-day exercise so that I am better at what I love!

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