Module 9 - Conclusion

My original definition of leadership is an action by a person or group of people to revolutionize change within parameters of practical circumstances to improve or transform into a new reality. Instead of identifying leadership as an action, I would refer to leadership as process a person or group of people establishes. Learning about the various theories of leadership helps me conceptualize leadership that involves fundamentals of context, self and others. Leaders must assess skills they believe are needed for effective leadership being that, the most important would be to engage with followers on the how they perceive their leadership and adjust as necessary. I think leaders should explore different leadership approaches to be a well versed to lead in any type of environment, seeing any obstacle from more than just their own perspective of leadership, to adapt to changes that may affect them personally and the organization. 

There is no universal definition of leadership, but, there must be common bound forged between leaders the signify concepts that could measure effective leadership, and performance success because of strong leadership. My own view of leadership prior to this class was that there were only two kinds of leadership approaches. The two were transactional and transformational leadership. Transactional leadership was the easy to comprehend since most businesses I support are all about, “did we make our numbers” and profits. You can’t help but to admire the business models of big corporations like Walmart and how their leadership models have changed as they expanded into other countries. Sometimes your organization model must prioritize factors that were otherwise not priorities at your home base, for example the problem based (PBL) learning the East Asia for Walmart to consider. 

The type of leader I aspire to be, is one that allows for growth of followers to exceed my own. I would like followers perceptions to be assessed periodically, engage follower’s to participate in the decision making process, be supportive and coach followers to factor in the external environment. My advice to followers as a leader would be to always investigate your own reasoning when making a decision, who it impacts, seeing from another perceptive and explain to someone else the process, in addition to how you came to the result. One of my weakness is not bragging enough about myself and work ethic when it comes time to brag during an interview or opportunity for promotions. I would like to advise others to practice finding a balance between humility and egoism.

When a new person joins the team, I try not to convince them of the way I view current work environment problems and process they are about to experience when learning a new job, just support them to learn as they practice, keeping them informed of standard operations, and sharing a few examples that have helped me. Sometimes, I noticed for some, my approach doesn’t work, as they need reassurance they are going in the right directions, with a select few who needs everything shown to them before they do anything. 

As I grow as a leader, I would like to express more frequently how I’m able to adjust my leadership approach for some follower’s to reach their goals, and lay out goals for the team to meet. I want to harness the power, to expand the thought that all followers can be leaders, to reach back to not expand on things others leaders have started and to not forget to share their lessons learned to those willing to lead after them.   

Module 7 - Inner Work

I think of my education as an opportunity to prepare for the real world. Practically speaking, we are in the real world, therefore, what is the real purpose? As my elder’s would say, “you must understand were you been to know where you are going”, and that’s concept of inner work, to determine what path to travel in life. Some people believe their path is already laid out, you just have to see it. While others think to do what you can now and somehow it all come together. My thoughts are that every person in the world has a purpose and question “Will they every find it or not”?

My thoughts expressed above has once changed, similar to literature on the purpose of higher education. Such occurrences or experiences have caused me to pause and evaluate ways to align with how I perceive myself. Schultz (2008) reflected in her research the purpose of higher education is to change one’s capital, as in chains their physical, economic, financial, social, cultural, human and/or intellectual capital (p. 69). Schultz (2008) touched on literature acknowledging  aim of colleges, including Harvard (1636), William and Mary (1693), and Yale (1701) was originally to educate the clergy. Columbia University's objectives in 1754 included the study of nature in relation to God, while Cambridge University was originally created to train clerks to serve the King of England (p. 68). When Bill George elaborated on what kind of inner work is needed for authentic leaders, I felt he was generally speaking of gaining self-awareness that I found interesting to react by saying “we all start somewhere, and usually it starts with our societal interactions”.  

I have read in popular media that the most influential childhood ages are between 3-7 years old. According to Piaget's theory of cognitive development, at the pre-operational stage (2-7), children gain knowledge through imaginary play (Ghazi, Khan, Shahzada, & Ullah. 2014, p. 71).. They try to use their senses and acquire opinion of other people (Ghazi et. al, 2014, p. 71), in addition to objective morality where the child’s sense of right and wrong (and the amount of guilt that comes with it) is determined by the amount of damage that has been done, not the intent or the motivation behind the action (Hurley, n.d, para. 5).

At ages 2-7, we start going down a path to become more self-aware but not ready to internalize the moral perspective. I learned at an early age, its not always good to follow the crowd. I almost got caught up enjoying something only because my friends enjoyed it. Every year, the 4th graders put on the Nutcracker, a annual even. Children are selected to be dance performers such as like bakers, arabian dancers, candy canes, sugar plum fairies etc. I was picked to be an arabian dancer like my friends, putting work into the moves, only to find out after a few rehearsals, they just wanted the role because of the outfits. I decided from then on any decisions I make to be committed to the entire role, not just a piece of it. I continued to grow, still following some of my friends but learning to internally process the reason for my participation, rather I ended up doing it or not. 

As I grew, I learned to communicate outwardly, leaning on my intuition, because during a high school field trip, following my peers off the bus in a line, I felt a sudden urge to stop, and when I did a bus moved right in front of me. I thought for a second, wow that could have gone differently as I happened to be moving from behind my bus view mirror before stopping. The teacher at the time was caught up in a conversation not looking my way, therefore, I was on my own. Just like an authentic leader, attributes and components focus on self awareness, self-efficacy. I’m a fan of borrowed experiences and what I mean by that is, I can take someones word about a situation to assess my decision without a physical experience. Borrowed experiences to me is honest feedback. 

I believe honest feedback can come from close family, friends or strangers. I rather feedback from a close family and friends because they know you longer, but I have noticed that I can tell a strange more, because you don’t have worry about them perceiving you differently being you just met them. Usually I exchange numbers with a few strangers depending on the conversation but as soon as we converse a few times after, then I don’t hear from them anymore. 

I typically recall stories with strangers that are significant because of shared experiences with  family I would bring them up in a story, as if we do know each other. When I express too much I offer some relational transparency, expressing real motives. 

Furthermore, I'm becoming more self-aware to be more authentic, exhibiting attributes of an authentic leader. It’s natural for me to gravitate to other leadership approaches but I feel more connected at this stage of my life to be more authentic, understanding my next steps in this life journey.  I have practiced approaches such as mediating to incorporate the inner work of internalizing moral perspective, balanced processing and self-awareness to enhanced my leadership abilities to be more transparent. Putting my inner work as a priority is easily said then done. It’s important to be consistent, and I lack the consistency at times because it’s encouraged in our society to show the work, rather than the inner work.

Ghazi, S. R., Khan, U. A., Shahzada, G., & Ullah, K. (2014). Formal operational stage of piaget's cognitive development theory: An implication in learning mathematics. Journal of Educational Research, 17(2), 71-84. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1786828918?accountid=27203

Hurley, A. (n.d.). Cognitive Development: Overview - Saylor. Retrieved September 25, 2016, from http://www.saylor.org/site/wp-content/uploads/2011/07/psych406-5.3.pdf

Schultz, J. L. (2008). Purpose of college: Integrative literature review. Research & Teaching in Developmental Education, 24(2), 68-76. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/217770583?accountid=27203

Module 6 - Leader from the Past

There is one leader who set my career path in motion. My third grade science teacher, Ms. Young, exhibited transformational leadership, helping me transform with a self determined sense of identity. She was more of an introvert intellect, confident about her style (natural not too flashy fashion) and joyful personality to teach others. At times, I would stay behind in her class to feed the animals, help post up artwork in the class, thinking I can’t wait until tomorrow.

She was nurturing, breaking us into small groups, engaging with the us, even taking out outside the classroom which to me was good enough because who wants to stay in one place for more than 3 hours. She was attentive to our needs taking time to review concepts that were challenging and then encouraging us to take the lead. For example, expanding our values at home, being open to exploring and learning nature to understand the impacts of nature. She gave us accolades for our work, something my parents till this day have saved my artwork no matter how bad or good it was since grade school.

She showed us the beauty of nature. I love the smell of the outdoors after the rain, and I’m not usually fearful of the bugs that come out afterwards. She communicated the expectations to the class, using emotional appeal of awe with tactical learning. Learning by practice gave me inspirational motivation to go forward to pursue further intellectual stimulation beyond her class. For example, I choose to making my final science project on the study of earthworms exchange of gas and longevity, combining what I learned from her class with the current teacher at the time. At one point, I wanted to be scientist because of all the knowledge gained from plants and species, I thought what a great way to spend your life studying your environment. 

I stuck more to the technical side of science, transitioning to engineering because more clubs/societies were created and combined together as science clubs. I was encourage to join because of my science teacher who created a supportive climate, engaging with my parents on my progress in the class and helping me recognize my potential much like another teacher later on. My 6th grade teacher,Ms. Harris, passed out a test for the class to complete about civilization through centuries. After grading, she passed them out visibility frustrated, and before handing me my test, she made an announcement to the class telling everyone I was only person to score 100. Talk about pressure and getting stares from friends, complementing me on my studies, and since then I can’t recall if I maintain satisfactory grades or not. 

Overall, I wanted to emulate Ms. Young, at one point I didn’t want to leave her class. She will always have great respect and credit to my educational development.

Module 5- Mid-Term Reflection

I interpret Talglam’s ideas that leading is about promoting develop. From the six theories discussed in the class, only two stand out that center around the development of follower, and those are path to goal theory and Leader Member Exchange (LMX). Neither of these theories I have heard of before taking the class. The other theories such as trait, skill, situational theory centers around the development of leader skills to assess and lead accordingly. With no doubt these conductors Talgam discusses have the skills to be in the podium, but the execution, in other words how their message gets across are different. 

Whalen (2007) stated, communication does not happy in your mind; it materialized in the other person mind (p. 13). I also recall about 55% of communication is through body language. Each conductors interpretation of how to lead was different with the first clip of the Vienna Philharmonic Orchestra, the conducts fingers were jiving with the movement of his wrist and a smile on his face.  When asking the audience about him Talgam (2009) stated he was happy and the important thing is this happiness does not come from only his own story and his joy of the music (03:16). Talgam (2009)  continued the joy is about enabling other people’s stories to be heard at the same time (03:16). 

Majuru & Grigore (2015) examined a comparatively analyze, at a distance of centuries, gestures and examples of good practice regarding the social mechanism by means of which a young person might be calibrated into a leader of his / her generation and presents several performance models that may contribute to the development of those leaders that society needs so much (p. 161).  Leaders can give anything up, but responsibility (Majuru & Grigore, 2015, p. 161). Talgam’s interpretation of the second conductor, Muti’s, style was commanding and a bit over clear. I interpret this as the directive style of leadership and when asked Muti, stated he is responsible for telling the only story to be told as he understands it. Furthermore, I believe as a leader its okay to be clear, but manage it enough to know at some point your vision can be reached but not in the way sometimes that is in your control. The LMX theory leadership making in three stages and it seems Muti and how others believed to be stuck in the stranger phase. Muti lacked opennesses, but had conscientiousness, two of the big five personalities from the trait approach. Leaders must acknowledge they receive knowledges as much as the followers are building up theirs and should leave some things for the follower to control so the leader can level up their knowledge. In my experience, I have seen leaders engage followers at the same time they are taking in new information. This is encouraging but at the same time the leaders momentum to lead slows to moderate neuroticism and then falls into delegating to a point the leader then moves into another role. I started to think about that as Talgam introduced the third conductor.

This conductor was intriguing because his concern was more about the ensemble listening to each other, and he conducts closing his eyes at times. Talgam then flashed back to the first conductor, Kleiber, with his bold moves, Talgam (2009) interpreting that he his opening a space for another layer of interpreting (12:49). He goes on further to talk about partner building. Muti was ask to resign do to the lack their of from his orchestras interpretation of them as partners but as instruments when they are much more. Leaders must acknowledge space for growth and error. I’m a strong believer in learning from mistakes and when Talgam played a few instances of the Kleiber eyes moved when a soloist didn’t perform as intended acknowledging authority still exist but not enough to make people partners. 

Kleiber not only creates a process, but also creates the conditions in the world which this process takes place (Talgam, 2009, 16:24).  There is no one universal process for effective leadership but I do interpret leadership as a partnership in ways that collaboration is key but when something goes wrong, there is someones everyone turns to for support. The last video had the conductor who closed in eyes folding his arms, at most over time I imagine leaders get to a point when they are just observing those they lead doing what they were taught effectively, that they are leaders in their own right. His face expressions were moving to the music, seeing the pleasant gestures of not lifting the baton, and the orchestra is telling the story. 

Talgam (2009) concluded doing without doing (19:01). In my opinion, most of Talgam's interpretation parallels with the theories mentioned above, and I learned leadership takes into account the behaviors of the follower, sensing what works and doesn't work for them. For example, with the orchestra being partners then just instruments. If they saw themselves as more then, they would shoot to be on the podium but they are find with spreading their passion and skills from where they are in the orchestra. Leadership is about considering not only what you are good at and effectively executing but acknowledging was does work for those following. 

Majuru, A., & Grigore, A. M. (2015). How to build a leader? Manager, 21(1), 161-169.

Talgam, I. (2009, July). Lead like the great conductors. Retrieved September 11, 2016, from http://www.ted.com/talks/itay_talgam_lead_like_the_great_conductors

Whalen, D. J., & Ricca, T. M. (2007). The professional communications toolkit. Thousand Oaks, CA: Sage Publications.

MSLD 511 - Module 4 Locus of Control

Followers with an internal locus of control believe that they are in charge of the events that occur in their life, whereas, those with an external locus of control believe that chance, fate or outside forces determine life events (Northouse, 2016, p. 119). I like to think of myself as having a balance of both internal and external locus of control, exhibiting both participative and directive styles of leadership. Completing the Rotter’s Locus of Control Scale Test, my score was 10, and as a result I have more of an internal locus of control. Reading some of the selections, I agreed wholeheartedly with, and others, I felt I had to close my eyes and pick. For example, I believe there is a connection between how I study and the grades I receive, versus saying I don’t know how teachers give out grades. It was difficult to choose most people don’t realize the extent which their lives are controlled by accidental happenings, when I believe, some people are just in the right place at the right time, in other words, luck does happen. 

Chen, Li, & Leung (2016) stated that general self-efficacy and internal locus of control are conceptually related as both reflect a positive belief about personal control over success. They are positively correlated and show positive effects on various desirable outcome (Chen, Li & Leung, 2016, p. 123). People high in internal locus of control believe that they themselves, rather than external factors such as their supervisors, are in control of their outcomes (Chen et al, 2016, p.125). Society as a whole, is taught memorable slogan’s like only you can stop wildfire? or you can make your dreams come true, in other words everything point to “you” as the individual where as, when in true reality its not just you, there should be some acknowledgement that there are external forces at work. When acknowledging the external environment, managers are able to influence organizational learning to change and adapt as needed. Complexity and great diversity in environmental factors, complicates the decision-making equation and removes certainty from making decision which is called uncertainty (Bahmani, Farhadpoor, & Hamidi, 2014, p. 2).Organizations both affect societies and their surroundings, and are affected by them (Bahmani et al,  2014, p. 2). 

Having a high internal locus of control gives us great confidence in ourselves to get to reach our goal, but in reality, motivation from others can encouraging because we can be indirectly effects by it, later to realize the importance of it . This can done through words, actions or more specifically when learning a new job. Chen et al, (2016), stated the provision of supportive supervision implies that supervisors play an important role in determining subordinate outcomes such as recognition, praise, and the amount of merit pay, which disconfirms internals’ belief in their control over personal outcomes (p. 125). Favorable external factors, such as charismatic leadership and leader consideration, show less positive effects and unfavorable external factors, such as organizational frustration, conflict, and work stress, show less negative effects on internals (Chen et al, 2016, p.125). Subordinates high in internal locus of control are less attentive to and receptive of their supervisors’ influence, rendering supervisor support less effective in elevating their intrinsic motivation (Chen et al, 2016, p.125).

The downfall of high internal locus control is lack of projecting that same level of responsibility put on yourself on others. In other words, this could add more stress and less support from others, if it not balanced out with external locus of control. The question would be how to balance and handle it, and depending on the situation that comes with those having high internal locus of control finding a way to build trust, that turns into loyalty that others will do treat them the way they would treat themselves. A sense of tranquility is needed to know when you can change things in life to make it better, and learn when to wait for something to happen to make it better, but always learn from when in both case there is a chance a happening to be worse than better, from your doing or others. 

Bahmani, Z., Farhadpoor, M. R., & Hamidi, M. (2014). Perception of the characteristics of external environment of organizations and its effect on managers' environmental scanning in using information resources. Library Philosophy and Practice, , 0_1.

Chen, T., Li, F., & Leung, K. (2016). When does supervisor support encourage innovative behavior? opposite moderating effects of general Self‐efficacy and internal locus of control. Personnel Psychology, 69(1), 123-158. doi:10.1111/peps.12104

MSLD 511 Module 3 - Directive and Supportive Behaviors

Northouse (2016) explained directive behaviors clarify, often with one-way communication, what is to be done, how it is to be done, and who is responsible for doing it (p. 94). I exhibit directive behaviors in two ways, currently training a new hire to perform specific roles I do, which are more investigative, and as a training coordinator.

The situational leadership model reminds us to treat each follower differently based on the goal at hand (Northouse, 2016, p. 99). I find it difficult to train 1 new employee, after successfully training 2, when all 3 started at the same time. I define the successful training of the 2 employees by their willingness to learn outside of the standard training forums, presenting new ideas, offering to simply work distribution, staying focused on one topic, then inquiring about things that seem ambiguous even to me, which unfortunately, I try to tackle to reduce the amount of ambiguity through training meetings. For example, finding inventory is not easy especially, when it didn’t arrive to its intended location. You have to know who to contact. For new hires to work unique situations and come out victorious without needing an outline of what to do, shows growth in development. 

It’s difficult to understand why this one person, shows initiative only after asking what to do, and how to do it almost every time. In my opinion, this person is disillusioned about the degree of complexity of the work involved, commenting after about the ease of doing it after being told how to do it. This particular thought of why is a criticism of the situational model because research is unable to explain decrease in commitment, and for me, I personally believe the commitment was never there. The reason is because this particular person had limited choices to pick this job, due to internal conflicts from their last job. For example, this worker fails to take notes, and ask questions after explanation was provided from more than one person. My recommendation would be to transition this one employee to another team doing more routine work, and less investigative work. 

As a training coordinator, I provide the latest information to team members such as, process changes and initiate team integration between different functional teams to make team members aware of task performed by other teams. The typical response from attendees is positive, attending when they can, open to new information and knowledge. I would say now about 40% (out of 20) of the team is made up of new members who started back 3 months ago. 

When middle management leads a meeting, the style of leadership is authority-compliance grid aiming for results and sharing information they believe is critical to the performance of the team, with minimal human elements. Usually, meetings are comprised of company wide information, in my opinion, could be distributed through a memo or email. 

My goal as a training coordinator  is for middle management to support training meetings from a task relationship, stimulating participation to support team uniformity. Uniformity, in this context, is to increase team members familiarity with the structure mechanics of the enterprise system used program wide, in addition to referencing newly designed a work instructions. Manufacturing companies have a set of standard codes or instructions written that employees are expected to follow, much like a code of ethics but ,for executing functions, especially when personnel roles are hourly versus salary. 

Currently, training meetings have shaped work instructions specifically designed for team members as a reference, to formalize and share in the future with the customer. As of today, I’m leading a working group to develop a handbook with less than 50 pages to highlight common processes.Unlike directive behaviors, supportive behaviors are centered around team member support valuing their inputs and development. 

Supportive behaviors involve two-way communication and response that show social and emotional support to others (Northouse, 2016, p. 94). Supportive behavior, from my experience, stems from showing compassion for others, at work and at home. Working with people can be difficult in that you always deal with people on some emotional level. 

A sign of frustration from a customer can provoke different reactions from different employees. My response to frustration has been to acknowledge what the employee has done, what they could still do and ways to inquire on how to improve in the future. At times, I succumb more into emotion, for instance on a  recent call with a customer, complaining about the delivery times of product, that likely hasn’t been processed through the proper channels, my co-worker couldn’t speak on the matter anymore, due to the limited time they have known about the concern. I gave a words of encouragement to my co-worker that the customer is unaware of the background work involved and ignore the negative comments. 

As a friend and child, I lean more towards supportive behavior to develop and maintain relationships with family and friends. I probe for details inspiring emotional conversation sharing my woes and listening to theirs, comforting one another. I engage with friends and family hearing their advice, choosing to adjust or not accordingly. For example, a family member quits her job with no other opportunities lined up, I would find a way to be supportive, even thought I won’t necessarily make the same move. The beauty of having a close network of friends and family, is that we share many things in common and tolerate the many differences that evolve our relationships.  However, I can’t always act on supportive behavior as a friend or child. For example, consulting friends through disappointments in life (low self-esteem) by communicating opportunities to be satisfied such as, leaving the house demanding time away from the source of pain or heartache. 

On a typical work day, I have control over day to day decisions with little management interaction, or involvement, unless I bring it to their attention or someone else. This supportive delegate environment has it’s strengths allowing those with high skill, experience and commitment to work at your own pace but it puts a strain on employees and management relationship. This weakens management interest in the type of work employees perform on a day to day basis. When issues involve management, management is not as familiar with the type of work each employee performs individually developing, evolve and retain talent. The art of delegation only goes so far, by experience as documented by Rohlander (1999) below. As a manager, you need to define the task you want to delegate and consider how much authority will be required to reach a desired goal (Rohlander, 1999, p.12). Then consider who will be the delegates (Rohlander, 1999, p.12). Once you have made your decision, announce the delegates’ new roles to their team members (Rohlander, 1999, p.12). The art of delegation works to the benefit of work given to managers but doesn’t work as smoothly as work comes from employees that require management support. For example, budget increases, risk employees identify in their day to day work the impact overall team goal. 

Furthermore, there is lack of desire from management to evolve employee careers due to high turnover every year losing about 20% of the current team members instead, managers check attendance and with general understanding of the team primary functions, as minimal as just know who is one what sub teams. I find it troubling for managers to ask season employees, “what do you do?”, which screams to me poor authentic leadership after working in the same location for 2 years. A balance of directive and supportive behaviors is necessary to develop effective leaders coupled with developing authentic leadership and employee engagement. 

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.

Rohlander, D. (1999). PEOPLE SKILLS: The art of delegation. Journal of Management in Engineering, 15(1), 12-13. doi:10.1061/(ASCE)0742-597X(1999)15:1(12)

MSLD 511 Module 2- Reflecting on Leadership Traits

Leaders in one situation may not necessarily be leaders in another situation (Northouse, 2016, p. 20). I can relate to this describing two different experiences as a leader of two separate events. I approached the first event much like Stogdill’s research approach, using a survey to asses the position of others before planning the event. I received overwhelming responses, exhibiting one trait, social interaction engaging across platforms of social media, email and telephone. The second event required in person support to share ideas dealing with a compressed timeline, I exhibited the drive to exercise initiative in social situations. Before going into detail about each event, and the outcome as a leader, Stogdill’s research on trait characteristics he found both in 1948 and 1974, were insight, responsibility, initiative, persistence, self-confidence and sociability. I believe each characteristic is important to my leadership style. My style is of open-ness to include various points of view, reviewing the situation at the end and aligning actions. I find insight is important to trust your initial thoughts at times, adjusting as needed to the methods of trial and error. I have strong beliefs that may intuition is usually spot on when is comes to assessing my surroundings that has saved me only a minutes later when revealed accurate. Intuitive decision making can help magnify issues, but a good leader knows emotions can sometimes prevent you from seeing a broader view. Nosich(2012) revealed that emotions give us data, for example sometimes people have a narrow view of rationality (p.15). Suppose that while walking through a neighborhood at dusk ,you becomes afraid you are in danger (Nosich, 2012, p. 15). If they cannot pinpoint what is damages about the situation, they draw conclusion that their fears are unfounded (Nosich, 2012, p. 15). I say that to say, insight is good to reason through why we feel a certain way, responsibility is good to own the results of our involvement, persistence is good to know whether or not continue working towards change or find another approach until we are satisfied, self-confidence having faith to exercise our power and sociability to be engaging to all to find their own ways to contribute. 

Based on Stogdill’s findings, my actions do align with traits mentioned above. For example, I decided to host of  my first high school reunion. I made it known the reasons why, persistence I would add was key because within the time span of 9 months, it was important to keep consistent communication. Getting closer to the event, I started to detract from self-confidence in pulling it off because grand plans of hosting at a hotel was downsized after the selection of the date, timing seemed to be off for potential attendees, despite the date being the top selection in the survey. I didn’t believe there could be any other way to pull it off without doing it one way. I consulted with my team for some insight and reviewed my own beliefs before the event. The event occurred as expected in fact some attended and others didn’t but unexpectedly it gave attendees something to aspire to attend events like this in the future to add to their list of social events. Once I decided on a end goal, it was much easier to lead others in a clear direction, the same can be said in a second situation when no one agreed to developing flyers or sign up roster through a webpage for an event, I assumed the role. I found a website designed two or three designs, then when presented I was confronted with policy guidelines what not to do. I started to pull back from responsibility acknowledging that I was unaware of the policy, and taped in to sociability discussing this over with a proper contacts, and discovering my limitations but another ability to take over a portion of the responsibility designing a sign in form. I exhibited initiative to transition the task to another more fitting for the task giving insight and that person nailed it. Afterwards, I was told I did a great job seeing the potential in another as they executed the job flawlessly. 

My leadership style were quite the same in both situations unique to specific traits, however, being able to work through leadership traits Stogdell (1948 and 1974) listed is something that takes me back to an arguerable similarity between a trait and a skill, that they can be developed. 

Nosich, G. M. (2012). Learning to think things through: A guide to critical thinking across the curriculum (4th edition). Boston, MA: Pearson.

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.

MSLD 511 Module 1- Leadership a Two Way Street

The summer after my second semester in college, I was asked by a leader to volunteer for a week grade school students who enrolled into an summer program. The program is apart of an outreach education initiative funded by the local community to give students the opportunity to grow their knowledge in math and science. I felt I was asked to be a apart of this initiative to be a indirect role model for students, most transiting from 5th to middle school. The person in charge of this initiative is leader in her own right because she asked for funding support from schools to encourage other leaders in political arena to support communities who are often over looked. I admire what she is able to bring to the community encouraging change, proper behavior, etc. Although I don't seem much of an influencer, she has told me how many time she is proud of me and I always say in the back of my mind, what for? As I explain to her my career aspirations, that is when she asked me to be apart of the camp to see a rising young professional. As I told her about my studies, she mentioned how discipline I was and applying that to mean something she can learn from when executing her vision. In addition, I have influence this leader by sharing my knowledge and being involved in programs similar to this initiative. This initiative falls under the Office of Community Outreach held at a well known church in my hometown community. The program mainly focuses on math and science skills coupled with life skills. 

Life skills is a topic of interest some continue to debate on whether they should be taught in school. For some the argument is that this will help reduce student debt solely focused on financial interest and for others, they want to see students be aware of these skills prior to entering as some call the real world capable of making decisions to curb trends that have appeared in the last decade, such as boomerang kids, or falling into a family history pattern. The World Health Organization (1994) reported that life skills are abilities for adaptive and positive behavior, that enable individuals to deal effectively with the demands and challenge of everyday life (para. 3).
Having an outreach initiative can enhance learning skills, and I remember during the program most students were happy to be away from home, whereas, I encourage them to be able to manage life ups and downs, through activities and games. I try to influence good will to others. 

As far as I can remember, during the summers in grade school, I became friends with someone in close relation to this leader while attending college sponsored summer programs. One important way I am and continue to be impacted by this leader is that no matter what may be going on personally the drive to ignite change in other is the primary motivation for this leader. Being that this leader has achieved things in life personally well simultaneously making life a little brighter for other is something I wish to posses one day, without sacrificing one for the other. I'm able to leader from her and vice a versa to inspire others to reach back to the community. Recently going back to my home town, this leader, Dr. Cole, has sponsored events encouraging major support from donor such as colleges, to put on art events for adults and kids alike to come together something that may be missing or would find difficult to participate in because of circumstances such as cost. This initiative reference above  was designed to help students improve their overall performance, guiding them to practice life skills such as handling conflicts, financial literacy and exposure to various art disciplines. I know one time I paid to learn CPR, something I said I will continue to educate myself in as I try to apply to be a member of the American Red Cross. If I want to improve and gain these skills, I also would like to see others improve at the same time. Leadership being a two way street is a peer mentor relationship, as the student becomes the teacher. Leaders should also be willing to divide their time to personally develop and develop others around them. An emerging leader should be motivated to lead not doesn't just lead when there is a clear need too.

Life skills education in schools. (1994). World Health Organization. Retrieved from http://www.asksource.info/pdf/31181_lifeskillsed_1994.pdf

Dimensions of Interactive Leadership

Denning (2011) examined leadership more directly in his final chapter stating explicating what king of leadership he discusses that has several dimensions (p. 236).

One dimension is the interactive leader worked with the world rather than against it (Denning, 2011, p. 236). The best visual of this concept is a practitioner of Judo, as Denning (2011) described someone who can overcome stronger adversaries by catalyzing and channeling his or her energy (p. 236). Second dimension is interactive leadership adds and subtracts elements from the leadership palette (Denning, 2011, p. 236). This is more reflective on interactive leadership going hand and hand with traditional management but as Denning (2011) stated subtractive by setting aside techniques of manipulation. Third dimension is interactive leadership builds on personal integrity and authenticity (Denning, 2011, p. 236). Values that reflect behavior become infectious. The last two are interactive leadership doesn't depend on the possession of hierarchical authority and benefits from a understanding of the different narrative patterns to get things done in the world (Denning, 2011, p. 237). 

Interactive leadership engages in active participation. These dimensions impact the way the future can be led as more leaders understand what it takes to be an interactive leader. 

             Working with the world rather than against it, means to me, to transform thinking and behavior to be congruent with passion to connect with others to do the same. For example, as a team leader in training, consistent training reviews are unfamiliar to working group, and rather than forcing it on them, work with them finding the source of reluctancy. Oftentimes, the controlling mode of management as described by Denning (2011) weakness is that it pursues its goal under the pretense of providing impregnable certainty and strength (p. 238), seen quite often as empty promises. But instead of stopping to have a conversation about it, connect the value and care to understand individual group struggles that relate to the entire group and work to unravel the frustrations applying training techniques and referencing resources for other to visit as needed. For future, I would take Ken Blanchard’s advice to review the change in an organization causing stress and that people would not hear the benefits of such change because they have concerns that are more important. Blanchard suggest sharing the information knowing you have concerns, hearing personal concerns, taking questions, and sharing how the change will be implement (00:54-1:50).

The dimension of interactive leadership not depending on hierarchy authority is something all leaders should remember that it goes beyond a title to be a leader.   

           Anderson & Anderson (2002) have their own thoughts in the published Beyond Change Management Book, stating to truly transform your organization, you must learn to transform your own mindset’ (Anderson & Anderson, 2002, para. 1). Who is to say every person hired by organization is not already a leader? Keeping an open mind about various forms of leadership styles, such a delegation, supportive and coaching motivate other leaders. Set aside ego, or accolades of what was already accomplished doesn’t help get us closure to accomplishing what could be in the future if we can’t leave what we did stay in the past (especially if it didn’t turn out the way we planned).  

          Reflecting on the past is great but it should’t be a template for the future. For example, when transferring the duties of elected official for an organization, my plan is be an interactive leader by encouraging free thought with known boundaries. Encouraging my successor that people in position both regionally and nationally actions are weighted the same as people in positions locally. To clarify, if you are not getting the support you need locally despite the discouragement, reach out to those nationality for assistance, giving a concrete example of when I questioned a regional official and consulted with national representative to get support to complete my tasks. I always say people in positions of influence are just like me, people, they just have an audience watching their every move, when I just have those who care about me check in with me from time to time. Having positive thoughts on how my ideas have power, regardless of hierarchy, then I can enlist the hierarchy for assistance or help change the hierarchy and if more people are able to see themselves as shareholders in every aspect of their life, it can reshape the future.

         As Denning (2011) stated a narrative depends on emotional intelligence to work to achieve practical outcomes. In the dimension of understanding different narrative patterns to get things is core of strong leadership to ignite a call to action and even a movement. In today’s society, complacency sometimes describe reality. Schlenker & Pontari (2001) stated excuses enjoy the reputation of being universally condemned while being universally used. Striving to go beyond one single narrative an example of perseverance understand various points of views.

         For example, when troubleshooting issues a work, my group is told to go through another group that filters for issues, and if they are able to solve, if not it gets elevated to the next group, who happens to be the process developers. They do not want employees to contact them directly however, I’m often faced with minimal detail or even dismissive claims from the group in between to get a well rounded answer (dissecting of the issue, potential solutions and ways to prevent it in the future). I’ve relied on personal contacts in the process developers group to review my issues as they are dismissed or single word answers such as to contact another group or ridicule for not taking the necessary steps to resolve myself. To submit it up the group in between, has a transactional leadership approach and most try to avoid them. But one case, I reached out to all my contact, followed their unhelpful advice to contact someone else, and still didn’t get any help. Calling my personal process developer contact, they suggested I write directly to them copying everyone who would normally be involved before contacting them. When I did, I got a response the same day that was satisfying clarifying the issue, with a solution. With limited time to diagnose the issue myself, it would have been tedious for me to see the issue outright because I needed to see it from another perspective to be effective and move along. Challenging the existing narrative I look forward to doing more in my personal life and professional life. In the future, understanding these dimensions will make me an effective transformational leader. 

Anderson, D., Anderson, L. A., & Books24x7, I. (2002). Beyond change management: Advanced strategies for today's transformational leaders (1. Aufl.;1; ed.). US: Pfeiffer.

Blanchard, Ken "Change Strategy" Ken Blanchard Companies  11 September, 2008. Retrieved from https:/www.youtube.com/watch?v=RmK6yY-ZfiE

 (Links to an external site.)

Denning, S. (2011). The Leader's Guide to Storytelling: Mastering the Art and Discipline of Business Narrative. San Francisco, CA: Jossey-Bass.

Schlenker, B. R., Pontari, B. A., & Christopher, A. N. (2001). Excuses and character: Personal and social implications of excuses. Personality and Social Psychology Review, 5(1), 15-32. doi:10.1207/S15327957PSPR0501_2

Stranger Maybe Danger in a single view

Most of us are taught at a young age not to speak to strangers or "Stranger Danger". As kids, we are sold this one single narrative that all strangers were to be avoided. One parent stated in her blog, “why I let my kids talk to strangers”, I'm saddened by my own inability to recognize the good in people around me and later stated she not suggesting have kids wander in the street, but I do try to allow him to greet the world with uncorrupted enthusiasm (para. 11). Without a doubt, there is danger in the world, but a fear of strangers is a danger in itself to personal development and growth.

Widdicks (2015) found research has shown that only about one-hundredth of one percent of child abductions occur at the hands of a strange (Widdicks, 2015, para. 12). r. For example, it is more likely that my son will be struck by lightning while talking to the fisherman in our neighborhood than to be kidnapped by him (Widdicks, 2015, para. 12). This unfortunate scenario to the one-hundredth does happen in the world today but for us to analyze how we can improve our connection with others we can first analyze what we say to ourselves. 

McKay, Davis & Fanning (2009), suggested to make a commitment to yourself to use descriptive rather than negative label in your internal monologues (p. 206). For example, I try to be more descriptive when someone as me to describe another person rather than defaulting to the common characteristics that could be anybody, such as black, white, short or tall, to challenge myself. I credit my parents for my approach when meeting strangers, and its not like they choose to meet them, its as if they are good neighbors. 

My mom recently taught during children’s church, defining a neighbor, a good samaritans and a christian. As a teacher for most of her life, the easy of conversation was natural, and event everywhere. We would go into a store and pasting by may be a young or old person and we happen to make eye contact with them, with an offer of a smile and greeting to say “how are you doing today”.

In my childhood, up to my adulthood now, I’ve been involved in activities were it was only natural to meet people to execute the activities, and depending on the mood, I would make a comedic expression or start off with making fun of myself and then asking basic questions about a person. 

I practice the art of conversation before asking information questions, lightly prying but not too much because the question is if I choose to see someone again, will the outcome be different? It’s easy for me to talk to a stranger because they don’t yet know me personally, and sometimes sharing information with them is easier than with those you’ve known for a while. 

I learned about myself over the years that I prefer to not work the room with a lots of people because I’m a bit shy. For example, family from up North were in a room, relaxing and talking about there family, they drove down with. 

I came in the room, said aloud “hey everyone”, and introduced myself, then 20 mins went by, I didn’t say a word, just gestured with a smile or laugh. This scene is all to familiar when I’m in a room with more than three people, I don’t really know too well. Reading McKay, Davis & Fanning (2009), I would have to say some of it comes from a concern of rejecting, my humor or my personality, I don’t really show my true colors until I’m comfortable, and I’m more comfortable as a friend instead of someone that is attracted to someone else. 

I recall a time, I was attracted to this athlete and my friends helped me get his number and then call him but opposite of what he said he would do, he never called me. I assumed it was me because I wasn’t an athlete, after weeks later he started dating another athlete. My friends confronted him a little but I was find with the conclusion that we will just never be around each other. To this day, I don’t really have high expectations meeting strangers, because I’m comfortable with the ones I have became friends in my life. One of my college friends told me “ I don’t need any more friends” in conversation. I thought thats absurd but now going on 3 years later I find myself saying the same thing as more distance grows between my friends and I, such as them having families, spending less time trying to come together as friends, priorities have shifted to surviving addressing their immediate needs. 

I look for ways to bring back the, “let’s hang out as friends” vibe despite the fact, we have personal relationships that flourish without our friends present. I must the abandon the attitude of not wanting friends, to just making contact with those around me, so that McKay, Davis & Fanning (2009), other will feel your genuine interest (p. 209). I want to be able to “work the room with ease” not concern whether I appear to be awkward or not around others, or accepting my personality. 

This is something kids in school struggle with on a daily basis to be accepted and it continues when they are looking for a job, managing their way through the atmosphere of gossip and work culture to try an fit in. People may get discouraged in an interview when told they don’t quite fit in, but as a leader mastering the art of conversation, you wouldn’t have to worry about fitting in, because you analyze and respond for everything to fit around you. This may sound selfish, but internalizing your thoughts will allow you to interpret them and overcome fears. For me, I’m not a very expressive person when it comes to my feelings about something or over affectionate, but I’m very expressive when it comes to sharing my thoughts about things such as incidents in popular media. I take a rationale approach to make such as I don’t see the need in killing animals when they are in their natural habitat, they are just trying to survive. In todays world, more people are avoiding strange suspicion behavior, and not too concerned about stranger as long as they appear to be doing the something similar to what they are doing, especially when trouble occurs the reaction you hear sometimes “they were just going to work”.  If we can reframe how we look at strangers, then we are able to change our approach and make contact with those who we don’t know until later may have a great impact in our lives. 

Analyzing your approach to make contact with others benefits you and the person you are approaching. If we are able to recognize the good in the midst of the inevitable that bad things (i.e death, lost of property, unexpected life alternating) may happen, we will try to improve our connections with others to emphasis the good (i.e new life, fresh start, on the path of making dreams a reality) and drown out the bad. The lessons I take from Making contact the others is reviewing what you say to yourself, reframing and planning rejection, and making a satisfying contact through the art of conversation using methods discussed in the text. I plan to offer past friends an opportunity to rekindle friendship, knowing that I will not get 100% support, build family relationships as many of those who retired seem to have the same thoughts to enjoy life, something I would hope other recognize while working night and day and meeting others without assuming a good conversation will not be the end result, including a new relationship. 

McKay, M., Davis, M., & Fanning, P. (2009). Messages, the communication book. Oakland, CA: New Harbinger Publications.

Widdicks, M. (2015). Why I let my kids talk to strangers. Washington: WP Company LLC d/b/a The Washington Post.

Adding a Story to a Presentation

A single idea is powerful as Duarte (2010) discussed in her presentation. She believes a presentation has the power to change the world when you communicate effectively through them (Duarte, 2010, 02:16). Thousands of years we are told stories, like Duarte (2010) story is ingested and recalled, get a physical react, however, when a presentation is told then it completely flatlines (03:30) and she explored the reason why. 

She touched some of her findings and quickly jumped on concluding her findings by saying Duarte (2010) the “audience is the hero of your idea”(04:32) and that you are the mentor which is the role of a presenter. The structure has three parts, Duarte (2010), likable hero who has a desire, encounter a roadblock, and emerge transformed (05:23). Then explained the five parts structure, exposition, rising action, climax, family action and unraveling or resolution (Duarte, 2010, 05:35). I recall back in grammar class, talking about the climax of a story. The structure she found to establish what it is and compare it to the future, making the gap as big as possible. Most of us, in my experience at work make that comparison due to problems encountered now explaining what it would be like in the future. For example, during attending a family reunion event, a website was presented, and the idea pitched to submit family photos to make a tree prior to the next reunion in 2 years. After a collage of previous photos were submitted, I was eager to become a part of organizing photos to submit, especially after creating an account earlier this year on ancestry.com. I shared this idea among friends and family but was hoping for a moment for it to matter and now through a presentation from other family members seems like, we all are on the same page. The more we know about one another the closer we can grow to learn and share what’s going. 

The middle of the structure goes back and forth, making the current situation unappealing to what the future could be. I would apply this by speaking to various family members having a goal every 3 months to complete one family at a time. I already started calling members not at the family reunion to give them the website to upload photos. I imagine having the oldest member of the family, magnifying their family then magnifying even more to the branches of their family. I envision a tree would come up behind the family photo, or structuring and hanging from the tree would be names. The design of course would have to be agreed on between those helping to create it but, my idea would be to have names added to the pictures through animation or changing the image. 

Adding variety to a presentation engages the audience, laughing and agreeing. I will try and do this more with training at work, getting more buy in from my peers after having a clear idea for clear execution. For example, the next training I would like to have is about Reports. Simple enough, reporting for what is something I plan to figure out in the next day or two. 

Modeling for the audience to get what the presenter whats to feel is is good technique and insert a story when something unexpected happens. Repetition is good and using metaphor, like the bad check reference Dr. King used at the end Duarte (2010) of the what is and then cashed that check, comparing what currently is to what could be (13:53). Connecting and resonating with the audience are important, something Duarte (2010) did at the end telling her life story that we can change and create. I have so many ideas, and given the amount of time, there are no excuses not to share them or make them reality, unless I don’t want too.

TEDTalks: Nancy Duarte--The danger of a single story[Motion picture on Online Video]. (2010). TED.

Discussion of a High Performer

As Denning (2011) described what sets apart a high performance teams is the degree of commitment members are to one another (p.141). High performance teams have the characteristics of effective communities, a web of affect relationships; a commitment to shared values, norms and meanings; a shared history and identity; and a relatively high level or responsiveness to members and the world (Denning, 2011, p. 141). Basics are required first to make a team, such as a goal and members. Shape expectations of those who use their inputs, rapidly adjust to shifting needs, grow stronger, growing individually, have interpersonal commitments, and as carry out work with shared passion (Denning, 2011, p. 304). 

I apply these characteristics through a group of about 6 people starting back in February, whose goal is to design a manual for a specific team.  The objective os high performance teams and effective comment need to be clear, compelling and flexible (Denning, 2011, p. 149). This working group is mainly comprised of member from that team and a few outside members. To actively shape inputs, we keep a draft uploaded for members to write their ideas after discussion. Usually in a meeting, I restate their thought, and ask a question and then get the team to agree with it or not, then move to the next section. Everyone is flexible and often shift when management questions the significance of the progress so far, and that is usually something the working group sees as out of scope. The shared passion is to gain more support and clearly identify the specific task the team is require and not required to do. This would help with some financial pressures, distribute workload effectively, drive the team toward a common business rhythm and creation of common process training references. 

We each grow individually by sharing knowledge between the smaller group factions, and have interpersonal commitment within those groups, with a goal. For example, one small group goal is to avoid having other teams track items we are responsible for delivering, as a supply operations team. To get to this goal, one thing to do is to spread the work out enough to show a constant pattern of support to discourage other groups from being involved. 

Shared values is important because it connects the group in the temporary time that we have to create something meaningful. Having an idea is powerful, and the will to educate others because work should be done accordingly for the customer. All of us in the group are forward thinkers, having an idea, writing it down and explaining it. Likewise, we have been in situation where it could have been different knowing what be may know now that some in the group has shared their thoughts. 

Eales-White (2012 discussed building a high performance team rapidly using these four key steps; create the right environment, promote group discovery, harness the power of the process and carry out a review (p.424). A statement used by most lean manufacturing lectures, is “is not the people, it’s the process”, and one thing the working group must work is harnessing the power the process for it to stick well beyond our careers. 

High performance teams, require a team of folks and the four patterns to working together; working group, teams, community and network. I recall being a part of a working group for a specific project that lasted for about 2 years, 1 year on my own and the other with a group. This group was responsible for monitoring delivered from the supplier to the main manufacturing assembly and then including me. Having a working group created visibly to the challenges, I had with the supplier and reacting to shifting concerns of the customer. The technology was not up to par and still is in work to find a way to capture shifting needs. Meetings were rarely called it was just including those to help prevent roadblocks to talk with the supplier and map out the progress of supplier deliveries. This project had an incentive to it and successfully completed accordingly to the customer’s needs. 

I recall being a part of a network with the help of Groupon. I would get up early in the morning to kick boxing lessons, and after a successful first session, I was cornered into getting a membership. I loved the refreshing smell of the summer mornings, and then being energized for work, after 2 more workouts but then nothing. I lost interest in the lessons and started to feel little stressed losing sleep. I call this a network because there were many locations to choose from, all though this was a new  facility, I didn’t have to do the same exercise. I didn’t form a connection with anyone, unlike my current exercise routine of attending a family recreation center every Wednesday now.

I paid my way out of this network, but I believe I could've internalized the value of my membership to explore my options before dissolving the network. I feel tough at the time to continue but let everything else discourage me from continuing, such as finances. The results would have been different if I just would have found the value in the other options, and felt trapped. Similar to a positive experience with working groups, if I had a presentation to convey a story of my challenges, I may have shown that I could meet the customers needs without much intervene. Because of the working group, a new team was created that is currently monitoring all activities with some pros but also cons because material must go through more hands causing delays. I find it hard now to get anyone to see how amazingly great I am at completing a project and therefore, gaining a promotion. I’ve seen others be successful off so something I was also apart of and only got recognition at the time of meeting the success, and I’m still trying to figure out how to become a legacy.  

Denning, S. (2011). The Leader's Guide to Storytelling: Mastering the Art and Discipline of Business Narrative. San Francisco, CA: Jossey-Bass.

Eales-White, R. (2012). Building high-performing teams rapidly. Industrial and Commercial Training, 44(7), 424-428. doi:10.1108/00197851211268018

Trust, Loyalty and Solidarity

           Denning (2011) discussed the three basic components of genuine ethical community has trust, loyalty and solidarity (p. 121). Trust, is the most basic quality, yet it has to be earned, and arguably some can say it can be learned. The company I currently work for trust the suppliers of raw materials deliver within negotiated contracts to the customer so the customer can plan schedules accordingly. For example, a pilot is scheduled to fly a mission on Monday but suddenly equipment failure occurs where they have to order new equipment and needs expedited shipment before flight on Monday, expects to get their order on time. The pilot trust that their needs are met. The business receiving the order must trust they put the right teams in position to deliver accordingly, and a system is set up properly for the business. 

          If organizations really mean to "empower" teams, they have to be willing to trust people and to treat them as partners in the business (Bergel, 1997, 207). Team-based systems imply that employees are trusted to manage some discrete piece of the business (Bergel, 1997, 209). Duties of work overlap, not evenly split between union and salary workers which can be the source for those to trust within their groups, meaning union workers trust unions workers. Trust and loyalty usually coincidence, and one author mentioned, one reason is that loyal consumers exist along a continuum from the ‘truly’ loyal person who is a heavy repeat user and expresses a strong attitudinal attachment to the good or service, through to people who express ‘latent’ ‘spurious’ and ultimately ‘low’ loyalty typified by weak attitudinal attachment and little repeat purchase propensity (McKercher, Denizci-Guillet & Ng, 2012, p. 708). The work ethic — a commitment to the value and importance of hard work—among potential employees has raised a public concerns for long time (Khuong, Linh & Duc, 2015). Khuong, et. al., 2015, described employee loyalty as the commitment employees have to the success of an organization, and the recognition that working for that organization is their best option (p. 160).

           

           My current organization encourages loyalty offering benefits to help employees with work life balance and develop relationships with employers. Development of loyalty could be more on the managers to dedicate more time to discuss career aspirations with employees. This can be done by managers being personally invested to not be reminded from a corporate level to discuss to evaluate employee performance. 

        

           Thinking of solidarity, it is first a fact, then a duty; a state of mind or feeling (that we may or may not feel) and only later a virtue, or rather a value (Moody & Achenbaum, 2014, p. 150).”Solidarity, then, means to feel oneself connected to a larger group (Moody & Achenbaum, 2014, p. 150). But the feeling itself is uncertain: "If solidarity is both community of interests (objective solidarity) and a recognition of these shared interests (subjective solidarity), it has value morally only to the extent that the interests also do, and it is rare that they do to any great extent (Moody & Achenbaum, 2014, p. 150). Based on this assessment, my current employer demonstrates this by being socially involved and encouraging employees to be involved, donating to charity from their salaries. Opportunities in solidarity can extent beyond giving back to charity and providing for employees in need but find a way to maintain business in house for employees, and evaluating strategic alliances to improve society. 

          Overall, communication of these values through the week, from leaders to employees and employees to suppliers and vice a versa can help align values of the organization and people. 

          

Bergel, G. (1997). What have we learned about trust from recent experiences with teaming and empowerment? Business & Professional Ethics Journal, 16(1-3), 205.

Khuong, M. N., Linh, V. A., & Duc, V. M. (2015). The effects of transformational and ethics-based leaderships on employee's loyalty towards marketing agencies in ho chi minh city, vietnam. International Journal of Innovation, Management and Technology, 6(3), 158-165. doi:http://dx.doi.org.ezproxy.libproxy.db.erau.edu/10.7763/IJIMT.2015.V6.595

McKercher, B., Denizci-Guillet, B., & Ng, E. (2011;2012;). Rethinking loyalty. Annals of Tourism Research, 39(2), 708. doi:10.1016/j.annals.2011.08.005

Moody, H. R., & Achenbaum, W. A. (2014). Solidarity, sustainability, stewardship: Ethics across generations. Interpretation, 68(2), 150-0_5. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1511966066?accountid=27203