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