A640.9.2.RB_MedleyKim Leadership: Difficulties and Rewards

            Leadership; what does it actually mean? To the lay person, a leader takes charge. He or she rallies his or her followers. How many of us recall a scene from a movie that was truly inspirational, wherein the leader delivered a memorable line or speech? Remember, “Let’s win one for the Gipper”? How about, “All we have to fear, is fear itself”? These are the leaders and the words that reach a level whereby national attention is garnered, either through the silver screen, radio fireside chats, or Congressional addresses. Yet, within each community across this country, there are those leaders who wake up every morning and ask, what can I do to make a difference? Whether the difference sought is in the lives of employees, those living outside the community, or the community as a whole; leadership occurs every day and this project helped me to appreciate both the difficulties and rewards that come with the territory.

            I volunteered for Team Feed Flagler. This group was formed six years ago in response to families who could not afford to keep the water turned on at their home; let alone pay for a Thanksgiving Dinner. A former county commissioner organized the first event within a two week time frame; and, using two locations and $2500, managed to provide hot meals to the needy on Thanksgiving Day. At one point, eleven locations had been designated as hot meal sites; however, logistics were such hot food could not be adequately delivered to all sites, so, the total number of locations providing dinners was trimmed to four. In order to compensate, boxed-meals were developed. A frozen turkey, along with canned corn, green beans, peas, cranberry sauce, boxed stuffing and potatoes, and gravy provided homeless and needy families with groceries so they could prepare their own dinner. Last year’s boxed-meals totaled a little over 500; this year, 752 were distributed; although more than a 1,000 requests had been received.

            Volunteering provided benefits in a two-fold manner. First, there was an overwhelming sense of accomplishment and satisfaction of knowing a few short hours would help so many families. A dinner, often taken for granted by many to the point where some families no longer gather together, consisting of such minimalist items would provide not only nourishment; but, warmth, too. The second benefit was the ability to observe leadership in action. I wasn’t reading about skills, traits, styles, and theories; I was witnessing it. Leadership is not a perfect paradigm. Leaders are human beings and by history are flawed. The outreach for monetary contributions was a success. More than $20,000 was raised. Volunteers worked so diligently on the first day; a full second day was not necessary. The community gave when asked. Chicks with Cans collected more than 10,000 pounds of food, enough to fill 752 boxes and the shelves of the food pantries. Yet, more than 200 families had to be scratched off lists at the last minute and churches were scrambling to find creative solutions. The leader, although he had been present and engaged throughout, along with the second in command, were absent from the last meeting prior to hot meal and boxed-meal distribution days. I will never know if their presence could have led to phone calls, or instructions that would have allowed for the creation of more boxed-meals.

            There are some areas where I believe the incorporation of technology would allow for larger contributions and a better way to organize the lists of those who need food, so that final deletions can be averted. There will be a post-event meeting in January, and I will present my observations. Regardless of the concerns I observed, more than 1500 were served either a hot meal, or given a boxed-meal. That in and of itself is a testament to Team Feed Flagler and its mission of bringing Thanksgiving Day Dinner to a community that has suffered throughout the economic downturn. Commissioner Nate McLaughlin was this year’s leader. I have seen his servant leadership qualities before and he brought those to Team Feed Flagler. A county team, consisting of those from County Administration, and the local area churches demonstrate two entities such as government and religious institutions can come together to make a difference in the community. Commissioner McLaughlin’s style, along with other on the team, did rally the outside vendors and volunteers in a manner that impacted the lives of many. My criticisms are minimal. The benefits from having the opportunity to not only volunteer; but, to observe leadership and all it entails, are ones that will last a lifetime. 

A640.8.2.RB_MedleyKim - 9 to 5

            In the video presentation, “Why We Have Too Few Women Leaders”, Facebook COO, Sheryl Sandberg, proffers reasons including self-talk and words shared with others (TEDWomen, 2010). She makes mention of a few other topics, like training programs, mentoring, and flex-time; but, does not provide an in-depth discussion. The subject of flex-time caught my attention and caused me to remember the film, 9 to 5, starring Lily Tomlin, Dolly Parton, and Jane Fonda. This was the first time I had heard of flex-time.

            Violet, Tomlin’s character, implemented many new and innovative policies in the absence of the male boss, played by Dabney Coleman; one of which was flex-time. At the end of the film, you can see the two female employees, who benefit from flex-time. So, as Sandberg discussed facts such as one-third of married senior managers are women with children; and that women are dropping out of the work force, often times to have children, it seemed to me flex-time would be a reasonable response if the goal is to keep women at the table (TED Women, 2012).

            In an article titled, “(Flex) Time is Money”, by Barney Olmsted (1987), companies such as Levi Strauss, Wells Fargo, and Apple employed workers who shared jobs, the essence of flex-time. What is flex-time? It is the term given to flexible work schedules that allow for staggering beginning and ending work times while still maintaining a standard forty-hour work week (Olmsted, 1987). The article coincides with the time-frame of 9 to 5. Employers were looking for ways to offer flexibility with scheduling and manage time in a more efficient manner (Olmsted, 1987). Those behind the movement are the baby boomers, who, unlike the generations before them, want more time for family and more choices for how they spend their time (Olmsted, 1987). Given the information put forth by Sandberg, wherein women are often face with choices between family and career, or having to care for elderly parents, it stands to reason women would support flex-time, since the vast majority of women working outside of the home have a child younger than age one, or provide a minimum of at least ten hours per week for elderly care (Olmsted, 1987; TEDWomen, 2012). Flex-time also helps address the dislocation that occurs when women exit the workforce because of children and/or care for aging parents, as women are able to maintain their employability, while providing care (Olmsted, 1987). Olmsted provided information relevant in 1987, is it still relevant today?

            By 1998, a survey of 1700 employees, the results of which are discussed by Luke (1998) in an article titled, “Employees thrive on flex-time”, found that flex-time relieved stress, helped increase productivity, and pleased both bosses and babies. According to Luke (1998), flex-time was not a barrier to promotions and of those surveyed, 78% of workers and 90% managers said promotion chances were the same or improved. The Detroit News published a story by Steve Pardo (2002) that chronicles John Conley and his Brighton, Ohio vehicle rental service. Conley employs ten people where some work ten hour shifts, based on their lifestyles (Pardo, 2002). In a survey conducted by the Brighton and Howell Chambers of Commerce, asking employees what they found important, flex-time was found at the top of their list (Pardo, 2002). The key is for employers to reject the rigidity of a forty-hour, nine to five, work week, and begin to embrace the different options of flex-time (Pardo, 2002). A person in need of flex-time, who also coaches a team sport, may bring leadership qualities and skills to a shared job (Pardo, 2002). Working mothers are master multi-taskers; and, that experience travels with them (Pardo, 2002).

            Speaking from experience, I wish flex-time had been option when my older children were younger. The closest I came was an early Friday; we got off of work at 1 o’clock on Friday afternoons. It was great. I could be home to meet the children from school. We could plan outings. As a woman, it was hard when the kids got sick. My first job is that of a mom; yet, I knew others counted on me, too. A nine to five day left me rushing home in time to grab dinner and get the kids to either baseball or cheerleading practice. There were days I met myself coming a going on the roadways. By the time the kids were put to bed and chores around the house were done, my day would end with putting myself to be, only to get up the next day and do it all over again. I can see why women would choose to leave the workplace, raise the kids, and then return. I can also see Sandberg’s point as to what women lose when they take that route. Look at the skill sets that either change or become rusty. I think Lily, Dolly, and Jane had the right idea and why In enjoyed researching flex-time. Working 9 to 5 is not the best way to make a living. 

A640.7.3.RB_MedleyKim_Grandfather and a Hershey Bar

            After reading the article, “How to Answer Case Study Questions”, I find the recommendations are not that different from what I do, and have been doing, on a regular basis. King (n.d.) outlines six basic steps consisting of: finding practice tests and completing them to become more familiar with the case study, relaxing the day of the test, reading and listening for the topic sentence in order to provide the best possible answer, focusing on the overall meaning of the case and scope of the issue, imagining and visualizing the problem and scenario, and slowing down. With the exception of the first two, which do not apply as I am not prepping for a test, the remaining four are steps I am currently taking as I prepare to write my Service-Learning Project.

            The first two steps, finding practice tests, and the relaxing the day of a test, have been a part of my study habit since high school. It became a crystal-clear method when I took my driver’s license test. I had taken it once before. My father drove me to the driver’s license office. I passed the written segment; it was the driving test that was my downfall. I had a car without power steering and the three-point turn became a five-point nightmare. Needless to say, I was devastated. It was my grandfather who drove me to my second test. He never once mentioned the test. He stopped at the local Handy-Way convenience store and bought me a Hershey bar. He had completely managed to get my mind off of the test so that when the three-point turn presented again; I was able to master it. Since that time, the day of a test begins with a relaxation routine that always includes a Hershey bar. As I begin to gather my thoughts for the final paper, I find myself focusing on the third point, answering the question that is being asked.

            I have read the instructions and prompts for the Service-Learning project; today, I re-read it and began to underline the key areas of analysis that are to be included. I underlined key concepts and topics that are to be in the final paper. I have also started re-reading my journal entries as this will help me to remember and organize my thoughts. After identifying major elements, I then follow those points outlined in number four, focusing on what the study question means. In other words, what is the extent of the case study and the problems presented, and, do I understand the nature of the study? In order to have a clear understanding, I sent my instructor an e-mail so I would know the format to be followed. 

            As I have stated before, I am a visual person. I do quite a bit of imagining and visualizing. I try to put myself in the described situation and ask myself what I would do in that situation. It has led to quite a few conversations I have with myself; ones wherein I answer myself, too. This process reminds me of the episode of The Big Bang Theory wherein Sheldon Cooper is perplexed by a string theory problem. He eventually takes a job as a waiter to get his mind off of the problem at hand. His answer becomes clear after he drops a tray of dishes and sees the answer in his mind. By walking away, or by performing some other chore, like laundry, my mind focuses on something else; but, the wheels continue to turn in the background. That is usually when ideas come to me and I quickly jot them down. This process also helps me with King’s (n.d.) final point, slowing down. Many times I am not certain how to address a prompt; so, diversion allows me time to think and come back with a cleared mind. Shopping is another method I use when I am working on a project. Even if I do not buy something, the break away from the project at hand allows me to slow down. 

            For me, all of King’s (n.d.) points hold validity as they make sense. They are applicable to any class or case going forward; and they are very much a part of my own routine. Practice tests take the mystery out of test taking and help me to be better prepared. I am constantly re-reading and going in search of other sources that will help me have a better understanding of the entire problem that is before me. I imagine the scenario and try to put myself in the situation. I slow down. It is amazing what happens when you allow yourself to walk away and breathe. Finally, I have never tested well when I am a ball of nerves. I am forever grateful to my grandfather who first taught me the art of relaxation before any type of test. I honor his memory and the lessons learned each time I have coffee and a Hershey bar before a test. 

A640.6.5.RB_MedleyKim_Trusting Ferguson Is Not A Manipulation

            For more than a week, I have watched the media coverage of the grand jury’s decision in the Ferguson, Missouri case, wherein a police officer faced, and later exercised, the decision of the use of deadly force in order to subdue a suspect in a robbery. Had the story been portrayed with this generic approach, in all likelihood none of us would have any interest in the story; much less know the location of Ferguson. Unfortunately, manipulation has been used almost from the very beginning to fan the flames of racism and social injustice; thereby forming a narrative through which the current leader of the free world, President Obama, can tell a story.

            According to the proponents of authentic leadership, Wong and Cummings (2009), “honesty, integrity, and high ethical standards” are the fundamental principles of a leadership style that came about as a response to the many ethical scandals that captured headline after headline for the past decade (as cited in Earnhardt, 2014; Rowe & Guerrero, 2013). The escapades of Enron and Martha Stewart had left a bad taste in the mouths of many; leading to vocal cries for more trustworthy and genuine leaders. As with any force for good, there is an equal force for bad, the dark side. Critics of authentic leadership recognize this and see this style as offering many the opportunities to inspire followers through manipulation and deceit, rather than through ethics and truth (Earnhardt, 2013). As I began to read and research, in order to respond to this week’s moment for reflection, the story coming from Ferguson, and more importantly from the President, helped with my understanding of the two statements regarding trust and manipulation.

            Leadership, overall, is a process that takes place between leaders and followers such that the leader influences a group of people in order to reach a common goal (Rowe & Guerrero, 2013). The trust camp is captured by DuBrin (2010), “authenticity is about being genuine and honest about your personality, values and beliefs as well as having integrity” (as cited in Rowe & Guerrero, 2013, p. 299). Note the genuineness and the honesty are about the leader’s values and beliefs; not the situation facing the followers. Proponents believe the authenticity demanded by the masses in the wake of the unethical practices that came to light through a voracious news media is represented by leaders that are trustworthy, transparent, and trying to do what is right (Rowe & Guerrero, 2013). Their honesty is so refreshing and uplifting, and such a one-eighty from the practices of Enron’s executives, followers trust, are influenced, and work with the leader to achieve the common goal. By using the Ferguson news as an example; authentic leadership came from the members of the grand jury. Although the story began in August of 2014, with the robbery committed by Michael Brown and the subsequent shooting by Officer Wilson, which led to Brown’s death, the two paths of authentic leadership came with the announcement on Monday, November 24, 2014.

            My husband and I had been watching FOX News, as we typically do. News media outlets, radio, television, and Internet, had been anticipating a decision from the grand jury for about a week and a half. I remember the breaking news when the Governor of Missouri had activated the state’s National Guard, in anticipation of the decision, presumably as a way to prevent a repeat of the violence that took place in August. Prior to the grand jury’s decision, many media organizations had reported that Officer Wilson had engaged in racial profiling; and, while confronting Michael Brown, Brown had raised his hands up, in a surrendering fashion, and, Wilson, in an act of aggression against a black youth, shot Brown in an execution style manner. I also remember other commentators, specifically Limbaugh and Hannity, cautioning with regards to a rush to judgment and challenging reporters to report facts. If only the trust side of authentic leadership had been followed, by both the media and the President; perhaps Ferguson businesses would still be standing.

            The grand jury returned a decision of no bill; a decision not to indict Officer Wilson. Having been a member of the Flagler County Grand Jury, I understood the task those twelve people undertook. They were not chosen for this specific case. Like most grand juries, they were selected in advance. I know here in Flagler, jurors serve for a term of one year. I did not agree with the judge’s decision to release the demographics of the jury, 9 white and 3 blacks, as I believe this would only add to the manipulation of the storytellers. The prosecutor did not ask for a specific rendering. He had his team present all of the evidence and witnesses and gave the grand jury five separate options, should they find some level calling for an indictment against Wilson. I know the threshold for a grand jury to return an indictment is much lower than that of a trail jury to find beyond a reasonable doubt; so, when the final decision was announced, my first reaction was the evidence presented overwhelmingly refuted the narrative, and the story, that had been developed and told since August.

            I remembered the statement made by Obama, while he was vacationing in Martha’s Vineyard in August. I went back and watched it again. Having read Auvinen, Lämsä, Sintonen, and Takala (2013) and their definition of manipulation “a way of exerting influence in which the target does not know that she or he has been influenced”, I could begin to see why critics are concerned with the dark side of authentic leadership (p. 416). According to Dick (1978):

               The basic tool for the manipulation of reality is the manipulation of words. If you

               can control the meaning of words, you can control the people who must use the

               words (as cited in Auvinen et al., 2013, p. 416).

Although the storytelling, a critical element for manipulation and subsequent deceit of followers, began in Ferguson, with Brown’s accomplice and his reports of Brown’s ‘hands up, don’t shoot’ attempt to surrender, the tale continued from the pulpit of the President. First, the President chose to comment on the shooting at the same time he was updating Americans about the actions of ISIS against Christians trapped on a mountain top. He further embellished by saying this [the Ferguson unrest] all started with the loss of a young, eighteen year old, with parents who will never be able to hold their child again. It was not until the detailed reporting, post grand jury decision, that I learned just how big this child was; more than 6 feet in height and almost weighing 300 pounds. Obama further added there would be varying accounts as to what happened that night, equality under the law is paramount, and his Department of Justice would be working in concert with local authorities to insure justice. From August to November, the manipulation of words, by Sharpton, Farrakhan, and other leaders of the African-American community, led to a control of the people; such that, Ferguson became the poster child for racial profiling, and, absent a decision by the grand jury to indict Wilson, Brown would be viewed as yet another black child gunned down by a white policeman.

            When the shooting took place, how many journalists took the wait and see approach? How many said we needed to wait for all the evidence to be collected and for all of the investigations to be completed? We heard from the Brown family attorney, multiple times. They were represented by the same attorney that represented Trayvon Martin’s family. Remember what the President had said about Trayvon? If Obama had a son, he’d look like Trayvon. We scarcely heard from the Ferguson Police Department or the prosecutor during the investigation. Likewise, we did not hear from Officer Wilson. Isn’t this the normal process? Crime scene information is often withheld from the public so that when witnesses do come forward, officers know the information is not simply being regurgitated by witnesses from news accounts. Remember the beer summit at the White House? The President, without demonstrating balanced processing, defined by Rowe and Guerrero (2013) as listening to and processing positive and negative information in an objective manner, accused the police of “acting stupidly” and attributed their actions to racial profiling. Does the story sound familiar?

            During the Ferguson reporting period, many black leaders compared that which happened to Brown to that which happened to Emmett Till. I was stunned when I heard this. I know the story of Emmett Till. He was fourteen, not from the South, accustomed to be able to speak to white girls; and, was tortured and killed for simply being a young boy inspired by a young girl. Whether or not Till saw the color difference and acted just to see the reaction from Southerners is something we may never know; I choose to believe his actions were nothing more than those of a young boy. Now contrast that to the Ferguson story. The main story is that of Brown, a “gentle giant”, who was purposely profiled by this white officer and summarily shot, execution style, even after he raised his hands and said don’t shoot. As noted by Auvinen et al. (2013), storytelling is a way to forget inconvenient facts and embellish history. How many knew of Brown’s height and weight? How many knew that ten minutes before the shooting, he and his accomplice had robbed a local store? Was it his first brush with the law? How many were aware that Brown had reached inside Wilson’s patrol car and attempted to take Wilson’s weapon from him? Did you know Brown was shot by Wilson while Wilson was still in the car? Finally, how many of us knew Brown turned, faced Wilson, lowered his upper body to resemble that of a charging bull; and, after repeated warnings to stop, was shot from the front, not in the back, by Wilson? As I am writing this, I remember Obama’s reaction to the jury’s decision. Again, I reviewed it again, too.

            My husband and I watched the President deliver his remarks. Quite honestly, each of us expected the grand jury to deliver its decision after the President had signed the Executive Order for Illegal Immigration, so that his story would be circumvented by another, in this case, the Ferguson story. Obama’s body language was significantly different than that from August. He was visibly angry with the decision. Although I do not have any proof, and I have not read any of his books, I suspect Obama truly believes in the automatic racial profiling narrative that ensues when blacks are either arrested or shot by white policemen. Likewise, he believes divisions of deep distrust exist between communities and the cops across the country. I do not have any doubt this exists to some degree; however, not the degree being told with this story. The portion of his remarks from that night, that struck me, were those regarding the assumption the decision was the grand jury’s to make, and, it was understandable why many were angered by the decision. This was a perfect opportunity for a leader to use trust and tell the story from that perspective. A chance to explain the grand jury process as a whole; and, rather than the prosecutor listing all the details that led to the decision; the President could have told the American people the real story of Ferguson.

            Auvinen et al. (2013) indicate manipulation is “an umbrella concept” for intentional behavior that includes: lying, misleading, providing disinformation, and misinformation (p. 417). Trust, on the other hand, is being honest and trustworthy, even if the information before you goes against inner beliefs. While preparing for another of this week’s assignment, I learned about Chapman and what he did when faced with an economic downturn. He was honest with his employees and developed a furlough program that spread the suffering of a few across the organization so that layoffs were averted. Think of the hope, confidence, and optimism this gave to his followers. Now, contrast this with the story from Ferguson. Obama, journalists, and African-American leaders forgot history, repeated a false narrative, and are still seeking their version of justice through the ongoing Department of Justice investigation for a crime the officer did not commit. He did not racially profile Brown, neither did the Cambridge police, the other party invited to the beer summit. He did not shoot Brown execution style, neither did Zimmerman shoot Trayvon in an execution style. Because actions and words were manipulated to fit a preconceived narrative, racial profiling still exists across America, the followers were deceived and influenced in such a way that more than twenty businesses were burned, resulting in a loss to the black community, as more than ninety percent of the businesses that burned were owned by African-Americans. The story has even reached the NFL, with a few St. Louis Rams entering the stadium in the hands up, don't shoot model; while former NBA player, Charles Barkley, attempts to use trust to tell the story. Both paths of authentic leadership influence people in a way that achieves a common goal. The questions, posed by Auvinen et al (2013), "what a leader does? ... How a leader does things? ... Why a leader does things?" are easily connected to the golden circle described by Sinek. What is the purpose for telling the Ferguson story with manipulation? How is the leader confronting serious issues with manipulation? Why does the leader feel the need to manipulate and deceive? If this leadership style was born from the ashes of Enron; then, Auvinen et al (2013) are correct with their calls to openly discuss the dark side of authentic leadership as a way to recognize and avoid its trappings. 

A640.5.2.RB_MedleyKim_ Clicks: More Opportunities or More of the Same

            It never ceases to amaze me how a college course can bring me right back to high school and the days of the clicks. They exist in every school: jocks, cheerleaders, student government officers, yearbook and newspaper staff, band, and brainiacs. Speaking from my own experience, I was viewed as a brainiac, which, when you are a sixteen year old girl, is not the click of which you wish to be a member. For a while, you attempt to utilize your intelligence as a way to be accepted by the other clicks. I helped jocks and cheerleaders with assignments so they could pass classes and still be able to score touchdowns and shake pom-poms. Sadly, the acceptance is short-lived; you are only given “more opportunities, more responsibilities, more support,” and in this case, more acceptance until such time you have served your usefulness (Rowe & Guerrero, 2013). It took my entire sophomore year to realize the popular clicks would never accept me in the way I wanted; so, I focused on my studies, which led to the work ethic I have today.

            Rowe and Guerrero (2013) note that leader-member exchange (LMX) theory of leadership is descriptive and prescriptive. The descriptive element recognizes the existence of clicks within the workplace identified as “in-groups and out-groups” (Rowe & Guerrero, 2013, p. 202). Leaders recognize those in the in-group are willing to work harder and more often than not are more innovative than those in the out-groups. Out-group members are happy with the status quo. They are there for the paycheck and perform the bare minimums with respect to daily tasks. These are the folks that lead me to scream while waiting in line for a government office to perform a simple task such as address change on a voter information card. Out-group workers arrive either right at the start time for work or five to ten minutes later. They are the first ones to shut down their computers, straighten their desk, punch out for the day, and make their way to the parking lot. In-group workers, on the other hand, usually arrive long before it is time to clock in, their desk is organized in a way that is designed to accomplish more than the expected workload, they are the ones who volunteer for overtime and weekend work days, and they are the ones who figure out better and more efficient ways to achieve a comprehensive work flow. As in high school, the out-groups remind me of the jocks and cheerleaders, willing to do just enough to get a passing grade in class; while the in-groups are the brainiacs who, by ironic coincidence, are seen as brainiacs and not accepted into the “click” by the out-groups.

            According to Rowe & Guerrero (2013), the prescriptive portion of this theory states leaders are to form high-quality relationships will all subordinates from all groups, not just the in-groups. By doing this, the three phases: stranger, acquaintance, and partnership can begin and hopefully the goal of expanding opportunities, responsibilities, and support to those once considered out-group members will lead to an increase in those who work hard and provide innovation and decrease those who are just there for a paycheck (Rowe & Guerrero, 2013). I have worked for leaders like this; and, at first I was willing to work harder as I perceived a level of acceptance not offered by the out-group members. Although I was able to expand my knowledge and help the organization achieve its goal, the proof, as they say, was in the pudding; and, come review time, more often than not the government entrenched mentality of the organization did not make any distinction with reviews between an in-group or out-group worker. Those that showed up a few minutes past eight, took longer than an hour for lunch, stayed longer than allowed for breaks, and left promptly at five were rewarded with the same merits as someone who adhered to the rules and went that extra mile.

            This style of leadership, in my opinion, can be quite deflating, especially when the differences in work ethics are so visible. Again, speaking for myself, I think the reason people are willing to be a part of the in-group is there is an initial level of acceptance the out-group, or the popular “click” will not provide. Also, there is an adrenalin rush for out-performing others; and, the chance to learn is very tempting and welcomed. Just as in high school, it takes some time to realize your talents and abilities are truly not appreciated, especially in a governmental organization. It matters not an in-group worker can enter fifteen new cases per hour to an out-group worker’s six per hour. It matters not an in-group worker can multi-task and perform functions that span separate areas of a department. In the end, the out-group worker’s paycheck is going to be increased the same amount as the in-group worker, despite doing less work. I have worked for leaders like this. The initial opportunities are great; but, eventually you begin to feel used up. I don’t mind going the extra mile as long as my compensation levels are commensurate with my quality of work and my output.That is why I tend to stay away from governmental organizations as these groups are prevalent and the outcome is always the same. You end up asking yourself why am I busting my butt to get this work done and come up with ways that will provide for more efficient methods while others can just sit, talk, and make the same rate of pay? I prefer to be rewarded for a job well-done; so, although I have experienced such groups and leaders, I prefer to avoid them.  

A640.4.4.RB_MedleyKim Looking Back

            My days as a Deputy Clerk for the Flagler County Clerk of Court were relatively short lived. I was hired in November of 2006 and by January of 2009 I had been offered an opportunity that offered me more of a challenge. This week's essay assignment gave me the chance to relive and rethink a portion of my time as a clerk, one that I had not realized how much I had enjoyed. As do many memories, I am reminded of a song, "I Hope You Dance". That's how I view opportunities, especially those that involve leadership. As the lyrics go, "if you get the chance to sit it out or dance, I hope you dance"! 

            It began with being chosen as a meeting facilitator and ended with the development of a comprehensive work flow plan that led to an offer to head the Probate division. More often than not, reflections lead to those what if questions and the never-ending should have, could have, and would have scenarios. Many of those thoughts re-emerged as I recalled the details for the case study presentation. Regardless of the emotions, I am forever grateful that I chose to dance when given the chance. I helped fourteen women get past petty issues such as empty paper trays, dirty coffee pots, and jammed copy machines and go on to expand their working knowledge of their positions with the Clerk’s office. I was able to present concerns to management so they could become more sensitive when bringing in new directors. Now, I believe they seek to promote from within whenever possible. Doing simple things, such as buying the group gift for birthdays, stopping at Publix early in the mornings to pick up birthday cakes and balloons, only help to add to the sense of unity and family that still exists today. Senior clerks are more comfortable and less threatened when it comes to training a new clerk; they now realize this helps them with their own workload and improves the overall work flow.

            The work flow process was quite simple in nature. It merely sought to include everyone with the process, with the understanding some clerks still had specifically assigned duties such as foreclosure sales, processing appellate cases, preparing for court, and taking care of specialty areas like Child Support. The plan expanded learning. Before the plan, a Deputy Clerk for Probate could not sign a certification stamp for a Circuit Civil clerk. This didn’t make any sense. By expanding the authority, Deputy Clerks became aware of inter-departmental processes. Clerks were required to scan documents in addition to their normal work schedule. By discussing the problem with Records Management, that department took over the task of scanning.

            Many times, I felt myself sliding up and down that development continuum outlined by Rowe and Guerrero (2013). Direction became easier as I developed written procedures for each task. Coaching and supporting are natural for me. I think I have been doing this for most of my life. By relying on a tried and true philosophy and incorporating a little bit humor, I was rewarded by a noticeable change in the environment, comments from the public that took notice of the change, praise from a former supervisor, and respect from a former boss who still messages me seeking suggestions. Leadership is not passive; it’s as active as dancing. The more you dance, the lighter you become on your feet, the rhythm becomes natural, and the sense of accomplishment becomes a cherished memory. 

A640.3.2.RB_MedleyKim High On Team Leadership Style

            The Blake and Mouton Managerial Grid Leadership Self Assessment Questionnaire, made available through The Vision Council (2010), provides varying statements about leadership so that participants may assign a number from zero to five, with zero indicating never and five signifying always. According to Rowe and Guerrero (2013), the third source reviewed for their research focused on work by Blake and Mouton, one that concluded leaders were apprehensive about both production and people; and as such, five separate leadership styles emerged from which leaders generally develop a dominant and back-up style. Once participants review and rate each statement, points are tallied and multiplied by 0.2 in order to obtain totals to be used as coordinates marked on a vertical and horizontal axis. The grid is divided into four quadrants labeled with four of the five leadership styles developed by Blake and Mouton (1964, 1978, 1985) which include: authoritarian, impoverished, country club, and team leader (as cited in Rowe & Guerrero, 2013).

            After reading and applying the scale to each statement, my people score was 7.6 while my task score was 7. As instructed, I plotted the coordinates; and, according to the grid, my dominant leadership style is team leader (The Vision Council, 2010). This exercise reminded me of the numerous questionnaires that appear in magazines such as Cosmopolitan, or those from youth, Tiger Beat. Take the challenge and see if you are the right girl for David Cassidy, or, how to know if your lover is still interested. As an inside note, I was a huge fan of David Cassidy and The Partridge Family. The problem with these questionnaires, and the one for this week’s reflective blog assignment, is that unless David Cassidy or my lover actually read my answers and then proceeded to communicate with me about my responses, how would I ever know if I was the right one, or if my lover had lost interest? The same is true for the leadership self-assessment.

            The eighteen statements, and the subsequent mathematical totals, are totally reliant on a single source, me. I wonder if the end result would be the same if the assertions were presented to fellow classmates, former staff, or even my family. I would like to think I am a team leader. I have always believed that taking care of folks, establishing trust, helping others to grow, establishing a healthy environment, providing fair wages, and keeping social relationships in good tact would lead to a sense of teamwork and working together to get the job done. It is a formula that has served me in both my family life and career. I never asked my children to do any chore around the house I was not willing to or could not do myself. Likewise, this same leading by example approach not only inspired others to learn, there was an immediate trust as those on my team knew I was willing to do whatever it took to get the job done.

            My sense of teamwork comes from years of playing softball, neighborhood Sunday afternoon football, volleyball, bowling, and even fishing. It was all about a group of people, each with different strengths and weaknesses, coming together for the good of the team, not the one. We learned from each other. The survey is meant to be used as a guide to identify weaknesses from which to improve. I do not believe I will ever be the type of leader that reads a journal or a psychology text and then tests the theories out on employees. To me, that is the essence of leadership being done to someone, rather than with them. Is there room for improvement? Of course there is. Has there ever been a perfect leader, regardless of the style? It is how one learns to become a better leader. Is it my reading and filling out questionnaires? If questionnaires provided all of the answers, I’d be one of a string of women in David Cassidy’s life, and I would be trying to fix a non-existent problem with my lover.

Perhaps my favorite line from a beloved movie describes my outlook on my leadership best. In the most moving scene of Star Trek II The Wrath of Khan, Mr. Spock tells Captain James T. Kirk why he sacrificed himself in order to save the crew of the U.S.S. Enterprise. In a weakened and dying state, Spock says, “It is logical; the needs of the many outweigh”; and unable to continue, Kirk continues with Spock’s words, “the needs of the few”, with Spock putting the final exclamation point on his thoughts with, “or the one” (Beauvois, G., 2013). It has been a philosophy that has served me well.

A500.9.4.RB_MedleyKim In Just Nine Weeks

     As I take a deep breath and look back, the past nine weeks have been a wonderful journey on my path to my Masters of Science degree. In looking at the titles of future courses, I can see why a solid foundation either needs to be formed or strengthened before taking the plunge. The primary value of this course, for me, is the opportunity for reflection. It has been a consistent theme throughout the duration. Whether the assignment was to review and discuss, or research and present, the element of reflection remained as a constant; and, that will be a key element for not only the next few years; but, for continued success beyond the online world of Embry Riddle.

     Positive experiences far outnumber any negatives. The few areas of frustration I experienced were those from the introduction of new technologies. Quite honestly, my OCD plays a huge part with my aggravations. You see, sometimes I do not allow myself the luxury of patience. I easily become disappointed when I cannot master a new program within some arbitrary time frame I have established. This course gave me the chance to take a deeper look inside and I now realize I have been allowing many of those vices to creep in and not only hinder my own curiosity; they have often challenged my courage and resolve to master a new skill. Prior to this course, I had not heard of “The Brain” or “Camtasia”. Perhaps an earlier introduction of the presentation resources, with a few practice lessons, would help alleviate future frustrations. Nonetheless, I persevered and was able to produce a presentation for "Admission & Acceptance Through Curiosity & Courage". Did I mention, Google Drive, yet an additional source for new learning, saved my life and my project submission? That’s a topic for another discussion. Another area of questioning came with proper APA citations. The only way to correct this is to have it not only introduced by the English department of undergraduate schools; but, to have consistency with grading the formatting. Again, that’s the OCD in me. I simply do not like losing points due to technicalities.

  

     My favorite assignments are those that involve writing. For many years, I was always instructed to write in third person fashion. It is not easy to break this habit; however, I enjoy writing from a personal perspective, especially when asked to apply a concept. It provides me with a chance to create a visual image with words in an effort to support my ideas and concepts. I enjoyed the video presentations, too; and, was completely fascinated with the TED video from week eight. Statistics bore me to tears; but, Mr. Rosling’s historical tales and animated charts actually made dots and data come to life. I can only hope to be able to capture and hold an audience’s attention as he did.

     Looking ahead, I am going to slow the swirl a bit more and exercise more patience with myself so as to possibly avoid, or at least overcome those feelings of disappointment and fatigue when faced with a seemingly daunting challenge. I think I am making progress as just this week; I was able to re-take a test that led me to question intellectual curiosity and courage. I am happy to say my test scores increased; and, for a self-recognized grade weenie, that’s an excellent measure for the overall success and experience gained from this course. 

A500.8.3.RB_MedleyKim_Lessons Learned

            Talk about a lesson in one’s own topic of research! This week presented me with several hurdles in order to develop, produce, and deliver a visual presentation of my action research, “Admission & Acceptance Through Curiosity & Courage”. Typing the paper was easier than making the movie. My week began with the assigned readings. Much to my chagrin, I learned one of my favorite programs, PowerPoint, is now considered passé in the world of presentation programs. I was challenged to step outside of my comfort zone and use a newer program in order to present my paper to enquiring minds. As with any assignment, I began with research.

            I went to the sites for SnagIt, Jing, Screencast, Screencast-O-Matic, Voicethread, Morae, and Camtasia. It was like the day when eight track and cassette players were replaced by the Walkman. I haven’t even made the leap to MP3 players! I felt like a fish out water and my head was swimming from the virtual overload of the latest tech devices designed to capture the audience’s attention. Quite honestly, I am not exactly certain if I buy the notion of high-tech equals high attention span; nonetheless, I pressed on. Paul Harvey would be proud. Most of the programs provide the ability to control the content and present it in a way that avoids the pitfalls outlined in Reynolds’ (n.d.) “Presentation Zen…” and “The Big Four…”. However, when you come from a generation where the overhead projector was the machine to have for presentations, all of the programs seem quite ominous. I had initially decided to use Prezi. Why? My teenage son uses it for his school presentations and I remember watching him put a presentation together. It looked relatively easy to navigate; and, if I needed assistance, I could call on him. What’s the saying? If you need to know how to work any piece of electronics, call a teenager. As I read about Prezi, it was not clear if I could add audio. Since this was a requirement, I wanted to select a program that would provide both video and audio options. That is why I chose Camtasia. I truly believe God never asks us to do any more than He knows we can handle. This was certainly tested this week.

            Thursday morning was the first day of operation action research project, the movie. I watched the tutorials, re-visited the dos and don’ts of presentations, began to learn my way around the program; and, by early evening, I had completed the first opening segments of my presentation. I used the rest of the night to go through my paper to identify the pieces of information I felt were important to present. Thank God for Google and the many photos accessible with a few keystrokes. I was able to match verbal concepts with visuals. In the back of my mind, I tried to remember all of the bad presentations I had attended. I wanted there to be a sense of entertainment sprinkled with a bit of knowledge that would hopefully leave the audience asking questions and willing to go in search of the answers. By late Saturday afternoon, I had finished and uploaded the link for grading. I thought all was well; but, I forgot God has a sense of humor.

            Sunday morning quickly turned into a panic zone for me. My instructor could not open my Camtasia project. For more than three hours, I tried all I knew to upload the project to YouTube, attach it to The Brain, and zip, and unzip the file. I cannot tell you how much I was longing for the days of PowerPoint. I was so frustrated, typing this reflective blog was not even a consideration. Trust me, no one would have wanted to read the words I was thinking earlier today. Again, thank God for Google, specifically, Google Drive. This new program also allows me to share the project with Google Drive in addition to YouTube. Since the video was too long for YouTube, I tried Google Drive. The rest, as they say, is history. My professor was able to access the video, and I passed the assignment.

            So, what is the moral of the story? Patience is definitely a virtue; and, just a St. Thomas Aquinas explained, it countered the initial disappointment I felt while pursuing this new path of curiosity. Likewise, the fatigue I experienced while trying to force this new notion, PowerPoint is passé, was alleviated with perseverance, my constant pursuit of uploading the project stopped me from abandoning the quest, and, finally, the pusillanimity I was feeling was quelled with generosity from a patient professor. Anxieties aside, I will commit these lessons to memory and be a bit more receptive to trying to ways to present information. There are still a few things I need to learn about Camtasia; but, I can see how it does make a presentation more personal and unique, which I welcome. 

A500.7.3.RB_MedleyKim_Quantitative Reflections

            According to Tero Mamia (n.d.), whereas qualitative research attempts to answer the question “how”; quantitative research takes regularities and patterns that take place in society, assigns numbers to such occurrences, studies those numbers with statistical formulas, and attempts to answer the question “why”. A study, conducted by Judge, Ilies, Bono, and Gerhardt (2002), applied both qualitative and quantitative methods to provide a more consistent framework for measuring personality traits often associated with leadership. They contend a level of skepticism, regarding the correlation between personality traits and leadership, had been noted since 1948. Judge et al., (2002) used qualitative studies by experts in the field to identify personality traits sustained by at least ten separate studies. With this list, they incorporated the Five-Factor Model of Personality; and, after having developed a meta-analysis formula, they were able to determine a hierarchy of personality traits as they relate to emergent and effective leadership (Judge et al., 2002). Extraversion was the strongest trait while Neuroticism was the weakest (Judge et al., 2002).

            Being naturally curious, my mind began to ask quite a few questions with regards to my action research paper. If I had more time to research curiosity and courage, it would be interesting to develop a similar protocol to test which personality traits would emerge as the strongest and the weakest for curiosity and courage. I can imagine scouring prior qualitative reviews from experts in the field of curiosity and courage. From that endeavor, I would form a table just as Judge et al. (2002) did. From this, I would narrow the list to a manageable one for quantitative research. Based on the methods used by Judge et al. (2002), I could rely on the Five-Factor Model to begin to identify those personality traits most associated with curiosity and courage, as well as those that fail to register any response. Would there also be a correlation with leadership? Are leaders curious? Do they have higher levels of curiosity? Are they more intellectually courageous than other people? The possibilities are quite intriguing to say the least.

            As Mamia (n.d.) notes, quantitative research presents both strengths and weaknesses. Numbers provide a relatively easy method for describing change within a unit and across various units. Perhaps a curiosity and courage study would indicate women are 50% more curious than men; but, men are three times as likely to admit to being wrong than women. While this presentation ascribes tangible numbers, over simplification of curiosity and its correlation with courage becomes a concern for researchers. Questions such as when are women more curious than men and under what circumstances will men admit to being wrong are perhaps better addressed with a qualitative approach. Numbers are numbers. They are black and white figures, whereas human observations take place in living color.

            Of the top five traits identified by Judge et al. (2002), I would imagine Openness to Experience would demonstrate the strongest correlation to curiosity with Neuroticism being the weakest. With courage, I would expect to see Agreeableness as the strong correlation with courage. According to Judge et al. (2002), affiliation is linked to Agreeableness and the “need for affiliation” has a negative correlation with leadership. Could this be an explanation as to why leaders exhibit intellectual courage? Since leaders are not focused on affiliations, are they more able to admit to wrongly held beliefs and accept new information? Neuroticism would also be the weakest for courage. Having this particular study as a reference point has only led to more questions for this curious future leader.

             

A500.6.3.RB_MedleyKim_Qualitative and Quantitative: The Difference is More

          Marie C. Hoepfl (1997) takes great care to explore the world of qualitative research and provides us with a better appreciation for the benefits of this type of research. A simple glance of the words used to describe the two methodologies of study, qualitative and quantitative, shows the fourth letter of each, “l” and “n”, are separated by the letter “m”, as in more. Hoepfl (1997) sites the calls from others for more, to expand, to go beyond the primary method of research, which is quantitative. Although there are many benefits to be gained by adopting this style; many scholars are unaware of its processes. As Zuga (1994) notes, of the 220 reports, only sixteen investigate qualitative methodologies (as cited in Hoepfl, 1997). It’s that age old adage, quality versus quantity, and which is the better choice?

          Qualitative research relies upon a “naturalistic approach that seeks to understand phenomena in context-specific settings” (Hoepfl, 1997). Whereas quantitative research establishes a hypothesis, conducts controlled experiments, records the findings, analyzes the numbers, and makes a conclusion based on statistical information, qualitative research provides for the consideration those interactions that occur in a social setting, and their effects. What happens when the human element is added?

          To demonstrate the quantitative approach, imagine a scientist wishes to test the effect of mountain water on human skin. The scientist would develop a hypothesis, such as; the external temperature of the skin will decrease when cold mountain water is applied. Random sampling, in order to develop adequate representation of a larger population, like college students, would be conducted. In a controlled setting, perhaps the Biology lab on campus, participants would be advised of the experiment to be conducted. The external temperature of each applicant’s skin would be recorded. Let’s say for illustrative purposes, the test area is that of the right and left forearm. Assistants would use an instrument to take the temperature of each forearm and the results would be recorded. Cold water, with a degree of coldness designed to represent mountain water, would then be applied to the test area. Post-application heat levels would be recorded. Once all experimentation had been completed, the results would then be analyzed using statistical formulas. Comparison of the results would be made and from the numerical data, a conclusion would be reached. Now, let’s apply qualitative methods to the same topic.

          Suppose the effects of cold, mountain water on the human skin were to be tested by a qualitative researcher. Hoepfl (1997) identifies “maximum variation sampling” as the method most helpful for this style. A group of children and adults are selected for observational study. The setting, instead of a lab, is an area of a mountain stream used as a swimming hole. So as to avoid any “distortion of the natural scene”, the researcher, who is the observer for the experiment, should either plan to be a part of the experiment, or a passive observer (Hoepfl, 1997). This could be achieved with the placement of hidden cameras, like the ones used by naturalists to capture animals in their natural habitat. With cameras in place, the natural actions of the group are recorded in order to see the effects of cold, mountain water on the human skin as each member enters the water. First, how does each person get in the water? Does one dip their toe first, to test the coldness, while another grabs the end of a rope swing and yells “cowabunga” before letting go? In addition to noting physiological changes, for example, goose bumps, blue lips, and the chilling effect described by George Costanza of Seinfeld as shrinkage; the qualitative researcher would record facial expressions and other gestures that occur as a result of the subject being introduced to cold, mountain water. If the experiment takes place on a hot, sunny day, the expressions and gestures may indicate the coldness is welcomed. If the day is overcast, or possibly snowing, as is the situation when the Polar Bear clubs take their annual plunge, shivers and chattering teeth may be the overarching notes of the day.

          So why use qualitative research? Rather than rely on conclusions reached by using theories and numerical data, qualitative research provides its audience with credibility, dependability, and confirmability, that can not only be seen; but, can be imagined as the reader reads the researchers recounts. Qualitative provides for that element of surprise as a result of social interaction. Data may lead scholars to believe humans would likely avoid exposure to water once it reaches forty degrees. Qualitative shows how wrong this conclusion is. Imagine teaching the mathematical principle of fractions to a child. What if the naturalistic approach were applied as opposed to the numbers method? Without knowing, the qualitative approach provided me with the opportunity to better explain fractions to my oldest son. I used cooking to demonstrate fractions. Recipes often instruct its readers to use a quarter teaspoon of this, or a three-quarter cup of this. In order to either reduce or increase a recipe, fractions have to be understood. By showing how fractions are used in a social setting, he understood the principle better. The qualitative experience provided him with a deeper understanding of the issue. Today, he works as a chef in St. Augustine.  Numbers in a table, more often than not, dampen my inner curiosity; however, when those numbers are few, and the experiment comes to life, either through recorded evidence or through imagery, I gain a much deeper and broader understanding of and appreciation for the topic being presented. 

A500.5.3.RB_MedleyKim_Critical Thinking About Critical Thinking

     As I look at the topic for this week’s blog, I am reminded of a song by Kenny Rogers, when he was still with the group, The First Edition. The song, “Just Dropped In”, contains a well-known; but, often forgotten chorus, “I just dropped in to see what condition my condition was is”. That line sums how I am feeling about today’s topic, “critical thinking about critical thinking”. Instead of pushing my soul into a “deep dark hole” and chasing it down the rabbit hole; I write about my thought process and have even parked many of those thoughts in The Brain, software specifically designed to organize thoughts. Now, if only my brain can master The Brain.

     I thought it appropriate to take a look at the thoughts I mapped out during week three. The four areas of focus I listed are based on Nosich’s (2012) findings and include developing a better understanding, stopping the swirl, questioning, applying the eight elements, becoming more disciplined, setting standards; and, as always, practice, practice, practice. Of these thoughts, the application of the eight elements and setting standards are those that are changing. Perhaps this is due in part because of the annotated bibliography assignment and the quest to find not only credible source of information; but, information that will add credence to the action research project currently in process.

     I am naturally curious, so asking questions about articles comes easily. Courage is a bit more difficult as there is always a temptation to capture the first few writings about a particular subject and later attempt to make the research match the area of study. The circle of reasoning and the application of the eight elements helps me to go around the circle, look at each wedge of reasoning, and not only internalize those steps; but, use them in the here and now in order to put together an effective presentation. The QEDS, outlined by Nosich (2012), act as blinders for me and help me focus on the topic, which asks the question, how easy is it to admit wrong with long-held beliefs, and if curiosity sent us in search of information to satisfy a stimulation, why then can we not accept the new belief? Is there an element of or a tipping point for curiosity that inhibits our courage?

     One of my favorite prayers which help me to slow the swirl so that I can absorb and reflect upon new information is the “Serenity Prayer”. These few lines of verse were plastered on a host of retail products during the 70s. Rather than rely on my memory, the following captures the prayer:

Figure 1. Serenity Prayer – Behiel (2014).

As it applies to critical thinking, the prayer, at least for me, is a way to continually seek and accept curiosity so that I may question why things cannot be changed, courage to change and to not change things; and finally, wisdom to understand the difference.

     Nosich (2012) states we may never acquire all of the intellectual traits that lead to the pinnacle of critical thinking. Do I have the courage to accept that and if not; what other avenues of curiosity can I follow to the top of that pinnacle? At times, the current state of my critical thinking seems as foreign as a psychedelic Kenny Rogers questioning the condition of his condition. More often than not, it is a one that finds me at peace with its current state while in search of methodologies that lead to internal changes for future applications. 

A500.4.3.RB_MedleyKim_Choices

            In her presentation, “The Art of Choosing”, Sheena Iyengar (2010) explores three primary assumptions that apply to Americans and how they make choices. Her hypothesis theorizes that if a choice impacts an individual, the choice should be made by the individual; if more choices are offered, better choices will be made, and we should “never say no to choice” (Iyengar, 2010). By beginning with an illustration of how Americans and Japanese view green tea, with or without sugar, Iyengar (2010) provides a foundation from which to understand how the concept of collectiveness, that once existed in American culture, transformed into individualism. As Iyengar (2010) notes, we as Americans believe our way of choosing is somehow better than methods that have existed in other cultures longer than we have been an independent country. In an effort to demonstrate her points, I’d like to take each assumption, apply them to the overall process of voting, and then ask if more choices lead to better choices by individuals and if we should say no to some choices.

            In her green tea story, Iyengar (2010) points out the manager of the restaurant was simply trying to protect Iyengar from herself as she did not know any better and by not allowing her to put sugar in the tea; they had helped her to save face. The studies she performs with grade school children clearly show the divide between individualism and collectivism as American children performed better when they made their own choice and Asian-American children performed better when mom made the choice. According to Iyengar (2010), “if a choice affects you, then you should be the one to make it”. Now, let’s apply this to voting. How many times are we told elections have consequences? Many, including myself, would argue we are experiencing such consequences as a result of the 2008 and 2012 Presidential election; but, that’s a story for another blog. Iyengar (2010) further notes that first generation immigrant parents have a major impact with their children and choices. Those choices helped to form a sense of community, added to a collective concept, and shaped the preferences of earlier generations (Iyengar, 2010). I would imagine this was seen with each wave of immigrants who found their way to America’s shores. Voting choices belonged to white men for many centuries. Various beliefs and preferences would have been discussed with male heirs thereby shaping voting preferences. Through war and protest, these choices were extended to freed black men and eventually women. Imagine the discussions parents held with their children to emphasize the history of not only achieving the right to vote; but, the importance of voting. Again, preferences are shaped. I remember many discussions around my father’s dinner table that often included politics and elections. Although they were not first generation immigrants, my parents shaped my understanding of voting. It is a choice I have made each year since 1980. Since casting my first ballot, changes have been made that offer a voter more choices. Have more choices led to better choices?

            The second assumption Iyengar (2010) covers is that better choices are made when more choices are offered. Prior to 2004, Florida provided limited options for voting. The most common was to vote in your assigned precinct on Election Day. If a voter expected to be out of town, or could otherwise not vote on Election Day, an absentee ballot could be obtained from the local election office and the voter could cast the ballot early. Today, we have as many as fourteen days of Early Voting and voting by absentee ballot. A number of other states offer this convenience, too; however, I wonder if different ways of voting have led to better choices, or for that matter, better turnout. A voter has three choices: vote by absentee, Early Vote, or vote on Election Day; yet, as noted by Iyengar (2010) all three are still an act of voting. Just as Iyengar (2010) describes those who adamantly defend the choice between Coke and Pepsi, is there any difference between today’s Republican or Democrat candidate? Is the difference enough such that the difference can be spotted by voters? Are today’s voters overwhelmed with too many choices? Do we fear the choices? Have elections, for some, become “meaningless minutia” (Iyengar, 2010)? In a 2010 Flagler Live article titled, “Lazier Voters: Flagler’s 52% Turnout Was Worst In at Least 16 Years of Mid-Terms”, a decline in the total percentage of Flagler voters is shown from 2002 to 2010 for mid-term elections. Did the added choices have an impact? How many wrote-in “Mickey Mouse” or “John Wayne” for President? Will the different ways to cast a ballot provide me with a better opportunity for representation; or, am I confined to candidates selected by establishment organizations? How many simply decide to say “no” to choice?

            The final assumption, “never say no to choice” holds interesting connotations when applied to voting (Iyengar, 2010). In her speech, a tale is told of French and American parents facing the same medical dilemma with a child. In France, medical professionals made the choice to discontinue life supports; while American parents made the final choice (Iyengar, 2010). What if professional election teams conducted all of the research, submitted final selections to local, state, and federal legislative bodies, and made the final choices for various elected offices? How would voters react? I would imagine it would similar to the findings of Iyengar (2010); voters would not give the final choice to professionals. It would be completely contrary to our teachings and beliefs. Yet, today, so many choose to say no the choice of voting. Iyengar (2010) notes those American parents who made the difficult decision felt “trapped, guilty, and angry”; yet, they chose to end life support; not medical professionals. Perhaps young voters do not wish to feel “trapped, guilty, or angry” with their choices and that is why they choose to not vote. That’s another interesting note for another blog.

            The final image presented by Iyengar (2010) completely drives home the point about choice, particularly with voting. Think of today’s politicians as a choice between “Ballet Slippers” or “Adorable”; one being “elegant” and the other being “glamorous” (Iyengar, 2010). Absent faces or labels, what is the difference? At one time, such as when politics was the topic of discussion around my father’s table, there was a discernable difference between the two major parties. It was easily spotted and voters from both sides saw opportunities through their choices. When I speak with my children, who are just two generations removed from my father, the concept of voting for the candidate who will do the most good for the collective is a foreign concept. Their concept is what will the candidate do for me? Our once close-knit families and communities have thinned and have allowed for the transformation of individualism. The concept of individualism and leadership is playing out before our eyes with each headline that flashes across the evening news screen. We see a leader apparently more concerned with playing golf rather than developing strategies to address possible threats. Perhaps this is why, that with even more choices for voting, we choose not to.  

A500.3.4.RB_MedleyKim Hunt or Google

          How often do we hear someone answer a question with, “Just Google it”? Decades ago, my father gave similar advice. Whenever I would ask a question, often times I was told to, “Look it up in your Funk & Wagnalls”. Today, my children would raise an eyebrow and look at me as if I were speaking a foreign language if I gave the same advice. Technology has literally put the answers to our questions at our fingertips. The only problem with such instant gratification is we no longer question the answers. A Google search is conducted, the first entry that pops up is often chosen, we believe the answer because; after all, if it’s on the Internet; it must be true, right? Scholarly resources, such as the Hunt Library, provide the same technological access as Google; but the information originates from more credible sources and the search refinements allow more flexibility in refining a search. In order to understand the wonderment of online libraries, it’s important to understand how research was conducted when I attended high school.

          Funk & Wagnalls was a brand of encyclopedia. My parents purchased a set so I would have them for high school term papers. Like most sets, there were individual volumes, separate books that covered topics in an alphabetic manner. For instance, the subject of organizational leadership would be found in the volume marked as N - O. Sometimes, the entry would refer the reader to a broader topic, like leadership, and instruct the reader to “see leadership”. So, this meant the volume for topics from L – M had to be taken from the shelf, opened, the term leadership had to be located, and one prayed the information was sufficient for the research being conducted. More often than not, the material was limited. Additionally, the moment the printing process for encyclopedias was finished, the information was already obsolete. There was not any way to update the information other than to find more current print sources. This required a trip to the library. In 1978, that meant a bike ride from my home to the brick and mortar library. Armed with notebooks and pencils, the first stop was the card catalog. This was a physical cabinet with small drawers containing index cards with the names and authors of books housed in the library. Ever heard of the Dewey Decimal System? Today, the answer on Jeopardy would be, “a method for classifying and placing books on shelves” and the question would be, “what is the Dewey Decimal System”? If you did not know the name of the book, then you had to ask the librarian for help to find research material. I spent hours at the library for each term paper.

          Thanks to Al Gore and his invention, sarcasm intended, the Internet makes research easy. A library card is not required. One doesn’t have to understand how to use a card catalogue. In fact, traditional card catalogues are now online databases and a few key strokes returns searches that once took hours to complete. For demonstration purposes, I conducted a Google search. I types in “leadership concept” and the search engine returned 63,500,000 results (Google, 2014). In order to narrow the search, I entered “key concepts of leadership”. This time, 2,710,000 results were found. Can you imagine the amount of time I would need to expend to begin the process of reviewing the results to determine if the source is credible and if the information is accurate? An online library, like the Hunt Library, helps students, like me, use time in a more productive manner so more time can be devoted to writing of the paper, rather than finding acceptable sources.

          After following the link for the Hunt Library, I typed in “leadership concept” in the search bar. Rather than receiving more than sixty-three million results, my search returned 888,171 sources. The Hunt Library gives students the option to refine searches to those that provide complete online text and are peer reviewed. A search time frame can be defined which proves beneficial when researching to find either historic or recent items of information (Hunt Library, 2014). As I did with Google, I refined my search by limiting the search to “articles from peer-reviewed publications” and further enhanced the search to include “journal article” only results (Hunt Library, 2014). My initial research of 888,171 was reduced to 183,969. Had I chosen to enter a date range, the results would have been lower.

          An online library takes the convenience of Google or any search engine and applies it to a wealth of resources that may not be accessible from a simple Internet search. It also reduces the hunt and peck technique I use to determine if the article found on Google is credible, complete, viewable, and if full content is available without charge. The scholarly information housed in libraries, like the Hunt Library, has gone through a process many newspaper articles are not required to endure. Students, researchers, professors, and experts in the field have reviewed the material presented, tested theories and hypotheses presented, proffered opinions, and have consulted outside sources to either prove or disprove position(s). If an article about Miley Cyrus and how twerking has impacted her life in either positive or negative manner appeared in the Hunt Library, chances are the question has been looked at nine ways to Sunday and a reasonable conclusion has been drawn. Contrast this with a report from E! News, and you may find it lacks sufficient data from which to make a final assessment.

          During my undergraduate years, I took advantage of the school’s online library. That does not mean I discarded information found through a Google search. By using a resource like the Hunt Library, you gain a better understanding of credible sources and that can be used to identify credible sources from simple Internet searches. Like a brick and mortar library, a librarian is available. The online chat feature will give me the chance to ask for help when searching for resources. There are many databases contained within online libraries and sometimes a little guidance goes a long way in reducing frustration when trying to find books or articles. Although these electronic features are awesome, I must admit I still enjoy going to the local library, walking up and down the aisles, looking at the books on shelves, meeting the librarian face-to-face, and losing myself in the quiet that still epitomizes a library. Although the methodology has changed, the concept of looking it up in my Funk & Wagnalls still rings true and still brings a smile to my face. 

A500.2.3.RB_MedleyKim_My Story

            My story begins with my parents, in particular, my mother. This is an especially difficult tale to tell; however, it does provide a glimpse into one of the many circumstances that led to the foundation of my critical thinking process. At the age of forty-five, my mother was able to set my feet on a path that would lead me to a few critical and non-critical thinking standards, such as: clearness, accuracy, loving, and popular (Nosich, 2012). Although her gift to me was not readily visible that day; as I added years to my life, married, and gave birth; her endowment became clearer and has increased in value with each passing season. So, how did my mother give such a gift to her daughter? She lost her fight with depression and took the only action she felt she had to end her pain; she took her own life. To this day, just thinking those words, much less typing them, triggers painful memories. Nonetheless, her loss of life formed the basis as to how I approach my life and apply both critical and non-critical thinking standards.

            It was 1974. I was fourteen years old; and, I was the one who found my mother that morning. It was a school day; so, I found it odd that she had not yet began the morning by waking my brother and me for the morning ritual that took place with each school year. I will never know all of the reasons that led my mother to her final conclusion, a final assumption that caused her to believe she was completely alone and did not have any one person on whom she could rely. Forty years later, the very thought of how alone she must have felt is painfully sad. I lost her at a time when young girls need their mother for a host of reasons. School events, first dates, school dances, proms, first broken heart, marriage, grandchildren, and conversations about nothing are affairs that take place every day with mothers and daughters; often times they are taken for granted. Yet, future scrapbooks that would later hold snapshots and mementos of those family milestones remain empty. It is often said that things happen for a reason. As a teenager, it is one of the dumbest statements one would ever want to hear; as an adult, with time to reflect, my mother’s death, along with all of the stolen moments we would never share, was the trigger that impacted my way(s) of thinking.

            According to Nosich (2012), “Depression thrives on unclearness”. Had my mother not been clear in her thinking? Was she able to communicate with others; and, if so, did they understand her? I will never know the answers to these questions; but, what I was able to gain from the experience is that I made a conscious decision, at a young age, to never put myself in a position to have this event unfold in front of my husband or my children. I wanted to be able to have my husband, children, other family members, and friends ask me questions and know that I would say what I mean and that there would be little room for misunderstandings. It took years to first make sure my own thinking was clear. My husband and children often joke when I talk to myself. However, I find this therapeutic, especially when I am thinking things through. Sometimes I even answer myself. Many times, I find myself having quiet conversations with my mom while trying to remember certain circumstances and wondering what she would do. It is how most of my process begins. Once a concept is clear in my own mind, I then think about the person to whom I will be expressing myself. Is the person an adult, a child, a boss? As Nosich (2012) explains, the audience determines words chosen to express thoughts. Additionally, what I am thinking about impacts how I will present my thoughts so they can be understood by others. I research. Sometimes to the point of ad nauseam; but, I tend to store knowledge and information for future use. This process has served to help build better relationships with both my husband and children; and, evidently being able to speak clearly and anticipate what others will ask is welcomed by my family. Both my husband and children easily tell stories and caution their friends when asking questions of me. They warn them of my propensity for being blunt; and, if the friend does not want to hear what I have to say, they are told to not ask. Once thoughts are clear, I endeavor to make sure my thoughts are accurate.

            A fond; yet, sad memory, directly related to the loss of my mother, is that of my best friend from school, Anna. She was brought up in a devoutly Catholic home, with parents who did not mention the word, S-E-X. It wasn’t just her parents. It was quite common, even in the early 70s, for parents to dread having “the talk”. Anna and I had been close; but, became closer after my mom’s death. We could ask each other the questions we wanted to ask our mothers. Now, in order to find answers, we often searched for answers in a set of encyclopedias known as Funk & Wagnalls. To this day, I can still hear my father telling me to “go look it up in your Funk & Wagnalls”; and, I still laugh. One particular day found us researching S-E-X. We looked up reproduction and read a very clinical presentation about the topic. This was our “sex talk”. Funny, you never see “the talk” portrayed this way in any sitcoms. Even though the clinical information was accurate, and described “the way things are”; it lacked the loving standard so often seen in television scenes (Nosich, 2012). My own wishful thinking of imagining the “sex talk” with my mother would be just like the talks I had seen in television and films, along with the reality of how Anna and I learned, impacted the way I would later approach this with my own children. I never wanted them to have to learn about sex from people they did not know. Uninformed friends and embarrassed gym coaches, posing as health instructors, in my opinion, lead to the formation of inaccurate beliefs, which can become difficult to cast aside and change later in life. To this day, when my children come to me with questions, I am cautious to give quick responses. I enjoy thinking things through, reading other sources, and being reasonable in my thought process. When I do discuss issues with family and friends, I measure success by how many clarifying questions are asked and the independent research results shared with me by family and friends. It is a wonderful experience to see your children not only research; but, knowing they feel comfortable in coming to me to discuss any topic is priceless.

            Both loving and popular, non-critical thinking standards, have also contributed to my overall process. With my children, I often found myself in the position of making unpopular decisions while having to break the news in a loving manner. In the early 90s, Reeboks were the popular brand of shoes. Their purchase price was around $100.00 per pair. My daughter desperately wanted a pair; but, being a single-mom at the time placed constraints on the family budget. Had I given in to what was popular, an accurate and clear decision to not purchase for a pair of shoes for a child with growing feet would have been cast aside, and in less than a year’s time, she would have outgrown the shoes. I was able to find a loving answer to the problem. She and I made an agreement that once her feet stopped growing, we would scour the store circulars to find a pair on sale. Although she was disappointed at first, by the time she turned sixteen, her feet had stopped growing and we were able to fine a pair of Reeboks, on sale. It was a mother-daughter day; definitely one for the scrapbooks. Being able to use critical thinking skills in order confront the popular item of the day or decade, and being able to say no, or at least develop a compromise, has served me well with my family and friends. I often find myself using the adage, “if your friends jumped off a cliff, would you?” to demonstrate points. Not exactly critical thinking; but, it does help to avoid choosing popularity over accuracy (Nosich, 2012). It also leads to many loving conversations.

            Of the standards listed by Nosich (2012), the one that guides me and allows for change, is that of loving. I loved my mother very much; though, I often question her love for me if her thinking led her to take her own life. Learning to think in a critical manner is not easy and does not happen overnight. For me, the process began as a way to insure my loved ones would never find me as I had found my mother. By first questioning my own thoughts, and then making sure I was clear with my own thinking, I could then turn to being accurate. Each of these is important. Being clear and accurate with my husband has led to twenty years of happy married life. I have been able to answer questions for my children that I was never able to ask of my own mother. Likewise, when my children asked questions or presented statements to me, I could dig a little deeper to find out if the information was accurate or a rouse. Since 1974, I have read, for pleasure and for research, and this has only added to my critical thinking skills. Reading allows me to question long held beliefs and to be open to new ideas. I also watch numerous documentaries and historical accounts covering a diverse range of topics. I try to learn something new every day. This simple challenge has allowed me to question long held beliefs and open the door to new concepts. Often times, I share my findings with my family and amazing conversations take place. Some of my thinking has changed over the past four decades; but, the standards have not. Whether I am considering allowing my son to sign-up for a Facebook account, or choosing a topic to research for school, I first have to be clear in my own thinking and accurate with what I present. Many times, critical thinking leads to unpopular decisions; but, I hold fast in a loving way that I never knew with my own mother.