A520.5.3.RB_MedleyKim_Teach A Man to Fish

Teach a Man to Fish

            Empowerment, a concept that on one hand, according to Whetten and Cameron (2011) is meant to unleash the power of a “pull strategy” so as to provide the freedom workers need in order “to do successfully what they want to do, rather than getting them to do what you want them to do” (p. 443); yet, on the other hand, as noted by Forrester (2000), it is nothing more than “the stepchild of a grand heritage” that has been dissected by minds such as Lewin, McGregor, Lawler, and Block only to be finally declared by Argyris as “a loser as an organizational strategy” (p. 67). As with any subject with such contrasting views, the reality rests somewhere between the two. While Whetten and Cameron (2011) promote the advantage of empowerment, which are akin to the ‘teach a man to fish and you feed him for a lifetime’ philosophy, one with which I agree, Forrester (2000) recognizes some men are quite content with being given their daily ration of fish, many of whom I have seen; however, he does believe the documented difficulties with empowerment stem from “six common missteps” during the implementation process (p. 68).

            Although empowerment has been studied and promised organizations “more focused, energetic, and creative work from employees” (Forrester, 2000, p. 67), “its actual practice is all too rare” and employees are still left feeling alienated and powerless (Whetten & Cameron, 2011, p. 443). Empowerment was meant to be the vehicle through which workers gained self-confidence and energy in order to make decisions about their particular tasks in order to provide a more effective functionality to the overall organization (Forrester, 2000; Whetten & Cameron, 2011). The struggle, as noted by both sources, comes from the root of the word itself, power. Additionally, both sources articulate the various dimensions of empowerment so that managers can have a better understanding as to how to implement this strategy and have it be successful (Forrester, 2000; Whetten & Cameron, 2011).

            Forrester (2000) notes that when a company decides to implement empowerment, the flattening process occurs too rapidly such that a group of people once charged with and compensated more for making certain decisions is hurriedly swept away enriching the lives of the people below with more “time-consuming duties” and with less time to “carry out” these demanding operations, often without added training (p. 68). Whetten and Cameron (2011) define this inhibitor as “attitudes about subordinates” and note that more often than not, the workers below the level of managers who were swept away are “already overloaded and unable to accept more responsibility” (p. 462). Likewise, they have not received any additional training, neither is any contemplated; and, some of these workers may very well be described by McGregor’s (1960)  Theory X, wherein these workers try to avoid work and do not show any initiative with their job (as cited in Whetten & Cameron, 2011, p. 462). Whetten and Cameron (2011) and Forrester (2000) both agree an understanding of psychological dimensions of empowerment is crucial to a successful implementation; however, Forrester (2000) believes the current approach fails to consider all five dimensions.

            Self-efficacy, self-determination, personal consequence, meaning, and trust, when used in concert, lead to both improved performance for the organization and the individual (Whetten & Cameron, 2011). Forrester (2000) believes managers narrowly focus and oversimplify self-efficacy and the intrinsic rewards of competency and confidence that follow. This limited application leads to “a stream of words” that finds its way on to posters placed along walls of hallways, become catchy slogans, or offer sage pontifications of “what a dedicated team can accomplish” (Forrester, 2000, p. 69). Unfortunately, words alone can do little to affect enduring principles like an employee’s sense “of the world and how it works” (Forrester, 2000, p. 69). This is why the other four elements, feelings that refer to “having a choice”, producing a result, valuing a purpose, and believing in fair treatment, help translate empowerment into more than a buzz word on a break room poster (Whetten & Cameron, 2011, p. 448).

            Empowerment requires managers to relinquish power; and, according to Forrester (2000) senior management often does not understand what it is they are asking. Those being asked to “let go of the reins” (Forrester, 2000, p. 70) or share power “often have a high need to be in charge” (Whetten & Cameron, 2011, p. 462). Likewise, those to whom power is to be given, as noted by Block (1987) simply do not wish to “take the reins” (as cited in Whetten & Cameron, 2011, p. 461). Some men want to learn to fish while others do not. The questions, according to Forrester (2000) then become do we want to empower employees and do we want to increase their ability “to get what they want for themselves and the organization” (p. 74)? If the answer is affirmative, then costs have to be considered. How much will it cost to unleash this promised “focused, energetic, and creative work” and is there truly a reserve of creativity yet to be “uncorked” (Forrester, 2000, p. 74)?

            Whetten and Cameron (2011) believe uncorking creative power is worth the investment as it leads to increasing a manager’s discretionary time, expands knowledge and abilities of employees, creates and exhibits trust between management and the workforce, increases employee commitment, improves decisions, provides for efficient and timely decisions, and helps coordinate work with managers and workers. Forrester (2000) observes that far too often questions are not considered and empowerment programs lead to nothing more than an expensive, problematic, complex, and long process that results in “causing further cynicism among the employees who feel the most helpless” (p, 74). Although both sources weigh the pros and cons of empowerment, each agree empowerment is a viable approach when implemented in a methodical manner.

            As I reflect, both the text and the article recognize the days of dictatorial leaders do not produce an environment that fits with employees’ work-life balance and/or eliminating stress at work. I do; however, believe there are some employees who are exuberant when given the opportunity to take the reins through empowerment. There are also those who are quite comfortable with the “dependency and submission” encourage by bureaucracies and will resist empowerment by as much as thirty percent (Whetten & Cameron, 2011, p. 451). Therefore, it becomes a balancing act for organizations and managers to decide if empowerment is the answer; and, if it is; then, management must be willing to relinquish, reward, and recognize the benefits of empowerment and how it contributes to the company’s overall success.

References

Forrester, R. (2000). Empowerment: Rejuvenating a potent idea. The Academy of Management

 (3), 67-80. Retrieved from

            http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/210518384?accountid=      27203

Whetten, D.A., & Cameron, K.S. (2011). Developing Management Skills. (8^th ed.). Upper Saddle

            River, NJ: Pearson Education Inc.

A520.4.3.RB_MedleyKim_Money Takes the Lead, Balance Closes In, Then Overcomes

Money Takes the Lead, Balance Closes In, Then Overcomes

            As harmonized by the O’Jays, people will steal, rob, and beat “for the love of money”; but, as noted by Andy Mulholland (2011) interest, expansion, and recognition are motivators that not only sustain workers; they lead to the overall commitment and motivation that Whetten and Cameron (2011) identify as valuable commodities sought by today’s companies. As I listened to Mulholland (2011) describe the moment where he “saw the light” and further discussed his epiphany with Pierre Hessler, it occurred to me that Mulholland, along with Nigel Marsh, CEO of Young and Rubicam Brands, and the authors of this semester’s text, view motivators in a twenty-twenty hindsight manner and from an over forty perspective (Grant, 2012; Whetten & Cameron, 2011). Speaking from my own experience, money was the primary motivator; however, just as Mulholland and Marsh reached the pinnacle age of 40, I, too, had that ah-ha moment; and, that is why I believe the race between money and work-balance as motivators can be envisioned like that between the tortoise and the hare.

            From the age of fifteen to my late thirties, money jumped out and took a big lead as why I worked. Initially, I wanted extra cash in order to buy the latest fashions, purchase a car, buy gas and insurance for the car, and open a bank account. Taking a stanza from the O’Jays, I was willing to bike five miles, flip burgers, and ring a register all for a “small piece of paper… Almighty dollar” (Funkyscope, 2013). As I grew older, money was needed for groceries, rent, mortgages, diapers, clothes, other than my own, and a host of expenditures. Along that career path, I found the first two of Mulholland’s (2011) observations as to why people work, work that is interesting and allows for an expansion of skill set. It came about as a result of a chance at American Pioneer Life Insurance and its approach to its senior underwriter.

            Before American Pioneer was purchased by Mr. Gary Bryant, all files were hand-delivered to our reinsurance underwriter with Hamburg International Reinsurance. Requirements were listed by the underwriter and either my co-worker or I would send out the notices to the agents. I had only been with the company for a little more than a year when this practice changed. The company’s human resource (HR) department hired our first in-house underwriter, Ms. Evelyn Spence. With her addition, our HR had sewn the initial seeds of improving the overall attitude of our department. Evelyn Spence used humor and took time to explain underwriting as a concept so that my colleague and I could develop a better understanding of our job and how it related to other areas of the company, like the claims department. Not only did her style add to the overall interest factor, she helped me to expand my skill set by encouraging me to take the Life Office Management Association (LOMA) courses offered by the company and to begin the advancement process as a junior underwriter. In Mulholland’s (2011) words, Evelyn Spence allowed me to be my own “human manager” which helped to “open my eyes” with regards as to what I wanted to achieve. While money was still a factor, work-balance was beginning to gain ground on this very primal motivator.

            As my career advanced from that of a junior underwriter to a senior underwriter who answered directly to the Vice President of Underwriting, then, Mr. Guy H. Hartman, the former Hamburg reinsurance underwriter, recognition and valuing for what I could do began to overshadow salary, the third of Mulholland’s (2011) reflections. It wasn’t as simple as acknowledging the mechanics of underwriting, the process is the same; it was acknowledgement of the daily, monthly, and annual goals I set and achieved, the specificity and consistency applied to “appropriately challenging” goals, and it was the feedback, not only sought; but, accepted in a welcoming fashion and used to improve not only myself; but, to enhance the overall skill set of the company’s underwriting department (Whetten & Cameron, 2011, p. 334). At the ripe old age of thirty-four, I thought I had it all figured out; then, life happened; and, as Marsh, I took time to look at my life to see if it was a “life well lived” (Grant, 2012, p. 5).

            Saying my life was not balanced at this point would have been an understatement. I had been twice divorced, missed many of the milestones of my children’s lives, and I was a workaholic, complete with bring work home on the weekends. I would rush from one child’s cheering competition to another’s baseball game. Dinner often included grabbing a Whopper through a drive through and attempting to drive with one hand while holding the sandwich in the other. Weekends were a whirlwind of house cleaning and laundry, leaving me too exhausted to enjoy the lighter side of life, like attending free concerts at Lake Eola. Yet, I thought I was living the American Dream, working hard toward retirement. My ah-ha moment came when I met my husband and for the past two decades, just as the tortoise caught the hare, my work-balance caught and overcame money as my primary motivator.

            Our first ten years of marriage provided me with the chance to improve existing processes through a company we opened. We offered insurance consulting services to homeowners whose homes had experienced damage covered through their insurance policies. Most claim adjusters wrote estimates for only damage they could see as opposed to writing a comprehensive estimate that provided adequate compensation to restore the property to its pre-damage state. Owners who experienced damage that required a certain settlement to remove, replace, and restore the property were often paid an amount that was less than half the total required. By using my skills to improve the existing process, my husband and I were able to assess damage, take photographs to document damage, prepare complete estimates, meet with adjusters to walk them through the damage, and help clients realize more equitable claim settlements. Our business grew to be very successful; however, the housing market implosion led to the loss of a business that added to my daily motivation through “intrinsic outcomes… feelings of accomplishment, self-esteem, and the development of new skills” (Whetten & Cameron, 2011, p. 342). It also provided me with a motivator I enjoy to this date, “autonomy… freedom to choose how and when to do particular jobs” (Whetten & Cameron, 2011, p. 342).

            I had missed so much with my two older children; but, having my own business gave me the freedom to schedule tasks around school events, play dates, beach days, and other moments I did not want to miss with our third child. Instead of daycare, I was able to stay home with my youngest. I could share the decision making process with my husband. I was not alone when it came to scheduling repair jobs. Our ability to combine jobs, form a work unit, build client relationships, granting authority to one another, and listening to each other’s feedback helped us to not only maintain a balance with our work, we were able to be more engaged with our family (Grant, 2012; Whetten & Cameron, 2011). Our children are now grown. The youngest, age nineteen, still lives at home; yet, establishing autonomy and expanding my leadership abilities are motivators that allow me to enjoy a third reason for work; flexibility.

            In 2009, I was able to return to school on a full-time basis and my husband helped me to achieve the flexibility I wanted and needed in order to fully appreciate college. I was able to schedule classes in a way to either take advantage of a lecture setting or advance my technical skills by mastering online classes. Additionally, I no longer had to be focused on “money, money, money” as my husband concentrated on this and gave me the freedom to flex (Funkyscope, 2013). This allowed me to join both campus and outside organizations which further provided me with chances to improve existing processes, streamlining campus club requests with the main campus, and expand my leadership abilities through various roles like club president, secretary, and member. Just as Mulholland’s (2011) interesting work and expanding skill set led to recognition; so, too, have improving process and expanding leadership capabilities led to flexibility for me. More importantly, the balance I have been fortunate enough to achieve and maintain has overcome that primary motivator of my youth, money; but, it a journey to realize it.

References

Funkyscope. (2013, Jun. 17). O’Jays – For The Love Of Money (1977). [Video file]. Retrieved

            from https://www.youtube.com/watch?v=JH79m38ifJQ

Grant, J. (2012). Work-life balance. Administrative Assistant's Update,, 1-1,5. Retrieved from    http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/920292234?accountid=      27203

Mulholland, A. (© 2011). The Three Things We Work For (Money Isn't One of Them). [Video

            File]. Available from Books24x7. Retrieved from

            http://common.books24x7.com.ezproxy.libproxy.db.erau.edu/toc.aspx?bookid=43753.

Whetten, D.A., & Cameron, K.S. (2011). Developing Management Skills. (8^th ed.). Upper Saddle

            River, NJ: Pearson Education Inc.

A520.3.5.RB_MedleyKim_Theft... The Only Sin

Theft… The Only Sin

            Khaled Hosseini once proffered, “There is only one sin, only one. And that is theft” (as cited in Danielle, 2010). Committing murder steals another’s life. Lying robs a person of his or her “right to the truth” (as cited in Danielle, 2010). Whetten and Cameron (2011) present eight principles that are key to the practice of supportive communication; yet, if you look at the choice of not providing such communication as thievery, its importance takes on an entirely new significance. In reviewing these attributes through this viewpoint, I was able to expand upon and understand why the behavioral strategies should be integrated whenever and wherever possible (Whetten & Cameron, 2011).

            By not using honest and genuine statements, building and strengthening are stolen from interpersonal relationships and replaced with destruction and weakness. Judgmental communication robs people of their expectation to be treated fairly. Pointing fingers and ascribing blame to a person pilfers self-confidence and leaves defensiveness. “Self-worth, identity, and relatedness to others” are taken when failure to recognize, understand, accept, and value is the practice (Whetten & Cameron, 2011, p. 251). Going global and presenting declarations of “either-or” takes away a person’s choice and ability to contradict (Whetten & Cameron, 2011, p. 253). Disjunctive speech steals one’s equal time to speak and choose topics. Robbing a listener of a communicator’s identity also pockets that listener’s response. How can one respond if one does not know the source of the communiqué? Finally, failing to listen is the greatest theft of all. As demonstrated by Tracy (2012), failing to pause and listen robs others of their voice, careful consideration their words deserve; and, we rob ourselves of the chance to hear others better and to take time to reflect on their words. Whetten and Cameron (2011) outline steps that will help me to avoid many of these pitfalls and not give in to thievery.

            Many of the steps can be integrating in an almost immediate manner. Although the American Association of University Women (AAUW) Flagler Branch is not an organization wherein a “personal management interview” could be implemented; I am going to modify this idea in order to further develop “and build strong positive relationships” (Whetten & Cameron, 2011, p. 265). With each executive board meeting and monthly luncheon, I am going to purposely sit and a different chair or table so that I can get to know each member. This will help me to build my listening skills so that those “500 words a minute” do not lead my mind to wander and take my focus from the communicator (Whetten & Cameron, 2011, p. 256). Likewise, I will be able to practice Tracy’s (2012) techniques of pausing so I do not interrupt others or switch topics without any point of reference (Whetten & Cameron, 2011). Owning my statements has never been an obstacle for me; however, I need to make sure those statements follow the principles of being congruent in order to build on the foundation of honesty and accuracy. It would simply be wrong to steal “emotional deposits” from myself (Whetten & Cameron, 2011, p. 247). By providing objective descriptions, focusing on the “behavioral referents or characteristics of events”, and taking time to recognize the “importance and uniqueness” of others, I will circumvent the theft of self-confidence, self-worth, and fair treatment of fellow members (Whetten & Cameron, 2011, p. 265). Currently, our group is unhappy with the level of service from the local country club that hosts our monthly luncheons. Many have been quick to point fingers at the manager of the facility and even the service staff. A committee will be visiting other locations throughout the summer; so, I hope to be able to apply these techniques to that issue so that an optimal solution, as opposed to a satisfactory resolution can be found for all members. Specificity, along with knowing when to give advice as opposed to simply providing understanding of a problem, does not steal inclusiveness; rather, it encourages respectful dialogue.

            Although Hosseini’s words are offered in the context of religious teachings, another devout lesson, The Golden Rule, instructs faithful to ‘do unto others as you would have them do unto you’. The eight attributes of supportive communication, along with the behavioral strategies, when viewed through the lens of religious teachings, i.e. theft is a sin; then a greater opportunity for self-reflection is there for the taking, along with the chance to fine tune my own self-awareness.

References

Danielle. (2010, Feb. 20). The Only Sin is Theft. Message posted to

http://danielle-thekiterunner.blogspot.com/2010/02/only-sin-is-theft.html

Tracy, B. (2012, Oct. 5). 3 Ways to Improve Your Communication Skills. [Video file].

            Retrieved from https://youtu.be/D5hMN_XkPQA

Whetten, D.A., & Cameron, K.S. (2011). Developing Management Skills. (8^th ed.). Upper Saddle

            River, NJ: Pearson Education Inc.

A520.3.1.RB_MedleyKim_A Great Big Clump of Talent

‘A Great Big Clump of Talent’

            “I’ve got thirty-six expressions – sweet as pie to tough as leather, and that’s six expressions more than all them, ah, Barrymores put together”, the opening lyrics to “I’m the Greatest Star”, performed by Barbra Streisand in the film, Funny Girl, aptly define the range of words used to describe my decision-making style (Newkookoori, 2010). The array of Fanny Brice’s talents, reverberated with each note passing from Streisand’s vocals, mirrors the use of relational algorithms, explained by Whetten and Cameron (2011), and presented by Worldwide Online (2012). The idea of matching an opposite to a known descriptor not only allows for other opposites to be identified; it further helps to combat the concept of constancy, taking the same approach to problem-solving and decision-making, a method which can produce satisfactory as opposed to optimal answer (Swinton, 2005; Whetten & Cameron, 2011). Funny Girl is one of my favorite movies. Although it never dawned on me that I would one day use the film to demonstrate my decision-making style, I am happy to have this source as a frame of reference from which to present my approach.

            Rebecca Haddock, career counselor with San Mateo Community College, explains many decisions, for routine, everyday problems, are made almost automatically (Worldwide, 2012b). Just as Whetten and Cameron (2011) note, “seldom does an hour go by without an individual’s being faced with the need to solve some kind of problem” (p. 174), the automatic choices, like which shoes with which wardrobe, or what word processing program should be used, are ones that require little time, cause minimal stress, and generally follow an almost natural practice, such as wearing tennis shoes with jeans (Worldwide, 2012B). As Haddock continues, the question of how to make a determination for unstructured problems, non-routine and non-automatic, is considered (Worldwide 2012b). It is within this context, that of evaluating more complex problems, that Whetten and Cameron (2011) caution against settling for a “satisfactory solution instead of the optimal or ideal solution” (p. 174). Likewise, the series of questions presented by Carlos Watson, entrepreneur and former attorney, help explain what I like to call, the ‘if P; then Q’ impact of making a decision (Worldwide, 2012b). If I choose this, what is the impact? Do I need to give up anything? Will I miss out on other opportunities? The process of considering “trade-offs” not only helps to increase our own self-awareness, for me, considering the ‘if P; then Q’ affect, helps me to slow down and consider other alternatives (Worldwide, 2012b). Self-awareness also assists with the decision-making process.

            Although I would not use words such as miffed, divine, or greatest to describe my style, Streisand’s declarations of natural, talented, and gifted could be applied (Newkookoori, 2010). In the exercise, presented by Worldwide Online (2012a) and explained by Haddock, viewers are invited to choose from a series of adjectives in order to form a better understanding of how one reaches a decision and how that method impacts the overall process. My list includes: cautious, logical, self-motivated, rational, active, and quiet (Worldwide, 2012a). Being cautious allows me to make sure I am not just using words to consider a problem (Whetten & Cameron, 2011). Additionally, it helps me avoid making snap judgments about data. Logical, rational, active, and quiet allow my right and left brain to work together (Whetten & Cameron, 2011). I am able to gather data, define problems, generate other options, and examine all of my information (Whetten & Cameron, 2011). Being quiet allows me to essentially move problems to my brain’s backburners whereby unconscious actions look at unrelated notions while pursuing a solution (Whetten & Cameron, 2011). Many times I have found solutions and made decisions while cooking dinner. I enjoy finding similarities with differences. The second part of Haddock’s exercise offers that very opportunity; a challenge that allows me to unlock my inner creative style (Worldwide, 2012a).

            After choosing words that describe my decision-making method, I then had to write down the opposites (Worldwide, 2012a). As outlined by Swinton (2005), the difference between “night and day” can lead to an increase in creative problem-solving and “keeping analytical thinking in check”. The opposites of my styles are: rash, foolish, stopped, unsystematic, lazy, and loud. My natural tendency, in reacting to these descriptors, would be to surmise making a decision in a rash, foolish, lazy, loud, and unsystematic manner would not lead to either a satisfactory or optimal solution; but, if Fanny Brice taught me anything; sometimes doing the exact opposite and stepping outside of one’s comfort zone can lead to the most amazing decisions.

            Rather than take the usual route of talking to the promoters of the show yet again, Brice breaks into song and even though she fails to capture their attention; she ultimately prevails as the star of the show, with more than just a “clump of talent” (Newkookoori, 2010). For me, the benefits of making decisions in a way that is opposite of the normal route include expanding creativity by testing new approaches, experiencing outcomes not imagined, and learning from decisions that proved to be mistakes. My husband will easily say I am a planner. I recognize this, too. For the most part, planning serves me well and many times my decision-making style enhances planning; however, throwing caution to the wind can have unexpected and welcomed results. Simply picking up and taking off for the weekend is something my husband loves to do; but, for a planner, spontaneity goes against my very fiber of decision-making. My husband will also tell you some of our most memorable moments are the result of rash, unsystematic, and unreserved decisions. In many respects, my husband is my opposite and he has been able to help me realize that reaching for an optimal solution far exceeds simply settling for satisfactory solutions.

References

Newkookoori. (2010, June 19). I’m the Greatest Star. [Video file]. Retrieved from

            https://www.youtube.com/watch?v=fHPE_BrctCo

Swinton, L. (2005, May 13). 3 Creative Brainstorming Activities, Games and Exercises For

            Effective Group Problem Solving. mftrou.com. Retrieved from             http://www.mftrou.com/creative-brainstorming-activities.html

Whetten, D.A. & Cameron, K.S. (2011). Developing Management Skills. (8^th ed.). Upper

            Saddle, NJ: Pearson Education Inc.

Worldwide Online. (2012a, April 2). Exercise: Decision-Making Styles . [Video file].

            Films On Demand. Retrieved from           http://digital.films.com.ezproxy.libproxy.db.erau.edu/play/7A2UTV

Worldwide Online. (2012b, April 2). Routine and Complex Decision-Making. [Video file].

            Films On Demand. Retrieved from             http://digital.films.com.ezproxy.libproxy.db.erau.edu/play/7A2UTV

A520.2.6.RB_MedleyKim_Time for Internals

Time for Internals

            Last week, lesson plans included identifying self-awareness, including the aspect of attitudes toward change of which locus of control is part. Yukl (2013) includes locus of control, internal and external, as a specific personality trait that is linked to and relevant for effective leadership. Internals believe their life events are governed “by their own actions”, not “by chance or uncontrollable forces”, the belief of externals (Yukl, 2013, p. 140). As such and as noted by Whetten and Cameron (2011), in order to maintain control internals are more prone to adopt methods aimed at both accomplishing goals and eliminating or reducing the primary cause of stress in management, time. In order to understand how each element connects, assessing time management skills provides an elementary beginning point to see how time management skills affect locus of control.

            My locus of control assessment score indicated my ranking, when compared to that of 5,000 students fell in the second quartile (Whetten & Cameron, 2011). From an interpretive standpoint, since my score of four is lower than the average score, I am an internal; something I have known for as long as I can remember (Whetten & Cameron, 2011). Internals often employ strategies such as preparing, planning, fostering resiliency, and organizing in order to not only control life events; but, to focus on actions deemed to be either important or non-urgent (Whetten and Cameron, 2011). “Important activities … produce a desired result… urgent activities… demand immediate attention” (Whetten & Cameron, 2011, p. 121). Since internals like me plan, important matters are scheduled to be addressed so that they do not become urgent matters; thereby eliminating the stress that accompanies having to constantly react to situations wherein too much is required within an insufficient time-frame (Whetten & Cameron, 2011). Having identified my locus of control, I was able to assess my time management skills by completing the diagnostic.

            According to the scoring key of the “Time Management Assessment”, my total score is 118, with a score of 59 for each section (Whetten & Cameron, 2011, p. 164-165). My score falls within the top quartile. These results are not surprising. I am a planner. Whether I am organizing a day of household chores, or setting up my daily, weekly, and monthly tasks at work; I plan. I am completely aware that the ‘best laid plans of mice and men often go astray’; however, for the most part, planning and organizing help me to achieve results; and, more importantly avoid the stress that comes from the occasional procrastination. My grandmother had a saying, “act like a bee stung you”. Those words are never too far removed from my thoughts whenever I am tasked with incorporating activities into my routine. Whetten and Cameron (2011) list 40 techniques, applicable to personal and managerial situations. Of the first twenty, I do or have done all but two, Rule 8 and Rule 18 (Whetten & Cameron, 2011). These techniques serve as a foundation upon which I have come to rely, especially since returning to school, joining several community organizations, and tutoring my son.

            Think about how one reacts when stung by a bee. It’s an immediate response, not delayed. This is how I approach time management. With school, the first step I have always taken is to print out the syllabus and highlight test and project due dates. This allows me time to establish reading and other deadlines, like completing rough drafts, outlines, or finding additional sources. By planning ahead, I avoid situations, such as a book not being available, trying to skim read in a hurried fashion, and missing important details for a rough draft. I write down my notes for assignments. I prioritize projects. Additionally, while I am working on a paper, I generally do smaller jobs, like laundry or dinner preparation. Similarly, community groups, like the local Republican club, the American Association of University Women, the Flagler County Chamber of Commerce, Palm Coast and the Flagler Beaches, and the city’s code enforcement board, provide me with the chance to organize my schedule so I can take a break from school and focus on other topics. Many times, this gives my brain a break and allows it to work on problems in the background. I put meetings on my calendar. I print off meeting agendas and read any accompanying documents. I make notes of ideas or issues to discuss. Finally, I plan time in the evenings so I can tutor my son. We go over Spanish assignments, FCAT test preparations, and ACT sample tests. Setting a definitive time helps me to bring other tasks to completion or a stopping point. Although planning has been a part of my life for more than four decades, I am always on the look-out for ways to improve my scheduling process.

            We live in a world of e-mail and e-calendars; and, while I have become proficient with one, the latter requires more attention. As a way to improve the integration of my school, community groups, and tutoring, I will be making better use of the tablet device given to me as a Christmas present. I plan to create and maintain an electronic calendar and make use of the notes feature to have a central and portable location for my daily, weekly, and monthly tasks. This will give me more control and reduce stress, as my time management will become more effective and efficient, which should suit the traits of an internal quite nicely.

References

Whetten, D.A. & Cameron, K.S. (2011). Developing Management Skills. (8^th ed.). Upper

            Saddle, NJ: Pearson Education Inc.

Yukl, G. (2013). Leadership in Organizations. (8^th ed.). Upper Saddle River, NJ: Prentice Hall.

A520.2.3.RB_MedleyKim_NCR vs. Word Processor

          In the video presentations, “Conflict Resolution – Part 1” and “Conflict Resolution – Part 2”, presented by How to Relate to People in Business (2008); herein referred to as How To, expected conflicts and how to reach a negotiated agreement are presented. Conflict, according to Whetten and Cameron (2011) “sparks creativity, stimulates innovation, and encourages personal improvement” (p. 376). One of the primary keys, outlined in the videos, is to turn from being an autocratic boss to one who persuades his or her subordinates and other parties (How To, 2008, Part 1). Rather than giving orders, which foster resentment, needs of followers need to be identified and met through empathy, “listening to someone until you understand their point of view and what motivates them”, asking subordinates for solutions, having bosses submit recommendations, and implementing a final agreement (How To, 2008, Part 1). It was in this context I was able to face and navigate negotiations as an underwriter for American Pioneer Life Insurance.

          I worked for American Pioneer for a period of twelve years, which spanned the late 80s and early 90s. Our primary method for communicating underwriting requirements to our agents in the field was to complete a pre-printed, five-part NCR form. It listed the underwriting requirements most often requested by underwriting. The idea was simple. An underwriter checked off the items needed to assess the risk presented by an insurance applicant, provided additional comments to the writing agent, and then sent copies to the writing agent, overriding agents, and regional managers. The problem that occurred was in order to use the NCR form, without making copies for the file or additional hierarchies, the underwriter literally had to exert enough pressure on the pen so that a clear carbon copy appeared through all five parts. This problem trickled down to the underwriting assistants as they were tasked with making copies for not only the files; they had to secure sufficient copies to mail to the managing agents. Often times, assistants stood at the Xerox machine for long stints of time. This caused workers from other departments to have to delay their own copy needs. Bottle necks were the norm in the Xerox room. Another problem presented by the NCR forms was that of legibility. Not every underwriter demonstrated excellent penmanship. As such, field agents often called the office to have instructions and/or comments interpreted by the assistants. Translating files pulled assistants away from other duties. I had been an underwriting assistant before climbing the organizational ladder to become an underwriter. I remember having to interpret various handwritings. The conflict was quite clear. How do we develop a process that alleviates the Xerox line, provides clear communication to the field, and still provides a streamlined method for underwriters to list underwriting requirements in each file? It was the answer that required information gathering, negotiation, implementation, and feedback (How To, 2008, Part 1).

          My role was simple. As an underwriter, I knew each underwriter had a unique handwriting. Although the NCR form had most of the requirements pre-printed; it was often necessary to write out additional requirements. Underwriters did not have typewriters; but, the assistance did. More importantly, they had computers that could be linked to the new word processing capabilities offered by data processing. Expecting assistants to roll each NCR form into the typewriter and type each note individually would cause substantial work-flow delays. We needed a uniform and expeditious manner that would provide a simple method for the underwriters and a typed method for the assistants. During the early 90s, word processors were in their infancy; yet, our data processing department had begun to experiment with an extended word processing capability. I brought this development to the attention of my boss, the vice-president of underwriting. He was old-school, in that he preferred hand-writing requirements to agents; however, I was able to persuade him to listen to my idea.

I took one of our NCR forms and sat down with the director of data processing. I explained to him the bulk of the wording for each requirement did not change. His word processing expansion looked to incorporate the use of five variable codes that when entered would print a pre-defined message. Our NCR form always included a paramedical examination along with the reason for it request. A code, such as PMD01, would indicate a paramedical examination was required based on the amount of insurance requested. By assigning specific codes to each requirement and allowing for the input of additional comments, underwriters were able to enter a code on the file worksheet, list additional comments on the file worksheet, send the file to the assistant, and have the assistant print a five part word processor form. When tested, there were technical difficulties at first; but, minor adjustments solved the problems. The real test was presenting this to the underwriters, assistants, and the regional managers for our agency force.

          As demonstrated in the second video (How To, 2008, Part 2), plans often times require revisions; and, my plan was not any different. When the boss called for a discussion and allowed me to present to proposed solution, empathy was required so that I could understand the concerns of all parties (How To, 2008, Part 1). A main concern was that of the existing worksheet, a part of the permanent file. It did not mirror either the codes or word processing product; thus, confusion was born. Managing agents observed the new forms did not list copy addresses as verification that managers had been copied on outstanding underwriting requirements. Those who preferred to write out requirements struggled with the new codes; but, were willing to make their own cheat sheets in order to provide better communication to the field agents. As I recall, we had only three meetings in total, with all parties, before reaching our final product. It was a welcomed change that decreased delays caused by Xerox lines, reduced our budget, as NCR forms were quite costly, and it promoted the use of new word processor technologies. The decision was not forced and neither was the conflict avoided (Whetten & Cameron, 2011). Underwriters, assistants, data processing directors, and managing field agents came together to address a problem in a rational and methodical manner. With negotiations that fostered listening to all sides of the story, subordinates submitting suggestions, bosses making recommendations, approving final agreements, and implementing changes, we were able to change forms to coincide with the codes, include addresses, keep codes simply for those who needed a cheat sheet, and develop a communication product that did not require translation or additional copies (How To, 2008, Part 1). In the words of Jeffrey Berman, we were able to “put the business’s interest” first and develop “a willingness to get the job done in the most efficient way possible” through negotiations that sparked and stimulated creativity and innovation and helped to make American Pioneer more of a healthy organization for its workforce and its field agents (How To, 2008, Part 1). 

References

How to relate to people in business. (2008, Feb. 10). Conflict Resolution - Part 1. [Video file].

          Retrieved from https://www.youtube.com/watch?v=P2GWmDUKF3o&feature=youtu.be

How to relate to people in business. (2008, Feb. 10). Conflict Resolution – Part 2. [Video file].

          Retrieved from https://www.youtube.com/watch?v=Vga7bhGd5dI&feature=youtu.be

Whetten, D.A., & Cameron, K.S. (2011). Developing Management Skills. (8^th ed.). Upper Saddle

          River, NJ: Pearson Education, Inc.