A634.1.6.RB_MedleyKim_Everything I Need to Know About Ethics...

Everything I Need to Know About Ethics…

            One of my most favorite prints is both posted and commented by Susan (2008) and titled, “All I Really Need to Know I Learned in Kindergarten”. Every time I read it, I smile. Robert Fulghum, the author of the piece, observes if we take but a few of the listed lessons: playing fair, sharing with others, living a balanced life, cleaning up our own messes, and not taking from others; the lessons hold true regardless of our advancing age (as cited in Susan, 2008). Fulghum asks us to posit a world in which warm cookies and milk, with a nap to follow, is not only acceptable, it’s embraced (Susan, 2008). How many different cultures allow for just such a break? What if governments across the globe had at the core of their value system the basic of idea of cleaning up and leaving things as they were found or perhaps better than when found (Susan, 2008)? Could such simple lessons hold the key to reversing such trends and opinions as cited by Pastin (2013), including an underwhelming 21% of those surveyed who characterize “business executive as having “high” ethical standards”? If the answer is “Yes”; then, what can business schools do to help?

            Podolny (2009) pens society’s “intense rage… against big business… investment banks, credit-rating agencies”, central banks, and many prominent institutions upon which economies rely; including “business schools” (p. 62). Whereas courses ranging from arts to religion allow for the development of “critical thinking and moral reasoning”; business schools, in particular the studies required for the successful attainment of an MBA, have not only contributed to the “self-serving decisions” made by many of its graduates, they present a harm to society (Podolny, 2009, p. 63). How did such a prestigious degree arrive at today’s reputation? In an overly simplified answer, they forgot the simple lessons. While focusing on many of the ins and outs of statistics and economics, they forgot, or simply were no longer taught the “aware of wonder” (Susan, 2008). Fair play was replaced by the need to secure higher pay, at almost any cost. Apologies for harm and a willingness to clean up one’s own mess gave way to professions without ideals. In short, business students were taught and subsequently unleashed on society, with a focus that asked, “What can I do to make the most money?” instead of teaching and releasing professionals who sought that which they could do to change the world for the better (Podolny, 2009, p. 65). In order to address this trend, business schools must begin to adhere to the simple message from the “Dick-and-Jane books… LOOK” (Susan, 2008):

·       LOOK at teaching ethics and values with statistics and economic

·       LOOK at society’s view of right and wrong versus that of the school

·       LOOK at more than offering one ethics’ course

·       LOOK at continuing education in ethics

·       LOOK at long-term goals not “short-term drivers” such as rankings

·       LOOK at moral consequences of actions

·       LOOK at the school’s value system against that of society

·       LOOK at the core components of leadership: “principles, ethics, and attention to detail” – do students exhibit these traits?

·       LOOK at the benefits of team teaching where “hard” and “soft” controls put forward materials for each class

·       LOOK at and consider Quality over Quantity when research opportunities present

           As long as the focus is on mass producing MBA graduates with a prime directive of making the most money, business schools will continue to fall short and will forever be associated by society to the corporate greed and destruction that has harmed so many (Podolny, 2009). The situation has garnered enough attention that experts are beginning to call for the formation of a “code of conduct for MBAs” with a loss of credentials as the ultimate price to be paid for unethical behavior (Podolny, 2009, p. 67). Sounds promising. After all, returning to the sand box for a moment, when we did not share, wasn’t a discipline imposed? When we hurt someone, wasn’t a punishment expected? When we did not play fair, or cheated, were we not so lectured and warned? In a corporate world filled with pitfalls that can lead to self-interest, harm to others, and a lack of fair play, shouldn’t business schools be preparing students for that which “really goes on inside companies” and equip them with the proper knowledge and skills to reach ethical decisions, that, if asked, our kindergarten teacher would approve (Podolny, 2009)?

References

LaFollette, H. (2007). The Practice of Ethics. Malden: Blackwell Publishing.

Pastin, M. (2013, Nov. 11). The Different Ways People Handle Ethical Issues in the Workplace.

            In The Management Blog Bloomberg Business. Retrieved from

            http://www.bloomberg.com/bw/articles/2013-11-11/the-different-ways-people-handle-            ethical-issues-in-the-workplace

Podolny, J.M. (2009, June). The Buck Stops (and Starts) at Business School.

            Harvard Business Review, 87(6), 62-67.

Susan. (2008, Dec. 11). All I Really Need to Know I Learned in Kindergarten. [Web log

            comment]. Coronado Common Sense. Retrieved from

            http://coronadocommonsense.typepad.com/coronado_common_sense/2008/12/all-i-            really-need-to-know-i-learned-in-kindergarten.html

A521.9.4.RB_MedleyKim_Interactive: Leadership's Fifth Dimension

Interactive: Leadership’s Fifth Dimension

            The quest for knowledge is a never-ending journey. Just when one thinks he or she has a complete understanding of what a leader is leaders with volumes of stories demonstrate how a single, simple story changes and adds one more dimension to that of the concept of leadership, the dimension of storyteller. Whereas Yukl (2013) identifies and discusses leadership in terms of strategic, team, charismatic, transformational, and servant style; Denning (2011) not only adds one additional dimension, he adds five dimensions to a style he views as “interactive leadership” (p. 270). He describes this type of leader as one who “swims in the richness and complexity of living and thrives on the connections between things” (p. 269). These words, although not as powerful as the ones I recall from my days of watching Superman, “Faster than a speeding bullet! More powerful than a locomotive! Able to leap tall buildings in a single bound!” they nonetheless help to bolster the seemingly lacking super hero image of today’s leaders. Instead of opening shirts and revealing a magnificent “S”, Denning’s (2011) words allow this future leader to envision a bold red “I” for today’s interactive leaders as interaction is truly the key “to connect with the world in new ways” (p. 269).

            As I read the five dimensions of interactive leadership, three easily captured the part of me that “thrives on the connection between things” (Denning, 2011, p. 269). Denning (2011) likens the interactive mode of leadership to that of a palette in that this type of leader “adds and subtracts elements” from traditional leadership styles (p. 270). Immediately I saw an artist’s palette filled with colors from across the spectrum. An artist rarely dabbles with one single color while bringing his or her artistic vision to reality. Reds are mixed with yellows and blues. Water is sometimes added to dilute the brightness of a color. Black and white mix to become shades of gray that add depth and shadow to paintings. Why would we think the elements of leadership would remain separate and not mixed as colors from an artist’s palette? Interactive leaders are free to set aside “techniques of manipulation”, those used by “robber barons, hardball strategists, and spin artists” (Denning, 2011, p. 270). In a world where cries for openness, truthfulness, and trustworthiness are increasing, a palette is much preferred as it helps to paint an image of trust.

            The ability to add and subtract allows one to communicate who and what one stands for (Denning, 2011). The manner in which a leader views the world, speaks the truth, and views others all contribute to how he or she is viewed by others. A leader who explicitly demonstrates values and acts in accordance with the same, paves a path for those values to be shared and spread in a contagious fashion (Denning, 2011). An interactive leader, viewed from a super hero perch, facilitates innovation and allows “happy accidents to happen” (Denning, 2011, p. 271). What a wonderful super power to possess! Like any story, though, a super hero cannot remain static. Although his or her core values are unwavering, understandings can and should be broadened in order to maintain the interactive mode of leadership.

            I have often heard, “there’s more than one way to skin a cat”. Denning (2011) takes this same concept to demonstrate there are often many ways to accomplish the same goal and an interactive leader not only knows this; they benefit from it. Yukl (2013) notes one of many sought after competencies of leaders is emotional intelligence. Simply stated, emotional intelligence is the leader’s ability to “recognize moods and emotions” of others, control and channel one’s own emotions, and understand how one’s own moods evolve over time (Yukl, 2013, p. 151). Listening to the stories of others enhances a leader’s ability to build and strengthen his or her level of emotional intelligence (Denning, 2011). A good story, whether it’s a simple bedtime story told to a child, or a future story told in anticipation of causing and realizing a call to action, “depends on emotional intelligence” (Denning, 2011, p. 271).

            These three dimensions of Denning’s (2011) five, the other two consisting of working with the world and not against it, and a flattening of hierarchical authority, not only purport with my own belief system, they are three more tools discovered in the tool box of leadership. In my opinion, the human element from leadership, “viewpoints, emotions, and goals”, has been absent for quite some time 9Denning, 2011, p. 272). I believe this is why so many are attracted to the so-called outsiders of the 2016 Presidential candidates. The human element is on full display with Trump as he not only says that which he is thinking, he remains true to his own emotions by refusing to back down from a media that actively engages in “techniques of manipulation and winning regardless of cost” (Denning, 2011, p. 270). Trump is saying that which many have felt for years; but, because of political correctness, or fear of how expressions would be reported, have remained silent. How can anyone lead without the ability to respond appropriately in a given situation? I have always mixed colors, or added to and taken away from recipes. Looking at a leader’s ability to take elements from across the spectrum of leadership seems a natural fit for me. It makes sense to expand one’s ability rather than pigeon-holing by narrowly focusing on one particular style or method. Of the three, my favorite is listening to the same story from different narratives.

            Denning (2011) equates interactive leadership with that of a conversation “between equals” (p. 276). This hammers home the importance of listening. Whereas a controlling manager’s success would be based on the ability to simply deliver a message, the success of the interactive leader is based his or her ability to “interact with the audience and learn from their viewpoints” (Denning, 2011, p. 273). A controlling manager is unaware of the audience; but, an interactive manager is not only aware, his or her story provides for a responsiveness that can become contagious (Denning, 2011). Isn’t that what we want from telling a great story? Don’t we want our audience to go forth and re-tell the story?

            Being a leader, regardless of the style, is not easy and not meant for everyone. The power of storytelling, once mastered, provides “meaning as well as beauty” to the role of leadership (Denning, 2011, p. 289). I well remember watching John Wayne movies while growing up. In each movie, he often told a story; and, while I readily recognize they were well scripted stories, the way in which he delivered those stories made him seem to sit a bit taller in that saddle. He connected on a personal level, even with those whom he fought against. As Denning (2011) notes stories help us “come to terms with our past, our present, and our future”; and, these dimensions provide for a freedom that allows leaders to “simply be” (p. 289). Simply being me is much easier than selecting a style I’m not.

References

Denning, S. (2011). The Leader’s Guide to Storytelling: Mastering the Art and Discipline of

            Business Narrative. San Francisco, CA. Jossey-Bass.

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

A521.8.4.RB_MedleyKim_No_Strangers_Here

No Strangers Here

            William Butler Yeats wrote, “There are no strangers here; only friends you haven’t met yet” (QuoteHD, n.d.). McKay, Davis, and Fanning (2009) provide, “The world is full of interesting strangers” (p. 205). Potential friends and lovers pass by us in the halls, sit and eat with us at restaurants, wait in line with us, and even perform customer care services; yet, once eyes meet, or contact is made, we “shyly slide away” (McKay et al., 2009, p. 205). The obvious question is why? Why do we hesitate to break the ice? What is about “the art of beginnings” we fear (McKay et al., 2009, p. 205)? Do we fear what others will think, or, worse, do we fear rejection (McKay et al., 2009)?

            McKay et al. (2009) proffer fear is derived from one of two sources: an antiquated model from the 1800s that frowned upon contact with strangers without proper introductions; or, our “own self-depreciating internal monologue” that assigns self-imposed feelings of inferiority, untrustworthiness, and unattractiveness (McKay et al., 2009, p. 205). Further, Jacobs (2012) notes increasing social networks provide a safe haven for those whose internal monologue maintains an upper hand. Social media allows those who fear that initial contact to “listen… and chime in on” their own terms; yet, there is no substitution for face-to-face contact and the ability to “work the room” (Jacobs, 2012). Our ability to cope with our fear and experience an event as one of exhilaration that broadens our circle, rather than one that is a complete, and utterly “boring waste of time” begins with an understanding of why we fear contact and how we may overcome it (Jacobs, 2012).

            Although I have years behind me, and contrary to jokingly, snide remarks my family and friends would make, my fear of contact is not derived from the 1800s, although I do sometimes marvel at the fashions of the period; but, that’s a conversation for another time. A portion of my fear, which inhibits my ability to “work the room”, stems from how I was raised. My parents came from a generation in which children were preferred to be seen and not heard; and, they continued that tradition with their parenting practices. I can remember as far back as my early childhood. I would listen intently to the adults as they spoke; but, many times, my attempts to enter the conversation were shut down because of my young age. Often times, I was told to go play, or find something else to do while the adults visited. The other factor that contributes greatly to my present day inability is that of my height.

            My mother was short in stature. As I recall, she was 4’9”. As a child, I was always short for my age. During elementary school, and to some extend junior high, I learned to deal with my height by saying I had not yet reached my growing spurt. That argument worked until ninth grade, at which point most of my girlfriends had not only grown in height, they had started to mature in other areas one would expect from a ninth grade girl. I had not yet experienced these changes. Kids can be quite cruel at times. More often than not I was chastised and told to return to elementary school. In addition to being kept away from conversations, I was often kept from social sports, like four-square. Talk about feeling inferior and unworthy! Years of receiving the same response greatly affected my body language. Often times, I failed to make and keep eye contact. I moved away from people, did not smile, and kept my arms crossed (McKay et al., 2009). I did find friends. They were much like me in that the popular group found physical flaws with them, too. We were able to connect and are still in touch, today. For me, a room filled with people is much akin to the popular clicks from high school.

            With self-analysis complete, McKay et al. (2009) offer guidance as to how to avoid self-imposed judgmental labels. Reframing rejection, dealing with rejection, and planning to be rejected are but a few suggestions. Jacobs (2012) provides ten tips that marry nicely with McKay et al. (2009) and the steps needs to enjoy the art of conversation:

1)               Go with a purpose

2)               Use inside contacts

3)               Be a lone ranger

4)               Get the lay of the land

5)               Know your body language

6)               Break the ice

7)               Mind your handshake

8)               Use open-ended questions

9)               Easy on the business cards

10)           Be generous

I recognize my tendency to allow those old fears to impact my ability to work the room. Honestly, there are times I would be quite happy sitting, as I did as a child, and watch the others interact. It was amazing what I was able to learn by simply listening. Today, when I travel to meetings or gatherings, I choose which to attend, and I make it a practice to meet at least three new people, obtain their business card, and send a follow-up e-mail to them after the event. Many events are hosted by the local Chamber of Commerce. I have a dear friend who acts as not only my inside contact, he knows of my fear and will introduce me to many new people whom he knows. This helps me to avoid staying with people I know, throughout the event, and take on the mask of the lone ranger (Jacobs, 2012). Before breaking the ice, which according to McKay et al. (2009) is nothing more than “to start talking”, I take note of other groups and if their conversations appear to be private, or, if they are open to another joining in. With women, I can give a compliment by commenting on shoes, handbags, or their outfit. With men, humor, current events, and sports provide many icebreakers (McKay et al., 2009). I enjoy speaking with others. I enjoy listening. It helps me to ask open-ended questions, thereby learning more. I try to remember little things so that if I meet these same folks, I already have information with which to further our relationship. I am quite generous and enjoy helping others without expecting something in return (Jacobs, 2012). I think that goes back to my childhood, too.

            As I attend more and more events, the art of conversation and the ability to make that initial contact becomes easier and easier. My father used to tell me the way to Carnegie Hall was to “practice, practice, practice”. My ability to listen and willingness to share information about myself help me to finally engage in something I love, the art of conversation. Most of the working the room conversations remain at the second level of self-disclosure, “thoughts, feelings, and needs”; however, each time we share just a little bit more, relationships grow and fears disappear (McKay et al., 2009, p. 215). Yes, “waking into a room full of strangers can be intimidating”; but, when curiosity no longer leads to prying, the conversation is essentially finished and a graceful exit is sought (Jacobs, 2012; McKay et al., 2009). As for me, I fought for years to become a part of so many conversations. A little fear, although ever present, is simply not enough to deter me from making that connection and having that chat.

References

Jacobs, D.L. (2012, Feb 29). How To Work A Room Like You Own The Place. In Personal

            Finance Forbes.com. Retrieved from             http://www.forbes.com/sites/deborahljacobs/2012/02/29/how-to-work-a-room-like-you-     own-the-place/

McKay, M., Davis, M., & Fanning, P. (2009). Negotiation. In Messages: The Communication          Skills Book. Oakland, CA. New Harbinger Publications, Inc.

QuoteHD. (n.d.). Stranger Quotes. Retrieved from

            http://www.quotehd.com/quotes/words/Strangers