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.

A520.1.6.RB_MedleyKim_Self-Awareness: One Stitch at a Time

Self-Awareness: One Stitch at a Time

            Self-awareness, and the never ending pursuit to achieve higher levels of the same, follows many of the same steps taken in order to envision, create, and finish a hand-made garment. Like self-awareness, sewing follows much of the same hierarchy noted by Whetten and Cameron (2011) in that, an understanding of one’s self, one’s core, is essential in order to establish priorities and goals, manage time, and manage stress throughout the seamstress process. As I look at the geometric ovals and lines used to provide a visual understanding of the “five aspects of self-awareness”, I see pattern pieces (Whetten & Cameron, 2011, p. 62). I see the material, thread, pattern, accessories, and labor; that separately constitute the entire aspects one must combine in order to produce a finished piece of clothing. As with self-awareness, sewing is not static. Styles change, measurements change, patterns change, accessories, and even machinery change. Staying aware of these changes is what allows a seamstress to gather all of the pieces and stitch them together in a fashion that strengthens the garment and allows it sustain changes over time.

            Since returning to school and continuing to pursue a higher education, the numerous courses in critical thinking provide a base foundation from which to monitor my own self-awareness. It seems self-reflection has been a part of my vocabulary just as thimbles, needles, seam rippers, and zipper foots. Whetten and Cameron (2011) identify the five main components of self-awareness as: core self-evaluation, values, cognitive style, attitudes toward change, and emotional intelligence. I am a visual person. I understand concepts better when I can see them as an everyday finding. The core, represents the pattern style, values are the pattern options, short versus long hem-line, cognitive translates to pattern instructions, attitudes toward change is the pattern flexibility, i.e., six dress styles from one pattern, and emotional intelligence is knowing where to apply reinforced stitching for those seams that will experience stress. Once I can see abstract images and theories as tangible; I can then begin to reflect and identify changes.

            Entering school with a family can be demanding; however, since I am a planner at heart, I am able to manage my schedule such that time spent on school projects is coordinated in a way that minimizes interference with family and community life. According to Whetten and Cameron (2011), emotional intelligence entails the capability of ascertaining and knowing one’s emotions, as well as those of others and “the ability to respond appropriately” (p. 64). I plan most of my work when my husband and son are at school. Although there are times when I do need to focus on school, their patience for my immediate absence is rewarded when I take time to fix a special dinner, plan a family trip to the movies, or simply sit and spend time. Family is a major core value; and like my core and values, those do not change. They may be challenged, or presented with situations that cause me to pause; but, at the end of the day, the answers to questions derived from the “Front page test… Golden rule test… Dignity and liberty test” do not vary. Other concepts, orientation towards change and cognitive style, have experienced modification and adjustment.

            I readily admit “difficulty coping with situations that are ambiguous, where change occurs rapidly or unpredictably, where information is inadequate or unclear, or where complexity exists” (Whetten & Cameron, 2011, p. 77). Pursuing a Master’s degree has given me the chance to turn the tables and look at change as a challenge. I remember my final project for my critical thinking course. We were discouraged from using PowerPoint. Like a dress pattern I had used over and over, and could literally stitch the garment together blindfolded, PowerPoint was a safe presentation feature for me. I absolutely enjoy creating with PowerPoint. Numerous emotions coursed through as I was faced with choosing a new medium. Remember those reinforced stitches? I am quite certain I popped a few; but, the question soon became, do I allow this to upset me to the point that my project suffers, or do I look at this as a way to expand my abilities with new technology? I chose the latter, embraced Camtasia, and was pleasantly surprised. Am I an expert with Camtasia? Absolutely not; but, it is a pattern I was able to complete and I can now go back, use it, change it, and all the while I am learning to be more flexible. Camtasia also helped me with the dimension of cognitive style labeled by Whetten and Cameron (2011) as “creating style” (p. 75).

            Many tell me I am quite creative; but, what does that mean? Does having the ability to follow pattern instructions, select appropriate material, and apply various accessories equal creativity? When I compare my skills to those of my grandmother, the answer would be no. When I was in elementary school, the television show, I Dream of Jeannie was a broadcast I did not miss. I loved her costume. My grandmother made a genie costume for me; but, she did not purchase a pattern; rather, she watched the show with me for a week and was able to cut a pattern from paper grocery bags. That is a skill I have yet to master. She came from an era where a store bought pattern was a luxury. She sewed out of necessity. Think of the creativity required to draw, measure, and cut a pattern with brown paper bags! School has always given me the chance to explore and expand my creating style. My last class, Organizational Leadership, helped to understand my introversion is not necessarily a bad quality. Finding research that helps me to embrace this trait has helped me to realize this characteristic is an integral part of my creating style. Although my score for this section of the assessment test was what I consider to be low, again, it calls this to my attention and I then see this as a challenge; one with which I want to engage and master.

            For as long as I can remember, my passions, ranging from football to sewing, provide me with numerous opportunities to learn and to reflect. My core and values came about from life lessons learned through family and friends. School has been the foundation from which my cognitive abilities developed, expanded, and matured. Many times, change has been a welcomed situation and completely embraced; other times, more coping skills have been required. I am fortunate enough to live in a time when I well remember three television channels, hand written letters, and long anticipated telephone calls. A side of me appreciates the humanness of hearing a loved one’s voice from hundreds of miles away, or reading and feeling the happiness or sadness conveyed in a letter. I remember beautiful handwriting. Just as patterns have evolved from newspapers and grocery bags; so, too has my environment. My core and my values are such I know them and am comfortable with them. Learning to be more flexible and trusting creativity; rather than preparing the perfect plan, are areas in which I have noticed change since beginning my Master’s program; and, they are welcomed changes.

References

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

            Saddle, NJ: Pearson Education Inc.