A521.9.4.RB_FodenJohn (Reflections on Leadership)

We suffer too many bad examples of leaders: Richard Nixon, Saddam Hussein, Adolf Hitler, Josef Stalin. Fortunately, we also enjoy many good examples: Winston Churchill, Billy Graham, Abe Lincoln, George Washington, Steve Jobs. Being a good leader is not for the faint hearted and most definitely not for those who don’t seek to serve others. Leading is not telling others what to do or think or even being “in charge.” Leadership demands vision, demands selflessness, and mentors for the long term benefit of the mission and others. Throughout his book, The leader’s guide to storytelling, Denning (2011) stressed and detailed the insightful, unique, and influential roles stories serve in cultivating effective leadership. Prior to reading Denning’s (2011) book, I hadn’t made the connection between a leader’s effectiveness and his/her ability to tell and leverage stories that resonates meaning with the audience or organization. Stories are meant to “paint” a picture or share the storyteller’s vision to galvanize listeners to act.

However, leadership is more than telling a captivating, emotional story to advance an agenda or protect an idea. Denning (2011) introduced the interactive leader as one who involves and embraces (rather than fights) the world around. Interactive leaders participate (up close with their organizations), connect (with their followers), converse as equals (with all), see and embrace (the possibilities), remain relevant (to today’s demands), boast passion (for people and mission), pursue the “fun” (in their work).

Denning suggested an interactive leader “thrives on the connection between things” and boasts several dimensions. I’ve enjoyed numerous leadership opportunities in my 25 year Air Force career, four and a half years of those in command. Consistent with interactive leadership tenets, my focus had been on accomplishing the mission and serving my squadron members. We all can leverage nuggets of participatory leadership to apply in our own roles and opportunities in leading others.

·         Interactive leaders work within the constraints of their environments (rather than fighting them). Don’t push against the world by trying to accomplish their goals without engaging with their surroundings. Don’t apply indiscriminate constraints and guidelines that aren’t consistent with the operating environment. Although I brought a few personal “quirks” to my commands like being impatient and excessively focused on detail, I led my charges within the constraints of military dictates and superior commander expectations. I worked diligently to understand my boss’ priorities, convey those to my unit, and then leverage the strengths of my squadron to meet those priorities. Over three commands, my squadrons served in combat zones (without fatalities), excelled in inspections, improved processes, and reduced spending, as well as supported aggressive, 24/7 flying missions.

·         Interactive leadership creates and removes elements from our “tool kit.” It improves traditional management functions including command, regulation, and optimization with added capabilities. However, it eliminates negative controlling and excessive damaging winner-take-all attitudes.

·         Best of all, interactive leadership expands on personal integrity and authenticity. Followers will respect a leader because of the time, energy, and commitment (s)he invests in the organization and with colleagues and subordinates. Others trust a leader’s professional judgment because they’re confident you’ve mastered your responsibilities and complex environment. Denning (2011) summed it up, “Because you listen to the world, the world listens to you.” The Air Force core values (Integrity, Service, Excellence) helped bolster those same values I held personally and employed in order to command. I commanded everyday understanding others assessed my actions to make sure they supported my comments. While disciplining, I relied on the counsel of others and invested time to meditate/contemplate to render the most fair and timely judgments I could. I’ve issued Article 15s (non-judicial discipline) to those whose work ethic I admired people as well as to those who I disliked. I found consistency to be the greatest challenge of all. I visited frequently with my squadrons during my “walk-arounds.” Heck, I even helped change oil and balance books to demonstrate I wanted to better understand their work.

·         Most definitely interactive leadership doesn’t depend on a published hierarchy. Team success relies on every one “stepping up” to share responsibility, contribute to supporting mission success, and mentor others.

·         Interactive leadership focuses on achieving concrete results, not simply mastering academic concepts. I have to be able to tell captivating and meaningful stories, not simply know how effective story telling would make me a better leader. Command “forced” me outside the “academia” of leadership theory. The more I read books and attended seminars about leadership, the easier leadership seemed. Sure, books and speakers professed leadership was hard and challenging due to people challenges. However, I couldn’t realize how exceptionally challenging (and rewarding) it would be when I sat in the commander’s chair to deploy someone who had already been over in the desert four or five times or would miss his/her anniversary or birth of a child. Or perhaps, how difficult it would be to harshly discipline a good Airman who simply made a mistake. Although I’ve made a lot of great, impact stories throughout my25 years, I’ve found it very difficult to share those stories in order to impact future leadership opportunities.

References

Denning, S. (2011). The leader’s guide to storytelling. San Francisco, CA: Jossey-Bass.

McKay, M., Davis, M. and Fanning, P. (2007). Messages: The communication skills book. Oakland, CA: New Harbinger Publications.

A521.8.4.RB-FodenJohn (Making Contact)

A521.8.4.RB-FodenJohn (Making Contact)

Similar to Monty Python, I continue to search far and wide for my “holy grail” with respect to capturing professional opportunities. Although I enjoy a competitive resume and extensive logistics experience, I must improve and be more comfortable talking (make contact) with “strangers” so I can improve my “social skills.” Why are mature social skills so important to my career? I’m convinced being at ease in “spontaneous” two-person or public conversations demonstrate I comfortably can communicate in otherwise stressful personal and professional settings. When partnered with strong experience and proficiency, my prowess with respect to “make contact” communication would translate to more and better professional opportunities.

I’m comfortable conversing with strangers in professional settings; these “strangers” later become colleagues. I’ve led various planning sessions with representatives from subordinate organizations who I’d met just a few minutes after the start of the event. Earlier in my career, I “jumped in with both feet” in my new commands by meeting and engaging with new people for the first time when I assumed command of these squadrons. I was comfortable talking with colleagues I recently met when they were subordinate to me; I didn’t feel threatened. However, I’m conversationally unsettled from a professional stand-point when I approach others serving in a superior capacity/position to mine or interacting in a social setting. It’s difficult for me to “work a room” with ease because I’m more comfortable and better versed discussing work at a social event or party, then talking about family and personal interests. You can imagine that makes for a fun time for everyone. McKay, Davis, and Fanning (2007) shared the view self-deprecating behavior is one reason for being ill-at-ease with strangers. This model (influenced my behavior with negative thoughts about my “social value”) described my awkward self-consciousness.

I “sport” a quiet personality; my parents set an example of being reserved and don’t “rock the boat” because in the long run it was better to get along to avoid creating dissension. I learned and lived by the credo “God made people with two ears and one mouth so people should listen more and talk less.” I formed my opinions and outlooks by reading and listening to and assessing the beliefs of others. I’ve followed the view “it’s better to listen with an open mind to develop opinions which reflect reality and truth.” I viewed others who just talked (without listening to others) to be conversation “hogs” who were close minded; they didn’t listen to others…and that’s not who I wanted to be. However, serving as an Air Force officer challenged me to “emerge socially from my shell.” My duty and commitment to lead were greater than being comfortable in my reserved personality. As a result, I immersed myself in conversations at all levels. However, I’ve not “conquered” the task of simple, personal conversation…and that’s where Messages can help.

McKay, Davis, and Fanning (2007) shared two rules for connecting that hit me right between the eyes…give attention, interest, and respect to your partner and embrace an outward rather than an inward focus. I’d create conducive, meaningful interaction when I focused on the other person’s perspective. Historically, my focus has deferred to my “perceived” shortcomings: I wasn’t as smart, senior, or as influential as the other person and didn’t focus on what I had to offer the relationship. I’ve neglected easy, common sense cues on how to bond with others. However, McKay, Davis, and Fanning (2007) proposed several guidelines I’ll leverage to connect more effectively:

·         Revolutionize my “body language” to engage and welcome the other person by moving closer, uncrossing my arms and legs, leaning in to the discussion, making eye contact, and smiling. Unfortunately, my “track record reflects that my body language screamed all the wrong tendencies.

·         Use “ice-breakers” to generate conversation. I’ve been concerned with potential rejection or being forced into an unwanted situation. However, Messages listed a few ways to initiate discussion: ask for information, offer a compliment, employ humor. Historically, I’ve not been very good at initiating conversations with strangers in a room or at an event.

·         Strengthen my “art of conversation” using ritual and informational questions, active listening to participate in our discussion, and sharing more of my thoughts to foster closeness and trust. In the past, I’ve struggled with being able to carry a conversation beyond one or two ice-breaker questions.

I’ve lived most of these shortfalls for too long, yet am excited about the opportunities these recommendations offer to make me socially comfortable and influential.

Reference

McKay, M., Davis, M. and Fanning, P. (2007). Messages: The communication skills book. Oakland, CA: New Harbinger Publications.

A521.7.4.RB_FodenJohn (Knowledge Sharing Story)

A dad’s head hurts; how can a dad and his wife afford to send their kids to college in today’s environment of rising tuition costs and dwindling financial aid? Families face numerous common pitfalls trying to pay for their children’s college educations (without going into debt). Success stories are all too uncommon. Like Denning (2011) shared in his book, The leader’s guide to storytelling, a memorable knowledge-sharing story is typically unusual (out of the ordinary). Denning (2011) further iterated most learning experiences rise from bad news. However, positive news stories also play a part in a successful story. In general, families being able to pay for college starts long before students begin attending high school.

For an overwhelming majority of couples, welcoming their children into their families involves truly breathtaking and humbling and proud moments. Parents are often excited for all the excitement of parenthood. Economics are only a few of the concerns that “haunt” parents.

However even before their children are born, financially astute parents agree to build nest eggs to fund their kids’ college educations so they won’t have to borrow from the future. Parents must help their children avoid the tragic and all too common overwhelming burdens of sizable student debt.

A vast majority of parents realize college arrives at their doorstep sooner than later…even when that would be 15-18 years in the future. Most have heard the horror stories of college price tags in the tens of thousands for each of their “critters”… without a plan in sight to create and grow college funds.

Fortunately, parents can rest in the assurance of ageless axioms: “A journey of a thousand miles begins with one step.” And “How do you eat an elephant? One bite at a time.” Parents must research financial resources and discuss concerns with friends, then assemble their plan for their children. Parents’ focus must be for their children to graduate from college incurring student debt.

How can a family achieve that goal in an age where overwhelming college debt crushes the spirits of so many graduates who’ve incurred debt in the tens of thousands? First, immediately start your college saving strategy. As soon as parents receive social security numbers, open savings accounts for them and deposit baby gift monies into their accounts.

Second, leverage state 529 plans:

·         529s are tax free tools. Your kids’ nest eggs grow without losing money to Uncle Sam.

·         Kids are the beneficiaries in a parent’s 529 plan. As a result, the dollar values of those accounts are not “counted against” them when schools/federal government calculates financial aid packages. In contrast, UGMA accounts belong to the student, count as student income and thus lower financial aid potential from other sources.

·         Contributions to 529 accounts are tax deductible with respect to a parent’s state of residence. You may lower today’s state tax burden AND keep contributions to the college funds and their respective capital growth safe from taxes.

·         529s authorize a beneficiary to withdraw contributions for education purposes: tuition, room & board, student fees, etc.

Third, monitor your college investment accounts and look for different tools/programs to improve returns.

Fourth, diversify college fund portfolios. Deposit financial gifts from family members directly into their 529s. Also, retain gift certificates of deposit and U.S. savings bonds until maturity and then deposit those monies into 529s and mutual fund accounts.

Lastly for military members, they enjoy a tremendous education funding “perk.” Military members and retired can access up to 36 months’ worth of tuition payments via the Veterans’ Affairs post 9/11 GI Bill. Transfer GI Bill benefits to your students to pay for college. As a result, they’ll enjoy a nearly full-ride scholarship.

Parenthood is a tremendous privilege and responsibility. However, one of the greatest taks parents face is preparing financially for their children’s college educations to avoid student debt. The effort and commitment requires parents to step out boldly to educate themselves, build a plan, and then execute, monitor, and adjust that plan. Leverage several tools to grow your children’s education “nest eggs”…the greatest tool being the post 9/11 GI Bill. As long as the stock market meets expectations and college costs don’t soar, your children have a “good shot” at earning their undergraduate degrees and still have money left over to build their futures.

Reference

Denning, S. (2011). The leader’s guide to storytelling. San Francisco, CA: Jossey-Bass.