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ARTIFACTS

FOUNDATIONAL LEADERSHIP COURSES

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Image by Robert Wiedemann

This course provided me with a solid grounding in the fundamentals of leadership and a solid foundation upon which to build a deeper understanding of the many distinct leadership approaches. Moreover, it broadened my understanding of how leaders are made. It was enlightening to see elements of oppression, education, frames, philosophy, learning, and the harmonizing of "soft" and "hard" sciences and fact as part of a leadership cirriculuum - this was all new to me! I had no idea that so many factors affected and influenced people's leadership styles, and I was keen to learn more  by the end of the course. The concept of a "leadership tool box" and the necessity of a leader possessing a variety of tools and techniques to address leadership challenges has always been an important takeaway from military leadership training, which despite its flaws, is the cornerstone of my personal leadership development. What this course opened my eyes to was how many options there were to add to my "tool box", some of which I had never considered before.  I think one of the most lasting influences that this introductory course had on me was my first introduction to Brene Brown and her work: quite literally, she provided a huge perspective shift for me, and acted as the bridge between my military and post-military perspectives on leadership, mentorship and self development.

FOUNDATIONS OF LEADERSHIP

ORGL 600

Image by Luuk Wouters

This was one of my favorite courses, and the engagement I had with the material and passion it inspired in me is evident in the coursework I completed. Some of my favorite assignments and discussions were held in this course! What made this course so impactful for me was the realization that leadership (and the opportunity to learn and grow) can happen anywhere, and from any source. Quite suddenly, I had a huge perspective shift with this realization! The things I casually enjoyed, such as art, music and movies, took on a new depth as I was able to build connections between them and leadership topics. One of the most engaging and genuinely fun discussions I had in the entire program was in this course: a breakdown of the movie Legally Blonde as a transformative leadership story. While the discussion was informative and enjoyable, what I realized was that I could take a complex idea or concept(s), and relate to nearly any audience by finding the connections between the lesson and what their interests are. It changed the way I mentored, engaged and provided training to others: I no longer felt tied to "pure" leadership books or sources, because I was comfortable finding the connections using songs, movies, stories and lived experiences.

TRANSFORMING LEADERSHIP

ORGL 518

Image by Evgeni Tcherkasski

One of the degree program's most challenging classes for me personally was this one. I had a lot of difficulty midway through the course with the case studies involving Harvard and Snowden because I had such strong opinions and clarity on what the "right" answer was in each case, not because I have ethical problems, but because the course required us to develop an actual understanding of what it means for there to be "no right answers" - I struggled enormously with this. It took every ounce of self-control I could muster to avoid viewing each interaction on the discussion boards (and in the papers I wrote) as a test of whether or not I could convince the other person that I was right. It was an unusual situation, especially given that I have read extensively in this course and others in the programs about the importance of allowing for divergent viewpoints and accepting that I don't have to be right all the time. It was simple for me to say, "I accept your differing opinion, but I still believe it to be incorrect," but it was much more difficult for me to simply say, "I accept your differing opinion." As I thought about it, I realized that the military's strict "this is right and this is wrong, and there is no acceptable grey area to be discussed" ethical code was the foundation around which I had built my whole adult existence. This is the first lesson where I've had to consciously try to do the opposite and put some distance between my reactions and the triggering events. While challenging, this course was an important part of my continued development as a leader, forcing me to be uncomfotable to continue to grow and develop.

COMM. & LEADERSHIP ETHICS

ORGL 610

Image by Everaldo Coelho

When reading news accounts of inspiring success over adversity, there is a very common response I see regularly (and have used myself, if only internally). You might have read headlines such as "Local teacher facing crippling bills for cancer treatment flooded with donations from community" as well as "Local high school robotics teams provides young boy with robotic arm after insurance denial" . Fictional accounts that show how kind individuals are and how they strive to make the world a better place for all. Every time a story like "Local community raises $20,000 to save 200 kids from Orphan Crushing Machine" is published, the same question is never asked: "but why do we even have an orphan crushing machine to begin with? And why must we pay to avoid crushing orphans?" My area of expertise is with crisis response and crisis management. Two distinct concepts that are frequently lumped together under the same umbrella. The term "crisis response" refers to the actions taken in the face of a catastrophe in order to lessen its impact. When you spot an issue, fix it. When an issue first arises, it's natural to panic and do whatever needs to be done as quickly as possible. Sick people to hospital, dead bodies buried, children cared for. The next time that problem appears, you do what worked before - Sick people to hospital, dead bodies buried, children cared for. After a while, it stops being an issue because you've dealt with it so often that it's become routine. Hospital, buried, kids. Hospital, buried, kids. Most humans appreciate regular schedules because they are patterns, and we know how to solve patterns, so we have a positive reaction to them. There are countless examples of this - avoiding a certain road on the drive home because the bridge was washed out during a big storm. Having a tire with a slow leak, and filling it up with air before leaving in the morning. Printing out an invoice to file it in the company document library. Routines and patterns, all of which solved a problem one time well enough, so we keep using them. However, crisis management is unique. In crisis management, you don't (just) react; you prepare for what can happen next. You evaluate your efficacy and identify areas for improvement. You aim to eliminate problems, not solve them. It's repetitive and calls for constant effort to avoid routine. Take a different route home to check if the bridge was repaired. Invest in a new, leak-proof tire instead of constantly topping off an old one. Instead of soliciting funds to save orphans from being crushed, we should question why such a machine exists. Leadership should be more like crisis management though- This action solved the problem for now, but what new problem did it create? What can be done to stop the problem in the future? How can I stop solving the same problem, and start solving the cause of the problem? Crisis management is hard at first, but its also hard later - its always hard challenging yourself, and its even harder going through a process where there are lots of solutions, not just one. Its especially hard when you have to admit your darling idea, the one your felt really confident about, the one you really love, isn't the final solution, and there is something better, or new, or different and you have to let go of your darling and embrace something new and challenging. For me in this course, systems thinking was like this. I started this course very comfortable with root cause analysis, and I love pulling a root-cause rabbit out of my hat to solve an organizational or leadership conundrum, or use it to develop suggestions. Nothing could possibly ever be better than my darling root cause analysis. But then...then I had to learn about systems. At first, I thought of systems as a different way to say "root cause analysis". Then, I thought of them as a different perspective with root cause analysis. I went through a period of "Well, this is different but not as good as root cause analysis". Each time, I would try to force my learning and my solutions to the systems journal through the root cause analysis tools and perspectives, getting more and more frustrated as I had to adapt them more and more to make them work. Finally, I had to stop and ask myself "but why?" I was acting exactly like the town in the parable, just responding and doing my best to develop what tool I had to solve a problem that needed a completely different set of questions and answers. Once I realized this, I buckled down and changed my perspective. Instead of using what I already knew to try and force-fit in my understanding of systems, I learned about systems, then fit that into what I already knew. I flipped my script. And it made a huge difference. Leadership isn't about "one right answer". And its not about responding - its about being proactive. To quote Dr Carey, who used this phrase time and time again in his classes, it requires you to Look then look again. I started this class stuck in a pattern I wasn't willing to recognize, but eventually I was able to step back, look and look again, and change the narrative - "but why is this even happening?"

ORG THEORY & BEHAVIOR

ORGL 615

Image by Tina Rolf

This course challenged me to understand different perspectives using the real-life example of the Arizona Copper Mine strikes in the early 1980s. Having never heard of the strikes, I none the less was quickly able to identify and empathize with one group (the miners) over the others (the company and the state). The challenge of the course, however, was not to support my opinion but to maintain an open mind to create understanding of the many opposing sides and their motivations in order to provide a more neutral perspective for problem solving. Shifting the ideas of conflict and compromise from meaning “I win / You lose” and “we both are equally unhappy” was very valuable as a tool for negotiation and conflict management. Being able to maintain empathy without overly sympathizing with one party or another, and treating solution finding as a positive outcome for everyone in a “we can all win” mindset was eye-opening. It was immediately useful to me in my day-to-day work of people managing. While the course overall failed to live up to my expectations and I wish it would have focused more on negotiation and conflict in general rather than just this one example, I still found value in the lessons.

NEGOTIATION & CONFLICT RESOLUTION

ORGL 520

©2023 by Chrystin McLelland. Proudly created with Wix.com

Chrystin McLelland is a graduate of the Gonzaga University Masters program in Organizational Leadership with dual concentrations in Global Leadership and Strategic & Organizational Communications. A 20-year veteran of the United States Coast Guard, Chrystin has extensive experience in leadership development and mentorship, having served in a variety of leadership roles throughout her career. She is passionate about helping others grow and develop and has made it her mission to share her knowledge and experience with others.

Professional Vita

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