PANEL DISCUSSION: A MODEL FOR INITIATIVE DEVELOPMENT: DISCUSSION AND IDEAS OF INDIVIDUAL SPIRITY HARMONICS Developments in Business Simulation and Experiential Learning, Volume 28, 2001 Panel Discussion: A Model for Initiative Development: Discussion and Ideas of Individual Spirit Harmonics Panel Discussants: Douglas L. Micklich, Illinois State University dlmickl@ilstu.edu Richard G. Platt, University of West Florida rplatt@uwf.edu Gretchen Vik, San Diego State University gvik@mail.sdsu.edu Introduction At the 2000 ABSEL Conference, Douglas L. Micklich and Gretchen Vik presented a paper on an exercise to develop initiative. They used as a basis an example from Barry Heerman’s “Building Team Spirit”, an exercise that focused on sharing, building, and clarifying individual goals. The exercise that was chosen considered the use of consonant and dissonant values or factors as ones that contributed to satisfying unmet goals and needs serving as the basis for initiative. Consonant values are those that bring harmony and foster initiative and dissonant values are those that bring disharmony and cause us to become discouraged from developing initiative. The main purpose of the panel discussion is to elicit ideas and discuss strategies used to help students develop initiative for solving problems and how to provide feedback to both students and instructors to improve their performance in developing and sustaining initiative. The main question that will be addressed by the panel is; What are some of the things that we do in designing activities that either encourage (reinforce consonance) or discourage (reinforce dissonance) one from taking initiative of some sort? Discussion Format In this panel discussion we will, discuss experiences in designing exercises that develop initiative in accordance with maintaining a balance between Individual Spirit Harmonic (Hermann) (Exhibit 1) consonances and dissonances. If consonance values are predominant, then the existence of initiative is possible and can be developed. If dissonance values are prevalent, then the existence of initiative is not possible and cannot begin to develop. In general, there are three factors that can be considered as preconditions to successful development of initiative. These are: ability, motivation, and opportunity. The relationship that exists between the three is multiplicative. The absence of one factor will negate the entire relationship. Individual success, the development of initiative, will depend on a balanced combination of these three things. (Krietner) “Initiative, to begin to develop, requires imagining, and then creating, what is not. It requires the ability to think creatively, to listen effectively, to change cultures, and to build commitment to the vision. It requires the courage to take risks, to accept responsibility, and to let go and trust others.” (Daft) Adopting from a model of learning about leadership (Daft) (Figure 1). The development of initiative can be seen as going through four stages. The first stage is in Unconscious Incompetence where the individual does not see himself or herself as having any initiative (a vast majority of values are dissonant) or they are unaware they lack initiative. The second stage, Conscious Incompetence, is where the person begins to become aware of what is required to do well, those values that bring consonance, but are personally incompetent to develop them. In the third stage, Conscious Competence, the person receives positive feedback from their skill and is aware of how well they are doing. Values are moving from dissonance to consonance. They are able to visualize a desired future, influence others to engage in that future and have the courage to take on real change. Beginning to use your initiative means that a change process is occurring and that the person is willing to accept risks. In the last stage, Unconscious Competence, using initiative has become such a part of the person that it occurs naturally. The person will no longer need to consciously think about creating a vision, what to do or to wait for another, it emerges naturally. 150 Developments in Business Simulation and Experiential Learning, Volume 28, 2001 The discussion will center around this model, Individual Spirit Harmonics and what we can do as instructors, professors and facilitators to develop initiative and guide people through the process. In facilitating discussion, the Model of Initiative Development, and Individual Spirit Harmonics will be presented to elicit responses from the audience. FIGURE 1 Stages of Initiative Development Unconscious Competence Conscious Competence Conscious Incompetence Unconscious Incompetence EXHIBIT 1 Individual Spirit Harmonics Consonant and Dissonant Values Consonance Dissonance Service contribution depletion aligned execution uncoordinated action mutual support unsupportiveness Initiating orientation disorientation belonging alienation trust mistrust Visioning shared vision/values ambiguous vision/values compassion callousness presence aridness Claiming goal/role alignment nonalignment organization support nonsupport competence deficiency Celebrating appreciation non-appreciation energy burnout wonder disenchantment Letting Go disclosure withheld communications constructive feedback criticism completion incompletion 151 Developments in Business Simulation and Experiential Learning, Volume 28, 2001 REFERENCES Daft, Richard L., Leadership – Theory and Practice, The Dryden Press, First Ed., 1999, p. 17 Heermann, B. (1997) Building Team Spirit: Activities for Inspiring and Energizing Teams, New York: McGraw-Hill, 1997 Krietner, Robert, Management, Eighth Ed., Houghton Mifflin Company, 2001, p 22-23 Micklich, Douglas L. and Gretchen Vik, An Exercise to Develop Initiative: Possible Dream?, Developments in Business Simulation and Experiential Learning, Vol.27, p. 229 152 Table of Contents Volume 28, 2001 Using A Web Based Tutorial Program To Enhance Student Learning Reflecting On Reflection: An Examination Of Reflective Learning And Assessing Outcomes Overcoming Obstacles To A Cross-Global Collaborative Classroom Panel Discussion On Building And Maintaining Trust In The Abselesque Classroom Cosmopolitan-Based Cross National Segmentation In Global Marketing Simulations Strategic Management And The Case Method: Survey And Evaluation In Hong Kong Designing Interactive Self-Learning Modules Using Macromedia Director Teaching Financial Markets Using The Wall Street Journal Core Course Outcomes Assessment And Program Continuous Improvement Using An Integrative Business Plan Œ An Empirical Evaluation Using A Mock Trial Activity For Interdisciplinary Learning Fidelity, Verifiability, And Validity Of Simulation: Constructs For Evaluation 2001 International Collegiate Business Strategy Competition: 37 Years Of Collegiate Competition Motivating Students: An Initial Attempt To Operationalize The Curiosity Gap Model E-Learning: The Next Wave Of Experiential Learning Helping New Game Adopters: Four Perspectives An Initial Validity Invesitigaion of A Test Assessing Total Enterprise Simulation Learning Administering A Marketing Simulation - Common And Varied Practices Among Instructors Issues In Case Method Instruction: Class Discussion Leadership Sex Composition, Cohesion, Consensus, Potency And Performance Of Simulation Teams Integrating Management Curriculum: Linking Courses With Frontpage Absel: The Way We Talk! Teaching Strategic Management: A Case Study In The Diffusion Of Innovation In Education A Demonstration Of Bussim Strategy A Total Enterprise Simulation Teaching Methods: Etic Or Emic Antecedents Of Work Team Performance In A Business Simulation: Personality And Group Interaction When Experiential Educators Reflect Upon Their Craft: A Qualitative Research Report Strategic Sensemaking In Organizations: Model Formulation And Operationalization Panel Discussion: A Model For Initiative Development: Discussion And Ideas Of Individual Spirit Harmonics Assessing The Efficacy Of Experiential Learning In A Multicultural Environment Are Business Schools Producing 21st Century Managers? Blue Horizon Cruises: An International Simulation Exercise To Illustrate Conflicting Economic And Cultural Models Different Perceptions Of The Same Thing: An Experiential Exercise Current Use Of Agribusiness Simulation Games: Survey Results Of University Agribusiness And Agricultural Economics Programs Team Building 101 For Accountants An Online Evaluation Of The Compete Online Decision Entry System (Codes) Total Enterprise Simulation Winners And Losers: A Preliminary Study Gilding The Lily, Enhancing The Pedagogical Experience, Or Fixing What Isn™t Broke: The Dilemma Of New Simulation Versions The Absel Endnote Database: The Perfect Tool For The Bernie Keys Library Decision-Making Exercises (A), (B), And (C): Examining The Role Of Conflict In Group Decision-Making Group Decision Simulation (A)-(F): Examining Procedural Justice In Group Decision-Making Processes Evaluation Of Performance In Business Games: Financial And Non Financial Approaches A Framework For Evaluating Simulations As Educational Tools Congruence II™: A Strategic Business Board Game The Tournament Concept: Extending The Idea Of Using Simulations As Instruments Of Assessment The Economic And Political Transition Of The Mexican State In The Threshold Of Twenty First Century: From The Entrepreneurial State To The State Of Entrepreneurs. Experiential Learning For Accountants: The Not For Profit Project An Investigation Of The Environmental Awareness Attained In A Simple Business Simulation Game A Daily Exercise In Theory Application: Is This Why I Had To Take Marketing, Management, Finance –? An Alternative View to Scoring Selected Simulation Games and Experiential Exercises