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Responsible Influencer

Corey Langerveld

Azusa Pacific University

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Responsible Influencer

Nahavandi, Denhardt, Denhardt, & Aristigueta (2015) identified that in today’s world,

particularly in countries like the United States, diversity is present and growing at a rapid rate.

This brings richness, fresh perspectives, and many other benefits for society, however, it requires

those in authority to welcome and utilize the power of diversity. Therefore, it is the responsibility

of leadership to foster collaborative and inclusive environments that allow for different

perspectives, experiences, and abilities to all contribute and have ownership in whatever the

pursuit might be. This responsibility is the essence of this particular competency, in that leaders

must ensure that all parties are recognized and empowered.

While the end goal of this competency is clear in that all groups are to be represented and

given equitable authority, there are precursors that leaders must engage with in order to enhance

their ability to foster the necessary environment that brings about the desired result. Perhaps the

most significant precursor for a leader is that he or she must grow in the awareness of various

factors (Nahavandi et. al, 2015). These factors include cultural, societal, economic, religious, and

all other elements that affect individuals and their experience within organizations (Barron,

2018). Awareness is crucial in that it can open the leader’s eyes to previously unknown realities

and perspectives. By making the unknown, known, it gives a leader the ability to consider how

other people are being limited by the ways in which an organization is currently operating.

Without this foundational awareness, leaders make decisions and take action without identifying

the impact it has on different groups, and more importantly, leaders will never allow these

groups a chance to be involved.

Once a leader has an awareness of others, it is important that she carefully analyzes how the

organization impacts these different groups. A leader’s analysis should consist of conversations
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and interactions with these different groups, rather than making her own observations and

assumptions regarding their experiences. However, simply getting their perspective is not

enough, rather, different groups should be included in the formulation and implementation of

new practices and procedures that increases an organization’s ability to be inclusive and utilize

the diversity that exists. Including diverse groups in this process can strengthen the organization

as a whole, which lays the foundation for the empowerment of diverse groups moving forward.

The principles of awareness and involvement are two main principles that bring about clarity

and understanding for myself in this competency. Awareness is the first step, which leads to the

consideration of how unique groups are impacted. Eventually, these groups are involved as a

result of an environment that is inclusive and eager for diversity to be utilized as a tool for the

benefit of the organization.

Interpretation of Knowledge

As far back as sixth grade, I can remember hearing about diversity in my classes. Teachers

would always encourage my classmates and I to interact with those who were different from us,

so that we could familiarize ourselves with different cultures and new ways of thinking.

Therefore, from a personal standpoint, I saw that diversity was a great thing that gave me the

opportunity to learn many new things and have friends from all different backgrounds. However,

there was a disconnect for me in terms of my own personal life. As I entered APU, I continued

hearing about the importance and significance of diversity, however, it sounded like a broken

record. I believe that it became old news because diversity was a word that people constantly

threw around and advocated for, yet, few articulated why diversity was needed other than “it was

the right thing to do.”

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Once I was in the MAiL program, I began to see why diversity was not only significant on an

individual and personal level, but why diversity is actually a powerful and absolutley necessary

element of any organization, society, and group. As early as LDRS 501, I was having

conversations with my professor and classmates about the ways in which diversity had brought

about many benefits in the organizations they were either currently in or had worked in. For

many, they saw that as diversity of management, leadership and employees increased, new and

fresh ideas also rose. Some classmates talked about issues they had faced in certain areas, and

how the inclusion of diverse groups and ideas proved to be central to the resolvement of a variety

of problems. Conversations regarding diversity continued throughout my classes, as we spent a

significant amount of time in LDRS 503 looking at how diversity brought about benefits and

challenges in organizations. Fittingly, the culminating discussion regarding diversity in the

program for me came in LDRS 595, as we looked at an article written by Thomas (2004), who

talked about how diversity can be an actual strategy for organizations. Thomas (2004) drove

home the reality that diversity is needed in organizations, as it should serve as a reflection of the

diverse society in which it exists, and it increases the effectiveness of an organization by

enriching the ideas and strategies, as well as it matches the diverse consumers. Taking the

information I have gained throughout my time in the program, I find myself motivated to be the

kind of leader who sees the value and necessity of diversity, and therefore, I want to ensure that I

foster the kind of environment that is inclusive and equitable.

Application of Knowledge

Throughout my progression in the MAiL program, the conversations that I have had

regarding diversity and the importance for leaders to foster environments that are inclusive and

equitable, has given me the ability to be more aware of the organizations and groups in which I
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am involved in. In LDRS 503, I was given an assignment that wanted me to talk about my own

experience as a member of an organization. I chose to look at my time in the Azusa Pacific

men’s basketball program, in which I was a player for five seasons. In the assignment, one of the

main observations I had was the diversity of the program (see Appendix A). I recognized that

over the course of my career, I had been surrounded to teammates from other countries, different

socio-economic backgrounds, religions, and cultures. What I saw was that each year, the

diversity of our team was a central part to what made our program successful. Diversity allowed

for us to approach situations from a variety of perspectives, giving us more options and courses

for action. More importantly, my time spent in the program gave me an appreciation and

understanding of the differences of people. Because of my time in the men’s basketball program,

I am motivated to be a leader who encourages and utilizes diversity, in that I have seen and

known it is a necessary and crucial element to successful organizations.

In my current professional context, I do not feel that I have had a true opportunity to

utilize this competency on a large scale, however, in some situations I have gained experience

that gives me confidence for the future. My current job is in the sports information department at

APU, as I serve as an assistant to the sports information director. Often times, I work with my

boss on various projects such as promo videos, special events, and other things. At the end of the

day, these events are intended to get APU students involved and active with the athletics

department. As I have learned more about the competency of responsible influencer, I realized

that we need to include a wide range of students in our formulation and implementation process.

Up to this point, the ideas have come exclusively from my boss and I. This is a problem in that

others who are supposed to be involved, have no representation or say in the process. Therefore,

I have recently begun to seek out those who are involved, and make sure that my boss and I
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create an environment which is inclusive and welcomes the input of others. By being consistent

in this practice, the quality of our projects has increased, as more people are able to take

ownership and feel apart of what we are trying to accomplish. Moving forward, I want to be a

leader that is mindful of the environment that I create, in that it is inclusive and equitable for all.

Creation of New Knowledge

In order to be the kind of leader who fosters an environment of inclusiveness, I need to

continue my own growth in terms of my understanding of those different than me. The best way

to do this, in my opinion, is to build and develop relationships with individuals who are different

from me in thought, beliefs, culture, etc. Developing relationships with others provides

individuals the opportunity to have conversations and interactions that they probably would not

have otherwise. These conversations can lead to one’s ability to become aware of other

perspectives, and gain a better understanding of what is required to bring about equity for other

groups. In my own case, I have a simple plan to increase my own awareness and understanding.

The plan is this; seek out opportunities that will bring about interaction with those who are

different from me. I have always been one who naturally gravitates towards those whom I have

similarities with, in that it is usually comfortable. However, I know that my habit of seeking out

those who are similar to me have led to many missed opportunities to get to know other kinds of

people, and more importantly, has limited my ability to recognize and appreciate the perspectives

of others, which is damaging to my ability to be a responsible influencer. Within the next year, I

want to develop relationships with at least six people who I can say in full confidence have a

different perspective and worldview than my own. I do not simply want to be acquainted with

these six people, rather, I want to try and meet up with them at least 2-3 times a month. I believe

that this plan can bring about conversations and experiences that will challenge my habit to stay
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within my own perspective. By building relationships with a diverse group of people, I think it

can help lay the foundation for my leadership, in that I will be mindful and conscientious of

different perspectives, and seek to ensure an environment in which all are valued and

empowered.
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References

Nahavandi, A., Denhardt, R. B., Denhardt, J. V., Aristigueta, M. P. (2014). Organizational

behavior. Thousand Oaks, CA: Sage Publications, Inc. ISBN: 978-1452278605

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Organizational Behavior Experience

Corey Langerveld

Azusa Pacific University

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Organizational Behavior Experience

For the past five years, I have had the opportunity to be a part of the men’s basketball

program at Azusa Pacific University. Throughout my time on the team, there have been many

great memories, friendships, experiences, and challenges. Being a member of a collegiate athletic

program has given me valuable opportunities and insight into learning about how teams and

organizations operate. While a basketball team is not a traditional organization, it consists of

many elements and characteristics that organizations have. This paper will introduce some of the

organizational elements of the Azusa Pacific men’s basketball program, issues that arose as a

result of particular elements, and recommendations for how these issues could be handled

differently.

Connections to Organizational Behavior

Nahavandi, Denhardt, Denhardt & Aristigueta (2014) discuss the difference between

groups and teams. Groups, according to Nahavandi et. al (2014), interact in an organized manner

so that they can perform a certain task or achieve a common goal. Teams also work towards the

completion of a task or a common goal, however, teams have a strong sense of a common

purpose, individual skills that are complementary to one another, and mutual accountability

regarding the completion of tasks and the achievement of their goals (Nahavandi et. al, 2014).

When looking at the APU men’s basketball program, my own experiences and perspectives

would lead me to the conclusion that we were a team, not a group. Each year, we sought to

achieve the ultimate goal of winning a championship, however, we set smaller goals along the

way, such as obtaining a certain team GPA, defeating rivals, attending classes, meeting certain

team statistical numbers and more. Each member of the team, as a result of multiple team

meetings and conversations, were aware of these goals. The purpose of the team was to see that
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these goals were reached, as well as the individual growth of players in basketball, as well as life,

occurred. In terms of skills, the coaching staff would recruit certain players based off of the

athletic skill set that an individual possessed. It was the responsibility of the coaches to ensure

that these individual skills sets would come together in a complimentary way that would give the

team the best chance at being successful on the court. In addition to the athletic skill sets, the

coaches sought out players whom they felt would best fit with the players that were already in

the locker room from a personality standpoint. These different personalities were brought

together in an effort to maximize strengths, while minimizing one another’s weaknesses. Finally,

accountability was present in that coaches closely monitored the progress and performance of

players so that the team stayed on track towards the fulfillment of goals. While all of these

different elements were present in the program, there were certain areas that were weaker than

others, and components of the program that were lacking, which will be discussed a little later in

this paper.

As mentioned above, the program consisted of different kinds of players, both athletically

and personally. The program was made up of players from all kinds of backgrounds and cultures.

Throughout the five seasons I spent here, I had teammates from inner city areas, rural areas,

European countries, African countries, and many other places. Some teammates came from

wealthy families, others from poor families, and some from middle-class families. While APU is

a Christian school, the program had individuals from many different religions and faiths. From

one season to the next, I was exposed to new and unique cultures that I had never interacted with

or was even aware of prior to my freshmen season. These teammates allowed for me to see and

interact with whole new perspectives and world-views that I was previously ignorant to. With so

many kinds of people that came together and made up the program for the five seasons I was at
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APU, it was clear that diversity was a major element. Nahavandi et. al (2014) discuss the

diversity of organizations, specifically, they identify the primary and secondary dimensions of

diversity. Primary dimensions consist of a person’s age, race, disability, ethnicity, gender, and

sexual orientation, while the secondary dimensions are things such as education, income,

religion, socioeconomic background, and other group memberships (Nahavandi et. al, 2014).

Like many other organizations, the men’s basketball program at APU is rather diverse.

Nahavandi et. al (2014) discuss some of the benefits of diversity, such as increased

creativity, flexibility, better problem solving, and the ability of diversity to eliminate barriers

between different kinds of people. For the basketball program, these benefits were observed at

different times. First and foremost, the diversity of players gave teammates the opportunity to

build relationships with the kinds of people they would never interact with otherwise. For

example, during my first two seasons in the program, I had a Salvadorian teammate who was

different than any person I had ever met before. The way he thought, the things he liked, and his

experiences, were all immensely different from my own thoughts, preferences, and experiences.

At first, I figured he would always be a teammate that I would interact with at practice and

games, but not much beyond that, as we were from two different worlds. However, as time went

on we grew closer and closer, and today, he is one of my best friends. This is just one example

that highlights how the diversity of the program eliminated a barrier that I thought was between

myself and a particular kind of person. The relationship I built with this teammate motivated me

from then on, to continue to pursue those who were a lot different than me.

In addition to the benefits of diversity, Nahavandi et. al (2014) also discussed some

challenges that can originate from diversity within organizations. Different kinds of people have

a harder time with cohesion, and can struggle to make decisions due to preferences and beliefs
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that can counter one another (Cunningham, Choi, & Sagas, 2008). Just as the benefits of

diversity were visible during my time with the program, the challenges of diversity were also

experienced. The nature of athletics has a tendency to create situations in which individuals face

adversity, whether it be injuries, poor performance, misunderstandings with teammates, or other

circumstances. In times of adversity, people have a tendency to respond in different ways

(Howells, Sarkar, & Fletcher, 2017). The root of these differences can be found in both the

primary and secondary dimensions of diversity, and when multiple team members react to

adversity in a different way, conflict can occur (Sarkar & Fletcher, 2013). If teammates are more

like one another, there is a higher likelihood that the team will respond in a similar and congruent

way, as they would naturally be more cohesive (Nahavandi et. al, 2014). This particular

challenge of diversity is a major issue that I identified during my time in the program, and this

conflict will now be discussed.

Issues Stemming from Personality Differences

Adversity consists of difficulties and challenges that a person faces, and for some, stress

can occur as a result (Anshel, Williams, & Williams, 2000). Nahavandi et. al (2014) identify

stress as the “psychological, behavioral, and psychological response to perceived challenges and

threats in the environment,” (p. 170). The head coach of the men’s basketball program at APU,

Justin Leslie, took an interest in how diverse kinds of people responded to stress that stemmed

from adversity. One of the main tools he used to gain an understanding and insight on how

individuals handled these situations, was by using a personality test called “SDI,” or “Strength

Deployment Inventory.” This test revealed the kinds of personalities of each member of the

program, by identifying their strengths and weakness, their preferences in times of conflict,

communication styles and more. For Coach Leslie, he wanted to improve the communication of
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those within the program, as they would have an awareness and understanding of one another,

which is a key to effective communication (Lopes, 2016). Through these tests, Coach Leslie

believed that players would have the information necessary to know how to best interact with

their teammates in situations in which conflict and adversity occurred. As the leader of the

program, he sought to achieve two key elements of successful organizations, which were

effective communication and conflict management. Nahavandi et. al (2014) discuss both of these

elements in great detail. Nahavandi et. al (2014) believe that, “clear and constructive

communication is essential not only for people to accomplish their tasks but also for people to

live happier and more satisfying lives,” (p. 270). Communication goes hand-in-hand with

conflict, as there is often negotiation that must occur in order to resolve the conflict (Nahavandi

et. al, 2014). With these objectives and understanding in mind, SDI tests were administered

during the five years I spent in the program. While these tests gave me the ability to

communicate with my teammates in various scenarios and situations, I soon realized that the

program had developed a culture that proved to be problematic.

Culture is defined as, “a set of beliefs and values shared by members of a given group,”

(Nahavandi et. al, 2014, p. 506). A culture is not simply stated and implemented, but rather, there

is a process that occurs, which includes artifacts and creations, values, and basic underlying

assumptions (Nahavandi et. al, 2014). Through SDI tests, and constant meetings regarding the

results, our program began to form a culture. It was emphasized that we all study and memorize

the different preferences of other people, particularly in times of conflict. For example, some

people are motivated by yelling, others are encouraged by supportive communication, and some

want to be left alone entirely. With these preferences in mind, each pre-season consisted of team

activities in which we would be put in stressful situations as a team, and practice communicating
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with one another in the ways that each individual preferred. As we progressed into the season,

we found it harder and harder to communicate with each other in the ways each individual

desired. With each miscommunication, teammates were more and more hesitant to interact

during conflict, as the coaches would criticize a player who addressed a teammate in a way that

did not fit the personality test results. Eventually, the culture of the program became one in

which teammates would not address any issues or conflicts that they had with one another, in

fear that they would be rebuked by coaches or offend a teammate. With the lack of

communication, there was clear disconnect and division among the team, as players would avoid

confronting one another, while poor habits and behaviors went unchecked.

With this culture in place, particularly after my third year in the program, we became a

team that constantly failed to meet expectations. In my final two seasons, we lost many games

due to our inability to deal with adversity. When things did not go our way, we would retreat to

our own corner, or with others similar to ourselves, and try to figure it out on our own. The

strongest organizations and teams come together in response to conflict, as they recognize their

interdependence and need for one another (Nahavandi et. al, 2014). Great organizations and

teams do not avoid conflict, rather, they successfully manage it (Nahavandi et. al, 2014).

Recommendations

In no way do I believe that understanding one another, and being aware of a person’s

preferred style of communication, is always a bad thing. However, there are times in which an

individual’s preferences and desires must be secondary to the needs of the team. With this in

mind, Nahavandi et. al (2014) recommend how conflict can be managed, rather than avoided

entirely.
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Nahavandi et. al (2014) identify five common conflict management styles; collaboration,

competition, accommodation, avoidance, and comprise. Each of these styles have strengths and

weaknesses, that are dependent on the situation. For example, collaboration is great when time is

available, however, it is terrible for a situation in which action must be taken immediately. This

is where the basketball program struggles, as the team consists of players who each have a

different personality in terms of conflict management style. While these differences are okay, it

is impossible to satisfy them all at once, which is essentially what the program has been trying to

accomplish, especially over the last three seasons. Since it is impossible to satisfy all five styles

in every situation, tension and issues are sure to occur. Therefore, Nahavandi et. al (2014)

identify that the best way to handle conflict, is by addressing the specific circumstance in which

the conflict is occurring.

To better understand this, an example from a season ago can be used. During halftime,

we were losing to a rival, and we had a specific player who was continuously making the same

mistake over and over again. One of the veteran players spoke directly to this particular player,

telling them what they had to do in order to avoid the mistake. The player, who often avoided

conflict, immediately became upset, and left the locker room. Rather than trying to go speak with

the player, the coaches let him go in order to satisfy his preference of avoiding conflict, and

continued on addressing the rest of the team. Within a few minutes of the second half, the player

made the same mistake, and continued making the mistake for the rest of the game. We lost the

game, and while the loss cannot be blamed solely on this player, the reality is that the player

needed to be corrected and addressed, and their preference of avoidance was put above the team

and it ended up costing everyone else. This is just one example, however, this happened on many
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occasions, in which a conflict had the potential to do good for the program, however, it was

avoided all together and inhibited the team.

In order to reap the benefits of conflict, each situation should be handled with the

particular conflict style that is best suitable (Frontiera, 2009). For the example listed above,

Nahavandi et. al (2014) would suggest that a competitive style would be best suitable, as time

was not available, since change needed to occur instantly. If the men’s basketball program, and

all members, learned to embrace conflict, and identify when to use particular styles, the overall

strength of the program would improve significantly. As Nahavandi et. al (2014) discuss, it is not

possible for a conflict style to be useful in each and every scenario. Therefore, individuals must

learn to be uncomfortable and adapt to different situations. This is easier said than done, but it is

a reality that needs to be faced,

Conclusion

While the men’s basketball program has flaws, I believe that it has tremendous potential.

In my first few years, I saw an ability of coaches and players to value individual differences,

while also holding one another accountable. However, as time progressed, and certain players

left and new ones joined the program, there seemed to be an inability to engage conflict. The

program’s diversity offers many benefits and opportunities, however, it also presents many

challenges if not handled well. With the recommendations offered by Nahavandi et. al (2014),

conflict can be used as a tool for growth and improvement for the program, rather than a

detriment.
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References

Anshel, M. H., Williams, L. R., & Williams, S. M. (2000). Coping Style Following Acute Stress

in Competitive Sport. The Journal of Social Psychology, 140(6), 751-773.

doi:10.1080/00224540009600515

Cunningham, G. B., Choi, J. H., & Sagas, M. (2008). Personal identity and perceived racial

dissimilarity among college athletes. Group Dynamics: Theory, Research, and Practice,

12(2), 167-177.

http://dx.doi.org/10.1037/1089-2699.12.2.167

Frontiera, J. (2009). Leadership and Organizational Culture Transformation in Professional

Sport. Journal of Leadership & Organizational Studies, 17(1), 71-86.

doi:10.1177/1548051809345253

Howells, K., Sarkar, M., & Fletcher, D. (2017). Can athletes benefit from difficulty? A

systematic review of growth following adversity in competitive sport. Progress in Brain

Research Sport and the Brain: The Science of Preparing, Enduring and Winning, Part B,

234, 117-159. doi:10.1016/bs.pbr.2017.06.002

Lopes, P. N. (2016). Emotional Intelligence in Organizations: Bridging Research and Practice.

Emotion Review, 8(4), 316-321. doi:10.1177/1754073916650496

Nahavandi, A., Denhardt, R. B., Denhardt, J. V., Aristigueta, M. P. (2014). Organizational

behavior. Thousand Oaks, CA: Sage Publications, Inc. ISBN: 978-1452278605

Sarkar, M., & Fletcher, D. (2013). How Should We Measure Psychological Resilience in Sport

Performers? Measurement in Physical Education and Exercise Science, 17(4), 264-280.

doi:10.1080/1091367x.2013.805141
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