EMBRACING CREATIVE DESTRUCTION


FIGURE 1


AREAS OF INTERACTION


Emotional intelligence allows for feedback and establishes clear communication channels— structures that must be in place as the Army undergoes significant changes with the unfolding of its modernization efforts. (Graphic by USAASC and the author)


KEY TERMS Creative


process through which some- thing new brings about


destruction—A the


demise of whatever existed before it.


Emotional intelligence—The


ability to identify and manage one’s own emotions, as well as the emotions of others.


Organizational ef fective-


ness—The concept of how well an organization achieves the outcomes it intends to produce.


shed some light on this issue. For example, can an organization be effective without communication?


To better understand, let’s talk about communication systems for a moment. In 1948, Claude Shannon and Warren Weaver proposed the mathematical theory of communication. Teir math- ematical linear communication model included only phones and tested several communication channels, which were responsible for distorting the original message. Te findings showed that there are hidden messages with vital informa- tion that never get to the recipient unless they are decoded—e.g., a decoder for this study could be a cellphone turning


data into readable messages. Although the study model was called the “mother of all communication” models, it did not provide clear answers regarding how to decode hidden messages. It was in 1954 that Wilbur Schramm, in his book “Te Process and Effects of Mass Communi- cations,” demonstrated that, in order to decode hidden messages, there must be a human factor involved. He claimed that emotions are key elements required to discover hidden messages in a conversa- tion. Today, Schramm’s theory is the most commonly used communication theory, showing the impossibility of communi- cating without involving people. Both leaders and followers are responsible for effective communication. Moreover, you


68


Army AL&T Magazine


Spring 2020


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104