Chapter 2 Overview

Chapter 2 Overview

This chapter’s main point is that our behavioral choices largely shape the relevant world in which we live. Therefore, the way we behave toward others will largely determine the way they behave toward us. Ultimately, we do impact our world just as it impacts us. The chapter opens with two anecdotes that help to illustrate this point. Another key point this chapter deals with is the mutual influence among persons, their behavior, and their world.

External Factors

Although we can shape our world through our behavioral choices, external factors in the world around us have considerable influence in shaping our behaviors. Furthermore, external factors can largely shape our destiny in life. An external factor such as rewards has an impact upon our choice of actions. Rewards provide information concerning what leads to positive or negative outcomes, and we are more likely to engage in behaviors that will lead to desirable results. In short, we respond to what we experience and especially to what we receive for our efforts. External influences such as laws and rules play an important role in shaping our behaviors, but we can help determine what influences will be relative to us and how they will affect us; we are not helpless. Determining the relevance of external factors is a role in which we must become engaged.

Personal Factors

We are all unique in terms of the way we think and the actions we choose. Comprehending our self-leadership practices compels us to recognize the importance of what we are and how we think about things. Behavior takes place at an observable physical level and an unobservable mental level (See Figure 2.1, p. 10). At the physical level, events occur before behavior and results occur after behavior. At the mental level, we engage in thought processes before, during, and after behavior. Our behavior can be influenced at both the physical (behavioral) level and at the mental (cognitive) level. The self-leadership strategies presented in this book operate at both levels of influence.

Each of us as a person (our attitudes and mental processes), our behavior, and the world around us are closely related. These three factors of the influence picture interact with one another in a process of mutual reciprocal influence (See Figure 2.2, p. 11). The choices we make concerning all three factors are important. Some aspects of the world will affect only us if we choose to allow them to do so (e.g., reading this book). Our choice of actions also influences the nature of the world around us. In addition, we can choose how we think about our experiences (e.g., optimistic vs. pessimistic). Although we are subject to real constraints and limitations, we possess a great deal of choice in what we experience and accomplish in our lives; we do choose. Our practice of self-leadership is affected by our unique thinking patterns and physical actions. Combining these two levels of influence enables us to lead ourselves to desired accomplishments.

Real World Cases / Profiles in Self-Leadership

Real World Self-Leadership Case: Philo T. Farnsworth

Although far from a household name, Philo T. Farnsworth is often credited with one of the greatest inventions of the 20th century: the television. Farnsworth was born in 1906 in a small town in the southwestern part of Utah, in a log cabin built by his grandfather. As a small child, he was fascinated with electricity and electric motors. He spent hours poring over technical magazines such as Scientific American and Popular Science. When he entered high school as a freshman, he convinced his science teacher, Justin Tolman, to let him join a senior-level chemistry course. Tolman was reluctant at first, but Farnsworth was soon dominating the class discussions with a scientific and mathematical prowess, far above Tolman’s own. One day in 1921, at the age of 15, Farnsworth was plowing a field on his family’s farm. As he stared at the neat furrowed rows in the field, he developed an idea for electronically capturing and transmitting a picture, line by line, to a remote viewing screen. Within days, Farnsworth had presented Tolman with detailed schematic drawings and mathematical equations representing a configuration of cathode ray tubes, photoelectric chemicals and electrons designed to electronically capture and send images. The idea appeared plausible to Tolman. Although others had been working on mechanical means of transmission involving spinning disks, Farnsworth was the first to conceive of an entirely electronic system.

After his father’s death in 1924, Farnsworth entered the U.S. Naval Academy at Annapolis, Maryland, having achieved the second highest score in the nation on his entrance examination. He saw the Naval Academy as an opportunity to continue his education toward the development of electronic television. However, Farnsworth did not adapt well to military life and after learning that all of his future inventions and patents would become the property of the U.S. government, Farnsworth was granted an honorable discharge on the basis that he needed to return home to provide support for his widowed mother. Farnsworth held odd jobs in the Salt Lake City area over the next few years. With no formal college education and barely scraping together enough money to support his mother, Farnsworth refused to let his dream of electronic television die. Farnsworth eventually found a job working with George Everson and Leslie Gorrell, two professional fundraisers from California. Everson and Gorrell were impressed with Farnsworth’s organizational and motivational skills, and were fascinated by his ideas of electronic television. The men were so impressed that they eventually offered to form a partnership with Farnsworth that would provide the necessary financial backing to further develop his ideas.

In 1926, Farnsworth, along with his new wife moved to San Francisco. He set up a laboratory and devoted himself full-time to the pursuit of developing a working prototype. In the fall of 1927, Farnsworth succeeded in making the first all-electronic television broadcast in history. In the late 1920s, Farnsworth began applying for U.S. patents to protect his invention. Over the next few years, Farnsworth and his assistants worked diligently to smooth out many of the practical problems and imperfections so that his television system could become commercially viable. Farnsworth and his investors had several opportunities to sell Farnsworth’s ideas and patents, but Farnsworth did not want to lose control of the long-term development of his brainchild. He was not looking for quick cash, but saw the tremendous long-term monetary potential of his invention. In 1930, an RCA engineer named Vladimir Zworykin visited Farnsworth’s San Francisco lab. He was impressed with what he saw. Independently, he had been working along similar lines toward developing electronic television in RCA’s laboratories, but saw much superiority in Farnsworth’s designs. RCA offered to buy Farnsworth’s patents, but Farnsworth again refused, insisting instead on an arrangement by which he would be paid royalties by RCA on the profits from any future television sales. RCA president David Sarnoff refused to pay Farnsworth for the right to produce and sell television sets. "RCA doesn't pay royalties," he said, "we collect them." A legal battle ensued over who had actually invented television. RCA argued that a 1923 patent granted to Zworykin made him the original creator, but no evidence could be produced to show that Zworykin had produced a working transmitter. In addition, Justin Tolman, Farnsworth’s high school teacher, testified that Farnsworth had developed the idea for electronic television in 1921, and even produced one of Farnsworth’s original drawings to verify his story. In 1934, the U.S. Patent Office awarded the invention to Farnsworth. RCA lost all appeals, but managed to draw the litigation out for many years. Finally, Sarnoff agreed to pay Farnsworth royalties. However, the U.S. government suspended the production of television sets during World War II and by the war’s end; Farnsworth’s original patents began to expire.

In the early days of commercial television, RCA’s Vladimir Zworykin and David Sarnoff were often hailed as the creators of television, while Farnsworth lived out the rest of his life in relative obscurity. Although disappointed by the fact that he never received the credit he deserved for his invention, Farnsworth continued to invent and conduct research in a number of areas, being granted over 300 patents by the time of his death in 1971. In 1967, he moved back to Utah to conduct cold nuclear fusion research at Brigham Young University, which presented him with an honorary doctorate. Some of the nuclear fusion work he began in the late 60s is still attracting international attention today. On May 2, 1990, a bronze statue of Philo T. Farnsworth, proclaiming him as the "Father of Television," was unveiled in Utah’s Statuary Hall.

Questions for Class Discussion:

1. Did Philo Farnsworth believe that his own actions and choices would have an effect on his life’s outcomes?

Farnsworth was able to visualize that his own actions and choices would have an effect on his life’s outcomes. He took precautions to protect his inventions, he carefully chose individuals to assist him; he saw the tremendous long-term monetary potential of his invention.

1. What external factors placed limitations on Farnsworth’s abilities to achieve his dreams?

After the death of his father, he joined the U.S. Navy as a way to continue his education toward the development of electronic television. He soon learned that all of his future inventions and patents would become the property of the U.S. government. He later engaged in a legal battle with an engineer named Vladimir Zworykin who had been working along similar lines toward developing an electronic television in RCA laboratories. In 1934, the U.S. government awarded the invention to Farnsworth. Another external limitation placed on Farnsworth occurred during World War II, when the U.S. government suspended the production of television sets.

3.To what extent was Farnsworth able to shape his world through his behaviors? To what extent did the world around him shape his behaviors?

Farnsworth was able to shape his world through his behaviors in numerous ways. As a freshman in high school, Farnsworth was able to convince his science teacher to let him join a senior-level chemistry class. He refused to succumb to the litigation with RCA and engaged in several years of appeals, but eventually won.

The world around Farnsworth shaped his behavior in many ways – his father died, he joined the military only to seek an honorable discharge upon learning that they would own his inventions, his mother became ill, he was involved in litigation for years,and production of television sets were halted during World War II.

4. What personal factors could have caused Farnsworth to refuse to sell his patents and follow his dreams in the face of great obstacles?

Student answers will vary; encourage justification of answer. Discuss the possibility of the influence of rewards.

1. Was Farnsworth a failure? What would you have done differently?

Answers will vary; encourage justification of answer.

Sources / Additional Readings:

Schatzkin.P. (2002). The boy who invented television: A story of inspiration, persistence and quiet passion.Teamcom Books.

Stashower, D. (2002). The boy genius and the mogul: The untold story of television. New York, NY: Broadway Books.

Profile in Self-Leadership: Walt Disney

On a cold and dreary late winter morning in New York City, a twenty-six year old businessman sent a telegram to his brother and business partner in California, explaining that all would be well and imploring his brother not to worry – he would explain everything when he arrived back in California. The short message did not accurately reflect the true situation. The brothers were experiencing a disaster of a serious magnitude. Oswald the Lucky Rabbit had been stolen!

The year was 1928, and the businessman was Walt Disney. In 1928, Oswald the Lucky Rabbit was one of the more popular cartoon characters in America. There were Oswald candy bars, stencil sets, and buttons in all the stores. Disney had traveled to New York to ask for more money to make Oswald cartoons from his distributor, a man named Charlie Mintz. Because of Oswald’s success, Disney anticipated no problems in securing additional funding. After a friendly lunch at the luxurious Hotel Astor during which Mintz lavished Disney with praise for his work, the two men returned to Mintz’s office where the mood turned decidedly cold. Mintz informed Disney that there would be no more funding for future Oswald cartoons. He suggested to Disney that without funding the brothers’ studio would probably not be able to remain in business. Mintz offered Disney a job working for him making cartoons in New York, but Disney politely refused.

It had always been Disney’s dream to have his own cartoon studio and he believed that with hard work and effort, he could control his destiny and make his dreams a reality. But Mintz went on to explain that he had hired Disney’s entire staff of animators to work for him in New York. Disney was devastated. He had hired many of “his boys” right out of high school and had taught them everything he knew about animation. They often came over to his house for dinner. Despite the blow, Disney stood firm. He would not work for Mintz, he would follow his dream…and at least he still had Oswald! It was at this point that Mintz explained that according to the fine print in his contract, Universal Pictures, not the Disneys, owned the rights to Oswald. In the future, Charlie Mintz would make all Oswald cartoons.

Disney thought for a few moments about his options, and then he looked Mintz squarely in the eyes and turned him down once more. He quietly walked out of the office to follow his dreams.

On the train back to California, Disney took out a sketching-pad and pencil. He began doodling to calm his nerves. A character began to emerge. Stick legs and arms, a round body with big eyes and ears. Walt finally turned to his wife and asked what she thought about his new character…he was thinking of naming him Mortimer. She replied that Mortimer was kind of a funny name for a mouse…how about Mickey instead? Mickey Mouse was born!

Walt Disney always believed that through his own actions and efforts, he could affect his outcomes in positive ways. Throughout his entire life, he believed in himself and his ideas and he didn’t listen when others around him told him what he couldn’t do. By the late 1930s, Walt Disney’s cartoon studio was the most successful in the country, but Disney wanted more. He began making plans for a full-length animated motion picture. Nothing like this had ever been done before. The project was widely criticized. It was thought that no one would sit and watch a cartoon for an hour and a half and that no one would believe the idea of a cartoon boy falling in love with a cartoon girl. The project became known as “Disney’s Folly.” Cost overruns put the final price tag at $1.5 million dollars, a staggering sum at the time and nearly three times the original budget. But on December 21, 1937, Snow White and the Seven Dwarfs opened in Los Angeles to rave reviews. The film would go on to become the highest grossing film in history at that time. Once again, Disney had followed his own path to success.

By the 1950s, Disney had one of the most successful film studios in the country, having branched out from pure animation to live-action films. Once again Disney had another vision for his future. When he explained his latest dream, people would respond with surprise. You want to go into the carnival business? Why? You are a successful filmmaker! But once again Disney ignored the doubting voices and followed his own way. In July of 1955, he opened Disneyland. He had single-handedly created an entirely new form of entertainment: the theme park. Throughout his entire life, Walt Disney followed his dreams and convictions to tremendous heights of creativity and success, ignoring all the doubters around him. He truly believed that he could shape his world through the choices he made, that through his own efforts he could make his dreams come true. Disney summed it up best: “If you can dream it, you can do it. Always remember that this whole thing started with a mouse.”

Sources / Additional Readings:

Greene, K., & Greene, R. (1991). The man behind the magic: The story of Walt Disney. Viking.

Thomas, B. (1994). Walt Disney: An American original. New York, NY: Hyperion.

Experiential Exercises and Self-Assessment Inventories

Locus of Control Self-Assessment

Locus of Control is a good concept to discuss in the context of this chapter. Locus of Controlis the extent to which people believe that they can control their outcomes. Individuals with a high internal locus of control believe that outcomes result primarily from their own behavior and actions. Those with a high external locus of control believe that outcomes are largely beyond their control and are determined more by powerful others, fate, or chance. Those with a high internal locus of control are more likely to attempt to influence other people and the world around them because they assume that their efforts will be successful.