Organizational Employee Development Plan – Unit 6, Learning Activity 3

Employee development is meant to grow any organization’s key asset: people! Regardless of the industry, employees are the ones who develop and carry culture, who influence a customer’s experience, and who determine the impact and effectiveness of an organization.

I work at a church which is an industry with a relatively short history when it comes to employee development. Thankfully as senior leaders, we have already decided to make employee development a significant part of what we do and I feel we have a fairly robust system in place to help employees grow. At the same time, it’s always good to hit pause, take a step back, and evaluate the effectiveness of what you are currently doing to see where they could be some improvements. This is what I’ve done as I’ve considered an outline of an employee development plan for our organization using technology.

Three components to this employee development plan include orientation, on-going coaching and onward focus. Development is crucial in each of these layers yet the implementation will look different.

Orientation
An employee will never be as disoriented as they are on their first day on the job. Effective leveraging of this disorientation would be to build organizational citizenship behaviour from day one. Understanding an organization’s mission, vision and values while in this state of heightened disorientation means the impact of these can be strengthened and deepened in the life of the employee. Understanding how staff values shape the way we interact with other staff, with congregation members and with community residents is an important factor in employee and organizational success.

Although personal contact and interaction is a priceless vehicle for delivering information, using video, websites and digital tools like Google Drive allows us to leverage technology in presenting mission, vision and values to new employees as part of their orientation.

Orientation also gives managers the opportunity to explain “standardization of work processes” (Damanpour, 1991, as cited in Kandampully, Belgian & Tingting, 2016, p. 158). Employees who understand these processes and the reasons behind them are then freed up to innovate within this common script or shared behaviour across the organization. As Kandampully, Belgian & Tingting affirm (2016), many contemporary organizations have a desire for innovation and employees (rather than managers) are often the right people to encourage, value and reward toward these new ways of thinking.

On-going Coaching
Once an employee is comfortable in their role on-going development moves from orientation to coaching. These should be regular and expected. Each employee knows that once a month they have a dedicated meeting with their manager to talk about their performance and give them an opportunity to ask questions.

Technology to track an employee’s progression on certain projects is definitely helpful when it comes to coaching and on-going development. Project management software like Trello or Asana can be used to facilitate this on-going coaching.

Coaching creates a culture where every employee is seen as valuable and has a voice to speak into the overall function of the organization. Opportunities for innovation and co-creation can often begin in these regular, expected, safe, trust-filled coaching conversations between managers and employees.

An employee who understands that their manager cares for them personally and not just for the work they do will become much more effective in both the work they are doing and in their effectiveness for the organization. As Dan Rockwell (2017) says, “Effective improvement is always self-development.” And this is a two-way street. As an employee improves under a manager’s coaching their desire for development increases. And as an employee is encouraged to grow and develop through coaching and challenges, their effectiveness will also improve.

Onward Focus
Along with orientation and coaching, there should be a desire that an employee would succeed within an organization and find a long-term opportunity as they continue to grow. Performance reviews can be part of seeing this happen but entering into conversations between the manager, the employee and senior leadership around possible career paths and succession planning become a key component of employee development.

Technology then becomes incredibly valuable for on-going education. If an employee is succeeding in a role but needs to gain skills to continue in their growth, online learning or video-based resources become so valuable to help the employee develop while not being forced to leave their current position or the organization.

Conclusion
Starting with the conviction that employees are the most significant asset in an organization, these forms of employee development including orientation, on-going coaching and onward focus help to promote organizational citizenship behaviour and innovation in a service-oriented culture.

Reference
Kandampully, J., Bilgihan, A., & Zhang, T. C. (2016). Developing a people-technology hybrids model to unleash innovation and creativity: The new hospitality frontier. Journal of Hospitality and Tourism Management, 29, 154-164.

Rockwell, D. (2017, March 5) The Anatomy of Performance Enhancing Coaching Conversations.

Andragogy: Leadership and Learning – Unit 6, Learning Activity 1

Andragogy is meant to help understand the role of the learner’s experience in adult education. The distinctions between andragogy as education for adults and pedagogy as education for children need to be understood to help both the teacher and the student succeed.  The challenges of going back to school at 41 while also working full time as part of an incredible staff team in a senior leadership position has given me fresh eyes as both a learner and a leader.

Malcolm Knowles’ six assumptions about andragogy give some clarity to help understand both the overarching experience of an adult learner as well as to my own experience of andragogy.

  1. As a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being.
    The fact that I’m in this program now is evidence of the truth of this assumption! Although I attended university after high school, my own personal motivation to further my own education now is a result of 20 years of maturity, life experience and a desire to continue to move forward. Understanding now why I am continuing my education is very much a self-directed decision.
  2. An adult accumulates a growing reservoir of experience, which is a rich resource for learning.
    When it comes to leading others, part of my desire is to help equip people where they are able to take on the work they are doing without my direction. As a learner grows in their experience they should grow in competency but also in their understanding of how they can become better as they grow. Helping adult learners move beyond simply gaining skill has been a key function of my own leadership. 
  3. The readiness of an adult to learn is closely related to the developmental tasks of his or her social role.
    As children, students learn because they are required to go to school or there may be family pressures toward pursuing education. For adults, the requirements of a job or a desire for future opportunities mean that the function of education is much different.For myself, the requirements of my current job as well as what I would like to pursue in the future have helped to influence and shape my readiness for this program. My focus isn’t on simply completing the courses or doing the work but in developing as a leader and becoming better in my role.

     

  4. There is a change in time perspective as people mature – from future application of knowledge to immediacy of application. Thus, an adult is more problem than subject centered in learning.
    As a leader, helping an adult who serves as a musician on our worship team means teaching them how they help us solve the problem of leading the congregation in worship every Sunday across our church’s three locations. The reality of family, work and other responsibilities means adults only have a narrow bandwidth when it comes to learning new tasks, resulting in an increased focus in helping to solve the immediate problem in front of them. 
  5. Adults are mostly driven by internal motivation, rather than external motivators.
    As a pastor this has been something I have had to learn as a leader. When it comes to motivating people to be involved in ministry we are very dependant on growing internal motivation simply because the resources for external motivation are simply not available. Internal motivators such as achieving goals, helping to launch new locations of our church, becoming a more skilled team of musicians and to see the impact in the lives of people in our congregation are all examples of how I have helped adults learn as they participate in different volunteer teams in our church. 
  6. Adults need to know the reason for learning something.
    This assumption has become very clear to me even in the first half of this course. Because I understand the reasons for the learning I’m doing in this program I am more motivated, dedicated and focused. The learning I’m doing is not specifically for the benefit of understanding the content but in becoming a better leader, growing in current and future opportunities. 

I’m grateful for these six assumptions of andragogy and how they help to give language and understanding to my own experience as both leader and learner when it comes to adult education.

Response to Ruiz Rivera – Light From Many Lamps II: This, too, shall pass away

Light From Many Lamps II: This, too, shall pass away

Ruiz,

I appreciated your thoughts on the story from Light from Many Lamps with the history of the motto, “This, too, shall pass away.” The reminder that all things in this life – good, bad and ugly – are temporary is a truth which can help us grow, endure hardship, and persevere through tough circumstances.

I love your attitude about challenging yourself, setting big goals and not being afraid to dream. Taking on this MA Lead program has definitely been a challenge for me and I hear you when you express your desire to grow so that you can make a great impact on society. That is an honourable goal!

I would certainly agree with you that life can end up a little less than rewarding when we achieve goals which we believed would be fulfilling and meaningful. As a follower of Jesus, I’m reminded that in many ways this world and the life I live here will never fully satisfy the deepest desires inside of me, regardless of what kind of academic achievement or career success or financial gain I’m able to find. There will always be something beyond the limits of what I’ve achieved which will continue to pull me forward.

So, in some ways, the motto reminds us that all things shall pass away and, yet, perhaps this is an expression of a deeper desire for something eternal, something everlasting, something which will never, ever pass away. I have found that the ability to fix my eyes and my heart on those things are what allow me to find meaning, purpose, hope and fulfillment.

You have many people cheering you on in this journey of discovery!

 

Response to ccbeau – Light of Many Lamps – Part 2

Light of Many Lamps – Part 2

Christina,

I’m really touched by how this story in Light from Many Lamps has had such an impact in your life. It’s obvious that you have taken Arnold Bennett’s words to heart and you are evaluating your own habits and desires in light of the encouragement that the gift of today is all we really have.

Social media is such a new technology and our time with it has been so short. I remember my life before the internet, I remember life without social media, I remember life without a computer in our home. But for my kids, life has never not included the ability to access information and social platforms at their fingertips. As we continue to navigate how our world has changed because of social media the impact can be measured on global and individual scales.

Your post also helped to give me a moment to pause and give thanks to God for the gift of today. I’m sitting in my living room with one of my dogs sleeping at my feet. I’ve made myself a tea and the house is quiet before my wife and children wake up. Mornings have turned chilly so I’ve got a fire going but I’m not sure if that’s encouraging me to keep working or to grab a blanket a curl up on the couch! Either way, today is a gift. This moment is a gift. The opportunity to be learning together alongside you and others is an incredible gift.

Thank you for the reminder and the vulnerability in your post. It is very appreciated.

Response to jsonhealer – Rank, Talk, Write – The Nicomachean ethics of Aristotle

Rev. Martin,

Your post is a great summary of a book that, I will admit, I was too intimidated to tackle when I saw it on the reading list. Thank you and well done!

You’ve got a great ability to distill lots of information down to a core idea and how you’ve highlighted that the “greater good” is both in the action and in the outcome is very helpful.

Learning to ask myself and those I lead, “What’s the purpose?” has helped evaluate outcomes as well as actions in our work. From meetings with staff to ideas for new events or programs, understanding the purpose helps us to achieve this greater good but in the current task in front of us and in the longer term outcome we are seeking together.

As far as your question, as a pastor this greater good can take on many descriptions. I have found it helpful to pray the Lord’s prayer for my work and for those I am leading. The reminder of “your kingdom come, your will be done, on earth as it is in heaven” helps keeps that much greater good front and centre as we are doing our work together.

Response to Monica Grace – Rank, Talk, Write Activity

Monica, I chose the same article to summarize for this assignment and I’m glad to see you enjoyed it as I did. I’m also glad to see we reached similar conclusions so you’re giving me confidence about what I wrote!

Like you, I’m in a ministry setting so I read your post through the lens of this course but also through the lens of not only my current job but really the whole of my life. I’m really grateful for Cahalan’s ability to clarify something I’ve known intuitively about my own work and those around me.

As far as your question, it’s a good one. Should we assume that everyone who enters into some kind of vocational practice has the potential to reach this stage of expertise and unknowing? I’m not sure that’s true. It’s certainly not what I’ve seen from everyone around me who has gone in to vocational ministry.

One encouragement that I would take to heart from your question is the role of mentors for beginners and novices. I’m asking myself how I can be a better mentor for those who are at early stages in their practice.

Thanks again for your summary and your great thoughts in response to this article.

Servant Leadership Characteristics in Team Leadership – Unit 5, Learning Activity 2

Servant leaders who are given the responsibility to lead a team need to consider how to most effectively serve and lead when working together on projects in a group.

Spears’ ten characteristics (2010) can be seen as over-arching character descriptions of an effective servant leader and can also be taken as instructive directions and strategies for a particular situation. The habit of character, as described by Hillman (1996, as cited in Spears, 2010), points to these characteristics being both situational and longer term.

When it comes to a specific group project being led by a team leader in an organization, some of these characteristics can be used effectively to help the team succeed.

Listening
Leaders must be able to clearly identify the goals and results which are being requested in a project. The ability to ask questions, seek clarity and listen to the “said and unsaid” (Spears, 2010, p. 27) communication of what will make a project successful is key for the leader.

This equips the leader to then communicate clearly to those they are leading. In the same way that a leader must listen well to what is being asked of them, the leader must also listen well to what is being offered by the followers.

The specific talents, abilities, experience and resources which different members of the team are able to offer the leader need to be heard, recognized and encouraged for the group to be successful together.

Awareness
The power dynamic of a leadership position requires self-awareness so that a leader doesn’t obstruct or interfere in the work a team is doing together. Understanding how requests are heard by followers when asked by a leader, for example,  will impact how the leader makes the request.

Awareness also helps to facilitate leadership decisions from the Hill Model for Team Leadership, as explained by Northouse (2018). Whether a leader needs to monitor or take action, whether intervention is needed by task or relationship, and whether internal or external intervention is needed are all challenges which can be navigated by a leader with a high level of awareness.

Persuasion
By listening to followers on the team, the leader is then able to persuade the team as they work together to achieve the common goal. A servant leader is not in a position to simply do the will of the rest of the team but to serve each person on the team by helping them come to the most effective solution to the problem they are facing.

Persuasion can easily become dictatorial and driven by power so the leader needs to understand their role clearly and develop skills which allow them to be persuasive rather than manipulative. As Spears says, persuasion “offers one of the clearest distinctions between the traditional authoritarian model and that of servant leadership” (Spears, 2010, p. 28).

Question
Have you experienced being a follower on a team where a leader clearly struggled with one of the ten characteristics of servant leadership from Spears? How did that impact you and the team you were a part of?

Reference
Northouse, P. G. (2018). Leadership: Theory and Practice, Eighth Edition. Thousand Oaks, CA: Sage Publications.

Spears, Larry C. (2010) Character and Servant Leadership: Ten Characteristics of Effective, Caring Leaders. The Journal of Virtues & Leadership, Vol. 1 Iss. 1, 2010, 25-30. Retrieved from https://www.regent.edu/acad/global/publications/jvl/vol1_iss1/Spears_Final.pdf

Critical Functions of Team Effectiveness – Unit 5, Learning Activity 1

Team leadership and the effectiveness of teams has been an area of focus for me since most of my leadership experience has been within the context of teams. Team leadership effectiveness can bring joy and pain to everyone involved!

According to Northouse (2018), the two critical functions of team effectiveness are performance and development. Nadler (1998, as cited in Northouse, 2018) expands on these two functions with performance referring to the quality of work produced by the team and development referring to the growth among and within the team itself.

Components of effective team leadership are found through answers to these six questions asked by Hackman (2012, as cited in Northouse, 2018, p. 375):

  1. It is a real team?
  2. Does it have a compelling purpose?
  3. Does it have the right people?
  4. Are the norms of conduct clear?
  5. Is there support from the organizational context?
  6. Is there team-focused coaching?

As these questions are answered, more questions answered affirmatively is an indicator of higher team leadership effectiveness.

Larson & LaFasto (1989, as cited in Northouse, 2018) identified eight characteristics “consistently associated with team excellence” (Northouse, 2018, p. 376). Team leadership at its most excellent is characterized by:

  1. Clear, elevating goal
  2. Results-Driven Structure
  3. Competent Team Members
  4. Unified Commitment
  5. Collaborative Climate
  6. Standards of Excellence
  7. External Support and Recognition
  8. Principled Leadership

I have the privilege of currently working as part of a team with a compelling purpose and clear, elevating goal of becoming a regional church of 10,000 meeting the physical, emotional and spiritual needs of people in Jesus’ name.

Competent team members, I’m very happy to say, surround me in the work I am currently doing. They help make our team better, they help me do better work and they help those we are leading.

I am also grateful to work in a team with a collaborative climate yet where there is also the desire for increased collaboration among our leadership team and across departments. As our organization grows this becomes more challenging but when it occurs the results are always better and the overall effectiveness of our team grows.

Principled leadership is the ability of the leader of a team to allow the team to work according to agreed upon principles, stepping in only when “one or more of the eight characteristics of team success are not being achieved” (Northouse, 2018, p. 379).

Zaccaro, Heinen, & Shuffler (2001, as cited in Northouse, 2018) identified four processes which influence team leadership. The cognitive process helps the team identify and understand problems. The motivational process helps the team achieve high performing goals. The affective process helps the team overcome obstacles and stressful situations. The process of coordination helps the team become more effective by matching skills to the correct roles and through change, adaptation and feedback as growth is experienced (Northouse, 2018).

When I joined the team in my current role the staff had just agreed to a five-year strategic plan. On its own, this plan was filled with objectives which were well beyond the reach, capability and skill set of the existing team of staff and volunteers.

Over the past five years, we have been led by a team leader who has encouraged, resourced, challenged and celebrated us as we’ve seen these seemingly out-of-reach goals come to reality. The collective work of our team became more and more encouraging as we saw some of these big, audacious goals come into focus and then to see them accomplished.

These accomplishments and successes then become fuel for the next challenge, the next big goal, the next dream which seems so far away. This motivational process becomes itself a way for the team to grow in ability and confidence as we work together and grow in effectiveness.

Reference
Northouse, P. G. (2018). Leadership: Theory and Practice, Eighth Edition. Thousand Oaks, CA: Sage Publications.

Servant Leadership – Unit 4, Learning Activity 2

First introduced by Robert K. Greenleaf in 1970 as a concept, servant leadership is understood to be distinct from other leadership theories because of the priority placed by the leader on serving and developing followers. Although there is “no consensus about a definition and theoretical framework of servant leadership” (Van Dierendock, 2011, p. 1229) there is an abundance of writing which identifies elements, strengths and weakness of servant leadership.

According to Van Dierendock (2011), there are ten essential elements identified by Spears (1995, as cited by Van Dierendock, 2011) which are considered to be essential to servant leadership. These are listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment, and building community (Van Dierendock, 2011). Searle & Barbuto (2011) demonstrate how these ten essential elements work together to encourage growth of followers and a positive increase in job performance. Servant leaders facilitate “positive moral behavior in their followers” (Searle & Barbuto, 2011, p. 111).

Servant leadership is distinct from transformational leadership in that leaders are focused on desired outcomes seen in individual followers rather than in positive organizational outcomes. Van Dierendock (2011) affirms that “more satisfied, more committed, and better performing employees” (Van Dierendock, 2011, p. 1247) are produced within the framework of servant leadership which results in higher quality followers who help the leader become better. The hope is servant leadership results in positive organizational outcomes which would have broader societal impact (Smith, Montagno & Kuzmenko, 2004).

As a specific element of the servant leadership approach, awareness is concerned with an understanding of the well-being of the followers, “that each person deserves to be loved” (Van Dierendock, 2011, p. 1231). Emotional intelligence or self-awareness is more concerned with the leader’s understanding of oneself.

Modelled by Southwest Airlines’ president Colleen Barrett, awareness as a concept within servant leadership is exemplified when she says, “At the top of our pyramid in terms of the most important priority that we have is our employees… 85 percent of my time is spent on employees and on delivering proactive customer service to our employees” (KnowledgeAtWharton, 2008).

 

Reference
[KnowledgeAtWharton]. (2008, July 9). Southwest airlines’ Colleen Barrett on ‘Servant Leadership’. Retrieved from https://www.youtube.com/watch?v=6TgR95vnM0c

Searle, T.P. and Barbuto, J.E. (2011). Servant Leadership, Hope, and Organizational Virtuousness: A Framework Exploring Positive Micro and Macro Behaviors and Performance Impact. Journal of Leadership & Organizational Studies 18(1), 107-117. Retrieved from https://ezproxy.student.twu.ca/login?url=http://journals.sagepub.com/doi/pdf/10.1177/1548051810383863

Smith, B.N., Montagno, R.V. and Kuzmenko, T.N. (2004). Transformational and servant leadership: Content and contextual comparisons. Journal of Leadership and Organizational Studies 10(4), 80-92. Retrieved from https://ezproxy.student.twu.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/107179190401000406

Van Dierendonck, D. (2011). Servant leadership: A review and synthesis. Journal of Management 37(4), 1228-1261. Retrieved from https://ezproxy.student.twu.ca/login?url=http://journals.sagepub.com/doi/10.1177/0149206310380462

Transformational Leadership – Unit 4, Learning Activity 1

Transformational leadership is focused on changing people, the work they are doing and the character of who they are (Northouse, 2018). Transformational leaders are focused on visioning, empowering and resourcing people to help them grow and achieve organizational goals (Smith, Montagno & Kuzmenko, 2004).

Burns, in his book Leadership, first identified transformational leadership (as cited in Northouse, 2018, p. 164). According to him, “the crucial task of transformational leaders is to raise the awareness and consciousness of their followers to higher levels of conduct and morality” (Burns, 1978, p. 20 as cited in Mulla & Krishnan, 2011, p. 130).

To accomplish this, transformational leadership is concerned with four factors: idealized influence, inspirational motivation, intellectual stimulation and individualized consideration (Northouse, 2018; Smith, Montagno & Kuzmenko, 2004). When successful, transformational leadership allows “followers to accomplish more than what is usually expected of them” (Northouse, 2018, p. 172).

Strengths of transformational leadership identified by Northouse (2018) include extensive research, appeal for leaders and followers with needs met for both, a broader view of leadership as a whole, attention to the character of followers, and overall effectiveness. Transformational leadership has also been found to be effective when organizations need to grow, when facing external challenges, and when followers are able to be given the freedom to innovate and take risks (Smith, Montagno & Kuzmenko, 2004).

Northouse (2018) identifies many criticisms and weaknesses of transformational leadership from lack of clarity of the concept and of the MLQ, the primary measurement tool. Criticism exists also that transformational leadership “treats leadership as a personality trait or personal predisposition rather than a behavior that people can learn” (Bryman, 1992, pp. 100-102, as cited in Northouse, 2018, p. 181). There is also not yet clear evidence that followers are changed, even as the group or company succeeds in its goals. A significant criticism is the potential abuse of transformational leadership around the leader’s motives for personal gain or the pursuit of evil outcomes, as well as the risk of manipulation or the rise of narcissism (Van Dierendonck, 2011).

I would consider Abraham Lincoln a good example of a  transformational leader. Lincoln’s vision that all should be free was accomplished through his ability to motivate and transform people around him to accomplish what they did not believe was possible.

Lincoln leveraged his influence as president, his motivation through letters and speeches, his intellectual ability as a lawyer through individualized relationships with military and political leaders. The abolishment of slavery in the United States stands as a testament to Lincoln’s ability to lead in a way that results in both individual and national transformation.

Reference
Mulla, Z.R. and Krishnan, V.R. (2011). Transformational leadership: Do the leader’s morals matter and do the follower’s morals change? Journal of Human Values 17(2), 129-143.Retrieved from https://ezproxy.student.twu.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/097168581101700203

Northouse, P. G. (2018). Leadership: Theory and Practice, Eighth Edition. Thousand Oaks, CA: Sage Publications.

Smith, B.N., Montagno, R.V. and Kuzmenko, T.N. (2004). Transformational and servant leadership: Content and contextual comparisons. Journal of Leadership and Organizational Studies 10(4), 80-92.Retrieved from https://ezproxy.student.twu.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/107179190401000406

Van Dierendonck, D. (2011). Servant leadership: A review and synthesis. Journal of Management 37(4), 1228-1261. Retrieved from https://ezproxy.student.twu.ca/login?url=http://journals.sagepub.com/doi/10.1177/0149206310380462