Category: LDRS 500

Hello Dawn

Indeed, I had a feeling that someone would challenge the reasoning behind that statement, so thank you for taking the time to reply to my post.

Through some direct experience and years of observations, I have found that taking an interest in the positive development of an individual or group almost always manifests some form of negativity in others. Whether it takes the shape as resentment, envy or even malice, a leader needs to publicly vocalize their position and be prepared to name the negativity for what it is. I included “working against people” as one of the means to achieve important objectives because in the process of changing or transforming people, there is always a need to make an example of, guard against, or repel the forces working to prevent leaders from meeting the needs of their followers. Part of being a transformational leader includes protecting the ground you have gained, which includes those under your wing, ‘against’ individuals seeking to de-rail your influence. Oftentimes, a very public demonstration challenging those individuals communicates and reinforces the leader’s measure of authenticity and their commitment to the goal, visions and growth in others.

Your last question asked about better approaches while facing challenge. Fortunately, transformative leaders have a myriad of approaches at their disposal to best suit the need; therefore, I would continue to empower and guide those individuals that support you, in order that they echo your desires for the group or individuals. Second, accountability discussions held in ‘safe’ environments invite a constructive forum for query and listening, even with those ‘rife with discontent’. Third, honesty is paramount. Those that stand against you, your followers, or the organization goals, need to know that you have the same commitment to their performance achievements and growth as with those that are already on board. Ultimately, change surrounds us on a constant basis; therefore, the key for the transformative leader is to always be the one to stand firm in their convictions and principles no matter what takes place around them, not only for their own protection, but in hopes of communicating stability and the sense of freedom for others to explore their potential.

Matt

In the video titled, What is Ethical Leadership? (2013), the presenter describes the broad role that ethics plays upon an individual’s leadership behaviour, perspectives, choices and reasoning; however, since “people vary in their capacities for moral judgement and behaviour”, organizations particularly, need to signal their specific priorities for ethical behaviours through their leaders. Most specifically for individuals, morality is a vital factor in a leader’s degree of authenticity and their ability to influence and impact others; however, because “people vary in their capacities for moral judgement and behaviour”, the moral implications are dependent upon either a lack of leadership behaviour, poor leadership behaviour, or good leadership behaviour (BuildingCapacity [Poster], 2013). Additionally, a reciprocal process of moral influence may often develop with the follower depending on the how the leader, or the organization expresses themselves, their beliefs or principles.

According to Avolio & Gardner (2005), the various components of authentic leaders, including self-awareness and a “positive moral perspective” have been identified as the primary mechanism in which leaders influence and develop their followers (p. 325). Although ‘leading by example’ is key, the example may not always be positive. In my own experience, a lack of, or aloof leadership behaviour which is void of any moral consistency, leaves followers in a vacuum of mistrust which may develop into unhealthy collective behaviours within the organization. Poor leadership behaviour that is grounded from a basis of immorality would at least provide some clarity in terms of the leader’s ethical foundations. Within a context of poor leadership, followers would at least have a something to identify, and compare to, their own relationships and sense of moral direction. In these circumstances, leaders do not last very long since they “fail to elicit the personal and social identification required to secure follower trust and commitment” (Avolio & Gardner, 2005, p. 319). Finally, the moral implications of good leadership lead to outcomes of greater transparency between, and with followers, reciprocity of values, respect, trust and an environment which nurtures positive change in others.

In life, we make decisions out of what we value and values inform ethics: therefore, since an ethic can be anything, the morality that underpins how I execute decisions, would help enable my organization to grow, flourish with a standard of behaviour that positively impacts our effectiveness. Shaping a culture that achieves a “relational authenticity with followers” (Avolio & Gardner, 2005, p. 318) sets a moral tone for all organizational processes, especially those that involve our clients who place their trust in our ability to serve their needs. Based upon my experience, like a moth to a flame, the degree of authenticity and transparency with followers in an organization directly correlates with the depth of trust in client relationships.

Matt

Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16, 315-338.

BuildingCapacity [Poster]. (2013, March 29). What is ethical leadership? Retrieved November 2018, from You Tube: https://www.youtube.com/watch?v=ks2QGoIq5nA

In the article titled Transformational Leadership…., Wang et al. (2011) synthesize their findings from 25 years of research revealing the clear contrasts of leader/follower relationships between the often more direct and traditional style of transactional leadership with the charismatic and affective elements of transformational leadership, and its tendency to be a “robust predictor of desirable performance outcomes across situations” (p. 253). In other words, the more frequently a leader or manager connects with followers via their emotions, values or standards, the better the development in follower attitude and motivation, subsequently enhancing greater personal empowerment and organizational performance.

In my experience, managing is often a delicate balance between choosing whether to work through, with, or sometimes even against people, as a means to achieve important objectives for the organization.  For managers that wish to model leadership after their own values and philosophies, the main implication of this article indicates that a transformational leadership model can be trained for, and greatly enhanced within environments that “involve teamwork and collaboration” (p. 253). Additionally, by taking responsibility for promoting and enhancing a transfomational leadership style, organizations will benefit with followers with “higher standards of moral responsivity” (Northouse, 2016, p. 177).

With most sales-driven organizations still placing a heavy emphasis upon incentive and reward-based transactional styles of managing to achieve task performance, the study reveals that there is better predictability in performance for both teams and individuals when led from a transformational style of leadership. When applied in practice, this information reinforces one’s confidence that this style is accessible and can be learned. Second, it underscores the importance in creating a supportive environment as a means to incubate the same transformational characteristics in followers.

When comparing a home’s walls, floors and doorways with the public ethical practice of a leader, the degree to how “plumb” both are, depends almost entirely on the fortitude and strength of the foundation. Principles such as respect and service to others, along with a sense of justice, honesty and a commitment towards building up community are several of the key principles that forge this foundation. In his book titled Leadership, Peter G. Northouse (2016) defines these very principles below (p. 341).

1. Respect Others – treat others as ends in themselves and never a means to ends.
2. Serve Others – placing the interests of others ahead of your own to contribute to the common good, or goal.
3. Shows Justice – treat all followers equally, individually and collectively as a community.
4. Manifest Honesty – representing reality as fully and completely as possible.
5. Build Community – intentionally searching for ways to align individual and societal goals.

All 5 principles exist to “set the moral tone” for the group, or organization (BuildingCapacity [Poster], 2013); however, I believe that respect for others, and building community, stand out apart from the other principles in terms of a leaders’ desire to communicate their authenticity. A heart that is centered on serving others with justice and honesty captures all the key components of respect as basic rights. Second, the very basis of transformational leadership involves working to “move the group toward a common good that is beneficial for both leaders and followers”; therefore, in terms of the common goal, building community with intentionality evolved into a manifestation of all other principles combined.

Matt

BuildingCapacity [Poster]. (2013, March 29). What is ethical leadership? Retrieved November 2018, from You Tube: https://www.youtube.com/watch?v=ks2QGoIq5nA

Northouse, P. G. (2016). Leadership: theory and practice (Seventh ed.). Los Angeles: Sage Publications.

Wang, G., Oh, I.-S., Courtright, S. H., & Colbert, A. E. (2011). Transformational leadership and performance across criteria and levels: A meta-analytic review of 25 years of research. Group & Organization Management, 36(2), 223-270.

Organizations that have employee development plans already understand the immeasurable benefits once they “provide an appropriate service climate, culture and freedom to be able to benefit from their energy and creativity” (Kandampully, Bilgihan, & Zhang, 2016, p. 155). Our organization’s OTED (Orientation, Training, Education and Development) program adopts many of the Kandampully et al’s (2016) measures with hospitality and tourism since we approach our employees, both from an “emphasis in human relations” and from aspects of the job “as a means for getting work accomplished” (Northouse, 2016, p. 73). As the outline indicates, the overall strategy to engage and serve our staff includes providing them with the very latest in technology as a means to generate innovations internally via new products, approaches and standards of quality. Externally, we promote collaboration and networking with our clients via social media and webinar style platforms as means to generate new ideas and approaches collectively together.

Employee Development Plan

Matt

Kandampully, J., Bilgihan, A., & Zhang, T. (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.

Northouse, P. G. (2016). Leadership: theory and practice (Seventh ed.). Los Angeles: Sage Publications.

Characteristically similar when conceptualization servant leadership, having a conversation with another about their goals, interests and professional development must begin with an honest willingness to proportional engage the other via a 2:1 ratio – with two ears and one mouth. In the context of a coaching conversation, listening is key; however, I really like the structure of query that Dan Rockwell (2017) uses in breaking down specific questions, assigning them numbers in rank of what can be achieved based upon “specific observable actionable behaviours”. Unfortunately, followers are not always receptive to an intentional and strategic approach when supporting personal development; however, for James, a man who just like a blacksmith with his anvil and a hammer, really understands good timing in knowing when to intentionally strike the hearts and minds of those he leads.

Similar to the blacksmith’s technique, curing enhanced performance while the iron is hot is central to James’ approach. At his best, James performs well when he engages those he leads from a position that helps them articulate the ‘why’ in the big picture first. The keen awareness, empathy and stewardship that James clearly demonstrates pales in comparison to the premium he places on “treating each follower as unique person with intrinsic value” (Northouse, 2016, p. 228). Throughout his career and service to his faith community, James is not afraid to tackle worthy causes especially those surrounding personal development. Through his prowess as a mentor and coach, James has been instrumental in adopting an injured ALPHA program coming alongside leadership and participant teams, restoring what was possible via his top competency of vision-casting. Through his gift of storytelling, maturity and depth of emotional intelligence, it easy to see how James uses his visioning to inspire those around him. He is an accomplished public speaker and knows how to read the terrain when distraction moves him off task. When stressed, James has developed the wisdom in understanding how to navigate away from his familiar coping techniques, towards a behavioural style that is productive and useful to himself and those he leads.

At the core of his value proposition, James is a servant leader rooted from his humility, creative talents, loyalty and devotion to the development of others. His goals and objectives are clear. Through continuing studies, building like-minded networks and exploration through greater aspects of transitional servant leadership, this particular master blacksmith expects to forge many more leaders over the years to come.

Matt

Northouse, P. G. (2016). Leadership: theory and practice (Seventh ed.). Los Angeles: Sage Publications.

Rockwell, D. (2017, March 5). The anatomy of performance enhancing coaching conversations. Retrieved November 2018, from Leadership Freak: https://leadershipfreak.blog/2017/03/05/the-anatomy-of-performance-enhancing-coaching-conversations/

Historically, many brick and mortar-type academic institutions have struggled in creating the innovative and dynamic learning environments necessary in order to successfully engage adult learners; which, as an unfortunate consequence, often results in poor retention rates and inadequate provision for professional development of instructors or professors. Fortunately, through modern advancements in mobile technology, the internet and research in andragogy, this trend is decreasing as both adult learners and institutions greatly benefit from a vast array of these available resources.

Malcolm Knowles, the foundational thinker of andragogy outlines security in self-concept, past experience, readiness to learn, practicality, internal motivation and the reason for learning as six basic assumptions when creating a good learning experience for adults. As a lifelong learner, I believe that most adults enjoy and understand how their unique blend of capabilities contribute to their sense of self-concept and how it helps to develop practical and relevant means of achieving their life and learning goals. Not only does a reservoir of past experience benefit present and future decision-making in one’s career, but for me personally, has become a tremendous resource in which to integrate within group tasks, critical-thinking exercises and within the overall learning infrastructure.

Ultimately, with maturity comes a greater self-awareness and concept of time, or in the case of adults, a lack thereof; therefore, like Knowles, I believe that for adult learners, practicality can be a very powerful motivator in driving the readiness to learn because they know exact why and how they can apply the learning. Through my undergrad, I have had the pleasure of working alongside adults who enjoy immediate reciprocal benefits as it relates to their professional output when immersed in an andragogic environment that supports their preference for learning. As a pioneer in the study of multiple intelligences, specifically in pedagogy, Howard Gardner (1995) supports this when he states, “education works most effectively for most individuals if these differences in mentation and strengths are taken into account” (p. 208). In other words, like children, ‘differences’ in terms of the degree and measure of one’s self-awareness, self-regulation, discipline, and motivations, adults too, will undoubtedly thrive when an androgogous-minded curriculum meets their maturity, expectations and experience.

Matt

Gardner, H. (1995, November). Reflections on multiple intelligences: Myth and messages. The Phi Delta Kappan, 77(3), 200-203, 206-209.

Even though the fruits born out of a servant leadership approach can vary depending upon one’s perspective, the root of servant leadership remains the same – “the natural feeling that one wants to serve, to serve first” (Northouse, 2016, p. 226). Having said that, the style and implementation methods in which a servant leader selects can also vary depending upon the construct and context of the situation. For instance, although a servant leader keeps a familiar host of universal characteristics in reserve for one-on-one interactions, the sequence, delivery method, timing, and make-up of groups requires a set of slightly different characteristics to coordinate activities. Based upon my experience leading groups, by integrating a stakeholder register as a means to persuade others, communicating foresight through meetings and finally, simply listening during group development can greatly boost efficiency and effectiveness in when coordinating group projects.

In my experience, one of the most important actions a leader can take prior to assembling a group, consists of setting some time aside to reflect upon, strategize, or even interview for possible needs, relational conflicts, biases and desires of potential group members and stakeholders. Regardless of project scope or size, this data can be easily developed and documented in the form of a data table, or what is commonly referred to as a stakeholder register. This tool is very effective when applied throughout several project management processes, offering leaders, and if shared with the group, a means to efficiently understand each other, background, expectations, strengths, and sometimes weaknesses to accelerate group integration and the forming process so that the group can move efficiently onto tasks. As a servant leader works “to convince others” to join the group or persuade them to become willing participants in the visioning process, this tool not only maps skills, traits and experience, but gives the leader a sense of the overall group construct, showcasing helpful statistics to consider when choosing effective decision-making techniques, and the predictability in how the group would interact with each other and approach combined tasks (Spears, 2010, p. 28).

Once the project group forms, meeting(s) should take place to formalize and legitimatize actions needed to charter the project and discuss the specific goals and objectives required to align with the vision. Even before specific roles and responsibilities are assigned, the most important action a servant leader can take during this initial process, involves setting the tone; which consequently, communicates openness and their ability to foresee the process to its successful end. In my experience, I have found storyboards to be a useful tool in sharing past mistakes and decisions as a means to pivot off those experiences, which subsequently communicates an “ethical dimension” in terms of how accountable the servant leader is to both the result and the process (Northouse, 2016, p. 228). In his article, Larry C. Spears (2010) states that “understanding lessons from the past, the realities of the present and likely consequences of a decision for the future” will help the servant leader demonstrate a measure of authenticity which as a byproduct, strengthens consensus and increases the members’ shared confidence in terms of quickly transitioning and synchronizing as a group as they move towards the assignment of roles and responsibilities (p. 28).

Finally, when establishing roles and responsibilities for the group, a servant leader should simple be prepared to listen to other members. Unless the discussion requires an intervention to re-establish respectful discourse, or a necessary re-alignment to bring the conversation back on point, I prefer to wait until all members are heard so I can acknowledge their viewpoints and validate their perspectives in how they specifically relate, and apply to the goals and objectives. By allowing the will of the group to freely move, it helps the servant leader “clarify that will” which also reveals any observations or suspicions as it relates to bias in what is being said and what is unsaid (Spears, 2010, p. 27).

Matt

Northouse, P. G. (2016). Leadership: theory and practice (Seventh ed.). Los Angeles: Sage Publications.

Spears, L. C. (2010). Character and servant leadership: Ten characteristics of effective, caring leaders. The Journal of Virtues & Leadership, 1(1), 25-30.