Category: Unit 5

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.

In each generation, the sporting world produces players, coaches, and even owners, who demonstrate a phenomenal grasp of how team leadership influences and enhances performance and in turn, produces the desired outcomes envisioned. Leaders such as football coach Vince Lombardi, baseball owner George Steinbrenner and basketball legend Michael Jordan all understood that their strength, influence and power only existed because of a relationship to, or with, something or someone else. As a means towards greater organizational empowerment, living legend Wayne Gretzky considered every player on the team to have an equally important role, thereby exemplifying excellence and commitment “to the team’s goals, giving members autonomy to unleash their talents when possible” (Northouse, 2016, p. 372). As captain, Gretzky established the vision, set the tone, stirred their hearts in order to perform and develop as a team, demonstrating a measure of humility and principled leadership not often seen in team sports.

With the exchange and sharing of roles happening at such a fast pace, hockey reminds us that leadership, both on and off the ice, is a fluid process of performance and development “that is available to everyone” especially when team behaviours become synchronized (Northouse, 2016, p. 8). Task accomplishment and team maintenance are two critical functions required to generate this type of synchronization and team effectiveness. Performance, or task accomplishment, is the “quality of the outcomes of the team’s work”, and development, or team maintenance, is “the cohesiveness of the team and the ability of team members to satisfy their own needs while working effectively with other team members” (Northouse, 2016, p. 368). Quality, or team effectiveness requires enabling conditions such as a compelling purpose, the right team of real people, clear norms of conduct, a supportive organizational context with team-focused coaching (Northouse, 2016, p. 369). Additionally, a clear, elevating goal, a results-driven structure, competent team members, a unified commitment, a collaborative climate, standards of excellence, external support and recognition and principled leadership are all characteristics of team excellence (Northouse, 2016, p. 369).

In my own experience, our Monday morning meetings have become a collaborative climate in “which members can stay problem focused” (Northouse, 2016, p. 370). We establish the boundaries and context so that team members are able to freely contribute without fear of ridicule under an agenda that keeps us centered on task. Additionally, a clear goal is established in order to filter proper tasks for each team member. We make a habit of repeating the goal during the meeting so that we keep it at the center of conversation. Finally, performance and development require some form of standard of excellence “so that members will feel pressure to perform at their highest levels” (Northouse, 2016, p. 370). We established guidelines long ago as it relates to how we approach other staff, and each other in the conduct of business serving the purpose of completing tasks by publishing a “footprints to success” as a benchmark for team functioning that lays out expectations for conduct.

Similar to Gretzky in the locker room, the press room, or an on-ice practice, during team leadership events, the reciprocal and integrated nature of the process requires that at least one participant sets the tone leading from a foundation of values and beliefs that solidifies performance underpinning the vision for success (Northouse, 2016, p. 371). In other words, principled leadership “consistently relates to team effectiveness” (Northouse, 2016, p. 371) and impacts the team directly via four sets of processes – cognitive, motivational, affectively and coordination. Within the context of my own team, I find helping the team handle stressful circumstances by establishing clear goals, assignments and strategies greatly increases our performance, effectiveness and time management. Via these affective means, establishing my own vision and context of where we are along that path at the beginning of tackling complexity, inevitably roots out any uncertainties or doubt the problem presents us. Ultimately, without a foundational set of principles underwriting a leader’s vision, goals and objectives, the team can get complacent from focusing on the task at hand and drift towards ineffectiveness. The great one once said, “you’ll never catch me bragging about goals, but I’ll talk all you want about my assists”; therefore, it is all about the effectiveness of the team and not the contributions of a single leader or follower.

Matt

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