Tag: Learning Activity 1

After stimulating some new life to once dormant academic muscles, the work in this course was a great way to shake loose some of the residue and re-engage some excellent material with a fresh perspective. Leadership ethics and leading people and organizations through aspects of change are two particular course learnings that have impacted my practice and helped me produce good fruit professionally. These models are highly relevant in my workplace because I am the one responsible for both setting the tone on behalf of our organization, and when facing changing environments, I am charged with promoting the role of said values throughout our decision-making structure, specifically when allocating resources that aid successful transition of people and processes.

What is the right decision? Who defines the word right? If right is good and Jesus Christ is the only one who is good, then we as humans can never truly make the right decision. The work in developing an intuitive sense of right and wrong never ceases; however, the practice only helps to better clarify the moral compass we use to both interact with strategies and decisions, and manage power and control. At the outset of the course, I had observed that my main struggle was how to illuminate or harness specific underlying biases that blind me, versus those that inform me when facing an ethical decision. Through this learning, I have been able to better recognize patterns and who I am serving at the root of my ethic – myself or those I lead.

In situations of change, the right decision may not be so right for other people; therefore, the course learning which surrounded building transformative principles into people and organizations helped me to better assert a lasting investment in others while in the midst of change. Being able to maintain perspective and people development in the midst of change is a critical feature of leadership. I have experienced times when withdrawing from the opportunities that change presents can be overwhelmingly attractive; however, I learned to control any false sense of needed urgency for the sake of those I lead, because as Peter G. Northouse (2016) states, “this sense of urgency may override their sensitivity” resulting in poor decision-making, reduced communication and loss of commitment (p. 320).

My current leadership challenge is one of complexity because I encounter so many organizational issues all within a context that channels endless competing values, demands and perspectives. Throughout this course, I have learned that trying to anchor myself to one specific leadership style in managing the breadth of this complexity simply reduces my overall effectiveness; therefore, developing core leadership principles versus adopting a specific style affords me a good foundation to build upon. The essence of which falls upon consistently demonstrating a successful transfer of knowledge applied towards individual betterment, and that of my team. Ultimately, choosing an academic discipline that can benefit so many with so little effort, means that we are obliged to use it, and use it frequently. In my opinion, a pragmatic and honest approach when working to influence others is a golden combination; therefore, let us not remain aloof, lazy and quietly content, full in the knowledge we have gained. Open our mouths, get out the plough and churn up positive changes in others.

 “To know and not to do is not to know”

Wang Yang Ming

Matt

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

In the book titled Leadership, Peter G. Northouse (2016) presents three case studies at the end of chapter 15 which provide situational aspects to some of the most common challenges female leaders confront in the workplace. Even though “the predicament of female leaders has improved significantly in recent decades”, the old metaphor glass ceiling (used to express an ethereal barrier), still exists, yet considered today to be more of a labyrinth when conveying today’s obstacles and challenges that women still face even after they have earned the right to be considered for elite leadership positions (p. 398). What should be considered an advantage to an organization in terms of employee stability, commitment, and loyalty, some employers, such as the one managing Marina Soslow, still consider pregnancy to be a negative consequence in the workplace.

As senior managing director, Marina brings exceptional capital to her position via ten years of experience, loyalty, a devotion to self-improvement via academia, honesty and most importantly, the maturity and foresight to develop a plan to address any issues and the solutions related to work distribution during her absence. Marina wants to win promotion to an executive position, and is more than qualified; however, she experiences an underlying prejudice from her division head, Roy Bond, when he responds to her pregnancy announcement with “I knew this was going to happen sooner or later; it always does” (Northouse, 2016, p. 415). Rather than demonstrating his degree of immaturity and incompetence, Roy should have congratulated Marina on her news, followed up by re-assurance, support and expression of gratitude for her maturity in preparing a plan for him in advance.

Perhaps a combination of poor training and lack of resources led to Roy’s response. Or even worse, the organization may not have established the proper provisions for development and guidance for women in Marina’s position. There can be a myriad of organizational reasons for negligence, but since Roy is Marina’s leader, he should set aside any bias and become the actionable medium between the organization and Marina regardless if precedent had already been set before. Outside the organization’s policies, leaders can embrace this challenge in two ways – through greater understanding and intentional adoption of a more transformational style of leadership. Research and honest discussion will broaden one’s comprehension and will grow the leader’s empathy, while “being considerate and supportive” builds trust and is foundational to one’s leadership effectiveness (Northouse, 2016, p. 408). Ultimately, unexpected changes can make anyone feel vulnerable; but as a leader, you should never work to subvert your followers by amplifying their sense of vulnerability at the hand of your own insecurity.

Matt

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

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

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.

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.

As we navigate the turns, barriers and junctions along the road of leadership, the more distant the old guideposts of traditional leadership appear in the rear-view mirror. Even more so beyond contemporary thought and theory, modern-day businesses and organizations are beginning to recognize the value in performance, and to the bottom-line, when working with leaders that employ greater transformative versus traditional leadership approaches. By no means does this new paradigm make the task of motivating other towards a common goal any easier, but in a “dynamic external environment where employees are empowered with greater responsibility and are encouraged to take initiative and risk” (Smith, Montagno, & Kuzmenko, 2004, p. 89), re-humanizing the measure and approach when influencing others is creating many positive exceptions to the old rules.

To paraphrase Peter G. Northouse (2015) in his book titled Leadership, transformational leadership offers some very broad appeal emphasizing the importance of morals and values in a process which influences followers to not only accomplish more than what is usually expected of them, but demonstrates success in what can be achieved as a group when minimizing the role of individual self-interest (p.161). Apart from drifting uncomfortably close to what some would consider trait-like qualities, transformational leadership is personally appealing to me because its approach is, in a sense, mission-like, tethered to a perspective which places value on nurturing change and inspiring positive growth in others over one-self.

As an approach used by many, transformational leadership is woven throughout public, private, for-profit, not-for-profit and institutional sectors the world over. Once lawyer, turned airline pioneer and co-founder of Southwest Airlines, Herb Kelleher developed a vision to challenge the status quo, rooted in orientating attention towards the needs of others from a purpose-driven perspective, while swimming in the mire of a highly risky industry fueled mainly by hardened profit-driven perspective. With a strong charismatic style, Herb believed and developed “a process of influence of reciprocity in relationships that benefit both parties” (Cote, 2017, p. 5); and apart from his clarity of vision, Herb created all hierarchal points in the company to behave as “transforming contexts” (Northouse, 2016, p. 180). Not only did he implement a process of job-exchanging, so that each employee could benefit from experiencing each other’s roles and tasks, but Herb expressed a desire that all Southwest employees would get treated as their first, and only best customer; which ultimately, as a subsequent mechanism of this investment, generated a sense of ownership producing service levels for their flying customers beyond anything ever encountered in commercial air travel before.

Matt

Cote, R. (2017, September 13). Vision of effective leadership. International Journal of Business Administration, 8(6), 1-10.

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

Smith, B. N., Montagno, R. V., & Kuzmenko, T. N. (2004). Tranformational and servant leadership: Content and contextual comparisons. Journal of Leadership and Organizational Studies, 10(4), 80-91.