Unit 1

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Response to Simarjit Shergill’s Learning Activity 1.2

This is my response to Simarjit Shergill’s Learning Activity 1.2 blog post.

Hi Simarjit,

As a teacher, I imagine I face many of the same issues you do where personal values and beliefs conflict with organizational policy and expectations. I read in one of your comments that in situations like this, you follow organizational policy rather than your own personal beliefs. I agree with you that as public servants, we are bound by our professional duty to follow the guidelines set not only by our organization, but often by laws and legal processes set by the government. Still, I often struggle with finding a sense of peace and balance between my more conservative worldview and the controversial and liberal changes in society. Usually when issues like this come up, I try to avoid or opt out of the situation whenever possible. However, as society continues to change and become more liberal, I do feel like I need to be able to face issues more head-on without avoiding every controversial topic that comes up. Recently in my classroom and with my colleagues, I have taken a more open approach about my personal beliefs and religion. I let my coworkers and students know my Christian background. Without passing judgement on any issues, I plainly state facts as is required of me in my position. I am open to discussion when students have more questions and I make sure I maintain an open and friendly conversation with the students.

Thank you for your post, Simarjit! I look forward to learning with you again this course :).

Ruth

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Learning Activity 1.3

According to the authors, evidence-based leadership is when leadership base their decisions on empirical research and evidence. In order to be considered “evidence”, research results must be collected from processes and experiments that include hypotheses, systematic and empirical methods, rigorous data analyses, and justifiable conclusions (Trybus, 2007, p. 5). The evidence also needs to be “accepted by a peer-reviewed journal or a panel of experts through a very rigorous scientific review” (Trybus, 2007, p. 5). Walshe and Rundall (2001) state that there are gaps between research and clinical practice and management (p. 430). As evidence-based leadership grows in popularity, the bottleneck in the transition towards this form of leadership lies in the attitude and ability of the leaders in an organization (Walshe & Rundall, 2001, p. 452). Since new evidence-based ideas and policies often differ from existing policies and procedures, it requires leaders and managers to encourage cultures of change and for decision-makers to have the ability and knowledge to take the recommendations given by the research and put them into practice (Walshe & Rundall, 2001, p. 437).

In my opinion, evidence-based leadership needs to be balanced with experience-based leadership. Trybus (2007) agrees that “judgment individuals acquire through experience is still a vital component to be considered” (p. 8). While evidence-based pedagogical theories are informative and often do outline best practices, adjustments to every theory must be made in order to accommodate the diversity of academic and cultural backgrounds of students in every classroom. For example, when I was completing my education degree, we were taught that studies show inquiry-based learning is the most effective learning process for students. While this may generally be true for most students, my practical experience in the classroom showed me that I needed to adjust it for my students. In my highly academic senior math courses, I found it to be true that inquiry learning was the most effective and captivating for my students. However, in some of my classes with struggling learners, inquiry-based learning was so out of reach that it left many of the students behind. In order to accommodate the learning abilities of some of the students who struggled with math, I needed to use a modified, guided form of inquiry-based learning. While evidence-based leadership encourages educators to continue to learn, develop, and refine their skills in the classroom, experienced-based leadership is also needed to accommodate the many different situations that evidence-based research simply cannot address completely.

References

Trybus, M. (2007). Understanding scientifically based research: A mandate or decision making tool? Delta Kappa Gamma Bulletin, 73(4), 5-8.

Walshe, K. & Rundall, T.G. (2001). Evidence-based management: From theory to practice in health care. The Millbank Quarterly, 79(3), 429-457.

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Learning Activity 1.2

Depending on what the decision I need to make is, different factors affect my decision-making process. At work, I make decisions in my classroom based on past experience and advice from more experienced teachers. The classroom is a quick-paced environment so there is not always time to do thorough research for every decision that needs to be made. Oftentimes this means quickly drawing from past experience and going with “what feels right”. At home, I make decisions after taking the time to research the topic thoroughly and discussing our options with my husband. As an individual who values relationships with others, I often base my decisions on how I believe it will make those around me feel. This can be beneficial and detrimental to my decision-making process. In a team, it is important for all members to feel valued and heard in order for the group to function effectively. However, sometimes the best option is not the most popular option and judgement can become clouded when emotions are involved.

I agree with the author’s statement that one’s worldview influences the questions that are asked and process that is taken. However, I also believe that critical thinkers and learners are able to remove their biases so long as they are aware of their worldviews and the tendencies they may bring. Learning about others’ worldviews and the questions and processes they have broadens one’s repertoire of skills and tools. A critical thinker can use this new knowledge to identify his or her own limitations and biases.

As Christians, sometimes our worldviews can be seen as conservative and outdated in a changing and liberal society. How can we stay true to our Christian values and beliefs without seeming inflexible or judgmental to others?

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Learning Activity 1.1

I have had experience with research both academically and personally. While completing my undergraduate degree in Science, I often had to do research for mathematical analysis  papers and scientific lab reports. As a mathematics major, I am naturally drawn to research papers that focus on quantitative studies. However, I regularly read qualitative research papers to further my knowledge in existing mathematical theories and current scientific research.

Recently, I gave birth to my baby daughter, Macey. Becoming a mother has given me the opportunity to be a servant leader to my baby. After she was born, we encountered a lot of trouble having Macey latch and breastfeed. Macey lost a lot of weight in the first few days, which resulted in several hospital visits. I quickly realized I had to make an important decision about Macey’s feeding. My options were to continue to nurse, to switch to pumping and bottling, or to switch to formula feeding. I used several types of information to make my decision. While research showed that nursing is the most natural and nutritious way for a baby to feed, I knew from personal experience that this was detrimental to Macey’s health because she simply could not latch properly or long enough to get the nutrients she needed. The next most common feeding method was switching to formula. However, at the hospital, all the nurses and doctors recommended that I stayed away from formula feeding as there are nutrients in breast milk that formula lacks. To be honest, I was brought up on formula so I am not adverse to formula feeding. After seeing a lactation consultant, I was presented with a third option that I had not considered before, pumping and bottling. I did some research into this feeding method to see if the nutrients would be preserved and whether this is a viable long-term option. Research studies show that bottled breast milk carries just as much nutrients and antibodies. I also joined an online group for mothers who exclusively pump to read about their anecdotal experiences with the process. After meeting with several more specialists and getting their opinions, I decided that exclusively pumping for Macey was the best way to keep her healthy and maintain my sanity. Currently, this is still the feeding method we are using. I routinely try to see if she can learn to nurse effectively because as things change and as she grows, I am aware that my decision to pump exclusively could change as well. Having done ample research and sought out as much advice as possible from doctors and other moms, I am able to feel assured and confident in my decision.

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Response to Timothy deHaan’s Follow The Leader Post

This is my response to Timothy deHaan’s Follow The Leader post on Simon Sinek.

Timothy, thank you for introducing Simon Sinek’s work to us! It is always interesting to study and learn about inspiring leaders and the common traits that made them successful.

To me, it seems that Sinek’s ideas can be linked back to servant leadership. You mentioned that his first idea was that good leaders make their followers feel safe. This aligns with the servant leadership characteristics “commitment to the growth of people” and “building community” (Northouse, 2016, p. 228-229). Both of these principles help leaders build trust with followers because the leaders are actively and consciously putting the followers first. Sinek’s second idea of identifying the reasons behind a leader’s actions reminds me of Hughes, Colarelli Beatty, and Dinwoodie’s book Becoming A Strategic Leader and their ideas on strategic leadership. Hughes et al. define strategic leadership creating “the direction, alignment, and commitment needed to achieve the enduring performance potential of the organization” (p. 11).

It is fascinating when different authors and experts come to the same conclusions independently. This speaks to how true certain principles are – no matter what the case studies or situations are, many of the basic concepts remain the same.

References:

Hughes, R. L., Colarelli Beatty, K., & Dinwoodie, D. L. (2014). Becoming a Strategic Leader: Your Role in Your Organization’s Enduring Success. San Francisco, CA: John Wiley & Sons, Inc.

Northouse, P. G. (2016). Leadership: Theory and Practice. Thousand Oaks, CA: Sage.

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Response to Rob Tegelberg’s Post on Assigned and Emergent Leaders

This is my response to Rob Tegelberg’s post on assigned and emergent leaders (Unit 1 Activity 4).

Rob posed the question “Is it possible to be a leader without taking on the role of manager? Can you think of a tangible example of a leader who is not also a manager”?

I think in most situations, leadership and management functions overlap because leaders are often required to take on some of the responsibilities of managers and vice versa. While I think that it is almost impossible to isolate and separate the two roles completely, I think there are leadership positions where management responsibilities are delegated to others. I think an example of this would be the prime minister of Canada. The prime minster is the leader of the country and his responsibilities include creating a vision for the country and setting strategies. As outlined in the responsibilities of a leader in Northouse’s (2016) book (p. 14), the prime minister is also responsible for building teams, specifically the cabinet. I have limited knowledge of the Canadian government, so I am not sure of the exact details of the prime minister’s duties. However, my understanding is that he chooses cabinet ministers who will help him manage different topics such as “government spending, ideas for bills, and new policies, programs, and services” (Guide to the Canadian House of Commons, 2012). In this case, the prime minister is able to create direction for the country while the cabinet ministers have the expertise to manage the specific areas that they are assigned.

A question that naturally comes up for me after answering Rob’s question would be: Is it possible to be a manager without taking on the role of leader? Any specific examples?

References

Parliament of Canada. (2012). Guide to the Canadian House of Commons [Data file]. Retrieved from https://lop.parl.ca/About/Parliament/GuideToHoC/pdf/guide_canadian_house_of_commons-e.pdf

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Response to Tom Williams’ Post on Servant Leadership

This is my response to Tom Williams’ post on servant leadership (Unit 1 Activity 5).

Just like Tom, I find that persuasion is the greatest challenge for me to incorporate in my practice!

Tom posed the question “how do you navigate tough decisions that need to be made quickly and without time for feedback/input while trying to maintain servant leadership principles?”.

Northouse (2016) states that “servant leaders are ethical and lead in ways that serve the greater good of the organization, community, and society at large” (p. 226). While it is important to seek feedback and input as listening is a vital characteristic of servant leadership, the reality is that sometimes time does not always allow leaders to do so in every situation. I believe that in situations like this, it is important that servant leaders act ethically and make the best decision for the group as a whole. This is why foresight is another important characteristic mentioned by Northouse (2014) on page 228. Ultimately, servant leaders are accountable for decisions that are made and the outcomes that stem from those choices.

I believe that servant leadership is a process and shown over a period of time. Followers can recognize servant leadership qualities in an individual over a series of interactions and situations. When a servant leader is put in a situation where he or she needs to make decisions without first consulting the group, I believe the group would show an understanding of the situation as the relationship they have formed allows them to put trust in the leader to make the best choice for the organization.

References:

Northouse, P. G. (2016). Leadership: Theory and Practice. Thousand Oaks, CA: Sage.

 

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Unit 1 Activity 5: Blog Post 3

Listening is an extremely important characteristic of servant leadership because leadership is a process that involves communication and interactions between the leader and the followers (Northouse, 2016, p. 227). When leaders listen, they are able to understand the needs and expectations of the group. An example of this is at the end of the school year when department heads  meet with the teachers in their departments to discuss the plans and expectations for the next school year. Teachers are given the opportunity to share what they liked or disliked about the previous school year and what potential changes they would like to see in the upcoming school year. Oftentimes, it is up to the department head to implement these changes for September.

Persuasion is a characteristic of servant leadership where leaders convince others to change through gentle yet firm and consistent communication (Northouse, 2016, p. 228). I believe that this is best achieved by the influence that a leader has on the followers and the referent power that is mentioned in chapter 1 of Northouse’s book (2016). An example of this is when a senior teacher notices that a new teacher is struggling with dealing with certain situations appropriately and gives guidance by offering advice and leading by example. The senior teacher should consistently check in with the new teacher to see if more coaching or advice is needed.

Commitment to the growth of people is another characteristic of servant leadership (Northouse, 2016, p. 228). It is important that servant leaders place priority in helping followers grow and develop both professionally and personally. In a school setting, an example of this would be when principals reach out to younger teachers to see how they can give them guidance regarding professional development. In the Coquitlam School District, there is a district mentorship program that pairs administrators with teachers to help them grow in the profession and to take their careers to the next step.

Personally, persuasion is the most difficult of the three for me to incorporate into my practice because I worry that it is unwelcomed or unwarranted. I believe that there needs to be a strong relationship between the leader and follower in order for the leader to effectively influence the follower and for the follower to willingly accept the advice and guidance of the leader.

My question is: Northouse (2016) mentions ten characteristics of servant leadership (p. 228). Are there some that are more important than others or are they all equally important? 

References:

Northouse, P. G. (2016). Leadership: Theory and Practice. Thousand Oaks, CA: Sage.

 

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Unit 1 Activity 4: Blog Post 2

Assigned leaders are individuals who have been placed in a formal leadership role within a group or organization and are given power and authority because of their position (Northouse, 2016, p. 8). Emergent leaders are individuals who naturally become leaders because of the way the members of the group regard or interact with them (Northouse, 2016, p. 8).

Last May, a group of my friends and I decided to take a road trip to Kelowna for the long weekend. There were eight of us and while we decided on our trip early on, there was not much movement in terms of planning for a long time. Eventually, I started to take charge by looking up hotel availability and organizing rides. Once I started, others in the group also started to take on responsibilities such as winery bookings and planning activities. However, I had somehow emerged as the leader because my friends started coming to me to ask for what responsibilities they should take on and going over details with me before confirming with restaurants and wineries. Because of my past experience with trip planning and perhaps what my friends saw as my natural ability to organize and schedule, they turned to me as the “leader” for our weekend trip.

This leads to the next point – management versus leadership. After reading about the differences between the two in Northouse’s book, I am hesitant to say that I emerged as a leader rather than as a manager in the situation I mentioned above. Northouse (2016) comments that leadership and management are similar in many ways in terms of interactions with people, influence, and goal attainment (p. 13). However, they also differ in the sense that management has more involvement in planning, organizing, controlling, and problem solving while leadership focuses on creating a vision, connecting members, and motivating followers (Northouse, 2016, p. 14). Management targets efficiency and effectiveness while leadership centers around group interaction and motivation.

Personally, I feel that leadership is imperative for an organization to prosper long term. Management is necessary for an organization or group to function and exist, but for the organization to truly flourish, there needs to be a driving force that inspires and motivates members to grow and develop positively and continuously.

My question is: Can an individual be an assigned leader and an emergent leader? And if so, is it more effective to be an assigned leader or an emergent leader first? 

References:

Northouse, P. G. (2016). Leadership: Theory and Practice. Thousand Oaks, CA: Sage.

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Unit 1 Activity 3: Blog Post 1

Northouse (2016) defines leadership as “a process whereby an individual influences a group of individuals to achieve a common goal” (p. 6). I really appreciate that this text refers to leadership as a process rather than as an individual’s traits or characteristics (Northouse, 2016, p. 6). My experience as being a leader in situations have generally been a natural process where I emerged as a leader because of the applicable strengths and skill set I brought to the task at hand. The power given to me in these situations would have been what is described by Northouse  (2016) as “personal power” (p. 10) and more specifically, “expert power” (p. 10). While I find that I often associate the term power with a negative connotations, I appreciate being given expert power because it shows a sense of trust and respect from my peers, or in this case, followers. In my experience, influence comes naturally when your followers have agreed that you are the best fit leader for the group.

A recent experience for me where I became the leader of a group was when we were planning my good friend’s bridal shower. I was one of the bridesmaids in a group of five and during the planning process, I naturally emerged as the leader because of my past experience with planning other bridal and baby showers. We were a small task group with the common goal of planning a shower for our good friend. The process was very interactive in the sense that while the other girls came to me for advice or instruction on how tasks should be carried out, it was also important for me to learn what their expectations were for the shower and to incorporate them into the vision that I had. Even when we faced obstacles or differences, it was easy for the group to work out the issues because we could look to the ultimate goal of planning a beautiful bridal shower and realign our priorities accordingly. From this experience, I believe that a clear common goal is vital to a group’s success and for a leader to be able to lead effectively. Goal attainment is the main motivation for members to continue to remain active in a group and to be influenced by the leader.

My question is: What are the differences between a leader’s power and influence in a group? Are they dependent on each other or can they be mutually exclusive?

References:

Northouse, P. G. (2016). Leadership: Theory and Practice. Thousand Oaks, CA: Sage.