Now it's time to reflect on your own developing leadership style.
Please complete the Self-Directed Learning and Reflection Activity at the end of this module. Once you have completed the three questionnaires (Transformational Leadership Inventory, Authentic Leadership Questionnaire, and Servant Leadership Questionnaire) in this activity, post your responses to the following questions on this discussion board:
I scored marginally higher as a transactional leader than a transformational and both were considered on the higher range. My relational transparency was the highest followed by self-awareness in the Authentic Leadership Self-Assessment Questionnaire. Balanced processing was still considered high, but I scored low on internalized moral perspective. In the Servant Leadership Questionnaire, I scored highest in behaving ethically, conceptual skills and emotional healing. I was in the moderate range for creating value in the community and helping followers grow and succeed. In the low range was empowering and putting followers first. What I find interesting about my scores is how it relates to my generation. I am somewhere between generation X and the millennial generation and do prioritize a work-life balance which can be self-centered. My strengths are my open, honest, and transparent nature and areas I can work on is letting go of control and shifting my focus to others. I think the global pandemic negatively impacted building community in some ways, and it is taking time to return to this development.
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Once you have read the preceding Module 4 Introduction and watched the video on servant leadership, please share your responses to these questions on the onQ Discussions Video Activity: Servant Leadership.
Servant leadership is paradoxical because our everyday images of leadership do not coincide with leaders being servants (Northouse, 2022). It is an inversion of traditional leadership whereby leaders who typically are seen as authoritative figures who give orders and expect followers to comply instead the leader is meant to serve and support their team, which can be seen as a paradoxical shift in power dynamics. Following the model of servant leadership in figure 10.1 (Northouse, 2022), if the antecedent conditions are met and the servant leader exhibits the seven behaviours the outcomes may be performance and growth of the follower(s), improved organizational performance and positive societal impact. Servant leaders’ approach to leadership may result in increased trust and respect by followers, higher levels of employee engagement and enhanced performance. Other outcomes may include reduced turnover with followers, expansion of innovation and creativity as followers who feel valued are more likely to share ideas and contribute to problem-solving. The servant leader may find personal fulfillment and sense of purpose in serving others. These reasons are not the primary motivation for this approach, instead they are natural byproducts of a servant leadership style. Examples of servant leadership that I have observed are primarily those who support children. I think of family dynamics and my mom acting as a servant leader. Teaching is another example where the shift has been from the teacher in the center to students being the focus and the teacher adopting a role as a servant leader. The mission of Girl Guide of Canada is to be a catalyst for girls empowering girls and as a Guider I am a servant leader for my unit. I think that people who are voted into positions of leadership such as union presidents have a duty to behave as a servant leader. I have witnessed examples of this and other times where the person in the role is more self-serving. A local MLA who I know meets with constituents regularly listens to their concerns and acts on issues which they are able. I would like to see more elected officials behave as servant leaders! Servant leadership is a leadership philosophy that can be found and practiced in various cultures and contexts. Its principles are universal however the degree to which it is evident or emphasized varies among different cultures. Cultures that prioritize values such as community and social responsibility are more likely to embrace servant leadership. Companies or cultures with authoritative or hierarchical leadership are less likely to employ servant leadership. Regions where there is education and awareness about leadership philosophies may practice servant leadership if it is promoted. I would expect counsellors, child and youth care workers and doctors to be great listeners to be effective in their professions. People who listen for their profession are practicing these skills at work all the time. I believe listening is a skill that can be taught and that requires regular practice.
Depending on the situation I have probably engaged in most if not all the bad listening habits. When I am talking with a friend or family member, and I am really excited I can catch myself stage hogging. When I am tired or distracted, I tend to daydream or selectively listen to what is being said. Interestingly though, I have practiced the skill of ambushing when we were bargaining with the employer. There is a role on the bargaining team that is to listen and “gather ammunition” to be used during the bargaining process. Granted, this is not meant for a personal attack, merely a method to help with negotiations and in this situation one person is talking to a group of people, not one on one. When I asked a close friend who is also a colleague to evaluate me, they suggested I might “slip” periodically into debating, problem solving, rehearsing, and defensive listening. I found it interesting that someone else can identify your poor listening habits and wonder if some of them are subjective. For example, if someone is accusing you of making an error and you can provide evidence that contradicts, are you still being a defensive listener? Upon reading some articles that provide solutions to correct poor listening skills I think you need to watch your body language, ask clarifying questions, or repeat what was said to try and understand the other person’s viewpoint and then provide your response. Here's a couple of sites that identify poor listening habits and suggestions to improve: 6 Bad Listening Habits You Probably Have and How To Crush Them (goodlisteningskills.org) Not Listening? Here's How to Recover and Repair | Psychology Today The deputy superintendent in our school district has improved their leadership abilities by focusing on developing and nurturing effective relationships. When they were in the role as assistant superintendent, they were very task oriented which helped in some respects however they did not have the respect of many staff members as they did not feel heard or valued. Since moving into his new role as deputy, he has dedicated time to get to know people and hear their ideas and concerns. The motto he follows is as fast as we can and as slow as we need to, or something to that effect. You know he is really listening to someone when he makes eye contact, is focused on the person speaking and responds thoughtfully. During subsequent meetings he will ask you about yourself or something you had spoken about previously and you can tell he cares. He has been tasked with the responsibility of overseeing the human resources department and with no prior experience is observing what works well and what needs to be fixed all while being mindful that the department needs to work better together. Previously those in HR had specific jobs such as health and wellness manager and if they were away, they had to work remotely as there was no one else who knew how to do the job. With cross training and team building, he is improving the department and the results are beneficial for all employees. He is resourceful, confident, and personable. When I first met him, I would describe his leadership to be impoverished and opportunistic as he did not engage during meetings and when he presented at board meetings, he would use buzz words, but everything seemed so superficial. Since his promotion and the retirement of the previous superintendent, his leadership abilities have improved so much that when I was asked to provide a reference for him, I was torn as I did not want to lose him as a leader in our district.
While I was watching the video Lollipop Moments I was thinking about the students who I taught years ago, when they were in grade 8 or 9 and how ten years later they remember me. You don’t typically expect students to remember you unless you are their only teacher like in Elementary school or if they’re in grade 12. A lollipop moment that came to mind though was from a stranger. I was participating in a community Terry Fox run and I am not a runner however I was trying my best. I was doing intervals and running for as long as I could and walking to recover. At the end of the run a woman came up to me and thanked me as she was following my lead and appreciated the pace I set for her.
I get embarrassed when someone acknowledges my leadership or something I have done well when it is done publicly. Even though I feel embarrassed, I also feel good about myself and proud of what I have accomplished. I believe I give credit to others very easily and in some situations will allow others to take credit for something that was my idea or work. Drawing attention to oneself can be a useful strategy depending on the situation. If you are interviewing for a job or running for an elected position, then drawing attention to yourself is critical. If you are drawing attention to yourself when what you have accomplished is a team/group effort, then it is a poor strategy that could end in alienation from your peers. Leadership and followership are co-created in each situation by the individuals involved such as when a table of individuals at a training are asked to answer questions and report out to the main group. Typically, one person in the group will take charge and others will follow. Once the answers are recorded, the group will decide on a leader to report out. Interestingly, the leader who organizes the group does not have to be the one to report out. In this example I am referring to a possible combination of trait based and skill-based leadership. The leader I admire is a retired teacher and former local union president, Wendy Cook. I met Wendy through the union and worked closely with her when I joined the executive as health and safety chairperson. She was the president at the time and over the course of the year we spent many hours together. Wendy has a phenomenal memory and is well known and loved in the school district by staff and students and in the community. She is caring and thoughtful and is a strong supporter of everything to do with social justice. Wendy advocated for our union members with the district and provincial union.
At a zone meeting social we were talking, and I told her the amount of work she does with the other vice presidents is overwhelming and they should look to increase the support in the office. One thing led to another, and I ran for vice president when she asked me to. The current vice president had a young family and was not going to remain in the local office. Wendy was ready to retire at that time but was willing to stay an additional year to help train me. I left my ideal classroom position, teaching science 8, chemistry 11 and some resource testing and support blocks, to work full time in the local union office. Wendy taught me the role of the vice president and had me shadow her as I would take over the role as president the following year. She retired at the end of the school year but was still available for me to call when I had questions as president. Wendy does not sit still and a few months into her retirement she was hired back to be a teacher on call. She also is a workshop facilitator, peer mentor and works with the local university as a faculty associate. Her work ethic is impeccable and her ability to form meaningful relationships is astounding. One criticism I have, which she is aware of, is her work/life balance and saying no. When you are a giver, it can be easy to stretch yourself too thin. Considering the trait approach to leadership, Wendy hits them all. She is intelligent, portrays self-confidence, is very determined, has integrity and the highest form of sociability I have ever witnessed. Given the traits of Wendy you can see how she was and continues to be a great leader. Good afternoon colleagues. I hope this is where we are meant to introduce ourselves. My name is Tanya Kerr and I live in Surrey, BC.
Organizational leadership is a course that is highly recommended for those in the educational administration concentration which is why I signed up. The course description is appealing to me, and I’ve enjoyed reading the introduction in our required textbook. As a teacher I know from theory and experience that students do not learn the same way and I vary my teaching style to try to meet the needs of all learners. As a leader, I’ve followed examples of other leaders I trust and my own instincts. I am interested in learning more about different organizational leadership styles and when to use them. Currently I am teaching on call two days a week and on a paid educational leave from my school district for the other three days. I am past president of our local teachers’ union and remain on the executive committee. In my spare time I am also a Girl Guide leader and enjoy interacting with kids in a different way than in school. Pleased to meet you all! |
AuthorTanya Kerr is a current student of Queen's University Graduate studies. ArchivesCategories |