Chronicle Section 3 of 5 Create a subheading in your chronicle "Leadership theories." In this section of the chronicle, you will critically analyze two theories of leadership. You can draw on anything you learned in our discussions of theories over the weeks, but just choose two theories to compare and contrast in your discussion, and then conclude with an analysis and synthesis of theories. In your Unit 5 discussion, you created a post on a leadership case situation from a leader you had observed or one of your own leadership experiences. Go back to Unit 5 and decide if you want to use, enhance, or change the case situation that you posted. Integrate anything you learned to enhance the case study description for this section of your chronicle. Consider theories including transformational leadership, LMX, servant leadership, authentic leadership, and theories related to strengths theory and positive psychology, emotional intelligence, action learning, et cetera. Create a chronicle submission of 4 pages answering the following questions: • What is the case situation (describe it in detail). Discuss in detail why the leader (whether it is you or someone in a written or real life case situation) was not as effective as he or she could have been). • Now, use to theories of leadership as the basis for an analysis of the situation. Provide a primary resource or two on each theory you have selected to substantiate your points. • Compare and contrast the two theories of leadership in your chronicle. Include a critique of how useful the theories are to the leader in this situation, and a critique of the research base for each theory. • Conclude the analysis with a synthesis. Create a set of guidelines that are suggestions for the leader based on a synthesis of the two theories you selected. How might you apply what you learned about leadership theories in your own leadership (at work, in your family or community leadership or any other place where you sometimes lead)? What goal might you set in your leadership development plan related to exploring greater implementation of one theory of leadership (part 4 of this chronicle)? Chronicle Section 4 of 5 In this section of the chronicle, you will create a leadership development plan. Create a subheading in your chronicle "Leadership development plan." Then, create a chronicle entry of 4 pages: Your leadership development plan will include the values you want to live by as a leader, the theories guiding your development, and your ideas for goal setting such as SMART goals or stretch goals, et cetera. • How will you approach incorporating guidelines from the use of one theory into your leadership this year? • How will you build on your strengths more this year? • How will you seek out and incorporate insights from assessments and/or feedback from others into your leadership development plan? • How will you address areas of challenge or limits or weaknesses? • How will you be a more strategic leader? • How will you manage your time and energy to enhance the quality of your life and leadership? • What are three actionable goals you have for your leadership development this year? Note: Express these goals as SMART goals or if you choose a different approach instead of SMART goals explain your approach to deciding upon ideas for concrete action, tracking and adjusting your goals. Chronicle Section 5 of 5 Create a subheading in your chronicle "Strategic leadership development and leadership philosophy." In this section of the chronicle, you will critically analyze and apply ideas of leadership development and wrap up with some reflections on your philosophy of leadership. Create a chronicle entry of 1 page: • What did you learn about a strategic approach to development this week? List some key insights related to mentoring, coaching, action learning, virtual learning communities, or some other aspect of creating leadership initiatives in an organization or community. • If you were to sum up your learning from this course into five words, what five words would you choose? • In a paragraph, looking back on everything you learned in this course, what is your philosophy of leadership? Running head: LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 Leadership Learning Chronicle – Parts 1 and 2 Name Date PSY 6720 – Psychology of Leadership Capella University 1 LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 2 Leadership Learning Chronicle This learning chronicle is intended to document key insights about leadership theory and processes for leadership development. New awareness and analytical perspectives will be shared, and consideration will be given to how to best apply these concepts and ideas. Sharing learning related to the psychology of leadership will contribute to my understanding of how to become a successful leader myself and how to encourage others to be the best leaders they can be. Part One – Leadership Factors Traits, skills, and behaviors Research throughout the last century has resulted in an extensive list of traits which are desirable for effective leadership, with intelligence, self-confidence, determination, integrity, and sociability appearing as common themes (Northouse, 2013). The skills model of leadership is attributed to Mumford, Zaccaro, Harding, Jacobs, and Fleishman and consists of “the capabilities (knowledge and skills) that make effective leadership possible” (as cited in Northouse, 2013, p. 47). Three key competencies of the skills model include problem-solving skills, social judgment skills, and knowledge, but these competencies are impacted by individual attributes, career experiences, and environmental influences (Northouse, 2013). Situational factors Although traits, skills, and behaviors are key leadership factors, “to be an effective leader requires that a person adapt his or her style to the demands of different situations” (Northouse, 2013, p. 99). A leader might use a directing, coaching, supporting, or delegating style, for example, dependent upon a subordinate’s development level. Whereas this situational approach requires the flexibility of the leader in adapting to different situations, the contingency theory of leadership suggests that leader effectiveness is contingent upon on how well a leader’s style fits a LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 3 given situation. For example, task-motivated leaders are best suited to work which requires task performance, and relationship-motivated leaders are best suited to work which focuses on interpersonal relationships (da Cruz, Nunes, & Pinheiro, 2011). According to contingency theory, “anyone can be a leader if he carefully selects situations that adjust to his leadership style” (da Cruz et al., 2011, p. 23). Cultural factors Yet another factor relating to leadership effectiveness is culture. Gaining an understanding of other cultures will help leaders understand their own cultural biases and preferences, and they will learn to adapt their leadership and communication styles so that they are more effective in different cultural settings (Northouse, 2013). The Global Leadership and Organizational Behavior Effectiveness (GLOBE) research program has contributed to a deeper understanding of cross-cultural interactions and how culture impacts leadership effectiveness (Northouse, 2013). Robert House, who began the GLOBE research program in 1991, identified nine cultural dimensions, collected data relating to these dimensions, and then created ten cultural clusters which separate the world into cultural regions based upon their findings. GLOBE researchers were then able to identify six global leadership behaviors, including charismatic/value-based leadership, team-oriented leadership, participative leadership, humaneoriented leadership, autonomous leadership, and self-protective leadership. Researchers next created a leadership profile for each cultural cluster to describe the cultural behaviors which were most desirable for leaders within that cluster (Northouse, 2013). A critical outcome of the GLOBE research program is the realization that we must “expand our ethnocentric tendencies to view leadership from only our own perspective, and instead to ‘open our window’ to the diverse LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 4 ways in which leadership is viewed by people from different regions around the world” (Northouse, 2013, p. 405). Vital Leadership Factors: A Personal Perspective Based on key learnings in Units 1 and 2 as well as personal perspective, the most vital leadership factors for me personally are traits and behaviors. At the beginning of my career with my current organization, my director used the words “natural leader” to describe me, which took me by surprise because I had never before thought of myself in this way. DeRue, Nahrgang, Wellman, and Humphrey (2011) describe intelligence, conscientiousness, openness to experience, and emotional stability as leader traits related to task competence. Elaborating on these four most common task-related personality traits, DeRue et al. (2011) identify characteristics such as possessing verbal, spatial, numerical, and reasoning ability; being dependable, dutiful, and achievement-oriented; being imaginative, curious, and open-minded; and remaining calm and not easily upset by challenging tasks. DeRue et al. (2011) also discuss leader traits related to interpersonal attributes or how individuals function in social settings, stating that “leaders who are especially extraverted or are highly agreeable are more likely to invoke strong emotional ties and build high-quality relationships with followers” (p. 15). Thinking back now to that turning point in my career, I realize that my director had seen in me what I had not seen in myself—the inherent traits of a leader. Leader traits, though, are not enough. My thoughts turn to a coworker who calls herself a leader but possesses behaviors which do not support leadership status. This individual attends leadership summits, reads book after book on effective leadership, and calls herself a leader but exhibits behaviors which are counterintuitive to someone in a leadership position. DeRue et al. (2011) discuss how relational-oriented behaviors contribute to effective leadership, where “the LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 5 leader acts in ways that build follower respect and encourage followers to focus on the welfare of the group” (p. 16). I have witnessed this particular coworker engage in behaviors intended to discredit our director for the sake of perhaps one day having her position. Her efforts have only resulted in a lack of respect from others and a complete breakdown of trust within our team. Unfortunately, potential leadership traits identified by our director in this individual just a few years earlier were overshadowed by self-serving behaviors which destroyed any chance that she will ever have a leadership position within our organization. In their study on trait and behavioral theories of leadership, DeRue et al. (2011) found that “although having certain traits may predispose individuals to certain behaviors, behaviors are the more important predictor of leadership effectiveness” (p. 37). The situation described above is a perfect example of this critical relationship between traits and behaviors. Attending leadership summits and reading books does not a leader make; true leaders “walk the talk” by demonstrating leader traits in their behaviors and in the choices they make. Most Meaningful Takeaway When I ask myself what I have learned thus far about leadership, I immediately remember gaining the understanding that there is a vast difference between leading and managing. The words leader and manager are often used interchangeably and are thought to be synonymous, when in all actuality “to manage means to accomplish activities and master routines, whereas to lead means to influence others and create visions for change” (Northouse, 2013, p. 13). Maccoby (as cited in Toor & Ofori, 2008) paints a clear picture of these two terms, stating that “leadership is a relationship (selecting talent, motivating, coaching, and building trust) between the leader and the led that can energize an organization” whereas “management is a function (planning, budgeting, evaluating, and facilitating) that must be exercised in any LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 6 business” (p. 65). Bennis (as cited in Toor & Ofori, 2008) elaborates on this idea, sharing his view that “becoming a leader is synonymous with becoming yourself; however, becoming a manager is becoming what a company wants you to become” (p. 64). Ideally, today’s organizations must have a delicate balance of both leadership and management where tasks are accomplished efficiently and relationships are built upon trust. Toor and Ofori (2008) sum it up nicely, sharing that “while leaders are vital in determining the future vision and destination of an organization, managers in the front line of the organization are critical in sustaining quality, service, innovation, and financial performance” (p. 68). Adding insight to this key learning was a course room conversation where a fellow student described her leadership role within a cultural context as a nurse manager deployed to Afghanistan. She spoke candidly about the challenges she faced in training Afghan healthcare professionals in the delivery of more modern care while learning to function within a culture very different from her own. She noted how she fit herself into their lifestyles and respected their cultural ways. She modeled the idea that “that good leaders understand their purpose, lead with heart, follow their personal set of values, establish and retain connected relationships, and demonstrate the highest sense of self-discipline in their lives. Leaders’ behaviors demonstrate their deep concerns for the development of their followers, the well-being of their organizations, and the welfare of society” (George, as cited by Toor & Ofori, 2008, p. 65). Leadership Factors: Applying What I Have Learned As I reflect upon what I have learned about leadership factors in these first two units, I am reminded of my need to stay the course as the “natural leader” my director has observed me to be. She will be retiring very soon, and I will be left to carry out all that she has taught me these past few years. Ours has been a valued mentorship where she has shared her vast knowledge and LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 7 experience and has encouraged me to explore the many possibilities that lie ahead. Our organization is in a period of immense change, and efficiently carrying out tasks will not be enough to ensure success. It will be more important than ever that I remember all of the factors that contribute to effective leadership, including the traits, skills, behaviors, situations, and culture we discussed in these first two units. I must also remember, though, that “becoming a leader is synonymous with becoming yourself” (Bennis, as cited in Toor & Ofori, 2008), keeping in mind the words of Robin Sharma (n.d., para. 1), author of The Saint, the Surfer, and the CEO: A Remarkable Story About Living Your Heart’s Desires: Authentic leadership is all about being the person you know in your heart you have always been destined to be. Authentic leadership does not come from your title or from the size of your paycheck. Instead, this form of leadership comes from your being and the person that you are. Part Two – StrengthsFinders Assessments which facilitate deeper self-understanding can contribute greatly to a leader’s effectiveness. The Clifton StrengthsFinder is one such assessment tool, as it “identifies areas where an individual’s greatest potential for building strengths exists” (Rath & Conchie, 2008, p. 239). Having recently taken StrengthsFinder, I found it to be accurate in its identification of my top five strengths: Connectedness, Input, Maximizer, Learner, and Strategic. This was actually my second experience with StrengthsFinder, and these results were very close to those from my first: Input, Learner, Achiever, Empathy, and Strategic. It is interesting to note that the Input, Learner, and Strategic themes reappeared the second time I took the assessment, and Empathy and Achiever were replaced with Connectedness and Maximizer. In test-retest studies conducted by Schreiner (n.d.) as part of a technical report on use of the StrengthsFinder instrument with college students, 52% of students had at least three LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 8 themes remain in their top five the second time they took the assessment. Schreiner (n.d.) also notes that for those whose top five did not remain the second time they took the assessment, those top five were still present within their top ten. Most Surprising Findings What I have found to be the most surprising finding in this, my second experience with StrengthsFinder, is the replacement of Empathy and Achiever with Connectedness and Maximizer. First, I found it interesting that Empathy, a strength possessed by those who can “sense the feelings of other people by imagining themselves in others’ lives or situation” (Rath & Conchie, 2008, p. 163), was replaced by Connectedness, or “faith in the links between all things” (Rath & Conchie, 2008, p. 139). As one who possesses the Connectedness theme, I tend to find areas of commonality with others. Finding commonality involves the ability to place oneself in another’s situation and understand their feelings. There are also similarities between the Achiever and Maximizer themes. Those with Achiever “have a great deal of stamina and work hard. They take great satisfaction from being busy and productive” (Rath & Conchie, 2008, p. 103). Those with the Maximizer theme “focus on strengths as a way to stimulate personal and group excellence. They seek to transform something strong into something superb” (Rath & Conchie, 2008, p. 203). These two themes complement one another well, as promoting personal and group excellence requires working hard, being productive, and having stamina to accomplish one’s goals. Strengths in Action The first time I took StrengthsFinder, I was amazed to read the description for my top strength theme—Input. Rath and Conchie (2008) describe this theme as “a craving to know more” and suggest that those with this theme likely “collect and archive all kinds of information” LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 9 (p. 191). I have never been one to collect things like stamps or coins, but I have always been what I call “a collector of words.” I vividly remember as a young teenager beginning to collect thoughts through quotes and poetry. This is something I have always done, and today in my work I often collect articles and quotes which inspire. Using Input Rath and Conchie (2008) offer ideas for action for those with the Input theme. As I reflect on their suggestions, I turn to one of my other top five strength themes—Strategic—and see a connection. Those with the Strategic theme are said to be able to quickly spot relevant patterns and issues and create alternative ways to proceed (Rath & Conchie, 2008). One suggestion for those with the Input theme is to let others know that a topic has been researched carefully in order to instill confidence that decisions have been well thought out (Rath & Conchie, 2008). A similar suggestion for those with the Strategic theme is to make others aware that “your options and choices are supported by research … [so] they will appreciate the stable foundation upon which your ideas are built” (Rath & Conchie, 2008, p. 230). A cautionary note offered by Rath and Conchie (2008) is one I must take quite seriously. They note: Your mind is like a sponge — you naturally soak up information. But just as the primary purpose of a sponge is not to permanently contain what it absorbs, neither should your mind simply store information. Input without output can lead to stagnation. As you gather and absorb information; be aware of the individuals and groups that can benefit from your knowledge, and be intentional about sharing it with them. (p. 192) Developing Others Being a collector of words and thoughts without action is wasteful. I must find ways to share what I learn with others in order to make best use of my Input strength theme. Using my LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 10 Maximizer theme will allow me to do so. Rath and Conchie (2008) suggest that those with the Maximizer theme identify and invest in what works for people and organizations, making sure to use most of one’s resources to build up and encourage excellence. Sharing with others the thoughts and ideas that flow from my Input theme will allow me to do just that. The first time I took the StrengthsFinder assessment was three years ago when I was just starting out with my organization. My role has evolved in this short time such that I now provide coaching services as well as training and education. I find it interesting that the Maximizer theme has appeared as one of my top five themes this second time using the assessment. As I have progressed in my studies in industrial-organizational psychology, I have explored various specializations within the field and have found that learning and development is an area of special interest. I am energized by opportunities to help individuals identify their unique strengths and work towards goals, and I also love to lead groups in educational settings. As someone who possesses the Learner theme, I easily become lost in the learning process and find it just as exciting to share what I learn with others. Reflections on StrengthsFinder and Other Key Learnings During the first two units of this course, my understanding of the psychology of leadership has grown immensely. I have appreciated our course room discussions and the different perspectives shared by my fellow learners. A key learning for me personally has been that as it is with so many things, it is never an all-or-nothing approach; our learning has reinforced the importance of taking all leadership factors into account, including traits, skills, behaviors, situations, contexts, and culture. I especially love the inclusion of theories from positive psychology to aid our understanding of leadership as relates to a focus on strengths rather than weaknesses. Without realizing it I have always operated from a place of optimism. I am aware that I sometimes need to take off the “rose-colored glasses” through which I prefer to LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 11 see the world, but my general sense of optimism and belief in the inherent good of mankind creates a framework for my understanding of leadership. I believe that some individuals have inherent traits that make them more apt to become leaders. Their level of effectiveness will be guided by the skills they develop, their behaviors, and their willingness to be authentic in their interactions with others. My thoughts return to the idea shared by Bennis (as cited in Toor & Ofori, 2008) that “becoming a leader is synonymous with becoming yourself” (p. 64). Selfawareness where there is understanding of one’s core values, identity, emotions, motives, and goals is critical to success as a leader (Gardner, Avolio, Luthans, May, & Walumbwa, 2005). In today’s challenging business climate, “people look for organizational leaders of character and integrity to provide direction and help them find meaning in their work” (Gardner et al., 2005, p. 344). The lens through which I experience the world leads me to believe firmly that “by learning who they are and what they value, authentic leaders build understanding and a sense of self that provides a firm anchor for their decisions and actions” (Gardner et al., 2005, p. 347). This is the kind of leader I wish to be. Based on what I have learned thus far, I am as determined as ever to be true to who I am. I will continue to focus on my own strengths as I grow within the field of industrialorganizational psychology. I will continue to be authentic in my interactions with others. I will help others develop their own strengths and will guide them in self-reflection so that they, too, gain confidence and learn to conduct themselves from a place of authenticity. In both my personal life and my career, I have experienced my share of failures but have equally enjoyed great successes. I attribute this to my conviction to always be true to myself. An outstanding leader must also be true to himself, and it is my hope that through my work in industrialorganizational psychology I will carry this message to others and contribute to individual and LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 12 organizational well-being. In order to do this, I must learn more effectively by taking time for personal reflection about my own traits and behaviors as well as the situations and contexts that exist within my work. In fact, being a good leader means “periodically stepping back to ponder the meaning of what has recently transpired to ourselves and to others in our immediate environment” (Raelin, as cited in Grant, 2007, p.496). LEADERSHIP LEARNING CHRONICLE – PARTS 1 AND 2 13 References da Cruz, M., Nunes, A., & Pinheiro, P. (2011). Fiedler’s Contingency Theory: Practical application of the Least Preferred Coworker (LPC) scale. IUP Journal of Organizational Behavior, 10(4), 7‒26. DeRue, D. S., Nahrgang, J. D., Wellman, N., & Humphrey, S. E. (2011). Trait and behavioral theories of leadership: An integration and meta-analytic test of their relative validity. Personnel Psychology, 64(1), 7‒52. doi:10.1111/j.1744-6570.2010.01201.x Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). “Can you see the real me?” A self-based model of authentic leader and follower development. The Leadership Quarterly, 16(3), 343‒372. Grant, D. E. (2007). Facilitating management learning: Developing critical reflection through reflective tools. Management Learning, 38(5), 495‒517. Northouse, P. G. (2013). Leadership theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications, Inc. Rath, T., & Conchie, B. (2008). Strengths-based leadership: Great leaders, teams, and why people follow. New York, NY: Gallup Press. Schreiner, L. A. (n.d.). A technical report on the Clifton StrengthsFinder with college students. Retrieved from University of Minnesota: http://www.strengths.umn.edu/sites/default/ files/docs/StrengthsQuest_Technical_Report%20related%20to%20college%20students.p df Toor, S., & Ofori, G. (2008). Leadership versus management: How they are different, and why. Leadership & Management in Engineering, 8(2), 61.
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