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Evolution of Thinking
- 1. Organizational Thinking: A personal evolution.
- 2. Leadership Theories Theories Early Coursework Personal Philosophy Later Coursework Visionary leaders look ahead, they take calculated risks, they plan for a goal, and pull their organizations along with them. Sashkin (1995) states visionary leaders are able to draw on their cognitive abilities to plan out or re-invent their organizations (p. 403-406). Leaders who effectively lead, lead from a position of trust.
- 3. Self as Leader If you can’t communicate the vision to someone in five minutes or less and get a reaction that signifies both understanding and interest, you are not done (Kotter, 2007, p. 101). Heifetz and Linsky (2002) suggest leaders take-on positions that draw the feelings of those around you, and leaders inherit these feelings from both personal endeavor and organizational endeavors (p. 164).
- 4. Leadership Change 1. Establish a sense of urgency (from the top- down and the bottom-up). 2. Create a guiding coalition (to take the ball and run with it). 3. Develop a vision and strategy to integrate character and competence. 4. Communicate the change vision using senior leaders. 5. Empower broad-based action by removing barriers to change. 6. Generate short-term wins by integrating character education into our curriculums. 7. Consolidate gains and produce more change (by integrating character education into our training venues). 8. Anchor new approaches in the culture by challenging others in the organization to talk about the change.
- 5. Ethics in Leadership Ethical Reasoning… Cognitivisim: Morality can be recognized. Examples include “The Golden Rule” or “Universal Law” (Takamine, 2010, p. 57). Pragmatism: The pragmatism metaethic centers morality on the principle of reaching practical goals such as a return on an investment from example (Takamine, 2010, p. 65).
- 6. Leadership Epiphanies The roots of human intelligence, rationality and virtue are all part of what our minds do best: that is we have great depth of perception and can apply intuition with an surprisingly accurate consistency (Kennett & Fine, 2009, p. 83). Culture is a system of shared meaning held by members that distinguishes the organization from other organizations” Robbins & Judge (2011)
- 7. Case, C., Hannah, S. T., & Underwood, B. (2010, September). Owning our Army ethic. Military Review The Professional Journal of the U.S. Army, 3-10. Retrieved from http://militaryreview.army.mil Doty, J., & Sowden, W. (2010, September). Competency vs. character? It must be both! Military Review The Professional Journal of the U.S. Army, 38-45. Retrieved from http://militaryreview.army.mil Heifetz, R. A., & Linsky, M. (2002). . In Leadership on the line. Boston, MA: Harvard Business School Press. Jackson, J. C. (2006). Organization Development: The human and social dynamics of organizational change. Lanham, MD: University Press of America, Inc. Kennett, J., & Fine, C. (2009). Will the real moral judgment please stand up? The implications of social intuitionist models of cognition for meta-ethics and moral psychology. Ethic Theory Moral Practice, 12, 77-96. doi:10.1007/s10677-008-9136-4 Kotter, J. P. (2007). Leading change. Harvard Business Review, 96-103. (Original work published 1995). Retrieved from www.HBSPress.org Robbins, S. P., & Judge, T. A. (2011). Organizational Behavior (14 ed.). Upper Saddle River, NJ: Prentice Hall. Sashkin, M. (1995). Visionary Leadership. In J. T. Wren, The Leader's Companion (pp. 402-407). New York, NY: The Free Press. Takamine, K. (2010). The ethical conundrum: Examining ethical leadership in organizations. Retrieved from http://www.brandman.blackboard (Original work published 2010) References
Notes de l'éditeur
- The following Power Point presentation represents the major evolution of my thinking about organizational leadership throughout the duration of the OLCU program, and the capstone course. Leadership theories, self-leader, leadership change, ethical leadership, and overall leadership epiphanies follow in the remaining slides in order to create a pictorial representation of the thought processes from class.
- Sashkin (1995) stated the same basic idea that Kotter stated when he commented on leaders and how they are the responsible parties regarding organizational change (Kotter, 2007, p. 96). The early coursework covered many theories all of which involved the idea of a group functioning through the process of leadership. As my personal philosophy developed during the later course work the concept of “trust” became a leading cornerstone to the leadership process. Trust and ethical leadership became the base of my personal leadership philosophy. An Army article on ethics, trust, and behavior define true professionals as possessing, “…a trust relationship that is reciprocally granted legitimacy and sufficient autonomy by the client it serves to practice discretion in ethically employing its expertise” (Case, Hannah, & Underwood, 2010, p. 3). Leaders are afforded certain privileges by the individuals, the group, the organization, and the stakeholders based upon the crucial idea of trust. This led to the self-leader studies where I began to look for opportunities to identify my level of trust.
- The DiSC leadership questionnaire exists in different formats from the Jackson text to the online variations found for free, or for profit. The Jackson text defines DiSC as directive, interactive, supportive, and consciences (Jackson, 2006, p. 66-69). According to Jackson (2006) a high “D” score is motivated by competition, opportunities, and the ability to create a followership for their ideas (p. 67). My D-type personality results as seen in the slide above accurately denote my enjoyment of change, dealing in results, thinking in grand terms, and leading decisively, yet this type of leader conversely limits me in attention to detail, knowing when to bow out, and taking high risks (Jackson, 2006, p. 66-67). I feel this is an accurate presentation of my self-as-leader, and I used the DiSC in my capstone paper as well. Change is a great opportunity for leaders to impart their vision which is why I choose to lead and serve. If you can’t communicate the vision to someone in five minutes or less and get a reaction that signifies both understanding and interest, you are not done (Kotter, 2007, p. 101). Kotter’s comment on the vision is great, and I internalized this concept during the self leader portion of the class. Leaders must understand how important it is to properly and clearly communicate the vision to the organization as this is the only way to facilitate the beginning of the change/ leadership process.
- The Army is attempting a cultural shift, competence and character lead the change as part of everything they do; to drive this transformation, the Army elected to use John Kotter’s eight-steps for changing the organization’s culture ((Doty & Sowden, 2010, p. 44). The slide displays the Kotter eight-step plan; seen next to Kotter’s plan is a modified version of the Army transition handbooks change process (Robbins & Judge, 2011, p. 598). I drew this correlation early in the class and saw the correlation of many Kotter theory points such as establishing a sense of urgency, securing quick wins, building teams/ coalitions, and developing the transition plan. The use of this modified transition model is assisting me in a current transition, that will eventually prove one of the most useful tools I have learned to use since the program began. The other most important leadership model concept I discovered during the course work was the importance of ethical leadership, and the various models/ frameworks available to leaders today.
- The studies on ethics and moralism provided the remaining cornerstones to my philosophy. Cognitivisim, and pragmatism provide a name to the metaethical principle I have been practicing over the last 17 years. My cognitivist philosophy is based upon my belief that ethical leaders can arrive at decisions through utilizing their intellect; leaders may also make sound choices based upon practical goals (Takamine, 2011, p. 57). Leaders must utilize ethical reasoning as well. A leader cannot only use the above metaethical principles as they would limit their ability to fully explore decisions. Leaders must explore the outcomes of given situations, which is why I first found an interest in the Blanchard & Peale three question model for ethical decisions, yet the Army method for using a four step process proved the best fit for my philosophy. The best portion of the Army model is the ability to use the three lenses during the “evaluate” stage. The evaluate stage is basically the Blanchard & Peale model, so a hybrid of the two meets my standard for ethical decision-making. Takamine summarized my thoughts on ethical leadership practice in general stating, “The Rushmoreans placed the highest concern on truly serving their constituency, and this required changing the mindset of followers. People will not willingly change their mind unless they feel that their leaders are persons of integrity, of respect, and values” (Takamine, 2011, p. 82). I truly believe my purpose is to serve my followers, through a respectful relationship that focuses on mutual trust, and an understanding of the vision. The vision is that the goals and tasks assigned to my groups are accomplished to the highest standards; the group will accomplish their goals, and they will accomplish their goals with integrity.
- Leaders are effective because of their influence on subordinates' motivation and their capacity to perform effectively. Two variables are personal-characteristics of the subordinates and the environmental-pressures/demands present at work which must be overcome to meet goals.