Application of leadership and relational dialectics theory, Thesis of Relativity Theory

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AN APPLICATION OF LEADERSHIP AND RELATIONAL DIALECTIC THEORY A Project presented to the Faculty of the Communication Department At Southern Utah University In Partial Fulfillment of the Requirement for the Degree Master of Arts in Professional Communication by JARED SETH WILCKEN Dr. Suzanne Larson, Project Supervisor March 2010 APPROVAL PAGE The undersigned, appointed by the dean of Humanities and Social Science, have examined the thesis (project) entitled AN APPLICATION OF LEADERSHIP AND RELATIONAL DIALECTIC THEORY presented by Jared Seth Wilcken, a candidate for the degree of master of Art in Professional Communication, and hereby certify that, in their opinion, it is worthy of acceptance. ______________________________________ Dr. Suzanne Larson ______________________________________ Dr. Brian Heuett ______________________________________ Dr. Stan Gwin ______________________________________ Communication Graduate Director ______________________________________ Dr. James H. McDonald, Dean College of Humanities and Social Science TABLE OF CONTENTS ABSTRACT..........................................................................................................................................i ACKNOWLEDGEMENTS.................................................................................................................ii CHAPTER 1. Literature Review...............................................................................................................1 Leadership..........................................................................................................................1 Relational Dialectic Theory.................................................................................................3 Combining Leadership and Relational Dialectic Theory.....................................................6 2. Applied Leadership, Creating and Teaching the course......................................................7 3. Outcomes........................................................................................................................14 BIBLIOGRAPHY...........................................................................................................................17 APPENDIX A. CLASS SYLLABUS.........................................................................................................19 B. INSTRUCTOR NOTES...............................................................................................25 C. CLASS HANDOUTS...................................................................................................62 VITA............................................................................................................................................124 iii Literature Review This project, an upper division course in leadership, undertook the application of leadership and the interpersonal communication theory, Relational Dialectics Theory (RDT). Using RDT, this project intended to study and further our understanding of the importance of relationships within leadership through the construct of teaching a course on leadership. This paper will begin with a brief literature review on leadership and its associated history as well as the major premise of RDT. A short evaluation of leadership and RDT and associated studies will also be provided. The second section of this paper will focus on the preparation and implementation of this project, the applied leadership course. The conclusion will focus on the successes and failures of the course and the resul- tant outcomes. Leadership Leadership is nebulous, it is constant, it defines success and failure, and is different to every- one, but is leadership important or relevant in today’s world? On September 30, 2008, while listen- ing to a morning news program, I overheard the news anchor ask the following question in reference to the economic situation in America. “Is this failed bailout proof that there aren’t any leaders in Washington anymore, Democrat or Republican?” (Today Show, 2008). News programs, newspa- pers, as well as on-line bloggers are all discussing leadership and the role it is playing in our lives. A simple Google search found more than 35 million articles and web pages using the word leader. Leadership is indeed an important part of today’s world. While today “there are almost as many definitions of leadership as there are persons who have attempted to define it” (Bass, 1990, p.12 as quoted in Jackson and Parry, 2008), it hasn’t always been the case. Prior to the Industrial Revolution, leadership didn’t focus much on anyone besides the leader. However Stone and Patterson (2005) suggest that since that time there have been major Leadership 1 shifts in leadership and leadership theory that have greatly impacted leadership within organizations. Max Weber believed that there were “parallels between the mechanization of industry and the proliferation of bureaucratic forms of organization (Morgan, 1997, p. 2 as quoted in Stone and Patterson, 2005). Just like technology changed the way in which organizations did their work, hierarchical bureaucracies changed the way organizations structured leadership. Organizational goals became the driving force to create performance standards. One shift changed the focus from performance standards to the needs of workers. If workers needs were met they simply performed better. That productivity would improve when workers needs were met was reinforced by Maslow’s Hierarchy of Needs and the well known- Hawthorne studies. The focus on worker needs led to a shift in leadership focusing on the behavioral factors as- sociated with reaching organization goals. Chester Barnard, a leader in this effort, suggested in his 1938 book, The Functions of the Executive, “that the individual is a region of activities which are the combined effect of physical, biological, and social factors” (p. 14). As part of this shift, came Mc- Gregor’s famous Theory X and Theory Y that suggested workers were either lazy and needed to be told exactly what to do (Theory X) or were motivated and would work to accomplish organization goals on their own (Theory Y). Transactional leadership ushered in another major shift in leadership practices. This style of leadership focused on managing outcomes, by meeting the needs of individual workers. A com- mon example would be the exchange of rewards based on a workers adherence to company goals or policies. Stone and Patterson (2005) suggested that transactional leadership is still the most prevalent type of leadership practiced in today’s organizations (p. 6). Transformational leadership took relationships between leaders and followers to a whole new level, suggesting that everyone works together to create greater development of the organization. Leadership 2 objects, because their actions become reified in a variety of normative and institutionalized practices that establish the boundaries of subsequent communicative moves. (p. 13) In all of our relationships, we choose to act a certain way based on past relationships, as well as on the responses we receive from current dialogue. These various factors in how we communicate are described as praxis. The final major component of RDT is totality. Within the idea of totality are two different concepts. The first is the location of the contradictions present in the dialogue. Contradictions are “jointly owned” by both parties involved in the relationship. RDT suggests that the contradictions are created and live inside the dialogue that takes place between two people. Because both parties created the dialogue, both parties own the contradiction. Secondly, contradictions overlap with other contradictions creating what is referred to as a “knot of contradictions.” These two ideas come to- gether to form totality. Griffen (2008) succinctly combines these concepts defining RDT as follows: Social life is a dynamic knot of contradictions, a ceaseless interplay between contradictory or opposing tendencies such as integration-separation, stability-change, and expression- nonexpression. Quality relationships are constituted through dialogue, which is an aesthetic accomplishment that produces fleeting moments of unity through a profound respect for the disparate voices. (p. A-3) Unlike many theories dealing with relationships, RDT is not centered on the idea that rela- tionships are linear or balanced. Baxter indicates that “relational dialectics...displaces the notion of a center with a focus on ongoing centripetal(forces of unity)-centrifugal (forces of difference) flux. There is no center, only flux” (Baxter, 2004b, p. 186). In other words, relationships aren’t going to balance, they are simply going to move and change throughout the relationship. Leadership 5 Leadership 6 Wood (1997) indicates that these dialectics “are ongoing, always in motion, forever chang- ing. Dialectics are not static balances between contradictory impulses. Instead, they are fluid relationships that continuously evolve” (p. 205). In relation to the constant change associated with RDT, Montgomery suggests that: We are subject to cultural messages that tend to portray relationships as much simpler than they are, much more idealized than they are, much more smoothly unfolding than they are. Rather than aim for that ideal, I think we should enjoy the messiness of them (Montgomery, 2002). Historically, Baxter and Montgomery focused primarily on romantic relationships, boyfriend and girlfriend, husband and wife and couples (Montgomery, & Baxter, 1998; West & Turner, 2007). As the years have progressed, the use of RDT has expanded and been used to study multiple types of relationships including leadership relationships (Collinson, 2005; Wood, 1997). Leadership and Relational Dialectic Theory While it may seem logical to combine leadership and relationships, there have been a limited number of research studies that specifically look at relationships in leadership. There is, however, no shortage of speculative information on the importance relationships play in leadership (Kouzes and Posner, 2007; Collinson, 2005, Zigarmi, Blanchard, O’Conner, & Edeburn, 2005). In sharp criti- cism for current leaders, and in support of the importance of relationships within leadership, George (2003) suggests that old leadership styles won’t work in today’s society. Today’s employees demand more personal relationships with their leaders before they will give themselves fully to their jobs. They insist on having access to their leaders, knowing that it is in the openness and the depth of the relationship with the leader that trust and commitment are built (p. 23). Leadership 7 Kouzes and Posner (2007) found similar results in their research on leadership, suggesting “there was a very clear message that wove itself throughout every situation and every action. The message was: leadership is a relationship” (p. 24). While there have been many different views of leadership, Fletcher (2007) reminds us that they have all been closely linked to relationships. In many ways, the construct of leadership is and always has been inherently relational. Although there are many different theoretical perspectives on what constitutes good leadership (cf. Bryman, 1996; Yukl, 1998), all perspectives implicitly acknowledge the fundamental relationship between leader and follower. (p. 347) Relationships within the context of leadership can be improved with a greater understanding of how interpersonal relationships develop and evolve over time. While RDT is relatively new, David Collinson (2005) recently made the connection between theory and practice. Collinson suggests that “a dialectical perspective can facilitate new ways of thinking about the complex, shifting dynamics of leadership” (p.1422). Specifically how relation- ships between leaders and followers are often simultaneously interdependent and asymmetric. With only a limited amount of research linking RDT to leadership practices, I began the process of creat- ing my project of teaching a course that would further explore the possible relationships between leadership and RDT. Applied Leadership, Creating and Teaching the Course I already discussed the unending definitions and theory about leadership, so putting together an applied leadership course from scratch seemed somewhat daunting. While there were challenges, the creative process became easier upon reflecting on my own undergraduate and graduate educa- Leadership 10 I wanted this to be accomplished as a combination of learning about different leadership styles, through readings and in-class activities. The goal was to be able to create a definition of leadership based on their understanding of the characteristics that made up quality leadership. The final objective put each of the previous objectives into practice. I wanted class partici- pants to be able to take the knowledge they had gained and present it to others in a leadership train- ing format. I also wanted students to have the experience of working in groups, thereby using their knowledge of relationships. This was to be accomplished through a final group project, where class participants would take the knowledge they had gained and as a group prepare and deliver a leader- ship training session. With a vision created, I then set-out to create a 15 week syllabus that could accomplish each of the objectives described above. I needed to identify specific activities and projects that would create the proper learning environment. After half a dozen drafts, I completed a syllabus that I felt confident would provide students with an exciting and rigorous course of study about leadership and relationships. I had 18 students enrolled, each bringing a unique diversity to the class room experience. During the first week of classes, I had each student fill out a leadership questionnaire (see Appendix C for complete leadership questionnaire) to help me create a starting point in relation to everyone’s understanding of leadership. Illustrating the difference of opinions, I asked a question about each person’s favorite leader. There responses ranged from Mother Teresa to Kobe Bryant and included parents, fictitious characters, seven U.S. Presidents and five religious leaders. I knew from this point on that as a class our discussions would be active and diverse. I knew each student would be an ac- tive participant in helping to create our course dialogue. As this project evolved from week to week, I began to realize that embedded in the dialogue, between myself and the students, were dialectics. Leadership 11 These dialectics changed the way I presented information to the class and added to my understand- ing of RDT. I started the course with a class discussion of leadership followed by several days of study- ing RDT. The remaining class periods focused on tying RDT with various leadership theories and practices, something that would prove frustrating for many of the students, which I will discuss in the next section of this paper. The course periods followed a fairly consistent pattern of reviewing leadership theory/practices followed by an in class application activity. For this paper I will give three examples of reviewing theory and then applying that theory. The first was used when explaining RDT to the students. I explained the idea of totality, or how different contradictions overlap and how they are interrelated. Following our discussion, I had stu- dents in the course create a human knot. This knot was created by having the class gather in a tight circle. Each person then took one hand and grabbed the hand of someone across from them. This was repeated with their second hand, creating one large connected knot. The object was to try and get out of the knot without any one person letting go. The class was unable to get untangled and we had a good discussion of how totality works. The second example was also toward the beginning of the course. I took a class period to teach about the various styles of leaders. We discussed the differences and similarities between trans- formational, transactional, charismatic, narcissistic and anti-narcissistic leadership. The following class period I split the class into two groups. I gave each group a container full of Lego’s and asked them to build a tower. They were secretly given a specific leadership role to assume while building the tower. The various roles given included: a pompous leader (narcissistic); an alluring leader (char- ismatic); a team leader (transformational); a group leader (anti-narcissistic); a production manger (transactional) and several followers. The objective was to build the tallest tower within a specific Leadership 12 time frame. This activity allowed the students to take the material we had previously discussed in class and apply it in a simulated leadership experience. We had a very active discussion following the activity about these different styles of leadership and which might be the most effective in various situations and the role of RDT in each of these different styles. The third example dealt with the class discussion of followers and the different styles of fol- lowers. Leaders as followers included discussion about co-leadership, co-producers of leadership, shared leadership and followers as recipients of leadership. I found this topic to be of particular interest as so much of what has been written about leadership seems to exclude the follower (Jackson & Parry, 2008). After our instruction on this topic, I had the class participate in a group bidding project, which I created based on memories of a similar activity I had previously seen. There were four groups and five rounds. Each round allowed each group to bid a 1 or 2. The combination of the numbers earned or lost each group a certain amount of points. I outlined for each of the groups the way that they could bid and earn points (see Appendix C for complete details). If each of the groups bid a 1 all of the groups would earn points. However the incentive is such, that one of the groups will often break away and bid a 2 so that they will increase their points while hurting the other three teams participating. At various points in the activity, I would allow discussion between the groups. Now the twist with this activity is that I had each group participating as one of the styles of “follower as leader”. This activity proved to be one of the most engaging and created some pretty strong emo- tions between various class members. The dialogue after the activity allowed me, as the instructor, to relate their experience to various follower practices and help students apply the different ideas we had Leadership 15 While nearly 85 percent of the students said I was able to use examples or demonstrate appli- cation of the subject matter, there was also a sense of overkill when it came to our discussion of RDT and leadership. One student commented, “This course was no more than beating the dead horse called relational dialectics theory” (Student evaluations). I would have to agree that our discussions focused a great deal on how RDT could be applied to different leadership situations. I learned that RDT won’t always apply to every style of leader, but for many styles, there is value in understanding the principles of RDT. After all the hours of study, research, and application, there are three principles that can have the biggest impact on effective leadership. The first is an understanding that relationships don’t have to be perfect. If a leader understands the importance of relationships in a leadership setting and is constantly working to make those relationships as effective as possible, they will be a better leader. It would be interesting, and valuable to the field of leadership, to do further research studies into the different leadership styles and the type of relationships each style creates or fosters. Secondly, leaders need to understand that relationships are interrelated. When a leader understands how relationships are connected, they will work to improve the relationships within the organization. Finally, with an understanding that relationships are created in the dialogue between two people, that leader will do all they can to create positive dialogue, and thereby encourage positive relationships and positive leadership. The students in this course capped their experience and this project with the following definition of leadership. Their definition combines the best of each of the objectives of this course as well as Relational Dialectics Theory. They concluded that leadership is “the process of influencing others to accomplish goals. Effective leaders work hard, listen, are trustworthy and organized, they look for opportunities for improvement and service through integrity and the desire to build rela- Leadership 16 tionships. A leader knows when to lead, when to follow and when to change.” (class, 2009). Well said. REFERENCES Baxter, L. A. (2004a). Relationships as dialogues. Personal Relationships. 11, 1-22. Baxter, L. A. (2004b). A tale of two voices: Relational dialectics theory. The Journal of Family Communication. 4, 181-192. Baxter, L. A., & Montgomery, B. M. (1996). Relating: Dialogues and dialectics. NY: The Guilford Press. Barnard, C. (1938). The functions of the executive. Cambridge, MA: Harvard University Press. Collinson, D. (2005). Dialectics of leadership, Human Relations. Los Angeles, CA: Sage Publications. Fletcher, J. K. (2007). Exploring positive relationships at work: Building a theoretical and research foundation. Edited by Dutton, J. E., & Ragins, B. R. Mahwah, NJ: Lawrence Erlbaum Associates. Gamble, T. K., & Gamble, M. (1996). Communication works. (5th ed.). New York: McGraw-Hill. Jackson, B., & Parry, K. (2008). A very short, fairly interesting and reasonably cheap book about studying leadership. Los Angeles: Sage Publications. Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge. (4th ed.). San Francisco: Jossey- Bass. Lauer, M. (2008, September 30). NBC Today Show. Montgomery, B. M. (2003). Relational Dialectics: Videotape conversations with communication theorists 2.0 conducted by Em Griffin. NY: McGraw Hill. Montgomery, B. M., & Baxter, L. A. (Eds.). (1998). Dialectical approaches to studying personal relationships. Mahwah: NJ: Lawrence Erlbaum Associates. Leadership 17 ACADEMIC INTEGRITY: Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights, and the intellectual property policy, for information about procedures and about what constitutes acceptable on-campus behavior. ADA STATEMENT: Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations, or auxiliary aids must contact the Office for Students with Disabilities. The Office for Students with Disabilities determines eligibility for and authorizes the provision of these services and aids. The Office for Students with Disabilities is located in room 206F of the Sharwan Smith Center or (435) 865-8022. FACULTY INFORMATION: Jared Wilcken 435.865.8190 (O) 435.590.8190 (C) Office: ST 169 B Office hours: Tuesday and Thursday, 2-4, or by appointment Email: wilcken@suu.edu COURSE DESCRIPTION: This course will focus on the role of leadership using Relational Dialectics Theory emphasizing effective leadership skills including flexibility in relationships, critical thinking and problem solving. REQUIRED TEXT: Jackson, B., & Parry, K. (2008). A very short, fairly interesting and reasonably cheap book about studying leadership. Thousand Oaks, CA: Sage Publications. REFERENCES: Baxter, L. A. (2004b). A tale of two voices: Relational dialectics theory. The Journal of Family Communication. 4, 181-192. Collinson, D. (2005). Dialectics of leadership, Human Relations. Los Angeles, CA: Sage Publications. Mabey, C. & Finch-Lees, T. (2008). Management and leadership development. Thousand Oaks, CA: Sage Publications. [Chapter 7] Jones, T. S., & Brinkert, R. (2008). Conflict coaching: Conflict management strategies and skills for the individual. Thousand Oaks, CA: Sage Publications. [Chapter 7] SYLLABUS Topics in Communication – Applied Leadership, COMM 4600 02 Tuesday, Thursday, 8:30-9:50 2009 Spring Semester Leadership 20 Shockley-Zalabak, P. S. (2006). Fundamentals of organizational communication. Boston, MA: Pearson Education. [Chapter 4] Wood, J. T. (1997). Communication theories in action: An introduction. Belmont, CA: Wadsworth. [Chapter 7]. Burke, W. W. (2002). Organization change: Theory and practice. Thousand Oaks, CA: Sage Publications. [Chapter 6] Yukl, G.A. (2006). Leadership in organizations (6th ed.). Prentice Hall, NJ: Upper Saddle River. COURSE OBJECTIVES/LEARNING OUTCOMES: 1) OUTCOME: Know and understand the value of leadership. ASSESSMENT: Students will demonstrate through personal examples written and discussed in their reflection papers and class discussion. 2) OUTCOME: Understand the role relationships play in leadership styles and theories. ASSESSMENT: Students will complete the following: several reflection papers, analysis projects, mid-term and a final group project. 3) OUTCOME: Understand different styles of leadership. ASSESSMENT: Students will demonstrate through leadership analysis projects, class discussion, and in their final group project. 4) OUTCOME: Recognize the characteristics of quality leadership. ASSESSMENT: Students will demonstrate their understanding of the characteristics of quality leadership through their mid-term project, class projects and their final group project. 5) OUTCOME: Ability to coach & train others on effective leadership skills. ASSESSMENT: Students will complete a 60 minute leadership training program as their final project where they will demonstrate their ability to teach others effective leadership skills. COURSE INFORMATION: Attendance Policy: You are expected to attend each class on-time. Continual tardiness or absences will result in less than full participation points. Late Work: Arrangements must be made with the instructor prior to missing a class or assignment. Turn your work in on time or early if you won’t be in class. Only school excused absences or arrangements made with the instructor prior to your absence will be excused. Class Participation: You will receive points for being in class and for participating in our discussions and class projects. Leadership 21 COURSE REQUIREMENTS: Reflection Papers [10] There will be 10 two page thought papers due through-out the semester. These papers should be turned in after reading the weekly assignments. Students will only need to turn in ten papers, and therefore have the flexibility of missing four assignments. Turning in all 14 papers would result in extra-credit. Mid-Term [1] Students are expected to read one of the suggested leadership books suggested in the required text or another approved leadership text. Students will need to submit a five page paper reviewing the book through the lens of Relational Dialectic Theory. The paper should be written in APA style, 5th edition. Leadership Theory Analysis: [3] Students will need to complete three leadership analysis projects. These projects will help you apply leadership theories and styles to current leaders. You will need to select three leaders, one from each of the following categories: (1) political, (2) business, (3) athletic/social/religious. Your paper should focus on the use of or lack of RDT within the context of leadership styles being studied in the course and should be three pages in length per paper. Final Group Project [1] Students will have the opportunity to develop a 60 minute leadership training course with an emphasis in one of the leadership theories discussed in class. The group will present that training course to the class as a final exam. Final grades will be based on the work done for the project, the review of those who participate in the training, as well as the final summary report of the project. The final summary report of the project should contain an outline of the training program (including desired outcomes), all supplemental materials, and a two page paper detailing the use of leadership theories used in the development of the training program (including references). GRADING: Grading will be based on: In class participation/attendance 150 points Thought Papers [10 points each] 100 points Mid-Term Book Review 200 points Leadership Analysis Projects [50 points each] 150 points Final Group Project 400 points Total Points 1000 points Grade Percentage Points Needed A 93% and above 930 - 1000 A- 92% - 90% 900 - 920 B+ 89% - 87% 870 - 899 B 86% - 83% 830 - 869 B- 82% - 80% 800 - 829 C+ 79% - 77% 770 - 799 C 76% - 73% 730 - 769 C- 72% - 70% 700 - 729 D+ 69% - 67% 670 - 699 D 66% - 63% 630 - 669 D- 62% - 60% 600 - 629 F 59% and below 599 - 0 Leadership 22 Leadership 25 Appendix B - Instructor Course Notes Leadership 26 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p January 6th [Class #1] Introduction to course; Leadership Overview; Group Assignments 1- Provide my background of leadership and why I enjoy it. [5 minutes] 2- Focus on Relationships and the dialogue within those relationships. [5 minutes] 3- Relationship Activity [30 minutes] 4- Review Syllabus [10- 15 minutes] 5- Discuss Leadership - Give everyone a leadership handout. Have them identify which statement they most agree with and the statement they least agree with. Then discuss as a class, noting which state recevied the most votes they agreed with and least agreed with. [ 20-25 minutes] 6- End class with a discussion on how to define leadership and have them each write their own definition to share for the next class period. [5 minutes] Leadership 27 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p January 8th [Class #2] Purpose of Studying Leadership; Developing personal views of leadership 1- Turn in 1st Thought Paper 2- Review Chapter 1 of required text: a- Why study leadership? i. It has significant impact on the quality of our everyday lives [p. 8]. ii. Enhance job opportunities [p. 10]. iii. Involves everyone [p. 10]. b- 11 people disagreed with everyone having a fundamental interest in leadership, why did so many disagree with this statement? [p. 3] c- 5 ways we can study leadership [p. 3] i. attempt to lead ii. observe leadership iii. talk about leadership iv. read about leadership v. write about leadership -Do you think these are the only five ways in which we study leadership? -Do you think any of these five ways are more important or more effective? -Are there other reasons you believe that we should study leadership? d- One major challenge to studying leadership is the broad spectrum of ideas about leadership. “There are almost as many different definitions of leadership as there are persons who have attempted to define it” Bernard Bass i. Stogdill [1st definition on handout] ii. Peters & Austin [2nd definition on handout] iii. Grint [Leadership as Person (WHO); Leadership as Results (WHAT); Leadership as Position (WHERE); Leadership as Process (HOW)] iv. ROST [an influence relationship among leaders and followers who intend real changes that reflect their mutual purposes; 3 key elements 1) relationships based on multidi rectional influence; 2) there is more than one leader and one follower; 3) both leaders and followers work together] e- Three most often asked questions about leadership: [pp. 16-19] i. are leaders born or made? -Where does the class come down on this question? Born____ Made_____ ii. what makes an effective leader? [five ‘common sense’ key elements: confidence; integrity; connection resilience; aspiration. Five scientific key elements: high internal locus; Leadership 30 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p e- anti-narcissistic leadership [democratic leadership] This type of leadership style focuses on individuals and helping them be successful. The focus is turned away from the leader and to the followers. The democratic leader gives followers a vote in nearly every decision the team makes. The process involved with being a democratic leader is very time consuming because decisions are nearly always made together. The democratic leadership style is able to quickly build flexibility and responsibility and can help identify new ways to do things. This leadership style is best used when the followers are knowledgeable about the organization’s process and change is needed. For example, this style is used when the leader needs to introduce fresh ideas into the organization to help with an old process. f- Autonomous leadership [Laissez Faire leadership] This style of leadership is characterized by a high degree of independence from superiors and is reported to contribute slightly toward organizational effectiveness... [p. 77] The Laissez Faire Leadership Style was first described Lewin, Lippitt, and White in 1938 along with the autocratic leadership and the democratic leadership styles. The laissez faire style is sometimes described as a “hands off” leadership style because the leader provides little or no direction to the followers. The characteristics of the laissez faire style include: * Allows followers to have complete freedom to make decisions concerning the completion of their work or ask questions of the leader * The leader provides the followers with the materials they need to accomplish their goals and answers questions to the follower’s questions g- Follower-centric leadership These leadership styles shift the focus from the leader to the follower. h- psychodynamic theory Encourages an analysis of the affective relationship between the leader and follower. It encourages us to look to our past to identify deeply ingrained and recurrent patterns that might undermine our ability to become a fully effective and responsible leader and follower. i- Social identity theory of leadership This theory proposes that the extent to which a leader is either selected or accepted by a particular group will depend on how ‘prototypical’ (i.e. representative) she or he is to that group. j- Leader-Member exchange theory This theory, based on repeated empirical observation, argues that leader-follower relationships evolve through three distinct phases. Leadership 31 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p k- Cross-Cultural leadership theory Leadership in which a leader endeavours to influence the activities and goals of a culturally diverse group by appealing to their systems of shared knowledge and meaning. l- Executive Coaching This style of leadership is provided to a high-level executive by either a successful former executive or a management consultant. It has several advantages over formal training programmes: convenience, confidentiality, flexibility, and more personal attention. m- Leadership categorization theory This theory suggests that the better the match between a perceived individual and the leadership concept held by the perceiver, the more likely it is that the perceiver actually ‘sees’ the individual as a leader. n- Co-Leadership This was first coined by Hennan and Bennis in 1999 and is where two or more leaders in vertically contiguous positions share the responsibilities of leadership. o- Upper Echelons Theory This theory suggests that leadership is an important ingredient or organizational performance; however the complexity of organizations makes it improbable that one leader alone will be able to exert great influence over all members of the organization. p- Distributed Leadership This notion is that leadership - like power and like information - can be moved between people at differing levels of the organizational or societal hierarchy. q- Level 5 leadership This theory suggests that a combination of humility and fierce resolve, will enhance leader credibility and achieve genuine empowerment and the motivation of followers to achieve optimum performance. r- Authentic leadership This practice is grounded on moral and virtuous foundations. s- Bureaucratic Leadership The Bureaucratic Leadership Style was one of three leadership styles described by Max Weber (1947) along with charismatic leadership and traditional leadership styles. The bureaucratic leadership style is based on following normative rules and adhering to lines of authority. The characteristics of the bureaucratic style include: * Leaders impose strict and systematic discipline on the followers and demand business-like conduct in the workplace * Leaders are empowered via the office they hold - position power * Followers are promoted based on their ability to conform to the rules of the office * Follower should obey leaders because authority is bestowed upon the leader as part of their position in the company Weber was the first to distinguish between transactional leaders such as bureaucratic leaders and Leadership 32 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p transformational leaders such as charismatic leaders. Weber also believed that most leaders exhibited characteristics of all three styles. 4- Leadership Research- a- Discuss what is currently happening with research and leadership theories b- Discuss how some leadership styles/theories are based on research and others are not i. discuss the pros and cons associated with non-research based theories and research based theories c- Discuss different methods that have been used to conduct research i. Multifactor leadership Questionnaire ii. Transformational leadership questionnaire iii. Perceived Leader Integrity Scale d- Discuss the positives/negatives and challenges associated with doing research within the context of leadership. i. Positives: -There is increased interest in leadership -They are starting to do more research ii. Negatives: -It is difficult to quantify because of the myriad of factors -Most of the research has been done in the US & with men iii. Challenges: -Time -Money -Interest [companies don’t want to wait for the results of a study] 5- Review next week- a- reading chapter on Relational Dialectics Theory - good overview [PAPER DUE] b- Leadership 35 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p 5. Critiques of RDT a- too distanced from naturally occurring talk between relating parties. b- simplistic emphasis on only two voices at a time. c-lack of longitudinal focus. “There are no ideal goals, no ultimate endings, no elegant end states of balance. There is only an indetermi- nate flow, full of unforeseeable potential that is realized in interaction. We think of this phenomenon as akin to an off-balance pendulum moving unsymmetrically through time at an irregular pace. This view, which is admittedly unmethodical and indefinite, necessarily follows from accepting the integrity of multiple, valid, and contradictory perspectives engaged in dialogue” [Baxter & Montgomery, 1996, p. 47]. Leadership 36 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p January 22nd Class #6] Leadership Skills: Effective management of relationships 1. Turn in Reflection Paper #4 2. Discuss possible dialectics that everyone came up with in Tuesday’s class and how they impact leadership. -Note in the reading assignment [Collinson, 2005] highlights 16 different dialectics 3. Discuss the Reading [Collinson, 2005]. Identify how much this article identifies with RDT. a- Many if not most of current leadership theories focus on binary issues [Leader vs. Follower] -The first several pages really highlight the focus of leadership theory on leader vs. follower. In relation to this growing literature, Mumby (2005) observes that many studies still dichotomize power and resistance through ‘an implicit binary opposition that privileges either organizational control processes or employee resistance to such mechanisms’ (p. 20). [Collinson, 2005, p. 1427] Apparently opposing binaries can occur in many forms, including: rationality/emotion, material/symbolic, male/female, wealth/poverty, public/private, nature/nurture, production/ consumption, home/work, theory/practice, quantitative/qualitative, micro/macro, change/stability and local/global. On the one hand, identifying structures, distinctions and boundaries is clearly important for making sense of the world, helping to create meaning and clarity (Surman, 2002). Language itself typically embodies dualistic understandings based on subject–object separations (e.g. ‘leader’ and ‘follower’). Yet, on the other hand, problems arise when complex relations and interwoven processes are reduced to overly simplified binary op positions. [Collinson, 2005, p. 1421] b- Leadership relationships are not symmetrical, but instead are messy. Since asymmetrical power relations are always two-way, leaders will remain dependent to some extent on the led, while followers retain a degree of autonomy and discretion. In addition, if we re-think followers as knowledgeable agents, we can begin to see them as proactive, self-aware and knowing subjects who have at their disposal a repertoire of possible agencies within the workplace. Accordingly, dialectical power relations between leaders and followers are likely to be interdependent as well as asymmetrical, potentially contradictory and contested. [Collinson, 2005, p. 1422] It also suggests that leadership dynamics are typically more asymmetrical than the foregoing studies acknowledge. [Collinson, 2005, p. 1425] Leadership 37 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p c- RDT is a valid and important means of understanding and practicing better leadership. i. leadership only exists in the interaction between leaders and followers (Grint, 2000) [as quoted in Collinson, 2005, p. 1423]. Remember Baxter’s statement that Relationships are constituted in communication. ii. dialogue is how relationships are constructed [see pg. 1425]. iii. unity of opposites/yin/yang [see pg. 1426]. iv. Owned within dialogue [see pg. 1428]. v. Praxis [see pg. 1428] vi. conclusion statement on value of dialectics and study of leadership [see pg. 1434]. 4. Maintaining healthy relationships Question: If relationships are so important, how do we maintain healthy relationships within an organization? [Discuss as a class] Question: How could we promote healthy relationships if we were going into an organization and trying to train them on how to have healthy relationship? [Discuss as a class] Activity: Discuss possible way’s to emphasize the importance of relationships within an organization. String Activity: Have everyone sit in a circle and pass string/rope to a person sitting on the opposite side of the circle. As they pass the string/rope they share one thing they like/admire about the person they are throwing the string/rope to. Continue until a good solid web exists among the group. Then discuss with the group they way they felt as they heard others giving them compliments [most people will feel good]. Discuss how the whole group feels after completing the activity and hearing all the compliments [agian the feeling should be positive]. Then have everyone kneel down, while holding their string/rope. Have one person, either an observer, on take the place of one person and hold their string, lie down in the center of the web [make sure they are supported by the string/rope]. Instruct that person to lay as stiff as they can. Then have the group lift that person several inches off the ground. You can move them several feet if desired. Set the person down and discuss how as an or ganization more is accomplished when we work together. We work better together when we feel good about ourselves and others, this is accomplished through good working relationships. 5. Discuss the idea brought out in the reading of leaders being hero’s or villans. Display the powerpoint and have people vote on whether the leader is a hero of villian. Then discuss their first analysis paper and discus- sion. Class Definition of Leadership Leadership is the process of influencing others to accomplish goals. Effective leaders work hard, listen, are trustworthy and organized, they look for opportunities for improvement and service though integrity and the desire to build relationships. A leader knows when to lead and when to follow. Leadership 40 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p February 10th [Class #11] Leadership Skills: [Leader Centered Leadership] 1. Review the previous two class periods, including cultural studies and business leaders 2. Identify that this activity is both an opportunity for the class to solidify the leader centered styles of leader- ship as well as learn a possible training method for organizations they will be involved with to help then under- stand styles of leadership, as well as personally to improve their own styles of leadership. Split the class into the following groups: GROUP ONE Whitney Behling Doom sayer [Follower] Emily Burt Follower Tate Sorensen Pompous - Narcissictic Liz Day Alluring Leader - Charismatic Mark Gabica Saboteur [Follower] Sam Taylor Group Leader - Anti-Narcissictic [Level 5] Bri Johnson Team Leader - Transformational Jennifer Little Production Manager - Transactional Heidi Wardle Hidden Procrastinator [Follower] GROUP TWO Stephanie Barlow Hidden Procrastinator [Follower] Liz Smith Saboteur [Follower] Caleb Carling Group Leader - Anti-Narcissictic [Level 5] Alayna Ferrin Alluring Leader - Charismatic Mike Wood Team Leader - Transformational Jon McNaughtan Pompous - Narcissictic Danielle Josephson Production Manager - Transactional Leesa Ricci Follower Rachel Wilson Follower Outline: Have each group work to build the largest most stable tower. What ever they build will be moved to the front table, no more than two people can move it. They will have 15 minutes to complete the assignment. Remind them that they are not to tell anyone what there role is, simply act in their role as the group tries to complete the task. Once complete: discuss the experience with the class. Ask the following types of questions: How did you feel during the activity? What were your frustrations? Why do you think you were frustrated? As time permits have each group try a second time with everyone being a “typical follower” and one person [from the five styles] being the leader. Then have each person fill out the hand-out and then discuss. 3. Review syllabus and discuss midterm. Leadership 41 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p February 12th [Class #12] Leadership Theory: [Follower Centered Leadership] 1. Collect Thought Paper #7 2. Have everyone complete the understanding quiz. 3. Discuss the lack of interest in followers and improving our ability as followers. -57 to 1 Google items on leaders vs. followers -5,000 books to six books on leadership vs. followership 4. Discuss the six theories or practices of leadership through the follower. Give personal definition and deter- mine if the class agrees. a. Followers as recipients of Leadership- The leader is everything - the follower is nothing. b. Followers as moderators of Leadership- The leader rules - the follower’s characteristics guide the leader. c. Followers as substitutes of Leadership- Leadership isn’t needed - followers do their own thing. d. Followers as constructors of Leadership- The leader is only as good as followers perceive. i. The Romance of Leadership- A strong belief in the importance of leadership factors to the success/failure of an organization. ii. Pyschanalytic Theories- A systematic structure of theories concerning the relation of conscious and unconscious psychological processes. iii. Social Identity Theory- A leader is chosen if viewed by the group as prototypical. e. Followers as Leaders- Everyone shares in the role of leader. i. co-leadership [two individuals] ii. shared leadership [leadership rotates] iii. distributed leadership [collective leadership] iv. no leadership f. Followers as Co-Producers of leadership i. Leader-Member Exchange Theory [Relationships] Leadership 42 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p February 17th [Class #13] Leadership Skills: [Follower Centered Leadership] 1. Finish discussion from previous class including followers as co-producers of leadership. 2. Set-up group bidding activity with four different groups, each group will practice one of the follwers as lead- ers models. 1. Followers as leaders [co-leadership] 2. Followers as co-producers of leadership 3. Followers as leaders [shared leadership] 4. Followers as recipients of leadership Leadership 45 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p February 23rd [Class #15] Change Theory 1. Have each class member quickly tell the class what book they read for the mid-term, review what they learned, and if RDT could be applied to what they read. 2. Turn in midterm papers. 3. Introduce the idea of change in organizations by reviewing the notion, “nothing is as constant as change”. Review the book who moved my cheese? Teach the six different types of change. As a class come up with examples of each type of change. Planned: This is deliberate, conscious decision to improve the organization in some manner or perhaps to change the system in a deeper, more fundamental way. Unplanned: The organization has to respond to some unanticipated external change, for example, creation of a whole new technology. First-Order: where change occurs within a given system which itself remains unchanged. Second-Order: where change occurs and changes the system itself. Episodic: is used to group together organizational changes that tend to be infrequent, discontinuous, and intentional. The presumption is that episodic change occurs during periods of divergence when organiza- tions are moving away from their equilibrium conditions. Divergence is the result of a growing misalignment between an inertial deep structure and perceived environmental demands. This form of change is labeled “epi- sodic” because it tends to occur in distinct periods during which shifts are precipitated by external events such as technology change or internal events such as change in key personnel. Continuous: The distinctive quality of continuous change is the idea that small continuous ad- justments, created simultaneously across units, can cumulate and create substantial change. That scenario presumes tightly coupled interdependencies. When interdependencies loosen, these same continuous adjust- ments, not confined to smaller units, remain important as pockets of innovation that may prove appropriate in future environments. Leadership 46 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p 4. Review our resistance to change and the five suggestions to decrease resistance. 1. Have a well defined, clearly articulated need for change. 2. Support from Top Management. 3. Support from the Union leadership. 4. Employee involvement and participation. 5. Careful management of expectations about the benefits to be gained from the intervention. 5. Review six steps to implementing change and related theory. Lewin’s Change Process 1. Unfreeze 2. Changing behavior 3. Refreezing 4. Power Reinforcement [Top management support for any change effort] Example of vice-president. 5. Leadership Modeling 6. Re-Education Leadership 47 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p February 25th [Class #16] Change Theory 1. Continue where we left of on the 23rd with Episodic & Continuous change. Episodic: is used to group together organizational changes that tend to be infrequent, discontinuous, and intentional. The presumption is that episodic change occurs during periods of divergence when organiza- tions are moving away from their equilibrium conditions. Divergence is the result of a growing misalignment between an inertial deep structure and perceived environmental demands. This form of change is labeled “epi- sodic” because it tends to occur in distinct periods during which shifts are precipitated by external events such as technology change or internal events such as change in key personnel. Continuous: The distinctive quality of continuous change is the idea that small continuous ad- justments, created simultaneously across units, can cumulate and create substantial change. That scenario presumes tightly coupled interdependencies. When interdependencies loosen, these same continuous adjust- ments, not confined to smaller units, remain important as pockets of innovation that may prove appropriate in future environments. 2. Review our resistance to change and the five suggestions to decrease resistance. 1. Have a well defined, clearly articulated need for change. 2. Support from Top Management. 3. Support from the Union leadership. 4. Employee involvement and participation. 5. Careful management of expectations about the benefits to be gained from the intervention. 3. Review six steps to implementing change and related theory. Lewin’s Change Process [This is really created and focused on change within an individual] 1. Unfreeze 2. Changing behavior 3. Refreezing 4. Power Reinforcement [Top management support for any change effort] Example of vice-president. 5. Leadership Modeling 6. Re-Education Leadership 50 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p -Five Areas of Study: 1. Self-Leaders [see page 88] 2. Develop capacity in others [see page 88] Neither leader or follower centric models 3. Teach leadership skills 4. Discourse encourages or discourages distributed leadership [Level 5 Leadership contrasts this idea] 5. Technology c- leaderless workgroups -DEFINITION: “Much of the responsibility and authority usually invested in a manager’s position, is turned over to the team members” (Jackson & Parry, 2008, p. 92). -Key Points: -Barker’s study showed that leadership work-groups created more structure and control, rather than less. -Jackson & Parry view this as an oxy-moron. d- team leadership -DEFINITION: “leadership...is a group-level construct, and looks at leadership ‘by’ the team rather than ‘of ’ the team or ‘in’ the team” (Jackson & Parry, 2008, p. 94). -Key Points: -Think of it as an athletic team, when one player is injured, or not per forming, another player can take their place and the team can still be successful. -Read last paragraph on page 95 and into page 96 Conclusion: “While there is plenty of support for these post-heroic or anti-heroic normative modes of leadership, there is still - as yet - a paucity of empirical models of organizations that have successfully crated and sustained distributed models of leadership over the longer term” (Jackson & Parry, 2008, p. 96). Leadership 51 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p March 5th [Class #18] Leadership Skills, Moral leadership 1. Collect thought papers. 2. Discuss Authentic Leadership a- grounded on moral and vistuous foundations 3. Discuss The Art of Leadership a- a different perspective on leadership (focuses on studying leadership not just from a scientific perspective, but also from an arts perspective) b- philosophical arts, fine arts, martial arts, performing arts c- “Sense Making is when people understand the vision and are nor just following a plan” (Jackson & Parry, 2008, p. 106). 4. Discuss Leadership as Drama a- Everyone has a role to play b- Script c- Audience d- Costumes e- Plot f- Emotional impact Leadership 52 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p March 10th [Class #19] Leadership Development: Variety of training Methods [Including Emotional Intel- ligence] 1. Collect thought papers. 2. Why Leadership Development (training)? “For many firms the training and development of managers and leaders is seen as a luxury, for others it is a necessary way of life. For some it is synonymous with expensive, formalized programmes, for others it is woven seamlessly into daily routines. Some argue that the best way to create management capability is via astute recruitment, reward and recognition policies, while others maintain that management training and development is the cornerstone of an organizations’s HR strategy, the real litmus test of how highly it values its staff. There is probably some validity in all these views. However, for all the divergence of opinion, there is undoubtedly a growing recognition by both governments and organizations that the development of managerial talent cannot be left to others or to chance. There is a compelling belief that to engage in management development is somehow emblematic of being a progressive employer, that it will enhance market-place reputation and improve competitive performance” (Yukl, 2006, pp. 157-158). 3. Facilitate Strategic Change- 4. Build Learning Organizations- 5. Create Intercultural Competency- 6. Competency Frameworks- 7. Multi-Source Feedback (360 Degree Feedback) 8. Executive Coaching 9. Experiential Learning- a- Development Assessment Centers- b- Developmental Assignments- c- Action Learning- d- Mentoring- e- Outdoor Challenge Programmes Emotional Intelligence- Refection- Direct Experience- Theory Applied- Leadership 55 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p March 26th [Class #22] Crisis Management 1. Collect Thought Papers 2. What is Crises Management? Principles of crisis Management from Veteran Consultant Rick Amme: http://www.youtube.com/ watch?v=_EQBVroYXck 1- Take care of the victim 2- Fix the problem 3- Tell the stake holders what is happening 4- Get back to Media while you can have an impact 5- Messages need to be Reassuring Paul Anderson talks about sugarcoating bad news. [Dialectic of Openness vs. Closedness] http://www.youtube.com/watch?v=CcSyq4e6eIA&feature=related 3. Crisis Examples - can we identify RDT as valuable in these situations? http://www.poconorecord.com/apps/pbcs.dll/article?AID=/20080914/NEWS/809140330 [September 14, 2008] Lead Paint scandal: Read from the Newspaper article and then show video from Youtube. http://www.iht.com/articles/2007/08/28/business/mattel.php Believability of Mattel CEO: http://www.youtube.com/watch?v=xH9O8JlvOe4&feature=PlayList&p=9793D51A7 2375D1B&index=0&playnext=1 September 11, 2001 - Read from Leadership by Rudolph W. Giuliani, pp. 3-8. Leadership 56 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p March 31th [Class #23] Crises Management 1. Discuss current US situation with Auto makers Maynard, M. (2009, March 30). The steadfast optimist who oversaw G.M.’s long decline. The New York Times, pp. B1, B8. Saporito, B. & Szxzesny, J.R. (2009, March 30). Will wagoner’s exit put GM on the road to recovery? Time Mobile. Vlasic, B. & Stolberg, S. G. (2009, March 30). Chairman of G.M. reportedly quits in a deal for aid. The New York Times, pp. A1, B8. 2. Further discuss Crisis Management by looking at the Apollo 13 Crisis. -View chapters 32, 35, & 39 of the movie Apollo 13. 3. Create crisis situation in class by giving students a set of supplies and having them move a marble from one side of the classroom to the other side in a set time limit. Following discuss the experience focusing on chal- lenges they faced and how they dealt with them and wether RDT played a role in their management of the crisis. Review six steps discussed the previous class period and see if class utilitzed any of these steps in manag- ing their crisis. Leadership 57 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p April 7th [Class #25] Values & Ethics 1. Collect Thought Papers [Allow late papers for those who didn’t receive the chapter via email] 2. Discuss the meaning of values, value systems, and value congruence: -Note that the SUU Mission/Vision statements include our goal to develop students “into productive, responsible citizens involves [and that involves] training and instilling ethics and values and the responsibilities one has toward others” (http://www.suu.edu/general/mission.html). a- Values - “Values are subjective assessments” (Shockley-Zalabak, 2006, p. 106). “Values also provide us with guidelines for behavior; in effect, they direct our behavior so that it is consistent with the achievement of the values or goals we have” (Joseph DeVito as quoted by Shockley-Zalabak, 2006, p. 106). b- Value Systems - see page 107, Shockley-Zalabak text. c- Value Congruence - see page 109, Shockley-Zalabak text. d- Personal Values Appraisal [handout from Shockley-Zalabak] 3. Discuss the meaning of ethics and ethical communication. a- Ethics - “Ethics are the moral principles that guide our judgments about the good and bad, right and wrong, of communication, not just communication effectiveness or efficiency” (Shockley-Zalabak, 2006, p. 118). -Read Johannesen on the difference between values and ethics (Shockley-Zalabak, 2006, p. 118). b- Ethical Communication “supports individual choice based on accurate information about alternatives” (Shockley-Zalabak, 2006, p. 119). c- Unethical Communication “prevents individuals from acquiring needed information important for choices” (Shockley-Zalabak, 2006, p. 119). Leadership 60 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p 10. Integrity and honesty. Coaching is not a magic wand, nor is it a panacea to every problem. Coaching is simply one of the most powerful tools you can use to grow, develop, change, and lead. The coaches at Today’s Leadership Coaching will treat you as a person of integrity and honesty and will refer you to other professionals if we do not believe we can help you effectively. In addition, our integrity and business philosophy dictate that we only work with individuals and companies who receive benefit from our coaching. Because of this, we offer something extremely rare in our industry—a 100% Satisfaction Guarantee. http://www.ccl.org/leadership/coaching/index.aspx [Video] 3. Discuss how RDT relates to ethics and coaching. Contradiction- Change- Praxis- Totality- Leadership 61 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p April 14th [Class #27] Leadership Analysis [Political/Social/Athletic] 1. Discuss the leaders that were selected and what if anything was learned from studying their leadership and dialogue. 2. Collect Analysis papers. 3. Have class identify objects from close-up photographs or put together a puzzle without the big picture. Discuss how lacking information or vision can make effective leadership difficult. Explain how RDT helps leaders see a bigger picture of their role in effective leadership - effective dialogue and relationships. -Have the class make a list of the things they’ve learned this semester from studying RDT. 4. Review class definition of leadership. “Leadership is the process of influencing others to accomplish goals. Effective leaders work hard, listen, are trustworthy and organized, they look for opportunities for improvement and service though integrity and the desire to build relationships. A leader knows when to lead and when to follow.” After what we’ve learned do we want change our definition? Are their two different definitions - the world vs. ideal? Personal definition of leadership: Before class: “Leadership is the ability to work with others toward the accomplishment of individual or group objectives. It is difficult to define but easy to recognize. Effective leadership requires flexibility, quality relationships, confidence, patience, effort and motivation.” After class: “Leadership is the process of reaching goals. Everyone plays a role in leadership! Good quality leadership is best reached through the establishment of relationships built on effective dialogue. Good leadership begins with confidence and strong ethical standards, is strengthened through hard work and flexibility and is completed with enthusiasm.” 5. Review final project and grading procedures. Leadership 62 Appendix C - Class Handouts Leadership 65 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Why Leadership? 1. 2. 3. Ways to study Leadership? 1. 2. 3. 4. 5. Challenges with studying Leadership? 1. 2. 3. 4. AVSFIRCBASL - Chapter 1 [1.8.09] Leadership 66 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Class definition of Leadership [write down common phrases or principles] 3 most asked questions about Leadership? 1. 2. 3. Group Assignments Group One [April 16] Jon Mchaughtan, Jennifer Little, Alayna Ferrin, Dani Josephson Group Two [April 21] Caleb Carling, Rachel Wilson, Stephanie Barlow, Liz Day Group Three [April 23] Leesa Ricci, Tate Sorensen, Mike Wood, Liz Smith, Heidi Wardle Group Four [April 28] Mark Gabica, Sam Taylor, Whitney Behling, Emily Burt, Bri Johnson Leadership 67 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Nature vs. Nurture Leadership Organizational Leadership Relational & Ethical Leadership Research & Theory [1.13.09] Leadership 70 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Contradiction: Oppositions Unity of Oppositions Dynamic Interplay of Oppositions Change: Causation Telelogical Cyclical & Linear Indeterminacy & Spiraling Change Praxis: Totality: Location of Contradictions Interdependent Context of dialectical Interplay To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Which side does Relational Dialectics take? Relational Dialectic Theory [1.20.09] Totality Praxis Change Contradiction Logically Defined Oppositions Unity of Oppositions Dynamic Interplay of Oppositions Functionally Defined Oppositions Causation- Efficient Cause Causation- Formal Cause Telelogical Change Spiraling Change Context Location, Interdependent Leadership 71 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p a- b- “Personal close relationship, like all social systems, are always composed of both fusion with and differentiation from, both centripetal and centrifugal forces, both interdependence and independence. Within each is the seed of the other. From a relational dialectics perspective, bonding occurs in both interdependence with the other and independence from the other” [Baxter & Montgomery, 1996, p. 43]. c- d- e- “Communication is always situated in historical, environmental, cultural, relational, and individual chronotopes, or contexts” [Baxter & Montgomery, 1996, p. 44]. f- g- “Dialectical thinking is not directed toward a search for the ‘happy mediums’ of compromise and balance, but instead focuses on teh messier, less logical, and more inconsistent unfolding practices of the moment” [Baxter & Montgomery, 1996, p. 46]. h- Second Generation Relational Dialectics i- “Occasionally, parties can create a fleeting moment of wholeness in which competing fragments and disorder are temporarily united. These so called aesthetic moments create momentary con summation, completion, or wholeness in what is otherwise a fragmented life experience” [Baxter, 2004, p.186]. Critiques of RDT a- b- c- “There are no ideal goals, no ultimate endings, no elegant end states of balance. There is only an indeterminate flow, full of unforeseeable potential that is realized in interaction. We think of this phenomenon as akin to an off-balance pendulum moving unsymmetrically through time at an irregular pace. This view, which is admittedly unmethodical and indefinite, necessarily follows from accepting the integrity of multiple, valid, and contradictory perspectives engaged in dialogue” [Baxter & Montgomery, 1996, p. 47]. Key Components of Relational Dialectic Theory Leadership 72 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Leadership & Personality a- b- c- Leadership 75 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Does RDT apply to Business Leaders? Current Leadership: Business Leaders [2.3.09] Do Business Leaders fall into a sterotype of leadership? Examples of Business Leaders needing to understand RDT- Examples of Business Leaders demonstrating RDT- [Transformational, Transactional, Charismatic, Narcissistic, Anti-Narcissistic] Leadership 76 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Top Five recommendations for Business Leaders: 1- [Remember to focus on RDT using your analysis of business leaders] 2- 3- 4- 5- Leadership 77 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p How much are you understanding? Understanding Quiz [2.12.09] 1. In your own words define Relational Dialectics Theory? 2. True or False. Transactional leadership is a transformation in the attitudes and motivations and consequently behaviors of followers. 3. Does Relational Dialectics Theory suggest a belief in telelogical change [thesis - antithesis - synthesis]? 4. True or False. Relational Dialectics Theory suggests that the location of contradictions is in the dialogue. 5. Give an example of a charismatic leader and why you think they are charismatic. 6. What are t he characteristics of a narcissistic leader? [there are at least five] 7. A “level 5” leader is an example of what type of leader? 8. True or False. The authors of our text suggest there is a surprising amount of interest in followers. 9. True or False. Followers as managers is one of the five theories on followers suggested in chapter three of our text. 10. Is it more important to be a leader or a follower? Leadership 80 Leadership 81 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Relational Dialectics Theory What is it? [in your own words] What are the four components of RDT? Do you think having an understanding of RDT can help us be better leaders [in the fullest sense of the word]? [Please explain your answer] Leadership 82 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Follower Centered Leadership Leadership Theory: Follower Centered [2.12.09] Six theories of Followership 1. Followers as recipients of Leadership 2. Followers as moderators of Leadership 3. Followers as substitutes of Leadership Leadership 85 Round 1 Round 2 Round 3 [x2] Round 4 Round 5 [x 10] Score: Score: Score: Score: Score: Total Score: Total Score: Total Score: Total Score: Round 1 Round 2 Round 3 [x2] Round 4 Round 5 [x 10] Score: Score: Score: Score: Score: Total Score: Total Score: Total Score: Total Score: Round 1 Round 2 Round 3 [x2] Round 4 Round 5 [x 10] Score: Score: Score: Score: Score: Total Score: Total Score: Total Score: Total Score: Round 1 Round 2 Round 3 [x2] Round 4 Round 5 [x 10] Score: Score: Score: Score: Score: Total Score: Total Score: Total Score: Total Score: Rounds Cards Leadership 86 Fo u r 1 ’s = ea ch te am e ar ns 1 p oi nt Th re e 1 ’s & O n e 2 = 1’ s l os e 1 po in t, 2 ea rn s 4 p oi nt s Tw o 1 ’s & T w o 2 ’s = 1’ s l os e 2 po in ts, 2 ’s ea rn s 3 p oi nt s O n e 1 & T h re e 2 ’s = 1 lo se s 7 p oi nt s, 2’ s e ar ns 3 p oi nt s Fo u r 2 ’s = ea ch te am lo se s 1 p oi nt Leadership 87 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p RDT Redefined [2.19.09] C. C. P. T. [Cedar City Public Transportation] Contradiction • Oppositions are functionally defined as X and Y • Contradictions are dependent on each other & are identified because of each other • With RDT we can have both/and instead of either or [dynamic interplay of oppositions] Change: • RDT focuses on how phenomena fit together in repeating patterns • Change is spiraling suggesting that there is some order, but we are never in the same place twice. We do not change to reach an ideal end state [anti-telelogical]. Praxis: • We are all actors AND reactive objects creating and managing dialectics in social life through our dialogue. Totality: • Contradictions are owned by our dialogue [they wouldn’t exist without it]. • Contradictions are interdependent creating a knot of messiness. • Contradictions vary with location and circumstances. Notes: Leadership 90 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Change Happens! NWUSA You are the student leaders of North Western Univeristy Student Association. You were elected just 3 months earlier and are getting ready to start your year. Just two weeks before school starts, you learn that because of the bad economy and struggling enrollment your student budget is going to be cut by 50 percent. You have already ordered many items for the start of the new school year [T-shirts, spirit stix, etc]. You have a student body of 5,000 students and serve them with more than 125 clubs and organizations. Your constitu- tion requires that you balance your budget and not spend more than you have. As a smaller campus, you’ve struggled particularly with school spirit, but have made herculean improvements over the previous three years. You don’t want to see the changes diminished with the lack of resources and budget. The Vice-President for Student Services [Jared] has asked that you meet, as student leaders, and propose what changes you are going to make and how you plan to meet your goals with greatly reduced resources. How do YOU deal with it? Leadership 91 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Change Happens! Gordon’s Packaging You are the managers of Gordon’s Packaging. For 35 years you have been packaging various types of meat products, including hamburger, sausage, bacon and other types of meats. With the economic downturn, the owners have decided to start packaging dry goods as well to increase profitability. To implement this new change, Gordon’s packaging will spend $1.3 million dollars on new equipment, but in just the first year alone, they will increase the companies profitability margin by 45%. However, making the change will mean the employee’s will need to change their routine dramatically. There will be increased challenges of switching between meats and dry goods, it will mean new training for almost every employee. The owner of the company [Jared] has requested that you, as managers, propose how to implement the nec- essary changes. How do YOU deal with it? Leadership 92 To p i c s i n C o m m u n i c a t i o n A p p l i e d L e a d e r s h i p Change Happens! Flordia Governor You make up the Governor’s cabinet. You have been serving in your positions for almost three years. Things seem to be going pretty well in your state, when unexpectedly a strong storm enters the state from the East. The storm hits a bulls eye in Jacksonville. With some advance warning, 65% of the residents were able to leave before the storm hit. After the storm moves on, you learn that 75% of the cities infrastructure has been greatly damaged or destroyed. There is no power, no drinkable water, and thousands of casualties. Flordia is used to dealing with harsh weather and natural disasters, but this is the largest disaster in the state’s history. The Governor [Jared] has called an emergency cabinet meeting to discuss how the state will deal with the necessary changes that will take place. He has specifically asked that you present both a short term list of action items as well as a long term plan to deal with the necessary changes. How do YOU deal with it?