Supportive Behavior

A511.2.3.RB

According to Yukl (2010), “Supportive leadership includes a wide variety of behaviors that show consideration, acceptance, and concern for the needs and feelings of other people” (p. 63). Prior to reading chapter three of our course text, my research on supportive leadership as it is described by Yukl has been limited. Yet the topic and practice of “active leadership” is something I know all too well during my time in military service. In fact, my experience in service and Yukl’s description of “supportive leadership” share many parallels.  

As a former military officer, I had the honor and privilege of leading young men and women in some of the most trying times in their life. Although much of this included intense realistic training and combat, a large part also included developing and shaping a future or existing leader. As often as time and my duties would allow, I took every opportunity to speak with as many Soldiers as I could. I have found that through casual conversation, as a leader, you can gauge the morale of a team/unit and find out new and interesting things about them and their families and background. Furthermore, you can identify what issues they may have and ensure that their immediate supervisor (normally an NCO) is working with them to address these issues. Indeed, “Supportive leadership helps to build and maintain effective interpersonal relationships” (Yukl, 2010, p. 63). Such relationships are essential to building a cohesive team based on trust and respect.  

In addition, Yukl (2010) provides guidelines for leaders to incorporate into their leadership style, which include:

·       Show acceptance and positive regard.

·       Provide sympathy and support when the person is anxious or upset.

·       Bolster the person’s self-esteem and confidence.

·       Be willing to help with personal problems.

Another important and essential aspect to supportive leadership is developing and recognizing others efforts and achievements. Developing competent and effective leaders while in service was vital for mission accomplishment. Unlike the civilian world, in order to provide the best leaders for organizations, we had to “grow them internally.” This endeavor would require countless hours of training, counseling, and mentorship interaction. Over the course of five to ten years, a leader would have had key development positions that would prepare them for leading large units (over 150 Soldiers). Moreover, recognition at every stage of growth would provide a deeper confidence in their skills and abilities. As leaders, we would take every opportunity to formally recognize extraordinary results and efforts. This was done with certificates, awards, coins and even time off to celebrate with their families. This tangible “pat on the back” served as an example for others to follow and strive for. Furthermore, praising others in front of their peers and subordinates demonstrated appreciation and reinforced standards that an organization required as it pursued excellence.

 

As I have transitioned from active service to the civilian workforce, I have maintained many of the supportive leadership traits that has proven to develop and improve a team/organization. As I continue with the M.S. Leadership program, I have gained a wider appreciation of the leadership concepts, theories and practices we as students have explored. At this early stage of the program, I have critically evaluated my own leadership style and the traits I wish to improve. I am confident that this self-evaluation and evolution will remain constant as the program continues.

References

Yukl, Gary A. (2010). Leadership in Organizations (8th Edition). Pearson HE, Inc.. Kindle Edition.