Power and Influence

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The concepts of power and influence play a significant role in personal and professional relationships at all levels.  Yukl (2012) states that, “Power involves the capacity of one party (the “agent”) to influence another party (the “target”)” (p. 186) and that “Influence in one direction tends to enhance influence in other directions” (p. 186). The sources of power include: expert power, referent power, legitimate power, reward power, and coercive power and can be classified as positional power and personal power (Yukl, 2012).

Because the nature of power is never constant, “it changes over time due to changing conditions and the actions of individuals and coalitions” (Yukl, 2012, p. 193). Furthermore, the manner in which power is “gained or lost in organizations is described in social exchange theory, strategic contingencies theory, and theories about institutionalization of power” (Yukl, 2012, p. 193). Thus, leaders have to constantly adjust to a dynamic environment and evaluate their approach to a given situation. Stated more plainly, there is not “one size fits all” template of leadership.

The use of power is a leader’s “personal stamp” on their respective leadership style. How a leader employs their skills and tact to influence others (superiors, peers, & subordinates) is essential to becoming an effective and productive leader. For example, when using Legitimate Power, Yukl (2012) recommends that leaders use polite and clear request (p. 198). Another example for the use of Expert Power is to “Explain the reasons for a request or proposal and why it is important” and to “Provide evidence that a proposal will be successful (p. 200).

In any organization, power and influence affects both leader and follower alike. This can be explained in The Leader-Member Exchange Theory that states that “The basic premise of the theory is that leaders develop an exchange relationship with each subordinate as the two parties mutually define the subordinate’s role” (Yukl, 2012, p. 222). Over a period of time, a leader and follower begin to establish either a high or low-exchange relationship. In fact, for those leaders whom are both a leader and follower, their high or low-exchange relationships with their boss can directly affect their own subordinates (chain of command). “A favorable upward relationship enables a manager to obtain more benefits for subordinates and to facilitate their performance by obtaining necessary resources, cutting red tape, and gaining approval of changes desired by subordinates” (Yukl, 2012, p. 224). Thus, the assumption can be made that a leader with a low-exchange relationship with their boss, could potentially face more leadership challenges.

In my previous career in the military, attempting to establish a positive working relationship with your boss (known as a commander), was a very important endeavor. Unlike bosses in the civilian world, commanders are responsible for every aspect of a unit to include the health and warfare of their subordinate’s and their families. Which means that not only do they have positional power while on duty, they have the ability to affect one’s personal time and conduct. Thus, striving for a high-exchange relationship based on trust and performance is key. With this said, I have observed on many occasions my peers “use upward influence tactics to create a favorable impression of themselves” (Otham et al, 2009, p. 341). Sometimes this tactic was successful, but with the savvy leaders, they could sense an underlying motive. These leaders were smart enough to realize that one’s capabilities and effectiveness incorporated more than being personable. These leaders (boss) looked at a subordinates potential holistically based on their conduct, leadership style, performance, communications, and positive influence on their subordinates. Furthermore, these savvy leaders would ask the right questions and gauge the preparedness and responses of the subordinate, evaluating what was beneath the “upward influence tactic.” Observing these savvy leader’s approach towards subordinate evaluation holistically, was a good lesson for me as I interacted with my subordinates.  

References

Othman, R., Ee, F. F., & Shi, N. L. (2010). Understanding dysfunctional leader-member exchange: antecedents and outcomes  . Leadership & Organization Development Journal, 31 (4), 337-350.

Yukl, Gary A. (2012-02-09). Leadership in Organizations (8th Edition). Pearson HE, Inc.. Kindle Edition.

Supportive Behavior

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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.

Leadership vs. Management

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The first person that comes to mind when thinking about an inspirational leader is my high school football coach. At first glance it would be easily understandable to choose such a person because a coach by definition is “a person who teaches and trains an athlete or performer” (Merriam-Webster). Their purpose it would seem on the surface is to train you, make you better at something and develop you for a given sport or team function. At least this was my first inclination at the time. Over time however, through this individual’s actions, expectations and severe discipline, it became clear to me that his “purpose” was to shape young men into hardworking productive adults with an extraordinary work ethic to be successful beyond the playing field. As I participated in other activities with other coaches, another thing became clear, not all coaches share the same purpose. Many of the hard lessons I learned from this coach has served me well into my military profession and still beyond. Two important concepts that I took away from this leader is that the “easy path will produce the easy results” and that when things get though “sometimes you have to close your eyes, grit your teeth and keep your feet moving.”

As I have transitioned from active service to the civilian world, I believe that leadership and management intersect on many levels. This was not always that case. While in service as an officer where the majority of my leadership skills were learned and refined, I hardly concerned myself with the management aspect and held leadership as the main focus since everyone above the rank of sergeant (E-5) is considered and expected to be a leader. Army Doctrine Publication 6-22 (2012) describes a leader as:

An Army leader is anyone who by virtue of assumed role or assigned responsibility inspires and influences people to accomplish organizational goals. Army leaders motivate people both inside and outside the chain of command to pursue actions, focus thinking and shape decisions for the greater good of the organization.

As a military leader, I wanted to know my subordinates. I wanted to know who they were, where they came from, their family situation, their strengths and weakness in order to best train and develop them and set them up for success in their personal and professional life. I would supervise their execution of training and conduct and manage the systems involved that contributed to their progress. Now in the civilian world, it appears at this stage that the same applies, but more stock is placed in the management of work, people and progress.

Where I believe leadership and management intersect is situationally dependent on the purpose of the work (why) and the quality and style of the manager. For example, if I were a manager in production business where the product or services were mainly automated or occurred systematically and people were place within the system to ensure a continuous flow and had little impact on the product itself, my concern would be on what drives the system (mechanical) or how do I get the most from the system (software)? Obviously managing would be the priority, perhaps followed by supervising the people who ensure the flow and periodically motivating them with leadership to keep morale up.  Whereas if I were in the marking business and people (subordinates) were the “go getters,” leadership would be more applicable because of the human dimension involved (subordinates and customers) and the dynamic business environment. Needless to say, leadership and management exist in either case and anyone responsible for either should be expected to utilize and employ their abilities to achieve the organizations desired outcome.

Simon Sinek’s discussion of the “why” of leadership was enlightening and essential to the concept of leadership. When people (subordinates, team, group) understand and share the same believe as to the “why” they are doing what they are doing, they are more willing to accept more personal sacrifice and “lean into” the hard work required to achieve the organizational goal(s). It becomes a personal investment opposed to just collecting a pay check.

 
References:

Army Doctrine Publication 6-22. (2012). Headquarters, Department of the Army. Retrieved from

http://armypubs.army.mil/doctrine/DR_pubs/dr_a/pdf/adp6_22.pdf

Coach [Def. 1]. (n.d.). In Merriam-Webster Online, Retrieved January 14, 2016, from

http://www.merriam-webster.com/dictionary/coach

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Course Reflection

As I reflect back on the course, I believe that the curriculum provided valuable tools for us as students and laid a solid foundation of critical thinking as we progress through the Master’s program. Specifically, the systematic approach to critical thinking involving the standards and elements. In addition, becoming familiar with APA formatting, software such as The Brain, and professional presentation programs. Most of which will require more work on my side to become proficient in order to get the most out of my work.

This being my first online academic course, the first week I felt a little discombobulated trying to figure out where everything was while completing the assignments. This usually is the case with a new method of learning. However, I feel that having had access to the first weeks readings and assignments prior to the course beginning would have provide a better start to discussions and quality of assignments. I would recommend that students be able to access the instructor’s announcements (to include syllabus), readings and assignments one week prior to the official start of the course would benefit students overall. Furthermore, this would allow students to begin establishing a study plan as they would be better prepared for the tempo of the course.

I believe that the program and instructor provided sufficient support for our learning. There were more than enough academic support outlets for students by means of research, access to the instructor, and peer group activity. Moreover, the “walk through” instructions for setting up our blog, ePortfolio, and The Brain accounts were very helpful. I would also add that the specified tag for ePortfolio material was useful when stated with the assignments. Preventing a mad rush save all required materials during the final weeks. Lastly, I would imagine that being required to purchase a third party software program, such as The Brain, should be known to students as they register for the course. Along with the reading, I would recommend that this pertinent information is provided upfront.
 

I truly believe that every aspect of the course was relevant to what we could expect from the Master’s program and what we would expect to see, know, and do in our professional endeavors. I feel that as a student, the course has introduced vital concepts on leadership and research that will enhance our individual leadership styles. I expect that the courses that follow will build upon these skills and introduce additional skills that will ultimately develop our ability to lead effectively and develop others with compassion.

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- Good Presentation Design

   Creating a quality presentation begins with some analysis by the presenter. The first thing that needs to be identified is the purpose of the presentation (training, informative, decision brief). The purpose will set the direction for the next step which is target audience. If the presenter is conducting training on new office equipment, they may want to “liven” it up with attention getters as many of these topics can seem technical and dry. However, if the presenter is providing a status on their progress of an organizational endeavor, they would do well to keep the presentation “on point” and professional as this type of presentation will more than likely have Sr. representatives or stakeholder involve that are usually pressed for time. By establishing the purpose and target audience, the presenter now need to organize their thoughts or concepts they wish to present. In doing so, the presenter can ensure the flow of information is smooth and seamless. Once the presenter has a clear direction they need to go, they can begin to build a quality presentation using design to enhance their points.

   Designing a presentation should be centered on the presenter’s message or points; to give weight an issue or action towards a point. Designing a thoughtful presentation can assist the presenter engage with the audience, bring home the point, and reinforce confidence in a position. Good design can be a force-multiplier when used correctly. For example, presenters must be mindful of:

·       Consistency: When setting the tone with a particular format (font, background, color), it is important to remain constant throughout the presentation, unless it is the desire of the present to evoke a different feel or reaction.

·       Transitions: If it is important enough to conduct a presentation on a topic, it is important to ensure the message is received and processed in the way the presenter needs it to be. This is done by transitioning and linking key concepts together for the audience so that confusion doesn’t settle in. If a presenter can walk an audience through their points with minimal obstacle, the more likely they will be more effective in reaching their objectives.

·       Keep it simple: Good design presentations use programs to reinforce and enhance their message. The point of the presentation is the purpose and objectives that has created the need for a presentation. Thus, when the design of the presentation becomes overly animated or “to busy,” it is more likely that the message could be distorted or never received by the audience because they were being “entertained” rather than informed or trained.

Presentation design is an important tool for any presenter. It has the potential to make a dry topic good, a good topic better, and a better topic great. Designing a presentation to “bring home the point” also has the potential to make information memorable. Likewise, poor design could do the same. Thus, that is why it is important for the presenter to do the analysis and invest the time and effort to provide a quality presentation.

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Quantitative Research Reflection

Quantitative research is generally defined as research based on traditional scientific methods, which generates numerical data and usually seeks to establish causal relationships between two or more variables, using statistical methods to test the strength and significance of the relationships (encyclopedia.com). Ultimately, quantitative research is used to determine a relationship between one thing and another (independent/dependent variables) in a given group or population. Furthermore, quantitative research roots from the scientific method where the researcher(s) uses deductive reasoning and forms a hypothesis, collects data and processes the data to develop a conclusion.

Its main characteristics are:

• The data is usually gathered using structured research instruments.
• The results are based on larger sample sizes that are representative of the population.
• The research study can usually be replicated or repeated, given its high reliability.
• Researcher has a clearly defined research question to which objective answers are sought.
• All aspects of the study are carefully designed before data is collected.
• Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms.
• Project can be used to generalize concepts more widely, predict future results, or investigate causal relationships.
• Researcher uses tools, such as questionnaires or computer software, to collect numerical data.

Babbie, Earl R. (2010).

Quantitative research is a valuable tool for objective and statistical results and when presented in charts or tables, it can paint a vital picture to confirm a hypothesis or show a need for action. For example, a company can use consumer trends and behaviors to adjust or direct their marketing strategy towards a particular group of consumers. Moreover, the same company can use quantitative research to identify high costs in an effort to become more efficient.

Having been in the criminal justice field for over a decade and a student of social science, I prefer the qualitative research method as studying human behavior is more in-line with my interests. Nevertheless, both quantitative and qualitative research provide necessary information as needed by the researcher(s) in a given situation.  

Reference

"Quantitative research." A Dictionary of Nursing. 2008. Retrieved December 03, 2015 from Encyclopedia.com: http://www.encyclopedia.com/doc/1O62-quantitativeresearch.html

Babbie, Earl R. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth Cengage, 2010. Retrieved December 03, 2015 from http://libguides.usc.edu/writingguide/quantitative

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Qualitative Research

Qualitative Research is defined as “a generic term for investigative methodologies described as ethnographic, naturalistic, anthropological, field, or participant observer research. It emphasizes the importance of looking at variables in the natural setting in which they are found. Interaction between variables is important. Detailed data is gathered through open ended questions that provide direct quotations” Key (1997). In other words, qualitative research is designed to evaluate and measure intangibles and seeks to understand its participants in their natural environment in order to develop a hypothesis of a topic or issues holistically.

For example, to identify why one team is more productive than the other with the same duties, an investigative observer or interviewer would identify variables such as: team leadership styles, team dynamics, how tasks are being delegated, and overall experience levels to name a few. Many of these variable must be interpreted and categorized to “paint a larger picture” of how each teams performs. Furthermore, through interviews, feedback provide insight into how the teams participate, communicate and feed off each other’s positions. Through qualitative research, weight can be given to the participant’s perception, values and how they operate within the context in order to provide more in-depth information.

As leaders, understanding qualitative research is essential to developing creative ways to address complex issues that may arise in a dynamic environment. Most importantly, being agile instead of reactive, leaders must be able to see the “big picture” and make timely decisions from a holistic viewpoint. Leaders must continuously assess and evaluate numerous variables in their realm; understanding qualitative research and what it produces will be a valuable tool for those seeking to understand comprehensive information.

 

Reference

Key, James P. (1997). Module R14 Qualitative Research. Retrieved from Oklahoma State University, Research Design in Occupational Education Web site:

 http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm