“Reflective leadership is the consistent practice of reflection, which involves conscious awareness of behaviors, situations, and consequences with the goal of improving organizational performance” (Castelli, 2016, p. 217). It is beneficial to create opportunities for reflection, as the busy life typically leaves little space to pause and seek improvement. In this assignment, we are asked to reflect on our personal leadership perspective.
My first propensity is to endorse the idea that the qualities of great leaders are the same qualities of great humans. When I dig deeper, an objection arises to the statement since categorizations of what is good are largely based on opinion, much like how delicious foods, appealing music, and physical attractiveness are generally a matter of individual taste. O’Toole (2008) tells the story of how participants at a seminar discussing good societies and organizations discovered how “reasonable people disagreed on what constitutes a good society (and a good company), and that the role of a leader is to create conditions in which people with different agendas can unite behind a common purpose” (p. 2).
What makes a good leader? If good leadership is measured solely by one’s ability to steer the flock, then Stalin and Hitler were stellar leaders. If good leadership is judged on values, virtues, missions, success, and ethics, then describing good leadership becomes more complex because of infinite situational, personal, and political variances.
In the situation of digital learning environments, Sheninger (2014) insists leaders must anticipate, navigate, and initiate change in consideration of the evolving, universal presence of technology. “Digital leadership requires a shift in leadership style from one of mandates, directives, and buy-in, to one grounded in empowerment, support, and embracement as keys to sustainable change” (p. 2). Comfort with technology and adeptness with communicating using digital tools will support the leader’s approach.
My approach to leadership is oftentimes an exercise in simply doing what needs to be done, as well as possible, under the given circumstances, which O’Toole (2008) describes as contingency/situational leadership. As a sometimes-indecisive person who dislikes the drama, responsibility, and vulnerability-to-criticism that can go along with being in a leadership position, I usually prefer to work in a supportive role or with a cooperative team where I can freely offer my input. My employers have nudged me into temporary, contract-based supervisory positions, enticing me only with the higher paycheques. Before I first accepted that role, I believed I could successfully do the job, but I did not anticipate much fun in it. I feel more happy taking the lead on initiatives behind the scenes by implementing new projects and checking in with the team periodically to pitch/bounce ideas. I like a shared leadership approach, although I must have clear lines beforehand to avoid nurturing inefficiency by being too democratic and getting tripped up on trying to allow the simultaneous manifestation of everyone’s ideas. With conscious reflection, my leadership approach will certainly change over time.
The introduction of digital technologies has changed my leadership roles at work. My media and technology skills helped qualify me to spearhead the company’s online safety training initiatives. Workers used to always receive safety training in classrooms by instructors using powerpoint presentations, which I had nothing to do with. The crew I was supervising would arrive after completing their classroom safety program, and my role would then be to deliver onsite training and show them the ropes. Now, being responsible for the digital safety program, I get to shape the offsite training so that my crew is better-prepared when they arrive at the job site. The introduction of digital technologies has also impacted communication. I used to primarily have face-to-face interactions in the days when smartphones were not as omnipresent, whereas now it is common to communicate with workers on the job via text message. Change seems to come fast nowadays.
The readings from Unit 1 discussed some theories of leadership which could be used to effectively navigate change within digital environments. Khan (2017) expresses enthusiasm for the holistic view granted by adaptive leaders who “carefully recognize potential changes in the external environment and consider the best path that will positively affect the organization” (p. 179). Castelli (2016) offers reflective leadership as “a principled and thoughtful approach to making meaningful change” (p. 217).
The thoughtful approach garnered through this academic activity of reflecting on my personal leadership perspective has proven to be useful and interesting. With such limited time in my overpacked life, I judge it to be “good” to examine this topic and reflect. Castelli explains how reflection “promotes clarity with respect to one’s values, identity, emotions, motives and goals and leads to improved thinking, information collection, goal setting and visualization of success with enhanced leadership behaviour and results” (2016, p. 217). Learning about leadership theories and being reflective and adaptive can help me to embody my personal vision of a “good” leader.
References
Castelli, P. (2015). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 190-236.
Khan, N. (2017). Adaptive or Transactional Leadership in Current Higher Education: A Brief Comparison. The International Review of Research in Open and Distributed Learning, 18(3), 178-183.
O’Toole, James (2008). Notes Toward a Definition of Values-Based Leadership. The Journal of Values-Based Leadership, 1(1).
Sheninger, E. (2014). Pillars of digital leadership. International Centre for Leadership in Education.