My Approach
In my current role as a research analyst, I have not had many opportunities to take up the task of being a leader. When the situation does arise, often I have to take the reins unexpectedly. This is why adaptive leadership as described by Khan (2017) resonates with me. I do not think any two situations or projects are the same. While there can be many similarities and processes can be replicated, circumstances change; whether it is the people or the task at hand. Therefore the holistic view of adaptive leadership which takes into account leader-follower relationships and environmental issues (Khan, 2017) makes the most sense for me. My approach has always been one of open communication. I want to know what everyone is thinking and I value the input of all team members. Being a communicative leader creates a culture of trust and team members respect leaders who are transparent, actively listen, and are open to communication (Castelli, 2015). I think I am able to portray mindfulness, where I recognize the diversity of the team and am aware of the relationship dynamics at play. I have been lucky so far in that most of my leadership endeavours, I have been able to select who I would like to work with. This is not the case for most people, but I took into account my experience with the potential team members along with assessing their ability to both complete the task and work with others. My journey of self discovery in this Unit has revealed that I do take a values-based leadership approach and encourage others to share the values of working for a common good. O’Toole (2008) notes that values-based leaders “find personal satisfaction and fulfilment by providing the opportunity for others to realize their goals and potential” (p. 6). While I had not thought of it before, I do strive to assist others in their goals and help them try and reach their potential. That leads into my belief of shared leadership and having all take ownership of their tasks. There should be growth and credit for all and not just the leader.
Introduction of Digital Technology
Digital technologies have made an impact on education, but also on how people and situations can be managed. Where meetings would have to take place face-to-face in the past, teleconferences or web meetings are now common place. The dynamic of how people work has changed where physicality of an individual does not matter anymore. This is especially pronounced when working with team members who may be from another region or country altogether. The ability to respect diverse cultures and customs comes into play as these individuals may be bringing a different way of approaching situations which may not be familiar. The leader needs to lead by example in how to work with others of diverse cultures to show the team how best to interact with each other (Castelli, 2015).
Meaning and intention can also get lost when presented in text, so I have found that it is best to make sure everyone is clear and any potential miscommunication is cleared up. For example, a comment made in jest may not come across lightly and could be taken seriously. This is a danger when there is a lack of face-to-face situations to clear things up.
Building a social team environment can also be difficult with a lack of physical communication. There can be feelings of detachment or loneliness. I feel there needs to be enough check-ins/meetings so that all members can be in the loop while recognizing that too many of these sessions might cause an individual to feel like they are being checked up on or micromanaged. Team members need to be trusted with tasks as the leader cannot possibly do every little thing. Such check-ins should be to motivate and provide feedback that can improve performance and update on any changes that may have occurred.
Moving Forward
In summary, I believe that adaptive leadership must form the basis in terms of leading in digital learning environments, especially when ushering in change. The very concept of change implies that there will be unforeseen variables at play and new initiatives/concepts that need to be enacted. If one is not adaptive and follows a standard ‘playbook’, they run the risk of not being able to handle situations that are not standard and potentially mismanage a vital part of a project. Transactional leadership works well in situations where goals are clearly laid out with a set out process (Khan, 2017). Change in digital learning environments can often be unexpected and continuously evolving. Team members must also be motivated to continue working on their tasks, which could be a challenge when goals have not yet fully emerged or are in flux. Adaptive leaders “carefully recognize potential changes in the external environment and consider the best path that will positively affect the organization” (Khan, 2017, p. 179).
Utilizing values-based leadership is also an important tool towards ushering in change in digital learning environments. By having everyone on the same page and working towards a common good, all members of the team can work cohesively while maintaining motivation and morale (O’Toole, 2008). Shared leadership can be incorporated along with values-based leadership. Team members should be proud of their work and actively contribute towards the process. Moving forward, the model I aspire to adopt is one of values-based leadership that is adaptive and encourages shared ownership.
References
Castelli, P. (2016). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217-236.
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).
O’Toole, James (2008). Notes Toward a Definition of Values-Based Leadership. The Journal of Values-Based Leadership, 1(1).