In my final blog for the Leading Change in Digital Learning course, I am reflecting on my leadership perspective from the beginning of the course until now.  Has my perspective changed as of what I consider key attributes of a leader in a digital world?  I had initially shared in my initial post that transparency and broadminded are two qualities in a leader that I believe are important when leading virtually.  I still believe this is true with a broader appreciation of their application in organizations and with leading virtual teams.

First, communicating with transparency as a leader will certainly continue to enhance organizational culture and create opportunities to engage in conversations (Messier, 2022).  In addition to my initial thoughts, Serge (1997) reminded me of the value of knowledge transfer that create tremendous opportunities for team participation and collaboration, thus promoting transparency.  When our team developed a planning toolkit for an inclusive professional development in a digital learning environment (DLE), we recommended a Universal Design for Learning (UDL) framework for the creation of equitable learning experiences for all learners by promoting transparency in communication of a learner-focused design (Chaddock et al., 2022).  In any change initiative, transparency can be displayed by genuinely answering questions or concerns of stakeholders and by addressing potential barriers (Biech, 2007).  In each of these enterprises, a leader can exhibit transparency by being supportive and responsive of their teams’ needs.

The second leadership quality, broadminded. was further appreciated in the creation of our toolkit when we discussed UDL being at the core of planning of professional development program (Chaddock et al., 2022).  As previously stated in Messier (2022), “broadminded leaders accept the diversity among people” (para. 5).  Leaders must be open to various dynamics, beliefs, and needs while being aware of their own personal bias to create work and learning experiences for their diverse workforce.  Along these viewpoints, I respected Weiner’s (2009) organizational readiness for change as an approach to uncover further needs and expectations with a broadminded attitude.

This course deepened my understanding of change leadership, its value, and its impact in change management.  I agree that “leaders need to model a positive vision of the change by presenting a unified and strong presence in a change project” (Chaddock et al., 2002, p. 7).  And from my own experience, energetic and dynamic change leaders contribute further to the success of any change management initiative along with transparency and broadminded.

References:

Biech, E. (2007). Models for Change. In Thriving Through Change: A Leader’s Practical Guide to Change Mastery. Alexandria, VA: ASTD [Retrieved from Skillsoft e-book database]. https://ezproxy.royalroads.ca/sso/skillport?context=22651

Chaddock, B., Donahue, A., Miller, M., & Messier, S. (2022, March 12). Team assignment – planning toolkit for inclusive professional development [Blog]. Stephanie’s Blog: A MALAT Student Blog. https://www.canva.com/design/DAEzyLaPVoU/sfrex0sqPErWAA7mu04N7g/watch?utm_content=DAEzyLaPVoU&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

Messier, S. (2022, February 20). External scan. Stephanie’s Blog: A MALAT Student. https://malat-webspace.royalroads.ca/rru0225/assignment-1-external-scan/

Senge, P.M. (1997). THE FIFTH DISCIPLINE, Measuring Business Excellence, 1(3), 46-51. https://doi-org.ezproxy.royalroads.ca/10.1108/eb025496

Weiner, B. J. (2009). A theory of organizational readiness for change. Implementation Science, 4(67). https://implementationscience.biomedcentral.com/articles/10.1186/1748-5908-4-67