Unit 10 Personal Leadership Development
A large group of people gathered in a house
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Overview
In this threshold course in the Master of Arts in Leadership program (commonly referred to as MA LEAD), we have explored the foundations of leadership, including several topics we will study in more depth in other courses in this program.
We have studied three important leadership theories: servant leadership, transformational leadership, and authentic leadership. Throughout the Master of Arts inLeadership program, we will discuss both servant leadership and transformational leadership in greater depth, including a focus on transformational servant leadership.
In Unit 1, we discussed the foundation for this leadership program – values and ethics, as well as higher ordered thinking and analysis. Building on these two dimensions are the core leadership competencies you will study, develop, and apply throughout the program, including visioning and strategic thinking, adaptability and change, results, team leadership, people development, innovation, service and quality orientation, relationships and collaboration, and planning and organizing. We will continue to learn more about these competencies throughout this program.
Chart showing characteristics of “Transformational Servant Leadership Values & Ethics”
People are at the heart of every team, organization, and community and, as Northouse (2019) asserts, “Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.” (p. 5). Because of this, in this course we have focused much of our attention on what it means to lead people ethically, engage in inclusive leadership, the contributions women bring to leadership, and how we can develop other leaders.
In this unit, we will focus on the power of our own leadership story – and how, through the sharing of story, we can cast a powerful vision for those we lead.
The complexity of leadership is undeniable, as our study of leadership theories and case studies have demonstrated. And the stakes are high. As Brown (2018) argues, the world needs “braver leaders and more courageous cultures” (p. 6).
As we complete this course, we will take time in this unit to engage in reflective practice, considering how we can apply these theories and skills in our own practice of leadership, keeping in mind what Brown (2018) also writes: “Regardless of the complexity of the concepts, studying leadership is way easier than leading” (p. 4).
Learning Objectives
At the end of this unit, you will be able to:
- Engage in reflective practice regarding the application of leadership theory
- Synthesize leadership theories and practices into a personal leadership storytelling
Course Topics
In this unit, we will explore the following topics:
- Reflective Practice
- Personal Leadership Story
10.1 Reflective Practice
In your master’s program, you will regularly be asked to engage in reflective practice, taking the time and space to consider what you are learning and how it will influence your practice of leadership. Reflective practice provides a framework for thinking of our work as leaders, challenging us not just to “do” but to continually refine our practice of leadership.
In our lives – whether in work, studies, or other aspects of life, it is easy to remain busy without learning, accomplishing, or being who or what is most important. This is especially true for leaders, whose schedules can become so full with activities, they are left with little time to reflect, think strategically, or consider their vision – despite the fact that these activities (reflection, strategic thinking, and visioning are essential components of leadership. Scholar former university president, Warren Bennis, who is one of the first scholars of leadership, described this phenomenon in academic leadership as the “First Law of Academic Pseudodynamics: routine work drives out nonroutine work and smothers to death all creative planning, all fundamental change” (p. 15).
Reflective practice generally includes elements of self-evaluation, assessment of experience, reflective questioning, and conclusions or further inquiry. It is often conducted individually, but can also include elements of peer observation and feedback.
In this unit, we will take some time to consider our learning in this course, specifically how we will apply the theories and competencies in our own leadership practice.
10.2 Personal Leadership Story
Many powerful leaders have harnessed the power of story telling as a method to share their vision (or themselves) more authentically with those they lead. The transformational leadership theory emphasizes how important it is for leaders to articulate their vision, in a compelling way, in order to inspire and motivate others. Narrative, or story, is one of the methods you can develop as a leader that will allow you to effectively cast a vision for your team, organization, or community.
“Storytelling used as a tool in business and leadership is about building a relationship with your staff. The more they know you, they can care about you, they can trust you and if I made a mistake, they knew I would listen” (Coletta, n.d., as cited in Weldon, 2017, para. 14).
As humans, we are drawn to stories. We share stories to preserve family history, to preserve culture, to preserve values and beliefs. We tell stories to share our human experience – and we are drawn to stories because they allow us to see the humanity in others.
Living Waters Church in Langley, British Columbia, has a tradition of Story Sunday – a regular experience for those who participate in that church. (Living Waters Church, n.d.). (You may want to listen to some of these stories now, considering how each of these individuals tells their story, how they gain your interest, and what their message is.)
Periodically, members of the church community are asked to share their story. The stories provide insight into the authentic, meaningful experiences of humanity, allowing members to openly share their triumphs and sorrows, joys and pain – in other words, the human experience. Through these stories, members of the church community get to know one another on a much deeper level, and community members experience the sense of belonging that comes only as a result of being able to share authentically – to be known. This practice creates and preserves community – an authentic culture in which all our welcome.
“You tell me your story. I listen to you. I come to know your name and your suffering. It is at this point that a communion of hearts occurs, when I become vulnerable to you. There is no more superior and inferior. We are bound together in a covenant. My heart is transformed. This is a moment of wonder” (Spink, 2006, p. 262).
MA Leadership professor, Adrienne Castellon shares this experience with story telling:
“I am drawn to storytellers impacting the communities they live in and role-modeling for generations to come. Deepa Kiran is a pioneering Indian storyteller, dancer, artist, author and mother of two boys (Nair, 2016). She has presented at Tedx and an international festival in Iran, and speaks nine languages (Nair, 2016). She is a pioneer in storytelling workshops for adults – reminding them of their forgotten and inner storyteller and guiding them back to the creativeness of their childhood (Nair, 2016). Kiran’s connection of our forgotten inner-child storytelling talent is connected to resilience. Have we ever wondered how children can be so resilient? It might be because wonder is most potent when we are young. In mindfulness practice, students are taught to reacquaint themselves with a beginner’s eye, a childlike curiosity we discard around nine years old. As the insulation of childhood erodes, so does our degree of wonder. Perhaps telling stories as adults will remind us to wonder more – and strengthen our resilience in the process?” (Castellon, 2016).
Through story telling, we come to experience the differences between the stories we tell ourselves about others (or other groups) and instead begin to form connections with those who have shared the common human experiences of vulnerability, pain, fear, joy, hope, and belonging.
This is how we build understanding, eliminate false dichotomies, and connect to the humanity of those we view as different from us. In recent years, the challenge of refugees crossing the border into Canada has sparked controversy about immigration policies and practices. Judgement abounds over the validity of these refugee claims. One man from a border town in Manitoba adamantly opposed the idea of allowing asylum seekers to enter Canada in this way, until he opened his front door to head to work one morning and saw a family of five shivering, hungry and disoriented asking for assistance. He invited them in, listened to their story, and his heart was transformed. When we listen to another’s story, learn their name and their suffering our hearts are transformed. This is the vision for communion and community that as we seek to establish as authentic leaders.
As leaders, we must cast a vision for those we lead. Bolman and Gallos (2011) argue that effective leaders must “construct a coherent and compelling narrative – a story about the institution’s past, present, and future – and continue to retell the story to keep reminding constituents where they’ve been, where they are going, and why” (p. 125).
As your final assignment in this course, you will create a narrative to tell your leadership story. As you approach this assignment, I encourage you to take some time to immerse yourself in a sense of wonder. You may find it helpful to be in nature, gaze at a piece of art, listen to soothing music, or simply close your eyes.
As Einstein famously said, “There are two ways to live: you can live as if nothing is a miracle; you can live as if everything is a miracle” (Einstein, n.d.).
In this assignment, you will develop a story in the form of a podcast or video that captures your leadership journey and your vision for leadership in the future. Perhaps this is the first version of a story you will take with you as you grow in your own leadership, or perhaps you will find an avenue for sharing this story immediately.
As you consider your own story, remember that this is not simply a summary of events in your life, but a cohesive narrative. Think for a moment of “once upon a time” and “happily ever after,” as well as the big conflict and the moral encapsulate in between. Think of wonder and hope and the values you want to share. Then, begin to construct the story of your leadership.
“Your story is your truth. Your truth is your power. Telling your story authentically helps you lead (not follow) your dreams and have an unlimited life” (Feldt, n.d.).
Questions to prompt reflection
- What people have had a significant impact on your life and why?
- What hardships have you faced and overcome?
- What are the greatest blessings in your life?
- What do you really, really believe?
- What ideas make your heart skip a beat?
- What do you know about life now that you wish you had known in high school?
- What is the one best piece of advice you could give to a person?
- What life lesson would you like to pass on to your children some day?
- If you only had one year left to live, how would you spend it?
Think beyond clichés (e.g. Love makes the world go ’round) to insights that are unique to you. How might others benefit from hearing this story and your personal connection to it? How does this story point to your vision as a leader?
Formative Learning Activities (ungraded)
Learning Activity 10.1
Review the course materials, your Reflective Journal, your Community of Inquiry postings, and the assignments you completed in this course. As you read, engage in self-evaluation, assessment of your experience, reflective questioning, and conclusions – or further inquiry.
Learning Activity 10.2
Read: Weldon. Tell me a story: Narrative rules for leadership through storytelling.
Assignment 5: My Leadership Story
For this assignment you will develop a story in a podcast, video, narrated PowerPoint, or narrated Prezi that you can take with you into future leadership situations. Refer to Topic 2: Personal Leadership Story for further guidance for this assignment.
Title: Create a title for your podcast/video/presentation that creatively communicates the big idea of your leadership story.
Introduction: Introduce your listeners to your leadership story
Story: Tell your leadership story, including a metaphor to demonstrate personal leadership development. Consider incorporating the elements of an effective story listed in this unit.
Conclusion/Call to Action: Summarize your story, sharing the big idea or purpose.
Reference List: If you mention resources or include references in your story, be sure to including these in the podcast/video/presentation notes, formatted using APA style.
Your podcast/video/presentation should be 3-5 minutes in length.
Assessment of Learning
RUBRIC: Personal Leadership Story
Click here for the assignment rubric.