1/27/24, 10:26 PM Unit 1: Defining Leadership

Unit 1: Defining Leadership

Site: TWU Moodle Printed by: Divya Kandamparambil Muraleedharan

Course: LDRS 500 E - Leadership Foundations (SP 2024) Date: Saturday, 27 January 2024, 10:26 PM
Book: Unit 1: Defining Leadership

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Table of contents

Overview

1. Definitions and Theory of Leadership

2. Assigned and Emergent Leaders

3. Leadership Management

4. Worldview Perspectives

Learning Activities

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Overview

Image by Saikat Ghosh from Pexels

Welcome to LDRS 500 Leadership Foundations. In this course, we will analyze fundamental conceptualizations and key theoretical approaches to leadership,
including trait, skill, and behavioural approaches and servant leadership and authentic leadership theories. We will dive into the scholarly literature about
leadership, consider the thought leaders who influence leadership in our professional contexts, and consider how we can apply leadership concepts and
values in our own sphere of influence as leaders.

Definitions of leadership since the early 1900s reflect evolving understandings of people, process, power and society. While the complexity of leadership is
undeniable, our conceptualization of it in the Master of Arts in Leadership program aims to be holistic.

In our study of leadership, we will examine a wide range of scholarly writing. This scholarly inquiry into leadership will be accompanied by a review of case
studies, and synthesis of this learning with our own experiences. Our studies will also provide an opportunity to consider exemplars from the social,
economic, political and virtual public spheres. We also draw on the leadership example of Jesus as the ultimate example of a servant leader. Anyone who has
had the experience of being a leader likely agrees with Brown (2019) who argues that, “Regardless of the complexity of the concepts, studying leadership is
way easier than leading” (p. 4).

According to Brown, (2019) all leaders share the common experience of vulnerability – an experience that Brown (2018) argues is central not just to the
experience of leadership, but also to life. Attending to this vulnerability is an important part of our growth as leaders, according to Brown (2019).

“Adaptability to change, hard conversations, feedback ,problem solving, ethical decision making, recognition, resilience, and all of the other skills that
underpin daring leadership are born of vulnerability” (Brown, 2019, p. 43). What we need, Brown (2019) argues, are “braver leaders and more courageous
cultures” (p. 6).

Definitions of leadership since the early 1900s reflect evolving understandings of people, process, power and society. In the Master of Arts in Leadership
program, you will engage in higher ordered thinking and analysis. The complexity of leadership is undeniable and the study of leadership includes theories,
skills, and application. The MA Lead program is based on Servant Leadership approach, grounded in values and ethics.

Your Birkman assessment will be reviewed and used to guide your development in this course and the program. As an applied program, we will
constantly encourage you to relate concepts to practice. This focus on praxis will help you leverage your learning throughout the program and
engage in authentic personal leadership development to prepare you for the impact you want to make in your team, organization, or community.
As we begin this course, take a moment to consider the type of leader you want to be in five years. Let’s get started!

Learning Outcomes
At the end of this unit students will be able to:

Construct a personal definition of leadership.

Differentiate between assigned and emergent leaders.

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Compare management and leadership.
Identify the role leaders play in directing, shaping, and sustaining inclusive teams, organizations, or communities.

Unit Topics
In this unit, we will explore the following topics:

1. Definitions and Theory of Leadership

2. Assigned and Emergent Leaders
3. Leadership and Management
4. Worldview Perspectives

Unit Resources
Here are the resources you will need to complete this unit.

Northouse, P. G. (2019). Leadership: Theory and practice.

Other online resources will be provided in the unit.

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1. Definitions and Theory of Leadership

Contemporary ideas about leadership can collectively be characterized as a diverse, interdisciplinary, sometimes contradictory, often complicated
conversation. There are many different voices speaking into what leadership is, how it works, and why it matters? While enduring ideas of leadership remain
elusive, clear themes have emerged. One notable synthesis of leadership ideas is offered by Northouse (2022) who defined leadership as, “a process
whereby an individual influences a group of individuals to achieve a common goal” (p. 6). Northouse argued there are four key components to the
leadership phenomenon: “(a) leadership is a process, (b) leadership involves influence, (c) leadership occurs in groups, (d) leadership involves common
goals” (p. 5).

First, leadership is not primarily about a position or authority, but rather it is a process, or a kind of work, anyone can put into practice. Defined as a process,
leadership is something that happens between people—specifically, it is an interaction between the leader and followers. We will explore this in detail in unit
5 on relational leadership.

Second, the nature of the leader and follower interaction is characterized by the change effect the leader’s communicative action has on the followers’
thinking, character, and/or behavior. This influence act is essential, for “without influence, leadership does not exist” (Northouse, 2022, p. 7). The ethical
quality of influence is important. LaFasto and Larson (2012) argued a major outcome of leadership is positive social change.

Third, the context of the leader’s influence is group settings ranging from dyads through to collectives, such as organizations and communities. We will also
explore in this course an additional sphere of influence that Northouse’s definition of leadership doesn’t consider. Manz (1986) argued this missing sphere is
self-leadership, which he defined as “a comprehensive self-influence perspective that concerns leading oneself” (p. 589). While leadership is a social
phenomenon it is also a personal one.

Fourth, the leader’s acts of influence are concerned with moving followers towards achieving something together. That is, leaders set, elaborate, and execute
a vision.

Northouse’s (2022) definition provides a framework for our inquiry. We will think together about the process of leadership – how leaders cast a vision, as
well as how leaders influence others to achieve that vision. You have likely engaged with or observed leaders who excel in inspiring others to achieve more
than they thought possible. In this course, we will study how and why that happens. We will consider both the academic scholarship about leadership, and
the practical application of that scholarship.

What is a Theory or Theoretical Perspective?

In graduate education, we engage in scholarly reading, thinking, and writing focused on continual review and analysis of research conducted by scholars, as
well as research we conduct ourselves. One key component of scholarship is the development and analysis of theoretical frameworks. Theories are
developed by researchers to explain phenomena, systems, experiences, etc. Theories are a way of explaining what, why, or how something happens.

Plano Clark and Creswell (2015) define theory as something that “explains and predicts the probable relationship among different concepts (variables)” (p.
490).

Theories are developed by researchers, who offer an explanation that other researchers then test in additional research studies. Through this process,
theories are proven or disproven. Scholars who study leadership have developed theories to explain the process and experience of leaders and followers.

Perhaps the most common theories you have heard about leadership focus on whether leaders are born or made. One theory is that someone is a “born
leader.” In this widely held theory, one is either born a leader, or not. Contrasting that, others argue “leaders are made, not born.” From this perspective, a
wide range of people have the potential to become leaders through personal growth, intentional development, or mentoring.

From an academic perspective, theories about leadership seek to explain how leadership differs based on the underlying values and beliefs about the leader,
the follower, and the reason for the work or goal of the team, organization, or community. These theories provide models for our thinking about leadership.

In Leadership: Theory and practice, Northouse (2022) provides an overview of several leadership theories, summarizing and synthesizing the literature
published by researchers who have studied leadership throughout decades. In this course, we will focus on three leadership theories: servant, authentic, and
leader-member exchange. We will also consider three general approaches conceptualizing leadership, including traits, skills, and behavioral. Each theory and
general approach we will study incorporates both principles and values, which we will analyze throughout this course. The emphasis of our study will be
servant leadership, which is a multi-dimensional theory. Authentic and leader-member exchange are complementary theories, which will help deepen the
concepts of self and relational leadership. We will also consider how our leadership theorizing connects to values demonstrated in the Christian faith.

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2. Assigned and Emergent Leaders

While we often think of leaders as those in an official position of leadership (for example: a vice president of a company, a surgeon leading a medical team,
a pastor of a church, or a principal of an elementary school), leadership involves more than simply a position or job. Indeed, those who lead or influence
others often are not in positions of leadership. Consider, for example, the friend who always suggests a new book to read, event to attend, or place to go.
That friend is a leader.

Consider Brene Brown (2019), author of the Daring to Lead. Brown is a faculty member at University of Houston, but her influence extends well beyond the
students she teaches. Brown, who has authored multiple best-selling books, has become a thought leader about trust, vulnerability, belonging, and
leadership.

Within our organizations and communities, there are people who emerge as leaders: others trust them, are inspired by them, or listen to them. These people
often (but not always) transition into formal leadership positions.

Likewise, some people in positions of leadership do not have influential leadership. They may be able to coerce or force others to follow them, but they have
not gained the trust of those they lead. Frequently, over time these people transition out of formal leadership positions.

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3. Leadership Management

Leaders direct, shape, and sustain teams, organizations, and communities. They set the vision (or lead others in the process), create teams, shape the journey
to achieve the vision, and inspire and equip others to achieve more than they imagined possible. Leaders play an important role in all our organizations,
including government, schools, healthcare, industry, education, places of worship, non-profits, commerce, communities, families, and the playground.

In this course, you will be challenged to reflect deeply about the role of leaders, the type of leader you want to be, and the theory of leadership that aligns
most closely with your experiences or aspirations for leadership.

Before we dive into leadership approaches and theories, we begin here with a discussion of the differences between management and leadership.
Leadership and management share many similarities, such as influence, collaboration, and meeting goals (Northouse, 2019). However, they also differ in
significant ways. Whereas management focuses more on planning, budgeting, human resource allocation, and organizing the operations of an organization,
leadership focuses more on casting a vision, maximizing staff development, and inspiring others to achieve organizational goals (Northouse, 2019).

As you engage in the learning activities for this week, consider Northouse’s (2019) discussion of leadership and management – and how you see both
elements reflected in your own organization.

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4. Worldview Perspectives

Every person bases his or her own thoughts, decisions, and actions on what is called a worldview. A worldview is “an interpretive framework through which
one makes sense of themselves, other people, and the world around them” (Geisler & Watkins, 2003). It is like a pair of glasses that you wear when you are
observing things about yourself, other people and the world in which you live.

Here is a short video by the Impact 360 Institute (2014) that explains “What’s your worldview?”

WHAT'S YOUR WORLDVIEW? (QUIZ)

A discussion about worldview, or your perspective, is foundational to understanding how you make sense of the world and leadership. Your worldview
shapes your leadership point of view, which is your core system of beliefs about how you view and seek to influence both yourself and others.

Worldviews are an expansive phenomenon, however, Christian philosopher Ronald Nash (1999) argued, they generally “contain at least five clusters of
beliefs, namely, beliefs about:

God,
Metaphysics (ultimate reality),
Epistemology (knowledge),
Ethics,
And human nature” (p. 14).

While each person's worldview is unique, Sire (2020) described nine common worldview themes, including Christian theism, deism, naturalism, nihilism,
existentialism, eastern pantheistic theism, new age, spirituality without religion, postmodernism, and Islamic theism. This course and the MA leadership
program as a whole will emphasize Christian theism as a way to illustrate the significance and implications of worldview thinking and its integration
with leadership thought and practice.

A Christian worldview asserts God exists, God is the ultimate reality, God created the world and everything in it, and that truth is arrived at through a study
of God’s specific revelation (the Bible) and general revelation (creation). Christians believe not only in studying and understanding truth, but they also
believe in a personal God that has revealed Himself through this created world.

The Christian worldview can be summarized in three words: Creation, Fall and Redemption. Put simply, when God created the world, it was all good and
whole and harmonious. God created people in His own image. Originally people were created healthy in body, soul and spirit (Genesis 1:26-27, 31). As
people rebelled against God, causing the Fall, the presence of sin corrupted all aspects of God’s good creation, and brought about much suffering. Where
there was formerly harmony and wholeness, we now experience ourselves, our relationships and the world around us as fractured, broken and full of dis-
ease (a literal discomfort with who we are) (Genesis 3).

Despite the brokenness, Christians believe that God is actively working to bring about restoration and wholeness to His entire creation. Through Christ’s
redemptive work on the cross, people are reconciled to God and are challenged to make all things as they were created and meant to be – very good.
Redemption means that all things are made new in Christ (Colossians 1:19-20).

The framework of Creation, Fall and Redemption is important because it allows us to enter into a discussion about leadership with confidence knowing that
God’s redemptive work touches this area. Christians believe that we are called to study the world with the desire to take the knowledge we gain and use it to
help and bless others; to work toward the restoration and healing of God’s creation.

The Christian worldview has numerous leadership applications. For example, the Christian view that God is personal asserts God is concerned with human
leadership activity and its role in the restoration of human relationships. Valk (2010) argued "human activity in conjunction with divine activity creates the
possibility for humans and the earth to flourish, for both were created good" (p. 85). The implication of this view of a human and divine personal relationship
for leadership is the belief "leadership ... initiates restoration and redemptive work conjoined with divine action" (p. 85).

Another significant example is the Christian belief that God created people in His own image. The implication for leadership is the belief that "“leadership …
entails not domination or exploitation of people or of the earth but caretaking, nurturing, guiding, and directing the unfolding of human creativity and
potential” (Valk, 2010, p 83). This belief has been influential in the develop of leadership theory, having directly given shape to others-focused conceptions
of leadership.

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It is beyond the purpose of this course to go deeper into this topic other than to make the point that our way of knowing and understanding the world
around us (i.e., our worldview) influences how we approach all of life, including how we approach our understanding and practice of leadership.

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Learning Activities

Introduction to Course Learning Activities

In this course, you will engage in learning experiences that build on each other. These learning experiences are designed to ensure you move forward in the
process of achieving the course learning outcomes. Learning experiences include Learning Activities and Learning

Learning Activities
In these activities, you will be introduced to new concepts, often through reading scholarly texts. You will also reflect, analyze and apply your new learning,
often through Reflective Journals and engagement in the Community of Inquiry (discussions).

There are two categories of Learning Activities:

Formative Learning Activities (ungraded) include activities such as reading, viewing short videos online, and completing personal assessments
related to leadership. These activities provide you with a foundation of learning and resources for your Graded Learning Activities and Assignments.

Note: You may be asked to complete these activities each week prior to your class meeting times.

Graded Learning Activities (Graded) include activities such as Discussion Posts or Reflective Journals. You will also be asked to create visual models
of your learning, complete interviews, and conduct a coaching conversation.

Note: You may be asked to bring your Reflective Journal to your class session. In class activities and discussions will allow you an opportunity to dive
deeper into your thinking about the topics you have written about in your journal. Other learning activities will be completed each week and posted in
Moodle for your instructor to review and assess.

Learning Assessments
Learning Assessments are assignments that allow you to synthesize and demonstrate your new learning, often through assignments such as written papers.
Learning Assessments are graded.

Activity 1.1 : Reading

Read Northouse (2022) - Chapter 1- Introduction

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