A511.2.3RB_Supportive Behavior

                       

A511.2.3RB – Supportive Behavior

MSLD 511: Organizational Leadership

Embry-Riddle Aeronautical University

Worldwide: Online Campus

October 29, 2015

         

Supportive Behavior

"Support is showing concern for the needs and feelings of other people (Yukl, 2013)." Supportive leadership behaviors are "listening, praising, and sharing information about the organization, sharing information about self, facilitating problem solving, asking for input, and providing rationale. Emotional intelligence is significantly related to supportive behaviors. There are four supportive behaviors: listening, sharing information about the organization, asking for input, and providing rationale. Managers with higher emotional intelligence are more likely to engage in supportive behaviors than managers with lower emotional intelligence (Benson, Nimon, & Zigarmi, 2012)."

The result of supportive leadership is "building and maintaining effective interpersonal relationships, essentially winning loyalty and friendship. It also increases subordinates’ self-confidence and reduces the amount of stress on the job (Yukl, 2013)." When managing staff, it is wise to be supportive when applicable. Listening to the problems that arise, addressing the dilemmas that occur throughout production and troubleshooting using problem-solving techniques are critical to effective leadership. Many situations arise during production where staff may need to troubleshoot or make decisions, but due to circumstances, may not be privy to all information as it relates to organizational needs and requirements. It is in the best interest of the organization to have a leader who shares information with the team, so team members have clear direction.

All levels of organizations

As the quality manager of a facility, I aspire to become an emotionally intelligent and supportive leader. I know that it is important to foster and maintain a stable environment in which information passes through the executive staff down to management and further downward through the chain of command as it regards direction and goals. Suggested guidelines for the implementation of supportive measures are: "showing acceptance and positive regard, providing sympathy when a person is upset, fostering a person's confidence, and being willing to help with personal problems should they arise (Yukl, 2013)." 

If one of my quality inspectors is harassed, which sometimes does occur, I immediately try to remedy the situation by pulling the harasser aside to ascertain what led to the harassment. Typically, the action has nothing to do personally with the quality inspector but more to do with personal issues the harasser is experiencing. Regardless, I continue my process by going back to my staff to assure them that I am ready to protect and help them in any situation. Because we do not have a human resource department, management must resolve all human resource issues. 

Being a Supportive Leader

If there are inquiries regarding a method I need to implement, executive management may be available to satisfy my inquiry, and likewise, I am always available to receive inquiries from my staff. This allows for open dialogue, which is imperative for everyone involved, as it results in clear lines of efficiency. For example, over the last six months, the quality, efficiency, and output have increased. As well, we work to foster cooperative relationships, a process that has improved the work environment, positively impacting employee attendance. I do not hesitate to praise and recognize subordinates who do a good job or who try a newly authorized method. And, I compliment or acknowledge top executives after they have had to make a tough decision. Being supportive of vetted decision-making is very important for everyone.

Mistakes vs. Bad Decisions

I also believe that recognizing mistakes are crucial to learning processes, because we can collectively learn what works and what does not. But what is the difference between making a mistake and making a bad decision? A mistake is something we do without intention, while the bad decision is something we make intentionally, often without regard for the consequence (Millburn & Nicodemus, 2015). This may be an important element in understanding when one needs to be a supportive leader.

Reference:

Benson, J., Nimon, K., & Zigarmi. (2012). Manager's Emotional Intelligence, Their Perceived Use of Directive and Supportive Leader Behaviors and Resultant Employee Satisfaction. Journal of Business Administration Research. Vol 1, No. 2. ISSN 1927-9507. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1436080910?pq-origsite=summon

Millburn, Joshua Fields, & Nicodemus, Ryan. (2015). Mistakes vs. Bad Decisions. The Minimalists. Retrieved from http://www.theminimalists.com/mistakes/

Yukl, G. (2013). Leadership in organizations (8th ed.). Upper Saddle River, NJ: Prentice Hall

A511.1.3.RB_Leadership vs. Management

                       

A511.1.3RB – Leadership vs. Management

MSLD 511: Organizational Leadership

Embry-Riddle Aeronautical University

Worldwide: Online Campus

October 20, 2015

         

Leadership vs Management

Leaders inspire followers to buy into and rally behind a leader’s mission and vision. It has been strongly advised that it is best to influence followers in an ethical and beneficial way, as opposed to leading for personal gain. The ethical use of power is a legitimate concern (Yukl, 2013).

 For example, I have noticed that I avoid being influenced by those individuals with whom or entities with which I have not had some degree of positive relationship. In fact, the most influential leaders in my life have tended to be those with whom I have developed a trusting relationship, one that allows for open and honest dialogue that targets truthful feedback and guidance.  I have noticed that those who guide me tend to be in touch with their own convictions at a level that is so passionate it is often difficult to challenge. 

        

Successful leadership is the process of influencing others so that they understand and agree to the goals and implementation strategies. Leadership is the process of facilitating individual and collective efforts to accomplish shared objectives (Pearson Education, 2013).

My perseverance to succeed is driven by a very strong influence base that supports me in every sense. I am a quality manager who has leadership/managerial responsibilities for two quality inspectors. It is my responsibility to correctly train, educate, support, and guide them. The only way I know how to lead is by example from those who have led me.  I am their manager in that I manage their work and its quality, but I also try to lead them to excel.  While I do not set the company’s mission or vision, I follow our president’s mandates.  I manage and lead the two people over whom I have responsibility and focus on delivering to the mission/vision.

It is imperative to understand the patterns of activity that are common to all types of managers like myself.  Common managing skills are: time management, coping with demands, and handling role conflicts. As well, networking is a critical element of managing. Managers receive continuous requests for information, and yet the activities among managers tend to be fragmented as well as varied. The majority of managers tend to be reactive rather than proactive because of all the input placed onto managers. Most managers have little time to devote to reflective planning (Yukl, 2013).

An important responsibility of top-tier leaders is to set goals on objectives, strategies, operational procedures and the allocation of resources. Leaders value flexibility, innovation, and adaptation; they care about people, as well as economic outcomes, and they have a longer-term perspective with regard to objectives and strategies (Yukl, 2013).

I think one of the most important roles of a leader is to speak effectively for the organization and to gain the respect of outsiders, demonstrating up-to-the-minute knowledge of the organization and its environment (Yukl, 2013). 

Noteworthy inspirational people have proven to think, act and communicate in the exact same way. Inspirational leaders always ask and answer “the why” of an issue, and then they address “the how” and “the what”. For example, it is typical for people to address what they do, and how they do it. Very few leaders answer or even know the why behind why they do it. What is the purpose (Sinek, 2009)?

Finding purpose is imperative to success. In the law of diffusion, five consumer groups are identified: innovators, early adopters, early to late majority, and laggers. In order for a product or concept to have mass-market acceptance, the law of diffusion holds that at 15 - 18% there is market penetration. Once a business tips past 18%, conversion occurs. However, it is the innovators and early adopters who are driven by beliefs – “the why”. “The why” is associated with the limbic section of our brains, that section that controls feelings like trust and loyalty, decision-making, recognition, facts, benefits, and figures. The limbic system does not drive behavior. It is, instead, the area of our brains that enables us to make gut judgments and decisions. The goal of an inspirational leader is to hire employees who can and will subscribe to the leader’s mission/vision, including “the why”. It will be the recipe for success, driven by a cause, a purpose and belief (Sinek, 2009).

Table I: Innovation Diffusion Curve with Tipping Point

Source: Llewellyn, Gavin. (2011). The Law of Diffusion of Innovation. Flickr. Retrieved from https://www.flickr.com/photos/gavinjllewellyn/6353463087

In summary, for a leader to be effective, one must understand the reasons for and purpose of a misson/vision and must then lead by championing stakeholders, managing their involvement in the most ethical and values- based strategy that ensures the success of the mission/vision.

References:

Llewellyn, Gavin. (2011). The Law of Diffusion of Innovation. Flickr. Retrieved from https://www.flickr.com/photos/gavinjllewellyn/6353463087

Pearson Education, Inc. (2013). Leadership in Organizations. Prentice Hall. Retrieved from PDF.

Sinek, Simon. (2009). Start with why - how great leaders inspire action. TEDx Talks - Youtube Video. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA&feature=share&list=PL42F8562DCD3CCEA8

Yukl, G. (2012). Leadership in organizations (8th ed.). Upper Saddle River, NJ: Prentice Hall. ISBN 13: 978-0132771863.