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Remote Transformational Leadership

    The purpose of the research studies were to determine whether or not participants were able to accurately identify and perceive different leadership styles, such as management-by-exception and laissez-faire, by means of email, and if those messages were received as a positive, or negative influence. Furthermore, the studies continued to broaden understandings of intellectual stimulation and charisma in remote leadership contexts (Kelloway, Barling, Kelley, Comtois, & Gatien, 2003).

     In the first study, it was suggested that both styles, management-by-exception, and laissez-faire, were especially relevant to the remote leadership style environment, and that leaders of this style would be both physically and psychologically 'remote' from their subordinates (Kelloway et al., 2003). Furthermore, it was hypothesized that continuance commitment would not be significant across the leadership context. Whereas, in the second study, it was hypothesized that emails received with a charismatic, and, or an intellectually stimulating message, would provoke higher levels of motivation, as well as performance from those individuals. Based on previous experiments, it was suggested that main effects would conclude both intellectual stimulation and charisma, but nothing more than (Kelloway et al., 2003).

    The research methods used were three vignettes with manipulation checks using graduate students as part of a pilot study leading to a final manipulation check utilizing 12 MBA students prior to the main experiment, and a laboratory-based investigation where data was collected from 105 undergraduate psychology students (Kelloway et al., 2003).

     The first study, the vignettes proved to be the perfect experimental playground to indeed support the hypotheses that it was possible to determine the differences between leadership styles that were presented as email messages. In addition, the expectations of Kelloway et al. (2003) were met when emails containing transformational leadership messages were associated with greater interpersonal justice and satisfaction compared to messages based on the management-exception and laissez-faire styles (Kelloway et al., 2003).

Results from the second study supported expectations within the first study, suggesting that individuals can detect and respond to different leadership styles over an electronically mediated channel of communication. The results of testing whether charismatic leadership messages would effect individual motivation did not support Kelloway's et al., (2003) expectations. 

    Overall, the research conducted was enlightening and supportive of previous research conducted, as well as another support base for future research in this area. While there were variant manipulations made, as well as specific messages and vignettes used, outcomes and conclusions yielded new considerations for different variables that would be within allowable limits of remote transformational leadership through electronically mediated communications (Kelloway et al., 2003). While results concluded that individuals were able to differentiate between messages from different leadership styles, certain expectations with respect to remote charismatic leadership were not met, showing that charisma alone was missing elements of motivation and intellectual stimulation, even through emails.

References

Kelloway, E. K., Barling, J., Kelley, E., Comtois, J., & Gatien, B., (2003). Remote transformational leadership. Leadership & Organization Development Journal, 24, 3, 163-171. DOI 10.1108/01437730310469589.

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Leadership Traits

    In management, leadership behaviors can and will determine the conditions of the organizational atmosphere. Leadership personality types, coupled with influence techniques, agendas, and motivation drives complex interpersonal relations that will determine the effectiveness of relationships and production within the organizational environment. It is not known enough the importance of the effects of a strong social skill set within the understandings of emotional and social intelligence within the work place. Ineffective social behaviors can not only derail management, but can eat away at the organization from within (Yukle, 2013).
    As a leader in my current working environment, the position I hold limits my ability to employ characteristic traits, and competencies I have. However, recently I have been able to exercise my leadership skills as an instructor. As a U.S. Navy Instructor,  former certified Personal Trainer, and Collegiate Gymnastic coach, I have been able to apply my abilities to lead, mentor, coach and counsel over the past 26 years. My most valued leadership skill is the ability to connect and influence others in a variety of situations and environments. Over the years, I have taken the time to understand emotional intelligence, so that I can employ social intelligence and leverage my ability to read people. This level of empathizing takes into account a number of factors that help paint a behavioral and personality picture of sorts.
    As an employee with the U.S. Navy, I have been able to research a multitude of specialty qualifications, and found one that literally requires this particular skill set. After getting certified within this advanced special training category, I have become a member of a select few to work in this particular field, allowing opportunities to be creative, gather very specific information, improve reporting procedures, and conduct training to improve methodologies within the same scope.
    As environmental factors and operational situations change, my job requirements can shift from a focus on force protection to a key leader meeting. At one extreme, my primary skill set may not be required, but on the other end of the spectrum, it may be the only game in town running operations, making me, the employee, a very valuable asset to the team.

Reference

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

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Course Reflections

    This has been the first course I have taken within the Master of Science Leadership (MSLD) program. Without expectations, the course subject material was quite interesting to say the least. However, it was the methodologies and platforms required to submit assignments that was new and intriguing. I had never "blogged" before, never created a non-PowerPoint presentation, never new what an ePortfolio was, and never "chatted" in discussion board threads in efforts to enhance one's learning. While this was all new to me, and unsure at first if my contributions were going to be what others would value, I immediately felt comfortable at the candor of the very professional, and kind-hearted individuals that were taking the same course right along with me.

    There may be a flip side to this wonderful and positive perspective on the course; that being not having a face-to-face encounter with the other students and instructor. Granted, between the photos, names, background descriptions and writing styles and expressions, much can be assessed of a person; almost as if they were right there with you having a conversation on the discussion topic. However, there most certainly is another dimension of communication when another's presence is seen and felt. I feel that perhaps a video of one's input may provide more meaningful depth to the discussion. Then again, what if physical expressions are misinterpreted due to lack of knowledge about the person and is misunderstood. There can most certainly be some preconceived notions that could very well skew the learning process.

    In attempt to improve my learning experience, I would suggest developing a learning style template of one's self. The purpose would be for each student to develop an outline of one's learning style(s), strengths and weaknesses. This project would primarily be self-reflection based supported by previous works submitted showing a learning pattern. Understanding how one learns, supported by understanding how others learn can assist in the actual learning process. With multiple learning templates at hand, a student can explore other methodologies to aid, or enhance their own learning experience. This template would show qualitative, as well as quantitative data in areas of traits and values providing a picture of the learning style. This process would last for the duration of the course, or the program, much like that of the capstone.

    In support of my learning, the university can conduct an in-program retention and application assessment review of what the student has learned thus far, and provide follow on guidance as to strength and weaknesses within the program, as well as overall leadership mastery potential.

   All topics addressed within this course were very relevant to my experiences as a developing leader. However, instructors must expound upon the need for qualitative data to show the value of introverted leadership styles, as well as emotional and social intelligence among organizational leadership. I expect further research and studies to be dedicated to this area in order to develop awareness and training.

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Power and Influence

    There are two kinds of power; positional and personal. With positional, you (agent) are given certain powers to varying degrees based on the type of job position you hold, the responsibility expected of you and the amount of proficient experience you have acquired (Yukl, 2013). With personal power, you draw from your innate, or learned ability to influence and effect others.
    In the category of positional power lies five types; legitimate, reward, coercive, information, and ecological. Legitimate power is the authorities provided you by higher leadership. The power typically allows you to apply and enforce the rules that govern operations within an organization. Reward power is afforded to you with the responsibilities to apply positive reinforcement by way of incentives, and benefits when certain criteria are met by the subordinates (target). This ability is also based on the target's perception of the agent to be able to deliver said rewards (Yukl, 2013). Coercive power is the authority granted to you to invoke threats and, or negative consequences if certain elements of a job that are not adhered to, or accomplished. This power is also dependent upon the target's perception of the agent authority to legitimately apply said power. Information power is the allowance given you to manipulate the direction and flow of information acquired to specific degrees. You may be authorized, and expected to ensure certain information in provided to your peers, but no one else. Ecological Power is that ability and authority to make changes to the work environment to varying degrees in order to improve production, work efficiency, and organizational morale.
    Personal power includes the types, referent and expert. Referent power is the ability to have others admire, follow and even mirror behavior in attempt to be like them. This power allows the agent to use, and, or take advantage of the target for favors, or special projects (Yukl, 2013). Expert power is the knowledge of a particular subject, system, or set of systems that provides the target the desire to use the agent for said knowledge. This unique, or task-relevant knowledge provides an edge, and thus, an influence over the target(s) (Yukl, 2013). Furthermore, it is equally important for the target to perceive the agent as the standalone individual with this unique knowledge for the power to be effective.
    The general types of influences, or the abilities to effect another's perceptions and behaviors are Impression Management Tactics, Political Tactics, and Proactive Tactics. Impression Management includes the agent appearing favorable in the eyes of the target. In Political Tactics, an agent influences an individual, or group based on a bias, or for purposes of lobbying for another entity. These tactics usually invite in deception, persuasion, and manipulation. With Proactive Tactics, the agent works to influence the target to accomplish a request, or task of some sort.
    At work, currently my power is minimal based on the nature of my current job position. The power I bring to a dynamic would be that of the family. As a husband and a father of two young daughters, the power is vast, and yet shared. As a husband, I utilize Information and Ecological power to help my wife. In doing so, I provide her with necessary, and detrimental, or beneficial information for particular circumstances in order to assist in making decisions. Ecological power is leveraged when I clean the house, or fix things that are broken, influencing the outcome of her perception of all that needs to be done, as well as the good feelings that come with having the opportunity to do something else more preferable with the freed up time. With my wife, I also attempt to be of assistance by using Expert power, but if the approach has not influenced her in a way that is non-threatening with respect to her ego, this power may not have the same influence-effect. In this sense, it would make sense to employ an influence tactic that registers her buy-in prior to pitching the Expert approach.
    As a father, my role as a source of power must be established early on, and maintained for the sake of the children's dynamic perspective and testing nature. Consistency is key. When it comes to the children, as a father, all position powers are leveraged at different times and to varying degrees based on what my intention are at the time. The power of the father, again, is not complete, however, unless the children perceive the father as someone with power, and this comes by the way of respect. Respect is earned by the father with consistency in giving love, rewards, dicsipline and punishments fairly over time. Following through, and keeping your word enbles the establishment of earning respect. Once respect is gained, power establishes itself as a part of the father, and less questioned, or tested. In the category of personal power, fathering may play with referent power from time to time to gain buy-in for some reasons, but will always employ expert power to the avail of teaching the children. It is also noteworthy to mention that admitting when you are wrong, or not knowing an answer, also helps to establish respect.



References

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

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Good Presentation Design

    Most of my career, a good presentation design came in the form of a PowerPoint slideshow. The better ones showed better use of colors, font size and style, consistent alignment, and dynamic gestures, and or embedded videos. However, a good presentation is one that involves the audience to take an active interest; to present questions, counter-points, and personal experience. The audience is the key stakeholder and judge on how well a presentation was designed, for without them, what good is the presentation?

     I conceive a presentation to be of good design when I personally can draw the audience in as if I were telling a suspenseful story, or a story that builds up to a heightened climax. In a class I took to be a better speaker, I learned that the presence of self, attitude, professionalism, eagerness, motivation, and a mastery of the subject can create a positive flow of energy between the presenter and the audience without ever seeing a slideshow, or props. 

    Combining a well thought out, multimedia presentation, with a slow, paced confident story directly relevant to the subject of the presentation, can make for a good design, if it was appropriate for the audience. If a member of the audience is deaf, and another is blind, they both should still be able to enjoy the same presentation and come to relatively the same conclusion as to what the presentation was about.

    I recall during my first few years in the Teams, a Knowledge Management Instructor was presenting a class to us on what it means to be an effective Master Training Specialist. While he used a PowerPoint slideshow, he always faced the audience, asked open ended questions to spark discussion, presented multiple stories, and told relevant jokes. The PowerPoint he used was not distracting, but showed relational information by color-coding, using contrasts, and incorporating clear bold text. The slideshow was clean, simple and organized. The instructor used embedded videos to use as a dynamic example of what the preceding discussion was about. This method really made the point clear.

    In my future presentation designs, I will endeavor to utilize Reynold's (2016) four key findings in using multimedia effectively, such as narration with pictures, and graphics without extraneous materials (Multimedia Effect, and Redundancy, Coherence, and Modality Principle), and look to incorporate meaningful, and relevant stories. In the end, it is not only about conveying information, but sparking the imagination.

References

Reynolds, G. (2016). Presentation zen: How to design and deliver presentations like a pro.                   Retrieved from http://www.garrreynolds.com/Presentation/pdf/presentation_tips.pdf

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Quantitative Research Reflection

     Quantitative analysis as a research method provides a snap shot of a dynamic social occurrence, allowing for a measurement of qualitative information. In conducting this type of analysis, the entities, or units being measured, the independent variables, need to be determined, described and explained as to why these variables are being measured. These measurements will then be quantified, or measured, taking into account specific dependent variables that may, or may not change over time. Another variable that may need to be taken into account is that of natural phenomena. Depending on how much these variables change with respect to time will determine how much time will be included during the collection of data to yield the preferable results to support why the research is being conducted. This time consideration may take into account events that occurred in the past, in the future, and, or across all the independent variables at the same time now.

     In taking into account quantitative measurement, some assumptions may need to be identified prior to taking measurements in order to ensure bias is kept to a minimum, if not at least understood to be part of the research testing bed. The way to collect specific information will be determined by the method in which it can, or will be collected by the collector. These methods can range anywhere from interviews and observations, to complex questionnaires/surveys and deep research analysis on previous work on the subject already conducted. These methods of collection may be modified in order to prove, or disprove the purpose of the research as long as the methods are consistent across the tested subjects.

     Once the data has been collected, a comparative analysis, as well as an acknowledgement of any anomalies, should be determined and explained. Using comparative analysis, it would be helpful to show side by side results of the data, so as to provide the reader with a clear picture of what it being compared and how the dependent variables affect each subject over the time used.

     In reviewing how quantitative analysis is incorporated in my life, I quickly deduce that the process is very much apart of my decision making. For example, I've used it when deciding to purchase my truck back in 2006. In determining what truck to buy, I had to gather some information to show what trucks performed well over time. This collection of information came in the form of online data from multiple sources, interviews from previous owners as well as mechanics and dealers. Some of the variables that were used in the decision making process included cost, mileage, wear and tear, quality, comfort, and visual appeal. Also, it's important to note that there was also a weighted value to each of these variables, as I may have valued cost over comfort, and so on. However, I cannot say that an element of qualitative analysis was not present in my partially emotional decision.

References

Mamia, T. (n.d.). Quantitative research methods: General studies/isss [PDF document]. Retrieved from https://erau.instructure.com/courses/32981/files/4884036/download?wrap=1

    

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Supportive Behavior

    Leadership behaviors are very influential, and its' expression must be thoughtfully considered and expressed so as to not evoke an undesired response from peers, or subordinates. Furthermore, perceptions  of leadership behavior from peers and subordinates can contribute directly to the overall atmosphere of an organizations working environment.

    As a senior enlisted and active duty member of our military, I often use many types of supportive behavior in order to produce positive and productive results. However, depending on what other issues arise, another type of supportive behavior may help determine if the results are productive, or even positive. Sometimes multiple types of supportive behaviors on the behalf of leadership is required to gain favorable results. The process is a very subjective one, and leadership needs to keep in mind certain boundaries when trying to help in order not to violate any civilian, or military codes of ethics. Each person is different and therefore will require a somewhat different tactic, or approach with respect to leadership behavior.

    I often use supportive behaviors at work with my subordinates, as well as my peers; it is good professional development on both parties. These supportive behaviors lets others know you care, and at the same time sets a precedents as to how to treat and help others throughout their own career. Initially, I begin with bi-annual counseling that helps me get to know my subordinates on a personal level, and continue to inquire about the goals and issues they may have in the military at that time. I use that first meeting as a baseline to assess and measure up these individuals for different behavioral tactics and approaches.

    I use both task and relations behavior (Yukl, 2013) to support subordinates, but typically, only relations support with peers and leaders. I often find that relations support is much more effective in measuring the subordinates attitudes, invoking a positive and creative, relaxing environment. I often use their baseline to mentor and coach them through any personal, or career problems, or concerns. My goal here, is to help them learn to think things through for themselves and come to rational, and reasonable decisions. After they receive appropriate training and tasking, I find this type of enjoyable, relaxing, yet working environment, provides for a productive atmosphere, task and attitude wise. I work to ensure subordinates can work independently as a contributor to the larger picture of their platoon, or detachment. At the end of each week, a meeting is held to discuss updates. In doing so, provides me the opportunity to recognize and reward individuals on the tasks completed throughout the week.

    Often I find myself not using some supportive behaviors such as coaching by peers and promoting reputation (Yukl, 2013). In our culture, one usually has to prove his salt, and in doing so, develops his own reputation. However, I will plan on utilizing coaching by peers behavior, as it is a relative, and therefore useful behavior for all parties involved, and speaks directly to peer relations, and professional development. 

References

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