MSLD 511 - Module 5 - Midterm Reflection - Madeline Campbell

To breakdown the idea of effective and emotion-connecting leadership using an atypical method is eye-opening. The way Italy Talgam pulled leadership qualities from movements and facial expression of conductors deepened my understanding of the leadership style known as Leader-member exchange (LMX). As Peter Northouse describes, “[In LMX] the central concept is the dyadic relationship that a leader forms with each of the leader’s followers” (2016, p. 144). Leader-member exchange boils down to a theory in which leaders are intentional in their relationship with their followers. They evolve with their subordinates and include them in team decisions so they feel valued, having a say in how the group’s goals are achieved.

Graen and Uhl-Bien further describe that, “… effective leadership processes occur when leaders and followers are able to develop mature leadership relationships (partnerships) and thus gain access to the many benefits these relationships bring” (Graen, et al., 1995 p. 225). This type of a relationship is built on the foundation of trust, esteem and even emotion!  The LMX theory has been known to flourish within the workplace for managers and followers. As I mentioned above, Talgam was able to describe the leadership styles of multiple conductors by analyzing their actions when conducting their orchestras.

With zest, humor and pathos, Talgam’s Ted Talk could easily be a session in a conference for leadership development. As he shared numerous styles of symphony conductors, he pulled leadership lessons from each conductor’s approach to leading the orchestra. Talgam discussed emotions and behavior, showing that an orchestra conductor (leader) has the same daily operations as an organizational leader. The conductor has to ensure that each individual in the symphony is harmonious, ultimately creating something grander than an individual performance. Leaders are called to the same task; to ensure their followers are being a part of a bigger whole (a team) and that their talent is not lost within the group.

A leader (and conductor) must ensure that each team member aims to achieve the organization’s overall goals, and understands their role in reaching the goal. A leader must relate tasks clearly so that they can be completed in a timely and efficient manner. Similarly, the conductor has to ensure that each individual of the symphony knows their part like the back of their hand. They must know their cues and the conductor must be accurate in conveying them. It is the leader’s job to ensure that each individual produces their assigned task.

A conductor and leader communicate to their teams in very different ways. A conductor must use movement and facial expressions, while an organizational leader may communication via email, face-to-face, phone, etc. Both forms of communication serve to help the team understand and meet the goals set in place by the leader. Talgam explains that conductors put their trust in their group, not trying to control the orchestra but rather guide them as they play the music. In a similar way to conductors writing their own symphonies, leaders can develop a game-plan for their team and then lead them in ‘the performance’. The conductors are inspired by their work and lead their followers with a zeal for the end goal. Talgam expresses this love for the work when he says, “… [the conductor is] spreading happiness. And I think the happiness, the important this is this happiness does not come from only his own story and his joy of the music. The joy is about enabling other people’s stories to be heard at the same time” (Talgam, 2009).  Leaders should communicate their goals, plans and aspirations to their team and then gather feedback to engage the members as well as further their professional development.

Dissecting leadership is a new concept for me. While I have never held a labeled ‘leadership’ position in an organization, I have been a leader in other areas of my life. Studying leadership has brought light to many new concepts and ideas. First and foremost, I have learned that manager and leaders are not necessarily the same (Zaleznik, A, 1977). I believe this to be one of my main struggles within the workplace, as I have often looked to my manager to be my leader, but they were not adorning that role. Unfortunately, I have had more than ample time to experience ineffective leaders. However, through this class so far I have gathered core foundations that I believe make an effective leader.

Emotional Intelligence is key to connecting with your followers and motivating them to work for an overall goal. Daniel Goleman stated in his article, “… [emotional intelligence], without it, a person can have the best training in the world, an incisive, analytical mind and an endless supply of smart ideas, but he still won’t make a great leader” (1998, p. 81). Leaders need to be aware of how they are speaking to others, responding, using non-verbals and how they are emotionally connecting. Of course, the approach taken will depend on the situation. Robert Blake and Jane Mouton state in their article Management by Grid Principles or Situationalism: Which?  “…the exercise of leadership is controlled by the situation. Because no two situations are alike their conclusion is that there is no “one best” leadership style on which to base practice or behavior” (1981, p. 440). I strongly believe that leaders do need to treat their followers equally, no matter the situation. However, I also believe that a leader needs to approach and respond differently depending on the person and situation.

I do trust that a leader can do this through different avenues, such as directive and supportive behavior or LMX. Ken Blanchard defines supportive leadership as, “…[engaging] in two-way communication, listening, providing support and encouragement, facilitating interaction and involving people in decision-making” (2008, p. 18). If a leader is practicing supportive leadership, they are attempting to emotionally connect and be self-aware with their followers. I also see this as being adaptable with the Path-Goal Leadership Theory, as it is requires a leader to determine the follower and organization environment, adorn a leadership style and adopt motivational factors to encourage the followers to want to succeed within the organization.

References

Blake, R. R., & Mouton, J. S. (1981). Management by Grid® Principles or Situationalism: Which? Group & Organization Studies,6(4), 439-455. doi:10.1177/105960118100600404

Blanchard, K. (2008). Situational Leadership. Leadership Excellence,25(5), 19. Retrieved April 3, 2019.

Daniel, G. (1998). What Makes a Leader? Best of HBR,82-91. doi:10.4324/9780429494000-3

Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. The Leadership Quarterly,6(2), 219-247. doi:10.1016/1048-9843(95)90036-5

Northouse, P. G. (2016). Leadership: Theory and practice. Los Angeles, Calif.: SAGE.

Talgam, I. (July, 2009). Lead Like the Great Conductors.  Retrieved April 15, 2019, from 

https://www.ted.com/talks/itay_talgam_lead_like_the_great_conductors/transcript?language=e

Zakeznik, A. (1977). Managers and Leaders; Are they Different? Harvard Business Review.