Week 3
DQ1
As a leader, how do you demonstrate to others that you care?
How far does your "caring leadership" reach?
What can you do to communicate to every employee under your leadership that you care?
How far does your "caring leadership" reach?
What can you do to communicate to every employee under your leadership that you care?
My Response
There are many ways to show others that I care as a leader. As
a leader in the workplace, I make the initiative to do the best that I
can to show that I care about my work and that I care about others. I believe that showing that you care is a vital part of being a leader, which allows others to believe in your guidance.
Being Consistent
I attempt to show that I care by providing information or direction and following the same context. So when I tell someone what should probably be done for a project, I follow my own rules as well. This is important to remain consistent.
I attempt to show that I care by providing information or direction and following the same context. So when I tell someone what should probably be done for a project, I follow my own rules as well. This is important to remain consistent.
Listening
I believe it is also very important to listen to other’s concerns. The concerns of the individual or group can be work-related or personal-related, and can affect performance to the task that needs to be completed. So listening about the concerns, and sometimes taking action to see if there is a way to help others is part of caring as well.
I believe it is also very important to listen to other’s concerns. The concerns of the individual or group can be work-related or personal-related, and can affect performance to the task that needs to be completed. So listening about the concerns, and sometimes taking action to see if there is a way to help others is part of caring as well.
Taking the Initiative
Taking an initiative to start or add quality to the project shows the team that I care about the project and our goals. When I help gather the requirements and help get the project started with whatever is necessary that shows to the team that I am not just trying to do my job but also help them with the project as well.
Taking an initiative to start or add quality to the project shows the team that I care about the project and our goals. When I help gather the requirements and help get the project started with whatever is necessary that shows to the team that I am not just trying to do my job but also help them with the project as well.
Attention to Detail
Paying attention to details is very important. Showing the others that being detailed displays an “ethical framework and direction for work in the field of strategic leadership” (Glanz, 2010, p. 82). Providing a solid basis for others with attention to detail shows that I care enough to put effort into the project, problem, or task the team is trying to complete or resolve.
Paying attention to details is very important. Showing the others that being detailed displays an “ethical framework and direction for work in the field of strategic leadership” (Glanz, 2010, p. 82). Providing a solid basis for others with attention to detail shows that I care enough to put effort into the project, problem, or task the team is trying to complete or resolve.
Being Thankful
Last, showing and telling the people I work with that I am thankful, appreciate their work, and that I am grateful for their help lets them know that I care. When the job is done well and I see that they have put a lot of effort into it, I let them know that I am thankful and they understand that I care about their work and participation in the task.
Last, showing and telling the people I work with that I am thankful, appreciate their work, and that I am grateful for their help lets them know that I care. When the job is done well and I see that they have put a lot of effort into it, I let them know that I am thankful and they understand that I care about their work and participation in the task.
Glanz, J. (2010). Justice and caring: Power, politics and ethics in strategic leadership. Commonwealth Council For Educational Administration & Management (CCEAM), 38(1), 66-86. Retrieved from http://www.coe.uga.edu/sil/files/2010/11/Glanz-2010-Justice-and-Caring.pdf
DQ2
Define transactional leadership.
How does transactional leadership differ from
transformational leadership?
Based on your observations, which leadership approach is
more widely used in organizations—transformational or transactional? Explain.
My Response
Transactional leadership is
task-oriented and requirement-oriented with rewards that are anticipated for
the performance of the individual or group (Poulson, Smith, Hood, Arthur, &
Bazemore, 2011, p. 59). For example,
when a manager assigns a task to an employee, the manager evaluates the task
and the business requirements of that task at its completion. If the task is executed correctly in
accordance to the task and business requirements, the employee might be
rewarded with a bonus.
However, in transformational leadership it is different from
that of transactional leadership in that it shows the relationship of the tasks
and requirements to real life scenarios and attempt induce critical thinking in
both the teacher and the student (Poulson
et al, 2011, p. 60). For
example, a manager might discuss creative ideas in user interfaces in the next development
of an organization’s project.
Based on my observations, the transactional leadership approaches
are more prevalent than transformational leadership approach in the
organizations I have worked in. The focuses
on the task and business requirements are necessary to the organization to complete
the project in a timely fashion.
Creativity and concern for the future of the project appears to focus on
the short term completion of the project until an upgrade is needed to satisfy
the clients.
References
Poulson, R. L., Smith, J. T., Hood, D. S., Arthur, C. G.,
& Bazemore, K. F. (2011). The impact of gender on preferences for
transactional versus transformational professorial leadership styles: An
empirical analysis. Review of Higher Education & Self-Learning, 3(11),
58-70.
