Reflective Leadership

Running head: REFLECTIVE LEADERSHIP 1

Reflective Leadership:

Questions and Practical Application

Carrie G. Connolly

Virginia Commonwealth University

Introduction 2REFLECTIVE LEADERSHIP

Leaders must have a thorough understanding of their strengths and weaknesses in order to build an effective team. Throughout this course I have learned more about my leadership style as well as the leadership styles of others around me. Inventories such as the Myers Briggs Type

Indicator (MBTI), the Learning Connections Inventory (LCI) and True Colors Leadership

Inventory, identified several distinct characteristics in my leadership style. In addition,

Lencioni’s Five dysfunctions of an effective team (2002) introduced me to various strategies I can implement in a group setting that work well with my leadership style. This course provided me an opportunity to reflect upon my current leadership practices and how I can improve them in the future.

Part One: Questions to Address

1. What did I learn about myself?

I was already familiar with the MBTI, but the LCI was completely new to me. It surprised me how closely the results were for both inventories. My LCI pattern is sequence, precision, technical reasoning, and then confluence (Magill, 2013). I dislike tasks that are ambiguous, lack structure, and have no obvious goal. Thus, I was not surprised that sequence and precision were first in my pattern. I like to have a goal for a project and use the goal to create a timeline and list of required tasks to reach the goal. I also prefer to have as much detail as possible when making final decisions. I knew that those two characteristics were part of my leadership style, but it was interesting to see it listed under my LCI results. The LCI taught me that although technical reasoning and confluence are not my preferred leadership strategies, I still use both as needed

(Magill, 2013). I believe this speaks to my ability to adapt to situations and work well with others regardless of their leadership styles. 3REFLECTIVE LEADERSHIP

2. How do my experiences growing up and through the years affect the way I lead?

My MBTI results were ISFJ. When I think about my childhood, I think of how shy I was growing up, and I believe that plays heavily into my MBTI results. I was often the quiet child in class. I grew up with an older sister who was very outspoken, so at times I took a back seat. I never had a large group of friends, but instead I had a close-knit small group of friends. The “I” in my MBTI results stands for introvert (Winston, 2013). I believe my childhood of being more reserved with others impacts how I lead. I do not dominate conversations, but rather take in all of the information and then make a well-informed decision. In addition, most of my friends would describe me as compassionate and empathetic. I am able to make decisions based on facts, but I cannot overlook how decisions will impact others. The “F” for feeling in my MBTI results reflects that my leadership style incorporates how others feel as well (Winston, 2013).

3. Do I have conflicting work/home identities?

I am comfortable enough with my values to be consistent in my leadership styles inside and outside of work. I do not want to have two separate identities. However, when I received my

MBTI results I was only slightly given a preference in feeling. I knew that I had most likely answered questions that suggested I was a thinker when I was envisioning myself in the work place. At work I use facts to make my decisions, and I am able to make tough decisions even if they are not popular with my colleagues because it is my job. However, when I am with my friends and family, it is not as easy to make the unpopular decision even if the facts support it.

This is the only area I believe may go back and forth in my leadership abilities. My introversion, sensing, and judging are so strong, they can be seen at home and work. For example, when taking a recent beach vacation, I made packing lists, had activities planned for each day, and I 4REFLECTIVE LEADERSHIP thoroughly enjoyed my time alone inside when everyone was at the beach. In the office I create timelines for projects, have to do lists for each week and value my time alone in the office after large meetings.

4. What are the implications for my leadership in terms of the information I learned

about myself?

When looking at my MBTI results of an ISFJ as well as my LCI pattern of sequence, precision, technical reasoning and confluence, there are several similarities in characteristics that shape my leadership style. For example, sensing is my most preferred leadership type with

MBTI. Sensing leaders like to have facts, specifics and think about reality. My least preferred

LCI leadership style is confluence. Confluent leaders enjoy thinking about the big picture, brainstorming and do not need a set plan. The two indicators show consistency in my preference of having a goal and working with specifics to achieve the goal. I also prefer to have structure in my tasks and have a well-developed plan. In the LCI my first leadership pattern is sequence, which corresponds to judging in the MBTI. Both leadership styles thrive off of structure, plans, schedules and goals. Being a member of a team that thinks big picture without details and fails to be productive in meetings with set deadlines would be a struggle for me.

5. What did I learn about others in the process?

Throughout group discussions in class I learned more about how others prefer one leadership style to another. One of my favorite activities was when the introverts were able to ask the extroverts questions. It allowed me to hear how an extrovert thinks and approaches social situations. As an introvert I fear going into rooms where I do not know anyone. I was surprised to hear the extroverts state that it does not phase them at all. One person even commented that 5REFLECTIVE LEADERSHIP they see it as a challenge to make new friends and meet more people. I would find that to be exhausting! Another enlightening moment was when our LCI patterns were shown to the class as a whole. It was interesting to see that although we all have a common goal of completing the program and showing a commitment to education, our leadership patterns vary. There is no particular pattern to make one a great leader.

6. What strategies might I need to employ to be more successful as a leader?

Leaders should constantly be looking for ways to grow and improve. This course has taught me that I need to be more intentional with my leadership role. A strong sense of trust is present in the majority of my groups as we are all committed to education, however, it would be helpful for members on the team to understand their leadership styles as well. One strategy I could implement in my workplace would be to administer a leadership inventory, such as the LCI at our next staff meeting. This would help us understand more about each other as well as reaffirm our trust with one another. We use MBTI with our students, so most of us are familiar with that inventory, but I believe the LCI would be a new resource for my colleagues.

In a university setting, departments collaborate with other units and members fear that their comments may have a negative impact. Fear of conflict is present in many groups I participate in. As a leader I can make groups more effective by utilizing strategies to encourage healthy debate. If I sense a different opinion in the group during a discussion, I should note the difference and encourage both members to share their points of view. Lencioni (2002) suggests using real time permission where a leader gives encouraging remarks as the person shares a different idea or engages in healthy debate.

7. Where do I need to develop to be more effective? 6REFLECTIVE LEADERSHIP

The inability to hold others accountable is one characteristic of a dysfunctional team

(Lencioni, 2002). As a leader I need to be more comfortable with holding others accountable.

There have been several times when a colleague has not done their assigned portion of a project, and instead of confronting them about it, I completed the task for them. At the time it may have seemed easier to do so, but in the long run it hurts the entire team. I saw holding others accountable in the team as something a supervisor should do, not a colleague. However through this course, my perspective has changed. In fact, I think it may be more meaningful for a coworker to address the flaw rather than a supervisor as it may be seen as an additional support system. Setting goals publicly with the group as well as holding progress meetings can help hold others more accountable in the team.

8. If I am putting together a team, what should I look for in the members?

The first characteristic that is essential for an effective team is trust (Lencioni, 2002). If I were selecting team members I would want to select members who are able to trust. I would also want members who were not afraid to speak their mind and share their ideas even if it was different than the ideas being discussed. The team members would need to be punctual and complete assigned tasks. I would seek members who want to do a good job and are invested in the mission of the organization. I would also take a look at the goal of the team and identify members with strengths in various areas of the project to join. For example, if I were doing a marketing project, I would want someone who understands how to create focus groups, someone who understands budget, etc. I would also consider each individual’s leadership style to create a balance and different perspectives. 7REFLECTIVE LEADERSHIP

9. What types of people might I have the most trouble working with and what strategies

might I employ to facilitate team building and collaboration?

Big picture thinkers are a struggle for me to work with. I need to have well defined goals, organization and facts. Confluent leaders and leaders who process information with intuition or deal with the environment in spontaneity cause me anxiety. I want to leave a meeting feeling productive by delegating tasks and having a plan. Perceiving leaders who change timelines or become too flexible in deadlines are a challenge for me. If I am working with others who want to brainstorm and struggle to commit and move forward, I may want to set clear expectations from the start of the project to help us stay on task better. I need to know that the work we are doing has a purpose and will be useful. Extroverts can also be difficult for me to work with. I can work as a team, but I need time to reenergize on my own. Ensuring that I block off time to reflect on my own is essential.

10. What do I as a leader bring to my organization?

The MBTI and LCI are accurate in their descriptions of my preferred leadership styles. The

MBTI results suggest I bring a reflective, practical, compassionate and organized leader to the team. The LCI indicates I prefer to lead with sequence and precision. I like to have a goal and create a plan of action to work towards that goal using as much information as possible.

However, I can use technical reasoning and confluence when needed. The LCI pattern shows my ability to adapt to new environments and use different leadership styles when needed. While both inventories show I have preferences in my leadership styles, I believe I bring a strong commitment and ability to recognize where I am needed in a team. I am able to adapt because I have an understanding of my preferences and how I function in a team. 8REFLECTIVE LEADERSHIP

Part Two: Practical Application

Describe the situation, what actions you took and the result.

One of my primary responsibilities in the Honors College is coordinating admissions for our freshmen class. In 2012 we saw the largest class of honors freshmen we had ever had with

170 students. This was a dramatic increase from our standard 120 freshmen. Additional high achieving students is wonderful for the overall university, but with limited resources the Honors

College staff had to determine how we would meet the needs of more students. I knew immediately we would not have enough honors course offerings or honors housing for these students. This is crucial as we use the small honors class size and honors housing community as two of our main recruitment pieces.

I presented the issue to my supervisor, and I also began talking one on one with my colleagues to inform them of the increased need for additional resources. I asked each person if they could think of any additional demands with the larger class size. Academic advising, honors courses and honors housing were the three main concerns. The Dean secured a new academic advisor position in the Honors College once he reported our increased enrollment to the Provost, so we knew the freshmen would have a dedicated advisor. The University College was able to schedule additional sections of the honors writing courses to keep our classes at twenty. I took on the task of establishing honors housing for our freshmen. When we had anticipated a class of 120, I had only reserved 100 spaces in honors housing for freshmen. I contacted the Office of Residence Life, and I met with the Director of Assignments and

Associate Director. I came prepared to the meeting with our enrollment numbers as well as an updated honors housing roster. At that time I had to guess how many of the students would want 9REFLECTIVE LEADERSHIP to have honors housing and ask for additional rooms in another building. It was decided that we would create an additional floor (40 beds) in a freshmen building behind the Honors College exclusively for freshmen. The Honors College building and the additional floor were able to house all of the freshmen interested in honors housing.

Were you satisfied with your actions and the result?

I was satisfied with my actions and the result. I am the only one in the office who coordinates admissions, and I was the first one to think about how a larger class would impact our offerings to students. The anxiety I had when I thought of unhappy students and parents motivated me to find a solution to maintain our promise of a community of scholars. Meeting with colleagues individually to discuss the issue did take time, but I needed to have a thorough understanding of what needed to be changed for the upcoming year. While we only had a month to make all of these changes, we were able to prepare all of the services for our incoming freshmen class.

What might you do differently the next time in a similar situation?

I was delighted to see that more students had enrolled in the Honors College, but we were not prepared when we realized how many would be matriculating. In 2013 I handled the situation differently. During every staff meeting in the spring semester, I gave the staff an update on accepted students. I did not want anyone to be surprised when the final numbers came in, and I wanted each member of our office to think about any services that might need to be altered based on increased enrollment. With the time crunch of four weeks the previous year, I took on much of the responsibility to correct the situation. The end of the semester is busy, so we were not all able to meet as a team. However, in 2013 since I planned ahead I was able to get 10REFLECTIVE LEADERSHIP a team meeting on the calendar to share our final admission numbers with everyone. Our numbers stayed about the same, so we did not have to make changes, but I felt much better knowing we were well prepared.

Analyze your actions, results and what you might have done differently in terms of the

LCI, MBTI and as an effective team member.

When reflecting on this situation and my LCI pattern, I notice that much of my anxiety in the situation came from avoiding confluence. The feeling of being unsettled and be taken by surprise with our large admission number shows that I like to have a plan in place. Sequence is my first preference, and with the changes I made in 2013, one can see that I needed a timeline to prepare for possible changes. My second preference of precision showed when I prepared for the meeting with Residence Life as well as preparing for staff meetings in 2013. I keep accurate admissions records and run reports regularly to assess our freshmen class’ needs.

I can also use my MBTI results to reflect on the situation and my leadership skills. My introversion is likely the cause of me going to staff members one on one to discuss the issue. I was already anxious about the potential problems with a large class size, so keeping my interactions one on one allowed me to stay energized. As I was making decisions about specific details for our incoming freshmen, my sensing leadership style took over. I could not think with intuition and focus on the big picture, but rather I needed to have facts and make realistic goals and decisions. I considered the students who might feel left out by missing services, such as living in the non-honors residence hall or not being included in the honors class, which shows my preference of feeling in the MBTI. Lastly the changes I made for 2013 show my need to stay organized, create a plan and keep structure, confirming my preference for judging. 11REFLECTIVE LEADERSHIP

While it may appear as though I worked by myself on this task, that is not the case. My office worked as a team to get the desired results. We had an understanding of trust. We all wanted to do what was best for the students. This includes the offices that collaborated with us in our time of need, such as Residence Life. We were not concerned about our personal success, but rather the success of the organization. We also engaged in healthy conversation with the exchange of ideas and committed to changes to help our students. Inattention to details and an absence of trust and lack of commitment are elements of a dysfunctional team, but as one can see those characteristics do not describe the Honors College staff.

Conclusion

Understanding one’s leadership style and being intentional in choices to build a strong team are needed for successful leadership. Leaders often get caught up in day-to-day activities and fail to reflect on the situation at hand. Through the MBTI, LCI and reading of Lencioni

(2002), I have been able to take valuable information away to facilitate change in my leadership strategies and interactions with others.

References Lencioni, Patrick (2002): The five dysfunctions of a team. San Francisco, CA: Jossey-Bass 12REFLECTIVE LEADERSHIP

Magill, C. (2013, June) LCI results. Lecture conducted from Virginia Commonwealth University, Richmond, VA. Winston, L. (2013, July). Myers briggs type indicator. Lecture conducted from Virginia Commonwealth University, Richmond, VA.