Leadership Philosophy of Exsa Smith

Exsa Y. Smith

Northern Arizona University

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Leadership Philosophy of Exsa Smith

Leadership is about human behavior-what we do, how we do it, and why we do it. It is

about the way people behave in organizations, and effective leaders are those who meet the

needs of their followers, pay careful attention to group processes, calm anxieties and arouse

hopes and aspirations, and know how to liberate human energy and inspire people to positive

action (Northouse, 2016, p. 295). My leadership philosophy is parallel to two leadership

approaches which are the servant leadership approach and the authentic leadership approach as I

believe in treating others with respect, having values and following them the best I can.

Northouse (2016) stated leadership involves influence. It is concerned with how the

leader affects followers (p. 6). I have felt that within me, I put myself in the shoes of others.

Through experiences in my past positions, I have been at all spectrums of job assignments

including assisting customers, folding clothes, cleaning toilets, reconciling cash and supervising

staff. Having these experiences in my past have molded me to a servant leader and developed

my leadership philosophy.

Servant leadership is a paradox. It poses the question of how can a person be a leader and

a servant at the same time? Servant leadership is an approach that focusses on leadership from

the point of view of the leader and his or her behaviors. Servant leadership emphasizes that

leaders be attentive to the concerns of their followers, emphasize with them and nurture them.

They put followers first, empower them, and help them develop their full personal capacities

(Northouse, 2016, p. 225). I feel my past job experiences have allowed me to understand how my

followers feel in their positions which in turn helps me lead them in ways I would have wanted

to be lead when I was in a situation similar to theirs.

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Working in a close, small office allows for colleagues to make a choice. They can either

choose to get along with their colleagues or they can choose not to. They can work together or

they can work separately. As a servant leader, I encourage my staff to put others interests first

and then advocate to engage them in knowledge-sharing behaviors among each other.

Knowledge-sharing climate has been found to be associated with improved organizational

performance and as my office works together, there is more camaraderie amongst subordinates

(Song, C., Kwangseo, R. P. & Seung-Wan, K., 2015, p. 1750).

Building a knowledge-sharing climate is not an easy task because individuals may

withhold knowledge from their organization in order to secure promotion opportunities and

avoid time and energy output for little to no compensation. Staff members may also be reluctant

to share their knowledge because they do not want to risk being taken advantage of, or because

they want to gain or maintain an advantage within their organization from the knowledge they

possess (Song et al, 2015, p. 1751).

Several years ago I worked as an independent oil and gas contractor. I had coworkers that

would say they did not want to share what they knew because they didnt want someone else to

know more than them and then advance past them in positions. I had a strong work ethic and

therefore a comment like this was not something I would have thought. This comment remained

with me because my attitude on the matter was to always help and teach others. Throughout my

career I would think about this comment and wonder if other coworkers werent always putting

forth their best efforts because they did not want to be passed by on job advancement. It was not

until I interviewed Bill Osborn and he said that one of his greatest strengths as a leader is that if

he can train someone to take his place then hes been successful. This changed my perspective in

that there are people that do want to push others to their potential and dont put their own
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interests first. I feel that if all individuals put forth their best efforts, it would result in

camaraderie.

To better understand where I fit in as a servant leader, I participated in the Servant

Leadership Questionnaire (SLQ) which measures seven major dimensions of servant leadership:

conceptualizing, emotional healing, putting followers first, helping followers grow and succeed,

behaving ethically, empowering, and creating value for the community (Northouse, 2016, pp.

249-252). I scored the highest for conceptual skills and behaving ethically and lowest for

empowering. From the results of the SLQ I have strong conceptual skills which mean I have a

thorough understanding of the organization-its purposes, complexities, and mission. I am able to

think through multifaceted problems to know if something is going wrong and am able to

address problems while staying within the regulations that my organization must follow

(Northouse, p. 233). This is one of my strengths in my leadership because when I see that an

issue may arise due to a process I did or a coworker did, I quickly address it in order to reduce

negative consequences that may arise.

The results also show that I behave ethically. In my current position, there are many

federal regulations that must be followed. It is important to me that I stay within these

regulations and do what I have authority over to keep my office within compliance to these

regulations. I want to see my coworkers succeed and progress in their jobs and personal lives so I

try to be open and honest with them so that they can advance and not have obstacles holding

them back (Northouse, 2016, p. 235). In my interview with Mr. Osborn, he also shared that he

allows others to be motivated and creative so that they can be fulfilled and grow within their

positons.
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I am not really surprised by the results of my low score of empowering my subordinates.

Empowering is to allow my followers freedom to be independent, make decisions on their own,

and to be self-sufficient (Northouse, 2016, p. 235). In my office which has many regulations, I

feel that sometimes my followers want to verify with their leaders before making decisions

which causes me to not empower them as much as I should.

I also see myself as an authentic leader. Northouse (2016) stated that due to its complex

process, its difficult to define authentic leadership (p. 196). Zubair, A. & Kamal, A., (2015)

stated that the concept of authentic leadership originated from the concept of positive leadership

approaches, for instance, charismatic, transformational, and ethical leadership (p. 151). Zubair et

al also stated that the major attributes of the authentic leaders include genuine awareness and

understanding of their own values and beliefs, self-assured, and dependable, with major

emphasis on developing the strengths of their followers, widening and enhancing their thinking;

and to generate positive and appealing organizational context (p. 151). Authentic leadership is

closely related to servant leadership in that both styles possess ethical attributes.

According to Bill Georges authentic leadership approach I have traits of an authentic

leader in that I understand my own values and I behave toward others based on these values. I

have a clear idea of who I am, where I am going, and what the right thing is to do. I do not

compromise my values (Northouse, 2016, p. 198). Due to low moral at a previous occupation, I

made the decision to resign because I did not believe in the decisions of the company and what

they saw as ethical. They were not in line with my values.

I feel as Zubair et al (2015) stated that authentic leadership works together with

organizational commitment by followers which elevates levels of job performance in

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subordinates, and leaders psychological well-being; and results with work happiness among the

followers (p. 152). I have the outlook that I will spend forty hours of my week in an office with

my coworkers and I want it to be a positive forty hours for all of us. I try to diminish hostility

when it begins to arise and continue to look for processes to accomplish this.

By participating in the Authentic Leadership Questionnaire (ALQ) I was able to view

some of my authentic leadership traits. The Authentic Leadership Questionnaire (ALQ) measures

four factors of authentic leadership: self-awareness, internalized moral perspective, balanced

processing, and relational transparency. The ALQ was found to positively relate to outcomes

such as organizational citizenship, organizational commitment, and satisfaction with supervisor

and performance (Northouse, 2016, p. 217). The results of my level of authentic leadership show

I am the strongest in the component internalized moral perspective and I am least strong in the

component of balanced processing (Northouse, 2016, pp. 218-219). However all four

components were only three points different.

Internalized moral perspective refers to a self-regulatory process whereby individuals use

their internal moral standards and values to guide their behavior rather than allow outside

pressures to control them (Northouse, 2016, p. 203). Balanced processing refers an individuals

ability to analyze information objectively and explore other peoples opinions before making a

decision (Northouse, p. 203). Although this was a lower score, I still feel it is one of my strengths

because I do like to talk to others before I make a decision because I want the decisions to be

mutual between all office members. Similar to Mr. Osborn who I interviewed, he takes into

account others ideas before he makes a decision which is called participative leadership

(Northouse, p. 118).
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Servant and authentic leaderships are similar to several other leadership styles, including

transformational leadership, participative leadership, and leader-member exchange (LMX)

theory. Transformational leadership is a process that changes and transforms people. It is

concerned with emotions, values, ethics, standards, and long-term goals. It includes assessing

followers motives, satisfying their needs, and treating them as full human beings (Northouse,

2016, pp. 161-162). Transformational leadership is the process where a person engages with

others and creates a connection that raises the level of motivation and morality in both the leader

and the follower. Authentic leadership focuses on strengths of their followers which is similar to

satisfying needs of followers.

Participative leadership is similar to my leadership styles because it allows for followers

to share in decision making of the group. Their opinions are listened to then decisions are based

on their suggestions (Northouse, 2016, p. 118). Authentic and servant leaderships both focus on

doing the good for the followers and strengthening him or her. Participative leaders listen to

decisions of his or her followers which show he or she has a concern for his or her followers.

Leader-member exchange (LMX) theory is a process that is centered on the interactions

between leaders and followers (Northouse, 2016, p. 137). Studies of the LMX theory focus on

how the quality of leader-member exchanges were related to positive outcomes for leaders,

followers, groups, and the organization in general (Northouse, p. 140). By applying authentic and

servant leadership concepts, the results would include those positive outcomes for the followers,

groups and organization that the LMX theory is focused on. Researchers found that high-quality

leader-member exchanges produced less employee turnover, more positive performance

evaluations, higher frequency of promotions, greater organizational commitment, more desirable

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work assignments, better job opportunities, more attention and support from the leader, greater

participation, and faster career progress (Northouse, p. 140).

Servant leadership and authentic leadership are quite opposite from psychodynamic

leadership and transactional leadership, and to my leadership philosophy. According to

Northouse (2016) the psychodynamic approach of leadership, specifically the focus on the

shadow side of leadership of narcissism are behaviors that range from a normal self-interest to a

pathological self-absorption that offer leaders the conviction about the righteousness of their

cause which inspires loyalty and group identification (pp. 302-305). A work environment like

this would be hostile and not an enjoyable place to be. This is an approach that I hope never

exists in my office.

Transactional leadership is when the leader does not individualize the needs of followers

or focuses on their personal development. They exchange things of value with follower to

advance their own and their followers agendas. They expect the followers to follow them and

make the followers believe it is in their best interest to follow them (Northouse, 2016, p. 171). I

could not imagine treating my followers with leadership that is almost threatening in order to

have them perform their jobs well. A leader that shows compassion and respect to their followers

would receive better job performance than by threatening. I would assume the transactional

leadership approach would also end in high employee turnover.

My leadership philosophy continued to develop as I reviewed the results from the Servant

Leadership Questionnaire (SLQ) and the Authentic Leadership Questionnaire (ALQ). These

results forced me to evaluate my leadership strengths and weaknesses. The results from (SLQ)

showed that I need to do better at empowering my subordinates. I plan to correct this weakness
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by having more thorough trainings with my subordinates to allow them to feel confident in their

decisions because they will have the knowledge needed to make decisions. When they ask me

questions I will refer them to the notes they took that answers their questions. And then praise

them for understanding and finding the information on their own. I will also refer them to the

regulations so that they can learn to find the information on their own. Once they find the

information, I will go over it with them to make sure it is correct.

Results of my level of authentic leadership per the Authentic Leadership Questionnaire

(ALQ) showed that I am not as strong in the component of balanced processing, but the results

were still pretty high. Now that I am aware that I scored lower on this component, I plan to be

aware of the suggestions my co-workers contribute and take their suggestions into account more

before making decisions.

My leadership philosophy coincides with ethics. Servant leaders are ethical and lead in

ways that serve the greater good of the organization, community, and society at large

(Northouse, 2016, pp. 225-226). Leaders have the ethical responsibility to treat followers with

dignity and respect. Leaders need to be sensitive to followers interests, needs and conscientious

concerns (Northouse, pp. 336 -337).

At my employment I work with three small remote offices that rely on my office for

clarification on questions. Sometimes I may receive the same questions over and over and think

the other offices should know the answers by now. I try to put myself in their shoes and show

compassion and remember that questions I am used to arent necessarily questions they are

familiar with. As I have remembered this, conversations are smoother and camaraderie increases.

Ethics is central to leadership and leaders to establish and reinforce organizational values. All
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leaders have an agenda, a series of beliefs, proposals, values, ideas, and issues that they wish to

put on the table (Northouse, 2016, p. 337).

According to Georges authentic leadership approach of compassion and heart, I feel that

I am sensitive to the plight of others and am willing to help them. I develop compassion as I

enjoy getting to know others life stories, doing service projects, being involved in other racial

and ethnic groups, and traveling to developing countries (Northouse, 2016, p. 200). One of my

favorite pastimes is to travel. As I travel I enjoy being present in the culture of the countries I

visit and experiencing how they live. This has helped me in my current position because I work

with students from all walks of life and all parts of the world. As with my leadership philosophy

I can show compassion for them as they experience this new time in their lives in a new country

and new environment.

Northouse (2016) stated diversity is the existence of different cultures or ethnicities

within a group or an organization (p. 428). Unfortunately, it can be easy for someone to fall into

ethnocentrism or prejudices. Ethnocentrism is the tendency for individuals to place their own

group at the center of their observations of others and the world. People tend to give priority and

value to their own beliefs, attitudes, and values, over and above those of other groups

(Northouse, pp. 428-429).

Prejudice is a largely fixed attitude, belief, or emotion held by an individual about

another individual or group that is based on faulty or unsubstantiated data. It refers to judgments

about others based on previous decisions or experiences (Northouse, 2016, p. 429). I try to

remember that just because someones beliefs, values, or attitudes are different than my own; it
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does not necessarily mean his or her ways are better than mine or vice versa. It simply means

they are different and I dont have a right to show ethnocentrism or prejudice towards him or her.

Goals I have for my leadership philosophy include wanting to inspire effectiveness that

others will want to follow, confidence in myself and educating others. Sweeney, P. J., Imboden,

M. W. & Hannah, S. T. (2015) specified that they view every student as an emerging leader, as

someone who can be a source of positive influence on others whether in a formal leadership

position or acting as an informal leader. Their approach to student development focuses on

developing students identity, knowledge, skills, abilities, and attributes so they can engage in

ethical leadership (p. 17).

Sweeney et al (2015) stated that role modeling by staff and faculty is a powerful means to

bring to life a culture that values moral ownership. Students who see staff and faculty conducting

themselves ethically on a daily basis will realize that their personal responsibility for ethical

action is important to the institutions community (p. 25). I would like to see myself work harder

at being a role model for my coworkers as well as for students. I work with students on a daily

basis and had not thought about how my example could have a profound effect on them and the

decisions they make. I plan to be more aware and be more encouraging to them as they maneuver

through school processes.

I know that as a leader I need to develop more confidence in my abilities and knowledge.

It is my goal to take ownership in what I know and how I can be an asset for the school where I

work and to continue to increase my skills in my office.

I have opportunities where I work, to participate in committees and trainings. It will be

my goal to plan a training that will allow those who are interested to learn about diversity and
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ethics. I plan to include in my trainings information about ethnocentrism and prejudice to help

educate my associates on issues that are happening around us but are unnoticed.

Leadership comes in all forms whether it is being a leader for a niece or a nephew, a

student, a classmate, or a coworker. I think that as I continue to explore the different types of

leaderships and take the opportunity to participate in service in the community and volunteer for

committees at my employment, my leadership philosophy will continue to develop. Working at a

school allows for continued leadership opportunities including being a leader for a group of

students, being an example at a school service project, or being a supervisor for staff members. I

plan to continue to be involved where I can in order to increase my leadership traits.

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References

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage

Publications, Inc.

Song, C., Kwangseo, R. P. & Seung-Wan, K. (2015). Servant leadership and team performance:

The mediating role of knowledge-sharing climate. Social Behavior & Personality: an

international journal, 43 (10), 1749-1760.

Sweeney, P. J., Imboden, M. W. & Hannah, S. T. (2015). Building moral strength: Bridging the

moral judgement-action gap. New Directions for Student Leadership, 2015 (146), 17-33.

Zubair, A. & Kamal, A. (2015). Authentic leadership and creativity: Mediating role of work-

related flow and psychological capital. Journal of Behavioural Sciences, 25 (1), 150-171.