Why is leadership a key issue in management?
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This document discusses the significance of leadership in management, emphasizing that effective leadership and managerial skills are crucial for organizational success. It outlines three core managerial leadership skills—technical, interpersonal, and decision-making—and stresses the importance of self-awareness in leadership development. Additionally, it highlights how organizations can foster leadership growth among stakeholders through engagement and training programs.
Why is leadership a key issue in management?
- 1. MODULE 1 ASSIGNMENT 1 1 Module 1 Assignment 1 Orlanda Haynes Aspen University EDD830-Leadership Theory Professor Robert Campbell December 29, 2019
- 2. MODULE 1 ASSIGNMENT 1 2 Module 1 Assignment 1 Why is leadership a key issue in management? Although the question is debatable, most studies indicate leadership and management roles overlap (Bass, 2010; Hamlin & Patel, 2017; Lussier & Achuar, 2016; Yukl, 2010). For example, effectively managing interpersonal relationships align with duties of both leaders and managers, also known as department heads; likewise liaising ,which involves networking to establish and maintain vital third-party relationships, serving on internal or external committees, and attending or hosting trade show events, are duties , in most instances, shared by leaders and department heads alike (Bass, 2010; Lussier & Achuar, 2016); in addition, disseminating information, monitoring corporate strategies, and reporting results of such to stakeholders and shareholders are inclusive of managerial leadership roles (Ballejos, & Montagna, 2008; Lussier & Achua, 2016; Sommers, 2019). Therefore, studies show that managers and leaders should understand “managerial leadership theories and concepts” (Bass, 2010; Lussier & Achua, 2016). Sommers (2019), among others, (Bass, 2010; Ballejos & Montagna, 2008) theorized that most successful organizations and corporations (OCs) create stakeholders’ leadership development plans because stakeholders are vital to their success. In contrast, “awareness” is a primary concept used to answer a commonly asked question: Does he or she has leadership potential? (Hamlin & Patel, 2017; Lussier & Achua, 2016;Yukl, 2010). Personality tests including self-assessments facilitate the awareness process (Lussier & Achua, 2016). Moreover, in today’s technology-driven, corporate environments OCs usually require departments heads to either have or to acquire upper-division managerial leadership skills including technical, interpersonal, and decision-making (Hamlin, & Patel, 2017; Lussier, &
- 3. MODULE 1 ASSIGNMENT 1 3 Achua, 2016). It is relevant to note ,however, that the need for upper-division skills is usually determined by managerial leadership levels (e.g., first-level, intermediate-level- and top-level or upper division). Nonetheless, those who master career knowledge will probably outperform their counterparts primarily because they would clearly understand how to manage and influence diverse populations effectively, how to maintain efficiency within departments, and how to achieve goals set by OCs (Bass, 2010; Lussier, & Achua, 2016). This discussion is about the development of leadership skills as well as how leaders and managers use managerial leadership skills to facilitate goals of OCs (approximately 1750-2000 words). To this end, three questions are used to frame the literature (excerpts from Module 1 instructions). Leadership Theory: Questions 1-3 Question 1 Describe your current or future leadership role and explain how you measure up on each of the managerial leadership skills listed in your readings. Provide behavioral examples to support your analysis. The complex process of “leadership” involves assessing individuals’ leadership potentials and identifying their styles, traits, and characteristics, which is usually followed by learning how and when to use the skills. Lussier and Achua (2016) noted that OCs spend trillion of dollars annually to train leaders, managers, and other stakeholders how to develop and improve managerial leadership skills (MLSs). Research shows MLSs encompass three core categories: technical, interpersonal, and decision-making; all of which are needed to excel in leadership and management roles (Bass, 2010; Hamlin & Patel, 2017; Lussier & Achua, 2016). Web-based
- 4. MODULE 1 ASSIGNMENT 1 4 business platforms (e.g., online retail stores and distant education classrooms) , for instance, operate solely through web-based applications via the Internet (techopedia.com/definition/26002/web-based-application). Thus, online retail stores must have content pages, shopping carts, payment methods (e.g., major credit cards, etc.), and business policies including links to customer services, hours of operation, and shipping and returns. Most of which require virtual assistances or oversight from employees in both managerial and non- managerial roles (Bass, 2010; Hamlin, & Patel, 2017; Lussier, & Achua, 2016). From this perspective, to ensure efficiency within departments, departments heads are usually required to have or to acquire advance technical skills (Bass, 2010; Lussier, & Achua, 2016). Alone these lines, most online schools, colleges, and universities have “technical support” or “IT” departments (https://edtechmagazine.com/higher/article/2017/10/colleges- revamp-help-desk-streamline-customer-service-experience). Oftentimes, department heads and technical support staff have shared responsibilities; therefore, they must have adequate technical skills (Lussier, & Achua, 2016; Yukl, 2010). In addition to technical skills, research shows global organizations compete for larger market shares than their smaller counterparts do (e.g., national companies) (Bommelje, 2015; Hamlin & Patel, 2017; Lussier & Achua, 2016; Yukl, 2010). As such they seek mostly leaders and managers who have not only technical skills but also interpersonal and decision-making skills (Lussier & Achua, 2016; Yukl, 2010). This hiring practice correlates with organizational success rates. In that, studies show the rates at which organizations grow depend mostly on the leadership abilities of stakeholders, especially managers and leaders (Bommelje, 2015; Lussier & Achua, 2016; Sommers, 2019). That most business activities include groups and individuals from diverse backgrounds who
- 5. MODULE 1 ASSIGNMENT 1 5 engage primarily via cyber environments; therefore, technical, interpersonal, and decision- making skills are needed (Hamlin & Patel, 2017; Lussier & Achua,2016). Furthermore, by mastering these skills, leaders and departments heads increase not only their organizational values but also their competitive edges over their counterparts (Bommelje, 2015; Hamlin & Patel, 2017; Lussier & Achua, 2016; Sommers, 2019). As a research scientist, upper-division managerial leadership skills including technical, interpersonal, and decision-making are required to design, undertake, analyze, and disseminate research findings (Sekaran &Bougie, 2016). From a technical perspective, the world-wide-web including the Internet are essential research tools; they allow researchers to gain access to a wealth of information largely via online journals and research databases (Sekaran, &Bougie, 2016). However, to be successful, I must either have or acquire upper-division technical skills to engage effectively within cyber environments. That said, my projects are carried out routinely by groups of five or more scientists and research assistances, for the most part, remotely. Another aspect of my profession involves supervising junior staff (e.g., technicians and typists), liaising with stakeholders and shareholders, attending online conferences and workshops, and writing reports, and summaries. As such, having interpersonal skills (e.g., the ability to gain trust and influence others) are paramount (Bommelje, 2015; Hamlin & Patel, 2017; Lussier & Achua, 2016; Sommers, 2019). A primary benefit is that my ability to establish favorable, collaborative relationships is greatly enhanced. In contrast, the ability to engage successfully in decision-making processes, which include thinking from objective viewpoints, increase my organizational values, which ,in most instances, qualify me for annual salary increases.
- 6. MODULE 1 ASSIGNMENT 1 6 Question 2 Describe the way in which your organization helps stakeholders develop leadership skills. Be specific and provide examples. In some business environments, titles such as stakeholders and shareholders are used interchangeably; however, there are key differences between the roles (Ballejos & Montagna, 2008; Sommers, 2019). For instance, stakeholders are individuals, organizations, and groups (e.g., employees, managers, vendors, shareholders, etc.) who have vested interests in the growth and development of organizations and corporations (Ballejos & Montagna, 2008; Sommers, 2019; Yukl, 2010). If an organization fails , for example, employees could lose their careers, pensions, and health-care plans; while venders and shareholders could lose current and future revenue (Ballejos & Montagna, 2008; Sommers, 2019). In contrast, individuals or institutions who own shares of stock in organizations hold titles as shareholders (Ballejos & Montagna, 2008; Sommers, 2019). Their primary goal is to ensure the financial health of their investments, which, in this case, include monitoring the profitability of organizations; as such, they usually advocate for acquisitions and mergers (Ballejos & Montagna, 2008; Lussier & Achua, 2018; Sommers, 2019). Most organizations I do business with create “stakeholders’ engagement and management plans.” Categories include (a) identifying and consulting with stakeholders (e.g., requesting feedback, viewpoints, and growth and policy ideas), (b) assigning guidelines for stakeholders’ engagements such as conflict resolutions, and (c) assigning responsibilities for departmental reporting and leadership trainings. Yearly reports indicate leadership training programs which include role-playing activities are instrumental in identifying stakeholders with leadership
- 7. MODULE 1 ASSIGNMENT 1 7 potential. Role-playing enables stakeholders to become more aware of how to recognize their leadership styles as well as how to develop their leadership traits. These individuals have the option to further develop their leadership skills by enrolling in professional leadership coaching programs usually at a discounted rate if he or she is an employee of an affiliate organization. Research shows that stakeholders’ engagement and management plans are vital to the success of organizations (Ballejos & Montagna, 2008; Lussier & Achua, 2016; Sommers, 2019). Question 3 Explain in detail , what you will do to improve how your organization develops leadership skills. Lussier and Achua (2016) underscored “self-awareness” as the first-step toward becoming an effective leader. Based on the objective rational of this concept which indicates individuals should analyze themselves i.e. their attitudes and behaviors as they relate to understanding leadership roles and responsibilities as well as what they are and what they are not, I usually advocate that self-assessment components , if not already included, be added to leadership training programs. Most consist of 10 close-ended questions or statements (Lussier & Achua, 2016). For example, do you like influencing other people? Do you prefer to help solve organizational problems or do you prefer not to get involve? Results provide insights about an individual’s leadership potential (Lussier & Achua, 2016). Conclusion This paper is about why leaders and managers develop managerial leadership skills, why such skills are relevant, why managers and leaders’ roles overlap, why stakeholders’ partnerships and training ensure the profitability of organizations, and how the paper’s author supports his or her organizational leadership development. To this end, three questions originally used in
- 8. MODULE 1 ASSIGNMENT 1 8 Module 1 instructions are used for organizational purpose. A common theme in leadership literature is “why is leadership a key issue in management”? Lussier and Achuar (2016), among others, indicated that, depending on levels of managerial roles (e.g., first-level, intermediate- level, and upper-division) and leadership/management activities, job descriptions usually overlap (Ballejo, & Montagna, 2008; Bommelje, 2015; Hamlin & Patel, 2017; Sommers, 2019). Therefore, individuals in these careers should either have or acquire three core managerial/leadership skills: technical, interpersonal, and decision-making (Bass, 2010; Hamlin, & Patel, 2017; Lussier & Achua, 2016). Individuals who master such skills will fully understand concepts and principles related to managing and influencing diverse populations; all of which support organizational goals (Ballejos & Montagna, 2008; Bommelje, 2015; Hamlin & Patel, 2017; Sommers, 2019). Equally important is how organizations support stakeholders’ leadership development. Stakeholders include employees, diverse groups, and organization who have vested interests in the growth and development of organizations they serve (Ballejos & Montagna, 2008; Bommelje, 2015; Sommers, 2019). Studies show most organizations create “stakeholders’ engagement and management plans, which are vital to their success (Ballejos & Montagna, 2008; Lussier & Achua, 2016; Sommers, 2019). They include, among other components, how to identify and consult with stakeholders as well as how to delegate responsibilities for departmental reporting and leadership trainings (Ballejos & Montagna, 2008; Sommers, 2019). The author of this writing supports the inclusion of self-assessment components because results help managerial leadership candidates identify their leadership styles and traits as well as their potential for effective leadership.
- 9. MODULE 1 ASSIGNMENT 1 9 References Ballejos, L. C., & Montagna, J. M. (2008). Method for stakeholder identification in interorganizational environments. Requirements Engineering, 13(4), 281–297. https://doi.org/10.1007/s00766-008-0069-1 Bass, B. (2010). The Bass handbook of leadership: Theory, research, and managerial applications. Simon & Schuster. Bommelje, R. (2015). Managerial coaching. New Directions for Adult & Continuing Education, 2015(148), 69–77. https://doi.org/10.1002/ace.20153 Hamlin, R. G., & Patel, T. (2017). Perceived managerial and leadership effectiveness within higher education in France. Studies in Higher Education, 42(2), 292–314. https://doi.org/10.1080/03075079.2015.1045480 Lussier, R. N., & Achuar, C. F. (2016). Theory, application, & skill development (6th edition.). South-Western/Cengage Learning. Sekaran, U., &Bougie, R. (2016). Research methods for business (7th edition.). Wiley Sommers, W. (2019). Stakeholder centered coaching: Expanding consciousness through constructive feedback. Teachers Matter, (41), 11–13. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=134764726&site=eho st-live Yukl, G. (2010). Leadership in organizations (7th ed.). Prentice Hall.