Understanding of My Leadership Journey

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This essay endeavours to reflect upon the underlying influences and theories that have formed my understanding of leadership. It will seek to assess strengths, weaknesses and how I may integrate contemporary leadership theory to become a more effective member of organisational leadership.

It is critical to acknowledge a definition of leadership at the outset of the reflection. Leadership theory has changed dramatically during my lifetime, and as my reflection unfolds, we will see a progression of Leadership styles influenced by contemporary leadership teaching. Northouse defines leadership as a process whereby an individual influences a group of individuals to a common goal (Northouse, 2015, p. 5). The complexity and diverse nature of situations where this process of influence occurs have led to a plethora of teachings surrounding ‘how to be a leader’. Situational leadership, trait-based leadership, transformational leadership, servant Leadership, Collaborative Leadership, shared leadership, charismatic leadership, and authentic leadership are just a few examples of contemporary leadership theory ideas. Donna Ladkin explains the importance of understanding leadership’s nature better to study leadership intricacies in different environments. (Ladkin, 2010, p. 15). To reflect upon my leadership journey, I have chosen to consider how the contrast of settings and how leadership has been a central dynamic.

Looking back over my life, I can consider that I have been in leadership positions since a young boy. Some may consider these leadership roles merely role-playing and not holding any significant development to lead others as an adult. At a young age, I was significantly impacted by ‘hero leadership’ where great sporting heroes, adventurers or war heroes were often portrayed as the standard of leadership (Carlyle, 2007). Leadership was considered a natural gift or something that arose from within specific individuals at a time of crisis or opportunity. There was still a mixture of the early twentieth-century definition of leadership that focussed on power and the leader’s ability to impress or coerce their followers.

‘Leadership is the keynote to success– but leadership is difficult to define, and leaders are difficult to find. I have frequently stated that ‘any ass can be a commander, and a trained man may often make an instructor; but a leader is more like the poet– born, not manufactured.’

I became a keen Boy Scout learning from Baden Powell’s mantra ‘Be Prepared’, and I was being prepared for life as a member of society and given the opportunities to lead others. Baden-Powell was correct when he stated that leadership is difficult to define. Still, his opinion that leaders were born not nurtured did not align with the “Calchasian model of learning – a community of practice”. Grint suggests that “learning is not so much an individual and cognitive event but a collective and cultural process” (Grint, 2010, p. 65). A crucial aspect of leadership is the relationship between the leader and followers. It must be acknowledged that the dynamic provides a reciprocal flow of learning. The leader’s development is very dependant of the influence of followers and the communities’ shared practice. My leadership development has always been through the experience and through interaction with those whom I have served – “As iron sharpens iron, so a person sharpens an another”(Proverbs 27:27).

At the age of seventeen, I joined the Royal Navy as an engineering apprentice destined to reach the highest ranks of a non-commissioned officer and firmly in middle management. The trajectory that my career path took meant that the Navy spent many hours forming my leadership capabilities. This would involve periods of training and learning the intricacies of leadership and practical opportunities to hone those skills.

A military setting leads to an autocratic style based upon the rank and involves task orientated, team and shared leadership. Training would include team-building and problem-solving activities, focusing on building character traits like perseverance, articulation, and confidence. The trait approach to leadership development has been proved to have been over empathised and lacking any correlation that good leaders possess a definitive list of character traits. However, Northouse explains that although Trait theory has some weaknesses, it does afford an individual a better understanding of their strengths, weaknesses, and place within the organisation hierarchy (Northouse, 2015, pp. 29-31).

It is true that Trait theory does not make allowance situational influence and that the research is very subjective. However, I believe that there are positive aspects of understanding our personality and develop our character through experience. Northouse states that learning new traits is not an easy process, but I would challenge that character development comes by experience. Through success and failure, we are refined and shaped to become a more astute team member.

The Navy defines six core values that help to shape a cohesive force able to meet all the challenges of war and peacetime activities. Commitment, Courage, respect, loyalty, discipline and integrity form the foundation of personal character traits and a shared vision of community. These values outline the relationship between leader and follower, which forges the two-way reliance. (St. George, 2012)

An essential aspect of Military service is the camaraderie enthused with banter and positive energy even amid challenging times. Andrew St George explains the influence of informal and formal story-telling to maintain morale and, more importantly, the team’s cohesion. “Leadership comes down to protecting the story, bringing others into the story, and keeping the organisation accountable to the story” (Mohler, 2012, p. 38). Norseman (Northouse, 2015) expands upon the process of influence between the leader and followers. The leader’s role is to initiate and maintain a relationship through communication. Throughout my career in the Armed Forces and later in ministry, I have tried to strengthen unity by maintaining the narrative and keeping positive atmosphere, valuing the importance of building fun into the team life.

Upon leaving the Armed Forces, I was called to serve disabled and disadvantaged children in Asia. Suddenly thrust into a new arena of fluid organisational structure, I believe working in a people-focused ministry began a process of stripping away previous notions of leadership and hierarchy.

In Donna Ladkin book ‘Rethinking leadership’ she explains leadership from the perspective of the phenomenon and how important it is for us to appreciate all aspects of the process of leadership fully. She uses the example of a cube where each side is one aspect of leadership, e.g. the leader, followers, culture, situation or organisation. She goes on to emphasise that leadership cannot be viewed separately from other aspects but rather is a ‘moment of social relations’.

My new environment as a member of an NGO serving in an Asian context suddenly afforded me new perspective allowing me to appreciate these ‘moments of social interaction’. Culture is a critical part of any organisation. As we established a fledgeling charity, it was imperative to ensure that the vision and mission were embraced by all involved. The charismatic young visionary spearheaded the Charity, but as the ministry grew, he embraced the need to share the leadership responsibility. It was reminiscent of Moses under this advice of Jethro sharing his leadership responsibilities (Gen 18:21). I was invited to join a leadership team of men and women who would oversee various projects and responsibilities. It became our task to maintain the narrative and engage all the stakeholders with our organisational culture.

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