Posted: February 26th, 2023

Developing a Leadership Statement

Please see attached.

5340: U6 D1-Developing a Leadership Statement

Your Responsive Leadership in Social Services textbook discusses several domains for inspiration. Leadership development involves practices of self-reflection and seeking mentorship. These practices take time to develop and are likely to change over time based on specific situations, roles, programs, or processes.

In your initial post, discuss your reflections on the following question from the end of Chapter 6 in your textbook:

“What insights and strategies offered within the domains stimulated ideas or thinking for you around possibilities for inspiration?” (deGroot, 2016, p. 170).

How does a leader’s philosophy and ability to inspire others shape the capacity to build successful collaborative teams?

NOTE: Minimum of 350 words and 1 scholarly journal

157

6 Doing Quality Leadership

Practical Strategies for Inspiring

You may be theoretically rich but practically poor

— Pushpa Rana

T his book has worked, from the beginning, to simplify the concept of leadership. Leadership was defined as a process by which an individual or individuals inspire the attitudes and

behaviors of others to engage in value-based and purpose-critical efforts in order to accomplish a set of shared objectives. Leadership is about inspiration—the capacity to be the source or cause to motivate, stimulate, and/or bring forth the positive attitudes and behaviors of others.

We know that quality leadership is inextricably linked to enhanced worker motivation, engagement, job satisfaction, and organizational commitment. Quality leadership also has a positive impact on practice decisions and subsequently on the positive and preferred outcomes for clients. Simply put, when supervisors and managers lead, their workers are inspired and so too are the people they serve and support. So far, this book has provided a variety of insights and key points on how supervisors and managers can inspire workers to feel better, be better, and do better as they carry out their important role of helping others.

de, Groot, Stephen. Responsive Leadership in Social Services : A Practical Approach for Optimizing Engagement and Performance, SAGE Publications, Incorporated, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165207. Created from capella on 2023-02-16 12:10:23.

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PART II FROM CONCEPTS TO PRACTICE158

Leaders can inspire by utilizing a responsive approach to leadership in the context of supervision and management. This approach posits that supervisors can inspire in key ways, such as

• making quality leader–member relationships a priority,

• operationalizing important and guiding values,

• getting to know the needs, values, goals, and strengths of workers,

• getting to know what motivates workers to engage and perform optimally, and

• utilizing a strengths-based approach in the context of supervi- sion and performance development.

As stated previously, it was not my intent to present a model of supervision and/or management in the social services but to simplify leadership in a way that offers leaders in the field knowledge and prac- tical strategies for motivating and engaging their team members to perform optimally as they carry out their work as helpers. Being a responsive leader is about having the capacity to tune into and respond to the needs, values, goals, and strengths of the people one is respon- sible for leading. While a Responsive Leadership Approach is indeed inspiring, there are many practical ways that a supervisor/manager can inspire workers to feel better, be better, and do better.

All supervisors can learn to inspire! And if you are already a super- visor that inspires, I already know that you are open to learning how to inspire even more. How would I know that? Because that’s also what great leaders do—they never cease learning how to be better for themselves and for their people!

This chapter will provide you and all supervisors in social services with insights into important areas for consideration and offer practical strategies for inspiring staff and teams to feel better, be better, and do better as they carry out their work with children, youth, families, and commu- nities. In order to best organize the tools and strategies offered herein, I have categorized specific areas based on the Key Performance Motivators outlined in Chapter 3. I refer to the seven categories as domains for inspira- tion. While there were more than seven Key Performance Motivators identified earlier in the book, all of them can fit within the identified categories and are relevant to the seven domains below:

• Relationship

• Vision and Values

159Chapter 6 Doing Quality Leadership

• Mission and Goals

• Appreciative

• Personal and/or Professional

• Feedback

• Strengths Focus

As stated in Chapter 3, individual workers are motivated by differ- ent things at different times. It is important for the supervisor to figure out collaboratively with each worker which Key Performance Motivators are relevant for inspiration. Once the supervisor has an understanding of which domain areas are the most relevant to a worker, the ideas and strategies offered in each domain provide helpful sources of inspiration.

Prior to getting started and considering which domains are rele- vant to workers, it may be helpful for supervisors to encourage each worker on the team to fill out a Key Performance Motivator Appraisal Form, offered in Chapter 3. This may help identify which domains may be most relevant to the member.

The insights and practical strategies offered below have been informed by years of practice experience, evidence-based research, and principles of best practice. You may recognize some of the ideas and approaches offered here, as some have been mentioned, and build on tools already presented in preceding chapters. If you are already prioritizing some of these critical areas and are utilizing the subsequent strategies for inspiring and motivating your members, keep it up; you are making a positive difference for them and their clients. There may be some things below that stimulate thinking or feeling; some may remind you of things you already know are important, and/or some items presented may inspire you to try something new.

� RELATIONSHIP DOMAIN

A relationship that is based on acceptance, understanding, trust, respect, and integrity is absolutely essential as a foundation for staff learning, development, and performance. In addition to this, very few people will admire, cooperate with, or “follow” a leader when they have little to no trust and respect for that person. These relational ingredients are important as they provide the basis for safe and nonjudgmental com- munication and support. Great supervisors get to know their members’

PART II FROM CONCEPTS TO PRACTICE160

needs, values, goals, and strengths through relationships. The better a supervisor knows their members, the better able she will be to respond to their needs and desires and more likely she will be able to match supervisory support and resources accordingly.

Furthermore, up to this point, the chapters have demonstrated what most of us already know from our practice wisdom: that the supervisor–worker relationship and supervisor support contribute to improved job satisfaction, increased motivation and engagement, enhanced practice, and preferred outcomes for staff and clients. Relationships are key!

Here are some things you may consider doing to positively influ- ence this factor for inspiration:

• Make relationships a priority

• Encourage members to fill out a Preferred Leadership Profile

• Get to know your members (needs, values, goals, and strengths)

• Ask workers to express what a preferred relationship looks like in practice

• Operationalize values of trust, respect, integrity, and empathy as well as key organizational values (see Chapter 4 for steps to operationalize values)

• Make efforts to stop in and say hi or goodbye to staff

• Make time for coffee or tea with staff

• Get to know what is important to your staff

• Schedule and keep uninterrupted time with members

• Take and make opportunities to do activities (individually or as a team), like relationship and team building

• Try to be accessible and approachable

• Make regular check-ins on relationships and the quality of supervision

• Do your best to be nonjudgmental

• Ensure you take what they say seriously and follow-up

• Try hard not to be quick to defend or dismiss member feedback/ input

• Ask staff about family or interests outside of work

161Chapter 6 Doing Quality Leadership

• Make quick check-ins with members (individually and in group meetings) prior to business a priority

• Check out assumptions about members (“When in doubt, check it out.”)

• Maintain confidentiality to the extent possible

• Do not ask workers to do what you haven’t already done your- self or that you are not prepared to do

• Follow through on commitments

• Do what you say you will do (DWYSYWD)

• Ask staff what the best supervisor–member relationship looks like

• Be willing to be flexible with process and time around identified employee needs

• Encourage consistent unit meetings

• Encourage, promote, and attend staff social engagements

� VISION AND VALUES DOMAIN

Although vision and mission are often grouped together, they are not the same thing. Vision is the value-driven dream of where a program and/or organization hopes to go. It is meant to be global and inspiring. Mission pertains more to “how are we going to get there.” Mission will be discussed further in this chapter. Some people are much more con- nected to the vision. These are those I refer to as the “values people.” I am one of them. Like most values people, I am vision and value driven. We are passionate!

When it comes to motivating members to perform, nothing is as powerful as the cultivation and/or mobilization of passion. Passion usu- ally arises from personal purpose, but more importantly, it originates from what people feel is important—their values. Most people choose social services because it is a profession that espouses or endorses values (social justice, compassion, empowerment, self-determination) that are in line with their own personal values. Organization and pro- gram choices are also often based on a preference or match between personal and organizational values. When members operate within alignment of personal, professional, and organizational values, there is rarely a lack of passion when the work is being carried out. Furthermore,

PART II FROM CONCEPTS TO PRACTICE162

operationalization of values helps answer the questions, “Why do we do what we do?” and, “Why do we do it in this way?” An impassioned answer to the question “What’s important?” provides great impetus to passion, motivation, focus, and meaning. It connects members to their purpose—their passion.

Values also represent one of the most important cornerstones of the employee’s story regarding what is most important. When workers honor specific values and can maintain a connection to them in the context of their work, they are more likely to be highly motivated and engaged to perform optimally.

Here are some things you may consider doing to positively influ- ence this factor for inspiration:

• Make a connection to values a priority

• Complete a Preferred Leadership Profile with staff

• Ensure that vision is communicated and accessible to all members

• Ensure that program and organizational values are visible and accessible to all members, especially where they congregate or meet regularly

• Review steps to operationalizing values offered in Chapter 4

• Encourage staff to become familiar with the organizational/ program vision

• Ask workers to identify which values are most important and why

• Get to know why a staff member has come to your program

• Ask member what part of their work they are most passionate about and why

• Review the organizational vision and guiding values regularly

• Review guiding values at supervision or unit meetings

• Connect worker roles and responsibilities to vision and values

• Encourage member to connect personal and program values

• Encourage and model operation of key values

• Review with member how they apply values in their work (daily, monthly, yearly)

• Make pocket-size guiding values check list

163Chapter 6 Doing Quality Leadership

• Encourage staff to consistently consider, “Why do we do what we do?”

• Encourage staff to articulate “why we do what we do in the way that we do it”

• Take time to review and integrate at least one guiding value at each staff meeting

• Take time to review and integrate at least one guiding value at individual supervision sessions

• Develop a team/unit charter made up of important team and/ or program values to guide value-based decision-making and work together

� MISSION AND GOALS DOMAIN

Mission and purpose-critical goals are foundational to organizational, program, team, and individual purposes. Motivation, focus, and enthusi- asm are actually by-products of goals. If you take away a goal that is important to someone, you will take away those three key by-products. Most people seek out or gravitate to a job because its organizational objectives and mission are in line with their own mission and/or goals. If staff can accomplish their own goals while carrying out the organiza- tion or program mission, they will be connected to their purpose. Mission and goals also answer the questions, “What’s the point?” and, “Why are we doing what we are doing?” The answers to these questions are something we all want to know, especially when work becomes dif- ficult or challenging. Continuously connecting organizational and pro- gram objectives to our members’ goals and their purposes is a great way to promote motivation, enthusiasm, and cooperation at work.

Here are some things you may consider doing to positively influ- ence this factor for inspiration:

• Make a connection to the organizational/program mission and purpose a priority

• Complete a Preferred Leadership Profile with staff

• Ensure that the program/organization mission has been com- municated clearly

• Ensure that all staff have clear understanding of roles, responsi- bilities, and expectations

PART II FROM CONCEPTS TO PRACTICE164

• Ask member about his purpose and goals

• Make direct connections between worker goals and purpose- critical program objectives

• Explore staff anticipations (what they want) for their clients

• Explore staff anticipations (what they want) for their team

• Review the program mission with members regularly

• Connect roles and responsibilities to mission

• Have staff review mission and vision at unit gatherings

• Match job tasks, if possible, with staff member goals

• Assist staff to answer “What’s the point?” and “Why do we do what we do?” as they carry out work responsibilities

• Allow space for member goals to shift or change

• Explore personal and/or professional goals for worker development

• Ensure regular check-in and support on developmental goals

• Conduct a “What’s in it for me?” (WIIFM) discussion

• Support opportunities to set and meet professional develop- ment objectives

• Work to make professional development affirming, validating, meaningful, and valuable

� APPRECIATIVE DOMAIN

A major cause of intent to leave and burnout, as reported by many workers, is directly related to the lack of appreciation and/or recogni- tion experienced in the field for the challenging and important work employees carry out.

Validation and affirmation are essential elements for feeling understood and accepted, which is an important aspect of the leader– member relationship described throughout the book. There are many challenging social service sectors, and it is not uncommon for members to sometimes feel misunderstood, unsupported, or devalued. Often, workers who are engaged in challenging jobs or experiencing stressful or difficult times simply want people (especially their supervisors and

. de, Groot, Stephen. Responsive Leadership in Social Services : A Practical Approach for Optimizing Engagement and Performance, SAGE Publications, Incorporated, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165207. Created from capella on 2023-02-16 12:10:23. C op yr ig ht © 2 01 5. S A G E P ub lic at io ns , I nc or po ra te d. A ll rig ht s re se rv ed .

165Chapter 6 Doing Quality Leadership

managers) to understand how hard the work is or how hard it can be. Acknowledging these realities with a supportive response can be exceptionally validating and affirming.

When members do not feel validated or affirmed in their experi- ences, they can begin to become stuck and frustrated and, after a while, feel devalued and even demoralized. Members need to be acknowl- edged. They also need to be admired and appreciated for the important, complex, and difficult work that they do—and not just for accomplish- ments but for efforts as well. I have made reference to the three As of acknowledgment, admiration, and appreciation earlier.

For some workers, the three As are exceptionally important and can operate as a type of currency for the social, emotional, and spiritual bank account. The three As can also function like gas in the tank. When it runs out, worker motivation, engagement, and even cooperation can run out also. I have a saying I use during my training: “I can’t afford to give you a raise, but I can stick a P on it and give you praise. And when I give you praise, I hope it lasts at least a couple of days.”

Here are some things you may consider doing to positively influence this factor for inspiration:

• Make the three As a priority with and for your staff

• Explore what the three As mean to staff and individual members

• Accommodate specific needs “to the extent possible” with efforts at three As

• Make private and public member recognition a priority

• Ensure regular and positive contact with members

• Make and keep uninterrupted time with members

• Develop and support a process for appropriate and safe venting

• Listen, listen, listen

• Utilize paraphrasing and empathic responding regularly

• Utilize meaning-making questions to understand with and con- nect to workers’ stories

• Take what members say in feedback seriously

• Make and follow through on commitments

• Ensure that there is a check-in and check-out at each meeting

• Always check in with members prior to business

PART II FROM CONCEPTS TO PRACTICE166

• Remember that no news is not good news—it’s no news

• Try not to defend or dismiss what members are saying

• Attempt (to the extent possible) to match need for support with the “right” support

• Be creative—create a process for staff recognition

• Encourage staff members to demonstrate the three As with each other

• Say “Thank you!” more often

� PERSONAL AND/OR PROFESSIONAL GROWTH DOMAIN

Social service workers want to do better for themselves and for the people they serve. Therefore, professional development is essential in order to work toward expected outcomes. In addition, many workers are motivated and excited by opportunities for personal as well as pro- fessional development. Consistent chances for individual capacity building can provide a rich and meaningful source of motivation, enthusiasm, focus, and cooperation for carrying out great work. Furthermore, personal and professional goals are another way of ensuring concrete and tangible progress in what I refer to as “a world of intangibles.” It isn’t surprising that many people from the social service industry fish, hunt, garden, or build something with their hands outside of work. They are desperate to see an end product or experience some type of accomplishment.

Personal and professional development frameworks, processes, and supports provide staff with a plethora of opportunities to connect to what is important to them while they carry out their work.

Here are some things you may consider doing to positively influ- ence this factor for inspiration:

• Make staff capacity building a priority

• Have staff complete a Preferred Leadership Profile

• Explore what personal development would look like for workers

• Explore what professional development would look like for workers

167Chapter 6 Doing Quality Leadership

• Offer opportunities (formal, informal, training, mentoring, etc.) for personal and professional capacity building

• Engage with members in a training-needs assessment

• Make professional performance development (PPD) meaning- ful, realistic, achievable, concrete, time-driven, positive, and supportive

• Offer opportunities for members to share PPD with other members and the team

• Check-in on personal and professional goals regularly

• Offer incentives or rewards to staff for capacity development

• Implement peer-appraisal process regarding professional goal development

• Implement self-appraisal process regarding professional goal development

• Match workers with other team members with similar goals

• Offer worker opportunities to mentor or be mentored in identi- fied areas for personal and/or professional development

• Match member roles and responsibilities with member goals for development

• Role model by implementing consistent supervisor appraisals

• Role model by working on supervisory developmental goals

• Set a regular meeting with each staff member with the sole purpose of engaging in the three As only

� FEEDBACK DOMAIN

Feedback is essential for knowing whether or not one is doing what he or she is supposed to be doing. Most people want to know, “How am I doing?” It is also critical for both personal and professional capacity development, and it is the conduit that carries the appraising information on behavior/performance. Feedback must also include a developmental component of what and how behavior or perfor- mance can be enhanced or developed further. Knowing how we are doing and what we need to do to get better or be better to attain

PART II FROM CONCEPTS TO PRACTICE168

personal and professional objectives is helpful as a checkpoint and a “where to next?” mechanism. Accurate and clear feedback is essential for effective and efficient work.

In addition to this, positive feedback is motivating. When it is posi- tive and constructive, feedback is even more valuable. Positive feedback paves the way for the not so positive, if and when it exists. Furthermore, very few things are more motivating for people who are striving to make a positive difference than the message, “You are making a positive difference. Here is how you can make more of a positive difference.”

Here are some things you may consider doing to positively influ- ence this factor for inspiration:

• Make consistent feedback a priority

• Encourage staff to complete a Preferred Leadership Profile

• Ask workers to identify what feedback means and looks like in practice for them

• Discuss preferences for structure and process for the most mean- ingful and valuable feedback

• Ensure efforts are made at accurate, clear, specific, and meaning- ful feedback

• Maintain a positive attitude

• Work at being approachable and accessible

• Listen more than talk

• Focus on worker strengths prior to negative or constructive feedback

• When feedback is critical, focus on the behavior not the person

• Ensure that trust is built and maintained in all relationships

• Implement communication pathways for feedback

• Encourage and support self and peer appraisals so that peers may provide feedback to and for one another

• Explore the preferred feedback currency (what and how) found in the Preferred Leadership Profile (PLP)

• Keep feedback more positive than negative

• Ensure that feedback contains evaluative (what it is that worker is doing or not doing) and developmental (what they can do to improve) components

169Chapter 6 Doing Quality Leadership

• Promote the principle of “No Failure, Just Feedback”

• Promote learning with open and ongoing feedback with staff

• Allow opportunities for members to provide you with feedback

• Be open to feedback yourself

• Take feedback seriously

• Demonstrate integration of feedback as soon as possible

• Encourage and allow the team to offer feedback in unit meetings

• Have a suggestion or feedback box

• Call staff to your office for positive feedback only

� STRENGTHS DOMAIN

Everybody likes to hear about what they are doing well. As covered in Chapter 5, a strengths focus has many benefits for a member and a staff. Often this paradigm is in line with the way workers want and are encouraged to work (value alignment) and starts from the point of asking what’s right versus what’s wrong. A focus on strengths points to concrete successes and real potentialities for development, growth, and productivity. A strengths focus illuminates important resources for moving in a direction that approximates preferred staff perfor- mance. Finally, an approach that makes strengths a priority provides hope, optimism, and sense of real competency, ingredients that are essential for inspiration, positive and effective staff performance, and achievement of preferred worker and client outcomes.

Here are some things you may consider doing to positively influence this factor for inspiration:

• Make a strengths focus a priority

• Encourage staff to complete a Preferred Leadership Profile

• Review the steps in Chapter 5 for operationalizing a strengths- based approach in leadership

• Explore member strengths (personal and professional) regularly and whenever possible

• Regularly ask, “What’s going well?” as a starting point in indi- vidual and team meetings

• Develop and utilize a strengths index for members

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• Integrate strengths-focused questions in the interview process, supervision sessions, and performance development processes

• Identify areas that capture strengths with respect to staff compe- tencies and performance areas

• Acknowledge and appreciate strengths often

• Start with strengths in staff supervision

• Begin with strengths focus in unit/team meetings

• Integrate a strengths section into professional development and annual performance review frameworks

• Match member strengths with roles and responsibilities

• Utilize member strengths to mentor or build team capacity

• Include a strengths section on all self, peer, and supervisor appraisals

• Encourage members to note strengths in themselves, other members, the team, and the program

• Regularly schedule one meeting to talk only about strengths

• Rotate a review of member strengths in unit or staff meetings

• Build on and leverage member strengths in pursuit of personal, professional, and organizational objectives

It is important to keep in mind that the above domain for inspiration and the practical strategies offered are provisional only. They have indeed demonstrated success for enhancing worker motivation, engagement, and performance with a variety of workers at different times across a variety of social service sectors. However, with that said, supervisors and managers are only limited by their imaginations when it comes to inspiring their team members.

� SUMMARY OF IMPORTANT POINTS

•• Leadership is about inspiration—having the capacity to positively influence the attitudes and behaviors of workers to perform optimally.

•• Quality leadership and inspiration are linked to enhanced worker moti- vation, engagement, job satisfaction, and organizational commitment.

171Chapter 6 Doing Quality Leadership

•• When workers are inspired, they feel better, are better, and do better in their roles of helping.

•• Supervisors and managers can inspire through a responsive approach to leadership.

•• Key Performance Motivators can be captured and categorized into seven domains for inspiring: relationship, vision and values, mis- sion and goals, appreciation, personal or professional development, feedback, and strengths.

•• Supervisors and managers can enhance their ability to inspire through a variety of insights and practical strategies offered within the seven domains for inspiring.

� PERSONAL LEADER REFLECTIONS AND CONSIDERATIONS

•• Have you completed your own Key Performance Motivator Scale, as encouraged in the Chapter 3 reflection?

•• Were you able to connect with any specific domains over others? What do you think that might be about?

•• Were there insights and strategies offered within the domains that you were already aware of or doing?

•• Were there insights and strategies offered within the domains that stimulated ideas or thinking around possibilities for inspiration?

•• Consider encouraging staff team members to complete a Key Performance Motivator Scale.

•• Engage in a discussion of findings with staff who have completed the Key Performance Motivator Scale.

•• Once you have determined collaboratively with members which domains might be helpful for enhancing inspiration, consider using one or two ideas or strategies for the most relevant domain.

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