Running head: PERSONAL LEADERSHIP MODEL

Personal Leadership Model

Scott Inghram
Marshall University LS-710 Fall 2015

PERSONAL LEADERSHIP MODEL

Personal Leadership Model

The term leadership lends itself to an array of diverse messaging. The term is generally
described as an action, but other than an agreement on some type of movement, there is little
consistency among definitions. As with most human behavior the act of leadership is personal,
and it is difficult to find a universal metric to determine its effectiveness. It is dependent on
each persons desired outcome and what is accepted as an optimal means of achievement.
Without a static understanding of leadership, it is subject to various interpretations leading to
both academic and fad theory. In this environment, one may choose from the many theories,
devise his own, or develop one as an amalgamation of theories.
Theoretical Context
Relationships, communication, authenticity and trust form the theoretical
underpinnings of the leadership model presented. Each characteristic and/or behavior,
however, is based on the works of Burns (1978) Transformational theory in regard to the
necessity to focus on organizational goals, and values, while also providing for higher order
needs. A focus on higher order goals allows followers to be capable of transforming into agents
who seek a higher level of motivation and morality (Burns, 1978). This concept is central to the
model, as leaders should understand the importance of human engagement, identify mutual
needs, and act in accordance with higher values.
Along with the engagement requisite for transformational leadership, one must also
consider the relationship between the leader and the follower. As the leader, it is important to
delegate to those who can get the job done. A follower is most likely to be satisfied with roles

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and responsibilities, and also with undefined responsibility, if trust is forged in the relationship
with the leader. It is with understanding that the Leader-Member Exchange Theory (LMX)
determines that different exchange relationships are formed based on the presence or absence
of trust (Avolio, Walumbwa, & Weber, 2009). Time and resource constraints force the leader to
rely heavily on the trusted follower, and in exchange, the leader offers special attention such as
career support, among others. There is an inherent truth in the natural sorting that occurs
between the leader and the followers based on trust, and LMX captures that dynamic perfectly.
Lunenburg (2010) recommends supporting subordinates using self-empowerment,
focusing on those areas where one can accomplish, working on improving relationships, and
increasing assertiveness to form high LMX relationships. It is with these high LMX employees
that the leader develops higher values, while the low LMX relationship develops lower order
outcomes. Some employees seek only remuneration and other needs are fulfilled elsewhere,
and although it should be acknowledged, they should not be ignored. Every employee has
value, and is worthy of dignity and respect. It is essential for the successful leader, however, to
have a cadre of followers devoted to carrying forward the goals and values communicated.
Followers must see the leader as self-actualized for both transformational and authentic
leadership (Burns, 1978; Kruse, 2013).
According to Warrell (2013), the who means more than the outcome when considering
leadership. The transformational leader should be self-aware and genuine, i.e. self-actualized,
and care about his followers. Warrell indicates that people will move mountains if they know
their leader genuinely cares about them. The authentic leader is focused on the mission of the

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agency and the end result, not his own self-interest (Kruse, 2013). This characteristic, along
with trust and communication, align with transformational leadership.
The congruency of characteristics discussed above allows for successful integration into
my model leadership style, as they are universal. They further are conducive to developing a
relationship where tasks are delegated and followers understand the values under which to
carry out their work. Tasks are not achieved alone and a leader cannot be successful if he
cannot attain higher ends (Burns, 1978). The integration of these aspects of leadership theory
allow for the development of a team focused on the objective of meeting an institutions needs
while considering the dignity and worth of all involved.

Transformational
Leadership Theory
Leader-Member
Exchange Theory

Authentic
Leadership Theory

Leadership Model
Leadership Definition
Leaders are effective at achieving more than a short-term goal; they inspire followers to
achieve self-actualization in addition to the mission at hand. While leadership alone may be

PERSONAL LEADERSHIP MODEL

defined as only this simplistic action, ethical leadership should also be considered. As defined,
it is the process of motivating followers to make the best decision weighing both profit and
social responsibility through example. The ethical leader critically appraises situations, weighs
possible solutions, and forecasts possible outcomes to determine the best course of action
without compromising the values held by the leader, community, and/or the organization he
serves. Leadership, therefore, is better defined an amalgamation of both action and ethical
values.
Leadership in Action
As a leader I have had the opportunity to help one institution recover from possible ruin
due to a natural disaster, and at a different institution, I have developed a new office focused
on research and development, therefore, reshaping the landscape. Neither of these actions,
however, shows my true leadership in action; they are merely bragging points. The action I
believe expresses my leadership best was my refusal to fire an employee. As a new manager,
my first responsibility was to terminate an employee based on her inability to carry out her
duties. I believed that the employee was previously under-trained due to poor management
and brokered a deal with the leadership. The deal involved a progression plan where the
employee would be trained under my guidance, and our performance would be reevaluated
every two weeks. Of course, the employee had received several warnings up to this point, but
had no idea she was slated for immediate termination. She was also unaware of the deal.
Over the course of six months, the employee had improved enough for leadership to
forget about termination. I took it upon myself to advocate for the employee because I

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believed she did not receive adequate support from her past supervisor. At the time, I did not
recognize that the first significant decision I made as a supervisor was against my leadership. I
have wondered at times why they were so accepting of this decision and others I made in those
early days. It is a testimony to the leadership I was under that I was allowed step outside of
convention, and was capable of insisting on the opportunity to improve her work. I believed
that the employee deserved to be treated with dignity and respect, and that she was entitled to
a second chance.
I managed the employee for several years, and I will never forget my last day at the
institution; she thanked me for believing in her. She said that I was the best boss she had ever
had and that I made her feel good about her accomplishments. She thanked me for believing in
and supporting her. This was one of the most powerful moments in my professional life. I too
thanked her for supporting me and genuinely expressed how proud I was of our
accomplishments. I hope that others who have, and still, work for me would view this as my
leadership in action. I value each member of my team and her one expression of gratitude
made all of our effort worthwhile. We worked together as a team and developed trust in one
another, a difficult task to manage under the best of situations.
Leadership Plan
Since developing the Office of Sponsored Programs at Concord University, I have had
the opportunity to watch it develop into a model office for other institutions. Over the past two
years, however, the institution has struggled with taking a larger role in the research and
development field. In understanding the environment and also the outdated mission of the

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office, my office has worked to develop a strategic plan for the office. It may seem like a small
task, but as the only resource for faculty and staff who desire to engage in scholarly activity, the
office is integral for the development of these activities at the institution. It is with this
understanding that we are taking the opportunity to identify strengths and weaknesses as a
team and then expand this process to our constituents.
We are too close to the operations of the office to accurately assess the services
provided. We are, however, experts in the field of research administration as training and
active participation within the discipline are clear expectations for the office. These skills along
with constituent support are integral to developing a salient plan for the office and the support
of scholarly activity at the institution. Concord University has to continue to invest in this
transition to develop stronger undergraduate and graduate programs. It is further bound by its
mission to support these and other community endeavors as an institution of higher education.
It is my goal as the leader of research and development activities, outside of academics, to
create a plan to support continued growth. In generating team and constituent engagement,
and by incorporating their valuable feedback, I believe the five-year strategic plan will be well
positioned to meet the needs of the institution.
Final Thoughts
Shel Silversteins (2004) poem Dont Tell Me provides inspiration for the characteristic
important for my development as a leader. I believe that our actions dictate our credibility and
worth as a leader. As indicated by Warrell (2013), the manner in which an objective is achieved
is as important as the outcome. It is the leaders responsibility to model appropriate behavior

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to their followers. Leaders send powerful messages about acceptable practices, values,
mindset, and ethics through their own action.
Dont Tell Me
Please dont tell me I should hug,
Dont tell me I should care.
Dont tell me just how grand Id feel
If I just learned to share.
Dont say, Its all right to cry,
Be kind, Be fair, Be true.
Just let me see YOU do it,
Then I might do it too.
(Silverstein, 2004, p.177)

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References
Avolio, B.J., Walumbwa, F.O., & Weber, T.J. (2009). Leadership: Current theories, research, and
future directions. Annual Review of Psychology, 60, 421-449. doi: 10.1146/annurev.
Psych.60.110707.163621
Burns, J.M. (1978). Leadership. Harper Perennial Political Classics.
Kruse, K. (2013, May). What is authentic leadership?. Forbes. Retrieved from
http://www.forbes.com/sites/kevinkruse/2013/05/12/what-is-authentic-leadership/
Lunenburg, F.C. (2010). Leader-member exchange theory: Another perspective on the
leadership process. International Journal of Management, Business, and Administration,
13 (1).
Silverstein, S. (2004). Where the sidewalk ends: The poems and drawings of Shel Silverstein
(30th anniversary Ed.). New York: Harper Collins
Warrell, M. (2013, May). Why leaders must get real 5 ways to unlock authentic leadership.
Forbes. Retrieved from http://www.forbes.com/sites/margiewarrell/2013/05/20/whyleaders-must-get-real/