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Running Head: Authenticity

Action Research Project - Authenticity

Connor Dye

Sir John. A Macdonald Secondary School

IDC 4UI

June 16, 2017


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Table of Contents

1.0 Introduction3

2.0 Summary of Results...4

3.0 Literary Review..5-9

3.1 Introduction5

3.2 Maintaining a Moral Perspective5-6

3.3 Self-Awareness...6-8

3.4 Self-Regulation...8-9

4.0 Action Research Discussion...10-12

5.0 Conclusion...13

6.0 References..14-15
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1.0 Introduction

An action research project is a reflective process of finding solutions through research via

inquiry and discussion on a specific topic. The intended outcome is an improvement in

knowledge and practices pertaining to the topic. This is important in leadership because active

leaders are constantly striving to improve and grow in a wide variety of areas. Furthermore,

action research can lead to an enhanced plethora of research skills for the participant. The

purpose of this action research project is to discover the key qualities that make a leader

authentic.
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2.0 Summary of Results

After taking the emotional intelligence leadership assessment, one area in which I scored

lower than expected was the authenticity section. I believe that this might have been because at

times I can let small details out of my control negatively affect my emotions, this could make my

behaviour sporadic, which is the opposite of authentic leadership behaviour. This was highly

concerning as I consider myself a calm and collected person when with my of my peers, but

could see that I might be overlooking the small details of my behaviour which might come across

as inauthentic to others. Thus, I wanted to improve my authentic leadership behaviour using this

research project. Through this assignment I hope to learn what exactly makes one authentic, as

well as how to consistently keep my emotions in check, not letting outside factors affect them, as

this project will focus on the main qualities which result in authentic leadership behaviour.
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3.0 Literary Review

3.1 Introduction

Authenticity is the quality in which one acts in tune with their true self, expressing

themselves in ways that are congruent with their inner thoughts and feelings. In order for one to

be authentic, they must be consistent in their decisions and actions in all aspects of their life.

This a rare quality, but is one a leader must acquire in order to be fully effective and successful

in their environment. In the pursuit of authenticity one must realize that this quality can only be

truly developed through the the mastering of three attributes of the inner self. The three legs in

which the stool of authenticity sits on are a moral perspective, self-awareness, and

self-regulation.

3.2 Maintaining a Moral Perspective

Maintaining a moral perspective is an ethical and transparent decision making process

used by leaders to develop and use a strong moral capacity, courage, and resilience to handle

ethical problems and sustain authenticity with moral actions (Avolio and Gardner 2005). It is

highly important to maintain a morally righteous perspective to create an atmosphere for a

leaders followers that is welcoming to to their authentic selves (2005). Those who have a

heightened awareness of the value for a positive moral perspective are extremely aware of the

way they behave and and how they are perceived by those around them, as well as the values and

perspectives of themselves and others (Hassan and Ahmed 2011). The key moral virtues which

are intertwined with authenticity includes that authenticity is the response to the decline of civic

and religious values (Baumeister 1987 as cited in Novacevic, Buckley, Brown, and Evans 2006),
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and is the initiative to rise above the social norms of following anothers negative directions or

being one with the crowd (Pianalato 2003 as cited in Novacevic, Buckley, Brown, and Evans

2006). A leader's authenticity is absolutely defined by their moral values and character. The

values of the leader dictate their moral compass, and those that can maintain a moral perspective

know the true north of this compass, and the deep sense of the right thing to do, always (George

2004). Maintaining a moral perspective has numerous benefits such as a realistic view on goal

setting, and the delegation of different group members to achieve goals that are in line with their

work ethic and individual skills (Avolio and Gardner 2005).

When learning to maintain a moral perspective, it is important to note that morality is not

just simply the absence of lying, but consistently being honest, however difficult that may be

(George 2004). When it comes to each individual leader, the basis of their morals are derived

from their beliefs and convictions, but their true values are revealed when they are put under

pressure (2004). A leaders principles are their values translated into actions. Having a solid

foundation of these values and testing them under fire enables the leader to better develop their

moral perspective (George, Sims, McLean, and Mayer 2007). The key to ones values is how

they behave when things are not going well in a particular situation. This is how one builds a

positive, moral perspective, by consistently putting themselves in situations in which they are

under fire to improve their virtuous mind set (George 2007).

3.3 Self-Awareness

Self-Awareness is a big part of being an authentic leader, as to be authentic one must

know their true self, emotions, and the emotional impact they have on others (Avolio and
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Gardner 2005). This is because when a leader knows these things about themselves they can be

more honest with themselves and others, which is a key trait of an authentic leader. (2005)

Authenticity and hence authentic leadership demands a high level of understanding of what it

means to be self-aware (2005). Self-awareness is not a destination point, but a continual journey

in which one proceeds to understand their unique talents, strengths, purpose, and desires (2005).

Furthermore, a self-aware leader has a good understanding and awareness of their own

knowledge, experience, and capabilities (2005). The congruence between a leader's own values

are a key factor in determining the extent of how much a follower resonates with them, and will

in turn, want to follow them. (Howell and Shamir 2005 as cited in Gardner, Avolio, Luthans,

May, & Walumbwa 2005). There is a wide array of evidence that supports the positive effects of

a self-aware leader (2005). For example, Campbell (1996) investigated self-concept clarity,

defined as the extent to which the contents of an individuals self concept are clearly and

confidently defined, internally consistent, and temporally stable. Leaders with high self-concept

clarity can be associated with high self-esteem, and extraversion(1996). Furthermore, when a

leader models authentic, self-aware values and behaviour it encourages follower self

development, or the process of self-discovery among followers (1996).

Freeman and Auster (2011) highlight a key concept that can show leaders how to

effectively become more self-aware. An idea introduced by Kets de Vries (2006), the Clinical

Paradigm is a tool used in his clinical practice with executives and companies, in which one must

look at the self as a project, which can be improved upon. The Clinical Paradigm stands on four

main principles, the first being that every human action has an explanation and rationale. (2006)

When looking into the reason behind one's actions, a leader can better develop their
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understanding of their true self and emotions (2006). The second principle is a great deal of the

actions of a person is based in the unconscious 2006). Ones actions can sometimes be the result

of uncontrollable emotional tendencies, in order to become better self-aware a leader must

understand these emotional tendencies, which may be based on past experiences (2006). The

third principle is the way in which one expresses and regulates emotion is central to any idea of

self, which means that a person must know themselves in order to better understand and control

their emotions, insecurities, and how they view themselves and others (2006). The final principle

of the Clinical Paradigm is that human development is an inter- and intra-personal process,

which means that a leader must welcome all forms and methods of personal development to

increase their potential for personal growth (2006) The Clinical Paradigm concept is important to

address when discussing self-awareness, and can be a key concept for a leader who wants to

widen their view of themselves, with the ultimate goal of becoming a more authentic leader

through self-awareness (2006). When a leader seeks to become more self-aware, and in turn

authentic, it is important to note that it could take a lifetime for one to gain complete awareness

of themselves, but self knowledge can be accelerated by honest feedback from others (George

2007).

3.4 Self-Regulation

Self-Regulation is the process in which one exerts self control through setting internal

standards, assessing discrepancies between these standards and actual or expected outcomes, and

identifying intended actions for reconciling these discrepancies (George 2004). Self-Regulation

is an important quality of a leader, as it is essential in order to gain the respect and trust of your
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followers (2004). The behaviour of authentic leaders are driven by self-regulation and their

ability to be self-concordant in their pursuit of goals that reflect their authentic, personal

standards of conduct (Gardner, Avolio, Luthans, May, and Walumbwa 2005). Therefore, by

self-regulating, one can effectively align their values with their intentions and actions and

become a more authentic leader. (Avolio and Gardner 2005).

When leaders pursue having improved self regulation, it is not a valid excuse to say that a

leader has poor self-regulation because while they may have good values, they lack the discipline

to convert the values into consistent actions (2005). An authentic leader who can self-regulate

realizes that they are not perfect, but can clearly highlight their values via their actions (2005).

Furthermore, when a good self-regulator makes a mistake, they admit and take clear

responsibility for it (George 2004). Another quality of an authentic leader who has good

self-regulation skills is the maintaining of a consistently calm behaviour without letting stress

interfere with their decision making (2004). Self-regulation requires the handling of any kind of

high-pressure situation with a cool and calm approach (2004). Handling unexpected situations

well is also a good sign of an adept self-regulator (2004). This requires consistent, authentic

decision making. In order to gain consistency in decision making one must train themselves with

authentic habits, such as being honest at all time, no matter the situation (2004). For example,

being a professional athlete requires keeping ones body in peak physical shape, and

self-regulation requires that the sharpness of the mind must be maintained (2004).
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4.0 Action Research Discussion

Through the completion of this research project I have acquired a vast amount of

knowledge of what makes up an authentic leader. A moral perspective, self-awareness, and

self-regulation are all important attributes in their own right, but through this assignment I have

learned how to harness all three in order to remain an authentic leader consistently. A key point

of having a moral perspective is that it is not simply just the absence of lying, but being with

honest with myself and others at all times. This can be a challenging task, but is essential to

authenticity. For example, in the past I have struggled with voicing my own opinion on a

decision in a large group setting. However, in order to maintain a moral perspective I must

remain honest and speak up for the truth at all times, however difficult that may be. For example,

if I am in a group of other student leaders and we are making key decisions for an event we are

running, it is important to ask myself, is this the best possible decision for the group? What are

the alternative options, and what are the different effects of each? If the group is leaning toward a

decision without properly addressing these questions then I must speak up and make my case for

why each option deserves careful consideration or if the option most people want is simply

wrong. By doing this I might upset some of my peers, which is difficult for me because I do not

enjoy disagreeing with people. However, I must remain authentic to myself and the best interests

of the group by questioning the effects of each decision in the honest pursuit of absolute success.

My peers will acknowledge this and respect me for it as well as feel more comfortable with

being totally honest as well. Through this assignment I have also learned the value of being

self-aware. It is highly important to know not only my own emotions, but also the emotional

impact I have on others, as sometimes in the past I have felt that I am not fully aware of the
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impact I can have on someone else emotionally. A likely scenario that will present itself in

student leadership in the future that will require my ability to be self-aware is I might make a

costly mistake that will hinder our success. If I make a mistake, I will understand that I have let

my group down, and it is not up to anyone else to resolve the problem. A costly mistake a non

self-aware leader might make would be to come up with excuses or blame someone else for the

new issue which could have massive repercussions in a negative emotional impact on the entire

group. However, I know that if I go to my group with absolute sincerity, recognizing that I have

only myself to hold accountable and doing whatever I can to resolve the situation, then this will

in turn have a positive emotional impact on my group members. By being self-aware, I can turn a

negative experience into an opportunity for emotional growth in which further trust is built

among my group members. Furthermore, self-regulation is also key to my ability to be a

consistent, authentic leader. One important highlight pertaining to self-regulation is the setting of

internal goals. By setting personal goals, and achieving each on schedule, heightened levels of

internal and external organization can be reached. An easy opportunity to use my self-regulation

skills and therefore express my authenticity as a leader at Sjam would be too clearly lay out what

I need to complete, and then completing each task on or ahead of schedule. This can be applied

to either assignments in a classroom as well as the different tasks I must complete as a leader,

whether individually or in a group setting. By simply completing what is expected of me on time

with absolute organization I can show my adept skills of self-regulation, thus my authenticity as

a leader. Simply put, I will do what I say Ill do. In summation, whatever situation I am faced

with, whether in a formal or informal leadership role, I can apply any of these attributes to

properly assess and handle it, thus expressing my authentic leadership behaviour. Whether in
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Confederation at Sjam or in the future outside of highschool, I can use what I have learned about

authentic leadership to better handle any relationships and conflicts with others in my constant

pursuit of success as a leader.


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5.0 Conclusion

To conclude, authenticity is a crucial quality of an effective leader. Using the three

essential attributes of authentic leadership, a moral perspective, self-awareness, and

self-regulation, a leader can effectively build relationships that are stronger, healthier, and more

productive than one who does not. Authenticity is the backbone of an effective leader, and is an

essential quality for success in any type of organization or environment. It is the key quality that

defines who a leader is and the effect they have on others for their entire life.
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6.0 References

Ahamed, F., Hassan, A., & Hashim, J. (2013). Authentic leadership, trust, and employees work

engagement: a comparative study of Islamic and conventional banks in Malaysia. J. for Global

Business Advancement,6(2), 152. doi:10.1504/jgba.2013.053568

Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of

positive forms of leadership. The Leadership Quarterly,16(3), 315-338.

doi:10.1016/j.leaqua.2005.03.001

Freeman, R. E., & Auster, E. R. (2011). Values, Authenticity, and Responsible Leadership. Responsible

Leadership,15-23. doi:10.1007/978-94-007-3995-6_3

Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). Can you see the real

he Leadership
me? A self-based model of authentic leader and follower development. T

Quarterly,16(3), 343-372. doi:10.1016/j.leaqua.2005.03.003

George, B. (2003). The journey to authenticity. Leader to Leader,2004(31), 29-35. doi:10.1002/ltl.60

Lawler, J., & Ashman, I. (2012). Theorizing leadership authenticity: A Sartrean perspective.

Leadership,8(4), 327-344. doi:10.1177/1742715012444685

Novicevic, M. M., Harvey, M. G., Ronald, M., & Brown-Radford, J. A. (2006). Authentic Leadership:

A Historical Perspective. Journal of Leadership & Organizational Studies,13(1), 64-76.

doi:10.1177/10717919070130010901
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Robinson, D., Gibbs, J., Parks, B., Rea, V., White, K., & Willis, D. (2010). True North: Discover Your

Authentic Leadership by Bill George with Peter Sims. Administration in Social Work,34(3),

307-309. doi:10.1080/03643107.2010.481205

Stillman, S. (2006). Grounded Theory and Grounded Action: Rooted in Systems Theory. World

Futures,62(7), 498-504. doi:10.1080/02604020600912830

Your Leadership Brand, Part 1: Be Authentic. (2015). Your First Leadership Job,28-34.

doi:10.1002/9781119153849.ch04

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