SECOND SEMESTER SESSION 2020/2021 (A202)

COMMUNICATION PROGRAM, SMMTC

SCCA2103 LEADERSHIP COMMUNICATION

INDIVIDUAL ASSIGNMENT

Matric No Name Cntc No

271726 RISHIKASHIRINI D/O NGIANUM 016-7041135

Title : Article Review ( Learning by Doing in Leadership Education : Experiencing

Followership and Effective Leadership Communication Through Role-Play )

Group: D
Date of submission : 22 April 2021
Lecturer’s Name: Mdm Sharina Bt. Samsudin

Administrative

Marks: Remarks:
1.0 Article Review

Communication is the most important aspect of great leadership. A leader is one of the
employees with excellent skills, and he has the ability to step forward and mentor those who
lack expertise and skill set, attempting to instill skills by inspiring them and assisting them in
achieving their individual, team, and organisational goals. A great communicator is needed to
become a great leader. Great leaders are known for being good communicators, possessing
strong values, and believing in fostering and instilling those values in others. As a result, their
subordinates admire and look up to them as a leader.

Communication is the act of conveying information in order to reach a common

understanding. Knowledge must be absorbed and understood by the intended audience, and
both parties must communicate in the same language. Speaking, tone of voice, nonverbal,
body language, eye contact, and writing are all examples of different types of
communication.

The use of excellent communication skills to empower and motivate an individual or a

group by sharing information in a structured and meaningful way is characterised as
leadership communication. Leadership communication is a complex process that starts with
planning a communication strategy, writing clearly, and then communicating effectively to
manage difficult situations.

While studying educational leadership communication, I came across a number of well-

known leaders. They all agree that communication is critical. To foster healthy, constructive
partnerships, Sparks (2003) believes it is critical for leaders to improve communication and
problem-solving skills.

The learning advantages from roles and simulations can, according to the review of
studies, be both cognitive and affectual: cognitive learning, for example the application of
ideas to real scenarios, and the development of analytical or decision-making capabilities, and
affective learning, for example participating in developing modified opinions and attitudes
towards problems or individuals, as well as e-learning. Shaw (2010) explain that, role-plays
and simulations can encourage better teacher-student relationships because learning occurs in
a relaxed and comfortable setting, causing the learner to view the educator in a more positive
light, as well as the availability of timely feedback. Leader-follower relationships is one
subject field where role-plays can make a major contribution to classroom learning.
 Baublits (2014) strongly believed that, individuals who are followers must think
creatively in order to discover new ways to change organisational processes. For instance,
case studies are used to teach followers, since it allows them to not only solve issues
effectively as part of a group, but also to use a variety of followers' behaviours in group
discussions.

Additionally, performative research, such as role-playing in class, is an important

educational method for teaching leadership principles since it allows students to learn and
reflect on leadership behaviours. Students learn to play roles by constructive and inefficient
leader-following behaviour in different contexts. They learn about followership. Although
successful or unsuccessful leaders are primarily to blame for organisational successes and
setbacks, the alignment leader and followers remains the reason for high team results. Just as
capable and motivated followers are critical to any strategy's success, so is the establishment
of dyadic relationships between them and the leader.

In this type of role-play leadership, the leader assists the groups in achieving their aims
and goals by instructing them on how to accomplish their objectives and pointing them in the
right direction. They serves as a leader, guiding and enabling his students to take the direction
that will help them accomplish their objectives more quickly and precisely by efficiently
communicating.

Successful middle leaders are very responsive to the combined factors for successful
communication. In general, some methods or behaviours aid or impede successful
communication. There is also a portfolio of skills that play an important role in maintaining
good commitment and understanding. Middle leaders who succeed are acutely aware of the
variables that come together to ensure successful communication. In general, there are a
number of behaviours that can aid successful communication. Similarly, a set of skills plays a
key role in maintaining high-quality interaction and comprehension.

Leaders pay greater attention to workers they consider to be similar in attitude, work
ethic, and beliefs, and offer more resources and benefits to them. These followers, known as
the in-group, have a higher quality of communication with the leader and are chosen early in
the process based on integrity, reliability, and personal competence. According to Lewicki &
Bunker (1996), as a leader's trustworthiness grows, he or she will feel more at ease delegating
tasks or empowering followers. Since these are risky actions on the part of the leader,
confidence is crucial in making these decisions.
 Understanding good followership means understanding that there are gaps between
supporters that can bring certain supporters into line with certain leaders and result in the best
result when the fit is achieved. The followership split into two groups by Kelley (1988). That
is critical thought and participation and interest in organisational decisions. Kelley classified
followers into five groups based on these dimensions: successful, conformist, alienated,
passive, and pragmatic. As a result, passive followers have a low level of critical thought and
commitment. They are people who would rather leave the worrying to others and do just
enough to maintain their jobs.

Lebron (2017) explains that powerful and alienated followers are separated by the critical
and independent thinkers of two classes of followers. While alienated followers in their
thinking processes are intelligent, critical, and reliable, they decide to remain unaffected.
They may not like the style of leaders or feel degraded.

A good follower, on the other hand, is energetic and engaged, as well as a critical
thinker. The good follower is courteous and doesn't hesitate to try ideas on their own. The
realistic follower, the final sort, is someone who exhibits all four forms previously
mentioned, depending on the situation. Pragmatic supporters are very political and would go
to any extent to protect their own interests.

They devised a role-playing exercise to reveal these hidden biases and to explore how to
manage the hierarchy both down and up using good communication skills. In conclusion, the
workshop participants seemed to enjoy the game, as shown by the feedback forms they
completed afterward and the lengthy discussions the role-play prompted in class.

When relating perceived input to participant expectations, a communication skills

evaluation prior to the role-play may be useful. In the course of their experiences with their
own leaders and supporters, a reflection task may be used to determine participants' key
takeaways from the exercise and what contact and followership habits they expect to improve
in the workplace.

Participants could determine their favourite and backup models. The evaluation also
increased knowledge among classroom followers. While the test was not specifically linked
to role playing in the classroom, Morgan Williams's unique types of followership may be
integrated into the role play. Morgan will play the role of an effective follower before
switching to the role of an alienated follower in the next round of play.
 The effect of followers' and leaders' implicit expectations on personnel decisions has
been recognised in leadership studies, as well as how these perceptions can be skewed at
times. However, leaders have received more attention in education, science, and practice than
followers. Leaders will fill this gap by developing experiential initiatives to enforce their tacit
understanding of leader and the followers and to try to improve working relationships.

In compared, experiential learning programmes should provide individuals with

opportunities to discover prevailing follow-up behaviours. In addition, they should explore
contingencies which make it appropriate for them to change these behaviours. Such activities
can and should focus on multiple learning objectives, both for the development of leadership
and the development of follow-up.

In conclusion, I can claim that when effective communication and leadership are
combined, effective leadership communication is achieved. A leader cannot be a successful
leader unless the person is a good communicator who can use his skill to persuade others to
obey someone. They will need to know a lot and be able to share the information with those
at work. Must be able to inspire a team to accomplish what seems to others to be difficult. A
leader who communicates effectively with his or her team becomes more successful.
2.0 References

Baublits, J. L. (2014). Promoting creative capacity in followership education. Journal of

Leadership Education, 146-155.

Kelley, R. E. (1988). In praise of followers. Harvard Business Review, 142-148.

Lebron, F. T. (2017). Learning by Doing in Leadership Education : Experiencing

Followership and Effective Leadership Communication Trough Role-Play. Journal of
Leadership Education.

Lewicki, R. J. (1996). Developing and maintaining trust in work relationships. Frontiers of

theory and Research.

Shaw, C. M. (2010). Designing and using simulations and role-play exercises. The
International Studies Encyclopedia Blackwell Publishing.