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BBUS 3671, Major Project, A Champion Leader

Introduction

PICTURE A CHAMPION IN YOUR MIND: You might envision a gold medalist, a captain of a winning

sports team, or another individual who has won the prize or defeated their opponent. The term leader

may also ideate dramatic stories of queens, presidents and successful CEOs. But what is a leader—and

what makes an effective leader? The first dictionary definition of “champion” is that initial vision of

“the person who comes in first in a competition,” like the left picture below:

Look to the second definition to discover a true champion—in my eyes—as “a person who

actively supports or favours a cause,” (Merriam-Webster, 2021), with synonyms such as Advocate,

Friend, Promoter, and Supporter. This, to me, also helps define a leader and is the more meaningful

portrayal of a champion. The right picture above, with my nephew in the back of the line with his

LEADER shirt on during our hike up Thacker Mountain this summer, shows more leadership

attributes: Encouragement, patience, long-term vision, relationship building, and telling stories as we

walked along the mountain trail. A leader in training!\\

Leadership and Management

CONCEPTIONS OF LEADERSHIP BEGAN in the early 1900s as a parallel to the first definition of champion,

focusing on the incredible traits of powerful figures throughout history. According to Northouse
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(2018), the focus transitioned through behavioural and situational theories in the middle of the century

but took a turn back to a focus on traits leading up to the new millennium (p. 5). This focus has been

rounded out with more contemporary research on relational and other new and emerging leadership

theories, such as Leader-Member Exchange (LMX) and transformational leadership, (p. 4).

Researchers have found that an effective leader in one situation may not be effective if transplanted

into another because of the different context, relationships, and overall group interaction dynamics.

“Leadership ... is a major reason why managerial jobs exist,” according to Yukl (2020, p. 23). I

agree it can be sensible to transition a worker into management if they exhibit strong leadership

tendencies and positive influence in the workplace. However, because of natural movement within an

organization, and with the passage of time, some people are likely to arrive in a manager’s role without

the desire or capability to lead. This creates friction, considering that the “sacred trust” afforded

leaders from the respect of those they support may lack in a tenure-forced position change (Mintzberg,

2011, p. 221). Mintzberg also adds that “managers are important to the extent that they help other

people be important,” (p. 214), emphasizing the reciprocal relationship between leaders and followers.

I, for one, will endeavour to embrace this aspect of leadership by raising others up around me.

Effective managing is more than developing relationships, however. One component I am

challenged with is performance reviews and feedback, with the opportunity to develop a more robust

program in our workplace. “If you can’t measure it, then you can’t manage it,” (Hughes et al. quoting

Drucker, 2019, p. 355). This also leads to Yukl’s insight that “each person should perceive an equal

opportunity based on competence rather than arbitrary favouritism” and offers the “attribution theory”

as a cognitive process to gauge performance (2020, p. 89).

The next layer when comparing leadership and management is that “people neither lead all the

time nor follow all the time,” (Huber, 1998, p. 21). How do we maintain such structured organizational

charts with chains of hierarchical command when leading has such a fluid nature? Is it perhaps harmful
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to a group of people working toward a common goal to be subject to restrictive frameworks? Several

case studies in the course readings introduce self-managed team structures as effective in their daily

and weekly tasks. It is difficult to picture this autonomous approach in all work environments;

personalities and preferences vary greatly, and some thrive in a clearly directed system with frequent

touchpoints and individualized support. Whether it comes from an appointed person or is done

collectively, “managing is a tapestry woven of the threads of reflection, analysis, worldliness,

collaboration, and proactiveness, all of it infused with personal energy and bonded by social

integration,” (Mintzberg, 2011, p. 217). Through this reflection and analysis, a good manager notes

when a team member should take the lead and helps coordinate the effort. Collaboration is, after all

and according to Mintzberg, about helping the team “work together,” (p. 214).

Stories of Leadership

INTERESTINGLY, FOLLOWING THE ABOVE MINTZBERG QUOTE, “collaboration is not about ‘motivating’

or ‘empowering’ people.” (2011, p. 214). Rather, motivation can come through storytelling. In fact,

through research presented by Kouzes and Posner (1999), storytelling is “the single most powerful

weapon in the leader’s literary arsenal,” (p. 105) and is “more prevalent and more powerful than facts

and figures,” (p. 101). As is evident in social media and the entertainment industry, stories resonate

with people, they attract people, they inspire, bring together, provide context, remind, educate, and

“put a human face on success,” (p. 105). The face of characters we identify with makes the success

relatable, harnesses emotion, and connects us to the underlying message and tone of the story.

Besides all the immediate impacts a story can make, it is also “something we can recall and

retell whenever we need to know again who we are, what we stand for, and where we are going,”

(Kouzes and Posner, 2011, p. 106). If the goal is to motivate and generate commitment from staff, an

emotive story that can be recalled and retold—which may even be voluntarily spread in earnest—can
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result in positive ripples of improved tone across the organization. The power of a story must also be

used with caution when considering the actions and behaviours, the excitement and allure of less

positive stories: Indiscretions over the weekend and other dramatic, perhaps humorous, but ultimately

damaging story content one chooses to share, may also turn and spread, becoming viral.

Kouzes and Posner clearly support immediate use of stories for every professional, stating that

“storytelling has been found to be so crucial to learning, sense-making, decision making, motivating,

and mobilizing,” (1999, pp. 104–105). These five actions are a must in any company seeking traction

and achievement, which then necessitates the increased use of storytelling. This is an activity I feel

confident with and apply daily with my children, but I am still working toward the capability to layer

storytelling into the daily activities in my organization. A good first step is using the many examples

available throughout the course readings, including leader profiles, company examples, and case

studies.

Leadership—Followership

ACCORDING TO HUBER, WHO TENDS TO PRESENT A MORE HOLISTIC VIEW, “leadership is a relationship”

which “encompasses leaders, followers, stakeholders, and the context,” (1998, p. 67). This speaks to

my interest to practice a fluid interaction where the role of follower and leader simply depends on the

project and context, not on the title or hierarchical position within a company. This shared leadership

changes the paradigm, meaning “shared power and a sense of interdependence more like that found in

community than on a team,” (p. 70). This sense of community is what I strive to foster in my

organization and what entices me to return and maintain part in the group. On the other, more

analytical, hand with Hughes, Ginnett and Curphy (2019), leaders must be wary that “unhappy or

disengaged followers may not show up for work” or, worse, “could exhibit bad attitudes toward

customers,” (p. 336). This perhaps simple observation illustrates a more structured view of the

differing roles between leaders, who hold specific positions upon the organizational chart, and
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followers, who then directly report to those positions. Though I am less inclined to ascribe to these

more stereotypical assumptions, the role-setting does have the advantage of exploring and developing

tools to apply for improved team effectiveness. Hughes et al. also assert that “managing followers’

performance and achieving team and organizational goals … should be the main reason people are

placed in positions of authority,” (2019, p. 376). With this perspective in mind, a leader—at least in

title—can explore ways to improve performance evaluation and the myriad goal-setting resources and

expertise at hand.

Matusak (1997) veers back to more fluid team roles, urging readers that we must learn to move

back and forth between leading and following with “grace and energy,” (25). This concept I see and try

to emulate through the multi-layered interactions at my workplace.

On my Interaction Map above, my name in the margins connects to each main department with

coloured arrows: Darker black for frequent (daily/weekly), dark grey for often (weekly), light grey for

occasional (every 2-3 weeks), lightest grey for hardly ever (monthly or less), and dotted light grey for

almost never (quarterly or less). The LEAD and FOLLOW comments along the connection arrows

indicate the type of role I have in the interaction. The chart started with very clean silos, almost
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implying that each area functions on its own accord, except for the Executives that sit above and

connect it to the rest. Besides the tidiness of knowing who works where, it was deceptively simple and

in fact misleading as to how the company truly functions. My arrows connect in seeming disarray,

“frequent” black arrows and “often” dark grey connecting to six of the seven silos. Only one

department I never connect with, save socially. The interactions in which I only FOLLOW seem to be

the infrequent connections with areas of the company that my team updates or that serve as consultants

to us. Otherwise, I feel I at times follow and at other times lead throughout these links. One positive

reading of this is that an effective “upward dyadic relationship” helps bolster downward dyads, (Yukl,

2020, p. 87). My goal is to increase meaningful communication between all areas in the company to

keep a more consistent understanding of what everyone is doing and what I can do to help the overall

effort.

To take advantage of people’s many strengths, let them lead in what they are good at.

Considering “good” skills can be developed, enable people to develop by providing opportunities at

which to become good. Further breaking the typical structure, Yukl says “individual self-management

can increase satisfaction and performance,” (2020, p. 103). To be an effective follower, listen, work

proactively, and be prepared to lead at times. These layers culminate in a common theme for fruitful

relationships throughout the readings: mutual trust and respect. Sharing roles fosters these foundational

values, communication enables the sharing of roles.

Personal and Organizational Values

THROUGH COURSE READINGS AND EXERCISES, I developed my core values list as the acronym

BROCCC: Balance, Responsibility, Openness, Competency, and Creative Contribution. These values

are reflected in my organization’s Values + Expectations (V + E) document, which is the culmination

of collecting and coalescing our shared values. With her altruistic approach, Huber states that “doing
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leadership is the path you take when you care enough to make a difference,” (1998, p. 112). How

dodes one care enough? To start, align personal values with organizational values. For example, my

goals of Responsibility and Openness are reflected in the V + E line where “We help each other tackle

problems and opportunities—big and small.” My value of Competency manifests in, “We uphold the

highest standards—minding the details for precise execution.” I am excited by the energy my

colleagues bring with these tenets at the forefront, integrated on a personal level and proving

incomparably effective.

Our alignment with these values starts with our office arrangement: Situated in a re-purposed

retail unit within the shopping centre, we embraced the open concept and enjoy visual and auditory

connection to one another’s desk areas. Because of laptop docking capabilities, we can work at any

desk, though we usually stick to the same spot. This open concept encourages communication,

openness, and accountability. We also take a similar approach to emailing and include larger groups

when seeking feedback on process documents. Our flexibility with office hours encourages autonomy,

group cohesiveness and responsibility.

My first value of Balance is where I struggle the most. Though my colleagues are competent

and eager professionals, I am still learning the art of delegation and sharing more complex or ongoing

tasks; specifically, if the time it takes to explain a project takes longer than it would to just do the

project myself, the upfront investment is difficult to accept, even though I know the long-term

dividends. With time sensitive requests, I am inclined to complete the ask and check it off the list. As

above, enabling people to develop is time well spent. Northouse emphasizes this need when he says,

“it is essential that leaders share the work and collaborate with others to accomplish the goal,” (2018,

p. 150).

Ethical Leadership
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ETHICAL LEADERSHIP HAS SIX MAIN FACTORS: Character, Actions, Goals, Honesty, Power, and Values,

(Northouse, 2018, p. 275). These factors cover a wide array of possible behaviours, but to me, Actions

are the focal point to determine ethicality. A leader’s character, goals, honesty, power and values will

all emerge through their actions—as will a follower’s. Northouse distills actions of a leader to the three

principles of “(1) showing respect, (2) serving others, and (3) showing justice,” (2018, p. 278). These

main threads also resurface in the six pillars of character (Josephson, 2021), particularly in

Responsibility, Fairness, and Caring. As it happens, the results from my Ethical Leadership Style

Questionnaire (Northouse, 2018, pp. 291-295) also correlate with Justice as my priority (which I would

not have guessed) and my more relatable, at least ideologically, styles of Utilitarian, Virtue and Caring

as my three tied seconds.

Promoting ethics is the best way forward, when viable, rather than opposing unethical

practices. It is similar to positive reinforcement effectively increasing a behaviour compared to positive

punishment as an attempt to decrease undesirable behaviour. A prime example of promoting and

increasing ethical behaviour is as the Canadian Labour Relations state, “People and businesses like

doing business with people, and organizations, they see as being trustworthy, having competence,

integrity and credibility,” (2021). Do ethical business and get more business! In effect: The nice guy

can win. However, as posted in a group discussion, I have found that a theory is just a theory until it is

applied in an actionable way. You can post a list of ethical guidelines in prominent locations, but the

impact is minimal until it is truly woven into the plan of the place. How do people practice the

theories? Where are they able to apply the lessons? Will it create some tangible difference in outcomes

or rewards? A classmate agreed and responded to my post that “highlighted examples should be shared

to create a mindset and culture that emits ethical thinking and compliance at every possible

intersection.” This speaks again to promoting ethics that are evident around the workplace.
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Northouse (2018) does provide more tangible and applicable lessons for organizations aspiring

ethical practice when he relays that “being honest is synonymous with being ethical,” (p. 282). An

ethical approach also means “being able to arrive at a publicly defensible and fair decision,” (p. 145).

This litmus test would have saved Nick Leeson, the real-life character portrayed in the film Rogue

Trader (1999) from disappearing down a black hole of trading stocks until he inadvertently brought

down legendary Barings Bank in 1995. He was partially honest in ways with wife Lisa and partially

honest in other ways with his coworkers and regional managers. He knew he could not publicly defend

his actions, but he never asked that of himself overtly. He only displayed Fairness and Caring from the

six pillars of character, leaving the other four pillars buried under counterfeit paper trails of obscure

accounts. The result is absolute.

Connecting back to my challenge of improving performance reviews and as an applicable

ethics lesson, Northouse adds, “it is important for a leader to establish clearly the rules for distributing

rewards,” (2018, p. 279). With guidelines, people know how to act and what to expect with certain

behaviour. To promote ethics, a baseline expectation for ethical practice facilitates subsequent

reinforcement of requisite actions.

Leading From Within—Reflective Summary

MANY ACTIONS ARE REQUIRED FOR GROUP SUCCESS, especially in a complex project such as the Key

Pick Up stage of our residential tower life cycle. After Homeowners have walked-through their home

for the first time and our team has supported rectification of any pending repairs, all efforts lead to

final completion of the tower, its individual residential and commercial units, and all layers involved in

a fully operational high-rise. In concept, Key Pick Up is simple: Present keys to new Homeowners

with a smile. But in practice—in a thoughtful, thorough, heightened level of practice—the process is
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an intense crescendo of multitude inner and outer workings of our company and the stakeholders

around us.

The ten Determinants of Team Performance (Yukl, 2020, p. 116) are all necessary for effective

completion:

1. We need reliable commitment to objectives from each team member.

2. With skills and role clarity comes confidence, efficacy, and task completion.

3. Endless hours of preparation produce internal organization, such as our comprehensive and

evolving Tower Closing Checklist as a shared to-do list.

4. Constant ties to surrounding stakeholders ensures external coordination, such as with the

General Contractor and all sub-trades for the physical building.

5. There is no project without abundant resources and political support, found through internal

departments and external processes like the City’s Occupancy Permitting.

6. A common theme, mutual trust and cooperation is paramount.

7. For communication to fully connect us, we need accurate, shared mental models.

8. With all other layers in play, we achieve and persist a collective efficacy and potency.

9. Collective learning never ends in the pursuit of excellence.

10. We benefit by member diversity and the asset of each individual’s quintessence.

“Leadership involves an influence process for facilitating the performance of a collective task,”

(Yukl, 2020, p. 20). This “intentional influence is exerted over other people to guide, structure, and

facilitate activities and relationships in a group,” (p. 2). With each subsequent tower, I gain more

responsibility to own processes and guide the direction of micro projects that make up the whole.

Viewing the team as a cohesive powerhouse has brought flexibility to how I envision and encourage

structuring procedural steps and efforts. With more autonomy and self-capacity comes more

motivation, energy, and integrated team effectiveness. As mentioned, with better performance
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detailing, we can work toward increased inter-reliability and accountability, fostering that foundational

mutual trust.

I am still new to the business world and struggle to embrace hierarchical structures. From the

course materials I learned “in tango, the follower-leader relationship is always complementary and

never hierarchical.” If the leader of the dance duo loses focus or balance, a strong follower can help

regain the balance. They also describe it as “a conversation in which we help each other make our own

unique contributions to the dance,” (Chaleff, 2011). This is the dance I am interested in, though I will

still attempt to understand the circumstances that hierarchy can serve as a beneficial tool. So far, that is

few and far between.

Going forward, I will stay connected to those leaders around me that exhibit selections of

aforementioned desirable behaviours and traits as an informal mentorship program. I will also apply

tools from the course material, such as the Lateral Thinking Checklist for creativity (Daft, 2011, p.

476) and other lists of effective traits and principles.

From the introduction of the course, one thought from Yukl has stuck with me and continues to

be relevant in the milieu of theories, research and discussion, concerning dynamics of leadership

within a group: “Important decisions about what to do and how to do it are made through the use of an

interactive process involving many different people who influence each other,” (2020, p. 4). This

illustrates my repeated message within my work community, especially during one-on-one meetings:

We are a group of professionals—champions—who can work interdependently to achieve the goals we

have before us. Master-planned, mixed-use, multi-phase projects can loom overhead as an impossible

feat, but we have a plan, we have the people, and we have the passion to not only complete all aspects

but to exceed expectations of our co-departments, executives, and Homeowners whom we serve.
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Works Cited
Canadian Labour Relations (2021). Ethics in the Workplace. Retrieved August 3, 2021, from
https://www.canadianlabourrelations.com/ethics-in-the-workplace.html

Chaleff, I. (2011). Leadership and Followership: What Tango Teaches Us About These Roles in
Life. Retrieved July 22, 2021, from https://www.youtube.com/watch?
v=Cswrnc1dggg&t=29s

champion. 2021. In Merriam-Webster.com. Retrieved August 6, 2021, from

https://www.merriam-webster.com/thesaurus/champion

Dearden, J. (Director). (1999). Rogue Trader [Film]. Granada Film Productions.

Goulston, M. (2011). The CEO of The 21st Century. Retrieved July 31, 2021, from
http://madsamuraileadership.blogspot.com/2011/08/ceo-of-21st-century-authormark-
goulston.html?m=1

Huber, N. (1998). Leading from Within: Developing personal direction. Malabar, FL: Krieger Co.

Hughes, R. L., Ginnett, R. C. & Curphy, G. J. (2019). Leadership: Enhancing the lessons of
experience (9th ed.). New York, NY: McGraw-Hill Education.

Josephson, M. (2021). Six Pillars of Character. Retrieved August 3, 2021.

https://charactercounts.org/character-counts-overview/six-pillars/

Kouzes, J. M., & Posner, B. Z. (1999). Encouraging the heart: A leader's guide to rewarding and
recognizing others. San Francisco: Jossey-Bass Publishers.

Mintzberg, H. (2011). Managing. San Francisco, CA: Berrett-Koehler Publishers Inc.

Nash, R. J. (2002). Third language: the language of moral principle. In Real world ethics:
frameworks for educators and human service professionals (3rd ed., pp. 106-145).
New York, NY: Teacher’s College Press.

Northouse, P. (2018). Introduction to Leadership: Concepts and Practice. Thousand Oaks, CA:
Sage Publications Inc.

Shape Properties. (2019). Values + Expectations. Retrieved from company employee portal.

Yukl, G. (2020). Leadership in Organizations. Boston, MA: Pearson Education Inc.