Running head: THEORETICAL ANALYSIS 1

Theoretical Analysis

Alyssa D. Humbles

Loyola University Chicago

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Over the course of this semester, my understanding of leadership has become more

refined to account for variations influenced by a multitude of factors. My prior ability to define

leadership has been shaped by my personal experiences, observations and values. Within a

professional setting, I have found it most advantageous to glean from those who seem to operate

from a similar point of influence and to then explore what aspects of their learned and shared

experiences have shaped their execution of leadership. Kiana Battle, Dean of Career Programs at

Moraine Valley Community College, is one of those professionals with whom I have had the

pleasure to work alongside as well as observe. Through both formal and informal capacities, Ms.

Battle demonstrates, what I feel to be, sound characteristics of leadership, through consistency,

integrity of self, and a clear and concise understanding of the structure for which she serves. The

culmination of these attributes, among others, made her a wonderful selection for this interview.

Ms. Battle has been at Moraine Valley Community College for almost three years,

serving as both an Assistant Dean as well as Dean. Prior to that, she worked within higher

education at another institution, totaling her experience within higher education close to 10

years. While she held similar positions at both institutions, our interview uncovered how

significant an environment is when dictating how one practices leadership. Also, before coming

to higher education she worked 13 years in the broadcasting field. Her experiences from both

sectors have shaped her unique perspective on leadership.

Ms. Battle shared her extensive understanding of leadership theories as she is currently

focused on leadership practices for her doctoral dissertation. I felt this is relevant to recognize

seeing as our continued conversation was influenced by her stocks of knowledge around this

topic, which may or may not align with current practices or terminology discussed in our
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classroom. Carroll (2015) notes that stocks of knowledge derive from all of our experiences in

which learning exist and therefore shapes our assumptions and responses to the world.

As we began, Ms. Battle defined leadership as an attribute one possesses where they can

galvanize a group of individuals towards a common goal (personal communication, October 13,

2016). Given her background in both higher education as well as the corporate sector, she also

added that leadership is not exclusive to one field or the other. She continued to share that the

crux of leadership is situated in the ability to collaborate for a common purpose. When asked to

expand on her understanding of leadership, as formal theories may outline, she named servant

leadership as the primary influence in her work. Furthermore, she added that transformational

leadership also influences her practice of leadership. While acknowledging that her

understanding of these two theories may or may not directly draw a parallel with the literature

covered in the course content, there were cues rendered from the interview that allowed for us to

expand beyond terminology and investigate what influences our understanding of those

practices. We first reflected on the formal definition of the theories she specified and then

expanded on which aspects of her experiences seemed to align with those theories in particular.

Servant Leadership

Servant Leadership is defined as an inclination to serve others first. Additionally, the

leaders top priority is to place the highest needs of the individuals at the forefront. In short,

servant leadership emphasizes that the good of the followers takes precedence (Northouse,

2016). Ms. Battle found the attributes associated with servant leadership to be innately

embedded within her as they closely align with her spiritual beliefs. The actions she alluded to,

in the form of compassion for others, a sense of understanding, exercising active listening in

regards to the concern of her staff and seeking to improve the quality of performance and output
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of her division, directly correlate with empathy, listening, stewardship, commitment to growth of

people and building of community seen in servant leadership (Northouse, 2016). She found it

coincidental that the formal name of the theory also dictated her approach to integrating it within

practice. She firmly addressed that she strives to be a servant first, and then exercise her

leadership thereafter (K. Battle, personal communication, October 13, 2016).

The Use of Critical Perspectives

As we discussed further why particular areas of servant leadership resonate with her

most, she shared that a few examples from her daily work and how they shape her approach to

leadership. She saw at a previous institution how the implications of hierarchy can distance

followers from their leader (K. Battle, personal communication, October 13, 2016). For that

reason, from previous un-pleasantries within the workplace, she is unfavorable to the top-down

approach or an authoritative style of leadership. However, her current position is heavily

involved with faculty, where corresponding terms and agreements, derived from the collective

bargaining unit, for example, require certain decisions to be made in accordance with the

institutional standards. In these instances, the sole application of servant leadership theory is

problematized by the presumed meekness of the leaders position. While servant leadership does

not acknowledge the power dynamic between the leader and follower, it is in the very instances

where adversity meets the leader that positionality and authority rises. Additionally, this not

only disarranges this particular theory, but it illuminates the presence of another leadership

theory approach. To account for areas that may not have been previously considered, critical

perspectives allow for practitioners to challenge binaries established by assumptions (Dugan,

2017).
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Of the four aspects of deconstruction, ideological critique allows for practitioners to

analyze the aforementioned theory in an effort to then fuse or expand beyond the language itself.

Rightfully so, each theory holds a premise relative to the overarching theme, and servant

leadership is not exempt. However, to take a closer look at what may inform the foundation of

servant leadership then allows for additional influences to rise, that may have at one point not

been considered. During the interview, Ms. Battle went beyond just using the language often

referred to in higher education, but also provided the emotional implications associated with

leadership that often influence her approach. It was in those moments of transparency where

other theory components were highlighted and seen as plausible influence in the work she does,

consistent with team leadership.

Interwoven Characteristics of Team Leadership

As the Dean of Career Programs, fields such as Health Care and Automotive Technology

fall under her purview, and subsequently an overwhelming majority of the faculty have dual

roles as practitioners in their respective fields. There is a subconscious trust that she has given to

her team as they are content area expects. The aspect of team leadership that is most closely

aligned with this notion is competent team members. Team members need certain core

competencies that include the ability to do the job and the ability to solve problems (Northouse,

2016). Secondly, as alluded to above, her formal position may require her to evoke leadership

decisions as outlined in team leadership (K. Battle, personal communication, October 13, 2016).

Considering she is not a health care professional by trade, or even an automotive engineer, the

cultivation of programs and curriculum is nurtured by the accounts of the faculties expertise.

The premise of team leadership is process oriented with a foci on team success as opposed to
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team failure (Northouse, 2016). Ms. Battle demonstrates the suppression of self for the overall

benefit of the team.

As the Dean of the area, Ms. Battle has exercises the unique responsibility of holding

constant both the interest of her team as well as the institution. As ideas are presented to her,

based on the information shared with her hierarchical level, she has the ability to position

proposals as it fits into the strategic priorities of the college or coincides with other efforts across

the campus. While not having the autonomy to always disclose certain key factors immediately,

she mentioned that the team must lean into her guidance and know that once afforded the

opportunity to be transparent, she will. This aspect of leadership decisions arose as a topic when

she shared that the team may not understand fully the direction she is suggesting and at which

point she may have to make an executive decision considering all possible influences. As she

shared her process of internal negotiation, she provided examples that suggested all three

leadership decision tactics which take into account first, if intervening is the appropriate action,

second, if either task or relational needs take precedence, or, finally, if internal or external

intervention is optimal (Northouse, 2016). While this was not a theory that she felt strongly

influenced her leadership style, I believe the nature of its potential integration shows that

singularly, theories cannot account for every aspect of leadership, therefore require consideration

from other theories to provide effective and transcending leadership.

Cultivating Agency

The use of the reconstruction tool, cultivation of agency, seems to be an impetus of Ms.

Battles leadership. The spaces where servant leadership resonated most, she found that being

the resource to her team is one way she can aid in their success. Through conversation, it seems

she has tendencies to employ servant leadership infused components of team leadership. The
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dichotomy of both theories afford her the ability to cultivate agency through multiple modes,

even though not explicitly stated as such. By placing the trust in her team to make sound and

wise decisions, she begins with sharing the vision or objective, any pertinent information that

may severely impact the routes that can be taken, and from that point she provides the autonomy

to proceed accordingly. By alleviating the need to be the sole hub of accuracy, I believe she

further drives away the normative notion that a formal position is indicative of the rights to what

it means to serve as a leader.

Transformational Leadership

Northouse (2016) states that transformational leadership is heavily influenced by intrinsic

motivation as well as follower development. Charisma, inspiration, intellectual stimulation and

individualized consideration are all comprise transformational leadership. Being there is great

value found in having meaningful connections between leaders and followers. That then allows

for the leader to be driven by the growth seen in their followers, while also reaping residual

benefit of self-growth. Ms. Battle shared stories of when she worked at a previous post-

secondary education institution and she had the privilege of implementing new programs and

policies that required equal investment from both her team, as well as the institution overall. To

mobilize followers, she sought to have an investment in them personally. Understanding their

values and areas of interest, as it pertained to their professional growth, and as opportunities

presented themselves, allowed for her to better service others holistically. She said it is a

personal goal to never leave a place, or circumstance, the same way she found it. Moreover,

there is always opportunities to improve (K. Battle, personal communication, October 13, 2016).

Use of Critical Perspectives

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As transformational leadership strongly emphasizes the eagerness of the leader to observe

the change in their team as a result of their leadership, little reference is made to the possible

transferability of impact from follower to leader. From the stories she shared, I could see that the

impact was reciprocated from follower to leader, and not just top down. While transformational

leadership is contingent on the ideology that leaders hold the influence which then is of a benefit

to the followers, there is a lack of acknowledgement that followers, too, could have an adverse

effect on the leader in which they, themselves, experience transformation. Even though it is not

stated as an outcome of transformational leadership, Ms. Battle is a clear example of how a

leader can be receptive to a mutual exchange from follower to leader and the subsequent

benefits. Furthermore, the magnitude of one leaders impact is also contingent on the autonomy

they have within an organization or institution. The flow of power, not only from leader to

follower, but also from environmental influences to leader should be taken into consideration. It

could be challenging, however if redirected in a more applicable approach. As we spoke further,

I asked her to expand more on how she negotiates an array of situations, using this approach.

The more she began to share about the assumptions which underlie leadership theory application,

alternative theory components surfaced.

One of the first assumptions she discussed was the impact that an individuals identities

can play in their ability to glean from leadership and hence allow for the leader to exercise their

leadership mode of comfort. Another assumption she discussed was the need for leaders to

understand that each individual enters a space having their own set of experiences and frames of

reference that influence how receptive they are to any situation. The third, that was not named,

but referenced, was the need for the leader to be vulnerable or malleable. Ms. Battle shared that

a team is comprised of many variables, and that one particular approach may not be
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advantageous for the group, so to analyze and cater your leadership style to the individual is

what has proven to be the most beneficial in her experiences (K. Battle, personal communication,

October 13, 2016). Finally, ultimately, she chooses to treat others as she desires to be treated.

All of these inferences seemed to be shaped by her own stocks of knowledge, derived from her

experience with leadership, therefore shaping her integration of one of the viewpoints of

authentic leadership. To question the validity of our socialized assumptions refers to critical

reflection. It is stated in literature that it is difficult because its effectiveness is predicated on our

willingness to question the very foundation in which we stand on for all of our interactions, not

just professionally, but personally as well (Preskill, 2009). The assumptions she shared during

our interview, I believe are just a few examples of where she looks through a deconstructive lens

in order to exercise her understanding of effective leadership.

Interwoven Characterizes Authentic Leadership

At the foundation of authentic leadership is the ability for the leader to be genuine or real.

This theory has three viewpoints, intrapersonal perspective, developmental perspective and

interpersonal perspective. The first of these, the intrapersonal approach, states that ones

experiences, and their meaning of such experiences, shape their leadership routine. Where

transformational leadership lacks in consideration for prior exposure, authentic leadership adds

the significant influence those moments can have. Furthermore, the developmental approach

gives strong consideration to major life events that may alter or shift a preconceived rationale of

leadership thereafter (Northouse, 2016). The refined use of authentic leadership develops over

time and seems to be a primary fixture of how Ms. Battle intends to continuously grow as a

leader.
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From the moments where she saw a lack of transparency, or felt as if her decisions were

not valid due to the seat she previously held, her ability to merge her experiences into rationale

for her actions could resonate, to some, as her ability to demonstrate genuine characteristics. I

would suggest that a component of being genuine is calling attention to both the positive aspects

of an environment as well as the areas of improvement. Once an aspect is acknowledge, then it

is more feasible, for a collective, to work around, within, or against whatever may be adverse.

This effort does become more of a challenge when those aspects are intangible, such as power.

Attending to Power

The starting point to attending to power is to acknowledge power (Dugan, 2017, p. 13).

As Ms. Battle mentioned, there may be aspects of her decisions or rationale for her directions

which she cannot disclose due to specifications given to her from her leadership. While she may

not have the authority to alter higher level practices, within her sphere of influence she does have

the ability to empower her team to operate accordingly. In those moments she has found that

some of the most innovative practices arise due to perceived restraints and the use of ingenuity

(K. Battle, personal communication, October 13, 2016). She continued to share that not every

experience has been favorable to her, her team, or to achieve the immediate objective at hand,

but through collaboration and creative measures, the ultimate goal of servicing students has

never left the forefront. The more that we discussed influences, it became clear that in one

sitting, an interview could never shed light on all the facets of what influences her leadership

practices.

Conclusion

Throughout the time spent digesting the narrative shared by Ms. Battle, there were

aspects of my knowledge that were affirmed and others that were stretched. I have found in
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times past that my understanding of higher education derived from my own experiences allow

for me to justify my actions based on trends, but not necessarily rooted in theory. To have the

opportunity to speak with Ms. Battle about how theory informs practice, I was able to think in

retrospect about when my perceived rationale were not just influenced by moral implications, but

rather had merit rooted in theory, however I did not have the sophisticated language to call it

theory. On the contrary, it is also plausible that in those moments where I was without a formal

understanding of theory, that informal theory influenced my decisions. Informal theory being

predicated on my opinions derived from my values or observed experiences.

From our interview, I also found that the gamut of leadership stimuli could never fully be

covered within the allotted 60-mintues. I also took into consideration that the responses shared

could have been influenced by a recent event or interaction. Certain immediate decision making

processes may have also resonated more closely with her, which may have provided space for

certain values or perspectives to rise to the surface at the time of this interview. Lastly, her

detailed understanding of self and theory application served as a starting point for analysis.

Knowing that there is no perfect theory, but rather a merger of theory components that shape

leadership practices, it was helpful to move away from the use of common language and allow

the undertones and themes to shape my understanding.

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References

Carroll, B. (2015) Leadership learning and development. In B. Carroll, J. Ford, & S. Taylor

(Eds.), Leadership: Contemporary critical perspectives (pp. 89-108). Los Angeles, CA:

Sage.

Dugan, J. P. (in press). Leadership theory: Cultivating critical perspectives. San Francisco, CA:

Jossey-Bass. [Due February 2017]

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.

Preskill, S., & Brookfield, S. D. (2009). Learning as a way of leading: Lessons from the struggle

for social justice. San Franscisco, CA: Jossey-Bass.