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Guiding The Way: My Personal Philosophy of Leadership

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Foundations of leadership, empathy and collaboration, servant leadership: empowering through service, conclusion: paving the path forward.

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Personal Philosophy of Leadership

• First Online: 15 April 2021

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• Olivier Serrat 2  

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This précis tables a preliminary statement of a personal philosophy of leadership. The statement is informed by theoretical perspectives on leadership—themselves based on new-wave leadership literature; key leadership influences; cultural identity; trends in the development of post-bureaucratic organizations; and sundry work experiences.

Personal Philosophy of Leadership was completed on May 14, 2018.

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Bolden et al. ( 2011 ) grouped theories of leadership in three categories: (a) leadership as a property of leaders, with related consideration of the traits of leadership, leadership behaviors and styles, situational and contingency approaches, and leadership skills and functions; (b) leadership as a relationship between leaders and followers, with related consideration of leader–member exchange theory and follower-centered perspectives, transformational and charismatic leadership, and servant and quiet leadership; and (c) leadership as a social process, with related consideration of shared and distributed leadership, and discursive and constitutive leadership.

Springing from background, education, and sundry work assignments, the principal driver of my cultural identity is that of a global citizen; the tags of other drivers would be male, well-traveled, polyglot, multidisciplinary competencies, interested in post-bureaucratic organizations, and keen on organizational leadership. Apart from the immediate family history recounted, I do not sense that facets such as religion or culture have influenced the personal leadership philosophy delineated here: my views owe principally to experience in Africa, Europe, and the Asian and Pacific region, leavened by much reading of history.

Citing Ospina and Uhl-Bien ( 2011 ): “We have characterized relationality as the understanding that individuals and collectives constitute a field of relationships , which in turn implies that each individual represents the intersection of multiple relationships” (p. 6).

Cunliffe’s ( 2009 ) related reflections on the theme of the Philosopher Leader —in which leadership becomes a process of thinking more critically and reflexively about ourselves, our actions, and the situations we find ourselves in—are engaging. To develop leaders, she recommends actions along three threads: (a) relational experience (meaning, the phenomenological way of understanding who we are), (b) ethics (meaning, the unfolding of the moral process of recognizing that we are accountable for our self, our actions, and our relationships), and (c) reflexivity (meaning, self-reflection to understand, be responsible, and be true to ourselves in relation to the pressures and influences around us) (Cunliffe, 2009 , p. 87).

Change is an inevitable part of life and the twenty-first century certainly has its share of it. But, we need to do more than simply respond; we must ask: “What can I contribute that will significantly affect the performance and the results of the organization I serve?” (Lest we forget, we must reach beyond the walls as well.)

Bolden, R., Gosling, J., Hawkins, B., & Taylor, S. (2011). Exploring leadership: Individual, organizational, and societal perspectives . Oxford, UK: Oxford University Press.

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Cunliffe, A. (2009). The philosopher leader. Management Learning, 40 (1), 87–101.

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Hickman, G. (Ed.). (2010). Leading organizations: Perspectives for a new era (2nd ed.). Thousand Oaks, CA: Sage Publications.

Ospina, S., & Uhl-Bien, M. (2011). Exploring the competing bases for legitimacy in contemporary leadership studies. In M. Uhl-Bien & S. Ospina (Eds.), Advancing relational leadership research: A dialogue among perspectives (pp. 1–40). Charlotte, NC: Information Age Publishing.

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Serrat, O. (2021). Personal Philosophy of Leadership. In: Leading Solutions. Springer, Singapore. https://doi.org/10.1007/978-981-33-6485-1_4

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Developing a Personal Leadership Philosophy

This essay about the ethos of leadership explores its multifaceted nature, emphasizing influence, ethics, growth, vision, and adaptability as integral components. It highlights leadership as a force for inspiring and guiding collective efforts toward shared goals, grounded in ethical principles and a commitment to personal and professional development. By embodying these facets, leaders can foster environments conducive to realizing both organizational objectives and the potential of individual team members.

How it works

The ethos of leadership goes into a vast and intricate domain, where myriad theories and methodologies intersect with individual values and organizational objectives. Fundamentally, this ethos revolves around comprehending leadership not merely as a position of authority, but as a pivotal force in the efficacy and welfare of a collective. A profound exploration of this ethos reveals leadership to be both an art and a science, necessitating a fusion of inherent attributes and acquired competencies to steer others towards shared goals.

Primarily, the ethos of leadership pivots on the notion of influence. Unlike conventional conceptions of power, which may connote coercion, leadership influence entails inspiring and motivating others without overt imposition of authority. This form of influence is best attained through leading by example, embodying the values the leader aspires to instill within their team. For instance, a leader who values transparency and integrity will candidly address challenges and decisions, thereby fostering an ethos of trust and candid communication within the team.

Moreover, ethical leadership assumes a pivotal role in the ethos of leadership. This facet underscores the moral imperatives incumbent upon a leader towards their followers and the broader repercussions of their decisions. An ethical leader contemplates the ramifications of their actions not only on the success of their organization but also on the well-being of their employees and societal welfare. Such leaders espouse principles of fairness, equity, and justice, endeavoring to make decisions that align with these values even amidst adversarial circumstances.

Another salient aspect of leadership ethos is the dedication to personal and professional development. Effective leaders acknowledge that, akin to their team, they are perpetual works in progress. This awareness impels them to perpetually seek fresh knowledge, interrogate their assumptions, and solicit feedback. This growth-oriented mindset not only enriches their own capacities but also sets a potent precedent for their team, fostering a culture of continuous learning and adaptability.

Furthermore, the ethos of leadership also encompasses a forward-looking vision. A leader endowed with a lucid and compelling vision can articulate the trajectory and ethos of the group or organization. This vision engenders a sense of purpose and orientation, serving as a lodestar for all team endeavors and strategies. Crafting and communicating this vision mandates not only creativity and perspicacity but also an intimate comprehension of the organization’s capabilities and the external milieu in which it operates.

Adaptive leadership emerges as yet another indispensable constituent, particularly in today’s volatile and mercurial milieu. Leaders must adeptly navigate through fluxes and uncertainties, making decisions amid incomplete information and often recalibrating strategies as circumstances metamorphose. This adaptive prowess transcends mere reactionary responses to changes; it encompasses anticipatory measures and capacitates the organization to confront impending challenges with alacrity.

In essence, the ethos of leadership transcends the rudiments of managing personnel and projects. It entails inspiring and influencing others, upholding ethical precepts, committing to perpetual growth, envisioning an auspicious future, and adapting to change. A leader who espouses these facets can not only realize organizational objectives but also foster the personal and professional evolution of their team members.

To conclude, apprehending and embodying the ethos of leadership can revolutionize conventional paradigms of leadership roles. By prioritizing influence, ethics, growth, vision, and adaptability, leaders can nurture an ambiance wherein individuals are galvanized to realize their utmost potential, guided by values and a lucid sense of purpose. Such leadership not only engenders success but also nurtures a milieu of reverence, innovation, and fortitude.

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Development of a Personal Leadership Philosophy: An Experiential and Reflective Opportunity in the Graduate Classroom.

• Carly Speranza , A. Pierce
• Published 1 July 2019
• Education, Business
• The Journal of Leadership Education

3 Citations

If jadis ran the n.i.c.e.: philosophy of leadership, instrumental leadership and employee sustaining values: workplace motivation as mediator, relasi kuasa kiai pesantren dan pejabat publik dalam merumuskan kebijakan pendidikan islam di madura (analisis teori kekuasaan michel foucault), 23 references, leadership development through experience, teaching and learning: using experiential learning and reflection for leadership education, constructing leadership identities through stories, authentic leadership: development and validation of a theory-based measure†, leadership begins with an inner journey.

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Leadership Philosophy and the Theories of Leadership Research Paper

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Introduction

The philosophy of leadership, leadership philosophy chosen, the ‘golden rule’ leadership philosophy and the trait theory of leadership, the ‘golden rule’ leadership philosophy and the behavioral theory of leadership, the ‘golden rule’ leadership philosophy and the contingency theory of leadership.

Leadership, as a concept, varies in many different situations and circumstances. As old as life itself, leadership is required in many aspects of human existence. The emergence of different civilizations, and the resultant organized societies and governments brought forth with them an urgent need to examine the concept of leadership.

Leadership was required in homes, in various communal groupings, and in the overall governorship of societies. Today, the need for competent leadership within various groups and entities in the society is even more acute (Kim, McInerney, & Sikula, 2004, p.388). Effective leadership in homes, schools, workplace, and governance play a critical role in the overall socioeconomic progress of a nation.

Philosophy analyses the existence, mannerisms, and conduct of human beings in their daily pursuits. For leaders, the acquisition of a personal leadership philosophy is of critical importance. A philosophy of leadership provides a general frame and guideline within which a leader may function.

A leadership philosophy also offers a point of reference for the leader, and when practiced long enough, it forms the basis of the entire leader’s actions naturally. Therefore, a positive and progressive leadership philosophy is beneficial to the leader and the persons under his/her leadership.

The leadership philosophy that I have chosen is one that adopts the golden rule/principle. This leadership philosophy/principle obliges the leader to treat his or her subjects, as the leader himself would wish to be treated were he/her the subject – the golden rule.

This philosophy mandates the leader to take actions only after placing the best interests of the subjects at the heart. All the decisions made by the leader should be humane and progressive. This philosophy ties positively with three different leadership theories. These theories are the trait theory of leadership, behavioral theory of leadership, and the contingency theory of leadership.

The trait leadership theory states that a leader has inherent characteristics and personal traits that he or she is born with. This theory slightly reassembles the ‘great man’ leadership theory that characterized much of the ancient Greek and Roman view of leadership and leaders. The trait theory of leadership views leadership as a concept and characteristic inherent in some people and absent in others (Northouse, 2008, p.15).

Many leaders in history have been described as ‘born leaders’, and their actions and choices during times of crisis were mostly guided by empathy and inherent characteristics. For Instance, Abraham Lincoln, the 16th US president, has variously been described as compassionate and full of empathy. Despite having been the president during the nations’ most catastrophic civil war before or since, his leadership – born out of his personality traits – has always been described as compassionate.

In line with the chosen personal leadership philosophy that urges the leader to show empathy, the trait theory of leadership applies to Abraham Lincoln. His abhorrence for the institution of slavery stemmed from his conviction that as much as none would volunteer to be a slave, then none should willfully be a master.

This conviction is born out of empathy. The conviction aligns with the earlier mentioned philosophy of the leader placing herself or himself in the situation of his subjects before making any decisions. As president, Abraham Lincoln was also quick in granting mercy to many citizens who sought it from him. President Lincoln granted mercy to many Southerners condemned to death for treasonous acts during the Civil War.

At the conclusion of the war, many Northerners wanted to subdue the Southerners economically and politically, because the prevalent view in the north was that the south had instigated the entire costly war. True to his element and character, President Lincoln cautioned against vengeful feelings and actions by Northerners. He urged the nation to foster a new sense of goodwill and empathy.

Therefore, the leadership philosophy based on empathy is quite effective and admirable. When a leader put the interest of his/her subjects first, the subjects gain confidence in his or her leadership.

The behavioral theory of leadership contrasts with the trait theory of leadership. While the trait theory states that leaders posses, within themselves, inherent character traits that are appropriate for leadership, the behavioral theory states that leadership is a concept that can be learned and acquired. Through careful observation, intensive learning phases, and experiences acquired over time, a person previously not disposed to leadership, can become en effective leader.

Indeed many leaders are molded through practice and learning. Throughout the ancient times, many princes destined to succeed their fathers as kings were taught how to be leaders and were continuously in a learning realm until they assumed the kingship upon the death or resignation of the king. The behavioral theory states that a leader’s actions are more salient and take precedence over his or her inherent traits.

The British Prime Minister, before and during the Second World War, is an example of a leader whose actions were the prime determinants of his effective leadership during the War.

Hardly known for his suave nature or even for his empathy, Sir Winston Churchill was nonetheless effective in rallying the British troops and public behind Britain’s war effort against Germany and its allies. Churchill was hardly popular in Britain before the War and had served in various junior capacities at various levels of government. He had tasted a bit of war during the First World War, and his experiences would prove beneficial.

Furthermore, in his various roles, in the civil service, he also slowly honed his leadership skills. Therefore, when Prime Minister, Neville Chamberlain, abruptly resigned, Churchill was suddenly entrusted with the heavy burden of leading Britain in the War. Fortunately, Churchill had already learned as much as he needed to on being a leader, and would continue to learn as the war progressed.

The golden rule of leadership exalts the leader to place the interests of his subjects first, and the Prime Minister, Churchill, did so. His fierce sense of independence and love for democracy guided his determined ambitions to halt the advance of Germany despite formidable odds. In the end, Britain and her allies triumphed, and in large part, this victory was the result of effective leadership by Churchill, whose leadership skills were slowly built over a long period.

The Contingency Theory of leadership states that leadership does not necessarily involve a leader practicing his or her inherent traits, nor is it a matter of the actions taken by a leader, but rather an ability to adopt and fit with the different dynamics that confront him or her.

Because a leader will inevitably be confronted with different situations requiring different analyses, judgments, and conclusions, the Contingency Theory of Leadership states that, an effective leader should handle these dynamics. According to this theory, the environment within which the leader operates, the socio-political inclinations of the followers, and the leadership style of the leader all play a role in determining the leader’s judgment.

The American president, Franklin Roosevelt, during the Second World War, exemplifies contingency leadership. Having taken office just as the effects of the Great Depression of the 1920s were setting in, his work was clearly cut out. However, Roosevelt’s ability to identify with the common person’s problem soon gained him widespread bipartisan popularity.

He set up measures to cushion the poor from the effects of the Great Depression, oversaw widespread infrastructural projects, and after a few years of these intensive nationwide programs, the American economy was back on track. Ultimately, he was able to rally the American public behind him as the US entered the Second World War in 1941. President Roosevelt is the longest serving American president in history and one of the most popular leaders in history.

Roosevelt’s capacity for empathy, in line with the doctrine of placing the concerns of the subjects first, contributed to his long reign as president. His ability to adapt to different situations and challenges in his presidency, and his knack for soliciting bipartisan support for his policies points to effective contingency leadership.

In conclusion, the personal philosophy of leadership that places the interest of the leader’s subject at the forefront is an effective leadership philosophy. As stated in this paper, the ‘Golden Rule’ leadership philosophy functions ably within the trait theory of Leadership, the Behavioral Theory of Leadership, and the Contingency Theory of leadership. As the analysis of various historical political leaders has shown, different leadership styles and traits are suitable for different environments and situations.

Kim, C. W., McInerney, M., & Sikula, A. (2004). A Model of Reasoned Responses: Use of the Golden Mean and Implications for Management Practice. Journal of Business Ethics , 51(4), 387-395.

Northouse, P.G. (2008). Leadership Theory and Practice (5 th Ed). Thousand Oaks : Sage Publications.

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IvyPanda. (2018, October 11). Leadership Philosophy and the Theories of Leadership. https://ivypanda.com/essays/leadership-philosophy-and-the-theories-of-leadership/

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CJUS 610 Leadership, Ethics and Policing

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Ethical Leadership is a foundational principle in building an excellent organization and developing and maintaining public trust. This class focuses not only on ethical principles; it focuses on ethical leadership with a Christian Worldview.

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Without warning, a police leader can be called to a scene of a critical incident. The police leader will make decisions on behalf of the department that not only may define the leader’s career but also defines the public’s view of that very organization where the leader works. Literally lives of citizens and lives of subordinates may balance in the hands of this police leader. At other times, a police leader may not be challenged with a split second leader decision; rather, they may be challenged by a set of circumstances that will require a well-thought-out ethical decision. This class challenges the skill set of police practitioners by focusing on sound ethical leadership principles.

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Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.

Discussions (3)

There will be 3 Discussions throughout this course. Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided topic for each Discussion. Each thread must be 400 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 250 words.

Research Paper: Personal Philosophy of Leadership Research Assignment

The student will write a 5-7 page Personal Philosophy of Leadership research paper in current APA format that focuses on the vision, mission, and values of the student. The paper must include at least 5–7 references in addition to the class textbooks and the Holy Bible.

Research Paper: Narcissistic Leadership Research Assignment

The student will compare and contrast the traits of a narcissistic leader with those of a covenant leader by writing an 8–10-page research paper. The paper must follow current APA guidelines. The page count does not include the title page, abstract, reference section, or any extra material. It must include 10–15 sources with at least 1 source being the Holy Bible.

Research Paper: Servant Leadership Research Assignment

The student will outline a brief plan to apply the ideas of servant leadership in a police organization by writing an 8–10-page research paper. The paper must follow current APA guidelines. The page count does not include the title page, abstract, or reference section. It must include 10–15 sources with at least 1 source being the Holy Bible.

Quizzes (8)

Each quiz will cover the Learn material for the Module: Week in which it is assigned. Each quiz will be open-book/open-notes, contain 10–15 multiple-choice and 2 essay questions, and have a 1-hour time limit.

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