Article Review:
In their article ‘“Defaulting to Management: Leadership Defined by What It is Not’”, the authors Brigid Carroll and Lester Levy (2008) develop the concept of a default identity or aor baseline identity that influences the performance, acquisition, and understanding of more emergent identity constructions, such as the leadership identity. In the qualitative study that tThe authors conducted where they interviewed 53 upper-middle and senior managers about to ascertain their definitions for of leadership and leadership development, it is foundfinding that most of the participants lack a concrete understanding of what leadership is. They cannot provide a concise definition for leadership and leadership development and would and instead provide abstract definitions and descriptions of these conceptsm. Moreover, in their effort to arrive at a clearer definition fororder to define leadership clearly, they wouldsuch managers mostly resort to defining the concept in relation to management, that is, how leadership is different from management. In conclusion, the authors assert that researchers should explore the relationship between the default identity or (i.e. the management identity) and the emergent identity or (i.e. leadership identity) should be further exploredfurther in order to promote the improve thed effectiveness of various organizational initiatives, such as organizational change, leadership development, and the creation of organizational identity work.
On one hand, I agree that management identity is the default identity for many leaders and that the definitions of leadership and the leadership role would derive fromoften be based on the definitions of management and the management role. After all, mMost employees advance in a company’s hierarchy by first assuming a management role and only later being assignedtaking on to a leadership role. In this regard, firms provide those employees who are qualified to become managers are provided with management training (Nelson, 2005, p. 94) in order for them where theyto learn the basic management principles. When they do become managers, they usually stay in such a roleremain so for a long period of time before they finally assume a leadership role. In this regard, it would be intuitive to think and presume that a new leaders would bring many of the management skills that he or she has learned throughout the yearsover time into his or hertheir new leadership roles.
Moreover, because many a number of a manager’s roles overlap with those of a leader,’s roles such that it can cause confusion on the part of the leaders may be confused with regards toabout what the distinction between leadership is as opposed to whatand management is. For example, Philippidou, Soderquist, and Prastacos (2004) assert that leadership and management share similar features, such as their orientation towards improved organizational performance and their interwoven dependencies with institutional systems and structures (Philippidou, Soderquist & Prastacos, 2004, p. 332). . They further contend that leadership plays an important role in the achievement ofimproving both improved managerial performance, or efficiency in the management process, and improved organizational performance, or efficiency in the fulfillment of organizational goals (Philippidou , Soderquist & Prastacoset al., 2004, p. 333).
Similarly, Allman (2009, p. 12) contends that management is a critical part of leadership, that is, management provides leadership with structure. As suchTherefore, it is not accurate to say that management identity does not necessarily precedes the leadership identity. Instead, I think that it would be more accurate to indicate that; rather, leadership identity develops with it concurrently with the management identity in that the management identity does not disappear with the emergence of the new or leadership identity. Similarly, the leadership identity can even start to develop even before the management identity, develop as can be seen in the example of an employee who exhibits passion and some leadership qualities in the simple task of filling shelves (Carroll & Levy, 2008, p. 88)..
While Carroll and Levy (2008) do have a point in claiming that the management identity is the identity domain to which that leaders default to, I disagree with the use of the word default, as this denotes the a lack of alternatives (“Default,” 2013). However, as the literature shows, management identity is not the only source or precedent forof emergent identities , such as the leadership identity. For example, a study conducted by Odom, Boyd, and Williams (2012) shows find that the students’ personal growth project assignments that are given to students of a personal leadership education collegiate course are effective in at promoting the development of a leadership identity in these students (Odom, Boyd & Williams, p. 50). In particular, the results of their study show demonstrate that the students’ reflections about their personal growth projectsuch assignments indicate show evidence of their development of the students’ motivation, application of new skills, interpersonal efficacy, self-confidence, and self-awareness skills (Odom, Boyd & Williams et al., 2012, pp. 49–--50)., More specifically, the results of this study show that the area where the students have show the greatest growth in the area ofs self-awareness, which is necessary for the development of authenticity (Odom et al., Boyd & Williams, 2012, p. 59). In addition, the students show significant growth in self-confidence, which is indicative of emerging leaders to which organizations who can be provided with further development and training (Odom et al., Boyd & Williams, 2012, p. 59). Similarly, a study conducted by Batagiannis (2011) shows that doing carrying out action research in teams can have a potentially powerful impact oninfluence the emergence of leadership identity, on the development of professional learning communities, and; on individual and mutual reflection as well as; and on a focus on the first steps and issues in transformational leadership (Batagiannis, 2011, p. 1304). These studies show that the emergence of a leadership identity can start during a person’s academic years, and not necessarily only after the development of a management identity.
Even for people who are already employed in non-managerial positions and who may have not have had the opportunity to undertake leadership curricula in at school, can still develop a leadership identity can still be developed through initiatives, such as group coaching in a leadership development program (Florent-Treacy, 2009, p. 71).
On the other hand, George, Sims, McLean, and Mayer (2007, pp. 134–135) posit that authentic leadership is rooted in one’s personal values and beliefs and in one’s extrinsic and intrinsic motivations (George, Sims, McLean & Mayer, 2007, p. 135). In this case, a leader’s default identity would be their identity that is based onderives from their personal value system. This can manifest during situations where in which a leader faces ethical issues and where he or she must make decisions based on his or her character. As wellMoreover, a leader’s value system becomes key crucial to how well he or she performs his or her role in terms of passing sound judgment, being aware of himself or herself, motivating and inspiring others, and creating a vision (Philippidou, Soderquist & Prastacos et al., 2004, p. 332).
In conclusion, I agree to some degree extent with Carroll and Levy’s (2008) proposition that leadership identity is rooted in leaders’ management identity and that leaders default to this management identity in their effortsorder to define their leadership role. However, I disagree with the use of the term default in that I do not think that a leader’s management identity is the only root or basis for the development of one’s leadership identity. In particular, potential leaders can also develop I think that other ways by which a leadership identity is developed are through education, training,s or and leadership development programs, and as well as an awareness of one’s their personal values, beliefs, and motivations.
References
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