For Prof. Eliud Peterson only
Salal
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Table of Contents I. Introduction………………………………………………………1 II. Leadership Training……………………………………………. 1 A. Leadership Development Institute B. Need for Core Competencies C. Advantages of HPDM D. VHA High Performance Model E. Taking this Training to Work III. The 7 Habits of Highly Effective People…………………….. 11 IV. Leader Member Exchange Theory……………………………15 A. Subordinate in-group influencing behavior toward leader B. LMX with the STVHCS C. LMX Phases V. Bringing it All Together………………………………………….19 A. Weaknesses with LMX B. Theoretical Constructs V. References……………………………………………………….25
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I. Introduction
Every organization requires leaders that are competent, efficient, flexible,
trustworthy, and able to accomplish their mission for that organization. In order
to assist leaders within an organization requires that organization to invest time
and money into providing those leaders with training that will assist them to
develop the skills and tools necessary to handle the job they have been placed
in. The Department of Veterans Affairs (DVA) split up the Continental United
States into 26 Veterans Integrated System Networks (VISN). These are basically
another name for regions. This study will review what type of leadership training
the DVA (VISN 17) provides to its leaders and also how those tools learned in
Leadership Development Institute (LDI) and 7-Habits training (Covey, 1998) that
are used when Leadership-Member Theory (LMX) is working and applicable
within the Police Department at the South Texas Veterans Health Care System
(STVHCS).
II. Leadership Training
The DVA/VISN 17, of which the South Texas Veterans Health Care
System (STVHCS) is a part of, works together with the North and Central Texas
Veterans Health Care Systems to provide its leaders training. This particular
training is limited to Assistant Chiefs, Chiefs and managers. Leaders that are
below this position are also provided training to assist them but on the local level.
A. Leadership Development Institute (LDI)
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VISN 17 each year offers Leadership Development Institute (LDI) to its
leaders and consists of one week in San Antonio, one week in the Temple area
and one week in the Dallas-Ft Worth area. Leaders from VISN 17 come together
for one-hundred twenty hours of intense training and learning to work together as
team members toward a common goal. “Each week has specific topics ranging
from lectures and discussion groups to role-playing and individual and group
tasks” (DVA, 2000).
“The LDI program provides leadership training to participants to improve
skills in the eight core competencies of the VHA High Performance Model
(HPDM)” (DVA, 2000). In between classroom training sessions students are
assigned projects that they must complete and present to the whole group.
“The first week focuses on the core competencies of Personal Mastery and Interpersonal Effectiveness. Week two is devoted to topics in support of the core competencies and the final week focuses on the core competencies of technical skills, creative thinking, and flexibility/adaptability” (DVA, 2000).
The core to the three week LDI training is to help VA’s leaders to learn and
develop the VA’s core competencies within their leadership in their particular field
of expertise. Prior to attending LDI training, participants are required to complete
a self-assessment on the core competencies and to identify two of those
competencies that they would like to further develop during the program as a
personal goal. Students that attend, complete a Myers-Briggs type Indicator
instrument, to assist that leader learn about their preferences in four separate
categories, each comprising of two opposite poles.
“The four categories include Extraversion (E), Introversion (I); the way you gather information, Sensing (S) or Intuition (N); the way you make
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decisions, Thinking (T) or Feeling (F); and how you orient yourself toward the outer world, Judging (J) or Perceiving (P)”(Myers-Briggs, 1998). When the students arrive for the first week of training they are assigned to
a work group. That work group will work together on various projects that will
help them through the various training exercises and to assist them to further
develop their competencies, inter-personal skills, etc. “One thing is certain:
whatever organization you might construct, whatever the industry, whatever the
competitive playing field, the organization should be built on relationships” (Gulati
and Kletter, 2005, p.1).
B. Need for Core Competencies
One might wonder what the High Performance Development Model
(HPDM) incorporates and what are the essential developmental concepts and
principles that are incorporated in it that would help VA’s leaders. One of the
predominate principles throughout HPDM is that the VA’s mission is to serve
veterans.
“The four “spokes” of performance based interviewing, continuous learning
opportunities, coaching/mentoring and continuous assessment are pillars evident
at every level and form of VHA development culture” (DVA, 1997). There are
four levels that employees are able to work there way through as they are
promoted to higher levels. The first spoke (Level One) is for all employees as
they continue a continuous learning process, adapting to the corporate culture,
and beginning to develop the core competencies. The second spoke (level two)
includes both work unit leaders and first line supervisors. These individuals
begin to serve as service or performance improvement leaders, as a self-directed
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work team leader or even as a committee chair. The third spoke (level three)
includes division/product line leaders that include both non-supervisors and
supervisors.
“These positions are typically a GS-11 to GS15 that include inpatient unit managers, beginning product line managers, national program managers, senior line positions at medical centers, senior health systems specialists, senior service administrative officers, senior headquarters staff, some VISN positions, Chief’s of staff and associate/assistant medical center directors.” (DVA, 2000)
The fourth spoke (level four) is for the senior executive level. This level is based
on an individual’s excellent performance, where they have demonstrated their
achievement of the core competencies at the highest level that would also
include having advanced degrees.
“High performance is the jewel of HPDM and is crucial for hiring and promotions throughout every level within the organization and is measured by the demonstration of the strategically-important core competencies, which is the glue that aligns VHA” (DVA, 1997).
C. Advantages of HPDM
HPDM will help employees to increase their access to training and
development for a larger percentage of the workforce, helps the whole
organization to move forward as a whole instead of just creating new leaders at
the very top. HPDM will help develop a larger pool for potential executive
leaders who have a broader level of experience and expertise, increased
responsibility as well as the organization being aligned around the core
competencies. By employing HPDM, organization wide, will also assist with
performance-based interviewing to help promote improvement in placing the right
people in the right positions. When I or my staff serves on an interview panel for
any position within Police Service the questions that we ask are performance-
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based. Approaching interviewing using this concept has helped us to weed out
most of those that would not make a good police officer.
D. VHA High Performance Development Model
The goal of HPDM training is to help each leader to learn about and begin
to absorb these concepts into their work ethics so that they will be a successful
leader within the DVA. HPDM consists of eight core competencies (figure 1) that
are taught to leaders when they attend LDI and consists of:
1. Interpersonal Skills 2. Customer Service (Now called Service Recovery) 3. Systems Thinking 4. Flexibility/Adaptability 5. Creative Thinking 6. Organizational Stewardship 7. Personal Mastery 8. Technical Skills (DVA, 2005)
Figure 1
Interpersonal Skills: This core competency helps leaders to build and
sustain relationships not only within their service but also throughout STVHCS.
Having good interpersonal skills helps in resolving conflicts, and to build lasting
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trust and respect with one’s subordinates and fosters the ability to work well with
others. A leader displaying this core competency shows sensitivity and
compassion for others and encourages shared decision-making amongst internal
and external customers. This type of leader, “recognizes and uses ideas of
others, communicates clearly (orally and in writing), listens actively to others and
honors commitments and promises” (DVA, 2005). There are five behavioral
levels that assist leaders to see how they have progressed within this core
competency. LDI through team projects helps leaders to begin developing this
core competency further by helping to develop interpersonal skills that will assist
them to be an effective leader.
Customer Service: This core competency helps DVA leaders understand
that customer service is essential to achieving our mission. This model is
committed to customer service and helps DVA leaders to understand and meet
the needs of our internal and external customers. “This core competency helps
DVA leaders to manage customer complaints and concerns effectively and
promptly and ensures that daily work and the VA’s strategic direction are all
customer-centered” (DVA, 2005). Customer Service helps leaders to empower
their subordinates to help meet and exceed both internal and external customers’
needs and expectation and has five behavioral levels to assist leaders to find out
where they are in developing this core competency in their leadership skills.
Systems Thinking: This core competency helps leaders to be able to
understand the complexities of the Veterans Healthcare as well as how it is
delivered. Leaders learn to appreciate the consequences of specific actions on
other parts of the system, to be able to think in context and to consistently focus
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on the core business of the organization through encouragement and to reward
collaboration. It is very critical that leaders be able to master this core
competency in their field of expertise so that they are continually be a successful
leader by helping the organization complete its mission on a daily basis. There
are five behavioral levels that assist leaders to access just where they are in
developing this core competency.
Flexibility/Adaptability: This core competency helps leaders to be able to
respond to new or changing situations, the ability to multi-task, to seek out input
from their subordinates or counter parts and to work as a team player at all levels
and with all types of people while remaining calm in high-pressure situations.
Leaders learn to make the best of it even in times of limited resources while at
the same time demonstrating resilience when their goals or ideas are setback
because of current political or management initiatives. During each work day
there are going to be a variety of challenges, changes, new projects that requires
leaders to be flexible and to adapt to those changes. A good leader will quickly
try to master this core competency so that when challenges come their way they
will be prepared and able to respond professionally. This core competency has
five behavioral levels that will assist the leader to self-assess just where they are
with this core competency so that they can continue to improve in this area.
Creative Thinking: This core competency helps leaders to appreciate new
ideas and approaches, to be innovative and has the ability to look outside the
box by not remaining in a “status-quo”. A leader with this core competency is
willing to take on new tasks, to solve problems creatively, and to foster creative
thinking in his/her subordinates. A leader using this core competency is willing,
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“to demonstrate the willingness to identify opportunities for new projects, acts on
them and rewards risk-taking and non-success as well as values what was
learned” (DVA, 2005). Sometimes it is necessary to think outside of the box to
correct a problem or to change how things have always been done so that the
organization can become more efficient. There are five behavioral levels to help
a leader to self-assess where they are in the development of this core
competency in their leadership abilities.
Organizational Stewardship: Organizational Stewardship helps leaders to
show a commitment by empowering and trusting people, to develop good
leadership skills and opportunities throughout the system and to develop team
orientated improvement processes both within and outside of their Service.
“A leader using organizational stewardship also “promotes future-oriented system change, supports and encourages lifelong learning throughout the organization, provides development opportunities for employees, participates in and fully supports 360 degree assessment, accepts accountability for self, others, and the organization’s development and works to accomplish the organization business plan” (DVA, 2005). As leaders begin to move up the chain of command from a first-line
supervisor to a division manager, such as a Chief or Assistant Chief of Police
who must develop this core competency. Leaders will be required to design an
organizational business plan and learn to manage the resources within their
control. This core competency has five behavioral levels to help the leader to
self-assess how they have developed in their leadership using this core
competency.
Personal Mastery: This core competency when used by a leader will help
that leader to have the initiative to acquire additional education through the
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obtaining of higher degrees such as Bachelors, Masters or Ph.D. from a local
University or even through courses offered through Education Service at
STVHCS. A leader who practices personal mastery will take the time to reflect
on their own personal satisfaction and balance between work and their personal
life. This core competency assists a leader to help manage their time wisely
between work assignments, personal health through exercise and to seek
information from others on how they are perceived. A leader who fine tunes
personal mastery will improve their behavior, skills and knowledge through the
feedback of subordinates or counter parts and will learn from any setbacks or
mistakes. Leaders can use the five level behavioral levels to do a self-
assessment on just how they are doing in their leadership with this core
competency.
Technical Skills: Leaders are going to need to display knowledge and
skills not only to their supervisor but also to the rank and file. Leaders are
required be able to use the knowledge they have learned and are learning in
order to perform their assigned duties. Leaders must be able to understand the
processes, procedures, standards, methods and technologies that will help them
carry out their assigned job and to be able to demonstrate that they are
competent in using their technical skills to accomplish that job. A leader within
the VA Police needs to know how to use the Texas Law Enforcement
Telecommunications System (TLETS) and to be able to teach their subordinates
on how to use that system, the ESP Police Package (entering reports, checking
the database for previous entries and to maintain a chronological journal) and to
become thoroughly familiar with the CCURE 800 access control system (a
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windows based system that manages and reports to an operator when a
proximity card is used to access somewhere within STVHCS, duress alarm
activations and location, motion alarm activation and location) so that they can
effectively manage it. A leader within the VA Police or other disciplines will need
to be able to be thoroughly familiar with Microsoft Office, voice mail, various other
software packages unique to their field of expertise, and the programs used
within the VA’s computer system. A leader can use the five level behavioral
levels to conduct a self-assessment to see how they are progressing with this
core competency.
E. Taking this Training to Work
After attending the three week LDI training seminar, leaders will be able to
take back this new found knowledge and apply it in their particular leadership
position within the VA. The three weeks are spread out over several months and
is designed to allow the leaders’ time to think on the concepts learned and to
apply them in their leadership of their organization. Another benefit from
attending LDI is that you will get to meet and work with leaders within VISN 17
and through networking will develop friendships with leaders from North and
Central Texas that would be able available for future projects, brainstorming and
the like.
III. The 7 Habits of Highly Effective People (Covey, 1998)
Briefly, we will look at another type of training that top management at
STVHCS has used to help further develop its leaders to become more efficient in
carrying out their mission for the organization and that training is known as, “The
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7 Habits of Highly Effective People”, that was taught by representatives from
Franklin Covey” (Covey, 1998).
One of the requirements before attending the actual session is to
complete a 360º profile by answering questions that would be analyzed and
compared with similar questionnaires that your boss and peers would fill out
concerning you. That document would be used to give you a 360º of how you
are doing in the seven habits of highly effective people through relationships,
emotional bank account, P/PC balance, Be proactive, Begin with the end in mind,
Put first things first, Think Win-Win, seek first to understand, …then to be
understood, synergize, and sharpen the saw (Covey, 1998).
The first habit that was covered was to “be proactive”.
“Leaders need to be able to respond according to values, accept responsibility, focus on the circle of influence and become a transition figure. Each leader is responsible for his/her choices and has the freedom to make those choices of how they handle any situation that comes their way. The circle of influence includes those things he or she can affect directly” (Covey, 1998).
A good leader will be able to discern those things that he or she can change for
the better and will move to accomplish those changes and will recognize those
things that are beyond their ability to change and work within those parameters,
rules and regulations in order to accomplish the organizations mission. “The
circle of concern is comprised of all matters about which he or she is concerned
about” (Covey, 1998). A good leader will be a good transition figure by stopping
the transmission of negative behavior to others by replacing them with proactive,
helpful, effective behaviors and passes these onto his/her subordinates.
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The second habit is to “begin with the end in mind”. “This consists of a
mental creation that precedes physical creation, choosing a life center and
making a personal mission statement” (Covey, 1998). In habit one a leader
learned that they are the programmer and with habit two a leader learns how to
write the program. “A mission statement is very important because it is a
powerful document that expresses your personal sense of purpose and meaning
in life; it acts as a governing constitution by which you evaluate decisions and
choose behaviors” (Covey, 1998). A mission statement will help a leader to think
deeply about their life, to examine their innermost thoughts and feelings, help to
clarify what is really important to you and expands your perspective.
The third habit teaches leaders to, “Put first things first”. “An underlying
principle is that effectiveness requires balancing important relationships, roles,
and activities” (Covey, 1998). Leaders will learn through this habit how to focus
on the most important issues and to say “No!” to those that are unimportant as
well as how to plan weekly and to implement daily issues based on their mission,
roles, goals, and priorities. This habit helps leaders to manage their time better.
Covey uses a time management matrix that helps a leader to place projects into
one of four quadrants. Those quadrants consist of “Important/Urgent,
Important/Not Urgent, Not Important and Not Important/Not Urgent” (Covey,
1998).
The fourth habit taught to leaders is, “Think win-win”.
“Leaders need to develop long-term relationships that are effective and require mutual benefit. A good leader will seek the benefit of others as well as his or her own. A leader needs to look at situations where they can be win-win instead despite past win-lose conditioning. Win-win is a courageous effort, the best way to get to interdependent relationships, a
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philosophy of human interaction supported by an abundance mentality, and a character-based code for interactions” (Covey, 1998).
This habit will help leaders to change their previous mind-set that may have
incorporated win-lose, lose-lose, lose-win or win-win or no deal to that of one
wanting to see how each situation that arises will have a win-win outcome. “A
leader that uses this habit will be one that seeks mutual benefit, is cooperative
and not competitive, listens more, stays in communication longer, and
communicates with more courage” (Covey, 1998).
Habit five states, “Seek First to Understand, Then to be Understood”. Too
many times leaders will not take the time to be a good listener and already have
their own preconceived way of doing things. This habit will assist leaders to be
able to improve in communication by being a better listener. A good leader must
obtain all the facts about a given scenario before giving out instructions. A good
listener will let the speaker know that they are listening and understanding what
they are being told by listening and responding with both the heart and the mind.
This will help the leader to understand the speaker’s words, intent, and feelings.
A leader must show the speaker through body language and verbal gestures that
they really truly are listening and trying to understand. Once a leader has
obtained this skill they will become more effective with their subordinates as their
subordinates will see that the leader is an empathic listener.
Habit six is to, “Synergize”. “The underlying principle of this habit is the
whole is greater than the sum of its parts” (Covey, 1998). This habit applies habit
4 (win-win) and habit 5 (emphatic communication) by seeking synergistic
outcomes. “To synergize for a leader is that he/she is results-oriented (positive
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synergy) examines, explores, seeks diverse perspectives openly enough to alter
or complete their paradigm, cooperates, has a mutually agreed-upon end in
mind, worth the effort and highly effective and is a process” (Covey, 1998). A
synergized leader will be one that is successful in their job description and
carrying out the organizations mission effectively.
The last habit taught to STVHCS leaders is “Sharpen the Saw”. Not only
is it important to do a great job at work it is also important that leaders take the
time when they are off to sharpen the saw through physical activity (exercise,
nutrition, rest and stress management); mentally through reading, writing, and
thinking; spiritual through reading inspiring literature (such as the Bible),
meditating and praying, and spending time in nature. Lastly, when leaders are
away from the job they need to have a good social and emotional life that
includes making key deposits into their emotional bank account through
important and essential relationships. This last habit is very important so that the
other six habits will remain affective in carrying out the mission of the
organization.
Both LDI(DVA, 1997) and the 7-habits of highly effective people(Covey,
1998) are two types of leadership training that STVHCS has used to help its
leaders to become even better leaders when carrying out the VA’s mission.
Leaders who attend this training need to go with an open mind and the
willingness to participate in the program. Leaders attending LDI should not
attend so that they can merely add another paper in their training record or on
their resume. Instead, Leaders attending these programs should seek greater
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effectiveness as a leader and learn to gain significant personal satisfaction from
their work lives.
IV. Leader-Member Exchange (LMX)
“Leader-Member Exchange theory (LMX) first was developed by
Dansereau, Green and Haga (1975), Graen and Cashman (1975) and Graen
(1976) in the mid 1970’s” (Northouse, 2004, p.147). Prior to LMX, social
scientists thought that leadership was something that leaders just did toward all
of their employees. LMX challenged that concept in order to get the social
scientists to pay attention to the differences that might exist between the leader
and each of his/her employees. Even before LMX was adopted, earlier studies
were known as the vertical dyad linkage theory (VDL) that focused on the vertical
linkages formed with each of the followers. This concept is known as a dyad,
with a dyad being two individuals or a pair. The social scientists found that there
were two types of linkages. The first was known as negotiated role
responsibilities (extra-roles) and is now known as the in-group. “The in-group
exchanges are ones where individuals are favored by the leader and where they
receive many valued resources” (Martin, et al., 2005, p. 142). Exchanges
between the leader and subordinate go way beyond the job description, and
have the leader showing influence and support, and where the subordinate is
given more freedom and responsibility. The other linkage was based on their
formal contract and is now known as the out-group. “Subordinates become part
of one of these groups based on their work relationship with their supervisor.
“Personalities and other characteristics are related to this process” (Dansereau,
et al., 1975; Northouse, 2004, p.148). Similarly to dyad relationship theories, “the
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LMX role-making model of leadership focuses on a superior’s vertical dyadic
relationship with subordinates” (Deluga and Perry, 1991, 64, pp. 239). The LMX
model suggests that nearly all leaders form varying social exchange relationships
with different subordinates. LMX develops between leaders and subordinates in
different ways and these relationships with the in-group subordinates tends to
grow as time progresses and can have a positive influence toward the leader
when decisions are being made or being contemplated for change.
A. Subordinate in-group influencing behavior toward leader
Subordinate upward influencing activity is defined as an attempt by the
subordinate to secure a desired behavior from the superior and is portrayed in
the STVHCS Police department. Leaders over time develop a good rapport with
their subordinates. As this relationship develops, the subordinates in the in-
group will be willing to carry out more and more additional duties above their job
description. The leader will then be willing to work with the in-group subordinates
when they need a day off, or some other work benefit.
However, there is an opposite effect with those that are in the out-group.
Those individuals merely come to work and do only the minimum required of
them based on their job description. The out-groups inputs in terms of
productivity and being team players is virtually non-existent. Although a leader
must maintain good rapport with both the in and out groups, the in-group
members will get the most attention, most information, etc. “In summary, higher
quality LMX subordinates receive more benefits, higher status and exert greater
influence than lower quality LMX subordinates (Deluga and Perry, 1991, p. 241).
B. LMX with the STVHCS Police
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Although I was unaware of what theory was being applied at work, after
reading about LMX, discovered that this theory is alive and well within the VA
Police. Leaders support their subordinates. However they are also continually
seeking out those subordinates that would assist in accomplishing the mission
even though it requires that they go beyond their job description. An example is
recently there was a staffing problem on one of the shifts that covered a four day
period and would require someone to volunteer to help cover that team. On
short notice I was able to get one of my bicycle officers to work a different tour so
that we would have four officers on duty. Since this was also going to help him
with a family conflict he was more than willing to help solve this problem. One of
the Lieutenants was willing to work another tour so that it would not cause undo
hardship with one of his officers that was going to be temporarily assigned to that
team. When we have special assignments such as traffic control at the Fort Sam
Houston National Cemetery we seek volunteers to help provide that support.
The individuals that help cover that detail are those who are in the in-group.
There are other subordinates (out-group) that merely come to work and never
volunteer for anything beyond what their job description involves. Leaders must
reach out to all of their subordinates so that all are treated fairly and continually
try to get those in the out-group to join the in-group. By maintaining a good
rapport with all subordinates will assure that those in the out-group do not feel
like they are being ignored.
C. LMX Phases
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There are three phases to develop good leadership with subordinates.
Graen and Uhl-Bien (1991) suggested that leadership making develops
progressively in three phases. The first phase is the stranger phase.
“This is a phase that subordinates and leaders go through when the leader is new and is where the motives of the subordinate are directed toward self- interest rather than the good of the group. The next phase is the acquaintance phase that begins when the leader offers the subordinate an opportunity for improved career-oriented social exchanges, which involves sharing more resources and personal work-related information” (Northouse, 2004, p.152).
An example would be when a leader offers a subordinate the opportunity to take
on a new responsibilities or tasks or to learn a new skill within their organization.
To illustrate, would be when a VA Police subordinate requested to help the
Assistant Chief and Captain with a crime prevention fair by being one of the
Police representatives at the VA Police crime prevention booth. The subordinate
that steps forward to help with this project will begin a new journey and
relationships between not only their own supervisors but also all the way up the
chain of command. “The last phase is known as the mature phase which is
marked by high-quality leader-member exchanges. When this phase is reached
there is a high degree of mutual trust, respect and an obligation toward each
other” (Northouse, 2004, p.152). When a leader reaches this plateau they have
mastered LMX theory in applying it with and towards their subordinates.
V. Bringing It All Together
Once a leader within the VA has attended the two training sessions
consisting of LDI and the Covey training they are now prepared to begin to utilize
the tools they acquired in both training sessions to help them with their
leadership skills to work within the guidance of the LMX theory. “LMX theory
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divides the work unit into two groups and one group receives special attention; it
gives the appearance of discrimination against the out-group” (Northouse, 2004,
p.155). Since LMX is a functional part of the STVHCS VA Police Service,
leaders must be cognizant of the negative outcomes by only focusing on those
employees that are in the in-group and must continually reach out to those
employees that are in the out-group. Leaders must work harder so that they can
show those in the out-group that they may join the in-group anytime they want to.
This can be accomplished by continually trying to coax those in the out-group to
help out with some small project or task and praise them when they accomplish
that task. All employees need to be positively stroked and perhaps by positively
stroking them will help them see that being in the in-group is not that bad after all.
Leaders will need to grasp and practice the interpersonal effectiveness
they learned while attending LDI so that they can prevent any negative reactions
or the appearance of being discriminatory towards their subordinates. First-line
supervisors will need to function at Level two of interpersonal effectiveness which
would assist them to effectively involve team building, the ability to use
negotiation skills to settle conflicts in the work group, share information readily to
both the in and out group members, and to encourage all employees to express
their opinions, ideas and concerns. The first-line supervisor will also need to
listen emphatically to their subordinates and to encourage shared-decision
making. An Assistant Chief or Chief will need to be operating at level three of
interpersonal effectiveness because they will need to be able to achieve
cooperation from other Assistant Chiefs and Chiefs in other disciplines within
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STVHCS as well as regularly coach their subordinates on what their contribution
would be to the organizations mission and goals.
The Covey training that was first offered to leadership within STVHCS and
then to all employees also plays an important role in having good communication
with your subordinates. First-line supervisors, Assistant Chief’s and Chief’s need
to apply the first habit of being proactive so that when changes are planned,
leaders can appropriately explain those changes to their subordinates so that the
new changes will be implemented smoothly. The habit of win-win also plays into
good interpersonal effectiveness so that when orders are given or change is
implemented that these leaders can effectively communicate those orders or
changes to their staff and explain it to them that this is a win-win situation for not
only them but for the customers that they serve. The habit that says to seek first
to understand then to be understood is also imperative to a first-line supervisor,
Assistant Chief and Chief so that they have the attitude and skill of empathy
when communicating with their subordinates. This is very critical since LMX
theory is functional within the VA Police so that whether the subordinate is in the
in-group or out-group they will both be treated fairly and given the same
information.
Although good customer service is required of all employees to give to
both internal and external customers, first-line supervisors will need to operate in
level two of the core competency of customer service so that they can recognize
those subordinates who provide good customer service, design processes and
procedures that are customer-friendly to both their internal and external
customers and to effectively address episodes of poor customer service provided
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to external customers by one of their subordinates. An Assistant Chief or Chief
will need to operate at level three. In level three subordinates are empowered to
resolve problems and complaints at the lowest level instead of sending the
complainant into the STVHCS hierarchy from one service to another in an
attempt to an issue that the original employee they made contact with could have
resolved in the first place.
First-line supervisors will need to be flexible as well as adaptable so that
they will be able to adapt their supervisory style to individual subordinates needs,
be able to handle multiple tasks and duties simultaneously and prioritizing the
tasks that they take on first. Lastly, first-line supervisors will need to foster
flexibility through cross-training and developmental work assignments with their
subordinates and continually tries to get those in the out-group to become part of
the in-group. This is a task that never ends and is a challenge for every leader
within the VA. If everyone were in the in-group the organization would be
functioning at its highest level of efficiency and would be providing both internal
and external customers the best service possible continuously. In the Covey
training that leaders received they learned to begin with the end in mind. In other
words before change can take place one must know what the desired end result
is so that a viable plan can be developed.
First-line supervisors will need to use the core competency of creative
thinking. Leaders have to be careful when utilizing LMX theory so that they do
not cause those in the out-group to believe that the leader is showing favoritism
to certain staff members. By operating at level two in the core competency of
creative thinking first-line supervisors can effectively get their subordinates to
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conduct brainstorming sessions as a team, fosters acceptance of creative ideas
from their subordinates, and doesn’t allow themselves to fall into the assumption
that, “the way we’ve always done it”, as there actually might be a better way to
accomplish the task more efficiently. At this level the first-line supervisor would
encourage their subordinates to take risks and to have the mentality of an
entrepreneur. Assistant Chiefs and Chiefs would need to be operating at level
three because they are involved in conducting benchmark studies within the
police department, reframes problems as opportunities, tries to foster creativity in
their subordinates through walking the talk and through examples and tools.
Assistant Chief’s and Chief’s try to find ways to change the “system” so that new
and creative ideas can be implemented and are receptive to new ideas to
perhaps change the status quo and soon discovers the rewards of having
creative thinking. As with the previous core competency, the Covey habit of
thinking win-win would also apply here too. In order to get all of the subordinates
to buy into whatever the goal or task it, leaders must use creative thinking and to
include both the in-group and out-group in that process in order to be successful.
First-line supervisors must also use the core competency of system
thinking to their advantage in helping their subordinates to excel and to
understand why management does the things it does. These leaders need to be
operating at level two so that they can consider what impacts their decisions in
the work place will have on their subordinates and helps their subordinates to
understand the context of their work and how it relates to the works of others.
An Assistant Chief or Chief of police needs to be operating at level three so that
they can actively communicate with others about how planned changes may
23
affect their work. For example, recently the STVHCS police changed the
operating instruction concerning the minimum number of employees that had to
be on duty. There used to be a time when there was a need for only three police
officers on duty; however, after the terrorist attack of 9/11, government needed to
re-think how and what they were doing to protect their customers. The STVHCS
VA Police were authorized to hire additional police officers so that there would be
higher visibility of police officers patrolling the grounds within the STVHCS. Now
that those new officers have completed their academy training the policy of
having a minimum of four officers on duty was implemented. Not only does the
Assistant Chief and first-line supervisor have to be able to communicate actively
on this planned change but will need to explain it to the employees just why that
change took place. LMX theory requires that leaders have good communication
with both the in-group and the out-group members.
V. Theoretical Constructs and Weaknesses with LMX
a. Weaknesses with LMX
LMX theory may not be utilized that much in modern day America;
however, the concepts of LMX are seen within the STVHCS Police Department
as far as getting those members to go beyond their job description to help
management complete its mission. The fall back from LMX is no matter how
hard leaders work to appease those in the out-group, they will constantly feel like
they are the outcasts. Trying to get the out-group members to be part of the in-
group members is like trying to pull a tooth with a pair of wire cutters. The end
result is going to be disastrous. Although LDI training was for Assistant Chiefs
and above, the 7-Habits training (Covey, 1998) was opened to everyone once
24
management had attended this seminar. The concepts from this training when
applied will assist an individual to be able to become more productive, a better
listener, a better user of his/her time and maybe even become a productive
member of that organization. The problem with this ideology is that those
employees that enjoy being in the out-group by simply coming to work and only
doing what they have to will never change to become a leader themselves.
Therefore, a good leader will need to use other theories and concepts to help
build their subordinates into the best team at work.
b. Theoretical Constructs
LMX theory in concept works; however, by itself would really be difficult to
maintain the cohesion in an organization. Management would be constantly
trying not to anger the out-group because of the appearance of showing partiality
toward the in-group. This last section will attempt to show how the concepts
learned in LDI (DVA, 2000) and 7-habits training (Covey, 1998) and LMX can
work together. To try and show the theoretical constructs that would help
accomplish LMX within the VA Police in a table one on the next page.
25
Table 1
HPDM (DVA, 2005) 7-Habits
(Covey, 1998)
LMX (Northhouse, 2004)
Interpersonal
Effectiveness by
building and
sustaining
relationships
Thinks win-win
(Covey, 1998)
Working with the in-group & at the same
time trying to encourage the out-group to
take on new tasks.
Customer Service
orientated
Seek first to
understand then
to be understood
(Covey, 1998)
In-group members favored by Leader
Has good rapport with subordinates
Systems Thinking
(Understands the
whole)
Knows how
actions link with
others in the
organization
Welcomes the
diversity of others
ideas.
Thinks Win-win
Synergy – having
a particular end
in mind.
Works to try and persuade the out-group
members to join the in-group members
Continually reaches out to the out-group
members and works toward showing all
members that they are all treated as part
of the team.
Attempts to get everyone to have input into
processes in an attempt to build a team
relationship with all members.
26
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