Women’s Leadership and COVID-19 Pandemic: Navigating Crises through the Application of Connective Leadership
Abstract
:1. Introduction
1.1. Connective Leadership
1.2. The Achieving Styles Model
1.3. Crisis Leadership
- Tasks: preparing, planning, communication, and collaboration
- People: inspiring and influencing, leadership presence, empathy, and awareness
- Adaptive: decision making, systems thinking/sensemaking, and tacit skills
2. Materials and Methods
2.1. Data Collection
2.2. Analysis Approach
2.2.1. Qualitative Analysis
2.2.2. Quantitative Data
2.3. Participants
3. Results
3.1. Pre-Pandemic Achieving Style Leadership Profiles
3.2. The Reality of COVID-19 and Societal Stressors Facing Leaders
3.3. Disruption Led to Reflection, Shifts in Perspective and New and Broader Ranges of Strategies
“I think that the pandemic really opened my eyes and helped me be a better leader. I was able to take feedback in a better manner once I overcame the shock of what the new job and responsibilities were. I began to ask more questions and be more aware of what I needed to do to be more successful.”
“At work, holding up everybody accountable for what they do and to work as a team, because you need everyone to work as a team if everything is to work smoothly and have a good workday.”
3.4. Better Sense of Self, Increased Confidence, and Greater Empathy
“I definitely adapted for the better. I came into the pandemic not very sure of myself and not confident. But all in all, I gained a lot of confidence. I found a new respect for the people around me, because I was more content with myself.”
“I had to teach people that we could get a lot done with me not being there; that we could pretty much do all remotely. I would establish the process and rules with them for our zoom meetings. We had a lot of interpersonal communications, continuing to make effective contact with people so that we could actually support one another and have productive meetings and goals met.”
“We had some cancer diagnoses in my family, depression, a lot of social anxiety. With all of those trials it sped up the learning curve. We talked about empathy and adaptability being key, pinnacle pieces of the workplace right now coming out of the pandemic. All of those trials helped me become more adaptable and more empathetic, which has made me a better leader.”
“When the pandemic erupted, I was with a university where people are very community oriented. I started to think more about my community, recognizing that community is part of campus culture. I got involved just before, and continued my involvement in, the BLM movement. It made me feel greater dedication to those around me and empowered to participate in ways to make life better for others.”
3.5. Upon Reflection, Managing Self and Others Differently with Agility and Style
“I have also been reminded of how we have to work with and beside others in new ways that we did not before. I think that the crisis made me better because it made me grow and adapt very quickly and pivot when the situation called for it.”
“When the pandemic first hit the impact of a pandemic on education was significant; how we had to come together as a community and as leaders and staff. We focused on all families, but especially on the very vulnerable. We were managing ambiguity, fear and anxiety. The teachers were pushed to instruct online overnight, which engaged the union and the teachers’ needs. We pooled our resources and engaged our partners to meet the students’ academic and their socio-emotional needs.”
4. Discussion
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
- A DIRECT SET: acts directly on the situation; controlling both the inputs and outcomes of the endeavor
- A1 Intrinsic Direct:
- A2 Competitive Direct:
- A3 Power Direct:
- B INSTRUMENTAL SET: uses self and others as instruments for achievement; controlling the inputs but sharing the outcomes of the endeavor with their constituents.
- B1 Personal Instrumental:
- B2 Social Instrumental:
- B3 Entrusting Instrumental:
- C RELATIONAL SET: achieves through relationships; sharing or even deferring both the inputs and the outcomes of the endeavor with their constituents.
- C1 Collaborative Relational:
- C2 Contributory Relational:
- C3 Vicarious Relational:
Appendix B
- A Direct Items
- B Instrumental Items
- C Relational Items
Appendix C
- Interview Questions
- 1. Reflect upon your pre-pandemic leadership style—describe your role and your primary “under normal circumstances or routine” leadership model.
- 2. As the pandemic evolved, what shifts in context occurred? How did your preferred leadership model shift from your pre-pandemic model to a “pandemic model” and what it is now?
- 3. Relating to the contextual shifts, how did you go about achieving critical goals for the team or organization you were leading; what leadership behaviors did/do you use most frequently to implement those goals? What obstacles did you encounter and how did/do you respond?
- 4. How did your identity and the culture of the team/organization within which you are working influence, if at all, how you went about addressing the various/critically important issues which arose during the pandemic?
- 5. From what did you derive the greatest satisfaction as you provided leadership through the crisis?
- 5.1. Breaking through to the solutions of a new problem(s) and/or taking charge when working with others, and/or coming out on top and receiving accolades from others? Any or all?
- 6. What were key leadership/operational practices which proved most beneficial?
- 6.1. Developing relationships with others to get what we needed to succeed; reaching out for help when necessary—beyond my defined sphere of influence/authority.
- 6.2. Team efforts to responds to changing needs and to achieve critical goals.
- 6.3. Relying on others to step up to new, potentially temporary roles and activities which were not part of their defined job spec; taking an active part in helping others achieve success.
- 7. All things considered, what have been your takeaways as you reflect upon the crisis period and your growth as a leader?
Appendix D
- Informed Consent: The research participants were offered and agreed to provide informed consent three times in our data collection process—twice when completing the ASI online, as consent is built into the inventory, and then verbally in the Zoom interviews (see Appendix D and Appendix E).
- Risk: Having used the ASI and interviews about leadership styles in previous research, we were assured by various campus IRB boards at different US campuses that full IRB review was not necessary.
- Assessment As Learning: All four of the researchers on this project are highly trained in the practice of assessment as learning (William, 2011). In so doing, we offer the ASI results to our learners with transparency and without judgement.
- Cybersecurity: All assessment and interview transcripts were maintained on password-protected and secure servers.
- Anonymity: All data were stripped of personal identifiers and were reported in ways that cannot be traced back to the participants.
Appendix E
- Participant Privacy Policy
- As a part of this group, you have been assigned to a Group Leader who may wish to view your results. Your group leader is _________________________.
- By default, the Group Leader is given the permission to view your results. Nevertheless, the Connective Leadership Institute (CLI) protects the right of all users to keep their results private from their Group Leader, if desired.
- Your individual privacy will be maintained in all publications or presentations resulting from our research. In the demographic section of the Assessments, you are required to fill in the first and last name boxes in order for you to access your data at a later time. In order to preserve the confidentiality of your responses, only those staff people with administrative status at the Connective Leadership Institute will have access to the records in the Achieving Styles Database.
- Consent Form
- By completing an Assessment on the Connective Leadership Institute website, you are contributing to the accumulating database used by the Connective Leadership Institute to conduct research. The research undertaken by the Institute focuses on Achieving Styles and their relationship to numerous other individual and organizational concepts.
- There are no foreseeable risks associated with the Assessments. We do, however, expect that the detailed analysis of your results and your Connective Leadership/Achieving Styles Profile, based on the Achieving Styles Model, will benefit you by providing new information about how you go about accomplishing your tasks and leading others.
- Please understand that participation is completely voluntary. Your decision to complete the Assessment(s) in no way will affect your current or future relationship with the Connective Leadership Institute. You have the right to withdraw from the research at any time without penalty.
- Your individual privacy will be maintained in all publications or presentations resulting from our research. In the demographic section of the Assessments, you are required to fill in the first and last name boxes in order for you to access your data at a later time. In order to preserve the confidentiality of your responses, only those staff people with administrative status at the Connective Leadership Institute will have access to the records in the Achieving Styles Database.
Appendix F
- Consent to Participate in Research (No Signature)
- Project Title: Women’s Leadership and the COVID-19 Pandemic
- Population: Women Leaders who have participated in Training or Courses where the Connective Leadership Model and the Achieving Styles Inventory (ASI) were employed between 2012->2022)
- Researchers:
- 1.
- 2.
- 3.
- 4.
- Researcher Contact:
- 1.
- 2.
- 3.
- 4.
- You were asked to take part in a research study. The box below shows the main facts you need to know about this research for you to think about when making a decision about if you wanted to join in. Carefully look over the information in this form and ask questions about anything you do not understand before you make your decision.
Key Information for You to Consider |
|
- What happens to the information collected?
- Information collected from you for this research will be used to present at an International Leadership Association conference on Women’s Leadership (June 2022 in South Hampton, UK) and for publication in a scholarly journal.
- How will I and my information be protected?
- We will take measures to protect your privacy including making all reports of the data anonymous. Despite taking steps to protect your privacy, we can never fully guarantee that your privacy will be protected.
- To protect all your personal information, we will keep your data on a secure cloud server that is password protected. Despite these precautions, we can never fully guarantee that all your study information will not be revealed.
- What if I want to stop being in this research?
- You do not have to take part in this study, but if you do, you may stop at any time. You have the right to choose not to join in any study activity or completely stop your participation at any point without penalty or loss of benefits you would otherwise get. Your decision whether or not to take part in research will not affect your relationship with the researchers.
- Will it cost me money to take part in this research?
- There is no cost to taking part in this research, beyond your time.
- Will I be paid for taking part in this research?
- No.
- Who can answer my questions about this research?
- If you have questions or concerns, contact the research team at:
- Researcher #1
- Consent Statement
- I have had the chance to read and think about the information in this form. I have asked any questions I have, and I can decide about my participation. I understand that I can ask additional questions anytime while I take part in the research.
- ▯
- I agree to take part in this study.
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- I do not agree to take part in this study.
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DOMAIN/Dimension | Description |
---|---|
DIRECT SET | Acts directly on the situation. Controls both the inputs and the outputs of the endeavor. |
Intrinsic | Self-motivated, incorporates a high standard of excellence for self. |
Competitive | Derives satisfaction from performing tasks better than others. |
Power | Prefers to organize, be in control, and manage people, resources, and processes. |
INSTRUMENTAL SET | Uses self and others as instruments for achievement. Controls the inputs and begins to share the outputs of the endeavor. |
Personal | Uses their personality, charisma, appearance, intelligence, and background, to attract others and further their goals. |
Social | Engages other people with relevant training, skills, and/or experience in achieving their goals. |
Entrusting | Empowers others, even those with no specifically relevant training or experience. |
RELATIONAL SET | Achieves through relationships. Often sharing both the inputs and the outcomes of the endeavor. |
Collaborative | Joins others (singularly or as part of a multi-person team) to increase the odds of success. |
Contributory | Works behind the scenes to help others achieve their goals. |
Vicarious | Derives a genuine sense of accomplishment for the success of others with whom they identify. |
Crisis Leadership Meta-Leadership Model Key Elements | Connective Leadership Model Key Elements |
---|---|
The Concept: “Meta-leadership is the idea that in complex systems, a big part of leadership is the capacity to work well with and help steer organizations beyond one’s immediate circle …” [2] (Foreword). “Forging the connectivity enabled them to lead down to reports, lead up to their bosses, lead across to colleagues within their organization, and lead beyond to the people outside their organization’s chain of command … they were together” [4] (p. 20). | The Concept: “Connective Leadership™ is a method that leaders can consciously and systematically use in several ways. The model allows leaders to assess not only their own leadership styles and those of others but also the leadership behaviors most needed in any particular situation and the leadership styles most valued in each organization …” [1] (p. 13). |
Meta-Leadership’s Dimensions: | Connective Leadership Domains: |
The Person: Embodying emotional intelligence and a capacity to engage, bonding work with unity of purpose. | Direct Set: Behaviors that confront their own tasks individually and directly. |
The Situation: Ready for what could come next with little notion of what it might be. | Relational Set: Behaviors that work on group tasks or to help others attain their goals. |
The Connectivity of Effort: Learning to finesse connections in order to better coordinate and be responsive and adaptive. | Instrumental Set: Behaviors that use personal strengths to attract supporters, create social networks, and entrust others. |
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© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Cartwright, C.T.; Harrington, M.; Orr, S.S.; Sutton, T. Women’s Leadership and COVID-19 Pandemic: Navigating Crises through the Application of Connective Leadership. Merits 2023, 3, 583-603. https://0-doi-org.brum.beds.ac.uk/10.3390/merits3030035
Cartwright CT, Harrington M, Orr SS, Sutton T. Women’s Leadership and COVID-19 Pandemic: Navigating Crises through the Application of Connective Leadership. Merits. 2023; 3(3):583-603. https://0-doi-org.brum.beds.ac.uk/10.3390/merits3030035
Chicago/Turabian StyleCartwright, Chris T., Maura Harrington, Sarah Smith Orr, and Tessa Sutton. 2023. "Women’s Leadership and COVID-19 Pandemic: Navigating Crises through the Application of Connective Leadership" Merits 3, no. 3: 583-603. https://0-doi-org.brum.beds.ac.uk/10.3390/merits3030035