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LEVERAGING GRIT FOR LEADERSHIP SUCCESS
Abstract
Many leaders, Sudbrink believes, display traditional characteristics of what we often think of as the quality of grit: tenacity, perseverance and toughness. Yet if these qualities are wielded in an autocratic, command and control style, these leaders can cause harm. What is needed is a new conception, what she calls GRIT®. The acronym stands for Generosity, Respect, Integrity, and Truth. These attributes lead to the “ability to be more human and genuine, instead of hiding behind the mask of professionalism.” It means letting go of the need for perfection, while tapping into our emotional intelligence, self-awareness and empathy. And it requires remembering that our ego can often get in our way by causing fear-based behavior.
... However, the concept of grit as it stands today appears to be developing as research continues to examine this trait in a variety of contexts, especially among professional aspects of leadership. Traditionally, descriptions of grittiness lack attention to aspects like generosity, respect, integrity, and truth; therefore, the study of gritty leaders can also attend to skills that are more human and genuine instead of just exploring what is behind the mask of professionalism (Sudbrink, 2016). ...
... Resilience in leadership has been associated with a spectrum of interactive factors, such as selfworth or self-compassion (Steward, 2014), as well as self-awareness and authenticity (Bossman et al., 2016;Dyess et al., 2015;Elkington & Breen, 2015;Martin, 2017;Stagman-Tyrer, 2014;Sudbrink, 2016). Mindful leadership, as a process of commitment, compassion, good decision, and awareness (Wongkom et al., 2019), is associated with resilience (Lange et al., 2018;Peterson et al., 2009). ...
With research pointing to increased levels of stress and work demands on school leaders, attention has turned to examining the factors that contribute to their well-being. Studies have also shown that many school administrators not just survive but also thrive in their work and succeed despite work-related challenges. Furthermore, some principals experience flourishing at work, which is characterized by optimal functioning, feeling good, and achieving a balanced life. Our study examined the sense of flourishing of the national award-winning principals in the Canada's Outstanding Principals program, which recognized outstanding contributions of principals in publicly funded schools. In this article, we describe the participants' perceptions in relation to the following constructs in the overall flourishing: flow, thriving, resilience, and grit. This study highlights the conditions, behaviours, mindsets, and characteristics that are critical for the well-being of school administrators.
... The indicators of grit, namely the consistency of interests and persistence of effort (Duckworth & Quinn, 2009;Datu et al., 2015) if adequate conditions can be stimulating transformational leadership effectiveness, manifested idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Bass & Avolio, 1990). Several studies, for example, Caza and Posner (2019), Schimschal and Lomas (2018), and Sudbrink (2016) concluded that grit affects transformational leadership. Based on argues and studies above, the sixth hypothesis in this study is: ...
... As shown by the results of correlational analysis between indicators, all indicators of grit and transformational leadership are significant. The results of research by Caza and Posner (2019), Schimschal and Lomas (2018), and Sudbrink (2016) concluded that grit affects transformational leadership. ...
Abstrak. This study explores the empirical effect of grit on task performance: Mediating by transformational leadership and job involvement. The research data was collected by a questionnaire through the survey method. The sample of this research is 245 lecturers selected by purposive sampling. Data analysis uses path analysis supported by descriptive statistics and correlational. The results show that grit has a positive and significant direct effect on task performance, both direct and indirect effect by mediating transformational leadership and job involvement. Thus, the lecturer's task performance can be improved through grit, transformational leadership, and job involvement. A fit research model about the effect of grit on task performance mediating by transformational leadership and job involvement was found. This model can be discussed as a reference by researchers and practitioners in developing models of task performance in the future and any context.
... One of the most effective ways for school leaders to grow, thrive, and develop resilience as both individuals and leaders is by continuously reflecting on their previous adverse experiences (Elkington & Breen, 2015;Haver et al., 2014). Sudbrink (2016) reiterated the importance of self-reflection, stating that 'putting time aside to self-reflect is imperative for leaders, yet so many are rushing at such pace that they create fires that everyone ends up having to deal with' (p. 60). ...
School leaders in Canada face increasing social, political, economic, educational, and professional demands, which often lead to increased workload, stress, burnout, decreased well-being, and lack of work-life balance. Research demonstrates that school principals with high levels of resilience are better at coping with stress and crisis, are generally more effective as leaders, are more connected to schools and districts, and have lower levels of compassion fatigue. Examining the challenges that school principals face can both prevent conditions that decrease their well-being and help understand coping strategies and resilience-building approaches necessary for successful school leadership. Drawing from the study of flourishing among the national award-winning principals in the Canada's Outstanding Principals (COP) program, in this article we describe the participants' perceptions regarding their resilience as school leaders, the conditions that discouraged school principals in their role, and the approaches that allowed them to develop their personal resilience. The article offers recommendations on how school administrators can overcome the challenges and flourish by fostering resilience and growing a resilient mind-set.
... The findings have three implications for leadership development. First, people who are in leadership positions are likely to have relatively high levels of grit (Sudbrink, 2016) because excelling and taking on the responsibility of leadership requires focus, determination, and the ability to handle setbacks. Thus, individuals tasked with developing leaders may benefit from assessing the grit of potential leaders, particularly since the assessment is relatively simple and straightforward. ...
The relationship between grit and transformational leadership behavior was investigated, using both self-reported behavior and behavioral ratings by followers, peers, and managers. A multi-source sample of surveys from leaders (6,654) and their associates (47,159) from thousands of organizations in 78 countries and 22 industries was analyzed using mixed-effect multilevel models. Grit predicted both self-reported and observer-reported transformational leadership behavior. The relationships were complex, with each component of grit (i.e., perseverance and consistency) having statistically significant but different behavioral associations both within and between raters. The findings reveal the potential for grit to predict transformational leadership behavior, highlighting the theoretical and practical implications of the trait of grit when identifying, developing, and supporting leaders.
Purpose:
This case study aims to demonstrate how the Greater Leadership Opportunities for Women (GLOW) Mayo Clinic Employee Resource Groups (MERG) has positively impacted leadership development focusing on growth, resilience, inspiration and tenacity (GRIT) and increased advancement for female leaders at Mayo Clinic. It will also establish how the innovative utilization of employee resource groups can positively impact the development of leaders within an institution in general and specially can enhance behaviors related to GRIT.
Design/methodology/approach:
This case study design was used to measure the impact of the GLOW MERG's interventions through qualitative and quantitative approaches that highlight both process and outcome to increase study validity through complementarity, which "seeks elaboration, enhancement, illustration, clarification of the results from one method with the results from another" (Greene, et al., 1989, p. 259) as well as completeness and context (Onghena et al., 2019; Schoonenboom and Johnson, 2017; Bryman, 2006). Learning outcomes (knowledge), skill accomplishments and attitude development were evaluated within two weeks after each session and annually through standardized surveys sent to participants via email. The surveys were designed to capture key information about the sessions, including the impact of the session content, the willingness and ability of attendees to apply the learning and identification of opportunities for improvement in session design and delivery, as well as measure satisfaction with the activities offered, the frequency and method(s) of communication, barriers to session attendance and particular topics or speakers of interest to members (Appendix 1). Response options included dichotomous scales, Likert-type scales, multi-select and free text. This provided a voluntary response sampling, as post-session surveys were sent to all session attendees and annual surveys were sent to all GLOW MERG members, which allowed individuals to choose if they would respond to the surveys (Creswell and Creswell, 2018). To foster an environment of continuous improvement, plan-do-study-act (PDSA) cycles (Langley et al., 2009) were conducted after every survey by the event planning team and the GLOW MERG Board. Interventions were tested, reviewed and discussed during monthly board meetings and event planning. Improvements were made and results were shared with key stakeholders through regular communication channels. Additionally, 30 past and present GLOW MERG leaders were surveyed to measure their perceived impact of participation in the GLOW MERG interventions using dichotomous scales, multi-select and free text responses (Appendix 2). This targeted purposive sample was selected because of their high level of engagement with the MERG to provide a retrospective evaluation of the success of the GLOW MERG, and its interventions for career advancement related to the development of GRIT attributes, knowledge and skills resulting in career advancement for those who are/have been highly engaged with the MERG.
Findings:
The results spanning the past few years of GLOW MERG interventions has shown that the GLOW MERG has been successful in providing targeted educational events that address the GRIT knowledge, skills and attributes, needed for female health-care leaders to be successful in developing GRIT capabilities. By staying true to its mission and vision, the GLOW MERG has been able to promote, educate and empower female leaders at Mayo Clinic while actively breaking down the barriers that can prevent women from obtaining leadership positions.
Research limitations/implications:
There are several limitations with this case study's data collection and sampling methods. First, the post-session and annual survey sampling was based mainly on ease of access, with responses obtained from respondents who are more likely to volunteer or those with the strongest opinions. This allowed for potential bias as responses may not be representative of all GLOW MERG member opinions. Furthermore, the purposive sample of present and past GLOW MERG leaders was also subject to volunteer bias and may not have be representative of the GLOW MERG population. Additionally, the case study examined the practices of only one site and MERG group and may not be representative of all sites or employee resources groups.
Practical implications:
The interventions implemented by the GLOW MERG to assist women with developing GRIT knowledge, skills and attributes - barriers women often face in leadership roles - were tested, reviewed and discussed during monthly board meetings and event planning. PDSA cycles were conducted, improvements were made and results were shared with key stakeholders through regular communication channels (Langley et al., 2009). Key lessons learned from these assessments include: One size does not fit all for leadership development. GLOW members have a wide variety of backgrounds, skills and experiences. Repetition is important in the development of GRIT knowledge, skills and attributes associated with GRIT. A one-time event provides attendees with an information overview and the steps to start developing a new skill but no dedicated time to practice and implement that skill.
Originality/value:
The innovative utilization of employee resource groups can positively impact the development of leaders within an institution in general and specially can enhance behaviors related to GRIT.
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