Dr. Andrew B. Seidel 8/24/10
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Leadership Styles An Introduction
LTR August 20, 2010
In the beginning . . .
The Development of Leadership Theory
GREAT MAN Theory Great Men just happened
TIME
Leaders are Born
“Men are marked out from the moment of birth to rule or be ruled.”
Aristotle
The Great Man Theory
“The history of the world is but the biography of great men.” Thomas Carlyle 1841 On Heroes and Hero Worship Thomas Carlyle
The Development of Leadership Theory
1900
GREAT MAN Theory Great Men just happened
TRAIT Theory: Effective leaders have superior qualities Personal characteristics of the leader
TIME
Dr. Andrew B. Seidel 8/24/10
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Trait Theory
• Effective leaders have common characteristics which distinguish them from their followers – Physical Traits: size, appearance, energy – Personality Traits: confidence, dominance – Ability Traits: intelligence, verbal ability
• These common traits can be isolated through the study of effective leaders
• Others can possibly develop these traits and become leaders
Recognized Essential Traits
• Drive (achievement, ambition, energy, tenacity, initiative)
• Leadership Motivation • Honesty and Integrity • Self-confidence
(including emotional stability)
• Cognitive Ability • Knowledge of the “Business”
Kirkpatrick and Locke, “Leadership: Do Traits Matter?” �in The Leader’s Companion, p.135.
In the beginning . . . But later,
people began to realize . . .
The Leadership Elements Leader
Followers Situation
The Development of Leadership Theory
1900 1950
GREAT MAN Theory Great Men just happened
TRAIT Theory: Effective leaders have superior qualities Personal characteristics of the leader
BEHAVIORAL Theory Activity of the leader
TIME
Dr. Andrew B. Seidel 8/24/10
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Behavioral Theory
• Leadership Behavior became the primary focus.
• Two primary leadership behaviors: – Consideration: friendship, mutual trust,
warmth, supportiveness, etc. – Initiating Structure: directing
subordinates, setting goals and policies, planning, clarifying roles, etc.
The Managerial GridBlake & Mouton
Concern for Production �Initiating Structure
Co
nce
rn f
or
Pe
op
le�
Co
nsi
de
rati
on
1 2 3 4 5 6 7 8 9 LOW
HIGH
HIGH
9
8
7
6
5
4
3
2
1
IMPOVERISHED�MANAGEMENT 1,1
1,9 �COUNTRY CLUB�MANAGEMENT
AUTHORITY�COMPLIANCE
9,1
5,5 �MIDDLE-of-the-ROAD�
MANAGEMENT
Research on the Style Approach
• Strengths: – Major shift away from Trait Theory
and on to what leaders actually do! – Substantiated in leadership studies – Focused on two primary leadership
behaviors: • Task behaviors (Directive) • Relationship behaviors (Supportive)
The Development of Leadership Theory
1900 1950 1967
GREAT MAN Theory Great Men just happened
TRAIT Theory: Effective leaders have superior qualities Personal characteristics of the leader
BEHAVIORAL Theory Activity of the leader
CONTINGENCY Theory Situational Factors, Styles
TIME
Contingency Theory
• Leadership Effectiveness is contingent upon: – Leadership Styles – Followers – Situational Factors
Contingency Theory Leader
Followers Situation
Dr. Andrew B. Seidel 8/24/10
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Situational Leadership • Leadership Style
is a function of:
1. The Situation
2. The Maturity of Followers
• The leader can be trained to vary his/her styles
What is a Style?
• Whenever you attempt to influence the actions of someone else in an organizational setting you are engaging in an act of leadership.
• Your behavior is a means through which you express your leadership intent.
• Leadership style is “the pattern of influence behavior you use with others, over time, as perceived by them.”
Contingency or Situational
Theory: CONTINGENCY SITUATIONAL
Emphasis
Leader Effectiveness
Major Proponent of Theory
Leaders are NOT Flexible: Leaders are Flexible: Leaders are much more consistent (and consequently less flexible) in their behaviors.
They employ flexibility in leader behaviors.
The Leader is changed, orThe Situation is changed:
Leader’s style changes:
Effectiveness is determined by selecting the right kind of leader for the situation, or changing the situation to fit the leader’s style.
Effective leaders correctly base their behavior on follower maturity
F.E. Fiedler, A Theory of Leadership Effectiveness, 1967.
Paul Hersey and Ken Blanchard, Management of Organizational Behavior, 1977.
Leader
Match
Leader
Develo
pment
What Style did Jesus Use?
Paul’s Use of “Styles”
19 For though I am free from all men, I have made myself a slave to all, so that I may win more. 20 To the Jews I became as a Jew, so that I might win Jews; to those who are under the Law, as under the Law though not being myself under the Law, so that I might win those who are under the Law; 21 to those who are without law, as without law, though not being without the law of God but under the law of Christ, so that I might win those who are without law. 22 To the weak I became weak, that I might win the weak; I have become all things to all men, so that I may by all means save some. 23 I do all things for the sake of the gospel, so that I may become a fellow partaker of it.
Two Types of Influence Behaviors
• Directing
• Structuring • Focusing
• Supporting • Collaborating • Inspiring
Directing or shaping followers’ activities in term of task, goal, or overall vision
Providing socioemotional support and building relationships with their followers
Dr. Andrew B. Seidel 8/24/10
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Task vs. Relationship Task
Behavior Relationship
Behavior
• One-way communication
• Two-way communication
• Spells out follower’s role (structuring)
• Provides support and encouragement
• Tells followers what to do and how to do it
• Facilitates interaction, collaboration
• Closely supervises performance
• Involves followers in decision making
Hersey and Blanchard, “Situational Leadership,” The Leader’s Companion, pp. 207-211.
O O O O O
O
O O O
O
O O
O O O
O O O
46 25
Situational Leadership Leader
Followers Situation
Situational Leadership
LOW HIGH
HIGH
Directive Behavior
Su
pp
ort
ive
Be
hav
ior
Development Level of Follower
D2 D3 D4
Developed Developing
II
D1
Development Level
Competence
Commitment
Task Knowledge
Transferable Skills
Confidence
Motivation
Dr. Andrew B. Seidel 8/24/10
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Situational Leadership
LOW HIGH
HIGH
S1 S2 S3
S4
DIRECTING
COACHING SUPPORTING
DELEGATING
Directive Behavior
Su
pp
ort
ive
Be
hav
ior
Development Level of Follower
D2 D3 D4
D1 Low
Competence High
Commitment
D2 Some
Competence Variable
Commitment
D3 High
Competence Variable
Commitment
D4 High
Competence High
Commitment
Developed Developing
II
D1
Development Levels
D2 D3 D4 D1
Development Level of Follower Low
Competence High
Commitment
Doesn’t quite know what is
expected
Excited/Interested in going
through the SF process
DIRECTING
DIRECTING
• Leader defines roles and responsibilities • Leader tells followers what needs to be
done, when it needs to be done, and how it should be done
• Leader makes the decisions • Possible Problems:
– can seem dictatorial – can seem non-compassionate – But, Directive interactions do not have to be
delivered harshly!
Development Levels
D2 D3 D4 D1
Development Level of Follower Low
Competence High
Commitment
Some Competence
Low Commitment
Doesn’t quite know what is
expected
Excited/Interested in going
through the SF process
Understands program/process
May be scared by degree of authenticity
required May be
resistant
DIRECTING COACHING
COACHING
• Leader maintains control over “WHAT” and “HOW” but is open to suggestions
• Group member must feel heard • Leader focuses on helping follower develop
• Followers need: – more understanding – better skills – encouragement
Development Levels
D2 D3 D4 D1
Development Level of Follower Low
Competence High
Commitment
Some Competence
Low Commitment
High/Moderate Competence
Variable Commitment
Doesn’t quite know what is
expected
Excited/Interested in going
through the SF process
Understands program/process
May be scared by degree of authenticity
required May be
resistant
Understands program/process
Willing to enter, but scared
or Doesn’t like the
process
DIRECTING COACHING SUPPORTING
Dr. Andrew B. Seidel 8/24/10
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SUPPORTING
• Leader and Follower solve problems together (most opposite from Directing)
• Leader asks open-ended questions, then LISTENS
• Leader gives praise, encouragement • Important elements:
– mutual trust, respect – leader is authentic, shares about himself/herself – provides rationale for change
Development Levels
D2 D3 D4 D1
Development Level of Follower Low
Competence High
Commitment
Some Competence
Low Commitment
High/Moderate Competence
Variable Commitment
High Competence
High Commitment
Doesn’t quite know what is
expected
Excited/Interested in going
through the SF process
Understands program/process
May be scared by degree of authenticity
required May be
resistant
Understands program/process
Willing to enter, but scared
or Doesn’t like the
process
Understands program/process
Totally committed to the process!
DIRECTING COACHING SUPPORTING DELEGATING
DELEGATING
• Leader transfers to group member the responsibility and authority for goal and task accomplishment
• Group member must feel a sense of obligation
• Leader must establish a way to stay informed
• Be careful: – Cannot just be leader “dumping” things that
he/she does not want to do
D3 C
Delegating
Directing Coaching
Supporting
D4 A Directing
Coaching
Supporting
Supporting
Delegating
Leader Behavior
One-to-One Context
Group Context Organizational Context
Task Behavior
Directing Structuring Focusing
Relationship Behavior
Supporting Collaborating Inspiring
One to One Context
1. Setting goals/objectives 2. Planning work in advance 3. Defining timelines 4. Specifying priorities 5. Determining methods of evaluation 6. Defining roles and decision making prerogatives 7. Showing and telling how
DIRECTING
Dr. Andrew B. Seidel 8/24/10
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One to One Context
1. Listening 2. Praising and encouraging 3. Asking for input 4. Sharing information about
Spiritual Formation Program’s approach
5. Sharing information about self 6. Facilitating the problem solving
of others
SUPPORTING
Group Context
1. Establishing ground rules for meetings 2. Coordinating various tasks that group
members are working on 3. Summarizing group members discussions 4. Attributing meaning to group ideas/events 5. Explaining group purpose 6. Describing values underlying group purpose
and ways of functioning 7. Explaining why the group performs the way it
does
STRUCTURING
Group Context
1. Expressing and modeling the feelings present in the group
2. Offering and seeking nonjudgmental feedback in group
3. Building on and sharing ideas during group meetings 4. Expressing and encouraging interpersonal
vulnerability when appropriate 5. Encouraging and modeling calculated risk‑taking 6. Encouraging and helping the group celebrate group
success 7. Checking for group consensus
COLLABORATING
Organizational Context
1. Defining organizational purpose in relation to a service to DTS students and those they later influence
2. Advocating a clear set of organizational values and consistently acting on them
3. Challenging the status quo by advocating a change for the better
4. Revisiting SF&L/DTS organizational vision to guide day‑to‑day decisions
5. Scanning the seminary environment for information to specify future trends
6. Speaking of student growth as a by‑product of dreaming and risk‑taking
7. Structuring the organization to increase individual autonomy
FOCUSING
Organizational Context
1. Using metaphors or analogies to express ideas and emotion
2. Creating organizational ceremonies and rituals that reward tenacity and strength of heart
3. Seeing opportunity where others see trouble by encouraging risk‑taking and experimentation
4. Advocating diversity by encouraging open opinions and reflective discussion
5. Using innovative approaches to remove barriers for leader/group performance
6. Presenting self as fallible, sharing, and impassioned 7. Judging self by the likelihood of those being led
becoming healthier, more autonomous, and more likely to become servant leaders
INSPIRING
Six Leadership Styles
Daniel Goleman
Dr. Andrew B. Seidel 8/24/10
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Personal Competence
Self-Awareness
• the ability to recognize and understand your own moods, emotions, and drives, as well as their effect on others
• self-confidence • realistic self-assessment • self-deprecating sense of
humor
Self-Management
• the ability to control or redirect disruptive impulses and moods
• the propensity to suspend judgment – to think before acting
• trustworthiness and integrity
• comfort with ambiguity • openness to change
Motivation • a passion to work for reasons that go beyond money or status
• a propensity to pursue goals with energy and persistence
• strong drive to achieve • optimism, even in the face
of failure • organizational
commitment
Definition Hallmarks
Social Competence Definition Hallmarks
Empathy • the ability to understand the emotional makeup of other people . . .
• skill in treating people according to their emotional reactions
• expertise in building and retaining talented people
• cross-cultural sensitivity • willingness to serve other
people well
Social Skill • proficiency in managing relationships and building networks . . .
• an ability to find common ground and build rapport
• effectiveness in leading change
• persuasiveness • expertise in building and
leading teams
Leadership Styles
COMMANDING
The leader’s modus operandi
Demands immediate compliance Soothes fears by giving clear direction
The style in a phrase “Do what I tell you.” Underlying emotional intelligence competencies
Drive to achieve, initiative, self-control
When the style works best
In a crisis, to kick start a turnaround, or with problem employees; in an emergency
Overall impact on climate
Negative Daniel Goleman, Primal Leadership
Leadership Styles
AUTHORITATIVE
The leader’s modus operandi
Mobilizes people toward vision Moves people toward shared dreams
The style in a phrase “Come with me.” Underlying emotional intelligence competencies
Self-confidence, empathy, change catalyst
When the style works best
When changes require a new vision, or when a clear direction is needed
Overall impact on climate
Most strongly positive Daniel Goleman, Primal Leadership
Leadership Styles
AFFILIATIVE
The leader’s modus operandi
Creates harmony and builds emotional bonds connecting people to each other
The style in a phrase “People come first.” Underlying emotional intelligence competencies
Empathy, building relationships, communication
When the style works best
To heal rifts in a team or to motivate people during stressful circumstances
Overall impact on climate
Positive
Daniel Goleman, Primal Leadership
Leadership Styles
DEMOCRATIC
The leader’s modus operandi
Forges consensus and commitment through participation
The style in a phrase “What do you think.” Underlying emotional intelligence competencies
Collaboration, team leadership, communication
When the style works best
To build buy-in or consensus, or to get input from valuable employees
Overall impact on climate
Positive Daniel Goleman, Primal Leadership
Dr. Andrew B. Seidel 8/24/10
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Leadership Styles
PACESETTING
The leader’s modus operandi
Sets high standards for performance Meets challenging and exciting goals
The style in a phrase “Do as I do, now.” Underlying emotional intelligence competencies
Conscientiousness, drive to achieve, initiative
When the style works best
To get quick results from a highly motivated and competent team
Overall impact on climate
Negative Daniel Goleman, Primal Leadership
Leadership Styles
COACHING
The leader’s modus operandi
Develops people for the future Connects personal desires to organizational goals
The style in a phrase “Try this.” Underlying emotional intelligence competencies
Developing others, empathy, self-awareness
When the style works best
To help an employee improve performance or develop long-term strengths
Overall impact on climate
Positive Daniel Goleman, Primal Leadership
Impact of Leadership Styles
Commanding Visionary Affiliative Democratic Pacesetting Coaching
Flexibility -.28 .32 .27 .28 -.07 .17
Responsibility -.37 .21 .16 .23 .04 .08
Standards .02 .38 .31 .22 -.27 .39
Rewards -.18 .54 .48 .42 -.29 .43
Clarity -.11 .44 .37 .35 -.28 .38
Commitment -.13 .35 .34 .26 -.20 .27
Overall Impact -.26 .54 .46 .43 -.25 .42
Negative #1 #2 #3 Negative #4
Daniel Goleman, Primal Leadership
The End