Leadership Styles SF LTR - Dallas Theological Seminary · Leadership Theory GREAT MAN Theory ... TRAIT Theory: Effective leaders ... BEHAVIORAL Theory Activity of the leader TIME

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


1900


TRAIT Theory: Effective leaders have superior qualities Personal characteristics of the leader

TIME


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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


1900 1950



BEHAVIORAL Theory Activity of the leader

TIME


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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)


1900 1950 1967



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


4

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


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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


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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


Competence High

Commitment

Some Competence

Low Commitment


expected



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


Competence High

Commitment

Some Competence

Low Commitment

High/Moderate Competence

Variable Commitment


expected





required May be

resistant


Willing to enter, but scared

or Doesn’t like the

process

DIRECTING COACHING SUPPORTING


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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


Competence High

Commitment

Some Competence

Low Commitment

High/Moderate Competence

Variable Commitment

High Competence

High Commitment


expected





required May be

resistant


Willing to enter, but scared

or Doesn’t like the

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


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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


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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


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 changes require a new vision, or when a clear direction is needed


Most strongly positive Daniel Goleman, Primal Leadership

Leadership Styles

AFFILIATIVE


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


To heal rifts in a team or to motivate people during stressful circumstances


Positive

Daniel Goleman, Primal Leadership

Leadership Styles

DEMOCRATIC


Forges consensus and commitment through participation

The style in a phrase “What do you think.” Underlying emotional intelligence competencies

Collaboration, team leadership, communication


To build buy-in or consensus, or to get input from valuable employees


Positive Daniel Goleman, Primal Leadership


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Leadership Styles

PACESETTING


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


To get quick results from a highly motivated and competent team


Negative Daniel Goleman, Primal Leadership

Leadership Styles

COACHING


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


To help an employee improve performance or develop long-term strengths


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

Documents

Leadership Styles SF LTR - Dallas Theological Seminary · Leadership Theory GREAT MAN Theory ... TRAIT Theory: Effective leaders ... BEHAVIORAL Theory Activity of the leader TIME