Module 9 Leading individuas and teams : two disting roles
9.1The Varying Roles of the Leadership
Leadership strongly influenced by individual#s charactersits, experince and valuebut also follower
and sitaution.
Also diffenet appraoches might be required within same posiiton;eg department manager meetings
with individual, small team and whole orgnisation.
9.1.1Individual Leadership
brief. Heavy focus on psychological intereaction. Support individual in a particlualr task. Not
micomoanaing ( not allowing individualot manage job) but provide help so he succeds at task baed
on his skills, experience and cofidence
9.1.2Team Leadership
more time consuming and complex. Diff followers have diff agendas, problems, goals and skill
levels. Timeframe for team task usually longer. Team dynamics to be considered as well. - to keep
in mind the team's development level ( new or old groiup?).
Group of people jointly accoutnable for a number of taks.the nature of taks, mixed competencies
and quality of relations impact on team effectively. One to one skills plus additoanl skills required.
Scope is as before helpinh group succedd.
9.1.3Organisatioanl Leadership and influenced
organsational support includes other teams inc the executive team, not under her direct
management. Conisdrebly long timeframe. pr oblem-solving will need to take into account the
overall
purpose of the organisation as well as the com ponent parts, the priorities and problems of
other departments within the or ganisation.
Different adengas to consider. Individual meetinds and compny wide emails or meetings.
Leadership through organisation. Suporting overall mission rahter than few tasks. Consider the
strategy, external factos, vision values and aspirations. Incuece teams not within her control but
whose coopreation is required. Individual and team leadership skills still required at macro level but
others needed to. Unless she is chief executive , comman nad contrl methods not aviaablle. Rather
influcing skill s needed. - refer to module 10.
Might not be euqally adept in all 3 sitautisn. Myabe unable to handle directly 1-2-1 or wider
organisation.
Kur and Bunning 2002 continuum of leadershp range of leaderhsp cirucmstnaces and choices all
required for effective leaderhsip. Most not indpeendent circumstances but overlap same skills but
varyingin degree. Only a few are dsicete mostly for individual lreadership.
9.2Underpinning Leadership Behaviours
self-leadership and transcendent leadership. They are
positioned in the figure to illustrate that they underpin the continuum of leadership and are
fundamental to all three ar eas of leadership behaviour.
9.2.1Self-leadership
Literally leading oneself esp in dificutl statuion when one might wish for somoene else to provide
leadership. Skill and conifnce to regonise required action and common to it even if unsure of right
direction. Psycological resilience, motivation, drive, energy, courage.
Previous moduled inluecne self-leadership- persoanlity, traits, developmental expericne, ethcis.
At basic level knoeldge and discipline to select approcparte leadership behvaiours amisdt
pressure, crisis and intenral inclcantion to dootherise. Eg dealing with difficult department head,
who has other prooirties. To drive win-win outcome she must musutre courage and control to enter
difficult interaction.
9.2.2Trancendent Leadership
behvaiors and skills approcatiat eacrooss all sittuatiosn. Ethical behvaiours is the core.
Most important is integriy univesaily increased probability to be folowed as leadaer.
Absolute, uncompromising integrity is
the unifying factor across the continuum of leadership.
integrity means simply to use two straightforward behaviours:
tell the truth;
do what you say youre going to do.
Integer means one. We say a person has integrity when the --persons words, deeds--, thoughts,
actions, values, and personality match all these things are as one.
Telling the truth and doing what you say youre going to do are at the core of leadership
across the continuum
the reason is both ideologicla but also proacitcal . Idealogical because peuple will only follow
someoen credile and worhy. Practicla because in the long run it is imposible to outsmart the
colelctive wisdom.
9.3Leading the inindividual
back to speicifc behvaiorus that need to be aplied skilfully and consistently. ( yet stil in line with
continiuum and underpinningbehvaiours).
9.3.1Taskmaster or condieration for the personality
Lewin 1939 2 factors (group of behvaiorus)
consideration peiple factor support , enrouragment, awrhmt, cooperation
Task initiative work factor - diretions, following up, planning assinsign roles and resposanoilites.
The choice is not eather or but how much of each. ( depending on situation).
9.4Situational Leadership
module 3 Paul Hersey and Ken Blanchard's 1996 sitaution leadreship model r variation of it
wildy used in workplace due to its praticality.
SL models recasts the 2 people-task factors as support and direction.
Support encouragments, praise, thanking, helping solve problems on thie own. Purpose to build
coifdence, self esteem and commitment
Direction telling/showing how do task, eing precise about outcomes, deslines, porcdures,
standard, evaluation an dmonitoring. Purpose eunsure coplaice with medhtsoa dn stadard of
working abd build job related skills.
Simialr to servant leadership ( module 5) SL is customer-follower leadershiop. It is a service for
customer and to be succesfull must met rhe needs to costoemr. Ie help costomer succeed at a task.
Find out how much suport and direction needed and proivde them. First diagnose followers level of
development for task.
Might be experince tehcnically but inexperinced at speicifc task.
9.4.1Choosing the most efective leadship behaviours
In SL we match leadership style with development level of follower on specifc task.
Path of mastering a task;
D1: Enthusiastic/unenthusiastic beginner
D2: Disillusioned learner
D3: Regular contributor
D4: Peak performer.
3 aspects of followers reltaion to the partilcuar task; ( some overlap possible). What's the level of;
competence
commiemtn
confidence.
Eg luis was new to task, probably highly commited, and low confince since its new.
Leadership stly ewil be very diff depending on devlepmental level on spefiic task.
SL has deveeoped 4 styles each with its quadrant in figure 9.2 two factor leadership model. all
include both factors!
S1: Directing
S2: Coaching
S3: Supporting
S4: Delegating.
Each stlye is good under some circumstances and bad in others.
Effective leadership require ability to use all and choose the right style for each sitaution.
9.4.2Developmental level 1 , Leaderhsip style 1: Directing
enthusiastic, unable to perform but motivated.
Need considerable control but little support beyond comon coutesy.
Best help by very clear and through direction an control.
The S1 directive leader, with
common courtesy, would be clear about standards, targets and procedures while closely
monitoring results and providing additional input.
Leader address problems. This is what custoemrsn needs to e succesfull.
Sometimes unenthisuatic still required empahsis on task , maybe some indication of consequnces
of current attitude.
9.4.3Developmental level 2, Leadership style 2; Coaching
can do parts of task or all taks but occasioanlly only becomes disullusions mastery is still far off.
Problems reoccure, mistakes imapct self confidence.
Requires equal measurs of support and ocntrol.
Coaching still plenty directionand control but also plenty suport to build self esteme and
conidence. Most time consuming focus on both succes AND efforts.
Problems address after discsussing.
9.4.4developmental level 3, Leadership style 3: Supoprting
can complete taks adequately but require occasioal support in form of thanks you or time to listen
to a complaint. Still need reassurance but very little direction. Infact continued direction would be
coutnerproductive lose initiative or become depedant
S3 suportive stle reassunce on work qality and that persoin is appreciated and valued. Can be
formal or infomraal. Altough required very little effort most employeed surveys cokplain of poor
recognition for work.
Mnay get stuck at D3.
9.4.5Developmental Level 4, Leadership stle 4: Delegating
peack performance high mastery, comitement and confidence. ( at task)
pick up their assignemnt or generally delgated and they see it to completion.
Only requirements is to not interfere as would reduce effetivenes.
Emplyees expect to perform some of tehir tasks at D4. Occasioanlly star performers complete
almost all at D4 highly valuable.
9.4.6When leaderhsip stles do not match developmental leavels mismatch
Over- leading D>S - comnbination of support and direction is clockwise from target
Under-leading - S>D
generally there is always a little mismatch or stick to a style they are most comforabtle with. Small
ok but large consistnese mismatch are a concern.
9.4.7Consequences of over and under leading
ineffective leadership except in some advantageous sitautions.
Over leading over controlling or supporting interpreted as lack of trust from leader crontrol
freak limting indiviudal growth and developemnt micro managing sometimes appropraite or required in short term crisi or urengecy tight control needed until
situation is esovled in new assigemts until leader evalautes staff abilities and sitation
isunderstood.
Under leading follower becomes discorages, fail in task. ( ineffective if puspose was to help
succesd).
In some cases is a tremendous learning experince. - oftne regarding as biggest professional learning
experience stepped into bigger job were throm in at the deep end inbovled in crisi or start up
with little guidance under leeading led to quick very steep learning curve . Great for persons with
high level of initaitive, ability and self confidence. Bad for less able individual.
9.5Leading a team
more comeplex due to vairety of tasks, longer timelines, individuals skills, erosanlities and group
dynamics.
Imp to develop teamwork skills and earn team procedures.
9.5.1Team Development Stages
Tuckman 1965 Teckman's Model of group development based on preidctable developentn
sequence of small spchoterpy groups adapted for workplace teams.
Forming priority to feel comforabtle and esable their own place in the group while trying to
unstnad groups urpose and objectives
Storming as discussions start there will be group conflct as comepting ideas of what and how to
do arise. This is nto comfortbale . Important for them to udnestand that is this normal part of
delveopment that will help get to next stage.
Norming group aims and porcesses set pecking order establishe d- think themselves a sgroup,
with some lotalty to each other must reach here to be productive and successfill if stuch at
sotrming some reassignments are needed.
Performaing- already fucntioanial in sotrming and most dont get here or not for extneded periods.
Prob with norming is that is a comfort zone and team can become complacent with resutls. Afraid of
upsetting status quo individual performace glossed over , conflict avoid changed viewed with
cocnrtn as may cause instability and interfere with member comfort level these norms prevent
falling back into stroming stage.
Step to performing is large requires thoghtfullness and able leadership- individual self confrcen
andintegerity to put group ahead of own needs ( Indivual function at D4 of SL). - conflict valued
even if not comforatble critism requested constructive and necesasey outtsnading resuts
intense elvels of personal fulfillment and group pride.
Regression is normal and reuired attention of tema leader production crisis, orgnaisation change ,
new memebers, series of failures.
Just like SL the team leaders needs to be aware of developmental levels to take team to next
perforamince stage.
9.5.2Moving from Forming to storming
Group established status still based through roles idneitfied outside the current group most
comments directed at leader members didnt listed well- issuse discussed at superficial and
ambigious level.
To move forward quickly important to help group develelop and undersntad mission and goal
define their roles provide structure and assert power regualr meetins and infomraiton shairng
facilaite learning about one another enrouage partiaption by everyone ensure no one domiantes
and that each indiviudal wants to be aprt of the team ,
most of time spent ensureing mebers felt comforbtale and statied to buy into tis purpose.
9.5.3Moving from storming to norming
inexpericne leader might be dismayed when next stage is disgrement and conflict.
Acknodlege this as normal and necessary. After gaosl are understood the individuals will intorduce
persoanl issues hierchy, merit sharing, will my needs be met?
Anxiety pushing for influence between them andiwth leader perhaps hidden agnedas
challenges perosnal attacks if frustration high- subgroups form, spinter an dreform new ideas
tried and hsort down cahnges in degree of aprticiation blame perhaps to leader if doesnt
resovle.
Focus on
