Understanding Leadership Models: Functional, Situational, and Leader-Member Exchange, Slides of Leadership and Team Management

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Putting Leadership

Models to Work

COL MAL BRICK

Scope

Leadership Theories

Leadership Models

◦ Functional Leadership Model ◦ Situational Leadership Model ◦ Leader Member Exchange

Putting Leadership Models to Work

Leadership Theories

Development

◦ Great Man Theory ◦ Trait Theory ◦ Contingency Theory (Situational) ◦ Style and Behaviour Theory ◦ Process Leadership Theory ◦ Transactional Theory ◦ Transformational Theory

Leadership Theories

Development

◦ Great Man Theory ◦ Trait Theory ◦ Contingency Theory (Situational) ◦ Style and Behaviour Theory ◦ Process Leadership Theory ◦ Transactional Theory ◦ Transformational Theory

Considerations ◦ Leadership vs Management ◦ Military vs Civilian leadership ◦ What’s the best style ◦ Theory vs Practice ◦ Leadership training as a business ◦ Leader vs Leadership team ◦ Leading people vs Leading organisations ◦ Interesting vs Useful

Leadership Theories

Learn a new language of leadership

Establish a common understanding and

vocabulary

Have a range of tools that you can use

Common Themes ◦ Diagnosis ◦ Understand the task ◦ Understanding Self ◦ Understanding Others

Functional Leadership Model

John Adair

Developed in the late 1960’s whilst Adair was

an instructor at the Royal Military Academy

Sandhurst

Functional Leadership Model

Defining the task: Individuals and teams need to have the task distilled into a clear objective that is SMART (Specific, Measurable, Achievable, Realistic and Time Constrained).

Planning: Planning requires a search for alternatives and this is best done with others in an open-minded, positive and creative way. Contingencies should be planned for and plans should be tested.

Briefing : Team briefing is viewed as a basic leadership function that is essential in order to create the right atmosphere, promote teamwork, and motivate each individual.

Controlling : Adair wrote in The Skills of Leadership that excellent leaders get maximum results with the minimum of resources. To achieve this leaders need self-control, good control systems in place and effective delegation and monitoring skills.

Evaluating: Leaders need to be good at assessing consequences, evaluating team performance, appraising and training individuals, and judging people. Motivating: Adair distinguishes six principles for motivating others in his book Effective motivation: be motivated yourself; select people who are highly motivated; set realistic and challenging targets; remember that progress motivates; provide fair rewards; and give recognition. Organising: Good leaders must be able to organise themselves, their team and the organisation (including structures and processes). Leading change requires a clear purpose and effective organisation to achieve results. Setting an example: Leaders need to set an example both to individuals and to the team as a whole. Since a bad example is noticed more than a good one, setting a good example is something that must be worked at constantly.

Functional Leadership Model

Understanding the interplay between the

different circles

What are the long-term consequences of not

managing all three circles

Situational Leadership Model

Development Levels

D1 Enthusiastic Beginner ◦ Low competence and high commitment

D2 Disillusioned Learner ◦ Low to some competence and low commitment

D3 Capable but Cautious Contributor ◦ Moderate to high competence and variable commitment

D4 Self Reliant Achiever ◦ High competence and high commitment

People will progress through the development levels at different rates

Situational Leadership Model

The Five Key Diagnosis Questions

• What is the specific task?
• How strong are the individuals demonstrated

task knowledge and skills? (competence)

• How strong are the individuals transferable skills? (competence)
• How motivated, interested, or enthusiastic is

the individual for the task? (commitment)

• How confident or self-assured is the individual

? (commitment)

Situational Leadership Model

The key skill in implementing the model is to align the appropriate leadership style with the development level.

Requires good knowledge of subordinate's competence and commitment

Much easier when you can have an open conversation about it

The model normalises that not everyone is high commitment and high competence all the time

Danger of assumed competence

Leader Member Exchange

The Leader-Member Exchange Theory first

emerged in the 1970s

Key Elements

Based on interactions Leaders will categorise members into an in-group or an out-group

In-group members get greater opportunities and responsibilities

Out-group members may not receive those opportunities and may be marginalised.

Leader Member Exchange

Role-Taking. On joining a team, the subordinate’s talents are assessed by the leader in line with expectations around performance, work ethic, loyalty and demonstrated values.

Role-Making. As the time in the role increases, leaders will build relationships with the individuals culminating in the team member being categorised within either the In-group or the Out-group. Classification into these groups is not explicit and is often done subconsciously

Routinisation. Over time, interactions between subordinates and leaders become reinforced and fit into regular patterns.

Leader Member Exchange

Role-Taking. On joining a team, the subordinate’s talents are assessed by the leader in line with expectations around performance, work ethic, loyalty and demonstrated values.

Role-Making. As the time in the role increases, leaders will build relationships with the individuals culminating in the team member being categorised within either the In-group or the Out-group. Classification into these groups is not explicit and is often done subconsciously

Routinisation. Over time, interactions between subordinates and leaders become reinforced and fit into regular patterns.

In-Group team members continue to develop trust with their leader through attributes like their work ethic, reliability, and respect. Tasks are delegated out, prioritising the in-group with more complex and rewarding activities.

Out-Group team members are given tasks that are restricted and unchallenging. They tend to have less access to the leader, and often don't receive opportunities for growth or advancement.

Once a presence in a particular group has been established, it can become extremely challenging to change.