Defining and Developing L eadership Styles

1. Defining and Developing Leadership Styles Angela Marrero Bridget O’Brien Kelly Costlow Kristen King Michael Rongione

2. Case Study Meet Emily

3. Introducing Emily • Student Chairperson forOrientation • Orientation Committee • Steering • Orientation Councilors

4. What is a Leader? • A leader must possess and display confidence. • “Sometimes I didn’t feel confident, but for the sake of the situation, I had to look confident.” • A leader needs to possess drive. • Nothing will get done if the person in charge doesn’t care deeply about and want to further their organization or group. • Aleader must show empathy. • Leaders really need to be relatable….in order to gain the respect and trust of the people that they are leading.

5. Background info • Her group went through ups and downs ‘at the end of the day, it was up to me, as the leader, to fix the problems, keep morale high, and make sure we were learning from our mistakes.’ • She has become more outspoken and willing to assert herself, which helps people view her as a strong leader.

6. Defining your Leadership Style

7. Leadership Styles Democratic (participative) • Other-centered approach • Leader guides, but also participates • Quality over quantity • High member motivation and creativity **Leaders are encouraging, but still retain final say for decisions

8. Leadership Styles Authoritarian • Task-centered • Clear separation between leader and follower • Leader as executive decision maker • Decision-making typically less creative **Most effective with time constraints and when leader is most knowledgeable member

9. Leadership Styles Laissez-Faire (delegative) • “Hands-off” approach • Little or no guidance from leader • Decision-making left entirely to the group members • Poorly defined roles and lack of motivation can occur **Best results when all group members are highly qualified w/ high level of expertise

10. Supervisor Beliefs Inventory • Finite leadership style does not exist • Assessment will give insight into what kind of leadership/supervision you are personally more inclined to adhere to • Directive, Collaborative, or Nondirective? **Correlates to leadership styles (Authoritarian, Democratic, and Laissez-Faire)

11. Situational Leadership • What style/behavior does the context call for? • Most applicable theories: • Contingency Theory • Leader-Member Exchange Theory • Both relate to relationships between the leader and group members

12. Contingency Theory • Leadership style as “complex function” of: • Favorability of leader’s relationship with subordinates • Power in the position • Structure of the task to be performed • Most favorable conditions would be positive relationships, position power, and a structured task • Leaders should not adapt, but be placed according to personalities (Fiedler, 1967)

13. Leader-Member Exchange Theory • “Leaders are inherently unable to to maintain the same relationship with everyone for whom they may have leadership responsibility” (Gouran, 2003) • In-group/Out-group formation • Leader should relate differently to all members • High-quality interaction with all members is the goal • Emphasizes flexibility rather than stability

14. Emily’s Leadership Style • Democratic • Participant • High member motivation • Encouraging, but still retain final say for decisions • Leader-Member Exchange Theory • Flexible rather than stabile • Relate to members on individual basis • High-quality interaction

15. Creating your metaphor

16. Metaphors • Based on the article “Mayor, Cheerleader, Lawyer, or Juggler? An Exploratory Study of CAO Leadership Metaphors and Challenges” (Forward, et al 2007) • Came up with a ‘formula’ for discovering leadership style

17. Emily’s Metaphor • A spinning top • Constantly spinning • Never quits on her group • Keeps progress moving • Yet can still shake • Balances herself and her team • Makes corrections to keep her team motivated

18. Metaphor Activity: What is your leadership metaphor? • Some possible examples

19. Metaphors

20. Metaphors • After you have established your leadership metaphor, it is easier to find out what poses the most challenges to the effectiveness of your leadership • “There is a link between communication, challenges, and leadership” (Forward, et al 194)

21. Advice / Strategy for Progress Developing a 6th Stage Leadership Identity Komives’ (2005) “Developing a Leadership Identity: A Grounded Theory”

22. Method of Komives’ Study • Qualitative approach • Interview of 13 college students from a variety of backgrounds who were nominated as “exemplars of relational leadership” • Conducted three in-depth interviews for each participant, with each lasting approximately 1 to 2 hours • From the description and audio data collected, the interviews were coded using open, axial, and selective coding

23. Categories that Lead to Leadership Identity • Five Emerging Categories • Essential developmental influences • Developing self • Group influences • Changing view of self with others • Broadening view of leadership • Students engaged in these categories that in turn influenced the development of their leadership identity

24. Essential Development Influences • Adult influences • Peer Influences • Meaningful Involvement • Reflective Learning

25. Developing Self • Personal Growth • Deepening self-awareness • Building self-confidence • Establishing interpersonal efficacy • Applying new skills • Expanding motivations • Through this category, participants changed their perceptions of groups and their role in groups

26. Group Influences • Engaging in Groups • Learning from Membership Continuity • Changing Perceptions of Groups • Engaging in groups and feedback from group members informed the development of participants as individuals

27. Changing View of Self with Others • Depending on their stage of leadership identity, students saw themselves as dependent on others, independent from others, or interdependent with those around them • Their changing view of self with others had a direct bearing on their broadening view of leadership

28. Broadening View of Leadership • Those who viewed themselves as dependent on others saw leadership as something external to them or as a position someone else held • Those who viewed themselves as independent from others assumed positional leader roles and perceived that the leader does leadership • Those who saw their interdependence with those around them viewed leadership as a relational process and leaders as anyone in the group who was contributing to that process • An individual’s broadening view of leadership has properties that develop through the six stages of leadership identity

29. Komives’ Six Stages of Developing Leadership Identity • Awareness • Exploration/engagement • Leader identified • Leadership differentiated • Generativity • Integration/synthesis

30. Stage 1 - Awareness • The early recognition that leaders exist in general • The view of leadership is external to the self • Participants do not personally identify as a leader, but can recognize others as leaders

31. Stage 2 - Exploration / Engagement • Time of intentional involvement, experiencing groups, and taking on responsibilities, though not generally in a positional leadership role • Joining group organizations (ex: sports teams, Student Council, Greek Life) for the friendships involved • Participants like belonging to the group but their involvement is unfocused • Participants develop their skills and observe peer leaders in action

32. Stage 3 - Leader Identified • Participants perceive that groups are comprised of leaders and followers • Participants believe the leaders are responsible for group outcomes • One is a leader only if one holds a leadership position • Participants become intentional about their group roles • Choose to become a leader or following member • Participants are engaged in group’s goals, but they still look to the leader as the person who should be in charge

33. Stage 4 - Leadership Differentiated • Realize that anyone in the group can be a leader • Become aware that leadership is a process between and among people • Realize organizations are interdependent • Sees the leader as a facilitator, community builder, and shaper of the group’s culture • Believe leaders should invite participation and share responsibility

34. Stage 5 - Generativity • Participants become actively committed to the larger purposes of the group • Articulate a passion for what they do • See their service as making a difference • Make a commitment to sponsor, support, mentor, and develop other group members

35. Stage 6 - Integration / Synthesis • Time of continual, active engagement with leadership as a daily process – as a part of self identity • Have a confident identity as a person who carries out leadership, even if they do not own a specific leadership title • Understand organizational complexity and practice systematic thinking • Comfortable with the unknown, because they have internalized leadership

36. Emily’s Leadership Stage • Between Stage 4 and Stage 5 • Stage 4 • Realize that anyone in the group can be a leader • Aware that leadership is a process • Believe leaders should invite participation and share responsibility • Stage 5 • Actively committed to the larger purposes of the group • Articulate a passion for what they do • See their service as making a difference

37. Group Discussion • What stage of leadership identity do you see yourself in? • How can you move toward the sixth stage?