201.01.03 Leadership Styles and Approaches

PRIMARY LEADERSHIP COURSE MASTER LESSON PLAN

1. PERFORMANCE OBJECTIVE: PO 201

2. ENABLING OBJECTIVE: EO 201.01.03

3. PERFORMANCE: Apply leadership styles and approaches.

4. CONDITIONS :

a. Given: (1) classroom;

(2) references; and

(3) assistance.

b. Denied: nil.

c. Environment: under all conditions.

5. STANDARD: IAW refs the trainee will describe situational leadership approaches and apply the proper leadership approach for a given situation.

6. TEACHING POINTS:

1. The Authoritative approach;

2. The Participative approach;

3. The Free Rein/Permissive approach;

3. Types of Behaviour

a. Task (ref MOB ch 8 pg 173)b. Relationship (ref MOB ch 8 pg 173)

4. Situational Leadership

a. Leadership Style (ref MOB ch 5 pg 117-120 and ch 8 pg 173-191)b. Leadership Style 1 (ref MOB ch 8)c. Leadership Style 2d. Leadership Style 3

Apr 02 EO 201.01.03 Leadership Styles and Approaches 1/26

e. Leadership Style 4

Readiness Levels (ref MOB ch 8 pg 175-191)

a. Readiness Level 1b. Readiness Level 2c. Readiness Level 3d. Readiness Level 4

5. Selecting Appropriate Styles

7. TIME: Three periods.

8. METHOD: Lecture/discussion/classroom exercise.

9. REFERENCES:

a. A-PD-005-001/PT-000 Management of Organizational Behaviour Chap 8; and Ch 5 pg 117-120;

b. A-PD-131-001/PT-001 Leadership Vol 1, Junior Leaders Manual Chap 4; and

c. A-PD-131-002/PT-001 Leadership Vol 2, The Professional Officer Chap 3

10. TRAINING AIDS:

a. Reference material;

b. Visual aids (PowerPoint & chart); and

d. Attachments at end of lesson. (case study with DS solution, homework – matching with DS solution – this can be done in class)

11. LEARNING AIDS: Reference material.

12. TEST DETAILS: the material covered in this EO will be assessed in PC 201, Part 1.

13. REMARKS:

a. Trainees are to read refs prior to class; andb. Last period will be used to conduct a classroom exercise.


EO 201.01.03

APPLY LEADERSHIP STYLES AND APPROACHES

**** PERIOD 1 ****

INTRODUCTION

EDUCATIONAL OBJECTIVE

During one of the previous lessons we discussed the concept of followership including the qualities and traits of followers and leaders and mentioned that leadership approaches may vary depending on a given situation. Leadership involves a relationship with followers that is intellectual, emotional, technical and ethical. For this reason it is necessary to consider certain features of philosophy, behavioural science and the direct experience of military and civilian authors to cover the subject comprehensively.

In this lesson we will discuss types of leadership approaches and their appropriate applications. By the end of this lesson you will be able to correctly identify the appropriate style and approach of leadership required for given situations.

WHY

Leadership is not an exact science. It is situationally based. A leader who fits their approach to the situation at hand will receive a satisfactory response from their followers, while the leader who adopts an approach that is inappropriate will cause undesirable reactions among them. In order to accomplish your missions, you will need to know how to adapt your leadership style to various situations.

WHERE

You will have the opportunity to use this knowledge throughout your military career as you progress through leadership roles.

APPROACH

This lesson will be conducted in 5 stages:

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STAGE 1: Leadership approaches and applications;

STAGE 2: Types of Behaviour;

STAGE 3: Situational Leadership styles and readiness levels;

STAGE 4: Selecting appropriate styles;

STAGE 5: Exercise/homework

CONTROL STATEMENT

During this lecture I expect maximum class participation. If you have any questions or comments as we progress through the lesson raise your hand. When I ask a question, raise your hand. No class answers will be tolerated. There will be no end of lesson test, however questions will be asked on PC 201, Part 1.


BODY

STAGE 1

INTRODUCTION

The Air Force defines leadership as the art of influencing and directing people to accomplish the mission. This definition highlights two fundamental elements of leadership: the mission, goal or tasks to be accomplished and the people who accomplish it - those followers we discussed in EO 201.01.02. There are many approaches to leadership. These are essentially techniques, a manner which a leader consciously adopts towards his followers with a view to motivating them toward the accomplishment of a mission. It is however, a good deal more than a pose or a pretense. Approaches to leadership vary with the situation as, for example, in the marked difference between the crisp delivery of a leader’s orders on the parade square and the sympathetic manner with which they interview a member who finds themself in some personal difficulty. Situational factors govern the approach chosen.

The effective leader will choose their approach in accordance with their own personality, the characteristics and needs of their follows and the demands of the situation. In this stage we will explain the model of situational leadership found in the manual The Professional Officer.

QTC: What are the leadership approaches detailed in the Professional Officer?

ANS: Authoritative Participative Permissive/Free Rein (used interchangeably).

Let’s talk about the Authoritative Approach:

TP 1 – THE AUTHORITATIVE APPROACH

QTC: In your own words, describe the authoritative approach.

ANS: The authoritative approach is generally characterized by the leader communicating orders to their followers when there is neither time nor opportunity for them to receive more than

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limited feedback.

In this approach the leader determines all policies, dictates activitiesstep by step without giving their followers any idea as to “the big picture”, assigns all tasks, does not participate in the group except to demonstrate and motivate individuals by praising or shaming and does not offer encouragement or criticism to the group as a whole.

In some situations you will need to use the Authoritative Approach, motivating your followers by applying sanctions and restrictions, rewards and punishments.

QTC: What situations would require such an authoritative leadership approach?

ANS: a. when there is extreme danger;b. when there is little time;c. when large numbers of followers are involved; d. when it is necessary to cultivate mental alertness and

immediate obedience, i.e. drill, combat.

The authoritative approach is vital in these types of situations, however it is completely ineffective in situations which deal with the training or development of subordinates.

TP 2 - PARTICIPATIVE LEADERSHIP APPROACH

QTC: In your own words, describe the Participative Leadership Approach.

ANS: The participative approach is more interpersonal. The leader relies less on the authority vested in them and more on their personal resources. The leader is more closely involved with their followers:

asking and answering questions; counselling; winning their trust and confidence; and encouraging them through difficult phases and developing

their leadership potential.

The participative approach is appropriate to two large aspects of a leader’s function:

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The “developmental” aspect, in which the leader (generally in the training role) is concerned with improving the skills and knowledge of his followers. In this setting, interaction between leader and follower is mainly on an intellectual plane. The leader assumes the role of educator and developer. Here, the need for interpersonal communication is evident and is markedly different from the one way direction of communication which is characteristic of the delivery of an authoritative command.

The second broad aspect of the participative approach, the persuasive aspect, is required when the leader must arouse the emotions and the strengthen the will of his followers. Here the leader encourages, persuades, inspires his men as the occasion demands. It is obvious; of course, that in the training setting the leader encourages and persuades them to meet the required standard of skill and knowledge. What is meant in this other aspect is his behavior toward his followers when they are terribly fatigued, but must press on, or when some particular effort is required, far in excess of the usual demands made on them, for example Churchill awakened a nation with a call for “Blood, sweat, toil and tears”. Instance after instance exists in history where the leader has inspired his followers to superhuman effort in just this fashion.

When a leader adopts the participative approach, they place themselves in a challenging position where there is need for them to employ all their skills in dealing with fellow human beings. The leader exercises the resources of their learning and personality, interacting with their followers rather than commanding them and developing a warm relationship with the follower in order to inspire them to achieve the aim (promises, recognition and gratification).

QTC: What situations would require the use of the Participative Leadership Approach?

ANS: a. when there is a rapid turn-over of personnel;b. when dealing with the particularly naïve or ambitious follower;

c. under hardship and personal difficulty; andd. interviewing and counselling.

So now, we have talked about two different leadership approaches. Can anyone remember which one is left?

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TP 3 – PERMISSIVE / FREE REIN LEADERSHIP APPROACH

QTC: Describe the permissive/free-rein approach.

ANS: This is a temporary withdrawal of the leader’s influence. People have freedom to do their job without anyone looking over their shoulder. In the service, the free rein approach to leadership is appropriate only in circumstances.

QTC: What situations would require the use of the Free Rein Leadership approach?

ANS: This approach is appropriate when followers are:

a. technically expert; b. well motivated; c. aware of and meeting standards; and d. more knowledgeable about their function than the leader.

Here the leader holds a “free-rein”, as if he were riding a well trained horse, but he is, nevertheless, master of the situation and should any disrupting factor threaten the activities of the followers, he must be particularly alert to tighten the reins quickly and see the difficulty resolved at once. The difficulty of the leader in reasserting his influence, once it has been withdrawn, presents a serious disadvantage to the free-rein approach, however.

It is easy for human beings to become complacent, and under the free-rein approach to leadership, both leaders and followers may fail to anticipate emerging difficulties.

QTC: Are there any questions?

CONFIRMATION STAGE 1

REVIEW

In this stage we have discussed the model of leadership described in the manual The Professional Officer and the situations in which it is appropriate

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to apply them.


QTC: Name the three leadership approaches described in the leadership manual, The Professional Officer.

ANS: authoritative;participative; andpermissive/ free rein.

STAGE 2

INTRODUCTION

In the remainder of this class we will again be discussing ways to "lead" based upon the three elements of leadership - leader/follower/situation. This model is called situational leadership and was first put forth by Paul Hersey and Kenneth Blanchard in ---------. You will see how the approaches discussed in Stage 1 (authoritative, participative and permissive) are also present in the Hersey/Blanchard model, but are given different names. Let’s begin by discussing the two general types of behaviour associated with leaders and what this entails.

TP 4 - TYPES OF BEHAVIOUR

QTC: There are two types of behaviour associated with leaders. Does anyone know what they are called?

ANS: - task behaviour- relationship behaviour

TASK BEHAVIOUR

QTC: Define task behaviour.

ANS: Task behaviour is defined as the extent to which the leader engages in spelling out the duties and responsibilities of an individual or group.

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The leader accomplishes this by telling people what to do, how to do it, when to do it, where to do it and who is to do it.

An example of a high amount of task behaviour might be the last time that you asked someone for directions. The person was probably very precise and clear about telling you what streets to take and what turns to make. You were told where to start and where to finish. It is important to notice that being direct does not mean being nasty or short-tempered. The person helping you might have been very pleasant toward you, but the actions and statements were aimed at completing the task - that of helping you find your way. Task behaviour is characterized by one-way communication from the leader to the follower. The leader is not so much concerned with the follower's feelings, as with how to help him achieve his goal.

RELATIONSHIP BEHAVIOUR

QTC: Define relationship behaviour.

ANS: Relationship behaviour is defined as the extent to which the leader engages in two-way or multi-way communication. The behaviours include listening, facilitating and supportive behaviours.

An example of a high amount of relationship behaviour might be when you reach an impasse with an assignment. You basically know how to do the assignment, but you need some encouragement to get you over the hump. The listening, encouraging, and the facilitating a leader does here is relationship behaviour.

Task behaviour and relationship behaviour are separate and distinct dimensions.



REVIEW

In this stage we looked at the two types of behaviour which leaders

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engage in.

QTC: Define Task Behaviour.

ANS: Task behaviour is defined as the extent to which the leader engages in spelling out the duties and responsibilities of an individual or group.

QTC: Define Relationship Behaviour.

ANS: Relationship behaviour is defined as the extent to which the leader engages in two-way or multi-way communication.


STAGE 3

INTRODUCTION

No one leadership style is effective for all situations. Now that we understand the two types of behaviours, let us see how they affect our choice of leadership style.

NTI: Use the leadership graph to explain each leadership style. Show the axes plotting task and relationship behaviour and demonstrate each quadrant (style) separately, one at a time.

TP 5 – SITUATIONAL LEADERSHIP

Hersey and Blanchard describe four different leadership styles, as opposed to the three put forth in the Professional Officer.

LEADER BEHAVIOUR

Notice that task behaviour is plotted from low to high on the horizontal axis, while the relationship behaviour is plotted from low to high on the vertical axis.

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QTC: What are the leadership styles authored by Hersey and Blanchard?

ANS: Telling – style 1 (AUTHORITATIVE)Selling – style 2 (PARTICIPATIVEParticipating - style 3 (PARTICIPATIVE)Delegating - style 4 (FREE REIN)

Each one has its own characteristics. Let's take a look at each. in turn.

LEADERSHIP STYLE 1 (S1) Highly directive behaviour, with leader made decisions.

HIGH TASK - is characterized by above-average amounts of task behaviour of telling, guiding, directing, and establishing the what, who, when, where, and how to do. LOW RELATIONSHIP - characterized by little or any positive support, communication or feedback..

This is also known as the "Telling" style.

LEADERSHIP STYLE 2 (S2)

Leader provides directions and encouragement for a person who is developing, however, here the leader made decisions include dialogue and explanation which is not present in style S1.

HIGH TASK - characterized by above average amounts of telling, guiding, directing and establishing the applicable parameter of what etc.to do

HIGH RELATIONSHIP - also characterized by above average amounts of selling, explaining, clarifying, persuading, coaching, and positive reinforcement. This is also known as the "Selling" style.


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Leader provides encouragement and encourages discussion. Decisions are both leader and follower-made, or follower made with encouragement from the leader.

LOW TASK - is characterized by little if any amounts of telling, guiding, directing and establishing the applicable parameters of what etc to do. HIGH RELATIONSHIP - characterized by large amounts of support, encouragement, collaborating, positive reinforcement for those involved who know the methods of achieving the task well but are reluctant to do them entirely on their own. This is also known as the "Participating" style.


The leader provides a low amount of two-way communication. Decisions are follower made.

LOW TASK – Characterized by below average amounts of telling, guiding, directing, and establishing the parameters of what etc to do.

LOW RELATIONSHIP - characterized by below-average amounts of support, encouragement, collaborating, positive reinforcement for those involved who know the methods of achieving the tasks well and are motivated to achieve their own goals. In addition to delegating, leaders are observing and monitoring. This is also known as the "Delegating" style.


Hersey and Blanchard maintained that having an understanding of the different leadership styles, although necessary, is not enough. We need to match the appropriate leadership style to the readiness level of the subordinate. In other words, the Hersey/Blanchard model is essentially a follower concept of leadership.

NTI: As you go through this part of the lesson, point out on the chart how styles and readiness levels go hand in hand, R1 with S1, R2 with S2


and so on.

READINESS LEVELS

Therefore, the next step in situational leadership is to compare the task we want performed with the capability and willingness of the individual to accomplish the task. We will now look at how the readiness level of followers relates to each leadership style. First, however, we have to define readiness.

QTC: What is the definition of readiness?

ANS: Readiness is the extent to which a follower has the ability and willingness to accomplish a specific task.

All persons tend to be more or less ready in relation to a specific task, function or objective that a leader is attempting to accomplish through their efforts. Thus an aircraft technician may be very responsible in completing the maintenance on an aircraft (able and willing) but very casual about completing the paper work necessary to complete the task (able but unwilling) As a result, it is appropriate for the supervisor to leave the tech alone in terms of performing maintenance, but to supervise closely in terms of paper work until the person will complete the paperwork correctly by themselves.

READINESS COMPONENTS

The two major components of readiness are ability and willingness.

QTC: What is meant by ability?

ANS: The knowledge, experience, and skill that an individual or group brings to a particular task or activity.

Ability has to do with knowledge and demonstrated skill. Individuals who have high job readiness in a particular area have the knowledge, skill and experience to perform certain tasks without direction from others. It is essential to focus on the specific outcome desired and to consider the ability of the followers in light of that outcome.

QTC: What is meant by willingness?

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ANS: The extent to which an individual or group has the confidence, commitment, and motivation to accomplish a specific task.

Willingness has to do with confidence and commitment. Individuals who have a high psychological readiness in a particular area think that responsibility is important and have self-confidence and good feelings about themselves in completing the assigned tasks. They do not need extensive encouragement to get things done.

Sometimes, it isn't so much that people are unwilling; it's just that they've never done the specific task before. Perhaps they don't have any experience with it, so they're insecure or afraid. Generally, if it is an issue of never having done something, the problem is insecurity. The term unwilling might be most appropriate when, for one reason or another, the individuals have slipped, or lost some of their commitment and motivation.

Even though the concepts of ability and willingness are different, it is important to remember that a significant change in one will affect the other.

READINESS LEVELS

Readiness levels are the different combinations of ability and willingness that people bring to a task.

Hersey and Blanchard break a follower's readiness into 4 levels.

QTC: Does anyone know what they may be?

ANS: - readiness level 1- readiness level 2- readiness level 3- readiness level 4

READINESS LEVEL 1 (R1)(unable/unwilling or unable /insecure)

a. Unable and Unwilling. The follower is unable or lacks commitment and motivation; or

b. Unable and Insecure. The follower is unable and lacks confidence.

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For example a recruit.

READINESS LEVEL 2 (R2) (unable/willing or unable/confident)

a. Unable but willing. The follower lacks ability but is motivated and making an effort; or

b. Unable but Confident. The follower lacks ability but is confident as long as the leader is there to provide guidance.

For example a QL3 Private.

READINESS LEVEL 3 (R3)(able/unwilling or able/insecure)

a. Able but unwilling. The follower has the ability to perform the task but is not willing to use that ability; or

b. Able but insecure. The follower has the ability to perform the task but is insecure or apprehensive about doing it alone.

For example a person newly trained on a piece of equipment. READINESS LEVEL 4 (R4)(able/willing or able/confident)

a. Able and willing. The follower has the ability to perform and is committed; or

b. Able and confident. The follower has the ability to perform and is confident about doing it.

For example an individual who as performed the same tasks successfully on many occasions.

The important thing to remember with the lower levels of readiness (R1, R2) is that the leader is providing the direction (the what, where, when and how). Therefore, the decisions are leader directed.

At the higher levels of readiness (R3, R4), followers become

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responsible for task direction, and the decisions are follower directed. Sometimes the transition from leader directed to self-directed results in apprehension or insecurity.

QTC: Are there any questions?CONFIRMATION STAGE 3

REVIEW

In this stage we have covered the types of leadership styles and the readiness levels of followers.


QTC: What leadership style is associated with high task/high relationship behaviour?

ANS: Leadership Style 2.

QTC: What is the other name for Leadership Style 4?

ANS: Delegating.

QTC: Readiness level three is defined as able but unwilling or able but __________?

ANS: Insecure.

QTC: Unable but confident identifies what level of readiness?

ANS: Readiness Level 2 (R2)


**** PERIOD 3 ****

STAGE 4

INTRODUCTION

Now that we have determined Hersey/Blanchard’s four styles and the

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four readiness levels applicable to situational leadership, let us discuss how to select the appropriate style for a given situation.

TP 6 – SELECTING APPROPRIATE STYLES

In using situational leadership, it is useful to keep in mind that there is no one “best way" to influence others. Rather, any leader behaviour may be more or less effective depending on the readiness level of the person you are attempting to influence. It is the idea that the leader should help followers grow in readiness as far as they are able and willing to go.

QTC: How would you match readiness levels with leadership styles?

ANS: readiness level 1 with leadership style 1readiness level 2 with leadership style 2readiness level 3 with leadership style 3readiness level 4 with leadership style 4

MATCH READINESS LEVEL 1 WITH LEADERSHIP STYLE 1

For a follower at readiness level 1 for a specific task, it is appropriate to provide high amounts of guidance, but little supportive behaviour. This is consistent with using leadership style 1, telling. The what, where, and the how is specifically laid out to the follower and leaves very little room for interpretation. This style is appropriate when an individual or group is low in both ability and willingness and needs direction.

R1 – low (unable and unwilling or insecure)

S1 - telling (high task and low relationship behaviour)


The next level of readiness is readiness level 2. This is an individual or group that is still unable, but they're trying. They're willing or confident. A combination of high task and high relationship behaviour is appropriate in this situation. Leadership Style 2 therefore matches up with Readiness Style 2. This style is “selling”. The leader is not only providing guidance, but also

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providing the opportunity for dialogue and for clarification, in order to help the person to "buy in" psychologically to what the leader wants. The difference between telling and selling is the explanation of why.

R2 - low to moderate (unable but willing or confident)

S2 - Selling (high task and relationship behaviour)


Readiness level 3 would include a person or group, who are able, but perhaps they've just developed this ability and haven't had an opportunity to gain confidence in doing it on their own or, conversely, an R3 person could have lost motivation to complete a task, they therefore become unwilling. In both situations, the appropriate leadership style would be high amounts of two-way communication and supportive behaviour, but low amounts of guidance. This style is “participating” as the leader’s role becomes one of encouraging and communication.

R3 - moderate to high (able but unwilling or insecure)

S3 - Participating (high relationship, low task behaviour).

MATCH READINESS LEVEL 4 WITH LEADERSHIP LEVEL 4

Readiness level 4 is where an individual or group is both ready and willing, or ready and confident. It is unnecessary to provide direction about where, what, when, or how because the followers already know what is required. Similarly, above average amounts of encouragement and supportive behaviour aren't necessary because they are already confident, committed and motivated. This style is “delegating”. Remember, that some relationship behaviour is still required, but it tends to be less than average. It is still appropriate to monitor the pulse of what's going on, but the followers must be given the opportunity to take responsibility and implement the plan on their own.

R4 - high readiness (able/competent/willing)

S4 - Delegating (low relationship, low task behaviour).



Remember; consider the readiness level of your follower on a task-by-task basis.


REVIEW

In this stage we have covered how to select appropriate leadership styles by matching them with follower readiness.


QTC: In your own words explain when you would use Leadership Style 1 (telling).

ANS: For groups or individuals that are unable and unwilling or unable and insecure.


STAGE 5

You are now going to break into groups and work through some case studies.

NTI: Break the syndicate into two groups. Use the case studies (Attachment A-1) at the end of this lesson. Give the students a maximum of 20 minutes to work them out. Use the DS solutions (Attachment A-2) at the end of this lesson to review and discuss students’ solutions. Give out homework or do in class, time permitting. (Attachment B-1). DS solution to homework is Attachment B-2.

Once case studies are finished carry on with the summary and conclusion to this lesson.

FINAL SUMMARY

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In this lesson we have discussed:

- The Professional Officer model of situational leadership; (Authoritative, Participative, and Permissive/Fee Rein)

- Types of behaviour;(Task and Relationship)- The Hersey/Blanchard model of situational leadership- Leadership Styles and Readiness levels; and

- The selection of appropriate styles.

QTC: Are there any questions on the entire lesson?

CONCLUSION

REVIEW

In this lesson we said that three basic elements, the leader, the follower, and the situation affect the selection of a leadership style. Always remember that each situation will require its own approach.

REMOTIVATION

As seen in previous lessons there are more than leadership styles to influence the decision of a good leader. Keeping in mind the leader-follower-situation concept and the information taught in this period you will be well on your way to becoming a successful leader.

It is important to remember that good leadership will, in most part, be based upon the personality of the leader, their followers and the situation that confronts the leader. A leader who fits their approach to the situation will receive a satisfactory response from their followers, while the leader who adapts an approach that is inappropriate will cause undesirable reactions among them. In order to accomplish the missions you will be tasked with, you will need to know how to adapt your leadership style to fit various situations.

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EO 201.01.03 CASE STUDIES

INSTRUCTIONS

You have been broken down into two work-groups within this syndicate, and each group will proceed as follows:

1. You will select a group leader as you begin this exercise;

2. Three scenarios will be given to you encompassing work situations as well as the supervisor reactions to a problem. You have 20 minutes to work out all 3 scenarios.

3. Keeping in mind the theory learned on the levels of readiness and the different styles of leadership, you are required to review each scenario and for each you will:

(a) analyze the situation and the supervisor's reaction;

(b) determine what readiness level the subordinate is at;

(c) what leadership style the supervisor used (Hersey/Blanchard model); and

(d) determine if you agree or disagree with the supervisor’s actions and why.

4. Once completed we will review each scenario, one at a time, and your appointed leader will brief the class on your assessment of the situation.

Attachment A-1 (1of 2)


Scenario #1:

Your newly assigned airman seems lost and confused. He appears not to understand the task. Fortunately he has not given up.

Supervisor's action: Give him the structure and direction needed to succeed. While close supervision is necessary, you also need to explain decisions, look for opportunities to praise his progress, and begin involving him in the decision making process.

Scenario #2:

Cpl Jones has come to you for help. Since his recent promotion you have given him a new job but he seems very confused with this new tasking. Fortunately he is still highly motivated.

Supervisor's action: You take the time to patiently listen to his problems, and ensure that you display empathy. Likewise you want to provide for a positive outcome so you let him know that you have confidence in his abilities.

Scenario #3:

Your new subordinate comes to you frequently for advice. She is highly dedicated and motivated. She will stand up for the tough issues after consulting you. You sincerely believe she has the ability to become the best 2IC you ever had, if she would only have confidence in her own abilities. She will be coming in to see you again this afternoon about another problem she has handled before.

Supervisor's action: In order to save time and provide her the necessary background you tell her exactly how to handle the problem.

Attachment A-1 (2 of 2)


EO 201.01.03 CASE STUDIES

DS SOLUTIONS

DEBRIEF FOR SCENARIO #1:

(Match) Allow the students to discuss how they evaluated this scenario and justified their opinion. In the scenario, the airman appeared to be at Readiness Level 2, as indicated by inability (does not understand the task); but the airman is still willing (almost but hasn't given up yet) to attempt the task. The supervisor's actions appear to match the situation by indicating a S2 style that provides high task (close supervision) and high relationship (praise and involve).


(Under-supervision) Again, allow the students to discuss how they evaluated this scenario. The scenario depicts a readiness level of 2, unable (seems confused), but willing (highly motivated). The supervisor's response is one of under-supervision by not providing the necessary task behaviour to clear up the confusion Cpl Jones is experiencing. This response provides an abundance of relationship behaviour with low if any task behaviour, and is indicative of S3 style of leadership, where an S2 was indicated.


(Over-supervision) Allow students to discuss how they would evaluate this scenario. This scenario shows the supervisor's over-supervision (told her exactly how to handle the situation) of a subordinate probably at a readiness level of 3 (dedicated, motivated but lacks a little confidence). All the supervisor provided here was S1 style of leadership, when an S3 was called for.

Attachment A-2 (1 of 1)


EO 201.01.03 HOMEWORK

Match the following terms with the appropriate definitions. Some terms may be used more than once.

A. Readiness F. Readiness Level 1B. Ability G. Readiness Level 2C. Willingness H. Readiness Level 3D. Task Behaviour I. Readiness Level 4E. Relationship Behaviour

_____ 1. A follower who has the ability to perform a task and is confident and committed to doing so.

_____ 2. A follower who lacks the ability to perform a task but continues to try as long as the leader is present to monitor their activities.

_____ 3. A follower with the ability to perform a particular task, but apprehensive about using that ability.

_____ 4. The knowledge, experience and skill that an individual or group brings to a particular task or activity.

_____ 5. The extent to which an individual or group has the confidence, commitment, and motivation to accomplish a specific task.

_____ 6. The extent to which a leader engages in spelling out the duties and responsibilities for an individual or group.

_____ 7. The extent to which the leader engages in two-way or multi-way communication.

_____ 8. The extent to which a follower has the ability and willingness to accomplish a specific task.

_____ 9. A follower who is unable to accomplish a particular task and also lacks the commitment and motivation to try.

_____ 10. A follower who lacks the ability to perform a certain task but who is still motivated to make an effort toward accomplishing the task.

Attachment B-1 (1 of 1)EO 201.01.03 HOMEWORK – DS SOLUTION


Match the following terms with the appropriate definitions. Some terms may be used more than once.

F. Readiness F. Readiness Level 1G. Ability G. Readiness Level 2H. Willingness H. Readiness Level 3I. Task Behaviour I. Readiness Level 4J. Relationship Behaviour

___I__ 1. A follower who has the ability to perform a task and is confident and committed to doing so.

__G__ 2. A follower who lacks the ability to perform a task but continues to try as long as the leader is present to monitor the subordinate’s activities.

__H___ 3. A follower with the ability to perform a particular task, but apprehensive about using that ability.

___B__ 4. The knowledge, experience, and skill than an individual or group bring to a particular task or activity.

___C__ 5. The extent to which an individual or group has the confidence, commitment, and motivation to accomplish a specific task.

___D__ 6. The extent to which a leader engages in spelling out the duties and responsibilities for an individual or group.

___E__ 7. The extent to which the leader engages in two-way or multi-way communication.

___A__ 8. The extent to which a follower has the ability and willingness to accomplish a specific task

___F__ 9. A follower who is unable to accomplish a particular task and also lacks the commitment and motivation to try.

___G__ 10. A follower who lacks the ability to perform a certain task but who is still motivated to make an effort toward accomplishing the task..

Attachment B-2 (1 of 1)


201.01.03 Leadership Styles and Approaches

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