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4. 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:
3. Types of Behaviour
4. Situational Leadership
a. Readiness Level 1
b. Readiness Level 2
c. Readiness Level 3
d. Readiness Level 4
9. REFERENCES:
a. Reference material;
12. TEST DETAILS: the material covered in this EO will be assessed in PC 201, Part 1.
13. REMARKS:
INTRODUCTION
EDUCATIONAL OBJECTIVE
WHY
WHERE
You will have the opportunity to use this knowledge throughout your
military career as you progress through leadership roles.
APPROACH
STAGE 5: Exercise/homework
CONTROL STATEMENT
BODY
STAGE 1
INTRODUCTION
The Air Force defines leadership as the art of influencing and directing
Apr 02 EO 201.01.03 Leadership Styles and Approaches 4/26
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 Slide 2 on
Officer?
ANS: Authoritative
Participative
Permissive/Free Rein (used interchangeably).
QTC: In your own words, describe the Participative Leadership Approach. Slide 5 on
QTC: What situations would require the use of the Participative Leadership Slide 7 on
Approach?
QTC: What situations would require the use of the Free Rein Leadership Slide 9 on
approach?
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.
CONFIRMATION STAGE 1
REVIEW
ANS: authoritative;
participative; and
permissive/ free rein.
STAGE 2
INTRODUCTION
TP 4 - TYPES OF BEHAVIOUR
Slide 11
QTC: There are two types of behaviour associated with leaders. Does on
anyone know what they are called?
TASK BEHAVIOUR
Slide 12
QTC: Define task behaviour. on
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.
RELATIONSHIP BEHAVIOUR
Slide 13
QTC: Define relationship behaviour. on
Apr 02 EO 201.01.03 Leadership Styles and Approaches 9/26
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.
CONFIRMATION STAGE 2
REVIEW
STAGE 3
INTRODUCTION
TP 5 – SITUATIONAL LEADERSHIP
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.
Slide 16
QTC: What are the leadership styles authored by Hersey and on
Blanchard?
Each one has its own characteristics. Let's take a look at each. in turn. Slide 17
on
LEADERSHIP STYLE 1 (S1)
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
READINESS COMPONENTS
Apr 02 EO 201.01.03 Leadership Styles and Approaches 13/26
Slide 19
The two major components of readiness are ability and willingness. on
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.
READINESS LEVELS
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. Slide 25
on
For example a person newly trained on a piece of equipment.
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.
REVIEW
In this stage we have covered the types of leadership styles and the
readiness levels of followers. Slide 26
on
QTC: Are there any questions?
QTC: Readiness level three is defined as able but unwilling or able but
__________? Slide 29
on
ANS: Insecure.
STAGE 4
INTRODUCTION
QTC: How would you match readiness levels with leadership styles?
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.
CONFIRMATION STAGE 4
REVIEW
QTC: In your own words explain when you would use Leadership Style
1 (telling).
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 Slide 32
this lesson. on
Apr 02 EO 201.01.03 Leadership Styles and Approaches 19/26
FINAL SUMMARY
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
INSTRUCTIONS
You have been broken down into two work-groups within this syndicate, and each
group will proceed as follows:
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:
(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.
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)
DS SOLUTIONS
(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)
Match the following terms with the appropriate definitions. Some terms may be used more
than once.
A. Readiness F. Readiness Level 1
B. Ability G. Readiness Level 2
C. Willingness H. Readiness Level 3
D. Task Behaviour I. Readiness Level 4
E. 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
___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.
___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)