leadership: a sample of theory, style and methods by val hawks byu engineering leadership
TRANSCRIPT
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Leadership: A Sample of Theory, Style and Methods
by
Val Hawks
BYU Engineering Leadership
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Trait Versus Process Trait (born)
Height Intelligence Extroversion Fluency Communication Self-confidence Insight
Process (made) Influence Development Concern for others Concern for task Learning Persistence Interaction with
followers
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Integrative Nature of Leadership A leader must:
Be competent (technically): But as important they must also:
Be humble Be of high moral character Live by a demanding ethic Be mindful of individuals and broadly aware of the world condition Have the ability to think innovatively about opportunities and solutions Constantly learning and renewing Have faith
Leadership is a broadly described, but integrated application of character, innovation, integrity, competence and other characteristics and skills.
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Assumptions of Leadership Incorrect
Management is leadership The greatest characteristic is
vision Thrives on stability and
structure Leaders are born not made Focus on metrics as the
outcome
Correct The primary work of
leadership is building people (my work and glory)
Leadership is comprehensive (learn of kingdoms, countries, principalities and powers)
It is evidenced in many different ways (diversity of administration)
Can be learned Focus on people as the
outcome
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Management versus Leadership Managers focus on accomplishing things using people
Leaders focus on building people who then accomplish great things
For managers the task is the end, for leaders the task is the vehicle
Mindset “I’m not fixing a tractor, I am raising a son.” It is all about building people. (Moses 1:39)
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Elements of the Basic Theory
Leadership occurs only in a context Must be practiced somewhere and somehow Domains = home, church, work, society, class, project,
etc. Fundamentals are common Simulations and analysis are interesting but of little
value without practice or application
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Good to Great theory
Source: jimcollins.com
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Situational Leadership Theory
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Involves: Clearly Telling People
What to Do How to Do It Where to Do It When to Do It
And Then Closely Supervising Their Performance
Directive/Task Behavior
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Supportive/Relationship Behavior
Involves: Listening to People Providing Support and Encouraging Their Efforts Facilitating Their Involvement in Problem Solving and Decision Making
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S3
S1S4
S2
Low Supportive and Low DirectiveBehavior
High Directive and Low SupportiveBehavior
High Directive and High SupportiveBehavior
High Supportive and Low DirectiveBehavior
DEVELOPMENT LEVEL OF FOLLOWER(S)
DEVELOPED DEVELOPING
HIGH LOWMODERATE
D4 D1D2D3
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
SUPPORTIVE BEHAVIOR
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Subordinate’s Development Level
Competence: Task, Knowledge and Skills
Commitment: Motivation and Confidence
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Levels of Development
D1 - “Enthusiastic Beginner” D2 - “Disillusioned Learner” D3 - “Reluctant Contributor” D4 - “Peak Performer”
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Levels of Development
D1 Low Competence, High Commitment
“Enthusiastic Beginner”
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Levels of Development
D2 Some Competence, Low Commitment
“Disillusioned Learner”
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Levels of Development
D3Moderate to High Competence
Variable Commitment
“Reluctant Contributor”
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Levels of Development
D4 High Competence, High Commitment
“Peak Performer”
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Levels of Development D1 - Low Competence, High Commitment “Enthusiastic
Beginner”
D2 - Some Competence, Low Commitment “Disillusioned Learner”
D3 - Moderate to High Competence, Variable Commitment “Reluctant Contributor”
D4 - High Competence, High Commitment “Peak Performer”
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Development Level is
Task Specific!
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S3
S1S4
S2
Low Supportive and Low DirectiveBehavior
High Directive and Low SupportiveBehavior
High Directive and High SupportiveBehavior
High Supportive and Low DirectiveBehavior
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
SUPPORTIVE BEHAVIOR
DEVELOPMENT LEVEL OF FOLLOWER(S)
DEVELOPED DEVELOPING
HIGH LOWMODERATE
D4 D1D2D3
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Directing
High Directive, Low Supportive Leader Defines Roles of Followers Problem Solving and Decision Making Initiated by
the Leader One-way Communication
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DEVELOPMENT LEVEL OF FOLLOWER(S)
S3
S1S4
S2
Low Supportive and Low DirectiveBehavior
High Directive and Low SupportiveBehavior
High Directive and High SupportiveBehavior
High Supportive and Low DirectiveBehavior
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
SUPPORTIVE BEHAVIOR
DEVELOPED DEVELOPING
HIGH LOWMODERATE
D4 D1D2D3
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Coaching High Directive, High Supportive Leader Now Attempts to Hear Followers
Suggestions, Ideas, and Opinions Two-way Communication Control Over Decision Making Remains With the
Leader
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S3
S1S4
S2
Low Supportive and Low DirectiveBehavior
High Directive and Low SupportiveBehavior
High Directive and High SupportiveBehavior
High Supportive and Low DirectiveBehavior
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
SUPPORTIVE BEHAVIOR
DEVELOPMENT LEVEL OF FOLLOWER(S)
DEVELOPED DEVELOPING
HIGH LOWMODERATE
D4 D1D2D3
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Supporting
High Supportive, Low Directive Focus of Control Shifts to Follower Leader Actively Listens Follower Has Ability and Knowledge to Do the
Task
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S3
S1S4
S2
Low Supportive and Low DirectiveBehavior
High Directive and Low SupportiveBehavior
High Directive and High SupportiveBehavior
High Supportive and Low DirectiveBehavior
DEVELOPMENT LEVEL OF FOLLOWER(S)
DEVELOPED DEVELOPING
HIGH LOWMODERATE
D4 D1D2D3
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
SUPPORTIVE BEHAVIOR
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Delegating Low Supportive, Low Directive Leader Discusses Problems With Followers Seeks Joint Agreement on Problem Definitions Decision Making Is Handled by the Subordinate They “Run Their Own Show”
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S3
S1S4
S2
Low Supportive and Low DirectiveBehavior
High Directive and Low SupportiveBehavior
High Directive and High SupportiveBehavior
High Supportive and Low DirectiveBehavior
DEVELOPMENT LEVEL OF FOLLOWER(S)
DEVELOPED DEVELOPING
HIGH LOWMODERATE
D4 D1D2D3
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
SUPPORTIVE BEHAVIOR
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What Happens If We Have a Mismatch of Style With Development Level?
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What About You?
What type of follower do you want to be?
What type of leader will you become?
How will that happen?
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What about you?
What are your God-given characteristics? How much do you really know about yourself? What are your blind spots? Use 360 instruments, honest self-evaluation, etc. Read, ponder, observe, practice, then . . . Read more, ponder more, observe more and
practice more.