Leader-Member Exchange Theory emphasizes the interactions and relationships between the leader and the follower (PSU WC, 2013, L.8, p. 1). Within this theory there are “in-groups” and “out-group’s”. In-groups were negotiated roles and responsibilities whereas out-group’s were based on a more formal role (PSU WC, 2013, L.8, p. 3). When looking directly at making leadership, this theory describes leadership as well as prescribes leadership letting us know how to have good relationships with our leader, or as a follower (PSU WC, 2013, L.8, p. 5).
The beginning of the commentary asks us to “think back to a time where we have been a leader or a follower. How did we act? How did the leader or follower act? What was the relationship between you and the leader or followers?” A time I was a leader of a team with followers was back in high school, as I was one of three captains for my Cross Country team. That particular year the team was the largest size it has ever been with approximately 42 other athletes. There was a Varsity team and a Junior Varsity team. The top 7 runners on the team made Varsity. The way our coach determined Varsity lineup for the race was based on previous performance in races, performance during practice, and team spirit. With so many people, it was hard to interact with everyone on the team. The two other captains and I had to become creative in how we encouraged, and reached out to everyone one. We had rules and responsibilities such as arriving early to practice, and races, and leaving after everyone else. We were also in charge of organizing of practice get-togethers. We wrote “good luck letters” and held “spaghetti dinners” before each race, as well as, held “pep talks” before and after each race. As the captains, we were voted in and the leaders in charge of both the out-groups and in-groups on the team.
For the team, I would also say that the whole team was part of the out-group, varsity team was the in-group and the captains were the leaders. Varsity members had earned their spots and had extra-role responsibilities. These individuals “counted” when it came to competing against the other team. They also had formal roles to help the captains coordinate events and organizing the team practices. The Junior Varsity team had a lot less responsibilities and a more relaxed role when it came to the races of, “finish” and “try to beat your last time”.
It is true that the in-group receives a lot more information and influence from their leaders than the out-group (PSU WC, 2013, L.8, p. 7). I think in part this had to do with size of the team as well. The varsity team was 7 runners versus the Junior Varsity team which, on a good day, was the other 35 team members. The Junior Varsity runners ranged on scale of “commitment” to the team, but the majority of these out-group members were there to do the bare minimum of what was required from them (PSU WC, 2013, L.8, p. 5).
It is interesting to think back at a time where I was in a leadership position. It was very hard to influence, interact, and motivate all the team members, while maintaining a good relationship. There was also a noticeable difference being the leader of the “in-group” and the leader of the “out-group” team members. More effort was required for engaging in a relationship with the out-group. This goes back to the level of commitment to the team, the out-group had in comparison to the in-group. At times members in the out-group expressed that they felt as if they were not “needed” or “important” because they did not have any extra roles. There were others in the out-group that felt they were very “important” to the team as a whole. This continuum really made me think about the lesson, and what it was saying in Leader-Member Exchange Theory about the interactions and relationships between the follower for both the in-group and out-group, and how your leadership approach may need to differ.
References
Penn State World Campus (2013). PSYCH 485 Lesson 8: Leader-Member Exchange Theory (LMX). Retrieved on June 8, 2013, from https://courses.worldcampus.psu.edu/su13/psych485/001/content/08_lesson/printlesson.html.