Leadership

PSYCH 485 blog

SLII is Shepherding Coasties thru LAMS.

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Whether you making a career of active duty in the Coast Guard (like myself), or just signing on to a four or six year tour in the service, there will most likely come a point at which a coastie (slang for Coast Guardsmen) will find a job within the Coast Guard (called a rate), become a non-commissioned office (NCO), and then attend Leadership and Management School (LAMS) which is a requirement for progressing further within your chosen career path, regardless of your rate within the Coast Guard. For most of us, especially myself, this training provides future leaders within the organization useful skills for navigating the challenges associated with being in charge of others in our branch of the military. Everything from how to relate to your subordinates, task/time management, and a rather impressive interaction formula for dealing with a subordinate failing to follow orders. One particularly difficult aspect of leadership that I did not completely understand, and that LAMS helps to navigate, was how involved leaders should be when interacting with their subordinates on day to day tasking. By utilizing a variation of the Blanchard’s Situational Leadership II (SLII) model, Coast Guard LAMS training was the first door into the realm to seeing Leadership as a course of study, and initiating newly promoted leaders to how they should identify, manage, and develop their subordinates within the service.

LAMS is a required course for any advancement from the junior to middle and senior NCO paygrades. The organizational idea is that as a middle/senior manager/leader, you will have people for whom you are responsible for providing day to day tasking, unit guidance, and professional development. Until LAMS, my understanding of these positions was more into the select and direct view of the world meaning, I would be told what to do by my supervisors, and then I would tell my subordinates what they were supposed to be doing, and they would do it. Besides the obvious flaws in this leadership world view, it never occurred to me that I might have people who did not know how to do what it is that I might be asking them to do, that knew what to do and my involvement would be micro managerial, or perhaps would simply refuse to do it at all.

 

Coast Guard’s Leadership Action Model

Dubbed the “Leadership Action Model,” (United States Coast Guard, n.d.) the Coast Guard’s version of SLII is similar Blanchard’s model in as much that the model comprises his the two major components: leadership style and [the] development level of the followers” (Northouse, 2021, p. 218). Additionally, the Coast Guard’s (n.d.) “Leadership Action Model,” like Blanchard’s does, “classif[ies]… four distinct categories of directive and supportive behaviors” (Northouse, 2021, p. 220) from which a leader can identify the style of leadership that they should employ in a specific situation. This, however, is also the point at which the two models begin to have differences.

Where Blanchard identifies directive behaviors and supportive behaviors to describe the amount of each a particular quadrant might need of each (Northouse, 2021), the “Leadership Action Model” describes a followers ability and motivation instead, and given the particular quadrant, Coast Guard leaders should adjust their approach to a situation presented by the follower (United States Coast Guard, n.d.).

S1 (Directing) in the SLII identifies a follower that needs more directive behavior from their leader, because the follower is high in commitment but low in competence (Northouse, 2021), and can be found in lower right corner of the model. The Coast Guard refers to this quadrant as “Teach” instead, and describes the sailor as having high motivation and low ability and the approach to this situation would be considered “Task Focused” (United States Coast Guard, n.d.). A sailor in this quadrant is really interested in doing work, but simply lacks the experience to be trusted to do the job unsupervised.

S2 (Coaching) appears in the upper right corner of the SLII model and describes an individual that needs lots of supportive behavior and direction from their leaders (Northouse, 2021). The “Leadership Action Model” on the other hand refers to this quadrant as “Teach and Inspire”, but instead of the upper right quadrant, this category falls in the lower left and describes an individual of both low motivation and ability (United States Coast Guard, n.d.). Sailors in this model are not only inexperienced as performing their duties, but struggle actually want to do the work or gain more experience.

Blanchard’s next SLII quadrant S3 (Supporting) is found in the upper left quadrant and used for followers that need little direction, but still require lots of supporting behavior (Northouse, 2021). Instead, the Coast Guard’s version of this quadrant is referred to as “Inspire” and describes a sailor that is high in their ability to perform work, but lacks motivation. Leaders in this situation would address it with a “People Focused” approach (United States Coast Guard, n.d.). A sailor in this situation knows how to perform their job, but may be unhappy or distracted by other things.

The last of SLII’s quadrants, S4 (Delegating) falls in the lower left of the model and describes an individual that does not require a lot of directive or supportive behavior from their leaders (Northouse, 2021). In the “Leadership Action Model” this quadrants equivalent falls in the upper right and is labeled “Trust” (United States Coast Guard, n.d.). Sailors that fall in this quadrant possess both high ability to perform work and are highly motivated to complete tasks. Coast Guard NCOs are encouraged to identify these people and afford them enough trust to manage themselves with little direct involvement.

Finally, the “Leadership Action Model” does not describe the development levels, like Blanchard’s SLII (Northouse, 2021). Instead, the Coast Guard (n.d.) provides directions on how to navigate their model. First, “Identify the specific task” that a follower is being given to perform (United States Coast Guard, n.d.). Next, “Assess member’s ability and motivation” in order to recognize the appropriate approach the model prescribes for a leader to use in the situation (United States Coast Guard, n.d.). Then, “Employ action” by teaching, inspiring, both, or trusting the sailor to perform their tasking (United States Coast Guard, n.d.). Lastly, an NCO should once again “Assess member’s ability and motivation” (United States Coast Guard, n.d.). Leaders can be constantly in looping between assessing and employing actions until the tasking is successfully completed.

While not exactly the SLII model described by Northouse (2021), the coast Guard’s “Leadership Action Model” provides an excellent, real world variant that has been helping NCOs for the better part of two decades, correctly address the needs of their followers given the situation, and the motivation and ability of their subordinates. Oddly enough, the same approach can be successfully used by leadership to develop future leadership within their organizations, and organizational mentors most likely use some for of this without even consciously realizing their actions.

References

Northouse, P. G. (2021). Leadership: Theory & Practice (9 ed.). Thousand Oaks, California: Sage Publications, Inc.

United States Coast Guard. (n.d.). Leadership Development Resources. Retrieved from https://uscg.sharepoint-mil.us/sites/leadership-development/LDR/Lists/LDR/Default.aspx?csf=1&web=1&e=HcNVMC&as=json&cid=f82592e3%2Df47f%2D41b9%2D9a0c%2Df47758d6b852&RootFolder=%2Fsites%2Fleadership%2Ddevelopment%2FLDR%2FLists%2FLDR%2FTools&FolderCTID=0x01

 

Applying Leadership Theories in Fitness

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Leadership in the Gym

In the world of fitness instruction, the principles from Northouse’s “Leadership: Theory and Practice” have begun to give me a new perspective as a fitness instructor. Let’s explore how key leadership theories have shaped my journey and impacted my leadership style.

Transformational Leadership in Fitness

Transformational leadership, as discussed by Northouse, focuses on inspiring and motivating followers for exceptional outcomes. In fitness, this means leading by example, setting motivating fitness goals, encouraging critical thinking about health, and giving personal attention to each client’s needs. This theory has helped me create an environment where clients not only work toward their fitness goals but also adopt a healthier lifestyle outside of the gym.

Situational Leadership in Fitness Instruction

Situational leadership emphasizes adapting leadership style based on clients’ readiness and development level (Northouse, 2021). Recognizing that each client is unique, I apply this theory by tailoring my instruction to meet individual needs. Some clients may need a more direct approach, while others thrive with a more supportive style. This adaptability approach I feel has enhanced my leadership in the fitness setting.

Authentic Leadership in Fitness

Authentic leadership stresses the importance of leaders being genuine, self-aware, and true to their values (Northouse, 2021). In fitness, trust is crucial. Authentic leaders build trust by being open about fitness plans, involving clients in decision-making, upholding moral and ethical standards, and establishing genuine connections. This approach creates a positive and trusting atmosphere, furthering the relationship between myself and my clients.

Conclusion

The theories covered from, Northouse’s “Leadership: Theory and Practice” have not only deepened my understanding of leadership but also provided practical tools for effective leadership in fitness (Northouse, 2021). Transformational, situational, and authentic leadership theories shape my interactions with clients, inspiring positive change, adapting to individual needs, and building trust within the fitness community. As I continue to grow as a fitness instructor, these lessons will guide my leadership.

Leadership For Attorney Success

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Effective lawyers produce results that end up being successful for a person or an organization. We have to look beyond their legal expertise and dive deeper into the skills and attributes that make them a critical source in distinguishing moral and immoral occurrences that arise in society. A lawyer’s task and relationship behaviors aid them in fulfilling their role as a leader when they are required. In today’s most current event, a class action lawsuit has been issued on behalf of the employees of St. Luke’s University Health Network and Attorney William P. Mansour, of Mansour Law LLC filed the suit in the U.S. District Court for the Eastern District of Pennsylvania on behalf of lead plaintiff Jessica Jennings (Bresswein, 2023). Allegedly, St. Luke’s imposed a higher health premium for employees who denied getting the COVID-19 vaccine, whether for temporary or indefinite reasons but related to their religion. As I discuss the brief details of this case, it should be noted that the situational approach theory would be pertinent to how I believe Attorney Mansour ought to undertake and steer this case.

To begin, in January 2022, St. Luke’s raised the healthcare premium of their employees by $1,100 but offered discounts to employees who opted for the vaccine and to those who were unvaccinated due to medical reasons. However, a group of unvaccinated employees did not proceed for religious reasons. This group did not find these practices to be legal. This class action lawsuit has already raised a lot of questions regarding public health, ethics, and basic human rights. The situational approach should be the compelling influence in this case because it hones in on unique situations such as this lawsuit, applicable leadership styles, and the commitment and ableness of the followers (clients) (Northouse, 2021). Attorney Mansour must evaluate his clients and determine which styles and behaviors are appropriate to be victorious.

Attorney Mansour has been placed in a leadership role that requires a specific set of skills and style to carefully manage the claims that will be reviewed in court. The directive behaviors that Mansour must display and impose consist of giving specific instructions and directions to the subordinates which are the people he is representing (The Pennsylvania State University, 2023). His clients are to maintain sufficient communication with him and provide updates on any changes regarding their address, telephone number, etc. His clients should also supply him with all the facts and evidence related to the case that will be tried in court.

In addition, Attorney Mansour’s role as a leader in this case warrants supportive behaviors to his clients. Supportive behaviors encourage and provide emotional support (The Pennsylvania State University, 2023). These supportive behaviors also facilitate the intensification of the case. Monsour should assist his clients by helping them organize the facts to provide a strong case. Communication is key because as a leader Monsour should be identifying the pain points of his clients and using that to attain a positive outcome in the lawsuit. Monsour will need to have a high level of interpersonal skills. During his interactions with the clients, he’ll be obligated to interpret the emotions of his clients, empathize with them to earn their trust, and use these elements to make claims in court that could relate to inconvenience, emotional distress, or pain & suffering.

In conclusion, the situational approach would apply to a beneficial outcome for the lawyer and the plaintiffs involved because of its techniques and strengths. It’s practical in the sense that it can be used in a civil lawsuit setting, it provides guidelines for both parties to adhere to regardless of the style of the leader and the competence of the client. This approach is also flexible. Circumstances may change throughout the case but if both parties adapt accordingly then the same goal/s should be achieved.

References:

Bresswein, K. (2023, March 31). St. Luke’s charged some unvaccinated employees more for health insurance, and class action suit claims. Lehighvalleylive. https://www.lehighvalleylive.com/news/2023/03/st-lukes-charged-some-unvaccinated-employees-more-for-health-insurance-class-action-suit-claims.html

Northouse, P.G. (2021). Leadership: Theory and Practice (9th ed.). Sage Publications.

The Pennsylvania State University. (2023). Leadership Styles and Development Levels [Lecture notes]. Canvas@PSU. https://psu.instructure.com/courses/2283258/modules/items/38927174

Too much positivity?

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“Stop pushing over-the-top positivity and ‘authentic’ leadership… Oh, and while you’re at it, think about doing the same for transformational, servant, ethical, and spiritual leadership” (Moran, 2019, para. 1).  Alvesson & Einola (2019) found that organizations have the best of intentions when infusing their culture with positivity and applying “newer genre” leadership theories such as transformational, ethical, authentic and “moral approaches” such as ethical, authentic and servant leadership, as they are all touted to have favorable organizational outcomes.  They explain that a leader cannot be separated from the organizational context and culture, and that the realities of the setting and environment may make it difficult if not impossible for the noble traits of genuineness, inspiration, motivation, moral aptitude found in these theories to flourish.

Situational leadership, for example, is pushed to the backseat under these approaches.  Leaders in the trenches know, however, that they must sometimes adapt to navigate difficult circumstances the best way possible.  Adherence to positivity, authenticity, and the like at all costs can leave a leader “bogged down” in ideology (Alvesson & Einola, 2019).  These theories are great for TED talks and writing self-help leadership books, but what happens in reality when put to the task?

We will focus on authentic leadership, as many of the other forms discussed above hail from this model.  There are few critical empirical studies to demonstrate its effectiveness and little done to distinguish one leadership approach from the other, as they often overlap (Alvesson & Einola, 2019).  Banks et al. (2018) report that “construct redundancy remains problematic for the leadership literature in general” (as cited in Alvesson & Einola, 2019, p.4).

A key challenge in authentic leadership is the call to represent one’s true, authentic self in a world of an infinite possibility of individually and culturally sensitive issues.  How does one hold back aspects of the self that may not be well-accepted by the organization and are not situationally necessary to express so as to not offend followers, and at the same time embody one’s true self?  We as human beings all possess thoughts, beliefs, behaviors and the like that others might find offensive, whether because of our own shortcomings or their misunderstanding of us.  Leadership is about more that expressing one’s true self, as it encompasses the sometimes painstaking and arduous process of navigating delicate and nuanced social, political and moral issues (Alvesson & Einola, 2019).

By promoting exuberant positivity, a leader can invalidate experiences of the followers.  Being coached to “buck-up, it’s not so bad”, reminded that “we’re all a team counting on each other”, or praised for being “so resilient” can have unwanted effects.  The follower hears in these situations that their emotions and thoughts are unwarranted, the distress they experience and complaints they have about work processes are invalid, and their ability to withstand harm or sacrifices for the job is merely a good personality trait and they should expect more of the same.  When that positivity comes across as insincere, it can actually damage the leader-follower relationship.  Seeds of distrust in the leader and the organization will be sown.  This is seen most clearly when the leader possesses a dominant, power-oriented style (PSU WC, 2023).  The result of leaders consuming these theories is “overly optimistic, unrealistic leaders and, sooner or later, cynical, disappointed coworkers and, sometimes, leaders themselves” (Moran, 2019).  Leaders of startup companies fall prey to this “positivity trap” quite often as they try to rally workers to meet goals, regardless of obstacles faced.  “When leaders put on their cheerleading hats despite a reality that is poor, they seem like liars or worse, like they are delusional,” says executive coach Amie Devero (Moran, 2019, para.6).

Should the employees “buy” the positivity pitch, the situation does not bode much better for the organization.  Most of us humans work better under some amount of pressure.  Anxiety is a survival skill – without the concern for where the next meal is going to come from, our stone age ancestors would not have bothered keeping track of where the good hunting grounds are and preparing and organizing weapons and tools.  By telling the followers that “everything’s awesome, and the team is doing spectacular” when the company is $1 million in the hole, the team is not energized to problem-solve, due to their false sense of security.  The action of displaying excessive positivity robs the organization and the employees of practice of their creativity, problem-solving, reasoning, critical thinking, communication, active-listening and countless other skills and abilities (Moran, 2019).

Perhaps a better approach would be a dialectical one.  Dialectics involves seeing things from multiple perspectives, where there can be more than one seemingly opposing truth present at the same time.  One conceptual applications used in dialectics that could be applied to leadership are the following “you’re doing the best that you can right now and you can do better”.  This acknowledges and validates the present reality and is directional in the future.  Another application is the Serenity Prayer.  Known to individuals in recovery from substances and addictive behaviors but applicable to all of humanity, it states “grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference”.  In following this, one realizes that two opposing truths can occur simultaneously – that one must accept in this moment what cannot be changed, while aspiring to create change in the future.  This application can also serve to validate followers’ experiences, identify problems without it seeming like a doomsday scenario, and facilitate hope.

 

References

Alvesson, M., & Einola, K. (2019). Warning for excessive positivity: Authentic leadership and other traps in leadership studies. The Leadership Quarterly, 30(4), 383–395. https://doi.org/10.1016/j.leaqua.2019.04.001

Moran, G. (2019, November 27). Leaders, stop trying to be so positive and authentic – fast company. how to be a success at everything. Retrieved April 2, 2023, from https://www.fastcompany.com/90436454/leaders-stop-trying-to-be-so-positive-and-authentic

Pennsylvania State University World Campus. (2023). PSYCH 485: Lesson 11: Servant leadership.  Retrieved from https://courses.worldcampus.psu.edu/canvas/sp23/22311–16647/content/12_lesson/printlesson.html.

Power is not Leadership

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As the clock ticked down, there was no doubt of the outcome of the championship football game.  There were less than four minutes to go in the fourth quarter and the team favored to win came to a stark realization that depressed everyone within the organization.  The owner realized it, as did the general manager, the coaches, and most of the players.  They were playing at home and had the superior talent but they didn’t have the leadership at the most crucial position of the football team.  The quarterback had the power over his teammates but lacked the ability to influence them.

The other team’s quarterback was considerably less talented by every physical measure but yet he had full control of the team.  The way all of his teammates supported him and followed his lead, even when they had fallen behind early in the first quarter, made the general manger rethink the process of choosing talent over intangibles.  Their quarterback was part of the team, a key member of the in-group (Northouse, 2022).  His quarterback was definitely part of the out-group, none of his teammates going the extra mile for their ‘leader.’  They did their job as best they could and that was it.  The most telling sign was noticing him stand alone, away from the team, looking across the field at his counterpart.

The assistant general manager leaned over and sarcastically pointed to the one bright spot of the game.  Their prized quarterback had turned a broken play from a disaster into an eighty yard touchdown scramble.  The home crowd were delicious.  No one noticed at the time that instead of the rest of the team running down to the end zone to join the celebration, they jogged back to their benches as a unit.  Only other person was excited about the touchdown and celebrated with their quarterback and that the wide receiver that had provided the key block that sprung him.  Now, as the nightmare of a game came to an end, with the home crowd quiet, that celebration crystalized their error.  They had drafted a talented manager and given him the power but they should have drafted a leader.

Their quarterback had been told he was a leader since his freshman year in high school.  He believed it and didn’t bother to develop that skill because he had been given legitimate power as the starting quarterback.  Legitimate power is “associated with having status or formal job authority (Northouse, 2022, p. 11) and being as talented as he was, he was also given coercive power, able to penalize or punish others by holding them accountable not only for their own mistakes, but for his own (which in his mind, he only failed when others didn’t do their job correctly).  The coach believed his quarterback and took those players out of the game for a play or more until they got with the program.  At every level, based on his skill set and self-confidence, he was given the power by coaches and fellow players because he gave them the best chance to win the game.  The quarterback confused these attributes of power for leadership.  He had a high need for personalized power, caring more about his own personal success, like getting drafter number one and becoming the greatest of all time, than whether his team won or lost (Hughes, et al., 1993).  He didn’t seem to care if he lost as long as he had good statistical game and had the best highlight of the contest.

That was not the case, however.  The quarterback had been taught through repetition to internalize outward displays that could come across as a weakness.  That’s why, when he lost, he seemed aloof about it.  “Winning is contagious,” his father told him constantly, “Losing is for losers, and you are not a loser!  Don’t look like it.”

Now, he stood there, stoic and alone, watching the clock tick down on his first professional season.  He had been told that his organization had better talent but clearly they were losing to the better team.  It was a bitter feeling but he would improve in the offseason and he would definitely have a talk with the general manager about getting him better players.  Just then, his quarterback coach approached him and showed him his fabulous play from the first quarter.  As he was about to wave him off, not interested in watching himself, the coach insisted.  “No, I don’t want you to watch you score – look closely at the end of the play.”

He saw himself run unto the end zone, the nearest defender on the ten yard line behind him.  As he spiked the ball and preened for the home crowd, the coach paused the screen and zoomed out to show a bird’s eye view of the field.  “Where are your teammates?”

He looked closer and saw only one more player from his team running into the end zone to celebrate with him.  His wide receiver roommate.  He looked for the running back since the play had been designed for him but he had run out of bounds around the twenty yard line and was heading back to the bench.  The offensive linemen were doing the same.  The other wide receiver that had been on the other side of the field was talking to a few defenders who had stopped chasing, knowing they would never catch up to prevent the score.

The quarterback was about to say something when the coach held up his finger and showed him another play.  His counterpart took the field after his own touchdown and on the first play, dropped back and was going to throw deep but his protection broke down.  A defensive end rushed him from his left.  When he turned right, instead of having space to move, the free safety had blitzed and had come untouched.  The collision was massive and he went down hard.  The crowd roared with approval, the defensive players screamed and danced in unadulterated ecstasy.  “Watch this,” the coach told him as he zoomed in on the quarterback on the ground, “this is why we lost this badly today.”

All of the offensive lineman and the running back had rushed to help their teammate get back to his feet.  They held him, steadied him and patted him on the helmet.  When the wide receivers who had streaked downfield made it back, they too joined the circle and checked on their leader.  The quarterback sought the running back who missed block and put his arms around his shoulders and talked to him, coached him on the field.  “That’s what leadership looks like” the coach said and stared down his quarterback.

“I don’t get it – I’m better than him.  That running back missed the block!  I would’ve – what’s your point?”

“They’re a team and teams need leaders.  Look, you have the traits to be a leader, no doubt there. I read a book by Peter Northouse not long ago and he stated that leadership is a process by which an individual influences a group to achieve common goals.  Furthermore, leadership is not power, it’s more about influence, the interaction between leader and followers (2022).  You have the power as the quarterback of this team, but you do not have the influence yet.  That is a learnable skill.  We can work on that.”

Incredulous he turned to face the coach and locked eyes with him.  “How am I not a leader?  I’m the quarterback – this is my team!   I’m the face of this franchise! They know it – everyone knows it!”

“Ask yourself this, if you weren’t given the title of ‘leader,’ how many of these men would follow you?  I’m betting none.”

“Whatever!  What you’re talking about is inspiring others.  I don’t do that with words.  I’m a winner.  Winning is inspiring by itself.”

“If we hadn’t invested so much in you, I would just let it go and let you flounder.  Unless you’re living in an alternate universe, we’re getting our butts handed to us and if you look around your teammates, they’re picking each other up, everyone but you.  That’s not inspirational at all.  But we can work on it, as I said before.  It starts with the Leader-Member-Exchange, which basically boils down to being in an in-group versus at out-group, like you are now.  But more than that, it has been proven that the higher the quality of exchanges between leaders and followers produce better results (Northouse, 2022).  This team has to be an in-group, you understand what that means?”

“Yeah, I did go to college, you know.”

“Well, you went to an SEC school so. . .”  They laughed.  “Leadership is about the leader, the follower and the situation “

“Look, coach, I understand what you’re saying.  I see my error.  I should be the first one encouraging these men, building relationships with them.  And I have failed.  I have had my head up my butt for so long, I didn’t see that I wasn’t leading.  I was simply issuing orders, and although that may work in some circumstances, leadership is the ability to adapt to the situation at hand.”

The quarterback extended his hand out and shook the coach’s hand. “Great game plan, coach.  This loss is on me.  But I promise you, it won’t happen again.  Now excuse me, I have to apologize to my team.”

The coach smiled.  They had finally found their franchise quarterback, the leader that would produce positive organizational outcomes.

 

References

Hughes, R., Ginnett, R. C., & Curphy, G. J (1993) Power and Influence. Leadership: Enhancing the Lessons of Experience. Homewood, IL. Irwin. 0256102783. Ch. 5. pp. 107-131.

Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). SAGE.

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