Leadership 2

1. Leadership 2

2. Task • Imagine you are the coach at a gymnastics club. Most of the time you help children attain skill awards. How might your style change when you have to prepare some of the children in the club for a competition? • Leadership style changes with the situation. When approaching a competition, the coach will instruct the performers on their routine but may also give individual advice.

3. Fiedler’s contingency model • Linked to trait theory • Looks at the factors that affect the leader’s choice of leadership style. • Fiedler’s model of leadership states that the choice of democratic (relationship orientated) or autocratic (task orientated) leadership style is determined by the favourableness of the situation.

4. Fiedler’s contingency model • Some situations favour certain styles of leadership. Favourableness of a situation depends on… • Quality of leaders relationship with the group • Leaders position of power and authority • Structure of the task

5. Fiedler’s contingency model An autocratic leader is best in both the most & least favourable situations & a democratic leader is best in a moderate situation.

6. Fiedler’s contingency model Autocratic Democratic Autocratic Moderately favourable situation Most favourable situation Least favourable situation Warm relations Poor relations Clear tasks Unclear tasks Weak leader Strong leader Element of danger

7. Fielder’s model cont… • A most favourable situation could be one in which the group members have been together for some time. • They know each other’s play & they know their tactics. • The team captain only has to make one call & all team members know what to do.

8. Fielder’s model cont… • A least favourable situation is perhaps when a group is together for the first time, playing in a new competition. • Someone is needed to take charge. • A moderately favourable situation could be when 1 or 2 new players join an established team & the players discuss the best position for them to play.

9. Fielder’s model summary In order to be effective, coaches and teachers need to be able to adapt their style of leadership according to the situation.

10. Chelladurai’s multi dimensional model of leadership related to sport • Argued that not only did the effectiveness of a leader depend on characteristics of the leader and the situation, but also the demands of the GROUP. • In order to achieve high performance levels and good group team satisfaction you needed to be even more dynamic as a leader.

11. Factors affecting leadership style • Chelladurai’s model: • The style adopted by a leader depends on a number of factors. • According to Chelladurai’s, 3 things affect the style the leader adopts: • The situation • The leader • The group members

12. Factors cont… • The situation includes: • Danger • Type of task • Facilities • Time available

13. Factors cont… • The leader might be influenced by: • Personality • Preference • Ability • Characteristics

14. Factors cont… • The group might be influenced by: • Group size • Hostility or friendliness • Tradition • Ability/experience

15. Factors cont… • The more the leader’s actual behaviour matches the expectations of the group & the demands of the situation, the greater will be the group performance & satisfaction.

16. Factors cont… • If, for example, a group of beginners is about to go rock climbing, it might require instruction, & being told about techniques & the dangerous nature of the activity would also demand an authoritarian approach. • If the leader behaves in an authoritarian way, then a good group performance should result.

17. Chelladurai’s model Characteristics affecting leader Leader behaviour Consequences Situation Behaviour required High performance & member satisfaction Actual behaviour Leader Group members Preferred behaviour

18. Required Behaviour:- behaviour appropriate or required by the situation eg teachers expected to conform to certain norms and values Preferred Behaviour:- behaviour preferred by the group i.e. some fun and enjoyment others task orientated. Actual Leader Behaviour:- behaviour shown by the teacher as a result of group preferences and situational demands

19. Nature versus Nurture • Are leader’s born or made? • Task: • Class is to split in half. We are going to have a debate. The motion is: • ‘This class believes that great leaders are born & not made’ • Put your points across to argue your side of the case.

20. Nature versus Nurture • They can be born with leadership qualities, such as motivation & charisma. • One early theory suggested that leaders are born great & male, with personality traits & leader instinct. • This theory ignores interaction & experience & has little current relevance.

21. Nature versus Nurture • Leaders learn their skills through interaction, experience & social learning. • Leaders learn from others, & from their experience in sport, & might become emergent leaders. • Leaders might be born with characteristics that they then adapt or that interact with the situation. This allows them to change their style to suit the situation.

22. Summary • Various factors that can influence the three dimensions of effective leadership. • No style is perfect or guaranteed • Teacher needs to adopted style according to group and the situation.