Contemporary Leadership Styles - 3 Ces
Contemporary Leadership Styles - 3 Ces
Contemporary Leadership Styles - 3 Ces
Course Description
This course is designed to give an overview of past and present leadership
styles. Traditional vs. contemporary leadership definitions will be discussed.
Trait theory, behavioral theories, situational as well as transformational and
transactional theories of leadership will be presented. Helping the student
determine and understand their own leadership style will also be a key focus
of this course.
Course Objectives
Upon completion of this course the student will be able to:
Defining Leadership
Throughout history there have been as many of “leadership” as there have
been commentators on the subject. The following two examples (one being
traditional and the other more contemporary) will show how the definition of
leadership has evolved from 20th to 21st century.
Leadership Theories
The Trait Theory – The trait theory of leadership (which was popular in the
1940’s and 1950’s), attached leadership ability to specific traits. This theory of
leadership attempted to state that if someone had “true leadership traits” they
could lead regardless of the situation. The trait theory focused on “what a
person is” and not on what they could accomplish. The following are
assumptions of the trait theory:
1. When a procedure has failed, I fix it myself, and then explain what
happened.
2. I believe my staff shows self-direction when they are motivated/encouraged.
3. My leadership helps my subordinates to grow.
4. I usually tell my staff how and why something needs to be done.
5. I ask for ideas, and encourage contributions by my staff.
6. My employees decide what needs to be done, and how it is done.
7. I like power and control.
8. I ask advice when change is needed.
9. My workers know more about their jobs then I do.
10. When my staff does something wrong, I tell them not to do it again, and
document the event.
11. When differences arise my staff and I work together to resolve them.
12. A vote is always taken and the majority rules.
1_____ 2_____ 3_____ 4_____ 5_____ 6_____
7_____ 8_____ 9_____ 10_____ 11_____ 12_____
Add scores from questions 1, 4, 7 and 10 and place score in Autocratic section.
Add scores from questions 2, 5, 8 and 11 and place score in Democratic
section.
Add scores from questions 3, 6, 9 and 12 and place in Laissez-Faire section.
(The area with the highest score is most likely your leadership style).
One draw back to the Democratic leadership style is that the leader is
sometimes viewed as someone who cannot make a decision on his/her own.
Though most team members will have respect for this type of leader; not
everyone will view them as a "true" leader. Another draw back to this
leadership style is that many discussions, emails and meetings are usually
required before a decision that has group consensus is made (this can be time
consuming).
A good use of democratic leadership is when a practice change (maybe a new
JCAHO safety regulation for example) needs to occur and the leader includes
staff ideas and suggestions to help with the smooth implementation and
transition of the change.
The LPC scale asks the leader to think of the person (past or present) who they
have not worked well with and score the person using the following 1-8
ranking scale (this is a modified scale, the original having 16 questions):
Unfriendly 1 2 3 4 5 6 7 8 Friendly
Uncooperative 1 2 3 4 5 6 7 8 Cooperative
Hostile 1 2 3 4 5 6 7 8 Supportive
Guarded 1 2 3 4 5 6 7 8 Open
When complete add up the total score and divide by 4 to get an average score.
For this modified scale, scores of 4 or below = A task motivated/oriented
leader
Scores of 5 or above = A relationship oriented leader (This is shortened
version of the actual scale so results may vary).
Once leadership style has been established, favorableness of the situation (or
the degree that the leader can influence the group) is the second component to
the Contingency Leadership Theory. The following situational factors must be
considered:
Note: Task oriented leaders are thought to work well in extreme situations
(favorable or unfavorable), while relationship oriented leaders are thought
to work in more moderate (only slightly favorable or unfavorable)
situations.
Transformational vs. Transactional Leadership Theory (21st
Century)
Great leaders come from great team members. Coaching and mentoring are
often words associated with the transformational leader. The ultimate goal is
to create a clinical staff leader who will head off in a different direction, and
carve out new ideas and pathways. The transformational leader sets the
standard by their actions, and not their words. The following statements
describe the Transformational Leadership Theory:
Transformational
Transactional
The transformational leader:
The transactional leader:
Raises staff member’s level of awareness and level
Recognizes what it is that staff members want to
of consciousness about the significance and value of
get from work and tries to ensure that they get it
designated outcomes.
(if their performance merits it).
Gets staff members to transcend their own self-
Exchanges rewards and promises for staff
interest for the sake of the team, department and
member’s efforts.
organization.
Is responsive to staff member’s immediate self
Alters the need level (after Maslow) and expands
interests.
the range of wants and needs of staff member’s.
References
Changing Minds Org. (2009). Transformational Leadership. Retrieved on September 4,
2009 at:
http://changingminds.org/disciplines/leadership/styles/transformational_leadership.h
tm
Allen, G., (1998). Management modern: Leading. Retrieved on January 15, 2006 at:
http://ollie.dcccd.edu/mgmt1374/book_contents/4directing/leading/lead.htm
Antoine, P., (2003). Fielder’s contingency theory of leadership. Retrieved on January 14,
2006 at: http://www.stfrancis.edu/ba/ghkickul/stuwebs/btopics/works/fied.htm
Dean, M., Lt. Colonel. (2003). Managerial styles. Retrieved on December 15, 2005 at:
http://www.airpower.maxwell.af.mil/airchronicles/aureview/1976/mar-apr/dean.html
Hein, E., C., (1998). Contemporary Leadership Behavior. (5th ed). (pp. 59-92).
Lippencott. Philadelphia
McGoldrick, T., B., Menschner, E., F., & Pollock, M., L. Nurturing the transformation
from staff nurse to leader. Holistic Nursing Practice. Fredrick: Oct. 2001.Vol. 16, Iss. 1;
pg. 16, 5 pgs. Retrieved on March 26, 2006 fro