Leadership Flashcards
Leadership definition
The behavioural processes through which one person influences another person, or a group, toward attaining a specific set of objectives or goals
Approaches to understanding leadership (4)
-Trait or Personality (e.g. Big 5 personality factors; neuroticism, extraversion, openness, agreeableness, consciousness)
-Skills Approach or Capabilities (e.g. technical, human, conceptual)
-Style Approach or Behaviours (e.g. task, relationships, authoritative)
-Situational Approach or Adaptable Leader (e.g. different situations required different types of leadership)
Personality and leadership
-Early research suggested leadership component of personality (Ogilvie, 1968; Tutko et al., 1969)
-Further research in 1960s and 1970s failed to prove link
-Meta-analysis found some personality traits associated with leader emergence and effectiveness, specifically: higher extraversion, conscientiousness, openness to experience, and lower neuroticism
*Overall, weak evidence linking personality and leadership
Situational influence of leadership
Most-used framework for understanding leadership in sport
-Multidimensional Model of Leadership
Leadership Scale for Sports (LSS)
-Tests multidimensional model of leadership, questionnaire
-Includes 5 subgroups of leadership behaviours:
- Training and instruction
- Positive feedback
- Social support
- Autocratic
- Democratic
Some support for multidimensional model of leadership mainly that training and instruction, positive feedback and social support affect athletes’ satisfaction
Multidimensional model
Situational characteristics-> required behaviour + member characteristics-> preferred behaviour +leader characteristics all lead to actual behaviour, which correlates with member satisfaction and group performance
Full range model
Ranges from not engaged (laissez-faire) to engaged (transformational and toxic).
Laissez-faire (not effective), neutral, transactional, transformational (effective) + toxic (not effective)
Laissez-faire leadership
-A “hands-off” approach
-Involves behaviours: showing disinterest, avoiding responsibilities and decision-making
*ineffective, no engagement
Neutral leadership
-Going through the motions
-Involves behaviours like: vague cues, passive instruction, organization, feedback
*in the middle
Transactional leadership
-Reinforces standards and expectations through rewards or punishments
-Involves behaviours: discussing rewards and punishments, monitoring or reacting to errors
*in the middle
Toxic leadership
-Negative attitudes or feelings towards athletes
-Involves behaviours: expressing anger and hostility, modelling anti-social behaviours
*ineffective, engaged
Transformational leadership
-Leaders developing followers into leaders
-Small, everyday behaviours contributing to transformational change
*effective, engaged
-Leads to social cohesion, increased personal and social skills, motivation and performance, lower aggression
-Changes how athletes feel about their tasks, themselves, their relationships and their environment
-Shows athletes they are important and what they do is important
Transformational leadership (4 I’s)
- Idealized influence
- Inspirational motivation
- Intellectual stimulation
- Individualized consideration
Idealized influence coaching behaviours
-Discussing and modelling pro-social values/behaviours
-Showing vulnerability and humility
*practice what you preach
Inspirational motivation coaching behaviours
-Discussing goals and expectations
-Expressing confidence in athlete’s capabilities
-Implementing a collective vision
-Providing meaningful and challenging tasks and roles
*believe in your athletes
Intellectual stimulation coaching behaviours
-Eliciting athlete input
-Sharing decision making and leadership responsibilities
-Emphasizing the learning process
*involve athlete in coaching process
Individualized consideration coaching behaviours
-Showing interest in athletes’ feelings and perspectives
-Recognizing athlete accomplishments and contributions
*person-centred approach
Social identity
The aspect of people’s self concept associated with membership in the social groups to which they identify and belong.
Social identity and leadership
Social identities that form within groups can be powerful motivators toward both individual and collective behaviours.
Leadership behaviours:
-Language used by leaders (i.e., developing a sense of “us” or “we”)
-Implementing strategies that emphasize unity and distinctiveness
-Reinforcing personal bonds and connectivity with the team
*When fostering social identities, athlete leaders were able to enhance team performance
Athlete leader
A team member acting in a formal or informal capacity, who guides and influences other team members towards a common objective
4 functions of leaders on teams
-Help accomplish task objectives (i.e., mentoring new members)
-Address social needs by promoting team harmony and organizing team activities
-Represent team at external functions
-Motivate his/her peers
Who typically emerges as a leader
-Highly skilled, veteran, well-liked, intrinsically motivated, and centrally located individuals
-Formal role is the most visible mechanism
-Informal leaders who may provide support, advice, and guidance tend to be the best leaders
Followership
The way in which followers interact with and respond to a leader.
-To what extent is effective leadership dependent on the personal characteristics and behaviours of those being led?
Being a productive follower (4)
- A collective orientation
- Active independent thinking
- Transparency in relationships
- Receptivity to others’ viewpoints.
*There is a time and place for follower input.
Exercise leadership
-Exercise leaders may impact participants’ physical and mental well-being
-Enriched leadership style positively related to greater exercise enjoyment, attendance, and satisfaction.
*4 I’s of transformational leadership applied to exercise leaders
Personal trainers can foster interactions characterized by: (5)
- Attention to clients’ personal and psychological needs
- Encouragement, enthusiasm, and optimism
- Behaviours that build trust and respect
- Appropriate role modelling
- Enriched (versus bland) exercise program
