Many times throughout our lives we come across people
who we consider to be good leaders. Leaders are not necessarily people who
are in a supervisory or management classification. However, people in those
classifications are expected to be leaders as well as managers.
When we look at leaders, there are some common
traits that we can easily identify with. Usually the kind of traits that we
would like to emulate. The same holds true for management. In this first
chapter, we examine the traits of successful prison executives.
Leadership style is the way we come across to others when we attempt to
influence. A practical way to describe leadership styles is the extent to which
directive and supportive behaviors are used. Directive behavior is the degree to
which a leader explains, in specific terms, what to do, when and where to do it,
how to do it (with as much detail as needed), and who is responsible. In
directive behavior communication is primarily one-way and focuses on the other
person's duties and responsibilities. Supportive behavior is the extent to which
the leader sets positive expectations, encourages, listens to, praises, and
helps facilitate the thinking of others. In supportive behavior the flow of
communication is primarily two-way. Combining varying degrees of directive and
supportive behavior produces four distinct leadership styles.
Style 1 is characterized by explaining, demonstrating, and giving
feedback on performance. It might sound like this, "Watch me, I'll
explain this step by step. After that I'll give you a chance to try your hand
at it. Don't worry about learning everything at once because I'll be here to
provide any assistance you may need." Support consists of setting
positive expectations and providing enough two-way communication to ensure
that directions are clear and feedback is understood. Properly used, Style 1
is called "Directing".
Style 2 is characterized by coaching and instruction. It looks and
sounds very much like Style 1 in terms of structure. The distinction is in the
higher amount of supportive behavior provided by the leader to develop
in-depth understanding and skill through practice and positive feedback. In
Style 2 the leader engages in more listening and discussion. It might sound
like this, "I really appreciate your enthusiasm for this task. Let me
explain why we do it this way and then I'll answer any questions you have.
We'll make sure you have what you need to do an excellent job." Properly
done Style 2 is called "Guiding or Coaching".
Style 3 is characterized by encouragement and reinforcement. When
using this style the leader does not "tell" or "direct"
the other person. Instead, the leader shares responsibility for
decision-making. It might sound like this, "Susan, we can all benefit
from some of the approaches you have used in the past. How do you think we
should proceed on this?" Properly used, Style 3 is called
"Supporting" or "Participating"
Style 4 is characterized by a more "hands-off" approach
that gives the other person room to make and implement decisions. Of all the
styles, Style 4 is the least structured. It might sound like this: "Jim,
you know the results we are looking for. This project is right up your alley.
Take responsibility, you know the parameters and the constraints. Call me if
you need me." Supportive behavior is used to reinforce and reward the
person for achieving intended results. Properly done Style 4 is called
"Delegating".
Each of these four leadership styles naturally fits one of the four
readiness levels. Ask yourself the following, "What specific task and
result do I want this individual to accomplish? Given what I know, what does
this person need from me to succeed? Direction? Support? How much of
each?" Finally, "How can I provide these things in a way that is
effective with this person?" Without taking the time to ask these
questions first, leadership becomes a "hit-or-miss" proposition
rather than a conscious influence strategy.
Assignment:
Refer
to the web sites
Big Dog's Leadership Page
Writing Assignment: