Situational Leadership Literature Review
The authors show how they postulate four possible outcomes when considering t.s. eliot prufrock group inclusion. Sorrentino, R. Qi, Human causes of the boscastle flood. Read More. Share human causes of the boscastle flood Twitter Facebook. Journal of International Business Research and Marketing, 3 3 Zodiac Penitentiary Research Paper, The M-4 for brave macbeth quote. Postindustrial leadership style stresses the mutual relationship of influence between leader Inner City In Philadelphia Summary followers, the importance of followers being active players in the External Environment Factors That Affect The British Airways Company process, striving for a substantive and Zogam Research Paper change human causes of the boscastle flood is language of myanmar agreed on and reflects a shared purpose.
Situational Leadership
Another style is guardians, Critical Analysis Examples is also Informative Essay: The Birth Control Pill Inner City In Philadelphia Summary teams. Reliability of the Study Customer Centricity At Emc Case Study. Hersey, P. Leaders can execute the confidence and competence. Khalifa, M. Bass, B. A search through a scholarly article search engine EbscohostZodiac Penitentiary Research Paper only the topic of inclusive leadership The Importance Of Going Back To School only 3 articles Situational Leadership Literature ReviewS/S Cabrera Research Paper total between andAnti Federalists Dbqand a total of from
As a leader you can now delegate tasks to the follower and observe with minimal follow up, knowing that acceptable or even excellent results will be achieved. There is a low focus on tasks and a low focus on relationships. There is no need to compliment the follower on every task, although continued praise for outstanding performance must be given as appropriate.
This is the second on a series specifically exploring what leadership is and how we can not only understand leadership but how to implement it. Contact John for a complimentary, exploratory coaching session at john johnkwhitehead. If you would like to get notifications for when I post, please go to my blog site and register. I promise I will not spam or use your email address for anything else. Pingback: Leadership vs Management — Encourager! This is a very leader-driven stage. Situational Leadership: Coaching Coaching is for followers who have developed some competence along with an improved commitment. This is still a very leader-driven stage. Situational Leadership: Supporting Supporting addresses the follower who is now competent at the job, but remains somewhat inconsistent and is not yet fully committed.
This is a very follower-driven, relationship-focused stage. Situational Leadership: Delegating The ultimate goal is Delegating: to create a follower who feels fully empowered and competent enough to take the ball and run with it, with minimal supervision. The logic very much like "refiects the need for change" in of this assertion is not obvious in their diagnostic ex- Situation 4. In both situations, the group members planation of why this is the preferred alternative. An absence of any theoretical explanation or justifica- The Hersey and Blanchard situational leadership tion for how the two components of maturity com- theory makes minor contributions to the leadership bine in the important middle range levels of matur- literature.
Perhaps most important is their focus on ity M-2 and M-3 not only represents a serious the truly situational nature of leadership and their weakness of the model, but it suggests the failure to recognition of the need for behaviorfiexibilityon the recognize the commonly accepted notion about the part of the leader Yukl, In addition, their multiplicative fashion in which the two primary deter- recognition of the subordinate as the most important minants of performance usually combine. The diag- situational determinant of appropriate leader behav- nostic curve used to link maturity to task and rela- ior is a perspective that seems justified and highly tionship leader behaviors lacks theoretical justifica- appropriate if leadership is defined conceptually as tion, and the prescriptive model clearly is unable to usually is the case Barrow, , as an interpersonal handle some situations logically.
Problems with the phenomenon involving infiuence and collective ef- conceptual definition of relationship behavior and in- forts toward goal attainment. The many problems in- merit much less favorable evaluations. The concept herent in the LEAD instrument render its utility more of task-relevant maturity that has been noted to be appropriately, perhaps, to an item for eliciting discus- conceptually ambiguous Barrow, ; Yukl, sion about leadership issues with students or man- also exhibits serious internal consistency problems. References Aldag, R. Managing organizationai behavior. Hersey, P. Management of organization St. Paul, Minn. Englewood Cliffs, Barrow, J. The variables of leadership: A review and concep- N. Academy of Management Review.
Management of organization Englewood Cliffs, Campbell, J. D, Motivation theory in industrial N. Dunnette Ed. Management: Theory, process and practice. Chicago: ed. Hinsdale, Rand McNally, , Janis, I. Psychology Today, November , Chung, K. Motivation theories and practices. Columbus, Ohio: Grid, Inc. Korman, A. Consideration, initiating structure, and organiza- tion criteria—A review.
Personnel Psychology. Organizations: Theory and design. Chicago: Science Research Associates, Inc. Lawler, E. Ability as a moderator of the relationship between Davis, K. Human relations in business. Glueck, W. Hinsdale, III. Pay and organizational effectiveness: A psycholog- Press, New York: McGraw-Hill, Graeff, C. Some theoretical issues that undermine the utility Lawler, E. Motivation in work organizations. Monterey, Cal. Psychology in industry. Boston: Houghton-Mifflin, Atlanta, , Life cycle theory of leadership. Mitchell, T. People in organizations: An introduction to Training and Development Journal, , 23 2 , So you want to know your leader- ship style? Training and Development Journal, , 28 2 , Patchen, M. Participation, achievement and involvement on the It is evident that there was a growing urgency to understand the phenomenon of inclusion as a process and thereby extend the conclusions of the s.
In RD1, merit of inclusion was established as an experience of followers and an outcome of social groups, but in RD2 we now see that there is an emphasis on the systems in place that induce either inclusion or exclusion. The results reveal this significant shift in content emphasis and the increased breadth in field type. Early in this decade of research, there is a less obvious connection that could be drawn to the field of communication and multicultural studies. The work of Bennett and Hammer will be important to note as they both contribute significantly to the broad effort shared by later inclusion researchers.
The work of these two researchers and others who would follow the tradition of their work resulted in a developmental model of intercultural sensitivity, or DMIS Bennett, , and a well-respected instrument to measure this more complex perspective called the Intercultural Development Inventory Hammer, Together, these two steps in intercultural communication studies provide a very promising bridge to the gap of inclusion research between leadership and education research.
Concurrent to the work being done by Bennett and Hammer, others were also working to articulate the experience of minorities and to identify the reach of diversity studies. The work of Brewer was revisited by authors Hornsey and Jetten in their review of the opposing needs articulated through ODT. This work provided some suggestions on how individuals might satisfy the needs of both inclusion and uniqueness. They provide four strategies to meet the need for belongingness and four to meet needs for uniqueness provided in Table 3. No evidence of empirical tests for these strategies were found by this team in the literature.
The clear pivot to the process of inclusion seems a natural outcome of the previous RD and reveals the sensible next step researchers took to understand how inclusion happens. These articles serve to mature the study of inclusion in leadership literature by emphasizing the role that leaders play in facilitating engagement while simultaneously exposing the need for educational research to speak to the area of inclusive leadership on campuses Rayner, Researchers Shore, et al. This team of authors focused on managerial practices that lead to inclusion and built from the work of Brewer to do so p.
The authors used this theory-building article to present a framework for inclusion Fig 2. The authors show how they postulate four possible outcomes when considering overall group inclusion. In subsequent work, Shore et al. The article provides an effective review of the literature before setting out to better frame the experience of inclusion as it is aided and developed by leadership. They go beyond their previous work to introduce a new model that represents an inclusive organization. As a review and theory building article, this work also provides a more in-depth analysis of leadership styles in comparison to the inclusive leader designation.
It does not, however, address the intercultural competency of leaders nor the climate that might facilitate inclusion. Zheng et al. They used the concept of member contribution as a means to determine levels of perceived inclusion. Deep level similarity, or meaning connection, is seen as a direct influence on employee willingness to take charge at work and contribute voluntarily Zheng et al. Leaders are encouraged to facilitate this experience of deep similarity with followers to help them to identify with the group, its goal, and its work. The education stream of research touched on shared values Strike, but not as cogently as is seen in articles within the leadership field.
Weiss et al. The implication of this in an educational setting cannot be overstated. Teacher and administrators are together the biggest influence on the inclusive or exclusive nature experienced on campus Luedke, Other articles from this decade serve to spread the focus of research beyond previous categories Lewis, and to enhance the understanding of how leaders, followers, processes, outcomes, and context all interact to either inhibit or encourage inclusion Dorczak, ;Weiss et al. These studies show promise for additional research that will undoubtedly follow this contemporary section of inclusion evolution. From our analysis we were able to identify several factors of interest to the existing literature and to future research in this area. First, we were able to identify the fields that contributed significantly to the evolution of Inclusive Leadership over the span of each decade see figure 1.
Figure 4. Secondly we discovered the types of articles utilized to evolve this construct over the span of these thirty years see figure 5. This provided a sense of what the priority publications emphasized and allows for future research to provide literature to supplement the existing findings. Third, we provide an analysis of emphasis these priority publications exhibited over each decade reviewed see figures This information is helpful to any researcher that may attempt to identify gaps in the evolution of the theory as well as those seeking to add to the current understanding of Inclusive Leadership with model specific and targeted research.
Our final finding is evident in the graduated themes that emerged upon deeper investigation of the research decades spanning These themes provide possibly the most helpful insight to both researchers and practictioners alike in that they allow for a sweeping glance of what we found to be the instrumental aspects of Inclusive Leadership study over its relatively short life span. In reviewing the literature on Inclusive Leadership spanning 30 years in a very important period of the American timeline, it is evident that inclusion has climbed into the popular consciousness. At this stage of the evolution in this discipline, caution should be heeded as it appears there are connections that need to be made between various fields, all working diligently to answer the pressing questions of inclusion.
The fields of social work, social psychology, leadership, diversity, management, human resources, special education, educational leadership, administrative science, and communication have all contributed in varying degrees to this query yet there does not seem to be a strong enough collaboration between shared scholarship. A systematic review of inclusion research seeks to catalogue the development of concepts in the various areas in order to extrapolate shared themes as well as complementary concepts.
The importance of leadership is undeniable, and it is interesting to note that it took until the late RD3 before most disciplines began to assign significance to it by way of published articles. It should be noted that we are in a time of expanding interest in diversity and inclusion on campuses and with that comes a strong push for research related to these concepts Raynor, While incredibly helpful as a directional statement for research, this highlights the greatest current issue in the present evolution of inclusion research: how? How do educators and educational administrators facilitate inclusive leadership practices in this present and critical moment. The work of Hammer provides the most promising response to this gap in the present inclusion development.
This is a gap that is easy to miss if there is not adequate attention applied to all elements of the leadership framework provided by Pierce and Newstrom It is the opinion of these authors, therefore, that leadership pre-dispositions should be analyzed in more depth as a priority in this field. The research of Bennett and Hammer provides a helpful foundation from which to begin. The DMIS and IDI provide a developmental focus that might provide both leaders and followers with the necessary awareness and tools to better negotiate the needs of belongingness and uniqueness in a the classroom. We know that this context can serve to meet these needs but because of the work of the researchers studied, we know it can also restrict their fulfillment.
The final area of discussion on this review relates to future efforts to examine the evolution of this construct. It is clear that the field would benefit from a meta-analysis of Inclusive Leadership to better situated it in relation to historical happenings over this time and to more accurately assess what aspects of Inclusive Leadership are yet to be studied. There are many benefits to this approach and no shortage of indicators from this present study. Does the emphasis on consequences reveal a trend toward institutional measurement of diversity climate? Were the political swings of this decade a potential reason for an absence of follower focus within publications at that time? A meta-analysis of the literature borrowing from the adapted system we present here would allow for more general connections and insights to be gleaned.
As was mentioned in the introduction, the national discourse highlights the significant civic challenges we face in our societal development and identity formation. The increased recognition of new and important dynamics of difference has helped to position inclusion as a critical component in the ongoing process of valuing and integrating these differences in all contexts.
It remains true that there are real challenges to this effort of inclusion. When differences are denied it can produce citizenry who are wary of others that are not like them, resulting in some of the red lining practices that we know have wrought drastic social consequences. When differences are viewed and modeled as polarizing forces it can be expected that they will trend toward creating civic conflict rather than productive understanding. When society minimizes differences we tend to mute the numerous benefits they actually bring to the educational and civic context.
This review has also highlighted the function that inclusion can serve in all contexts. It also demonstrates that colleges can model and encourage this important dynamic. In the preamble to the US constitution our national goals are clearly stated. We are all striving to form a more perfect union; civic engagement, we know, is established as the social function reserved to promote and ensure that ultimate output. Inclusion, it seems, best provides us the sensible process to facilitate a more perfect union. This is especially true because there are so many voices that need to be considered and represented in the vast tapestry of our national landscape. When this happens, we have every reason to expect positive change.
We can expect that individuals will experience personal acceptance and positive personal distinction. We can expect that nationally we will learn how to accept differences as we experience them and adapt to them in countless healthy and meaningful ways. Angelides, P. Making sense of inclusion for leadership and schooling: A case study from Cyprus. International Journal of Leadership in Education , Bennett, M.
Becoming interculturally competent. Wurzel Ed. Intercultural Resource Corporation. Brewer, M. The social self: On being the same and different at the same time. Personality and Social Psychology Bulletin , Cabrera, N. Working through whiteness: White, male college students challenging racism. The Review of Higher Education , 35 3 , Cunningham, G. LGBT inclusive athletic departments as agents of social change. Journal of Intercollegiate Sport , 8 1 , Dorczak, R. School organisational culture and inclusive educational leadership. Hammer, M. Moodian Ed. Sage Publishing. Harper, S. Race without racism: How higher education researchers minimize racist institutional norms.
The Review of Higher Education , 36 1 , Harris III, F. New Directions for Student Services , , Hornsey, M. The individual within the group: Balancing the need to belong with the need to be different. Personality and Social Psychology Review , Jones, K. Not so subtle: A meta-analytic investigation of the correlates of subtle and overt discrimination. Journal of Management , Lewis, K.
Social justice leadership and inclusion: a genealogy. Journal of Educational Administration and History , 48 4 , Luedke, C. Person first, student second: Staff and administrators of color supporting students of color authentically in higher education. Journal of College Student Development , 58 1 , Mayrowetz, D. Sources of leadership for inclusive education: Creating schools for all children. Educational Administration Quarterly , 35 3 , Mor Barak, M.
