Michigan State University Extension
Boardsmanship - 03150001
06/05/00
Capacity - Building Skills for Public Officials Influencing Others
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No. 315
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CONTENTS
I. Introduction
II. Leadership Defined
III. Leadership as Style
IV. Task or People Orientation
V. Goal and Role Expectations
VI. Interaction Skills For Leaders
VII. The Role of the Group Member
VIII. Conclusion
Suggested Further Readings
APPENDICES
A-1 The Angry Clerk
A-2 The Citizen Complaint
B T-P Leadership Questionnaire
C Wanted: A Treasurer!
D Evaluating Leadership Styles
E The Chairpersons Dilemma
Series developed through the courtesy of
Cooperative Extension Service, Michigan State
University and the Michigan Townships Association
Objectives of this bulletin are:
1. To develop an understanding of the many aspects of
leadership.
a. as style
b. orientation to task or people
c. role and goal expectations
2. To describe interaction skills necessary to leaders
3. To discuss the fluidity of the leader role and the role
of the member in influencing the group.
While the focus of these bulletins is the public official,
the material covered is appropriate for all Extension
audiences.
I. Introduction
The ability to influence others is a major task of elected
officials. Every time officials make their views known to
other officials or to citizens they are using influence.
When you try to convince others to think about issues your
way, support an ordinance of your choice, or vote the way
you think is best, you are exerting influence on others.
Although you may not think of it as such, you are using
leadership skills each time you successfully influence
others.
It is all too common to believe that you are not a leader
unless you occupy a formal leadership position, such as
supervisor, director, chairperson, etc. However, many
people influence others with successful leadership skills
who may rarely, if ever hold such a formal role. For
example, a board member of a unit of local government, who
is known and respected by many in the community, may have
fully as much influence as the chairperson of the
commission or the supervisor of the board.
Clearly, leadership is not limited to the formal position
of leader. All of us, at one time or other, influence
others individuals as well as groups by our behavior. When
we do this, we are functioning as leaders. If two people
meet in conversation, the one who first initiates an
interaction is the "leader" at that moment and has the
responsibility of continuing that interaction, if it is
only to discuss the weather. You don't just let the
conversation drop after the greeting. From that limited
example to the United Nations in session, for instance,
people exert leadership abilities as they meet with and
influence others. Everyone who is active in local
government is a leader, to a different extent. Because this
is true, it is important to understand what leadership is
and how it functions.
In order to explore how local officials can best develop
their ability to influence others, it is necessary to
explore several aspects of "leadership ." This bulletin
will consider such areas as:
1. What is leadership "style"?
2. How can a leader know which style is best for him/her?
3. Can you change your style?
4. Should a leader give greater attention to the job at
hand or to the interactions between people?
5. Should a leader do more "telling" or more "asking"?
6. What are goal and role expectations, and how does
knowledge of them benefit a leader?
7. What are some interaction skills necessary to those who
would influence and lead others?
8. Are those members who do not have official leadership
roles important to the organization?
9. Is leadership constant in individuals and in groups?
10. Do local officials have an obligation to try to improve
their leadership skills?
II. Leadership Defined
In the extensive writing which has been done on leadership
there are almost as many definitions as there are writers!
Here are some of these definitions:
-"A leader is someone with followers"
-"Leadership is the activity of influencing people to
strive willingly for group objectives."
-"Leadership is the process of influencing the activities
of an individual or a group in efforts toward goal
achievement in given situations."
-"Leadership is a learned skill which teaches people to
help others achieve their potential as individuals and
group members."
-"Leadership is the ability to influence and guide others
toward conclusions or actions beneficial to the total
group."
-"Leadership is a dynamic process which varies with the
differing situations, leaders and followers."
Think of specific examples of leadership from your
experience. Ask yourself the following questions:
-Do all the definitions apply to your experiences in local
government?
-Is there one definition in particular that is most valid
to your experience?
-How would you define leadership, based on personal
experience?
The final definition in the listing above, "leadership is
a dynamic process which varies with the differing
situations, leaders and followers," is one that many
researchers and observers of leader behavior generally
agree on. Leadership is comprised of many variables, but
those variables center largely round the fluidity of
particular situations and the individual's ability to meet
those situational needs at crucial times. Changes in
personnel, in needs of individuals or groups or problems to
be solved, can all affect the situation around which the
leader emerges and acts. Most people can meet the demands
of leadership by increasing their sensitivities, knowledge
or training, when the situation is one that urges them to
develop and use those attributes of a "leader."
Leadership, in itself, may be such that it only benefits
the particular leader. The leader's behavior or actions
should aid others in accomplishing their goals.
Many times people believe "leaders are born and not made."
They feel that certain rare individuals have particular
qualities such as intelligence, extra energy, "charm" which
cause them to easily function as leaders, acceptable to
those searching for a leader or those who are willing to be
led. Many years of research, as well as observation of
countless individuals who have functioned as leaders, fail
to bear out this idea.
It is often an excuse for people who do not care to exert
themselves enough to assume the burden of leadership. While
certain effective leaders may well demonstrate some of the
qualities or attributes described above, rarely were they
"born with them." Rather, they have more often been willing
to respond to the needs in a particular situation, and have
developed those characteristics in order to help a group at
a particular time.
Countless people, who never were perceived as "born
leaders," have successfully assumed the responsibilities of
leadership for a limited period of time. Then, they have
become group members again until (or if ever) there is
another situation that causes them to be willing to
function as a leader once more. Other people may respond to
a particular situation and help a group with their ability
to lead, only to find they enjoy such a role. This causes
them to seek other opportunities for leadership. They may
eventually be identified by their peers as "leaders" in
many situations and over a period of many years.
But those people were not "born" as leaders, either. Their
abilities were developed by differing sets of variables all
coming together at times which encouraged them to develop
their training, knowledge, sensitivities, organizational
skills, or whatever was necessary to meet certain
situational needs With repeated experiences habit makes
those skills easier; also, successful experiences continue
to develop confidence. Thus the ability to influence grows
and these persons are recognized as "leaders" by their
peers.
Elected officials are, by virtue of their election,
recognized as leaders, or potential leaders, by their
constituents. They were hardly "born" to be elected
officials! So, much of the time, some parts of the
processes described above will have been in operation to
cause them to become representatives of local government in
their communities. Leadership, then, can be seen as a
highly situational response to needs or circumstances with
which an individual is involved.
III. Leadership as Style
A great deal of research and subsequent writing has been
done concerning people influencing people as they come
together to run their communities and solve daily problems.
The attention given to leadership "style" has been
particularly intensive. There are many ways "style" can be
(and has been) described, from two basic styles up to one
author's construct which delineates twenty -four different
aspects of style. While those are interesting to consider
and certainly have some value, it is simpler to hold to
fewer descriptions which can easily be used in daily
interactions. Following are two basic styles, and one
adjunct style, with wide variations of leadership behavior
valuable fob everyday use.
A leader has the choice of an Assertive, democratic style,
an Aggressive, autocratic style or one completely opposite
of the autocratic style which employs a very minimum of
influence.
The Assertive style is characterized by a great deal of
group involvement. When this style is used, the leader
employs behaviors such as the following:
- diplomacy
- respect for others
- attention to needs of associates
- flexibility
- honesty
- straightforwardness
- empathy
- patience
The assertive leader is comfortable with her/himself and
this encourages others to be comfortable (I'm OK, You're
OK). The assertive leader tends to look on the positive
side of things and to expect cooperation from, and pleasant
interactions with, other board members or the public. The
assertive leader will give others trust and the benefit of
the doubt when it is sensible to do so.1) The Assertive
style uses behavior which is confident, sincere, caring,
open and non-judgmental. Assertive leaders know how to
really listen, without being easily threatened by whatever
is said to them. They are willing to be convinced of new or
different views, if they make sense. An assertive leader
uses "I" messages of honest feelings, as well as "We"
messages which show inclusion and willingness to work
together.
While this style offers clear leadership to a group, it
also guides and encourages members to share in the
responsibility of decision-making and goal attainment to
benefit the whole group. Of the three leadership styles
described in this bulletin, the Assertive,
democratically-oriented style provides the most effective
and successful role model for local officials.
The aggressive style is characterized by the following
behaviors:
- strong control
- domination through authority
- "telling" more than "asking"
- holding/using power over people
- inflexibility
- manipulation/coercion
- impatience
- negative judgments
The aggressive leader often thinks well of him/herself, but
does not necessarily think well or have respect for others
(I'm OK, You're Not OK). It is not unusual, however, to
find Aggressive leaders who put up a noisy, domineering
"front" so that others will not realize that they are
basically insecure They may be insecure in themselves,
personally, and insecure in their present role as leader
Those who are secure tend to carry their self-satisfaction
to a point which causes them to be unfairly discriminating
and judgmental of other people, ideas, or input which may
differ from their own Insecure people may be accepting of
an Aggressive leader, since the domination makes them feel
more secure. Most people, however, find it difficult to
work in what is essentially a "parent-child" atmosphere.
"Laissez-faire" is the adjunct style mentioned earlier. It
is the extreme opposite of the Aggressive style, and is
characterized by the following behaviors:
- giving of freedom
- non-intervention
- non-judgmental
- accepting (of most everything)
The "laissez-faire" style is essentially non-influential in
that it tends to leave people alone to do as they see fit,
to a large extent it is a style of behavior which is
sometimes similar to the Passive behavior described in No.
1 of this series, Extension Bulletin E-1915 "Express
Yourself (Without Turning Others Off!)." The leader
virtually abdicates leadership, as such, in the interests
of letting people express themselves, being "totally
democratic," or allowing members to "do their own thing,"
or other such reasons for allowing members great freedom of
action. Such a leader may truly hold democratic values, or
he/she may actually feel inept in the leader role and give
such freedom in the hope that members will go ahead on
their own and do what needs to be done.
Is there a place for such a leadership style? Perhaps, in
an unusual, but possible situation. If, for example, a
particular board of local officials contained members who
hold extremely similar goals and agreement on methods of
working toward those goals; if they are all creative,
self-motivated individuals; if they are able to work well
individually, yet come together equably in decision-
making; if they are all highly committed to the success of
local government and their roles in it, then the
"laissez-faire" style of leadership may be sufficient to
produce desired results. In fact, however, such conditions
are very rarely found in all members of a group. When this
is the case, the passive, freedom-giving style may not
provide sufficient leadership to result in goal
accomplishment.
Every local official stands to benefit by analyzing her/his
style of leader behavior against the criteria provided by
these basic models. It is also helpful to identify the
style (and from there, the motivation) of those with whom
they interact on the board, in committees, etc. It is clear
that leaders who are positive in their approach, using the
Assertive style, expect the best from others, are the most
apt to find success in influencing others to the greatest
good of local government. If a leader is either too
dominating or projects no expectations at all, the results
are usually negative. When the more rewarding, productive
Assertive style is used, both leader and members are
allowed to grow as individuals and to contribute
significantly to the whole experience of the group.2)
IV. Task Or People Orientation
Another aspect of leader behavior closely allied to
leadership style is the leader's orientation either to
"task" or "people." Authoritarian, aggressive leadership
behavior is typically more concerned with getting the task
completed, on time and in detail, than with the human
aspects which are involved. On the other hand, the more
democratic, assertive leader is group-oriented and
concerned with the people and their relationships. This
leader reinforces members' capabilities and helps them work
through group or individual needs or concerns. While the
task- oriented leader may achieve a high output of work
from the group, this leader is apt to develop low morale
through coercion and a general "high-handedness." Such high
output is often of short duration, due to the repressive
style of the leader. In the long-run, this style causes
damage to the organization through the resulting high
turnover among employees.
The people-oriented leader tends to develop high morale,
and when effective at facilitating group goals and
directions will also produce a high output. Output will be
lessened, however, if the people-oriented leader is not a
competent facilitator and allows the group to "wander" in
purpose and decision-making.
To relate the "task" or "people" orientation Do the
previous discussion of style, it is easy to see that the
"task" oriented leader is identified with the Aggressive
style, while the assertive leader is "people" oriented.
When a people-oriented leader is a poor facilitator, not
providing adequate strength of leadership, she/he could
then be identified with the "laissez-faire" leader
described earlier.
Management studies have repeatedly shown that effective
leaders find a balance between the extremes of "task" and
"people" orientations. This balance gets the job done,
sensitive to the human needs and relationships involved in
the particular group. As the needs, the situation, the
leaders and the members change, the balance will also need
to change from time to time to maintain appropriate leader
behavior. (This "balance" is shown as the "Mixed Style" on
the evaluation tool included in Appendix B.)3)
V. Goal and Role Expectations
Research and observed practice in the leadership area
indicates another element which contributes to the success
or failure of a leader. Successful leaders are able to make
goal and role expectations very clear for themselves and
their group members. They make their goals evident, as well
as how they expect to accomplish them They also help the
group understand its own sense of goals and roles for the
leader, and how it expects she/he to accomplish them. When
this is done, the "boundaries" are established. If either
the group or leader deviates too far, it will be noticed
and can be discussed and adjusted. If there is significant
contradiction between roles and goals as seen by leaders
and members, it is easily noted and can be discussed and
adjusted.
Much conflict and mistrust between people is caused by
differing expectations. This is true in personal
relationships, in public meetings and in the range of human
activities. The public official will find it advantageous
to be open in describing what is intended in his/her role,
and how it is intended to be carried out in dealing with
the board and with the public. Even a general picture of
intentions (goals) and expected behavior (roles) from the
board will help keep communication open and an atmosphere
of productive compatibility.
For example, incumbents and newly elected officials can use
goal and role expectations advantageously Constituents
affected by these new leaders can also benefit. Before
proposing an individual for an important role, discuss the
behavioral characteristics needed What skills and behavior
do we want from that person and what results do we hope to
gain?
The next step is to acquaint the candidate with the
behavioral role and goal expectation of constituents and
peers The candidate who feels he/she can work within that
cluster of expectations would be a valid candidate for the
position. (Note: this agreeability doesn't have to be a
"perfect fit," by any means. It is important that the
expectations of the group match the candidate's own value
system and role/goal perceptions so that she/he can make
progress in the role.) The final step in this process is
for the candidate to discuss his/her role and goal
expectations. In this way, incumbents, peers and others can
be certain there is understanding and a reasonable degree
of acceptance.
This optimum use of role/goal expectations is not always
possible. The process cannot normally be used in local
governmental elections. There may be times, however, when
a candidate can be sought to meet a need or particular
situation. When a vacancy must be filled, there is usually
enough time available to attempt a compatible "match" The
steps described previously could be used to some extent in
a mutual "screening" process. If it further verified the
candidate's potential, and if he/she is willing to run, the
actual declaration of candidacy could follow.
The process described here can be valuable for hiring staff
people to run the office, also It is a good way to
communicate about the job, what it involves, and the
behavior and skills everyone agrees are needed to get it
done. Some level of mutual understanding based on openly
discussed expectations leads to compatible relations and
success in fulfilling the role.
While any leader can develop new, more effective behaviors,
it may be somewhat difficult for some people. In those
cases, it might be better for the leader to change his/her
expectations of others instead of changing his/her style If
the leader changes the "interaction environment" through
adjusting key expectations, the attempts to change her/his
behavior may not be necessary. This may be done by
delegating certain responsibilities to others, developing
a stronger committee system, using an advisory council,
changing or restructuring certain procedures. The leader
must look at the situation and, (a) determine where a
change in expectations of the group can alter the
interaction environment, so as to, (b) allow the conditions
necessary to goal fulfillment in a manner compatible with
the leader's own style.4)
VI. Interaction Skills For Leaders
Leadership or the ability to influence others can be viewed
as a composite of learnable skills by whose use the efforts
of individuals and sub-groups are coalesced and enabled to
work amenably toward common goals. The use of these skills
varies with needs of particular situations at different
times. A leader must be able and willing to use such
behaviors as the following:
To accept and clarify another's feelings without threat.
A high, unflappable threat level is a valuable
characteristic for a leader. If a leader is easily
threatened, group members will become conflictive or
frustrated with the leader, either of which will inhibit
the group's accomplishment of purposes.
To aid the group's insights into its feelings and
attitudes.
A leader must be able to see the broad picture of what is
occurring in the group and relate it back to the group for
total understanding
To relate emotions or feelings to the demands of the
present situation.
When an issue becomes emotional, people tend to get off on
their own concerns, irrespective of their relevance. The
leader needs to see these forays as they develop, and lead
the offenders back on target.
To state all sides of a controversy fairly.
It is improper for the leader to allow or present only the
side of a controversy which reflects his/her own views.
Whether or not she/he agrees with various views, it is
necessary to bring them all out for group understanding and
discussion.
To summarize group discussion.
It is important that the leader sees the whole picture,
ties up loose ends, and brings themes or issues together if
a succinct, integrated manner.
To bring a group to a point for decision-making without
threat.
This is an extension of the above behavior carried to
conclusion after a prolonged meeting or discussion
To recognize and interpret forces operating in the group.
An effective leader has all antennae working at all times!
He/she must be easily verbal and constantly and fairly
interpret the group back to itself
To sense and be ready to act on the development of tension.
Again, great sensitivity and awareness of each group member
is necessary.
To be aware of the body language and other signals used by
members.
To coordinate the questions and steps the group must
consider in its decision-making.
Using the broad view, restate in a way both accurate and
satisfying to the group.
To recognize and accept conflict as a normal part of group
interaction.
A wise leader knows that issue-oriented conflict can be
beneficial to a group, while "personality" conflict can
destroy a group.
To encourage others to gain experience in, and learn skills
of leadership.
Good leaders who put the needs of the group before their
personal needs will always encourage the development of new
leadership.
Public officials who recognize and accept the value these
skills and learn to use them in their leadership roles,
will find themselves increasingly able to influence others
in ways that will aid in developing truly effective local
government.5)
VII. The Role of the Group Member
Often, people want to run for supervisor or treasurer, or
some other perceived "influential" role so that they may
have and use power over others. Certainly, such roles allow
opportunities for using influence (or power); but roles not
designated a "leader" include those opportunities, too.
Strong, supportive group members who are good communicators
can be as influential as those in designated leader roles.
Leaders cannot do it all alone. They need the verbal and
emotional support of their group members.
Support is needed from fellow officials, staff and others
who are in agreement with their positions. Without that
support, many potential and proven leaders have faded into
obscurity, to everyone's loss. On the other hand, it is not
unusual to find citizens who exert definite, long-lasting
influence on local government without ever seeking a formal
leadership role. Influence, then, can be exercised through
the use of good communication skills, whether or not
formalized leadership roles are involved.
The ideal role of the group member is one of positive
support for the chosen leader, whenever the member can
honestly agree with the stand he/she takes. When a member
cannot agree with the leader, disagreement should be
expressed openly with rationale provided as the basis for
the disagreement. Group members who use influence
negatively through verbal "sniping" at the leader do
everyone a disservice, including themselves. They can
better influence the group to a differing view by
presenting verified information, or recognized successful
experience, rather than using negative emotions in a
collusion against the leaders.
Roles of "leader" and "supporter" interchange many times in
a typical meeting, as was suggested early in this bulletin.
The chairperson may relinquish his/her leader role many
times in the ebb and flow of continued discussions. The
role of leader switches hands naturally as group discussion
flows back and forth Group interaction and results would
suffer if such unplanned "leading" did not occur in the
meeting
A contributing, committed member of a board will be able to
influence others He/she will be able to lead without
needing the formal role designation of leader Knowing this,
members can concentrate their efforts on making
contributions to the group without worrying about proper
labels. This also makes it easier for those leaving office.
They know that they can still continue to hold a valued
role in their local governmental affairs, if they choose
to.
In the leader role, the skills of facilitation and
coordination are most used In the supporter role, skills of
reinforcement and compromise are seen more frequently. You
need to determine which skills you are best with and either
hold to using those, in their appropriate roles, or be
willing to practice learning the remaining skills until you
can practice them as well.6)
VIII. Conclusion
The ability to influence others has many facets. The
quality called "leadership" is not static and unchangeable,
but depends on a multitude of particular abilities,
circumstances, needs and individuals. Leadership, then, is
a fluid state in which individuals emerge at times with
certain skills to meet certain situations and help people
solve their problems. At times, people who find they can
function effectively as leaders may continue in various
dominant roles. Others choose not to continue in roles of
prominence, but prefer to return to the group member role.
People generally respond most favorably to a
democratically-oriented leadership style rather than a
controlling, autocratic style. Effective leaders work
toward accomplishing group goals and are still sensitive to
human needs and interactions of individuals in the group
Effective leaders are effective communicators They are open
and clear as they as they deal with their group members,
and listen attentively and respond appropriately Leaders
who successfully influence others are careful to clarify
mutual goal and role expectations before committing
themselves to working at length with a particular group,
assuming time and circumstances allow such pre-planning.
The old saying, "It isn't what you do, it's how you
do it," was never truer than in the arena of behavior
called "leadership" A successful leader truly leads and
doesn't push. Such a leader asks, rather than tells;
expects cooperation and intelligence from members; shows
basic respect for others; is willing to learn from others
and admit to mistakes. An effective leader is confident
without being egotistical; is strong without needing to
dominate; knows that persuasion is a more honest and
effective way to succeed with people than is force or
manipulation.
Being willing to look seriously inward at your own manner
of "leadership" is the first necessary step in attempting
to become more effective as a local policy maker. We don't
have to "grow like Topsy." We can change behavior,
expectations and the environment around us to the point
that we emerge as more effective individuals. Surely, every
really dedicated local official has a sincere commitment to
the best possible fulfillment of his/her role. It is well
worth the self-examination and discipline needed to make
changes and grow.
And remember to look behind you from time to time as you
attempt to become a real leaders because a leader is
someone with followers!
SUGGESTED FURTHER READINGS
Warren Bennis, Changing Organizations, McGraw- Hill Book
Co.
Amitai Etzioni. Complex Organizations. The Free Press.
Thomas Harris. I'm Ok- You're 0k: A Practical Guide to
Transactional Analysis, Harper and Row.
Chris Argyris. Interpersonal Competence and Organizational
Effectiveness. Dosey Press and Richard D. Irwin, Inc.
V.H. Vroom Leadership and Decision-Making University of
Pittsburgh Press.
Douglas McGregor, Leadership and Motivation. MIT Press.
Paul Hersey and Kenneth Blanchard. Management of
Organizational Behavior. Prentice-Hall, Inc.
L.B. Hart. Moving Up!: Women and Leadership. AMACOM.
Peter Drucker. The Practice of Management. Harped and Row.
Abraham Maslow Toward a Psychology of Being Van Nostrand
Co., Inc.
FOOTNOTES
1) Refer to " The Angry Clerk," Appendix A, for practice in
working with this style.
2) Refer to " The Citizen complaint," Appendix A.
3) Refer to "T-P Leadership Questionnaire," Appendix B.
4) Refer to "Wanted: A Treasurer!," Appendix C.
5) Refer to "Evaluating Leadership Skills," Appendix D.
6) Refer to "The Chairperson's dilemma," Appendix E
APPENDICES
THE ANGRY CLERK Instructions: Read the following case and
think about the questions below.
Harry is the supervisor in his township. He is skilled in
dealing with people and is very democratic in the way he
conducts board meetings. Most of the board members respond
appreciatively to his organizational style because he is
task-oriented in a practical way, yet is respectful of them
as people. He encourages their involvement in
decision-making and, in general, treats them as capable
people who are able to make contributions to the board.
However, there is one fly in the ointment! Helen, the
clerk, thinks Harry is a poor leader. She is from the "old
school," as she will tell anyone who will listen, and feels
that a good supervisor shouldn't waste time in asking
people what should be done. He should know what should be
done and just tell them and get on with it! "He does the
same thing with the taxpayers when they come in with
complaints," she says, "rather than just setting them
straight!" Many others in the township know of Helen's
back-stabbing of Harry and feel it is becoming a real
problem
Group Task
1. In terms of three styles of leader behavior just
discussed, identify
a. Harry's style.,
b.Helen's style. Tell why you identified them as you did.
2. Describe how Harry, behaving as described above, should
handle the growing problem posed by Helen's attitude. Think
in specifics: what should he do? Should he:
a. talk to Helen privately?
b. discuss his style in general terms at aboard meeting,
explaining his philosophy of leadership?
c. get another board member who supports his leadership
style to talk to Helen?
d. ignore the whole thing?
e. other options?
3. If you wanted to use the Assertive style as described in
this module, how would you handle the problem with Helen?
Appendix A -2.
Case Study
THE CITIZEN COMPLAINT
Since moving to his present location, Dick and his family
have spent many hours fixing up the old house, which they
had purchased very cheaply. Now it is finished, it looks
great, and they are very proud of their work, They didn't
have much to spend. but with family effort now have a
comfortable home.
Yesterday, however. Dick had a real shock. The new tax
assessment came and was double last year's bill. Dick is
really angry about this and is going to the township
supervisor to protest, He feels they cannot afford to pay
such a bill, He is also angry because he feels there is
just no incentive for self -improvement efforts if one is
going to be "penalized" this way!
Dick feels he absolutely must make the supervisor see the
unfairness of this assessment. He intends to confront him
using his forceful personality. He doesn't care if the
supervisor knows he is angry and expects him to lower this
unfair bill!
Glen has been a supervisor and assessor for 20 years in the
township. He grew up there and knows everybody from all the
old families and rarely has any problems with them. They
understand each other. His problems come with people who
move in from other places, and don't understand how things
work, like this fellow Dick, who is coming in today. He
sounded really upset on the phone, but Glen will try to
joke him out of his anger. Usually that works for him with
people who give him problems. If he can't joke them out of
their anger, sometimes he has to remind them that most of
the tax laws and decisions come down from the State anyway.
It's really not his fault if citizens don't like them!
Generally, he is able to get rid of the worst problem
situations using these behaviors.
Instructions
1. Do you think Glen handles problems in a way that shows
good leadership? Why? Why not?
2. How could Glen handle this problem using the Assertive
leadership style? Be very specific in answering this
question, referring to your material on the Assertive
behavior and style.
This questionnaire is very effective in determining the
extent to which a leader is "task" or "people" oriented.
Pay close attention to the directions. They sound
confusing, but are structured this way purposely to prevent
guessing how one "should" respond. Careful scoring will
result in a profile which gives valuable information.
T-P LEADERSHIP QUESTIONNAIRE
The following items describe aspects of leadership
behavior. Respond to each item according to the way you
would most likely act if you were the leader of a work
group. Circle whether you would most likely behave in the
described way: (A) always, (F) frequently, (O)
occasionally, (S) seldom, or (N) never.
A F O S N 1. I would most likely act as the spokesperson of
the group.
A F O S N 2. I would encourage overtime work.
A F O S N 3. I would allow members complete freedom in
their work.
A F O S N 4. I would encourage the use of uniform
procedures.
A F O S N 5. I would permit the members to use their own
judgment in solving problems.
A F O S N 6. I would stress being ahead of competing groups
A F O S N 7. I would speak as a representative of the
group.
A F O S N 8. I would needle members for greater effort.
A F O S N 9. I would try out my ideas in the group.
A F O S N 10. I would let the members do their work the way
they think best.
A F O S N 11. I would be working hard for a promotion.
A F O S N 12. I would tolerate postponement and
uncertainty.
A F O S N 13. I would speak for the group if there were
visitors present.
A F O S N 14. I would keep the work moving at a rapid pace.
A F O S N 15. I would turn the members loose on a job and
let them go to it.
A F O S N 16. I would settle conflicts when they occur in
the group.
A F O S N 17. I would get swamped by details.
A F O S N 18. I would represent the group at outside
meetings.
A F O S N 19. I would be reluctant to allow the members any
freedom of action.
A F O S N 20. I would decide what should be done and how it
should be done.
A F O S N 21. I would push for increased production.
A F O S N 22. I would let some members have authority which
I could keep.
A F O S N 23. Things would usually turn out as I had
predicted.
A F O S N 24. I would allow the group a high degree of
initiative.
A F O S N 25. I would assign group members to particular
tasks.
A F O S N 26. I would be willing to make changes.
A F O S N 21. I would ask the members to work harder.
A F O S N 28. I would trust the group members to exercise
good judgment.
A F O S N 29. I would schedule the work to be done.
A F O S N 30. I would refuse to explain my actions.
A F O S N 31. I would persuade others that my ideas are to
their advantage
A F O S N 32. I would permit the group to set its own pace
A F O S N 33. I would urge the group to beat its previous
record.
A F O S N 34. I would act without consulting the group.
A F O S N 35. I would ask that group members follow
standard rules and regulations.
Scoring Directions
1. Circle the following numbers on the questionnaire: 8,
12, 17, 18, 19, 30, 34, and 35.
2. Write the number 1 in front of the circled item number
if you responded 5 (seldom) or N (never) to that item.
3. Also write a number 1 in front of item numbers not
circled if you responded A (always) or F (frequently).
4. Circle the number 1's which you have written in front
of the following items: 3, 5, 8, 10, 15, 18, 19, 22, 24,
26, 28, 30, 32, 34, and 35.
5. Count the circled number 1's. This is your score for
concern for people. Record the score in the blank
following the letter P at the end of the questionnaire.
6. Count the uncircled number 1's. This is your score for
concern for task. Record this number in the blank
following the letter T.
T-P LEADERSHIP STYLE PROFILE Directions:
To determine your style of leadership, mark your score on
the concern for task dimension (T) on the left-hand arrow
below. Next, move to the right-hand arrow and mark your
score on the concern for people dimension (P). Draw a
straight line that intersects the P and T scores. The
point at which that line crosses the shared leadership
arrow indicates your score on that dimension.
Shared Leadership Results from Balancing Concern for Task
and Concern for People
Highly Mixed Style
Aggressive (Shared) Highly Assertive
Leadership Leadership) Leadership
High productivity Concern for effect- High morale
(May have low ing tasks as well (May have low pro-
morale if leader- as considering ductivity unless
ship is repressive peoples' needs in leadership is
and places staff in group; high pro- effective at
competitive ductivity and high group goals and
positions) morale direction)
OVERALL EFFECTIVENESS OF LEADERSHIP
Most leaders will find their greatest effectiveness in the
mixed style, which combines enough authority to get the job
done, plus the group oriented behavior of the more
democratic style. What do your results say about your own
particular style? Could you begin to learn some new ways of
dealing with people, which might increase your success in
leadership roles?
WANTED: A TREASURER!
Your board has a problem. The treasurer just quit in the
middle of his term. He had initiated many new ideas on
bookkeeping practices, handling the bills and dealing with
the complaints on tax matters. Some board members and some
citizens felt his ideas were extremely creative and much
needed to get local government "up to date." However, other
officials and some of your constituents did not like his
new methods and were very vocal about their feelings. In
fact, there had been so much conflict over the treasurer's
role and his goals that it climaxed at the recent board
meeting, which ended with his resignation. Now the board
must find someone else to finish his term.
Please review the previous section on "Role and Goal
Expectations" and determine how you could use the process
described there. From beginning to ending, what are the
steps you (and your board) might take to insure a better
"fit" with the next treasurer?
EVALUATING LEADERSHIP SKILLS
What are my best developed leadership skills?
The following checklist contains a group of basic and
necessary skills needed by effective leaders. It is
valuable to check your skills against this list
periodically to measure growth, as well as to discover
areas that still need work. Ask someone who observes you
often in leadership roles to score you on this list from
time to time.
Directions
Place a circle around the response which best expresses
your view of your present leadership skills, as listed
below.
An Evaluation of Leadership Skills
As a group leader, I possess and I use the ability to:
1. Set an atmosphere which is warm, positive and inclusive
of all group members
Nearly
Always Often Sometimes Rarely Never
2. Accept and clarify another's feelings without personal
threat.
Nearly
Always Often Sometimes Rarely Never
3. Aid the group's insight into its feelings and
attitudes.
Nearly
Always Often Sometimes Rarely Never
4. Relate emotions/feelings to the demands of the present
situation
Nearly
Always Often Sometimes Rarely Never
5. Recognize and interpret forces operating in a group.
Nearly
Always Often Sometimes Rarely Never
6. Recognize and articulate themes noticed in discussion
Nearly
Always Often Sometimes Rarely Never
7. Sense the development of tension.
Nearly
Always Often Sometimes Rarely Never
8. Keep a balance in discussions encouraging quiet or shy
members while discouraging dominance of other members.
Nearly
Always Often Sometimes Rarely Never
9. Be sensitive to when it is time to move the group on
to avoid stalemate or negative kinds of conflict.
Nearly
Always Often Sometimes Rarely Never
10. Recognize the potential values in conflict over
issues, the negative effects of conflict over
personalities.
Nearly
Always Often Sometimes Rarely Never
11. State all sides of a controversy fairly and
objectively.
Nearly
Always Often Sometimes Rarely Never
12. Coordinate the steps and questions the grout needs to
consider in order to reach a decision.
Nearly
Always Often Sometimes Rarely Never
13. Bring the group to a point of decision with minimum
threat to any individual or group.
Nearly
Always Often Sometimes Rarely Never
14. Collect the thinking of the group and restate it for
group acceptance and action.
Nearly
Always Often Sometimes Rarely Never
15. Summarize group discussion.
Nearly
Always Often Sometimes Rarely Never
16. Remember to facilitate, encourage and interpret, not
to use my position to expound or impose my own views and
attitudes.
Nearly
Always Often Sometimes Rarely Never
17. Develop a viable process of consensus decision making
and to allow the necessary time for its use.
Nearly
Always Often Sometimes Rarely Never
18. Concentrate meeting times on goal and task
fulfillment, rather than on "housekeeping" chores.
Nearly
Always Often Sometimes Rarely Never
19. Encourage others to gain the skills and experience
which develops their leadership abilities.
Nearly
Always Often Sometimes Rarely Never
20. Step down from the leader role when this is
appropriate without resentment or ego loss.
Nearly
Always Often Sometimes Rarely Never
When you are finished, mark your score as follows:
NEARLY ALWAYS = 4 points
OFTEN = 3 points
SOMETIMES = 2 points
RARELY = 1 point
NEVER = 0 points
A perfect score is 80 points.
If your score is between:
0 and 30- find someone else to lead your groups!
31 and 50- consider using experienced, skilled leaders to
help you develop your skills.
51 and 60- you're doing pretty well. Continue to get
feedback on your skills and don't be threatened by
positive criticism.
61 and 70- you're a skilled, effective leader. Keep your
own sensitivities keen and help others to develop theirs.
71 and 80- please run for President of our country-we
need you!
After you have scored yourself, consider having others
evaluate your skills to help you know how you come across
to others as a leader.
Appendix E
THE CHAIRPERSON'S DILEMMA
The chairperson of the planning commission has been having
increasing problems in the last several meetings. Some of
the commission members get together with some community
influentials before their meetings and discuss issues they
are concerned with. Then those members form a group against
the chairperson during the meetings. Sometimes they make
good points, but too often they are just negative to any
ideas different from their own. The chairperson is upset,
angry and frustrated by their behavior. He knows some other
commission members don't approve of the behavior of that
particular group, but they don't do anything about it.
Please review the previous discussion about the role of the
supportive member in a group. Then turn back to the
discussion on the Assertive style and think through how you
could use the Assertive style in becoming a supportive,
influential member who would help the chairperson and the
whole commission.
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