• Tribal
• Pre-Classical
• Classical
• Progressive
• Post-Progressive

• Great Man Theory (1776-1900s)
• Trait Theory (1907-1948)
• Behavioral Theory (1950s-1960s)
• Situational Theory (1950s-1980s)
• Process Theory (1970s-present)

Leadership in the 1980s was defined as:

Leadership in the 1990s was defined as:

• leaders are born
• based on hereditary traits

• royalty
• wealthy
• political leaders

Tradition School of Thought of leaders according to the Great Man Theory focuses on:

• great leaders emerge during a great need
• great leaders are heroic

• gender
• height
• physical energy and appearance
• authoritarianism
• intelligence
• need for achievement
• need for power

• Some traits are more necessary for effective leadership
• Leaders differ from nonleaders in regard to traits

• intelligence
• self confidence
• determination 
• integrity
• sociability

• Achievement: 
• wish to take responsibility for finding solutions to problems
• master complex tasks
• set goals
• get feedback on level of success 
• Affiliation:
• desire to belong
• an enjoyment of teamwork
• a concern about interpersonal relationships
• a need to reduce uncertainty
• Power:
• drive to control and influence others
• a need to win arguments
• a need to persuade and prevail

• a high need for power
• a moderate need for achievement
• a low need for affiliation

1. Self-awareness: relates to being conscious about your emotions and how they affect your personal and professional life
2. Social awareness: relates to the ability to understand others
3. Self-management: relates to the ability to control disruptive emotions
4. Relationship management: relates to the ability to work well with others

• a concept derived from Positive Psychology
• focused on enhancing the positive aspects of life and not just trying to address the negative ones
• capitalizes on strengths

• All traits can be positive and useful in effective leadership.
• Capitalize on the strengths the person has and match the person to appropriate situation to use those traits.
• Focus on traits a person has and not traits the person does not

• leadership behaviors and not predisposed traits are associated with leadership
• leadership can be learned

• Some behaviors/skills are more necessary for effective leadership
• Leaders differ from nonleaders in regard to behavior/skills
• Behaviors/skills that continue to appear through research are tied to effective leadership include:
• technical skills
• human skills
• conceptual skills

• Different situations determine different kinds of leadership
• An effective leader adapts his/her style to the demands of different situations
• Situational Leadership Model has 2 dimensions:
• Task/Directive
• Relationship/Supportive

• High directive/low supportive
• define the roles of members and volunteers you supervised
• tell them what tasks to do and how, when, and where to do them
• initiate problem-solving and decision-making
• closely supervise activities

• High directive/high supportive
• provide a great deal of direction and lead with your own ideas
• listen to the members and volunteers you supervise and consider their feelings, ideas, and suggestions
• two-way communication with increased support, but still control decision-making

• Low directive/high supportive
• focus of day-to-day decision-making and problem solving shifts from leader to direct report
• provide recognition
• actively listen and facilitate problem solving and decision-making
• considered a "cheerleader"

• Low directive/low supportive
• provide minimal direction and support
• decision-making is delegated totally to the members and volunteers
• members and volunteers direct their own behavior and decide how tasks should be accomplished

1. Determine the nature of the situation.
2. Determine the competency level of the employees (subordinates).
3. Select a style that matches the need

• Inclusive: of people and diverse points-of-view; a sense of "we"
• Purpose: the ability to make a commitment and established a shared vision as a group
• Empowering: of others through personal interactions and creating an empowering environment
• Ethical: makes moral decisions
• Process-Oriented: the way the group establishes itself, goes about being a group, and how it accomplishes its purpose; intentional process; reflection

• Knowing: having knowledge and understanding of the principle
• Being: having attitudes and beliefs related to the principle
• Doing: acting in accordance with the principle

• intentional through social movements and advocacy
• reactionary like having to deal with environmental changes/disasters
• summation of many activities that appear unrelated that causes change to occur over time in which humans adapt

• inclusivity
• leadership as a process rather than a position
• promotes the values of equity, social justice, self-knowledge, personal empowerment, citizenship and service

• Conscious of Self: being aware of the values, emotions, attitudes, and beliefs that motivate one to take action, including how one understands others
• Congruence: thinking, feeling, and behaving with consistency, genuineness, authenticity and honesty toward others
• Commitment: links them to their values, makes others respect them, and motivates them to achieve their goals

• Collaboration: primary means of empowering others and self through trust
• Common Purpose: work with shared aims and values
• Controversy with Civility: recognizes that differences in viewpoints are inevitable and valuable, and that such differences must be aired openly but with civility

• Citizenship: the process whereby the self is responsibly connected to the environment and community

• internal-psychological: need for authority figures to replace our parents and caretakers
• internal-pragmatic: fills a practical need (pays the bills)
• internal-existential: fills a need of belonging

• external-uncertain, disorderly world: fills a need for security and certainty
• external-psychosocial: need to meet society's standards of achievement and grow self-esteem
• external-unfinished and unfinishable world: need to follow individuals who meet society's challenges

• detached from the organization and people he/she is leading
• only involved in the decision-making, future planning, and program executing
• seems to be mindless because their mind is only on themselves and obtaining others' approval

• lacks the will to sustain effective action within the organization
• lack of skill; careless; dense; distracted; slothful; sloppy
• unable to effectively act and react in times/situations of uncertainty and stress 
• unable to successfully communicate ideas, educate subordinates, or delegate authority to competent supporters

• will take personal responsibility for dependant's substandard performance and make no attempt to correct it for fear of hurting their feelings
• will take on more work/responsibility that is rightfully his/hers and then become angry with the amount of work that has been pushed on him/her
• she/he is a peacemaker who would rather cover up problems than face them, in an effort to balance the group's system

• has an intense fear of failure
• reluctant to deliver his/her best performance because it may not be up to standard and then result in failure
• unwilling to perform results in procrastination/stubborness/forgetfulness and outbursts of anger if a task is pushed upon him/her

• energetic, restless, constantly in motion, full of unfocused vigor 
• may give full focus on one project/topic and then jump to another for no apparent reason
• yearns for the spotlight; must be the center of attention to further manipulate those around him/her

• completely insecure about themselves and their skills 
• pathologically jealous of others
• convinced that others are trying to chip away at them, their performance, leadership, and achievements
• won't tolerate any level of criticism because they view it as a personal attack
• assumes there are hidden intentions behind every remark
• handles any individual harshly who attempts to exert control

• stiff; unyielding; unable/unwilling to adapt to new ideas, new information, or changing times
• convinced he/she is the only one who's right
• hates to entertain other opinions
• surrounds themselves with people who think the same way they do

• perfectionist who craves certainty and surety who makes decisions themselves
• can't/doesn't delegate
• will be initimately involved in every decision, big or small

• rigid; pursues perfection to an extreme; need for control of every aspect of their life
• angry, resentful, rebellious on the inside
• believes it wrong to express their true feelings
• repressed anger can be expressed in sudden and violent outbursts

• unable to abstain from overindulgences 
• excesses are often morally questionable and can be distractions/disruptive if they become public

• subservient; second-in-command; follows the leader and implements their desires
• wants approval from the boss and only cares about the boss's approval

• self-absorbed; deeply ambitious
• lacks self-esteem; feels inferior because they want more
• unable to recognize that others are able to perform to his/her standard

• lacks empathy and concern for followers; no desire to hear what they have to say
• tends to exceedingly harsh and inflexible
• arrogant, patronizing, unpleasant, abrasive, selfish, hot-tempered
• demands are unrealistic and delivered in an abusive manner
• enjoys the reputation of being harsh/abusive and pleasure in knowing followers fear him/her

• egotistical, yet charming
• maintains a competitive vision of winning at all costs
• good to those who are loyal and can help him/her win
• tends to build gangs of supporters
• ultimately risks destroying the morale of the organization

• motivated by power and greed
• lie, cheat, steal in order to fulfill need of power/money
• steps into unethical, immoral, and illegal realm; often deceitful

• separates themselves from the organization and followers 
• disregards the health/welfare of those not in the organization

• bitter and intensely angry at the world
• vehemently angry at others who outperform them
• invalidates others to validate themselves
• boast about contributions despite validity
• hurting others is the main goal
• prone to outbursts to make them seem powerful
• secretly a coward; will back down when seriously challenged

• brutality is physical
• commit atrocities
• use pain as an instrument of power

• Extrinsic Rationale
• tangible rewards
• public recognition
• competition with others
• Relational Rationale
• not wanting to let others down
• individual recognition
• acceptance by others
• Intrinsic Rationale
• learning something or being better at something
• competition with self
• leaving a legacy

1. Receiving Gifts
2. Physical Touch
3. Words of Affirmation
4. Acts of Service
5. Quality Time

What is the Social Learning Theory?

• Respecting autonomy: not unrestricted freedom, providing leaders and members freedom of choice
• Doing no harm: psychological and physical freedom from harm to others, refrain from harming others
• Benefiting others: good for the whole, growth of the group, promote what is good for the whole organization and others outside of the organization
• Being just: fairness and equality
• Being faithful: premised on relationships and trust, keep promises

1. Utilitarian 
2. Rule
3. Contract
4. Golden Rule
5. Care-taker
6. Publicity
7. Idol
8. Servant Leadership
9. Stakeholder

• being ethical but outcome is bad (unlucky)
• being unethical but outcome is good (lucky)

*often rewarded for the outcomes, not the processes

• don't care about their leaders
• aren't aware
• detached
• do nothing

• go along with the status quo (often when it is in their self interest)
• disengage
• are aware but do nothing

• invest a little to make an impact
• free agents
• care somewhat

• eager
• energetic
• engaged
• feel strongly one way or another about leaders
• act accordingly

• deeply devoted to their leaders or may want to oust their leaders
• all encompassing commitment

• helps to explain the quality of relationship between leader and follower as it is assumed that leaders don't interact with and distribute resources, time, energy, and attention to followers equally
• there is an in-group of followers with the leader and an out-group of followers with the leader

• individual attraction: people in group are connected to each other 
• group attraction: people in group have a favorable view of the group as whole

• a sense of community
• the group sticks together
• solidarity
• we-ness

• members' commit to the group goals
• members' belief in the capacity of the group

1. Forming
• group comes together and gets to know each other
• people are polite and let certain inappropriate behaviors slide
• "Honeymoon" stage
2. Storming
• group hits rocky waters by trying to create processes, normalcy, etc.
• Honeymoon stage comes to an end and conflict ensues
3. Norming
• group gets into routine
• solves problems and issues that arose during Storming
4. Performing
• group goes beyond routine
• gets into rhythm and synergy with each other

• Knowledge: expertise or information that you have aquired
• Skill: a practical ability learned or acquired through training and/or practice
• Resource: tangible item of value
• Network: people you are connected to