201.01.03 Leadership Styles and Approaches

PRIMARY LEADERSHIP COURSE MASTER LESSON PLAN
1. PERFORMANCE OBJECTIVE: PO 201
2. ENABLING OBJECTIVE: EO 201.01.03
3. PERFORMANCE: Apply leadership styles and approaches.
4. CONDITIONS:
a. Given: (1) classroom;

(2) references; and
(3) assistance.
b. Denied: nil.
c. Environment: under all conditions.
5. STANDARD: IAW refs the trainee will describe situational leadership approaches and
apply the proper leadership approach for a given situation.
6. TEACHING POINTS:
1. The Authoritative approach;
2. The Participative approach;
3. The Free Rein/Permissive approach;
3. Types of Behaviour
a. Task (ref MOB ch 8 pg 173)

b. Relationship (ref MOB ch 8 pg 173)
4. Situational Leadership
a. Leadership Style (ref MOB ch 5 pg 117-120 and ch 8 pg 173-191)

b. Leadership Style 1 (ref MOB ch 8)
c. Leadership Style 2
d. Leadership Style 3
e. Leadership Style 4
Apr 02 EO 201.01.03 Leadership Styles and Approaches 1/26
Readiness Levels (ref MOB ch 8 pg 175-191)
a. Readiness Level 1
b. Readiness Level 2
c. Readiness Level 3
d. Readiness Level 4
5. Selecting Appropriate Styles
7. TIME: Three periods.
8. METHOD: Lecture/discussion/classroom exercise.
9. REFERENCES:
a. A-PD-005-001/PT-000 Management of Organizational Behaviour Chap 8; and Ch

5 pg 117-120;
b. A-PD-131-001/PT-001 Leadership Vol 1, Junior Leaders Manual Chap 4; and
c. A-PD-131-002/PT-001 Leadership Vol 2, The Professional Officer Chap 3
10. TRAINING AIDS:
a. Reference material;
b. Visual aids (PowerPoint & chart); and
d. Attachments at end of lesson. (case study with DS solution, homework – matching

with DS solution – this can be done in class)
11. LEARNING AIDS: Reference material.
12. TEST DETAILS: the material covered in this EO will be assessed in PC 201, Part 1.
13. REMARKS:
a. Trainees are to read refs prior to class; and

b. Last period will be used to conduct a classroom exercise.
EO 201.01.03
APPLY LEADERSHIP STYLES AND APPROACHES Slide 1 on

**** PERIOD 1 ****
INTRODUCTION
EDUCATIONAL OBJECTIVE
During one of the previous lessons we discussed the concept of

followership including the qualities and traits of followers and leaders and
mentioned that leadership approaches may vary depending on a given
situation. Leadership involves a relationship with followers that is intellectual,
emotional, technical and ethical. For this reason it is necessary to consider
certain features of philosophy, behavioural science and the direct experience
of military and civilian authors to cover the subject comprehensively.
In this lesson we will discuss types of leadership approaches and their

appropriate applications. By the end of this lesson you will be able to
correctly identify the appropriate style and approach of leadership required for
given situations.
WHY
Leadership is not an exact science. It is situationally based. A leader

who fits their approach to the situation at hand will receive a satisfactory
response from their followers, while the leader who adopts an approach that is
inappropriate will cause undesirable reactions among them. In order to
accomplish your missions, you will need to know how to adapt your
leadership style to various situations.
WHERE
You will have the opportunity to use this knowledge throughout your
military career as you progress through leadership roles.
APPROACH
This lesson will be conducted in 5 stages:
STAGE 1: Leadership approaches and applications;
STAGE 2: Types of Behaviour;
STAGE 3: Situational Leadership styles and readiness levels;

STAGE 4: Selecting appropriate styles;
STAGE 5: Exercise/homework
CONTROL STATEMENT
During this lecture I expect maximum class participation. If you have

any questions or comments as we progress through the lesson raise your hand.
When I ask a question, raise your hand. No class answers will be tolerated.
There will be no end of lesson test, however questions will be asked on PC
201, Part 1.
BODY
STAGE 1
INTRODUCTION
The Air Force defines leadership as the art of influencing and directing
people to accomplish the mission. This definition highlights two fundamental
elements of leadership: the mission, goal or tasks to be accomplished and the
people who accomplish it - those followers we discussed in EO 201.01.02.
There are many approaches to leadership. These are essentially techniques, a
manner which a leader consciously adopts towards his followers with a view
to motivating them toward the accomplishment of a mission. It is however, a
good deal more than a pose or a pretense. Approaches to leadership vary with
the situation as, for example, in the marked difference between the crisp
delivery of a leader’s orders on the parade square and the sympathetic manner
with which they interview a member who finds themself in some personal
difficulty. Situational factors govern the approach chosen.
The effective leader will choose their approach in accordance with their
own personality, the characteristics and needs of their follows and the
demands of the situation. In this stage we will explain the model of situational
leadership found in the manual The Professional Officer.
QTC: What are the leadership approaches detailed in the Professional Slide 2 on
Officer?
ANS: Authoritative
Participative
Permissive/Free Rein (used interchangeably).
Let’s talk about the Authoritative Approach:
TP 1 – THE AUTHORITATIVE APPROACH
QTC: In your own words, describe the authoritative approach. Slide 3 on
ANS: The authoritative approach is generally characterized by the

leader communicating orders to their followers when there is
neither time nor opportunity for them to receive more than
limited feedback.
In this approach the leader determines all policies, dictates activities

step by step without giving their followers any idea as to “the big picture”,
assigns all tasks, does not participate in the group except to demonstrate
and motivate individuals by praising or shaming and does not offer
encouragement or criticism to the group as a whole.
In some situations you will need to use the Authoritative Approach,

motivating your followers by applying sanctions and restrictions, rewards and
punishments.
QTC: What situations would require such an authoritative leadership Slide 4 on

approach?
ANS: a. when there is extreme danger;

when there is little time;
when large numbers of followers are involved;
when it is necessary to cultivate mental alertness and
immediate obedience, i.e. drill, combat.
The authoritative approach is vital in these types of situations, however it

is completely ineffective in situations which deal with the training or
development of subordinates.
TP 2 - PARTICIPATIVE LEADERSHIP APPROACH
QTC: In your own words, describe the Participative Leadership Approach. Slide 5 on
ANS: The participative approach is more interpersonal. The leader relies

less on the authority vested in them and more on their personal
resources. The leader is more closely involved with their followers: Slide 6 on
asking and answering questions;

counselling;
winning their trust and confidence; and
encouraging them through difficult phases
and developing their leadership potential.
The participative approach is appropriate to two large aspects of a

leader’s function:
The “developmental” aspect, in which the leader (generally in the
training role) is concerned with improving the skills and knowledge of his
followers. In this setting, interaction between leader and follower is mainly on
an intellectual plane. The leader assumes the role of educator and developer.
Here, the need for interpersonal communication is evident and is markedly
different from the one way direction of communication which is characteristic
of the delivery of an authoritative command.
The second broad aspect of the participative approach, the persuasive

aspect, is required when the leader must arouse the emotions and the
strengthen the will of his followers. Here the leader encourages, persuades,
inspires his men as the occasion demands. It is obvious; of course, that in the
training setting the leader encourages and persuades them to meet the
required standard of skill and knowledge. What is meant in this other aspect
is his behavior toward his followers when they are terribly fatigued, but must
press on, or when some particular effort is required, far in excess of the usual
demands made on them, for example Churchill awakened a nation with a call
for “Blood, sweat, toil and tears”. Instance after instance exists in history
where the leader has inspired his followers to superhuman effort in just this
fashion.
When a leader adopts the participative approach, they place themselves

in a challenging position where there is need for them to employ all their
skills in dealing with fellow human beings. The leader exercises the resources
of their learning and personality, interacting with their followers rather than
commanding them and developing a warm relationship with the follower in
order to inspire them to achieve the aim (promises, recognition and
gratification).
QTC: What situations would require the use of the Participative Leadership Slide 7 on
Approach?
ANS: a. when there is a rapid turn-over of personnel;

b. when dealing with the particularly naïve or ambitious follower;
c. under hardship and personal difficulty; and
d. interviewing and counselling.
So now, we have talked about two different leadership approaches. Can

anyone remember which one is left?
TP 3 – PERMISSIVE / FREE REIN LEADERSHIP APPROACH
QTC: Describe the permissive/free-rein approach. Slide 8 on
ANS: This is a temporary withdrawal of the leader’s influence. People

have freedom to do their job without anyone looking over their
shoulder. In the service, the free rein approach to leadership is
appropriate only in circumstances.
QTC: What situations would require the use of the Free Rein Leadership Slide 9 on
approach?
ANS: This approach is appropriate when followers are:

a. technically expert;
b. well motivated;
c. aware of and meeting standards; and
d. more knowledgeable about their function than the leader.
Here the leader holds a “free-rein”, as if he were riding a well trained

horse, but he is, nevertheless, master of the situation and should any
disrupting factor threaten the activities of the followers, he must be
particularly alert to tighten the reins quickly and see the difficulty resolved at
once. The difficulty of the leader in reasserting his influence, once it has
been withdrawn, presents a serious disadvantage to the free-rein approach,
however.
It is easy for human beings to become complacent, and under the free-
rein approach to leadership, both leaders and followers may fail to anticipate
emerging difficulties.
QTC: Are there any questions?
CONFIRMATION STAGE 1
REVIEW
In this stage we have discussed the model of leadership described in the

manual The Professional Officer and the situations in which it is appropriate
to apply them.

Slide 10
QTC: Name the three leadership approaches described in the leadership on
manual, The Professional Officer.
ANS: authoritative;
participative; and
permissive/ free rein.
STAGE 2
INTRODUCTION

In the remainder of this class we will again be discussing ways to "lead"
based upon the three elements of leadership - leader/follower/situation. This
model is called situational leadership and was first put forth by Paul Hersey
and Kenneth Blanchard in ---------. You will see how the approaches
discussed in Stage 1 (authoritative, participative and permissive) are also
present in the Hersey/Blanchard model, but are given different names. Let’s
begin by discussing the two general types of behaviour associated with
leaders and what this entails.
TP 4 - TYPES OF BEHAVIOUR
Slide 11
QTC: There are two types of behaviour associated with leaders. Does on
anyone know what they are called?
ANS: - task behaviour

- relationship behaviour
TASK BEHAVIOUR
Slide 12
QTC: Define task behaviour. on
ANS: Task behaviour is defined as the extent to which the leader

engages in spelling out the duties and responsibilities of an
individual or group.
The leader accomplishes this by telling people what to do, how to do it,
when to do it, where to do it and who is to do it.
An example of a high amount of task behaviour might be the last time

that you asked someone for directions. The person was probably very precise
and clear about telling you what streets to take and what turns to make. You
were told where to start and where to finish. It is important to notice that
being direct does not mean being nasty or short-tempered. The person
helping you might have been very pleasant toward you, but the actions and
statements were aimed at completing the task - that of helping you find your
way. Task behaviour is characterized by one-way communication from the
leader to the follower. The leader is not so much concerned with the
follower's feelings, as with how to help him achieve his goal.
RELATIONSHIP BEHAVIOUR
Slide 13
QTC: Define relationship behaviour. on
ANS: Relationship behaviour is defined as the extent to which the
leader engages in two-way or multi-way communication. The
behaviours include listening, facilitating and supportive
behaviours.
An example of a high amount of relationship behaviour might be when

you reach an impasse with an assignment. You basically know how to do the
assignment, but you need some encouragement to get you over the hump.
The listening, encouraging, and the facilitating a leader does here is
relationship behaviour.
Task behaviour and relationship behaviour are separate and distinct

dimensions.
REVIEW
In this stage we looked at the two types of behaviour which leaders

engage in.
Slide 14
QTC: Define Task Behaviour. on
ANS: Task behaviour is defined as the extent to which the leader

engages in spelling out the duties and responsibilities of an
individual or group.
Slide 15
QTC: Define Relationship Behaviour. on
ANS: Relationship behaviour is defined as the extent to which the

leader engages in two-way or multi-way communication.
STAGE 3
INTRODUCTION

No one leadership style is effective for all situations. Now that we
understand the two types of behaviours, let us see how they affect our choice
of leadership style.
NTI: Use the leadership graph to explain each leadership style.

Show the axes plotting task and relationship behaviour and
demonstrate each quadrant (style) separately, one at a time.
TP 5 – SITUATIONAL LEADERSHIP
Hersey and Blanchard describe four different leadership styles, as

opposed to the three put forth in the Professional Officer.
LEADER BEHAVIOUR
Notice that task behaviour is plotted from low to high on the horizontal
axis, while the relationship behaviour is plotted from low to high on the
vertical axis.
Slide 16
QTC: What are the leadership styles authored by Hersey and on
Blanchard?
ANS: Telling – style 1 (AUTHORITATIVE)

Selling – style 2 (PARTICIPATIVE
Participating - style 3 (PARTICIPATIVE)
Delegating - style 4 (FREE REIN)
Each one has its own characteristics. Let's take a look at each. in turn. Slide 17
on
LEADERSHIP STYLE 1 (S1)
Highly directive behaviour, with leader made decisions.
HIGH TASK - is characterized by above-average amounts of task behaviour

of telling, guiding, directing, and establishing the what, who, when, where,
and how to do.
LOW RELATIONSHIP - characterized by little or any positive support,

communication or feedback.
.
This is also known as the "Telling" style.
Leader provides directions and encouragement for a person who is

developing, however, here the leader made decisions include dialogue and
explanation which is not present in style S1.
HIGH TASK - characterized by above average amounts of telling, guiding,

directing and establishing the applicable parameter of what etc.to do
HIGH RELATIONSHIP - also characterized by above average amounts of

selling, explaining, clarifying, persuading, coaching, and positive
reinforcement.
This is also known as the "Selling" style.
Leader provides encouragement and encourages discussion. Decisions are

both leader and follower-made, or follower made with encouragement from
the leader.
LOW TASK - is characterized by little if any amounts of telling, guiding,

directing and establishing the applicable parameters of what etc to do.
HIGH RELATIONSHIP - characterized by large amounts of support,

encouragement, collaborating, positive reinforcement for those involved who
know the methods of achieving the task well but are reluctant to do them
entirely on their own.
This is also known as the "Participating" style.
The leader provides a low amount of two-way communication.

Decisions are follower made.
LOW TASK – Characterized by below average amounts of telling, guiding,

directing, and establishing the parameters of what etc to do.
LOW RELATIONSHIP - characterized by below-average amounts of

support, encouragement, collaborating, positive reinforcement for those
involved who know the methods of achieving the tasks well and are
motivated to achieve their own goals. In addition to delegating, leaders are
observing and monitoring.
This is also known as the "Delegating" style.
Hersey and Blanchard maintained that having an understanding of the

different leadership styles, although necessary, is not enough. We need to
match the appropriate leadership style to the readiness level of the
subordinate. In other words, the Hersey/Blanchard model is essentially a
follower concept of leadership.
NTI: As you go through this part of the lesson, point out on the chart
how styles and readiness levels go hand in hand, R1 with S1, R2 with S2
and so on.
READINESS LEVELS
Therefore, the next step in situational leadership is to compare the task

we want performed with the capability and willingness of the individual to
accomplish the task. We will now look at how the readiness level of
followers relates to each leadership style. First, however, we have to define Slide 18
readiness. on
QTC: What is the definition of readiness?
ANS: Readiness is the extent to which a follower has the ability

and willingness to accomplish a specific task.
All persons tend to be more or less ready in relation to a specific task,

function or objective that a leader is attempting to accomplish through their
efforts. Thus an aircraft technician may be very responsible in completing the
maintenance on an aircraft (able and willing) but very casual about
completing the paper work necessary to complete the task (able but unwilling)
As a result, it is appropriate for the supervisor to leave the tech alone in terms
of performing maintenance, but to supervise closely in terms of paper work
until the person will complete the paperwork correctly by themselves.
READINESS COMPONENTS
Slide 19
The two major components of readiness are ability and willingness. on
QTC: What is meant by ability?
ANS: The knowledge, experience, and skill that an individual or

group brings to a particular task or activity.
Ability has to do with knowledge and demonstrated skill. Individuals

who have high job readiness in a particular area have the knowledge, skill and
experience to perform certain tasks without direction from others. It is
essential to focus on the specific outcome desired and to consider the ability of Slide 20
the followers in light of that outcome. on
QTC: What is meant by willingness?
ANS: The extent to which an individual or group has the

confidence, commitment, and motivation to accomplish a
specific task.
Willingness has to do with confidence and commitment. Individuals
who have a high psychological readiness in a particular area think that
responsibility is important and have self-confidence and good feelings about
themselves in completing the assigned tasks. They do not need extensive
encouragement to get things done.
Sometimes, it isn't so much that people are unwilling; it's just that
they've never done the specific task before. Perhaps they don't have any
experience with it, so they're insecure or afraid. Generally, if it is an issue of
never having done something, the problem is insecurity. The term unwilling
might be most appropriate when, for one reason or another, the individuals
have slipped, or lost some of their commitment and motivation.
Even though the concepts of ability and willingness are different, it is

important to remember that a significant change in one will affect the other.
READINESS LEVELS
Readiness levels are the different combinations of ability and

willingness that people bring to a task.
Slide 21
Hersey and Blanchard break a follower's readiness into 4 levels. on
QTC: Does anyone know what they may be?

ANS: - readiness level 1
- readiness level 2
- readiness level 3 Slide 22
- readiness level 4 on
READINESS LEVEL 1 (R1)(unable/unwilling or unable /insecure)
a. Unable and Unwilling. The follower is unable or lacks

commitment and motivation; or
b. Unable and Insecure. The follower is unable and lacks

confidence.
For example a recruit. Slide 23

on
READINESS LEVEL 2 (R2) (unable/willing or unable/confident)
a. Unable but willing. The follower lacks ability but is

motivated and making an effort; or
b. Unable but Confident. The follower lacks ability but is

confident as long as the leader is there to provide guidance. Slide 24
on
For example a QL3 Private.
READINESS LEVEL 3 (R3)(able/unwilling or able/insecure)
a. Able but unwilling. The follower has the ability to perform the
task but is not willing to use that ability; or
b. Able but insecure. The follower has the ability to perform the
task but is insecure or apprehensive about doing it alone. Slide 25
on
For example a person newly trained on a piece of equipment.
READINESS LEVEL 4 (R4)(able/willing or able/confident)
a. Able and willing. The follower has the ability to perform

and is committed; or

b. Able and confident. The follower has the ability to perform
and is confident about doing it.
For example an individual who as performed the same tasks

successfully on many occasions.
The important thing to remember with the lower levels of readiness (R1,
R2) is that the leader is providing the direction (the what, where, when and
how). Therefore, the decisions are leader directed.
At the higher levels of readiness (R3, R4), followers become

responsible for task direction, and the decisions are follower directed.
Sometimes the transition from leader directed to self-directed results in
apprehension or insecurity.

REVIEW
In this stage we have covered the types of leadership styles and the
readiness levels of followers. Slide 26
on
QTC: What leadership style is associated with high task/high

relationship behaviour? Slide 27
on
ANS: Leadership Style 2.
QTC: What is the other name for Leadership Style 4? Slide 28

on
ANS: Delegating.
QTC: Readiness level three is defined as able but unwilling or able but
__________? Slide 29
on
ANS: Insecure.
QTC: Unable but confident identifies what level of readiness?
ANS: Readiness Level 2 (R2)

**** PERIOD 3 ****
STAGE 4
INTRODUCTION
Now that we have determined Hersey/Blanchard’s four styles and the

four readiness levels applicable to situational leadership, let us discuss how to
select the appropriate style for a given situation.
TP 6 – SELECTING APPROPRIATE STYLES
In using situational leadership, it is useful to keep in mind that there is

no one “best way" to influence others. Rather, any leader behaviour may be
more or less effective depending on the readiness level of the person you are
attempting to influence. It is the idea that the leader should help followers Slide 30
grow in readiness as far as they are able and willing to go. on
QTC: How would you match readiness levels with leadership styles?
ANS: readiness level 1 with leadership style 1

readiness level 2 with leadership style 2
MATCH READINESS LEVEL 1 WITH LEADERSHIP STYLE 1
For a follower at readiness level 1 for a specific task, it is appropriate to

provide high amounts of guidance, but little supportive behaviour. This is
consistent with using leadership style 1, telling. The what, where, and the
how is specifically laid out to the follower and leaves very little room for
interpretation. This style is appropriate when an individual or group is low in
both ability and willingness and needs direction.
R1 – low (unable and unwilling or insecure)
S1 - telling (high task and low relationship behaviour)

The next level of readiness is readiness level 2. This is an individual or

group that is still unable, but they're trying. They're willing or confident. A
combination of high task and high relationship behaviour is appropriate in this
situation. Leadership Style 2 therefore matches up with Readiness Style 2.
This style is “selling”. The leader is not only providing guidance, but also
providing the opportunity for dialogue and for clarification, in order to help
the person to "buy in" psychologically to what the leader wants. The
difference between telling and selling is the explanation of why.
R2 - low to moderate (unable but willing or confident)
S2 - Selling (high task and relationship behaviour)
Readiness level 3 would include a person or group, who are able, but
perhaps they've just developed this ability and haven't had an opportunity to
gain confidence in doing it on their own or, conversely, an R3 person could
have lost motivation to complete a task, they therefore become unwilling. In
both situations, the appropriate leadership style would be high amounts of
two-way communication and supportive behaviour, but low amounts of
guidance. This style is “participating” as the leader’s role becomes one of
encouraging and communication.
R3 - moderate to high (able but unwilling or insecure)
S3 - Participating (high relationship, low task behaviour).
MATCH READINESS LEVEL 4 WITH LEADERSHIP LEVEL 4
Readiness level 4 is where an individual or group is both ready and

willing, or ready and confident. It is unnecessary to provide direction about
where, what, when, or how because the followers already know what is
required. Similarly, above average amounts of encouragement and supportive
behaviour aren't necessary because they are already confident, committed and
motivated. This style is “delegating”. Remember, that some relationship
behaviour is still required, but it tends to be less than average. It is still
appropriate to monitor the pulse of what's going on, but the followers must be
given the opportunity to take responsibility and implement the plan on their
own.
R4 - high readiness (able/competent/willing)
S4 - Delegating (low relationship, low task behaviour).
Remember; consider the readiness level of your follower on a task-by-

task basis.
REVIEW
In this stage we have covered how to select appropriate leadership styles by

matching them with follower readiness.
Slide 31
QTC: Are there any questions? on
QTC: In your own words explain when you would use Leadership Style
1 (telling).
ANS: For groups or individuals that are unable and unwilling or

unable and insecure.
STAGE 5
You are now going to break into groups and work through some case
studies.
NTI: Break the syndicate into two groups. Use the case studies
(Attachment A-1) at the end of this lesson. Give the students
a maximum of 20 minutes to work them out. Use the DS
solutions (Attachment A-2) at the end of this lesson to review
and discuss students’ solutions. Give out homework or do in
class, time permitting. (Attachment B-1). DS solution to
homework is Attachment B-2.
Once case studies are finished carry on with the summary and conclusion to Slide 32
this lesson. on
FINAL SUMMARY
In this lesson we have discussed:
- The Professional Officer model of situational leadership; Slide 33

(Authoritative, Participative, and Permissive/Fee Rein) on
- Types of behaviour;(Task and Relationship)
- The Hersey/Blanchard model of situational leadership
- Leadership Styles and Readiness levels; and
- The selection of appropriate styles.
QTC: Are there any questions on the entire lesson?
CONCLUSION
REVIEW
In this lesson we said that three basic elements, the leader, the follower,
and the situation affect the selection of a leadership style. Always remember
that each situation will require its own approach.
REMOTIVATION
As seen in previous lessons there are more than leadership styles to

influence the decision of a good leader. Keeping in mind the leader-follower-
situation concept and the information taught in this period you will be well on
your way to becoming a successful leader.
It is important to remember that good leadership will, in most part, be

based upon the personality of the leader, their followers and the situation that
confronts the leader. A leader who fits their approach to the situation will
receive a satisfactory response from their followers, while the leader who
adapts an approach that is inappropriate will cause undesirable reactions
among them. In order to accomplish the missions you will be tasked with, you
will need to know how to adapt your leadership style to fit various situations.

EO 201.01.03 CASE STUDIES
INSTRUCTIONS
You have been broken down into two work-groups within this syndicate, and each
group will proceed as follows:
1. You will select a group leader as you begin this exercise;
2. Three scenarios will be given to you encompassing work situations as well as the
supervisor reactions to a problem. You have 20 minutes to work out all 3 scenarios.
3. Keeping in mind the theory learned on the levels of readiness and the different styles
of leadership, you are required to review each scenario and for each you will:
(a) analyze the situation and the supervisor's reaction;
(b) determine what readiness level the subordinate is at;
(c) what leadership style the supervisor used (Hersey/Blanchard model); and
(d) determine if you agree or disagree with the supervisor’s actions and why.
4. Once completed we will review each scenario, one at a time, and your appointed
leader will brief the class on your assessment of the situation.
Attachment A-1 (1of 2)

Scenario #1:
Your newly assigned airman seems lost and confused. He appears not to understand
the task. Fortunately he has not given up.
Supervisor's action: Give him the structure and direction needed to succeed. While close
supervision is necessary, you also need to explain decisions, look for opportunities to
praise his progress, and begin involving him in the decision making process.
Scenario #2:
Cpl Jones has come to you for help. Since his recent promotion you have given him
a new job but he seems very confused with this new tasking. Fortunately he is still highly
motivated.
Supervisor's action: You take the time to patiently listen to his problems, and ensure that
you display empathy. Likewise you want to provide for a positive outcome so you let him
know that you have confidence in his abilities.
Scenario #3:
Your new subordinate comes to you frequently for advice. She is highly dedicated
and motivated. She will stand up for the tough issues after consulting you. You sincerely
believe she has the ability to become the best 2IC you ever had, if she would only have
confidence in her own abilities. She will be coming in to see you again this afternoon
about another problem she has handled before.
Supervisor's action: In order to save time and provide her the necessary background you
tell her exactly how to handle the problem.
Attachment A-1 (2 of 2)

EO 201.01.03 CASE STUDIES
DS SOLUTIONS
DEBRIEF FOR SCENARIO #1:
(Match) Allow the students to discuss how they evaluated this scenario and justified their
opinion. In the scenario, the airman appeared to be at Readiness Level 2, as indicated by
inability (does not understand the task); but the airman is still willing (almost but hasn't
given up yet) to attempt the task. The supervisor's actions appear to match the situation by
indicating a S2 style that provides high task (close supervision) and high relationship
(praise and involve).
(Under-supervision) Again, allow the students to discuss how they evaluated this
scenario. The scenario depicts a readiness level of 2, unable (seems confused), but willing
(highly motivated). The supervisor's response is one of under-supervision by not providing
the necessary task behaviour to clear up the confusion Cpl Jones is experiencing. This
response provides an abundance of relationship behaviour with low if any task behaviour,
and is indicative of S3 style of leadership, where an S2 was indicated.
(Over-supervision) Allow students to discuss how they would evaluate this scenario. This
scenario shows the supervisor's over-supervision (told her exactly how to handle the
situation) of a subordinate probably at a readiness level of 3 (dedicated, motivated but
lacks a little confidence). All the supervisor provided here was S1 style of leadership,
when an S3 was called for.
Attachment A-2 (1 of 1)

EO 201.01.03 HOMEWORK
Match the following terms with the appropriate definitions. Some terms may be used more
than once.
A. Readiness F. Readiness Level 1
B. Ability G. Readiness Level 2
C. Willingness H. Readiness Level 3
D. Task Behaviour I. Readiness Level 4
E. Relationship Behaviour
_____ 1. A follower who has the ability to perform a task and is confident and committed
to doing so.
_____ 2. A follower who lacks the ability to perform a task but continues to try as long as
the leader is present to monitor their activities.
_____ 3. A follower with the ability to perform a particular task, but apprehensive about
using that ability.
_____ 4. The knowledge, experience and skill that an individual or group brings to a
particular task or activity.
_____ 5. The extent to which an individual or group has the confidence, commitment, and
motivation to accomplish a specific task.
_____ 6. The extent to which a leader engages in spelling out the duties and
responsibilities for an individual or group.
_____ 7. The extent to which the leader engages in two-way or multi-way communication.
_____ 8. The extent to which a follower has the ability and willingness to accomplish a
specific task.
_____ 9. A follower who is unable to accomplish a particular task and also lacks the
commitment and motivation to try.
_____ 10. A follower who lacks the ability to perform a certain task but who is still
motivated to make an effort toward accomplishing the task.
Attachment B-1 (1 of 1)
EO 201.01.03 HOMEWORK – DS SOLUTION
Match the following terms with the appropriate definitions. Some terms may be used more

than once.
F. Readiness F. Readiness Level 1
G. Ability G. Readiness Level 2
H. Willingness H. Readiness Level 3
I. Task Behaviour I. Readiness Level 4
J. Relationship Behaviour
___I__ 1. A follower who has the ability to perform a task and is confident and committed
to doing so.
__G__ 2. A follower who lacks the ability to perform a task but continues to try as long as
the leader is present to monitor the subordinate’s activities.
__H___ 3. A follower with the ability to perform a particular task, but apprehensive about
using that ability.
___B__ 4. The knowledge, experience, and skill than an individual or group bring to a
particular task or activity.
___C__ 5. The extent to which an individual or group has the confidence, commitment,
and motivation to accomplish a specific task.
___D__ 6. The extent to which a leader engages in spelling out the duties and
responsibilities for an individual or group.
___E__ 7. The extent to which the leader engages in two-way or multi-way

communication.
___A__ 8. The extent to which a follower has the ability and willingness to accomplish a
specific task
___F__ 9. A follower who is unable to accomplish a particular task and also lacks the
commitment and motivation to try.
___G__ 10. A follower who lacks the ability to perform a certain task but who is still
motivated to make an effort toward accomplishing the task..
Attachment B-2 (1 of 1)

201.01.03 Leadership Styles and Approaches

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201.01.03 Leadership Styles and Approaches

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PRIMARY LEADERSHIP COURSE MASTER LESSON PLAN

1. PERFORMANCE OBJECTIVE: PO 201

2. ENABLING OBJECTIVE: EO 201.01.03

3. PERFORMANCE: Apply leadership styles and approaches.

a. Given: (1) classroom;

c. Environment: under all conditions.

1. The Authoritative approach;

2. The Participative approach;

3. The Free Rein/Permissive approach;

a. Task (ref MOB ch 8 pg 173)

a. Leadership Style (ref MOB ch 5 pg 117-120 and ch 8 pg 173-191)

5. Selecting Appropriate Styles

7. TIME: Three periods.

8. METHOD: Lecture/discussion/classroom exercise.

a. A-PD-005-001/PT-000 Management of Organizational Behaviour Chap 8; and Ch

b. A-PD-131-001/PT-001 Leadership Vol 1, Junior Leaders Manual Chap 4; and

c. A-PD-131-002/PT-001 Leadership Vol 2, The Professional Officer Chap 3

10. TRAINING AIDS:

b. Visual aids (PowerPoint & chart); and

d. Attachments at end of lesson. (case study with DS solution, homework – matching

11. LEARNING AIDS: Reference material.

a. Trainees are to read refs prior to class; and

APPLY LEADERSHIP STYLES AND APPROACHES Slide 1 on

During one of the previous lessons we discussed the concept of

In this lesson we will discuss types of leadership approaches and their

Leadership is not an exact science. It is situationally based. A leader

This lesson will be conducted in 5 stages:

STAGE 1: Leadership approaches and applications;

STAGE 2: Types of Behaviour;

STAGE 3: Situational Leadership styles and readiness levels;

During this lecture I expect maximum class participation. If you have

Let’s talk about the Authoritative Approach:

TP 1 – THE AUTHORITATIVE APPROACH

QTC: In your own words, describe the authoritative approach. Slide 3 on

ANS: The authoritative approach is generally characterized by the

In this approach the leader determines all policies, dictates activities

In some situations you will need to use the Authoritative Approach,

QTC: What situations would require such an authoritative leadership Slide 4 on

ANS: a. when there is extreme danger;

The authoritative approach is vital in these types of situations, however it

TP 2 - PARTICIPATIVE LEADERSHIP APPROACH

ANS: The participative approach is more interpersonal. The leader relies

asking and answering questions;

The participative approach is appropriate to two large aspects of a

The second broad aspect of the participative approach, the persuasive

When a leader adopts the participative approach, they place themselves

ANS: a. when there is a rapid turn-over of personnel;

So now, we have talked about two different leadership approaches. Can

TP 3 – PERMISSIVE / FREE REIN LEADERSHIP APPROACH

QTC: Describe the permissive/free-rein approach. Slide 8 on

ANS: This is a temporary withdrawal of the leader’s influence. People

ANS: This approach is appropriate when followers are:

Here the leader holds a “free-rein”, as if he were riding a well trained

QTC: Are there any questions?

In this stage we have discussed the model of leadership described in the

QTC: Are there any questions?

Apr 02 EO 201.01.03 Leadership Styles and Approaches 8/26

ANS: - task behaviour

ANS: Task behaviour is defined as the extent to which the leader

An example of a high amount of task behaviour might be the last time

An example of a high amount of relationship behaviour might be when

Task behaviour and relationship behaviour are separate and distinct

QTC: Are there any questions?

In this stage we looked at the two types of behaviour which leaders

PERIOD 3