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Different Hats- Different Leadership Behaviors

In life, we take on a multitude of roles. At this moment in life in particular I have many. I am an Academic Advisor for students at Embry-Riddle Aeronautical University, I am a trainer for volunteers who want to become a Court Appointed Special Advocate, I am a husband to my partner, and confidant to my friends. Reflecting on the different roles that I play, I notice that they can all be viewed through the lens of directive and supportive behaviors as described in Leadership: Theory and Practice (Northouse, 2016). Here, I reflect on the leadership behaviors that I use in the first two. In some circumstances, behaviors that lean towards a directive one-way communication meant to provide “structure, control, and supervis[ion],” are necessary; in other circumstances, behaviors that are supportive or two-way meant to “praise, listen, and facilitate” could be more or less important (Blanchard, 2008). 

Academic Advisor: High Supportive, Low Directive

In the role of Academic Advisor, I provide information, explore options and alternatives, and support students as they navigate their academic careers. There are very few times when I tell a student exactly what to do. These few times would look like me providing them instructions for how to submit a course withdrawal form, locate their required text for a class, or review a course syllabus. This role is one that requires a high level of supportive behaviors, but a low to moderate level of directive behaviors. 

Training Facilitator: High Supportive, High Directive

In the role of CASA Pre-Service Training Facilitator, I provide training to volunteers through a training curriculum. As a trainer, I facilitate dialogue, and direct volunteers to complete required tasks like background screening, completing court observation, and the requisite documentation. A CASA volunteer has a large impact on decisions that shape the future of a child, so their training is intense by design and has many parts to it. As the facilitator, it is my role to ensure that everyone is meeting expectations and progressing through the training appropriately. This position also requires a high level of emotional resiliency as it involves working with children who have experienced abuse and neglect. As such, I need to support, encourage, and bolster the confidence of trainees often. This role requires both high supportive and high directive behaviors. 

Reflection

While I stand by my assessments above about the average level of directive and supportive behaviors that these roles require, the exact amount of each may change depending on the circumstances. Blanchard tells us that what style is best to use is a “function of the degree of difficulty of the task, and... the degree of competence and commitment” the individual has to accomplish the task without assistance (2008, p. 19). As I mentioned, each role has unique facets that require more or less directive behaviors, while it seems that both require a high degree of supportive behaviors. In any given training class, there may be a few students who require more direction.




Image from: https://pixy.org/89028/


References

Blanchard, K. (2008). Situational leadership: Adapt your style to their development level. Leadership Excellence, (25)5, 19.

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Sage Publishing.

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