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Section 6:
Leadership and Recognition
UMass Amherst Leadership Structure
Below you will see a diagram of the leadership structure of UMass Amherst as well as how Residence Life is a part of the overall governance.
Leadership Models
There are many models of leadership that provide guides as to how to be the best leader you can be in addition to giving an overview of leadership development. Some individuals are born leaders while others have the ability to be great, but will need to go through more development to meet their potential. Below you will find 3 different models that discuss different ways to be a leader as well as different perspectives that leaders may be coming from developmentally.
Situational Leadership Model Dr. Kenneth Blanchard and
Paul Hersey
• First introduced in 1969 by Dr. Kenneth Blanchard
and Paul Hersey
• The term can be applied generically to a style of leadership, but it
also refers to a recognized and widely used model.
• A situational leader is one who can adopt different leadership styles
depending on the situation.
- There is no best leadership style
- The leadership style used with a new employee or student leader would
be different that the style used with an experienced employee or
student leader
• The model allows you to analyze the needs of
the situation at hand, and then choose the most appropriate leadership
style.
• Blanchard and Hersey characterized leadership style in terms of the
amount of direction (task) and support (relationship) that the leader
gives to his/her group or team. It is illustrated in a 4-square grid.
Blanchard and Heresy note that effective leaders will be able to
move around the grid according to the situation.
- Directing (Telling) – leaders define the
roles and tasks of the group, and supervise them closely. Decisions
are made by the leader and announced, so communication is largely one-way.
- Coaching (Selling) – leaders still define roles and tasks,
but seek ideas and suggestions from the group. Decisions remain with
the leader, but communication is more two-way.
- Supporting (Participating) – Leaders involve the group/team
in decisions. The leader facilitates and takes part in decisions, but
control is with the group or collective.
- Delegating – Leaders are involved in decisions and problem
solving, but control is with the group. The group decides when and
how the leader will be involved.
• The leadership style will also depend on the
people in the group/team. Blanchard and Hersey include the development
level of the group/team members. A leader’s style should be driven
by the competence and commitment of the follower. They developed four
levels. Development levels are also situational. The leadership style
(S1-S4) of the leader must match the development level (D1-D4) of the
group/employee/team member.
- D4 – High Competence/High Commitment – Experienced
at the job/task, and comfortable with their own ability to do it well.
May even
be more skilled than the leader.
- D3 – High Competence/Variable Commitment – Experienced
and capable, but may lack the confidence to go to it alone, or the
motivation to do it well or quickly.
- D2 – Some Competence/Low Commitment – May have some relevant
skills, but won’t be able to do the job without some help. The
task or the situation may be new to them.
- D1 – Low Competence/Low Commitment – Generally lacking
(or inexperienced with) the specific skills required for the job/task
at hand, and generally lacks the confidence and/or motivation to tackle
it.
The Social Change Model of Leadership Development
Primary
Goals of the Model
To enhance student learning and development;
more specifically to develop in each student participant greater:
- Self-knowledge: understanding of one’s talents, values
and interests, especially as they relate to the student’s
capacity to provide effective leadership
- Leadership competence:
the capacity to mobilize oneself and others to serve and to
work collaboratively
To facilitate positive social
change at the institution or in the community. That is, to undertake
actions which will help the institution/community
to function more effectively and humanly. Basic Premises of Leadership
- It is inclusive;
designed to enhance the development of all participants and to
actively engage those who wish to contribute.
- Leadership is viewed
as a process rather than as a position.
- Leadership is value-based;
promoting the values of equity, social justice, self-knowledge,
personal empowerment, collaboration,
citizenship,
and service
- Leadership happens by making meaning
of life experiences…learning
by doing.
The “7 C’s” of leadership development
for social change
| Consciousness of self |
Being aware of the beliefs, values, and emotions
that motivate one to take action |
| Congruence |
Thinking, feeling, and behaving with consistence,
genuineness, authenticity, and honesty toward others. Personal
congruence and congruence of self are interdependent |
| Commitment |
The psychic energy that motivates the
individual to serve and that drives the collective effort.
Commitment implies passion, intensity, and duration for the
group and its vision. |
| Collaboration |
To work with others in a common effort.
It constitutes the cornerstone value of the group leadership
effort because it empowers self and others through trust.
Group effectiveness is multiplied by capitalizing on the
multiple talents and perspectives of each group member and
on the power of that diversity to generate creative solutions
and actions. |
| Common Purpose |
To work with shared aims and values. It
is best achieved when all members of the group share in the
vision and participate actively in articulating the purpose
and goals of the leadership development activity. |
| Controversy with Civility |
It is important to recognize in any group
effort: that differences in viewpoints are inevitable, and
that such differences must be aired openly but with civility.
Civility implies respect for others, a willingness to hear
each other’s views, and the exercise of restraint in
criticizing the views and actions of others. Controversy/conflict/confrontation
can often lead to new, creative solutions especially when
it occurs in an atmosphere of civility, collaboration, and
common purpose. |
| Citizenship |
The process whereby the individual and
the collaborative group become responsibly connected to the
community and the society. To be a good citizen is to work
for positive change on behalf of others and the community.
It recognizes that the common purpose of the group must incorporate
a sense of concern for the rights and welfare of all those
who might be affected by the group’s efforts. |
CHANGE gives meaning and purpose
to the 7 C’s. Change is the ultimate goal of the creative process
of leadership—to make a better world and society for self and others.
Adapted
by Tania D. Mitchell from: A social change model of leadership development:
Guidebook version III. (1996) Los Angeles: Higher Education Research
Institute.
Relational Leadership Model
The
relational leadership model involves a focus on five primary
components.
Leadership Component |
Knowing
(Knowledge and Understanding of…) |
Being
(Belief that…) |
Doing
(Skills in…) |
INCLUSIVE
of people and diverse points of view. |
• Self and others
•
Citizenship
•
Frames and multiple realities
•
World views
•
Organizational cultures
|
• Differences in people are valuable
•
Fairness and equality
are important in the treatment of all people
•
Everyone can make
a difference
•
Need to conceptualize groups and organizations
as web-like in structure
|
• Developing talent
• Listening
• Building coalitions
• Framing/re-framing
• Engaging in civil discourse |
EMPOWERING
of others who are involved. |
• Power
• Empowerment
•
Impact of power on policies and procedures
•
Self-esteem
|
• Everyone has something to offer
•
Concern for the growth and
development of others is necessary and important
•
Contributions
of others are to be solicited and valued
•
Power, information,
and decision making are to be shared willingly
|
• Gate-keeping
• Sharing information
• Learning at individual levels
• Encouraging or affirming others
• Building capacity of others
• Promoting self-leadership
• Practicing renewal |
PURPOSEFUL
means having an individual commitment to a goal or activity. It
is also the ability to collaborate and find common ground with
others to establish a common purpose, vision, and action. |
• Change process and models
•
Role of mission/vision
|
• An attitude that is hopeful, positive, and optimistic helps
everyone
•
Individuals, groups, and organizations can improve
•
Individuals,
groups, and organizations can make a difference
|
• Identifying goals
• Envisioning
• Making meaning
• Thinking creatively
• Involving others in the vision-building process |
ETHICAL
driven by values and standards and leadership which is “good” or
moral in nature. |
• Development of values
•
Influence of systems on justice and
care
•
Models of valuing of
self and others
•
Ethical decision making
|
• Socially responsible behavior is to be encouraged in all
people
•
Character
development happens through participation in groups and organizations
•
High
standards of behavior for each person helps everyone
•
Actions
which benefit others are preferred over actions which are pursued
for self gain
|
• Behaving congruently
• Trusting others and being trustworthy
• Being reliable and responsible
• Acting courageously
• Identifying issues as needing an ethical decision
• Confronting inappropriate behaviors in others |
PROCESS-ORIENTED
How the group goes about being a group, remaining a group, and
accomplishing the group’s purposes |
• Community
•
Group process
•
Relational aspects of leadership
•
Systems perspective
|
• Process is an important as outcome
•
Effort of a high quality
is to be encouraged
•
Good things happen when people trust the
process
|
• Collaboration
• Reflecting
• Making meaning
• Challenging
• Engaging in civil confrontation
• Learning
• Giving and receiving feedback |
*adapted by Tania D. Mitchell from: Komives, S.R.,
Lucas, N., & McMarhon, T.R. (1998). A new way of understanding
leadership. Exploring leadership: For college students who want
to make a difference (pp. 70-72). San Francisco: Jossey-Bass.
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