CHAPTER 4: LESSON SPECIFICATIONS
COURSE TITLE: SILVER STAR COURSE
CTS NUMBER:
ENABLING OBJECTIVE AND TEACHING POINTS
LEADERSHIP:
411.06
1.
PERFORMANCE — List the three styles of leadership.
2.
CONDITIONS:
a.
Given — pencil and paper.
b.
Denied — assistance from the instructor, classmates or
reference material.
A-CR-CCP-116/PC-001
TRAINING DETAILS
5.
TIME — two 30 minute periods.
6.
METHOD/APPROACH:
a.
lecture; and
b.
discussion.
7.
SUBSTANTIATION — This lesson provides a description of the
styles of leadership so that the course cadets may recognise each of
them and know when to apply them.
3.
STANDARD — The cadet must correctly list the three styles of
leadership without error.
8.
4.
a.
Army Army Cadet Reference Book (pages 11-17 to 11-23);
TEACHING POINTS:
REFERENCES —
4-37/4-54
a.
factors involved in a leadership situation;
b.
A-CR-CCP-910/PT-001 (chap 3, pages 3-1 to 3-14); and
b.
authoritative approach;
c.
Master Lesson Plan.
c.
participative approach;
9.
TRAINING AIDS — N/A
d.
free-rein approach;
10.
TEST DETAILS —
e.
conscientious leadership;
11.
REMARKS:
f.
ethical leadership;
g.
leader orientation; and
h.
leader as a manager.
The instructor must assume the role of group discussion
leader when discussing each of the case studies.
b.
An experienced officer best teaches this EO.
c.
It is important to draw suggestions and answers from the
quieter members of the class.
A-CR-CCP-120/PH-001
a.
A-CR-CCP-121/PT-001
You are a Sergeant, and the leader on a difficult hike. It’s getting
late. Your slowest hiker is Cadet J. You stop the group and direct
Cpl X to divide up the heavier contents of Cadet J’s pack to the
other team members. You ask Cadet J how he’s feeling, and
compliment him on the effort he has made so far, reminding him
that there is only a short distance to go. You send a small fast team
forward to get supper started at the bivouac site under the
leadership of a competent team member. Rain starts falling and
MCpl W criticizes your choice of action in front of the team.
What leadership decisions did you make? Which ones where
management decisions? What powers of command are available to
you?
EO 411.06: THREE STYLES OF LEADERSHIP
INTRODUCTION
A leadership style is the approach that a leader adopts in the interest of
getting the job done. Style is portrayed as a range of approaches based
on how much authority a leader exercises and how free team members
are to contribute to the situation. Leadership styles are adapted to the
personality of the individual leader and, as a result, you can get many
interpretations of the three styles of leadership. No one uses one style
all the time – leaders should change their approach depending on the
people involved and the situation.
The factors involved in the situation are virtually limitless, however
they usually are associated with:
a. the elements of perceived risk, actual danger, or emergency;
b. time considerations – due to schedule, identified risk, or other
conditions (e.g. amount of daylight left, approaching storm,
availability of a resource, etc.);
c. how confident and competent you are in the skills and
knowledge required by the task or challenge you are facing;
d. the competency, experience, morale and other factors
associated with the team and/or members of the team;
e. the opportunity for effective communication from the leader to
the team, and vice versa;
f. the complexity of a task; and
11-17
A-CR-CCP-121/PT-001
g.
the size and scope of the task (e.g. the number of people,
number of sub-tasks, number of levels of command, etc.).
Risk and fear – are two of the most powerful situational factors. A
leader needs to recognize both the signs of these factors as well as
estimate the results of them on the actions and reactions of the team.
Accepting and adapting for these factors will affect the leader’s choice
in leadership styles.
Confusion, fatigue, lethargy and boredom – are destructive mental
factors in morale and esprit de corps and will require the choice of a
more involved leadership style. Ignoring the signs of these when
choosing a style could be disastrous.
Type of organization – will affect your choice of styles as well. The
organization must be ready and able to accept a leadership style (e.g. a
group of recruits may not be able to handle a leadership style where
they have to make all decisions as a team). Also, Cadet Corps and
Summer Training Centres have a history of leadership style that team
members will have become accustomed to. These styles may be
appropriate or not, but you will have to be aware of this history in
order to introduce your style to the team.
THE AUTHORITATIVE STYLE
The authoritative style of leadership comes from a need to impose
order on a situation where the team or individuals would be unable (or
are unwilling) to impose the order themselves. The fundamental rule
with this approach is to use only as much direction as is required by
the situation. The situations where you could employ this style are:
a. situations of danger or emergencies;
b. when you require a high level of productivity from an
inexperienced team or individual;
c. where the task is important, time is limited, and the team will
be placed at risk if they are not successful;
d. passing on important orders or instructions;
e. significant feedback from the team is not required; or,
f. when you are not trying to teach members of the team.
Authoritative leadership is an important tool for leaders, but one that
can be abused by adopting it unnecessarily. It is for situations where
simplicity, speed are uniform action are required (e.g. in extreme
danger, when time is an over-riding factor, or when large numbers are
involved) and where the consequences of poor decisions are severe.
Drill commands are a good example of the basic authoritative style.
11-18
A-CR-CCP-121/PT-001
This style does not infer that communication is cut off from the team to
the leader. In fact the leader must work even harder to assess and
understand the attitudes and ideas of the team members. As with any
leadership style, the team must be ready and willing to accept
authoritative leadership – and they must trust that the leader is
adopting this style for the best interest of the team. Authoritative
leadership is perhaps the most difficult style to know when to use. It is
like your raincoat, you only put it on when it’s raining.
THE PARTICIPATIVE STYLE
The participative approach is a process of personal interaction between
a leader and team members. This style has two key elements:
a. the Persuasive element – by setting an example, the
persuasive leader encourages and inspires cadets to participate
in the assigned task; and
b. the Developmental element – this leader instructs, guides,
coaches and assists team members in an effort to develop their
skills and experience.
In this style the leader may still direct activity, but often with
significant feedback from the team as well as an emphasis placed on
personal initiative by the members. This approach is most common
when working with a new team, or a team that is in a learning situation
(especially complex skills or knowledge). A leader may also adopt the
participative style when a team seems unlikely to meet its goals, but
when the situation is not yet serious enough for the authoritative
approach.
The participative approach also enables leaders to demonstrate and
instruct behaviours and attitudes. This style is the best opportunity for
a leader to get to know their team and it requires a significant amount
of two-way communication. It is also helpful in building, or rebuilding
trust within a team.
11-19
A-CR-CCP-121/PT-001
THE FREE-REIN STYLE
The free-rein approach calls for the leader to temporarily withdraw
influence, giving the cadets the opportunity to work on their own. This
approach is most common with experienced teams carrying out routine
activities (e.g. setting up a bivouac site, cooking lunch, organizing for
parades, etc.).
The free-rein style greatly benefits self-motivated team members
looking for new responsibilities and challenges. Whether tasks are
assigned by the leader, or shared by team members, this approach
allows an opportunity for the leader to assess the development of
leadership skills of team members.
Leaders who adopt this approach do not abdicate their responsibilities
for safety or guiding the team towards shared goals. The most common
mistake made by leaders adopting this approach is to forget that they
are still the leader and may need to step in using another style if the
situation warrants it.
CONSCIENTIOUS LEADERSHIP
Cadets are volunteers who have joined a program to learn and
experience new things. They may have very different motivation and
goals from you, and one style of leadership that works for one cadet
may not work for another. Every cadet who joins has a right to be fully
involved in the program and every leader needs to remember that,
especially when faced with challenges in leadership.
11-20
A-CR-CCP-121/PT-001
Conscientious leadership is the willingness to put yourself in another’s
shoes, to be compassionate, and to accept another’s wellbeing as a
priority of your own. You can demonstrate this by;
a. seeing things from a team member’s point of view;
b. sharing your own experiences and being open and accessible;
c. listening;
d. coaching, motivating and helping;
e. keeping promises and following through with plans;
f. forgiving errors and not prejudicing;
g. not suprising people with bad news – give fair and clear
warnings, and make plans for improvement;
h. correcting mistakes with appropriate action; and
i. acknowledging contributions towards team morale and success
– especially from those whose contributions may be few.
Remember – conscientious leadership is an investment in your future .
ETHICAL LEADERSHIP
Ethics is about right and wrong, and doing the right thing. Any action,
or lack of action, that affects human beings involves ethics. The
principles of ethics are not connected to a particular religion, or
political affiliation, but to what we understand as the foundations of
Canadian society in general. The Canadian Charter of Rights and
Freedoms is a good example of the ethical structure of the Canadian
democratic system. The ethical principles of equality, fairness, mutual
respect and human rights are what make our society function.
As a leader in the Royal Canadian Army Cadets, you have a
responsibility to act within these ethical guidelines. An ‘ethical
dilemma’ occurs when:
a. you are unsure of the right thing to do;
b. two or more of your values may be in conflict, e.g. honesty vs.
loyalty; and/or,
c. harm (physical or emotional) may be caused , no matter what
you do.
To help solve an ethical dilemma:
a. consider your obligations and responsibilities as a leader;
b. consider all the options;
c. choose the best option that considers:
(1) the rules that exist;
(2) the consequences of your action/inaction;
(3) the values of conscientious leadership; and
(4) ethical values;
11-21
A-CR-CCP-121/PT-001
d.
e.
talk to others if you need advice or help; and then,
accept responsibility for your decision/action.
Remember: you are not required to follow an order you know is
unlawful, and you have a responsibility to speak out or act when you
see unethical behaviour.
LEADER ORIENTATION
Generally speaking, leaders tend to be ‘task-oriented’ (concerned with
accomplishing a task) or ‘relationship oriented’ (concerned with
developing and improving morale and team interaction). In Army
cadet training however, as we have discussed above, a leader should
not adopt a leadership style solely because of their own personal
orientation, but by understanding and developing the shared goals of
the team. Leaders select a style based on the factors effecting the
situation, balancing team goals and personal orientation. The end result
is that a leader will always start from a certain orientation, and the
situation will move them one way or another on the leadership style
spectrum.
For example, where conditions are favourable (e.g. good weather, low
risk, confident leader, cohesive and capable team, clear goal, etc.),
leaders will likely move towards the participative and then free rein
styles. When the situation contains risk, or other unfavourable
conditions, leaders will tend to move towards a participative and then
authoritative approach.
What this means to you is that once you understand your own
orientation as a leader, you can establish strategies to help you make
appropriate choices in leadership style. For example, if you know you
have an orientation to the free-rein style, and you know that would be a
dramatic switch for you to suddenly adopt an authoritative approach,
you may need to be more vigilant of upcoming risks and areas of stress
so that you can adopt a participative style sooner. In the same way, a
leader who is only comfortable in the authoritative role may have to
consciously remind themselves to give the team members more
opportunities to make decisions, even though the leader may only ever
reach a participative style.
LEADER AS MANAGER
A leader must learn to manage:
a. their time – e.g. be on time for tasks, do not get caught out after
dark in dangerous terrain, maintain a reasonable schedule, etc;
11-22
A-CR-CCP-121/PT-001
b.
c.
d.
team safety – safe environment, safe behaviour, safe activities
and acceptable risks;
their team – use the right people for the right job at the right
time; and
their equipment – get the right tool for the job in place on time,
keep kit in working order, clean and ready for use.
EO 411.07: PROCESS OF COMMUNICATION
INTRODUCTION
Leaders depend on effective communication to express direction and
ideas, and collect feedback. The game ‘Broken telephone’ is a good
model of the challenges of communication. A group sits in a circle and
whispers a detailed message from one person to the next – the last
person in the line usually ends up with a different version of the message
than the first person started with. Despite everyone's best effort, the
message changed because it was not completely understood as it passed
from person to person.
EFFECTIVE COMMUNICATION
Communication is a process of sharing information between two or more
people. The information and the method of sharing can range from
simple to complex. Effective communication occurs when:
a. the originator expresses what they intended; and
11-23
ROYAL CANADIAN ARMY CADETS
Star Program
Master Lesson Plan
SILVER STAR COURSE
PO: LEADERSHIP
ENABLING OBJECTIVE(S):
REFERENCE(S):
A.
B.
411.06: List the Three Styles of Leadership
A-CR-CCP-120/PH-001 Silver Star Course Training Plan; Chapter 4,
Pages 4-51 and 4-54.
A-CR-CCP-121/PT-001 Cadet Reference Book; Pages 11-17 to 11-23.
SUPPLEMENTARY REFERENCE(S): A-CR-CCP-910/PT-001 Leadership; Chapter 3, Pages 3-1
to 3-14
TRG AID(S):
A.
B.
STUDENT AID(S): A.
B.
METHOD:
OHP
OHP Slides
Silver Star Handbook
Pencil and notebook
Lecture and Discussion
REVIEW
I
EO 411.05:
TIME: 2 x 30 Minutes
TIME: 5 Minutes
DEFINE LEADERSHIP, MANAGEMENT AND COMMAND
1.
Define leadership.
2.
Define management.
3.
Define command.
4.
What is three-in-one?
INTRODUCTION
TIME: 2 Minutes
WHAT:
During this period of instruction cadets will learn the Three Styles of Leadership.
WHY:
As a leader, cadets will be faced with many circumstances requiring them to effectively
respond to a situation. A cadet will be a more effective leader if they select the correct
style of leadership to a specific problem or situation.
WHERE:
When placed in a leadership role at their corps or elsewhere, the cadet will be expected to
use the appropriate leadership style for the situation.
1/8
2006-05-04
BODY
I
STAGE 1:
INSTR NOTES
FACTORS THAT INFLUENCE LEADERSHIP
STYLE
1.
A Leadership Style: The approach that a leader will adopt
towards the cadets in the interest of getting the job done.
Depending on the situation there are three styles that are
commonly used. A good leader will always adapt themselves to
the situation, rather than hoping that the situation will adapt to
them.
2.
The factors involved in the situation are virtually limitless,
however they usually are associated with:
a.
the elements of perceived risk, actual danger, or
emergency;
b.
time considerations – due to schedule, identified risk, or
other conditions (e.g. amount of daylight left, approaching
storm, availability of a resource, etc.);
c.
how confident and competent you are in the skills and
knowledge required by the task or challenge you are
facing;
d.
the competency, experience, morale and other factors
associated with the team and/or members of the team;
e.
the opportunity for effective communication from the
leader to the team, and vice versa;
f.
the complexity of the task; and
g.
the size and scope of the task (e.g. the number of people,
number of sub-tasks, number of levels of command, etc.).
3.
Risk and fear – are two of the most powerful situational factors. A
leader needs to recognize the signs of these factors and be able to
estimate the results of them on the actions and reactions of the
team. Accepting and adapting for these factors will affect the
leader’s choice in leadership styles.
4.
Confusion, fatigue, lethargy and boredom – are destructive mental
factors in morale and esprit de corps and will require the choice of
a more involved leadership style. Ignoring the signs of these
when choosing a style could lead to an ineffective result.
2/8
TIME: 10 Minutes
OHP 1
5.
III
IV
Type of organization – will affect your choice of style as well.
The organization must be ready and able to accept a leadership
style. Also, style appropriate to weekly corps training will not
always be appropriate during for staff cadets at a summer training
centre or style on the parade square may not be appropriate for the
barracks.
CONFIRMATION STAGE 1
1.
Define leadership style.
2.
What are some of the factors that affect a leadership style?
3.
How do risk and fear affect the leadership style?
STAGE 2:
1.
THE THREE STYLES OF LEADERSHIP
Authoritative Approach: This style comes from a need to
impose order on a situation and cadets alike. This is Leadership
by directing:
a.
b.
c.
Advantages:
(i)
More productivity, more control and better
coordination of activities.
(ii)
Used in extreme danger, when time is an overriding factor, and when large numbers are
involved.
(iii)
Orders flow down the chain quickly and efficiently.
(iv)
Simplicity and speed are the key factors.
Disadvantages:
(i)
Leaves little room for leadership development.
(ii)
Communication does not flow upward to the leader
very easily.
(iii)
Commanding rather than leading.
(iv)
Does not encourage an open exchange of ideas.
Examples of situations:
(i)
Drill.
3/8
TIME: 12 Minutes
OHP 2
2.
When safety is a factor.
(iii)
When time is a factor.
OHP - 3
Participative Approach: This style of leadership deals primarily
with personal interaction between leaders and followers.
Leadership by encouraging.
a.
b.
c.
3.
(ii)
Advantages:
(i)
The Persuasive element: By setting an example,
the persuasive leader encourages and inspires
cadets to participate in the assigned task.
(ii)
The Developmental element: This leader guides
and assists by answering questions and being a
resource person.
(iii)
Cadets skills are improved.
Disadvantages:
(i)
May not be suitable for less experienced cadets.
(ii)
Requires confident and experienced leaders.
Examples of situations:
(i)
Complex technical information is involved.
(ii)
Human relations are a factor.
(iii)
When the aim is to train leaders.
(iv)
Attitudes and behaviors are the subject at hand.
Free-rein Approach: This approach calls for the leader to
temporarily withdraw influence, giving the cadets the opportunity
to work on their own. Leadership by delegating.
a.
b.
Advantages:
(i)
Utilizes well motivated cadets.
ii.
Cadet skills can be shared.
Disadvantages:
4/8
OHP - 4
c.
V
VI
(i)
Cadets may not see the “Big Picture.”
(ii)
Safety may be neglected or emergencies not
predicted.
Examples of Situations:
(i)
When time is not a factor.
(ii)
When a cadet has specialized skills.
CONFIRMATION STAGE 2
1.
What are the three types of leadership?
2.
What is an advantage and disadvantage of each?
3.
In what situation would you use each one?
STAGE 3:
1.
2.
CONSCIENTIOUS AND ETHICAL LEADERSHIP
Conscientious Leadership: The willingness to put yourself in
another’s shoes, to be compassionate, and to accept another’s well
being as a priority of your own. You can demonstrate this by:
a.
seeing things from a team member’s point of view;
b.
sharing your own experiences and being open and
accessible;
c.
listening;
d.
coaching, motivating and helping;
e.
keeping promises and following through with plans;
f.
forgiving errors and not prejudicing;
g.
not surprising people with bad news – give fair and clear
warnings, and make plans for improvement;
h.
correcting mistakes with appropriate action; and
i.
acknowledging contributions towards team morale and
success – especially from those whose contributions may
be few.
Ethical Leadership: Ethics is about right and wrong, and doing
the right thing. The ethical principles of equality, fairness, mutual
5/8
TIME: 10 Minutes
OHP 5
respect and human rights are what make our society function.
a.
b.
VII
VII
An ethical dilemma occurs when:
i.
you are unsure of the right thing to do;
ii.
two or more or your values may be in conflict, e.g.
honesty vs. loyalty; and/or
iii.
harm (physical or emotional) may be caused, no
matter what you do.
To help solve an ethical dilemma:
i.
consider your obligations and responsibilities as a
leader;
ii.
consider all the options;
iii.
talk to others if you need advice or help;
iv.
choose the best option that considers: the rules that
exist; the consequences of your action/inaction; the
values of conscientious leadership; and ethical
values; and
v.
accept responsibility for your decision/action.
CONFIRMATION STAGE 3
1.
What is conscientious leadership?
2.
What is ethical leadership?
3.
When might an ethical dilemma occur? What should you do to
resolve it?
STAGE 4:
1.
LEADERSHIP ORIENTATION AND LEADER AS
MANAGER
Leadership Orientation: Generally speaking, leaders tend to be
“task- oriented” (concerned with accomplishing a task) or
“relationship oriented” (concerned with developing and improving
morale and team interaction). Leaders select a style based on the
factors affecting the situation, balancing team goals and personal
orientation. For example, where conditions are favourable (e.g.
good weather, low risk, confident leader, cohesive and capable
team, clear goal, etc.), leaders will likely move towards the
participative and then free rein styles. When the situation contains
6/8
TIME: 8 Minutes
risk, or other unfavourable conditions, leaders will tend to move
towards a participative and then authoritative approach.
2.
VII
Leader as Manager: A leader must learn to manage:
a.
their time – e.g. be on time for tasks, do not get caught out
after dark in dangerous terrain, maintain a reasonable
schedule, etc;
b.
team safety – safe environment, safe behaviour, safe
activities and acceptable risks;
c.
their team – use the right people for the right job at the
right time; and
d.
their equipment – get the right tool for the job in place on
time, keep kit in working order, clean and ready to use.
CONFIRMATION STAGE 4
1.
Leaders are one of two things. What are they?
2.
How do situational circumstances affect the type of leadership
style you use?
3.
What things should leaders learn to manage?
PERFORMANCE CHECK
TIME: 11 Minutes
I
Cadets must list all three styles of leadership and give examples of situations best suited for
each.
1.
Divide class into two groups and appoint a team leader.
2.
Provide each group with one case scenario (ANNEX A or B).
3.
As individual groups, have the cadets read their scenario, decide which style of
leadership would be the most appropriate for the scenario and why.
4.
Have the team leader read the scenario to the class, informing the other group of their
choice of leadership style and why.
5.
If time permits, group discussion.
CONCLUSION
SUMMARY:
A.
TIME: 2 Minutes
During this period we have learned The Three Styles of Leadership:
7/8
REMOTIVATE:
1.
Authoritative
2.
Participative
3.
Free-rein
B.
Remember, good leaders will always adapt themselves to the situation,
rather than hoping that the situation will adapt to them.
A.
Comment on student progress.
B.
The subject material covered in this period will be utilized every time
cadets are placed in a leadership role.
C.
The next lesson will be to describe the process of communication.
8/8
How can I choose a style?
• Is there an emergency?
Any other dangers?
• What kind of time
considerations do I have?
• How competent am I to
do this?
• How competent are my
followers to do this?
• How well can I
communicate with
members of my team?
• How difficult or BIG is this
task?
411.06 – Silver Star
OHP - 1
Pros
Cons
(i) More productivity, more control and
better coordination of activities.
(i) Little communication.
(ii) Used in extreme danger, when
time is an over-riding factor, and
when large numbers are involved.
(ii) No room for Leadership
development.
(iii) Commanding rather than
leading.
(iii) Orders flow down the chain
quickly and efficiently.
(iv) Simplicity and speed are the
key factors.
411.06 – Silver Star
OHP - 2
Pros
Cons
(i) Emphasizes communication
between leader and follower.
(i) Cadets need to be more
confident and knowledgeable
than average
(ii) More persuasive in nature –
team building is a plus.
(ii) Not suitable for young cadets
(iii) More developmental in nature
– the leader is used as a
resource rather than absolute
director.
411.06 – Silver Star
OHP - 3
Pros
Cons
(i) Very effective when dealing
with motivated or senior
cadets.
(i) Cadets might not see the
big picture.
(ii) Skills can be shared
between the cadets.
(ii) Emergencies or potential
safety issues might not be
predicted.
(iii) The leader sometimes
forget to supervise in
these situations.
411.06 – Silver Star
OHP - 4
A conscientious leader is compassionate, and puts
him/herself “in the other person’s shoes.”
An ethical leader does what is right by factoring
the ethical principles of equality, fairness and
mutual respect into their decisions.
411.06 – Silver Star
OHP - 5