Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, Manila

GRADUATE SCHOOL

Subject: CAS 101–EDUCATIONAL LEADERSHIP

Topics: 3.4.6
6 Maturity levels of followers and leaders
3.4.7 Leadership styles and the need for their flexibility
Reporter: Noel Jose B. Malanum
Professor: Dr. Eledio T. Acibar

Topic: 3.4.7 Leadership styles and the need for their flexibility

I. Introduction:
The term school leadership came into existence in the late 20th
century for several reasons. Demands were made on schools for
higher levels of pupil achievement, and schools were expected to
improve and reform. These expectations were accompanied by calls
for accountability at the school level. Maintenance of the status
quo was no longer considered acceptable. 
Administration and management are terms that connote stability
through the exercise of control and supervision. The concept of
leadership was favored because it conveys dynamism and pro-activity.
The principal or school head is commonly thought to be the school
leader; however, school leadership may include other persons, such as
members of a formal leadership team and other persons who
contribute toward the aims of the school.
Leadership matters a lot. In today’s climate of heightened
accountability and limited resources, effective leadership is critical to
improving teaching and learning and turning around low-performing
schools. Research confirms that, among school-related influences on
student learning, principal leadership is second in importance only to
classroom teaching. Nearly 60 percent of a school’s influence on
student achievement is attributable to principal and teacher
effectiveness: principals account for as much as a quarter and teachers
over a third of a school’s total impact on achievement.  Research also
suggests that there are virtually no documented instances of troubled
schools being turned around without an effective leader. Investments in
effective principals can be a cost-effective way to improve teaching and
learning, and these investments have the ability to dramatically
improve student achievement. Improving the quality of one teacher
allows a classroom full of students to benefit. Improving the quality of
one principal, however, allows all the students in a school to benefit.
Effective school leadership is undoubtedly a catalyst to school reform.
II. Objectives:
 Know the fundamental leadership styles or behavior and their
significance uses in the hour need.
 Recognize the leadership traits in themselves.
 Learn to lead in most conflicting and stressful situation and
create amicable relationships to meet professional objectives.
III. Content:
A leadership style refers to a leader's characteristic behaviors
when directing, motivating, guiding, and managing groups of people.
Great leaders can inspire political movements and social change. They
can also motivate others to perform, create, and innovate, it’s more
about developing a positive attitude and transmitting it to others to
encourage them to reach a common goal.
‘Leadership is not a position or a title, it is action and example’ —
Unknown
Top 6 leadership skills
1. Decisiveness

Effective leaders are those who can make decisions quickly with
the information they have. Effective decision-making comes with time and
experience. Decisiveness is seen as a valuable leadership skill because it
can help move projects along faster and improve efficiency.
2. Integrity
Integrity is often seen as just truthfulness or honesty but in many cases, it
also means having and standing by a set of strong values.
3. Relationship building (or team building)
Leadership requires the ability to build and maintain a strong and
collaborative team of individuals working toward the same goal.
4. Problem-solving
 Effective problem solving often requires staying calm and
identifying a step-by-step solution. Problem-solving skills can help
leaders make quick decisions, resolve obstacles with their team and
external teams alike, and ensure projects are completed on time,
according to the specifications.
5. Dependability
A dependable person follows through on plans and keeps promises.
The strong relationships built by a dependable leader create a resilient
team that is able to work through difficulties that may arise.
 6. Ability to teach and mentor
Effectively teaching colleagues or direct reports how to grow in their
careers helps organizations scale. Often, this skill requires that leaders
think less about themselves and more about how to make their team
as a whole successful.
Leadership styles
Effective leaders are essential to any organization. They can
help build strong teams within a business and ensure projects,
initiatives or other work functions are performed successfully. Because
the skills of a leader involve multiple interpersonal and communication
skills, anyone can exercise and hone their leadership abilities. Most
people have seen the results of both effective and ineffective leaders
on the job. Good leaders increase employee engagement, support a
positive environment and help remove obstacles for their team. Good
leadership is also contagious, inspiring colleagues to apply positive
leadership traits in their own work.
Kurt Lewin’s Leadership Styles
Kurt Lewin (9 September 1890 – 12 February 1947) was a German-
American psychologist, known as one of the modern pioneers
of social, organizational, and applied psychology in the United States.
Great school leadership is the bedrock for great schools. Evidence suggests that
effective leadership is essential to creating a learning environment where every
student has access to high-quality education. Interestingly, each one of us is a leader
and we have a leadership style that comes into function during hard times in life as
well as at the workplace. However, many people seem to confuse management with
leadership or vice-versa. But there is a lot of difference between leadership and
management. For now, we must focus on knowing about different styles of
leadership and how to get the most out of them.

The first major study of leadership styles was performed in 1939 by Kurt
Lewin who led a group of researchers to identify different styles of
leadership (Lewin, Lippit, White, 1939). This early study has remained
quite influential as it established the three major leadership styles: (U.S.
Army, 1973):
 Autocratic or authoritarian
 Participative or Democratic
 Transformational
 Charistmatic
 Transactional
 Delegative or Laissez – Fair (Free rein)
Autocratic or authoritarian
 This style is used when leaders tell their employees what they want
done and how they want it accomplished, without getting the advice of
their followers. Some of the appropriate conditions to use this style is
when you have all the information to solve the problem, you are short
on time, and/or your employees are well motivated.
 Autocratic leadership style is a strong one-dimensional leadership style
that gives full power or authority to the leader/boss/manager. In this
style, the leader makes all the decisions without any consultation with
subordinates or team members. He makes all the crucial calls which
are then communicated to team members and they are expected to
work on the instructions immediately.
Participative or Democratic
 This style involves the leader including one or more employees in the
decision making process (determining what to do and how to do it).
However, the leader maintains the final decision making authority.
Using this style is not a sign of weakness, rather it is a sign of strength
that your employees will respect.
 Unlike the above leadership style, the democratic leadership style is
more participative in nature where the leader involves team members
while making critical decisions. It works well for an organization where
team members are highly skilled and experienced. The best part of this
kind of leadership style is that the communication is active upward to
downward. Also called participative leadership, it requires the leader to
be intelligent, creative, considerate, and competent.
 Transformational Leadership
◦ Transformational leadership serves to enhance the motivation,
morale, and job performance of followers through a variety of
mechanisms; these include connecting the follower's sense
of identity and self to a project and to the collective identity of
the organization; being a role model for followers in order to
 inspire them and to raise their interest in the project; challenging
followers to take greater ownership for their work, and
understanding the strengths and weaknesses of followers, which
allows the leader to align followers with tasks that enhance their
performance.
◦ Transformational leadership is when leader behaviors influence
followers and inspire them to perform beyond their perceived
capabilities. Transformational leadership inspires people to
achieve unexpected or remarkable results. Studies have shown
that transformational leadership styles are associated with
positive outcomes in relation to other leadership styles.
◦ Charismatic leadership style
◦ Leaders applying charismatic leadership style are the ones who
automatically or rather smartly attracts a plethora of people with
their charm and charisma. They are self-motivated, passionate,
and confident. Leadership style like this can be used to build a
powerful standing in the marketplace and gain a huge fan-
following using their strong self-image.
◦ However, charismatic leadership style is considered less-
favorable as the success or failure heavily relies on the leader
and its impact. It is perceived more of a one-man show than a
collective team effort. The present Indian Prime
Minister Narendra Modi is considered as one of the most
charismatic leaders in the world.
 Transactional Leadership
◦ Transactional leadership is a style of leadership in
which leaders promote compliance by followers through both
rewards and punishments. Through a rewards and
punishments system, transactional leaders are able to keep
followers motivated for the short-term. Unlike transformational
leaders, those using the transactional approach are not looking
to change the future, they look to keep things the same. Leaders
using transactional leadership as a model pay attention to
followers' work in order to find faults and deviations.
◦ This type of leadership is effective in crisis and emergency
situations, as well as for projects that need to be carried out in a
specific way.
Delegative or Lasseiz Fair (free rein)
You two take care of the problem while I go. . .

 In this style, the leader allows the employees to make the decisions.
However, the leader is still responsible for the decisions that are made.
 This is used when employees are able to analyze the situation and
determine what needs to be done and how to do it. You cannot do
everything! You must set priorities and delegate certain tasks. This is
not a style to use so that you can blame others when things go wrong,
rather this is a style to be used when you fully trust and have
confidence in the people below you. Do not be afraid to use it,
however, use it wisely!
 The literal meaning of the French word laissez-faire is ‘let them do’
which can be translated as ‘let it be’ in English. In such a leadership
style, leaders delegate the responsibility to team members and let them
work on their own with minimum or no interference.
 Mahatma Gandhi
o Laissez-faire leadership style gives the maximum scope for
innovation and flexibility. It works best for the creative teams
having self-motivated and experienced individuals who don’t
require that level of supervision and invigilance. Mahatma
Gandhi was a laissez-faire leader who believed that people work
best when they are not told what to do but encouraged to work
on their own.
Theory X and Theory Y
 Theory X and Theory Y are theories of human work motivation and
management.
 They were created by Douglas McGregor while he was working at
the MIT Sloan School of Management in the 1950s, and developed
further in the 1960s
 McGregor's work was rooted in motivation theory alongside the works
of Abraham Maslow, who created the hierarchy of needs. The two
theories proposed by McGregor describe contrasting models of
workforce motivation applied by managers in human resource
management, organizational behavior, organizational
communication and organizational development.
 McGregor's Theory X and Theory Y and Maslow's hierarchy of
needs are both rooted in motivation theory.
 Maslow's hierarchy of needs consists of physiological needs (lowest
level), safety needs, love needs, esteem needs, and self-
actualization (highest level).
 According to Maslow, a human is motivated by the level they have not
yet reached, and self-actualization cannot be met until each of the
lower levels has been fulfilled.
  Assumptions of Theory Y, in relation to Maslow's hierarchy put an
emphasis on employee higher level needs, such as esteem needs and
self-actualization.
 Theory X
 People have an inherent dislike for work and will avoid it
whenever possible.
 People must be coerced, controlled, directed, or threatened with
punishment in order to get them to achieve the organizational
objectives.
 People prefer to be directed, do not want responsibility, and
have little or no ambition.
 People seek security above all else.
 In an organization with Theory X assumptions, management's
role is to coerce and control employees.
 Theory Y
 Work is as natural as play and rest.
 People will exercise self-direction if they are committed to the
objectives (they are NOT lazy).
 Commitment to objectives is a function of the rewards
associated with their achievement.
 People learn to accept and seek responsibility.
 Creativity, ingenuity, and imagination are widely distributed
among the population. People are capable of using these
abilities to solve an organizational problem.
 People have potential.
 In an organization with Theory Y assumptions, management's role is to
develop the potential in employees and help them to release that
potential towards common goals.
 Theory X is the view that traditional management has taken towards
the workforce. Most organizations are now taking the enlightened view
of theory Y (even though they might not be very good at it). A boss can
be viewed as taking the theory X approach, while a leader takes the
theory Y approach.
Positive and Negative Approaches
 Leaders approach their employees in different ways.
◦  Positive leaders use rewards, such as education, new
experiences, and independence, to motivate employees, while
 negative employers emphasize penalties (Newstrom, Davis,
1993).
◦ The negative approach has a place in a leader's repertoire of
tools in certain situations; however, it must be used carefully due
to its high cost on the human spirit.
Educational Leadership style in Education
According to Australian Institute of Teaching and School Leadership there are
particular leadership style in education that can transform average school to
successful one.

1. Instructional leadership
2. Transformational leadership
3. Constructivist leadership
4. Servant leadership
5. Strategic leadership
Characteristics of Educational Leadership style
1. Instructional leadership
 Concentrates on student learning outcomes by improving teaching
quality
 Adopt the responsibility for the professional development of
teachers
 Instructional leadership involves the practice of planning,
evaluation, coordination and improvement of teaching and learning.
 Working directly with teachers, instructional leaders evaluate
teacher performance and help advance their skills through
mentoring and coaching.
 This pursuit to improve learning within the school community
requires leaders to have an in-depth understanding of pedagogy
and practice themselves. 
2. Transformational leadership
 Transformational leaders empower their school teams to have a say in
decision-making processes and enable collective goal-setting.
 Create a culture of innovation and improvement and a shared sense of
purpose.
 Defined as idealized influence, inspirational motivation, intellectual
stimulation and individualized consideration.
 Transformational leaders instil trust, admiration, loyalty and respect –
which inspires teacher motivation, morale and performance. The
influence exerted by transformational leaders has been described as
 “the generating of feelings.” Using charisma, compassion
and emotional intelligence (EI), transformational leaders are able to
monitor and manage not only their own emotions but those of others as
well. This gives them the ability to energise their teams and drive
successes.
3. Constructivist leadership
 Facilitating the learning process, rather than directing it
 At the core of the constructivist approach is that learners control their
own learning, not teachers.
 Constructivist leaders expect teachers to engage in reflective practices
and processes with their students and peers. 
 Constructivist leadership is about immersing teachers in a culture of
learning and enabling them to take risks. It’s not about dictating to
teachers on how to deliver instructions – it’s about educating teachers
that we are all learners. 
4. Servant leadership
 This participatory style of leadership pushes the ego aside and
considers the needs of others, rather than focus on self-interest.
 The philosophy behind servant leadership is that a “great leader must
first serve others and that this simple fact is central to his or her
greatness: true leadership emerges from those whose primary
motivation is a desire to help others.
 ten characteristics of servant leaders 
o Listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the
growth of people, and building community. 
 Sharing the power in decision-making, servant leaders motivate and
persuade their school community to fulfill their long-standing vision
5. Strategic leadership
 Strategic leadership  is based on long-range planning. Through
analysis, evaluation and monitoring, strategic leaders assess current
school performance and take the necessary steps to improve future
results.
 Rather than focusing on day-to-day issues, strategic leaders are
future-orientated and prepare for an uncertain destiny. These leaders
base their decisions on evidence and research.
 Innovation is at the heart of a strategic leader’s mission – they’re
always looking for ways to improve the school environment – whether
 that’s relationship building, embracing diversity or creating partnerships
with parents.

IV. Conclusion

A leadership style is a leader's method of providing direction,

implementing plans, and motivating people. Different working
environments demand different styles of leaderships, and great leaders
typically combine characteristics of many different leadership types to
manage effectively. The most successful leaders and managers tend to
use several different styles, combining the best characteristics of
different types of leadership to empower and keep team members
content, realize the goals of the business, and effect change.
Different leaders will face different challenges, and each leader
will need to recognize and seize opportunities for flexibility within their
own sphere of influence and action. For example, here are only a few
cases in which flexibility can improve the performance of leaders.
Firstly, flexibility can help solve difficulties in communicating or
connecting with employees. Everyone will have different listening,
learning, or comprehension styles, and a flexible leader should not only
understand this concept, but also act on it. Identify how an employee
needs a leader to communicate and change your approach to fit this
model
Secondly, leaders need flexibility when interacting with
individuals from different fields, industries, or cultures. Global
organizations and interdisciplinary teams try to capitalize on the
differences in education, experience, and knowledge of diverse
individuals. Leaders must be able to let go of their usual routines and
embrace the styles of others when working with individuals different
from themselves. Finally, large changes in tools, technology, or work
styles are common as technology advances and companies seek
greater efficiency. Leaders must be able to roll with these changes,
keep up with changing trends in their work, and adapt new behaviours
to match the rate of progress. Many individuals are hesitant or
uncomfortable with change, but an effective leader needs to be able to
recognize, accept, and welcome change to stay at the top of their
game.
However, just being open to new behaviours is not enough to
make an effective flexible leader. First, leaders need to recognize
situations in which their old behaviours are not working. Next, they
need to decide how to approach the problem, including what new
behaviours or approaches are feasible, and which will accomplish
their goals within the restraints of their situation. Finally, once a new
path is decided upon, flexible leaders need to be able to assess the
current success and progress of their new behaviours, and re-
evaluate or further modify behaviours that are unsuccessful.
 V. Evaluation

1. What are the leadership styles that can affect the flexibility need to
maintain the goal of one organization?
2. How you would apply these leadership traits in your current work
situation?
3. Why it is important to learn to lead in most conflicting and stressful
situation and create amicable relationships to meet professional
objectives?

Topic: 3.4.6 Maturity levels of followers and leaders

I. Introduction:
The level of independence of the employee depends on a number of
factors. First or all, experience is an important indicator to find out
whether an employee is able to independently do their job and take
(full) responsibility for it. In addition, they have to have sufficient
knowledge and skills to complete their tasks independently, and have
enough motivation to lead them.
Someone who has been in the same position for years,
might be skilled and experienced, but could be struggling with
motivation because of a lack of career opportunities. In that case, the
employee will not score as high on Maturity as a colleague who is
highly motivated. If an employee starts in a new position within the
organization, it will take some time for him to become Mature in there
as well.
Newly hired staff, recent graduates and interns will be at
the low side of Maturity for longer. After all, it takes people a few
months to as long as a year to be able to work fully.

II. Objectives:
 Define the maturity levels of followers and leaders
according to the leadership theories
 Establish a good leadership by determining work attitudes
and behavior of your future followers.
 Recognize these learning for practical application on you
field of work
III. Content:
According to the Situational Leadership Theory by Paul Hershey and
Ken Blanchard developed while working on Management of
Organizational Behavior.
 The theory was first introduced in 1969 as "life cycle
theory of leadership” Situational Leadership emerged as one of a
related group of two-factor theories of leadership, many of which
originated in research done at Ohio State University in the 1960s. The
key idea behind situational leadership theory is that there is no single
"best" way to lead a team. defines four leadership styles. The style that
you should use is determined by the maturity of the individual you are
trying to influence.
Follower maturity can be thought of as their readiness to
perform the task desired by the leader. It is based on the follower's
ability and willingness to perform the task.
 The Situational Leadership Theory
◦ The Hersey-Blanchard Model
 The Hersey-Blanchard Model suggests that there is no
single leadership style that is better than another. Instead
of focusing on workplace factors, the model suggests
leaders adjust their styles to the followers and their
abilities.
 It is an adaptive, flexible style, whereby leaders are
encouraged to consider their followers—individuals or a
team—then consider the factors that affect the work
environment before choosing how they will lead. This
ensures they will meet their goals.
The model is not a static leadership style. Instead, it is flexible, wherein the
manager adapts management style to various factors in the workplace
including his or her relationship with other employees.
That means managers who live by the model must
choose the leadership style as it relates to the maturity of followers. 
For example, if follower maturity is high, the model suggests the leader
provide minimal guidance. By contrast, if follower maturity is low, the
manager may need to provide explicit directions and supervise work
closely in order to ensure the group has clarity on their goals and how they
are expected to achieve them.
 The maturity level of followers is divided into three categories
◦ High maturity includes highly capable and confident individuals
who are experienced and work well on their own.
◦ Moderate maturity is generally divided into two groups—the first
are employees who are capable, but lack enough confidence to
take on the responsibility to do so, and the second has the
confidence but is not willing to do the task at hand. 
 ◦ Low maturity employees are not skilled enough to do the task
but are very enthusiastic
Follower maturity is divided into four levels ranging from low maturity to
high maturity.

Maturity can also be thought of as a followers readiness to be led. It is

based on their ability to perform the task and their willingness to perform
the task.
MATURITY LEVEL DESCRIPTION
M1: Low The group or individual is not able and not willing to do the given
task.
M2: Low to moderate The group or individual is not able but willing to do
the given task.
M3: Moderate to High The group or individual is able but not willing to do
the given task.
M4: High the group or individual is able and willing to do the given task.

 Situational leadership style you use will be based on your followers

maturity level. Each leadership style is a combination of "task behavior"
and "relationship behavior.“
◦ Task behavior refers to the amount of direction a leader
provides to his followers. For example, telling them what to do,
how to do it, when to do it, and where to do it.
◦ Relationship behavior refers to the amount of two-way
communication the leader uses with his followers. This includes
active listening and providing supportive and facilitating
behaviors
The Situational Leadership Model defines four leadership styles. The
style you use is based on your follower's maturity level.
S1 - TELLING LEADERSHIP STYLE
 FOLLOWER MATURITY = M1
 Followers are both unable and unwilling to perform a task.
LEADERSHIP BEHAVIOR
High Task & Low Relationship
Telling style: Refers a high-task, low-relationship style wherein the leader
gives explicit directions and supervises work closely. This style is geared
toward low maturity followers.
PROJECT MANAGER GUIDANCE
As the Project Manager, you will need to provide clear directions and
supervision. Making sure roles and responsibilities are clearly defined as well
as explicitly telling your followers what, how, when and where to perform
specific tasks will help you be successful with Low Maturity followers.
Supportive behavior should be minimal as it can make you seem too easy and
rewarding of poor performance.
S2 - SELLING LEADERSHIP STYLE
FOLLOWER MATURITY = M2
Followers are unable but willing to perform a task.
LEADERSHIP BEHAVIOR
High Task & High Relationship
Selling style: Refers to a high-task, high-relationship style, in which the
leader attempts to sell his ideas to the group by explaining task directions in a
persuasive manner. This, too, is used with moderate followers. Unlike the
previous style, these followers have the ability but are unwilling to do the job.
PROJECT MANAGER GUIDANCE
As the Project Manager, you will need to provide direction since their ability is
low. Additionally, you will want to reinforce their willingness and enthusiasm
by providing supportive behavior. For example, explaining why the task is
important and needs to be done.
S3 - PARTICIPATING LEADERSHIP STYLE
FOLLOWER MATURITY = M3
Followers are able to perform a task but lack the self confidence or
enthusiasm to do so.
LEADERSHIP BEHAVIOR
Low Task & High Relationship
Participating style: A low-task, high-relationship style that emphasizes
shared ideas and decisions. Managers using the participating style tend to
use it with moderate followers who are not only experienced but with those
who aren't as confident to do the tasks assigned.
PROJECT MANAGER GUIDANCE
As the Project Manager, your supportive behavior should be high. Facilitating
actions such as active listening and sharing in decision-making should be
emphasized.
S4 - DELEGATING LEADERSHIP STYLE
FOLLOWER MATURITY = M4
Followers are able to perform a task and are motivated to do so.
LEADERSHIP BEHAVIOR
Low Task & Low Relationship
Delegating style:  A low-task, low-relationship style wherein the leader
allows the group to take responsibility for task decisions. This is best used
with high maturity followers.
PROJECT MANAGER GUIDANCE
As the Project Manager, little direction or support is needed. Followers are
very self-directed at this level and are able to make their own decisions.
Because of their high level of motivation, they also do not need a lot of
supportive behavior. In larger projects, individuals at this level of maturity are
often sub-project leads or team leads.
 The Hersey-Blanchard Model suggests no leadership style is better
than another.
 The model suggests managers adapt their leadership style to tasks
and relationships in the workplace.
 The model's leadership styles are related directly to the different
maturity categories of followers or employees.
 The key to using the Situational Leadership Model successfully
understands the maturity level of your team and its members.
Advantages and Disadvantages of the Hersey-Blanchard Model
 Some of the advantages of using an adaptive leadership style
are that leaders can change their style at their own discretion at any
time. Secondly, employees may find a leader who adapts to shifting
changes in the workforce as a desirable trait. It is also a simple and
easy-to-apply leadership style, meaning a manager can quickly
evaluate a situation and make decisions as he or she sees fit.
  On the downside, situational leadership may put too much
responsibility on the manager, whose decisions may be flawed. The
model may not also be applicable to different cultures. The model may
also prioritize relationships and tasks, as opposed to a company's long-
term goals.
Maturity Levels of Leader
“Maturity makes great leaders: the journey from dwarf to giant”
There is a pressing need for intelligent leaders who are able to deal
effectively with today’s challenges and demands – and those of the
future. But intelligence alone is not sufficient. It is simply a “blunt” tool
that enables leaders to get things done. Too often leaders are
intelligence giants but maturity dwarfs. This has far reaching,
detrimental consequences.
Leadership maturity is a leader’s ability to engage consistently with him
or her, others and the world by being:
◦ Relevant – maturity is time, place and person dependent. It
demands the ability to render wise judgments about what is
appropriate in different settings.
◦ Productive – constructive contributions are made and something
meaningful and value adding emerges.
◦ Uplifting – interactions are positive, fulfilling and enriching.
Leadership maturity: a life-long journey
 Five stages or thresholds can be distinguished in the process of
maturation. A higher stage reframes a lower stage and successive
stages may overlap. Each stage typically lasts for ten years. So, all
other things being equal, leaders only reach full maturity in their late
40s or early 50s, if ever.
 Migration to a new stage also depends on successfully resolving the
challenges and issues unique to a stage. Unresolved challenges and
issues are carried over into adult life as one ages, where they remain
active as baggage because the leader has remained stuck at the
stage.
The five stages of leadership maturity
 Stage 1: Confident ability
◦ In this stage a prospective leader develops a positive, healthy
self-image and self-confidence, along with a firm belief in a basic
“I can” competence.
◦ He explores and discovers what his abilities are and how to
apply them; how to satisfy his needs constructively; how to
 handle his emotions appropriately; and what is right and wrong.
He also builds the courage to take risks confidently.
◦ At the end of this stage the leader has an “identity of self-worth”.
 Stage 2: Egocentric satisfaction
◦ Here the prospective leader gains the insight that she is
embedded in relations with others and the world. She realizes
that she must fend for herself, but that she needs others to
satisfy her interests and needs. But she is only driven in
reaching out to others to satisfy her own, immediate needs. She
is in competition with others in a win-lose equation of “me first”
at all times.
◦ Because she is driving her own agenda, the prospective leader
questions all rules and authority that may prevent her from
achieving her ends. Though she acts manipulatively and
opportunistically to get her own way, she may also ostensibly
conform if this will serve her self-interests.
◦ At the end of this stage the leader has an “identity of
consumption”. A leader stuck at this stage will have the baggage
of always single-mindedly striving to satisfy her personal needs
and interests, regardless of costs and circumstances.
◦ Examples of “stuckness” here are the greedy Wall Street
bankers who caused the 2008/09 global recession, aptly
illustrated by the “Wolf of Wall Street”, Jordan Belfort.
 Stage 3: Personal differentiation
◦ Here the leader realizes that, to get anywhere, he must stand
out in his interactions with others and the world. He seeks to find
his own voice and to distinguish himself as unique, with
invaluable, rare talents and abilities.
◦ He believes and claims that others and the world must be
overjoyed that he honors them with his invaluable contribution.
Everyone and everything is measured against his set of
personalized standards.
◦ At the end of this stage the leader has an “identity of
uniqueness”.
◦ The leader stuck at this stage will have baggage of
proclaiming ad nauseam that he is the indispensable savior of
the world. Examples include Albert Dunlop, the US “chain
saw” turnaround specialist, who repeatedly stated “I’m a
superstar,” and Kenneth Lary and Jeffrey Skilling at Enron.
 Stage 4: Communality
◦ Here the leader realizes that she cannot make her unique
contribution without the help of others if objectives, dreams and
legacies greater than herself are to be pursued and achieved.
She realizes she must move from placing “me” at the centre of
everything, to placing “us” centrally.
◦ This is about finding win-win ways in which everyone’s abilities
and contributions count equally. It is about the pursuit of a
shared future for herself and others. There must be shared
accountability for everything and everyone.
◦ At the end of this stage the leader has an “identity of
envisioning”. The leader stuck here would carry the baggage of
pushing for the parochial realisation of organisation-specific
dreams, while ignoring the bigger context and dreams of other
organisations, communities and greater society.
◦ Examples in this case would be business leaders who have built
massive empires with the attitude of “business is for business”,
like Jack Welch of General Electric, Steve Jobs of Apple,
and Lou Gerstner of IBM.
 Stage 5: A higher calling
◦ In this stage the leader moves beyond shared but narrow,
organization-specific objectives to higher purposes and
meanings. He searches for what lies behind shared objectives,
dreams and legacies. It is about finding the final “why” and
“whereto” to be served by the shared pursuit.
◦ He has a growing transcendental consciousness infused by
truth, beauty and righteousness. It is, for him, about the common
good for all humanity. It is about timeless, multifaceted,
meaningful answers instead of one-dimensional, time-restricted,
pragmatic solutions.
◦ Posing the right questions comes first, followed by finding the
right answers. In his pursuit no assumptions, beliefs and values
are sacred. Paradoxes and dilemmas are accepted, or
integrated at higher and deeper levels of being or becoming.
◦ At the end of this stage the leader has an “identity of
meaningfulness”. This is the highest form of leadership
authenticity and maturity.
◦ Examples of leaders functioning at this stage, past and present,
are Bill Gates through his global humanitarian foundation, as
well as political leaders Nelson Mandela, Mahatma
Ghandi and Martin Luther King.
The horizontal and vertical development
When we talk about human development, we distinguish
between lateral/horizontal and vertical development.
Horizontal growth and expansion happens through many channels, such
as schooling, training, self-directed and lifelong learning as well as simply
through exposure to life.
◦ You gain more skills, expand your knowledge and become more
competent. Think communications training, dealing with conflict,
developing a more strategic approach to growing the enterprise
and similar areas. All of these can be measured through a 360-
degree leadership assessment.
Vertical development in adults is much rarer. It refers to how we learn to see
the world through new eyes, how we change our interpretations of experience
and how we transform our views of reality. It describes increases in what we
are aware of, or what we can pay attention to, and therefore what we can
influence and integrate. In general, transformations of human consciousness
or changes in our view of reality are more powerful than any amount of
horizontal growth and learning.
o It is about is about expanding your mindset — changing the
way you think and behave. Your mindset refers to the mental
models you engage when you are thinking, as well as your
sense of identity. Vertical development isn’t about training a
leader in skills; it’s about transforming the ways a leader
thinks, which will impact what they do and how they behave.
In vertical development, you pay attention to becoming more
adaptable, more self-aware, more collaborative and able to
span boundaries and networks.
Leaders develop both “horizontally,” increasing their ability at their
current level of operation, and “vertically,” increasing their level of complexity,
emotional maturity, and opening to new awareness. Many researchers are
now saying that “vertical development” is required to navigate the
complexities leaders and their organizations face.
Leaders benefit from an approach that connects vertical and horizontal
approaches because adding to a knowledge base and responding in ever
more complex ways,(developing through the action-logics) means they
increase their capacity to respond generatively and effectively to the
challenges of modern life. The “vertical” movement is one where individuals
develop a deeper, broader and more dynamic worldview. The “horizontal”
movement is about expanding what you know.
IV. Conclusion
The leader’s voyage of development is not an easy one. Some people change
little in their lifetimes; some change substantially. Despite the undeniably
crucial role of genetics, human nature is not fixed. Those who are willing to
work at developing themselves and becoming more self-aware can almost
certainly evolve over time into truly transformational leaders. Few may
become Alchemists, but many will have the desire and potential to become
Individualists and Strategists. Corporations that help their executives and
leadership teams examine their action logics can reap rich rewards.
Developing in this way doesn’t make you better than others, but it can make
you more effective both as a leader and as a person. Growth and
development as an adult means you become less egotistical, less judgmental
and hierarchical in your attitudes toward yourself and others.

V. Evaluation

IV. Refences
https://www.wallacefoundation.org/knowledge-center/pages/introduction-strong-leaders-
strong-schools-2010.aspx
https://blog.proofhub.com/7-common-leadership-styles-which-type-of-a-leader-are-you-
ef23c93bc706
https://studyonline.ecu.edu.au/blog/effective-leadership-styles-education
http://www.nwlink.com/~donclark/leader/leadstl.html
https://www.indeed.com/career-advice/resumes-cover-letters/leadership-skills
https://www.project-management-skills.com/situational-leadership-model.html
https://www.investopedia.com/terms/h/hersey-and-blanchard-model.asp
https://en.wikipedia.org/wiki/Situational_leadership_theory
https://theconversation.com/maturity-makes-great-leaders-the-journey-from-dwarf-to-
giant-61417
https://thinkers50.com/blog/leadership-maturity-your-ultimate-destiny/
https://www.forbes.com/sites/forbescoachescouncil/2016/08/30/what-is-the-path-for-
leadership-maturity/#53c031cb1b6c

Topic: 3.4.6 Maturity levels of followers and leaders

 VI. Introduction:

VII. Objectives:

VIII. Content:

IX. Conclusion

X. Evaluation