Leadership Concepts: Followers, Models, and Change

Follower Types and Dynamics

• Two primary follower types discussed:
  • Active followers: independent thinkers and critical thinkers who question why they follow and what they’re following.
  • Passive followers: dependent and not critical thinkers who simply follow without examining underlying reasons.
• The distinction is observed in real life and in society; some people engage in thoughtful consideration of their following, while others follow without interrogation.
• A key relational idea: followers and leaders form a symbiotic relationship where leadership and followership influence each other.
• The concept of self-management is emphasized as essential for followers, especially when working with bosses who may not be strong leaders.
• When bosses are weak or erratic, individuals often adapt by being more independent and self-directed to get work done.
• Questions to consider in workplace contexts:
  • How many good leaders have you worked with vs. poor bosses?
  • When you had a bad boss, what did you do to cope? (Examples: being more independent, managing your own tasks, taking initiative.)
• Cultural and organizational observations: the dynamic between follower types and leadership quality affects performance, motivation, and team outcomes.
• Metaphor: the follower–leader relationship can be seen as a spectrum from dependency to autonomy, with self-management as a bridge that helps navigate varying leadership styles.
• Practical implications: cultivating critical thinking and ownership in followers can improve resilience and adaptability in projects and organizations.

Relational and Vision-Driven Models of Leadership

• Relational model (a popular educational framework mentioned):
  • It is vision-driven and aspirational rather than strictly traditional.
  • Emphasizes relationships between followers and leaders.
  • Uses circular representations to symbolize inclusion and interconnectedness; circles indicate inclusive dynamics within the system.
  • Often used as a basis for directed papers or research projects because it foregrounds how relationships shape leadership outcomes.
• The model contrasts with more classical, hierarchical approaches by foregrounding relationships, inclusivity, and shared purpose.
• Practical note: this model is highlighted as something students will study further and potentially base a paper on, demonstrating its relevance to real-world organizational work.

Army Be-Know-Do (B-K-D) Model of Leadership

• Core framework described as the Be-Know-Do (B-K-D) model:
  • Be (character): who we are as leaders; our personal and moral attributes.
  • Know (knowledge and skills): what we know and what we can do, including interpersonal skills, communication, and thinking abilities.
  • Do (action): what we actually do—how we apply our character and knowledge in practice.
• Three leader actions (how leaders operate):
  • Influencing: shaping others’ attitudes, beliefs, and actions.
  • Operating: carrying out tasks, processes, and day-to-day leadership activities.
  • Improving: reflecting, learning, and making enhancements to practices and systems.
• Interplay: Be (rooted in character) informs Know (skills) which in turn enables Do (action). The three actions bind character, capability, and behavior in a functioning leader.
• Emphasis: leadership effectiveness arises when who you are (Be) is aligned with what you know and what you do; this alignment drives credible and ethical leadership.

Five Practices of Exemplary Leadership (as presented in Purposeful Leadership chart)

• Modeling the Way
  • Leaders show up consistently; reliability and visible commitment are key.
  • Attendance and present action illustrate core values in daily work.
• Inspiring a Shared Vision
  • Leaders help teams articulate a common purpose and future state.
  • In practice: creating a shared sense of direction for groups like athletic teams or clubs, aligning members toward common goals.
• Challenging the Process
  • Leaders encourage thinking outside the box and reassessing established methods.
  • Acknowledges potential costs (e.g., pushback from established leaders) but emphasizes experimentation and innovation.
  • Real-world tension: new ideas may clash with people already in charge or with long-standing practices.
• Enable Others to Act
  • Leaders create conditions for others to contribute—pulling out ideas, sharing information, and removing barriers to participation.
  • Emphasizes collaborative problem-solving and empowering team members to take initiative.
• Encourage the Heart
  • Leaders lead with empathy and human-centered motivation; celebrate progress and recognize efforts.
  • Highlighted as essential for maintaining morale, trust, and commitment across the organization.
• Overall takeaway: these five practices are integral to applying leadership in daily activities, clubs, organizations, and workplaces, and will recur in coursework and papers.

Theories, Models, and Paradigms in Leadership Thinking

• Theoretical framing
  • Theory: a set of ideas about how the world works; guides what we study and how we interpret evidence.
  • Theories address questions or hypotheses about phenomena that may not yet be fully explored or proven.
  • Example: a hypothetical theory might posit that aliens exist; this is an idea that would require investigation and evidence.
• Models
  • A model is a representation derived from theory and research (a construct like a diagram, image, or framework) used to operate in a given domain.
  • Example: relational model (a governance/leadership framework) used in coursework; it operationalizes theoretical ideas about relationships and leadership dynamics.
• Paradigms
  • A paradigm shift is a fundamental change in the way we think about a phenomenon; requires evidence and consensus that a new way of thinking is warranted.
  • Paradigms represent breakthroughs that redefine questions, methods, and interpretations rather than simply extending current models.
• Interrelation
  • Theory informs model development, and both can contribute to a larger paradigm shift when evidence accumulates.
  • It is common for theory and model to co-evolve; however, paradigm shifts are often not entirely contingent on one theory or model alone.
• Personal example and process
  • An instructor describes building a coping-skills model: start with theory, conduct research, develop a model that supports the theory and literature, and then propose the model as part of a literature review.
  • The process can be iterative and open to revision as new data and perspectives arise.
• Implications for leadership study
  • Leaders and students should be prepared to identify existing theories, apply them to real-world settings, and consider developing new models.
  • Over time, historical assessments (e.g., which president’s leadership style was best in a given era) reflect paradigm-informed judgments rather than purely model-based conclusions.

Group Development and Tuckman’s Model in Organizational Contexts

• Tuckman’s stages of group development (as presented):
  • Forming: the group comes together; members are polite, uncertain, and determine roles and norms.
  • Storming: conflicts arise as individuals express differing viewpoints and power dynamics; friction and disagreements occur.
  • Norming (referred to as the phase where people normalize differences): group members begin to understand each other’s perspectives, values, and aims; cooperation increases.
  • Performing: the group effectively collaborates to perform tasks and achieve goals; roles are clear and productivity is high.
  • Terminating/Adjourning: the group ends or disperses after completing its purpose or timeframe.
• Practical observations from the lecture:
  • Storming involves disagreements and friction, which are natural as people get to know one another.
  • Norming involves normalization of differences and a shift toward constructive collaboration.
  • Performing is where the group actually accomplishes its task (e.g., planning an event, selecting organization members, etc.).
  • Terminating occurs when the group’s time or purpose ends (e.g., end of academic year, project completion, or turnover).
• Application for student leaders and trainee professionals
  • If a group stalls in a stage, leaders should intervene with targeted actions to move the group forward (e.g., clarifying roles, addressing conflicts, re-establishing shared goals).
  • Understanding these stages helps leaders diagnose group dynamics and tailor interventions to support growth.
• Real-world reflections
  • Many student groups (residence life, clubs, teams) self-organize through these stages, often without formal recognition of the theory, but with observable patterns that align with Forming, Storming, Norming, Performing, and Adjourning.

Eight Steps to Change (Kotter-inspired Change Framework) and Application

• Overview of eight steps (as discussed by the presenter, attributed to John Kotter and related change literature):
  1) Create a climate for change: establish a sense of urgency to motivate action.
  2) Build a guiding coalition: assemble a group with enough power and influence to lead the change.
  3) Form a strategic vision and initiatives: develop a clear vision and the strategies to achieve it (the speaker references forming a compelling plan and the enabling actions).
  4) Communicate the vision: ensure that as many people as possible understand and buy into the vision and the plan.
  5) Empower broad-based action: remove obstacles, enable people to act on the vision, and take risks where appropriate.
  6) Generate short-term wins: create tangible, visible improvements to build momentum and legitimacy (example provided: short-term wins are celebrated; the speaker notes a concrete figure to illustrate progress).
  7) Consolidate gains and produce more change: use credibility from early wins to drive additional changes, ensuring the change is embedded in processes and culture.
  8) Anchor new approaches in the culture: ensure changes are sustained by aligning with organizational norms and values.
• Concrete example from the classroom context:
  • An example in the discussion suggests a change in university settings (strategic planning and budgeting) where small, incremental gains (short-term wins) accumulate toward broader reform.
  • Emphasis on practical wins rather than chasing a single large, elusive victory.
• SDSU strategic plan example as a real-world illustration:
  • California State University SDSU (San Diego State University) strategic planning exercise discussed in class, with a focus on long-range goals and institutional priorities.
  • The presenter notes public familiarity with the SDSU strategic plan and hints at a forthcoming new plan aligned with current needs.
• SDSU’s thematic motto (as described):
  • Rise; Transcending Borders; Transforming Lives
  • These themes reflect aspirational aims that guide decision-making, resource allocation, and program development.
• Practical takeaway for students and leaders:
  • When designing or evaluating change initiatives, consider how urgency is created, who is in the coalition, and how the plan is communicated.
  • Plan for short-term wins and ensure that success metrics are visible and meaningful to stakeholders.
  • Strive to anchor new practices in organizational culture so that changes endure beyond initial implementation.

Real-World Examples, Metaphors, and Ethical Considerations

• Real-world contexts mentioned:
  • Fast-paced restaurant work: absence of a strong boss leads to greater self-management and independent work habits.
  • Youth organizations (clubs, sororities, fraternities): leadership dynamics may shift depending on who is in charge and the evolving structure of the group.
  • Athletics teams and school groups: modeling leadership, inspiring a shared vision, and enabling team members are directly applicable to performance and cohesion.
• Metaphors used:
  • The conductor metaphor: the conductor leads the group’s tempo and tone, illustrating the follower’s role in a musical setting and how leadership manifests in guiding a collective effort.
  • The prosperity block (historic lobbying example): an illustration of followers or groups mobilizing around a collective cause, emphasizing the relational and strategic dimension of leadership in political or organizational settings.
• Ethical and practical implications:
  • Courageous followership: followers have ethical duties to act in alignment with shared goals and to speak up when necessary.
  • Responsibility and accountability: good leadership involves accepting responsibility, encouraging participation, and ensuring that the group’s work remains ethical and goal-directed.
  • Balancing process and outcomes: while challenging the process can yield innovations, it also requires careful consideration of costs, stakeholder perspectives, and organizational readiness.

Connections to Foundational Principles and Real-World Relevance

• Foundational principles linked to the lecture content:
  • Systems thinking: leadership and followership are not isolated roles but interact within a system of relationships, tasks, and culture.
  • Group dynamics: Tuckman’s model provides a practical lens for understanding how teams form, conflict, stabilize, and perform.
  • Change management: eight-step change frameworks offer structured approaches for guiding organizations through transformation.
• Real-world relevance across settings:
  • Universities and workplaces often require leaders to balance Be-Know-Do with relational models, modeling five practices, and encouraging ethical behavior.
  • Individuals benefit from developing self-management and critical-thinking abilities to contribute effectively even when leadership is weak or inconsistent.
  • Understanding these concepts supports better team design, conflict resolution, decision-making, and organizational learning.

Summary of Key Takeaways and Reflections

• Leadership is a relational and dynamic process, not just a set of traits.
• Followers play an active role; there are distinct types of followers, and their quality of followership affects outcomes.
• Effective leadership integrates character, knowledge, and action (Be-Know-Do) and leverages influencing, operating, and improving to achieve results.
• The five practices of exemplary leadership provide a practical framework for daily leadership action.
• Theories, models, and paradigms offer a ladder of understanding: theories inspire models; models operationalize ideas; paradigms reflect shifts in thinking when evidence supports new approaches.
• Group dynamics (Tuckman) help explain how teams form, navigate conflict, settle, perform tasks, and eventually disband; leaders can intervene to move groups forward.
• Change requires deliberate, staged action (Kotter-inspired eight steps) and attention to culture; incremental wins matter and can be anchored for lasting impact.
• Real-world applications and strategic planning (e.g., SDSU) illustrate how aspirational visions translate into concrete plans and measurable progress.

Questions for Review

• What are the two types of followers described, and how can you identify them in a team?
• How does self-management complement leadership, especially when bosses are ineffective?
• Explain the Be-Know-Do model and how the three leader actions (influencing, operating, improving) interact.
• List the five practices of exemplary leadership and give a concrete workplace example for each.
• Describe Tuckman’s stages of group development and cite practical steps a leader can take at each stage.
• Outline Kotter’s eight steps to change as discussed, and provide a real-world example of how you would apply them in a university setting.
• What are the SDSU strategic plan themes mentioned, and why are such themes important for guiding institutional decisions?
• How do theories, models, and paradigms differ, and how can they influence leadership practice and research?
• In what ways can the principles discussed influence ethical leadership and responsible governance in organizations?