Module 3 - Home Leadership Styles and The Tribe Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: •Case ◦Compare transformational leadership to non-leadership (laissez-faire). •SLP ◦Explore and discuss the impact of a transactional leadership environment on the tribal stage of an organization. •Discussion ◦Apply the situational leadership style to tribal leadership. ◦Discuss the benefits and/or drawbacks of using situational leadership to increase an organization’s tribal stage to the next level. ◦Apply the non-leadership factor (laissez-faire) to tribal leadership. ◦Determine whether a non-leadership style (laissez-faire) impacts an organization’s tribal leadership stage negatively or positively. Module Overview We are at the half-way point in the course, and it is time to change gears from traits and skills; but we will continue to apply all the concepts we are studying to tribal leadership. For Module 3, we will focus on leadership styles, including situational leadership, transformational leadership, transactional leadership, and even non-leadership (laissez-faire). By now, the different parts of leadership theory we have studied will start to form the basis for strategic leadership decisions, especially as they apply to tribal leadership. With a large chunk of key leadership theories under our belt, we should have no trouble beginning to discern which approaches are best in certain situations and scenarios. Module 3 - Background Leadership Styles and The Tribe Style Approach Around the same time that Katz (1955) was questioning the trait theory of leadership in favor of a more skills-based approach, Stogdill (1948) was also looking for a better model to define what makes a leader. We discussed Stogdill’s work in Module 1 (his discovery that “…the traits of leaders around the world were not distinct from the traits of non-leaders”). As we discussed, this led him to explore characteristics beyond innate traits. As the style approach was coming into focus, several important studies were conducted to learn more about “what leaders do and how they act” (Northouse, 2018, p. 69). What leaders do is classified as task behaviors, while how leaders act is classified as relationship behaviors. Among those important studies were the Ohio State Studies, which focused on the way leaders acted when they were leading, and the University of Michigan Studies, which focused on “the impact of leaders’ behaviors on the performance of small groups” (Northouse, 2018, p. 71). While both of these studies are critical parts of understanding leadership, they are covered heavily in elementary leadership studies, and will not be further explored in the context of strategic leadership. Instead, we will move on to the prevalent style-based theories that took hold as a result of these studies and the work of Stogdill and Katz (1948; 1955). Situational Leadership Hersey and ...

1. Module 3 - Home
Leadership Styles and The Tribe
Modular Learning Outcomes
Upon successful completion of this module, the student will be
able to satisfy the following outcomes:
•Case ◦Compare transformational leadership to non-leadership
(laissez-faire).
•SLP ◦Explore and discuss the impact of a transactional
leadership environment on the tribal stage of an organization.
•Discussion ◦Apply the situational leadership style to tribal
leadership.
◦Discuss the benefits and/or drawbacks of using situational
leadership to increase an organization’s tribal stage to the next
level.
◦Apply the non-leadership factor (laissez-faire) to tribal
leadership.
◦Determine whether a non-leadership style (laissez-faire)
impacts an organization’s tribal leadership stage negatively or
positively.
Module Overview
We are at the half-way point in the course, and it is time to
change gears from traits and skills; but we will continue to
apply all the concepts we are studying to tribal leadership.
For Module 3, we will focus on leadership styles, including

2. situational leadership, transformational leadership, transactional
leadership, and even non-leadership (laissez-faire).
By now, the different parts of leadership theory we have studied
will start to form the basis for strategic leadership decisions,
especially as they apply to tribal leadership. With a large chunk
of key leadership theories under our belt, we should have no
trouble beginning to discern which approaches are best in
certain situations and scenarios.
Module 3 - Background
Leadership Styles and The Tribe
Style Approach
Around the same time that Katz (1955) was questioning the trait
theory of leadership in favor of a more skills-based approach,
Stogdill (1948) was also looking for a better model to define
what makes a leader. We discussed Stogdill’s work in Module 1
(his discovery that “…the traits of leaders around the world
were not distinct from the traits of non-leaders”). As we
discussed, this led him to explore characteristics beyond innate
traits.
As the style approach was coming into focus, several important
studies were conducted to learn more about “what leaders do
and how they act” (Northouse, 2018, p. 69). What leaders do is
classified as task behaviors, while how leaders act is classified
as relationship behaviors. Among those important studies were
the Ohio State Studies, which focused on the way leaders acted
when they were leading, and the University of Michigan
Studies, which focused on “the impact of leaders’ behaviors on
the performance of small groups” (Northouse, 2018, p. 71).

3. While both of these studies are critical parts of understanding
leadership, they are covered heavily in elementary leadership
studies, and will not be further explored in the context of
strategic leadership. Instead, we will move on to the prevalent
style-based theories that took hold as a result of these studies
and the work of Stogdill and Katz (1948; 1955).
Situational Leadership
Hersey and Blanchard, who pioneered what would become
situational leadership theory in 1969, originally referred to their
new leadership theory as the Life Cycle Theory of Leadership.
The basis of this theory is that there is not a single, correct
leadership style worthy of being recognized as the best. Instead,
the authors presented a model of leadership where styles varied
based on the circumstances and the needs, motivations, and
aptitude of their followers.
Let’s take a few minutes to dig deeper into this theory as we
build our knowledge base and prepare to apply these concepts in
the course.
To begin our exploration of Situational Leadership theory, let’s
watch two videos from the Leadership Channel in the Trident
Online Library (under Skillsoft/Books 24x7)
Ibarra, H. (2015). Situational leadership [Video File]. Available
from Skillsoft Books (BusinessPro and ITPro) in the Trident
Online Library.
Guttman, H., M. (2015). Situational leadership as a dance
[Video File]. Available from Skillsoft Books (BusinessPro and
ITPro) in the Trident Online Library.
Transformational Leadership Model

4. Transformational leadership theory is one of the most widely
accepted and implemented theories in modern leadership.
Stemming from Burns’ (1978) seminal work in the field in his
book “Transforming Leadership,” the theory described a
continuum from the transactional leader (give me this and I will
give you that), and the transformational leader (let’s make one
another better, and build a better organization together). On the
complete opposite side of the continuum from transformational
leadership is non-leadership, or laissez-faire leadership.
Let’s spend some time looking at various resources that delve
into each aspect of transformational leadership.
Transformational Leadership. Pointing to Mahatma Gandhi as a
classic example of a transformational leader, Burns (1978)
described a leadership style referred to by Northouse (2018) as
“the process whereby a person engages with others and creates a
connection that raises the level of motivation and morality in
both the leader and the follower” (p. 176). In making the
connection between this type of leadership and Gandhi as an
example, Northouse states that “Gandhi raises the hopes and
demands of millions of his people and in the process was
changed himself” (p. 176).
Review the following passage, available in the Trident Online
Library, regarding transformational leadership:
Mesu, J., Sanders, K., & Riemsdijk, M. v. (2015).
Transformational leadership and organisational commitment in
manufacturing and service small to medium-sized enterprises:
The moderating effects of directive and participative leadership.
Personnel Review, 44(6), 970-990. doi:10.1108/PR-01-2014-
0020
Transactional Leadership. Transactional leadership also traces

5. back to Burns (1978) and was expanded upon by Bass and
Avolio in their many contributions to transformational
leadership theory. As we transition from transformational
characteristics to transactional ones, we will view the two as a
part of a larger model in the figure below and the text following
it:
Transformational and Transactional Leadership Factors. The
factors above are explained briefly here along with additional
resources for a deeper dive.
The first transformational factor, idealized influence, is often
referred to as charisma. A leader with idealized influence is
often considered “special” and strong in qualities that followers
like to emulate. Idealized influence should be used ethically and
morally by a leader who does the right thing consistently.
Nelson Mandela is an excellent example.
The second transformational factor, inspirational motivation, is
embodied by a transformational leader who provides clear
communication of his or her high expectations to followers.
This type of influence inspires followers to jump on board and
work harder than they ordinarily would as they follow a clearly
explained vision.
The third transformational factor, intellectual stimulation,
inspires followers to dig deep and conceptualize, and try new
things. An important characteristic to go along with this factor
is insulation from some or all of the consequences of failure.
Followers are far more willing to try new things and take risks
when they know their leaders will “have their backs” when
things do not go as planned.

6. The fourth and final transformational factor, individualized
consideration, is characterized by the leader who listens and
cares about the ideas, thoughts, beliefs, and concerns of the
individual follower. When followers feel authentic
consideration of their individual needs, it inspires them to
follow and pursue positive outcomes for the leader and the
organization.
The first transactional factor, contingent reward, is the classic
example of a transaction. In this case, a reward is contingent on
providing something in exchange (effort and productivity). An
example of this is the way parents provide an allowance for
their children. The children will likely be given a specific list of
chores with the promise of a specific allowance once all the
tasks are done to the parents’ satisfaction. It is very important
to understand that, when we view transformational versus
transactional leadership, we must be careful not to consider one
of them bad and the other good. A key purpose of this course is
to provide you with a toolbox of styles that can be chosen and
used based on the situation and the other influences.
The second and final transactional factor, management-by-
exception, has two different forms. The first is active, and the
second is passive. Active management-by-exception involves
watching followers very closely and waiting for them to make a
mistake or to violate a rule or regulation. Once this occurs, the
active manager-by-exception corrects the behavior immediately.
Passive management-by-exception involves far less feedback
and correction on a typical day. An example would be a leader
that sits down with a follower and provides a negative
performance review without having ever brought up any
performance issues prior to the review. Both active and passive
management-by-exception are primarily negative in nature.
While there are definitely uses for transactional leadership
(mainly through contingent reward), management-by-exception
is rarely the right choice.

7. Before we move on to non-leadership (laissez-faire), let’s
review a few more learning resources from the Leadership
Channel and Books 24x7 that help explain transactional versus
transformational leadership.
Leadership is More Personal Than Transactional - Leadership
Channel
Thompson, K. (2016). Leadership is more personal than
transactional. Available from Skillsoft Books (BusinessPro and
ITPro) in the Trident Online Library. [Video File].
Transformational and Transactional Leadership
Cameron, E., & Green, M. (2017). Chapter 6 - Transformational
and transactional leadership. Essential leadership: develop your
leadership qualities through theory and practice. Available in
the Trident Online Library.
Non-Leadership (Laissez-Faire). We have all experienced non-
leaders in our lives. According to Northouse (2018), this factor
of leadership represents the absence of leadership. The leader
“abdicates responsibility, delays decisions, gives no feedback,
and makes little effort to help followers satisfy their needs” (p.
186).
This excerpt, titled Failure of Confidence, from Books 24x7
(Skillsoft), explores the void of leadership in more detail.
Rosenbach, W. E., Taylor, R. L., & Youndt, M. A. (Eds),
(2012). Chapter 25 - The antileadership vaccine: Failure of
confidence, Contemporary issues in leadership (7th ed.)
Available from Skillsoft Books (BusinessPro and ITPro) in the
Trident Online Library. [Video File].

8. Leadership Styles and The Tribe: Making Your Own
Connections
Now that we have explored style-based leadership, let’s apply
that knowledge to The Tribe. This is your opportunity to make
your own connections between two major concepts. Rather than
providing you with an application of tribal leadership to trait
theory, you will look for these links yourself within the SLP as
well as both discussion questions for this module.
Required Reading/Viewing
Cameron, E., & Green, M. (2017). Chapter 6 - Transformational
and transactional leadership. Essential leadership: develop your
leadership qualities through theory and practice. [Books24x7
version] Available in the Trident Online Library.
Ibarra, H. (2015). Situational leadership [Video File]. Available
from Skillsoft Books (BusinessPro and ITPro) in the Trident
Online Library.
Guttman, H., M. (2015). Situational leadership as a dance
[Video File]. Available from Skillsoft Books (BusinessPro and
ITPro) in the Trident Online Library.
Rosenbach, W. E., Taylor, R. L., & Youndt, M. A. (Eds),
(2012). Chapter 25 - The antileadership vaccine: Failure of
confidence, Contemporary issues in leadership (7th ed.)
Available from Skillsoft Books (BusinessPro and ITPro) in the
Trident Online Library.
Rubino, L. G., Esparza, S. J., Reid C., Yolanda, S.,
(Eds.), (2014). Chapter 10 - Transformational leadership:
Transformational leadership defined. New leadership for today's
health care professionals: concepts and cases. Available from

9. Skillsoft Books (BusinessPro and ITPro) in the Trident Online
Library.
Thompson, K. (2016). Leadership is more personal than
transactional. Available from Skillsoft Books (BusinessPro and
ITPro) in the Trident Online Library. [Video File].
Optional Reading
Logan, D., King, J., & Fischer-Wright, H. (2008). Tribal
leadership: Leveraging natural groups to build a thriving
organization. New York: HarperCollins Publishers.
#####Module 3 – Case ASSIGNMENT 1#####
NOTE: ENSURE YOU USE PROPER APA FORMAT
Leadership Styles and The Tribe
Assignment Overview
For this case, you will fully discuss transformational leadership
theory, using credible sources to back your work.
Case Assignment
1.Perform research and describe a team or organization that
uses a transformational approach.
2.Compare the transformational environment you outlined above
to a non-leadership environment (laissez-faire).
3.What are the key differences between the two approaches?
4.In terms of morale, productivity, and overall commitment,
what do you think the key differences are between organizations
that use a transformational approach and those with non-
leaders?
Assignment Expectations

10. Write a 4- to 5-page paper (not counting the title page or
reference section) covering all these topics, using proper APA
formatting, source selection, and citation.
ASSIGNMENT 2 SLP ASSIGNMENT
Module 3 - SLP
Leadership Styles and The Tribe
Transactional leadership, while quite different from
transformational leadership, has its place in leadership practice.
As you continue your application-based SLP journey in this
course, conduct research to find a team or organization that
primarily uses transactional leadership. Use the research you
conduct to determine your best judgment regarding the
organization or team's tribal stage.
SLP Assignment Expectations
Once again, acting as an outside consultant, create a 2- to 3-
page report (not counting the title page or reference section) for
the organization’s leadership that addresses the following:
1.A brief overview of the way transactional leadership is
employed within the organization.
2.A brief explanation of the impact of the way transactional
leadership is employed on the tribal stage of the organization.
3.A clear, research-backed recommendation addressing which
changes should be made (based on the selected tribal stage).
4.An action plan for implementing those changes.
Module 3 - Outcomes
Leadership Styles and The Tribe

11. •Module ◦Apply the situational leadership style to tribal
leadership.
◦Discuss the benefits and/or drawbacks of using situational
leadership to increase an organization's tribal stage to the next
level.
◦Compare transformational leadership to non-leadership
(laissez-faire).
◦Explore and discuss the impact of a transactional leadership
environment on the tribal stage of an organization.
◦Apply the non-leadership (laissez-faire) factor to tribal
leadership.
◦Determine whether a non-leadership (laissez-faire) style
impacts an organization's tribal leadership stage negatively or
positively.
•Case ◦Compare transformational leadership to non-leadership
(laissez-faire).
•SLP ◦Explore and discuss the impact of a transactional
leadership environment on the tribal stage of an organization.
•Discussion ◦Apply the situational leadership style to tribal
leadership.
◦Discuss the benefits and/or drawbacks of using situational
leadership to increase an organization’s tribal stage to the next
level.
◦Apply the non-leadership factor (laissez-faire) to tribal
leadership.
◦Determine whether a non-leadership style (laissez-faire)
impacts an organization’s tribal leadership stage negatively or
positively.

12. Rubric
APSU - Weekly Research Papers
50 points possible
Observation
Area
Success Criteria
2
4
6
8
10
• Cover pag
e
Research paper cover page
Includes: Title, Student
Name, Class Name,
Instructor Name and Date.
Criteria are not met – lack of planning is evident.

13. Student meets /demonstrates some criteria.
Student meets /demonstrates adequate criteria.
Student meets /demonstrates well developed planning.
Student demonstrates excellent planning.
• Body of pa
Organizatio
per
n
The paper is one/two (1/2) pages in length, typed, double
spaced and is in 12pt font, Times New Roman.
Criteria are not met – Paper does meet success criteria.
Paper is
somewhat organized and managed.
Paper is adequately organized and managed.
Paper is organized and managed
extremely well without gaps.
Paper is organized and managed
excellently with student writing always on task.
• Reference p
age
A minimum of 3 References will be documented on the
reference page.
Criteria are not met – Paper does meet success criteria.
Student has 1 valid reference.
Student has 2 valid references.
Student has 3 references.
Student has 3 references. Each is valid and builds on research
learning.

14. The content of the paper is well written and reinforced with
direct real-life applications. Minimal copy and paste
w/references.
Criteria are not met – Paper does meet success criteria.
Content is
somewhat well written.
Content of the paper adequately presented and reinforced.
Content is well written with minimal copy and paste.
Content is highly relevant. Paper includes real life examples
and reinforces research with excellent instructional strategies.
Student should have researched their topic “indepth” and has a
full understanding of the topic.
Criteria are not met and no research was conducted.
Research was somewhat conducted.
Research was minimally conducted.
Research was conducted and demonstrated by writing.
Research was excellent and is well tied to outcomes.