1. Situational Leadership and Providing Correction
Senior Cadet Development Weekend 2017

2. Situational Leadership
Effective leadership is task-relevant, and the most successful leaders are those who adapt their leadership style to the Performance Readiness (ability and willingness) of the individual or group they are attempting to lead or influence.
Effective leadership varies, not only with the person or group that is being influenced, but it also depends on the task, job or function that needs to be accomplished.

3. Leadership Styles
S1: Directing – is characterized by one-way communication in which the leader defines the roles of the individual or group and provides the what, how, why, when and where to do the task;
S2: Coaching – while the leader is still providing the direction, he or she is now using two-way communication and providing the socio- emotional support that will allow the individual or group being influenced to buy into the process;
S3: Supporting – this is how shared decision-making about aspects of how the task is accomplished and the leader is providing fewer task behaviours while maintaining high relationship behavior;
S4: Delegating – the leader is still involved in decisions; however, the process and responsibility has been passed to the individual or group. The leader stays involved to monitor progress.
Examples of each style within the Cadet Program:
S1: Instructing drill/running a parade/range familiarization
S2: Duty cadets, biathlon, sports
S3: Supporting leadership assignments (secondary duties) and leadership projects (planning activities)
S4: Delegating small routine tasks (set-up the range, set-up the sound system)

4. Development Levels – Competence & Commitment
D1 - Low competence and high commitment
D2 - Low competence and low commitment
D3 - High competence and low/variable commitment
D4 - High competence and high commitment
D1 – Level 1s on the range for the first time, cadets at the beginning of a training year or when just joining an activity
D2 – Cadets whose parents force them to come, senior cadets tasked with doing phone downs
D3 – Level three cadets losing interest, the cadet who never shows up to band/drill/optional training
D4 – Cadet with high skills in an area who is very competent

5. No one style is considered optimal for all leaders to use all the time
No one style is considered optimal for all leaders to use all the time. Effective leaders need to be flexible, and must adapt themselves according to the situation.

6. Which Leadership Style Would You Use?
Performing a garbage sweep at an FTX
Giving directions to Duty Cadets for the night
Setting up for a sports night
Teaching cadets a drill routine (drill team or band)
Planning the Halloween party with the senior cadets
Getting cadets to set-up tents at an FTX
Organizing and supervising cadets during a gliding day

7. Providing Correction When should you correct an error?
Never Pass a Fault – don’t ignore errors or mistakes
It’s not about you. Should you be asking yourself if your true motivation is to help the individual correct a fault, or to impress your friends with your performance art in jumping on the revealed flaw?
Don’t embarrass the person
Use it as a teaching opportunity
Know the policies, rules, and regulations

8. How Should You Correct an Error?
Explain to the cadet in a respectful tone what the problem is
Explain how to fix the problem
Offer assistance (if this is a skill, you might have to show them)
Provide encouragement or reaffirm expected behaviour or results
Follow up with the cadet to make sure they have fixed it
If the person is above you in the chain of command – go to their supervisor if you don’t feel comfortable approaching them

9. What are some things you may expect to correct on a weekly basis?
Brainstorm!