Leadership Style
Behaviour Dimension (Bass & Riggio, 2006) Idealized Influence (Acting as a role model)
Leadership Behaviours (Turnnidge & Côté, 2016) 1 Discussing/modelling pro-social values or behaviours 2 Showing vulnerability/humility 3 Discussing goals/expectations
Inspirational Motivation (Focus on the process)
Transformational
4 Expressing confidence in athlete potential 5 Promoting team concept 6 Providing rationales/explanations 7 Eliciting athlete input
Intellectual Stimulation (Learner centred approach)
8 Sharing decision making/leadership responsibilities 9 Emphasizing the learning process
Transactional
Individualized Consideration (A caring, personalised approach)
10 Showing interest in athlete feelings/ needs/concerns 11 Recognizing athlete achievements/ contributions
(Instructor-led, authoritarian approach)
12 Discussing rewards/penalties
Neutral
13 Searching for/responding to deviations from rules or standards 14 Neutral
Laissez-faire
(Disengaged)
Toxic
(Negative role model)
15 Showing disinterest 16 Expressing anger/hostility 17 Modelling anti-social behaviours
Ongoing research
Implications for ski teachers
I am currently conducting a research project, using CLAS to observe BASI trainer behaviour when delivering courses and can share some initial findings, which transfers to anyone who teaches. To be an effective trainer it is important to be able to play different roles during a course. At times, the emphasis needs to be on learning, at others it is on assessment and making judgments. If we look at CLAS we could argue that transactional behaviour is inevitable when delivering results. What I have found from extended, structured observations is that transformational delivery allows transactional behaviour to be accepted in a positive way.
In terms of how this translates to regular ski teaching, with paying clients with no result to deliver at the end of the week, it is important to consider when, as ski instructors, we need to be transactional in our jobs.
Take the example of a trainer who values the input of the candidates, who poses questions and encourages problem solving within the group, who shares decision making about the flow and structure of the day, who obviously cares about your development – transformational coaching. This transformational environment is likely to allow the inevitable transactional behaviour associated with result time to be well received – a pass that is valued for all the right reasons and not just seen as a tick in the box, or a fail that is respectfully accepted (even agreed with) and seen in a positive light.
A closer inspection of CLAS shows two behaviours attributed to transactional leadership: 12. Discussing rewards/penalties 13. Searching for/responding to deviations from rules or standards Let us consider what these might look like in a ski-instructing context. Discussing rewards/penalties – This is particularly relevant to teaching children and may include working towards awards and the reward of a certificate. It may be that a good run or good concentration would be rewarded with a trip to the café for a hot chocolate or a sweet from the instructor’s secret stash. Equally, there are times when a penalty for bad behaviour needs to exist. This may be that you have a word with the parents or that a particular child is no longer allowed to be the first in line. The point though, is that these issues are less likely to occur and will be easier to deal with if transformational coaching is our default setting.
Searching for/responding to deviations from rules or standards – Of the two transactional behaviours this is the one more likely to apply to working with adults and is particularly noticeable in the instructor who bases their teaching around a template of the way (standards) to ski. We might aspire to be more creative in our approach (I hope so) but if we’re honest, we can all probably think of a time when we’ve wanted a client to fit a picture or to ski to a model. The one time when I think this type of behaviour is essential is when we have concerns around safety. Whenever I talk to colleagues about instructing and guiding off piste, issues that arise often centre around their ability to manage the expectations of the group and, in some cases, to maintain ultimate control. My initial findings would suggest that a client is more likely to respect our judgement in hazardous situations and to obey unquestioningly when the need arises, if transformational coaching is our default setting. In summary, it is worth thinking about the three types of knowledge that comprise expertise in coaching – where do your strengths and weaknesses lie? Have you contemplated developing in all these areas including interpersonal knowledge which is an essential part of becoming an expert? It is worth considering the outcomes that you are achieving with your clients/athletes; are there areas that get neglected or that you do particularly well? Finally, I believe the culmination of the research I have presented in this short paper provides us with two strong messages:
1. It is not necessarily wrong to be transactional in our coaching. However, transactional behaviour is only effective in certain circumstances and is better received in an environment where transformational behaviours dominate.
2. The behaviours presented in the CLAS are a useful reflective tool. I would encourage anyone reading this to consider the four behaviour dimensions and to reflect upon the areas that are strong and weak in your teaching/communication.
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