KING’S ADAPTIVE

LEADERSHIP
THEORY
An Informal Leadership Theory and Development Plan

Kiana King

Loyola University Chicago | ELPS 222

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Introducing King’s Adaptive Leadership Theory

After studying various leadership theories and exploring the ethical responsibilities that

go along with them, I have constructed the King’s Adaptive Leadership Theory. This informal

approach marries Situational and Adaptive Leadership theories to create a comprehensive and

practical model that will allow for leaders to help workers grow in their own competence, self-

efficacy, and productivity. It is informed by the ideals and principles outlined in the ethical

perspectives of Justice as Fairness and the deontological views from Kant’s Categorical

Imperative. It is my hope that my informal theory will be able to demonstrate what I find to be

the most important goals and responsibilities of a leader.

The central premise to King’s Adaptive Leadership Theory lies in the practice of

equitably meeting people where they are and challenging them to create the finest versions of

themselves in order to increase the value of their contributions. The whole idea persists through

the production of a leadership chain. This form of instructional leadership will work to develop a

diverse population of unique individuals who are capable of proliferating these ideals and

revolving into the leader role themselves. Rather than using the term ‘follower’, I move to use

‘Core Member’ instead. This terminology is to suggest the ability to revolve through roles and to

inform practitioners that every individual—strengths, weaknesses, and all—are all integral to the

development of the Whole.

My theory’s central elements lie in the situational practice to meet core members where

they are and the adaptive model to build followership independence. In King’s theory, there is a

great emphasis on growth through adversity. Core members will be challenged to engage

themselves in meaningful simulation, dialogue, and conflict resolution to aid in their personal

and professional growth. It is my hope that through this model, Core Members will be able to
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continue the trend and be able to build their own experience and confidence to help others within

the group, serving as leaders in their own rights.

A Collaboration of Theories

I wanted to incorporate Situational Leadership Theory to emphasize the reality that team

members aren’t always at the same level. Although Dugan criticizes some of the theory for

lacking “substantive critique” and “near total lack of empirical support” (Dugan, 2017, 125).

However, I am looking to draw from it a commitment to followership. Situational leadership is

known for meeting followers where they are and providing a specific style that caters to them

individually. I want to incorporate the way that “follower development dictates the leader style

that should be employed to maximize leadership outcomes” (Dugan, 2017, 126). In this way, the

leader themselves are supposed to put in the effort. However, it is important not to create a

divide between follower and leader. The efforts to bridge the gap isn’t meant to be handed down

from an administrative pedestal but rather are meant to work to collectively develop the

followers’ ability to meet their goals and potentials. In order to create an equitable environment,

“situational leadership is not something you do to people. It’s something you do with

people…You look at people more as partners. You don’t see them as subordinates” (Dugan,

2017, 130). In this, King’s Adaptive is drawing on the personalized design to work in different

environments and alongside Core Members that find themselves at different levels of

competence and commitment to the organization. Situational theory provides four different

leadership styles to cater to the different levels of followers. These styles include directing,

coaching, supporting, and delegating. Through this, the “followers can and will increase their

competence and commitment when properly supported, which in turn allows the leader to evolve
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styles” (Dugan, 2017, p.130). However, my theory won’t focus as much on separating the

followers out into in and out groups. I really want to emphasize a cascading effect on the

different capacities helping one another. Rather, I would like to keep and emphasize the

“importance of treating followers as individuals rather than a homogenous collective. This means

that the specification of a follower’s development happens through a dyadic relationship between

individual leader and individual follower” (Dugan, 2017, p. 130).

One of the major focuses of the King’s Adaptive theory will be attributed to the

traditional Adaptive theory that we discuss in tandem with Vanguard theories. The new model is

to incorporate the use of holding environments, challenges, and an awareness to authority. As

Dugan explains, adaptive leadership is “the practice of mobilizing people to tackle tough

challenges and thrive” (Dugan, 2017, p. 265). In the group setting, motivating people to do their

work is incredibly integral. However, pushing people outside their comfort zones, into places

where they perhaps have never reasoned with before, can strengthen their own person and

decision making. The appeal that I see from adaptive leadership is the idea to prepare and equip.

In providing the team with these issues they begin to think strategically in adverse situations

“thus, leadership becomes about discerning the types of loss that people associate with a

particular adaptive challenge and creating a context in which this loss can be examined more

closely” (Dugan, 2017, p. 266). The holding environment is the place in which this type of

learning and preparation can be experienced. In this forum, the leader is to sculpt a “space

formed by a network of relationships within which people can tackle tough, sometimes divisive

questions without flying apart” (Dugan, 2017, p. 170). However, without observing these

interactions from a far, it is of high importance to address issues of authority with adaptive

leadership. I want King’s Adaptive to draw from the skill and necessity required for leaders to
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“become experts in attending to power dynamics and knowing how and when to use the power

they possess or risk it being taken back by constituents” (Dugan, 2017, p. 267). Instead of the

traditional formal definition of authority, granted by a fancy position, Adaptive theory makes use

of a more informal approach. In this way, leaders aren’t creating this divide or rigid hierarchical

scheme but rather are in constant interaction with Core Members, blurring boundaries and

earning their trust. Additionally, attending to authority means attending to those identities that

perhaps lack authority and need to be heard. It is a central goal for my theory to be cognitant of

different groups and the projection of various voices. In interacting with followers, Dugan asks

us to “consider the ways in which authority can do more than just acknowledge these voices but

validate the importance of what is shared, the value of engaging in this type of risk taking and

create space to explore the ideas more deeply” (Dugan, 2017, p. 274). This suggestion opens up

the floor in the wake of adaptive problem solving to discuss different lived experiences and

promoting awareness. Although sometimes necessary, adaptive leadership strays from a

technical problem-solving focus to a fully adaptive one, full of alternative direction and unclear

ends. However, this form encourages a loss of administrative dependence and expertise and calls

on the follower to tap into their own knowledge base and creative potential to resolve conflict.

This theory places emphasis on learning from our experiences, especially the quick lessons

taught under stress, and rethinking individual agencies within the organization. As Dugan

phrases it, “[adaptive leadership] troubles authority, engages in dialectical thinking around

management and leadership, and centers learning as key” (Dugan, 2017, p.275). With these

attributes in mind, I wish to incorporate these main ideals of this Vanguard theory into King’s

Adaptive Leadership model.

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When constructing this theory, I wanted to design something that would be conducive for

diverse and productive groups. I wanted to create something that would allow for the assets of

individual members to be utilized and to educate and strengthen other members to an equitable

position. My experiences as a minority woman of color has arguably been one of the most

influential factors in this theory’s design. The space is meant to welcome difference and educate

other identities. Social awareness is integral for modern day teamwork. Additionally, my identity

as a child of divorce has reminded me of the importance of hardship. The challenges of life have

a profound molding effect and the integration of adaptive leadership and problem solving will

not only bring different identities together to solve these issues but also create a universal bond

and team mentality.

Ethical and Critical Perspectives:

In terms of ethical perspectives, King Adaptive theory is focused primarily on Justice as

Fairness, however, it does incorporate some components of Kant’s Categorical Imperative.

Justice as Fairness recognizes that since inequalities exist, treatment ought to vary in order to

raise people to an equitable position. It suggests the use of a guiding principle of liberty,

suggesting that “each person has an equal right to the same basic liberties that are compatible

with similar liberties for all” (Johnson, 2015, p. 162). In other words, treatment and justice ought

to be handed out to anyone, not discriminatory to certain groups. Additionally, resources and

positions should provide equal opportunity regardless of identity. Lastly, the perspective also

“recognizes that inequalities exist but states that priority should be given to meeting the needs of

the poor, immigrants, minorities, and other marginalized groups” (Johnson, 2015, p. 163). King’s

Adaptive makes a distinctive effort to incorporate the ideas of all Core Members along with
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equitable and individualized development. I also want to incorporate this perspective into my

theory to combat some weaknesses of Situational Leadership. Since a divide can easily manifest

between more developed Core Members, I want to keep in mind Johnson’s ethical suggestion

from another theorist that “while you want to encourage more talented, skilled, and fortunate

followers to pursue their goals, Rawls urges you to make sure the fruits of their labor also benefit

the less fortunate neighbors and coworkers” (Johnson, 2015, p. 163). In order to cater to and

respect individuals when confronting challenges in adaptive leadership, it is important to keep in

mind the identities that exists therein. To create an environment that will “strive to balance

individual freedom and the common good” (Johnson, 2015, p. 163) before anything else.

King’s Adaptive Leadership theory also call on the deontological ways of Kant’s

Categorical Imperative. This ethical perspective serves to ethically advise the practitioners of

King’s theory. It emphasizes an importance to do what is right no matter the cost. Not only

leaders within the theory, but the participating Core Members as well, ought to make choices and

act in accordance to their duty. Johnson quotes Kant saying that leaders should “act so that [they]

treat humanity, whether in your own person or that of another, always as an end and never as a

means only” (Johnson, 2015, 160). This approach still aims to respect all parties while calling

into account the thoughts of others and to refrain from making paternalistic decisions. However,

this particular perspective may be somewhat difficult to manage in high stress situations that may

be seen in the learning processes of King’s Adaptive theory.

Application of Theory to Practice:

This theory, although rather idealist in its conception, still has potential to be applied in

everyday practice. Large groups that rely on collective productivity and teamwork need to
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recognize the contributions that can be expected from each member. The company ought to

encourage the individual assets that each person can provide, whether it be in the form of skill,

personal experience, or cultural understanding. The less productive members should find

mentorship offered by the more seasoned members, acting as micro-leaders to boost the less

productive. For example, we can take a look into an elementary classroom. Let’s say that the

head of the classroom is the teacher. That teacher provides the students with the tools necessary

to learn multiplication, providing examples and group instruction. When it comes time to

complete the individual assignments, some students are able to understand from the general

lecture and complete their work. However, some students may lack competence in the subject

and require additional help to understand the material, perhaps they possess a different learning

style. Both the students that understand and the teacher ought to help to provide additional

instruction to these students. Perhaps some would benefit more from a classmate, similar in

status and experience, to raise their equity. Whereas, some may require the expertise of the

teacher to pull them up. However, in order to be adaptive, it is important that instruction is not

given in such a way that the student is merely memorizing but rather they are reasoning through

the problem’s practical applications. The potential strength and weakness of this design could

manifest in its malleable application. Since some environments differ in terms of goals and the

importance of productivity, this theory may need to be bent to fulfill the organization’s specific

needs.
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Figure 1: King’s Adaptive Leadership Model. This image is an adaptation from the equity

model with elements infused from Situational Leadership Theory II (Dugan, 2017, 129). It

demonstrates how a leader must provide the right guidance and leadership style to advance Core

Members to an equitable position, capable of contributing their best work to collaborate and

overcome adaptive challenges (the fence).

Part II: My Personal Leadership Development

Like anyone, my own leadership can use a great deal of polishing in order to be capable

of practicing my own theory. Since the King Adaptive puts a great deal of emphasis on

collaboration with a variety of identities, I need to improve my cultural competency. Although a

female person of color, I still am not privy to the oppressions that exist within every group. In

addition to cultural competency, I need to further develop and understand various methods of

inclusivity. Since I want to focus a great deal on the adaptive problem-solving practices, I need

to work on my ability to manage confrontation and effectively facilitate and maintain a holding

environment. I am still very rookie to the whole notion of mediation and mentoring. Lastly, I

need to gain experience adapting my own leadership styles to meet the needs of others. Learning
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when I need to direct and when I need to delegate and what these specific transitions look like.

With all these modifications and education, I should be able to reach a place where I can be an

effective leader within such a model.

In order to reach these goals and accommodate the needed modifications, I think using

leadership development tools such as retreats, mentors, and a focus on personal growth is

needed. In order to become capable of the responsibilities and mental and emotional demand that

comes along with leadership roles, my own person needs to be refined. I will need to confront

some of my own fears and taking part in an immersive experience or challenge course will help

me learn more about myself. If I can get over my own issues with self-efficacy and fears of

performance, I can be a better resource to the developing Core Members. A retreat can also help

me learn to apply adaptive leadership through personal challenges. Lastly, seeking a mentor in a

position of leadership within my own field of medicine would give me a more comprehensive

idea of how I can apply my theory to that environment. It will also give me more real world and

focused assistance in developing in a career-based trajectory.

I imagine my future immersed in the buzz of a busy hospital, working diligently to

preserve the lives and wellbeing of those that seek my help. As a physician and surgeon, there is

a great deal of leadership that I will be expected to hold and enact while on the job. The medical

field is not a one person show, but rather the collaboration of many specialties and supports. I

will need to collaborate with a diverse group of physicians and support staff to maximize the

benefit for the patient of interest. Developing my skills for communication and problem-solving

in collaboration with other individuals will be integral for effectiveness. Additionally, modern

medicine doesn’t always align with the beliefs and practices of different religions and cultures.
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By becoming more informed, I will be able to respect and understand the potential cultural

conflicts that may pose a hurdle to my treatment of certain patients.

In any field and profession, leadership is present whether recognized formally or existing

as an unseen force. It is important to remain informed and cognitent of the ethical and social

implications that can come in the wake of some practices. My informal theory, King’s Adaptive

Leadership, is meant to emphasize the importance of identity and collaboration within various

organizations. Focusing on follower development is the best way to progress any organization.

Instead of a collection of followers, it is more beneficial to support the development of a

collection of adaptive and capable leaders able to revolve into different positions within the

organization. While I am aware that this theory is still unfinished and the theories it draws from

have their own faults, I think that there is something to be said about the collaboration. The best

qualities of each will hopefully work to counter their weaknesses.

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References

Dugan, J. P. (2017). Leadership Theory: Cultivating critical perspectives. San Francisco: Jossey-

Bass.

Johnson, C. E. (2015). Meeting the Ethical Challenges of Leadership: Casting Light or Shadow.

Los Angeles: Sage.