LEADERSHIP

OBJECTIVES Understand the complexity of defining leadership Understand the complexity of defining leadership Understand the difference between management and leadership Understand the difference between management and leadership Introduce leadership theory, past & present Introduce leadership theory, past & present

Definitions of Leadership (Huges, Ginnett, Curphy, 1999) The process by which an agent induces a subordinate to behave in a desired manner. The process by which an agent induces a subordinate to behave in a desired manner. An interpersonal relationship where others comply because they want to not because they have to. An interpersonal relationship where others comply because they want to not because they have to. Actions that focus resources to create desirable opportunities. Actions that focus resources to create desirable opportunities. The leader's job is to create conditions where the team can be effective. The leader's job is to create conditions where the team can be effective. The process of influencing an organized group toward accomplishing its goals. The process of influencing an organized group toward accomplishing its goals.

Definitions of Leadership Include relationships with followers Include relationships with followers Recognize need to influence Recognize need to influence Generally include some desired outcome Generally include some desired outcome –For example, goals –But whose goals should we consider?

Management vs. Leadership Main Task ManagementLeadership What needs to be done  Planning and Budgeting -deductive -designed to produce orderly results -results in plans -long-term planning is not the same as developing a vision  Setting a Direction -inductive -designed to produce change -results in vision -what is important about a vision is how well it serves important constituencies -direction setting provides focus and boundaries for planning Create network of relationships to accomplish agenda  Organizing and Staffing -create human systems to implement plans -includes job design, staffing, training, etc.  Aligning People -more of a communications challenge than a design problem -need to build credibility -leads to empowerment Ensure job gets done  Controlling and Problem Solving -compare system behavior to plan and make necessary adjustments -desire fail-safe, risk-free processes to accomplish plan  Motivating People -energizes people to overcome obstacles to change -satisfies basic human need for achievement -vision expressed in a way that resonates with values of audience, thus, it is motivating -involve people in deciding means to achieve vision -coaching and feedback -recognize and reward success

History of Leadership Theory Trait Theory (1920s) Trait Theory (1920s) –Looked for common traits of leaders (ambition, honesty, self-confidence) –Could not find any Style Theory (1940s) Style Theory (1940s) –Looking for style (behavior) with most potential –Found to depend on situation Contingency Theory Contingency Theory –Leadership depends on situation Competency Theory Competency Theory –Leadership requires a set of skills and abilities

Leadership Styles (Goleman) Leadership styles are based on emotional competencies Leadership styles are based on emotional competencies –“Directive Leaders: demand immediate compliance (-.26). –Visionary Leaders: mobilize people toward a vision (.54). –Affiliative Leaders: create emotional bonds and harmony (.46). –Participative Leaders: build consensus through participation (.43). –Pacesetting Leaders: expect excellence and self-direction (-.25). –Coaching Leaders: develop people for the future (.42).”

Climate “Flexibility: how free employees feel to innovate unencumbered by red tape; “Flexibility: how free employees feel to innovate unencumbered by red tape; Sense of responsibility to the organization; Sense of responsibility to the organization; Level of standards that people set; Level of standards that people set; The sense of accuracy about performance feedback and aptness of rewards ; The sense of accuracy about performance feedback and aptness of rewards ; Clarity people have about mission and values; Clarity people have about mission and values; Level of commitment to a common purpose.” Level of commitment to a common purpose.”

Six Leadership Styles (Goleman) DirectiveVisionaryAffiliativeParticipativePacesettingCoaching Modus Operandi Demands immediate compliance Mobilizes people towards vision Creates harmony and builds emotional bonds Forges consensus through participation Sets high standards for performance Develops people for the future Style in a phrase “Do what I tell you.” “Come with me.” “People come first.” “What do you think?” “Do as I do, now.” “Try this.” EI Compe- tencies Drive to achieve, initiative, self- control Self- confidence, empathy, change catalyst Empathy, building relationships, communica- tion Collaboration, team leadership, communica- tion Conscien- tiousness, drive to achieve, initiative Developing others, empathy, self- awareness When Style Works Best In a crisis, to kick start a turnaround, or with problem employees When changes require a new vision, or when a clear direction is needed To heal rifts in a team or to motivate people during stressful circumstances To build buy- in or consensus, or to get input from valuable employees To get quick results from a highly motivated and competent team To help an employee improve performance or develop long-term strengths

DirectiveVision- ary Affilia- tive Partici- pative Paceset- ting Coaching Overall Impact on Climate NegativeMost strongly positive Positive NegativePositive Comments  Flexibility hardest hit  People feel disrespected  Sense of responsibility evaporates  Leaves people alienated  Sometimes it will work, e.g., a turnaround or hostile takeover looming  Can break failed business habits  Most effective style  Visionary; motivates people by making clear how work fits into larger vision.  Standards and rewards clear.  Gives people leeway to devise means to meet vision  Works in most situations  Does not work in all situations, e.g., team of experts  Builds emotional bonds  Positively effects communica- tion  Trust increases flexibility  Gives positive feedback  Celebrates successes  Style generally works well but particularly when want to build team, increase trust, etc.  May not focus on performance; use with other styles  Builds trust, respect, and commitment by getting input and building buy-in  By listening leader learns how to build morale  Can lead to endless meetings  Can delay decisions and escalate conflict  Works best when leader is uncertain or need to generate ideas and followers are competent.  Sets high standards, looks to do things better, pinpoints poor performers  Paradoxical, would think above improves results, instead it destroys climate  Employees overwhelmed and feel untrusted.  Guidelines often not made clear.  Commitment & flexibility decline.  Works well when all employees are self-motivated and competent.  Help employees identify their unique strengths and weaknesses  Establish long- term goals and help employees see how to reach them  Excel at delegating  Powerful tool but not often used  Employees know what is expected and how it fits vision  Good when employees want to be coached  Leader must have expertise to help employee Leadership Styles cont.

Bennis’ Competencies Management of Attention Management of Attention –Ability to energize people toward a vision Management of Meaning Management of Meaning –Optimism, hope Management of Trust Management of Trust –Generate and sustain trust –Competency, congruity, constancy, caring Convert vision into action and results Convert vision into action and results Management of Self Management of Self –Self-awareness, stance toward failure and pain

New Perspectives on Leadership Superleader-leader of leaders (Manz & Sims) Superleader-leader of leaders (Manz & Sims) Leader as Designer/Teacher/Steward/Creator (Senge) Leader as Designer/Teacher/Steward/Creator (Senge) Leader as Learner (Vaill) Leader as Learner (Vaill)

Four Views of Leadership (Manz and Sims, 1991) Strong ManTransactorVisionary HeroSuperleader Focus CommandsRewardsVisionsSelf-leadership Type of Power PositionRewardCharismaticShared Source of Wisdom and Direction Leader Mostly followers and then leaders Follower's Response Fear basedCalculated complianceCommitment based on vision Commitment based on ownership Leader Behaviors Command and assigning goals Interactive goal setting and contingent rewards Communication of vision and emphasis on values Promoting self- leadership and creating positive thought patterns

Leader as Designer/Teacher/ Steward (Senge) Build a shared vision Build a shared vision Bring to the surface and challenge prevailing mental models-facilitate more insightful views of reality Bring to the surface and challenge prevailing mental models-facilitate more insightful views of reality Foster systemic patterns of thinking Foster systemic patterns of thinking –Events (reactive) –Patterns of behavior (responsive) –Systemic Structure (generative) – answers question, What causes pattern of behavior? Desire to serve first Desire to serve first