Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-1 Chapter 4 Individual Differences and Traits

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-2 Learning Objectives  Explain the role of individual difference characteristics in leadership  Describe the difference between the past and current approaches to leadership traits  Discuss the role demographic characteristics play in leadership  Identify the impact of values on leadership  Present the relationship between emotional intelligence and leadership  Highlight the role of the “Big Five” and other personality traits that are relevant in leadership  Understand cross-cultural differences in individual difference characteristics

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-3 Individual Differences Framework Heredity Genes Race/Ethnicity Gender Heredity Genes Race/Ethnicity Gender Environment Culture and education Parental influence Physical environment Environment Culture and education Parental influence Physical environment Individual Characteristics Demographic Factors Abilities and Skills Personality Traits Values Leadership styles & behaviors

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-4 Individual Characteristics and Behavioral Range Zone of Discomfort Zone of Discomfort Comfort Zone

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-5 Fresh Look at Traits Some traits are a precondition to leadership, but not enough to predict it.  Drive  Motivation to lead  Integrity  Self-confidence  Intelligence  Knowledge of the business

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-6 Demographic Characteristics  U.S. business leaders are a homogeneous group  U.S. leaders are similar in :  Birthplace  Religion  Education  Social class  Gender  Race  Homogeneity may negatively affect ability to innovate and be creative

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-7 Values Values are long-lasting beliefs about right and wrong and what is worthwhile and desirable. Factors that affect values include:  Culture  Personality  Gender  Ethnicity  Generational differences

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-8 Values and Culture  Culture is the basis of a person’s values  Individualism related to values of achievement  Collectivism related to values of sacrifice for the group

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-9 Generational Differences in Values  65+ GI Generation: Hard work, frugality, patriotism  Boomers: Non-conformity, idealism, happiness and peace  Busters: Ambition, material comfort, “me” generation  Xers: Enjoyment of life, autonomy, flexibility  Under 30 Millenials: Flexibility, meaningful experiences, tolerance

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-10 Values and Ethics  Relativist view;  Right and wrong depends on the situation  Universalist view  All situations and actions are judged by the same standard

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-11 Abilities and Skills  Ability or aptitude  Stable, natural talent for doing something  Skill  Acquired talent developed for a specific task

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-12 Abilities: Intelligence and Practical Intelligence  Intelligence  Cognitive abilities; problem-solving  Important but not sufficient for leadership  Practical intelligence  Skills needed to succeed in life  Ability to work with others  Key role in leadership

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-13 Abilities: Emotional Intelligence (EQ)  Self-awareness  Self-regulation  Self-motivation  Empathy for others  Interpersonal and social skills

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-14 Abilities: Creativity  Perseverance when facing obstacles  Self-confidence  Willingness to take risks  Willingness to grow  Openness to new experiences  Tolerance for ambiguity

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-15 Skills: Leadership/Managerial  Technical  Interpersonal  Conceptual

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-16 Skills and Career Progression Level of Leadership Supervisory Middle management Upper management Technical Skills Interpersonal Skills Conceptual Skills Leadership Skills

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-17 Personality Traits  Psychological characteristics  Develop early in life and hard to change  Stable over time and across situations  A set of characteristics rather than one trait  Make the person unique and different from others

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-18 Big Five Personality Traits  Conscientiousness  Extraversion/introversion  Openness to experience  Emotional stability  Agreeableness

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-19 Type A Characteristics Work-Related Behaviors Poor delegation Like to work alone Jump into action Set high goals Hard working Experience more stress Work-Related Behaviors Poor delegation Like to work alone Jump into action Set high goals Hard working Experience more stress Defining Characteristics Time urgency Polyphasic behaviors Competitiveness Hostility High Need for Control “Doing more in less and less time” High Need for Control “Doing more in less and less time”

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-20 Characteristics of High Self- Monitors  Able to read cues from the environment  Able to change behavior to match situation  Comfortable in new situations  Ability to cope in cross-cultural situations  May be a key factor in leadership effectiveness

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-21 Machiavellian Personality  High Machs  Skilled at controlling others  Able to perceive and resist manipulation  Successful in unstructured situations with few rules  Low Machs  Naïve and trusting Effective leadership is associated with moderate Mach score.

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-22 Narcissistic Personality  Preoccupation with power  Self-importance  Arrogance  Indifference to others  Self-absorption  Inability to tolerate criticism  Desire to be the center of attention at all times  Exploitation of others to achieve goals  Lack of empathy for others  Trouble building meaningful relationships Grandiosity and sense of entitlement

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-23 Characteristics of Leaders who Fail  Abrasive and intimidating  Cold and arrogant  Untrustworthy  Self-centered and political  Poor performers  Unable to delegate

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-24 Leadership Challenge  Psychological tests vary in degree of validity and reliability  In the workplace, primary use of psychological tests should be development, not assessment  Selection should be based on past performance and relevant work behaviors, not personality tests

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-25 Leading Change: Katzenberg  Typical Type A:  Ambitious  Impatient  Competitive  Angry  Booted out of Disney  Developed self-awareness  Working on changing behaviors  Shifted his focus to followers

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-26 Leadership In Action: Spiers- Lopez  Values self-examination and awareness  Focus on employees  Flexibility and positive work climate  Balance work and personal life  Task focused  Hard worker

Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 4-27 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.