1. Copyright © 2015 McGraw-Hill Education. All rights reserved
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

2. 7 Leadership Behavior “The truth of the matter is that you always know
Chapter
“The truth of the matter is that you always know
the right thing to do. The hard part is doing it.”
Norman Schwartzkopf,
U.S. Army

3. Introduction
Differentiating between effective and ineffective leaders requires looking at their behaviors and results.
Leadership behavior can be observed and measured.
Personality traits, values, and intelligence cannot be directly observed, but they may contribute to effective leadership behaviors.
Two other factors that influence leadership behavior are the followers and the situation.
Follower and situational factors can help determine whether a particular leadership behavior is “bad” or “good.”

4. Why Study Leadership Behavior?
Many people in positions of authority either cannot build and motivate teams or do not realize the negative impact of their behavior.
Leadership behaviors are a function of intelligence, personality traits, emotional intelligence values, attitudes, interests, knowledge, and experience.
Over time, leaders learn and discern the most appropriate and effective behaviors.
Individual differences, followers, and situational variables play a pivotal role in a leader’s actions.

5. The Building Blocks of Skills
FIGURE 7.1
The Building Blocks of Skills

6. The Early Studies
Ohio State University developed the Leader Behavior Description Questionnaire (LBDQ). and identified two independent dimensions of behaviors.
Consideration is how friendly and supportive a leader is toward subordinates. Leaders high in consideration show concern by speaking up for subordinates’ interests and expressing appreciation for their work.
Initiating structure is how much a leader emphasizes meeting work goals and accomplishing tasks. Leaders high in initiating structure engage in task-related behaviors like assigning deadlines and monitoring performance levels.
These dimensions are independent continuums.

7. The Early Studies (continued)
University of Michigan identified four categories of leadership behaviors that are related to effective group performance.
Goal emphasis and work facilitation are job-centered dimensions similar to the LBDQ initiating structure behaviors.
Leader support and interaction facilitation are employee-centered dimensions similar to the LBDQ consideration dimensions.
Job-centered and employee-centered behaviors are at opposite ends of a single continuum.
Findings of both university studies suggest that no universal set of leader behaviors is always associated with leadership success.

8. The Leadership Grid Alternative conceptualizations focus on:
Identifying key leadership behaviors.
Determining if these behaviors have positive relationships with leadership success.
Developing behaviors related to leadership success.
The Leadership Grid profiles leader behavior on two dimensions: concern for people and concern for production.
“Concern” reflects how a leader’s underlying assumptions about people at work and the importance of the bottom line affect leadership style.
The most effective leaders are said to have high concern for both people and for production.

9. The Leadership Grid FIGURE 7.2 The Leadership Grid
Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf Publishing, 1991), p. 29. Copyright Reprinted with permission of Grid International

10. Competency Models
Competency models describe the behaviors and skills needed for organizational success.
All organizational competency models fall into one of four major categories.
Intrapersonal skills: adapting to stress, setting goals
Interpersonal skills: communicating, interacting
Leadership skills: building effective teams
Business skills: thinking strategically
The Hogan and Warrenfelz model:
Allows people to see connections between models.
Makes predictions about the ease or difficulty of changing leadership behaviors and skills.
Points out what behaviors leaders must exhibit to be effective.

11. Leadership Competency Model
FIGURE 7.3
An example of a leadership competency model.
Source: G.J. Curphy, K. Louiselle, and S. Bridges: Talent Assessment Overview: 360-Degree Feedback Report. Eagan, MN: Advantis Research & Consulting, 2003.

12. The Leadership Pipeline
The Leadership Pipeline model shows where leaders should spend time, what behaviors they need to exhibit, and what challenges are likely at different organizational levels.
It outlines leader development through organizational levels from first-line supervisor to functional manager to CEO.
The pipeline offers a roadmap for individuals who want to chart their career progression.
It provides a useful framework for considering how leadership competencies change as people are promoted through organizations.

13. The Leadership Pipeline
Organizational Level
Competency Requirements
Time Applications
Work Values
Individual
contributor
Technical proficiency. Using company tools. Build relationships with team members.
Meet personal due dates.
Arrive/depart on time.
Get results through personal proficiency.
High-quality work. Accept company values.
First-line
supervisor
Planning projects. Delegating work.
Coaching and feedback. Performance monitoring.
Annual budget planning.
Make time available for
followers. Set priorities for team.
Get results through
others. Success of followers. Success of the team.
Midlevel
manager
Select, train, and manage first-line supervisors. Manage boundaries and deploy resources to teams.
Monitor performance of
each team. Make time to coach first-line supervisors.
Appreciate managerial
versus technical work.
Developing first-line
supervisors.
Excerpt from TABLE 7.2
The Leadership Pipeline
Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered Company (San Francisco: Jossey-Bass, 2001).

14. Community Leadership
Community leadership is the process of building a team of volunteers to accomplish an important community outcome.
Community leaders lack position power and also have fewer resources and rewards.
Three competencies are needed to drive community change efforts successfully:
Framing: recognizing and defining opportunities
Building social capital: developing and maintaining relationships
Mobilization: engaging a critical mass to take action and achieve a specific outcome

15. The Components of Community Leadership
FIGURE 7.4
The Components of Community Leadership
Source: J. Krile, G. Curphy, and D. Lund, The Community Leadership Handbook: Framing Ideas, Building Relationships, and Mobilizing Resources (St. Paul, MN: Fieldstone Alliance, 2006).

16. Assessing Leadership Behaviors: Multirater Feedback Instruments
360-degree, or multirater, feedback tools allow managers to gather accurate information from peers and direct reports about their on-the-job behaviors and leadership effectiveness.
Questionnaire construction is very important.
Leaders who received 360-degree feedback had higher performing work units.
360-degree systems should tell leaders about their own strengths and development needs rather than make comparisons between people.
360-degree feedback provides insight into self-perceptions and others’ perceptions of leadership skills.

17. Multirater Feedback Instruments (continued)
The key to high observer ratings is to develop a broad set of leadership skills that help groups accomplish goals.
Research shows that it is possible to change others’ perceptions of a leader’s skills over time.
Leaders must set development goals and commit to a development plan to improve skills.
Societal or organizational culture, race, and gender play key roles in the accuracy and utility of the 360-degree feedback process.
360-degree feedback should be built around a competency model.

18. Sources for 360-Degree Feedback
FIGURE 7.5
Sources for 360-Degree Feedback

19. Example of 360-Degree Feedback
FIGURE 7.6
Example of 360-Degree Feedback.
Source: K. Louiselle, G. J. Curphy, and S. Bridges, C3 360-Degree Feedback Report (Eagan, MN: Advantis Research and Consulting, 2003). Reprinted with permission of Advantis Research and Consulting.

20. Summary
Leaders can benefit from leadership behavior research in several ways.
Research has helped to identify factors that can cause high-potential managers to fail.
The Leadership Grid provides a taxonomy of leader types based on behavioral orientation.
The Leadership Pipeline model allows organizations to chart leader progression by using customized competency models.
Community leadership facilitates the accomplishment of community-oriented goals.
360-degree feedback gives leaders feedback useful in improving their performance.