Research Paper -Individual Submission

Research Paper: This is a graduate course and students will be expected to research and write papers summarizing in their own words what they have found on current topics from the weekly readings. Research is a theoretical review of relevant literature and application of findings in the literature to a topic related to a specific industry, field, or business problem. The research must be conducted using peer-reviewed trade or academic journals. While Blogs, Wikipedia, encyclopedias, course textbooks, popular magazines, newspaper articles, online websites, etc. are helpful for providing background information, these resources are NOT suitable resources for this research assignment. Please Note: The UC Library staff are very helpful with assisting students in using the UC Online Library journal database. Please contact them if you have issues. In addition, the instructor has provided additional resources, including a research tutorial, in the “Course Resources” folder in the “Content” area of the course. Assignment Requirements:

Choose a research topic from the chapter readings
Research/find a minimum at least four (4), preferably five (5) or more, different peer-reviewed articles on your topic from the University of the Cumberlands Library online business database. The article(s) must be relevant and from a peer-reviewed source. While you may use relevant articles from any time frame, current/published within the last five (5) years are preferred. Using literature that is irrelevant or unrelated to the chosen topic will result in a point reduction.
Write a four (4) to five (5) page double spaced paper in APA format discussing the findings on your specific topic in your own words. Note – paper length does not include cover page, abstract, or references page(s).
Structure your paper as follows:
1. Cover page
2. Overview describing the importance of the research topic to current business and professional practice in your own words.
3. Purpose of Research should reflect the potential benefit of the topic to the current business and professional practice and the larger body of research.
4. Review of the Literature summarized in your own words. Note that this should not be a “copy and paste” of literature content, nor should this section be substantially filled with direct quotes from the article. A literature review is a summary of the major points and findings of each of the selected articles (with appropriate citations). Direct quotations should be used sparingly. Normally, this will be the largest section of your paper (this is not a requirement; just a general observation).
5. Practical Application of the literature. Describe how your findings from the relevant research literature can shape, inform, and improve current business and professional practice related to your chosen topic.
6. Conclusion in your own words
7. References formatted according to APA style requirements

Grading Criteria:

Content Knowledge & Structure: All of the requested components are completed as assigned; content is on topic and related to advance human resource management, critical thinking is clearly demonstrated (few, if any, direct quotations from the source in the paper); scholarly research is demonstrated; topics and concepts gained from the assigned reading and/or from research is evident.
Critical Thinking: Demonstrates substantial critical thinking about topics and solid interpretation of materials and reflection.
Clarity & Effective Communication: Communication is clear, concise, and well presented; scholarly writing is demonstrated; grammar, sentence structure, writing in third person, and word choice is used correctly.
Integration of Knowledge & Articles: Articles used are current and relevant (preferably published within last five (5) years and MUST be from peer-reviewed journal article publications. At least four (4) peer-reviewed journal articles are examined and analyzed in the paper.
Presentation & Writing Mechanics: Cover page, headings, in-text citations, page citations (page number citations required for specific information such as dates, years, list of items from article, names, numbers, statistics, and other specific information), and references are properly formatted.

Please Note: Plagiarism will not be tolerated. The paper must be written in your own words.

CHAPTER 7

Followership

Learning Objectives (slide 1 of 3)

Effectively manage both up and down the hierarchy

Recognize your followership style and take steps to become a more effective follower

Understand the leader’s role in developing effective followers

Learning Objectives (slide 2 of 3)

Apply the principles of effective followership, including responsibility, service, challenging authority, participating in change, and knowing when to leave

Implement the strategies for effective followership at school or work

Learning Objectives (slide 3 of 3)

Know what followers want from leaders and what leaders expect from followers

Use feedback and leadership coaching to help followers grow and achieve their potential

Exhibit 7.1 – Good Leaders Manage Both Up and Down the Hierarchy

Source: Based on Mark Hurwitz and Samantha Hurwitz, ‘‘The Romance of the Follower: Part 2,’’ Industrial and Commercial Training 41, no. 4 (2009), pp. 199–206.

Managing Up

Consciously and deliberately developing a meaningful, task-related, mutually respectful relationship with your direct superiors

Managing Up Presents Unique Challenges

Discomfort with the idea of managing bosses

Not in control of the relationship

What Your Leader Wants from You

Make-it-happen attitude

Willingness to collaborate

Motivation to stay up to date

Passion to drive your own growth

Styles of Followership

Style is determined by two dimensions

Critical thinking versus uncritical thinking

Active versus passive behavior

Critical and Uncritical Thinking

Critical thinking

Thinking independently and being mindful of the effects of one’s own and other people’s behavior on achieving the organization’s vision

Uncritical thinking

Failing to consider possibilities beyond what one is told

Accepting the leader’s ideas without thinking

Exhibit 7.2 – Followership Styles

Source: Based on information in Robert E. Kelley, The Power of Followership (New York: Doubleday, 1992)

Strategies for Managing Up

Understand the leader

Learn goals, needs, strengths and weaknesses, and organizational constraints

Study the leader’s work style

Use specific tactics to improve relationship

Be a resource

Help the leader be a good leader

Build a relationship with the leader

View the leader realistically

Exhibit 7.3 – Ways to Influence Your Leader

Exhibit 7.4 – Sources of Power for Managing Up

Necessary Courage to Manage Up

Courage to assume responsibility

Courage to challenge

Courage to participate in transformation

Courage to serve

Courage to live

Exhibit 7.5 – Rank Order of Desirable Characteristics

Source: Adapted from James M. Kouzes and Barry Z. Posner, Credibility: How Leaders Gain and Lose It, Why People Demand It (San Francisco, CA: Jossey-Bass Publishers, 1993), p. 255.

Leaders Enhance Followers’ Abilities and Contributions

Clarity of direction

Opportunities for growth

Frequent, specific, and immediate feedback

Protection from organization intrusions

Leadership Coaching

A method of directing or facilitating a follower with the aim of improving specific skills or achieving a specific development goal

Exhibit 7.6 – Follower Benefits from Leadership Coaching

Source: ‘‘The Business Leader as Development Coach,’’ PDI Portfolio (Winter 1996), p. 6; and Personnel Decisions International, http://www.personneldecisions.com.

Feedback

Using evaluation and communication to help individuals and the organization learn and improve

Feedback Tips

Make it timely

Focus on the performance, not the person

Make it specific

Focus on the desired future, not the past

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CHAPTER 6

Courage and Moral Leadership

Learning Objectives (slide 1 of 2)

Combine a rational approach to leadership with a concern for people and ethics

Understand how leaders set the ethical tone in organizations and recognize the distinction between ethical and unethical leadership

Recognize your own stage of moral development and ways to accelerate your moral maturation

Learning Objectives (slide 2 of 2)

Know and use mechanisms that enhance an ethical organizational culture

Apply the principles of stewardship and servant leadership

Recognize courage in others and unlock your own potential to live and act courageously

Ethical Climate in Business

Leaders face pressures that challenge their ability to do the right thing

Obstacles for leaders:

Personal weakness and self-interest

Pressures to:

Cut costs and increase profits

Meet the demands of vendors or business partners and look successful

Please shareholders

Leaders Set the Ethical Tone (slide 1 of 2)

Act as positive role models

Signal what matters by their behavior

Focus on employees, customers, and the greater good

Not paying attention to gaining benefits themselves

Honest with employees, partners, customers, vendors, and shareholders

Leaders Set the Ethical Tone (slide 2 of 2)

Strive for fairness and honor agreements

Share the credit for successes and accept the blame when things go wrong

Speak up against acts they believe are wrong

Exhibit 6.1 – Comparing Ethical versus Unethical Leadership

Source: Based on Donald G. Zauderer, ‘‘Integrity: An Essential Executive Quality,’’ Business Forum (Fall 1992), pp. 12–16.

Acting Like a Moral Leader

Business is about values and not just economic performance

The single most important factor in ethical decision making in organizations is whether leaders show a commitment to ethics in their talk and especially their behavior

Exhibit 6.2 – How to Act Like a Moral Leader

Source: Based on Linda Klebe Treviño, Laura Pincus Hartman, and Michael Brown, ‘‘Moral Person and Moral Manager: How Executives Develop a Reputation for Ethical Leadership,’’ California Management Review 42, no. 4 (Summer 2000), pp. 128–142; Christopher Hoenig, ‘‘Brave Hearts,’’ CIO (November 1, 2000), pp. 72–74; and Patricia Wallington, ‘‘Honestly?!’’ CIO (March 15, 2003), pp. 41–42.

Exhibit 6.3 – More Than Wheels Core Values

Source: More Than Wheels Mission and Core Values, http://www.morethanwheels.org/mission (Retrieved May 18, 2013).

Moral Leadership

Distinguishing right from wrong and doing right; seeking the just, honest, and good in the practice of leadership

Exhibit 6.4 – Three Levels of Personal Moral Development

Sources: Based on Lawrence Kohlberg, ‘‘Moral Stages and Moralization: The Cognitive-Developmental Approach,’’ in Moral Development and Behavior: Theory, Research, and Social Issues, ed. Thomas Likona (Austin, TX: Holt, Rinehart and Winston, 1976), pp. 31–53; and Jill W. Graham, ‘‘Leadership, Moral Development, and Citizenship Behavior,’’ Business Ethics Quarterly 5, no. 1 (January 1995), pp. 43–54.

Exhibit 6.5 – Changing Leader Focus from Self to Others

Authoritarian Management

Traditional leadership

Organizational stability and efficiency are paramount

Leaders

Direct and control their people

Set the strategy and goals, as well as the methods and rewards for attaining them

Subordinates are controlled by leaders

Participative Management

Increased employee participation through employee suggestion programs, participation groups, and quality circles

Paternalistic mindset

Leaders determine purpose and goals, make final decisions, and decide rewards

Employees suggest quality improvements, act as team players, and take greater responsibility for their own jobs

Employees are not true partners in the enterprise

Stewardship

A belief that leaders are deeply accountable to others as well as to the organization, without trying to control others, define meaning and purpose for others, or take care of others

Framework for Stewardship

Adopt a partnership mindset

Give decision-making power and the authority to act to those closest to the work and the customer

Tie rewards to contributions rather than formal positions

Expect core work teams to build the organization

Servant Leadership

Leadership in which the leader transcends self-interest to serve the needs of others, help others grow, and provide opportunities for others to gain materially and emotionally

Framework for Servant Leadership

Put service before self-interest

Listen first to affirm others

Inspire trust by being trustworthy

Nourish others and help them become whole

Courage (slide 1 of 2)

The mental and moral strength to engage in, persevere through, and withstand danger, difficulty, or fear

Courage (slide 2 of 2)

Courage means accepting responsibility

Courage often means nonconformity

Courage means pushing beyond the comfort zone

Courage means asking for what you want and saying what you think

Courage means fighting for what you believe

Abilene Paradox

The tendency of people to resist voicing their true thoughts or feelings in order to please others and avoid conflict

How Does Courage Apply to Moral Leadership

Acting like a moral leader requires personal courage

Opposing unethical conduct requires courage

Whistleblowing

Employee disclosure of illegal, immoral, or unethical practices in the organization

Finding Personal Courage

Believe in a higher purpose

Draw strength from others

Harness frustration and anger

Take small steps

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CHAPTER 4

The Leader as an Individual

Learning Objectives (slide 1 of 3)

Understand the importance of self-awareness and recognize your blind spots

Identify major personality dimensions and understand how personality influences leadership and relationships within organizations

Learning Objectives (slide 2 of 3)

Clarify your instrumental and end values and recognize how values guide thoughts and behavior

Define attitudes and explain their relationship to leader behavior

Explain attributions and recognize how perception affects the leader–follower relationship

Learning Objectives (slide 3 of 3)

Recognize individual differences in cognitive style and broaden your own thinking style to expand leadership potential

Understand how to lead and work with people with varied personality traits

Self-Awareness

Being conscious of the internal aspects of one’s nature, such as personality traits, emotions, values, attitudes, and perceptions, and appreciating how your patterns affect other people

Blind Spots

Characteristics or habits that people are not aware of or don’t recognize as problems but which limit their effectiveness and hinder their career success

Importance of Self-Awareness

Effective leaders know who they are and what they stand for

Allow people to know what to expect from them

People require self-reflection to avoid blind spots that limit effectiveness and career success

Personality

The set of unseen characteristics and processes that underlie a relatively stable pattern of behavior in response to ideas, objects, and people in the environment

Big Five Personality Dimensions (slide 1 of 6)

Five general dimensions that describe personality: extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience

Big Five Personality Dimensions (slide 2 of 6)

Extroversion: Degree to which a person is outgoing, sociable, talkative, and comfortable meeting and talking to new people

Includes the characteristic of dominance

Likes to be in control and influence others

Self-confident, seeks positions of authority, and is competitive and assertive

Big Five Personality Dimensions (slide 3 of 6)

Agreeableness: Degree to which a person is able to get along with others by being good-natured, cooperative, forgiving, compassionate, understanding, and trusting

Warm and approachable

More agreeable people are more likely to get and keep jobs

Overly agreeable people tend to be promoted less and earn less money

Big Five Personality Dimensions (slide 4 of 6)

Conscientiousness: Degree to which a person is responsible, dependable, persistent, and achievement-oriented

Focus on a few goals

More important than extroversion for effective leadership

Big Five Personality Dimensions (slide 5 of 6)

Emotional stability: Degree to which a person is well-adjusted, calm, and secure

Emotionally stable leader can:

Handle stress and criticism well and does not take mistakes or failures personally

Develop positive relationships

Improve relationships

Leaders with a low degree of emotional stability can become tense, anxious, or depressed

Big Five Personality Dimensions (slide 6 of 6)

Openness to experience: Degree to which a person has a broad range of interests and is imaginative, creative, and willing to consider new ideas

Intellectually curious and seeks new experiences

Early travel and exposure to different ideas and culture are critical to development

Important because leadership is about change

Locus of Control (slide 1 of 2)

Defines whether a person places the primary responsibility for what happens to him or her within himself/herself or on outside forces

Locus of Control (slide 2 of 2)

High internal locus of control (internals)—Belief that actions determine what happens to them

High external locus of control (externals)—Belief that outside forces determine what happens to them

Exhibit 4.1 – Maximizing Leadership Effectiveness

Sources: Based on Patricia Wallington, ‘‘The Ins and Outs of Personality,’’ CIO (January 15, 2003), pp. 42, 44; ‘‘From the Front Lines: Leadership Strategies for Introverts,’’ Leader to Leader (Fall 2009), pp. 59–60; Joann S. Lublin, ‘‘Introverted Execs Find Ways to Shine,’’ The Wall Street Journal Asia (April 18, 2011), p. 31; and Ginka Toegel and Jean-Louis Barsoux, ‘‘How to Become a Better Leader,’’ MIT Sloan Management Review (Spring 2012), pp. 51–60.

Authoritarianism (slide 1 of 2)

The belief that power and status differences should exist in an organization

Authoritarianism (slide 2 of 2)

Leader’s degree of authoritarianism affects how the leader wields and shares power

High authoritarianism

Traditional and rational approach to management

Autocratic style of leadership

Difference between leader and follower affects leader’s effectiveness

Values

Fundamental beliefs that an individual considers to be important, that are relatively stable over time, and that have an impact on attitudes and behavior

Instrumental and End Values

Instrumental values

Beliefs about the types of behavior that are appropriate for reaching goals

End values

Sometimes called terminal values, these are beliefs about the kind of goals or outcomes that are worth trying to pursue

Values – Differences and Influence

Individuals differ in how they prioritize values

Identify and understand value differences to improve communication and effectiveness

Values are established by early adulthood but can change

For leaders, values influence how they:

Relate to others

Perceive opportunities, situations, and problems

Make decisions

Exhibit 4.2 – Differences in Leaders’ and Nonleaders’ Value Rankings

Source: Based on Table 2, Differences in Managers’ versus Non-Managers’ Terminal and Instrumental Value Ranking, in Edward F. Murphy Jr., Jane Whitney Gibson, and Regina A. Greenwood, ‘‘Analyzing Generational Values among Managers and Non-Managers for Sustainable Organizational Effectiveness,’’ SAM Advanced Management Journal (Winter 2010), pp. 33–55.

Attitude

An evaluation (either positive or negative) about people, events, or things

Theory X and Theory Y

Theory X

Assumption that people are basically lazy and not motivated to work and that they have a natural tendency to avoid responsibility

Theory Y

Assumption that people do not inherently dislike work and will commit themselves willingly to work that they care about

Exhibit 4.3 – Attitudes and Assumptions of Theory X and Theory Y

Source: Based on Douglas McGregor, The Human Side of Enterprise (New York: McGraw-Hill, 1960), pp. 33–48.

Perception

The process people use to make sense out of the environment by selecting, organizing, and interpreting information

Perceptual Distortions (slide 1 of 2)

Perceptual defense

Errors in judgment that arise from inaccuracies in the perceptual process

Stereotyping

Tendency to assign an individual to a broad category and then attribute generalizations about the group to the individual

Halo effect

Overall impression of a person or situation based on one characteristic, either favorable or unfavorable

Perceptual Distortions (slide 2 of 2)

Projection

Tendency to see one’s own personal traits in other people

Perceptual defense

Tendency to protect oneself by disregarding ideas, situations, or people that are unpleasant

Attributions (slide 1 of 2)

Judgments about what caused a person’s behavior—either characteristics of the person or of the situation

Attributions (slide 2 of 2)

Internal attribution—Characteristics of the person led to the behavior

External attribution—Situation caused the person’s behavior

Fundamental Attribution Error

The tendency to underestimate the influence of external factors on another’s behavior and overestimate the influence of internal factors

Self-Serving Bias

The tendency to overestimate the influence of internal factors on one’s successes and the influence of external factors on one’s failures

Cognitive Style

How a person perceives, processes, interprets, and uses information

Patterns of Thinking

Left hemisphere—Logical, analytical thinking and a linear approach to problem solving

Right hemisphere—Creative, intuitive, values-based thought processes

Whole Brain Concept

An approach that considers not only a person’s preference for right-brained versus left-brained thinking, but also conceptual versus experiential thinking; identifies four quadrants of the brain related to different thinking styles

Exhibit 4.4 – Hermann’s Whole Brain Model

Source: Ned Herrmann, The Whole Brain Business Book (New York: McGraw-Hill, 1996) p. 15.

Myers-Briggs Type Indicator (MBTI)™ (slide 1 of 2)

Test that measures how individuals differ in gathering and evaluating information for solving problems and making decisions

Myers-Briggs Type Indicator (MBTI)™ (slide 2 of 2)

Uses different pairs of attributes to classify people in 1 of 16 different personality types

Introversion versus extroversion

Sensing versus intuition

Thinking versus feeling

Judging versus perceiving

Guidelines for Working with Different Personality Types

Understand your own personality and how you react to others

Treat everyone with respect

Acknowledge each person’s strengths

Strive for understanding

Remember that everyone wants to fit in

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CHAPTER 5

Leadership Mind and Emotion

Learning Objectives (slide 1 of 2)

Recognize how mental models guide your behavior and relationships

Engage in independent thinking by staying mentally alert, thinking critically, and being mindful rather than mindless

Break out of categorized thinking patterns and open your mind to new ideas and multiple perspectives

Learning Objectives (slide 2 of 2)

Begin to apply systems thinking and personal mastery to your activities at school or work

Exercise emotional intelligence, including being self-aware, managing your emotions, motivating yourself, displaying empathy, and managing relationships

Apply the difference between motivating others based on fear and motivating others based on love

Leading with Head and Heart

Whole leaders use both head and heart

Use their heads for organizational issues

Use their hearts for human issues

Current issues

How to give people a sense of meaning and purpose

How to make employees feel valued and respected

How to keep morale and motivation high

Mental Models

Theories people hold about specific systems in the world and their expected behavior

Exhibit 5.1 – Elements of a System

Systems and Mental Models

A system is any set of elements that interact to form a whole and produce a specified outcome

A mental model helps leaders attain the desired outcome by arranging the key elements in the systems

Exhibit 5.2 – Google Leaders’ Mental Model

Source: Based on Adam Lashinsky, ‘‘Chaos by Design,’’ Fortune (October 2, 2006), pp. 86–98.

Assumptions

Assumptions are part of a leader’s mental model about events, situations, circumstances, and people

Assumptions are dangerous if they are accepted as truth

Questioning assumptions can help leaders understand and shift their mental models

Changing or Expanding Mental Models

Leader’s mindset is key in organization’s success

Greatest factor in success of leaders and organizations is the ability to change or expand one’s mental model

Organization is vulnerable if the leader’s mental model is obsolete

Global Mindset

The ability of managers to appreciate and influence individuals, groups, organizations, and systems that represent different social, cultural, political, institutional, intellectual, or psychological characteristics

Developing a Leader’s Mind

Independent Open-

Thinking Mindedness

Systems Personnel

Thinking Mastery

Independent Thinking (slide 1 of 2)

Independent thinking

Questioning assumptions and interpreting data and events according to one’s own beliefs, ideas, and thinking, rather than preestablished rules or categories defined by others

Mindfulness

State of focused attention on the present moment and a readiness to create new mental categories in the face of evolving information and shifting circumstances

Independent Thinking (slide 2 of 2)

Mindlessness

Questioning assumptions and interpreting data and events according to one’s own beliefs, ideas, and thinking, rather than preestablished rules or categories defined by others

Intellectual stimulation

Arousing followers’ thoughts and imaginations as well as stimulating their ability to identify and solve problems creatively

Open-Mindedness

Pike Syndrome illustrates the power of conditioning that limits thinking and behavior

Openness

Putting aside preconceptions and suspending beliefs and opinions

Needed for learning

Referred to as beginner’s mind

Systems Thinking (slide 1 of 2)

The ability to see the synergy of the whole rather than just the separate elements of a system and to learn to reinforce or change whole system patterns

Systems Thinking (slide 2 of 2)

Relationship among the parts that form a system enables leaders to:

Look for patterns of movement over time

Focus on the factors that accomplish the performance of the whole

Discern circles of causality

Exhibit 5.3 – Systems Thinking and Circles of Causality

Source: Based on concepts presented in Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York: Doubleday/Currency, 1990).

Personal Mastery (slide 1 of 2)

The discipline of mastering yourself; it embodies clarity of mind, clarity of objectives, and organizing to achieve objectives

Personal Mastery (slide 2 of 2)

Qualities of personal mastery

Clarity of mind—Commitment to the truth of the current reality

Clarity of objectives—Focus on the end result that provides motivation

Organizing to achieve objectives—Bridge the disparity between current reality and the vision of a better future

Emotional Intelligence

A person’s abilities to perceive, identify, understand, and successfully manage emotions in self and others

What Are Emotions?

Leaders with a high emotional intelligence are more effective

Leaders should understand:

Range of emotions people have

How emotions manifest themselves

Exhibit 5.4 – Positive and Negative Emotions

Exhibit 5.5 – Emotional Intelligence and Earning Power

Source: Rensselaer Polytechnic Institute, Lally School of Management and Technology, as reported in BusinessWeek Frontier (February 5, 2001), p. F4.

Why Are Emotions Important?

Emotions are contagious

Emotions influence performance

Exhibit 5.6 – Positive Leadership and Performance

Source: Based on ‘‘Success & the Team Climate,’’ Team Leadership Toolkit, Lindsay-Sherwin Company Web site, http://www.lindsaysherwin.co.uk/guide_team_leadership/html_team_development/1_success_and_team_climate.htm (accessed May 13, 2011).

Exhibit 5.7 – The Components of Emotional Intelligence

Source: Adapted from Richard E. Boyatzis and Daniel Goleman, The Emotional Competence Inventory—University Edition (Boston, MA: The Hay Group, 2001).

Leading with Love versus Leading with Fear

Leading with Love

Contemporary approach

More effective

Used when the organizational success depends on people’s:

Knowledge

Mind power

Commitment

Creativity

Enthusiasm

People feel emotionally connected

People perform to their real capabilities

Leading with Fear

Traditional approach

Powerful motivator

Used when the organizational success depends on people following orders

Drives people to other organizations

People do not perform to their real capabilities

Fear in Organizations

Workers can fear failure, change, personal loss, judgement, and the boss

Fear creates avoidance behavior

Exhibit 5.8 – Indicators of Love versus Fear in Organizations

Bringing Love to Work

Binds people for a shared purpose through positive forces

Attracts people to take risks, learn, grow, and move the organization forward

Love should be translated to action

Exhibit 5.9 – The Practical Aspects and Outcomes of Caring About Others

*These are the actual, unedited words called out by participants and written on a whiteboard during a seminar at which people were asked these two questions.

Why Followers Respond to Love (slide 1 of 2)

Fear-based motivation

Motivation based on fear of losing a job

Love-based motivation

Motivation based on feeling valued in the job

Why Followers Respond to Love (slide 2 of 2)

Meets unspoken employee needs

Hear and understand them

Disagree without making them wrong

Acknowledge the greatness within them

Remember to look for their loving intentions

Tell them the truth with compassion

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CHAPTER 2

Traits, Behaviors, and Relationships

Learning Objectives (slide 1 of 3)

Outline some personal traits and characteristics that are associated with effective leaders

Identify your own traits that you can transform into strengths and bring to a leadership role

Distinguish among various roles leaders play in organizations, including operations roles, collaborative roles, and advisory roles, and where your strengths might best fit

Learning Objectives (slide 2 of 3)

Recognize autocratic versus democratic leadership behavior and the impact of each

Know the distinction between people-oriented and task-oriented leadership behavior and when each should be used

Learning Objectives (slide 3 of 3)

Understand how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers.

Describe some key characteristics of entrepreneurial leaders

Traits

The distinguishing personal characteristics of a leader, such as intelligence, honesty, self-confidence, and appearance

Great Man Approach

A leadership perspective that sought to identify the inherited traits leaders possessed that distinguished them from people who were not leaders

Exhibit 2.1 – Some Leader Characteristics

Sources: Bass and Stogdill’s Handbook of Leadership: Theory, Research, and Management Applications, 3rd ed. (New York: The Free Press, 1990), pp. 80–81; S. A. Kirkpatrick and E. A. Locke, ‘‘Leadership: Do Traits Matter?’’ Academy of Management Executive 5, no. 2 (1991), pp. 48–60; and James M. Kouzes and Barry Z. Posner, The Leadership Challenge: How to Get Extraordinary Things Done in Organizations (San Francisco: Jossey-Bass, 1990).

Characteristics of Leaders (slide 1 of 2)

Optimism

Tendency to see the positive side of things and expect that things will turn out well

Self-confidence

Assurance in one’s own judgments, decision making, ideas, and capabilities

Honesty

Truthfulness and nondeception

Characteristics of Leaders (slide 2 of 2)

Integrity

Quality of being whole, integrated, and acting in accordance with solid ethical principles

Drive

High motivation that creates a high effort level by a leader

Know Your Strengths

A leader does not need all of the skills to handle every problem

Interdependence is the key to success. Leaders should:

Hone their skills

Collaborate with others

Strength

A natural talent or ability that has been supported and reinforced with learned knowledge and skills

Matching Strengths with Roles (slide 1 of 3)

Operational role

Vertically oriented leadership role

Executive has direct control over people and resources

Uses position power to accomplish results

Leaders

Traditional line and general management positions

Focus on results

Self-confident and assertive

Analytical and knowledgeable

Translate knowledge into vision

Matching Strengths with Roles (slide 2 of 3)

Collaborative role

Horizontal leadership role

Works behind the scenes and uses personal power to influence others and get things done

Leaders

Project managers, matrix managers, team leaders

People skills for networking and building relationships

Proactive and flexible

Matching Strengths with Roles (slide 3 of 3)

Advisory role

Provides guidance and support

Responsible for developing broad organizational capabilities rather than accomplishing specific business results

Leaders

Legal, finance, and human resource departments

People skills

Ability to influence others

Honesty and integrity

Exhibit 2.2 – Three Types of Leadership Roles

Behavior Approaches

Autocratic

Centralizes authority and derives power from position, control of rewards, and coercion

Effective when the skill difference between the leader and subordinates is high

Democratic

Delegates authority, encourages participation, relies on subordinates’ knowledge for completion of tasks, and depends on subordinate’s respect for influence

Effective if subordinates possess decision-making skills

Exhibit 2.3 – Leadership Continuum

Source: Harvard Business Review. An exhibit from Robert Tannenbaum and Warren Schmidt, ‘‘How to Choose a Leadership Pattern’’ (May–June 1973). Copyright 1973 by the president and Fellows of Harvard College.

Ohio State Studies

Developed and administered the Leader Behavior Description Questionnaire (LBDQ) to employees

Resulted in two categories of leadership:

Consideration

Initiating structure

Consideration

The extent to which a leader is sensitive to subordinates, respects their ideas and feelings, and establishes mutual trust

Initiating Structure

The extent to which a leader is task oriented and directs subordinates’ work activities toward goal achievement

University of Michigan Studies

Employee-centered

Leadership behavior that displays a focus on the human needs of subordinates

Job-centered

Leadership behavior in which leaders direct activities toward efficiency, cost cutting, and scheduling with an emphasis on goals and work facilitation

Leadership Grid

A two-dimensional leadership model that describes major leadership styles based on measuring both concern for people and concern for production

Exhibit 2.4 – The Leadership Grid®

Source: The Leadership Grid figure from Leadership Dilemma—Grid Solutions by Robert R. Blake and Anne Adams McCanse (formerly the Managerial Grid by Robert R. Blake and Jane S. Mouton). Houston: Gulf Publishing Company, p. 29. Copyright 1991 by Scientific Methods, Inc. Reproduced by permission of the owners.

Exhibit 2.5 – Themes of Leader Behavior Research

Sources: Based on Marilyn R. Zuckerman and Lewis J. Hatala, Incredibly American: Releasing the Heart of Quality (Milwaukee, WI: American Society for Quality, 1992), pp. 141–142; and Mark O’Connell, Gary Yukl, and Thomas Taber, ‘‘Leader Behavior and LMX: A Constructive Replication,’’ Journal of Managerial Psychology 27, no. 2 (2012), pp. 143–154.

Individualized Leadership

A theory based on the notion that a leader develops a unique relationship with each subordinate or group member, which determines how the leader behaves toward the member and how the member responds to the leader

Exhibit 2.6 – Stages of Development of Individualized Leadership

Sources: Based on Fred Danereau, ‘‘A Dyadic Approach to Leadership: Creating and Nurturing This Approach Under Fire,’’ Leadership Quarterly 6, no. 4 (1995), pp. 479–490, and George B. Graen and Mary Uhl-Bien, ‘‘Relationship-Based Approach to Leadership: Development of Leader–Member Exchange (LMX) Theory of Leadership over 25 Years: Applying a Multi-Level, Multi-Domain Approach,’’ Leadership Quarterly 6, no. 2 (1995), pp. 219–247.

Vertical Dyad Linkage (VDL) Model (slide 1 of 2)

A model of individualized leadership that argues for the importance of the dyad formed by a leader with each member of the group

Vertical Dyad Linkage (VDL) Model (slide 2 of 2)

In-group relationship—Seen among members with whom leaders spend a disproportionate amount of time

Out-group relationship—Seen among members of the group who did not experience a sense of trust and extra consideration

Exhibit 2.7 – Leader Behavior toward In-Group versus Out-Group Members

Sources: Based on Jean François Manzoni and Jean-Louis Barsoux, ‘‘The Set-Up-to-Fail Syndrome,’’ Harvard Business Review (March–April 1988), pp. 110–113; and Mark O’Donnell, Gary Yukl, and Thomas Taber, ‘‘Leader Behavior and LMX: A Constructive Replication,’’ Journal of Management Psychology 27, no. 2 (2012), pp. 143–154.

Leader–Member Exchange (LMX) (slide 1 of 2)

Individualized leadership model that explores how leader–member relationships develop over time and how the quality of exchange relationships affects outcomes

Leader–Member Exchange (LMX) (slide 2 of 2)

Leaders form high-quality relationships with all followers

Higher-quality relationship leads to better performance

Followers provide assistance for high performance and participate in and influence decisions

Entrepreneurial Traits and Behaviors

Entrepreneurship

Initiating a business venture, organizing the necessary resources, and assuming the associated risks and rewards

Four important characteristics:

Vision and dissatisfaction with the present

Ability to get people on board

Flexibility, openness to feedback, and ability to learn and adapt

Persistence and execution

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CHAPTER 1

What Does It Mean to Be a Leader?

Learning Objectives (slide 1 of 3)

Understand the full meaning of leadership and see the leadership potential in yourself and others

Recognize and facilitate the six fundamental transformations in today’s organizations and leaders

Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it

Learning Objectives (slide 2 of 3)

Recognize the traditional functions of management and the fundamental differences between leadership and management

Appreciate the crucial importance of providing direction, alignment, relationships, personal qualities, and outcomes

Learning Objectives (slide 3 of 3)

Explain how leadership has evolved and how historical approaches apply to the practice of leadership today

Leadership

An influence relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes

Exhibit 1.1 – What Leadership Involves

Leadership (slide 1 of 2)

Influence

Relationship among people is not passive

Multidirectional

Noncoercive

Reciprocal

People want substantive changes

Qualities required for effective leadership are also needed to be an effective follower

Leadership (slide 2 of 2)

Leaders must have followers

Effective followers

Think for themselves

Carry out assignments with energy and enthusiasm

Leadership is shared among leaders and followers

Everyone should be fully engaged

Everyone should accept higher levels of responsibility

Paradigm

A shared mindset that represents a fundamental way of thinking about, perceiving, and understanding the world

Exhibit 1.2 – The New Reality for Leaders

Management and Vision

Management

Attainment of organizational goals in an effective and efficient manner through:

Planning and organizing

Staffing and directing

Controlling organizational resources

Vision

Picture of an ambitious, desirable future for the organization or team

Exhibit 1.3 – Comparing Management and Leadership

Sources: Based on John P. Kotter, A Force for Change: How Leadership Differs from Management (New York: The Free Press, 1990) and ideas in Kevin Cashman, ‘‘Lead with Energy,’’ Leadership Excellence (December 2010), p. 7; Henry Mintzberg, Managing (San Francisco: Berrett-Koehler, 2009); and Mike Maddock, ‘‘The One Talent That Makes Good Leaders Great,’’ Forbes (September 26, 2012), www.forbes.com/sites/mikemaddock/2012/09/26/the-one-talent-that-makes-good-leaders-great/ (accessed March 7, 2013).

Historical Theories of Leadership (slide 1 of 3)

Great man theories

Leadership was conceptualized as a single “Great Man” who put everything together and influenced others to follow along based on the strength of inherited traits, qualities, and abilities

Trait theories

Picture of an ambitious, desirable future for the organization or team

Historical Theories of Leadership (slide 2 of 3)

Behavior theories

Leaders’ behavior toward followers correlated with leadership effectiveness or ineffectiveness

Contingency theories

Leaders can analyze their situation and tailor their behavior to improve leadership effectiveness

Also known as situational theories

Leadership cannot be understood in a vacuum separate from various elements of the group or organizational situation

Historical Theories of Leadership (slide 3 of 3)

Influence theories

Examine the influence processes between leaders and followers

Charismatic leadership—Influence based on the qualities and charismatic personality of the leader

Relational theories

Focus on how leaders and followers interact and influence one another

Transformational leadership and servant leadership are two important relational theories

Exhibit 1.4 – Leadership Evolution

Agile Leadership

Giving up control in the traditional sense and encouraging the growth and development of others to ensure organizational flexibility and responsiveness

Derailment

A phenomenon in which a manager with an impressive track record reaches a certain level but goes off track and can’t advance because of a mismatch between job needs and personal skills and qualities

Exhibit 1.5 – Five Fatal Flaws That Cause Derailment

Source: Based on Yi Zhang, Jean Brittain Leslie, and Kelly M. Hannum, ‘‘Trouble Ahead: Derailment Is Alive and Well,’’ Thunderbird International Business Review 55, no. 1 (January–February 2013), pp. 95–102.

Exhibit 1.6 – Learning to Be a Leader

Source: Based on ‘‘Guidelines for the Apprentice Leader,’’ in Robert J. Allio, ‘‘Masterclass: Leaders and Leadership—Many Theories, But What Advice Is Reliable?’’ Strategy & Leadership 41, no. 1 (2013), pp. 4–14.

Exhibit 1.7 – Framework for the Book

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CHAPTER 3

Contingency Approaches to Leadership

Learning Objectives (slide 1 of 2)

Understand how leadership is often contingent on people and situations

Apply Hersey and Blanchard’s situational theory of leader style to the level of follower readiness

Apply Fiedler’s contingency model to key relationships among leader style, situational favorability, and group task performance

Learning Objectives (slide 2 of 2)

Explain the path–goal theory of leadership

Use the Vroom–Jago model to identify the correct amount of follower participation in specific decision situations

Know how to use the power of situational variables to substitute for or neutralize the need for leadership

Contingency and Contingency Approaches

Contingency

Theory meaning one thing depends on other things

Contingency approaches

Approaches that seek to delineate the characteristics of situations and followers and examine the leadership styles that can be used effectively

Exhibit 3.1 – Comparing the Universalistic and Contingency Approaches to Leadership

Exhibit 3.2 – Meta-Categories of Leader Behavior and Four Leader Styles

Sources: Based on Gary Yukl, Angela Gordon, and Tom Taber, ‘‘A Hierarchical Taxonomy of Leadership Behavior: Integrating a Half Century of Behavior Research,’’ Journal of Leadership and Organization Studies 9, no. 1 (2002), pp. 15–32 and Gary Yukl, ‘‘Effective Leadership Behavior: What We Know and What Questions Need More Attention,’’ Academy of Management Perspectives (November 2012), pp. 66–81.

Situational Theory

Hersey and Blanchard’s extension of the Leadership Grid focusing on the characteristics of followers as the important element of the situation, and consequently, of determining effective leader behavior

Hersey and Blanchard’s Situational Theory—Leader Style

Telling style

Directive approach that reflects a high concern for tasks and a low concern for people and relationships

Selling style

Based on a high concern for both relationships and tasks

Participating style

Characterized by high relationship and low task behavior

Delegating style

Reflects a low concern for both tasks and relationships

Exhibit 3.3 – The Situational Model of Leadership

Source: Adapted from The Hersey and Blanchard Situational Leadership Model / The Center for Leadership Studies, Inc.

Hersey and Blanchard’s Situational Theory—Follower Readiness

Low readiness

Use the telling leader style

Moderate readiness

Use the selling leader style

High readiness

Use the participating leader style

Very high readiness

Use the delegating leader style

Fiedler’s Contingency Model

A model designed to diagnose whether a leader is task-oriented or relationship-oriented and match leader style to the situation

Fiedler’s Contingency Model— Leadership Styles

Relationship-oriented leadership

Concerned with people

Establishes mutual trust and respect

Listens to employees’ needs

Task-oriented leadership

Motivated by task accomplishment

Provides clear direction and performance standards

Measure with a least preferred coworker (LPC) scale

Situation

Leader–member relations

Group atmosphere and members’ attitudes toward and acceptance of the leader

Task structure

Extent to which tasks performed by the group are defined, involve specific procedures, and have clear, explicit goals

Position power

Extent to which the leader has formal authority over subordinates

Exhibit 3.4 – Fiedler’s Classification: How Leader Style Fits the Situation

Source: Based on Fred E. Fiedler, “The Effects of Leadership Training and Experience: A Contingency Model Interpretation,” Administrative Science Quarterly 17 (1972), p. 455.

Path–Goal Theory

A contingency approach to leadership in which the leader’s responsibility is to increase subordinates’ motivation by clarifying the behaviors necessary for task accomplishment and rewards

Exhibit 3.5 – Leader Roles in the Path–Goal Model

Leader Behavior (slide 1 of 2)

Supportive leadership

Shows concern for subordinates’ well-being and personal needs

Leader’s behavior is open, friendly, and approachable, and the leader creates a team climate and treats subordinates as equals

Directive leadership

Tells subordinates exactly what they are supposed to do

Leader behavior includes planning, making schedules, setting performance goals and behavior standards, and stressing adherence to rules and regulations

Leader Behavior (slide 2 of 2)

Participative leadership

Consults with subordinates about decisions

Leader behavior includes asking for opinions and suggestions, encouraging participation in decision making, and meeting with subordinates in their workplaces

Achievement-oriented leadership

Sets clear and challenging goals for subordinates

Leader behavior stresses high-quality performance and improvement over current performance

Situational Contingencies

Personal characteristics of group members

Ability and skills

Needs and motivations

Work environment

Degree of task structure

Nature of the formal authority system

Work group itself

Exhibit 3.6 – Path–Goal Situations and Preferred Leader Behaviors

The Vroom–Jago Contingency Model (slide 1 of 2)

A contingency model that focuses on varying degrees of participative leadership and how each level of participation influences the quality and accountability of decisions

The Vroom–Jago Contingency Model (slide 2 of 2)

Situational factors shape the likelihood that either a participative or autocratic approach will produce the best outcome

Tells the leader precisely the correct amount of participation by subordinates to use in making a particular decision

Exhibit 3.7 – Five Leader Decision Styles

Diagnostic Questions (slide 1 of 2)

Decision significance

How significant is this decision for the project or organization?

Importance of commitment

How important is subordinate commitment to carrying out the decision?

Leader expertise

What is the level of the leader’s expertise in relation to the problem?

Likelihood of commitment

If the leader were to make the decision alone, would subordinates have high or low commitment to the decision?

Diagnostic Questions (slide 2 of 2)

Group support for goals

What is the degree of subordinate support for the team’s or organization’s objectives at stake in this decision?

Goal expertise

What is the level of group members’ knowledge and expertise in relation to the problem?

Team competence

How skilled and committed are group members to working together as a team to solve problems?

Selecting a Decision Style

Timesaving-based model

Use when a decision has to be made immediately

Development-based model

Use when it is important to develop the thinking and decision-making skills of followers

Exhibit 3.8 – Timesaving-Based Model

Exhibit 3.9 – Employee Development-Based Model

Source: Victor H. Vroom, ‘‘Leadership and the Decision-Making Process,’’ Organizational Dynamics 28, no. 4 (Spring 2000), pp. 82–94. This is Vroom’s adaptation of Tannenbaum and Schmidt’s Taxonomy.

Substitutes for Leadership

Substitute

Situational variable that makes leadership unnecessary or redundant

Neutralizer

Situational characteristic that counteracts the leadership style and prevents the leader from displaying certain behaviors

Research Paper -Individual Submission

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