1
Q
Leadership As A Trait
A
- Everyone brings certain qualities as leaders to the table
- Debate on whether leaders are born or made
- Arguing leaders are born makes it elitist enterprise
2
Q
Leadership As An Ability
A
- Person who has ability to lead means has capacity to lead
* While often refers to natural capacity ability can be acquired
3
Q
Trait Approach
A
- Pre 1930’s
- Called “great man theories” looking for innate elements made good leaders
Later started linking big 5 personalities to being good leaders or not
4
Q
Behavioural Approach
A
- What they do and how they act
- Behavior theories hit high in the 60’s when Milton explored how managers use task and relationship behaviours in an organized setting
5
Q
Situational Approach
A
- Different situations demand different types of leadership
- Revised and devised from 60’s-90’s
- Path-goal theory main elements which talks about how leaders use employee motivation to enhance performance
6
Q
Relational Approach
A
- Relations between leaders and followers
* Then evolved into leader-member exchange theory: high quality relations lead to better outcomes
7
Q
New Leadership Approach
A
- 1980’s
- Main theory was Transformational Leadership Theory: describes leadership as process that changes people and organizations
8
Q
Leadership Is A Skill
A
Leadership is a competency used to complete a task effectively
Leaders skilled in knowing means to carry out compentencies and responsibilities
Describing as skill makes available to everyone as skills can be learned and are not innate
9
Q
Leadership As A Behaviour
A
What leaders do when in leadership role
Unlike others, LEADERSHIP BEHAVIOUR OBSERVABLE
10
Q
Task vs. Process Behaviours
A
Task behaviour to complete the task
Process Behaviour behaviour to make followers comfortable with one another and in the environment
11
Q
Leadership As A Relationship
A
Centred on communication between leaders and followers
Leader affects follower and both leader and follower affected by the world around them
Leadership not a one-way street but interactive event
Relationship implies that leaders include followers in decisions cand care about needs and desires
12
Q
Leadership As A Relationship
A
Centred on communication between leaders and followers
Leader affects follower and both leader and follower affected by the world around them
Leadership not a one-way street but interactive event
Relationship implies that leaders include followers in decisions and care about needs and desires
13
Q
Leadership as An Influence Process
A
- Interactive event that occurs between leaders and followers
- Influence essential in leadership as must influence followers to complete tasks bound together by common goals and values
- Leadership about constructive change while management about establishing order
14
Q
Positive Leadership Attributes
A
• Trustworthy • Foresightedpositivebilds confience • intelligent • Win-winproblem solver • Administrativley skilled • Excellence orietned • Just • Plans ahead • Dynamic • Motivational • Decisive • Commnicative • Coordinator • Honest • Encouraging • Motivator • Dependableeffective bargainer • Informed Team builder
15
Q
Negative Attributes
A
- Loner
- Irritable
- Ruthless
- Asocial
- Nonexplicit
- Dictatorial
- Noncooperative
- Egocentric
16
Q
Dark Side of Leadership
A
- Destructive side where uses influence for personal gain and neglecting followers interests and common goal
- Evil leaders will prevail when checks and balances of organization are week
17
Q
Definition of Leadership
A
Leadership involves identifying a vision or goal and inspiring, aligning, and motivating others to work with the leader to realize the goal
Leadership should involve a relationship of mutual influence and respect between those in a leadership role and followers.
18
Q
6 main leadership traits
A
- Intelligence
- Confidence
- Charisma
- Determination
- Sociability
- Integrity
19
Q
What is Intelligence?
A
Good language skills, perceptual skills, and the ability to persuade
While difficult to change IQ, most leaders absorb as much relevant information of what’s going on around them as possible
20
Q
What is Confidence
A
Certain they can accomplish their goals
Don’t second guess: builds legitimacy among followers
must feel good about one’s self to be confident
Confidence also stems from knowing what is required of you
Practice builds confidence because practice makes you better at a task
21
Q
What is Charisma?
A
Refers to magnetic charm and appeal aka. JFK
Seems like a challenge as charisma is seemingly natural
Leaders who are not charismatic react diligently
Scholars concluded the main elements of charisma
First, embody values that they represent (Gandhi)
Second, competence in every aspect of leadership
Third, Clear goals and strong values (MLK)
Fourth, High expectations of followers and express great confidence in their abilities
Inspiration to others (JFK and MLK)
22
Q
What is Determination?
A
Focused and attentive to tasks
Know where going and how to get there
Deciding to get jo done (persistence, initiative, drive)
Assertive and won’t shy away from obstacles
Determination easiest to acquire by all of those who lead
23
Q
What is Sociability?
A
Capacity to engage in social relationships
People want leaders who are friendly and easy to talk to
Easier for followers to listen and obey is social
Can be introverted as social by being kind and thoughtful
24
Q
What is Integrity?
A
Possess honesty and trustworthiness
People who take responsibility for actions exhibiting integrity
People with integrity liked by others because they are trusted that when they say they will do something it will get done
Good children truthful same as good leaders honest
Encompasses coming to peace with reality and perpetuating that to others
Challenge is to strike the balance of being candid while also being kind and thoughtful
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Leadership Traits in Practice
George Washington
• Kept America together
• Demonstrated integrity virtuousness, and wisdom in leadership
• Read a lot
• Tall and regal
• predictability made him trustworthy to the public
Winston Churchill
• Not exceptional in any parts of life
• Despite this accepted leader spoke plainly, was informed, and was decisive
• Was ambitious not out of self-interest but for how it would help others
Mother Theresa
• Fearless humble and spiritual
• Never owned more than those she served
• Even when criticized about views never wavered
Bill Gates
• Task-oriented visionary and intelligent
• Aggressive and assertive when need be
• When appeared before congress to defend company unwaveringly defended
• Stated never finish line only bringing people into work on products
Oprah
• Amazing communicator
• Sincere determined and inspirational
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Big 5 Personality Traits
Openness: This trait features characteristics such as imagination and insight.1 People who are high in this trait also tend to have a broad range of interests. They are curious about the world and other people and eager to learn new things and enjoy new experiences
Conciencouisness: Standard features of this dimension include high levels of thoughtfulness, good impulse control, and goal-directed behaviours. Highly conscientious people tend to be organized and mindful of details. They plan ahead, think about how their behaviour affects others, and are mindful of deadlines.
Extraversion: Extraversion (or extroversion) is characterized by excitability, sociability, talkativeness, assertiveness, and high amounts of emotional expressiveness
Agreeableness: This personality dimension includes attributes such as trust, altruism, kindness, affection, and other prosocial behaviours. People who are high in agreeableness tend to be more cooperative while those low in this trait tend to be more competitive and sometimes even manipulative.
Neuroticism: Neuroticism is a trait characterized by sadness, moodiness, and emotional instability. Individuals who are high in this trait tend to experience mood swings, anxiety, irritability, and sadness. Those low in this trait tend to be more stable and emotionally resilient.
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Differentiating Leadership Traits?
Determination: reflects a high level of effort, achievement, ambition, energy, tenacity, initiative
Leadership Motivation: desire to lead and influence others, possibly also a need for power
Honesty and Integrity: do what you say you are going to do, be truthful
Self-Confidence: important for decision making and gaining the trust of others
Cognitive Ability: capacity to deal with a large volume of information and make decisions
Knowledge of the Business: know your company, know your industry
Other possible factors? charisma, creativity/originality, flexibility
The trait of honesty has also been noted by Kouzes and Posner in their book, “The Leadership Challenge” as the #1 trait that managers look for in their leaders. This was based on a survey of thousands of managers, across many countries.
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Elements studied in History of Strength-Based Leadership
* First, Galp organization study over 2 million people and compared and contrasted strengths
* Second, positive psychology emerged from flaws in disease model
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Gallup Organization Strength Finder
How are strengths measured from the Gallup perspective? Gallup’s StrengthsFinder is a 177-item questionnaire that identifies “the areas where you have the greatest potential to develop strengths” (Rath, 2007, p. 31). After taking this questionnaire, you receive a list of your five strongest talents. You can build on these talents, furthering your personal growth and development. The questionnaire, which takes about 30 minutes to complete, is available through an access code that appears in the back of strengths books published by Gallup. It is also available on the organization’s website at www.strengthsfinder.com.
more focus on application to the workplace
mostly looks at themes of human talent not strength which are static
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4 domains of strength leadership
executing:
Achiever - one with a constant drive for accomplishing tasks
Arranger - one who enjoys orchestrating many tasks and variables to a successful outcome
relationship building
adaptability - one who is especially adept at accommodating to changes in direction/plan
Developer - one who sees the untapped potential in others
influencing
Activator - one who acts to start things in motion
Command - one who steps up to positions of leadership without fear of confrontation
strategic thinking
Analytical - one who requires data and/or proof to make sense of their circumstances
Context - one who is able to use the past to make better decisions in the present
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Values In Action Institute
More encompassing and virtue oriented then Gallup
Wisdom and knowledge/ cognitive strengths; strong in creativity and curiosity
Courage/ Emotional Strengths; strong in authenticity and bravery
Humanity/ interpersonal strengths; strong in kindness and love
Justice/ civic rights; strong in fairness and teamwork
Temperance/ strengths over excess; strong in forgiveness and modesty
Transcendence/ strengths about meaning; strong in appreciation of beauty and excellence and gratitude
Focus on individual character
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4M Model
From CAPP’s perspective, strengths were conceptualized as “the things that we are good at and that give us energy when we are using them”
main elements in defenition are of performance, energy (vitality we get out of it) and use (how often we do it)
divided into 4 quadrants
Realized Strengths. Realized strengths are personal attributes that represent our strongest assets. We are energized when we use them because they help us perform well.
Unrealized Strengths. Unrealized strengths are personal attributes that are less visible. We feel good when we tap into unrealized strengths because they support our efforts and help us achieve our goals.
Learned Behaviors. Learned behaviors represent those ingrained things we have learned throughout our life experience. Although valuable, they do not excite or inspire us
Weaknesses. Weaknesses are our limiting attributes. They often drain our energy and result in poor performance
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How to foster a positive strength-based environment
Creating a positive climate by fostering empathy, compassion, forgiveness, and gratitude.
Develop positive working relationships by having individuals focus on the positive aspects of their co-workers, rather than focusing on criticism and the negatives.
Use positive communication approaches by offering words of encouragement and support, rather than using criticism as the “go to” form of feedback and communication with employees.
Create an awareness and understanding of the connection between an individual’s values and those of the organization.
34
What is Theory X?
Management Responsibility: organizing money, materials, and people
Management Needs To: Control their actions, control their efforts, and modify their behaviours
Made up of 3 assumptions
The average person dislikes work and will avoid if possible
People need to be direct and controlled: Since people naturally do not like work, management needs to set up a system of incentives and rewards regarding work that needs to be accomplished because workers are often unwilling or unable to motivate themselves
People want security not responsibility: too difficult to set goals so want management to do it for them
35
Theory Y?
Management Responsibility: organizing money, materials and people.
Management Needs To: create conditions so people can reach goals, remove obstacles, provide guidance
Also main 3 assumptions
The average person does not dislike doing work, work as natural as play: Rather than viewing work as a burden or bad, this assumption suggests people see work as satisfying and not as a punishment. It is a natural activity for them. In fact, given the chance, people are happy to work.
People Will show responsibility and self-control to goals they are committed to: People can be committed to the objectives of their work. Consider some examples from the sports world. Successful athletes are often highly committed to their goals and usually do not need to be controlled or supervised closely.
In a proper environment person learns to accept and seek responsibility:
36
Theory Z?
Hybrid of the 2
A Theory Z organization is one that emphasizes common cultural values, beliefs, and objectives among its members with a focus on communication, collaboration, and consensual decision making.
Individual decision making of the leader that is found in both Theory X and Theory Y is not a characteristic of a Theory Z organization.
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Laissez Fair Leaders
Hands over responsibility
Delays decisions
Gives no feedback
Makes little effort to help followers satisfy their needs
eg: Warren Buffet
38
Authoritarian Leadership
Controls subordinates
Identifies the tasks, then “tells” employees how to do them, when to do them, etc.
Sets the goals - unilaterally
Does not encourage communication or participation from group members
Gives praise and criticism freely based on their perspective rather than organizational policies or guidelines
eg: Meryl Streep devil wears Prada
39
Democratic Leadership
Who has an egalitarian view of the organization – in other words, the boss is not “superior” to the employees – everyone’s voice should be heard
Whose role is more of a “teacher,” providing guidance, support, and ensuring that the employees have the resources they need to get the job done
40
Task vs Relationship Oriented Styles
Task Style
• Goal oriented and want to ahceive
Relationship Oriented
• Find more meaning in being rather then doing
• Less goal oriented
41
Task vs Relationship Styles In Practice
Task Leadership In Practice
• Initiating structure
• Production orientation
• Overall concern for production
Relationship Leadership In Practice
• Consideration behaviour
• Employee orientation
• Concern for people
42
Focus of Task-Oriented Leaders
achieving goals
getting the task done
structuring the work and timelines for employees
defining responsibilities, and
are highly concerned with productivity and task performance
43
What does research show about task-oriented leaders?
challenge employees to reach higher levels of
performance than they might otherwise
provide clarity for employees on how a task should be completed and deadlines for task completion
create a “culture of productivity” (Akin and Hopelain, 1986 – cited in Bass & Stodgill, p. 498)
lead groups that tended to show higher productivity
44
Drawbacks of Task Oriented Leader?
Less Employee Satisfaction
45
Relationship Oriented Leader Focus
a concern for people,
have a focus on employees,
exhibit consideration behaviours, show respect for employees,
demonstrate a sense of trust in employees,
take an interest in the special needs and
circumstances facing employees,
value individuals and their unique contributions to the organization and beyond, are seen as more helpful
and sympathetic to the needs of the employees.
46
Strengths of Task-Oriented Leaders?
More likely to inspire the development of those in a followership role (Bass, 2008)
More attentive to the needs of employees
Seen as approachable by employees
Lower absenteeism, employee grievances, and turnover among employees
Seen as providing a positive work environment
Groups led by relationship-oriented leaders may generate more ideas
47
What situations create drawbacks for a relationship-oriented style?
An organization’s profit is suffering. In this case, a task-oriented leadership approach may be preferable.
There is a concern that the manager is starting to lead others with a “country club” approach that puts productivity in the background.
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Model of Primary Leadership Skills
Model Of Primary Leadership Skills
• Administrative
• Interpersonal
• Conceptual
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Interpersonal Skills
Socially perspective: includes having insight into and awareness of what is important to others, how they are motivated, the problems they face, and how they react to change. It involves understanding the unique needs, goals, and demands of different organizational constituencies
Showing emotional intelligence: concerned with a person’s ability to understand his or her own and others’ emotions, and then to apply this understanding to life’s tasks.
First work on becoming aware of emotions, become aware of emotions of others, and then regulate emotions and put to good use
Managing interpersonal conflicts: If conflict is managed in effective and productive ways, the result is a reduction of stress, an increase in creative problem solving, and a strengthening of leader–follower and team-member relationships.
50
Conceptual Skills
Problem solving: refer to a leader’s cognitive ability to take corrective action in a problem situation in order to meet desired objectives. The skills include identifying the problem, generating alternative solutions, selecting the best solution from among the alternatives, and implementing that solution
Strategic planning: consider ideas to develop effective strategies for a group or an organization. Being strategic requires developing careful plans of action based on the available resources and personnel to achieve a goal.
Creating vision: To create vision, a leader needs to be able to set forth a picture of a future that is better than the present, and then move others toward a new set of ideals and values that will lead to the future. A leader must be able to articulate the vision and engage others in its pursuit. Furthermore, the leader needs to be able to implement the vision and model the principles set forth in the vision.
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Leaders vs Managers
Leaders
Set Direction
Align People
create a vision - motivate and inspire
Cope with Complexity
Managers
plan and budget
cope with change
controlling and problem-solving
52
Social Intelligence Elements
Social Awareness- Understanding others
Primal Empathy- sensing non-verbal emotional signals
Attunement- listening with full attention
Empathetic Accuracy- understanding another person's thoughts, feelings and intentions
Social Cognition- knowing how the social world works
Social Facility- Knowing what to do
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Social Intelligence Elements
Social Awareness- Understanding others
Primal Empathy- sensing non-verbal emotional signals
Attunement- listening with full attention
Empathetic Accuracy- understanding another person's thoughts, feelings and intentions
Social Cognition- knowing how the social world works
Social Facility- Knowing what to do
Synchrony- interacting smoothly at a non-verbal level
Self-Presentation- presenting ourselves effectively
Influence- shaping outcomes of social interactions
Concern- caring about others needs and acting accordingly
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Elements of Emotional Intelligence
```
Self-Awareness
Self- Regulation
Motivation
Empathy
Social Skill
```
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Rational Problem Solving Model
Identify the Problem
Generate Alternative Solutions
Select the Best Solution
Implement the Solution
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Elements of Vision
A Picture
• Picture of future better than status quo
• Not always fully developed but requires act of faith by followers and will build moral
A Change
• Change to the status quo (rules, procedures, values, rituals, goals)
Values
• Ideas, beleifs, and modes of actions
• Advocating for change requires understanding one's own values
• Eg. wants everyone to be equal= value of fairness
A Map
• Path to follow to achieve a vision
• Also provide guiding philosophy for people
A Challenge
• Challenges people to transcend a status quo
Articulating a Vision
• First must adapt vision to audience needs and desires
• How the vision contains ideals worth pursuing
• Choosing the right language for articulation
• Use symbols
• Sing inclusive language integrating them into the vision
Implementing a Vision
• See if they can walk the walk
• Requires setting high-performance expectations for others
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6 main characteristics of a vision
Offers an image (picture?) of what the future could look like
An emphasis on change and challenge
Advocating change within an organization requires an understanding of one’s own values, the values of others, and the values of the organization
Provides a road map for the future
Links the present to the future (Daft, 2011, p. 400)
Helps to establish a standard of excellence and integrity
58
How does one build a vision statement?
Involve others in the org
Keep it short and sweet
Choose your words carefully
Be patient
On the one hand, visions should not be too big
On the other hand visions should represent big hairy audacious goals
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Climate in Practice
Providing Structure
Clarifying Norms
Building Cohesiveness
Promoting Standards of Excellence
60
Positive outcomes of Cohesive Groups
increased participation
better interaction among members
group membership more consistent
members develop positive feelings toward one another
members more willing to attend group meetings
members influence each other
members conform more closely to group norms
group behaviour more goal-oriented
member satisfaction is high
members are more productive
61
3 elements to provide structure
First, having a particular task to work on, an understanding of how to do your job, and some general idea of where you fit in the overall picture of the organization is immensely helpful
Second, if your job involves working in a group, there are many elements of group work that you need to understand, so that the group can operate effectively and efficiently.
In summary, understanding what you are doing, why you are doing, and how to go about the task, really helps “structure” the work and helps foster a constructive climate.
62
Methods of expressing standards of excellence
What group members need to know
What skills group members need to acquire
How much initiative and effort they need
How group members are expected to treat one
another
The extent to which deadlines are significant
What goals they need to achieve
What the consequences are if they fail to achieve goals
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Dimensions of Diversity
* Primary
* Age
* Gender
* Race
* Mental and physical abilities
* Ethnicity
* Sexual orientation
* Secondary
* Geo location
* Military and work experience
* Family status
* Income
* Religion
* Education
* First language
* Organizational role and level
* Communication and work style
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Changing Perspectives on Diversity Throughout History
Time Period: 1960's and 70's
Perspective: government addresses inequalities
Metaphor: melting pot
Emphasis: assimilation
Time Period: 1980's and 90's
Perspective: advantages of accepting differences recognized
Metaphor: Salad
Emphasis: assimilation
Time Period: 2000-present
Perspectives: different opinions and insights valued
Metaphor: smorgashbord
Emphasis: inclusion/ intergration
65
Inclusion Framework
Exclusion (low belongingness low-value in uniqueness)
Differentiation (low belongings low uniqueness): not treated as an organizational insider but unique attributes considered valuable
Assimilation (high belonging low uniqueness)
Inclusion (high belonging and high uniqueness): individual treated as an insider and uniqueness valued
66
Leader practices that advance diversity and inclusion
feeling safe: both psychologically and psychically
feeling involved and engaged: do I treat others as full participants and insiders?
feeling respected and valued: do I treat others as I would be treated myself?
feeling influential: do I let other's ideas influence the group?
feeling authentic and whole: do I allow others to be truly themselves in the group?
67
Barriers to embracing diversity and inclusion
* Prejudice
* Ethnocentrism
* Stereotypes
* Privilege
68
Out-Group Common Elements
Minorities who think their voices won’t be heard
People who feel their ideas are unappreciated
“Social loafers”—group members who are inclined to goof off or work below their capacity
People who do not identify with the group
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Reasons why one may not identify with the group
Political differences
Academic background differences (e.g., the engineers may not agree with the business people’s understanding of a problem)
Socioeconomic factors which make it difficult for one individual to relate to another
Age differences such that one employee does not feel like they fit in or can relate to the rest of the group
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6 strategies for managing outgroup members
```
Listening
Empathy
Recognition
Inclusion
Build a relationship
Empower employers
```
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Listening to Out Group members
More than anything, out-group members want to be heard.
Listening requires that leaders set aside their own biases to allow out-group members to express their viewpoints freely.
When out-group members feel they have been heard, they feel confirmed and connected to the larger group.
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Showing Empathy to Outgroup Members
An effort to understand the feelings of out-group members (remember, emotional intelligence and social intelligence from lesson 6?)
A leader must suspend his or her own feelings to “stand in the shoes” of out-group members (again, remember the empathy component of emotional intelligence from lesson 6?)
Techniques include restatement, paraphrasing, reflection, and giving support
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Inclusion and Outgroup Members
Out-group members do not feel as if they belong & need to feel included
Leaders include out-group members by:
Responding to their communication cues appropriately
Asking for the out-group member’s opinion
Bottom Line: Leaders needs to be sensitive to out-group members’ needs & try to respond to them in ways that help them feel part of the group
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How outgroups form?
Disagree with majority
social identity theory- CANNOT identify with majority
Sense exclusion from larger group
Lack communication or social skills needed
75
Impact of out-group members
Run counter to building community
Negative impact on group synergy
Don’t receive the respect they deserve from others
76
Including out-group members in practice
* Strat 1, listen to them
* Strat 2, show empathy (restatement, paraphrasing, reflection, support)
* Strat 3, recognize unique contributions
* Strat 4, help them feel included
* Strat 5, create special relationship with them
* Strat 6, give them a voice and empower them to act
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4 elements of conflict
struggle
inter-dependence
feelings
differences
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sub-elements of conflict
feelings
differences
content and relational conflicts: content (beliefs and values) relational (issues of esteem and control)
79
Fisher and Ury Approach to Conflict
✓ Separate people from the problem
✓ Focus on interests, not positions
✓ Invent options for mutual gains
✓ Insist on using objective criteria
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Breaking down 3 main issues in conflict
Face Saving: In face saving, we attempt to communicate in a way that allows the other person maintains their sense of self-esteem, respect, and dignity.
Differentiation: Differentiation defines the conflict & requires individuals to explain their positions.
Fractionation:
book key elements of conflict of conflict and address one by one
helpful because
It reduces the conflict by paring it down to a smaller, less-complex conflict.
It gives focus to the conflict.
It facilitates a better working relationship between participants in the conflict
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Approaches to managing conflict
```
Competing
Avoiding
Compromising
Accommodating
Collaborating
```
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Factors related to ethical leadership
* Character of the leader
* Actions of the leader
* Goals of the leader
* Honesty of the leader
* Power of the leader
* Values of the leader
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6 Pillars of Character
* Trustworthiness
* Respect
* Responsibility
* Fairness
* Caring
* Citizenship
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5 bases of power
* Referent
* Expert
* Legitimate
* Reward
* Coercive
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Factors related to ethical leadership
```
character
actions
values
power
goals
honesty
```
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Obstacles hindering goal achievement
* Unclear Goals: must make them clear goals that are understandable in order for them to be executed
* Unclear Directions: clear directions provide structure and quality goals to easier
* Low Motivation: help others feel competent, help others get what they want, help others value what they do
* Complex Tasks: must use directive leadership and take charge to create structure and make easier
* Simple tasks use supportive style, human connection to motivate
* Low Involvement: participant style to lead by example
Lack of Challenge: achievement-oriented leadership motivate them
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Elements of path-goal theory
# Define goals
Clarify the path
Remove obstacles
Provide Support
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Leadership Style Matched to Obstacles
unclear goals- directive
unclear directions - directive
low motivation - relationship-oriented (expectancy theory)
complex tasks- directive
simple tasks- supportive
low involvement- supportive
unchallenged- achievement oriented
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What is Positive Psychology?
a scientific study of what makes life worth living
