357802 – Week 2 Leadership

1. 357802 – Week 2LeadershipA great amount of supplemental material is included after the discussions of the information in the chapters from overhead 51 onwards. Review of this is optional.

2. 357802 – Week 2Leadership Chapter 2 - Trait Approach

3. Goals of Trait Theorists • Identify the traits necessary to explain important human behaviors • Assume that behavior can be explained by operation of traits • Measure traits accurately • Big Five, MMPI, etc. • Eventually look for causes of trait development • e.g., biological/evolutionary perspectives

4. Who we’re studying The Managerial Leader engaging in Managerial Leadership • Odiorne, G.S. (1965). Management By Objectives: A System Of Managerial Leadership. New York, NY, USA: Pitman Publishing Corp. • Cribbin, J.J. (1972). Effective Managerial Leadership. New York, NY, USA: American Management Association. • Yukl, G. (1989). Managerial Leadership: A Review of Theory and Research. Journal of Management, 15(2), 251-289. A managerial leader is an appointed manager in an organisation who has leadership as an expectation of the job performance.

5. Overview Great Person Theories Historical Shifts in Trait Perspective What Traits Differentiate Leaders From Non-leaders? How Does the Trait Approach Work?

6. Great Person Theories Trait Approach: one of the first systematic attempts to study leadership • “Great Man” Theories (early 1900s) • Focused on identifying innate qualities and characteristics possessed by great social, political, & military leaders

7. Historical Shifts in Trait Perspective 1930-50s 1970’s - Early 90s Today Early 1900s Revival of Critical Role of Traits in Leader Effectiveness Traits Interacting With Situational Demands on Leaders Great Man Theories E.g., 5 Major Leadership Traits • Research focused • on individual • characteristics • that universally • differentiated • leaders • from non-leaders • Landmark Stogdill (1948) • study - analyzed and • synthesized 124 trait studies • - Leadership • re-conceptualized • as a relationship between • people in a social situation • Mann (1959) reviewed 1,400 • findings of personality and • leadership in small groups • - Less emphasis on situations • - Suggested personality traits • could be used to discriminate • leaders from non-leaders • Stogdill (1974) • - Analyzed 163 new studies • with 1948 study findings • - Validated original study • - 10 characteristics • positively identified with • leadership • Lord, DeVader, & • Alliger (1986) meta-analysis • - Personality traits can be • used to differentiate • leaders/non-leaders • Kirkpatrick & Locke (1991) • - 6 traits make up the • “Right Stuff” for leaders Intelligence Self-Confidence Determination Integrity Sociability Innate Qualities Situations Personality / Behaviors

8. Studies of Leadership Traits and Characteristics Leadership Traits

9. Major Leadership Traits Some traits to possess or cultivate if one seeks to be perceived by others as a leader: • Intelligence– Intellectual ability including verbal, perceptual, and reasoning capabilities • Self-Confidence – Ability to be certain about one’s competencies and skills • Determination – The desire to get the job done (i.e., initiative, persistence, dominance, drive)

10. Major Leadership Traits Traits to possess or cultivate if one seeks to be perceived by others as a leader: • Integrity– The quality of honesty and trustworthiness • Sociability – Leader’s inclination to seek out pleasant social relationships

11. Big Five Personality Factors 5-Factor Personality Model & Leadership

12. 5-Factor Personality Model & Leadership Big Five & Leadership: A study using meta-analysis (Judge et al, 2002) Results – a strong relationship between personality traits and leadership • Extraversion – factor most strongly associated with leadership • Most important trait of effective leaders • Conscientiousness– 2nd most related factor • Neuroticism & Openness– next most related • Neuroticism negatively associated to leadership • Agreeableness– only weakly related to leadership

13. Emotional Intelligence & Leadership • Thatpeople who are more sensitive to their emotions & their impact on others will be more effective leaders (the opposite could be true) Definition Underlying Premise • Ability to perceive and: • apply emotions to life’s tasks • reason/understand emotions • express emotions • use emotions to facilitate thinking • manage emotions within oneself & relationships

14. How Does the Trait Approach Work? Focus of Trait Approach Strengths Criticisms Application

15. Focus of Trait Approach Personality Assessments Leader • Focuses exclusivelyon leader • What traits leaders exhibit • Who has these traits • Organizations use personality assessments to find the “Right” people • Assumption- will increase organizational effectiveness • Specify characteristics/traits for specific positions • Personality assessment measures for “fit” • Instruments: LTQ, Myers Briggs

16. Strengths • Intuitively appealing • Perception that leaders are different in that they possess special traits • People “need” to view leaders as gifted • Credibility due to a century of research support • Highlights leadership component in the leadership process • Deeper level understanding of how the leader’s personality is related to leadership process • Provides benchmarksfor what to look for in a leader

17. Criticisms • Fails to delimita definitive list of leadership traits • Endless lists have emerged • Doesn’t take into account situational effects • Leaders in one situation may not be leaders in another situation • List of most important leadership traits is highly subjective • Too much subjective experience & observations serve as basis for identified leadership traits • Research fails to look at traits in relationship to leadership outcomes • Not useful for training & development

18. Application of Trait Theory • Provides direction as to which traits are good to have if one aspires to a leadership position • Through various tests and questionnaires, individuals can determine whether they have the select leadership traits and can pinpoint their strengths and weaknesses • Can be used by managers to assess where they stand within their organization and what is needed to strengthen their position Some Leadership Traits Intelligence Self-Confidence Determination Integrity Sociability

19. Leadership Chapter 3 - Skills Approach Northouse, 4th edition

20. Overview Skills Approach Perspective Three-Skill Approach (Katz, 1955) Skills-Based Model (Mumford, et al, 2000) How Does the Skills Approach Work?

21. Skills Approach Description • Leader-centered perspective • Emphasis on skills and abilities that can be learned and developed Perspective Definition Leadership skills- The ability to use one’s knowledge and competencies to accomplish a set of goals and objectives

22. Three-Skill Approach (Katz, 1955) Technical Skill Human Skill Conceptual Skill

23. Basic Administrative Skills – Katz (1955) Management Skills Necessary at Various Levels of an Organization • Leaders need all three skills – but, skill ability/ importance changes based on level of management

24. Technical Skill • Technical skill- having knowledge about and being proficient in a specific type of work or activity. • Specialized competencies • Analytical ability • Capability to use appropriate tools and techniques • Technical skills involve hands-on ability with a product or process • Most important at lower levels of management (in most cultures)

25. Human Skill • Human skill– having knowledge about and being able to work with people. • Awareness of one’s own perspective and others’ perspectives at the same time • People skills help a leader to assist group members in working cooperatively to achieve common goals • Creates an atmosphere of trust where members feel they can become involved and impact decisions in the organization • Important at alllevels of the organization

26. Conceptual Skill • Conceptual skill- the ability to do the mental work of shaping the meaning of organizational policy or issues (what the company stands for and where it’s going) • Works easily with abstractionand hypothetical notions • Central to creating and articulating a vision and strategic plan for an organization • Most important at top management levels

27. Skills-Based Model Skills Model Perspective Skills-Based Model Competencies Individual Attributes Leadership Outcomes Career Experiences Environmental Influences

28. Skills Model Description(Mumford, Zaccaro, Harding, Jacobs, & Fleishman, 2000) • Research studies (1990s) goal: to identify the leadership factors that create exemplary job performance in an organization • Emphasizes the capabilities that make effective leadership possible rather than what leaders do Perspective Skills-Based Model of Leadership • Capability model - Examines relationship between a leader’s knowledge & skills & the leader’s performance • Suggests many people have the potential for leadership

29. Skills Model Three Components of the Skills Model

30. Competency Skills Competencies Problem Solving Social Judgment Knowledge • Capacity to understand people and social systems • - Perspective taking • - Social perceptiveness • - Behavioral flexibility • - Social performance • The accumulation of information & the mental structures to organize the information • Creative ability to solve new/unusual, ill-defined organizational problems

31. Crystallize • Verb, tr.To cause to form crystals or assume a crystalline structure. • To give a definite, precise, and usually permanent form to: The scientists finally crystallized their ideas about the role of the protein. • To coat with crystals, as of sugar. • Verb, intr.To assume a crystalline form. • To take on a definite, precise, and usually permanent form.

32. Individual Attributes Individual Attributes General Cognitive Ability Crystallized Cognitive Ability Motivation Personality • Three aspects of • motivation • Willingness to • lead • - Dominance • - Social good • Person’s intelligence • - Perceptual processing • - Information processing • - General reasoning • - Creative & divergent • thinking • - Memory • Intellectual ability learned over time • Any characteristic • that helps people • cope with complex • organizational • situations is • probably related to leader performance

33. Leadership Outcomes Leadership Outcomes Problem Solving Performance • Criteria = originality & quality of solutions to problem situations – good problem solving involves creating solutions that are: • - Logical • - Effective • - Unique • - Go beyond given information • Degree to which a leader has successfully performed his/her assigned duties

34. Skills Model Skills Model of Leadership

35. Career Experiences Career Experiences Challenging Assignments Mentoring Appropriate Training Hands-on Experience With Novelty • Experience gained during career influences leader’s knowledge & skills to solve complex problems • Leaders learn and develop higher levels of conceptual capacity if they progressively confront more complex and long-term problems as they ascend the organizational hierarchy

36. Environmental Influences Environmental Influences Factors Outside of Leader’s Control • Factors in a leader’s situation that lie outside of the leader’s competencies, characteristics, and experiences • Outdated technology • Subordinates

37. How Does the Skills Approach Work? Focus of Skills Approach Strengths Criticisms Application

38. Focus is primarily descriptive – it describes leadership from skills perspective Provides structure for understanding the nature of effective leadership Katz (1955) suggests importance of particular leadership skills varies depending where leaders reside in management hierarchy Mumford et al. (2000) suggest leadership outcomes are direct result of leader’s skilled competency in problem solving, social judgment & knowledge Skills Approach Principal Research Perspectives Focus

39. Strengths • First approach to conceptualize and create a structureof the process of leadership around skills • Describing leadership in terms of skills makes leadership available to everyone • Provides an expansive view of leadership that incorporates wide variety of components (i.e., problem-solving skills, social judgment skills) • Provides a structure consistentwith leadership education programs

40. Criticisms • Breadth of the skills approach appears to extendbeyond the boundaries of leadership, making it more general/less precise • Weak in predictive value; does not explain howskills lead to effective leadership performance • Skills model includes individual attributes that are trait-like

41. Application • The Skills Approach provides a way to delineate the skills of a leader • It is applicable to leaders at all levels within the organization • The skills inventory can provide insights into the individual’s leadership competencies • Test scores allow leaders to learn about areas in which they may wish to seek further training

42. Relationships amongst traits and skills Mary Shane Connelly, Janelle A. Gilbert, Stephen J. Zaccaro, K. Victoria Threlfall, Michelle A. Marks, Michael D. Mumford, Exploring the relationship of leadership skills and knowledge to leader performance, The Leadership Quarterly, Volume 11, Issue 1, Spring 2000, Pages 65-86.

43. American Institutes for Research, Fairfax, VA and Management Research Institute, Bethesda, MD, USA • Assessment centre research has provided a multivariate examination of individual characteristics and capabilities related to effective leadership. Bray et al. (1974) conducted the American Telephone and Telegraph or AT&T Management Progress Study to examine skills and abilities related to advancement to middle management.

44. American Institutes for Research, Fairfax, VA and Management Research Institute, Bethesda, MD, USAThe skills, abilities, and personality characteristics that best predicted advancement to middle management include • decision making skill, • creativity, • planning/organizing, • human relations skills, • oral communication, • desire for advancement, • resistance to stress, • tolerance for ambiguity, • energy, • diversity in interests, • high work standards.

45. Skills development • Bray et al.’s research also reveals that individuals with greater managerial potential are given more challenging assignments, contributing to the development of the managerial skills related to advancement and to faster promotions. • Support of Implicit leadership theory, if you have traits of a leader, you’re given the opportunity to lead

46. Dunnette (1971) • cognitive skills, • interpersonal skills, • organizing/planning skills, • energy, • motivation, • emotional stability, • resistance to stress.

47. Mumford, O'Connor, Clifton, Connelly and Zaccaro (1991) Predictors of future leaders in university:achievement motivation, • social skills, • social adjustment, • dominance, • reasoning, and • creativity are some of the strongest and most stable predictors

48. Hogan and Hogan’s (1997) Hogan Development Survey Dysfunctional leader behavioural tendencies: • Excitable – moody, easily annoyed, hard to please, and emotionally volatile. • Sceptical– distrustful, cynical, sensitive to criticism, and focused on the negative. • Cautious – unassertive, resistant to change, risk averse, and slow to make decisions. • Reserved– aloof, indifferent to the feelings of others, and uncommunicative.

49. Hogan and Hogan’s (1997) Hogan Development Survey Dysfunctional leader behavioural tendencies: • Leisurely– overtly cooperative, but privately irritable, stubborn, and uncooperative. • Bold – overly self-confident, arrogant, with inflated feelings of self-worth. • Mischievous– charming, risk taking, limit testing and seeking excitement. • Colourful– active, energetic, entertaining, dramatic, and attention seeking (charismatic?).

50. Hogan and Hogan’s (1997) Hogan Development Survey Dysfunctional leader behavioural tendencies: • Diligent– meticulous, precise, conscientious, hard to please, and perfectionist. • Dutiful– eager to please and reluctant to act independently or against popular opinion.