In Search of Leadership

1. In Search of Leadership Objectives

2. Some leadership questions: • Who are the most admired leaders (living or deceased) in the world? • What is it about them that makes them the most admired? • Who are the 2 most significant leaders in your life? • What is it about them that makes them the most significant? • How would you categorize what makes them admired/significant?

3. Self-AssessmentUse the scale below to respond to the following statements: 1=Disagree Strongly, 2=Disagree Somewhat, 3=Neither Agree nor Disagree, 4=Agree Somewhat, 5=Agree Strongly • A person needs to be feared by his/her employees in order to be an effective leader. • There is one best way to lead people in organizations. • A major part of leadership is providing direction for employees. • A person needs to consider the characteristics of the situation in order to become an effective leader. • Leaders should rely on the use of their formal authority or position in the organization as the best way to influence their employees. • Leadership ability is something that cannot be developed, since you either have it at birth or you don’t. • Leadership effectiveness should be measured solely in terms of the financial performance of the organization. • Effective leaders must be trusted and respected by their employees. • Workers in today’s modern business environment don’t value or need leadership from management. • The knowledge and skills needed to perform well in a nonmanagerial position are pretty much the same as those needed to be an effective leader in an organization.

4. Leadership Interview In teams of 2 ask and answer the following questions: • What is your position title? What are the primary tasks and responsibilities associated with your job? • What are your organization’s products and services, mission, structure, and any other characteristics you think are important? • How would you define effective leadership as it relates to your job? • What have been the most difficult leadership challenges you have experienced in your job? How did you handle them? • What kind of advice would you give students regarding the best ways to develop their own leadership skills for the future? Individually write a brief summary, and prepare to make a brief presentation of your findings.

5. So what?

6. Leadership: An Overview • DEFINE the term leadership. • DISCUSS the trait approach to leadership. • DESCRIBE two major behavioral approaches to leadership. • EXPLAIN what situational approaches are and describe several significant ones. • IDENTIFY a number of substitutes for leadership.

7. Leadership Defined The process of influencing others to facilitate the attainment of organizationally relevant goals. Three Important Variables: People Who are being lead Task What people are performing Environment In which the people and task exist

8. Leadership’s Importance Empirical evidence of the magnitude of the effects on performance is modest. Why? • Similarity across selected individuals • Similar background, experience, qualifications • No unilateral control over resources • Major decisions require approval, review, and modification by others • Many uncontrollable factors • External factors may be overwhelming and uncontrollable

9. Physical Characteristics Intelligence Effective Leaders Supervisory Ability Personality Trait Approach Identifying intellectual, emotional, physical, and other personal traits of effective leaders.

10. Behavioral Approach: UM Studies Leadership Styles Employee-Centered • Focuses on the people doing the work • Uses delegation • Creates a supportive work environment to satisfy needs • Emphasizes individual and group development Job-Centered • Focuses on completing the task • Uses close supervision • Relies on reward, legitimate, and coercive power • Concern for people not a priority

11. Behavioral Approach: OSU Studies Leadership Factors Consideration • Leader emphasizes • Friendship • Mutual trust • Respect • Rapport • Supports open communication and participation Initiating Structure • Leader organizes and defines relationships • Establishes well-defined patterns and channels of communication • Spells out ways of getting the job done • Focuses on goals and results

12. Shortcomings of the Trait and Behavioral Approaches Trait and Behavioral Approaches • Lack applicability across situations • Fail to consider the interaction among: • People • Tasks • Environment Refinements Situational Theories of Leadership

13. The Contingency Leadership Model The performance of groups is dependent on the interaction between leadership style and situational favorableness. SITUATIONAL FAVORABLENESS • Leader-member relations • Degree of trust, respect • Task Structure • Specificity of tasks • Position Power • Power inherent in leader’s position LEADERSHIP STYLE • Least-Preferred Coworker Scale (LPC) • Assesses the degree of positive or negative feelings • Scores on the LPC • Low - Task-oriented • High - Relationship-oriented

14. The Contingency Leadership Model Situational Characteristics Situation I VIII II III IV V VI VII Leader-member relations Good Good Good Good Poor Poor Poor Poor Task structure High High Low Low High High Low Low Position power Strong Weak Strong Weak Strong Weak Strong Weak Preferred leadership style Task-Oriented Task-Oriented Relationship-Oriented Very Favorable Very Unfavorable

15. Subordinate Attitudes • Job satisfaction • Acceptance of the leader • Effort-performance-reward expectations Leadership Styles • Directive • Supportive • Participative • Achievement-oriented Situational Variables • Personal characteristics of followers/subordinates • Environmental pressures and demands Path-Goal Model Focuses on how the leader influences the followers’ perceptions of work goals, self-development goals, and paths to goal attainment. Major Components

16. Path-Goal Model • Follower/Subordinate Characteristics • Locus of Control • Experience • Ability • Leader Behavior/Styles • Directive • Supportive • Participative • Achievement-Oriented • Environmental Factors • Tasks • Formal Authority System • Work Group • Outcomes • Satisfaction • Performance • Followers/Subordinates • Perceptions • Motivation

17. Leader-Member Exchange Approach Emphasizes differing relationships that leaders develop with different subordinates. Subordinates Classified as: • Out-group members • Those having less in common with the leader and do not share much with him/her • Likely receive • Less challenging assignments • Little positive reinforcement Subordinates Classified as: • In-group members • Those having a common bond and value system and interact with the leader • Likely receive • More challenging assignments • More meaningful rewards

18. Individual, task, environmental, and organizational characteristics Can influence which leadership style to use to affect follower satisfaction or performance Can tend to negate the leader’s ability to affect follower satisfaction or performance. SUBSTITUTES FOR LEADERSHIP SITUATIONAL LEADERSHIP Substitutes for Leadership Task, organizational, or subordinate characteristics that render relationship- and/or task-oriented leadership as not only impossible but unnecessary.

19. I awoke this morning with no voice. Your win, my loss. Thus, today’s agenda: • Articles Presentation by Team Transformers & Team Suksedin Beings with facilitated discussion by presenting teams • Review and discussion of McKinsey article facilitated by Mette, Kylene & Lisa • Visual overview of Situational Leadership with discussion facilitated by Morten, Michael B., & Michael S. • Visual overview of Collins’ Level 5 model with discussion facilitated by Julia, Tyler & Andy • Visual overview of Bennis’ and Thomas’ model with discussion facilitated by Kristi, Jeff & Ritz • Q & A with Pfeiffer, et al.

20. THEN Hersey-Blanchard Situational Leadership Theory (SLT) Emphasis is on the followers and their level of maturity. Decide on a Leadership Style • Telling (S1) • Selling (S2) • Participating (S3) • Delegating (S4) Leaders Must Judge Follower Readiness • Job-related • Knowledge and ability to do the job • Psychological • Self-motivation and willingness or desire to do the job

21. Situational Leadership Model Participating (S3) Selling (S2) (High) Supportive behavior Relationship Behavior Delegating (S4) Telling (S1) (Low) Task Behavior Guidance Behavior (High) Follower Readiness D4 D3 D2 D1

22. Similarities Focus on the dynamics of leadership Have stimulated research on leadership Remain controversial because of: Measurement problems Limited research testing Contradictory results Differences Situational variables discussed in each approach differ somewhat Differing views of outcome criteria Leader effectiveness Satisfaction Performance Acceptance Comparing the Situational Approaches

23. Other Leadership Concepts? Good To Great, Jim Collins Geeks & Geezers, Warren G. Bennis and Robert J. Thomas ?

24. Jim Collins’ Level 5 Leadership Model Level 5 Level 5 Executive Builds enduring greatness through a paradoxical blend of personal humility and professional will. Level 4 Effective Executive Catalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards. Level 3 Competent Manager Organizes people and resources toward the effective and efficient pursuit of predetermined objectives. Level 2 Contributing Team Member Contributes individual capabilities to the achievement of group objectives and works effectively with others in a group setting. Level 1 Highly Capable Individual Makes productive contributions through talent, knowledge, skills, and good work habits.

25. Personal Will Creates superb results, a clear catalyst in the transition from good to great. Demonstrates an unwavering resolve to do whatever must be done to produce the best long-term results, no matter how difficult. Sets the standard of building an enduring great company; will settle for nothing less. Looks in the mirror, not out the window, to apportion responsibility for poor results, never blaming other people, external factors, or bad luck. Personal Humility Demonstrates a compelling modesty, shunning public adulation; never boastful. Acts with quiet, calm determination; relies principally on inspired standards, not inspiring charisma, to motivate. Channels ambition into the company, not the self; sets up successors for even greater success in the next generation. Looks out the window, not in the mirror, to apportion credit for the success of the company-to other people, external factors, and good luck. The Two Sides of Level 5 Leadership

26. Bennis’ and Thomas’ Leadership Development Model Era Experiences • Leadership competencies • Adaptive capacity • Hardiness • First-class noticer • Learning learning • Proactively seizing opportunities • Creativity • Engaging others by creating • shared meaning • Encourage dissent • Empathy • Obsessive communication • Voice • Purpose • Self-awareness, self-confidence • EQ • Integrity • Ambition • Competence • Moral compass Organization Of Meaning Individual factors Crucible

27. So what?