Leadership. Dipan Vaishnav Dots & Arrows Consulting DAY 1

Transcription

1 Leadership Dipan Vaishnav DAY 1 2 1

2 Leadership Process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task. 3 Leadership "Leadership is ultimately about creating a way for people to contribute to making something extraordinary happen." 4 2

3 Leadership Effective leadership is the ability to successfully integrate and maximize available resources within the internal and external environment for the attainment of organizational or societal goals." 5 Management v/s Leadership MANAGERS Managers have subordinates Authoritarian, transactional style Work focus Seek comfort LEADERS Leaders have followers Charismatic, transformational style People focus Seek risk 6 3

4 Management v/s Leadership Skills MANAGEMENT SKILLS More concerned with implementation than the vision Concerned with BEING empowered Actions tend to be more strongly skillbased LEADERSHIP SKILLS More concerned with vision Concerned with empowering Actions demonstrate skill, but are strongly character based 7 Management v/s Leadership Skills MANAGEMENT SKILLS Tend to avoid risks for self protection, and hence growth is more limited; might understand strengths and weaknesses, but unaware of how to manage them to achieve goals LEADERSHIP SKILLS Understand their strengths and weaknesses, and are willing to learn from their mistakes and grow; able and interested in helping others do the same 8 4

5 Management v/s Leadership Skills MANAGEMENT SKILLS See a more limited web of relationships in terms of immediately adjacent areas; tend to focus mostly on goals set by others, and work more independently within organizational limitations LEADERSHIP SKILLS See relationships as opportunities for growth; personal goals in alignment with organizational goals; recognize that interdependence is the best way to achievement 9 Management v/s Leadership MANAGER LEADER Essence Stability Change Focus Managing work Leading people Have Subordinates Followers Horizon Short-term Long-term Seeks Objectives Vision Approach Plans detail Sets direction Decision Makes Facilitates Power Formal authority Personal charisma Appeal to Head Heart Energy Control Passion Culture Enacts Shapes Dynamic Reactive Proactive Persuasion Tell Sell 10 5

6 Management v/s Leadership MANAGER LEADER Style Transactional Transformational Exchange Money for work Excitement for work Likes Action Striving Wants Results Achievement Risk Minimizes Takes Rules Makes Breaks Conflict Avoids Uses Direction Existing roads New roads Truth Establishes Seeks Concern Being right What is right Credit Takes Gives Blame Blames Takes 11 One Without Another Leadership without management Sets a direction or vision that others follow, without considering too much how the new direction is going to be achieved. Management without leadership Controls resources to maintain the status quo or ensure things happen according to already-established plans. 12 6

7 One Without Another Eg: a referee manages a sports game, but does not usually provide "leadership" because there is no new change, no new direction - the referee is controlling resources to ensure that the laws of the game are followed and status quo is maintained. 13 Management v/s Leadership Despite the fact that leadership and management are two separate disciplines, for those occupying a management role, both qualities will often be required. Knowing the difference between management and leadership may help an individual to perform both tasks more effectively 14 7

8 Leadership Leadership is "organizing a group of people to achieve a common goal." The leader may or may not have any formal authority. 15 STUDIES ON LEADERSHIP 16 8

9 Leadership Studies Leadership studies is a multidisciplinary academic field of study that focuses on leadership in organizational contexts and in human life. 17 Some Studies on Leadership The Ohio State Leadership Studies. The Michigan Leadership Studies. McGregors Theory X & Theory Y. Blake & Mouton s Leadership Grid. 18 9

10 The Ohio State Leadership Studies The Ohio State Leadership Studies (1940s) focused on how leaders could satisfy common group needs. Two most important dimensions in leadership included-"initiating structure," and "consideration." Either high or low and were independent of one another. The research was based on questionnaires to leaders and subordinates-leader Behaviour Description Questionnaire (LBDQ) and the Supervisor Behaviour Description Questionnaire (SBDQ) 19 The Ohio State Leadership Studies Earlier studies sought to identify traits of Leaders (Trait Theory). In 1945, a group of researchers at the Ohio State University sought to identify the observable behaviours of leaders instead of identifying personality traits. Accordingly leaders exhibit two types of behaviours to facilitate goal accomplishment. people-oriented (consideration) task oriented (initiating structure) 20 10

11 Consideration The extent to which a leader exhibits concern for the welfare of the members of the group. This factor is oriented towards interpersonal relationships, mutual trust and friendship. This leadership style is people-oriented. Some of the statements used to measure this factor in the LBDQ are- being friendly and approachable treating all group members as his/her equal looking out for the personal welfare of group members making him/herself accessible to group members 21 Initiating Structure The extent to which a leader defines leader and group member roles, initiates actions, organizes group activities and defines how tasks are to be accomplished by the group. This leadership style is task-oriented. Some of the statements used to measure this factor in the LBDQ are- letting group members know what is expected of them maintaining definite standards of performance scheduling the work to be done asking that group members follow standard rules and regulations 22 11

12 The Ohio State Leadership Studies Initiating Structure deals with Task Behaviour and focuses on production issues. Eg. measuring production output. Consideration for Workers, focuses on the human side of the business and is also called Relationship Behaviour. Eg. orientation of new employees 23 The Ohio State Leadership Studies These two dimensions are independent. Consideration for workers and Initiating structure exist simultaneously and in different amounts

13 Consideration v/s Initiating Structure HIGH CONSIDERATION High Consideration And Low Structure High Consideration And High Structure LOW CONSIDERATION Low Consideration And Low Structure Low Consideration And High Structure LOW INITIATING STRUCTURE HIGH INITIATING STRUCTURE 25 The Michigan Leadership Studies A series of studies on leadership were done in Michigan University, starting in the 1950s. Leaders could be classified as either "employee centred," or "job centred. Identified three critical characteristics of effective leaders- task oriented behaviour relationship-oriented behaviour participative leadership

14 Task-Oriented Behaviour Managers did not do the same kind work as their subordinates. Their tasks were different, and included planning and scheduling work, coordinating activities and providing necessary resources. They also spent time guiding subordinates in setting task goals that were both challenging and achievable. 27 Relationship-Oriented Behaviour Managers concentrated on the task and on their relationship with their subordinates. Considerate, helpful and supportive of subordinates, including help with their career and personal problems. Recognized effort with intrinsic as well as extrinsic reward, thanking people for effort. Preferred a general and hands-off form of supervision rather than close control. They set goals and provided guidelines, but then gave their subordinates plenty of leeway as to how the goals would be achieved

15 Participative Leadership Managers used a participative style, managing at the group level as well as individually Using team meetings to share ideas and involve the team in group decisions and problem-solving. By their actions, such leaders model good teamoriented behaviour. More facilitative than directive, guiding the conversation and helping to resolve differences. The manager is responsible for results and is not absolved of responsibility. The effect of participative leadership is to build a cohesive team which works together rather than a set of individuals. 29 DAY

16 THEORIES OF LEADERSHIP 31 Theories of Leadership Trait v/s Process Leadership. Behavioural and Style Theories. Assigned v/s Emergent Leadership. Three Skill approach to Leadership

17 Trait v/s Process Trait definition of leadership Leader Process definition of leadership Leader Leadership Height Intelligence Extroversion Fluency Other traits Leadership (Interaction) Followers Followers 33 TRAIT THEORY OF LEADERSHIP 34 17

18 Trait Theory of Leadership Individuals can and do emerge as leaders across a variety of situations and tasks. Significant relationships exist between leadership and such individual traits as- Intelligence. Adjustment. Extraversion. Conscientiousness. Openness to experience. General self-efficacy. 35 Behavioural and Style Theories Leadership as a set of behaviours. Evaluating the behaviour of 'successful' leaders. Broad leadership styles- Authoritarian. Democratic. Laissez-faire. To lead; self-confidence and a high selfesteem is useful- essential

19 ASSIGNED V/S EMERGENT LEADERSHIP 37 Assigned v/s Emergent Leadership ASSIGNED LEADERSHIP Leadership that is based on occupying a position within an organization. The assigned leader does not always become the leader in a particular setting. EMERGENT LEADERSHIP Comes from how a group responds to one particular member. He or she may exert more influence than the person occupying the assigned leadership position

20 SKILLS APPROACH TO LEADERSHIP 39 Three-Skill Approach Proposed by Katz in his Harvard Business article (1955), recognizes three different abilities that a leader should have- Technical Skills. Human Skills. Conceptual Skills

21 Technical Skills Knowledge, competency and proficiency in a specific work or activity. Eg. to use excel and know how to implement macros is an advanced technical skill. Eg. to drive a 300 Ton truck is also an advanced technical skill. 41 Human Skills Ability to work with people. To get along with people. To communicate and work with teams, crew or associates

22 Conceptual Skills Ability to understand and better decide the actions and measures that have to be taken in a particular field of work. 43 Three-Skill Approach 44 22

23 Three-Skill Approach 45 Mumford et al, Skills Model Mumford and his colleagues (1990s) proposed a new model based on the skills that a leader should have. This model has 5 components- Individual Attributes. Competencies. Leadership Outcomes. Career Experiences. Environmental Influences

24 Mumford et al, Skills Model 47 Individual Attributes General Cognitive Ability- a person s intelligence; nothing to do with experience, only inborn talent. Crystallized Cognitive Ability- forged through learning and experiences; (learning new skills and comprehending complex information, being able to communicate in spoken and written forms, etc.) 48 24

25 Individual Attributes Motivation- motivation is an essential part to develop the leadership skills. A person must want to lead for leadership to occur (internal). Leaders has to express their leadership- exert and be responsible of influence over their group. The leader has to find social good, to improve the human good and value of the organisation. Personality- Any personality characteristic that helps to cope with complex organisational situations. 49 Competencies Problem solving Skills- defining a problem, formulating new understandings about the problem, finding creative solutions, taking those solutions to be achieved. Social Judgment Skills- Ability of leaders to understand people and social systems. perspective taking, social perceptiveness, behavioural flexibility and social performance. Knowledge- The accumulation of information and the mental structures used to organize that information

26 Leadership Outcomes The outcomes are directly influenced by the leader s competences. The two indicators for outcomes in the model are- Effective Problem Solving- creatively and effectively. Performance- no matter, how nice or empathic a leader is, delivery, results is the measure of success. 51 Career Experiences Connects the individual attributes with the competencies. Experience shapes the leaders skills. The leaders can be helped in developing their skills by- Giving them challenging job assignments. Mentoring. Appropriate training. Hands-on experience in solving new and unusual problems

27 Environmental Influences The last of the components in the model represents everything that lies outside the characteristics, competencies and experiences of the leader. An environmental influence to factors the leader cannot control by himself. 53 Pros & Cons of the Skills Approach Pros The model is centred on competencies, it s the first model to create a structure of the process of leadership based on skills. Intuitively appealing, it s always refreshing and good to know that you can develop your skills to be able to be a leader. Wide view of leadership particularly in Mumford s model. The model has five components and each of them can be subdivided too. The model captures many complexities of leadership not found in other models

28 Pros & Cons of the Skills Approach Cons Big breadth of skills; hence general and less precise on the model. Is not predictive. The model is not predictive, it doesn t describe how skills lead to effective leadership performance. Large sample of Military personnel was used to sample data and gather information for the studies of the model. Hence the question- could this model be applied with regular civilian people and different organization styles? 55 conceptual skills are required more at higher level. Leadership 56 28

29 DAY 3 57 Theories of Leadership Blake and Mouton s Leadership Grid. Situational & Contingency theories of Leadership. Path-Goal Theory

30 LEADERSHIP GRID 59 Managerial Grid Model Based on Behavioural Theory, developed by Robert R. Blake and Jane Mouton. The model is represented as a grid with concern for production as the X-axis and concern for people as the Y-axis; each axis ranges from 1 (Low) to 9 (High)

31 Concern for People Concern for People Managerial Grid Model , 9 9, 9 Country Club Style Team Style 5, 5 Middle-of-the-Road style Impoverished Style Produce or Perish Style 1, 1 9, Concern for Production 61 Accommodating- Yield and Comply. Managers pay much attention to the security and comfort of the employees. Indifferent- Evade and Elude. Managers use this style to preserve job and job seniority Sound- Contribute and Commit. High Managerial Grid Model concern both to people and production. 9 1, 9 9, 9 8 Country Club Style Status Quo- Balance and Compromise. Team Style 7 Managers balance between company 6 goals and workers' 5 5, 5 needs. 4 Middle-of-the-Road style 3 2 Impoverished Style Produce or Perish Style 1 1, 1 9, 1 Dictatorial- 0 Control & Dominate Managers 5 find Concern for Production employee needs unimportant

32 Managerial Grid Model The opportunistic style: exploit and manipulate. Individuals using this style, do not have a fixed location on the grid. They adopt whichever behaviour offers the greatest personal benefit. The paternalistic style: prescribe and guide. Managers using this style praise and support, but discourage challenges to their thinking. 63 Grid Theory- 7 Key Elements 1. Initiative- Taking action, driving and supporting 2. Inquiry- Questioning, researching and verifying understanding 3. Advocacy- Expressing convictions and championing ideas 4. Decision Making- Evaluating resources, choices and consequences 5. Conflict Resolution- Confronting and resolving disagreements 6. Resilience- Dealing with problems, setbacks and failures 7. Critique- Delivering objective, candid feedback 64 32

33 SITUATIONAL APPROACH 65 Situational Theory Herbert Spencer (1884) said, the times produce the person and not the other way around. Different situations call for different characteristics

34 Situational Leadership Theory What an individual actually does when acting as a leader is in large part dependent upon characteristics of the situation in which he functions. Paul Hersey and Ken Blanchard proposed the Situational Leadership theory. 67 Situational Leadership 68 34

35 SL- Leadership Styles Characterizes leadership style in terms of the amount of Task Behaviour and Relationship Behaviour that the leader provides to their followers- S1: Telling - one-way communication in which the leader defines the roles of the individual or group and provides the what, how, when, and where to do the task S2: Selling - two-way communication and providing the socio-emotional support that will allow the individual or group being influenced to buy into the process. 69 SL- Leadership Styles S3: Participating - shared decision making about aspects of how the task is accomplished and the leader is providing less task behaviours while maintaining high relationship behaviour. S4: Delegating - the leaders is still involved in decisions; however, the process and responsibility has been passed to the individual or group. The leader stays involved to monitor progress

36 SL- Maturity Styles The right leadership style will depend on the person or group being led - the follower- M1 - lack the specific skills required for the job and are unable and unwilling to do or to take responsibility. M2 - unable to take on responsibility for the task being done; however, are willing to work at the task. M3 - experienced and able to do the task but lack the confidence to take on responsibility. M4 - experienced at the task, and comfortable with their own ability to do it well. Able and willing to not only do the task, but to take responsibility for the task. 71 CONTINGENCY THEORY 72 36

37 Contingency Theory The most widely recognized Contingency Theory is Fiedler s theory (also called Fiedler contingency model ). This is a leader-match theory; it tries to match leaders to appropriate situations. It is called Contingency because it suggests that a leader s effectiveness depends on how well his style fits the context. Contingency Theory is concerned with styles and situations. 73 Contingency Theory- Styles Leadership styles are task motivated or relationship motivated. Measured on LPC (Least Preferred Coworker) scale. High score is relationship motivated and low is task motivated

38 LPC Scale To measure on the LPC scale the leaders has to think of all the people with whom they have ever worked and then describe the person with whom they have worked least well, using a series of bipolar scales of 1 to 8, such as the following- Unfriendly Friendly Uncooperative Cooperative Hostile Supportive Guarded Open 75 LPC Scale The responses to these scales (usually in total) are summed and averaged- a high LPC score suggests that the leader has a human relations orientation, while a low LPC score indicates a task orientation

39 LPC Scale- Assumptions This theory assumes- Everybody's least preferred coworker in fact is on average equally unpleasant. Relationship motivated people, tend to describe their least preferred coworkers in a more positive manner- receive higher LPC scores. Task motivated people, tend to rate their least preferred coworkers in a more negative manner- receive lower LPC scores. 77 LPC Scale The Least Preferred Coworker (LPC) scale is actually not about the least preferred worker. It is about the person who takes the test; his motivation type. This method reveals an individual's emotional reaction to people they cannot work with

40 Contingency Theory- Situations There is no ideal leader. Both low-lpc (task-oriented) and high-lpc (relationship-oriented) leaders can be effective if their leadership orientation fits the situation. The contingency theory allows for predicting the characteristics of the appropriate situations for effectiven.ess 79 Contingency Theory- Situations Situations can be characterized in terms of three factors- Leader-member relations- degree of mutual trust, respect and confidence between the leader and the subordinates. Task structure- extent to which group tasks are clear and structured. Position power- the power inherent in the leader's position itself

41 Contingency Model Leader- Member Relations GOOD POOR Task Structure High Structure Low Structure High Structure Low Structure Position Power Strong Power Weak Power Strong Power Weak Power Strong Power Weak Power Strong Power Weak Power Preferred Leadership Style Low LPCs Middle LPCs High LPCs Low LPCs 81 Contingency Theory- Predicting By measuring the LPC score and the three situational variables, one can predict whether a leader will be effective in a particular situation

42 Contingency Theory- Strengths Based on extensive research and long tradition. Considers impact of situations on leaders- relationship between a leader s style and the demands of various situations. Is predictive- type of leadership that is most likely to be effective in a situation. 83 Contingency Theory- Strengths Does not require that people be effective in all situations. Based on data of leaders styles, organizations could develop leadership profiles

43 PATH-GOAL THEORY 85 Path-Goal Theory Developed by Robert House, an Ohio State University graduate, in 1971 and revised in A leader's behaviour is contingent to the satisfaction, motivation and performance of his subordinates. The revised version- the leader engages in behaviours that complement subordinate's abilities and compensate for deficiencies

44 Path-Goal Theory It is about how leaders motivate their subordinates to accomplish designated goals. 87 Comparison Situational Approach A leader must adapt to the developmental level of subordinates. Contingency Theory Match between a leader s style and specific situational variables. Path-Goal Theory Emphasizes relationship between a leader s style and the characteristics of the subordinates and the work setting

45 Path-Goal Theory Assumes that subordinates will be motivated if (expectancy theory)- They think they are capable of performing their work. They believe their efforts will result in a certain outcome. They believe that the payoffs of doing their work are worthwhile. 89 Path-Goal Theory Subordinates Path Obstacles Path Goals / Productivity Path-Goal Leadership Define goals. Clarify path. Remove obstacles. Provide support

46 Path-Goal Theory- Components Leader Behaviors Directive Supportive Participative Achievement Oriented Subordinate Characteristics Task Characteristics Subordinates Motivation Goals / Productivity 91 Leader Behaviors Directive- is similar to initiating structure concept in Ohio State studies and the telling style of Situational Leadership. Supportive- is similar to consideration behavior in Ohio State studies. Participative- inviting subordinates to share in the decision making. Achievement-Oriented- a leader who challenges subordinates to perform at highest levels possible

47 Subordinate Characteristics Subordinate Characteristics determine how a leader s behavior is interpreted by subordinates. Subordinate Characteristics- Need for affiliation. Preferences for structure. Desires for control. Self-perceived level of task ability. 93 Task Characteristics Task Characteristics include- Design of subordinate s task. Formal authority system of the organization. Primary work group of subordinates

48 Path-Goal Theory Path-goal theory suggests that leaders need to choose a leadership style that best fits the needs of subordinates and the work they are doing. 95 Path-Goal Theory- Strengths Provides a framework for understanding how leadership behaviors affect subordinates satisfaction and work performance. Integrates motivation principles of expectancy theory into a leadership theory

49 Path-Goal Theory- Strengths Is a very practical model. Reminds leaders that the purpose of leadership is to guide and coach subordinates as they move along a path to achieve a goal. 97 DAY

50 Theories of Leadership Leader-Member Exchange Theory. Transformational leadership. Charismatic and visionary leadership. Servant leadership. Fusion leadership. 99 LEADER-MEMBER EXCHANGE THEORY

51 Leader-Member Exchange Theory Leader-member exchange (LMX) theory conceptualizes leadership as a process, centered on the interactions between leaders and followers. The focal point of the leadership process is the dyadic relationship between leaders and followers. 101 Leader-Member Exchange Theory Leader Dyadic Relationship Follower

52 Leader-Member Exchange Theory LMX theory was also called Vertical Dyad Linkage (VDL) theory. Two general types of linkages (relationships) between leaders and subordinates- Based on expanded and negotiated role responsibilities- in-group. Based on formal roles (defined roles)- outgroup. 103 Vertical Dyad Linkage L L L L L Dyadic Relationship S 1 S 2 S 3 S 4 S n

53 Vertical Dyad Linkage In-group Out-group L L L L L L S 1 S 2 S 3 S 4 S 5 S LMX Theory Research High-quality leader-member exchanges produced: Less employee turnover. Positive performance evaluations. Higher frequency of promotions. Greater organizational commitment. More desirable work assignments. Better job attitudes. More attention and support from leader. Greater participation. Faster career progress

54 Leadership Making Postulated by Graen and Uhl-Bien. Leadership making develops progressively over time in three phases: 1. Stranger phase. 2. Acquaintance phase. 3. Mature partnership phase. 107 Phases in Leadership Making Phase 1 Phase 2 Phase 3 STRANGER ACQUAINTANCE PARTNER Roles Scripted Tested Negotiated Influences One way Mixed Reciprocal Exchanges Low quality Medium quality High quality Interests Self Self and other Group Time

55 LMX Theory The LMX Theory works in two ways: Describes Leadership, and Prescribes Leadership. The central concept is the dyadic relationship the leader forms with each subordinate. 109 LMX Theory- Descriptively It is important to recognize the existence of in-groups and out-groups within a group or organization. Working with an in-group allows a leader to accomplish more work in a more effective manner

56 LMX Theory- Prescriptively Leadership-making model of Graen and Uhl- Bien. Accordingly, leaders should: Create special in-group like relationships with each subordinate. Offer each subordinate the opportunity to take on new roles and responsibilities. Nurture high quality exchanges. Build trust and respect with all subordinates. Create high-quality partnerships with people throughout the organization. 111 LMX Theory- Strengths Strong descriptive theory- easy to identify work units who contribute more and others. All organizations have in-groups and outgroups. Validates the experience of how people relate within an organization. For eg. leaders favor (have special relationships with) people who contribute more

57 LMX Theory- Strengths Unique leadership theory- focuses on dyadic relationship and not on characteristics of leaders, followers, contexts, or a combination of these. Emphasizes the importance of communication in leadership Helps create, nurture and sustain exchanges. Leads to mutual trust, respect and commitment. 113 LMX Theory- Strengths Avoids biases by leaders. Backed by strong research

58 DAY TRANSFORMATIONAL LEADERSHIP

59 Transformational Leadership First published in 1980 by James MacGregor Burns- modern theory. Transformational leadership is a process that changes and transforms people. Concerns emotions, values, ethics, standards and long-term goals. Includes assessing followers motives, satisfying their needs and treating them as full human beings. 117 Transformational Leadership Transformational Leadership influences and motivates followers to achieve more than expected. Incorporates charismatic and visionary leadership

60 Transactional & Transformational Leadership Transactional Leadership Transformational Leadership Focuses on exchanges between leaders and followers. Eg.: politicians win votes by new promises. Managers offer promotions to employees who surpass goals. A person engages with another and raises the motivation and morality in both, the leader and the follower. Leader helps followers achieve full potential. Eg.: Gandhiji 119 Pseudotransformational Leadership Leaders who transform, but in a negative way. Leaders who are self-consumed, exploitative and power-oriented, with warped moral values. Focuses on leader s own interests. Eg.: Adolf Hitler, Saddam Hussein

61 Charismatic Leadership Charisma: charm, appeal, magnetism, allure, attractiveness, captivation. A special personality characteristic that gives a person exceptional powers to attract followers and get things done. 121 Charismatic Leadership Personal characteristics: Dominant Desire to influence Self-confident Strong values

62 Charismatic Leadership Personality Characteristics Behaviors Effects on Followers Dominant Sets strong role model Trust in leader s ideology Desire to influence Shows competence Belief similarity between leader and follower Confident Articulates goals Unquestioning acceptance Strong values Communicates high expectations Expresses confidence Arouses motives Affection toward leader Obedience Identification with leader Emotional involvement Heightened goals Increased confidence 123 Charismatic Leadership Behavior types of charismatic leaders: Strong role models and belief in values. Appear competent to followers. Articulate ideological goals (moral). High expectations for followers. Arouse task-relevant motives in followers: Eg.: Gandhiji, Martin Luther King Jr., John F Kennedy

63 Charismatic Leadership Further research postulated that charismatic leadership transforms followers self-concepts. Followers will view work as an expression of themselves. Ties followers and their self-concepts to the organizational identity. 125 Transformational Leadership Further research by Bass in 1980s, provided a more expanded and revised version. More focus on followers rather than leaders needs. Presented Transformational and Transactional Leadership as a single continuum

64 Leadership Continuum Transformational Leadership Transactional Leadership Laissez-Faire Leadership 127 Transformational Leadership Transformational leadership motivates followers to do more than the expected by: Raising their awareness about importance and value of goal. Getting them to transcend their own selfinterest for team goals. Moving them to address higher level needs

65 Transformational Leadership Transformational Leaders improve performance of followers and develop them to their fullest potential. Leaders have strong internal values and ideals- are effective motivators. 129 Bass Model- 7 Factors TRANSFORMATIONAL LEADERSHIP Factor 1 Idealized Influence Charisma Factor 2 Inspirational Motivation Factor 3 Intellectual Stimulation Factor 4 Individualized Consideration TRANSACTIONAL LEADERSHIP Factor 5 Contingent Reward Constructive Transactions Factor 6 Management-by-Exception Active and Passive Corrective Transactions LAISSEZ-FAIRE LEADERSHIP Factor 7 Laissez-Faire Nontransactional

66 Factor 1 Idealized influence or Charisma. Leaders have high moral and ethical standards. Followers want to emulate them. Deeply respected by followers. Provide followers with vision and a sense of mission. Eg. Nelson Mandela. 131 Factor 2 Inspirational Motivation Leaders communicate high expectations to followers. Leaders use symbols and emotional appeal. Eg. Sales head / leader

67 Factor 3 Intellectual Stimulation Stimulates followers to be creative and innovative. Challenge their own beliefs and values. Problem solvers. Eg. Plant Manager to manage slowdowns in production. 133 Factor 4 Individualized Consideration Leaders who provide a supportive climate. Listen to individual needs of followers. Coaches and advises. Delegate to help grow their personal challenges. Eg. A Manager who cares and treats uniquely

68 Additive Effect Transformational Leadership Idealized Influence Inspirational Motivation Intellectual Stimulation Individualized Consideration Transactional Leadership Contingent Reward + Management by Exception Expected Outcomes Performance Beyond Expectations 135 Transactional Leadership Factors Leader does not individualize needs of followers. Work to advance their own and subordinates agendas. Are influential because it is in the best interest of subordinates to do what the leader wants

69 Factor 5 Contingent Reward Leader obtains agreement on what must be done and what will be the payoffs. Eg. Parent negotiating with child how much TV to watch. 137 Factor 6 Management by exception Two kinds: Active- leader watches out for mistakes. Eg. A sales supervisor. Passive- leader intervenes only after there are problems or the standards have not been met- negative reinforcement

70 Factor 7 Non-leadership factor Laissez-faire in French means a handsoff approach. Or, let things ride. Leader abdicates responsibility. Delays decisions. Gives no feedback. Offers no or little effort to help followers. 139 Other Perspectives Other perspectives on Transformational Leadership: Bennis and Nanus (1985). Kouzes and Posner (1987, 2002)

71 Bennis and Nanus Leaders have four common strategies in transforming organizations: Clear vision. Social architect. Create trust. Positive self-regard (emphasize strengths and not dwell on weaknesses). 141 Kouzes and Posner Leaders follow five fundamental practices: Model the way. Inspire a shared vision. Challenge the process. Enable others to act. Encourage the heart

72 Transformational Leadership Leaders empower followers and nurture them during change. Raise consciousness and transcend their own self-interest. To create change, transformational leaders become role models and followers want to emulate them. Vision is the focal point of Transformational Leadership. 143 Transformational Leadership- Strengths Widely researched among high designations ad levels eg CEOs and in large organizations. Has an intuitive appeal- leadership provides a vision. Treats leadership as a process between followers and leaders, not the sole responsibility of leaders. Needs of others are central

73 Transformational Leadership- Strengths Provides a broader view that augments other leadership models. Places a strong emphasis on followers needs, values and morals. 145 Full Range of Leadership Model Passive Effective CR MBE- A MBE- P LF II IM IS IC Active Ineffective

74 Full Range of Leadership Model Passive Effective CR MBE- A MBE- P LF II IM IS IC Active Ineffective 147 SERVANT LEADERSHIP

75 Servant Leadership First described by Robert Greenleaf. Leadership upside-down. Leaders transcend self-interest to serve others and the organization. 149 Servant Leaders Servant Leaders operate on two levels: Fulfillment of their subordinates goals and needs. Realization of larger purpose or mission of their organization. Servant Leaders give things away- power, ideas, recognition, information, credit for accomplishments, money, etc

76 Servant Leaders Truly value other people. Are trustworthy and trust others. Encourage participation, share power, enhance others self-worth. Unleash people s creativity, full commitment, and natural impulse to learn and contribute. Connect followers hearts to the organizational mission and goals. 151 FUSION LEADERSHIP

77 Fusion Leadership Fusion Leadership- coming together of whole individuals to accomplish mutual goals based on shared vision and values. Engage not only the bodies and minds of their employees, but also their hearts and souls. Supports personal growth and ingenuity, qualities that facilitate change. 153 Fusion Leadership New Science assumptions- organizations can act as living systems and evolve with changing conditions. Fusion Leadership shows, in practical terms, how individuals and organizations can grow together. Fusion unleashes subtle forces- mindfulness, vision, heart, courage, communication, and integrity-which can fundamentally transform organizations

78 Fusion Leadership Mindfulness- independent thinking, personal creativity, and an open mind. Vision- the higher purpose toward which people work. Heart- caring. Compassion- positive feelings that underlie workplace relationships. Communication influences vision, values, and emotions; it also involves listening and discerning. Courage- people to take risks. Integrity involves honesty, trust, and service-going beyond self-interest to give something to the organization. 155 Some Videos Servant Leadership Ingredients of effective leadership

79 THANK YOU Dipan Vaishnav W- E- C