Leadership
Student Presentations
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Dammein Hurdle
Brian Sheeran
Jacelyn Lopez-Bello
Willie Douglas
J.R. Gonzalez
Dilcia Vasquez
Abubakar Quartey
What is Leadership?
“There are almost as many definitions of leadership as
there are persons who have attempted to define the
concept.”
Stodgill, 1981. p. 7
" ...leadership is like the Abominable Snowman,
whose footprints are everywhere but who is
nowhere to be seen“
Bennis & Nanus, 1997
What is Leadership?
•
Leadership is the “behavior of an individual …
directing the activities of a group towards a
shared goal.” Hemphill and Coons, 1957
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“Leadership is about innovating and initiating …
Leadership is creative, adaptive, and agile …
Leadership looks at the horizon, not just at the
bottom line.”
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Bennis and Goldsmith, 1994, p. 4
What Is Leadership?
In their book, Reframing Organizations,
Bolman and Deal say the answer
seems to fall into the following
categories:
•
•
•
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Ability to get others to do what you want
Leaders motivate people to get things done
Leaders provide a vision
Leadership is facilitation
Bolman, L.G., & Deal, T.E. (1997). Reframing organizations: Artistry, choice, and leadership. (2nd ed.). San Francisco, CA: Jossey-Bass.
Definition of Leadership
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A passion for your goals
An understanding of your medium
Examples:
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Microwave multiplexer designer
Journalist
Politician?
We are most interested in people leadership
Exercise - Changes in Leadership
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In the first column of the worksheet at table, list the significant
ways in which your business is changing. What is changing?
What does the business have to do to cope?
Changing Environment Worksheet
What’s Changing
Customers expect immediate
response
Organization Response
Exercise - Changes in Leadership
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In the second column, list the things your organization must do to
cope with the change listed in the first column. How must the
organization behave differently to meet the changes?
Changing Environment Worksheet
What’s Changing
Customers expect immediate
response
Organization Response
Must reduce cycle time for
production of widgets
Exercise - Changes in Leadership
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Form small groups
Describe change and organization response
Determine what leadership behaviours are required to lead
organization (last column)
Changing Environment Worksheet
What’s Changing
Customers expect immediate
response
Organization Response
Must reduce cycle time for
production of widgets
Leadership Behaviours
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As described by participants in LDP:
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Visionary
Trustworthy
Charismatic
Decisive
Flexible
Good Communicator
Integrity
Motivational
Effective Leadership Indicator
Overall adjectives might be perceived as falling into specific groupings. On the one hand, they can be
common, mixed or uncommon descriptors (defined by how many people are typically described that way).
They can also be seen as making people more effective, less effective or being neutral. If we create a table
with those rows and columns, here is the result.
Effect /
Adjective
Common
Mixed
More
Fair *
Resourceful *
Determined *
Dependable *
Trusted *
Understanding *
Supportive *
Adaptable *
Appreciative *
Self-confident
Considerate
Analytical
Organized
Energetic
Permissive
Forceful
Demanding
Changeable
Uncommon
* -Critical Adjectives
Neutral
Less
Encouraging
Initiating
Decisive
Independent
Methodical
Delegating
Patient
Reflective
Deliberate
Easygoing
Consenting
Compromising
Casual
Blunt
Opinionated
Critical
Conservative
Guarded
Conventional
Dogmatic
Pressuring
Manipulating
Detached
Impulsive
Impersonal
Self-centered
Abrasive
Impatient
Noncommittal
Globe Project
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Background
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Are transformational
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characteristics of leadership
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universally endorsed?
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170 country co-investigators
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65 different cultures
What traits are universally viewed
as impediments to leadership
effectiveness?
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Globe Database
17,500 middle managers
80% male
65 countries
800 organizations
Universal Positive
Leader Attributes
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Trustworthy
Honest
Encouraging
Positive
Dynamic
Motivator
Dependable
Intelligent
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Decisive
Communicative
Informed
Team builder
Win-win problem solver
Plans ahead
Just
Universal Negative
Leader Attributes
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Loner
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Asocial
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Irritable
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Dictatorial
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Ruthless
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Non-cooperative
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Egocentric
Culturally Contingent Items
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Ambitious
Cautious
Cunning
Domineering
Elitist
Enthusiastic
Formal Independent
Individualistic
Intra-group competitor
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Intra-group conflict
avoider
Intuitive
Logical
Micro-manager
Risk-taker
Self-effacing
Sensitive
Sincere
Worldly
Leadership Behaviours
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Items generated by exercise not different from
those people use to describe past leaders
Special emphasis on people and strategic
relationships rather than technical abilities.
Are some areas usually described as changing
Leadership Behaviours
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Level Five Leader Jim Collins, Good to Great
Mix personal humility with professional will
Seek sustained results 
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Who is on the bus
Hedgehog Concept
Flywheel
Leadership Behaviours
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Primary change appears to be response to
information overload.
Information overload not new but rate of change
has increased exponentially.
New leader must be able to successfully handle
higher levels of information flow while making
reasoned decisions.
Trait Theories: 1960s-1990s
Seven traits seemed to differentiate
leaders from non-leaders (but with
only modest predictive ability)
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ambition and energy
desire to lead
honesty and integrity
self-confidence
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intelligence
high self-monitoring
job-relevant
knowledge
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Researchers began organizing traits around
the Big Five personality framework
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Conscientiousness
Agreeableness
Emotional Stability
Openness to experience
Extraversion
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Resulted in consistent support
for traits as predictors of
emerging leaders
BUT
 Assume innate, or inherent
skills
 Only moderate predictive
ability
 Gender-bias
Gender bias today?
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Do you think stereotypes affect who we tend
to see as a leader?
Gender Bias in Leadership Perception
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Ann B. Hopkins was denied a partnership at
Price Waterhouse (U.S., 1987)
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Gender stereotyping played a role in this
decision (Fiske et al., 1991).
Perceptions of Leadership
(SIOP)
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Traits often attached to effective leadership are
"masculine"
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(e.g., courage, persuasiveness, and assertiveness)
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An aggressive male leader will be viewed as
ambitious, while an aggressive female leader may
be viewed as pushy.
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These perceptions are grounded in the gender
stereotypes that have developed over time.
Behavioral Theories
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A move from leaders to leadership
Assumes people can be trained to
lead
Researched the behaviors of specific
leaders
Provides the basis of design for
training programs
Assessing leadership behaviors
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Measures:
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Campbell Leadership Index (CLI)
Benchmarks
Firo-B (covered in class already: Inclusion,
Control, Affection)
How used?
Campbell Leadership Index
(Nilsen & Campbell, 1998)
Where do you stand on these?
 Leadership
 Energy
 Affability
 Dependability
 Resilience
CLI
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Leadership orientation includes 8 subscales:
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Ambitious
Daring
Dynamic
Enterprising
Experienced
Farsighted
Original
Persuasive
CLI
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Energy orientation
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No subscales
Affability orientation
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Affectionate
Considerate
Empowering
Entertaining
Friendly
CLI
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Dependability orientation
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Credible
Organized
Productive
Thrifty
Resilience orientation
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Calm
Flexible
Optimistic
Trusting
Self-Observer Comparison for Chris Sample
75
S
T
A
(8 Observers)
Self scores are plotted
with black diamonds.
Average observer
Leadership
scores are plotted with
hollow circles.
S
Self
Energy
Page 2
Observer Average
Affability
Dependability
Resilience
Scores 60 or higher are
considered very high.
70
Very
High
65
S
N
60
A
R
S
Scores between 55 and 60 fall into the high
S
S range.
S
D
S
S
55
S
S
S
50
D
45
O
High
S
S
S
Scores between 40 and 45 fall into the low range.
40
MidRange
Low
S
S
35
S
Scores of 40 or below are
considered very low.
S
R
E
S
S
S
S
C
S
S
Scores between
45 and
S
55 are mid-range.
S
S
S
S
30
Very
Low
S
25
Survey Version: B
34 40 51 29 37 57 52 57 60 63 52 50 49 59 51 49
Trusting
Optimistic
Flexible
Calm
RESILIENCE
Thrifty
Organized
Credible
Productive
The Overall Index is based on
the items scored across all of
the scales.
© 1988, 1990, 1996, 1998 David Campbell, Ph.D. This form, and its contents, may not be duplicated in any manner without written permission from the publisher.
Published by National Computer Systems, Inc., Minneapolis, MN 55440. The Campbell Leadership Index is one of the Campbell Development Surveys by David Campbell, Ph.D.
"CLI" is a registered trademark and "Campbell" is a trademark owned by David Campbell, Ph.D.
OVERALL INDEX
Orientations and
scale titles are
printed here.
DEPENDABILITY
Friendly
Entertaining
Empowering
Considerate
29 43 43 33 34 55 47 61 55 65 48 51 44 49 50 48
Affectionate
AFFABILITY
ENERGY
Persuasive
Original
Farsighted
Experienced
Enterprising
Dynamic
Daring
Ambitious
LEADERSHIP
Self 51 46 56 31 56 58 60 52 48 45 38
Observers 49 60 46 38 50 51 57 49 56 52 37
Benchmarks
(CCL, 2001)
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16 Leadership skills/perspectives important for
success
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Resourcefulness
Doing whatever it takes
Being a quick study
Decisiveness
Leading employees
Confronting problem employees
Participative management
Change management
Benchmarks continued….
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Building and mending relationships
Compassion and sensitivity
Straightforwardness and composure
Balance between personal life and work
Self-Awareness
Putting people at ease
Differences matter
Career management
Benchmarks continued…
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PLUS Problems that can stall a career:
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Problems with Interpersonal Relationships
Difficulty Building and Leading a Team
Difficulty Changing or Adapting
Failure to Meet Business Objectives
Too Narrow a Functional Orientation
PAT S. NOTREAL
SECTION 1: LEADERSHIP SKILLS AND PERSPECTIVES
Importance For Success And Average Scores
Importance For Success
All Obsv
Boss
Self
Respecting Self and Others
Leading People
Meeting Job
Challenges
Scale
1. Resourcefulness
8
2. Doing Whatever It Takes
4
3. Being A Quick Study
4
4. Decisiveness
6
5. Leading Employees
8
6. Confronting Problem Employees
3
7. Participative Management
5
8. Change Management
6
9. Building And Mending Relationships
7
10. Compassion And Sensitivity
3
11. Straightforwardness And Composure
6
12. Balance Between Personal Life And Work
5
13. Self-Awareness
3
14. Putting People At Ease
5
15. Differences Matter
2
16. Career Management
3
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Average Scores
All Obsv
Self
4.04
3.60
3.87
3.78
3.65
2.75
3.96
4.00
3.93
3.29
3.63
3.67
4.07
4.00
3.94
3.78
3.98
3.73
4.11
3.29
3.95
4.00
4.46
4.25
4.03
3.50
4.60
4.00
4.61
4.17
3.82
2.89
Higher Ratings Preferred
The center columns of the table summarize “Most Important for Success” information: how many All Observers (excluding Self) considered the
scale to be one of the eight “Most Important for Success” in your organization, which scales were selected (3) by your immediate Boss, and which ones were selected (3) by you (Self).
The columns on the right show the average scores for all the questions (items) in the 16 scales. Your All Observer score includes everyone who completed a survey for you except yourself. The
detailed item scores for each scale are shown on pages 8 through 32.
3
Development
Look at situational demands and your current skill
level and consider anxiety/performance relationship:
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Under-challenged
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Over-challenged
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Developmental Balance
Relationship between current skills and
situational demands
OVERCHALLENGED
Situational Demands
Current Skills
Relationship between current skills and
situational demands
DEVELOPMENTAL BALANCE
Situational Demands
Current Skills
Ohio State Studies
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Developed two categories of leadership behavior
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Initiating structure – leader attempts to
organize work, work relationships, and goals
Consideration – leader displays concern for
followers’ comfort, well-being, status, and
satisfaction
Ohio State Studies
Research findings:
 “High-High” leaders achieved higher
subordinate performance and satisfaction
BUT
 High on initiating behavior in routine tasks =
higher rates of absenteeism, grievances,
turnover
Ohio State Studies
Lesson learned:
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Need to consider the situational factors that
influence leadership success and failure
Situational Leadership
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What kind of leader does it take to lead…
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….in a gang?
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….in an emergency hospital room?
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....in a family-run business?
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…in a global organization?
Situational Leadership Model
(Hersey, 1979, 2002)
HIGH
RELATIONSHIP BEHAVIOUR
Encouraging
Coaching
S3
S2
S4
S1
Delegating
LOW
Structuring
TASK BEHAVIOUR
P4
P3
P2
HIGH
P1
Relationship
H
S1 Leader • Structuring
1.
2.
3.
4.
5.
6.
L
Tells what, when, where
Shows how, demonstrates,
instructs
States facts and procedures
Follows up on tasks
Takes charge
One way communications
H
Task
P1 Performance
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New to task
Does not know how OR
Low Motivation OR
Unsatisfactory performance
if not shown how to do job
High Insecurity
H
S2 Leader • Coaching
Relationship
1.
2.
3.
4.
5.
6.
L
Shares “why”
Solicits ideas
Persuades, influences
High interaction, feedback
and participation
Two way communications
Time consuming
Task
P2 Performance
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Performance has improved
Motivated, willing, confident
Still needs direction
H
H S3 Leader • Encouraging
Relationship
1.
2.
3.
4.
5.
Good listening
Two way communications
High support
Emphasis on increasing
confidence and motivation
Less emphasis on how task
is accomplished
L
Task
P3 Performance
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Experienced
Skilled
Still needs encouragement,
recognition or confidence OR
May be unwilling
H
Relationship
H
S4 Leader • Delegating
1.
2.
3.
4.
Gives little encouragement
or direction
Informs that efforts are
recognized and appreciated
Allocates appropriate resources
Keeps a regular contact
L
P4 Performance
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Experienced
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Competent
Willing
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Responsible
Confident
Autonomous
Involved
Provides own reinforcements
through results
Task
H
Applying Situational Leadership
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Break-Out Groups
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Analyze 4 Scenarios—Apply SL Model
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For each scenario, come up with best
strategy and figure out to which quadrant
each strategy belongs
Student Presentations
Contingency Theories
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Fiedler
Leader-member exchange
Path-goal
Leader-participation
Fiedler Leadership Model
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Effective group performance depends on the
proper match between the leader’s style of
interacting with subordinates and the degree
to which the situation gives control and
influence to the leader
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Least-preferred co-worker (LPC)
questionnaire: Asses leadership style
Fiedler Model Continued…
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Relationship-oriented: describe your least
favorite coworker in favorable terms (high
LPC score)
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Task-oriented: describe your least favorite
coworker in negative terms (low LPC score)
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Leadership style is FIXED, per Fiedler
Fiedler Contingency Dimensions
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Leader-member relations
Task structure
Position power
Fiedler Model
Fiedler Model continued…
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Fiedler adjusted his own model
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8 down to 3 situations:
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Task-oriented leaders do best in hi/low control
Relationship leaders do best in moderate control
situations
Problem: LPC scores not reliable over time;
logic not well understood!
Leader-Member Exchange
(LMX) Theory
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Leaders do differentiate among followers
In-group choosing far from random (remember
social identity theory?)
Followers with in-group status have:
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higher performance ratings
lower turnover intentions
greater satisfaction with their superiors
higher overall satisfaction than those in the out-group
Path-Goal Theory
(Robert House)
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Leader’s job is to
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assist followers in attaining their goals
provide the direction and support needed
ensure that goals are compatible with the overall
objectives of the organization
Leaders behavior perceived as acceptable &
motivational
Path-Goal Theory
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Directive leader
Supportive leader
Participative leader
Achievement-oriented leader
Path-Goal Theory
Leader-Participation Model
(Vroom & Yetton)
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Leader behavior must adjust to reflect the
task structure
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Sequential set of rules that should be
followed in determining the form and amount
of participation in decision making
Transactional leaders - - Transformational leaders motivate their followers
inspire followers to
in the direction of
transcend their own selfestablished goals by
interests for the good of the
clarifying role and task
organization
requirements
Charismatic Leadership Theory
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Followers make attributions of heroic or
extraordinary leadership abilities when they
observe certain behaviors
Charismatic Leaders
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Have vision & can articulate that vision
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Willing to take risks to achieve vision
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Sensitive to both environmental constraints and
follower needs
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Exhibit behaviors that are out of the ordinary
How Charismatic Leaders
Influence Followers
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Articulate an appealing vision
Communicate high performance expectations
Convey, through words and actions, a new set of
values
Make self-sacrifices and engage in unconventional
behavior to demonstrate convictions about the
vision
Increasing body of research shows correlations
between charismatic leadership and high
performance and satisfaction among
followers
Importance of non-cognitive aspects of
intelligence

Role of emotional intelligence in leadership
effectiveness
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Ethical implications in leadership (last week’s
class)
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Need to modify leadership style to cultural
differences
Emotional Intelligence (EI)
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1937: Robert Thorndike writing about
social intelligence
Recent studies indicate that EI is the best
predictor
of who will
emerge as a
leader
Goleman, “What makes a Leader?”
(Harvard Business Review, 1998)

Leadership = IQ + technical ability + emotional
intelligence

EI competencies are NOT innate, but learned
abilities

5 components of emotional intelligence

Adapted from Saloveys work in 1990s
EI

1) Self-Awareness

Hallmarks are:
 Self-confidence
 Realistic self-assessment
 Self-deprecating sense of humor
EI
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2) Self-Regulation

Hallmarks are:
 Trustworthiness and integrity
 Comfort with ambiguity
 Openness to change
EI

3) Motivation

Hallmarks are:
 Strong desire to achieve
 Optimism, even in face of failure
 Organizational commitment
EI

4) Empathy

Hallmarks are:
 Expertise in building and retaining talent
 Cross-cultural sensitivity
 Service to clients and customers
 Social awareness
EI

5) Social Skills
Hallmarks are:
 Effectiveness in leading change
 Persuasiveness
 Expertise in building and leading
teams
 Skilled at handling emotions in
others
EI Measures

EQ-I (Bar-On, 1997): self-assessment
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Multifactor EI Scale (Mayer, Caruso, &
Salovey, 1998): test of ability/perform a
series of tasks related to emotion

Emotional Competence Inventory (ECI;
Goleman, 1998): 360-degree instrument
assessing EI competencies of person
Managing Diversity
(SIOP)

Some researchers go as far as to distinguish between
"hiring diversity" and managing diversity.

Managing diversity in organizations entails maintaining an
atmosphere where people with different perspectives are
allowed to speak and act freely.

Training can focus on the sources of this diversity (cultural,
racial, gender, age-related, etc.) and why people who are
different should not be viewed as deficient.
Leaders need followers!

Role of Followers:
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Accept the right of the person to lead
Give Leader feedback and make contributions
Provide information and be a resource
Guard against stereotyping

Leaders and followers are interdependent

What are the advantages to being a follower?
Leaders need to build trust!

Build a sense of safety for everyone
What is Trust?

A positive expectation that another will not-through words, actions, or decisions--act
opportunistically

We feel trust. Emotions associated with trust
include companionship, friendship, love,
agreement, relaxation, comfort.

Familiarity, Risk
Trust Dimensions
Integrity
Competence Consistency
Loyalty
Openness
Three Types of Trust

Deterrence-based = fearbased

Knowledge-based

Identification-based
How to Build Trust
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Practice openness
Be fair
Speak your feelings
Tell the truth
Show consistency
Fulfill your promises
Maintain confidences
Demonstrate competence
Think, Think, Think
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Are all managers leaders?
Are all leaders managers?
Are all leaders experts?
Are all experts leaders?