Task & Relationship Questionnaire (Northhouse, 2009) (Cont’d) Never, Rarely, Sometimes, Often, Always Statement 1 2 3 4 5 6. Help group members get along. 7. Keep a checklist of what has been accomplished. 8. Listen to the special needs of each group member. 9. Stress to others the rules and requirements for the project. 10. Spend time exploring other people’s ideas for the project.
Scoring This questionnaire is designed to measure 1.Sum scores for the odd-numbered your task-oriented and relationship-oriented statements (Task score) leadership behaviour. By comparing your 2.Sum scores for the even-numbered scores you can determine which style is more statements (Relationship score) dominant in your own style of leadership. If your task score is higher than your relationship score, you tend to give more Task Score: ………… attention to goal accomplishment and somewhat less attention to people-related Relationship Score: ……………. matters. If your relationship score is higher than your task score, your primary concern tends to be dealing with people and your • If your score is 20-25, you are in the high range. secondary concern is directed more toward • If your score is 15-19, you are in the high moderate tasks. If your scores are very similar to each range. • If your score is 10-14, you are in the low moderate other, it suggests that your leadership is range. balanced and includes an equal amount of • If your score is 5-9, you are in the low range. both behaviours.
Case Study 03 Gordon Ramsay is an internationally renowned chef from the UK. A star of several TV shows and owner of many restaurants, the chef has been awarded 16 Michelin Stars over the course of his career. Ramsay is particularly well known for his brash and blunt behaviour in the kitchen, for which he receives a variety of both criticism and praise. Regardless, Ramsay’s success in his career can largely be attributed to his intense attention to detail and high standards for everyone in his restaurants. Noted by one scholar, when Ramsay was starting out at his first restaurant, he personally inspected every plate before it went to the table, ensuring quality for his customers. On top of that, he held his workers -- from the chefs to the busboys -- to the highest standards of nothing but excellence to keep his restaurant in top condition. Despite his immediate impression of being blunt and at times crude, Ramsay is far from ignorant. Working with kids, Ramsay is known for being kind and a source of guidance for aspiring chefs, especially when the young competitors on his show face failure. At times, he also gives heartfelt comments in kitchens full of grown adults, showing that his task-oriented mentality is only harsh when it needs to be and he is aware of how to act appropriately to circumstance (Situational Awareness).
Case Study 03 (Cont’d) Q1: How does task-oriented leadership enhance the effectiveness of the team? Q2:Are leaders capable of changing between task and relationship-oriented approaches? Do you think Ramsay would be as effective of a leader if he changed?
Bibliographical References ● Bennis, W. (1959). Leadership theory and administrative behavior: The problems of authority. Administrative Science Quarterly. 4(2): 259-301. ● Bowden, A.O. (1927). A study of the personality of student leadership in the United States. Journal of Abnormal Social Psychology. 21: 149-160 ● Haslam, S.A, Reicher, S.D., & Platow, M.J. (2011). The new psychology of leadership: Identity, influence and power. New York: Psychology Press. ● Jenkins, W.O. (1947). A review of leadership studies with particular reference to military problems. Psychological Bulletin . 44: 54-79. ● Northhouse, P. G. (2009). Leadership: Theory and Practice. Thousand Oaks, CA: Sage. ● Van Seters, D.A., & Field, H.G. (1990). The evolution of leadership theory. The Journal of Organizational Change Management. 3(3): 29-45.
01 03 Definitions Failure of Traditional Management 02 04 Differences between Leadership Theories Manager vs Leader
Lewin’s Leadership Styles A group of psychologists led by Lewin (1939) focused their theory on leadership styles. They identified three leadership styles; autocratic, democratic and laissez-faire. Autocratic leaders make decisions without consulting anyone. In Lewin’s experiments, this approach caused the worst level of dissatisfaction (discontent). Democratic leaders involve people in their decisions, although they may make the final decision. Laissez-faire leaders are minimally involved in decision making.
Video 02 Which Leadership style is this? https://www.youtube.com/watch?v=Bv16yctXaFM
Leadership Theory / School Leadership Theories ● Great Man or Trait School ● Behavioural or Styles School ● Contingency School & Situational School ● Transactional & Transformational School
Contingency Era “The qualities, characteristics and skills required in a leader are determined to a large extent by the demands of the situation in which he is to function as a leader”. — Ralph Stogdill “There is no one best style of leadership. A leader is effective when his or her style of leadership fits with the situation”. — Fred Fiedler
Contingency / Situational Era ● Early research on effective leadership reflects that leaders traits (ex; self-confident, intelligence) or behaviour (ex: task- oriented, relationship oriented) are positively related to performance or satisfaction of followers. ● Yet, research failed to provide how effective are those traits or behaviour for effective leadership. ● Thus, some researchers explained why the traits or behaviours required for effective leadership vary for different situations. ● In the 1960 ’s -1980 ’s several contingency theories were proposed. ● Those were LPC contingency model, Path-goal theory, situational leadership theory and normative decision making model.
Fiedler’s Contingency Leadership - LPC ● The contingency theory of leadership was developed by Fred Fiedler in 1960 ’s during his research of leader effectiveness in group situations. ● This theory assumes that leadership styles are fixed and they cannot be adapted or modified. ● A leader is most effective when his or her attributes and style of leadership is matched with the situation and environment around them. ● Leaders are asked about their least-preferred coworker (LPC), the person with whom they least like to work. ● The most popular interpretation of the LPC score is that it reflects a leader’s underlying disposition toward others ex; pleasant/ unpleasant, cold/warm, friendly/ unfriendly and trustworthy/untrustworthy.
LPC Questionnaire
LPC Questionnaire (Cont’d)
LPC Questionnaire (Scoring)
Fiedler’s Contingency Leadership - LPC (Cont’d) ● Most of the rating items involve interpersonal aspects that are not directly related to job performance (e.g., warm – cold), but some are cooperative – work related (e.g., uncooperative). ● The leader's overall score on the LPC questionnaire is used to classify the leader as more concerned with work performance (leaders with low LPC scores) or more concerned with interpersonal relationships (leaders with high LPC scores). ● A situation is defined by 03 factors; Leader- Member relations, Task structure, Position Power
Fiedler’s Contingency Leadership - Situational Factors Leader-member relations : referring to Task structure : referring to the clarity the degree of confidence, trust and of the tasks and job assignment respect of followers have in the leader. procedures. Position power : referring to the influence or authority the leader possesses or derived from one’s formal structural position in the organisation; includes power to hire, fire, discipline, promote and give salary increases.
Case Application - F&B Manager You have been newly appointed F&B Manager of a leading hotel chain. In this scenario we might focus on few situational factors: • Leader - Member relations will be low because you are new to the job and team members will not have confidence in you nor the trust. Secondly, staff turnover is high so it is going to be difficult to build strong relationships. • Task structure is high because there are specific policies and procedures. • Position power is high because you have the ability to hire and terminate employees and also reward and punish when required. According to LPC - a relationship-oriented leader is best suited to this role.
Case Application - Software Development Manager You have been promoted to be the manager of a software development team you have been working in for two years. In this scenario we might focus on few situational factors: • Leader - Member relations will be high because you have already worked with the team for two years and know each of the team members well and they trust you. • Task structure is high even though software development is complex, task structure is high as the team knows what they have to do each week. • Position power is low although you are promoted to manage team’s day to day work, you are not responsible for hiring, firing and you do not hold formal authority over employees. According to LPC - a task-oriented leader is best suited to this role.
Identify the advantages and disadvantages of Contingency theory Home Work 01
01 03 Definitions Failure of Traditional Management 02 04 Differences between Leadership Theories Manager vs Leader
Hersey and Blanchard’s Situational Leadership Theory Hersey and Blanchard (1969) realised that encouraging staff to participate in leadership may not solve all problems. Situational leaders match their style to the competence and commitment of the followers. Effective leaders are those who can recognise what followers need and then adapt their own style to meet those needs. Before choosing a response, a situational leader consider, • The motivation and capability of followers • The situation in which decisions take place • Stress and mood • Available resources and support
Situational Leadership Theory (Cont’d) Successful leaders are able to adapt their style to the people that they work with. The model is made up of two parts; the learners’ development level and the leaders’ leadership style . An individual’s development level is a result of a combination of their competence and commitment . • Competence: level of skill, experience, knowledge or behaviour relating to a specific task. • Commitment: motivation to learn a task and their confidence in their ability to learn. These development levels will have different needs and will therefore require a different leadership styles.
Situational Leadership Theory (Cont’d) - Supportive behaviour + - Directive behaviour +
Situational Leadership Theory - S1 Directive High directive - Low supportive - In this approach, the leader focuses communication on goal achievement, and spends a smaller amount of time using supportive behaviours. Using this style, a leader gives instructions about what and how goals are to be achieved by the followers and then supervises them carefully.
Situational Leadership Theory - S2 Coaching High directive - high supportive - In this approach, the leader focuses communication on both achieving goals and meeting followers’ socio-emotional needs. The coaching style requires that the leader involve himself or herself with followers by giving encouragement and soliciting follower input.
Situational Leadership Theory - S3 Supportive Low directive - high supportive - In this approach, the leader does not focus exclusively on goals but uses supportive behaviours that bring out followers’ skills around the goal to be accomplished. The supportive style includes listening, praising, asking for input, and giving feedback. A leader using this style gives followers control of day-to-day decisions but remains available to facilitate problem solving. An S3 leader is quick to give recognition and social support to followers.
Situational Leadership Theory - S4 Delegating Low directive - Low supportive - In this approach, the leader offers less goal input and social support, facilitating followers’ confidence and motivation in reference to the goal. S4 leader lessens involvement in planning, control of details and goal clarification. After the group agrees on what it is to do, this style lets followers take responsibility for getting the job done the way they see fit.
Case Application Rene Martinez, who owns a house painting business. Rene specialises in restoration of old homes and over 30 years has acquired extensive knowledge of the specialised abilities required including understanding old construction, painting materials and techniques, plaster repair, carpentry, and window glazing. Rene has three employees: Ashley, who has worked for him for seven years and whom he trained from the beginning of her career; Levi, who worked for a commercial painter for four years before being hired by Rene two years ago; and Anton, who is just starting out.
Case Application - D3 & S3 / S4 Because of Ashley’s years of experience and training, Rene would classify her as primarily D3. She is very competent, but still seeks Rene’s insight on some tasks. She is completely comfortable prepping surfaces for painting and directing the others, but has some reluctance to taking on jobs that involve carpentry. Depending on the work he assigns Ashley, Rene moves between S3 (supporting) and S4 (delegating) leadership behaviours.
Case Application - D1 / D2 & S1 / S2 When it comes to painting, Levi is a developed follower needing little direction or support from Rene. But Levi has to be trained in many other aspects of home restoration, making him a D1 or D2 in those skills. Levi is a quick learner, and Rene finds he only needs to be shown or told how to do something once before he is able to complete it easily. In most situations, Rene uses an S2 (coaching) leadership behaviour with Levi. If the goal is more complicated and requires detailed training, Rene moves back into the S1 (directing) behaviour with Levi.
Case Application - D1 & S1 / S3 Anton is completely new to this field, developing his skills but at the D1 level. What he lacks in experience he more than makes up for in energy. He is always willing to jump in and do whatever he’s asked to do. He is not as careful as he needs to be, however, often neglecting the proper prepping techniques and cleanup about which Rene is a stickler. Rene finds that not only he, but also Ashley, uses an S1 (directing) behaviour with Anton. Because Anton is also fairly new, he finds it difficult to be directive with Anton, but likes to give him help when he seems unsure of himself, falling in to the S3 (supporting) behaviour.
Case Study 04 - Why Are’t They Listening Jim Anderson is a training specialist in the HR department of a large pharmaceutical company. in response to a recent company- wide survey, Jim designed a 6-week training program on listening and communication skills to encourage effective management in the company. Jim’s goals for the seminar are twofold: for participants to learn new communication behaviours and for participants to enjoy the seminar so they will want to attend future seminars. The first group to be offered the program was middle-level managers in research and development. This group consisted of about 25 people, nearly all of whom had advanced degrees. Most of this group had attended several in-house training programs in the past, so they had a sense of how the seminar would be designed and run. Because the previous seminars had not always been very productive, many of the managers felt a little disillusioned about coming to the seminar. as one of the managers said, “here we go again: a fancy in-house training program from which we will gain nothing. ” Because Jim recognised that the managers were very experienced, he did not put many restrictions on attendance and participation. he used a variety of presentation methods and actively solicited involvement from the managers in the seminar. Throughout the first two sessions, he went out of his way to be friendly with the group. he gave them frequent coffee breaks during the sessions; during these breaks, he promoted socialising and networking.
Case Study 04 - Why Are’t They Listening (Cont’d) During the third session, Jim became aware of some difficulties with the seminar. rather than the full complement of 25 managers, attendance had dropped to about only 15 managers. although the starting time was established at 8:30, attendees had been arriving as late as 10:00. during the afternoon sessions, some of the managers were leaving the sessions to return to their offices at the company. as he approached the fourth session, Jim was apprehensive about why things had been going poorly. he had become quite uncertain about how he should approach the group. Many questions were running through his mind: had he treated the managers in the wrong way? had he been too easy regarding attendance at the sessions? Should he have said something about the managers skipping out in the afternoon? Were the participants taking the seminar seriously? Jim was certain that the content of the seminars was innovative and substantive, but he could not figure out what he could change to make the program more successful. he sensed that his style was not working for this group, but he didn’t have a clue as to how he should change what he was doing to make the sessions better.
Case Study 04 - Why Are’t They Listening (Q&A) 1. According to the Situational Leadership model, what style of leadership is Jim using to run the seminars? 2. At what level are the managers? 3. From a leadership perspective, what is Jim doing wrong? 4. What specific changes could Jim implement to improve the seminars?
Situational Leadership Questionnaire - Situation 01 Because of budget restrictions imposed on your department, it is necessary to consolidate. you are thinking of asking a highly capable and experienced member of your department to take charge of the consolidation. This person has worked in all areas of your department and has the trust and respect of most of the staff. She is very willing to help with the consolidation. A. Assign the project to her and let her determine how to accomplish it. B. Assign the task to her, indicate to her precisely what must be done and supervise her work closely. C. Assign the task to her and provide support and encouragement as needed. D. Assign the task to her and indicate to her precisely what needs to be done but make sure you incorporate her suggestions. Development level …………. Action …………..
Situational Leadership Questionnaire - Situation 02 You have recently been made a department head of the new regional office. in getting to know your departmental staff, you have noticed that one of your inexperienced employees is not following through on assigned tasks. She is enthusiastic about her new job and wants to get ahead in the organisation. A. Discuss the lack of follow-through with her and explore the alternative ways this problem can be solved. B. Specify what she must do to complete the tasks but incorporate any suggestions she may have. C. Define the steps necessary for her to complete the assigned tasks and monitor her performance frequently. D. Let her know about the lack of follow-through and give her more time to improve her performance. Development level …………. Action …………..
Situational Leadership Questionnaire - Situation 03 Because of a new and very important unit project, for the past 3 months you have made sure that your staff members understood their responsibilities and expected level of performance, and you have supervised them closely. due to some recent project setbacks, your staff members have become somewhat discouraged. Their morale has dropped, and so has their performance. A. Continue to direct and closely supervise their performance. B. Give the group members more time to overcome the setbacks but occasionally check their progress. C. Continue to define group activities but involve the group members more in decision making and incorporate their ideas. D. participate in the group members’ problem -solving activities and encourage and support their efforts to overcome the project setbacks. Development level …………. Action …………..
Situational Leadership Questionnaire - Situation 01 As a director of the sales department, you have asked a member of your staff to take charge of a new sales campaign. you have worked with this person on other sales campaigns, and you know he has the job knowledge and experience to be successful at new assignments. however, he seems a little unsure about his ability to do the job. A. Assign the new sales campaign to him and let him function on his own. B. Set goals and objectives for this new assignment but consider his suggestions and involve him in decision making. C. Listen to his concerns but assure him he can do the job and support his efforts. D. Tell him exactly what the new campaign involves and what you expect of him, and supervise his performance closely. Development level …………. Action …………..
Scoring In this situation 03; followers seem to have developed Situation 01; a common problem faced by companies during downsizing: the need to consolidate. in this some experience and an understanding of what is situation, the leader has identified a person to direct the required of them, but they have lost some of their downsizing project who appears to be highly motivation to complete the goal. Their performance and competent, experienced, and motivated. according to commitment have stalled because of recent setbacks, even though the leader has been directing them closely. the SLii model, this person is at Dev. Level 4, which calls for a delegative approach. The (a) response, Correct response is to shift to a more supportive “assign the project to her and let her determine how to coaching style (S2) of leadership; (C), “Continue to accomplish it,” that best represents delegating (S4): low define group activities but involve the group members supportive – low directive leadership. more in decision making and incorporate their ideas. ” Situation 02; a problem familiar to leaders at all levels in Situation 4 describes that a director identifies the correct nearly all organisations: lack of follow-through by an person to head a new sales campaign. The person enthusiastic follower. in the given example, the follower falls identified for the position obviously has the skills in Dev. Level 1 because she lacks the experience to do the job necessary to do with new sales campaign, but he even though she is highly motivated to succeed. The SLii appears apprehensive about his own abilities. SLii approach prescribes directing (S1) leadership for this type of suggests that the director should use a supportive style follower. She needs to be told when and how to do her job. (S3), which is consistent with leading followers who are after she is given directions, her performance should be competent but lacking a certain degree of confidence. supervised closely. The correct response is (C), “define the The correct response (C), “Listen to his concerns but steps necessary to complete the assigned tasks and monitor assure him he can do the job and support his efforts. ” her performance frequently. ”
Identify the advantages and disadvantages of Situational Leadership Home Work 02
Path - Goal Theory Path-goal theory is about how leaders motivate followers to accomplish designated goals. This theory first appeared in the leadership literature in the early 1970 ’s in the works of Evans (1970), House (1971), Dessler and Mitchell. Path-goal theory helps leaders: • Clarify the path toward the goal • Remove roadblocks • Increase rewards along the way The goal of this theory is to enhance follower performance and follower satisfaction by focusing on follower motivation.
Path - Goal Theory (Cont’d) Major components of path goal theory consists of leader behaviour, follower characteristics, task characteristics. Leader behaviours: • Directive - provides instructions, policies and sets clear standards of performance. • Supportive - leadership consists of being friendly and approachable and attending to followers well-being. • Participative - invite followers to share their ideas in the decision making process. • Achievement oriented - establishes a high standard of excellence for followers and seeks continuous improvement. The goal of this theory is to enhance follower performance and follower satisfaction by focusing on follower motivation.
Path - Goal Theory (Cont’d) The path-goal approach suggests that leaders need to choose a leadership style that best fits the needs of followers and the work they are doing.
Bibliographical References ● Blanchard, K. H. (1985). SLII : A situational approach to managing people . Escondido, CA: Blanchard Training and Development. ● Fiedler, F. E. (1978). The contingency model and the dynamics of the leadership process. In L. Berkowitz, ed. (Ed.), ed. , Advances in experimental social psychology (Vol. 11, pp. 59 – 96). New York: Academic Press. ● Fiedler, F. E., & Chemers, M. M. (1974). Leadership and effective management. Glenview, IL: Scott, Foresman. ● Hersey, P., & Blanchard, K. H. (1969a). Life-cycle theory of leadership. Training and Development Journal , 23, 26 – 34. ● Hersey, P., & Blanchard, K. H. (1969b). Management of organizational behavior: Utilizing human resources. Englewood Cliffs, NJ: Prentice Hall. ● Thompson, G., & Vecchio, R. P. (2009). Situational Leadership theory: A test of three versions. Leadership Quarterly , 20, 837 – 848. ● Vecchio, R. P. (1987). Situational Leadership theory: An examination of a prescriptive theory. J ournal of Applied Psychology , 72(3), 444 – 451. ● Yukl, G. A. (1998). Leadership in organizations (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Leadership Theory / School Leadership Theories ● Great Man or Trait School ● Behavioural or Styles School ● Contingency School & Situational School ● Transactional & Transformational School ● Modern Approaches
Transactional vs Transformational Leadership What are the differences between transactional and transformational leadership?
Transactional Leadership McGregor Burns, Bernard Bass, Jane Howell and Bruce Avolio contributed for this theory. Transactional leadership is a style of leadership that focuses on the transaction between leaders and their followers. Transactional leader accomplishes goals by rewarding employees who meet expectations (Bass, 1990). These rewards come in the form of recognition, pay increases and advancement. Employees who fail to perform per expectations, however are penalised. Since transactional leadership is based on a system of rewards and penalties, it does not offer much in terms of inspiration to motivate people to go beyond the basics.
Characteristics & Dimensions Dimensions Characteristics ● ● Contingent Focused on short-term reward - the process of setting goals expectations and rewarding workers for meeting them ● Structured policies and procedures ● Active - in which management by exception ● Thrive on following managers anticipate problems, monitor progress and rules and doing things correctly issue corrective measures ● Focus on efficiency ● ● Passive Left-brained (dominant) management by exception - where a ● Tend to be inflexible manager does not interfere with workflow unless an ● Opposed to change issue arises
Case Application - Bill Gates Bill Gates was born in Seattle in 1955. In his early teens, he met Paul Allen at the Lakeside School, where they both developed computer programs as a hobby. When Gates went to Harvard, Allen went to work as a programmer for Honeywell in Boston. In 1975, they started Microsoft, and by 1978, the company had grossed $2.5 million, when Gates was 23. In 1985, Microsoft launched Windows. Bill Gates is now one of the richest people in the world. As a transactional leader, he used to visit new product teams and ask difficult questions until he was satisfied that the teams were on track and understood the goal. Microsoft was a high-stress environment because Bill drove others as hard as he drove himself. He was growing into the taskmaster who would prowl the parking lot on weekends to see who’d made it in.
Charisma Political Leader Actor Singer Company Owner Musician Engineer Psychologist
Charisma - Activity Define charisma What do you think about these? A rare personal quality attributed to leaders who arouse devotion and enthusiasm. Personal magnetism or charm. A strong appeal which enables someone to connect with others and influence them at a deep emotional level. Anytime someone makes us feel warm and tingly inside on a consistent basis, we call that person charismatic. Describe the most charismatic person you have seen or met. Discuss on the image of that person (what gender?, how tall?, how old?, how do they dress, what hairstyle? etc.
Charisma - Activity Mind Map - What are the words to describe him or her? Is charisma a natural quality or can it be learnt? (https://www.psychologytoday.com/intl/blog/ naturally-selected/201205/can-charisma-be- taught) Give advice to someone who has not charisma and wants to improve.
Charisma (University of Toronto Team) Never, Rarely, Sometimes, Often, Always I am someone who …….. 1 2 3 4 5 1. Has a presence in a room. 2. Has the ability to influence people. 3. Knows how to lead a group. 4. Makes people feel comfortable. 5. Smiles at people often. 6. Can get along with anyone
How Charismatic Are You? Divide your total score by the number six to get your overall charisma score. If your result if higher than 3.7, then you are officially charismatic. How Charismatic are you?
Charisma & Transformational Leadership ‘Charisma’ was first used to describe a special gift that certain individuals possess that gives them the capacity to do extraordinary things. Weber (1947) identified Charisma as a special personality characteristics that gives a person superhuman or exceptional powers and results in the person being treated as a leader. House (1976) identified characteristics of a charismatic leader including being dominant, having a strong desire to influence others, being self-confident and having moral values. Charisma is a necessary but not sufficient condition for transformational leadership (Yammarino, 1993)
Transformational Leadership Transformational leadership is a process that changes and transforms people by developing followers to their fullest potential. It is concerned with emotions, values, ethics, standards and long- term goals. It includes assessing follower’s motives, satisfying their needs and treating them as full human beings. Dixon (1998) identified that a leader’s behaviour is influenced by four factors; self-confidence, integrity, honesty and personal values. Transformational leader is able to motivate his followers to strive for excellence without the use of power and authority, by inspiring them through his passion and deep thinking.
Characteristics & Dimensions Characteristics Dimensions ● Idealised Charisma or emotional component of Influence - ● Focused on long-term goals ● Encourages the motivation & leadership. This describes people who are special and who make positive development of others want to follow the vision they put forward. followers ● Inspirational Motivation - Leaders use symbols and emotional ● Exemplifies moral standards ● Fosters an ethical work appeals to focus group members’ efforts to achieve more than they environment with clear values, would in their own self-interest. Team spirit can be enhanced. priorities and standards. ● ● Intellectual Stimulation - Leadership stimulates followers to be An attitude of self-interest to a mindset where they are more creative and innovative and to challenge their own beliefs and working for the common good ● Emphasis on authenticity, values. cooperation and open ● Individualised Consideration - Leaders provide a supportive communication climate in which they listen carefully to the individual needs of ● Provides coaching and mentoring but allowing followers, employees to make decisions and take ownership of tasks
Case Application - Steve Jobs & Tim Cook “dual HBR points to Apple as an example of transformation” : Jobs innovated on original Microsoft products while also building a software ecosystem. Cook has extended on Jobs’ vision, maintaining a focus on innovation, software and brand loyalty. At an interview, Apple co-founder Steve Wozniak said Steve Jobs had “a very futuristic forward vision, almost a bit of the science fiction, ‘Here’s what life could be,’ but Bill Gates had more of an execution ability to build the things that are needed now, to build a company now, make the profits now, in the short-term.
MLQ (Multifactor Leadership Questionnaire)
Servant Leadership Although Greenleaf (1977) developed the idea of Servant Leadership more than 43 years ago, it continues to greatly influence leadership thinking in the 21st century. He noticed most successful leaders lead in a different way from traditional leaders. He argued that to be a great leader, one must be a servant first. Servant leaders put serving others, including employees, customers and the community as the number one priority.
Qualities of a Servant Leaders ● Listening ● Empathy ● Healing ● Awareness ● Persuasion ● Conceptualisation ● Foresight ● Stewardship ● Commitment to the growth of people ● Building Community
Case Study 05 - Servant Leadership Charles Harry is the Chief Executive Officer (CEO) of an IT company. His company specialises in providing IT services to higher education institutions. The company has grown vastly in the last 20 years. The company started as a one- man business with an entrepreneurial structure but has greatly expanded and is located in different countries in the world. However, during the recession in 2008, the profit of the company started to diminish. It was clear that they had to refocus and like many others downsize. Rumours were being circulated around the company that five out of 10 employees would lose their jobs. The staff were already coming up with contingency plans and some had started searching for other jobs. Surprisingly, contrary to the rumours, Charles assured all the staff that no job would be lost. He understood that there were tough times ahead but he believed that by sticking together, they could go beyond it. He was willing to share their pains and this he did by reducing his salary so that he could afford to pay others. Before he embarked on his cost-cutting venture especially with expenses in the organisation, he established a group and empowered them to come up with the best decisions to move the company forward. This was instrumental and made his employees trust him. His company was able to survive the storm in 2008, and in 2017, it has become a larger and more sought-after brand.
Case Study 05 - Servant Leadership 1. What makes Charles Harry a servant leader? 2. Based on the characteristics of servant leadership, what are the traits that Charles Harry possesses? 3. What are the benefits of his approach to leadership? 4. Are there negative consequences of focusing on the welfare of his employees rather than the company’s performance?
Video 03 Transactional, Transformational & Servant Leadership https://www.youtube.com/watch?v=_YOPzVHXEXk
Activity Each group has to present on the given theme. The allocated time is 15 minutes. Date: 19th June 2020 Group 01 - Hard Skills Vs Soft Skills Group 02 - Management By Objectives (MBO) Group 03 - Situational Leadership Group 04 - Contingency Leadership (LPC) Group 05 - Systems Leadership Group 06 - Leadership Roles
Leadership Theory / School Leadership Theories ● Great Man or Trait School ● Behavioural or Styles School ● Contingency School & Situational School ● Transactional & Transformational School ● Modern Approaches
The Traditional Model of Leadership • The traditional model of leadership holds that, • Leadership resides in individuals. The traditional model of • Leadership is hierarchically based and linked leadership holds that to office. leadership resides in • Leadership means doing things to followers. individuals, is linked to office, • Leadership is different from and more involves doing things to important than management. followers, is different from • Leaders are different from followers. management and changes • Leaders make a crucial difference to organisational performance. organisational performance. • Effective leadership is generalisable to other situations.
New Directions in Theory ● Ethics and moral development • Contextual School of leadership Researchers are looking at the influence of ethics and morals on the New contextual factors include: behaviour of leaders. national culture, hierarchical levels of leadership, gender, race etc. ● Biology and neuroscience Contextual factors are seen to Work is being done on ‘ behavioural empower leadership behaviour and genetics’ of leadership emergence, effect of outcomes. hormones on correlates of leadership, neuroscience perspectives and evolutionary points of view.
Collective leadership View • An emerging view of collective leadership provides new thinking about leadership including, • Leadership is a property of social systems which means it In the collective view, influences and is influenced by other properties (ex: leadership is a property of a resources, workers, clients, cultural values, information social system, can occur and knowledge). • Leadership is a process of creating something significant, anywhere, is a complex like a vision or common understanding. process of mutual influence, is • Leaders is a complex process of mutual influence. everyone’s within grasp, is • Leadership is within everyone’s grasp; the designated only one factor influencing leader is a participant in the process of leadership. • Leadership is one factor that can influence performance. organisational performance • Context emerges as crucial; it’s important to know the and is viewed in context. setting in which leadership occurs. • Leadership development involves the whole community and everybody takes responsibility.
Systems Leadership ● The awareness of the interconnected world has led to an appreciation of the systematic nature of contemporary issues (Sengem, Hamilton and Kania, 2015). ● System leadership is a complex and ambiguous term as it has very different implications according to context ex: Academic field, medical field etc. ● It is best known in the context of systems thinking as developed by Peter Senge (1990). ● This theory has been highly influential as a theory and as a proven strategy for enabling organisational development and change. ● Systems leadership enables the leaders in an organisation to create the conditions where people at all levels can work productively to their potential.
Systems Leadership ● System leadership recognises the collaboration is essential to solve all wicked problems (Heifetz, Kania and Kramer, 2004). ● System leaders encourage collective leadership which change the mind-set from competition to co-operation. ● Leaders foster dialogue to find new thinking and new possibilities. ● System leaders hold people to account for outcomes for which they do not have overall direct control. Thus, they encourage co-operative activity. ● The discipline of systems thinking shows that there simply is ‘no right answer’ when dealing with complexity. For this reason, openness and systems thinking are closely linked.
Characteristics of Systems Leadership ● A system has to be understood as a set of relationships in which the whole is more than the sum of its part and the system has to be viewed as the interactions between its elements. ● System work in a highly interdependent manner; a change in one element is likely to lead to changes in others. ● Because of the complexity, systems are best managed by those in direct contact with them rather than those operating at a high level. ● Systems are combinations of multiple perceptions; competing versions of reality. ● Change in systems require relearning realities, re-educating and changing perceptions.
Video 04 Systems Leadership https://www.youtube.com/watch?v=QqLdcqhHKYA https://www.youtube.com/watch?v=1aYaj2-GZqk
Authentic Leadership ● As a result of leadership failures in the public and private sectors, authentic leadership has emerged in response to societal demands for trustworthy and good leadership. ● Authentic leadership is a positive leadership that is genuine, trustworthy, credible, reliable and believable. ● It is transparent, morally grounded and responsive to people’s needs and values.
Characteristics of Authentic Leadership • Purpose - Purpose for an authentic leader includes developing a better understanding of one’s personal passion and finding a way to express it in the work setting. • Values - values are exemplified through an authentic leader’s actions, including speaking the truth. Actions are based on doing right despite the challenges that result. • Heart - Heart is exemplified by authentic leaders who show they care for them-selves and for others. Heart is about encouraging others so that they will actually achieve higher levels of performance. • Positive relationships - Relationships are close between authentic leaders and those followers who believe in them. The psychological engagement is key to a healthy work environment which can reduce stress and burnout in the workplace.
Recommend
More recommend
