Transcript Leadership
DEVELOPING LEADERS
A personal perspective
Sqn Ldr Dick Tudor
OC TRS
RAF Lossiemouth
Leadership Development in the
RAF
“ It is timely to review the RAF’s approach to
leadership development to ensure that it is coherent
and consistent, thereby assuming excellence across
the range of leadership roles.”
LEADERSHIP: THE
ACADEMIC BACKGROUND
The Development of Leadership
Theory
Period
Approach
Core Theme
Up to late 1940s
Trait approach
Leadership ability is innate
Late 1940s to late 1960s
Style approach
Leadership effectiveness is to
do with how the leader
behaves
Late 1960s to early 1980s
Contingency approach
It all depends; effective
leadership is affected by the
situation
Since early 1980s
Now Leadership approach
Leaders transform the way
people feel about themselves
The Trait Approach
Effective leaders have certain qualities in
common
Example: intelligence, dependability, sense
of responsibility, energy, sociability (e.g.
Stogdill – Ohio State Studies)
‘Leaders are born, not made’
Findings not consistent
Leadership situation not considered
The Style Approach
Concern for task – the extent to which the leader
emphasises the task objectives
Concern for people – the extent to which the leader
emphasises the needs, interests etc of the group
Directive leadership – the extent to which the leader
makes all the decisions regarding group activity
Participative leadership – the extent to which the
leader shares decision-making concerning group
activity
(Wright 96)
Situational Leadership
‘To be successful in all environments,
leaders require a measure of all of the
different leadership attributes but their
relative importance will be situation and
context-dependent.’
Factors Determining Appropriate
Leadership Style
Maturity of followers or subordinates
Existing relationship between them and their
leader
Clarity and structure of the task or work
The position power and personal power of
the leader
Time available
Culture
Cross-Cultural Aspects of
Leadership
‘Exporting participative leadership from the United
States to countries with authoritarian cultures is
like preaching Jeffersonian democracy to [those]
who believe in the divine right of kings.’
(Haire, Ghiselli and Porter 66)
Transformational Leadership
Achieving performance beyond normal
expectations by changing how people feel
about themselves and what is possible and
raising their motivation to new highs.
Bass and Avolio’s Full-Range
Model of Leadership
Laissez-faire leadership
Transactional leadership – management-byexception and contingent reward
Transformational leadership – the four ‘I’s –
idealised influence, inspirational motivation,
intellectual stimulation, individualised
consideration
Laissez-faire Leadership
Avoiding taking a stand
Ignoring problems
Not following up
Refraining from intervening
…leads to conflict and lack of
achievement
Transactional Leadership
Management by exception – passive or
active
Contingent reward
Management by Exception
Setting work objective and performance
standards
Waiting for problems to arise and reacting to
them reluctantly, or monitoring for deviations
and errors and correcting them
Enforcing rules and procedures
…leads to continuing status quo, lack of initiative, and
avoidance of risk taking by subordinates
Contingent Reward
Setting work objectives and
performance standards
Providing feedback
Exchanging reward and recognition –
e.g. money or praise – for achievement
…can lead to expected performance
Problems with Transactional
Leadership
Motivating and rewarding people with ‘carrots’ and
punishing them with ‘sticks’ makes them feel like donkeys
Lack of consideration for people’s ideas, needs and
feelings
Focuses only on planning, organizing, directing and
controlling – and manipulation by reward
Does not develop people to their fullest potential and
contribution
Transformational Leadership:
The Four ‘I’s
Individualized consideration
Intellectual stimulation
Inspirational motivation
Idealized influence
(Bass 90)
LEADERSHIP: LEVELS OF
DEVELOPMENT
COVEY ON MANAGEMENT
Three Levels of Development
Organisational development (OD)
Team Development
Individual or self-development
Organisational Development
… the applied behavioural science discipline that
seeks to improve organisations through planned,
systematic, long-range efforts focused on the
organisation’s culture and its human and social
processes
Leadership Development in the
RAF
“The ability to lead is required at all rank
levels of the RAF although the range of
leadership attributes required will vary with
the level at which the leader is operating.”
Creating an Atmosphere for
Organisational Development
“Central to any organisation improvement program
is the creation of a situation in which learning and
change can take place by individuals and/or groups”
(Schein 99)
Leadership Self-Development:
The Starting Point
Learning to know and control oneself
Overcoming emotional barriers
Building self-confidence and emotional
intelligence
Emotional Intelligence
“ …refers to the capacity for recognising our own
feelings and those of others, for motivating ourselves,
and for managing emotions well in ourselves and in our
relationships.”
(Goleman 98)
Three Factors of Leadership
Development
A person must be motivated to be a leader
and to develop the necessary skills
The development process should be focused
on specific leadership behaviour
Provision for practising leadership skills and
obtaining feedback
(Randell 98)
Barriers to Leadership and
Leadership Development
Low self-esteem – leads to a lack of motivation
Lack of self-confidence – as a result of not
coming to terms with oneself, can lead to a lack
of confidence in others
Fear of failure, shame or social disapproval
Cognitive constriction – thinking ‘inside the box’
Adverse consequences of stress – cognitive,
managerial and physical
HOOPER & POTTER ON LEADERS
x
x
OR
x
TO
x
x
Overcoming the Barriers
Desensitisation – gradual increases in difficulty of task –
lead to gradual reduction of fear and anxiety
Reinforcement theory – reward and recognition for
effort and progress
Psycho-analytical re-enactment – what was done and
what, if anything went wrong, creates a process selfdiscovery
Social skill development – based on honesty and trust
Group dynamics theory – teams develop cohesiveness
through mutual help and support
Support for Leadership
Development
“Individuals are responsible for their own development.
Organisations are responsible for providing the enabling
resources and ensuring that sufficient leaders are taking
advantage of development opportunities.”
(London 02)
Can You ‘Teach’ Leadership?
Yes, but only at the cognitive level
Knowing what to do and how to do it is
necessary but not sufficient
Wanting to do it depends on emotional
factors
Doing it can only be learned by actually doing
it, feedback, application and practice
A Definition of Leadership
‘Leadership is the process of influencing the
behaviour, beliefs and feelings of other group
members in an intended direction.’
(Wright and Taylor 84)
The Leadership Trust’s Definition
‘Leadership is using our personal power to win the
hearts and minds of people to achieve a common
purpose.’
Leadership in the RAF
‘… the RAF requires personnel with strong leadership
attributes, excellent managerial skills and the confidence to
exercise command.’
Leadership in the RAF
And…
‘The successful exercise of command is dependent
upon an individual’s professional expertise, management
skills and leadership ability.’
Command, Management and
Leadership in the RAF
‘Command’ – is a position of authority
and responsibility to which individuals
are legally appointed
‘Management’ – is concerned with
making the best use of resources
‘Leadership’ – is the projection of
personality and character to achieve the
desired outcome
DEALING WITH CHANGE
The Leadership Challenges Ahead
New technology
Deregulation and privatisation
Intense competition
Increasing inter-dependence
Higher-quality products, services and
customer care
People’s increasing expectations
Successful Change Ensures
Survival
‘It is not the strongest species that survive, nor the
most intelligent, but the ones most responsive to
change.’
(Darwin)
Change is Difficult
‘There is nothing more difficult to plan, more doubtful
of success, nor more dangerous to manage, than the
creation of a new system. For the initiator has the
enmity of all who would profit by the preservation of
the old institutions and merely lukewarm defenders in
those who should gain by the new ones.’
(Machiavelli 1510)
TRANSFORMATIONAL v
TRANSACTIONAL
LEADERSHIP
Transformational Leadership:
The Four ‘I’s
Individualized consideration
Intellectual stimulation
Inspirational motivation
Idealized influence
(Bass 90)
Individualized Consideration
Showing concern for the individual
Identifying individuals’ abilities and needs
Providing matching challenges
Providing opportunities to learn
Delegating, coaching and giving
developmental feedback
…leads to a desire to improve and learn
Intellectual Stimulation
Stimulating people’s intellect and
imagination
Questioning the status quo
Encouraging imagination and creativity
Using and encouraging intuition as well
as logic
…leads to a willingness to think
Inspirational Motivation
Inspiring people by articulating exciting
possibilities
Communicating a clear vision
Aligning organizational goals with individual
goals
Treating threats, problems and mistakes as
opportunities
Using appealing words and symbols
Idealized Influence
Displaying charisma
Expressing confidence in the vision
Personally taking full responsibility
Displaying a sense of purpose, persistence and trust
Emphasizing accomplishments
Gaining respect, trust and confidence by personally
demonstrating out-of-the-ordinary ability
…leads to trust, identification with the leader, and a desire to achieve
to show support
Charismatic Leaders
Show complete self-confidence
Show strong determination
Are forthright about what is right and
wrong, good and bad
Are eloquent speakers
Are active and energetic
Leadership and Idealized Influence
‘No man is a leader until his appointment is
ratified in the minds and hearts of his men.’
(US Infantry Journal 48)
Empowerment in the RAF
“(The) creation of a culture of
empowerment is critical to the successful
development of future leaders”
Leadership and Empowerment
‘Study after study finds that when workers have more
control – when they can help define their own goals and
hours and when they participate in decision making –
their job satisfaction rises.’
(Myers 93)
What is Empowerment?
Literally, giving people power, making
them able to…
In practice, giving people the
knowledge, skills, opportunity, freedom
and resources to manage themselves
and be accountable.
Why Empower People?
Job satisfaction and morale increase
Increased effectiveness/efficiency in some
private sector companies – e.g. share value
rises
Enhances self-esteem – a powerful motivator
Unless people are empowered, they will never
grow
ICEBERG
70%
Human Potential
How Can We Empower People?
Understand and develop each individual’s
potential and delegate matching challenges
Treat people as unique individuals
Provide the opportunity, resources, authority,
training and coaching for people to perform
Stimulate people’s intellects and emotions
The Enemies of Empowerment
Lack of trust
Fear of the consequences of taking
risks
Requirements of the Leader for
Empowerment
Ability and desire to respond positively to
people’s needs and interests
Time and availability
Trust
Preparedness to take risks and let go
Lack of self-centeredness
Emotional intelligence
Empowering People Requires
Emotional Intelligence
Self-awareness as a leader – especially
your need for control
Self-confidence
Recognizing others’ feelings and needs
Interpersonal skills
Trust
HOOPER & POTTER ON TEAM
LEADERSHIP
EXECS’ LEADERSHIP
MODULE: ACADEMIC
INTRODUCTION
The Issues
‘Leaders are born, not made. Discuss.’
Leadership development programmes are
prolific and costly
Are they effective?
Can leadership be “taught” – or even
learned?
The Learning Organisation
“ … organisations where people continually expand their
capacity to create the results they truly desire, where new and
expansive patterns of thinking are nurtured, where collective
aspiration is set free, and where people are continually
learning how to learn together.”
(Senge 90)
The Importance of The Learning
Organisation
“The organisations that will truly excel in the future will be
the organisations that discover how to tap people’s
commitment and capacity to learn at all levels in an
organisation.”
(Senge 90)
Learning Leadership
Variety of conventional and
unconventional methods
Need for learning by doing
Feedback (e.g. 3600) and training
Leaders as teachers
Leadership as Influence
“Most definitions of leadership have made the assumption
that leadership involves a process of influence by one
person over other people.”
(Yukl 02)
Etymology
‘Management’ comes from the Latin
manus (‘a hand’) – to do with handling
objects, e.g. machines
‘Leadership’ comes from the AngloSaxon leader (‘road’ or ‘path’) – to do
with a sense of direction
‘Managers are people who do
things right.
Leaders are people who do the
rights things.’
(Bennis 84)
Leadership and Management
are not Mutually Exclusive
Not been supported by empirical research
People did not sort neatly into the two
stereotypes
The stereotypes implied managers were
always ineffective
Insensitive to denigrate ‘managers’ in
organisations with a negative stereotype.
Leadership v Management
Management produces orderly results
which keep things working efficiently
Leadership creates useful change
We need both if organisations and
nations are to prosper
(Kotter 90)