Transcript ORM6003 Foundations of Leadership

ORM6003 Foundations of
Leadership
Week 1
Friday, July 17, 2015
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Compiled by:
Ronald Keith Bolender, Ed.D. (2005)
Nova Southeastern University
www.bolender.com
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Important Copyright Note
This set of PowerPoint slides may only be
used in sections of ORM6003 Foundations
of Leadership where each student owns a
copy of Leadership: Theory and Practice
(Northouse, 2004).
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References
Bennis, W. G., & Nanus, B. (1985). Leaders: The strategies
for taking charge. New York: Harper & Row.
French, R. P., Jr., & Raven, B. (1959). The bases of social
power. In D. Cartwright (Ed.), Studies in social power.
Ann Arbor, MI: Institute for Social Research.
Kotter, J. P. (1990). A force for change: How leadership
differs from management. New York: The Free Press.
Northouse, P. G. (2004). Leadership: Theory and practice
(3rd ed.). Thousand Oaks, CA: Sage Publications.
Zaleznik, A. (1977). Managers and leaders: Are they
different? Harvard Business Review, 55 (3), 67-78.
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Devotions
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Introduction of the
Facilitating
Instructor
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Reviewing the syllabus
for
ORM6003 Foundations
of Leadership
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Discussions & Participation
Since this course does not have tests,
participation in class is expected. Participation
does not include:
Sleeping
Listening to music
Reading (even the textbook—except for note-taking)
Writing anything not pertaining to this course
Talking
Etc.
 Lack of participation will negatively
impact your final grade for this course.
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HWA 1-3 Identify Three Leaders Assignment
Submit this assignment to the instructor.
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Chapter 1: Introduction
While there are many definitions of
leadership—the following definition will be
used for this course:
Leadership is a process whereby one
individual influences a group of
individuals to achieve a common goal.
(Northouse, 2004, p. 3)
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Chapter 1: Introduction
Defining leadership as a process means that it
is not a trait or characteristic that resides in the
leader, but is a transactional event that
occurs between the leader and his or her
followers. Process implies that a leader affects
and is affected by his or her followers. It
emphasizes that leadership is not a linear, oneway even but rather an interactive event.
When leadership is defined in this manner, it
becomes available to everyone. It is not restricted to
only the formally designated leader in a group.
IMPORTANT CONCEPT!
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Chapter 1: Introduction
Leadership involves influence; it is
concerned with how the leader affects
followers. Influence is the sine qua non of
leadership.
Without influence, leadership does not exist.
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Chapter 1: Introduction
Leadership occurs in groups. Groups are the
context in which leadership takes place.
Leadership involves influencing a group of
individuals who have a common purpose. This
can be a small task group, a community group,
or a large group encompassing an entire
organization. Leadership training programs that
teach people to lead themselves are not
considered a part of leadership within the
definition that is set forth in this discussion.
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Chapter 1: Introduction
Leadership includes attention to goals.
This means that leadership has to do with
directing a group of individuals toward
accomplishing some task or end. Leaders
direct their energies toward individuals
who are trying to achieve something
together. Therefore, leadership occurs and
has its effects in contexts where
individuals are moving toward a goal.
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Chapter 1: Introduction
 Throughout this course, the people who engage in
leadership will be referred to as leaders and those
individuals toward whom leadership is directed will be
referred to as followers.
 Although leaders and followers are closely linked, it is
the leader who often initiates the relationship, creates
the communication linkages, and carries the burden for
maintaining the relationship.
 Both leaders and followers are important—the leader is
not an elitist and the follower a meaningless, easilyreplaced pawn. The study of leadership is incomplete
unless the followers are also included in the equation.
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Chapter 1: Introduction
Trait Versus Process Leadership
The trait perspective suggests that certain
individuals have special innate or inborn
characteristics or qualities that make them
leaders, and it is these qualities that
differentiate them from non-leaders. Some of
the personal qualities used to identify leaders
include unique physical factors (e.g. height),
personality features (e.g. extroversion) and
ability characteristics (e.g. speech fluency).
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Chapter 1: Introduction
Process leadership can be observed in
leader behaviors, and it is something that
can be learned. The process definition of
leadership is consistent with the definition
of leadership presented a few slides
earlier.
The next slide presents the differences
between trait and process leadership in a
visual illustration.
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Chapter 1: Introduction
(Northouse, 2004, p. 5)
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Chapter 1: Introduction
Assigned Versus Emergent Leadership
Some people are leaders because of their
formal position within an organization
(assigned), whereas others are leaders
because of the way other group members
respond to them (emergent).
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Chapter 1: Introduction
The person assigned to a leadership position
does not always become the real leader in a
particular setting.
When an individual is perceived by others as the
most influential member of a group or
organization, regardless of the individual’s title,
that person is exhibiting emergent leadership.
The individual acquires emergent leadership through
other people in the organization who support and
accept the individual’s behavior.
IMPORTANT CONCEPT!
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Chapter 1: Introduction
This type of leadership is not assigned by position,
but rather it emerges over a period of time through
communication.
Some of the positive communication behaviors that
account for successful leader emergence include:
Being verbally involved
Being informed
IMORTANT CONCEPT!
Seeking others’ opinions
Initiating new ideas
Being firm but not rigid
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Chapter 1: Introduction
In addition to communication behaviors,
certain personality traits are related to
emergent leadership:
More dominate
More intelligent
More confident
Note: It is uncertain if these traits apply to
females as emergent leaders—more research is
needed in this area.
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Chapter 1: Introduction
Leadership and Power
The concept of power is related to leadership
because it is part of the influence process.
Power is the capacity or potential to influence.
People have power when they have the ability
to affect others’ beliefs, attitudes and courses of
action.
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Chapter 1: Introduction
Positional Power
The power a person derives from a particular
office or rank in a formal organizational
system.
Personal Power
The power a leader derives from followers.
When leaders act in ways that are important to
followers, it gives leaders power.
IMPORTANT
CONCEPT!
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Chapter 1: Introduction
The most widely cited research on power
is French and Raven’s (1959) work on the
bases of social power. In their work,
power was conceptualized from the
framework of a dyadic relationship that
included both the person influencing and
the person being influenced.
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Chapter 1: Introduction
French and Raven (1959) identified five
common and important types of power:
Reward
Coercive
Legitimate
Referent
Expert
Each of these types of power increases a
leader’s capacity to influence the attitudes,
values, or behaviors of others.
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Chapter 1: Introduction
Leadership and Coercion
Coercion is one of the specific kinds of power
that are available to leaders.
Coercion involves the use of force to effect
change.
It means influencing others to do something by
manipulating the penalties and rewards in their
work environment.
Coercion frequently involves the use of threats,
punishment, and negative reward schedules.
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Chapter 1: Introduction
In our discussions of leadership, coercive people
will not be used as models of ideal leadership.
The definition of leadership used for this course
suggests that leadership is reserved for those
individuals who influence a group of individuals
toward a common goal.
Leaders who use coercion are interested in their
own goals and are seldom interested in the
wants and needs of subordinates.
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Chapter 1: Introduction
Leadership and Management
The material for the next few slides are
from Kotter’s (1990) book, A Force for
Change: How Leadership Differs from
Management.
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Chapter 1: Introduction
Management
The primary purpose of management is to keep a
complex organization on time and on budget.
Management produces a degree of consistency and
order—to keep organizations running smoothly.
Planning and budgeting
• Setting targets or goals for the future, typically for the next
month or year; establishing detailed steps for achieving those
targets, steps that might include timetables and guidelines;
and then allocating resources to accomplish those plans
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Chapter 1: Introduction
Organizing and staffing
• Establishing an organizational structure and set of jobs
for accomplishing plan requirements, staffing the jobs
with qualified individuals, communicating the plan to
those people, delegating responsibility for carrying out
the plan, and establishing systems to monitor
implementation
Controlling and problem-solving
• Monitoring results versus plan in some detail, both
formally and informally, by means of reports, meetings,
etc.; identifying deviations, which are usually called
“problems,” and then planning and organizing to solve
those problems
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Chapter 1: Introduction
Leadership
The primary purpose of leadership is to produce
movement—mobilizing and creating change.
Establishing direction
• Developing a vision of the future, often the distant future,
along with strategies for producing the changes needed to
achieve that vision
Aligning people
• Communicating direction to those whose cooperation may be
needed so as to create coalitions that understand the vision
and are committed to its achievement
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Chapter 1: Introduction
Motivating and inspiring
• Keeping people moving in the right direction despite
major political, bureaucratic and resource barriers to
change by appealing to very basic, but often untapped,
human needs, values and emotions
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Chapter 1: Introduction
Comparing Management and Leadership
Creating an Agenda
Management
Planning and Budgeting—
establishing detailed
steps and timetables for
achieving needed results,
and then allocating the
resources necessary to
make that happen
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Leadership
Establishing Direction—
developing a vision of the
future, often the distant
future, and strategies for
producing the changes
needed to achieve that
vision
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Chapter 1: Introduction
Comparing Management and Leadership
Developing a Human Network for Achieving the Agenda
Management
Organizing and Staffing—establishing
some structure for accomplishing
plan requirements, staffing that
structure with individuals,
delegating responsibility and
authority for carrying out the
plan, providing policies and
procedures to help guide people,
and creating methods or systems
to monitor implementation
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Leadership
Aligning People—communicating
direction by words and deeds to
all those whose cooperation may
be needed so as to influence the
creation of teams and coalitions
that understand the vision and
strategies, and accept their
validity
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Chapter 1: Introduction
Comparing Management and Leadership
Execution
Management
Controlling and ProblemSolving—monitoring
results vs. plan in some
detail, identifying
deviations, and then
planning and organizing
to solve these problems
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Leadership
Motivating and Inspiring—
energizing people to
overcome major political,
bureaucratic and
resource barriers to
change by satisfying very
basic, but often
unfulfilled, human needs
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Chapter 1: Introduction
Comparing Management and Leadership
Outcomes
Management
Produces a degree of
predictability and order, and
has the potential of
consistently producing key
results expected by various
stakeholders (i.e. For
customers, always being on
time; for stockholders, being
on budget)
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Leadership
Produces change, often to a
dramatic degree, and has the
potential of producing
extremely useful change (e.g.
new products that customers
want, new approaches to labor
relations that help make a firm
more competitive)
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Chapter 1: Introduction
Bennis and Nanus (1985) maintain that there is
a significant difference between a manager and
a leader.
To manage means to accomplish activities and
master routines, while to lead means to
influence others and create visions for change.
Bennis and Nanus made the distinction very
clear in their frequently quoted phrase,
“Managers are people who do things right and
leaders are people who do the right thing” (p.
221).
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Chapter 1: Introduction
 Zaleznik (1977) has gone so far as to argue that leaders
and managers themselves are distinct—they are
basically different types of people.
 Managers are reactive and prefer to work with people to
solve problems but do so with low emotional
involvement. They act to limit choices.
 Leaders are emotionally active and involved. They seek
to shape ideas instead of responding to them, and act to
expand the available options to long-standing problems.
Leaders change the way people think about what is
possible.
Keep this concept in mind when working on future course
assignments.
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Chapter 2: Trait Approach
The trait approach was one of the first
systematic attempts to study leadership.
The early trait theories were called “great man”
theories because they focused on identifying the
innate qualities and characteristics possessed by
great social, political and military leaders. It was
believed that people were born with these traits
and only the “great” people possessed them.
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Chapter 2: Trait Approach
Based on the summary of hundreds of
leadership trait studies, there are five
major leadership traits:
Intelligence
Self-confidence
Determination
Integrity
Sociability
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Chapter 2: Trait Approach
Intelligence
 Intelligence or intellectual ability is positively related to leadership.
Having strong verbal ability, perceptual ability, and reasoning
appears to make one a better leader.
 Although it is good to be bright, the research also indicates that a
leader’s intellectual ability should not vary too much from that of his
or her subordinates.
 In situations where the leader’s IQ is very different from that of the
followers, it can have a counterproductive impact on leadership.
 Leaders with higher abilities may have difficulty in
communicating with followers because they are
preoccupied or because their ideas are too advanced to be
accepted by their followers.
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Chapter 2: Trait Approach
Self-Confidence
Self-confidence is another trait that helps an
individual to be a leader. Self-confidence is the
ability to be certain about one’s competencies
and skills. It includes a sense of self-esteem and
self-assurance and the belief that one can make
a difference.
Leadership involves influencing others, and selfconfidence allows the leader to feel that his or
her attempts to influence are appropriate and
right.
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Chapter 2: Trait Approach
Determination
 Many leaders also exhibit determination. Determination
refers to the desire to get the job done and includes
characteristics such as:
Initiative
Persistence
Dominance
Drive
 Individuals with determination are willing to assert
themselves, are proactive, and have the capacity to
persevere in the face of obstacles.
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Chapter 2: Trait Approach
Integrity
 Integrity is the quality of honesty and trustworthiness.
 Individuals who adhere to a strong set of principles and
take responsibility for their actions are exhibiting
integrity.
 Leaders with integrity inspire confidence in others
because they can be trusted to do what they say they
are going to do. They are loyal, dependable and not
deceptive.
 Basically, integrity makes a leader believable and worthy
of followers’ trust.
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Chapter 2: Trait Approach
Sociability
 Sociability refers to a leader’s inclination to seek out
pleasant social relationships.
 Leaders who show sociability are:
Friendly
Outgoing
Courteous
Tactful
Diplomatic
 They are sensitive to others’ needs and show concern
for their well-being. Social leaders have good
interpersonal skills and create cooperative relationships
with their followers.
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Chapter 2: Trait Approach
How Does the Trait Approach Work?
The trait approach focuses exclusively on
the leader, and not on the followers or the
situation.
The trait approach is concerned with
leaders and their traits.
It is concerned with what traits leaders
exhibit and who has these traits.
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Chapter 2: Trait Approach
The trait approach suggests that organizations
will work better if the people in managerial
positions have designated leadership profiles.
To find the right people, it is common for
organizations to use personality assessment
instruments. The assumption behind these
procedures is that selecting the “right” people
will increase organizational effectiveness.
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Chapter 2: Trait Approach
 The trait approach is also used for personal awareness
and development.
 By analyzing their own traits, managers can gain an idea
of their strengths and weaknesses, and they can get a
feel for how others see them within the organization.
 It gives individuals a clearer picture of who they are as
leaders and how they fit into the organizational
hierarchy. In areas where their traits are lacking, leaders
can try to make changes in what they do or where they
work to increase the potential impact of their given
traits.
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Chapter 2: Trait Approach
Leadership Trait Questionnaire (LTQ)
On pages 31-32 in Northouse (2004), there is
an instrument that can be administered to help
determine your leadership traits. Since this
requires feedback from others in your
organization, this instrument cannot be
administered in a classroom setting.
You are encouraged to administer this during
the coming week and report your findings to the
class during Week Two.
This is not a required assignment.
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Before working on an in-class activity for
this class session, let us review homework
assignments (HWAs) for Week Two.
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ICA 1-1 Writing Assignment
ICA 1-1 In-class Writing Assignment Over Case Study 2.2
Grade: This assignment is worth a maximum of 20
points.
Read Case Study 2.2 on pages 26-28 in Northouse
(2004).
On paper, write out the questions and your
answers to the questions listed at the end of this
case study.
PLEASE PRINT
Break into groups of four to five and discuss this
case study.
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