Midterm Leadership Study Guide

Chapter 1

• OBJECTIVES:

1. Understand the full meaning of leadership
2. Six fundamental transformations
3. Primary reasons for leadership derailment (Paradigm skills that can help avoid it)
4. Recognize differences between leadership and management
5. Appreciate the crucial importance of providing direction, alignment, relationships, personal qualities, and outcomes
6. How leadership has evolved (Historical approaches apply today)

• Leadership

• Come together around common vision, creating change.
• Leadership involves influence, intention, followers, shared purpose, personal responsibility and integrity and change

• Theories of leadership

• Great Man Theory

• Leadership was conceptualized as a Single Great Man who put everything together and influenced others to follow along based on the strength of inherited traits, qualities, and abilities

• Trait Theories

• Leaders had particular traits or characteristics that distinguished them from non-leaders and contributed to success

• Behavior Theories

• Leaders’ behavior correlated with leadership effectiveness or ineffectiveness

• Contingency Theories

• Leaders can analyze their situation and tailor their behavior to improve leadership effectiveness.

• Known as situational theories.
• Leadership need to be understood in a context (group or organizational situation)

• Influence Theories

• Examined influence processes between leaders and followers,

• Charismatic leadership and the culture they foster

• Relational Theories

• How leaders and followers interact and influence one another

• Transformational leadership & Servant leadership are two important relational theories

[pic 1][pic 2]

[pic 3]

Chapter 2

• OBJECTIVES:

1. Traits & Characteristics of effective leaders
2. Roles leaders play in organizations (operations, collaborative & advisory roles)
3. Autocratic vs democratic leadership behavior: the impact of each
4. People-oriented and task-oriented leadership behavior: when to use
5. Individualized leadership (relationships between leaders and followers)
6. Characteristics of entrepreneurial leaders

• Great Man Approach

• A leadership perspective that sought to identify the inherited traits leaders possessed that distinguished them from people who were not leaders

• Characteristics of Leaders

• Optimism, self-confidence, honesty, integrity and drive.

• Matching Strengths with Roles

• Operational role

• Vertically oriented leadership role
• Executive has direct control over people and resources and the position power to accomplish results
• Leaders deliver results, are assertive, analytical and knowledgeable, riveted on changing knowledge to vision

• Collaborative role

• Horizontal leadership role
• Leader works behind the scenes and uses personal power to influence others and get things done
• Proactive, flexible, manage ambiguity and uncertainty

• Advisory role

• Provides advice, guidance, and support
• Responsible for developing broad organizational capabilities rather than accomplishing specific business results
• People skills, ability to influence, high levels of honesty and integrity

• Behavior Approaches

• Autocratic: Centralizes authority and derives power from position, control of rewards, and coercion

• Democratic: Delegates authority, encourages participation, relies on subordinates for completion of tasks, and depends on subordinate respect for influence

• Effective if subordinates possess decision-making skills
• Effective when the skill difference between the leader and subordinates is high

[pic 4]

• Individualized leadership

• Notion that a leader develops a unique relationship with each group member, determining:

• Focus: one-to-one relationship
• Leadership (give and receive)

• Stages of Development of Individualized Leadership:

[pic 5]

• Entrepreneurial Traits and Behaviors

• Persistent, Independent, Action-oriented, Drawn to new opportunities, Innovative, Creative, Highly self-motivated

[pic 6][pic 7]

Chapter 3

• OBJECTIVES:

1. Understand how leadership is contingent on people and situations
2. Apply Hersey and Blanchard’s situational theory of leader style to the level of follower readiness
3. Apply Fiedler’s contingency model to key relationships among leader style, situational favorability, and group task performance.
4. Explain the path-goal theory of leadership
5. Use the Vroom-Jago model to identify the correct amount of follower participation in specific decision situations
6. Know how to use the power of situational variables to substitute for or neutralize the need for leadership

• Contingency

• One thing depends on other things

• Universalistic & Contingency Approaches to Leadership

[pic 8]

• Meta-Categories of Leader Behavior and Four Leader Styles:

[pic 9]

• Hersey and Blanchard’s Situational Theory

• Focuses on the characteristics of followers as the important element of the situation, and consequently, of determining effective leader behavior

[pic 10]

• The Situational Model of Leadership

[pic 11]

• Fiedler’s Contingency Model

• Designed to diagnose whether a leader is task-oriented or relationship-oriented and match leader style to the situation (measured with a least preferred coworker (LPC) scale)

[pic 12]

• Path-Goal Theory

• Contingency approach to leadership in which the leader’s responsibility is to increase subordinates’ motivation
• By clarifying behaviors necessary for task accomplishment and rewards

• Vroom-Jago Contingency Model:

• Focus on varying degrees of participative leadership, and how level of participation influences quality and accountability of decisions
• Tells the leader precisely the correct amount of participation by subordinates to use in making a particular decision

• Substitutes

• Situational variable that makes leadership unnecessary or redundant

• Neutralizer

• Situational characteristic that counteracts the leadership style and prevents the leader from displaying certain behaviors.

[pic 13]

Chapter 4

• OBJECTIVES:

1. Understand the importance of self-awareness (recognize one’s blind spots)
2. Identify major personality dimensions
3. Clarify instrumental and end values
4. Define attitudes
5. Explain attributions
6. Recognize individual differences in cognitive style

• Self-Awareness:

• Being conscious of the internal aspects of one’s nature
• Importance: Avoid blind spots through self-reflection.

• Blind spots: Characteristics or habits that people are not aware of or do not recognize as problems

• Personality

• Set of unseen characteristics and processes that underlie a relatively stable pattern of behavior in response to ideas, objects, and people in the environment

• Big Five Personality Dimensions

• Openness to Experience

• Degree to which a person has a broad range of interest and is imaginative, creative, and willing to consider new ideas

• Conscientiousness

• Degree to which a person is responsible, dependable, persistent, and achievement-orientated

• Extroversion

• Degree to which a person is outgoing, sociable, talkative, and comfortable approaching strangers (Dominant?)

• Agreeableness

• Degree to which a person is able to get along with others

• Emotional Stability

• Degree to which a person is well-adjusted, calm, and secure (can handle stress and criticism well)

• Locus of Control

• Internal: Belief that actions determine what happens to a person (control my own destiny)
• External: Belief that outside forces determine what happens to a person (others control your destiny)

• Authoritarianism

• The belief that power and status differences should exists in an organization

• Values: 

• Fundamental beliefs that an individual considers to be important

• End Values: Beliefs about the kind of goals or outcomes that are worth trying to pursue. Personal/Social
• Instrumental Values: Beliefs about the types of behavior that are appropriate for reaching goals. Moral/Competence

• Theory X

• People are basically lazy and not motivated to work/avoid responsibility

• Theory Y

• People don’t inherently dislike work, will commit themselves willingly to work they care about

• Social Perception

• Perception: Making sense out of the environment by selecting, organizing, and interpreting information

• Perpetual Distortions

• Errors in judgment that arise from inaccuracies in the perceptual process

• Stereotyping
• Halo effect: overall impression of a person or situation based on one characteristic
• Projection: tendency to see own personal trait in others
• Perceptual defense: protecting oneself by disregarding ideas, situations, or people that are unpleasant

• Attributions

• Judgements about what caused a person’s behavior

• Internal Attribution: characteristics of the person led to behavior
• External Attribution: the situation caused person’s behavior

• Fundamental Attribution Error

• Underestimate the influence of external factors, overestimate the influence of internal factors

• Self-Serving Bias

• Tendency to overestimate the influence of internal factors of success and external factors of one’s failures

• Cognitive Style

• How a person perceives, processes, interprets, and uses info
• Whole brain concept

• Considers a person’s preference for right-brained versus left-brained thinking and conceptual versus experiential thinking

• Four quadrants of the brain related to different thinking styles:

[pic 14][pic 15][pic 16]

Chapter 5

OBJECTIVES:

1. Recognize how mental models guide behavior and relationships
2. Engage in independent thinking
3. Break out of categorized thinking patterns
4. See multiple perspectives
5. Apply systems thinking, personal mastery
6. Exercise emotional intelligence
7. Motivate others based on love not fear

• Mental Models

• Theories people hold about expected behavior
• Assumptions are part of a leader’s mental model

• Changing or Expanding Mental Models

• Leader’s mindset

• Contextual intelligence

• Ability to sense the social, political, technological, and economic context of the times

• Global Mindset

• Manager’s ability to influence individuals, organizations, and systems that represent different characteristics

• How to shift your mental model/ Develop leader’s mind:

• Independent Thinking: Questioning assumptions and interpreting data and events

• Mindfulness: State of paying attention to new information, readiness to create new mental categories during evolving circumstances
• Intellectual stimulation – stimulating the ability of followers to identify and solve problems creatively

• Open Mindedness: Putting aside preconceptions and suspending beliefs and opinions

• Pike Syndrome: the power of the conditioning that limits thinking and behavior (Not being open minded)

• Systems Thinking: Seeing the synergy of the whole and learning to reinforce or change whole system patterns

[pic 17]

• Personal Mastery: 

• Discipline of mastering oneself

• Clarity of Mind: Commit to the truth of the current reality
• Clarity of Objectives: Focusing on the end result
• Organizing to achieve objectives: Bridging the disparity between current reality and the vision of a better future (more like a process)

• Emotional Intelligence:

• Abilities to perceive, identify, understand, and successfully manage emotions in oneself and others

• Importance of Emotions

• Contagious: Leader’s emotional state influences followers. Leaders should:

• Tune in to the emotional state of others
• Bring negative emotions to the surface
• Encourage people to explore, use positive emotions

• Influence Performance: Leaders need a high degree of emotional intelligence to:

• Regulate their emotions
• Motivate others
• Earn more $$

• Components of Emotional Intelligence:

[pic 18]

Leadership:

[pic 19]

Chapter 6

OBJECTIVES:

1. Rational leadership & concern for people
2. How leaders set ethical tone
3. Your own moral maturation
4. How to build an ethical culture
5. Learn to be a good steward/servant leader
6. Live and foster courageous leadership

\

• Servant Leadership

• Leader transcends self-interest to:

• Serve the needs of others
• Help others grow

• Types:

• Authoritarian management

• Leaders set strategy, goals, methods & rewards
• Goal: Organizational stability & efficiency
• Subordinates are given:

• No voice in creating meaning and purpose
• No discretion as to how they perform their jobs

• Emphasis:

• Employee standardization and specialization
• Impersonal measurement and analysis

• Participative management

• Leaders seeks input and then makes decisions
• Goal: actively involve employees
• Subordinates are given:

• Voice in offering suggestions and input
• Discretion as to how to perform their jobs

• Emphasis:

• Employee team spirit
• Employee accept responsibility for their work

• Stewardship

• Belief that leaders are accountable
• Without control, put long term interests of organization before self-interests, define meaning and purpose for others
• Principles of Stewardship:

• Adopt a partnership mindset
• Give decision-making power and the authority to act to those closest to the work and the customer
• Tie rewards to contributions rather than formal positions
• Expect core work teams to build the organization

• Levels of Moral Development:

[pic 20]

• The Servant Leader

• Puts service before self-interest
• Listen first to affirm others
• Inspires trust by being trustworthy
• Nourishes others and completes them

• Courage

• Accepting responsibility
• Nonconformity: fighting for what you believe
• Say what you mean, mean what you say

• Abilene paradox: suppressing true thoughts or feelings to please others and avoid conflict

Chapter 7

• OBJECTIVES:

1. Manage both up and down the hierarchy
2. Recognize your followership style
3. Leader’s role in developing effective followers
4. Apply the values of effective followership
5. Coach followers to achieve their full potential

• Managing Up

• Consciously and deliberately develop a meaningful, task-related, mutually-respectful relationship with direct superiors
• Challenges:

• Discomfort with idea of managing bosses
• Not being in control of the relationship

• Followership Styles

[pic 21]

• Strategies for managing up

• Understand the leader

• Goals, needs, strengths, weaknesses, and constraints

• Specific tactics

• Develop meaningful, task-related relationship with the boss
• Be aware of behaviors that can annoy leaders and interfere with building a quality relationship

• Ways to influence the boss:

[pic 22]

• Leadership Coaching

• Directing or facilitating a follower with the aim of improving specific skills or achieving a specific development goal

• Leadership coaching process: Observation, discussion and agreement, create and follow a plan, follow-up

• Necessary courage to manage up

• Courage to assume responsibility
• Courage to challenge
• Courage to participate in transformation
• Courage to serve
• Courage to leave

• Sources of power for managing up

• Personal Sources: Knowledge, skills, expertise, effort, persuasion
• Position Sources: Visible position, flow of information, central location, network of relationships

• Managing

• Telling, judging, controlling, directing

• Coaching

• Empowering, facilitating, developing, supporting

• Feedback: 

• Using evaluation and communication to help individuals and the organization learn and improve, should be timely and specific
• Effective tips:

• Make it timely
• Focus on the performance, not the person
• Make it specific
• Focus on the desired future, not the past.