Leadership

From DaynalWiki
(Redirected from Led)
Jump to: navigation, search
Lighterstill.jpg
Leadership.jpg

Leadership has been described as the “process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task”.[1] A definition more inclusive of followers comes from Alan Keith of Genentech who said "Leadership is ultimately about creating a way for people to contribute to making something extraordinary happen."[2]

Leadership is one of the most relevant aspects of the organizational context. However, defining leadership has been challenging. The following sections discuss several important aspects of leadership including a description of what leadership is and a description of several popular theories and styles of leadership. This article also discusses topics such as the role of emotions and vision, as well as leadership effectiveness and performance, leadership in different contexts, how it may differ from related concepts (i.e., management), and some critiques of leadership as generally conceived.

For lessons on the topic of Leadership, follow this link.

According to the late Jules Masserman, American psychoanalyst and former member of the faculty of Northwestern University medical school, leaders must fulfill three functions: the leader must provide for the well-being of the led, provide a social organization in which people feel relatively secure, and provide a set of beliefs.

Theories of leadership

Students of leadership have produced theories involving traits [3], situational interaction, function, behavior, power, vision and values [4], charisma, and intelligence among others.

Trait theory

Trait theory tries to describe the types of behavior and personality tendencies associated with effective leadership. This is probably the first academic theory of leadership. Thomas Carlyle (1841) can be considered one of the pioneers of the trait theory, using such approach to identify the talents, skills and physical characteristics of men who rose to power.[5] Ronald Heifetz (1994) traces the trait theory approach back to the nineteenth-century tradition of associating the history of society to the history of great men.[6] Proponents of the trait approach usually list leadership qualities, assuming certain traits or characteristics will tend to lead to effective leadership. Shelley Kirkpatrick and Edwin A. Locke (1991) exemplify the trait theory. They argue that "key leader traits include: drive (a broad term which includes achievement, motivation, ambition, energy, tenacity, and initiative), leadership motivation (the desire to lead but not to seek power as an end in itself), honesty, integrity, self-confidence (which is associated with emotional stability), cognitive ability, and knowledge of the business. According to their research, "there is less clear evidence for traits such as charisma, creativity and flexibility".[3]

Criticism to trait theory

Although trait theory has an intuitive appeal, difficulties may arise in proving its tenets, and opponents frequently challenge this approach. The "strongest" versions of trait theory see these "leadership characteristics" as innate, and accordingly labels some people as "born leaders" due to their psychological makeup. On this reading of the theory, leadership development involves identifying and measuring leadership qualities, screening potential leaders from non-leaders, then training those with potential.

Behavioral and style theories

In response to the criticism of the trait approach, theorists began to research leadership as a set of behaviors, evaluating the behavior of 'successful' leaders, determining a behavior taxonomy and identifying broad leadership styles.[7] David McClelland, for example, saw leadership skills, not so much as a set of traits, but as a pattern of motives. He claimed that successful leaders will tend to have a high need for power, a low need for affiliation, and a high level of what he called activity inhibition (one might call it self-control).

Kurt Lewin, Ronald Lipitt, and Ralph White developed in 1939 the seminal work on the influence of leadership styles and performance. The researchers evaluated the performance of groups of eleven-year-old boys under different types of work climate. In each, the leader exercised his influence regarding the type of group decision making, praise and criticism (feedback), and the management of the group tasks (project management) according to three styles: (1) authoritarian, (2) democratic and (3) laissez-faire.[8]

Authoritarian climates were characterized by leaders who make decisions alone, demand strict compliance to his orders, and dictate each step taken; future steps were uncertain to a large degree. The leader is not necessarily hostile but is aloof from participation in work and commonly offers personal praise and criticism for the work done. Democratic climates were characterized by collective decision processes, assisted by the leader. Before accomplishing tasks, perspectives are gained from group discussion and technical advice from a leader. Members are given choices and collectively decide the division of labor. Praise and criticism in such an environment are objective, fact minded and given by a group member without necessarily having participated extensively in the actual work.

Laissez faire climates gave freedom to the group for policy determination without any participation from the leader. The leader remains uninvolved in work decisions unless asked, does not participate in the division of labor, and very infrequently gives praise.[8] The results seemed to confirm that the democratic climate was preferred.[9]

The managerial grid model is also based on a behavioral theory. The model was developed by Robert Blake and Jane Mouton in 1964 and suggests five different leadership styles, based on the leaders' concern for people and their concern for goal achievement.[10]

Situational and contingency theories

Situational theory also appeared as a reaction to the trait theory of leadership. Social scientists argued that history was more than the result of intervention of great men as Carlyle suggested. Herbert Spencer (1884) said that the times produce the person and not the other way around.[11] This theory assumes that different situations call for different characteristics; according to this group of theories, no single optimal psychographic profile of a leader exists. According to the theory, "what an individual actually does when acting as a leader is in large part dependent upon characteristics of the situation in which he functions."[12]

Some theorists started to synthesize the trait and situational approaches. Building upon the research of Lewin et al., academics began to normatize the descriptive models of leadership climates, defining three leadership styles and identifying in which situations each style works better. The authoritarian leadership style, for example, is approved in periods of crisis but fails to win the "hearts and minds" of their followers in the day-to-day management; the democratic leadership style is more adequate in situations that require consensus building; finally, the laissez faire leadership style is appreciated by the degree of freedom it provides, but as the leader does not "take charge", he can be perceived as a failure in protracted or thorny organizational problems.[13] Thus, theorists defined the style of leadership as contingent to the situation, which is sometimes classified as contingency theory. Four contingency leadership theories appear more prominently in the recent years: Fiedler contingency model, Vroom-Yetton decision model, the path-goal theory, and the Hersey-Blanchard situational theory.

The Fiedler contingency model bases the leader’s effectiveness on what Fred Fiedler called situational contingency. This results from the interaction of leadership style and situational favorableness (later called "situational control"). The theory defined two types of leader: those who tend to accomplish the task by developing good-relationships with the group (relationship-oriented), and those who have as their prime concern carrying out the task itself (task-oriented).[14] According to Fiedler, there is no ideal leader. Both task-oriented and relationship-oriented leaders can be effective if their leadership orientation fits the situation. When there is a good leader-member relation, a highly structured task, and high leader position power, the situation is considered a "favorable situation". Fiedler found that task-oriented leaders are more effective in extremely favourable or unfavourable situations, whereas relationship-oriented leaders perform best in situations with intermediate favourability.

Victor Vroom, in collaboration with Phillip Yetton (1973)[15] and later with Arthur Jago (1988),[16] developed a taxonomy for describing leadership situations, taxonomy that was used in a normative decision model where leadership styles where connected to situational variables, defining which approach was more suitable to which situation.[17] This approach was novel because it supported the idea that the same manager could rely on different group decision making approaches depending on the attributes of each situation. This model was later referred as situational contingency theory.[18]

The path-goal theory of leadership was developed by Robert House (1971) and was based on the expectancy theory of Victor Vroom.[19] According to House, the essence of the theory is "the meta proposition that leaders, to be effective, engage in behaviors that complement subordinates' environments and abilities in a manner that compensates for deficiencies and is instrumental to subordinate satisfaction and individual and work unit performance.[20] The theory identifies four leader behaviors, achievement-oriented, directive, participative, and supportive, that are contingent to the environment factors and follower characteristics. In contrast to the Fiedler contingency model, the path-goal model states that the four leadership behaviors are fluid, and that leaders can adopt any of the four depending on what the situation demands. The path-goal model can be classified both as a contingency theory, as it depends on the circumstances, but also as a transactional leadership theory, as the theory emphasizes the reciprocity behavior between the leader and the followers.

The situational leadership model proposed by Hersey and Blanchard suggests four leadership-styles and four levels of follower-development. For effectiveness, the model posits that the leadership-style must match the appropriate level of followership-development. In this model, leadership behavior becomes a function not only of the characteristics of the leader, but of the characteristics of followers as well.[21]

Functional theory

Functional leadership theory (Hackman & Walton, 1986; McGrath, 1962) is a particularly useful theory for addressing specific leader behaviors expected to contribute to organizational or unit effectiveness. This theory argues that the leader’s main job is to see that whatever is necessary to group needs is taken care of; thus, a leader can be said to have done their job well when they have contributed to group effectiveness and cohesion (Fleishman et al., 1991; Hackman & Wageman, 2005; Hackman & Walton, 1986). While functional leadership theory has most often been applied to team leadership (Zaccaro, Rittman, & Marks, 2001), it has also been effectively applied to broader organizational leadership as well (Zaccaro, 2001). In summarizing literature on functional leadership (see Kozlowski et al. (1996), Zaccaro et al. (2001), Hackman and Walton (1986), Hackman & Wageman (2005), Morgeson (2005)), Klein, Zeigert, Knight, and Xiao (2006) observed five broad functions a leader performs when promoting organisation's effectiveness. These functions include: (1) environmental monitoring, (2) organizing subordinate activities, (3) teaching and coaching subordinates, (4) motivating others, and (5) intervening actively in the group’s work.

A variety of leadership behaviors are expected to facilitate these functions. In initial work identifying leader behavior, Fleishman (Fleishman, 1953) observed that subordinates perceived their supervisors’ behavior in terms of two broad categories referred to as consideration and initiating structure. Consideration includes behavior involved in fostering effective relationships. Examples of such behavior would include showing concern for a subordinate or acting in a supportive manner towards others. Initiating structure involves the actions of the leader focused specifically on task accomplishment. This could include role clarification, setting performance standards, and holding subordinates accountable to those standards.

Transactional and transformational theories

The transactional leader (Burns, 1978)[22] is given power to perform certain tasks and reward or punish for the team’s performance. It gives the opportunity to the manager to lead the group and the group agrees to follow his lead to accomplish a predetermined goal in exchange for something else. Power is given to the leader to evaluate, correct and train subordinates when productivity is not up to the desired level and reward effectiveness when expected outcome is reached.

The transformational leader (Burns, 1978)[22] motivates its team to be effective and efficient. Communication is the base for goal achievement focusing the group on the final desired outcome or goal attainment. This leader is highly visible and uses chain of command to get the job done. Transformational leaders focus on the big picture, needing to be surrounded by people who take care of the details. The leader is always looking for ideas that move the organization to reach the company’s vision.

Leadership and emotions

Leadership can be perceived as a particularly emotion-laden process, with emotions entwined with the social influence process[23]. In an organization, the leaders’ mood has some effects on his/her group. These effects can be described in 3 levels[24]:

  • The mood of individual group members. Group members with leaders in a positive mood experience more positive mood than do group members with leaders in a negative mood.The leaders transmit their moods to other group members through the mechanism of emotional contagion[24].Mood contagion may be one of the psychological mechanisms by which charismatic leaders influence followers[25].
  • The affective tone of the group. Group affective tone represents the consistent or homogeneous affective reactions within a group. Group affective tone is an aggregate of the moods of the individual members of the group and refers to mood at the group level of analysis. Groups with leaders in a positive mood have a more positive affective tone than do groups with leaders in a negative mood [24].
  • Group processes like coordination, effort expenditure, and task strategy. Public expressions of mood impact how group members think and act. When people experience and express mood, they send signals to others. Leaders signal their goals, intentions, and attitudes through their expressions of moods. For example, expressions of positive moods by leaders signal that leaders deem progress toward goals to be good.The group members respond to those signals cognitively and behaviorally in ways that are reflected in the group processes [24].

In research about client service, it was found that expressions of positive mood by the leader improve the performance of the group, although in other sectors there were other findings[26].

Beyond the leader’s mood, his behavior is a source for employee positive and negative emotions at work. The leader creates situations and events that lead to emotional response. Certain leader behaviors displayed during interactions with their employees are the sources of these affective events. Leaders shape workplace affective events. Examples – feedback giving, allocating tasks, resource distribution. Since employee behavior and productivity are directly affected by their emotional states, it is imperative to consider employee emotional responses to organizational leaders[27]. Emotional intelligence, the ability to understand and manage moods and emotions in the self and others, contributes to effective leadership in organizations[26]. Leadership is about being responsible.

Environmental leadership theory

The Environmental leadership model (Carmazzi) describes leadership from a group dynamics perspective incorporating group psychology and self awareness to nurture “Environments” that promote self sustaining group leadership based on personal emotional gratification from the activities of the group. The Environmental Leader creates the psychological structure by which can find and attain this gratification through work or activity.

It stems from the idea that each individual has various environments that bring out different facets from their own Identity, and each facet is driven by emotionally charged perceptions within each environment… The Environmental Leader creates a platform through education and awareness where individuals fill each others emotional needs and become more conscious of when, and how they affect personal and team emotional gratifications. This is accomplished by knowing why people “react” to their environment instead of act intelligently.

“Environmental Leadership is not about changing the mindset of the group or individual, but in the cultivation of an environment that brings out the best and inspires the individuals in that group. It is not the ability to influence others to do something they are not committed to, but rather to nurture a culture that motivates and even excites individuals to do what is required for the benefit of all. It is not carrying others to the end result, but setting the surrounding for developing qualities in them to so they may carry each other.” Carmazzi The role of an Environmental Leader is to instill passion and direction to a group and the dynamics of that group. This leader implements a psychological support system within a group that fills the emotional and developmental needs of the group.

Leadership styles

Leadership styles refer to a leader’s behaviour. It is the result of the philosophy, personality and experience of the leader.

Kurt Lewin's Leadership styles

Kurt Lewin and colleagues identified different styles of leadership [28]:

  • Dictator
  • Autocratic
  • Participative
  • Laissez Faire

Dictator Leaders

A leader who uses fear and threats to get the jobs done. As similar with a leader who uses an autocratic style of leadership, this style of leader also makes all the decisions.

Autocratic or Authoritarian Leaders

Under the autocratic leadership styles, all decision-making powers are centralized in the leader as shown such leaders are dictators.

They do not entertain any suggestions or initiative from subordinates. The autocratic management has been successful as it provides strong motivation to the manager. It permits quick decision-making as only one person decides for the whole group, and keeps it to themselves until they feel it is needed by the rest of the group. An autocratic leader does not trust anybody.

Participative or Democratic Leaders

The democratic leadership style favors decision-making by the group as shown, such as leader gives instruction after consulting the group.

He can win the cooperation of his group and can motivate them effectively and positively. The decisions of the democratic leader are not unilateral as with the autocrat because they arise from consultation with the group members and participation by them.

Laissez Faire or Free Rein Leaders

A free rein leader does not lead, but leaves the group entirely to itself as shown; such a leader allows maximum freedom to subordinates.

They are given a freehand in deciding their own policies and methods. Free rein leadership style is considered better than the authoritarian style. But it is not as effective as the democratic style.[citation needed]

Leadership performance

In the past, some researchers have argued that the actual influence of leaders on organizational outcomes is overrated and romanticized as a result of biased attributions about leaders (Meindl & Ehrlich, 1987). Despite these assertions however, it is largely recognized and accepted by practitioners and researchers that leadership is important, and research supports the notion that leaders do contribute to key organizational outcomes (Day & Lord, 1988; Kaiser, Hogan, & Craig, 2008). In order to facilitate successful performance it is important to understand and accurately measure leadership performance.

Job performance generally refers to behavior that is expected to contribute to organizational success (Campbell, 1990). Campbell identified a number of specific types of performance dimensions; leadership was one of the dimensions that he identified. There is no consistent, overall definition of leadership performance (Yukl, 2006). Many distinct conceptualizations are often lumped together under the umbrella of leadership performance, including outcomes such as leader effectiveness, leader advancement, and leader emergence (Kaiser et al., 2008). For instance, leadership performance may be used to refer to the career success of the individual leader, performance of the group or organization, or even leader emergence. Each of these measures can be considered conceptually distinct. While these aspects may be related, they are different outcomes and their inclusion should depend on the applied/research focus.

Contexts of leadership

Leadership in organizations

An organization that is established as an instrument or means for achieving defined objectives has been referred to as a formal organization. Its design specifies how goals are subdivided and reflected in subdivisions of the organization. Divisions, departments, sections, positions, jobs, and tasks make up this work structure. Thus, the formal organization is expected to behave impersonally in regard to relationships with clients or with its members. According to Weber's definition, entry and subsequent advancement is by merit or seniority. Each employee receives a salary and enjoys a degree of tenure that safeguards him from the arbitrary influence of superiors or of powerful clients. The higher his position in the hierarchy, the greater his presumed expertise in adjudicating problems that may arise in the course of the work carried out at lower levels of the organization. It is this bureaucratic structure that forms the basis for the appointment of heads or chiefs of administrative subdivisions in the organization and endows them with the authority attached to their position.[29]

In contrast to the appointed head or chief of an administrative unit, a leader emerges within the context of the informal organization that underlies the formal structure. The informal organization expresses the personal objectives and goals of the individual membership. Their objectives and goals may or may not coincide with those of the formal organization. The informal organization represents an extension of the social structures that generally characterize human life — the spontaneous emergence of groups and organizations as ends in themselves.

In prehistoric times, man was preoccupied with his personal security, maintenance, protection, and survival. Now man spends a major portion of his waking hours working for organizations. His need to identify with a community that provides security, protection, maintenance, and a feeling of belonging continues unchanged from prehistoric times. This need is met by the informal organization and its emergent, or unofficial, leaders.[30]

Leaders emerge from within the structure of the informal organization. Their personal qualities, the demands of the situation, or a combination of these and other factors attract followers who accept their leadership within one or several overlay structures. Instead of the authority of position held by an appointed head or chief, the emergent leader wields influence or power. Influence is the ability of a person to gain co-operation from others by means of persuasion or control over rewards. Power is a stronger form of influence because it reflects a person's ability to enforce action through the control of a means of punishment.[30]

A leader is a person who influences a group of people towards a specific result. It is not dependent on title or formal authority. (elevos, paraphrased from Leaders, Bennis, and Leadership Presence, Halpern & Lubar). Leaders are recognized by their capacity for caring for others, clear communication, and a commitment to persist.[31] An individual who is appointed to a managerial position has the right to command and enforce obedience by virtue of the authority of his position. However, he must possess adequate personal attributes to match his authority, because authority is only potentially available to him. In the absence of sufficient personal competence, a manager may be confronted by an emergent leader who can challenge his role in the organization and reduce it to that of a figurehead. However, only authority of position has the backing of formal sanctions. It follows that whoever wields personal influence and power can legitimize this only by gaining a formal position in the hierarchy, with commensurate authority.[30] Leadership can be defined as one's ability to get others to willingly follow. Every organization needs leaders at every level.[32]

Leadership versus management

Over the years the terms management and leadership have been so closely related that individuals in general think of them as synonymous. However, this is not the case even considering that good managers have leadership skills and vice-versa. With this concept in mind, leadership can be viewed as:

  • centralized or decentralized
  • broad or focused
  • decision-oriented or morale-centred
  • intrinsic or derived from some authority

Any of the bipolar labels traditionally ascribed to management style could also apply to leadership style. They say: "Leadership occurs any time one attempts to influence the behavior of an individual or group, regardless of the reason. Management is a kind of leadership in which the achievement of organizational goals is paramount." And according to Warren Bennis and Dan Goldsmith, "A good manager does things right. A leader does the right things."[33]

However, a clear distinction between management and leadership may nevertheless prove useful. This would allow for a reciprocal relationship between leadership and management, implying that an effective manager should possess leadership skills, and an effective leader should demonstrate management skills. One clear distinction could provide the following definition:

  • Management involves power by position.
  • Leadership involves power by influence.

He drew twelve distinctions between the two groups:

  • Managers administer; leaders innovate.
  • Managers ask how and when; leaders ask what and why.
  • Managers focus on systems; leaders focus on people.
  • Managers do things right; leaders do the right things.
  • Managers maintain; leaders develop.
  • Managers rely on control; leaders inspire trust.
  • Managers have short-term perspective; leaders have long-term perspective.
  • Managers accept the status quo; leaders challenge the status quo.
  • Managers have an eye on the bottom line; leaders have an eye on the horizon.
  • Managers imitate; leaders originate.
  • Managers emulate the classic good soldier; leaders are their own person.
  • Managers copy; leaders show originality.

Paul Birch (1999)[citation needed] also sees a distinction between leadership and management. He observed that, as a broad generalization, managers concerned themselves with tasks while leaders concerned themselves with people. Birch does not suggest that leaders do not focus on "the task." Indeed, the things that characterise a great leader include the fact that they achieve. Effective leaders create and sustain competitive advantage through the attainment of cost leadership, revenue leadership, time leadership, and market value leadership. Managers typically follow and realize a leader's vision. The difference lies in the leader realising that the achievement of the task comes about through the goodwill and support of others (influence), while the manager may not.

This goodwill and support originates in the leader seeing people as people, not as another resource for deployment in support of "the task". The manager often has the role of organizing resources to get something done. People form one of these resources, and many of the worst managers treat people as just another interchangeable item. A leader has the role of causing others to follow a path he/she has laid out or a vision he/she has articulated in order to achieve a task. Often, people see the task as subordinate to the vision. For instance, an organization might have the overall task of generating profit, but a good leader may see profit as a by-product that flows from whatever aspect of their vision differentiates their company from the competition.

Leadership does not only manifest itself as purely a business phenomenon. Many people can think of an inspiring leader they have encountered who has nothing whatever to do with business: a politician, an officer in the armed forces, a Scout or Guide leader, a teacher, etc. Similarly, management does not occur only as a purely business phenomenon. Again, we can think of examples of people that we have met who fill the management niche in non-business organisations. Non-business organizations should find it easier to articulate a non-money-driven inspiring vision that will support true leadership. However, often this does not occur.

Patricia Pitcher (1994) has challenged the bifurcation into leaders and managers. She used a factor analysis (in marketing) technique on data collected over 8 years, and concluded that three types of leaders exist, each with very different psychological profiles:

  • Artists (imaginative, inspiring, visionary, entrepreneurial, intuitive, daring, and emotional),
  • Craftsmen (well-balanced, steady, reasonable, sensible, predictable, and trustworthy),
  • Technocrats (cerebral, detail-oriented, fastidious, uncompromising, and hard-headed).

She speculates that no one profile offers a preferred leadership style. She claims that if we want to build, we should find an "artist leader" if we want to solidify our position, we should find a "craftsman leader" and if we have an ugly job that needs to get done like downsizing, we should find a "technocratic leader". Pitcher also observed that a balanced leader exhibiting all three sets of traits occurs extremely rarely: she found none in her study.

Bruce Lynn postulates a differentiation between 'Leadership' and ‘Management’ based on perspectives to risk. Specifically, "A Leader optimises upside opportunity; a Manager minimises downside risk." He argues that successful executives need to apply both disciplines in a balance appropriate to the enterprise and its context. Leadership without Management yields steps forward, but as many if not more steps backwards. Management without Leadership avoids any step backwards, but doesn’t move forward.

However, leadership can't be totally separated from management [34]. If leadership seems mandatory for a good corporate governance, CEOs must be attentive not being trapped in a fashion where they only set a vision and goals more or less disconnected with the reality and the capacity of their company. This view has often been discussed, a lots of successful corporations' strategies were set by leaders upon practical facts observed on the field [35].

Leadership by a group

In contrast to individual leadership, some organizations have adopted group leadership. In this situation, more than one person provides direction to the group as a whole. Some organizations have taken this approach in hopes of increasing creativity, reducing costs, or downsizing. Others may see the traditional leadership of a boss as costing too much in team performance. In some situations, the maintenance of the boss becomes too expensive - either by draining the resources of the group as a whole, or by impeding the creativity within the team, even unintentionally.

A common example of group leadership involves cross-functional teams. A team of people with diverse skills and from all parts of an organization assembles to lead a project. A team structure can involve sharing power equally on all issues, but more commonly uses rotating leadership. The team member(s) best able to handle any given phase of the project become(s) the temporary leader(s). According to Ogbonnia (2007), "effective leadership is the ability to successfully integrate and maximize available resources within the internal and external environment for the attainment of organizational or societal goals". Ogbonnia defines an effective leader "as an individual with the capacity to consistently succeed in a given condition and be recognized as meeting the expectations of an organization or society." Additionally, as each team member has the opportunity to experience the elevated level of empowerment, it energizes staff and feeds the cycle of success.[36]

Leaders who demonstrate persistence, tenacity, determination and synergistic communication skills will bring out the same qualities in their groups. Good leaders use their own inner mentors to energize their team and organizations and lead a team to achieve success.[37]

According to the National School Boards Association (USA) [38] These Group Leadership or Leadership Teams have specific characteristics:

  • Characteristics of a Team
There must be an awareness of unity on the part of all its members.
There must be interpersonal relationship. Members must have a chance to contribute, learn from and work with others.
The member must have the ability to act together toward a common goal.
Ten characteristics of well-functioning teams:
  • Purpose: Members proudly share a sense of why the team exists and are invested in accomplishing its mission and goals.
  • Priorities: Members know what needs to be done next, by whom, and by when to achieve team goals.
  • Roles: Members know their roles in getting tasks done and when to allow a more skillful member to do a certain task.
  • Decisions: Authority and decision-making lines are clearly understood.
  • Conflict: Conflict is dealt with openly and is considered important to decision-making and personal growth.
  • Personal traits: members feel their unique personalities are appreciated and well utilized.
  • Norms: Group norms for working together are set and seen as standards for every one in the groups.
  • Effectiveness: Members find team meetings efficient and productive and look forward to this time together.
  • Success: Members know clearly when the team has met with success and share in this equally and proudly.
  • Training: Opportunities for feedback and updating skills are provided and taken advantage of by team members.

Criticism of the concept of leadership

Noam Chomsky and others have criticized the very concept of leadership as involving people abrogating their responsibility to think and will actions for themselves. While the conventional view of leadership is rather satisfying to people who "want to be told what to do", one should question why they are being subjected to a will or intellect other than their own if the leader is not a SME. The fundamentally anti-democratic nature of the leadership principle is challenged by the introduction of concepts such as autogestion, employeeship, common civic virtue, etc, which stress individual responsibility and/or group authority in the work place and elsewhere by focusing on the skills and attitudes that a person needs in general rather than separating out leadership as the basis of a special class of individuals. Similarly various historical calamities are attributed to a misplaced reliance on the principle of leadership.

Quote

Leadership is vital to progress. Wisdom, insight, and foresight are indispensable to the endurance of nations. Civilization is never really jeopardized until able leadership begins to vanish. And the quantity of such wise leadership has never exceeded one per cent of the population. [1]

References

Notes

  1. Chemers, M. M. (2002). Cognitive, social, and emotional intelligence of transformational leadership: Efficacy and Effectiveness. In R. E. Riggio, S. E. Murphy, F. J. Pirozzolo (Eds.), Multiple Intelligences and Leadership.}
  2. Kouzes, J., and Posner, B. (2007). The Leadership Challenge. CA: Jossey Bass.
  3. Locke et al. 1991
  4. (Richards & Engle, 1986, p.206)
  5. Carlyle (1841)
  6. Heifetz (1994), pp. 16
  7. Spillane (2004)
  8. Lewin et al. (1939)
  9. Miner (2005) pp. 39-40
  10. Blake et al. (1964)
  11. Spencer (1884), apud Heifetz (1994), pp. 16
  12. Hemphill (1949)
  13. Wormer et al. (2007), pp: 198
  14. Fiedler (1967)
  15. Vroom, Yetton (1973)
  16. Vroom, Jago (1988)
  17. Sternberg, Vroom (2002)
  18. Lorsch (1974)
  19. House (1971)
  20. House (1996)
  21. Hersey et al. (2008)
  22. Burns, J. M. (1978). Leadership. New York: Harper and Row Publishers Inc..
  23. George J.M. 2000. Emotions and leadership: The role of emotional intelligence, Human Relations 53 (2000), pp. 1027–1055‏
  24. Sy, T.; Cote, S.; Saavedra, R. (2005). "The contagious leader: Impact of the leader’s mood on the mood of group members, group affective tone, and group processes". Journal of Applied Psychology 90 (2): 295-305.
  25. Bono J.E. & Ilies R. 2006 Charisma, positive emotions and mood contagion. The Leadership Quarterly 17(4): pp. 317-334
  26. George J.M. 2006. Leader Positive Mood and Group Performance: The Case of Customer Service. Journal of Applied Social Psychology :25(9) pp. 778 - 794‏
  27. Dasborough M.T. 2006.Cognitive asymmetry in employee emotional reactions to leadership behaviors. The Leadership Quarterly 17(2):pp. 163-178
  28. Lewin, K.; Lippitt, R.; White, R.K. (1939). "Patterns of aggressive behavior in experimentally created social climates". Journal of Social Psychology 10: 271-301.
  29. Cecil A Gibb (1970). Leadership (Handbook of Social Psychology). Reading, Mass.: Addison-Wesley. pp. 884–89. ISBN 0140805176 9780140805178. OCLC 174777513.
  30. Henry P. Knowles; Borje O. Saxberg (1971). Personality and Leadership Behavior. Reading, Mass.: Addison-Wesley. pp. 884–89. ISBN 0140805176 9780140805178. OCLC 118832.
  31. Hoyle, John R. Leadership and Futuring: Making Visions Happen. Thousand Oaks, CA: Corwin Press, Inc., 1995.
  32. The Top 10 Leadership Qualities - HR World
  33. Bennis, Warren and Dan Goldsmith. Learning to Lead. Massachusetts: Persus Book, 1997.
  34. Good leadership relies on good management
  35. William Duggan (2003). The Art of What Works: How Success Really Happens. McGraw-Hill.
  36. Ingrid Bens (2006). Facilitating to Lead. Jossey-Bass.
  37. Dr. Bart Barthelemy (1997). The Sky Is Not The Limit - Breakthrough Leadership. St. Lucie Press.
  38. National School Boards Association
  39. Richard Wrangham and Dale Peterson (1996). Demonic Males. Apes and the Origins of Human Violence. Mariner Books
  40. KSEEB. Sanskrit Text Book -9th Grade. Governament of Karnataka, India.
  41. THE 100 GREATEST LEADERSHIP PRINCIPLES OF ALL TIME, EDITED BY LESLIE POCKELL WITH ADRIENNE AVILA, 2007, Warner Books

Books

  • Blake, R.; Mouton, J. (1964). The Managerial Grid: The Key to Leadership Excellence. Houston: Gulf Publishing Co..
  • Carlyle, Thomas (1841). On Heroes, Hero-Worship, and the Heroic History. Boston, MA: Houghton Mifflin.
  • Fiedler, Fred E. (1967). A theory of leadership effectiveness. McGraw-Hill: Harper and Row Publishers Inc..
  • Heifetz, Ronald (1994). Leadership without Easy Answers. Cambridge, MA: Harvard University Press. ISBN 0-674-51858-6.
  • Hemphill, John K. (1949). Situational Factors in Leadership. Columbus: Ohio State University Bureau of Educational Research.
  • Hersey, Paul; Blanchard, Ken; Johnson, D. (2008). Management of Organizational Behavior: Leading Human Resources (9th ed.). Upper Saddle River, NJ: Pearson Education.
  • Miner, J. B. (2005). Organizational Behavior: Behavior 1: Essential Theories of Motivation and Leadership. Armonk: M.E. Sharpe.
  • Spencer, Herbert (1841). The Study of Sociology. New York: D. A. Appleton.
  • Vroom, Victor H.; Yetton, Phillip W. (1973). Leadership and Decision-Making. Pittsburgh: University of Pittsburgh Press.
  • Vroom, Victor H.; Jago, Arthur G. (1988). The New Leadership: Managing Participation in Organizations. Englewood Cliffs, NJ: Prentice-Hall.
  • Van Wormer, Katherine S.; Besthorn, Fred H.; Keefe, Thomas (2007). Human Behavior and the Social Environment: Macro Level: Groups, Communities, and Organizations. US: Oxford University Press. ISBN 0195187547.

Journal articles

  • House, Robert J. (1971). "A path-goal theory of leader effectiveness". Administrative Science Quarterly Vol.16: 321–339. doi:10.2307/2391905.
  • House, Robert J. (1996). "Path-goal theory of leadership: Lessons, legacy, and a reformulated theory". *Leadership Quarterly Vol.7 (3): 323–352. doi:10.1016/S1048-9843(96)90024-7.
  • Lewin, Kurt; Lippitt, Ronald; White, Ralph (1939). "Patterns of aggressive behavior in experimentally created social climates". Journal of Social Psychology: 271–301.
  • "Leadership: Do traits matter?". Academy of Management Executive Vol. 5, No. 2. 1991.
  • Lorsch, Jay W. (Spring 1974). "Review of Leadership and Decision Making". Sloan Management Review.

Spillane, James P.; et al. (2004). "Towards a theory of leadership practice". Journal of Curriculum Studies Vol. 36, No. 1: 3-34.

  • Vroom, Victor; Sternberg, Robert J. (2002). "Theoretical Letters: The person versus the situation in leadership". The Leadership Quarterly Vol. 13: 301-323.

[edit]External links Leadership at the Open Directory Project