task 829 - Must be Post graduate level, No plagiarism acceptable
Mandatory Assignment Resources/Accelerating the development of learning organizations.pdf
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Accelerating the development of learning organizations: Shifting paradigms from current practice to human performance improvement
John B. LAZĂR MA, MCC- John B. Lazar & Associates, Inc., Chicago, USA [email protected] Daniela ROBU MSc, CPT, CRP - Alberta Health Services, Calgary, Canada [email protected]
Abstract. Organizations can become engines of growth, satisfaction and contribution. A learning organization is able to scan, adapt as needed to a changing environment. It can identify current and anticipated performance gaps, determine root causes, then design and implement solutions to produce business results. That's the idea and ideal. In practice, there tends to be a significant gap in consistently realizing this scenario. The technology of human performance improvement (HPI) has the models that can deliver on this promise. This paper discusses two examples of HPI interventions that enable improved performance: knowledge management systems (KMS) and coaching, with case study examples.
Keywords: learning organization, knowledge management systems, coaching, human performance improvement, transformational learning. JEL Classification: O31.
Theoretical and Applied Economics Volume XXII (2015), No. 1(602), pp. 241-256
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1. Introduction If ever there was a need for fresh eyes and an enhanced set of models and practices for organizations and their current and possible impact on economic well-being (large or small), now is the time. We live in a world of increasing and accelerating volatility, uncertainty, complexity and ambiguity (Bennett and Lemoine, 2014; Bergquist and Mura, 2005). This is happening across many domains: economic, political, technological, and scientific, as well as institutional and relational. Many of our traditional, modern ways of thinking, understanding and doing are poor matches for what’s needed to be effective now and to lay foundation for a sustainable future. Not only must we learn new skills and be able to apply them well and appropriately in different situations (Bergquist and Mura, 2005; Connor, 1998; Stout-Rostron, 2014). We also have an imperative to learn how to learn as an ongoing capacity and capability that can enable us to diagnose, create, and adapt iteratively (Johansen, 2012). At the same time, we also must get wiser (better) at adopting and implementing the principles already demonstrated about what can produce efficiency, effectiveness, engagement and commitment for the people who we ask to do the work.
Closing this learning gap and its related performance is as critical for our organizations as it is for us as individuals. Old ways of leading (command-and-control), managing (coercive, judgmental/blaming, fear-based) and thinking (reactive, risk and change averse) about the way to organize work (emphasizing only efficiency, viewing people as an instrumental means to financial ends, conceptualizing business as primarily profit maximizing) have proven to be inefficient, unable to adapt and maintain competitive advantage, and contributed to degra- dation of the environment and community. There are new paradigms and models, including some that have been around for 25 or 50 years, that can profoundly impact organizational effectiveness, worker engagement, capability building, and business’s economic and social impacts on society. At the heart is aligning and connecting strategy to a higher, societal purpose and vision for organizational work, reconnecting with and committing to people and valuing their participation and contributions as an organization’s competitive advantage, even exercising the ambition to discover and implement a set of principles and practices that can enable engaged, committed people and sustainable high performance.
2. The power of organizations as economic engines Nations (and their governments) pass and implement laws, regulations, and policies, set standards, and provide incentives and subsidies that create a climate and context in which businesses must operate and adapt. Not all segments of a society are equally served through these actions; some populations tend to be disadvantaged and underserved. They nevertheless are in need of goods and services. New business models have created the opportunity to serve them, moving away from the principle of profit-maximizing business. Kaufman’s megaplanning model (see, for example, Kaufman, et al., 2003) has challenged traditional, short-term bottom-line oriented management and process-focused performance improvement thinking and practice. It has been successfully applied to government and for profit organizations in different countries over two decades. Consistent with this shift, businesses (such as Amazon, Whole Foods Market and
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Southwest Airlines in the US, the Tata Group in India) organized on the principles of conscious capitalism (Mackay and Sisodia, 2007) integrate caring for all stakeholders, establish a higher purpose expressed as a societal benefit, and translate that stance into their corporate strategy, mission, vision and values. Other, social, businesses (such as Grameen Bank in Bangladesh, iCow in Kenya, Tugende in Uganda and Al Majmoua in Lebanon) have organized to be socially responsible in ways that reduce poverty and create wealth (Prahalad, 2006; Yunus, 2007).
Bernardez (2005, p. 37) states that “empirical evidence and recent revisions of conventional business doctrine indicate that companies that actively promote social performance and develop their clients’ markets and skills as a part of business strategy have a better chance of achieving sustainable profitability and growth than those that do not.” This may require taking a different, more systemic, approach to the intersection of business and markets. He observes, “Socially-focused business strategies not only apply to large companies or at the larger macroeconomic level, but also to smaller businesses facing the challenge of succeeding in new, underdeveloped markets and communities.” (p. 43) Bernardez cites successful examples of multi-year businesses/communities pilot projects in Argentina, Panama, and Mexico (Bernardez, 2005; Bernardez, et al., 2007).
Recent research (Dowdy and Van Reenen, 2014) across more than 14,000 companies in 30 countries has indicated that badly managed companies exist in all countries and across all sectors. In contrast, “well-managed firms have higher productivity, market value, growth, and ability to survive adverse conditions.” On average, multinationals tend to be the most productive companies, wherever they operate and without regard for country of origin. By their nature, multinationals invest in improving their employees’ skills, rotate key managers, and impact broader economies when people move and start their own businesses.
The leadership of the CEO and the culture she/he fosters is an important factor in making strategic decisions, engaging the workforce, and producing successful, potentially sustainable, enterprises (Dunham, 2009). For example, Snowden and Boone (2007) have identified four market conditions (characterized as simple, complicated, complex, and chaotic), each requiring its own tactics, timing and expectations. They state, “A deep understanding of context, the ability to embrace complexity and paradox, and a willingness to flexibly change leadership style will be required for leaders who want to make things happen in a time of increasing uncertainty.” (p. 76) Chaos and turbulence are also cited by others (for example, Bergquist and Mura, 2005; Fredberg, et al., 2008; Hristache and Iacob, 2012; Johansen, 2012) as important conditions to recognize and reasons to develop adaptive responses. Fredbert, et al. (2008) interviewed 26 current or former CEOs of companies in Europe and North America assessed to be high performing and high commitment. They found that the CEO was highly influential to create the possibility and leverage the commitment for sustainable success by embracing, then resolving, paradoxes. They implemented four strategies to realize the possibility: they earned the trust of their organization through openness to the unvarnished truth; they were deeply engaged with their people through direct, personal exchanges; they mobilized their people around a focused agenda; and they made efforts to build the company’s leadership capabilities through development of strong leaders (Eisenstat et al., 2008).
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3. Is yours a learning organization? As tastes, technologies, markets and market dynamics change, so too will organizations need to scan and notice, choose to change as needed, then learn and adapt. The term “learning organization” was coined by Peter Senge almost 25 years ago when he wrote The Fifth Discipline. As he points out, many researchers and practitioners had worked on clarifying and refining the five disciplines (personal mastery, mental models, shared vision, team learning, and systems thinking) before he wrote the book. He states that the learning organization is one “continually expanding its ability to create its future” (1990, p. 14). More than simply adaptive learning that enables an organization to survive, the learning organization also delivers generative learning that allows an organization to create. Organizations that focus simply on execution (even if it’s excellent execution) cannot guarantee enduring success in the knowledge economy (Edmondson, 2008). Leadership can also be understood in terms of its ability to generate new internal competencies, sometimes even revolutionary ones, which can disrupt markets and provide clients with a unique customer experience. Often customer learning is required, but that still can be acceptable. Who wants to call (and pay for) a travel agent when Expedia and Travelocity are available (Mariano Bernardez, personal communication, November 7, 2014)?
Garvin (1993) expanded the definition of learning organization: “A learning organization is an organization skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.” Through this process, companies enhance the way they do business to stay ahead of the competition. He posited that learning organizations are skilled at five main activities: systematic problem solving (like using the scientific method); experimentation with new approaches (such as conducting small experiments); learning from their own experience and past history (like capturing lessons learned); learning from experiences and best practices of others (such as benchmarking); and transferring knowledge quickly and efficiently throughout the organization (through education or rotating assignments).
Prahalad and Hamel (1990) distinguished the organizational dimension to the learning organization by looking at organizational competencies which are collective, team-based, and externally oriented. Such collective competencies are built (i.e., developed through learning) across functions and departments. They nourish core products which engender business units. They are focused on providing a unique and superior customer experience (through end products and customer services) that adds measurable client value when compared with the existing competition. Garvin, Edmondson and Gino (2008) identified three building blocks for learning organizations: 1. A supportive learning environment (including psychological safety and time for
reflection); 2. Concrete learning practices (such as knowledge sharing and experimentation); and 3. Leadership that reinforces learning (by modeling and endorsing active questioning,
thoughtful listening and dialogue).
The authors also created a Learning Organization Survey to assess relative strength in each of the three domains, as compared against industry benchmarks. Rather than being definitive, the tool is designed to promote reflection, discussion, and further learning.
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A survey conducted by Benson-Armer, Otto and Webster (2014) indicated that executives still believe that leadership skills contribute most to their companies’ business performance. This is almost twice as true for companies defined as effective capability builders (versus all other respondents). Those companies that built skills most effectively (i.e., through learning) did a better job of linking those skills to performance and to meeting targets, at individual, functional/ departmental, and overall business performance levels. However, the DDI-Conference Board (2014) survey showed that only 40% of organizations say the overall quality of their firm’s leadership is high, and only 15% of organizations assess they have a strong bench (p. 5). When companies get leadership right, they are 2.3 times more likely to outperform other companies on financial measures (p. 6). Human capital remains leaders’ top challenge, but only 27% reported they were very prepared. Both surveys offer recommendations for how to accelerate and improve their development efforts.
Edmondson (2008) shares those perspectives, suggesting a different mindset is required, one of execution-as-learning rather than execution-as-efficiency. This point of view emphasizes success over the long haul, rather than maximizing short-haul profits. Leaders set the direction and champion their organization as a learning zone with a willingness to sacrifice short-term efficiency to gain insight and respond to new problems and situations. Employees must learn and apply new knowledge while executing. Managers must empower, ask the right questions, and focus on flexibility to move to a higher form of execution (p. 67). Pfeffer (1997) reviewed the research literature and identified seven high performance management practices, including extensive training/development, which demonstrated profitability gains of up to 40% through people.
4. The paradigm transfer and transformation High commitment, high performance companies align their organizational strategies to enhance and enable employees’ capability and capacity to complete their work in an efficient manner. Meanwhile, they operate in a dynamic, rapidly changing work environment: changing roles, shifting scope of practice, workforce transformation (e.g., patient records maintained in electronic instead of paper format, virtual collaboration in meetings), etc. To achieve this state, a comprehensive analysis is required to determine the current state of the organization, the vision for the future, and the roadmap to reach the desired state.
Fredberg, et al. (2008) emphasized the management, even reframing, of paradox, which is essential for the leaders who are able to create high commitment and high performance companies. Five groups of managerial practices were introduced that support the transfer and transformation of companies: 1. Confronting reality; 2. Releasing energy; 3. Creating a community of purpose; 4. Amplifying leadership impact; and 5. Shaping the leadership context.
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Turning these management practices into reality in a consistent manner represents the trigger for transformation (p. 14). The group also alluded to the importance of aligning the Performance, Psychological, and Adaptability to assist in this process (p. 41). Each element is supported by methods and tools that influence and enable paradigm transfer and transformation for the organization. The focus of this paper is to define the elements that can accelerate the development of learning/knowledge organizations which can become high performing through the application of different perspectives and interventions.
4a. Understanding learning and knowledge organizations. A learning organization, similar to a knowledge organization, works with ideas. It generates new ideas, disseminates them throughout the organization, and somehow keeps them whole through it policies, processes, and reviews. It takes the new knowledge as a basis for responding to a changing environment (Garvin, 2008).
Zeppenfeldt (2010) analysed and summarized the research of Prusak, Davenport, Senge and Bennet on how organizations can evolve by managing knowledge, as well as on the organizational factors that contribute to success. From their work, he derived the following characteristics of a knowledge organization, one that anticipates and quickly adapts to a changing environment by: Absorbing and integrating feedback from partners, suppliers and customers; Applying practices that encourage the use of ideas of others and acknowledge the
capabilities of employees to improve decision making and organizational effectiveness; Working in teams to achieve better and more balanced decision-making and to share
knowledge and learning; and Eliminating unnecessary processes while maximizing added value.
In other words, the majority of changes that an organization has to go through to become a knowledge organization are cultural, but technology can facilitate the process.
4b. Defining levels of knowledge management and learning organization maturity. A starting point in the implementation of any (learning or knowledge management) strategy is the measurement of their current programs using Level Maturity Frameworks (e.g., Ontuitive Learning and Performance Impact Maturity Level; APQC Levels of Knowledge Management Maturity, APOC, 2011). After assessment, an organization is assigned an overall maturity rating and suggestions are made about how to advance to the next level.
4c. Measuring the value of knowledge. Callahan and Usher (2013) presented the measuring and reporting philosophy of Ernst and Young. This is based on a knowledge overview, measuring and reporting on metrics, and a definition of knowledge Key Performance Indicators (KPIs). These can demonstrate efficiency, described in terms of time savings, as an important benefit of a vibrant knowledge culture. The additional positive impacts of a successful knowledge culture included winning new work, improved quality of work, mitigating risk through consistency, greater staff satisfaction, and greater confidence.
4d. Implementing ADDIE (Assess, Design, Develop, Implement, Evaluate) methodology as a standard when creating learning materials/knowledge assets. CSTD (2013) provides a quick summary on how to use instructional design competencies
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to manage the learning function in an organization: Assessing performance needs in response to a request for learning may result in both non-learning and learning interventions, Designing, Developing structured learning, Effective facilitation of structured learning results in a positive, comfortable, learner-centred environment, where learners share responsibility for the success of the learning event and very important is Supporting the transfer of learning that increases the probability that learners will actually apply the knowledge and skills they have acquired.
4e. Aligning the employee performance to the LEADS framework. The LEADS acronym stands for Lead self, Engage others, Achieve results, Develop coalitions, and System transformation, which occurs in a Caring Environment Framework. It represents the key skills, behaviours, abilities, and knowledge required to lead in all sectors and levels of a system. It presents a common understanding of what good leadership looks like. This framework was applied in Alberta Health Services (AHS) and aligns with the annual performance appraisal process. Regardless of their role, the employees must be able to lead themselves, engage others, achieve results, develop coalitions, and conduct systems transfor- mation in order to create the Canadian health system of the future (Leads Collaborative).
5. The HPI framework(s) and principles, and the (kinds of) gaps to be closed Human Performance Improvement (HPI) is governed by a set of underlying principles that focuses on results, takes a systems view and systematic approach to assessing need, adds value, establishes partnerships, and is neutral in its choice of interventions. Systematic, in fact, refers to many aspects: Analysis of the work and workplace to identify the cause or factors that limit
performance; Design of the solution or specification of the requirements of the solution; Development of some or all of the solution and its elements; Implementation of the solution; and Evaluation of the process and the results.
The systemic identification and removal of barriers to individual and organizational performance was applied to emphasize the Human Performance Improvement framework and gaps to be addressed in the analysis of strategies that would enable the accelerated learning in organizations. The key in this paper is to model the journey through the HPI framework (Addison, Haig and Kearny, 2009; Van Tiem, Moseley and Dessinger, 2012), focusing on analyzing perspectives and approaches at the organization, workplace and worker levels. It provides references to supporting research, case studies and defines a set of interventions (for example, process redesign, work redesign, performance support tools, data access, training, coaching, etc.) that can support a successful implementation that achieves high performance results. A summary of the approach and related elements is graphically represented in Figure 1.
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Figure 1. Accelerate learning in the organization: Align strategies to culture using an HPI framework
© 2014. Lazăr and Robu.
6. HPI intervention example 1: Knowledge management systems
and research to support argument The larger an organization gets, the harder it is to maintain, organize, and disseminate the knowledge it takes for the organization to run effectively and efficiently. Whether an intranet or different knowledge bases are built for employees, Knowledge Management Systems (KMS) focus on making information organized and accessible. Appropriately utilized, a knowledge management solution captures the expertise and experience of the organization. This can reduce the time spent on Research & Development, employee support and training, and access time to find current knowledge assets.
Knowledge Management increases the business benefit within the organization through integrated strategic planning and execution. The need to link knowledge to economic value is greater now than ever. Several factors have to be taken into consideration when analyzing the design of a Knowledge Management System within an organization.
6a. Knowledge Management as an intangible asset represents the most important asset in an organization. Recognition of knowledge as a corporate asset is new. Consequently, understanding the need to manage and invest in it requires the same attention as given to tangible assets. The landscape of the organizations and their components (tangible and intangible) demonstrate the shift in the balance between the two in the last 30 years. For example, as of February 14, 2013, Apple was worth USD 438.2 billion. Its tangible assets were valued at USD 127.3 billion and its intangible assets at USD 310.9 billion, 70% of its total value.
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6b. Knowledge Management and decision making. The increase in data and information has put significant pressure on strategic decision-makers as well as on employees in order to address daily business needs from both an external and an internal point of view. Finding something that we know exists is challenging enough. It is only the tip of the iceberg compared to not finding valuable information because we simply do not know it exists. Time spent publishing, sharing, searching for and analyzing information, according to IDC analyst firm, costs an organization more than $50,000 per employee per year of lost productivity (Coveo, 2013a, p.10).
6c. Knowledge Management and performance. Knowledge Management is one of the Interventions within an organization once the performance analysis of the need or opportunity is identified. The ISPI (International Society for Performance Improvement) performance technology uses a systematic approach to improving productivity and competence, through the enablement of a set of methods, procedures, and strategy for solving problems.
6d. Knowledge Management architecture. Business and knowledge architecture alignment help organizations meet performance targets, achieve organizational goals and objectives, and innovate (Cullen, et al., 2012).
6e. Knowledge and the human dimension of its creation. Coveo (2013b) mentions that organizations which have deployed the four elements of transformational knowledge management (Connect, Consolidate, Contextualize, Engage) are able to unlock the hidden value of their collective enterprise knowledge. They tap into the long tail of their col- lective enterprise knowledge and by bringing it to end users and customers in a way that is pertinent to their specific situation. The Long Tail theory, developed by Anderson (2006), describes the strategy of making available a large number of unique items in small quantities, unconfined by the boundaries of physical systems, departments, or immediate relationships. See Figure 2. Figure 2. The Long Tail of Knowledge. Based on human interaction with information residing among multiple locations unknown to the user
Coveo (2013b). © 2013b. Coveo. Used with permission.
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6f. Knowledge Management and technology platform. A playbook-integrated framework can provide a robust basis for analyzing the current Knowledge Management Systems (KMS) and informing the recommended KMS structures. In turn, these could manage business changes from broad organizational transformation to cost reduction, staff/client experience improvement, and alignment with the organization strategic priorities. It serves to focus information/knowledge strategy on business impact (Leganza, Owens and Jedinak, 2014).
The APQC (2013) report, “Transferring and Applying Critical Knowledge, Best Practices Report,” identifies proven practices that enable knowledge to flow in order to help people innovate, collaborate, solve problems, and perform their jobs more effectively. Lessons learned from the best practice organizations (including Accenture, Kraft Foods, NASA, Lockheed Martin, U.S. Department of State, Wipro Ltd., Defense Research and Development Canada, Ernst and Young) showcased common needs: Identify the knowledge the organization needs in order to be successful; Document the knowledge so that it is available at the right point and when the
employees need it; Document the attitudes towards identifying, capturing, and transferring knowledge
requiring systematic processes; and Identify critical knowledge from experts to pass it on to the next generation and
organic processes in which teams and individuals are empowered to share knowledge they believe colleagues would find relevant and valuable.
Success factors in implementing Knowledge Management Systems are discussed by Bechina and Ndlela (2009) in the context of the study of the Amot Municipality in Norway. There, the goal of the public administration was to move towards an innovative e-government. They considered that there were many KM initiatives but the common challenge resided in achieving a synergy by integrating people, processes, and technology (p. 214).
A case study (p. 215) investigated the factors influencing the use and the success of several software applications used in the framework of managing knowledge. The findings indicated that technology itself serves as a communication medium for users but there are other factors at the organizational level that contribute to the KMS effectiveness and these are related to leadership, training, clear business strategy, aligning business goal with the technologies, collaboration , adaptive culture.
In conclusion, a KMS has common system features (Input, Process, Output) which should be aligned with the organization’s vision, goals, strategy, and culture to enable the desired Outcome, high performance. This can be measured through quantifyting acessibility, effectiveness, and efficiency. Input: Content/Knowledge Assets. Process: Structure to support People (Users of the KMS to contribute to the
knowledge creation, transfer and reuse), Process (Standards, Best practices defined to support seamless usage of the KMS while aligning with the organization policies, standards, guidelines), Technology (Functions and Infrastructure to support the business needs requirements).
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Outputs: Lessons Learned Repository, Best Practices Repository, Enterprise Search Capability.
Outcome: Performance.
7. HPI intervention example 2: Coaching and research to support argument Coaching is one of the interventions of choice when the root cause of identified performance gaps is a lack of skills, knowledge and/or attitudes. It is a goal-directed dialogue intended to produce self-awareness, reflection and insight, new perspectives and choices, active experimentation, practice and learning, and the development of new habits that reflect expanded capabilities and capacities (Anderson and Anderson, 2005; Dunham, 2009; Strozzi-Heckler, 2007). These are consistent with several of the learning organization disciplines identified by Senge (1990). For the sake of this paper, we shall use Bluckert’s (2006, p. 3) definition of coaching: “the facilitation of learning and development with the purpose of improving performance and enhancing effective action, goals achievement, and personal satisfaction.” Coaching occurs in the context of organizations and commerce, and there are many approaches that can be taken (Bergquist and Mura, 2011). Organizational or business coaching (such as executive coaching and leadership coaching) looks to produce new performance and results for both the client (as an individual and/or for their team) and the organization (Dunham, 2009; Stout-Rostron, 2014). It is considered an essential tool for managers, as reflected by one former CEO: “Coaching is the single most important part of expanding others’ capabilities” (Bossidy and Charan, 2002, p. 74).
Coaching has been proven to be effective as a single intervention, for increasing client skills and capability, and for improving work products and business results (American Management Association, 2008; Anderson and Anderson, 2005; Anderson, Brill and Lynch, 2007; Peterson, 2010; Phillips, Phillips and Edwards, 2012; Schlosser, et al., 2006; Theeboom, Beersma and van Vianen, 2013). Depending on the focus of the coaching, clients typically show improvements in self-awareness and focus; working relationships and communications; employee alignment and coordination of action; gains in individual and group productivity and employee engagement; reductions of workplace problems; increases in organizational performance; improved retention rates and recruitment outcomes; and acceleration of promotability and career advancement.
While the kinds of business (e.g., leadership or executive) coaching are often delivered by external coaches for a variety of reasons, there are many opportunities to develop and use coaching skills by internal coaches and managers taking a “coaching approach” to their engagement with reports (Goleman, 2000; Rock and Donde, 2009; Connor, 1998; Cooper, 2011). For example, Goleman’s research about management (or leadership) styles identified six styles, each of which contributed to enhanced performance when used well in the appropriate context. Four of the styles (authoritative, affiliative, democratic and coaching) had a positive impact on organizational climate and business performance. The author concluded that no one style should be relied on exclusively. The learning opportunity was to discern the situation and people involved, identify the most
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appropriate style to use, then engage and interact well using that style. When managers take a coaching approach to the way they engage with direct reports, they are less judgmental, less directive, and more tolerant of mistakes. This tends to increase the felt sense of psychological safety and trust, and to accelerate learning and engagement (Edmondson, 2008). This approach is especially effective when it is embedded within an organization’s culture and is consistent with shared assumptions, beliefs and values (Evans, 2011).
There is a growing literature about the best practices to implement for business coaching (American Management Association, 2008; Corporate Leadership Council, 2003; Executive Coaching Forum, 2008; Peterson, 2010). For example, this includes focusing on business needs; matching coach well with their client; involving and leveraging senior manager participation; evaluating, recruiting and deploying external coaches well within the organization; and using performance standards to manage their coaching cadre (Corporate Leadership Council, 2003). Similarly, the American Management Association (2008) study identified many of the above factors, along with others: being discerning when to use an external, versus an internal, coach; considering the use of external training methods for internal coaches; connecting coaching with other training and development initiatives; and measuring the outcomes of coaching programs.
To summarize, coaching has proven to be a valuable and value-adding tool in the kit of change agents, performance improvement practitioners, and managers. That said, there is a learning curve for many organizations to identify when to use coaching and for whom, choose who will provide it, assure management involvement, monitor its use, and measure and report on its tangible and intangible impacts.
8. Observations about interaction effects of HPI interventions Performance analysis (gap analysis) often reveals more than one issue to address. From a systemic perspective, it is likely that there will be more than one intervention and an interactive effect across interventions. This suggests that there are probably opportunities to select and combine interventions (in a blended, coordinated fashion) to have a more powerful impact. For example, Lazar (2005; Lazar and Robu, 2014) conducted executive coaching with a Regional Sales Manager that, upon further analysis, warranted a broader, blended intervention. They were designed and implemented to work synergistically, producing an ROI of 799%. Similarly, in the pilot study to improve the performance of businesses and communities (Bernardez, et al., 2007), a combination of several consulting interventions, along with coaching, were implemented. The coaching was meant to support the performers in accelerating the adjustments and learning to perform in new, more effective ways. As an aside, the lead consultant observed that although consulting consumed 80% of the effort and resources while coaching consumed 20%, coaching provided 80% of the value and consulting 20% (Mariano Bernardez, personal communication, February 15, 2011).
It is reasonable to anticipate that any KMS intervention (designed to address multiple performance gaps), when designed and introduced, will include multiple performance interventions designed to work in a coordinated and synergistic manner. For example, one
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can anticipate that performers might benefit from coaching support around new work assignments and performance expectations, new reporting and customer-performer relationships, and process-related changes. As a change management intervention, KMS benefits from addressing the human performance dimension so the system performs as designed. In this scenario as well, coaching can produce a multiplier effect to accelerate learning and improve performance and business results.
9. Conclusions As an approach, human performance improvement (HPI) enables the change agent or manager to view their organization. They can systemically and systematically understand it in terms of what’s needed to accelerate learning and support adaptive, high performance in a sustainable manner. Current gaps and their potential solutions can be identified, prioritized, and implemented against strategic needs and resources. There is an increased probability that alignment can be enhanced, performance barriers removed or mitigated, engagement and trust increased, and both efficiency and effectiveness concerns addressed. An intervention-neutral stance, informed by analysis of the data. Increases the chance that wise choices of solutions can be made. The examples provided, Knowledge Management Systems and coaching, are part of the toolkit available to positively impact learning, performance, and business results. Each organization will have many opportunities to identify solutions that can work together synergistically, multiplying the intended beneficial consequences. What’s needed is the leadership with the vision and courage to endorse, authorize, and model taking such a journey, along with the organizational expertise to make it a successful one. References Addison, R., Haig, C., Kearny, L. (2009). Performance architecture: The art and science of improving
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Mandatory Assignment Resources/Culture Change at Genentech.pdf
BERKELEY-HAAS CASE SERIES
Culture Change at Genentech: ACCELERATING STRATEGIC AND FINANCIAL ACCOMPLISHMENTS
Jennifer Chatman
This case study describes the culture change process and positive outcomes at one of Genentech’s largest divisions, Immunology and Opthamology (GIO). Senior Vice President Jennifer Cook worked with her team to develop a cul- ture that would tie together four brands that previously were not in the same division. Despite various challenges along the way, Cook pursued a culture change approach with definitive and relatively rapid outcomes. This is a story of the role of leaders in undertaking and inspiring major culture change. (Keywords: Case Study, Corporate Culture, Leadership, Organizational Change)
“My leadership philosophy is that individuals are people first and employees second. Our best employees make a choice to come to work every day and we have to earn the right to have themwant to come back. . . . The way I look at it is that I’m bringing a framework and infrastructure as a way to harness the group’s thinking, but it’s their thinking.”—Jennifer Cook, SVP GIO
Jennifer Cook, Senior Vice President of the Immunology and Ophthalmol-ogy (GIO) business unit at Genentech sat at her desk in South SanFrancisco, California, while preparing to meet with her Executive Leader-ship Team.1 Cook, an MBA from the Haas School of Business at the University of California, Berkeley, had risen rapidly at Genentech since her grad- uation in 1998.
In 2009, she became the leader of GIO within Genentech, a 35-year-old lead- ing biotechnology company that discovers, develops, manufactures, and commercial- izes medicines to treat patients with serious or life-threatening medical conditions. Also in 2009, Genentech became a wholly owned member of the Roche Group, a Swiss pharmaceutical giant. Genentech focused on five therapeutic areas—Oncology,
The full case study version of this article is available through the Berkeley-Haas Case Series at <http:// cmr.berkeley.edu/berkeley_haas_cases.html>.
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Immunology, Neuroscience,Metabolism, and Infec- tious Diseases—and had over 11,000 employees in the United States.
Cook’s relatively new GIO division included four products/franchises: Actemra® (rheumatoid
arthritis), Rituxan® (rheumatoid arthritis), Lucentis® (wet age-relatedmacular degen- eration, an eye disease), andXolair® (allergic asthma). Cook’s boss, Ian Clark, formerly head of the Commercial Division, had become CEO of Genentech about a year before Cook became head of GIO.
When Cook entered her new job, she knew she had a challenging path ahead of her. The four brands she inherited were all very different—with different histories, different cultures, and in various stages of development. Xolair and Rituxan were mature Genentech brands with modest growth prospects and a strong sense of history and identity; Lucentis was a Genentech brand with a robust lifecycle, significant growth potential, and an already-strong culture; and Actemra was a Roche brand in launch mode with an extensive lifecycle, signifi- cant growth potential, but culture and product launch challenges. Adding to these differences, the merging of the four brands occurred amidst the Roche-Genentech merger that led to layoffs, disruption, and uncertainty, as well as multiple leader- ship changes in 2010.
Because of the disparate franchises and upheavals, Cook felt it was espe- cially critical to embark on a culture change process in order to be successful over the long run. She believed that identifying and establishing GIO’s culture would enable GIO to deliver business results and help the organization realize its vision. In fact, at every major position Cook had held at Genentech prior to GIO, she had instituted a culture change process.
As Cook headed into a conference room to meet with her team, she took a deep breath and prepared to face all the potential skeptics that were typical during the initial phase of a culture change effort. She was also keenly aware of the new challenges she faced inmanaging a group of over 500 people whowere spread across the United States. Numerous questions filled her head, such as how to effectively bring this team together, what might affect GIO’s performance, what features of cul- ture were at play, and what stood in the way of positive change?
Gaining Valuable Culture Experience
Prior to leading GIO, Cook had gained valuable experience initiating culture-related efforts in other parts of Genentech. In 2000, in a small department of 15 people called Market Planning, she applied the Organizational Culture Pro- file (OCP), a quantitative assessment of an organization’s culture developed by three university professors2 as part of a process to assess the department’s organi- zational culture. Her goal was to bring that team together and give them a sense of shared purpose. This process helped to determine what the group stood for and how they could better deliver on their business goals by working toward the cul- ture they desired.
Jennifer Chatman is the Paul J. Cortese Distinguished Professor of Management at the Haas School of Business at the University of California, Berkeley. <[email protected]>
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“We did the audit and got clear and actionable results,” said Cook. “New leaders have since guided that group, staying true to the organizational culture work we began. Today the group has grown to 75 people, yet the foundations of their culture persist and support them in delivering strong performance.”
In 2006, Cook launched another culture effort in a portfolio management group that started with 85 people and grew to 200 people a few years into the process. She once again used the OCP to assess the current and desired future cul- tures aligned to the group’s business purpose. The group had four departments that were highly interdependent, yet began with the impression that they did not have much in common. The effort lasted three years and was organized and driven through volunteer workgroups created with specific initiatives around driving culture change.
“This was the first time I had created workgroups because we wanted peo- ple to get involved and work on what they cared about,” said Cook. Two years into the effort, she re-surveyed the group and found that the specific culture attributes they were working on had improved significantly.
Context: No Common Identity
When Cook took over GIO, the four franchises had been independently “doing fine” in terms of sales numbers. “But as a group, they didn’t have a strong sense of shared identity,” said Cook. “The groups of franchises had been organized largely based on workload. The Oncology business unit has franchises that all have oncology products, so they already have a built-in sense of identity. The other groups like GIO do not.”
Given her assessment, Cook felt that despite obvious differences and a lack of cohesiveness, “why not find out what unites us, what we have in common, and what could be helpful to us?” She didn’t want to “fabricate” something, but wanted to find opportunities to see how the franchises might share knowledge and help each other out.
“We had tomerge two organizations (Roche and Genentech) and at the same time, we were bringing this business unit together,” said Khurem Farooq, head of Rheumatology. Roche’s stated culture was not so different from Genentech’s, with Roche focusing on integrity, courage, and passion while Genentech was known for focus on science, patients, and people. In truth, however, the organizations were quite different based on their very different histories and norms.
Farooq added: “Actemra and Rituxan, the two groups in my franchise, didn’t really cooperate and came from two very distinct backgrounds in terms of how they think. It wasn’t so much the what, but the how. And there were certain degrees of animosity with one team being the Roche team and the other being the Genentech team, with products that had very recently been positioned as direct competitors. There were some hangover effects from the merger.” Cook added: “The Lucentis team had been working on culture for a long time already and were close to their desired state, but the Actemra team had the most challenges due to the amount of change they had been through.”
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Ashwin Datt, GIO’s operations lead, provided context on Genentech’s culture and the impact on the merger with Roche: “It’s funny because one of the things Genentech sells itself on is its culture, but did we focus a lot of time on culture? No, it was pervasive but implicit. In fact, we are a very science-driven organization and focus on using data to make decisions—you can argue with my interpretation, but you can’t argue with the data. We have a very work hard, play hard culture—a casual intensity. Our culture didn’t come to the forefront until Roche acquired Genentech and then all of a sudden, everyone was focused on not losing our culture. But up until that point, no one really talked about it because everyone knew it was to focus on patients and to make a difference.”
The year before Cook took the helm at GIO, the prior team had “drafted a new vision statement, but it hadn’t really taken hold yet,” according to Cook. “The feedback I was getting was that, ‘we still feel like a team of teams.’ But peo- ple wanted a greater sense of community. Every time I encounter a team of teams as a new leader, I try to give people a choice in case they want to stay that way, but the answer has never been that they want to stay that way. People like to be a part of something bigger, part of a bigger network with greater opportunities to learn, move, and develop.”
A Grassroots Approach: Engaging the Entire Organization
Getting Senior Leaders Onboard
Cook first focused on engaging leaders and line managers to embark on a project to define GIO’s desired culture. Without the leaders on board, “it’s never going to happen,” said Farooq. In the fall of 2010, Cook held a GIO Senior Leader Kickoff meeting with 12 participants to discuss the culture efforts and to get buy-in. Franchise heads such as Farooq and John Snisarenko, head of Ophthalmology (Lucentis) were a part of this meeting. At the time, Farooq was also temporarily leading the Respiratory franchise (Xolair).
Cook asked senior leaders what they and the organization needed. What came out of those conversations was a surprisingly clear shared sense of identity and purpose. She said: “The big challenge was howwe think about coming together for a group that sees each other so rarely and that is so varied.” The culture work that Cook had done in her prior organizations had people that not only worked together in the same cities, but also on the same floors. “That was easier because we were literally seeing each other in the halls every day,” she said. “For GIO, I felt there was a huge level of ambiguity and uncertainty in terms of our culture work and we had to take a lot of chances.”
Farooq added: “We talked about the fact that the franchises essentially existed on their own, that there was no real common goal or common value set that brought them together. We were all a part of the GIO business unit, but what are the commonalities that bring us together because the products don’t as much when compared to oncology.”
Although Cook knew she would face skeptics related to culture, given its many potential meanings and the ubiquitous use of the word, her senior team felt
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very positively about culture. Farooq said: “When Jennifer told us about her culture efforts in her previous group and the possibility of doing that at GIO, I jumped on the opportunity because I could see the problems that I had in my franchise where I had two separate teams in two different places. We needed a common goal.”
Around that time, Cook also hired a third-party consulting firm, The Trium Group, to conduct interviews, focus groups, and gather personal stories with 35 participants within GIO. Bart Block, Lucentis sales representative and one of the 35 interviewees, said: “They asked us a lot of questions about the Genentech cul- ture and its implications, as well as how it drove an individual and what was important about it.”
Engaging All of GIO: “You Choose It”
After getting her senior leaders onboard, Cook began to roll the culture effort out to the broader team since she wanted and knew she needed to engage the entire GIO organization to help define the culture. In the fall of 2010, she introduced the concept to the entire organization through multiple onstage com- munications and workshops. “This was daunting,” she said. “I had to explain what culture is, why are we doing this, and how are we going to approach it. There were a number of skeptical people who had heard about culture too many times before, and understandably they had a ‘flavor of the day’ cynicism. I had to directly acknowledge those doubts and try to convince them the change could be real this time. I also knew the only way to really convince people was to dem- onstrate the change, not just talk about it.”
Datt agreed that some people were cynical about culture: “There were a lot of people in the organization who felt that they had heard this culture business before and it was loud enough that we acknowledged that. People also said that they had real problems and wanted real solutions to fix those problems.”
In her communications to all of GIO, Cook focused on what brought the franchises together. According to Datt: “People could have come away with a feel- ing that we were just put together because Genentech has bio-oncology and everything else not in bio-oncology. I’m not saying that was how the decision was made, but to be fair, it was close. But it does make sense to put the new emerging areas together and what Jennifer did was to take the time to really understand and look for commonalities. We are all in a chronic disease environ- ment, we have a lot of opportunities to impact patients, we all have competition in our brands, and we all have challenges to explain to our healthcare practi- tioners and payers on our value propositions. Early on, the focus was to sort out the vision of GIO.”
Moreover, Cook chose to combat cynicism with ownership. One of Cook’s initial frustrations was that everyone kept calling the culture effort “Jennifer’s cul- ture.” “I tried to shift that sense of ownership and accountability to them. After all, the culture was chosen by them, defined by them, based on their vision of what it would take for us to be successful,” said Cook.
“I kept repeating, ‘You choose it,’ which became a theme because our cul- ture is made up of all the choices individuals within it make every day,” she said.
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“It’s not about what I say that shows up on a piece of paper or that we stick on a website. It’s about what our people literally choose to do every day, and if we’re not making the choices that are aligned to what we say matters, then we’re not living this culture.”
Cook added: “Employees already know what they want. They know what they wish for and what they think would be a good culture, but they don’t really have a way to communicate it and they may not even be conscious of it—it could be subliminal, but it is there. I like the idea of harnessing what is in their minds, because we hire extraordinary people, true knowledge workers. Why not ask them what they think?”
A GIO-Wide Survey
As part of this process, Cook conducted a GIO-wide survey with 550 employ- ees in September (GIO met as a group in September and January each year) to “get data and try to understand it.” The survey3 and process was a tool that asked respond- ents to rank 54 validated, standard attributes of culture from “most” to “least” charac- teristic for both the current GIO culture and GIO’s future desired culture. There were 13 higher dimensions that these 54 attributes rolled up to: courageous, focus on peo- ple, team focus, drive for results, integrity, conflict oriented, intensity, relaxed, detail oriented, transparency, patient oriented, decisive, and stable.
For example, under the dimension “intensity”were the attributes being aggres- sive, hard driving, fast moving, urgency, and competitive. And under focus on people were being people-oriented, being supportive, respect for individuals, and sharing information freely. Future desired attributes were values that were strategically important if GIO was to be successful in future years. Sixty-four percent of the 550 employees responded to the survey.
Cook took a data-driven and analytical approach, which was unusual in the realm of culture. According to Datt: “Jennifer wanted to use data to help us think about what matters. From my experience even within Genentech where other organizations have tried to do culture change, what is unique about the GIO process is that she took what is at the very heart of who we are as a company—being science driven, being data driven, having a hypothesis, as well as running an experiment— and said that if we do that with culture to support our business objectives, what would we do?”
Four Cultural Pillars4
Based on the GIO-wide survey, high levels of agreement existed. The over- all current culture profile showed a .90 level of agreement (this indicator can, in theory, range from 0–1.0) indicating that adding additional data would be unlikely to change the profile. The future desired culture showed even higher agreement at .95 for what the GIO culture would be if GIO were fully executing on its strategy. The four dimensions that had the greatest gaps between GIO’s cur- rent and future culture became the four “Cultural Pillars.”
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These four areas were those that everyone at GIO wanted in their culture: patient orientation, focus on people, courage/innovation, and integrity. The two dimensions that people wanted to see less emphasized in the future desired GIO culture compared to the current culture were “intensity” and “drive for results.”
Cook said: “The way I read the survey results was that people already understood that they’re on the hook to drive results. We’re a sales and marketing team and we know we’re accountable for a revenue number. But our people want to be more inspired; the four things we wanted more of are all inspirational, and the two we wanted less of are more basic business terms. Interestingly, if peo- ple are given an opportunity to work on something they care about and that could make a difference, they don’t see that as demanding intensity and drive; they see it as opportunity. This isn’t about how hard people are willing to work. They’re willing to work ridiculously hard. It’s the difference between what you tell them to do versus what you let them do.”
More Senior Leader Alignment: A New Vision and Placemats
After Cook received the survey results, she met with her Extended Leader- ship Team5 at an offsite meeting at the end of October 2010 to discuss the results and formulate a new GIO vision together. During this meeting, the group also dis- cussed culture, its link to business strategy, reviewed the survey results, and broke into groups to discuss the culture gap analysis.
The new vision the team came up with was: “GIO is a highly skilled team of sales and marketing professionals who have the passion and adaptability to succeed in our complex health care environment. We bring breakthrough medicines that provide maximum lifetime impact to patients suffering from chronic immunologic and ophthalmologic diseases.”
The vision statement used “our people’s words,” said Cook. “This team took reams of survey and focus group information and assembled a vision state- ment out of our employees’ words. We didn’t want to collect our senior leaders in a room and just state our vision. A lot of vision statements seem to be about the leader. We wanted to take the prior statement and make it more inspirational and connect more to what we identified that we care about in order to make it more meaningful.”
In December 2010, Cook met with her Extended Leadership Team to more fully articulate the new GIO vision and to drill down further into the survey results to “build out” the cultural pillars. This meeting was part of a series of meet- ings with a training group hired to move things forward.
At this meeting, the team developed “placemats” (a term they coined because the sheets were laminated for use in the meetings) for each pillar that pro- vided a definition of each pillar, behaviors and outcomes, mindset shifts, and evi- dence. For example, the Focus on People pillar provided this definition: “In GIO our people are the foundation for our success—we support and develop them to take on our unique market challenges; we respect each other, highlight opportuni- ties for advancement, and recognize achievements.”
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An example of a behavior was: “Give feedback that helps people get an accurate picture of not only their strengths, but also what’s holding them back.” And an example of a mindset shift towards a more intentional culture: “I believe the best way to reward people is to create opportunities for them to grow and advance in ways that inspire and fulfill them.”
On the placemats, Cook felt it was important that they were very specific to GIO’s needs because words like “people focus” or “integrity” can seem quite generic. “I love the placemat for Courage/Innovation in that the words on the placemat include persistence and creativity, not what you would think of neces- sarily. Creativity for innovation, yes, but persistence is a different word than courage. Yet, those are the specific words that we need because of the business we’re in—with our products for chronic diseases, you have to overcome many biases and a multitude of choices physicians have at their disposal, as well as what can sometimes be a lack of urgency; this contrasts with an area like oncol- ogy where patients may have only months to live and fewer therapeutic choices.”
In early January 2011, Cook went further into the organization and held a meeting with GIO Line Managers (88 participants during the Sales and Marketing Manager’s Meeting—SAMM) for manager buy-in and to present the results from the survey. She also rolled out the new vision statement to these managers as a test drive before the larger annual National Sales Meeting that would include all employees a few weeks later. The goal was to generate personal insights and com- mitment before going to the rest of the organization. Tara Jewett, division sales manager in rheumatology and prior associate director of Business Unit Operations said: “The prior meeting with senior leaders was critical for alignment before going into this January manager meeting because the senior leaders were going to facilitate the SAMM meeting.”
Rollout: a GIO-Wide Workshop
Shortly thereafter, in late January at the National Sales Meeting, Cook pre- sented the results of the GIO-wide survey to all the GIO employees and then went straight into a workshop with over 500 people to pinpoint the specific actions that would shift the culture.
Cook had the entire GIO organization brainstorm ideas around culture lev- ers that Professor Jennifer Chatman had provided Cook and GIO had tailored— Performance Management, Communication, Reward & Recognition, Training, and Recruiting.
“We adopted these levers knowing that they would work to change behav- ior,” said Cook. “These levers are very people-oriented and that’s the point.” Jewett added: “These change levers are a framework on how to operationalize change in each one of the pillars.” At the meeting, Cook gave the organization small simple cards that listed the five levers and asked everyone to pick a lever they were interested in and propose a tactic. As a result, the groups were mixed with people from different franchises across GIO.
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Then, four ballrooms were organized into cross-franchise teams with three senior leaders and a Trium Group representative in each room. The facilitators’ goal was to “inspire possibility about what we can create together in GIO in terms of our business and culture.” Their objectives were to “clarify how culture shows up in our daily work” and to help “brainstorm ideas about how we can reinforce GIO’s desired culture.”6
People brainstormed ideas such as putting patients versus sales numbers first in e-mail communications. “We wanted to get people using this concept and to realize it’s not ambiguous or fuzzy, but actually quite tangible and day- to-day,” said Cook.
At the end of the workshop, everyone received a bracelet on which the four pillars were printed—one of many efforts to make the four pillars omnipresent.
“We were nervous about doing a workshop for 500+ people, but we did it anyway,” said Cook. “Logistics alone were complicated, and we worried that peo- ple would be frustrated if their ideas weren’t put to use. In the end, the workshop meeting was a huge success and the team received 500+ ideas that The Trium Group, along with Jewett, helped organize and synthesize into 50 concepts called “The Nifty 50.” Jewett said: “The message to us was that people wanted to be more inspired, to feel valued, and to see the right behaviors role modeled consistently.”
On the process, Jewett said: “We took the 500 ideas and grouped them not only by the pillars, but also by the change levers within those pillars. From there, themes rose to the top in terms of the volume or intensity of demand.” A few ideas were: “Open meetings with a quick patient story,” “Create GIO ‘culture corner’ on the GIO Portal,” and “Introduce culture awards related to our four cultural pillars.”
On the levers, Cook said: “I like to say that the tool [and the levers] is a cata- lyst, but not an answer. The value was in the discussions we had because words are just words. What does ‘needing more integrity’ actually mean? We were already really patient-focused, but people said we needed to be more patient-focused, so what did that mean? We had to take apart the meaning and dive into it as the first step. The tool gives you a quantitative, tangible, and trackable set of things to talk about, but it doesn’t give you the answer. That’s still up to the group to figure out.”
Datt felt that this workshop was a very structured approach to leveraging people in the organization, engaging people so that ideas come out, communicat- ing to the organization, and filtering ideas through them, as well as allowing peo- ple to sign up and volunteer [below]. “This is something I hadn’t experienced before,” he said.
Also at the workshop meeting, Cook and her team rolled out the vision, goals, and culture or “all the rest of it.” It was part of the plan to have the vision, goals, and culture all described at one time. “They have to relate,” she said.
The goals were things that the team “could only achieve together” by 2015: 300,000 patients (provide breakthrough biologic treatments to 300,000 patients suffering from chronic immune system and ophthalmology diseases); 3 franchises (through 3 therapeutic franchises: Rheumatology, Respiratory, and Ophthalmology); and $3 billion and will reach $1 billion in annual revenues across each franchise).
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The vision connected to the culture and to GIO’s 2015 goals. “From the outset, Jennifer framed culture in the context of the business objectives,” said Datt. “From the get go, it was about articulating what makes GIO and how we are different from the other business units. She was very mindful and structured in her approach to discuss the benefits of the different franchises being together as a business unit, and from there taking the staff forward to focus on the goals and objectives that we have to deliver over the next three to five years that are going to be critical for success for Genentech and Roche.”
Putting Culture Change into Action
Cook’s team then organized cross-franchise initiative teams around the change levers and the key initiatives the senior leaders had culled from the GIO-wide workshop. They sought volunteers in Cook’s Extended Leadership Team to serve as leadership “sponsors.”
Within the Communication lever, for example, a Culture Advisory Board formed; within Reward & Recognition was the Culture Awards team and the Non- Compensation Rewards & Recognition team; within the Training lever were New Hires, Development Center Program, and Rotations; within Performance Manage- ment was Development Planning Skills; and within the Recruiting lever was a Recruiting team. Initially, there were nine teams altogether and each team had vary- ing numbers of people, usually around 15.
These cross-franchise initiative teams allowed people to create relation- ships across the business unit that they otherwise would not have. Cook said: “The cocktail hours don’t do it. Mixers don’t do it. People tend to connect with the people they already know and it doesn’t create a new network. But if you give people something specific to do that they care about, they form relationships.”
It was also important to Cook to allow people to choose what to work on so they cared about it, as well as to allow them to have visibility by presenting to senior leadership like herself and her senior team—to have opportunities they would not have had otherwise.
When Cook launched the first sign-ups for the initiative teams, she had that feeling “like when you’re throwing a party and afraid no one is going to show up.” She said: “Part of me was scared that no one would sign up, and then part of me thought, ‘what if everybody signs up and we don’t have enough capacity?’ How do we organize them?”
Cook’s fears were allayed when over 125 people signed up to be on the first initiative teams, a robust but manageable number. Team kick-off meetings took place around June 2011. And when the Extended Leadership Team met for other purposes, all of the sponsors of the nine initiative teams would give updates on what was happening in each area.
The teams were very successful because people were passionate about the teams and initiatives they had chosen. “The way team members talked about cul- ture and how passionate they were was inspiring,” said Cook. And as concrete
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deliverables came out of these teams, that helped to change the cynicism related to culture and “people started believing,” said Farooq.
Recruiting Lever
Recruiting Initiative
The Recruiting team focused on defining what “recruiting” actually meant, which led to the question of how to hire people to “fit the culture” with the goal of ensuring a more consistent focus on GIO’s desired culture through screening and hiring.
The team developed questions that hiring managers could ask interviewees that emphasized the four cultural pillars. Derrick Webster, an HR consultant at GIO said: “We created a list of behavioral questions that we thought would screen for our cultural attributes. We came up with a long list and distilled it down to nine questions and when I work with hiring managers, I provide these questions to them as we prepare for our interview strategy.”
For example, a screening question that focused on patient orientation was: “Think of a time in which your detailed understanding of patient needs helped improve service to them and how did you develop such an understanding and how did you apply it?” A Focus on People question was: “Describe a time when you developed a direct report. What approach did you take? What support did you provide and what was the outcome?” A question that screened for the cour- age and innovation attribute was: “Describe a time when you accomplished a goal because you maintained persistence in the face of highly complex and/or adverse circumstances.” And a question that screened for integrity was: “Describe a time when you raised a difficult issue with your team or management. Why did you feel the way you did? How did you do it and what was the outcome?”
On the questions, Webster said: “There can be a thousand different varia- tions of the right answer to these questions, but we’re looking for a candidate’s thought process, whether they can clearly explain their thought process, what they were considering as they went through analyzing their situation, and a result. If you can do all of that, be concise in your answer, and provide evidence that you use courage and innovation as you manage that situation, then we know you’ve been effective in that competency and that you have a good chance of being able to mesh well with GIO’s culture.”
Training Lever
New Hires Initiative
The New Hires team focused on how GIO onboarded new employees so that the process would align with GIO’s future desired culture. The team created a new hire packet so that new hires received a letter from Jennifer Cook, a welcome letter to GIO, and could view a video about GIO’s culture and why it matters. “Now, when a new employee joins, we talk about culture and what the organization stands for,” said Farooq. “We never used to do things like that before.”
They also launched a new hires reception at the annual GIO meeting where new hires could meet and mingle with key leadership such as Cook and
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other leaders. This team also established a mentoring program where new hires were paired with GIO veterans.
Initially, Cristin Hubbard led the Recruiting initiative team and Mike Campbell led the New Hires team. But during the first year, their efforts began to overlap and thus they combined the two teams in early 2012 and Hubbard led the new initiative that was called Team Renew.
The Renew team created a GIO Discovery Guide, a tri-fold pamphlet that started off with, “Science is Personal,” opening up to the GIO vision statement and cultural pillars, stating how GIO’s culture is fundamental to how it operates. The pamphlet also included information about the four GIO products, patient quotations, information about Genentech’s history, and how GIO fit into the broader organization. This initial version included key GIO initiatives.
Many of the initiative teams like the Renew team were very fluid, according to Donna Vaughn, a division manager in Rheumatology and Renew teammember: “By the end of or middle of the third quarter of 2013, team Renew will be finished because there won’t be anything else for us to do as a team. We will have met all the objectives we established.”
Development Center Program Initiative
Another initiative team within the Training lever was the Development Center Program initiative that focused on people development by creating GIO Development Centers—short and intense day-and-a-half workshops where peo- ple could learn about different jobs.
The idea was to expose people to a role before they had to commit by applying or interviewing, letting them investigate in a safe environment whether it might be a good fit for them. Content in such workshops covered success factors of these new roles, what hiring managers were looking for, as well as the oppor- tunity to do a mock interview.
Workshops included learning about division managers, getting into a mar- keting role from a sales role, workshops for the training and development organi- zation (product or people development), and another for the field reimbursement organization (managed care). Eventually, the training sessions, their content, and agendas were handed over to the Commercial Training and Development (CT&D) organization to run the sessions on a more regular basis for the full Commercial population.
Job Swap Initiative
This team’s mission was to evaluate and potentially establish a job swap program. However, when the team conducted a large feasibility analysis, they determined that to implement a rotational job swap across GIO would be too chal- lenging in terms of legal, organizational, and logistical issues. This is an important example where a “no-go” can be as important as an implemented program. The team gave full diligence to a good idea, but also pragmatically concluded it wouldn’t be feasible.
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Communication Lever
Culture Advisory Board Initiative
The Culture Advisory Board team focused on creating culture awareness and providing a sounding board for cultural progress and issues. “We were tasked with how to build awareness,” said Block, who worked on the team. “And how do we get people to understand what the GIO culture and the pillars are?” The team focused on skepticism and cynicism related to culture efforts and how to communicate on “all things culture.”
Also a part of the Culture Advisory Board’s mission was to make sure that people coming into GIO after the early culture effort would have an understand- ing of the culture through stories and brand. The team met various times per year to come up with strategies to spread the cultural pillars throughout GIO.
They also developed a new logo through a very open process, ultimately allowing the whole GIO organization to vote on a few logo options to represent their culture. The organization selected the multi-colored compass logo. “Jennifer let our team figure out all of the pieces related to the logo,” said Datt. “She pro- vided her perspective and her opinions, but empowered the team to figure it out and to decide what we wanted our logo to look like. This could have easily been a Leadership Team decision where Jennifer and the franchise heads decided, but it wasn’t.”
They also focused on communication related to the pillars. For the pillar Patient Orientation, they worked on switching from talking about selling “vials” to how many patients’ lives were impacted. Datt said: “The number of vials we sell is our business. We talk about dollars and cents, we sell products, and we are held to revenue targets. But when we communicate, how do we talk about what we are doing for patients as opposed to how we are impacting revenue? We don’t have to talk about vials or revenues, but we can focus on what we have done for patients, how we are trying to make sure that our products are getting to patients, and what the challenges are of getting products to patients. And when we talk about how we have been successful, we can talk about how many patients lives we have impacted.”
Thus, when the organization had sales reviews and presentations to the sales organization, people shifted focus from “how are your numbers?” to “what have you done for patients?” “This was a big dynamic shift,” said Datt. “Every- thing started to tie to our mission and business objectives. We focus on chronic diseases and it’s very hard to get our products to patients because there are all these roadblocks and barriers, but as we focus on patients and why it was difficult, we realized that there was something about our patient type that was unique to all of GIO, and there were certain things that were happening in the market that we could impact.”
After a few years and survey results showing positive results, the team decided to dissolve itself. Datt said: “We realized that at some point, the culture was now a part of our everyday vernacular. Our Culture Advisory team was struggling to find more to do, because this is now part of what everybody does.”
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GIO/Brand Portals & Portal-2-Go Initiative
The Portals initiative team focused on fostering cross-brand communication, culture, tools, and programs utilizing the GIO Portal (a central place online for all things GIO), Brand Portals, and emerging technologies. The team wanted to make the portal a one-stop-shop where “anyone from this fragmented organization can feel a part of a common community,” according to Jewett. “Prior to this, the portal just had facts, but the new portal drew people in.”
Information and efforts by the various initiative teams were placed on the portal. For example, a New Hires and Recruiting button led to a PDF of interview questions that the Recruiting team had come up with. The Discovery Guide devel- oped by the same teamwas also on the portal. The portal also had a feedback button where users could send ideas of what could be done better, related to the culture efforts. And in the spirit of transparency, even the 500 ideas that the GIO employees came up with at the National Sales Meeting were posted on the portal.
They also worked on Portal-2-Go, an app that allowed users to access the por- tal via a mobile device. The team created an app that took the portal and put it on the mobile phones via a reader application so that every time something was updated on the portal, it would appear on the Portal-2-Go while they were waiting at the physi- cian’s office, for example. “A person in Alabama is suddenly getting an update on their peer in North Dakota who was recognized for doing something with patient focus,” said Jewett. “All of a sudden, everything comes alive in real time.”
Reward & Recognition Lever
Non-Compensation Rewards & Recognition Initiative
This team focused on recognizing people for excellent work outside of the formal awards process. They put together a “Culture in Action” award (CIA) where anyone could go on the GIO Portal and nominate someone who did a great job exemplifying the pillars. Once a person was nominated, an e-mail along with a certificate was sent to the nominee, that person’s manager, and the award was posted on the GIO Portal for everyone to see. Jewett said: “These things are more meaningful to people than money. And the award is very visible too.”
Datt added: “We do a good job of rewards and recognition in terms of benefits and compensation and one-off rewards, but this initiative is about recognition and acknowledging what someone did and the impact that it might have had around one of our four cultural pillars. The more we tell these stories, the more people can see culture in action that inspires them on what can be done differently and how to think about their business and organizational challenges differently.”
During GIO’s annual awards night, the team added non-monetary awards to the ceremony in order to celebrate exceptional behavior as it related to the cul- tural pillars. Moreover, at an annual meeting one year, the team wallpapered a large hallway with Culture in Action awards and associated write-ups. “I get chills thinking about it,” said Hubbard. “When you walked down the hallway, you could see the names of all the different people in GIO that had demonstrated our culture and a little write-up about what they had done. And it also gave the name of the person who took the time to write it up so it highlighted two people.”
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Culture Awards Initiative
The Culture Awards team designed integrated annual awards that recog- nize GIO culture in action. Beyond the typical marketing excellence and sales excellence awards, the team developed an award for patient focus, called the “Founder’s Award” given to a GIO team member who had shown a tremendous amount of patient focus in their job.
Hubbard said: “We’re always talking about sales and marketing and meet- ing numbers, but at the end of the day, who’s that person in the organization across GIO who has shown the most patient focus throughout the year? This was such a great idea and it’s been a huge success.” Jewett also said: “The Found- er’s Award is a great example of how reward and recognition is really about the patient. What we found in GIO that is most lacking is that we are living this every day, but we don’t tell these stories, communicate, or recognize these things in a loud enough way.”
Performance Management Lever
Development Planning Skills Initiative
The Development Planning Skills team focused on developing tools and resources to help GIO employees create and track actionable professional Devel- opment Plans, focusing on what inspired them to accelerate their personal growth. The team’s key objectives were to remove the mystery and complexity around developing and tracking an actionable Development Plan and to ensure that development planning wasn’t a “once a year, form-completing exercise.”
This team assessed awareness of learning and development tools and man- ager involvement in development planning. They also launched a learning and development tools and best practices “hub” on the GIO Portal that housed learn- ing and development tools. Jewett said: “The team conducted a survey to deter- mine what people desired in their conversation with their managers and what are the development opportunities that are most meaningful?” This information was also posted on the GIO Portal. “These efforts were all in support of having a stronger development conversation with your manager and communicating how much of it you actually control,” added Jewett.
In 2012, this team changed its name to Development Planning and Con- versation. They conducted two-on-one coaching at the GIO Business Unit meet- ing (cross-brand). People brought in their development plans and spoke with leaders outside of their own brands. “This allowed people to build connections with leaders outside of their own brands to show commonalities and to build bridges. People walked away from that thinking, ‘This is what I’ve been looking for,’” said Jewett.
Walking the Talk
An important aspect of Cook’s success and the success of GIO’s culture efforts was the fact that she “walked the talk,” according to Farooq. “One of the big reasons for the success of this culture effort was because Jennifer demonstrated
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and lived it in her day-to-day practice. It wasn’t something that you saw on the odd occasion, but it was something you saw daily in terms of how she did things.”
Cook also made sure culture initiative teams and their efforts were embedded into everything that GIO did. She gave the initiatives attention on stage, when every- one was together. She had a poster session at one of the business unit meetings where every initiative team had a poster during a cocktail hour to show colleagues what they were doing. “Many of these people also presented on stage at meetings and were highly visible,” said Farooq.
Another example was at a larger meeting in Los Angeles, where the team wrapped large columns with fitted skins that stated the four pillars. During other large meetings, banners were always on stage to show the four pillars. At a January business unit meeting, during the patient session, four patients each told their sto- ries and connected them to one of the pillars. “The patients did a phenomenal job tying things like courage and what it meant to them in their journey with their dis- ease,” said Cook. “They stood in front of these huge banners with the pillar they were talking about, and it really drove home the connection of these concepts, showing that these were not just words.”
Cook consciously tried to live the “focus on people” pillar by being accessi- ble. “I act on that all the time and always say ‘yes’ if people just want advice or time from me,” said Cook. She held culture team office hours where any of the teams could just show up and get advice and support or get a milestone approved. The office hours began in the fall of 2011 and members of Cook’s Leadership Team were also available for their own office hours.
Beyond office hours, every month or so, the initiative teams could dial into a call and speak directly with Cook and the Leadership Team to give updates on what they had been working on. “This showed everyone that what they were working on was a priority for the organization,” said Farooq.
Authenticity was important to Cook too: “I try to be an accessible, helpful person both because I think it’s a good idea and because that is who I am. I want to stay authentic. That is one of my favorite words. You can’t model yourself after someone else because the inauthenticity comes through.”
Cook’s “you choose” mentality described above resonated with a lot of people: “Jennifer never told people what they should do, but rather she allowed us to go to her,” said Datt. “She would ask questions and provided insight and support through open office hours. She didn’t tell us what to do or what not to do, but she asked us what we were trying to achieve, how we thought we could make it happen, and provided other alternatives. The ideas came from the organization and Jennifer and the Leadership Team viewed themselves as removing roadblocks.”
Cook also changed how she ran her leadership meetings. The new meetings incorporated more feedback and listening time on Cook’s part and incorporated the pillars. Farooq said: “I saw how Jennifer’s leading by example on culture changed the environment that I was working in. She would always turn around in meetings and say, ‘Well, hold on for a second, what’s the right thing to do here, how do we make things easier for people, how do we change things, and so on. She very much
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lived what she practiced and actually demonstrated elements of the culture that she had talked about in her day-to-day situation.”
Moreover, Cook tied her own personal performance goals to her culture efforts. “I have a lot of product and business goals each year, but I chose to include these culture efforts as a specific business unit strategy goal in my first year,” said Cook. “I told my team that I was being assessed on how this goes so that they knew it was real.”
The Future
As Cook reflected on GIO’s culture change efforts, as well as looked toward the future, she wondered what she and her team should focus on next? After a whirlwind few years, she knew her team was still energized, but also potentially weary. She wondered how she could make sure GIO’s culture remained intact and institutionalized well beyond her and her team’s tenure.
Notes
1. The GIO Leadership Team included Cook, sales and marketing franchise heads, the operations and communications lead/chief of staff, and the HR lead.
2. Professor Jennifer Chatman is a professor of management at the University of California at Berkeley’s Haas School of Business, along with Professor Charles O’Reilly at Stanford’s Grad- uate School of Business, and Professor David Caldwell at Santa Clara University.
3. Created by Professors David Caldwell, Jennifer Chatman, and Charles O’Reilly. 4. In Professor Jennifer Chatman’s research, pillars are the “dimensions.” 5. The GIO Extended Leadership Team included all the members of the Leadership Team, plus
the marketing directors of each franchise, national sales directors of each franchise, and fran- chise operations leads.
6. “Driving Culture Change to Enable GIO to Achieve its Business Goals,” GIO internal presenta- tion and prep. Document for 1/25/11 National Sales Meeting.
California Management Review, Vol. 56, No. 2, pp. 113–129. ISSN 0008-1256, eISSN 2162-8564. © 2014 by The Regents of the University of California. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press’s Rights and Permissions website at http://www.ucpressjournals.com/reprintinfo.asp. DOI: 10.1525/cmr.2014.56.2.113.
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Mandatory Assignment Resources/Does servant leadership foster creativity and innovation.pdf
Journal of Business Research 67 (2014) 1395–1404
Contents lists available at ScienceDirect
Journal of Business Research
Does servant leadership foster creativity and innovation? A multi-level mediation study of identification and prototypicality
Diah Tuhfat Yoshida ⁎, Sen Sendjaya, Giles Hirst, Brian Cooper Monash University, Department of Management, Building N, 900 Dandenong Road, Caulfield East, Victoria 3145, Australia
⁎ Corresponding author. E-mail addresses:[email protected] (D.T. Yosh
(S. Sendjaya), [email protected] (G. Hirst), brian.coo
0148-2963/$ – see front matter © 2013 Elsevier Inc. All ri http://dx.doi.org/10.1016/j.jbusres.2013.08.013
a b s t r a c t
a r t i c l e i n f o
Article history: Received 9 November 2012 Received in revised form 22 August 2013 Accepted 24 August 2013 Available online 26 September 2013
Keywords: Employee creativity Team innovation Relational identification Prototypicality Servant leadership Team climate
The purpose of this multi-level study is to examine how servant leadership affects both employee creativity and team innovation. Drawing from social identity, in particular, relational identification theory, we found on the basis of a two-nation Asian sample of 154 teams that servant leadership promotes individual relational identification and collective prototypicality with the leader which, in turn, fosters employee creativity and team innovation. In addition, our study suggests that the mediated effect of leader identification is strongest when team climate for innovation is high.
© 2013 Elsevier Inc. All rights reserved.
1. Introduction
Competitive advantage is often derived from individuals germinat- ing novel and useful ideas and groups working together to implement these ideas (Hoegl & Parboteeah, 2007; Janssen, van de Vliert, & West, 2004; Liao, Liu, & Loi, 2010). Yet despite their inherent interdependence (cf. Pirola-Merlo & Mann, 2004), creativity and innovation have been studied independentlywith little or no integration. This is quite a signif- icant omission as both individual creative endeavors and team innova- tive returns are needed for organizations to thrive. Despite the integral role of leaders stimulating employee creativity (e.g. Neubert, Kacmar, Carlson, Chonko, & Roberts, 2008; Shin & Zhou, 2003; Wang & Cheng, 2010) and team innovation (Eisenbeiss & Boerner, 2010; Eisenbeiss, van Knippenberg, & Boerner, 2008), to our knowledge no research has examined leadership behaviors that influence these two outcomes at different levels simultaneously. The purpose of this research is thus to develop and test a multi-level framework assessing leader behaviors, the mediating psychological processes, and contextual influences that simultaneously foster both employee creativity and team innovation.
Previous studies have examined the role of high quality dyad leader– member relationships (Liao et al., 2010) and transformational leader- ship (Shin & Zhou, 2003) on employee creativity. To the best of our knowledge, Neubert et al.'s (2008) study is the first which examines the role of servant leadership on employee creativity. Servant leadership is a holistic approach to leadership that encompasses the rational, relational,
ida), [email protected] [email protected] (B. Cooper).
ghts reserved.
emotional, moral, and spiritual dimensions of leader–follower relation- ships such that followers enhance and grow their capabilities, as well as develop a greater sense of their own worth as a result. Even though servant leadership as a construct shares some similarities with transfor- mational leadership, it is qualitatively and empirically distinct. A transfor- mational leader will excite and inspire followers to perform beyond expectations, but these behaviors are typicallymotivated by a preoccupa- tionwith the organizational goals rather than followers' development. On the contrary, servant leaders are genuinely focused on promoting others' interest over and above those of the leader or leader-defined organiza- tional interests, thereby promoting a sense of psychological safety, trust and fairness in the work context (Hu & Liden, 2011; Kark & Carmeli, 2009; Liden, Wayne, Zhao, & Henderson, 2008; Schaubroeck, Lam, & Peng, 2011; Sendjaya, Sarros, & Santora, 2008; van Dierendonck, 2011). Such sense in turn would trigger employee creativity (cf. Kark & Carmeli, 2009).
Servant leaders display a sustained and altruistic commitment to help followers to grow (Giampetro-Meyer, Brown, Browne, & Kubasek, 1998) and act as a “primus inter pares” (first among equals). As they place the good of those led over self-interest, their power becomes a means to serve others. Therefore both serving and leading become almost exchangeable (van Dierendonck, 2011). Servant leadership entails subor- dination of their own goals for the greater good of the team and organiza- tion. As such, servant leaders embody many of the characteristics of the team and its most desirable elements, hence are perceived as prototypi- cally representing the key and most desirable elements of the team. Servant leadership directly influences affect-based trust rather than cognitive-based trust through its focus on nurturing team members' well-being and cultivating a sense of community within the team.
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Drawing from the relational identification concept, we propose that the orientation of servant leaders towards service and follower develop- ment promotes a feeling of security and safety as well as perspective that their leaders are associated with ‘normative behavioral expecta- tion’ (Cooper & Thatcher, 2010). Such feeling and perspective encourage the extent to which followers define themselves in terms of their rela- tionship with the leader, or, in other words, leader identification (Aryee, Chen, Sun, & Debrah, 2007), which in turn, increases followers' intrinsicmotivation to succeed in their efforts and goals. The same ratio- nale holds in that servant leaders will be seen as prototypical leaders who exemplify team values for the sake of the team members rather than their own goals. These prototypical leaders will also be likely to foster collective effort in implementing creative ideas. Corroborating team climate research,we further propose that the creative and innova- tive outcomes from these psychological processes are also influenced by a team climate that encourages innovation.
This research extends the field in at least three ways. First, this study is one of the few which examines mediating social psychological pro- cesses to illustrate the mechanisms by which leadership, in particular servant leadership, influences both individual creativity and team inno- vation. In doing so, our study answers calls to examine the influence of leaders at multiple levels (cf. DeChurch, Hiller, Murase, Doty, & Salas, 2010; Gooty, Connelly, Griffith, & Gupta, 2010) to determine whether leader behavior influences not only individual relationships but also the collective (Kozlowski & Klein, 2000). Thus our research provides a significant integrative contribution, showing that the strength of indi- viduals and team relations contributes to creativity and innovation. It provides empirical evidence in support of theory development on rela- tional identification with the leader (Aryee et al., 2007), self-definition approaches (Shamir, House, & Arthur, 1993), and internally sustaining motivational processes (Deci & Ryan, 2000). Further, our examination of climate adds to the converging recognition across both the creativity (Shalley, Zhou, & Oldham, 2004) and leadership literatures (Avolio, Walumbwa, & Weber, 2009) about the importance of context and its role in realizing the full potential of leaders. Finally, and of significant relevance for practice, we extend the study of follower-oriented leader- ship behaviors (Walumbwa, Wang, Wang, Schaubroeck, & Avolio, 2010) by highlighting the vital role of leaderswith a genuine interest in follower development in fostering individual creativity and team innovation.
2. Theory and hypotheses
Following previous studies, we define employee creativity as the development of practical and new solutions to workplace challenges (Amabile, 1988, 1996), whereas team innovation refers to the imple- mentation of novel and useful ideas in a team setting (Pirola-Merlo & Mann, 2004). Thus employee creativity is a prerequisite for team
The Multi-level Relationships a
Servant Leadership
Prototypic
Leade Identifica
Individual Level
Team Level
Fig. 1. The multi-level relationship
innovation (Yuan & Woodman, 2010). Note that the relationship among the studied variables is depicted in Fig. 1.
2.1. Servant leadership, leader identification and employee creativity
Organizational scholars suggest that leader–follower relationship is critical to how followers define themselves at work (Aryee et al., 2007) providing them with a sense of connection (Aryee, Sun, Chen, & Debrah, 2008), self-expansion (Graen & Uhl-Bien, 1995), and self- consistency (Cooper & Thatcher, 2010). Therefore the primary interest of our study is ‘relational identification’ rather than ‘classical identifica- tion’ (cf. Sluss & Ashforth, 2007), that we deliberately focus on the ex- tent to which followers partially define themselves by internalizing their individual identities in reference to the leader–follower relation- ship they find themselves in. A positive leader–follower relationship serves the followers' task-related need (e.g., developing clear mutual expectations of cooperative behaviors) and social–psychological needs (e.g., sense of belonging, meaning, identity) (Sluss & Ashforth, 2007). Hence, the focus of the followers is on the leader–follower relationship and how that relationship extends followers' definition of self and the suppression of the followers' individuality in favor of the salient leader.
The literature suggests that servant leaders' behaviors (e.g., provide guidance to develop followers), intentions (e.g., willingness to sacrifice for others), and values (e.g., employing ethically justifiablemeans) gen- erate followers' respect and loyalty (Liden et al., 2008; Neubert et al., 2008; Sendjaya et al., 2008; van Dierendonck, 2011; Walumbwa, Hartnell, & Oke, 2010). Such positive evaluation towards servant leaders' behaviors stimulates a process by which followers' beliefs, feel- ings and behaviors are influenced by and gel with those of the leader (Kark, Shamir, & Chen, 2003; Shamir et al., 1993; Sluss & Ashforth, 2007). The role of servant leadership in the above relationship is unique from other relationship-based leadership approaches such as leader– member exchange. The central tenet of leader–member exchange is the perceived quality of the leader–follower relationship (Graen & Uhl-Bien, 1995), whereas servant leadership focuses more on the per- ceived quality of followers' development in multiple dimensions of self (e.g., emotional, spiritual). The attention, support, and care given by the leader encourage followers to view themselves according to the tight-knit relationship they have with their leader.
While we acknowledge the fact that servant leaders' goals may not always be focused on creativity (e.g., productivity, quality, or safety), particularly when that goal is not opportune for followers' interest, the strong association of followers' identitywith the leader–follower re- lationship creates a powerful and personal motivation for followers to embark in creative endeavors. This process can be explained with rela- tional identification theory (Cooper & Thatcher, 2010; Sluss & Ashforth, 2007), Fredrickson's (2001) broaden-and-build theory of emotion and Edmondson's (1999) theory of psychological safety.
mong the Studied Variables
ality Team Innovation
r tion
Employee Creativity
Support for Innovation
s among the studied variables.
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Drawing from relational identification theory, we argue that fol- lowers identify themselves in terms of their relationship with ser- vant leaders because in followers' eyes, these leaders are attractive (cf. Cooper & Thatcher, 2010; Sluss & Ashforth, 2007; Sluss, Ployhart, Cobb, & Ashforth, 2012). Wepropose that such attractiveness is a result ofmeeting followers' social–psychological needs due to leaders' genuine interest over followers' needs and perspectives. Such relational identification, in turn, fosters empathy, liking and cooperation to achieve a common goal which is also in opportune for followers' interest.
Leaders' focus on follower development also inspires positive emotions. Positive emotions broaden people's thought–action rep- ertoires and build their enduring personal resources ranging from physical and intellectual to social and psychological resources (Fredrickson & Branigan, 2005). Specifically, Fredrickson (1998) ar- gued that positive emotions enlarge the scope of attention and cog- nition, which lead to greater variation in problem solving, hence increasing the probability of creativity. Laboratory and field research confirmed that positive emotions facilitate creativity (Amabile, Barsade, Mueller, & Staw, 2005; Estrada, Isen, & Young, 1994; Fredrickson, 1998; Friedman & Förster, 2001). Followers who expe- rience positive emotions such as joy, love, and pride, are likely to en- hance “to discard time-tested or automatic (everyday) behavioral scripts and to pursue novel, creative, and often unscripted paths of thought and action” (Fredrickson, 1998, p. 304). As such, the posi- tive affect emerging out of the followers' relationship with the ser- vant leader will foster their creativity.
Followers who see themselves as a reflection of the leader–follower relationshipwill bemorewilling to experimentwith new ideas because there is a strong sense of psychological safety in such relationship. Psy- chological safety is present when employees feel that it is safe to take the risk and offer novel ideas (Edmondson, 1999). Such safety is fos- tered by leaders who see themselves as an integral part of the team and are deeply committed to team. These behaviors are embodied by servant leaders. Research suggests that a psychologically safe team is better placed to succeed in their creative endeavors (Baer & Frese, 2003). Given its primacy on the followers' need and welfare, servant leadership would encourage a positive social climate inwhich followers feel accepted and respected. Such constructive relationship provides a context where followers perceive that it is safe to develop novel ideas that are contrary to agreed-upon ways of doing things (Oldham & Cummings, 1996), hence providing a basis for creativity. Therefore we propose:
Hypothesis 1. Leader identification mediates the relationship between servant leadership and employee creativity.
2.2. The enhancing function of support for innovation
When team climate and norms encourage employees to view crea- tivity and innovation as salient values, leader identification will be more directly channeled to creative activities. Such context relates to the extent by which practical support is available for attempts to intro- duce new and improved ways of doing things (West, 1990). These con- texts imbue an awareness that it is acceptable for employees to take risks and persist with challenges and obstacles to develop creative solu- tions to problems. Employees in innovation supporting climates will be encouraged to try new approaches, explore uncertain but potentially promising methods and also persevere in problem solving activities (Baer & Oldham, 2006). Moreover a climate encouraging innovation promotes the importance of such activities and that these actions are important to the collective and by implication the leader. In this setting as employee identification increases these leaders will be increasingly motivated to invest their efforts towards creativity stimulating prac- tices. As such,wewould anticipate that support for innovation enhances the positive association between leader identification and employee creativity.
There are times when team norms and the context do not necessar- ily encourage creativity and innovation because greater emphasis is placed on performance outcomes such as efficiency and reliability (Hirst, van Dick, & van Knippenberg, 2009). In such cases where team climates for innovation are low or when innovation is discouraged, identification is unlikely to foster creative outcomes. Although highly identified employees may be motivated by their loyalty and identifica- tion to their leader, their efforts will be directed towards other activities such as streamlining existing practices or minimizing wastage to pro- mote efficiency. Thesemay be of great commercial value for the organi- zation, but have lesser creative returns. In these teams, followers are likely to perceive that their creative activities do not necessarily benefit them and by implication the leader-defined goals. Hence, they are likely to bemotivated to engage in activities other than those stimulating cre- ativity. Therefore in such teams when team climate for innovation is low, leader identification will display a weak or negligible association with creativity. As such,we anticipate that the effect of leader identifica- tion is weaker or non-existent when support for innovation is low and strong and positive when support for innovation is high. Thus we propose:
Hypothesis 2. Team climates of support for innovation enhance the mediated effect of leader identification in the relationship between ser- vant leadership and employee creativity.
2.3. Servant leadership, prototypicality and team innovation
Social identity theory on leadership (cf. Haslam, 2004; Haslam, van Knippenberg, Platow, & Ellemers, 2003; Hogg & Terry, 2000) suggests that group leaders vary in the extent towhich they are perceived to em- body teams' norms, values and belief. Leaders who are perceived to em- body teams norms, values and belief are observed as group prototypical (hereafter: prototypicality) (Lipponen, Koivisto, & Olkkonen, 2005; van Knippenberg, 2011; van Knippenberg & van Knippenberg, 2005). We propose that servant leaders are perceived as group prototypical because they are perceived to have the incentive to pursue teams' best interest due to their genuine interests in service and teamdevelopment. Therefore teams are more open towards their influence to support ser- vant leaders' novel plan aswell as to provide extra effort to realize those plans (Haslam & Platow, 2001; Sluss et al., 2012).
In summary, perceived leader prototypicality will empower followers by connecting them to a bigger and stronger entity (cf. Giessner, van Knippenberg, van Ginkel, & Sleebos, 2013), increasing their sense of self-worth and self-esteem and raising their self- and collective-efficacy beliefs (Shamir et al., 1993), which are important to foster innovative out- comes. Thus we propose:
Hypothesis 3. Prototypicality mediates the positive relationship be- tween servant leadership and team innovation.
2.4. The enhancing function of support for innovation
We have described how a prototypical leader may inspire a sense of trust and willingness to work towards team goals. This source of inspiration, however, does not necessarily include the drive to en- gage in innovative activities. For example, some teams may express a strong desire to work collaboratively, but not necessarily innova- tively. But, a team climate that supports innovation led by a proto- typical leader signals that the leader is both the representative of team norms and values and that these norms encourage and support innovation. As such, an increasing level of prototypicality signals an increasingly close link between the leader's representativeness and the group's innovation-encouraging behavior. In this situation, not only does the leader increasingly represent and re-affirm the team norms, but these norms also illustrate an appetite and enthusiasm to try new or innovative approaches. In conditions where the team
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climate does not support innovation, leader prototypicality does not necessarily encourage them to be innovative as they may potentially place a higher priority on other activities. Therefore we posit the fol- lowing hypothesis:
Hypothesis 4. Team climates of support for innovation enhance the mediated effect of prototypicality in the relationship between servant leadership and team innovation.
3. Methods
3.1. Research setting, sample and procedures
A cross-national survey on leadership and creativity was conducted among 154 teams working in Indonesian and Chinese firms which oper- ated in various industries (e.g., finance, heavy manufacturing and tele- communications). A cross-sectional survey design was used. Employees provided all the information for the independent variables andmanagers rated outcome variables at this time. The independent and dependent variable data were matched by individuals and teams. In total, we achieved a 69% response rate and a comparable split of teams from the two nations (49% and 51% were Indonesian and Chinese teams, respec- tively) with five teams on average sampled per firm. The teams selected needed to display a wide range of creative outcomes and nominate crea- tivity and innovative as essential for their work (Madjar, Oldham, & Pratt, 2002; Shalley et al., 2004). Accordingly, these teams were responsible for leading internal change processes, finding breakthroughways to produce new products and services, and developing creative marketing and sales strategies.
On average, teams had threemembers (range 2 to 5) and only teams with minimum member of 2 were included in the analyses. Team leaders were mostly male (70%), around 39 years old (SD = 7.6), in- cluded middle managers (62%), approximately half held a university bachelor's degree (52%), and had worked for more than five years (SD = 4.7) in their current organization. Teammemberswere predom- inantly male (66%), around 34 years old (SD = 8.15), had completed their bachelor degree (58%), positioned as non-managerial employees (64%) working in majorly production and operations and human re- sources units (64%), and had worked in the organization for four years on average (SD = 5.11).
We made contact with CEOs or Human Resources (HR) Directors of the firms by e-mail or post. Several meetings were scheduled for the preparation of data collection once the firms agreed to participate. To solicit the Indonesian firms' participation, we offered to send them a summary of the study findings and the CEO or HR Director of each firm agreed to ensure that the survey questionnaires were to be com- pleted during office hours and supervised by members of the research team and the designated person-in-charge. Those CEOs or HR Directors then nominated several departments and extended the survey invita- tion to teams in those departments. For the Chinese firms, we offered all participants the summary of the study findings.
We prepared and administered two different sets of survey ques- tionnaires to team leaders and team members to minimize common method bias effects between independent and dependent variables (Antonakis, Bendahan, Jacquart, & Lalive, 2010; Podsakoff, MacKenzie, Lee, & Podsakoff, 2003). Team leaders rated team members' creativity and innovativeness, while team members provided demographics and completed measures comprising the independent variables. Note that both groups completed their questionnaires in different locations and at different times. Each questionnaire included a numeric identification code such that respondents would remain anonymous within the participating firms, but could be matched by the research team for analyses. The original questionnaires were written in English and the back-to-back translation process (e.g., English–Indonesian– English and/or English–Chinese–English) was conducted according to
the procedure described by Brislin (1980) by employing independent qualified translators.
3.2. Measures
3.2.1. Servant leadership In this study, we selected Sendjaya et al.'s (2008) 35-item servant
leadership behavior scale (SLBS) to measure servant leadership as it has been established in both Western and Eastern contexts (Pekerti & Sendjaya, 2010; Sendjaya & Cooper, 2010; Sendjaya & Pekerti, 2010). Team members rated each item on a five-point scale ranging from 1, ‘strongly disagree’, to 5, ‘strongly agree’. Two sample items are ‘My lead- er helpsme to generate a sense of meaning out of everyday life at work’ and ‘My leader considers others' needs and interests above his/her own’.
3.2.2. Leader identification Followingprevious research (e.g. Carmeli, Atwater, & Levi, 2010),we
measured leader identification using a six-item relational identification scale, which was adopted from Mael and Ashforth's (1992) original scale. Team members rated each item on a five-point scale ranging from 1, ‘strongly disagree’, to 5, ‘strongly agree’. A sample item is ‘When someone criticizes my leader, it feels like a personal insult’.
3.2.3. Prototypicality Prototypicality wasmeasured using a four-item prototypicality scale
taken from Cicero, Pierro, and van Knippenberg (2010) based on the scale developed by van Knippenberg and van Knippenberg (2005). Team members rated each item on a five-point scale ranging from 1, ‘disagree’, to 5, ‘agree’. A sample item is ‘My team leader represents team's characteristics’.
3.2.4. Support for innovation We assessed support for innovation using the eight-item scale from
the complete version of Team Climate Inventory (TCI) developed by Anderson and West (1998). Team members rated each item on a five-point scale ranging from 1, ‘strongly disagree’, to 5, ‘strongly agree’. Sample items are ‘This team is open and responsive to change’ and ‘Assistance in developing new ideas is readily available’.
3.2.5. Employee creativity We measured employee creativity using Baer and Oldham's (2006)
four-item scale. Team leaders rated each itemon a five-point scale rang- ing from 1, ‘strongly disagree’, to 5, ‘strongly agree’. A sample item is ‘This employee suggests new ways of performing work tasks’.
3.2.6. Team innovation A four-item scale developed by De Dreu (2006) was employed to
measure team innovation. Team leaders evaluated their team innova- tion performance using a five-point scale ranging from 1, ‘strongly disagree’, to 5, ‘strongly agree’. A sample item is ‘Team members often implement new ideas to improve the quality of our products and services’.
3.2.7. Control variables We controlled for gender, education and tenure as these variables
have been found to relate to employee creativity (e.g. Tierney & Farmer, 2002) and innovation (e.g. De Dreu, 2006). Gender was dummy coded (0 = ‘female’ and 1 = ‘male’) while education was measured using a six-point scale (1 = ‘high school’ to 6 = ‘doctorate’). Tenure was assessed as numbers of years worked in the organization. Reflecting differences in culture, we created a dummy variable control- ling for nationality (0 = ‘Indonesian’ and 1 = ‘Chinese’) at the team- level of analysis.
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4. Results
Confirmatory factor analyses (CFAs) of the scales using AMOS soft- ware are reported followed by validation for cross-level analysis. Second, a series of hypothesis tests are reported following the procedures sug- gested by MacKinnon, Fritz, Williams, and Lockwood (2007), Pituch, Whittaker, and Stapleton (2005), Zhang, Zyphur, and Preacher (2009), and Raudenbush and Bryk (2002) for testing team-level and cross-level mediation. To test our cross-level moderated mediation hypothesis, we followed the procedures described by Preacher, Rucker, and Hayes (2007) and Tein, Sandler, MacKinnon, andWolchik (2004).
4.1. Validity analyses
Because we collected data from different countries, we conducted multi-group CFAs to ensure metric equivalence (Mullen, 1995; Steenkamp & Baumgartner, 1998). In our measurement models, we allowed the factors to correlate and indicators loaded only on to their respective constructs (i.e., no cross loadings were allowed). We first conducted a baseline two-group CFA of the individual level variables leader identification and employee creativity (with scale items as indi- cators). In this baseline model all parameters were freely estimated in each group. The baseline model yielded a good fit to the data, χ2
(df = 68) = 112.09, RMSEA = .04, 90% confidence interval for RMSEA: .03 to .05, TLI = .93, CFI = .95, and SRMR = .06. A one- factor measurement model (where all indicators loaded on to a single factor) yielded a poor fit to the data, χ2 (df = 70) = 451.12; RMSEA = .12, 90% confidence interval for RMSEA: .11 to .13, TLI = .39, CFI = .52, and SRMR = .19. Taken together, these results provide evidence for construct validity for the two individual level variables. A constrained two-group CFA (i.e., where factor loadings were constrained to be equal across the two groups) was then conducted for the two individual level constructs. A significant change in the chi- square comparing constrained and unconstrained models suggested that the factor loadings were not invariant across groups (Δχ2(8) = 20.61, p b .01). Despite the significant change in chi-square, the constrained model displayed an almost identical fit on other indices to the unconstrained model (RMSEA = .04 vs. .04, TLI = .92 vs. .93, CFI = .93 vs. .95; and SRMR = .06 vs. .06). Thus, the results demon- strate partial support for metric equivalence for the two individual level variables.
We then conducted a two-group CFA for the four hypothesized team-level constructs (i.e., servant leadership, prototypicality, support for innovation, and team innovation) using aggregated data. In this mea- surement model, scale items were used as indicators for prototypicality, support for innovation, and team innovation. In the case of servant leadership, sub-scale scores were used as indicators. This decision was supported by empirical research that has found that servant leadership
Table 1 Means, standard deviations, and correlations.a
No Variable M SD 1 2 3
1 Team Innovation 3.77 .56 (.76) 2 Employee Creativity 3.64 .47 .44⁎⁎ (.74) 3 Nationality .51 .50 .20⁎ − .04 4 Gender .66 .47 − .08 .02 − .07 5 Education 3.78 1.00 .11 .05 .07 6 Tenure (in years) 4.37 5.12 − .28⁎⁎ − .06 − .34⁎ 7 Servant Leadership 3.84 .35 .18⁎ − .04 .50⁎ 8 Prototypicality 3.81 .51 .21⁎⁎ .05 .40⁎ 9 Leader Identification 3.66 .62 .14 .09 .51⁎ 10 Support for Innovation 3.96 .35 .21⁎⁎ .15 .26⁎
Note: a The above values represent cross-level correlations from the studied variables whereas
comprising of 369–425 employees. ⁎ p b .05. ⁎⁎ p b .01.
is best examined at the overall-construct level due to highly correlated dimensions (Sendjaya & Cooper, 2010). The four-factor baseline model yielded an acceptable fit to the data, χ2 (df = 406) = 568.90, RMSEA = .05, 90% confidence interval for RMSEA: .04 to .06, TLI = .89, CFI = .90, and SRMR = .07. A one-factor measurement model resulted in a poor fit, χ2 (df = 418) = 1022.73; RMSEA = .10, 90% confidence interval for RMSEA: .09 to .11, TLI = .59, CFI = .62, and SRMR = .13. De- spite the moderate to strong correlations among the variables (see Table 1), these results suggest that the team-level constructswere empir- ically distinguishable. There was no statistically significant change in the chi-square comparing constrained and unconstrained team-level models, suggesting that the factor loadings were invariant across the two groups (Δχ2(18) = 27.28, p N .05). Thus, the results demonstrate metric equiva- lence for the team-level constructs.
We also ran an additional analysis to test whether nationality mod- erated the relationship between servant leadership and employee crea- tivity, but the result was not significant (γ = .06, t = .06, p N .05). In addition,we also testedwhether nationalitymoderated the relationship between servant leadership and team innovation and the result was not significant as well (β = .03, t = .47, p N .05). These finding supported our assumption that for the relevant measures differences between the two nationalities, Indonesia and China, did not relate to the results and hence, we combined the data. Nevertheless, on the basis of the par- tial metric invariance observed for the individual level constructs, we adopted a conservative strategy and included nationality as a control variable.
4.2. Data aggregation
We performed two different analyses to validate whether the data structures were statistically adequate for aggregation. First, according to one-way random-effects analysis of variance, ICC(1) values of servant leadership, support for innovation and prototypicality were .41, .22 and .24, respectively, while ICC(2) values of these variableswere .65, .44 and .46, respectively. These results support our inferences that servant lead- ership, support for innovation and prototypicality differed between teams (p b .001). Second, a mean of rwg(j) across teams (calculated using a uniform null distribution) of .97, .98 and .95 for servant leader- ship, support for innovation and prototypicality, respectively, suggested a high level of within-team agreement (James, Demaree, &Wolf, 1984). These results showed that aggregation of servant leadership, support for innovation and prototypicality was justified.
4.3. Hypotheses testing
Table 1 displays means, standard deviations, correlations, and inter- nal consistency reliabilities of the studied variables. It is noted that team innovation and employee creativity were significantly correlated with
4 5 6 7 8 9 10
− .08 ⁎ .08 − .08 ⁎ .13 .00 − .31⁎⁎ (.89) ⁎ .16 − .08 − .09 .69⁎⁎ (.76) ⁎ − .02 .08 − .14⁎⁎ .46⁎⁎ .40⁎⁎ (.79) ⁎ .05 − .04 − .25⁎⁎ .66⁎⁎ .56⁎⁎ .43⁎⁎ (.82)
reliability values are in the parentheses along the diagonal lines. n = 150–154 teams
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each other. However, the magnitude of this correlation is only modest by conventional standards (Cohen, 1992) indicating that the two out- come variables are not redundant to each other.
Hypothesis 1 is a cross-level mediation model with lower-level mediator (cf. Mathieu & Taylor, 2007) that predicts that leader identifi- cation mediates the relationship between servant leadership and em- ployee creativity. We used hierarchical linear modeling (HLM 6.08) to test our cross-level hypothesis with group-mean centering of Level-1 control variables, as recommended by Raudenbush and Bryk (2002) and Hofmann and Gavin (1998).
First, we tested whether there is a significant variation in employee creativity as a necessary precondition to use HLM. From the null model, we found that 25% of the variance resided between teams and the chi- square test indicated that the between-team variance was significant (χ2 = 289.97, p b .001). These results justified the use of HLM to test our cross-level hypothesis.
To test Hypothesis 1, we used the asymmetric confidence limits method because this test has been found to provide ‘the best balance in terms of power and Type I error rates’ of the indirect effect (Pituch et al., 2005, p. 10). We calculated the asymmetric confidence limits for the indirect effect using software known as PRODCLIN, an acronym for Product Confidence Limits for the Indirect Effect (MacKinnon et al., 2007). An indirect effect is present if zero lies outside the 95% confi- dence limits. In the context of HLM, the asymmetric confidence limits method uses the fixed regression coefficients and their standard errors to calculate the cross-level indirect effect. However, unlike conventional tests of the indirect effect (e.g., the Sobel test), the asymmetric confi- dence limits method does not assume normality and hence provides a more accurate and powerful test of mediation (MacKinnon et al., 2007).
Steps 1 and 2 in Table 2 summarize the results of the cross-level me- diation analysis. As we were interested in the potential between-group and within-group effects, we centered the leader identification variable around the sample mean (cf. Mathieu & Taylor, 2007). We found that
Table 2 Results of cross-level moderated mediation analysis.a
Variable Γ SE t R2
Step 1 → DV = Leader identification .40 Level 1 variables Gender − .05 .07 −0.75 Education − .02 .07 −0.25 Tenure .00 .01 0.11
Level 2 variables Nationality .38 ⁎⁎⁎ .07 5.39 Servant leadership .70 ⁎⁎⁎ .05 4.72
Step 2 → DV = Employee creativity .10 Level 1 variables Gender .00 .05 0.06 Education .09 .06 1.63 Tenure − .01 .01 −0.67 Leader identification .21 ⁎ .11 1.97
Level 2 variables Nationality − .17 ⁎ .07 −2.48 Servant leadership − .05 .11 −0.52
Step 3 → DV = Employee creativity .30 Level 1 variables Gender − .01 .05 −0.09 Education .09 .06 1.54 Tenure − .01 .01 −0.76 Leader identification .15 ⁎ .11 1.45
Level 2 variables Nationality − .13 ⁎ .07 −1.99 Servant leadership − .21 .13 −1.60 Support for innovation .40 ⁎⁎ .12 3.33
Cross-level interaction Leader identification × support for innovation .18 ⁎ .08 2.27
Note: a n (team) = 145 and n (employee) = 358, after listwise deletion. ⁎ p b .05. ⁎⁎ p b .01. ⁎⁎⁎ p b .001.
servant leadership was positively related to leader identification (γ = .70, t = 4.72, p b .01) and leader identification was positively re- lated to employee creativity after controlling for servant leadership (γ = .21. t = 1.97, p b .05). The indirect effect (.70 ∗ .21) was thus .15 with 95% confidence limits between .07 and .23. Since zero was not included in the upper and lower confidence limits, this result sup- ported our inference of mediation. Note that the direct path from ser- vant leadership to employee creativity was not statistically significant, indicating full mediation. To test for any between-group and within- group confounding effects of leader identification, we also applied Zhang et al.'s (2009) solution of re-introducing the groupmean for lead- er identification into the Level-2 equation with a group mean-centered leader identification variable and found that itmade nodifference to our cross-level mediation results. Thus, we retained the model as reported. Therefore, we conclude that leader identification mediates the relation- ship between servant leadership and employee creativity.
Hypothesis 2 states that support for innovationmoderates themedi- ated association between servant leadership and employee creativity such that this relationship is strongest and most positive when support for innovation is high. Thus, this hypothesis was a cross-level moderat- edmediationmodel, with themoderator (support for innovation) oper- ating on the path between leader identification and employee creativity (cf. Preacher et al., 2007). We used the procedures described by Tein et al. (2004) andAiken andWest (1991) to test Hypothesis 2. Specifical- ly, in the present case, this approach involves centering the moderator at values of interest (e.g., −1 below M and +1 SD above M) and then examining the conditional indirect effect with tests of simple slopes. Hypothesis 2 implies a statistically significant interaction between lead- er identification and support for innovation. We tested the interaction between support for innovation and leader identification predicting employee creativity using a slopes-as-outcomes model (Raudenbush & Bryk, 2002). The conditional indirect effect was tested with the asym- metric confidence limits method (PRODCLIN) in the same manner as described above.
We conducted a random coefficient model and found significant random variation in the Level-1 slope coefficient (U1 variance = .17, p b .05). We then found an interaction between leader identification and support for innovation (γ = .18, t = 2.27, p b 05). To understand the nature of the interaction, we plotted it using the HLM-interaction test 5.8 macro developed by Shacham (2009); the result is depicted in Fig. 2. The figure shows that the influence of servant leadership on em- ployee creativity through its leader identification occurs onlywhen sup- port for innovation is high (simple slope: γ = .14, t = 1.91, p b .05; conditional indirect effect = .10; 95% confidence limits: .02 to .19). In addition, when support for innovation is low, the conditional indirect effect was not significant (simple slope: γ = − .05, t = .72, ns; condi- tional indirect effect = − .04; 95% confidence limits: − .13 to .06). We also applied Zhang et al.'s (2009) solution of re-introducing the group mean for leader identification into the Level-2 equation with a group mean-centered leader identification variable and found that it made
The Moderated Effect of Support for Innovation
Fig. 2. The moderated effect of support for innovation.
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no difference to our moderated-mediation results. Thus, we retained the model as reported. Hence, we conclude that leader identification mediates the relationship between servant leadership and employee creativity and its effect is strongest only when support for innovation is high.
Hypothesis 3 predicts that prototypicality mediates the relationship between servant leadership and team innovation. Using ordinary least squares regression, we found that servant leadership was positively asso- ciated with prototypicality (β = .68, t = 9.91, p b .001). Prototypicality was positively related to team innovation (β = .27, t = 2.35, p b .05) (see Table 3). The indirect effect (.68 ∗ .27) was thus .18 with 95% confi- dent limits between .04 and .34which supported our inference of media- tion. Again, we found a full mediation effect since the direct effect of servant leadership was not significant (β = − .08, t = −0.67, p N .05). These results supported Hypothesis 3 that prototypicality fully mediates the relationship between servant leadership and team innovation.
Hypothesis 4 states that prototypicality mediates the relationship between servant leadership and team innovation and its mediation ef- fect is strongest when support for innovation is high. We tested this team-level hypothesis using Preacher et al.'s (2007) approach for mod- eratedmediation. Thismodel had themoderator (support for innovation) operating on the path between prototypicality and team innovation. We included all control variables in the analysis and aggregated all Level-1 control variables because the approach requires all variables to be ana- lyzed at the same level. For moderated mediation effect to be present, the interaction term between prototypicality and support for innovation must be statistically significant. As this interaction was not significant (β = .06, t = 1.09, p N .05), hence Hypothesis 4 was not supported; see Table 3, Step 3. Thus, the influence of servant leadership on team in- novation through prototypicalitywas not significantly affected by varying support for innovation.
Table 3 Result of team-level moderated mediation analysis.a
β SE t R2
STEP 1: DV = Prototypicality .52 Controls Gender b .02 .06 0.36 Education b -.12 ⁎ 0.6 −2.04 Tenure b .16 ⁎ .07 2.40 Nationality .14 .07 1.84
Predictor Servant leadership .68 ⁎⁎⁎ .07 9.91
STEP 2: DV = Team innovation .13 Controls Gender b -.04 -.08 -0.51 Education b .14 0.8 1.65 Tenure b -.22 ⁎ .09 -2.43 Nationality .04 .10 0.36
Predictors Servant leadership -.08 .12 -0.67 Prototypicality c .27 ⁎ .11 2.35
STEP 3: DV = Team innovation .15 Controls Gender b -.04 .08 -0.48 Education b .14 .08 1.65 Tenure b -.22 .08 -2.46 Nationality .05 .10 0.51
Predictors Servant leadership -.15 .14 -1.01 Prototypicality c .21 .12 1.79 Support for Innovation d .21 ⁎ .11 1.98
Interaction Prototypicality × support for innovation .06 .06 1.09
Note: a n (team) = 149, after listwise deletion. b All aggregated. c Mediator. d Moderator. ⁎ p b .05.
⁎⁎⁎ p b .001.
5. Discussion
As organizational competitive advantage depends on both the generation and implementation of novel and useful ideas, research needs to simultaneously identify ways to stimulate individual crea- tivity and team innovation. This research addresses this challenge and demonstrates the psychological processes by which leaders achieve these outcomes. Extending the relational identification con- cept to a multi-level framework, we demonstrate that servant leaders positively promote the individual and the collective's leader identification to foster individual creativity and collective innova- tion. Our study findings suggest that under a strong climate of sup- port for innovation, servant leadership stimulates followers' relational identification which in turn, fosters employee creativity, but not necessarily influences team innovation.
Further, our study suggests that the way we identify ourselves in terms of our relationship with our leaders is an important creative and innovative resource. This adds to a growing but largely unconnected body of research (Farmer, Tierney, & Kung-McIntyre, 2003; Hirst et al., 2009; Zhang & Bartol, 2010) illustrating the importance of self- concept in the creative process. The practical utility of advancing our understanding of self-concept is of particular interest to many as it is ever-present in different contexts and malleable to managerial inter- vention. Finally, the current two-nation study demonstrates that the servant leadership approach is relevant to fostering creativity not only in Europe-American cultures (Neubert et al., 2008), but also in Asian societies.
5.1. Theoretical implications
Servant leadership has emerged as an important leadership con- struct that generalizes to different cultures (Pekerti & Sendjaya, 2010; Yong, Kakabadse, & Kakabadse, 2010) and is important for crea- tivity (Neubert et al., 2008). Our results provide the first evidence of the importance of servant leadership in promoting follower trust and representing the collective, which in turn foster employee creativity and team innovation. This is probably our most significant contribution to the literature. By extending our application of these processes to ser- vant leadership and the team level, we illustrate the robustness of this theory to understand different leader behaviors, as well as how they operate across levels. The focus on different levels is in itself an impor- tant contribution as few leadership studies have explained how indi- vidual and team activities are synchronized in a manner that translates to the individual while being harnessed by the team (DeChurch et al., 2010). In addition, a considerable amount of research has suggested that leader self-concept theorizing has been applied to illustrate the influence processes stimulated by charismatic and trans- formational leaders (Kark et al., 2003; Shamir et al., 1993). Until now, to the best of our knowledge no research has examined when and how different leader behaviors may also stimulate the similar processes. This is definitely an interesting yet important avenue for future research.
Our findings also suggest that team climates supporting innova- tion strengthen the association between leader identification and employee creativity. Such findings illustrate the important role of climate and norms of the teams in influencing individual behavior. It also provides an answer to the question posed by Hirst et al. (2009) that is whether processes of identification similarly encour- age creativity in environments when this behavior is not a key ele- ment of team practice. Thus, team climates provide a twofold benefit to enhance creativity and innovation literature, namely they directly stimulate creativity and innovation while simulta- neously creating social environments that encourage innovation- supporting behaviors.
At the team level, our results show that, regardless of the level of support for innovation, a team's collective belief and sense of trust
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that their leader is an appropriate representative of their group is a suf- ficient driver for collective innovation. While we are hesitant to specu- late on non-significant results, this begs the question as to whether the benefits of servant leaders on team innovation are present irres- pective of the climate.
It is worth to note that ourfindings suggest a relatively a stronger re- lationship between support for innovation and team innovation (r = .21, p b .05) compared with employee creativity (r = .15, ns) indicat- ing the need to incorporate “independent and objective outcome mea- sure” of innovation for future research (Anderson, De Dreu, & Nijstad, 2004; Hulsheger, Anderson, & Salgado, 2009). These findings further suggest existence of a potential moderator on the relationship between support for innovation and team innovation such as social relationship (Hulsheger et al., 2009; Perry-Smith & Shalley, 2003).
5.2. Managerial implications
Our study highlights the importance of building psychological connections with employees in order to enact employee creativity and team innovation. Given the salience of relational identification, developing leaders' coaching and mentoring skills may be beneficial for fostering employee creativity and team innovation. We also note that the creative benefits of leader's behaviors stem from team climates encouraging these practices.Moreover, a teamclimatewhichprioritizes innovation provides the conditions that are conducive to employee cre- ativity, and hence becomes the most potent means to enhance creative outcomes. Additionally, it is also important for servant leaders to build collective norms and interest to enact employee creativity. Specifically, the need for servant leaders to generate followers' trust, identification, and perceptions that the leaders represent the team's beliefs, norms and attitudes becomes more critical when creativity and innovation are a priority organizational goal.
5.3. Limitations and directions for future research
A limitation of our study is we did not test the potential effect of empowerment led by servant leaders. Future research involving these constructs would also be valuable. The non-significant moderating effect of team climate for innovation on team innovation outcomes raises the question as to whether other team climate variables may have been significant. We highlight this as an area for future research, particularly as we wonder how servant leaders who demonstrate an altruistic service orientation may succeed in an unethical or autocratic culture which potentially undermines their leadership behaviors. Fur- ther, we also highlight that differences between the firms in the two countries may have led to uncontrolled variance and noise within the data. In order to account for these differences,we controlled for national differences and adopted a conservative analysis strategy when examin- ing cultural differences.
Recent empirical studies of servant leadership have demonstrated that servant leadership is a more significant predictor of key outcome variables vis-à-vis other leadership approaches. For example relative to transformational leadership, servant leadership explains additional variance on team performance (10%) (Schaubroeck et al., 2011), em- ployee satisfaction (11%), commitment (7%) and intention to stay (11%) (Schneider & George, 2011), organizational citizenship behavior (19%) and in-role performance (5%) (Liden et al., 2008), and firm per- formance (28%) (Peterson, Galvin, & Lange, 2012). Despite this prior evidence, we highlight that we did not control for other potential leadership approaches and acknowledge this as a limitation of our re- search. Future studies should control for the possible effects of other leadership approaches (e.g., transformational, LMX) to further ascertain whether servant leadership can explain more variance above and be- yond relative to these approaches, particularly in relation to creativity and innovation.
Note that we have designed our study in such a way to avoid CMV from the independent variable (servant leadership) to the de- pendent variables (employee creativity and team innovation), and yet we agree that there is still a risk of CMV but this should not threaten the internal validity of the underlying mediation process. However, we were not able to completely eliminate the risk of CMV among independent variables without introducing another source of data, such as peer reports of leader identification and prototypicality. In addition, servant leadership is a team-level vari- able formed by aggregating direct reports, while leader identifica- tion was measured as an individual level variable; thus the data on the risk of CMV may be less if both were analyzed at the same level (Antonakis et al., 2010).
Our research illustrates the individual creativity and collective inno- vation as related benefits of servant leadership behaviors. While servant leadership enhances individual creativity through strong leader–follower relations, team climates for innovation augment these creative outcomes. As such, we highlight the need to focus on the leader and team system to most effectively drive individual cre- ativity. We also observe the robustness of the servant leadership ap- proach to foster team innovation, irrespective of varying levels of innovation climate.
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- Does servant leadership foster creativity and innovation? A multi-level mediation study of identification and prototypicality
- 1. Introduction
- 2. Theory and hypotheses
- 2.1. Servant leadership, leader identification and employee creativity
- 2.2. The enhancing function of support for innovation
- 2.3. Servant leadership, prototypicality and team innovation
- 2.4. The enhancing function of support for innovation
- 3. Methods
- 3.1. Research setting, sample and procedures
- 3.2. Measures
- 3.2.1. Servant leadership
- 3.2.2. Leader identification
- 3.2.3. Prototypicality
- 3.2.4. Support for innovation
- 3.2.5. Employee creativity
- 3.2.6. Team innovation
- 3.2.7. Control variables
- 4. Results
- 4.1. Validity analyses
- 4.2. Data aggregation
- 4.3. Hypotheses testing
- 5. Discussion
- 5.1. Theoretical implications
- 5.2. Managerial implications
- 5.3. Limitations and directions for future research
- References
Mandatory Assignment Resources/Environmental factors to achieve strategic objectives in companies.pdf
Bulletin of the Transilvania University of Braşov • Vol. 3 (52) - 2010 Series V: Economic Sciences
ENVIRONMENT FACTORS TO ACHIEVE
STRATEGIC OBJECTIVES IN COMPANIES
Lucian GUGA
1
Abstract: Strategic management begins with an evaluation of the organization’s mission, goals, and strategy. This is followed by situation analysis
(sometimes called SWOT analysis) which examines opportunities and threats in
the external environment as well as strengths and weaknesses within the
organization. Situation analysis leads to the formulation of explicit strategic
plans, which then must be implemented.
This planning usually takes place in for-profit business organizations and
pertains to competitive actions on the market. Although some companies hire
strategic planning experts, the responsibility for strategic planning rests with line
managers. Seniors executives of companies want middle and lower-level line
managers to think strategically. Strategic thinking means to take the long-term
view and to see the big picture, including the organization and the competitive
environment and consider how they fit together. Understanding the strategy
concept, the levels of strategy, and strategy formulations versus implementation
is an important start towards strategic thinking.
Key words: strategic management, corporate - level strategy, business - level strategy, functional - level strategy, situation analysis, departmentalization,
innovation and change.
1 Department of Management and Economic Informatics, Transilvania University of Braşov
1. Introduction
For the existing business to be capable of
innovation, it has to create a structure that
allows people to be entrepreneurial… This
means, first of all, that the entrepreneurial,
the new entity, has to be organized
separately from the old, existing one.
Whenever we have tried to make an
existing entity the carrier of the
entrepreneurial project, we failed. A
separate entity must be created, different
from the mainstream of the organization
that is responsible for developing and
initiating innovations. Allocation fund
providing resources from which
individuals and groups design and develop
new ideas, products, or businesses.
2. Overview Concepts of Strategic
Management
Strategic management begins with an
evaluation of the organization’s mission,
goals, and strategy. This is followed by
situation analysis (sometimes called
SWOT analysis) which examines
opportunities and threats in the external
environment as well as strengths and
weaknesses within the organization.
Situation analysis leads to the formulation
of explicit strategic plans, which then must
be implemented.
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132
This planning usually takes place in
profit business organizations and pertains
to competitive actions in the marketplace.
Although some companies hire strategic
planning experts, the responsibility for
strategic planning rests with line managers.
Strategic thinking means to take the
long-term view and to see the big picture,
including the organization and the
competitive environment and how they fit
to together. Understanding the strategy
concept, the levels of strategy, and strategy
formulations versus implementation is an
important start toward strategic thinking.
Strategic management is the set of
decisions and actions used to formulate
and implement strategies that will provide
a competitively superior fit between the
organization and its environment so as to
achieve organizational objectives. Strategic
management is a process used to help
managers answer strategic questions such
as “Where is the organization now? Where
wants the organization to be? What
changes and trends are occurring in the
competitive environment? What courses of
action will help us achieve our goals?”
Trough the process of strategic
management executives define an explicit
strategy, which is the plan of action that
describes resource allocation and activities
for dealing with the environment and
attaining the organization’s goals.
A strategy has four components: scope,
resource deployments, distinctive
competence and synergy.
Scope: The number of businesses,
products or services that defines the size of
the domain within which the organization
deals with the environment is considered
its scope.
The trend of mergers, acquisitions, and
divestments in North America and now
spreading also into Europe, is an exercise
in redefining business scope.
Resource Deployment: The level and
pattern of the organization’s distribution of
physical, financial, and human resources
for achieving its strategic goals is its
resource deployment. For example
research employees were let go to fit the
new strategy of short-term profits instead
of developing products for ten years in the
future.
Distinctive Competence: An
organization’s distinctive competence is the
unique position it develops as compared to
its competitors through its decisions
concerning resource deployments or scope.
Synergy: When organizational parts
interact to produce a joint effect that is
greater than the sum of the parts acting
alone, synergy occurs. The organization
may attain a special advantage with respect
to cost, market power, and technology or
management skills. The synergy comes
from arranging package deals with
advertisers for space in several magazines.
Management skills and new technology
can be shared among magazines, thereby
increasing productivity for all magazines
beyond what they could do alone.
Levels of Strategy: Strategy formulation
takes place at three levels: corporate,
business and functional.
Corporate grand strategies include
growth, stability and retrenchment.
Frameworks for accomplishing them
include the BCG matrix and the GE
business screen.
Business-level strategies include Miles and
Snow’s strategy topology, Porter’s
competitive strategies, and the product-life
cycle. Once business strategies have been
formulated, functional strategies for
supporting them can be developed (exhibit 1).
GUGA, L.: Environment factors to achieve strategic objectives in companies 133
Fig. 1. The three levels of strategy in Organizations
Even the most creative strategies have
no value if they cannot be translated into
action.
Corporate- level strategy: The
questions which concerns corporate- level
strategy is <What business are we in?>
This pertains to the organization as
whole and the combination of business
units and product lines that make up the
corporate entity. Strategic actions at this
level usually relate to the acquisition of
new businesses; additions or divestments
of businesses units, plants, or product
lines; and joint ventures with other
corporation in new areas.
Business- level strategy
The question: <How do we compete?>
concerns business- level strategy. Pertains
to each business unit completes within its
industry for customers. Strategic decisions
at this level concern amount of advertising,
direction and extent of research and
development, product changes, new-
product development, equipment and
facilities, and expansion or contraction of
products line.
Functional- level strategy: The
question: How do we support the business-
level strategy? concerns functional-level
strategy. It pertains to the major functional
departments within the business unit.
Functional strategies involve all the major
functions, including finance, research and
development, marketing, manufacturing,
and finance. To compete on the basis of
new-product innovation, its research
department adopted a functional; strategy
for developing new products.
Many large corporations engage in
acquisitions or divestments as part of a
strategic plan.
All corporations are finding ways to
respond to competitors, cope with difficult
environmental changes, and effectively use
available resources.
The Strategic Management process as
illustrated in the foregoing diagram, the
strategic management process begins when
executives evaluate their current position
with respect to mission, goals and
strategies. They than scan the
organization’s internal and external
environments and identify strategic factors
that may require change. Internal and
external events may indicate a need to
redefine the mission or goals or to
formulate a new strategy at the corporate,
business, or functional level. Once a new
strategy is selected, it is implemented
through changes in leadership, structure,
human resources, or information and
control systems.
Corporation
Business
Unit A
Business
Unit B
Business
Unit B
Finance R& D Manufacturing Marketing
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134
Fig. 2. Strategy implementation
3. Situation Analysis
Situation analysis typically includes a
search for SWOT – strengths, weaknesses,
opportunities-, and threats that affect
organizational performance. External
information about opportunities and threats
may be obtained from a variety of
resources, including customers,
government reports, and professional
journals, suppliers, bankers, friends in
other organizations, consultants, or
associating meetings. Many firms hire
special scanning organizations to provide
them with newspaper clippings and
analyses of relevant trends. Some firms use
more subtle techniques to learn about
competitors, such as asking potential
recruits about their visits to other
companies, hiring people away from
competitors, debriefing former employees
of competitors or customers, taking plant
tours posing as “innocent” visitors.
Executives acquire information about
internal strengths and weaknesses from a
variety of reports, including budges,
financial rations, profit and loss
statements, and surveys of employee
attitudes and satisfaction. Managers spend
80 percent of their time giving and
receiving information from others. Trough
frequent face-to-face discussions and
meetings with people at all levels of
hierarchy, executives build an
understanding of the company’s internal
strengths and weaknesses.
3.1. External opportunities and threats
Threats are characteristics of the
external environment that may prevent the
organization from achieving its strategic
goals. Opportunities are characteristics of
the external environment that have the
potential to help the organization archive
or exceed its strategic goals. The task
environment sectors are the most relevant
to strategic behaviour and include the
behaviour of competitors, customers,
suppliers, and the labour supply. The
general environment contains those sectors
that have an indirect influence on the
organization but nevertheless most be
understood and incorporated into strategic
behaviour. The general environment
includes technological developments, the
GUGA, L.: Environment factors to achieve strategic objectives in companies 135
economy, legal-political and international
events, and socio- cultural changes.
Additional areas that might reveal
opportunities or threats include pressure
groups, interest groups, creditors, natural
resources, and potentially competitive
industries.
3.2. Internal Strengths and Weaknesses
Strengths are positive internal
characteristics that the organization can
exploit to achieve its strategic performance
goals. Weaknesses are internal
characteristics that may inhibit or restrict the
organization’s performance. Some examples
of what executives evaluate to interpret
strengths and weaknesses are given bellow.
The information sought typically pertains to
specific functions such as marketing,
finance, production, and etc.
Internal analysis also examines overall
organization structure, management
competence, and quality and human
resource characteristics. Based on their
understanding of these areas, managers can
determine their strengths or weaknesses
vis-à-vis other companies.
4. Strategy Formulation
The final aspect of strategic management
is the stage of formulation and
implementation.
Strategy formulation includes the
planning and decision making that lead to
the establishment of the firm’s goals and
the development as a specific strategic
plan. Strategy formulation may include
assessing the external environment and
internal problems and integrating the
results into goals and strategy. This is a
contrast to strategy implementation
(exhibit 2.), which is the use of managerial
and organizational tools to direct resources
toward accomplishing strategic results.
Strategy implementation is the
administration and execution of the
strategic plan. Manager may use
persuasion, new equipment, changes in
organization structures, or a reward system
to ensure that employees and resources are
used to make formulated strategy a reality.
5. Departamentalization
Another fundamental characteristic of
organization structure is departmentalization
which is bases for grouping positions into
departments and departments into the total
organization. Managers make choices about
how to use the chain of command to group
people together to perform their work. There
are five approaches to structural design that
reflect different uses of the chain of
command in departmentalization. The
functional, divisional and matrix are
traditional approaches that rely on the chain
of command to define groupings and
reporting relationships. Two contemporary
approaches are the use of teams and
networks. These newer approaches have
engaged to meet organizational needs in a
highly competitive global environment. Brief
illustrations of the five structural alternatives
are in exhibit 3.
a. Functional approach. People are
grouped together in departments by
common skill and work activities, such s in
an engineering department and accounting
department.
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Fig. 3. Five approaches to structural designs
b. Divisional approach. Departments are
grouped together into separate,
self-contained divisions based in a
common product, program or geographical
region. Diverse skills rather than similar
skills are the basics of departmentalization.
c. Matrix approach. Functional and
divisional chains of command are
implemented simultaneously and overly
one another in the same department. Two
chains of command exist and some
employee report to two bosses.
d. Team approach. The organization
creates a series of teams or task forces to
accomplish specific tasks and coordinate
major departments. Teams can exist from
the office of the president all the way down
to the shop floor.
e. Network approach. The organization
becomes a small central broker
electronically connected to other
organizations that perform vital functions.
Departments are independent contacting
services to the broker for a profit.
Departments can be located anywhere in
the world.
Each approach to structure serves a
distinct purpose for the organization and
each has advantages and disadvantages.
The basic differences among structures in
the way in which employee are
departmentalized and to whom they report.
The differences in structure illustrated in
exhibit 3 have major consequences for
employee goals and motivation. The ability
of managers to known when and how to
use each form and structure, allows them
to solve problems.
6. Functional Approach
Functional approach is the grouping of
positions into departments based on similar
skills expertise and resource use (exhibit
4). A functional structure can be thought of
as departmentalization by organizational
resources, because each type of functional
activity – personnel, engineering, and
manufacturing – represents specific
resources for performing the organization’s
task.
GUGA, L.: Environment factors to achieve strategic objectives in companies 137
Fig. 4. Grouping of positions into departments
People and facilities representing a
common organizational resource are
grouped together into a single department.
ADVANTAGES AND DISADVANTAGES
Grouping employees into departments
based on similar skills has many
advantages for an organization. Employees
who perform a common task are grouped
together so as to permit economies of scale
and efficient resource as illustrated in
exhibit 3.5 all information systems people
work in the same department. They have to
expertise for handling almost any problem
within a single large department.
Fig. 5. Functional structure
The large functional departments
enhance the development of in-depth skills
because people work on a variety of
problems and are associated with other
experts. Career progress is based on
functional expertise thus employees are
motivated to develop their skills. Managers
and employees are compatible because of
similar training and expertise.
The functional structure also offers a
way to centralize decision making and
provide unified direction from the top
Bulletin of the Transilvania University of Braşov • Vol. 3 (52) - 2010 • Series V
138
because the chain of command converges
at the top of organization. Sometimes the
functional structure is also associates with
wider spans of control because of large
departments and common expertise.
Communication and coordination among
the employees within each department are
excellent. Finally functional structure
promotes high-quality technical problem
solving. The pool of well-trained experts
motivated towards functional expertise,
gives the company an important resource
especially those that work with
sophisticated technology.
The disadvantages of functional structure
reflect the barriers that exist across
departments and show response to
environmental changes. Because people
are separated into distinct departments,
communication and coordination across
functions are often poor. Poor coordination
means a slow response to environmental
changes, because innovation and change
require involvement of several
departments. Because the chain of
command are separated beneath the top of
the organization, decision involving more
than one department may pile up at the top
of the organization and be delayed. The
functional structure also stress work
specialization and division of labour,
which may produce routine, no motivating
employee tasks (Table 1.).
The functional structure also creates
management problems such as difficulty in
pinpointing problems within departments.
In case of an insurance company, for
example each function works on all
products only a part of the task for any
product line.
Advantages and disadvantages of functional structure Table 1
Advantages and disadvantages of functional structure
ADVANTAGE DISADVANTAGE
- Efficient use of resources,
economies of scale;
- In-depth skill specialization and
development;
- Career progress within functional
departments;
- Top manager direction and control;
- Excellent coordination within
function;
- High quality technical problem
solving.
- Poor communication across functional
departments;
- Slow response to external changes, lagging
innovation;
- Decision concentrated at top of hierarchy
creating delay;
- Responsibility for problems difficult to pinpoint;
- Limited view of organizational goals by
employees;
- Limited general management training for
employees.
Since, in one life insurance product is not
performing well, there is no specific
department or group that bears
responsibility. In addition, employees tend
to focus on the attainment of departmental
goals. They see only their respective tasks
and not the big picture. Because of this
narrow task specialization employees are
trained to become experts in their fields
and not to manage and coordinate diverse
departments, thus, they fail to become
groomed for top management and general
management position.
DIVISION APPROACH
In contrast to the functional approach, in
which people are grouped by common
skills and resources, the divisional
structure occurs when departments are
grouped together based on organizational
outputs. The difference between functional
and divisional structure are illustrated in
exhibit 6.
GUGA, L.: Environment factors to achieve strategic objectives in companies 139
Fig. 6. Functional versus Divisional Structure
In the divisional structure divisions are crested as self-contained units for producing a single product. Each functional department resource needed to produce the product is assigned to one division. For example, in a functional structure all engineers are grouped together and work on all products. In a divisional structure separate engineering departments are established within each division. Each department is smaller and focuses on a single product line. Departments are duplicated across product lines.
The divisional structure is sometimes called a product structure, program structure or self-contained unit structure. Each of these terms means essentially the same thing: diverse departments are brought together to produce a single organizational
output, whether it is a product, a program or a service to single customer.
A major difference between divisional and functional structure is that the chain of command from each function converges lower in the hierarchy. As a consequence the divisional structure encourages decentralization. Decision marking is pushed down at least one level in the hierarchy, freeing up the president and other top managers for strategic planning. ADVANTAGES AND DISADVANTAGES
For medium-size companies, the choice between functional and divisional structure is difficult because each represents different strengths and weakness (Table 2). By dividing employees and resources along divisional lines, the organization will be flexible and responsive to chance because each unit is small.
Advantages and disadvantages of Divisional Structure Table 2
Advantages and disadvantages of Divisional Structure
ADVANTAGE DISADVANTAGE
- Fast response, flexibility in an unstable environment;
- Fosters concern for customer needs;
- Excellent coordination across functional departments;
- Easy pinpointing of responsibility for product
problem;
- Emphasis on overall product and division goals;
- Development of general management skills.
- Duplication of resources across
divisions;
- Less technical depth and
specialization in divisions;
- Poor coordinating across division;
- Less top management control;
- Competition for corporate resource.
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Because top management control is
somewhat weaker under divisional
structure, top managers must assert
themselves in order to get divisions to
work together.
Many companies must carefully decide
whether the divisional or functional
structure better suits their needs. It is now
uncommon for a company to try one
structure and then switch to another as its
needs change.
The functional boss is responsible for the
technical and personnel issues, such as
quality standards, providing technical
training and assigning technical personnel
projects.
The divisional boss is responsible for
program wide issues, such as overall
design decision, schedule deadlines, and
coordinating technical specialists from
several functions.
The senior engineer is called a two-boss
employee because he or she reports to two
supervisors simultaneously. Two-boss
employees must resolve conflicting
demands from the matrix bosses joint
decisions. They need excellent human
relations skills with which to confront
managers and resolve conflicts.
The matrix boss is the product or
functional boss. The matrix boss is
responsible for one side of matrix. The top
leader is responsible for entire matrix. The
top leader oversees both the product and
functional chains of command. His or her
responsibility is to maintain a power
balance between the two sides of the
matrix. If the disputes arise between them,
the problem will be kicked upstairs to the
top leader.
Matrix bosses and two-boss employees
often find it difficult to adapt to the matrix.
The matrix boss has only half of each
employee. Without complete control over
employees, bosses must consult with their
counterparts on the problems.
7. Conclusions
Change is inevitable in organizations.
Mangers should think of change as hewing
four elements:
- Company’s environment
- The force of change
- The perceived need for change
- The initiation of change
- Implementation of change.
References
1. Taylor, A. III: How a Top Boss Manages His Day. Fortune, June 19,
1989, pp. 95-100.
2. Mintzberg, H.: The Nature of Managerial Work. New York. Harper
& Row, 1973.
3. Guga, L.: Expert Systems in Management of Companies.
Transilvania University of Brasov
Publishing House, 1998.
4. Guga, L., Guga, S.-L.: Economy of Companies. Transilvania University of
Brasov Publishing House, 2006.
5. Guga, L., Antonoaie, N.: Management. Transilvania University of Brasov
Publishing House, 2006.
6. Guga, L.: General Management (english), Transilvania University of
Brasov Publishing House, 2006.
7. Guga, S.: Informational Systems of Companies Management. Transilvania
University of Brasov Publishing
House, 2007.
Copyright of Bulletin of the Transilvania University of Brasov. Series V: Economic Sciences is the property of
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Mandatory Assignment Resources/Exploring team performance in high-tech industries.pdf
Exploring team performance in high-tech industries: Future trends of building up teamwork
Min-Ling Liu a, Na-Ting Liu b, Cherng G. Ding a, Chieh-Peng Lin a,⁎ a National Chiao Tung University, Taipei, Taiwan b Ming Chuan University, Taipei, Taiwan
a r t i c l e i n f o a b s t r a c t
Article history: Received 10 June 2013 Received in revised form 21 March 2014 Accepted 24 March 2014 Available online 14 April 2014
This study proposes a model based on coopetition theory drawn from economics literature to explain the formation of team agility and performance. In the proposedmodel, team performance and team agility are affected by collectivism, team politics, transformational leadership, and transactional leadership via the mediation of coopetition and team empowerment. Team performance is also impacted by team agility. Empirical testing of this model, by investigating team personnel in information technology (IT) organizations, confirms the applicability of coopetition among IT working teams. Based on this study's empirical findings, managerial implications for building up teamwork and research limitations are provided.
© 2014 Elsevier Inc. All rights reserved.
Keywords: Coopetition Team politics Team empowerment Leadership Team agility
1. Introduction
Business organizations to date face dramatically turbulent and volatile competitive threats in the global market [1]. Effectively coping with such unexpected threats and taking advantage of the threats as opportunities lay heavily upon team agility and its effect on performance [1–3]. Team agility is defined as the aptitude of a team to quickly respond to changes in a market environment [4,5] and achieve success- ful exploration of competitive bases (e.g., speed, flexibility) through team integration, which facilitates the team to effec- tively change in response to customers' varying demands or market crisis [1,6]. The agility concept was popularized in manufacturing in the early 1990s and was soon extended into the broader business context, evolving notions of the agile competitor [7], agile business relationships [8], agile supply chains [4], agile enterprises [9], agile decision support systems [10], and most recently the team agile workforce (e.g., Van Oyen, Gel, & Hopp [11]).
Team agility is important, because it helps achieve a number of business benefits such as supporting the strategic objectives of cost, speed, time, quality, responsiveness, and variety (e.g., Hopp & Van Oyen [12]; Swafford et al. [5]). Unfortunately, when it comes to management actions that facilitate team agility in order to improve team performance, the literature is highly limited to untested prescriptions [3]. To complement the shortage in the previous literature, this study applies the coopetition theory to explore team agility forma- tion and its effect on team performance. The inclusion of both elements in coopetition (i.e., cooperation and competition) as keymediators in this study can avoid a partial emphasis on one mediator at the expense of another, thus facilitating a full range of understanding about the formation of team agility and team performance. This study complements previous studies that have discussed group performance and different mediators such as group potency (e.g., Jung & Sosik [13]; Stajkovic, Lee, & Nyberg [14]) and goal alignment (e.g., Doolen, Hacker, & Van Aken [15]).
The interpersonal relationships among team members are comprised of two elements: cooperation and competition. If both elements exist, then the relationship between the members is considered coopetition [16]. Rooted from game
Technological Forecasting & Social Change 91 (2015) 295–310
⁎ Corresponding author at: 4F, 118, Sec. 1, Jhongsiao W. Rd., Taiwan. E-mail address: [email protected] (C.-P. Lin).
http://dx.doi.org/10.1016/j.techfore.2014.03.014 0040-1625/© 2014 Elsevier Inc. All rights reserved.
Contents lists available at ScienceDirect
Technological Forecasting & Social Change
theory (e.g., Lado, Boyd, & Hanlon [17]), coopetition explains behavior, that is, how individuals perform behavior that enables them to reduce costs and optimize benefits associated with interpersonal relationships. Specifically, competition is transformed to so-called ‘coopetition’ only when competitive individuals try to cooperatewith their collective interests at the same time (e.g., Baruch & Lin [18]; Gnyawali & Park [19]; Lin, Wang, Tsai, & Hsu [20]; Luo, Slotegraaf, & Pan [21]; Luo [22]; Rusko [23]; Tsai [16]). For instance, if competitive individuals (e.g., golf players, frontline staff from different banks) do not perceive and recognize any collective interests among them- selves, then coopetition does not exist among them. Similarly, strong cooperation may appear without significant competition (e.g., charity volunteers striving to relieve people in stricken areas, team members of a relay race). In these examples, co- operation does not show up with competition simultaneously, thus leading to different results from those caused by coopeti- tion. It would be incomplete, according to coopetition theory, if either cooperation or competition was missing in research. It implies that team members can cooperate for common interests and interact in rivalry due to conflicting interests. It is very common in IT industries that team members work together for a team's success, and at the same time, they also competewith each other for individual resources, budgets, and rewards.
Previous literature has applied coopetition to the issues of individuals or groups (e.g., Bagshaw & Bagshaw [24]; Bengtsson & Kock [25]; Bengtsson, Eriksson, & Wincent [26]; Rusko [23]; Luo, Slotegraaf, & Pan [21]; Luo [22,27]; Samaddar & Kadiyala [28]; Samieh & Wahba [29]; Shih, Tsai, & Wu [30]; Shih, Hu, & Chen [31]). An example found in previous research is that people assigned to compete with each other continued to compete even after the task conditions were changed in such a way that cooperation was in their best interest [32,33]. Another example seen often in high-tech industries is that, even though teammembers work as part of an interdependent team to promote discussion, collaboration, and information sharing, they may still be exposed to a competitive reward structure and thus reveal certain competition within the team (e.g., Kilduff et al. [33]). According to an industry survey, com- petition between individuals on the same team can temporar- ily increase motivation [34], despite its negative influence on team performance in the long run. Nevertheless, many high-tech firms apply competitive systems to reward individ- uals with high performance and/or impose sanctions on those with low performance (e.g., Kilduff et al. [33]), while simul- taneously encouraging people to work together on the same team. That may be a reason why, under some circumstances in business practice, people enjoy both cooperation and compe- tition even in the same workplace or group [35].
This study provides critical contributions that substan- tially differ from previous research in three important ways. First, a majority of previous research related to interactions among team members focuses on either competition or cooperation, which often results in a one-sided understand- ing of teammembers and their team outcomes (e.g., Passos & Caetano [36]; Richter, Scully, & West [37]). Coopetition in a team is worth studying to avoid managerial misunderstand- ing, since simultaneous cooperation and competition among members often complicate teaming and its outcomes. By assessing the team outcomes (i.e., performance) based on
coopetition, this study generates an in-depth understanding concerning the key determinants of team agility and performance.
Second, this study extends coopetition as amediator to team empowerment as anothermediator,which jointly helps explain the formation of team agility and performance. Indeed, most previous research related to coopetition considers cooperation and competition as major mediators, but often neglects other mediators. This study demonstrates how team empowerment and coopetition jointly influence team performance.
Third and lastly, while some prior empirical studies have examined coopetition at the firm level (e.g., Tiessen & Linton [38]), this study is one of the few to use primary survey data collected from employees to test the determinants and outcomes of coopetition and team empowerment based on team-level analyses. Research supports and extends the notion that coopetition is important not only among intra- organizational partners, but also among inter-team parties (or inter-organizational parties), and these interactions are key for teams' or firms' long-term viability [21].
2. Research model and hypotheses
This study proposes a research model (see Fig. 1) based on the coopetition theory to explain the formation of team agility and team performance. The model hypothesizes that coopeti- tion and empowerment mediate the relationship between team agility, team performance, and their antecedents. Although few previous studies have attempted to discuss empowerment by including either cooperation or competi- tion (e.g., Desivilya-Syna [39]; Kirkman & Shapiro [40]), it is important for this study to complement previous studies by simultaneously examining both coopetition and empower- ment as mediators in a single model setting. Indeed, while coopetition represents the frequent interaction among team members (i.e., member–member relationship), team em- powerment reveals how team members are more decisive on their own and less dependent on formal team leaders (i.e., member–leader relationship) [41], suggesting their unique roles to jointly explain the formation of team perfor- mance. For example, previous literature has illustrated that, without a thorough examination of both cooperation and empowerment and their impact on team productivity (or performance) (e.g., Kirkman & Shapiro [40]), our understand- ing of these factors remains limited, and group initiatives directed at strengthening team performance and agility will remain unjustifiable and based on blind faith.
Following the above rationale about empowerment, this study uses the coopetition theory as a foundation to expand the scope of our research model. In addition to firm level, the coopetition theory has been also widely used at the individual level [26,42,43] or group level (e.g., Lu, Tjosvold, & Shi [44]). In terms of a work team, the coopetition theory is a way of defining a strategic game of interpersonal interaction that models the whole ‘interplay range’ in detecting interpersonal interdependence in the team [45]. It also refers to a theoretical structure of interpersonal interdependence where cooperation and competition are simultaneously present and intertwined.
Based on the concept of interpersonal interdependence where cooperation and competition are intertwined, we then introduce collectivism and team politics as a team climate
296 M.-L. Liu et al. / Technological Forecasting & Social Change 91 (2015) 295–310
Mandatory Assignment Resources/External factors facilitating development of the learning organization culture.pdf
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130
EXTERNAL FACTORS FACILITATING DEVELOPMENT OF THE
LEARNING ORGANIZATION CULTURE
Anita Gaile, MBA
PhD Student
Riga International School of Economics and Business Administration, Latvia
e-mail: [email protected]
Abstract
The last decade has been extremely demanding towards organizations – the years of steep growth were
changed by the global recession, which is now followed by slow recovery. To sustain competitiveness
organizations have had to learn fast and adapt to th efast changing environment. The ability to learn has
become competitive advantage on its own. Nevertheless learning in an organization’s context was highly
developed during 1990s, when a concept of the learning organization prospered, the organizations of today
would be willing to revisit their practices to incorporate the learning organization culture.
The purpose of the paper is to define external factors, which facilitate organizations to develop the
learning organization culture today. It is commonly accepted that organizations culture, collective behaviour
are mainly influenced by internal factors - owners, top management, and history of the company. However
recent recession showed that behaviour can be shaped also by situation. What are the factors (macro
economical, legal, social), which shapes organization behaviour towards learning?
The paper is based on a theoretical review of papers linking external environment to organizational
culture development, and a comparative study of the macro economic, legal and social data study of three
Baltic States.
The paper presents new propositions, where the external environment factors influence development of
the learning organization culture.
Keywords: learning organization culture, external environment
1. INTRODUCTION
The formation and development of the organizational culture usually is viewed as ultimately
internal process mainly affected by its management (Heskett, 2012). Even if the organization
implodes, the impact of the external environment is studied to the extent that management should
have been better managing. The fact that organizations very rarely fail solely because of mistakes of
internal actors is ignored, however usually the misstep is caused by external trigger (Bozemann,
2011).
The last decade has been extremely demanding towards organizations of Baltic states - the years
of steep growth have been switched to global recession, and later followed by slow recovery. This
has been tough test for organizations capacity to notice changes in external environment, to accept
them, to learn and adapt to the new situation in the world. One of the prerequisites for organizations
to cultivate the capacity to survive and grow in todays’ challenging business environment is to
develop and maintain the learning organizational culture. Learning organizational culture is
organizational culture which facilitates obtaining, sharing and creation of new knowledge, shaping
organization’s behaviour accordingly.
The organizational culture develops in early stage of formation of an organisation, when
organisation starts to interact with external environment, and learns what kind of behaviour is
successful. This kind of behaviour is repeated till the statement “this is how the things get done
here” comes true (Schein, 1997). Therefore it could be argued that external environment is
embraced in any organizational culture.
Also the social psychology suggests that quite often when evaluating actions of others, people
Journal of Business Management, 2013, No.7 ISSN 1691-5348
131
tend too much responsibility attribute to the person, ignoring the situation the person is in (Jones
and Harris, 1967). Attributing the same principle to organizations, it could be assumed that internal
environment of organizations maybe are far more dependent on external environment they operate
in as it is perceived today.
Therefore this study aims to accomplish two goals:
1. To identify factors of external environment facilitating development of learning organizational culture;
2. To picture the external environment as facilitator of development of learning organizational culture in Baltic states and Finland (Finland is included in the study due to its high ratings
for innovation, which is one of the indicators to have developed learning organization
culture.
To achieve the goals of the study, the literature exploring the external environment influence on
organizational learning and culture has been reviewed, statistical data, characterizing the learning
environment of four countries have been analysed using Pearson correlation to identify which of
indicators are interdependent leading to improvement of Global Innovation index.
The study has been limited due to the fact that the available literature exploring the external
environment impact on organizational learning or organizational culture is scarce. Therefore the
external environment indicators facilitating the learning organization culture has been limited to top
three theoretical prerequisites for the learning organization (openness, communication and
opportunity for learning), financial performance and innovation (Gaile 2013). In addition, the study
relies on the available data from Latvia, Lithuania, Estonia and Finland.
To reach the aim of the study the author will examine the interaction of an organization with
external environment, identify the external environment influence on organizational learning and
characterize the key indicators of external environment facilitating development of learning
organizational culture.
2. ORGANIZATIONAL CULTURE AND EXTERNAL ENVIRONMENT
There is very little literature available researching the interrelations of external environment and
corporate culture, and even less on whether and how external environment impact learning in
organizations.
The contradictory theories say that on one hand - the organizations are so completely controlled
by their external environments that they have little ability to transform themselves (Di
Maggio&Powell 1983; Scott 1992; Aldrich, 1972 in Molinsky 1999) on other hand - the
organizations can control their own destinies by actively and purposely creating a fit between their
own internal structures and the demands of the environment (Child 1972 in Molinsky 1999).
The organizational culture is formed when organization accepts as internal norms the behaviour
models, which allowed organization to solve external problems (Schein, 1997). This means that
during start-up period the organization, i.e., people establishing organization and working there
from the very beginning, are testing different behaviours and attitudes towards the situations they
experience while interacting with outside world – customers, suppliers, state institutions, and
situations within organization (internal integration). This process allows organization to evaluate
what attitudes and behaviours work and bring the expected results, and set these behaviours as
norms, which will be taught to all newcomers in the organization. Also it could be said that
organization creates a frame or lenses through which it will later view the events taking place either
in internal or external environment of the organization.
Paradoxically but this leads to thought that external environment (the one which existed at the
moment of foundation of organization) is not only influencing the organizational culture, but is
embedded in it. This statement should be verified in further research as appearance of external
environment in different organizations may be different due to different perceptions of external
environment of people founding the organization.
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Later organization responds to external factors – political, economic, social, technological,
legislative and ecological (Porter in Buchanan and Huczynski, 2004; Matthews, 1999), according
strategy organization has adopted. The development of service industries and information
availability, the strategies of organizations become more and more flexible. This requires
organization itself not only to adapt to external environment, but to be able learn from it and create
new products, services and approaches to shape the external environment by organization (Fiol and
Lyles, 1985; Dauber et al., 2012). The external environment exerts powerful internal pressures,
actually breaking the border line between internal and external environment of an organization
(Lumby, 2012).
By the typology of Cameron and Quinn, more and more organizations are shaping their cultures
towards market and adhocracy cultures to be closer to the customers and be alert to meet their needs
before they arise (Cameron and Quinn, 2006). Even more, the increase of service industries are
promoting connectivity, inviting customers and suppliers participate in creation of product (Drori
and Honig 2013; Gray 2012). See Figure 1.
Figure 1. The dynamics of the organizational culture typology
Connectivity means that organizations are interacting with external environment through
individuals. Individuals working for organization are getting in touch with individuals outside the
organization in order to sell the products of organization and obtain necessary resources for the
organization. And individuals who are representing the organization are not necessarily the
customer service or procurement. The development of virtual and social networking makes the line
of organizations relationships with its key accounts rather flexible than straight forward.
These processes make organizations to be or become more open, which means more dynamic
and complex by themselves. This could shape the current general point of view that organization
exists in environment and that these are two different phenomena’s. However it seems that, as
Gallivan and Srite puts it, “there is a need for a more holistic approach to defining culture”
(Gallivan and Srite 2005).
3. ORGANIZATIONAL LEARNING AND EXTERNAL ENVIRONMENT
To shape organizational culture towards learning it is required to adopt appropriate strategy.
However it might be that the management or owners of the organization are quite limited on their
possibilities to choose the strategy, as they might be the “prisoners of the situation” they are in.
Therefore it is critical to understand whether and how external factors influence the learning in
organizations.
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3.1. Definition of organizational learning
In daily rhetoric quite often adaptation is perceived as learning, as it provides possibility for
organization to survive. However it doesn’t provide development of new insights and knowledge,
being so required today to sustain.
Citing the definitions of learning and adaptation by Fiol and Lyles:
“Learning - The development of insights, knowledge, and associations between past actions, the
effectiveness of those actions, and future actions;
Adaptation - The ability to make incremental adjustments as a result of environmental changes,
goal structure changes, or other changes” (Fiol and Lyles 1985).
Clearly the line between adaptation and learning is very thin, as there are authors claiming that
change is equal to learning. Author would agree that changes happening in organization and to
organization bring a lot of learning with themselves, however Author also would argue that in case
there are no new insights, and/or new knowledge developed it would not be appropriate to claim
that organization has learned.
Today learning is not something what happens inside the organization, but that learning is
located in social relationships (Lave and Wenger, 1991 in Kerno and Mace, 2010). This also
complies with Senge’s definition of organization - “a product of how its members think and
interact” (Senge, 1994).
3.2. External factors influencing learning in organization
There is a limited number of studies analysing impact of external environment on organizational
learning. Still external environment influences learning in organizations through market completion,
product change, technological development, economic conditions, political stability, societal values
and educational standards (Matthews, 1999), providing motives, relationships, source and effects of
organizational change for organizational learning (Lam and Pang, 2003; Carman and Dominguez,
2001). External environment can be viewed as a source of resources to learn (Chen, 2009; Drori and
Honig, 2013).
There are several authors who have measured some aspect of external environment interaction
on learning in organizations. See Table 1.
Lam and Pang studying the learning in school system, along with various internal factors have
measured also the impact on organizational learning such factors are control form external bodies,
environmental fluctuation, linguistic orientation, policy and social values. The overall conclusion
was that compare to internal factors the external factors influence is less important, still they found
that decentralization of control have positive effect on learning, and lack of policy clarity have
negative effect on learning (Lam and Pang, 2003). The necessity to reduce control in order to
facilitate learning also have been confirmed by the study of Sanz-Valle et al in Spain, confirming
that adhocracy culture (flexible and externally focused) is the only one having positive impact on
organizational learning (Sanz-Valle et al., 2011). The demand for clear policies (strategy) to
embrace learning in organization making learning to be considered as organizational value. Author
has identified in previous study analysing the prerequisites of development of learning
organizational culture (Gaile 2013).
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Table 1
External factors influencing learning in organizations
Factors measured Authors Conclusions Control Environment fluctuation Linguistic orientation Policy Social values
(Lam and Pang, 2003)
Personal and organization factors are more important than environmental variables Decentralization of control have positive effect on learning Lack of policy clarity have negative effect on learning
Environment is positively related to Organizational learning
(Garcia-Morale et al., 2006)
Many organizations fail to innovate or learn because their managers have a rigid vision of the organization itself apart from its environment
Industry rivalry Perceived organizational capacity to adapt to task environment
(Carmeli and Sheaffer, 2008)
Learning from mistakes positively affects perceived organizational capacity to adapt to task environment
Environmental dynamism Environmental hostility External adaptation
(Rebelo and Gomes, 2011)
Only the correlation between environmental hostility and internal integrity is significant, identifying that hostile environment tend to possess less cultural orientation towards learning
R&D project team members perception of the external environment
(Wang and Ellinger, 2011)
R&D employees’ perception of the external environment (as uncertain and complex) will be positively associated with organizational learning.
Garcia - Morale has brought forward hypothesis that “environment positively related to the
organizational learning” and that environment is positively related to the innovation. The
conclusion made is that many organizations fail to innovate or learn because their managers have a
rigid vision of the organization itself apart from its environment (Garcia-Morale et al., 2006).
Bringing back to statement of necessity to look for more holistic definition of culture identified by
Gallivan and Srite (Gallivan and Srite 2005).
Carmeli and Sheafer studied how learning is affected by such external factors as industry
rivalry, and perceived organizational capacity to adapt to task environment. They concluded that the
external factors have minimal impact on learning, and that learning from mistakes positively affects
perceived organizational capacity to adapt to task environment (Carmeli and Sheaffer, 2008).
Rebelo and Gomes measured impact of environmental dynamism, environmental hostility and
external adaptation, concluding that only the correlation between environmental hostility and
internal integrity is significant, identifying that hostile environment tend to possess less cultural
orientation towards learning (Rebelo and Gomes, 2011). This is supported by Lawrance and Dyer
saying that if “either the internal or external environment is too complex and dynamic for the
organization to handle, an overload may occur, and learning will not take place” (Lawrence and
Dyer, 1983 in Fiol and Lyles, 1985). These statements contradicts with assumptions of Argyris and
Schone arguing that hostile environment facilitates the generative learning allowing organization to
reshape the norms and values, whereas in a stable environment adaptive learning is appropriate to
keep the organizations performance in line with established norms and values (Argyris and Schone,
1996).
Wang and Ellinger studies R&D project team members’ perception of the external environment,
drawing the conclusion that R&D employees’ perception of the external environment (as uncertain
and complex) will be positively associated with organizational learning (Wang and Ellinger, 2011).
This statement corresponds with Bozeman arguing that implosion of organizations involves the
interaction of external forces and (inadequate) internal responses to these forces (Bozeman, 2013).
The study of literature leads to conclusions that development of learning organizational culture
generally is internally driven process, impacted by the perception and dynamism of external
environment.
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4. CHARACTERISTICS OF LEARNING ORGANIZATIONAL CULTURE IN MACRO LEVEL
a. External factors facilitating development of learning organizational culture
Adapting the holistic view on organizations and its culture (Gallivan and Srite, 2005), and also
acknowledging that connectivity as future of organizational development (Gray, 2012), the features
characterizing the learning organizational culture – openness, communication, learning as strategy,
innovation and financial performance will be analysed form macro perspective. Openness is
organizations exposure to external environment, in macro terms such factor as transparency index,
showing the possibility for corruption in different countries. The corruption is less possible in
countries where the culture of openness and transparency.is very well developed
The traditions of communication is represented by word freedom index valuing pluralism,
media independence, environment and self-censorship, legislative framework, transparency, and
infrastructure in different countries.
Learning as a strategy is defined in National development plan of Latvia, which realizes the
intentions of Europe 2020 strategy to reach share of early school leavers under 10% and at least
40% of the younger generation should have a tertiary degree, and also stresses the necessity for
lifelong learning (Latvian National Development Plan, 2020. Therefore the indexes like tertiary
education, early leavers and lifelong learning have been included in the study.
The innovation as input and output of the learning is measured in different ways. For this study
the global innovation index and GDP spent on research and development (GDP on RD) are adopted.
Financial performance on macro level usually is measured in terms of GDP per capita (Eurostat,
2013).
The values of different indexes for year 2011 in different countries are presented in Figure 2.
“External environment indicators comparison”.
The comparison between countries demonstrates that Finland has significantly better results in
indexes like GDP per capita (114), transparency index (90), lifelong learning (26) and word
freedom index (6.38). Finland scores higher also on global innovation index (61.8) and GDP on RD
(3.78). In Baltic states these figures varies between - GDP per capita (58-67), transparency index
(49-64), lifelong learning (10.3-17.3), (Eurostat 2013), word freedom index (9.26-22.89), (Word
Freedom index 2013), global innovation index (44-55.3) (Global Innovation Index, 2013) and GDP
on RD (0.7-2.38). The variance of early leavers from school index and tertiary education is not so
significant in all four countries the indexes vary between 6.5-10.5 and 35.9-46 respectively. It could
be concluded that the external environment in Finland is more facilitative for organizations to
develop the learning organizational culture that it is in Baltic States. Between the Baltic States
Estonia is the one possessing better preconditions for organizational learning.
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Figure 2. External environment indicators comparison
To study the relationship between these indexes, the correlation analysis has been applied. The
correlation analysis demonstrates the closeness of two factors interdependency: factorial and
performance. Bivariate correlations are dependent on environmental or other attributes influence
(Arhipova and Bāliņa, 2006).
The correlations between different indexes are presented in Table 2.
b. Correlation between external factors
The comparison of macro indexes in the Baltic stated and Finland identify the following pattern:
lifelong learning strongly correlates with transparency index and GDP on R&D, word freedom
index correlates with GDP on R&D, transparency index correlates with GDP per capita, and GDP
on R&D correlates with global innovation Index. This leads to conclusions that nevertheless the
correlation doesn’t identify the cause the parameters as lifelong learning, word freedom,
transparency and GDP are positively related to each other, which may lead to assumption that by
improving any of it all others will improve. Lifelong learning is something what every member of
society can apply in their lives, so it would be recommended beginning to facilitate transparency,
word freedom and GDP growth.
As this study is limited to the data of four countries, and correlation analysis doesn’t provide
causality, the further research would be required to study the governmental policies for lifelong
learning and overall education level impact on development of learning organizational culture.
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Table 2
The correlation between macro factors of learning environment
G lo
b al
_ In
n o
v at
io
n _
in d
ex
G D
P _
p er
_ ca
p it
a_
2 0
1 1
T ra
n sp
ar en
cy _ in
d
ex
G D
P _
o n
_ R
D
L if
el o
n g
_ le
ar n in
g
T er
ti ar
y _
ed u
ca ti
o
n
E ar
ly _
le av
er s
W o
rd _ fr
ee
Global_Innovati
on_index
Pearson
Correlation 1
Sig. (2-
tailed)
GDP_per_capita
_
2011
Pearson
Correlation ,830 1
Sig. (2-
tailed) ,170
Transparency_
index
Pearson
Correlation ,925 ,972
* 1
Sig. (2-
tailed) ,075 ,028
GDP_on_RD
Pearson
Correlation ,974
* ,899 ,976
* 1
Sig. (2-
tailed) ,026 ,101 ,024
Lifelong_learnin
g
Pearson
Correlation ,945 ,948 ,996
** ,991
** 1
Sig. (2-
tailed) ,055 ,052 ,004 ,009
Tertiary_educati
on
Pearson
Correlation ,287 ,645 ,593 ,494 ,575 1
Sig. (2-
tailed) ,713 ,355 ,407 ,506 ,425
Early_leavers
Pearson
Correlation ,359 -,134 -,002 ,143 ,037 -,785 1
Sig. (2-
tailed) ,641 ,866 ,998 ,857 ,963 ,215
Word_free
Pearson
Correlation -,905 -,765 -,888 -,952
* -,923 -,541 -,085 1
Sig. (2-
tailed) ,095 ,235 ,112 ,048 ,077 ,459 ,915
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
c. Listwise N=4
c. The dynamics of environment and learning in organizations
To test the theory, which suggests that hostile/ambiguous/complex environment doesn’t
facilitate learning (Rebelo and Gomes, 2011; Fiol & Lyles 1985), Author analysed the fluctuation of
GDP during 200-2011 for all four countries. The assumption behind the hypothesis is that if already
dynamic environment (globalization, internet etc.) is complemented with significant changes in the
economy. The empirical study confirmed, that learning indicators are higher in Finland where the
maximal fluctuation of GDP where 3 compare to Baltic States where GDP in last 10 years grew by
22-26 units (Eurostat, 2013).
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138
Figure 3. Fluctuation of GDP since 2000-2011
It could be concluded that one of the reasons for Finland’s high scores on learning facilitating
factors is the stability of the economy. And even if it seems to be just the only stable factor, it may
lead to perception that external environment is not so hostile, and that there is space for learning in
business organizations. So, these data confirms assumption that organizational learning requires
certain stability.
5. CONCLUSIONS AND DISCUSSION
This article contributes to theory studying the impact of external environment on development
of learning organizational culture. Nevertheless development of learning organizational culture
generally is internally driven process, impacted by the perception and dynamism of external
environment, the negligence of the complexity and uncertainty of external environment may lead to
the collapse of organization.
One way to explain this paradox is that external environment is embedded in organizational
culture, however it’s in different organizations may be different due to different perceptions of
external environment of people founding the organization, which could be the subject for the further
research how external environment impacts organizational culture.
Also the growing intensity and variety of relationships between different members of
organization and external partners make organizations to be more open and are deleting the
traditional line between organization and its external environment. It could be that organization and
environment are not two different phenomena’s, and creates space to develop more holistic view on
organizational culture and external environment.
The external macro factors facilitating learning in organizations studied in this article are:
transparency index, word freedom index, tertiary education, early leavers from school, lifelong
learning index, GDP per capita, GDP on R&D and global innovation index. The analysis
demonstrated that the external environment in Finland is more facilitative for organizations to
develop the learning organizational culture that it is in Baltic states. Between the Baltic states
Estonia is the one possessing better preconditions for organizational learning. Also the positive
correlations have been distinguished between global innovation index and GDP on R&D. GDP on
R&D is higher in countries which scores higher on word freedom index, transparency index and
lifelong learning
Journal of Business Management, 2013, No.7 ISSN 1691-5348
139
Additional study of GDP fluctuation during 2000-2011, showed that Finland compare to Baltic
states have relatively stable economy, which could be one of the reasons facilitating organizational
learning. This confirms theoretical assumption that organizational learning requires certain stability.
This study is limited to the data of four countries, and correlation analysis doesn’t provide
causality.
6. FURTHER RESEARCH
The further research is required:
1) To explore the impact of external environment in the phase of the formation of an organization, how does it shapes the perceptions and beliefs of founders, and how these
beliefs later are reflected in the “theory of business” of the organization;
2) The research so far shows that organizational learning requires certain stability in external environment; as the external environment is getting much more hostile, it would be required
further study the organizational learning, as might be that the current understanding of the
concept is outdated, and today organizations learn in different way;
3) The further research is required both in country level (including countries from all over the world) and in organizations level to better understand the external factors facilitating
organizational learning capacity;
4) The further research would be required to study the governmental policies for lifelong learning and overall education level impact on development of learning organizational
culture.
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Mandatory Assignment Resources/Facilitating team learning through transformational leadership.pdf
Facilitating team learning through transformational leadership
Elisabeth Raes • Stefan Decuyper • Bart Lismont • Piet Van den Bossche •
Eva Kyndt • Sybille Demeyere • Filip Dochy
Received: 2 July 2009 / Accepted: 12 April 2012 / Published online: 4 May 2012 � Springer Science+Business Media B.V. 2012
Abstract This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate
TLB by influencing the social conditions that proceed them. 498 healthcare workers from
28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB,
social cohesion and team psychological safety. Analysis was performed using structural
equation modelling. The results of this cross-sectional study show that transformational
leadership predicts TLB better then laissez-faire leadership, because transformational
leadership is primarily related to team psychological safety and only secondarily to social
cohesion while for laissez-faire leadership it works the other way around. Transformational
leadership matters because it facilitates psychological safety in the team.
Keywords Team learning � Team psychological safety � Social cohesion � Transformational leadership � Laissez-faire leadership
Introduction
A limited but growing body of empirical research confirms Peter Senge’s statement that
‘‘unless teams can learn, the organization cannot learn’’ (1990, p. 11). Compared to individual learning, team learning bears the potential for learning outcomes with a higher
level of quality and a higher level of social acceptance (Decuyper et al. 2010), which are
both important ingredients for effective organizational change. Many organisations face
an ever-growing stream of information and innovations, but only the ones who enable
E. Raes (&) � S. Decuyper � B. Lismont � E. Kyndt � S. Demeyere � F. Dochy Centre for Research on Lifelong Learning and Participation in Organisations, University of Leuven, Dekenstraat 2, 3000 Leuven, Belgium e-mail: [email protected]
P. Van den Bossche Department of Educational Research & Educational Development, University of Maastricht, Maastricht, The Netherlands
123
Instr Sci (2013) 41:287–305 DOI 10.1007/s11251-012-9228-3
themselves to learn continuously can keep up with the changing environment and the
competition (Lee and Foo 1995).
Recent research has shown that team learning is a crucial variable in becoming an
effective team (Decuyper et al. 2010; Kozlowski and Bell 2008; Sessa and London 2008).
Unfortunately, both practice and empirical research demonstrate that effective team
learning is not easily implemented in the dynamic complexity of real-world situations.
Often teams do not learn well because of ‘‘overdependence on a dominant leader (Edmondson et al. 2001a), the tendency to conform known as ‘‘groupthink’’ (Janis 1972), overcommitment to goals (Staw 1982), diffusion of responsibility (Wallach et al. 1964), a tendency to make risky or more conservative decisions than individuals acting alone (Clarke 1971), social loafing (Latané et al. 1979), and the Abilene paradox (Harvey 1988), in which groups take action that most members disagree with because they fail to express their true feelings’’ (Kayes et al. 2005, p. 331). It is important to understand how leadership can overcome these problems and promote team learning. In the current study we answer
this challenge by examining how and why transformative and laissez-faire leadership have
a different effect on team learning.
There is a solid and growing body of research on how leaders can facilitate creativity
and learning of individuals (e.g. Amabile et al. 2004; Baer et al. 2003; Elkins and Keller
2003; Hunt et al. 2004; Krause 2004; Mumford et al. 2003; Mumford and Licuanan 2004;
Yukl 2009). These studies illustrate the crucial role of leadership for an individual’s
learning. As a consequence, since the learning of individuals is shown to be a condition for
team learning (Zaccaro et al. 2008), it can be assumed that leadership could also play a
crucial role in the learning of teams. However, research on the subject of facilitating team
learning is still scarce (Edmondson et al. 2001b; Homan 2001; Zaccaro et al. 2001).
A meta-analysis of Burke et al. (2006) found only two studies to report the effects of
leadership behaviour on team learning. First, Edmondson (1999) showed that leaders who
coach team members and help to resolve problems, effect team norms, stimulate team
communication and enhance team learning. Team psychological safety significantly
mediated the effect of leadership on team learning. Second, Hirst et al. (2004) conducted
a longitudinal study and found that leaders facilitate team reflexivity while learning how
to lead. Their experience of actually leading a team, solving complex problems and
challenging work of team members enhances team learning.
Our study aims to extend the knowledge on the relationship between leadership and
team learning, by focusing on two specific team leadership styles (namely transformational
and laissez-faire leadership) and taking the variables psychological safety and social
cohesion into account when investigating the relationship between the leadership styles
and team learning. Prior research of Van den Bossche et al. (2006), Decuyper et al. (2010)
and Sessa and London (2008) showed that these variables are strong predictors of team
learning.
The scarce literature that has examined the relationship between leadership and team
learning so far (Edmondson 1999; Hirst et al. 2004; Kirkman and Rosen 1999), has focused
on one leadership style: empowering leadership (Burke et al. 2006). Leadership literature
reveals, however, the existence of many different leadership styles (transformative lead-
ership, transactive leadership, laissez-faire leadership, task oriented leadership, charismatic
leadership, authentic leadership, creative leadership, etc.). Therefore, in this article we ask
ourselves the question how different leadership styles relate differently to team learning
behaviour (TLB). More specifically, we choose to compare two well-documented
extremes: transformative and laissez-faire leadership (Avolio et al. 1999; Burns 1978;
Elkins and Keller 2003; Howell and Avolio 1993; Hunt and Conger 1999; Jung et al.
288 E. Raes et al.
123
2008). Moreover, we also wonder to what extent different effects of leadership style on
team learning are explainable by how different leadership styles relate differently to
conditions that do or do not improve team learning. After all, ‘‘One of the greatest chal- lenges for leadership at all levels in organizations is how to create the type of conditions that encourage, facilitate, and sustain a favourable level of innovation and collective learning’’ (Yukl 2009, p. 50). An extensive body of leadership research shows that lead- ership can affect the work climate and people’s perceptions of the work environment
(Amabile et al. 2004; Bass and Avolio 1993; Hackman and Wageman 2005; Elkins and
Keller 2003; Krause 2004; Mumford et al. 2003; West et al. 2003; Zaccaro et al. 2001), and
different leadership styles produce different effects (Avolio et al. 1999; Burns 1978; Elkins
and Keller 2003; Howell and Avolio 1993; Hunt and Conger 1999; Jung et al. 2008). In
this article we focus on how the effect of leadership style on team learning is mediated by
(1) team psychological safety and (2) social cohesion.
(1) On the one hand team learning research of Edmondson (1999, 2002, 2004) and
Edmondson et al. (2001b) showed that team psychological safety is an important if
not the most important condition for team learning. They define it as ‘‘the shared belief that the team is safe for interpersonal risk taking’’. (Edmondson 1999, p. 354). Edmondson et al. (2001b) explain that the variable team psychological safety has a
facilitating character when it comes to team learning because of its potential to
alleviate excessive concern about others’ reactions to potentially embarrassing or
threatening learning behaviours.
(2) On the other hand we focus on the variable ‘social cohesion’. Van den Bossche et al.
(2006) cross-validated the results of Edmondson and involved besides team
psychological safety four other variables: task cohesion, social cohesion, interde-
pendence and group potency. These variables were found to be related positively to
TLB, except for social cohesion, which did not correlate significantly. Van den
Bossche et al. (2006) explained this result by stating that the relationship between
social cohesion and TLB is rather complex. ‘‘On the one hand it promotes learning behaviour because it increases the willingness to help each other, while on the other hand high social cohesion could lead to uncritical acceptance of solutions’’ (Van den Bossche et al. 2006, p. 500). Although evidence clearly indicates that task cohesion is
more important for work performance than social cohesion, scientific literature,
popular management literature and a large number of team building practices
stimulate leaders to be concerned about the social cohesion in their teams (Mullen
and Copper 1994; Zaccaro et al. 2001).
Below we derive six hypotheses from reviewing the concepts team learning, leadership
style, team psychological safety and social cohesion. Subsequently we summarise the
formulated hypotheses in a research model. Then, we present our methodology and results.
Finally, we conclude this article by reflecting on our results and presenting some sug-
gestions for future research.
Team learning
It is not possible to clarify how we understand team learning without defining what we
mean by the central concept ‘team’. This concept has been defined in many ways (Kat-
zenbach and Smith 1993; Leliveld and Vink 2000), but we follow the definition of Cohen
and Bailey (1997, p. 241): ‘‘A team is a collection of individuals who are interdependent in
Facilitating team learning through transformational leadership 289
123
their tasks, who share responsibility for outcomes, who see themselves and who are seen by others as an intact social entity embedded in one or more larger social systems’’.
The key building blocks of team learning are communicative behaviours of team
members such as seeking feedback, sharing information, asking for help, confronting,
experimenting, etc. that allow the team to process data in such a way that the team can
adapt or transform (Edmondson 1999). All these different types of dialogical behaviours
have been categorised before by prominent researchers in the field (London et al. 2005;
Van den Bossche 2006) into two central team learning processes: ‘co-construction’ and
‘constructive conflict’. Co-construction is the mutual process of building meaning by
refining, building on, or modifying an original offer in some way (Baker 1994 in Van den
Bossche 2006, p. 65) or the common quest for and confirmation of interpersonal con-
gruence (London et al. 2005). Constructive conflicts are conflicts or elaborated discussions
that stem from diversity and open communication, and lead to further communication and
some kind of temporary agreement (Van den Bossche 2006).
Notwithstanding its relative newness, the concept ‘team learning’ has already been
defined in many ways as well (Edmondson 1999; Ellis et al. 2003; Homan 2001; Senge
1990; Yorks et al. 2003). In an integrative literature study we proposed a definition that
exceeds the boundaries of disciplines: ‘‘Team learning is an active, reflexive and boundary crossing process of balancing ‘co-construction’ and ‘constructive conflict’ between team members and between team members and team external stakeholders. Effective co-con- struction and constructive conflicts are directed by team reflexivity, coordinated team activity and boundary crossing communication towards both conceptual and performance improvements at the level of the team (on both the task- and the relationship-dimension)’’ (Decuyper et al. 2010).
Leadership style and team learning
From our perspective, leadership is not about manipulating the behaviour of followers, but
about being responsible for ensuring certain vital functions such as direction, alignment
and empowerment in the team (Drath et al. 2008). Leaders with different leadership styles
will address their leadership role in different ways. In this article we compare the effect of
transformational and laissez-faire leadership on team learning.
Transformational leadership and team learning
Transformational leadership tries to empower the team members, and to move them
beyond immediate self-interest by providing idealised influence or charisma, individua-
lised consideration, intellectual stimulation, and inspirational motivation (Eagly and Joh-
annesen-Schmidt 2003). Idealised influence refers to the demonstration of qualities that motivate respect and pride from association with the leader. Individualised consideration refers to a particular focus on the development and the mentoring of team members that
attends to their individual needs. Intellectual stimulation is the degree to which the leader challenges assumptions, takes risks and solicits team members’ ideas. Leaders with this
trait stimulate and encourage creativity. Finally, inspirational motivation is the degree to which the leader articulates or facilitates a vision that is appealing and inspiring to the team
members. For transformational leaders this visionary aspect is supported by communica-
tion skills that allow the leader to articulate values, purpose and importance of the orga-
nisation’s mission with precision and power in a compelling and persuasive way. Leaders
290 E. Raes et al.
123
with inspirational motivation challenge team members with high standards, communicate
optimism about future goals, and provide meaning for the task at hand. When placed in
former categorisations, such as the one of Fiedler (1967), task oriented versus relation
oriented leadership, transformational leaders tend to score high on both dimensions.
Generally, it is stated that transformational leadership is likely to have a positive impact
on learning processes that take place in a group (Hannah and Lester 2009; West 1999). On
the other hand, some have also found indications of a positive influence of transformational
leadership on the learning of teams. According to Vera and Crossan (2004) and Jansen
et al. (2009), transformational leaders are very well-suited to support exploratory inno-
vations, because they serve as a role model when it comes to learning, they invite members
to share their insights and question assumptions, and they encourage their colleagues or
subordinates to think ‘‘out of the box’’. Transformational leaders make their team members
feel safe and free (Zaccaro et al. 2008). Elkin and Keller’s (2003) research showed that
transformational leadership has a positive effect on innovative performance of teams
engaged in both exploratory and exploitative R&D projects. Furthermore, Hannah and
Lester (2009) also report that transformational leadership is related to more effective
brainstorming and the exploration of new knowledge. Finally, Burke et al. (2006) showed
in their meta-analysis that person-focused team empowerment, which is an element of
transformational leadership, accounts for 31 % of the variance in team learning.
Hypothesis 1 Transformational leadership has a positive relationship with the occurrence of TLB.
Laissez-faire leadership and team learning
Laissez-faire leadership avoids making decisions and using authority, often abdicating
responsibility. It is generally weak on both task orientation and relationship orientation.
Laissez-faire leadership is, therefore, essentially the absence of leadership or a non-
response to situations that may merit attention. In contrast to transformational leadership,
it is a passive form of leadership (Den Hartog et al. 1997). Also Bass (1990a) shows that
laissez-faire leadership usually correlates negatively (-0.30 to -0.60) with other more
(pro-) active leadership styles. However, as confirmed by e.g. the study of Moss (1992 in
Bass and Riggio 2006, p. 96) laissez-faire leadership and transformational leadership
should not be considered as two ends of one continuum, they form two separate continua.
Much has been learned about the positive relationships of transformational leadership,
but far less attention has been paid to laissez-faire leadership (Hinkin and Schriesheim
2008). Recently, some studies have been looking at ‘‘non-leadership’’ or ‘‘passive lead-
ership’’ by combining the Management by exception (passive) and the laissez-faire scales
of the MLQ (Bass et al. 2003). However, these studies focused primarily on the factor-
structure of the MLQ rather than investigate the relationship between laissez-faire lead-
ership and specific outcome variables. From the scarce empirical research that is available,
we derive that passive forms of leadership generally tend to have negative consequences
for organizations (Hinkin and Schriesheim 2008). A meta-analysis of Dumdum et al. (2002
in Hinkin and Schriesheim 2008) found that management by exception and laissez-faire
leadership have negative relationships with effectiveness and satisfaction, -0.46 and
-0.38, respectively. Bass (1990b) indicates that there is a negative relationship between
laissez-faire leadership and a variety of other outcomes too, such as subordinate perfor-
mance, effort and attitudinal indicators.
Facilitating team learning through transformational leadership 291
123
Hypothesis 2 Laissez-faire leadership has a negative relationship with the occurrence of TLB.
Team psychological safety
Team psychological safety is defined as ‘‘a shared belief that the team is safe for inter- personal risk taking. (…) The term is meant to suggest neither a careless sense of per- missiveness nor an unrelenting positive affect but rather a sense of confidence that the team will not embarrass, reject, or punish someone for speaking up’’ (Edmondson 1999, p. 354). We introduce this variable in our research model because many field researchers
show that a lack of team psychological safety inhibits TLBs (Bain 1998; Brousseau 1997;
Day et al. 2004; Edmondson et al. 2001b; Kayes et al. 2005; Van den Bossche et al. 2006;
West 1999). Andrews (1967 in Hannah and Lester 2009) found that creative potential was
only related to innovation when workers attributed their environment to be safe and
encouraging. In the same sense, Nemanich and Vera (2009) pointed out that cultures
promoting learning and offering team psychological safety promote both exploration of
new knowledge and refinement of existing knowledge. Edmondson (1999) showed that
team psychological safety has a positive and crucial influence on TLB. Team psycho-
logical safety is a great strength for teams because it erases the worry of what other
members will think of one if they speak openly. The results of Edmondson were recently
reconfirmed by Van den Bossche et al. (2006), who also demonstrated more specifically
that team psychological safety has a strong correlation with the emergence of constructive
conflicts in teams.
As hypothesised (H1), we think transformational leadership has a direct relationship
with the collective learning process (e.g. Jansen et al. 2009; Vera and Crossan 2004), but
we argue that it also affects this learning process indirectly, by implementing or facil-
itating team psychological safety. Edmondson (1999) and Edmondson et al. (2001b)
emphasised that leaders can create a context of team psychological safety when they
admit their own shortcomings, demonstrating it is safe to admit or discuss errors made.
We hypothesise transformational leaders, being high on both the relational and the task
dimension, to do so. However, there is not much empirical research to underpin the
statement that transformational leadership increases team psychological safety. A small
but growing body of empirical work is beginning to study the assumption that trans-
formational leadership may promote a learning culture in teams (Nemanich and Vera
2009). Hannah and Lester (2009) showed how transformational leadership promotes such
a learning culture by employing greater levels of individual consideration. Bass et al.
(2003) showed contingently that transformational leadership is best suited to implement
psychologically safe learning cultures. Also Shin and Zhou (2003 in Nemanich and Vera
2009) described how especially individualised consideration leads to respect, which is
necessary to support team psychological safety. Finally, Nemanich and Vera (2009)
found that transformational leadership behaviours and cultures encompassing psycho-
logical safety, openness to diverse opinions, and participation in decision making, sup-
port ambidexterity in acquisition. Moreover, they showed how it is related to the valuing
of learning cultures.
Hypothesis 3 Team psychological safety partially mediates the influence of transfor- mational leadership on TLB.
292 E. Raes et al.
123
In order to affect team psychological safety leaders need to take up an active role
(Edmondson et al. 2001a, 2001b; Edmondson 2002). They have to model the risky learning
behaviours of admitting or pointing out mistakes. These active leadership behaviours are
not demonstrated by laissez-faire leaders (Den Hartog et al. 1997).
Hypothesis 4 Laissez-faire leadership is negatively related to team psychological safety.
Social cohesion
Social cohesion ‘‘refers to the nature and quality of the emotional bonds of friendship such as liking, caring and closeness among group members’’ (Van den Bossche et al. 2006, p. 499). It is theoretically seen as a dimension of the broader concept ‘cohesion’, which
refers to ‘‘the resultant of all the forces acting on all the members to remain in the group’’ (Festinger 1950, p. 274). Social cohesion has long been considered as the foundation of
social processes in the field of group dynamics (Friedkin 2004). Empirical research did
indeed show some beneficial effects on group functioning. Barrick et al. (1998) showed for
example how team viability is higher in teams with a higher level of social cohesion. As
such, social cohesion shows to be an important issue in teams; teams with a higher social
cohesion tend to stay together for longer periods. However, both Edmondson (1999) and
Van den Bossche et al. (2006) found social cohesion not to be related to ‘TLBs’. Nev-
ertheless, due to the importance of team viability, both scientific literature and popular
management literature stimulate leaders to be concerned about the social cohesion in their
teams (Mullen and Copper 1994; Zaccaro et al. 2001). Consequently, leaders often try to
foster group performance by enhancing interpersonal attraction or social cohesion.
According to Spink (2001) leaders can indeed enhance social cohesion. He showed how
team leadership accounts for 21 % of the variance in social cohesion. Moreover, trans-
formational leadership is theorised to influence both social and task cohesion in the team
(Nemanich and Vera 2009). The transformational culture is described as one in which there
is both a sense of purpose and a feeling of family (Bass and Avolio 1993).
Hypothesis 5 Transformational leadership correlates positively with social cohesion, but social cohesion does not mediate the effect of transformational leadership on TLB.
Contrary to the facilitation of team psychological safety, there is no evidence that it is
necessary for leaders to take up an active role in order to promote social cohesion in their
team. Empirical research on this subject is scarce, but literature suggests that social
cohesion is often increased due to freedom and autonomy (LaFasto and Larson 1989). Also
laissez-faire leadership facilitates freedom to the extreme (Bass and Riggio 2006).
Therefore, when leadership is lacking, team members depend on and turn to each other.
Hypothesis 6 Laissez-faire leadership facilitates social cohesion.
Research model
This article is focusing on the relationship of transformational leadership and laissez-faire
leadership with team learning. We also try to explain differences by exploring to what
extent different leadership styles facilitate team psychological safety and social cohesion
differently. In Fig. 1 we summarise the hypothesised relationships.
Facilitating team learning through transformational leadership 293
123
Methodology
Sample
Our sample consisted of 28 divisional nursery teams, selected at random within a uni-
versity hospital in Flanders. For the selection of team members, each of the 28 team leaders
was asked to identify the people who belonged to his or her team, which resulted in a
sample of 605 team members. Due to missing data 79 % (498) of the team members were
used in our analysis. Females were more represented than males, with only 84 respondents
self-identifying as male and 414 as female. This is however representative for nursery
teams in Belgium, in which 94.6 % of the nurses are female (National Institute of Statistics
2006). At the moment of the investigation 23 % of the participants were aged between 20
and 29, 23 % was aged between 30 and 39, 40.6 % was aged between 40 and 49, and
13.4 % was older than 50. 10 participants had been working at the hospital for less than
6 months, the others had been working there for a longer period of time. Also this dis-
tribution where most nurses are over 40 years old, is a representative picture of the current
nursing power in hospitals (National Institute of Statistics 2006). Finally, except for the 28
participants who occupied a leadership position, seven occupied an administrative position,
11 occupied a (para)medical position, 37 were logistic workers, and a large majority of 445
participants held a position as nurse.
Procedures and measures
The constructs in our research model were measured with a questionnaire composed of five
different sub-questionnaires, all using a 7-point likert scale: Transformational and laissez-
faire leadership style (short version of the Multifactor Leadership Questionnaire or MLQ-
short—based on Bass and Avolio 1994); social cohesion, team psychological safety and
TLB (Team Learning Beliefs & Behaviours Questionnaire or TLB & B-Q—based on Van
den Bossche et al. 2006). The most important criterion for choosing these instruments was
that they measure the constructs as they were conceptually defined in our research model
(American Statistical Association 1997). To encourage truthful responses in light of many
questions’ sensitive nature (e.g., leadership behaviours, team psychological safety, social
cohesion) we guaranteed strict confidentiality and anonymity. Assessment of the psycho-
metric properties of our questionnaire was carried out through a confirmatory factor
Hypothesized research model
Positive relationship
Transformational leadership
Team psychological
safety
Team learning
Laissez-faire leadership
Social cohesion
Negative relationship
Fig. 1 Hypothesized research model
294 E. Raes et al.
123
analysis (CFA) of the different subscales (see Table 1), the completely standardized factor
loadings ranged from good (0.50) to excellent (0.90). The comparative fit index
(CFI = 0.96) and the non-normed fit index (NNFI = 0.96) of the CFA were both excel-
lent, and the standardized root mean square residual was good as well (SRMR = 0.051).
Additionally, the internal consistency/reliability of the scales (Cronbach’s alpha) was
calculated. These analyses were executed using the individual participant’s responses
(Nunally and Bernstein 1994). Below, the different sub-questionnaires are described in
terms of their scales, their psychometric properties and their intercorrelations/internal
consistencies.
Leadership style
To measure transformational leadership and laissez-faire leadership the MLQ-short
(comprising 12 items) was used. Three items measured laissez-faire leadership and eight
Table 1 Five factor CFA: completely standardized solutions of transformational leadership, TLB, social cohesion, team psychological safety and Laissez-faire leadership
Component
Transform TLB Social coh Psych saf LF
Transform1 0.87 – – – –
Transform2 0.86 – – – –
Transform3 0.85 – – – –
Transform4 0.83 – – – –
Transform5 0.80 – – – –
Transform6 0.76 – – – –
Transform7 0.60 – – – –
Transform8 0.57 – – – –
TLB1 – 0.87 – – –
TLB2 – 0.84 – – –
TLB3 – 0.83 – – –
TLB4 – 0.81 – – –
TLB5 – 0.77 – – –
TLB6 – 0.54 – – –
Socialcohes1 – – 0.86 – –
Socialcohes2 – – 0.83 – –
Socialcohes3 – – 0.77 – –
Socialcohes4 – – 0.64 – –
Psychsaf1 – – – 0.68 –
Psychsaf2 – – – 0.66 –
Psychsaf3 – – – 0.55 –
Psychsaf4 – – – 0.51 –
Psychsaf5 – – – 0.50 –
Laissezf1 – – – – 0.90
Laissezf2 – – – – 0.62
Laissezf3 – – – – 0.58
Facilitating team learning through transformational leadership 295
123
items measured transformational leadership. Examples of items that measured transfor-
mational leadership are ‘our team leader enables me to think about old problems in new
ways’ and ‘our team leader finds out what I want and tries to help me get it’. An example of
an item that measured laissez-faire leadership is ‘our team leader takes no action even
when problems become chronic’. The CFA clearly distinguished a transformational
leadership factor and a laissez-faire factor (see Table 1, respectively component 1 and
component 5), with items loading between 0.87 and 0.57 for transformational leadership
and between 0.90 and 0.58 for laissez-faire leadership. The internal consistency of both
scales was sufficient or good, with alpha’s of respectively, 0.73 and 0.92.
Team learning behaviours
Our conception of team learning leads to a focus on conversational actions, enabling team
members to become partners in the construction of shared knowledge and coordinated
team activities. These conversational actions refer to the two aforementioned aspects of
the learning behaviour (co-construction and constructive conflict), which were measured
by means of six items from the TLB & B-Q, Van den Bossche et al. 2006). Examples of
items measuring these TLBs were ‘information from team members is complemented with
information from other team members’ (co-construction) and ‘this team tends to handle
differences of opinions by addressing them directly’ (constructive conflict). The factor
analysis revealed one factor on which all items loaded between 0.87 and 0.52 (see Table 1,
component 2). Also, the internal consistency was high, with an alpha of 0.90. This shows
that the items of the team learning sub-questionnaire cluster into a separate general con-
struct that can be defined as ‘‘TLB’’.
Mediating variables
(1) Team psychological safety: for measuring team psychological safety, we used five
items of the questionnaire of Edmondson (1999). Sample items for team psycho-
logical safety include ‘People in this team sometimes reject others for being different’
(reversed) and ‘It is safe to take a risk in this team’. The team psychological safety
scale was confirmed by our CFA with factor loadings ranging from 0.68 to 0.50 (see
Table 1, component 4). The analysis of the internal consistency confirmed this pic-
ture, with a Cronbach’s alpha of 0.71.
(2) Social cohesion: social cohesion was measured using a scale developed by Sargent
and Sue-Chan (2001), containing four items. Sample items include ‘I like my team’
and ‘I feel a sense of belongingness to my team’. The factor analysis confirmed the
scale as measured with factor loadings ranging from 0.86 to 0.64 (see Table 1,
component 3) and the internal consistency of the scale was high with a Cronbach’s
alpha of 0.85.
Aggregation on team level
The constructs measured are only conceptually meaningful at the team-level. Therefore,
the data gathered from individual team members to assess the team-level variables needed
to be aggregated at the level of the team. The within-group agreement was assessed using
the multiple-item estimator rwg (James et al. 1984). This analysis resulted in a mean value
of 0.91 for transformational leadership, 0.92 for TLB, 0.85 for social cohesion and 0.79 for
296 E. Raes et al.
123
team psychological safety. These results justify the creation of a group-level data set.
Descriptive statistics (mean and standard deviation), intercorrelations, and the internal
consistency of the scales at the level of the team are presented in Table 2.
Methods of analysis
This study used path analysis to test the theoretically hypothesised model. The analysis is
presented in two parts. In line with the theoretical framework, it was first tested whether
transformational leadership and laissez-faire leadership predict TLB. Second, it was ana-
lysed whether the identified beliefs about the interpersonal context mediate this relation-
ship. The adequacy of the models was assessed using LISREL version 8.52 (Jöreskog
and Sörbom 2002). Models were all tested with standardised coefficients obtained from
the maximum likelihood method of estimation (MLE). To ascertain the model fit, we
emphasised the CFI, the NNFI and the SRMR as well as the v2 test statistic. Values of the CFI and NNFI greater than respectively, 0.90 and 0.95 are typically taken to reflect
acceptable and excellent fits to the data (Schumacher and Lomax 1996). The NNFI con-
tains, contrary to the CFI, a penalty for a lack of parsimony of the model (Guay et al.
2003). Hu and Bentler (1999) suggested the use of the SRMR in evaluating the model fit,
with values less than 0.08 as an indication of a relatively good fit between the hypothesised
model and the observed data. Only statistically significant paths are included in the pre-
sented diagrams.
Results
A basic path model tested the hypothesis that transformational leadership leads to TLB
(H1) and the hypothesis that laissez-faire leadership inhibits team learning (H2). The result
of this path analysis is presented in Fig. 2.
Figure 2 shows that our basic model (v2 = 0.00, df = 0, p = 1.0000, RMSEA = 0.000) confirms hypothesis 1, transformational leadership does indeed predict TLB
(b = 0.70, t = 4.42, p \ 0.001). However, our hypothesis that laissez-faire leadership inhibits TLB is rejected. In contrast to our presumptions about the concept laissez-faire
leadership, a significant positive relationship between TLB and laissez-faire leadership was
Table 2 Correlation matrix, means, standard deviations and internal consistency of scales at team level
Mean SD Transform leadership
Laissez-faire leadership
TLB Psychological safety
Social cohesion
Transformation leadership
4.6435 0.58153 0.957
Laissez-faire leadership
3.6672 0.47266 -0.403* 0.841
TLB 4.9248 0.39769 0.490** 0.173 0.954
Psychological safety
4.7655 0.46722 0.540** 0.109 0.753** 0.852
Social cohesion 5.4998 0.34729 0.312 0.301 0.680** 0.797** 0.912
* Correlation is significant at the 0.05 level (two-tailed)
** Correlation is significant at the 0.01 level (two-tailed)
Facilitating team learning through transformational leadership 297
123
established (b = 0.39, t = 2.34, p \ 0.05). The results do indicate that transformational leadership influences TLB to a much higher degree.
To analyse whether the identified relationship between leadership style and TLB is
mediated by beliefs about the interpersonal context, we executed a second path analysis in
which we added the mediation variables team psychological safety and social cohesion.
The result of this second path analysis is presented in Fig. 3.
Generally, a good fit was found for the mediation of team psychological safety and
social cohesion for the relationship between leadership style and TLB (v2 = 2.07, df = 2, p = 0.35, CFI = 0.992, NNFI = 0.965, SRMR = 0.0304). However, the hypothesised relations were only partially confirmed. First of all, the analysis confirms hypothesis 3:
team psychological safety does indeed mediate the relationship between transformational
leadership and TLB. Transformational leadership predicts team psychological safety
(b = 0.70, t = 4.42, p \ 0.001) and team psychological safety predicts TLB (b = 0.58, t = 3.36, p \ 0.001). However, contrary to our hypothesis there is no remaining direct relation between transformational leadership and TLB when the mediation is taken into
account, which indicates a full mediation by team psychological safety.
Hypothesis 4, stating that laissez-faire leadership inhibits team psychological safety,
was not confirmed by our analysis. In fact, the path diagram indicates a mediation of
team psychological safety between laissez-faire leadership and TLB, with laissez-faire
leadership predicting team psychological safety (b = 0.39, t = 2.34, p \ 0.05) and team psychological safety predicting TLB (b = 0.58, t = 3.36, p \ 0.001). Hypothesis 5 was confirmed, transformational leadership predicts social cohesion (b = 0.52, t = 4.42,
Basic path analysis
1.00 Transformational
leadership
Laissez-faire leadership
Team learning behaviour 0.58
1.00
-0.40
0.39
0.70
Fig. 2 Basic path analysis
Path analysis of research model
Social cohesion
1.00 Transformational leadership
Laissez-faire leadership
Team learning behaviour
0.41
1.00
-0.40 0.39
0.70
Team psychological
safety
0.52
0.51
0.46
0.58
0.46
0.68
Fig. 3 Path analysis of research model
298 E. Raes et al.
123
p \ 0.001). According to our results this does however not relate significantly to the occurrence of TLB. Finally, hypothesis 6 was also confirmed, laissez-faire leadership
predicts social cohesion (b = 0.51, t = 2.49, p \ 0.05). It is interesting to notice how the two leadership styles seem to influence differently: while transformative leadership seems
to have a stronger relationship with team psychological safety, both leadership styles relate
equally to the social cohesion in the team.
Conclusion, discussion, limitations and implications
Conclusion
Multi-disciplinary divisional nursery teams in hospitals are faced with the challenge of
learning in order to innovate and improve their services, to adapt their ways of working to
new knowledge and procedures and to capitalise on rapid changes. In this article we
focused on the leaders within these patient care teams and hypothesised them to be social
architects or orchestrators of emergent processes relevant to team learning (e.g. Hannah
and Lester 2009).
Our results show that transformational leadership facilitates team learning in a less
direct and visible manner, developing or allowing team psychological safety in the social
network, enabling further creativity and learning. The strong relationship of transforma-
tional leadership with team learning which was found in the basic path analysis, disap-
peared completely when team psychological safety was included. It is possible that
transformational leadership exerts a direct relationship with team learning, since trans-
formational leaders are perceived as positive role models by their subordinates and since
they are active participants in the team learning process (Mumford et al. 2003). However,
our analysis suggests that the indirect relationship via team psychological safety is of much
greater importance and should be the major concern for team leaders that wish to
encourage learning behaviour in their teams.
Contrary to our hypothesis, laissez-faire leadership also influenced TLB positively.
Moreover, the proportion of variance in the TLB scores explained by laissez-faire lead-
ership was in this model also mediated completely by the variable team psychological
safety. Apparently, a ‘hands-off’ leadership style does not per se mean a threat for neither
team psychological safety nor team learning. Laissez-faire leadership gives employees a
high degree of autonomy and freedom. The team members then share all authority or
power and they have to determine goals, make decisions and resolve problems themselves.
Maybe teams in university hospitals are sufficiently skilled, experienced and educated to
deal with this freedom and power. Maybe they share enough pride, informal leadership and
motivation to generate a learning climate of team psychological safety without the
direction or empowerment of official leadership. This is in line with the substitutes for
leadership theory of Kerr and Jermier (Podsakoff and Mackenzie 1997). Kerr and Jermier
(1987) suggest that the use of self-managing work teams could reduce the importance of
leadership. Although our findings support Bass and Avolio’s idea that laissez-faire lead-
ership is not necessarily always detrimental (1993 in Vigoda-Gadot 2007; Bass and Riggio
2006), and active leadership might not always be necessary or even desirable (Den Hartog
et al. 1997), we believe that future research should first try to cross-validate our results in
other contexts and with other more qualitative methodologies to get insight in what hap-
pens if a team leader is ‘laissez-faire’.
Facilitating team learning through transformational leadership 299
123
Another conclusion that can be drawn from our inquiry is that we gained some insight in
why transformational and laissez-faire leadership relate differently to team learning.
Transformational leadership is more closely related to team psychological safety, while
both styles are equally related to social cohesion. This is an essential difference. Laissez-
faire leadership, in contrast to transformational leadership, tends to have a larger effect on
social cohesion (b = 0.51) than on team psychological safety (b = 0.39). On the other hand, transformational leadership predicts both social cohesion and team psychological
safety, but the primary focus goes to the latter (b = 0.70). Transformational leaders are concerned with the spirit of the team and also try to facilitate a culture of ‘saying it out
loud’. Finally, social cohesion, which has been a major focus of many team leaders, team
trainers and researchers in the past decades, did not seem to mediate the effect of trans-
formational leadership on TLB. This non-mediation of social cohesion is due to the fact
that social cohesion does not influence TLB significantly. Although this result is in line
with findings of Edmondson (1999) and Van den Bossche et al. (2006), it remains
somewhat remarkable, because social cohesion and team psychological safety are closely
related (r = 0.797, p \ 0.01). The concepts are, however, both theoretically and empiri- cally distinguishable, as supported by our factor analysis. Social cohesion bears the threat
of stimulating groupthink when the social bond becomes so strong that deviant thoughts
remain underground, while team psychological safety does not. The non-influence of social
cohesion on TLB could, therefore, be due to the fact that in teams with higher levels of
social cohesion members are too ‘nice’ to each other. Agreeableness becomes more
important than for example pointing out mistakes in order to learn from them or con-
fronting each other with contrasting ideas in order to develop higher level shared mental
models, etc. Ellis et al. (2003) showed in previous research that teams who display much
agreeableness learn less than teams who do not.
Discussion
We suggest that transformational leaders approach team learning by setting the conditions
for learning to occur, while limiting the focus on direct interference in the actual learning
processes. Some of the possible implications of our results are discussed below. First,
because the effect of transformational leadership on TLB is completely mediated through
team psychological safety in our data set, one might wonder what the direct relevance of
leadership style is. The key to that answer is that the major concern for leadership is
effectiveness, not learning. Van den Bossche et al. (2006) showed that TLB is closely
related to team effectiveness. However, previous research of Bunderson and Sutcliffe
(2003) showed that this relationship is not straightforward. They showed that there exists
an optimum level of learning related behaviours for a given team at a given moment in
time. Teams that have been performing well in their recent history, risk focusing too much
on learning, thereby prematurely abandoning workable solutions in order to pursue untried
initiatives and compromising existing performance levels. A direct role of transformational
leadership could be to frame the challenge of learning. However, more research on the
relationship between leadership, team learning and team effectiveness seems required.
Secondly, one might come to the conclusion that there is no need to invest in the social
cohesion of a team because it has no impact on team learning. We stress again that this
research focuses on learning behaviour and not on team effectiveness. Previous research
has shown a link between social cohesion and team effectiveness, although task cohesion
always seems to play a more important role (Mullen and Copper 1994). Moreover, it has
been shown that social cohesion mediates for example the effect of leadership on team
300 E. Raes et al.
123
tenure (Friedkin 2004) or the effectiveness of group lending programs in developing
countries (Wydick 1999).
Finally, we theoretically positioned leadership at the input side of our model. However,
Day et al. (2004), Rowold and Heinitz (2007), West (2002), and Zaccaro et al. (2001)
wisely indicate that leadership is not only an input for team learning, influencing catalyst
emergent states such as team psychological safety (Decuyper et al. 2010). Depending on
the context it will also be a moderator or an output that depends on enacted and evolving
emergent states. As team leaders lead learning, they also learn to lead in a certain fashion.
Teams with a high level of team psychological safety will therefore possibly render a
certain type of leadership.
Limitations and recommendations for future research
Before turning to the implications of our research, certain limitations of the present study
warrant some attention. First of all, due to the limited number of teams available, we were
unable to include other variables at the level of the team, the individual and the organi-
zational level. Although our team definition implies that leading team learning is a mul-
tilevel and multistage process requiring an integrated micro (individual), meso (network),
and macro (systems) approach, we restricted our survey to variables at the level of the
team. This is certainly a restriction because we know that other variables can be at stake.
Other mediating variables such as the creativity of followers (Mumford et al. 2003), task
cohesion, group potency and interdependency, (Van den Bossche et al. 2006), job and
context characteristics (Shalley and Gilson 2004), etc. have not been taken into account. In
future research these variables could be included as variables that could possibly mediate
the effects of leadership style on team learning. Secondly, in this article we focused on
transformational and laissez-faire leadership behaviours. Restrictions by the hospital
management on the amount of time we could have with employees constrained the length
of our survey, preventing us from collecting for example the full version of the MLQ. This
would probably have enabled us to control for transactional leadership. Thirdly, we only
used subjective measures of learning behaviour (e.g. self-reported ratings) instead of more
objective team learning outputs. Brown and Keeping (2005 as cited in Rowold and Heinitz
2007) demonstrated that the relationship between transformational leadership and sub-
jective outcomes are ‘‘highly influenced by the interpersonal affect raters feel towards the targets being rated’’ (p. 245), they are open to judgment and other biases. However, our resources were not sufficient to make a more objective assessment of the team learning in
these specialised teams. Such additional data from e.g. performance evaluations or other
organisational data were not available. Future research should use more objective measures
from multiple data sources in order to reduce common respondent bias and increase both
the objectivity and the reliability of the output measure. Finally, we measured all constructs
with a single questionnaire at a single point in time. Future studies should try to gather data
using multiple methods, working from a longitudinal design. This could on the one hand
reduce single method bias. On the other hand it could open the door for including aspects
of team development/team dynamics that are often forgotten in team learning research
(Sweet and Michaelsen 2007).
Implications
Our findings make some theoretical contributions to the body of knowledge on the facil-
itation of team learning. They show how transformational leaders relate to team learning
Facilitating team learning through transformational leadership 301
123
more than laissez-faire leaders, because they affect team psychological safety and not
because they are concerned with the social cohesion of the team. This indicates the relative
but significant importance of leadership for team learning.
As well as theoretical implications, this survey hosts practical advice for managers and
leaders in the field. However, these implications should be derived with the greatest
consideration because, as argued above, by analysing cross-sectional data our study reveals
mainly correlation, not causation. Moreover, we argue with Hannah and Lester (2009) that
leaders can influence the conditions for knowledge to emerge. However, we know that the
influence of leaders is restrained in practice, because social networks are partially self-
organising. Complexity theory shows that emergent states such as team psychological
safety are both stable and difficult to predict (Jörg 2004). The research on ‘how to influence
team psychological safety’, which should be the real next question is currently virtually
non-existent. Here we try to sum up some lessons learned from transformational leadership
literature and concrete tips for leaders to increase the psychological safety in their teams
(based on Edmondson et al. 2001a; Zaccaro et al. 2001).
• Do not overestimate the importance of ‘feel-good’ and ‘social belongingness’ for team effectiveness and growth.
• Be intellectually stimulating by making clear that others’ involvement, contact and opinions are welcomed and valued
• Be individually considerate and support a culture of respect • Serve as a fallibility model: Team leaders can foster team psychological safety by
admitting their mistakes to the team:
• Admit your own shortcomings • Accept feedback and critiques from others (even if you do not agree) • Neutralise fear of embarrassment
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9-210-040 R E V : S E P T E M B E R 2 8 , 2 0 1 1
________________________________________________________________________________________________________________ Professors Carliss Y. Baldwin and Bo Becker, together with Vincent Dessain, Executive Director, Europe Research Center, prepared this case. HBS cases are developed solely as the basis for class discussion. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management. Copyright © 2010, 2011 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545- 7685, write Harvard Business School Publishing, Boston, MA 02163, or go to www.hbsp.harvard.edu/educators. This publication may not be digitized, photocopied, or otherwise reproduced, posted, or transmitted, without the permission of Harvard Business School.
C A R L I S S Y . B A L D W I N
B O B E C K E R
V I N C E N T D E S S A I N
Roche’s Acquisition of Genentech
Late on the wintry afternoon of January 29, 2009, Franz Humer, chairman of Roche, looked out on the spires of Basel and the fast-flowing Rhine and thought about Genentech, Roche’s biotech subsidiary in California. Roche’s offer to acquire the remaining 44% of Genentech’s stock that Roche did not own had been open for six months, with little progress toward a deal. Humer wondered if it made sense to make a tender offer for the shares.
Since 1990, Roche, a global pharmaceutical company headquartered in Switzerland, had owned a majority stake in Genentech, a successful pioneer in biotechnology. Although technically a subsidiary of Roche, San Francisco–based Genentech operated with a great deal of latitude and had a fiercely independent culture. Many in the industry viewed the arrangement as one of the most successful partnerships ever.
On Monday, July 21, 2008, in a surprise move, Roche had publicly offered to pay $89 per share in cash for all the shares of Genentech it did not currently own. This offer represented an 8.8% premium over the previous Friday’s close and valued Genentech at approximately $100 billion. (Exhibit 1 presents a time line of major events.)
To protect Genentech’s minority shareholders, Genentech’s board of directors delegated responsibility for appraising the offer to a special committee made up of Genentech’s three independent directors. The committee quickly rejected Roche’s offer as “inadequate,” but then waited until November to put forward its own view of Genentech’s value: $112 to $115 per share. Meanwhile, the global financial system entered a period of severe crisis, and the share prices of most companies (including Genentech and Roche) declined significantly. Given these events and its own valuation of Genentech, Roche’s management team believed the special committee’s valuation was unreasonable. In January 2009, the negotiations between the two companies had reached an impasse.
Roche’s investment bankers, Greenhill & Co., suggested that Roche should consider making a tender offer for Genentech’s shares. Humer was concerned that such a move might alienate Genentech’s managers and employees, many of whom were shareholders. At the same time, he felt that the current uncertainty about Genentech’s future would soon begin to damage morale and its ability to hire and retain key employees. Humer was also not sure that Roche would be able to raise the required debt funding, given the state of the financial markets and feedback from many bankers.
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Humer, Roche CEO Severin Schwan, and a few other senior managers were scheduled to talk by phone later that afternoon with Bob Greenhill and his team in New York. Based on the bankers’ advice, Humer and Schwan had to decide whether to initiate a tender offer for Genentech’s shares and, if so, at what price. Before making the final decision, Humer wanted to review the strategic reasons for the acquisition, Genentech’s stand-alone value, the synergies expected from the deal, and the probable response of Genentech’s board, employees, and shareholders to a take-over bid.
As twilight approached, Schwan joined Humer in his office. The two chatted briefly as they waited for the teleconference to begin.
The Roche Group In 1896, Fritz Hoffmann-La Roche founded F. Hoffman-La Roche & Co. (Roche), a pharmaceutical
company based in Basel, Switzerland.1 Hoffmann was among the first to realize that the industrial manufacture of medicines with standardized dosages and effects would be a major advance in the fight against disease. The company’s strategy was to develop new products through cooperation with academics. By 1914, Roche was a global company, with offices in Milan, New York City, Saint Petersburg, London, and Yokohama as well as Basel. Although it suffered heavy losses during World War I, after the war ended, the company resumed its growth, becoming primarily a maker of synthetic vitamins.
After World War II, Roche intensified its pharmaceutical research to avoid becoming too dependent on vitamin sales. The company successfully introduced the antimicrobial drug Gantrisin and the first effective treatment for tuberculosis. Roche also launched the first cancer chemotherapy drug, Fluoro-Uracil, in 1962 and, the following year, began selling the tranquilizer Valium, which was the first sedative not to cause drowsiness.
In 1965, Adolf Jann became chairman of the board. He was convinced that scientific medicine would soon expand into areas beyond mere treatment with synthesized substances. Thus, in 1967, the company founded the independent Roche Institute of Molecular Biology in New Jersey and, a year later, the Basel Institute for Immunology. These institutes provided major breakthroughs, such as development of a process for producing monoclonal antibodies in the 1970s.
In 1978, Fritz Gerber was appointed CEO. He rationalized the structure of the company and made a number of strategic investments and alliances. During the 1980s and 1990s, biotechnology, which used living cells to make therapeutic proteins (as opposed to traditional drugs, which were made from chemicals found in plants or molds), was just beginning to emerge as a new method of synthesizing drugs.2 In 1990, Roche bought a majority of the stock of Genentech, a pioneer biotechnology firm (see the section “Genentech” below). Roche also bought the nonprescription drug company Nicolas in 1991 to strengthen its over-the-counter portfolio, the U.S. bioscience company Syntex in 1994,3 and diagnostics leader Boehringer Mannheim in 1998, to become the world leader in in-vitro diagnostics.4
Humer, former head of Roche’s pharmaceuticals division and chief operating officer, became CEO in 1998 and chairman of the board in 2001. Humer initiated a strategy to focus on innovation-driven businesses by divesting the company’s nonpharmaceutical divisions, increasing its R&D spending, and managing the company’s core and new drug pipelines. Under Humer, Roche also made a number of strategic acquisitions, buying companies in the fields of biotechnology, histopathology, and diagnostics. Humer commented: “I believe a company should focus on what it excels at. Roche
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excels at innovation and at identifying, developing, and commercializing innovative medicines and solutions for patients in need.”
Roche went through a period of intense financial stress in 2001 and 2002. In 2001, Roche’s cross- town rival Novartis bought 21.3% of Roche’s voting shares. It increased its stake to 32.7% (voting shares) in 2003 with a view to an eventual merger. However, the Hoffmann and Oeri families (who owned 50.1% of the Roche voting shares) and the Roche board stated that they had no intention of agreeing to an acquisition by Novartis.5 Despite its shareholding, Novartis had no participation on the board of directors and functioned much as any other shareholder.
After recording a $2.9 billion loss in 2002 after significant write-offs, Roche recovered in 2003 and went on to outgrow the market in subsequent years. Its financial success was based on strong sales of a diverse portfolio of drugs such as Neorecormon (anemia), Rituxan (non-Hodgkin’s lymphoma), CellCept (an immune-system suppressant), Herceptin (breast cancer), Avastin (several cancer types), Tamiflu (flu), and Pegasys (hepatitis). Humer explained how Roche’s strategic position had changed: “Our focus on innovation started to pay off. Our balance sheet grew stronger by the day, and I realized that we had regained strategic flexibility. That was critical to be able to address new and important challenges facing Roche and the industry at large.”
In 2008, the Roche Group generated revenues of CHF (Swiss francs) 45.6 billion ($43.2 billion) and net earnings of CHF 10.8 billion ($10.3 billion). (Exhibit 2 presents consolidated financial data for the Roche Group for 2007 and 2008.)
Genentech Genentech was founded in 1976 by venture capitalist Robert Swanson and scientist Herbert Boyer,
who one night in a bar each agreed to put $500 toward forming a partnership.6 They raised their initial financing from the venture capital firm Kleiner, Perkins, Caulfield & Byers: Tom Perkins was the first chairman of the board. The company was a trailblazer in biotechnology: it produced the first human protein in a microorganism (E. coli bacteria) and cloned human insulin and human growth hormone for the first time.7
While Boyer encouraged Genentech scientists to publish in academic journals and to become renowned in the science world, Swanson made sure to patent their discoveries. Early on, the company used licensing deals with big pharmaceutical companies to finance new product development. From the start, Genentech combined scientific excellence with business acumen.
Genentech turned its first profit in 1979 and became the first biotech company to go public in 1980, raising $35 million. On the day of its IPO (with the ticker symbol “GNE”), its share price went from $35 at the opening to $88 within the first hour of trading.
In 1990, Roche acquired 60% of the equity of Genentech for $2.1 billion. In total, Roche purchased 50% of the outstanding shares (41.7 million shares) for $1.5 billion and 8.3 million newly issued shares for $492 million. It also spent $100 million to retire related stock options and warrants.8 As part of this deal, Roche obtained an option to buy the remaining shares of common stock at escalating prices, starting at $38 in 1990 and growing to $60 per share in 1995. Roche was also permitted to purchase additional shares on the open market at any time to raise its ownership up to a maximum of 75%.9
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The alliance with Roche benefited Genenetch in several ways. It provided a stable source of financing for Genentech’s R&D, but allowed Genentech to remain a public company and to continue compensating employees with stock options. It also gave Genentech access to Roche’s extensive marketing and distribution channels, especially outside the U.S. Steve Krognes, Roche’s head of mergers and acquisitions, described the relationship in the early 1990s: “In Europe we say it’s good to have a rich uncle in America. Genentech had a rich uncle in Switzerland.”
In 1995, Roche did not exercise its option to buy the balance of Genentech’s shares, but instead obtained approval from the biotech company’s shareholders to extend the maturity of the option. Under the new terms, Roche could purchase shares at $63.75 each, with the price increasing each quarter, up to $82.50 per share in the second quarter of 1999. If Roche did not exercise its option by the end of June 1999, Genentech’s other shareholders could “put” their shares back to the company for $60 per share during a 30-day period commencing July 1, 1999.10
In July 1995, Arthur Levinson, Genentech’s chief scientist, was appointed president and CEO.
By 1998, Genentech’s revenues exceeded $1 billion, and under the leadership of Levinson, the Genentech R&D pipeline grew stronger by the day. (Exhibits 3 and 4 show Genentech’s income statement and balance sheet data and selected ratios from 1998 to 2008). On June 14, 1999, the trial of a 21-year patent infringement suit with the University of California ended with a hung jury, saving Genentech from a potential billion-dollar legal liability. (The case was settled in November 1999, with Genentech agreeing to pay the University of California $200 million.) That same day, Roche exercised its option to purchase the remaining Genentech shares at the price of $82.50 per share. After a brief period of 100% ownership, during which time an affiliation agreement between the companies was instituted, Roche sold 19% of Genentech shares and relisted the company under the ticker symbol “DNA.” The shares opened at $97 and closed at the end of the first day’s trading at $127.11 Four months later, Roche made an offering of a further 20 million shares, constituting 15.6% of common equity, at $143.50 each.12 In March 2000, Roche sold further Genentech shares through a public offering at $163 per share, yielding proceeds of $2.8 billion and reducing its ownership to 59%.13
Although it owned the majority of shares, Roche had decided to maintain a minority representation on the board, appointing three of the seven directors. Levinson, the CEO, served as chairman of the board, and there were also three independent directors. (Exhibit 5 shows the composition of Genentech’s board in July 2008.) However, the 1999 affiliation agreement gave Roche the contractual right to obtain majority representation on the board through the appointment of new directors. This could be done through a governance notice and be effective within days. The Roche directors also had to give their approval before Genentech made certain decisions, such as acquisitions, issuance of capital stock above 5% of the total, and licensing, leasing, or sales outside the course of ordinary business. In a separate commercial agreement, Roche’s exclusive rights to commercialize Genentech drugs outside the U.S. were extended until 2015.14
The affiliation agreement also outlined how a Roche merger of Genentech would be organized. In case of a friendly deal, board approval would be sufficient and all shareholders would be paid the same price. (The Roche representatives on Genentech’s board would not participate in the decision.)
However, in case of a tender offer, the affiliation agreement had additional implications. In the most likely case, Roche would have to buy the nontendered shares at an appraised value equal to or higher than the tender offer price. Furthermore, if Roche owned 90% or more of Genentech’s total shares for more than two months, it was required to merge the two companies. (Delaware law made “squeeze-out” mergers optional for 90% owners, but the affiliation agreement made such a merger mandatory.)
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Between 1998 and 2008, Genentech’s operating revenue increased to $13.4 billion, and its share price increased nearly tenfold. (Exhibit 6 shows Roche’s and Genentech’s stock prices, adjusted for splits, from June 30, 1998 through June 30, 2008.) By 2008, Genentech had become a vertically integrated pharmaceuticals company, researching, producing, and selling its own products in the U.S. It had also started to develop small chemical molecules alongside its traditional large biological ones. In terms of revenue, it was second largest among biotech companies in 2007, behind Amgen, with more than double the sales of its third-place competitor. (See Exhibit 7 for financial data on selected biotech and pharmaceutical companies in 2007.) In the meantime, Roche’s ownership stake in Genentech had been reduced to about 56%, largely due to Genentech employees exercising their options.
Genentech had become an important part of Roche’s business, representing 24% of Roche’s pharmaceutical product sales in 2008. Several of Genentech’s pioneering products achieved very strong market positions due to their medical differentiation, commanding high prices. Products originating from Genentech represented 46% of total sales of Roche’s 20 top-selling drugs on a worldwide basis. (See Exhibit 8 for a list of Roche’s top-selling drugs in 2008, showing which originated from Genentech.) Avastin, for example, accounted for 14% of Roche’s total pharmaceutical sales in 2008. Also, from 1990 to 2008, Genentech’s workforce had increased from approximately 2,000 to more than 11,000 staff.15
Genentech operated in most respects as a fully independent company, and many Genentech employees were not aware that Roche actually owned a majority of the shares. Levinson’s leadership style and focus on science and patients resonated with employees, and he was universally liked and respected throughout the company. Genentech had become famous for its strong culture: “We are committed to excellent science and doing what is right for the patient. Our talented employees work hard, are willing to go the extra mile and work together to achieve results. But we also have fun at work,” said Levinson.
Roche Considers Buying Out Genentech’s Minority Shareholders By 2007, the global pharmaceuticals market was enjoying rapid growth. Total industry revenues
were expected to exceed $767 billion by 2010. However, the market had many “me-too” drugs, which were similar in composition and treatment to existing products, and relatively little innovation. The U.S. Food and Drug Administration (FDA) considered only 14% of drugs introduced between 1998 and 2002 a “significant improvement” over available products.16
Given a lower rate of product introductions and less-innovative products, the trend among major pharmaceuticals companies was to grow through mergers and acquisitions. Pfizer was particularly active on this front, initiating a hostile acquisition of Warner-Lambert in 2000 and a merger with Pharmacia in 2003. Cost cutting after these deals contributed to Pfizer’s earnings growth between 2001 and 2006, but analysts felt that such savings could not make up for a dearth of products in the pipeline.17 Given the lack of success in bringing new and innovative drugs to market, many pharmaceutical companies were also seeking to diversify from the prescription drug business by acquiring generic-drug companies, which sold cheaper version of drugs that were no longer under patent protection, and other adjacent businesses such as medical devices, diagnostics, etc.
The biotechnology sector was much smaller and less mature than pharmaceuticals, but was growing much faster. In 2008, the sector generated $89.7 billion in revenues in the U.S. alone and showed an aggregate profit for the first time.18 The industry was dominated by Amgen and
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Genentech (see Exhibit 7), but there were several hundred smaller biotechnology start-ups engaged in research and development. Many of these were focused on potential cancer medicines.
In 2007, Roche’s managers began to question the structure of the Roche-Genentech relationship. According to Schwan, “The old model that had served both companies so well was beginning to show signs of wear.” As it grew, Genentech was increasingly coming into direct competition with Roche in several U.S. markets. Genentech had also established emerging R&D activities and production facilities outside the U.S. Additionally, in developing small molecular products, Genentech had begun to encroach on Roche’s traditional territory, while Roche was preparing to launch products in the U.S. that would compete with existing Genentech products. Through its phenomenal success, Genentech had grown from a nimble biotechnology firm to a fully integrated biopharmaceutical company, but the existing ownership and operating model left Roche few alternatives in addressing the increasing overlap and duplication between the two firms. A merger of the two companies would create new opportunities, including “the ability to collaborate on a worldwide scale,”19 according to Humer.
Roche’s managers were also aware that the product licensing agreement, put in place in 1999 during the period when Genentech was 100% owned by Roche, was due to expire in 2015. This agreement gave Roche the right to opt in to development and to commercialize Genentech products outside the U.S. This right had given Roche access to many important products from Genentech’s innovative R&D efforts (see Exhibit 8 for Roche’s top-selling products in 2008). To protect Genentech’s minority shareholders, when the present licensing agreement expired, a new agreement would have to be negotiated at arm’s length, possibly in competition with others. Thus, in effect, after 2015, Genentech’s product pipeline could be sold to the highest bidder.
Again, to protect Genentech’s minority shareholders, Roche could not share in Genentech’s intellectual property. Concerns about property rights blocked the flow of information between researchers at the two companies, which might facilitate product development and research. If Roche and Genentech merged, this constraint on possible cross-fertilization between Roche’s and Genentech’s R&D efforts would disappear. However, this benefit had to be balanced with the desire to maintain unique and innovative R&D efforts at Genentech and maintaining a diversity of approaches to research and early development efforts.
Outside of R&D, Roche managers believed there was increasing duplication of effort and facilities at the two companies and, thus, opportunities to create value by cutting costs and streamlining operations. This was largely within manufacturing, G&A, and commercial operations. To see what could be achieved, in the first half of 2008, Roche managers conducted a detailed, strategic analysis of synergies obtainable if Roche’s and Genentech’s operations were combined. They identified $750 million to $850 million in annual savings realizable over five years. (Exhibit 9 presents the results of the study, showing the breakdown of anticipated savings by expense category and by year.) Krognes noted that about 40% of these savings were achievable by Roche alone, even without a merger with Genentech: “Our planning uncovered these opportunities, and we found that we could pursue many of them independently of the transaction.”
Finally, beginning in 2007, Genentech began to generate large amounts of free cash flow. (See Exhibit 10 for estimates of Genentech’s free cash flow for 2006 through 2008 and the company’s forecast for 2009.) Genentech did not pay dividends; thus, cash was building up inside the company. Its cash and marketable securities increased from $4.3 billion in 2006 to $9.5 billion in 2008 (see Exhibit 4). Under the present ownership structure, Roche could not access Genentech’s cash directly, even though it appeared on Roche’s consolidated balance sheet (see Exhibit 2). Cash paid to Roche as a dividend would need to go to all Genentech’s shareholders equally and would be subject to
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dividend taxation; cash obtained through the repurchase of shares held by Roche would decrease Roche’s equity stake; and cash transferred via intercorporate loans would raise questions about potential conflicts of interest. If the two companies were merged, Roche would have unfettered access to Genentech’s cash. Erich Hunziker, Roche’s influential CFO, explained: “We saw that Genentech’s cash flow was set to grow and remain high for some time, and securing full access to this cash would have many advantages to Roche.”
In late 2007, Roche approached Genentech’s directors about the possibility of Roche increasing its ownership stake in the company. Genentech independent directors were reluctant, and Roche’s management did not press the issue.
In March 2008, Humer retired as CEO of Roche and was succeeded by the 40-year-old Schwan. Humer remained as chairman of the board and was actively involved in the strategic management of the company: “Severin and I were fully aligned in our view on a potential transaction with Genentech, and despite me retiring as CEO of Roche, we worked closely together to complete and execute our plans.”
Roche Makes an Offer to Genentech’s Board
In May 2008, Roche retained Greenhill & Co., Inc., to advise the company about a potential acquisition of the outstanding Genentech shares. Greenhill formed a team led by its chairman, Bob Greenhill, and included head of U.S. M&A, Jeff Buckalew, and vice president, Ashish Contractor, all of whom had worked with Roche on its prior acquisition of Ventana Medical Systems. Roche also worked closely with trusted legal counsel Davis Polk, whose team was headed by Arthur Golden, an experienced Wall Street lawyer.
Greenhill stated, “Given our past experience with minority squeeze-outs, we and Davis Polk recognized very early that this could evolve into a protracted and possibly antagonistic process. This was especially true in the case of Genentech, given its iconic status and roster of long-time blue chip shareholders.”
On Monday, July 21, 2008, before the stock market opened in Zurich, Roche announced publicly an offer for all outstanding shares of Genentech that it did not already own. The offer was for $89 per share, in cash, representing an 8.8% premium over the previous Friday’s close, and valuing Genentech at $100 billion.20 Humer had placed calls to Levinson and Charles Sanders (Genentech’s lead director) on Sunday night (California time) to advise them of Roche’s intention. He simultaneously arranged to send a letter to Genentech’s three independent directors (see the section “Genentech’s Response” below).21
Roche planned to finance the transaction through a combination of its own funds and debt financing,22 but many key market players were skeptical that Roche would be able to secure the financing on reasonable terms. On the announcement, Genentech shares jumped $12.06, or 15%, closing at $93.88. In late Monday trading in Zurich, Roche shares dropped CHF 8.6, or 4.8%, to CHF 171.
Analysts immediately expressed concern that Roche’s potential purchase of Genentech would result in vital “intellectual property” walking out of the door with some of Genentech’s scientists, who would leave the company because of fear that Genentech would lose its independence and entrepreneurial spirit. However, Humer stated, “We intend to keep Genentech’s research and early
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development efforts autonomous; they will be able to continue to make their own decisions on which projects to bring forward, which projects not to bring forward.”23
As the majority shareholder of Genentech, under Delaware corporate law, Roche and its appointed directors owed fiduciary duties to Genentech’s minority shareholders. The proposed acquisition created a clear conflict of interest that had to be addressed to protect Roche from potential lawsuits. Thus, simultaneously with the announcement of the offer, Humer sent a letter to Sanders, Debra Reed, and Boyer, acknowledging their role as independent directors who would have to review and make a decision with respect to the offer and urging them to retain independent financial advisers and legal counsel. In the press release announcing the bid, Roche stated that “the precise terms of the transaction, as well as the conditions to its consummation, will be determined through negotiations with the independent directors.”24
Genentech’s Response On the afternoon of July 21, Genentech issued a press release stating that it had received Roche’s
offer and that it expected a special committee of independent directors to be appointed to consider the offer. The independent directors would decide whether to recommend that Genentech’s minority shareholders accept or reject the $89-per-share offer. Several legal considerations were pertinent to their work. Directors of corporations owed their companies duties of care and loyalty. Board members must exercise judgment and care in the operation of the business and could not put their own interests ahead of those of the corporation (or in this case, the minority shareholders). On July 24, Genentech’s board (including the board members Roche appointed) formally appointed the special committee and gave it extensive rights to determine the board’s position regarding the Roche offer. Specifically, the board resolved that “it would not recommend any possible transaction with Roche without the prior favorable recommendation of such transaction by the special committee. The outcome of the process has not been pre-determined, and there can be no assurance that the special committee will approve any transaction with Roche.”25
The special committee retained Goldman Sachs as financial adviser and Latham and Watkins as legal counsel. Their first action was to recommend employee retention and severance plans; Roche quickly agreed, and the plans were enacted and publicly announced on August 13. In the same press release, the committee announced that its members had unanimously determined to reject the $89- per-share proposal as substantially undervaluing the company. However, the committee left the door open for a future offer, saying it “would consider a proposal that recognizes the value of the company and reflects the significant benefits that would accrue to Roche as a result of full ownership.”26
The financial representatives of Roche and Genentech had several meetings and conversations during the fall to discuss the valuation methodology behind the $89 offer and other aspects of the bid. At the first meeting of financial representatives, on August 21, 2009, the Greenhill team presented Roche’s views of the value of the company and the basis on which the $89 price had been determined. As discussed in the section “Valuations of Genentech” below, at the core of Roche’s analysis was Genentech’s own long-range plan (LRP).
On September 12, Humer and Levinson met to discuss operational matters. They agreed that the longer the acquisition process continued, the more likely it was to negatively affect morale and Genentech’s ability to attract and retain key employees. However, Humer reiterated that Roche remained committed to the acquisition and was not prepared to continue the existing arm’s-length
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relationship. In a subsequent discussion between Humer and Sanders, no counterbid or different valuation was presented, however, and the special committee did not indicate what price might change its response. For its part, Roche indicated that it would not be willing to change the price unless the special committee and its advisers explained and justified the basis for a different valuation, thus convincing Roche that the business was worth more. Genentech’s board of directors, apart from the special committee, continued to operate as usual during the fall.
Valuations of Genentech Prior to the offer in July, Greenhill & Co. used several methods of analysis to assist Roche in
estimating a fair value of Genentech’s shares. First, it estimated Genentech’s stand-alone value based on the forecast contained in Genentech’s most recent long-range plan. As was customary practice, this plan had been approved by Genentech’s board in December 2007 and transmitted to Roche in June 2008 (with adjustments to reflect certain important interim events). This so-called June LRP contained detailed projections of revenues, expenses, capital expenditures, and changes in net working capital for 10 years (2009 through 2018). Traditionally, the information provided to Roche included the year-by-year numbers, but excluded the more detailed supporting assumptions and data in the plan itself.
Greenhill used the June LRP and worked with the Roche internal M&A team to estimate Genentech’s free cash flow for 10 years and thereafter in perpetuity. (Exhibit 10 shows the first year of this projection.) Greenhill adjusted these summary numbers to incorporate an assumed tax rate of 35%, but made no other changes in the forecast. Although the LRP provided for changing growth and cost ratios for the first 10 years, its results were closely approximated by the constant rate and ratio assumptions shown in Exhibit 11.
Given the forecast based on the June LRP, Greenhill used a 9% weighted average cost of capital and a 2% long-term growth rate (after 2018) to estimate Genentech’s enterprise value. The weighted average cost of capital was based on interest rates and betas as of June 2008 and a market risk premium of 7.1%. From the estimated enterprise value, Greenhill subtracted Genentech’s short- and long-term debt, added back its cash and marketable securities, and divided by shares outstanding to obtain a value per share. Allowing for different long-term growth rates, they obtained a valuation range of $73.94 to $81.54 per share. Greenhill used a similar DCF-WACC methodology to value the synergies anticipated from the Roche-Genentech combination (see Exhibit 9).
Roche’s managers’ view was that because Roche already owned a majority of Genentech’s shares, the acquisition of the remaining shares did not constitute a change of control. Thus, Roche did not include a control premium in its offer. “Based on the fact that Roche already had paid a control premium to acquire a majority of the Genentech shares, we felt that no control premium was required or appropriate in our current offer,” said Krognes.
In addition to the DCF valuation, Greenhill presented three additional analyses: (1) an overview of offer premiums paid in similar “squeeze-out” transactions; (2) a comparison of EBITDA and earnings multiples for selected comparable companies; and (3) a review of the consensus price target of Wall Street analysts as of July 2008, before the Roche offer was announced. These analyses, shown in Exhibits 12, 13, and 14, tended to confirm the valuation range of $70 to $80 per share. According to Buckalew:
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The proposed offer price of $89 was above anything that standard valuation methodologies would justify, based on the detailed information that was available to us at the time, and given the lack of a control premium due to Roche’s existing majority ownership. Roche was well aware of this but was willing to reflect the benefits of the combination in its offer price in order to gain the recommendation of the Special Committee and achieve a consensual outcome.
Although Greenhill provided valuation analysis to support Roche’s offer, the investment bank did not appraise the value of Genentech, nor did it give an opinion as to the fairness of the offer price.
In November, at a meeting in New York, Genentech’s senior managers presented a new financial forecast to Roche’s senior managers and Sanders, representing the special committee, as well as their financial advisers and legal counsel. The forecast assumed higher future prices of existing drugs, a higher likelihood of success for drugs in the pipeline, lower investment needs, and a lower effective tax rate. This forecast came to be called the November financial model (NFM) to distinguish it from the June LRP on which Roche had based its offer. On December 12, Goldman Sachs provided Greenhill with a new discounted cash flow analysis based on the NFM, resulting in a standalone valuation of $112 to $115 per share. That same day, Sanders called Humer to say, on Goldman Sachs’ advice, the special committee would be willing to recommend the sale at $112 per share.
“I am not sure what was more surprising; the $112 counteroffer, or the assertion that there was not much room for negotiation. We were deeply disappointed,” Humer said.
The NFM, which became the basis for the special committee’s valuation, differed from the June LRP in a number of ways, both large and small. The first year of the forecast began from a higher base: total revenue was $14.118 billion in the NFM vs. $13.535 billion in the LRP. The period of the detailed forecast was extended from 2018 to 2024, with a 6.9% cumulative average growth rate assumed to prevail over the 16-year period. The specific cost and expense ratios differed, but average total cost as a percent of revenue was virtually unchanged. The assumed tax rate, depreciation expense, change in net working capital, and capital expenditures were all lower. There was no charge taken for equity-based compensation in the NFM, but Goldman Sachs’s DCF analysis included a $11.4 billion charge reflecting the capitalized value of this expense. Goldman’s analysis also included an $8.2 billion positive adjustment to enterprise value reflecting the value of “opt-in” rights to the product pipeline when the current licensing agreement expired in 2015. (Exhibit 11 presents a comparison of averages approximating the June LRP and the NFM.)
Roche’s managers felt that the NFM and Goldman’s assumptions significantly overstated Genentech’s prospects with respect to pipeline productivity, development costs, subsequent applications of Avastin (Genentech’s most valuable drug), the tax rate, and other operating assumptions. In their view, it could not serve as the basis for a reasonable valuation of Genentech.
“The NFM was updated after Roche’s offer and was concluded only five months after Genentech submitted its LRP to Roche in June 2008. We felt it was a biased plan and that the LRP was a more reasonable and unbiased view of the future prospects,” commented Krognes.
The Collapse of the Financial System from September 2008–January 2009 On the weekend of September 13-14, 2008, the global financial system went into a tailspin. Merrill
Lynch was sold to Bank of America, and the Federal Reserve provided a credit lifeline to the insurance giant, AIG. On Monday morning, Lehman Brothers declared bankruptcy, and banks throughout the world stopped lending to each other. In the weeks that followed, banks in the U.S.,
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Europe, and Japan announced major losses from their exposure to subprime mortgages and other bad loans and derivative contracts. Numerous large banks received capital injections from their governments, and the International Monetary Fund (IMF) provided emergency assistance to Iceland, the Ukraine, and Hungary. Virtually every economy in the world was in recession or suffered substantially diminished growth in the fourth quarter of 2008.
The demand for life-saving drugs was not cyclical; thus, Roche’s and Genentech’s near-term revenues and earnings were not much affected by the financial turmoil. However, the stock prices of the two firms dropped in line with their industry. (Exhibit 15 shows the daily price movements of Genentech and Roche as well as the S&P biotech and pharmaceutical indexes from July 1, 2008 through January 29, 2009.)
Of greater concern to Roche’s management was the availability of credit to finance a $44 billion purchase of Genentech’s shares. In normal times, such an outlay would be financed via a bridge loan from a consortium of banks. The bridge loan would be replaced over time by long-term financing in multiple currencies. But in the midst of the financial crisis, few banks were interested in arranging bridge loans to finance acquisitions.
Roche’s managers were concerned that bridge loan financing might not be available or would be prohibitively expensive. Indeed, the concern that Roche might not be able to finance the deal was one possible reason for the special committee’s reluctance to engage in serious negotiations. Thus, in December 2008, Roche’s CFO Hunziker and Karl Mahler (Roche’s head of investor relations) opened a dialogue with large fixed-income investors. They held discussions with major investors in the U.S. 144A bond market, the Eurobond market, and the Swiss franc bond market.a
“We felt that the banks had lost touch with the market in their quest for survival. I decided that we needed to listen to the lenders directly, and that gave us important insights into what was really happening in the financial markets,” said Hunziker.
The talks had been cordial, but as of the end of January 2009, Roche had not obtained nor asked for any financing commitments. Clearly, both investors and Roche felt it would ideally be better to wait for a deal with Genentech to be struck before setting the terms of the necessary financing agreement. (Exhibit 16 shows selected interest rates by month from January 2007 through January 2009.) Hunziker was responsible for the financing, and he wrestled with a fundamental question: should and could Roche follow industry practice in these unusual times?
The Decision Facing Humer In early January 2009, the senior managers of Roche and Genentech (including several R&D
managers) together with their financial and legal advisers met in New York to discuss the assumptions underlying the NFM. On January 15, Greenhill provided Goldman Sachs a detailed list of the key areas of disagreement between the two companies with respect to the forecast and the valuation. The special committee, responding through Goldman Sachs, refused to revise their assumptions in a meaningful way. a Securities issued in the U.S. under SEC Rule 144A did not have to file a public registration statement with the Securities and Exchange Commission, but could be sold only to qualified financial institutions. Eurobonds were international bonds denominated in currencies not native to the country in which the bond was issued. London was the center of the Eurobond market. Because of the stability of the Swiss franc as a currency, Swiss franc bonds had traditionally been attractive to investors seeking to protect their fixed-income assets against inflation.
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210-040 Roche’s Acquisition of Genentech
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In a phone conversation between Humer and Sanders on January 23, Sanders stated that he believed $112 was a fair price and $89 was not an appropriate starting point for negotiations. Humer responded that he believed $89 was a fair price and $112 was not an appropriate starting point for negotiations. It appeared that Roche and the special committee had arrived at an impasse.
At this point, Humer faced three alternatives, none of which was ideal. First, he could concede to the special committee’s position and raise the offer price, bringing it closer to $112 per share. For example, if Roche offered $100, the two parties might split the difference, leading Roche to pay $106 per share. Of course, there was no guarantee that the special committee would agree to any compromise; they might simply hold to the $112 price. And their actions to date had clearly showed that they were willing to let the negotiations drag on for a very long time; all pressure for a quick resolution had come from Roche.
Second, on Greenhill’s advice, Roche could make a tender offer for Genetech’s shares. A tender offer would take the issue of valuation directly to Genentech’s shareholders, bypassing the board and the special committee, although the committee would have to issue a recommendation within 10 days of the offer.27 However, there were several drawbacks to this course of action. A tender offer would be viewed as a hostile move and might solidify opposition to Roche among Genentech’s managers and employees. This would make later integration of the two companies more difficult and costly, and might drive some of Genentech’s star scientists and managers into the arms of rivals.
Also, Roche would only be able to purchase the shares actually tendered, and it would still need to comply with the terms of the affiliation agreement in order to “squeeze out” the remaining shareholders in a second-step merger. Unfortunately, because of the specific provisions of the affiliation agreement, some shareholders might decide not to tender their shares, even if they thought the price was fair. Instead they might gamble on a squeeze-out transaction, in which two investment banks, both chosen by the special committee, would provide higher valuations than the tender offer price. This game-playing strategy would be most attractive to investors who perceived that their tendering decision would not affect the likelihood of the tender offer’s success.
As indicated, Roche did not have firm commitments for funds to finance the acquisition, and in January 2009, global markets were still extremely fragile. If Roche desired, its tender offer could be made contingent on obtaining the necessary financing on acceptable terms. However, the more caveats attached to the offer, the less attractive it would be to Genentech’s shareholders. The most effective tender offers were the simplest: all cash for all outstanding shares with no such contingencies.
If Roche decided to go ahead with a tender offer, it had to decide at what price. Following Roche’s offer in July, Genentech’s shares had risen above the offer price, trading as high as $98 in August (see Exhibit 15). As the financial crisis unfolded amid speculation that Roche would not be able to finance the purchase, Genentech’s shares fell, reaching the low $70s in October and November. Humer was informed that during the last week of January, Genentech’s shares had recovered and were trading in the range $82 to $84. But he knew that the price on any trading day reflected the valuations of marginal investors, many of whom were short-term traders. Genentech had many committed and loyal shareholders who demonstrably thought their shares were worth more than the current trading prices. Roche had to convince the majority of these investors to part with their shares, if the tender offer was to have any chance of success. A plan for a tender offer should include a strategy for convincing important investors about the merits of the bid.
Finally, Humer could simply wait. The results of an important set of clinical trials of the extension of Genentech’s blockbuster cancer drug, Avastin, to the treatment of additional forms of cancer could
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be announced as early as April 2009. Early test results had been inconclusive, and there was substantial uncertainty about the likelihood of a positive outcome. Publication of the new results would reduce uncertainty as to Genentech’s future performance and might bring Roche’s and the special committee’s valuations closer together. On the other hand, if successful, the results would likely have a large, positive impact on the stock price, making a deal substantially more expensive and potentially out of reach from a financing perspective.
Humer wondered what his next steps should be. How could he bring Roche’s acquisition of Genentech to a successful conclusion?
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Roche’s Acquisition of Genentech 210-040
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Exhibit 2 Roche Historical Consolidated Financial Data As of December 31, 2008 (in millions of CHF, except amounts per share and nonvoting equity security of parent, which are expressed in CHF, and ratio of earnings to fixed charges) (1 CHF = €0.6720 and $0.9473)
Years Ended 2008 2007
CHF USD CHF USD Income Statement Data
Sales 45,617 43,213 46,133 43,702 Royalties and other operating income 2,287 2,166 2,243 2,125 Cost of sales (13,661) (12,941) (13,743) (13,019) Marketing and distribution (9,170) (8,687) (9,327) (8,835) Research and development (8,845) (8,379) (8,385) (7,943) General and administrative (2,332) (2,209) (2,453) (2,324) Major legal cases 271 257 -- -- Changes in group organization (243) (230) -- -- Operating profit 13,924 13,190 14,468 13,706
Operating profit before exceptional items and cumulative effect of a change in accounting principle 13,896 13,164 1,187 1,124
Associated companies 1 2 Financial income 1,123 1,064 1,805 1,710 Financing costs (887) (840) (971) (920) Profit before tax 14,161 13,415 15,304 14,497 Income taxes (3,317) (3,142) (3,867) (3,663)
Net income 10,844 10,273 11,437 10,834 Cash Flow Statement Data
Net Cash Provided by (Used in): Operating activities 12,177 11,535 11,728 11,110 Investing activities (1,722) (1,631) (5,788) (5,483) Financing activities (9,442) (8,944) (5,270) (4,992) Currency translation 147 139 (125) (118) Increase (decrease) in cash 1,160 1,099 545 516
Balance Sheet Data
Cash and marketable securities 20,771 19,676 24,202 22,927 Current assets 38,604 36,570 42,834 40,577 Property, plant, and equipment, net 18,190 17,231 17,832 16,892 Noncurrent assets 37,485 35,510 35,531 33,659
Total assets 76,089 72,079 78,365 74,235 Total short-term debt (1,117) (1,058) (3,032) (2,872) Current liabilities (12,104) (11,466) (14,454) (13,692) Total long-term debt (2,972) (2,815) (3,834) (3,632) Noncurrent liabilities (10,163) (9,627) (10,468) (9,916)
Total liabilities (22,267) (21,094) (24,922) (23,609) Total equity 53,822 50,986 53,443 50,627
Other Information:
Ratio of earnings to fixed charges 53.10 45.48 Capital expenditures 3,596 3,406 4,697 4,449 Net income per share and nonvoting equity security of parent -- --
Basic 10.43 9.88 11.36 10.76 Diluted 10.23 9.69 11.16 10.57
Book value per share and nonvoting equity security of parent 62.58 59 --
Source: Roche Annual Reports and Greenhill & Co.
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74
78
21 6
13 5
10 8
92
84
92
25 1
19 7
10 2
In co
m e
(lo ss
) b ef
or e
ta xe
s an
d cu
m ul
at iv
e ef
fe ct
o f
ac co
un tin
g ch
an ge
(E B
IT )
25 3
-1 ,3
60
4 28
3 30
89
7 1,
22 0
2, 01
3 3,
40 3
4, 42
6 5,
43 1
In co
m e
ta x
pr ov
is io
n (b
en ef
it)
71
-2 03
20
12
7 -3
4 28
7 43
5 73
4 1,
29 0
1, 65
7 2,
00 4
In co
m e
(lo ss
) b ef
or e
cu m
ul at
iv e
ef fe
ct o
f a cc
ou nt
in g
ch an
ge
18 2
-1 ,1
57
-1 6
15 6
64
61 0
78 5
1, 27
9 2,
11 3
2, 76
9 3,
42 7
C um
ul at
iv e
ef fe
ct o
f a cc
ou nt
in g
ch an
ge , n
et o
f t ax
0
0 -5
8 -6
0
-4 7
0 0
0 0
0 N
et in
co m
e (lo
ss )
18 2
-1 ,1
57
-7 4
15 0
64
56 3
78 5
1, 27
9 2,
11 3
2, 76
9 3,
42 7
S E
LE C
TE D
R A
TI O
S
G
R O
W TH
IN T
O TA
L O
P E
R A
TI N
G R
E V
E N
U E
23 %
17
%
35 %
26
%
28 %
40
%
44 %
40
%
26 %
14
%
P ro
du ct
s al
es
45
%
23 %
36
%
24 %
21
%
43 %
46
%
39 %
24
%
12 %
R
oy al
tie s
-1
8%
10 %
28
%
39 %
37
%
28 %
46
%
45 %
47
%
28 %
C
on tra
ct re
ve nu
e
-3 9%
-5
5%
28 %
46
%
23 0%
30
%
-9 %
38
%
2%
17 %
E
FF IC
IE N
C Y
C os
t o f s
al es
/S al
es
13 %
22
%
24 %
17
%
17 %
15
%
15 %
15
%
13 %
13
%
13 %
R
& D
/S al
es
38 %
28
%
32 %
26
%
24 %
22
%
21 %
19
%
19 %
21
%
21 %
M
ar ke
tin g,
g en
er al
a nd
a dm
in is
tra tiv
e/ S
al es
28
%
28 %
24
%
22 %
21
%
24 %
24
%
22 %
22
%
19 %
18
%
C ol
la bo
ra tio
n pr
of it
sh ar
in g/
S al
es
4%
6%
9%
12 %
14
%
14 %
13
%
12 %
11
%
9%
9%
R ec
ur rin
g am
or tiz
at io
n ch
ar ge
s/ S
al es
0%
15
%
25 %
16
%
6%
5%
3%
2%
1%
1%
1%
IN C
O M
E A
N D
T A
X E
S
E
B IT
/S al
es
24 %
-1
05 %
0%
14
%
1%
27 %
26
%
30 %
37
%
38 %
40
%
E ffe
ct iv
e ta
x ra
te (T
ax /E
B IT
) 28
%
15 %
50
0%
45 %
-1
13 %
32
%
36 %
36
%
38 %
37
%
37 %
N
et In
co m
e/ S
al es
17
%
-9 0%
-5
%
7%
2%
17 %
17
%
19 %
23
%
24 %
26
%
So ur
ce :
G en
en te
ch w
eb si
te , h
ttp :/
/w w
w .g
en e.
co m
/g en
e/ ir
/f in
an ci
al s/
fin an
ci al
-s um
m ar
y/ ; a
nd c
as ew
ri te
r c al
cu la
tio ns
.
Do N
ot C
op y
or P
os t
This document is authorized for use only by Andrianos Tsekrekos at Athens University of Economics & Business until January 2014. Copying or posting is an infringement of copyright. [email protected] or
617.783.7860.
21 0-
04 0
-1
7-
Ex hi
bi t 4
G en
en te
ch B
al an
ce S
he et
D at
a, 1
99 8–
20 08
(u na
ud ite
d; in
m ill
io ns
o f U
S$ , e
xc ep
t p er
s ha
re , s
to ck
p ri
ce , a
nd e
m pl
oy ee
d at
a)
Ye ar
s En
de d
D ec
em be
r 3 1
19 98
19
99
20 00
20
01
20 02
20
03
20 04
20
05
20 06
20
07
20 08
SE LE
C TE
D B
A LA
N C
E SH
EE T
D A
TA
C
as h,
c as
h eq
ui va
le nt
s, s
ho rt-
te rm
in ve
st m
en ts
, a nd
lo ng
- te
rm m
ar ke
ta bl
e de
bt a
nd e
qu ity
s ec
ur iti
es
$1 ,6
05
$1 ,9
57
$2 ,4
59
$2 ,8
65
$1 ,6
02
$2 ,9
35
$2 ,7
80
$3 ,8
14
$4 ,3
25
$6 ,0
65
$9 ,5
45
A cc
ou nt
s re
ce iv
ab le
15
8 23
3 27
8 32
1 43
2 58
8 94
1 1,
05 0
1, 66
6 1,
76 6
1, 94
1 In
ve nt
or ie
s
14 9
27 5
26 6
35 7
39 4
47 0
59 0
70 3
1, 17
8 1,
49 3
1, 29
9 P
ro pe
rty , p
la nt
, a nd
e qu
ip m
en t,
ne t
70 0
73 0
75 3
86 6
1, 06
9 1,
61 8
2, 09
1 3,
34 9
4, 17
3 4,
98 6
5, 40
4 G
oo dw
ill
0 1,
60 9
1, 45
6 1,
30 3
1, 31
5 1,
31 5
1, 31
5 1,
31 5
1, 31
5 1,
57 7
1, 59
0 O
th er
in ta
ng ib
le a
ss et
s
65
1, 45
3 1,
28 0
1, 11
3 92
8 81
1 66
8 57
4 47
6 1,
16 8
1, 00
8 O
th er
lo ng
-te rm
a ss
et s
13
5 20
6 17
5 13
6 80
1 82
2 80
7 1,
07 4
1, 34
2 36
6 36
5 TO
TA L
A SS
ET S
2, 86
8 6,
56 1
6, 73
9 7,
16 2
6, 77
6 8,
75 9
9, 40
3 12
,1 47
14
,8 42
18
,9 40
21
,7 87
C om
m er
ci al
p ap
er
0 0
0 0
0 0
0 0
0 59
9 50
0 To
ta l c
ur re
nt li
ab ili
tie s
30 3
50 3
47 5
67 7
66 1
89 3
1, 23
8 1,
66 0
2, 01
0 3,
91 8
3, 09
5 Lo
ng -te
rm d
eb t
15 0
15 0
15 0
0 0
41 2
41 2
2, 08
3 2,
20 4
2, 40
2 2,
32 9
TO TA
L LI
AB IL
IT IE
S 52
4 1,
29 1
1, 06
5 1,
24 2
1, 43
7 2,
23 9
2, 62
1 4,
67 7
5, 36
4 7,
03 5
6, 11
6 TO
TA L
S H
AR EH
O LD
ER E
Q U
IT Y
2, 34
4 5,
27 0
5, 67
4 5,
92 0
5, 33
9 6,
52 0
6, 78
2 7,
47 0
9, 47
8 11
,9 05
15
,6 71
O TH
ER D
AT A
D ep
re ci
at io
n an
d am
or tiz
at io
n ex
pe ns
e
78
28 1
46 3
42 8
27 5
29 5
35 3
37 0
40 7
49 2
59 2
C ap
ita l e
xp en
di tu
re s
88
95
11
3 21
3 32
3 32
2 65
0 1,
40 0
1, 21
4 97
7 75
1 N
et w
or ki
ng c
ap ita
l ( ex
cl . c
as h
an d
co m
m er
ci al
p ap
er )
4 5
69
1 16
5 16
5 29
3 93
83
4 -6
0 64
5 C
ha ng
e in
n et
w or
ki ng
c ap
ita l (
ex cl
. c as
h an
d
co m
m er
ci al
p ap
er )
1
64
-6 8
16 4
0 12
8 -2
00
74 1
-8 94
70
5 G
oo dw
ill , i
nt an
gi bl
e an
d ot
he r a
ss et
s 20
0 32
68
29 11
25
52
30 44
29
48
27 90
29
63
31 33
31
11
29 63
C
as h
m in
us s
ho rt-
a nd
lo ng
-te rm
d eb
t 1,
45 5
1, 80
7 2,
30 9
2, 86
5 1,
60 2
2, 52
3 2,
36 8
1, 73
1 2,
12 1
3, 06
4 6,
71 6
S H
A R
E IN
FO R
M AT
IO N
S ha
re s
ou ts
ta nd
in g
at y
ea r-e
nd
1, 01
7 1,
03 2
1, 05
1 1,
05 7
1, 02
6 1,
04 9
1, 04
7 1,
05 4
1, 05
3 1,
05 2
1, 05
3 P
ER S
H AR
E D
AT A
M ar
ke t p
ric e:
H ig
h $9
.9 7
$1 1.
25
$6 1.
25
$4 2.
00
$2 7.
58
$4 7.
68
$6 8.
25
$1 00
.2 0
$9 5.
16
$8 9.
73
$9 9.
14
M ar
ke t p
ric e:
L ow
$7
.4 1
$9 .3
2 $2
1. 13
$1
9. 00
$1
2. 55
$1
5. 77
$4
1. 00
$4
3. 90
$7
5. 58
$6
5. 35
$6
5. 60
B oo
k va
lu e
pe r s
ha re
$2
.3 0
$5 .1
0 $5
.4 0
$5 .6
0 $5
.2 1
$6 .2
1 $6
.4 8
$7 .0
9 $9
.0 0
$1 1.
32
$1 4.
88
C as
h va
lu e
pe r s
ha re
$1
.5 8
$1 .9
0 $2
.3 4
$2 .7
1 $1
.5 6
$2 .8
0 $2
.6 6
$3 .6
2 $4
.1 1
$5 .7
7 $9
.0 6
N
U M
B ER
O F
EM P
LO YE
ES A
T YE
A R
-E N
D
3, 38
9 3,
88 3
4, 45
9 4,
95 0
5, 25
2 6,
22 6
7, 64
6 9,
56 3
10 ,5
33
11 ,1
74
11 ,1
86
S
E LE
C TE
D R
AT IO
S
D ep
re ci
at io
n an
d am
or tiz
at io
n/ Sa
le s
7%
22 %
31
%
21 %
11
%
9%
8%
6%
4%
4%
4%
C ap
ita l e
xp en
di tu
re s/
S al
es
8%
7%
7%
10 %
13
%
10 %
14
%
21 %
13
%
8%
6%
N et
w or
ki ng
c ap
ita l/S
al es
0%
0%
5%
0%
6%
5%
6%
1%
9%
-1
%
5%
P ro
pe rty
, p la
nt , a
nd e
qu ip
m en
t, ne
t/S al
es
66 %
57
%
50 %
42
%
41 %
49
%
45 %
50
%
45 %
43
%
40 %
G
oo dw
ill a
nd o
th er
a ss
et s/
S al
es
19 %
25
3%
19 2%
12
5%
11 8%
89
%
60 %
45
%
34 %
27
%
22 %
So ur
ce :
G en
en te
ch w
eb si
te , h
ttp :/
/w w
w .g
en e.
co m
/g en
e/ ir
/f in
an ci
al s/
fin an
ci al
-s um
m ar
y/ ; a
nd c
as ew
ri te
r c al
cu la
tio ns
.
Do N
ot C
op y
or P
os t
This document is authorized for use only by Andrianos Tsekrekos at Athens University of Economics & Business until January 2014. Copying or posting is an infringement of copyright. [email protected] or
617.783.7860.
210-040 Roche’s Acquisition of Genentech
18
Exhibit 5 Genentech’s Board of Directors, July 2008
Arthur D. Levinson, PhD Chairman of the Board, Chief Executive Officer, Genentech
Herbert W. Boyer, PhDa Cofounder of Genentech and Professor Emeritus of Biochemistry and Biophysics, University of California, San Francisco
William M. Burns Chief Executive Officer of the Pharmaceuticals Division and Member of the Corporate Executive Committee, F. Hoffmann-La Roche Ltd.
Erich Hunziker, PhD Chief Financial Officer and Deputy Head of the Corporate Executive Committee, F. Hoffmann-La Roche Ltd.
Jonathan K. C. Knowles, PhD Head of Group Research and Member of the Corporate Executive Committee, F. Hoffmann-La Roche Ltd.
Debra L. Reeda President and Chief Executive Officer, San Diego Gas & Electric and Southern California Gas Company
Charles A. Sanders, MDa Lead Director of Genentech and former Chairman and Chief Executive Officer, Glaxo, Inc.
Source: Genentech Annual Report 2008.
aSpecial Committee Member.
Do N
ot C
op y
or P
os t
This document is authorized for use only by Andrianos Tsekrekos at Athens University of Economics & Business until January 2014. Copying or posting is an infringement of copyright. [email protected] or
617.783.7860.
21 0-
04 0
-1
9-
Ex hi
bi t 6
St oc
k Pr
ic e
H is
to ri
es o
f R oc
he a
nd G
en en
te ch
(J un
e 30
, 1 99
8– Ju
ne 3
0, 2
00 8)
So ur
ce :
Th om
so n
O N
E.
N ot
e:
A dj
us te
d fo
r s to
ck s
pl its
.
Do N
ot C
op y
or P
os t
This document is authorized for use only by Andrianos Tsekrekos at Athens University of Economics & Business until January 2014. Copying or posting is an infringement of copyright. [email protected] or
617.783.7860.
21 0-
04 0
-2
0-
Ex hi
bi t 7
C om
pa ra
bl e
Bi ot
ec h
an d
Ph ar
m ac
eu tic
al C
om pa
ni es
Bi
ot ec
h C
om pa
ni es
Ph ar
m ac
eu tic
al C
om pa
ni es
G
en en
te ch
R
oc he
G
ro up
A
m ge
n G
ile ad
Sc
ie nc
es
C el
ge ne
G
en zy
m e
Bi og
en Id
ec
C ep
ha lo
n
G SK
N
ov ar
tis
A st
ra
Ze ne
ca
M er
ck
W ye
th
El i L
ill y
Ye ar
-e nd
2 00
7
Sa le
s 11
,7 24
.0 0
40 ,7
17 .5
6 14
,7 71
.0 0
4, 23
0. 05
1, 40
5. 82
3, 81
3. 52
3, 17
1. 60
17 72
.6 38
45 ,1
25 .1
5 40
,2 91
.1 3
29 ,2
46 .6
2 24
,1 97
.7 0
22 ,3
99 .8
0 18
,6 33
.5 0
G ro
ss p
ro fit
10
,6 45
.0 0
30 ,8
01 .4
1 13
,2 77
.0 0
3, 51
2. 55
1, 30
7. 12
3, 02
3. 28
2, 95
9. 20
1, 53
8. 83
36 ,4
28 .2
9 31
,6 40
.6 9
24 ,3
70 .7
0 20
,0 45
.2 0
17 ,2
49 .1
4 15
,4 32
.6 0
R &D
2,
44 6.
00
7, 31
9. 51
3,
24 7.
00 59
1. 03
39 8.
59 73
7. 69
92 5.
20 34
8. 52
6, 28
9. 23
6, 80
4. 79
5, 03
5. 22
4, 88
2. 80
3, 25
6. 52
3, 48
6. 70
M
ar ke
tin g,
s el
lin g,
G &A
4,
70 2.
00
17 ,5
46 .3
4 6,
78 3.
00 1,
29 6.
77 85
0. 46
1, 86
0. 87
1, 69
9. 50
1, 06
4. 41
19 ,5
86 .8
1 20
,8 36
.6 3
14 ,5
13 .9
8 12
,4 39
.5 0
9, 98
1. 44
9, 58
1. 80
N
et in
co m
e 2,
76 9.
00
8, 61
5. 18
3,
16 6.
00 1,
61 5.
30 23
1. 83
48 0.
19 63
7. 20
-1 91
.7 0
10 ,3
57 .5
7 6,
89 7.
92 5,
53 5.
87 3,
27 5.
40 4,
64 9.
91 2,
95 3.
00
Sh ar
es o
ut st
an di
ng (M
M )
1, 05
2. 00
76
1. 31
1,
08 7.
00 93
2. 48
40 3.
12 26
6. 01
29 5.
70 67
.6 0
10 ,9
42 .3
8 1,
99 8.
63 2,
89 4.
32 2,
17 2.
50 1,
33 7.
79 1,
13 4.
31
EP S
(b as
ic )
2. 59
10
.0 3
2. 82
1. 68
0. 54
1. 74
1. 99
-2 .8
8 1.
88 2.
97 3.
70 1.
49 3.
38 2.
71
D iv
id en
ds p
er s
ha re
0.
00
4. 06
0.
00 0.
00 0.
00 0.
00 0.
00 0.
00 1.
05 1.
41 1.
85 1.
52 1.
06 1.
70
C as
h an
d m
ar ke
ta bl
e se
cu rit
ie s
6, 06
5. 00
22
,9 26
.5 5
7, 15
1. 00
1, 17
2. 00
2, 73
8. 9
94 7.
5 97
9. 1
82 6.
3 4,
53 2.
00 13
,0 47
.0 5,
95 8.
0 8,
23 0.
8 13
,4 47
.7 37
04 .8
To
ta l a
ss et
s 18
,9 40
.0 0
67 ,8
42 .8
9 34
,6 39
.0 0
5, 53
7. 36
3, 47
0. 33
8, 22
1. 75
8, 62
8. 80
3, 36
4. 52
57 ,2
24 .8
7 72
,0 16
.3 3
46 ,9
68 .9
2 45
,5 27
.0 0
41 ,0
71 .6
4 26
,8 74
.8 0
Sh or
t- an
d lo
ng -te
rm d
eb t
3, 00
1. 00
6,
06 0.
02
11 ,1
77 .0
0 1,
30 0.
29 22
2. 69
81 0.
37 1,
56 2.
90 1,
24 0.
96 20
,9 99
.2 1
5, 80
4. 59
15 ,1
74 .0
6 5,
73 9.
40 11
,8 04
.4 7
5, 00
7. 20
Sh
ar eh
ol de
rs ’ e
qu ity
11
,9 05
.0 0
40 ,0
23 .8
3 17
,8 69
.0 0
3, 45
9. 99
2, 84
3. 94
6, 62
8. 61
5, 53
4. 30
1, 30
2. 07
19 ,0
76 .2
8 49
,3 12
.9 3
14 ,7
95 .6
1 18
,1 84
.7 0
18 ,2
10 .5
4 13
,5 03
.9 0
Em pl
oy ee
s (th
ou sa
nd s)
11
,1 74
78
,6 04
17
,5 00
2, 97
9 1,
68 5
10 ,0
00 4,
30 0
2, 79
6 10
3, 48
3 98
,2 00
67 ,4
00 59
,8 00
50 ,5
27 40
,6 00
5-
ye ar
c om
po un
d an
nu al
35
.1 %
9.
2%
21 .7
% 55
.4 %
59 .6
% 28
.7 %
51 .0
% 28
.5 %
1. 4%
7. 1%
4. 5%
-1 4.
1% 9.
0% 11
.0 %
sa le
s gr
ow th
ra te
Sa le
s pe
r e m
pl oy
ee
1. 05
0.
52
0. 84
1. 42
0. 83
0. 38
0. 74
0. 63
0. 44
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B an
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Do N
ot C
op y
or P
os t
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617.783.7860.
Roche’s Acquisition of Genentech 210-040
21
Exhibit 8 Roche’s Top-Selling Pharmaceutical Products in 2008
Product Active Substance Indication
Sales (in millions
of CHF)
% Change in Local
Currencies vs. 2007
MabThera/Rituxan rituximab non-Hodgkin’s lymphoma, chronic lymphocytic leukemia, rheumatoid arthritis
5,923 16
Avastin bevacizumab colorectal cancer, breast cancer, non- small cell lung cancer, kidney cancer
5,207 37
Herceptin trastuzumab HER2-positive breast cancer 5,092 12
CellCept mycophenolate mofetil
transplantation 2,099 13
NeoRecormon, Epogin epoetin beta anemia 1,774 -13
Pegasys peginterferon alfa-2a
hepatitis B and C 1,635 6
Tarcevaa erlotinib advanced non-small cell lung cancer, advanced pancreatic cancer
1,215 23
Xeloda capecitabine colorectal cancer, breast cancer, stomach cancer
1,211 13
Bonviva/Boniva ibandronic acid osteoporosis 1,108 35
Lucentis ranibizumab wet age-related macular degeneration 960 7
Tamiflu oseltamivir treatment and prevention of influenza A and B
609 -68
Xolair omalizumab asthma 560 10
Valcyte, Cymevene valganciclovir, ganciclovir
cytomegalovirus infection 553 10
Xenical orlistat weight loss, weight control 502 -13
Pulmozyme dornase alfa/DNase cystic fibrosis 496 12
Nutropin somatropin growth hormone deficiency 413 -2
Neutrogin lenograstim neutropenia associated with chemotherapy
404 -3
Rocephin ceftriaxone bacterial infections 344 -10
Activase, TNKase alteplase, tenecteplase
acute myocardial infarction (heart attack)
342 -1
Madopar levodopa + benserazide
Parkinson’s disease 311 4
Source: Roche Group, Annual Report 2008.
Note: Genentech-originated products are shaded.
a Roche and Genentech separately contracted with Tarceva’s developer, OSI, hence, shared credit for origination.
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617.783.7860.
210-040 Roche’s Acquisition of Genentech
22
Exhibit 9 Roche Estimates of Achievable Synergies by Expense Category and Year (in millions of US$)
Year 2009 2010 2011 2012 2013 and
Thereafter
% Dependent Merger with Genentech
Manufacturing 0 102 205 256 270 50% Research 44 114 118 121 125 0% Development 38 98 109 111 112 100% Marketing & distribution 38 98 101 104 107 100% Roche G&A 63 103 113 123 124 75% Genentech G&A 40 103 106 109 113 37%
Total 223 618 752 824 851
Source: Roche Group.
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or P
os t
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617.783.7860.
Roche’s Acquisition of Genentech 210-040
23
Exhibit 10 Genentech’s Actual and Forecast Free Cash Flow, 2006–2009 (in millions of US$)
2006
Actual 2007
Actual 2008
Actual 2009
Forecast Revenues
Product sales 7,640 9,443 10,531 10,868 Royalties 1,354 1,984 2,539 2,409 Contract and other 290 297 348 258
Total Revenue 9,284 11,724 13,418 13,535 Costs and expenses
Cost of sales 1,181 1,571 1,744 1,792 Research and development 1,773 2,446 2,800 2,644 Marketing, selling, general and administrative 2,014 2,256 2,405 2,058 Profit sharing 1,005 1,080 1,228 1,403 Other expenses 159 142 (88) 0
Total costs and expenses 6,132 7,495 8,089 7,897 Operating income 3,152 4,229 5,329 5,638
Less: Taxesa (1,290) (1,657) (2,004) (1,973)
After-tax operating income 1,862 2,572 3,325 3,665 Plus: Depreciation and amortization 407 492 592 577 Less: Increase (decrease) in net working capital (741) 894 (705) (457)
Cash flow from operations 1,528 3,958 3,212 3,785 Less: Capital expenditures (1,214) (977) (751) (672)
Free cash flow 314 2,981 2,461 3,113 Less: Charge for equity settled equity
compensation 0 0 0 (1,567) Free cash flow after equity settled equity
compensation 314 2,981 2,461 1,546
Source: Actuals from casewriter estimates based on Exhibits 3 and 4. Forecast based on Genentech, June 2008 long-range plan summary, prepared by Greenhill & Co. for Roche.
a Actual equals income tax provision from Genentech Income Statements. Forecast assumes a 35% tax rate.
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617.783.7860.
210-040 Roche’s Acquisition of Genentech
24
Exhibit 11 Comparison of Assumptions Approximating the June Long-Range Plan (LRP) and November Financial Model (NFM)
Growth LRP NFM Annual growth rate of total revenue (2010–2018) 7.0% 6.9% Period of year-by-year free cash flows 2009–2018 2009–2024 Operating Ratios (2010–2018)
Cost of sales / Revenue 9.5% 10.2% R&D / Revenue 18.5% 19.9% Marketing, G&A / Revenue 15.1% 14.3% Profit sharing / Revenue 9.0% 7.8% Other costs / Revenue 0.0% 0.0% Total costs / Revenue 52.1% 52.3% Operating income (EBIT) / Revenue 47.9% 47.7% Tax rate 35.0% 30.7% Depreciation / Revenue 3.3% 2.9% Ch. net working capital / Revenue 1.3% 0.7% Capex / Revenue 3.9% 3.1% Equity-based compensation
1.3% of Revenue
2010-2018
0%
Adjustments to Enterprise Value
Capitalized equity stock option (ESO) expense $0.00 -$11.42 billion Capitalized value of 2015 opt-in rights $0.00 $8.19 billion
Source: Casewriter estimates.
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or P
os t
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617.783.7860.
21 0-
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Do N
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617.783.7860.
Roche’s Acquisition of Genentech 210-040
29
Exhibit 16 Treasury and Corporate Interest Rates, January 2007–January 2009 (in percent)
Treasury Yields Bonds Commercial Date 1 Mo. 3 Mo. 1 year 5 year 10 year 20 year 30 year AAA BBB Paper Apr-08 1.07 1.58 1.74 2.84 3.68 4.44 4.44 5.55 6.97 2.10 Jul-08 1.60 1.98 2.28 3.30 4.01 4.62 4.57 5.67 7.16 2.08 Oct-08 0.29 1.23 1.42 2.73 3.81 4.45 4.17 6.28 8.88 1.55 Jan-09 0.05 0.30 0.44 1.60 2.52 3.46 3.13 5.05 8.14 0.15
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210-040 Roche’s Acquisition of Genentech
30
Exhibit 16 (continued)
Source: Federal Reserve Board, accessed through WRDS, November 2009.
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Roche’s Acquisition of Genentech 210-040
31
Endnotes
1 Early history of Roche from “Roche History: Traditionally Ahead of Our Time,” Roche company website, http://www.roche.com/about_roche/at_a_glance/corporate_publications.htm, accessed August 2009.
2 Tom Abate, “The Birth of Biotech/How the Germ of an Idea Became the Genius of Genentech,” San Francisco Chronicle, April 1, 2001, accessed via Factiva, August 2009.
3 Marilyn Chase, “Switzerland’s Roche to Buy Syntex Corp. for $5.3 Billion,” Wall Street Journal, May 3, 1994, accessed via Factiva, August 2009.
4 “Roche’s Boehringer Mannheim Acquisition,” Chemist & Druggist, May 31, 1997; William Hall and Clive Cookson, “Roche Confounds the Analysts—Acquisition Will Make Swiss Group Joint Leader in World Diagnostics,” Financial Times, May 27, 1997, both accessed via Factiva, August 2009.
5 Peter Landers and Anita Raghavan, “Leading the News: Novartis Sets Stage to Take Over Roche Holding,” Wall Street Journal, January 24, 2003, accessed via Factiva, August 2009.
6 Gene Bylinsky, “Spawn of Genentech (Spin-Off Companies Continue to Develop New Products),” Fortune, August 12, 1991, accessed via Factiva, August 2009.
7“Corporate Chronology,” Genentech website, http://www.gene.com/gene/about/corporate/history/ timeline.html, accessed August 2009.
8 Melanie Trottman, “Roche, Not Holders, Seen Gaining Premium In Genentech Deal,” Dow Jones News Service, June 3 1999.
9 Alan Friedman, Louise Kehoe, and Peter Marsh, “Hoffmann-La Roche to acquire Genentech,” Financial Times, February 3, 1990, accessed via Factiva, August 2009; “Genentech Inc., Roche Holding Complete $2.1 Billion Merger,” Dow Jones News Service—Ticker, September 7, 1990, accessed via Factiva, September 2009; and “Genentech and Roche Merger Transaction Completed,” Genentech website, http://www.gene.com/gene/ news/press-releases/display.do?method=detail&id=4325, accessed October 2009.
10 Roger Lowenstein, “Genentech’s Pact with Roche Holding Ltd. Riles Some Holders Who Say It Caps Profits,” Wall Street Journal, February 16, 1990; “Genentech and Roche Change Form of Transaction to Accommodate New Schedule for Stockholder Vote,” Genentech website, http://www.gene.com/gene/ news/press-releases/display.do?method=detail&id=4738, accessed October 2009.
11 Lawrence M. Fisher, “Roche Exercises its Option for all Genentech shares,” New York Times, June 4, 1999; Victoria Griffith and William Hall, “Roche shares rise on Genentech buy-out,” Financial Times, June 4, 1999, accessed via Factiva, August 2009.
12 “Corporate Chronology,” Genentech website, http://www.gene.com/gene/about/corporate/history/ timeline.html, accessed August 2009.
13 “Roche prices the offering of Genentech shares,” Roche Media Release, March 24, 2000, Roche website, http://www.roche.com/static/app/news/media-news-2000-03-24-e.pdf, accessed September 2009; “Roche Holdings Inc.,” Med Ad News, May 1, 2000, accessed via Factiva, September 2009.
14 Andrew Pollack, “Roche Offers $43.7 Billion for Shares in Genentech It Does Not Already Own,” New York Times, July 22, 2008, accessed via Factiva, August 2009.
15 From “Roche History: Traditionally Ahead of Our Time,” Roche company website, http:// www.roche.com/about_roche/at_a_glance/corporate_publications.htm, accessed August 2009.
16 David Collis and Troy Smith, “Strategy in the Twenty-First Century Pharmaceutical Industry: Merck & Co. and Pfizer Inc.,” HBS No. 707-487 (Boston: Harvard Business School Publishing, November 2007).
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210-040 Roche’s Acquisition of Genentech
32
17 Amy Barrett, “Pfizer’s Funk; Hank McKinnell helped pioneer the age of blockbuster drugs. But a dearth of new products and fears over drug safety are hurting the entire industry. Is there a fix?” BusinessWeek, February 28, 2005, p. 72, via Factiva, accessed December 2009; Kirsty Barnes, “Pfizer cost-cutting focus no ‘Kindler surprise’,” http://www.drugresearcher.com/content/view/print/179915, accessed December 2009.
18 Ernst & Young Global Biotechnology Report 2009 Overview, http://www.ey.com/CH/en/Newsroom/ News-releases/20090505, accessed December 2009.
19 Quote from Cantos interview transcript, “Roche offers to acquire all outstanding Genentech shares,” Cantos website, w3.cantos.com/09/milos-902-d3zji/video/transcript.php, accessed August 2009.
20 Roche press release, July 21, 2008.
21 “Roche Bid Blindsided Genentech,” Wall Street Journal, July 22, 2008.
22 Roche press release, July 21, 2008.
23 Quote from Cantos interview transcript, “Roche offers to acquire all outstanding Genentech shares.”
24 Roche press release, July 21, 2008.
25 Genentech 10-Q filing for the quarterly filing period ended June 30, 2009.
26 Genentech press release, August 13, 2008.
27 Carliss Y. Baldwin, Constance E. Bagley, and James Quinn, “M&A Legal Context: Hostile Takeovers,” HBS No. 904-005 (Boston: Harvard Business School Publishing, February 2004).
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Mandatory Assignment Resources/How do leadership and context matter in R&D team innovation.pdf
How do leadership and context matter in R&D team innovation? – A multiple case study
Wei Zhenga*, Anne E. Khouryb and Cynthia Grobmeiera
aNorthern Illinois University, USA; bChevron Global Manufacturing, USA
(Received 5 December 2009; final version received 10 February 2010)
Innovation is the bedrock of organizational and national competitiveness across the globe. Leaders of research and development (R&D) teams have an especially important role to play given their direct influence on leading, organizing, rallying, and managing the operations of innovative tasks. However, when it comes to how leaders influence R&D innovation in different contexts, researchers’ opinions diverge. This study explores leadership characteristics and their contextual contingencies, using the approach of a multiple case study. This paper is situated in the stream of research focusing on the interactions of leadership and contextual factors in innovation. We collected qualitative data from four highly innovative teams residing in two national laboratories in the US. The results suggest that while leadership demonstrates similarities across the four teams – a simultaneous focus on the internal and external domains, it also displays different characteristics in teams that differ on three contextual factors: funding model, nature of tasks, and team structure. Theoretical and practical implications are drawn.
Keywords: innovation; leadership; context
Innovation is increasingly becoming the primary driver of organizational competi- tiveness and economic development across the globe. Technological and business process innovations have accounted for 45% of productivity gains between 1987 and 2007 in the US (Mandel 2008). Various countries have increased their level of innovativeness together with their economies during the period from 1995 to 2009, including the US, Brazil, Cambodia, Peru, Poland, Russia, Ukraine, and Zimbabwe (World Bank 2009).
Research and development (R&D) teams shoulder the mission of carrying out major innovations for their organizations and communities. However, the success rate of R&D is low. Approximately one out of 3000 raw ideas reaches substantial commercial success across most industries (Stevens and Burley 1997). The identification of key factors that can foster and sustain R&D teams’ innovation carries significant implications for HRD practices that target enhancing organiza- tional competitiveness.
*Corresponding author. Email: [email protected]
Human Resource Development International
Vol. 13, No. 3, July 2010, 265–283
ISSN 1367-8868 print/ISSN 1469-8374 online
� 2010 Taylor & Francis DOI: 10.1080/13678868.2010.483816
http://www.informaworld.com
R&D teams differ from other teams because of the time-lagged, sporadic, and nonmarket nature to their outputs (Narayanan 2001). R&D teams consist of professionals that have distinct characteristics in goal orientation, value systems, need structure, and behavioural patterns (Badawy 1988). R&D tasks usually involve a high risk of failure and frequently experience disruptions, delays, and setbacks (Kim, Min, and Cha 1999; Quinn 1979). All of these properties pose unique challenges to leadership. However, examination of leadership influence on R&D team innovation has been inadequate and controversial (Bass 1999; Keller 2006; Nippa 2006; Stoker, Looise, Fisscher, and de Jong 2001; Yukl 1989). For example, some argue that leadership is redundant because R&D teams usually consist of autonomous knowledge workers (for example, Podsakoff, MacKenzie, and Boomer 1996), while others believe that leadership is an essential part of an R&D team (Barling, Loughlin, and Kelloway 2002; Mann 2005; Keller 2006) – even self-managing teams need leadership (Druskat and Wheeler 2004). More research is needed to provide us a deeper understanding of the leadership needs of R&D teams that would help HRD professionals develop more effective interventions to nurture targeted leader competencies and set performance objectives.
This study takes a contextual view of leadership. Leadership is embedded in its context (Osborn, Hunt, and Jauch 2002). People’s ability to create and innovate depends not only on their individual characteristics, but also on their work environment (Amabile et al. 1996; Mumford et al. 2002; Wood, Sawyer, and Griffin 1993) within which the leader has an influential role. Theories such as situational leadership, contextual leadership, and contingent leadership share the understanding that a set of universally desirable leadership characteristics does not exist; rather, it is the fit between leadership characteristics and key contextual factors that maximizes leader effectiveness (Fiedler 1967; Hersey and Blanchard 1969; Osborn, Hunt, and Jauch 2002).
This study aims to qualitatively explore leadership characteristics and their contextual contingencies in highly innovative R&D teams in national laboratories. This study could potentially lend empirical support to the contextual leadership theory at the team level, and provide evidence to the universal versus contingent leadership debate. Further, few studies provide explicit or systematic justification of why certain contextual factors are selected as potential influencers of leadership (Pawar and Eastman 1997). Therefore, we selected a grounded approach to generate contextual factors that influence leadership characteristics. Through in-depth analysis, our understanding of the mechanisms through which contextual factors influence leadership in R&D teams could be potentially enriched. Moreover, our study is situated in the context of national laboratories which differ from for-profit organizations that have been the main setting for existing studies. R&D leaders in public organizations such as national laboratories may face different sets of challenges and objectives. For example, research found that public and private organizations differ on many fronts such as levels of formalization and centralization (Marsden, Cook, and Knoke 1994), strictness of procurement rules (Bretschneider 1990), and employees differ in their personal values on public service, money, and income (Wittmer 1991). Situating our study in national laboratory R&D teams could potentially expand our understanding of leadership and innovation to the public sector.
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Theoretical background
This study is built on the contextual view of leadership. Theories such as contingency theory (Fiedler 1971), situational leadership theory (Hersey and Blanchard 1969), and contextual leadership theory (Osborne, Hunt, and Jauch 2002) share the premise that leadership’s effectiveness is contingent on the context where it resides. Leadership is socially constructed in a particular context, and it interacts with the contextual conditions, which has a significant bearing on effectiveness (Osborne, Hunt, and Jauch 2002). Our study follows this line of research in incorporating the examination of leadership and the context where leadership is situated.
Leadership is defined as ‘the art or process of influencing people so that they will strive willingly and enthusiastically toward the achievement of the group’s mission’ (Weihrich and Koontz 1993, 397). The role of leadership in developing innovation is recognized globally. Certain leadership practices have been identified as facilitative of individual creativity and team innovativeness, such as a considerate and consultative style (Janssen, Schoonebeek, and van Looy 1997), commitment generation (Jassawalla and Sashittal 2000), charisma (Bass 1999; Stoker Looise, Fisscher, and de Jong 2001), a high level of information sharing (Jassawalla and Sashittal 2000), effective leader-member exchanges (Scott and Bruce 1994; Tierney, Farmer, and Graen 1999), support for new ideas (Axtell et al. 2000; Cummings and Oldham 1997; Jassawalla and Sashittal 2000), serving as an ambassador for the team within the organization (Ancona and Caldwelll 1992), focusing on work-related rather than administrative communications to the team (Katz and Tushman 1979), focusing on interpersonal and human interaction skills of members (Jassawalla and Sashittal 2000), focusing on learning (Jassawalla and Sashittal 2000), generation of social capital necessary for innovation (Atuahene-Gima and Murray 2007), and interaction processes promoted within the team (Drach-Zahavy, Somech, and 2001), all of which received support in various cultural contexts such as the US, China, UK, Israel, and Turkey.
However, the examination of leadership influence on R&D team innovation has been inadequate and controversial (Bass 1999; Keller 2006; Nippa 2006; Stoker et al. 2001; Yukl 1989). R&D teams differ from other types of teams in that they have more educated and creative employees (Berson and Linton 2005), a higher level of employee autonomy (Reich 1994), more self-management (Reich 1994), more uncertain goals and performance (Elkins and Keller 2003), and their managers usually have more experience in technical rather than managerial tasks (Elkins and Keller 2003). These characteristics warrant separate research on leadership specifically located in the R&D environment. A stream of research focuses on this. On the one hand, researchers strive to find the universal characteristics of effective R&D leaders. For example, transformational leadership has been found to be conductive to R&D innovation (Howell and Higgins 1990; Pinto and Slevin 1989; Keller 1992; Mann 2005) in a global context (Gumusluoglu and Ilsev 2009). Compared with less transformational leaders, transformational leaders rely more on innovation and risk taking (Howell and Higgins 1990), enhance their team’s mission awareness more (Pinton and Slevin 1989), influence a more favorable quality climate (Berson & Linton 2005), and boost project quality (Keller 1992).
On the other hand, researchers raised doubts about the stream of research trying to find the universal R&D leader (Nippa 2006). They have identified factors that
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influence leadership characteristics including personal characteristics of the leaders, such as leaders’ technical skills (Andrews and Farris 1967), leader positions – project manager versus functional manager (Allen et al. 1988), and leader tenure (Kim, Min, and Cha 1999). Other researchers identified team contextual factors such as subordinate experience (Barnowe 1975), subordinate ability (Wofford and Liska 1993), subordinate cognitive styles (Scott and Bruce 1994; Tierney et al. 1999), group isolation (Barnowe 1975), task uncertainty (Kim et al. 1999), project type (Keller 1992), stages of innovation (Farris 1972), dependence of the project with outside resources (Ancona and Caldwell 1988), perceived leader support (Amabile et al. 2004), team reflection (Somech 2006), and team processes (West, Borrill, Dawson, Brodbeck, Shapiro, and Haward, 2003). While the research points to the importance of incorporating environmental factors and their dynamic relationships with leadership in studying R&D innovation, the selection of contextual factors in existing studies has been arbitrary (Smith and Peterson 1988; Pawar and Eastman 1997). More studies are called for to test the consistency of identified contextual factors.
Research methods
The research setting for this study is US national laboratories. National laboratories originated in the Manhattan Project during World War II and have received an investment of US$2.7 trillion between 1941 and 2000 (Jaffe and Lerner 2001). Over 60,000 R&D employees are employed in national laboratories. These labs are engaged in mission critical areas of research and development for the whole nation, such as nuclear physics, biological and environmental research, advanced scientific computing, high energy physics, and so on. Most of them are owned by the government, and operated by contractors including a mix of universities and private firms, with the intention of shielding them from political pressures (Jaffe and Lerner 2001).
A qualitative approach to leadership studies has been called for (Murphy and Ensher 2008). The qualitative approach is believed to be able to add depth and richness to our understanding of leadership (Conger and Toegel 2002), contribute to closing the gap between leadership research and practice (Bryman 2004), shift paradigms (Conger and Toegel 2002), and help with understanding leadership from multiple perspectives (Conger and Toegel 2002). A multiple case study design was adopted for this study, because multiple cases permit replication and extension among individual cases that could eliminate chance associations and provide more rigorous findings (Eisenhardt 1991).
Sampling
The unit of analysis in this study is the R&D team. A team is defined as ‘people with complementary skills who hold themselves mutually accountable for pursuing a common purpose, achieving performance goals, and improving interdependent work processes’ (Katzenbach and Smith 1993). Based on this definition, we selected teams based on several criteria: (1) work tasks of people in the unit are highly interdependent; (2) work tasks of people in the unit have a considerably lower level of interdependency with work tasks outside the unit; and (3) people in the unit share an identifiable common performance goal that is distinguishable from other units.
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We approached top managers from two randomly selected national labs and requested them to provide names of R&D teams that have demonstrated innovativeness over a substantial period of time (over five years), regardless of their task areas. Other research has utilized a similar approach to sample selection in having managers identify appropriate teams based on set criteria (Keller 1986; Lovelace, Shapiro, and Weingart 2001; Taylor and Greve 2006). A total of four highly innovative teams were identified from the two labs. The selection of teams from different disciplinary areas added to the variability of our data. Only highly innovative teams were selected in this study so that there would be a higher likelihood that the interplay of leadership and context would be conducive to innovation.
Data collection
Semi-structured interviews, written and electronic document analysis, and non- participant observations were used to collect data on leadership and contextual factors. Each team leader was interviewed. A portion of the team members with different job functions from each team were interviewed. Interview questions were generated based on the research questions. Written documents were obtained from the teams or from publicly available sources. Observations of team meetings were conducted whenever possible.
Data analysis and trustworthiness of findings
In order to analyze the qualitative data, a team of four researchers independently conducted coding of all the transcripts. Two of the researchers had no prior knowledge of this study when they started coding so that the potential biases brought by the other two researchers who were familiar with the study could be minimized. We followed a two-step coding process in which codes were first inductively generated from the transcripts independently and then several rounds of discussions were held for the four researchers to discuss codes and themes, during which we went back and forth between data and themes, before arriving at conclusions, following the steps suggested by Glaser and Strauss (1967) and Leonard-Barton (1990). Themes from each team were generated, followed by comparisons across the teams. In particular, we incorporated both the perspectives of the leaders and those of the members, such that leader behaviours were corroborated from different perspectives.
To further strengthen the trustworthiness of our findings, we also used triangulation and member checks. In addition to interviews, documents and field notes from observations were used to validate the themes generated from interview data. After themes were derived for each team, we sent the themes back to the teams for member checks. Participants confirmed the validity of our findings.
Background of the teams
Team A and Team D resided in a national lab located in the West Coast region. Team A’s primary mission was to find applications for accelerator technology to advance scientific, medical, environmental, and climate discovery. There were 28 employees in Team A, of which 17 were scientific staff, nine technical and
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engineering staff, and two administrative staff. The current director, the founding director, and six team members were interviewed. Team D’s mission was to advance the application of computing technology to serve users inside and outside the lab. There were six members on the team. Five interviews were conducted: one with the team leader and four with team members.
Team B and Team C resided in a national lab in the Midwest region. Team B’s mission was to provide technological solutions to other units of the lab that ensured the operation and enhanced efficiency of the accelerators. Team B had 38 employees, which included two scientific staff, and 36 technological and engineering staff. Team B was hierarchically organized into three groups, one of which was headed by the team leader. In this team, three people were interviewed, the director, a group leader, and a member. Team C had accomplished its primary mission and had been recently downgraded to maintenance duties. They had built a break-through cooling technology to a main accelerator system. There were 15 members on the team, with two scientists and 13 technical and engineering staff. Five interviews were conducted, including the team leader and four members.
Findings
The four teams demonstrated similar leadership characteristics as well as differences. The common theme of leadership is a dual focus on the internal and external domains of the team. The internal aspect involves steering rather than managing, a hands-off approach, and individual consideration; the external aspect involves buffering and rain-making. At the same time, however, the intensity and demonstration of the shared leadership characteristics were found to differ along three dimensions: funding model, nature of tasks, and team structure.
Commonality: dual focus on the internal and the external domains
The four team leaders simultaneously focused on the internal and external domains of the team. Leader efforts to build internal solidarity were accompanied by their efforts to extend external reach for knowledge and collaboration.
Internal focus
Steering rather than managing. All four leaders adopted a steering rather than managing approach to their team members. With steering, leaders channeled individuals’ efforts toward a unified direction for the whole team. The leaders steered through three primary ways: (1) communicating the vision or priorities to team members (‘have people understand the bigger picture’); (2) helping team members make the connection between the team vision and their own work tasks (‘it’s not just a piece of metal that you are putting together’); and (3) energizing and exciting people with the prospect of reaching their objectives (‘He shares his excitement with you, the excitement of the possibility if this works’).
Hands-off approach. The four team leaders all demonstrated a ‘hands-off’ style. Hands-off was seen in contrast to micro-management, and it encompassed three elements: allowing individuals to select their own research/technological agenda, exerting minimum oversight on how members conduct their work, and maintaining
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flexibility in making plans. A member of Team A explains this approach, ‘They (the leaders) give us a lot of leeway there and plus, if we, like I said, if we feel we have a different way of doing it, they (the leaders) literally let us talk about it and approach them about it’.
Focus on the individual. The third characteristic of leadership across the four teams was the focus on non-competitive individual success. Leaders of the four teams embraced the belief that individual success breeds innovation, which led to their expending efforts to understand each member and to build appreciation of and reward for individuals rather than to stimulate internal competition. For example, Team A leader voices the belief that ‘innovation comes bottom up. It comes from individuals; it doesn’t come from having a committee decide what the next breakthrough is gonna be’.
External focus
Leadership practices flowed both inside and outside the boundary of the team. External to the team, two leadership practices demonstrated salience in all four teams: (1) buffering between the team and the outside environment; and (2) rainmaking for the team.
The national laboratories constitute an important component of the external context for the teams. Almost every interviewee expressed frustrations about the increasing amount of laboratory oversight in recent years, including the shortage of funding for the exploration of new territories, inefficient procurement procedures, and glass-ceilinged career tracks. Situated in such a lab environment, team leaders helped their teams navigate bureaucracies and sustain innovation by buffering between the lab and the team, and rain-making for the team.
Buffering. The team leaders served as the main buffer between their teams and the labs, in order to filter down unnecessary administrative duties to protect staff time, while ensuring communication between the lab and the members. On the one hand, leaders shouldered major administrative responsibilities themselves and mitigated the time required of team members to respond to lab requirements using strategies such as being selective about recommending lab committee work to their members, helping team members with bureaucratic and budgetary issues, and shielding staff from unnecessary meetings and reports. Team C leader described his job as one to ‘break down the barriers as much as possible so that people can continue to use their intelligence to innovate, to apply their brilliance’.
On the other hand, leaders also served as an effective communication channel between the lab and their teams. They made sure that they would have first-hand information about lab decisions and relay the information down to their team members. For example, Team A leader ‘goes to meetings in other parts of the lab and tells us what happens’, and he was perceived by his members to be ‘well trusted and respected in the lab that he would be able to know first when the lab changes rules’.
Rainmaking. Besides serving as buffers, leaders spent substantial efforts in promoting their teams inside and outside the labs and making external connections. The rain- maker role originated in the belief that ‘there are more smart people outside this fence than inside’, and therefore, ‘very little of the work was wholly conceived, wholly
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executed here. In fact it’s just the opposite. We’re often enabling and leveraging work elsewhere’. The leaders represented their teams wherever they went, gave presentations, promoted their teams’ expertise, and directly connected their staff with external contacts. An observation we made is that members in every team displayed pictures with their collaborators in a formal or informal function, demonstrating visibility of these external connections. During meetings we attended, there was also substantial discussion of external collaborative efforts.
Overall, the leaders in the four teams worked conscientiously in both the internal and the external domains of the teams. As a result, they created a team culture that was marked with strong solidarity (‘friendship’, ‘a large family’, ‘a commune’, ‘a common drive to make things work’), close collaborations (‘in reality, it is a team effort to do anything’), and yet a culture that was tuned in to external input like Team D leader said:
The whole team is mostly externally focused . . . We’re the eyes and ears for the computer centre and, and by ah extension you know our stakeholders and customers and stuff. So we spent a lot of time looking out and interacting with people in the industry. And so I’m calling people and you know reviewing stuff that they send me and I’m reading emails and going to presentations and you know in this the rest of my team is doing that.
Contextual contingencies of leadership
Although leadership demonstrated itself consistently across the four teams, the intensity of the characteristics varied by three contextual factors: funding model, nature of tasks, and team structure.
Funding model
A team’s funding model refers to the main source of funding for the team, either inside or external to the lab. Our findings suggest that the funding model bears on the extent of the steering and the rainmaking orientation of leadership.
The funding models of Team A and Team D stood apart from Team B and Team C. Team B and Team C were supported directly by programmatic dollars allocated to their laboratory by the Department of Energy. In contrast, most of Team A’s and Team D’s funding came from external sources. Team A called itself:
A PI (principal investigator) – driven organization, where we don’t have a major programme that supports us. We rely quite heavily on the individuals to develop leadership in their particular area, and they are ultimately responsible for the success of their projects and programmes for the centre.
This external funding model compelled Team A to seek funding from multiple agencies and disciplinary areas outside the lab, spreading the risk of funding shortages by casting a net in a wide variety of domains. Similarly, Team D also operated with an external funding model as described by the leader:
So we spent a lot of time looking out and interacting with people in the industry . . . And you know we are in sell mode a lot, we’re making view graphs and giving presentations. We’re giving presentations, you know, trying to get money and, and sell ideas and,
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and ah you know convince our customers that we know what we’re doing and this is a solution that will meet their requirements and stuff and having that debate with them.
In contrast, because of a relatively more stable internal source of funding, Team B and Team C served internal customers by optimizing the efficiency and effectiveness of their accelerators.
Our findings indicate that teams with an external funding model, compared with an internal funding model, faced a more volatile and diversified environment, and correspondingly, they adopted a common strategy to go after as many potential agencies and projects as possible to ensure survival and sustainability. This led the teams to tune in to more external stakeholder groups and to pursue a wider variety of projects. As a consequence, leaders were obliged to orchestrate all the projects toward a unified strategic direction as well as assist in members’ pursuit of external funding sources. The leaders in Team A and Team D demonstrated more of a steering and rain-making style than Team B and Team C leaders. The leaders cultivated a more intense steering function in order to achieve internal integration among the diversity of projects. For example, Team A leader acknowledged:
The challenge here is always that we have all these different activities and a multitude of sponsors. So organizationally, I have to keep this organization intact and operating in such a way that allows those things to happen and also help steer the organization towards activities that are appropriate for a national lab.
A Team A member described the leader as one who ‘will assess the situation more and try to be more diplomatic, in trying to move things in the direction that he would like to see them move’. Similarly, team D leader summarized his major task:
Part of the challenge of where I sit in the organization is taking those ah-ha moments back and explaining it and, and you know selling it and, and getting you know, moving the organization to align with that.
In comparison, Teams B and Team C were involved in single programme activities, which dispensed them from the need to spend a lot of energy pursuing a diverse selection of potential funding sources. As a consequence, Teams B and Team C did not have the wide variety of projects Teams A and Team D embraced. Therefore, the need for leader steering did not demonstrate as strongly.
In terms of their external focus, the leaders of Team A and Team D also spent more energy on rain-making than did the Team B and Team C leaders because of the need for outside support and collaboration. The Team A leader acknowledged that:
We recognize that we’ve thought of a fraction of, maybe one percent of good ideas that we can do with this technology. So we really welcome people outside the fence to really take us places that we didn’t know that we could go. So, that is part of my role, making these connections.
Similarly, the Team D leader summarized their external strategy:
One thing that we are pretty good at in, in my team is, is filtering out the noise and figuring out what is the essential elements and then rationalizing those essential elements into a strategy that allows us to leverage the trends in the industry. It allows us to leverage the broader marketplace to meet our objectives at the very highest end of, of the performance range.
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A Team D member commented that the leader frequently ‘kicks us out of the nest a little bit and says go talk to this person and figure out that technology for them and see what their needs are sort of thing’. On the contrary, Team B and Team C were less externally oriented than Teams A and Team D. The majority of the interviewees from Team B and Team C described most of their contacts as being drawn from within their own teams. For example, a team B member said that he would typically ‘interact within our group quite a bit. If I am working on a problem for some sort of project with another division or another department, I will talk to people outside, in that department’.
Nature of tasks
The second contextual factor found to be associated with leadership characteristics is the nature of tasks. The primary innovative tasks of the four teams differed in the degree of focus on scientific, technological, and application work. These differing focuses influenced how much a leader adopted a hands-off approach and how much rain-making a leader engaged in. Team A has a primary focus on science, Team B and Team C on technology, and Team D on application, as a member described ‘we’ve pulled away from it (science). The science is vital to the technology, and it is vital to some of the applications actually as well, but our attention is mostly to the applications and the technology’.
Associated with different tasks are different degrees of uncertainty and amounts of external input needed. Scientific experimentation and discovery by its nature involves more complex, uncertain tasks because it requires scientists and engineers to transform existing knowledge (Keller, 1992). In contrast, technological innovation may involve less complex tasks than scientific innovation since innovation in technology is often incremental, involving mostly modifications of existing technology (Keller, 1992). The more complex the team’s tasks, the less control the leader has over tasks and task results. In addition, the more uncertain the tasks are, the more external information is sought for fresh perspectives.
The nature of the primary tasks was found to influence the degree of hands-off and rain-making in the leadership role. Inside the team, the job of the leader in a more scientific team became that of providing support rather than direct involvement, such as that exhibited by the leader in Team A:
We have a major [national research] centre we run here. A national centre, several millions of dollars. I have to help hold all that together. Although I am not on the grant, nor should I be. OK, I am not one of the technical experts. If you’re gonna get funding from NIH, they fund the technical experts. They don’t fund the leader of an organization. OK, that’s the sort of the differences. I couldn’t go to NIH and get money. They’ll say well who are you?
Similar hands-off characteristics were observed in Team D. Application innovation requires wide exploration in the unknown terrain in order to come up with future-oriented solutions, and so Team D leader also adopted a hands-off approach. He believed that:
You have to live off the accomplishments of others right. You’re not the main contributor but you know you have to work with the contributions of the other members of the team. And you know have satisfaction out of that, right? Rather than having the contributions come directly from you. So you know part of the thing that I
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struggle with is that you know that as a leader is that I have to create the space for them to be successful rather than just going and doing it myself.
On the other hand, engineering and technological work entails closer teamwork on a daily basis, requiring leadership practices to be more hands-on. In addition, technological innovation may involve less unpredictable tasks than scientific innovation since innovation in technology is often incremental, with defined steps to explore improvement potential, which makes it possible for the leader to keep on top of the tasks. The job of the leader is then to provide more hands-on involvement in projects which requires the leader to possess more technical expertise and to create an atmosphere of close collaboration, as demonstrated by the leaders in Team B and Team C. For example, Team B leader was regarded as the technical expert in his team and he said ‘I lead by example . . . I don’t sit here with white gloves on’. He spent about half of his time directly involved in engineering work. A Team B member described his leader:
He [the leader] is able to keep a lot of projects in his head and but he still, as a leader, he’s still is closely associated with the systems that if you are having a problem, he can pretty help you come to some sort of a resolution for the problem or point you in the right direction.
A similar level of hands-on was detected in Team C leader. Members commented that the leader:
Didn’t sit in an office. He was there running the machine – he was there to even be assisting in putting it together to some extent . . . He works with you as a counterpart; not as a supervisor. You know, and he’s there you know day in, day out working with you. You know hands on, doing anything you’d be doing. It’s not like above him to be tightening these bolts or doing that.
In the external domain, the leader’s emphasis on the external contacts differed across the four teams. With highly uncertain and complex tasks, such as those involved in scientific and application innovation, a wider external network that exposes people to more divergent ideas was formed, such as that of Teams A and D. An example was given by the Team D leader:
There’s another set of relationships that I think are important and that is with companies like the oil industry and financial services industry other users of computing that use it in a slightly different but significantly less strenuous way than we do . . . So I am interacting with those guys and finding out where they’re planning on putting their money . . . So if we can cozy up to them and find out where they are going to be spending that eight billion dollars, that feeds back to our vector of where things are going in the future, and where we should be expending some of our software resources and to be able to harness that same hardware that they’re spending money on, and take advantage of the commodity pricing models that triple that.
By contract, in Team B and Team C where external orientation is less intense, rain- making behaviours often occurred inside the lab. For example, Team C leader recalled how he gathered resources at the beginning of the team:
I think that there are formal ways of doing it [obtaining resources] and there are informal of doing it. The informal way of doing is that you in a team, in a small team
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you include all of the technicians and all of the technical people that they feel some ownership. They are not just coming and going you know, so to speak, so they then are willing to work. And I think that’s the most important way to obtain resources because in the end it’s; if they would like to work on the project they would find the way to convince their supervisors and supports departments to work on it. So I think it’s the perception of bottom up perception.
Team structure
Team structure captures the extent to which established structures and patterns of collaboration exist among team members. Team structure influences team task differentiation and communication patterns. Team A, Team C, and Team D had a relatively fluid team structure while Team B had a more fixed structure. The reporting structure of Team B was clearly displayed on the team’s website while no clear team structure was available in the other three teams, even when requested. In the more fluid teams, there was no further division of labour among team members inside the team, and there were no fixed communication patterns among team members. As Team A member said:
[The team] has traditionally been a very flat organization, and I think that that helps. Because we work together as a team when things break, and we all work together to fix them. When there’s major maintenance on the accelerator, we’re all pitching in, and that team work, I think, helps up make strides and accomplish things that other labs don’t do because people are doing their own little kingdom.
Team A had a signature Monday morning meeting for getting all team members up to date on team progress. A similarly fluid structure was found in Team C:
Regardless of what we were doing, it was pretty much those technicians would do the hands-on work. And all the physicists and engineers were pretty hands on too. So most of the systems all were interlaced with the other systems. So pretty much everyone worked together pretty regularly, you know, on it. So it wasn’t so much clusters; it was more as a whole team.
Team D demonstrated a slightly different yet also fluid structure. A member described that the team is:
focused around [the leader] and ah the reason it exists is because [the leader] put it together and I think the reason sometimes some of us were invited to be on this team we are all on other teams too – it’s not really our full-time job. It’s kind of a group we sit with part time was because we are people he can interact with and he feels he gets something valuable out of.
On the other hand, Team B had a relatively fixed team structure, with three groups inside the team. A member of Team B commented:
We are broken up into three groups. And the interaction between those groups is much more limited than within a group . . . The interaction depends on the project; like right now working on a project, umm we’re working very, very closely with an engineer completing um the project in from [another group]. That, that has worked well. There’s, honestly, you do end up with turf wars a little bit.
Team structure affected how much focus leaders placed on individuals. In a more fluid structure where the leader interacted with everyone on the team and where less differentiation based on positions existed, a more personalized approach was
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adopted, such as in Team A, Team C, and Team D. For example, a Team A member recalled what the founding leader of Team A said, ‘‘we all pull up our pants the same and we all do everything. . . If anyone treats someone else like they are better than they are, they can go out the back door, because they are not going to be in the group’’. A post-doc on the team said:
There’s no hierarchy here. That’s huge. I feel like I am on par with the other scientists and I am not being treated like a post doc. I’ve seen post docs being treated like hey do this, run that experiment, do this do that, you know, when are you getting my work done for me? It’s not like that here.
Similarly, a technician in Team C voiced the individual consideration he received:
Numerous times [the leader] would come here and keep me up to date of what’s happening. So it was interesting for me to know how this success as far as running the machine. You know I very much wanted to know how that went yesterday or whatever you know.
In contrast, Team B leader mainly interacted with group leaders who worked with their group members directly. The team leader maintained an open-door policy which allowed team members to talk with him any time, but there were no formal meetings for the whole team, projects happened on a group basis, and the leader sent out email memos as a way to communicate with all members. Because of the further team differentiation and a layered communication mechanism, the leader’s focus on individuals was comparatively less observable in Team B.
In summary, contextual factors made a difference in leadership in our study. A team’s funding model was found to direct how externally or internally oriented a team’s strategy was, which in turn led to the diversity of stakeholder groups and projects that demanded different extents of leader steering inside the team and rain- making outside the team. The nature of primary tasks entailed levels of uncertainty of tasks and task outcomes, as well as the external knowledge needed by the team. Leadership demonstrated different levels of hands-off and rain-making in teams with a focus on scientific, technological, and application tasks. Lastly, team structure has implications for task differentiation and communication patterns, which were associated with leaders’ individual focus on team members.
Summary, discussions, implications, and future directions
This study intended to (1) identify leadership characteristics in four highly innovative teams, and (2) explore how contextual factors relate to leadership in the teams. Our findings suggest that the four teams share common leadership characteristics, such as steering rather than managing, hands-off, individual focus, buffering, and rain- making that address the needs of the internal and external domains concurrently. The intensity of some of the leadership characteristics, however, varied with three contextual factors, team funding model, nature of primary tasks, and team structure. Figure 1 visually represents our major findings.
Contribution to scholarly literature
Our study provides an integrative view of leadership and team contextual factors that characterize highly innovative R&D teams in national laboratories. Our findings shed light on several theoretical issues. First, our grounded approach
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allowed us to examine both the universal view and the contextual view of leadership. Our findings suggest that common sets of leadership characteristics could be observed in highly innovative teams, while contextual factors relate to the intensity and demonstration of the commonalities. Therefore, there is no real dichotomy of the universal and the contextual perspectives of leadership as proposed by Nippa (2005). Both are salient and need to be used to explain innovation, following a group of researchers who used both perspectives (Ancona and Caldwell 1988; Keller 1992; Kim et al. 1999). Integrating both perspectives in future studies of leadership, rather than an isolated investigation of either aspect, warrants special consideration in future studies.
Second, we expanded understanding of the contextual factors that relate to leadership. From our data emerged three contextual contingencies to leadership – funding model, nature of tasks, and team structure. Because of the explorative nature of our study, we were able to identify not only the contextual factors but also the mechanisms through which the three contextual factors influence leadership which can potentially serve as a scheme to organize a disparate list of contextual factors identified by previous studies. Our findings suggest that funding model is associated with team strategy, intensity of external orientation, diversity of stakeholder groups and projects. An external funding model brings with it a more turbulent team environment and a heavier dependence of the project on outside resources (Ancona and Caldwell 1988). The nature of tasks corresponds with project type (Keller 1992), task uncertainty (Kim et al. 1999), and even stage of innovation (Farris 1972) because the earlier stages of idea generation are more uncertain than the later stages of implementation. By inference, project type, task uncertainty, and stages of innovation may fall under the category related to nature of tasks. Further, team structure is associated with communication patterns between members and
Figure 1. A conceptual model of leadership and contextual factors.
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leaders and hence relate to perceived leader support (Amabile et al. 2004) and team processes (West et al. 2003) because communication channels undergird the interactions and processes team members engage in. Hence, our three contextual factors can serve as three broader categories that can potentially explain the isolated factors used in previous studies. More research is needed to test the validity of the three factors and their association with other identified contextual factors.
Third, existing studies taking the universal perspective have centreed on transformational leadership (Berson and Linton 2005; Elenkov and Manev 2005; Howell and Avolio 1993; Mann 2005; Waldman and Atwater 1994). Our findings suggest that the sole focus on how leaders lead inside the teams is not adequate to capture leadership needed in R&D teams. Leadership has a dual focus on both the internal and the external domain of the team. Leader behaviour in the external domain including buffering and rain-making is associated with gaining attention, growing knowledge base, obtaining resources, and extending a team’s network, which are all essential to innovation. Elkins and Keller (2003) reviewed existing studies of R&D leadership and proposed that leaders who engage in internal team development and external boundary spanning and project championing activities would be more effective. Others also point to the growing need for cross-boundary management skills in innovative teams (Griffin, Hauser, and Tellis 2006). Our study empirically demonstrates the need to examine both the internal and external aspects of leadership. The stream of research that focuses on leader behaviour in the external domain, such as boundary spanning and external social network, needs to be incorporated with transformational leadership in innovation studies.
Limitations
This study addressed the research questions as well as raised questions for future research. Because of the qualitative nature of the study, generalizations need to be verified with larger scale qualitative and quantitative studies. Specifically, studies need to be conducted with a larger number of R&D teams, incorporating both highly innovative and less innovative teams. This way, the commonalities extracted from highly innovative teams could be tested on whether they are unique to highly innovative teams, which can serve as differentiating factors.
Practical implications
This study has direct impact and benefit to HRD professionals in several ways. First, our findings suggested that leaders of innovative R&D teams have demonstrated a combination of internal and external focuses. Existing leadership training and development programmes tend to be limited to the internal domain of the teams. A dual focus needs to be fostered in developing R&D team leaders. Our study insights pointed to the fact that because innovation in science, technology, and application involves solving problems that no one has solved before, the leader’s role in expanding external social capital for knowledge and thought transmission, collaboration, and resourcing becomes as important as his/her internal leadership practices. While the internal orientation of leadership is incorporated into many leadership development and assessment processes and curricula, the external orientation of leaders needs to be more fully considered. Models and curricula on
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leader competencies in buffering and rain-making need to be developed and incorporated in leadership development programmes.
Second, the contextual leadership characteristics found in this study will be of interest to HRD professionals. HRD professionals need to vary curriculum design, performance metrics, and OD strategy deployment based on the context in which the leaders or future leaders are situated. In particular, our study is situated in national laboratories. Specific HRD programmes can be built on our findings related to effective leadership and can be applied across the laboratories. R&D teams in national laboratories are usually multi-disciplinary in nature and work at the intersection of science, technology, and application. Our study findings could be used to prepare future leaders in discerning the contextual variables and deploying leadership properties accordingly. National laboratories are now in the process of being privatized and downsized to meet national budgetary constraints. This study provides insights that will help national laboratories address their accountability requirements through optimizing leader practices and team environments that enhance innovation.
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Mandatory Assignment Resources/Leadership vs Management.pdf
Leadership versus Management: How They Are Different, and Why SHAMAS-UR-REHMAN TOOR AND
GEORGE OFORI
ABSTRACT: “Leadership” is different from “management”; many just know it intuitively but have not been able to understand this difference clearly. These are two entirely differ- ent functions based on their underlying philosophies, functions, and outcomes. Similarly, leaders and managers are not the same people. They apply different conceptualizations and approaches to work, exercise different ways of problem solving, undertake different functions in the organizations, and exhibit different behaviors owing to their different intrinsic and extrinsic motivations. Although discretely different, the terms “manager” and “leader” are often confused and used interchangeably. This paper attempts to ad- dress this issue at various levels, including etymological, development, conceptual distinc- tions, definitional complexities, functional divergence, and behavioral differences. It is argued that in order to be competitive, future organizations need to develop as many leaders as possible, but that these leaders should also have sufficient management knowl- edge and capabilities. Organizations also need effective managers who possess adequate leadership skills for better problem solving and overall functioning in the teams.
T heliteratureonleadershipdatesbackto several centuries. Ancient approaches to leadership comprise the writings of early philosophers and thinkers who put together their thoughts on leaders, leadership, and the need for leadership
development. Philosophers such as Aristotle �Nichomachean Ethics and Politics�, Plato �The Republic�, Confucius, Sun Tzu �The Art of War�, Niccolo Machiavelli �The Prince�, Pareto �The Treatise on General Sociology�, and many others contributed to the development of the theoretical base of leadership. By con-
trast, the literatureonmanagement is relativelynewanddates backtothebeginningofthetwentiethcentury.
Despite the different timing of their evolution and the dif- ferent contexts in which these concepts developed, leadership and management are widely used interchangeably. Although manyscholarshaveattemptedtoprovideadistinction; there is acommonconfusionthat leadershipis similar tomanagement and leaders are similar to managers �Kotter 1990, 2006; Zaleznik 1977, 1998; Bennis and Nanus 1985�. Cogliser and Brigham �2004� highlighted the growing interest of scholars in differentiating leadership from other related phenomena
�61Leadership and Management in Engineering AP R I L 2008
such as entrepreneurship and management. Some scholars argue that leadership and management are two opposing styles of employee supervision that are both popular, and are still being used in the business world �Kumle and Kelly 2000�. Others believe that they are two sides of the same coin �Bryman 1992� and complementary systems of action, each with its ownfunctionandcharacteristic activities �Gokenbach 2003�. Mangham and Pye �1991, p. 13� go even further, say- ing,“It results innothingmorethanavague feelingthatman- agingissomethingrathermundane,lookingafterthenutsand bolts of the enterprise and leading is something special and precious undertaken by the really important people in the enterprise.” However, the majority of literary arguments sup- port the fact that leadership and management are completely different fromeachotherwhilst leaders aredistinct fromman- agers �Zaleznik 1977; Kumle and Kelly 1999; Kotter 2006; Perloff 2004�. Mowson �2001� believes that leaders may not excelatmanagementand,what ismoreoftenthecase,manag- ers do not necessarily make great leaders. In practice, many managers perform the leadership role, and many leaders do manage. Therefore, the debate continues and the misunder- standingoverthetwotermspersists.
Interchangeably referring to the terms “leadership” and “management” can engender functional complications and long-term confusions over the roles of leaders and managers. Kotter �2006� argues that blurring the difference between leadershipandmanagementwill alsocausedifficulties inmea- suring, testing, assessing, hiring, developing, and promoting them.Arguably,theboundarybetweenwholeexistingknowl- edgedomainsonleadershipandmanagement is ratherconfus- ing, andwill be furtherbaffling if thedifferencebetween lead- ership and management, or leaders and managers, is not articulated. This will not only have an unfavorable impact on furthering the research on both bodies of knowledge, but also in providing an understanding of the work that has already been done. For example, researchers argue that this confusion of terms hinders efforts to attain accuracy and precision in research on leadership and management �Kotter 2006; Gor- don and Yukl 2004; Zaccaro and Horn 2003�. On a practical level, this misunderstanding might hinder programs to develop managers and leaders �Zaleznik 1998�, which sug- gests that organizations may face difficulties in their efforts to developtherighttalentfortherightjobs.
If a natural leader emerges in a group being overseen by a manager, a conflict of views is likely to develop. Similarly, in the presence of a natural leader, the manager may feel uncom- fortable and feel that the manager’s authority is challenged. Organizations should appreciate the talents of their personnel, andplaceeachofthemintherightpositionstohelpreducethe chanceof suchconflicts.Finally, if there isnoclearunderstand- ing of leadership and management, organizations cannot derive benefits from complimenting with the attributes of the twofunctions.
“Most of what we call management consists of making it difficultforpeopletogettheirjobsdone.”
—PeterDrucker
PURPOSE This paper attempts to elucidate the differences between leadership and management, and to distinguish between leaders and managers. The discussion is undertaken under the broad topics of etymological development, definitional complexities, conceptual distinctions, behavioral differences, and functional divergence between the terms “leadership” and “management.” The paper also discusses the intersec- tions of the roles of leaders and managers. These two terms become clearer and easier to understand when discussed in isolation from each other. The fundamental questions consid- ered in this paper are:
1. How do leaders differ from managers? 2. How does leadership differ from management? and 3. How can leadership and management be construc-
tively combined to achieve better results in organizations?
ETYMOLOGICAL DEVELOPMENT The history of the word “leadership” goes back several cen- turies. The best etymology of the word “leadership” has been described by Grace �2003�, who notes that the word evolved in the English language over the last millennium. The ori- gins of the words “lead,” “leader,” and “leadership” have their roots in pre-Anglo-Saxon culture. Leadership comes from the word “lead,” the roots of which are in “loedan” �or “lithan”�, which means “to travel.” Although the word “lead” �which means “to cause to go along with oneself” or “bring or take a person or an animal to a place”� appeared in the Oxford En- glish Dictionary �OED� during 825 CE, its modern definition �that is: “to guide with reference to action and opinion; to bring by persuasion or counsel to or into a condition; to conduct by argument or representation to a conclusion; to induce to do something”� appeared in the text around 1225 CE.
In the early nineteenth century, the word “leading” was explained by the concepts of influence and exercising of do- minion. In the editions during that era, “leadership” was defined as “the state or condition of a leader.” In the twenti- eth century, leadership was defined as “the ability to lead” and later on it was used as a synonym for “manager.” Here, it is important to note that the suffix “ship” broadly indicates the state or condition, the qualities of a class of human be- ings, or rank or office. After more than a thousand years of its first use, the OED defines “leadership” as: “the dignity, office, or position of a leader, especially of a political party; ability to lead; the position of a group of people leading or influencing
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others within a given context; the group itself; the action or influence necessary for the direction or organization of effort in a group undertaking.”
On the other hand, the word “manage” has two distinct sources. The first is the Italian word “meneggiare” which �roughly translated� meant handling things—especially horses. This derivation was more masculine in nature and carried the connotation of taking charge, especially in the context of war. By the beginning of the sixteenth century, this broader sense of “manage” remained the so; however, it later got confused with the French word “menager” which meant careful use, especially in the household. The usage of “menager” was more gentle and feminine in nature. This dual character of management has remained so ever since �Mant 1977�. Bavington �2005� observes that the term “management” encompasses three principal meanings: management-as-control �with roots in the Latin word “manus”�, management-as-caretaking �with roots in the French word “ménager”�, and management-as-coping �a modern understanding of management�. The current defini- tion of “management” in the OED is: “organization, super- vision, or direction; the application of skill or care in the manipulation, use, treatment, or control �of a thing or per- son�, or in the conduct of something.”
This discussion shows that the word “leadership” has evolved with the underlying meanings of influence, persua- sion, direction, and the ability to lead in a given context. These meanings reflect that a leader influences others by his or her ability, persuasiveness, and vision. “One who guides others in action or opinion; one who takes the lead in any business, enterprise, or movement; one who is “followed” by disciples or adherents; the chief of a sect or party; the fore- most or most eminent member �of a profession�; also, in wider sense, a person of eminent position and influence; one who leads a choir or band of dancers, musicians, or singers” �from OED�. This understanding of “leader” and “leader- ship” was in existence over 2500 years ago when Lao Tzu, a Chinese philosopher and poet, wrote:
A leader is best When people barely know he exists Not so good when people obey and acclaim him Worse when they despise him But of a good leader, who talks little, When his work is done, his aim fulfilled, They will say: we did it ourselves.
On the other hand, “management” is about controlling, supervising, application of skills, caretaking, and coping with prevailing circumstances. Therefore, a manager, accord- ing to OED, is “a person who organizes, directs, or plots something; a person who regulates or deploys resources; a
person who manages �a department of� a business, organiza- tion, institution, etc.; a person with an executive or supervi- sory function within an organization, etc.”
DEFINITIONAL COMPLEXITIES Goethals et al. �2004�, the editors of the Encyclopedia of Lead- ership, argue that there is no single and universally accepted definition of leadership. Leadership behavior involves par- ticular acts in which a leader engages in the course of direct- ing and coordinating the work to his group members �Fiedler 1967�. In their Handbook of Leadership, which is often referred to as the bible on the subject, Bass and Stogdill �1990� define the leadership as, “the principal dynamic force that motivates and coordinates the organization in the ac- complishment of its objectives.” Burns �1978� defines lead- ership as “the reciprocal process of mobilizing by persons with certain motives and values, various economic, political and other resources, in context of competition and conflict, in order to realize goals independently or mutually held by both leaders and followers.” According to Bennis �1989�, leadership is the “process �not a position� that involves lead- ers, followers, and situations.” House �2004�, the chief inves- tigator of the biggest ever study conducted on leadership, defines it as the “ability of an individual to influence, moti- vate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members” �House 2004�.
Cogliser and Brigham �2004� observe that the leadership field has been beset with conceptual or definitional chal- lenges. Whereas it is an important concept in various con- texts such as academia, military, politics, business, and soci- ety, there is no commonly agreed upon definition or set of descriptions of leadership �Bass 1990; Kotter 1990, 1995, 1999; Terry 1993; Zaleznik 1998�. Each author appears view leadership as having an individual perception and defi- nition. However, it is clear from the previously mentioned definitions that at the definitional level, leadership is per- ceived to encompass certain attitudes of the leader, who in- spires the followers to achieve certain goals. The leader’s power is legitimized by the followers �Bass 1990; Stogdill 1997�, and the leader influences others by giving them hope, inspiring their self-efficacy, establishing their desires, and consistently following a set of personal values �Zaleznik 1998; George and Sims 2007�. People follow a leader for a mix of positive reasons such as hope of success, trust in the leader, excitement about a project or mission, or the oppor- tunity to stretch oneself to the limit �Maccoby 2000�. How- ever, at the same time, a number of moderating factors de- termine the effectiveness of leadership such as situation, followers’ readiness to change, organizational context and bu- reaucracy, leader-follower fit �Fiedler 1967; Gardner et al. 2005�.
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At the definitional level, the literature on “management” offers straightforward descriptions. For example, Daft �2003� defines management as “the attainment of organizational goals in an effective and efficient manner through planning, organizing, leading, and controlling organizational re- sources.” Levitt �1976� notes that “management consists of the rational assessment of a situation; the systematic selection of goals and purposes; the systematic development of strate- gies to achieve these goals; the marshalling of the required resources; the rational design, organization, direction, and control of the activities required to attain the selected pur- poses; and finally, the motivating and rewarding of people to do the work.”
Drucker �1988� notes:
�T�obesure,thefundamentaltaskofmanagementremains the same: to make people capable of joint performance by giving them common goals, common values, the right structure, and the ongoing training and development they need to perform, and to respond to change. But the very meaningoftaskhaschanged,onlybecausetheperformance of management has converted the workforce from one composedlargelyofunskilledlaborerstooneofhighlyedu- catedknowledgeworkers.
Although there are several existing and emerging branches of management, the definition of “management,” unlike that of leadership, is more or less agreed upon. Moreover, the func- tions of management are well categorized and clearly defined intheliterature.
CONCEPTUAL DISTINCTIONS From the discussion so far, it is clear that scholars differ in defining “leadership” but the underlying philosophy remains mainly undisputed. Conceptual foundations of “leadership” are very old, and can be traced to ancient literature mostly in the context of politics, government, religion, and society. It has been one of the world’s oldest preoccupations, serving as both a hot topic and an important driver of innovation for thousands of years �Bass 1990�. That is, leadership is a pro- cess that involves vision, motivation, and actions of the leader that enables the followers to achieve certain collective goals. It involves the leader, followers, and the situation. The pur- pose of leadership is to provide direction and bring about change.
On the other hand, the conceptual foundations of “man- agement” emerged during the period of relatively rapid eco- nomic development and industrialization of the nineteenth and early twentieth centuries �Daft 2003�. Such develop- ments brought up the need for appropriate means of organi- zation, planning, and scheduling of available resources. The emergence of large and complex organizations in the early twentieth century and escalation in the search for better ways
of resource utilization led to the development of a rational, scientific approach to the study of management, as efforts were made to turn organizations into efficient operating ma- chines �Kotter 2006�. In brief, leadership and management are not only different at the definitional level, but also, their conceptual foundations have been developed from different needs and contexts. In these regards, it can be observed that leadership involves power by influence and management in- volves power by position. Leadership is about coping with change while management is about coping with complexity �Kotter 1990�.
Stogdill �1997� argues that leadership cannot emerge un- less the members of a group assume different responsibilities. On the other hand, management is appointed and follows the traditional hierarchy.
Zaieznik �1977� argues that leaders and managers differ in their conception of chaos and order, in their motivation �which results from their individual personal history�, and in how they think and act. Managers are process oriented, sta- bility and control seekers, problem solvers, and systematic in nature. On the other hand, leaders tolerate chaos, are em- powering and are problem examiners, and mostly rebels against routine.
Maccoby �2000� notes that leaders are change agents whereas managers are principally administrators. Leaders have broad perspectives enabling them to peer into the fu- ture to determine needs and what changes need to be made to ensure and facilitate growth and survival, but managers are guided by a drive to handle routine in order to produce efficiently �Perloff 2004�. According to Bennis �1989�, be- coming a leader is synonymous with becoming yourself; however, becoming a manager is becoming what a company wants you to become. Leaders produce the potential for dra- matic change, chaos, and even failure; but managers produce standards, consistency, predictability, and order �Kotter 1990�. Leaders are more about soul �or heart� rather than mind, while managers have more of mind rather than soul �Capowski 1994�.
BEHAVIORAL DIFFERENCES Zaleznik �1977� maintains that the managerial culture em- phasizes rationality and control. Nurtured under this culture, managers tend to be problem solvers by instinct, and their energies are spent on finding solutions to the problems relat- ing to organizational goals, resources, structures, and people �Zaleznik 1977; Covey et al. 1994�. This is why, opposite to leaders, managers are more scientific in nature, structured and deliberate in their approach, authoritative and stabilizing in their behavior, and persistent and tough minded in their routine. A leadership culture, on the other hand, is open, communicative, frank, and participative. Therefore, it en- courages the development and application of new ideas to approach problems.
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Taking the problems as opportunities, leaders seek fresh options and persuade their followers to innovatively grapple with the problems. Leaders are more rebellious in nature while managers prefer to conform to the organizational norms, rules, and hierarchy �Kumle and Kelly 1999�. There- fore, most leaders challenge the status quo whereas managers prefer to accept the status quo �Bennis 1989�.
George �2003� notes that good leaders understand their purpose, lead with heart, follow their personal set of values, establish and retain connected relationships, and demonstrate the highest sense of self-discipline in the lives. Leaders’ be- haviors demonstrate their deep concerns for the development of their followers, the well being of their organizations, and the welfare of society. Whereas leaders remain original and authentic in their behavior, managers copy �Shamir and Eilam 2005; Bennis 1989�. Zaleznik �1977� argues that leaders’ relationships are mostly intensive and one-to-one. On the other hand, managers establish networks and widely distributed attachments. According to Stogdill �1997�, lead- ers are differentiated from others in terms of the influence they exert upon the goal-setting and goal-achievement ac- tivities of the organization �Stogdill 1997�. They stand out differently, question assumptions, are usually suspicious of traditions, and are champions of innovation �Bennis 1989�. Leaders’ behaviors are directed by their inner values and are inspired by their future vision. On the other hand, managers’ behaviors are mostly directed by others, and they are moti- vated by the targets they want to attain.
FUNCTIONAL/OPERATIONAL DIVERGENCE
“People ask the difference between a leader and a boss. . . . The leader works in the open, and the boss in covert. The leader leads, and the boss drives.”
—Theodore Roosevelt
Maccoby �2000� argues that leadership is a relationship �selecting talent, motivating, coaching, and building trust� between the leader and the led that can energize an organi- zation. On the other hand, management is a function �plan- ning, budgeting, evaluating, and facilitating� that must be exercised in any business. Similarly, Weathersby �1999� notes that leadership involves motivating people to contrib- ute to the vision and encouraging them to align their self- interest with that of the organization. However, manage- ment is about allocation of scarce resources toward the attainment of an organization’s objective�s�, the setting of priorities, the design of work, and finally, the achievement of results. According to Kumle and Kelly �1999�, in manage- rial culture, roles are rigidly defined within the organization. Management controls the processes through the power of a small group—usually those members who take the orders directly from the top—instead of total team input �Kumle
and Kelly 1999�. On the other hand, leadership culture em- powers the employees by trust and gives them the freedom to fulfill their job responsibilities. Where leadership reframes the present employees of an organization through training and not rehiring, the emphasis of management is on rehiring resources, and not on reframing employees with more train- ing �Kumle and Kelly 1999�.
In order to achieve better results, management strives to realize organizational efficiency along with effectiveness within the parameters of the organization’s mission. How- ever, leadership takes a different approach. Perloff �2004� ar- gues that leadership creates and sells its visions to those who need to implement them, and evaluates whether these have been successful, along with determining what the next steps are. He uses an analogy of “trains” to describe the difference between leaders and managers. In his view, managers make the trains run on time, but it is leaders who decide the des- tination as well as what freight and passengers the trains carry. Put simply, managers are more like tacticians, whereas leaders are strategists. Covey et al. �1994� make the same point in a different way: management works within the es- tablished paradigm while leadership creates new paradigms. Management operates within the established system whereas leadership improves the existing systems and establishes more and better systems.
Leaders provide vision and inspiration, and support the people to do things, whereas managers provide the resources and expect results. Zaleznik �1977� suggests that leaders de- velop fresh approaches to long-standing problems and open issues to new options; managers act to limit choices. Whilst leaders inspire the purpose, managers are concerned about systems, controls, procedures, policies, and structure �Bennis 1989�. The main role of the leaders is to set a new direction for a group. However, managers control, guarantee disci- pline, and introduce order according to established principles �Schumpeter 1934�. Leadership is about knowing where the organization needs to go, whereas management is concerned with how to get there. At a further functional level, Maccoby �2000� notes that leaders recognize and select the talent, nur- ture the talent by motivating them, coach the talent, and retain the talent by building trust; managers are task masters of planning, budgeting, evaluating, and facilitating. Table 1 presents, in the form of short summaries, the views of various authors on the difference between leaders and managers.
HOW LEADERSHIP AND MANAGEMENT OVERLAP
“Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall.”
—Stephen R. Covey
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Table 1. Difference between Leaders and Managers
Leaders Managers Source
Leadersarechangeagents Managersareprincipallyadministrators.
Leadersgetorganizationsandpeopleto change.
Managerswritebusinessplans,setbudgets, andmonitorprogress.
Maccoby �2000�
Leadersselecttalent,motivate,coach,and buildtrust.
Managersplan,budget,evaluate,and facilitate.
Leadersaremoreaboutsoul�orheart�rather thanmind
Managersaremoreaboutmind.
Leadersarevisionary,passionate,creative, flexible,inspiring,innovative,courageous, imaginative,experimental,andinitiatorsof change.Theydrawtheirpowerfromtheir personaltraitsandattributes.Theymakeuse oftheirreferentpowertoinfluencethe followers.
Managersarerational,consulting,persistent, problemsolving,tough-minded,analytical, structured,deliberate,authoritative,and stabilizing.Theydrawtheirpowerfromtheir positionandauthority
Capowski �1994�
Leadershavegoodintuitionandinsight. Managershavegoodanalyticalability.
Allleadersaregoodmanagers. Allmanagersmaynothaveleadership qualities.
Daft �2003�
Leadersaremobilizedbytheirpersonal powerandendorsementofthegroup.
Managersaremobilizedbyauthorityand positionpower.
Leaderssetadirection,communicateitto everyonewhowilllisten�andprobably manywhowon’t�,andkeeppeoplepsyched whentimesgettough.
Managersestablishsystems,createrulesand operatingprocedures,andputintoplace incentiveprogramsandthelike.
Robbins �2002�
Leadersdecidewhatfreightandpassengers thetraincarriesandwhereitisheaded.
Managersmakethetrainrunontime. Perloff �2004�
Leadershavebroadperspectivesenabling themtopeerintothefuturetodetermine needsandwhatchangesneedtobemadefor growthandsurvival.
Managersareguidedbythemyopicdriveto handleroutineinordertoproduce efficiently.
Leadersarestrategists. Managersaretacticians.
Leadersseektodevelopnewgoalsandalign organizations.
Managershaveanarrowpurposeandtryto maintainorder,stabilizework,andorganize resources.
Kotter �2006�
Leadersproducethepotentialfordramatic change,chaos,andevenfailure.
Managersproducestandards,consistency, predictability,andorder.
Kotter �1990�
Leadersareinspiringvisionariesconcerned aboutsubstance.
Managersareplannerswhohaveconcerns abouttheprocess.
Zaleznik �1977�
Leadersleaveagreatdealtochance. Managersareeagertosolvetheproblems.
Leadersadoptapersonalandactiveattitude towardgoals.
Managershaveimpersonal, ifnotpassive, attitudestowardgoals.
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Leadership and management are interrelated, and may sometime perform a similar function and achieve the same goals; however, they are different and distinct skills �Kotter 1990; Bass 1990; Conger and Kanungo 1992; Zaleznik
1998; Bateman and Snell 1999; Yukl 1999; Perloff 2004; Hay and Hodgkinson 2006�. In view of some, there is a sense that leadership is an aspect of managing that is overtly concerned with thinking about the long-term future of the
Table 1. „Continued�. DifferencebetweenLeadersandManagers
Leaders Managers Source
Leadersdevelopfreshapproachestolong- standingproblemsandopenissuestonew options.
Managersacttolimitthechoices.
Leadersworkfromhigh-riskpositionsand areoftentemperamentallydisposedtoseek outrisk.
Managersworktoreducetherisk.
Leadersareconcernedwithideasandrelate topeopleinmoreintuitiveandempathetic ways.
Managersrelatetopeopleaccordingtothe roletheyplayinasequenceofeventsorina decision-makingprocess.
Leadersestablishandbreakoffintensive one-to-onerelationships.
Managersrelyonmoderateandwidely distributedattachments.
Leadersarevisionaries,collaborators, salespeople,andnegotiators.
Managersarecaptains,analysts,conductors, andcontrollers.
Zimmerman �2002�
Leadersinnovate. Managersadminister. Bennis �1989�Leadersareoriginal. Managerscopy.
Leadersdevelop. Managersmaintain.
Leadersareconcernedwithtrustandpeople. Managersareconcernedwithsystems, controls,procedures,policies,andstructure.
Leadersinspirestrust. Managersrelyoncontrol.
Leadershavealongrangeperspective. Managershaveashortrangeview.
Leadersask“what”and“why.” Managersask“how”and“when.”
Leaders’eyesareonthehorizon. Managershaveeyesalwaysonthebottom line.
Leaderschallenge. Managersacceptthestatusquo.
Leadersaretheirownpeople. Managersaretheclassicgoodsoldiers.
Leadersdotherightthings. Managersdothingsright.
Leadersconquersthecontext. Managerssurrenderstothecontext.
Leadersproducesvisions,concepts,plans, andprograms.
Managersadoptsthetruthfromothersand implementsitwithoutprobingthefacts.
Leadersareconcernedwitheffectiveness. Managersareconcernedwithefficiency.
Leadersoptfor“pull”ratherthan“push.” Managersoptfor“push”ratherthan“pull.”
Leadersprovidevisionandinfluence. Managersprovideresources.
Becomingaleaderissynonymouswith becomingyourself.
Becomingamanagerisbecomingwhat companywantsyoutobecome.
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organization and fostering support for particular ideas �Hay and Hodgkinson 2006�. In this view, today’s businesses need excellent leaders and brilliant managers, visionary leadership and high-quality management. Overemphasis on either one is neither healthy nor desirable for any kind of organization. Capowski �1994� makes essentially the same point and notes that the debate on the difference between leadership and management has been missing an important point. The point is that being a manager is not bad and being a leader is not better, although Hay and Hodgkinson �2006� observe the tendency of literature to see leadership as separate from management but also superior. The current authors, how- ever, argue that using labels such as “leader” and “manager” does not necessarily make a difference as to how organiza- tions run. An effective executive needs a combination of both qualities: “what is needed is better management and better leadership �Hay and Hodgkinson 2006, p. 13�. To Ca- powski �1994�, vision without structure is likely to result in chaos, while structure without vision will result in compla- cency and perhaps catastrophe.
Ideally, a business organization should look for a small number of good leaders and many capable managers to run it. Bass �1990� argues that sometimes leaders manage and sometimes managers lead �Bass 1990�. Occasionally, these two functions are blended and complementary �Kotter 2006�. Yukl �2002� argues that rather than seeking to estab- lish distinctions between managers and leaders, the two can be explained using the same processes and models. Some authors even use the terms “managerial leadership” and “leader-manager” �see Yukl 1989; Gardner 1990�. Gardner �1990� suggests that a leader-manager is one who is futuris- tic, inspiring, and visionary. In contrast to an archetypal manager, the leader-manager empowers the employees, and values their contributions by encouraging them and by ap- plying participatory management.
The leader-manager inspires the followers by developing trust, attracting and nurturing talent, and by continuous coaching and teaching �Maccoby 2000�. Yukl �2005� shares the same perspective, maintaining that both leaders and managers employ a mix of leadership and management be- haviors. This mixing of behaviors suggests they must com- bine the necessary skills to direct day-to-day affairs effectively �a role traditionally associated with management�, while at the same time anticipating and managing change �the main role in leadership�. Kotter �1982� seems to adhere to this same perspective and notes that fundamental components of the managerial process include planning, organizing, directing/leading, and controlling. This implies that leading is indispensable for an effective manager. Other authors argue that the strategic leaders utilize planning—particularly stra- tegic planning—as their primary focus �Boal and Hooijberg 2000; Cogliser and Brigham 2004�. Mangham and Pye �1991� argue that leading is not a specialized phenomenon
and an entirely distinct activity, but simply an aspect, per- haps a highly salient aspect, of managing.
Some researchers argue that to run today’s business orga- nizations effectively and to ensure that they grow in a sus- tainable manner, some combination of management and leadership, efficient functions, and connected relationships are necessary �Maccoby 2000; Valikangas and Okumura 1997�. It is logically incomprehensible that every manager in an organization insists on having his or her distinct vision, as there should be people at the operational and functional level, executing the plans and implementing the strategies. Bryman �1992� also maintains that many visions can be achieved only through the actions of many managers and not simply through the exhortations of individual leaders �Grint 1997�. While leaders are vital in determining the future vision and destination of an organization, managers in the front line of the organization are critical in sustaining quality, service, innovation, and financial performance. Similarly, Sar- ros �1992� notes that organizations need people who are good at leading as well as managing if they want to become internationally competitive, and better places in which to work.
This distinction shows that leadership and management are distinct and leaders differ from managers. However, in order to exploit the full potential of their human and other resources, organizations will need to develop leadership skills in their managers �Priestland and Hanig 2005� and manage- ment skills in their leaders �Weathersby 1999�. There is in- creasingly a need for more leadership at all levels of the or- ganization and to fulfill that need, managers have to become better in leadership.
THE WAY FORWARD Although Kotter �2006� notes that the debate on differenti- ating leadership from management is likely to continue in academic circles, corporations will continue to ask for leaders but need managers, and consultants will continue to supply leadership development and assessment. He argues that people get opportunities to show leadership although their principal job may be management. However, the current authors take a different stance. It is argued that too much emphasis on management and too little focus on leadership is not useful for organizations. An overly managerial environ- ment hinders innovation. It routinizes operations and closes the door to new ideas and fresh approaches. In today’s knowledge-based economies, competitive industries, and turbulent operating environments where it is necessary to unleash the talents of a highly educated workforce, conven- tional managers can only slow down progress. Therefore, it is important that organizations develop as many leaders as pos- sible while ensuring that these leaders also know manage- ment aspects. The organizations need to develop their man- agers into leaders in order to stretch the performance of their
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human resources. Toor et al. �2007� also argue that this de- bate does not aim to prove that leaders are better than man- agers or that leadership qualities are the only solution to modern business challenges.
Some authors have argued in the literature that the terms “leaders,” “managers,” and “entrepreneurs” “can be seen as enactments of archetypes, embodying the different fears and hopes of those who create organizations by their daily perfor- mance” �Czarniawska-Joerges and Wolff 1991, p. 529�. Czarniawska-Joerges and Wolff �1991, p. 529� state: “Lead- ership is seen as symbolic performance, expressing the hope of control over destiny; management as the activity of intro- ducing order by coordinating flows of things and people toward collective action, and entrepreneurship as the making of entire new worlds.” This view shows that either of the roles, on its own, does not necessarily guarantee success. Czarniawska-Joerges and Wolff �1991� suggest that organi- zations operate in historical, economic and political circum- stances and are influenced by various sociopolitical and eco- nomic forces, shaping of fashions, and occupational and organizational cultures.
It is necessary to continue the efforts to identify the dif- ferences between leaders and managers, and between leader- ship and management. There are several research implica- tions here. In most studies, when researchers examine leadership, their subjects mostly belong to the management ranks. In organizational studies, researchers treat managers as synonymous with leaders. Bryman �2004� also argues that research on leadership tends to focus on the role and leader- ship practices of formally designated leaders who in most cases are managers. Parry �in press� also shares the perspective that the person in the senior management position is often considered a leader. He argues that the leader is someone who has a certain influence on followers. And that it is the nature of this leadership impact leadership researchers need to investigate. In this regard, research on informal leadership has much to offer. Although some studies have been con- ducted on informal leadership �Rusaw 1996; Pescosolido 2002�, more work needs to be done on how leaders are se- lected as subjects in research studies. Also, research endeavors should be made to distinguish leadership from management. This would provide useful inputs into leadership develop- ment initiatives where there should be a clear determination of whether the outcome should be the creation of leaders or managers. Finally, studies can focus on how effective leaders and managers strike a good balance between leadership and management to maximize their influence on others.
CONCLUSIONS Much has been written on the difference between “leader- ship” and “management” and between “leaders” and “man- agers.” There are striking parallels between “leadership” and “management” as well as “leaders” and “managers.” How-
ever, it is clear that today’s organizations need both leaders and managers. They need leaders with managerial capabili- ties and managers with leadership qualities. Therefore, it is important that organizations adopt strategies to systemati- cally develop their professionals into managers who are effec- tive leaders as well. These managers, in given circumstances, can then perform a leadership role. For this purpose, leader- ship development should be made a part of organizational strategy because it is a source of competitive advantage.
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Mandatory Assignment Resources/Learning, Talent, and Leadership Development.pdf
38 TD | March 2015
EVOLUTION
Learning and talent development are undergoing a transformation in organizations today.
HUMAN CAPITAL
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EVOLUTION Leadership Development:
Learning, Talent, &
Revolution?OR
podcast
BY ANNIE MCKEE
People are everything when it comes to an organization’s success. For all our talk about strategy, market challenges, and money, it’s talented, engaged people who make the difference. Without people, we have no tomorrow. People envision the future and
craft plans to realize our dreams. People innovate. People face challenges with courage and creativity. And smart people who lead with emotional in- telligence (EI) create resonant environments where everyone can be and do their best while constantly adapting, learning, and having fun.
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In resonant companies, a shared vision trumps individual needs, and the atmosphere is ripe with enthusiasm, passion for learning, and hope. Resonant cultures stand on values such as respect, concern for others, honesty, and accountability. People don’t talk about empowerment; they do it. In resonant compa- nies, people learn together, pull together, and win together.
It’s not easy to create resonance or to be at our best at work. This is true for many rea- sons, chief among them the fact that many organizations don’t value people. It makes no sense, but it’s true. Far too many compa- nies relegate people to the back seat. Sure, lip service is paid to HR, and there’s often repre- sentation on the team at the top. But when it comes to learning and talent development, we have a long way to go.
Learning leaders must lead For years now HR and learning leaders have talked incessantly about wanting a “seat at the table.” This metaphor is outdated, in part be- cause the top HR leader actually does sit at the proverbial table in most organizations. Learn- ing leaders often do, too. So, if we find we don’t have influence in the conversations that happen around those tables, we need to look at ourselves and the cultures of our organiza- tions—and make some changes.
To claim our rightful place, we need to learn to lead. This means developing our own EI, as well as honing the competencies that are es- sential for leaders in our particular industry. We have to understand the business we’re in, naturally. But that’s not enough.
We also must develop cognitive compe- tencies so we can become smarter about the world today. We must understand how societal changes are affecting people and business, and how technology is affecting ed- ucation and the workforce of tomorrow. We need to understand how global politics have changed already, and what this does to our people and their lives.
It’s also essential to understand how global economics affect our little corner of the world. And we must know what people need
to be engaged and happy at work. Then we need to act on all of this knowledge with and through others. That is the essence of reso- nant leadership.
So, stop asking for that seat at the table; just take it. There are two challenges that HR and learning leaders must take on to reframe the conversation about people at work. One, we need to fix the fragmented learning and talent functions in our companies. Two, we must grab hold of leadership development— especially for those in upper middle and top management—and improve it dramatically. Let’s take each challenge in turn.
The organizational challenge We must coordinate learning and talent devel- opment. We need to know who we have, where they are, what they want and need, and how to get them into the jobs most suited to their in- dividual and our collective goals. We also need to help people learn and grow all the time.
That is not easy. It is in fact nearly im- possible to manage talent development in a fractured learning organization. Witness this not-so-uncommon tale:
One enlightened leader I know suspected that some of the problems he was experienc- ing in the culture and in delivering results had to do with training. He asked his chief people officer to do an audit to find out what was really going on. The result: 142 differ- ent “leadership development” programs being conducted by 139 uncoordinated internal and external training teams. And, yes, I put lead- ership development in quotes. Most weren’t worthy of the name. No wonder they had problems with the culture and achieving col- lective goals.
Similarly, if you have a highly decentralized (or broken) talent management process, how can you hope to find the people you need when you need them? I suspect that many organizations hire from the outside because it’s easier than trying to find people in the company.
Pulling the two together—talent and de- velopment—means that you will have a better chance of knowing who is where and what
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they need, and then you’ll be able to create logical, meaningful learning processes and ca- reer paths that work.
Some organizations are taking this chal- lenge head on. According to Martha Soehren, chief talent development officer and senior vice president at Comcast, creating a fully integrated talent management system is essential.
“The beauty and logic in this for an organization is that the assessment, devel- opment, and succession planning fall under the oversight of a single senior leader, cre- ating seamless care across the learning life cycle,” she says. “This is not necessarily an easy transition. It first requires an uncondi- tional commitment from the senior leaders throughout the organization’s business units and field teams, including the company president.”
And, here’s Soehren’s hopeful perspective, along with some practical guidance: “Break- ing the talent management silos in a small or large organization can be an easy task when the company’s most senior leaders are a voice of reason and are strong proponents of devel- oping and moving talent across all boundaries of the organization. … Scaling is made easier with the processes, and tools developed and decided upon by key human resource lead- ers across the organization. Having these leaders serve on a committee from the onset of building a talent development function is paramount.”
The next step is professionalizing the talent management field. Specifically, in addition to EI and leadership abilities, your talent and learning experts must be able to see the macro-picture as well as the micro-requirements of the people and leaders they serve. This takes deliberate development of social awareness competencies to see how one’s company fits into the industry, how the industry fits in the world of business and world economics, and how changes in our world affect each individual in every company.
Then, there are skills and abilities linked to managing talent development and learn- ing. Soehren says that you must have true professionals on your team—people who have
studied the fields of HR, organizational de- velopment, leadership, learning, and talent management. These experts must be able to hold their own in discussions with senior leaders about the merits of various learning and talent initiatives. Specifically, Soehren counsels that you need senior talent manage- ment strategists alongside your experts in adult learning, as well as experts in profes- sional and leadership development.
In larger organizations, you also need people with expertise in managing the development needs of the nonexempt workforce. Because of the sheer number of these people in some organizations, it is easy to oversimplify the challenge of their learning and development. Do this at your own peril; these are the people who truly need to be current on changes in how goods are produced and services rendered. This is the workforce that needs to be engaged, and learning is one way to get there.
The lessons here are simple: Get the struc- ture right, get the support of top management and business leaders, and make sure the right people are involved in the design and develop- ment of the function.
The leadership development challenge Leadership development is essential, of course. As Nick van Dam, partner, global chief learning officer, and client advisor at McKinsey, puts it, “If you don't have the right people capabili- ties in your organization, it’s very unlikely that you’ll be successful in the execution of your business strategy.”
But too many leadership development pro- grams are poorly designed and even less are well executed, leaving people with a temporary
IF YOU HAVE A HIGHLY DECENTRALIZED (OR BROKEN) TALENT MANAGEMENT PROCESS, HOW CAN YOU HOPE TO FIND THE PEOPLE YOU NEED WHEN YOU NEED THEM?
ENDIATQUIA CORRO EVENT LIGENDIT LISCIPSUM AS IL- LAUT ID MAIO DIAM CUSAM AUT ARCIMENTUR ADI CONSED EX ESSIMA QUAS EOSSUNT PE PRO DOLORRO VIDERRO ODI UT.
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42 TD | March 2015
“high” and some good ideas that are impossible to implement on the job. At worst, programs historically have been a gigantic waste of ev- eryone’s time.
We have a few major hurdles to overcome in the leadership development space. First, we need to view leadership development as a pro- fession and treat it as such.
What this means in practice is that we need to collectively commit to using what our aca- demic and scholar practitioner colleagues are discovering about what people need to learn to become outstanding resonant leaders.
None of us has the whole picture about what it takes to lead today, but the research is pretty clear: EI and social intelligence differ- entiate great leaders from average ones. So do certain cognitive competencies. Thus, let’s de- sign our programs to focus on competencies that matter, such as self-awareness, self-man- agement, empathy, and pattern recognition.
Then we need to attend to research about how people learn. Take, for example, Richard Boyatzis’s work on intentional change. He and now many of us are taking an evidence-based approach to understanding what it takes for people to learn and sustain changes, and it’s
clear that most adults learn what they want to learn.
People don’t change their mindsets or be- havior just because someone tells them to—even if it’s their boss doing the telling. Based on this work, many of us have focused on creating lead- ership development programs that help people identify, for themselves, what they want to learn and how they want to do it. It works.
Finally, we need to attend to how people learn at work. Too many of our cultures do not value learning, as evidenced by the fact that it’s still called “soft stuff,” and many man- agers and leaders complain about “having” to attend programs. This means we have to fight an uphill battle to make it legitimate (yet another reason for a coordinated, powerful talent development function).
Even when learning is valued, how can leaders find time to do it? I’ve worked in orga- nizations where professionals and managers go 10 years or more without participating in development programs. Obviously, this isn’t acceptable. But what can we do?
It’s too simplistic to think we can solve this problem with a learning management sys- tem or massive open online courses. True, we
WE NEED TO ATTEND TO HOW PEOPLE LEARN AT WORK. TOO MANY OF OUR CULTURES DO NOT VALUE LEARNING.
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are learning how to use technology for learn- ing and development. But, as anyone who has clicked through a compliance training course knows, we’re just not there yet.
And some types of leadership development programs are more about building relation- ships than they are about learning in the traditional sense. In these situations, online learning can be counterproductive.
Guiseppe Auricchio, executive director of learning innovation at IESE Business School and a graduate of the PennCLO Executive Doc- toral Program, studied the efficacy of online learning for executives. He says, “The resis- tance to use online learning is often due to its inability to support what participants perceive as the purpose of formal development; [that is] the opportunity to exchange points of view, build trust, and share challenges with peers. These programs deliver value not by trans- ferring knowledge or building expertise, but rather by creating social capital.”
Time to step in Smart people, focused on learning and lead- ing, are the key to success. If you don’t have motivated and engaged people, who have the
right skills, when and where you need them, you’re in trouble.
Luckily, many of us—including outstand- ing scholar practitioners such as Soehren, Auricchio, van Dam, and the now nearly 70 graduates of the PennCLO Executive Doctoral Program—are focusing on gathering evidence that will help us make decisions about how to organize and manage learning and talent development in our companies and how to develop effective leadership development ini- tiatives. This all starts with claiming our space, individually as leaders.
We need to step in powerfully, with presence, knowledge, and EI to lead our organizations (and not just the function). Then, we need to use our EI and complex influencing skills to create a streamlined, coordinated talent devel- opment function.
When it comes to leadership development, we need to make dramatic changes in how we design programs and bring leaders together to learn and develop relationships with one another. This starts with reframing the ob- jectives of leadership development. It’s not just about individual learning. It’s about help- ing people to connect and build relationships, which results in collective learning, engage- ment, and resonance.
Annie McKee is a senior fellow at the University of Pennsylvania, director of the PennCLO Executive Doctoral Program, and founder of the Teleos Leadership Institute; [email protected].
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Mandatory Assignment Resources/Relationship between Innovation and Leadership.pdf
Procedia - Social and Behavioral Sciences 181 ( 2015 ) 218 – 227
Available online at www.sciencedirect.com
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Uluslararası Stratejik Yönetim veYöneticiler Derneği (usyyd) (International Strategic Management and Managers Association). doi: 10.1016/j.sbspro.2015.04.883
ScienceDirect
3rd International Conference on Leadership, Technology and Innovation Management
Relationship between innovation and leadership
Melouki Slimane a
a Political sciences Department ,Faculty of Law ,University of M’sila,Algeria
Abstract
Leadership is organizing a group of people to achieve a common goal. 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.
The research for the characteristics or traits of leaders has been ongoing for centuries. This trait-based perspective dominated empirical and theoretical work in leadership. Using early research techniques, researchers conducted over a hundred studies proposing a number of characteristics that distinguished leaders from non-leaders: intelligence, dominance, adaptability, persistence, integrity, socioeconomic status, and self-confidence ,for example.
The innovation reveals that the term is often associated with exogenous expert knowledge, private enterprise,
product development, technology, science and entrepreneurs .In the practical experience of LEADER, however, it is
more likely to be understood by local actors in terms of social innovation and cultural innovation rather than in the
sense of science policy and technological innovation that dominates national policy discourses.
This paper aims to clarify the relationship between innovation and leadership , But what is the nature of this
relationship, and How leaders can play a role in the different field of innovation?
© 2013 Published by Elsevier . Selection and/or peer-review under responsibility of the 3rd international conference on leadership, technology and innovation management. __________ * Corresponding Author.Tel : 00213662043355 Fax :0021335555223 Email address : [email protected]
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Uluslararası Stratejik Yönetim veYöneticiler Derneği (usyyd) (International Strategic Management and Managers Association).
219 Melouki Slimane / Procedia - Social and Behavioral Sciences 181 ( 2015 ) 218 – 227
1. Introduction
Today, we need innovators more than any time before. Every organization and business is feeling the impact of globalization, migration, technological and knowledge revolutions, and climate change issues. Innovation will bring added value and widen the employment base. Innovation is imperative if the quality of life in these trying circumstances is to improve. Innovation will make the world a better place for the younger generation.[1] Ken Michaels Assumes New Leadership Role at Macmillan Science and Education;2005;p 13
Studies have confirmed that all businesses want to be more innovative. One survey identified that almost 90 per cent of businesses believe that innovation is a priority for them. The importance of innovation is increasing, and increasing significantly .[2] Phil Holberton. Speaking of Leadership , Vol. 3, No. 3Taking Charge American journal 2001. In the current day economic scenario, innovativeness has become a major factor in influencing strategic planning. It has been acknowledged that innovation leads to wealth creation. Even though efficiency is essential for business success, in the long run, it cannot sustain business growth.
Experts have identified many types of innovation such as ‘Product Innovation’ that entails the introduction of a new product or a service that is new or considerably improved, ‘Process Innovation’ comprising the implementation of a new or a significantly enhanced production or delivery method, ‘Supply Chain Innovation’ in which innovations transform the sourcing of input products from the market and the delivery of output products to customers and ‘Marketing Innovation’ which results in the evolution of new methods of marketing with enhancements in product design or packaging, its promotion or pricing, among others. [3]-Ogbonna, E. and Harris, L. (2000), Leadership style, organizational culture and performance: Empirical evidence from UK companies, International Journal of Human Resources Management, pp.766-788.
Most often planned and measured combination of ideas, objects and people leads to innovation resulting in new business ideas and technological revolutions. In order to be termed valuable innovations, new products and services need to be strong enough to progress through rigorous commercialization processes and into the marketplace. Many organizations are adopting measures to strengthen their ability to innovate. Such companies are creating a dependable operating system for innovation, an important indicator of corporate sustainability. [4]- Cenzo, D, “Human resources management”, Engel work, New Jersey, 1996.p146.
Research has indicated that competition combined with strong demand is a major driver of innovation. Intensity of competition is the determinant of innovation and productivity. Innovation, besides
220 Melouki Slimane / Procedia - Social and Behavioral Sciences 181 ( 2015 ) 218 – 227
products and services, also includes new processes, new business systems and new methods of management, which have a significant impact on productivity and growth.
Innovation is one of those words that we all use, agree is a positive thing and for the most part want more of. However, the term “innovation” like “leadership” seems to defy a commonly accepted definition. There is no shared interpretation of what we mean or what we are observing when we use the terms. Moreover, we lack practices for deliberately and consistently producing “leadership” and “innovation”. This is evident in the fact that in spite of thousands of books on these subjects, reading and understanding the books doesn’t enable us to be leaders or innovators. [5]- G, Strauss, and l, salyse” the human problems” prentice, hall, 1963.p 67. There are obvious distinctions between the innovator (who), an innovation (what) and the process of innovating (how). This is to illuminate and inquire into the phenomenon of innovation (and leadership) before history judges an accomplishment as innovative or declares a person to be a leader. The focus will be on the innovator and the context or ‘way of being’ of the innovator. that competency for innovation is a natural by-product of certain ways of relating to the world; the context in which we relate to circumstances and change. I will also distinguish between innovation and art, two terms often used interchangeably. Finally, we distinguish simple change that is a variation of what already exists from profound change that alters the scope of what is possible. When we create a new tool we are innovating. When we are not innovating we are the tool or the ‘tool’ is an extension of us. For example, the typewriter was an innovation in writing. At some moment, the typewriter becomes transparent (to both the typist and those concerned with what is being typed) and we simply have a typist typing. The tool appears again only when there is a breakdown or it no longer serves its purpose. I am claiming that our relationship to the circumstances, especially when there are breakdowns, is the primary factor in determining whether we respond as leaders and innovate, or simply resist or cope with what is happening. [6]- William, H Newman, “the process of management”; concepts and behavior, fourth edition, Engel work, New Jersey, 1977, p100. Art is creative and may have value to its consumers, but requires no utility to be art. Art might be seen as the artist’s self-expression or experience of their world. Innovation on the other hand must allow for something else, some possibility or accomplishment or value beyond the innovation itself. If someone comes up with a new hammer that does what our existing hammers do, then that is a design change and design is an ‘art’. When someone creates a new kind of hammer, however, such as a ‘nail gun’ or a new method for hammering, then we can distinguish that as innovation. In this sense, we can also see that we can innovate within an art form, such as painting with acrylic at one point allowed artists to create effects that were not possible with traditional oils. Innovation takes place at different levels from modest improvements on an existing product or process to dramatic and even historically significant breakthroughs in how we relate to the world. In all
221 Melouki Slimane / Procedia - Social and Behavioral Sciences 181 ( 2015 ) 218 – 227
cases, the capacity to innovate will be a function of our commitments, what we want to accomplish and our relationship with the circumstances we perceive we are in. If we are resisting or coping, we see no innovation and whatever change we generate will be as a reaction to the circumstances and part of the process by which those circumstances persist. When we are responding or choosing we are in a position to innovate and will do so naturally and consistently as a function of what we observe to be possible or what we observe is missing in our perspective of the world. Change based on this view is likely to be an improvement on what already exists. When we are bringing forth or creating we are not only in a position to innovate but are predisposed to do so. Further, in these ways of relating to circumstances, we have few if any limitations on what we can imagine and generate. We are likely to be generating breakthroughs or even creating entirely new spheres of possibility.[7] Dale Yoder, “personal management and industrial relations”, New York, prentice, hall, 1965p 390. To create here means to distinguish the rare ability that a few people have demonstrated to invent entirely new fields of inquiry. These people are creating new domains, new openings, and new possibilities for others to explore and innovate. This is a very distinct way of relating to circumstances in which the ‘creator’ is the author of the context in which the creator is relating. To create a context means to be responsible not only for what is being perceived, not only for one’s responses, not only for a generative relationship to the circumstances, but to be responsible for creating the background or space within which the circumstances appear. Mastery of anything from. art to penmanship is ultimately mastery of one self and ‘who one is being’ in a situation and in relationship to the world. Hence, to become a master of innovation, a person must own both what is happening as well as what isn’t happening, to be present to both “what is” as well as to the cognitive and transparent boundaries that define our perceivable reality. Change is happening all the time whether we’re aware of it or not. A random event, insight or an accident may be novel but I do not consider it to be an innovation. What one can observe and do in the context of a novel occurrence or insight might very well lead to innovation. For example, all of us have had ‘big ideas’ from time to time and done nothing about them only to learn later that someone has succeeded in bringing about exactly what we had imagined. This is what might distinguish a leader/innovator from a dreamer.
2. Innovation and Initiative
Initiative is defined by Dictionary "an introductory act or step; leading action: to take the initiative in making friends." I define it as: "the ability to take necessary action, on your own accord, which gets the job done." I believe that initiative is one of the true elements that set people apart. It is not about whether you have initiative or not, everyone is capable of it, it is whether you use it or not. That is what sets performers apart from non-performers. [8] - David Sills, international Encyclopedia of the social sciences, the Macmillan & the Free Press, New York, 1999, p53.
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Initiative is a strong word that every employee wants in their performance evaluations. Many people place it in their resumes as a standard adjective. Unfortunately, a good portion of them do not even know what it means to take the initiative. It is not just about taking the first step; it is about taking the first step in something productive that has meaning.
You have to be willing to take the first step and have the stamina to follow your initiative through to its conclusion. As a synonym, for initiative the word leadership. It should be no surprise that leadership and initiative are similar. A good leader knows the meaning of initiative, has initiative, and possesses the stamina to fully execute his or her initiative. Take time today and use initiative to get something positive done for your organization or your career. Being described as a person with "initiative" is a great complement, but a complement that has to be earned.
In this framework for a new concept is presented and its relevance for considerations with respect to innovation and strategy is highlighted. The concept of innovation quality allows making a statement regarding the aggregated innovation performance in three different domains within an organization by comparing the result, being it a product, process or service innovation, with the potential and considering the process on how the result has been achieved. The three domains of innovation quality are product/service, process and enterprise [9]- Walker, j “Human resources”, planning evaluation perspectives, Irwin Illinois, 1986.p78.
3.Policy instruments and Innovation
The Innovation in Governance research group investigates processes through which new forms of governance emerge, develop and spread across different governance domains (problem areas and jurisdictions).We analyse the emergence of new forms of governance as innovation processes. In elaborating a theoretical framework we build on a new combination of concepts from policy and governance studies, organizational studies, innovation studies and science and technology studies.
The Forms of governance are often articulated in an instrumental fashion as policy instruments, tools, or, more recently, as modes of governance. As such they may take on a life of their own and start to travel across different domains of application.
In seeking to capture this phenomenon we study innovation in governance by tracing and analysing the development of policy instruments as socially constructed technologies of governance. A genealogical research approach is intended to open the black box of policy instruments which are often taken as given options for policy making. Within this view, we develop a concept of policy instruments which combines both models of how governance could or should be and working arrangements in particular political contexts.
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We expect that by following the institutionalization and expansion of specialized governing sciences and constituencies, concerned with the development, installation and maintenance of specific policy instruments, we are able to understand how policy instruments take on a life of their own, take on actor qualities and add to the (transnational) dynamics of governance change. [10]- Yukl, G. (2002), Leadership in Organizations, Fifth Edition, Prentice Hall Inc., New Jersey,p 44.
We conceptualise the processes through which new policy instruments emerge and develop as innovation journeys. The innovation journey concept takes account of distributed agency, convergent and divergent translations between different actors and non-linear dynamics of path constitution.
In analysing innovation journeys we put a special focus on interactions between the development of models of governance in (social) science, policy design for particular purposes and the politics of reconfiguring governance in context. The policy instruments gain momentum as transnational constituencies which span these processes emerge and undergo institutionalization.
4. Methodology
4.1 Research Goal
In this survey we aim to identify the mediating effect of learning orientation on the relationship between leadership style and firm performance. To test the propositions, a field survey using questionnaires was conducted. Develop innovative new strategies linked to core competencies and Encourage people to view problems or opportunities in a different way.
5 .Policy foresight and interaction with innovation
Policy Foresight is a structured procedure to anticipate and reflect on plausible future paths of innovation journeys of policy instruments in interaction with developments of a governance domain. A diverse set of actors who are involved in the design of new policy instruments – be it as promoters or critics – are guided through a deliberative process. They construct future scenarios of innovation in governance and discuss their interactions with a broader social and ecological context to assess policy performances and reflect on sustainability strategies. Key questions are: how can development dynamics be anticipated and integrated into policy design, and how can policy innovations be embedded in structural contexts? During the process, which will be informed by results from our research, participants of the Policy Foresight contribute expectations towards future development dynamics and their view on reciprocal influences between policy instruments and domains. This provides societal actors with a platform for constructive dialogue on innovation in governance and sustainable development. [11]- William, H Holley, personal management and issues, New York, the druden press, 1983, p23.
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The challenge is thus to analyse the interaction between policy instruments and innovation domains as a dynamic process of interpenetration and overlap in which both instruments and domains mutually constitute and shape each other.
To analyse the innovation development and governance patterns within domains, we distinguish between policy design, problem framing, and struggle for political authority as three interdependent processes from which governance patterns emerge in a path dependent manner.
Complementing our view on social dynamics shaping governance patterns in domains, we consider how ecological conditions and technological infrastructure shape political processes and function as particular selection environments for policy instruments.
With the aim of identifying typical patterns and mechanisms of innovation in governance, we see a different case studies that trace emerging forms of governance through time and space. In order to study the development of policy instruments in relation to their context of application, we conduct interlaced case studies on the innovation journeys of policy instruments and on the development of governance patterns within particular domains.
6. Leadership, innovation and Social Change Social change builds community-based responses that address underlying social problems on an individual, institutional, community, national and/or international level. Social change can change attitudes, behaviours, laws, policies and institutions to better reflect values of inclusion, fairness, diversity and opportunity. Social change involves a collective action of individuals who are closest to the social problems to develop solutions that address social issues. [12]- Kotter, J. P. (1990), A Force for Change: How Leadership Differs from Management, New York: Free Press.P37. The ability to lead is vital to creating social change. Leadership is a process of which social change is be distributed, promoted, and expressed by leaders to multiple communities and diverse populations. A collective action from a collective group cannot come about if there is no unifying voice, vision, and/or goal. Leaders help to shape and provide a space for people to unite and reach towards their goals. They inspire and motivate others through their actions, behaviours, and words. For social change to occur within institutions, communities, or organizations, individuals would need to know what type of leaders they want to be in the social change process, and how their leadership can have an impact within these arenas [13] Ibid,p39.
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Leadership is a concept that can be confusing because it has both institutional and individual dimensions. Institutional leadership is generally based upon role and rank. Think of organizations like government, corporations and the military. The higher you rise in the organizational structure, the more authority that vests in the leadership role. There is a hierarchical structure, and power vests in the upper ranks. At its worst, organizational leadership is authoritarian and dictatorial. At its best, it has open channels of communication for a broad range of ideas to influence decisions and policies.
These qualities, then, by themselves, may be necessary for strong leadership, but not sufficient for decent leadership. To these qualities must be added integrity and honesty, as well as compassion and courage in seeking a greater good for humanity.
Great leaders who seek victories for humanity are usually not individuals who only fill institutional roles. They are individuals who have a great vision that will benefit humanity, are committed to achieving it with integrity and honesty, and persist in their efforts with compassion and courage despite seemingly insurmountable obstacles. [14]- Gabriel Almond, political development, Boston, 1970, p 33.
In our society, leadership is too often dedicated to accumulating wealth and power. Wealth and power are not “a victory for humanity.” They are means to an end. The end may be something decent, such as combating poverty and hunger, but it may also be something selfish, such as personal aggrandizement, or something criminal, such as aggressive war. We must judge leaders not only by what they say, but by what they do, and we must hold them accountable for their actions.
There is much that needs changing in our world. A large percentage of the world’s population lives in dire poverty, without safe drinking water or adequate nutrition. A billion people live on less than one dollar a day. Another billion live on less than two dollars a day. Some 25,000 children under the age of five die daily of starvation and preventable diseases. At the same time, the world spends over a trillion dollars annually on military forces, with the United States alone spending well over half the global total [15]- Dale Carnegie, “comment trouver le leader” traduit de l’Anglais par divier Wayne Hachette, France.2010, p152.
We need to rethink what it means to be number one. We are all perishable, and we live on a perishable planet. The minimum responsibility of each generation is to pass the planet on, if not better than it was inherited, at least intact to the next generation. The power of our technologies, when combined with our capacity for complacency and our penchant for militarism, casts doubt on our ability as a species to continue to fulfil this responsibility.
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Results
- The idea of partnership requires a new frame of reference for both managers and human resources staff. Managers need to work with human resources consultants to solve problems while continuing to take responsibility for their problems. For human resources staff, the new perspective is more complex.
- Designed Learning’s Flawless Consulting Workshops teaches consulting skills that enable staff resource professionals to keep clients focused on their problems. A clear process is established for human resources professionals to manage relationships with clients: Contracting for the work. Giving feedback about personal and organizational data to facilitate decision making.
- Innovation and leadership are closely related. Leadership always has some focus on bringing about a better future. In this sense, leaders are necessarily innovators. We would not normally consider a spectator of the status quo to be a leader.
- Innovation is imperative if the quality of life in these trying circumstances is to improve. Innovation will make the world a better place for the younger generation.
-Leaders help to shape and provide a space for people to unite and reach towards their goals. They inspire and motivate others through their actions, behaviours, and words.
- WORKING ON PARTNERSHIP In effective organizations, and staff work together to solve problems and take advantage of opportunities requires everyone to work in a partnership that is mutually responsible for successful change. While the line manager remains the client in such a partnership, the human resources staff partner takes on a consulting role, working with the manager toward an outcome beneficial to the entire organization.
-If an established organization, which in this age necessitating innovation, is not able to innovate, it faces decline and extinction. - Role and relationship between leadership and innovation, sustainable development is to release social , human ,and cultural dimension is based on interactive and mutual influence and human resources to achieve human and material goals.
- leadership is the art treatment of human nature Or the art of influencing human behavior to guide a group of people toward a specific goal in a manner to ensure Obedience and trust, respect, cooperation, and is known by some as the art of directing and influencing people . -The importance of innovation is increasing significantly. In the current day economic scenario,
innovativeness has become a major factor in influencing strategic planning.
227 Melouki Slimane / Procedia - Social and Behavioral Sciences 181 ( 2015 ) 218 – 227
_“Leadership” in this context is exercised through ‘opposition’ to the circumstance. For the most part, this will prove ineffective to the point of becoming part of the problem. -Leadership in this context is often facilitative and oriented toward reasonable expectations and interpretations of what is possible and not possible. -leadership in a context of Mastery is often very modest and may seem effortless or so natural as to seem inconsequential at the time. -We consider leaders and innovators as those who are concerned with and competent at bringing ‘new realities’ into existence. We consider innovating to be a primary element in the process of leading and we see innovations as examples of leadership results or outcomes. References Ken Michaels Assumes New Leadership Role at Macmillan Science and Education;2005;p 13 American journal 2001. Phil Holberton. Speaking of Leadership , Vol. 3, No. 30p 22. Ogbonna, E. and Harris, L. (2000), Leadership style, organizational culture and performance: Empirical evidence from UK companies, International Journal of Human Resources Management, pp.766-788. Cenzo, D, “Human resources management”, Engel work, New Jersey, 1996.p146. G, Strauss, and l, salyse” the human problems” prentice, hall, 1963.p 67. William, H Newman, “the process of management”; concepts and behavior, fourth edition, Engel work, New Jersey, 1977, p100. Dale Yoder, “personal management and industrial relations”, New York, prentice, hall, 1965p 390. David Sills, international Encyclopedia of the social sciences, the Macmillan & the Free Press, New York, 1999, p53. Walker, j “Human resources”, planning evaluation perspectives, Irwin Illinois, 1986.p78. Yukl, G. (2002), Leadership in Organizations, Fifth Edition, Prentice Hall Inc., New Jersey,p 44. William, H Holley, personal management and issues, New York, the druden press, 1983, p23. Kotter, J. P. (1990), A Force for Change: How Leadership Differs from Management, New York: Free Press.P37. Ibid,p39. Gabriel Almond, political development, Boston, 1970, p 33. Dale Carnegie, “comment trouver le leader” traduit de l’Anglais par divier Wayne Hachette, France.2010, p152.
Mandatory Assignment Resources/Responsible leadership and stakeholder management.pdf
S Y M P O S I U M
RESPONSIBLE LEADERSHIP AND STAKEHOLDER MANAGEMENT: INFLUENCE PATHWAYS AND
ORGANIZATIONAL OUTCOMES
JONATHAN P. DOH NARDA R. QUIGLEY Villanova University
The construct of responsible leadership has gained considerable traction in contem- porary management scholarship. Yet defining and operationalizing how responsible leadership manifests in organizational outcomes has posed challenges. In this paper, we draw from stakeholder theory to offer a more fully formed view of how responsible leadership influences organizational processes and outcomes. We provide descriptions of two distinct pathways through which leaders and their organizations exhibit and project their responsible leadership behaviors and actions: psychological and knowl- edge-based. We suggest that these two pathways constitute process mechanisms that advance and disseminate specific signals and messages and, ultimately, actions and outcomes. We provide brief illustrations of three companies and their leaders to underscore the potential of our framework. We conclude with implications for re- search and practice.
The construct of responsible leadership has gained considerable traction in contemporary man- agement scholarship (e.g., Doh & Stumpf, 2005; Miska, Stahl, & Mendenhall, 2013; Pless, Maak, & Waldman, 2012; Stahl, Pless, & Maak, 2013; Voegt- lin, Patzer, & Scherer, 2012; Waldman & Siegel, 2008). Responsible leadership presents an attrac- tive and potentially useful integration of research on leadership and corporate social responsibility (CSR) and offers the opportunity to provide mean- ingful advances in the field of leadership. Yet de- fining and operationalizing how responsible lead- ership affects organizational outcomes has posed
challenges. For example, Siegel (in Waldman & Sie- gel, 2008) suggested that truly responsible leader- ship must include the strategic use of CSR, such that leaders leverage CSR instrumentally to benefit shareholders. Waldman (also in Waldman & Siegel, 2008) argued against such “rigid instrumentality,” suggesting instead that responsible leadership must involve multiple stakeholder groups in decision making because doing so supports the firm’s long- term sustainability. These two contrasting perspec- tives underscore the nascent condition of the re- sponsible leadership construct and the need to further elaborate the processes through which re- sponsible leadership manifests in organizational outcomes.
In this paper, we seek to partially reconcile these divergent perspectives (and others) by drawing from stakeholder theory (cf. Cragg, 2002; Donald- son & Preston, 1995) to contribute to a more fully developed theory of responsible leadership. Prior research suggests that a stakeholder approach to management is positively associated with long- term performance (e.g., Cragg, 2002; Rowley & Ber- man, 2000). Indeed, the ongoing viability and sur-
The authors thank symposium co-editors Günter Stahl and Mary Sully de Luque and AMP co-editor-in-chief Don Siegel for their advice and guidance on the devel- opment of this article, and David Waldman and an anon- ymous reviewer for their helpful feedback on earlier ver- sions of the manuscript. We also acknowledge ongoing financial support from the Villanova School of Business Center for Global Leadership, Rammrath Chair in Inter- national Business, and summer research support pro- gram. Both authors contributed equally to the develop- ment of this manuscript.
� The Academy of Management Perspectives 2014, Vol. 28, No. 3, 255–274. http://dx.doi.org/10.5465/amp.2014.0013
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vival of firms may hinge on the influence of diverse stakeholders (Hart & Sharma, 2004; Harting, Harmeling, & Venkataraman, 2006; Hillman & Klein, 2001). We extend research on stakeholder theory (Jones, 1995; Mitchell, Agle, & Wood, 1997) and responsible leadership (Ciulla, 2005; De Hoogh & Den Hartog, 2008; Doh & Stumpf, 2005; Maak, 2007; Maak & Pless, 2006; Miska et al., 2013; Pless et al., 2012; Voegtlin et al., 2012; Waldman & Gal- vin, 2008; Waldman & Siegel, 2008) to offer a more fully formed view of the pathways through which responsible leadership influences organizational processes and outcomes.
We consider multiple levels of analysis as we build our argument. In particular, we examine how responsible leaders can effectively leverage the stakeholder approach in influencing others through two specific pathways: a psychological pathway and a knowledge-based pathway. We look at these pathways at four distinct levels: micro/individual, team, organizational, and societal.
• At the micro/individual level, we note that re- sponsible leaders consider their followers to be important stakeholders, and as such may be able to leverage their unique perspectives to generate both motivation and creativity (e.g., Zhang & Bar- tol, 2010).
• At the team level, a responsible leader considers and encourages diverse perspectives in her or his approach to stakeholders, which may lead to team-level psychological safety and learning, both linked to team performance (e.g., Edmond- son, 1999) and improved decision options and accuracy (e.g., Stasser & Titus, 1985).
• At the organizational level, leaders with a stake- holder approach may help build an open, inclu- sive, and diverse internal culture by sharing and disseminating knowledge while fostering strong ties with external stakeholders, all of which could lead to firm growth, innovation, and per- formance (e.g., Thomas, 2004).
• At the societal level, leaders who are able to consistently apply a stakeholder approach might be better able to manage across cultural bound- aries (Miska et al., 2013) and identify and antic- ipate critical economic and societal problems and trends so that they can respond more appro- priately (Stahl et al., 2013).
As noted above, we provide descriptions of two distinct pathways through which responsible lead- ership behaviors and actions influence outcomes: psychological and knowledge-based. We suggest
that these two pathways constitute process mecha- nisms that direct and disseminate specific signals and messages and, ultimately, actions and out- comes. We provide brief illustrations of three com- panies and their leaders to underscore the potential of our framework. We conclude with implications for research and practice. This approach should be viewed as a complement that can augment the clas- sic “do no harm” and “do good” dimensions of the responsible leadership construct that have ap- peared in prior literature. Before addressing the two pathways, we first review recent research that has explored the relationship between responsible leadership and stakeholder management.
RESPONSIBLE LEADERSHIP AND STAKEHOLDER ORIENTATION
Stakeholder management has garnered substan- tial scholarly attention since the introduction of R. Edward Freeman’s book Strategic Management: A Stakeholder Approach, which sought to describe the potential advantages of viewing and formulat- ing strategic management from a stakeholder per- spective (Freeman, 1984). Since that time, there have been numerous attempts to advance stake- holder theory and to demonstrate its practical im- plications for business management and organiza- tions more broadly (Mitchell et al., 1997). Stakeholder management may be viewed as both broader than and also a component of CSR, which itself has taken on a range of meanings and appli- cations (Wood, 1991).
Stakeholder Theory and Leadership
An attractive feature of stakeholder management is its elemental simplicity. It also offers the poten- tial of a comprehensive and unifying framework for understanding the complex interactions between firms and their internal and external constituen- cies. A “stake” in an organization rests on “legal, moral, or presumed” claims or on the capacity to influence an organization’s “behavior, direction, process, or outcomes” (Mitchell et al., 1997, p. 858). Somewhat ironically, early management scholars had already recognized the fundamental interdependencies that firms and their stakehold- ers shared in the political and social arenas. For example, Barnard (1962) introduced the notion of business firms as “cooperative” organizations built on rational thinking, and incorporated a range of
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perspectives and influences in his understanding of the roles and responsibilities of business.
Schwartz and Carroll (2008) and Jones and Wicks (1999) maintained that stakeholder theory assumes a network of connections and linkages between corporations and their various constituencies, and stakeholder theorists have explored the nature of these relationships, focusing on antecedents, pro- cesses, and outcomes (Freeman, 1984). Importantly for our discussion, some variants of stakeholder theory include a strong normative element that pre- sumes that the interests of all (legitimate) stake- holders have intrinsic value, and no set of interests is assumed to dominate the others (Clarkson, 1995). At the same time, however, stakeholder scholars have consistently argued that the theory is—or should be—practical, and should have the ability to inform managerial decision making (Donaldson & Preston, 1995).
Although stakeholder theory has many attractive features, applying it in a practical setting poses a challenge: The list of potential stakeholders of most modern corporations is potentially limitless. Prior- itizing among these stakeholders—which may in- clude investors (shareowners and lenders), employ- ees, suppliers, governments, customers, unions, regulatory authorities, joint venture and other alli- ance partners, private organizations (NGOs and, occasionally, the media), local communities and citizens, and even future generations—can be daunting (Post, Preston, & Sachs, 2002). Further, in the global setting in which contemporary leaders operate, the stakeholder relationships may now ex- tend to second-, third-, and fourth-order suppliers and customers, creating obvious practical chal- lenges to managing relationships across geographic space and through dense and elaborate supply chains.
To address the increasingly challenging task of both identifying and managing the range of poten- tially relevant stakeholders, Post and colleagues (2002) suggested that leaders find a way to narrow the focus to those stakeholders whose relationships with the firm really matter. They presented a sim- ple depiction of stakeholders in three concentric circles around the company that correspond to the strategic settings of the firm, with progressive de- grees of importance from those closest to the firm to those more distant. Of more instrumental rele- vance, Mitchell and colleagues (1997) proposed a model of stakeholder salience based on the relative power, urgency, and legitimacy of stakeholder
claims, which can be used to better understand nonmarket stakeholders.
In considering stakeholder theory and its poten- tial implications for leadership, several relevant insights emerge. First, theories of “strategic” lead- ership have naturally acknowledged and encour- aged the consideration of stakeholders, reflecting the role of leaders in considering all contextual dimensions of their options and strategic priorities (Hitt, Ireland, & Rowe, 2005; McWilliams & Siegel, 2001). Second, other theories of leadership that have emphasized the leader as “servant” similarly acknowledge the obligations, commitments, and re- sponsibilities leaders have to their various constit- uencies (e.g., Greenleaf, 1970; Laub, 1999; Mittal & Dorfman, 2012). Finally, an emerging stream of lit- erature (the focus of this symposium) has sought to leverage and integrate perspectives from CSR and leadership studies to develop a vision of the re- sponsible leader. This stream has emanated from both scholarly advances and an acknowledgment of the realities of change in the global business envi- ronment and organizations themselves (e.g., Sch- neider, 2002).
Responsible Leadership Scholarship: A Stakeholder Perspective
An emerging stream of literature has attempted to integrate studies in ethics, leadership, and CSR to triangulate the relatively loosely defined concept of responsible leadership (e.g., Ciulla, 2005; De Hoogh & Den Hartog, 2008; Doh & Stumpf, 2005; Maak, 2007; Maak & Pless, 2006; Pless et al., 2012; Voegt- lin et al., 2012; Waldman & Galvin, 2008; Waldman & Siegel, 2008). An increasingly visible trend in this literature is to incorporate some kind of stake- holder consideration in the conceptualization of responsible leadership, perhaps in response to re- cent major world events (e.g., the global financial crisis, environmental catastrophes, ethical scan- dals, and globalization). As Miska and colleagues (2013) pointed out, these events have resulted in an increased focus on ethics across the business world, and expectations have risen with respect to the roles that corporations and business leaders take on as participating members of society.
In addition, the research stream on responsible leadership—in particular that which addresses the broader global context within which leaders oper- ate—has increasingly focused on understanding what the concept of “responsible” means with re- spect to outcomes. For example, work on the triple
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bottom line (economic, environmental, and social value) has indicated that leaders who are truly “re- sponsible” attempt to have a positive influence across all three types of impact (e.g., Elkington, 1997; Savitz & Weber, 2006), while other research has considered two separate sets of responsible be- haviors as outcomes of responsible leadership: “do good” and “do no harm” (e.g., Brown & Trevino, 2006; Crilly, Schneider, & Zollo, 2008; Waldman & Galvin, 2008). Some of this literature argues that responsible leaders must go beyond doing no harm to actually doing good (e.g., Waldman & Galvin, 2008). The approach we take below is in line with the latter perspective; our conceptual model and case illustrations underscore this emphasis on the value of adopting a broad, inclusive approach to stakeholder identification and consideration.
Relatedly, Stahl and colleagues (2013) described the need for responsible global leaders to consider, act in accordance with, and respond to the needs of both global and local stakeholders; they noted that four significant leadership challenges arise in the do- mains of diversity, ethics, sustainability, and citizen- ship. As another example, Miska and colleagues (2013) linked intercultural competencies from the Global Competencies Inventory (Bird, Mendenhall, Stevens, & Oddou, 2010) to three CSR approaches to decision making (globally standardized, locally adapted, and transnational), and found that only globally standardized approaches to decision mak- ing are not associated with intercultural competen- cies. Some intercultural competencies, however, are associated with effective stakeholder manage- ment when the locally adapted CSR approach to decision making is used, and more intercultural competencies are relevant when the transnational approach is used.
Consistent with Miska and colleagues (2013), other research has considered the responsible lead- er’s interaction with stakeholders to arrive at a more clear understanding of what constitutes lead- ership responsibility given the increasing complex- ity of conducting business in a global, intercon- nected world (e.g., Pless et al., 2012; Voegtlin et al., 2012). As Voegtlin and colleagues (2012, p. 2) asked, “[W]ho is responsible for what and toward whom in an interconnected business world?” Voegtlin and colleagues (2012) took a process-oriented, normative approach to these questions, incorporating Haber- mas’s theory of deliberative democracy (Habermas, 1999, 2001) as a philosophical foundation from which to shed light on responsible leadership. In line with this approach, they conceptualized re-
sponsible leadership as leadership that is open to a broader target group (the stakeholders) with the aim of ensuring the legitimacy of the organization and developing symbiotic relationships with stakeholders.
As Voegtlin and colleagues (2012) noted, how- ever, a leader who successfully undertakes the above steps would be considered “responsible,” but there is likely a continuum of responsibility, leaving a gray area between the responsible leader at one end of the spectrum and the self-interested, egotistical, instrumental leader at the other end of the spectrum. This conceptualization of responsi- ble leadership clearly accounts for the role and consideration of affected stakeholders, but it is less clear on exactly how leaders would manage the diverse, sometimes conflicting demands of the var- ious groups affected.
Voegtlin and colleagues (2012) also considered the outcomes of a responsible leadership approach across multiple levels of analysis. In particular, they considered responsible leadership’s positive influence on macro-, meso-, and micro-level out- comes, which they proposed all lead to the ability of the leader to tackle the challenges of globaliza- tion. At the micro level, they noted that responsible leaders play an important part in organizations as role models and involve employees in decision- making processes. As a result, followers of respon- sible leaders are likely to have higher levels of job satisfaction, motivation, commitment, and organi- zational citizenship. While Voegtlin and colleagues (2012) were clear that responsible leaders generate positive outcomes, they did not explicate in detail exactly how leaders understand and balance the diverse views of different stakeholders.
Pless and colleagues (2012) also considered in- teractions with stakeholders to be a critical part of their conceptualization of responsible leadership. They used a qualitative analysis of 25 business leaders and entrepreneurs to build a descriptive taxonomy of a concept they called “responsibility orientation.” In this framework, leaders can be cat- egorized along two dimensions: the extent to which they differ in terms of breadth of constituent group focus (narrow versus broad) and the extent to which they differ on the degree of accountability toward others (low versus high). With respect to the former, business leaders with a narrow focus hone in on a single specific constituent or stakeholder group (this could be shareholders/owners, for ex- ample), while leaders with a broad focus attend to
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the needs of multiple constituents or stakeholder groups.
With respect to the degree of accountability di- mension, Pless and colleagues (2012) defined the low-accountability end of the spectrum as leaders who direct accountability toward shareholders/ owners. As they noted, with this end of the dimen- sion, the assumption is that the business’s objective is to maximize profit in the short and/or long term; this accountability to shareholders is viewed as actually benefiting society (Pless et al., 2012). Lead- ers with a high degree of accountability, in contrast, perceive their accountability to go beyond the shareholders/owners. These leaders may be skepti- cal of the ability of the market and government to provide socially optimal outcomes, and therefore may believe that considering the needs of nonbusi- ness stakeholders is legitimate and morally rele- vant. Mapping these two dimensions together cre- ates a matrix of four orientations toward responsible leadership: (1) the traditional econo- mist (low accountability, narrow breadth of stake- holder focus); (2) the opportunity seeker (low ac- countability, broad breadth); (3) the integrator (high accountability, broad breadth); and (4) the idealist (high accountability, narrow breadth).
In further explicating each of the responsible lead- ership orientations, Pless and colleagues (2012) noted that each orientation is likely to have a different ap- proach to CSR. Because of the traditional economist’s emphasis on short-term value creation targeted to- ward shareholders, leaders with this orientation are likely to exhibit little commitment to CSR and would, at best, follow industry standards and norms regarding CSR activities (Pless et al., 2012). The opportunity seeker is likely to engage in CSR if there are instrumental reasons for doing so—for example, if the leader believes that social respon- sibility could be part of a strategy of longer-term value creation (e.g., Orlitzky, Schmidt, & Rynes, 2003). Both of these orientations focus clearly on the idea of accountability toward shareholders/ owners.
In contrast, the integrator proactively engages with a broader range of stakeholders and attempts to deliver results along multiple bottom lines by integrating objectives across these groups (Pless et al., 2012). This particular orientation toward re- sponsible leadership is also likely to be perceived by others as visionary or transformative (e.g., Sully de Luque, Washburn, Waldman, & House, 2008). Last, Pless, Maak, and Waldman (2012) noted that the idealist orientation toward responsible leader-
ship is most likely to occur among social entrepre- neurs—those individuals who believe that the pur- pose of their business is to create innovative solutions to societal problems (Mair & Marti, 2006; Nicholls & Cho, 2006) while maintaining some level of self-sustainability (rather than necessarily profits).
These leaders must balance their emotional con- cern for a targeted group of stakeholders who are in need with the rational demands associated with running the organization, which often proves to be difficult. In any case, the idealist’s approach tends to be very servant-based, in that he or she is serving the needs of a set of targeted stakeholders (e.g., Mittal & Dorfman, 2012; Sendjaya, Sarros, & San- tora, 2008; Van Dierendonck, 2011). Interestingly, Pless and colleagues (2012) did not explicitly tie the different orientations toward responsible lead- ership to leadership effectiveness, likely because there are few empirical studies to support this con- nection. Moreover, the literature to date has not fully specified the pathways through which re- sponsible leaders exert their unique abilities to in- fluence organizational processes and outcomes.
Beyond Shareholders: The Responsibilities of Responsible Leaders
In considering the emergent work on the connec- tion between responsible leadership and stake- holder management, the literature is converging on the idea that responsible leaders have a view of their personal accountability that goes beyond serv- ing the needs of shareholders/owners alone. Re- sponsible leadership also likely requires a proac- tive dialogue with other stakeholders who will be affected by the actions of the organization. This kind of an approach requires a particularly open, transparent, and confident leadership orientation, such that the leader is able to both interact with and prioritize stakeholders effectively and detect cues and emergent trends so that they can be incorporated into firm strategy and organizational processes. In the next section, we discuss how responsible leaders may influence organizational dynamics and, in so doing, shape organizational outcomes.
RESPONSIBLE LEADERSHIP, INFLUENCE PATHWAYS, AND ORGANIZATIONAL
OUTCOMES
Leaders clearly can influence multiple levels of analysis in and around organizations (e.g., Yukl,
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2012). While Voegtlin and colleagues (2012) con- sidered the positive outcomes associated with re- sponsible leadership at the macro, meso, and micro levels, here we explicate how leaders may influ- ence such outcomes through stakeholder engage- ment. We highlight two pathways through which responsible leaders using a stakeholder approach may engender positive outcomes: psychological and knowledge-based (see Figure 1).
Pathway 1: Psychological Benefits of Responsible Leadership
While research that explicitly examines how the stakeholder approach works at the individual level is scarce—for the simple reason that the literature on stakeholder theory has tended to be more macro in nature (e.g., Donaldson & Preston, 1995)—a re- sponsible leadership approach that is more inclu- sive of the needs of various stakeholder groups is likely to resonate psychologically at the individual level, resulting in higher levels of engagement with the organization. The broader leadership literature within organizational behavior has much to add to our understanding of why a stakeholder-oriented approach may be particularly effective in terms of psychologically motivating and influencing em- ployees. Sully de Luque and colleagues (2008), for example, using a cross-cultural sample of CEOs and their followers, provided convincing evidence that when leaders assign a greater level of importance to stakeholders, subordinates perceive them as more visionary (rather than autocratic). This, in turn,
motivates followers to exert extra effort, which then positively influences firm performance. In contrast, they noted that leaders who place more economic emphasis on values (more of a stockholder/owner prioritization approach) are more likely to be per- ceived by followers as autocratic, a leadership style that may have short-term benefits in terms of effi- ciency but likely erodes employee motivation and engagement over time (e.g., Appelbaum et al., 2004; Bass, 1990; Gastil, 1994).
The research stream on empowering leadership has also emphasized the motivational and individ- ual performance benefits of a leadership style that is inclusive of various employee perspectives, par- ticularly with respect to influencing individual cre- ativity. Zhang and Bartol (2010), for example, noted that empowering leadership creates conditions that enable employees to become more engaged with their work, perhaps through delineating the signif- icance of the job, providing autonomy in decision making, expressing confidence in the employee’s capabilities, and removing barriers to performance. Empowering leadership, by definition, is a leader- ship style that is inclusive and welcoming of dif- ferent employee perspectives—clearly related to the idea of a responsible leader trying to meaning- fully engage various stakeholders within the organ- ization. Logically, a leader who embodies this kind of open approach is likely to create a climate of psychological trust and respect, which in turn has many positive benefits for affected stakeholders. Indeed, Zhang and Bartol (2010) found that em- powering leadership was positively related to
FIGURE 1 Proposed Model: Responsible Leadership, Pathways, and Outcomes
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higher levels of employee creativity, operating in part through the mediating mechanisms of psycho- logical empowerment, engagement in the creative process, and intrinsic motivation.
The literature on servant leadership also suggests a link between the consideration of stakeholder needs and psychological benefits to followers. While there are many recent definitions and inter- pretations of servant leadership, as with the litera- ture on responsible leadership, scholars have yet to converge on a single consensus regarding its pre- cise definition and theoretical framework (Mittal & Dorfman, 2012). The first empirical study to mea- sure the servant leadership concept was Laub (1999); subsequent work has validated many of the dimensions found in that piece. Most pertinent to the discussion of responsible leadership is the ser- vant leadership dimension of “creating value for the community”—a natural point of integration. As Mittal and Dorfman (2012) noted, this involves building strong personal relationships both inside and outside the organization by working collabora- tively with others (and valuing their differences; Goffee & Jones, 2001). From a normative perspec- tive, this dimension of servant leadership also re- quires the leader to recognize that “organizations have a moral duty not only to consider the impact of organizational action on the larger communities in which they operate, but also to constructively improve those communities as well (Reed, Vidaver- Cohen, & Colwell, 2011)” (Mittal & Dorfman, 2012, p. 557).
Van Dierendonck’s (2011) review piece on ser- vant leadership noted that empirical (though cross- sectional) support exists for the positive relation- ships between servant leadership and employee satisfaction, commitment, and performance. The main theoretical mechanisms through which this process occurs are the development of a high-qual- ity leader–follower relationship and the develop- ment of a psychological climate of trust and fair- ness (Van Dierendonck, 2011). Although this literature is in its infancy, it lends some logical support for the idea that a stakeholder-oriented ap- proach in which a leader is cognizant of the broader community in which his or her organization oper- ates (and cognizant of the organization itself as a community) would lead to positive individual- level outcomes through psychological mechanisms such as trust and ownership. In this regard, Car- meli, Gilat, and Waldman (2007, p. 972) linked employee identification to actions on the part of the firm pertaining to CSR, finding that perceived so-
cial responsibility and development had a larger effect on organizational identification than per- ceived market and financial performance, which “in turn resulted in enhanced employees’ work out- comes—adjustment and job performance.”
This review of transformational/visionary, em- powering, and servant leadership styles, while not exhaustive, lends some level of support to the idea that leadership that is more inclusive of various stakeholders within and outside the organization has important individual-level effects through var- ious psychological pathways. Stakeholders with higher levels of trust, psychological ownership in the organization, and commitment to the organiza- tion are likely to engage more with the organization at the individual/micro level, which is likely to have important long-term individual-level benefits for all involved.
At the team level, the literature on psychological safety in work teams (e.g., Edmondson, 1999) sug- gests that when team members share a belief that the team is safe for interpersonal risk taking, teams may be better able to learn and perform. Recent work by Nembhard and Edmondson (2006) sug- gests that the concept of leader inclusiveness is a key antecedent of psychological safety. Leader in- clusiveness is the extent to which a leader’s words and deeds indicate an invitation and appreciation for others’ contributions (Nembhard & Edmondson, 2006). It seems clear that leader inclusiveness is conceptually related to responsible leadership that emphasizes a stakeholder-based approach—leaders who are more sincerely interested and invite oth- ers’ contributions would be considered high on leader inclusiveness and likely to engage multiple categories of stakeholders in a given discussion.
It should be noted that we assume here that in- clusive leaders are aware of the existence of various stakeholder groups, to include them. Inclusiveness may actually have multiple dimensions, however, such as depth of inclusion and breadth of stake- holders included; future research should examine whether leader inclusiveness does, indeed, consist of multiple dimensions. In any case, based on the literature on psychological safety in work teams, there is a psychological benefit to leader inclusive- ness, which then results in greater levels of engage- ment and team learning (e.g., Nembhard & Edmond- son, 2006). This provides further support at the team level for the idea that responsible leadership using a stakeholder approach would result in psychological benefits that would then translate into positive out- comes at multiple levels of analysis.
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Another stream of research at the team level that points to the psychological benefits of a more stake- holder-oriented approach for responsible leaders is the literature on shared leadership in teams. Car- son, Tesluk, and Marrone (2007) defined shared leadership as an emergent, team-level property re- flecting the distribution of leadership influence across multiple team members. In a sample of 59 consulting teams, shared leadership predicted team performance, such that teams with higher levels of shared leadership were able to perform better (Car- son et al., 2007).
While we do not think it necessary for responsi- ble leaders to share leadership with stakeholders to be considered responsible, we do see a connection between leaders who are open to the idea of sharing leadership responsibilities and the qualities that have been attributed to responsible leadership. While this openness may have an important impact on the task outcome, there is also likely a psycho- logical process occurring that helps to solidify team members’ trust in the leader. A leader who can admit what he or she does and does not know and can confidently seek out those who are able to pro- vide the necessary knowledge and perspectives on the issue is likely to be perceived by followers as more honest, trustworthy, and effective (e.g., Ancona, Malone, Orlikowski, & Senge, 2007), resulting in a further psychological boost. The psychological bene- fits of an inclusive approach to leadership are also supported by the literature on participative leader- ship (cf. Bass, 2008).
At the organizational level, a responsible leader who values stakeholders beyond merely those in the stockholder/ownership category can have an important impact on the culture of the organization through psychological means. As noted above, Voegtlin and colleagues (2012) explicated the im- pact that responsible leaders can have on meso- level issues as they shape organizational culture and performance (e.g., through building an ethical culture, boosting the corporate social responsibility of the organization, creating opportunities for so- cial entrepreneurship for themselves, and possibly contributing directly and/or indirectly to the firm performance). Here, we suggest that the psycholog- ical benefits of a more stakeholder-oriented ap- proach create a virtuous cycle at the organizational level. As leaders are more inclusive of the perspec- tives of various important stakeholders, those stakeholders are more likely to trust the leader, feel committed to what the organization is trying to accomplish, feel more psychological ownership
over the tasks at hand, perhaps feel more of an emotional connection to the work and to the organ- ization, and be more motivated at the individual level as a result.
Organizational culture can be thought of as both a bottom-up emergent phenomenon and a top- down contextual phenomenon (e.g., Kozlowski & Klein, 2000). We argue that the responsible leader creates a cascade of positive influence from the top down by being inclusive with various stakeholder groups; this inclusive, open culture is then rein- forced from the bottom up as employees of the organization feel the impact of this leadership ap- proach. Over time, because the nature of the stake- holder approach is to build bridges and community with other groups outside the organization (i.e., not just employees), this culture will both be an exten- sion of and reinforce the connections that the re- sponsible leader has made with the broader com- munity of stakeholders (e.g., suppliers, customers, trade groups, etc.). The connection between organ- izational leadership and culture, of course, is both robust and complex (e.g., Cameron, Quinn, Degraff, & Thakor, 2006; Schein, 1992).
As the organization interfaces with a global, di- verse set of stakeholders, it is important to note the likely psychological benefits of the responsible leader’s stakeholder approach cross-culturally as well. Although to our knowledge no studies have directly examined the psychological benefits of a stakeholder approach in terms of cross-cultural leadership effectiveness, it would seem that re- sponsible leaders with an inclination to include stakeholders would be more effective in leading across cultures. Leaders who are focused solely on stockholders and short-term profit-oriented con- cerns may miss opportunities to create long-lasting connections with stakeholders across cultural boundaries. By contrast, responsible leaders who can navigate cross-cultural challenges with acumen likely understand the importance of an inclusive approach to successful cross-cultural leadership.
Mittal and Dorfman (2012), for example, offered strong support for the idea of servant leadership across cultures, suggesting that this may be an ef- fective leadership style to use in cross-cultural sit- uations. It is important to note that their results are somewhat nuanced, however, in that not all groups of cultures examined found the dimensions of ser- vant leadership to be similarly effective (for exam- ple, the humility dimension of servant leadership was not highly endorsed in Germany, Austria, and Switzerland; in contrast, this dimension was
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strongly accepted in many of the Asian countries included in the study). In any case, as leaders con- duct increasingly more business with a diverse group of stakeholders, one dimension of that diver- sity is likely to be culture, and the more practice the responsible leader has with respect to building bridges to various communities, the more skillful he or she will become, building other stakeholders’ trust and confidence in his or her leadership skills along the way.
Pathway 2: Knowledge-Based Benefits of Responsible Leadership
In addition to the psychological pathway, a sec- ond, equally important route that responsible lead- ers can take to influence outcomes is the knowl- edge-based pathway. Adopting the perspective that organizations are open systems (e.g., Allport, 1955; Giddens, 1993), we assert that responsible leaders with high consideration for stakeholders are likely well positioned both to navigate the context within which organizations operate and to encourage knowledge to flow in a functional manner within and across the boundaries of the organization among employees and external stakeholders.
Knowledge flow and management in organiza- tions has been a topic of great interest in the broader management literature over the past two decades (e.g., Hansen, Mors, & Lovas, 2005; Nonaka & Takeuchi, 1995; Spender & Grant, 1996; Tsai, 2001), in large part because knowledge is an invalu- able source of the firm’s ability to innovate and deliver value (cf. Grant, 1996; Nonaka & Takeuchi, 1995). We define the concept of knowledge sharing somewhat broadly, in keeping with Srivastava, Bar- tol, and Locke (2006), as any sharing of task-rele- vant ideas, information, and suggestions among the parties involved. Additionally, we adopt Nonaka’s (1994) theory that new knowledge is created when interaction occurs between two basic types of knowledge (tacit and explicit), giving rise to four types of knowledge creation (internalization, so- cialization, articulation, and combination). Thus, knowledge sharing between and among organiza- tional stakeholders is critical for knowledge cre- ation and, more broadly, innovation. Despite the need for integration between theories of responsi- ble leadership and the literature on knowledge sharing and creation, as Bird and Oddou (2013) noted, there is a surprising dearth of research ad- dressing the connection between these two topics. We assert that a knowledge-based pathway is the
second route through which responsible leaders with high consideration for stakeholders can func- tion effectively across levels of analysis; in the fol- lowing section, we briefly review existing research that supports this claim.
One central focus of the knowledge sharing and transfer literature at the individual and dyadic lev- els of analysis has been to better understand how to encourage individuals within organizations to share the knowledge they have with others to form the basis of innovative new ideas (e.g., Nonaka, 1994). Motivating factors such as incentives, goals, trust between knowledge provider and recipient, and norms regarding reciprocity of communication have been examined in the knowledge sharing lit- erature (e.g., Bartol & Srivastava, 2002; Davenport & Prusak, 1998; Hansen et al., 2005; Quigley, Tesluk, Locke, & Bartol, 2007), but as noted above, rela- tively few studies in the knowledge sharing litera- ture or in the leadership literature have examined the role of leadership as a motivating factor in the knowledge sharing process. We would expect that responsible leaders taking a CSR approach would, in fact, affect whether organizational stakeholders choose to share or not share knowledge.
This was indeed the case in a field study con- ducted by Srivastava and colleagues (2006), who found that empowering leadership was positively related to knowledge sharing and subsequent per- formance of management teams. In other words, knowledge sharing was a key mediating variable through which empowering leadership influenced performance. While responsible leaders taking a CSR approach would not necessarily adopt an em- powering leadership style, we expect that respon- sible leaders who communicate with and balance the needs of various stakeholders would likely model and (either intentionally or unintentionally) encourage knowledge sharing among organiza- tional stakeholders themselves. Recent research in the domain of leader-member exchange (LMX) sim- ilarly suggests that leaders who have high-quality relationships with followers encourage employee knowledge sharing (e.g., Carmeli, Atwater, & Levi, 2011). Therefore, we expect that responsible lead- ers who effectively involve multiple stakeholders will likely help to motivate those stakeholders, both within and outside the organization, to share knowledge with one another, thus improving indi- vidual-level outcomes at work.
The knowledge sharing pathway will also aid responsible leaders who take a more CSR-oriented approach in that we expect there to be a positive
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impact on processes and outcomes at the work group/team level. Some stakeholders are likely to be more or less formally organized in groups or teams, and the issues associated with knowledge sharing become more complex as responsible lead- ers consider interactions among team members. Stasser and Titus (1985), for example, developed the concept of “hidden profiles” to describe the problem of group decision making when some in- formation is shared among group members and other information remains unshared, creating shared information biases and leading to poor de- cisions. This literature has revealed that individu- als are more likely to exchange information they already share rather than information that is unique and could lead to better decisions (see Mesmer- Magnus & DeChurch, 2009, for a review).
One solution to this problem is the deliberate integration of the unique knowledge of individual group members to allow optimal decisions to be realized. Unshared information is more often novel, and thus incorporating it into decision mak- ing leads to more fully informed and innovative outcomes. Although no published studies to date address this, the hidden profile issue likely also exists between stakeholder groups. For responsible leaders to fully leverage the latent knowledge within and among stakeholder groups, they must first be aware of this issue, and consider ways in which different groups might communicate more effectively with the leader and among themselves to lead to the development of new knowledge and innovation.
Groupthink is another example of a classic “pro- cess loss” issue in the teams literature that might be effectively mitigated with a responsible leader’s CSR approach (Janis, 1972). Groupthink is caused, in part, by the conformity of thinking that arises from a lack of cognitive diversity among team mem- bers. We would expect a responsible leader taking a CSR approach to be better able to integrate diverse perspectives in decision-making processes, leading to knowledge sharing within and across various teams and ultimately circumventing the process loss issues caused by groupthink. Our discussion of the impact a responsible leader may have on team processes and outcomes because of the knowledge- oriented pathway is somewhat limited here, but we believe this could be an extremely fruitful avenue for future research.
At the organizational level, responsible leaders taking a CSR approach serve in a boundary-span- ning capacity—a sort of external liaison—to iden-
tify, calibrate, and process information and cues coming from the external environment generally and key stakeholders in particular. In their role as boundary spanners, responsible leaders leverage the knowledge-based pathway to improve organi- zational outcomes. Such a role is especially valu- able considering the increasing interaction between firms and nongovernmental stakeholders (NGOs). These interactions may be conflicting, with NGOs seeking to call attention to the shortcomings of corporate social and environmental performance. They might also cooperate with firms and NGOs, engaging in some form of partnership or collabora- tion (Yaziji & Doh, 2009). Closer relationships with NGOs may provide corporations with access to dif- ferent skills, competencies, and capabilities than those that are otherwise available within their or- ganization or that might result from alliances with for-profit organizations.
According to Rondinelli and London (2003), cross-sector alliances—collaborative relationships among NGOs and corporations—may offer oppor- tunities for corporations to achieve the legitimacy and develop the capabilities needed to respond to increasing pressure from stakeholders to address environmental and social issues (Waddock, 1988, 1991). For example, Doctors Without Borders pro- vides a reliable, efficient, and trustworthy partner for pharmaceutical companies in distributing medica- tions in developing countries and conveys poten- tial reputation benefits (or costs) that are idiosyn- cratic to its status as a nonfirm, nongovernmental stakeholder. Yet, to identify and recognize the po- tential value of these relationships, a responsible leader must be attuned to signals from the external environment and able to identify opportunities that emanate from those signals. The leader must also listen to and/or share leadership with other organ- izational members who might also be in tune with such signals.
Some scholars have even advocated for engage- ment with “fringe” stakeholders to develop more imaginative and creative approaches to tackling major challenges (Hart & Sharma, 2004), arguing that the knowledge required to engage in “compet- itive imagination” increasingly exists outside of the firm and even beyond traditional corporate com- munities. By reaching for these sometimes mar- ginal fringe stakeholders, firms can develop a dif- ferentiated perspective that is attuned to social movements and trends and position themselves on the leading edge of these transformations in ways that create economic and social value (Hart &
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Sharma, 2004). Hart and Sharma (2004) suggested that empathy with those on the margins is both good social policy and a potential contributor to long-term competitive advantage. Interestingly, they explicitly advocate moving beyond large, powerful salient stakeholders to those that are less visible, prominent, and explicitly influential. An- other way to describe these stakeholders is as “la- tent,” in that their immediate power and urgency is not apparent but rather is in an embryonic phase or form, poised to emerge at some subsequent pe- riod (e.g., Mitchell et al., 1997).
Responsible leaders who are oriented toward serving as a pathway through which knowledge and insight flow are clearly in a stronger position to capitalize on the engagement with external stake- holders who might otherwise go unnoticed (at least until they pose challenges or threats to the firm). These latent stakeholders may provide cues to help leaders and their firms increase awareness and ap- preciation of important trends. Through engage- ment with these peripheral stakeholders, firms and leaders may be less likely to be blindsided by un- foreseen developments that are outside the scope of their typical perspectives. As part of this “early warning system,” engagement with these stake- holders may provide partial insulation from social movement action and NGO advocacy (Doh, Law- ton, & Rajwani, 2012; Lawton, Doh, & Rajwani, 2014). Responsible leaders who see their role as brokering information and knowledge and creating more permeable firm borders have the capacity to acquire and distribute knowledge that can be help- ful and supportive of firm goals and of a culture of social responsibility and sustainability. Once that knowledge is assembled or aggregated, responsible leaders can also serve as an internal advocate and carrier for knowledge flow and distribution; shar- ing this macro-level knowledge internally within their organizations with the appropriate individu- als and teams will assist in the decision-making process at lower levels of analysis.
Hence, responsible leadership can create value and improve decision making at the organizational level through the process of boundary spanning with external actors and engaging with latent stake- holders, and then incorporating the perspectives and knowledge from those stakeholders into firm- level decision making. In addition, as discussed above, responsible leaders foster internal informa- tion sharing, including uncovering and disseminat- ing novel “hidden” knowledge, promoting multiple creative options, and creating a culture of overall
knowledge sharing. Therefore, the knowledge- based pathway clearly represents a set of mecha- nisms that responsible leaders taking a broad ap- proach to stakeholders can use to positively influence outcomes at multiple levels of analysis. We acknowledge that this perspective is somewhat idealized; in reality, it must be balanced with time management, resource constraints, and bounded rationality (Voegtlin et al., 2012).
Last, we note that the psychological and knowl- edge-based pathways are not entirely discrete or mutually exclusive, although we have discussed them separately here for the purposes of clarity. Rather, they can and do coexist, either in a tempo- rally concurrent or sequential fashion. That is, be- havior and action resulting from the psychological pathway may precede that which emanates from the knowledge-based pathway (e.g., the Walmart example we discuss below) or vice versa (the Coke and DuPont examples, also below). Moreover, as shown in Figure 1, these cases underscore the re- ality that these pathways are often mutually rein- forcing, dynamic, and recursive, such that move- ment on one begets action on the other and vice versa.
In the next section we provide three brief exam- ples from the world of corporate sustainability to illustrate our perspective and the explanatory power of the psychological and knowledge-based pathways.
RESPONSIBLE LEADERSHIP PATHWAYS: EXAMPLES FROM CORPORATE SUSTAINABILITY LEADERSHIP
Sustainability has emerged as an important soci- etal issue and one that corporations have begun to incorporate into their business strategy and their broader social engagement (Bansal, 2002; Orlitzky, Siegel, & Waldman, 2011). Organizational leaders are recognizing that addressing sustainability chal- lenges may improve their standing with their stake- holders and potentially translate into a stronger reputation (Flammer, 2013). Significant variance exists, however, in what firms and leaders believe are the potential benefits of committing to sustain- able management practices (Aguilera, Rupp, Wil- liams, & Ganapathi, 2007). Anecdotal evidence sug- gests that individual leaders can have a profound impact on a company’s decision to move affirma- tively toward a more sustainable business model.
Often, a crisis or personal epiphany is the cata- lyst that drives a leader—and the company—in the
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direction of a sustainable future. In both cases, the psychological and knowledge-based pathways are likely at work. A personal epiphany may occur because of new knowledge or insight the leader has acquired, perhaps from an external stakeholder. The psychological pathway is also involved, begin- ning with the CEO or top management team mem- ber(s) undergoing a change of perspective and then appealing to different levels of the organization to support that shift (e.g., Walmart). In the case of a crisis or watershed event, the knowledge-based pathway may prompt a leader to initiate or accel- erate actions (e.g., Coke and DuPont). As responsi- ble leaders attempt to galvanize support for their decisions, the psychological pathway becomes crit- ical. In most instances, these processes are initiated at the level of the organizational leader and “trickle down,” but in some instances they emanate both from senior levels and from the bottom up. As we noted above, the psychological and knowledge- based pathways are not mutually exclusive; in- deed, they likely coexist and may even be mutually reinforcing.
In this section, we briefly highlight three compa- nies and their leaders, each of whom demonstrates some of the mechanisms we described above regard- ing pathways of responsible leadership, through ei- ther knowledge sharing/dissemination or psycholog- ical enrichment—or both. Notably, these examples are somewhat stylized, as they are intended to pro- vide practical illustrations of the pathways de- scribed above. In addition, much of our discussion focuses on the knowledge-based pathway (or some combination of psychological and knowledge- based), because these cases are based on secondary data, and the knowledge pathway is more easily observable from that perspective.
Walmart, the Walton Family, and Lee Scott
The story of Walmart’s conversion to sustainabil- ity is legendary. Although Walmart introduced green product labeling beginning in the late 1990s, those steps backfired when consumers perceived Walmart’s commitment to be superficial and cur- sory (Plambeck & Denend, 2008).
According to lore, the real change happened when Rob Walton, son of founder Sam Walton, was confronted at the end of a scuba diving trip in Costa Rica by Peter Seligmann, co-founder and CEO of Conservation International, who said, “We need to change the way industry works. And you can have an influence” (Gunther, 2006, p. 43). As it turns
out, there was a strong conservationist streak in the family already: The family often took camping va- cations, younger brother John was a conservation- ist, and Rob’s son Sam, who worked as a Colorado River guide, sat on the board of the Environmental Defense Fund. A few years earlier, after a trip to Africa, Rob Walton had begun setting aside family resources for conservation causes, but Seligmann sug- gested that Walmart could do more by leveraging the power of its commercial influence (Gunther, 2006) to become a catalyst for environmental change across its industry peers and among its extensive supplier base, the largest in the world (Gunther, 2006). This interaction reflects the sometimes pow- erful role a key outside stakeholder and a personal relationship can play in transforming the way com- panies and their leaders gain knowledge and in- sight—and a resulting reorientation.
According to Plambeck (2007, p. 18), Walmart’s first outside CEO, Lee Scott, strongly supported this agenda. Some of this support reflected the deep Christian religious beliefs of the Waltons and Scott:
In October 2005, in an auditorium filled to capacity, Wal-Mart President and CEO Lee Scott made the company’s first speech to be broadcast to 1.6 million employees in all 6,000-plus stores worldwide—and shared with its 60,000-plus suppliers. Scott an- nounced that Wal-Mart was launching a sweeping business sustainability strategy to dramatically re- duce the company’s impact on the global environ- ment. . . . He argued that “being a good steward of the environment and being profitable are not mutu- ally exclusive. They are one and the same.” Scott also committed Wal-Mart to three aspirational goals: to be supplied 100% by renewable energy, to create zero waste, and to sell products that sustain our resources and the environment.
Walmart made its biggest sustainability impact by requiring its thousands of global suppliers to sign on to stringent environmental requirements. Devel- opment of these standards took place as part of broad cooperation with environmental NGOs, par- ticularly the Environmental Defense Fund. Tyler Elm, Walmart’s vice president and senior director of corporate strategy and business sustainability, remarked at the time, “We recognized early on that we had to look at the entire value chain. If we had focused on just our own operations, we would have limited ourselves to 10 percent of our effect on the environment and eliminated 90 percent of the op- portunity that’s out there” (Plambeck, 2007, p. 18).
Since that time, Walmart has embarked on what some consider to be a profound transformation of
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its operations and those of its suppliers, initiating a series of global environmental initiatives that have had broad and deep direct and secondary effects on its internal organization, customers, suppliers, and other stakeholders. According to Walmart’s (2012) Global Responsibility Report, company achieve- ments included reducing waste by 80%, expanding locally grown produce sold, expanding the Wom- en’s Economic Empowerment Initiative, using 1.1 billion kilowatt-hours of renewable energy (more than 38 U.S. states combined), developing an inte- grated sustainability index, expanding its global direct farm program, and increasing diversity and inclusion for women and minorities (Walmart, 2012). Walmart now ranks suppliers—large and small—on their sustainability efforts and has be- come an active participant in global efforts to sup- port sustainably sourced forest products, marine fish and aquatic species, and palm oil, reflecting a level of “responsibility” that goes beyond the com- pany’s own organizational boundaries. Most re- cently, Walmart has embarked on an effort to green the production and packaging of children’s toys.
Walmart’s leadership around sustainability dem- onstrates elements of the psychological and knowl- edge-based pathways of responsible leadership. The family founding of the company and its reli- gious motivations for conservation suggest strong psychological pathways through which the firm influenced its internal and external stakeholders at multiple levels. The initial process occurred at the most senior level of the organization and within the founding family and top executives. Subsequently, however, the move toward responsible leadership cascaded down and across the organization to in- clude even the retail stores and suppliers. While the psychological pathway remained strong and salient, Walmart and its leaders—the Walton fam- ily and Lee Scott—leveraged the knowledge-based pathway to engage external stakeholders such as the Environmental Defense Fund and transfer and disseminate the knowledge and insights of those stakeholders—and the powerful logic of moving to a more sustainable future—to both internal and external constituencies (e.g., employees, custom- ers, and suppliers).
Coca-Cola and Neville Isdell
In the mid-2000s, Coca-Cola was accused of us- ing water that contained pesticides in its bottling plants in Kerala, India, and of illegal water dis- charges and diversion. An environmental group,
the Center for Science and Environment (CSE), found that 57 bottles of Coke and Pepsi products from 12 Indian states contained unsafe levels of pesticides (Mather, Johnson, & Kumar, 2003). Kera- la’s minister of health, Karnataka R. Ashok, im- posed a ban on the manufacture and sale of Coca- Cola products in the region. Although subsequent tests suggested that the amount of pesticides found in Pepsi and Coca-Cola drinks was harmless to the body, Coca-Cola’s reputation had been tarnished. In May of 2007, a team of investigators led by the India Resource Center released a report on viola- tions by a Coca-Cola bottling plant in Sinhachawar, Uttar Pradesh, documenting wastewater discharges into surrounding agricultural fields and a canal that feeds into the Ganges River as well as illegal dump- ing of sludge on the plant’s property. As such, Coke’s move toward responsible leadership began at the societal and organizational levels, with broad political, economic, and cultural forces exerting specific pressures for change.
These developments also had a profound impact on Coke’s then CEO, Neville Isdell. Although Isdell had a strong personal commitment to environmen- tal sustainability, the company had not launched any major initiatives until this crisis. While Isdell had not operationalized his personal psychological commitment to sustainability, this crisis—channel- ing new knowledge and insight from external par- ties—helped activate the dormant psychological pathway.
One early move was to establish an in-house team of sustainability advocates, operating almost as an in-house NGO. According to Kert Davies, then research director at Greenpeace, this initiative was genuine and authentic: “The inspiration and the perspiration are real” (Gunther, 2008, p. 68). Such a step was a somewhat radical acknowledgment of the need to broaden the knowledge-based pathways available to the organization and widen the scope of knowledge and expertise available to the firm as it tackled this crisis.
Isdell underscored the need to include multi- ple stakeholders to address challenges of this type to leverage the knowledge these parties could bring to the table. Shortly after the India debacle, he remarked:
No single company or organization has all the an- swers or holds ultimate responsibility, but we all can do our part to conserve and protect water re- sources. . . . Our company will need time and coop- eration from our bottlers, our suppliers and our con- servation partners to accomplish the goal of
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replacing the water we use. We will be open about our progress and engage others to better understand what it takes. (World Wildlife Fund, 2007)
During the remaining years of his tenure at Coke, Isdell undertook a series of sustainability initia- tives that engaged internal and external stakehold- ers and, according to former critic Greenpeace, had a measurable impact on the world’s environment. These included providing financial support to bot- tlers to finance new wastewater equipment, engag- ing with NGOs such as Greenpeace, World Wildlife Fund (WWF), and others, and moving toward water neutrality in its global operations. The company also undertook a global risk assessment to persuade its bottlers to join the initiatives and forestall an- other crisis such as the one in India. Muhtar Kent, Isdell’s successor as the CEO of Coke, has contin- ued this legacy of environmental sustainability and has tried to instill an ongoing culture of sustain- ability at the organization, suggesting some activity through the psychological pathway we describe.
Kent built on Isdell’s initiatives by deepening Coke’s partnerships with bottlers and suppliers, engaging employees in sustainability efforts, and integrating sustainability with Coke’s other CSR initiatives. In the meantime, Isdell became chair- man of the board of the World Wildlife Fund and has devoted his retirement to advancing the sus- tainability cause; Kent and Isdell continue to work together, as Coke and WWF have now forged a comprehensive partnership around climate change, called the “Climate Savers” campaign. Interest- ingly, Kent frequently remarks that he is Coke’s chief sustainability officer: “I say that the chief sustainability officer of the Coca-Cola Company is me. . . . That’s my responsibility. It starts at the top, and it is driven and permeates through the entire organization from the top” (Shapiro, 2010).
Coca-Cola’s leadership around sustainability demonstrates both the knowledge-based and psy- chological pathways as mechanisms through which responsible leaders effect change. Although the cat- alyst was primarily knowledge-based, the ensuing organizational changes employed both pathways. Both Isdell and Kent assumed responsibilities for harnessing external cues and interests in addition to marshaling internal information and knowledge exchanges to leverage and influence employees and other stakeholders. Moreover, Coke’s relationship with bottlers, on which it was and is mutually dependent, also reflected this important knowl- edge-sharing and influencing process. In terms of
the psychological pathway, the personal experi- ences and dedication of Coke’s leaders offered the potential to spill over to the organization’s culture, although it is difficult to discern the depth and breadth of that effect from secondary sources alone. It is clear, however, that both Isdell and Kent em- bodied a deep personal commitment to sustainabil- ity, and that those psychological commitments were increasingly used to galvanize Coca-Cola’s employees. Ultimately, the knowledge-based and psychological pathways appear to have converged in these two leaders’ ability to mobilize Coca- Cola—and many other individuals and organiza- tions—to this mission of responsible environmen- tal leadership.
DuPont and Chad Holliday
DuPont was one of the codevelopers of ozone- depleting chlorofluorocarbons (CFCs) used in re- frigerants and aerosol spray cans, and in the 1980s the company was one of the largest producers of CFCs in the world, with a 25% market share. It was also the target of aggressive criticism from NGOs such as Greenpeace, whose members scaled one of its plants facing a highway (on which thousands of drivers passed each day) to hang a banner that read, “Number 1 in contributing to destruction of the ozone layer.” Like Coca-Cola, DuPont faced a seri- ous crisis, and leaders sought to change the context and process for decision making. Again, both the knowledge-based and psychological pathways pro- vided mechanisms to facilitate change.
DuPont has made a great deal of progress toward sustainability in the ensuing years, first under the leadership of Chad Holliday and then under Ellen Kullman. The company’s recent strong commit- ment to environmental sustainability has included phasing out the production of CFCs, dramatically improving energy efficiency at its plants around the world, substantially reducing water use and waste, and developing new energy-saving products and services such as Tyvek building insulation. DuPont has since received a number of awards for its sus- tainability accomplishments. For his part, Holliday has served on numerous NGO boards and govern- ment committees, including the ClimateWorks Foundation, and acted as co-chair of the UN Secre- tary-General’s High-Level Group on Sustainable Energy for All.
From 2000 to 2010, when he retired, Holliday frequently commented on his philosophy and ra- tionale for moving DuPont toward a more sustain-
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able future. His approach reflected elements of the information pathway we describe above. After his retirement from DuPont in 2010, Holliday gave an interview in which he discussed his commitment to sustainability, how he engaged the entire DuPont organization, and how he looked outside of tradi- tional organizational boundaries for new ideas (Rogers, 2012).
Regarding the overall sustainability challenge, he remarked, “In the United States . . . we have to do something different. Somewhere along the line, people will wake up to the reality that the world has changed and that they need to adapt” (Rogers, 2012, p. 4). Regarding the need to infuse the organ- ization with new and diverse information, he suggested:
Once ideas reach a certain point of development, you have to find ways to disseminate them, because you limit their growth if you keep them protected. DuPont handled this by moving people around its organization. . . . It’s critical to start with concrete examples. If you do that, people will be more likely to listen to your theoretical approach. All my expe- rience at DuPont suggests that it’s the stories that really capture people’s imagination. . . . At DuPont, we recognized great achievements and really high- lighted good ideas so people would understand what the company valued. We gave out sustainable- growth awards every year. We had hundreds of sub- missions, and we established an external board to evaluate a short list of about 12 ideas. (Rogers, 2012, p. 6)
As a responsible leader, Holliday used the knowl- edge-based pathway to increase the psychological commitment of DuPont’s employees to his sustain- ability initiatives. Like Coke, DuPont also recog- nized the need to open up its organizational bound- aries and engage with nontraditional stakeholders, such as NGOs. Holliday noted:
Twice a year, DuPont invited about 10 NGOs to a meeting with about 10 of the company’s business leaders. . . . The first meeting we had was tough, but it was amazing how the experience opened us up. It helped us understand the sensitivities in a variety of areas, as well as how NGOs thought, and we went about accomplishing our strategy differently as a result. Sometimes we actually identified market opportunities because of the dialogues. . . . These experiences also enabled us to avoid a lot of con- flicts because we learned where the “hot spots” were. And we developed such good relationships with NGOs that they were willing to help us. When DuPont did face a situation and the press called these NGOs, they were able to explain our views
because they knew us. But you have to put some chips in the bank with NGOs. It’s a multiyear pro- cess: they need time to really get to know the com- pany, and companies need to know NGOs as well. (Rogers, 2012, p. 8)
Holliday indicated that he was committed to gain- ing diverse outside perspectives:
Leaders should spend quality time with people out- side their industries—people who think differ- ently. . . . At DuPont, we looked for opportunities to send senior businesspeople into communities where there were conflicts between commercial in- terests, civil society, and government. The idea was to help our people develop leadership skills by helping communities reach solutions. DuPont had no stake in these conflicts; we just wanted our staff to get experience dealing with complicated issues where multiple stakeholders had differing interests. (Rogers, 2012, p. 8)
This passage underscores a fairly substantial reori- entation in the process through which DuPont as an organization acquired, processed, and dissemi- nated knowledge from and to its stakeholders. Based on Holliday’s comments, it seems that Du- Pont was actually engaging in an organization-wide responsible leadership development initiative with the explicit purpose of training leaders to be able to incorporate the views of multiple stakeholders in their decision-making processes.
Ellen Kullman, who succeeded Holliday as chair and CEO of DuPont, has maintained DuPont’s com- mitment to sustainable enterprise. In a recent inter- view with Leaders magazine (2012, p. 20), she remarked:
When I joined DuPont in the 1980s, sustainability was very important to the then CEO. He called him- self a chief environmental officer—he was a real pioneer. Chad Holliday also championed sustain- able development, so it’s embedded now in what we do. We not only think about footprint reduction when we think about sustainability; we think about it from a numerator standpoint, how we create prod- ucts that keep the environment or the world safe.
DuPont’s experience with sustainability leadership exhibits mostly elements of the knowledge-based pathway, although the psychological pathway played an important role as well. As a science- based organization where knowledge and informa- tion are paramount, and in the face of a change in broad, external conditions and expectations, DuPont demonstrated an openness to outside infor- mation and influences—even when these external
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ideas presented as potentially threatening and crit- ical. This willingness to engage with critical exter- nal stakeholders was a hallmark of DuPont’s sus- tainability experience. Indeed, DuPont appeared to sometimes engage with “fringe” stakeholders to gain important knowledge (Hart & Sharma, 2004). In addition, DuPont pursued several innovative mechanisms for sharing knowledge and encourag- ing participatory development of the sustainability program. The personal commitment and interest of DuPont’s leaders also suggest activity along the psychological pathway, although that influence, again, is not as clear or evident as the knowledge- based pathway.
It is important to reiterate that the examples above reflect only the positive attributes of respon- sible leadership exhibited by these leaders. Each has also been faulted for several mistakes, errors, and even transgressions. We have deliberately and intentionally included only those leadership attri- butes that help to reveal the pathways of influence of responsible leadership that we outlined above.
Table 1 provides a summary of these cases, not- ing the leaders involved, the primary impetus that resulted in an increase in responsible leadership, the main pathways through which responsible leadership had an impact, and the levels of affected outcomes.
CONCLUSIONS AND FUTURE RESEARCH
It is clear that our understanding of the concept of responsible leadership is evolving and becoming more defined as more scholarship appears on the subject. We have tried here to further link the re- sponsible leadership (and the broader leadership) literature to stakeholder theory by explicating the pathways through which responsible leaders influ- ence outcomes at multiple levels of analysis within organizations. Further, we have attempted to show how responsible leaders who take an open and inclusive approach to understanding and incorpo-
rating the views of a diverse set of stakeholders into executive decision making may have a positive im- pact. We have built on prior recent work in this area (e.g., Miska et al., 2013; Pless et al., 2012; Stahl et al., 2013; Voegtlin et al., 2012) by proposing the pathways (psychological and knowledge-based) through which this process occurs. We reviewed literature from related fields (e.g., leadership, deci- sion making, etc.) to help support our arguments. Last, we used three recent examples of leaders at Walmart, Coca-Cola, and DuPont to further illus- trate the theoretical pathways we proposed.
It should be noted that several scholars have proposed that CSR is most effective when it ties closely to the business capabilities of the company and complements the firm’s business and corpo- rate-level strategies (Siegel, in Waldman & Siegel, 2008). As noted by Porter and Kramer (2006, p. 89– 90), the “most strategic CSR occurs when a com- pany adds a social dimension to its value proposi- tion, making social impact integral to the overall strategy.” Further, Pearce and Doh (2005) suggested that collaborative social initiatives work best when they leverage the core business competencies of the firm. The pathways approach we have described provides one specific set of mechanisms that may be used to advance this approach.
Much work remains to be done as we continue to grapple with understanding the essence of respon- sible leadership. We encourage future scholarship in this area to focus on process issues: If responsi- ble leaders are, indeed, more effective, how do they manage these processes? As we noted in our dis- cussion of Voegtlin and colleagues’s (2012) work, the discursive decision process to reach consensus that responsible leaders use seems somewhat ten- uous and inconsistent with some leadership the- ory. In our ever-changing, fast-paced, global world, leaders are increasingly asked to make real-time decisions without the luxury of consultation. Given these kinds of demands on their time (and other resources), how can responsible leaders effectively
TABLE 1 Corporate Sustainability and Responsible Leadership Pathways at Walmart, Coca-Cola, and DuPont
Company Leaders Initial prompt Pathway Relevant levels of action
Walmart Rob Walton Lee Scott
Personal and individual Primarily psychological Meso and individual
Coca-Cola Neville Isdell Muhtar Kent
Event-driven but subsequently embedded Psychological and knowledge- based
Macro, meso, and individual
DuPont Chad Holliday Ellen Kullman
Event-driven but subsequently embedded Primarily knowledge-based Macro and meso
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communicate with the stakeholders who are criti- cal to their ability to make good decisions?
Finally, future work should examine empirically whether the pathways we have proposed here are as important as theory would suggest—critically, the linkages and interactions among these path- ways, leadership characteristics, and outcomes need attention. In particular, we have suggested that our model portrays a reflexive and dynamic process, but we have provided only anecdotal evi- dence of that. We also make some inferences about succession and the influence of prior leaders on their successors (e.g., Holliday and Kullman, Isdell and Kent, and Walton and Scott), although this very im- portant process deserves more comprehensive analy- sis and scrutiny.
Future research should also examine whether there are best practices or preferred methods by which leaders can manage the flow of knowledge with critical stakeholders. Even more broadly, we still need to know more about how responsible leaders prioritize stakeholder groups such that they can manage communication and knowledge-shar- ing in a logical fashion. It is clear that much work remains to be done on the practical side of respon- sible leadership—which leads one to ask, what can we do, on the academic/research side, to provide advice and/or assistance to those leaders who wish to be considered as “responsible” as part of their legacy? These and other questions must continue to be examined in future research on responsible lead- ership. We hope to have provided a start in this direction.
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Mandatory Assignment Resources/Role of leadership in leading successful change.pdf
ROLE OF LEADERSHIP IN LEADING SUCCESSFUL CHANGE: AN EMPIRICAL STUDY
Dr. Sunita Mehta * Dr. G C Maheshwari** Dr. S.K. Sharma***
If you are still doing things now the same way you did them five years ago, you are doing something wrong”, by Jack Welch, GE’s former CEO.
ABSTRACT Purpose The aim of this paper is to examine the role of leadership in managing change and formulate relationships between leadership behaviors and context of change. The interplay between leadership behaviors and success of change has also been examined. Design/methodology/approach A quantitative methodology was adopted to establish relationship between the variables: leadership behaviors, context of change and change success. Towards this a review of literature on the role of leadership in managing change is carried out to understand and analyze the leadership behaviors in a specific change context and also its impact on change success. Findings It was found that a balance of both, task-oriented and people-oriented leadership behaviors are required for incremental changes in different contexts and to ensure that change initiatives are successful. It has been found that most of the initiatives are technology-driven and the nature of change is process or system driven. Practical Implications This paper provides insights into the process of successful change initiatives to the practitioners of change implementation. This paper reinforces that change management requires a combination of both people-oriented as well as task-oriented leadership behaviors. Originality/value This paper reinforces the previous studies on the issue that effective change leaders need to not only concentrate on the technical aspect of the change programmes but also on the people/softer side in Indian context. Key words: Leadership, Organizational Change, Managing Organizational Change, leadership behaviors, change context, change success.
© The Journal Contemporary Management Research 2014, Vol.8, Issue No. 2, 1 - 22.
*) Hyderabad Business School, GITAM University, HR Department, Hyderabad-502324 E-mail: [email protected]. **) Former Dean, Faculty of Management Studies, M S University of Baroda, Vadodara-390002 E-mail: [email protected] ***) Research Scholar, XLRI Jamshedpur, Jamshepur-831001 E-mail: [email protected].
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1. INTRODUCTION
In present times change is an inevitable aspect of life. It is essential for all living beings to change to survive in the ever changing environment. Change represents the struggle between ‘what is’ and ‘what is desired’. In fact, it is a complex process that requires thorough strategic planning in order to achieve the goals of the desired change. As per Fullan (2001), “change is a double- edged sword. Its relentless pace these days runs us off our feet. Yet when things are unsettled, we can find new ways to move ahead and to create breakthroughs not possible in stagnant societies”.
In this era of globalization, with fast changing technology, instant communication and changing social, economic, political and legal aspects, the environment has become increasingly complex, unpredictable and dynamic. The organizations are faced with unprecedented competition and also customers have become highly conscious and demanding. The organizational alliances and structures are rapidly shifting and the strongly held values, beliefs and assumptions are being challenged. Organizations have been greatly affected by this volatile environment. Since the rate of change today is greater than any time in history, it has become increasingly important for organizations to manage and handle the change process to remain relevant
and be sustainable. Due to the high rate of change the risk of failure is greater than ever before which leads to a high level of turbulence within the organization and this constant change needs immediate attention.
Although researchers and practitioners of change management have brought out many new theories, models and approaches, but managers still struggle with the practicalities of leading change. The role of change leaders in managing and leading change cannot be undermined. The fact that effective management of change in organizations depends upon effective leadership styles and behaviors has been accepted by most organizations and is the rationale for this study.
2. AIM OF THE STUDY
The study primarily aims to understand the role of leadership in managing change in Indian organizations. The specific objectives of this study are to identify the leadership behaviors that change leaders employ considering the context of change to maximize the probability of success of organizational change initiative. Also, the details of the change context are analyzed to examine the types of change initiatives taking place in different organizations in India. Towards this, a review of literature on the role of leadership in managing
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change is carried out to understand and analyze the leadership behaviors in a specific change context and also its impact on change success.
3. LEADERSHIP AND CHANGE MANAGEMENT
While a vast array of literature exists on the subject of leadership and much has been written on change management, however, little attempt has been made to integrate the fields of study (Eisenbach, Watson and Pillai, 1999). We can no longer discuss leadership in general terms with no reference to the changing environment. The approach to leadership is situational, as it is the situation which determines who emerges as the leader and what style of leadership one has to adopt. Edvinsson (2002) opined that leading an organization in a volatile and uncertain environment is very different from leading an orderly hierarchical organization in which everyone is aware about their roles and responsibilities which do not change often. Effective leaders need to recognize the fundamental issues surrounding change management in their organizations. The challenge for a leader is to comprehend all the forces that exist in the environment which may affect an organization and to manage those, so as to be able to influence the required transformations.
Successful change management is a function of effective leadership. The leaders are necessary to encourage experimentation and risk taking; to keep the people together and connected; to have and to provide to all concerned the information of the external and internal environment from multiple sources and also helping everyone stay focused on what must be accomplished. Maxwell (1996) opined that a leader must lead from the front to show the way to bring about the change and encourage change and growth. He must understand the attitude and motivational demands of change to bring about the change. The requirement of an effective leader in situations of change is made all the more important by the fact that change, by its very definition, requires the creation of a new system and to institutionalize the new approaches necessary to achieve organizational objectives (Kotter, 1995). Therefore, it is change leader’s responsibility to ‘manage’ the change effort by ensuring that the gap between the present situation and the future vision is wide enough to challenge the organization and not too wide to demoralize the change effort. Thus, not only must all employees in the organization ‘find the goal emotionally compelling’, they must also clearly understand how they will contribute to achieving that goal (Jackson, 1997; Hamel and Prahalad, 1994).
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The most critical issue in managing change is essentially people’s issues as it is the people who bring about the changes. Organizations are complex systems comprising of people so any change intervention needs to be handled delicately. Most change initiatives fail, not because they lack grand visions, but because the people who initiate the change do not see the realities people affected by change would face. It is difficult to bring about change in organizations without connecting with the people emotionally or without getting buy-in from the people who would execute those changes. As an organization moves from the known to the unknown, the direct benefits of change must be explicitly stated to people at all levels. Otherwise employees would resist the change initiative or will go back to their comfort zone.
Kotter (1995) identified eight core reasons for change failures. These were, becoming complacent with status quo; failing to find champions who identify with the change; moving ahead without a clear vision, not involving and communicating with the people; allowing obstacles to block the new vision; failing to create short-term wins; declaring victory too soon and neglecting to anchor changes firmly in the corporate culture. In addition, Collins (2009) stated that companies that change constantly but without any consistent rationale to change
are also liable to collapse just as those that do not change.
4. TYPE OF LEADERSHIP FOR TRANSFORMATION AND CHANGE
Bass (1985) acknowledged that change is the order of the day and leadership needs to move beyond transactional terms. He opined that “to achieve follower performance beyond the ordinary limits, leadership must be transformational”. The followers’ attitude, beliefs, motives, and confidence need to be transformed to achieve performance which is extraordinary and it certainly requires leadership which aligns those values and beliefs with the organizational objectives. Posner and Schmidt (1984) supported this claim with a study of more than 1000 managers in a range of different companies and industries. They discovered that the employees who experienced congruency between their personal values and those of their company reported significantly more engagement to their work and organization than those who felt that little relationship existed.
Bass (1985) suggested that lower-order changes, such as those experienced in more stable conditions can be handled
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adequately by leadership as an exchange process, a transactional relationship, however, higher-order changes require an accelerated increase in effort and may involve large changes in attitudes, beliefs, values, and needs. The higher order changes and increased performance may result when a leader with innovative or revolutionary ideas and a vision of the future arouses a group. Thus, transformational leaders may help bring about a radical shift in attitude and motivation of the people which would result in higher performance.
The development of a transformational leadership theory owes much to the fact that organizations over the past twenty five years had to face rapidly changing environments that required leaders to articulate new visions, foster new cultures, and breed new mindsets involving changes in basic values, belief and attitudes of subordinates (Eisenbach et al., 1999). Transformational leadership behaviors go beyond transactional relationships and motivate followers to identify with a leader’s vision and sacrifice their self-interest for that of the group or the organization (Eisenbach et al., 1999).
Dulewicz and Higgs (2005) carried out a study to establish relationship between leadership style and change context using Leadership Dimensions Questionnaire (LDQ) developed by them. The study
provided evidence that the “fit” between leadership style and change context is a predictor of leadership performance. However, the LDQ is based on a sound review of the literature but it does not have much empirical evidence. A study conducted by Wren & Dulewicz (2005) on 36 leaders of the UK Royal Air Force suggested that success in organizational transformation has significant relationship with the leadership competencies and leadership behaviors. They found that leadership dimensions which were most strongly related to successful change were managing resources, engaging communication and empowering followers. In addition, they found that developing followers, motivation and critical analysis were the leadership dimensions which were also statistically significantly related to change success.
In an empirical study carried out by Higgs and Rowland (2005), there were clear indications of a relationship between change success, leader behaviors and organizational culture. Higgs and Rowland (2005) emphasized that the success of a change depends on the behaviors of leaders in a change process and these behaviors also influenced the leader’s approach to change.
Thus, there is growing evidence that change agents' leadership characteristics
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and behaviors have a significant impact on the success or failure of organizational change initiatives (Eisenbach, Watson, & Pillai, 1999; Higgs & Rowland, 2000, 2005).
5. RELATIONSHIP BETWEEN VARIABLES
This research was carried out to study three variables, viz., leadership behaviors, context of change and change success so as to analyze the role of leadership behaviors while managing change. The context of change is taken as an independent variable to examine the leadership behaviors required to lead a particular change initiative. The relationship between leadership behaviors and change success is also examined and in this leadership behaviors are taken as an independent variable to analyze its impact on change success.
6. HYPOTHESES
The ever changing internal and external environment of the organization requires leaders to not only adapt to changing circumstances, but also to create the changed circumstances necessary to achieve organizational objectives. Thus, leaders and leadership behaviors required in a stable organization will differ from what is required in an organization undergoing change. The context of change determines
the qualities, characteristics, and skills of a leader and also vice versa. Hence the null hypothesis to be tested is:
H01: There is no relationship between leadership behavior and context of change. Ha1: There is a relationship between leadership behavior and context of change.
Leaderless organization is like a rudderless boat on the turbulent high sea. According to Kotter and Heskett (1992) the distinguishing factor between successful and unsuccessful organizational change is competent leadership at the top. Leadership is the key success factor in reducing barriers, nurturing staff in an environment conducive to change and producing positive change in all types of organizations. Therefore, it is hypothesized that leadership has a critical role to (un)successfully steer the organization through the change process to its desired destination. Hence, the research hypothesis needs to be tested to unravel the role of leadership is:
H02: There is no relationship between leadership behavior and overall change success.
Ha2: There is a relationship between leadership behavior and overall change success.
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7. RESEARCH DESIGN
A quantitative methodology was adopted to establish relationship between the variables: leadership behaviors, context of change and change success. A survey was conducted using questionnaire. The questionnaire included 9 items to collect the demographic information of the employees in different organizations in India. Section-I of the questionnaire contained 13 items which are concerned with leadership behaviors. Section-II contained 5 items which deal with the context of change. Section-III contained 11 items which are related to the details of the change initiative. Section-IV contained 3 items which deal with the overall change success. A 5-point Likert scale was used having responses ranging from Strongly Disagree to Strongly Agree.
8. DATA COLLECTION
An online survey was made using Google forms, the link of which was sent out to managerial level employees of selected organizations wherein an organization change endeavor was carried out. As the sampling method used was convenient and judgmental, before sending the link of the survey the respondents were contacted on phone and explained the aim of the study. Then an e-mail was send which included a link to an online survey. The e-mail was sent
to 1405 participants out of which 742 were valid responses accounting for a response rate of 52.8%. To increase participation and interest, the respondents’ anonymity as well as their confidentiality was assured. 77.1% of the respondents were male and 22.9% of the respondents were females. The respondents were categorized as Category I who had 1 to 5 years managerial experience, Category II who had 5-15years managerial experience and beyond 15 years as Category III. 40.7% of the respondents belonged to Category I, 51.3% of the respondents belonged to Category II and 8% of the respondents belonged to Category III.
9. DATA ANALYSIS
The data pertaining to the survey was exported to Microsoft Office Excel 2007 for analysis. The data collected were then statistically processed and analysed using SPSS 20.
9.1. Assessment of reliability
To ensure reliability of the data, the responses from the questionnaire were tested using Cronbach’s Alpha. The Cronbach’s alpha coefficient was calculated to determine the reliability and internal consistency of the items. The Cronbach’s alpha coefficient value obtained is 0.672.
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9.2. Frequency Statistics Frequency statistics was used to analyze the context of change. 58.8% of the respondents in public organizations stated that the reason of change was technological and 26.5% stated that the reason of change was economic. Also, 83.2% of the respondents in private organizations stated that the reason for change was technological and 8.9% stated that the reason for change was economic (Table 1). 75.6% of the respondents stated that the nature of change was Process/System Oriented and 24.4% stated that the nature of change was People Oriented. 60.6% of the respondents stated that the change was driven by the internal forces and 39.4% stated that the change was driven by the external forces. 76.8% of the respondents stated that the change initiatives in their organizations had an impact at the department level, 20.1% stated that the change initiatives in their organizations had an impact at the strategic business unit level and only 3.1% stated that the change initiatives in their organizations had an impact at the entire organization level. Only 13.1% of the respondents perceived the degree of change was simple and 86.9% perceived the degree of change was complex.
The respondents’ responses with respect to whether the change program met its objectives was also analyzed using frequency statistics. 47.98% of the
respondents were neutral about the change program meeting its objective, 30.73% agreed on the change program meeting its objective and 17.92% disagreed on the change program meeting its objective. Only 2.96% of the respondents strongly agreed on the change program meeting its objective (Table 2). Thus, it clearly shows that more than 50% of the respondents were not sure of the change initiatives meeting their objectives.
9.3 Factor Analysis
Factor analysis was used for data reduction to identify a small number of factors that explain most of the variance observed in a much larger number of variables. The factors should have an eigenvalue of 1.00 or greater, for the factor relationship to be considered worth analysis. Factor relationships returning a small or negative eigenvalues are not considered suitable for analysis (Brown, 2001). Before doing factor analysis, Bartlett’s test was used to assess that the correlational matrix is an identity matrix so that items are correlated with other items. KMO (Kaiser-Meyer- Olkin) was also used to measure the sampling adequacy.
The factor analysis of the variables: context of change and leadership behaviors are given below:
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9.3.1 Variable 1: Context of change
The Bartlett's Test of Sphericity, the value of p = 0.000 thus it is highly significant, showing appropriateness for Factor Analysis. The value of KMO for the variable Context of change is 0.578 which is more than 0.5, thus there is sample adequacy (Table 3).
Table 4 shows the factors extractable from the analysis along with their eigenvalues, the percent of variance attributable to each factor, and the cumulative variance of the factor and the previous factors. The SPSS extracts all factors with eigenvalues greater than 1 and reduces the variable ‘Context of Change’ into two factors. The Total Variance explained is 63.466%. The Rotated Component Matrix for variable ‘Leadership Behavior’ is shown in Table 5. Naming the factors: The two factors extracted are named as given below: Factor 1: Incremental Change Factor 2: Internal force of change
9.3.2 Variable 2: Leadership Behavior
The Bartlett's Test of Sphericity, the value of p = 0.000 thus it is highly significant showing appropriateness for Factor Analysis. The value of KMO is 0.901 thus there is sample adequacy (Table 6).
Table 7 shows the factors extractable from the analysis along with their eigenvalues, the percent of variance attributable to each factor, and the cumulative variance of the factor and the previous factors. The SPSS extracts all factors with eigenvalues greater than 1 and reduces the variable ‘Leadership behavior’ into two factors. The Total Variance explained is 61.108%. The Rotated Component Matrix for variable ‘Leadership Behavior’ is shown in Table 8.
Naming the factors: The two factors extracted and named as given below: Factor 1: People Oriented Leadership behavior Factor 2: Task Oriented Leadership behavior
9.4 Relationship between Context of Change and Leadership Behavior
The correlation between leadership behavior and context of change is shown in Table 9. Both factors of Leadership Behavior (People Oriented and Task Oriented) and Context of Change (Incremental change and Internal force of change) were tested for significance of the correlation. As the p-value is less than 0.05 for all the cases, it is found that
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relationship between ‘People oriented leadership behavior’ and ‘Incremental Change’; ‘People oriented leadership behavior’ and ‘Internal force of change’; ‘Task oriented leadership behavior’ and ‘Incremental change’; ‘Task oriented leadership behavior’ and ‘Internal force of change’ are statistically significant. Thus, the null hypothesis that there is no relationship between ‘Leadership behavior’ and ‘Context of Change’ is rejected and the alternate hypothesis is accepted.
As r = 0.346, there is a positive correlation between People oriented leadership behavior and Incremental change and as r=-0.141, there is a weak negative correlation between People oriented behavior and internal force of change. Thus, incremental changes have a positive relationship with people oriented leadership behaviors; however, changes due to internal forces have a negative relationship with people oriented behaviors. Also, as r=0.375, Task oriented leadership behaviors are positively related to incremental change and as r= - 0.146, Task oriented behaviors are negatively related to internal force of change. The incremental changes have a positive relationship with task oriented leadership behaviors; however, changes due to internal forces have a negative relationship with task oriented behaviors. Thus, incremental changes in an
organization require both task oriented and people oriented leadership behaviors.
9.5 Regression Model for Change Context with People oriented leadership behavior
People oriented leadership behavior is taken as a dependent variable and Incremental Change and Internal force of Change are taken as independent variables. The R value is 0.354 and R2 is 0.125 and Adjusted R2 is 0.123 indicating a good association for regression model (Table 10). The regression model is significant at F= 52.814 (Table 11). The constant beta value is 20.946 and all factors are significantly associated (Table 12).
Table 12 helps to construct the multiple regression model for measuring People oriented behaviors. The Multiple regression equation of the variables explained from the table is:
Y = β + β1 X1+β2…..….equation no. 1
People oriented behavior = 20.946 + 0.613*Incremental Change - 0.498*Internal force of Change
112014 Sunita Mehta, G C Maheshwari and S.K. Sharma
9.6 Regression Model for Change Context with Task oriented leadership behavior Task oriented behavior is taken as a dependent variable and Incremental Change and Internal force of Change are taken as independent variables. The R value is 0.383 and R2 is 0.146 and Adjusted R2 is 0.144 indicating a good association for regression model (Table 13). The regression model is significant at F= 63.360 (Table 14). The constant beta value is 14.947 and all factors are significantly associated (Table 15).
Table 15 helps to construct the multiple regression model for measuring Task oriented leadership behavior. The Multiple regression equation of the variables explained from the table is:
Y = β + β1 X1+β2X2…….equation no. 2
Task oriented behavior = 14.947 + 0.649* Incremental Change - 0.482* Internal force of Change.
9.7 Relationship between Leadership Behavior and Change Success
The correlation between ‘leadership behavior’ and ‘overall change success’ is shown in Table 16. Both factors of leadership behavior (people oriented and
task oriented) and overall change success were tested for the significance of the correlation. As the p-value is less than 0.05, it is found that relationships between People oriented leadership behavior and Overall Change Success; Task oriented leadership behavior and Overall Change Success are statistically significant. Thus, the null hypothesis that there is no relationship between ‘Leadership behavior’ and ‘Overall Change Success’ is rejected and the alternate hypothesis is accepted.
There is a high positive correlation between People oriented leadership behavior and Overall Change Success as r = 0.616. Also, there is a high positive correlation between Task oriented leadership behavior and Overall Change Success as r = 0.711. Thus, a balance of both People oriented and Task oriented leadership behaviors are required for change initiatives to be successful.
9.8 Regression Model for Overall Change Success with Leadership Behavior
Overall change success is taken as a dependent variable and People oriented and Task oriented leadership behaviors are taken as independent variables. The R value is 0.541 and R2 is 0.292 and
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Adjusted R2 is 0.290 indicating a very good association for regression model (Table 17). The regression model is significant at F = 152.542 (Table 18).The constant beta value is 8.010 and all factors are significantly associated (Table 19).
Table 18 helps to construct the multiple regression model for measuring Overall Change Success. The Multiple regression equation of the variables explained from the table is:
Y = β + β1 X1+β2X2….equation no. 3
Overall Change Success = 8.010 + 0.285* People Oriented + 0.539* Task Oriented.
10. FINDINGS
Some of the important findings of this empirical research on role of leadership in managing change in organizations are as follows:
1. 60.6% of the respondents stated that the change was driven by internal forces of change. 81.0% of the respondents stated that the Technological forces were the reason for change. This clearly implies that most of the organizational changes in present times are driven by internal forces of change and due to technological reasons.
2. 75.6 % of the respondents stated that the nature of change was Process/System Oriented. This shows that most of the change initiatives in various organizations focused on changing the processes or systems in the organizations.
3. 76.8 % of the respondents stated that the change initiatives in their organizations had an impact at the department level. Thus, most of the change initiatives targeted organizations at the department level.
4. Only 30.73% of the respondents agreed on the change program meeting its objective. Others either were neutral or disagreed on the change program meetings its objectives. Change being the only constant and even after organizations recognizing the need to change, there are still very few change initiatives which are highly successful.
5. Context of change and leadership behaviors – It was found that there is a positive correlation between Incremental change and people oriented leadership behaviors (r = 0.346) and incremental change and task oriented leadership behaviors (r = 0.375). It implies that a balance of both task oriented and people oriented leadership behaviors are required for managing incremental changes.
132014 Sunita Mehta, G C Maheshwari and S.K. Sharma
6. Leadership behaviors and change success: There is a high positive correlation (r = 0.616) between people oriented leadership behaviors and overall change success. Also, there is a high positive correlation (r = 0.711) between task oriented leadership behaviors and overall change success. It implies that a balance of both task oriented and people oriented leadership behaviors are required for successful change initiatives. Thus, effective change leaders need to not only concentrate on the technical aspect of the change programs but also on the people/softer side.
11. SUGGESTIONS FOR FUTURE RESEARCH
Future research can determine relationships between leadership styles and leadership competencies with different types of changes in different organizations in diverse sectors. Also, longitudinal studies in organizations specific to industries/sectors will provide more insight into the people aspect of change management issues.
12. CONCLUSIONS
In a fast changing world and complex work environment, the change and change management strategies followed by organizations are vital to meet the needs of all stakeholders. Effective leaders should constantly strive towards creating acceptable
change processes and practices to enhance employee participation and involvement. The single biggest challenge in a transformational change is changing people’s behavior. The key to this behavioral shift is not only through analysis and thinking (task oriented behaviors) but also through seeing and feeling (people oriented behaviors). Thus, in today’s times of continuous change it has become inevitable for organizations to develop leaders who can steer the process of change management. The prospect of successful organizational transformation would be enhanced by selecting the people with the right competencies, and then empowering these individuals to ensure the initiative he successful.
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Posner, B. Z. and Schmidt W. H. (1984). Values and the American Manager: An Update, California Management Review, 26.
Wren, J D., and Dulewicz, V. (2005). Successful Change in the Royal Air Force: Leader Competencies and Activities, Henley Working Paper 0502.
152014 Sunita Mehta, G C Maheshwari and S.K. Sharma
Table 1 Cross tabulation of the type of organization and reason for change What was the reason for change
TotalEcono mic Social
Techno logical
Legisla tive
Environ mental
Type of Organizat ion
Public Count 18 0 40 4 6 68
% Rs.0.26 0.00% 58.80% 5.90% 8.80% 100.00%
Private Count 60 14 561 25 14 674
% 8.90% 2.10% 83.20% 3.70% 2.10% 100.00%
Total Count 78 14 601 29 20 742
% 10.50% 1.90% 81.00% 3.90% 2.70% 100.00%
Table 2 Frequency Statistics for success of change initiative.
Frequency Percent ValidPercent Cumulative
Percent
Valid
Strongly Disagree 3 0.4 Rs.0.40 0.4
Disagree 133 17.92 17.92 18.32 Neutral 356 47.98 47.98 66.3 Agree 228 30.73 30.73 97.03 Strongly Agree 22 2.96 2.96 100
Total 742 100 100
September16 The Journal Contemporary Management Research
Table:3 KMO and Bartlett’s Tests for the Variable: Context of change KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy 0.578
Bartlett's Test of Sphericity Approx. Chi-Square 879.826
df 10 Sig. 0
Table 4 Total variance for variable ‘Context of Change’. Total Variance Explained
Compon ent
Initial Eigenvalues Extraction Sums ofSquared Loadings Rotation Sums of Squared Loadings
Total % of Varia
nce
Cumu lative
% Total
% of Varia
nce
Cumula tive % Total
% of Varia
nce
Cumul ative %
1 2.063 41.262 Rs.41.26 2.063 41.26
2 41.262 1.996 39.926 39.926
2 1.11 22.204 63.466 Rs.1.11 22.20
4 63.466 1.177 23.54 63.466
Extraction Method: Principal Component Analysis.
Table 5 Rotated Component Matrix for variable ‘Context of Change’. Item Description Component 1 Component 2
The change impacted the whole organization. (Rs.0.90)
The change initiatives in my organization are incremental in nature. 0.899
The change initiatives in the organization were due to internal forces. 0.146 0.763
The degree of change implemented in my organization is simple in nature. 0.428 0.523
The change initiatives took into consideration the external environment of the organization. Rs.0.40 (Rs.0.55)
a. Rotation converged in 3 iterations.
172014 Sunita Mehta, G C Maheshwari and S.K. Sharma
Table 6 KMO and Bartlett’s Tests for the Variable ‘Leadership Behavior.’ KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. 0.901
Bartlett's Test of Sphericity Approx. Chi-Square 6010.76
Df 78 Sig. 0
Table 7 Total variance for variable ‘Leadership Behavior.’ Total Variance Explained
Initial Eigenvalues Extraction Sums ofSquared Loadings Rotation Sums of Squared Loadings
Co mpo nent
Total % of Varia
nce
Cumulat ive % Total
% of Varia
nce
Cumul ative
% Total
% of Varia
nce
Cumu lative
%
1 6.714 51.645 51.645 6.714 51.645 51.645 3.988 30.674 30.674
2 1.23 9.464 61.108 1.23 9.464 61.108 3.956 30.435 61.108
Extraction Method: Principal Component Analysis.
September18 The Journal Contemporary Management Research
Table 8 Rotated Component Matrix for variable ‘Leadership Behavior’.
Rotated Component Matrixa
Component 1 2
The leader fully communicated the benefits of the change. 0.668
The leader motivated followers to embrace the change. 0.669
The leader rewarded employees to motivate them to implement the change process.
0.617
The leaders acted as a role model and led by example. 0.813
The leader recognized the follower needs. 0.861
The leader’s role was crucial for the change to be successful. 0.35
Apart from change implementation, the leaders were also involved in developing people.
0.608
The leader took responsibility for his/her decisions. (Rs.0.05) 0.634
The leader created a clear vision of the future. 0.561 0.639
The leader directed all activities towards achievement of the vision. 0.268 0.743
The leader gave followers the authority to deal with the change. Rs.0.45 0.692
The leader gave adequate feedback during the implementation of change. 0.301 0.777
The leader developed clear strategies to advance the vision. 0.372 0.751
a. Rotation converged in 3 iterations.
192014 Sunita Mehta, G C Maheshwari and S.K. Sharma
Table 9 Correlation between ‘Leadership Behavior’ and ‘Context of Change’ Correlations
People Oriented Task Oriented Incremental Change Pearson Correlation .346** .375**
Sig. (2-tailed) 0 0
Internal Force of change Pearson Correlation -.141** -.146**
Sig. (2-tailed) 0 0
N 742 742 **. Correlation is significant at the 0.01 level (2-tailed).
Table 10 Table of Model Summary for Hypothesis Ia
Model R R Square Adjusted RSquare Std. Error of the Estimate
1 .354a 0.125 0.123 3.99424
a. Predictors: (Constant), Internal Force of change, Incremental Change
Table 11 ANOVAa Table for Hypothesis Ia
Model Sum ofSquares df Mean
Square F Sig.
1
Regression Rs.1685.19 2 842.597 52.814 .000b
Residual 11789.96 739 Rs.15.95
Total 13475.16 741
a. Dependent Variable: People Oriented b. Predictors: (Constant), Internal Force of change , Incremental Change
September20 The Journal Contemporary Management Research
Table 12: Table of Coefficientsa for Hypothesis Ia
Model
Unstandardized Coefficients
Standardized Coefficients
t Sig. B Std.Error Beta
1
(Constant) 20.946 1.735 12.074 0
Incremental Change 0.613 0.065 Rs.0.33 9.431 0
Internal Force of change -0.498 Rs.0.22 -0.077 -2.185 0.029
a. Dependent Variable: People Oriented
Table 13 Table of Model Summary for Hypothesis Ib
Model R R Square Adjusted RSquare Std. Error of the
Estimate 1 .383a Rs.0.14 0.144 Rs.3.83
a. Predictors: (Constant), Internal Force of change , Incremental Change
Table 14 ANOVAa Table for Hypothesis Ib
Model Sum ofSquares df Mean
Square F Sig.
1
Regression 1860.534 2 930.267 63.36 .000b
Residual 10850.24 739 14.682
Total Rs.12710.77 741
a. Dependent Variable: Task Oriented b. Predictors: (Constant), Internal Force of change , Incremental Change
212014 Sunita Mehta, G C Maheshwari and S.K. Sharma
Table 15 Table of Coefficientsa for Hypothesis IIb
Model
Unstandardized Coefficients
Standardized Coefficients
t Sig. B Std.Error Beta
1
(Constant) 14.947 1.664 8.981 0 Incremental Change 0.649 0.062 0.36 10.405 0
Internal Force of change (Rs.0.48) 0.219 -0.076 -2.204 0.028
a. Dependent Variable: Task Oriented
Table 16: Correlation between ‘leadership behavior’ and ‘overall change success’.
Correlations Overall Change Success
People Oriented Pearson Correlation .616** Sig. (2-tailed) 0 N 742
Task Oriented Pearson Correlation .711** Sig. (2-tailed) 0 N 742
Overall Change Success
Pearson Correlation 1 Sig. (2-tailed)
**. Correlation is significant at the 0.01 level (2-tailed).
Table 17 Table of Model Summary for Hypothesis II
Model R R Square Adjusted RSquare Std. Error of the
Estimate
1 .541a 0.292 0.29 1.05848
a. Predictors: (Constant), Task Oriented, People Oriented
September22 The Journal Contemporary Management Research
Table 18 ANOVAa Table for Hypothesis II
Model Sum ofSquares df Mean
Square F Sig.
1
Regression Rs.341.80 2 170.904 152.542 .000b
Residual Rs.827.95 739 1.12
Total 1169.763 741
a. Dependent Variable: Overall Change Success b. Predictors: (Constant), Task Oriented, People Oriented
Table 19 Table of Coefficientsa for Hypothesis II
Model Unstandardized
Coefficients Standardized Coefficients t Sig.
B Std. Error Beta
1
(Constant) 8.01 0.236 33.924 0 People Oriented 0.037 0.014 Rs.0.28 2.608 0.009
Task Oriented 0.133 0.015 0.539 9.167 0
a. Dependent Variable: Overall Change Success
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Mandatory Assignment Resources/The Role of Mindfulness and Psychological Capital on the Well-Being of Leaders.pdf
The Role of Mindfulness and Psychological Capital on the Well-Being of Leaders
Maree Roche University of Waikato
Jarrod M. Haar Massey University (Albany)
Fred Luthans University of Nebraska
In today’s highly competitive and extremely complex global economy, organizational leaders at all levels are facing unprecedented challenges. Yet, some seem to be handling the pressure better than others. Utilizing 4 samples of CEOs/presidents/top (n � 205), middle (n � 183), and junior (n � 202) managers, as well as 107 entrepreneurs, using Structural Equation Modeling we tested the direct effect that their level of mindfulness (heightened awareness) and the mediating effect of their psychological capital (i.e., hope, efficacy, resilience, and optimism) may have on their mental well-being. In all 4 samples, mindfulness was found to be negatively related to various dysfunctional outcomes such as anxiety, depression, and negative affect of the managerial leaders and burnout (i.e., emotional exhaustion and cynicism) of the entrepreneurs. For all 4 samples, the model with psychological capital mediating the effects of mindfulness on dysfunctional outcomes fit the data best. The study limitations, future research and practical implications of these findings conclude the article.
Keywords: leaders’ well-being, psychological well-being, mindfulness, mindfulness of leaders, psycho- logical capital of leaders
Currently, leaders at all levels of organizations are under ever- increasing pressure because of the competitiveness and complexity of the global economy. On one hand, there is considerable evi- dence that this turbulent environment has taken its toll on organi- zational leaders’ mental well-being (Andrea, Bultmann, van Amelsvoort, & Kant, 2009; Melchior et al., 2007; Nielsen & Daniels, 2012). On the other hand, very little research has focused specifically on the positive antecedents that may enable better mental health for leaders, as they continue to face these unprece- dented challenges (Nielsen & Daniels, 2012). Although consider- able research has been devoted to overall employee stress over the years, attention now needs to focus on organizational leaders per se. Psychologically healthy, thriving leaders not only benefit them- selves, but are also critical to employee well-being as well. Recent research indicates that when leaders are stressed, they are less able to support their employees, and this in turn directly affects the stress levels of employees (ten Brummelhuis, Haar, & Roche, in press).
Research shows that leaders facing challenging situations results in negative affect, being anxious and depressed, and suggests that
by the very nature of their influencing role, this negative reaction impacts employee ill-being (Bakker, Westman, & Van Emmerik, 2009; Johnson, 2008; Sy, Côté, & Saavedra, 2005; ten Brummel- huis et al., in press). What is not understood is the role that positively oriented psychological antecedents may have in buffer- ing leader’s ill-being in the first place. Thus, besides the research to date which mainly focuses on the negative, toxic environments, and outcomes traditionally associated with leadership roles, we propose the time has come to better understand and test the role that leaders’ positive psychological resources can play in their well-being.
One such positive psychological resource that has received very little attention in leadership research is the construct of mindful- ness (Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007). Specifically, a mindful person is one who has heightened aware- ness of the present reality and gives focal attention to living the moment. One of the pioneers on this construct, Ellen Langer (1989), likes to depict those who are psychologically healthy and thriving as “mindful” whereas those who are struggling and on a downward spiral in their life course as “mindless.” The recent surge of clinical research attests to its beneficial psychological properties, specifically providing evidence of its positive relation- ship with one’s well-being (e.g., Brown & Ryan, 2003; Weinstein, Brown, & Ryan, 2009; Weinstein & Ryan, 2011) and, in particular, stress reduction (e.g., Shapiro, Astin, Bishop, & Cordova, 2005). However, despite the current popularity in the clinical literature, mindfulness has only recently found its way into the management and organizational behavior field (Avey, Wernsing, & Luthans, 2008; Dane, 2011; Glomb, Duffy, Bono, & Yang, 2011; Leroy, Anseel, Dimitrova, & Sels, 2013; Luthans, Youssef, & Avolio, in
This article was published Online First June 16, 2014. Maree Roche, School of Psychology, University of Waikato; Jarrod M.
Haar, School of Management, College of Business, Massey University (Albany); Fred Luthans, Department of Management, University of Ne- braska.
Correspondence concerning this article should be addressed to Maree Roche, School of Psychology, University of Waikato, Hamilton 3210, New Zealand. E-mail: [email protected]
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Journal of Occupational Health Psychology © 2014 American Psychological Association 2014, Vol. 19, No. 4, 476–489 1076-8998/14/$12.00 http://dx.doi.org/10.1037/a0037183
476
press). Specifically, mindfulness has been offered as a potential valuable well-being resource for employees (Grossman, Niemann, Schmidt, & Walach, 2004; Leroy et al., 2013; Weinstein & Ryan, 2011), but has not yet been analyzed in relation to organizational leaders’ mental well-being.
This study seeks to contribute to the better understanding of the role that mindfulness may play in leader well-being in three ways. First, we test the role of mindfulness on a wide range of leaders in various leadership positions and roles. Our separate samples in- clude senior managers (CEOs and/or presidents), middle manag- ers, and junior managers. These three samples serve to answer the call to do leadership research at all levels of the organization (DeChurch, Hiller, Murase, Doty, & Salas, 2010). Our fourth sample is entrepreneurs, as they share common, yet still different pressures, leadership characteristics and well-being outcomes, in order to extend generalizability of our findings to all types of contemporary organizational leaders (Cogliser & Brigham, 2004; Jensen & Luthans, 2006). Second, across the four separate sam- ples, we analyze a wide range of dysfunctional mental well-being outcomes in leaders. Third, because of the established positive role of psychological capital (PsyCap) on attitudes, behaviors, and performance (for a recent meta-analysis on the research, see Avey, Reichard, Luthans, & Mhatre, 2011 and for an overall review see Dawkins, Martin, Scott, & Sanderson, 2013) and specifically its impact on stress (Avey, Luthans, & Jensen, 2009) and well-being (see Avey, Luthans, Smith, & Palmer, 2010), in this study we examine the potential mediating effects it may have on the rela- tionship between leaders’ mindfulness and the dysfunctional well- being outcomes across all samples.
Theoretical Foundation for Mindfulness
Research on mindfulness suggests it is as an inner resource that supports beneficial psychological functioning, and thus facilitates well-being (Brown & Ryan, 2003). In particular, mindfulness has been found to be important in “disengaging individuals from unhealthy thoughts, habits, and unhealthy behavioral patterns” (Brown & Ryan, 2003, p. 823). As such, mindfulness has been found to play a key role in developing informed and self-endorsed behavioral regulation, which has long been associated with well- being (Ryan & Deci, 2008), as well as enhanced leadership effi- cacy (Hannah, Woolfolk, & Lord, 2009).
As indicated in the opening comments, mindfulness is charac- terized by an open, receptive, and nonjudgmental orientation to the present (Martin, 1997). Brown and Ryan (2003) purport to mea- sure mindfulness as “the presence of attention to, and awareness of, what is occurring in the present moment” (p. 824). As used in this study, mindfulness refers to an open state of mind where the leader’s attention, informed by a sensitive awareness, merely ob- serves what is taking place: worry about the future and negative ruminations or projections are bought back to the present moment where the situation is seen for what it is. Crucial to this meaning of mindfulness is the internal awareness of the leader’s perception and attention to the current situation, without reflexive judgment and categorization of the situation (Brown & Ryan, 2003; Brown et al., 2007). As such, this meaning of mindfulness differs from conventional Western conceptions of mindfulness. These latter views of mindfulness are more concerned with cognitive evalua- tions of events and goal orientated behaviors (for a comprehensive
review, see Weick & Putnam, 2006), or emotional intelligence, that similarly investigates how effectively people categorize, iden- tify, and harness emotions in themselves and others (for a review see Schutte & Malouff, 2011).
As mindfulness is used in the present study, Brown and Ryan (2003) view its awareness as the background “radar” of conscious- ness, implying the ongoing monitoring of the inner (mind and body) and outer environments. However, a person may be aware of stimuli without any one stimulus being at the center of attention. Attention is a process of focusing conscious, sustained awareness, and hence heightens sensitivity to a limited range of stimuli (Brown & Ryan, 2003). Both attention and awareness are constant features of normal daily functioning, and mindfulness is consid- ered to be the enhanced, receptive attention to, and awareness of, current experience or present reality, without evaluation, judgment or cognitive filters (Brown & Ryan, 2003; Brown et al., 2007).
Relevant to this study, there are two primary mental processes through which mindfulness operates, as well as secondary pro- cesses (Glomb et al., 2011). First, mindful individuals decouple themselves from events, thoughts, and emotions. For example when under threat, rather than personalizing events a mindful person simply notices but does not judge or categorize. Second, mindfulness decreases automatic mental processes where past cog- nitive habits, thinking patterns, and experiences constrain thinking (Glomb et al., 2011) This leads to secondary processes, such as decreased rumination and greater affective regulation (Glomb et al., 2011). Such secondary processes reflect individuals’ deliberate choice in response to a situation, rather than simply reflexively reacting to situations.
For leaders who are working in stressful situations (Andrea et al., 2009), this greater mindfulness enables them to view situations “for what they really are” without rumination or worry of past or future negative events. Rather than being mindless and frantic, present moment awareness and attention allows the leader to focus on the issue at hand, not on the problems that may arise, or have previously arisen. This allows leaders to facilitate reflective choices to situations that in total benefit their mental health out- comes and well-being.
As awareness and attention are central to the well-established Eastern version of mindfulness, the Mindfulness Awareness and Attention Scale (MAAS) has been used to measure Eastern mind- fulness (Brown & Ryan, 2003). A series of studies using the MAAS have found that individuals with higher mindfulness were more resistant to stress as they coped more effectively with such events. That is, participants scoring highly on the MAAS report less stress, and they also use constructive coping strategies in response to stress, a linkage that has also been repeated in related mindfulness research (Weinstein & Ryan, 2011). Mindfulness has also been found to be positively related to relationship satisfaction, clarity of emotional states, and enhanced mood repair, and nega- tively associated with rumination, social anxiety, and psycholog- ical distress (Chambers, Gullone, & Allen, 2009; Dekeyser, Raes, Leijssen, Leysen, & Dewulf, 2008). For example, in a recent study Schutte and Malouff (2011) found higher levels of mindfulness were associated with greater emotional intelligence, higher levels of positive affect, lower levels of negative affect, and greater life satisfaction.
Despite the growing evidence of the value of mindfulness, it has been tested predominately in clinical or student settings and re-
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477MINDFULNESS, PSYCHOLOGICAL CAPITAL AND LEADER WELL-BEING
mains nascent in workplace settings and is less understood with regard to leaders’ well-being. Dane (2011); Glomb et al. (2011), and Weinstein and Ryan (2011) provide recent reviews of mind- fulness and allude to the potential value of examining mindfulness and its contributions to work-related outcomes, such as resiliency and stress reduction. While research in the workplace is sparse, Allen and Kiburz (2011) have tested MAAS on 131 working parents and found mindfulness was positively related to work- family balance. Dane and Brummel (2013); Hülsheger et al. (2013) and Leroy et al. (2013) also tested MAAS in relation to employee work engagement, turnover, job satisfaction and emotional ex- haustion. Hence, the beneficial effects of mindfulness do appear to apply to employees and workplace issues. However, mindfulness has not yet been explored as an antecedent for leaders’ mental well-being as measured by a wide variety of dysfunctional out- comes resulting from the pressure-packed environment that to- day’s organizational leaders face. As indicated, in this study we specifically test the role that mindfulness may play in combating dysfunctional mental outcomes for organizational leaders at all levels.
Dysfunctional Outcomes and Derivation of Study Hypotheses
The dynamic, unpredictable work environments that leaders face are widely associated with greater pressure and stress (Breh- mer, 1992). Using this understanding as a point of departure, we specifically investigate managers’ level of anxiety, depression, and negative affect. Anxiety and depression particularly share a strong commonality and shared risk factors, including stress. In addition, Spector, Zapf, Chen, and Frese (2000) in their job stress research found evidence supporting the direct and discriminant role of negative affect in stress outcomes. Other research finds negative affect to be particularly associated with stress and with leadership influence and effectiveness (Sy et al., 2005). Besides investigating the anxiety, depression, and negative affect of our manager sam- ples, we also examined job burnout of our entrepreneur sample because of its particularly relevant dysfunctions of emotional exhaustion and cynicism. Although these outcomes are not the only dysfunctional outcomes managerial and entrepreneurial lead- ers may experience, we focus on these for the present study because prior research has deemed these to be representative of the problems resulting from the pressures managers and entrepreneurs are currently facing. After summarizing the background of each, we formulate hypotheses of the relationship between leaders’ mindfulness and these dysfunctional outcomes.
Anxiety and Depression
Leaders’ exposed to stressful work conditions could be at in- creased risk of both depression and/or anxiety, and in this study we examine both of these related yet separate dimensions of mental well-being (Melchior et al., 2007). Anxiety can have acute psy- chological repercussions, which may include hypersensitivity and chronic worrying (Kennerley, 1995), as well as a decreased ca- pacity for concentration, memory, perception, appetite, and sleep (Baruch & Lambert, 2007). This diverse range of behaviors, which are impacted by a person’s anxiety, can lead to physiological and/or psychological disruption in the workplace. Lazarus and
Folkman’s (1984) classic model of anxiety indicates that anxiety is influenced by the interaction between the evaluation of external and internal processes.
Low and manageable levels of anxiety are a normal response to perceived stressors. Thus, Baruch and Lambert (2007) suggest that cognitive recognition of such anxiety could trigger coping mech- anisms. We propose one such mechanism may be mindfulness. We suggest today’s leaders are facing numerous pressures that result in anxiety and may be able to cope by having a positive mindset.
Depression is one of the most common and widely experienced mental illnesses. It is estimated that 50% of all adults are affected at least to some degree during their lifetimes (Ramsey, 1995). Gray (2008) defined depression as a general state of malaise, pessimism, and/or despondence. Depression is characterized by a number of behaviors, including persistent and prolonged melancholy, sleep disturbances, fatigue, limited ability to think or concentrate, loss of pleasure in something usually enjoyed, and feelings of worthless- ness (Braus, 1991; Shoor, 1994). In the workplace, depressive symptoms may manifest as a lack of enthusiasm, frequent com- plaining, reduced productivity, aggressive behavior, decreased ca- reer interest, and absenteeism (Gray, 2008). Depression may also influence an employee’s relationships with coworkers. This is particularly true when a person’s job requires collaboration with others, as these working relationships may become strained, caus- ing irritation (Johnson & Indvik, 1997). We suggest this dysfunc- tional impact depression on relationships is especially critical for leaders, who need to collaborate and interact with multiple em- ployees.
Job pressure, conflicting and ambiguous demands, role over- load, lack of job autonomy, job insecurity, hurried deadlines, and harassment have all been noted as factors contributing to depres- sion (Ramsey, 1995; Johnson & Indvik, 1997). Thus, if leaders are depressed, this clearly limits their ability to effectively manage themselves, their workloads, and their employees. Comparing with anxiety, Warr (1996) defined anxiety as being in a state of low pleasure but high mental arousal, but depression is a state of low pleasure and low arousal. We propose, supported by findings from nonworkplace settings, that mindfulness enables leaders to gain present moment awareness and attention, resulting in lower levels of anxiety and depression. Thus, the following study hypotheses are formulated:
Hypothesis 1: Leaders’ mindfulness will be negatively related to their level of anxiety.
Hypothesis 2: Leaders’ mindfulness will be negatively related to their level of depression.
Negative Affect
Negative affect (NA) refers to negative moods and tendencies to experience negative feelings such as distress, nervousness and hostility. By contrast, positive affect (PA) is associated with feel- ings of calmness, serenity, and happiness (Elfenbein, 2007; Wat- son & Tellegen, 1985). Over the years, studies have found that NA is associated with increased absences, turnover intentions, and actual turnover (George & Jones, 1996; Pelled & Xin, 1999; Thoresen, Kaplan, & Barsky, 2003). Staw and Cohen-Charash (2005) also found that NA was negatively related to decision-
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478 ROCHE, HAAR, AND LUTHANS
making effectiveness, interpersonal performance, and positive rat- ings of managerial potential.
There is some evidence that NA may be state-like and malleable (as opposed to fixed, trait-like). For example, Scott, Colquitt, Paddock, and Judge (2010) found negative affect fluctuates at work depending on workplace circumstances such as goal pursuit and leadership support. Moreover, because leaders’ negative affect affects employee negative affect (Sy et al., 2005), state-like neg- ative affectivity takes on increased importance in leadership re- search. Related studies have examined the processes and interac- tions involved in the role of leaders’ emotions and the management of their teams’ emotional responses (e.g., Huy, 2002). Also, Pes- cosolido (2002, p. 584) has examined how leaders can “set the emotional tone” of a group, and, as mentioned above, Sy et al. (2005) found leaders’ negative moods influence employee moods and well-being. In other words, negative affect is associated with leadership ability, well-being, and leadership influence and leads to the following hypothesis:
Hypothesis 3: Leaders’ mindfulness will be negatively related to their level of negative affect.
Emotional Exhaustion and Cynicism
Whereas anxiety, depression, and negative affectivity are widely recognized relevant outcomes to impact organizational leaders’ well-being, the popular literature is especially replete with warning and steps to be taken to prevent the burnout of entrepreneurs. However, virtually no research to date has investigated the burnout of entrepreneurs (see Cogliser & Brigham, 2004). So in this final sample of entrepreneurial leaders we test the relationship between the mindfulness of entrepreneurs and their burnout characterized by emotional exhaustion and cynicism.
Wright and Cropanzano (1998) state that emotional exhaustion is characterized by a chronic state of both emotional and physical depletion. Such exhaustion results from excessive job demands and continuous, long-term stressors. Maslach (1978, 1982) sug- gests that it is in turn an early detector of burnout. Emotional exhaustion is an important outcome because of its links with lower job satisfaction and job performance, and higher turnover (Lee & Ashforth, 1996; Wright & Cropanzano, 1998). Clearly, such emo- tional exhaustion limits an entrepreneurial leader’s effectiveness and well-being.
Cynicism has been described as negative attitudes felt by par- ticipants toward the organization and its executives and managers (Dean, Brandes, & Dharwadkar, 1998). Cynicism is characterized by frustration, disillusionment, contempt, and distrust toward the organization (Andersson, 1996). Cynicism is destructive to orga- nizations, and, similar to emotional exhaustion, it detracts from entrepreneurial leaders’ effectiveness. Given that mindfulness has been found to be beneficial for reducing burnout and stress in clinical samples (Weinstein & Ryan, 2011), we propose that en- trepreneurial leaders with high mindfulness have a greater aware- ness and attention to the present, which will ultimately lead to lower levels of emotional exhaustion and cynicism. This leads to the following study hypotheses:
Hypothesis 4: Entrepreneurial leaders’ mindfulness will be negatively related to their level of emotional exhaustion.
Hypothesis 5: Entrepreneurial leaders’ mindfulness will be negatively related to their level of cynicism.
The Mediation Role of Psychological Capital
Besides the direct negative relationship between leaders’ mind- fulness and various dysfunctional outcomes, we also examined the possible mediating effect that the now recognized positive multi- dimensional psychological capital or PsyCap (consisting of hope, efficacy, resilience, and optimism; see Luthans, Avolio, Avey & Norman, 2007; Luthans, Youssef, & Avolio, 2007) may have on better understanding this relationship. Specifically, we propose that PsyCap may be a mediating mechanism through which the mindfulness of leaders affects their dysfunctional outcomes.
Drawing from positive psychology and positive organizational behavior, PsyCap is an individual’s positive psychological state of development characterized by having confidence (efficacy); mak- ing positive attributions and having positive future expectations (optimism); persevering toward goals and, when necessary, redi- recting paths to goals (hope); and bouncing back from adversity (resilience) (Luthans, Youssef, et al., 2007, p. 3). Research has clearly found that when the four psychological resources are combined, they form a higher order, core construct that is a stronger predictor of attitudes and performance than any one of the four components by itself (Luthans et al., 2007). PsyCap has been shown to add variance to desired attitudinal and behavioral out- comes beyond the demographics and well known positively ori- ented constructs such as core self-evaluations, personality traits and person-organization and person-job fit (Avey, Luthans, & Youssef, 2010). As indicated in the introductory comments, a recent meta-analysis of 51 independent samples (see Avey, Reich- ard, et al., 2011) found PsyCap not only has a strong positive relationship with desirable attitudes, behaviors and performance, but also psychological well-being of employees (Avey et al., 2010) and negative relationships with cynicism, intentions to quit and counterproductive behaviors (Avey, Luthans, et al., 2010) and importantly stress (Avey et al., 2009). There has also been research exploring the relationship between PsyCap and leadership such as the following: Jensen and Luthans (2006) found a relationship between entrepreneurs’ PsyCap and their authentic leadership (Jensen & Luthans, 2006); Avey, Avolio, and Luthans (2011) and Story et al. (2013) found that leaders’ PsyCap has an impact on their followers’ PsyCap; and Norman, Avolio, and Luthans (2010) found that the PsyCap of leaders had an impact on their followers’ trust and perceived performance of them. More directly, Avey et al. (2008) found that mindfulness and PsyCap were both positively related to positive emotions, and furthermore, interacted with each other, showing these constructs can play an important role to- gether.
As outlined above, mindfulness has been found to play a key role in developing informed and self-determined behavioral regu- lation and autonomy, which has long been associated with mental well-being (Ryan & Deci, 2008; Ryan, Huta, & Deci, 2008). As indicated, Glomb et al. (2011) noted that mindfulness facilitates this in two ways. The primary mechanism decreases automatic mental processes where past cognitive habits and experiences constrain thinking, but, and central to our mediation hypothesis, mindfulness also has a secondary process, such that the space between self and cognition decreases negative rumination and
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479MINDFULNESS, PSYCHOLOGICAL CAPITAL AND LEADER WELL-BEING
enhances positive self-regulation. A series of studies by Fetterman, Robinson, Ode, and Gordon (2010) found that mindfulness was not only negatively related to impulsivity, but positively related to self-regulation, supporting the notion that mindfulness may also promote other mechanisms such as self-regulation or PsyCap. In other words, the process of mindfulness may facilitate a separation between self and the event that results in self-regulated activity inclined toward positive well-being.
In summary, through greater reflective choice of actions and reactions, the mindfulness process includes increased response flexibility, such as receptiveness to resiliency and positivity. In other words, mindfulness not only has a role in buffering ill-being, but also acts in a way that enhances a person’s positive reflective choices and positive functioning (Hülsheger et al., 2013). In sup- port of this other function of mindfulness in enhancing a person’s reflective and positive orientation, using MAAS Leroy et al. (2013) found mindfulness had a positive impact by enhancing employees’ receptivity toward authentic functioning. This in turn benefited employee engagement. Other researchers (e.g., Allen & Kiburz, 2011; Schutte & Malouff, 2011), also using MAAS, found mindfulness enhanced subjects’ receptivity toward more proximal psychological and physiological constructs such as emotional in- telligence, vitality, and sleep. Whereas Avey et al. (2008) found that mindfulness and PsyCap interacted to promote positivity, in the current study we extend the benefits of mindfulness. Specifi- cally, similar to what other studies have done (e.g., see Allen & Kiburz, 2011; Leroy et al., 2013; Schutte & Malouff, 2011), we have expanded the function of mindfulness to include PsyCap as a proposed mediator to outcomes.
PsyCap is developed via one’s ability to engage and harness positive social–cognitive functioning and agency (Bandura, 2008; Luthans et al., in press). For example personal efficacy, optimism, hope, and resiliency all are underpinned by positive mental self- regulation held together by the common thread of a “positive appraisal of circumstances and probability for success based on motivated effort and perseverance” (Luthans, Avolio, et al., 2007, p. 550). Engaging in hopeful agency and proactive pathways to goal attainment, personal confidence and efficacy, optimistic cog- nitive processing in interpreting events, and bouncing back from stressful situations (resiliency) are all mental processes that require self-regulation and attention to positive guidance in these mental processes (Luthans et al., 2007, in press). Mindfulness thus may harness the positive mental process required for PsyCap by facil- itating the timely connecting of the positive mental processes required. Consequently, we suggest that mindfulness serving as a type of background “radar” aids clarity and receptivity toward the positive construct of PsyCap.
In summary, we propose that mindfulness may encourage lead- ers to accurately perceive and draw from their own PsyCap, because the process of mindfulness facilitates a separation between self and the event and this in turn facilitates the reflective choice of actions and reactions such as greater hope, efficacy resiliency, and optimism. Thus, we predict that mindfulness facilitates one’s PsyCap, and PsyCap in turn may be related to the leader’s mental well-being. This background leads to the derivation of our final study hypothesis as follows:
Hypothesis 6: Leaders’ PsyCap will mediate the influence of their mindfulness toward their mental well-being outcomes
(i.e., junior and middle managers’ anxiety, depression, and negative affect; CEOs/presidents’ anxiety and depression; and entrepreneurs’ emotional exhaustion and cynicism).
Method
Samples and Procedure
We utilized four independent samples to test the effects of leaders’ mindfulness on their mental well-being outcomes. These four samples were (a) junior managers, (b) middle managers, (c) senior managers, and (d) entrepreneurs. The mindfulness and PsyCap survey items used were identical for all four samples. However, for breadth and relevancy of the outcomes we used anxiety and depression for the three manager samples, negative affect for the junior and middle manager samples, and job burnout (consisting of emotional exhaustion and cynicism) for the entre- preneur sample. To help minimize potential bias related to com- mon method variance (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003), data were collected in two waves with a time gap between surveys of two to four weeks. Spector (2006) also suggested the separation of variables over time as a way to minimize potential issues of bias.
The first phase of data collection gathered demographic infor- mation and the survey responses for the antecedent (mindfulness) and mediator (PsyCap) variables. The second survey contained all the mental well-being outcome measures. A cover letter briefly outlining the study and its aims was included with the surveys, and they were hand delivered and collected by the researchers except for the top management sample that was done by mail. Table 1 provides details on the four samples.
The junior and middle managers and entrepreneur samples were drawn from a wide regional area in New Zealand, and the senior manager sample came from a mail survey across the entire coun- try. Only this latter sample of CEOs/presidents had a modest response rate (15.9%). However, this rate is similar with other studies targeting CEOs in New Zealand, such as 23.4% (Guthrie, 2001) and 18.2% (Gibb & Haar, 2010). However, in both those studies, respondents had to complete only one survey as opposed to the two in this study. Finally, Table 1 shows the nonrespondents between surveys 1 and 2 across all samples were minimal (less than 4.6% across all four samples), and there were no significant differences between those responding to both surveys and those who completed only the first survey.
Measures
Mindfulness was measured using the Brown and Ryan (2003) Mindful Attention Awareness Scale or MAAS, coded 1 � never to 5 � all of the time. The MAAS was chosen because it is the dominant measure for mindfulness in the literature (e.g., Allen & Kiburz, 2011; Hülsheger et al., 2013; Leroy et al., 2013; Schutte & Malouff, 2011; Weinstein & Ryan, 2011). We used the MASS- short 5-item scale by Höfling, Moosbrugger, Schermelleh-Engel, and Heidenreich (2011) as this has strong similarities to the full measure. A sample item is It seems I am running on automatic without much awareness of what I’m doing. All items are reverse scored to produce a score where the higher score indicates greater
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480 ROCHE, HAAR, AND LUTHANS
mindfulness and awareness of the present. This measure had strong reliability across all four samples (� � .81, .81, .72, and .84).
Psychological Capital was measured using the 12-item version of the PCQ (Luthans, Youssef, et al., 2007). The PCQ consists of four subscales: (a) Hope, (b) Resilience, (c) Optimism, and (d) Efficacy and has been validated (Luthans, Avolio, et al., 2007) and supported in a number of studies over the years (e.g., Avey et al., 2009; Avey, Reichard, et al., 2011; Gooty, Gavin, Johnson, Fra- zier, & Snow, 2009; Luthans, Avey, Avolio, & Peterson, 2010). The 12-item version has been psychometrically determined and validated (Avey et al., 2011) and successfully used in a number of studies (e.g., Luthans, Avey, Clapp-Smith, & Li, 2008a; Norman et al., 2010). Items for this study were coded 1 � strongly disagree to 5 � strongly agree. Sample items include I feel confident in representing my work area in meetings with management (Effi- cacy), If I should find myself in a jam at work, I could think of many ways to get out of it (Hope), I usually take stressful things at work in stride (Resilience), and I always look on the bright side of things regarding my job (Optimism). Following common practice (e.g., Avey, Reichard et al., 2011; Luthans, Avolio et al., 2007; Luthans, Youssef et al., 2007), we combined the four dimensions to determine the overall psychological capital score for respon- dents. This measure had strong reliability across all samples (� � .85, .87, .83, and .86).
Anxiety and Depression were measured in the three manager samples using 6 items from the Axtell et al. (2002) scale ranging from 1 � never to 5 � all the time. For both scales, respondents were presented with three adjectives and were asked to describe how often these apply to them at work. Sample items were anxious and worried (for anxiety) and depressed and miserable (for de- pression). A high score represents higher levels of anxiety or depression. The anxiety measure had acceptable reliability across all three samples (� � .83, .83, and .87), as did the depression scale (� � .85, .86, and .87).
Negative Affect was measured in the junior and middle manager samples through three negative items of the Positive and Negative
Affect Schedule or PANAS (Watson, Clark, & Tellegen, 1988), coded 1 � very slightly to 5 � extremely. Sample items include upset, irritable, and jittery. Shorted PANAS measures have been previously validated (Song, Foo, & Uly, 2008). The negative affect measure had strong reliability in both samples it was used (� � .80 and .82).
Job burnout was measured only in the entrepreneur sample using 6 items from the Maslach and Jackson (1981) scale, coded 1 � never to 5 � always. The Emotional Exhaustion dimension was measured by 3-items; sample items include I feel used up at the end of the workday, and I feel tired when I get up in the morning and have to face another day on the job. This scale had adequate reliability (� � .75). The Cynicism dimension (originally termed the depersonalization dimension) was measured by 3-items; sample items include I have become more cynical about whether my work contributes anything and I have become less interested in my work since I started this job. This scale also had adequate reliability (� � .71).
As with other Self-Determination Theory studies (e.g., Brown & Kasser, 2005), demographic variables were controlled for the following: Age (in years), and Education (1 � high school, 2 � technical college, 3 � university degree, 4 � postgraduate qual- ification). Owing to the diverse nature of the samples, and to improve comparisons between the diverse leader samples, we also controlled for industry sector, specifically Private Sector (1 � yes, 0 � no) and Firm Size (total number of employees).
Analytic Strategy
Hypotheses were tested using SEM in AMOS to assess the direct effects of mindfulness and the potential meditation effects of PsyCap for each study, following Hair, Black, Babin, and Ander- son (2010). In addition, we followed Cheung and Lau (2008) using bootstrapping to confirm the mediated effects.
Table 1 Sample Demographics
Details Sample 1 Sample 2 Sample 3 Sample 4
Focus Junior Managers Middle Managers Senior Managers/CEOs Entrepreneurs Number of organizations sampled 150 150 1,365 200 Distribution method Physically handed out Physically handed out Mail out Physically handed out Number of surveys distributed 400 400 1,365 200 Number of respondents (response rate) 202 (50.5%) 183 (45.8%) 205 (15.9%) 107 (53.5%) Number of respondents lost between survey 1 and 2 15 (3.8%) 18 (4.5%) 22 (1.6%) 5 (2.5%) Respondent demographics
Age (years) 33.3 (SD � 12.4) 41.9 (SD � 12.4) 51.3 (SD � 7.5) 43.2 (SD � 12.0) Males 52% 64% 92% 56% Married 55% 74% 96% 81% Hours worked 35.0 (SD � 12.0) 45.1 (SD � 13.0) 54.2 (SD � 8.2) 45.9 (SD � 14.4) Job tenure (years) 4.1 (SD � 5.0) 7.4 (SD � 7.6) 7.4 (SD � 7.5) 10.1 (SD � 9.7)
Education qualifications High school 35.4% 26.8% 13.6% 32.3% Technical college 19.6% 26.8% 10.6% 23.7% University degree 32.8% 34.5% 36.9% 33.3% Postgraduate 12.2% 11.9% 38.9% 10.8%
Sector Private 64.9% 64.0% 60.4% 83.5% Public 30.9% 27.4% 31.5% 16.5% Not-for-profit 4.1% 8.6% 8.1% 0.0%
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481MINDFULNESS, PSYCHOLOGICAL CAPITAL AND LEADER WELL-BEING
Results
Measurement Models
To confirm the separate dimensions of study variables, measures were tested by Structural Equation Modeling (SEM) using AMOS 20.0 for each study. While studies using SEM typically offer a number of goodness-of-fit indexes, Williams, Vandenberg, and Edwards (2009) suggested three goodness-of-fit indexes as supe- rior ways to assess model fit: (a) the comparative fit index (CFI � .95), (b) the root-mean-square error of approximation (RMSEA � .08), and (c) the standardized root mean residual (SRMR �.10). The hypothesized measurement model and alter- native models (1 � where mindfulness and PsyCap items were combined and 2 � where outcomes were combined) are shown in Table 2 for all studies.
Overall, the hypothesized measurement model fit the data best for all studies and this was confirmed with the alternative model being a significantly poorer fit (Hair et al., 2010) for each sample.
Tables 3 through 5 show that across all four samples, mindful- ness is significantly and negatively correlated with all the dysfunc- tional mental well-being variables (�.25 � r � �.37, all p � .01). PsyCap is also significantly negatively correlated with all the mental well-being variables (�.16 � r � �.36, all p � .01). In all four samples, the leaders’ PsyCap is positively correlated with their mindfulness (.15 � r � .40, all p � .05). Finally, within each sample, all mental well-being outcomes are significantly correlated (all p � .01) but not at levels of concept redundancy (i.e., r � .75; Morrow, 1983), thus providing preliminary evidence indicating they are convergent, but also discriminant, constructs.
Two structural models were tested to determine the most opti- mal model based on the data: (a) a direct effects only model with mindfulness predicting PsyCap and all mental health outcomes; and (b) a partial mediation model where mindfulness predicts PsyCap and then both predict all mental health outcomes. Analysis showed that of the four control variables, only age was significant, so for parsimony, models are presented with only age included. The structural models for all studies and the comparison between them are shown in Table 6.
Model comparison tests (Hair et al., 2010) showed that Model 2 (partial mediation model) is superior to Model 1 (direct effects) for all four studies. Aligned with the recommendations of Grace and Bollen (2005), unstandardized regression coefficients are pre- sented for all studies.
Table 7 shows that for all samples, mindfulness is significantly related to PsyCap for junior managers (� � .41, p � .01), middle managers (� � .17, p � .05), top managers (� � .69, p � .001), and entrepreneurs (� � .19, p � .05). The overall variance for PsyCap accounted for by age and mindfulness ranged from 4% to 22%. Toward sample 1 (junior managers), Table 7 shows that mindfulness is significantly and negatively related to anxiety (� � �.40, p � .01), and marginally significant for PsyCap (� � �.26, p � .1), and also for depression (marginally significant for mindfulness � � �.30, p � .1; and highly significant for PsyCap � � �.63, p � .001), and negative affect (mindfulness � � �.38, p � .05; PsyCap � � �.59, p � .01). The overall variance by age, mindfulness and PsyCap toward mental health outcomes of lower managers was 17% to 23%.
With regard to sample 2 (middle managers), Table 7 shows that mindfulness is significantly and negatively related to anxiety (� � �.57, p � .01), but PsyCap is not (� � �.24, p � .169). However, for the other outcomes both are related to depression (marginally for mindfulness � � �.28, p � .1; and significantly for PsyCap � � �.38, p � .05), and significantly for negative affect (mindfulness � � �.37, p � .01; PsyCap � � �.39, p � .01). The overall variance by age, mindfulness and PsyCap toward mental health outcomes of middle managers was 17% to 24%. For sample 3 (top managers), mindfulness and PsyCap are shown to be significantly and negatively related to anxiety (mindfulness � � �.58, p � .05; PsyCap � � �.39, p � .05) and depression (mindfulness � � �.52, p � .05; PsyCap � � �.44, p � .01). The overall variance accounted for the mental health model was 17% to 24% for top managers.
Finally, sample 4 (entrepreneurs) showed that mindfulness and PsyCap are both significantly and negatively related to emotional exhaustion (mindfulness � � �.52, p � .01; PsyCap � � �.49, p � .05) and cynicism (mindfulness � � �.54, p � .01; PsyCap � � �.48, p � .05). The overall variance accounted for the mental health model for entrepreneurs was 27% to 37%. Overall, these results provide strong support for Hypotheses 1 to 5.
Regarding mediating effects, Tables 2 through 4 show that PsyCap is significantly positively correlated with mindfulness and negatively with all the dysfunctional mental well-being outcomes. These results meet the requirements of steps one and two in mediation analysis (Baron & Kenny, 1986). Although the SEM analysis shows the mediation model is the best fit to the data, we also conducted bootstrapping in AMOS (at 1000 repetitions, Cheung & Lau, 2008) to provided additional support for mediation (95% bias-corrected confidence intervals). In study one, junior managers PsyCap significantly mediated the relationship between mindfulness and anxiety (LL � �0.38, UL � �0.01, p � .05), depression (LL � �0.48, UL � �0.19, p � .01), and negative affect (LL � �0.50, UL � �0.13, p � .01). In study two, middle managers PsyCap significantly mediated the relationship between mindfulness and depression (LL � �0.42, UL � �0.01, p � .05) and negative affect (LL � �0.45, UL � �0.02, p � .05) but not anxiety (LL � �0.28, UL � 0.05, not significant). In study three, top managers PsyCap significantly mediated the relationship be- tween mindfulness and anxiety (LL � �0.40, UL � �0.01, p � .05) and depression (LL � �0.46, UL � �0.06, p � .01). Finally, in study four, entrepreneurs PsyCap significantly mediated the relationship between mindfulness and cynicism (LL � �0.55, UL � �0.05, p � .05), but not emotional exhaustion (LL � �0.50, UL � 0.06, not significant). Overall, there is sufficient evidence to suggest PsyCap partially mediates the influ- ence of mindfulness toward the mental well-being outcomes, sup- porting Hypothesis 6.
Additional Analysis
We conducted further analysis on the data to better understand the characteristics of mindfulness and PsyCap. In particular, the characteristics of our samples allowed us to explore whether leadership position may play a role in the findings. The mean score for mindfulness is consistently high and well above the midpoint of 3.0 for all four samples: junior managers (M � 3.8), middle managers (M � 3.9), top managers (M � 4.2), and entrepreneurs
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482 ROCHE, HAAR, AND LUTHANS
T ab
le 2
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ul ts
of C
on fi
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or y
F ac
to r
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ly si
s fo
r A
ll St
ud y
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s
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di ce
s M
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di ff
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ce s
M od
el �
2 df
C FI
R M
SE A
SR M
R
� 2
df
p D
et ai
ls
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y 1
(J un
io r
M an
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s)
1 37
7. 1
28 8
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.0 4
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2 38
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.0 4
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3 .0
5 M
od el
1 to
2 3
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6 29
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01 M
od el
1 to
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St ud
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3 .0
01 M
od el
1 to
2 3
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9 29
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3 .0
5 .0
6 66
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.0 01
M od
el 1
to 3
M od
el 1:
H yp
ot he
si ze
d 5-
fa ct
or m
od el
: m
in df
ul ne
ss ,
Ps yC
ap (h
ig he
r or
de r
m od
el ),
an xi
et y,
de pr
es si
on ,
an d
ne ga
tiv e
af fe
ct .
M od
el 2:
A lte
rn at
iv e
4- fa
ct or
m od
el :
Ps yC
ap w
ith m
in df
ul ne
ss as
a fi
ft h
fa ct
or ,
an xi
et y,
de pr
es si
on ,
an d
ne ga
tiv e
af fe
ct .
M od
el 3:
A lte
rn at
iv e
4- fa
ct or
m od
el :
m in
df ul
ne ss
, Ps
yC ap
, an
xi et
y an
d de
pr es
si on
co m
bi ne
d, an
d ne
ga tiv
e af
fe ct
.
St ud
y 3
(S en
io r
M an
ag er
s)
1 33
7. 9
22 3
.9 6
.0 5
.0 7
2 34
5. 8
22 5
.9 3
.0 5
.0 8
7. 9
2 .0
5 M
od el
1 to
2 3
45 0.
8 22
6 .8
7 .0
7 .0
7 11
2. 9
3 .0
01 M
od el
1 to
3 M
od el
1: H
yp ot
he si
ze d
4- fa
ct or
m od
el :
m in
df ul
ne ss
, Ps
yC ap
(h ig
he r
or de
r m
od el
), an
xi et
y, an
d de
pr es
si on
. M
od el
2: A
lte rn
at iv
e 3-
fa ct
or m
od el
: Ps
yC ap
w ith
m in
df ul
ne ss
as a
fi ft
h fa
ct or
, an
xi et
y, an
d de
pr es
si on
. M
od el
3: A
lte rn
at iv
e 3-
fa ct
or m
od el
: m
in df
ul ne
ss ,
Ps yC
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an xi
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an d
de pr
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St ud
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(E nt
re pr
en eu
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1 26
2. 6
22 3
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.0 4
.0 7
2 29
0. 2
22 6
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27 .6
3 .0
01 M
od el
1 to
2 3
28 7.
1 22
6 .9
3 .0
5 .0
7 24
.5 3
.0 01
M od
el 1
to 3
M od
el 1:
H yp
ot he
si ze
d 4-
fa ct
or m
od el
: m
in df
ul ne
ss ,
Ps yC
ap (h
ig he
r or
de r
m od
el ),
em ot
io na
l ex
ha us
tio n,
an d
cy ni
ci sm
. M
od el
2: A
lte rn
at iv
e 3-
fa ct
or m
od el
: Ps
yC ap
w ith
m in
df ul
ne ss
as a
fi ft
h fa
ct or
, em
ot io
na l
ex ha
us tio
n, an
d cy
ni ci
sm .
M od
el 3:
A lte
rn at
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483MINDFULNESS, PSYCHOLOGICAL CAPITAL AND LEADER WELL-BEING
(M � 3.8). ANOVA confirmed a significant difference existed among the various samples, F � 16.680, p � .001, and post hoc analysis (LSD) shows that the top level managers have signifi- cantly higher levels of mindfulness compared to the lower level leaders (all p � .001). The only other significant difference was middle managers were significantly higher than junior managers (p � .05).
The mean score for PsyCap is also consistently high and well above the midpoint of 3.0: junior managers (M � 3.8), middle managers (M � 4.0), top managers (M � 4.2), and entrepreneurs (M � 3.9). Similar to mindfulness, ANOVA confirmed a signifi- cant difference existed for PsyCap among the samples, F � 33.122, p � .001, with post hoc analysis (LSD) indicating that top managers have significantly higher levels of PsyCap compared with all other leaders (all p � .001). Although junior managers and entrepreneurs were not significantly different from each other, the PsyCap of middle managers were significantly higher than both junior managers (p � .001) and entrepreneurs (p � .01). Overall, these findings indicate that leaders’ formal position relates to their mindfulness and PsyCap, with those leaders at the highest orga- nizational levels showing a greater degree of mindfulness and PsyCap than those in lower leadership positions and of entrepre- neurs.
Discussion
Leaders, while trying to be a source of positive energy and growth within an organization, are nevertheless realistically faced with complex, challenging, and pressure-packed situations. This
potentially toxic environment calls for organizations to develop a greater understanding of leaders’ psychological resources that can aid their positive well-being and help them fight off dysfunctional outcomes. This study, spread over a wide range of leaders and organizations, consistently found a strong negative relationship between their mindfulness and dysfunctional mental well-being outcomes.
The findings of this study attest to the positive impact that mindfulness seems to have in combating a number of dysfunc- tional outcomes affecting today’s leaders. Mindfulness not only had direct effects on the dysfunctions, but further analysis found that the leaders’ positive psychological capital served as a partial mediator between their mindfulness and these outcomes. Overall, the results indicate mindfulness and PsyCap may prove to be the type of psychological strengths leaders can draw from for their mental well-being in these trying times.
The present study also answers the call for the assessment of constructs at different levels of leadership (e.g., DeChurch et al., 2010). For example, most studies do not make a distinction be- tween the various levels of organizational leaders, and those that do tend to concentrate on either supervisors or CEOs, but middle managers are often excluded. By including three samples at vari- ous levels and types of organizations, and even extending this further to include entrepreneurs, we argue we have a wide range of leadership positions to test the effects of mindfulness and the mediating effect of PsyCap, thus contributing to generalization and external validity. The findings also demonstrate the beneficial role of mindfulness and PsyCap in combating dysfunctional psycho-
Table 4 Means, Standard Deviations, and Correlations for Senior Managers Sample
Variables M SD 1 2 3 4 5 6 7
1. Age 51.3 7.5 — 2. Education 3.0 1.0 �.01 — 3. Firm size 2.4 .56 .08 .18� — 4. Mindfulness 4.2 .46 .09 �.02 .02 — 5. Anxiety 2.1 .72 �.20�� .09 .06 �.32�� — 6. Depression 1.4 .60 �.08 .09 �.03 �.31�� .62�� — 7. Psychological capital 4.2 .39 .02 .06 .08 .39�� �.22�� �.29�� —
Note. Sample 3 (Senior Managers, n � 205). � p � .05. �� p � .01.
Table 3 Means, Standard Deviations, and Correlations for Junior and Middle Managers Samples
Sample 1 Sample 2
Variables M SD M SD 1 2 3 4 5 6 7 8
1. Age 33.3 12.4 41.7 12.4 — �.01 �.01 .46�� �.30�� �.28�� �.28�� .11 2. Education 2.2 1.1 2.3 1.0 .17� — .05 �.01 .08 .05 .10 �.02 3. Firm size 1.8 .93 1.4 .83 .17� .12 — .04 �.01 .01 .01 .03 4. Mindfulness 3.8 .72 3.9 .72 .33�� .14 .08 — �.36�� �.26�� �.33�� .16�
5. Anxiety 2.4 .77 2.3 .83 �.04 .13 �.03 �.30�� — .61�� .57�� �.17�
6. Depression 1.8 .88 1.6 .78 �.24�� .07 �.04 �.30�� .50�� — .60�� �.21��
7. Negative affect 1.8 .84 1.6 .75 �.09 .06 .02 �.28�� .51�� .68�� — �.27��
8. Psychological capital 3.8 .51 4.0 .50 .19�� .00 .02 .35�� �.24�� �.35�� �.32�� —
Note. Sample 1 (Junior Managers, n � 202) below and Sample 2 (Middle Managers, n � 183) above the diagonal line. � p � .05. �� p � .01.
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484 ROCHE, HAAR, AND LUTHANS
logical outcomes, again for all types of organizations and levels of leadership. The consistent finding that PsyCap negatively relates to these outcomes, as well as having a partial mediation effect, also supports the beneficial and unique role of mindfulness toward leaders’ well-being beyond the more established PsyCap construct. Finally, we extended the outcomes tested and found similar effects for entrepreneurs toward burnout (i.e., emotional exhaustion and cynicism). Given that burnout is widely recognized as a big prob- lem for entrepreneurs (Cogliser & Brigham, 2004; Jensen & Lu- thans, 2006), this finding has potential personal and economic benefits for start-ups and innovative businesses in a receding economy needing job creation.
The study findings reinforce previous research that mindfulness (Weinstein & Ryan, 2011) and PsyCap (Avey et al., 2009) is beneficial to employee stress reduction. Mindfulness implications for stress extend the implications beyond clinical research and applications. For example, clinical research has established that mindful individuals tend to be less susceptible to psychological distress and more likely to be psychologically well-adjusted (Brown et al., 2007). Our study’s findings contribute to a greater understanding of the benefits of mindfulness and extend it to
leaders’ well-being. This is central as leaders well-being infiltrates and impacts followers (i.e., the contagion effect, see Story et al., 2013).
Additional analysis also showed that leadership level was sig- nificant in mindfulness and PsyCap. For example, senior managers had significantly higher levels of both mindfulness and PsyCap compared with lower level leaders and entrepreneurs. Brown and Ryan (2003) found those who score high on the MAAS appear to value intellectual pursuits slightly more than lower scorers, sug- gesting higher levels of mindfulness may predict greater leadership and higher career pursuits. However, the conjecture surrounding such findings requires further research.
While researchers have long relied on traditional interventions such as meditation to enhance mindfulness, our study suggests, like PsyCap which has been proven to be open to development (see Luthans, Avey et al., 2010; Luthans, Avey, & Patera, 2008b), as indicated mindfulness may also be “state-like” and thus be open to development (Brown et al., 2007). For example, Davidson (2012) and Marianetti and Passmore (2010) have suggested specific guidelines focused on purposeful and authentic awareness and attention to stay in the moment, and Langer (1989) has long
Table 5 Means, Standard Deviations, and Correlations for Entrepreneurs Sample
Variables M SD 1 2 3 4 5 6 7
1. Age 43.2 11.8 — 2. Education 2.2 1.0 �.07 — 3. Firm size 1.3 1.1 �.16 .02 — 4. Mindfulness 3.8 .71 .24� .09 �.06 — 5. Emotional exhaustion 2.4 .81 �.32�� .06 .02 �.35�� — 6. Cynicism 1.9 .88 �.21� .04 .03 �.32�� .54�� — 7. Psychological capital 3.9 .53 .22� �.05 .19 .24�� �.24� �.25�� —
Note. Sample 4 (Entrepreneurs, n � 107). � p � .05. �� p � .01.
Table 6 Results of Structural Equation Models for All Studies
Model fit indices Model differences
Model �2 df CFI RMSEA SRMR �2 df p Details
Study 1 (Junior Managers)
1 411.2 312 .95 .04 .08 2 397.8 309 .96 .04 .06 13.4 3 .01 Model 2 to 1
Study 2 (Middle Managers)
1 401.0 312 .96 .04 .08 2 391.5 309 .96 .04 .06 9.5 3 .05 Model 2 to 1
Study 3 (Senior Managers)
1 362.1 244 .96 .05 .08 2 353.1 242 .97 .05 .07 9.0 2 .05 Model 2 to 1
Study 4 (Entrepreneurs)
1 296.6 244 .94 .05 .08 2 289.1 242 .95 .04 .07 7.5 2 .05 Model 2 to 1
Model 1: Direct effects model, controlling for age. Model 2: Partial mediation model, controlling for age.
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485MINDFULNESS, PSYCHOLOGICAL CAPITAL AND LEADER WELL-BEING
emphasized looking for something new in each moment to en- hance one’s mindfulness and avoid being mindless. Moreover, although the empirical data of the present study strongly supported a mediation effect from PsyCap on the mindfulness-mental health relationships, we also tested for PsyCap as a moderator on these relationships. However, no significant interaction effects were found, further confirming the mediation approach that PsyCap seems to play in mindfulness.
Overall, the study found mindfulness benefited leader well- being, and these findings also have implications for leader devel- opment. Moreover, the relationship between leadership position and both mindfulness and PsyCap provides a new contribution to the literature on mindfulness, PsyCap, and leadership.
Limitations, Future Research, and Implications for Practice
Limitations of the study mainly revolve around the self- reported nature of the data gathering. However, the study vari- ables tested depend upon self-reporting. Furthermore, although cross sectional in nature, there was a time lag between predic- tors and outcomes, which we noted can help to minimize the problem of common method variance (CMV) (see Podsakoff et al., 2003; Spector, 2006). Also an additional test for CMV was conducted; Harman’s one factor test was undertaken on each sample. The resulting factor analysis (unrotated) resulted in multiple factors for each sample (more than 10 each) and with each sample having the largest factor accounting for less than 24% of the variance. Given that a single dominant factor did not emerge in any of the four samples, this suggests that CMV was not an issue (Podsakoff & Organ, 1986).
Overall, the multiple samples and the variety of leaders exam- ined provide support for the findings. However, like other psycho- logical constructs, future research into mindfulness can benefit from a longitudinal study design to assess the role of mindfulness as leaders’ progress through their careers. This is especially im- portant given our findings on differences among leader positions, specifically top level managers. Moreover, because the reported
relationships are correlational, causal conclusions cannot be in- ferred. Future studies need longitudinal and experimental designs to determine whether mindfulness and PsyCap cause lower dys- functional outcomes and improved well-being or to better answer questions such as do more mindful and high PsyCap managers tend to become CEOs, or does being a CEO manifest in greater mindfulness and PsyCap.
Another area for future research would be to explore other employee groups besides managers, such as nurses and teachers, who experience similar stressful environments and, similar to organizational leaders, also have a dimension to their job that involves the support and care of others (Lavoie-Tremblay, Bronin, Lesage, & Bonneville-Roussey, 2010). For example, future re- search could examine mindfulness and PsyCap in related helping professions such as nursing, teaching, social services, and coun- seling. It would be interesting to test these wider occupational groups on the benefits of mindfulness and PsyCap as positive psychological resources. Do these positive resources support those in roles that have direct influence on others well-being and they themselves suffer from high rates of dysfunctional outcomes and burnout?
Future research could also beneficially explore the process and guidelines of mindfulness training interventions, for exam- ple, stress reduction programs or meditation. Such training and development should be brought into the workplace to determine their effectiveness and importance to organizational leadership. In this regard, we suggest further research in both dispositional- based mindfulness and intervention-based state-like mindful- ness, to enhance understanding of the role that mindfulness may play in developing positive leader well-being. The parallel can be seen with PsyCap, which we indicated is a recognized developmental construct proven to be enhanced through rela- tively short training interventions (Luthans, Avey et al., 2010) and has even been conducted online (Luthans et al., 2008b). This PsyCap training may provide a useful guide and avenue for researchers and practitioners to begin workplace mindfulness training interventions.
Table 7 Final Mediation Model Results for Mental Well-Being Outcomes (All Studies)
Study 1 (Junior Managers) Study 2 (Middle Managers)
Variables PsyCap Anxiety Depression Negative affect PsyCap Anxiety Depression Negative affect
Age —a .01 �.01 .00 —a �.01 �.01� �.01 Mindfulness .41��� �.40�� �.30† �.38� .17� �.57�� �.28† �.37��
PsyCap — �.26† �.63��� �.59�� — �.24 �.38� �.39��
Total R2 .22 .17 .23 .21 .04 .21 .17 .24
Study 3 (Top Managers) Study 4 (Entrepreneurs)
Variables PsyCap Anxiety Depression PsyCap Emotional exhaustion Cynicism
Age —a �.02�� �.00 —a �.01� �.01 Mindfulness .69��� �.58� �.52� .19� �.52�� �.54��
PsyCap — �.39� �.44�� — �.49� �.48�
Total R2 .15 .13 .15 .06 .27 .37
Note. Unstandardized regression coefficients, two-tailed. a Age was covaried with PsyCap so no regression weight scores. † p � .1. � p � .05. �� p � .01. ��� p � .001.
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486 ROCHE, HAAR, AND LUTHANS
Conclusion
Leaders at all levels of organizations need more ammunition than ever before to fight off the mounting pressures and threats they are facing in their day-to-day activities and career progress. The recent rediscovery of mindfulness has surfaced as a potential useful addition to leaders’ psychological defense mechanisms and make a positive, proactive contribution to their mental well-being. This study provides initial empirical support for the value of leaders’ mindfulness, and reaffirms the direct and mediating ef- fects of PsyCap, in combating and preventing the real and potential dysfunctional outcomes associated with leaders responding to the pressures coming from their present and future environment.
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Received November 5, 2012 Revision received April 29, 2014
Accepted May 13, 2014 �
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489MINDFULNESS, PSYCHOLOGICAL CAPITAL AND LEADER WELL-BEING
- The Role of Mindfulness and Psychological Capital on the Well-Being of Leaders
- Theoretical Foundation for Mindfulness
- Dysfunctional Outcomes and Derivation of Study Hypotheses
- Anxiety and Depression
- Negative Affect
- Emotional Exhaustion and Cynicism
- The Mediation Role of Psychological Capital
- Method
- Samples and Procedure
- Measures
- Analytic Strategy
- Results
- Measurement Models
- Additional Analysis
- Discussion
- Limitations, Future Research, and Implications for Practice
- Conclusion
- References
Mandatory Assignment Resources/Transformational Leadership - Emotional Intelligence.pdf
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Transformational Leadership : Emotional Intelligence
Molly Mathew and K. S. Gupta
« K M - i m 4 .W i i i & s i 'w J m W o l X
In this paper efforts are made to develop a conceptual framework ofthe relationshipbetween Transformational Leadership(TL) and Emotional Intelligence(EI). It is important to know more about this relationship, because a growing body of research indicates that transformational leaders are smart with their feelings and they drive the emotions of those they lead in the right direction. Transformational leadership style isrelationship centered and transformational leaders influence the team to do more than expected. People will follow a leader who inspires them. This research paper develops the relationship framework after an intensive literature search on TL and El. This framework is used in developing a measuring instrument and the relationship betweenTL and El is empirically examined among 300 leaders from different
industries.
Key Words : Emotional Intelligence, Emotions, Transformational Leadership, Leadership.
Molly Mathew Corporate Trainer PhD Scholar, Jain University, Bangalore Mobile: +91 9916777747 Email id: [email protected]
Organizations are made of people, processes and property. Current trend shows that company’s people are the differentiator. Today, businesses can find meaningful advantage by focussing on the relationships with people whether it be customers, employees or leaders.
It is generally accepted that leaders with strong analytical skills perform better than leaders without these skills. But sometimes very intelligent leaders fail. Often these failures are due to problems that arise while relating to team members or bosses or clients. In today’s business environment intellect alone won’t make great leaders.In a study, Joseph (1998) found that while IQ scores had no predictive value (correlation of .07 with performance), EQ scores predicted 27% of job performance.
Dr K. S. Gupta Director KSG Center for Learning and Development, Bangalore, Email: [email protected] Tel: 9818998047 Email: [email protected]
Leaders are beingjudged by their ability to handle themselves and the team. A leader with vision and passion can achieve great things by injecting enthusiasm and energy. Today leaders are expected to guide, motivate, inspire, listen, persuade, and create significance. Hence dealing with emotions is a crucial part of a leaders’ success.
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Great leadership requires excellence in many areas- strategy, execution, discipline, innovation, and analysis. However being smart with feelings has received the least attention and could be one o f biggest drivers to managing many relationship challenges that leaders face at work. In reality effective leaders work through emotions (Goleman et al., 2002).
The role o f emotional intelligence in forecasting effective leaders is an area o f research that is gaining energy and pop u larity in In d u stria l/O rg an iza tio n al psychology (Goleman, 1995,1998a,b, 2000; Sosikand Megerian, 1999; Miller, 1999; George, 2000; Barling etal., 2000; Watkin, 2000; Dulewicz, 2000; Palmer et al., 2001).
Transformational Leadership
Leadership is undergoing a fundamental transformation today. The transformationfrom a leader as a boss and critic to leader as a partner and coach. This transformed role requires certain skills because leadership is what you do with people, not to them.
Evidence from an array of studies has supported the positive effect o f Transformational Leadership (TL) on productivity, job satisfaction, stress, and commitment (Bass, 1985; Howell and Avolio, 1993; Bass and Avolio, 1994; Avolio and Yammarino, 2002; Dionne, Yammarino, Atwater and Spangler, 2004). Therefore, it can be assumed that the skills o f transformational leadership would encourage performance and innovation in this rapidly changing marketplace.
The four characteristics o f TL as identified by previous researchers (Bass, 1985,1990; Bennis and Nanus, 1985; Bass and Avolio, 1989; Podsakoffetal., 1996) are as follows :
a. Idealized influence where the leader is seen as a role model,
b. Inspiration m otivation w here the leader inspires motivation and team spirit,
c. Intellectual stimulation where the leader stimulates creativity and innovation, and
d. Individualized consideration where the leader mentors and supports each follower.
By giving meaning and purpose to the work they do, transformational leaders inspire and motivate followers to go beyond expectations (Shamir, 1991).
Transformational leaders use intellectual stimulation to challenge their followers’ customary ways o f doing things and encouraging innovative ways of working and solving problems (Bass andAvolio, 1994,1997).
Bass and Avolio (1997) suggested that transformational leaders attained greater levels o f success in the workplace, were promoted more often, produced better financial results, and were rated to be more effective by their employees than transactional leaders.
Transformational leaders stimulate and inspire followers to achieve extraordinary outcomes and also develop their own leadership capacity. Transformational leaders respond to individual followers’ needs by empowering them and by aligning the objectives and goals o f the followers, the leader, the group, and the organization (Bass and Riggio, 2008).
Emotional Intelligence
Salovey and Mayer (1990) argued in their first article that there is another kind o f intelligence called Emotional Intelligence that might help understand better who succeeds and who does not in business.
G olem an (1995) published his first book on El and popularized the concept to the whole world.Goleman (1995) described emotional intelligence in five domains: knowing one’s emotions, managing one’s emotions, motivating oneself by marshaling emotions, recognizing emotions in others, and managing emotions in others so as to handle relationships. Leaders who are self aware, who manage themselves, and associate with others are able to nurture a work climate where people feel great and do more and better work. In “working with emotional intelligence,” Goleman reported that 80-90% o f the competencies that differentiate top performers are in the domain o f EL The many pressures on leaders today make emotional intelligence particularly important.
Emotionally intelligent leaders are thought to perfonn better in the workplace (Goleman, 1998a,b), be happier and more dedicated to their organization (Abraham, 2000), take advantage o f emotions and use them to foresee major im provem ents in organizational functioning, improve decision m aking, solve problem s, in still a sense o f enthusiasm, excitement, trust and co-operation in other employees through interpersonal relationships (George, 2000).
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Emotional Intelligence (El) is about undersatnding and accepting emotions as assets as they convey something. When managed intelligently, leaders gain incredible value from emotions and develop real self-efficacy. Emotional Intelligence helps leaders make better decisions and gain the full commitment and energy o f those they lead (Freedman, 2007).
To show how El predicts performance, leaders in the Australian Tax office were studied by using their assessment tools, performance metrics and self-ratings.
Rosette (2005) found that cognitive ability predicted less than 2 % of the variation in performance and personality predicted nothing, while 25% of the performance variation was explained by El.
TL and El Relationship
A transformational Leader exhibits empathy, motivation, self- awareness, and self-confidence (Bums, 1978; Bass, 1985). Goleman (1995) described the above qualities to be subcomponents of emotional intelligence. Emotionally intelligent leaders use empathy to connect to the emotions of the people they lead. These leaders empathize and also express the emotions that the individual or group is experiencing. The team thus feels understood and cared for by the leader.
Charisma, a trait of a transformational leader, is a well developed social and emotional skill, (Riggio 1986, 1987, 1998). Emotional intelligence is botha core and necessary component of the personal charisma that is demonstrated by transformational leaders.
Transformational leaders use emotion to communicate their vision and to motivate followers (Conger and Kanungo, 1987, 1994, 1998; House et al., 1991; Kanungo and Mendonca, 1996).
Bass (1990) argued that transformational leaders meet the emotional needs of each employee and establish trust, which is a major component of transformational leadership style. Cooper (1997) proposed that trust is important characteristic of emotional intelligence. A trusting environment offers team members with a certain amount of emotional safety and provides the basis for coordinated effort.
Bass (1990b) described that transformational leaders use motivation to communicate high expectations to their
employees. Past researchers (Sosik and Megerian, 1999; Barling et ah, 2000) have proposed that internal motivation relate well to transformational subscales. Goleman (1995) argued that all effective leaders possess intrinsic or self- driven motivation. These leaders strive to achieve beyond expectations. Self Motivation, a component of El, is also a characteristic trait of transformational leaders.
Ashforth and Humphrey (1995) noted that transformational leadership appears to be dependent upon the evocation, framing and utilization of emotions. Leaders who are tuned into theirs and others emotions are better equipped to intervene in emotionally challenging situations through individualized support, empathy and role modeling.
Sosik and Mergerian (1999) suggested four points at which El and TL intersect:
(a) Adherence to professional standards of behavior and interaction, which they related to idealized influence or charisma,
(b) Self-Motivation, the ability to control and influence life events, which they related to the inspirational motivation,
(c) Intellectual stimulation: the leader must be able to stim ulate the intellectual and professional development of the followers. Building strong supportive member relationships and trust helps accomplish this. Bass (1990) established trust to be a m ajor com ponent o f transform ational leadership style. And Cooper (1997) proposed that trust is important characteristic of emotional intelligence, and
(d) Individual focus on others, which they related to, individualized attention.
Ashkanasy and Tse (2000) opined that transformational leaders are sensitive to needs of their followers, show empathy and are able to understand how others feel. A leader with high emotional management skills looks out for the needs of others over his or her personal needs.
Barling et al. (2000) concluded that emotional intelligence is positively related to three components of transformational leadership (idealized influence, inspirational motivation, and individualized consideration). They reported the highest correlations between emotional intelligence and inspirational
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motivation, indicating that the emotional intelligence dimension of understanding emotions is particularly important in leadership effectiveness. They suggested that em otional in telligence predisposes leaders to use transformational behaviors.
Palmer etal. (2001) observed several significant correlations between transform ational leadership and emotional intelligence. The ability to monitor and the ability to manage emotions in oneself and others significantly correlated with the inspirational m otivation and individualized consideration. Second, the ability to monitor emotions within oneself and others correlated significantly with the idealized influence.
The level of emotional intelligence of leaders governs their ability to manage the feeling and emotions of the teams and motivate them to meet its goals (Lutzo, 2005). Such leaders inspire their team through positive thoughts and clear vision.
Every leader has the ability to develop the emotional competencies of the team and become a resonant leader. Leaders with high emotional intelligence are self-aware and they understand them selves. They are hopeful, compassionate and mindful. Effective leaders are familiar with their people’s feelings and motivate them in a positive direction. This resonance comes naturally to emotionally intelligent leaders and this resonance boosts performance (Goleman et al., 2002).
Sixty-two CEOs and their top management teams were assessed on their energy, enthusiasm and determination levels. The study showed that the more positive the overall moods of people in the top management team, the more cooperative they were and the better the company’s business results (Goleman, Boyatzis and McKee,2002).
Accurately recognizing emotions in others is critical to the capacity of leaders to inspire and build relationships (Caruso et al.,2002).
A leader’s ability to stimulate, inspire and lead an individual is thought to be closely connected to the emotional intelligence of the leader (Riggio and Pirozzolo, 2002).
Sivanathan and Fekken (2002) found a significant correlation between El and TL among 12 university residence hall staff supervisors. Gardner and Stough’s (2002) study supported the existence o f a strong relationship between transform ational leadership and overall em otional
intelligence. The outcomes of leadership (extra effort, effectiveness and satisfaction) were all found to correlate significantly with the components of emotional intelligence as well as with total emotional intelligence. Each outcome of leadership correlated the strongest with the dimension of understanding of emotion external.
Empathetic response was found to be the most consistent antecedent of transformational leadership behaviors. This finding is consistent with the findings of Kellett et al. (2002) and Wolff et al. (2002) that empathy predicts leader emergence. This shows that leaders with empathy for colleagues are more likely to be transformational in their approach.
Transformational leaders get followers to envisage an attractive future and motivate them to be committed in reaching that future. Such leaders also develop team spirit by role modeling enthusiasm, high moral standards, integrity, optimism, and provide meaning and challenge to the work followers do, and in the process they enhance the self efficacy, meaning, confidence and self determination of followers (Avolio et al., 2004)
Rubin et al. (2005) attempted to study if the tendency to be more transformational can be predicted. They narrowed the investigation to two important individual differences namely emotional intelligence and personality traits. The results showed that emotional recognition, positive affectivity and agreeableness were positively linked to TL behavior. Within emotional intelligence, perceiving emotions is specifically important for TL behavior.
Downey et al. (2005) studied the relationship between leadership style, intuition, and emotional intelligence in female managers and found that managers displaying transformational leadership behaviors were more likely to display higher levels of El and intuition. Intuition correlated significantly with emotional recognition and expression, and emotions direct cognition.
Barbuto and Burbach (2006) explored the relationship between El and TL and found that El (including all components) shared positive relationships with each subscale of TL. Empathetic response shared significant positive relationships with transformational leadership. Leaders demonstrating empathy also exhibited greater degrees of intellectual stimulation and individualized consideration.
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From the above studies it is seen that the ability to manage one’s emotions and the emotions o f others is the best predictor o f transformational leadership behaviors. The area o f Transformational Leadership and Emotional Intelligence as a measure to improve workplace relationships and productivity, is the focus o f this paper.
In this paper an attempt is made to do study the relationship between TL and El and develop a framework connecting the two concepts.
♦ F rom al 1 of the research discussed in this literature review, we begin to see that there is emotional intelligence components in transformational leadership.
♦ Transformational leadership andEmotional Intelligence are based on relationships and are thus related to each other.
♦ The ability to manage emotions o f self and others, is the best predictor o f transformational leadership.
TL
• Creating A Shared Vision
• Inspiring To Go Beyond
• Integrity Demonstration
• Building Effective Relationships
The method used to study the relationship between TL and El
The follow ing section describes the m ethods used to measure TL and El and to empirically examine the relationship between them. TL and El were measured by having the respondents reply to a relatively simple questionnaire having 46 questions around the 4variables ofTL (Creating A Shared Vision, Inspiring To Go Beyond, Integrity Demonstration, Building Effective Relationships) and 5 variables o f El (Identify ing O ne’s Em otions, U nderstanding O th er’s Em otions, M anaging Em otions, Internal M otivation, Empathy). The 20 questions for Transformational leadership
♦ Empathy is seen as the most consistent antecedent o f transform ational leadership. A leader’s emotional expression does affect the team.
♦ Charism a, influence, intellectual stim ulation and individualized attention all intersect with Emotional Intelligence.
♦ Transformational leadership and Emotional Intelligence encourage innovative ways o f working and solving problems.
♦ Trust and supportive relationship with the leader is important. Trust is established to be a major component o f transformational leadership style. And trust is an important characteristic of emotional intelligence.
Emotional Intelligence and Transformational Leadership -A Conceptual Framework
Based on the above discussion, a conceptual framework relating Transformational Leadership with Emotional Intelligence is developed and shown below.
El
• Identifying O ne’s Emotions
• Understanding Others Emotions
• Managing Emotions
• Internal Motivation
• Empathy
were framed after looking into various leadership inventories and rewording them according to the current need. The 26 questions for El were adapted from the Six Seconds International Emotional Intelligence tool.
The Population Sample Studied: The sample used in the present study to em pirically examine the relationship between TL and El is 300. The results of the 300 participants, who completed the questionnaire, were examined. Based on the nature o f study, it was seen necessary to use correlation in analyzing the results. The results o f this study are presented below and the objective is to examine the extent to which TL and El are related.
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Table 1: Sample profile Count Percent
Gender Male 180 60.00% Female 120 40.00%
M arital status Single 98 32.70% Married 202 67.30%
Age 26-35 yrs. 169 56.30%
36-45 yrs. 97 32.30%
Above 45yrs 34 11.30%
Experience 6-15 yrs. 218 72.70%
16-25 yrs. 59 19.70%
Above 25yrs 23 7.70%
Education Diploma 2 0.70% Graduate 120 40.00%
Post graduate 167 55.70%
Other 11 3.70% Team size Below 10 team members 190 63.30%
11 -20 team members 46 15.30%
More than 20 team members
64 21.30%
This sample (n=300) included individuals from seven different industries such as Financial services, IT services, Educational Services, Health Services, Hospitality, NGO and Retail. The Sample comprised 60% male and 40% female.
Observations on the profiling: Although majority of the respondents are male at 60%, there is a very close percentage of women at 40%. Two thirds of the sample population are married. More than half the population falls between the age group of 26 to 35 years. Almost a third of the population is between 36 and 45 years of age. Almost three fourths of the population has an experience range of 6 to 15 years.
Post Graduates seem to dominate this category followed by the graduates. All of the population handles a team and majority handle a team of under 10 members. Major contribution of responses was from the financial and IT sectors. 59% of responses are from the senior level and 30% from the middle level.
There are clear high points in the demographic categories such as age, education, experience and designation levels that may positively affect the perception and understanding of the various variables discussed in the questionnaire.
Table 2: Mean and Standard Deviation of TLConstructs
Minimum Maximum Mean Std.
Deviation Inspiring to go beyond (IG) 1.2 5 3.95 0.83
Integrity Demonstration (ID) 1 5 3.83 0.97
Creating a shared Vision (CS) 1 5 3.84 0.92
Building Effective Relationships (BE)
1.33 5 3.96 0.77
Transformational leadership (TL) 1.13 5 3.9 0.82
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Graph
When observing the TL construct, the similarity in the range of values in the TL factors strengthen the validity of the data collected.
Table 3: Mean and Standard Deviation of El Constructs
Minimum Maximum Mean Std.
Deviation Identifying Emotions (IE) 1.5 5 3.87 0.63
Understanding emotions (UE)
2 5 3.85 0.61
Managing Emotions (ME) 1.57 5 3.73 0.65 Intrinsic Motivation (IM) 2 5 4.18 0.55 Empathy (EM) 1.4 5 4.08 0.55
Emotional Intelligence (El) 2.43 5 3.94 0.45
Graph
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The mean in each of the El categories is on the higher score range which shows clarity in the interpretation of the variables under study. The mean and standard deviation values for all the factors are in a close range of variation, which is a positive indication for the study. The similarities in the values go on to strengthen the attributes of the population. The variation in the values between each factor is low which shows the construct is good. Also while comparing the individual standard deviation values, they are not very deviant from their respective means. All this means that the study has good levels of accuracy.
A preliminary comparison of the two constructs (TL and El) shows similarity in the patterns formed by the Mean and Standard deviation values that could translate to prove the commonality in the attributes. It is to be observed that the standard deviation is slightly higher in the TL construct but that can be attributed to the transitional quality of the factors o f the two constructs. Leaders with high El exhibit transformational behaviors and this relationship exists because of the strong emotional relationship that is obvious between the leader and the follower in a transformational
leadership style (Goleman, 1995; Megerian and Sosik, 1996; and Cooper, 1997).
A similarity in the values is significant enough to show that a relationship exists between the two constructs.
The Mean and Standard Deviations of El and TL construct are similar but not the same. This could be because El may seem more controllable as it has to do with self primarily, as compared to Leadership where influencing others is critical.
Correlation Analysis Between TLand El
The next step is to examine the relationship between TL and El. The correlation coefficient is a number between -1 and 1 that indicates the strength of the linear relationship between two variables. The purpose is to measure the closeness of the linear relationship between TL and EL
The correlation between the 4 TL dimension scores and the 5 El dimension scores were compared in the sample studied (300 valid cases). The correlation between the total and individual dimension scores of TL and El indicated a relationship between the two constructs.
Table 4 Correlation matrix between TL and El
Inspiring to go
beyond Integrity
D em onstration
C reating a shared Vision
Building Effective
Relationships T ransform ational
leadership Identifying Em otions
.292“ .278" .268" .301" .302"
U nderstanding em otions
.219" .163" .153" .194" .192"
M anaging Em otions
.238“ .261" .233" .248" .261"
Intrinsic M otivation
.350" .279" .307" .320" .332"
Em pathy .247" .170" .181" .236" .219"
Em otional Intelligence
.355" .307" .302“ .344" .346"
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SCMS Journal of Indian Management, April - June 2015 83
Graph
0% 50% 100% 150% 200%
Identifying Emotions 29%
Understanding emotions 5E JL 6
Managing Emotions 24% * -
Intrinsic Motivation 35%
Empathy
Emotional Intelligence 36%
28% 27% 30 '
26% 23% 25 '
28% 31% 32%
lL7%a8%24%5E3
31% 30% 34%
■ Inspiring to go beyond
■ integrity Demonstration
■ Creating a shared Vision
Building Effective Relationships
■ Transformational leadership
The value of “r” according to the theoretical interpretation guidelines is not very high. However in some fields of study e.g. Social or Behavioral Sciences, a correlation of r=0.3 or r=0.4 may be called “strong” or even “very strong.” Hence the behavioral nature of this study provides a strong support to the values being low. Keeping the above interpretation in perspective, 0.35 is not weak. Higher values of El do tend to show higher values of TL, as all ‘r ’ values are positive which shows an influencing relationship exists.
The similarity in pattern is rather a highlight compared to the actual numerical value. However the above matrix contains all possible combination of correlation among the two constructs. It is given that there is an existent correlation, which is a positive outcome to the study.
Also, interpreting the numbers, understanding emotions contributes least in creating a shared vision. El contributes the most in inspiring to go beyond. Comparatively, El has a significantly high contribution to TL, which establishes the
core essence of the study. The significance is 100% in almost all cases except in three dimensions, again the lowest being 99.6%.
Row-wise Correlation Analysis
Here the row wise observations of the factorial influences are considered. It is observed that the range of the values fall under a very similar category. The variation range is a maximum of 7% when all the categories are considered. The factors are similar in values because all factors not only contribute individually to TL factors but also cumulatively to TL.
It is noteworthy to observe the cumulative influence. Cumulative consideration of the factorial influence throws more strength to the objective of the study. Cumulative influence can be considered here due to the similarity in the contributing factors. This similarity in the ranges goes a long way in understanding the objectives of this study.
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SCMS Journal o f Indian Management, April - June 2015 84
Table 5
Correlation Analysis IE with TL dimensions
In sp ir in g to go beyo nd
in te g r ity D e m o n s tra tio n
C rea tin g a sha red V is ion
B u ild in g E ffe c tive
R e la tion ships
T ra n s fo rm a t io n a l
le a d e rsh ip
Id e n tify in g E m otion s Pearson C o rre la tio n .2 9 2 *’ .2 7 8 ” .268** .301** .302**
Sig. (1 -ta ile d ) .000 .000 .000 .000 .000
1
0% 20% 40% 60% 80% 100% 120% 140%
■ I B " I D ■ CS " B E TL
160%
N =300
Identifying Emotions (IE) produces 27% to 30% effect on the various TL dimensions. The highest contribution of IE is towards Binding Effective Relationships and TL. The
cumulative contribution to TL (144%) is observed here which leads to an average contribution of 28.8% from each factor.
Table 6
Correlation Analysis UE with TL dimensions
In sp ir in g to go beyond
in te g r ity D e m o n s tra tio n
C rea ting a sha red V is ion
B u ild ing E ffective
R e la tion sh ips
T ra n s fo rm a t io n a l
le a de rsh ip
U n d e rs ta n d in g E m otions Pearson C o rre la tio n .2 1 9 * * .1 6 3 * * .1 5 3 * * .1 9 4 * * .1 9 2 * *
Sig. (1 -ta ile d ) .000 .002 .004 .000 .000
0% 10% 20% 30% 40% ■ IB " I D
50% 60% 70%
■ CS " B E TL
80% 90% 100%
N=300
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SCMS Journal o f Indian Management, April - June 2015 85
The range of Correlation of Understanding Emotions (UE) with TL dimensions is 15% to 22%. Highest contribution of understanding emotions is towardsTnspiring to go beyond.’
TL receives a high enough influence from this factor. The cumulative contribution to TL (91%) is observed here which leads to an average contribution of 18.2% from each factor.
Table 7
Correlation Analysis ME with TL dimensions .......... " 1 ..... ..............
P ea rso n C o rre la t io n
Sig. (1 - ta ile d )
In s p ir in g t o go b e y o n d
in te g r it y D e m o n s tra t io n
C re a tin g a s h a re d V is io n
B u ild in g E ffe c tiv e
R e la tio n s h ip s
T ra n s fo rm a t io n a l
le a d e rs h ip
.2 3 8 * * .2 6 1 * * .2 3 3 * * .2 4 8 * * r2 6 T * *
.0 0 0 .0 0 0 .00 0 .00 0 .0 0 0
■ I B ■ ID ■ CS ■ BE TL
140%
N = 3 0 0
The range of correlation of Managing Emotions (ME) with contribution to TL (124%) is observed here which leads to TL dim ensions is 23% to 26%. C learly Integrity an average contribution of 24.8% from each factor, demonstration and TL is the highest scorer. The cumulative
Table 8
Correlation Analysis IM with TL dimensions ■
D In s p ir in g t o go
b e y o n d in te g r ity
D e m o n s tra t io n C re a tin g a
s h a red V is io n
B u ild in g E ffe c tiv e
R e la tio n s h ip s
T ra n s fo rm a t io n a l
le a d e rs h ip
In tr in s ic M o t iv a tio n P earson C o rre la t io n .3 5 0 * * .2 7 9 * * .3 0 7 * * .3 2 0 * * .3 3 2 * *
Sig. (1 - ta ile d ) .000 .000 .000 .000 .000
35% 28% 31% 32% 33%
|
0% 20 % 40% 60% 80% 100% 120% 140% 160% 180% ■ IB » ID ■ CS ■ BE TL
N = 300
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SCMS Journal o f Indian Management, April - June 2015 86
Here the Correlation range of Intrinsic Motivation (IM) with TL dimensions is 28% to 35%. Highest being inspiring to go beyond and a very close second highest being TL. The
cumulative contribution to TL (159%) is observed here which leads to an average contribution of 31.8% from each factor.
Table 9
Correlation Analysis EM with TL dimensions....— — ■ ..■— ■ Insp ir in g to go
beyond in te g r ity
D e m o n s tra tio n C rea ting a
shared V is ion
B u ild ing Effective
R e la tionsh ips
T rans fo rm s t io n a l
leadersh ip
E m pathy Pearson C o rre la tion 3 4 7 * * .1 7 0 ** .1 8 1 * * .2 3 6 * * .2 1 9 **
Sig. (1 -ta iled ) .000 .002 .001 .000 .000
25% 17% 18% 24% 22%
0% 20% 40% 60% 80% 100% 120% ■ IB " I D ■ CS " B E TL
N=300
Correlation of Empathy (EM) with TL dimensions ranges from 17% to 25%. Inspiring to go beyond getting the most contribution and also the TL getting a significantly high
contribution. The cumulative contribution to TL (106%) is observed here which leads to an average contribution of 21.2% from each factor.
Table 10
Correlation Analysis El with TL dimensions
In s p ir in g t o g o b e y o n d
in te g r i ty D e m o n s t r a t io n
C r e a t in g a s h a re d V is io n
B u ild in g E ffe c tiv e
R e la t io n s h ip s
T r a n s fo r m a t io n a l
le a d e rs h ip
E m o t io n a l In te ll ig e n c ■ ■ P e a r s o n C o r r e la t io n 3 5 5 * * . 3 0 7 * * . 3 0 2 * * . 3 4 4 * * . 3 4 6 * *
H s i g . (1- t a i le d ) .0 0 0 .0 0 0 .0 0 0 .0 0 0 .0 0 0
36% 31% 30% 34% 35%
0% 20% 40% 60% 80% 100% 120% 140% 160% 180%
■ IB " I D ■ CS " B E TL
N = 3 0 0
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SCMS Journal of Indian Management, April - June 2015 87
The Correlation analysis of the two constructs TL and El is shown here. The range here is 30% to 36%,highest being inspiring to go beyond. TL stands second highest. The cumulative contribution to TL (166%) is observed here which leads to an average contribution of 33.2% from each factor.
Cumulative consideration o f the factorial influence considered here shows that the lowest contribution itself is above 90%, which is a good value in itself considering the factor being ‘Understanding Emotions.’Also it is to be noted that the average contribution derived from the cumulative influence is very close to the individual value of TL. This confirms the objective of the study. The cumulatively highest influential factor is El, which once again goes on to prove the objective of this study.
Conclusion
In this paper we see that Emotional Intelligence does play a role in Transformational Leadership. The major findings and their implications, importance and limitations are summarized below.
First, the results from the study show that transformational leadershipand emotional intelligence are related. This confirms earlier studies mentioned in review of literature (Goleman, 1995, 2002; Sosik and Mergerian, 1999; Ashkanasy and Tse, 2000; Barling et al., 2000; Palmer et al., 2000; Gardner and Stough, 2002; Barbuto and Burbach, 2006 etc.). This confluence of general findings confirms the relationship between the two constructs.
The ability to be aware of our and others emotions, manage them intelligently, be sufficiently self- motivated and empathetic contribute to a transformational leadership style.
The implications of these findings are that it is possible to create El roadmaps for guided intervention to enhance TL. Assessment could identify those specific El factors that need to be strengthened in order to influence a transformational leadership style. The construction and examination of such roadmap requires a great deal of collaborative research in this area. Hopefully, the findings presented in this paper will be applied in the workplace to increase a transformational leadership style.
Limitations of the present study
Although this study has generated interesting findings regarding the relationship between TL and El and has provided some suggestions for continued research for applying El in order to enhance transformational leadership
style, the findings need to be replicated on larger and diverse population samples. The overall goal is to help people become more emotionally intelligent and be more effective in the way they lead and to feel better about themselves. To help meet this challenge, future studies should use a wider variety o f instruments and methods to examine the relationship between TL and EI. If we use a variety of approaches to collect and evaluate data, we will be better able to learn more about these two important constructs, the relationship between them and how best to develop them.
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Mandatory Assignment Resources/Transformational Leadership in the Public Sector.pdf
JPART 20:75–89
Transformational Leadership in the Public Sector: Does Structure Matter?
Bradley E. Wright University of North Carolina at Charlotte
Sanjay K. Pandey University of Kansas
ABSTRACT
This study contributes to our understanding of leadership in public sector organizations by
investigating the effect of organizational structure on the transformational leadership practices
of municipal chief administrative officers. Using data from a national survey of senior
managers in local government, the findings of this study suggest a number of possible
explanations for why public sector organizations exhibit higher levels of transformational
leadership than what scholars traditionally expect. Our findings suggest that the structure of
these organizations may not be as bureaucratic as commonly believed and that some
bureaucratic characteristics had little, if any, adverse affect on the prevalence or practice of
transformational leadership behaviors. In particular, although organizational hierarchy and
inadequate lateral/upward communication were associated with lower transformational
leadership, no relationship was found between transformational leadership behaviors and
two types of organizational red tape. Contrary to expectations in the mainstream leadership
literature, however, the use of performance measurement by municipal organizations was
associated with a significant increase in reported transformational leadership behaviors.
Although the importance of leadership has been widely recognized in the public management
literature (Fernandez 2005; Hennessey 1998;Moynihan and Ingraham 2004; Van Slyke and
Alexander 2006; VanWart 2005), at least one review of this literature has urged the field to
adopt and empirically test more contemporary theoretical models from the mainstream
leadership literature (Van Wart 2003). Despite the limited attention public management
scholars have given such theories, one of the most popular mainstream leadership theories
has been frequently used to make strong and often pessimistic claims regarding the poten-
tial value of leadership in public organizations. In particular, transformational leaders are
expected to be both less common and less effective in public sector organizations than
An earlier version of this article was presented at the 68th Annual Meeting of the Academy of Management (2008) in
Anaheim, CA. We thank three anonymous reviewers for the journal for making valuable suggestions. Data analyzed
in this article were collected under the auspices of the NASP-IV, a project supported in part by the Institute for Policy
and Social Research and the Department of Public Administration at the University of Kansas. Naturally, this support
does not necessarily imply an endorsement of analyses and opinions reported in the article. Address correspondence
to the author at [email protected].
doi:10.1093/jopart/mup003 Advance Access publication on April 30, 2009 ª The Author 2009. Published by Oxford University Press on behalf of the Journal of Public Administration Research and Theory, Inc. All rights reserved. For permissions, please e-mail: [email protected]
private sector organizations because the former are thought to rely more on bureaucratic
control mechanisms (Bass and Riggio 2006; Howell 1997; Pawar and Eastman 1997;
Shamir and Howell 1999) that provide institutional substitutes for leadership (Lowe, Galen
Kroeck, and Sivasubramaniam 1996). Contrary to these expectations, however, meta-
analyses have consistently found that transformational leadership behavior is at least as
common and effective in public organizations (Dumdum, Lowe, and Avolio 2002; Lowe,
Galen Kroeck, and Sivasubramaniam 1996).
There are a number of potential explanations for this discrepancy between mainstream
leadership theoretical expectations and empirical observation. Perhaps the most obvious
explanation is that government organizations are generally not as bureaucratic as main-
stream leadership theorists assume. Several recent studies suggest that, on average,
government organizations exhibit only moderate levels of bureaucratic control mechanisms
such as centralization, formalization, and routinization (Boyne 2002; Pandey and Wright
2006; Wright 2004). That said, empirical research investigating public and private sector
differences suggests that public sector organizations are often more bureaucratic in terms of
formalization in some areas, most notably in purchasing and human resource management
(Boyne 2002; Pandey and Scott 2002; Rainey and Bozeman 2000). Even so, it remains
uncertain as to whether such differences adversely affect leadership practices. Thus, a sec-
ond explanation for the discrepancy between theory and observation may be that the
reliance on bureaucratic control mechanisms does not adversely affect either the prevalence
or effectiveness of transformational leadership.
In fact, regardless of whether the common stereotype of bureaucratic government
organizations is correct, it is important to test whether bureaucratic characteristics inhibit
transformational leadership in the public sector because public organizations vary on the
degree to which they use such mechanisms. Given the potential impact of these relation-
ships, surprisingly little research has investigated the organizational and contextual influ-
ences on the emergence and effectiveness of transformational leadership. This study will
address this need by testing the degree to which the characteristics of public sector organ-
izations hinder the emergence of transformational leadership.
LITERATURE REVIEW
Transformational Leadership
First conceptualized by a political scientist (Burns 1978), transformational leadership has
become one of the most prominent theories of organizational behavior. In contrast to lead-
ership based on individual gain and the exchange of rewards for effort, transformational
leaders motivate behavior by changing their followers’ attitudes and assumptions. To direct
and inspire individual effort, these leaders transform their followers by raising their aware-
ness of the importance of organizational outcomes thereby activating their higher order
needs and inducing them to transcend their own self-interest for the sake of the organiza-
tion. Although such leadership was originally expected to be distinct from, and more ef-
fective than, reward or transaction-based leadership, empirical findings have consistently
suggested that successful leaders augment their use of beneficial transactional behaviors
with more transformational ones (Bass and Riggio 2006).
Leading by transforming followers and their commitment to the organizational mission
requires a number of conditions to bemet. First, leadersmust inspirationallymotivate employ-
eesbyclearlyarticulatinganappealingvisionof theorganization’smissionandfuture.Creating
76 Journal of Public Administration Research and Theory
a vision, however, is not enough. Transformational leaders must also encourage and facilitate
their followers to work toward that vision. Thus a second, but closely related, condition is
that the leader becomes a source of idealized influence, functioning as a rolemodel (modeling
behaviors consistent with the stated vision) and building employee confidence and pride in the
organization. Similarly, a third condition is that they must help followers achieve the
mission by intellectually stimulating them to challenge old assumptions about organizational
problems and practices. In using these three factors—inspirational motivation, idealized
influence, and intellectual stimulation—transformational leaders essentially direct, inspire,
and empower their employees.1 Research has not only validated the existence of trans-
formational leadership but also has consistently linked the practice of these transformational
leadership behaviors with employee performance and satisfaction (Bass and Riggio
2006), even in government (Dumdum, Lowe, and Avolio 2002; Lowe, Galen Kroeck, and
Sivasubramaniam 1996; Trottier, Van Wart, and Wang 2008; Wofford, Lee Whittington,
and Goodwin 2001) and nonprofit (Egri and Herman 2000) organizations.
It should be noted that this emphasis onmissionmaymake transformational leadership
particularly useful in public and nonprofit organizations given the service and community-
oriented nature of their missions. Consistent with transformational leadership’s emphasis
on the motivating potential of organization mission, a key tenet of the literature on public
employee motivation (Perry and Porter 1982; Perry and Wise 1990; Rainey and Steinbauer
1999; Weiss 1996; Wright 2007) is that ‘‘the more engaging, attractive and worthwhile the
mission is to people, the more the agency will be able to attract support from those people,
to attract some of them to join the agency, and to motivate them to perform well in the
agency’’ (Rainey and Steinbauer 1999, 16). Even with this convergent emphasis on mis-
sion, there is a growing recognition that more work is needed to build a better understanding
of how organizational conditions may encourage or discourage such practices (Moynihan
and Pandey 2007; Paarlberg and Perry 2007).
Organizational Structure Influences on Transformational Leadership
Although a considerable amount of empirical research has investigated the prevalence and con-
sequences of transformational leadership (Dumdum, Lowe, and Avolio 2002; Lowe, Galen
Kroeck, andSivasubramaniam1996), very little has focused on its antecedents. In particular,
very little is knownabout the organizational conditions thatmay facilitate or hinder the emer-
gence or effectiveness of transformational leadership behaviors. Nonetheless, scholars have
used the underlying theory to suggest a number of potential relationships between the orga-
nizational structure (or context) and transformational leadership (Bass and Riggio 2006;
Howell1997;PawarandEastman1997;RaineyandWatson1996;Shamir,House,andArthur
1993; Shamir and Howell 1999). One common theme among these theories is that transfor-
mational leadership requires employees (both leaders and followers) to have a certain degree
of flexibility in how they define and perform theirwork. The increased control and associated
feelings of responsibility in their work facilitates both the ability of employees to be intrin-
sically motivated by their work as well as the development of the confidence necessary to
achieve it (Conger and Kanungo 1988; Thomas and Velthouse 1990).
1 Although the most common conceptualization of transformational leadership included diagnosing and evaluating
the needs of each follower as a fourth dimension (individualized consideration), we follow the approach of some recent
work that has reclassified this aspect of leadership as more transactional than transformational (Avolio, Bass, and Jung
1999; Trottier, Van Wart, and Wang 2008).
Wright and Pandey Transformational Leadership in the Public Sector 77
If flexibility and discretion is necessary for transformational leadership, then it is not
surprising that so many scholars suggest that the elaborate control systems associated with
mechanistic or bureaucratic organizations should hinder both its emergence and effective-
ness (Bass and Riggio 2006; Howell 1997; Pawar and Eastman 1997; Rainey and Watson
1996; Shamir, House, and Arthur 1993; Shamir and Howell 1999). By definition, this form
of organization is meant to emphasize leadership through rational-legal, as opposed to char-
ismatic, means (Weber 1948). The desire for stability, predictability, and equity in bureau-
cratic organizations results in a reliance on structural mechanisms to limit individual
discretion and promote uniformity in how employees interpret and respond to work situa-
tions or tasks. Structural characteristics associated with such strong situations include hi-
erarchical distribution of authority, stringent formalization through rules and regulations,
and a reliance on downward (and limited upward and/or lateral) communication (Howell
1997; Shamir and Howell 1999). Such structural characteristics hinder both the need and
potential for transformational leadership. First, they reduce the need for leadership by
using organizational design features to provide sufficient cues to guide employee behavior
(Shamir and Howell 1999). Second, they also reduce the potential to exercise leadership by
restricting the leader’s ability to act in novel ways or provide an appealing vision by
reinterpreting organizational objectives in ways that are more congruent with employee
values (Bass and Riggio 2006; Howell 1997; Shamir and Howell 1999). Consistent with
this expectation, high levels of centralization and formalization have been found to alienate
employees from their work by inhibiting the expression of individual differences, motives,
and attitudes (Aiken and Hage 1966; DeHart-Davis and Pandey 2005).
Although the structural characteristics of bureaucratic organizations are commonly
expected to impede transformational leadership, very few studies have empirically tested
this assumption. Recent studies of firefighters in the United States and public sector
employees in Australia have, however, found that formalization and centralization
decreases the likelihood that organizational leaders will exhibit transformational leadership
behavior (Rafferty and Griffin 2004; Sarros et al. 2002). Although there is limited support
for the adverse effects of centralization and formalization on transformational leadership,
the effects of other bureaucratic structural characteristics such as weak lateral/upward com-
munication are largely unanalyzed. In an attempt to better understand these relationships,
we propose to test the following hypotheses:
H1 The more hierarchical an organization’s authority structure, the lower the reported
practice of transformational leadership behaviors.
H2 The weaker the lateral/upward communication in an organization, the lower the
reported practice of transformational leadership behaviors.
H3a,b The greater organizational formalization (measured as [3a] procurement red tape
and [3b] human resource red tape), the lower the reported practice of
transformational leadership behaviors.
In addition to these more traditional bureaucratic mechanisms, other characteristics
associated with public sector organizations may also influence the emergence and ef-
fectiveness of transformational leadership. In particular, it has been recently suggested
that the limited use of performance measurement and lack of managerial discretion
needed to link rewards to performance are key issues that require greater attention when
trying to understand leadership in public organizations (Van Slyke and Alexander 2006).
78 Journal of Public Administration Research and Theory
Public sector organizations are, for example, typically viewed as having ambiguous and
hard-to-measure performance goals as well as weak relationships between extrinsic re-
wards and employee performance (Wright 2001). Although these expectations have not
been sufficiently tested, existing research is mixed. Although sector-based differences in
organizational goal complexity or ambiguity have not been consistently found (Boyne
2002; Rainey andBozeman 2000), a few studies have shown that public sector organizations
have a weaker relationship between extrinsic rewards and performance (Porter and Lawler
1968; Rainey 1983). Nevertheless, both of these conditions are not only expected to vary
across public organizationsbut also support theuse of transformational leadershipbehaviors.
The use of performance measurement and rewards are often intertwined. If perfor-
mance is not easily measured, it is difficult to establish clear reward contingencies that
allow managers to link extrinsic rewards with performance. The resulting lack of clear
goal-reward contingencies can encourage leaders to rely more on person (rather than po-
sition) powers which serve as the foundation of transformational leadership. Thus, several
scholars have suggested that organizations are less conducive to transformational leader-
ship when they have clear and specific goals that allow objective or highly consensual ways
of measuring performance (Howell 1997; Shamir and Howell 1999). Instead, it is expected
that greater ambiguity in the criteria for evaluating the organization’s performance can
support transformational leadership by providing leaders with greater latitude to define
organizational expectations and vision in ways that best inspire their employees (Shamir
and Howell 1999). Admittedly, the relationship between organizational performance man-
agement and leadership might depend on whether the organization views performance
management as just a reporting requirement to fulfill or a learning opportunity to question
existing practices and convince others of the legitimacy of certain outcomes (Moynihan
2005a). Even if an organization’s leadership takes the former view, ‘‘the continued exis-
tence of financial and personnel control systems that emphasize compliance and error
avoidance’’ effectively limits their discretion and undermines their ability to use perfor-
mance measures in this way (Moynihan 2006, 84). Consistent with these expectations (and
in partial contradiction with Hypothesis 3b above), we hypothesize:
H4 The more an organization’s structure impedes the establishment of extrinsic
reward-performance contingencies (here measured as human resource red tape),
the higher the reported practice of transformational leadership behaviors.
H5 The use of organizational performance measures will decrease the reported
transformational leadership behaviors.
METHODS AND ANALYSES
Data Collection
The data for this study were collected in Phase 4 of the National Administrative Studies
Project (NASP-IV). NASP-IV is a multimethod study, a key part of which is a survey ad-
ministered to a nationwide sample. The theoretical population of interest for NASP-IV was
comprised of senior managers (both general and functional) in U.S. local government
jurisdictions with populations over 50,000. The general managers included the city
manager and assistant/deputy city managers. Functional managers included in the study
headed key departments, namely Finance/Budgeting, Public Works, Personnel/HR,
Economic Development, Parks and Recreation, Planning, and Community Development.
Wright and Pandey Transformational Leadership in the Public Sector 79
The sample design and construction for the NASP-IV study were aided by the Inter-
national City/County Management Association (ICMA). ICMA is widely regarded as the
authoritative source of information about U.S local government jurisdictions and profes-
sionals serving in these jurisdictions. Based on the study criteria, ICMA compiled a list with
contact details of potential respondents (ICMA was not able to provide e-mail addresses
because of its policy not to share e-mail addresses). Beginning with the initial list provided
by ICMA, the NASP-IV team used publicly available information to gather basic infor-
mation about each jurisdiction’s chief administrative officer (tenure and gender).
These efforts resulted in 3,316 individuals in the study sample. Each respondent in the
study sample received an initial letter through U.S. mail which introduced the study
and provided details on how to participate in the study. Each potential respondent was
directed to the study Web site and provided a secure study participation code. After
the initial letter via U.S. mail, multiple methods were used in follow-up efforts to contact
the respondents—e-mail, fax, and phone calls. When the study concluded 1,538 of the
3,316 had responded, for a response rate of 46.4%. As our focus was on the leadership
behavior exhibited by the chief administrative officer, we did not want to rely on
self-reports of transformational leadership by chief administrative officers themselves.
Therefore, the responses of city managers were excluded which reduced the number of
observations to the 1,322 responses from functional and deputy/assistant managers.
Of these 1,322 respondents, 16.7% were general managers (deputy or assistant) and
the rest managed specific city departments and/or functions. This distribution of functional
specialization of respondents closely matched the distribution of functional specializations
in the sample. The mean age was 50 with an interquartile range of 9 (25th percentile being
46 and 75th percentile being 57). As expected, a sizable majority were male (68.1%), white
(85.4%), highly educated (more than 60% with graduate degrees), and well compensated
(64% with salaries over $100,000).
Because we want to test the effect of organizational structure and context on trans-
formational leadership, we aggregate responses by organization. At least one response was
received from 489 of the 529 local governments in the sampling frame. In order to reduce
potential bias associated with the perspective of any single respondent, the study sample
was reduced to the 205 local governments for which at least three responses (excluding
responses from the chief administrative officer) were received and a chief administrative
officer was identifiable.2 Table 1 provides basic demographic information about the chief
administrative officers (gender and position tenure) and local government (number of em-
ployees and population) for both the study sample and the sampling frame. No significant
difference (p. .05) was found between these two groups, suggesting that the study sample may be representative of the overall sampling frame.
Wherever possible, the study variables were measured using multiple item measures
that have been tested and validated in earlier studies (see the Appendix for specific wording
and sources). In an effort to minimize survey length and maximize survey response, trans-
formational leadership was measured using a small set of items selected specifically for this
study. Items were selected from four socialized charismatic leadership subscales (vision,
role modeling, inspirational communication, and intellectual stimulation) developed by
House (1998) that depict the three transformational dimensions (inspirational motivation,
2 This latter criterion resulted in the exclusion of many cities with mayor-council form of government.
80 Journal of Public Administration Research and Theory
idealized influence, and intellectual stimulation) previously described.3 One itemwas taken
from each of three subscales (Intellectual stimulation, role modeling, and inspirational
communication), whereas two items were selected from the vision scale because of the
underlying importance transformational leadership places on organizational goals and vi-
sion. Although this five-itemmeasure represents items from four different subscales (House
1998) that reflect the three dimensions of transformational leadership, a factor analysis of
these items extracted only one factor that explained nearly 76% of their variance and is
consistent with previous findings that suggest that the transformational dimensions may
be best characterized as a single factor (Avolio, Bass, and Jung 1999).
Consistent with previous studies analyzing subordinate reports of transformational
leadership behaviors, the variables in this study were created by averaging responses from
each organization (Bommer, Rubin, and Baldwin 2004; Judge and Bono 2000). To help
control for the effects of chief administrative officer characteristics on leadership behavior,
the gender and tenure of the chief administrator were included in the model. In addition, we
attempted to isolate the effects of hierarchy from that of organizational size by controlling
the number of employees working for city government.
RESULTS
Table 2 provides theunivariateandbivariatestatisticsof thestudymeasures.Allmultiple items
measures achieved an acceptable level of reliability (ranging from 0.78 to 0.92) with the ex-
ception of themeasures of lateral/upward communication and performancemeasurement. Es-
timates of internal reliability for these two measures were not analyzed and reported because
they represent a formative (rather than reflective) measure where each scale item represents
a different type of communication or performance measurement and, therefore, can make
a unique contribution to the construct’s measurement (Law and Wong 1999; Law, Wong,
Table 1 Chief Administrative Officer and Organization Characteristics for Local Governments in the Target Population
Study Sample Nonstudy Sample
Chief Administrative Officer
Gender
Male (%) 87.3 88.7
Female (%) 12.7 11.3
Position tenure
Mean 6.58 7.49
SD 6.44 6.72
Local governments
Number of employees
Mean 1,133 1,120
SD 1,510 3,245
Population (2000 census)
Mean 143,568 150,060
SD 176,039 292,209
3 Although transformational and charismatic leadership are often discussed as separate theories in the literature,
conceptual and empirical evidence suggests a considerable degree of overlap that exists between these theories and
their measures (Avolio, Bass, and Jung 1999; Hunt 1999; Yukl 1999).
Wright and Pandey Transformational Leadership in the Public Sector 81
Table 2 Measure Means, SDs, Correlations, and Reliability (n 5 205)
Mean SD Range 1 2 3 4 5 6 7 8 9
1 Transformational leadership 20.12 3.03 5–25 (0.92)
2 Hierarchical authority structure 4.70 1.39 0–10 20.37* na 3 Weak lateral/upward communication 4.55 0.90 2–10 20.39* 0.26* na 4 Procurement red tape 8.39 2.10 3–15 –0.16* 0.17* 0.18* (0.90)
5 Human resource red tape 12.87 2.44 4–20 20.11 0.13 0.17* 0.42* (0.78) 6 Performance measurement use 10.76 2.49 3–18 0.45* 20.07 20.22* 20.13 20.17* na 7 Gender na na na 20.04 0.12 0.04 0.09 0.02 0.03 na 8 Chief Administrative Officer tenure 6.58 6.44 na 0.24* 20.19* 20.12 20.11 20.08 0.11 20.08 na 9 Organization size (employees) 1,133 1,510 na 0.04 0.22* 0.04 0.13 0.01 0.23* 0.23* 20.04 na
Note: na, not applicable.
8 2
and Mobley 1998). The bivariate correlations provided in table 3 suggest that the measures
are distinct and yet related (in expected ways). Although just under half of the correlations
(16 of 36) were statistically significant (p , .05), the absolute value median correlation among the measures was low (0.13) and the largest bivariate correlation was only 0.45, sug-
gesting that no measure shared more than one-fifth of its variance with any other measure.
A review of themeans and standard deviations suggests a number of interesting patterns.
First, although there is considerable variation across the measures, respondents do not gen-
erally describe their local government organizations as highly bureaucratic. The average
scores on the extent of hierarchy, lateral/upward communication inadequacies, and the for-
malization of procurement practices were below the scale midpoint. A similar pattern is seen
when looking at performance measurement as respondents describe their organizations as
using amoderate level of performancemeasures. That said, chief administrative officers were
generally described by their immediate subordinates as exhibiting a relatively high level of
transformational leadership behaviors with the average score well above the scale midpoint.
In order to test the study hypotheses, transformational leadership was regressed onto
the six independent variables while controlling for several characteristics of the chief ad-
ministrative officer (tenure and gender) and organization size (measured as the number of
employees). The results of the ordinary least squares multivariate regression analysis (table
3) indicate that, together with the controls, these five hypothesized antecedents explained
just over one-third of the variation in the use of transformational leadership behaviors by
city chief executive officers (adjacent R2 5 .36). Nonetheless, the findings regarding the effect of bureaucratic structure on transformational leadership behaviors were mixed. Of
the first three hypotheses, only Hypotheses 1 and 2 were supported; hierarchical organi-
zation structure and weak lateral/upward communication were found to be negatively as-
sociated with transformational leadership behaviors (p, .05). Hypotheses 3a and 3b were not supported, however, as greater formalization (operationalized as either procurement or
human resource red tape) was not found to have a significant effect on the extent to which
chief administrative officers were reported to embody transformational leadership behav-
iors (p . .05). Also unsupported was Hypothesis 4 which tested an alternative theoretical
Table 3 Regression Analysis Results Predicting Transformational Leadership
b SE b b Significance
Structural characteristics
Hierarchical authority structure 20.58 0.13 20.26 0.00 Weak lateral/upward communication 20.77 0.20 20.23 0.00 Procurement red tape 20.06 0.09 20.04 0.50 Human resource red tape 0.07 0.08 0.06 0.36
Performance measurement use 0.45 0.07 0.37 0.00
Chief Administrative Officer characteristics
Female 20.03 0.52 0.00 0.95 Position tenure 0.06 0.03 0.13 0.03
Organizational characteristics
Number of employees (00s) 0.01 0.01 0.03 0.63
Constant 11.37 2.18 0.00
R2 5 .39 Adjusted R2 5 0.36 F(8, 196) 5 15.38
Wright and Pandey Transformational Leadership in the Public Sector 83
expectation for the relationship between managerial discretion in human resource decisions
and their leadership; that the lack of extrinsic reward-performance contingencies would
require leaders to rely more on transformational practices to motivate and direct their em-
ployees. Overall, however, this study could not support either relationship as the presence
of human resource red tape neither decreased (Hypothesis 3b) nor increased (Hypothesis 4)
transformational leadership. Finally, in direct contradiction with Hypothesis 5, the use of
organizational performance measurement was found to increase (not reduce) the degree to
which municipal chief administrative officers were reported to exhibit transformational
leadership behaviors (p , .05). One limitation of this study is its use of cross-sectional data to test claims of causality.
As a consequence, the causality direction may be reversed. Transformational leadership
may be the cause (rather than the product) of an organization’s lower use of hierarchy
or greater use of lateral/upward communication and performance measurement. In attempt
to strengthen confidence in the causal direction tested here, the model was also estimated
for only jurisdictions where the chief administrative officers had less than 2 years of tenure.
Such new leaders are less likely to have sufficient time and resources to change or establish
these characteristics of their organization. Although the resulting sample size was small
enough to substantially reduce the statistical power of the tests (n 5 42), the results were similar to that found with the full sample. Transformational leadership behavior was still
associated with greater use of lateral/upward communication and organizational perfor-
mance measures (p , .05) although no longer affected by organizational hierarchy. To- gether, these two factors explained nearly one-quarter (adjacent R25 .24) of the variance in reported transformational leadership behaviors.
Conclusion
This study contributes to our understanding of public sector organizations and leadership by
looking at the relationship between transformational leadership practices and organizational
characteristics. In particular, this study not only supports previous findings regarding the
prevalence of transformational leadership practice in public organization but also suggests
a number of possible explanations for why public sector organizations exhibit higher levels
of transformational leadership than the mainstream management literature seems to expect.
First, although transformational leadership behaviors are expected to be hindered by
the bureaucratic structure of public sector organizations, our study of local governments
contributes to a growing set of empirical findings that suggest public organizations are not
always highly bureaucratic (Pandey and Wright 2006; Wright 2004). Although consider-
able variation exists in the degree to which public organizations exhibit strong situational
characteristics, on average, such organizations were only found to be characterized bymod-
erate degrees of hierarchical distribution of authority, formalization or red tape, organiza-
tion performance measures, and reliance on downward (and limited upward or lateral)
communication (table 2). Although this study only includes local government organiza-
tions, which may be less bureaucratic and more innovative by nature, previous studies have
found that other types of public organizations often do not fit the common bureaucratic
stereotype (Boyne 2002; Pandey and Wright 2006; Wright 2004). Even so, future studies
should attempt to validate these findings in other types of government organizations.
A second set of findings concern the relationships between these organizational
characteristics and transformational leadership. Here the findings were more inconsistent.
84 Journal of Public Administration Research and Theory
Although some bureaucratic characteristics seem to reduce the practice of transformational
leadership behaviors, others do not. In particular, although the greater reliance on hierarchical
authority and weaker lateral/upward communication were both associated with a lower preva-
lence of transformational leadership behaviors, the presence of human resource or procurement
red tape seemed to have no effect. Together, these findings partially support transformational
leadership’s need for flexibility while simultaneously suggesting that the type or level of
flexibility required may be more within the purview of leaders of public sector organizations.
For example, the findings that transformational leadership behaviors are not adversely affected
by organizational rules and red tape may be fortunate as such procedural constraints are
often established by authorities outside the agency in order to protect citizens and avoid inap-
propriate use of public resources. In contrast, although hierarchical decision making and
communication were found to adversely affect transformational leadership, the genesis of
these characteristics can often be found within the organization itself and, as a result, may
be easier for the organization’s leadership to change. A growing literature suggests not
only why leaders should (Kim 2002; Pandey and Garnett 2006; Pandey and Wright 2006)
but alsohowtheycan (Garnett 1994;Lawler1986;MossandSanchez2004)useabroad range
of communication and empowerment practices within their organizations. Future research
should continue to investigate these relationships and better establish their causal sequence
using longitudinal and experimental designs. Nonetheless, these findings suggest that
the transformational leadership behaviors within an organization may not be that affected
by constraints imposed by external authorities.
In addition, in direct contradiction with expectations, an organization’s use of perfor-
mance measures was found to be associated with significant increases in a chief admin-
istrative officer’s use of transformational leadership behaviors. Although inconsistent with
the expectations of the mainstream leadership literature, this finding is consistent with rel-
evant expectations and findings regarding transformational leadership in the public sector
(Rainey and Watson 1996). One possible explanation for this finding is that performance
measures may help leaders clearly articulate their vision of the organization’s mission
(Rainey andWatson 1996) or even build employee confidence and pride in the organization
by measuring the impact of their work (Wright and Pandey 2007). Consistent with this
explanation, Yang and Pandey (2009) found that managing for results (MFR) activities
can increase employee commitment not only by improving communication and organiza-
tional goal clarity but also by reducing (rather than increasing) centralization and routin-
ization. Although MFR is often characterized as a way for elected officials to assert
additional oversight and policy control over agencies, in practice some organizations have
been able to use MFR to reshape their agency’s culture ‘‘by making it mission-based and
emphasizing the central role that employees played in achieving this mission’’ (Moynihan
2005b, 234). This use and its emphasis on communication and mission motivation are con-
sistent with the fundamental tenets of transformational leadership. In addition, to maximize
follower satisfaction and performance, leaders must utilize both transactional and trans-
formational practices as latter are only expected to augment (not replace) the effective
use of contingent rewards (Bass and Riggio 2006). To the extent that MFR helps define,
measure, and monitor employee performance, then it also provides leaders with a stronger
foundation for guiding behavior and performance through the use of organizational re-
wards.
Wright and Pandey Transformational Leadership in the Public Sector 85
Takenasawhole, thesefindingschallenge the strong andpessimistic a priori expectations
fostered bymainstream (or generic) management literature about the prospects of transforma-
tional leadership in the public sector. The study also adds to a growing consensus in public
management scholarship that ‘‘management matters’’ and that public organizations and their
leaders can overcome structural constraints (e.g., Andrews et al. 2009; Ingraham, Joyce, and
Donahue 2003;Moynihan and Pandey 2005; Pandey, Coursey, andMoynihan 2007; Rainey
and Steinbauer 1999). Ingraham, Joyce, and Donahue (2003) argue that leadership can per-
form an integrating function and overcome structural constraints arising from specific man-
agement subsystemsor ‘‘silo-like’’ subsystems that operatewith little coordination.Andrews
et al. (2009) show that centralization’s effect on performance is mediated by the strategic
orientation of the organization. Similarly, Pandey, Coursey, and Moynihan (2007) have
shownthatbureaucratic red tape’snegativeeffect onorganizationalperformance ismitigated
by developmental culture. Our research findings for transformational leadership, taken to-
gether with other recent research, makes the case that structural constraints in the public
sector do not necessarily stand in the way of superior performance and/or leadership.
Transformational leadershipa (adapted from House 1998) d The Chief Administrative Officer/City Manager clearly articulates his/her vision of the future d The Chief Administrative Officer/City Manager leads by setting a good example. d The Chief Administrative Officer/City Manager challenges me to think about old problems in
new ways. d The Chief Administrative Officer/City Manager says things that make employees proud to be part of
the organization. d The Chief Administrative Officer/City Manager has a clear sense of where our organization should be
in 5 years. Weak lateral/upward communicationa (Pandey and Garnett 2006) d Upward communication about problems that need attention is adequate. (R) d Lateral communication about work-related problems is adequate. (R) Low-performance measurement use (adapted from Brudney, Ted, and Wright 1999) Please indicate the extent (coded 1 [Not at all] through 6 [Fully]) to which your organization has
implemented each of the following: d Benchmarks for measuring program outcomes or results. (R) d Systems for measuring customer satisfaction. (R) d Obtaining an external review of organizational performance. (R) Hierarchical authority structure (Bozeman 2000) d Please assess the extent of hierarchical authority in your organization: (Please enter a number between
0 and 10, with 0 signifying few layers of authority and 10 signifying many layers of authority.) Human resource red tapea (adapted from Pandey and Scott 2002; Rainey 1983) d Personnel rules make it hard to remove poor performers from the organization. d Personnel rules on promotion make it hard for a good employee to move up faster than a poor one. d Pay structures and personnel rules make it hard to reward a good employee with higher pay here. d Personnel rules make it hard to hire new employees. Procurement red tapea (adapted from Pandey and Garnett 2006) d Rules and procedures governing purchasing/procurement in my organization makes it difficult for
managers to purchase goods and services. d Due to standard procedures, procurement is based more on the vendor’s ability to comply with rules
than on the quality of goods and services. d Rules governing procurement make it hard to expedite purchase of goods and services for a critical
project.
Note: R, reverse worded. aResponses on a 5-point agree/disagree scale coded 1 (Strongly Disagree) through 5 (Strongly Agree).
Appendix: Study Measures
86 Journal of Public Administration Research and Theory
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Mandatory Assignment Resources/Wooden - Stephen and Servant Leadership.pdf
John R. Wooden, Stephen R. Covey and Servant Leadership
A Commentary
Douglas Hochstetler Penn State Lehigh Valley,
2809 Saucon Valley Road, Center Valley, PA, 18034, USA
E-mail: [email protected]
INTRODUCTION In January of 1974, I attended a birthday party for an elementary school friend. In the midst of the celebration we managed to huddle around a black-and-white television set to witness a college basketball game of epic proportion. Notre Dame, coached by Digger Phelps, triumphed with a monumental upset over UCLA. The Bruins, a team coached by legendary John Wooden, entered the contest with a win streak of 88 games. Throughout the following two decades I continued to follow Wooden’s accomplishments and upon starting my own coaching career acquired his book, Practical Modern Basketball.
In his intriguing essay, Simon Jenkins provides an analysis of John Wooden and Stephen Covey with regard to the idea of servant leadership. During his tenure as college basketball coach, Wooden led his UCLA Bruins team to ten NCAA Championships during the 1960s and 1970s. The “Wizard of Westwood” garnered national “Coach of the Year” recognition six times and was the first person inducted into the Basketball Hall of Fame as both a player and coach. In Practical Modern Basketball, Wooden outlines his coaching philosophy. He includes a section on leadership where he quotes from Wilferd Peterson, including the following: “The leader is a servant. As the Master of Men expressed it, ‘And whosoever would be chief among you, let him be your servant’” [1, p. 5].
Covey is author of the best-selling book, The Seven Habits of Highly Effective People, in addition to The 8th Habit: From Effectiveness to Greatness and The Leader in Me – How Schools and Parents Around the World are Inspiring Greatness. Shaped by his Mormon religious faith background, Covey also points to the influence of Peter Drucker’s The Effective Executive as well as notions of Aristotelian virtue ethics. Jenkins examines both Wooden and Covey in light of servant leadership.
SERVANT LEADERSHIP As the bulk of Jenkins’ article focuses on servant leadership in relationship to coaching, the majority of my reflections point this direction as well. The essay raises numerous interesting questions. For example, if coaches are viewed as leaders, then what kind of leadership do (and also should) they employ? Or, to put it another way, in which direction and to what end do they lead? Hardman and Jones contend that, “The coach, as a central cog in the sports environment, has moral responsibilities reaching far beyond the purely technical and tactical” [2, p. 72]. From this light it is possible to conceptualize coaches as potential servant
International Journal of Sports Science & Coaching Volume 9 · Number 1 · 2014 45
leaders. Jenkins, quoting Robert Greenleaf, writes that the Servant-Leader is “servant first… It begins with the natural feeling that one wants to serve, serve first. Then conscious choice brings one to aspire to lead” (p. 12). Coaching from a servant–leader perspective goes beyond merely focusing on skill development, team cohesion, and the pursuit of victory. Ultimately, the coach who embodies the servant-leader approach focuses on athlete growth and development, not just as an athlete but as a complete person.
The values Wooden and Covey espouse bring to mind a highly successful professional basketball coach – Phil Jackson. As coach of the Chicago Bulls and Los Angeles Lakers, Jackson led his teams to a total of 11 NBA titles. His approach to coaching basketball, while similar in ways to Wooden’s, was at times misunderstood and underappreciated in the 21st
century. In his book Sacred Hoops [3], Jackson explains his process of melding influences from Eastern philosophy and Native American practices which helped shape his own approach towards coaching and player relationships. While Wooden loved poetry and often read passages to his team, similarly Jackson encouraged his players to read select works.
The notion of servant leadership with regard to coaching, and perhaps especially basketball coaches such as Wooden, is somewhat counter-cultural. The public persona for basketball coaches entails a demonstrative demeanor, pacing the sidelines, screaming at players, and “working” the officials. These type of coaches hold complete control, dictating offensive and defensive strategy, discerning substitution patterns, and more. The prototype here runs more towards individuals like long-time Indiana coach Bobby Knight and less towards those who exhibit qualities similar to NBA legend Phil Jackson. Therefore, it is intriguing to consider basketball coaches as servant leaders, although Wooden appears, at first glance, as a very likely candidate.
Jenkins includes a section describing the influences for both Wooden and Covey. Wooden benefitted not only from his wife and parents, but also others such as Earl Warriner, Glenn Curtis, and Ward “Piggy” Lambert. Covey drew from his faith background in addition to readings of Peter Drucker and Aristotle. This discussion raises an intriguing question: How do, and furthermore, how should, coaches develop their own coaching philosophy and approach in light of personal experience? Coaches face a challenge in drawing from the beliefs, strategies, and mindset of others without becoming a complete copy. This process is especially dubious for coaches who encounter coaching mentors with less-than-exemplary behavior or attributes. John Gagliardi, who retired from coaching football at St. Johns College with a national record of wins (486) developed his own approach which included no tackling in practice, no whistles or blocking sleds. When asked about his philosophy, he mentioned his own experience as a high school football player. Gagliardi noted that he took the philosophy demonstrated by his coach, and decided to employ the exact opposite!
Another interesting dilemma involves recruiting student-athletes. Jenkins writes that “Wooden sought players who had character and he believed that a leader with character will attract talent with the same” (p. 6). For a modern reference, athletes such as college football player Johnny Manziel – a phenomenal football talent (Heisman Trophy winner) with a disposition towards self-promotion and dubious behavior, may not have been attractive to Wooden. Jenkins notes that Wooden did recruit and ultimately coach players such as Bill Walton, whose counter-cultural ties at times conflicted with Wooden’s approach. Perhaps coaches should not recruit an entire squad full of players who have, in the coach’s eyes at least, “character.” That said, where does an educational aspect come into play? Is there room for coaches (perhaps servant-leaders) to take some chances with players, trust they can grow, improve and learn from other players? Will these individuals fit within the team and
46 John R. Wooden, Stephen R. Covey and Servant Leadership: A Commentary
school ethos and mission? Certainly taking chances on players during this recruiting process is risky, but growth is indeed a risky proposition.
CONCLUSION Jenkins’ essay points towards potential questions for future study. First, to what extent do coaches (especially those who display or perhaps consciously utilize a servant-leadership approach) encourage student-athlete growth? As Greenleaf puts the question, “Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, and more likely themselves to become servants?” This is a very important question and certainly one very difficult to answer. In the case of Wooden, did his players grow in this regard? How would we determine this? Second, the mention of Wooden brings to mind the relationship between teaching and coaching. Wooden began his career as a teacher and continued to view himself through that lens as a coach. In fact, in his list of “Important Coaching Methods,” Wooden begins with “The coach must be a teacher” (p. 17). As more schools and universities employ coaches only (without teaching credentials or pedagogical background) how does this impact their view and ultimately athlete growth? In sum, the essay by Jenkins provides a suitable springboard for rich conversations regarding this topic of coaching and leadership.
REFERENCES 1. Wooden, J., Practical Modern Basketball, MacMillan Publishing Co, New York, 1988.
2. Hardman, A. and Jones, C., Sports Coaching and Virtue Ethics, in: Hardman, A. and Jones, C., eds., The Ethics of Sports Coaching, Routledge, London, 2011.
3. Jackson, P., Sacred Hoops: Spiritual Lessons of a Hardwood Warrior, New York: Hyperion, New York, 1995.
International Journal of Sports Science & Coaching Volume 9 · Number 1 · 2014 47
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