MG401 Unit 4 Assignment

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Chapter 7

Leadership Behavior

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Lecture Script 6-1

Chapter Outline

Introduction

Studies of leadership behavior

The leadership pipeline

Community leadership

Assessing leadership behaviors: Multirater feedback instruments

Leadership Behavior

The truth of the matter is that you always know the right thing to do. The hard part is doing it.

Norman Schwartzkopf, former United States Army general

Studying Leadership Behavior

Many people in positions of authority either cannot build and motivate teams or do not realize the negative impact of their behavior

Leadership behaviors are a function of intelligence, personality traits, emotional intelligence values, attitudes, interests, knowledge, and experience

Over time, leaders learn and discern the most appropriate and effective behaviors

Individual differences, followers, and situational variables play a pivotal role in a leader’s actions

Figure 7.1: The Building Blocks of Skills

Jump to Figure 7.1: The Building Blocks of Skills

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The Early Studies, 1

Ohio State University developed the Leader Behavior Description Questionnaire, or L B D Q, and identified the following independent dimensions of behaviors:

Consideration: How friendly and supportive a leader is toward subordinates

Initiating structure: How much a leader emphasizes meeting work goals and accomplishing tasks

Other leadership questionnaires created by Ohio State University

Supervisory Behavior Description Questionnaire, or S B D Q

Leadership Opinion Questionnaire, or L O Q

L B D Q-12

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The Early Studies, 2

University of Michigan identified categories of leadership behaviors that contribute to effective group performance

Leader support, interaction facilitation, goal emphasis, and work facilitation

Goal emphasis and work facilitation are job-centered dimensions similar to the L B D Q initiating structure behaviors

Leader support and interaction facilitation are employee-centered dimensions similar to the L B D Q consideration dimensions

Job-centered and employee-centered behaviors are at opposite ends of a single continuum

Developed the Survey of Organizations questionnaire to assess the degree to which leaders exhibit the four dimensions of leadership behaviors

Findings of both university studies suggest that no universal set of leader behaviors is always associated with leadership success

The Leadership Grid

Profiles leader behavior on two dimensions: concern for people and concern for production

“Concern” reflects how a leader’s underlying assumptions about people at work and the importance of the bottom line affect leadership style

The most effective leaders are said to have high concern for both people and production

Figure 7.2: The Leadership Grid

Jump to Figure 7.2: The Leadership Grid, Appendix

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Competency Models, 1

Describe the behaviors and skills needed for organizational success

All organizational competency models fall into one of the following categories:

Intrapersonal skills

Interpersonal skills

Leadership skills

Business skills

Competency Models, 2

The Hogan and Warrenfelz domain model of leadership:

Allows people to see connections between models

Makes predictions about the ease or difficulty of changing leadership behaviors and skills

Points out what behaviors leaders must exhibit to be effective

Figure 7.3: Leadership Competency Model, 1

Competency

Analyzing problems and making decisions

Thinking strategically

Financial and technical savvy

Planning and organizing

Managing execution

Inspiring aligned purpose

Driving change

Building the talent base

Fostering teamwork

Creating open communications

Building relationships

Customer focus

Source: G. J. Curphy, K. Louiselle, and S. Bridges, Talent Assessment Overview: 360-Degree Feedback Report (Eagan, MN: Advantis Research & Consulting, 2003).

Figure 7.3: Leadership Competency Model, 2

Competency

Credibility

Personal drive

Adaptability

Learning approach

Source: G. J. Curphy, K. Louiselle, and S. Bridges, Talent Assessment Overview: 360-Degree Feedback Report (Eagan, MN: Advantis Research & Consulting, 2003).

The Leadership Pipeline Model, 1

Shows where leaders should spend time, what behaviors they need to exhibit, and what challenges are likely at different organizational levels

Offers a roadmap for individuals wanting to occupy the top leadership positions in any organization

Provides potential explanations for why some people fail to advance

The Leadership Pipeline Model, 2

Implications

People who fail to demonstrate the competencies, work values, and time applications commensurate with their positions will struggle with building teams and getting results through others

Intelligence and certain personality traits have been found to improve the odds of getting promoted and successfully transitioning to new leadership levels

It is critically important that organizations offer on-boarding programs to help external hires transition into new roles

People who skip organizational levels often turn out to be ineffective leaders

Table 7.2: The Leadership Pipeline, 1

Organizational Level	Competency Requirements	Time Applicants	Work Values
Individual contributor	Technically proficient Use company tools Build relationships with team members	Meet personal due dates Arrive or depart on time	Get results through personal proficiency High-quality work Accept company values
First-line supervisor	Plan projects Delegate work Coach and provide feedback Monitor performance	Annual budget plan Make time available for followers Set priorities for team	Get results through others, Success of followers Success of the team
Midlevel manager	Select, train, and manage first-line supervisors Manage boundaries and deploy resources to teams	Monitor performance of each team Make time to coach first-line supervisors	Appreciate managerial versus technical work Develop first-line supervisors

Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered Company (San Francisco: Jossey-Bass, 2001).

Table 7.2: The Leadership Pipeline, 2

Organizational Level	Competency Requirements	Time Applicants	Work Values
Functional leader	Manage the whole function Communicate with and listen to everyone in the function Make subfunction trade-offs Interact with other functions	Determine three-year vision for the function Interact with business unit leader’s team	Clarify how the function supports the business Value all subfunctions
Business unit leader	Build cross-functional leadership team Financial acumen Balance future goals with short-term business needs	Develop three-year vision for the business unit Monitor financial results Effectively manage time	Value all staff functions Value organizational culture and employee engagement

Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered Company (San Francisco: Jossey-Bass, 2001).

Table 7.2: The Leadership Pipeline, 3

Organizational Level	Competency Requirements	Time Applicants	Work Values
Group manager	Manage business portfolio Allocate capital to maximize business success Develop business unit leaders	Develop strategies for multiple business units Monitor financial results for multiple businesses Interact with C E O’s team	Value the success of all the business units Interact with internal and external stakeholders
CEO or enterprise leader	Analyze and critique strategy Manage the entire company and multiple constituencies Deliver predictable business results Set company direction Create company culture Manage the board of directors	Manage external stakeholders Spend significant time reviewing financial results Spend significant time doing strategic planning	Value a limited set of key long-term objectives Value advice from board of directors Value inputs from a wide variety of stakeholders

Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered Company (San Francisco: Jossey-Bass, 2001).

Community Leadership

Process of building a team of volunteers to accomplish an important community outcome

Represents an alternative conceptualization of leadership behavior

Community leaders do not have position power and have fewer resources and rewards

Competencies required to drive community change efforts successfully

Framing: Helping a group or community recognize and define its opportunities and issues

Building social capital: Developing and maintaining relationships

Mobilization: Engaging a critical mass to take action and achieve a specific outcome or a set of outcomes

Figure 7.4: The Components of Community Leadership

Source: J. Krile, G. Curphy, and D. Lund, The Community Leadership Handbook: Framing Ideas, Building Relationships, and Mobilizing Resources (St. Paul, MN: Fieldstone Alliance, 2006)

Jump to Figure 7.4: The Components of Community Leadership, Appendix

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Assessing Leadership Behaviors: Multirater Feedback Instruments, 1

360-degree, or multirater, feedback tools show that direct reports, peers, and superiors can provide different perceptions of a leader’s behavior

Perspectives can paint a more accurate picture of the leader’s strengths and development needs

Have become an integral part of the training, coaching, succession planning, and performance management components of a comprehensive leadership talent management system

Assessing Leadership Behaviors: Multirater Feedback Instruments, 2

Types of 360-degree feedback processes

Competency-based 360-degree questionnaires: Help organizations:

Identify the behaviors leaders need to exhibit, and build questionnaires that reflect these behaviors

Administer the questionnaires to target individuals, and generate feedback reports that reflect the consolidated rating results

Leadership versatility approach: Superiors, peers, and direct reports provide ratings on the extent to which target individuals demonstrate strategic, operations, enabling, or forcing leadership behavior

Assessing Leadership Behaviors: Multirater Feedback Instruments, 3

Verbal 360-degree technique: Superiors, peers, and direct reports are asked to share a target individual’s strengths and areas of improvement as a leader in phone or face-to-face interviews

Construction of questionnaires is highly important

Poorly conceived competency models and ill-designed questionnaire items can lead to spurious feedback results

Leaders who received 360-degree feedback had higher performing work units

360-degree systems should tell leaders about their own strengths and development needs rather than make comparisons between people

Assessing Leadership Behaviors: Multirater Feedback Instruments, 4

Developing a broad set of leadership skills that will help groups accomplish goals is the key to high observer ratings

Research shows that it is possible to change others’ perceptions of a leader’s skills over time

Leaders must set development goals and commit to a development plan to improve skills

Some cultural, racial, and gender issues are associated with 360-degree feedback, and practitioners should be aware of these issues before implementing any 360-degree feedback process

May be affected by the contagion effect or rater bias

Figure 7.5: Sources for 360-Degree Feedback

Source: J. Krile, G. Curphy, and D. Lund, The Community Leadership Handbook: Framing Ideas, Building Relationships, and Mobilizing Resources (St. Paul, MN: Fieldstone Alliance, 2006)

Jump to Figure 7.5: Sources for 360 degree feedback, Appendix

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Summary

There does not appear to be a universal set of leadership behaviors that guarantees success across many or all situations

Research has helped identify factors that can cause high-potential managers to fail

Values and attributes play critical roles in how leaders go about engaging followers, building teams, and achieving results through others

Organizational levels and competency models can help leaders determine the specific types of behaviors required to build teams and get results through others for the position in question

Appendices

Figure 7.1: The Building Blocks of Skills, Appendix

Starting from the bottom, the first row contains three boxes. Starting from the left, the first box is labeled intelligence. The second box is labeled personality traits, types, and emotional intelligence. The third box is labeled values, interests, motives or goals. The second row contains two boxes. The first box is labeled knowledge. The second box is labeled experience. The third and topmost row contains one box. It is labeled behavior slash skills slash competencies. Six lines extend from this box, each pointing to a different label. Starting from the bottom, the first line points to the label community leadership behaviors. The second line points to the label leadership pipeline behaviors. The third line points to the label competency models. The fourth line points to the label 360-degree feedback. The fifth line points to the label the leadership grid. The sixth line points to the label employee- and job-centered dimensions. Another line extends from the sixth line, which points to the label initiating structure and consideration.

Jump back to Figure 7.1: The Building Blocks of Skills

Figure 7.2: The Leadership Grid, Appendix

The y-axis of the grid is labeled concern for people. The bottom corner of the y-axis is labeled low. The top corner of the y-axis is labeled high. Nine points are marked along the y-axis. Starting from the bottom, the points are 1, 2, 3, 4, 5, 6, 7, 8, and 9. The x-axis is labeled concern for results. The left corner of the x-axis is labeled low. The right corner of the x-axis is labeled high. Nine points are marked along the x-axis. Starting from the left, the points are 1, 2, 3, 4, 5, 6, 7, 8, and 9. Within the grid, the first square in the bottom-left corner of the grid is labeled 1,1. The description on the bottom-left corner of the grid is titled impoverished management. The description reads exertion of minimum effort to get required work done is appropriate to sustain organization management. The square at the top-left corner of the grid is labeled 1,9. The description on the top-left corner of the grid is titled country club management. The description reads thoughtful attention to the needs of the people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo. The square at the top-right corner of the grid is labeled 9,9. The description on the top-right corner of the grid is titled team management. The description reads work accomplishment is from committed people; interdependence through a common stake in organization purpose leads to relationships of trust and respect. The square at the bottom-right corner of the grid is labeled 9,1. The description on the bottom-right corner of the grid is titled authority-compliance management. The description reads efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree. The square at the center of the grid is labeled 5,5. The description at the center of the grid is titled middle-of-the-road-management. The description reads adequate organization performance is possible through balancing the necessity to get work out while maintaining morale of people at a satisfactory level.

Jump back to Figure 7.2: The Leadership Grid

Figure 7.4: The Components of Community Leadership, Appendix

A triangle labeled strengthened community is placed at the center of the figure. All three sides of the triangle have double-ended arrows running parallel to them. The top of the triangle is labeled framing. The left corner of the triangle is labeled social capital. The right corner of the triangle is labeled mobilization.

Jump back to Figure 7.4: The Components of Community Leadership

Figure 7.5: Sources for 360 degree feedback, Appendix

A square labeled 360-degree feedback results is placed at the center of the figure. Four ovals surround the square. Arrows from each oval points to each side of the square. In clockwise order, the first oval is labeled boss. The second oval is labeled peers. The third oval is labeled direct reports. The fourth oval is labeled self.

Jump back to Figure 7.5: Sources for 360 degree feedback