1

BUSM 1162 MANAGEMENT 1

MANAGING PEOPLE
Lecture 6
Approaches to Leadership
Professor Sandra Jones

Session Learning Objective

1. To identify different components of Leadership

2. To explore the spectrum of Leadership from that of a

role to that as an activity

3. To discuss the implications of this spectrum for

leading.

Leadership vs. Management

Many writers have suggested that
Leadership is "Doing the right things or changing and
developing more effective organizations.
Management is Doing things right" or a rational,
mechanical, and administrative activity to achieve
goals.
Each of these views is incomplete and inhibits our
ability to understand the leader/manager role.
Management and leadership are closely related but
have different foci
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Description
LEADERship as a ROLE undertaken by individuals
in formal positions of authority
LeaderSHIP as a function/activity undertaken by
many in both formal positions or authority and as
experts
Leads to a networked approach to that
complements leadership by leaders in positions
of responsibility with leadership of functional and
discipline experts shared throughout the
organisation.

COMPONENTS OF LEADERship
(Thompson)

Teamwork
& Tension

LEADERSHIP INVOLVES A COMPLEX MIX OF

SKILLS, BEHAVIOURS AND ACTIONS
Interpersonal
Interpersonal
Communication
Communication

Technical
Technical&&
Professional
Professional
Competence
Competence

LEADERSHIP

Reward
Reward

Expert
Expert
Referent
Referent

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LEADERSHIP IS OFTEN SEEN AS

INVOLVING:

I.I.Diagnosis
Diagnosissituations
situationsand
and
followers
followers

III.
III.Modification
Modificationsituation
situationand/or
and/or
follower
followercharacteristics
characteristics

II.
II.Identifying
Identifyingaction
action
(Provide
(Providerewards,
rewards,direction,
direction,
and/or
and/orsupport
supportfor
forfollowers)
followers)

1-

THEORIES OF LEADERship include:

Situational \ Contingency
Contingency
Theories

Leader Behaviors
or Predispositions

Situational
Characteristics

Fiedlers
Contingency
Model

Task-Oriented
RelationshipOriented

Leader-member
relations
Task structure
Leaders position
power

Hersey &
Blanchards
Situational
Leadership
Model

Task-Oriented/
Directive
RelationshipOriented/Supportive

Follower
development
Task relevant
maturity

Followers
Psychological
Reactions

Follower &
Group
Outcomes
High group
performance

Satisfaction
Commitment

High follower
performance

3-

THEORIES OF LEADERship include:

Situational \ Contingency
Contingency
Theories
Houses
Path-Goal
theory

Leader Behaviors
or Predispositions
Directive
Supportive
Participative
Achievement- Oriented
Work Facilitation (e)
Interaction Facilitation
(e)
Group-Oriented (e)
Representative (e)
Charismatic (e)
Shared Leadership (e)

Situational
Characteristics
Task structure or
ambiguity
Frustrating, stressful,
or dissatisfying task
Challenging tasks
Low follower
authoritarianism
or high need for
independence

Followers
Psychological
Reactions

Follower &
Group
Outcomes

Satisfaction
Motivation
Acceptance of
the leader
Job clarity
High effort

High follower
performance
Low levels of
grievances &
turnover
High group
performance(e)

(e) - indicates items which are part of a recently expanded version of this
model with no research support.

3-

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THEORIES OF LEADERship include:

Situational \ Contingency
Contingency
Theories
Yukls
Multiple
Linkage
Model

Leader Behaviors
or Predispositions
Supporting
Networking
Managing conflict
Team building
Motivating
Rewarding &
recognizing
Problem solving
Planning &
organizing
Consulting &
delegating
Monitoring
Clarifying
Informing

Situational
Characteristics
Organizations
reward system
Followers tasks
Policies and
procedures
Technology of the
workplace
Organizational
crises or major change
Followers
characteristics
Economic
conditions

Followers
Psychological
Reactions

Follower &
Group
Outcomes

Job knowledge
High effort
Organization of
the work
Adequate
resources
Cooperation and
group cohesion
Role clarity
Coordination
with other
groups

High group
performance

3-

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THEORIES OF LEADERship include:

Situational \ Contingency
Contingency
Theories

Leader Behaviors
or Predispositions

VroomYetton-Jagos
Normative
Model of
Decision
Making

Five Decision-making
Styles
Decide
Consult individually
Consult Group
Facilitate
Delegate

Situational
Characteristics
Decision significance
Importance of
commitment
Leaders expertise
Likelihood of
commitment
Group support for
objectives
Group expertise
Team competence

Followers
Psychological
Reactions

Follower &
Group
Outcomes

High decision
acceptance

High decision
quality
Decision
timeliness
Cost of
decisionmaking
Opportunities
for learning
and
development

3-

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LEADERS: Power, Influence, and

Authority

Power - the ability of one person to cause another person to

do something.

Influence - the use of power or power in action.

Authority - Authority is a specific type of power. An individual

has authority if she has a legitimate right to require another
person to do something, usually because the individual with
authority holds a certain position.

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Leaders need Followers

13

LEADER
LEADERBEHAVIORS
BEHAVIORS
SITUATIONAL
SITUATIONALFACTORS
FACTORS
THAT
INCREASE
THAT INCREASELEADER
LEADER
EFFECTIVENESS
EFFECTIVENESS
Enhancers
Enhancersof
ofLeader
Leader
Behavior
Behavior
Follower
characteristics
Follower characteristics&&
situational
situationalcharacteristics
characteristics
which
increase
which increase
leaders
leadersdirect
directinfluence
influence
Factors
Factorsthat
thatSubstitute
Substitute
for
Leadership
for Leadership
Follower
Followercharacteristics
characteristics&&
situational
situationalcharacteristics
characteristics
that
replace
that replacethe
theneed
needfor
for
leadership
by
influencing
leadership by influencing
psychological
psychologicalreactions
reactionsand
and
behavioral
outcomes
behavioral outcomes

FOLLOWER/GROUP
FOLLOWER/GROUP
PSYCHOLOGICAL
PSYCHOLOGICAL
REACTIONS
REACTIONS

Perceptions
Perceptions
Attitudes
Attitudes
Feelings
Feelings
Motivations
Motivations
Expectations
Expectations

SITUATIONAL
SITUATIONALFACTORS
FACTORS
THAT
DECREASE
THAT DECREASELEADER
LEADER
EFFECTIVENESS
EFFECTIVENESS
Neutralizers
Neutralizersof
ofLeader
Leader
Behavior
Behavior
Follower
characteristics
Follower characteristics&&
situational
situationalcharacteristics
characteristics
which
decrease
which decrease
leaders
leadersdirect
directinfluence
influence

FOLLOWER
FOLLOWERBEHAVIORAL
BEHAVIORAL
OUTCOMES
OUTCOMES
Performance
Performance
Absenteeism
Absenteeism
Turnover
Turnover

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Followership Behaviors
Take
Takeon
on
responsibilities,
responsibilities,
participate
participate&&
complete
completeprojects
projects

Offer
Offerinformation
information
&&share
shareviewpoints
viewpoints

Span
Spangroup
groupand
and
organizational
organizational
boundaries
boundaries

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Demonstrate
Demonstratejob
job
competence
competence&&
autonomous
autonomousperformance
performance
Demonstrate
Demonstrate
independent
independentcritical
critical
thinking
&
creativity
thinking & creativity

Followership
Followership
Behaviors
Behaviors

Goal
Goalsetting
settingwith
with
concern
for
group
concern for group
performance
performance

Build
Buildpositive
positive
relationships
relationshipswith
with
leader
&
coworkers
leader & coworkers
Accurately
Accuratelyrepresent
represent
leaders
leadersinterests
interests

11-7

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LEADERSHIP FOR THE FUTURE

Is

Es

Ideas

Enchantment
Imagination
Intuition
Insight
Inspiration

Saachi & Saachi, 2002.

Emotion
Empathy
Excitement
Edge

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LeaderSHIP is about SHARING

(Bolden,

Jones, Davis, Gentle (2016) (https://www.timeshighereducation.com/blog/university-leadership-sailing-together-orsinking-rough-seas)

1. Focus on ship rather than leader

Relational identity; acknowledge social interactions and
relationships; recognise growth-through-connections

2. Think flotilla rather than oil tanker

People; processes; professional development; resources
3. Embrace the power of the crew
mix of expertise
4. Go below decks
Challenge traditional concepts of power and prestige
5. Use semaphore to signal intent
Context; culture; change; relationships

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6E CONCEPTUAL MODEL

6E Conceptual Model of DL Jones, Harvey, Lefoe, Ryland & Hadgraft 2013

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6E CONCEPTUAL MODEL
Six basic tenets

UNDERSTANDING DL - THE 6E conceptual model

1.Engagement with leaders in positions of responsibility and experts

from all relevant functions, disciplines, groups and levels.

2.Enabled - through a context of trust, a culture of respect and

collaboration
3.Enacted - via people, processes, support and systems.
4.Encouraged through professional development, mentoring,

facilitation, CoPs, & recognition and reward for contribution.

5.Evaluated through benchmarks and reflection
6.Emergent through cycles of Participative Action Research.

Benchmarks for DL in Higher Education (Jones, Harvey, Lefoe , Ryland ,& Hadgraft 2013)

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SKILLS FOR SHARED LEADERSHIP

Values for distributed leadership
Practices of
leadership

Trust
not regulation

Respect
for expertise

Adaptable-open
to new idea,
ambiguity &
Self-in-relation Not ego centric
change,
authentic
credible

Recognition
of leadership
capabilities

Collaboration
as conjoint
agents

Reflective
practice
for continuous
change

Mentor
encourage

Forthright but
flexible

Reflective as
individual and
group

Social
interactions

Proactive
resilient

Recognise
peers

Willing to share
philosophies

Beyond self
interest

Critique not
critical

Dialogue
through
learning
conversations

Represent
issues not
positions

Learning and
teaching expert

Accept free
ranging
discussion

Willing to listen,
good
communicator

Share goals

Growth-inconnection

Accept
responsibility,
work
independently

Forthright but
flexible

Accept shared
goals, not
authoritarian

Focus on
growthfostering
outcomes

Work outside
comfort zone

Adapted from Jones, Ryland, Harvey, Lefoe & Schneider 2011

STUDENT SHARING LEADERSHIP IN TEAMS20

Criteria for
Distributed
Leadership

Dimensions and Values of Distributed Leadership

CONTEXT
Trust

CULTURE
Respect

CHANGE
Recognition

RELATIONSHIPS
Collaboration

People are involved

The expertise of
each team member
was identified

The expertise of each

team member was
used to make
decisions

Inclusive behaviours
were modelled in group
discussions

Collective decision
making of all team
members was
encouraged

Processes are
supportive

The team elected a

leader but also
encouraged other
team members to
leaders

All members respected

each others opinions
and expertise

Inclusive behaviours
were modelled in group
decisions

Students were
encouraged to share
their knowledge

Opportunities to
develop team
member skills are
provided

Team members were

introduced in how to
work in teams

The tutor provided the

team with mentoring
support

Members contribution
to the team was
encouraged and
recognised

Resources are
available

Access is provided
to rooms and space,
to meet

Assessment included
recognition of
effective team
interactions

There was flexibility to

allow the team to
address problems as
they arose

The tutor encouraged

team collaboration

Student have
opportunities to
collaborate in both the
face-to-face and online
envrionm ent

Modelled on ASERT for DL in Higher Education (Jones, Harvey, Lefoe & Ryland 2011)