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Complete: 6 questions total. Aim for 250-275 word answers for each of the six questions. The word count 250-275 does not include the words used in your reference list entries. So the body of your answers should be 250-275 words. Aim for 4 references (total assignment) and cite source information substantively (usually 3 - 4 citations) in each question. Please use scholarly referenceesYou can cite a source more than once.

Nahavandi, A. (2015). The art and science of leadership. Boston, MA: Pearson.

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Complete: 6 questions total. Aim for 250-275 word answers for each of the six questions. The word count 250-275 does not include the words used in your reference list entries. So the body of your answers should be 250-275 words. Aim for 4 references (total assignment) and cite source information substantively (usually 3 - 4 citations) in each question. Please use scholarly referenceesYou can cite a source more than once. Nahavandi, A. (2015). The art and science of leadership. Boston, MA: Pearson. 1. The trait approach has not been shown to be effective at predicting who a leader is; however, we continue to heavily rely on traits. Why do you think we use traits so much to describe leaders? 2. How could you use the trait approach to improve your leadership effectiveness? Provide examples to support your answer. 3. Reflect on whether you have used the two major leadership behaviors in leading others. Which one comes easier to you? Which one have you found most effective? Why? 4. Fiedler’s model is the only contingency model that suggests that leaders cannot and should not try to change their leadership style. All the other models assume that leaders can change their style at will to address situational needs. To what extent do you agree with either position? Consider what your personal experience has been and what you have observed. 5. Based on your experience at work or in your personal life, provide examples of leadership substitutes and neutralizers. For each example, consider the impact on the group and the leader. 6. We have all experienced the feeling of being part of an in-group and an out-group. Reflect on the impact being a member of each has had on you. What are the lessons you can draw from your experience that can inform how you lead? Complete: 6 questions total. Aim for 250-275 word answers for each of the six questions. The word count 250-275 does not include the words used in your reference list entries. So the body of your answers should be 250-275 words. Aim for 4 references (total assignment) and cite source information substantively (usually 3 - 4 citations) in each question. Please use scholarly referenceesYou can cite a source more than once. Nahavandi, A. (2015). The art and science of leadership. Boston, MA: Pearson. 1. The trait approach has not been shown to be effective at predicting who a leader is; however, we continue to heavily rely on traits. Why do you think we use traits so much to describe leaders? 2. How could you use the trait approach to improve your leadership effectiveness? Provide examples to support your answer. 3. Reflect on whether you have used the two major leadership behaviors in leading others. Which one comes easier to you? Which one have you found most effective? Why? 4. Fiedler’s model is the only contingency model that suggests that leaders cannot and should not try to change their leadership style. All the other models assume that leaders can change their style at will to address situational needs. To what extent do you agree with either position? Consider what your personal experience has been and what you have observed. 5. Based on your experience at work or in your personal life, provide examples of leadership substitutes and neutralizers. For each example, consider the impact on the group and the leader. 6. We have all experienced the feeling of being part of an in-group and an out-group. Reflect on the impact being a member of each has had on you. What are the lessons you can draw from your experience that can inform how you lead? Seventh Edition B E T H H E IL G D G E S M ,O Afsaneh ,Nahavandi A University Nof San Diego B G E E T L H A E The Art and Science of Leadership ISBN 1-323-60804-4 L 1 D 1 E 0 M 8 O T S 1 4 0 2 T S Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. PART I Building Blocks B E T H H E Part I lays the foundation for understanding the processes of leadership. After studying I Part I, you will be able to define L the basic elements of leadership and be ready to G integrate them to understand more D complex leadership processes. Leadership involves interaction among several key G elements: a leader, followers, and the situation. Since its beginnings in the West in theElate nineteenth century, the formal study of leadership has generated many definitionsS Mof the concept. As with any social phenomenon, culture ,Odefinitions of leadership but also how we actually lead strongly influences not only our and what we expect of our leaders. Tracing the history of the field can help us understand , how our current views of leadership have developed and enable us to become aware A and our images and expectations of effective leaders of how the process of leadership change with organizational, social, and cultural evolutions. N B definition of leadership and effectiveness, explores Chapter 1 provides a working G the reasons why we need leadership, describes the roles and functions of leaders, and E E discusses their impact. Chapter 2 focuses on understanding the role of culture in leaderT ship. Several models for describing culture are presented, and the roles of gender and L H Chapter 3 presents a history of the field of leadership diversity in leadership are explored. and reviews the theories that A provide the foundation for current approaches. Individual E differences that affect leadership are discussed in Chapter 4. They include demographic L differences, values, abilities, skills, and several personality traits. Chapter 5 reviews the 1 D concept of power and its importance to leadership. ISBN 1-323-60804-4 1 E 0 M 8 O T S 1 4 0 2 T S 1 The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. Chapter 1 Definition and Significance of Leadership B E T H H E IL G D G E After studying this chapter, you will be able to: S M 1. Define leadership and leadership, effectiveness. O 2. Discuss the major obstacles to effective leadership. , 3. Compare and contrast leadership Aand management. 4. List the roles and functions of leaders and managers. N B 5. Explain the changes in organizations and how they affect leaders. G E 6. Summarize the debate over the E role and impact of leadership in organizations. T L H A E THE LEADERSHIP QUESTION Some leaders are focused on getting L things done while others put taking care of their 1 followers first. Some look at the big picture, and others hone in on the details. Is one D 1 one do you prefer? approach better than the other? Which E 0 M 8 O effective? These age-old questions appear Who is a leader? When are leaders T simple, but their answers have kept philosophers, social scientists, scholars from S many disciplines, and business practitioners busy for many years. We recognize 1 bad leadership. Bad leaders are 4dishonest, self-centered, arrogant, disorganized, and uncommunicative. However, being honest, selfless, organized and communi0 cative are necessary, but not sufficient to be a good leader. This chapter defines 2 and functions. leadership and its many aspects, roles, We recognize effective leaders when we work with them or observe them. However, leadership is a complex process, and there are many different definitions of leadership and leadership effectiveness. 2 The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 T EFFECTIVE LEADERSHIP S  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 3 Who Is a Leader? %JDUJPOBSJFTEFGJOFleading as “guiding and directing on a course” and as “serving as a channel.” A leader is someone with commanding authority or influence. Researchers have developed many working definitions of leadership. Although these definitions share several elements, they each DPOTJEFSEJGGFSFOUBTQFDUTPGMFBEFSTIJQ4PNFEFGJOFMFBEFSTIJQBTBOJOUFHSBMQBSUPGUIFHSPVQ process (Green, 2002; Krech and Crutchfield, 1948). Others define it primarily as an influence QSPDFTT #BTT $BSUXSJHIU ,BU[BOE,BIO  4UJMMPUIFSTTFFMFBEFSTIJQBTUIF JOJUJBUJPO PG TUSVDUVSF )PNBOT    BOE UIF JOTUSVNFOU PG HPBM BDIJFWFNFOU 4FWFSBM FWFO B DPOTJEFSMFBEFSTUPCFTFSWBOUTPGUIFJSGPMMPXFST (SFFOMFBG  %FTQJUFUIFEJGGFSFODFT UIF E elements: various definitions of leadership share four common T r 'JSTU  MFBEFSTIJQ JT B group and social phenomenon; there can be no leaders without H GPMMPXFST-FBEFSTIJQJTBCPVUPUIFST H E r 4FDPOE  MFBEFSTIJQ OFDFTTBSJMZ JOWPMWFT JOUFSQFSTPOBM influence PS QFSTVBTJPO -FBEFST IL move others toward goals and actions. G r 5IJSE MFBEFSTIJQJTgoal directed and actionDoriented; leaders play an active role in groups G and organizations. They use influence to guide E others through a certain course of action or toward the achievement of certain goals. S M r 'PVSUI UIFQSFTFODFPGMFBEFSTBTTVNFTTPNFGPSNPGhierarchy within a group. In some ,O cases, the hierarchy is formal and well defined, with the leader at the top; in other cases, it , is informal and flexible. A N Combining these four elements, we can define a leader B as any person who influences individuals and groups within an organization, helps them establish goals, and guides them toward G E achievement of those goals, thereby allowing themEto be effective. Being a leader is about getting things done for, through, and with others. NoticeTthat the definition does not include a formal L title and does not define leadership in terms of certain H traits or personal characteristics. Neither A is necessary to leadership. E ISBN 1-323-60804-4 This broad and general definition includes those who have formal leadership titles and L BTUBSUVQDPNQBOZUIBUQSPWJEFOVUSJUJPVT NBOZXIPEPOPU'PS+POBT'BML $&0PG0SHBOJD-JGF 1 school lunches, leadership is taking “an average D team of individuals and transform(ing) them 1 JOUP TVQFSTUBSTu .JFMBDI    'PS DPOTVMUBOUE,FOESB $PMFNBO  MFBEFSTIJQ JT BCPVU UBLJOH a stand (Mielach, 2012). Bill Gates, founder of 0 Microsoft, considers empowerment to be an M 8 FTTFOUJBMQBSUPGMFBEFSTIJQ ,SVTF  'PSUIF$&0PGUIF$POUBJOFS4UPSF iMFBEFSTIJQBOE O communication are the same thing. Communication T is leadership” (Bryant, 2010). In all these examples, the leader moves followers to action and S helps them achieve goals, but each focuses on a different element that constitutes leadership. 1 4 0 When Is a Leader Effective? 2 What does it mean to be an effective leader? As is the case with the definition of leadership, T SFTFBSDIFST  TVDI BT 'SFE 'JFEMFS  whose FGGFDUJWFOFTT DBO CF EFGJOFE JO WBSJPVT XBZT 4PNF Contingency Model is discussed in Chapter 3,Sdefine leadership effectiveness in terms of group performance. According to this view, leaders are effective when their group performs well. Other models—for example, Robert House’s Path-Goal Theory presented in Chapter 3—consider follower satisfaction as a primary factor in determining leadership effectiveness; MFBEFSTBSFFGGFDUJWFXIFOUIFJSGPMMPXFSTBSFTBUJTGJFE4UJMMPUIFST OBNFMZSFTFBSDIFSTXPSLJOH The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 4 1BSU* r #VJMEJOH#MPDLT on the transformational and visionary leadership models described in Chapters 6 and 9, define effectiveness as the successful implementation of change in an organization. The definitions of leadership effectiveness are as diverse as the definitions of organizational effectiveness. The choice of a certain definition depends mostly on the point of view of the person trying to determine effectiveness and on the constituents who are being conTJEFSFE'PS DBSEJPMPHJTU 4UFQIFO 0FTUFSMF  TFOJPS WJDF QSFTJEFOU GPS NFEJDJOF BOE UFDIOPMPHZ at Medtronic, one of the world’s biggest manufacturers of medical devices and pacemakers, restoring lives is both a personal and an organizational goal (Tuggle, 2007). Barbara Waugh, a 1960s civil rights and antidiscrimination activist B and once personnel director and worldwide DIBOHFNBOBHFSPG)FXMFUU1BDLBSE-BCPSBUPSJFT E PGUFOLOPXOBTUIFi8PSMET#FTU*OEVTUSJBM 3FTFBSDI-BCPSBUPSZu‡8#*3- EFGJOFTFGGFDUJWFOFTTBTGJOEJOHBTUPSZUIBUJTXPSUIMJWJOH T i:PV EFDJEF XIBU ZPV XBOU ZPVS MJGF UP CF BCPVU BOE HP BGUFS JUu .BSTIBMM     +PIO H )JDLFOMPPQFS $PMPSBEPHPWFSOPSBOEGPSNFSNBZPSPG%FOWFS GPDVTFTPOBOJODMVTJWFTUZMF  H E cooperation, aligning people’s self-interest, and getting buy-in from the people who are affected IL by his decisions (Goldsmith, 2008). G D G Effectiveness versus Success E S M $MFBSMZ OPPOFXBZCFTUEFGJOFTXIBUJUNFBOTUPCFBOFGGFDUJWFMFBEFS'SFE-VUIBOT   ,O The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 proposes an interesting twist on the concept of leadership effectiveness by distinguishing CFUXFFO FGGFDUJWF BOE TVDDFTTGVM NBOBHFST,"DDPSEJOH UP -VUIBOT  FGGFDUJWF NBOBHFST BSF those with satisfied and productive employees,Awhereas successful managers are those who are QSPNPUFERVJDLMZ"GUFSTUVEZJOHBHSPVQPGNBOBHFST -VUIBOTTVHHFTUTUIBUTVDDFTTGVMNBOBHN B ers and effective managers engage in differentGtypes of activities. Whereas effective managers E NBOBHJOHDPOGMJDU BOEUSBJOJOH EFWFMPQJOH  TQFOEŇUIFJSUJNFDPNNVOJDBUJOHXJUITVCPSEJOBUFT E and motivating employees, the primary focusT of successful managers is not on employees. L Instead, they concentrate on networking activities H such as interacting with outsiders, socializing, A and politicking. E The internal and external activities that effective and successful managers undertake are L JNQPSUBOUUPBMMPXJOHMFBEFSTUPBDIJFWFUIFJSHPBMT-VUIBOT IPXFWFS GJOETUIBUPOMZQFSDFOU 1 of the managers in his study are effective and D successful. The results of his study present some 1 grave implications for how we might measureEour leaders’ effectiveness and reward them. To 0 encourage and reward performance, organizations M need to reward the leadership activities that will lead to effectiveness rather than those that8 Olead to quick promotion. If an organization cannot achieve balance, it quickly might find itselfTwith flashy but incompetent leaders who reached the top primarily through networking rather than through taking care of their employees and S 1 achieving goals. Barbara Waugh, mentioned earlier, considers the focus on what she calls the “vocal visionary” at the expense of the “quiet 4 implementer” one of the reasons many organizaUJPOT EP OPU BDIJFWF UIFJS GVMM QPUFOUJBM .BSTIBMM 0    +PF 5PSSF  UIF GBNFE -PT "OHFMFT %PEHFSTCBTFCBMMDPBDI CFMJFWFTUIBUTPMJE RVJFU BOETUFBEZNBOBHFSTXIPEPOPUCSBHBSFUIF 2 ones who get things done (Hollon, 2009). T Ideally, any definition of leadership effectiveness should consider all the different roles S BOEGVODUJPOTUIBUBMFBEFSQFSGPSNT'FXPSHBOJ[BUJPOT IPXFWFS QFSGPSNTVDIBUIPSPVHI BOBMZTJT BOEUIFZPGUFOGBMMCBDLPOTJNQMJTUJDNFBTVSFT'PSFYBNQMF TUPDLIPMEFSTBOEGJOBODJBM BOBMZTUT DPOTJEFS UIF $&0 PG B DPNQBOZ UP CF FGGFDUJWF JG DPNQBOZ TUPDL QSJDFT LFFQ increasing, regardless of how satisfied the company’s employees are. Politicians are effective if the polls indicate their popularity is high and if they are reelected. A football coach is  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 5 FGGFDUJWFXIFOIJTUFBNJTXJOOJOH4UVEFOUTTDPSFTPOTUBOEBSEJ[FEUFTUTEFUFSNJOFBTDIPPM principal’s effectiveness. In all cases, the factors that make the leader effective are highly complex and multifaceted. Consider the challenge faced by the executives of the New York Times, one of the world’s most respected newspapers. In 2002, the paper won a record seven Pulitzer prizes, a clear measure of success. A year later, however, the same executive editor team that had led the company in that success was forced to step down because of plagiarism scandals (Bennis, 2003). The executive team’s hierarchical structure, autocratic leadership style, and an organizational culture that focused on winning and hustling were partly blamed B for the scandals (McGregor, 2005). By one measure, the Times was highly effective; by another, E it failed a basic tenet of the journalistic profession. Politics further provide examples of the complexity of defining leadership effectiveT OFTT$POTJEFSGPSNFS64QSFTJEFOU$MJOUPO XIP EFTQJUFCFJOHJNQFBDIFEJOUIF644FOBUF  maintained his popularity at the polls in 1998 andH 1999; many voters continued to consider him H E effective. Hugo Chavez, the late president of Venezuela, was adored by his supporters for his IL for his dictatorial style. Whether any of advocacy for the poor and despised by his opponents these leaders is considered effective or not dependsG Don one’s perspective. General Motors’ recent troubles further illustrate the need for a broad definition of effectiveness. G E S M An Integrative Definition ,O The common thread in all these examples of effectiveness is the focus on outcome. To judge , their effectiveness, we look at the results of whatAleaders accomplish. Process issues, such as employee satisfaction, are important but are rarely the primary indicator of effectiveness. Nancy N B .D,JOUSZ $&0PG8PMUFST,MVXFS BOJOGPSNBUJPOTFSWJDFTDPNQBOZ TUBUFT i"UUIFFOEPGUIF G day, no matter how much somebody respects your E intellect or your capabilities or how much they like you, in the end it is all about results inE T the business context” (Bryant, 2009a). The executive editorial team at the New York Times delivered the awards despite creating a difficult L H BOETPNFUJNFTIPTUJMFDVMUVSF7PUFSTJOUIF6OJUFE4UBUFTMJLFE1SFTJEFOU$MJOUPOCFDBVTFUIF A E economy flourished under his administration. Hugo Chavez survived many challenges because L he pointed to specific accomplishments. 1 One way to take a broad view of effectiveness D is to consider leaders effective when their 1 group is successful in maintaining internal stability E and external adaptability while achieving goals. Overall, leaders are effective when their followers achieve their goals, can function well 0 M together, and can adapt to changing demands from 8 external forces. The definition of leadership effectiveness, therefore, contains three elements: O T 1. Goal achievement, which includes meetingSfinancial goals, producing quality products or 1 services, addressing the needs of customers, and so forth 2. Smooth internal processes, including group4cohesion, follower satisfaction, and efficient operations 0 3. External adaptability, which refers to a group’s 2 ability to change and evolve successfully ISBN 1-323-60804-4 T THE LEADERSHIP QUESTION—REVISITED S So focusing on the task, on people, on the big picture, on the details, and so forth can all be part of leadership. What works depends on the leader, the followers, and the situation. While some things generally don’t work, for example using fear and threats in all situations, there are many different styles and approaches to leading that can be effective. Understanding the situation is key. The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 6 1BSU* r #VJMEJOH#MPDLT Why Do We Need Leaders? -FBEFSTIJQJTBVOJWFSTBMQIFOPNFOPOBDSPTTDVMUVSFT8IZJTMFBEFSTIJQOFDFTTBSZ 8IBUOFFET EPFTJUGVMGJMM %PXFSFBMMZOFFEMFBEFST *OUIFCVTJOFTTXPSME OFXMFBEFSTDBOJOGMVFODFB GJSNTDSFEJUSBUJOHCZBGGFDUJOHUIFDPOGJEFODFPGUIFGJOBODJBMDPNNVOJUZ'PSFYBNQMF XIJMF Xerox weathered considerable financial and leadership problems in 2000 and 2001, the selection PG"OOF.VMDBIZ BDPNQBOZWFUFSBO BT$&0IFMQFEFBTFTUBLFIPMEFSTDPODFSOT*OPUIFSTFDtors, a city or nation might feel a sense of revival and optimism or considerable concern when a OFXMFBEFSDPNFTUPQPXFS BTXBTUIFDBTFJOUIF64QSFTJEFOUJBMFMFDUJPOTXJUIUIFXJO B of Barack Obama. We believe that leadership matters. The reasons why we need leaders closely E play and are related to the need or desire to be fall in line with the functions and roles that leaders T in collectives. Overall, we need leaders for following reasons: H beings have formed groups and societies for r To keep groups orderly and focused. Human H E of groups itself is an instinct or whether it is close to 50,000 years. Whether the formation I based on the need to accomplish complexLtasks too difficult for individuals to undertake, the G existence of groups requires some form of Dorganization and hierarchy. Whereas individual group members may have common goals,Gthey also have individual needs and aspirations. E -FBEFSTBSFOFFEFEUPQVMMUIFJOEJWJEVBMTUPHFUIFS PSHBOJ[F BOEDPPSEJOBUFUIFJSFGGPSUT S M r To accomplish tasks. Groups allow us ,to accomplish tasks that individuals alone could O OPUVOEFSUBLFPSDPNQMFUF-FBEFSTBSFOFFEFEUPGBDJMJUBUFUIBUBDDPNQMJTINFOU BOEUP provide goals and directions and coordinate activities. , r To make sense of the world. Groups andAtheir leaders provide individuals with a percepN UVBMDIFDL-FBEFSTIFMQVTNBLFTFOTFPGUIFXPSME FTUBCMJTITPDJBMSFBMJUZ BOEBTTJHO B meaning to events and situations that may be ambiguous. G E SFTFBSDIFST IBWF TVHHFTUFE FH  .FJOEM BOE r To be romantic ideals. 'JOBMMZ  BT TPNF E T &ISMJDL  MFBEFSTIJQJTOFFEFEUPGVMGJMMPVSEFTJSFGPSNZUIJDBMPSSPNBOUJDGJHVSFT who represent us and symbolize our ownL Hand our culture’s ideals and accomplishments. A E Research on Significance of Leadership L 1 DDPOTJEFSBCMFEFCBUFBNPOHMFBEFSTIJQTDIPM%FTQJUFUIFDPNNPOCFMJFGUIBUMFBEFSTNBUUFS 1 E BST BEESFTTFT XIFUIFS MFBEFSTIJQ BDUVBMMZ BGGFDUT PSHBOJ[BUJPOT 4PNF SFTFBSDIFST TVHHFTU 0 that environmental, social, industrial, and economic conditions determine organizational M 8 direction and performance to a much higher degree than does leadership (Brown, 1982; O $ZFSUBOE.BSDI )BOOBOBOE'SFFNBO T 4BMBODJLBOE1GFGGFS B &YUFSOBM factors, along with organizational elements S such as structure and strategy, are assumed to 1 The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 MJNJU UIF MFBEFST EFDJTJPONBLJOH PQUJPOT  SFEVDJOH UIF MFBEFST EJTDSFUJPO 'PS FYBNQMF  4BMBODJL BOE 1GFGGFS B  JO B TUVEZ PG4 UIF QFSGPSNBODF PG NBZPST  GPVOE UIBU MFBEFSTIJQBDDPVOUFEGPSPOMZUPQFSDFOUPGDIBOHFTJODJUZCVEHFUT4JNJMBSMZ -JFCFSTPOBOE 0 O’Connor (1972) found that whereas leadership has minimal effects on the performance of 2 large corporations (accounting for only 7 to 14 percent of the performance), company size and economic factors show considerable links toTfirm performance. Additionally research about managerial discretion indicates that managersShave less influence on organizations than enviSPONFOUBMBOEJOUFSOBMPSHBOJ[BUJPOBMGBDUPST 'JOLFMTUFJOBOE)BNCSJDL )BNCSJDLBOE 'JOLFMTUFJO   0UIFS SFTFBSDI GJOEJOHT TVHHFTU UIBU MFBEFSTIJQ EPFT JOEFFE IBWF BO JNQBDU 'PS FYBNQMF JOSFFWBMVBUJOH-JFCFSTPOBOE0$POOPSTTUVEZ 8FJOFSBOE.BIPOFZ    $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 7 find that a change in leadership accounts for 44 percent of the profitability of the firms studJFE 0UIFS SFTFBSDIFST %BZ BOE -PSE   5IPNBT    JOEJDBUF UIBU UIF FBSMZ SFTVMUT were not as strong as originally believed, and recent studies suggest that leadership can have an impact by looking at the disruption that can come from changes in leadership (Ballinger BOE4DIPPSNBO  BOEGJOEBTUSPOHFGGFDUPG$&0TPODPNQBOZQFSGPSNBODF .BDLFZ  2008). Additionally, research continues to indicate that leadership has a positive impact on a B E T LEADING CHANGE H The Container Store H E IL “You can build a much more wonderful company on love than you can on fear,” says Kip Tindell, the CEO of the highly successful Container Store G chain (Klein, 2013). He has put that principle D to work in all aspects of his business. Chances areGthat if you have engaged in a home or office E Store. The privately held company offers organization project, you have heard of the Container S M creative, practical, and innovative solutions to a multitude of storage problems and has established an enviable track record of success and growth of ,O 26 percent growth per year (Container Store’s secret growth story, 2013). The company has been consistently ranked as one of the best places , to work in, and it considers its employees its greatest A asset. Its unique culture and treating its employees well are other areas in which it claims leadership (Container Store Web site, 2013). One of the principles that the company espousesN Bis that “one great person equals three good G people” (Bliss, 2011). Ecustomer to dance . . . every time she goes into Kip Tindell says, “We talk about getting theE T and sold to her so carefully” (Birchall, 2006). the closet . . . because the product has been designed L Achieving this level of service takes a dedicated and, Hthe company believes, happy employees that A the company carefully recruits (often mostly through E its existing employees) and trains. Whereas ISBN 1-323-60804-4 in comparable companies, the average salesperson gets about eight hours of training during the L Store salespeople to get over 200 hours of first year on the job, it is not unusual for Container 1 training before a new store opens (Birchall, 2006).DIn addition to a family-friendly work environ1 ment, the company covers close to 70 percent of E its employees’ health-care insurance costs, pays 50 to 100 percent higher wages than its competitors’ pay, and provides flexible shifts to 0 accommodate its employees’ work–life balance. M 8 The investment in employees has paid off. The O Container Store has an annual turnover of T retail stores. Its founders, Kip Tindell and about 10 percent, compared with 90 percent for most Garrett Boone, believe that the unique culture andSthe success of the company are inseparable. 1 4 Sources: Birchall, J. 2006. “Training improves shelf life,” Financial Times, March 8. http://search.ft.com/ft 0 Article?queryText=Kip+Tindell&y=0&aje=true&x=0&id=060307009431 (accessed July 8, 2007); Bliss, J. 2011. “Container store—Flames of trust,” SatMetrix. http://www.netpromoter.com/ netpromoter_ 2 community/blogs/jeanne_bliss/2011/10/24/the-container-store—flames-of-trust (accessed May 30, 2013); T Container Store’s secret growth story, 2013. http://www.youtube.com/watch?v=uDmfbrcGxSk (accessed May 30, 2013); Container store website, 2013. http://standfor.containerstore.com/putting-our-employeesS first/ (accessed October 6, 2013); Containing Culture, 2007. Chain Store Age (April): 23–24; Klein, J. 2013. “Put people first,” Under 30 CEOs. http://under30ceo.com/put-people-first-reflections-from-kip-tindell-ceothe-container-store/ (accessed May 30, 2013). The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 8 1BSU* r #VJMEJOH#MPDLT TABLE 1-1 Significance of Leadership t -FBEFSTIJQJTPOFPGNBOZGBDUPSTUIBUBGGFDUUIFQFSGPSNBODFPG PSHBOJ[BUJPOT t -FBEFSTIJQDBOJOEJSFDUMZJNQBDUPUIFSQFSGPSNBODFGBDUPST t -FBEFSTIJQJTFTTFOUJBMJOQSPWJEJOHWJTJPOBOEEJSFDUJPO t *EFOUJGZJOHUIFTJUVBUJPOTJOXIJDIMFBEFSTIJQNBUUFSTJTFTTFOUJBM t 5IFDPNCJOBUJPOPGMFBEFSTXJUIGPMMPXFSTBOEPUIFSPSHBOJ[BUJPOBM GBDUPSTNBLFTBOJNQBDU B E variety of organizational effectiveness factorsTincluding climate and work group performance H organizations (e.g., Vashdi, Vigoda-Gadot, (McMurray et al., 2012) in both business and public H BOE4IMPNJ   E IL regarding the need for and impact of leaderIn trying to reconcile the different arguments ship, it is important to recognize that leadershipGis one of many factors that influence the perforD mance of a group or an organization (see Table G 1-1 for a summary). Additionally, the leader’s contribution, although not always tangible, isEsignificant in providing a vision and direction S M The key is to identify situations in which the for followers and in integrating their activities. ,O the organization are limited. These situations leader’s power and discretion over the group and are discussed as part of the concept of leadership , substitutes in Chapter 3 and in presentations of the role of upper-echelon leaders in Chapter 7.'JOBMMZ UIFQPUFOUJBMMBDLPGJNQBDUPGMFBEFSTJO A some situations further emphasizes the importance of followers in the success of leadership and N B the need to understand organizations as broad systems. G E E T L OBSTACLES TO EFFECTIVE LEADERSHIP H A *OBOZTFUUJOH CFJOHBOFGGFDUJWFMFBEFSJTBDIBMMFOHJOHUBTL&WFOXJUIBDMFBSEFGJOJUJPOPG E leadership and what makes a leader effective,Lbeing effective is not easy. Meanwhile, organizations pay a heavy price for ineffective, incompetent, or unethical leadership (Bedeian and 1 D Armenakis, 1998; Kellerman, 2004). The keys1to becoming an effective leader are knowledge, experience, practice, and learning from one’s E mistakes. Unfortunately, many organizations do 0 M not provide an environment in which leaders can practice new skills, try out new behaviors, and 8 observe their impact. In most cases, the price for Omaking mistakes is so high that new leaders and T managers opt for routine actions. Without such practice and without failure, it is difficult for leaders to learn how to be S 1 effective. The experience of failure, in some cases, may be a defining moment in the development of a leader (George, 2009). The question4is, therefore, what are the obstacles to becoming an effective leader? Aside from different levels0of skills and aptitudes that might prevent a leader from being effective, several other obstacles to2effective leadership exist: The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 T r 'JSTU PSHBOJ[BUJPOTGBDFDPOTJEFSBCMFuncertainty that creates pressure for quick responses S BOETPMVUJPOT&YUFSOBMGPSDFT TVDIBTWPUFSTBOEJOWFTUPST EFNBOEJNNFEJBUFBUUFOUJPO In an atmosphere of crisis, there is no time or patience for learning. Ironically, implementing new methods of leadership, if they are allowed, would make dealing with complexity and uncertainty easier in the long run. Therefore, a vicious cycle that allows no time for the learning that would help current crises continues. The lack of learning and experimentation  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 9 in turn causes the continuation of the crises, which makes the time needed to learn and practice innovative behaviors unavailable. r 4FDPOE  PSHBOJ[BUJPOT BSF PGUFO rigid and unforgiving. In their push for short-term and immediate performance, they do not allow any room for mistakes and experimentation. "ŇGFXPSHBOJ[BUJPOT TVDIBT7JSHJO(SPVQ-UE . BOE"QQMF$PNQVUFSTUIBUFODPVSBHF taking risks and making mistakes, are the exception. The rigidity and rewards systems of many institutions discourage such endeavors. r 5IJSE  PSHBOJ[BUJPOT GBMM CBDL PO old ideas about what effective leadership is and, therefore, rely on simplistic solutions that do B not fit new and complex problems. The use of simple ideas, such as those proposed in many E popular books, provides only temporary solutions. T r 'PVSUI PWFSUJNF BMMPSHBOJ[BUJPOTEFWFMPQBQBSUJDVMBSculture that strongly influences how H things are done and what is considered acceptable behavior. As leaders try to implement H E new ideas and experiment with new methods, they may face resistance generated by the IL established culture. G r 'JOBMMZ  BOPUIFS GBDUPS UIBU DBO QPTF BO PCTUBDMF UP FGGFDUJWF MFBEFSTIJQ JT UIF EJGGJD culty involved in understanding and applying the findings of academic research. In G E the laudable search for precision and scientific rigor, academic researchers sometimes S M do not clarify the application of their research, making the research inaccessible to ,O practitioners. , The complex and never-ending learning process ofAbecoming an effective leader requires experimentation and organizational support. The inaccessibility of academic research to many pracN B titioners and the short-term orientation of the organizations in which most managers operate G E &YDFQU GPS UIF GFX JOEJWJEVBMT XIP BSF QSPWJEF DIBMMFOHJOH PCTUBDMFT UP FGGFDUJWF MFBEFSTIJQ E talented and learn quickly and easily or those rare T leaders who have the luxury of time, these L obstacles are not easily surmounted. Organizations H that allow their leaders at all levels to make mistakes, learn, and develop new skills are training A effective leaders. ISBN 1-323-60804-4 E L LEADERSHIP AND MANAGEMENT 1 D 1 E What is the difference between a leader and a manager? Are the two basically the same, or 0 are there sharp distinctions between them? These Mquestions have been at the forefront of the discussion of leadership for many years. Kevin8 OKruse, bestselling author and entrepreneur, believes that organizations need good management T to plan, measure, hire, fire, coordinate activities, and so forth. However, he states thatS leadership is about people (Kruse, 2013). 1 Table 1-2 presents the major distinctions between managers and leaders. Whereas leaders have long-term and future-oriented perspectives4 and provide a vision for their followers to look beyond their immediate surroundings, managers take short-term perspectives and focus 0 on routine issues within their own immediate departments or groups. Zaleznik (1990) further 2 suggests that leaders, but not managers, are charismatic and can create a sense of exciteT 1996) takes a historical perspective in the ment and purpose in their followers. Kotter (1990; S concept, but the concept of management debate and proposes that leadership is an age-old developed in the past 100 years as a result of the complex organizations created after the Industrial Revolution. A manager’s role is to bring order and consistency through planning, CVEHFUJOH BOEDPOUSPMMJOH-FBEFSTIJQ POUIFPUIFSIBOE JTBJNFEBUQSPEVDJOHNPWFNFOU and change. The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 10 1BSU* r #VJMEJOH#MPDLT TABLE 1-2 Managers and Leaders Managers Leaders 'PDVTPOUIFQSFTFOU .BJOUBJOTUBUVTRVPBOETUBCJMJUZ *NQMFNFOUQPMJDJFTBOEQSPDFEVSFT .BJOUBJOFYJTUJOHTUSVDUVSF 3FNBJOBMPPGUPNBJOUBJOPCKFDUJWJUZ 6TFQPTJUJPOQPXFS 'PDVTPOUIFGVUVSF $SFBUFDIBOHF *OJUJBUFHPBMTBOETUSBUFHJFT $SFBUFBDVMUVSFCBTFEPOTIBSFEWBMVFT &TUBCMJTIBOFNPUJPOBMMJOLXJUIGPMMPXFST 6TFQFSTPOBMQPXFS B E T The debates suggest that for those who draw H a distinction between leaders and managers, leaders demonstrate attributes that allow themH Eto energize their followers, whereas managers simply take care of the mundane and routine Idetails. Both are necessary for organizations to function, and one cannot replace the other. ByL considering the issue of effectiveness, many of G D the arguments regarding the differences between leadership and management can be clarified. G 'PSFYBNQMFBSFNBOBHFSTXIPNPUJWBUFUIFJSGPMMPXFSTBOEXIPTFEFQBSUNFOUTBDIJFWFBMM E S their goals simply effective managers, or are they M leaders as well? Being an effective manager ,O that are attributed to leaders with or without often involves performing many of the functions some degree of charisma. The distinctions drawn between leadership and management may , be more related to effectiveness than to the difference between the two concepts. An effecA tive manager of people provides a mission and sense of purpose with future-oriented goals, N initiates goals and actions, and builds a sense B of shared values that allows followers to be G focused and motivated, all actions that are attributed to leaders. Therefore, effective managE E ers can often be considered leaders. Management professor Henry Mintzberg further suggests T that good leaders must manage their team andLorganizations as well. By focusing too much on H of the hard work needed to make organizaleadership, at the expense of management, much A E tions effective may be left unattended. He states: “Being an engaged leader means you must be reflective while staying in the fray-the hectic,Lfragmented, never-ending world of managing” 1 .JOU[CFSH Ň  D Thus, any manager who guides a group toward goal accomplishment can be consid1 E ered a leader, and any good leader must perform 0 many management functions. Much of the distinction between management and leadershipMcomes from the fact that the title leader assumes 8 competence. Consequently, an effective and O successful manager can be considered a leader, T but a less-competent manager is not a leader. Overall, the debate over the difference between S the two concepts does not add much to our understanding of what constitutes good leadership 1 or good management and how to achieve these goals. It does, however, point to the need felt 4 by many people and organizations for effective, competent, and visionary leadership/manage0 between the two concepts and uses the terms ment. This book does not dwell on the distinction 2 interchangeably. Although leaders in different organizations and different cultures perform dissimilar functions and play unique roles, researchers have identified a number of managerial roles and functions that cut across most settings. The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 T S ROLES AND FUNCTIONS OF LEADERS  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 11 ISBN 1-323-60804-4 Managerial Roles To be effective, leaders perform a number of roles. The roles are sets of expected behaviors ascribed to them by virtue of their leadership position. Along with the basic managerial functions of planning, organizing, staffing, directing, and controlling, leaders are ascribed a number of strategic and external roles, as well, which are discussed in detail in Chapter 7'VSUIFSNPSF  one of the major functions of leaders is to provide their group or organization with a sense of WJTJPOBOENJTTJPO'PSFYBNQMF EFQBSUNFOUNBOBHFSTOFFEUPQMBOBOEPSHBOJ[FUIFJSEFQBSUment’s activities and assign various people to perform tasks. They also monitor their employees’ B performance and correct employees’ actions when needed. Aside from these internal functions, E managers negotiate with their boss and other department managers for resources and coordinate T department managers must participate in decisions and activities with them. Additionally, many strategic planning and the development of their organization’s mission beyond the immediate H H focus on their own department or team. E One of the most cited taxonomies of managerial IL activities is proposed by Henry Mintzberg (1973), who added the 10 executive roles of figurehead, leader, liaison, monitor, disseminator, G D spokesperson, entrepreneur, disturbance handler, resource allocator, and negotiator to an already G E further suggests that few, if any, managers long list of what leaders do. Mintzberg’s research S perform these roles in an organized, compartmentalized, and coherent fashion. Instead, a typical M , manager’s days are characterized by a wide variety O of tasks, frequent interruptions, and little time to think or to connect with their subordinates. Mintzberg’s findings are an integral part of ,The roles he defines are typically considered many definitions of leadership and management.A the major roles and functions of leaders. N Interestingly, research suggests that male andBfemale managers may perform their roles difG ferently. In her book, The Female Advantage: Women’s E Way of Leadership 4BMMZ)FMHFTFO   E questions many myths about the universality of management behaviors. Through case studies of T five female executives, Helgesen faithfully replicated the methodology used 20 years earlier by L H Mintzberg in his study of seven male managers. A Mintzberg had found that his managers often E and few nonwork-related activities. The men worked at an unrelenting pace, with many interruptions felt that their identity was tied directly to their job and L often reported feeling isolated, with no time 1 to reflect, plan, and share information with others. They D also reported having a complex network of colleagues outside work and preferring face-to-face 1 interaction to all other means of communication. E Helgesen’s findings of female managers matched Mintzberg’s only in the last two cate0 M gories. Her female managers also were part of a8complex network and preferred face-to-face O surprisingly different. The women reported communication. The other findings, however, were T working at a calm, steady pace with frequent breaks. They did not consider unscheduled events S to be interruptions; they instead viewed them as a normal part of their work. All of them reported 1 working at a number of nonwork-related activities. They each cultivated multifaceted identities 4 and, therefore, did not feel isolated. They found themselves with time to read and reflect on the 0 big picture. Additionally, the female executives scheduled time to share information with their 2 colleagues and subordinates. The gender differences found between the two T studies can be attributed partly to the 20-year time difference. However, Helgesen’s suggestions S about a different female leadership style, which she calls “the web,” are supported by a number of other research and anecdotal studies. Helgesen’s web is compared to a circle with the manager in the center and interconnected to all other parts of the department or organization. This view differs sharply from the traditional pyramid structure common in many organizations. Chapter 2 further explores the gender differences in leadership. The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 12 1BSU* r #VJMEJOH#MPDLT Functions of the Leader: Creation and Maintenance of an Organizational Culture One of the major functions of leaders is the creation and development of a culture and cliNBUF GPS UIFJS HSPVQ PS PSHBOJ[BUJPO /BIBWBOEJ BOE .BMFL[BEFI  B 4DIFJO    -FBEFST  QBSUJDVMBSMZ GPVOEFST  MFBWF BO BMNPTUJOEFMJCMF NBSL PO UIF BTTVNQUJPOT UIBU BSF passed down from one generation to the next. In fact, organizations often come to mirror UIFJSGPVOEFSTQFSTPOBMJUJFT$POTJEFS GPSFYBNQMF IPX4UBSCVDLT UIFXPSMEXJEFQSPWJEFS PGHPVSNFUDPGGFF SFGMFDUTUIFESFBNTBOEGFBSTPGJUTGPVOEFS )PXBSE4DIVMU[ TFF-FBEJOH B Change case in Chapter 10). The company is known for its generous benefit package and its E GPDVTPOUBLJOHDBSFPGJUTFNQMPZFFT4DIVMU[PGUFOSFQFBUTUIFTUPSZPGIJTGBUIFSMPTJOHIJT job after breaking his leg and the devastatingT and long-lasting effect this event had on him and his family (George, 2007). As is the case H in many other organizations, the founder’s H TUZMF PSJOUIFDBTFPG4UBSCVDLT UIFGPVOEFSTGBNJMZIJTUPSZ IBTBOJNQBDUPOUIFDVMUVSF E of an organization. IL If the founder is workaholic and control oriented, the organization is likely to push G D for fast-paced decision making and be centralized. If the founder is participative and team G E and open. Norm Brodsky, a veteran entreoriented, the organization will be decentralized S preneur who created several businesses, realized how much his hard-driving personality M , affected the culture of his company. He also O realized that his wife and partner’s more caring style was having a positive impact on employees, so he worked on softening his own style , The leader’s passion often translates into the and supporting her initiatives (Brodsky, 2006). A NJTTJPO PS POF PG UIF QSJNBSZ HPBMT PG UIF PSHBOJ[BUJPO  BT JT UIF DBTF PG )PXBSE 4DIVMU[ N B GPS4UBSCVDLT4JNJMBSMZ %BWJE/FFMFNBOTQBTTJPOGPSDVTUPNFSTBOEIJHIRVBMJUZTFSWJDF G TFF4FDUJPOi-FBEFSTIJQJO"DUJPOuBUUIFFOEPGUIJTDIBQUFS IBTTIBQFEUIFNBOBHFNFOU E E of all the companies Neeleman has founded.T The leaders set the vision and direction and make most, if not all, of the decisions regarding the various factors that will shape the culture L H 'JHVSF  A E -FBEFSTBSFSPMFNPEFMTGPSPUIFSPSHBOJ[BUJPOBMNFNCFST5IFZFTUBCMJTIBOEHSBOUUIF TUBUVT TZNCPMT UIBU BSF UIF NBJO BSUJGBDUT PG PSHBOJ[BUJPOBM DVMUVSF 'PMMPXFST UBLF UIFJS DVFT L 1 GSPNUIFMFBEFSTPOXIBUCFIBWJPSTBSFBOEBSFOPUBDDFQUBCMF'PSFYBNQMF 4UFQIFO0FTUFSMF  D 1 senior vice president at Medtronics leads by example in two ways. As the leader in charge of E 0 M 8 O T S 1 Vision & Mission Role Modeling Strategy & Hiring Structure Decisions Organizational Culture FIGURE 1-1 Leader’s Functions in Shaping Organizational Culture The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 4 Leader 0 2 TReward System S ISBN 1-323-60804-4  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 13 medicine, one of his key roles is to look for new technology that can advance the company’s mission. He is considered an international technology scout who scours the globe in search of technological innovation to assure his company’s future success (Walsh, 2012). As a marathon runner, he promotes a healthy lifestyle and its role in restoring lives, which is the mission of his company (Tuggle, 2007). Another example is Tyler Winkler, the senior vice president of sales BOECVTJOFTTEFWFMPQNFOUGPS4FDVSF8PSLT XIPJTPCTFTTFEXJUIJNQSPWJOHTBMFTOVNCFST One of his first statements to his employees was, “Make your numbers in three months or you’re out” (Cummings, 2004). He measures everything, observes employees closely, and provides detailed feedback and training, all to improve sales. B His methods became the norm in the organization and created a legion of loyal employees. E Research about the importance of empathy in leadership suggests another function for T leaders, related to cultural factors. Researchers argue that a key function of leaders is to manH    &WFO UIPVHI BUUFOUJPO UP JOUFSOBM BHF UIF FNPUJPOT PG HSPVQ NFNCFST )VNQISFZ H E process issues, such as the emotional state of followers, has always been considered a factor IL in leadership, it is increasingly seen not as a peripheral task, but rather as one of the main G functions. This function is particularly critical to D maintaining followers’ positive outlook in VODFSUBJOBOEBNCJHVPVTTJUVBUJPOT'PMMPXFSTPCTFSWFUIFJSMFBEFSTFNPUJPOBMSFBDUJPOTBOE G E take their cue from them to determine appropriate reactions (Pescosolido, 2002). An unlikely S M FYBNQMFPGUIFFNPUJPONBOBHFNFOUSPMFPGMFBEFSTJT#PC-BEPVDFVS UIFMFHFOEBSZ-B4BMMF  ,O California, high school football coach and the man behind a great dynasty of 20 undefeated TFBTPOTBOEXJOT 4BOLJO  -BEPVDFVS, XIPSFUJSFEBTIFBEDPBDIBGUFSZFBSTJO A rather than simply winning. His players are 2013, focuses on shaping the lives of his students, OPUHFOFSBMMZDPOTJEFSFEUPCFUIFNPTUUBMFOUFEPSUIFTUSPOHFTU-BEPVDFVS IPXFWFS HFUT N B extraordinary performance from them through hard training and character building. He states, G E “If a team has no soul, you’re just wasting your time” (Wallace, 2003: 100–104). He wants E T IJTQMBZFSTUPHFUJOUPVDIXJUIUIFJSFNPUJPOTBOEEFWFMPQiMPWFuGPSUIFJSUFBNNBUFT'PS L -BEPVDFVS NBOBHJOHUIFTFFNPUJPOTJTUIFLFZUPIJTUFBNTXJOOJOHTUSFBLT)FDPOTJEFST H A his relationships with his followers and coworkers, E rather than his winning record, to be the highlight of his career (Hammon, 2013). L Other means through which the leader shapes culture are by decisions regarding the 1 D SFXBSETZTUFN ,FSSBOE4MPDVN  BOECZDPOUSPMMJOHEFDJTJPOTUBOEBSET*OPOFPSHB1 nization, rewards (financial and nonfinancial) goEto only the highest contributors to the bot0 tom line. In another, accomplishments such as contribution to cultural diversity or the degree M 8 of social responsibility are also valued and rewarded. Additionally, leaders are in charge of O selecting other leaders and managers for the organization. Those selected are likely to fit the T existing leader’s ideal model and, therefore, fit the culture. Other influential members of the S 1 organization provide leaders with yet another opportunity to shape the culture. Many firms, for example, establish a nominating committee of 4 the board of directors. In such committees, top managers nominate and select their successors. 0 Therefore, they not only control the current culture but also exert a strong influence on the future of their organization. To select his 2 TVDDFTTPSCFGPSFIFMFGUJO (FOFSBM&MFDUSJDT (& +BDL8FMDIDBSFGVMMZPCTFSWFE JOUFST executives. He sought feedback from top acted with, and interviewed many of the company’s DPNQBOZMFBEFST BOEBGUFSTFMFDUJOH+FGG*NNFMUS8FMDIPSDIFTUSBUFEUIFUSBOTJUJPOPGQPXFS This carefully orchestrated succession ensured that the new leader, although bringing about some new ideas, fit the existing culture of the organization (Useem, 2001). A similar careful process took place at Procter & Gamble in 2009 and again in 2013 TFF4FDUJPOi-FBEFSTIJQJO Action” case in Chapter 7). The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 14 1BSU* r #VJMEJOH#MPDLT APPLYING WHAT YOU LEARN Leadership Basics Mistakes are more likely to happen when Leadership is a complex process that is a you are placed in new challenging situations journey rather than a destination. All effective that provide you with opportunities to learn. leaders continue to grow and improve, learnt Pay attention to your environment: ing from each situation they face and from Understanding all the elements of a leadtheir mistakes. Here are some basic points that B ership situation, and particularly followers, we will revisit throughout the book: E is essential to effectiveness. Ask questions, t Find your passion: We can be at our best T listen carefully, and observe intently so that when we lead others into something for can understand the people and the H you which we have passion. H situations around you. t Learn about yourself: Self-awareness of E t Remember that it’s about others: your values, strengths, and weaknesses is an IL Leadership is not about you and your G essential starting point for leaders. D personal agenda. It’s about getting things t Experiment with new behaviors and G done for, through and with others. situations: Learning and growth occur E t Don’t take yourself too seriously: A good when we are exposed to new situations that S M sense of humor and keeping a perspective ,O on priorities will help you. You are not as challenge us; seek them out. t Get comfortable with failure: All leaders good as your most fervent supporters fail; good leaders learn from their mistakes , believe and not as flawed as your reticent A and consider them learning opportunities. detractors think, so lighten up! N B G The power of the leader to make decisionsEfor the organization about its structure and stratE egy is another effective means of shaping culture. T By determining the hierarchy, span of control, L reporting relationship, and degree of formalization H and specialization, the leader molds culture. A highly decentralized and organic structure is A likely to be the result of an open and participative E culture, whereas a highly centralized structure will go hand in hand with a mechanistic/bureauL limits or encourages interaction and by doing cratic culture. The structure of an organization 1 D so affects, as well as is affected by, the assumptions shared by members of the organization. 1 4JNJMBSMZ UIFTUSBUFHZTFMFDUFECZUIFMFBEFSPSUIFUPQNBOBHFNFOUUFBNXJMMCFEFUFSNJOFECZ  E 0 as well as help shape, the culture of the organization. Therefore, a leader who adopts a proactive M growth strategy that requires innovation and risk taking will have to create a culture different 8 O from a leader who selects a strategy of retrenchment. T &WFOUIPVHIUIF64NBJOTUSFBNDVMUVSFJTOPUBTBVUIPSJUZPSJFOUFEBTTPNFPUIFSDVMUVSFT B large number of our leadership theories are implicitly or explicitly based on the assumptions that MFBEFSTIBWFUPUBLFDIBSHFBOEQSPWJEFPUIFSTXJUIJOTUSVDUJPOT'PSFYBNQMF UIFJOJUJBUJPOPG structure concept provides that effective leadership involves giving direction, assigning tasks The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 S 1 CHANGES IN ORGANIZATIONS AND IN EXPECTATIONS OF LEADERS 4 To some, a leader is someone who takes charge 0 and jumps in to make decisions whenever the situation requires. This view is particularly dominant in traditional organizations with a clear 2 hierarchy in which employees and managers carry out narrowly defined responsibilities. To othT the group’s desires. The extent to which a ers, a leader is a facilitator who simply channels S by culture and will be discussed in Chapter 2. leader is attributed power and knowledge varies  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 15 to followers, and setting deadlines. These activities are considered an inherent part of an effecUJWFMFBEFSTCFIBWJPST4JNJMBSMZ UIFXJEFMZVTFEDPODFQUPGNPUJWBUJPOUPNBOBHF .JOFSBOE 4NJUI  JODMVEFTEFTJSFGPSQPXFSBOEDPOUSPMPWFSPUIFSTBTBOFTTFOUJBMDPNQPOFOU WHAT DO YOU DO? You have started on a new job, and based on the interview and discussion with people prior to accepting the job you were led to believe that the company strongly believes in employee participation, engagement, and flexibility. A couple of months of working with your new boss, however, all you see is command and B What do you do? control, with little opportunity for you to provide any input. E T New Roles for Leaders H With the constant need for innovation, intense H global competition, economic pressures, and E changing demographics, organizations are changing drastically. As a result, many of the IL USBEJUJPOBMMFBEFSTIJQGVODUJPOTBOESPMFTBSFDIBOHJOHBTXFMM'JHVSFQSFTFOUTUIFUSBEJUJPOBM G control-oriented model and the new result-orientedD model for leaders in organizations. The changG ing environment for organizations has forced us toEreconsider our expectations and requirements S GPSMFBEFSTIJQ&GGFDUJWFMFBEFSTPGEJWFSTFBOEHMPCBMUFBNTBSFOPUOFDFTTBSJMZJODPOUSPMPGUIF M ,O skills much more than initiation-of-structure group. They might need facilitation and participation TLJMMT'PSFYBNQMF FNQMPZFFTJOUSBEJUJPOBMPSHBOJ[BUJPOTBSFSFTQPOTJCMFPOMZGPSQSPEVDUJPO the planning, leading, and controlling functions, as,A well as the responsibility for results, fall on the NBOBHFS TFF'JHVSF "OJODSFBTJOHOVNCFSPGPSHBOJ[BUJPOT IPXFWFS BSFTIJGUJOHUIFBDUJWN ities and responsibilities typically associated with managers to employees. Managers are expected B G to provide the vision, get the needed resources to E employees, act as support persons, and get out of employees’ way. The employees, in turn, learnE Tabout the strategic and financial issues related to their job, plan their own activities, set productionLgoals, and take responsibility for their results. H Many executives have adopted new management techniques to help them with the chalA E lenges inherent in the new roles for leaders. A recent article in Entrepreneur featured several Traditional Control-Oriented Leadership Plan Organize Lead Control ISBN 1-323-60804-4 Do L 1 D 1 E 0 M 8 O T S 1 Current Result-Oriented Leadership Lead Provide Direction 4 0 2 T S Plan and Organize Control Do Results Leader assumes responsibility Results FIGURE 1-2 Employees and leader assume responsibility Control Versus Results-Oriented Leadership The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 16 1BSU* r #VJMEJOH#MPDLT business leaders and their ideas about how leadership is changing. When thinking about what EFGJOFTMFBEFSTIJQ 5FE%FWJOF $&0PGBTQFDJBMJ[FEPOMJOFCVTJOFTTJOTVSBODFDPNQBOZ TUBUFT i/PXBMMT OPCBSSJFST OPIJFSBSDIZ&WFSZCPEZDBOUBMLUPFWFSZCPEZ&WFSZCPEZDBOQBSUJDJQBUFJOBEFDJTJPO8FXPSLUPHFUIFSu JOGMVFOUJBM$&0T  4JNJMBSMZ 4DPUU"CFM $&0 PG4QJDF8PSLT BOFUXPSLNBOBHFNFOUDPNQBOZ CFMJFWFTUIBUUIFSPMFPGMFBEFSJTUPDBQUVSF the energy of his employees. The idea of cooperation and ownership of the organization are BMTPTPNFUIJOHUIBU4IFJMB+PIOTPO DPGPVOEFSPG#&5OFUXPSLFNCSBDFT$VSUJT4ZNPOE XIP XPSLTBU#&5 TBZTi"CPWFBMMFMTF 4IFJMBMFBETCZFYBNQMFUISPVHIIFSQBTTJPO*UTEJGGJDVMU to work with her, be around all of her excitement B and energy, and not want to join in and get JOWPMWFEu JOGMVFOUJBM$&0T   E Harnessing employees’ ideas and engaging them in the goals of the organization is increasT JOHMZBLFZSPMFGPSMFBEFST8IFO3JDL4BQJPXBTUIF$&0PGUIFFNQMPZFF/FX:PSL$JUZ Mutual.com, a mutual fund advisory company,H he knew that his business was high pressure with H E little time to stay in touch with his employees (Buchanan, 2001). Recognizing the importance of IL JOWPMWJOHFNQMPZFFT IPXFWFS 4BQJPDSFBUFEi)BTTMFT uBOFMFDUSPOJDNBJMCPYUISPVHIXIJDI G FNQMPZFFTDPVMEFYQSFTTUIFJSDPODFSOTBOEJEFBTXJUIBHVBSBOUFFGSPNUIF$&0UIBUUIFZXJMM D CFBEESFTTFEXJUIJOBXFFL'PSUIPTFXIPQSFGFSSFEUPTFFUIFCPTTJOQFSTPO 4BQJPTDIFEVMFE G E one hour each week in a conference room (rather than his office, which seemed inaccessible) S M XIFSF BOZPOF DPVME ESPQ JO UP HJWF IJN JOQVU +FGGSFZ *NNFMU  $&0 PG (FOFSBM &MFDUSJD  IBT ,O NBEFMFBSOJOHBOEHFUUJOHUPIFBSFWFSZCPEZTJEFBTPOFPGIJTQSJPSJUJFT)JTQSFEFDFTTPS +BDL Welch, notes that a great leader needs to “get, under the skin of every person who works for A UIFDPNQBOZu )BNNPOET  -FBEFSTBUMBSHFDPNQBOJFTTVDIBT1SPDUFS(BNCMF  8IPMF'PPET BOE5PZPUB BTXFMMBTTNBMMTUBSUVQTTVDIBT&WFSOPUF QSBDUJDFCFJOHFHBMJUBSJBO N B making, training, and innovation. and cooperative. Their priorities are fast decision G The new leadership styles are not limitedEto business organizations; they can also be seen E T JOHPWFSONFOUBOEPUIFSOPUGPSQSPGJUPSHBOJ[BUJPOT)BSSZ#BYUFS DIBJSNBOBOE$&0PG#BYUFS L )FBMUIDBSFJO%FFSGJFME *MMJOPJT MJLFTUPGPDVTPOEPJOHUIFSJHIUUIJOHJOTUFBEPGCFJOHSJHIU)F H A suggests, “I have very few definitive answers, but E I have a lot of opinions” (Kraemer, 2003: 16). 1IJMJQ%JFIM GPSNFSEJSFDUPSPGUIF64.JOU BOEIJTMFBEFSTIJQUFBNUSBOTGPSNFEUIFTUPEHZ L government bureaucracy into an efficient and1customer-centered organization by asking questions, listening to stakeholders, creating a senseDof urgency in employees, and involving them in 1 E in local, state, and federal government agenthe change (Muio, 1999). These changes also occur 0 DJFT'PSFYBNQMF 3PO4JNT XIPXBTSFDPHOJ[FEJOBTPOFPGUIFNPTUJOOPWBUJWFQVCMJD M 8 officials, is known for always looking for common O ground while operating from a clear set of QSJODJQMFT 8BMUFST    3PO 4JNT JT BMTP T LOPXO GPS MFBEJOH CZ FYBNQMF 8IFO IF UBMLFE about county employees adopting a healthier lifestyle, he started eating better and biking and lost S 1 40 pounds (Walters, 2006). These leaders leave their top-floor offices 4 to keep in touch with the members of their organizations. Given the rapid pace of change and 0 complexity of the environment in which many organizations operate, cultivating extensive sources of information and involving many people 2 in the decision-making process are essential. A number of external and internal organizational factors are driving the changes in our organi[BUJPOTBOEJOUIFSPMFPGMFBEFSTBOENBOBHFST 'JHVSF 'JSTU QPMJUJDBMDIBOHFTXPSMEXJEF are leading to more openness and democracy. These political changes shape and are shaped by The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 Factors Fueling Changes T S  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ ide dw al l r c Wo oliti ges P an Ch Increased Global and Local Competition 17 De m Ch ogra an ph ge ic s ISBN 1-323-60804-4 B E Changes in Organizations T and their Leadership H H E IL FIGURE 1-3 Factors Fueling Changes in Organizations and Their Leadership G D G E JNBHFTPGXIBUJTDPOTJEFSFEUPCFBQQSPQSJBUFMFBEFSTIJQ8JUIUIFGBMMPGUIF4PWJFU6OJPOBU S M a spread in democratic principles aimed at the end of the twentieth century, the world has seen ,O QPXFSTIBSJOH6QSJTJOHJO/PSUI"GSJDBBOEUIF.JEEMF&BTUBOEUIF"SBC4QSJOHNPWFNFOU EFNPOTUSBUFEUIFEFTJSFPGNBOZGPSNPSFPQFOOFTTBOEEFNPDSBDZ*OUIF6OJUFE4UBUFT UIF , A public continues to expect transparency in both the private and the public sectors. Politicians are forced to share details of their past and their personal life and justify to the public many, if not N B all, of their decisions. Communities increasingly demand participation in the decisions regarding G E their schools, health-care systems, and environment. E T 4FDPOE XJUIUIFXPSMEXJEFFDPOPNJDEPXOUVSO JODSFBTJOHHMPCBMBOEMPDBMDPNQFUJL tion, and complex and fast-changing technologies, H numerous organizations struggle for surA vival and to justify their existence. Many are forced to reconsider how they provide goods E and services to their customers and to the public and to reevaluate the assumptions they held L BTCBTJDUSVUIT'PSFYBNQMF XIJMF6OJPOTJOUIF6OJUFE4UBUFTBSFTUSVHHMJOHGPSCPUINFN1 D leadership has succeeded by focusing on bership and a new identity, in some cases, their 1 cooperation with management, something that E would have been unimaginable a few years 0 back. Monty Newcomb, a shop steward at a chemical M plant in Calvert City Kentucky, worked 8 with his union and with management to integrate Otrust and team building between union and NBOBHFNFOU XJUI UIF USBEJUJPOBM DPMMFDUJWF CBSHBJOJOH QSPDFTT %BWJETPO    5IJT OFX T collaboration took a while to take hold but eventually resulted in both groups accomplishing S 1 their goals, increasing efficiency and quality, and preventing the company from shipping jobs overseas. 4 "OPUIFSLFZGBDUPSGVFMJOHDIBOHFTJOMFBEFSTIJQJTUIFEJWFSTJUZJOUIF6OJUFE4UBUFTBOE 0 NBOZPUIFSDPVOUSJFT 'JHVSF %FNPHSBQIJDDIBOHFTUIBUMFBEUPJODSFBTFEEJWFSTJUZJOUIF 2 various groups and organizations push leaders to consider this diversity when making decisions. T .BOZDPVOUSJFTJODMVEFTJNJMBSPSFWFOHSFBUFSDVMUVSBMEJWFSTJUZ'PSFYBNQMF .BMBZTJBTQPQVS MBUJPOJTIJHIMZEJWFSTFBOEDPOTJTUTPG.BMBZT $IJOFTF *OEJBOT "SBCT 4JOIBMFTF &VSBTJBOT  BOE &VSPQFBOT  XJUI UIF .VTMJN  #VEEIJTU  %BPJTU  )JOEV  $ISJTUJBO  4JLI  BOE 4IBNBOJTUJD religions all practiced (World Fact Book: Malaysia  "MUIPVHIUIFNBKPSJUZPG4JOHBQPSFT QPQVMBUJPOPGNPSFUIBONJMMJPOJT$IJOFTF JUBMTPJODMVEFT.BMBZT *OEJBOT BOE&VSBTJBOT"T BSFTVMU UIFDPVOUSZIBTGPVSPGGJDJBMMBOHVBHFT&OHMJTI .BMBZ .BOEBSJO BOE5BNJM World The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 18 1BSU* r #VJMEJOH#MPDLT 1.2% 5% 16.7% 13.1% Hispanic White African American B Native American E Asian T H H E FIGURE 1-4 Diversity in the U.S. Population Source: I United States Census Bureau, 2013. http://quickfacts.census.gov/qfd/states/00000.html L (accessed May 30, 2013). G D G E some of the ethnic and demographic changes Fact Book: Singapore, 2013). Table 1-3 highlights S M BOEUSFOETJOUIF6OJUFE4UBUFT ,ONBOBHF JT SFMBUFE UP BHF 3PYBOO )FXFSUTPO  4PNF PG UIF EJWFSTJUZ UIBU MFBEFST NVTU $&0 PG UIF )JHIMBOE $POTVMUJOH (SPVQ  BO, PSHBOJ[BUJPO UIBU GPDVTFT PO MFBEFSTIJQ JTTVFT and a faculty at Cornell University, says theAyounger workers do not respond to traditional hierarchies easily. As a result she believes,“There’s a real hunger out there for finding a betN B UFSXBZ5IFPMEXBZJTCSPLFO*UEPFTOUTFSWFVTu JOGMVFOUJBM$&0T  /JDL1FUSJF  G E TFOJPSGBDVMUZNFNCFSPGUIF$FOUFSGPS$SFBUJWF-FBEFSTIJQ BOJOGMVFOUJBMMFBEFSTIJQPSHBE nization, strongly believes, “There is a transition occurring from the old paradigm in which T L leadership resided in a person or role, to a new Hone in which leadership is a collective process UIBUJTTQSFBEUISPVHIPVUOFUXPSLTPGQFPQMFuAJOGMVFOUJBM$&0T  0UIFSEFNPHSBQIJD E 78.1% L 1 TABLE 1-3 U.S. Demographic Highlights D and Trends 1 E t *O QFSDFOUPGUIF64QPQVMBUJPOTQPLFBMBOHVBHFPUIFSUIBO&OHMJTIBUIPNF 0 DPNQBSFEUPQFSDFOUJO M 8 t .PSFUIBOIBMGPGUIF64XPSLGPSDFDPOTJTUTPGXPNFOBOENJOPSJUJFT O t #Z NJOPSJUJFTXJMMNBLFVQPOFUIJSEPGUIF64QPQVMBUJPO T t #Z UIFQFSDFOUBHFPG&VSPQFBO"NFSJDBOTJOUIFQPQVMBUJPOXJMMESPQGSPN S øQFSDFOUJOUPQFSDFOU 1 Source:64$FOTVT#VSFBV $FOTVT IUUQXXXDFOTVTHPWQPQVMBUJPOBOE#VSFBVPG-BCPS 4UBUJTUJDT IUUQXXXCMTHPWFNQFQ@UBCMF@IUN The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 t #Z )JTQBOJDTBSFFTUJNBUFEUPCFQFSDFOUPGUIFQPQVMBUJPO PVUOVNCFSJOH"GSJDBO 4 "NFSJDBOT XIPXJMMNBLFVQQFSDFOUPGUIFQPQVMBUJPO 0 t #Z UIF)JTQBOJDQPQVMBUJPOPGUIF6OJUFE4UBUFTXJMMHSPXUPQFSDFOU t #Z UIFaverageBHFXJMMCFDMPTFUP 2 BTPQQPTFEUPVOEFSJO t #Z NPSFUIBOQFSDFOUPGUIFQPQVMBUJPOPG)BXBJJ $BMJGPSOJB /FX.FYJDP BOE T 5FYBTXJMMCFGSPNBNJOPSJUZHSPVQ S t #Z UIFBWFSBHF64SFTJEFOUXJMMCFGSPNBOPO&VSPQFBOCBDLHSPVOE t #Z POMZBCPVUQFSDFOUPGUIFFOUSBOUTJOUPUIFMBCPSGPSDFXJMMCFXIJUF XJUIIBMG UIBUOVNCFSCFJOHXPNFO  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 19 USFOETJOUIF6OJUFE4UBUFTJODMVEFUIFMBSHFTUQFSDFOUBHFPGUIFQPQVMBUJPOCFJOHPMEFSCBCZ boomers (born between the late 1940s and the 1960s) at the top, and the millennial generation (born after the mid-1980s) at the bottom, with the generation Xers (born between the 1970s and 1980s) pinched in the middle. This suggests that many organizational leaders are managing employees from generations other than their own and therefore must take cultural and generational factors into account. We will discuss the impact of generational differences on individuals in Chapters 2 and 4. The increasing number of women in the workforce is another factor that has an impact on leadership. Although women currently hold only B 10 percent of the executive positions in the 6OJUFE4UBUFT UIFZNBLFVQPWFSQFSDFOUPGUIFHFOFSBMXPSLGPSDFXJUIBDMFBSNBKPSJUZPG E XPNFOCFJOHQBSUPGUIFMBCPSGPSDF 8PNFOJOUIF-BCPS'PSDF  4JNJMBSUSFOETFYJTUBMM T PWFSUIFXPSME'PSFYBNQMF XPNFONBLFVQBMNPTUQFSDFOUPGUIFMBCPSGPSDFJO$BOBEB  H DMPTFUPQFSDFOUJO$IJOB PWFSQFSDFOUJO3VTTJB -BCPSGPSDF  4DBOEJOBWJBODPVOH E tries are leading the way with the number of women in top management and leadership positions IL XPNFOIPMEQFSDFOUPGUIFCPBSETFBUT JOUIFFYFDVUJWFPGGJDFTBOECPBSESPPNT*O4XFEFO (Amble, 2006). As a result, the old ways that wereG Ddesigned for a gender and ethnically homogeneous population do not always work with employees and customers from varied backgrounds G E and cultures. Much of the burden for devising andSimplementing the needed changes falls on the M to and address the needs of nonhomogeleadership of our organizations. The demand to listen ,O neous groups requires skills that go beyond controlling and monitoring. Because of the pressures for change, many, organizations find themselves rewriting their A and consumer base. Consultant Ted Childs, policies to address the needs of a diverse community who used to be IBM’s president of global workforce diversity states, “Business is at its core N B about relationships. I think diversity work takes G away barriers that interfere with relationship E building” (Child, 2013). He adds: “You’re going to have to sell to people who are different from E T and manage people who are different from you, and buy from people who are different from you, you…. This is how we do business. If it’s not yourL Hdestination, you should get off the plane now” A 4XBO  )FWJFXTHFUUJOHQFPQMFUPSFTQFDUUIPTFXIPBSFEJGGFSFOUGSPNUIFNBTUIF E biggest challenge in managing diversity. ISBN 1-323-60804-4 L 1 D Barriers to Change 1 E 0 %FTQJUF UIF GBDUPST UIBU GVFM UIF OFFE GPS DIBOHF M  GFX PSHBOJ[BUJPOT BOE JOEJWJEVBMT IBWF adopted new models for leadership painlessly. In8 Opart because of perceived financial pressures and attempts to find a quick way out of them, organizations turn to tough autocratic leaders T XIPTFHPBMTBSFDMFBSMZOPUFNQMPZFFNPUJWBUJPOBOEMPZBMUZ'PSFYBNQMF +PIO(SVOEIPGFS  S 1 OJDLOBNFE i+BDL UIF 3JQQFS u TQFDJBMJ[FE JO JNQMFNFOUJOH NBTTJWF MBZPGGT BOE GPVOE IJT TLJMMTJOIJHIEFNBOE4JNJMBSMZ "M%VOMBQ XJUIOJDLOBNFTTVDIBTi.JOHUIF.FSDJMFTTu 4 and “Chainsaw Al,” for a long time moved successfully from the top position of one orga0 OJ[BUJPOUPBOPUIFSCFGPSFCFJOHGJSFEGSPN4VOCFBN$PSQPSBUJPOJO'PSNBOZZFBST  2 the financial community applauded him for his drastic cost-cutting strategies that involved T XJEFTQSFBEMBZPGGT#JMM(FPSHF UIFIJHIMZSFTQFDUFEGPSNFS$&0PG.FEUSPOJD TUBUFTUIBU S this focus on short-term and quick results cannot create the motivation necessary for the innovation and superior service that are essential to leadership and organizational effectiveness (George, 2003). Another obstacle to implementing new models of leadership is that even though teams are fairly common in lower and middle levels of organizations, top management still remains a The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 20 1BSU* r #VJMEJOH#MPDLT one-person show. The hierarchical structure of many organizations makes change difficult. Old DVMUVSFTSFTJTUDIBOHF'FXPSHBOJ[BUJPOTUSVMZSFXBSEFOUFSQSJTJOHFNQMPZFFTBOENBOBHFSTGPS crossing the traditional hierarchical barriers. Instead, most organizations continue to reward their leaders for tried-and-true approaches or sometimes for nonperformance- and nonproductivitySFMBUFECFIBWJPST EFTQJUFUIFMBDLPGTVDDFTT -VUIBOT  .BSDVT#VDLJOHIBN BSFTFBSDIFS at the Gallup Organization, has studied global leadership practice for 15 years. According to Buckingham, “The corporate world is appallingly bad at capitalizing on the strengths of its peoQMFu -B#BSSF  (BMMVQTFYUFOTJWFTVSWFZTTIPXUIBUFNQMPZFFFOHBHFNFOUDBOIBWF a considerable positive impact on an organization’s B performance. Recent surveys of employees JOUIF6OJUFE4UBUFTCZUIF$POGFSFODF#PBSEJOEJDBUFUIFMPXMFWFMPGPWFSBMMTBUJTGBDUJPOXJUI E jobs, at 47 percent (Conference Board, 2012). Other research indicates that job satisfaction is T lower in larger companies with more bureaucracy, lower autonomy, and low responsibility (Wall HGVMM BEWBOUBHF PG UIFJS FNQMPZFFT JOQVU 5PN Street Journal    'FX PSHBOJ[BUJPOT UBLF H E suggests that while business leaders focus on Peters, the well-known management consultant, IL strategy, they often “skip over the incredibly boring part called people,” thereby failing to take G advantage of one of the most important aspects D of their organization (Reingold, 2003: 94). In BEEJUJPO DIBOHJOHUIFFTUBCMJTIFECFIBWJPSTPGNBOBHFSTJTWFSZEJGGJDVMU+PIO,PUUFS )BSWBSE G E #VTJOFTT4DIPPMQSPGFTTPSBOEOPUFEBVUIPSJUZPODIBOHF TVHHFTUT i5IFDFOUSBMJTTVFJTOFWFS S M of the matter is always about changing the strategy, structure, culture, or systems. The core ,O CFIBWJPSPGQFPQMFu %FVUTDINBO   In addition, although they might spend a, great deal of time working in teams, employees A other words, our reward structures fail to keep are still rewarded for individual performance. In VQ XJUI PVS BUUFNQUT UP JODSFBTF DPPQFSBUJPONBNPOH FNQMPZFFT BOE NBOBHFST 'VSUIFSNPSF  B their new roles as partners and decision makmany employees are not willing or able to accept G E Their training and previous experiences make ers, even when such roles are offered to them. E T UIFNCBMLBUUBLJOHPOXIBUUIFZNJHIUDPOTJEFSUPCFUIFJSMFBEFSTKPC&WFOXIFOPSHBOJ[BL tions encourage change, many leaders find giving H up control difficult. Many receive training in A the benefits of empowerment, teams, and softer E images of leadership, but they simply continue to repeat what seemingly worked in the past, engaging in what researcher Pfeffer calls substitutL ing memory for thinking (1998). With all that1training on how to be in charge and in control, D BMMPXJOHFNQMPZFFTUPEPNPSFNJHIUBQQFBSUPCFBQFSTPOBMGBJMVSF&JUIFSCFDBVTFPGZFBSTPG 1 E traditional training or because of personality characteristics that make them more comfortable 0 with control and hierarchy, managers’ styles often M create an obstacle to implementing necessary changes. Research about children’s images of8 Oleadership indicates that the belief that leaders need to be in control develops early in life. Children, particularly boys, continue to perceive a T TFYUZQFETDIFNBPGMFBEFST-FBEFSTBSFTVQQPTFEUPIBWFNBMFDIBSBDUFSJTUJDT JODMVEJOHEPNJS 1 nance and aggression (Ayman-Nolley, Ayman, and Becker, 1993). viduals and groups within an organization, helps them in the establishment of goals, and guides them toward achievement of those goals, thereby allowing them to be create order and organization in groups, allowing them to achieve their goals; they help people make sense of the world and can serve as ideal and romantic symbols for their The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 4 0 2 Summary and Conclusions T A leader is any person who influences indi- S FGGFDUJWF -FBEFST BSF OFFEFE CFDBVTF UIFZ  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ followers. To be effective, leaders must help the organization maintain internal health and FYUFSOBM BEBQUBCJMJUZ %FTQJUF UIF BQQBSFOU simplicity of the definitions of leadership and effectiveness, both are difficult concepts to implement. Various studies propose separate definitions for leadership and management. The activities performed by leaders, however, are similar to those typically considered the domain of effective managers. Although some view the roles of leaders and managers as being different, effective, and competent, managers are often also leaders within their groups and organizations. In addition to performing the traditional managerial roles and duties, leaders also play a special role in Review and Discussion Questions 1. What are the essential components of the definition of leadership? 2. Why do we need leaders? 3. What are the essential components of the definition of leadership effectiveness? 4. Provide one example each of an effective leader and a successful leader. Consider how they differ and what you can learn from each. 5. What are the obstacles to effective leadership? 6. Based on your knowledge of the field of management and your personal definition of leadership, how are management and leadership 21 the creation of a culture for their organizations. They can affect culture by setting the vision and direction, making direct decisions regarding reward systems, hiring other managers and employees, and being role models for others in the organization. The role of leaders is changing with our shifting expectations and global and organizational pressures. B-FBEFST GJOE UIFNTFMWFT QSPWJEJOH NPSF Evision and direction and focusing on results Trather than command and control. While new roles take hold slowly, political, economic, Hdemographic, and social changes drive the H Eneed for change. However, leaders find use ILof traditional models, lack of involvement of G Dfollowers, and falling back on old practices hard obstacles to overcome. G E S M ,O , A N B G E7. E T 8. L H A E similar or different? How can the differences be reconciled? How do these differences add to our understanding of leadership? What are the ways in which leaders influence the creation of culture in their organizations? What are the elements of the emerging leadership styles? What are the factors that support such styles? 9. L What obstacles do new leadership styles face in traditional organizations? How can obsta1 D cles to new models be overcome? ISBN 1-323-60804-4 1 E 0 M 8 O T Leadership Challenge: Moving to Leadership S 1 You have been a member of a cohesive and productive department for the past three years. Your department manager has accepted a job in another organization, and you have been moved into her position. You are not one of most senior members, but you have the most education, have been volunteering for many training programs, and have been an outstanding individual contributor. Over the past three years, you have developed close relationships with several of your department members who are around your age. You often go out to lunch together, have drinks after work, and get together on weekends. There are also a couple 4of “old-timers” who were very helpful in training you when you first came in. They have much more 0experience than you, but little education. Although 2you get along with them, you feel a bit awkward Tabout being promoted to be their boss. S1. What are the challenges you are likely to face as the new leader? 2. What are some actions you should take to help smooth the transition? 3. What are some things you should avoid? The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 22 1BSU* r #VJMEJOH#MPDLT Exercise 1-1: More than Meets the Eye—Characteristics of Leaders This exercise demonstrates the complexity of leadership by identifying the various characteristics, traits, BOECFIBWJPSTUIBUBSFBTTPDJBUFEXJUIHPPEMFBEFSTIJQ-JTUBTNBOZPGUIFDIBSBDUFSJTUJDT USBJUT BOECFIBWiors that you think are key. Include behaviors (e.g., taking care of followers, assigning task), personality TUZMFTBOEUSBJUT FH ŇIPOFTUZ XBSNUI BTXFMMBTTLJMMTBOEBCJMJUJFT FH ŇPSHBOJ[FE HPPEDPNNVOJDBUPS  and even physical characteristics (e.g., tall). It may help to think of leaders you admire and consider the characteristics they possess. B E T H H E IL G D Essentials G E to 7 to 10 characteristics that you think are essential. In your group, review your list and pare it down These should be characteristics that make orS break leadership. M ,O , A N B G How do you match up? E In your group, discuss the following: E T r )PXNBOZPGUIFDIBSBDUFSJTUJDTEPZPVQFSTPOBMMZIBWF L H r $BOZPVFWFSNBUDIVQUPUIFMJTUZPVKVTUEFWFMPQFE A E 1. Characteristics Essential to Leadership Good leaders must/should… 2. 3. r *GZPVEPOPU IPXEPFTUIBUBGGFDUZPVSBCJMJUZUPMFBE r %PZPVLOPXBOZFGGFDUJWFMFBEFSXIPMBDLTPOFPSNPSFPGUIFDIBSBDUFSJTUJDT L 1 r %PZPVUIJOLUIFDIBSBDUFSJTUJDTBSFFTTFOUJBMUPUIBUQFSTPOTFGGFDUJWFOFTT D 4. 1 E 0 Complexity of Leadership M Chances are that you have had some trouble8agreeing on the list and that more than one of you is O finding yourself lacking one or more of the characteristics you listed. While you may be discouraged, T consider that leadership is much more complex than a set of characteristics a person has. Having a set S of traits does not guarantee leadership. By the1same token, while not having certain traits or abilities may make leadership challenging, it will not necessarily prevent a person from being an effective 4 leader. Additionally, as you will learn throughout the book, effective leadership is not just about the 0 MFBEFS'PMMPXFSTBOEUIFTJUVBUJPOBMTPQMBZBLFZSPMF The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 2 T S  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 23 Exercise 1-2: What Is Leadership? This exercise is designed to help you develop a personal definition of leadership and clarify your assumptions and expectations about leadership and effectiveness. 1. Describe your ideal leader Individually list five desirable and five undesirable characteristics of your ideal leader. Desirable E 2. 2. T 3. 3. H H 4. 4. E I 5. 5. L G D Develop group definition: In groups of four or G five, discuss your list and your reasons and draw up E a common definition. S M ,O , A N Present and defend definition:&BDIHSPVQXJMMNBLFBGJWFNJOVUFQSFTFOUBUJPOPGJUTEFGJOJUJPO B G E E T L H A E 1. 2. 3. Undesirable B 1. 4. Common themes a. What are the common themes? b. Which views of leadership are presented? ISBN 1-323-60804-4 c. L 1 D 1 E 0 M 8 O T S 1 4 0 2 What are the assumptions about the role of the leader? T S The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 24 1BSU* r #VJMEJOH#MPDLT Exercise 1-3: Images of Leadership One way you can clarify your assumptions about leadership is to use images to describe your ideal leader. Through the use of such images, you can understand your views of the role of leaders in organizations and ZPVSFYQFDUBUJPOTPGMFBEFST5IFTFJNBHFTBSFZPVSQFSTPOBMUIFPSJFTPGMFBEFSTIJQ'PSFYBNQMF WJFXJOH leaders as facilitators presents a considerably different image from viewing them as parents. 1. Select your image:-JTUUIFDIBSBDUFSJTUJDTPGUIBUJNBHF 2. 3.  B E T H share your leadership image and discuss its implicaShare and clarify: In groups of three or four, H E tions for your own leadership style. IL G D G E S M ,O Class discussion (SPVQTXJMMTIBSFUXPPGUIFJSJOEJWJEVBMNFNCFSTJNBHFTPGMFBEFSTIJQ%JTDVTTJNQMJDBUJPOTPG , various images for the following aspects: A a. A person’s leadership style N B G E E T L H b. Impact on organizational culture and structure A E c. d. L 1 D 1 Compatibility with current or past leadersE 0 M 8 O T S Potential shortcomings of each image 1 The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 4 0 2 T S  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 25 Exercise 1-4: Understanding the Leadership Context This exercise is designed to highlight the importance and role of the context in the leadership process. 1. Individual/group work  4FMFDUBMFBEFSBOEJEFOUJGZUIFDPOUFYUVBMGBDUPSTUIBUBGGFDUIJTIFSMFBEFSTIJQ$POTJEFSWBSJPVT elements that may be relevant, such as the following: B -POHUFSNIJTUPSJDBM QPMJUJDBM BOEFDPOPNJDGBDUPSTPSGPSDFT 2.  B E T H b. Current contemporary forces, including social values, changes, and cultural factors H E IL G D G E S M characteristics, the task, and followers c. The immediate context, including organizational ,O , A N B G Discussion E )PXEPBMMUIFTFGBDUPSTBGGFDUUIFMFBEFS %PUIFZIJOEFSPSIFMQUIFMFBEFSBDIJFWFIJTIFSHPBMT E T L H A E ISBN 1-323-60804-4 L 1 D 1 E 0 M 8 O T S 1 4 0 2 T S The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. 26 1BSU* r #VJMEJOH#MPDLT LEADERSHIP IN ACTION DAVID NEELEMAN REINVENTS AIRLINES The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition. ISBN 1-323-60804-4 %BWJE/FFMFNBOJTBMFHFOEJOUIFBJSMJOFJOEVTUSZBOEHJWFODSFEJUGPSTPNFPGUIFNBKPS innovations in the airlines industry, including ticketless travel (Bloomberg TV, 2011). In  IFDPGPVOEFE.PSSJT"JSBOETPMEJUUP4PVUIXFTU"JSMJOFTUPKPJOUIFMFBEFSTIJQPGUIBU airline. He only survived five months before he B was fired for being difficult to work with and being disruptive (Bloomberg TV, 2011). He had E to wait five years because of a noncompete DMBVTF BOEJO IFMBVODIFEUIFIJHIMZTVDDFTTGVM+FU#MVF"JSXBZTCFGPSFIFMFGUJO T )FJTOPXFOHBHFEJOBOFXWFOUVSFBT$&0PGUIFOFX#SB[JMJBOEPNFTUJDBJSMJOF"[VM CMVF H in Portuguese), founded in 2008. H E his leadership style set him apart from most His vision for what an airline should be and other leaders in the industry. Neeleman says: IL “I have this huge goal that I want everyone that G works for Azul to say that this is the best jobDthey ever had because I think that is central to customer service and then I want every customer who gets off of every flight to say wow that G E was a great flight probably the best I have ever had” (Bloomberg TV, 2011). He describes S M IJNTFMG BT i*N OPU B MPGUZ QFSDI HVZ *N B EBZUPEBZ HVZu &MJUF JOUFSWJFX    )F ,O believes that success comes from changing people’s lives and contributing to society rather than simply making money. , A /FFMFNBOXBTPVTUFEJOGSPN+FU#MVFBGUFSUIFBJSMJOFXBTDBVHIUJOBXBWFPGOFHBtive publicity after it kept passengers in planes on the tarmac for seven hours during a storm. N B Neeleman provided a very public and sincereGapology (posted on the Web at http://www.jet E BOE+FU#MVFJOTUJUVUFEBNVDIQVCMJDJ[FE blue.com/about/ourcompany/apology/index.html E Passenger Bill of Rights to ensure that its much-valued customers continue to remain loyal. T L +FU#MVFTUJMMIBTEBJMZGMJHIUTUPNPSFUIBOEFTUJOBUJPOTJOUIF6OJUFE4UBUFTBOE$FOUSBM H America. Continuing to rely on the principles A of its founder, the airline emphasizes teamwork E and quick decisions and implementation. Top executives and managers consistently interL get feedback from them to keep addressing act with employees and customers to listen and 1 D UIFJSDPODFSOT 4BMUFS B BQSBDUJDF/FFMFNBOIBTBMTPJOTUJUVUFEBU"[VM .PVOU   1 5IF BUUFOUJPO UP FNQMPZFFT BOE DVTUPNFST IBT E FBSOFE +FU#MVF IJHI SBUJOHT BOE JUT GPSNFS 0 $&0 BXBSET GPS CFJOH B WJTJPOBSZ www.jetblueairways.com). Programs such as generous M 8 profit sharing, excellent benefits, open communication, and extensive training all get the right O employees in the company and retain them. T Neeleman not only provides the vision, but also knows to listen to people who, on occaS 1 sion, veto his decisions. He says: “The way I channel the risk is that I surround myself with people who are really smart and have a spine 4 and can speak up and can challenge you” (Bloomberg TV, 2011). He believes that “If you 0 treat people well, the company’s philosophy HPFT UIFZMMUSFBUUIFDVTUPNFSXFMMu"[VMJTNBEFPGNVDIPGUIFTBNFNPMEBT+FU#MVF 2 simple reservations systems, low prices, more leg room, online Internet, and a TV in every T TFBU 4DBOMPO  /FFMFNBOJTPCTFTTJWFBCPVUTUBZJOHJOUPVDIXJUICPUIDVTUPNFSTBOE employees. He stops by the call center at AzulSregularly, talks to the trainees, and reminds his executives to talk to customers and those closest to them because “we think we know what happens. But they really know” (Mount, 2009). He strongly believes that “it is the people UIBUNBLFJUIBQQFOu 'PSE  /FFMFNBOTMFBEFSTIJQTUZMFBOENBHJDTFFNTUPCF  $IBQUFS r %FGJOJUJPOBOE4JHOJGJDBODFPGŇ-FBEFSTIJQ 27 continuing to work. Azul is growing fast, with 11,000 passengers when it started up to 45,000 JO+BOVBSZ "[VM  BOEJTGMZJOHQFSDFOUGVMM XIJDIJTDMPTFUPQFSDFOUCFUUFS than Brazil’s biggest airline (Moura, 2009). Questions 1. 8IBUBSFUIFLFZFMFNFOUTPG+FU#MVFBOE"[VMTDVMUVSF 2. What role does the leader play in the development and maintenance of the culture? B Sources: #MPPNCFSH 57   i%BWJE /FFMFNBO 1SPGJMFE #MPPNCFSH 3JTL UBLFSTu http://www.bloomberg. E com/video/72535922-david-neeleman-profiled-bloomberg-risk-takers.html (accessed May 30, 2013); Airways T Customer Bill of Rights. 2007. http://www.jetblue.com/p/about/ourcompany/promise/Bill_Of_Rights.pdf  BDDFTTFE +VOF     &MJUF *OUFSWJFXT %BWJE /FFMFNBO H   Elite.com, April 1 http://www.youtube.com/ XBUDI W2ZC8Y)EJ4QLPO.BZ +VEHF 1i)PXXJMMZPVSDPNQBOZBEBQU uFast Company, 54; H E 'PSE i%BWJE/FFMFNBO $&0PG+FU#MVF"JSXBZT POQFPQMF TUSBUFHZHSPXUI uAcademy of Management ILIBSE QBSU u Fast Company 82. http://pf.fastcompany. Executive    m 4BMUFS  $ B i"OE OPX UIF com/magazine/82/jetblue.html (accessed October 1, 2004); Brazil’s Azul airlines to expand this year. 2008. G D http://www.usatoday.com/travel/flights/2009-02-11-azul-expansion_N.htm BDDFTTFE +BOVBSZ     .PVSB  G '  /FFMFNBO FYQFDUT QSPGJU BT #SB[JMT "[VM "JS GMJFT E  QFSDFOU GVMM http://www.bloomberg.com/apps/ S news?pid=20601086&sid= B+MWB,%.2 BDDFTTFE +BOVBSZ M     .PVOU  *  i+FU#MVF GPVOEFST revenge: A new airline,” CNN Money, March 20. http://money.cnn.com/2009/03/19/smallbusiness/jetblue_founder_ ,O flies_again.fsb/ BDDFTTFE0DUPCFS BOE4DBOMPO+#SBWJOH#SB[JMTiBJSMJOFHSBWFZBSE uhttp://www. businessweek.com/innovate/content/may2008/id2008056_561046.htm BDDFTTFE+BOVBSZ   , A N B G E E T L H A E ISBN 1-323-60804-4 L 1 D 1 E 0 M 8 O T S 1 4 0 2 T S The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition.
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Explanation & Answer

Attached.

Introduction

A. Topic/focus of the essay
B. Thesis Statement

Body

First paragraph description

A. Summary of first piece of supporting evidence/information
B. Summary of second piece of supporting evidence/information

Second paragraph description

A. Summary of first piece of supporting evidence/information
B. Summary of second piece of supporting evidence/information

Third paragraph description

A. Summary of first piece of supporting evidence/information
B. Summary of second piece of supporting evidence/information

Conclusion

A. Restatement of thesis
B. Concluding remarks


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Leadership is the art of encouraging a group of people in an organization or a department to
work towards achieving the common goal of the organization as expected of them (Fleenor, J.
W. 2006).
1) The trait approach has not been shown to be effective at predicting who a leader is;
however, we continue to heavily rely on traits. Why do you think we use traits so
much to describe leaders?
The trait approach towards leadership has used for a long time since the ancient times, whereby,
people used the assumption that say true leaders are born and not made. Because of this belief,
people in a community who had the right traits and qualities were likely suited to become
leaders. As a result, the trait approaches towards leadership often recognize the behavioral
characters that are common in many leaders (Fleenor, 2006).
These are some of the most common leadership traits that are commonly recognized; knowledge
of the business, honesty, integrity, tenacity, emotional intelligence, confidence, creativity,
energy, initiative, flexibility, charisma, motivation and drive to succeed, capable of making good
decisions and judgement and having good cognitive skills.
The trait approach is commonly used to describe leaders because, it encourages the overall image
in the society whereby, leaders are viewed as special people who can perform extraordinary
duties. The trait approach helps because people always have a want to view their leaders as
people who are gifted. The trait approach usually entails a specific body of research data and a
research tradition which has support towards this approach (Vecchio, 1983).
References

Surname

2

Fleenor, J. W. (2006). Trait approach to leadership. Psychology, 37, 651-665.

Howell, J. P., Bowen, D. E., Dorfman, P. W., Kerr, S., & Podsakoff, P. M. (1990). Substitutes
for leadership: Effective alternatives to ineffective leadership. Organizational Dynamics,
19(1), 21-38.

Vecchio, R. P. (1983). Assessing the validity of Fiedler's contingency model of leadership
effectiveness: A closer look at Strube and Garcia.

2) How could you use the trait approach to improve your leadership effectiveness?
Provide examples to support your answer.
Personally, I could use the trait approach theory o...


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