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Leadership Behavior
1. What have been the results of the increased interest and research into emotional intelligence (EQ)?
2. Compare and contrast the leader behavior research conducted by the Ohio State and University of
Michigan.
I will attach what documents I have for this assignment.
Chapter 7
Leadership Behavior
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Lecture Script 6-1
Chapter Outline
Introduction
Studies of leadership behavior
The leadership pipeline
Community leadership
Assessing leadership behaviors: Multirater feedback instruments
© McGraw-Hill Education
Leadership Behavior
The truth of the matter is that you always know the right thing to do. The hard part is doing it.
Norman Schwartzkopf, former United States Army general
© McGraw-Hill Education
Studying Leadership Behavior
Many people in positions of authority either cannot build and motivate teams or do not realize the negative impact of their behavior
Leadership behaviors are a function of intelligence, personality traits, emotional intelligence values, attitudes, interests, knowledge, and experience
Over time, leaders learn and discern the most appropriate and effective behaviors
Individual differences, followers, and situational variables play a pivotal role in a leader’s actions
© McGraw-Hill Education
Figure 7.1: The Building Blocks of Skills
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Lecture Script 6-5
The Early Studies, 1
Ohio State University developed the Leader Behavior Description Questionnaire, or L B D Q, and identified the following independent dimensions of behaviors:
Consideration: How friendly and supportive a leader is toward subordinates
Initiating structure: How much a leader emphasizes meeting work goals and accomplishing tasks
Other leadership questionnaires created by Ohio State University
Supervisory Behavior Description Questionnaire, or S B D Q
Leadership Opinion Questionnaire, or L O Q
L B D Q-12
© McGraw-Hill Education
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Lecture Script 6-6
The Early Studies, 2
University of Michigan identified categories of leadership behaviors that contribute to effective group performance
Leader support, interaction facilitation, goal emphasis, and work facilitation
Goal emphasis and work facilitation are job-centered dimensions similar to the L B D Q initiating structure behaviors
Leader support and interaction facilitation are employee-centered dimensions similar to the L B D Q consideration dimensions
Job-centered and employee-centered behaviors are at opposite ends of a single continuum
Developed the Survey of Organizations questionnaire to assess the degree to which leaders exhibit the four dimensions of leadership behaviors
Findings of both university studies suggest that no universal set of leader behaviors is always associated with leadership success
© McGraw-Hill Education
The Leadership Grid
Profiles leader behavior on two dimensions: concern for people and concern for production
“Concern” reflects how a leader’s underlying assumptions about people at work and the importance of the bottom line affect leadership style
The most effective leaders are said to have high concern for both people and production
© McGraw-Hill Education
Figure 7.2: The Leadership Grid
Jump to Figure 7.2: The Leadership Grid, Appendix
Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf Publishing, 1991), p. 29. Copyright 1991. Reprinted with permission of Grid International
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Lecture Script 6-9
Competency Models, 1
Describe the behaviors and skills needed for organizational success
All organizational competency models fall into one of the following categories:
Intrapersonal skills
Interpersonal skills
Leadership skills
Business skills
© McGraw-Hill Education
Competency Models, 2
The Hogan and Warrenfelz domain model of leadership:
Allows people to see connections between models
Makes predictions about the ease or difficulty of changing leadership behaviors and skills
Points out what behaviors leaders must exhibit to be effective
© McGraw-Hill Education
Figure 7.3: Leadership Competency Model, 1
| Competency |
| Analyzing problems and making decisions |
| Thinking strategically |
| Financial and technical savvy |
| Planning and organizing |
| Managing execution |
| Inspiring aligned purpose |
| Driving change |
| Building the talent base |
| Fostering teamwork |
| Creating open communications |
| Building relationships |
| Customer focus |
Source: G. J. Curphy, K. Louiselle, and S. Bridges, Talent Assessment Overview: 360-Degree Feedback Report (Eagan, MN: Advantis Research & Consulting, 2003).
© McGraw-Hill Education
Figure 7.3: Leadership Competency Model, 2
| Competency |
| Credibility |
| Personal drive |
| Adaptability |
| Learning approach |
Source: G. J. Curphy, K. Louiselle, and S. Bridges, Talent Assessment Overview: 360-Degree Feedback Report (Eagan, MN: Advantis Research & Consulting, 2003).
© McGraw-Hill Education
The Leadership Pipeline Model, 1
Shows where leaders should spend time, what behaviors they need to exhibit, and what challenges are likely at different organizational levels
Offers a roadmap for individuals wanting to occupy the top leadership positions in any organization
Provides potential explanations for why some people fail to advance
© McGraw-Hill Education
The Leadership Pipeline Model, 2
Implications
People who fail to demonstrate the competencies, work values, and time applications commensurate with their positions will struggle with building teams and getting results through others
Intelligence and certain personality traits have been found to improve the odds of getting promoted and successfully transitioning to new leadership levels
It is critically important that organizations offer on-boarding programs to help external hires transition into new roles
People who skip organizational levels often turn out to be ineffective leaders
© McGraw-Hill Education
Table 7.2: The Leadership Pipeline, 1
| Organizational Level | Competency Requirements | Time Applicants | Work Values |
| Individual contributor | Technically proficient Use company tools Build relationships with team members | Meet personal due dates Arrive or depart on time | Get results through personal proficiency High-quality work Accept company values |
| First-line supervisor | Plan projects Delegate work Coach and provide feedback Monitor performance | Annual budget plan Make time available for followers Set priorities for team | Get results through others, Success of followers Success of the team |
| Midlevel manager | Select, train, and manage first-line supervisors Manage boundaries and deploy resources to teams | Monitor performance of each team Make time to coach first-line supervisors | Appreciate managerial versus technical work Develop first-line supervisors |
Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered Company (San Francisco: Jossey-Bass, 2001).
© McGraw-Hill Education
Table 7.2: The Leadership Pipeline, 2
| Organizational Level | Competency Requirements | Time Applicants | Work Values |
| Functional leader | Manage the whole function Communicate with and listen to everyone in the function Make subfunction trade-offs Interact with other functions | Determine three-year vision for the function Interact with business unit leader’s team | Clarify how the function supports the business Value all subfunctions |
| Business unit leader | Build cross-functional leadership team Financial acumen Balance future goals with short-term business needs | Develop three-year vision for the business unit Monitor financial results Effectively manage time | Value all staff functions Value organizational culture and employee engagement |
Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered Company (San Francisco: Jossey-Bass, 2001).
© McGraw-Hill Education
Table 7.2: The Leadership Pipeline, 3
| Organizational Level | Competency Requirements | Time Applicants | Work Values |
| Group manager | Manage business portfolio Allocate capital to maximize business success Develop business unit leaders | Develop strategies for multiple business units Monitor financial results for multiple businesses Interact with C E O’s team | Value the success of all the business units Interact with internal and external stakeholders |
| CEO or enterprise leader | Analyze and critique strategy Manage the entire company and multiple constituencies Deliver predictable business results Set company direction Create company culture Manage the board of directors | Manage external stakeholders Spend significant time reviewing financial results Spend significant time doing strategic planning | Value a limited set of key long-term objectives Value advice from board of directors Value inputs from a wide variety of stakeholders |
Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered Company (San Francisco: Jossey-Bass, 2001).
© McGraw-Hill Education
Community Leadership
Process of building a team of volunteers to accomplish an important community outcome
Represents an alternative conceptualization of leadership behavior
Community leaders do not have position power and have fewer resources and rewards
Competencies required to drive community change efforts successfully
Framing: Helping a group or community recognize and define its opportunities and issues
Building social capital: Developing and maintaining relationships
Mobilization: Engaging a critical mass to take action and achieve a specific outcome or a set of outcomes
© McGraw-Hill Education
Figure 7.4: The Components of Community Leadership
Source: J. Krile, G. Curphy, and D. Lund, The Community Leadership Handbook: Framing Ideas, Building Relationships, and Mobilizing Resources (St. Paul, MN: Fieldstone Alliance, 2006)
Jump to Figure 7.4: The Components of Community Leadership, Appendix
© McGraw-Hill Education
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Lecture Script 6-20
Assessing Leadership Behaviors: Multirater Feedback Instruments, 1
360-degree, or multirater, feedback tools show that direct reports, peers, and superiors can provide different perceptions of a leader’s behavior
Perspectives can paint a more accurate picture of the leader’s strengths and development needs
Have become an integral part of the training, coaching, succession planning, and performance management components of a comprehensive leadership talent management system
© McGraw-Hill Education
Assessing Leadership Behaviors: Multirater Feedback Instruments, 2
Types of 360-degree feedback processes
Competency-based 360-degree questionnaires: Help organizations:
Identify the behaviors leaders need to exhibit, and build questionnaires that reflect these behaviors
Administer the questionnaires to target individuals, and generate feedback reports that reflect the consolidated rating results
Leadership versatility approach: Superiors, peers, and direct reports provide ratings on the extent to which target individuals demonstrate strategic, operations, enabling, or forcing leadership behavior
© McGraw-Hill Education
Assessing Leadership Behaviors: Multirater Feedback Instruments, 3
Verbal 360-degree technique: Superiors, peers, and direct reports are asked to share a target individual’s strengths and areas of improvement as a leader in phone or face-to-face interviews
Construction of questionnaires is highly important
Poorly conceived competency models and ill-designed questionnaire items can lead to spurious feedback results
Leaders who received 360-degree feedback had higher performing work units
360-degree systems should tell leaders about their own strengths and development needs rather than make comparisons between people
© McGraw-Hill Education
Assessing Leadership Behaviors: Multirater Feedback Instruments, 4
Developing a broad set of leadership skills that will help groups accomplish goals is the key to high observer ratings
Research shows that it is possible to change others’ perceptions of a leader’s skills over time
Leaders must set development goals and commit to a development plan to improve skills
Some cultural, racial, and gender issues are associated with 360-degree feedback, and practitioners should be aware of these issues before implementing any 360-degree feedback process
May be affected by the contagion effect or rater bias
© McGraw-Hill Education
Figure 7.5: Sources for 360-Degree Feedback
Source: J. Krile, G. Curphy, and D. Lund, The Community Leadership Handbook: Framing Ideas, Building Relationships, and Mobilizing Resources (St. Paul, MN: Fieldstone Alliance, 2006)
Jump to Figure 7.5: Sources for 360 degree feedback, Appendix
© McGraw-Hill Education
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Lecture Script 6-25
Summary
There does not appear to be a universal set of leadership behaviors that guarantees success across many or all situations
Research has helped identify factors that can cause high-potential managers to fail
Values and attributes play critical roles in how leaders go about engaging followers, building teams, and achieving results through others
Organizational levels and competency models can help leaders determine the specific types of behaviors required to build teams and get results through others for the position in question
© McGraw-Hill Education
Appendices
Figure 7.1: The Building Blocks of Skills, Appendix
Starting from the bottom, the first row contains three boxes. Starting from the left, the first box is labeled intelligence. The second box is labeled personality traits, types, and emotional intelligence. The third box is labeled values, interests, motives or goals. The second row contains two boxes. The first box is labeled knowledge. The second box is labeled experience. The third and topmost row contains one box. It is labeled behavior slash skills slash competencies. Six lines extend from this box, each pointing to a different label. Starting from the bottom, the first line points to the label community leadership behaviors. The second line points to the label leadership pipeline behaviors. The third line points to the label competency models. The fourth line points to the label 360-degree feedback. The fifth line points to the label the leadership grid. The sixth line points to the label employee- and job-centered dimensions. Another line extends from the sixth line, which points to the label initiating structure and consideration.
© McGraw-Hill Education
Figure 7.2: The Leadership Grid, Appendix
The y-axis of the grid is labeled concern for people. The bottom corner of the y-axis is labeled low. The top corner of the y-axis is labeled high. Nine points are marked along the y-axis. Starting from the bottom, the points are 1, 2, 3, 4, 5, 6, 7, 8, and 9. The x-axis is labeled concern for results. The left corner of the x-axis is labeled low. The right corner of the x-axis is labeled high. Nine points are marked along the x-axis. Starting from the left, the points are 1, 2, 3, 4, 5, 6, 7, 8, and 9. Within the grid, the first square in the bottom-left corner of the grid is labeled 1,1. The description on the bottom-left corner of the grid is titled impoverished management. The description reads exertion of minimum effort to get required work done is appropriate to sustain organization management. The square at the top-left corner of the grid is labeled 1,9. The description on the top-left corner of the grid is titled country club management. The description reads thoughtful attention to the needs of the people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo. The square at the top-right corner of the grid is labeled 9,9. The description on the top-right corner of the grid is titled team management. The description reads work accomplishment is from committed people; interdependence through a common stake in organization purpose leads to relationships of trust and respect. The square at the bottom-right corner of the grid is labeled 9,1. The description on the bottom-right corner of the grid is titled authority-compliance management. The description reads efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree. The square at the center of the grid is labeled 5,5. The description at the center of the grid is titled middle-of-the-road-management. The description reads adequate organization performance is possible through balancing the necessity to get work out while maintaining morale of people at a satisfactory level.
© McGraw-Hill Education
Figure 7.4: The Components of Community Leadership, Appendix
A triangle labeled strengthened community is placed at the center of the figure. All three sides of the triangle have double-ended arrows running parallel to them. The top of the triangle is labeled framing. The left corner of the triangle is labeled social capital. The right corner of the triangle is labeled mobilization.
Jump back to Figure 7.4: The Components of Community Leadership
© McGraw-Hill Education
Figure 7.5: Sources for 360 degree feedback, Appendix
A square labeled 360-degree feedback results is placed at the center of the figure. Four ovals surround the square. Arrows from each oval points to each side of the square. In clockwise order, the first oval is labeled boss. The second oval is labeled peers. The third oval is labeled direct reports. The fourth oval is labeled self.
© McGraw-Hill Education
Unit 4: Key Learning Points and
De�nitions – Chapter 7
Introduction
Rather than describe the values, personality traits, or mental abilities of leaders, this chapter focuses on describing and assessing what leaders actually do on a day-to-day basis. Once researchers understand what behaviors make leaders more or less effective, they can then build performance appraisal, development, and succession planning systems aligned with these key leadership behaviors. The chapter covers some of the early research on leader behavior and discusses several ways to categorize different leadership behaviors. A model of community leadership and 360-degree feedback are addressed at the end of the chapter.
Studies of Leadership Behavior
Early conceptualizations of leadership developed from the Ohio State and University of Michigan studies that grouped leader behaviors into task-oriented and people-oriented behavioral dimensions. More recent conceptualizations of leadership behaviors, such as the Leadership Grid and leadership competency models have strong links to these earlier studies.
The Leadership Pipeline
The Leadership Pipeline is a useful model for explaining where leaders need to spend their time, what they should be focusing on and what they should be letting go, and the types of behaviors they need to exhibit as they move from first-line supervisor to functional manager to chief executive officer. The pipeline also describes the lessons people should learn as they occupy a particular organizational level and the challenges they will likely face as they transition to the next level. As such, this model provides a type of road map for people wanting to occupy the top leadership positions in any organization.
Community Leadership
Although organizational competency models have played a pervasive role in selecting, developing, and promoting government and business leaders, they have not been used much in community leadership, which is the process of building a team of volunteers to accomplish an important community outcome. Whether such leaders succeed in their community change efforts depends on three highly interrelated competencies: framing, building social capital, and mobilization.
Assessing Leadership Behaviors: Multirater Feedback Instruments
One popular way to assess leadership behavior is through multirater or 360-degree feedback assessments, which gather ratings from self, peers, bosses, and followers about specific leadership behaviors exhibited by a particular leader. 360-degree feedback can give leaders insight into whether they need to do anything differently to build stronger teams or get better results through others. Although getting feedback from others can be an uncomfortable experience, this information is vital if people want to succeed as leaders. 360-degree feedback makes the process of getting feedback from others more systematic and actionable, and as such it is an important tool in the development of leaders.
Brief De�nitions of the Key Terms for Chapter 7 Leader Behavior Description Questionnaire (LBDQ): An early leadership behavior assessment developed by researchers at Ohio State. Consideration: One of the two major categories of the LBDQ that focuses on people behaviors. Initiating structure: The other major LBDQ category that focuses on task behaviors. Job-centered dimensions: One of the two major factors in the University of Michigan studies. Goal emphasis: A job-centered dimension focused on goal setting and motivating employees. Work facilitation: A job-centered dimension focused on clarifying roles and getting resources. Employee-centered dimensions: The other major factor in the University of Michigan studies. Leader support: An employee-centered dimension focused on supportive leader behaviors. Interaction facilitation: An employee-centered dimension focused on conflict resolution. Leadership Grid: An extension of the Ohio State studies that plots leaders on two 1-9 scales based on their concern for people and production. Concern for people: One of the dimensions in the Leadership Grid. Concern for production: One of the dimensions in the Leadership Grid. Leadership behavior: A specific action, such as “setting specific performance goals for team members.” Leadership skill: A well-defined body of knowledge, a set of related behaviors, and clear criteria of competent performance Competency models: Models that describe the types of behaviors and skills managers in a particular organization must exhibit if that organization is going to be successful. Intrapersonal skills: One of four major categories found in most 360-feedback questionnaires that focus on adapting to stress, personal drive, and adhering to rules. Interpersonal skills: One of four major categories found in most 360-feedback questionnaires that focus on communicating and building relationships with others. Leadership skills: One of four major categories found in most 360-feedback questionnaires that focus on building teams and getting results through others. Business skills: One of four major categories found in most 360-feedback questionnaires that focus on formulating strategies, solving problems, and building plans.
Organizational levels: The level of manager falls within in an organization (i.e., a top-level strategic manager as opposed to a first-line supervisor). Leadership Pipeline: A model used to illustrate the types of things managers should focus on and the lessons they should acquire as they progress from lower-level management positions through to the position of CEO of the company. Community leadership: A three dimensional model that describes those leadership behaviors needed to drive community change. Framing: One of three community leadership dimensions that consists of those behaviors dealing with defining issues in a way that makes it easy for others to take action. Building social capital: One of three community leadership dimensions that consists of behaviors concerned with building and maintaining social networks. Mobilization: One of three community leadership dimensions that consists of behaviors concerned with organizing, coordinating, and motivating followers. 360-degree, or multirater, feedback: An assessment technique that uses the results of surveys sent to self, peers, bosses, and followers to provide leadership behavior feedback to participants.
