Chapter 9 Questions

1. Be able to summarize the early period of research of authentic leadership. Who are some

of the scholars known for research of authentic leadership? What were their research

Questions?

Although authentic leadership has been a while for quite a long time, the actual research for this topic is new. The recent problems that have taken place recently like 9/11 and Enron have cause the need for more authentic leaders. The researchers at the time were trying to find the parameters of what makes an authentic leader, and to clearly conceptualize the overall theory.

2. How are the practical and theoretical approaches to studying authentic leadership similar

or different? How do they compare to the teleological and deontological approaches to

studying ethical leadership?

Practical leadership focuses more on the qualities and characteristics that make ups the person.  Irt focuses on what makes up the person, and how they correlate to each other. While theorotecticla leadership focuses more on the natural qualities of the person, and their natural ability to lead others. I believe that teleological and deontological could be more similar to the practical approach. Speaking more on the good of the action of the person, rather than just in the context.

3. Why is authentic leadership hard to define? Describe the three different definitions of

authentic leadership. What does each definition contribute to our understanding of this

Concept?

It is hard to define authentic leadership because it is such a broad topic with many branches. The tree definitions include intrapersonal, interpersonal, and developmental. Intrapersonal refers to the leader’s own value and moral when it comes to leadership. It describes one with a high moral conviction to do good. While interpersonal deals with the relationships that occur between the leader and its followers. Being mutualistic, the relationship benefits both sides, and is totally authentic. Developmental leadership states the relationship between a person’s morals and how they were raised. Each of these definitions show the different layers of authentic leadership and how it affects themselves and others.

4. What are the five basic characteristics of authentic leadership, according to Bill George?

How does George’s approach compare to the trait approach? The Big 5?

Bill George describes the Big 5 are:

• Purpose
• values
• relationships
• self-discipline
• heart

These all lead out to bigger sections such as passion, compassion, behavior, connectedness, and consistency. These are all qualities that someone can be born with and can be learned.

5. What is the difference between passion and compassion in George’s AL model?

Passion is being invested in something that means a lot to the person. They invest a lot of themselves to make sure it succeeds. While compassion is what you feel for others, and how you can help them. Compassion is trait of an authentic leader that is very important.

6. How are the dimensions of AL related to the characteristics of AL in George’s model?

They are completely related and work with each other to form something greater. The characteristics created a more detailed view of what authentic leadership is. AL encompasses all these characteristics and shows what it takes to be an authentic leadership.

7. Using Walumbwa et al.’s (2008) definition of authentic leadership, distinguish between

leader behaviors and traits. What are outcomes of authentic leadership? What is the follower

Role?

The outcomes of authentic leadership include well managed followers and a group that is willing and able to complete the task at hand. The follower role is that the followers listen to their leaders and follow the tasks due to their respect for the leader.

8. What are some of the effects of authentic leadership on followers?

The effects of authentic leadership include empowering the followers to work hard, and push past the common standards set forth for them.

9. What is the relationship between team climate and authentic leadership?

The more authentic the leader  the more the team climate is to be better off. They encourage everyone to work together and form trustworthy relationships that in return create a more friendly work environment.

10. How is self-awareness in the AL approach different from the psychodynamic approach?

Can you identify a person who exemplifies this component of the model?

Self awareness is different because it has to do more with the actual intent and personality of the person. A person that would identify with this is Mother Teresa, become she was genuine and led with heart. Which propelled millions of people to change their lives.

11. How does authentic leadership fit with the following components of leadership: process,

influence, group context, and goal attainment?

Authentic leaders add a level of genuineness that push the followers to work harder than they would have before.  There would be more relationship amongst the members that allow for better group context and more clear goal attainment.

12. What are the strengths and criticisms of the Authentic Leadership approach?

The strengths include being broad enough to allow others to join, and having explicit moral dimension. It also emphasises that the skills and traits can be developed in leaders overtime. Finally, it holds the capability to be measured by using a questionnaire. The criticisms include that it is not able to predict if authentic leadership will actually result in positive outcome. Researchers also question its validity due to number of unanswered questions that have not been answered. Also, many of the components have yet to be fully examined and detailed.

Chapter 8 Questions

1. Describe what is implied by the term “transformational leadership.”

Transformational leadership is the theory that the more charismatic, or engaging a leader is, the more effective they are.  A leader that forms a personal connection their members is able to motivate them in a way that allows them to do more than thought possible. Often related to the term “visionary” transformational leadership is centered around the achievement of goals that benefits the group as a whole.  

2. What accounts for the popularity of this concept?

This type of leadership is popular due to its accessibility to everyone. Many researchers have taken interest in transformational leadership claiming that it is in the center of leadership.

3. Explain the differences between transactional and transformational leadership.

A leader that works in a transactional form of leadership typically is self- centered, and works for goals that are self-beneficial. In this form, one action is usually returned for another. For example, it is like a teacher grades a paper that is then turned in. While a transformation does not require an initial action, instead it more about emotions and motivation. The leader that practices this wants the same goals that are best for the group.

4. Define and describe pseudo-transformational leadership from Bass’s (1998, 2006)

Perspective.

Pseudotransformational leaders are very self-motivated, and tend to disregard the good of the group. Their own interests are what motivates them to lead various groups of people. People who demonstrate this lifestyle include dictators including Hitler.

5. What did Christie, Barling, and Turner (2011) contribute to our understanding of

pseudo-transformational leadership?

Christie, Barling, and Turner did four studies that found the four component of leadership. These included idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration.  It also helped define and clarify pseudotransfromational leadership.

6. Discuss what other real-world leaders, past or present, could be considered

transformational leaders.

Transformational leaders could include John F Kennedy, Gandhi, Martin Luther King, and Nelson Mandela.  All leaders who are very charismatic and interesting.

7. Explain the personality characteristics and types of behaviors often associated with

charismatic leaders.

Charismatic tend to have personality traits like self- confidence, dominance, and extroverted.

8. According to research, how does using transformational leadership result in growth for the

Leader?

Being a transformational leader helps a person grow in confidence and self-esteem. It pushes them to get out of their comfort zone and helps them to gain new skills.

9. Describe the view that leadership is on a continuum ranging from transformational to

Laissez-faire.

Bass described leadership as something that does not always have a positive result. Instead, it can it is continuously ongoing and real. A transformational leader does not just need charisma to in order to lead the group, but also organization and commitment.

10. Explain the seven factors incorporated in the Bass Model of Transformational and

Transactional Leadership.

Transformational Leadership

• Idealized influence: these leaders are highly respected by their followers and have a great deal of charisma. They motivate and push others to go above and beyond while maintaining good morals.
• Inspirational motivation: these leaders focus highly on motivation. Appealing to a member’s pathos and ethos, the leader encourages them to reach beyond their goals.
• Intellectual Stimulation: this type of leadership pushes the members to think for themselves and act creatively in the workplace. Dealing with innovation, they are always pushing for a new and better solution.
• Individualized Consideration: this leader works more as a coach than anything else. They strive to make their members better and listen to all feedback they are given.

Transactional Leadership

• Contingent Reward: this is a reward based system. When a member completes a task, in exchange they are given some type reward. An example would be a teacher grading a paper in return for them turning it in.
• Management by Exception: This is a leader that is very strict and stubborn about the rules.  Closely monitoring all the employees they work to make sure everyone is constantly on task.

Non-Leadership Factor

• Laissez- Faire: This is a totally hands-off person that allows leaders to primarily work independently, possibly without even a supervisor.

11. Describe the work of Bennis and Nanus and the work of Kouzes and Posner. What are

the similarities in their research methods?

Bennis and Nanus started by asking various leaders about their growth in leadership. From their answers, they concluded four main ideas. The first concept was that leaders have a clear vision for their group, and also help to create meaning within the workplace. Thirdly, the leaders created a trusting safe environment for all the members. Lastly, these leaders understand their strengths and weaknesses and are able to use them to their advantage.

With the work of Kouzes and Posner, they were able to also create five main points. Leaders first model the way, they make clear their intentions and inspiration for the group. Then they inspire a shared vision, they can make their members excited and passionate about a shared goal between them. Then they will challenge the process meaning they will be innovative when finding new solutions. These leaders will be able to enable other to Act, they will motivate their members to work harder and collaborate. Finally, the leader will be able to encourage the heart, this is down through rewarding people and with encouragement.

These are similar because of they both deal with motivating and challenging the members of the group. They work to encourage the group to work till they reach their highest potential.

12. Explain the four leadership strategies identified by Bennis and Nanus.

• The first concept was that leaders have a clear vision for their group,
• Secondly, they are able to create meaning within the workplace.
• Thirdly, the leaders created a trusting safe environment for all the members.
• Lastly, these leaders understand their strengths and weaknesses, and are able to use them to their advantage.

13. Explain Kouzes and Posner’s five practices that enable leaders to get extraordinary things

Accomplished.

• Model the way: Leaders first model the way, they make clear their intentions and inspiration for the group.
• Inspire a Vision: Then they inspire a shared vision, they can make their members excited and passionate about a shared goal between them.
• Challenge the Process: Then they will challenge the process meaning they will be innovative when finding new solutions.
• Enable others to Act: These leaders will be able to enable other to Act, they will motivate their members to work harder and collaborate.
• Encourage the heart: Finally the leader will be able to encourage the heart, this is down through rewarding people and with encouragement.

 

14. What are strengths of transformational leadership theory?

These strengths include being heavily researched and tested by many reputable groups. It also has an intuitive appeal, it is a easy to understand the concept that is inspirational. Finally it puts the followers need to the forefront of the group.  

15. What are criticisms of transformational leadership theory?

The criticisms include ways in which transformational leadership can be measured, or even tracked. The theory itself is also broad when mentioning terms like motivate and challenge.

16. Why might the transformational leadership approach not be as effective with Millennials?

Transformational leadership will not as effective with millennials because they are more self-motivated and don’t want to work for a common goal. Leaders will have to change their techniques so it is more personalized

Chapter 7: Leader–Member Exchange Theory

 

1. What researchers are most associated with leader–member exchange theory?

Researchers most commonly associated with the early research of LMX include Dansereau, Graen, and Haga. These researchers found the relationships and connections that were later labeled as the “in-group” and the “out-group”.

2. Explain the differences between in-groups and out-groups.

Followers that fall in the in-group category constantly participate in the tasks being assigned, and often talk to the leaders. They like to question the roles being assigned, and want to be an active member of their group. While the out-group tends to be more reserved and only does the tasks assigned to them. The out-group does not like to push the boundaries but instead follow the rules assigned to them.

3. How did the focus of research change from early research studies to the later studies?

The research shifted from the focus of dyad linkages to the relationship it has to organizational effectiveness. The relationship between the follower and the leader were studied when using LMX, and showed a positive relationship between the two.

4. What were the findings of the Gerstner and Day (1997) meta-analysis?

The researchers found that there was a positive correlation between LMX  and the followers. They also found that there was much support for the the LMX 7 questionnaire given.

5. How does communicating through technology at work affect leader–follower

Relationships?

Communicating through technology creates an impersonal feeling in the work environment.  Miscommunication could be common and the relationship between the leader and follower could diminish due to the lack of personal communication.

6. What support is there for the validity of the LMX 7 Questionnaire?

The support for the LMX 7 Questionnaire are 51 research studies that show how relationships are affected from the this leadership process. There is also a review of 130 studies that show the common leadership trends that happen during this phase.

7. Explain the concept of leadership making, including each phase.

There are 3 phases of leadership making which include the stranger phase,  the acquaintance phase, and the partnership phase.

• Stranger phrase: communication between the leader and follower are mostly business related and straight forward. They are their own motivation for completing the task at hand.
• Acquaintance phase: More sociable with the leader, the follower learns business advice from their leader. More comfortable with their environment, they tend to take on new responsibilities or jobs. The interests of this person start to shift to the interest of the entire group.
• Partnership phase: There is a high trust established between the leader and their follower. All the followers are able to depend on each other to accomplish tasks. The interests of this person are purely based on the good of the group.

8. What is meant by the term “empowerment” and how does it relate to LMX?

The term empowerment relates to the capability to encourage followers to complete their tasks. It means to give followers the confidence to complete their own tasks.

9. What strategy do researchers typically use to evaluate leader–member exchanges?

A leader can distinguish who is a in or out group by giving everyone an opportunity to do extra work, and accomplish more than expected. The ones that refuse to do this work are typically in the out-group category.

10. How can leaders best determine how trustworthy or reliable their followers are?

A follower can prove their trustworthiness by their work on extra responsibilities. IF they complete their tasks and do it effectively, trust in them will rise.

11. Explain how leader–member exchange theory works, both descriptively and

Prescriptively.

  Descriptively the theory suggests that it is important to recognize who is considered the “in-group” and the “out-group”. However, prescriptively it allows a leader to assign tasks and separate the group in that manor.

12. What is the relationship between LMX and employee energy and creativity?

The higher the follower energy is the closer they with be with their leader. A person with more energy will more willing to do more tasks and take on more responsibilities, placing them in the in-group.

13. What are strengths of leader–member exchange theory?

The strengths of this theory include creating a descriptive method of separating the group, while making the dyadic relation the center of the theory. It also urges the leaders to leave their biases behind and judge the followers solely on their ability. Finally, the theory also has plenty of research to support the claims that it makes.

14. What are criticisms of leader–member exchange theory?

A downside of the LMX is that it is unfair to categorize people into groups, and judge them on their actions. Secondly, there are not specific examples on how communication to go between the leader and the follower. Also the measurement of the communication between the leader and the member are not clarified.

15. How can LMX be applied to different levels of an organization?

LMX can be applied to the lower levels by dividing and conquering simple tasks that need to be done. While on the upper levels, making sure that the in-group are put in positions power could help a group succeed.

 

Questions for Chapter 6

 

1. What researchers are most associated with path-goal theory?

Researchers commonly associated with the path-goal theory mainly include Evans, House, House and Mitchell, and House and Dessler. Each researcher found unique qualities that helped further the concept of the path-goal theory.

2. What are the assumptions of expectancy theory and how do they undergird path–goal

Theory?

Expectancy theory is the belief that a follower will accomplish a task if they actually believe that they will accomplish it. The follower also works off a type of reward system, the motivates them to work harder. Similarly, the path-goal theory suggests a leader should change their leadership style to a way that will motivate their followers and make them feel as though they were made to accomplish the task.

3. Explain each of the four leader behaviors considered in path-goal theory.

• Directive Leadership: “initiating structure”, setting clear standards, this leader gives orders and ensures that all followers are doing their designated task.
• Supportive Leadership: a leader that is considered to be open and approachable. The followers often feel equal to their boss, and would also feel comfortable openly communicating with their leader.
• Participative Leadership: this leader is very hands-on with their followers and continuously ask for input or constructive criticism.
• Achievement- Oriented Leadership: Displays a lot of confidence in the follower’s ability to do their job. Always expecting to do well, this leader looks for new solutions and ways to succeed.

4. Identify the follower characteristics that influence how workers interpret a leader’s

Behavior.

Need for affiliation, preferences for structure, desires for control, and self-perceived level of task ability are the follower characteristics that influence how workers interpret a leader’s behavior.

5. How does each follower characteristic effect that interpretation?

• Need for affiliation: they prefer supportive leaders that will push them to do better.
• Preferences for structure: their followers tend to want a set list of goals or tasks to accomplish
• Desires for control: Needing a directive leader, these followers tend to believe that they are capable of leading themselves.
• Self-perceived level of task ability: Does not require a directive leader, because they find them dull and unnecessary

6. Identify the task characteristics that influence how workers interpret a leader’s behavior

• Follower’s task
• Formal authority system
• Primary workgroup

7. How does each task characteristic affect how the leader’s behavior influences motivation?

• Follower’s task: leaders need to be more involved, and support over repetition.
• Formal authority system requires a strong authority system to not lose control of the group.
• Primary workgroup: “group norms” if they’re weak group norms then more leadership is required to motivate

8. Explain the conditions under which each of the four leadership styles is optimally used.

Tasks that all under supportive leadership the tasks are usually very structured and well thought out. The best time to use a participative leader is when there needs to be clarification in the assignment. Achievement oriented tasks work best with ambiguous tasks that need structure.

9. How does a leader’s communication style affect follower satisfaction?

A follower will be more inclined to listen to a leader is they communicate clearly and effectively. Poor communication can lead to incompletion of tasks and misunderstandings.

10. What are the strengths of path-goal theory?

The strengths including a basic understanding of how a leader’s behaviors affect a group. Secondly, it incorporates types of motivation into leadership. And lastly, it is a very practical model that can be easily understood.

11. What are criticisms of path-goal theory?

The concept can be confusing for the general public to understand, not making it practical for everyone. Another criticism includes that the concept does have full validity, and has varying results. It also fails to fully define the relationship between a leader and the follower’s motivation.

12. How does path-goal theory fit with the four components of leadership (process,

influence, groups, and common goals)?

Path- goal incorporates the other styles we have learned, but focuses more on the motivation of followers. A leader tries to influence the group by using their common goals. This method contains all four components of leadership and uses them often.

Chapter 5 Questions

 

1. What is situational leadership?

Situational leadership is a style of leadership that requires a leader to adapt to their group and problem. The leader should learn what type of leadership would work best for the particular problem, and arrange the group accordingly. There are four main categories that make up the different leaders, the two main characteristics are competence and communication.

2. What researchers are associated with the most important situational leadership studies?

The researchers that are associated with the development of situational leadership include Hersey and Blanchard. These researchers used the method based on Reddin’s 3D model. Other researchers also associated with the discoveries include  Zigarmi and Nelson.

2. What are the characteristics of the four categories of directive and supportive behaviors?

• Directing (high directive- low supportive): clearly establishes the goal, and closely supervises the group
• Coaching (high directive- high supportive): leader is more compelled to use pure communication to encourage group, this leader also usually provides various types of input to the followers
• Supporting (high supportive- low directive): encourages the followers to use their skills to progress the group, highly supportive
• Delegating (low supportive – lowe directive): this leader is not very involved, and does not tend to support the followers as much, assesses the situation and acts accordingly

3. What are the characteristics of the four levels by which employee development can be

Classified?

Followers are classified as a high developer if they are very confident and they know how to achieve goals with their own motivation. If they are D1, they are very committed and low in competence. D2 followers are known for being both a bit committed and competent. The followers that exude the characteristics of D3 are fairly competent and tend to be moderately committed.  Finally, D4 are both extremely committed and competent for the job they were assigned.

4. How can a leader best determine the developmental level of followers?

A leader is able to determine the development level of a follower by asking various questions before a project, while also assessing the situations themselves. The way a person reacts to the job assignment can show what type of follower the person is.

5. Why should developmental levels not be used to label followers?

Developmental levels should not be used to label followers because people are able to switch between various levels, and change the type of follower they are.

6. How does the developmental continuum work?

The developmental continuum is the theory that a person is able to change in between the different levels of leadership. Different problem may cause the follower to act in different ways  that could make them a different type of follower.

7. In the SLII Model, why does commitment go down for D3 subordinates?

D3 tends to go down for people due to being so motivated to get the job done. Commitment lowers because they are no longer as focused with the team as they are with the goal.

8. Explain why it might be difficult for some leaders to exhibit Style 4 leadership.

Always being a style 4 leader can be very difficult and tiring. Constantly communicating and accomplishing tasks is not very practical for the normal human being. Many people need to lack in one thing to excel in the other.

9. What are strengths of the situational approach?

The strengths of the situational approach include that it is very easy to understand, and is practical for many situations. Secondly, it has a prescriptive value, it gives one a set of instructions that one should follow while also allowing the leader to be flexible. Finally, it encourages leaders to interact with followers and learn the way they work best.

10. What are criticisms of the situational approach?

The criticisms include that there is limited research to actually prove this theory, and the levels are not very distinct. It also does requires a seasoned leader to accurately distinguish the followers.

11. How do demographic characteristics affect employees’ preferences for a particular

leadership style?

Demographic characteristics affect an employee’s preference of leadership style, because they find what works best. Certain demographics carry different characteristics that may need to be led a certain way. The followers may want a leader that can fit in with their community, and understand how they work. Many people don’t want an “outsider” to be leading the group.

Chapter 4: Behavioral Approach

 

1. Where and by whom were the most important studies about leadership style conducted?

There were three vital studies done over the behavioral approach that was mentioned in the chapter. The first being the study done by Ohio State University, where they had followers complete a questionnaire. Secondly, the University of Michigan conducted a study that focused more on the relationship of a leader and its followers when concerning smaller groups. Finally, researchers named Blake and Mouton conducted a final study that eventually led to the “Leadership Grid”.

2. What methods have researchers used to investigate leadership style?

Ohio State and the University of Michigan both used a 150 question questionnaire, that was distributed among followers of many groups. By doing this they were able to determine the common and most beneficial leadership behaviors.

3. How do these research findings differ? What do they have in common?

All of the findings done by the researchers all concluded in having two focuses: one on human relationships, and the other on production. Although named differently, the focus more or less stays the same when relating to the common traits.

4. What are the characteristics of each of the seven leadership styles shown on the Leadership

Grid?

• Authority-Compliance: Not focusing on the relationship section of the chart, this style is focused on completing tasks as efficiently as possible. The leaders that practice this form of leadership is usually also seen are highly demanding and controlling.
• Country- Club Management: In contrast, someone that leads in this style usually only cares about the social interaction or relationship he/she is making. These people are usually very comforting and easy to work with.
• Impoverished Management: This type of leader is usually unmotivated to actually lead the group. Uninvolved, this leader is not concerned with the relationship or production of the group.
• Middle-of-the-Road Management: A leader that practices this approach is typically on to produce an agreeable amount of work and has decent relationships with their followers.
• Team Management: This type of leader focuses on both the interpersonal relationships and the production of the group. Usually very motivating and determined, this person encourages a high work ethic.
• Paternalism/Maternalism: Commonly known for dissociating the task from the people, the leader can be seen at motherly or fatherly.
• Opportunism: This leader can shift their perspective or form of leadership based on the task at hand. These leaders tend to be self-motivating and look mainly for opportunities that would be self-beneficial.

5. What were the purposes for which the LBDQ and the Leadership Grid were designed?

The purpose of the leadership Grid is to allow individuals to find their personal leadership style. It assesses a person between the production “task” side of leadership and the relationship side of leadership.

6. How should leaders attempt to balance their task and relationship behaviors?

Leaders should attempt to use both behaviors equally. Although specific to the task, actively using both behaviors allows the leader to accomplish more tasks while also maintaining a relationship with their followers.

7. What is the relationship between a leader’s dominant style and backup style?

A leader’s dominant style is the style of leadership that one usually expresses in common, everyday situations. While the back style is what a leader practices in a time of stress, or a last resort.

8. How is an individual’s personal interest in tasks and relationships related to how she or he

shows task and relationship leadership?

If a person develops a personal interest in the task they are presented, then that means they are more likely to more invested in leading the group and making sure they are successful.

9. How might the behavioral approach be used for personal awareness and development?

The behavioral chart allows one to personally monitor their behaviors and notice where they are lacking. It gives a basis of what a good leader should include.

10. What makes it difficult to identify a universal “best” leadership style?

It is difficult to identify the best leadership style that is universal because all problems require a different type of leader. There is not one mold that can make a perfect leader, because some problem requires more personable people while others need a more task-oriented person.

11. What are the strengths of the behavioral approach?

There are many strengths of the behavioral approach, the first being that it broadened the scope of leadership study. It also solidified the two different approaches of leadership that are used: task and relationship. Lastly, it allows a leader to review his/her actions and change them accordingly.

12. What are criticisms of the behavioral approach?

The first of many criticisms of behavioral approach is that it does not show the actual outcome that the traits cause, and it does not explain a specific type of leadership that would work in every type of problem one would face. The last criticism is that the results reflect the study done in only the United States, other situations are not represented accurately.

 

Chapter 3 Leadership Questions

 

1. Who began the discussion that led to the skills approach?

A researcher named Robert Katz published and article in the Harvard Business Review that addressed the beginning concepts of the skills approach. In this article basic skills a leader should have were listed, which then sparked the conversation of the skill approach.

2. What methods have Mumford and his colleagues used to investigate leadership skills and

Effectiveness?

Mumford and his colleagues, with the help of the U.S. Army and Defense Department, assessed over a thousand soldiers. From this the researchers were able to gather a group of skills that were necessary to become a leader, using these new found skills they were able to create the skills model which has five components: competencies, individual attributes, leadership outcomes, career experiences, and environment influences.

3. Explain the difference between a skill and a trait.

A skill is defined in this chapter as an achievable concept that one can learn. In other words it is “what can be accomplished.” While a trait is part of one’s existence, it’s “who you are.”

4. Explain each element of the Three-Skill Approach.

The three elements in the Three-Skill Approach are:

• Technical Skills- Having a vast knowledge on a certain subject or activity. It deals with tangible things that allow the person to be hands on when solving the problem.
• Human Skills- This is the ability to work with people in various types of settings. It means being able to sympathize and make others be comfortable while in your presence.
• Conceptual Skills- Being able to work with concepts and ideas, usually on a larger scale. For example, being able to state and translate a business’ motive on paper.

 

5. At what organizational level are each of the three skills most important?

• Top Management: When working in top management it is important that you have both human and conceptual skills. This requires having advanced social skills and the ability to work with abstract concepts.
• Middle Management: It is important for a person to contain all three of the skills listed above.
• Supervisory Management: Technical and Human are most important in this area of leadership.

 

6. Explain each of the elements and components of the Mumford Skills Model.

• Competencies: the ability to think and judge a situation properly.
  • Problem solving skills: the ability to look a new or existing problem and figure out new solutions, while also learning from past mistakes.
  • Social Judgement Skills: Being able to work with others and communicate with them properly.
  • Knowledge: Having both the information and mental structure to solve complicated problems and create new strategies.
• Individual Attributes: qualities or attributes that can help one become a better leader
  • General cognitive ability: Linked to biology, this is the person’s overall intelligence. This usually increases and decreases with age.
  • Crystallized Cognitive Ability: This is information that is gained over time through different life experiences. Remaining stable through most of a person’s life, it is the collection of ideas and concept that one creates.
  • Motivation: Although not directly related to leadership in this portion, it contains three concepts that are essential to a person. The person must be willing to approach and solve the problem, and then have to be comfortable with taking dominance of a situation. Lastly, the person must be working for the good of the people, the social good.
  • Personality: This is in relation to one’s openness and willingness to be extroverted. It also is important because it is how people deal with others.
• Leadership Outcomes
  • Effective Problem Solving: very important in the skills approach, it measures how effective one is at finding unique solutions.
  • Performance: how well one executes their task, their attitude, motivation, and tim use.

7. Explain each of the nine key problem-solving skills of leaders.

• Problem definition: to find a problem or issue that is worth pursuing
• Cause/goal analysis: to look at a problem and decide whether the main goal and motive behind it
• Constraint analysis: while analyzing the decide what are the shortcomings and limitations are.
• Planning: to create a plan, and a list of tasks to further the problem to the goal.
• Forecasting: to be able to judge how the plan will be executed.
• Creative thinking: to find new or unique ways to solve a problem, and determine the risks it would involve.
• Idea evaluation: to assess all outcomes of the plan before execution.
• Wisdom: an ability to assess would the course of action be wise to pursue.
• Sensemaking/ visioning: an ability to write or visualise the plan for others to understand.

8. What career experiences could help a person develop his or her problem-solving skills?

Going to interview, having job assignments, training, and mentorship help a person learn how to deal with various types of problems. It allows them to both critically think while also connecting with others, working their communication skills.

9. Explain how all the arrows work in the Mumford Skills Model (Figure 3.3). How do

attributes influence competencies? How do competencies influence outcomes? How do

career experiences affect competencies and attributes? How do environmental influences

affect competencies, attributes, and outcomes?

All three of the traits are connected and relate to each other which is why they are connected by arrows. Individual attributes and competencies both can be gained and strengthened through career experiences. While all the attributes can be affected by environmental influences. Attributes influence competencies by changing the way one approaches a problem or task. Career experiences give one personal experience which changes one’s intelligence and set of skills.  

10. How might the skills approach be used for personal awareness and development?

The skills approach could be used to monitor personal awareness by giving one something to compare with, and providing the different attributes one should add to their leadership traits. It can help one to reflect on their current traits and assess what still needs to be done.

11. What are strengths of the skills approach?

The strength to the skills approach include that it accessible to almost everyone, and does not contain unreasonable goals. It also has an “expansive view” on what being a leader means. It explores many different genres and characteristics that make up leadership. This system is also very organized and is similar to many leadership program teachings.

11. What are criticisms of the skills approach?

The criticisms include that the characteristics of the skill approach are not very specific on how it will actually affect a leader’s performance. It also claims to not be based on traits, when in fact it does list traits that are considered important. Finally,  this method is not universal to all facets of leadership, and can be used in generalization.

12. How does the skills approach fit with the four components of leadership?

The skills approach fits with the four components of leadership in that leadership is a process. The skills approach allows people to over time develope what it takes to become a leader. That is the central idea of leadership being a process.

 

Leadership Chapter 2 Questions

 

1. What noted researchers are associated with leadership traits?

Notable researchers that are often associated with leadership traits are Lord, De Vader, and Alliger. These researchers stated the similar traits that can often be found in leaders. Other researchers include Kirkpatrick and Locke.

2. What methods have researchers used to investigate leadership traits?

A method executed by Stogdill to investigate leadership traits included a series of two surveys. The first, found the specific characteristics that tend to be found in leaders, and how it related to those in the group. A more comprehensive survey was done after which resulted in the comparison of numerous studies done over a number of years. The second study concluded with ten common leadership traits.

3. Which traits are cited most often in research results?

There are six traits that are most often in the research results of leadership studies. The six are intelligence, masculinity, adjustment, dominance, extraversion, and conservatism. These traits were based on a time when males dominated the workplace, hence the common themes of masculinity and dominance.

4. What does the trait approach suggest about effective organizational leadership?

The trait approach suggests that the leader has to be very well qualified, and contain specific qualities for the position. Having a leader with distinct personality traits with will further the effectiveness of the group, and ensure that the job is being done by a capable person.

5. How might the trait approach be used for personal awareness and development?

Using the trait approach for personal awareness is particularly helpful for those already in a place of leadership or power. A leader is able to look back on past action and note what characteristic they are lacking. Noting their shortcomings will not only allow the leader to grow into a better leader, but also further the group as a whole.

6. How has the focus of trait research shifted over time?

The research done over the years about trait research has shifted the focus from being individual, to seeing the effect that it would have on a group. Many people wanting to see a definite list of traits also sparked the research to continue.

7. What are the Big 5 personality factors and how do they relate to leadership?

The “Big 5” personality factors include low neuroticism, extraversion, openness, agreeableness, and conscientiousness. These factors all point to a person with a welcoming nature that is helpful and effective. All quite similar to each other they describe a very unique

8. What are strengths of the trait approach?

The trait approach is very easy to understand, and generally makes sense to the common public. It states that leaders should be the ones with the right strengths to lead a group. Another strength of the trait approach is that it appeals with the concept that leaders should be “different” or special.

9. What are criticisms of the trait approach?

The main criticism of the trait approach is that the definition of what makes a leader can be subjective. There is no complete or whole list of what qualities can make up a leader. Another criticism that is connected to the trait approach is that is different situations require different leaders. One set of qualities is not universal to all problems or groups. Similarly, the third gripe of this concept is that there is not a definitive list of what makes a leader. This entire concept can be seen as a very subjective, uncertain way of choosing a leader.

10. How well do the 10 items on the questionnaire correspond with the five major leadership

traits listed in Table 2.2?

The ten items on the questionnaire are quite similar to the leadership traits that are listed. Having so many similar qualities of a leader allows one to find a more specific answer, when taking the questionnaire. They are describe an outgoing personality that is very personable.

11. What is charisma?

Charisma is the passion or enthusiasm one holds in their life. They tend to have an ability to capture the audience, and easily connect with them. A charismatic person holds the capability to inspire and motivate others with minimal effort.

12. What traits distinguish charismatic leaders from others?

Charismatic leaders usually contain the traits of extraversion and openness. Open to all people, they form personal connections with many people. Ultimately gaining their trust to become the leader.

13. How does the trait approach fit with the four components of leadership?

The two are closely related and depend on each other. The trait approach selects a leader that is qualified to handle all four components of leadership.When not using the trait approach there is a chance that the leader could be unqualified or equipped to handle what being a leader entails.

14. What is the relationship between a leader’s IQ and how he/she is perceived as a leader?

A person with a higher IQ is typically more respected as a leader. Seen as holding wisdom, people will more likely trust someone who seems to understand more complicated problems or concepts. The book, however, focuses more on the emotional intelligence of the person. Claiming it is more important to be able to interpret the emotional situation and lead from there.

15. According to research, do the smartest people make the best leaders? Why or why not?

According to the research provided by the book, smarter people do tend to make the best leaders. That is if, they also are fully competent, and also have a high emotional intelligence.

16. What is the difference between a trait and a talent?

A trait is part of a person’s character and personality, it is usually born with the person and can gradually improve with time and experience. Similarly talents can be improved over time, but are generally not part of the persons core personality.

Tatum Hardin

Lds

Dr. Wood

22 August 2018

 

1. Who are some of the scholars known for leadership research?

Scholars that have become known due to their extensive research in leadership include Bass, Grint, and Jackson. These scholars have provided valuable new information to the subject of leadership.

2. Describe the leadership classification scheme proposed by Bass.

The scholar, Bass, suggests that leadership is from a focus of group processes. That there is a singular leader that embodies the entire group, and their message.

3. Explain the four components identified as central to leadership.

The four main components of leadership are essential for a group to be well led.  The first would be the idea that leadership is considered a process. This means that a leadership quality does not just reside in one person, but rather takes place in the the relationship that is formed between the leader and the members of the group. The second component of leadership would include having the ability to have influence over the group. A influential leader holds the capability to push the group further or inspire them to take on new challenges. Having a group is the third component of leadership, without a group the act of leading would be pointless.  Finally, sharing a common goal is important for leadership, because it will bond the members of the group and lead more people to accomplish something greater.

4. Explain how the trait approach and the process approach differ.

The trait view of leadership suggests that only a few people contain the qualities that it takes to be a leader. These traits are naturally, God given talents that the person does not need to learn. While the process approach claims that leadership is a teachable trait that many can learn when presented to by a group.

5. Describe the differences between assigned leadership and emergent leadership.

An assigned leader is someone that is placed in charge by a superior position. They are usually chosen by their traits or place in power. Although a leader can be assigned, and emergent leader may take charge of the group. An emergent leader is one that takes control of the situation naturally and is able to use their personality to captivate the group.

6. Explain the six types of power identified by French and Raven.

The six types of power include:

• Referent power: A leadership quality that is based on likeability to their group.
• Expert power: This power is based on how qualified or capable the leader seems to be by the group they are given.
• Legitimate Power: This power can be worked up to or accomplished. Usually found within a workplace, it requires a higher power putting them into a leadership authority.
• Reward power: A power that is based on the ability to provide compensation or a reward for a task.
• Coercive power: The ability for a leader to reprimand or punish the members of the group.

Information power: A power of being able to withhold needed information from a group of members.

7. Explain coercion and some of the leaders identified with coercive leadership techniques.

The act of coercion deals with the complete influencing of a group of people. This could be done through manipulation or the possibility of a reward. Leaders typically identified with coercion power would include Adolf Hitler, due to his complete manipulation of a entire country, or the Supreme Leader Kim Jong-il, a strict leader from North Korea. These leaders participated in acts of coercion because their leadership techniques were focused solely on goals of their best interest.

8. Describe the similarities and differences between leadership and management.

Leadership and management are similar in the sense that they both require influence and a common goal. Management differs from leadership when it comes to organization. One of the sole purposes of management is to organize and alleviate any chaos. While leadership feeds off of the already working system, and attempts to grow and change.

9. What is the relationship between leadership and power? Leadership and influence?

Power can be achieved in many different ways, but usually involves a person or group having authority to influence a group of people. Leadership requires a bit of power, or influence, to lead a group. Having  influence is essential to leading and guiding a group.

10. What does it mean to lead oneself?

To lead oneself means to have set goals, and actively attempt to achieve them everyday. It means being a self motivator, and being able to depend on yourself to get the job done.

11. What do the emerging leadership approaches (authentic leadership, spiritual leadership,

servant leadership, and adaptive leadership) have in common?

Every type of leader approaches a situation with a goal that they would like to accomplish. They all use their influence and knowledge to help lead the group to achieve that desired goal.

12. How has access to technology empowered followers today?

Technology has allowed leaders to become global very quickly. Virtually anyone can become a leader through social media platforms. These leaders, in return, are able to receive various types of feedback from their followers in attempts to better themselves.

13. What is spiritual leadership? How does it differ from the other leadership approaches

mentioned in this chapter?

A spiritual leader helps one to grow in their own personal faith. The goal is to help the person or people learn or discover themselves spiritually. The leaders discussed in the chapter mainly had outwardly goals that required a lot of influence, while a spiritual leader can affect only one person.

14. Explain how leadership in a group can become available to all members, and not belong

just to the formally designated leader.

Leadership is a teachable trait that can be spread through engagement with the leader or by learning the qualities that make a great leader. Leadership can spread amongst all members of group when tasks are delegated or given based on talents. Everyone has a field in which they are most interested and can lead the group in.