Chapter7LeadershipBehaviorCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.ChapterOutlineIntroductionStudiesofleadershipbehaviorTheleadershippipelineCommunityleadershipAssessingleadershipbehaviors:MultiraterfeedbackinstrumentsIntroductionThetruthofthematteristhatyoualwaysknowtherightthingtodo.Thehardpartisdoingit.NormanSchwartzkopf,formerUnitedStatesArmygeneral.StudyingLeadershipBehaviorManypeopleinpositionsofauthorityeithercannotbuildandmotivateteamsordonotrealizethenegativeimpactoftheirbehavioronthepeoplewhoworkforthem.Leadershipbehaviorsareafunctionofintelligence,personalitytraits,emotionalintelligence,values,attitudes,interests,knowledge,andexperience.Leaderslearnanddiscernthemostappropriateandeffectivebehaviorsoveraperiodoftime.Individualdifferences,followers,andsituationalvariablesplayapivotalroleinaleader’sactions.Figure7.1:TheBuildingBlocksofSkillsAccessthetextalternativeforslideimages.TheEarlyStudies1OhioStateUniversitydevelopedtheLeaderBehaviorDescriptionQuestionnaire,orLBDQ,

andidentifiedthefollowingindependentdimensionsofbehaviors:Consideration:

Howfriendlyandsupportivealeaderistowardsubordinates.Initiatingstructure:

Howmuchaleaderemphasizesmeetingworkgoalsandaccomplishingtasks.OtherleadershipquestionnairescreatedbyOhioStateUniversity:SupervisoryBehaviorDescriptionQuestionnaire(SBDQ).LeadershipOpinionQuestionnaire(LOQ).LBDQ-12.TheEarlyStudies2UniversityofMichiganidentifiedfourcategoriesofleadershipbehaviorsthatcontributetoeffectivegroupperformance.Leadersupport,interactionfacilitation,goalemphasis,andworkfacilitation.Goalemphasisandworkfacilitationarejob-centereddimensionssimilartotheLBDQinitiatingstructurebehaviors.Leadersupportandinteractionfacilitationareemployee-centereddimensionssimilartotheLBDQconsiderationdimensions.TheEarlyStudies3Job-centeredandemployee-centeredbehaviorsareatoppositeendsofasinglecontinuumofleadershipbehavior.DevelopedtheSurveyofOrganizationsquestionnairetoassessthedegreetowhichleadersexhibitthesefourdimensionsofleadershipbehaviors.FindingsofUniversityofMichiganandOhioStateUniversitysuggestthatnouniversalsetofleaderbehaviorsisalwaysassociatedwithleadershipsuccess.TheLeadershipGridProfilesleaderbehaviorontwodimensions:concernforpeopleand

concernforproduction."Concern"reflectshowaleader’sunderlyingassumptionsaboutpeopleatworkandtheimportanceofthebottomlineaffectleadershipstyle.Leadersgetscoresrangingfrom1to9onbothconcernforpeopleandconcernforproduction,dependingontheirresponsestoaleadershipquestionnaire.Themosteffectiveleadersaresaidtohavehighconcernforbothpeopleandproduction.Figure7.2:TheLeadershipGridSource:RobertR.BlakeandAnneAdamsMcCanse,LeadershipDilemmas—GridSolutions(Houston,TX:GulfPublishing,1991),p.29.Copyright1991.ReprintedwithpermissionofGridInternational.Accessthetextalternativeforslideimages.CompetencyModels1Describethebehaviorsandskillsneededfororganizationalsuccess.Allorganizationalcompetencymodelsfallintooneofthefollowingcategories:Intrapersonalskills.Interpersonalskills.Leadershipskills.Businessskills.CompetencyModels2TheHoganandWarrenfelzdomainmodelofleadership:Allowspeopletoseeconnectionsbetweenseeminglydifferentorganizationalcompetencymodels.Makespredictionsabouttheeaseordifficultyofchangingleadershipbehaviorsandskills.Pointsoutwhatbehaviorsleadersmustexhibittobuildteamsandgetresultsthroughothers.Figure7.3:LeadershipCompetencyModel1Source:G.J.Curphy,K.Louiselle,andS.Bridges,TalentAssessmentOverview:360-DegreeFeedbackReport(Eagan,MN:AdvantisResearch&Consulting,2003).CompetencyAnalyzingproblemsandmakingdecisionsThinkingstrategicallyFinancialandtechnicalsavvyPlanningandorganizingManagingexecution InspiringalignedpurposeDrivingchangeBuildingthetalentbaseFosteringteamworkCreatingopencommunicationsBuildingrelationshipsCustomerfocusFigure7.3:LeadershipCompetencyModel2CompetencyCredibility PersonaldriveAdaptability LearningapproachSource:G.J.Curphy,K.Louiselle,andS.Bridges,TalentAssessmentOverview:360-DegreeFeedbackReport(Eagan,MN:AdvantisResearch&Consulting,2003).TheLeadershipPipelineModel1Explainswhereleadersshouldspendtheirtime,whattheyshouldbefocusingonandwhattheyshouldbelettinggo,andthetypesofbehaviorstheyneedtoexhibitastheymovefromfirst-linesupervisortofunctionalmanagertoCEO.Providesaroadmapforindividualswantingtooccupythetopleadershippositionsinanyorganization.Providespotentialexplanationsforwhysomepeoplefailtoadvance.Table7.2:TheLeadershipPipeline1Source:R.Charan,S.Drotter,andJ.Noel,TheLeadershipPipeline:HowtoBuildtheLeadership-PoweredCompany(SanFrancisco:Jossey-Bass,2001).OrganizationalLevelCompetencyRequirementsTimeApplicantsWorkValuesIndividualcontributor Technicallyproficient.Usecompanytools.Buildrelationshipswithteammembers.Meetpersonalduedates.Arriveordepartontime.Getresultsthroughpersonalproficiency.High-qualitywork.Acceptcompanyvalues.First-linesupervisor Planprojects.Delegatework.Coachandprovidefeedback.Monitorperformance.Annualbudgetplan.Maketimeavailableforfollowers.Setprioritiesforteam.Getresultsthroughothers.Successoffollowers.Successoftheteam.Table7.2:TheLeadershipPipeline2Source:R.Charan,S.Drotter,andJ.Noel,TheLeadershipPipeline:HowtoBuildtheLeadership-PoweredCompany(SanFrancisco:Jossey-Bass,2001).OrganizationalLevelCompetencyRequirementsTimeApplicantsWorkValuesMidlevelmanager Select,train,andmanagefirst-linesupervisors.Manageboundariesanddeployresourcestoteams.Monitorperformanceofeachteam.Maketimetocoachfirst-linesupervisors.Appreciatemanagerialversustechnicalwork.Developfirst-linesupervisors.Functionalleader Managethewholefunction.Communicatewithandlistentoeveryoneinthefunction.Makesubfunctiontrade-offs.Interactwithotherfunctions. Determinethree-yearvisionforthefunction.Interactwithbusinessunitleader’steam.Clarifyhowthefunctionsupportsthebusiness.Valueallsubfunctions.Table7.2:TheLeadershipPipeline3OrganizationalLevelCompetencyRequirementsTimeApplicantsWorkValuesBusinessunitleader Buildcross-functionalleadershipteam.Financialacumen.Balancefuturegoalswithshort-termbusinessneeds.Developthree-yearvisionforthebusinessunit.Monitorfinancialresults.Effectivelymanagetime.Valueallstafffunctions.ValueorganizationalcultureandemployeeengagementGroupmanagerManagebusinessportfolio.Allocatecapitaltomaximizebusinesssuccess.Developbusinessunitleaders.Developstrategiesformultiplebusinessunits.Monitorfinancialresultsformultiplebusinesses.InteractwithCEO’steam.Valuethesuccessofallthebusinessunits.Interactwithinternalandexternalstakeholders.Source:R.Charan,S.Drotter,andJ.Noel,TheLeadershipPipeline:HowtoBuildtheLeadership-PoweredCompany(SanFrancisco:Jossey-Bass,2001).Table7.2:TheLeadershipPipeline4OrganizationalLevelCompetencyRequirementsTimeApplicantsWorkValuesCEOorenterpriseleaderAnalyzeandcritiquestrategy.Managetheentirecompanyandmultipleconstituencies.Deliverpredictablebusinessresults.Setcompanydirection.Createcompanyculture.Managetheboardofdirectors.Manageexternalstakeholders.Spendsignificanttimereviewingfinancialresults.Spendsignificanttimedoingstrategicplanning.Valuealimitedsetofkeylong-termobjectives.Valueadvicefromboardofdirectors.Valueinputsfromawidevarietyofstakeholders.Source:R.Charan,S.Drotter,andJ.Noel,TheLeadershipPipeline:HowtoBuildtheLeadership-PoweredCompany(SanFrancisco:Jossey-Bass,2001).TheLeadershipPipelineModel2Implications.Peoplewhofailtodemonstratethecompetencies,workvalues,andtimeapplicationscommensuratewiththeirpositionswillstrugglewithbuildingteamsandgettingresultsthroughothers.Intelligenceandcertainpersonalitytraitshavebeenfoundtoimprovetheoddsofgettingpromotedandsuccessfullytransitioningtonewleadershiplevels.Itiscriticallyimportantthatorganizationsofferon-boarding

programstohelpexternalhirestransitionintonewroles.TheLeadershipPipelineModel3Implications.Peoplewhoskiporganizationallevelsoftenturnouttobeineffectiveleaders.Acquisitionsoftenresultinpeoplebeingassignedtopositionslowerintheleadershippipeline.Manyleadersoperateatalevelthatisoneortwolowerthanappropriatefortheirpositions,whichhasdeleteriouseffectsacrosstheirteamsandtheorganizationsledbythem.CommunityLeadership1Processofbuildingateamofvolunteerstoaccomplishanimportantcommunityoutcome.Representsanalternativeconceptualizationofleadershipbehavior.Communityleadersdonothaveanypositionpowerandhavefewerresourcesandrewards.CommunityLeadership2Leadershipcompetenciesrequiredtosuccessfullydrivecommunitychangeefforts:Framing:Helpingagrouporcommunityrecognizeanddefineitsopportunitiesandissuesinwaysthatresultineffectiveaction.Buildingsocialcapital:Developingandmaintainingrelationshipsthatenablepeopletoworktogetherinacommunity.Mobilization:Engagingacriticalmasstotakeactionandachieveaspecificoutcomeorasetofoutcomes.Figure7.4:TheComponentsofCommunityLeadershipSource:J.Krile,G.Curphy,andD.Lund,TheCommunityLeadershipHandbook:FramingIdeas,BuildingRelationships,andMobilizingResources(St.Paul,MN:FieldstoneAlliance,2006).Accessthetextalternativeforslideimages.AssessingLeadershipBehaviors:MultiraterFeedbackInstruments1360-degree,ormultirater,

feedbacktoolsshowthatdirectreports,peers,andsuperiorscanprovidedifferentperceptionsofaleader’sbehavior.Theseperspectivescanpaintamoreaccuratepictureoftheleader’sstrengthsanddevelopmentneedsthanself-appraisalsalone.Havebecomeanintegralpartofthetraining,coaching,successionplanning,andperformancemanagementcomponentsofacomprehensiveleadershiptalentmanagementsystem.AssessingLeadershipBehaviors:MultiraterFeedbackInstruments2Typesof360-degreefeedbackprocesses.Competency-based360-degreequestionnaires:Helporganizations:

Identifythebehaviorsleadersneedtoexhibittobeeffective,andbuildquestionnairesthatreflectthesebehaviors.Administerthequestionnairestotargetindividuals,superiors,peers,anddirectreports.Generatefeedbackreportsthatreflecttheconsolidatedratingresults.Leadershipversatilityapproach:Superiors,peers,anddirectreportsprovideratingsontheextenttowhichtargetindividualsdemonstratetoomuch,justtherightamount,ortoolittlestrategic,operations,enabling,orforcingleadershipbehaviorforaparticularposition.AssessingLeadershipBehaviors:MultiraterFeedbackInstruments3Verbal360-degreetechnique:Superiors,peers,anddirectreportsareaskedtoshareatargetindividual’sstrengthsandareasofimprovementasaleaderinphoneorface-to-faceinterviews.Constructionofquestionnairesishighlyimportant.Poorlyconceivedcompetencymodelsandill-designedquestionnaireitemscanleadtospuriousfeedbackresults.Leaderswhoreceived360-degreefeedbackhadhigherperformingworkunitsthanleaderswhodidnotreceivethistypeoffeedback.360-degreesystemsaredesignedtoconveytotheleadersabouttheirownstrengthsanddevelopmentneedsratherthanmakecomparisonsbetweenpeople.AssessingLeadershipBehaviors:MultiraterFeedbackInstruments4Developingabroadsetofleadershipskillsthatwillhelpgroupsaccomplishgoalsisthekeytohighobserverratings.Researchhasfoundthatitispossibletochangeothers’perceptionsofaleader’sskillsovertime.Leadersmustsetdevelopmentgoalsandcommittoadevelopmentplantoimproveskills.Somecultural,racial,andgenderissuesareassociatedwith360-degreefeedback,andpractitionersshouldbeawareoftheseissuesbeforeimplementingany360-degreefeedbackprocess.360-degreefeedbackmaybeaffectedbythecontagioneffectorraterbias.Figure7.5:Sourcesfor360-DegreeFeedbackAccessthetextalternativeforslideimages.SummaryTheredoesnotappeartobeauniversalsetofleadershipbehaviorsthatguaranteessuccessacrossmanyorallsituations.Valuesandattributesplaycriticalrolesinhowleadersgoaboutengagingfollowers,buildingteams,andachievingresultsthroughothers.Organizationallevelsandcompetencymodelscanhelpleadersdeterminethespecifictypesofbehaviorsrequiredtobuildteamsandgetresultsthroughothersforthepositioninquestion.360-degreefeedbackcangiveleadersinsightintowhethertheyneedtodoanythingdifferentlytoengagefollowers,buildstrongerteams,orgetbetterresultsthroughothers.EndofMainContentCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.AccessibilityContent:TextAlternativesforImagesFigure7.1:TheBuildingBlocksofSkills-TextAlternativeReturntoparent-slidecontainingimages.Thefirstlayerofskillsisbehavior,skills,orcompetencies.Thecomponentsthatfallunderthisskillsetareinitiatingstructureandconsideration,employee-andjob-centereddimensions,theleadershipgrid,360-degreefeedback,competencymodels,leadershippipelinebehaviors,andcommunityleadershipbehaviors.Thesecondlayerofskillsisknowledgeandexperience.Thethirdlayerofskillsisintelligence;personalitytraits,types,andemotionalintelligence;andvalues,interests,andmotivesorgoals.Returntoparent-slidecontainingimages.Figure7.2:TheLeadershipGrid-TextAlternativeReturntoparent-slidecontainingimages.Thex-axisislabeledconcernforresultsandrangesfromlowtohigh.Itprovidesleadershipscoresstartingfrom1to9atintervalsof1,with1beingthelowestand9beingthehighestscore.They-axisislabeledconcernforpeopleandrangesfromlowtohigh.Itprovidesleadershipscoresstartingfrom1to9atintervalsof1,with1beingthelowestand9beingthehighestscore.Ifaleaderhasascoreof1,1perthegrid,thentheleader’sconcernforresultsislow,asishisorherconcernforpeople.Theleadershipstylefollowedhereisimpoverishedmanagement.Inimpoverishedmanagement,theexertionofminimumefforttogettherequiredworkdoneisappropriatetosustainorganizationmanagement.Ifaleaderhasascoreof9,1perthegrid,thentheleader’sconcernforresultsishigh,buthisorherconcernforpeopleisverylow.Theleadershipstylefollowedhereisauthority-compliancemanagement.Inauthority-compliancemanagement,efficiencyinoperationsresultsfromarrangingtheconditionsofworkinsuchawaythathumanelementsinterferetoaminimumdegree.Ifaleaderhasascoreof5,5perthegrid,thentheleader’sconcernforresultsismoderate,asishisorherconcernforpeople.Theleadershipstylefollowedhereismiddle-of-the-roa