Leadership

Dimas B. Achmad - 2011220024

Chapter 7: LEADERSHIP BEHAVIOR

Leadership behaviors are a function of intelligence, personality traits, emotional
intelligence, values, attitudes, interests, knowledge, and experience. These functions are
relatively difficult to change, and they predispose a leader to act in distinctive ways. Ones
personality traits are pervasive and almost automatic, occurring typically without much
conscious attention. The same could be said about how values, attitudes, and intelligence
affect behaviors. Overtime, however, it is hoped that leaders learn and discern which
behaviors are more appropriate and effective than others. It is always useful to remember the
pivotal roles individual difference and situational variables can play in a leaders action.
There are three approaches that have been used extensively in past and present
leadership research. Interview, behavioral observation, and paper-and-pencil techniques
would seem to be the most likely approaches. You could ask leaders what they do, follow the
leaders around to see how they actually behave, or administer questionnaires to asked them
and those they work with how often the leaders exhibited certain behaviors.
Much of the initial leader behavior research was conducted at Ohio State University
and the University of Michigan.
Ohio State Dimensions University of Michigan Dimensions
Initiating Structure
Consideration
Goal Emphasis & Work Facilitation
Leader Support & Interaction Facilitation
As state on the table above, Ohio State University, based on research by questionnaire
called Leadership Behavior Description Questionnaire (LBDQ), indicated that leaders
could be describe in terms of two independent dimensions of behavior called consideration
and initiating structure. Consideration refers to how much a leader is friendly and supportive
toward subordinates. A leader high in consideration engages in many different behaviors that
show supportiveness and concern, such as speaking up to subordinates interests, caring about
their personal situations, and showing appreciation for their work. Initiating structure refers
to how much a leader emphasizes meeting work goals and accomplishing tasks. Leaders high
in initiating structure engages in many different task-related behaviors, such as assigning
deadlines, establishing performance standards, and monitoring performance levels.
Leadership
Dimas B. Achmad - 2011220024

Besides, University of Michigan sought to identify leader behaviors that contributed
to effective group performance. It can be concluded that four categories of leadership
behaviors are related to effective group performance: leader support, interaction facilitation,
goal emphasis and work facilitation. Goal emphasis behaviors are concerned with
motivating subordinates to accomplish the taste at hand, and work facilitation behaviors are
concerned with clarifying roles, acquiring and allocating resources, and reconciling
organizational conflicts. Leader support includes behaviors where the leader shows concern
for subordinates; interaction facilitation includes those behaviors where leaders act to
smooth over and minimize conflicts among followers.
Although the behaviors composing the task-oriented and people-oriented leadership
dimensions were similar across the two research programs, there was a fundamental
difference in assumption underlying the work at the University of Michigan and that at Ohio
State. Researchers at the University of Michigan considered job-centered behaviors to be at
opposite ends of a single continuum of leadership behavior. Leaders could theoretically
manifest either strong employee or job-center behaviors, but not both. On the other hand,
researchers at Ohio State believed that consideration and initiating structure were
independent continuums. Thus, leaders could be high in initiating structure and consideration,
low in both dimensions, or high in one and low in the other.
Robie,Johnson, Nilsen, and Hazucha (2001) conducted a study of 1400 managers in
the United States, Germany, , Denmark, the United Kingdom, Italy, Spain, France and
Belgium. They reported that leadership behaviors associated with problem solving and
driving for results were consistently related to successfully influencing a group to accomplish
its goals, regardless of country. Likewise, Judge, Piccolo, and Jlies (2003) and Einsberger et
al. (2002) reported strong support for the notion that higher consideration behavior can
reduce employees turn over. These results seem to indicate that the most effective leadership
style might just depend on the criteria used to judge effectiveness.
Competency models describe the behaviors and skills managers need to exhibit if an
organization is to be successful. Although organizational competency models have played a
pervasive role in selecting, developing, and promoting government and business leaders, they
have not played much any role in another common form of leadership, which is community
leadership. Community leadership is the process of building a team of volunteers to
accomplish some important community outcome and represents an alternative
Leadership
Dimas B. Achmad - 2011220024

conceptualization of leadership behavior. Community leaders do not have any position
power; they cannot discipline followers who do not adhere to organization norms, get tasks
accomplished, or show up to meetings. They also tend to have fewer resource and rewards
than most other leaders. And because there is no formal selection or promotion process
anyone can be a community leader. But whether they will be successful in their community
change effort will depend on three highly interrelated competencies.
Framing is the leadership competency of helping a group or community recognize
and define its opportunities and issues in ways that result in effective action. Building Social
Capital is the leadership competency of developing and maintaining relationships that allow
people to work together in community across their differences. Mobilization is about
strategic, planned purposeful, activity to achieve clearly defined outcomes.
To assess leadership behavior, all of the global 1000 companies are using some type
of multilayer feedback instrument for managers and key individual contributors. These tools
show that direct reports, peers, and superiors can have very different perceptions about a
target leaders behavior, and these perspectives can paint a more accurate picture of the
strengths and development needs of the leader than self-appraisals alone. A manager may
think he or she gets along exceptionally well with others, but if 360-degree feedback ratings
from peers and direct reports indicate that the manager is very difficult to work with, then the
manager should gain new insights on what to do to improve his leadership effectiveness.
When organizations use 360-degree feedback for performance appraisal purposes,
they often get highly inflated ratings that do not provide good developmental feedback and
make comparisons between leaders. Leaders must set development goals and commit to a
development plan to improve skills if they want to see improvement in others ratings.
Learning how to change your own and others behaviors is a key leadership skill,
given that situations, technology, organizational, structure, followers, bosses, products, rules,
and regulations, and competitors seem to be in a constant state of flux. Just as the head of the
management consulting firm must you learn how to adapt your behavior to meet the changing
demands of the role or situation. Good leaders also know how to change and modify the
behaviors of their followers so that they can be more effective team members and better
achieve team goals.
Leadership
Dimas B. Achmad - 2011220024

Leader can take to accelerate the development of their own leadership skills. We can
use the development Pipeline as a way to categorize these suggestions. The first step in
changing behavior knows what to work on. Leaders need to have insight about their
development needs, and 360-degree feedback can provide very useful information in this
regard. The next step is working on development goals that matter. Then acquiring
knowledge and skills. Good development plans capitalized upon on-the-job experiences to
hone needed leadership skills. The last step is accountability.
Coaching is the process of equipping people with the tools, knowledge, and
opportunities they need to develop themselves and become more successful. In general there
are two types of coaching, informal and formal coaching. Informal coaching can occur
anywhere in an organization, and occurs whenever a leader helps followers to change their
behaviors. There are five steps in informal coaching: Forge a partnership, inspire
commitment, grow skills, promote persistence, and shape the environment. Formal coaching
programs provide similar kind of service for executives and managers in leadership position.
Mentoring is a personal relationship in which a more experienced mentor (usually
someone two to four levels higher in an organization) acts as a guide, role model, and sponsor
of a less experience protg. Mentors provide protg with knowledge, advice, challenge,
counsel, and support career opportunities, organizational strategy, and policy, office politics,
and so forth. Informal mentoring occurs when a protg and mentor build a long term
relationship based on friendship, similar interests, and mutual respect. Formal mentoring
programs occur when the organization assigns a relatively inexperienced but high-potential
leader to one of the top executives in the company. The protg and mentor get together on a
regular basis so that the protg can gain exposure and learn more about how decisions are
made at the top of the organization.






Leadership
Dimas B. Achmad - 2011220024

Chapter 10: GROUPS, TEAMS, AND THEIR LEADERSHIP

Leader need to understand, as much as possible the same characteristics about their
followers. But if you could know characteristics about yourself and characteristics about each
of your followers, that would still not be enough. This is because groups and teams are
different than solely the skills, abilities, values, and motives of those who comprise them
Groups and teams have their own special character.
We can generally distinguish teams from groups in four other ways. First, team
members usually have a stronger sense of identification among themselves than groups
members do. Often, both team members and outsiders can readily identify who is and who is
not on the team; identifying members of a group may be more difficult. Second, teams have
common goals or tasks; these may range from the development of a new product. Group
members, on the other hand may not have the same degree of consensus about goals as team
members do. Group members may belong to the group for a variety of personal reasons, and
these may clash with the groups state objectives. Third, task independence typically is
greater with teams than with groups. Fourth, team members often have more differentiated
and specialized roles than group members.
A group can be thought of as two or more persons who are interacting with one
another in such a manner that each person influences and is influenced by each other person.
It is important to realize that though people belong to many groups, just as they do too many
organizations, groups and organizations are not the same thing. Organization can be so large
that most members do not know most of the other people in organization. In such cases there
is relatively little inter = member interaction and reciprocal influence. Similarly,
organizations typically are just too large and impersonal to have much effect on anyone
feelings, whereas groups are small and immediate enough to impact both feeling and self-
image.
The size of any group has implications for both leaders and followers. First, leader
emergence is partly functioning of group size. The greater number of people in a large versus
a small group will affect the probability that any individual is likely to emerge as a leader.
Second, as groups become larger, cliques are more likely to develop. Cliques are subgroups
of individuals who often share the same goals, values, and expectation. Because cliques
Leadership
Dimas B. Achmad - 2011220024

generally wield more influence than individuals members, they are likely to exert
considerable influencepositively or negativelyon the larger group. Third, group size also
can affect a leaders behavioral style. Leaders with a large span of con control tend to be
more directives, spend less time with individual subordinates, and use more impersonal
approaches when influencing followers. Leaders with a small span of control tend to display
more consideration and use more personal approaches when influencing followers. Fourth,
group size also affects group effectiveness.
Groups generally went through four distinct stages of development. The first stage,
forming, was characterized by polite conversation. The second stage, storming, usually
marked by intragroup conflict, heightened emotional levels, and status differentiation as
remaining contenders struggled to build alliances and fulfill the groups leadership role. The
clear emergence of a leader and the development of groups norms and cohesiveness were the
key indicators of the norming stage of group development. Finally, group reached the
performing stage when the group members played functional, interdependent roles that were
focused on the performance of group tasks.
Group roles are the sets of expected behaviors associated with particular jobs or
positions. Most people have multiple roles stemming from various groups with which they
are associated; it is not uncommon for someone to occupy numerous roles within the same
group as situations change. Leaders behavior was characterized initially in terms of two
broad functions. One deals with getting the task dong (task role), and the other with
supporting relationship within the work group (relation role). Similarly, roles in groups can
be categorized in terms of task and relationship functions.
Norms are the informal rules groups adopt to regulate and regularized group
members behaviors. Although norms are only infrequently written down and openly
discussed, they nonetheless often have a powerful and consistent influence on behavior.
Group cohesion is the glue that keeps a group together. Is the sum of forces that
attract members to a group, provide resistance to leaving it, and motivate them to be active in
it. Highly cohesive groups interact with and influence each other more than do less cohesive
groups. Furthermore, a highly cohesive group, and low absenteeism and turnover often
contribute to higher group performance; higher performance can, in turn, contribute to even
higher cohesion, thus resulting in an increasingly positive spiral.
Leadership
Dimas B. Achmad - 2011220024

Teams do vary in their effectiveness. Virtually identical teams can be dramatically
different in terms of success or failure. The center for Creative Leaderships research with
teams indicated that successful and unsuccessful teams could be differentiated on the basis of
eight key characteristics, the first six of which are primarily concerned with task
accomplishment. First, effective teams had a clear mission and high performance standard.
Second, leaders or successful teams often took stock of their equipment, training facilities and
opportunities, and outside resources available to help the team. Leaders effective teams spent
a considerable amount of time planning and organizing in order to make optimal use of
available resources, to select new members with needed technical skills, or to improve
needed technical skills of existing members. The last two characteristics of effective teams
were concerned with the group maintenance or interpersonal aspects of teams. Hallam and
Cambells (1992) research indicated that high levels of communication were often associated
with effective teams. Ginnetts model that focuses on team design suggest four components
of design of the team itself that help the team get off to a good start, whatever its task. This is
important because it is not uncommon to find that a teams failure can be traced to its being
set up inappropriately from the very beginning. If a team is to work effectively, the following
four variables need to be in place from beginning: task structure, group boundaries, norms,
and authority.
Since we have emphasized that leadership is a group or team function and have
suggested that one measure of leadership effectiveness may be whether the team achieves its
objectives, it is reasonable to examine a model specifically designed to help teams perform
more effectively; the Team Effectiveness Leadership Model or TELM. It provides the
underlying structure for Leadership and High Performance Teams course offered by the
Center for Creative Leadership. While there have been controlled experimental studies
validating portions of the models, the principal development and validation have been
completed using actual high-performance team operating in their own situational context.
This model resembles a systems theory approach with inputs on the left, processes or
throughputs in the center, and outputs on the right.
Outputs are the results of the teams work. These are four process measure of
effectiveness provide criteria by which we can examine the ways in which teams work. If a
team is to perform normally, it must be a) work hard enough, b) have sufficient knowledge
and skills within the team to perform the task; c) have an appropriate strategy to accomplish
Leadership
Dimas B. Achmad - 2011220024

its work (or ways to approach the task at hand), and d) have constructive and positive group
dynamics among its member. The phrase group dynamics refers to interactions among team
members, including such aspects as how they communicate with others=, to name but a few
of characteristics. Inputs are the raw materials that are processes into products for sale.
Similarly i team situation, inputs are what is available for teams as they go about their work.
However, an important difference between an industrial plant and a team is that for a plant,
the inputs are physical resources. Often for team design, we are considering psychological
factors. There is a variety of levels of inputs, ranging from the individual level to the
environment level.
The TELM provides the same linear flow for design of a team. The leader should
begin on the left dream, proceed through all of the Design variables and pay attention to the
Development needs of the team. IN this way, she can implement the three critical functions
for team leadership: dream, design, and development.
Usually, information is available to the organization as a whole (either formally or
informally) about which teams are doing well and which are struggling. Whether leaders have
access to this information is largely a function of whether they have created or stifled a safe
climate. Feedback at the individual level can influence the perceived efficacy of the
individual members of the team, while the overall potency of the team is impacted even for
tasks that the team has yet to attempt. It has been shown that leaders can influence team
effectiveness by a) insuring the team has a clear sense of purpose and performance
expectations; b) designing or redesigning input stage variables at the individual,
organizational, and team design levels; and c) improving team performance through ongoing
coaching at various stages , but particularly while the team is actually performing its task.
These midcourse corrections should not only improve the team outcomes but also help to
avoid many of the team-generated problems that can cause less-than-optimal team
performance.