Consultancy project

Traditional

Transformational

Establishing oneself as a role model by gaining the trust and confidence of followers

State future goals and develop plans to achieve them.

Skeptical of status quo, innovation even when organization is generally successful

Encourage employees to develop full potential by mentoring and empowering them (Charismatic leadership)

(Eagly, A. H., Johannesen-Schmidt, M. C., & Van Engen, M. L., 2003)

Transactional

Traditional

Appeal to subordinates’ self-interest by establishing exchange relationships with them

Clarify subordinate responsibilities, reward for meeting objectives, correction for failing to meet objectives

Managing in more conventional sense

(Eagly, A. H., Johannesen-Schmidt, M. C., & Van Engen, M. L., 2003)

Laissez Faire

Traditional

General failure to take responsibility for managing

(Eagly, A. H., Johannesen-Schmidt, M. C., & Van Engen, M. L., 2003)

Different types of Leadership Styles

There is no ONE style of leadership that works for everything

Example: Two leadership types

Participative

Directive

Joint decision making/ shared influence in decision making by a

superior and his/her employees

Providing team members with a framework for decision making in alignment with superior’s vision

Both styles can be associated with high levels of team outcomes!

Somech, A. (2006)

Quick example: Somech, A. (2006)

The diversity of organizational roles embodied in the team

Extent to which team members collectively reflect upon team objectives, strategies and processes

Extent to which the team accomplishes its purpose and produces the intended, expected, or desired results

Introduction/application within a team of ideas/processes new to the team designed to be useful

Modern

Shared Leadership

• Dynamic influence process in which leadership behaviors are performed by multiple members of the team
• The objective is to achieve group or organizational goals
• Interactions among team members→they coordinate and negotiate leadership responsibilities
• Reduced distinction between leader and follower→team members may fill either of these roles at any given time

Nicolaides et al (2014)

Benefits

Nicolaides et al (2014) Bergman et al (2012) Hoch (2013)

Team performance

Diversity of Leadership Behaviors

Greater participation

Information sharing

Expend additional effort

Initiating structure

Consideration

Envisioning

Spanning

Positive atmosphere

Shared purpose

Social support

Team processes and intermediate outcomes

Innovation

Less conflict

Greater consensus

Competitive Advantage

Share Knowledge

Larger Influence Network

Building on each others ideas

Higher intragroup trust

Cohesion

Practical Implications

1

→Humble behaviors

1. Publicly praising followers

2. Showing a high willingness to learn

3. Feedback

→Use HR functions

→Training programs

Chiu et al. (2016)

2

→Integrity as selection criteria

Reliable members are more likely to reciprocate

Being trustworthy→ share information transparently

→Train leaders in vertical transformational and empowering leadership

Transformational: can enhance self-efficacy

Empowering: motivate employees to achieve organizational goals

Hoch (2013)

Practical Implications

Increase Team Confidence

3

Nicolaides et al (2014)

→ Engagement in shared leadership behaviors

→ Satisfaction of team needs

→ Setting realistic goals

→ Generate solutions to overcome obstacles

Increase Interdependence

4

→ Work closely with one another

→ Coordinate

→ Integrate actions

Modern

Complexity Leadership

• Context of leadership is very different and diverse today

• A new framework for leadership is necessary (based on complexity science)

• "Fighting complexity with complexity"

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The leadership quarterly, 18(4), 298-318.

Uhl-Bien, M. and Maslyn, J.M. (2003).Reciprocity in manager–subordinate relationships: Components, configurations, and outcomes, Journal of Management, 29 (4) ,511–532.

Complex Adaptive Systems (CAS)

Bonded by a common goal or need

Dynamic networks of interacting, independent individuals

Adapt and learn quickly

Capable of solving problems creatively

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The leadership quarterly, 18(4), 298-318.

What leadership do we need?

Administrative Leadership

Adaptive Leadership

• Adapting to emergent changes

• Context-dependent

• Results in new ideas and innovations

• Traditional and bureaucratic

• Structuring of tasks, planning, crisis management

• Top-down, based on authority and position

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The leadership quarterly, 18(4), 298-318.

Making the switch

How?

• By structuring and enabling conditions so CAS can optimally address creative problem solving, adaptability and learning

Enabling leadership = Catalyst for adaptive leadership

Tension

Interdependence

• Heterogeneity
• Fosters learning and innovation

• Interactive work groups
• Creates pressure to act on information

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The leadership quarterly, 18(4), 298-318.

Adaptability

Learning

Creativity

Emergence Model

Context

Interdependence

Tension

Feedback

Emergence

Adaptability

Learning

Creativity

Mechanisms

Generation of new ideas

Information flow

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The leadership quarterly, 18(4), 298-318.

Selos

Summary and Implications

• CAS: Leadership is complex (just one fixed leadership style is not enough)

• Adaptive leadership (Right context, right mechanisms)

• To enable individuals in CAS to learn, adapt and solve problems creatively, interdependence and tension is needed

• Implications: Interactive work groups, autonomy, heterogeneity

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The leadership quarterly, 18(4), 298-318.

Uhl-Bien, M. and Maslyn, J.M. (2003).Reciprocity in manager–subordinate relationships: Components, configurations, and outcomes, Journal of Management, 29 (4) ,511–532.

Ethical Leadership

 “the demonstration of normatively appropriate conduct through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision-making”

- Brown & Trevino (2006)

PROMOTE ETHICS

ROLE MODEL

TEAM BUILDING

ENCOURAGING INNOVATION

COMMUNICATION

Ethical Leadership and Organizational culture- so what?

• Ethical Leadership promotes positive work environment
• Psychological culture
• Organizational culture
• Affects behavior on every level
• “The way we do things around here”
• Subconscious values and beliefs
• Dependent on product or service
• Can either inhibit or promote innovation

Martins &Terblanche (2003)

Gender

• gender roles are consensual beliefs about attributes of women and men

• to the extent that gender roles exert some influence on leaders, female and male occupants of the same leadership role would behave somewhat differently.

Transformational style: it encompasses some behaviors that are consistent with the female gender role's demand for caring, supportive, and considerate behaviors

Transactional style: specifically contingent reward behaviors may be better linked to female traits than to male ones.

(Eagly, A. H., Johannesen-Schmidt, M. C., & Van Engen, M. L., 2003)

What does this mean?

• Transformational style, accompanied by contingent reward behaviors of transactional style

= Effective approach to leadership (encompasses some behaviors that are consistent with the female gender role’s demand for caring, supportive, and considerate behaviors.

(Eagly, A. H., Johannesen-Schmidt, M. C., & Van Engen, M. L., 2003)

Followership Theory

Study of the nature and impact of followers and following in the leadership process

→ Different approaches

→ Social constructions of followership

(Uhl-Bien et al., 2014)

Oriented from Taylorism

Leaders as power-wielding actors who affect group and organizational outcomes

Followers as subordinates who dutifully carry out the orders, directives of the leader, without resistance

L

Leader-centric approach

O

F

(Uhl-Bien et al., 2014)

Leadership as a social construction

Leader emergence in the cognitive, attributional, and social processes of followers

Attention to the role of follower

L

Follower-centric approach

F

(Uhl-Bien et al., 2014)

How followers influence leader attitudes, behaviors, and outcomes

Leader–member exchange (LMX) theory

“reverse the lens”

L

O

Role-based approach

(Uhl-Bien et al., 2014)

F

Reverse the Lens

• Studying followers' characteristics and behaviors as antecedents of followership outcomes at the individual, relationship and work unit levels of analysis.
• Begin to explore “the leader side” of the leadership story (i.e., how leaders are affected by followers).

(Uhl-Bien et al., 2014)

Leader–Member Exchange (LMX) Theory

• Members of in-group receive considerably more attention from the leader and have more access to the organizational resources.

• Members of out-group are disfavored by the leader. As such, they receive fewer valued resources from their leaders.

• Positive relationship between LMX and task performance.

• Negative relationship between LMX and Counterproductive Work Behaviour.

(Leadership-Member Exchange (LMX) Theory, 2015)

(Martin et al., 2016)

Feedback seeking behaviour

How to improve LMX?

Psychological safety

Communication of follower needs

Feedback seeking behaviour

(Schyns & Day, 2010)

Feedback seeking behaviour

Hard to disentangle followership from leadership

Followers as active participants with leaders in co-constructing leadership, followership, and outcomes

The leadership process

People

L

Constructionist approach

Leadership

F

People

(Uhl-Bien et al., 2014)

The leadership process

• Understanding how leaders and followers interact together in context to co-create leadership and its outcomes.

• It states that managers can also follow and subordinates can also lead.

• Leadership can only occur through combined acts of leading and following.

Leading Behaviors

Leadership

Outcomes

Following Behaviors

(Uhl-Bien et al., 2014)

Social Constructions of Followership

Proactive Constructions

Passive Constructions

Active Constructions

• Expressing their opinions and offering input when given the chance

• The desire to take ownership and accountability
• Problems and frustration about not always having the authority
• Influencing leaders' decisions and questioning their directives
• “quiet leaders”

• Reduced responsibility and decision making
• Lack of stress
• Flexible and open to change
• Being obedient

Leadership Style and Organizational Climate

(Carsten et al., 2010)

How to Promote Followership?

Raise self- and social-awareness regarding the expectations for leaders and followers

Focus on how followers can partner with leaders in ways that enhance both leadership and organizational outcomes

Some followers provide support to leaders by identifying problems along with solutions, and speaking up with new ideas for projects or changes

Managers report less support, motivation, and contribution to goal attainment when working with passive followers

(Carsten et al., 2018)

(Epitropaki et al., 2013)