Chapter 5 Leadership and Followership Learning Objectives 1. Define leadership, explain its importance at the supervisory level, and describe elements of contemporary leadership thought. Harry S. Truman, 33rd President of the United States, once remarked that leadership is the ability to get people to do what they don’t like to do and enjoy it. Leadership is the process of influencing the opinions, attitudes, and behavior of others toward the achievement of a goal. Leadership includes what the followers think and do, not just what the supervisor does. The real test of supervisory leadership is how subordinates follow. One of the most noted writers on leadership, Warren Bennis, has conducted extensive research on the subject and has identified four things people want from their leaders—direction, trust, hope, and results. Noted leadership researchers James Kouzes and Barry Posner identified five practices that managers can use and learn at all levels. These practices and behaviors include—challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. 2. Outline the importance of trust in the leadership process and the effects of lack of trust on employee engagement and productivity. Trust is a key element in interactions between leaders and followers, an element that Stephen Covey relates to alignment, the process of working together in harmony. Unfortunately, lack of trust is a growing concern in the workplace, which workers attribute to their leaders inconsistent behavior, lack of concern for workers, favoritism, and poor communication. Supervisors can build trust with employees by using excellent listening and communication skills, being authentic, and making sure that their words and actions reflect integrity. 3. Discuss the critical nature of ethics in informing leaders’ behaviors and influencing followers and organizational culture. Ethics determine how a person distinguishes between right and wrong in their own behavior and the behaviors of others. Individuals’ ethical values drive their decisions and comprise their character. A leader’s influence transmits his or her values to followers and the overall organizational culture. When an organization has an ethical culture, performance increases and misconduct decreases, and the converse is also true. Research has shown that leaders’ misconduct in particular erodes organizational conduct, it negatively influences workers’ morale, it increases fear of retaliation and it can force workers to compromise their own ethics. Leaders should assess their ethical values relative to how they influence their means of getting work done, their motivations, and their accomplishments. If the leaders’ behaviors do not reflect ethical values, they should strive to change them in order to protect themselves, their followers, and their organization from the results of impropriety. Ethical leadership spans beyond the workplace. In every situation, leaders should be people oriented, choose their values, and motivate others to serve the greater good. The time is always right to do what is right. 4. Explain the delegation process and define its three major components. Delegation gives employees a greater voice in how the job is to be done; the employees are empowered to make decisions. Employees who accept delegated tasks are accountable to their boss and have to accept credit or blame for the results achieved in performing assigned tasks. When supervisors delegate, they are still ultimately accountable for the successful completion of work. Delegation involves three components: (1) assigning duties to immediate subordinates, (2) granting authority to make commitments, use resources, and take all actions necessary to perform duties, and (3) creating responsibility on the part of the employee to perform the assigned duties satisfactorily. 5. Discuss why some supervisors do not delegate, and describe the benefits of delegation. Supervisors can be reluctant to delegate tasks for a number of reasons. The company may have a shortage of qualified employees, and the supervisor may have a fear of making mistakes, or an I’d-rather-do-it-myself mentality. The supervisor may be afraid of not being needed, or there may be a lack of managerial support for delegation. Employees may be reluctant to take on new tasks, possibly because of their interaction with managers who have conditioned them to avoid receiving tasks from a supervisor who “dumps” rather than delegates. When delegation is carried out effectively, it can be very beneficial to the entire work team. Employees learn new skills, gain confidence, and learn how to make appropriate decisions. The supervisor is freed up to empower more employees, departmental decisions are made with a wider range of input, and employee morale and job performance increase. 6. Compare the autocratic (authoritarian) approach to supervision with the participative approach. Some supervisors believe that autocratic supervision, using formal authority to get results, is more effective than general supervision. At times close supervision, detailed instructions, and a climate of strict compliance (Theory X tactics) are appropriate, but generally these practices result in low employee morale, resistance, discontent, and frustration. Conversely, participative management and general supervision assume that workers are motivated to do their best (Theory Y assumptions). Therefore, both involve delegation and provide freedom for employees to choose how to go about their work once the supervisor issues directives. In participative management, workers are empowered to take the initiative through the provision of increased authority and responsibility, and they are encouraged to contribute ideas to the decision-making process. These management styles, when used in authentic contexts, benefit supervisors and employees. The supervisor saves time by empowering other members of the team to work independently. When employees gain experience in making decisions based on their own judgment, they become more competent and more promotable. A supervisor’s goal should be to help employees move to the next level. The extent to which a supervisor uses the general, autocratic, bureaucratic, or participative style requires a delicate balance. Ultimately, the supervisor is responsible for achieving departmental objectives. Therefore, the supervisor should consider the task and the individuals involved and choose the most appropriate style in order to get work accomplished. 7. Explain the role of followers in the leadership process and differentiate between different types of followers. Followership is the capacity or willingness to follow a leader. Followers can choose the extent to which they engage with and support a leader. The follower position is not static, and everyone is a follower at some point in their life. The determination of who leads and who follows is based on who has authority, who has expertise, and who needs information and guidance. Followers can be classified into groups based on their levels of assertiveness and independent thinking, which can be described as passive, conformist, alienated, exemplary, and pragmatist. The leader’s goal should be to engage a variety of follower types in workgroups and use multiple strategies to help all followers thrive. Followers can exert influence, sometimes in a toxic way, which can undermine the leader’s efforts and negatively impact organizational performance. Effective leaders have good self-management skills, they are committed to the organization; they are competent, and they demonstrate ethics, courage, honesty, discretion, and credibility. Followers can be of particular value to organizations when they share different perspectives and stand up for what is right, even if the leader does not. Lecture Outline I. Leadership: The Core of Supervisory Management A. The Test of Supervisory Leadership Leadership is the process of influencing the opinions, attitudes and behavior of others toward the achievement of a goal. In the workplace, members of a work group often assume leadership roles. The direction of informal employee leadership can be supportive of, or contrary to, the direction the supervisor desires. Therefore, leadership in the general sense is a process rather than just a positional relationship. The real test of leadership is how subordinates follow, not what title the leader holds. PowerPoint Presentation Slide 5-4, Leadership: The Core of Supervisory Management PowerPoint Presentation Slide 5-6, Figure 5.1 PowerPoint Presentation Slide 5-4, Questions to Identify Tests for Leadership B. Leadership Can Be Developed Generally, leadership behaviors can be learned. Successful supervisors tend to be well-rounded in their interests and aptitudes. They are good communicators, are mentally and emotionally mature, and have strong inner drives. They tend to rely more on their conceptual and interpersonal skills than on their technical skills. PowerPoint Presentation Slide 5-5, Leadership Can Be Developed C. Effective Supervisory Leadership as a Dynamic Process Good communication is the foundation of effective leadership, such as getting scouts to do things they have never done before. The ability to communicate, to keep the lines of communication open at all times, and to communicate in ways that meet workers’ expectations and needs is essential for any supervisor to be a leader. The ability to assess employee expectations and the demands of the job situation and then act appropriately is a skill that can be developed with experience and practice. D. Contemporary Thoughts on Leadership Contemporary writings on leadership are filled with findings—and some contradictions. One of the most noted writers on leadership, Warren Bennis, has identified four things that people want from their leaders: •Direction: people want leaders to have a purpose. •Trust: integrity, competence, caring, congruity, and candor are essential elements of building a relationship of mutual trust. •Hope: leaders believe, and they kindle the fire of optimism in followers. •Results: leaders accomplish difficult tasks. PowerPoint Presentation Slide 5-7, Contemporary Thoughts on Leadership Noted leadership researchers James Kouzes and Barry Posner identified five practices and 10 specific behaviors that managers can learn and use at all levels. These practices and behaviors include: •Challenging the process •Inspiring a shared vision •Enabling others to act •Modeling the way •Encouraging the heart PowerPoint Presentation Slide 5-8, Successful Leader Behaviors E. Servant Leadership There are times when the leader must provide direction and there are situations where subordinates should be enabled to pursue their own directions—as long as it is consistent with the overall vision for the organization. Servant-leadership is the notion that the needs of followers are looked after such that they can be the best they can be. Personal Skill Builder 5-2: Supervisor’s Style of Leading PowerPoint Presentation Slide 5-9, Servant Leadership See Figure 5.2 The essence of servant-leadership on page 176 F. Leadership Style Depends on Many Factors Considerable evidence suggests that an effective approach is contingent on numerous factors in any given situation. Contingency-style leadership proponents advocate that no one leadership style is best; the appropriate style depends on a multitude of factors. These considerations include such things as the supervisor, the organization, the type of work, the skill level and motivation of employees, and time pressures. PowerPoint Presentation Slide 5-9, Contingency-Style Leadership II. Trust: The Basis of Effective Supervisory Relationships A. Trust is a Growing Concern in the Workplace Trust, according to Merriam-Webster, is the belief that someone is reliable, good, honest, and effective. Lack of trust is a growing concern in the workplace, which can be attributed to factors such as senior leaders’ lack of caring, perceived favoritism, poor communication, and inconsistent behavior. B. The Impact of Trust on Supervisory Relationships Trust is the foundation of effective supervisory relations. A number of specific leadership behaviors can erode trust between supervisors and employees. A supervisor’s lack of confidence and courage to stand up for employees; operating with hidden agendas; unwillingness to apologize for mistakes; unclear or untrue communication; self-centeredness; etc. can lower employees’ trust that the supervisor has their best interests at heart. Relationships of mutual trust can be facilitated by leaders who are authentic, aligning their words and actions to demonstrate integrity and model it for their employees. Honest communication, excellent listening skills, and a truly caring attitude, particularly in times of organizational change, reduce employees’ fear of the unknown and encourage them to trust and support the leader’s decisions when it comes to navigating uncharted waters. PowerPoint Presentation Slide 5-10, Trust: The Basis of Effective Supervisory Relationships III. Ethics: The Moral Fiber of Leadership While some leaders may make poor decisions that can affect millions of people, some consistently make decisions based on strong ethics that benefit equally as many. Ethics is the system of moral principles that guide the conduct of an individual, group, or society. PowerPoint Presentation Slide 5-11, Ethics: The Moral Fiber of Leadership A. Ethical Values Comprise Character A person’s ethics determine how they distinguish between right and wrong and good and evil relative to their own actions and character, as well as the actions and character of others. According to leadership thought leader James MacGregor Burns, ethical values are broad character traits that include honesty, integrity, fairness, reliability, reciprocity, and accountability. B. Ethical Values Inform Leadership and Influence Followers When leaders choose to behave ethically and influence followers to do the same, organizational performance is higher, but when they choose not to, organizational culture suffers, performance drops, and followers can be put in compromising situations. Leaders shoulder the primary responsibility for modeling and promoting ethical values in the workplace and holding employees accountable for upholding those values through their own behavior. C. Being Ethical Requires Walking the Talk Even when an organization has mission and value statements that espouse strong ethics, there is no guarantee that those statements will hold true in practice. Starting at the top of an organization through every level of the workforce, ethical behavior, not just repeating the words on a page, must be expected. D. Leaders-Know Thyself and Thy Ethical Values Before a leader can influence the ethical values of employees, the leader must first have a clear grasp of his or her own ethical values and how they drive personal behavior. Leaders must also engage in self-assessment, particularly in the area of ethics, so they can establish a strong ethical foundation with which to influence followers and identify areas in which they need to strengthen their ability to behave ethically and make ethical decisions. Ethics scholar Joanne Ciulla suggests that leaders ask themselves several questions about how their leadership behaviors reflect ethical values. The questions test three areas of ethics: •Ethics of the means: What does the leader use to motivate followers to obtain their goals? •The ethics of person: What are leaders’ personal ethics? •The ethics of the ends: What is the ethical value of a leader’s accomplishments? If, after considering these questions, a leader realizes that some (or all) of his or her attitudes, behaviors, or decisions do not reflect ethical values, it is critical that those disparities are addressed through reflection, skill-building, mentoring, or other means of strengthening his or her ethical core. Demonstrating strong ethical values and influencing employees to do the same can potentially be the most beneficial things a supervisor can do to empower and engage employees to do their best and achieve organizational goals the right way. E. Everyday Ethics The Community and Leadership Development Center at Indiana University suggests three things anyone can do to demonstrate ethical leadership: •Be people-oriented •Choose your values •Motivate others to serve the greater good PowerPoint Presentation Slide 5-12, Everyday Ethics IV. The Process of Delegation Delegation is the process of entrusting duties and related authority to subordinates. Thus, the employees are empowered to make decisions. Some managers view delegation as a means of lightening their workloads. They assign unpleasant tasks to employees and subsequently find that the employees are not motivated to complete those tasks. A manager receives authority from a higher-level manager through delegation, but this does not mean that the higher-level manager surrenders all accountability. Accountability is the obligation one has to one’s boss and the expectation that employees will accept credit or blame for the results achieved in performing assigned tasks. Delegation is a supervisor’s strategy for accomplishing objectives. It consists of the following three components, all of which must be present: •Assigning duties to immediate subordinates •Granting permission (authority) to make commitments, use resources, and take all actions necessary to perform duties •Creating an obligation (responsibility) on the part of each employee to perform duties satisfactorily Unless all three components are present, the delegation process is incomplete. They are inseparably related; a change in one requires change in the other two. A. Assigning Duties Routine duties usually can be assigned to almost any employee, but there are other functions that the supervisor can assign only to employees who are qualified to perform them. There are also some functions that a supervisor cannot delegate—functions the supervisor must do. B. Granting Authority The granting of authority means that the supervisor confers upon employees the right and power to act, to use certain resources, and to make decisions within the prescribed limits. How much authority can be delegated depends in part on the amount of authority the supervisor possesses. C. Defining Limitations A supervisor must be specific in telling employees what authority they have and what they can or cannot do. It is uncomfortable for employees to have to guess how far their authority extends. If the supervisor does not state this clearly, the employee will be forced to test the limits and learn by trial and error or return to the supervisor to gather more information, which decreases the effectiveness of the delegation process. D. Creating Responsibility The third component of the process of delegation is creating obligation on the part of the employee to perform assigned duties satisfactorily. Acceptance of this obligation creates responsibility; without responsibility, delegation is incomplete. Responsibility is the obligation to perform certain tasks and duties as assigned and required by the supervisor. Responsibility in turn implies that the employee agrees to perform duties in return for rewards such as paychecks. PowerPoint Presentation Slide 5-13, Delegation; Accountability; Responsibility E. Supervisory Accountability Cannot Be Delegated Although a supervisor must delegate authority to employees to accomplish specific jobs, the supervisor’s own accountability cannot be delegated. Assigning duties to employees does not relieve the supervisor of the responsibility for those duties. Responsibility includes (1) the subordinate’s obligation to perform assigned tasks and (2) the supervisor’s obligation to his or her own manager, or accountability. Regardless of the extent to which a supervisor creates an obligation on the part of employees to perform satisfactorily, the supervisor retains the ultimate responsibility, along with the authority, that is part of the supervisor’s departmental position. Delegation is necessary for jobs to be accomplished—the supervisor cannot do everything. While a supervisor may use sound managerial practices, employees will not always use the best judgment or perform in superior ways. Therefore, allowances must be made for errors. Accountability remains with supervisors, but supervisors must be able to depend on their employees. Implied in accountability is the notion that punishments or rewards will follow, depending on how well the duties are performed. However, the ultimate accountability to top-level managers lies with the supervisor who is doing the delegating. PowerPoint Presentation Slide 5-13, The Process of Delegation PowerPoint Presentation Slide 5-14, Figure 5.3 V. Delegation by the Supervisor Every supervisor must delegate some authority to employees, which assumes that the employees can and will accept the authority delegated to them. However, many employees complain that their supervisors make all the decisions and scrutinize their work because they do not trust the employees to carry out assignments. A. Reasons for Lack of Supervisory Delegation A supervisor may be reluctant to delegate for several reasons, some of which are valid and some not. Figure 5.4 shows some barriers the supervisor must overcome to achieve effective delegation. B. Shortage of Qualified Employees—“They Can’t Do It” Mentality Some supervisors cite a lack of qualified employees as an excuse for not delegating authority. Actually, such supervisors feel that their employees cannot handle authority or are unwilling to accept it. If these supervisors refuse to delegate, employees will have little opportunity to obtain the experience they need to improve their judgment and to handle broader assignments. C. Fear of Making Mistakes Some supervisors think it best to make most decisions themselves because, in the final analysis, they retain overall responsibility. Out of fear of mistakes, such supervisors are unwilling to delegate, and as a result, they continue to overburden themselves. However, indecision and delay often are more costly than the mistakes supervisors hope to avoid by refusing to delegate. D. The “I’d-Rather-Do-It-Myself” Mentality The old stereotype of a good supervisor was that of one who pitched in and worked alongside employees, setting an example by personal effort. Even today, this type of supervision often occurs when a supervisor has been promoted through the ranks and the supervisory position is a reward for hard work and technical competence. The supervisors, therefore, resort to a pattern in which they feel secure by working alongside employees and doing tasks with which they are most familiar. Occasionally, the supervisor should pitch in, such as when the job is particularly difficult, when employees would benefit from demonstration and guidance, or when an emergency arises. Aside from emergencies and unusual situations, however, the supervisor should be supervising, and the employees should be doing their assigned tasks. E. “If It Is To Be Done Right—I Have To Do It” Mentality Supervisors sometimes believe it is easier to do the job themselves than to correct an employee’s mistakes, or they may simply prefer to correct an employee’s mistakes rather than to clearly explain what should have been done. These attitudes interfere with a supervisor’s prime responsibility, which is to supervise others to get the job done. F. Fear of Being Replaced Ineffective supervisors may fear that if they share their knowledge with employees and allow them to participate in decision making, the employees will become so proficient at making good decisions that the supervisor will be unnecessary. The fear of not being needed can be partially overcome if the supervisor cannot be promoted unless he or she has prepared at least two subordinates to take the supervisor’s place. G. “They Won’t Do It—You Can Keep It” Mentality The supervisor must identify those employees who need the opportunity to grow and who want to be empowered. Employees may be reluctant to accept delegation because of their insecurity or fear of failure, or they may think the supervisor will be unavailable for guidance. An environment for delegation and empowerment must be part of the organization’s culture. Upper-level managers must advocate delegation at all levels. PowerPoint Presentation Slide 5-15, Reasons for Lack of Supervisory Delegation H. Benefits of Delegation The supervisor who delegates expects employees to make more decisions on their own. This, in turn, should mean that the supervisor will have more time to manage. Effective delegation should cause employees to perform an increasing number of jobs and to recommend solutions that contribute to good performance. PowerPoint Presentation Slide 5-16, Benefits of Delegation I. The Proper Balance of Delegation The supervisor must achieve a balance among too much, too little, and just the right amount to delegate without losing control. Delegation does not mean a supervisor should manage a department by consensus or by taking a vote on every issue. PowerPoint Presentation Slide 5-16, The Proper Balance of Delegation VI. Approaches to Supervisory Leadership The desire for freedom and being one’s own boss can be enhanced by delegation, which in the daily routine essentially means giving directions in general terms. It means that instead of watching every detail of the employees’ activities, the supervisor is primarily interested in the results employees achieve and is willing to give them considerable latitude in deciding how to achieve those results. A. Classifying Supervisory Leadership Styles Leadership styles range from essentially autocratic or authoritarian supervisory styles (based on Theory X assumptions) to variations of general supervisory styles (based on Theory Y assumptions). However, in practice, a supervisor usually blends these approaches based on a number of considerations that include the supervisor’s skill and experience, the employee or employees who are involved, the situation, and other factors. Two theories developed by Douglas McGregor can help frame in the understanding of supervisory styles, Theory X and Theory Y. Theory X assumes that most employees dislike work, avoid responsibility, and must be coerced to work hard. Theory Y assumes that most employees enjoy work, seek responsibility, and can self-direct. See Figure 5.5 Leadership style continuum on page 189 B. Autocratic (Authoritarian) Supervision Autocratic (authoritarian) supervision is the supervisory style that relies on formal authority, threats, pressure, and close control. A supervisor of this type often uses pressure to get people to work and may even threaten disciplinary action, including discharge, if employees do not perform as ordered. Autocratic supervision means close control of employees in which supervisors issue directives with detailed instructions and allow little room for initiative. Autocratic supervision is sometimes associated with what has been called the bureaucratic style of supervision. Bureaucratic style of supervision is the supervisory style that emphasizes strict compliance with organizational policies, rules, and directives. This style emphasizes an organizational structure and climate that require strict compliance with managers’ policies, rules, and directives throughout the firm. C. When Autocratic Supervision is Appropriate The major advantages of autocratic supervision are that it is quick and fairly easy to apply and that it usually gets rapid results in the short run. It may be appropriate when employees are new and inexperienced, especially if the supervisor is under major time pressures and cannot afford to have employees take time to figure out on their own how to get the work done. D. Effects of Autocratic Supervision The autocratic method of supervision is not conducive to developing employee talents, and it tends to frustrate employees who have ambition and potential. Such employees may lose interest and initiative and stop thinking for themselves because there is little need for independent thought. PowerPoint Presentation Slides 5-17, Approaches to Supervisory Leadership PowerPoint Presentation Slides 5-18, Figure 5.5, Leadership Style Continuum E. General Supervision and Participative Management General supervision means that the supervisor sets goals, discusses those goals with employees, and fixes the limits within which the work must be done. Within this framework, employees have considerable freedom to decide how to achieve their objectives. Participative management allows employees to influence and share in organizational decision making. A supervisor using a participative approach, discusses with employees the feasibility, workability, extent, and content of a problem before making a decision and issuing a directive. Directive is the communication approach by which a supervisor conveys to employees what, how, and why something is to be accomplished. Regardless of one’s preference for a leadership style, the supervisor must issue directives and ensure that the assigned work gets done efficiently and effectively. Participative management involves sharing ideas, opinions, and information between the supervisor and the employees and thoroughly discussing alternative solutions to a problem, regardless of who originates the solutions. If participative management is to succeed, the supervisor and the employees must want it. See Supervisory Tips Box on page 191 PowerPoint Presentation Slide 5-19, General Supervision; Participative Management, Directive F. Advantages of Participative Management and General Supervision The greatest advantage of participative management is that a supervisor’s directive can be transformed into a solution for which employees feel shared ownership. Contributing to decisions and solutions leads employees to cooperate more enthusiastically in carrying out a directive, and their morale is apt to be higher when their ideas are valued. Participative management permits closer communication between employees and supervisor so that they learn to trust and respect each other better and, for the most part, the workplace can become more enjoyable with less tension and conflict. General supervision means permitting employees, within prescribed limits, to work out the details of their daily tasks and to make many of the decisions about how tasks will be performed, with the assumption that employees want to do a good job and will find greater satisfaction in making decisions themselves. The supervisor communicates the desired results, standards, and limits within which the employees can work and then delegates accordingly. For general supervision to work, employees should know the routine of their jobs and which results are expected, but the supervisor should avoid giving detailed instructions that specify precisely how results are to be achieved. General supervision also means that the supervisor, or the supervisor and employees together, should set realistic standards or performance targets. These standards should be high enough to represent a challenge and may require employees to be innovative in their strategies to achieve them, but they should not be so high that they cannot be achieved. Such targets sometimes are known as stretch targets—targeted job objectives that present a challenge but are achievable. PowerPoint Presentation Slide 5-20, Figure 5.6 G. Participative Management and General Supervision as a Way of Life When practiced simultaneously, participative management and general supervision are a way of life that must be followed over time. It may take considerable time and patience before positive results are evident. The successful implementation of participative management and general supervision requires a continuous effort on a supervisor’s part to develop employees beyond their present skills. The participative supervisor spends considerable time encouraging employees to solve their own problems and to participate in and make decisions because they learn best from their own successes and failures. As employees become more competent and self-confident, the supervisor has less need to instruct and watch them. A valid way to gauge the supervisor’s effectiveness is to study how employees in the department function when the supervisor is away from the job. Personal Skill Builder 5-4: Look In the Mirror VII. Followership: An Equally Important Part of the Leadership Equation Nearly anyone can learn leadership skills. But what makes a leader a leader is the presence of followers, people who choose to be guided and influenced by the leader, whether by accepting a job, participating in a committee or work group, etc. PowerPoint Presentation Slide 5-21, Followership: An Equally Important Part of the Leadership Equation A. We are all Followers With no followers, there are no leaders. Followership is the capacity or willingness to follow a leader and it completes the reciprocal process of leadership. The position of a follower is not a static or a permanent position. Depending on the needs of an organization or a group, leadership and followership roles can be assumed by anyone because the follower is essentially a learner, a person who needs information or direction from someone else in order to proceed with the task at hand. B. Types of Followers Carnegie Mellon University professor Robert E. Kelley suggests that followers can be categorized into five groups, based on the combination of their tendency to be passive or assertive in their actions and the extent to which they use independent, critical thinking. •Passive followers are not very engaged with their organization. They aren’t actively involved and they depend on others to make decisions for them. •Conformist followers are the “yes men and women,” who are supportive and involved, but they tend to go along with the crowd rather than making their own choices. •Alienated followers are independent thinkers, but not in a positive way. They are disengaged from the organization’s goals and remain distant from the leader, but they willingly share their ideas, which often come across as skeptical or cynical. •Exemplary followers are often considered the star of the office, creative, constructive, independent thinkers who actively focus energy toward group goals. •Pragmatist followers assess the group situation and choose the followership style that best fits the task, as well as their current workload, attitude toward the goal, and presence of other followers that might fulfill other roles in the group. Leaders need to be aware that followers also have the power to influence. Followers’ influence can certainly be positive when it is focused on achieving shared goals, but some followers, termed toxic followers by George Washington University psychology professor Lynn R. Offermann, use their influence to create unique leadership challenges. Healthcare consultant Andrew Gibbons and performance specialist Danielle Bryant suggest strategies leaders should use to create an environment where all followers thrive: •Lead by example, keeping vision and values front and center •Explain why when making decisions •Delegate responsibility appropriately •Set authority boundaries •Welcome challenging questions and disagreement PowerPoint Presentation Slide 5-22, Figure 5.7 Followership Style C. Qualities of Effective Followers Good followers are able to manage themselves well by using good work habits, taking responsibility for their actions, and holding themselves accountable for the work they are assigned. They are committed to the goals, vision, or cause of the organization, more so than to their own personal gain. Good followers are competent in their roles and they strive to continually build their competencies. Finally effective followers are ethical and demonstrate courage, honesty, discretion, and credibility. See Figure 5.8 The Ten Rules of Good Followership Answers to What have you Learned? 1. How would you define leadership? a. If there is one person (living or dead) that you would really like to follow, who would it be? Why would you want to follow that particular person? What characteristics of servant-leadership did that person exhibit? b. Think of a person that you would not have wanted to follow. Why? How would this person’s knowledge of the characteristics of servant-leadership have helped the person to be a better leader? c. In your opinion, what perceptual factors distinguish followership from non-followership? Leadership is defined as the ability to guide and influence the opinions, attitudes, and behavior of others. The real test of leadership is how subordinates follow. Student perceptions regarding “good” and “bad” leaders will vary widely. Many answers will include Bennis’ four things people want from their leaders—direction, trust, hope, and results. Other answers will include Kouzes and Posner’s series of five practices—challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. In all likelihood, students’ answers to part (a) will include these qualities while students’ answers to part (b) will denote a lack thereof. Followership will be fostered by a culture in which subordinates buy into the organization’s purpose and values. To accomplish this, there must be honest communication, mutual trust and respect, employee accountability, and a self-motivated workforce. 2. Why is it inappropriate to assume that a leadership style that works best in one situation will be just as effective in another? Some students will identify with the supervisor who uses the three major components of delegation: the assignment of tasks and duties, the granting of authority necessary to perform those tasks and duties, and the creation of an obligation on the part of subordinates to perform the assignment satisfactorily (i.e., with responsibility). The leadership style of “managing by getting out of the way” may be appropriate for a research group of a major pharmaceutical firm. The employees are experienced, do non-routine types of tasks, and gain a maximum benefit from this variation of “empowerment.” This type of style would not work for a team of workers in an automotive production facility. The missing factor between the two illustrations makes the two situations totally separate from each other. 3. Why is trust a key ingredient in the leadership equation? a. Considering the last place you worked, how would you characterize your level of trust of your employer? b. What did your employer do (or not do) to establish that level of trust? c. If you were (or are) a supervisor, what are some things you could do to build trust with your employees? The real test of supervisory leadership is whether subordinates follow. The ability to trust a leader is perhaps more important today than any time in recent history. Integrity, competence, constancy, caring, and candor are essential elements of building a relationship of mutual trust. Instructors should ask, “How does a supervisor build trust?” The supervisor’s leadership style will demonstrate whether he or she is trustworthy. By practicing good communication skills, striving to understand others, walking the talk, empowering and enabling others, and developing a culture where purpose and values are shared, the supervisor will build trust and thus, guide organizational objectives in a superior fashion. Students’ responses about the level of trust on their employers will vary. Some of the reasons that students may cite as factors that can erode trust between supervisors and employees are—a supervisor’s lack of confidence and courage to stand up for employees; operating with hidden agendas; unwillingness to apologize for mistakes; unclear or untrue communication; self-centeredness; etc. Supervisors could build trust with their employees by sharing their expertise while also acknowledging their shortcomings. Honest communication, excellent listening skills, and a truly caring attitude, particularly in times of organizational change, reduce employees’ fear of the unknown and encourage them to trust and support the leader’s decisions when it comes to navigating uncharted waters. Two-way communication about organizational and personal values also goes a long way toward building reciprocal trust. 4. Returning to the ethical values listed in this chapter, which of the values would you say most strongly direct your behavior and decisions? How can a leader’s ethical values influence his or her followers? How can those values influence organizational performance? Some of the ethical values suggested by the Josephson Institute of Ethics are—trustworthiness, respect, responsibility, fairness, caring, and citizenship. Students may state that one or more of these values strongly direct their behavior and decisions. Leaders influence the opinions, attitudes, and behaviors of others, due to which consideration of ethics becomes critical because when leaders choose to behave ethically and influence followers to do the same, organizational performance is higher, but when they choose not to, organizational culture suffers, performance drops, and followers can be put in compromising situations. 5. Why are the concepts of responsibility, authority, and accountability closely related? Why can’t a supervisor’s personal accountability be delegated? Why are many supervisors reluctant to delegate? What benefits typically accrue to a supervisor who learns to delegate? The delegation process involves three components: (1) assigning duties to subordinates, (2) granting authority, and (3) creating responsibility on the part of the employee to perform the assigned duties satisfactorily. Responsibility is an obligation that an individual accepts and for which he or she retains personal accountability. There is theoretical controversy about whether a supervisor can delegate responsibility. This argument is one of terminology rather than of substance. Authority is the legitimate right to direct others. Authority can be viewed either as something that is granted from higher management down through an organization’s structure (formal authority), or as something that employees confer upon their bosses (this is the idea behind the acceptance of authority theory). Supervisors must learn to accept authority given to them by supervisors, and to delegate appropriate authority to their employees. Accountability is the obligation one has to one’s boss and the expectation that employees will accept credit or blame for the results achieved in performing assigned tasks. When a supervisor delegates, he or she is still ultimately accountable. The part of responsibility that cannot be delegated is one’s personal accountability. When a supervisor assigns duties, he or she creates responsibility among subordinates to get the job done and grants authority to fulfill these obligations, but every supervisor retains his or her own personal accountability. As President Truman said, “The buck stops here.” Supervisors may not want to delegate authority because they feel employees cannot handle it. Also, supervisors retain personal accountability and therefore may be uncomfortable delegating authority to certain employees in whom they lack confidence. They may also have a fear of being replaced. Delegation of authority is important to supervisors because it frees up time for carrying out managerial functions. Further, it can help employees to develop greater self-confidence, increase their capabilities, and become positively motivated to do a superior job. 6. Distinguish between autocratic (authoritarian) supervision, participative management, and general supervision. What theoretical differences are implied in these approaches? Relate these to concepts concerning delegation of authority, motivation, and empowerment. The author believes that there is no one best style of leadership and that the styles can be classified broadly into autocratic (authoritarian) and general supervisory (participatory) styles. Figure 5.5 presents these styles on a continuum and provides an overview of the relationship of Theory X, Theory Y, leader behavior, and the degree of employee involvement/leader control associated with each style. Autocratic (close) supervision is based upon Theory X assumptions about employees; participative management and general supervision stem from Theory Y. Similarly, autocratic or authoritarian supervisors usually do not delegate authority, whereas general supervision means considerable delegation of authority with responsibility. Supervisory approaches based upon Theory Y assumptions are generally believed to be conducive to positive employee motivation and work performance. However, these will not work with everyone. The rewards that can come to a supervisor who consistently uses a participative and general style (Theory Y) seem to be well worth the time and effort. 7. Explain the role of followers in the leadership process. Why is it important to be able to differentiate between different types of followers? How can a leader encourage good followership? The leader’s effectiveness is reflected in how well followers perform, because it is their collective performance that ultimately achieves the goals of the group. Those who follow in response to the directives of a leader choose the extent to which they engage with and support the leader in order to complete a task. However, the position of a follower is not a static or a permanent position. Depending on the needs of an organization or a group, leadership and follower- ship roles can be assumed by anyone because the follower is essentially a learner, a person who needs information or direction from someone else in order to proceed with the task at hand. It is important to differentiate between different types of followers because if a group consists of only one type of follower then it is likely that nothing new would ever get done, either because everyone would be waiting for someone else to do it, everyone would criticize, everyone would agree, or everyone would try to be second in command. A leader can encourage good followership by leading by example; explaining why when making decisions; delegating responsibility appropriately; setting authority boundaries; welcoming challenging questions; etc. Answers to Personal Skill Building Personal Skill Builder 5-1: You make the Call In this PSB, students should visit the website of Habitat for Humanity and learn about the Women Build program and other volunteer programs carried out by Habitat. Students should refer to the opening You Make the Call and ask Alisha questions concerning the challenges she faced, her future plans for the Habitat, and tips for leading a team. Personal Skill Builder 5-2: Supervisor’s Style of Leading In this PSB, students should compare their lists to the “keys to unlock potential” in Figure 5.2. A good discussion should ensue to what degree they coincide or differ? Support of the attributes and techniques used by these professionals should be overlapping and similar. Personal Skill Builder 5-3: Dealing with People Who Make your Life Difficult: Roary—the Exploder! B.J. Karim is in a precarious position because his boss, Ralph “Roary” Poore, is creating difficulty for him. Students will find that Poore fits the description of the hostile aggressive. First, Karim must never allow himself to become a victim of Poore’s behavior. What specific behaviors does Poore illustrate? He thinks he is always right and tries to force others to accept his opinions. He becomes aggressive and abusive when others disagree with him or when he hears bad news. Why does Poore behave this way? Often, hostile aggressives use these behaviors because it allows them to be in control of the situation and because others let him do it. There are several strategies for dealing with Roary. Students can review the generic suggestions for dealing with difficult people. Karim can approach his boss in private and discuss his concern about the hostile work environment. Or Karim can wait until the next time Roary explodes—and he will. Initially, Karim should let Roary run through his tirade while he remains calm, look Poore in the eye and when he takes a breath, Karim should tell him firmly that he disagrees with him. If Poore interrupts, Karim should tell him he is interrupting. Doing something unexpected is another way to get his attention. Hostile aggressives expect others to sit back and take it. So an unexpected action—like dropping a coffee cup on the floor or dropping a notepad—catches them off guard and gives Karim an opening to state his opinion. Another approach is to call Ralph by name, look him squarely in the eye, and begin. Leaving the area—leaving in order to fight another day—is another approach. Above all, Karim needs to let it be known that he possesses the self-confidence to stand up to the abuse. Karim should try to listen carefully in order to uncover what is really bothering Poore. Karim needs to be careful in phrasing his response, the questions he uses, and his tone of voice, etc. Karim needs to state his needs and feelings firmly and concisely. Work with Poore to see if they can find areas of agreement. For most subordinates, ignoring the situation and hoping it goes away would be preferable. But it won’t resolve the issue. Ralph Poore is a difficult person that requires Karim to stand his ground and let his position be known. It is important for Karim to stay cool himself. Striking back in anger will only escalate the situation. Students may find the following websites to be useful: http://www.bluesuitmom.com/career/management/difficultpeople.html http://www.aggressionmanagement.com/dealingdos.html Perceptive students will ask “Where are the other Poore brothers?” Why have others allowed a workplace environment to develop that supports and condones Ralph Poore’s behavior? Top management (and students will infer that Ralph Poore is member of top management) should foster a work environment that discourages this type of behavior. What would Ralph Poore’s reaction be if he overheard an employee treating a customer in such a manner? Karim must make a choice whether he is to be the one to encourage Poore to become aware of how his behavior is negatively impacting others. Many students may say that it is easier to leave the organization rather than attempt to neutralize or cope with the hostile aggressive. Others may say that these types of people are found frequently in society and their response would be to ignore the outbursts. They wouldn’t let it bother them. Personal Skill Builder 5-4: Look in the Mirror This PSB has two parts. The first asks students to use the Web and examine the leadership traits of four contemporary leaders: Ford Motor Company’s Allen Mulally, DuPont’s Ellen Kullman, Harlem Children Zone’s Geoffrey Canada, and Pope Francis, Pontiff of the Catholic Church. Instructors should look out for the following: Did the students assess the leadership style of each? What are some of the personal traits they use to influence others? Were there situational variable that caused their rise to fame? Did they identify one or more of them as a “servant leader”? Did they conclude that there are some attributes and characteristics that are common to each? The second part of this skills application requires students to take a good look at their SKAs and describe their strengths. Instructors could ask someone in the class to describe the circumstances under which they resorted to an autocratic / authoritarian style of leadership. They could ask another to describe the circumstances under when they rely on a participatory / consensus building style. This will help students to better understand the situational aspects of leadership and how important it is. Answers to Team Skill Building Team Skill Builder 5-1: How to Get to the Other Side The answer is: First trip: # 1 and # 2 cross in two minutes and # 1 crosses back in one minute (total of two minutes). Second trip: # 3 and # 4 cross in ten minutes (total of 13 minutes) and number two crosses back in two minutes (total of 15 minutes). Third trip: # 1 and # 2 cross in two minutes (total 17 minutes). Hooray to those students that successfully completed the journey. Goal Accomplished! Food for Thought Questions 1. How did your group develop a strategy for completing the task? Students’ answers will vary. Some groups may choose to select a leader amongst them, while some groups may decide to share decision making power equally. In order to develop a strategy, group leaders should actively listen to the suggestion of other members, develop a climate in which people become self-motivated and should provide direction and help when necessary. Since it is a small group, the leader would be required to address the individual concerns of those in the group. 2. In retrospect, would there have been a better way to accomplish the task? Students’ answers will vary. Students who were unsuccessful in accomplishing the task may feel that there was a better way to complete the task. Some students who were successful in completing the task may feel that modifications in their strategy would have yielded faster results. 3. Did a leader emerge during this activity? If it was not you, why did you allow someone else to take command of the group? Students’ responses will vary. Leadership resides in a supervisor’s ability to obtain the work group’s willingness to follow—willingness based on commonly shared goals and a mutual effort to achieve them. Irrespective of whether you or someone else took command of the group, a leader should—possess a clear vision of what needs to be done, communicate that vision to other members, build a climate of mutual trust and respect, create the proper infrastructure to support the vision, enable the followers to the best they can be, and leave the organization better than he or she found it. 4. How can you apply the lessons learned in this exercise to your life? This exercise may help students in understanding that leadership roles are often assumed in a work group. There may be several factors that run supportive or contrary to the leadership. Being a follower does not mean doing only what the supervisor does. A follower is essentially a learner who needs information or direction from someone else to proceed with the task at hand. Without followers, there cannot be a leader. Source: Adapted with permission of QCI International, from QCI International’s Timely Tips for Teams, a monthly Internet newsletter (August 2003); permission conveyed through Copyright Clearance Center, Inc. Team Skill Builder 5-2: Get Connected and Build Servant Leadership Skills Servant-leadership has emerged as a popular practice with many global companies. It posits that in order to lead, one must first know how to serve. Robert Greenleaf and other proponents of this leadership style contend that service entails making sure that others’ needs are met first, acting with integrity, listening to stakeholders, and empowering followers for success. In this activity, students would be required to form groups of three to five and actively volunteer in their community and discuss the impact this experience had on the leadership and supervisory skills. Students would be required to share their individual observations from the community work. They should also suggest ways to promote and attract more volunteers to take up community work. Team Skill Builder 5-3: Technology Tools—Become a Leadership Development Content Curator In this activity, students are required to plan the development of leadership skills in a hypothetical department through content curation. Since there are a number of leadership skills to choose from, such as communication, change management, strategic planning, trust, and ethics, students should first focus on any one skill that they think is most important for the members of the department. As a part of content curation, students would have to follow three steps: •Seeking—define the topic of their choice, scan related resources, and capture high quality resources among them. •Sensing—give the content a shape by organizing and annotating it in a systematic and creative manner. •Sharing—find an audience for the curated content and present it on a consistent basis through various social networking sites. Students should note that since the department does not have a budget for this project, all the resources should be free. Students should also develop the plan according to the orientation of the department, such as business, public agency, non-profit, healthcare, etc. Answers to Supervision in Action Video Clip: Camp Bow Wow—Culture 1. Discuss the relationship between ethics and organizational culture. Leaders influence opinions, attitudes, and behaviors of the followers and thus consideration of ethics becomes critical. When leaders choose to behave ethically and influence followers to do so, organizational performance is higher, but when they choose not to, organizational culture suffers, performance drops, and followers can be put in compromising situations. 2. Describe one of the challenges set by franchising at Camp Bow Wow. One of the challenges in franchised companies is to get all the people associated with the brand on the same page and committed to the same vision. One of the ways to achieve this is to have a very strong work culture that is determined by the parent company. The organizational culture at Camp Bow Wow does not allow people to digress outside of the line, yet it taps into their creativity and innovation. 3. What are the different layers of culture in a franchise at Camp Bow Wow? The first layer is the one at the level of the staff where the aim is to make the workplace a fun and safe place to work and where people work well as a team. The second layer is the culture among the different franchises. The last layer is the culture among the franchise and the corporate. Each layer is individual and unique and in a perfect situation they complement one another. 4. How does Camp Bow Wow utilize the experience of different franchises? For every business owner, the challenges faced by one franchise is a lesson for another franchise on how to deal with a situation at hand. At Camp Bow Wow, the experiences of different franchises are shared through the Internet and through day-to-day conversations with people. Such lessons may help a franchise prevent escalations and curb the problem at the initial stages. They also keep instill a level of preparedness among all the franchises. 5. In the context of the practices at Camp Bow Wow, describe the importance of developing a culture with shared purposes and values. At Camp Bow Wow, whether somebody approaches as a prospective franchise or whether someone is working as at the camp, importance is laid on making every stakeholder aware of the growth story of the company. Making the stakeholders aware and sharing the values of the company helps in developing the culture and in instilling a positive attitude toward facing challenges. Sharing purposes would also help in building trust and guiding organizational objectives in a superior fashion. Video Clip: Camp Bow Wow—Leadership 1. What are the traits of an effective leader? Do you think Heidi Ganahl has these traits? An effective leaders must be able to establish standards, actively listen to employees to identify their challenges, needs and motivations, develop a climate in which people become self-motivated and adapt to constant change. Students’ answers to the second part of the question may vary. Some students may say that Heidi was able to negotiate and accommodate Sue Ryan’s way of functioning even though it was contrary to the corporate way. They may use this as an example to highlight Heidi’ ability to adapt to change. 2. Discuss some strategies used at Camp Bow Wow that could be used by leaders to ensure commitment among employees. Students’ answers may vary. However, it should include the following: •Leaders lead by example. •Leaders welcome challenging questions and disagreement. •The company follows an open door policy where people can communicate their ideas and be part of the brand. •Employees are made a part of the growth and execution of the brand. 3. Discuss the importance of communication for effective leadership. Good communication is the foundation of effective leadership. The ability to communicate, to keep the lines of communication open at all times, and to communicate in ways that meet workers’ expectations and needs is essential quality of a leader. Heidi Ganahl, CEO at Camp Bow Wow found that the best way to bring commitment to the organization’s vision was by maintaining an open-door policy. They let people communicate their ideas and be part of the growth and execution of the brand. 4. Elaborate the meaning and scope of contingency-style leadership with reference to Camp Bow Wow. In a contingent-style leadership approach, no one formula is applied in all situations and with all people. The appropriate style is dependent on numerous factors in any given situation. During the initial stages of setting up the camp, Heidi Ganahl had to negotiate between what was best for the franchise versus the corporate vision. It was a transitional period where both the parties had to give each other that latitude, while staying focused and setting expectations right. 5. What is meant by participative management? How has it contributed at Camp Bow Wow? Participative management means that the supervisor discusses with employees the feasibility, workability, extent, and content of a problem before making a decision and issuing a directive. Participative management involves sharing ideas, opinions, and information between the employers and the employees. At Camp Bow Wow, the management follows an open-door policy where they let employees communicate ideas and be part of the growth and execution of the brand. Solution Manual for Supervision: Concepts and Practices of Management Edwin C. Leonard , Kelly A. Trusty 9781285866376, 9781111969790
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