CHAPTER 9 LEADERSHIP SAMPLE ANSWERS TO DISCUSSION QUESTIONS 1. Are leaders born or made? Consider each perspective (leaders are born versus made) and the implications of each for organizations. What does each perspective suggest that organizations should do to ensure that they have effective leaders? Based on the information in this chapter, do you think that leaders can be developed? Answer: This issue is addressed in the chapter when discussing the trait theory of leadership and in the section on global leaders. In each case, the answer is the same: Leaders are born and then made. In other words, certain traits predispose individuals to become leaders. However, they still need to learn how to be effective leaders, a transformational leader, a global leader, and so on. This question can be related back to Chapter 2 and the discussion of the dispositonal, situational, and interactionist perspectives. The trait approach is essentially the dispositional approach. The implication for organizations would be to hire people into leadership positions on the basis of their traits or dispositions for leadership. The notion that leaders can be made is in essence the situational approach. The implication is that individuals can be trained and developed to become effective leaders, transformational leaders, or global leaders. Finally, an interactionist approach would mean that training and development would make one an effective leader, a transformational leader, or global leader only if they first had certain traits or characteristics. This is basically the notion that leaders are born and then made. However, it should be clear from the chapter that traits are not the strongest predictors of effective leadership and that leader behaviours have a greater impact on leadership effectiveness than leader traits and unlike traits, behaviours can be learned and developed. Thus, leaders can be trained to become transformational leaders, empowering leaders, global leaders, and so on. With respect to global leaders, the most powerful strategy for developing them is work experience, transfers, and international assignments. Thus, leaders can be made and developed but of course it helps if one already posses the traits that are associated with leadership. 2. Contrast the relative merits of consideration and initiating structure as well as leader reward and punishment behaviour in the following leadership situations: running the daily operations of a branch bank; commanding an army unit under enemy fire; supervising a group of college students who are performing a hot, dirty, boring summer job. Use House’s Path-Goal Theory to support your arguments. Answer: According to Path-Goal Theory, situational factors (employee characteristics and the task or organizational environment) determine the relative merits of consideration and initiating structure as leadership styles. In this case, we have little information about particular employees, but we do have descriptions of the tasks. In general, the theory and related research suggest that routine, boring, or dissatisfying tasks call for considerate leadership, while those that are complex, ambiguous, or stressful call for initiating structure. Thus, consideration would be appropriate for supervising the summer job (to help offset its negative qualities) while structure would be advisable in the army unit (to overcome confusion and stress). The branch bank setting is less clear-cut, and it would probably require a degree of each strategy according to the particular job and employees in question. Path-Goal Theory also states that leaders must clarify the paths to various goals of interest to employees and the opportunity to achieve such goals should promote job satisfaction, leader acceptance, and high effort. Further, to promote effort, leaders must make rewards dependent on performance and ensure that employees have a clear picture of how they can achieve these rewards. Thus, contingent leader reward behaviour would be especially important in each of the leadership situations. That is, followers should be rewarded contingent on their achievement of organizational goals. In this way the leader forms a connection between employee goals and organizational goals. Contingent punishment behaviour might also be necessary in some of these situations but from a Path Goal Theory perspective, contingent reward behaviour is especially important. 3. What is the main premise behind cognitive resource theory (CRT) and how does it extend Fiedler’s contingency theory? What does CRT say about research on leadership traits? What does it tell us about the role of traits for leadership effectiveness? Answer: The main premise behind Cognitive Resource Theory (CRT) is that the extent to which a leader’s cognitive resources (intelligence, expertise, and experience) contribute to effective leadership depends on a number of situational factors such as the group support for the leader and the stressfulness of the situation. For example, experience predicts performance in high-stress situations, while intelligence predicts performance in low-stress situations. Leader intelligence is more strongly related to group performance when the leader has the support of the group. CRT extends Fiedler’s Contingency Theory by replacing the rather ambiguous LPC score with a leader’s intelligence and experience and replaces situational favourableness with the stressfulness of the situation and group support. CRT suggests that leadership traits are important for leadership effectiveness but it depends on the situation. Thus, research on leadership traits needs to consider the situation when it comes to the relationship between traits and leadership. Traits like intelligence will be more or less important for leader effectiveness in various situations. 4. Describe a situation that would be ideal for having employees participate in a work-related decision. Discuss the employees, the problem, and the setting. Describe a situation in which participative decision making would be an especially unwise leadership strategy. Why is this so? Answer: Sandra supervises a typing pool in an insurance company. Each typist does the same job, and each is highly experienced and dedicated. They work well together, and the pool has a friendly climate. Sandra is responsible for organizing the vacation schedule for her department. From the company’s point of view, her goal is to ensure that no two typists take their vacation at the same time. This situation favours participation. Each employee has his or her own needs and motives for requesting a particular vacation time (for example, a spouse’s vacation schedule), and such information is revealed by participation. In addition, the employees are friendly with each other, and they should be willing to compromise when necessary to develop an acceptable schedule. Time pressure and a lack of knowledge among employees are factors that militate against participation. For instance, suppose the owner of a small business is updating its office equipment and trying to decide whether to lease or buy the new devices. The office personnel consist of typists and clerks who have no understanding of the financial implications of the lease/buy decision. This would be an unwise venue for participation. 5. What are transformational leaders skilled at doing that gives them extraordinary influence over others? Why do you think women are more likely to be transformational leaders than men? Describe a leadership situation in which a transformational leader would probably not be the right person for the job. Answer: Transformational leaders are good at assessing the needs of others and using this knowledge to gain influence. They are also good at assessing the situation at hand in terms of constraints and opportunities, and especially at seeing flaws in the status quo. They are skilled at obtaining the trust of others by exhibiting self-confidence and expertise. They are also good at communicating their faith in their followers. When appropriate, they exhibit self-sacrifice and defend their followers from attacks by others. Many of these attributes might explain why women have been found to be more likely to be transformational leaders. That is, they may be more likely to address the needs and concerns of others and good at obtaining trust and communicating. Women might also be better at individualized consideration, an important dimension of transformational leadership. One-on-one attention to meet the needs of individuals might be something that women are better at than men. A situation in which a highly transformational leader might not be the right person for the job could occur when the goal or mission of a group has already been decided by the organizational hierarchy, and the leader’s influence is needed to achieve this specific goal or mission. Here, more routine transactional leadership skills are entirely appropriate. The transformational leader would rather exploit difficulties with the status quo and set a new agenda than follow one that has already been established. As indicated in the chapter, transformational leadership is especially effective during times of change and for obtaining employees’ commitment to a change. 6. What are the main findings from the GLOBE project and what are the implications for leadership across cultures? If a leader from Canada takes on an assignment in another culture, will he or she be successful? What is most likely to improve the chances of success? Answer: The main findings of the GLOBE project can be broken down into four areas. First, the project team identified the following nine cultural dimensions that distinguish one society from another and have important managerial implications: • Performance Orientation • Assertiveness • Future Orientation • Humane Orientation • Institutional Collectivism • In-Group Collectivism • Gender Egalitarianism • Power Distance • Uncertainty Avoidance Second, using these nine dimensions, GLOBE identified 10 culture clusters from the 62 culture samples. The culture clusters differ with respect to how they score on the nine culture dimensions. Third, GLOBE found that citizens in each nation have implicit assumptions regarding requisite leadership qualities and these belief systems are shared among individuals in common cultures, something they call culturally endorsed implicit leadership theory (CLT). They identified 21 primary and 6 global leadership dimensions that are contributors to or inhibitors of outstanding leadership. The six global leadership dimensions are: • Charismatic/Value-Based • Team-Oriented • Participative • Humane-Oriented • Autonomous • Self-Protective Fourth, GLOBE found that cultures and clusters differ significantly on all six of the global leadership dimensions and that while the cultures do differ on many aspects of leadership effectiveness, they also have many similarities. Some attributes such as being honest, decisive, motivational, and dynamic are universally desirable and are believed to facilitate outstanding leadership in all GLOBE countries while other attributes such as loners, irritable, egocentric, and ruthless are ineffective in all GLOBE countries. And perhaps most importantly, some attributes are culturally contingent and effective in some cultures but are either ineffective or even dysfunctional in others. What are the implications of these findings for leadership across cultures? Clearly, what is considered appropriate and effective leadership differs from culture to culture. Thus, a leader from Canada might not be successful in a culture that has different notions of what an effective leader is and where the attributes for effective leadership are different. To be successful, a Canadian leader has to learn about cultural differences especially the differences between Canada and the country and culture where he/she will be working, and also needs to know what leadership attributes will be required for him/her to be most effective in a particular culture. 7. Identify a leader who you think is a global leader and describe the characteristics and behaviours that make that person a global leader. What advice would you give an organization that needs more global leaders? Answer: George Cohon, the former senior chairman of McDonald’s Restaurants of Canada is a very good example of a global business leader who successfully took McDonald’s to Russia. Cohon has all the characteristics of a global leader. He is able to form an emotional connection to people from different cultures as he did in Russia. He is able to manage uncertainty and balance global and local tensions that were frequent in setting up McDonald’s in Russia. He understands the conditions faced in different countries like Russia and is well informed of his organization’s capabilities and international ventures. Thus, George Cohon has unbridled inquisitiveness, personal character, duality, and business and organizational savvy. Another good example of a global leader is Bonnie Brooks who is featured in the chapter-opening vignette. Organizations that need global leaders should first consider individuals with the potential to become global leaders. Such individuals have experience working or living in different cultures, they speak more than one language, and have an aptitude for global business. Next, these individuals will require extensive training and development that includes: travel; working in teams with members of diverse backgrounds; instruction on topics such as international and global strategy, business, and ethics as well as cross-cultural communication and multicultural team leadership; and action learning projects. Thus, for organizations that need global leaders, they should first carefully select individuals for their potential to become a global leader, and then provide them with the training and experience required to become a global leader. The most powerful strategy for developing global leaders is work experience, transfers, and international assignments. 8. Leadership traits are considered to be important for leadership because they can lead to certain actions that are required for effective leadership. Review each of the traits in Exhibit 9.1 and discuss how they might be related to different leadership styles and behaviours (e.g., consideration, initiating structure, directive, supportive, participative, achievement-oriented, transformational, LMX, global, empowering, ethical, authentic, and servant). What traits do you think are most important for being an effective leader? Answer: This is a good question for showing how the traits are important in part because they are associated with certain leadership behaviours. It is probably fair to say that most of the traits listed in Exhibit 9.1 are important to all of the leadership styles and behaviours. However, if one is to make direct links between the leadership traits and the behaviours, then the following links seem likely: Intelligence – Important for all leadership styles and behaviours but probably really important for global leadership. Energy and drive – Especially important for achievement-oriented, transformational leadership, and global leadership. Self-confidence – Again, probably important for any leader but especially relevant for transformational leadership. Would also be necessary for global leadership as well as participative and empowering leadership (would need to be confident in order to share power with followers). Dominance – This is most clearly associated with directive leadership and initiating structure. Motivation to lead – Most important for the more directive forms of leadership and initiating structure as well as for transformational leadership, global leadership, and servant leadership. Emotional stability – Would be most relevant for interpersonal aspects of leadership such as consideration, supportive leadership, participative leadership, ethical leadership, authentic leadership, servant leadership, and LMX. Honesty and integrity – Especially important for ethical, authentic, servant, and global leadership. Need for achievement – Especially important for achievement-oriented leadership, participative leadership, and transformational leadership. Sociability – Important for consideration, supportive leadership, participative leadership, LMX, and servant leadership. 9. What does it mean to be an ethical leader, and how can ethical or unethical leadership impact an organization? What about an authentic leader? A servant leader? Answer: Ethical leadership involves the demonstration of normatively appropriate conduct (e.g., openness and honesty) through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision making. Ethical leaders model what is deemed to be normatively appropriate behaviour, make ethics salient in the workplace, and draw attention to it by engaging in explicit ethics-related communications and by setting ethical standards. They reward ethical conduct and discipline those who don’t follow ethical standards and consider the ethical consequences of their decisions. They make principled and fair decisions that can be observed and emulated by others. There have been numerous examples over the last decade of unethical leaders who have created unethical cultures that have had dire consequences for their organization and all the stakeholders (Enron, WorldCom). Clearly, leaders set the tone for what is acceptable and unacceptable behaviour in an organization. As a result, the ethical norms and behaviour of an organization are in large part influenced by the ethics of its leaders. To develop an ethical culture, leaders must have a strong commitment to ethics and raise awareness and reinforce the importance of ethics. Ethical leadership has been found to be positively associated with employee perceptions of honesty, fairness, and effectiveness and less counterproductive behaviour. Employees of ethical leaders are more satisfied with their supervisor, more willing to devote extra effort to one’s job, and more willing to report problems to management. Ethical leaders play an important role in creating an ethical workplace. Authentic leadership is a positive form of leadership that involves being true to oneself. Authentic leaders know and act upon their true values, beliefs, and strengths and they help others do the same. Authentic leadership consists of self-awareness, relational transparency, balanced processing, and internalized moral perspective. Authentic leaders have employees who report higher organizational citizenship behaviour, organizational commitment, job satisfaction, and satisfaction with their supervisor, and have higher job performance. Authentic leadership promotes trust and respect towards organizational leaders. Authentic leadership has also been associated with the psychological capital and trust of work groups which was associated with higher group citizenship behaviours and performance. Team members who have authentic leaders are more authentic themselves and team member authenticity is related to higher-quality teamwork behaviour and team productivity. Thus, authentic leaders can result in employees who are also authentic. Servant leadership is a form of leadership that involves going beyond one’s own self-interests and having a genuine concern to serve others and a motivation to lead. Servant leadership emphasizes the needs of followers and their growth and development. Servant leaders have a need to serve combined with a motivation to lead. Research has found that servant leadership is positively related to trust in management, perceptions of organizational justice, need satisfaction, job satisfaction, organizational commitment, creative behaviours, and organizational citizenship behaviours. Thus, a servant leader can create a more trusting and fairer workplace that leads to more positive employee attitudes and behaviours. 10. Describe leadership categorization theory and how it explains racial and gender bias in leadership. What can organizations do to remove the barriers that restrict the movement of non-whites and women into leadership positions? Answer: According to leadership categorization theory, people are more likely to view somebody as a leader and to evaluate them as a more effective leader when they possess prototypical characteristics of leadership. A leadership prototype is a standard example of a typical leader category that individuals develop over time based on a set of beliefs about the behaviours and characteristics of leaders. Persons who possess the characteristics that are consistent with an observer’s leadership prototype are more likely to be viewed as leaders and to be evaluated more favourably. This helps to explain racial and gender bias in leadership positions because being white and male is a central characteristic of the business leader prototype. In other words, leaders are more often assumed to be white and male and to be evaluated as more effective and as having more leadership potential. Thus, being white and male is a characteristic of the business leader prototype which means that race and gender can result in biased evaluations of leadership through the process of leader categorization. This has implications for the likelihood that an individual will be promoted to leadership positions and a leader’s likelihood of career advancement. Thus, organizations need to focus on an individual’s ability, experience, and performance when making decisions about leadership potential and promotion to leadership positions and avoid categorizing individuals and their potential for leadership based on their race and gender. Exhibit 9.10 (page 337) lists some specific practices that organizations can employ to remove the barriers that prevent women from advancing to leadership roles. 11. If your task was to design a leadership development program, what would you include and what would you emphasize? What would be the focus of your leadership development program? Explain and justify your answer. Answer: Students should first be reminded (as indicated at the beginning of the chapter) that organizations in North America spend billions of dollars each year on leadership development to make their leaders more effective. This of course reflects the belief that you can develop people into effective leaders. Given the findings that leadership behaviours are stronger predictors of leadership effectiveness than leader traits, and leader behavoiurs can be learned and developed, it follows that leadership development programs should focus on leadership behaviours. Thus, leaders should learn the behaviours described in the chapter (e.g., leaders reward and punishment behaviour, initiating structure and consideration, particpative leadership behaviours, etc.). Further, leaders can also be trained to be effective transformational leaders by focusing on the key dimensions of transformational leadership. You might have students consider the implications of each of the leadership theories for leadership development. While it might be possible and even necessary to develop leaders to be transactional and/or transformational leaders, it might be more difficult to develop authentic or servant leadership. The You Be the Manager feature on BDC is also informative. BDC developed a leadership transition program that improved the transition to leadership and increased the number of newly promoted managers that meet expectations. It might also be informative to refer to a study that examined the impact of leadership interventions (Avolio et al., 2009: A meta-analytic review of leadership impact research: Experimental and quasi-experimental studies, The Leadership Quarterly, 20, 764-784). The authors found that leadership interventions produced a 66 percent probability of achieving a positive outcome. The authors concluded that leadership interventions have an impact on a variety of outcomes. Students should also understand that the nature and focus of leadership development will also depend on the organization and its strategy and culture. In some organizations, the emphasis might be ethical or servant leadership while in other organizations it might be empowering leadership. 12. Discuss the four new and emerging theories of leadership (empowering, ethical, authentic, and servant). How is each type of leadership different from traditional theories of leadership? Do you think these theories extend our knowledge and understanding of effective leadership? Explain your answer. Answer: The chapter discusses four new and emerging theories of leadership: empowering, ethical, authentic, and servant leadership. Empowering leadership involves implementing conditions that enable power to be shared with employees. Empowering leaders highlight the significance of employees’ work, provide participation and autonomy in decision making, express confidence in employees’ capabilities, and remove bureaucratic constraints or hindrances to performance. Thus, the key distinction here is that the leader is sharing his/her power with followers, something that the traditional theories of leadership do not do although some forms of participative leadership do involve giving employees input and say in decision making. Ethical leadership involves the demonstration of normatively appropriate conduct (e.g., openness, fairness, and honesty) through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision making. Ethical leaders model what is deemed to be normatively appropriate behaviour, make ethics salient in the workplace, and draw attention to it by engaging in explicit ethics-related communications and by setting ethical standards. The key distinction here is the emphasis on a set of behaviours that demonstrate ethical conduct and behaviour. Authentic leadership is a positive form of leadership that involves being true to oneself. Authentic leaders know and act upon their true values, beliefs, and strengths and help others do the same. Their conduct and behaviour is guided by their internal values. Thus, authentic leaders do not just act to maximize profits. They have internal moral standards and values that guide their behaviour and decision making. Servant leadership is a form of leadership that involves going beyond one’s own self-interests and having a genuine concern to serve others and a motivation to lead. Servant leadership emphasizes the needs of followers and their growth and development. Servant leaders have a need to serve combined with a motivation to lead. The key distinction here is the focus on serving others a concern for the needs and well-being of followers. In summary, students should understand how these four new theories of leadership add something new to our understanding of what leadership means and how leaders should behave. They clearly extend our knowledge and understanding of leadership and show us that leadership is much more than a simple exchange relationship between the leader and the follower. SAMPLE ANSWERS TO INTEGRATIVE DISCUSSION QUESTIONS 1. Consider the relationship between leadership and organizational culture. Using the approaches to leadership discussed in this chapter (e.g., leadership traits, behaviours, situational theories, participative leadership, LMX theory, transformational leadership, empowering, ethical, authentic, and servant leadership), describe how a leader can influence the culture of an organization. Based on your analysis, do you think that leaders have a strong influence on an organization’s culture? Answer: Leaders often have a strong effect on an organization’s culture, especially when they are the founder of an organization. Very often their values and beliefs form the core of an organization’s culture. It is possible to understand how a leader can influence culture by considering the various theories of leadership. For example, leaders with particular traits or personalities can influence an organization’s culture. Leaders with particular styles or behaviours can also create a certain culture whether it is one that is say, friendly, supportive, and considerate, or one that is more directive, controlling, and autocratic. Leaders who are participative and encourage employee input and involvement can create a culture that is egalitarian, fair, honest, and open. LMX theory suggests that leaders might create cultures based on interactions and close relationships. The very nature of transformational leadership suggests that it is especially likely to influence organizational culture given that they change the beliefs and attitudes of followers to correspond to a new vision. In fact, many transformational leaders are responsible for the culture of an organization (e.g., Herb Kelleher of Southwest Airlines). Empowering leaders create a culture where power is shared between leaders and followers. The result will be an empowered workforce where employees have control over many aspects of their work. Ethical leaders are especially important for creating an ethical culture and authentic leaders are important for creating a culture of trust and respect. Servant leaders can create a culture where employees feel that their well-being is important and they can grow and develop and become the best they can be. Thus, the style and behaviour of a leader can very well set a particular tone in an organization that becomes an important part of the organization’s culture. To the extent that it is supported and reinforced through things such as symbols, stories, and rituals, it can very likely influence the culture of an organization. Examples can be found in chapter 8 such as Frank Stronach of Magna. 2. What effect does leadership have on employee motivation? Using each of the theories of motivation described in Chapter 5, discuss the implications for leadership. In other words, according to each theory, what should a leader do to motivate employees? Answer: Leadership has an important effect on employee motivation. Although the theories of work motivation in Chapter 5 do not explicitly deal with leadership, the importance and implications are clear. Need theories require that leaders be aware of employee needs and provide incentives for them to be fulfilled. In this regard, leaders need to appreciate the diversity of employee needs and be able to provide both extrinsic and intrinsic motivators. McClelland’s need theory requires that leaders create environments that will be motivational for employees in terms of their most prominent need (i.e., need for achievement, affiliation, or power). Expectancy theory requires that leaders ensure that employees have the means to achieve high levels of performance and that by doing so there is a high probability that they will obtain outcomes that are highly valent to them. Equity theory requires that leaders maintain strong perceptions of distributive and procedural fairness in the allocation of rewards. Goal setting theory requires that leaders set specific and challenging goals with employees and provide them with regular feedback. Thus, all theories of work motivation implicitly require that leaders be actively involved in the motivational process. 3. Refer to the material in Chapter 3 on perceptions and gender stereotypes and compare and contrast it with the material presented in this chapter on women and leadership. What does the material in Chapter 3 tell us about women and leadership? Why do you think women are more likely to be transformational leaders than men? Can women be more effective leaders than men? What have you learned about perceptions, stereotypes, and reality when it comes to women and leadership? Answer: This question sheds light on the disconnect between perceptions and reality as it pertains to women and leadership. In Chapter 3, it was noted that a gender stereotype exits in which successful managers are perceived as having traits and attitudes that are similar to those generally ascribed to men. In other words, a successful manager is seen as being more similar to men in qualities that are supposedly important for leadership such as leadership ability, competitiveness, self-confidence, ambitiousness, and objectivity. This stereotype has had a detrimental effect on the hiring and promotion of women into management positions. However, the research shows that women are more likely to be transformational leaders and to engage in more of the contingent reward behaviours of transactional leadership. Furthermore, those aspects of leadership in which women exceed men are all positively related to leadership effectiveness, while those leadership aspects that men exceed women have negative or null relations to leadership effectiveness. Thus, contrary to the stereotype and perceptions that women do not have the characteristics required to be successful managers, the reality is that they are effective leaders in part because they exhibit the very behaviours that are associated with leadership effectiveness to a greater extent than do men. The material in Chapter 3 and Chapter 9 both show how the stereotypes of managers and leaders can have a detrimental effect on women. The material in this Chapter extends the material in Chapter 3 by showing that women can be very effective leaders and by describing some of the specific barriers that women encounter in organizations and what organizations can do to increase the advancement of women in senior leadership positions. Clearly, it should be evident to students that the perceptions and the stereotypes of women and leadership are inconsistent with the reality that women are very effective leaders. 4. Refer to the material in Chapter 2 on learning and discuss the implications of learning theories for ethical leadership. In other words, what should ethical leaders do to create an ethical workplace? Similarly, refer to the material in Chapter 8 on culture and explain what a leader might do to create an ethical organizational culture. Answer: Ethical leadership involves the demonstration of normatively appropriate conduct (e.g., openness and honesty) through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision making. Ethical leaders model what is deemed to be normatively appropriate behaviour, make ethics salient in the workplace, and draw attention to it by engaging in explicit ethics-related communications, and by setting ethical standards. They reward ethical conduct and discipline those who don’t follow ethical standards and consider the ethical consequences of their decisions. They make principled and fair decisions that can be observed and emulated by others. As this description makes evident, aspects of operant learning theory and social cognitive theory have important implications for ethical leadership. Ethical leaders reward and reinforce ethical behaviour. Thus, in terms of operant learning theory, positive reinforcement to increase and maintain the probability of ethical behaviour is important. Ethical leaders need to ensure that rewards are made contingent on ethical conduct, actions, and behaviour. In terms of social cognitive theory, one of the most important things for an ethical leader to do is to model ethical behaviour to members of the organization. Thus, an ethical leader should provide vivid and visible examples of ethical behaviour for others in the organization to observe and imitate. An ethical leader should also try to strengthen members’ self-efficacy for ethical behaviour. Organizational members can also be encouraged to use self-regulation to manage their ethical behaviour by monitoring their own behaviour and observing the behaviour of others, setting goals for ethical conduct, rehearsing ethical practices, and reinforcing oneself for goal achievement and ethical actions. Given the important role that founders and leaders play in organizational culture and the link between ethical leadership and culture, it is important for students to consider what leaders can do to create an ethical culture. Using the material in Chapter 8, some of the things a leader might do include the following: ensure that ethics are part of the orientation and socialization process; continuous reinforcement of the company’s ethical values; create symbols that convey the importance of ethics; conduct rites, rituals, and ceremonies that convey and celebrate ethical conduct and actions; tell stories about past organizational events that demonstrate the importance and effects of ethical and unethical behaviour. SAMPLE ANSWER TO ON-THE-JOB CHALLENGE QUESTION: THE RCMP’S NEW BOSS NOTE: The video “RCMP Commissioner” features Bob Paulson following his appointment as the new RCMP commissioner. You might want to show the video before discussing the questions. Refer to the theories and approaches to leadership discussed in the chapter and describe the kind of leader that Bob Paulson should be and the type of leadership that is required to change the RCMP. What do the theories of leadership suggest he needs to do to be an effective leader? What advice would you give him? What leadership style and behaviours do you recommend and why? Answer: This is a very real and on-going example of the importance of leadership and leadership style that fits the situation. Clearly, Bob Paulson needs to be a certain kind of leader. Given the two major issues facing the RCMP – the need for change and the need to address the allegations and issues associated with sexual harassment in the RCMP – it would seem that the most important leadership theories and behaviours are transformational leadership and ethical leadership. First, given that the RCMP needs a major overhaul and change, what is most called for is a transformational leader. This is because transformational leadership is especially effective during times of change and for obtaining employees’ commitment to a change. Employees with transformational leaders have been found to be more committed to and less likely to resist a large-scale organizational change. Second, given the allegations and continuing concerns about sexual harassment in the RCMP, Bob Paulson needs to be an ethical leader. Ethical leadership involves the demonstration of normatively appropriate conduct (e.g., openness and honesty) through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision making. Ethical leaders model what is deemed to be normatively appropriate behaviour, make ethics salient in the workplace, and draw attention to it by engaging in explicit ethics-related communications and by setting ethical standards. They reward ethical conduct and discipline those who don’t follow ethical standards and consider the ethical consequences of their decisions. They make principled and fair decisions that can be observed and emulated by others. It will be up to Bob Paulson to rid the RCMP of sexual harassment and to create an ethical culture where ethical conduct is the norm and not the exception. EXTRA ESSAY QUESTIONS 1. What is the trait theory of leadership? What are the main weaknesses of the approach? Answer: Trait Theory of Leadership Definition: The trait theory of leadership posits that effective leaders possess specific, inherent characteristics or traits that differentiate them from non-leaders. These traits may include intelligence, self-confidence, determination, integrity, and sociability. Main Weaknesses: • Lack of Universal Traits: There is no definitive list of traits that guarantee effective leadership in all situations. • Neglect of Situational Factors: Trait theory does not account for the context or environment in which leadership occurs. • Causality Issue: It is unclear whether these traits cause leadership effectiveness or if leadership roles develop these traits in individuals. • Overemphasis on the Leader: This theory may overlook the role of followers and the dynamics within the group. 2. What is strategic leadership and why is it important for organizations to have strategic leaders? Answer: Strategic Leadership Definition: Strategic leadership involves guiding an organization towards long-term success by making strategic decisions that shape the future direction and capabilities of the organization. It includes setting a vision, creating a strategic plan, and ensuring that the organization adapts to changing environments. Importance: • Vision and Direction: Strategic leaders provide a clear vision and direction, aligning the organization's goals with its mission. • Adaptability: They ensure the organization can respond to external changes and challenges. • Resource Allocation: Strategic leaders make decisions about resource allocation to achieve long-term objectives. • Innovation and Change: They foster a culture of innovation and are often the driving force behind significant changes within the organization. 3. Define consideration and initiating structure. Which leader behaviour is the most effective? Answer: Consideration and Initiating Structure Consideration: This refers to the extent to which a leader is approachable, supportive, and shows concern for the well-being of their subordinates. It involves building strong interpersonal relationships, trust, and respect. Initiating Structure: This refers to the extent to which a leader defines and structures their role and the roles of subordinates, sets clear expectations, and focuses on goal achievement and task completion. Most Effective Leader Behavior: The effectiveness of consideration versus initiating structure can depend on the situation. However, a balance between the two is often most effective, as it addresses both task-oriented and relationship-oriented needs within a team. 4. What is Fiedler’s contingency theory of leadership? How does cognitive resource theory extend contingency theory? Answer: Fiedler’s Contingency Theory of Leadership Definition: Fiedler's Contingency Theory suggests that the effectiveness of a leader depends on the match between the leader's style and the favorableness of the situational context. The theory identifies two leadership styles: task-oriented and relationship-oriented. Situational favorableness is determined by leader-member relations, task structure, and position power. Cognitive Resource Theory: This extension of the contingency theory focuses on the role of the leader's intelligence and experience in stressful versus non-stressful situations. It posits that a leader's cognitive resources (intelligence and experience) are more useful in low-stress situations, while in high-stress situations, experience and learned responses are more valuable. 5. What is the relevance of House’s path-goal theory to managers? Answer: Relevance of House’s Path-Goal Theory to Managers Definition: House’s Path-Goal Theory suggests that a leader's primary function is to clear the path to the subordinate’s goals. Leaders can adopt different styles (directive, supportive, participative, and achievement-oriented) depending on the situation and the needs of their subordinates. Relevance to Managers: • Flexibility: Encourages managers to adapt their leadership style to the needs of their team members. • Motivation: Helps managers understand how to motivate employees by clarifying goals, providing support, and offering rewards. • Guidance: Provides a framework for managers to guide employees towards achieving their objectives by removing obstacles and providing the necessary resources. 6. Assess the pros and cons of participation as a leadership technique. Answer: Pros and Cons of Participation as a Leadership Technique Pros: • Increased Commitment: Employees are more likely to commit to decisions they have participated in making. • Better Decision-Making: Diverse perspectives can lead to more comprehensive and creative solutions. • Employee Development: Participation can help develop employees' problem-solving and decision-making skills. Cons: • Time-Consuming: Participative decision-making can be slower, which may not be suitable in urgent situations. • Potential for Conflict: Differences in opinions can lead to conflicts and slow down the process. • Inconsistent Involvement: Not all employees may want or feel comfortable participating, which can lead to unequal contributions. 7. Explain how the Vroom and Jago model can help managers use participation more effectively. Answer: Vroom and Jago Model Explanation: The Vroom and Jago model provides a framework for leaders to determine the appropriate level of participation in decision-making. It considers factors such as the quality of the decision, the importance of acceptance, the time available, and the level of subordinate development. Application: • Decision Tree: Managers can use the model's decision tree to assess situations and choose the best approach, ranging from autocratic to consultative or group decision-making. • Situational Analysis: Helps managers analyze the situation to determine the most effective leadership style, ensuring decisions are made efficiently and appropriately. 8. Compare and contrast transactional and transformational leadership. Answer: Transactional vs. Transformational Leadership Transactional Leadership: • Focus: Emphasizes exchanges and transactions between leaders and followers, using rewards and punishments to achieve compliance. • Characteristics: Task-oriented, directive, emphasizes performance and standards, and maintains the status quo. • Effectiveness: Effective in stable environments and routine tasks. Transformational Leadership: • Focus: Inspires and motivates followers to achieve higher levels of performance and to develop their potential. It emphasizes vision, change, and innovation. • Characteristics: Visionary, charismatic, focuses on follower growth and development, and promotes organizational change. • Effectiveness: Effective in dynamic environments where innovation and change are required. 9. Describe ethical leadership and explain how it differs from other theories of leadership. Answer: Ethical Leadership Definition: Ethical leadership involves leading based on moral principles and values, emphasizing fairness, integrity, honesty, and respect for others. Ethical leaders act as role models, promote ethical behavior within the organization, and consider the impact of their decisions on stakeholders. Differences from Other Theories: • Focus on Morality: Unlike some leadership theories that may prioritize efficiency or performance, ethical leadership places a strong emphasis on doing what is right and just. • Role Model Behavior: Ethical leaders are expected to set a personal example of ethical behavior, influencing followers through their actions. • Decision-Making: Decisions are guided by ethical considerations, even when they may not align with the most profitable or expedient choices. 10. Describe authentic leadership and explain how it differs from other theories of leadership Answer: Authentic Leadership Definition: Authentic leadership emphasizes being genuine, transparent, and true to one's values and beliefs. Authentic leaders build trust by being consistent and honest, encouraging open communication, and fostering a sense of authenticity among followers. Differences from Other Theories: • Self-Awareness: Authentic leadership places a strong emphasis on leaders being aware of their strengths, weaknesses, and values. • Relational Transparency: Authentic leaders openly share their thoughts and feelings, promoting trust and open communication. • Consistency with Values: Decisions and actions are aligned with the leader's true self, rather than conforming to external expectations or norms. 11. Describe empowering leadership and explain how it differs from other theories of leadership. Answer: Empowering Leadership Definition: Empowering leadership involves delegating authority, providing autonomy, and encouraging employees to take ownership of their work. Empowering leaders focus on developing their team's skills and confidence, fostering a culture of empowerment and self-efficacy. Differences from Other Theories: • Delegation and Autonomy: Unlike more directive leadership styles, empowering leadership involves sharing power and decision-making authority. • Focus on Development: Empowering leaders prioritize the growth and development of their followers, enabling them to make decisions independently. • Encouraging Innovation: By providing autonomy, empowering leaders create an environment where creativity and innovation can thrive. 12. Describe servant leadership and explain how it differs from other theories of leadership. Answer: Servant Leadership Definition: Servant leadership prioritizes serving others, focusing on the well-being and development of followers. Servant leaders put the needs of their team members first, seeking to empower and uplift them, and promoting a sense of community and shared purpose. Differences from Other Theories: • Service Orientation: The primary focus is on serving followers rather than leading them to achieve organizational goals. • Follower-Centric: Servant leadership is highly follower-centric, emphasizing the growth, well-being, and fulfillment of followers. • Moral and Ethical Focus: Servant leaders often prioritize ethical behavior and the greater good over organizational success. 13. What is global leadership and how does it compare to other theories of leadership. Are global leaders born or made? Answer: Global Leadership Definition: Global leadership refers to the ability to lead and manage people across diverse cultures, geographies, and international markets. Global leaders possess cross-cultural competence, global mindset, adaptability, and the ability to navigate complex global business environments. Comparison with Other Theories: • Cross-Cultural Competence: Unlike traditional leadership theories, global leadership requires a deep understanding of diverse cultures and the ability to adapt to different cultural norms and practices. • Global Mindset: Global leaders think beyond their local or national context, considering global perspectives in decision-making. • Complexity and Diversity: Global leadership often involves managing a more complex and diverse set of challenges, including geopolitical, economic, and cultural factors. Born or Made?: While some global leaders may have innate qualities that make them effective in international settings, many aspects of global leadership, such as cultural intelligence and global mindset, can be developed through experience, education, and training. 14. Why is Canada ahead of some big countries like the United States when it comes to global leaders? What can other countries learn about developing global leaders from Canada? Answer: Canada's Leadership in Global Leaders Reasons for Leadership: • Diverse Population: Canada's multicultural society provides a rich environment for developing cross-cultural competence and global perspectives. • Inclusive Policies: Canada’s emphasis on inclusivity and diversity in both public and private sectors fosters an environment where global leaders can thrive. • Global Engagement: Canada's active participation in international organizations and global trade helps cultivate global leadership skills. Lessons for Other Countries: • Embrace Diversity: Promoting diversity and inclusivity can help develop leaders with a global mindset and cross-cultural skills. • Encourage International Exposure: Providing opportunities for international experience and exposure can enhance global leadership competencies. • Supportive Policies: Implementing policies that support diversity, inclusion, and global engagement can foster the development of global leaders. 15. Do men and women have different leadership styles? What are the implications of these differences for organizations? Answer: Gender Differences in Leadership Styles Differences: • Women: Often associated with transformational leadership styles, focusing on collaboration, empathy, and relationship-building. Women leaders are more likely to encourage participation, provide support, and consider the well-being of their team members. • Men: Often associated with transactional leadership styles, focusing on task completion, performance, and clear structures. Men leaders may emphasize goal-setting, monitoring, and control. Implications for Organizations: • Diversity in Leadership: A diverse leadership team that includes both men and women can bring a balanced approach to leadership, combining both transformational and transactional qualities. • Inclusive Culture: Recognizing and valuing different leadership styles can foster an inclusive organizational culture that leverages the strengths of all leaders. • Effective Communication: Understanding gender differences in communication and leadership styles can improve interactions and decision-making within teams. 16. Why are there so few women in senior leadership positions in organizations? What can organizations do to increase the number of women who occupy senior leadership positions? Answer: Underrepresentation of Women in Senior Leadership Reasons: • Bias and Stereotypes: Gender biases and stereotypes can hinder women's advancement to senior positions. • Work-Life Balance: The challenges of balancing work and family responsibilities can disproportionately affect women. • Lack of Mentorship and Sponsorship: Women may have less access to mentorship and sponsorship, which are crucial for career advancement. Strategies to Increase Women in Senior Leadership: • Promote Gender Diversity: Implement policies and practices that promote gender diversity and inclusion at all levels. • Mentorship and Sponsorship: Establish mentorship and sponsorship programs to support women's career development and advancement. • Flexible Work Arrangements: Offer flexible work arrangements to help women balance work and personal responsibilities. • Address Bias: Train employees and leaders to recognize and address unconscious biases and stereotypes that may affect hiring and promotion decisions. TEACHING NOTES FOR ETHICAL LEADERSHIP SCALE (ELS) EXPERIENTIAL EXERCISE Students should answer the 10 questions of the Ethical Leadership Scale (ELS) (page 341) as frankly and honestly as possible about a current supervisor if they are employed or the most recent supervisor they had in their last job. The Ethical Leadership Scale (ELS) was developed by Michael E. Brown, Linda K. Trevino, and David A. Harrison. To obtain their score, students should add up their responses to the 10 questions and divide by 10. The total score should be somewhere between 1 and 5. Higher scores indicate a more ethical leader. The average score of 87 MBA students in a large public university in the United States was 3.37. In a sample of 123 undergraduate seniors in business, the average ELS score was 3.46. To facilitate class discussion and understanding of ethical leadership, have students form small groups with several members of the class and discuss the following questions: 1. Students should compare their ELS scores and determine the range of scores (highest and lowest) and the average score in their group. Based on these scores they should describe how ethical the group members’ supervisors have been. It might be interesting to collect the average scores from each group and see how they compare. Is there a trend in terms of the range and average scores? Overall, how ethical are the supervisors? How does the average compare to those reported by the authors of the scale? Answer: To analyze the ethical leadership in the group, follow these steps: 1. Collect ELS Scores Have each student in the group share their Ethical Leadership Scale (ELS) score for their supervisor. The ELS measures perceptions of ethical leadership, usually on a Likert scale, where higher scores indicate a perception of more ethical leadership. 2. Determine the Range of Scores • Highest Score: Identify the maximum score from the group. • Lowest Score: Identify the minimum score from the group. • Range: Subtract the lowest score from the highest score to find the range. 3. Calculate the Average Score • Sum of Scores: Add all the ELS scores together. • Number of Scores: Count the number of students who provided scores. • Average Score: Divide the sum of the scores by the number of scores. 4. Describe the Ethical Leadership Based on the calculated range and average score, describe the perceived ethical leadership in the group. Consider the following: • High Average Score: Indicates that supervisors are generally perceived as ethical. • Low Average Score: Suggests that supervisors may not be perceived as highly ethical. • Wide Range: May indicate variability in ethical perceptions among supervisors. • Narrow Range: Suggests consistent perceptions of ethical leadership. 5. Compare Group Averages If multiple groups are involved, compare the average scores across groups. Look for trends or patterns, such as: • Consistency: Do groups have similar average scores? • Variability: Are there significant differences in average scores between groups? 6. Compare with Authors' Reported Averages Compare the group's average ELS scores with those reported by the authors of the scale in their original research or normative data. Consider: • Higher or Lower: Is the group’s average higher or lower than the reported norms? • Implications: What might this indicate about the ethical leadership experienced by the group members? 7. Overall Ethical Assessment Based on the comparisons and trends observed: • How Ethical are the Supervisors?: Provide an overall assessment of the ethical leadership in the group. • Considerations: Reflect on factors such as the work environment, industry, or specific circumstances that might influence these perceptions. This process provides a comprehensive understanding of the ethical leadership perceived by the group and allows for meaningful comparisons and reflections. 2. Group members should provide examples of what makes their supervisor an ethical or unethical leader. In other words, based on their ELS scores, they should provide specific examples to describe their supervisor’s behaviours that are ethical or unethical. Based on group members’ answers, what are some of the main differences between ethical and unethical leaders? It might help to make a list of these behaviours based on the answers provided by each group. Identify the main behaviours associated with ethical and unethical leadership. Answer: To explore the distinctions between ethical and unethical leadership as perceived by group members, follow these steps: 1. Gather Examples from Group Members Ask each group member to share specific examples of their supervisor's behaviors that contributed to their ELS score, highlighting ethical or unethical actions. These examples can include: • Ethical Leadership Behaviors: Instances where supervisors demonstrated integrity, fairness, transparency, or concern for employees' well-being. • Unethical Leadership Behaviors: Instances where supervisors acted dishonestly, unfairly, unethically, or showed disregard for ethical standards. 2. Document and Categorize Behaviors Compile the examples provided by group members. Organize these behaviors into categories, such as: • Honesty and Integrity: Instances where supervisors acted truthfully and upheld ethical principles. • Fairness: Situations where supervisors treated employees equitably and impartially. • Respect and Empathy: Examples of supervisors showing concern and consideration for employees' feelings and needs. • Transparency: Cases where supervisors were open and clear about their decision-making processes. • Accountability: Instances where supervisors took responsibility for their actions and decisions. • Dishonesty: Instances of lying, withholding information, or misleading employees. • Bias and Favoritism: Situations where supervisors showed preferential treatment or discrimination. • Disrespect: Examples of supervisors belittling, ignoring, or disregarding employees' concerns. • Lack of Transparency: Cases where supervisors hid information or made decisions without clear reasoning. • Lack of Accountability: Instances where supervisors avoided taking responsibility for their actions. 3. Identify Main Differences Between Ethical and Unethical Leaders From the categorized behaviors, identify the main differences between ethical and unethical leaders based on group members' experiences: Ethical Leaders: • Consistently uphold ethical standards and demonstrate moral principles in their actions. • Treat all employees fairly and without bias, ensuring equitable treatment. • Communicate openly and honestly, providing clear and transparent information. • Show empathy and respect for employees, valuing their well-being and opinions. • Take responsibility for their actions and decisions, holding themselves accountable. Unethical Leaders: • Engage in dishonest or deceptive practices, such as lying or withholding information. • Display favoritism or bias, treating some employees unfairly. • Lack transparency, making decisions without clear communication or justification. • Disregard employees' well-being, showing disrespect or indifference to their concerns. • Avoid accountability, failing to take responsibility for their actions or decisions. 4. Summarize the Findings Based on the gathered examples and identified behaviors, summarize the group's findings. Highlight the key characteristics and behaviors associated with ethical and unethical leadership. This summary can provide valuable insights into what constitutes ethical leadership and offer guidance for fostering ethical practices in the workplace. 3. Students should now think about how their supervisor has affected them. Group members should describe the impact that their supervisor has had on them, their co-workers, and the organization. They should be specific in describing the effects that their ethical or unethical behaviour has had on people’s attitudes and behaviours as well as on the organization (e.g., sales or productivity). Make sure students understand how the behaviours of their supervisor as described in the previous question have influenced them and their co-workers. Thus, for this question students should understand the connection between ethical leadership and employee attitudes and behaviours. Answer: To assess the impact of supervisors' ethical or unethical behaviors on employees, coworkers, and the organization, group members should reflect on their experiences and observations. The following steps will help guide this reflection: 1. Personal Impact on Employees Group members should describe how their supervisor's behavior has affected them personally. Consider the following aspects: • Job Satisfaction: How has the supervisor's ethical or unethical behavior influenced group members' satisfaction with their job? • Motivation: Did the supervisor's actions increase or decrease motivation to perform well? • Stress Levels: Did ethical leadership reduce stress, or did unethical behavior contribute to increased stress or anxiety? • Commitment: How has the supervisor's conduct affected their commitment to the organization? Example Statements: • "My supervisor's transparency and fairness have increased my job satisfaction and loyalty to the company." • "The lack of respect and unfair treatment from my supervisor has made me feel undervalued and less motivated." 2. Impact on Coworkers Group members should describe how their supervisor's behavior has affected their coworkers. Consider: • Team Morale: Has the supervisor's behavior positively or negatively influenced team morale and camaraderie? • Interpersonal Relationships: Has the supervisor's conduct fostered a supportive work environment or led to conflict and tension among team members? • Performance and Productivity: Did ethical leadership lead to higher productivity, or did unethical behavior result in decreased performance? Example Statements: • "My coworkers feel more engaged and supported due to our supervisor's consistent and fair leadership." • "Unethical behavior, such as favoritism, has caused resentment and decreased teamwork among my colleagues." 3. Impact on the Organization Group members should consider the broader organizational impact. Reflect on: • Organizational Culture: How has the supervisor's behavior influenced the overall culture and ethical climate of the organization? • Turnover Rates: Did ethical leadership reduce turnover, or did unethical actions contribute to higher turnover rates? • Productivity and Performance: How have the supervisor's actions affected the organization's productivity, sales, or other key performance indicators? Example Statements: • "Our supervisor's ethical leadership has fostered a positive organizational culture, leading to higher employee retention and consistent productivity." • "Unethical behavior has led to a toxic work environment, resulting in high turnover and a decline in overall performance." 4. Understanding the Connection Students should understand the connection between ethical leadership and employee attitudes and behaviors: • Positive Influence: Ethical leaders often inspire trust, loyalty, and engagement among employees, leading to positive outcomes such as increased job satisfaction, motivation, and organizational commitment. • Negative Influence: Unethical leaders can create a toxic work environment, resulting in negative outcomes like decreased morale, job dissatisfaction, increased stress, and higher turnover rates. By reflecting on these aspects, students can gain a comprehensive understanding of how their supervisors' ethical or unethical behaviors have influenced them, their coworkers, and the organization as a whole. This analysis will highlight the importance of ethical leadership in fostering a positive work environment and achieving organizational success. 4. Students should now consider how their supervisor needs to change based on the ELS score and behavours described in question 3. They should be specific in terms of what their supervisor needs to do differently to be a more ethical leader. You might want to make a list of the suggestions on the board. Answer: To encourage more ethical leadership, group members should identify specific changes their supervisor could make based on the Ethical Leadership Scale (ELS) scores and behaviors described previously. Here’s a guide to help students outline the necessary changes: 1. Increase Transparency and Honesty Current Issue: Lack of open communication and transparency. Suggested Change: • Be more transparent in decision-making processes. • Share relevant information with the team, explaining the reasoning behind decisions. • Provide honest and clear feedback, even if it involves difficult conversations. 2. Improve Fairness and Equity Current Issue: Perceived favoritism or unfair treatment. Suggested Change: • Ensure equitable treatment of all employees, avoiding favoritism. • Implement and adhere to consistent policies and procedures for all team members. • Make decisions based on objective criteria and provide equal opportunities for growth and development. 3. Show Respect and Empathy Current Issue: Lack of respect or disregard for employees' concerns. Suggested Change: • Actively listen to employees' concerns and demonstrate understanding. • Show appreciation for employees' contributions and recognize their efforts. • Foster a supportive and inclusive work environment where all employees feel valued. 4. Enhance Accountability Current Issue: Avoidance of responsibility or lack of accountability. Suggested Change: • Take responsibility for mistakes and encourage a culture of accountability. • Lead by example by demonstrating ethical behavior and holding oneself to high standards. • Address unethical behavior promptly and fairly, ensuring that all team members are held accountable. 5. Foster Ethical Decision-Making Current Issue: Unethical decision-making practices. Suggested Change: • Prioritize ethical considerations in all decisions, even when facing pressure or challenges. • Establish and communicate clear ethical guidelines and expectations for the team. • Encourage open discussions about ethical dilemmas and involve the team in finding solutions. 6. Develop Ethical Leadership Skills Current Issue: Lack of ethical leadership skills or knowledge. Suggested Change: • Seek training and development opportunities focused on ethical leadership and moral reasoning. • Reflect on personal values and how they align with the organization's ethical standards. • Engage in continuous self-improvement and seek feedback on ethical behavior from peers and employees. 7. Promote a Positive Work Culture Current Issue: Negative or toxic work environment. Suggested Change: • Promote a culture of respect, trust, and collaboration within the team. • Encourage open communication and provide a safe space for employees to voice concerns. • Recognize and reward ethical behavior within the team, reinforcing positive actions. Compilation of Suggestions As students share their suggestions, compile a list on the board to visualize the collective input. This list can serve as a guideline for supervisors to improve their ethical leadership and for students to understand the importance of ethical behavior in leadership roles. 5. This last question is optional if you have students who have been in leadership positions you can ask them to complete the ELS about themselves. If students are now or have been in a leadership position in the past, ask them to think about how ethical they have been in their role. Then have them complete the ELS again but this time thinking about themselves in a current or previous leadership role. Have students describe how ethical they have been and what they can do to become a more ethical leader. Answer: For students who have been in leadership positions, this exercise offers an opportunity for self-reflection on their ethical behavior. Here's a structured approach to guide them through this process: 1. Self-Assessment Using the ELS • Complete the ELS: Students should complete the Ethical Leadership Scale (ELS) again, this time assessing their own behavior in a current or previous leadership role. They should rate themselves honestly on various dimensions, such as integrity, fairness, and accountability. 2. Reflection on Ethical Leadership • Analyze Scores: After completing the ELS, students should review their scores and identify areas where they scored themselves highly and areas where they may need improvement. • Identify Strengths: Reflect on the aspects of their leadership that align with ethical principles. For example, they might recognize that they have been transparent, fair, or supportive. • Acknowledge Weaknesses: Recognize any shortcomings or areas where they could have behaved more ethically. This could include instances of bias, lack of communication, or failure to hold themselves accountable. 3. Describing Ethical Behavior Students should describe specific actions or behaviors that demonstrate their ethical or unethical conduct. This includes: • Positive Actions: Examples of honest communication, fair decision-making, and support for team members. • Areas for Improvement: Instances where they could have been more transparent, impartial, or attentive to ethical considerations. 4. Action Plan for Improvement Based on their self-assessment and reflection, students should develop a plan for becoming more ethical leaders. This plan can include: • Setting Personal Goals: Define specific ethical goals, such as improving fairness in decision-making or being more transparent with team members. • Seeking Feedback: Encourage students to seek feedback from peers, mentors, or team members about their leadership style and areas for improvement. • Continuous Learning: Suggest engaging in leadership training or workshops focused on ethical decision-making and moral reasoning. • Reflective Practices: Encourage regular self-reflection on their actions and decisions to ensure they align with ethical standards. 5. Sharing and Discussion If comfortable, students can share their insights and action plans with the group. This can foster a supportive environment where they can learn from each other’s experiences and perspectives on ethical leadership. This self-assessment exercise is valuable for students' personal growth and development as ethical leaders. It encourages them to reflect on their actions, understand the impact of their behavior, and commit to continuous improvement in their leadership roles. TEACHING NOTES FOR THE LEADERSHIP EMPOWERMENT BEHAVIOUR EXPERIENTIAL EXERCISE Students should answer the 12 questions of the Leadership Empowerment Behaviour (LEB) scale (page 342) as frankly and honestly as possible about a current supervisor if they are employed or the most recent supervisor they had in their last job. The Leadership Empowerment Behaviour (LEB) scale was developed by Michael Ahearne, John Mathieu, and Adam Rapp. The scale measures four dimensions of empowering leadership: 1. Enhancing the meaningfulness of work (questions 1, 2, and 3); 2. Fostering participation in decision making (questions 4, 5, and 6); 3. Expressing confidence in high performance (questions 7, 8, and 9); and 4. Providing autonomy from bureaucratic constraints (questions 10, 11, and 12). To obtain theier overall score, students should add up their responses to the 12 questions and divide by 12. Their total should be somewhere between 1 and 5. Higher scores indicate a more empowering leader. The average score of 367 professional-level employees in a major information technology (IT) company in China was 3.67. Students can also determine their score on each dimension by adding the three items for each dimension and then dividing by 3. To facilitate class discussion and student understanding of empowering leadership, have them form a small group with several members of the class and discuss the following questions: 1. Students should present their LEB score and identify the range of scores (highest and lowest) and the average score in their group. They should indicate how empowering group members’ supervisors are. Answer: To analyze the empowering leadership within the group, students should follow these steps using their Leadership Empowerment Behavior (LEB) scores: 1. Collect LEB Scores Each group member should share their LEB score, which measures how empowering they perceive their supervisors to be. 2. Determine the Range of Scores • Highest Score: Identify the maximum score among the group members. • Lowest Score: Identify the minimum score among the group members. • Range: Calculate the range by subtracting the lowest score from the highest score. 3. Calculate the Average Score • Sum of Scores: Add up all the LEB scores provided by group members. • Number of Scores: Count the total number of students who provided scores. • Average Score: Divide the sum of the scores by the number of students. 4. Indicate Empowering Leadership Based on the range and average LEB scores, describe how empowering the group members perceive their supervisors to be: • High Average Score: Indicates that supervisors are generally perceived as highly empowering, likely encouraging autonomy, providing resources, and supporting their team members' development. • Low Average Score: Suggests that supervisors may not be perceived as empowering, potentially limiting autonomy, control, or support for their employees. • Wide Range: May indicate variability in perceptions of empowering leadership among supervisors within the group. • Narrow Range: Suggests consistent perceptions of empowering leadership among supervisors. 5. Descriptive Assessment Group members should provide a general assessment of how empowering their supervisors are, considering: • Empowerment Characteristics: Examples of how supervisors encourage autonomy, provide necessary resources, support professional growth, and foster an environment where employees feel empowered to take initiative. • Overall Impression: A summary of the general sense of empowering leadership within the group, highlighting any trends or notable differences. This analysis helps in understanding the level of empowerment perceived by the employees under their supervisors' leadership, providing insights into the supervisors' effectiveness in fostering an empowering work environment. 2. Students in each group should provide examples of what makes their supervisor an empowering leader. They should be specific in describing how their supervisor scored on each of the four dimensions. Based on group members’ answers, students should describe the main reasons why a supervisor is or is not empowering. Answer: To assess the empowering leadership qualities of supervisors, students should provide specific examples related to the four key dimensions of empowering leadership. Here's how they can approach this: 1. Collect Examples from Group Members Each student should share specific instances or behaviors that illustrate their supervisor's empowering leadership. These examples should cover the following four dimensions: 1. Enhancing the Meaningfulness of Work: • Positive Examples: Supervisors explain the importance of tasks, align work with the organization’s goals, and make employees feel that their work is valuable. • Negative Examples: Supervisors fail to communicate the significance of the work, leaving employees feeling disconnected or undervalued. 2. Fostering Participation in Decision Making: • Positive Examples: Supervisors involve employees in decision-making processes, encourage sharing of ideas, and value employee input. • Negative Examples: Supervisors make decisions unilaterally without consulting employees, leading to a lack of involvement and buy-in. 3. Expressing Confidence in High Performance: • Positive Examples: Supervisors express belief in employees’ abilities, provide constructive feedback, and set challenging yet achievable goals. • Negative Examples: Supervisors doubt employees' capabilities, provide little to no feedback, and set unrealistic or unclear expectations. 4. Providing Autonomy from Bureaucratic Constraints: • Positive Examples: Supervisors grant employees the freedom to make decisions, reduce unnecessary red tape, and support innovative approaches. • Negative Examples: Supervisors impose strict controls, micromanage, and restrict employees’ ability to take initiative. 2. Group Discussion on Empowering Leadership Based on the examples provided by group members, students should identify and discuss the main reasons why a supervisor is considered empowering or not. Key points for discussion include: Reasons Why a Supervisor is Empowering: • Inspiring and Motivating: Supervisors who enhance the meaningfulness of work and express confidence in employees inspire and motivate them, making them feel valued and capable. • Inclusive Decision-Making: Empowering supervisors involve employees in decisions, fostering a sense of ownership and commitment. • Encouraging Independence: By providing autonomy and reducing bureaucratic constraints, supervisors empower employees to take initiative and be creative. Reasons Why a Supervisor is Not Empowering: • Lack of Communication: Supervisors who fail to communicate the significance of work or involve employees in decisions can leave them feeling unimportant and disengaged. • Control and Micromanagement: Excessive control and micromanagement stifle employees’ creativity and autonomy, making them feel restricted and undervalued. • Lack of Support and Confidence: A lack of belief in employees' abilities or failure to provide constructive feedback can lead to low morale and a lack of motivation. 3. Conclusion Students should conclude by summarizing the overall assessment of their supervisors' empowering qualities. They should highlight the most common behaviors associated with empowering leadership within their group, as well as the primary reasons some supervisors may not be seen as empowering. This exercise helps students understand the key elements of empowering leadership and the significant impact it can have on employee engagement, motivation, and overall workplace satisfaction. 3. Students in each group should consider the impact that their supervisor has had on them, their co-workers, and the organization. They should be specific in describing the effects that an empowering leader has had on their attitudes, behaviours, and creativity. Answer: To evaluate the impact of an empowering supervisor, students should reflect on the specific ways their supervisor's leadership style has influenced them, their coworkers, and the organization. Here's a structured approach to guide this reflection: 1. Personal Impact on Employees Students should describe how their supervisor's empowering behavior has affected them personally. Consider the following aspects: • Attitudes: How has the supervisor's empowerment influenced their job satisfaction, motivation, and overall attitude toward work? • Behaviors: Did the supervisor's support and encouragement lead to changes in work habits, such as increased initiative, responsibility, or dedication? • Creativity: Has the empowering environment fostered innovation and creativity in problem-solving or task completion? Example Statements: • "My supervisor's encouragement to share ideas has made me feel valued and more motivated, resulting in me taking more initiative in projects." • "Being trusted to make decisions has boosted my confidence and led me to explore creative solutions." 2. Impact on Coworkers Students should describe how their supervisor's empowering leadership has affected their coworkers. Reflect on: • Team Dynamics: Has the supervisor's behavior fostered a sense of collaboration and teamwork among employees? • Morale and Engagement: Did the empowerment increase the team's morale and engagement, leading to a more positive work environment? • Skill Development: How has the empowerment allowed coworkers to develop new skills or take on more challenging tasks? Example Statements: • "Our team has become more cohesive and collaborative since our supervisor began involving us in decision-making processes." • "Coworkers have been more proactive in seeking out new projects and learning opportunities." 3. Impact on the Organization Students should consider the broader organizational impact. Reflect on: • Organizational Culture: How has the supervisor's empowering leadership influenced the overall culture and values within the organization? • Performance and Productivity: Did the empowerment lead to increased productivity, efficiency, or quality of work? • Innovation and Growth: How has the emphasis on autonomy and creativity led to new innovations or improvements in the organization? Example Statements: • "The culture in our department has become more open and innovative, leading to new product ideas and process improvements." • "Our team's productivity has increased as employees feel more invested and responsible for their work." 4. Understanding the Connection Students should articulate the connection between empowering leadership and the observed outcomes. Consider how the specific empowering behaviors of the supervisor, such as fostering participation, expressing confidence, and providing autonomy, have translated into positive or negative effects on employees and the organization. Conclusion In summarizing, students should highlight the key effects of empowering leadership observed in their experiences. This may include increased employee engagement, higher levels of creativity and innovation, improved team dynamics, and a positive shift in organizational culture. This reflection helps students understand the tangible benefits of empowering leadership and its importance in fostering a productive and innovative work environment. 4. Students should describe what their supervisor needs to do differently to be a more empowering leader. Their answers should be based on their scale scores and the material provided in the text on the behaviour of empowering leaders. Answer: To help students describe how their supervisor could become a more empowering leader, they should base their recommendations on their scale scores and the material provided in their text about empowering leadership behaviors. Here’s a structured approach to guide their responses: 1. Analyze Scale Scores Students should first review their Leadership Empowerment Behavior (LEB) scores and identify areas where their supervisor scored lower. These areas will highlight where improvements are needed. 2. Identify Key Empowering Leadership Behaviors Refer to the text on the behavior of empowering leaders to identify specific practices that are associated with empowering leadership. These often include: • Enhancing the Meaningfulness of Work: Communicating the significance of employees' roles and aligning tasks with organizational goals. • Fostering Participation in Decision Making: Involving employees in decisions that affect their work and valuing their input. • Expressing Confidence in High Performance: Demonstrating belief in employees' abilities and providing support for achieving challenging goals. • Providing Autonomy from Bureaucratic Constraints: Allowing employees freedom to make decisions and reducing unnecessary controls. 3. Provide Specific Recommendations Students should describe specific actions their supervisor could take to improve in each of the identified areas. Here’s how they can frame their suggestions: Enhancing the Meaningfulness of Work Current Issue: Supervisor may not clearly communicate the value of employees' tasks. Recommendation: • Provide Context: Regularly explain how individual tasks contribute to broader organizational goals. • Highlight Achievements: Acknowledge and celebrate milestones and successes to reinforce the importance of each role. Fostering Participation in Decision Making Current Issue: Supervisor may make decisions without consulting employees. Recommendation: • Seek Input: Actively involve employees in decision-making processes that affect their work. • Encourage Feedback: Create channels for employees to provide feedback and ideas, and demonstrate that their input is valued and considered. Expressing Confidence in High Performance Current Issue: Supervisor may not provide adequate support or express belief in employees' abilities. Recommendation: • Set Clear Goals: Set challenging yet achievable goals and provide the necessary resources and support. • Offer Encouragement: Provide positive reinforcement and constructive feedback to build confidence and motivation. Providing Autonomy from Bureaucratic Constraints Current Issue: Supervisor may impose unnecessary controls or micromanage. Recommendation: • Delegate Responsibility: Allow employees to make decisions and take ownership of their work. • Reduce Red Tape: Streamline processes and minimize bureaucratic obstacles to give employees more freedom to innovate and solve problems. 4. Summarize the Recommendations Students should summarize the key changes their supervisor needs to make to enhance their empowering leadership. Emphasize how these changes will improve employee engagement, creativity, and overall performance. Conclusion This exercise helps students articulate actionable steps that supervisors can take to become more empowering, based on the scale scores and theoretical concepts from their text. By providing specific, practical recommendations, students contribute to creating a more empowering work environment that benefits both employees and the organization. 5. It should be interesting to see what students say about whether or not they think that all leaders should be empowering leaders. You might want to form sides on this and get each side to explain why they think that all leaders should or should not be empowering leaders. Try to determine the source of divergent views on this. Is it a matter of individual differences or perhaps it has something to do with the nature of the job, task, or the organization. Try to flesh this out with some probing and debate. You might conclude the discussion by taking a vote on whether or not students would like to have an empowering leader. Answer: To facilitate a meaningful debate on whether all leaders should be empowering leaders, follow these steps: 1. Formulate the Debate Divide students into two sides: • Side A: Argues that all leaders should be empowering leaders. • Side B: Argues that not all leaders need to be empowering leaders. 2. Develop Arguments for Each Side Side A: All Leaders Should Be Empowering Key Arguments: • Employee Motivation: Empowering leadership fosters higher motivation and job satisfaction by involving employees in decision-making and valuing their contributions. • Innovation and Creativity: By providing autonomy and reducing constraints, empowering leaders stimulate creativity and innovative problem-solving. • Organizational Success: Empowering leadership can lead to improved performance, higher productivity, and better organizational outcomes. • Employee Development: Empowerment helps in developing employees' skills and competencies, preparing them for future leadership roles. Supporting Evidence: • Research showing positive correlations between empowering leadership and employee outcomes. • Examples of successful organizations with empowering leadership cultures. Side B: Not All Leaders Need to Be Empowering Key Arguments: • Nature of the Role: Certain roles or tasks may require more directive leadership styles, especially in high-pressure situations or with less experienced team members. • Organizational Structure: In hierarchical or highly regulated organizations, strict control and adherence to procedures may be necessary. • Individual Preferences: Some employees may prefer more structured guidance rather than autonomy, depending on their personality or experience level. • Short-Term Goals: For short-term or crisis situations, a more authoritative approach may be more effective than an empowering one. Supporting Evidence: • Cases where directive leadership was necessary for success or stability. • Situations where empowering leadership may lead to confusion or inefficiency. 3. Conduct the Debate Allow each side to present their arguments and respond to counterarguments. Encourage students to use evidence and examples to support their points. 4. Explore Sources of Divergent Views Probe the reasons behind different perspectives: • Individual Differences: Consider whether personal preferences, experiences, or personality traits influence views on leadership styles. • Nature of the Job: Discuss how the type of job, task complexity, or industry might impact the effectiveness of empowering versus directive leadership. • Organizational Context: Explore how organizational culture, size, and structure might affect the need for empowering leadership. 5. Facilitate a Vote Conclude the discussion by taking a vote on whether students would prefer to have an empowering leader or not. This can provide insight into personal preferences and the perceived value of empowering leadership. 6. Reflect on the Discussion After the vote, summarize the key points from both sides and reflect on the diversity of opinions. Highlight how different contexts and individual preferences play a role in determining the effectiveness of leadership styles. This debate will help students understand the complexities of leadership and the importance of adapting leadership styles to different situations and individual needs. It encourages critical thinking about the role of empowerment in leadership and its impact on both employees and organizations. TEACHING NOTES FOR LEADERSHIP JAZZ EXPERIENTIAL EXERCISE This exercise is from an article called “Leadership Jazz: An Exercise in Creativity” by Mark L. Lengnick-Hall and Cynthia A. Lengnick-Hall (1999; Journal of Management Education, 23(1), 65-70). A key focus of the article and exercise is the role of leadership in fostering creativity. As stated by the authors, “A key role of outstanding leaders is to unleash the creativity in their followers. To foster creativity in their followers, organization leaders must be like jazz leaders…” (p.65). In addition to being used in this chapter, this exercise can also be used with Chapter 16 as an exercise on creativity (see Chapter 16 teaching notes). Lengnick-Hall and Lengnick-Hall describe creativity as “a way of thinking that involves the generation of new ideas and solutions. It is the process of associating known things or ideas into new combinations and relationships.” (p.65). They further note that effective leaders must develop their own creative capacities and nurture creativity in their followers and that “an effective leader fosters an environment that allows the inherent creativity within individuals and groups to surface and result in productive outcomes.” (p.66). The purpose of this exercise is to learn about the effect of leadership on individual and group creativity. As the instructor, you can take two approaches with respect to the leader of each group. You can assign a leader to each group and also decide what kind of leader that person will be. The type of leader you assign is up to you. It might depend on how many groups there in the class as well as the kind of comparisons you want to make. For example, you might want to assign some leaders as initiating structure leaders and to focus on goal attainment. They should clearly define their role as well as the roles of group members, and they should focus on procedures, assign group members to tasks, and so on. For comparison, you might assign some leaders as considerate leaders who should spend their time showing personal concern and respect for group members. Rather than focus on group goals, they should be seen as friendly, egalitarian, and express appreciation and support and be protective of group welfare. You might also assign some leaders as transformational and others as transactional. Based on Path-Goal Theory, you might have some leaders be directive, supportive, participative, or achievement-oriented. What matters is that you have enough differences for comparison when you take up the exercise. The second approach is to assign a leader but let the leader determine his/her leadership approach. When you take up the assignment you will have to ask the leader and group members what leadership style was exhibited. You will also want to ask the leader why he/she chose a particular leadership style. Students should form small groups with no more than five people and the instructor will then assign a leader in each group and instruct that person on what kind of leader to be (e.g., transactional, transformational, considerate, task-oriented, participative, empowering, etc) or let the leaders choose their own leadership style. The leader of each group is responsible for his/her group’s performance in creating musical instruments and for their performance of a tune/song. Once the groups have been formed and the leaders assigned, each group will have 10-15 minutes to create musical instruments using any materials they have with them. They must not leave the room or their workspace to search for materials. Groups should try to create as many musical instruments as they can as well as a variety of instruments that can be used in a band or orchestra. Thus, the goal is both quantitative (number of instruments) and qualitative (variety of instruments). According to Lengnick-Hall and Lengnick-Hall, students typically use common items such as combs that make a strumming sound like a harp, car keys shaken like a tambourine, spiral notebooks strummed by pens, pop cans blown for a wind instrument effect, and other miscellaneous items. Things to watch for include what resources students consider for instruments, strategies for increasing creativity, and the roles assumed by individual group members. Also watch closely to see the style of leadership and behaviours exhibited by the leaders. Each group will then have 10-15 minutes to decide on several tunes/songs to play and to rehearse them in preparation for their performance in front of the class. The group should decide on what tune to play for the class and to focus on the quality of their performance. Each group should have a back up tune/song in case another group plays the tune/song they have chosen. This will help to ensure that each group plays a different tune/song. Keep in mind that the quality of the performance is important. Each group will perform a tune/song (2 to 3 minutes maximum) in front of the class. The class will rate the performance of each group using the following criteria: • quantity of instruments used • variety of instruments used • recognizability of tune/song • uniqueness of tune/song • quality of performance You might want to make up a rating scale so students can rate each group on each dimension. An example might be something like: 1=Poor, 2=Below Average, 3=Average, 4=Good, 5=Excellent. After all the groups have performed their tune/song, the class votes on the best group for each of the criteria listed above and the overall best group. The discussion should focus on how the group members responded to the leader and the effect of the leader on the group’s creativity and performance. One thing to keep in mind is the nature of the task which is somewhat ambiguous and requires a lot of creativity. In this respect, look for leaders who tried to provide some guidance and direction or what the text refers to as initiating structure. In terms of the discussion questions, here are some things to focus on for each question: 1. The first question is meant to get students thinking about the leader and how they responded to him or her in general and more specifically, how the leader might have helped or hindered their creativity and performance. Answer: To address the first question effectively, you can guide students through a structured reflection on their experiences with their leader. Here’s how to approach it: 1. General Reflection on Leadership Objective: Get students to think about their overall response to their leader and how this has influenced their work. Prompts: • Overall Impact: Reflect on how you generally felt about your leader. Was your reaction positive, neutral, or negative? Why? • Leadership Style: Consider the leadership style your leader exhibited. Was it more empowering, directive, or a mix of both? • Work Environment: How did the leader’s style contribute to the overall work environment? Did it foster a positive, motivating atmosphere or create challenges? Example Questions: • How did your leader’s behavior and style impact your attitude towards your work and the organization? • Did you feel supported and valued by your leader? How did this influence your overall performance? 2. Specific Impact on Creativity and Performance Objective: Analyze how the leader specifically influenced creativity and performance. Prompts: • Creativity: Reflect on how the leader affected your ability to be creative. Did they encourage new ideas, provide autonomy, and support innovation? Or did they impose constraints that limited your creative efforts? • Performance: Consider how the leader influenced your performance. Did they set clear goals and provide constructive feedback? Were there factors in their leadership that either enhanced or impeded your ability to meet these goals? Example Questions: • Did your leader’s approach to decision-making and problem-solving help or hinder your ability to generate and implement new ideas? • How did the leader’s feedback and guidance impact your performance and productivity? 3. Analyze the Influence of Leadership Style Objective: Connect the leader’s style to its effects on creativity and performance. Prompts: • Empowering vs. Directive: Compare how an empowering leadership style (which typically includes autonomy and support) versus a directive style (which may involve more control and guidance) influenced your creativity and performance. • Support and Resources: Reflect on how the support and resources provided by your leader affected your ability to perform and be creative. Did they facilitate or obstruct your work? Example Questions: • How did the level of autonomy you had influence your ability to be creative? Did you feel you had enough freedom to explore new ideas? • How did the leader’s support, or lack thereof, affect your performance on tasks or projects? 4. Discuss and Reflect Objective: Facilitate a discussion among students to share insights and experiences. Prompts: • Sharing Experiences: Encourage students to share specific examples of how their leader impacted their creativity and performance. This can help identify common themes and differences. • Comparing Leadership Styles: Discuss how different leadership styles can have varying impacts on creativity and performance. Example Questions: • What were some common ways in which leaders impacted creativity and performance across different students’ experiences? • How did different leadership styles manifest in the students' work environments and outcomes? Conclusion Encourage students to synthesize their reflections by summarizing key insights on how their leader influenced their creativity and performance. This can help them understand the practical implications of leadership styles and the importance of effective leadership in fostering a productive and innovative work environment. 2. This question focuses on the role of the leader in the creativity and performance of each group. Have group members comment on what their leader did that was helpful and encouraged creativity and what their leader did that was not helpful and did not encourage creativity. They should also consider what else the leader might have done to improve the group’s creativity and performance. The main objective behind this question is for students to understand how important leadership is for individual and group creativity and what leaders can do to encourage creativity. Answer: To explore how a leader's actions affect creativity and performance within a group, students should focus on both positive and negative influences and consider potential improvements. Here’s a structured approach to guide this analysis: 1. Identify Helpful Actions Objective: Understand what actions of the leader supported creativity and performance. Prompts: • Encouragement: What specific actions did the leader take that encouraged creativity? For example, did they provide opportunities for brainstorming, support risk-taking, or celebrate innovative ideas? • Support: How did the leader support the team’s efforts to be creative and perform well? Did they offer resources, remove obstacles, or provide constructive feedback? Example Questions: • What strategies or behaviors did the leader use to create an environment conducive to creativity? • Can you provide examples where the leader’s support led to successful or innovative outcomes? Example Responses: • "Our leader organized regular brainstorming sessions and encouraged us to share even the most unconventional ideas." • "The leader provided access to training and resources that helped us develop new skills and techniques for our projects." 2. Identify Unhelpful Actions Objective: Recognize actions that hindered creativity and performance. Prompts: • Constraints: What actions or behaviors by the leader limited creativity? For example, did they impose strict guidelines, micromanage, or discourage risk-taking? • Lack of Support: How did the leader fail to support creativity and performance? Were there missed opportunities for feedback, resources, or team development? Example Questions: • What specific actions by the leader restricted the group’s ability to be creative or perform well? • Can you provide examples where the leader’s behavior negatively impacted the team’s outcomes? Example Responses: • "The leader frequently changed project requirements without warning, which disrupted our progress and stifled creative ideas." • "There was a lack of feedback and recognition for our efforts, making us feel unappreciated and less motivated." 3. Suggest Improvements Objective: Propose ways the leader could enhance creativity and performance. Prompts: • Enhancement Strategies: What additional actions could the leader take to better support creativity and performance? Consider aspects like increased autonomy, regular feedback, or fostering a more open communication environment. • Addressing Shortcomings: How could the leader address the unhelpful behaviors identified? What specific changes would improve the team’s ability to be creative and perform effectively? Example Questions: • What changes could the leader make to better support and encourage creativity in the team? • How can the leader improve their approach to enhance overall performance and team motivation? Example Responses: • "The leader could establish more consistent guidelines and provide clearer goals to reduce confusion and enable a more focused creative process." • "Encouraging more open communication and regularly recognizing team achievements would likely boost morale and innovation." 4. Group Discussion Objective: Facilitate a discussion to share insights and analyze the impact of leadership on creativity and performance. Prompts: • Comparative Analysis: Compare and contrast the positive and negative impacts of leadership actions. Discuss how different behaviors affected creativity and performance. • Best Practices: Identify common best practices for leaders to foster creativity and performance based on group experiences. Example Questions: • What common themes emerged in how leadership actions affected creativity and performance across different experiences? • What are the most effective practices for leaders who want to enhance their team’s creativity and performance? Conclusion Encourage students to synthesize their findings by summarizing key behaviors that impact creativity and performance. Highlight the importance of supportive and empowering leadership in fostering an environment where creativity thrives and performance excels. This reflection will help students understand the critical role of leadership in achieving organizational success and the specific actions leaders can take to nurture a creative and high-performing team. 3. At this point in the discussion the leaders should be asked to disclose their leadership style. It might be fun to first have the groups try to guess the leadership style of their leader and then ask the leader to reveal his/her style. If you did not assign a leadership style to the leader, have the leader explain why he/she chose a particular leadership style and if they think they made a good choice or what other style might have been better. The point behind this question is to try and determine if leadership had something to do with the creativity and performance of each group. Along these lines, identify the leader style associated with the group that received the highest score on the performance criteria and the style of leadership associated with the group that received the lowest score on the performance criteria. Then have students try to explain any differences. Students should explain what type of leadership style was most effective for group creativity and performance and why. Answer: To address this question effectively, follow these steps: 1. Guessing Game Activity: Have groups guess their leader’s style based on their observations and interactions. This adds an engaging element to the discussion. 2. Leader’s Disclosure Activity: Ask the leader to reveal their actual leadership style. If the style was not pre-assigned, the leader should explain their choice and assess its effectiveness. 3. Analyze Leadership Styles and Performance Objective: Identify the leadership styles associated with different performance outcomes. Prompts: • Highest Performance: Determine the leadership style of the group with the highest performance score. Analyze why this style might have contributed to their success. • Lowest Performance: Determine the leadership style of the group with the lowest performance score. Explore how this style may have impacted their performance negatively. Example: • High Performance: If the group with the highest score had an empowering leadership style, discuss how empowerment facilitated creativity and performance (e.g., autonomy, support, and encouragement). • Low Performance: If the group with the lowest score had a directive or micromanaging leadership style, examine how it may have hindered creativity and performance (e.g., lack of autonomy, excessive control). 4. Discussion and Explanation Objective: Discuss which leadership styles were most effective and why. Prompts: • Effectiveness: Compare the effectiveness of different leadership styles based on performance and creativity scores. • Reasoning: Explain why certain leadership styles were more effective in enhancing creativity and performance. Consider factors such as support, autonomy, feedback, and flexibility. Example: • Effective Leadership Style: An empowering leadership style is often linked with higher creativity and performance due to its focus on autonomy, support, and open communication. • Less Effective Leadership Style: A directive or micromanaging style may lead to lower creativity and performance due to restrictions and lack of employee input. Conclusion Summarize the findings, highlighting the relationship between leadership style and group performance. Emphasize the importance of choosing a leadership style that aligns with the goals of enhancing creativity and improving performance. 4. This question requires students to think of the exercise in terms of the situational theories of leadership. They should try to understand how the task of creating and playing musical instruments (which is a creative task) might require a certain style of leadership. Thus, they should try to come up with important factors such as the nature of the task and the characteristics of group members that would indicate the need for a particular style of leadership. Answer: To apply situational theories of leadership to the exercise of creating and playing musical instruments, students should consider: 1. Nature of the Task • Creative vs. Structured: Creative tasks like making musical instruments often benefit from a transformational or empowering leadership style that encourages innovation and autonomy. Structured tasks may require a directive or transactional style for clarity and efficiency. 2. Characteristics of Group Members • Experience and Skills: For a group with high skill levels and experience, a hands-off or supportive leadership style might be appropriate to foster creativity. For less experienced groups, a directive style may be needed to provide clear guidance and structure. 3. Matching Leadership to Task and Members • Creative Task: An empowering style that supports freedom and exploration is ideal for fostering creativity. • Experience Levels: Adapt leadership based on the group's experience—more guidance for novices, more autonomy for experienced members. Summary Effective leadership style should align with the task's creative nature and the group's characteristics to optimize creativity and performance. 5. Now that students have thought about the link between leadership and performance, ask them what type of leader they would prefer if they had to do the exercise again and why. This follows from the previous question and an understanding that the type of leader that will be most effective depends on situational factors such as the nature of the task and the characteristics of the group members. Therefore, have students discuss some of the theories of leadership such as Path Goal Theory, Fiedler’s Contingency Theory, LMX theory, and Participative Leadership and to explain what these theories say about the style of leadership that would be most effective for this exercise. Answer: To address this question, students should evaluate which leadership style they would prefer for the exercise of creating and playing musical instruments and why, considering various leadership theories. Here’s how to guide their analysis: 1. Path-Goal Theory Concept: This theory suggests that leaders should adapt their style to help followers achieve their goals. The style should match the nature of the task and the followers' needs. • For Creative Tasks: An empowering or supportive leadership style is effective. The leader should provide encouragement, remove obstacles, and facilitate a clear path to success. • Student Preference: Discuss if students would prefer a leader who supports their creative process and provides necessary resources or feedback. 2. Fiedler’s Contingency Theory Concept: This theory posits that the effectiveness of a leader depends on the match between the leader’s style and the situational context. • For Creative Tasks: If the situation is favorable and the leader has good relationships with the team, a relationship-oriented style may be effective. In less favorable conditions, a task-oriented style might be needed. • Student Preference: Consider whether students would prefer a relationship-oriented leader for a supportive environment or a task-oriented leader for clear direction. 3. Leader-Member Exchange (LMX) Theory Concept: LMX focuses on the quality of the relationship between the leader and each follower. High-quality exchanges are associated with better performance and job satisfaction. • For Creative Tasks: A leader who builds strong, individual relationships with team members can better support their unique needs and encourage creativity. • Student Preference: Discuss if students would prefer a leader who invests in building strong, supportive relationships with them. 4. Participative Leadership Concept: This style involves including team members in decision-making processes and valuing their input. • For Creative Tasks: Encouraging team members to contribute ideas and collaborate can enhance creativity and engagement. • Student Preference: Reflect on whether students would prefer a leader who involves them in decisions and values their contributions. Summary Student Discussion: • Leadership Preference: Based on the task's nature and group characteristics, students should discuss which leadership style (empowering, supportive, relationship-oriented, participative) they would prefer for the exercise. • Theory Application: Students should explain how each leadership theory informs their preference and the effectiveness of different styles in fostering creativity and performance. By analyzing these theories, students can understand how different leadership styles impact creativity and performance, leading to a more informed choice of leadership approach for future tasks. To conclude your discussion, you might mention a study on leadership and employee creativity by Pamela Tierney, Steven Farmer, and George Graen (1999; An examination of leadership and employee creativity: The relevance of traits and relationships. Personnel Psychology, 52, 591-620). They conducted a study in a large chemical corporation. The participants included 191 full-time employees, including research managers, research assistants, section leaders, project leaders, work group professionals, and work group technicians. They hypothesized that a number of employee and leadership characteristics would be related to employee creativity, including cognitive style and intrinsic motivation for creativity and LMX. The results indicated that the creative output of employees was higher for employees who enjoy creativity-related tasks and have an innovative cognitive style. Creativity was especially high when both the leader and employee had strong intrinsic motivation for creativity tasks. Further, high LMX was related to greater creativity and was most important for the creativity of employees who did not have an innovative cognitive style. In other words, the creative output of these employees was greater if they had a high-quality LMX. Employees with an innovative cognitive style were creative regardless of the type of relationship they had with their supervisors. The results of this study demonstrate that leaders play an important role in the creative output of their employees. Based on the results of this study, the authors recommend that organizations interested in promoting creativity consider providing their leaders with relationship-building training. TEACHING NOTES FOR FRAN-TECH CASE INCIDENT 1. What do you think the manager is likely to do in this situation? What should she do and why? Answer: The situation facing the manager is clearly an ethical one. Given that she is considered to be a star performer by her boss and peers, one might conclude that she would not use the data “as you see fit.” Of course, this also depends on the norms and culture of the organization. In some cases, one might be rewarded for having such information and bringing it to the attention of others. In other organizations, it would clearly be viewed as unethical and subject to punishment if not termination. Clearly, the manager should report it to her boss and hand over the CD-ROM and note to her boss. Her boss might then decide to either discard it or return it to the competitor with a clear indication of their ethical intentions not to use the data. 2. Explain the relevance of ethical leadership in this situation. What will an ethical leader do and why? What will an unethical leader do? Answer: Ethical leadership involves the demonstration of normatively appropriate conduct (e.g., openness and honesty) through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision making. Ethical leaders model what is deemed to be normatively appropriate behaviour, make ethics salient in the workplace, and draw attention to it by engaging in explicit ethics-related communications and by setting ethical standards. They reward ethical conduct and discipline those who don’t follow ethical standards and consider the ethical consequences of their decisions. They make principled and fair decisions that can be observed and emulated by others. In this situation, an ethical leader would recognize the dishonesty and inappropriateness of using the data. By not using the data it would not only be the ethical thing to do, but it would send a message to her employees about the importance of ethics. An ethical leader will not use the data and in the process would be drawing attention to ethical standards and conduct. An unethical leader might use the data and in the process be sending a message to employees that such behaviour is acceptable thereby condoning unethical conduct. Thus, ethical leadership is highly relevant in this situation. 3. Consider how the manager’s response to this situation can impact the ethical behaviour of her employees in the organization. What are some of the potential implications of her actions for employees and the organization? Answer: As indicated in the answer to the previous question, the manager’s response to the situation will convey an important message to employees. If she refuses to use the data and in fact lets her employees and others in the organization know about the CD-ROM and her intentions to discard it or return it to the competitor, she will be sending a very clear message about the importance of ethics for the organization. If she uses the data and employees learn about this, it will be an indication that unethical conduct is acceptable and might even be expected and encouraged. Such actions can set the stage for more unethical actions and lax ethical standards. Thus, the manager’s response can impact the future actions of others in the organization and set a standard for what is considered to be normatively appropriate behaviour and ethical conduct. TEACHING NOTES FOR THE TRANSFORMING ICRISAT: THE LEADERSHIP OF DR. WILLIAM DAR CASE STUDY The purpose of this case is to demonstrate the importance of leadership and the need for certain kinds of leadership that are called for in a given situation. The focus is on the leadership of Dr. William Dar, ICRISAT’s recently appointed director general (DG). He is facing an enormous number of challenges that threaten the very survival of the institute. The questions are meant to get students thinking about how to apply the theories of leadership to the case and to determine what style(s) of leadership would be most effective given the problems, challenges, and the nature of the situation facing Dr. Dar. 1. Discuss the problems facing ICRISAT. To what extent are these problems the result of its leadership over the past several years? Answer: As indicated in the case, Dr. Dar saw a number of things that bothered him from the start such as overgrown shrubs to uninspired employees and an uncongenial work environment. Other problems described in the case include low staff morale and unsatisfactory and even abysmal research output. Serious concerns regarding ICRISAT’s insufficient research output were being registered by monitoring agencies. Employee turnover was high especially at senior management levels, something that the leadership at ICRISAT had been unable to decrease. These problems have significantly affected the atmosphere at ICRISAT and as a result, the organization is now experiencing a “strategic drift.” A shift of ICRISAT headquarters to Africa is another challenge threatening the future of the organization as well as a reduction in funding. Donors have been questioning ICRISAT’s funding due to its poor performance and research output in recent years. Leadership has much to do with these problems. As stated in the case, unstable leadership over the past three years has resulted in stunted growth and negatively impacted research at ICRISAT. Leadership failed at all levels. The institute had been through four director generals and four deputy director generals in recent years prior to Dar’s appointment. The contrasting personalities and divergent views of these leaders contributed to the uncertainty and volatile atmosphere at ICRISAT. Such unstable leadership has also resulted in financial problems facing the institute. Donors have been questioning ICRISAT’s funding due to its poor performance and research output and this has resulted in a marked reduction in financial resources. In the last 5 years, the institute’s funding had been reduced by 50 percent which has made it difficult to sustain minimal research even at existing levels. The governing body has decided to reduce funding further and asked ICRISAT to achieve self-sustainability if it wants to continue to exist as a research institute. Dr. Dar certainly has his worked cut out for him. As indicated in the case, in order to survive the institute will have to perform admirably despite huge cuts in finances. 2. Describe Dr. Dar’s leadership experience. What kind of leadership behaviour and style has he exhibited and what effect has his leadership had on others? Has he been an effective leader? Explain your answer. Answer: Dr. Dar’s leadership experience includes presidential advisor for rural development and as the secretary of agriculture in the Philippines. He has also served as a professor and vice-president at Benguet State University (BSU). He was instrumental in expanding the university’s research capabilities and funding and in the commencement of applicable agricultural training programs. He became the first director of the Bureau of Agricultural Research (BAR) as a result of his professional competence and leadership qualities. His leadership qualities gave him recognition and he became the executive director of the Philippine Council for Agriculture, Forestry and Natural Resources Research and Development where he implemented a number of programs to benefit farmers and led the council to new successes through empowerment, knowledge dissemination, and resource mobilization. He received considerable attention for his leadership style at BSU and BAR. He challenged the status quo and believed in continuously raising the bar in achievement of organizational objectives. He motivated and guided employees and ensured that they were supported in terms of their research and development and their well-being. He involved the deputy director general’s (DDGs) in decisions and made sure that all the decision makers acted as a team. He fostered the active involvement of his subordinates in all initiatives. He influenced people to go beyond their own interests for the betterment of the organization. An example noted in the case is that he encouraged all ICRISAT employees to contribute to the institute’s larger vision of attaining self-sustainability, and discouraged them from restricting themselves to their limited domains. Dar also believed that a free-flowing channel of communication at all levels facilitated faster adaptation to change. Dr. Dar is a good example of a transformational leader especially in terms of articulating a vision and obtaining the commitment of his followers to that vision. As stated in the case, “His main strength was the ability to clearly articulate a vision for the future, as was evident in his previous endeavours at Philippine Council for Agricultural Research and Rural Development (PCARRD).” The case further notes his ability to get individuals to go beyond the normal standards of performance and align their own goals with the goals of the organization. He challenges the status quo and he encourages employees to set goals and achieve them. Upon his appointment at ICRISAT, he created a shared vision for eradicating poverty and malnourishment in the SAT region through research. He recognized the need for transformational change and began by mapping out a new vision, mission and research strategy for the organization. In addition to transformational leadership, Dr. Dar demonstrates a number of other leadership styles such as directive leadership (he provides guidance and sets goals), participative (he includes followers in decision making – DDGs are involved in decisions and makes sure that all the decision makers acted as a team), LMX (he establishes quality relationships with followers), empowering leadership (he creates conditions in which power is shared with his employees – his mantra is “take the team along”; he fosters active involvement of his subordinates in all initiatives), and servant leadership (he goes beyond his own self-interests and has a genuine concern for others as well as the organization that he serves; he ensures that employees are well supported in terms of their research development and their well-being). 3. Use Fiedler’s contingency theory and House’s path-goal theory to analyze the leadership situation facing Dr. Dar at ICRISAT. What leadership style does each theory suggest? Answer: According to Fiedler’s contingency theory, the most effective style of leadership depends on the favourableness of the situation which is determined by leader-member relations, task structure, and position power. Since Dr. Dar is a new leader, he does not have a record of leader-member relations in his current position but based on his past leadership, we might suggest a leaning more towards good leader-member relations (although one could argue that leader-member relations are weak since he has not yet established good relations and given the track record of so many DGs before him). The task at hand is complex and unstructured. And although he does have a high level of position power, it is not clear if his authority is respected or accepted given the previous DGs who have come and gone. This combination of situational factors makes the situation somewhat favourable and places him in octant III (unstructured task, good leader-member relations, and strong position power) of Fiedler’s contingency theory or alternatively octant VIII (unstructured task, poor leader-member relations, and weak position power) (see Exhibit 9.2, page 314). Both situations call for task oriented leadership. According to House’s Path-Goal Theory, different types of employees and work environments require different leader behaviours. Group members’ satisfaction, effort, and acceptance of the leader will be higher when the leader’s behaviour compensates for job aspects that de-motivate or dissatisfy. In the current situation, there is a great deal of challenge and uncertainty facing employees and the future of the organization. This suggests the need for some direction and guidance from the new leader or directive leadership behaviour (with perhaps some participative behaviour). Thus, both theories suggest that direction or task orientation is required from Dr. Dar and this is in fact what we see in the case. As described in the case, he summoned the chief security officer and established a plan to clean up the Hyderabad campus and to show Team ICRISAT that he means business. He set a personal example to ensure that the campus was rid of litter and soon the departments noticed that their new DG had very clear and firm views on the importance of the organization’s image. 4. Discuss the merits of LMX theory and transactional and transformational leadership for the leadership situation facing Dr. Dar and in light of the role of the Director General. What type of leadership would be most effective and why? Answer: LMX Theory has to do with the quality of the relationship between a leader and group members. A higher quality relationship is related to more positive attitudes and behaviours. Dr. Dar needs the cooperation and assistance of the DDGs and so it is important that he develop good relationship with them and other members of the organization. Given his past leadership experience, it seems that Dr. Dar has a record of developing good working relationships with others and this will serve him well in his new position given that he needs the support and commitment of organizational members if his new strategy and vision is to revive ICRISAT. This is all the more important given the fact that the organization has had several DGs come and go in recent years and the negative atmosphere on the campus. Organizational members probably have a low level of trust towards any new DG so it is important that Dr. Dar develop high quality relationships with organizational members. The need for change is at the centre of the case as Dr. Dar needs to turn around an organization that has been floundering for some time. Therefore, he needs to be a transformational leader and he certainly has experience in this regard. Transformational leadership has to do with the provision of a new vision that instills true commitment in followers. The leader changes the beliefs and attitudes of followers to correspond with the new vision. This is something that Dr. Dar has done in the past and it is what he is dong at ICRISAT. He has a vision to improve the well-being of SAT populations through agricultural research. His transformational leadership is evident in the case when it reads: “He influenced people to go beyond their own interests for the betterment of the organization: for example, he encouraged all ICRISAT employees in contributing to the institute’s vision of attaining self-sustainability, and discouraged them from restricting themselves to their limited domains” and “Recognizing the urgent need for transformational change at ICRISAT, Dar started by mapping out a new vision, mission and research strategy for the organization.” Furthermore, as indicated in the case, his main strength was the ability to clearly articulate a vision for the future which he did in his previous leadership roles. He believed in working with others to go beyond normal standards of performance and to align their own goals with the goals of the organization. The case provides examples of how Dr. Dar exhibits all four of the transformational leadership dimensions: Intellectual stimulation (he challenges the status quo); individualized consideration (he shows concern for individuals and their needs and personal development); inspirational motivation (he creates a new vision and gets others committed to it; he created a shared vision for eradicating poverty and malnourishment in the SAT region through research in the field of agriculture); and charisma or idealized influence (he gets others to believe in his vision and to identify and internalize the values and goals). You might ask students to provide examples from the case that demonstrate each of the dimensions of transformational leadership. 5. Given the many challenges facing ICRISAT and Dr. Dar (e.g., low staff morale, poor performance and research output, and reduced funding), what type of leadership do you think is required? Consider each of the following types of leadership with respect to its potential effectiveness for dealing with each of the challenges: (a) strategic leadership, (b) initiating structure, (c) consideration, (d) participative leadership, (e) transactional leadership, (f) transformational leadership, (g) empowering leadership, (h) ethical leadership, (i) authentic leadership, and (j) servant leadership. Overall, what style of leadership would you recommend for Dr. Dar to be an effective leader? Explain your answer. Answer: First, it is worth noting the description of the DG’s responsibilities. As described in the case, the DG is responsible for fostering, sustaining, and enabling a collaborative environment that would encourage excellence in research output and solidarity in the workplace. The DG must have tact and excellent public relations in order to maintain good interpersonal relations as well as alliances and partnerships that would cultivate donors for resource mobilization and assist in disseminating research output to the end users (i.e., farmers). Given the nature of the situation facing ICRISAT – a strategy adrift (the strategic drift of the organization in recent years), its survival at stake, and the need for change – what is needed most in terms of leadership is strategic leadership (leadership that involves the ability to anticipate, envision, maintain flexibility, think strategically, and work with others to initiate changes that will create a viable future for the organization) and transformational leadership (leadership that provides followers with a new vision that instills true commitment). The very survival of ICRISAT is at stake and Dr. Dar has to convince CGIAR and the board of the importance of the institute’s existence to the future of the SAT region and its farming communities. He must also convince them to keep the ICRISAT headquarters in its current location. Thus, he needs to create a strategy and vision for the future survival and effectiveness of ICRISAT. As a result, the most important leadership required is strategic leadership and transformational leadership. This is not to say that the other styles of leadership are not also going to be needed as he must influence many others both inside and outside of ICRISAT. It is important to emphasize that the different challenges facing ICRISAT require different leadership styles and behavours. For example, with respect to organizational members, it will be important for him to provide some direction in moving forward especially given the past couple of years of difficulty and current uncertainty. He also needs to address the low morale and high rate of turnover, and negative atmosphere and this will require other styles of leadership. For example, developing high quality relationships with the DDGs and other members of the organization (high LMX) is important as well as using a participative style of leadership that includes others in making important decisions. Empowering leadership will also be helpful as well as servant leadership, both of which seem to be characteristic of his leadership style. Dr. Dar is a leader who shares power when it is called for and clearly goes beyond his own self-interests to serve those he is leading as well as those who will be affected by the organization. He influences others to go beyond their own interests for the betterment of the organization. Dr. Dar has a record of demonstrating a genuine concern to serve others and a motivation to lead. He is a good example of a servant leader. In summary, given the various and numerous challenges facing ICRISAT, the situation calls for more than just one style of leadership. To transform the organization and move it forward, strategic and transformational leadership are critical. To influence and motivate organizational members, Dr. Dar will need to provide some direction, participation, empowerment, and high LMX. And given the need to serve others, the situation also calls for servant leadership. 6. What does this case tell us about the role of leadership and its effects on people and organizations? What does it tell us about leadership behaviours, the situation, and leadership effectiveness? Explain your answer. Answer: The events in this case demonstrate the importance of leadership and its affect on people and organizations. First, it is clear that the problems and challenges facing ICRISAT are due to unstable and ineffective leadership. As indicated in the case, leadership has failed ICRISAT at all levels. Second, it is also clear that leadership is needed to address the problems and challenges facing ICRISAT if it is to survive and meet its goals and objectives. Third, the case shows that what is needed is not just any leadership (which has failed it in the past), but a certain kind of leadership. The situation facing ICRISAT calls for a strategic and transformational leader to begin the process of charting a new course and direction for ICRISAT and creating a new vision that both insiders and outsiders will believe in and be committed to pursuing. Fourth, the case demonstrates that an effective leader must be able to use various styles and approaches to leadership. Dr. Dar shows many types of leadership behaviour (e.g., strategic, transformational, participative, empowering, directive, high LMX, and servant). There is no one special style of leadership. An effective leader like Dr. Dar will need to engage in many different styles of leadership as demanded by the situation in order to be an effective leader. In summary, this case demonstrates the importance of leadership and the role it plays in organizations. In this case, leadership will be instrumental for the very survival of the organization and its future viability not to mention its ability to contribute to the elimination of poverty and hunger. FOLLOW-UP In the teaching note that accompanies this case, the author’s note that one of the first things that Dr. Dar did was to provide each employee with a clear idea of what was expected of them (this is consistent with the need for some directive leadership). The organization’s focus soon improved and various research programs were revitalized which led to ICRISAT achieving excellence in agricultural research and more research publications created between 2001 and 2009 than in the 30 years following its inception. Thus, Dr. Dar was successful in his transformation of the institute. In 2006 he developed a new vision (Vision and Strategy to 2015). Other changes include a decentralized structure that resulted in a flatter and more responsive organization. Regional hubs were empowered to make decisions (note the use of participative and empowering leadership). The result of this was improved commitment and involvement of the staff. To pursue the new vision and mission, Dr. Dar developed the concept of “TEAM ICRISAT” which focused on developing empowered teams to encourage communication at all levels and increase participation and commitment from staff members. These efforts improved morale and helped to transform the institute into a strong, optimistic and stable organization. In 2003, an external review by CGIAR acknowledged ICRISAT’s outstanding contribution to agricultural research and for its sound practices and policies. A positive external review in 2009 stated: “ICRISAT today is a thriving research institute with a unique capacity to address poverty alleviation, food security and natural resource protection in the semi-arid tropics.” Donors were so impressed with the visionary and altruistic leadership displayed by Dr. Dar that he was offered a third term as DG which is unprecedented in the history of ICRISAT. This ensures his position with the organization until at least the end of 2014. Source: Richard Ivey School of Business. Case 8B12C016 by Sunita Mehta and Surya Kant Sharma. 2012. Teaching Note: Transforming ICRISAT: The Leadership of Dr. William Dar. You can learn more about Dr. Dar at: http://www.icrisat.org/icrisat-dg-biography.htm Solution Manual for Organizational Behaviour: Understanding and Managing Life at Work Gary Johns, Alan M. Saks 9780133347500, 9780133951622
Download
Close
Close
