Leadership has been described as a process of social influence in which one person can enlist [1] the aid

and support of others in the accomplishment of a common task". Other in-depth definitions of leadership have also emerged.
Contents
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1 Theories

o o o o o

1.1 Early western history 1.2 Rise of alternative theories 1.3 Reemergence of trait theory 1.4 Attribute pattern approach 1.5 Behavioral and style theories

o o o o o

1.5.1 Positive reinforcement

1.6 Situational and contingency theories 1.7 Functional theory 1.8 Integrated psychological theory 1.9 Transactional and transformational theories 1.10 Leadermember exchange theory

o o

1.10.1 In-group members 1.10.2 Out-group members

1.11 Emotions 1.12 Neo-emergent theory

2 Styles

o o o o o o o

2.1 Engaging style 2.2 Autocratic or authoritarian style 2.3 Participative or democratic style 2.4 Laissez-faire or free-rein style 2.5 Narcissistic leadership 2.6 Toxic leadership 2.7 Task-oriented and relationship-oriented leadership

3 Performance 4 Leadership traits 5 The ontologicalphenomenological model for leadership

6 Contexts

o o o o o

6.1 Organizations 6.2 Management 6.3 Group leadership 6.4 Self-leadership 6.5 Primates

7 Historical views 8 Leadership myths

o o o o o o

8.1 Leadership is innate 8.2 Leadership is possessing power over others 8.3 Leaders are positively influential 8.4 Leaders entirely control group outcomes 8.5 All groups have a designated leader 8.6 Group members resist leaders

9 Action-oriented environments 10 Titles emphasizing authority 11 Critical thought

11.1 Varieties of individual power

12 See also

o o o

12.1 Other types and theories 12.2 Contexts 12.3 Related articles

13 References 14 Further reading 15 External links

[edit]Theories Leadership is "organizing a group of people to achieve a common goal". The leader may or may not have [2] any formal authority. Students of leadership have produced theories involving traits, situational [3] interaction, function, behavior, power, vision and values, charisma, and intelligence, among others. Somebody whom people follow: somebody who guides or directs others. [edit]Early

western history

The search for the characteristics or traits of leaders has been ongoing for centuries. History's greatest philosophical writings from Plato's Republic to Plutarch's Lives have explored the question "What qualities distinguish an individual as a leader?" Underlying this search was the

early recognition of the importance of leadership and the assumption that leadership is rooted in the characteristics that certain individuals possess. This idea that leadership is based on individual attributes is known as the "trait theory of leadership". The trait theory was explored at length in a number of works in the 19th century. Most notable are the writings of Thomas Carlyle and Francis Galton, whose works have prompted decades of [4] research. In Heroes and Hero Worship (1841), Carlyle identified the talents, skills, and physical characteristics of men who rose to power. In Galton's Hereditary Genius (1869), he examined leadership qualities in the families of powerful men. After showing that the numbers of eminent relatives dropped off when moving from first degree to second degree relatives, Galton concluded that leadership was inherited. In other words, leaders were born, not developed. Both of these notable works lent great initial support for the notion that leadership is rooted in characteristics of the leader. [edit]Rise

of alternative theories

In the late 1940s and early 1950s, however, a series of qualitative reviews of these studies (e.g., Bird, [5] [6] [7] 1940; Stogdill, 1948; Mann, 1959 ) prompted researchers to take a drastically different view of the driving forces behind leadership. In reviewing the extant literature, Stogdill and Mann found that while some traits were common across a number of studies, the overall evidence suggested that persons who are leaders in one situation may not necessarily be leaders in other situations . Subsequently, leadership was no longer characterized as an enduring individual trait, as situational approaches (see alternative leadership theories below) posited that individuals can be effective in certain situations, but not others. This approach dominated much of the leadership theory and research for the next few decades. [edit]Reemergence

of trait theory

New methods and measurements were developed after these influential reviews that would ultimately reestablish the trait theory as a viable approach to the study of leadership. For example, improvements in researchers' use of the round robin research design methodology allowed researchers to see that [8] individuals can and do emerge as leaders across a variety of situations and tasks. Additionally, during the 1980s statistical advances allowed researchers to conduct meta-analyses, in which they could quantitatively analyze and summarize the findings from a wide array of studies. This advent allowed trait theorists to create a comprehensive picture of previous leadership research rather than rely on the qualitative reviews of the past. Equipped with new methods, leadership researchers revealed the following: Individuals can and do emerge as leaders across a variety of situations and tasks. Significant relationships exist between leadership and such individual traits as: intelligence adjustment
[9] [8]

[9] [9] [10][11][12] [11][13]

extraversion

conscientiousness

openness to experience general self-efficacy

[14][15]

While the trait theory of leadership has certainly regained popularity, its reemergence has not been [16] accompanied by a corresponding increase in sophisticated conceptual frameworks. Specifically, Zaccaro (2007)
[16]

noted that trait theories still:

1. focus on a small set of individual attributes such as Big Five personality traits, to the neglect of cognitive abilities, motives, values, social skills, expertise, and problem-solving skills; 2. fail to consider patterns or integrations of multiple attributes; 3. do not distinguish between those leader attributes that are generally not malleable over time and those that are shaped by, and bound to, situational influences; 4. do not consider how stable leader attributes account for the behavioral diversity necessary for effective leadership. [edit]Attribute

pattern approach

Considering the criticisms of the trait theory outlined above, several researchers have begun to adopt a different perspective of leader individual differencesthe leader attribute pattern [15][17][18][19][20] approach. In contrast to the traditional approach, the leader attribute pattern approach is based on theorists' arguments that the influence of individual characteristics on outcomes is best understood by considering the person as an integrated totality rather than a summation of [19][21] individual variables. In other words, the leader attribute pattern approach argues that integrated constellations or combinations of individual differences may explain substantial variance in both leader emergence and leader effectiveness beyond that explained by single attributes, or by additive combinations of multiple attributes. [edit]Behavioral

and style theories

Main article: Managerial grid model In response to the early criticisms of the trait approach, theorists began to research leadership as a set of behaviors, evaluating the behavior of successful leaders, determining a behavior taxonomy, [22] and identifying broad leadership styles. David McClelland, for example, posited that leadership takes a strong personality with a well-developed positive ego. To lead, self-confidence and high self[23] esteem are useful, perhaps even essential.

A graphical representation of the managerial grid model

Kurt Lewin, Ronald Lipitt, and Ralph White developed in 1939 the seminal work on the influence of leadership styles and performance. The researchers evaluated the performance of groups of elevenyear-old boys under different types of work climate. In each, the leader exercised his influence regarding the type of group decision making, praise and criticism (feedback), and the management of the group tasks (project management) according to three styles:authoritarian, democratic, [24] and laissez-faire. The managerial grid model is also based on a behavioral theory. The model was developed by Robert Blake and Jane Mouton in 1964 and suggests five different leadership styles, based on the [25] leaders' concern for people and their concern for goal achievement. [edit]Positive reinforcement B.F. Skinner is the father of behavior modification and developed the concept of positive reinforcement. Positive reinforcement occurs when a positive stimulus is presented in response to a [26] behavior, increasing the likelihood of that behavior in the future. The following is an example of how positive reinforcement can be used in a business setting. Assume praise is a positive reinforcer for a particular employee. This employee does not show up to work on time every day. The manager of this employee decides to praise the employee for showing up on time every day the employee actually shows up to work on time. As a result, the employee comes to work on time more often because the employee likes to be praised. In this example, praise (the stimulus) is a positive reinforcer for this employee because the employee arrives at work on time (the behavior) more frequently after being praised for showing up to work on time. The use of positive reinforcement is a successful and growing technique used by leaders to motivate and attain desired behaviors from subordinates. Organizations such as Frito-Lay, 3M, Goodrich, Michigan Bell, and Emery Air Freight have all used reinforcement to increase [27] productivity. Empirical research covering the last 20 years suggests that reinforcement theory has a 17 percent increase in performance. Additionally, many reinforcement techniques such as the use of praise are inexpensive, providing higher performance for lower costs. [edit]Situational

and contingency theories

Main articles: Fiedler contingency model, VroomYetton decision model, pathgoal theory, and situational leadership theory Situational theory also appeared as a reaction to the trait theory of leadership. Social scientists argued that history was more than the result of intervention of great men as Carlyle suggested.Herbert Spencer (1884) (and Karl Marx) said that the times produce the person [28] and not the other way around. This theory assumes that different situations call for different characteristics; according to this group of theories, no single optimal psychographic profile of a leader exists. According to the theory, "what an individual actually does when acting as a leader is in [29] large part dependent upon characteristics of the situation in which he functions." Some theorists started to synthesize the trait and situational approaches. Building upon the research of Lewin et al., academics began to normalize the descriptive models of leadership climates, defining three leadership styles and identifying which situations each style works better in. The authoritarian leadership style, for example, is approved in periods of crisis but fails to win the "hearts and minds" of followers in day-to-day management; the democratic leadership style is more adequate in situations

that require consensus building; finally, the laissez-faire leadership style is appreciated for the degree of freedom it provides, but as the leaders do not "take charge", they can be perceived as a failure in [30] protracted or thorny organizational problems. Thus, theorists defined the style of leadership as contingent to the situation, which is sometimes classified as contingency theory. Four contingency leadership theories appear more prominently in recent years: Fiedler contingency model, VroomYetton decision model, the path-goal theory, and the Hersey-Blanchard situational theory. The Fiedler contingency model bases the leader's effectiveness on what Fred Fiedler called situational contingency. This results from the interaction of leadership style and situational favorability (later called situational control). The theory defined two types of leader: those who tend to accomplish the task by developing good relationships with the group (relationshiporiented), and those who have as their prime concern carrying out the task itself (task[31] oriented). According to Fiedler, there is no ideal leader. Both task-oriented and relationshiporiented leaders can be effective if their leadership orientation fits the situation. When there is a good leader-member relation, a highly structured task, and high leader position power, the situation is considered a "favorable situation". Fiedler found that task-oriented leaders are more effective in extremely favorable or unfavorable situations, whereas relationship-oriented leaders perform best in situations with intermediate favorability. Victor Vroom, in collaboration with Phillip Yetton (1973) and later with Arthur Jago [33] (1988), developed a taxonomy for describing leadership situations, which was used in a normative decision model where leadership styles were connected to situational variables, defining [34] which approach was more suitable to which situation. This approach was novel because it supported the idea that the same manager could rely on different group decision making approaches depending on the attributes of each situation. This model was later referred to as situational [35] contingency theory. The path-goal theory of leadership was developed by Robert House (1971) and was based on [36] the expectancy theory of Victor Vroom. According to House, the essence of the theory is "the meta proposition that leaders, to be effective, engage in behaviors that complement subordinates' environments and abilities in a manner that compensates for deficiencies and is instrumental to [37] subordinate satisfaction and individual and work unit performance". The theory identifies four leader behaviors, achievement-oriented, directive, participative, and supportive, that are contingent to the environment factors and follower characteristics. In contrast to the Fiedler contingency model, the path-goal model states that the four leadership behaviors are fluid, and that leaders can adopt any of the four depending on what the situation demands. The path-goal model can be classified both as a contingency theory, as it depends on the circumstances, and as a transactional leadership theory, as the theory emphasizes the reciprocity behavior between the leader and the followers. The situational leadership model proposed by Hersey and Blanchard suggests four leadership-styles and four levels of follower-development. For effectiveness, the model posits that the leadership-style must match the appropriate level of follower-development. In this model, leadership behavior becomes a function not only of the characteristics of the leader, but of the characteristics of followers [38] as well. [edit]Functional
[32]

theory

Main article: Functional leadership model

Functional leadership theory (Hackman & Walton, 1986; McGrath, 1962; Adair, 1988; Kouzes & Posner, 1995) is a particularly useful theory for addressing specific leader behaviors expected to contribute to organizational or unit effectiveness. This theory argues that the leader's main job is to see that whatever is necessary to group needs is taken care of; thus, a leader can be said to have done their job well when they have contributed to group effectiveness and cohesion (Fleishman et al., 1991; Hackman & Wageman, 2005; Hackman & Walton, 1986). While functional leadership theory has most often been applied to team leadership (Zaccaro, Rittman, & Marks, 2001), it has also been effectively applied to broader organizational leadership as well (Zaccaro, 2001). In summarizing literature on functional leadership (see Kozlowski et al. (1996), Zaccaro et al. (2001), Hackman and Walton (1986), Hackman & Wageman (2005), Morgeson (2005)), Klein, Zeigert, Knight, and Xiao (2006) observed five broad functions a leader performs when promoting organization's effectiveness. These functions include environmental monitoring, organizing subordinate activities, teaching and coaching subordinates, motivating others, and intervening actively in the group's work. A variety of leadership behaviors are expected to facilitate these functions. In initial work identifying leader behavior, Fleishman (1953) observed that subordinates perceived their supervisors' behavior in terms of two broad categories referred to as consideration and initiating structure. Consideration includes behavior involved in fostering effective relationships. Examples of such behavior would include showing concern for a subordinate or acting in a supportive manner towards others. Initiating structure involves the actions of the leader focused specifically on task accomplishment. This could include role clarification, setting performance standards, and holding subordinates accountable to those standards. [edit]Integrated

psychological theory

Main article: Three Levels of Leadership model The Integrated Psychological theory of leadership is an attempt to integrate the strengths of the older theories (i.e. traits, behavioral/styles, situational and functional) while addressing their limitations, largely by introducing a new element the need for leaders to develop their leadership presence, attitude toward others and behavioral flexibility by practicing psychological mastery. It also offers a foundation for leaders wanting to apply the philosophies of servant leadership and authentic [39] leadership. Integrated Psychological theory began to attract attention after the publication of James [40] Scoullers Three Levels of Leadership model (2011). Scouller argued that the older theories offer [41] only limited assistance in developing a persons ability to lead effectively. He pointed out, for example, that: Traits theories, which tend to reinforce the idea that leaders are born not made, might help us select leaders, but they are less useful for developing leaders. An ideal style (e.g. Blake & Moutons team style) would not suit all circumstances. Most of the situational/contingency and functional theories assume that leaders can change their behavior to meet differing circumstances or widen their behavioral range at will, when in practice many find it hard to do so because of unconscious beliefs, fears or ingrained habits. Thus, he argued, leaders need to work on their inner psychology.

None of the old theories successfully address the challenge of developing leadership presence; that certain something in leaders that commands attention, inspires people, wins their trust and makes followers want to work with them.

Scouller therefore proposed the Three Levels of Leadership model, which was later categorized as [42] an Integrated Psychological theory on the Businessballs education website. In essence, his model summarizes what leaders have to do, not only to bring leadership to their group or organization, but also to develop themselves technically and psychologically as leaders. The three levels in his model are Public, Private and Personal leadership: The first two public and private leadership are outer or behavioral levels. These are the behaviors that address what Scouller called the four dimensions of leadership. These dimensions are: (1) a shared, motivating group purpose; (2) action, progress and results; (3) collective unity or team spirit; (4) individual selection and motivation. Public leadership focuses on the 34 behaviors involved in influencing two or more people simultaneously. Private leadership covers the 14 behaviors needed to influence individuals one to one. The third personal leadership is an inner level and concerns a persons growth toward greater leadership presence, knowhow and skill. Working on ones personal leadership has three aspects: (1) Technical knowhow and skill (2) Developing the right attitude toward other people which is the basis of servant leadership (3) Psychological self-mastery the foundation for authentic leadership.

Scouller argued that self-mastery is the key to growing ones leadership presence, building trusting relationships with followers and dissolving ones limiting beliefs and habits, thereby enabling behavioral flexibility as circumstances change, while staying conne cted to ones core values (that is, while remaining authentic). To support leaders development, he introduced a new model of the [43] human psyche and outlined the principles and techniques of self-mastery. [edit]Transactional

and transformational theories

Main articles: Transactional leadership and Transformational leadership Eric Berne analysis.
[44]

first analyzed the relations between a group and its leadership in terms of transactional
[45]

The transactional leader (Burns, 1978) is given power to perform certain tasks and reward or punish for the team's performance. It gives the opportunity to the manager to lead the group and the group agrees to follow his lead to accomplish a predetermined goal in exchange for something else. Power is given to the leader to evaluate, correct, and train subordinates when productivity is not up to the desired level, and reward effectiveness when expected outcome is reached. Idiosyncrasy Credits, first posited by Edward Hollander (1971) is one example of a concept closely related to transactional leadership. [edit]Leadermember

exchange theory

Main article: Leadermember exchange theory Another theory that addresses a specific aspect of the leadership process is the leader member exchange (LMX) theory, which evolved from an earlier theory called the vertical dyad linkage (VDL) model. Both of these models focus on the interaction between leaders and individual followers.

Similar to the transactional approach, this interaction is viewed as a fair exchange whereby the leader provides certain benefits such as task guidance, advice, support, and/or significant rewards and the followers reciprocate by giving the leader respect, cooperation, commitment to the task and good performance. However, LMX recognizes that leaders and individual followers will vary in the type of [46] exchange that develops between them. LMX theorizes that the type of exchanges between the leader and specific followers can lead to the creation of in-groups and out-groups. In-group members are said to have high-quality exchanges with the leader, while out-group members have low-quality [47] exchanges with the leader. [edit]In-group members In-group members are perceived by the leader as being more experienced, competent, and willing to assume responsibility than other followers. The leader begins to rely on these individuals to help with especially challenging tasks. If the follower responds well, the leader rewards him/her with extra coaching, favorable job assignments, and developmental experiences. If the follower shows high commitment and effort followed by additional rewards, both parties develop mutual trust, influence, and support of one another. Research shows the in-group members usually receive higher performance evaluations from the leader, higher satisfaction, and faster promotions than out-group [48] members. In-group members are also likely to build stronger bonds with their leaders by sharing the same social backgrounds and interests. [edit]Out-group members Out-group members often receive less time and more distant exchanges then their in-group counterparts. With out-group members, leaders expect no more than adequate job performance, good attendance, reasonable respect, and adherence to the job description in exchange for a fair wage and standard benefits. The leader spends less time with out-group members, they have fewer developmental experiences, and the leader tends to emphasize his/her formal authority to obtain compliance to leader requests. Research shows that out-group members are less satisfied with their job and organization, receive lower performance evaluations from the leader, see thirir leader as less [49] fair, and are more likely to file grievances or leave the organization. [edit]Emotions Leadership can be perceived as a particularly emotion-laden process, with emotions entwined with [50] the social influence process. In an organization, the leader's mood has some effects on his/her [51] group. These effects can be described in three levels: 1. The mood of individual group members. Group members with leaders in a positive mood experience more positive mood than do group members with leaders in a negative mood. The leaders transmit their moods to other group members through the mechanism [51] of emotional contagion. Mood contagion may be one of the psychological mechanisms by [52] whichcharismatic leaders influence followers. 2. The affective tone of the group. Group affective tone represents the consistent or homogeneous affective reactions within a group. Group affective tone is an aggregate of the moods of the individual members of the group and refers to mood at the group level of analysis. Groups with leaders in a positive mood have a more positive affective tone than do [51] groups with leaders in a negative mood.

3. Group processes like coordination, effort expenditure, and task strategy. Public expressions of mood impact how group members think and act. When people experience and express mood, they send signals to others. Leaders signal their goals, intentions, and attitudes through their expressions of moods. For example, expressions of positive moods by leaders signal that leaders deem progress toward goals to be good. The group members respond to those signals cognitively and behaviorally in ways that are reflected in the group [51] processes. In research about client service, it was found that expressions of positive mood by the leader improve [53] the performance of the group, although in other sectors there were other findings. Beyond the leader's mood, her/his behavior is a source for employee positive and negative emotions at work. The leader creates situations and events that lead to emotional response. Certain leader behaviors displayed during interactions with their employees are the sources of these affective events. Leaders shape workplace affective events. Examples feedback giving, allocating tasks, resource distribution. Since employee behavior and productivity are directly affected by their emotional states, it is imperative to consider employee emotional responses to organizational [54] leaders. Emotional intelligence, the ability to understand and manage moods and emotions in the [53] self and others, contributes to effective leadership within organizations. [edit]Neo-emergent

theory

Main article: Functional leadership model The neo-emergent leadership theory (from the Oxford school of leadership) espouses that leadership is created through the emergence of information by the leader or other stakeholders, not through the true actions of the leader himself. In other words, the reproduction of information or stories form the basis of the perception of leadership by the majority. It is well known that the great naval hero Lord Nelson often wrote his own versions of battles he was involved in, so that when he arrived home in [citation needed] England he would receive a true hero's welcome. In modern society, the press, blogs and other sources report their own views of a leader, which may be based on reality, but may also be based on a political command, a payment, or an inherent interest of the author, media, or leader. Therefore, it can be contended that the perception of all leaders is created and in fact does not reflect their true leadership qualities at all. [edit]Styles Main article: Leadership styles A leadership style is a leader's style of providing direction, implementing plans, and motivating people. It is the result of the philosophy, personality, and experience of the leader. Rhetoric specialists have also developed models for understanding leadership (Robert Hariman, Political [55] [56] Style, Philippe-Joseph Salazar, L'Hyperpolitique. Technologies politiques De La Domination ). Different situations call for different leadership styles. In an emergency when there is little time to converge on an agreement and where a designated authority has significantly more experience or expertise than the rest of the team, an autocratic leadership style may be most effective; however, in a highly motivated and aligned team with a homogeneous level of expertise, a more democratic or laissez-faire style may be more effective. The style adopted should be the one that most effectively [57] achieves the objectives of the group while balancing the interests of its individual members.

[edit]Engaging

style

Engaging as part of leadership style has been mentioned in various literature earlier. Dr. Stephen L. Cohen, the Senior Vice President for Right Managements Leadership Development Center of Excellence, has in his article Four Key Leadership Practices for Leading in Tough Times has mentioned Engagement as the fourth Key practice. He writes, "these initiatives do for the organization is engage both leaders and employees in understanding the existing conditions and how they can collectively assist in addressing them. Reaching out to employees during difficult times to better understand their concerns and interests by openly and honestly conveying the impact of the downturn on them and their organizations can provide a solid foundation for not only engaging them [58] but retaining them when things do turn around. Engagement as the key to Collaborative Leadership is also emphasized in several original research [59] papers and programs. Becoming an agile has long been associated with Engaging leaders - rather [60] than leadership with an hands off approach. [edit]Autocratic

or authoritarian style

Under the autocratic leadership style, all decision-making powers are centralized in the leader, as with dictators. Leaders do not entertain any suggestions or initiatives from subordinates. The autocratic management has been successful as it provides strong motivation to the manager. It permits quick decision-making, as only one person decides for the whole group and keeps each decision to [57] him/herself until he/she feels it needs to be shared with the rest of the group. [edit]Participative

or democratic style

The democratic leadership style consists of the leader sharing the decision-making abilities with group members by promoting the interests of the group members and by practicing social equality. This has also been called shared leadership. [edit]Laissez-faire

or free-rein style

A person may be in a leadership position without providing leadership, leaving the group to fend for itself. Subordinates are given a free hand in deciding their own policies and methods. The subordinates are motivated to be creative and innovative. [edit]Narcissistic

leadership
[Definition missing]

Main article: Narcissistic leadership Narcissistic leadership is . It is a common leadership style. The narcissism may range from anywhere between healthy and destructive. [edit]Toxic

leadership

Main article: Toxic leader A toxic leader is someone who has responsibility over a group of people or an organization, and who abuses the leaderfollower relationship by leaving the group or organization in a worse-off condition than when he/she joined it. [edit]Task-oriented

and relationship-oriented leadership

Main article: Task-oriented and relationship-oriented leadership Task-oriented leadership is a style in which the leader is focused on the tasks that need to be performed in order to meet a certain production goal. Task-oriented leaders are generally more concerned with producing a step-by-step solution for given problem or goal, strictly making sure [61] these deadlines are met, results and reaching target outcomes. Relationship-oriented leadership is a contrasting style in which the leader is more focused on the relationships amongst the group and is generally more concerned with the overall well-being and [62] satisfaction of group members. Relationship-oriented leaders emphasize communication within the group, shows trust and confidence in group members, and shows appreciation for work done. Task-oriented leaders are typically less concerned with the idea of catering to group members, and more concerned with acquiring a certain solution to meet a production goal. For this reason, they typically are able to make sure that deadlines are met, yet their group members' well-being may [61] suffer. Relationship-oriented leaders are focused on developing the team and the relationships in it. The positives to having this kind of environment are that team members are more motivated and have support, however, the emphasis on relations as opposed to getting a job done might make [61] productivity suffer. [edit]Performance In the past, some researchers have argued that the actual influence of leaders on organizational outcomes is overrated and romanticized as a result of biased attributions about leaders (Meindl & Ehrlich, 1987). Despite these assertions, however, it is largely recognized and accepted by practitioners and researchers that leadership is important, and research supports the notion that leaders do contribute to key organizational outcomes (Day & Lord, 1988; Kaiser, Hogan, & Craig, 2008). To facilitate successful performance it is important to understand and accurately measure leadership performance. Job performance generally refers to behavior that is expected to contribute to organizational success (Campbell, 1990). Campbell identified a number of specific types of performance dimensions; leadership was one of the dimensions that he identified. There is no consistent, overall definition of leadership performance (Yukl, 2006). Many distinct conceptualizations are often lumped together under the umbrella of leadership performance, including outcomes such as leader effectiveness, leader advancement, and leader emergence (Kaiser et al., 2008). For instance, leadership performance may be used to refer to the career success of the individual leader, performance of the group or organization, or even leader emergence. Each of these measures can be considered conceptually distinct. While these aspects may be related, they are different outcomes and their inclusion should depend on the applied or research focus. [edit]Leadership

traits

Most theories in the 20th century argued that great leaders were born, not made. Current studies have indicated that leadership is much more complex and cannot be boiled down to a few key traits of an individual. Years of observation and study have indicated that one such trait or a set of traits does not make an extraordinary leader. What scholars have been able to arrive at is that leadership traits of an individual do not change from situation to situation; such traits include intelligence,

assertiveness, or physical attractiveness. However, each key trait may be applied to situations differently, depending on the circumstances. The following summarizes the main leadership traits found in research by Jon P. Howell, business professor at New Mexico State University and author of the book Snapshots of Great Leadership. Determination and drive include traits such as initiative, energy, assertiveness, perseverance, masculinity, and sometimes dominance. People with these traits often tend to wholeheartedly pursue their goals, work long hours, are ambitious, and often are very competitive with others. Cognitive capacity includes intelligence, analytical and verbal ability, behavioral flexibility, and good judgment. Individuals with these traits are able to formulate solutions to difficult problems, work well under stress or deadlines, adapt to changing situations, and create well-thought-out plans for the future. Howell provides examples of Steve Jobs and Abraham Lincoln as encompassing the traits of determination and drive as well as possessing cognitive capacity, demonstrated by their ability to [63] adapt to their continuously changing environments. Self-confidence encompasses the traits of high self-esteem, assertiveness, emotional stability, and self-assurance. Individuals that are self-confident do not doubt themselves or their abilities and decisions; they also have the ability to project this self-confidence onto others, building their trust and commitment. Integrity is demonstrated in individuals who are truthful, trustworthy, principled, consistent, dependent, loyal, and not deceptive. Leaders with integrity often share these values with their followers, as this trait is mainly an ethics issue. It is often said that these leaders keep their word and are honest and open with their cohorts. Sociability describes individuals who are friendly, extroverted, tactful, flexible, and interpersonally competent. Such a trait enables leaders to be accepted well by the public, use diplomatic measures to solve issues, as well as hold the ability to adapt their social persona to the situation at hand. According to Howell, Mother Teresa is an exceptional example that embodies integrity, assertiveness, and social abilities in her diplomatic [63] dealings with the leaders of the world. Few great leaders encompass all of the traits listed above, but many have the ability to apply a number of them to succeed as front-runners of their organization or situation. [edit]The

[63]

ontologicalphenomenological model for leadership

One of the more recent definitions of leadership comes from Werner Erhard, Michael C. Jensen, Steve Zaffron, and Kari Granger who describe leadership as an exercise in language that results in the realization of a future that wasnt going to happen anyway, which future fulfills (or contributes to fulfilling) the concerns of the relevant parties. This definition ensures that leadership is talking about the future and includes the fundamental concerns of the relevant parties. This differs from relating to the relevant parties as followers and calling up an image of a single leader with others following. Rather, a future that fulfills on the fundamental concerns of the relevant parties indicates the future that wasnt going to happen is not the idea of the leader, but rather is what emerges from [64] digging deep to find the underlying concerns of those who are impacted by the leadership. [edit]Contexts [edit]Organizations

An organization that is established as an instrument or means for achieving defined objectives has been referred to as a formal organization. Its design specifies how goals are subdivided and reflected in subdivisions of the organization. Divisions, departments, sections, positions, jobs, and tasks make up this work structure. Thus, the formal organization is expected to behave impersonally in regard to relationships with clients or with its members. According to Weber's definition, entry and subsequent advancement is by merit or seniority. Employees receive a salary and enjoy a degree of tenure that safeguards them from the arbitrary influence of superiors or of powerful clients. The higher one's position in the hierarchy, the greater one's presumed expertise in adjudicating problems that may arise in the course of the work carried out at lower levels of the organization. It is this bureaucratic structure that forms the basis for the appointment of heads or chiefs of administrative subdivisions in [65] the organization and endows them with the authority attached to their position. In contrast to the appointed head or chief of an administrative unit, a leader emerges within the context of the informal organization that underlies the formal structure. The informal organization expresses the personal objectives and goals of the individual membership. Their objectives and goals may or may not coincide with those of the formal organization. The informal organization represents an extension of the social structures that generally characterize human life the spontaneous emergence of groups and organizations as ends in themselves. In prehistoric times, humanity was preoccupied with personal security, maintenance, protection, and survival. Now humanity spends a major portion of waking hours working for organizations. The need to identify with a community that provides security, protection, maintenance, and a feeling of belonging has continued unchanged from prehistoric times. This need is met by the informal [66][67] organization and its emergent, or unofficial, leaders. Leaders emerge from within the structure of the informal organization. Their personal qualities, the demands of the situation, or a combination of these and other factors attract followers who accept their leadership within one or several overlay structures. Instead of the authority of position held by an appointed head or chief, the emergent leader wields influence or power. Influence is the ability of a person to gain co-operation from others by means of persuasion or control over rewards. Power is a stronger form of influence because it reflects a person's ability to enforce action through the control [66] of a means of punishment. A leader is a person who influences a group of people towards a specific result. It is not dependent on title or formal authority. (Elevos, paraphrased from Leaders, Bennis, and Leadership Presence, Halpern & Lubar.) Ogbonnia (2007) defines an effective leader "as an individual with the capacity to consistently succeed in a given condition and be viewed as meeting the expectations of an organization or society." Leaders are recognized by their capacity for caring for others, clear [68] communication, and a commitment to persist. An individual who is appointed to a managerial position has the right to command and enforce obedience by virtue of the authority of their position. However, she or he must possess adequate personal attributes to match this authority, because authority is only potentially available to him/her. In the absence of sufficient personal competence, a manager may be confronted by an emergent leader who can challenge her/his role in the organization and reduce it to that of a figurehead. However, only authority of position has the backing of formal sanctions. It follows that whoever wields personal influence and power can legitimize this [66] only by gaining a formal position in the hierarchy, with commensurate authority. Leadership can be

defined as one's ability to get others to willingly follow. Every organization needs leaders at every [69] level. [edit]Management Over the years the philosophical terminology of "management" and "leadership" have, in the organizational context, been used both as synonyms and with clearly differentiated meanings. Debate is fairly common about whether the use of these terms should be restricted, and generally reflects an awareness of the distinction made by Burns (1978) between "transactional" leadership (characterized by e.g. emphasis on procedures, contingent reward, management by exception) and [45] "transformational" leadership (characterized by e.g. charisma, personal relationships, creativity). [edit]Group

leadership

In contrast to individual leadership, some organizations have adopted group leadership. In this situation, more than one person provides direction to the group as a whole. Some organizations have taken this approach in hopes of increasing creativity, reducing costs, or downsizing. Others may see the traditional leadership of a boss as costing too much in team performance. In some situations, the team members best able to handle any given phase of the project become the temporary leaders. Additionally, as each team member has the opportunity to experience the elevated level of [70] empowerment, it energizes staff and feeds the cycle of success. Leaders who demonstrate persistence, tenacity, determination, and synergistic communication skills will bring out the same qualities in their groups. Good leaders use their own inner mentors to [71] energize their team and organizations and lead a team to achieve success. According to the National School Boards Association (USA):
[72]

These Group Leaderships or Leadership Teams have specific characteristics: Characteristics of a Team There must be an awareness of unity on the part of all its members. There must be interpersonal relationship. Members must have a chance to contribute, and learn from and work with others. The members must have the ability to act together toward a common goal.

Ten characteristics of well-functioning teams: Purpose: Members proudly share a sense of why the team exists and are invested in accomplishing its mission and goals. Priorities: Members know what needs to be done next, by whom, and by when to achieve team goals. Roles: Members know their roles in getting tasks done and when to allow a more skillful member to do a certain task. Decisions: Authority and decision-making lines are clearly understood. Conflict: Conflict is dealt with openly and is considered important to decision-making and personal growth. Personal traits: members feel their unique personalities are appreciated and well utilized.

Norms: Group norms for working together are set and seen as standards for every one in the groups. Effectiveness: Members find team meetings efficient and productive and look forward to this time together. Success: Members know clearly when the team has met with success and share in this equally and proudly. Training: Opportunities for feedback and updating skills are provided and taken advantage of by team members.

[edit]Self-leadership Self-leadership is a process that occurs within an individual, rather than an external act. It is an [73] expression of who we are as people. [edit]Primates Mark van Vugt and Anjana Ahuja in Naturally Selected: The Evolutionary Science of Leadership present evidence of leadership in nonhuman animals, from ants and bees to baboons and chimpanzees. They suggest that leadership has a long evolutionary history and that the same [74] mechanisms underpinning leadership in humans can be found in other social species, too. Richard Wrangham and Dale Peterson, in Demonic Males: Apes and the Origins of Human Violence, present evidence that only humans and chimpanzees, among all the animals living on Earth, share a similar tendency for a cluster of behaviors: violence, territoriality, and competition for uniting behind the one [75] chief male of the land. This position is contentious. Many animals beyond apes are territorial, compete, exhibit violence, and have a social structure controlled by a dominant male (lions, wolves, etc.), suggesting Wrangham and Peterson's evidence is not empirical. However, we must examine other species as well, including elephants (which are matriarchal and follow an alpha female), meerkats (who are likewise matriarchal), and many others. By comparison, bonobos, the second-closest species-relatives of humans, do not unite behind the chief male of the land. The bonobos show deference to an alpha or top-ranking female that, with the support of her coalition of other females, can prove as strong as the strongest male. Thus, if leadership amounts to getting the greatest number of followers, then among the bonobos, a female almost always exerts the strongest and most effective leadership. However, not all scientists agree [2] on the allegedly peaceful nature of the bonobo or its reputation as a "hippie chimp". [edit]Historical

views
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Sanskrit literature identifies ten types of leaders. Defining characteristics of the ten types of leaders [76] are explained with examples from history and mythology. Aristocratic thinkers have postulated that leadership depends on one's "blue blood" or genes. Monarchy takes an extreme view of the same idea, and may prop up its assertions against the claims of mere aristocrats by invoking divine sanction (see the divine right of kings). Contrariwise,

more democratically-inclined theorists have pointed to examples of meritocratic leaders, such as the Napoleonic marshals profiting from careers open to talent. In the autocratic/paternalistic strain of thought, traditionalists recall the role of leadership of the Roman pater familias. Feminist thinking, on the other hand, may object to such models aspatriarchal and posit against them emotionally-attuned, responsive, and consensual empathetic guidance, which is sometimes associated with matriarchies. Comparable to the Roman tradition, the views of Confucianism on "right living" relate very much to the ideal of the (male) scholar-leader and his benevolent rule, buttressed by a tradition of filial piety. Leadership is a matter of intelligence, trustworthiness, humaneness, courage, and discipline . . . Reliance on intelligence alone results in rebelliousness. Exercise of humaneness alone results in weakness. Fixation on trust results in folly. Dependence on the strength of courage results in violence. Excessive discipline and sternness in command result in cruelty. When one has all five virtues together, each appropriate to its function, then one can be a leader. Sun Tzu
[77]

In the 19th century, the elaboration of anarchist thought called the whole concept of leadership into question. (Note that the Oxford English Dictionary traces the word "leadership" in English only as far back as the 19th century.) One response to this denial of litism came with Leninism, which demanded an lite group of disciplined cadres to act as the vanguard of a socialist revolution, bringing into existence the dictatorship of the proletariat. Other historical views of leadership have addressed the seeming contrasts between secular and religious leadership. The doctrines of Caesaro-papism have recurred and had their detractors over several centuries. Christian thinking on leadership has often emphasized stewardship of divinelyprovided resourceshuman and materialand their deployment in accordance with a Divine plan. Compare servant leadership. For a more general take on leadership in politics, compare the concept of the statesperson. [edit]Leadership

myths

Leadership, although largely talked about, has been described as one of the least understood concepts across all cultures and civilizations. Over the years, many researchers have stressed the prevalence of this misunderstanding, stating that the existence of several flawed assumptions, or myths, concerning leadership often interferes with individuals conception of what leadership is all [78][79] about (Gardner, 1965; Bennis, 1975). [edit]Leadership

is innate

According to some, leadership is determined by distinctive dispositional characteristics present at birth (e.g., extraversion; intelligence; ingenuity). However, according to Forsyth (2009) there is [80] evidence to show that leadership also develops through hard work and careful observation. Thus, effective leadership can result from nature (i.e., innate talents) as well as nurture (i.e., acquired skills). [edit]Leadership

is possessing power over others

Although leadership is certainly a form of power, it is not demarcated by power over people rather, it is a power with people that exists as a reciprocal relationship between a leader and his/her [80] followers (Forsyth, 2009). Despite popular belief, the use of manipulation, coercion, and domination to influence others is not a requirement for leadership. In actuality, individuals who seek group consent and strive to act in the best interests of others can also become effective leaders (e.g., class president; court judge). [edit]Leaders

are positively influential

The validity of the assertion that groups flourish when guided by effective leaders can be illustrated using several examples. For instance, according to Baumeister et al. (1988), the bystander effect (failure to respond or offer assistance) that tends to develop within groups faced with an [81] emergency is significantly reduced in groups guided by a leader. Moreover, it has been [82] [83] [84] documented that group performance, creativity, and efficiency all tend to climb in businesses with designated managers or CEOs. However, the difference leaders make is not always positive in nature. Leaders sometimes focus on fulfilling their own agendas at the expense of others, including his/her own followers (e.g., Pol Pot; Josef Stalin). Leaders who focus on personal gain by employing stringent and manipulative leadership styles often make a difference, but usually do so through [85] negative means. [edit]Leaders

entirely control group outcomes

In Western cultures it is generally assumed that group leaders make all the difference when it comes to group influence and overall goal-attainment. Although common, this romanticized view of leadership (i.e., the tendency to overestimate the degree of control leaders have over their groups and their groups outcomes) ignores the existence of many other factors that influence group [86] dynamics. For example, group cohesion, communication patterns among members, individual personality traits, group context, the nature or orientation of the work, as well as behavioral normsand established standards influence group functionality in varying capacities. For this reason, it is unwarranted to assume that all leaders are in complete control of their groups' achievements. [edit]All

groups have a designated leader

Despite preconceived notions, not all groups need have a designated leader. Groups that are [87][88] [89] primarily composed of women, are limited in size, are free from stressful decision-making, or only exist for a short period of time (e.g., student work groups; pub quiz/trivia teams) often undergo a diffusion of responsibility, where leadership tasks and roles are shared amongst members (Schmid Mast, 2002; Berdahl & Anderson, 2007; Guastello, 2007). [edit]Group

members resist leaders

Although research has indicated that group members dependence on group leaders can lead to [80] reduced self-reliance and overall group strength, most people actually prefer to be led than to be [90] without a leader (Berkowitz, 1953). This "need for a leader" becomes especially strong in troubled groups that are experiencing some sort of conflict. Group members tend to be more contented and productive when they have a leader to guide them. Although individuals filling leadership roles can be a direct source of resentment for followers, most people appreciate the contributions that leaders [91] make to their groups and consequently welcome the guidance of a leader (Stewart & Manz, 1995). [edit]Action-oriented

environments

This section does not cite any references or sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. (September 2009) One approach to team leadership examines action-oriented environments, where effective functional leadership is required to achieve critical or reactive tasks by small teams deployed into the field. In other words, there is leadership of small groups often created to respond to a situation or critical incident. In most cases these teams are tasked to operate in remote and changeable environments with limited support or backup (action environments). Leadership of people in these environments requires a different set of skills to that of front line management. These leaders must effectively operate remotely and negotiate the needs of the individual, team, and task within a changeable environment. This has been termed action oriented leadership. Some examples of demonstrations of action oriented leadership include extinguishing a rural fire, locating a missing person, leading a team on an outdoor expedition, or rescuing a person from a potentially hazardous environment. [edit]Titles

emphasizing authority
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At certain stages in their development, the hierarchies of social ranks implied different degrees or ranks of leadership in society. Thus a knight led fewer men in general than did a duke; a baronetmight in theory control less land than an earl. See peerage for a systematization of this hierarchy, and order of precedence for links to various systems. In the course of the 18th to 20th centuries, several political operators took non-traditional paths to become dominant in their societies. They or their systems often expressed a belief in strong individual leadership, but existing titles and labels ("King", "Emperor", "President", and so on) often seemed inappropriate, insufficient, or downright inaccurate in some circumstances. The formal or informal titles or descriptions they or their subordinates employ express and foster a general veneration for leadership of the inspired and autocratic variety. The definite article when used as part of the title (in languages that use definite articles) emphasizes the existence of a sole "true" leader. [edit]Critical

thought
[92] [93]

Noam Chomsky and others have brought critical thinking to the very concept of leadership and have provided an analysis that asserts that people abrogate their responsibility to think and will actions for themselves. While the conventional view of leadership is rather satisfying to people who "want to be told what to do", these critics say that one should question why they are being subjected to a will or intellect other than their own if the leader is not a Subject Matter Expert (SME).

The fundamentally anti-democratic nature of the leadership principle is challenged by the introduction of concepts such as autogestion, employeeship, common civic virtue, etc., which stress individual responsibility and/or group authority in the work place and elsewhere by focusing on the skills and attitudes that a person needs in general rather than separating out leadership as the basis of a special class of individuals. Similarly, various historical calamities are attributed to a misplaced reliance on the principle of leadership. [edit]Varieties

of individual power

Main article: Power (social and political) According to Patrick J. Montana and Bruce H. Charnov, the ability to attain these unique powers is what enables leadership to influence subordinates and peers by controlling organizational resources. The successful leader effectively uses these powers to influence employees, and it is important for leaders to understand the uses of power to strengthen their leadership. The authors distinguish the following types of organizational power: Legitimate Power refers to the different types of professional positions within an organization structure that inherit such power (e.g. Manager, Vice President, Director, Supervisor, etc.). These levels of power correspond to the hierarchical executive levels within the organization itself. The higher positions, such as president of the company, have higher power than the rest of the professional positions in the hierarchical executive levels. Reward Power is the power given to managers that attain administrative power over a range of rewards (such as raises and promotions). Employees who work for managers desire the reward from the manager and will be influenced by receiving it as a result of work performance. Coercive Power is the manager's ability to punish an employee. Punishment can be mild, such as a suspension, or serious, such as termination. Expert Power is attained by the manager due to his or her own talents such as skills, knowledge, abilities, or previous experience. A manager who has this power within the organization may be a very valuable and important manager in the company. Charisma Power: a manager who has charisma will have a positive influence on workers, and create the opportunity for interpersonal influence. Referent Power is a power that is gained by association. A person who has power by association is often referred to as an assistant or deputy. Information Power is gained by a person who has possession of important information at an [94] important time when such information is needed to organizational functioning.

http://en.wikipedia.org/wiki/Leadership

Three Levels of Leadership model

From Wikipedia, the free encyclopedia

The Three Levels of Leadership is a modern (2011) leadership model. Designed as a practical tool for developing a persons leadership presence, knowhow and skill, it summarizes what leaders have to do, not only to bring leadership to their group or organization, but also to develop themselves technically and psychologically as leaders. The Three Levels of Leadership model is notable for its attempt to combine the strengths of older leadership theories (i.e. traits, behavioral/styles, situational, functional) while addressing their limitations and, at the same time, offering a foundation for leaders wanting to apply the philosophies of servant leadership and authentic leadership.[1] It was introduced in a 2011 book, The Three Levels of Leadership: How to Develop Your Leadership Presence, Knowhow and Skill, by James Scouller.[2] In Wikipedia and elsewhere it has been classified as an "Integrated Psychological" theory of leadership. It is sometimes known as the 3P model of leadership (the three Ps standing for Public, Private and Personal leadership).
Contents
[hide]

1 Limitations of older leadership theories 2 Overview of three levels of leadership model 3 Public leadership 4 Private leadership 5 Personal leadership 6 Leadership presence 7 How the three levels model addresses older theories limitations 8 Link with authentic leadership and servant leadership 9 Shared leadership 10 Criticism 11 See also 12 References

[edit]Limitations

of older leadership theories

In reviewing the older leadership theories, Scouller highlighted certain limitations in relation to the development of a leaders skill and effectiveness:[3]

Traits theory: As Stogdill (1948)[4] and Buchanan & Huczynski (1997) had previously pointed out, this approach has failed to develop a universally agreed list of leadership qualities and succes sful leaders seem to defy classification from the traits perspective.[5] Moreover, because traits theory gave rise to the idea that leaders are born not made, its approach is better suited to selecting leaders than developing them.

Behavioral styles theory: Blake and Mouton, in their managerial grid model, proposed five leadership styles based on two axes concern for the task versus concern for people. They suggested that the ideal is the "team style", which balances concern for the task with concern for people. Scouller (2011) argued that this ideal approach may not suit all circumstances; for example, emergencies or turnarounds.

Situational/contingency theories: Most of these (e.g. Hersey & Blanchards Situational leadership theory, Houses Path-goal theory, Tannenbaum & Schmidts leadership continuum) assume that leaders can change their behavior at will to meet differing circumstances, when in practice many find it hard to do so even after training because of unconscious fixed beliefs, fears or ingrained habits. For this reason, leaders need to work on their underlying psychology if they are to attain the flexibility to apply these theories (Scouller, 2011).

Functional theories: Widely-used approaches like Kouzes & Posners Five Leadership Practices model and Adairs Action-Centered Leadership theory assume that once the leader understands and has been trained in the required leadership behaviors, he or she will apply them as needed, regardless of their personality. However, as with the situational theories, Scouller noted that many cannot do so because of hidden beliefs and old habits so again he argued that most leaders may need to master their inner psychology if they are to adopt unfamiliar behaviors at will.

Leadership presence: The best leaders usually have something beyond their behavior something distinctive that commands attention, wins people's trust and enables them to lead successfully, which is often called "leadership presence (Scouller, 2011). This is possibly why the traits approach became researchers original line of investigation into the sources of a leaders effectiveness. However, that something that presence varies from person to person and research has shown it is hard to define in terms of common personality characteristics, so the traits approach failed to capture the elusive phenomenon of presence. The other leading leadership theories do not address the nature and development of presence.

Three Levels of Leadership model

[edit]Overview

of three levels of leadership model

The model is intended as a practical tool for developing leaders leadership presence, knowhow and skill. It summarizes what leaders have to do, not only to bring leadership to their group or organization, but also to develop themselves technically and psychologically as leaders. The three levels referred to in the models name are Public, Private and Personal leadership. The model is usually presented in diagram form as three concentric circles and four outwardly-directed arrows, with personal leadership in the center.

The first two levels public and private leadership are outer or behavioral levels. Scouller distinguished between the behaviors involved in influencing two or more people simultaneously (what he called public leadership) from the behavior needed to select and influence individuals one to one (which he called private leadership). He listed 34 distinct public leadership behaviors and a further 14 private leadership behaviors.

The third level personal leadership is an inner level and concerns a persons leadership presence, knowhow, skills, beliefs, emotions and unconscious habits. "At its heart is the leaders self-awareness, his progress toward self-mastery and technical competence, and his sense of connection with those around him. It's the inner core, the source, of a leaders outer leadership effectiveness. (Scouller, 2011).

The idea is that if leaders want to be effective they must work on all three levels in parallel. The two outer levels public and private leadership are what the leader must do behaviorally with individuals or groups to address the four dimensions of leadership (Scouller 2011). These are: 1. A shared, motivating group purpose or vision. 2. Action, progress and results. 3. Collective unity or team spirit.

4. Individual selection and motivation. The inner level personal leadership refers to what leaders should do to grow their leadership presence, knowhow and skill. It has three aspects: 1. Developing ones technical knowhow and skill. 2. Cultivating the right attitude toward other people. 3. Working on psychological self-mastery. Scouller argued that self-mastery is the key to growing ones leadership presence, building trusting relationships with followers and enabling behavioral flexibility as circumstances change, while staying connected to ones core values (that is, while remaining authentic). To support leaders development, he introduced a new model of the human psyche and outlined the principles and techniques of self-mastery (Scouller 2011).[6] The assumption in this model is that personal leadership is the most powerful of the three levels. Scouller likened its effect to dropping a pebble in a pond and seeing the ripples spreading out from the center hence the four arrows pointing outward in the diagram. "The pebble represents inner, personal leadership and the ripples the two outer levels. Helpful inner change and growth will affect outer leadership positively. Negative inner change will cause the opposite. (Scouller, 2011).

[edit]Public

leadership

Public leadership refers to the actions or behaviors that leaders take to influence two or more people simultaneously perhaps in a meeting or when addressing a large group. Public leadership is directed towards (1) setting and agreeing a motivating vision or future for the group or organization to ensure unity of purpose; (2) creating positive peer pressure towards shared, high performance standards and an atmosphere of trust and team spirit; and (3) driving successful collective action and results. Public leadership therefore serves the first three dimensions of leadership mentioned in the overview section. There are 34 distinct public leadership behaviors (Scouller, 2011), which break out as follows:

Setting the vision, staying focused: 4 behaviors. Organizing, planning, giving power to others: 2 behaviors. Ideation, problem-solving, decision-making: 10 behaviors. Executing: 6 behaviors. Group building and maintenance: 12 behaviors.

Leaders need to balance their time between the 22 vision/planning/thinking/execution behaviors and the 12 group building/maintenance behaviors.

According to the Three Levels of Leadership model, the key to widening one's repertoire of public leadership behaviors (and the skill with which they are performed) is attention to personal leadership.

[edit]Private

leadership

Private leadership concerns the leaders one-to-one handling of individuals (which is the fourth of Scoullers four dimensions of leadership). Although leadership involves creating a sense of group unity, groups are composed of individuals and they vary in their ambitions, confidence, experience and psychological make-up. Therefore they have to be treated as individuals hence the importance of personal leadership. There are 14 private leadership behaviors (Scouller, 2011):

Individual purpose and task (e.g. appraising, selecting, disciplining): 5 behaviors. Individual building and maintenance (e.g. recognizing rising talent): 9 behaviors.

Some people experience the powerful conversations demanded by private leadership (e.g. performance appraisals) as uncomfortable. Consequently, leaders may avoid some of the private leadership behaviors (Scouller, 2011), which reduces their leadership effectiveness. Scouller argued that the intimacy of private leadership leads to avoidance behavior either because of a lack of skill or because of negative self-image beliefs that give rise to powerful fears of what may happen in such encounters. This is why personal leadership is so important in improving a leaders one-to-one skill and reducing his or her interpersonal fears.

[edit]Personal

leadership

Personal leadership addresses the leaders technical, psychological and moral development and its impact on his or her leadership presence, skill and behavior. It is, essentially, the key to making the theory of the two outer behavioral levels practical. Scouller went further in suggesting (in the preface of his book, The Three Levels of Leadership), that personal leadership is the answer to what Jim Collins called "the inner development of a person to level 5 leadership" in the book Good to Great something that Collins admitted he was unable to explain.[7] Personal leadership has three elements: (1) technical knowhow and skill; (2) the right attitude towards other people; and (3) psychological self-mastery. The first element, Technical Knowhow and Skill, is about knowing one's technical weaknesses and taking action to update ones knowledge and skills. Scouller (2011) suggested that there are three areas of knowhow that all leaders should learn: time management, individual psychology and group psychology. He also described the six sets of skills that underlie the public and private leadership behaviors: (1) group problemsolving and planning; (2) group decision-making; (3) interpersonal ability, which has a strong overlap with emotional intelligence (4) managing group process; (5) assertiveness; (6) goal-setting.

The second element, Attitude Toward Others, is about developing the right attitude toward colleagues in order to maintain the leaders relationships throughout the group's journey to its shared vision or goal. The right attitude is to believe that other people are as important as oneself and see leadership as an act of service (Scouller, 2011). Although there is a moral aspect to this, there is also a practical side for a leaders attitude and behavior toward others will largely influence how much they respect and trust that person and want to work with him or her. Scouller outlined the five parts of the right attitude toward others: (1) interdependence (2) appreciation (3) caring (4) service (5) balance. The two keys, he suggested, to developing these five aspects are to ensure that:

There is a demanding, distinctive, shared vision that everyone in the group cares about and wants to achieve.

The leader works on self-mastery to reduce self-esteem issues that make it hard to connect with, appreciate and adopt an attitude of service towards colleagues.

The third element of personal leadership is Self-Mastery. It emphasizes self-awareness and flexible command of one's mind, which allows the leader to let go of previously unconscious limiting beliefs and their associated defensive habits (like avoiding powerful conversations, e.g. appraisal discussions). It also enables leaders to connect more strongly with their values, let their leadership presence flow and act authentically in serving those they lead. Because self-mastery is a psychological process, Scouller proposed a new model of the human psyche to support its practice. In addition, he outlined the principles of and obstacles to personal change and proposed six self-mastery techniques, which include mindfulness meditation.

[edit]Leadership

presence

The importance and development of leadership presence is a central feature of the Three Levels of Leadership model. Scouller suggested that it takes more than the right knowhow, skills and behaviors to lead well that it also demands "presence". Presence has been summed up in this way: What is presence? At its root, it is wholeness the rare but attainable inner alignment of self-identity, purpose and feelings that eventually leads to freedom from fear. It reveals itself as the magnetic, radiating effect you have on others when you're being the authentic you, giving them your full respect and attention, speaking honestly and letting your unique character traits flow. As leaders, we must be technically competent to gain others respect, but it's our unique genuine presence that inspires people and prompts them to trust us in short, to want us as their leader."(Scouller, 2011.)[8] In the Three Levels of Leadership model, "presence" is not the same as charisma. Scouller argued that leaders can be charismatic by relying on a job title, fame, skillful acting or by the projection of an aura of specialness by followers whereas presence is something deeper, more authentic, more fundamental and

more powerful and does not depend on social status. He contrasted the mental and moral resilience of a person with real presence with the susceptibility to pressure and immoral actions of someone whose charisma rests only on acting skills (and the power their followers give them), not their true inner qualities. Scouller also suggested that each person's authentic presence is unique and outlined seven qualities of presence: (1) personal power command over ones thoughts, feelings and actions; (2) high, real self -esteem; (3) the drive to be more, to learn, to grow; (4) a balance of an energetic sense of purpose with a concern for the service of others and respect for their free will; (5) intuition; (6) being in the now; (7) inner peace of mind and a sense of fulfillment.[9] Presence, according to this model, is developed by practicing personal leadership.

[edit]How

the three levels model addresses older theories limitations

The section at the start of this page discussed the older theories potential limitations. The table below explain s how the Three Levels of Leadership model tries to address them.[10]

Theory

Limitations

How three levels model addresses them

Researchers do not agree on a common list of traits, which undermines the idea that a leaders effectiveness can be traced back to Traits specific character qualities. Even if they could agree, this theory does not help to develop leaders (although it would help in selecting them).

The Three Levels of Leadership model accepts the premise that the best leaders have something about them (leadership presence) that causes followers to see them as credible, inspirational and trustworthy. However, it presupposes that presence is unique to each person and cannot be pinned down to a shortlist of common character traits (which seems to fit the evidence from research). The Three Levels models solution to a means of developing ones unique leadership presence is the practice of personal leadership, especially selfmastery.

Behavioral/styles

Proposes one ideal style that may not be best in all circumstances. Ignores leadership presence.

The Three Levels of Leadership model does not disagree with Blake & Moutons ideal of balancing concern for task with concern for people, but it also allows for changing the emphasis if the situation requires it.

Leadership presence is an integral part of the Three Levels model.

Assumes everyone can change their behavior at will to suit different situations or followers, but

The Three Levels of Leadership model supports the idea of behavioral flexibility as circumstances demand, but rests on the idea that the key to achieving it is to go beyond behavioral training and also work on ones inner psychology (that is, ones limiting beliefs and emotions) as this controls our tendency to cling to rigid, defensive behaviors.

Situational/contingency

many cannot. Ignores peoples controlling psychology. Ignores leadership presence.

Leadership presence is a central feature of the Three Levels model. In some respects, the Three Levels of Leadership model is like the older functional models in that it

Assumes that all leaders can adopt the required behaviors after behavioral

concentrates on what leaders have to do in their role in order to provide leadership. However, it does not focus solely on interpersonal behavior; it also addresses what leaders can do to develop themselves technically and psychologically. This allows them to translate functional theory into practice by freeing themselves from old, rigid, fearbased mindsets, enabling them to flex and extend their behavioral range at will. Leadership presence is a central feature of the Three Levels model.

Functional

training, but many cannot. Ignores peoples controlling psychology. Ignores leadership presence.

[edit]Link

with authentic leadership and servant leadership

True leadership presence is, as Scouller defines it, synonymous with authenticity (being genuine and expressing ones highest values) and an attitude of service towards those being led. So in proposing self mastery and cultivation of the right attitude toward others as a method of developing leadership presence, his model offers a how to counterpart to the ideas of authentic leadership and servant leadership.

[edit]Shared

leadership

Most traditional theories of leadership explicitly or implicitly promote the idea of the leader as the admired hero the person with all the answers that people want to follow. The Three Levels of Leadership model shifts away

from this view. It does not reject the possibility of an impressive heroic leader, but it promotes the idea that this is only one way of leading (and, indeed, following) and that shared leadership is more realistic. This view stems from Scouller's position that leadership is a process, "a series of choices and actions around defining and achieving a goal". Therefore, in his view, "leadership is a practical challenge that's bigger than the leader." He pointed out the danger of confusing "leadership" with the role of "leader". As other authors such as John Adair have pointed out, leadership does not have to rely on one person because anyone in a group can exert leadership. Scouller went further to suggest that "not only can others exert leadership; they must exert it at times if a group is to be successful." In other words, he believed that shared rather than solo leadership is not an idealistic aspiration; it is a matter of practicality. He suggested three reasons for this:[11] 1. The sheer number of different behaviors required of leaders means they are unlikely to be equally proficient at all of them, so it is sensible for them to draw on their colleagues strengths (that is, to allow them to lead at times). 2. It is foolish to make one person responsible for all of the many leadership behaviors as it is likely to overburden them and frustrate any colleagues who are willing and able to lead indeed, more able to lead in certain circumstances. 3. Shared leadership means that more people are involved in the group's big decisions and this promotes joint accountability which, as Katzenbach & Smith found in their research, is a distinct feature of highperformance teams.[12] Now, potentially, this leaves the leader's role unclear after all, if anyone in a group can lead, what is the distinct purpose of the leader? Scouller said this of the leader's role: "The purpose of a leader is to make sure there is leadership to ensure that all four dimensions of leadership are [being addressed]. The four dimensions being: (1) a shared, motivating group purpose or vision (2) action, progress and results (3) collective unity or team spirit (4) attention to individuals. For example, the leader has to ensure that there is a motivating vision or goal, but that does not mean he or she has to supply the vision on their own. That is certainly one way of leading, but it is not the only way; another way is to co-create the vision with one's colleagues. This means that the leader does not always have to lead from the front or have all the answers; he or she can delegate, or share, part of the responsibility for leadership. However, the final responsibility for making sure that all four dimensions are covered still rests with the leader. So although leaders can let someone else lead in a particular situation, they cannot let go of responsibility to make sure there is leadership; so when the situation changes the leader must decide whether to take charge personally or pass situational responsibility to someone else.

[edit]Criticism

One criticism of the Three Levels of Leadership model has been that it may be difficult for some leaders to use it as a guide to self-development without the assistance of a professional coach or psychotherapist at some point as many of its ideas around self-mastery are deeply psychological.[13]

[edit]See

also

Leadership Servant Leadership Trait Leadership Situational leadership Managerial grid model Transformational leadership

[edit]References

1.

^ "Businessballs information website: Leadership Theories Page, Integrated Psychological Approach section. At the end of the Integrated Psychological section it comments on the connection between the Three Levels model, authentic leadership and servant leadership". Businessballs.com. 2012-02-24. Retrieved 2012-08-03.

2.

^ Scouller, J. (2011). The Three Levels of Leadership: How to Develop Your Leadership Presence, Knowhow and Skill. Cirencester: Management Books 2000., ISBN 9781852526818

3.

^ Scouller, J. (2011), pp. 34-35. Also see the "Businessballs information website: Leadership Theories Page, Integrated Psychological Approach section, Analysis of Traditio nal Models of Leadership Strengths and Weaknesses". Businessballs.com. 2012-02-24. Retrieved 2012-08-03.

4.

^ Stogdill, R.M. (1948). Personal Factors Associated with Leadership: a Survey of the Literature. Journal of Psychology, Vol. 25.

5.

^ Buchanan, D. & Huczynski, A. (1997). Organizational Behaviour (third edition), p.601. London: Prentice Hall.

6. 7.

^ Scouller, J. (2011), pp. 137-237. ^ Collins, J. (2001) pp. 37-38. Good to Great: Why Some Companies Make the Leap and Others Dont. New York. HarperCollins. ISBN 0712676090

8. 9.

^ Scouller, J. (2011), p.47. ^ Scouller, J. (2011), pp. 67-75.

10. ^ "Businessballs information website: Leadership Theories Page, Integrated Psychological Approach section see Scoullers 3P integration/extension of existing leadership models table" . Businessballs.com. 2012-02-24. Retrieved 2012-08-03.

11. ^ Scouller, J. (2011), p.26. 12. ^ Katzenbach, J. & Smith, D. (1993). The Wisdom of Teams. New York: HarperCollins. ISBN 0875843670 13. ^ Rob MacLachlan (2011-08-30). "Review in People Management magazine by Rob MacLachlan, 30 August 2011". Peoplemanagement.co.uk. Retrieved 2012-08-03.

http://en.wikipedia.org/wiki/Three_Levels_of_Leadership_model