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Leadership and Professional Development

Leadership and Professional Development. Overall Module Objectives. At the end of this module the student will be able to:

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Leadership and Professional Development

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  1. Leadership and Professional Development DBA leadership lectures ch

  2. Overall Module Objectives • At the end of this module the student will be able to: • L1. Demonstrate reflective engagement with practice in relation own leadership and professional development, resulting in autonomy in the planning and management of their own learning. • L2. Identify and justify their leadership and professional learning requirements and plan a personal programme of study, taking a high level of responsibility for themselves. • L3. Generate and synthesise cogent arguments underpinned by a high level of theoretical knowledge and understanding within the area of business leadership • L4. Utilise professional learning through practitioner research and critical reflective enquiry to influence own and colleagues’ practices and thinking, building on career experiences and prior academic study. DBA leadership lectures ch

  3. Module Assessment 1 DBA leadership lectures ch

  4. Module Assessment 2 • A critical reflective evaluation (circa 4,000 words) of one of the main leadership theories/frameworks. In so doing, students are expected to demonstrate understanding of a substantial body of academic and professional knowledge. In particular, critical engagement with the key areas of research philosophy and methods which underpin the leadership theory selected is required. DBA leadership lectures ch

  5. Effective leaders • Warren Bennis :  "Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential." • “Know thyself” The Oracle at Delphi • “The unexamined life is not worth living” Plato DBA leadership lectures ch

  6. On Leadership – Our Objectives are to • Learn more about concept of Leadership • Better understand various approaches to Leadership • Define leadership and contrast leadership and management • Begin to get you to think about your own leadership potential and about developing your own skills to become an effective leader DBA leadership lectures ch

  7. So • As well as knowing your strengths, leaders know their allowable weaknesses • What are your allowable weaknesses? • What type of leader are you? • From the following list please select the two ‘types’ of leaders that you have come across. Do any of the categories apply to you? DBA leadership lectures ch

  8. BAD LEADERS DBA leadership lectures ch

  9. What we know about leadership • Leadership is characteristic of all organized human groups (Bass, 1990 - The Bass Handbook of Leadership) • Military • Religious • Nations, countries, and states • Education • Business DBA leadership lectures ch

  10. We Know Little “Leadership is one of the most observed, yet least understood phenomena on earth” (Burns, 1978 - Leadership) • “The academic tradition is a collection of dependable empirical nuggets, but it is also a collection of decontextualized facts that do not add up to a persuasive account of leadership” (Hogan & Kaiser, 2005 - What we know about leadership. Review of General Psychology.) DBA leadership lectures ch

  11. We Know Very Little! “Despite an immense amount of research, managers and researchers still know virtually nothing about the essence of leadership, about why some people follow and others lead. Leadership remains a mysterious chemistry; catchall words such as charisma proclaim our ignorance.” Mintzberg on Management: inside our Strange World of Organizations, Henry Mintzberg, 1989 DBA leadership lectures ch

  12. So, who do you think is a good leader? • Imagine you are at a job interview • You are asked to name someone you regard to be a great leader • Who do you name? DBA leadership lectures ch

  13. Defining LeadershipOpeningActivity • Take five minutes and write your own definition of leadership in not more than 20 words • Compare and contrast your definition with another one of your classmates • Commonalities • Keywords • Issues DBA leadership lectures ch

  14. What Is Leadership? • Peter Drucker : "The only definition of a leader is someone who has followers." • Warren Bennis :  "Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential." • Yukl (2002), suggests that most definitions of leadership “reflect the assumption that it involves a process whereby intentional influence is exerted by one person over other people to guide, structure, facilitate activities and relationships in a group or organization” (p. 2). The important word in Yukl’s definition is “influence.” DBA leadership lectures ch

  15. Management V Leadership • Imagine you are still at the job interview • You are asked to define the difference between management and leadership • What do you say? DBA leadership lectures ch

  16. What Is Leadership? • Robbins (2005) offers this suggestion and draws this distinction • Leadership -the ability to influence a group toward the achievement of goals • Management -use of authority inherent in designated formal rank to obtain compliance from organizational members DBA leadership lectures ch

  17. Leadership & Management • This distinction is often made in the literature • One of the most influential writers of recent times Kotter (1997, 1999)defines the essence of leadership as “coping with change,” and management as “coping with complexity.” • Management activities include planning and budgeting, organizing and staffing, and controlling and problem-solving • In contrast, Kotter describes the key leadership activities as setting a direction, aligning people (with the direction), and motivating and inspiring DBA leadership lectures ch

  18. Leadership Issues: Leadership v Management • Not everyone who is a manager will necessarily be a leader and vice versa • To some extent these two terms are interchangeable but there are differences • Different characteristics, focus, use of skills and different styles DBA leadership lectures ch

  19. Managers Skills • Plan and budget • Organise staff • Control and solve problems Focus • Physical resources (people and materials) Style • ‘Do things right’ DBA leadership lectures ch

  20. Leaders Skills • Set direction • Ensure skills, resources and motivation are present Focus • Emotional resources (trust, respect, enthusiasm) – see Goleman on EI Style • ‘Do the right things’ DBA leadership lectures ch

  21. Leadership v ManagementHowever • Is leadership now increasingly needed by all managers? • Set direction • Dealing with conflicting demands and ambiguity (decision making and interpretation of messages from above) … • Ensure skills, resources and motivation are present • More educated and diverse workforce • Emotional resources (trust, respect, enthusiasm) • Using emotional support to counter resistance to Change (insecurity in workplace) DBA leadership lectures ch

  22. Leadership & Management Kotter Management Activities Leadership Activities “Produces order and consistency” “Produces change and movement” • Planning & Budgeting • Organizing & Staffing • Controlling & Problem Solving • Establishing direction • Aligning people • Motivating / Inspiring Major activities of management & leadership are played out differently; BUT, both are essential for an organization to prosper. DBA leadership lectures ch

  23. Leadership Theory & Research • Long history of leadership theory and research spanning more than a century (Avolio et al., 2009: The Leadership Quarterly) • In their meta review of leadership research, Dinh et al. (2014: The Leadership Quarterly) identify 66 different leadership theory domains DBA leadership lectures ch

  24. So, Therefore • What matters most is not which leadership theory or model is “correct” (which is unlikely ever to be settled!) • But, which perspective will help us understand this complexities of leadership, and • Enable individuals to develop their own leadership capability DBA leadership lectures ch

  25. Some Leadership Perspectives • Trait • Behavioural • Skills • Contingency • Leader-Member Exchange Theory • Servant Leadership Theory DBA leadership lectures ch

  26. Some Leadership Perspectives • Distributed Leadership • Entrepreneurial Leadership • Transformational/Charismatic Leadership DBA leadership lectures ch

  27. Traits Perspectives of Leadership • Can be traced back to Thomas Carlyle’s concept of ‘The Great Man’ • "History is nothing but the biography of the Great Man“ (Carlyle, Heroes and hero worship:1841) • Perspectives that consider personality, social, physical, or intellectual traits to differentiate leaders from non-leaders • Desired traits include (Stogdill, 1948): • Intelligence; understanding others needs; clear role perception; initiative and persistence; self-assurance / confidence, desire to lead DBA leadership lectures ch

  28. Trait Shortcomings • No agreement on a ‘universal’ set of leadership traits: • Possession of some traits and skills may increase the likelihood that a leader will be effective • But they do not guarantee effectiveness • A leader with certain traits could be effective in one situation but ineffective in a different situation • Practicalities: • Traits too ill-defined to be useful in practice • Denied promotion if felt (subjectivity) to lack key traits • Many successful leaders have ‘undesirable traits’ DBA leadership lectures ch

  29. Trait Shortcomings • Although not supported by research, management literature continues to advance sets of leadership traits and behaviours • Trait making a comeback? • Key attributes of the modern version of the model leader include the ability to frame and communicate a grand and strategic vision, empower others and foster collaboration and teams, recognize and reward individual and team accomplishments, and motivate and influence (Hitt 1993, Kouzes and Posner 1995, Covey 1996) • Recently much interest in leaders exhibiting Emotional Intelligence (Goleman, 1999) - extent to which a person is attuned to his or her feelings and the feelings of others DBA leadership lectures ch

  30. Behavioural Perspectives of Leadership • This approach proposes that specific behaviors differentiate leaders from non-leaders • Behavioural theory - leadership is a skill set and can be taught to anyone, so we must identify the proper behaviors to teach potential leaders • Simply put: - Trait theory Leaders are born, not made. • Behavioural theory:Leadership behaviours can be taught DBA leadership lectures ch

  31. The Michigan and Ohio Studies. • In the 1940’s two independent studies were carried out by the University of Michigan, and Ohio State University. The results were similar. Michigan found leadership behaviour varied from Job centred to employee centred, Ohio called the end points Initiating Structure behaviour and Consideration behaviour. • Managers that were job centred were very directive, watch subordinates closely, and use formal communication patterns. • Employee centred managers create group cohesion, job satisfaction and a friendly working atmosphere. DBA leadership lectures ch

  32. The Managerial Grid(Blake and Mouton) DBA leadership lectures ch

  33. Leadership Grid High Country Club Management 1,9 Team Management Team Leadership 9,9 Concern for people Impoverished Management 1,1 Authority – Compliance 9,1 Low High Concern for production DBA leadership lectures ch

  34. Leadership Grid High Country Club Management 1,9 Team Management Team Leadership 9,9 9,9 Concern for people Impoverished Management 1,1 Authority – Compliance 9,1 Low High Concern for production DBA leadership lectures ch

  35. Leadership Grid High Country Club Management 1,9 Team Management 9,9 Concern for people Impoverished Management 1,1 Authority – Compliance 9,1 Low High Concern for production DBA leadership lectures ch

  36. Skill Perspective • Although leadership studies began with the concept of the ‘Great Man’, there has been a shift from a focus on traits to skills that can be learned and developed (Katz 1955; 1974) • Therefore, the major difference between the trait approach and the skill approach was that, unlike the traits (which were said to be innate and cannot be learned), skills or competencies could be developed. DBA leadership lectures ch

  37. What skills do effective leaders have? • Based on research, Harrison (2018) advances a taxonomy of leadership skills • Technical Skills- proficiency in a specific type of activity • Business Skills- accounting and financial management, administration and managing human resources DBA leadership lectures ch

  38. What skills do effective leaders have? • Conceptual Skills- analytical ability, idea generation, problem solving, envisioning , strategic planning and Decision Making • Interpersonal Skills – Empathy, communication/listening, motivating, team building, people management and development, self-management • Entrepreneurial Skills – Opportunity Identification, Opportunity Exploitation and Risk Management. DBA leadership lectures ch

  39. Leadership Skill Development • Some of the methods for developing leadership skills include; • Mentoring: This could be formal and informal. • Leadership Training Programmes: They make take several forms ranging from short leadership workshops in few hours/days to structured university programmes in form of MBAs or DBAs. • Personal growth activities: These include reading leadership development books as well as listening and watching programmes on leadership. DBA leadership lectures ch

  40. Contingency Perspectives • Building on ideas of leader style • One style does not suit all circumstances • A leader who is effective in one situation may be ineffective in another • Aim to identify key situational variables that may make one style more appropriate than others • Behaviour needs to match / ‘fit’ conditions (importance for effective change) DBA leadership lectures ch

  41. Fiedler’s Contingency Model • Three variables • Leader-Member relations • How do the members feel about the leader? • Task Structure • Is it structured, or unstructured? • Position Power • Can leader reward/punish? DBA leadership lectures ch

  42. DBA leadership lectures ch

  43. Fiedler’s Contingency Model • Perhaps the most influential contingency model is that of Fiedler which proposes that individuals find it difficult to change their style • some leaders do better in some situations than others • conclusion - match leader to situation DBA leadership lectures ch

  44. Fiedler’s Conclusions • Task oriented leaders perform better in very favourable (I, II, III) and very unfavourable situations (VIII) • Relationship leaders tend to perform better in intermediate conditions (IV, V, VI) • Improve leadership effectiveness by matching leader to situation DBA leadership lectures ch

  45. Mandela – a contingency view? “A good leader is one who knows when their attributes match the occasion; a great leader is one who knows when to step aside and let others lead" Nelson Mandela DBA leadership lectures ch

  46. Leader-member exchange (LMX) theory • Most leadership theories emphasize leadership from the point of view of the leader (trait, skills, style) or the follower and the context (contingency). • Leader-member exchange (LMX) theory focuses on leadership as a process of interactions between leaders and followers • Leaders should nurture high-quality exchanges with all subordinates and focus on ways to build trust DBA leadership lectures ch

  47. Leader-member exchange (LMX) theory • Subordinates are members of either an in-group or an out-group. The in-group members develop a close relationship with the leader based on trust and respect, (Liden and Maslyn, 1998). • The out-group members do not possess a close relationship with the leader; rather, the relationship is transactional, bound to employment contracts, and characterised by low trust, respect, and obligation (Graen and Uhl-Bien, 1995). DBA leadership lectures ch

  48. Servant Leadership • Servant leadership theory represents a radical shift from the perception of a leader as an all-knowing individual to that of a selfless servant. • Servant leaders put their service before self-interest, earn trust by being trustworthy, help others to discover themselves, and listen actively to the problems of the group rather than impose their will on others (Daft, 1999). DBA leadership lectures ch

  49. Servant Leadership • A lot of studies have emerged about this concept. For example Spears (1998) identified ten characteristics of a servant leader: Listening Empathy, Healing, Awareness, Persuasion, Conceptualisation, Foresight, Stewardship, Commitment to the growth of people, Community building DBA leadership lectures ch

  50. Servant Leadership Shortcomings • Is this type of leadership effective in all settings? DBA leadership lectures ch

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