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Chapter
7
Leadership Behavior
“The truth of the matter is that you always know
the right thing to do. The hard part is doing it.”
Norman Schwartzkopf,
U.S. Army
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Introduction
• Differentiating between effective and ineffective
leaders requires looking at their behaviors and
results.
• Leadership behavior can be observed and
measured.
• Personality traits, values, and intelligence
cannot be directly observed, but they may
contribute to effective leadership behaviors.
• Two other factors that influence leadership
behavior are the followers and the situation.
– Follower and situational factors can help determine
whether a particular leadership behavior is “bad” or
“good.”
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Why Study Leadership Behavior?
• Many people in positions of authority either
cannot build and motivate teams or do not
realize the negative impact of their behavior.
• Leadership behaviors are a function of
intelligence, personality traits, emotional
intelligence values, attitudes, interests,
knowledge, and experience.
• Over time, leaders learn and discern the most
appropriate and effective behaviors.
• Individual differences, followers, and situational
variables play a pivotal role in a leader’s
actions.
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The Building Blocks of Skills
FIGURE 7.1
The Building Blocks of Skills
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The Early Studies
• Ohio State University developed the Leader
Behavior Description Questionnaire (LBDQ).
and identified two independent dimensions of
behaviors.
– Consideration is how friendly and supportive a
leader is toward subordinates. Leaders high in
consideration show concern by speaking up for
subordinates’ interests and expressing appreciation
for their work.
– Initiating structure is how much a leader
emphasizes meeting work goals and accomplishing
tasks. Leaders high in initiating structure engage in
task-related behaviors like assigning deadlines and
monitoring performance levels.
– These dimensions are independent continuums.
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The Early Studies (continued)
• University of Michigan identified four categories
of leadership behaviors that are related to
effective group performance.
– Goal emphasis and work facilitation are jobcentered dimensions similar to the LBDQ initiating
structure behaviors.
– Leader support and interaction facilitation are
employee-centered dimensions similar to the LBDQ
consideration dimensions.
– Job-centered and employee-centered behaviors are at
opposite ends of a single continuum.
• Findings of both university studies suggest that
no universal set of leader behaviors is always
associated with leadership success.
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The Leadership Grid
• Alternative conceptualizations focus on:
– Identifying key leadership behaviors.
– Determining if these behaviors have positive
relationships with leadership success.
– Developing behaviors related to leadership success.
• The Leadership Grid profiles leader behavior
on two dimensions: concern for people and
concern for production.
– “Concern” reflects how a leader’s underlying
assumptions about people at work and the
importance of the bottom line affect leadership style.
• The most effective leaders are said to have high
concern for both people and for production.
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The Leadership Grid
FIGURE 7.2
The Leadership Grid
Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf
Publishing, 1991), p. 29. Copyright 1991. Reprinted with permission of Grid International
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Competency Models
• Competency models describe the behaviors
and skills needed for organizational success.
• All organizational competency models fall into
one of four major categories.
–
–
–
–
Intrapersonal skills: adapting to stress, setting goals
Interpersonal skills: communicating, interacting
Leadership skills: building effective teams
Business skills: thinking strategically
• The Hogan and Warrenfelz model:
– Allows people to see connections between models.
– Makes predictions about the ease or difficulty of
changing leadership behaviors and skills.
– Points out what behaviors leaders must exhibit to be
effective.
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Leadership Competency Model
FIGURE 7.3
An example of a
leadership
competency model.
Source: G.J. Curphy, K.
Louiselle, and S. Bridges:
Talent Assessment
Overview: 360-Degree
Feedback Report. Eagan,
MN: Advantis Research &
Consulting, 2003.
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The Leadership Pipeline
• The Leadership Pipeline model shows where
leaders should spend time, what behaviors they
need to exhibit, and what challenges are likely
at different organizational levels.
• It outlines leader development through
organizational levels from first-line supervisor to
functional manager to CEO.
• The pipeline offers a roadmap for individuals
who want to chart their career progression.
• It provides a useful framework for considering
how leadership competencies change as people
are promoted through organizations.
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The Leadership Pipeline
Organizational Level
Individual
contributor
First-line
supervisor
Midlevel
manager
Competency
Requirements
Technical proficiency. Using
company tools. Build
relationships with team
members.
Planning projects.
Delegating work.
Coaching and feedback.
Performance monitoring.
Select, train, and manage
first-line supervisors.
Manage boundaries and
deploy resources to teams.
Time Applications
Meet personal due dates.
Arrive/depart on time.
Annual budget planning.
Make time available for
followers. Set priorities for
team.
Monitor performance of
each team. Make time to
coach first-line supervisors.
Work Values
Get results through
personal proficiency.
High-quality work. Accept
company values.
Get results through
others. Success of
followers. Success of the
team.
Appreciate managerial
versus technical work.
Developing first-line
supervisors.
Excerpt from TABLE 7.2
The Leadership Pipeline
Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered
Company (San Francisco: Jossey-Bass, 2001).
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Community Leadership
• Community leadership is the process of
building a team of volunteers to accomplish an
important community outcome.
• Community leaders lack position power and
also have fewer resources and rewards.
• Three competencies are needed to drive
community change efforts successfully:
– Framing: recognizing and defining opportunities
– Building social capital: developing and maintaining
relationships
– Mobilization: engaging a critical mass to take action
and achieve a specific outcome
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The Components of Community
Leadership
FIGURE 7.4
The Components of Community Leadership
Source: J. Krile, G. Curphy, and D. Lund, The Community Leadership Handbook: Framing Ideas, Building
Relationships, and Mobilizing Resources (St. Paul, MN: Fieldstone Alliance, 2006).
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Assessing Leadership Behaviors:
Multirater Feedback Instruments
• 360-degree, or multirater, feedback tools
allow managers to gather accurate information
from peers and direct reports about their on-thejob behaviors and leadership effectiveness.
• Questionnaire construction is very important.
• Leaders who received 360-degree feedback
had higher performing work units.
• 360-degree systems should tell leaders about
their own strengths and development needs
rather than make comparisons between people.
• 360-degree feedback provides insight into selfperceptions and others’ perceptions of
leadership skills.
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Multirater Feedback Instruments
(continued)
• The key to high observer ratings is to develop a
broad set of leadership skills that help groups
accomplish goals.
• Research shows that it is possible to change
others’ perceptions of a leader’s skills over time.
– Leaders must set development goals and commit to a
development plan to improve skills.
• Societal or organizational culture, race, and
gender play key roles in the accuracy and utility
of the 360-degree feedback process.
• 360-degree feedback should be built around a
competency model.
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Sources for 360-Degree Feedback
FIGURE 7.5
Sources for 360-Degree Feedback
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Example of 360-Degree Feedback
FIGURE 7.6
Example of 360-Degree Feedback.
Source: K. Louiselle, G. J. Curphy, and S. Bridges, C3 360-Degree Feedback Report (Eagan, MN: Advantis
Research and Consulting, 2003). Reprinted with permission of Advantis Research and Consulting.
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Summary
• Leaders can benefit from leadership behavior
research in several ways.
• Research has helped to identify factors that can
cause high-potential managers to fail.
• The Leadership Grid provides a taxonomy of
leader types based on behavioral orientation.
• The Leadership Pipeline model allows
organizations to chart leader progression by
using customized competency models.
• Community leadership facilitates the
accomplishment of community-oriented goals.
• 360-degree feedback gives leaders feedback
useful in improving their performance.
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