[BK] “The Meaning of Leadership” by Bernard M. Bass in The Leader’s Companion, pp. 37 – 38.
[OL] “The Two Essentials of Power” by James MacGregor Burns in Leadership, pp. 12 – 23.
Class 2
[OL] “Looking Forward but Learning from Our Past: Potential challenges to developing authentic leadership theory and authentic leaders” by Cecily D. Cooper, pp. 475 – 493.
[BK] “Servant Leadership” by Robert K. Greenleaf in The Leader’s Companion, pp. 18 – 23.
[BK] “Situational Leadership” by Paul Hersey and Kenneth Blanchard in The Leader’s Companion, pp. 207 – 211.
[BK] “The Hero as King” by Thomas Carlyle in The Leader’s Companion, pp. 53 -54.
[BK] “Rulers and Generals are ‘History’s Slaves’ ” by Leo Tolstoy in The Leader’s Companion, pp. 55 – 59.
Class 3
[CR] “Leading in Times of Trauma” by Jane Dutton et. al..
[OL] “Key Points,” “The Power of Intuition” and “The Power of Mental Stimulation” by Gary Klein, in Sources of Power: How People Make Decisions, p. 30, pp. 31 – 44, pp. 45 – 74.
Class 4
[OL] “Charismatic Authority” by Max Weber in The Theory of Social and Economic Organization, pp. 358 – 363.
[OL] “Origins of Charisma: Ties that Bind the Leader and the Led” by Manfred Kets de Vries, in Charismatic Leadership: The Elusive Factor in Organizational Effectiveness, pp. 237 – 252.
Class 5
[CR] “Exercising Influence” by Linda Hill
[BK] “Transactional and Transforming Leadership” by James MacGregor Burns in The Leader’s Companion, pp. 100 – 101.
Class 6
[BK] Leadership in Administration by Philip Selznick (Chapters 1 and 2)
[CR] “Why transformation efforts fail” by John Kotter, Harvard Business Review, March-April 1995.
Class 7 (Wednesday, October 10)
[BK] “Individual Attributes as Sources of Power” by Jeffrey Pfeffer in Managing with Power, pp. 165-185.
[CR] “Power Dynamics in Organizations” by Linda Hill
Class 8 (Friday, October 12)
[OL] “Social Capital in the Creation of Human Capital” by James S. Coleman.
[CR] “Building Coalitions” by Herminia Ibarra.
[BK] “Sources of Power” pages 69 – 145 in Managing with Power by Jeffrey Pfeffer.
[CR] “Informal Networks: The Company Behind the Chart” by David Krackhardt and Jeffrey R. Hanson.
Class 9 (Monday, October 15)
[OL] Excerpts from The Prince by Machiavelli.
[CR] “Managers and Leaders: Are They Different” by Abraham Zaleznik.
Class 10 (Wednesday, October 17)
[CR] “Managing Your Boss” by John J. Gabarro and John P. Kotter.
Class 11 (Monday, October 22)
[OL] Excerpts from “Becoming a Leader: The Omaha Years,” by Dennis Dickerson, Militant Mediator: Whitney Young, Jr. (Chapter 4)
[CR] “Managerial Networks” by Herminia Ibarra
Class 12 (Monday, October 29)
[OL] “Power” by Rosabeth Moss Kanter in Men and Women of the Corporation.
[CR] “The Power of Talk: Who Gets Heard and Why?” by Deborah Tannen
Class 13 (Wednesday, October 31)
[CR] “Managing Your Team” by Linda Hill.
[OL] “Will a Category Cue Affect You? Category Cues, Positive Stereotypes and Reviewer Recall for Applicants” by Todd Pittinsky, Margaret Shih, and Nalini Ambady.
Class 14 (Friday, November 2)
[CR] “Using Logic to Make Your Argument” by Michael Hattersley
[CR] “Change through Persuasion” by David Garvin and Michael Roberto
Class 15 (Monday, November 5)
[CR] “Choosing Strategies for Change” by Leonard Schlesinger and John Kotter
[BK] “Timing is (Almost) Everything” by Jeffrey Pfeffer in Managing with Power, pp. 227 – 245.
Class 16 (Wednesday, November 7)
[CR] “Note on Organization Structure” by Nitin Nohria.
[OL] “Substitute for Hierarchy” by Ed Lawler.
[OL] “The Bureaucracy Busters” by Brian Dumaine.
[OL] “Restoring American Competitiveness: Looking for New Models of Organization” by Tom Peters.
[CR] “Making Differences Matter: A New Paradigm for Managing Diversity” by David A. Thomas and Robin J. Ely
[OL] “The Role of the Founder in the Creation of Organizational Culture” by Edgar H. Schein in Reframing Organizational Culture.
[OL] “The Smile Factory: Work at Disneyland” by John van Maanen in Reframing Organizational Culture.
[OL] “What is Culture?” by Edgar H. Schein in Reframing Organizational Culture.
Class 17 (Wednesday, November 14)
[CR] A Note for Analyzing Work Groups
Class 18 (Monday, November 19)
[CR] Evaluating an Action Plan
Class 19 (Monday, November 26)
[OL] “The Design of Work Teams” by J. Richard Hackman.
Class 20 (Wednesday, November 28)
[CR] Organizational Alignment: The 7S Model
Class 22 (Wednesday, December 5)
[OL] “The Bakeoff: Project Delta Claims to Create the Perfect Cookie” by Malcolm Gladwell
Class 23 (Friday, December 7)
[OL] “Beyond the Charismatic Leader: Leadership and Organizational Change” by David Nadler and Michael Tushman.
[CR] “Why Change Programs Don’t Produce Change” by Michael Beer, Russell Eisenstat, and Bert Spector.
[OL] “Creating Change” by Peter Senge and Katrin Kaeufer
Class 24 (Monday, December 10)
[CR] “Leadership for Change” Rosabeth Moss Kanter
Class 26 (Monday, December 17)
[OL] “Developing Your Leadership Pipeline,” by Conger and Fulmer (in class distribution)
“The Meaning of Leadership” by Bernard M. Bass in The Leader’s Companion
Leadership is a sophisticated concept, it doesn’t just mean formal power or “who’s the boss”
There are lots of definitions to what it means, can be ambiguous and overlap
Meaning of leadership may depend on the institution in which it is found
Matter of personality, influence, inducing compliance, persuasion, etc.
James MacGregor Burns, “The Two Essentials of Power”
· The two essential of power are motive and resource. Lacking either one, power collapses
· To understand the nature of leadership requires understanding the essence of power, for leadership is a special form of power
Power and power wielders
· The “power process” as a “process in which power holders (P) possessing certain motives and goals have the capacity to secure changes in the behavior or a respondent (R), human or animal, and in the environment by utilizing resources in their power based, including factors of skill, relative to the targets of their power-wielding and necessary to secure changes.” (13)
· “The motives of power wielders may or may not coincide with what the respondent wants done; it is P’s intention that controls. Power wielders may or may not recognize respondents’ wants and needs; if they do they may recognize them only to the degree necessary to achieve their goals; ad if they must make a choice between satisfying their own purposes and satisfying respondents’ needs, they will choose the former” (15)
· THUS “power over other persons, we have noted, is exercised when potential power wielders, motivated to achieve certain goals of their own, marshal in their power base resources that enable them to influence the behavior of respondents by activating motives of respondents relevant to those resources and goals. This is done in order to realize the purposes of the power wielders, whether or not these are also the goals of the respondents. Power wielders also exercise influence by mobilizing their own power base in such a way as to establish direct physical control over others’ behavior, as in a war of conquest or thought measures of harsh deprivation, but these are highly restricted exercises of power” (18)
Leadership and Leaders
· In CONTRAST, “leadership over human beings is exercised when persons with certain motives and purposes mobilize, in competition or conflict with others, institutional, political, psychological and other resources so as to arouse, engage and satisfy the motives of followers. This is done in order to realize goals mutually held by both leaders and followers...In brief, leaders with motive and power bases tap followers’ motives in order to realize the purposes of both leaders and followers.” (18)
· “Leaders do not obliterate followers’ motives thought they may arouse certain motives and ignore others. They lead other creatures, not things. All leaders are actual or potential power holders, but not all power holders are leaders” (18)
· “I define leadership as leaders inducing followers to act for certain goals that represent the values and the motivations—the wants and needs, the aspirations and expections, of both leaders and followers. And the genius of leadership lies in the manner in which leaders see and act on their own and their followers’ values and motivations” (19)
· “leaders address themselves to followers’ wants, needs and other motivations as well as to their own, and thus they serve as an independent force in changing the makeup of the followers’ motive base through gratifying their motives” (20)
Two types of leadership
· “transactional leadership” occurs when “one person takes the initiative in making contact with others for the purpose of an exchange of valued things…each party to the bargain is conscious of the power resources and attitudes of the other. Each person recognizes the other as a person. Their purposes are related, at least to the extent that the purposes stand within the bargaining process and can be advanced by maintaining that process. But beyond this the relationship does not go. The bargainers have no enduring purpose that holds them together…A leadership act took place, but it was not one that binds the leader and follower together in a mutual and continuing pusuit of a higher purpose” (20)
· “transforming leadership” occurs when “one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality…their purposes, which might have started out as separate but related…become fused…transforming leadership iltimately comes moral in that it raises te level of human conduct and ethical aspiration of both leader and led, and thus it has a transforming effect on both…is dynamic leadership in the sense that the leaders throw themselves into a relationship with followers who will feel ‘elevated’ by it and often become more active themselves.” (20)
Measuring power and leadership
· “my own measurement of power and leadership…:power and leadership are measured by the degree of production of intended effects” (22)
Cecily D. Cooper, “Looking Forward but Learning from Our Past: Potential Challenges to Developing
Authentic Leadership Theory and Authentic Leaders”
Abstract: “recently researchers have introduced a new leadership construct, referred to as authentic leadership. There has been considerable interest in this new area of study. Scholars conducting work on authentic leadership believe that the recent upswing in corporate scandals and management malfeasance indicate that a new perspective on leadership is necessary. In order to address these negative societal trends, proponents of authentic leadership take a very normative approach, placing astrong emphasis on the creation of interventions to facilitate the development of authenticity. We concur with the basic tenets of this initiative. However, in this article, we note that it is premature to focus on designing interventions to develop authentic leaders before taking further steps in defining, measuring and rigorously researching this construct. We draw attention to these issues with the hope of insuring that any development initiatives that are implemented are practical and effective for leaders and organizations” (475)
· According to the author, before designing strategies for authentic leadership development, scholars need to give careful consideration to four critical issues:
· 1) defining and measuring the construct
· identifying the key dimensions of authentic leadership and creating a theoretically-based definition of the construct
· 2) determining the discriminant validity of the construct
· once researchers create an appropriate measure for the authentic leadership construct, it will then be necessary to determine its discriminant validity. Empirically testing discriminant validity is necessary in order to ascertain whether the construct is redundant with other similar constructs
· 3) identifying relevant construct outcomes (i.e. testing the construct’s nomological network
· after suitable measures have been developed and discriminant validity analyses have been conducted, research will need to further map the dimensions and subdimensions o the nomological network of variables that may be associated with authentic leadership
· 4) ascertaining whether authentic leadership can be taught” (477)
· authentic leadership is not like other areas of leadership for which competency sets might be acquired in traditional training programs
· alternatively, to begin to think about how to develop authentic leaders, we must think outside the parameters of traditional leadership training. Specifically, the four major issues which any authentic leadership development intervention must address are 1) ensuring that the program itself, is genuine. 2) determining how “trigger events” can be replicated during training, 3) deciding whether ethical decision-making can be taught and 4) (if these first three issues can be addressed) determining who should participate in authentic leadership training.
Conclusion: “although the purpose of this piece is to inform initiatives for the development of authentic leaders, we suggest that the timinig of such an impetus may be somewhat premature given how little we know about this construct. As we have argued here, if authentic leadership scholars have a sincere desire to develop leaders who possess ethical, positive capabilities, they can best achieve this goal by conducting research on authentic leadership and its development in a thorough, systematic, manner. By revisiting some of the challenges that leadership researchers have faced in the past, we have identified a set of core concerns that we believe need to be addressed before the study of authentic leaders and subsequently, their development can further progress.” (491)
“Servant Leadership” by Robert K. Greenleaf in The Leader’s Companion (p. 18-23)
Greenleaf asserts that his sense of the present leads him to believe that the roles of servant and leader can be fused in one real person in all levels of staus or calling and that the servant-leader can live and be productive in the real world of the present—his thesis is that more servants should emerge as leaders and that we ought to follow servant-leaders
· begins by discussing the role of Leo in the book Journey to the East by Hesse. The story is about a group of men on a mythical journey who are accompanied by Leo, the servant. Leo does their chores and provides them with inspiration through his singing. One day Leo disappears and the group falls into disarray and abandons the journey. The narrator eventually finds Leo and discovers that Leo, whom he had first known as servant, “was in fact the titular head of the Order…a great and noble leader”
· believes that this story represents that the great leader is seen as a servant first, “and that simple fact is the key to his greatness”