Managing People in Organization

Approaches to Leadership and Emotional Intelligence

Stig Christensen

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 Sources of Power

Legitimate power
• Authority draws through formal position in the organisation

Reward power
• The authority to reward others

Coercive power
• The authority to punish or recommend punishment

Expert power
• stems from special knowledge of or skill in the tasks performed by subordinates

Referent power:
• Draw power because subordinates respect and admire leaders. See as a role model.

First three powers one draws from the position 2

 Manager Versus Leaders
Managers
• Manager Rationally transact day-to-
day business to achieve organizational
goals.
• Maintain and allocates resources.
• Make sure others maintain standard
behaviors
• Acts within established culture
• Rewards or punished manifest
behaviors within the stated rules
• Relies on control strategies
• Supports Status quo
Leaders
• Leaders are visionary, creative,
innovative and initiate change.
• Asks when an why to change standard
practices Transform organizational
culture
• They are passionate and inspire
followers by employing personal power
to achieve the mission and vision of the
organization
• Challenge the status quo

Short comments:
Which of the power sources Managers and Leaders rely upon?
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 Early Theories
Great Man Theories Trait Theories Current Situation Evaluation
• Leaders are Earlier Research The following traits • Ignores the
exceptional tried to find specific and characteristics got context
people, born with on traits or qualities
innate qualities of the leaders such the attention of • Disagreement on
as: researchers what is a positive
• Focused on • Intelligent • Energy trait for
finding innate • Brave • Internal locus of leadership.
qualities primarily • Confident
in males, • Extravert etc. control • Cultural
European • Self-confidence interpretation can
monarchs, Traits are hard to • Emotional maturity vary
military generals measure. For • Integrity
and politicians example, how do
we measure • Power motivation
honesty or • Achievement-
integrity? orientation
• Research could • Low affiliation
develop need
relationship
between traits
and leadership

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 Leadership Traits and Skills
Traits Skills
• Adaptable to situations • Clever (intelligent)
• Alert to social environment • Conceptually skilled
• Ambitious and achievement • Creative
orientated • Diplomatic and tactful
• Assertive • Fluent in speaking
• Cooperative • Knowledgeable about group task
• Decisive • Organised (administrative ability)
• Dependable (Others can depend • Persuasive
upon you) • Socially skilled
• Dominant (desire to influence Stogdill, 1974
others)
• Energetic (high activity level)
• Persistent
• Self-confident
• Tolerant of stress

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Carl Jung Personality Types and Leadership

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 Behavioural Approaches
Ohio Studies, Michigan Studies and Leadership Grid
Two dimensional approach

Terms Explanation of the term Findings

• Initiating Structure • Leaders are excessively
• Job Centered Leaders concerned about the
• Concern for Production task.
• Give instructions,
provide schedule for
activities emphasize
deadlines
• Consideration • Show concern towards
• Employee-Centered employees
Leaders • Pay attention to human
• Concern for People needs
• Less concerned with
scheduled activities
Ohio researchers: initiating
structure associate with
greater effectiveness but
higher absenteeism, higher
turnover and grievances.
Michigan school:
employee orientation
associates with higher
work group performance
and higher satisfaction

Short Comments: Can we link these two dimensions to Hard and Soft HRM? 7
Behavioural Approaches
Blake and Mouton

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 Situational and Contingency Leadership

Competency of Low Some High High

the Employee competence competence competence competence

Low Variable Variable High

Motivation of commitment/ commitment/ commitment/ commitment/
the employee Unable and Unable but Able but Able and willing
unwilling or willing or unwilling or or motivated
insecure motivated insecure

Leadership Style Telling: Selling: Participating: Delegating:

(Hersey and Provide specific Explain and Share ideas and Give the
Blanchard) instructions clarify decisions let subordinates responsibility of
to participate in decision making
decision making and
implementation
Leadership Directive Supportive Participative Achievement-
Style Oriented
(Path-goal
theory)

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10
 Transformational Leadership

Transformational leadership engages the person in full (meaning “followers”)

creates a learning environment, facilitates role modeling, promotes desirable

behavior among the followers, and stimulates the followers intellectually.

understanding the followers’ needs and demands, they also train and empower
the followers so that they will be able to take a leadership role in the future

The transformational leaders sacrifice self-interest for the collective good in

order to improve and grow the organization and system

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 Transactional Leadership

The leadership is based on exchanging one thing for another .

Offer rewards if specified jobs and tasks are done satisfactorily, but does not
strive for cognitive or a radical cultural change.

Centralized power and demands absolute power that allows leaders to make
all decisions;

Maintains distance from the followers.

Jogulu (2010): “Power, authority and control are rooted in this

behavior because organizational targets are achieved by rewarding
or disciplining subordinates in the style of a transaction.”
Yukl (1999): transactional leaders demand instrumental compliance
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 Quick Exercise

1. Can Transactional and Transformational leadership be linked to

Hard and Soft HRM to Manage People
2. Which of the leaderships have more ability to switch to Hersey
and Blanchard situational leadership style?

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 Emotional Intelligence

Introspection Empathy

Emotional intelligence is the

ability to recognize your Emotional intelligence is also
emotions and their effects on to understand how others feel.
the self and others

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 Emotional Intelligence

Mayer and Salovey (1990) introduced the term

• Identifying emotions:
• The ability to perceive emotions in oneself and others
• Using emotions:
• The ability to feel emotion and to communicate feelings,
• Understanding emotions:
• The ability to understand emotional information, how emotions
combine and progress, and to reason about such emotional
meanings.
• Managing emotions:
• The ability to regulate emotions in oneself and others so as to
promote personal understanding and growth

Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and

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Personality, 9, 185-211.
 Goleman’s EI Components
Understand others and
their feelings

1. Empathy
2. Relationship
management

Understand yourself, your

Personal
goals, intentions,
responses and behaviour

1. Self-awareness EI
2. Self-motivation
3. Self-regulation

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 Self-Awareness
Assess your Aware of your emotions
emotions and
their impact on Healthy sense of self-confidence
others
Understand your personal values and goals

Develop an Aware of your strengths and weaknesses, areas of development

accurate self
profile Reflect and learn from experience

Are open to feedback, new perspectives and continuous learning

Assess your Able to make decisions and implement them

personal self-
worth and Present the case, but are aware of the context, and implications
capabilities
Recognize how your feelings impact personal performance

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 Self-Motivation Checklist
Have a desire to Deal in results, remain goal driven
achieve
Set challenging goals and take “calculated” risks

Seek continual improvement that leads to improved performance

Are committed Work towards the organisation’s goals, not your personal goals

Make decisions aligned to teams values

Seek out and seize new opportunities

Demonstrate Go the extra mile

initiative and
optimism Are not distracted by red tape

Handle setbacks constructively

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 Self-Regulation Checklist
Establish self Actively manage feelings and emotions – not control them
control
Think before acting

Trustful Continually build and enhance trust

Own up to mistakes and look for lessons learned

Conscientious Meet commitments

Accountable for actions taken
Take an organised approach to their work
Adaptable and Proactively handle change and manage conflict
innovative
Seek entrepreneurial solutions

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 Social Awareness (Empathy)
Understand the Tune into their situation, not yours
feelings of
others
Show sensitivity “placing yourself in their shoes”

Understand the Remain market and customer centric

need of the
customer
Develop meaningful and long standing relationships

Develop others Provide appropriate coaching and mentoring

Make others succeed

Culturally aware Understand cultural difference and leverage diversity

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 Relationship Management
Influence Create a win-win, not win lose
We spend 40% of time on non selling – Dan Pink (To Sell is Human)

Communication Foster open communication and handle different communication

styles and channels

Leadership Inspire, guide and lead, by your values, and understanding the
values of others

Conflict Handle and manage conflicts pro-actively

management

Team Identify the individual needs of the team, play to their strengths
capabilities

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 Relationship Model
Leader Follower

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 Eric Berne and Transactional Analysis

The three ego states: parent, adult, child

– Parent state: Controlling
– Child state: Adapted child (AC) or free child (FC)
– AC – a person conforms & adapts to demands of
others
– FC – a person acts & feels like an uninhibited &
unsocialized child
– Adult state: current self
– Key point: People shift in & out of the 3 ego
states

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 Eric Berne’s Transactional Analysis

– Complimentary interaction:
• one person in a nurturing parent ego state
• other person in their adaptive child ego state (AC)
– Crossed transaction:
• A leader in the adult ego state deals with
• A subordinate who responds from their free child ego state
with somewhat negative, rejecting input from the leader
(FC)
• Effective leadership & followership depend on
– Two or more people operating in the adult ego state
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 Quick exercise

• Can we link Brener’s model to Emotional Intelligence?

• What is the link between emotional intelligence with
Hard and Soft HRM?

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 Conclusion on Leadership

"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."
Warren Bennis

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 Videos

Dan Goleman’s Wok on Emotional Intelligence

• http://www.ted.com/talks/daniel_goleman_on
_compassion
 
• How good leaders become a good leaders
https://www.youtube.com/watch?v=HA15YZlF_k
M
Chapters
Bratton et.al 13, Daft et.al 14 and 15

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 Tutorial

Group Discussion: Case Study : Nice Guy

• Read Case study only : page 1-5 only

• Prepare to discuss the following questions :
– How would you characterise Paul’s, Larry’s and George’s
Leadership Style?
– Who is most likely to take over as a CEO : Paul or George?
( provide rationale)
– Why would Paul be overlooked for this promotion?
(provide rationale)

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