Leadership - Turning Good Managers into Great Leaders - Coursework Example

?Running head: leadership Leadership Introduction Leadership is the quintessential attribute of any organization that wishes to succeed as well as sustain its growth and development in the long term. Leadership has been studied since ages and has received immense attention from numerous fields including management, politics, sociology, and psychology. These numerous studies have identified a variety of skills, personalities, and competencies that leaders possess. These studies include the renowned political and sociological legendary leaders as well as in the organizational set up. In the present context, an evaluation of the concept of leadership is done based on the teachings of Hughes, Ginnett and Curphy (2008) who assert that leadership is a complex phenomenon that involves the leader, the followers, and the situation. In the present context, leadership is assessed based on these three critical elements; in addition, leadership skills essential for effective leadership have been evaluated. Further, impact of management on leadership and vice versa has also been assessed. These evaluations are based on leadership conceptualization of Hughes et al (2008) with reference to leadership conceptualization made by Zenger and Folkman (2009). References have been made to Zaleznik’s (1992) article that differentiates manages from leaders. Personal experiences with respect to leadership have also been opined and explained. Considering Hughes et al.’s (2008) explanation of leadership, it is difficult to arrive at one specific definition of leadership because the definition depends upon the kind of leader being studied, the situation as well as the followers’ perception of their leader. In general, it can be said that leadership is the process of influencing an organized group toward accomplishing its goals (Hughes et al, 2008; p.4). While contrasting the qualities of a manager, Hughes et al (2008) describe leaders ‘ qualities as that of being innovative; developing and inspiring people and actions; having long-term view; leaders tend to drive actions by their purpose; and tend to challenge the status quo of tasks/situations. A leader is someone who is driven by his own purpose, goals and motivation. This leader does not really require an external stimulation to take charge of tasks or situations. These people are self driven and proactive. However, for leaders to be effective, they must possess specific skills, which will enhance their effectiveness as leaders. Zaleznik (1992) describes individual leader as a person with unique qualities that distinguishes the leader form the rest of the group on the basis of courage, personality, and ability to control others. This does not mean that leaders tend to exert power or authority to control others or display their courage. Though famous leaders are known to have lead by these qualities, they possess other qualities that actually attract huge masses of people into believing in what the leader believes and influence them to achieving what the leader envisages. This means the leader’s vision eventually becomes people’s shared vision. Leaders can exert such influence on others through their effective and powerful communication, convincing abilities, inspiring speeches, conversations as well as actions. Zaleznik (1992) argued that leadership cannot be taught or trained; however, Hughes et al (2008) assert that leadership can be taught and leaders can be made. Usually great leaders or highly talented people emerge from those who were once seen as submissive, self-absorbed, or indifferent. Zaleznik (1992) refers to Albert Einstein, who was once seen as a mediocre and timid student in school and later became the world’s renowned scientist through his irrefutable discoveries and propositions. Einstein is known as a human being with unique set of abilities and passion for his work. Though he is known to be highly talented, he was extremely hardworking and passionate towards his work, which took him to the great discoveries. Other such notable leaders are Abraham Lincoln, Martin Luther King, Mahatma Gandhi, Jack Welch, Nelson Mandela, Richard Branson and many more. All these leaders are characterized by their unique personality, passion, inquisitiveness and the constant and deep desire to achieve their goals. To support their assertion, Hughes et al (2008) argue that leadership is neither acquired by life’s experiences nor are innate; but leadership emerges based on how these factors interact. Further they argue that leadership can be taught to pupils through formal study of leadership, which will help the pupils to analyze situations form many different perspectives. Considering these leaders and learning from their legendary pursuits, it is clear that leadership originates from experiences, situations, learning and knowledge, beliefs, passion and simplicity. In the organizational context, although leaders are formed by virtue of their role and position, other leaders also exist. Such leaders can be identifiable based on the situation, which means leaders emerge based on the situation. To identify leadership qualities in others and nurture these qualities requires modesty. Modesty is therefore another key quality of leaders; modesty helps leaders to win the hearts of their followers. Leadership creates followership and vice versa; these two cannot exist individually and yet, both are different. Qualities such as modesty, humility, inspiring others, convincing abilities all help in attracting others or creating followers. Leaders attract followers through their inspiring attitude, vision, communication, passion, and the ability to connect with human emotions. Leaders can provide a shape to their vision or goal only when they can sell them to their teams, lest their vision and goals remain mere wishes/dreams. From a leader’s perspective, followers are those people that can shape their vision and carry it forward. Those leaders that recognize and acknowledge this fact provide the inspiration and motivation to their people to accomplish such task. Through this they encourage growth and development of their followers beyond formal training or coaching (Hughes et al, 2008). This would first require earning their followers’ trust and confidence. Followers that trust their leaders’ intentions and goals tend to be more committed and motivated. This would further encourage leaders to delegate tasks and empower his/her followers with critical authority to take decisions as well as make norms and rules. Hughes et al (2008) assert that followership is complementary to leadership. They explain this on the basis of achievements made by great leaders in the past, which would not have been possible without the contribution from their followers. They assert that the followers’ expectations, personality traits, maturity levels, levels of competence, and motivation affect the leadership process (p.25). Further, they assert that followers’ motivation is critical to goal accomplishments. For example, if followers are intrinsically motivated to work with their leaders, then the outcome and follower commitment have a significant impact on leadership and the resultant outcomes compared to outcomes derived from efforts of extrinsically motivated followers. Success levels from the latter group of followers are relatively short lived and could be inconsistent. Secondly, leadership style is critical to the success of followership. This means leadership should foster followership through inspiration, motivation, empowerment, coaching, and recognition along with feedback and support. Leaders that possess the ability and attitude to provide these to their people more often possess participative and democratic leadership styles. Leading with authority can also foster successful followership, however it is short-lived. For example, leaders like Adolf Hitler and Napoleon Bonaparte acquired huge masses of followers through sheer authority and power, which although left a deep impact failed to achieve the leaders’ grand visions. On a different dimension, Zenger and Folkman (2009) highlight Ralph Nader’s quote, which states, “the role of leaders is to produce more leaders, not more followers” (p.239). This means leaders should develop their people in a manner that will enable them to think, behave and act like the leader. This implies that the followers should be able to think proactively, communicate clearly and effectively, and take decisions based on rationality and with futuristic insight. The followers should be able to assess the consequences of their decisions and actions on future and on other people associated with the task/goal. This will be possible through empowerment, coaching and mentoring, building effective relationships and alignment to the leader’s or organization’s vision and goals. Leaders also have the ability to become followers without any binding to situation, people, or time (Zenger & Folkman, 2009). Good leaders understand the situation and can adapt themselves to the situation to become followers, especially when it involves learning. Leaders always step into the shoes of followers to acquire learning. Good leaders never believe that they have all the knowledge required to handle a situation or face a specific challenge. In this process, leaders tend to become followers intermittently or even completely if the situation demands. This means, leaders tend to take opinions of their people before making any critical decisions; or they delegate specific task or goal to their people who possess the required skills and competencies to accomplish the specific task. Hughes et al (2008) explain that leaders must be flexible in giving and receiving feedback. This will, on one hand, earn followers’ confidence and trust, and on the other hand, help leaders learn more about the situation, people, and other aspects that could help in the goal achievement. Leaders are inherently attracted to people and their ideas. They are highly empathetic while dealing with others. Leaders create followers by focusing on others’ emotions attached to specific situations or decisions taken by the leaders (Zaleznik, 1992). To followers, leaders seem courageous when they take risks. Secondly, true leaders take risks and also recognize the talent in their followers. Zaleznik (1992) points out that leaders risk emotional involvement in working closely with their juniors. Though these risks may not benefit the leaders, these efforts certainly draw more followers and their confidence in the leaders. Zaleznik (1992) points out that empathy is not simply a matter of paying attention to other people. It is also the capacity to take in emotional signals and make them meaningful in a relationship (p.7). These elements of emotions are seen and experienced by followers with their leaders as leaders develop connection with their followers by establishing long-lasting relationships. Much of leadership theory and concept has concluded in the premise that leadership emanates from the situation or the nature of leadership needs to be different in different situations (Hughes et al, 2008). Most of the legendary leaders have emanated from specific situations and have sustained in their approach and purpose. The concept that leadership emanates from situation and cannot be really taught (Zaleznik, 1992) has been countered by many theorists and management specialists including Hughes et al (2008). Though Hughes et al (2008) support that leadership can be taught in conventional formal classes, application and true understanding of implications of leadership decisions and approaches can be realized only when one encounters specific situations (Zenger & Folkman, 2009). Referring to the contingency theories of leadership, Hughes et al (2008) state that all these theories conclude that leadership effectiveness is maximized when leaders correctively make their behaviors contingent on certain situational and follower characteristics (p.451). This is aptly explained by the situational theory, which is based on the principle that leadership can be effective when modified as per the situation and follower characteristics. Followers that are new to the situation/task need to be directed, coached and monitored. The followers that have knowledge of the task or job need to be supported by the leader with encouragement and feedback, which will restore their confidence to perform better. Those followers that are highly experienced need to be delegated with the tasks and authority to take decisions; in this situation leaders’ involvement only for encouragement would be of great motivation for the followers. Therefore, when leaders behave as per the situation or task and followers’ preparedness for the situation or task, they can bring out effective outcomes from their followers besides instilling greater motivation and gaining greater commitment. On a different note, Zaleznik (1992) argues that managers and leaders are very different people and that leaders are required or emerge during crises and when the organization is set out to grow. These two categories differ in their motivation, personal history, and their thinking process as well as in their actions. This is very true considering the fact that managers tend to behave as managers by virtue of their position; however, leaders can exist in any position or level. Any individual that possesses the specific competency or skill required for a specific task and has the ability to coach others and accomplish the task can be the leader in that situation. However, management of the situation by that individual involving managerial decision making related to planning, organizing, delegating, coordinating and controlling cannot be accomplished by that individual unless he/she has the authority to do so. However, such individuals can take the position of a leader and help their fellow team members, their designated leader, their subordinates and others in accomplishing the task by inspiring and motivating them besides directing, guiding, coaching, and monitoring as well as providing feedback. Any individual that has emerged out to take on additional responsibility to help others or to accomplish specific task during crises is a leader. Drawing from actions performed and decisions taken by few renowned leaders, Zaleznik (1992) asserts that leaders are proactive in creating new ideas and shaping ideas according to customers’ needs as well as managing the organizations’ goals. Organization’s success greatly depends upon the impact leaders can create in altering moods, evoking images and expectations, and in establishing specific desires and objectives (Zaleznik, 1992). Through these, leaders evoke their followers’ thought process in terms of deciding what is desirable, possible and necessary. For leaders to be effective and successful, specific skills and competencies are required. These skills and competencies help the leaders in creating an impact on their followers; inspire the followers to accept and align their objectives with the leaders’ vision; help the leader to effectively manage the situation and put their followers’ skills and competencies to proper use; constantly motivate and encourage the followers to take on challenges and handle them effectively; and sustain courage and performance during crises or other changing situations in a systematic manner that also restores the followers’ confidence and commitment. Zenger and Folkman (2009) attribute five building blocks for leadership capabilities namely, character, personal capabilities, focus on results, interpersonal skills, and leading organizational change (p.17). Character is extremely critical to leaders in attracting followers, gaining their confidence and achieving the goals with the help of followers. Desirable qualities in a leader’s character include his/her integrity, honesty, attitude, humility, and empathizing ability. Hughes et al., (2008) elaborately explain various personal capabilities that leaders must possess such as ability to motivate others, effective communication skills, team building skills, conflict management skills, creative thinking, decision making skills, goal setting, and other managerial skills. Hughes et al (2008) also assert that continuous learning is an essential quality possessed by leaders. Leaders tend to continuously learn from others irrespective of the person or situation that forms the source of learning. Ideally, learning exists in every action performed by every individual. Considering this as the standard, individuals in leadership roles need to look for learning outcomes from actions of every individual they interact with or observe. For instance, observing others decision making process, behavior, reactions etc are great sources of learning. All these learning instances either teach what is good or what is not good for a particular situation or individual. In this context, Zaleznik (1992) regards learning as an activity that ideally begins from childhood, and parents are the most common sources of learning leadership. Parental leadership and the role of teacher in an individual’s learning experience are irreplaceable and invincible. Zenger and Folkman (2009) point out at a Chinese proverb that states, ‘not the cry, but the flight of the wild duck leads the flock to follow (p.81). This proverb is quoted in the context of quest for leadership competencies among individuals, which are complex, too many in number and thus difficult to achieve. However, a continuous effort for acquiring these competencies can be helpful. For this, journal or diary entries would be a great method, as explained by Hughes et al (2008). Hughes et al (2008) support this concept because it will help leaders to gain different perspectives of a specific event at different times. It helps the individuals to look at specific situation in an objective manner. The written entries can help leader in assessing his/her evolution as a leader. These entries can be used as repositories in future. One of the most essential skills for leaders is communication skills. Hughes et al (2008) explain that communication is the process of exchanging information with others. However, this process involves exchange of words, expressions, body language, and other behaviors that could potentially deviate or modify the intent of communication process. Communication skills such as verbal and written skills, body language, and listening skills are all required for inspiring people, gaining followers, establishing effective interpersonal relationships and strong teams, handling conflicts, effective negotiation and instilling creativity and innovation among individuals. Besides communication, other important leadership skills include inspiring and motivating others, establishing good and strong interpersonal relationships, developing others through training, coaching, mentoring, monitoring and providing feedback, and fostering collaboration and teamwork (Zenger & Folkman, 2009). In total, the leadership skills described by Zenger and Folkman (2009) will help leaders to become effective in their role as well as manage the work with great efficiency. Hughes et al (2008) explain that management is often associated with words like efficiency, planning, paperwork, procedures, regulations, control and consistency, whereas leadership is associated with words like risk taking, dynamic, creativity, change and vision (p.6-7). On somewhat similar lines, Zaleznik (2008) is of the opinion that from management perspective, leadership is simply a practical effort to direct affairs; and to fulfill his or her task, a manager requires that many people operate efficiently at different levels of status and responsibility (p.3). Both these perspectives indicate that leadership and management need to go hand-in-hand in order to be effective; and that leadership alone, without management principles, could create chaos and confusion in business and in handling situations. At the same time, management without effective leadership cannot guarantee long-term success for the organization and its employees. From an organization’s perspective, managers that adopt management principles can be effective in managing the work, but less effective in achieving organizational goals. Achievement orientation and achievement of goals requires leadership competencies. For managers to be effective in long term, they need to develop leadership competencies and a passion similar to that of leaders. A similar orientation and passion needs to instilled among the employees, which can be done only through leaders. Managers can also make their staff achieve the desired results, but this would not sustain in long term. Sustenance of performance and results requires inspiration to do so, which can be given only by leaders to their followers. Hence, leadership becomes an essential ingredient of managerial functions. To achieve organizational goals, the most important management function is goal setting, which involves setting individual goals as well as group or team goals and department-wise goals that are in line with the organizational goals. Hughes et al (2008) explain that goal setting at all levels should follow specific pattern. Goals should be specific and observable so that all individuals understand their goals and also understand their role in achieving the goals. Goals should be attainable but challenging so that individuals and teams are motivated to strive for achieving the goal; these goals should add value to their role and competencies when achieved. Leaders must be able to gain individuals’ commitment towards goal achievement and should provide feedback through constant monitoring. Hughes et al (2008) and Zenger and Folkman (2009) add further intensity to the process of goal setting by leaders through the concept of setting stretch goals to achieve greater results and keep the individuals more challenged and motivated. As a best practice, leaders can choose the high performing members or most experienced members for stretch goals; these members can put to use their expertise and knowledge to achieve greater results or objectives, which will not only motivate them but also enhance their commitment, as postulated by the Situational Leadership Theory. Fostering collaboration and teamwork among staff members and followers is an essential part of leading because without these attributes, leadership will not be effective. Leaders can achieve more through teamwork than what they could achieve through individual contribution. Yet, fostering teamwork requires establishment of strong connection, interpersonal relationship, and understanding. Management can be of value to achieve this through specific practices such as team building workshops, cross-training, organizational restructuring practices etc (Hughes et al, 2008). Besides fostering collaboration and teamwork, leaders by virtue of their position can play a very important role in fostering collaboration between internal groups of the organization and external groups that can include other stakeholders like suppliers, shareholders, community etc (Zenger & Folkman, 2009). This will also help the organizations to assess their customers’ constantly changing needs and expectations, which is critical to achieving organizational goals. Role of leadership in developing strategic competencies and practices is critical to bringing about any kind of organizational change or development. Leaders, by virtue of their position in management, can be more effective when they lead an organizational change or champion the change. This is especially true when the leaders at the top most positions take this initiative in driving the change through proactive approaches and framing strategies (Zenger & Folkman, 2009). In conclusion, drawing on Hughes et al.’s (2008) conceptualization of leadership as a complex phenomenon involving the leader, the followers and the situation has become more evident through the explanation and arguments drawn by other authors referred to in this study. Effective leadership can be exercised by the interplay of leadership qualities, the situation and the kind of followers that the leader is able to gather. Further, leader’s vision is the driving force for the leader as well as his/her followers’ actions. Leaders have the ability to influence their followers’ actions and behavior by acquiring specific skills and competencies; however, innate qualities such as leaders’ personality, character, and passion and inquisitiveness also impact their effectiveness. Management can foster effective leadership by adopting specific practices and policies that can enhance employee commitment and leaders’ efficiency. Finally, it is apt to say that leadership is a philosophy that can be explained in relative terms with situations, the individual, the skills, and the people involved. Overall, leadership is concerned with guiding others through different situations towards the main goal and helping them achieve the goal. References Zenger, J. H. & Folkman, J. (2009). The extraordinary leader: Turning good managers into great leaders. New York: McGraw-Hill. Hughes, R.L, Ginnett, R.C and Curphy, G.J. (2008). Leadership - Enhancing the lessons of Experience. New York: McGraw-Hill. Zaleznik, A. (1992). Managers and leaders: Are they different? Cambridge, MA: Harvard Business Review. Retrieved from, http://www.lesaffaires.com/uploads/references/743_managers-leaders-different_Zaleznik.pdf Read More