1. Leadership: Styles and Behaviors
Chapter 14
Welcome to Chapter 14 of the slides that accompany the 3rd edition of Colquitt-LePine-Wesson. I’m Jason Colquitt, and I’ll use this Notes field to provide hints and background on each slide. These are variations of the slides I myself use to teach both undergraduates, traditional MBA’s, and executive MBA’s. If you have any questions or comments about these slides, please feel free to me at
Note that these slides will sometimes refer to the Instructor’s Manual, which I also write for the book. In particular, the slides will refer to the Try This! feature in the manual. That feature is designed to supply some helpful hints to spice up your lectures. Note that the Instructor’s Manual includes other helpful features as well, including OB on Screen hints, Asset Gallery tie-ins, Bonus Cases from prior editions of the book, and Businessweek Cases.

2. Class Agenda Leadership defined Who becomes a leader?
What styles does a leader use?
What behaviors does a leader exhibit?
Day-to-Day
Transformational
Best practices

3. Here’s the integrative model that reminds students of where they are, where they’ve been, and where they’re going. Here I would note that this is the second of two lectures that acknowledge that the leaders for whom employees work helps shape their job satisfaction, stress, motivation, and so forth.

4. Why Are Some Leaders More Effective than Others?
This slide is intentionally blurry.
It presents a “question of the day.” The question is usually a “why” question that the theories, models, and concepts discussed in the chapter will help to answer. Sometimes the question will instead take the form of a “how” or “what” query, however.
The blurriness of the slide will make sense when we return to it near the conclusion of the file. But the blurriness conveys that students already have some ideas about the question of the day. But those ideas lack the clarity of the answers that scientific research can provide.

5. Leadership
The use of power and influence to direct the activities of followers toward goal achievement
Try This! If you didn’t already do it in when teaching Chapter 13, ask students to think of names that occur to them when you say “great leader”. The names can be business or non-business, and the people can be living or historical. Write the list of names as they are said, encouraging diversity in the list. For example, one list might be Abraham Lincoln, Gandhi, Martin Luther King, Lebron James, Steve Jobs, Oprah Winfrey, Mother Theresa, and Warren Buffet. As you go through the various styles and behaviors, think about which ones were key aspects of the leaders’ profiles and identities. For the most part, the leaders named will exemplify transformational leadership moreso than the other styles and behaviors.

6. Who Becomes a Leader?
Although there are some linkages between leader traits and emergence and effectiveness, most of the effect sizes for these relationships are small. In general, it’s not really the case that some leaders are “born, not made.” Leadership scholars have had to move beyond the study of traits to understand leader effectiveness.

7. Leadership Styles
Leaders can be separated by the style they use when making important decisions
These styles vary in how much control is retained by the leader, and how much control is given to the followers

8. Leadership Styles Is there likely to be one best style?
What factors might impact the appropriateness of the various styles?
One theme of many leadership behaviors is that there’s not always “one best way.” Many models have some situational component to them.
I like to get the students to try to guess the key situational features, before going over some of them in the Time-Sensitive Model (and, later, the Life Cycle Model).

9. Time-Sensitive Model
Try This! Take a particular class decision, say, the decision to make more of the final grade dependent on a peer-evaluation from the members of one’s student workgroup. Use the questions in the time-sensitive model to suggest whether you as the professor should make that decision autocratically, or whether some other style would be more appropriate. Depending upon how one responds to the likelihood of commitment question in Figure 14-3, the likely choice will be autocratic or consultative.

10. Time-Sensitive Model Scientific support:
In one study, following the model resulted in effective decisions 68% of the time. Not following the model resulted in effective decisions 22% of the time.
Leaders’ instincts usually violate the model
Leaders overuse consultative styles and underutilize autocratic and facilitative

11. Leadership Behaviors
In addition to making decisions, leaders engage in a number of behaviors
What are some of those behaviors?
Try This! Ask students to think about what leaders actually “do” on a day-to-day basis. Then list what’s said on the board. Try to write what’s said into two unlabeled columns, one reflecting initiating structure behaviors and one reflecting consideration behaviors. Students will typically begin listing more structure-focused behaviors before transitioning to consideration issues. If students say something that fits better into some other category (for example, “inspire” would fit better under transformational leadership), list that to the side and come back to it later. Once the columns have been created, ask students who have read the book to guess what the columns reflect.

12. Day-to-Day Behaviors
There are two broad dimensions that encompass day- to-day leadership behaviors
Initiating Structure
Defining and structuring the roles of employees for goal attainment
Consideration
Creating job relationships characterized by mutual trust, respect, and consideration of employees’ feelings

13. Initiating Structure
The average score for this index is shown in blue on the slide (38 in this case). Recognize that this is an admittedly arbitrary way of classifying “high” vs. “low”. I use a show of hands to see how many students fall above and below the average, and I then see if students will volunteer any extremely high or low scores.
OB Assessments: Initiating Structure and Consideration This assessment gives students some insight into whether their “natural” leadership style is to initiate structure or provide consideration for their employees. An interesting discussion question after students take this assessment is to ask them if they feel that it would be possible for them to assume the other leadership style. Under what conditions might they do so? What training might they need before they could do so? Are there conditions which might make them slip back into their preferred style? These questions can start a discussion about whether leadership approaches are innate or learned behaviors (probably a little of both); how training impacts the ability to lead (greatly); and how environmental conditions affect both the most effective leadership behavior to use, and the behavior that is most likely to be used (stress causes people to revert to the their “natural” style.) 38

14. Consideration
For all the OB Assessments, instruct students to “reverse” the bolded items (items 16, 19, and 20 in this case). 1 becomes 5, 2 becomes 4, 4 becomes 2, and 5 becomes 1. After doing that reversing, they should perform the calculations in the formula. The average score for this index is shown in blue on the slide (40 in this case). Recognize that this is an admittedly arbitrary way of classifying “high” vs. “low”. I use a show of hands to see how many students fall above and below the average, and I then see if students will volunteer any extremely high or low scores. 40

15. Day-to-Day Behaviors
Might the importance of initiating structure and consideration vary across followers and situations?

16. Day-to-Day Behaviors
Note that this conceptualization of Hersey and Blanchard’s model is a bit different in how it categorizes R1, R2, R3, and R4. This conceptualization is based on a Training and Development Journal article (January, 1996, pp ).

17. Something Is Missing
Think about the most effective leaders you can name
Do the leader behaviors and styles discussed thus far capture what it was that made these leaders so effective?
So what’s missing?
If you listed famous leaders on the board at the beginning of the lecture, the content from here forward is likely what explains why those leaders were named.

18. Transformational Leadership
A pattern of behaviors that inspires followers to commit to a shared vision that provides meaning to their work and sets the leader up as a role model who helps followers reach their potential
It is most often contrasted with so-called “transactional leadership,” which is built around exchanges of rewards and punishments, or “laissez-faire” leadership, which is the absence of action
A helpful discussion point here is “what exactly is being transformed”--why is it called “transformational” leadership? The answer is that the way employees view their jobs is what gets transformed. For example, you could take almost any theory from earlier in the course--say, Job Characteristics Theory in Figure 4-3. What gets transformed there is employees’ perceptions of the core job characteristics. Even if the job isn’t actually changed in a formal way, transformational leaders can cause employees to feel like their jobs have more variety, identity, significance, and so forth.

19. I tend to describe Contingent Reward as the modal effective leader--the leader who does a good job with many of the extrinsic models in Chapter 6. As leaders become more passive from there, either proactively or reactively “fighting fires” (Management-by-Exception) or being too hands off (Laissez-Faire), they get more ineffective. And as they transcend Contingent Reward by becoming more transformational, they get more effective.

20. Transformational Leadership
Idealized influence (charisma)
Inspirational motivation
Intellectual stimulation
Individualized consideration (coaching)
Ask students if they have had bosses or teachers that exemplify any of the “Four I’s.”

21. Transformational Leadership
OB on Screen: The King’s Speech
What kinds of transformational statements are typically given by national leaders in times of war?
OB on Screen: The King’s Speech. The clip referenced in the book begins around the 1:35:50 mark of the film, continuing until about the 1:38:35 mark. If you obtain the DVD of the film from either Netflix, Best Buy, or Amazon, you will find it in Chapter 19 of that DVD (note that the film can typically be obtained through iTunes as well). Please also note that the clip contains language that is generally considered profane. If you have seen the movie, you will realize that the profanity is an integral part of the story – the King does not stutter when he cusses or sings. That being said, an alternate clip which is equally as effective runs in Chapter 20 of the movie from 1:41:44 to 1:48:30 which is the King actually delivering his war time speech. The first clip is King George VI preparing to deliver his speech and growing increasingly frustrated as he can’t get the words out and questioning why he is in the position he is. The second clip is the King actually delivering his speech to all of England over the “wireless” which is still a relatively new technology at the time. Regardless of which clip you use, the discussion could revolve around why we place transformational outcomes on our political leaders in times of war or crisis and don’t necessarily do the same at other times. Encourage your students to differentiate those times and why different sets of expectations are called for.

22. Why Are Some Leaders More Effective than Others?
This is a repeat of the same intentionally blurry slide. It is repeated to illustrate the transition to the next slide.

23. Why Are Some Leaders More Effective than Others?
Decision-Making Styles
Decision-Making Styles
Transformational Leadership
Transformational Leadership
Initiating Structure
Initiating Structure
Transactional Leadership
Transactional Leadership
Here is the answer to the “question of the day.” It is often a bit unclear why some leaders are more effective than others. Fortunately, the topics discussed in this chapter provide some answers to that question. Some leaders are more effective than others because of their optimal mix of decision-making styles. Still others have an optimal mix of day-to-day behaviors like initiating structure and consideration, or make effective use of contingent reward. Still others transcend those behaviors by engaging in transformational leadership. Note that these concepts don’t fully and completely answer the question. In scientific terms, they don’t explain 100% of the variation in leader effectiveness.
Consideration
Consideration

24. Here is the concluding and integrating figure for the chapter, which complements the prior slide.

25. How Important is Leadership?
Here is the diagram that summarizes the importance of that chapter’s topic, relative to Job Performance and Organizational Commitment. Over time, students will get a feel for which topics have a stronger or weaker relationships with Job Performance and Organizational Commitment. They also get a feel for when things are more related to one than the other, and vice versa.

26. Best Practices: Ford
Here is the Best Practices slide spotlighting a company who leverages that chapter’s subject to improve Job Performance and Organizational Commitment. Rather than spotlighting the company that is the focus of the current edition’s wraparound case, I spotlight the company that is the subject of the Bonus Case in the Instructor’s Manual (taken from a previous edition of the textbook). That gives the instructor a chance to end on a note that “goes beyond the book.”
In this case that company is Ford.

27. Best Practices: Ford CEO Alan Mulally is the former head of Boeing
Sought to build consensus with existing management team
Always willing to make the difficult decision
“Incredibly optimistic”, with “infectious energy”
Wears off-the-rack suits, is humble, and good natured
All of these bullets about Ford are described in the Bonus Case in the Instructor’s manual.
“Communicate, communicate, communicate.”

28. Next Time
Organizational Structure
Chapter 15