Week 08 - Leading for ChangeFollowership Objecti.docx

Week 08 - Leading for Change
Followership
Objectives
After this session, you should be able to:Recognise your
followership style and take steps to become a more effective
follower.Understand the leader’s role in developing effective
followers.Understand what followers want and contribute to
building a community among followers.
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ObjectivesApply the principles of effective followership,
including responsibility, service, challenging authority,
participating in change and knowing when to leave.Implement
the strategies for effective followership at school or work.
The role of followersLeadership and followership are
fundamental roles.Leaders are influenced by the actions and

attitudes of followers.Many of the leaders’ qualities are
possessed by effective followers.
Followership styles
Styles of followershipAlienatedThe conformistThe pragmatic
survivorThe passive followerThe effective follower
Effective followershipCourageKnow what they stand forWilling
to express their own ideas and opinions to their leadersRisk
losing their jobs, being demeaned or feeling inadequate
Demands of an effective followerThe will to assume
responsibilityThe will to serveThe will to challengeThe will to
participate in transformationThe will to leave

The 7 Habits of Highly Effective People
Be proactive
Begin with the end in mind
Put first thingsfirst
Think win-win
Seek first to understand, then to be understood
Synergise
Sharpen the saw
Follower strategies
Desirable characteristics in a
followerHonestCooperativeDependableCompetent
What followers wantMake regular feedback a habit.Use
elements of storytelling.Be generous with positive

feedback.Train followers to view feedback as an opportunity for
development.
Building a community of followersInclusivityPositive
cultureConversationCaring and trustShared
leadershipCommunities of practice
SummaryThe stigma of followershipThe role of
followersDeveloping personal potentialSources of follower
powerStrategies for managing upWhat followers wantBuilding a
community of followers
Source:
The Leadership Experience: Asia Pacific Edition, 1st Edition
Richard L. Daft; Andrew Pirola-Merlo
Chapter 6 Followership
RMIT University©

School of Management
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The Microscope
Zacharias Janssen is to be credited for inventing the first truly
compound microscope
Microscope
What is a microscope?It is a tool or instrument often used in
laboratories to aid in viewing organisms that cannot be seen
with an unaided eye
Types of microscope
Biologist often used different microscope
Compound light microscope
Dissection microscope
Scanning electron microscope(SEM)
Transmission electron microscope(TEM)
but of all, the compound light microscope is what we shall be
using
Dissecting Vs. Compound light microscope

Scanning Vs. Transmission electron Microscope
Microscope Compound light microscope is simply a microscope
that has at least two magnifying lenses (the oculars and the
objectives)Binocular microscope possess two eyepieces (what
we shall be using in the lab)Monocular microscope possess one
eyepieces
Bi = two mono = one
Microscopes Electron microscope magnifies the specimen
1000X larger than the light microscopeThe Dissecting
microscope on the other hand has a low magnification power
(7X to 30X). It is used to view large objects
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Microscope There are a variety of light microscope but each
differs by the emission of light through the specimen that is
viewed
Phase contrast
Darkfield
Polarizing
UV

Terms Bright Field: illumination, sample contrast comes from
absorbance of light in the sample.
Cross polarized light: illumination, sample contrast comes from
rotation of polarized light through the sample.
TermsDark Field: illumination, sample contrast comes from
light scattered by the sample.Working distance: distance
between the specimen and the objective lens ( is this distance
greater with the 40x or the 10x objective ? Ans: 10x )
Phase Contrast: illumination, sample contrast comes from
interference of different path lengths of light through the
sample.
labelsLight source, a light or a mirror (7)Diaphragm
and condenser lens (8)Objective (3)Ocular lens (eyepiece) (1)In
addition the vast majority of microscopes have the same
'structural' components:Objective turret/ nosepiece (to hold
multiple objective lenses) (2)
LabelsStage (to hold the sample) (6)Focus wheel to move the
stage (4 - coarse adjustment, 5 - fine adjustment) Stage
adjustment knobs (9)

Terms used when dealing with a microscope
The headIt supports the two sets of magnifying lenses
The Oculars (eyes)It is the lenses used to view the
specimen.Located on the eyepieceHas a magnification of 10X
Microscope
Interpupillary distanceThis is the distance between the eyepiece
on a binocular microscopeIt can be adjusted to suit your eyes
Field of view “FOV”the diameter of the circle of light that you
see when looking into a microscope
Microscope (cont..)
ObjectivesThese are the four lenses on the revolving
nosepieceFour types exist: 4x , 10x , 40x , 100x
4X : the scanning lens
10X: the intermediate lens
40X: the high power lens
100X: the oil immersion lens
Microscope(cont..)
The ArmThe part of the microscope that connects the tube to the
base
The Condenser lensit focuses the light onto the specimen. It can
be located in or below the stage

Microscope (cont..)
The Adjustment Knobused to adjust the height of the condenser
Iris DiaphramIt controls the amount of light that passes to reach
a specimen
StageThe flat plate where the slides are placed for observation.
Microscope (cont..)
Stage ClipsClips on the stage used to hold the slide in place
Stage Adjustment KnobFound on mechanical stageAids in
moving the stage left to right or back and forth (vice versa)
Microscope(cont…)
Fine FocusThis is the knob used to fine tune the focus on the
specimen. It is also used to focus on various parts of the
specimen. Generally one uses the coarse focus first to get close
then moves to the fine focus knob for fine tuning.
Microscope(cont..)
Coarse FocusThis is the rough focus knob on the microscope.
You use it to move the objective lenses toward or away from the
specimen
BaseThe bottom support of the microscope
How to Use a Microscope

To carry a microscope, place one hand on the arm and the other
on the base of your microscope
Clean the MicroscopeIt is imperative to clean the lenses of your
microscope each time you use begin an experimentClean using
lens paper moistened with distilled water, then again without
the water
How to Use a Microscope(cont..)
2. Plug in your microscope and turn on the light.
3. Begin viewing from 4X. If the lens is not at 4X rotate till you
get it
4. Make sure you always clean a prepared slide before viewing
it. Place it on the stage
5. While looking through your oculars,(if binocular move the
lenses until to are able to view just an image of the specimen)
feel free to adjust your specimen using your coarse adjustment
6. The correct position of your condenser is when you slowly
lower the condenser until the graininess disappear. While that
of the iris diaphram is when you slowly open the diaphram until
the entire field of view is illuminated
7. Rotate the nosepiece using different objective lenses
NB: do not view your specimen using the 100X objective
without using immersion oil.

8. At the end of your exercise, turn off your microscope and
clean before returning it in the cabinet.
ONE HAND ON THE ARM & ONE HAND ON THE BASE!!!!!!
Calculations
What would be the total magnification if the ocular were 10X
and the objective 40X?10 x 40 = 400X
Organization of Cells
Prokaryotes: These are singled (one) celled organisms. Eg:
bacteria. They have a diameter of approximately 1 micrometer
(μm).They lack a nucleus (houses the genetic materials).
Genetic material is stored in the nucleiod region
(cytoplasm)They have a cell membrane, flagellum (pl. –
flagella) aids in mobility.Asexual reproduction
Organization of Cells (cont..)
Eukaryotes: These are cells with a nucleus and membrane bound
organelles
Eg: plasma membrane, mitochondria, golgi apparatus,
chloroplast, ER, cilia and flagella, etc.
Unicellular: singled celled (can survive by itself)
Aggregates: clusters of cells
Colonies: A consistent and predictable # of cells

Organization of Cells(cont…)
Multicellular: Large # of cells, each cells has a special function.
NB: none can exist successfully without the other.
Lab ExerciseLearn how to use the light compound
microscope.Identify parts of light compound microscope
it moves using Pseudopodia(False feet )Aggregate and Colonial
Organism: Examine the prepared slide Volvox
Lab Exer
the basic tissue types of plants and animals.Plant cells: cell
wall, protoplasm,cytoplasm, central vacuole, chloroplasts,
nucleusAnimal cells: Human epithelial cells ( cheek cells)
Lab ExerciseTo obtain a specimen ( epithelial cell or cheek
cells):1. With a clean toothpick, gently scrape the inside of your
cheek several times2. Roll the scraping into a drop of water on a
clean microscope slide, add a small drop of methylene blue, and
cover with a coverslip . Discard the used toothpick in
disinfectant3. Using the compound microscope, view the cells
under high power, identify the cell membrane, nucleus, and
cytoplasm.
Lab Report Format:
Each report should include the following:

Title page:
Name, Course, Instructor
Title of experiments
Partner’s name (if you worked with a partner that day)
Introduction (20%):
Write one paragraph (at least 4-5sentences) on background and
purpose of the experiment. This should be mostly in present
tense format.
Materials and methods (10%):
Give chemicals, materials and equipment you used in past tense
prose format. The methods must be presented in past tense. If
your methods deviated from those listed in the lab manual be
sure to give the methods you actually used in lab. Don’t begin
sentences with numbers. You may divide this section of the
report into subheadings. For example, “Preparation of enzyme,”
“Enzyme assay,” and “Temperature and pH effects on enzyme
activity” could be some of the subheadings you may include.
Results (40%):
Record of data, including sample calculations, images, graphs:
Refer to tables in the report as Table 1, Table 2, Table 3 etc.
Refer to figures in the report as Figure 1, Figure 2, Figure 3 etc.
Figures may include graphs, images, drawings, chemical
structures. All figures, tables, etc. are to be clearly labeled.
You should explain in writing what the figures demonstrate (no
interpretation/conclusions in this section!!)

Discussion (30%):
Give a 1-2 paragraph discussion (at least three to five sentences
each) of the scientific conclusions you drew from the
experiment. Results specific to the experiment are written in the
past tense and the overall conclusions you draw are written in
the present tense. In this section, also give any reasons for why
your experiment do not work successfully (if applicable).
For example, “In our study, polyphenoloxidase oxidized
catechol twice as quickly as phenol and hydroquinone. Due to
the observation that all three substrates exhibited some color
change it is concluded that polyphenoloxidase exhibits group
specificity.”
1
Leading Team
Objectives
After this session, you should be able to:Turn a group of
individuals into a collaborative team that achieves high
performance through shared mission and collective
responsibility.Develop and apply the personal qualities of
effective team leadership for traditional, virtual and global
teams.
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ObjectivesUnderstand and handle the stages of team
development and design an
effective team in terms of size, diversity and levels of
interdependence.Handle the conflicts that inevitably arise
among members of a team.
What is a team?A team is a unit of two or more people who
interact and coordinate their work to accomplish a shared goal
or purpose.Teams are made up of two or more people.People in
a team work together regularly.
What is a team?People in a team share a goal.The team concept
implies a sense of shared mission and collective
responsibility.A team achieves high levels of performance
through shared leadership, purpose and responsibility.Teams are
characterised by equality.
How a team developsFormingStormingNormingPerforming
Team development
Traditional teamsFunctional team – is part of the traditional
vertical hierarchy.Cross-functional team – made up of members

from different functional departments within the
organisation.Self-directed team – member rather than leader
centred and directed.
Self-directed teamsThe team includes workers with varied skills
and functions, and the combined skills are sufficient to perform
a major organisational task, thereby eliminating barriers among
departments and enabling excellent coordination.
Self-directed teamsThe team is given access to resources such
as information, financial resources, equipment, machinery and
supplies needed to perform the complete task.The team is
empowered with decision-making authority, which means that
members have the freedom to select new members, solve
problems, spend money, monitor results and plan for the future.
Team characteristicsSizeDiversityInterdependence
Pooled interdependence
Sequential interdependence
Reciprocal interdependence
Team effectiveness
Can be defined as achieving four
performance outcomes:Innovation /
adaptationEfficiencyQualityEmployee satisfaction

Team cohesivenessTeam interactionShared mission and
goalsPersonal attraction to the teamPositive effects on
satisfaction and team morale
Two types of team
leader roles
Team leader roleRecognise the importance of shared purpose
and values.Admit your mistakes.Provide support and coaching
to team members.

Virtual teamsA virtual team is made up of geographically and
organisationally dispersed members who share a common
purpose and are linked primarily through advanced information
and telecommunications technologies.
Leading a virtual teamSelect the right team members.Build trust
by building connections.Agree on ground rules.Use technology
effectively.
Global teamsAll guidelines for running other teams
apply.Manage language and culture.Stretch minds and
behaviour.Increase expected with global competition.

ConflictRefers to hostile or antagonistic interaction in which
one party attempts to thwart the intentions or goals of
another.Inevitable.Teams and individuals pursuing conflicting
goals.Emerge when tasks are unclear.
Styles to handle conflictCompeting styleAvoiding
styleCompromising styleAccommodating styleCollaborating
style
Team leader optionsVision – compelling vision can pull people
together.Bargaining / negotiating.Mediation.Facilitating
communication.
SummaryTeams in organisationsTeam types and
characteristicsLeading effective teamsThe leader’s new
challenge: virtual and global teamsHandling team conflict
Source:
Chapter 9 Leading teams
RMIT University©
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Leadership and Ethics
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Learning ObjectivesSpecify key principles of ethical and moral
leadership.Apply a guide to ethical decision making.Present
representative examples of unethical behavior by business
leaders.
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Learning Objectives (cont’d)Describe what leaders can do to
foster an ethical and socially responsible organization.Explain
the link between business ethics and organizational
performance.
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Ethics and MoralsEthics is the study of moral obligations, or of
separating right from wrong
Ethics can also mean the accepted guidelines of behavior for
groups or institutionsMorals are an individual’s determination
of what is right or wrong and are influenced by an individual’s
values

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Ethical Leadership Behaviors
Be honest and trustworthy and have integrity in dealing with
others
Pay attention to all stakeholders
Build community
Respect the individual
Accomplish silent victories
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Factors Contributing to
Ethical Differences
The leader’s level of greed, gluttony, and avarice
Rationalization
Implied permission to engage in unethical acts
The leader’s level of moral development
Preconventional level
Conventional level
Postconventional level
A sense of entitlement
The situation and organizational culture
The leader’s character
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Extraordinary Executive Compensation
*
Executive Compensation

in the U.S.
The average CEO pay at major corporations is now
364 times higher
than the lowest-paid employees.
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The Ethical Mind for LeadersTo remain ethical, leaders need to
develop an ethical mindset, or point of viewLeader’s need to
state this viewpoint and apply it rigorously, using self-checks
along the wayLeader’s must act quickly and publicly on lapses
of ethical behavior of othersThe ethical mind of the leader is
essential for the overall health of the organization
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Evaluating Ethics of a
Decision GuidelinesIs it right?Is it fair?Who gets hurt?Would
you be comfortable if the details of your decision or actions
were made public?What would you tell your child, sibling, or
young relatives to do?What does your intuition tell you?
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Examples of Unethical Leaders
(From Table 6- 3)Dennis Kozlowski, Tyco Bernie Ebbers,
MCIPatricia Dunn, Hewlett-PackardFrank Quattrone, Crédit
SuisseSteven Jobs, Apple Chung Mong-koo, HyundaiMartha
Stewart, Martha Stewart Living

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Social ResponsibilityHaving obligations to society beyond the
company’s economic obligations to owners or stockholders and
also beyond those prescribed by law or contractRelates to an
organization’s impact on society and goes beyond doing what is
ethical
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Socially Responsible ActionsCreating a pleasant workplace
Guarding the environmentEngaging in philanthropyWorking
with suppliers to improve working conditions
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Creating an Ethical and Socially Responsible CultureProviding
strategic leadership of ethics and social
responsibilityEstablishing written codes of ethical
conductDeveloping formal mechanisms for dealing with ethical
problemsAccepting whistleblowersProviding training in ethics
and social responsibilityPlacing company interests over
personal interests
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Ethics and PerformanceHigh ethics and social responsibility are
related to good financial performanceThe relationship between
social responsibility and financial performance may be a
virtuous circle. Corporate social responsibility and corporate
financial performance may feed and reinforce each other

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SummaryKey principles of ethical leadership include having
honesty and integrity, paying attention to all stakeholders,
building community, respecting the individual, and
accomplishing silent victories
© 2010 Cenage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
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Summary (cont’d)Examples of factors contributing to how one
person’s ethics differ from another include: the person’s level
of greed, gluttony, and avarice, the person’s level of moral
development, the person’s sense of entitlement, the situation
itself, combined with the corporate culture, and/or the person’s
character.
© 2010 Cenage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
*
Summary (cont’d)A leader or manager should seek answers to a
series of important questions before reaching a decision about
an issue that is not clearly ethical or unethicalUnethical
behaviors have had detrimental effects on many companies
*

Summary (cont’d)A leader can encourage ethical behavior by
promoting social responsibilityEthical behavior is related to
financial performance
Source:
Chapter 6, DuBrin [2013]
Leadership: Research Findings, Practice, and Skills, 7e [South-
Western] (9781133435228)
RMIT University©
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Leadership power and influence
ObjectivesRecognise your natural leadership frame of reference
and how you can expand your perspective.Use power and
politics to help accomplish important organisational
goals.Identify types and sources of power in organisations and
know how to increase power through political activity.Use the
influence tactics

*
Frames of reference
How leaders view the world:Structural frame – emphasis on
goal setting.Human resource frame – people most
valuable.Political frame – arenas of ongoing conflict.Symbolic
frame – system of shared meaning and value.
Frames of reference
Power and Influence ConceptsPower is an intangible force in an
organisation. It cannot be seen, but its effect can be felt.
Power is the ability of one person or department in an
organisation to influence other people to bring about desired
outcomes. Potential power is realised through politics and
influence.
Influence is the effect a person’s actions have on the attitudes,
values, beliefs or actions of others. Whereas power is the
capacity to cause a change in a person, influence is the degree
of actual change. Leaders can improve their effectiveness by
understanding the various types and sources of power as well as
the influence tactics they or their followers may use.
Types of powerPosition power:
Legitimate - Legitimate power is the authority granted from a
formal position in an organisation. Certain rights,
responsibilities and prerogatives accrue to anyone holding a

formal leadership position. Followers accept the legitimate
rights of formal leaders to set goals, make decisions and direct
activities.
Reward - Reward power stems from the authority to bestow
rewards on other people. Leaders control resources and their
distributions. Leaders can use reward power to influence
subordinates' behaviour.
Coercive - Coercive power is the authority to punish or
recommend punishment. Supervisors have the right to fire or
demote subordinates, criticise or withdraw pay increases.
Coercive power is the negative side of legitimate and reward
power.
Types of powerPersonal power:
Expert - Expert power results from a leader's special knowledge
or skill regarding tasks performed by followers. When a leader
is a true expert, subordinates go along with recommendations
because of his or her superior knowledge.
Referent - Referent power comes from leader personality
characteristics that command followers’ attention, respect and
admiration so that they want to emulate the leader. Referent
power depends on the leader’s personal characteristics rather
than on a formal title or position and is visible in the area of
charismatic leadership.
RMIT University©
*
Responses to powerCompliance - means that people follow the
directions of the person with power, whether or not they agree
with those directions.

Resistance - means that employees will deliberately try to avoid
carrying out instructions.
Commitment - means that followers adopt the leader’s
viewpoint and enthusiastically carry out instructions.
Responses to power
Leader power in organisationsInterdepartmental
dependencyControl over informationOrganisational
centralityCoping with uncertainty
PoliticsPolitics involves activities to acquire, develop and use
power and other resources to obtain desired future outcomes
when there is uncertainty or disagreement about choices.
PoliticsIndividuals and departments within organisations also
engage in political activity.Impression management.
Ethical considerations
Misuse of powerWhen access to resources seems to depend on
granting sexual favours or putting up with sexually intimidating
or threatening comments, the person in a dependent position is
being personally violated, whether or not the leader actually

withholds the resources.
Tactics for asserting leader influenceUse rational persuasion -
This is the most frequently used influence tactic; it uses facts,
data and logical arguments to persuade others that a proposed
idea or request is the best way to complete a task or accomplish
a desired goal.
Make people like you - People would rather say yes to someone
they like than to someone they don’t like. When a leader shows
concern for others, demonstrates trust and respect, and treats
people fairly, people are more likely to want to help and support
the leader.
Rely on the rule of reciprocity - Leaders gain power by having
something that others value. A primary way to turn that power
into influence is to share what you have – whether it be time,
resources, services or emotional support. Leaders who do
favours for others can expect favours in return.
Tactics for asserting leader influenceDevelop allies -
Reciprocity also plays an important role in developing networks
of allies – people can help the leader accomplish goals. A
leader’s network of contacts can be expanded by reaching out to
establish contact with additional people. Some leaders expand
their alliances through the hiring, transfer and promotion
process.
Ask for what you want - Another way to have influence is to
make a direct appeal by being clear about what you want and
asking for it. Political activity is effective only when the
leader’s vision, goals and desired changes are made explicit so
the organisation can respond.

Tactics for asserting leader influenceRemember the principle of
scarcity - This principle means that people usually want more of
what they can’t have. Leaders can learn to frame their requests
or offers in such a way as to highlight the unique benefits and
exclusive information being provided.
Extend formal authority with expertise and credibility - The
final principle for asserting authority is the leader’s legitimate
authority in the organisation. Research has found that the key to
successful use of formal authority is to be knowledgeable,
credible and trustworthy. Effective leaders keep the six previous
influence principles in mind, realising that influence depends
primarily on personal rather than position power.
RMIT University©
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SummaryLeadership frames of referencePower, influence and
leadershipSources of leader power in organisationsIncreasing
power through political activityAsserting leader
influenceEthical considerations
Source:
Chapter 11 Leadership power and influence
RMIT University©

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Charismatic and Transformational leadership
*Describe personal meaning and how it influences attributions
of charismatic qualities.Briefly explain Max Weber’s
conceptualization of charisma.Describe the behavioral qualities
that differentiate charismatic from noncharismatic
leaders.Explain the locus of charismatic leadership.Discuss the
effects of charismatic leadership on followers.Describe the
characteristics that distinguish charismatic from noncharismatic
leaders.Discuss how one can acquire charismatic
qualities.Explain the difference between socialized and
personalized charismatic leaders.Distinguish between
charismatic and transformational leadership.Explain the
difference between transformational and transactional
leadership.Explain the four phases of the transformation
process.
Learning Outcomes

*Often have a more heightened sense of who they areSeem to
have a clearer picture of their personal meaning or purpose in
life soonerSeek to actualize their personal meaning through
leadership
Charismatic and
Transformational Leaders
*Is the degree to which people’s lives make emotional sense and
to which the demands confronted by them are perceived as
being worthy of energy and commitmentIs the “work–life
balance”
The achievement of equilibrium in personal and official life
Personal Meaning
*Self-beliefLegacySelflessnessCultural heritage and
traditionsActivist mind-setFaith and spiritualityPersonal
interestsValues
Factors That Influence
Personal Meaning

*Is knowing who you are based on your lifespan of experiences,
motivation states, and action orientationIs closely related to
positive self-concept, which includes:
Emotional stability
High self-esteem
High generalized self-efficacy
Internal locus of controlCharismatic leaders overcome inner
conflict in order to reach their full potential
Self-Belief
*Is that which allows an individual’s accomplishments to “live
on” in the ideals, actions, and creations of one’s followers, long
after his or her deathCharismatic leaders are driven to leave
their personal mark on society
Legacy
*Is an unselfish regard for or devotion to the welfare of othersA
leader with an unselfish attitude derives motivation through
concern for others rather than for oneselfHelping others
motivates many charismatic leaders
Selflessness

*May be used as vehicles to transfer charisma to othersMay be
done through rites and ceremoniesMay also be in the form of
oral and written traditions
Cultural Heritage and Traditions
*Charismatic leaders use political and social causes as
opportunities to influence change and provide a better life for
their followersCharismatic leaders have a greater sensitivity to
political, societal, and organizational situations that are ripe for
changeThey magnify a climate of dissatisfaction by encouraging
activism that heightens follower’s willingness to change the
status quo
Activist Mind-Set
*Spirituality concerns an individual’s awareness of connections
between human and supernatural phenomena, which provide
faith explanations of past and present experiences and, for
some, predict future experiencesCharismatic leaders often face
hardships while leading missions of change and rely on faith for
supportCharismatic leaders sustain faith by linking behaviors
and goals to a “dream” or utopian ideal vision of a better future
Faith and Spirituality

*Personal pursuits may reflect aspects of one’s
personalityCharismatic leaders seek to establish and affirm their
identities through the pursuit of meaningful personal pursuits
Personal Interests
*Are generalized beliefs or behaviors that are considered by an
individual or a group to be importantProvide basis for
meaningCharismatic leadership has been described as values-
based leadershipBy aligning their values with those of their
followers, charismatic leaders may derive personal meaning
from their actions
Values
*Personal meaning is linked to charismatic leadershipThe
leader’s personal meaning influences his or her behaviorThe
leader’s behavior is reflected in the formulation and articulation
of a visionThe leader’s vision garners attributions of charisma
from followersTherefore, a primary aspect of charismatic
leadership involves the perceptions and evaluations made by
followers about a leader’s behavior
Charismatic Leadership Linkages

*Is “a distinct social relationship between the leader and
follower, in which the leader presents a revolutionary idea, a
transcendent image or ideal which goes beyond the
immediate…or the reasonable; while the follower accepts this
course of action not because of its rational likelihood of
success…but because of an effective belief in the extraordinary
qualities of the leader”
Charisma
*Weber used the term “charisma” to explain a form of influence
based not on traditional or legal–rational authority systems but
rather on follower perceptions that a leader is endowed with the
gift of divine inspiration or supernatural qualitiesCharisma has
been called “a fire that ignites followers’ energy and
commitment, producing results above and beyond the call of
duty”
Weber’s Conceptualization
of Charisma

*
Weber’s Conceptualization
of Charisma (cont.)Weber saw in a charismatic leader someone
who:
Single-handedly visualizes a transcendent mission or course of
action
Compels potential followers to act because they believe the
leader is extraordinarily gifted
Performs acts of heroism
Has an ability to inspire and build confidence
Espouses revolutionary ideals
Possesses oratorical ability
Has a “powerful aura”
*There are four behavior attributes that distinguish charismatic
from noncharismatic leaders:
Dissatisfaction with status quo
Compelling nature of the vision
Use of unconventional strategies for achieving desired change
A realistic assessment of resource needs and other constraints
for achieving desired change
Differentiating Between Charismatic and Noncharismatic
Leaders
*Dissatisfaction with the status quo
Charismatic leaders are very much opposed to the status quo
and strive to change it
Noncharismatic leaders essentially agree with the status quo and

strive to maintain it
Leaders (cont.)
*Vision formulation and articulation
Charismatic leaders have the ability to articulate an ideological
and inspirational vision—a transcendent vision that promises a
better future than the present
Effective articulation of vision is measured in what is said
(content and context) and how it is said (oratorical abilities)
Charismatic leaders articulate the context of their message by
highlighting positive images of the future vision and negative
images of the present
Effective communication skills are an imperative in the
successful articulation of a compelling vision
Through verbal and nonverbal means, charismatic leaders
communicate their self-confidence, convictions, and dedication
in order to give credibility to what they advocate
Leaders (cont.)
*Use of unconventional strategies
Noncharismatic leaders use available or conventional means to
achieve existing goals
Charismatic leaders use unconventional means to transcend the
existing order
Admirers of charismatic leaders believe that such individuals
possess heroic qualities that enable them to persist in spite of
the odds against them
Follower perceptions of these heroic qualities evoke sentiments
of adoration, especially when the leader’s activities exemplify
acts of heroism involving personal risk and self-sacrificing

behavior
Leaders (cont.)
*Awareness of resource needs and constraints
Charismatic leaders understand the need to perform a realistic
assessment of environmental resources and constraints affecting
their ability to effect major change within their organization
They are sensitive to both the capabilities and emotional needs
of followers
They are aware of the need to align organizational strategies
with existing capabilities to ensure a successful transformation
Leaders (cont.)
*The question at the center of the debate of Weber’s
conceptualization of charisma is whether charisma is primarily
the result of:
The situation or social climate facing the leader
The leader’s extraordinary qualities
An interaction of the situation and the leader’s qualities
There is increasing acceptance of this view
Locus of Charismatic Leadership
*Followers trust in “rightness” of the leader’s visionSimilarity
of follower’s beliefs and values to those of the

leaderHeightened sense of self-confidence to contribute to
accomplishment of the missionAcceptance of higher or
challenging goals
Effects of Charismatic Leadership
*Identification with and emulation of leaderUnconditional
acceptance of leaderStrong affection for the leaderEmotional
involvement of the follower in the missionUnquestioning
loyalty and obedience to the leader
Effects of Charismatic
Leadership (cont.)
Source: Based on R. J. House and M. L. Baetx (1979),
“Leadership: Some Empirical Generalizations and New
Research Directions.” In B. M. Staw (ed.), Research in
Organizational Behavior, vol. 1 (Greenwich, CT: JAI Press,
1979), 399–401.
*
Qualities of Charismatic Leaders
Vision
Superb
communication
skills

Self-confidence
and moral
conviction
Ability to
inspire trust
Self-promoting
personality
High risk
orientation
Ability to
empower others
High energy
and action
orientation
Qualities of
Charismatic
Leaders
Minimum
internal
conflict
Relational
power base
*
Qualities of Charismatic
Leaders (cont.)Vision
Is the ability to imagine different and better conditions and
ways to achieve them
Uplifts and attracts others
Must result from a collaborative effort

*
Leaders (cont.)Superb communication skills
Charismatic leaders can communicate complex ideas and goals
in clear, compelling ways, so that everyone from top
management to the bottom level of the organization can
understand and identify with their message
Charismatic leaders have superior rhetorical skills and employ
rhetorical techniques such as metaphors, analogy, and stories
They are also adept and tailor their language to particular
groups, thereby better engaging them mentally and emotionally
*Self-confidence and moral conviction
Charismatic leaders build trust in their followers through:
Unshakeable self-confidence
An abiding faith
Strong moral conviction
Optimism
Leaders (cont.)
*Ability to trust others
Charismatic leaders build support and trust by showing
commitment to followers’ needs over self-interest and by being

fair
These qualities inspire followers and often result in greater
cooperation between a leader and followers
Leaders (cont.)
*
Leaders (cont.)High risk orientation
Charismatic leaders earn followers’ trust by willing to incur
great personal risk
People admire the courage of those who take high risk
Charismatic leaders also use unconventional strategies to
achieve success
*High energy and action orientation
Charismatic leaders are energetic and serve as role models for
getting things done on time
They engage their emotions in everyday work life
Charismatic leaders tend to be emotionally expressive,
especially through nonverbal means
Leaders (cont.)

*
Leaders (cont.)Relational power base
Charismatic leadership is intensely relational and based almost
entirely upon referent and expert power
Charismatic leadership involves an emotionalized relationship
with followers
Followers are often in awe of the leader
There is a powerful identification with and emulation of the
leader and an unquestioning acceptance of an affection for the
leader
*Minimum internal conflict
Charismatic leaders are convinced they are right in their vision
and strategies
Because of this conviction, they experience less guilt and
discomfort in pushing followers to stay the course even when
faced with threats
Leaders (cont.)
*Ability to empower others
Charismatic leaders empower followers by building their self-
efficacy
Charismatic leaders also empower followers by role modeling
and coaching, providing feedback and encouragement, and
persuading followers to take on more responsibilitiesSelf-

promoting personality
Charismatic leaders are not “afraid to toot their own horn”
Leaders (cont.)
*
How One Acquires
Charismatic QualitiesSuggested strategies for acquiring or
enhancing one’s charismatic qualities include:
Developing your visionary skills through practice and self-
discipline
Practicing being candid
Developing a warm, positive, and humanistic attitude toward
people rather than a negative, cool, and impersonal attitude
Developing an enthusiastic, optimistic, and energetic
personality
*
A strong emotional attachment and loyalty to a charismatic
leader can have both beneficial and detrimental effects on
followers. Explain both types of effects on followers.
Discussion Question #1

*It is possible to assume that all charismatic leaders are good
moral leaders that others should emulateRemember that not all
charismatic leaders are necessarily good leaders
Charisma: A Double-Edged Sword
*One method of differentiating between positive and negative
charisma is to consider the motives that are driving the
charismatic leader’s behavior:
Self-glorification
Influences one’s meaning in life by protecting, maintaining, and
aggrandizing one’s self esteem
Is consistent with negative (destructive) charisma
Self-transcendence
Provides meaning through supportive relationships with others
Is consistent with altruistic and empowering orientations of
positive (constructive) charisma
Charisma:
A Double-Edged Sword (cont.)
*Possess a dominant, Machiavellian, and narcissistic
personalityPursue leader-driven goals and promote feelings of
obedience, dependency, and submission in followersUse
rewards and punishment to manipulate and control followers
Personalized Charismatic Leaders

*Use information to preserve the image of leader infallibility or
to exaggerate external threats to the organizationExamples of
personalized charismatic leaders:
Adolph Hitler
Charles Manson
David Koresh
Rev. James Jones
Personalized Charismatic
Leaders (cont.)
*Possess an egalitarian, self-transcendent, and empowering
personalityPursue organization-driven goals and promote
feelings of empowerment, personal growth, and equal
participation in followers
Socialized Charismatic Leaders
*Use rewards to reinforce behavior that is consistent with the
vision and mission of the organizationExamples of socialized
charismatic leaders:
Martin Luther King, Jr.
Gandhi
Winston Churchill
John F. Kennedy
Socialized Charismatic Leaders (cont.)

*Transformational leadership
Serves to change the status quo by articulating to followers the
problems in the current system and a compelling vision of what
a new organization could beTransactional leadership
Seeks to maintain stability within an organization through
regular economic and social exchanges that achieve specific
goals for both the leaders and their followers
Transformational Leadership vs. Transactional Leadership
*Research studies have consistently revealed that
transformational leadership is positively related to individual
level, group, and organizational performanceIndividual level
Transformational leaders influence their constituencies to make
the shift from focus on self-interests to a focus on collective
interests
The Effects of
Transformational Leadership
*Group level
Transformational leadership was found to influence team
performance and team potencyOrganizational level
There is broad support for the proposition that transformational
leadership can change both an organization’s climate and

culture
The Effects of
Transformational Leadership (cont.)
*Charismatic leaders by nature are transformational, but not all
transformational leaders achieve their transforming results
through the charismatic effects of their
personalitiesTransformational leaders are similar to charismatic
leaders in that they can articulate a compelling vision of the
future and influence followers by arousing strong emotions in
support of the visionTransformational leaders can emerge from
different levels of the organization
Charismatic versus
Transformational Leadership
*An organization may have many transformational leaders; in
contrast, charismatic leaders are few in numberCharismatic
leaders are most likely to emerge in the throes of a crisisThe
response by people to a charismatic or transformational leader
is often highly polarized, but the emotional levels of resistance
toward charismatic leaders are more extreme than those toward
transformational leadersBoth charismatic and transformational
leadership always involve conflict and change
Charismatic versus
Transformational Leadership (cont.)

*
Explain the importance of effective communication skills for
charismatic and transformational leaders.
Discussion Question #2
*Transformational leadership is composed of four behavior
dimensions (the “four I’s”)
Idealized influence (charisma)
Inspirational motivation
Individual consideration
Intellectual stimulation
Transformational Leader
Behaviors and Attributes
*See themselves as change agentsAre visionaries who have a
high level of trust for their intuitionAre risk-takers, but not
recklessAre capable of articulating a set of core values that tend
to guide their own behaviorPossess exceptional cognitive skills
and believe in careful deliberation before taking actionBelieve
in people and show sensitivity for their needsAre flexible and

open to learning from experience
Behaviors and Attributes (cont.)
*
Behavioral Components
Description
Transformational Leader BehaviorsCreation and articulation of
visionLeader behavior that is directed at finding new
opportunities for the organization; formulating, articulating, and
inspiring followers with the vision of a better futureRole
modelingSetting an example for followers that is consistent
with the organizational values and expectationsFostering a “buy
in” of team goalsBehavior aimed at encouraging and building
teamwork among followers and commitment to shared goals
*
Behavioral Components

Description
Behaviors (cont.)
Source: Based on P. M. Podsakoff, S. B. Mackenzie, R. H.
Moorman, and R. Fetter, “Transformational Leader Behaviors
and Their Effects on Followers’ Trust in Leader, Satisfaction,
and Organizational Citizenship Behavior,” Leadership Quarterly
1(2) (1990): 107–142.High performance expectationsBehavior
that conveys the leader’s expectations for everyday excellence
and superior performance on the part of followersPersonalized
leader–member exchangeBehavior that indicates that the leader
trusts, respects, and has confidence in each follower, and is
concerned about their personal needs, not just organizational
needsEmpowermentBehavior on the part of the leader that
challenges followers to think “outside of the box” and re-
examine old ways and methods
*
Transformational vs.
Transactional LeadershipTransformational leadership
Inspires followers to go beyond self-interest and act for the
good of the organization

Leaders are described as influential, inspirational, and
charismatic
Serves to change the status quo by articulating to followers the
problems in the current system and a compelling vision of what
a new organization could be
Creates significant change in both followers and organizations
Creates and shares knowledge at the individual and group levels
Emphasize the importance of group values and focus on
collective interests
*Transactional leadership
Caters to the self-interest of followers by rewarding specific
behaviors and performance that meets with the leader’s
expectations and punishes behavior and performance that does
not meet expectations
Leaders are described as task- and reward-oriented, structure,
and passive
Involves specific contractual arrangements with followers that
provides them with benefits that satisfy their needs and desires
in exchange for meeting specified objectives or performing
certain duties
Promotes stability
Exploits knowledge at the organizational level
Focuses on defining roles and task requirements and giving
rewards that are contingent on task fulfillment
Transactional Leadership (cont.)
*
Despite these differences, effective leaders exhibit both
transactional and transformational leadership skills in

appropriate situations
Transactional Leadership (cont.)
*
The Transformation Process
Stages
Suggested ActivitiesMake a compelling case for changeIncrease
sensitivity to environmental changes and threats
Initiate change and challenge the status quo
Search for opportunities and take risksInspire a shared
visionEncourage everyone to think of a new and brighter future
Involve others in seeing and moving toward the vision
Express new vision in ideological, not just economic, terms
*
The Transformation Process (cont.)
Stages
Suggested ActivitiesLead the transitionInstill in managers a
sense of urgency for the change
Empower, support, foster collaboration, and strengthen
followers
Help followers understand need for change
Increase followers’ self-confidence and optimism
Avoid the temptation of a “quick fix”

Recognize and deal openly with emotional component of
resisting change
*
The Transformation Process (cont.)
Stages
Suggested Activities
Source: Based on Carolyn Hines and William Hines Jr.,
“Seminar on the Essence of Transformational Leadership
(Leadership Training Institute),” Nation’s Cities Weekly 25(9)
(March 4, 2002): 8.Implant the changeEnable and strengthen
followers with a “greatness attitude”
Help followers find self-fulfillment with new vision
Help followers look beyond self-interests to collective interests
Change reward systems and appraisal procedures
Implement team-building interventions and personnel changes
Appoint a special task force to monitor progress
Encourage top leaders and managers to model the way
Source: Chapter 9, Lussier/Achua [2013] Leadership: Theory,
Application, and Skill Development, 5e [South-Western]
(9781111827076)

RMIT University©
*
Leading for Change
“Leadership is the art of getting someone else to do something
you want done because he wants to do it.”
~ Dwight Eisenhower
Dr. Nuttawuth Muenjohn
Course Coordinator: Leading for Change
RMIT University
E-mail: [email protected]t.edu.au
RMIT University©
*
Teaching Visit
Course Introduction – structure, content and assessment –
Understand the course and expectation
Nature of Leadership – definition, importance, effectiveness –
Prepare for Assessment Task One and Two
Leadership traits, behaviours, styles, contingency – Prepare for

Assessment Task One and Two
Power and Influence – Prepare for Assessment Task Two
RMIT University©
*
RMIT University©
*
Course Aims
This course will help you to develop your ability to:
Critically evaluate and explain the relevance of a range of
Leadership and Change Management concepts and approaches to
a variety of organisational situations through classroom
activity/assessment;
Identify, and knowledgably discuss current issues in leadership
and change management through classroom discussion/activity;
Apply learning to contemporary workplace situations, especially
through the use of diagnostic tools and models to explore
underlying organizational and behavioural issues that may
affect the leadership role and organisational change processes;
Demonstrate and apply understanding of the management
competencies needed in Leadership and Change Management;
Understand the importance of lifelong learning through self-
reflection, self-assessment and personal development in the
areas of leadership and change management.
Slide *
Course BlackBoard (Learning Hub, MyRMIT)

Course Guide
Readings
Lecture slides
Class Material
Learning activities Case Studies
*
Teaching ScheduleWeek 01 - Course Introduction & Nature of
Leadership (Textbook: Section 1)
Week 02 - Leadership traits, behaviours and attributes
(Textbook: Section 2)
Week 03 - Contingency and Situational Leadership (Textbook:
Section 3)
Week 04 - Charismatic and Transformational leadership
Week 05 - Leadership power and influence (Textbook: Section
5)
Week 06 - Leadership and Ethics (Textbook: Section 6)
Week 07 - Leading Team (Textbook: Section 7)
Week 08 – Followership (Textbook: Section 9)
Week 09 - International and Culturally diverse aspects of
Leadership (Textbook: Section 8)
Week 10 – Managing Change (Textbook: Section 10)
Week 11 – Leadership and the role of the change agent

Week 12 - Course Review/Exam information
BUSM3195 Leadership and Management
Slide *
RMIT University©
*
Dubrin et al – CP1071 - Leading for Change (1st edition),
Cengage Learning Australia, 2016, Compiled by Nuttawuth
Muenjohn: 0170380130 / 9780170380133
The textbook is a custom publication of chapters from several
books to match the needs of this course
Prescribed textbook
Slide *
*
AssessmentsTO PASS THIS COURSE:achieve an aggregate
mark of 50% or more overall assessments
Assessments
Slide *Assessment TaskDue DateWeightingOne: Case Study
Analysis

Friday, Week 610%
Two: Leadership: From theory to practice and self reflection
Friday, Week 9
50%
Three: Examination
TBA
40%
Assessment Task OneDue Date: Week 06Type: Group (3
students)Weighting: 10%Length: 1,000 words Forming groups –
You are required to form your group with members in your class
– Forming groups across classes IS NOT ALLOWED.
You are required to submit group members’ name and student
ID via Course BlackBoard.
RMIT University©
*
Assessment Task OneYou are required to analyse a case study
and answer the case questions. See more details on Course
BlackBoard. Case Study: Foreign Auto Shop (see full case on
MyRMIT/Course BlackBoard) Case Questions: Part One
What is the usual leadership situation in the auto repair shop
(consider the nature of the task, subordinates, and
environment)? Describe Alan’s typical leadership style and
evaluate whether it is appropriate for the leadership situation.
Part Two
Describe Alan’s leadership style during the flood and evaluate
whether it is appropriate for the leadership situation.
RMIT University©

*
Assessment Task OneIt is expected that you will use at least 3
academic references. Websites, such as Wikipedia, will not be
accepted, other than for providing general details and these will
not be counted in the minimum references required.Structure:
Case Title
Group members (one member nominated as group leader who
will submit the assignment)
Questions 1
Answer
Question 2
Answer
References
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*
Assessment Task Two
Leadership: From theory to practice and self reflectionDue
Date: Friday, Week 09 Type:
Individual Weighting: 50%Length:
2,500-3,000 words
RMIT University©
*

Assessment Task TwoThis assessment is designed and
developed based on ‘Industry feedback’3 stages of learning
process:Stage one - Observation: Learning outcome of this stage
is that you are challenged to apply and link the theories in this
course with your observation. Stage Two – Interview: Expected
to learn not only from your role model’s experience but also
about the complexities of leadership. Stage Three - Self
reflection and improvement: Critically evaluate leadership
theories and practices and understand how to improve your own
leadership skills and qualities.
RMIT University©
*
Stage One: ObservationIdentify a person who you consider to be
a successful or effective leader. This could be someone you
work with or for (for example: business, professional, sport,
volunteer work, religious organisations etc).
What you observe this person doing in their leadership role;
Person’s leadership styles, behaviours, traits, skills and his/her
use of power and influence tactics that make him/her an
effective leader.
Must be able to apply theories/concepts/models in the course to
support your observation.
RMIT University©
*

Stage Two - InterviewAsk your chosen leader to describe
his/her leadership style, behaviours, traits, skills and his/her use
of power and influence tacticsSee if you can confirm with your
observation of what you perceived earlier.What they think are
the characteristics of a good and effective leader. Encourage
them to give examples or stories. Also what they think it takes
to lead successfully based on their experience and what not to
do.
RMIT University©
*
Stage Three – Self Reflection and ImprovementReflect on what
you have learned from the first two stages, discuss:
What do you learn about the complexities of leadership
(comparing between what theory says and what you found i.e.
do your findings support the theories in the course?)
Given what you have found, how might your own leadership
practice be improved as a result of undertaking this assessment?
How has this piece of research helped you gain a better
understanding of what it takes to lead well?
RMIT University©
*
Assessment Task TwoIntroduction (~100 words), Body with
headings and sub-headings (i.e. Observation, Interview,
Reflection ~ 2,300-2,800 words), Conclusion (~100 words)
Reference: Use at least 10 references, preferably specific topic

books or journal/research articles. Websites, such as wikipedia,
will not be accepted.Interview questions must be included in the
Appendix section (after ‘Reference List’).
RMIT University©
*
NoteStudents should to get feedback from their lecturer in Week
04. To do this, students should prepare an initial plan. The plan
may include;
Details of the chosen leader (role, position; organisation);
Draft of interview questions;
Timeline of activities;
Key references.
RMIT University©
*
Submission of assignments
You are asked to submit both assignments in soft copy by 7.00
pm Singapore time.Assignment due date will be provided in the
Blackboard. Turnitin will check your assignment for originality
and will generate a report indicating areas in which the content
overlaps with other resources.
RMIT University©
*

Late SubmissionLate submission: will be marked as if
submitted on time then the mark awarded will be reduced by
10% for each day (or part of a day) it is late. Assignments that
are late by 10 days or more will not be marked and will be
awarded zero marks. Extensions: Up to seven calendar days
after the original submission due date must be lodged with the
Course Coordinator. Greater than seven calendar days must be
made via the Special Consideration Procedure
RMIT University©
*
Plagiarismis a form of cheating in assessment and may occur in
oral, written or visual presentations. It is the presentation of the
work, idea or creation of another person, without appropriate
referencing, as though it is your own. The penalties for cheating
in assessment are severe, whether the cheating involves
plagiarism, fabrication, falsification of data, copyright
infringement or some other method. Penalties can include
charges of academic misconduct, cancellation of results and
exclusion from your course. It is also a disciplinary offence for
you to allow your work to be plagiarised by another student.
RMIT University©
*
Assessment Task Three
ExaminationDue Date: In examination periodType:
Individual Weighting: 40%Length:

2 hours
Slide *
Assessment Task ThreeThe questions will give you an
opportunity to discuss issues from across topics and students are
expected to be able to integrate material from throughout the
course. There will be information available on Course
BlackBoard closer to the examination period to help you
prepare and have a good idea of the type of questions you may
encounter.
RMIT University©
*
Question?......
RMIT University©
*
The nature and importance of leadership
"People ask the difference between a leader and a boss.... The
leader works in the open, and the boss in covert. The leader
leads and the boss drives"
~Theodore Roosevelt~

*
What is leadership? – Feedback from Students
Ability to motivate, inspire and encourage somebody to do
something you want to be done
Someone with the ability to influence large numbers to achieve
a common goal or desired direction
Being able to influence and motivate others by action, example
and authority
To inspire, motivate and influence a group of people to achieve
common goals effectively
The role of influencing, motivating and encouraging followers
to reach their full potential thereby achieving or exceeding
goals set by the organization
Ability to invent, inspire, persuade, motivate and support
followers towards a specific objectives
Someone who influences others make others follow in their path
Ability to inspire someone to do something that you want them
to do even if they may not want to do it
Ability to conduct and co-ordinate an unit. And within this unit,
show courage, devotion, honesty, integrity and patience
Ability to guide and provide stability to a group in search at a
common goal
A person who is able to, not only to take control of a situation,
but delegate, motivate, and inspire
Leading by example and directing a group through motivation
and inspiring others with their vision
Ability to lead a group of people to a common goal through
influence, encouragement and delegation
One who commands a certain level of respect in order to inspire
people into directed action

*
*
The Meaning of LeadershipBass’ “Handbook of Leadership”
suggested “There are almost as many definitions of leadership
as those who have attempted to define the concept” (Bass, 1990,
p.11). More than 4,000 definitions were collected under 12
categories in Bass’ Handbook such as a focus of group, a matter
of personality, a power relationship and an instrument to
achieve goals
*
The Meaning of LeadershipRost found 221 definitions of
leadership in the total of 587 works. Definitions has changed
from period to period:
1900s: Leadership definitions emphasize control and
centralization of power
1930s: Leadership was defined as traits
1940s: Group approach
1950s: Influence approach
*
Leadership“an influence relationship among leaders and
followers who intend real changes that reflect their mutual

purposes” (Rost,1993, p. 102). “is a special case of
interpersonal influence that gets an individual or group to do
what the leader wants done” (Schermerhorn et al., 1997, p.
315). “the ability to influence people toward goal achievement”
(Baird et al., 1990, p. 290). “leaders are people who are able to
influence the behaviours of others without having to rely on
threats or other forms of force” (Barney and Griffin, 1992, p.
588).
*
So…. What is Leadership?????
Leadership is an Influence process…..
Influence ---- followers’ attitudes, behaviours and thoughts…….
Influence followers so that they do and willing to do whatever
leaders want them to do…
RMIT University©
*
QuestionsQ 1 - How leaders influence followers……
Using ‘POWER’…. LEADERS HAVE POWER OVER
FOLLOWERS….Q 2- What kinds of power???
Formal Power – power/authority given by Organisation to
reward or discipline….

Informal Power – Respect, trust, believe in, admired…
Most effective leaders influence followers by inspiring, being
good role model, motivating, providing clear vision
RMIT University©
*
*
Leadership VS Management
Management is doing things right; leadership is doing the right
things.
~ Peter F. Drucker
*
*
Management Function/Process
Planning
Choosing tasks, How & When it must be performed, Outline
what tasks org. must do to be successful
Organizing
Assigning tasks to individuals or groups, Distributing
organizational resource
Directing
Motivating, Leading , and Directing individuals to perform the
tasks

Controlling
Monitoring and comparing present performance to standard
performance
*
Management VS Leadership
Management focuses on technical aspects of Management
Functions
Leadership focuses on interpersonal aspects of Management
Functions
RMIT University©
*
*
Leadership VS ManagementLeaders are people who have
followers. Managers have subordinates (Lundy, 1990).
“Management is predominantly activity based involving
planning and budgeting, organizing and staffing, controlling and
problem solving.... Leadership on the other hand …create a
sense of direction and to communicate the vision. These
involve dealing with people rather than things...” (Maurik,
1994, p.7).

*
*Effective managers also lead and effective leaders also
manage.
There are several key distinctions between leadership and
management
Leadership deals with the interpersonal aspects of a manager’s
job.
Management deals with the functional, administrative aspects of
a manager’s job.
Leadership and Management
*Is more formal and scientific than leadership. Uses a set of
explicit tools and techniques. Is based on reasoning and
testing.Produces a degree of predictability and order and
maintains the organisation.It focuses on the routine.Implements
the vision.
Management

*
Leadership
Deals with change, inspiration, motivation and
influence.Involves having a vision of what an organisation can
become.Requires developing cooperation and
teamwork.Produces changes, which are often transformative.
*
Role Differences
ManagementLeadershipPlanning & BudgetingEstablishing
DirectionOrganizing & StaffingAligning peopleControlling
InspiringMaintain StabilityCreate ChangeEmotion
distanceEmotion connectionExpert mindOpen
mindTalkingListening
*

Management and Leadership
LeadershipSet direction, create visionCoordinate/work with
staffMotivate/inspire peopleEffective if want to changeInvolve
emotionDeal with interpersonalListen to folllowers
ManagementImplement the visionOrganise staffControl
subordinatesAppropriate with stable situationsKeep emotion
from subordinatesDeal with technical aspectsGive orders
(talking)
RMIT University©
*
Leadership – what impact?
There is debate as to the impact of leadership on
organisational performance.
*
*
The Argument For -Leadership DOES make a difference
Leaders through their actions and influence bring about change
– stories of leaders in action who reorient the strategies and
structures of organisations.
Effective Leadership increase:
Satisfaction
Effectiveness

Extra effort
*
The Argument Against -Formal leadership DOES NOT make a
difference.
Leadership has a smaller impact
on outcomes than do forces in
the situation.
*
Arguments Against Leadership:Teams of highly trained
individualsComputer technologyFactors outside the leader’s
control have a larger impact on business than do leadership
actionsAn organisation’s fate is determined by forces outside
the leader/manager’s controlLeaders have unilateral control
over only a few resourcesManagers can only react or innovate in
order to adapt to outside forces.All organisations eventually die
because of the system, not leadership and management.

Leadership Roles
A role is an expected set of activities or behaviours related to
one’s job
*
*
Leadership Roles
Figurehead
Spokesperson
Negotiator
Coach
Team Builder
Team Player
Technical
Problem
Solver
Entrepreneur
Strategic
Planner

Management and Leadership
LeadershipSet direction, create visionCoordinate/work with
staffMotivate/inspire peopleEffective if want to changeInvolve
emotionDeal with interpersonalListen to folllowers
ManagementImplement the visionOrganise staffControl
subordinatesAppropriate with stable situationsKeep emotion
from subordinatesDeal with technical aspectsGive orders
(talking)
RMIT University©
*
Leadership Roles
RMIT University©
*Figurehead …..ceremonial activities….Spokesperson
…keeping key groups informed about the activities of the
organisation or organisational unit….Negotiator …making deals
with others for needed resources...Coach …recognising
achievement, giving feedback, and giving suggestions for
performance improvement…. Team builder …building an
effective team….Team player …being a good team member
oneself….Technical problem solver …advising others on
solving problems and being an individual
contributor….Entrepreneur …suggesting innovative ideas and
furthering the business….Strategic planner ….setting a
direction for the organisation, helping the firm deal with the
external environment, and policy setting….

Question…
From your own experiences, what do you see are the benefits
and frustrations associated with leadership (becoming a leader)?
*
Satisfactions of LeadersFeeling of power and prestigeChance to
help others growHigh incomeRespect and statusGood
opportunities for advancement Feeling of “being in on”
thingsOpportunity to control resources
*
*
Dissatisfactions of leadersToo much uncompensated
overtimeToo many “headaches”Not enough authority to carry
out responsibilityLonelinessToo many problems involving
peopleToo much organizational politicsPursuit of conflicting
goals
*

School of Management: RMIT University
*
A Framework for Understanding Leadership
*
Determinants of Leadership EffectivenessLeader’s
characteristics
High energy, intelligence, knowledge, self-confident,
interpersonal skillsLeadership behaviours
People orientation, Task orientationFollowers’ characteristics
Self-motivated, willingness, abilityInternal/External factors
Culture, structure, economic, technology, Strategy
*
*
Group Work
Group DiscussionFrom your experience and prior knowledge,
does leadership or management in organisations make the most
impact on organisational performance?
Individual Reflection:Do I want to be a leader? Why, why
not?What leadership roles am I prepared for?What leadership
skill areas will I need to develop and what activities can I
undertake to do this?

Leadership Traits,
Behaviours and styles
“A leader is a dealer in hope.”
~ Napoleon Bonaparte
Slide *
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School of Management, RMIT University
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School of Management, RMIT University
BUSM3120 LEADERSHIP AND MANAGEMENT
Development of Leadership Studies
Slide *Leadership ApproachVariables/TheoriesMain
FocusPeriodTrait Approach: Great Man Theory
Values, personalities, self-confident, assertiveness, emotional
stability, locus of control, courage etc. Personality traits
‘Who’1900s – 1940sBehavioural Approach
Task Orientation VS People (Relationship) OrientationHow
leader behave

‘How’1950sContingency
Approach
LPC theory
Path-Goal Theory
Situational LeadershipSituational factors
‘What’1960s – 1970sContemporary Approach
Charismatic, Transformational, Servant, Visionary
LeadershipHow leader influence others1980s - present
Slide *
Trait Approach: Great Man Theory
Up to late 1940sFirst leadership approach, represented a
beginning of leadershipUnderlying assumption: “some basic
traits differentiated leaders from non-leaders”Leaders were in
fact born
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BUSM3120

Slide *
Leadership Personal qualities
Courage
Decisiveness
Self-confidence
Intelligence
Integrity and Honesty
Loyalty
Unselfishness
Knowledge
Persistence
Popularity
Mental strength
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BUSM3120
Slide *
Personality Traits of Effective Leaders
Leader’s personality traits can be divided into two groups.
General personality traits
Task-related traits
*

Slide *
A general personality trait is a trait that is observable both
within and outside the context of work.
They are related to success and satisfaction in both work and
personal life.
*
Slide *
General Personality Traits of Effective Leaders
Tex: 29
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Slide *
General Personality Traits of Effective LeadersSelf confidence
– realistic self confidence projected by leaders inspire self
confidence in others.Trust and honesty are shown by a leader
‘walking the talk’ that is consistency between what they
‘espouse’ and what they ‘enact’. Leaders must also trust others.
*

Slide *
General Personality Traits of Effective LeadersExtroversion,
that is being outgoing and gregarious is helpful to leaders. They
are likely to be more interested in participation with their group
members.Assertive behaviour enables leaders to express their
demands, feelings, attitudes and opinions whilst respecting the
rights of others. They are neither aggressive or passive.
*
Slide *
General Personality Traits of Effective LeadersEnthusiasm
helps to inspire and motivate others and is a constructive way of
rewarding others.Warmth enables leaders to develop rapport, be
perceived as charismatic, and to provide emotional support to
others.Humour increases a leader’s approachability. Appropriate
humour can help to diffuse tension and conflict and be used as a
power tactic. Humour should avoid issues such as culture, race,
gender, religion etc
*
Slide *

General Personality Traits of Effective LeadersEmotional
stability is the ability to control emotions so they are
appropriate to the situation. Followers expect and need
consistency.A high tolerance for frustration enables a leader to
cope with changes to goals and plans.
*
Slide *
Task-related personality traits of leaders
*
Slide *
Task-related Personality Traits of Effective LeadersA passion
for work and to some extent the people who help them
accomplish work – common in entrepreneurial leaders who can
become obsessive about achieving goals.Courage to take
initiative and risks and willing to take responsibility. Flexibility
allows the leader to adapt to change and to different situations.
*
Slide *
Task-related Personality Traits of Effective LeadersLocus of

Control - “The extent to which people believe they are in
control of their own destinies”
External Locus of Control: describe people who believe that
fate, luck, or outside forces are responsible for what happens to
them
Internal Locus of Control: describe people who believe that
ability, effort, or their own actions determine what happens to
them
*
Slide *
Task-related Personality Traits of Effective LeadersEmotional
intelligence involves recognising and connecting with people
and understanding one’s own and others’ emotions.“Ability to
connect with people and understand their emotions”“Qualities
such as understanding one’s feelings, empathy for others, and
the regulation of emotions to enhance living.It includes our own
self awareness, self control and motivation as well as empathy
for others and building networks and relationships through
positive social skills.
*
Five dimension - Emotional intelligence Self Awareness –
Ability to understand your emotionSelf regulation – Ability to
control your own action/behaviour, clam down, react with
appropriate anger to situationsMotivation – Passion to work for
reasons other than moneyEmpathy – Ability to respond to the

unspoken feelings of othersSocial Skill – ability to manage
relationship and build network of support
RMIT University©
*
Slide *
The Strengths of the Trait ApproachThe evidence is convincing
that leaders possess personal characteristics that differ from
those of non-leaders. Understanding the traits of effective
leaders serves as an important guide to leadership selection.
*
BUSM3120
Slide *
The Limitations of the Trait ApproachNo single trait or group
of characteristics would guarantee leadership successes and
outcomesFailed to recognise possible differences in situations.
“persons who are leaders in one situation may not necessarily
be leaders in other situations.” (Stogdill, p. 64).
*
BUSM3120

Activity – Assignment Two preparationGo to Forbes website:
Top 10 List: The Greatest Living Business
Leaders Todayhttp://www.forbes.com/sites/davidkwilliams/2012
/07/24/top-10-list-the-greatest-living-business-leaders-today/
Selection one leader….
Report back to class…..
What leadership traits do you think he/she possesses?
RMIT University©
*
Slide *
Behavioural Approach
Behavioural approach attempted to identify and measure the
leadership behaviour patterns that influenced followers’
productivity and morale.
*
BUSM3120
Behavioural ApproachStudy on how a leader behaves toward
their followersFocus of leadership study between 1950s and
1960s
RMIT University©
*

Slide *
Leadership Behaviours
Leadership behaviours can be grouped into either
Task-Oriented Behaviour (Initiating Structure)
Relationship-Oriented Behaviour (Consideration)
TASK: This type of behaviour, attitude or skill focuses more on
the task to be performed than on the interpersonal aspect of
leadership
RELATIONSHIP: This type of behaviour, attitude or skill
focuses more on the interpersonal aspect of leadership than on
the actual task.
*
BUSM3120
Slide *
Task-Oriented LeadershipOrganising and defining tasks within
organisation.Assigning specific tasksSpecifying procedures to
be followedScheduling workClarifying expectations for team
membersAlso referred to as production emphasis, task
orientation, and task motivation
*
BUSM3120

Slide *
Relationship-Oriented LeadershipLeader creates an environment
of emotional support, warmth, friendliness, and trustInvolves
being friendly and approachableLooking out for the personal
welfare of the groupDoing small favours for the group
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BUSM3120
Dr. Nuttawuth Muenjohn
Organizational Behavior
*
Evaluation Behaviour ApproachMain idea: “Explain how
leaders combined the task and relationship behaviours to
influence the followers’ performance and satisfaction”Similar to
the trait approach, also suffered for failing to include situational
elements Inconsistent findings were often found in the studies
using this approach.
Organizational Behavior
Slide *
Leadership style
The relatively consistent pattern of behaviour that characterises
a leader
Often based on the dimensions of initiating structure and
consideration
*

Slide *
Leadership style
The relatively consistent pattern of behaviour that characterises
a leader
Attitude
Behaviour
STYLE
*
BUSM3120
Slide *
Participative leadership
Participative leaders share decision making with group members
Accepts suggestions from group members
Has a teamwork approach
Can be time-consuming
Manager’ perception that a participative approach reduces their
power
*
Slide *
Autocratic leadership
Autocratic leaders retain most of the authority for themselves
Autocratic leaders make decisions confidently, assume that
group members will comply, and are not overly concerned with
group members’ attitudes toward a decision

*
Slide *
Selecting the best leadership style
Leaders who get the best results do not rely on one style of
leadership
Several different leadership styles can be drawn upon by leaders
in any one week
Effective leaders exhibit versatility and flexibility in leadership
style and adapt their behaviour to the changing demands
Cultural settings must also be considered when selecting
appropriate styles
*
Slide *
Activity – Assignment Preparation….
Group DiscussionCan you think of your ‘chosen leader’ and
identify the leadership traits he/she possess?What do you think
is your preferred style? Relate your style to your own
personality, values, beliefs, experience etc.
Individual ReflectionEffective leaders have high assertiveness
skills and a strong internal locus of control. How do you rate
yourself on these scales?
*

*
Contingency and Situational Leadership
It is a terrible thing to look over your shoulder when you are
trying to lead -- and find no one there.
~ Franklin D. Roosevelt
BUSM3120
BUSM3120
*
Contingency and Situational LeadershipThe situation can
influence which leadership behaviour or style a leader
emphasises. Leaders are most effective when they make their
behaviour contingent upon situational forcesAssumption:
“effective leadership behavior varied from one situation to
another and thus to determine appropriate leadership behavior, a
leader needed to take situational factors into account”
*
Situational Influences on Effective Leadership BehaviourThe
situation can influence which leadership behaviour or style a
leader emphasises. Leaders are most effective when they make
their behaviour contingent upon situational forces
Fiedler’s Contingency Theory of Leadership Effectiveness (LPC
leadership Model)
RMIT University©
*

*
Least Preferred Co-Worker (LPC) modelFred E. Fiedler
developed a contingency model that holds that the best style of
leadership is determined by the situation in which the leader is
working.Sheds light on two important issues:
Why, in a particular situation, some leaders will be effective
and other leaders with equally good credentials will be
ineffective.
Why a particular leader may be effective in one situation but
not in another.
Four stages of LPC Process
Assessing Leadership Behaviours
Measuring situations
Matching leadership behaviours with situations
Change situations to Match leadership behaviours
RMIT University©
*
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Least Preferred Co-Worker (LPC) Process
Assessing Leadership Behaviours: Use LPC scales
See the LPC questionnaire in the teaching package

LPC Questionnaire
RMIT University©
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Leadership BehavioursRelationship-oriented Behavior: want to
be liked by and to get along well with their subordinates.
Also called High LPC leaders because they tend to describe
their LPC in relatively positive terms.Task-oriented Behavior:
want their subordinates to perform at a high level and
accomplish all of their assigned tasks.
Also called Low LPC leaders because they tend to describe their
LPC in relatively negative terms.
*
2. Measuring situations
Leader-Member Relations (good/poor): How satisfactory is the
relationship between the leader and the work group
Task Structure (high/low): The degree to which the group’s task
is well defined
Position Power (high/low): The degree to which leaders have
strong power in their position
*
Fielder’s findings on leadership performance and favourability

of the situation
3. Matching leadership behaviours with situations
Task-oriented leadership is more effective with High & Low
Control situations (Situations 1, 2, 3, and 8: see previous slide)
Relationship-oriented leadership is more effective with
Moderate Control situations (Situation 4, 5, 6, 7: see previous
slide)
RMIT University©
*
4. Change situations to Match leadership behaviours
Improve Leader-Member relationship
Increase Task structure
Exercise more position power
RMIT University©
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LPC AssumptionsLeadership behaviours are relatively fixedTo
be effective, a leader must change situations to match his/her
leadership behaviour
RMIT University©
*

Question: Should a leader change his/her leadership behaviours
or situational factors???
RMIT University©
*
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The Path-Goal Theory of Leadership Effectiveness
What the leader must do to achieve high productivity and
morale in a given situation. In general, a leader attempts to
clarify the path to a goal for a group member so that he or she
receives personal payoffs.
*
The major proposition of path-goal theory
A leader should choose a leadership style that takes into
account the characteristics of the group members and the
demands of the task. Path-goal theory emphasises that the
leader should choose among four different leadership styles to
achieve optimum results in a given situation.
*
The path-goal theory of leadership

*
Four Leadership StylesDirective behavior lets subordinates
know what tasks need to be performed and how they should be
performed.Supportive behavior lets subordinates know that their
leader cares about their well-being and is looking out for
them.Participative behavior enables subordinates to be involved
in making decisions that affect them.Achievement-oriented
behavior pushes subordinates to do their best. Includes setting
difficult goals for followers, expecting high performance, and
expressing confidence.
Leadership styles VS SituationsDirective: increase
subordinates’ performance and satisfaction when the task is
ambiguous and subordinates are inexperienced Supportive:
result in a higher subordinate effort and satisfaction when the
task was unpleasant, stressful, frustrating, and
repetitiveParticipative: promote satisfaction of subordinates on
non-repetitive, unstructured tasks, and with internal locus
control employees (Display of skills and ability) Achievement-
oriented: work well in complex tasks by increasing
subordinates’ self-confidence in their ability to meet
challenging goals i.e. high competitive, internal locus of control
*
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The Hersey-Blanchard Situational Leadership Model
The situational leadership model
of Paul Hersey and Kenneth H. Blanchard explains how to
match the leadership style to the readiness of the group
members.

BUSM3120
*
Basics of the ModelLeadership style in the situational model is
classified according to the relative amount of task and
relationship behaviour the leader engages in. The differentiation
is akin to initiating structure versus consideration. The
situational leadership model states that there is no one best way
to influence group members. The most effective leadership style
depends on the readiness level of group members.
BUSM3120
*
Situational leadership model
BUSM3120
Four Leadership StylesDeveloped based on the combination of
Task and Relationship-Oriented LeadershipTelling (S1): High
Task & Low Relationship (Directive)Selling (S2): High Task &
High Relationship (Directive but show concern)Participating
(S3): High Relationship & Low Task (Less directive but more
collaboration)Delegating (S4): Low Task & Low Relationship
(Empowering)
RMIT University©
*

Situational Factors: Readiness levels of subordinatesReadiness:
Subordinates’ abilities, knowledge, skills, experience to
perform their tasks
Subordinates’ willingness, confidence, commitment , motivation
to accomplish goals/tasks
RMIT University©
*
*
Situational leadership model continued
BUSM3120
Matching Leadership with SituationsTelling (S1) with Follower
R1 (Unable and Unwilling/insecure)Selling (S2) with Follower
R2 (Unable but Willing/confident)Participating (S3) with
Follower R3 (Able but Unwilling/insecure)Delegating (S4) with
Follower R4 (Able and Willing/confident)
RMIT University©
*
The Hersey-Blanchard Situational Leadership AssumptionsMore
competent followers require less specific direction than less
competentLeader must change his/her leadership styles when
followers become more competent and confident in their task
and more willing to do the task
RMIT University©

*
*
Evaluation of Contingency ApproachHuge impact on leadership
study by providing effective leadership behaviors regarding a
variety of different situationsMost of the models/theories were
criticized on the complexity of the models and their validity
Criticized for treating leadership as one-way process
Power and Influence Tactics of Leaders
“I never referred to myself as a hero. I had a job to do and a
goal to reach” – Carl Brasher (Portrayed by Cuba Gooding Jr. in
“Men of Honor”, 2000)
Slide *
*
Power and LeadershipTo exercise influence, a leader must have
power, the potential or ability to influence decisions and control
resources. Power is intertwined with leadership.Effective
leaders use power appropriately, and know when and how to be
directive and when to delegate. At the same time, they know
how to be consultants, providing guidance instead of issuing
commands.

A Definition of Power
Power
The ability/capacity of one person to influence other people to
bring about desired outcomes.
Dependency
B’s relationship to A when A possesses something that B
requires.
Slide *
*
Negative side of Power
Power often have negative connotations because people
associate them with attempts to use organizational resources for
personal advantage and to achieve personal goals at the expense
of other goals.
Slide *
*
Positive side of PowerManagers can use power to control people

and other resources so that they cooperate and help to achieve
an organization’s current goals.Managers can use power to
influence the decision-making process to help promote new,
more appropriate organizational goals.
Slide *
*
Contrasting Leadership and PowerLeadership
Focuses on goal achievement.
Requires goal compatibility with followers.
Focuses influence downward.Research Focus
Leadership styles and relationships with followersPower
Used as a means for achieving goals.
Requires follower dependency.
Used to gain lateral and upward influence.Research Focus
Power tactics for gaining compliance
Slide *
*
Sources of Power: Position Power
Coercive Power

A power base dependent on fear.
Reward Power
Compliance achieved based on the ability to distribute rewards
that others view as valuable
Position Power
Is established by an individual’s position in an organization;
conveys the ability to coerce or reward, from formal authority,
or from control of information.
Slide *
*
Bases of Power: Position Power
Legitimate Power
The power a person receives as a result of his or her position in
the formal hierarchy of an organization.
Information Power
Power that comes from access to and control over information.
Slide *
*
Sources of Power: Personal Power

Expert Power
Influence based on special skills or knowledge.
Referent Power
Influence based on possession by an individual of desirable
resources or personal traits.
Slide *
*
Responses to the use of powerPosition Power
Appropriate use: “Compliance”
Excessive use: “Resistance”Personal Power
“Commitment”
Slide *
*
The Nature of EmpowermentIncrease power by giving
powerEmpowerment refers to passing decision-making authority
and responsibility from managers to group members. Almost
any form of participative management, shared decision making
and delegation can be regarded as empowerment.
Slide *

*
Becoming an Empowering LeaderA leader’s power and
influence increase when he or she shares power with others.One
explanation for this paradox is that as team members receive
more power, they can accomplish more. A truly powerful leader
makes team members feel powerful and able to accomplish tasks
on their own. To empower others is to be perceived as an
influential person.
Slide *
*
Empowering PracticesThe practices that foster empowerment
supplement standard approaches to participative management,
such as conferring with team members before reaching a
decision.Foster initiative and responsibility.Link work activities
to the goals of the organisation. Provide ample
information.Allow group members to choose
methods.Encourage self-leadership.
Slide *

*
Key Influence Tactics –
Leading by Example
A simple but effective way of influencing group members is
leading by example, or leading by acting as a positive role
model.
The ideal approach to leading by example is to be a ‘do as I say
and do’ manager – that is, one whose actions and words are
consistent.
Slide *
Influence Tactics – Rational Persuasion
Rational persuasion is an important tactic for influencing
people.
Rational persuasion involves using logical arguments and
factual evidence to convince another person that a proposal or
request is workable and likely to result in goal attainment.
Rational persuasion is likely to be most effective with people
who are intelligent and rational.
Slide *

Influence Tactics – Developing a Reputation as a Subject Matter
Expert
Becoming a subject matter expert (SME) on a topic of
importance to the organisation is an effective strategy for
gaining influence.
Being an SME can be considered a subset of rational
persuasion.
Slide *
Influence Tactics –
Exchanging Favours and Bargaining
Offering to exchange favours if another person will help you
achieve a work goal is another standard influence tactic.By
making an exchange, you strike a bargain with the other party.
The exchange often translates into being willing to reciprocate
at a later date.
Slide *
Influence Tactics – Getting Network Members to Support Your
Position
Networking is an important strategy for career management,
including becoming an influential person.
Other qualified people supporting your position lend credibility
to it.
The ability to establish a network and call on a member of the
network when needed helps you exert influence.

Slide *
Influence Tactics – Legitimating a Request
To legitimate is to verify that an influence attempt is within
your scope of authority.
Making legitimate requests is an effective influence tactic.
Another aspect of legitimating
is to show that your request is consistent with organisational
policies, practices and expectations of professional people.
Slide *
Influence Tactics – Inspirational Appeal and Emotional Display
A leader is supposed to inspire others, so it follows that making
an inspirational appeal is an important influence tactic.
For an emotional appeal to be effective, the influence agent
must understand the values, motives and goals of the target.
Slide *
Influence Tactics – Consultation
Consulting with others before making a decision is both a
leadership style and an influence technique.

The influence target becomes more motivated to follow the
agent’s request because the target is involved in the decision-
making process.
Slide *
Influence Tactics – Forming Coalitions
At times it is difficult to influence an individual or group by
acting alone.
A leader will then have to form coalitions, or alliances, with
others to create the necessary clout.
A coalition is a specific arrangement of parties working
together to combine their power.
Slide *
Influence Tactics – Game Playing
Leaders, as well as others, often play games in order to
influence others.
A game in this context is a repeated series of exchanges
between people that seems plausible but has a hidden agenda or
purpose.
Influence is exerted in a game because the person against whom
the game is played is made to feel humble.
Slide *

*
ReferencesCerto, S. C. (2003) Modern Management (9th eds.),
New Jersey, Prentice Hall.Daft, R. L. (2005) The Leadership
Experience (3rd eds), Canada: South-WesternDubrin, A.,
Dalglish, C. & Miller, P. (2006) Leadership: An Australasian
Focus, 2nd edn. Milton: John Willey and SonIan Woodruff,
School of Management, RMIT University Miller, P. (2006) Unit
Information: MNG03217 Leading and Managing People:
Graduate College of Management, Southern Cross
UniversityMiller, P. (2006) MNG03217 Readings Part A,
Graduate College of Management, Southern Cross
UniversityAnonymous, 10 Quotations on Leadership,
http://www.famous-quotes-and-quotations.com/leadership-
quotes.html, access 10 Feb 2008, Yukl, G. (2006) Leadership in
Organizations, NJ, Prentice HallBaird, L. S., Post, J. E., and
Mahon, J. F. (1990) Management: Functions and
responsibilities, New York, Harper Collins Barney, J. B. and
Griffin, R. W. (1992) The management of organizations:
Strategy, Structure, Behavior, Boston, Houghton Mifflin Bass,
B. M. (1990) Bass and Stogdill’s Handbook of Leadership,
Third edition, New York, Free Press.Dubrin, A., Dalglish, C. &
Miller, P. (2006) Leadership: An Australasian Focus, 2nd edn.
Milton: John Willey and SonLundy, J.L.(1990) Lead, Follow, or
Get Out of the Way, Avant Books, Slawson, CA,Ian Woodruff,
School of Management, RMIT University Maurik, J.V. (1994),
Discovering the Leader in You, McGraw-Hill international, New
York Miller, P. (2006) Unit Information: MNG03217 Leading
and Managing People: Graduate College of Management,
Southern Cross UniversityRobbins, S. P. (2001) Organizational
Behavior: Concepts, Controversies, Applications (9th eds.),
New Jersey: Prentice HallRost, J. C. (1993) Leadership for the
Twenty-First Century, Connecticut, Praeger
PublishersSchermerhorn Jr., J. R. and Bond, M. H. (1997)
‘Cross-cultural leadership dynamics in collectivism and high
power distance settings’, Leadership & Organization
Development Journal, Vol. 18, No. 4, 187-193.

*
Thank you…..
RMIT University©
*
EXERCISE Least Preferred Co-worker (LPC)
Self-Assessment Instructions: Think of the person with whom
you can work least well. This
may be someone you work with now or someone you knew in
the
past. It does not have to be the person you like least well, but it
should be the person with whom you had the most difficulty in
getting a job done. Describe this person as he or she appears to
you, by
circling a number for each scale.
Pleasant 8 7 6 5 4 3 2 1 Unpleasant
Friendly 8 7 6 5 4 3 2 1 Unfriendly
Rejecting 1 2 3 4 5 6 7 8 Accepting
Helpful 8 7 6 5 4 3 2 1 Frustrating
Unenthusias
ti

1 2 3 4 5 6 7 8 Enthusiastic
Tense 1 2 3 4 5 6 7 8 Relaxed
Distant 1 2 3 4 5 6 7 8 Close
Cold 1 2 3 4 5 6 7 8 Warm
Cooperative 8 7 6 5 4 3 2 1 Uncooperati
Supportive 8 7 6 5 4 3 2 1 Hostile
Boring 1 2 3 4 5 6 7 8 Interesting
Quarrelsome 1 2 3 4 5 6 7 8 Harmonious
Self-assured 8 7 6 5 4 3 2 1 Hesitant
Efficient 8 7 6 5 4 3 2 1 Inefficient
Gloomy 1 2 3 4 5 6 7 8 Cheerful
Open 8 7 6 5 4 3 2 1 Guarded
Scoring: Your LPC score is the sum of the answers to these 16
questions. A high score
(greater than 64) reflects a relationship-orientation, while a low
score (less than 57) signals
a task-orientation. A score of 58 to 63 places you in the
intermediate range.
Interpretation: According to Fiedler's work, a person with a
high LPC tends to be
relationship-oriented. These leaders generally tend to perform
best under conditions of
intermediate favorability. Leaders with a low LPC score are
more task-oriented, and they
tend to function best under conditions of high and low
favorability. Work by John K.

Kennedy, Jr., (1982) indicates that "the performance of middle
LPC leaders is generally
superior to that of the high and low LPC leaders .. ." (p.1)1
Source: F. E. Fiedler and M. M. Chemers, Leadership and
Effective Management (Glenview, IL: Scott, Foresman; 1974).
Reprinted
with permission. 'J. K. Kennedy, Jr., "Middle LPC Leaders and
the Contingency Model of Leadership Effectiveness,"
Organizational
Behavior and Human Performance 31 (1982), pp. 1-14.
EXERCISE Least Preferred Co-worker (LPC)
Self-Assessment Instructions: Think of the person with whom
you can work least well. This
may be someone you work with now or som eone you knew in
the
past. It does not have to be the person you like least well, but it
should be the person with whom you had t he most difficulty in
getting a job done. Describe this person as he or she appears to
you, by
circling a number for each sc ale.
Pleasant
8 7
6
5
432 1
Unpleasant
Friendly
8 7 6 5 4 3 2 1
Unfriendly

Rejecting
1 2 3 4 5 6 7 8
Accepting
Helpful
8 7 6 5 4 3 2 1
Frustrating
Unenthusias
ti
1 2 3 4 5 6 7 8
Enthusiastic
Tense
1 2 3 4 5 6 7 8
Relaxed
Distant
1 2 3 4 5 6 7 8
Close
Cold
1 2 3 4 5 6 7 8
Warm
Cooperative
8 7 6 5 4 3 2 1
Uncooperati
Supportive
8 7 6 5 4 3 2 1
Hostile
Boring
1 2 3 4 5 6 7 8
Interesting
Quarrelsome
1 2 3 4 5 6 7 8
Harmonious
Self-assured
8 7 6 5 4 3 2 1
Hesitant
Efficient
8 7 6 5 4 3 2 1

Inefficient
Gloomy
1 2 3 4 5 6 7 8
Cheerful
Open
8 7 6 5 4 3 2 1
Guarded
Scoring: Your LPC score is the sum of the answers t o these 16
questions. A high scor e
(greater than 64) reflects a relationship-orientation, while a low
score (less than 57) signals
a task-orientation. A score of 58 to 63 places you in the
intermediate range.
Interpretation: According to Fiedler' s work, a person with a
high LPC tends to be
relationship-oriented. T hese leaders generall y tend to perform
best under conditions of
intermediate favorability. Leaders with a low LPC score are m
ore task-oriented, and they
tend to function best under conditions of high and low fa
vorability. Work by John K.
Kennedy, Jr., (1982) indicates that "the pe rformance of middle
LPC leaders is generally
superior to that of the high and low LPC l eaders .. ." (p.1)
1
Source: F. E. Fiedler and M. M. Chemers, Leadership and
Effective Management (Glenview, IL: Scott, Foresman; 1974).
Reprinted
with permission. 'J. K. Kennedy, Jr., "Middle LPC Leaders and
the Contingency Model of Leadership Effectiveness,"
Organizational

Behavior and Human Performance 31 (1982), pp. 1-14.
Assessment Task Two: Leadership: From theory to practice and
self reflection
Due Date: Friday, Week 09
Type: Individual
Weighting: 50%
Length: 2,500-3,000 words
Overview
This assessment is designed to lead you from analysis of
another leader to reflect on how you can improve your own
leadership qualities.
The first stage is to select a person whom you consider to be a
successful and effective leader. This person could be someone
you work with or for, or with whom you have the opportunity to
interact. Then, through your observation, you will identify the
person’s leadership traits, behaviours and/or styles. The
learning outcome of this stage is that you are challenged to
apply the theories in this course with your observation.
For the second stage, you are asked to ‘interview’ the person
who has served as your role model in the first stage. From the
interview you are expected to learn not only from your role
model’s experience but also about the complexities of
leadership. During the interview stage, you will also get
feedback from your chosen leader on your findings from stage
one.
In the final stage, ‘self reflection and improvement’, you are
asked to reflect on your own leadership, based on what you
learnt the first and second stages, and consider how your own
leadership skills and qualities could be improved. By going
through these three stages, you should be able to critically
evaluate leadership theories and practices and understand how
to improve your own leadership skills and qualities.
Please Note: Students are required to get feedback from their

lecturer in Week 04. To do this, students should prepare an
initial plan. The plan may include; details of the chosen leader
(role, position; organisation); draft of interview questions;
timeline of activities; key references. The initial plan should
provide you some practical idea of how to prepare a plan for a
major writing task. It will also provide you with an opportunity
to get some idea and feedback from your lecturer regarding the
assessment task. This is an important proactive step to help you
ensure that your final essay write-up is on right track. The plan
should be submitted in week 4 which will leave you sufficient
time to prepare a plan and get necessary feedback from your
lecturer before the major assignment is due.
First Task: Observation
Identify a person who you consider to be a successful or
effective leader. This could be someone you work with or for
(for example: business, professional, sport, volunteer work,
religious organisations etc.) or anyone who through some
association you judge to be a good leader. It needs to be
someone you can observe in person, not a public figure or
someone you have read about.
Describe in detail:
· what you perceive this person’s leadership styles, behaviours,
traits;
· how he/she uses power and influence tactics to make him/her
an effective leader; and
· whether the person changes his/her leadership in various
situations.
You must be able to apply theories/concepts/models covered in
this course to support your observation.
Second Task: Interview
As simple observation will not capture the complexities of
leadership, interview the leader. Ask your chosen leader to
describe his/her leadership style, behaviours, traits and his/her
use of power and influence tactics, whether and how he/she
changes his/her leadership in various situations and see if

his/her feedback can confirm your findings from your earlier
observation.
Using the ideas and knowledge you have gained from the
course to guide you, but keeping your questions open ended, ask
them what they think are the characteristics of a good and
effective leader. Encourage them to be specific - a good way to
do this is to ask, after their initial responses, that they give
examples or share stories that illustrate when they felt they
displayed good and effective leadership. Then try and get them
to focus on the skills, traits, styles, behaviours that enabled
them to be an effective leader. Also, ask them what they think it
takes to lead successfully based on their experience and what
not to do. Again, you must demonstrate your ability to link the
theories, models, and concepts to support your conclusions from
your interview.
Third Task: Self-Reflection & Improvement
Reflect on what you have learned from the first two stages.
Discuss:
· What have you learnt about the complexities of leadership
(comparing what theory says and what you found i.e. do your
findings support the theories covered in the course?)
· Given what you have found, how might your own leadership
practice be improved as a result of undertaking this assessment?
Format:
This assignment should have the following format:
a) Introduction (~100 words)
b) Body with headings and sub-headings (i.e. Observation,
Interview, Reflection ~ 2,300-2,800 words)
c) Conclusion (~100 words)
Reference:
It is expected that you will use at least 10 academic references,
preferably specific topic books or journal/research articles.
Websites, such as wikipedia, will not be accepted, other than for
providing general details of the leaders and these will not be
counted in the minimum references required. Please familiarise
yourself with the RMIT Plagiarism policy.

Interview questions must be included in the Appendix section
(after ‘Reference List’).
Assessment Criteria:
• Ability to describe in detail of the leader’s leadership styles,
behaviours, traits, qualities, his/her use of power and influence
tactics and contingency leadership referred to the observation.
• Demonstrate a good understanding of relevant leadership
theories/issues referred to the observation.
• Key leadership issues expertly presented and supported by
interview results
• Accurate knowledge and understanding of relevant leadership
theories/issues referred to the interview.
• Ability to compare and confirm between the observation and
interview results
• Critical analysis of relevant theories/issues (Comparison
between theories and results found i.e. do the findings support
the theories in the course?)
• Demonstrate clear understanding of how to become a better
leader as a result of undertaking the assessment.
• Ability to identify areas of leadership self-improvement.
• Minimum 10 references (exclude internet websites) and
Relevance and range of references
• Overall presentation of Report

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