领导学：在实践中提升领导力（原书第10版）教案-指导手册 第7章　领导行为　

Chapter07-LeadershipBehavior

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Copyright2022©McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.

Part2:FocusontheLeader

Followers

Leader

Situation

Chapter7:LeadershipBehavior

LearningObjectivesforChapter07

LO07-01:Listthevariousstudiesofleadershipbehavior.

LO07-02:Clarifythemeaningoftheleadershippipeline.

LO07-03:Illustratecommunityleadershipbehaviors.

LO07-04:Generalizehowtoassessleadershipbehaviorsusingmultiraterfeedbackinstruments.

Chapter07BriefOutline

Introduction

StudiesofLeadershipBehavior

WhyStudyLeadershipBehavior?

TheEarlyStudies

TheLeadershipGrid

CompetencyModels

TheLeadershipPipeline

CommunityLeadership

AssessingLeadershipBehaviors:MultiraterFeedbackInstruments

Summary

Chapter07ExtendedOutline

Introduction

Throughoutthisbookwehavetalkedaboutdifferentwaystoassessleaders,buthowcanwetellgoodleadersfrombadones?

Onewaytodifferentiateleadersistolookatwhattheydoonaday-to-daybasis

Leaderswithcertaintraits,values,orattitudesmayfinditeasiertoeffectivelyperformsomeleadershipbehaviorsthanothers

However,theeasewithwhichweexhibitorcanchangebehaviorwillpartlybeafunctionofhowwearehardwired–ourvalues,personality,andintelligence

Followersandthesituationarethetwomajorfactorstokeepinmindwhenevaluatingleadershipbehavior–strongsituationalnormsplayaroleinleaders’behavior

Thischapterbeginswithadiscussionofwhyitisimportanttostudyleadershipbehavior

Wethenreviewsomeoftheearlyresearchonleaderbehavioranddiscussseveralwaystocategorizedifferentleadershipbehaviors

Thenextsectiondescribesamodelofcommunityleadership

Weconcludethechapterbysummarizingwhatiscurrentlyknownaboutacommonleadershipbehaviorassessmenttechnique:the360-degree,ormultirater,feedbackquestionnaire

StudiesofLeadershipBehavior

WhyStudyLeadershipBehavior?

Wehavereviewedkeyvariablesaffectingleadershipbehavior,butwehavenotdirectlyexaminedwhatleadersactuallydotosuccessfullybuildateamorgetresultsfromothers

WhatbehaviorsdidJacindaArdernexhibitasastudentattheUniversityofWaikato,asaresearcherfortheprimeminister’soffice,andasaleaderoftheNewZealandLabourParty?

SeeProfilesinLeadership7.1

Manypeopleinpositionsofauthorityeitherdonotknowhowtobuildteamsorgetresultsfromothers

Ortheydonotrealizehowtheirbehaviornegativelyaffectsthepeoplewhoworkforthem

Beforedescribingthedifferentwaystocategorizewhatleadersdotobuildteamsorinfluenceagroup,let’sreviewwhatweknowaboutleadershipskillsandbehaviors

AsshowninFigure7.1,leadershipbehaviors(whichincludeskillsandcompetencies)areafunctionofintelligence,personalitytraitsandEQ,values,interests,motives/goals,knowledge,andexperience

Factorsinthebottomlayerofblocksarerelativelydifficulttochangeandpredisposealeadertoactindistinctiveways

Personalitytraitsarepervasiveandalmostautomatic

Asarevaluesandattitudes

Intelligenceaffectsbehaviors

Leadersmustlearnanddiscernwhichbehaviorsaremostappropriateandeffective

Rememberthepivotalrolesindividualdifferences,followers,andsituationalvariablescanplayinaleader’sactions–seeProfilesinLeadership7.1and7.2

TheEarlyStudies

Inbothpastandpresentstudies,researchersaskleaderswhattheydo,followtheleadersaroundtoseehowtheyactuallybehave,andadministerquestionnairesaboutbehavior

MuchoftheinitialleaderbehaviorresearchwasconductedatOhioStateUniversityandtheUniversityofMichigan

TheOhioStateUniversitystudiesdevelopedtheLeaderBehaviorDescriptionQuestionnaire(LBDQ)wheresubordinateswereaskedtoratetheleader’sbehaviorby

Lettingsubordinatesknowwhentheyhavedoneagoodjob

Settingclearexpectationsaboutperformance

Showingconcernforsubordinatesasindividuals

Makingsubordinatesfeelatease

Thestudyconcludedleaderscanbedescribedintermsoftwoindependentdimensionsofbehavior:

Considerationishowfriendlyandsupportivealeaderistowardsubordinates

Initiatingstructureishowmuchaleaderemphasizesmeetingworkgoalsandaccomplishingtasks

ResearchersattheUniversityofMichigansoughttoidentifyleaderbehaviorsthatcontributedtoeffectivegroupperformance

Theyconcludedfourcategoriesofleadershipbehaviorsarerelatedtoeffectivegroupperformance:leadersupport,interactionfacilitation,goalemphasis,andworkfacilitation

Bothgoalemphasisandworkfacilitationarejob-centereddimensionsofbehavior,similartotheinitiatingstructurebehaviors

Goalemphasisbehaviorsareconcernedwithmotivatingsubordinatestoaccomplishthetaskathand

Workfacilitationbehaviorsareconcernedwithclarifyingroles,acquiringandallocatingresources,andreconcilingorganizationalconflicts

Leaderssupportandinteractionfacilitationareemployee-centereddimensionsofbehavior,similartotheconsiderationdimensionofOhioState–seeTable7.1

Leaderssupportincludestheleadershowingconcernforsubordinates

Interactionfacilitationhasleadersactingtosmoothoverandminimizeconflict

LikeOhioState,theUniversityofMichigandevelopedaquestionnaire,theSurveyofOrganizations,toassessthedegreeleadersexhibitthesefourdimensions

Thoughthebehaviorscomposingthetask-orientedandpeople-orientedleadershipdimensionweresimilaracrossthetworesearchprograms,

Therewasafundamentaldifferenceinassumptionsunderlyingtheworkatthetwoinstitutions

ResearchersattheUniversityofMichiganconsideredjob-centeredandemployee-centeredbehaviorsatoppositeendsofasinglecontinuumofleadershipbehavior

Leaderscouldmanifesteitherstrongemployee-orjob-centeredbehaviors,butnotboth

Bycontrast,researchersatOhioStatebelievedthatconsiderationandinitiatingstructurewereindependentcontinua

Leaderscouldbehighinbothinitiatingstructureandconsideration,lowinbothdimensions,orhighinoneandlowintheother

Thekeyassumptionunderlyingbothresearchprogramswasthatcertainbehaviorscouldbeidentifiedthatareuniversallyassociatedwithaleader’sabilitytosuccessfullyinfluenceagrouptowardgoalaccomplishment

TheLeadershipGrid

OnepopularconceptualizationofleadershipisreallyanextensionofthefindingsreportedbytheUniversityofMichiganandOhioStateleadershipresearchers

TheLeadershipGridprofilesleaderbehaviorontwodimensions:

Concernforpeople

Concernforproduction

AsFigure7.2shows,leaderscangetscoresrangingfrom1to9onbothconcernforpeopleandconcernforproduction,dependingonquestionnaireresponses

Eachorientationreflectsauniquesetofassumptionsforusingpowerandauthoritytolinkpeopletoproduction–withthemosteffectivesaidtobea9,9,thoughrare

Thecontextandstyleofleaders’behaviorsarealsofactorsaffectingtheirabilitytobuildteamsandgetresultsthroughothers–seeHighlights7.1and7.2

CompetencyModels

Wehavedescribedwaystocategorizeleadersorleadershipbehaviors,butcompetencymodelsdescribethebehaviorsandskillsmanagersneedifanorganizationistobesuccessful

AnexampleofatypicalcompetencymodelformiddlemanagersisshowninFigure7.3

Manyorganizationshavecompetencymodelsfordifferentlevelsofmanagement

Theskillsandbehaviorsfoundinmostcompetencymodelsfallintooneoffourmajorcategories

Intrapersonalskills

Competenciesandbehaviorsforadaptingtostress,goalorientation,andadheringtorules

Theseareamongthemostdifficulttochange

Interpersonalskills

Involvedirectinteraction,suchascommunicatingandbuildingrelationships

Somewhateasiertodevelop

Leadershipskills

Buildingteamsandgettingresultsthroughothers

Themosteasilydevelopedskillsandbehaviors

Businessskills

TheseskillsfocusonMBAprograms

Amongtheeasiesttolearnofthefour

SeeHighlight7.3whereportableandnonportableskillsareintroduced

Highlight7.4introducesthehub-and-spokemodelofleadership

Thebehaviorsneededtobuildteamsandgetresultsarefairlyuniversal

Leadersneedtohiretherightpeople,effectivelycopewithstress,sethighgoals,playbytherules,andholdpeopleaccountable

Theyalsoneedtocommunicateandbuildrelationshipswithothers

Effectiveleadersgetfollowersinvolvedindecision,fairlydistributeworkloads,developtalent,keepabreastofeventsthatcouldaffecttheteam,andmakesounddecisions

Researchshowstherelativeimportanceofcertaincompetencieschangesovertime

Therehasbeensomebacklashtothisapproach

AsdescribedinHighlight7.4,mostcompetencymodelspromoteahub-and-spokeleadershipstyleandsaylittleaboutbuildingteamsorachievingcollectiveresults

Moreover,lineandstaffmanagerssometimesfindleadershipcompetencymodelstobeoverlycomplex,misalignedwithorganizationalstrategy,andoflittlepracticaluse

TheLeadershipPipeline

Althoughglobalization,theindustry,andthefunctionalareaaffectthetypeofleadershipbehaviorsneeded,anotherfactorimpactingleadershipbehaviorisorganizationallevel

Forexample,first-linesupervisorsneedtomanifestdifferentbehaviorthanaCEOexhibits

TheLeadershipPipelineisausefulmodelforexplainingwhereleadersneedtospendtheirtime,whattheyshouldfocuson,andtheytypesofbehaviorsneededastheyarepromoted

Themodeldescribeslessonslearnedataparticularmanagementlevelandthechallengesfacedwhentransitioningtothenextlevel

Manycompaniescreatedcompetencymodelstodescribethebehaviorsneededatdifferentorganizationallevels

AccordingtotheLeadershipPipelinemodel,themosteffectiveleadersarethosewhoaccuratelyexhibitbehaviorscommensuratewiththeleveltheyareon

Andprovidespotentialexplanationsforwhysomepeoplefailtoadvance

Thesevenorganizationallevelsandtheircompetencyrequirements,timeapplication,andworkvaluescanbefoundinTable7.2

TheLeadershipPipelineprovidesaframeworkforthinkingabouthowleadershipcompetencieschangeaspeoplearepromoted–seeProfilesinLeadership7.3

Leaderswhofailtodemonstratethecompetencies,workvalues,andtimeapplicationsintheirlevelwillstrugglewithbuildingteamsandgettingresultsthroughothers

Fiveotherimplicationsofthismodelareworthmentioning

First,intelligenceandcertainpersonalitytraitshavebeenfoundtoimprovetheoddsofgettingpromotedandsuccessfultransitioning

Second,itiscriticallyimportantthatorganizationshelppeopleastheytransitiontonewleadershiplevels–

Manyofferon-boardingprogramstohelpexternalhiresbutfailtodothesameforinternalcandidatesmovingintobiggerroles

Third,peoplewhoskiporganizationallevelsoftenturnouttobeineffectiveleaders

Fourth,acquisitionsoftenresultinpeoplebeingassignedtopositionslowerintheleadershippipeline–manychafeatbeing“demoted”

Last,theimportanceofoperatingattherightleadershiplevelcannotbeoveremphasized

Leaderswhooperatealevelortwolowerthanappropriatecanhavedevastatingeffectsacrosstheirteamsandorganization

Thismaybeappropriatewhenfacingacrisis,duringturnarounds,orwhenshort-staffed,butthisshouldbetemporary

CommunityLeadership

Organizationalcompetencymodelsplayaroleinselecting,developing,andpromotinggovernmentandbusinessleaders,buttheyhavenotbeenusedmuchincommunityleadership

Thebuildingofateamofvolunteerstoaccomplishanimportantcommunityoutcome

Whethersuchleaderssucceedintheircommunitychangeeffortsdependsonthreehighlyinterrelatedcompetencies:framing,buildingsocialcapital,andmobilization–seeFigure7.4

Framingmeanshelpingagrouporcommunityrecognizeanddefineitsopportunitiesandissuesiswaysthatresultineffectiveaction

SeeProfilesinLeadership7.4

Buildingsocialcapitalisthedevelopingandmaintainingofrelationshipsthatallowpeopletoworktogetherinthecommunityacrosstheirdifferences

Engagingacriticalmasstotakeactiontoachieveaspecificoutcomeorsetofoutcomesistheleadershipcompetencyofmobilization

Communityleaderswillachievecriticalmasswhentheyhaveenoughhumanandotherresourcestogetdonewhattheywantdone

Youneedtodoallthreeofthecommunityleadershipcomponentswellifyouaretobuildteamsofvolunteersandsuccessfullyaccomplishcommunityoutcomes

AssessingLeadershipBehavior:MultiraterFeedbackInstruments

Onewaytoimproveleadereffectivenessistogiveleadersfeedbackregardingthefrequencyandskillwithwhichtheyperformvarioustypesofleadershipbehaviors

Animportant,pervasivetoolisthe360-degreeormultiraterfeedbackinstruments

Thesetoolsshowthatsubordinates,peers,andsuperiorshaveverydifferentperceptionsofaleader’sbehavior

Theseperspectivescanpaintamoreaccuratepictureoftheleader’sstrengthsanddevelopmentneedsthanself-appraisalsalone

SeeFigures7.5and7.6

Ingeneral,threetypesof360-degreefeedbackprocessesarefoundinorganizationstoday

Themostprevalentarecompetency-based360-degreequestionnaires

Organizationsidentifybehaviorsleadersneedtoexhibittobeeffectiveatacertainlevel

Theybuildquestionnairesthatreflectthesebehaviors

Theyadministerthequestionnairestosuperiors,peers,subordinates,andthetargetperson

Theygeneratefeedbackreportsreflectingconsolidatedratingresults–seeFigure7.6

Anotherwaytocollect360-degreeinformationistousealeadershipversatilityapproach

Superiors,peers,andsubordinatesratehowthetargetpersondemonstratestoomuch,justtherightamount,ortoolittleofacertainleadershipbehavior

Thisapproachisverygoodatidentifyingleaderswhooverusetheirstrengths

Thefeedbackcankeepaleaderfromderailingandlearnhowtoadjusttheirbehavior

Athirdapproachistheverbal360-degreetechnique

10to15superiors,peers,andsubordinatesareaskedtoshareatargetindividual’sstrengthsandweaknessesinphoneorface-to-faceinterviews

Theseprovidedetailedandcontext-specificinformationonwhatleadersneedtokeepdoing,domoreof,andchangeinordertobemoreeffective

Duetothetimeandexpenseneeded,verbal360stendtobeusedforseniorleaders

Researchfindingsonthe360-degreefeedbackincludethefollowing

Constructionof360-degreefeedbackquestionnairesisveryimportant–poorlyconceivedmodelsandill-designedquestionnaireitemsmakeresultsmeaningless

Leaderswhoreceived360-degreefeedbackhadhigher-performingworkunitsthanleaderswhodidnotreceivethistypeoffeedback

360-degreefeedbacksystemsaredesignedfordevelopmentpurposes,nottomakecomparisonsbetweenpeople–shouldnotbeusedforperformanceappraisals

Doself-observergapsmatter?

AsdepictedinFigure7.6,somelevelofdisagreementistobeexpectedasbosses,peers,andsubordinatesmayhavedifferentexpectationsforaleader

Insightdoesnotseemtomatterforleadershipeffectiveness

Evenleaderswithlargeself-observergapswereeffectiveaslongastheyhadhighobserverratings

Theleasteffectiveleaderswerethosewithhighselfandlowothers’ratings

Thelessonisthattheimportanceofmanagingpublicreputationisintheeyesofothers

Keytohighobserverratingsisdevelopingabroadsetofleadershipskillsthatwillhelpgroupsaccomplishtheirgoals–seeHighlight7.6

Itispossibletoimproveratingsovertime

360-degreefeedbackalonewillnotimproveratings

Inadditiontogaininginsightfrom360-degreefeedback,leadersmustalsocreatedevelopmentgoalsandcommittoadevelopmentplantoimprovetheirratings

Arethereimportantcultural,racial,orgenderissueswith360-degreefeedback?

Societalororganizationalcultureplaysakeyroleintheaccuracyandutilityofthe360-degreefeedbackprocess

Blackleadersarelikelytoadvanceataslowerpacethanwhitecounterparts

Maleandfemale360-degreefeedbackratingsaresimilar,andanydifferencesareoflittlepracticalsignificance

Onefinal360-degreefeedbackfindinghastodowiththecontagioneffect

Researchshowsemotionsarecontagious,andthismayalsohappenwithgoodorbadleadership

Individualsworkingforsuperiorswhoreceiveabove-averageratingsoftenreceiveabove-averageratingsthemselves

Thesameistrueforbelow-averageleaders,butthismaybecausedbyraterbias

Whatshouldaleadershippractitionertakeawayfromthis360-degreefeedbackresearch?

First,givenitspopularity,youwilllikelyreceive360-degreefeedbackatsometime

Second,360-degreefeedbackshouldbebuiltaroundacompetencymodel

Third,theremaybedifferentcompetencymodelsfordifferentorganizationallevels

Fourth,360-degreefeedbackmaybeoneofthebestsourcesof“how”feedbackasopposedto“what”feedback

Fifth,effectiveleadersseemtohaveabroadsetofwell-developedleadershipskills

Sixth,360-degreefeedbackprovidesideasonwhattoimprovebutmaynotbeenough–leadersneedtocreatespecificgoalsanddevelopmentplansinordertoimprove

Seventh,leadershipbehaviorcanchangeovertime,butitmaytaketime

Finally,somecultural,racial,andgenderissuesareassociatedwith360-degreefeedback

SeeHighlight7.7

Summary

Theredoesnotseemtobeauniversalsetofleadershipbehaviorsthatguaranteessuccessacrossmanyorallsituations

Competencymodelsand360-degreefeedbackcanbeusedtodescribehowwellsomeoneisperformingthebehaviorsneededtosucceedinaparticularposition

Leadershippractitionersneedtorealizetheywillultimatelybejudgedbytheresultstheyobtainandthebehaviorstheyexhibit

Havingtherightattitudes,values,andexperiencedoesnotguaranteethatleaderswillexhibittherightbehaviors,butthisimprovestheoddsconsiderably

Thischapterofferssomevitalyetsubtlesuggestionsonhowtobeeffectiveasaleader

First,peoplemovingintoleadershiprolesneedtounderstandtheperformanceexpectationsfortheirpositions–bothresultstobeachievedandbehaviorstobeexhibited

Organizationallevelsandcompetencymodelshelpdeterminethis

Second,understandingthebehavioralrequirementsofvariousleadershippositionsandexhibitingneededbehaviorscanbetwoquitedifferentthings

360-degreefeedbackgivesleadersinsightintowhethertheyneedtodoanythingdifferentlytoengagefollowers,buildstrongerteams,orgetbetterresults

The360-degreefeedbackprocessmakesgettingfeedbackmoresystematicandactionable

Third,gettingfeedbackfromothersinandofitselfmaynotresultinbehavioralchange

Buildingdevelopmentplansandgettingcoachingwillimprovetheoddsofchangingtargetedbehaviorsoracquiringneededskills,sohaveawrittendevelopmentplan

BriefDefinitionsofKeyTerms

LeaderBehaviorDescriptionQuestionnaire(LBDQ):AnearlyleadershipbehaviorassessmentdevelopedbyresearchersatOhioState.

Consideration:OneofthetwomajorcategoriesoftheLBDQthatfocusesonpeoplebehaviors.

Initiatingstructure:TheothermajorLBDQcategorythatfocusesontaskbehaviors.

Job-centereddimensions:OneofthetwomajorfactorsintheUniversityofMichiganstudies.

Goalemphasis:Ajob-centereddimensionfocusedongoalsettingandmotivatingemployees.

Workfacilitation:Ajob-centereddimensionfocusedonclarifyingrolesandgettingresources.

Employee-centereddimensions:TheothermajorfactorintheUniversityofMichiganstudies.

Leadersupport:Anemployee-centereddimensionfocusedonsupportiveleaderbehaviors.

Interactionfacilitation:Anemployee-centereddimensionfocusedonconflictresolution.

LeadershipGrid:AnextensionoftheOhioStatestudiesthatplotsleadersontwo1-9scalesbasedontheirconcernforpeopleandproduction.

Concernforpeople:OneofthedimensionsintheLeadershipGrid.

Concernforproduction:OneofthedimensionsintheLeadershipGrid.

Leadershipbehavior:Aspecificaction,suchas“settingspecificperformancegoalsforteammembers.”

Leadershipskill:Awell-definedbodyofknowledge,asetofrelatedbehaviors,andclearcriteriaofcompetentperformance.

Executivepresence:Concernsaperson’sabilitytoradiateconfidence,poise,andauthority.

Competencymodels:Modelsthatdescribethetypesofbehaviorsandskillsmanagersinaparticularorganizationmustexhibitifthatorganizationisgoingtobesuccessful.

Intrapersonalskills:Oneoffourmajorcategoriesfoundinmost360-feedbackquestionnairesthatfocusonadaptingtostress,personaldrive,andadheringtorules.

Interpersonalskills:Oneoffourmajorcategoriesfoundinmost360-feedbackquestionnairesthatfocusoncommunicatingandbuildingrelationshipswithothers.

Leadershipskills:Oneoffourmajorcategoriesfoundinmost360-feedbackquestionnairesthatfocusonbuildingteamsandgettingresultsthroughothers.

Businessskills:Oneoffourmajorcategoriesfoundinmost360-feedbackquestionnairesthatfocusonformulatingstrategies,solvingproblems,andbuildingplans.

Portableskills:Portableskills,likecodingorPowerPointexpertise,caneasilybetransferredfromonejobtothenext.

Nonportableskills:Nonportableskills,likeloadingamissileontoafighteraircraft,donotreadilytransfertootherorganizations.

Hub-and-spokemodelofleadership:Thismodelfocusesonthebehaviorsleadersneedtoexhibitwhendealingwithfollowersonaone-on-onebasis.

Organizationallevel:Thelevelofmanagerfallswithininanorganization(i.e.,atop-levelstrategicmanagerasopposedtoafirst-linesupervisor).

LeadershipPipeline:Amodelusedtoillustratethetypesofthingsmanagersshouldfocusonandthelessonstheyshouldacquireastheyprogressfromlower-levelmanagementpositionsthroughtothepositionofCEOofthecompany.

On-boarding:Organizationsusuallyofferon-boardingprogramstohelpexternalhirestransitionintonewroles,whichhelpsthemlearnabouttheorganization’shistory,values,andunwrittenrules;buildrelationships;gainanunderstandingofthekeygoals,processes,products,andservices;buildahigh-performingteamofdirectreports;andfigureouthowtooperateatthisleadershiplevel.

Communityleadership:Athreedimensionalmodelthatdescribesthoseleadershipbehaviorsneededtodrivecommunitychange.

Framing:Oneofthreecommunityleadershipdimensionsthatconsistsofthosebehaviorsdealingwithdefiningissuesinawaythatmakesiteasyforotherstotakeaction.

Buildingsocialcapital:Oneofthreecommunityleadershipdimensionsthatconsistsofbehaviorsconcernedwithbuildingandmaintainingsocialnetworks.

Mobilization:Oneofthreecommunityleadershipdimensionsthatconsistsofbehaviorsconcernedwithorganizing,coordinating,andmotivatingfollowers.

360-degree,ormultirater,feedback:Anassessmenttechniquethatusestheresultsofsurveyssenttoself,peers,bosses,andfollowerstoprovideleadershipbehaviorfeedbacktoparticipants.

Competency-based360-degreefeedbackquestionnaires:Anorganizationidentifiesbehaviorsleadersneedataparticularorganizationlevel.Theybuildquestionnairesthatreflectthesebehaviors,administerthequestionnairesandgeneratefeedbackreportswithconsolidatedratingresults.

Leadership-versatilityapproach:Superiors,peers,andsubordinatesratetoomuch,justright,ortoolittlebehaviorsforaparticularposition.

Verbal360-degreetechnique:Superiors,peers,andsubordinatessharetheleader’sstrengthsandweaknessesinphoneorface-to-faceinterviews.

Contagioneffect:Individualswhoworkforsuperiorsreceivingabove-averageratingsfromothersweremorelikelytoreceiveabove-averageratingsthemselves.

Raterbias:Somefunctions,organizations,orculturestendtoprovidesystematicallyhigherorlowerratingsthatareunrelatedtoactualperformance.

Mini-case,“PayingAttentionPaysOffforAndraRush,”SampleAnswers

Question1:Aswehavediscussed,competencymodelsdescribethebehaviorsandskillsmanagersneedtoexhibitifanorganizationistobesuccessful.ConsiderthegeneralcompetenciesfoundinFigure7.3andapplythesetoAndraRush,providingexamplesofwhythesecompetenciesapply.

RecallthatFigure7.3representsthegeneralcompetenciesasthecapitalizedheadings,whilethesamplesofbehaviorslistedundereachheadingrepresentthemorespecificskillsforeachcompetencycategory.Additionally,thetablebelowusestheHogan&Warrenfelzcompetencysummarystructure.Instructorscanhavestudentsfocusonthegeneralcompetencies,thespecificskills,orboth(thisanswerisatthegeneralcompetencylevel).Also,itisinstructivetonotethatcompetencycategoriesinFigure7.3donotalignexactlywiththeHogan&Warrenfelzorganizingcompetencies—someoftheleadershipcompetenciesfromtheWasteManagementexamplecrossthecategoryboundaries.

Category

Competency

AppliestoAndraRush

IntrapersonalSkills

PersonalCharacter

PersonalLeadership

-NativeAmericanheritageanditsimpactonherworkethic.

-3trucksto1700trucks;leaderinbusinessorganizationsandboardmemberofseveralorganizations

InterpersonalSkills

PeopleLeadership

PersonalLeadership

-Stilldoes“ridealongs”

-Reader’sedgeprogram

-Educationalprograms

-Engendersthevalueofdiversity

-Listeningskills

BusinessSkills

StrategicLeadership

StakeholderFocus

Execution&Results

-NursetoMBAtocompanyowner

-3trucksto1700trucks

-Aproblemsolver(out-of-boxthinking),

-Sept11deliveryviabarge

LeadershipSkills

PeopleLeadership

StrategicLeadership

-Championschangethroughherroleinamale-dominatedindustry

-Helpspushchangebyherinvolvementwithminoritybusinessorganizations

-Focusesondevelopingothersinbusinessaswellasimprovingherownemployees

Question2:HowdoestheLeadershipPipelineapplytoAndraRush?

WhenAndraworkedasanurse,shewasanindividualcontributorwhousedhertimewiselyasshegotherbusinessdegreewhilestillworking.Shewasattentivetoopportunitiesanddecidedtostartherowntruckingcompanyafterspeakingtoapatient.AndradidnotfollowtheusualLeadershipPipelineprogressionfromonesteptothenext;instead,shewentfromindividualcontributortotheCEOofherowncompany.Andraexhibitsbehav