Leadership In Organizations Exam 3- Lion King Articles, Chapters 12, 13, 14, and 15

Knowledge of the Business

*Effective leaders have a high degree of knowledge about the company, industry, and technical matters *Technical expertise enables the leader to understand the concerns of the subordinates regarding technical issues *In-depth knowledge of the organization and industry allows effective leaders to make well-informed decisions and to understand the implications of those decisions

Leadership, Diversity, and Personal Example

*In dealing with diversity, to be most effective, leaders should: **Empower others: Share power and information, solicit input, and reward people on the basis of performance, without regard to race, gender, age, personality, job classification, and so on; encourage participation and share accountability. **Develop people: Provide opportunities for growth, and then model and coach desired behaviors; delegate responsibility to those who have the ability to do the work; individualize training and development efforts. **Value diversity: View diversity as an asset; understand diverse cultural practices; facilitate integration among people; help others identify their needs and options to be productive contributor **Communicate: Clearly communicate expectations, ask questions to increase understanding, and show respect through listening; develop communication across cultural and language differences; provide ongoing feedback with sensitivity to individual differences.

Leadership and Diversity

*The effective leader has an integrative approach: **Brings together people of different cultures, races, genders, personalities, and development stages and integrates them into a whole **The individual's identity is preserved **The team welcomes other points of view, embraces opposites, and tries to understand all sides It helps to cite a success story about leadership, diversity, and personal courage. There is none better than the case of a visionary priest who recruited 20 black athletes to the white and insular College of The Holy Cross in 1968. Reverend John Brooks changed their lives, the future of the college, and the course of history. In Fraternity, Diane Brady tells the four-year, blow-by-blow experiences of these young African American high school students who were plucked unexpectedly from East Coast cities and dropped without warning into a social setting and college environment none could have imagined. The stories of the 20, including future Supreme Court Justice Clarence Thomas and future Pulitzer Prize recipient Edward P. Jones, are testimony to the power of education and a compelling argument for the difference a leader can make in the lives of others.137 The effective leader has an integrative approach. This involves bringing together people of different cultures, races, genders, personalities, and stages of development, and integrating them into a whole that is greater than the sum of its parts. This inte- gration is not simply a melting-down process; rather, it is a building up in which the identity of the individual is preserved, yet simultaneously transcended. The effective team that results does not eliminate diversity. Instead, it welcomes other points of view, embraces opposites, and seeks to understand all sides of every issue. As important as leadership is, in the final analysis, it falls on each person to do the right thing. In The Measure of Our Success, Marian Wright Edelman writes: Remember that the fellowship of human beings is more important than the fellowship of race and class and gender. Be decent and fair and insist that others be so in your presence. Don't tell, laugh at, or in any way acquiesce to racial, ethnic, religious, or gender jokes, or to any practices intended to demean rather than enhance another human being. Walk away from them; stare them down; make them unacceptable. Through daily moral consciousness, face up to rather than ignore voices of division. Remember that we are not all equally guilty, but we are all equally responsible for building a decent and just society.

Level III: Belonging Needs

-Work is valued as an opportunity to: --Establish human relationships --Interact with people and create friendships -Organizations can meet these needs by providing: --Communication sessions --Celebrations --Expressions of consideration --Job participation vehicles --Communication outlets --Open-door policy

Drive

-A constellation of traits and motives reflecting high effort level Achievement -An important motive among effective leaders and even more important among successful entrepreneurs Ambition -Ambitious about their work and careers and have a desire to get ahead -To advance, leaders actively take steps to demonstrate their drive and determination -Effective leaders are more ambitious than nonleaders Energy -Leaders are more likely than nonleaders to have a high level of energy and stamina and to be generally active, lively, and often restless Tenacity -Capacity to work with distant objects in view and have a degree of strength of will or perseverance -Tirelessly persistent in their activities and follow through with their programs -Must have the drive to stick with these programs and persistence is needed to ensure that changes are institutionalized -Persistence must be used intelligently Initiative -Effective leaders are proactive -Make choices and take action that leads to change instead of just reacting to events or waiting for things to happen

Psychological Forces

-Abraham Maslow outlined five categories of human needs: --Basic needs for survival and security --Social needs for belonging and respect --Complex need for fulfillment *** In order from the bottom of the pyramid to top it is stated as follows: Survival, Security, Belonging, Respect, and Fullfillment. In Detail: 1. Survival. The needs that are taken as the starting point for motivation theory are the physiological, or basic body tissue, needs. Taking a breath of air and acting in self-defense are normal expressions of such needs. Survival needs are strong and natural forces within the person. Psychologist Viktor Frankl tells of his experiences in a Nazi concentration camp during World War II: What did the prisoner dream about most frequently? Of bread, cake, cigarettes, and nice warm baths. During waking hours prisoners were concerned, above all else, with what they would get for their evening meal and how much would be available. When they received food, they were torn between whether they should consume all of it immediately, or save a part of it for that later time when their stomachs would hurt from hunger. In short, whether awake or asleep, their greatest concern was for the most basic physical needs—food and physical comfort. 2. Security. Once survival needs are satisfied, security needs become important. Freedom from threat and protection from loss are major security goals, helping explain our interest in savings accounts, medical insurance, seniority rights, and burglar alarms. All ages and types of people experience the need for security. Both the child who is afraid of the dark and the worker who fears unemployment feel the need for security, and the drive to satisfy this need influences their actions. 3. Belonging. When survival and security needs are satisfied, the need for belonging emerges. This is true for people in all cultures, whether aggressive or peaceful, primitive or advanced. Every individual makes a distinct effort to belong to some aspired social group. If you have ever felt a need for love or a need to express love, you have experienced a natural need for belonging, and this has influenced your behavior. 4. Respect. Once survival, security, and belonging needs are satisfied, people are motivated by the need for respect—the need to be considered favorably by self and others. The pursuit of fame, regardless of the field—business, government, the arts—can be explained only by the powerful need for respect. It is natural to want the recognition and honor of others. When this need is not satisfied, an individual feels inferior, weak, and discouraged. William James, American philosopher and founder of psychology as a discipline, writes: We are not only gregarious animals, liking to be in sight of our fellows, but we have an innate propensity to get ourselves noticed, and noticed favorably, by our kind. No more fiendish punishment could be devised, were such a thing physically possible, than that one should be turned loose in society and remain absolutely unnoticed by all the members thereof. 5. Fulfillment. After physical and social needs are satisfied, people are motivated by the need for fulfillment, which Maslow referred to as "self-actualization." These people may or may not please others by what they do, and their efforts may or may not result in the attainment of intended goals. Regardless of the consequences, if a person does something because it is valued personally, then the act itself is fulfilling.

Women in Leadership Positions (Further Explained)

-According to recent studies: --Women leaders are more participative and less autocratic -Analysis of leadership effectiveness: --Female and male leaders are equal in effectiveness --Similarity in motivation to be a leader, job satisfaction, and employee satisfaction Historically, women in high leadership positions have come from nonprofit organi- zations, educational institutions, and public office; increasingly, they come from the business world. Census data reveal that women constitute 14.1 percent of the corpo- rate officer ranks of Fortune 500 companies. During the past decade, women have started businesses at twice the rate of men, and today over 40 percent of small busi- nesses in the United States are owned or operated by women. Women now constitute nearly half of the managerial workforce.113 In government, women serve in a growing number of leadership capacities, including 12 percent of state governors, 17 percent of U.S. senators, and 16.8 percent of members of the U.S. House of Representatives.114 The Center for Creative Leadership has identified six success factors for women in high leadership positions: ■ Help from above. Women in high levels of leadership have typically received the support of influential mentors. ■ A superior track record. Held to high standards, executive-level women have usu- ally managed effectively and have developed an excellent record of performance. ■ A passion for success. Senior-level women have been determined to succeed. They worked hard, seized responsibility, and achieved their objectives. ■ Outstanding people skills. Successful women executives typically utilize participate leadership, employee empowerment, and open communication to foster trust and high levels of morale among subordinates. ■ Career courage. Successful women leaders have demonstrated courage to take risks, such as taking on huge responsibilities. ■ Mental toughness. Senior-level women are seen as tenacious, demanding, and willing to make difficult decisions Meta-analysis and individual studies show that women leaders tend to be more partic- ipative and less autocratic in leadership style than male leaders, and this approach is well suited to middle-management positions in 21st-century organizations. Analysis of leader- ship effectiveness shows that female and male leaders do not differ in overall effective- ness, although there remains a slight effectiveness advantage for male leaders in masculine domains and female leaders in feminine domains.116 Comparison studies between men and women show essential similarity in motivation to be a leader, job satisfaction, and employee satisfaction. However, research shows women are less likely to promote themselves and initiate negotiation for opportunities, resources, and advancement. Although women have made progress in attaining and being successful in leadership roles, Figure 13-2 shows that each rung on the responsibility pyramid is progressively more difficult to climb. At each level, a higher percentage of women are sidetracked.119 Several factors can sidetrack women in the workplace. The "glass ceiling" is a catch- phrase for the impediments women face as they seek top leadership positions. Through the Labyrinth by Alice Eagly and Linda Carli provides current insight into the trials and truths about how women become leaders.120 Sidetracking mechanisms include: ■ Lack of encouragement. Women are often ignored in the grooming of executives for senior-level jobs. Men are more often moved around and cross-trained within the company to learn about different aspects of the business.121 The most crucial thing for a woman to have if she's going to get to the top is a sponsor, states Ann Lee, author of What the U.S. Can Learn from China.122 ■ Internalized bias. Some women think they can't compete and some think they shouldn't compete with men for leadership positions. Either way, bias in the mind of the woman serves as a powerful sidetracking mechanism. Gloria Steinem explains: "Every group of people that has been systematically told they were sup- posed to play a limited role internalizes that role. They have to both fight against the barriers and get them out of their minds, or remain stuck."123 ■ Lack of opportunity followed by disillusionment. In a national poll of middle- management women, 71 percent reported not having the same chances for pro- motion to top executive jobs as their male counterparts. Once there, unequal rewards can be a demotivator. At the managerial level, on average, for every dollar earned by white men, white women earn 74 cents, African American women earn 58 cents, Hispanic women earn 48 cents, and Asian and other women earn 67 cents. Men tend to outearn women even when they are of the same education level. ■ Closed corporate culture. Many women who enter the executive suite do so by modeling established behavior patterns and management customs. Those who do not conform find that the alternative is to leave the organization.125 ■ Women's ghettos and the feminization of jobs on the corporate staff. Some women accept or are shunted into staff jobs that are difficult to exchange for line jobs, where salaries and responsibilities are usually greater. Many of these staff jobs are devoid of responsibility for finance and operations, two important disciplines for senior leaders to master. ■ Demands of parenthood. In the majority of families, women are the first line of defense in raising children. When the school calls or a child is ill, it is usually the mother who responds. Women experience more career interruptions than men, largely because they assume more domestic responsibility. The demands of family life can require enormous energy and time that may interfere with business performance.127 Also, women may face childbearing deadlines around the time when future senior leaders are being selected from middle-management ranks. ■ Double standards. Women may have to be more competent than men to be accepted by the dominant group. This double standard can be seen when mistakes made by males are tolerated, but mistakes made by females are not tolerated, and when, to be selected or promoted, a woman must be clearly superior to every male candidate.129 Facebook COO Sheryl Sandberg writes in Lean In, "Success and like- ability are positively correlated for men and negatively correlated for women. When a man is successful, he is liked by both men and women. When a woman is successful, people of both genders like her less." Sandberg identifies this double standard to be a major realization in her life, and a practice she is striving to erase. -Glass ceiling **Catch-phrase for impediments women face when seeking leadership positions

Level 5: Fulfillment Needs

-At this level, the concern is to fulfill personal values and experience growth --Nature of work is critical for satisfying fulfillment needs --Creative and constructive energy is channeled into the work activity -Organizations can meet these needs by: --Discussing organization values and goals --Providing personal growth opportunities

Most Successful Leaders

-Balance emotional intelligence with a people-oriented style -Willing to make decisions -Do not duck problems -Purposeful, warm, and understanding -Democratic and show respect to all -Appreciative, trustful, and gentle

Other Traits

-Charisma -Creativity/originality -Flexibility ****All good traits, but have less clear-cut evidence for their importance to leadership****

Level 1: Survival Needs

-Concerned with: --Physical and economic survival --Comfort and avoiding physical irritations --Physical needs may dominate the behavior of the person -Organizations can meet these needs by providing: --Sufficient pay --Safe working conditions --Safe equipment, tools, and materials --Supportive physical environment

Rest of the Story

-Core job of a leader is to create a vision -The leader must communicate this vision to followers -Implementing a vision requires at least 6 activities: 1.) Structuring 2.) Selecting and training 3.) Motivating (formal authority, role models, build subordinate self-confidence, delegation of authority, specific and challenging roles, rewards/punishments) 4.) Managing information 5.) Team building 6.) Promoting change and innovation

Managing Diversity

-Dealing with diversity means: --Behaving in a way that creates trust and respect --Gaining benefits from differences -The more you know about different cultures, the more successful you will be

Communication Across Genders

-Differences: --Men use conversation to negotiate status --Women talk to create rapport --Clash leads to frustration in personal relations --Men are comfortable in public speaking --Women are comfortable in private speaking In You Just Don't Understand: Women and Men in Conversation, linguist Deborah Tannen builds a strong case for her hypothesis that boys and girls grow up in different worlds of words. Tannen notes that boys and girls play differently, usually in same-sex groups, and that their ways of using language in their games are separated by a world of difference: Boys tend to play outside, in large groups that are hierarchically structured. Their groups have a leader who tells others what to do and how to do it, and resists doing what other boys propose. It is by giving orders and making them stick that high status is attained. Another way boys achieve sta- tus is to take center stage by telling stories and jokes, and by sidetracking or challenging the stories and jokes of others. Boys' games have winners and losers and elaborate systems of rules that are frequently the subjects of arguments. Finally, boys are frequently heard to boast of their skill and argue about who is best at what. Girls, on the other hand, play in small groups or in pairs; the center of a girl's social life is her best friend. Within the group, intimacy is the key, and differentiation is measured by relative closeness. In their most frequent games, such as jump rope and hopscotch, everyone gets a turn. Most of girls' activities, such as playing house, do not have winners or losers. Although some girls are certainly more skilled than others, they are expected not to boast about it, or show that they think they are better than the others. Girls don't give orders; they express their preferences as sug- gestions, and suggestions are likely to be accepted. Whereas boys say, "Gimme that!" and "Get outta here!" girls say, "Let's do this," and "How about doing that?" Anything else is put down as "bossy." They don't grab center stage—usually, they don't want it—so they don't challenge each other directly. Much of the time, they simply sit together and talk. Girls are not accustomed to jockeying for status in an obvious way; they are more concerned with being accepted and liked. Girls learn that by displaying differences, they jeopardize acceptance by their peers. They strive to appear the same as, not better than, their friends, thus creating power that is dead even. In contrast, boys, from the earliest age, learn that they can get what they want—higher status—by displaying differences, especially superiority, therefore favoring hierarchical power. Tannen believes differences developed in childhood cast a long shadow into adult- hood. When men and women talk to each other about troubles, for example, there is a potential problem because each expects a different response. Men may ignore or avoid dealing with feelings and emotions, preferring instead to attack underlying causes. Women, expecting to have their feelings supported, may misconstrue men's aggressive approach and feel that they themselves are being attacked. In general, where men seek status, women seek connection. Tannen explains that from childhood, there is a tendency for men to use conversation to negotiate status; women talk to create rapport. The clash of the two styles can lead to frustration—in personal relations, of course, but in the office as well, from the female manager who feels she isn't heard in meetings, to the male executive who is baffled when his gruff orders spark resentment or anger.110 To the question, Who talks more, women or men? seemingly contradictory evidence is reconciled by differences between public speaking and private speaking. Men generally are more comfortable doing public speaking, whereas women usually feel more comfortable doing private speaking. Another way of capturing these differences is by using the terms report talk and rapport talk. For most men, report talk is primarily a means of preserving independence or negotiating and maintaining status in a hierarchical social order. To the man, talk is for information that can equate to power. For most women, the language of conversation is primarily a language of rapport. To the woman, talk is for interaction that can equate to love. Telling things is a way to show involvement, and listening is a way to show she is interested and cares.111 It is interesting to note how terms used in traditionally male sports permeate the language of the American workplace: When your team is on offense, you'll need a strategy to score. This may include an end run around the opposition and a knockout punch. When the ball is in your court, it's time to step up to bat and hit a home run. When you are playing hardball, you'll need a game plan to get the ball rolling so you can get to first base. You may have to punt, pass the ball, and touch bases with teammates, or tackle the problem yourself. Your goal may be the whole nine yards, but be careful not to step out of bounds. If you strike out, you may have to throw in the towel; but if you win, you can make it into the big leagues. What should we do about differences in the way men and women communicate? Should women try to change to be more like men, or vice versa? Neither change is the answer. It is important to simply recognize that natural differences exist. When people don't know there are differences in communication styles, and that they are formed in the normal course of growing up, they end up attributing communication problems to someone's bad intentions or lack of ability.

Emotional Stability

-Effective leaders remain even-tempered -They do get excited, such as when delivering an emotionally-charged pep talk, but generally don't become angry or enraged -Especially important when resolving interpersonal conflicts and when representing the organization -Psychologically hardy, self-confident individuals consider stressful events interesting, as opportunities for development, and believe that they can influence the outcome

Employee Engagement

-Engagement --Involves both job satisfaction and organizational commitment -Engaged employees show high levels of energy and persistence, striving as hard as they can to do good work -The challenge facing leaders is to tap the performance potential of all employees

Diversity Prescription

-Enlightened workplace --Philosophy of pluralism --Efforts to eliminate discrimination --People believe they are accepted, respected, and their voices will be heard -Treat all people with respect and dignity -Model and reinforce democratic character and humanistic approach -Valuing diversity provides strength and positive advantage Today, diversity refers to more than race, religion, gender, and ethnicity. It is a broad term that encompasses many differences, including age, disability status, military experience, sexual orientation, economic class, educational level, personality characteristics, and lifestyle. In the enlightened workplace, there is a philosophy of pluralism and a relentless effort to eliminate racism, sexism, ageism, and other discrimination. Where this occurs, all people have reason to believe that they are accepted and respected and that their voices will be heard. The prescription is to turn walls in our minds and hearts into bridges that join and make a structure that is stronger than its individual cells. The prescription is to value diversity as a strength. To that end, remember: ■ All people should be treated with respect and dignity—we must have an eyes-level approach rather than an eyes-up or eyes-down approach in our dealings with people, regardless of social status. ■ Every person should model and reinforce an essentially democratic character and humanistic approach to life. ■ Valuing diversity provides strength and a positive advantage for organizations operating in multicultural environments.

Protocol Do's and Don'ts - Table 13-1

-Great Britain --Hold your fork (tines down) in the left hand and your knife in the right hand throughout the meal --Say please and thank you often --Don't ask personal questions --Don't gossip about royalty -France --Be punctual for appointments --Shake hands when greeting, being introduced, and leaving; only close friends kiss --Don't expect to complete any work during the French 2-hour lunch --Don't try to do business during August, which is vacation time -Asia --Find a highly respected third party to act as your introducer to lower-ranking persons --Don't attempt to get a deal by approaching a target who is below the top level in the organization -Spain --Write business correspondence in English, unless your Spanish is impeccable --Take business lunches at 2:30 and dinner at 9 or 10pm --Don't expect punctuality --Don't make the American sign for OK with your thumb and forefinger - this is vulgar in Spain

Women in Leadership Positions

-Historically, women held high leadership positions in: --Non-profit organizations --Educational institutions --Public office (governors, senators, and representatives) -Now, women come from the business world: --14.1% corporate officers --40% small business owners --Constitute half of the managerial workforce --More government leadership positions

Diversity Strategies for Organizations

-Include employees with different backgrounds in decision-making and problem-solving processes -Develop strategies to increase applicants with different backgrounds -Develop employees from diverse backgrounds and prepare them for responsible positions -Show sensitivity in the physical work environment -Form a group to address issues of diversity -Implement training programs that focus on diversity in the workplace -Pay attention to company publications -Evaluate rules, policies, and procedures to be sure all are treated equally -Develop mentoring and partnering programs -Talk about diversity issues, respect all points of view, and work cooperatively

Benefits of Diversity

-Increase in workforce creativity -Broader range of knowledge and skills -Better decisions based on different perspectives -Better services provided to diverse populations -Ability to recruit excellent talent from the entire labor pool

Management Implications

-Individuals can be selected from either inside or outside the organization -Cognitive ability is probably the least trainable of the 6 traits -Drive is fairly consistent over time although it can change -Through experience and training, knowledge of the industry and technical knowledge can increase -Honesty does not require skill building; it is a virtue one has or doesn't -Key role models for honest behavior are at the top -Organizations get what they model, not what they preach

Leadership Motivation

-Involves the desire to influence and lead others and is often equated with the need for power -Those with high leadership motivation think a lot about influencing other people, winning an argument, or being the greater authority -Prefer to be in a leadership rather than a subordinate role -Willingness to assume responsibility -Must want to gain the power to exercise over others -Must be willing to exercise power over others Personalized power motive -Seeks power as an end in itself -Have little self-control, often impulsive, and focus on collecting symbols of personal prestige Socialized power motive -Uses power as a means to achieve desired goals, or a vision -Are more emotionally mature than those with a personalized power motive -Use their power to build up their organization and make it successful

Sidetracking Mechanisms

-Lack of encouragement -Internalized bias -Lack of opportunity followed by disillusionment -Closed corporate culture -Women's ghettos and the feminization of jobs on the corporate staff -Demands of parenthood -Double standards

Cognitive Ability

-Leaders must gather, integrate, and interpret enormous amounts of information -Often characterized as being intelligent, but not necessarily brilliant and as being conceptually skilled -A "keen mind" (strong analytical ability, good judgment, and the capacity to think strategically and multidimensionally) -Requires "above average intelligence" rather than genius

Developing the Skills

-Learning by doing -Technical skill --Sound grounding in the principles, structures, and processes of the individual specialty, coupled with actual practice -Human skill --Develop own personal perspectives toward human activity, so that he will: ---Recognize the feelings and sentiments which he brings to a situation ---Have an attitude about his own experiences which will enable him to re-evaluate and learn from ---Develop ability in understanding what others by their actions and words are trying to communicate ---Develop ability in successfully communicating his ideas and attitudes to others -Conceptual skill --Coaching of subordinates by superiors --Trading jobs (job rotation) --Special assignments, which involve inter-departmental problems --Courses that specialize in these types of special assignments (i.e., Business Policy classes - those with cases)

Human Behavior

-Lee Iacocca's formula for success: --Effective leaders focus on the three "Ps": --People, Products, and Profit

Characteristics of Self-Actualization

-Maslow's principles for developing one's potential: --Experience life fully, in the present --Make choices that will enhance growth --Be honest with yourself and others --Accomplish goals in line with your values --Commit yourself to concerns and causes outside yourself

Gender Diversity in the Workplace

-Most obvious form of diversity is gender --The participation of women in the workplace continues to increase --46.9% of workers are women -Merging of the sexes in the workplace --Need better understanding between men and women --Communication plays an important part Diversity takes many forms, and one of the most obvious is gender. The participation of women in the workplace continues to increase. Today's leaders must address the changing composition of the workforce and the special needs of women. Of the approximately 150 million people employed in the United States, almost half (46.9 percent) are women.105 In addition, more and more businesses are owned by women—28 percent as of 2009106—and increasing numbers of women are occupying CEO positions in corporations.107 With the changing role of women in American society from wife and mother, to wife and mother and career person as well, there has been a merging of the sexes in the workplace. This has brought the need for better understanding between men and women as work associates. Communication plays an important part in this equation.

Generational Differences

-Older people →should remember when their own behavior tested the tolerance and often the patience of their elders -Young people→ should adopt the example of principled living and appreciation for generational differences shown by enlightened elders -Today's workforce is comprised of the most generations in US history: **Veterans (1922-1945) ***Represent stability and traditional work and family values -Baby boomers (1946-1964) **Desire economic security and are more focused on social conditions than younger cohorts -Generation X (1965-1979) **Expect less job security and are motivated by workplace flexibility, opportunity to learn, egalitarianism -Generation Y (aka Millennials, 1980-1999) **Tech-savvy, racially and ethically diverse, multitaskers, and independent, having little identification and loyalty to formal organizations -iGeneration (2000-) **See changing technology as a way of life and rapid social change as a constant These statements don't apply to everyone in each cohort, but they do reflect shifting values and expectations across generations in society today.135 In dealing with younger generations, older people should remember when their own behavior tested the tolerance and often the patience of their elders. Those who lived value-based lives of responsibility, courage, and justice, but were relaxed about such matters of style as music and dress, were role models for dealing with young people today. For their part, young people should adopt the example of principled living and appreciation for generational differences shown by all enlightened people. The result will be social structures that enjoy the knowledge and wisdom of older people, as well as the spirit and vitality of younger generations. How can this happen? Not by legislation, edict, or force; but by the understanding and respectful behavior of each individual.

Level 2: Security Needs

-People at this level feel the need for security and predictability --Concerned with protective benefits and stability -Organizations can meet these needs by providing: --Proper tools, equipment, and materials --Job aids --Economic protection --Job security --Confidence in management

Self-Confidence

-Plays an important role in decision-making and in gaining others' trust -If the leader is not sure of what decision to make, or expresses a high degree of doubt, then the followers are less likely to trust the leader and be committed to the vision -Leaders engage in impression management to bolster their image of competence; by projecting self-confidence they arouse followers' self-confidence

Skills of an Effective Leader (Katz, 1955)

-Quest for executive stereotypes led to companies losing sight of their real concern: what a man can accomplish -The approach discussed here is not based on what good executives are (their innate traits and characteristics), but on what they do (the kinds of skills which they exhibit in carrying out their jobs effectively) -Skill -- an ability that can be developed, not necessarily inborn, and is manifested in performance, not merely in potential 3 basic developable skills: technical, human, conceptual

Level 4: Respect Needs

-This level reflects a need for recognition and the respect of others --Satisfaction is related to the nature of the work and aspects of the job --Individuals are interested in self-image or reputation -Organizations can meet these needs by providing: --Individual incentives --Public acclaim --Opportunities to improve job status --Tangible rewards --Day-to-day recognition and praise In text Details: The fourth motivation level reflects a person's need for recognition. The respect of others for one's special traits or competencies is important. This is the first motivation level that is closely related to the nature of the work and depends on aspects of the job itself for satisfaction. Work that provides the opportunity to display skills that one feels others respect will be valued and will have motivation strength. The person who is primarily interested in self-image or reputation is motivated at the fourth motivation level. An organization can meet its employees' needs for recognition by providing: ■ Individual incentives for high performance, such as achievement awards, worker-of- the-month honors, attendance awards, and recognition for suggestions. ■ Public acclaim for outstanding contributions at award banquets, retirement dinners, and annual meetings. ■ Opportunities to improve job status through training programs, job titles, and promotions. ■ Tangible rewards, such as increased pay, bonuses, commemorative plaques, letters of recognition, gifts, and privileges. ■ Most important, day-to-day recognition and praise for a job well done.

Leadership: Do traits matter? (Kirkpatrick & Locke, 1991)

-Traits alone are not sufficient for successful business leadership - they are only a precondition -Leaders who possess the requisite traits must take certain actions to be successful

The Diversity Challenge

-U.S. mainstream culture is: --Individualistic --Egalitarian --Pragmatic --Hard-working --Action-oriented --Data-based --Amenable to change -Diversity characterizes America's culture -Cross cultural leaders must be: --Patient --Understanding --Willing to learn --Flexible -Cultural competency --An awareness of and a willingness to investigate the reasons people of another culture act as they do The character of U.S. culture has received much attention from historians, sociologists, and other scholars. Characteristics originally identified by anthropologists have been confirmed by large-scale empirical and cross-cultural studies. The U.S. mainstream culture is consistently described as being individualistic, egalitarian, pragmatic, hardworking, action-oriented, data-based, and amenable to change.74 If there is one additional word that characterizes America's culture, that word is diversity. People of Hispanic, African, and Asian heritage now constitute at least 35 percent of all new workers, and half of all new employees are women. Today, nearly one in six American workers is foreign-born. The U.S. workforce is composed of more minorities, recent immigrants, and women than ever before, and this pattern is expected to continue in the years to come. Currently, two-thirds of global migration is into the United States.75 One of the major changes in the workplace between now and 2050 will be the demographic picture of the labor force. Although whites will continue to account for the vast majority of workers, as they did in 1995, their share will decline from 73.6 percent to 52.8 percent. See Figure 13-1. In addition, business has become increasingly global, so leaders are challenged to deal effectively with a wide variety of people and customs. More than 100,000 U.S. companies are involved in worldwide ventures that are worth over $1 trillion; U.S. corporations have invested more than $400 billion abroad and employ more than 60 million overseas workers.76 The cross-cultural leader must be patient, understanding, willing to learn, and flexible. These characteristics are part of cultural competency, an awareness of and a willingness to investigate the reasons people of another culture act as they do. How does diversity affect you? You may have to deal with foreign customers and suppliers. You may work for a foreign firm in the United States. You may be assigned to work abroad on projects or full-time. You are almost certain to have co- workers from diverse backgrounds. In a world where diversity and globalization are the norms, and the future won't resemble the past, researchers Adler and Bartholomew have identified five competencies needed by cross-cultural leaders: (1) understanding business, political, and cultural environments worldwide; (2) knowing the tastes, trends, and technologies of other cultures; (3) working simultaneously with people from many different countries; (4) adapting to living and traveling in foreign lands; and (5) learning to relate to people from other cultures on the basis of equality and mutual respect.

Honesty and Integrity

-Without these qualities, leadership is undermined -Integrity - the correspondence between word and deed -Honesty - being truthful or non-deceitful -Successful leaders are open with their followers, but also discreet and do not violate confidences or carelessly divulge potentially harmful information -Effective leaders are credible, with excellent reputations, and high levels of integrity

Keys of Engagement

1. Keep people connected through stories and images. Homer's Iliad and Odyssey about the Trojan War show the power of stories; and Aristotle said, "The soul doesn't think without a picture." A good way to communicate meaning is with a story, and a good way to tell a story is with pictures. 2. Create pictures together that liberate the imagination. The power of the notepad, pencil, and two or more heads together is enormous. The plan on a napkin, the project on a poster, and the story on the wall are icons of business innovation and achievement. Thinking together in pictures is a potent and creative engagement tool. Leaders and employees use data, anecdotes and dialogue to understand the past, diagnose the present, and decide the future. 3. Gain employee trust through competence and integrity. People give power to their leaders who must use their power well, or they will take it away; or at least, they will withhold allegiance. Aristotle taught that leaders can maintain the trust of others through moral virtue, unselfish interest, and relevant skill. Engagement results when employees trust the integrity and competence of their leaders. 4. Empower people to own business problems. Both policy makers and action takers are personally committed in engaged companies. Engagement requires assigning meaningful tasks to achieve product and service excellence, holding people accountable for results, correcting mistakes that may occur, and rewarding success. This is the essence of performance management that all leaders must master.

5 Competencies Needed by Cross-Cultural Leaders

1. Understanding business, political, and cultural environments worldwide 2. Knowing the tastes, trends, and technologies of other cultures 3. Working simultaneously with people from many different countries 4. Adapting to living and traveling in foreign lands 5. Learning to relate to people from other cultures on the basis of equality and mutual respect

Why People Do What They Do

1.) A satisfied need is not a motivator -People are motivated by: --What they don't have or have done without --A need that is not fully satisfied 2.) -Employee motivation and company success are related --Seven practices successful companies share: 1. Employment security 2. Selective hiring of personnel 3. Empowered teams and decentralization 4. High compensation 5. Extensive training 6. Reduced status distinctions and barriers 7. Sharing of information 3.) Psychological needs and social values are not the same -Psychological needs explain human motivation -Social values are the ethics concern 4.) The same act can satisfy any motivation levels. 5.)All people have the same needs, but to different degrees, and accompanied by different wants -What it takes and how much vary by person 6.)A person can be deficiency-motivated, bringing harm to self or others -It is possible to have a fixation so strong it can lead to destructive behavior -A healthy person is ready to satisfy other needs 7.) Unsatisfied needs can harm your health, as surely as if you were physically stricken -A motivation condition can develop 8.) Leadership is important in meeting employee needs and preventing motivation problems -What a leader does will vary with the circumstances 9.) The ideal is to integrate the needs of individuals with the goals of the organization -The needs of the individual can be satisfied, while advancing the goals of the organization

The Art of Persuasion

1.) An Understanding of People: -Vocabulary, clarity, and eloquence can be used to persuade others to take action --"Of the people, by the people, and for the people" - Abraham Lincoln --"The only thing we have to fear is fear itself" - Franklin Roosevelt --"Ask not what your country can do for you. Ask what you can do for your country" - John F. Kennedy -A leader's words can be a determining factor in times of crisis --Winston Churchill, bracing Britons for war, "We shall not flag or fail. We shall go on to the end. We shall fight in the seas and oceans, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender" -Leaders today are unlikely to face the magnitude of challenges that Winston Churchill did -They are still required to communicate their ideas and inspire others -They must be convincing in conveying information and effective in generating emotion 2.) Effective Use of Words 3.) The Ability to Manage Conflict: -Recognize that conflict is natural -View conflict as an opportunity -Settle conflicts reasonably and fairly, considering everyone's needs -Sometimes agree to disagree -If people want to resolve a conflict, it helps to re-frame the issue -Cooperativeness --The desire to satisfy another's needs and concerns -Assertiveness --The desire to satisfy one's needs and concerns

Diversity Strategies for Individuals

1.) Connect with and value your own culture -Assess how your background translates into your own lifestyle, values, and views 2.) Think about how it feels to be different -Think about times when you were in the minority. How did you feel and how did it impact your behavior? 3.) Try to understand each person as an individual -Each person, rather than seeing the person as a representative of a group 4.) Participate in educational programs -Programs that focus on learning about and valuing different cultures, races, religions, ethnic backgrounds, and political ideologies 5.) Make a list of heroes -Heroes: in music, sports, theaters, politics, business, science, etc. Examine your list for its diversity 6.) Learn about the contributions of older people and people with impairments -See how their contributions have helped all of us 7.) Learn about other cultures and their values -Learn through travel, books, and films, and by attending local cultural events and celebrations 8.) Continually examine your thoughts and language Examine your thoughts and language for unexamined assumptions and stereotypical events 9.) Include people who are different in social conversations -And invite them to be part of informal work-related activities, such as going to lunch or attending company social events 10.) Keep in mind how you would feel if positions were reversed -Put yourself in their shoes

Dimensions of Emotional Intelligence

A popular model organizes intelligence into four dimensions representing the recognition of emotions in ourselves and in others as well as the regulation of emotions in ourselves and in others. 1.) Self-Awareness: the ability to recognize and understand the meaning of one's own emotions. This requires honest assessment with no denial of reality. 2.) Self-Management: the ability to regulate one's own emotions, keeping harmful impulses in check. This includes the ability to postpone immediate satisfaction for long-term gain. 3.) Social-Awareness: the ability to understand another person's emotions and know his or her needs, even though unstated. It includes empathy and showing others that you care about them. 4.) Relationship Management: ability to gain cooperation and inspire others, as well as manage potentially dysfunctional emotions such as anger and fear. It includes the ability to communicate clearly, manage conflict, and build strong personal bonds.

Distinct Cultural Clusters

Based on common language, geographic, religion and industry, 10 distinct cultural clusters emerge: -Anglo -Latin Europe -Nordic Europe -Germanic Europe -Eastern Europe -Latin America -Middle East -Sub Saharan Africa -Southern Asia -Confucian Asia

Implications for Action

Executive Development Many programs fail to achieve satisfactory results because they do not foster growth in these three areas Lack of enthusiasm for courses in human relations** Executive Placement Creating management teams of individuals with complementary skills Executive Selection The 3-skill approach makes trait testing unnecessary and substitutes for it procedures which examine ability to cope with actual problems and situations Should be selected based on these three areas and not on the basis of their apparent possession of a number of behavior characteristics or traits

The Diversity Wheel-Fig 13-1

Form discussion groups whose members reflect the diversity one might encounter in the workplace. Using the topics in the Diversity Wheel, group members, one at a time, may share information on a particular topic with other members. As each topic is discussed, members can learn to understand and respect others' points of view, backgrounds, and cultural differences. Diversity Wheel at the center branching off into different sections working its self way clock wise from 1 to 13 1.) Personal Motto to Live by 2.) Favorite Food 3.) Job/Profession 4.) Birthplace/Birth Order 5.) Most Influential Teacher/Leader 6.) Best Friend 7.) Most Unusual Interest/Attribute 8.) Current Goal in Life 9.) Favorite Music/Art 10.) Best Skill/Talent 11.) High School Attended 12.) Military Experience 13.) Most Influential Book

Success Factors for Women Leaders

Help from above - women in high levels of leadership have typically received the support of influential mentors A superior track record - held to high standards, executive-level women have usually managed effectively and have developed an excellent record of performance A passion for success - senior-level women have been determined to succeed; they worked hard, seized opportunity, and achieved their objectives Outstanding people skills - successful women executives typically utilize participative leadership, employee empowerment, and open communication to foster trust and high levels of morale among subordinates Career courage - successful women leaders have demonstrated courage to take risks, such as taking on huge responsibilities Mental toughness - senior-level women are seen as tenacious, demanding, and willing to make difficult decisions

Technical Skills

Implies an understanding of, and proficiency in, a special kind of activity, particularly one involving methods, processes, procedures, or techniques Involves specialized knowledge, analytical ability within that specialty, and facility in the use of the tools and techniques of the specific discipline The most familiar because it is the most concrete and is the skill required of the greatest number of people

Motivation in the Workplace

In Text Details: The term motivation comes from the Latin word movere meaning "to move." Ancient scholars were fascinated by the fact that some objects in the world seem to be self-movers, while other objects remain stationary unless acted upon by some outside force. They assumed that motion was caused by a spirit inside the object—a "little man" of some kind—that pushed or impelled the object into action. Whenever the "spirit was moved," so was the object or body that the spirit inhabited. -Effective leaders: --Motivate people to accomplish tasks --Understand the needs of others and arrange conditions so that the needs can be met ---The spirit of the individual is awakened -Words of appreciation create renewed energy and job commitment --90-95% of employees leave their jobs because they don't believe they are recognized --Most people believe they could give 15-20% more effort at work, and no one would realize it --They also believe they could give 15-20% less, with the same result

Important Diversity Practices

In The New Leaders: Guidelines on Leadership Diversity in America, Ann Morrison reports the results of her study on diversity practices in U.S.-based private and public organizations. The practices considered most important are: 1. Top Management Personal Involvement 2. Targeted Recruitment 3. Internal Advocacy Groups 4. Emphasis on Equal Employment Opportunity Statistics 5. Inclusion of Diversity in Performance Evaluations 6. Inclusion of Diversity in Promotion Decisions 7. Inclusion of Diversity in Management Succession 8. Diversity Training Groups 9. Networks and Support Groups 10. Work and Family Policies that Support Diversity

Conceptual Skill

Involves the ability to see the enterprise as a whole Includes recognizing how the various functions of the organization depend on one another, and how changes in any one part affect all the others Extends to visualizing the relationship of the individual business to the industry, community, and the political, social, and economic forces of the nation as a whole The entire future direction and tone of the organization as well as the effective coordination of the various parts of the business all depend on the conceptual skills of the administrators

Relative Importance

Lower Levels -Technical skill has greatest importance for administrators at lower levels As the administrator moves up, the need for technical skills decreases At the top, technical skills may be nonexistent, and the executive may be able to perform effectively if his human and conceptual skills are highly developed -Every Level Human skills are essential to effective administration at every level At lower levels, human skill seems to be most important where the number of direct contacts between administrators and subordinates are greatest -At the Top Level Conceptual skill becomes increasingly critical in more responsible executive positions where its effects are maximized and most easily observed At lower levels of administrative responsibility, the principal need is for technical and human skills At higher levels, technical skills become less important while the need for conceptual skills increases rapidly At the top level, conceptual skill becomes the most important skill of all for successful administration

Characteristics of Outstanding Leaders

Positive Qualities -Trustworthiness -Intelligence/skill -Motivational ability Negative Qualities -Dishonesty -Incompetence -Egocentricity Across all cultures, integrity, knowledge, and interpersonal skills are valued.

Bases of Social Power (French & Raven, 1959)

Psychological change - any alteration of the state of some system over time O = person who exerts power P = person on whom power was exerted

Bases of Power

Reward power -Power whose basis is the ability to reward Example: piece-work rate in the factory as an incentive to increase production Coercive power -Expectation that P will be punished by O if he fails to conform to the influence attempt Depends on the magnitude of the negative valence of the threatened punishment Legitimate power -Defined as that power which stems from internalized values in P which dictate that O has a legitimate right to influence P and that P has an obligation to accept this influence -Bases for legitimate power --Cultural values --Social structure --Designation by a legitimizing agent -Range of legitimate power --Areas may be exercised are generally specified along with the designation of that power -Legitimate power and influence --New state of the system which results from legitimate power usually has high dependence on O though it may become independent Referent power -Identification of P with O -Feeling of oneness of P with O, or a desire for such an identity Expert power -Varies with the extent of the knowledge or perception which P attributes to O within a given area Summary 1.) For all 5 types, the stronger the basis of power the greater the power 2.) For any type of power the size of the range may vary greatly, but in general referent power will have the broadest range 3.)Any attempt to utilize power outside the range of power will tend to reduce the power 4.) A new state of a system produced by reward power or coercive power will be highly dependent on O, and the more observable P's conformity the more dependent the state. For the other 3 types, the new state is usually dependent, at least in the beginning, but in nay case the level of observability has no effect on the degree of dependence 5.) Coercion results in decreased attraction of P toward O and high resistance; reward power results in increased attraction and low resistance 6.) The more legitimate the coercion the less it will produce resistance and decreased attraction

Emotional Intelligence

The essential and indispensable requirement for effective leadership Leadership success depends on understanding and dealing with people

Human Skills

The executive's ability to work effectively as a group member and build cooperative effort within the team he leads Primarily concerned with working with people A person with highly developed human skills is aware of his own attitudes, assumptions, and beliefs about other individuals and groups; able to see the usefulness and limitations of these feelings Real skill in working with others must become a natural, continuous activity