One of the earliest types of leadership we all experience, after parents and immediate family of course, is through teachers. Most people experience the effects of favoritism in the classroom at some point, but rarely get to witness the long-term effects of this behavior pattern. Luckily, literature to shows an–admittedly hyperbolized–version of the consequences of these actions.
In Harry Potter and the Half Blood Prince, author J.K. Rowling introduces readers to the character of Horace Slughorn who would go on to become a professor of the main character at Hogwarts. From the readers’ first introduction, they are made aware that Slughorn’s primary characteristic–his fatal flaw–is his tendency to use favoritism to “collect” the “best and brightest” students and to nurture a relationship with them, so that he would later be able to benefit from their success. He treats gifted, success-bound students, such as future sports stars, to parties and dinners and the sought-after label of membership in the Slug Club. When these students are older, they credit Slughorn with their own success and send him favors of gratitude, such as free tickets to their games.
This situation closely aligns with the “in-group” concept from Leader-Member Exchange (LMX) theory, which conceptualizes leadership as “a process that is centered on the interactions between leaders and followers” (Northouse, 2013, p. 161). The in-group consists of subordinates or, in the example, students who “receive more information, influence, confidence, and concern from their leaders” or teachers (Northouse, 2013, p.163). This relationship is a mutually beneficial one, even in the organizational world: “high-quality leader-member exchanges produced less employee turnover, more positive performance evaluation, higher frequency of promotions, greater organizational commitment, more desirable work assignments, better job attitudes, more attention and support from the leader, greater participation, and faster career progress” (Northouse, 2013, p. 164-165).
This example of leader-member exchange looks to be a win-win situation. High-potential followers–student or subordinate–are groomed into success and later share the fruits of their prospering with their leader–teacher or supervisor. However, the implications of this relationship can quickly turn sour.
In Rowling’s story, Slughorn accepts an ambitious young man named Tom Riddle into the Slug Club. Like all in-group members, he offers Riddle attention, concern, and–most importantly–information. Unfortunately, Riddle uses this information in his ambitions to become Lord Voldemort, a ruthless, murderous villain. Slughorn feels extreme regret–so much so that he alters his own memory to try and forget his role in Voldemort’s success.
In this same vein, concerns remain with the in-group-Leader relationships that can be so successful. Northouse expresses concern about the effects on the out-group, who, though treated “fairly and according to the formal contract,” also do not receive “special attention” (2013, p.168). In addition to these concerns, awareness must also be kept in regards to whom is engaged in the in-group. Even though the leader may treat the out-group fairly, members of the in-group may not. Rowling’s story shows a dramatized version of these ramifications, but the concepts and relationship dynamics hold true in organizational situations.
References
Northouse, P. G. (2013). Leadership: Theory and Practice. Los Angeles: Sage Publications.
Wikia (n.d.). Harry Potter Wiki: Slug Club. Retrieved from http://harrypotter.wikia.com/wiki/Slug_Club