tlj5132

Applying LMX in Campus Organizations through Empowerment

June 4, 2013 by tlj5132

Campus organizations can be challenging to manage, what with the various backgrounds and worldviews of many of the students associated therein. In addition, campus organizations are unique from many “real-world” organizations with regard to the fairly quick turnover rate (assuming a 4-year college matriculation) and the fact that most members are relatively similar in age. As such, many bureaucratic and authoritative leadership styles could very well be incompatible with the personalities of many students involved, especially if the organization is hierarchical in nature (president, vice president, etc.). In order to best facilitate good leadership and the maintenance of morale and order within these types of organizations, the Leader-Member Exchange (LMX) theory is a good fit.

Empowerment is important to “foster initiative and self-determination” (Yukl, 1998, p. 112) and would greatly benefit the student leadership of a campus organization as it relates to overcoming the restraints of the rigidity that is many times present in hierarchical organizations. Empowerment can be tied to in-group bias such that subordinates can be delegated tasks and responsibilities that are outside the scope of their normal duties, but still allow for growth (Northouse, 2013). In other words, the student leadership would benefit from being empowered to think outside the box and to make decisions accordingly.

In order for this to be efficient, the needs of both the individual and the organization must be in line with each other. A parallel can be drawn in that the relationship of leader to subordinate can follow the same principle. As part of the LMX, certain role-making processes between a leader and subordinate are defined in such a way that the exchange is mutual, and therefore desirable (Yukl, 1998). As more and more exchange occurs, the subordinate receives desirable outcomes while the leader receives increased production from the subordinate. The details of the various exchanges vary, but suffice it to say that both parties end up in a mutually beneficial situation. When it comes to strengthening the student leadership base of these types of campus organizations, an emphasis should be placed on the LMX. That is to say that each leader and subordinate should enjoy a working relationship that is beneficial, productive, and inclusive.

In the context of a campus organization, such things as performing desirable tasks, participation in leader decision-making processes, and increased delegation of authority (Yukl, 1998) would be beneficial to the subordinate, while efficient performance, punctuality, and focus in meetings/activities would benefit the leader. In the long run, the subordinate will then have been taught to use “open” space, as opposed to merely “occupying” it (Palmer, 1998, pp. 135-136), in that they will begin to think outside the box, seek new solutions to those issues that seem to constantly and repeatedly arise. Thus, campus organizations can become more efficient in carrying out the tasks and responsibilities related to their goals.

Northouse, P. G. (2013). Leadership: Theory and practice, (6th ed.). Thousand Oaks, CA: SAGE Publications.

Palmer, P. (1998). The courage to teach. San Francisco, CA: John Wiley & Sons.

Yukl, G. (1998). Leadership in organizations. Upper Saddle River, NJ: Pearson Prentice Hall.

Charisma and Power in Leadership

June 3, 2013 by tlj5132

Charisma is a challenging leadership quality to define, and to fully discern its role in effective leadership is even more daunting a task. However, charisma could very well be one of the most important qualities of an effective leader, especially as it relates to bringing about organizational change. It has equal potential to be used for good as well as abused, so it’s no wonder why charismatic leadership can many times be a no-fly zone when it comes to leadership studies. Indeed, there have been many leaders throughout the course of history who have used their charismatic style to achieve either good or evil ends. Underlying that fact, though, is that, whether for righteous or for dastardly purposes, these leaders have leaned upon their charismatic qualities in order to bring about some sort of drastic change within their organization. Therefore, there are many ways in which charisma can be best used to affect organizational change.

With all the available definitions of charisma out there, along with the myriad of interpretations out there, it becomes important to lay some groundwork. First, it is important to note that communication is of key importance in a vision, which is the most difficult of all leadership skills (Kouzes and Posner, 2007). In order to gain and maintain credibility, another key component of effective leadership, a leader must also practice good communication skills (Kouzes and Posner, 2003). When it comes to issues of diversity along lines of gender, race, social class, sexuality, ability, and age, being able to communicate across these differences is an indispensible, if not necessary, skill (Allen, 2011). Leaders that are cognizant of the need for developing communication skills across cultures are better adept at ensuring their constituents share the same vision (Bordas, 2007). Even though, communication of visions across diversity lines is a key to effective leadership, there are leaders that may be lacking in this skill. Difficulties, then, can arise as a result of these barriers. One way in which a leader can break through these barriers is to develop a strong charismatic presence. A lack of charisma can be a factor in not appreciating differences, and Bordas (2007) and Kouzes and Posner (2007) point out that charisma is a key component in establishing a sense of rapport and effective communication across diversity lines. Effective leaders, then, have charisma, which facilitates communication of vision and compels their constituents to follow them.

Unfortunately, the idea of charisma has taken on many interpretations, some staying true to the purest definition, with others expanding to celebrity-like proportions. Power gained by leaders can sometimes be wielded in order to dominate others (Northouse, 2013). As a result, what one organization may consider to be charismatic leadership may differ from that which another organization is preaching. Some individuals may envision a charismatic leader as a humble servant-leader, while others conjure up images of an attention-hungry go-getter. While Val, Campbell, Steed, and Meddings (2008) define charisma in terms of the amount of influence derived by a person’s style or persona, Kouzes and Posner (2003) all but do away with the word itself, opting more for an explanation denoting “energy and expressiveness.” French and Raven (1959) include charisma and interpersonal skills to create referent power, which is derived from a leader’s ability to command respect, admiration, and loyalty of his or her constituents. For the purpose of bringing about organizational change, I think charisma can be best used within the context of servant-leadership, in that the leader possesses compelling appeal and presence of personality that inspires commitment and loyalty among constituents, while subordinating the needs and best interests of those constituents to that of the leader.

References:

Allen, B. J. (2011). Difference matters: Communicating social identity (pp. 23-38). Long Grove, IL: Waveland Press.

Bordas, J. (2007). Salsa, soul, and spirit: Leadership for a multicultural age (pp. 126-130). San Francisco, CA: Berrett-Koehler.

French, J. P. R. Jr., & Raven, B. (1959). The bases of social power. In D. Cartwright and A. Zander (Eds.), Group dynamics (pp. 607-623). New York, NY: Harper and Row.

Kouzes, J. M. and Posner, B. Z. (2003). Credibility: How leaders gain and lose it, why people demand it. San Francisco, CA: Jossey-Bass.

Kouzes, J. M. and Posner, B. Z. (2007). The leadership challenge, 4th ed. San Francisco, CA: Jossey-Bass.

Northouse, P. G. (2013). Leadership: Theory and practice, (6th ed.). Thousand Oaks, CA: SAGE Publications.

Val, B., Campbell, M., Steed, J., & Meddings, K. (2008). The role of power in effective leadership. Retrieved from www.ccl.org/leadership/pdf/research/roleOfPower.pdf

The Path-Goal Theory in a College Marching Band

June 2, 2013 by tlj5132

When it comes to college football games, halftime entertainment can vary from the boring to exciting to the point where many fans will come to the game simply to see the band. Many Big 10 and HBCU (Historically Black College and University) marching bands entertain their crowds with intricate drill moves, dance steps, and familiar tunes. In order to cater to a diverse crowd with a wide age range, many of these bands must strike a perfect balance of show content in order to win the approval their audiences. Putting a show together is no easy task, though, and it requires a great deal of leadership acumen on the parts of student leaders and directors.

Contrary to popular belief, the typical collegiate marching band is comprised of many different people from different walks of life. Even though band is offered as a class and while some students even have scholarships to participate in the band (such as many music majors), it is seen as an extracurricular activity to those who are majoring in something other than music. All that is to say that a trumpet player majoring in mechanical engineering will not necessary view the band as high a priority as a music performance major. What happens as a result is varying levels of motivation among band members, and it is up to leaders to maintain high levels of leadership in order to ensure that a quality product is put on the field week after week.

In this sense, the path-goal theory comes into play, which emphasizes the relationship between the leader’s style and the characteristics of the subordinates and the work setting (Northouse, 2013, p. 125). Because of the wide range of personalities with a marching band (some bands can be as big as 400 members or more), there are various motivational needs that have to be addressed by a small number of leaders. Fortunately, many band members on the college level are fueled by a competitive spirit and drive to perform in front of crowds, which makes them want to volunteer for the band in the first place.

According to Northouse (2013), the leader defines goals, sets the path, removes obstacles, and provides support, and this helps to increase the levels of motivation on the parts of the subordinates. Because the band as a whole wants to do well on the field (in front of peers, classmates, family, etc.), the goal is very much in sight, and leaders will then tend to display achievement-oriented behaviors more than anything else. Of course, this varies from band to band, but the challenge to perform at the highest level possible is certainly a hallmark of many of the best bands out there.

Because subordinate satisfaction and motivation (on an individual level, in turn contributing to the collective) is such a big deal in an organization like this, marching bands benefit from path-goal leadership, as this is one of its strengths (Northouse, 2013). In addition, the practicality of this model is easy to work through, especially when college students must balance their personal, academic, and band lives. No one has time to sit down and wade through complex leadership models, especially when many students only participate in band for 2-3 years of their matriculation.

With all the dynamics (pun not intended for those of you who are musically inclined) associated with a marching band, the path-goal theory works, especially on the collegiate level. Unlike in most high schools, college students have branched off into highly specialized areas of study, and for many of them, band may not rank as high on the totem pole of priorities as it does for others. As such, different levels of motivation exist, and it’s up to leaders to embrace a leadership style that takes this into account and seeks to align the whole group on a shared goal.

Reference:

Northouse, P. G. (2013). Leadership: Theory and practice, (6th ed.). Thousand Oaks, CA: SAGE Publications.

Being Able to Fire People: The Leadership Approach of Governor Romney

May 25, 2013 by tlj5132

Our discussion on task and relationship behaviors as a function of the style approach got me to thinking about something Governor Mitt Romney said way back last year as he was gearing up to run for the presidency. When we watched the short video about the “FCC snafu,” it made me think about how leaders react in certain situations as a function of the power they hold. It stands to reason that those with less power will tend to become more frustrated at the indiscretions and errors made by their subordinates–especially if they are not authorized to exact swift justice (i.e. fire them) on the spot, whereas those with more power tend to be less frustrated in a sense.

Governor Romney is, without a doubt, a very intelligent leader, capable and experienced. In addition, he has crafted a reputation of success and excellence over the years that propelled him to the world stage as Presidential Candidate so many months ago. It should go without saying, then, that even making it that far is a testament to Governor Romney’s track record and abilities. While the trait approach emphasizes personality characteristics and the skills approach emphasizes capabilities (Northouse, 2013), another way of viewing Mr. Romney’s leadership (he already displays trait and skills qualities) involves the style approach.

This approach focuses on what leaders do and how they act, and involves two overarching kinds of behaviors: task behaviors, which are related to goal attainment; and relationship behaviors, which pertain to the emotions of that leader’s subordinates and various social contexts within the leadership environment (Northouse, 2013, p. 69). In formulating an opinion based on Romney’s public persona, one can get the sense that he is representative of the “old-fashioned” paradigm of leadership, in which rich, older, white men tend to hold the power close to their vests. In this sense, Governor Romney would appear to be out of touch with his subordinates, especially when quoted as saying that he enjoys “being able to fire people” (Friedman, 2012). Thus, he has not achieved balance between relationship and task behaviors, as it would seem.

It appears that Romney, instead, is focused on achieving results and the bottom line, as dictated through task behaviors. Leaders realize that “their actions toward others occur on a task level and a relationship level” (Northouse, 2013, p. 77), but it is up to that leader to set priorities–are relationships more important than getting the job done, or vice versa? It would appear, then, and Governor Mitt Romney has chosen to place these task behaviors far ahead of relationship behaviors.

References:

Friedman, E. (2012, January 9). Romney likes “being able to fire people.” ABC News. Retrieved from http://abcnews.go.com/blogs/politics/2012/01/romney-likes-being-able-to-fire-people/

Northouse, P. G. (2013). Leadership: Theory and practice, (6th ed.). Thousand Oaks, CA: SAGE Publications.

Tuvia Bielski: An Overview of Emergent Leadership

May 25, 2013 by tlj5132

In reading these chapters, I was reminded of a movie I watched a while back that made me think of emergent leadership. Sometimes as leaders, we are put into positions that we may not necessarily ask for–but for some reason, those appointed above us have faith in our abilities. I know from personal experience that I’ve been in situations where it was like, “Why did you pick me, of all people,” and was forced to do a whole lot of growing up in a relatively short amount of time.

In many social and organizational settings, leaders are present; some are appointed by a formal process and authority, while others are acknowledged by their constituents. Northouse (2013) points out that a person simply assigned to a leadership position isn’t necessarily the real leader in a particular setting (p. 5) and that an individual commanding the highest level of respect, authority, and reverence without actually being assigned a formal leadership position is exhibiting emergent leadership. It is in this sense that Tuvia Bielski, who led hundreds of Jewish refugees to safety, can be studied.

Bielski made a living as a hard-working and honest soldier in the Polish Army, but when World War II came into full swing, the formidable German Army sent the entire country into a state of chaos. Bielski’s efforts are chronicled in the 2008 film Defiance, and several clips on YouTube (movieclips, 2011) showcase highlights from the movie. At first, Bielski is reluctant to take charge of the situation and his views seem diametrically opposed to those of his brother, who looks to exact revenge on the oppressors. However, within the forests in which the refugees have fled, Tuvia’s conservative approach and caring leadership style are favored over his brother’s more brash and violent tendencies.

Social identity theory helps to underscore the process through which emergent leadership is derived, specifically with respect to the degree to which an individual fits with the identity of the group as a whole (Hogg, 2001, as cited by Northouse, 2013). The YouTube clips showcase Bielski’s ability to develop genuine relationships with those he leads, thereby building rapport and charisma amongst the refugees. Being that the Jewish refugees exhibited a particular group prototype marked by calmness and strength in the face of adversity and sorrow, they identify best with Tuvia Bielski, who fits this same prototype. Though he did not seek a leadership role and despite the fact that no formal position of authority was bestowed upon him, Bielski is nonetheless chosen as the man to lead the Jewish refugees to safety.

References:

movieclips. (2011, November 23). Defiance (3/8) movie clip – An act of faith (2008) HD [Video file]. Retrieved from http://www.youtube.com/watch?v=SooANfD9sWc&feature=fvwrel

Northouse, P. G. (2013). Leadership: Theory and practice, (6th ed.). Thousand Oaks, CA: SAGE Publications.