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Chapter 9
Leading Others
CHAPTER OVERVIEW
Effective managers are able to navigate within the political reality of their environments and
utilize the power available to them to influence their superiors (“managing up”) and get things
accomplished. The models and frameworks in this chapter are designed to help students
understand the leader behaviors that research has shown to be most effective in leading others.
Models and specific tactics for effective leadership and establishing trust and respect in a
management role are also highlighted.
LEARNING OBJECTIVES
KNOWING OBJECTIVES
1. Explain the full range of leadership approach to leadership.
2. Articulate how personal traits are related to leadership.
3. Describe the basis of transactional leadership.
4. Describe the primary behaviors associated with transformational leadership.
5. Describe the relationship between transactional and transformational leadership.
DOING OBJECTIVES
1. Display transactional leadership behaviors in order to build trust.
2. Exhibit transformational leadership behaviors.
3. Create a developmental plan to improve your leadership skills.
KEY STUDENT QUESTIONS
Students have an intrinsic interest in leadership – they come into class wanting to know:
1. “Do I have what it takes to be a leader?”
2. “Are the people I know who are in leadership positions doing the right things?”
The problem is that when professors start talking about “leadership theories,” students tend to
lose interest. Your approach to solving this problem depends on your preferences for applied vs.
laboratory research, but whichever you prefer, brush up on your storytelling skills!
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• If your preference is applied research, emphasize leader traits and behaviors in your
lecture. Get a copy of any of Kouzes’ and Posner’s books
1
– they are crammed with
• If your preference is for laboratory research, the trick is to tell the students the story
Whatever approach you decide to take, a day or two before you are scheduled to teach the
leadership chapter, ask your students to write and turn in a brief paragraph in response to the
question: “Who are your heroes? What makes them heroes, and what can you learn from
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CHAPTER OUTLINE
I. Introduction
A. Of all topics in the book, leadership probably receives the most attention in the popular
press
B. Leadership – “Taking people in a direction they would not otherwise go” (Churchhill)
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Kouzes and Posner, Credibility (Revised Edition), Jossey-Bass, 2003.
Kousez and Posner, Encouraging the Heart, Jossey-Bass, 2003.
Kouzes and Posner, The Leadership Challenge (3rd Ed.), Jossey-Bass, 2003.
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Stogdill, R. M., “Personal factors associated with leadership: A survey of the literature.”
J Psychol, 1948, 25, 35-71.
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1. Leadership is the ability to influence people to set aside their personal concerns and
support a larger agenda
2. Most effective leaders are those who can achieve high group performance over time
3. Leadership is a subset of management
C. Leadership Matters
1. Leadership development a multi-billion dollar industry
2. Leadership is linked to employee satisfaction, teamwork, financial performance and
competitive advantage
4. Textbook focuses on evidence-based practices related to leader behaviors and leader
effectiveness
D. The Full Range of Leadership
1. Leadership is multidimensional, consisting of several broad classes of competencies:
a. Personal – characteristics like integrity and decisiveness
2. The Full Range of Leadership Approach utilizes research results to prescribe practical
leadership behaviors
3. Leadership Myths
a. Leaders are born, not made
i. Leadership consists of a full range of skills, competencies and behaviors that
can be learned
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i. Research evidence shows that leadership failure is more related to having
f. Leaders need to keep others at a distance
II. Personal Characteristics of Leaders
A. Important Personal Traits of Leaders
1. Early leadership research tried to separate leaders from non-leaders on the basis of
traits (Great Man Theory)
a. Findings were inconsistent: Later research showed:
necessarily who will be an effective leader
2. Intelligence, dominance, sociability, self-monitoring, drive, self-confidence and
tolerance of ambiguity are predictors of who will become a leader – they do not
predict who will be effective as a leader
3. Leadership effectiveness ratings often increase after a person’s death, a phenomenon
known as “death positivity bias”
B. Characteristics that people admire
1. In a study of over 20,000 people, Kouzes and Posner found that the top four values
people looked for or admired in leadership were…
2. Study highlights:
a. The inaccuracy of common sense: Commonly understood leadership traits are not
III. Transactional Leadership
A. Great leadership is more about what one does than who one is
B. Leadership involves two primary behaviors.
1. Behaviors that focus on the task at hand (task behaviors)
2. Behaviors that influence people to attain goals (relationship behaviors)
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C. Leading through Transactions
1. Transactional leader behavior represents an exchange between the leader and the
follower
2. Leader exchanges rewards and treatment for desirable services from employee
D. Employee-manager relationship (leader-member exchange) is the most important
relationship to get right
1. Strong leader-employee relationships result in:
2. In-group = employees who have positive relationships with their leader
3. Out-group = employees who have negative relationship with their leader
E. Transactional Leader Behaviors
1. Management by Exception
a. Putting out fires
2. Contingent Reward Behavior
a. Rewarding employees for doing a good job
b. Consistently results in positive consequences in employee attitudes and behaviors
c. Links performance and rewards
survival
F. Role of Transactional Leader Behaviors
1. Transactional behaviors play an important role in effective leadership in at least 3
ways:
2. Consequences of ignoring problem behaviors
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a. Potentially dangerous behaviors occur
b. Sends a message to the employee that the behavior is acceptable
c. Sends a message to other employees that the workplace is not fair (because the
employee gets away with problematic behavior)
d. Great leaders get people to go above and beyond expectations
i. Transactional leader behaviors build solid foundation
ii. Transformational leader behaviors build on transactional behaviors to deliver
above and beyond results
IV. Transformational Leadership: Getting Performance Beyond Expectations
A. Transformational leader behaviors seek to arouse, satisfy higher needs and engage the
full person of the follower
B. Six major behaviors of transformational leadership (Indiana University)
1. Articulating the vision
a. Identify new opportunities
b. Talk positively about what vision means to them
2. Providing an appropriate model
a. Leader sets an example for employee to follow
b. Consistent with values the leader espouses
3. Fostering acceptance of group goals
a. Promoting cooperation among employees
b. Employees working together toward common goal
4. Setting high performance expectations
a. Demonstrate leader’s expectation for excellence, quality and/or high performance
5. Providing individualized support
a. Showing respect for followers
b. Demonstrates concern for personal feelings and concerns
6. Providing intellectual stimulation
a. Leader challenges followers to re-examine assumptions
b. Followers re-think how work can be performed
C. Thirty years of research suggest transformational leadership is not restricted to function,
managerial level or type of organization
1. Transformational behaviors are learnable
2. Outcomes of transformational leadership behaviors for employees:
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d. Perform higher than employees who work for leaders who do not display these
key behaviors
D. Transformational leadership inspires followers to give extra effort or performance beyond
expectations
1. Organizational citizenship behaviors = Discretionary behaviors that are not required
to perform one’s job, but are beneficial to the organization
E. Articulating a Vision = identifying new opportunities and developing and inspiring others
with a vision for the future
1. Ways to increase your ability to articulate a vision:
a. Repeat vision often
2. Effective visions are appropriate for the level of the employee and should not
contradict higher level visions
3. The best visions create a mental image in the mind of the listener
4. Additional specific techniques for effectively articulating a vision include:
a. Creating a positive picture of the future for the work group
b. Stand up for what is important
c. Adjust plans and action as necessary in dynamic situations
e. Involve the right people in developing the strategy for your area
F. Provide an Appropriate Model
1. Leaders need to act in a way that is consistent with their values and vision
2. Role modeling sets an environmental cue that the behavior is important and should be
emulated
3. List for how to provide an appropriate model
a. Be clear about your expectations of other people
d. Remember that even small indiscretions can have major consequences
e. Perform desirable behaviors where you can be observed
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4. DWYSYWD: Do What You Say You Will Do
G. Foster the Acceptance of Group Goals
1. Behavior on the part of the leader aimed at promoting cooperation among employees
and getting them to work together toward a common goal
2. Set superordinate goals (achievable only when all group members exert effort)
a. Superordinate goals can be either top down or bottom up in nature.
iv. Group goals are self-managing benchmarks
b. List for fostering the acceptance of group goals
i. Set a goal that requires people to cooperate
ii. Make sure the goal is SMART
iii. Encourage people to work together
iv. Continually remind people that everyone is “in it together”
H. Communicating High Performance Expectations
1. Behaviors that demonstrate the leader’s expectations for excellence, quality, and high
performance on the part of followers.
2. Great managers know that if they expect a lot out of people they are likely to get it.
3. “Pygmalion Effect” or self-fulfilling prophecy
a. The Pygmalion effect is based on the premise that:
iv. Original expectation comes true
b. Self-fulfilling prophecies work across a wide variety of situations.
c. Research findings show that:
4. List of communicating high-performance behaviors
a. Set high standards for your people
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I. Provide Individualized Support
1. Individualized support is leader behavior that indicates a respect for followers and a
concern about their personal feelings and needs
2. Makes people feel valued, capable and liked
3. Behaviors include:
a. Using empathy
4. Individualized support serves as a buffer to employee stress and burnout, and is
associated with job satisfaction, organizational commitment and improved
performance.
J. Intellectual Stimulation
1. Leader behavior that challenges followers to re-examine assumptions about their
work and to rethink how it can be performed.
K. Key Actions that Impact Leadership Development Success
1. Additional ways to improve intellectual stimulation from Kouzes and Posner:
a. Send people shopping for ideas
b. Put idea gathering on agenda
c. Make it safe for others to experiment
i. Send the message to others “If we change our assumptions, then…”
V. Putting the Full Range of Leadership into Action
A. The combination of transactional and transformational leader behavior will allow leaders
to be maximally effective
B. Comes from an increase in competence across the three dimensions of leadership
1. Personal characteristics
a. Know yourself and act in ways proven to earn admiration
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b. People admire leaders with integrity, decisiveness, competence and who are
forward-thinking
2. Transactional behaviors
3. Transformational behaviors
a. Can you identify and communicate a compelling vision?
b. What are your collective goals?
c. How are you supporting others?
d. In what ways are you providing individual support and intellectual stimulation?
VI. Becoming a Leader
A. Leadership development is a lifelong journey and it is never too early to start
B. The primary responsibility for your leadership development rests with you
C. However, organizations do need a variety of tools and programs that can facilitate
personal growth
D. Development efforts
1. Start with assessment
5. Actively engage in leadership opportunities
E. On the job experiences that facilitate leaderships development
1. Job transitions
2. Creating change
3. High-level of responsibility
4. Managing boundaries
5. Exposure to diversity in people and contexts
a. Take an assignment in another country
b. Manage a work group made of people with different backgrounds from you
c. Manage a group of expatriates from other countries
CASES:
Google
1. Google identified the “Eight Habits of Highly Effective Google Managers.” They were not
surprised that things like “having a clear vision and strategy for the team” were found to be
place the most value in getting technical answers from their bosses.
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2. Answers will vary.
3. Answers will vary. Prior to reading this case and the corresponding chapter, many students
likely overestimated the importance of technical skills and perhaps thought that they hadn’t been
Case Concluded (Google)
1. By and large, great leadership is what people do not who they are. Great managers combine
and providing intellectual stimulation.
2. Answers will vary.
3. Answers will vary. Some students might have very little desire to lead. Some students might
be afraid of leadership because they had preconceived notions of what it means to be a leader
4. The chapter indicates that both task-oriented and relationship-oriented leader behaviors are
transformational leadership behaviors.
Volunteering abroad to Climb at IBM
1. The opportunities at IBM to work abroad include several important on-the-job experiences
that are excellent for leadership development. First, the experience represents a job transition
because the employees are moving into a new type of job and situation that is out of their
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2. While the experience could potentially be gained through alternative types of domestic
projects (for example like the program at Columbia Business School), international assignments
undoubtedly challenge employees even more. Employees working abroad have their entire lives
4. Answers will vary.
“MANAGE WHAT” SCENARIOS
9.1 Making the Transition to a Leadership Position
Debrief is found at the end of the chapter.
9.2 Leading People to Perform Beyond Expectations
Great leadership is a combination of transactional and transformational leader behaviors.
Moreover, your behaviors as a leader need to focus on two important things: the task itself
This means that you should model the kinds of
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behaviors you want your employees to follow and set very clear expectations for them. Simply
telling them you want the store to be “great” does not tell your employees what that means for
9.3 Leading People Older than Yourself
Debrief is found at the end of the chapter.
9.4 Developing Yourself as a Leader
Debrief is found at the end of the chapter.
MANAGEMENT LIVE
9.1 Categorizing the Vast Array of Leadership Books
This Management Live shows but a minute subset of the many thousands of books that have
been written about leadership.
Instructions to Students:
Conduct an online search of leadership books. How many results did you find? Why do you
think there are so many leadership books published? Do we really need this many books on the
same topic? Identify 10 titles that fall into the categories from the Management Live 9.1 (i.e.,
Numbers, CEOs, Laws, Presidents of the United States, Religion and Spirituality, and Secrets).
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9.2 R. Seshasayee of Ashok Leyland
Instructions to Students:
1. Practice writing a note or card to someone who did something that you appreciate. The
person might be a professor who encouraged you to achieve a goal you didn’t believe you
could accomplish. Or the person might be a classmate who went above and beyond on a
class project. Make sure to put the message in writing on a piece of paper or card so that
the person can keep it – these messages tend to mean more to us than emails. Be specific
in your message. What did this person do for you? Why did you appreciate it? What did it
mean for you?
2. Answer the questions below:
a. How did it feel to write a message of appreciation to someone? How did the
person respond?
b. Describe a time when someone expressed appreciation to you for something you
did. What did it mean to you?
c. What transformational leadership behaviors did R. Seshasayee demonstrate?
d. Seshasayee said that leadership in his company in India requires many of the
same abilities as leadership anywhere else. Why do you think he believes this? Do
you agree?
9.3 Death as a Characteristic of an Effective Leader
Class Discussion Questions:
1. How did the researchers at the University of Richmond conduct a study to assess the
“death positivity bias”?
2. Why do you think the “death positivity bias” exists?
3. Do you think the “death positivity bias” relates to leaders only or do you think it also
applies to other people like celebrities, artists, and musicians? If yes, name some
individuals who are examples. Do you think it applies to “normal” people who are not
celebrities or leaders?
4. Do you think the “death positivity bias” is found only when the death was something
sudden and tragic like a plane crash? Or can it also occur for a more slow death like aging
or a long battle with a disease? Explain your answer.
9.4 It Works for Shamu, Why not You?
Instructions to Students:
1. Identify a “stretch” behavior that you would like someone (or even a pet) to perform. The
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2. Identify smaller behaviors that approximate the “stretch” behavior. For example, your
4. Describe the results of this effort. What went well? What did not work? What changes
could you make? How long do you think it would take you to get the small
approximations of behavior to meet the “stretch” behavior?
9.5 Jeff Bezos and the Full Range of Leadership Model
TOOL KIT
9.1 How to Provide Contingent Rewards
Instructions to Students:
1. Practice providing contingent rewards with yourself by identifying a behavior you would
like to change (e.g., exercising for 30 minutes every day, volunteering at the local animal
shelter).
2. Write down the benefits of this behavior. Review and modify this list frequently.
3. Write down the rewards that you will provide yourself if you successfully perform this
behavior. For example, if you would like to exercise for 30 minutes every day, you could
reward yourself with three dollars every day you perform the behavior. The money can
be saved and used towards a fun purchase you would not usually allow yourself (e.g., a
new pair of jeans, a facial, concert tickets)
4. Monitor your behavior on a chart or in a daily log book.
5. Discuss the outcomes of this exercise. What happened? Did you perform the desired
behaviors as planned? If not, what went wrong? If yes, how did the contingent rewards
help you achieve the desired behaviors?
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9.2 How to Provide Contingent Punishment
Instructions:
1. Read the scenario below.
2. For groups of 3-4 students
3. Develop a script for how to punish the person with the problematic behavior (described in
the scenario).
4. Pick one person to role play the manager (Jamie) delivering the contingent punishment
and pick one person to role play the employee being punished (Alex). The other group
members should observe the role play and provide feedback about what worked and what
could be improved.
Scenario:
Jamie is a school superintendent for a mid-sized school district. One of the vice-principals at the
middle school, Alex, has been demonstrating behaviors that Jamie finds problematic. Moreover,
9.3 Common Ways of Showing Intellectual Stimulation
Instructions to Students:
Research a company or leader that you think does a good job of providing intellectual
9.4 The Leadership Development Plan
Instructors can assign students to follow the leadership development plan outlined in the tool kit.
Students should write a short report detailing their actions.
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CLASS EXERCISE
Traffic Jam
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Description
The purpose of this exercise is to have participants work together to solve a cooperative team
puzzle. Solving the problem effectively will require a leader who empowers the rest of the team,
motivating them to plan, communicate their ideas, and use their expertise.
Materials
To conduct this exercise, you will need to place a grid on the floor containing an odd number of
“Background Materials” for team leaders. By doing the exercise twice, with two different
leaders, you can show the class the difference between two different leadership styles.
Background Paragraph A
The CEO of Amalgamated Devices Inc. has just promoted you to the position of
Chief Operating Officer (COO) for the company. The first action you have to
take as COO is to establish a system for transporting materials from one part of
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Background Paragraph B
The CEO of Amalgamated Devices Inc. has just promoted you to the position of
offer them a vision and to solicit their input on how to make that vision a reality.
Instructions
2. Tell the group that the goal of the game is to move all of the people on the right side of
3. The following rules must be obeyed at all times during the exercise.
• No moving backwards
Discussion Questions
For “One Group” Exercise
1. Evaluate your group’s success at accomplishing the task. What went right as you
were working together? What went wrong?
2. Who emerged as the leader of your team? What caused the team to pick this person
as a leader?
3. What roles did various members of your team play during the group exercise? How
did these roles help or hinder group progress?
Chapter 09 – Leading Others
4. How did your team communicate during the exercise? Would you say that your
communications were successful? Why or why not?
5. Did anyone feel frustrated during the activity? How did you deal with this?
6. If you had to do this exercise over again, what would you do differently?
For “Two Group” Exercise
1. What differences in leadership style did you see between the two groups?
2. Which group was more successful? Why do you think that was?
3. Was the group’s success influenced by their leader, and if so, how?
4. What differences did you notice in communication within the two groups?
5. Given the situation and the participants, what leadership style do you think would be
best for completing this task? Why?
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Sixth Move – To the right
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