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- Katholieke Universiteit Leuven (KU Leuven)
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Leadership is an influential process, not a position. Without followers, there are no leader.Power is something that you impose on others. Leadership is about others accepting what you have
to offer in terms of goals, visions etc. Leaders have different influence over the realizations of the
goals.
Psychological aspects that make a leader: An introvert can be a leader with some training. For an
extrovert it is easier to be a leader. INTELLIGENCE is the most important predictor of leadership
success. You Can be an effective leader even if you are not very intelligent but it will be indeed
harder.
Abilities and traits are something different. Traits are specific tendencies to behave. Traits are more
inherent. Abilities is how you use your traits to do something.
Influence is usually between more than one person. You can be a follower and leader depending on
the setting. It is a dynamic process. It is not that you are a leader or you are not. Depends on where
so on the context.
Men and women are the same in terms of leadership effectiveness and emergence.
In Latin or south Europe, you show emotions more.
We should not ask people to behave differently but we need organisation that value different things.
So, we need organisations to change.
Where you are born is irrelevant of your success as a leader.
Pitfall of leadership: You have sense of power and you have behavioural changes. You value opinions
of others less. When you have power, you decide the goal you pursue compared to pursuing goals of
others.
There is NO right or wrong leadership theory.
On leadership training you cannot change a person identity or behaviours. It focuses on skills and
abilities. It is highly structured and done short term (days and weeks).
On leadership development it is long term (months, years). Focuses on identity, believing you can be
a better leader. Not very structured and varied.
Every 3 years some firms lose 40% of their skills due to high changing world. So lifelong learning is
very important.
Mindful engagement model
– 1. Approach: embrace a learning orientation with a growth mindset and set learning goals.
It has 3 components:
1. Growth (vs. Fixed) mindset: You can grow as a leader
2. Embrace a learning orientation. We need to learn all our lives and be humble about it and accept
we can learn from others. Also accept the feedback you receive.
3. Set learning goals: “goals drive behaviours”. With this assignment I want to grow in this ability.
, Action: Create and capitalize on learning opportunities via conducting experiments & engaging in
feedback seeking. Identify the kinds of experiences YOU NEED to add to your leadership portfolio
Get out of your comfort zone by gaining some experience in leading through challenging
assignments
• Get unfamiliar responsibilities
• Create change
• Influence without authority
•Working across culture/boundaries
• Manage diversity
Mindful engagement – 3. Reflection
Capture the lessons of experience and make sense of what happened and why.
For specific events, conduct an “after-events review” or debriefing
• Describe factually the experience
• Consider counterfactuals (i.e., “what-if” scenarios)
• Gather lessons learned and distill new insights “Experience per se never teaches anyone human
relation skills. It is always up to the person to utilize experience properly if [s]he is to learn”.
Very important to find a balance between challenge and support. Challenge is out of comfort zone
while support is comfort zone.
Class 2
Traits cannot be changed. Behaviour can be changed.
Traits are “differences among individuals in a typical tendency to behave, think, or feel in some
conceptually related ways, across a variety of relevant situations and across some fairly long period
of time”. Personality is 50% explained by genes.
Unlike behaviors – which are malleable and can be changed – our personality is relatively stable and
is partly determined by our genes. People with age become more agreeable and less introverted.
Personality becomes stable and stops changing between 25-35 years old.
The research on traits and leadership started in the 19th century with “Great man” theories that
sought to identify the unique qualities possessed by heroes or geniuses arguing that these
qualities were inherited.
Pursued as core ideologies during World War II, the study of innate differences stopped in the 1960s
and 1970s to focus on groups and situations to “understand how the world has gone mad”
In the leadership field, two major studies/reviews found weak relationships between leader traits
and outcomes. Researchers started studying how behaviors and contexts affect the leadership
process.
,Resurgence of trait research in leadership:
1. Kenny & Zaccaro (1983) found that between 49% and 82% of the variance regarding
leadership emergence was attributed to the leader’s characteristics.
2. Lord, DeVader & Alliger (1986) reanalyzed Mann’s (1959) review, using more sophisticated
stats techniques. They found strong links between leader traits and leader emergence (e.g.,
leadership correlated .50 with intelligence)
Today, we are moving away from univariate/multivariate associations between traits and leadership
outcomes to focus on “profiles” or “patterns” of leadership traits that are effective in certain
situations
Meta analysis is the connection of many studies and use those to find patterns.
Social capacities (social intelligence stuff).
Need for affiliation (more likely to be a follower).
Personality, motives, core believes, knowledge/skills etc are traits associated with leadership.
Neuroticism is experiencing a lot of emotions negatively.
Intelligence and openness to experience is the only of the big 5 where there is a correlation.
1. Emotional stability (opposite of neuroticism)
Fearfulness: Experience fear
Anxiety: Worry in a variety of contexts
Dependence: One’s need for emotional support from others
Sentimentality: Feel strong emotional bonds with others
2. Extraversion
Self-esteem: Have a positive self-regard (in social contexts)
Social boldness: One’s comfort or confidence within a variety of social situations
Sociability: Enjoy conversation, social interactions & parties
Liveliness: One’s typical enthusiasm and energy
3. Openness to experience
Aesthetic appreciation: Enjoyment of beauty and art in nature
Inquisitiveness: Seek information about and experience with the natural/human world
Creativity: Preference for innovation and experiment
Unconventionality: Acceptance of the unusual
4. Agreableness
, Forgiveness: Willingness to feel trust and liking toward those who may have caused one
harm
Gentleness: Be mild and lenient in dealings with other people
Flexibility: Willingness to compromise and cooperate with others
Patience: Remain calm rather than to become angry
5. Conscientiousness
• Organization: Seek order, particularly in one’s physical surroundings
• Diligence: Tendency to work hard
• Perfectionism: Be thorough and concerned with details
• Prudence: Deliberate carefully and to inhibit impulses
On the BIG 5, extremes are never good. So being too much of each 5 is bad.
If you are too open to experience for example you can be too in the clouds, not focused.
If you are too extroverted you can be rude, don’t give space for others to talk.
Intelligence
General intelligence (g) is the “ability to learn, to abstract, and to process information. Intelligence is
positively correlated with leader emergence and leader effectiveness.
However, being too intelligent can be a bad thing. Very intelligent people can be bad at speaking in a
language that subordinates understand. Estimation being 12 IQ points over your subordinates is
ideal for leadership.
Trait job- Fit: For each job there is a specific trait that is related. The best fit in terms of intelligence
depends on the specific job. So you could be too smart or too stupid for the job.
Traits predict behavior which then predict the outcome. Who we are predicts how we behave.
In sum, process theories propose that deep determinants, such as personality traits or general
mental ability, cause observable behaviors that form a particular leadership style that in turn shapes
leader emergence and effectiveness outcomes. Proposing and testing these kinds of process models
are the future of leadership because they allow researchers to identify causal effects associated with
deep-level leader characteristics (e.g., personality traits) given that they are exogenous so long as
they have strong heritability influences
Does context matter?
Lewin's equation: B = ƒ(P, E). Behavior is determined by personality and by situation.
Situation strength refers to the degree to which norms, cues, or standards dictate appropriate
behaviors. For example, how to behave in class, train etc.
In strong situations, conformity is expected from individuals. The script of the situation suggests
what the desirable behavior is. In these contexts, our personality does not predict our behaviors.
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