Leadership

A Research Paper

Submitted in Partial Fulfilment of the Course Requirements

in Leadership and Management (LEADMGT)

Information Systems Program, DLS-CSB

Submitted to:
Ms. Evangeline Betila-Miña

Submitted by:
PANGAN, Simon Joseph U.
SAMOY, Brian Kyle C.
SEBOLLENA, David Daniel L.
VILLANUEVA, Mari Kyla Jeanel D.

May 19, 2019

I. Definition: Leader; Leadership (Kyla)
According to Wilson and Patterson (2006), a leader is someone who selects,
equips, trains, and influences one or more followers. They do this by utilizing the followers’
individual gifts, skills and abilities, for the purpose of achieving the goals and objectives
of the organization. The leader is able to have such influence and power over its’ followers
by making sure that the vision of the organization is clearly interpreted to the followers in
a way that they resonate and are able to visualize the future of the company.
The leader also understands the importance of individuality of persons and is
aware that unity can be accomplished just as long as every member of the group acknowl-
edges and integrates the core values of the organization in their work ethic and perfor-
mance. The leader recognizes the distinct qualities of every follower and studies this, so
that he or she can be able to educate each of the followers in a way that meets the fol-
lower’s needs.
Lastly, the leader recognizes the significance of the organizations’ reputation, so
he or she makes it a task to present the organization to outside audiences in such a
manner that the audience has a clear impression of the organization’s purpose and goals,
as well as those of the leader himself or herself.
II. Level 5 Leaders: Hierarchy and Characteristics (Simon)
Level 5 Leadership was introduced by Jim Collins in his book entitled “Good to
Great”. In writing the book, he analyzed 1,435 companies in the period of 40 years. He
did such extensive analysis for the purpose of determining the factors behind how com-
panies who have been deemed as “good” eventually became “great” companies in the
business world. After conducting the experiment, Collins found that only 11 companies
out of the 1,435 which were analyzed, had gone from good to great. He stated that one
of the reasons was good leadership. As a result, Collins was able to formulate a 5-level-
hierarchy identifying the levels of leadership:
1. Level 1 Leader: Able to make productive contributions by utilizing their talents,
knowledge, skills and good work habits. Level 1 Leaders can also be identified
as Highly Capable Individuals.
2. Level 2 Leader: Able to help in achieving group objectives by working well with
others. Level 2 Leaders are known to be Contributing Team Members.
3. Level 3 Leader: Able to organize people and maximize resources to boost ef-
fectiveness and efficiency in the pursuit of establushed objectives. Level 3
Leaders can be deemed as Competent Managers.
4. Level 4 Leader: Able to accelerate commitment to the vision of the organization
and encourages the group to high performance standards. Collins defines Level
4 Leaders to be Effective Leaders.
5. Level 5 Leader: Able to build greatness through professional will and humility.
They are described as Executive Leaders.
(“Expert Program Management,” n.d.)
Jim Collins describes Level 5 Leadership as having 5 different levels that progress
from the bottom to the top. The Level 5 Leader sits on top of the hierarchy and according
to Collins, it is the fundamental requirement when transforming an organization from good
to great. He also explained that it is not required to proceed sequentially through each of
the lower four levels of the hierarchy to reach the top. However, the Level 5 Leadership
requires all the abilities stated in Levels 1 to 4, as well as a unique blend of fierce will and
humility (“Level 5 Leadership,” n.d.).
Collins also explains that there are some significant differences between a Level
4 leader and a Level 5 leader. A Level 5 leader is highly ambitious for the success of his
company, and runs the organization in the spirit of service. He wants his company to
succeed regardless of his presence at the organization. On the other hand, a Level 4
leader is more likely to run a organization in an egotistical and self-fulfilling manner. They
ensure high-level performance only during their reign but once they are gone; he or she
does not show any care towards the greatness and the future performance of the organ-
ization, but rather, he is more concerned with his own greatness (“Level 5 Leaders- Char-
acteristics and Operating Style,” n.d.).
According to Collins as cited by Silva in 2016, there are two main characteristics
that were common amongst the Level 5 leaders, namely:
1. Fierce Will: The leader sets an objective or a goal and will stop at nothing to
ensure that they achieve said goal as well as the best possible end results for
the organization. In order to do this, they create a basis or set examples which
standards are built—whilst inspire people, allowing the followers to persevere
through tough times.
2. Humility: The leader accomplishes great things and always keeps in mind to
attribute the success to the people in their team, external factors and even good
luck. Leaders who practice humility typically never like the spotlight or any form
of praise and attention. As a result, they boost confidence within the workplace
and set up the organization for success even after their reign at the organiza-
tion.
III. Servant Leadership: How They Operate (David)
Servant leadership embodies the idea of being of service to others as a leader.
This style of leadership focuses on the team’s condition above everything else. It focuses
on the needs of others rather than the leader’s, and gives way to the people on the team
so that they may be able to voice out their perspectives on the job. Specifically, servant
leaders are able to do so by assisting and guidance their followers in meeting their work
and personal goals (“Servant Leadership. Putting Your Team First, and Yourself Second,”
n.d.).
According to Larry C. Spears, there are 10 characteristics which Servant Leaders
must possess:
1. Listening: Servant leaders need to listen intently to their followers so that they
may be able to meet their needs in giving guidance in the workplace.
2. Empathy: Servant leaders should strive to understand other people’s intentions
and empathetic, and not be biased or close-minded.
3. Healing: Servant leaders focus on improving the work environment of their fol-
lowers so that they are able to have access to the right resources to do their
jobs effectively, and are as a result happy and engaged with their work.
4. Awareness: Servant leaders need to be self-aware of their own strengths and
weaknesses because these have an impact on their followers’ work perfor-
mance.
5. Persuasion: Servant leaders want to get things done through good encourage-
ment instead of using authority over their subordinates.
 6. Conceptualization: Servant leaders need to constantly look at and refer to the
bigger picture when developing organizational strategies, goals, and mission
and visions.
7. Foresight: Servant leaders are able to anticipate what could possibly happen
to the company in a project. They do this by studying past experiences and
patterns and incorporating the learnings into the present context so that errors
may be minimized.
8. Stewardship: Servant leaders take responsibility for their actions.
9. Commitment to the Growth of Peoople: Servant leaders must want, more than
anything, the development of teams as well as the attainment of the followers’
personal and work goals.
10. Building Community: Servant leaders attain a sense of community in the or-
ganization by reminding people about their responsibilities and how much of
an impact they have on the success of their goal.
An example scenario for this servant leadership, would be when an organization
is working on an important project. During a project, the team is bombarded by tons of
pressure by the stakeholders and upper management to accomplish their tasks and more.
The team being visibly distraught by the workload, their leader decides to approach them
in order to help with their problems, the leader asks the team what they need in order to
reduce the amount of stress they currently experience, the leader also asks the team
what their comments are on the current project; while the team lists down their concerns
and comments, the leader does not give themselves time to react, but rather they listen
attentively to what the team says.
IV. Authentic Leadership: Key Characteristics (Brian)
Northouse (2016) explains that Authentic Leaders are seen as genuine, or “real.”
Authentic leadership is still forming as a theory, but more research has been done the
past few decades due to people’s insecurity in leadership and their desire to have leaders
who are honest and “good”. The following are the key characteristics which authentic
leaders possess:
1. Passionate: They are well-read and knowledgeable on what they are doing.
Passionate leaders are interested in what they are doing, are inspired and in-
trinsically motivated, and genuinely care about the work they are doing.
 For example, if the organization faces numerous struggles or even fail-
ures, even such will not demotivate a passionate leader from pursuing
their goals for the organization. They will persevere despite challenges
and numerous failures.
2. Virtuous: They recognize what their values are, and act in accordance with their
values. They should not let people take alternative routes if they are against
policy, and will not ever compromise the rules.
 For example, if there is a case wherein the project budget is bigger than
what is expected, a virtuous leader should be true when it comes to del-
egating the funds. This means that they should never pocket the money
and rather, use it for the good of the organization.
3. Associative: They are able to associate with others and have connection with
their adherents. They are eager to share their encounters and tune in to others’
experience, and are communicative with their followers.
  For example, if an employee is concerned of his/her own inferior work
performance, the leader should be able to communicate well by sharing
his/her experiences to the employees as well as listen to the employee’s
experiences. He should tell that employee if he also experienced a sim-
ilar kind of situation and that the employee should be able to overcome
it.
4. Self-disciplined: They have the ability to focus on a goal, and move forward
towards that goal even in the face of setbacks. Self-disciplined leaders remain
cool, calm, and consistent during stressful situations.
 For example, If there is a case wherein an employee is slacking on
his/her work, the leader should inform said employee that he should
have dedication to his work and by all means demonstrate to him/her
how to do just that.
5. Have a heart: They constantly convey their compassion. They are sensitive and
considerate of others’ needs and are willing to help them. They should be un-
derstanding to others especially those who are in need of more training or lack
information about a certain job.
 For example, if an employee made a mistake in a particular task, the
leader should not put shame on his/her employee, but instead, give mo-
tivating pieces of advice in regards to what the employee can work on.
The leader should be considerate to what others might feel.
V. Interactive Leadership: Gender Differences in Leadership (Kyla)
Interactive Leadership is a leadership style which seeks to engage employees in
fully understanding tasks within the organization, so that they can make effective contri-
butions in achieving them. This is done by assuring that followers are well-informed about
important topics associated to the organization. One significant benefit of implementing
this leadership style is that it helps in building trust amongst the co-workers as well as
commitment to the shared task(s) (“Interactive Leadership,” n.d.).
Moran (1992) states that Gender Differences in Leadership has been an area of
great interest in different fields of research; especially in the more recent times, consider-
ing that women are generally starting to become more enthused in acquiring leadership
roles.
Tannen (1990) as cited by Moran, explains that the gender differences in commu-
nication could possibly be due to the experiences women and men have whilst growing
up. It is evident throughout history that women and men have been bestowed different
societal norms. They have learned to value different things, thus resulting to having dif-
ferent behaviors. Biologists on the other hand, could defend that gender differences re-
flect sex-differentiated hormones. Given this, gender differences affect leadership in
many aspects.
Eagly & Wood (2016) convey that women in managerial roles tend to adopt more
transformational and democratic-participative leadership styles as opposed to men, who
adopt more autocratic and punishment-oriented leading styles. It was also proven that the
leadership styles adopted by women are linked to organizational effectiveness as they
are more likely to incorporate reward, motivation and enthusiastic systems in leading their
followers.
 Zheng (2015) elucidates that male leaders tend to be more conventional in their
approaches to leadership, as this was something their male predecessors did for many
decades as persons of leadership. It can be deduced that male leadership is backed by
decades of research made about leadership, with the sample size being predominantly
men. Female leaders on the other hand, are presenting more innovative patterns of lead-
ership. This is expected as women, up to this day, are underrepresented as leaders of
different organizations; therefore, it is safe to say that unlike men, they do not have much
history to look back on for approaches suitable to their behavior—hence the motivation
to formulate new approaches.
Zheng also states that discrimination towards and stereotypes made against
women have made women in powerful positions become cautious in terms of implement-
ing their leadership styles. This is explained further by Eagly & Wood (2016). It is ex-
plained that women who adopted male-stereotypic styles of leadership were evaluated
negatively than men who adopted the exact same style. In contrast to this, men may be
receive negative feedback should they adopt leadership styles usually adopted by
women.
This is where gender-role norms comes to play. Gender roles coexist with roles
defined by different factors such as family relationships and even occupation. Factors
such as liking and cooperation are very much linked to whether such person being eval-
uated is conforming to the societal norms required by his or her gender (Eagly & Wood,
2016).
An example of a scenario wherein the differences between men and women as
leaders would be the way in which they talk towards their followers. Male leaders are
generally more likely to be authoritative figures who are task-oriented and do not seek to
build important relationships in the workplace while female leaders tend to value good
relationships build on trust in the workplace, giving them a chance to effectively give out
tasks to their followers.
VI. Managers vs. Leaders (Simon)
The main difference between leaders and managers is that leaders have followers,
while managers have employees. In an ideal situation, managers are leaders. However,
that is not always the case. The following are the differences between a leader and a
manager:
Table 1. Differences between a Leader and Manager
Leader Manager
Create vision Create goals
Unique Copy
Take risk Control risk
Grow personally Rely on existing and proven skills
Build relationships Build systems and processes
Guide people towards success Tell people what to do
 Often, leaders and managers are interpreted as the same type of persons. How-
ever, a successful business operation needs to be run by both a strong leader and a
powerful manager in order for the entire team to get on-board with their vision of success.
Looking closely, leaders can be deemed to be on a higher tier than managers. Leadership
is helping one’s followers to understand and believe in their vision—and to work together
to fulfill the goals aligned to the vision.
Leaders are persons who step out and create a clear picture of a positive future
state, while managers focus on setting, measuring and achieving goals. They control sit-
uations to make sure that day-to-day things are happening as they should. Leaders are
willing to be themselves while managers try to copy different strategies, competencies
and behaviours they learn from others and adopt their leadership style.
Leaders are also more likely to take risks as they try to explore new things which
they feel could result to the betterment of the organization. Managers on the other hand
work to minimize and mitigate risks rather than embrace them. Leaders are more enthu-
siastic and curious because they have a hunger to learn something new each day, and
to expand their knowledge while managers often rely on existing job knowledge and their
technical skills to succeed as a manager.
Leaders also build relationships with their followers because their focus is on in-
creasing their influence over their followers, so that it can be easier to motivate the people
to realize the vision of the organization. Leaders build trust and loyalty within the work-
place by continuously delivering their promises. At the same time, managers focus on the
structures necessary to set and achieve the goals of the organization. They ensure sys-
tems are in place to attain desired outcomes.
Lastly, leaders guide people toward success by inspiring and supporting their fol-
lowers to succeed. They see their followers as competent and are optimistic about their
potential. Managers on the other hand delegate tasks and merely give guidance on how
to accomplish them effectively (Arruda, 2016).
One can distinguish a leader and a manager by observing the ways in which the
superior is able to get things done through their followers. An example scenario for this is
when the leader of a project delegates tasks. A leader will go through extensive lengths
to assure that the best idea, whether risky, will be put forward; while a manager will only
seek to delegate the tasks in a standardized manner. A leader will also try to make sure
that the tasks assigned to their followers are suited to their capabilities while a manager
will only make sure that the tasks are merely assigned and accomplished.
VII. Personal Characteristics of Leaders: Traits (David)
According to White (2013), there are seven personal characteristics that a leader
must possess:
1. Exemplary character: The leader must be trustworthy and a moral exemplar.
2. A good example: The leader should show enthusiasm about the work; because
people are more likely to respond to a passionate leader that actually cares for the
task at hand.
3. Confident: The leader needs to appear confident as a person as this leads to giving
confidence to people around the leader.
4. Must function in order and purpose during times of uncertainty: The leader should
give the team confidence and direction during such times.
5. Calm and tolerant of ambiguity, issues and crises: The leader needs to understand
 that problems can rise up anytime in the midst of projects and a leader, and that
he or she needs to be prepared for any situation.
6. Analytical: The leader needs to able to view the situation as a whole and at the
same time being able to break it down.
7. Committed to being excellent: The leader maintains high standards, but is also
proactive in raising the bar when the standard is reached.
VIII. Behavioral Approaches: Tasks vs. People; Leadership Grid (Brian)
Undertaking focused authority is frequently portrayed as autocratic leadership
since it focuses on getting the job done. Managers settle on choices without consulting
their group. The people-oriented leadership approach is the exact opposite and includes
supporting and building up the people in the group.
Task-Oriented leadership places an accentuation on completing an unmistakable
employment. This arrangement of authority can be depicted as dictatorial. Autocratic
leaders make choices without consulting their team. Assignment driven authority requires
its pioneer to have an unmistakable meaning of profitability and jobs required (Bell, 2019).
Task-oriented leadership does not put the well-being of the people as its primary need.
Performance goals and due dates are what motivate task driven leaders to succeed.
Since autocratic leaders don't ordinarily consult their team before settling on a choice, the
undertaking focused style can be beneficial since it enables choices to be made in very
quickly. This is useful in emergency circumstances, yet it might lead to employees feeling
disappointed.
 For example, if an employee wants to put his well-being first before his
work, the leader will dismiss this as this leadership style does not put the
well-being of the people as its primary need. Performance goals and due
dates help task driven leaders to succeed.
The people-oriented approach is the very opposite of the task-oriented approach.
The people-oriented approach includes supporting and developing individuals in their
group. This style requires a high level of support from leaders. People-oriented leaders
think about how their choices will influence others and loads their choices heavily against
any final action. Democratic leadership is characterized by the leader's readiness to per-
mit colleagues to give contribution on basic leadership. This form of leadership requires
a high level of communication with staff individuals. Everybody will take responsibility for
a choice that is taken, which likens to a lot more prominent purchase in. On the drawback,
it can set aside an incredibly long time for a choice to be made and there might be conflict
as individuals with competing viewpoints to have their feelings heard (Bell, 2019).
For example, if an employee wants to put his work before his well-being, the leader
will promote prioritizing well-being first. The leader should be supporting and developing
individuals in their group. People-oriented leaders think about how their choices will influ-
ence others and loads their choices heavily against any final action.
During the 1960s, Robert Blake and Jane Mouton built up a matrix that gives a
structure to depicting an individual's leadership style dependent on her anxiety for errands
and generation or her anxiety for the people. As indicated in this model, when worry for
the two individuals and tasks increase, productivity increases also. In the event that lead-
ers just focus around finishing tasks, the needs of their people suffer and morale de-
creases. On the off chance that leaders concentrate on just their employees, their capac-
ity to reliably deliver beneficial outcomes tends to diminish (Duggan, 2016).
 For example, a leader who is new to the position will surely worry about himself
and his employees. He/she will want their productivity rates and work quality to increase.
If the leader starts focusing on just finishing the tasks, the attitude of his employee will
surely decrease. If he just focuses on just the employee, the tasks that needs to be done
will decrease as well.
IX. Contingency Approaches: Situational Model of Leadership, Fiedler’s Contin-
gency Theory (Kyla)
Both the Situational Model of Leadership and the Contingency Theory
acknowledge that leadership principles and concepts are not universal. It suggests the
best technique will be what is most suitable to the situation at hand. According to this
theory, effective leaders should be able to adapt their leadership styles depending on the
situation; the type of task, the nature of the group, etc. They should also be able to deter-
mine what leadership style is best to deal with the set of circumstances.
The Situational Model of Leadership was created by Paul Hersey and Ken
Blanchard. According to Hersey and Blanchard, there are four primary leadership styles:
1. Telling: Leaders tell people what to do as well as explain the specific steps of
the task.
2. Selling: Leaders “sell” their ideas to their followers so that they are on-board.
3. Participating: Leaders encourage followers to become more collaborative and
participative in the decision-making process.
4. Delegating: Leaders assign projects to their followers and followers are given
sense of responsibility to make the most out of the assignment.
Hersey and Blanchard also explain that the most suitable leadership style will also
depend on the maturity levels of the group of followers:
1. M1 or Low Maturity: Followers lack the knowledge, skills, and willingness to do
the task (associated with Telling leadership style)
2. M2 or Medium Maturity : Followers are willing to do the task but lack the
knowledge and skills (associated with Selling leadership style)
3. M3 or Medium Maturity: Followers have the knowledge and skills to do the task
but are unwilling (associated with Participating leadership style)
4. M4 or High Maturity: Followers have the skills, knowledge and are willing to do
the task (associated with Delegating leadership style)
(Cherry, 2019)
Fred Fiedler’s Contingency Theory is closely retaled to the Situational Model of
Leadership primarily because they share the same sentiments regarding leadership
styles. However, Fiedler wanted leader to become aware of their leadership styles, and
so he created the Least-Preferred Co-Worker (LPC) Scale (see Table 2).
This scale enables leaders to reflect on the type of co-worker they enjoy working
with by rating what you feel most resonates with you. The scores should then be added
up to reveal your leadership style. According to Fiedler, you are likely to be a relationship-
oriented leader if your total score is high and if you have a total score that is low, you are
likely to be a task-oriented leader.
Table 2. Least-Preferred Co-Worker Scale

Unfriendly 12345678 Friendly

 Unpleasant 12345678 Pleasant
Rejecting 12345678 Accepting
Tense 12345678 Relaxed
Cold 12345678 Warm
Boring 12345678 Interesting
Backbiting 12345678 Loyal
Uncooperative 12345678 Cooperative
Hostile 12345678 Supportive
Guarded 12345678 Open
Insincere 12345678 Sincere
Unkind 12345678 Kind
Inconsiderate 12345678 Considerate
Untrustworthy 12345678 Trustworthy
Gloomy 12345678 Cheerful
Quarrelsome 12345678 Harmonious

After realizing one’s leadership style with the LPC scale, the “situational favorable-
ness” needs to be determined, using the following factors:
1. Leader-Member Relations: This refers to level of trust and confidence the fol-
lowers have in their leader. A leader who has the trust of his or her people is a
more favorable situation that a leader that does not.
2. Task Structure: This refers to whether the task is either structured or unstruc-
tured. A structured task is more favorable than one that is not.
3. Leader’s Position Power: This refers to the amount of power and influence the
leader has to direct his or her group and provide reward or punishment. More
power in a leader is viewed as more favorable.
(Manktelow, et al.)
X. Charismatic and Transformational Approaches (Simon)
According to the Great Man Theory, leaders are born with just the right traits and
abilities for leading this includes: charisma, intellect, confidence, communication skills,
and social skills. The Behavioural Theory on the other hand, suggests that good leader-
ship is learned and adopted through constant learning and development as opposed to
something that is initialized at birth. Two emerging sub-perspectives to this theory are the
Charismatic and Transformational Approaches of Leadership. (Corporate Finance Insti-
tute , n.d.).
 Charismatic leadership is centered in an ability to charm and persuade of a certain
leader. They are driven by their conviction and commitment to their cause (“What is Char-
ismatic Leadership? Leading Through Personal Conviction,” 2014). Max Weber, as cited
by Oti, stated in his essay “The Three types of Legitimate Rules” that Charismatic Lead-
ership is found in leaders with extraordinary characteristics and whose mission and vision
is to inspire others. He also states that the occurrence of a social crisis, opportunity to
articulate an ideological goal, or a perceived need for change, will cause the emergence
of a leader with exceptional qualities and a radical vision. This radical vision, ideology,
goals, and ideas can attract a followership with a strong belief and a discernment of the
leader as extraordinary. However, charismatic leadership is considered to be unstable
since it is related to faith and belief. When these faith and belief fade, the authority and
leadership dissolve.
Robert House, as quoted by Oti, posited that charismatic leaders have charismatic
impacts on their followers in an unusually high amount; what is meant by this is followers
would even get to the point wherein they accept anything that the leader says as correct
at all times. This trust and followership is based on emotional attachment, meaning said
followers are emotionally involved with the organization’s mission.
Sisk (2018) stated that there are five characteristics of a charismatic leader:
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1. Confidence: Charismatic leaders are truly confident. They are calm with a
strong sense of faith in their skills, experience and abilities.
2. Communication: Charismatic leaders have extraordinary communication skills,
including the ability to listen proactively. This helps to motivate people through
tough times.
3. Focus: Charismatic leaders are very organized and plan ahead of time to han-
dle unexpected challenges/ distractions.
4. Creativity & Innovation: Charismatic leaders generally exhibit a higher degree
of creativity and ingenuity at work. They focus on solutions instead of problems,
and consistent improvement.
5. Vision: Charismatic leaders are capable of big-picture creativity, they have will-
ingness and commitment to lead others to achieve a common vision and goals
through positive influence.
The other emerging leadership perspective is transformational leadership. Lead-
ership expert James MacGregor Burns (1978), first introduced the concept of Transfor-
mational Leadership in his descriptive research on political leaders, but this term is now
used in organizational psychology as well. Burns defined transformational leadership as
a leadership which focused on strengthening the morality and motivation of one’s follow-
ers. Transforming leaders become moral exemplars and encourage their followers to
work towards the benefit of the organization.
In an article written by Clayton (2016), he states that Bernand M. Bass furthered
the concept of transformational leadership. He added to Burns’ initial concepts by adding
forms of measurement in terms of the leader’s impact to follower motivation and perfor-
mance. Bass also stated that leaders should be good role models because they are
looked upon by their followers with a trust basis. According his book, there are four roles
of the transformational leader:
1. Inspirational Motivation: Transformational leaders make people feel as they are
 working for a meaningful and bigger purpose.
2. Individualized Attention: Transformational leaders appreciate individuality in
the workplace and take the time to get to know their followers.
3. Intellectual Stimulation: Transformational leaders encourage their followers to
educate themselves so that they can be able to perform exceptionally.
4. Idealised Influence: Transformational leaders are role models who sets ethical
standards, thus inspiring the followers to follow in his or her footsteps.
XI. Followership: Styles (David)
As stated by McCallum in 2013, Followership is the other side of leadership. While
leadership is being able to lead people, Followership is the idea of being able to take
direction well. The level in which a follower is able to take the guidance and commands
of the leader is just as important as how the leader is able to resonate and influence their
followers. Followership has been dismissed so often, primarily because it does not dis-
cuss a specific leadership style. However, following and leading are two sides of the same
coin.
Kelley (1992) as cited by Novikov in 2016, put forward five styles of followership in
her Model of Followership:
1. Exemplary followership: Exemplary followers are both highly active in engagement
as well as independent critical thinkers.
2. Conformist followership: Conformist followers are highly active in engagement but
are dependent and lack skills in critical thinking.
3. Passive followership: Passive followers are not active in engagement and are de-
pendent, uncritical thinkers.
4. Alienated followership: Alienated followers are good critical thinkers but do not
engage.
5. Pragmatist followership: Pragmatist followers have a moderate level of both en-
gagement and critical thinking skills.
 For example, a leader assembles a team in order to conduct a marketing
proposal project, the leader is a marketing manager that hand picked
employees from the marketing team in order to accomplish the project
given to the manager. Within the team there is conflict between the op-
erational employees and the marketing manager, however this issue is
not about personal differences but rather the issue is on the direction
that the project is going toward. But one employee who understands the
importance of the project and the lack of morale of the team steps up
and talks to the managers on behalf of the team in order to voice out
their opinion and with this, the manager was able to fix the issues within
the team and was able to accomplish the project.
XII. Power and Influence: Hard Position Power, Personal Soft Power, Interper-
sonal Influence Tactics for Leaders (Brian)
Interpersonal Influence Tactics
Transformational Leadership is characterized by the power create important
amendment in each employee and therefore the organization. Transformational leaders
have the power to make changes in accordance to the vision of the organization. Studies
show that transformational leadership has had a positive impact on follower develop-
ment, performance, and even organizational profitability.
 a) Transformational leadership develops followers into leaders. Instead of strictly
controlling people, transformational leaders give followers greater freedom to con-
trol their own behavior.
b) Transformational leadership is a type of leadership which takes into consideration
the concerns of the people from lower-level physical needs (such as for safety and
security) to higher-level psychological needs (such as for self-esteem and self-
actualization).
c) Transformational leadership inspires their employees to go beyond their own self-
interests in accordance to what is best for the organization.
d) Transformational leadership creates a vision of a desired future and communicates
it in a different way that repays how hard is it to change. The most significant role
of the transformational leader may be to find a vision for the organization that is
significantly better than the old one and to enlist others in sharing the dream.
 For example, Effective leaders show both transactional and transforma-
tional leadership patterns. They highlight not just their capacities to as-
semble a dream and engage and invigorate others, yet additionally the
value-based aptitudes of planning structures, control frameworks, and
reward frameworks that can help individuals accomplish the vision.
2. Charismatic Leadership: This type of leadership is known to ignite followers’ energy and
commitment to the organization and its mission, by means of building emotional relationship.
This helps to inspire followers to keep working despite challenges.
 For example, Steve Jobs, is intensely based on the relationship between
leader and followers and relies heavily on either referent or expert power.
3. Coalitional Leadership: This type of leadership supports the leader’s goals and influences
others to implement and eventually achieve said goals. Coalitional leaders observe and per-
ceive patterns of interaction and influence within the organization. They are excellent at de-
veloping relationships and may are able to adapt their behaviors and approach to a variety of
people and things.
 For example, when Colin Powell was U.S. Chairman of the Joint Chiefs
of Staff, he regularly brought together the heads of the Army, Air Force,
Navy, and Marines so they could understand one another’s viewpoints.
Cross-enterprise understanding and cooperation is essential to achiev-
ing a larger vision.
Hard Versus Soft Power
Effective leaders try not to depend entirely on the hard power of their formal posi-
tion to impact others. Soft power incorporates expert power and referent power, which
depend on close to personal qualities and relational connections more than on a position
of authority. Nowadays, soft power is, like never before, the apparatus of the leader. The
following are the 5 types of Leader Power:
1. Legitimate Power is the authority granted from a formal position in an organization.
For example, when an individual has been chosen as a boss, most employees
acknowledge that they are obligated to follow his or her directions for work. Certain
rights, duties, and privileges accumulate to anybody holding a formal authority po-
sition. Devotees acknowledge the genuine privileges of formal pioneers to set ob-
jectives, decide, and direct exercises.
  For example, when an individual has been chosen as a boss, most em-
ployees acknowledge that they are obligated to follow his or her direc-
tions for work. Certain rights, duties, and privileges accumulate to any-
body holding a formal authority position.
2. Reward Power that stems from the authority to bestow rewards on other people is
called reward power. For example, delegated leaders may approach formal re-
wards like pay increments or promotions. In addition, organizations assign im-
mense measures of assets descending from top leaders. Leaders control assets
and their distribution. Lower-level followers rely on their leaders for the money re-
lated and physical assets to play out their assignments. Leaders with reward power
can utilize rewards to impact subordinates' conduct.
 For example, delegated leaders may approach formal rewards like pay
increments or promotions.
3. Coercive Power is the inverse of reward power is coercive power. It refers to the
ability to punish or prescribe punishment. Supervisors have coercive power when
they reserve the privilege to flame or demote subordinates, criticize, or hold back
increase in salary. For instance, if a sales rep does not execute just as expected,
the team lead has the coercive capacity to censure him, impugn him, put a nega-
tive letter in his record, and hurt his opportunity for a raise. Coercive power is the
negative side of legitimate and reward power.
 For example, If a sales rep does not execute just as expected, the team
lead has the coercive capacity to censure him, impugn him, put a nega-
tive letter in his record, and hurt his opportunity for a raise. Coercive
power is the negative side of legitimate and reward power.
4. Expert Power is coming about because of a leader's special knowledge or exper-
tise with respect to errands performed by employees is alluded to as expert power.
At the point when a leader is a legitimate expert, subordinates oblige proposals as
a result of his or her predominant information. Leaders at supervisory dimensions
regularly have involvement in the generation procedure that helps them gain a
promotion. At top management levels, be that as it may, leaders may lack expert
power since subordinates know more about technical details than they do. Individ-
uals all through the organization with expertise and information can utilize it to im-
pact or place restricts on choices made by individuals above them in the associa-
tion.
 For example, Leaders at supervisory dimensions regularly have involve-
ment in the generation procedure that helps them gain a promotion.
5. Referent Power is the sort of intensity originates from the leader's qualities that
gives order to the employees' identity, respect, and appreciation so they want to
copy the leader. At the point when laborers respect a boss due to the manner in
which the individual in question arrangements with them, the impact depends on
referent power. Referent power relies on the leader's personal traits rather than a
formal title or position and is especially visible in the area of charismatic leader-
ship.al title or position and is particularly obvious in the region of appealing admin-
istration. For instance, Steve Jobs obviously has solid position control as CEO of
Apple, however it is referent power and master control that make him a standout
amongst the most well known and most dominant pioneers on the planet.
  For example, Steve Jobs obviously has solid position control as CEO of
Apple, however it is referent power and master control that make him a
standout amongst the most well known and most dominant pioneers on
the planet (Bosman, 2017).
(Bosman, 2017).
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