REGENT UNIVERSITY An Integrative Definition of Leadership ‘Author: Bu Keath Journa al of Leadership Studiae Issue: 2 Volume: Year: his study addresses the problem of varied defintons of leadership anc focuses on the possbliy shat as patt ofthe social sclence trcion, the results of other leadersh p definttons focused only on isolated varables. A review of the leacershipIterature showed that parsimony may be @ problem in understanding leadership. contrast fo parsimony, the study uncovered over 90 variables that may comarise the whole o leadership. The authors then proposed an integrative cefntion of leadership encompassing the 60 plus variables that may help researchers anc practiloners to more fully unclestan the breath and scope of leaclership. As more research uncovers new insights ino le2cership this integrate defniion will need to be upgraded, anc a= well, this integrative definition could be w 1d 38 a Dace for leadership dave pment programs. ‘A search ofthe Expanced Academic Database in 2003 of publshed articles using the tem “leacership returned aver 26,000 articles: One might wonder if we fas researchers, scholars, consuitants, and! leaders} were nat the cause ofthis problem in that we have examined the parts of leadership, putnet the wale. We reflected on the story af the blind men describing the elephant and the diferent accurate deserotions that each biine! man gave, yet each was insufficient to uncerstand the whole, How would the bling men’s descriptions change ithe elephant stated walking? The movement ofthe tunkis diferent than the movement ofthe talwhich Is efferent than the movement of legs, which s diferent than the movement ofthe side of the elephant, which is liferent than the movement othe ears. While the 26,000 articles tak about leadership, there 10 be 2 ot of bind men describing s moving elephant, Why were we bling in our past view of leadershis? Perhaps our taining in research anc the exploration in she social sciences caused us to miss the whale at we probed the pans Social science research often uses reductioniem in studying and understanding social phenomena, with studies focusing on relationshias among selectee variables. This is not 2 bad thing te 69 and has helbed us understand hunted, i not thousands, of social science concepts. However inthe case ofthe study of leadership, his approach has taken us aviay ftom the whole, And its this whole that We seek to understand, Ths not the fist attempt to study the whole of leacershia as Rost 1983) reviewed leadership defnttons, onlyto en up withthe same social sclonce research reductionist law when he concluses his wotk with a tive-polxtéetition of leadership. Barker (2002) also reviewed the cletship defintions used te ate, only to also conclude that leadership is about twa things-arecess and behaviors. Thus, the purpose of ths curtent presentation on @ whole defintion of leadership Isto presen: a whole or complete leadership detintion as tests Working as @ team, we reviewed 160 attcles and books that contained a defntion a scale, era constuct ef leadership. While its Ikely we didnot find every document writen, we stopped when we reached “saturatio consistently finaing redundant material nthe Iterature, With each ofthe 160 documents containing 1to 25 constucts, oF statements, deseribing a detining leadership we compiled 1 000-atus canst vets ements tha we categorized ino 91 dlecrete dimensions and one labeled as miscellaneous (see the Apert for a lst of the cimensions ane sources). Since ‘ach clmension represents a par of the “elephant” we needed o assemale the dmensions back o a whole. For research, this integraave We may use cookies and technologies te record sessions and collect cata to Improve your experience. You understans and agree to our Privacy Poleattorent approach, Yet, even these 80+ dimensions are not surficient ta understand leadership, While many of the dimensions thet occur in aa Integrative defniton are virtuous, we have not had a cleat theory of vituous leadership now. To hela the reader follow along with the “dimensions ofthis integrative definition we frst present the de fellow the defntion with separate sections examining each key thoughtin more depth. ln this ntegratve definiton we use complex and compound sentences in otde to show the connectedness anc interelotedness of the concep's and cimensions. Anion by itself an the An Integrative Definition of Leadership ‘leaders one or more people who selects, equips, vains, and influences one or mare followers} who have diverse gis, allies, and sls and focuses the followers to the organization's mission and objectives causing the followers) to willingly anc enthuslasticaly exoend spr ‘emotional, and physical energy in concerted coordinated effort to achieve the organaational mission and objectives. The leader achieves thie infuence by humbly conveying a prophetic wsion of the “ture in clear terms that resonates with me followers belie’ and values In such a way ‘hatte followers) can uncerstang and interpret the future into presenttime action steps. fn this process, the leader presents the prophetic vision in contrast tothe present status of the organization and though the use of cca thinking Sls, insight, intution, an the use of Both persuasive thetotc and interpersonal communication Inchiding beth active Istening and pasttve discourse, Tecltates and craws forth the opinions an beliefs ‘ofthe followers such that he followers mave though ambiguly towars clay of understanding and shared insight that resus influencing the {ollowers}ta see and accept he future state ofthe otganizaton as a desirable condition worth commiting personal and corporate resources toward its achievement The leader achioves this using ethical means and seoks the greater good of the followers) nthe process of action stops such thatthe followers) sia betta of (neluding the personal development of the follower as well as emetional and physical healing ofthe follower) as 2 result othe interaction with the leader, The leader achieves this same state for hisiner oun self a a leader, as helshe seeks personal growth, renewal, regeneration, and increased stamina-mental, physical, emotional, and spirivab through the leader-follawer interactions. ‘The leacer recognizes the siversy of the followers) and achieves unity of common values and dections without destraying the uniqueness of the person. The leader secomplshes tis though innovative flexible means of education, taining, support, and protection that prowige exch follower with wnat the folower needs within te reason and scape af he organization's resources and accommodations reaive to the value of accomplishing the organization's objectives anc the growth ofthe follower, The leader, n this pracess of leading, enables the fllower() to be Innovative as wells sef-shected within the scope of indvicuabfotower assignments end allows the fllawer(s) to lean ‘rom hs/nerthel own, as wells others’ successes, mistakes, and falues along the process of comaleting the organization's objectives. The leader accomplishes this by bullding credibly anc tust with the followers through interaction and feedback to and withthe flowers that shapes the followers’ values, tttudes, and behaviors towerds sk allure, and success. In ding this, the leader bulls the folowers' sense of self worth and self-efficacy such that bath the leader and fllawers are willing and reedy to take calculated teks in making decisions to meet the organization’ goalslobjectives and though repealed process steps of ike taking and decision-making the leader and folowers together change the orcanizalion to best accomplish the organizalion’s objectives. ‘The lease recognizes the impact ans importance of audiences outside ofthe organization's system and presents the oxganization te outside auciences in such a manner that the auciences have a clear impression of the organization’ purpose and goals and can cletly see the pursose ane goals Ived outin the If ofthe leader n so doing the leader examines the ft ofthe organization relative to the outside environment and shapes boty the organization and te environment othe extent of the leader's capability to insure the best ftletween the organization anc the ‘outside environment ‘The leace throughout each leacer-fllower.auelence iniraction éemonstrateshiser commitment to the values ofa} humily, ,b} concern for others fe) controlled sci, (d) seeking what i ight and goed fo: the organization (e} showing mercy in belles anc actions with all people, () focusing on the purpose of the erganiation and on the wellbeing ef the followers, and (g} creating and sustaining peace inthe organi lack of contet but a place where peace grows, These valves are the seven Beattudes found I Mathew 6 and are the base of tho virtuous theory of Servant Leadership. jorenot a The Definition in More Detail The following sections aresen the detntion in mare detall and te the elements ofthe devintion to past research that is rearesentative, but not extaustve, ofthe items in Table The great man theory presents the case that leaders are individuals endowed with great charactorisles and hercic abies. In adlton, trait theory escties individual leaders as people who have specite charactonstes that help or enable the person tobe a good leader While the great man ‘theory males that people are somehow endowed wlth some “essence” of leadership, ral theory provides a base for mensUrable and testable “charactersicr such as vitues, ace, gender height, appearence, peycholagical actors, efficacy factors, cogntive factors, and emotional factors to ame a few categones, According to Bass and Stogdlil 1980) the focus of Both the great man theory and tra theory ison the ind vidual However, leadership may be provided by a collection of persons (Hamrick, 1987) Far example, toa agement leams representa group of people who complete allthe tasks and processes of leadership but do so asa collective rather than anindivcal. Tras still apply to leacership We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our rivacy Poly,WHO SELECTS, EQUIPS, TRAINS, AND INFLUENCES Selects. Before employees become followers ofthe leacer( t's fst necessary to bring the emaloyees ino the organization, Collins (2002) posted that a key actvty of great leaders is gating the right peoale “on the bus” This notion of geting the right aeople into the organization s ‘explained more fully by the concept of person-orcanization ft Person organization ft can be extended to vitual organizations according te Shin (2004) by examining person-envivonment ft rather than persomorganization ft, thus, the notion of the “ight” people or the arganization applies wether in vitual or physical organization DePree (1989), a: well as Murphy (1996), emphasized the importance of selecting the right people n order to achieve organizational success inthe {utre. This ies was emphasized and strengthened by Chamberlain 2004) in that Chamberlain called for eaders to consider the “calling” or “vocare" thatthe potential new employee felt and to ensure that the callng could be fulfiled in the organization. Chamberain’s wok es the person-organ zation ft concept the personiob ft concept. These two “i” concepts ate similar but exist in @ sequence in tha the leader must fist select the emaloyee for tne organization and then decide with tne employee what ob is best fr the employee. This latter process is what ‘Cellns (2002) referred to as getting the right people “in the right seats on the bus Brown, Ledtord, and Nathan 188) along with Krstotf 1886) included the notion of values algnment. or symmetry, of the employees’ values to the organizations values as a key element in persororganization fl. Suppot for this idea can be feund In MeGregor’s (960) seminal workin that MeGregor posited that people would expend as much energy st work as they Would at play the erganizations' values and gosls were algned th their own. Ris also the responsibilty ofthe leader accorcing to Arnot {1889} to not allow the allgyment or symmetry to Become so strong that 8 cultske relationship occurs between the follower anc the organization quips. Leaders ecu tolowers by proving appropriate tools, equipment, and other resources so that he followers can be successful n thelr comalevon 0 assigned tasks, This i theoretically detines through Bandura’ (1987) concept of selteticacy tat when moderated by the avalailty ‘of resources and suppor ofthe organization becomes ‘means atleacy” wnich is part af general selt-eicacy For more detailon genevalset- ficacy and means efficacy, see Eden (200!) and Chen, Gulley, and Eden (200, No mater how capable of efficacious employeesiollowers are, without sufcient resources it is citfcu or impossiile lo complete the work ofthe organization Trains. In addition to provicing the necessary resources, leaders provide training for followers in orde to imprave the success of the followers in comaletng the tasks of the organization, Belasco ane Stayer (884) commented on the Importance of providing Waning but also added the need for helsing employeestfelowers to lear quickly. In turbulent environments such as wha Vall 1886) referreito as permanent white water tne rap rate and lower presitabllty of change calls for a requisite change in sls withthe speed of change as a factor contlbutng to overall success of tha orgarization. Maccoby 1981] advocated continuous training nat orl to prepare the emaloyeeitollower for task accomplishment but ns of increasing the person's set-eficacy and sel-esteem, Ths potion af improving one's sel-esteem through training was echoed by Spears and Lawrence (2002) as well as Patterson (2002) and Winston (2002), And intuences...When naw employees have similar values (alignment andor symmetry} as the organization, have access to the requisite resources, and have the necessary taining todo thet jobs well, is not diffcuk to influence the employee to accomplish the task This claim is based on the work by Hersey (1997) in which Hersey chimed thatthe 2erson is inlerested in doing the work and has the skis to de the work the leader only needs to direct but not manage in deal. Influence, according to Sharlle 1986), 2s wells Hemphill and Coons (1957's the process of ‘moving the employee toward the shavec employeeforganization goals. Capezio and Moarehnouse 1987) acced tothe idea of influence by showing that leaders cause follows to think anc feel pasitvely towards the organizations’ goals. Accorcing to Tannenbaum, Wescner, and Massark (96% Crisb'n, (1981; and DuBrin, (1867, llinfuence occurs through communication whet ‘the communication Is in the form 0° speech, writen documents, or cemonstrated by behavior However, leaders influence followers primal trough interpersonal nieractons [Altrough Zaleznk 1992) implied thet influencing employees i 2 clear cemonstration of the leader's power in the organization, Whyte 1943) acvocated influence should avoid the invocation of powe” and relative status. Both Zaleznik and Whyte may be saying the same thing in that power may refer tothe 2ower followers give leaders thraugh the fllowe’s wilful compl ance to achiave the organization's goals as directes by the leace This would ft Whyte's callto not nave to invoxe postional power ONE OR MORE FOLLOWER(S) WHO HAVE DIVERSE GIFTS, ABILITIES, AND SKILLS {As Inthe notion that leadership may be by one or more people, organizational folowership may bey one oF more peaale, although usually one would cansider that a leader or @ team of leaders would have more than ane falovier. The ea ofa single follower fs important though since leaders consider each follower according to the transformational leacership theory (Bass & Avo, 1864) as wells the leader-member exchange theory (Scancura & Schviesherm, 1984) 2s git, Gifs. Selecting the right a2oate ac wells placing the person inthe right Jeb requies that leaders determine the potential employ abities, an skis, DellaVechio and Winston (2004) posited that the seven motvational gifts presented inthe twelin chapter ofthe Book of Romans in the New Testament provide a set of gits that exst as 2 prole ofall seven gis n each person. Leaders would do wellto select people who possess certain gi profiles such that al gifs are represented in the organizason tothe same extent as exists inthe general population, tus Sing the organization a balance af the gis. Also, cetain gt mines align getter vith certain jobs than do other git moxes, hus it's wise for leaders te assign people to Jods whieh ate best algned with the person's gf mix. We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our rlvacy Poly,natural allies define what each person can do easly and well. Ih adion to the Highlands Absity Battery tne Stiong Campbell Interest Batony anc other batteries are avaiable for use by leaders when assessing followers. Darcy and Tracy 2003} emphasized the importance of understanding 8 persons abilties, Darcy and Tracy's work examined the use of vocational Interest batteries along with te big five personalty esis ancl cognkive ebilty tests to help understane the Incvdual, Darcy anc Tracy cautiones the User of interest batteries to be aware of social desiraleness in which the person taking the battery provides responses that may nat be accurate but intend to make the person look good tothe test giver, And Skil. Peligrew (1988) include! the understancing of employees” skis anc the accurale deployment of employees based on these skills 25 a strategic tool ofthe leader. Skis are tne function-elated knowledge and physical skils that contribute tothe success and eficiency in comatotng tasks. AND FOCUSES THE FOLLOWER(S) TO THE ORGANIZATION'S MISSION AND OBJECTIVES Bass (2000) plod that transformational leaders “move followers to go beyore thelr own seltinterest fo the good of thelr grous, ganization or community, county or society as a whole" (p, 21, However, Bass later stated that servant leaders “select the needs of others as [thei highest] prloaty" fp. 23} Although his seems tha Bass’ comment about servant leacers might imaly tat the servant leader does net focus the followers ‘efforts to the echievement ofthe crganization’s mission and objectives, but it would co so ifthe organizations values and mission were indine with ‘the followers’ values and mission, This alignment is part of McGregor (1960) Theory Y and helps bridge the diference in foci between ‘uansfotmational ane servant leadershio Influence and persuasion are considered by Yuk (1994) as two of he primary functions of leaders tis presumed in YukTs comments thatthe leader is inuencing and persuading followers to work towards the completion of tre organization's mission and objectves. DuBrin ('997) echoes this sertiment in that, aecorcing to Duin, the leader causes others to act or respond in a shared direction. The presumption here is that DuBrin refers to this “share direction” as the completion of the organization's mission, Since leaders, according to Sadler 887], Nanvs (1988), and Haris 1989), are action= event itis logical to presume that this aetlon-orientation, oF = Cox end Hoover (1292) would claim as “achievement-or entation, would be toward the good ofthe organization, However, ts possible that the focus of the leader might be on self which would 2¢ Inne with agency theory (Donalésen & Davis, 1981 that predicts leaders, acting as agents, are self-serving and seek to have the employeas of the organization meet the reeds ofthe leader However, forthe purpose of this definition oflesdersnip, leaders who seek their own good and not the good of the organization would be classified as “bad” leade's, whereas leaders who focus on the good ofthe employees and the good ofthe organization ‘would be classified as “good” leaders, This latter view of leaders fein keeping with the ides of leaders os stewards (Davis, Donaldson, 1897} in which he leader as steward serves the neees ofthe arganlzaton rather than the needs ofthe set. chaorman, & The notion ofthe leader focusing the followers toward the erganization’s mission and objectives would inckide the process of strategie planning in whic the leader provides guidance (Staub, 1886) and mabilzes followers to shared aspiratons regarding the organization Kouzes & Posner, 1995), According o Jacaues and Clement '994) as well as Ulich, Zenger, and Smathxood (1989) the leader sets the purpose and dlection of the ‘erganizaion and then, according to Sharlle 1935) and Seeman {as cited in Rost, 1893} influences the followers toward 2 shares direction. Hemphill ane Coons’ (1957) bela that leaders direct the activites ofa group towara shared goals reinforce this contention Tannenbaum et al (961 along with Kotter (1980) ang Syrett anc Hogg 1962) implied that leaders make frequent use of communication sil to Infuence followers to align with the organization's mission and work toward the accomplshment of the organizations objectives. Heskett and Schlessinger 1895} implied that leaders se0k to “ouch the followers’ hearts, hich would ft welinto the transformational leadershie’s concent of ideatstic influence (Bass, 2000} and Kouzes and Posner's {1885} concep! of encouraging the heart. Both ideals ivluence and encouraging the heart would be accomplished :hrough rhetoric using formal ane informal communication channels White Crabl 1839} ane Zatenik 1992) inated that the leader's use of infvence focuses on the follower’ actions and thoughts, Katz ané Kahn 11978) explaines thatthe process of influence went beyond the mechanical compliance withthe routine directives of the organization. This nation of gaing above and beyond the calls algned with MeGzegors {1950} notion of Theory ¥ in that followers comm as much energy at work as at Play fhe values and mission ofthe organization isthe same as the organization. isthe efor above the minimum thal leads lo exemplary performance, CAUSING THE FOLLOWER(S) TO WILLINGLY AND ENTHUSIASTICALLY EXPEND SPIRITUAL, EMOTIONAL, AND PHYSICAL ENERGY ‘Spirtual. This par ofthe cefiition relies on MeGregor’s {960} Theory Y concept of the followers wilingly exaencing 2s much energy at Work as pry. In adit, recent researchialscussion of spintualty at work (Millman, Czaplewsk, & Ferguson, 2003; Porth, McCall, & Bausch, 1998; Vall, 1998, 1999) has increased! the awareness of and the interest inthe spiritual component of followers in organizations. The novon of spinal, ‘emotional, and physical energy testo the Greele concept of the thtee parts of human: (spit, (b) ming, ane Boch, Burack (1999) saecicaly tle the Importance of spitualy in the workplace to McGregor’ 1960) Theoty ¥ and Ouch's 1980) Theory 2. ntying We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our Bilvacy Poly,Emotional. The leader seeks to cause the follower to expend emotional or atecve, energy toward the organizaton's objectives, which I similar to whet Kouzes ane Posner (1990) referred to as encouraging the heart When the follower has passion toward the comaletion of the ‘organization’ objectives the fllowes has greater comm tment zomard achieving the objectives, Recent work on hope i the organization by volo, Gardner, Walumawa, Luthans, and May (2004) Reed and Winston (2005), anc Winston, Bekker, Cer an Reed (2004) showed the importance of Snyders (Shorey & Snyder, 2004) hope theory to the lescer-ollower interaction. According to Shotey and Srycer Nope is evident in both goslcrection an! pathway thinking by ‘ollowers. Winston, Bekker, Ceri ane Reed (2004) aclded to ths understancling by tying the notion of hope to footers’ estes to expend energy through the use of Vioom’s '964/T894) expectancy in that followers consciously and specifically think about the probably of achieving a reward i he physical energy is expended and ifthe reward willbe of real value to the follower. is hs ‘emotional energy focused on the rewara (ints or extinsic) andthe belief that the reward can be achieved that helps ctive the follower toward comatotng the organization's objectives. Physical, Vioom’s (964/994) expectancy theory contains with it the notion of physical effort or task crection in that the follower seeks to achieve the abjectve through physical effort. This same notion exists in many motvational thearies such as Locke and Lathan’s (1990) goabseting theory, House's 1996) path-goal theory, as well as, YukTs 1984) muliple-Inkage model. Task is cevtral to many. if nat all mativational theories in that te focus of moti jonaleajectves. tion, o ivluence, oF persuasion isto motivate followers to achieve organi This physica energy can and usually is dane in coordination with othe fellowers according to DuBrin 1997) and Watley 1986) as wells Prentice {1989 who doseribed the role ofthe leader as one who accomplishes 2 goal through the direction of human assistants by gaining collaboration among tellowors. While his integrate detntion has over 80 elements i the comprehension ofthe detian has to see the integrated wok For example, the marshaling of felowers' physical efforts can only be successful the values of the organization and the fellowers are aligned and ‘that sufcient raining has occurred to insure adecuate competence Uaques & Clement, 1994), IN A CONCERTED COORDINATED EFFORT TO ACHIEVE THE ORGANIZATIONAL MISSION AND OBJECTIVES. ‘The notion of calaboration mentioned above helps frame the leader's efforts to achieve a concerted coorcinated etfon by ‘ollowe's, The rmetapnors of conductor is, 2002) and jaze band leader (DePree, 993) help explain ths pat ofthe definition, When the organization i best ‘served by a mechanistic high degree of crection then the metaphor of conductor is appropriate in that the followers, lke the membe’s of symphony go about the tasks in a very preserved standard manner with al fellowers Going exactly what the concuctor requests. But when te ‘ganization is best served by a flexible more open style of leadership then the notion of 2 jazz band leader helps explain how folawers go about ‘the execution oftheir tasks n a manner that allows each follower to express behaviors in’@ manner that inclues personal expression but atthe same time fuldly meshing with the other flowers. Both forms of leadership produce a concerted coordinated expession of follower behaviors aliiough each form occurs in a very diferent manner. While the two metephors are extremely diferent the value ofthe metaphors could be exoressed in vatlous cegrees of diference. The ‘environment s @ key element decicing which form should be used, Stable precictable environments where opportunities are not considered important in short timeframes would be more suitable forthe symphony conductor metaphor whereas an environment that is unpredictable and ‘opportunistic would be better served by the jazz banc! metaphor. The leader’ lavel ot tus Ess0x & Kusy 1889, McGeo-Cooper & Trammell, 1985) ane confidence (Gibin, 1986) inthe followers alko would play 2 role that lower levels of rust and confidence would support the symaheny conductor metashor while higher levels of ust and confidence would suppor the jazz band leader metaphor Deming (1986) pasted that a major problem for kaders and organizations was each follower doing his/her est While this seems iegieal that people should not ao =e best k makes sense when considering the need for & concerted coordinated effort. Followers must work together Ina balanced method inorder to achieve the greatest collective evel of etfectveness, While incividuals may not be able to perform to theirindividual bests, the whale ofthe organization achieves more hen everyone works together Systems theory contrbutes tothe uncerstanding of a concerted coordinated effort in thas a system i a collection of integrated and coordinated processes and subsystems working n harmony to achieve stated objectives, Suzan, Dot, and Isrel (1988) as wellas Datt anc Lengel {998} incluced in thelr discussione of lesdersnia the requirement of leat concerted coordinated efor. In adlton, work by Kouzes and Posner (1995), Cox and Hoover (1982), Kanter (1987), and Jacobson (2000) te build group synergy and a sense of unity hat tes wallto the notion of emphasized the idea that leaders Work to foster calaboration among followers By aresenting and promoting cooperative goals as well a helping followers to uncestand how to collaborate, THE LEADER ACHIEVES THIS INFLUENCE BY HUMBLY CONVEYING & PROPHETIC VISION OF THE FUTURE IN CLEAR TERMS THAT RESONATES WITH THE FOLLOWER(S) BELIEFS AND VALUES Smith ane Zepp (888) along with Mokdoven (1988) n leaders aresented a description of the future to ther followers in se7ms tat caused followe's to see both leaders as humble, yet intense about their beliefs. This is in keeping wth Colins'(2002} determination tht greal leaders are humble but have lerce reselve toward the organization’ er stucies of Marin Luther King, Jt. compared King to Ghandl and pointed eut that oth Bower 1997) claimed that business CEO's to be effective, need to move from a management-based orientation to leadership-based orientation in which the lescer can gain trust, exercise justice, an have the conficence to be humble, Bower’ comment is mare tellag than is evicent on the surface. Leaders need to be confident in otce to be humble. Ths seems Ike a paradox in that confidence might be more logical tes to miide We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our rlvacy Poly,“humble servants of ther followers engage the deepest levels of commitment” p18), Both servant leadership and authentic leasetship concepts embrace the notion of humility in leaders Dat and Lengel 1988} posited that leade's must create an image in the minds ofthe followers thatthe followers belong to something bigger and "more important than just an inevdual joa. Ths can be cone through the use af thetoric and picturesque speech creating an image inthe mind of the follower asta wal te future could be if the ollowers work to achieve the described fulure, Thi = supported by both DaPree 1989) and Chatterjee 1998} who scated that leaders define anc exnress realty, Schein 1982) claimed ths can be accomplshes ifthe leader demonstrates exvaordinary lvels of perception as night into the realities of the word By desenbing a preferable future (Sell 1897) the leader can present the desired future in contrast o the present. Ths allows the leader to develop 28 Sonse of dissaistaction withthe prasent inthe lowers! minds. Kantor (996) stated thal pat ofthe role ofthe loader i to see new sossibiies, ane Kotter (1990) add to this by saying that» role ofthe leader is to communicate new erections to te followers. Gracshaw (1998) continued the clarcation by adcing that leaders enable contnuous change and movement toward some desied destination, The role ofthe leader in ths process was emphasized by Tieny andl Devanne {1990} who showed that effective leaders must see themselves as change agents. Yeung and Ready 1995) acdec the notion of “strategic change” tothe role of leaers thus emphasiting the conscious facus ofthe leader on the citection of change. CChenge can be uncomfortable for people and to this end Murphy (1986) implied that leaders have a responsibilty to heal wounds that are inflicted by change. The ides of healng willbe discussed later in te defintion but ness ta be presented here a: wellin that be ® contributing cause of gain, ciscamfort, and wouncing, While iis sometimes necessary to create discomfort as a predecessor to change, the leader needs to be observant anc ready o assstin the healing process. tions ofthe leader can Carosell (2000), Tatfnder {1897}, Conger and Kanungo 1988), as well as Kouzes anc Posner (1895) emphasized the need forthe leader to challenge the satus quo, both ofthe current slate ofthe organization and the processes oy which the organization achieves its adjectives Ideas and conceats are sometimes best aresented through the use of hetoré, picturesque speech, metaphors, simile, and poetic language. Mls (1997, Kotor (1890, along with Tannenbaum et al (1869 cescrbes tre leador as someone who uses the communication process ahd thetorle as ameans of influencing followers. Hesketl arc Schlesinger (1986) implied that leaders naed to communicate In sucn a manner as to touch the heart of followers, This is @ characteristic of charismatic leaders according to Bass and Avollo ('884) but itis necessary thatthe leader use ths characters judiciously so as to not create a cozporate cun (Arnott, 1985} SUCH THAT THE FOLLOWER(S) CAN UNDERSTAND ANO INTERPRET THE FUTURE INTO PRESENT-TIME ACTION STEPS. itis important fer leaders to not only speak the vision but also that falowers can understand what to doin order to make the vison become a really This requires the followers to move the image of tne viein into tactical steps that can be accomplished inthe short to medium-term. Terry {1993} an Moxley 2000) both, bitin aiferentzerms, ncicated tat he role ofthe leader Includes the ably to calforh autrente action by followers anc to determine sta:egies that followers can execute in order :0 achieve the organization’ vision, While lle empirical research has been done on the notin of followers creating presen:-time action steps, conceptual wings exist ftom researchers such as Bers 1989) who proposed that a role ofthe leader isto give direction to vision and ideas so thal fellowars can work on achieving the vision. I addition to Bens, UFic ela. (1999) called for leaders to set ciracion 20 thatthe vision could become 2 really. Koter {1990} ana Kanter (1985) both indegendently called fo sim leaclership eos In that the leader should establish a diection, This can best oe done by helping the followers see what must be done inthe shor and inemediate-term tivoug’ stategies and tates to achieve the vison, Kent, Crotis, and Aziz (200% presented a desertion ofthe leader as ane wno marshals, energizes, and unifies people toward the pursut ofthe vision, Beck and Yeager (200) actled to the ies of marshaling by stating thet leaders nec to challenge people to "each to a vision. The ices of followers actively working to achieve the vision goes beyond the concept of inspational motivation, as described in transformational leadership, or the mosvational hetorc of charsmatc leaders Followers have to "see" the incremental steps that connect the present to the fuute vith each follower uncerstanding hisher individual role in the concerted coordinated etort THE ORGANIZATION “The ld af urures studies includes the concepts of pastpresentfutue of hindsight Insghtforesight as a means of relating ane connecting the pst asa cause agent or the present and how present actions influence and affect the fuute, Futurists use the terms possible futures, probable ‘urutes, and praferable ‘tures to help cistinguish between what coulé occur what might occur, and what the desirable future, While futurists do not claim o be able to predict the tue, futurists do claim that witnn lint, strategies and tacts can work to affect a desirable future. Environmental orces and wid card events {unanticipated climatic everts) may hinder or promote the achievement ofthe prafereble future. The leader presents the preferable future as the vision ofthe organizaton and emphasizes how the future lifers ftom the present in order to create @ sense in the (olowers' minds of eissalisfacion withthe present. This promotes te folowers' commitment of spiival, emotional, and physical ‘energy toward the realzaion of the vision. Fo, ifthe vison is sila to the present, there is tle reason to commit energy beyond the maintenance leve We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our Brlvacy Policy,Stipek (188), ahouga wring about what events mesivaion rather than how to motivate, touched an the conceat of showing the future as aitfeent rom the present in that Stik pointed out that aeaple wll not be motivates to work tow! future goals unless there isa diference between the present and future and unless the present actvties are shown ae 2eing related tothe attainment of future goals, Callahan (2002), contended that fs not so much “dssaistaction” with the present but, rather, "ascontens" withthe present relative toa pretered future thet motivates peoale to behave. Beckhatd and Harris 1987) provides more depth into this notion of dissatisfaction as they used Gleicher's modet Dissalsaction x Vision x First Steps > Resistance lo Crange 10 show how dissaistacton and vision andthe cary of ation stops work collecively to “ecuce the resistance to change. Since Gleiche’s madel Uses muliolers inthe rgntsnand side ofthe equation, if any ofthe three variables is missing then the righthand side of te equation fll to zera, thus, showing that ll ree elaments must be present AND THROUGH THE USE OF CRITICAL THINKING SKILLS. INSIGHT, INTUITION. AND THE USE OF BOTH PERSUASIVE RHETORIC AND INTERPERSONAL COMMUNICATION INCLUDING BOTH ACTIVE LISTENING AND POSITIVE DISCOURSE, FACILITATES AND DRAWS FORTH THE OPINIONS AND BELIEFS OF THE FOLLOWERS In prior paragraphs this integrative detinton has refered tothe leader’ communication skis and ths cutent part ofthe definition looks atthe leader's communication skils preceded by citical thinking and loge, Athough communication permestes te leader's day-to-day behaviors it at ths point of the integrative defintion that itis emahasizes Ceca thinking skils.. Creal thinking skis include the concepls of logic and reasoning the leader uses to evaluate fa's bull information ftom facts, and hopefully, derive wisdom as to the meaning ofthe erviconmental factors, Citical “hnking skills incluce the ably to buld and ciscern inductive or desuetve arguments, to determine i the datas quallatve or quantitative and how much reliance ean be placed on any argument. ‘Cecerblom and Paulsen (1997) explained the zbilty to bullé an argument using systematic methods as wellas the ably to interpret an argument ane recognize how the argument was bulks key fector Ia supeor communication The reason the leader needs erica thinking skis is that higher levels of ercal thinking sls re predecessors to higher abilities to form persuasive arguments as presented by Cederolom andl Paulser {1897} nd noted inthe ves of Martn Luther King Jr an Ghandi by Mokiovan {1999}, Novell ang Sylvester 1893) contended that “Ctcal thinking faciates cast problems in ways thet point ta non-obviaus sekitons fp. 42 “3, which woule precede the communication of soltions or the gtoup-development of solutions Insight. Schein 1992} emphasized the nees for insight by declaring that leaders need to demonstrate extraordinary level of perception and insight into the realties ofthe wot. This nation was also a premise of Wadsworth 1997] who includes insight thinking inthe description of great leaders, Argy's (993) pled incignt i imporent fr leaders but aot sufficient, in that, according to Argyis, double-loop learning ie problem based methos that does not rely on insight alone; yet, Argyis implied that insight is important for leacors. Senge 1880) implied insight when he posited leaders must have the copaciy to nels bring orth new realities for followers. sights a precursor {or innovation anc creatuty dve te new understandings, or deeper understandings, ofthe phenomena around the leader that cause the leader to develop new aooroaches to problems ang opoertuntes. The American Herage Dictionary provides two definivons for “sight (a) the ciseavery ‘of what was previously hidden and bj the abiltyo grasp the true nature of @ situation Leaders follow the latter dention as they seek to Understand the natuee of things and the deeper premises ang causes of systems behavior. Intuition .Intation s similar o insight aut rales on less empirical evidence, Whi insight determines the true nature of 2st according to The American Hertage tion intution Dictionary, the act of knowing oF sensing without the use of atonal processes. Thus, intuition s mare of ait rathar than a learned skill However, Kerfoct (2003) would clsagiee with the nation that intutn isnot learned tra, although the definition and use of intution By Kerfoct is more Inne wth insight. The similary of insight and intutlon leads to feu in working With the conceots. For example the leader who sees the undertjing natute ofa station buts unaware ofthe coghtive processes at work in finding the underlying nature may atinute the fining to Inturvon ratner tran insight Intution may be a subsle version of insight Kerfoot ane other witers such as Truman (2003) wre abou: Intution inthe rursing practice. Truman tnked intultion to experience and reed on Hansten anc Washautn's (2000) definition of ntution to “dering inton as a ‘clinical sensing’ based on experiance and accumulated knowledge but not alvays supported by logical evidence” (9.25) that shows the sim lanty and diferences setween insight and intution, Janesick (200) aced to she navon othe relatedness of insighl anc intution by cefiningimuiton as “away of knowing about the world through insight and exercising one’s imagination” (p. 532), hus showing insight as a subset of inttion. Pemhape the mast researched ides of tuition comes fom Jung's psychological archetypes thet form the base for she Myers-rggs Type Indicator {MBT). One of the MATS four dimensions isthe sensing-ntulten éimension. OF interest. though, ile research, according to Bass and Stagdil {1990} show a preponderance of ether the Sor the N types among elfectve leaders. ung claimed that iluilion was 2 form of perception via the unconscious, This may passiaWy be 8 cesul ofthe 75.25% occurrence of sensing-intuion inthe general population and that there are many appicatons for details focused sensors in leadarship as there are big picture focused intuton'st in leadership, The focus for this integrative i that leaders need both insight and intution tobe the most effective We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our rivacy Policy,Persuasive rhetoric. Rhetore Is the process of using language effectwely, and persuasive rhetorc Is he process of effective persusion. A review ofthe erature on leadership and rhetore inples io the oaserver that rhetoric is more in the domain of politcal communication than rena, I thetorc is about the effective use of language anc leaders use “general communication, anc it should not be restrained tothe poltcal language twriten, spoken, aestretc, nonverbal, et}, then leade’s must continually engage inthe practice, Gells (2002) goes further to maly shat the study of leadership should be cone through a rhetorical ens. Interpersonal communication,..Tannenbaum etal, 1961 imple leaders communicate in one-to-one or anecto-ew stustions, Kacmar, Wit, Ziunuska, ane Gully 2003} confirmed the value of nterae:sonal communication in study that showed a relatonship between higher job 0 showed lover levels of job performance with lass frequent performance and more frequent communication with the supervisor. Their stu communication withthe superso, Lee (2001) added tothe breath ofthe value of incerpersonal communication by concluding fom his study tha followers in high-quality eadersnember exchange elatonships perceived greate faimess in distbutve justice that in turn, led to followers! perception that communication between leaders anc followers inthe work groups was more cooperative Campbel, White, and Jonnson 2003) posted that leacer-ollower rapport isa cause of both postive and negative Interpersonal communication ‘Tothis end, this integrative defn tion references the postive side of interpersonal communication in that leaders, while not ignoring mace communication, must use one-to-one and one-to-ew communication methods to clearly present to the follower what needs to be presented ina ‘manner that helps the follower understand and contribute tothe achievement af the organization’ objectives. Active istening. Active listening isthe arocess of hearing the follower’ emotions and intent as well asthe spoken words, Rutter (2003) conducted an selive-stening intervention In a British Boat bulding frm as a means of changing te leader-fllower interaction that hapetully would lead to improved jab performance. The results of the intervention showad that performance did increase as did the quality of leader-follower relationships MeGee-Cooper and Trammel 1995) proposes that leaders should engage in deep and respect listening in order to fully understand the {olloyiets clea and thoughts, Deming (1986) acd to ths By implying that leacers hold listen to ‘ollowers without juging the quay or intent of ‘the message until hearing tre fullmessage. By not passing judgment asthe follawer speaks, according to Michalko (200M, creativity is more Mkely 19 eceurin followers. Positive dscourse. Postive discourse, such as what Cooperrider and Srivasiva (1987) proposed in their Appreciative Inquly approach to action research helos create a postive environment in which followers can comfortably express themselves asthe following quote from MeManaman 12003) iustrates: We have the power to sow a sai of anxiety. o feat, oF anger. or Joy Into the hears of Isteners by the words we choose to emaloy. deed, our words express an atitude that is within, and they bring @ portion ofthat interior world a ous to those to whom they are addressed. We ate however, afectes fuer by the quay of our words-we are ether the fst benef clay ost victm of the wares we utter, That is why we ought to be especially ca-efulof the words we speak over ourselves, “Througa the use of postive discourse leaders can establish an environment of joy and as MeManaman noted, become the fist beneficiary ofthe communication, Deming (1985) would concur vith MeManaman in that Deming declares that one ofthe tasks of leadership I to create joy nthe workplace. Draws forth the opinions and bellets oF the followers. ks trough active Istening and postive discourse tat followers feel fee to exoress thelr opinions and beliefs. Followers choose tobe innovative and to presentfexalain ther innovation because followers want to. By creating an “envronment that is without fear, followers are willng to express themselves according to Ryan and Oesteich 1998), By creating an environment in wale followers are willng 10 express themselves the organization benetis ftom the Increased numberof Cees and Insights. Sms (2005), @ ctlique of Donal Trump's leadershia style on the television show The Apprentice stated, “rlectve leaders encourage followers to speak their ning; they don't demand blind obesience” In adalion to innovation, when the leader can drave forth the Beles ofthe followers the leader can check to see the values of followers and tre leader are aligned, which tos back t the eater values alignment subsection of his integrated definition, Although leacers may not enjoy hearing nen leaders encourage followers to express ther opinions problems in the organization can be reveal snc resolved, aissent among ‘ollow SUCH THAT THE FOLLOWERS MOVE THROUGH AMBIGUITY TOWARD CLARITY OF UNDERSTANDING AND SHARED INSIGHT Ambiguity occurs when there is @ lack of lear ditecton by the leader or ay the decsion- making process, Eisenberg (1884) posted that ambiguity Is a necessary component for creative problem solving, howevey, or followers to understand Nove to actin order to achieve the (ure state ofthe ‘organization's vison tis necessary forthe follower, with, or without, the help ofthe lead to work trough ambiguty and acrieve clarty of action [As part of the creative problem. solving process the followers have to resolve role ambiguly so thatthe employees as a whole can work in @ ‘concerted efor This means tna ollowers nave to be comfortable with the ies of diferent anc ever-changing roles in volatle every changhng ‘envtonment, such as Vail{998) would call permanent whitewater” This becomes a ystems iscue when the employee's family is included as an {envronmental variable and s incorporated in the idea of workfemily and family.work conflict (Greenhaus & Beutel, 1985). We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our Bilvacy Poly,“The pror subsections alllead to this summatve result-followors commited to working tows! the accomalshment of the organization's objectives THE LEADER ACHIEVES THIS USING ETHICAL MEANS AND SEEKS THE GREATER GOOD OF THE FOLLOWER(S) IN THE PROCESS OF ACTION STEPS SUCH THAT THE FOLLOWER(S) IS/ARE SETTER OFF (INCLUDING THE PERSONAL DEVELOPMENT OF THE FOLLOWER AS WELL AS EMOTIONAL AND PHYSICAL HEALING OF THE FOLLOWER) AS A Syrett and Hogg (982) implied that leaders should emphasize ethics while Stetine (2000) contended that leaders must have ethics, While ii may ‘500m that Steiner, Syret, anc Hogg may be saying the same thing, t may be essential her to infer that leaders should fst have ethics ancl then ‘emphasize ethics in order to increase the level ofthe authentic. Crosby (887) added to this idea of the leader's ethics in that the leader should ‘enforce ethical conc inthe organization, These three elements of having ethics, emphasing ethics, and erforcing ethics te to Ulich at al's {1999} as well as Kenter’s (995) contention that leaders need to have integity and show thatthe espoused theories are the same as the practices ‘theories inthe leaders We. Seeks the greater good of the followers). ansformstional leadershis as presented by Bass and Avolio (1994) implies that leaders lea followers 1 levels of higher mozals. In action, transformational leadership imolies that the folowers are better off with the four Is of {alinspratonal mosvation, () idealized influence, (cindvidvalzed cons deration, anc (intellectual stimulation. Bass and Steidtmeler (1998) craved that "tobe tly transformational leadership, k must be grounded in moral foundations” abstract, ane that through authentic transformational leadership "both the leader and the led are transformec-sharply changed in performance and outlook" (pare 20), Of interest thouga is Bass 2000) contention thet while transformational leacers seek to improve and inuence the follawers the leader's mative is to benett the organization bu that in servant leadership theories the leader's mote is to Benet the rollower Patterson (2002) ane ‘winston (2003) both imple! that servant leaders will pak the beneft ofthe followers even at the exense ofthe organization {As weil as emotional and physical healing ofthe follower. The notion of nealing is exaressed In two forms: Spears and Lawrence (2002), who advocated physical healing possibly needed 2s a result of stress or a debiliaingilress, end a contrast to Murphy (1996), who emphasized the role ‘of the leader in healing wounds infcted ay change. This sentiment of healing is echoed by Kerfoot 1888), who said that “the environment in which people work must be ane of healing an not anger, competion or lack of supper fa. 106) Kerfoat went on te say that or this healing environment to occur the leader must use holistic rather than mechanistic thinking, Wing about aatient cat patient care wives in settings where the souls of he caregivers, oationts, and famikes can all grow" (p. 106) facies, Kerfoot claimec that “excellence in Greenteat 1970} wrote that healing s one ofthe ten characteristics ofa servant leader, and he ind cated that within the servant leadership model there isthe opportunty fr healing the leader and the ‘ollowers of broken spirits and emotional damage. This notion of healing and restoration to. heath ves to transtormatonal leadership in which both the leader and fllower are better of because ofthe leader-follower interaction, REGENERATION, AND INCREASED STAMINA-MENTAL, PHYSICAL, EMOTIONAL, AND SPIRITUAL- THROUGH THE LEADER-FOLLOWER INTERACTIONS ‘This pat ofthe defrition ows logically from the prot section in that the Merature cited in the prior section show that both te lease and folawer benett trom he action. While servant leadorship may imply thatthe leader sactiices tho “sel” forthe follower ths part ofthe defintion mates that the leacer must also beneli fom the inlersetion and that f sacrifice oectts, there fsa balance in whats gained. This may take the form of financial ‘ortime sacsiiced by the leader that inretum yields gains in inns rewards forthe leader. Transformational leadershio implles, according to Burns {1978}, that bath the leader and the follower I each omer to higher levels oF morality and matvation But wha: of civersy in values? Here Is where the "yes, but.” comes into ply. The definition states that there must be aunty of common values and drectons, Tis begins wih the earlier part of the detition in that leaders must select people to work in she organization whose values are aligned with the values ofthe organization. MeDanale and Gantz 1882} referred to followers establishing a psychological attachment tothe ‘organization when the values are aligned. This integrative defintlon presumes that where there s @ psychological tachment between leader and Followers there s a tolerance forthe ferences otner than values. Leaders have the task of using the followers’ dverse gis, abItes, and sells to achieve the organizations objectives without the unintended consequence of confciming o the nomvalue- based characterises of the folowsr We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our Bilvacy Poly,THE LEADER ACCOMPLISHES THIS THROUGH INNOVATIVE FLEXIBLE MEANS OF EDUCATION, TRAINING, SUPPORT, ‘Theve isa eiference setween educslion ane taining a: wellas between suppor and protection The leacer uses ll our elements to pregare followers to work iowarés meeting the needs of the organization while also preparing the followers fr life in gener Education...Ccucation is the process of gaining Insight ane understanding about Ife. Education focuses on the intelection understancing ofthe ‘world around us rather than how todo tasks. In action to this gereral understanding, education should also focus on critical thinking sks such ‘that followers can engage in create aroblem solving, Cical thinking sks ncluge the a ly to form the question ang issue under review {(Cederbiom & Paulsen, 1987). Lombardo and Eichinger (1898) posted that leaders shoule be able Lo think through aroblems and Harung, Alexander, and Heaton (1998) added to this notion by proposing that leaders should possess excellent citical thinking skills. If leacers should possess entcal thinking sklls how much more eectve will he whole organization be I followers possess ental thinking sulls as well Training... Training, in contrast to education, seeks to help the person perform tasks better-more efficiently and mote effectively. Training is specific whereas ectication is general, Cross (1896) made an interesting, albet provocative, clstinction between education and taining n that @ set of parents may be glad that their daughter is engaging in sex edueation in school but may net be pleased to learn that thir daughter is engaging in sex raining in school Edveation helas the employee understand “about” the ‘opie whereas training helps the emalayee “do” Training involves personal Invelvement and completion of actions with the goal of neteasing bat the effectiveness and officeney of task completion atthe ond of the training session. Training may not always requires hands-on activity duting the taining session but would arepare the employee to engage in sef-cirecteg hands-on activity following the training session. For example, emaloyees may receive training In how to set 2 computer calendar ‘unetion to remind them of upcoming events, and the employee wouls engage in the hands-on porion ater ceturning to his/her ace and hisher ‘own computer. ‘Support. Support occurs in =wo forme: (8 physicafnancialresources including time ans (b perceived organizational support hats mare affective n nature. For the frst form of support leaders must provide omployees with the resources to pursue beth education and valving. This includes fnancial suppor for tutlo, books, tavel. and other requisite elements 2s well a sufclant time release from work assignments) to satecosstuly complete the education and vaining This, as notes in the next section of the definition i balanced agaist the availaale resources ot the organization and the value of the educationftralning o the erganization. While itmay be of benefit for an employee of a 40-emloyee organization to comple:e a bachelor's degree in marketing, it may not be of benef for an emaloyee to complete a PhD. in marketing, The leader has tne responsioity to communicate tothe followers what resources ate avalable ancl how the resources may he requestes, ‘The second form of suppor, the affective notion of perceived organizational suppart (POS) s arlculated by Rhosdes and Eisenberger {2002} in their review of te POS Iterature, Imply that POS is & frm of social exchange in which falowers ascribe humanslke cnaracteristics tothe ‘organization and presume thal leaders, acting as agents/stewards ofthe organization, when giving promotions, pay increases, and other rewards {or reasons other than externally controlled, such as unions and federal requirement, do so as @ means of bulding goodwill and meeting the followers’ socia-emotional neecs. There i eclaroety of effect here in tat followers seek to meet the needs ofthe organizational leaders, acing a6 agentslstewards ofthe organization as well Wit regard te POS an! taining, Wayne, Shore, ane Liden's 1997) study showed! that raining, wen presented to followers by the leaders as a dlscreionary practice resulted in an inrease perceived organizational suaaor ay the followers, Protection. Tied to the affective notion of perceived organizational supports the notion of protecting folowers from external agencies, even within the organization. The leacer may have o be a buter between followets and the higher-level authorities inthe organization in much the way ‘hata miltary sergeant may buffer the ensted sollers from the officers, While in a perfect worl all would work to he good of all our ‘organizations are fraught wth demands upon the time and resources of our employees that may not be of real beneft to the emaloyees, and tis the role of the leader to reduce the impact upon falowers from ouside intererence. While there are some maja protection issues that leaders might face such as reducing the impact of kyotfs and mergers, most ofthe protection icsues ae small events that occut on # wealdy of monthly process such a: reducing ime wasted in meetings, acking employees to do norwvalue- acded work ete THAT PROVIDE EACH FOLLOWER WITH WHAT THE FOLLOWER NEEDS WITHIN THE REASON AND SCOPE OF THE ORGANIZATION’S RESOURCES AND ACCOMMODATIONS RELATIVE TO THE VALUE OF ACCOMPLISHING THE ORGANIZATION'S OBJECTIVES AND THE GROWTH OF THE FOLLOWER. Within reason. The leader examines the followers requests and determines what he/she can provide relative to castbenet relationship. For ‘example, ian employee needs a new car to make sales cals and the sales that es from the use ofthe car yield less than the value ofthe car, the provision ofthe ear is not a reasonable decision The leader has an obligation to provide information tothe follower regarsing the reasonableness of tne decsion anc how the leader reached the decision, ‘Scope.. The leader has to consider the request for resources within the scope ofthe organization's aperations I proviging the resource moves the organization, or contibutes toward moving the organization away from the focus and scope thal the organization stated as ts goal then the resource should not be given. Thus, the leader has to consider the recuest in ight of how the resource “fs the organization Organization’ resources. Leaders must be awore ofthe resources that the organization has o* has access loan accoreing to Rusav (2001) ‘organize a wide rance of resources. Bradshaw (1998) referred to this process as an “at thet the eacer crafts throuah the process of acauirin, We may use cookies and technologies to record sessions and collect cata to Improve your experience. You understang and agree to our Bilvacy Poly,