Student : Leidy Gabriela Atmidjojo Parra

Student number : 2585340

Course : Leadership: Advanced Perspective

Course coordinator : Prof. dr. Svetlana Khapova, Giovanni Manchia & Dr.
Dilek Uslu

Date : 22 December 2023

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Table of Contents

1. Is critical leadership studies ‘critical’? ....................................................................................................... 3

The language of leadership critique and why it is difficult to critique the language of “powerful” ......... 3
The consequences of language of leadership on society and specify the influence of it on diversity and
inclusion related problems........................................................................................................................ 4
Alternatives to “leadership” term ............................................................................................................. 4
2. Behavioral Coursework in Business Education.......................................................................................... 5
The students’ management and leadership practices: Where does their tendency come from? & What
should a business school stand for? ......................................................................................................... 5
3. The dilemma; humble people are the best leaders, why do we fall for charismatic leaders?................. 6
Why people are often so attracted to leaders with dark personality traits? ............................................ 6
Why charismatic leadership is seen as a mixed blessing .......................................................................... 7
4. Senior Executive ........................................................................................................................................ 7
The five different constellations of neurotic behaviors that executives might have and how these
behaviors affect their followers in the organization ................................................................................. 7
Why Gen Z might react on these five constellations of executive neurotic behaviors ............................. 8
5. Authenticity Paradox ................................................................................................................................. 9
References................................................................................................................................................... 10

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1. Is critical leadership studies ‘critical’?

The language of leadership critique and why it is difficult to critique the language of
“powerful”

Leslie et al. (2021) argues that Critiquing the language utilized in leadership proves challenging due to
multiple factors. The subjective nature of perceiving power and its associated language creates varied
interpretations, complicating a universal critique of "powerful" language. Contextual appropriateness is
pivotal; powerful language's relevance depends on the situation and audience, sometimes necessitating
assertiveness for conveying authority. Assessing the effectiveness of powerful language is intricate, as
opinions diverge on its impact—seen as domineering by some, yet effective for instilling confidence and
decisiveness by others. Cultural disparities and gender dynamics further complicate matters, as diverse
perceptions across cultures and genders shape interpretations of powerful language. Thus,
comprehensively critiquing the language of "powerful" in leadership demands acknowledging its
subjective, contextual, and culturally influenced nature (Leslie et al., 2021).

Critiquing leadership language is challenging due to subjectivity and context dependence. Effective
communication varies based on audience and goals, intertwined with a leader's style and influenced by
cultural norms. Evaluating it objectively is complex. Leaders must adapt their language, but no universal
formula exists for effective leadership communication (Maloni et al., 2019).

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The consequences of language of leadership on society and specify the
influence of it on diversity and inclusion related problems.

The way leaders speak has an influence, on how society views diversity and inclusion. It affects things;
using language helps ensure that diverse groups are represented and visible which in turn creates
positive organizational cultures and policies. Leaders who use language advocate for policies, challenge
stereotypes and empower marginalized communities. On the hand exclusionary language only reinforces
biases creating environments and perpetuating discrimination. Ultimately leaders who use respectful
language are paving the way, for diverse societies while language that reinforces bias makes it harder to
achieve diversity and inclusion goals. Thus, leaders must conscientiously wield language to cultivate
inclusive, empowering, and equitable environments (Reyes et al., 2021).

Leadership language sets the tone for representation and visibility of diverse groups, shaping
organizational culture and decision-making. Inclusive language fosters an environment where diverse
backgrounds feel acknowledged, promoting a culture valuing differences. Conversely, exclusionary
language perpetuates invisibility, fostering unwelcoming environments for marginalized groups. A shift
towards inclusive language aids in combating biases and stereotypes, encouraging empowerment, and
allyship among diverse communities, crucial for fostering equitable and inclusive societies.

Alternatives to “leadership” term

Various terms offer nuanced perspectives on leadership, depending on the focus area. "Governance"
highlights decision-making, "management" denotes administrative aspects, while "guidance"
emphasizes direction and support. "Influence" underscores persuasion, "direction" stresses goal-setting,
and "stewardship" emphasizes accountability. "Mentorship" centers on guidance, and "vision" highlights
inspiring future direction, enriching discussions on leadership's diverse facets ((Braedon et al., 2021).

On the other hand, Steyn et al. (2021) considers several alternatives to the term "leadership": Guidance,
Direction, Influence, Management, Governance, Supervision, Stewardship, Headship, Control, and
Authority. Each of these substitutes offers nuanced perspectives and can be employed selectively to
reflect particular contexts or emphasize distinct aspects of overseeing, guiding, or influencing roles
(Steyn et al., 2021).

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2. Behavioral Coursework in Business Education

The students’ management and leadership practices: Where does their tendency come
from? & What should a business school stand for?

The main intake from the article "Behavioral Coursework in Business Education: Growing Evidence of a
Legitimacy Crisis" by Rynes, Lawson, and Ilies (2003) is that business students are highly career-oriented
and view education primarily as a means to achieve lucrative careers. This tendency is significant
because a large proportion of future managers and leaders will have passed through business schools
and will be influenced by this career-oriented approach in their management practices (Rynes et al.,
2003).

The students' management and leadership practices are likely to be heavily influenced by their career-
oriented mindset. They may prioritize skills and knowledge that are directly linked to career success,
such as technical expertise and functional skills, over behavioral knowledge and skills. This could lead to
a focus on short-term gains and individual success rather than long-term organizational development
and ethical leadership ( (Rynes et al., 2003).

Certain inclinations between pupils may originate from the ethics and habits widespread in commercial
universities, where there exists a strong focal point on planning students for fruitful vocations in the
commercial community. The syllabus and coaching techniques may precedence specialized and useful
skills, while behavioral coursework may be seen as less significant or less pertinent to quick occupation
achievement. Additionally, the impact of scouts and managers who precedence specialized and
analytical aptitudes over behavioral techniques may additionally reinforce this tendency between pupils
(Rynes et al., 2003).

A business school should stand for providing a well-rounded education that not only equips students
with technical and functional skills but also emphasizes the development of behavioral knowledge and
skills. This includes fostering ethical leadership, effective communication, and interpersonal skills. A
balanced curriculum that integrates both technical and behavioral coursework is essential to prepare
future managers and leaders who can navigate complex organizational challenges and contribute to
sustainable business practices. Additionally, business schools should strive to instill a long-term
perspective and ethical values in their students, promoting a holistic approach to management and
leadership (Rynes et al., 2003).

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3. The dilemma; humble people are the best leaders, why do
we fall for charismatic leaders?

Why people are often so attracted to leaders with dark personality traits?

Charisma and similar characteristics can attract people to leaders but true leadership is based on
building up others through kindness and care. Lasting change results from recognizing different
perspectives, not thinking confidence is strength. The fact that decisions made quickly may appear
powerful, but wisdom lies in understanding how one’s deeds affect everyone else. Thus, for an
organization to prosper, it has to bring out the best in every individual. A lot of times people are drawn
to leaders with dark personality traits for several reasons. People who possess dark personality traits like
narcissism, psychopathy, and Machiavellianism often demonstrate this by being charismatic, confident
and aggressive which followers find attractive; besides these leaders may seem powerful and
authoritative in some contexts. In addition, individuals with dark personalities can be adept at
manipulating others and putting on a good show that makes them appealing as leaders. However, it’s
crucial to mention that although these traits might initially captivate people they also have negative
effects in the long run both on the leader as well as his/her followers (Ciulla 2003).

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Why charismatic leadership is seen as a mixed blessing

Charismatic leadership is considered a mixed blessing due to its paradoxical mixture of positive and
negative characteristics. Research shows that while charismatic leaders can promote bold visions and
demonstrate persistence, they may also exhibit egocentrism, aggression, and lack of empathy (Sedikides
and Campbell, 2017). This duality can have both beneficial and detrimental effects on organizations and
their followers.

In practical terms, organizations could consider assessing narcissism levels of job applicants and
matching managers with subordinates based on their personality traits to mitigate the negative impact
of narcissistic leaders on vulnerable followers (Sedikides and Campbell, 2017). Additionally, providing
support networks and training programs to enhance followers' self-confidence and resilience could help
mitigate the negative effects of charismatic but potentially toxic leaders (Sedikides and Campbell, 2017).

Charismatic leadership offers both advantages and potential drawbacks. On one hand, charismatic
leaders inspire and motivate followers with their charm and eloquence, fostering commitment and
dedication. However, this charisma can border on manipulation and lead to over-reliance on the leader's
personality. Charismatic leaders may prioritize their own agendas over careful decision-making and
overshadow critical feedback, hindering diverse perspectives and constructive dialogue.

4. Senior Executive

The five different constellations of neurotic behaviors that executives

might have and how these behaviors affect their followers in the organization

Kets de Vries, Ramo and Korotov (2009) discusses five different constellations of neurotic behaviors that
executives might exhibit and how these behaviors affect their followers in the organization. The
constellations include:

1. The dramatic leader seeks attention and craves excitement, often displaying a sense of entitlement
and tending toward extremes.

2. The suspicious leader is extremely vigilant, constantly on the watch for possible attacks and personal
threats, and always prepared to counter a personal attack or an attack on the organization. This leader is
hypersensitive and distrustful.

3. The detached leader is withdrawn and uninvolved in the organization's present and future, reducing
interaction with organizational members and the outside world to a minimum.

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4. The depressive leader lacks self-confidence and is plagued with serious self-esteem issues. This leader
may be ignorant of the needs of followers and lacks energy, force, and drive.

5. The compulsive leader dominates the organization from top to bottom, insisting that everyone
conforms to strict rules developed at the top. This leader is obsessed with perfectionism, detail, routine,
and rituals.

These neurotic leadership patterns trigger social defenses in followers, diverting energy away from
attaining organizational goals. Stress at the individual level may transform into stress at the
organizational level; dysfunctional leadership may convert into free-floating paranoid and depressive
anxiety within the organization as a whole (De Vries et al., 2009).

Why Gen Z might react on these five constellations of executive neurotic behaviors

Gen Z individuals are known for their strong sense of authenticity, transparency, and social
consciousness. They value leaders who demonstrate genuine care for their well-being and prioritize
ethical and inclusive leadership. Therefore, when faced with the five constellations of executive neurotic
behaviors, Gen Z might react negatively due to their aversion to inauthentic and controlling leadership
styles. They are likely to feel disengaged and demotivated when encountering leaders who exhibit
dramatic, suspicious, detached, depressive, or compulsive behaviors. Gen Z individuals are more inclined
to seek meaningful connections and purposeful work environments, making them less tolerant of toxic
leadership patterns that hinder their personal and professional growth (De Vries et al., 2009).

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5. Authenticity Paradox

Authentic leadership emphasizes genuine and self-aware behavior, transparency, and ethical decision-
making. It involves building trust through honest and consistent actions, and staying true to one's values
and beliefs while inspiring others to do the same (Antonakis et al., 2011) (Den Hartog et al., 1997).

Authenticity in the workplace is possible when individuals align their actions with their values and
beliefs, communicate openly, and demonstrate consistency in their behavior. However, it can be
influenced by organizational culture and leadership, which may either support or hinder authentic
behavior (Kernis & Goldman, 2006).

The issues inherent in principled leadership can involve assessing the ethics of the individual in charge,
the relationship between leader and followers, the process of guidance, and the actions of the one in
command. These spheres present an intricate moral landscape for those in control to navigate,
impacting their effectiveness and decision-making concerning what is right or wrong (Ciulla, 2000).

The authenticity paradox is a complex issue when it comes to the diversity impact. Due to cultural
divisions, stereotypes, and prejudices, diverse people may encounter problems in being authentic.
Minority groups are judged unauthentic by the majority due to several stereotypes and expectations
that they have developed about them through research and other means.

Den Hartog and Verburg (1997) found that charisma and rhetoric play a significant role in leadership
perceptions, indicating that the communication style of leaders can influence how authenticity is
perceived. Additionally, the study by Fest et al. (2021) suggests that the effectiveness of leadership
messages may vary based on the diversity of the audience, highlighting the influence of contextual
factors on perceptions of authenticity. Therefore, while diversity can enrich the concept of authenticity,
it also presents challenges in ensuring equal opportunities for individuals from diverse backgrounds to
be both "authentic" and "perceived authentic." (Den Hertog et al., 1997).

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References

Antonakis, J., Bastardoz, N., Jacquart, P., & Shamir, B. (2016). Charisma: An ill-defined and ill-measured
gift. Annual Review of Organizational Psychology and Organizational Behavior, 3(1), 293–319.

Antonakis, J., d’Adda, G., Weber, R., & Zehnder, C. (2022). Just words? Just speeches? On the economic
value of charismatic leadership. Management Science, 68(9), 6355–6381.

Maloni, M., Hiatt, M. S., & Campbell, S. (2019). Understanding the work values of Gen Z business
students. The International Journal of Management Education, 17(3), 100320.

Leslie, B., Anderson, C., Bickham, C., Horman, J., Overly, A., Gentry, C., ... & King, J. (2021). Generation Z
perceptions of a positive workplace environment. Employee Responsibilities and Rights Journal, 33, 171-
187

Reyes, D. L., Bisbey, T., Day, D., & Salas, E. (2021). Translating 6 key insights from research on leadership
and management in times of crisis. BMJ Leader, leader-2020

Steyn, F., & Sewchurran, K. (2021). Towards a grainier understanding of how to encourage morally
responsible leadership through the development of phronesis: A typology of managerial phronesis.
Journal of Business Ethics, 170, 673-695.

Ciulla, J. B. (2003). [Introduction to] The Ethics of Leadership. Wadsworth/Thomson Learning.

Ciulla, J. B. (2009). Ethics and leadership effectiveness. Discovering leadership, 325-340.

Den Hartog DN, Verburg RM (1997) Charisma and rhetoric: Communicative techniques of international
business leaders. Leadership Quart. 8(4):355–391

Fest S, Kvaløy O, Nieken P, Schottner A (2021) How (not) to motivate “ online workers”: Two controlled
field experiments on leadership in the gig economy. Leadership. Quart. 101514.

Kets de Vries, Ramo and Korotov (2009) Organizational Culture, Leadership, Change and Stress.
International Handbook of Work and Health Psychology, Third Edition (pp.409 - 426)

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Kernis & Goldman, (2006). A multicomponent conceptualization of authenticity: theory and research
(pp. 1-75)

Sedikides, C., & Campbell, W. K. (2017). Narcissistic leaders: An asset or a liability? Frontiers in
Psychology, 9, 422.

Nevicka, B., De Hoogh, A. H., Den Hartog, D. N., & Belschak, F. D. (2018). Narcissistic leaders and their
victims: Followers low on self-esteem and low on core self-evaluations suffer most. Frontiers in
psychology, 9, 422.

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