Chapter 7: Followership Your Leadership Challenge After reading this chapter, you should be able to: Show Recognize your followership style and take steps to become a more effective follower. Understand the leader’s role in developing effective followers. Apply the principles of effective followership, including responsibility, service, challenging authority, participating in change, and knowing when to leave. Implement the strategies for effective followership at school or work. Know what followers want from leaders and what leaders expect from followers. Use feedback and leadership coaching to help followers grow and achieve their potential. Chapter Outline 196 The Role of Followers 203 Developing Personal Potential 206 What Leaders Want from Followers 207 Strategies for Managing Up 211 What Followers Want from Leaders In the Lead 196 U.S. Military Academy, West Point 200 Dawn Marshall, Pathmark 203 Timothy D. Cook, Apple Inc. 210 Wes Walsh Leader’s Self-Insight 199 The Power of Followership 208 Are You an Annoying Follower? 213 Receiving Feedback Leader’s Bookshelf 207 Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else Leadership at Work 218 Follower Role Play Leadership Development: Cases for Analysis Daft Ch 07-1 219 General Products Britain 220 Jake’s Pet Land I rvin D. Yalom, a professor of psychiatry and author of the novels Lying on the Couch and When Nietzsche Wept, has some interesting stories from his counseling experience with clients in individual and group therapy. One woman ranted at length in a group therapy session about her boss, who never listened and refused to pay her any respect. There’s nothing funny about a bad boss, but the interesting thing about this client was that as her work with Yalom continued, her complaints about her terrible boss persisted through three different jobs with three different supervisors.1 It is likely that not only she but also her supervisors, colleagues, and the companies where she worked suffered due to her unproductive relationships with leaders. Contrast this woman’s attitude and approach to that of Marcia Reynolds, who once worked for a micromanaging boss who was always criticizing and correcting her work. Reynolds decided to stop resenting his micromanaging and instead “act as though he were the world’s best boss with the world’s best employee.” Instead of complaining and pushing back when her boss micromanaged, Reynolds was cheerful and helpful. She says an interesting thing happened: “When I stopped resisting, he started trusting me. When there was no longer any resistance, he quit fighting. Doing that really empowered me.” As her boss increasingly trusted Reynolds, his micromanaging continued to abate, their relationship continued to improve, and both were happier and more productive.2 Leadership and followership are closely intertwined. Effective followers can shape productive leader behavior just as effective leaders develop people into good followers. In this chapter, we examine the important role of followership, including the nature of the follower’s role, the different styles of followership that individuals express, and how effective followers behave. The chapter explores how followers develop their personal potential to be more effective, looks at what leaders want from followers, and discusses strategies for managing up. Finally, we look at what followers want from leaders and examine the leader’s role in developing effective followers through feedback and coaching. The Role of Followers Followership is important in the discussion of leadership for several reasons. Without followers there are no leaders. Organizing into hierarchies is a natural phenomenon in both the human and animal kingdoms. Researchers studying wolves, chimpanzees, and even chickens have long known that social pecking order promotes the welfare of the group because some individuals act as leaders and others as followers.3 The same thing applies to humans. For any group or organization to succeed, there must be people who willingly and effectively follow just as there must be those who willingly and effectively lead. Leadership and followership are fundamental roles that individuals shift into and out of under various conditions. Everyone—leaders included—is a follower at one time or another. Indeed, most individuals, even those in positions of authority, have some kind of boss or supervisor. Individuals are more often followers than leaders.4 Second, recall that the definition of a leader from Chapter 1 referred to an influence relationship among leaders and followers. This means that in a position of leadership, an individual is influenced by the actions and the attitudes of followers. In fact, the contingency theories introduced in Chapter 3 are based on how leaders adjust their behavior to fit situations, especially their followers. Thus, the nature of leader–follower relationships involves reciprocity, the mutual exchange of influence.5 The followers’ influence upon a leader can enhance the leader or accentuate the leader’s shortcomings, as illustrated in the opening examples.6 Third, many of the qualities that are desirable in a leader are the same qualities possessed by an effective follower. In addition to demonstrating initiative, independence, commitment to common goals, and courage, a follower can provide enthusiastic support of a leader, but not to the extent that the follower fails to challenge a leader who is unethical or threatens the values or objectives of the organization.7 One corporate governance Ch 07-2 Daft consultant, for example, points out that ineffective followers are as much to blame for ethical and legal lapses within organizations as are crooked leaders.8 Followers have a responsibility to speak up when leaders do things wrong. Both leader and follower roles are proactive; together they can achieve a shared vision. The military often provides insight into the interaction of leadership and followership. A performance study of U.S. Navy personnel found that the outstanding ships were those staffed by followers who supported their leaders but also took initiative and did not avoid raising issues or concerns with their superiors. Consider how West Point trains future military leaders by emphasizing the role of followership. [In The Lead Box 1 Here] In any organization, leaders can help develop effective followers, just as effective followers develop better leaders. The performance of followers, leaders, and the organization are variables that depend on one another. Styles of Followership Despite the importance of followership and the crucial role that followers play in the success of any endeavor, research on the topic is limited. One theory of followership was proposed by Robert E. Kelley, who conducted extensive interviews with leaders and followers and came up with five styles of followership.10 These followership styles are categorized according to two dimensions, as illustrated in Exhibit 7.1. The first dimension is the quality of independent, critical thinking versus dependent, uncritical thinking. Critical thinking means approaching subjects, situations, and problems with thoughtful questions and in an unbiased way, gathering and assessing ideas and information objectively, and mentally penetrating into underlying implications of various alternatives. This recalls our discussion of mindfulness in Chapter 5; independent critical thinkers are mindful of the effects of their and other people’s behavior on achieving organizational goals. They are aware of the significance of their own actions and the actions of others. They can weigh the impact of decisions on the vision set forth by a leader and offer constructive criticism, creativity, and innovation. Conversely, a dependent, uncritical thinker does not consider possibilities beyond what he or she is told, does not contribute to the cultivation of the organization, and accepts the leader’s ideas without assessing or evaluating them. According to Kelley, the second dimension of followership style is active versus passive behavior. An active individual participates fully in the organization, engages in behavior that is beyond the limits of the job, demonstrates a sense of ownership, and initiates problem solving and decision making. A passive individual is characterized by a need for constant supervision and prodding by superiors. Passivity is often regarded as laziness; a passive person does nothing that is not required and avoids added responsibility. The extent to which one is active or passive and is a critical, independent thinker or a dependent, uncritical thinker determines whether he or she is an alienated follower, a passive follower, a conformist, a pragmatic survivor, or an effective follower, as shown in Exhibit 7.1. The alienated follower is a passive, yet independent, critical thinker. Alienated followers are often effective followers who have experienced setbacks and obstacles, perhaps promises broken by superiors. Thus, they are capable, but they focus exclusively on the shortcomings of the organization and other people. Often cynical, alienated followers are able to think independently, but they do not participate in developing solutions to the problems or deficiencies they see. For example, Barry Paris spent more than 10 years writing on and off for the Pittsburgh Post-Gazette, where he was known for his bad attitude and lack of enthusiasm and teamwork. Eventually Paris realized that he wasted that time ruminating over what he perceived as the hypocrisy of journalistic objectivity. “I could never resign myself to it,” says Paris. Thus, rather than doing his best and trying to help others maintain standards of integrity and objectivity, he allowed hostility and cynicism to permeate his work.11 Daft Ch 07-3 The conformist participates actively in the organization but does not utilize critical thinking skills in his or her task behavior. In other words, a conformist typically carries out any and all orders regardless of the nature of those tasks. The conformist participates willingly, but without considering the consequences of what he or she is being asked to do—even at the risk of contributing to a harmful endeavor. For example, the thousands of people who can’t pay their mortgages and are losing their homes can blame not only top managers in firms like Countrywide, Fannie Mae, and IndyMac Bank who embraced the rampant sale of subprime mortgages (sometimes called liars’ loans), but also many conformist managers and employees who blindly went along with the strategy. A conformist is concerned only with avoiding conflict. This style often results from rigid rules and authoritarian environments in which leaders perceive subordinate recommendations as a challenge or threat.12 The pragmatic survivor has qualities of all four extremes—depending on which style fits with the prevalent situation. This type of follower uses whatever style best benefits his or her own position and minimizes risk. Within any given company, some 25 to 35 percent of followers tend to be pragmatic survivors, avoiding risks and fostering the status quo, often for political reasons. Government appointees often demonstrate this followership style because they have their own agendas and a short period of time in which to implement them. They may appeal to the necessary individuals, who themselves have a limited time to accomplish goals and are therefore willing to do whatever is necessary to survive in the short run. Pragmatic survivors also may emerge when an organization is going through desperate times, and followers find themselves doing whatever is needed to get themselves through the difficulty.13 [Leader’s shelf-Insight 7.1 Box Here] The passive follower exhibits neither critical, independent thinking nor active participation. Being passive and uncritical, these followers display neither initiative nor a sense of responsibility. Their activity is limited to what they are told to do, and they accomplish things only with a great deal of supervision. The assistant manager at one large hotel found herself having to supervise her boss’s daughter, who failed to follow procedures, had to be told over and over when and how to perform tasks, and showed little interest in the job, reflecting the characteristics of a passive follower.14 Passive followers leave the thinking to their leaders. Sometimes, however, this style is the result of a leader who expects and encourages passive behavior. Followers learn that to show initiative, accept responsibility, or think creatively is not rewarded, and may even be punished by the leader, so they grow increasingly passive. Passive followers are often the result of leaders who are overcontrolling of others and who punish mistakes.15 The effective follower is both a critical, independent thinker and active in the organization. Effective followers behave the same toward everyone, regardless of their positions in the organization. They do not try to avoid risk or conflict. Rather, effective followers have the courage to initiate change and put themselves at risk or in conflict with others, even their leaders, to serve the best interest of the organization. Characterized by both mindfulness and a willingness to act, effective followers are essential for an organization to be effective. They are capable of self-management, they discern strengths and weaknesses in themselves and in the organization, they are committed to something bigger than themselves, and they work toward competency, solutions, and a positive impact. Dawn Marshall, a cashier at Pathmark, illustrates the characteristics of the effective follower. [In The Lead Box 2 Here] Dawn Marshall has taken what some would consider a boring, low-paying job and imbued it with meaning and value. She accepts responsibility for her own personal fulfillment and finds ways to expand her potential and use her capacities to serve the needs of others and the organization. Effective followers like Dawn Marshall also act as leaders by setting an example and using a positive attitude to inspire and uplift other people. Effective followers are far from powerless—and they know it. Therefore, they do not despair in their Ch 07-4 Daft positions, nor do they resent or manipulate others. This chapter’s Consider This provides highlights from a speech given by Nelson Mandela that explains his meaning of effective followership. Demands on the Effective Follower Effective followership is not always easy. The discussion of courage and integrity in Chapter 6 applies to followers as well as leaders. Indeed, followers sometimes experience an even greater need for these qualities because of their subordinate position. To be effective, followers have to know what they stand for and be willing to express their own ideas and opinions to their leaders, even though this might mean risking their jobs, being demeaned, or feeling inadequate.17 Effective followers have the courage to accept responsibility, challenge authority, participate in change, serve the needs of the organization, and leave the organization when necessary.18 [Consider This Box Here] The Courage to Assume Responsibility The effective follower feels a sense of personal responsibility and ownership in the organization and its mission. Thus, the follower assumes responsibility for his or her own behavior and its impact on the organization. Effective followers do not presume that a leader or an organization will provide them with security, permission to act, or personal growth. Instead, they initiate the opportunities through which they can achieve personal fulfillment, exercise their potential, and provide the organization with the fullest extent of their capabilities. Emiliana “Millie” Barela has been cleaning rooms for 32 years at Antlers at Vail, a Colorado ski lodge. She takes pride in her work and sees her job as an important part of creating a good experience for guests. Barela takes it upon herself to get to know guests and put their interests and needs first.19 The Courage to Challenge Effective followers don’t sacrifice their personal integrity or the good of the organization in order to maintain harmony. If a leader’s actions and decisions contradict the best interests of the organization, effective followers take a stand. Obedience is considered a high virtue in military organizations, for example, but the U.S. Army teaches soldiers that they have a duty to disobey illegal or immoral orders.20 Good leaders want followers who are willing to challenge them for the good of the organization. Rob Hummel, head of international postproduction at Dreamworks SKG, once promoted a manager who was known for being “difficult.” Why? Because he knew this manager’s willingness to speak truthfully to higher-ups was a strength to the organization.21 Leaders are human and make mistakes. Effective leaders depend on followers who have the courage to challenge them. The Courage to Participate in Transformation Effective followers view the struggle of corporate change and transformation as a mutual experience shared by all members of the organization. When an organization undergoes a difficult transformation, effective followers support the leader and the organization. They are not afraid to confront the changes and work toward reshaping the organization. David Chislett, of Imperial Oil’s Dartmouth, Nova Scotia refinery, was faced with this test of courage. The refinery was the least efficient in the industry and the board of directors gave management nine months to turn things around. Chislett’s bosses asked him to give up his management position and return to the duties of a wage earner as part of an overall transformation strategy. He agreed to the request, thereby contributing to the success of the refinery’s transformation.22 The Courage to Serve An effective follower discerns the needs of the organization and actively seeks to serve those needs. Just as leaders can serve others, as discussed in the previous chapter, so can followers. A follower can provide strength to the leader by supporting the leader and by contributing to the organization in areas that complement the leader’s position. By displaying the will to serve others over themselves, followers act for the common mission of the organization with a passion that equals that of a leader. Timothy D. Cook, who is second in command at Apple, is known as an exceptional follower. Daft Ch 07-5 [In The Lead Box 3Here] The Courage to Leave Sometimes organizational or personal changes create a situation in which a follower must withdraw from a particular leader–follower relationship. People might know they need new challenges, for example, even though it is hard to leave a job where they have many friends and valued colleagues. If followers are faced with a leader or an organization unwilling to make necessary changes, it is time to take their support elsewhere. In addition, a follower and leader may have such strong differences of opinion that the follower can no longer support the leader’s decisions and feels a moral obligation to leave. U.S. General John Batiste turned down a promotion and resigned because he felt he could no longer support civilian leaders’ decisions regarding Iraq. The role of military officers is to advise civilian leaders and then carry out orders even when they disagree. Gen. Batiste spent weeks torn between his sense of duty and respect for the chain of command and a feeling that he owed it to his soldiers to speak out against leaders’ decisions. Ultimately, believing he could no longer serve his leaders as he should, the general had the courage to leave the job, even though it meant the end of a lifelong career he highly valued.24 Developing Personal Potential How do followers expand their potential to be critical, independent thinkers who make active contributions to their organizations? Later in this chapter, we will discuss the crucial role of leaders in developing effective followers. However, followers can expand their own capabilities by developing and applying personal leadership qualities in both their private and work lives. One well-known and widely acclaimed approach to helping people deal courageously with life’s changes and challenges is Stephen Covey’s The Seven Habits of Highly Effective People.25 Covey defines a habit as the intersection of knowledge, skill, and desire. His approach to personal and interpersonal effectiveness includes seven habits arranged along a maturity continuum, from dependence to independence to interdependence, as illustrated in Exhibit 7.2. Each habit builds on the previous one so that individuals grow further along the maturity continuum as they develop these personal effectiveness habits. In organizations, many people fall into a mindset of dependency, expecting someone else to take care of everything and make all the decisions. The dependent person is comparable to the passive follower we described earlier, displaying neither initiative nor a sense of personal responsibility. Dependent people expect someone else to take care of them and blame others when things go wrong. An independent person, on the other hand, has developed a sense of self-worth and an attitude of self-reliance. Independent people accept personal responsibility and get what they want through their own actions. To be a truly effective follower—or a leader— requires a further step to interdependence, the realization that the best things happen by working cooperatively with others, that life and work are better when one experiences the richness of close interpersonal relationships. From Dependence to Independence Covey’s first three habits deal with self-reliance and self-mastery. Covey calls these private victories because they involve only the individual follower growing from dependence to independence, not the follower in relationship with others.26 Habit 1: Be Proactive® Being proactive means more than merely taking initiative; it means being responsible for your own life. Proactive people recognize that they have the ability to choose and to act with integrity. They don’t blame others or life’s circumstances for their outcomes. Eleanor Roosevelt was talking about being proactive when she observed that, “No one can make you feel inferior without your consent.”27 Proactive people know that it is not what happens to them but how they respond to it that ultimately matters. Habit 2: Begin with the End in Mind® This means to start with a clear mental image of your destination. For each individual, beginning with the end in mind means knowing what you want, what is deeply important to you, so that you can live each day in a way that contributes to your personal vision. In addition to clarifying Ch 07-6 Daft goals and plans, this habit entails establishing guiding principles and values for achieving them. Habit 3: Put First Things First® This habit encourages people to gain control of time and events by relating them to their goals and by managing themselves. It means that, rather than getting tangled up dealing with things, time, and activities, we should focus on preserving and enhancing relationships and on accomplishing results. Effective Interdependence The first three habits build a foundation of independence, from which one can move to interdependence— caring, productive relationships with others—which Covey calls public victories. Moving to effective interdependence involves open communication, effective teamwork, and building positive relationships based on trust, caring, and respect, topics that are discussed throughout this book. No matter what position you hold in the organization, when you move to interdependence, you step into a leadership role. Habit 4: Think Win–Win® To think win–win means understanding that without cooperation, the organization cannot succeed. When followers understand this, they cooperate in ways that ensure their mutual success and allow everyone to come out a winner. Win–win is a frame of mind and heart that seeks agreements or solutions that are mutually beneficial and satisfying. Habit 5: Seek First to Understand, Then to Be Understood® This principle is the key to effective communication. Many people don’t listen with the intent to understand; they are too busy thinking about what they want to say. Seeking first to understand requires being nonjudgmental and able to empathize with the other person’s situation. Empathetic listening gets inside another person’s frame of reference so that you can better understand how that person feels. Chapter 9 discusses communication in detail. Habit 6: Synergize® Synergy is the combined action that occurs when people work together to create new alternatives and solutions. In addition, the greatest opportunity for synergy occurs when people have different viewpoints, because the differences present new opportunities. The essence of synergy is to value and respect differences and take advantage of them to build on strengths and compensate for weaknesses. Habit 7: Sharpen the Saw® This habit encompasses the previous six—it is the habit that makes all the others possible. “Sharpening the saw” is a process of using and continuously renewing the physical, mental, spiritual, and social aspects of your life. To be an effective follower or an effective leader requires living a balanced life. For example, John Barr founded Barr Devlin, an investment bank that specializes in utility mergers, but he is also a writer who has published four volumes of poetry.28 What Leaders Want from Followers If followers don’t do their jobs well, leaders and the organization suffer. One aspect of being a good follower is to understand what leaders want and need. Leaders and organizational situations vary, but here are a few things every good leader wants from his or her followers:29 1. A Make-It-Happen Attitude. Leaders don’t want excuses. They want results. A leader’s job becomes smoother when he or she has followers who are positive and self-motivated, who can get things done, who accept responsibility, and who excel at required tasks. Leaders value those people who take responsibility when they see something that needs to be done or a problem that needs to be solved. In addition, people who are innovative and creative, who propose ideas and alternatives, are highly important to the leader’s success. Have you ever sat in a meeting where everyone, including the boss, seems confused and uncertain—and then one person introduces a significant new idea or insight? Right then, the tempo changes and things move forward. Leaders depend on the ideas and actions of followers. 2. A Willingness to Collaborate. Leaders are responsible for much more in the organization than any Daft Ch 07-7 individual follower’s concerns, feelings, and performance. Each follower is a part of the leader’s larger system and should realize that his or her actions affect the whole. Larry Bossidy, former chairman and CEO of AlliedSignal and of Honeywell, tells about a conflict between the heads of manufacturing and marketing at one organization. Because the two managers didn’t communicate with one another, inventories were always out of whack. The CEO finally had to fire them both because their refusal to cooperate was hurting the organization. They got their jobs back when they jointly called and said they got the point and would change their behavior.30 3. The Motivation to Stay Up-to-Date. Bosses want followers to know what is happening in the organization’s industry or field of endeavor. In addition, they want people to understand their customers, their competition, and how changes in technology or world events might affect the organization. Most people try to learn all they can in order to get a job, but they sometimes grow complacent and fail to stay current with what’s going on outside the narrow confines of their day-to-day work. 4. The Passion to Drive Your Own Growth. Similarly, leaders want followers who seek to enhance their own growth and development rather than depending solely on the leader to do it. This chapter’s Leader’s Bookshelf describes an approach followers can take to drive their own development and suggests that the best performers are not necessarily people with innate talent but those who take responsibility for continuously improving themselves. Improvement efforts might include taking classes or seminars, but there are many other ways people can drive their professional growth. Anything that exposes an individual to new people and ideas can enhance personal and professional development. One example is when followers actively network with others inside and outside the organization. Another is when followers take on difficult assignments, which demonstrates a willingness to face challenges, stretch their limits, and learn. [Leader’s Bookshelf Here] Strategies for Managing Up There is growing recognition that how followers manage their leaders is just as important as how their leaders manage them.31 Most followers at some point complain about the leader’s deficiencies, such as a failure to listen, to encourage, or to recognize followers’ efforts.32 Sometimes, though, we need to look in the mirror before blaming our leaders for an unsatisfying or unproductive relationship. Effective followers transform the leader–follower relationship by striving to improve their leaders rather than just criticizing them. To be effective, followers develop a meaningful, task-related relationship with their bosses that enables them to add value to the organization even when their ideas disagree with those of the leader.33 You might have experienced this with a special teacher or coach. For example, students who are especially interested in a class sometimes challenge the professor on a topic as a way to expand the professor’s thinking and enhance the learning experience for everyone. [Leader’s shelf-Insight 7.2 Box Here] Followers should also be aware of behaviors that can annoy leaders and interfere with building a quality relationship. One business magazine interviewed powerful people about their pet peeves and identified more than two dozen misdemeanors that followers often commit without being aware of it. Most relationships between leaders and followers are characterized by some emotion and behavior based on authority and submission. Leaders are authority figures and may play a disproportionately large role in the mind of a follower. The relationships between leaders and followers are not unlike those between parents and children, and individuals may engage old family patterns when entering into leader–follower relationships.34 Effective followers, conversely, typically perceive themselves as the equals of their leaders, not inherently subordinate.35 Exhibit 7.3 illustrates the strategies that enable followers to overcome the authority-based Ch 07-8 Daft relationship and develop an effective, respectful relationship with their leaders. Be a Resource for the Leader Effective followers align themselves with the purpose and the vision of the organization. They ask the leader about vision and goals and work to achieve them. In this way, followers are a resource of strength and support for the leader. This alignment involves understanding the leader’s goals, needs, strengths and weaknesses, and organizational constraints. An effective follower can complement the leader’s weaknesses with the follower’s own strengths.36 Similarly, effective followers indicate their personal goals and the resources they bring to the organization. Effective followers inform their leaders about their own ideas, beliefs, needs, and constraints. The more leaders and followers can know the day-to-day activities and problems of one another, the better resources they can be for each other. At one organization, a group of disabled employees took advantage of a board meeting to issue rented wheelchairs to the members, who then tried to move around the factory in them. Realizing what the workers faced, the board got the factory’s ramps improved, and the employees became a better resource for the organization.37 Help the Leader Be a Good Leader Good followers seek the leader’s counsel and look for ways the leader can help improve their skills, abilities, and value to the organization. They help their leaders be good leaders by simply saying what they need in order to be good followers. If a leader believes a follower values his or her advice, the leader is more likely to give constructive guidance rather than unsympathetic criticism. A leader can also become a better leader when followers compliment the leader and thank him or her for behavior that followers appreciate, such as listening, rewarding followers’ contributions, and sharing credit for accomplishments.38 If a leader knows what followers appreciate, the leader is more likely to repeat that behavior. Sometimes, effective followers have to find diplomatic ways to let leaders know when their behavior is counterproductive. Asking for advice, thanking the leader for helpful behaviors, modeling the behavior you want, and being honest about areas that need improvement are important ways followers can influence the conduct of leaders and help them be better leaders. Build a Relationship with the Leader Effective followers work toward a genuine relationship with their leaders, which includes developing trust and speaking honestly on the basis of that trust.39 By building a relationship with a leader, a follower makes every interaction more meaningful to the organization. Furthermore, the relationship is imbued with mutual respect rather than authority and submission. Wes Walsh used mindful initiatives to create a relationship with his boss that maximized his own upward influence. [In The Lead Box 4 Here] Wes Walsh’s conscious effort to interact and get his boss comfortable saying yes on small matters set a precedent for a pattern of respect that was not lost even on his autocratic superior. Followers can generate respect by asking questions about the leader’s experiences in the follower’s position, actively seeking feedback, and clarifying the basis for specific feedback and criticism from the leader. Followers can also ply the leader for company stories.41 By doing so, followers are getting beyond submissive behavior by asking leaders to be accountable for their criticism, to have empathy for the followers’ position, and to share history about something both parties have in common—the organization. View the Leader Realistically Daft Ch 07-9 Unrealistic follower expectations is one of the biggest barriers to effective leader– follower relationships. To view leaders realistically means to give up idealized images of them. Understanding that leaders are fallible and will make many mistakes leads to acceptance and the potential for an equitable relationship. The way in which a follower perceives his or her leader is the foundation of their relationship. It helps to view leaders as they really are, not as followers think they should be.42 Similarly, effective followers present realistic images of themselves. Followers do not try to hide their weaknesses or cover their mistakes, nor do they criticize their leaders to others.43 Hiding things is symptomatic of conforming and passive followers. Criticizing leaders to others merely intensifies estrangement and reinforces the mindset of an alienated follower. These kinds of alienated and passive behaviors can have negative—and sometimes disastrous—consequences for leaders, followers, and the organization. Only positive things about a leader should be shared with others. It is an alienated follower who complains without engaging in constructive action. Instead of criticizing a leader to others, it is far more constructive to directly disagree with a leader on matters relevant to the department’s or organization’s work. What Followers Want from Leaders Throughout much of this chapter, we’ve talked about demands on followers and how followers can become more effective and powerful in the organization. However, the full responsibility doesn’t fall on the follower. Good followers are created partly by leaders who understand their requirements and obligations for developing people.44 Leaders have a duty to create a leader–follower relationship that engages whole people rather than treats followers as passive sheep who should blindly follow orders and support the boss. Research indicates that followers have expectations about what constitutes a desirable leader.45 Exhibit 7.4 shows the top four choices in rank order based on surveys of followers about what they desire in leaders and colleagues. Followers want their leaders to be honest, forward-thinking, inspiring, and competent. A leader must be worthy of trust, envision the future of the organization, inspire others to contribute, and be capable and effective in matters that will affect the organization. In terms of competence, leadership roles may shift from the formal leader to the person with particular expertise in a given area. Followers want their fellow followers to be honest and competent, but also dependable and cooperative. Thus, desired qualities of colleagues share two qualities with leaders—honesty and competence. However, followers themselves want other followers to be dependable and cooperative, rather than forward-thinking and inspiring. The hallmark that distinguishes the role of leadership from the role of followership, then, is not authority, knowledge, power, or other conventional notions of what a follower is not. Rather, the distinction lies in the clearly defined leadership activities of fostering a vision and inspiring others to achieve that vision. Chapter 13 discusses vision in detail, and Chapter 14 describes how leaders shape cultural values that support achievement of the vision. The results in Exhibit 7.4 also underscore the idea that behaviors of effective leaders and followers often overlap. Followers do not want to be subjected to leader behavior that denies them the opportunity to make valued contributions. Leaders have a responsibility to enable followers to fully contribute their ideas and abilities. Three specific ways leaders enhance the abilities and contributions of followers are by offering clarity of direction, giving honest, constructive feedback, and providing coaching. Clarity of Direction It is the leader’s job to clearly communicate where the group or organization is going and why.46 Creating an inspiring vision is only one aspect of setting direction. Followers also need specific, unambiguous goals and objectives, on both an individual and team level. Numerous studies have shown that clear, specific, challenging goals enhance people’s motivation and performance.47 Having clear goals lets people know where to focus their attention and energy and enables them to feel a sense of pride and accomplishment when goals are achieved. Ch 07-10 Daft Providing clarity of direction enables followers to manage their own behaviors and track their own progress. In addition, it provides a basis for understanding leader decisions regarding bonuses, salary increases, or promotions. Another aspect of clarifying direction is helping followers see how their own individual jobs fit in the larger context of the team, department, and total enterprise. This is one reason many leaders use open-book management. When people can see the bigger financial picture, they have a perspective on where the organization stands and how they can contribute. Frequent, Specific, and Immediate Feedback When managers were asked in a McKinsey & Company survey what factors contributed to their growth and development, respondents ranked “candid, insightful feedback” as one of the most important elements. Unfortunately, most also indicated that their supervisors did not do a good job of providing such feedback.48 Effective leaders see feedback as a route to improvement and development, not as something to dread or fear. When a leader provides feedback, it signals that the leader cares about the follower’s growth and career development and wants to help the person achieve his or her potential.49 [Leader’s shelf-Insight 7.3 Box Here] Feedback occurs when a leader uses evaluation and communication to help individuals learn about themselves and improve.50 Many people face significant challenges in giving and receiving feedback, particularly negative feedback.51 One problem is that feedback is often “saved up” for annual evaluation time. Effective leaders, though, provide both positive and negative constructive feedback on an ongoing basis. If someone handles a difficult task, for instance, the leader offers feedback on the spot rather than letting the person wonder how effective he or she was, perhaps imagining the worst. If you’ve ever given a class presentation and received no feedback from either the professor or other students, for example, your imagination likely began to conjure up a highly negative rather than a positive evaluation of your performance. As former advertising account executive Ryan Broderick said, “hearing something is better than hearing nothing.”52 Followers appreciate positive feedback, but they also want to know when they aren’t doing what is expected of them, and they want the feedback to be specific enough to enable them to do better. Leaders who avoid giving any critical feedback “achieve kindness in the short term but heartlessness in the long run, dooming the problem employee to non-improvement.”53 Here are some ways leaders can provide feedback that benefits followers and takes less of an emotional toll on both leader and follower:54 1. Make it timely. People shouldn’t have to wait for an annual review to know how they’re doing or how they can improve. Leaders should give feedback as soon as possible after they observe a behavior or action they want to correct or reinforce. Often, this means immediately, such as when a leader says, “Great job on the presentation, Sal, and you used graphics very effectively. The only place I see it could have been better would be including some specifics like past sales figures. Do you know where to find that information or would you like me to set up a meeting with our sales manager?” If leaders wait to offer feedback, it should be only long enough to gather necessary information or to marshal their thoughts and ideas. 2. Focus on the performance, not the person. Feedback should not be used simply to criticize a person or to point out faults. A person who feels like he or she is being attacked personally will not learn anything from the feedback. The focus should always be on how the follower can improve. Leaders have to point out work that is poorly done, but it is equally important to reinforce work that is done well. This helps people learn from what they do right, and softens the impact of negative feedback. 3. Make it specific. Effective feedback describes the precise behavior and its consequences, and explains Daft Ch 07-11 why the leader either approves of the behavior or thinks there is a need for improvement. The leader might provide illustrations and examples to clarify what behavior is considered effective, and he or she always checks for understanding rather than assuming the follower knows what actions the leader wants. 4. Focus on the desired future, not the past. Good leaders don’t drag up the failures and mistakes of the past. In addition, if it is clear that a follower’s mistake was a one-time occurrence and not likely to be repeated, the leader will let it go rather than offering negative feedback. Effective feedback looks toward the future, minimizes fault-finding, and describes the desired behaviors and outcomes. Coaching to Develop Potential Coaching takes feedback a step further to help followers upgrade their skills and enhance their career development. Leadership coaching is a method of directing or facilitating a follower with the aim of improving specific skills or achieving a specific development goal, such as developing time management skills, enhancing personal productivity, or preparing for new responsibilities. At Xerox, for example, former CEO Anne Mulcahy acted as a leadership coach for her successor, Ursula Burns. Burns is a master problem-solver, but she admits she needs to listen better instead of “letting my big mouth drive the discussion,” and she lacks Mulcahy’s patience, diplomacy, and mastery at getting people lined up to support decisions and actions. These are areas in which Mulcahy’s coaching helped Burns expand her capabilities for being a CEO.55 Coaching doesn’t mean trying to change people and make them something other than what they are. Instead, it means helping followers realize their potential.56 To understand what it means to be a coach, consider the difference in mindset and behavior required for managing versus coaching: Managing Coaching57 Telling Empowering Judging Facilitating Controlling Developing Directing Supporting; removing obstacles Rather than telling followers what to do, directing and controlling their behavior, and judging their performance, which is a traditional management role, coaching involves empowering followers to explore, helping them understand and learn, providing support, and removing obstacles that stand in the way of their ability to grow and excel. Coaching generally follows a four-step process, as illustrated in Exhibit 7.5.58 Observations are visible occurrences in which the leader identifies a performance gap or an opportunity to help a follower improve in a specific area. For example, Raj, the assistant director of a social services agency, notices that Janine, program manager for job services, routinely stays late to re-do or complete the work of people in her department. Following this observation, the next step is for Raj to talk with Janine about her behavior and strive for agreement that there is a problem or a chance to improve her leadership by learning to delegate more effectively. Step 2, discussion and agreement, is an essential part of coaching. A leader who tries to coach a follower who sees no need for coaching is wasting his or her time. The follower has to be interested in improving and have a shared understanding of the areas that need work. The third step involves creating and following a coaching plan with specific goals, action steps, measures of success, and a timeline for Janine to delegate more effectively. The plan might include specific training sessions, times when Raj and Janine will meet to work toward the goals. Leaders also take advantage of opportunities to coach on the spot.59 For example, if Raj notices Janine handling a routine departmental task, he can encourage her development by Ch 07-12 Daft asking her if one of her subordinates could handle the task instead. Throughout the active coaching process, the leader is providing ongoing feedback, as well as listening to feedback from the follower regarding the coaching process. Follow-up, the final step in coaching, means setting a date to check the follower’s progress, reinforcing learning, discussing any problems and ways the leader can help, and looking for opportunities for additional coaching and feedback. Leaders can take either a directive coaching or a supportive coaching approach. Directive coaching, which involves showing or telling a person what needs to be done and how to do it, is closest to a traditional managing role. This approach is most helpful when the leader is coaching a follower who is inexperienced in a particular job or whose performance needs immediate improvement. The leader might instruct a new employee who needs to develop skills in the leader’s area of expertise, show the person the most expedient way to handle tasks, and provide answers to the employee’s questions. Supportive coaching, such as the coaching provided by Anne Mulcahy to Ursula Burns, described earlier, involves helping others create their own solutions. Supportive coaching is built on a more collaborative relationship with the follower. Rather than providing direct answers or telling the follower what to do, the leader facilitates follower learning, such as by asking questions to guide the individual’s thinking, allowing the individual to learn through trial and error, and serving as a resource and supporter for the follower’s journey of discovery and development. The leader helps the follower think critically about his or her own performance and judge progress toward achieving goals. One of the primary benefits followers describe from leadership coaching is the opportunity to receive clear, direct feedback about their performance, which underscores the fact, discussed in the previous section, that many leaders fail to effectively provide feedback. Exhibit 7.6 shows other factors that followers find useful from coaching, including gaining a new perspective, getting advice on handling specific organizational situations, dealing with organizational politics, and receiving encouragement and support.60 Leadership Essentials The important role of followership in organizations is increasingly recognized. People are followers more often than leaders, and effective leaders and followers share similar characteristics. An effective follower is both independent and active in the organization. Being an effective follower depends on not becoming alienated, conforming, passive, or a pragmatic survivor. Effective followership is not always easy. Effective followers display the courage to assume responsibility, to challenge their leaders, to participate in transformation, to serve others, and to leave the organization when necessary. Strategies for being an effective follower include being a resource, helping the leader be a good leader, building a relationship with the leader, and viewing the leader realistically. Leaders want followers who are positive and self-motivated, who take action to get things done, who accept responsibility, and who excel at required tasks. Followers want both their leaders and their colleagues to be honest and competent. However, they want their leaders also to be forward-thinking and inspirational. The two latter traits distinguish the role of leader from follower. Followers want to be led, not controlled. They also want leaders to create an environment that enables people to contribute their best. Three specific ways leaders enhance the abilities and contributions of followers are by offering clarity of direction, giving honest, constructive feedback, and providing coaching. Followers want feedback that is timely and specific, focuses on performance rather than the person, and focuses on the future rather than dragging up mistakes of the past. Leaders can use directive or suppor tive coaching to help followers improve specific skills or achieve a specific development goal. Discussion Questions 1. Discuss the role of a follower. Why do you think so little emphasis is given to followership compared to Daft Ch 07-13 leadership in organizations? 2. Compare the alienated follower with the passive follower. Can you give an example of each? How would you respond to each if you were a leader? 3. As a leader, what would you want most from followers? As a follower, what would you want most from your leader? How do these differ? How are they the same? 4. Which of the five demands on effective followers described in the chapter do you feel is most important? Least important? How might a follower derive the courage to behave in new ways to be more effective? Discuss. 5. Do you think you would respond better to feedback that is presented using a traditional scheduled performance review format or feedback that is presented as a routine part of everyday work activities? Discuss. How do you think leaders should frame negative feedback to achieve the best results? 6. Describe the strategy for managing up that you most prefer. Explain. 7. One organizational observer suggested that bosses who won’t give negative feedback to followers who need it cause even more damage in the long run than those who fly off the handle when a follower makes a mistake. Do you agree? Discuss. 8. Is the will to leave a job the ultimate courage of a follower, compared to the will to participate in transformation? Which would be hardest for you? 9. What does leadership coaching mean to you? How should leaders decide which followers they will provide with coaching? Leadership at Work FOLLOWER ROLE PLAY You are a production supervisor at Hyperlink Systems. Your plant produces circuit boards that are used in Nokia cell phones and IBM computers. Hyperlink is caught in a competitive pricing squeeze, so senior management hired a consultant to study the production department. The plant manager, Sue Harris, asked that the consultant’s recommendations be implemented immediately. She thought that total production would increase right away. Weekly production goals were set higher than ever. You don’t think she took into account the time required to learn new procedures, and plant workers are under great pressure. A handful of workers have resisted the new work methods because they can produce more circuit boards using the old methods. Most workers have changed to the new methods, but their productivity has not increased. Even after a month, many workers think the old ways are more efficient, faster, and more productive. You have a couple of other concerns with Harris. She asked you to attend an operations conference, and at the last minute sent another supervisor instead, without any explanation. She has made other promises of supplies and equipment to your section, and then has not followed through. You think she acts too quickly without adequate implementation and follow-up. You report directly to Harris and are thinking about your responsibility as a follower. Write below specifically how you would handle this situation. Will you confront her with the knowledge you have? When and where will you meet with her? What will you say? How will you get her to hear you? ___ ___ Ch 07-14 Daft ___ What style—effective, conformist, passive, alienated—best describes your response to this situation? Referring to Exhibit 7.3, which strategy would you like to use to assist Harris? ___ ___ ___ In Class: The instructor can ask students to volunteer to play the role of the plant manager and the production supervisor. A few students can take turns role-playing the production supervisor in front of the class to show different approaches to being a follower. Other students can be asked to provide feedback on each production supervisor’s effectiveness and on which approach seems more effective for this situation. Source: Based on K. J. Keleman, J. E. Garcia, and K. J. Lovelace, Management Incidents: Role Plays for Management Development (Dubuque, Iowa: Kendall Hunt Publishing Company, 1990), pp. 73–75, 83. Leadership Development: Cases for Analysis GENERAL PRODUCTS BRITAIN Carl Mitchell was delighted to accept a job in the British branch office of General Products, Inc., a multinational consumer products corporation. Two months later, Mitchell was miserable. The problem was George Garrow, the general manager in charge of the British branch, to whom Mitchell reported. Garrow had worked his way into the general manager’s position by “keeping his nose clean” and not making mistakes, which he accomplished by avoiding controversial and risky decisions. As Mitchell complained to his wife, “Any time I ask him to make a decision, he just wants us to dig deeper and provide 30 more pages of data, most of which are irrelevant. I can’t get any improvements started.” Garrow seemed terrified of departing from the status quo, but Mitchell was planning changes to the line of frozen breakfast foods he was in charge of and needed Garrow’s support. While competitors were introducing new frozen breakfast products, Garrow clung to what was familiar—a 1990s package design and breakfast foods that were laden with fat and sodium. Sales were stagnating and grocers were giving shelf space to more successful products. Running out of patience and struggling to stay motivated, Mitchell decided to make one last attempt to persuade Garrow to revamp the frozen breakfast line. After Garrow agreed to listen to his ideas, Mitchell went to work, scrambling to pull together the extensive data he knew would be required to make Garrow feel comfortable rolling out a new line of frozen breakfast foods for the health-conscious consumer. For the next four weeks, Mitchell and two product managers worked extensive overtime, gathering data and developing a plan. They studied competitors, researched consumer breakfast habits, and hired a Chicago design firm to mock up a new package design. They even met with a dietician to analyze the fat and sugar content of the most popular breakfast foods and develop healthier options. Believing he had a solid plan, Mitchell then held focus groups to fine-tune the final details of the plan. Finally, Mitchell and the product managers prepared a PowerPoint deck and practiced their presentation. They were ready to present their ideas to Garrow. On the morning of the presentation, Mitchell was ecstatic. Looking to one of the product managers, Mitchell said, “This plan is brilliant. Thanks for all your creative work on a tight schedule. I can hardly wait to present our data and product plan. We’re all exhausted, but there’s going to be a payoff.” Unfortunately, Garrow didn’t share this enthusiasm. He was quiet during the presentation and looked at his watch several times. Sensing Garrow’s uneasiness, Mitchell quickly wrapped up his presentation, saying, “As Daft Ch 07-15 supported by our research presented this morning, I am convinced General Products can successfully launch the following low-fat, low-sugar frozen breakfast items: a home-style, organic wheat waffle and a breakfast sandwich made of low-fat yogurt and whole wheat cereal wafers.” After an uncomfortably long silence, Garrow cleared his voice, shifted in his chair, and said, “You know, this is a huge investment, Carl. I’d like to see you build a more solid case with some additional research on these two breakfast options. Shouldn’t we be offering a low-carb option, too? And what about teenagers? You didn’t mention them in your presentation. They don’t even eat breakfast, do they? Can you get me some answers to these questions? And let’s take this slow, Carl. Just be patient. We don’t want to rush; we need to cover all our bases.” Soon after this meeting, Mitchell’s two best product managers quit, burned out and frustrated with the lack of support and the demand for additional pointless data. QUESTIONS 1. How would you evaluate Mitchell as a follower? How would you evaluate his courage and style? 2. If you were Mitchell, would you confront Garrow and share your honest feelings and frustrations? 3. If you were Garrow’s boss and Mitchell came to see you, what would you say? JAKE’S PET LAND Adam Gerrit glanced up from the cash register as his first customers of the day walked into Jake’s Pet Land, a neighborhood pet store that is part of a small, regional chain. A young boy, obviously distraught, reluctantly placed a shoebox on the counter. “We have a problem,” whispered the boy’s dad, “and I would like to get a refund.” Cautiously, Adam lifted the lid of the shoebox and found an ebony-colored chinchilla hunched in the corner of the box, huddled in wood chips and barely breathing. Normally inquisitive and active, the chinchilla was obviously sick. The boy’s father, a loyal customer for several years, handed Adam a receipt. Adam knew the refund policy by heart: “The health of exotic animals is guaranteed for seven days after purchase. No refunds are granted after seven days.” The chinchilla had been purchased 10 days ago, but Adam, as a long-time employee, knew his manager would agree to bend the rules in this case and grant this customer a full refund. Putting the policy manual out of his mind, Adam handed the customer a full refund of $125, saying to the distraught boy, “I’m sorry your little buddy didn’t make it. Would you like to look for another pet?” Although he had clearly stretched the return policy rules, Adam felt confident that his store manager, Phillip Jordan, would support his decision. Jordan did support Adam’s decision to bend company rules if it meant retaining a loyal customer. Although the store’s thick policy manual called for strict adherence to established procedures, Jordan encouraged employees to think independently when meeting the needs of customers. Jordan also felt strongly about building camaraderie among his small staff, even if it meant straying outside the edicts in the policy manual. For example, Jordan bought the entire staff pizza and soft drinks as a reward for their cheerful attitude when asked to stay late to clean out the stockroom after the store closed. While they restocked shelves and mopped the stockroom floor, his employees told stories, traded jokes, and enjoyed helping each other complete the job quickly. Jordan was proud of the productive yet friendly culture he had created, even if his district manager would frown on some of his decisions. Without surprise, Jordan’s store steadily increased revenue, up 5.4 percent from the previous year. Employees were motivated and enthusiastic. One factor contributing to the store’s success was low employee turnover. Again setting company policy aside, Jordan retained his employees by offering slightly higher wages, granting small promotions with increased responsibilities, and rewarding “VIP” employees with free passes to a local theme park. Because all of the employees were pet owners, he also allowed employees to take home Ch 07-16 Daft overstocked pet supplies and free samples of new pet foods. This loyalty to employees resulted in a successful store. But Jordan knew his district manager would abruptly end all of these practices if he knew about them, so Jordan learned to keep guarded secrets. Trouble began when Jordan was transferred to another store, closer to his home, and a new manager with a completely different managerial style was brought in. Wedded to rules and procedures, Jan Whitall was driven by order and discipline. On Whitall’s first day on the job, she set the tone for her tenure with this announcement: “The company’s new compensation policy will be strictly followed in this store, and some of you will have your pay reduced to adhere to the new pay scales. This is uncomfortable for me, but it’s the result of some questionable decisions by your previous manager.” The morale of top performers, including Adam, plummeted. By the end of Whitall’s first month, she had fired an employee for violating the store’s return policy. The employee had granted a full refund for a ball python after the seven-day return period. Another employee was publicly reprimanded for giving a customer a sample of a new organic pet food to try before purchasing it. Stunned by these actions, employees became indignant and bristled under her tight authority. The friendly, warm culture had vanished. Adam Gerrit confided to his coworker, “I’ve applied for a position at the pet superstore down the road. Before I resign, I’m going to talk to Jan and see if she can lighten up on the rules.” Mustering his courage, Adam tapped on Whitall’s office door and asked if he could talk with her. Putting down her reading glasses and pushing away the financial reports in front of her, Whitall motioned for him to sit down. “I’m worried about morale around here,” Adam began. “Some of our best workers are leaving and I’m considering it, too. Under our previous manager, I loved coming to work and enjoyed the friendship of coworkers and customers. Now, everyone is in a sour mood and we’ve lost some customers.” Taking a deep breath, he continued. “If you are willing to be more flexible with the company policies, I would be willing to stay.” Unflustered, Whitall kept her firm stance. “Adam,” she explained, “I’m responsible to the district manager, who long suspected that the previous manager wasn’t adhering to company policies. It’s my intention to do my job the way I’ve been instructed, and I’m sorry to hear you will be leaving.” As Adam left her office with his head down, Whitall mused to herself that the district manager would be proud of her ability to stand firm. In fact, he had recently complimented her on her approach. Neither realized that sales would take a surprising dip in the next quarter. QUESTIONS 1. Which store manager—Phillip Jordan or Jan Whitall—would you prefer working for? How did each leader’s style affect the culture of the pet store? Explain. 2. What kind of follower was Adam Gerrit? In general, what characteristics of followers do you admire? What characteristics would you want them to display when working for you? 3. If you were the district manager, which store manager would you prefer to have working for you? Why? In your opinion, which manager did a better job of managing up? Which manager did a better job of managing down? References 1 Irvin D. Yalom, with Ben Yalom, “Mad About Me,” Inc. (December 1998), pp. 37–38. 2 Story told in Robert McGarvey, “And You Thought Your Boss Was Bad,” American Way (May 1, 2006), pp. 69–74. 3 Barbara Kellerman, “Pecking Orders; Why Some Lead and Others Follow,” The Conference Board Review (March–April 2008), pp. 49–51. Daft Ch 07-17 4 Robert E. Kelley, “In Praise of Followers,” Harvard Business Review (November/December 1988), pp. 142–148. 5 Bernard M. Bass, Bass & Stogdill’s Handbook of Leadership, 3rd ed. (New York: The Free Press, 1990). 6 Ira Chaleff, The Courageous Follower: Standing Up To and For Our Leaders (San Francisco: BerrettKoehler, 1995). 7 Ira Chaleff, “Learn the Art of Followership,” Government Executive (February 1997), p. 51. 8 Reported in Del Jones, “What Do These 3 Photos Have in Common? They Show Leaders and Their Followers, Winning Combos,” USA Today (December 10, 2003), p. 1B. 9 Keith H. Hammonds, “You Can’t Lead Without Making Sacrifices,” Fast Company (June 2001), pp. 106– 116. 10 Robert E. Kelley, The Power of Followership (New York: Doubleday, 1992). 11 Ibid., p. 101. 12 Ibid., pp. 111–112. 13 Ibid., pp. 117–118. 14 Based on an incident reported in “Ask Inc.,” Inc. (March 2007), pp. 81–82. 15 Kelley, The Power of Followership, p. 123. 16 Melanie Trottman, “Baggers Get the Sack, But Dawn Marshall Still Excels as One,” The Wall Street Journal (May 2, 2003), pp. A1, A6. 17 David N. Berg, “Resurrecting the Muse: Followership in Organizations,” presented at the 1996 International Society for the Psychoanalytic Study of Organizations (ISPSO) Symposium, New York, NY, June 14–16, 1996. 18 Chaleff, The Courageous Follower: Standing Up To and For Our Leaders. 19 Jones, “What Do These 3 Photos Have in Common?” 20 Major (General Staff) Dr. Ulrich F. Zwygart, “How Much Obedience Does an Officer Need? Beck, Tresckow, and Stauffenberg—Examples of Integrity and Moral Courage for Today’s Officer,” Combat Studies Institute; U.S. Army Command and General Staff College, Fort Leavenworth, Kansas, http://www. cgsc.army.mil/carl/resources/csi/Zwygart/zwygart.asp (accessed March 29, 2007). 21 “Open Mouth, Open Career” (sidebar) in Michael Warshaw, “Open Mouth, Close Career?” Fast Company (December 1998), p. 240. 22 Merle MacIsaac, “Born Again Basket Case,” Canadian Business (May 1993), pp. 38–44. 23 Nick Wingfield, “Apple’s No. 2 Has Low Profile, High Impact,” The Wall Street Journal (October 16, 2006), pp. B1, B9; and Yukari Iwatani Kane and Joann S. Lublin, “Absent Jobs, Cook Emerges as Key to Apple’s Core,” The Wall Street Journal (June 23, 2009), p. B1 24 Greg Jaffe, “The Two-Star Rebel; For Gen. Batiste, a Tour in Iraq Turned a Loyal Soldier into Rumsfeld’s Most Unexpected Critic,” The Wall Street Journal (May 13, 2006), p. A1. 25 Stephen R. Covey, The Seven Habits of Highly Effective People: Powerful Lessons in Personal Change Ch 07-18 Daft (New York: Simon & Schuster, 1989). 26 This discussion of the seven habits is based on Covey, The Seven Habits of Highly Effective People; and Don Hellriegel, John W. Slocum, Jr., and Richard Woodman, Organizational Behavior, 8th ed. (Cincinnati, OH: South-Western College Publishing, 1998), pp. 350–352. 27 Stephen R. Covey, The Seven Habits of Highly Effective People (New York: Fireside/Simon & Schuster, 1990), p. 72. 28 Jia Lynn Yang and Jerry Useem, “Cross-Train Your Brain,” Fortune (October 30, 2006), pp. 135–136. 29 These are based on Larry Bossidy, “What Your Leader Expects of You,” Harvard Business Review (April 2007), pp. 58–65; and Peter F. Drucker, “Drucker on Management: Managing the Boss,” The Wall Street Journal (August 1, 1986). 30 Bossidy. “What Your Leader Expects of You.” 31 David K. Hurst, “How to Manage Your Boss,” Strategy+Business, no. 28 (Third Quarter 2002), pp. 99– 103; Joseph L. Badaracco, Jr., Leading Quietly: An Unorthodox Guide to Doing the Right Thing (Boston: Harvard Business School Press, 2002); and Michael Useem, Leading Up: How to Lead Your Boss So You Both Win (New York: Crown Business, 2001). 32 Len Schlesinger, “It Doesn’t Take a Wizard to Build a Better Boss,” Fast Company (June/July 1996), pp. 102–107. 33 Hurst, “How to Manage Your Boss.” 34 Judith Sills, “When You’re Smarter Than Your Boss,” Psychology Today (May–June 2006), pp. 58–59; Sarah Kershaw, “My Other Family Is the Office,” The New York Times (December 4, 2008), p. E1; and Frank Pittman, “How to Manage Mom and Dad,” Psychology Today (November/December 1994), pp. 44– 74. 35 Kelley, “In Praise of Followers.” 36 Chaleff, The Courageous Follower: Standing Up To and For Our Leaders; and John J. Gabarro and John P. Kotter, “Managing Your Boss,” Harvard Business Review, “Best of HBR” (January 2005), pp. 92–99. 37 Christopher Hegarty, How to Manage Your Boss (New York: Ballantine, 1985), p. 147. 38 Ibid. 39 Chaleff, The Courageous Follower: Standing Up To and For Our Leaders. 40 Peter B. Smith and Mark F. Peterson, Leadership, Organizations and Culture (London: Sage Publications, 1988), pp. 144–145. 41 Pittman, “How to Manage Mom and Dad.” 42 Hegarty, How to Manage Your Boss. 43 Pittman, “How to Manage Mom and Dad.” 44 Berg, “Resurrecting the Muse.” 45 James M. Kouzes and Barry Z. Posner, Credibility: How Leaders Gain and Lose It, Why People Demand It (San Francisco: Jossey-Bass, 1993). Daft Ch 07-19 46 This section is based largely on Bossidy, “What Your Leader Expects of You.” 47 See Gary P. Latham and Edwin A. Locke, “Enhancing the Benefits and Overcoming the Pitfalls of Goal Setting,” Organizational Dynamics 35, no. 4 (2006), pp. 332–338; Edwin A. Locke and Gary P. Latham, “Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey,” The American Psychologist 57, no. 9 (September 2002), p. 705ff; Gary P. Latham and Edwin A. Locke, “SelfRegulation Through Goal Setting,” Organizational Behavior and Human Decision Processes 50, no. 2 (1991), pp. 212–247; G. P. Latham and G. H. Seijts, “The Effects of Proximal and Distal Goals on Performance of a Moderately Complex Task,” Journal of Organizational Behavior 20, no. 4 (1999), pp. 421–428; P. C. Early, T. Connolly, and G. Ekegren, “Goals, Strategy Development, and Task Performance: Some Limits on the Efficacy of Goal Setting,” Journal of Applied Psychology 74 (1989), pp. 24–33; and E. A. Locke, “Toward a Theory of Task Motivation and Incentives,” Organizational Behavior and Human Performance 3 (1968), pp. 157–189. 48 McKinsey & Company’s War for Talent 2000 Survey, reported in E. Michaels, H. Handfield-Jones, and B. Axelrod, The War for Talent (Boston: Harvard Business School Press, 2001), p. 100. 49 Jay M. Jackman and Myra H. Strober, “Fear of Feedback,” Harvard Business Review (April 2003), pp. 101–108; and Bossidy, “What Your Leader Expects of You.” 50 John C. Kunich and Richard I. Lester, “Leadership and the Art of Feedback: Feeding the Hands That Back Us,” The Journal of Leadership Studies 3, no. 4 (1996), pp. 3–22. 51 Based on Mark D. Cannon and Robert Witherspoon, “Actionable Feedback: Unlocking the Power of Learning and Performance Improvement,” Academy of Management Executive 19, no. 2 (2005), pp. 120– 134. 52 Quoted in Jared Sandberg, “Avoiding Conflicts, The Too-Nice Boss Makes Matters Worse,” The Wall Street Journal (February 26, 2008), p. B1. 53 Sandberg, “Avoiding Conflicts.” 54 Based on “Closing Gaps and Improving Performance: The Basics of Coaching,” excerpt, originally published as Chapter 4 of Performance Management: Measure and Improve the Effectiveness of Your Employees (Boston: MA: Harvard Business School Press, 2006). 55 Betsy Morris, “Dynamic Duo,” Fortune (October 15, 2007), pp. 78–86. 56 Patrick Sweeney, “Developing Leadership Potential Through Coaching,” Chief Learning Officer (March 2009), p. 22ff. 57 This table and the discussion are based on Andrea D. Ellinger and Robert P. Bostrom, “An Examination of Managers’ Beliefs About Their Roles as Facilitators of Learning,” Management Learning 33, no. 2 (2002), pp. 147–179. 58 This section on coaching is based on “Closing Gaps and Improving Performance;” and “What Coaching Is All About: Its Place in Management,” excerpt, originally published as Chapter 1 of Coaching and Mentoring: How to Develop Top Talent and Achieve Stronger Performance (Boston, MA: Harvard Business School Press, 2004). 59 Michael M. Grant, “Spot Coaching: Develop Leaders Along the Way,” Leadership Excellence (February 2009), p. 17. 60 “The Business Leader as Development Coach,” PDI Portfolio (Winter 1996), p. 6; and Personnel Decisions Ch 07-20 Daft International, http://www .personneldecisions.com (accessed). [Marginal Note] Critical thinking thinking independently and being mindful of the effects of one’s own and other people’s behavior on achieving the organization’s vision Uncritical thinking failing to consider possibilities beyond what one is told; accepting the leader’s ideas without thinking Passive follower a person in an organization who exhibits neither critical, independent thinking nor active participation Effective follower a critical, independent thinker who actively participates in the organization Feedback using evaluation and communication to help individuals and the organization learn and improve Leadership coaching a method of directing or facilitating a follower with the aim of improving specific skills or achieving a specific development goal Directive coaching helping a follower develop by showing or telling the follower what needs to be done and how to do it Supportive coaching facilitating follower learning by asking questions, allowing the individual to learn through trial and error, and serving as a resource for the follower’s journey of discovery and development Alienated follower a person in the organization who is a passive, yet independent, critical thinker Conformist a follower who participates actively in the organization but does not utilize critical thinking skills in his or her task behavior Pragmatic survivor a follower who has qualities of all four extremes (alienated, effective, passive, conformist), depending on which style fits with the prevalent situation Action Memo Action Memo Complete the questionnaire in Leader’s Self-Insight 7.1 to evaluate how well you carry out a followership role. Daft Ch 07-21 Action Memo As a leader, you can also be an effective follower. You can think independently and critically instead of blindly accepting what your superiors tell you. Rather than dwelling on the shortcomings of others, you can look for solutions. Action Memo As a follower, you can assume responsibility for your own personal development, behavior, and work performance. You can look for opportunities to make a difference, seek to meet organizational needs, serve others, and work toward the common good. Action Memo As a follower, you can support your leaders through difficult times, but have the courage to challenge your superiors when their behavior or decisions contradict the best interests of the organization. Action Memo As a leader or follower, you can expand your potential by consciously developing and applying leadership qualities in your personal and work life. You can move from dependence and passivity toward greater selfreliance and interdependence based on positive, productive relationships with others. Action Memo Leader’s Self-Insight 7.2 gives you a chance to see if you’re guilty of being an annoying follower. Action Memo As a leader, you can use strategies for managing up to create an equitable and respectful relationship with your superiors. You can help your supervisor be the best he or she can be by getting beyond submissive feelings and behaviors, recognizing that leaders are fallible, and being a resource for the leader. Action Memo As a leader, you can learn to give and receive feedback that contributes to growth and improvement rather than fear and hard feelings. Action Memo As a leader, you can make feedback a regular habit and remember to include positive comments and praise as well as critical feedback. As a follower, you can view feedback as a chance to improve yourself. Reframe negative feedback in a way that helps you take positive action toward what you want out of your work and life. Action Memo Before reading on, answer the questions in Leader’s Self-Insight 7.3 to learn how you may manage performance feedback from your boss. [Boxes] [Start Box] Leader’s Self-Insight 7.1 The Power of Followership Ch 07-22 Daft For each of the following statements, please answer whether each item is Mostly False or Mostly True for you. Think of a specific but typical followership situation and how you acted. Mostly False Mostly True 1. Does your work help you fulfill some higher societal or personal goal that is important to you? ___ ___ 2. Are you highly committed to and energized by your work and organization, giving them your best ideas and performance? ___ ___ 3. Does your enthusiasm also spread to and energize your coworkers? ___ ___ 4. Instead of waiting for or merely accepting what the leader tells you, do ___ you personally figure out the most critical activities for achieving the organization’s priority goals? ___ 5. Do you actively develop a distinctive competence in those critical activities so that you become more valuable to the leader and the organization? ___ ___ 6. When starting a new job or assignment, do you quickly build a record of successes in tasks that are important to the leader? ___ ___ 7. Do you take the initiative to seek out and successfully complete assignments that go above and beyond your job? ___ ___ 8. When you are not the leader of a group project, do you still contribute at a high level, often doing more than your share? ___ ___ 9. Do you independently think up and champion new ideas that will contribute significantly to the leader’s or the organization’s goals? ___ ___ 10. Do you try to solve the tough problems (technical or organizational), rather than look to the leader to do it? ___ ___ 11. Do you help out your coworkers, making them look good even when you do not get any credit? ___ ___ 12. Do you help the leader or group see both the upside potential and downside risks of ideas or plans, playing the devil’s advocate if need be? ___ ___ 13. Do you understand the leader’s needs, goals, and constraints, and work hard to meet them? ___ ___ 14. Do you actively and honestly own up to your strengths and ___ ___ Daft Ch 07-23 Mostly False Mostly True 15. Do you act on your own ethical standards rather than the leader’s or the group’s standards? ___ ___ 16. Do you assert your views on important issues, even though it might mean conflict with your group or reprisals from the leader? ___ ___ weaknesses rather than put off evaluation? Scoring and Interpretation Questions 1, 4, 9, 10, 12, 14, 15, and 16 measure “independent thinking.” Sum the number of Mostly True answers checked and write your score below. Questions 2, 3, 5, 6, 7, 8, 11, and 13 measure “active engagement.” Sum the number of Mostly True answers checked and write your score below. Independent Thinking Total Score = _________ Active Engagement Total Score = _________ These two scores indicate how you carry out your followership role. A score of 2 or below is considered low. A score of 6 or higher is considered high. A score of 3–5 is in the middle. Based on whether your score is high, middle, or low, assess your followership style below. Followership Style Independent Thinking Score Active Engagement Score Effective High High Alienated High Low Conformist Low High Pragmatist Middling Middling Passive Low Low How do you feel about your followership style? Compare your style to others. What might you do to be more effective as a follower? Source: From Robert E. Kelley, The Power of Followership: How to Create Leaders People Want to Follow and Followers Who Lead Themselves, pp. 89–97. Copyright © 1992 by Consultants to Executives and Organizations, Ltd. Used by permission of Doubleday, a division of Random House, Inc. marble: © Kirill Matkov sunset: © Marco Regalia [End Box] Ch 07-24 Daft [Start Box] Consider This! Our Deepest Fear Our deepest fear is not that we are inadequate, Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented and fabulous? Actually, who are you NOT to be? You are a child of God. Your playing small doesn’t serve the world. There’s nothing enlightened about shrinking so that other people won’t feel insecure around you. We were born to make manifest the glory . . . that is within us. It’s not just in some of us; it’s in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. Source: From the 1994 Inaugural Speech of Nelson Mandela. © majaiva [End Box] [Start Box] Leader’s Bookshelf Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else by Geoff Colvin In Talent Is Overrated, Geoff Colvin, Fortune magazine’s senior editor-at-large, presents recent research showing that achieving success in any endeavor, whether it be selling products, investing, playing golf, or leading a team, requires deliberate practice, which means practice that explicitly aims to improve performance, reaches just beyond one’s current level of competence, provides feedback on results, and involves a high level of repetition. Applying the Principles Every Day Colvin shows how each of us can take charge of our own growth and improvement by applying the principles of deliberate practice in our everyday work: Before the Work. The starting point is to set a clear, specific goal for how you want to improve in some aspect of your work. This should be an immediate goal for what you will be working on that day, not a big, long-range goal. In addition, it should focus more on process than on outcome. For example, rather than a goal to win a big account, the goal might be to discern the customer’s unspoken needs. Then, develop specific plans and techniques for how you will achieve the goal. Daft Ch 07-25 During the Work. The most critical aspect of this stage is close self-observation. For example, elite longdistance runners focus intently on their stride, their breathing, and so forth. Even if your work is purely mental, you can practice “stepping outside yourself” to monitor what is happening in your own mind, assess your thinking, and question how things are going. For example, if the customer raises an unexpected problem during the negotiation, you can take a mental pause to observe your own mental processes: Do I fully understand why the customer has this objection? What am I feeling? What different strategy should I try? After the Work. This is the feedback segment, in which you evaluate your own practice activities. The key is to be specific and compare your performance to some measure that stretches just beyond your current capability. When you’re stretching yourself, though, you’re going to make mistakes. The final step is deciding how to respond. Let’s say you didn’t win the customer account and, moreover, you left the meeting feeling like a whipped puppy. If you want to improve your performance, don’t blame the customer’s unreasonable demands; consider ways you can better discern what the customer really wants and needs for next time. Sounds Like Hard Work! Is It Worth It? “It isn’t just companies that have to keep kicking up their performance more than they ever did before,” writes Colvin. He asserts that people are “under unprecedented pressure to develop their own abilities more highly than was ever necessary before. . . .” In today’s tough global environment, taking responsibility for one’s own development could make the difference between winners and losers. Talent Is Overrated, by Geoff Colvin, is published by Portfolio/Penguin Group. marble: © Ioannis Drimilis library: www.istockphoto.com/nikada [End Box] [Start Box] Leader’s Self-Insight 7.2 Are You an Annoying Follower? 1. If you think there might be a mistake in something you’ve done, what do you do? A. Fess up. It’s better to share your concerns up front so your boss can see if there is a problem and get it corrected before it makes him look bad. B. Try to hide it. Maybe there isn’t really a problem, so there’s no use in making yourself look incompetent. 2. How do you handle a criticism from your boss? A. Poke your head in her door or corner her in the cafeteria multiple times to make sure everything is okay between the two of you. B. Take the constructive criticism, make sure you understand what the boss wants from you, and get on with your job. 3. You’re in a crowded elevator with your boss after an important meeting where you’ve just landed a milliondollar deal. You: A. Celebrate the victory by talking to your boss about the accomplishment and the details of the meeting. Ch 07-26 Daft B. Keep your mouth shut or talk about non–business-related matters. 4. Your boss has an open-door policy and wants people to feel free to drop by her office any time to talk about anything. You pop in just after lunch and find her on the phone. What do you do? A. Leave and come back later. B. Wait. You know most of her phone calls are quick, so she’ll be free in a few minutes. 5. You’ve been called to the boss’s office and have no idea what he wants to talk about. A. You show up on time, empty-handed, and ask the boss what you need to bring with you. B. You show up on time with a pen, paper, and your calendar or mobile device. 6. You’ve been trying to get some face time with your boss for weeks and luckily catch him or her in the bathroom. You: A. Take care of personal business and get out of there. B. Grab your chance to schmooze with the boss. You might not get another any time soon. Here are the appropriate follower behaviors: 1. A. Honest self-assessment and fessing up to the boss builds mutual confidence and respect. Nothing destroys trust faster than incompetence exposed after the fact. 2. B. David Snow, former president and COO of Empire Blue Cross and Blue Shield, refers to insecure, thinskinned people who have to check in frequently after a criticism as door swingers. Door swingers are annoying in both our personal and work lives. Just get on with things. 3. B. You have no idea who else is in the elevator. Keep your mouth shut. You can crow about the new deal later in private. 4. A. There’s nothing worse than having someone hovering while you’re trying to carry on a phone conversation. Leave a note with your boss’s assistant or come back later. 5. B. You can usually be safe in assuming your boss hasn’t called you in for idle chitchat. Never show up without a pen and paper to make notes. 6. A. At best, to use the bathroom as a place to try to impress the boss makes you look desperate. It also shows a lack of tact and judgment. Most of these seem obvious, but based on interviews with leaders, subordinates commit these sins over and over in the workplace. Keep these missteps in mind so you don’t become an annoying follower. Source: Based on William Speed Weed, Alex Lash, and Constance Loizos, “30 Ways to Annoy Your Boss,” MBA Jungle (March–April 2003), pp. 51–55. marble: © Kirill Matkov sunset: © Marco Regalia [End Box] [Start Box] Leader’s Self-Insight 7.3 Daft Ch 07-27 Receiving Feedback The following items describe ways you might act toward receiving feedback from a supervisor. Think about a job you had, or just imagine how you would behave if you had a job, and answer the questions below. Indicate whether each item below is Mostly False or Mostly True for you. Mostly False Mostly True 1. After performing a task well, I would cheerfully greet my supervisor, hoping that this would lead to a conversation about my work. 2. After performing poorly, I might try to schedule outside appointments or take a sick day to avoid my supervisor. 3. I would confess about my poor performance to my supervisor immediately, but have several solutions prepared to show that I would not make the same mistake twice. 4. After performing well, I might display my excellent work to my coworkers and hope they might relay some positive remarks to my supervisor. 5. After performing poorly, I might go the other way when I saw my supervisor coming or otherwise avoid contact for awhile. 6. I would inform my boss that I wasn’t able to complete my assignment on time but that I would stay late that night to finish it. 7. After performing well, I would ask my supervisor about my performance to draw his/her attention to my success. 8. After performing poorly, I would try to avoid eye contact with my supervisor so that he/she didn’t start a conversation with me about my performance. 9. After performing poorly, I would immediately show my supervisor that I was taking responsibility for my performance by taking corrective measures. Scoring and Interpretation Most followers want to perform well and receive appropriate recognition, and most followers sometimes experience poor performance. These questions provide some indication of how you manage feedback from your supervisor. Questions 1, 4, and 7 indicate your “feedback seeking” behavior and indicate the extent to which you want your boss to know about your good work and provide you with positive feedback. Questions 2, 5, and 8 indicate your “feedback avoiding” behavior when your performance is poor. Questions 3, 6, and 9 indicate your “feedback mitigating” behavior to correct the outcome when your performance is poor. Record the number of Mostly True responses below for each set of questions. A score of 3 would be considered high, and a score of Ch 07-28 Daft 0 or 1 would be low for each type of behavior. Feedback seeking (1, 4, 7): _________. “Feedback seeking” is a personal preference because good performance serves your supervisor well, and whether you want feedback from your boss is up to you. A high score indicates you want feedback, but any score indicates appropriate followership. Feedback avoiding (2, 5, 8): _________. In terms of followership, “feedback avoiding” behavior is perhaps least effective for serving your boss. Avoiding poor performance feedback means you may have trouble confronting reality and fear negative evaluation. A low score here is characteristic of a good follower. Feedback mitigating (3, 6, 9): _________. “Feedback mitigating” behavior is very effective follower behavior because you take personal responsibility to correct poor outcomes and keep your boss informed. A high score indicates good followership. Source: Adapted from Sherry E. Moss, Enzo R. Valenzi, and William Taggart, “Are You Hiding from Your Boss? The Development of a Taxonomy and Instrument to Assess the Feedback Management Behaviors of Good and Bad Performers,” Journal of Management 29, no. 4 (2003), pp. 487–510. Used with permission. [End Box] [START BOX 1] IN THE LEAD U.S. Military Academy, West Point At West Point, everyone leads and everyone follows. It’s a 24-hour leadership laboratory where people learn that leadership and followership are two sides of the same whole. An important lesson is that leaders are nothing without followers. “You learn from the beginning that you’re not in a position of leadership because you’re smarter or better,” says cadet Joe Bagaglio. “As soon as you think you know it all, you get burned.” Each spring, West Point graduates nearly 1,000 men and women who leave with a bachelor’s degree and a commission as second lieutenant in the United States Army. After a 6-week leave, these new graduates take their first jobs as military officers in places like Kosovo, Guam, Afghanistan, or Iraq. Most of us think of West Point as a place of rules, rigidity, structure, and conformity, and to a great extent, it is. Cadets learn to subordinate their self-interest for the good of the whole, because that’s what they’ll be called upon to do when they graduate. Cadets also learn to rely on the competencies of followers and their own judgment. They learn that everyone is part of the team and no one individual— no matter his or her rank—is more important than the mission of the whole. The entire community relies on this interdependence. At West Point, every action is an opportunity to learn, to gain new experience, and to grow in understanding. Formal leaders are always pushing followers—and themselves—to get out of their comfort zone so that they expand their capacity for leadership. “Everyone’s a teacher,” says cadet Chris Kane, a platoon leader in Company C-2 at West Point. “That’s what I love about this place. We’re all teachers.”9 [End Box] [START BOX 2] IN THE LEAD Dawn Marshall, Pathmark Daft Ch 07-29 Five hours into her shift, four harried customers line up at Dawn Marshall’s cash register at the Pathmark supermarket in Upper Derby, Pennsylvania. Eight minutes and 27 bags later, they’re all out the door with smiles on their faces. Few people would think Marshall has a glamorous or influential job—but she treats it like the most significant job in the world. Marshall specializes in giving people a little bit of luxury in the mundane chore of grocery shopping. She’s a good cashier, but her forte is bagging. Marshall knows how to pack the flimsy plastic bags so that eggs don’t get broken, bread doesn’t get squashed, and ground beef doesn’t leak all over the cereal boxes. She even won a National Grocers Association contest as the best bagger in America, based on speed, bag-building technique, style, and attitude. “I believe it’s an art that should be taken seriously,” Marshall says of her work. Many Pathmark customers agree. They’re tired of cashiers and baggers who simply throw the stuff in bags without giving a care for the customer’s convenience or needs. One customer admits that she shops at Pathmark rather than a store closer to her home because of Marshall. “I like her attitude,” says the customer. “Clone her.” Even though Marshall works on her feet all day and often has to put up with rude or insensitive customers, she handles whatever comes her way with a positive attitude. For Marshall, her job is not bagging groceries, but making people’s lives easier. Thus, she approaches her work with energy and enthusiasm, striving to do her best in every encounter. She doesn’t need close supervision or someone pushing her to work harder. The busier it is, the better she likes it.16 [End Box] [START BOX 3] IN THE LEAD Timothy D. Cook, Apple Inc. As CEO of Apple, Steve Jobs provides the pizzazz for employees and the public alike. But it is Timothy Cook who makes sure things run smoothly behind the scenes. “He’s the story behind the story,” says one former Apple executive. Cook was originally hired in 1998 as a senior vice president of operations and has made a steady climb up the ranks to now serve as chief operating officer and second-in-command. Cook counters the CEO’s quick, unpredictable temper with his quiet, thoughtful manner. Jobs can concentrate on the big picture and ideas for snazzy new products because he knows Cook is taking care of the nuts and bolts of the business. Far from being a “yes-man,” Cook has his own ideas about how things should be done, and industry insiders see his stamp on the company. Yet he is content to play “Spock” to Steve Jobs’ “Captain Kirk,” using his analytical and detail-oriented mind to offset Jobs’ more intuitive, emotional approach. Like Spock supporting Captain Kirk, Cook doesn’t hesitate to push Jobs’ boundaries to help him, and the organization, become better. And just as Kirk never hesitated to beam down to a planet and leave Spock in charge, Jobs has confidently placed the company in the hands of Cook during his bouts of poor health in recent years. For now, Cook is content to keep a low profile but have a high impact at Apple. Yet his contributions have caught the attention of other technology companies, and he is routinely solicited for CEO jobs. If Cook takes the step to top leader, he can hope to have a second-in-command who is as courageous in serving as he has been at Apple.23 [End Box] [START BOX 4] Ch 07-30 Daft IN THE LEAD Wes Walsh When Wes Walsh came under an autocratic manager, his position predecessor warned him to either stay away from the infamously autocratic boss or else be prepared to give up any influence over the unit operations. Walsh decided to ignore this advice. Instead, he started dropping by his boss’s office on a regular basis to discuss production progress. Walsh also sought approval on very small matters because they were virtually impossible for his boss to oppose. Walsh continued these frequent, informal interactions over a lengthy period of time before moving on to more consequential matters. Eventually, major projects had to be addressed. For example, an increase in the volume of materials processed had rendered Walsh’s unit too slow and too limited to adequately serve the increased production. In response, Walsh first requested his boss to devote a couple of hours to him at some designated point in the near future. When the appointed time arrived, Walsh took his boss on a lengthy tour of the plant, pointing out the volume of material scattered about waiting to be processed. He supplemented this visual evidence with facts and figures. The boss was compelled to acknowledge the problem. Thus, he asked for Walsh’s proposal, which Walsh had carefully prepared beforehand. Although the boss had rejected identical proposals from Walsh’s predecessor, this time the boss almost immediately approved the sum of $150,000 for updating the unit equipment.40 [End Box] What is a key outcome of toxic leadership?Due to this hostile work culture, toxic leadership often results in long- and short-term consequences for a business. High turnover rates, employee burnout, low productivity and innovation, team dissatisfaction, and workplace bullying are common effects of toxic, destructive leaders.
Which of the following is an example of consideration behavior of leaders?Consideration behaviors include being supportive and friendly, representing people's interests, communicating openly with group members, recognizing them, respecting their ideas, and sharing concern for their feelings. Initiating structure involves “task-oriented” leader behaviors.
What is an outcome of a leader acting out the vision?When a leader is seen acting out the vision, he or she builds credibility with others. This credibility inspires people to express the same kind of values.
Which of the following is a consequence of the fear inspired by some leaders?Which of the following is a consequence of the fear inspired by some leaders? Avoidance behavior among employees is eliminated.
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Are often the result of leaders who are overcontrolling of others and who punish mistakes
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