Leadership—let’s face it! FUTURE WOMEN LEADERS ......Transactional leadership o exchange process, contingent reinforcement and punishment Transformational leadership o raising

FUTURE WOMEN LEADERS SEMINAR

By

John Antonakis Professor of Organizational Behavior Faculty of Business and Economics

University of Lausanne

16-21 January 2011 © 2011 by John Antonakis. All rights reserved. p. 2/ 33

Leadership—let’s face it!

“In the 2004 election, Democratic Wisconsin Senator Russell D. Feingold . . . held

the seat sought by Republican challenger Tim J. Michels. The graphic was one set of

faces used by researchers at Princeton University to judge voters' perceptions of

political candidates” (http://www.princeton.edu/~atodorov/Research-in-

Media/National-Geographic.htm)--Todorov et al. (2005).

© 2011 by John Antonakis. All rights reserved. p. 3/ 33

• They found that individuals exposed to pictures of candidates in a Congressional

or Senate race (2 candidates--the winner and the runner up), predicted 71.6%

(n=95) and 66.8% (n=600) of the races respectively (based on the perceived

competence of the candidate!).

• Note, subjects did not know the candidates, and in one variant of the experiment,

they were exposed to the pictures for only 1s!

• Inferences of competence also predicted margin of victory!


I repeated this experiment in Switzerland, with twist (Antonakis & Dalgas, 2009):

1. I used 57 pairs of faces from the French parliamentary elections (2 elections ago),

where we matched an incumbent (who lost) with a challenger (who won); we

pretty much replicated the results of Todorov. Adults (n=684) had an accuracy of

72% on the individual level (and inferences of competence correlated significantly

with margin of victory)!

2. We compared the results with 681 children (from 6-13 years) and 160 older

participants (mean age 30 years)…..let’s see some interesting findings:

E.g. of faces:

Who would you like to be the captain of your boat?


© 2011 by John Antonakis. All rights reserved



by John Antonakis. All rights reserved. p. 5/ 33




Who would you like to be the captain of your






boat?



Children did as well as the adults did (71% hit rate).

these experiments?




Children did as well as the adults did (71% hit rate). What can we deduce from




at can we deduce from


When communicating the price of a wine, why do subjects evaluate the same wine as

better when it is more “expensive”? Do they say this to please the experimenter or do

they really believe what they think? (Plassman et al,. 2008)


(Video: Water)

How does the “faces” and “wine” experiment link to leadership in general?

Is it all in the face (or other effects, e.g., being tall, a man, etc.)? Can leadership be taught?


Peterson & Luthans (2006)

x y z

a y y x

x y y

x x x

x x x

x y z

x y y

x y y

x x x

x y z

x z

x y

y

z


Barling et al. (1996)


Dvir et al. (2002)


Experimental evidence is amassing in this under-explored area of leadership research,

as our data suggest too (Antonakis, Fenley, & Liechti, 2010). We recently did an

experiment with a sample of 35 to 58 year old managers (average 42 years old

average). At Time 1, we measured subjects’ leadership. Subjects were then randomly

assigned to a control or treatment condition (Time 2). At Time 3, we measured

leadership prototypicality (how typical the participant is of a leader) and found

significant effects for the experimental group.

That is, controlling for pre-existing leadership style, measured at Time 1, we found that

indeed, leadership can be taught!


Exercise: Building the ideal leader

Think of someone who had a profound influence on you. This person could be

your mother or father, a teacher, a coach, a manager, a politician, and entrepreneur, etc.

Answer the following questions:

1. Who was this person?

2. How often did you interact with this person?

3. How did that person make you feel?

4. Think of 4-5 types of behaviors (linked to the power they used, their technical

expertise, how they treated you, etc.) that this leader displayed that you thought

made him/her an ideal leader.


Leadership “of” and “in” organizations

The style of leadership used will depend on the outcome at hand.


….and the context (culture) matters a great deal.



The leadership model

Transactional leadership

o exchange process, contingent reinforcement and punishment

Transformational leadership

o raising follower self-esteem and beliefs, and transforming them to reach an

ideal, values driven and visionary

Instrumental leadership

o predicated on expertise implicated in organizational adaptation and follower

path-goal facilitation

Videos: Paper, Poet


Six transformational factors:

(a) Identifying and articulating a vision – looking for new opportunities, projecting

a vision for the future, knowing the direction that will be taken, being inspiring,

and getting others behind the mission.

(b) Fostering the acceptance of group goals - promoting group cooperation and

teamwork, gets the team behind the same goal, develops a team spirit.

(c) High performance expectations – setting challenging goals and giving

articulating high-performance expectations, expecting top performance.


(d) Providing individualized support – considering others’ feelings, respecting

others, being thoughtful about others

(e) Intellectual stimulation - challenging followers to think differently, making

followers rethink their ideas, looking at old problems in new way.

(f) Providing an appropriate model – setting an example, leading by doing (rather

than telling), being a good role model.


Three transactional factors include:

(a) Contingent reward – giving frequent and positive feedback, gives

special recognition for good work, complimenting others for

exceptional performance.

(b) Contingent punishment – showing disapproval and communicating displeasure

for sub-standard performance, pointing out mistakes

(c) Non-contingent punishment - blaming others when it is not their fault, being

critical even when work is good, not giving praise for good performance,


Four Instrumental leadership factors include:

(Strategic leadership)

1. Environmental monitoring:—understanding constraints and deficiencies in the

organizational environment, evaluating resource availability,

recognizing follower and organizational limitations, and

taking advantage of opportunities presented in the

environment.

2. Strategy formulation and implementation:—refers to the development and

realization of programs and tactical policies to support the strategic vision, and setting

specific organizational-wide objectives.


(Follower work facilitation)

3. Path-goal facilitation:—compensating for followers’ abilities and environmental

conditions, increasing the probability that follower achieve their goals by removing

obstacles to goal attainment, ensuring that resources are

sufficient for goal attainment, providing path-goal

clarifications, and facilitating goal achievement.

4. Outcome monitoring:—refers to monitoring follower performance, correcting

follower errors, assisting followers when outcomes are unintended, and providing

information to followers concerning how such errors can be avoided in the future. © 2011 by John Antonakis. All rights reserved. p. 24/ 33

Laissez-faire leadership comprises 1 factor

Laissez-faire leadership:—avoids making decisions, abdicates responsibility.

Note: Leader can exhibit the full-range of behaviors in a directive or participative

manner, depending on the context (e.g., national culture).


Quick reminder on correlation coefficients, which indicate the strength of a linear

relation between two variables (for models with correct statistical controls, the

coefficient is causal and not just correlational):

r = .70

a positive

and strong

relation

r = .50

a positive

an moderate

relation

r = .30

a positive

and modest

relation

r = .00

no relation

r = -.30

a negative

and modest

relation

r = -.50

a negative

an moderate

relation

r = -.70

a negative

and strong

relation

50

10

01

50

50 100 150x

50

100

150

50 100 150x

501

001

50

50 100 150x

50

100

150

50 100 150x

50

10

01

50

60 80 100 120 140x

50

10

01

50

40 60 80 100 120 140x

50

10

01

50

40 60 80 100 120 140x


Links between styles and outcomes

n=418 leaders, n=3,150 raters, 9 companies, 30 countries (Antonakis et al., 2010)


258 PDG, 117 firms, 7 years, 19 countries, 10 business sector

(Jacquart & Antonakis 2010)

0.00

0.05

0.10

0.15

0.20

0.25

0.30

low med high

nPower

Return on Average Equity

Responsibility high low


Converging evidence from other research groups (meta-analyses)




Video Clips: See where you can note the leadership factors:

Transformational 1. Articulating vision and inspiration 2. Fostering group goals 3. High-performance expectations 4. Individualized support 5. Intellectual stimulation 6. Role-modeling Instrumental 6.Environmental monitoring 7.Strategy formulation 8.Path-goal facilitation 9.Outcome monitoring Transactional 10.Contingent reward 11.Contingent punishment 12.Non-contingent punishment Video: (Boat, Lawyer brief, Mona Lisa, Glengary, Executive Suite, QE + other videos time permitting)


Aristotle argued that a leader must gain the confidence of followers by using:

• Transactional leadership

o “contracts” and “torture”

• Transformational leadership

o Appealing to their emotions (páthos)--video

o Moral perspective of life (éthos)--video

o Reasoned argument (lógos)--video

This model is remarkably similar current scientific models (Antonakis et al. 2003).


I will conclude with a quote from Warren Bennis from my book (The nature of

leadership): "Perhaps the best exchange on the limits of power is from Shakespeare’s

Henry IV, Pt. I.

Glendower boasts to Hotspur: 'I can call spirits from the vasty deep.'

And Hotspur responds: 'Why, so can I, or so can any [person]; But will they come

when you do call for them?'

Whatever the arena, genuine leaders find ways to make others want to come when

they are called."

Documents

Leadership—let’s face it! FUTURE WOMEN LEADERS ......Transactional leadership o exchange process, contingent reinforcement and punishment Transformational leadership o raising