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The Meaning & Impact of the Leader-

Follower Theory as It Relates to

Management & the Workplace

by Lee Grayson, Demand Media

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Leader7follo8er business or!anizations feature a central personalit% or corporate officer.

Related Articles

• #he +asic Steps in the ana!ement Plannin! Process

• #he (ifference +et8een a Classical ana!ement #heor% * a Human elations #heor%

• Ho8 to $rite a Short +io About &ourself

• Leader * /ollo8er Acti6ities

• $hat #heor% Can ana!ement Appl% in the $orkplace for oti6ation9

• Ho8 to Start a Clothin! +usiness $ith +u%in! $holesale

+usinesses usin! the leader7follo8er mana!ement st%le in the 8orkplace feature a central

 personalit% or corporate officer. #his officer models the leadership traits the or!anization selects as

e0emplar% and demonstrates habits and actions that 8orkers ser6in! in lo8er mana!ement positions

should attempt to replicate. esearchers stud%in! the theor% of this mana!ement st%le in the

uni6ersit% settin! find the form eas% to describe and e0plain. "n the field: ho8e6er: the success ofthe leader7follo8er mana!ement model is more difficult to pro6e and manipulate as part of a stud%.

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Workplace Leader-follower Theory

#he leader7follo8er theor% combines the ma<or themes of se6eral other theories. +usiness scholarsand researchers focusin! on the stud% of leadership de6elopment look at four ma<or theories:

includin! the adapti6e chan!e theor%: the leader7member e0chan!e format of leadership and the

theories of social identit% and adapti6e chan!e. #he possible de6elopment of a sin!le formal

leadership theor% allo8s business leaders and educators to e0plore the 8a% firms or!anize effecti6e

leadership: and pro6ide direction to middle mana!ement and other administrati6e 8orkers.

Management Styles

#he 8orkplace mana!ement st%le helps define the culture and the methods of doin! business: and

depends on a number of both independent and dependent factors: includin! the time the compan%

8ants to spend on trainin! mana!ers: funds a6ailable at the firm: practical aspects of the t%pe of

mana!ers a6ailable at the business and the interpersonal skills held b% upper and middle mana!ers.

(un * +radstreet Credibilit% Corp identifies se6eral 8idel% used mana!ement st%les: includin! the

 participator%: team8ork and directin! st%les. #he directin! st%le ali!ns 8ith the leader7follo8er

mana!ement theor% in re=uirin! mana!ers to use a top7do8n techni=ue that asks leaders to share

successful personal e0periences usin! the directed st%le 8ith lo8er7le6el mana!ers. )pper

mana!ement shares specific 8ork tips 8ith the emplo%ees: and e0pects these to be modeled 8hen

doin! the 8ork or completin! an assi!nment.

Related Reading #he Path7;oal #heor% of Leadership in Companies

Ad!antages

#he leader7follo8er mana!ement st%le 8orks 8ell in specific 8orkplace situations: includin! use in

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 pro<ects re=uirin! intensi6e hands7on mana!ement st%le and in companies focused on rapid

turnaround of a product or ser6ice. ;roup discussion and trainin! emplo%ees takes time: and

companies lookin! for rapid mana!ement decisions t%picall% use the leader7follo8er st%le of

mana!in!. eliance on a sin!le mana!ement st%le also pro6ides continuit% not al8a%s present 8ith

other st%les of leadership. Since the leader7follo8er mana!ement st%le and 8orkplace or!anization

allo8s little opportunit% for mana!ement78orker bondin!: it is also easier for the compan% to

replace the leader: so lon! as the ne8 leader models the same mana!ement st%le as the one replaced.

"isad!antages

inor mana!ers and emplo%ees t%picall% lack confidence in takin! o6er comple0 duties 8hen

8orkin! in firms usin! the leader7follo8er mana!ement st%le because the leader assumes all

directorial duties and recei6es the accolades or criticism for the completed 8ork. #he leader7

follo8er st%le: sometimes called the tellin! st%le of leadership: also fails to pro6ide 8orkers 8ith

opportunities to e0plore alternati6e solutions to comple0 8ork problems. #his creates a 6acuum for

creati6it% and e0perimentation because lo8er7le6el mana!ers and 8orkers 8ait for direction from

the top before startin! assi!nments.

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References #$%

Ao't the A'thor

Lee ;ra%son has 8orked as a freelance 8riter since 4@@@. Her articles ha6e appeared in publications

for O0ford and Har6ard )ni6ersit% presses and research publishers: includin! /acts On /ile and

A+C7CL"O. ;ra%son holds certificates from the )ni6ersit% of California campuses at "r6ine andSan (ie!o.

(hoto )redits

• -upiterima!es>Creatas>;ett% "ma!es

Su!!est an Article Correction 

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Related Searches

• +usiness ana!ers

• $orkplace Leadership

• Leadership "n

• Leader /ollo8er

• ,ffecti6e Leadership

• Leadership St%les

More Articles

•  

"mportance of ana!ement #heor%

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Can &ou Ha6e ultiple oti6ational #heories in a $orkplace9

Also *iewed

• ana!ement Consultin! #heor% * #ools for Small +usiness

• ;uidelines for the Conduct of ;ood ana!ement * Staff elations in the $orkplace

• Ho8 to #ake Ad6anta!e of Opportunities in the $orkplace to +e a +etter Leader

• #heories of ana!ement oles

• Ad6anta!es and +enefits of the Classical ana!ement #heor%

• $hat Are ,ffecti6e ana!ement and oti6ational #heories in elation to Problem Sol6in!9

•  

+usiness Strate!ies * "deas for a (o8n arket

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Preparation of a /le0ible +ud!et

•  

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Sales ;enerator #ools

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Shapes of Sales Structures

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Ho8 to Set Challen!in! ;oalsSmall +usiness "nde0 

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http33small'siness.chron.com3meaning-impact-leaderfollower-theory-relates-

management-workplace-44567.html

Chapter 1

 

WHO IS A LEADER?

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Chapter Outline

". L,A(,SH"P "S ,V,&ON,S +)S"N,SS

A. $h% Leadership "s "mportant

+. (efinin! Leadership

C. Are Leaders +orn or ade9

"". L,A(,SH"P ANA;,"AL OL,S

A. "nterpersonal oles

+. "nformational oles

C. (ecisional oles

""". L,V,LS O/ ANAL&S"S O/ L,A(,SH"P #H,O&

A. "ndi6idual Le6el of Anal%sis

+. ;roup Le6el of Anal%sis

C. Or!anizational Le6el of Anal%sis

(. "nterrelationships amon! the Le6els of Anal%sis

"V. L,A(,SH"P #H,O& PAA(";S

A. #he #rait #heor% Paradi!m

+. #he +eha6ior Leadership #heor% Paradi!m

C. #he Contin!enc% Leadership #heor% Paradi!m

(. #he "nte!rati6e Leadership #heor% Paradi!m

,. /rom the ana!ement to the Leadership #heor% Paradi!m

V. O+-,C#"V,S O/ #H, +OO? 

A. Leadership #heor%

+. Application of Leadership #heor%

C. Leadership Skill (e6elopment

(. /le0ibilit%

V". O;AN"BA#"ON O/ #H, +OO? 

 

". L,A(,SH"P "S ,V,&ON,S +)S"N,SS

A. Why Leadership is Important

Here are <ust a fe8 reasons 8h% leadership is so importantI

• #he success of indi6idual careers and the fate of or!anizations are determined b% the

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effecti6eness of leaders beha6ior. Leadership is considered crucial for success: and some

researchers ha6e ar!ued that it is the most critical in!redient.

• Chief e0ecuti6e officers JC,OsK understand that the% cant run companies on their o8n the

secret is to foster a leadership mentalit% throu!hout the or!anization.

• $ell7publicized corporate failures ha6e brou!ht home the critical role that leadership pla%s in

the success or failure of almost e6er% aspect of the profit and not7for7profit en6ironment.

 

8. "efining Leadership

Learnin! Outcome JLOK 2. +riefl% describe the fi6e ke% elements of leadership.

 Leader–follower  Mleaders influence the beha6ior of follo8ers: and 6ice 6ersa. Influencing  Mthe

relationship bet8een leaders and follo8ers: 8ho chan!e roles. Organizational objectives M 

outcomes that leaders and follo8ers 8ant to accomplish. Cange Mneeded to achie6e ob<ecti6es.

 !eo"le Mleadership is about leadin! people. 

Leadership is te influencing "rocess of leaders and followers to acieve organizational objectives

troug cange# #here are fi6e ke% elements of the definition of leadership: 8hich are discussed

 belo8.

9. Leader:Followers

;ood follo8ers perform leadership roles 8hen needed. And follo8ers influence leaders. #hus: in

our definition of leadership: the influencin! process is between leaders and follo8ers: not <ust a

leader influencin! follo8ers. ?no8in! ho8 to lead and de6elopin! leadership skills 8ill make %ou

a better leader and follo8er. 

Leadership is part of a mana!ers <ob. Ho8e6er: there are mana!ers 8ho are not effecti6e leaders.

#here are also nonmana!ers 8ho ha6e !reat influence on mana!ers and peers. #herefore: in this

 book 8e do not use the terms manager  and leader  interchan!eabl%. #he term manager  means a

 person 8ho has a formal title and authorit%. #he term leader  means a person 8ho ma% be either a

mana!er or a nonmana!er. A leader al8a%s has the abilit% to influence others a mana!er ma% not.

#hus: a leader is not necessaril% a person 8ho holds some formal position such as a mana!er.

 

A follower  is a person 8ho is bein! influenced b% a leader. A follo8er can be a mana!er or anonmana!er. ;ood follo8ers are not %es people 8ho simpl% follo8 the leader 8ithout !i6in!

input that influences the leader. "n short: effecti6e leaders influence follo8ers: and their follo8ers

influence them. #he =ualities needed for effecti6e leadership are the same as those needed to be an

effecti6e follo8er.

;. Infl'ence

Infl'encing is te "rocess of a leader communicating ideas, gaining acce"tance of tem, and

motivating followers to su""ort and im"lement te ideas troug cange#

 

Leaders and follo8ers often chan!e roles throu!hout the influencin! process.

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4. <rgani=ational <>ecti!es 

,ffecti6e leaders influence follo8ers to think not onl% of their o8n interests but also of the interest

of the or!anization throu!h a shared 6ision. Leadership occurs 8hen follo8ers are influenced to do

8hat is ethical and beneficial for the or!anization and themsel6es.

 

. )hange

"nfluencin! and settin! ob<ecti6es is about chan!e. Or!anizations need to continuall% chan!e: in

adaptin! to the rapidl% chan!in! !lobal en6ironment.

 

Leadership in6ol6es influencin! follo8ers to brin! about chan!e to8ard a desired future for the

or!anization.

 

#o be an effecti6e leader and follo8er %ou must be open to chan!e. #he people 8ho ad6ance in

or!anizations are those 8ho are 8illin! to take a risk and tr% ne8 thin!s.

$. (eople

,ffecti6e leaders and follo8ers en<o% 8orkin! 8ith people and helpin! them succeed.

 

esearch: e0perience: and common sense all point to a direct relationship bet8een a compan%s

financial success and its commitment to leadership practices that treat people as assets.

). Are Leaders 8orn or Made?

&ou ma% think this is a trick =uestion: because most researchers sa% the ans8er is both. ,ffecti6eleaders are not simpl% born or made: the% are born 8ith some leadership abilit% and de6elop it.

"". L,A(,SH"P ANA;,"AL OL,S

LO 4. List the ten mana!erial roles based on their three cate!ories.

Leaders perform the interpersonal role 8hen the% act as fi!urehead: leader: and liaison. Leaders

 perform the informational role 8hen the% act as monitor: disseminator: and spokesperson.

Leaders perform the decisional role 8hen the% act as entrepreneur: disturbance handler: resource

allocator: and ne!otiator.

 

Henr% intzber! identified ten mana!erial roles that leaders perform to accomplish or!anizational

ob<ecti6es. #he roles represent the dominant classes of beha6ioral acti6ities that mana!ers or their

follo8ers perform. intzber! defined a role as a set of e0pectations of ho8 a person 8ill beha6e to

 perform a <ob. He !rouped these roles into three cate!ories. $e managerial role categories are

inter"ersonal, informational, and decisional#

A. Interpersonal Roles

$e interpersonal leadership roles include figureead, leader, and liaison#

9. Fig'rehead RoleLeaders perform the figureead role 8hen the% represent the or!anization or department in le!al:

social: ceremonial: and s%mbolic acti6ities.

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;. Leader Role

#he leader role is that of performin! the mana!ement functions to effecti6el% operate the mana!ers

or!anization unit.

4. Liaison Role

Leaders perform the liaison role 8hen the% interact 8ith people outside of their or!anizational unit.

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8. Informational Roles

$e informational leadership roles include monitor, disseminator, and s"o%es"erson#

9. Monitor Role

Leaders perform the monitor role 8hen the% !ather information.

;. "isseminator Role

Leaders perform the disseminator role 8hen the% send information to others in the or!anizational

unit.

4. Spokesperson Role

Leaders perform the s"o%es"erson role 8hen the% pro6ide information to people outside the

or!anizational unit.

). "ecisional Roles

$e decisional leadership roles include entre"reneur, disturbance andler, resource allocator, and

negotiator#

9. 1ntreprene'r Role

Leaders perform the entre"reneur  role 8hen the% inno6ate and initiate impro6ements.

;. "ist'rance-+andler Role

Leaders perform the disturbance&andler role 8hen the% take correcti6e action durin! crisis or

conflict situations.

4. Reso'rce-Allocator Role

Leaders perform the resource&allocator  role 8hen the% schedule: re=uest authorization: and perform bud!etin! acti6ities.

. @egotiator Role

Leaders perform the negotiator role 8hen the% represent their or!anizational unit durin! routine and

nonroutine transactions that do not include set boundaries Jsuch as onl% one price and term of a

sale>purchase for a product>ser6ice or pa% of an emplo%eeK.

""". L,V,LS O/ ANAL&S"S O/ L,A(,SH"P #H,O&

$e tree le!els of analysis of leadership theory are individual, grou", and organizational#

A. Indi!id'al Le!el of Analysis

#he indi6idual le6el of anal%sis of leadership theor% focuses on the indi6idual leader and therelationship 8ith indi6idual follo8ers. #he indi6idual le6el can also be called the dyadic "rocess.

(%adic theories 6ie8 leadership as a reciprocal influencin! process bet8een the leader and the

follo8er. #here is an implicit assumption that leadership effecti6eness cannot be understood 8ithout

e0aminin! ho8 a leader and follo8er influence each other o6er time.

8. ro'p Le!el of Analysis

#he second le6el of anal%sis of leadership theor% focuses on the relationship bet8een the leader and

collecti6e !roup of follo8ers. #his le6el is also called  grou" "rocess. ;roup process theories focus

on ho8 a leader contributes to !roup effecti6eness.

). <rgani=ational Le!el of Analysis

#he third le6el of anal%sis of leadership theor% focuses on the or!anization. #his le6el is also called

organizational "rocess. Or!anizational performance in the lon! run depends on effecti6el% adaptin!

to the en6ironment and ac=uirin! the necessar% resources to sur6i6e: and on 8hether the

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or!anization uses an effecti6e transformation process to produce its products and ser6ices.

". Interrelationships among the Le!els of Analysis

LO 5. ,0plain the interrelationships amon! the le6els of leadership anal%sis.

#he three le6els of leadership anal%sis are indi6idual: !roup: and or!anizational. #he indi6idual

 performance affects the !roup and or!anizational performance. #he !roup performance affectsthe or!anizational performance. And both the !roup and or!anization affect the performance of

the indi6idual.

 

,0hibit 2.5 illustrates the interrelationships amon! the le6els of anal%sis of leadership theor%. Note

that the indi6idual is placed at the bottom of the trian!le because !roup and or!anizational

 performance are based on indi6idual performance. (ependin! on the size of the !roup and

or!anization %ou 8ork for: %our indi6idual performance ma% influence the performance of the

!roup and or!anization positi6el% or ne!ati6el%.

 

+oth !roup and or!anizational performance also affect the performance of the indi6idual. "f both the!roup members and the !roup are hi!hl% moti6ated and producti6e: chances are the indi6idual 8ill

 be producti6e as 8ell.

"V. L,A(,SH"P #H,O& PAA(";S

 ' leadership theory is an e("lanation of some as"ect of leadersi") teories ave "ractical value

because tey are used to better understand, "redict, and control successful leadersi"# #here are

four ma<or classifications of leadership theor%: also called researc a""roaces: used to e0plain

leadership. Leadership theory classifications include trait, beavioral, contingency, and

integrative# 

 ' leadership paradigm is a sared mindset tat re"resents a fundamental way of tin%ing about,

 "erceiving, studying, researcing, and understanding leadersi"#

A. The Trait Theory (aradigm

LO D. (escribe the ma<or similarit% and difference bet8een the trait and beha6ioral leadership

theories.

#he similarit% bet8een the trait and beha6ioral leadership theories is that the% are both uni6ersal

theories: or the% are seekin! one best leadership st%le for all situations. #he difference is the

approach to determinin! leadership effecti6eness. #rait theor% attempts to e0plain personal

characteristics of effecti6e leaders: 8hereas beha6ioral theor% attempts to e0plain 8hat leaders

actuall% do on the <ob.

 

Leadership trait theories attem"t to e("lain distinctive caracteristics accounting for leadersi"

effectiveness# esearchers anal%zed ph%sical and ps%cholo!ical traits: or =ualities: such as hi!h

ener!% le6el: appearance: a!!ressi6eness: self7reliance: persuasi6eness: and dominance in an effort

to identif% a set of traits that all successful leaders possessed.

 No one has come up 8ith a uni6ersal list of traits that all successful leaders possess: or traits that

8ill !uarantee leadership success.

8. The 8eha!ioral Leadership Theory (aradigm

8eha!ioral leadership theories attem"t to e("lain distinctive styles used by effective leaders, or to

define te nature of teir wor%# intzber!s ten mana!erial roles are an e0ample of beha6ioralleadership theor%. +eha6ioral research focuses on findin! 8a%s to classif% beha6ior that 8ill

facilitate our understandin! of leadership.

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). The )ontingency Leadership Theory (aradigm

LO . (iscuss the interrelationships bet8een trait and beha6ioral leadership theories and

contin!enc% theories.

#he contin!enc% theor% is interrelated 8ith the trait and beha6ioral leadership theories because it

uses these t8o theories as the foundation for determinin! 8hich leadership st%le is mostappropriateMbased on the leader: follo8ers: and situation.

)ontingency leadership theories attem"t to e("lain te a""ro"riate leadersi" style based on te

leader, followers, and situation# "n other 8ords: 8hich traits and>or beha6iors 8ill result in

leadership success !i6en the situational 6ariables9 #he contin!enc% theor% paradi!m emphasizes the

importance of situational factors: includin! the nature of the 8ork performed: the e0ternal

en6ironment: and the characteristics of follo8ers.

". The Integrati!e Leadership Theory (aradigm

Integrati!e leadership theories attem"t to combine te trait, beavioral, and contingency teories

to e("lain successful, influencing leader–follower relationsi"s. esearchers tr% to e0plain 8h% the

follo8ers of some leaders are 8illin! to 8ork so hard and make personal sacrifices to achie6e the!roup and or!anizational ob<ecti6es: or ho8 effecti6e leaders influence the beha6ior of their

follo8ers. #heories identif% beha6iors and traits that facilitate the leaders effecti6eness: and

e0plore 8h% the same beha6ior b% the leader ma% ha6e a different effect on follo8ers: dependin! on

the situation.

1. From the Management to the Leadership Theory (aradigm

#he old command7and7control model of mana!ement doesnt 8ork in toda%s !lobal econom%.

#oda%: mana!ers must be able to lead throu!h moti6atin! others and creatin! fa6orable conditions

for success: as 8ell as mana!e. Leaders and follo8ers set ob<ecti6es to!ether and influence each

other to brin! about chan!e to continuall% impro6e

the or!anization. So: !oin! from the management to the leadership theory paradigm is a sift

 from te older autocratic management style to te newer "artici"ative leadersi" style of

management#

 

#here is o6erlap bet8een the t8o paradi!msMa successful or!anization needs both mana!ers and

leaders.

V. O+-,C#"V,S O/ #H, +OO? 

#he o6erarchin! ob<ecti6es of this book are reflected in its subtitleI $eory, '""lication, and *%ill

 Develo"ment . $e call it a three7pron!ed approach: 8ith these ob<ecti6esI

• #o teach %ou the theor% and concepts of leadership

• #o de6elop %our abilit% to appl% leadership theor% throu!h critical thinkin!

• #o de6elop %our leadership skills in %our personal and professional life

 

#his book offers some uni=ue features relatin! to each of the three ob<ecti6es Jsee ,0hibit 2.DK.

A. Leadership Theory

#hrou!hout this book: %ou 8ill learn about se6eral leadership theories and the concepts on 8hich

the% are based. &ou 8ill learn about the relationship bet8een leadership and or!anizational success:

as 8ell as the difficulties and challen!es leaders face. As sho8n in ,0hibit 2.D: this book offers si0

features to help %ou learn the leadership theor%.

9. 1!idence-8ased Management

1!idence-ased management #18M% means tat decisions and organizational "ractices are

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based on te best available scientific evidence# #he theories and concepts %ou 8ill learn are based

on scientific research Jnot opinions: outdated research: or m%thsK.

;. AA)S8 Learning Standards

#he Association to Ad6ance Colle!iate Schools of +usiness JAACS+K !i6es accreditation to

 business schools. +elo8 is a list of competencies based on AACS+ learnin! standards that arerelated to this courseI

•  Leadersi" MStudents de6elop the capacit% to lead in or!anizational situations.

•  +eflective $in%ing and *elf&Management  MStudents de6elop reflecti6e thinkin! throu!h

identif%in! personal stren!ths and de6elopmental needs as a first step in leadin! others.

•  'nalytic *%ills MStudents learn to set !oals: ad<ust: and resol6e problems and make decisions

as the% respond to internal and e0ternal stakeholders needs b% appl%in! kno8led!e in ne8 and

unfamiliar circumstances.

• Communication 'bilities MStudents learn to effecti6el% listen: share ideas: ne!otiate: and

facilitate the flo8 of information to impro6e performance.

• Global and Multicultural $rends, Diversity, and tics MStudents are challen!ed to

reco!nize the impact of !lobal trends on an or!anization to 6alue di6ersit%: and to conduct business

in an ethical manner.

• $eamwor%  MStudents enhance !roup and indi6idual d%namics in or!anizations to create a

health% team en6ironment b% combinin! talents and resources for collaboration and information

sharin!.

• *trategic Management  MStudents learn ho8 to de6elop creati6e strate!ies to !uide

or!anizations: achie6e !oals: minimize risks: and !ain a competiti6e ad6anta!e.

8. Application of Leadership Theory

Students need to be !i6en the opportunit% to properl% appl% 8hat the% learn. #his book offers %ou

se6en features J,0hibit 2.DK to practice appl%in! the concepts and theor%.

). Leadership Skill "e!elopment

#he third and hi!hest7le6el book ob<ecti6e is to de6elop leadership skills that can be used in %our

 personal and professional life as a leader and as a follo8er. Or!anizations recruit people 8ith

leadership skills that can be applied on the <ob. Students learn best from their o8n e0periences b%

usin! the classrooms social s%stem and their personal and professional e0periences to de6elop

leadership skills throu!h a 6ariet% of interacti6e approaches. #o this end: this book offers %ou si0

features J,0hibit 2.DK to help %ou de6elop %our leadership skills.

9. Models !ers's 1/hiits

All of the beha6ioral models in this book pro6ide specific: step7b%7step instructions: and the% are

labeled as models. $hen 8e offer !eneral ad6ice 8ithout a specific instruction: 8e label the

!uidelines e0hibits. Ho8e6er: the purpose of both models and e0hibits is to help %ou impro6e

%our performance.

;. 8eha!ior Modeling Leadership Skills Training

"n some of the chapters: the features listed in ,0hibit 2.D are combined in beha6ior modelin! skills

trainin!. /ollo8 this procedureI J2K read the step7b%7step models: J4K 8atch a beha6ior modelin!

6ideo: and J5K practice the skill J8hich ma% include role7pla%in!K throu!h a skill7de6elopment

e0ercise. #he last step in this trainin! is usin! the skill in %our personal and>or professional life for

further de6elopment of the leadership skill.

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4. (ractice

#o be successful: %ou need to be disciplined to practice usin! %our leadership skills in %our personal

and professional life: and %ou ha6e to keep repeatin! them.

". Fle/iility

#his book has so man% features that the% most likel% cannot all be co6ered in class durin! a one7

semester course.V". O;AN"BA#"ON O/ #H, +OO? 

#his book is or!anized b% le6el of leadership anal%sis and leadership theor% paradi!m. See ,0hibit

2. for an illustration of the or!anization of this book.

http33www;.'h!.ed'3chapao3MMT46$3o'tlines3)hpB;69B;6@otes.htm

 

Mental Models of FollowershipPosted b% Colleen Sharen-anuar% 2E: 4@24

Home 

(o %ou ha6e a mental model of a !ood follo8er9 Of a bad follo8er9 "n m% last post " 8rote about

"mplicit Leadership #heories: and in this post: "m !oin! to talk about "mplicit /ollo8ership

#heories.

ecent research from #homas S% sho8s that 8e ha6e t8o mental models of follo8ers Q the

 protot%pe and the anti7protot%pe.

#he protot%pe follo8er demonstrates three cate!ories of beha6iour. /irst: the% are ind'strio's:

hard8orkin!: producti6e and !o abo6e and be%ond. #he% are enth'siastic: e0cited: out!oin! and

happ%. And finall% the% are !ood citi=ens: lo%al reliable: team7pla%ers.

#he anti7protot%pe follo8er also has three aspects to their beha6iour. #he% sho8 conformity: areeasil% influenced: follo8 trends and are soft7spoken. #he% are incompetent: uneducated: slo8 and

ine0perienced. /inall%: the% are ins'ordinate: arro!ant: rude and bad tempered.

$e use these mental models to cate!orize people into !ood follo8er and bad follo8er. As

leaders: this simplifies the effort needed in mana!in! our follo8ers. An interestin! aspect of the

 process of cate!orization is that 8e often use one sin!le feature about a person in order to

cate!orize them. #his is referred to as the halo effect. $e allo8 one sin!le aspect of a person to

influence our e6aluation of their personalit% and characteristics. #hus if someone is soft7spoken:

the% ma% be cate!orized as a 8eaker follo8er: merel% due to soft7spokenness.

"mplicit /ollo8ership #heories often influence our assessment of those 8e 8ork 8ith. $hat %ou

assume is a !ood follo8er mi!ht be =uite different than m% assumptions. As a mana!er>leader: it isimportant to e0plicitl% share %our assumptions and e0pectations of %our follo8ers. And follo8ers

need to share their assumptions about 8hat makes a !ood follo8er. "n this discussion: it is possible

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to identif% possible areas of disa!reement: and potential areas of misunderstandin!.

;ood leaders and !ood follo8ers e0amine their o8n underl%in! assumptions about !ood and bad

 beha6iour and traits. $hen 8orkin! 8ith others: the% share their assumptions in order to be more

effecti6e 8hen pla%in! 8ith others. $hat are %our assumptions about 8hat makes a !ood

follo8er9 Ho8 are the% shaped b% %our e0perience and culture9 Ho8 mi!ht the% be different than

%our collea!ues9

SourceI S%: #homas. $hat do %ou think of follo8ers9 ,0aminin! the content: structure: and

conse=uences of implicit follo8ership theories. Or!anizational +eha6ior and Human (ecision

Processes 225 J4@2@K F5QRD R5

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  Colleen Sharen

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(osted in Leadership: Or!anizational +eha6iour Tagged Leadership: ana!ement: ental

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7 tho'ghts on DMental Models of FollowershipE

2.  Lisa -iddifield  sa%sI

-anuar% 2E: 4@24 at 22I@E am

" lo6e this post Colleen. #he bi! e!o of leaders does not al8a%s allo8 us to consider

follo8ers Q 8hich n% definition as such sounds 8eak Q but the idea of leaders Je6en leaders

 bossesK definin! 8hat the% like in folllo8ers is interestin!. $e <ust need to remember therules could chan!e '

epl% 

4. CoachStation sa%sI

-anuar% 2E: 4@24 at 2I4 pm

Hi Colleen Q interestin! concept of follo8ers. " like this so much " am !oin! to share 8ith

m% team durin! an offsite 8ith m% leadership !roup this 8eek. "t 8ill challen!e not onl% our

concept of leadership but is 6er% rele6ant 8ith our current need to create !reater consistenc%

in the +usiness Coaches Jfollo8ersK 8ho report to m% leaders across multiple sites: cultures

and sub7cultures.

epl% 

5. Colleen *aren sa%sI

-anuar% 2E: 4@24 at 4I22 pm

#hanks CoachStation for the feedback. "m !lad %oull be usin! this info 8ith %our team.

#hat is the purpose of this entire blo!: to pro6ide practitioners 8ith useful kno8led!e from

academic sources.

Colleen

epl% 

D. $G sa%sI

-anuar% 4D: 4@24 at I5R am

" dont a!ree 8ith the identification of follo8er traits for either positi6e or ne!ati6e

models.

#he protot%pe follo8er demonstrates three cate!ories of beha6iour. /irst: the% are

industrious: hard8orkin!: producti6e and !o abo6e and be%ond. #he% are enthusiastic:

e0cited: out!oin! and happ%. And finall% the% are !ood citizens: lo%al reliable: team7pla%ers.

"ndustrious: enthusiastic and lo%al: can also be described as blind follo8ers: hero

8orshippers: or <ust incapable of independent <ud!ement: i.e. lackin! initiati6e. emember

that a !ood follo8er toda% is a potential leader tomorro8.

#he anti7protot%pe follo8er also has three aspects to their beha6iour. #he% sho8 conformit%:are easil% influenced: follo8 trends and are soft7spoken. #he% are incompetent: uneducated:

slo8 and ine0perienced. /inall%: the% are insubordinate: arro!ant: rude and bad tempered.

" ha6e met more than a fe8 softl%7spoken leaders: 8ho had conformed to recei6ed 8isdom

8here inno6ation 8as outside the scope of their !oal.

+ill ;ates 8as ine0perienced: uneducated and incompetent at OS desi!n: so he bou!ht one

from someone else. ore than a fe8 leaders probabl% fit the mould of amateur: and

thou!h the% are perhaps slo8 to !et !oin! 8here professionals are concerned: the% often !et

further because the% are obli6ious to the impossible. (ont thro8 the bab% out 8ith the

bath 8ater. Arro!ance is most definitel% a leadership =ualit% 8here appropriatel% applied.

,mer!ent leaders sometimes ha6e to be insubordinate 8here the% lack mentors and are

8itness to leadership sta!nation. Of course rudeness and bad temperament are notacceptable: but it seems to me that this is co6ered b% "m mad as hell: and "m not !oin! to

take it an% more statement. ,6er%one has a breakin! point. "ts usuall% <ust past the

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acceptable le6el of frustration. A !ood leader 8ill reco!nise this as a 8arnin! from her>his

follo8ers: perhaps a final 8ake up call 8arnin!.

"t seems to me !ood follo8ers areI listeners: accept a 6ision rather than a promise: 8ork 8ith

8hat the% ha6e rather than 8hat the% 8ant to ha6e: prepared to challen!e and be challen!ed:

and aspire to leadership themsel6es.

epl% •   Colleen *aren sa%sI

-anuar% 4D: 4@24 at FID4 am

$hile " a!ree 8ith %our obser6ations: " need to point out somethin!. #he protot%pe

and anti7protot%pe are not an indi6idual researchers opinion of !ood and bad

follo8ers. #he research is based on a sur6e% of indi6iduals to understand their beliefs

about 8hat consists of a !ood or bad follo8er. So these protot%pes represent the

collecti6e beliefs of people in the 8ork place about follo8ers in !eneral. So: 8hether

or not %ou a!ree doesnt reall% matter: because these protot%pes are 8hat most people

 belie6e. &our protot%pe is different: 8hich is oka%: but ma% cause problems if %ou

dont e0plicitl% share %our beliefs 8ith collea!ues: bosses and follo8ers.PS. "m not sure that !ood follo8ers al8a%s aspire to leadership themsel6es. +ut that

is for another post'

epl% 

. Pin!backI ental odelin! /or Content $orkI An "ntroduction | (aniel ,izansI Content

Strate!ist: ;eek | parker!rant.me

E. adrian McGinn sa%sI

April 2F: 4@24 at TI5T am

Hi Colleen

" liked %our post and 8ould in6ite %ou or an%one interested to connect to our Linkedin !roup

called /ollo8ership Q httpI>>888.linkedin.com>!roups9!idU2T54D5*trkU!roup7

epl% 

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