Reference:

Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: enhancing the lessons of

experience, 8th edition, McGraw-Hill Education, New York

Leadership
Leadership Behavior
 Introduction to Leadership Behavior

• Leadership behaviors are a function of intelligence, personality traits,

emotional intelligence values, attitudes, interests, knowledge, & experience.

• No universal set of leadership behaviors can guarantee success across m

any or all situations.

• Some types of task and relationship oriented behaviors can improve the
odds of leadership success.

• Individual differences, followers, and situational variables play a pivotal role

in a leader’s actions.

Reference:
Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: enhancing the lessons of
experience, 8th edition, McGraw-Hill Education, New York
 Leader Behavior Description Questionnaire

The LBDQ was developed by the Ohio State University, as one project of the Ohio State
Leadership Studies and identified two fundamental dimensions of leader behavior.

• Consideration is the extent to which a leader displays concern for the wellbeing of the
members. It is oriented towards interpersonal relationships and mutual trust.

• Leaders high in consideration show concern by speaking up for subordinates’

interests and expressing appreciation for their work.

• Initiating Structure is the extent to which a leader defines leader and group member
roles, initiates actions, organizes group activities and defines how tasks are to be
accomplished by the group.

• Leaders high in initiating structure engage in task-related behaviors like

assigning deadlines and monitoring performance levels.
Reference:
Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: enhancing the lessons of
experience, 8th edition, McGraw-Hill Education, New York
 Michigan Leadership Studies

University of Michigan identified four categories of leadership behaviors related

to effective group performance.

Goal emphasis
Job-centered dimensions
(similar to the LBDQ initiating structure behaviors) work facilitation

Employee-centered dimensions Leader support

(similar to the LBDQ consideration dimensions) interaction facilitation
Both the researches studies (LBDQ and Michigan) suggest that no universal
set of leader behaviors is always associated with leadership success.

Reference:
Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: enhancing the lessons of
experience, 8th edition, McGraw-Hill Education, New York
 The Leadership Grid
The Leadership Grid, previously
known as the managerial grid, is
a model of behavioral leadership
developed in the 1950s by
Robert Blake and Jane Mouton.

It is based on two behavioral

dimensions: concern for
production and concern for
people

Effective leaders exhibit high

concern for people and
production.
Source: Robert R. Blake and Anne Adams McCanse,
Leadership Dilemmas—Grid Solutions (Houston: Gulf
Publishing, 1991), p. 29. Copyright 1991. Reprinted with
permission of Grid International
 Competency Models
• Competency models are used to assess the different ‘behaviours and skills’ exhibited
by leaders in different organisations.

• It suggest different organisations may need different skills and behaviours to be

exhibited by leaders.

• The skills and behaviours found in almost all competency tests fall into one of four
categories:

Intrapersonal Skills Adapting to stress, goal orientation and adhering to rules

Interpersonal Skills Communication and building relationships with others
Leadership Skills Building teams and gaining results through others
Business Skills Strategic thinking’, financial abilities, ‘making decisions’ and ‘
analysing issues

Reference:
Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: enhancing the lessons of
experience, 8th edition, McGraw-Hill Education, New York
 The Hogan and Warrenfelz model

The Hogan and Warrenfelz model of leadership competencies is important because:

• It allows people to see connections between seemingly different organizational

competency models

• It makes predictions about how easy or difficult it will be to change various leadership
behaviors and skills

• It points out what behaviors leaders need to exhibit to build teams and get results
through others.

• Table on the next slides outlines the complete domain model, illustrating the links
between common competencies associated with each domain and Five Factor Model
(FFM) personality measures. Each competency in the Hogan Competency Model
(HCM) falls under one of the four domains

Reference:
The development of the Hogan Competency Model
https://info.hoganassessments.com/hubfs/EL_Hogan_Comp_Model.pdf
 The Hogan and Warrenfelz model
Meta-Concept Domain Example Competency FFM Measurement
Building Relationships
Communication
Consultative Skills
Cooperating
Influence Agreeableness
Interpersonal
Interpersonal Skill Surgency/Extraversion
Organizational Citizenship
Service Orientation
Teamwork
Trustworthiness
Getting Along
Dependability
Detail Orientation
Flexibility
Following Procedures
Integrity Conscientiousness
Intrapersonal
Planning Emotional Stability
Respect
Risk Taking
Stress Tolerance
Work Attitude

Reference:
The development of the Hogan Competency Model
https://info.hoganassessments.com/hubfs/EL_Hogan_Comp_Model.pdf
 The Hogan and Warrenfelz model
Meta-Concept Domain Example Competency FFM Measurement
Achievement
Building Teams
Business Acumen
Decision Making
Delegation
Leadership Surgency/Extraversion
Employee Development
Initiative
Leadership
Managing Performance
Resource Management
Getting Ahead
Analysis
Creating Knowledge
Decision Making
Political Awareness
Presentation Skills
Technical Openness to Experience
Problem Solving
Safety
Technical Skill
Training Performance
Written Communication

Reference:
The development of the Hogan Competency Model
https://info.hoganassessments.com/hubfs/EL_Hogan_Comp_Model.pdf
 The Leadership Pipeline Model

• The Leadership Pipeline model elaborates the processes organizations opt to

their future leaders.

• It lists seven levels of leadership with six transitions in between.

• It provides a useful framework for considering how leadership competencies

change as people are promoted through organizations.

• The best leaders are the one who have progressed through each of these
levels thus developing the requisite skills and values on their journey to next
level.

Reference:
The Leadership Pipeline Model: Building the Next-Generation Leaders
by Martin Luenendonk, 2018
 Six Transition of Leadership:
The Leadership Pipeline Model
The Leadership Pipeline Model

Step 1
• Managing Self to Managing Others

Step 2 
• Managing Others to Leading Managers

Step 3 
• Leading Managers to Functional Manager

Step 4
• Functional Manager to Business Manager

Step 5
•  Business Manager to Group Manager

Step 6 
• Group Manager to Enterprise Manager
 The Leadership Pipeline Model

The Leadership Pipeline

Reference:
The Leadership Pipeline
Source: R. Charan, S. Drotter, and J. Noel, The
Leadership Pipeline: How to Build the Leadership-
Powered Company (San Francisco: Jossey-Bass,
2001).
 Community Leadership

• Community leaders take responsibility for the well-being and improvement of their
communities. 

• Many of the influential community leaders possess certain traits that enable them to
drive progressive social changes in their locality.

• Community leaders lack position power and also have fewer resources and rewards.

• They build a team of volunteers to accomplish an important community outcome

• Three competencies are needed to drive community change efforts successfully:

 Framing: recognizing and defining opportunities
 Building social capital: developing and maintaining relationships
 Mobilization: engaging a critical mass to take action and achieve a specific
outcome

Reference:
Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: enhancing the lessons of
experience, 8th edition, McGraw-Hill Education, New York
 Leadership Behaviors: Multirater Feedback Instruments

• 360-degree feedback (also known as multi-rater feedback, multi source feedback, or

multi source assessment) is a process through which feedback from an leader’s
peers is gathered about their on-the-job behaviors & leadership effectiveness.

• 360-degree feedback should be designed in way that it can identify the

strengths and short comings in a leader.

• 360-degree feedback provides insight into self-perceptions and others’

perceptions of leadership skills.

• Leaders must set development goals and commit to a development plan to

improve those skills.

• 360-degree feedback should be built around a competency model.

Reference:
Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: enhancing the lessons of
experience, 8th edition, McGraw-Hill Education, New York
 Example of 360-Degree Feedback

Reference:
Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: enhancing the lessons of
experience, 8th edition, McGraw-Hill Education, New York
Thank you