The Art And Science Of Leadership Business Management Discussion Complete: 6 questions total. Aim for 250-275 word answers for each of the six questions. T

The Art And Science Of Leadership Business Management Discussion Complete: 6 questions total. Aim for 250-275 word answers for each of the six questions. The word count 250-275 does not include the words used in your reference list entries. So the body of your answers should be 250-275 words. Aim for 4 references (total assignment) and cite source information substantively (usually 3 – 4 citations) in each question. Please use scholarly references You can cite a source more than once. No websites please used as referencesRead reference: Nahavandi, A. (2015). The art and science of leadership. Boston, MA: Pearson. Complete: 6 questions total. Aim for 250-275 word answers for each of the six questions. The
word count 250-275 does not include the words used in your reference list entries. So the body of
your answers should be 250-275 words. Aim for 4 references (total assignment) and cite source
information substantively (usually 3 – 4 citations) in each question. Please use scholarly
references You can cite a source more than once. No websites please used as references
Nahavandi, A. (2015). The art and science of leadership. Boston, MA: Pearson.
1.You now know that leadership is more than just a set of traits. Personal characteristics,
including personality, however, do matter. What personal characteristics do you think matter
most in leadership? Which ones detract from leadership effectiveness?
2. People from different generations often have different values. Have you observed differences
in values related to generational differences? How do they impact leadership and relationships in
the workplace?
3. What are some values that you think are universal? Consider to what extent they may be
influenced by culture.
4. What are some skills that you think are essential to good leadership? What can be done to
acquire those skills?
5. Why is self-awareness important to leadership?
6. What has been your personal experience, either directly or through observation with leaders
who may have been high on the dark triad traits? What was the impact? How can this be
managed?
Chapter
4
Individual Differences
and Traits
B
E
T
H
H
E
IL
G
D
G
After studying this chapter,
you will be able to:
E
S
M
1. Explain the elements and impact, of individual difference characteristics in leadership.
O
2. Discuss the role demographic characteristics play in leadership.
,
3. Identify the impact of values on A
leadership.
4. Present the relationship between
abilities and skills and leadership including
N
B
emotional intelligence and creativity.
G
E traits relevant to leadership including the
5. Highlight the role of key personality
E
T
following:
L
H
• The Big Five
A
E
•
•
•
•
The proactive personality
Type A
Self-monitoring
The dark triad
L
1
D
1
E
6. Be able to use individual characteristics
appropriately.
0
M
8
O
T
THE LEADERSHIP QUESTION
S
1
You now know that leadership is more than just a set of traits. However, personal characteristics, including personality, do 4
matter. What personal characteristics do you think
matter most in leadership? Which ones detract from leadership effectiveness?
in detail, their personalities dissected, and their actions celebrated. Long lists of
traits and personal exploits are provided. The detailed information about leaders
focuses our attention on the person. It echoes a common belief that leaders possess
104
The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition.
ISBN 1-323-60804-4
0
2
T and mythology of any civilization indicates
Even a quick reading of the history
S Their physical characteristics are described
that leaders are considered special.

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105
something out of the ordinary—something within them that makes them special and worthy of
our attention. Many believe that good leaders have natural, inborn characteristics that set them
apart from others. Most of us can produce a list of personal characteristics of effective leaders.
Leaders are courageous; they show initiative and integrity; they communicate well; and they
are intelligent, perceptive, goal-directed, and so forth. As discussed in Chapter 3 , the results of
hundreds of studies do not yield a specific profile for leaders. Traits may matter, but one trait, or
even a collection of traits, does not determine who will become a leader and whether that person
will be effective. That said, there are certain individual characteristics that impact leadership and
may affect leadership effectiveness. Jay Conger, B
renowned leadership scholar, once stated that
the issue is not: “whether leaders are born or made.
E They are born and made” (Conger, 2004).
In recent years, the interest in understanding the individual characteristics and personaliT
ties of leaders has reemerged, with many studies linking personality and other stable individual
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and Schyns, 2012; Judge, Piccolo, and Kosalka,E2009; and Zaccaro, 2007). Additionally, the
IL 6 include individual traits as a key factor in
neo-charismatic theories that we discuss in Chapter
G
leadership effectiveness. The major difference between
earlier approaches during the Trait Era
D
and the recent ones is the researchers’ more complex
approach. The search is not simply for one
G
E
individual trait or a combination of traits. Instead,Smodern theorists consider the complex interM
action among traits, behaviors, and situational characteristics,
such as expectations of followers.
,O
Within this framework, it is important to understand
the role that several personal characteristics
may play in determining leadership style and behavior.
Additionally, self-awareness of one’s
,
A
strengths and weaknesses continues to be at the heart of leader development (see Chapter 10).
This chapter discusses the role of individual
characteristics in leadership by considering
N
B
demographic characteristics, values, abilities, skills,Gand several personality traits. These individual
E will be. They, however, do affect the way
characteristics do not determine how effective a leader
E
leaders think, behave, and approach problems, their T
preferences, and their interpersonal interactions.
L
H
A
E
ELEMENTS AND IMPACT OF INDIVIDUAL DIFFERENCE
CHARACTERISTICS
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ISBN 1-323-60804-4
1
What makes every person unique is a combination D
of many factors, including demographic, phys1
E are at the core of who we are. Figure 4-1
ical, psychological, and behavioral differences. They
shows a framework for understanding individual0
Mdifferences and their complex components.
8
Heredity and environment are the two determinants
O of individual characteristics. The interactionist view suggests that, although experts debateTthe relative influence of each, these two determinants interact to influence the development ofSindividual characteristics. Although genetic
studies establish a link between heredity and some1personality traits, research also shows that the
environment strongly affects us. Influences include
4 physical location, family, culture, religion,
education, early experiences, and friends.
0
To understand individual differences, we must consider the interaction between heredity and
2
the environment. Environmental and social conditions can reinforce genetic patterns to influence a
T
leader’s personality, as can cultural factors, the educational
system, and parental upbringing. For
S
instance, in the United States, the genetic traits typically associated with being male are further reinforced by social norms that encourage boys to be competitive and aggressive. Similarly, although
female babies tend to develop language skills earlier than males, parents who speak more to their girls
and schools that expect girls to be proficient in language reinforce their verbal skills. These genetic
and environmental influences interact and are reflected later in life in leadership styles and behaviors.
The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition.
106
1BSU* r #VJMEJOH#MPDLT
Heredity
Genes
Race/Ethnicity
Gender
Environment
Culture and education
Parental influence
Physical environment
Individual Characteristics
Values
B
Demographic
Factors
E
T
Personality
Traits
Abilities and
Skills
H
H
E
IL
G
D
G
E
S
M
,O Style
Leadership
and Behaviors
,
A
FIGURE 4-1 Individual Differences Framework N
B
G
E
E
T
As shown in Figure 4-1, four major Lindividual difference characteristics can affect
H
leadership style: demographic factors, values, abilities
and skills, and personality. Demographic
A
E
factors such as age and ethnic background are individual difference characteristics that may
affect individual behavior and to some extentLleadership style. Values are stable, long-lasting
1
beliefs and preferences about what is worthwhile
D and desirable. They are principles that guide
behavior. Ability, or aptitude, is a natural talent
for doing something mental or physical. This
1
E
category includes things such as intelligence and
creativity. A skill is an acquired talent that a
0
M ability is somewhat stable over time, skills
person develops related to a specific task. Whereas
8
change with training and experience and fromOone task to another. You cannot train leaders to
develop an ability or aptitude, but you can trainTthem in new leadership skills. Personality refers
to a stable set of psychological characteristicsS
1that makes each person unique and constitutes a
person’s character and temperament.
of comfort includes a range of behaviors that come naturally and feel comfortable to perform
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practice, and in some cases might not be possible. Although we are at ease in our behavioral
comfort zone, we learn and grow by moving to our zones of discomfort. The behaviors outside
The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition.
ISBN 1-323-60804-4
4
Individual Characteristics Provide a 0
Range
2
Although individual characteristics tend to be stable, that stability does not mean that people
T their personality, values, and attitudes. Instead,
cannot behave in ways that are inconsistent with
each characteristic provides a behavioral zoneSof comfort as presented in Figure 4-2. The zone

$IBQUFS r *OEJWJEVBM%JGGFSFODFTBOE5SBJUT
107
Comfort Zone
Individual Characteristics
Zone of
Discomfort
Demographic
Factors
Personality
B
Traits
Abilities and
Zone of
E
Discomfort
Skills
Values
T
H
H
E
IL
G
Comfort D
Zone
G
E
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M
,O
, Range
FIGURE 4-2 Individual Characteristics and Behavioral
A
N
the comfort zone challenge us and push us to our B
limits. Therefore, although it is difficult to do
G
E comfort zone.
so, an effective learning tool is to move outside the
E
When situations provide little guidance andTare loosely structured, a person’s individual
L
characteristics can have a strong impact (Mischel,
H 1973; Weiss and Adler, 1984; Zhang, Ilies,
A
and Arvey, 2009). However, when the situation provides
strong behavioral cues—cues that sigE
ISBN 1-323-60804-4
nal what behaviors and actions are expected and appropriate—most people behave according to
those cues, regardless of their personality traits orL
other individual characteristics. For example,
1
D with a strong culture that provides detailed,
a highly mechanistic and bureaucratic organization
1
clear rules of behavior will not encourage its managers
E to express their individuality (e.g., see the
case at the end of Chapter 3). In contrast, a loosely0
Mstructured, organic organization that provides
autonomy will allow leaders and employees the latitude
to experiment and show their individual
8
O
differences.
T
The remainder of the chapter presents individual difference characteristics that have the
S
1
potential to affect leadership or that can help in understanding
leadership styles.
4
0 LEADERS
DEMOGRAPHIC CHARACTERISTICS OF
2
Several research projects focused on the demographic characteristics of who has and gets power
T
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is a homogeneous group. A 1989 study of 800 U.S. executives found that all were male; they
were firstborns in two-parent, middle-class families living in the rust belt (Kurtz et al., 1989).
Close to 90 percent were married, with a median age of 58, and many considered themselves to
be religious. Eighty percent were right-handed; they were taller and smoked less than the general
population and tended to exercise a fair amount. The CEOs were considerably more educated
The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition.
108
1BSU* r #VJMEJOH#MPDLT
than the general population, with 47 percent having graduate degrees. The majority studied in
public universities, and many paid for their own education, at least to some extent.
In 2006, researchers Mayo and Nohria found similar results and concluded that although
education opens the door for diverse people to reach leadership positions, and although there has
been progress in the number of women and people of diverse nationalities in leadership positions,
the leadership path is still primarily influenced by birthplace, nationality, religion, education,
social class, gender, and race. Other studies further show progress at least in some areas. For
example, between 1997 and 2013, the number of women-owned businesses in the United States
grew at one and half times the national average
B accounting for 29 percent of all businesses
(American Express Open, 2013). Even thoughEwomen and minorities have made their way up
many organizations in the United States and other countries, as we discussed in Chapter 2, males
T
TUJMMIFBWJMZEPNJOBUFUIFSBOLTPGPSHBOJ[BUJPOBMMFBEFST%FTQJUFTPNFDIBOHFT UIFUPQFYFDVH of the world, are still a homogeneous group.
tives in the United States, and in many other parts
H
The homogeneity in demographic backgroundEdoes not necessarily lead to similar approaches
in managing a business and leading followers.ILIt is unlikely, however, to lead to high diversity
G
of thought and approaches to management. With
D the current state of flux of public and private
organizations, the need for diverse and innovative
approaches is strong. Given the homogeneity
G
E
of current business leaders in the United States
and
around the world, it is not surprising that
S
M
such innovation is sometimes lacking.
,O
,
A
VALUES
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Values are long-lasting beliefs about what is worthwhile
and desirable. They are personal judgB
ments about what is right and wrong, good and G
bad
and
are
therefore bound to affect how leaders
E
think and lead. We consider how culture affects
values, generational differences in values, and
E
T
the interplay between values and ethics.
L
H
A
E
National Culture and Values
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The Art and Science of Leadership, Seventh Edition, by Afsaneh Nahavandi. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. Pearson Custom Edition.
ISBN 1-323-60804-4
The ways in which a person organizes and 1
prioritizes values is that person’s value system
D person family may be a central value and a top
(see Self-Assessment 4-1). For instance, for one
1
E as faith, career, and social relationships. Other
priority when compared with other issues, such
0
people might value their career more than their
Mfamily or put their faith and spirituality above
8
all else. Each of us has a personal value system
O around which we prioritize our actions. Some
people are aware of their values and their priorities,
whereas others may not be and become
T
cognizant of them only when conflicts arise. Each
individual’s
value system is unique, although
S
1
members of one family or culture might share certain key values.
Certain values—fairness, honesty, compassion,
and humility—are universal. In contrast,
4
the value of individual dignity—which refers 0to placing focus on the uniqueness, self-control,
and self-governance of individuals—is more prevalent in individualistic than in collectivistic
2
DVMUVSFT “OEFSTPO 5IF (-0#& SFTFBSDI, presented in detail in Chapter 2, indicates
that not all cultures value the same traits inTtheir leaders and that many characteristics are
S
culturally contingent.
Leaders from more individualistic cultures rate personal achievement and recognition
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collectivist cultures place a higher value on the community and a lower value on the individual.

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For instance, the Japanese value and reward conformity to the group. Parents teach children not
to stand out or draw attention to themselves. The Japanese proverb “the nail that stands out will
be hammered down” reflects the value system of many Japanese who believe that they should
sacrifice the self for the good of the collective. Leaders are similarly valued for their conformity to the social order as much as their uniqueness. Several Native American cultures, such as
the Navajos, have similar cultural values. Navajos, who are a horizontal collectivistic culture,
devalue individualism and standing out in one’s community and, indeed, consider such behavior
inappropriate. They appreciate leaders primarily for their contribution to their community.
Hofstede’s other cultural values of avoidance of B
uncertainty, power distance, and masculinity
further influence an individual’s value systems.EFor example research shows that different
factors motivate managers in different cultures (Mathur, Zhang, and Meelankavil, 2001), and
T
factors that determine commitment to work depend to some extent on cultural values (Andolsek
H power distance—such as in Sweden, which
and Stebe, 2004). When a culture emphasizes low
H
E to be cooperative and avoid status symbols
is individualistic but horizontal—leaders are likely
IL likely to emphasize honor and self-reliance.
and hierarchy. In masculine cultures, individuals are
G
The concept of high and low context can further affect
D values. In high-context cultures, such as
Mexico or Thailand, bending the truth to preserveG
relationships or protect feelings is much more
E
accepted than in low-context cultures, such as Germany
or the United States.
S
M
In addition to the impact of national culture, culture at the group level also affects values.
,O
For example, surveys consistently reveal what some
people call the gender gap, a difference in
the value systems of men and women. In the United
, States, women tend to place a higher value
on family and social issues, whereas men focus A
more on economic problems. We discuss the
impact of generational value systems next.
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ISBN 1-323-60804-4
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G
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Generational Differences in Values
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Research suggests that people from the older generation
in the United States believe that the
H
A
younger generation has worse moral values, less respect
for
others, and a lower work ethic than
E
their parents (Taylor and Morin, 2009). However, the younger generation fears that older workL in middle management (Erickson, 2010).
ers will not ever retire and leave younger workers stuck
1
D in both the United States and several other
Other research has found generational differences
1
E the United Kingdom. For example, in all
countries such as Australia, France, Germany, and
0
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8
from their employers compared to Xers (those born
in
the
1970s
and 1980s), who are more
O
demanding in terms of salary and titles, while Millennials
focus more on training, job perks, and
T
flexible work hours (Hastings, 2012). Xers and Millennials
have also been found to be generally
S
1
less loyal to their companies, give work lower priority, something that is not unexpected, given
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job to another, work odd shifts, rely on…
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