Sin ttulo de diapositiva

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Are Business Schools the Place to Craft
Leaders?
CENTRUM Católica
Fernando DAlessio Ipinza
Director General, Professor
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PART I SOME REFLECTIONS ON LEADERS AND
LEADERSHIP
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Introduction
Leaders have always existed and the act of
leading is as old as humanity.
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Literature about leadership is vast and mainly
written in the last twenty five years.
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Many definitions, explanations, and proposals on
styles and models have been presented by
academicians, authors, and institutions.
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The necessity of leaders and the concept of
leadership are receiving special emphasis in this
global business world.
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Peter Drucker, as early as 1954, in his seminal
work The Practice of Management, presented a
sound definition Leadership is of outmost
importance. Indeed there is no substitute for it.
But leadership cannot be created or promoted. It
cannot be taught or learned.
Source Drucker (1954)
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Some Definitions
Leadership is a reciprocal relationship between
those who choose to lead and those who decide to
follow
Source Kouzes and Posner (1987)
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Leadership is by its very nature
interdisciplinary
Source Rost (1993)
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Leadership is the capacity to translate vision
into reality
Source Bennis (1997)
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Leadership is not something you do to people.
Its something you do with people
Source Blanchard (1999)
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If there was a moment in history when a
comprehensive strategic view of leadership was
needed this is certainly it
Source Bennis and Nanus (1985)
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Leadership can be exercised in the service of
noble, liberating, enriching ends, but it can
also serve to manipulate, mislead, and repress
Source Cronin (1993)
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Leadership is the art of influencing others to
their maximum performance to accomplish any task,
objective, or project
Source Cohen (1990)
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Leadership is the ability to influence
individuals or groups to think, feel and take
positive action to achieve goals
Source Capezio and Morehouse (1997)
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Bowie (1993), on a Kantian theory of leadership,
stated that the term leader has a hierarchical
and even elitist connotation, opposite to Kants
moral (basically egalitarian) philosophy. This
contradicts the fact that a leader needs to have
followers.
Source Bowie (1993)
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Machiavelli, on the other hand, indicated that
power was the sole purpose of leadership.
Source Machiavelli (1952)
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Leadership has been seen as a complex and
dynamic process, which can be defined in many
different ways.
Source Weiskittel (1999)
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Leadership has been a subject of confusion,
exasperation and befuddlement on behalf of those
who would hope to use or understand it
Source Harrison (1999)
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Leadership is an elusive concept, so there are
many definitions of leadership and many ways to
view leadership.
Source Schiro (1999)
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Harrison questioned the nature of leadership, as
cloaked in the mystery of power-wielding and
achievement.
Source Harrison (1999)
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Bennis smartly stated that leadership is like
beauty, very hard to define.
Source Bennis (1994)
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Multiple interpretations of leadership exist and
it will take more debate and research to reach a
consensus on this issue.
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Problems
Confusion among the terms Leadership, Management,
and Command persists.
Source Weiskittel (1999)
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Leadership is a process involving vision and
long-term thinking.
Source Weiskittel (1999)
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Management is both a short and long-term
activity.
Source Weiskittel (1999)
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Command is an activity, short-term oriented.
Command is vertical and subordinates have to
follow orders to the accomplishment of an
established mission.
Source Weiskittel (1999)
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In the leadership concept, there exists a
voluntary action of the followers, impressed by
the charisma, personality, and credibility of the
leader.
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Management is mostly a short-term activity, this
is unfortunate because it should also be a
long-term process.
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In fact, leadership is exerted in all these
activities and is a decisive factor in goals
achievement.
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Questions
Are leaders visionary, charismatic, and
self-directed?
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Do leaders coach, empower, guide, and teach?
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Are leaders decision makers and risk takers?
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Do leaders have courage and confidence?
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Are leaders ethical and moral?
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Friedman and Langbert summarized the key
attributes of a leader as possessing vision,
charisma, confidence, courage, humility, strong
sense of justice, honesty, and concern for others.
Source Friedman and Langbert (2000)
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Kotter identified leadership behaviors as (1)
Establishing direction, (2) Aligning people,
(3) Motivating and inspiring, and (4) Producing
change. These descriptions range far beyond just
being charismatic and credible
Source Kotter (1985)
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Some theories
I The Situational Leadership Theory
Source Hersey and Blanchard (1988)
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According to this theory, a prescriptive curve
indicates the appropriate leadership style, which
directly relates to the corresponding level of
maturity of the followers. Task versus
Relationship Behavior
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Four leadership styles are identified in the
curve telling (directing), selling (coaching),
participating (supporting), and delegating -
these are formed from a combination of task
behavior and relationship behavior.
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Hersey and Blanchard (1988) defined task behavior
as the extent to which a leader provides
direction for people, and relationship behavior
as the extent to which a leader engages in
two-way communication.
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Direction is what, when, where and how the
followers should carry out tasks. Communication
is active listening and providing supportive and
facilitating behaviors.
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Telling is for low maturity followers, selling is
for low to moderate maturity, participating is
for moderate to high maturity, and delegating is
for high maturity followers.
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Different styles are related to power as the
leaders influence potential.
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Seven important power bases are related to the
level of maturity coercive, connection, expert,
information, legitimate, referent and reward.
Change may occur along this spectrum.
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The leadership styles are known as Directing,
Coaching, Supporting, and Delegating. This model
helps to break down some of the facets of
leadership styles, and importantly explicates
leadership as a dynamic relationship between
people.
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II Burns on leadership
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Two types of leadership transactional and
transformational
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Transactional leadership occurs when one person
takes the initiative in making contact with
others for the purpose of an exchange of valued
things.
Source Burns (1978)
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Transformational leadership occurs when one or
more persons engage with others in such a way
that leaders and followers raise one another to
higher levels of motivation and morality.
Transformational leadership is viewed as the
real leadership.
Source Burns (1978)
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Bass identified nine dimensions of leadership
behaviors covering these two broad domains
transformational (5), and transactional (4)
leadership.
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Transformational leadership
The first transformational leadership behavior,
idealized influence (attributed and behavior)
refers to leaders who have high standards of
moral and ethical conduct, who are held in high
personal regard, and who engender loyalty from
the follower.
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The second transformational leadership behavior,
inspirational motivation, refers to leaders with
a strong vision for the future - based on values
and ideals.
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Leader behaviors falling into this dimension
include stimulating enthusiasm, building
confidence, and inspiring followers using
symbolic actions and persuasive language.
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Idealized influence and inspirational motivation
are highly correlated and are sometimes combined
to form a measure of charisma.
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The third transformational leadership behavior is
intellectual stimulation, which refers to leaders
who challenge organizational norms, encourage
divergent thinking, and push followers to develop
innovative strategies.
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Individual consideration, the fourth
transformational leadership dimension, refers to
leader behaviors aimed at recognizing the unique
growth and developmental needs of followers as
well as coaching followers and consulting with
them.
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Transactional leadership
Transactional leadership behaviors are aimed at
monitoring and controlling employees through
rational or economic means.
Source Bono and Avolio (1993)
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Contingent reward refers to leadership behaviors
focused on exchange of resources. That is,
leaders provide tangible or intangible support
and resources to followers in exchange for their
efforts and performance.
Source Bono and Avolio (1993)
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Management by exception active refers to
monitoring performance and taking corrective
action as necessary. The focus of management by
exception is on setting standards.
Source Bono and Avolio (1993)
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Management by exception passive is a less
active version of management by exception in
which leaders take a passive approach,
intervening only when problems become serious.
Source Bono and Avolio (1993)
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Finally, laissez-faire can be thought of as
non-leadership or the avoidance of leadership
responsibilities.
Source Bono and Avolio (1993)
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III Collinss Level 5 Leadership
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Collins introduced the concept of Level 5
Leadership as the highest level in a hierarchy
of executives capabilities, who blend extreme
personal humility with intense professional
will.
Source Collins (2001)
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Level 5 leadership will transform a good company
into a great one.
Source Collins (2001)
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Hierarchy
Level 1. Highly capable individual. Makes
productive contributions through talent,
knowledge, skills, and good work habits.
Source Collins (2001)
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Level 2. Contributing team member. Contributes
to the achievement of group objectives works
effectively with others in a group setting.
Source Collins (2001)
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Level 3. Competent manager. Organizes people and
resources toward the effective and efficient
pursuit of predetermined objectives.
Source Collins (2001)
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Level 4. Effective leader. Catalyzes commitment
to and vigorous pursuit of a clear and compelling
vision stimulates the group to high performance
standards.
Source Collins (2001)
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Level 5. Builds enduring greatness through a
paradoxical combination of personal humility plus
professional will.
Source Collins (2001)
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Some Reflections
Do our leaders possess transformational
leadership traits, directing / delegating
capabilities, and having reached Level 5?
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How do organizations know if their managers are
leaders?
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Are business schools the place to form leaders?
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How can leadership be measured?
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Does leadership vary across cultures?
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Are leaders born or made?
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Leadership has received more attention in the
business world than any other subject and is
still an elusive concept being discussed and
debated by academicians and practitioners alike.
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Leadership, by nature, should not be autocratic -
instead, it must be collaborative and
participative in essence.
Source Weiskittel (1999)
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Leaders are needed in this global economy, more
than ever, and leadership must be the process
used to reach positive goals.
Source Banerji and Krishnan (2000)
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The attributes of a leader are important in
relation to the organization and to the people
being led.
Source Banerji and Krishnan (2000)
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To be successful, leaders need to challenge the
status quo, to shift paradigms, create new ones,
and cause fundamental changes.
Source Banerji and Krishnan (2000)
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The transformational leadership holds great
promise for advancing associations, business, and
society.
Source Banerji and Krishnan (2000)
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Leaders lead people influencing them positively
and performing with them activities and
strategies to reach goals toward a joint
established vision.
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The leadership concept will continue to be an
extraneous and disputable one.
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More research - including on some of the ideas
raised in this conference - needs to be
performed.
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PART II ARE BUSINESS SCHOOLS THE PLACE TO
CRAFT LEADERS?
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Are leaders born or made?
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Its a never-ending discussion that will probably
continue until the end of time.
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The marketing pitch from most business schools is
that leadership is the most important aspect in
their MBA programs.
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Through brochures, advertisements, and web pages,
schools put the spotlight on this critical
component of business success, convincing
applicants that they will become leaders after
graduation.
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There are questions that always arise in academic
discussions about MBA program structure.
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Which faculty members are responsible for
teaching and crafting these important leadership
traits so that they can be emulated by students?
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Have these faculty members ever been leaders
themselves?
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Have all these great gurus who write books and
articles ever stepped into a key leadership role?
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Can leadership be taught from books?
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The questions regarding this critical aspect of
business and life go on and on.
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The true leaders in society are clearly
transformational.
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If business school deans are willing to assert
that leadership is the chief concern of the
educational process, then they should have the
courage to prove it by measuring and showing how
their efforts help students develop leadership
traits.
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In my opinion, an ethical deans responsibility
is to fulfill students expectations of their MBA
programs.
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Our rapidly expanding, constantly changing global
economy needs leaders more than ever.
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Because leadership is a critical component to an
organizations ability to reach its strategic
goals, the attributes of a leader are
importantnot only to the organization, but to
the people who are being led.
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To be successful, leaders should be
strategic-minded persons who can meet an
organizations short-term needs, while inspiring
and motivating colleagues to think longer term.
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Leaders must be willing to stand up and challenge
the status quoto shift paradigms, create new
ones, and, in the process, cause fundamental,
positive change.
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What are we doing?
At CENTRUM Católica, we are attempting to measure
our leadership crafting process in our Managerial
(part-time) MBA program.
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When students begin the program, we measure their
personal traits, such as personality, emotional
intelligence, critical thinking, and leadership.
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This serves as a first stage of research, which
will later be followed by the addition of the
principles of ethics and innovative thinking.
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This is a quantitative, cross-sectional first
and then a longitudinal study using valid and
reliable instruments.
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• The NEO Personality Inventory Revised (NEO PI-R)
  Revised Form S.
• The Watson-Glaser Critical Thinking Appraisal
  (WGCTA-A) Form A.
• The Multifactor Leadership Questionnaire (MLQ)
  Leader Form 5x-Short.
• The Mayer-Salovey-Caruso Emotional Intelligence
  Test (MSCEIT).

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After one year, we take a second measurement to
assess if any improvement occurred in students
personal traits because of their participation in
the program.
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Leadership is being taken as the dependent
variable, and a multivariable analysis is being
performed.
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Dependent and Independent Variables

• Dependent variable Leadership capabilities (y)
• Independent variables Personality (X1), critical
  thinking (X2), and emotional intelligence (X3).
  

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A SYSTEMIC VIEW
ENVIRONMENT COMPETITORS
PERSONAL ATTRIBUTES
PERSONAL RESOURCES
CRITICAL THINKING
STRATEGIC PLANNING
EMOTIONAL INTELLIGENCE
VISION
PERSONALITY
LEADERSHIP
FUTURE
PRESENT
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PERSONALITY PROCESS
OPENNESS TO EXPERIENCE - Fantasy -
Aesthetics - Feelings -
Actions - Ideas
- Values

• NEUROTICISM
• Anxiety - Angry
  Hostility - Depression
  - Self Consciousness
  - Impulsiveness
  - Vulnerability

CONSCIENTIOUSNESS - Competence -
Order - Dutifulness
- Achievement
Striving - Self-Discipline
- Deliberation
PERSONAL RESOURCES
TO
CRITICAL THINKING
EXTRAVERSION - Warmth
- Gregariousness -
Assertiveness - Activity
- Excitement Seeking
- Positive Emotions
AGREEABLENESS - Trust
- Straightforwardness
- Altruism -
Compliance - Modesty
- Tender-Mindedness
Source Costa McCrae (1992)
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CRITICAL THINKING PROCESS
HUMAN NATURE / FUNCTIONS OF THE MIND
THINKING FEELING
WANTING
DOING
CRITICAL OBSERVATION CRITICAL
LISTENING CRITICAL READING
CRITICAL PERSON / REFLECTIVE SKEPTICISM / TIME
MANAGEMENT
LOGIC / EMOTIONALITY / COGNITIVE DEVELOPMENT
CRITICAL THINKING
INTELLECTUAL STANDARDS
CRITICAL ACTING CRITICAL WRITING CRITICAL
SPEAKING
ELEMENTS OF REASONING
INTELLECTUAL TRAITS
- CLARITY - ACCURACY
- PRECISION -
RELEVANCE - DEPTH
- SIGNIFICANCE - LOGICALNESS
- FAIRNESS
- BREADTH -
COMPLETENESS
FROM PERSONALITY
- HUMILITY -
INTEGRITY -
PERSEVERANCE
-
SENSE OF JUSTICE
- CONFIDENCE IN REASON
- AUTONOMY
- COURAGE


- EMPATHY - FAIR-MINDEDNESS
- PURPOSES - QUESTIONS
-
INFORMATION
- INFERENCES
- CONCEPTS
- ASSUMPTIONS
- IMPLICATIONS
- POINTS OF VIEW

CRITICAL THINKING
TO LEADERSHIP
INTELLECTUAL RESOURCES
- BACKGROUND KNOWLEDGE
- OPERATIONAL
KNOWLEDGE OF STANDARDS
-
KNOWLEDGE OF KEY CONCEPTS
- EFFECTIVE HEURISTICS

- VITAL HABITS OF MIND
THINKING ERRORS
BARRIERS
- PERSONALIZATION
- POLARIZED
THINKING
- OVERGENERALIZATION
-
CATASTROPHIZING
- SELECTIVE ABSTRACTION
- ENCULTURATION
- SELF-CONCEPT

- EGO DEFENSES
-
SELF-SERVING BIASES
- EXPECTATIONS SCHEMATA -
EMOTIONAL INFLUENCES
- COGNITIVE DISSONANCE
- STRESS
TO BE AVOIDED
Sources Bailin, Case, Coombs and Daniels (1999)




Paul and Elder
(2001)
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EMOTIONAL INTELLIGENCE PROCESS
FACES
PERCEIVING EMOTIONS (PEIQ)
EXPERIENTIAL EMOTIONAL INTELLIGENCE (EEIQ)
PICTURES
FACILITATION
FACILITATING THOUGHT (FEIQ)
SENSATIONS
EMOTIONAL INTELLIGENCE (EIQ)
CHANGES
UNDERSTANDING EMOTIONS (UEIQ)
BLENDS
STRATEGIC EMOTIONAL INTELLIGENCE (SEIQ)
EMOTIONAL MANAGEMENT
MANAGING EMOTIONS (MEIQ)
EMOTIONAL RELATIONS
Source Mayer, Salovey and Carusso (2002)
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LEADERSHIP PROCESS
TRAITS CHARISMATIC
INSPIRATIONAL
RELATION SHIPS COALITIONS
COMMUNICATIONS MOTIVADOR
EMPOWERER
PURPOSEFUL
TRUSTWHORTY
VALUES PRINCIPLES
RISK TAKER
SELF- REFLECTIVE
CONTINGENT REWARD
MANAGEMENT - BY - EXCEPTION
(MBE) ACTIVE
HIGH
TRANSACTIONAL LEADERSHIP
MANAGEMENT - BY - EXCEPTION (MBE) PASSIVE
LAISSEZ - FAIRE
LOW
FROM EMOTIONAL INTELLIGENCE
IDEALIZED / INFLUENCE INSPIRATIONAL MOTIVATION
INTELLECTUAL STIMULATION INDIVIDUALIZED
CONSIDERATION
TO STRATEGIC PLANNING
COLLECTIVE LY ORIENTED
EGALITARIAN

NONEXPLOITATIVE
AUTHENTIC TRANSFORMATIONAL

PERSONALID CHARISMATIC
GENUINE
CHARACTERISTICS VISIONARY
CHANGE AGENTS COURAGEOUS
BELIVE IN PEOPLE
VALUE - DRIVEN

LIFE LONG LEARNERS
DEAL WITH COMPLEXITY
TRANSFORMATIONAL LEADERSHIP
SELF - AGGRANDIZING

NON - EGALITARIAN

EXPLOITATIVE
PSEUDO - TRANSFORMATIONAL
SOCIALIZED CHARISMATIC
ARTIFICIAL
Sources Burns (1978)
Aronson (2001)
119
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