C1. Significance of Leadership-Đã G P

Chapter 1
Significance of
Who is the leader?
A leader is any person who influences individuals and
groups within an organization, helps them establish
goals, and guides them toward achievement of those
goals, thereby allowing them to be effective.
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What is leadership?
• Leadership is a process of social influence, which maximizes the
efforts of others, towards the achievement of a goal.
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What is followership?
• A process whereby an individual or individuals accept
the influence of others to accomplish a common goal.
• Culture often focus on leading rather than following
✓But follower are just important, if not more so,
than leader
✓Leadership can be viewed as shared process.
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Types of follower
Kelly Typology (1992)

Two dimension of follower motivation
• Independent , critical thinking
• Active/ Passive
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high
The passive follower (sheep)
• Lack of commitment and require constant
supervision from the leader
• Score low in independent thinking and in level of
engagement
The conformist ( Yes people)
• Content to take orders to defer to theit leaders,
they do not question the dicisions or actions of the
leaders
• They score high in active engagement an low in
independent thinking
Low high
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The Alienated (cynics)
• Think freely and critically but they do not
participate in groups and organizations of which
high
they are members.Often questioning the
decisions and actions of leaders
• Score hing in independent thinking and low in
active engagement
The Examplary ( Stars)
• Exercise independent, critical thinking, separate
from the leader or the group
• Taking initiatives and are actively engaged
• They score high across the board
The Pragmatics
• They question their leader’s decision, but not
too critically and not too often
• They score “middling” in independent thinking
Low high and ”middling” in terms of engagement.
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What is influence ?
• The ability to influence is an interpersonal skill .This skill
includes the ability to sway opinions, encourage buy-in or
convince individuals to completely change their stance on a
subject.
• This can directly affect individual and company performance, as
organizations try to evolve and innovate to best meet the needs
of their clients.
• Influence is not an innate skill -- it can be developed, perfected
and used on a daily basis.
(Forbes magazine)
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• Khả năng tạo ảnh hưởng là một kỹ năng giao tiếp. Kỹ năng này bao gồm
khả năng xoay chuyển ý kiến, khuyến khích sự tham gia hoặc thuyết phục
các cá nhân thay đổi hoàn toàn lập trường của họ về một chủ đề. Điều này
có thể ảnh hưởng trực tiếp đến hoạt động của cá nhân và công ty, khi các
tổ chức cố gắng phát triển và đổi mới để đáp ứng tốt nhất nhu cầu của
khách hàng của họ.
• Khả năng tạo ảnh hưởng không phải là một kỹ năng bẩm sinh - nó có thể
được phát triển, hoàn thiện và sử dụng hàng ngày.
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Why leadership is important?
• To keep groups orderly: the existence of groups requires some form of organization
and hierarchy.
• To keep focus on group goals: Leaders are needed to pull the individuals together,
organize, and coordinate their efforts.
• To accomplish complex tasks: Leaders are needed to facilitate that
accomplishment, and to provide goals, directions and coordinate activities.
• To help make sense of the world by providing validation: Leaders help us make
sense of the world, establish social reality, and assign meaning to events and
situations that may be ambiguous.
• To be a romantic ideal: : Leaders is needed to fulfill our desire for mythical
or romantic figures.
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• Leadership is essential in providing vision and direction
• Leadership is one of many factors that affect the performance of
organizations
• Leadership can indirectly impact other performance factors
• The combination of leaders with followers and other organizational
factors makes an total impact.
• Identifying the situations in which leadership matters is essential
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When is a leader effective?
Fred Luthans (1989) proposes an interesting twist on the concept of leadership
effectiveness by distinguishing between effective and successful managers.
Effective leaders Successful leaders

• Satisfied and productive • Promoted quickly
employees • Focus on politics and networking
• Focus on the work • Interacting with outsiders
• Communicating with
employees/followers • Take care of boss/supervisor
• Take care of
employees/followers
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How many roles do you think a leader play?
Roles and Functions of Leaders
Managerial Roles - By Henry Mintzberg (1973)
• Figurehead •Spokesperson
• Leader •Entrepreneur
• Liaison
•Disturbance handler
• Monitor
•Resource allocator
• Disseminator
•Negotiator
© 2015 Pearson Education, Inc. / Re-edited by HSU-Lê Tấn Lộc 14

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Functions of leader
Shaping Organizational Culture
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Who would like to work with? And why?
Gender Differences in Roles
• Research suggests that male and female managers

may perform their roles differently.
• Sally Helgesen’s findings of female managers matched
Henry Mintzberg’s only in the last two categories.

Gender Differences in Roles
Male managers Female managers

• Unrelenting pace of work • Calm steady pace of work
• Do a wide variety of tasks • Frequent breaks
• Frequent interruptions • Did not perceive interruptions
• Little time to communicate • Schedule time for communication
• Few non-work activities
• Many non-work activities
• Isolation
• Connected to others
• Identity tied to work
• Multifaceted identities
• Complex network
• Prefer face-to-face • Complex network
• Prefer face-to-face
Personality Test: Are you a LEADER or a
FOLLOWER?
You have 15 seconds to answer each question. Choose A,B or C.
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Tôi cảm thấy mau chán trường, mệt mỏi trong một đám đông người
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Khi ai đó khó chịu, tôi cố gắng hiểu cảm giác của cô ấy/anh ấy
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Tôi thích nói với mọi người là họ cần phải làm gì
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Tôi hay dễ khó chịu ở nơi làm việc/trong lớp học
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Ghét bỏ là điều tôi cố gắng tránh nếu có thể
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Tôi cảm thấy bị đe doạ khi ai đó phê bình/ chỉ trích tôi
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Tôi lạc quan về cuộc sống
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Tôi luôn muốn là người cuối cùng lên tiếng
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Tôi dành thời gian để tìm hiểu người khác cần gì ở mình để tôi có thể giúp họ thành công
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Tôi đã trả lời thành thật vì tôi muốn thấy kết quả đúng nhất
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Group work
Follower
1. Why do you choose him/her to be your group leader?
2. What are your expectations of the person?
3. How do solve conflict when you don’t agree with him or other
members?
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Group work
Leader
1. What is your goal for the group
2. How do you help your team accomplish the assignment?
3. What would you do if your team mate behind the schedule?
4. How do you plan to know your member’s strengths and weaknesses
to get the assignment well-done?
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How to know where is the starting point of
becoming a leader?
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Lesson learnt from the book
• You start over at level 1 all the time with new team/group
• No shortcut even if you gained the highest level in your previous
organization.
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In short
Leaders are effective when their followers achieve their
goals, can function well together, and can adapt to
changing demands from external forces.
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Examples of How top business leaders added
value to their companies
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Top business leader: how they add value to
their companies
Publication by Farkas Charles et al (1995)
Five Approaches to Leadership
1. Strategic Approach;
2. Human Assets Approach;
3. Expertise Approach;
4. Box Approach; and
5. Change Approach.
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The Strategic Approach
Acting as the organization’s top strategist, systematically

envisioning the future, and specifically mapping out how
to get there.
Example: Jeff Besoz and Amazon?
Advanced e-Commerce - Course Introduction

The Human Assets Approach
Managing for success through people policies,

programs and principles.
Example: Tim Cook and Apple; Kevin Johnson
and Starbucks. Who else?

The Expertise Approach
Being a champion of a specific expertise, and using it to

focus the organization.
Examples: B. Gates/Microsoft; S. Jobs/Apple;
J. Yang & D. Filo/Yahoo; M. Zuckerberg/Facebook;
L. Page & S. Brin/Google.
Who else ?

The Box Approach
Building a set of rules, systems, procedures and values
that essentially control behavior and outcomes within
well-define boundaries,
Example: Henry Ford/Ford; Who else?

The Change Approach
Acting as an agent of radical change, transforming
bureaucracies/organizations into embracing the new
and different.
Examples: Elon Musk and Tesla; Richard Branson and
the Virgin Group.
Who else?

Practice 2
You have started on a new job, and
based on the interview and discussion
with people prior to accepting the job,
you were led to believe that the
company strongly believes in employee
participation, engagement, and
flexibility. After a couple of months of
working with your new boss, however,
all you see is command-and-control,
with little opportunity for you to provide
any input.
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Chapter 2
Global and cultural context
Learning outcomes
• Define culture and explore culture theories
• Explore the relationship between leadership and culture.
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Definition of Culture
• The learned beliefs, values, rules, norms, symbols and traditions that
are common to a group of people.
• Shared qualities of a group that make them unique
• Is the way of life, customs and scripts of a group of people
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Example:
American believe cinnamon is the
great ingredient for making
cookies.
French believe the cinnamon ruins
the tast of the cookies
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Terms related to culture
• Multicultural: Approach or system that takes more than one culture
into account (Đa văn hóa)
• Diversity: existence of different cultures or ethnicities within a group
or organization (Đa dạng hóa)
• Prejudice (Định kiến)
A largely fixed attitude, belief or emotion held by an individual about another
individual or group
Involves inflexible generalizations that are resistance to change or evidence
Is self-oriented rather than other-oriented
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A brief overview of the theorists whose ideas
are the framework for this lesson.
• Late 1960s – Geert Hofstede, personnel research dept of IBM Europe.
• Late 1980s Fons Trompenaars and Charles Hampden-Turner,
Consultants
• Late 1990s Robert J House et al – Project GLOBE
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Geert Hofstede
Personnel research dept of IBM Europe.
Surveyed 116,000 IBM employees in 40 countries on preferences
around management style and work environment
4 dimensions where differences by country were significant

• power distance
• uncertainty avoidance
• individualism/collectivism
• masculinity/femininity
• later discussed a 5th dimension = long term view (Asia)
https://www.hofstede-insights.com/country-comparison/china,vietnam/ 8
Late 1980s Fons Trompenaars and Charles
Hampden-Turner (based on Parsons)
• Consultants
• By 1998: 15 years of research – questionnaire based. Framework from Talcott
Parsons, US Sociologist (Harvard 1927-1973)
• 30 companies, 50 countries, 30,000 people
• 7 fundamental dimensions of culture:
relationships with people
universalism vs. particularism
individualism vs. communitarianism (collectivism)
neutral vs. emotional
specific vs. diffuse
achievement vs. ascription
time attitudes toward environment
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The GLOBE study ( House,et al. 1991)
- The Global Leadership and Organizational Behavior Effectiveness
(GLOBE)
- Measured beliefs and values of managers
- Initiated in 1991- the program involved more than 160 investigations.
- Used quantitative methods to study the responses of 17,000 managers
in 950 organizations in 62 countries
- Developed a classification of cultural dimensions- identified Nine
cultural dimensions
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62 countries
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GLOBE dimensions
• Power Distance: The degree to which members of a collective
expect power to be distributed equally.
• Uncertainty Avoidance: The extent to which a society,
organization, or group relies on social norms, rules, and
procedures to alleviate unpredictability of future events.
• Humane Orientation: The degree to which a collective
encourages and rewards individuals for being fair, altruistic,
generous, caring, and kind to others.
• Collectivism I: (Institutional) The degree to which
organizational and societal institutional practices encourage
and reward collective distribution of resources and collective
action.
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• Collectivism II: (In-Group) The degree to which individuals
express pride, loyalty, and cohesiveness in their organizations
or families.
• Assertiveness: The degree to which individuals are assertive,
confrontational, and aggressive in their relationships with
others.
• Gender Egalitarianism: The degree to which a collective
minimizes gender inequality.
• Future Orientation: The extent to which individuals engage in
future-oriented behaviors such as delaying gratification,
planning, and investing in the future.
• Performance Orientation: The degree to which a collective
encourages and rewards group members for performance
improvement and excellence.
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How does culture interact with leadership?
Beside looking at differences in culture, the GLOBE study also
look at differences in leadership behaviors that are considered
important to various degree in various cultures.
Bên cạnh việc xem xét sự khác biệt về văn hóa, nghiên cứu GLOBE cũng
xem xét sự khác biệt trong các hành vi lãnh đạo được coi là quan trọng
ở nhiều mức độ khác nhau trong các nền văn hóa khác nhau.
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Leader concern about motivating people
( transformational leadership style)
Often sees in democratic leadership style
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Six set of leadership behaviors
• Charismatic/value-based leadership: reflects the ability to inspire,
motivate, expect high performance from others based on strongly
held core values
• Team-oriented leadership: emphasizes team building and a common
purpose among team members
• Participate leadership: reflects the degree to which leaders involve
others in making and implementing decisions.
• Humane-oriented leadership: emphasizes being supportive ,
considerate, compassionate, and generous
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Six set of leadership behaviors
• Autonomous leadership: refers to independent and individualistic
leadership which includes being autonomous and unique.
• Self-protected leadership: reflects behaivours that ensure the safety
and security of the leader and the group
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-
Highly
value
ANGLO: English speaking countries Australia, Canada, New Zealand, UK, US

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Highly
value
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Highly
value
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Strenghts of GLOBE study
• A major study and, to date, the only study to analyse how
leadership is viewed by cultures in all parts of the world.
• Findings from GLOBE are valuable because they emerge from a
well-developed quantitative research design.
• Provides a classification of cultural dimesions that is more
expensive than the commonly used Hofstede classification
system
• Provides useful information about what is universally
accepeted as good and bad leadership
• Underscores the complexity of leadership process and how it
influenced by culture
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Application of GLOBE study
• Helps leaders understand their own culture biases and
preferences
• Different culture have different ideas about what they want
from their leaders, and their findings helps leader adapt their
style to be more effective in different cultural settings.
• Helps global leaders communicate more effectively across
cultural and geographic boundaries.
• Information on culture and leadership can be used to build
culturally sensitive Websites, design new employee orientation
programs, conduct programs in relocation training and
improve global team effectiveness.
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In short: Charateristic of Culture
• Affect thinking and behavior
• Shared by group members
• Transferred from one member to another
• Stable: it does not change easily;
• But dynamic: it can changes to adapt changing
environment.
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Sumary of three culture models
• Hofstede focus primarily on national culture.
• Trompenaars provides a model that combines national and
organizational cultural and has a strong practitioner focus.
• GLOBE has one of the most comprehensive models available
with a strong focus on leadership characteristics across
cultures
• Each model is useful and used to provide a cross-cultural
perspective on leadership.
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Three levels of culture
National culture:
defined as a set of
values and beliefs
shared by people
within a nation.
(Hofstede)
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Group culture
• Group culture: Different ethnic and other cultural groups (Gender,
religious, and racial differences) within a nation might share a culture,
called as group culture (or subculture).
• Although these groups share national cultural values, they develop
their own unique cultural traits.
(Trompenaars
combines national and
organizational cultural)
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Organizational culture
• Organizational culture (“corporate culture”)—the set of
values, norms, and beliefs shared by members of an
organization.
• Given time, all organizations develop a unique culture or
character whereby employees share common values and
beliefs about work-related issues, typically include beliefs
about leadership.
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GLOBE dimensions
• Power Distance: The degree to which members of a collective
expect power to be distributed equally.
• Uncertainty Avoidance: The extent to which a society,
organization, or group relies on social norms, rules, and
procedures to alleviate unpredictability of future events.
• Humane Orientation: The degree to which a collective
encourages and rewards individuals for being fair, altruistic,
generous, caring, and kind to others.
• Collectivism I: (Institutional) The degree to which
organizational and societal institutional practices encourage
and reward collective distribution of resources and collective
action.
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• Collectivism II: (In-Group) The degree to which individuals
express pride, loyalty, and cohesiveness in their organizations
or families.
• Assertiveness: The degree to which individuals are assertive,
confrontational, and aggressive in their relationships with
others.
• Gender Egalitarianism: The degree to which a collective
minimizes gender inequality.
• Future Orientation: The extent to which individuals engage in
future-oriented behaviors such as delaying gratification,
planning, and investing in the future.
• Performance Orientation: The degree to which a collective
encourages and rewards group members for performance
improvement and excellence.
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Low-context vs. High context culture
&
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Context definition
Context literally means “with text”—it’s all of the information
surrounding what is being said, from the setting to the people involved
and their standing within a given culture.
The context of any interpersonal exchange can impact much of what is
said and meant. Cultural norms regarding context vary greatly. In many
ways, these cultural differences related to context influence how
people communicate.
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Ngữ cảnh có nghĩa đen là “với văn bản” - tất cả thông tin xung
quanh những gì đang được nói, từ bối cảnh đến những người
liên quan và vị thế của họ trong một nền văn hóa nhất định.
Bối cảnh của bất kỳ cuộc trao đổi giữa các cá nhân nào có thể
ảnh hưởng đến phần lớn những gì được nói và có ý nghĩa. Các
chuẩn mực văn hóa liên quan đến bối cảnh khác nhau rất nhiều.
Theo nhiều cách, những khác biệt văn hóa liên quan đến bối
cảnh ảnh hưởng đến cách mọi người giao tiếp.
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How context and culture impact behaviors
West vs. East
Problem solving approach
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Contacts and connections
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The Boss
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Time
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Self-expression
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Noise level inside the restaurant
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Travelling
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Animals
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Example
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• Cindy is hosting a conference at a local hotel for U.S.
Operations employees as they meet their Japanese partners
for the first time.
• Cindy and Runa have had several productive phone calls
before the conference, and they are happy to meet each
other. They are now setting up the room the day before the
meeting.
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Runa! Thanks for offering to help me set up the
room. We only have about ten minutes before
we’re expected downstairs, so I’ve already
gotten everything set up.
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For Cindy, as long as they get the necessary
materials, the manner of display is not
important. In Japan, presentation is important,
and Runa wants to impress her colleagues.
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Oh, I don’t think we have time for
that, the participants will just mess it
all up anyway.
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While the U.S. norm for
conference room set up
is to have a neat,
uniform look, Cindy is
acting quickly since she
is pressed for time.
While Cindy’s response
is practical, Runa still
feels uncomfortable.
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Ugh, we just have to make sure
Well… actually it won’t take me
they get what they need, but fine.
that long, just give me a
second.
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Runa quickly reorganizes everything. She
believes that her conference behavior needs
to reflect the careful attention she gives her
work in Japan.
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I guess. Either way, they’ll get
what they need. Thanks. See, it’s no problem. I think that
looks much better.
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Learning outcome
• As you can see, there is underlying tension between Runa
and Cindy because each of them believes that their way of
doing things is correct. Neither person is wrong here,
because they’re both doing what they know.
• When you are communicating with someone who relies on a
different set of norms, try to remain open to their way of
doing things. You will learn their values from their behavior
and gather clues as to how you can make communications
smoother.
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Let’s practice
What are the differences between these Gaze

and Why?
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The gaze
What does his gaze

mean to you?
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Watch and learn
• https://www.youtube.com/watch?v=zQvqDv4vbEg
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What are the challenges of leaders?
Futurize and Humanize- Jacorb Morgan.
https://www.youtube.com/watch?v=ShpnIAxlmVg
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What are the challenges of leaders?
Futurize: making sure the company is ready for the future
Humanize: making sure the company stays human in the future
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What would you do?
You lead a team made up of people from several different countries.
They are all very well qualified and experts in their fields.
They have trouble working together, however. They constantly argue
over work processes, and their arguments are getting increasingly
personal. They blame their different personalities, but you think culture
has something to do with the problems.
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Chapter 3
Foundation of modern leadership
Instructor: Bui Thi Van Quynh (MBA)
Tình huống 1
Learning objectives
• Identify the three major eras in the study of leadership and their
contributions to modern leadership.
• Explore five theories of leadership namely:
➢The Great man theory
➢Fiedler’s Contingency Model
➢Transactional Model
➢Transformational Model
➢Path-Goal Theory Model
What is leadership theory?
• Leadership theories are shools of thought brought forward to explain
How and why certain individuals become leaders.
• The theories emphasize the traits and behaviors that individuals can
adopt to boost their own leadership abilities.
Part 1. Three major eras of leadership
• The trait era: 1800s to mid-1940s
• Focus on leader personality/trait
• The behavior era: mid-1940s to 1970s
• Focus on leader behavior
• The contingency era: early 1960s to present
• Focus on understanding both the leader and the
leadership situation
1. The Trait era-Early 1900s
1. The Trait era-Early 1900s
• The great man theory

• 5 most common traits in leaders
1- Intelligence
• Leaders are normally well-educated, extremly high intelligent than
average people
2- Self-confidence
• Leaders has a strong certainty about their competencies and skills
• High level of self-esteem and self assurance in their capacity to make
difference.
3. Determination
• The strong drive to move forward . It’s the Initiative, persistence,
perseverance to follow through despite many obstacles.
4- Integrity
• This means being honest, trustworthy, living by a clear set of principles
and taking responsibility for the actions.
• Follower trust the leaders and like them because they do what they say.
5-Sociability
• The tendency to engage in friendly, courteous and pleasant, social
relationships
• They are tactful, diplomatic and sensitive to other’s needs and well-
being → Good interpersonal skills
2. The behavior era: mid-1940s to 1970s
How the leader lead and act

1. Autocratic
2. Democratic
3. Laissez-faire
The Autocratic leadership
Characteristics of Autocratic style
• Authoritarian, boss-centered approach
• Assume full control of the group, goals, and decisions
• Centralized power
• Top-down communication approach
• A drive for control and compliance
• Seek little or no Input for decision making
How does this style relate to follower?
• High power distance
• Clear unequal dynamic with followers
• Rely on position of authority, not relationships
• Do not socialize with subordinates
Autocratic leadership style
STRENGTHS WEAKNESSES
✓ When quick, decisive decisions ✓ Demanding, strressfull style
are needed ✓ Leaders must give constant
✓ With low-skills followers who hands-on attention
need direction ✓ Foloower take less initiative
✓ when there’s a leadership void or ✓ Followers act out more and work
lack of direction less when the leaders leaves the
✓ Helps suppress conflict room
temporarily ✓ Turn over is high
Democratic leadership style
Charateristics of Democratic style
• Take a collaborative approach
• Solicit feedback and input to make
decisions
• Listen to a range of opinions
• Two-heads-are better- than-one philosophy
• Test ideas with followers
→ “hey, here is what I’ve been thinking of
doing things, what do you think?”
Characteristic of Democratic style
• Delegate many decisions to followers
• Decentralised power and authority
• Allow followers freedom to make choices
• Leader is still accountable if their follower make a bad decision.
→ He’s in charge of the final outcome of the team
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How democratic leader interact with their
followers?
• Low power distance
• Gap of inequality is not emphasized
• Approachable, make efforts to connect
• Good communication
• Rely on relational influence
• Trust their followers
• Many followers prefer to work with democratic leaders
Democratic leadership style
WEAKNESSES
STRENGTHS ✓ Not as helpful when pressure is
✓ High-quality, informed decsions high and time is short
✓ Followers are more creative and ✓ Not practical when concensus
innovative as they’re given room and harmony are not possible.
for decision making ✓ Not as useful when followers
✓ Followers are consitently aren’t trustworthy
productive, even when the leader
is not in the room
✓ Good communication with
follower
✓ Followers have high satisfaction
levels
Laissez-faire leadeship style
Laissez-faire leadeship style
• Giving the follower space to work and they can be at their best
• Hands-off style, let the follower make their own decision and solve
the problems
Characteristics of Laissez-faire leadeship style
• Provide the overal direction, deadlines, goals, and resources
• Encourage followers to do it on their own
• Hold fewer meetings and are less likely to check in
• Don’t observe directly very often
How Laissez-faire leader interact with their
followers?
• More likely to listen than give advice
• Guidance is general
• Don't micro-manage
• Trust their followers to figure it out
Example
• Warren Buffet is the fourth
wealthiest person in the world,
runs Berkshire Hathaway.
• Famous for scheduling about 3 or
4 meetings a month
• He doesn’t watching people very
closely.
In fact, this style is not generally effective
✓it can cause stress to followers→ “he lets us figured things out too
much”
✓In real-life, no effective leaders are 100% hands-off
➢No leaders can avoid accountability
➢Laiser-faize leaders also set expectation or results from their followers
Laissez-faire leadership style
WEAKNESSES
STRENGTHS ✓ Results in low productivity in
✓ Works when followers are highly most cases
educated, skilled and motivated ✓ Not helpful when follower’s
✓ Can work in creative industries ambiguity is high
when workers are driven ✓ Leader may not detect
✓ Requires less top-down pressure underperformance, bullying,
conflict, etc.
3. The contingency era- Assumptions
➢No one best way to lead
➢Simple traits or behaviors alone do not explain or predict leadership
➢Understanding both leader trait/ behavior and situation is needed
➢Personal and situational factors affect leadership effectiveness
Fiedler’s Contingency model
• Leadership effectiveness is a function of the match or fit between
leader’s style and the leadership situation
• The leader’s style has a trait-like quality and cannot be changed
from one situation to another
• The leader must change the situation to fit his or her style
Elements of Fiedler’s Contingency Model
• The leader style
➢Task or relationship motivation measured by the LPC scale
• Situational control
➢Leader-member relations
➢Task structure
➢Position power
Use the scale to generate a
cumulative score based on
perception of coworker
charater, traits and attitude
Situational leadership model
Hersey and Blanchard model
• Tied the situtation that the follower are in and type of approach the
leader should use in response
• There’s more guidance in this model
• The premise of this model is leaders should change their style
according to their follower. Two demensions of follower that leaders
must look at:
➢Follower’s ability or “skills” to do the job Follower’s
➢Follower’s willingness or Motivation to do the job Readiness
Leader consider
• Tasks
• Communication
• Motivation
James McGregor Burns - 1970s
Transactional leadership
Transformational leadership
Transactional leadership theory
• Based on Maslow’s Hierarchy
• Concerning with satisfying the
physological, safety and belonging
neeeds of followers→ Focus on Only the
low level of need
• The leaders “exchange” rewards and
privilliges for disireable outcomes
➢Ex:
“ You do a good job, you’ve got the rewards”
“if I do this for you, you’re supposed to do
that for me”
Transactional factors
• Proposed by Bernard Bass & Associate suggests how the leader
reward and act:
Leader provides rewards

and show recognition
Leader steps in and

intervience, giving
feedaback
Transactional leadership style example
• Setting clear goals and he sees clear

goals is national motivation to help
followers know how they can
succeed
• He’s not a particular inspirational
figure when people hear him talk and
the way he leads but he does help his
follower reach their goals and ger
rewarded
What transactional leadership looks like:
Transactional leadership style
Tranformational leadership theory
• Tranformational leadership attempt to engage the person and
Tranform them into the leader by fullfiling the higher need on the
hierarchy.
5 key characters of tranformational leaders
1. Creative
2. Interactive: communicate a lot with follower (Obama)
3. Visonary: Able to explain precisely where they want to take the
organization to the future, energize people and create standards of
excellence that inspires followers. ( Martin Luther King Jr.)
4. Empowering: Delegating important jobs, support the followers to
help them reach the highest level of need and transform them into
leader themselves ( Phil- Knight- Founder of Nike)
5. Passionate: A true beliver in what they do and electrify people to
do the same ( Mother Terersa)
Charismatic leadership theory
“Are some people born with charisma?”
What is Charisma?
5 typical characteristics of charismatic leaders
1. Strong role models (Ganhdi)
2. Demonstrate competence ( they know what they’re doing)
3. Communicate goals
4. High expectections: set high standard for the followers, give them
the confidence to succeed ( Steve Jobs- Reality distortion )
5. Arouse motives: “ Ask not what the country can do for you, ask
what you can do for your country”- John Frankline Kenedy (JFK)
Key theme of charismatic leadership style
• Focus on Follower: if ttheir follower is nor exceited, not motivate, not
engaged then they are not qualified as CHARISMATIC
• Context: in tough/difficult situation, or the follower feel stress, leader
are supposed to show up and show the followers the way
Chapter 4
Individual differences and Traits
Instructor: Quynh Bui
Learning Objectives
1. Explain the elements and impact of individual difference characteristics in leadership
2. Discuss the role demographic characteristics play in leadership
3. Identify the impact of values on leadership
4. Present the relationship between abilities and skills and leadership including emotional
intelligence and creativity
5. Highlight the role of key personality traits relevant to leadership including the following
• The big five
• The proactive personality
• Type A
• Self-monitoring
• The dark triad
6. Be able to use individual characteristics appropriately
2
1. Individual difference characteristics in
leadership
3
Important terms
Trait: Đặc tính

Trait influences our behavior.
Example: sociable, kind, hot-tempered, aggressive, tough,

respectful, genuine…
4
Personality: tính cách
A personality includes various characteristics and patterns that influence
our emotions, thoughts and behavior. This is usually unique to a person
Example: The manner, in which a person behaves, reacts, thinks, and

feels in a particular situation can be wholly different from the manner in
which another individual responds to the same situation. This is due to
the differences in the personality.
5
In short
• Personality refers to a combination of characteristics.
• Traits refer to individual characteristics that create a
personality.
6
Questions
1. What makes people different from each other?
2. Will people in the same culture has the same personality?
7
Individual Differences Framework (1)
Heredity Environment
Genes Culture and education
Race/ethnicity Parental influence
Gender Physical environment
Individual characteristics
Demographic factors
Values Abilities
and
Personality traits skills
Leadership styles and

behaviors
8
Four majors characteristics
1. Demographic factors: such as age and ethnic background are individual
difference characteristics that may affect individual behavior and to some
extent leadership style.
2. Values are stable, long-lasting beliefs and preferences about what is
worthwhile and desirable. They are principles that guide behavior.
3. Ability, or aptitude, is a natural talent for doing something mental or physical.
This category includes things such as intelligence and creativity. A skill is an
acquired talent that a person develops related to a specific task. Whereas
ability is somewhat stable over time, skills change with training and experience
and from one task to another. You cannot train leaders to develop an ability or
aptitude, but you can train them in new leadership skills.
4. Personality traits refers to a stable set of psychological characteristics that
makes each person unique and constitutes a person’s character and
temperament. ( đặc tính về tính cách)
9
1-Demographic
• U.S. business leaders are a homogeneous group
• U.S. leaders are similar in
– Birthplace
– Religion
– Education
– Social class
– Gender
– Race
• Homogeneity may negatively affect ability to innovate and be creative
10
2-Values
Values are long-lasting beliefs about right and wrong and what is
worthwhile and desirable
• Factors that affect values include
– Culture
– Personality
– Gender
– Ethnicity
– Generational differences
11
2.1 Relationship between Values and Ethics
• Relativist view/Quan điểm tương đối
– Right and wrong depends on the situation
Example: Taiwanese Manager vs. Australian Manager (Call)
• Universalist view/Quan điểm phổ quát
– All situations and actions are judged by the same
standard.
Example:
a. Thief, Murderer are sentenced to death.
b. In business: Gender equity in management team (30% Female)
12
2.2 Generation differences in values
“digital natives”
be well-behaved,risk-averse.
Flexibility,
meaningful
experiences,
tolerance, and
openness
Nonconformity,
idealism, self-
focus, happiness,
and peace
Hard work,
Enjoyment of life,
frugality/tiết kiệm,
autonomy,
patriotism /yêu nước flexibility, work-
life balance
13
3-Relationship between Value and Culture
• Culture is the basis of a person’s values
• Individualism is related to values of achievement
• Collectivism is related to values of sacrifice for the group.
14
4. relationship between abilities and skills and
leadership including emotional intelligence and
creativity
15
4. Ability vs. Skills in leadership
16
4.1 Ability
Ability refers to specific talents that an individual possesses
beforehand. An ability is generally classified as an intelligent power.
➢Stable, natural talent for doing something
Examples:
➢an athlete has the ability to run faster than a normal individual.
➢artist has significantly more artistic ability than a doctor or a surgeon.
17
4.2 Skills
• A skill is a learned capacity to accomplish a specific activity with
predictable consequences and good execution, usually within a
certain amount of time, energy, or both.
• Acquired talent developed for a specific task
Examples: Speaking skills, leadership skills etc…
18
19
Leadership skills and career progression
• Technical
Level of leadership
Upper
management
• Interpersonal
Middle
• Conceptual management
Supervisory
Technical Interpersonal Conceptual
skills skills skills
Leadership skills
20
Abilities: The 3 types of intelligence
Sternberg’s Triarchic Theory of Intelligence
Sternberg’s definition of human intelligence includes
“mental activity directed toward purposive adaptation
to, selection and shaping real-world environments
relevant to one’s life.”
“trí thông minh của con người bao gồm “hoạt động trí óc hướng
đến sự thích nghi có chủ đích, lựa chọn và định hình môi trường
thế giới thực phù hợp với cuộc sống của một người”
21
Abilities: The 3 types of intelligence
Sternberg’s Triarchic Theory of Intelligence
22
1. Analytical Intelligence
The ability to analyze, understand, and draw conclusions

from given information.
•
• With analytical intelligence, people can identify
patterns in complex events and accurately predict
outcomes.
• A person’s aptitude in understanding concepts, solving
problems through their knowledge about math and
science principles, along with verbal comprehension
abilities which include vocabulary usage and spelling
accuracy among others.
23
2. Experiential Intelligence
Experiential or creative intelligence, is characterized

by a predisposition/ khuynh hướng to creativity.
• Creative intelligence is thinking outside the box, which
leads to fresh ideas for new projects.
• People with creative intelligence can pick up new skills
and ideas faster than others.
24
3. Practical Intelligence
The ability to think quickly and adapt easily.

Practical intelligence is the knowledge and skills a person uses
when navigating his/her surroundings, solving problems on the
fly, and meeting new challenges with confidence.
Practical intelligence is a way to judge people by their actions
rather than what they know or how smart they are in other
areas of life like academics.
25
In short,
• General Intelligence
– Cognitive abilities, problem-solving
– Important but not sufficient for leadership
• Practical intelligence: the ability to think quickly and adapt easily.

– Skills needed to succeed in life
– Ability to work with others
– Key role in leadership
26
Questions
1. What does it mean to have different kind of intelligence?
2. Are general and practical intelligence enough to contribute to the
successful of the leader?
27
Importance of Emotional intelligence in
leadership
What is Emotional Intelligence?
28
29
30
Five components of Emotional Intelligence
Self-Awareness
• Do you know your own strengths and weaknesses
and are you willing to admit to them accordingly?
Self-Regulation
• Do you take the time to think before you speak
or act?
• Are you able to cope with things that are outside
of your control?
31
Emotional Intelligence
Motivation
• Are you motivated by money and power or do
you see your work as something you’re
passionate about? Are you willing to take on new
challenges?
Empathy
• Can you respectfully communicate with others,
especially people from other cultures, religions,
and ethnicities?
Social Skills
• Are you able to argue for your point of view
without alienating others? 32
33
Benefits of EI for leader
34
Examples how great leaders use their EI
power
Read group’s assigment and identify which components of EI are being
used in each case.
35
5. Key personality traits relevant to leadership
36
Personality traits/ Đặc tính tính cách
• Psychological characteristics
• Develop early in life and hard to change
• Stable over time and across situations
• A set of characteristics rather than one trait
• Make the person unique and different from others
→ Personality traits reflect people’s characteristic patterns of

thoughts, feelings, and behaviors.
37
Traits that Contribute to Leadership
Some traits are a precondition to leadership, but not enough to predict it
• Drive
• Motivation to lead
• Integrity
• Self-confidence
• Intelligence
• Knowledge of the business
38
39
How do we know what is our personality?
delia laire mile lbert ora 40

1- Five Factors theory- Lewis Goldberg
The big Five theory claims that we can describe ourselves with 5 characteristics
Sự tận tâm
Sự cởi mở Sự hướng ngoại
Sự nhạy cảm Sự dễ chịu 41

Openness
• This trait features characteristics such as imagination and insight
• People who are high in this trait also tend to have a broad range of
interests. They are curious about the world and other people and
eager to learn new things and enjoy new experiences.
• People who are high in this trait tend to be more adventurous
and creative.
• People low in this trait are often much more traditional and may
struggle with abstract thinking.
42
Openness
43
Conscientiousness
• Standard features of this dimension include high levels of
thoughtfulness, good impulse control, and goal-directed behaviors.
• Highly conscientious people tend to be organized and mindful of
details. They plan ahead, think about how their behavior affects
others, and are mindful of deadlines.
44
Conscientiousness
45
Extraversion/ Extroversion
• Characterized by excitability, sociability, talkativeness, assertiveness,
and high amounts of emotional expressiveness.
• People who are high in extraversion are outgoing and tend to gain
energy in social situations. Being around other people helps them feel
energized and excited.
• People who are low in extraversion (or introverted) tend to be more
reserved and have less energy to expend in social settings. Social
events can feel draining and introverts often require a period of
solitude and quiet in order to "recharge."
46
Extraversion/
Extroversion
47
Agreeableness
• This personality dimension includes attributes such as trust, altruism,
kindness, affection, and other prosocial behaviors.
• People who are high in agreeableness tend to be more cooperative
while those low in this trait tend to be more competitive and
sometimes even manipulative.
48
Agreeableness
49
Neuroticism
• Neuroticism is a trait characterized by sadness, moodiness, and
emotional instability.
• Individuals who are high in this trait tend to experience mood swings,
anxiety, irritability, and sadness. Those low in this trait tend to be
more stable and emotionally resilient.
50
Neuroticism
51
52
Five factor –OCEAN in leadership
• Openness to Experience: Measures the range of interests and

fascination with novelty, a proxy for creativity.
• Conscientiousness: Measures reliability.
• Extraversion: Deals with the comfort level with relationships.
• Agreeableness: Measures deference toward others
• Neuroticism or Emotional Stability: Measures ability to handle stress.
53
2- Proactive Personality
Identify opportunities
Action
Take initiative
Take control
Remove obstacles
Goals
Unconstrained by situations
Change
54
3- Type A Characteristics
High need for control
“Doing more in less and less time”
Defining characteristics
• Time urgency • Polyphasic behavior
• Competitiveness • Hostility
Work-related behaviors
• Poor delegation
• Like to work alone
• Jump into action
• Set high goals
• Hard working
• Experience more stress
55
4- Characteristics of High Self-Monitors
• Able to read cues from the environment

• Able to change behavior to match situation
• Comfortable in new situations
• Ability to cope in cross-cultural situations
• May be a key factor in leadership effectiveness
56
Core Self-Evaluation
• People with positive core self-evaluation like themselves

and see themselves as capable and effective in the
workplace
• They set more ambitious goals, are more committed to their
goals, and persist longer in attempting to reach them.
05-
57
If you have a co-worker who is particularly
arrogant, self-centered or manipulative.
Do you like working with them?
58
5- Dark Triad Personality- “Bộ ba” đen tối
59
Thiếu nhân cách
Xảo quyệt Aí kỷ
60
“The Dark Triad” là một thuật ngữ thông dụng trong lĩnh vực tâm lý
học. Nó đề cập đến ba nét tính cách riêng biệt nhưng có liên quan chặt
chẽ: tính tự đại, thủ đoạn xảo quyệt và thiếu nhân cách.
• Thiếu nhân cách:bao gồm thiếu sự đồng cảm, không biết hối hận,
hành vi chống đối xã hội, dễ bị lôi kéo. Điều quan trọng là cần lưu ý
phân biệt giữa các tính trạng tâm thần của một kẻ tâm thần, và bạo
lực tội phạm.
• Tự đại:Bao gồm những đặc điểm ích kỷ, thích khoe khoang, kiêu
ngạo, thiếu sự đồng cảm, và quá nhạy cảm với những lời chỉ trích.
• Thủ đoạn xảo quyệt:đề cập đến việc một cá nhân thường xuyên sử
dụng các kỹ thuật xảo quyệt và dối trá trong ngoại giao, bao gồm
tráo trở, lén lút, tư lợi, và thiếu tình cảm và đạo đức.
61
Subclinical Psychopathy
• A true psychopath is someone who exhibits antisocial
behaviors. Namely, they show a lack of empathy or
remorse and typically have dampened impulse
control.
Một kẻ thái nhân cách là người biểu hiện những nhân cách có hành
vi chống đối xã hội. Cụ thể, họ thể hiện sự thiếu đồng cảm hoặc hối
hận và thường làm giảm khả năng kiểm soát xung động.
62
Narcissism
• Narcissism is a concern with one’s self to the extreme.
While everyone will be guilty of putting their own needs
first from time to time, narcissists will do this almost as
a rule.
• narcissists will have a difficult time forming and
maintaining relationships with others since that would
require them to consider someone's needs outside of
their own.
63
Machiavellianism
Those who exhibit Machiavellianism are highly
manipulative. Societally, they are often viewed as adept
liars, however, their deception often runs much deeper.
Những người thể hiện chủ nghĩa Machiavellianism có tính thao

túng cao. Về mặt xã hội, họ thường bị coi là những kẻ nói dối lão
luyện, tuy nhiên, sự lừa dối của họ thường thâm hiểm hơn nhiều.
64
How to measure the Dark Triad?
65
Dirty Dozen Scale
1. I tend to manipulate others to get my way.
2. I have used deceit or lied to get my way. Machiavellianism
3. I have used flattery to get my way.
4. I tend to exploit others toward my own end.
5. I tend to lack remorse.
6. I tend to be unconcerned with the morality of my actions. Psychopathy
7. I tend to be callous or insensitive.
8. I tend to be cynical.
9. I tend to want others to admire me.
10. I tend to want others to pay attention to me.
Narcissism
11. I tend to seek prestige or status.
12. I tend to expect special favors from others.
rated on a scale of 1 (strongly disagree) to 7 (strongly agree). 66

1. Tôi có xu hướng lôi kéo người khác làm theo cách của tôi hay không?
2. Tôi đã lừa dối hay nói dối để có được sự ủng hộ cho cách làm của mình hay không?
3. Tôi đã tâng bốc để có được sự ủng hộ cho cách làm của mình hay không?
4. Tôi có xu hướng khai thác những người khác hướng cho mục tiêu của riêng mình hay
không?
5. Tôi có xu hướng thiếu hối hận?
6. Tôi có xu hướng không quá quan tâm với đạo đức hay luân lý trong hành động của tôi?
7. Tôi có xu hướng nhẫn tâm hay vô cảm?
8. Tôi có xu hướng hoài nghi?
9. Tôi có xu hướng muốn người khác ngưỡng mộ tôi?
10. Tôi có xu hướng muốn người khác chú ý đến tôi?
11. Tôi có xu hướng tìm kiếm uy tín?
12. Tôi có xu hướng mong đợi đặc ân từ những người khác?
67
What would you do?
A new employee is transferred to your department and you hear from
several people around the organization that she is hard to manage.
She has a reputation for questioning everything, challenging her boss, and
refusing to give up when she wants something. Several of her previous
team members tell you that she does not play well with others and is
always second-guessing their actions and decisions.
Your supervisor, however, thinks she is a star and believes that you are
=
lucky to get her.

How do you approach the situation?
68
Chapter 5
Power and Leader
1. As a leader, what is your greatest motivation?
2. How do you make others get your goals done?
2
3
Leader’s motivation at the workplace
Jeffrey Pfeffer in Harvard Business Review.
Motivated by
Desire to be liked Interested in Power
achievements-attaining
goals and gaining personal - wanted to be able to
recognition brought them influence others
satisfaction
4
Leadership questions
What is power?
Can also be abused?
How can leaders use power to get things done without
becoming autocratic or abusive?
5
Learning outcomes
• Define power, its consequences, and its cultural roots
• Apply the different sources of individual and team power to
achieve goals
• Explain the sources and process of power abuse, corruption, and
destructive leadership and how to prevent them
• Analyze the changes in use of power and the development of
empowerment, and explain their consequences for leadership
6
1- Some relateted definitions
• Power/quyền lực: the capacity to influences other
• Influence/sức ảnh hưởng: the ability to change other’s beliefs,
attitudes and actions
• Authority/quyền hạn: the power vested in a position
7
• Power requires a dependency relationship: the greater the dependency,
the greater the power that exists.
• Dependence is based on:
• Alternatives. Dependence is increased as a number of alternatives
decrease. Control over an alternative gives power.
• Desirability. The more desirable an alternative is, the more dependent
a person (target) is on the person (controller) who controls the
alternative and therefore the more power the controller has.
8
• Quyền lực thể hiện mối quan hệ phụ thuộc: sự phụ thuộc càng lớn
thì quyền lực tồn tại càng lớn.
• Sự phụ thuộc dựa vào:

➢Các phương án thay thế. Sự phụ thuộc tăng lên khi một số lựa chọn thay
thế giảm xuống. Kiểm soát một giải pháp thay thế mang lại quyền lực.
9
Công ty Cổ phần Metect (Hưng Yên) hiện đang có một đơn hàng inox đặc
chủng nhập từ Trung Quốc bị trễ hạn giao hàng đã nửa tháng.
Nguyên nhân do đối tác cung cấp nguyên phụ liệu thông báo nhà máy
đang phải tạm dừng hoạt động để phòng chống dịch. Trong khi đó, đa số
đơn hàng của công ty đã ứng tiền trước nên trong thời gian ngắn rất khó
để đổi nhà cung cấp khác. “Nếu không nhập được nguyên phụ liệu về sản
xuất thì đơn hàng của công ty sẽ không giao kịp tiến độ, khách hàng có
thể hủy hợp đồng”- Giám đốc chia sẻ.
10
➢Sự Mong muốn: Một giải pháp thay thế càng được mong
muốn, thì một người (mục tiêu) càng phụ thuộc vào người đó
(người điều khiển) chính người điều khiển phương án thay thế
càng có nhiều quyền lực hơn.
Ví dụ: Với mong muốn có được thông tin chính xác nhất để trúng
thầu dự án, người kiểm soát hồ sơ trúng thầu sẽ đang là người
có quyền lực nhất về việc nắm giữ hồ sơ các nhà thầu.
11
Impacts of Power
12
Culture and Power
• The United States tends to be a low- to medium-
power distance culture. Employees do not expect
their managers and leaders to know all the
answers and accept the fact that leaders, too, can
make mistakes
• French, Italians, and Germans are relatively high on

uncertainty avoidance, which may lead them to
expect their managers to provide answers to
questions and problems.
13
2- Source of Power
14
John French and Bertram Raven- Psychologists
( 1959)
Introduced in 1960s
15
06 types of Social power
John French and Bertram Raven- Psychologists ( 1959)
• Legitimate/ quyền lực chức danh
• Reward/ quyền lực phần thưởng
• Coercive/ quyền lực cưỡng chế
• Expert/ quyền lực chuyên gia
• Referent power/Quyền lực giá trị cá nhân
• Informational power/ Quyền lực thông tin
16
A Supervisor give rewards to employee who works hard A Coach who sit a player on the bench for coming late to practice
A Tourguide who is knowledgeable about a foreign country A judge who administers sentences in the courtroom
A teacher being adored by students A project manager may have all the information for a specific project
17
18
19
20
Social power
• Social power is the potential to influence other people. Social
influence is the power used.
• A leader can have great power potential, but his influence might
be limited due to his poor skills in using social power.
21
How to know which power is the most effective and
when to use each type?
22
3- Effective Power Bases
• Expert and referent power tend to be more effective when goals are
related to performance and commitment.
• Reward and legitimate power are unrelated to organizational
outcomes
• Coercive power is negatively related to work outcomes such as
employee satisfaction and commitment.
23
Potential Reactions to Individual Sources of Power
Sources of power Potential reactions
Coercion
Resistance
Reward
Legitimacy
Expertise
Compliance
Referent
Commitment
24
How to translate power in to actions?
25
Questions
• How do you convince your friend to do the presentation for you?
• How do you get the information from a other to serve your project?
26
4- Power Tactics
• Power tactics: are what people use to translate power
bases into specific actions that influence others.
• Power tactics are more immediate in nature than
power bases, although they are similar concepts.
• In fact, over time, successfully applied power tactics
can result in the accumulation of a power base.
27
• Chiến thuật quyền lực: là những gì mọi người sử dụng để
chuyển các cơ sở quyền lực thành các hành động cụ thể gây
ảnh hưởng đến người khác.
• Chiến thuật quyền lực có bản chất là phát huy tác dụng tức thì
hơn là cơ sở quyền lực, mặc dù chúng là những khái niệm
tương tự.
• Trên thực tế, theo thời gian, các chiến thuật này khi được áp
dụng thành công có thể dẫn đến việc tích lũy một cơ sở quyền
lực
28
Nine Power tactics
1. Legitimacy: Relying on your authority or saying request accords
organizational policies.
2. Rational persuasion: Presenting argurments and factual evidences
to demonstrate a request is reasonable
3. Inspirational appeals: Developing emotional commitment by
appealing to target’s values, needs and hopes ( Target mean people)
4. Consultation: Increasing the target’s support by involving him or
her in decision making
29
5. Exchange: Rewarding the target with benefits or favors in exchange
for following a request
6. Personal appeals: Askig for compliance based on friendship or
loyalty
7. Ingratiation: Using flattery, praise, or friendly behavior prior to
making a request
8. Pressure: Using warnings, repeated demands, and threats
9. Coalitions: Enlisting the aid or support of others to pursuade the
target to agree
30
31
Power Tactics Effectiveness
Most effective:
✓ Rational persuasion
✓ Inspirational appeals
✓ Consultation
Least effective:
➢ Pressure
Combining tactics increases effectiveness
➢ Start with softer tactics such as exchange and work up to harder tactics such as
pressure
Direction, sequencing, political skill, and organizational culture modify effectiveness
32
Preferred Power Tactics by Influence Direction
Downward influence
Upward influence
Lateral influence 33
Preferred Power Tactics by Influence Direction
Tactic effectiveness is modified by the direction of the influence.

The effectiveness of tactics depends on the audience.
34
Section 5.4
sources of
power for
teams

Sources of Power for Teams
➢ Coping with uncertainty
• Uncertainty: in time of risk or chaos
• Power of team: the ability to turn the situation due to
their
➢ Centrality: The teams should be at Central position of
the whole organizations.
• IT Team
➢ Dependency and Substitutability: The teams should
make a strict dependency of outsiders
© 2015 Pearson Education, Inc. - Reedited by HSU/Lê Tấn Lộc 36
sources of
power for top
executives

Sources of Power for Top Executives
• Legitimate power and position
• Distribution of resources
• Control of decision criteria
• Centrality in organizational structure
• Access

What would you do?
Your Boss asks you to buy her/him sometimes coffee or order personal
things online and they pretend as if they’re too busy to pay you back after
receiving those things. At first, you might think it’s okay to socialized with
your boss or at least to maintain good relationship with them but
gradually it becomes their habits, you feel hard to open up about this and
you don’t know how to stop them from doing this.
Question
1. What kind of power do the manager using?
2. How can he use this type of power?
39
What would you do?
As the Director of a fashion company, you have the full access to all
resources of the company.
Due to this power, you think it’s a great idea to open your own business in
the same industry when you’re still in charge. On the one hand, You know
very well the life cycle of all sewing machines and particularly some special
ones can’t be bought in Vietnam, on the other hand, your own business
will be in trouble in operating if you don’t possess some of those special
machine.
These special machines depreciate in next 3 years and you are thinking of
putting them into early liquidation and replacing by the new ones. You
convinced the Chief Accountant, the Purchasing manager about the
replacement and have their consensus on this.
40
power abuse
and
corruption
Business Model Canvas - HSU University 41

Power Abuse and Corruption
• Abuse: taking advantage of one’s power for personal

gain; unethical, but not always illegal - Lạm dụng
quyền lực
• Corruption: abusing one’s power to benefit oneself or
another person; both illegal and unethical –Thao túng
quyền lực Dùng quyền lực Thao túng người khác

Power Abuse and Corruption
Destructive or toxic leadership: leadership that violates

the interest of the organization and the well-being of
followers

When would power be abused or corrupted?
Leader Follower
Characteristic Characteristic
Organizational
factors
44
Causes of Abuse and Corruptions:
Leader Characteristics
• Inflated view of self/ thổi phồng bản thân

• Arrogant and controlling/ kiêu ngạo và thích kiểm soát
• Rigid and inflexible/ cứng nhắc và không linh hoạt
• Sense of entitlement/ thích địa vị
• Willing to use and exploit others/ sẵn sàng sử dụng và bóc lột người khác
• Lack of empathy and caring for others/ thiếu sự đồng cảm và quan tâm
• Disinhibited, vicious, ruthless/ Hay cấm đoán, hung dữ và tàn nhẫn
• Overly concerned with power/ Quá quan trọng quyền lực
• The Dark Triad/ Có tính cách thuộc “Bộ ba đen tối”
Causes of Abuse and Corruption:
Follower Characteristics
• Fear/ hay lo sợ
• Silence/ không muốn lên tiếng
• Agreement/ Đồng thuận với hoàn cảnh
• Compliance/ người cam chịu
• Inaction/ không thích hành động
• Flattery/ hay nịnh hót
• Submissiveness/ người chịu phục tùng
• Anxiety/ người hay lo lắng
• Conformity/ theo đám đông
• Collusion/ người thông đồng

Causes of Abuse and Corruption:
Organizational Factors
• Organizational culture
• Separation of leaders and followers
• Hiring practices based on personal relationships rather than objective
criteria
• Short-term-oriented reward system with limited criteria
• Centralized organizational structure
• High uncertainty and chaos
• Highly unequal power distribution

Power Abuse and
Corruption Cycle

Solutions to Anti-Corruption (1)
• Clear message and consistency
• Accountability
• Reducing uncertainty
• Training for leaders and followers
• Protecting employees
• Open communication

Solutions to Anti-Corruption (2)
• Leader involvement in day-to-day activities
• Reducing follower dependence on leader
• Empowerment
• Objective performance measures
• Involvement of outsiders
• Changing the organizational culture

Empowerment: Leadership Factors
• Create a positive emotional atmosphere
• Set high performance standards
• Encourage initiative and responsibility
• Reward openly and personally
• Practice equity and collaboration
• Careful monitoring and measurement

Empowerment: Organizational Factors
• Decentralize structure
• Select and train leaders and employees appropriately
• Remove bureaucratic constraints
• Reward empowering behaviors
• Express confidence in subordinates
• Create fair and open organization policies

Contrasting Leadership and Power
Differences Leadership Power
Goal Compatibility Requires goal congruence Only needs dependence
Focuses on downward Concerned with influence in all

Direction of Influence
influence directions
Broader topic: focuses on tactics

Research Emphasis Emphasizes leadership style
used by individuals and groups
Leadership is focusing on goal achievement along with followers.

Power is used as a way to accomplish the goal and often followers are
also means to accomplish the goal. 13
-
chapter summary
The Leadership Question Revisited
• Using power well is all about balance and moderation.
Leaders should use all sources of power and influence
available to them.
• Winning the hearts and minds is a long-term solution, but
sometimes you have to push to get things done.
• The exercise of power must be aimed at achieving
organizational goals ethically.
• Leaders must demonstrate integrity and care for followers
as they take action to achieve goals.

What Do You Do?
• You are comfortable with empowering your team members and
allowing much freedom, input, and flexibility in how the work gets
done, and you don’t tend to “pull rank.”
• The majority of your team members responds well and accept
responsibility.
• But, a couple of them, however, are taking advantage of the
situation and not pulling their weight.

Leadership Challenge
▪ Understand the reasons for high salaries:
➢ Market competition
➢ High risk jobs
▪ Attracting talent
▪ Fairness is highly subjective
▪ Organizations in crisis need to attract talent
▪ High salary differentials affect morale

Chapter 6
Current Era in Leadership:
Inspiration and Connection to
Followers
Copyright © 2015 Pearson Education, Inc. 6-1

• Think about a person that you admire for 2
minutes
• Why do you admire him/her?
You have 02 minutes to write it down and explain

it orally.
2
3
4
“Hãy cảm nhận giá trị thiêng liêng từ gia đình”
Ngày Gia đình 28/6/2016 người được coi là linh hồn của Viettel-CT
Nguyễn Mạnh Hùng đã viết thư cảm ơn tới các gia đình của cán bộ nhân
viên Viettel. Trong thư, ông cho rằng sự cống hiến, sức sáng tạo, niềm
say mê và mơ ước của mỗi cán bộ nhân viên sẽ chỉ được nuôi dưỡng khi
phía sau là điểm tựa gia đình.
"Tôi muốn chúng ta sẽ cùng nhau kết thúc công việc trong ngày và trở về
với gia đình sớm hơn thường lệ. Và dù chỉ là một tiếng đồng hồ, chúng
ta vẫn có thể biến một tiếng đồng hồ ấy trở nên thật sự có ý nghĩa với gia
đình, với tổ ấm của mình. Đưa con đi mua một cuốn sách, cùng nhau
chuẩn bị một bữa cơm, trở về với cha mẹ,... hay bất cứ điều gì để thêm
một lần nữa cảm nhận những giá trị thiêng liêng mà gia đình mang lại
cho mỗi chúng ta"
5
6
Bà Phạm Thị Việt Nga Tổng Giám đốc Dược Hậu
Giang nhận xét:
“Khi tiếp xúc với bà Mai Kiều Liên, tôi thấy bà quá
bình dân, mặc dù bà đứng ở tầm cao. Bình dân từ
cách nói chuyện, có sao nói vậy, nói những gì suy nghĩ
từ tận đáy lòng, không dùng những từ hoa mĩ, bóng
bẩy. Bình dân cả trong cách đối nhân xử thế với
người đối diện”. Bà Nga cũng coi bà Mai Kiều Liên là
thần tượng của mình.
7
Questions
• How do you feel about the mentioned leaders?
• Why do you feel that way?
• What are the common characteristics of the
mentioned leaders?
8
Learning Objectives
• Discuss the distinguishing elements of the new era in leadership
research and practice
• Understand charismatic leadership, explain the leader, follower,
cultural, and situational characteristics that contribute to its
development, and discuss its positive and negative implications
• Distinguish between transactional and transformational leadership
and explain factors that contribute to transformational leadership
• Describe the value-based approaches to leadership, including
servant, authentic, and positive leadership
Gift
10
11
Important terms
• Charisma: Gift in Greek
• Charismatic leader uses referent power
• Charismatic leadership: the use of personal abilities
and talents to have profound and extraordinary
effects on followers
• Potential for high achievement and performance
• Potential for distructive and harmful courses of
actions
12
Charismatic leader
Charismatic leaders are passionate, driven
individuals who are able to paint vision for future.
The vision generate high levels of exceitment
among followers
13
14
Groups that lack vision
Groups with vision
Source: P.M Senge, The fifth Discipline 15

The Leadership Question
Charisma is considered a positive trait for a leader, and
charismatic leaders are sought after.
Are charismatic leaders always effective and desirable?
Is it a necessary element of leadership?

Benefits of the New Era Approaches
• They allow us to look at a different aspect of leaders and their role as
inspirational visionaries
• They highlight the importance of followers’ emotional reactions
• They focus on leaders at top levels as well as other types of leaders
• They emphasize the affective as well as the cognitive aspects of leadership

charismatic
leadership

Leader
Follower Leadership Situation
19
Requirements of Charismatic Leadership
Leader
characteristic
Follower Situational
characteristics factors
CHARISMATIC
LEADERSHIP - External Factors
- Organizational Factors

Characteristics of Charismatic Leaders
• High self-confidence
• Strong convictions about ideas
• High energy and enthusiasm
• Expressive
• Excellent communication
• Active image-building

The case of Singapore Airlines
Lee Kuan Yew
22
Charismatic Leader example
Back in 1980, Singapore Airlines (SIA) hit a pretty
rough patch and its reputation took a bad hit.
Profits were down for the airline, it had a dispute

with its pilots' union, and it was accused of shoddy
treatment of its passengers affected by a strike by
Australian refuellers.
23
• Năm 1980, Singapore Airlines (SIA) gặp phải một vấn đề
khá khó khăn và danh tiếng của hãng đã bị ảnh hưởng
nặng nề.
• Hãng hàng không này đã giảm lợi nhuận, có tranh chấp
với liên đoàn phi công và bị cáo buộc đối xử tệ với hành
khách bị ảnh hưởng bởi cuộc đình công của các hãng
tiếp nhiên liệu Úc.
24
• The pilot unions' dispute, in particular, was perhaps the
biggest cause for concern because it showed that all was
not well within the organisation itself. And, if allowed to
fester, the problem would get ingrained into the
organisational culture over time and make things worse.
The dispute came about because the Singapore Airlines
Pilots' Association (SIAPA) pushed SIA for a 30 percent
increase in basic salaries and better working conditions.
• To get its way, SIAPA launched an illegal work-to-rule
industrial action. A work-to-rule action is one where
employees work no more than the bare minimum that is
stated in their employment contracts. It is essentially
targeted at reducing output and efficiency.
25
• Đặc biệt, tranh chấp của liên đoàn phi công có lẽ là nguyên nhân lớn
nhất gây lo ngại vì nó cho thấy mọi thứ đều không ổn bên trong tổ
chức.Và, nếu để xảy ra xích mích, vấn đề sẽ ăn sâu vào văn hóa tổ chức
theo thời gian và khiến mọi thứ trở nên tồi tệ hơn.
• Tranh chấp xảy ra do Hiệp hội Phi công Singapore Airlines (SIAPA) đã
thúc đẩy SIA tăng 30% lương cơ bản và điều kiện làm việc tốt hơn.
• Để đạt được mục tiêu của mình, SIAPA đã khởi động một hành động
đình công bất hợp pháp.
• Hành động tuân theo quy tắc là hành động mà nhân viên làm việc
không quá mức tối thiểu được nêu trong hợp đồng lao động của họ. Về
cơ bản, nó nhằm mục đích giảm sản lượng và hiệu quả.
26
• Following SIAPA's illegal act, three SIA pilots and a flight
engineer disrupted their Dubai to London flight during their
stopover in Zurich on Nov. 16, 1980. They had supported the
work-to-rule by refusing to work beyond their 12-hour duty
time.
• The dispute was coming to a head and decisive action had to
be taken to quell the problem. All the technical crew involved
in disrupting the SIA flight were sacked by SIA and charged in
court for carrying out the illegal industrial action.
• But that was merely the addressing of a symptom of a larger
problem. SIA and SIAPA were still locked in the ongoing
dispute with no resolution in sight. So the government
stepped in.
27
• Ủng hộ hành động bất hợp pháp của SIAPA, ba phi công SIA và
một kỹ sư bay đã làm gián đoạn chuyến bay từ Dubai đến
London của họ khi dừng chân ở Zurich vào ngày 16 tháng 11
năm 1980. Họ đã ủng hộ quy tắc làm việc bằng cách từ chối
làm việc ngoài thời gian làm việc 12 giờ của họ. Cuộc tranh
chấp đang đến hồi gay cấn và cần phải có hành động quyết
định để dập tắt vấn đề.
• Tất cả các phi hành đoàn kỹ thuật liên quan đến việc làm gián
đoạn chuyến bay của SIA đã bị SIA sa thải và bị buộc tội trước
tòa vì đã thực hiện hành động công nghiệp bất hợp pháp.
• Nhưng đó chỉ đơn thuần là giải quyết một triệu chứng của một
vấn đề lớn hơn. SIA và SIAPA vẫn bị khóa trong cuộc tranh
chấp đang diễn ra mà không có giải pháp nào trong tầm mắt.
Vì vậy, chính phủ đã vào cuộc.
28
Fullerton speech 1980
The legendary speech of Lee Kuan Yew

Pay attention to
• Voice tone
• Words used
• Appearance
• Guestures
What do you learn from his communication style?
29
Lesson learnt from the speech
• Conflict should be resolved in person rather than
abstract report
• Talk to your people and get to know them
• Set the rules and stick to them
• Have a strong conviction about what you want
• Radiate the energey of a strong leader “Iron-Man”
• The “context” supported the leadership style
30
Characteristics of Followers of Charismatic Leaders
• Intense emotional bond
• High degree of respect, affection,
and esteem for the leader
• Loyalty and devotion to the leader
• Identification with leaders
• High performance expectations
• Unquestioning obedience

Elements of the Charismatic Situations
External Factors
• Perceived need for change

• Sense of actual or imminent crisis
• Opportunity to articulate ideological goal
• Availability of dramatic symbols
• Opportunity to articulate followers’ role

Elements of the Charismatic Situations:
Organizational Factors
• Organizational life cycle (early and late)

• Type of task
• Reward structure
• Organizational structure and culture

Culture and Charisma
• More common in cultures with prophetic traditions
of a savior
• Manifested differently in different cultures
• Can be seen as either positive or negative

Ethical or Socialized Charisma
• Focus on organizational goals
• Message built on common goals
• Encourage and seek divergent view
• Open and two-way communication
• Accepting of criticism
• Impression management used to energize and motivate
followers
• Describe the actual need for change
Unethical or Personal Charisma
• Focus on personal goals
• Message built on leader’s goals
• Censors, discourages, or punishes divergent views
• One-way, top-down communication
• Closed to criticism
• Impression management used to deceive Followers
• Create or exaggerate the sense of crisis
Practical Implications of Charismatic
Leadership
• Charismatic leadership can be powerful and impactful

• Based on the personality of the leader
• Focus on connecting with followers
• Remain open to followers’ input
38
39
• Charisma is a positive trait for leaders in many cultures

• It has many positive aspects and a destructive potential
• Charisma can bring an emotional high, but it does not
necessarily lead to effective leadership

transformational
& transactional
leaderhip

What is The theoritical base of
transactional and tranformational
leadership?
42
43
44
45
46
47
Contingent
Reward Performance
+ Expected
Beyond
Management outcomes
Expectations
by
Exception
48
Question
You need to prepare an urgent report to the BOD tomorrow morning. It’s 9pm
now and one of the important data is with your subordinate. You give your
coworker a call and he tells you that
“Okay, so can I come late around 10h30 tomorrow as I need to get to the office
now so you can get what you need”.
1. Do you think it’s fair for both of you? or you think your co-worker is too
pragmatic?
2. How do you create the working environment in which people “go beyond
expectation”?
3. What do you think will be the most appropriate “ transaction” that helps
the staff do the job happily and create the bond between you two?
You tell your close friends that you move to the new
house this weekend.
One friend make time, show up early and support
you to move the house, another close friend calls and
says he’s sending you a 100 USD check to help you
manage the transportation.
1. Who do you think more helpful?
2. Which friend do you feel a strong bond with?
50
Transformational leadership
• The process that changes and transforms
individuals
• The ability to get people want to change, to
improve, and to be led

 To perform beyond expectations
51
The 4-I of Transformational Leadership
Idealized Inspirational Intellectual Individualized

Influence Motivation Stimulation Consideration
Performance Emotional bond between

leader and followers
beyond
Expectations
• Acting as strong role models
Idealized • High standard of moral and ethical conduct
Influence • Making others want to follow the leader’s vision
• Communicating high expectations

• Inspiring followers to commitment and engagement in shared vison
Inspirational • Using symbols and emotional appeals to focus group members to
Motivation achieve more than self-interest.
• Stimulating followers to be creative and innovative

• Changing their own beliefs and valuing those of leader and organization
Intellectual • Support follower to:
Stimulation  Try new approach
 Develop innovative ways of dealing with organization issues
• Listening carefully to the needs of followers

Individualized • Acting as coaches to assist followers in becoming fully actualized
• Helping followers grow through personal challenges
Consideration • Showing optimism helps employees become more engaged in their work
53
Transactional and Transformational Leadership
Transactional Transformational
• Focus on day-to-day • Focus on change
activities • Emotional bond
• Exchange between between leader and
leader and followers followers

Transformational Leadership
TRANSFORMATIONAL ORGANIZATIONAL
LEADERSHIP CHANGE
Motivate and
Individual
consideration encourage
Intellectual New ideas and

stimulation
empowerment
Charisma and
inspiration Overcome resistance
to change
Practical Implications of Transformational Leadership
• Leaders must project confidence in followers’ ability

• A clear vision is essential
• Encourage creativity, empower followers, reward
experimentation, and tolerate mistakes
• Set high performance expectations
• Establish personal connection with followers

Section 6.4
value-based
approaches to
leadership

Key Characteristics of Servant Leaders
Focused on
followers
Motivated by First among
service equals
Humble
Servant Empowering
leaders
Authentic Empathetic
Accountable
6-58
Components of Authentic Leadership
• Self-awareness of one’s emotions, motives, abilities,

and inner conflicts
• Unbiased or balanced consideration of issues
• Behaviors reflect personal values and convictions
• Relational authenticity that allows for openness and
appropriate sharing

Continuum of Authentic Leadership
Authentic leader:
Person without Core values Person with strong
articulated values Identity articulated values
Behavior guided by Preferences that
external factors Emotions guide decisions and
behaviors
Person with limited or some
articulated values
Behavior guided by a combination of
internal values and external pressures
Characteristics of Positive Leaders
Focus on
strengths Integrated
Efficacy
Intentional
Resilience
behaviors
Affirmative bias
Optimism
Dynamic Confidence

Practicing Positive Leadership
• Optimism
• Encouraging positive deviance
• Focusing on strength
• Creating a positive climate
• Maintaining positive relationships with followers
• Kindness and support
• Having positive communications with affirmative language
• Dealing with negativity quickly
Implications of Value-Based Approaches
• Focus on values (integrity)

• Focus on followers and address their emotional needs
• Focus on areas of strengths rather than correcting
weaknesses
• Positive leadership emphasizes thought processes: how
leaders think matters
A Critical Look at Value-Based Approaches
• Risks of “delusional optimism”:
– Overestimate strengths
– Exaggerate talents
– Unrealistic about chances for success
– Silence legitimate criticism
• Being positive is not sufficient for effective leadership
• U.S. cultural bias toward positivity; not always applicable
to other cultures
Section 6.5
chapter summary
What Do You Do?
• You have been at your company for close to five years and have
had excellent reviews. You are at a midlevel management position
and you like your job.
• It’s challenging and satisfying; you like your boss and your
coworkers; your employees are great; and you have had satisfied
customers and steady growth. Nothing spectacular, but things are
going very well.
• A new CEO has just joined the company and she has announced
major changes: restructuring, moving people around, new
departments and teams, a push for new products and services,
new technology, several young top managers from the outside,
office redesign to make things open, and much more. Your
comfortable, safe, and successful routine is being shaken up and
everyone, including you, is stressed out.
• Recognize the potential for “negative” charismatic leadership
• Silence indicates acceptance, but complaining may not work
• Self-preservation is primary
• Build reputation for competence
• Guard integrity
• Ask for transfer

Leading Change: Branson
• Break rules and do things others won’t
• Focus on making a difference and creating things he is proud of
• Leaders must bring out the best in followers
• Encourage employee and listen to them
• Find the right match between the person and the job to motivate
followers
• Moved to global issues

Leadership in Action: Jung
• First female CEO of Avon
• Determined, confident, energetic, strong communicator
• Passion for the business
• Named as one of the most powerful women in business, and
one of the top CEO “screw-ups”
• High confidence may have blinded her to different options
• Did not groom successor
• Charisma was not enough
6-69
Chapter 8: LEADING TEAM
1
Question
• What makes people successful as a team?
• Why teamwork is important?
• What are the challenges of leading team?
• How to get the right member to the team?
Learning Objectives
• Understand when and why participation should be used
to improve leadership effectiveness.
• Explain the benefits of and provide guidelines for
delegation.
• Apply the use of various types of teams and self-manager
/ self-leadership.
• Lead teams effectively and manage and avoid team
dysfunctions.
The Leadership Question
What are the factors that make the

implementation of teams so challenging for
many leaders?
What can be done to improve the situation?

Section 8.1

Participation and Team: Continuum of Participation
Organizational Structure
Traditional Team-based
organization organization
Occasional use of
teams and
employee
High management participation Total delegation
control = No employee = High employee
participation participation
Management Control
Copyright © 2015 Pearson Education, Inc. 6

Participation and Team: Benefits of Participation
• Better decision on complex tasks

• Development of followers
• Increase in follower motivation and commitment
• Opportunity to empower followers
Copyright © 2015 Pearson Education, Inc.
7
Participation and Team: Criteria for Use
Table 8-1: Criteria for Use of Participation
Criteria Description
When the task is complex and multifaceted Complex tasks require input from people with different expertise; people with
and quality is important different points of view are more likely to deliver a quality decision.
When follower commitment is needed in Follower participation increases commitment and motivation.
successful implementation
When there is time Using participation takes time; legitimate deadlines and time pressures preclude
seeking extensive participation.
When the leader and followers are ready and Participation can only succeed if both leader and followers agree to its benefits,
the organizational culture is supportive are trained in how to use it, and are committed to its success. The organizational
culture must encourage or at least tolerate employee participation.
When interaction between leader and Participation requires interaction between leaders and followers; such interaction
followers is not restricted by the task, the is only possible if restrictions because of factors such as geographic location,
structure, or the environment structural elements, or task requirements are minimized.

Participation and Team: Role of Culture
• Collectivist cultures emphasize

team processes
• Higher power distances reduces
team empowerment
• Humane orientation supports use
of teams
• Horizontal-vertical dimension also
plays a role

Section 8.2
delegation

What is delegation?
From a management perspective, the best

definition of delegation is when a manager or
team leader gives another member of staff the
responsibility and authority to complete an
assigned task.
Delegation: Benefits
• Frees leaders’ time for new tasks and strategic activities

• Provides employees with opportunities to learn and develop
• Allows employees to be involved in tasks
• Allows observation and evaluation of employees in new tasks
• Increases employee motivation and satisfaction

Why Do Leaders Fail to Delegate
Effectively?
• Ego – I can do it better myself.

• Time – Takes too long to explain.
• Accountability – I’m accountable if it goes wrong.
• Skills Gaps – My staff don’t possess the technical
skills.
Common reasons
manager fail to delegate
Delegation: Guidelines
Table 8-2: Guidelines for Good Delegation
Guidelines Description
Delegate, do not dump Delegate both pleasant and unpleasant tasks; provide followers with a variety of
experiences.
Clarify goals and expectations Provide clear goals and guidelines regarding expectations
and limitations.
Provide support and authority As a task is delegated, provide necessary authority and resources such as time,
training, and advice needed to complete the task.
Monitor and provide feedback Keep track of progress and provide feedback during and
after task completion at regular intervals.
Delegate to different followers Delegate tasks to those who are most motivated to complete them as well as those who
have potential but no clear track record of performance.
Create a safe environment Encourage experimentation; tolerate honest mistakes and
worthy efforts that may fail.
Develop your own coaching Take workshops and training classes to ensure that you
skills have the skills to delegate.

Delegation: Excuses for not Delegating
Table 8-3: Excuses for Not Delegating
Excuses Counterarguments
My followers are not ready The leader's job is to get followers prepared to take on new tasks..
My subordinates do not have the The leader's responsibility is to train followers and prepare them for new
necessary skills and knowledge. challenges
I feel uncomfortable asking my Only a few tasks cannot be delegated. Balancing delegation of pleasant
followers to do many of my tasks. and unpleasant tasks is appropriate.
I can do the job quicker myself. Taking time to train followers frees up time in the long run.
Followers are too busy. Leaders and followers must learn to manage their workload by setting
priorities.
If my followers make a mistake, I Encouraging experimentation and tolerating mistakes are essential to
am responsible. learning and development.
My own manager may think I am Doing busy work is not an appropriate use of a leader's
not working hard. time. Delegation allows time to focus on strategic and
higher-level activities.

Section 8.3 team

Team: Characteristics
• Members are fully committed to common goals they develop

• Members are mutually accountable to one another
• Members trust one another
• Collaborative culture
• Shared leadership based on facilitation
• Synergy

Team: Characteristics vs Groups
Table 8-4: Groups and Teams
Groups Teams
Members work on a common objective. Members are fully committed to common goals
and a mission they developed.
Members are accountable to manager. Members are mutually accountable to one
another.
Members do not have clear stable culture, Members trust one another, and team enjoys a
and conflict is frequent. collaborative culture.
Leadership is assigned to single person. Members all share in leadership.
Groups may accomplish their objectives. Teams achieve synergy: 2 + 2 = 5.
Sources: Hackman, J. R. 1900. Groups That Work (and Those That Don't). San Francisco, CA: Jossey- Bass; Katzenbach, J. R., and D. K. Smith. 2003. The
Wisdom of Teams: Creating the High Performance Organization. New York: Harper Business.

Team: Self-Managed Team (SMT)
• Power to manage their own work
• Members with different expertise and
experience
• No outside manager
• Power to implement team decisions
• Coordination with other teams
• Internal leadership based on facilitation
Team: Self-Leadership: Elements
• Positive and motivating thought patterns

• Personal goal setting
• Observation and self-evaluation
• Self-reinforcement

Team: Self-Leadership: Strategies for Developing
• Listen more; talk less

• Ask questions rather than provide answers
• Share information rather than hoard it
• Encourage independent thinking rather than compliant
followership
• Encourage creativity rather than conformity
Section 8.4 : LEADING TEAM EFFECTIVELY
A handful of talents work together is calles a group
not a team
What do you think?
"Talent wins games, but teamwork and intelligence wins championships."
If you lead a new project, what do you need to do to
choose the right member to the team?
Step 1: Identify the goals
The task of a team is to accomplish targets.
identifying targets becomes the first step in putting
together a team.
When the goal is set, only then can you actually go
ahead and define the kind of task and team specific
skillsets you need from the individuals you choose.
Step 2: Match the goals with individual skillsets
Identify a pool of skills and individuals to choose

from that best suit the goal/ project targets.
Skillsets
1. Communication
2. Principles of project management
3. Organized
4. Reading people
5. Accurately estimating tasks and deadlines
6. Confident
Skillsets
• Communication skills: Effective communication skills are an
absolute essential on the list of potential team candidates.
They must have the requisite skills to communicate with a
variety of audiences within and outside the team and be able
to relay information both inwards and outwards.
• Principles of project management: While no one can be

expert at everything, basic knowledge of project management
is essential for a strong foundation in work ethics.
Skillsets
•Organized: Again, extreme dependence on organized workspace and
project are not required, but good amount of healthy organization skills
are a must-have for team members. It helps alleviate stress and enables
individuals to tap into highly productive sides of their individual
personalities.
•Reading people: People with innate leadership qualities are the best
assets for a team. They know how to read people and motivate other
team members while being highly efficient themselves. They possess the
ability to create and share a vision of success with all stakeholders and
have the coolest demeanor even under high levels of stress
Skillsets
•Accurately estimating tasks and deadlines: A project manager invariably
relies on his team to provide him with estimates related to tasks and
deadlines. These have to be highly accurate as a lot depends on these
estimations. One wrong estimate can delay a crucial task that can throw
an entire project into disarray.
Confident: Every potential candidate for your project team must be

confident enough to remain polite-but-firm in their stand when facing
opposition. They must exhibit the ability to clearly convey themselves and
act in the best interest of the team in face of any delays and roadblocks.
Step 3. Optimize individuals to a team
• Consider Attributes that would allow individuals to

work with one another in harmonious
synchronization to deliver the best results.
• Group Members who can complement and
supplement each other together to enable
continuous high caliber outputs from the team.
PHASES OF TEAM DEVELOPMENT
TUCKMAN MODEL
Effectiveness of team
Success! We made it
Building Effective Team: Structural Factors
• Size of the team

• Composition of the team
• Role of leaders

Building Effective Team: Size of The Team
• While there is no ideal group size, groups larger than eight

to twelve members are less likely to function smoothly.
• Additionally, having an odd number of members may
protect against deadlocks in case of disagreement.
• Generally, as size increases, individuals do not have the
opportunity to participate and are less likely to take
responsibility for their actions and the team outcomes.
• Additionally, as groups get larger, subgroups form to deal
with different issues or to lake on different parts of the task.
Team composition
Building Effective Team: Team Composition
Homogeneous team Heterogeneous teams

_People who are as - A mixture of races,
similar as possible: points genders, cultures and ages
of view, learning abilities that provides a wider range
and life experiences. of life experiences and
opinions.
43
Homogenous team
PROs
• Equal access and participation
of members. CONs
• Have an easier time of • Lack creativity
comprehend each other's • Slow information processing
verbal and nonverbal • cause feelings of exclusion to
communications minorities
• Share experiences in common • “Group-think” trap
• Speed up work processes and
the completion of tasks
Heterogeneous team
CONs
• Difficult to communicate and
PROs understand others' ideas and
• Strong dynamic information
• High degree of creativity and • Culture clashes
information processing. • Feelings of isolation and so loss
• Generating more innovative of confidence or status within the
ideas group(if member is minority)
• Productive problem solving • Different learning speeds and
styles left behind
Building Effective Team: Team Composition
Homogeneity/ đồng nhất
Less conflict
More cohesion
Faster agreement
Heterogeneity/Khác biệt
More creativity
Better decisions in complex
environments
When to build Homogeneous Teams?
• Launching a new product
• Troubleshooting an existing product or a
process
• Planning for the future
• Responding to crises
In short
• Diverse teams compel each other to think
more deeply about their reasoning and
interrogate the facts more objectively.
• focus more on facts and process
• won’t lapse into unreasoning consensus
The Team leader
What roles does Team leader play?
How do you trust a Team leader?
Building Effective Team: Role of Team Leader
Coordinate activities Define team boundaries
Make individual contributions

Counsel and encourage
Obtain training Help define goals
Observe from distance
Help manage conflict Assess the team
The role of the leader changes in a team environment, but it does not altogether disappear
50
Building Effective Team:Role of Team Leader: Team
Training Activities
• Team building to clarify team goals and member roles

and set patterns for acceptable interaction
• Cross training to ensure that team members understand
one another’s tasks
• Coordination training to allow the team to work
together by improving communication and coordination
• Self-guided correction to teach team members to
monitor, assess, and correct their behavior in the team
• Assertiveness training to help team members express
themselves appropriately when making requests, providing
feedback, and other interactions among themselves.
What kind of problems does a team face?
Team members
agree with each
other at any
cost, even if it is
incorrect
1. Groupthink
• Isolation of group
• lack of partial leadership
• Lack of clear procedure for decision
• Homogenity of group background
Ways to prevent groupthink
• Develop resources to monitor ongoing policy venture
• Establish insensitivities to intervence
• Link personal faith to faith of group member
• Encourage debate until satisfied answers are given

• Question assumptions
• Do not play down the moral implications
• Relieve pressure on groups in minority positions

• Introduce a multiple advocacy approach to
decisions
A team member who
obtains benefits
from membership
but does not bear a
proportional share
of the responsibility
for generating the
benefit
2. Free rider
3. Bad apples effect
Negative team or group members who withhold effort, express negative

feelings and attitudes, and violate important team norms and behaviors
4. Absence of trust
5. Avoidance of accountability for results:
members may put their own needs (ego, career,
recognition) ahead of the goals of the team
when individuals aren’t held accountable
Managing Dysfunctions in Team: Groupthink
Antecedents
Symptoms
POOR DECISIONS
High cohesion
Complex situation Illusion of invulnerability Consequences
Strong leader Belief in morality of group
Poor information gathering
Insulation from outside Rationalization
Selective information processing
Lack of procedures Stereotyping of outsiders
Few alternatives
Self-censorship
Failure to consider risk
Illusion of unanimity
Failure to evaluation alternatives
Direct pressure
No contingency plan
Self-appointed mindguards

Helping Teams Become Effective
• Voluntary membership
• Clear purpose
• Appropriate training
• Continuous monitoring
• Develop cooperation and trust

Building Trust
Competence
Celebrate & hard work
success Integrity
Reward Open
cooperation communications
Fairness & Mutual respect
equity & support
Section 8.5
chapter summary
• Teams can be overused and organizations do not
reward teams well
• To succeed team should be used only when they can
actually contribute more than individuals could
• Train members and leaders well
• Leaders must delegate effectively and help teams
clarify the boundaries of their tasks and responsibilities
• Teams are not a cure-all, but rather one of the tools
available to leaders.
What Do You Do?
You have been assigned to put together a team to
support a high-profile client with a new product your
company has developed.
Your boss has given you the pick of any one you would
like, but she is suggesting that you pick the best and the
brightest performers to assure that the client gets top-
notch service.
What factors do you consider to create your team?
Hints
• Group size
• Group composition
• Role of leader
Case study
Trưởng nhóm
1. Bạn sẽ chọn ai để quản lý Khách hàng này? Lý do của
Bạn là gì?
2. Lên kế hoạch cho cuộc họp trong đó bạn sẽ giao nhiệm
vụ. Bạn sẽ cần nói gì? Những Thông tin nào bạn sẽ
cung cấp cho 4 người nhân viên này? Làm thế nào để
bạn giải quyết các thắc mắc của nhân viên của bạn?
Case study
Thành viên
1. Bạn đóng vai Fran, Gerry, Terry và Jim.
2. Nếu trưởng nhóm không chọn bạn, bạn sẽ có các câu
hỏi gì đặt ra cho anh/cô ta?
3. Bạn nghĩ Trưởng nhóm đã công bằng và giao đúng
người đúng việc
• Focuses on guidelines for delegation
• Listens to feedback, even if unpleasant
• Tasks should be spread among followers
• Delegation to different people provides opportunity to
develop followers and observe performance
• Volunteers are highly valuable; they have the motivation
to do the task

Leading Change: Google
• Happiest place to work
• Extensive data collection on what makes employees
engage and collaborate
• Use data to create a supportive workplace
• Chief culture officer in charge
• Flat structure and participatory leadership
• Provide employees with opportunity to contribute to
society

Leadership In Action: Mackey
• Entirely team-based organization
• Empowers employees
• Profit and gain-sharing
• “Declaration of interdependence”
• Employee happiness
• Continuous learning
• Internal promotions

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Chapter 1

Kelly Typology (1992)

Effective leaders Successful leaders

© 2015 Pearson Education, Inc. / Re-edited by HSU-Lê Tấn Lộc 14

• Research suggests that male and female managers

© 2015 Pearson Education, Inc. / Re-edited by HSU-Lê Tấn Lộc 19

Male managers Female managers

You have 15 seconds to answer each question. Choose A,B or C.

Acting as the organization’s top strategist, systematically

Advanced e-Commerce - Course Introduction

Managing for success through people policies,

Advanced e-Commerce - Course Introduction

Being a champion of a specific expertise, and using it to

Advanced e-Commerce - Course Introduction

Advanced e-Commerce - Course Introduction

Advanced e-Commerce - Course Introduction

4 dimensions where differences by country were significant

Often sees in democratic leadership style

ANGLO: English speaking countries Australia, Canada, New Zealand, UK, US

What are the differences between these Gaze

What does his gaze

• The great man theory

How the leader lead and act

Leader provides rewards

Leader steps in and

• Setting clear goals and he sees clear

Trait: Đặc tính

Example: sociable, kind, hot-tempered, aggressive, tough,

Example: The manner, in which a person behaves, reacts, thinks, and

Leadership styles and

Examples: Speaking skills, leadership skills etc…

The ability to analyze, understand, and draw conclusions

Experiential or creative intelligence, is characterized

The ability to think quickly and adapt easily.

• Practical intelligence: the ability to think quickly and adapt easily.

→ Personality traits reflect people’s characteristic patterns of

delia laire mile lbert ora 40

Sự cởi mở Sự hướng ngoại

Sự nhạy cảm Sự dễ chịu 41

• Openness to Experience: Measures the range of interests and

• Able to read cues from the environment

• People with positive core self-evaluation like themselves

Những người thể hiện chủ nghĩa Machiavellianism có tính thao

rated on a scale of 1 (strongly disagree) to 7 (strongly agree). 66

lucky to get her.

• Sự phụ thuộc dựa vào:

• French, Italians, and Germans are relatively high on

Tactic effectiveness is modified by the direction of the influence.

© 2015 Pearson Education, Inc. / Re-edited by HSU-Lê Tấn Lộc 35

© 2015 Pearson Education, Inc. / Re-edited by HSU-Lê Tấn Lộc 37

© 2015 Pearson Education, Inc. - Reedited by HSU/Lê Tấn Lộc 38

Business Model Canvas - HSU University 41

• Abuse: taking advantage of one’s power for personal

© 2015 Pearson Education, Inc. - Reedited by HSU/Lê Tấn Lộc 42

Destructive or toxic leadership: leadership that violates

© 2015 Pearson Education, Inc. - Reedited by HSU/Lê Tấn Lộc 43

• Inflated view of self/ thổi phồng bản thân

© 2015 Pearson Education, Inc. - Reedited by HSU/Lê Tấn Lộc 46

© 2015 Pearson Education, Inc. - Reedited by HSU/Lê Tấn Lộc 47