Leadership texts and theories

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Leadership texts and theories by Mind Map: Leadership texts and theories

1. Jackson & Parry

1.1. Main concepts

1.2. Main points

2. Pye: Leadership as sensemaking

2.1. Main concepts

2.1.1. Sensemaking replacing leadership

2.2. Main points

2.2.1. Leadership and sensemaking closely related

2.2.2. Leadership as action - not just talking

2.2.3. Leaders is sensegiving - followers sense makers

2.2.4. Sensemaking is driven by plausability rather than accuracy

2.2.5. As a leader you can frame a situation as a consequence of how you enact it

3. Uhl-Bien & Marion: Complexity leadership theory

3.1. Main concept

3.1.1. What is complexity? “A system survives to the extent that the range of responses it is able to marshal successfully matches the range of situations confronting it” (Boisot & McKelvey, 2011)

3.1.2. Complexity theory is a way to deal with emergence

3.1.3. MESO model of complexity leadership theory (CLT)

3.1.3.1. o Administrative function seeks to standardize, create some predictability and efficiency o Adaptive function seeks to create more variety, local and new responses (facilitating CAS) o Enabling function coordinates the 2

3.2. Main points

3.2.1. Reduction does not work / the whole is more than the sum of its parts.

3.2.2. Look at the context not the individual

3.2.3. They are arguing to shift from transformational leadership to leaders enabling a transformational environment (adaptive leadership)

3.3. Fundamental tension between the desire for structure (administrative) and the need for creative caos (adaptive)

3.4. The focus is on bureaucratic organizations

3.4.1. Administrative function

3.4.1.1. Standardization, structure

3.4.1.2. Administrative leadership

3.4.2. Enabling leadership - linking and connecting administrative and adaptive functions

3.4.3. Adaptive function

3.4.3.1. CAS: Complex Adaptive Systems - pemeate the bureaucratic structure.

3.4.3.2. Adaptive leadership

4. Larsson & Lundholm: The organizing properties of leadership

4.1. Main concepts

4.1.1. Leadership as work embedded influence: Interpersonal influences. The theory arguees that leadership can be understood as activities in everyday work activities, rather than seen as distinct from these mundane activities.

4.1.1.1. Changes take place in smaller interactions in the mundane (conversation)

4.1.1.1.1. interactional sociolinguistics

4.1.1.2. Microanalysis: Analysis of informal interactions between superior and subordinate or Leader or Follower

4.1.1.2.1. Based on the framework of discursive psychological

4.1.1.2.2. Evaluates leader-follower exchanges

4.1.1.2.3. Etnomethodology: How social order and a practical experience of intersubjectivity is produced

4.1.1.2.4. conversation analysis

4.1.1.2.5. Identity

4.2. Main points

4.2.1. Leadership can be found in everyday interactions

4.2.1.1. leadership as an interpersonal thing

4.2.2. Leadership can be understood as a practical accomplishment. Influence may be seen as dependent on or embedded in everyday work

4.2.3. Micro Level Interaction

4.2.3.1. Negotiation of the interpretation of the task

4.2.3.2. Persuasion - influencing the interpretation

4.2.3.3. Influencing through resistense to closure

4.3. ethnomethodology

5. Fletcher & Käufer: Shared leadership

5.1. Offers a conept of leadership practice as a Group-level phenomenon.

5.2. Main points

5.2.1. The Foundation for shared leadership requires: distributed and interdependent, social process, collective learning. Shared leadership creates paradoxes;

5.2.1.1. 1) Leaders are expected to be both above and a part of the Group

5.2.1.2. 2) you get invisible, your identity gets delimished

5.2.1.3. 3) The skills it takes to get the job is different from the practiced shared leadership.

5.2.2. Possibilities are better relations and better org. learnings through conversations (Generative dialog, Reflective dialog, Talking nice, Talking tough). Related to the article Denis et. al Leadership in the plural.

6. Grint: Problems, problems, problems

6.1. Main concepts

6.1.1. Tame, Wicked and Critical problems. Leadership, decision making, Social constructivist approach instead of contingency

6.2. Main points

6.2.1. Definition of the situation is socially constructed - not objectively existing

6.2.2. Wicked requires leadership: ask questions. Solutions unknown

6.2.3. Tame requires management: organise processess. Solutions are less uncertain

6.2.4. Critical requires command: provide answers (hard power).

7. Books

7.1. Heifetz et al

7.1.1. Main concepts

7.1.1.1. Adaptive challenge

7.1.1.1.1. locus of work

7.1.1.2. Techincal challenge

7.1.1.2.1. locus of work

7.1.1.3. Get on the balcony

7.1.1.4. Diagnose the system

7.1.1.4.1. Interpret-Intervene-Observe

7.1.1.5. Name the elephant in the room

7.1.1.6. Political Pizza

7.1.1.7. The Productive Zone of Disequilibrium

7.1.1.7.1. manage yourself

7.1.1.7.2. help people tolerate the discomfort

7.1.2. Main points

7.1.2.1. Dance on the edge of authority into leadership

7.1.2.2. System

7.1.2.3. Your self as the system

7.1.2.3.1. Loyalities

7.1.2.3.2. Bandwith

7.1.2.3.3. Tuning

7.1.2.4. Policical pizza - know your's and the others' constituency

7.1.2.5. Run experiments

7.1.2.6. Fall in Love with Tough Decisions

7.1.2.7. Deploy yourself

7.1.2.7.1. put yourself at risk

7.1.2.8. Characteristic of adaptive organisations

7.1.2.8.1. Name the elephant in the room

7.1.2.8.2. Responsibility of the organisation future is shared

7.1.2.8.3. Independent judgement is expected

7.1.2.8.4. Leadership capacity is developed

7.1.2.8.5. Reflection and ongoing learning is integrated in the organisation

7.1.2.9. The Adpative Leadership Process - cycle

7.1.2.9.1. Oberserve

7.1.2.9.2. Interpret

7.1.2.9.3. Intervene

8. Sinclair: Leadership development and seduction

8.1. Exploration and innovation in order to understand leadership differently -> opening up and engaging.

8.2. Main points

8.2.1. Seductive manoeuvres - Mastery, self-confidence - Vulnerability, self-exposure

8.3. Is seduction gender specific?

8.4. People are driven by seduction. The leader must embody the desire from the people.

8.5. Seduction manoeuvres: Mastery, self confidence, vulnarability, self exposure.

8.6. Audience desires To be entertained To be safe To be transformed To be enchanted, uplifted, empowered, to feel mastery

9. Krantz & Maltz: Consulting to role

9.1. Main concepts

9.2. Main points

9.2.1. Role (Given and Taken role) - Formal and informal duties, activities, goals and/or functions - Emotional and relational functions in the system - Expectations on behavior and understanding - The part one plays in the larger system of tasks - Relationship to the primary task - One's own approach and enactment of one's tasks and functions

10. Meindl, Ehrlich & Dukerich: The romance of leadership

10.1. Main concepts

10.1.1. Attribution

10.1.1.1. Leadership as an explanatory concept

10.1.2. Reduction of complexity

10.1.3. The romance of leadership theory is particularly strong in describing a tendency for followers to exaggerate the importance and influence of the leader in determining a group's or organization's performance

10.2. Main points

10.2.1. Leadership tends to be used to explanin CHANGE

10.2.2. Leadership effects might occur through followers believing in the "myth" about the role of leaders. Followers coordinate actions and produce results, later attributed to (the myth of) leadership

10.2.3. Leadership as an outcome, not a cause

10.2.4. Leaders keep on winning largely because their followers perceive them to be winnters

10.2.4.1. A follower-centric view on leadership

10.2.5. The construction of "romance of leadership" is closely linked to the psychoanalytical theory (Freud) and social identity theory as these theories provide pointers as to why followers might choose to construct leadership in the way they have been observed to do

10.2.5.1. "Social identity": the notion that the leader represent the identity of the group (what is "typical" of the group)

10.2.5.2. Psychoanalytical theory: the notion that followers will relate to leadrs not fully objectively, but partly as "mirriroing" their parents, and tend to idealize leaders, seeing them as powerful as parents seem to small children.

11. DeRue & Ashford: Who will lead and who will follow

11.1. Main concepts

11.1.1. Leadership identity construction process

11.2. Main points

11.2.1. Claiming and granting process for followers and leaders. Process depends on:  Clarity  Credibility  History  Visibility  Conceptions of leadership structure: hierarchical vs. shared

11.2.2. Explaining why someone come to be seen as leaders and someone followers

11.2.3. Clarity and acceptance of leader-follower relationship through identity work.

11.2.4. 3 levels of selfconstrual for both followers and leaders: individual internalization, Relational recognition, collective endorsement

12. Yukl: Leadership behaviors

12.1. Influencing and facilitating individual and collective efforts to accomplish shared objectives

12.2. Review historic on effective leadership behavior. Create leadership behaviour taxonomy. Apply different leadership behaviour to different situations.

12.3. Task orientation

12.4. Relationship orientation

12.5. Change orientation

12.6. External orientation

13. Bass

13.1. Main Concepts: From Management to Leadership

13.2. Main Points: Firms in stable environments requires transactional one-minute managers.

13.3. The Four "I"s