Leadership case study

206 LEADERSHlP I THEORY AND PRACTCE

parameters of authentic tcadcrship and m r e clearly conceptual-kc ig &rts that contime tode.

Inbrspvpond h m p d w h this chapter, we explore the nature o f a u b k leadership, describe

its underpinnings, and explain how it w&. We begin with definitions of Aathendc bead- e x h e genulm k&rsHp. authtintic Itdenhip fmm the literature. Nat, we discuss two rnain ~cleradenleadfrwncanvlcaiar . - approaches b leadership: the practical a m & that is based an fe8Lliie examples, and the thmmtical approach that is h d on s d &nce - Authm& leaders ara o w , not copies. research. Firray, we examine the &en& and wealmesses of the various approach- to authentic bde&ip, and provide a summary.

. L- , W U t C E ~ ~ ~ y w r s t m y t ' A ~ a p p r P a r k r n a a b a n k !rp -" bl8. Shm, 4 GCl h, W5, Qmte& 14 39-17,

Authentic Leadership Defined

On dte surface, aukhehentic lademhip nppea. easy (D dcfina. In .o&- ity, it is a complex proces~ that is &cdt to characterize. Among leader- Dewlopmental Definition ship scholars, there is no sin& accepted deFiultion of authentic leadership. fwted, there are multiple definitions, each fitten from a &&rent view Authentic ladenhip can also be defined from a dmlopmmtal perspec; point and with a diEmnt emphasis (Chan, 2005). In h e Mlwring dims- tive, which is exemplified in the wort of h l i o and hP associa- (Avolio

& Gardner, 2705; Gardner, Avolio, & Waiumbwa, 2005; Walumbwa, Adio , Gardnm, Wernsing,. & Pehrson, 2008). From this perspective, authentic I e a d d i p i s viewad as something that can be nurtured in a leader, rather than as a fixed bait. Authentic leadership develop in people over a lifehe md can be triggered by major life wentr, &I as a severe

Intqqtsonal Ddnition illness or a new c a r e .

spective, balanced processing, and relationa1 hrroparency (Avoliv, Wahmbwa, & W&er, 2W). Over a lifetime, authentic leaders learn and develop each of these four of behavior.

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210 LEADERSHIP I THEORY AND PRACTICE , .

The first step, locate the problem, is accomplished by doing an assess- ment of employees and their organizational concerns. Based on this assessment, leaders can identify on the action wheel d ~ e real concerns of

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the organization. For example, if ernpIoyees make comments such as, - - "We seem lost," or "Nobody cares around here," their colicems would be

t .' :- diagnosed as a problem related to mission. If employees are saying such : ! thing as, W e are really stretched thin," or We can't possibly do what

- a ; {'I ihey'te asking us to do," their concerns could be diagnosed as n resourn. ' i .~?~;i , issues on the wheel. Although there are an infinite number of possible

!! , I issues within a group or organization, the Authentic Action Wheel pro- vides a shcture that allows leaders to categorize various etnployee con- k cems into six major areas.

The second step, selecting the appropriate response to the issue, is also accomplished by using the Authentic Action Wheel. However, in this phase of the process the wheel is used prescriptively, to recorn- mend a particular course of action. Mter a problem is identified, the wheel is used to encourage leaders to explore alternative explanations for the problem and to select a response based on that information. For example, if employees seem to be struggling with issues related to power and who is in control, leaders may wish to pay af3ention to the mission of the opnizatian and the goals and objectives of the people involved. Similarly, if employees are raising questions about the mean- ing OF a particular program, leaders may want to focus on existence because their concerns may be about the history and identity that undergirds the program. In other words, the Action Wheel is used to explore the various possibte responses to a problem and to select the

, , ,' response that comes closest to solving h e issue. Authentic leaders try to address the real problem in the most appropriate Fashion. I;! To illustrate how he Authentic Action Wheel is used, consider the fol-

. - lowing story about problems in a high xhmi baseball program.

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. - - - . - m , ..- 1 , - . 1

.- -. " I ! ,' J'.) - ~ro;blcs b&an when leaden ofthe booster club a r h d for an investiga-

tion of the coach because of alleged improper use of hnds, hvaritism (i-e., the coach selected his son over others to be on the team), and viola-

I tions olschoal policy (i.e., the coach allowed a parent with a DUI on his record to drive players home from practice). The booster club's concerns

I

made the front page of the local riewspaper, and local blogs and editorial pages were filled with reactions by parents, former players, and cornmu- hi6 members.

Chapter 10 1 Authensic Leadership 211

To analyze the baseball problem, a leader should have asked, 'What is really, really going on in this situation?" An initial diagnosis might have suggested that the concerns a b u t the coach clustered around issues of structure (i-e., school policy). Leaders of the booster club thought the coach violated school policies and wanted something done about it, while the coach thought his decisions were reasonable and that the boostet dub was overreaching its authority. The leaders of the booster club and the principal had &&rent opinions about the policies governing the coach and the baseball team.

Using the Authentic Action Wheel as a guide, an auihentic leader might have ourmid that h e codict was about w. Who had the power to make decisions about use of funds, the selection of b m players, or which paten$ could give rides tr, students? Using the wheel, a Ieader should have explored how issues of power were operating in this conflict. In the end, because these questions were not addressed &tive codict resolution was not attained. Power struggles became even Inore apparent as the principl replaced the disgruntled cochairs of the booster club with &&rent parents.

In summary, the Authentic Action Wl~eeI is a visual diagnostic tool to help leaden frame problems. Leaders, with their followers, locate the prob lem on the wheel and ihcn strategically respond to the major issues of concern. Thc Terry approach encourages illdividuals to see things W e r - ently and more clearly. In essence, this approach urges leaders to be

I aubhentic or "true" to themselves, their organization, and their world, and to base their actions on what is really going on in the situation.

Bill George's Atithentic . h h r s h i p Approach. Although the Terry Authentic Action Wl~eel focuses on problem areas, the authentic leader- ship approach developed by George (2003; George & Sims, 2007) focuses on the characteristics of authentic Ieaders. George describes, in a practical way, the essential qualities of authentic leadership and how individuais can develop these qualities if they want to become authentic leaders.

Based on more than 30 years of experience as a corporate executive and through interviews with a diverse sample of 125 successful leaders, George

i found that authentic leaders have a genuine desire to serve others, they i know themselves, and they feel free to Iead from their core values. i Specifically, authentic leaders demonstrate five basic characteristics: ! (1) They undentnd their pupow, (2) they have strong ~ l u a about the

right thing to do, (3) they establish busting relationships with others, (4) they demo~lstrate self+ipline and act on their values, and ( 5 ) they are

216 LEAOEASHlP ( THEORY AND PRACTICE

In addition, researchers felt the need to extend the work d k (1990) and Bass and Steidmeier (1999) regarding the meaning of authentic ban* formational leadership, There was a need to operationah h e meaning of authentic leadership and creak a theoretical framework to explain it. To develop a theory of authentic leadership, researchers drew h m the k\ds of leadership, pi t ive organizatiom1 scl-~ddp, and ethics (Cooper, Scandura, & Sckriesbeim, 2005; Gardner et al., 20M).

A major challenge confronting researchers in developing a theory was to d&ne the construct and identify ik characteristics, h we dis- cussed earlier in the chapter, authentic leadenhip has been defined id multiple ways, with each definition emphasizing a different aspect of the process. For th is chapter, we have selected the definition set forth in a recent article by Walumbwa et al. (2008), who defined authentic leadership as % pattern of leader behavior that draws upon and pro- motes boh positive psyctrological capacities and a positive ethicaI cli- mak, to foster greater self-awareness, an in ternaf ized mom1 p e c t i v e , balanced processing of information, and relational transparency on the part of leaders working with followers, fostering positive self-develop ment" (p. 94). Although compIex, this definition captures the current thinking of scholars regarding the phenomenon of authentic leadership and how it w o h .

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LEADERSHIP I THEORY.AND PRACTICE .

lntmna[jad moral genfiective refers a self- re*^ Prmw h&viduala use their intend m0€a] *~~ and ka

their behavia nthcr than dlaw oubide p r w r a to ~ ~ n u ~ l (e.g., group or societal pressure): It is a d f * e g ~ ] a t o ~ ~foc-

becaw

people o w the extent b which &q allow others to hem. O&ers see leaders with an internalized moral FW@cti= as

authentic b a w their actions are cad8tent with their eqrmd beliefs and murab.

B a l d p m i n g also p &-regulatory bchsvia. It refen to an . in&ivdUat'g Wity to analyze information obis*ly and otfrer paopjn o p i n i o ~ before ma& a decision. It Ibo meam d n b frwrit-

certain and remaining unbiased. B&nced p r n c e ~ i ~ R e l a d P ~ c h o l o ~ i d *m jnoluda mlj&q i-ntS Imm thm who diqgr* 4 t h YO"

"'Y considairy && po&ions before taking pour d o n . hadccs wiB . I

Contldence p m i q are seen as authe* i e b f f n s s are O P abut

their - parpec:w, but are also objective in midedrlg h e n ' H o p e

W r n l s m *

R e s l l b bhtiOncri refur to being open and honed p-nting

me se~f to Oh ~t is self-~eguIatory because individuals can control -mLurhan* &SAvdh kj. -- S. hdr bapayency with others. ~ d a t i o n a l hanrparency occurs w h in& -' ' - Wh -&d d&&Ip 2413Hjp

viduab share fieir feelings motives, and i n ~ b a t i ~ m wih others in * ~ 6 e m & K d l k

. rn app'opiab manner emis is, ZW3). It includes tb i n d i r i d d r h h g b d pitivc and q t i v e of t hemdm D others. In rho* mla-

knaI tranrpnmncy js h u t mmunicating ~ d y and 1-1 in

relahionships with others. Confzd- lo M n g *If-eEcacy-the befkf b t has ihe ab3ihl Lo ~ c e * f u ~ ~ ~ w m m p l i s h a rpaufied tpdr h d n r who hne eom

are more likly be motivated to sumd, to be penbfent Q ~ C ~ &. and 'b wdcome a challenge (BandUfa, 1997; hthprn

2m3r HQP is a pit iw motivaBam1 date bmed on vi1lpwr @a1 planning ( L u b & Awlio, 2M3). Auhntic leadca klfi hop g d s (hll bow can be accomplished; &ci. hop irupjru f ~ l j - ~

b- %t I * ~ , A ~ ~ & h d m h i p . f ie re are 0 t h facton to h t them and M*ve in heir gods. ~pti* b he ,..tive such ar piti* psychO]+I apacih , mom1 n%Imi% a d critical life .

mnb fiat influence authentic leadership (Figore 10-3)-

fie= are four key +& p s y ~ h d @ d l ~#ribu& that haw an impact on ahent ic I&&ip: confidence, hope, optimism, and resilience.

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220 LEADERSHIP I T H E W AND PRACTK;E Chapter 10 1 Audrentlc ~ e a d e ~ h l p 221

HOW DOES AUTHENTIC LUDERSHfP THEORY WORK?

Moral mitoning is another Eactor that can influence authentic leader- ship (Figure 10.3). It is the capacity to make eel4rical decisions b t *WES

of ri$t or wrong and g o d or bad. h I o p i n g the capacity lbr moral rea- s o w is a lifelong pmm. Higher levels of mod I- make it p sibk for the aukhentic leala to make dmbiorw that barnend individual difFerences a d aiign in&*& toward a -on goal. They enable leaders to be selfias and make i udgmenh that serve the greater good 01 the

'

group, organization, k community. M o d rcasonlng capacity ambles authentic leadm to use this ability t~ promote justice and achieve what is rigkit for a cmmnitpnitp

h find factor dated to authentic leadership is ,critid lib events (Piire 10.3). Cribid events arc majar evtnb that shape people's live. They can be pasithe events, like receiving an unexpwbd promotion, haw ing a child. or reading an important b k ; ar ttiey can be negative even$, like king diagnosed wih cancer, gettifig a negative year-end eraluation, or having a l m d one die. Critical life eve& act as d y s b for cbnge. Shamir and K i (2005) arguetihat authentic hdership rests heavily on the iwighb peopIe attash to their life experiences. When leaders tell t)leir life stories, they gain greater ~Kkndedge , more clarity about who they are, and a better understanding of their role. By understanding their own life experienms, l+ become more nuhentic.

Critiml life even& also stimulate growth in individuals and help them become skongcr leadera (Lufham & Awlio, 2003). For example, H d Schdtz ( b d e r and CEO of Starbucks) tells a stmy about when he ws little: Hi father, who was a ddivery driver, fell and w hurt on h e jab. His Eather did nut have, h e . 1 ~ insurance or w 0 M s a m p s t i o n . Seeing the problems h t resulted from his father's MicuIties, when Schulb built Starbucks he provided comprehensk health insurance for e r n p l w who warked as few as 20 horn a week. Schult4~ qle of leadership wm triggered by birr childhd m e n c e .

As the theo~y d authentic leadership d w e l q ~ further, other antecedent ~ctoxs that iauence the process map be idenkikl. To date, however, it is positive psychological capacitiios, moral masoning apcities, a d critical life events that have been idearned as factors that are influentid in a per- son's ability to become an authentic hder. . A. ' - : a 1' , . , 1 ' . .

In this chapter, m have discwed authentic leadexship from practical and theoretical perspectiyes. Both pempxfives authentic leadership ap a developnmtal pmasmst fmnr m leaders wa time; hmwcr, botb pmpr tives provide &rent descriptions for how authentic lade~hip w m h

The practical approaches provide prescriptions for how to be authentic and hmk to develop authentic Ileadenhip. For example, the Terry approach (1993) empharites that Ieeders shodd frame issues by questioning &t is

redly on in a given situation. Authentic leadership w o h when lead- ers and followers come together to define their "real" concerns and deter- mine what is the %i@t thing* b do about them. Authentic leadership tries to determine what is truly good for the leader, followers, and organkdon

The process of aukhentic leadership works diEerentIy using the George approach (2003), which h on five characWcs leaders should dewlop to b e m e authentic leaders. More specifically, George advocates that leadm become mwe puqfmeful, d u e cenhd mbtion~l, ~ 1 6 dkiplined, and oompo~ioncrfs. The essence of authentic leadership is being a leader who sbongIy demonstrates thew five qualities.

Rather ban simple prcscriptim, the theoreh1 approach describes what authentic leadexship is and what accounts for i t From this perspec- tiw, authentic leadership Hwks because leaders dmomlrak wl#+-~wrsnm, an internalized moral ~rspecti 've, bdbncsd firowsing, and mlatianul trans- jmrency. Leaders dcrelcp these attributes b u g h a lifclong process that is o h influenced by sriticd life events. In addition, the literature suggests that positive psychological characteristics and moral reasoning haw a sig nificant impact on authentic leadam.

Authentic leadership is a complex process that emphasizes the develop ment of qualities hat help leaders to be brceirtd as bushvwthy and believable by heir follawn. The leader's job is to learn to develop these qualities and apply them to the common good as they serve others. .

STRENGTHS

Althwgh it is in its early stages d dcvelopmt, thc authentic leadership approach has several shengths, Fir&> it fulfills an expressed mtd for

220 LEADERSHIP) THEORYANDPRACTICE Chapter 10 I Authentic Leadarshtp 221

resilient people are able to bourn back from challenging situations and fed ixengrhened and more resourceful as a r d t of them (Sutcm &

HOW DOES AUTHENTIC LEADERSHIP THEORY WORK?

Vow, 2003). ,c- - . :- mi,-. I I I

Mom1 m n i n g is another Each h a t can iduenoe authentic leader- In c h p * r t we have Grcmxd authentic Ieadcrship b p.cti& a d

ship ( F i r e 10,3). It is ttpe capacity to make ethical decisions about he$ ~~ P-Y~S. 80th p ~ k s dcroibe authwtic leadership as a

d right or wrong and good ot bad. Dewdq'hg h e estpacit)r for moral rea- d d v t d p1-M hnn~ h ~+ZS over time; h, prspc

mning is a lifelong process. Hlgher hels aE mml tasoning & it pos- t+ P&& difbent dmriptim hr how authmiic lead+ wo&

sibk for the authentic leader b make decisions that transcend individual 3 - - P & C ~ approaches provide prescriptions for how to be ahen t i c d&rences and align individuals m r d a common goal. They enable

% $ - ; and h& develop authentic leadenhip. For example, the Tcny aWTOaCh

leaders b be sell8css anb make iudgmenb that serve !he greater good of the (1993) m p h s s b that lads shclad bpme irmu by quetioming v k t b p u p , orgwization, or community. M d reasoning capaciiy also enables on in a given situation. Authentic leadership works when lead- authentic leaders Po use his ability to promote justice and achieve what is and f a l h come together to define their *realn concern and d e r - right far a wmudfy. mine what is the '@ thing'' Bo do a h u t them. Authentic leadership his

Q d m e what is truly good foE the leader, followe~s, and oe-tion. A final &tor h d to autfientic leadership is c r i t i d life mmt~

(Fipre 10.3). Critical even$ are mabr shape people's fives- The of a u k t i c leadership works differenfly wing Gwge They mn be p i t i v e events, like receiving an mexpeckd promotion, hay- aPPmch (2003), which facm rn five ~haracteristics leaders should ing a child. or reading an important beak; or they can be negakiive events, d w e b to h m e authentic leaders. More spaclfidly, Georgc &mam like king h o s e d with cancer, ge- a negative y e a r 4 evaluation, k t kaclers become more $u$w@, wlw canted, mlational, =If- or having a loved one die. Critical life e ~ e ~ t p act as catalw for change. d s P h d and w ~ k - The essence of aubhentic leadership is king Shamir and Eitarn (2005) .arped.that authentic leadership rests he;wiIy on a leader who strongly demonsbates these five qualities.

the i+b p q d e amah tu hi r life experiences. wen leaders tell their I& strrria, hey gain greater s d f h l e d g e , more clarity about who they I4aher simple prescriptions, €he theoretical approach d m r i h

are, and a better understanding of their d e . By undenbndmg their h t authc~liic leadership is end w b t accounts for ih F m (hir perwc-

& experieqces, leaders b e e m more authentic. tive, authentic leadwhip works because teadew demo&& %if-=, an i n t a l b d moral @IF#wA~, bdlartd pmiw and mbfi~ndi b . a -

critical & -nfs a h s~mulate growth in. individuals and help them w. Leaders dedop these atbibutes through a lifelong proca that is

become strmgm leaders (Lutham & A ~ l i a , 2003). For example, Howard often influenced by =tical life cvenk h addition, the literahre sugg-ts

Schultz (founder and CEO of Starbucks) tells a s h y about when he was that p~sitiw pqchological: characteristics and moral rrasoning a pig- Me: His hher, who was a &livery driver, fell and was hurt on the job. nificant impact on auhentic leaderr. fi father did not have hedth insurance ox ~ r k e r ' s compe~tion- Seeing he bk ~adeed h r n hi+ b k ' s di&cuki-, when Schulh built

Authentic leadership is a complex process that emphasizes the develop

he comprehensive health i m m n w fa employees merit of quahties that help Ieaders to be perceived w m o f i r and

nb as few as 20 hours a week. Schuliz's dyle of l eadem was Miewbfe by their followers. The leader's job is to learn to d d a p t h e p l i t i - and apply them lo the mrnmon god as (hey sem 0th-

iiggered by his childhood experience.

~s the theory of authentic feadership develops further, other antecedent bmn that iduence the process may be identified. To date, ~~r, i t STRENGTHS - p&~e capacities, mod msoning capacitits, and critical life em& that have been identitied as ficbrs that are influential in a pm- dthough it is in its early stages of development, &e authentic leadership son's ability to became an authentic leader. ap~maeh has several strengths. First, it fu'lfiDs an C X P - ~ .need for

II!

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224 LEADERSHIP 1 TH~~RU'AND WCTtCE . , ( IT

ko substantiate the value of the &tory. Alhough a u W e leadership is ''

intuWely appting on the &, gu&& remain about whetha this approach is effective, in what contab It is e&ctive, and w b e k authentic lesdership d t s in productive outcomes. kbkdly, it is dm not clear in '

the whether authentic lea* is suffjcient b a c h k o r p i - L '. zational goals. For example, can an d e n t i c leader wbo is d m r p m d and lacking in & ~ a l wrnpeb~~wz br: an effective kder? Axrkhdcity .

. , is impartant and valuable to god lodenhip, but how authenticity d a t a $,&tctive londmhii b unlmm. Clearly, f u b e tesearch should be coriducaed to q l m e how authentic leadership -.-- is dated b agarhtional . ouhmes.

APPUCATIOM 1

' ~ w u e authentic b st i l l in Lc early ghw obits dcnbp-6 ~ ~ ~ ~ ~ e ~ r c h ~ s t * l ~ ~ ~ ~ ~ ~ w t b d ~ o p -or enhance auhcntic kadddp khaui~rs. 7 h e haw been some p rripticnu &om &r pwebhl hmdss, but is li(OcDdm+ad mearch -OII wh&c rfrw prepcirptiim at ~ O W O 'm ~ctually incraw, ddi~ Zsadecdhip behavior.

y h d ~ i a & d h k N m h d , m c l e x e B o a r m m ~ ' b r n * $ e aukhen& lead+ Iib&e th& hay b~ dp1isabJc to & zaticmal or p ~ ~ n g s . One&e mrnmoa toall o f t h c f c l e ~ of artthentic wmyhip is fhat people have crtf"ity to h i t tb be authcntie lradw. In their wigid mrk on au@&c l e a M p , l dms mj MQ (2Q03) c 0 W z k d a modd of aistbhtic lad* d t d o g

4 me* C = o n ~ ~ s a W o a g h n h g p ~ t k ~ d t b e t auEkmfk leadership .is a proc~err k t cafi be d w d d -.time. This q p s h thathqnam dcparb~& may be a& Ps h authentic leadership bchwhrsr ia e m p l o ~ ~ ~ wha mwe inlo I d d p pad~'tls. bher heme &at am be applied $ orpni@~~rl$ is &e. e ' g a a l

' of aubbentic Icadew to try t~ 6, the %ghV thiw ko *be honest with tb& SC~VCS PMI &en, and to lwark fm the $ommon &. k% authentic l e d d i p i s & a p d d r t f o d l y umikdlifeevmts thatmi= -to grow& and @Q authentkily- Baing sedbw b thao eve& md Gng thorn ~ ~ ~ b o a d ~ t o p w t h n q b s ~ t b m r n y p a r I d e whoJ* i t l M in becoming J d e r s d m are more authentic. .

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Chapter 10 1 Authentic Ldarshlp 225

I - -

The Mdloring sctior provides thee case riudles (Coeo 10.1, 10.2, and 10.3) of individuals who danonstrak auhsltie leadmblp. f i e fint as is about SaNy Wgcseq author of % P i Adwntuge: Womnb Uhy. of l k d m h i p . The second we i about Greg Morhsm and h* IS mission to ppqmok schools a d peace in Pakistan and e n i s t a n . Thc final GW

is h t Betty Ford, h n e r Pust My ofthe United S t a h and har work i, the *as of b d can= a~varcmss and substance h e treatment At the end of each of the cam, questions are provided to help yai analyze the

using id& from authen& leadership.

'I L CASE : r j ? k7y ,. ;<

224 LWERSWIP 1 THEORY AND PtRACTlCE

to &tiak tbk value of.& theory. Aldraugh auherttic ledamhip k ;fib- a m a n the surfaw7 qp&nslremain h u t WMW his $pP& i s -YW inwhat emkxb it ia&&tive, ahd wheibur a*&c ~ e r ~ h ' $ d b h p-8 rrubmes. fb&kdyi.% b aki0.w dm in the m&ir& wh&w 1 i i ~ d c ~ ~ s k r i p is d c i n t t~ acrhiwe otgani- zati-1 goah. &r a ~ p w a i ~ % t s k Iaadrr who is : d i q d z d and,* in t e c + f . w m p ~ b +$ectiuc leader? hokenticity b imphat and piwtbk bed. hde&p, but how a&entT4~ = l a b b.&Wve ka&mhi~ $> udwwm. C k 1 y , future msmrch s W d k '&uc.tod ta, +m W&z&txtti~ ~dccsf i ip 5 1 d is &a ig qp&ational aukon% . .

' Because authentic l a d d i p is stiH in h e d y phsre of its dwelopmcnt, there has been lit& mearch on sbkgies hat people can use to develop or enhance authentic lead&p behaviors. %ere have been some p scriptions fmm the practical &eories, but there is little'widencebased research, on wh&cr &ex pmmiptions or h- actually increase authentic leadership behior.

I

In spik of the lack of inkmentian research, &me are c o w o n themes h m & e authentic laduship libmture that may be applicable to orgrtni- za t iod or practice setti*. One &erne common to alf d&e Qrmulations of authentic leademhip is that p p i e have the caprciy to Teari~ to be authentic leaden. In their original wark on mfhmkic leadwhip, h h and Avolio (2003) c o ~ c t e d a model of authentic leadenhip d&p ment Conceptualizing it as a lifdong learning process, they argd'fhat authentic leadership is a process that can be developed ova- time. This suggwts &at human resource deparlmenk may be able to hskr auhentic Ieadership behaviors in employees who move inRo leadwhip positions. Anher theme that can be applied ta organizations is the &priding'@ of auhentic loaders to try to do he "right" thing, to +k honest with thern- s e b and others, and to work for the common god. ht, au&entic lad- ership is shaped and reformed by critical I& events that act as biggem b growth and greakr authenticity. Being sensitive to these evenis and using &ern as springboards to growth may be rekvant b many people who-are inkmited in kmmirtg leaders who are more authentic.

Chapter 10 1 Authentic leadership 225

-- The bIImbg s t i o n pnids three case dYbm (Cam 10.1.102, and 10.3) of individuals who dsrnomhte aulhmtic kdership The first ax is about SaUy Hclkcsaq aulhor of nD P d Advunhzg~ Wcmen's Wdp ofLRadership. The second case is about Gng Mortenson and his misiian fa ptomote'schmIs and peace in Patistan and Af&hanhtan. The final case is abmt Betty Ford, h e r First Lady ofthe United S t a b and htr work in the areas of breast EM^ awamcrr ahd substance abuse treatment At the md of each ofthe cam, qudons are pmvidcd to help you analyze the cape using id& from authentic leadership.

CASE '0.1 ;-; , .

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Chapter 10 1 Authentic leadership 235

LEADERSHIP INSTRUMENT --.

Although still in its early phases of developmenZ the Authentic h d e r s h i p puestionriaire (ALQ) was created by Walumbwa and associata (2008) to explore and validate the asurnp!ions d authentic leadership. It is a I6ikm instrumeit that measures four factors of authentic leadership: oelf- awareness, internalized moral perspective, balanced processing, and rela- tional transparency. B a d on samples in China, Kenya, and the United States, Walumbwa and assaciates (2008) validated the dimensions of the instrument and found it positively related to outcomes such as organiza- tional citizenship, organizational cornmihen t, and satisfaction with supervisar a d performance. To obtain this instmment, contact Mind Garden. Inc., Menlo Park, Califomia,.or www.mindgarden.com.

In thh section, we provide an authentic leadership self-assessment to help you dehninc your own level ofauthentic leadenhip. This guestion- mire will help you understand howauthentic leadesship is measured and provide you w i h your own scores on items hat characterize authentic lmdership. The questiomairc includes 16 guestions that asses the four major components of authentic leadexship discussed earlier in this chap ter: seKhwareness, internalized mrd perspective, balanced processing, and relational trsnspartncy. Your results on this s e l b e n t quation- naire will give you information about your lwd of authentic leadership on t h e undcdying dimensions of a u k t i c leadership. This questionnaire is inknded for practicaI applications b help you understand the cornplexi- tia of authentic Ieadership. It is not designed for research pmpes .

IIP I THEORY AND PRACTICE

AUTHENTIC W E R S H I P SELFASSESSMENT QUESTIONNAIRE

I n s ~ ~ T h b quesdor~rmlm contains t m n s about dHierem dm- of ahendc kdcrshlpThere am no or w m g mqmms, so pl- anarrmr M y . Use t h m Mowing scate when rs~pondlng mch sgte- w r b ing the n u m b fmm the d e bdow which you fed most accumdy charac- ~ y w r ~ m t h e ~ r n e m .

of d a r t . i L I rarely presant a "Ma* f m r to &. 1 2 3 4 5

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deelslwtk - 16. 1 admit my dmkwi to ahen. - ' ? a 1 1 . .; q . - 1 :. . 2 3 4 5 . .- - - -

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Scoring $ I l U , . .' " - tm; c' t

I 1 1. Sum the responses on items I, 5,9,and 13 (self--).

2. Sum the rtrponItr on irams 2, 6, 10, and 14 $manrlbed m i d p-pectfw).

u 1,' 3. Sum L a -nra on 1- 3.7.11, and 15 @alured p-w

4. Sum the rwpangeg on I m 4,8,12, 16 (dadod transmcy).

5. Sum the responses a~ all lwm (aut)lendc leademhip).

This self-assessment quesrfonnaire is d&gned & measure ywr authentic bdershlp by assessing four cornpanenm of the p r m w self-awareness, in- nalked moral perspdve, - proeesslng, and datbrral msparency. By camparlng your scow on ead~ of thwe cunponentr, pu ean decermlne wMch are yow stronger and whii are ywr d r components In regard m your oved awhenrk leadership score.You can Intwpret your authendc lea& ershlp scare (the toel score) using ahe Mowing guidefins vlery hlgh = 64-80, htgh = 48-64, Iwv = 3248, and very low = 16-32. Seam In thc upper ranges Indicate won& aucRendc leadership w h e w xore~ in the lower m n p indlcite weakw authentic leadership.

As a result of leadership hiiures in dre public and private sectors, authentic leadership is emerging in response b societal demands far genuine, bud- worthy, and good ld&ship. Authentic leadership describes leadership &at is hmpanmt, morally grounded, and respumivc b pmph's needs and values. E m though authentic l eadd ip is still in the early stages of development, the study of authentic leadership is timely and grorihwhile, ofhing hope to people who long for true leadership.

Although &ere is no ingfe accepted definition of authentic leadership, it can be conceptualized inhapersonally, dwelopmenblly, and inkrperspn- alIy,'The hh-apemml perspedhe focuses on the leader and the leader's knowledge, self+egulation, and selfconcept The developmental perspec tive emphasim major cornpone& of authentic leadenhip aha? dedup

"' orgardzational outcomes.

& ~ t is redly going on in asituation and determine what actions are tnrly p d for the Icader, followers, and the o-tim.

George's r p p d (2003) iden* fire basic dimendom d authentic '

leadership and thc mnclponding W o r n 1 characteistics idhidual need to develop Bo become authentic leaders.

h&mtic l e a d d i p has s e d p i t l v e ktures. First, it: provides an m a ta who am searching for g o d and sound leadership in an . Central Asia h+ihlft. (m8). A w e d june 6,2009, h m https:/lwww.&tog/

threec*-- meain world. Second, authentic leadership is ~ r i p h and p r & b Chant An (2005). Authentic leadership tnaasurement and development: a grat deal of infurmation about how ludm M learn to become au&m and s ~ d o n s . In W. L Gardner, B. 1. AvoIio, & F. 0. Walumbm (Eds,), tic. Third, it has an qdicik moral dimmion that asseits that leaders need - Authentic l d a T s h i ~ h r p and practice: Qrigim, ht0-t (pp,

do what is u i&~ for their followc*l and h e t y - Frnr1.h it . . 227-25 1). Oxfaid: Elsevier S u m is hmed as a pmess &at is developed by leaden over time rather than -l C-, kndura, T. A, & Schriesheim. C. A (2005). hkiw tonwrd bat

. a fixed trait ~ast, aueentic b d ~ R h i p a n h measured a thm~y- b m wr past: P M k d changes to devetoping authentic leadedip based instnunent thcwy and authentic leaders. h d s t a h i p Qua+, I 14 47-5. w, S. R (1990). fineiphmkrsd I d d i p . New Yo&: Firesi&.

"b&, A. H. (2005). Achieving relational authenticily in I-de&ip: DW ge& maifer? -hip Qwbdy, 16,449474.