What is Leadership? A Concept Map Review Kaley R. Klaus ...€¦ · ensure they are doing the work they believe is right, which is why I consider leadership to be authentic. Leadership

Running Head: WHAT IS LEADERSHIP? 1

What is Leadership? A Concept Map Review

Kaley R. Klaus

Fort Hays State University

WHAT IS LEADERSHIP? 2

Introduction

When asked, “What is Leadership?,” one can provide many answers based on both

experience and theory. As a result of participation and lessons from the LDRS 801: Theoretical

Foundations of Leadership course at Fort Hays State University (FHSU), the question can be

answered using a concept map, which is a “graphical tool for organizing and representing

knowledge” (Cañas and Novak, 2009). Figure 1 displays the concept map that will be discussed

in this paper. The map is divided into four sections, which define what leadership is and is not,

what leadership requires, and what leadership creates; the literature review explains the map in

great detail. The extensiveness of the concept map implies how my knowledge of leadership

theory has expanded in the 16-week course at FHSU, and toward the end of this paper I will

compare and contrast my knowledge of leadership theory prior to the course up until now. I will

conclude the paper with personal leadership development plan to further enhance my leadership

skills throughout the remainder of my graduate program.


Figure 1. Leadership Concept Map

Literature Review

Leadership is Authentic, Situational, and Transformational

The idea of authentic leadership is fairly new in the discipline of leadership studies;

however, it describes a type of leadership in which the leader has an optimistic attitude, a high

moral character, and a focus on positive self-development (Avolio & Gardner, 2005). Unlike

many other theories of leadership, which focus on a leader’s ability to develop followers,

authentic leadership places focus on the leader and whether they are self-aware of their

leadership capabilities such as: self-regulating their behavior and creating positive self-

development (2005). Authentic leaders are defined as, “those who are deeply aware of how they

think and behave and are perceived by others as being aware of their own and others'

values/moral perspectives, knowledge, and strengths; aware of the context in which they operate;

and who are confident, hopeful, optimistic, resilient, and of high moral character” (Avolio,

Luthans, & Walumbwa, 2004, p. 4).

Expanding upon the definition of Avolio, Luthans, and Walumbwa, Shamir and Eilam

(2005), listed four characteristics that define authentic leaders:

(1) authentic leaders stay true to themselves, and do not conform to others’ expectations;

(2) authentic leaders are motivated by personal convictions, and do not wish to “attain status

honors, or other personal benefits (Avolio & Gardner, 2005, p. x);

(3) authentic leaders lead from their personal point of view and not others’;

(4) “the actions of authentic leaders are based on their personal values and convictions”

(Avolio & Gardner, 2005, p. x).


Remaining true to one’s own values and convictions is something all leaders should do to

ensure they are doing the work they believe is right, which is why I consider leadership to be

authentic.

Leadership is also situational. This argument stems from situational leadership theory,

first introduced in 1969 by Paul Hersey and Kenneth Blanchard, the situational leadership model

has become one of the most popular models of leadership, in spite of its limited empirical

evidence (Graeff, 1997). The author, however, believes that the situational leadership model

stands the test of common sense, as a leader chooses his/her style of leadership based upon three

components: 1) the type of task behavior to be done, 2) the amount of emotional support for the

followers, and 3) the maturity level of the follower (Hersey and Blanchard, 1982). Based on

those three components, Hersey and Blanchard (1982) propose a leader uses one of four

leadership styles: telling, selling, participating, and delegating. Telling requires the leader to

provide the follower with specific instructions and monitor the follower’s performance where as

delegating is the opposite, as the leader provides the follower full responsibility over decisions

and implementation of the task (1982). Selling requires the leader to simply explain his/her

decisions to the follower, and simply provides clarification; participating is a collaborative style

of leadership in which the leader and follower share ideas and make decisions together (1982).

Each style is suited to an individual follower and has the potential to produce the leader’s desired

outcome for the task at hand.

Finally, leadership is transformational. Transformational leadership is defined as, “the

process whereby leaders develop followers into leaders” (Avolio, 1999, p. 34). This process

involves at least three components (in the author’s opinion), which are outlined in Figure 1. The

first component is inspirational motivation. When a leader provides inspiration and motivation, a


follower develops a more meaningful purpose for his/her work, as well as the ability to take on

larger challenges (1999). The second component is intellectual stimulation in which the leader

provides the follower with challenging tasks that require the follower to be creative and

innovative; this is done when the followers begin “questioning assumptions, reframing problems,

and approaching old situations with new methods and perspectives” (1999, p. 46). Most

importantly, during this time, the leader does not give public criticism for any of the follower’s

mistakes (1999). Finally, the third component involved in the process of transformational

leadership is individualized consideration for each follower. Paying attention to each individual

follower’s needs and areas of growth create a developmental environment for the follower,

which places the leader in the position of coach or mentor (1999). The leader takes on the task of

developing the whole person, and provides the follower with tasks that suit their developmental

level to only develop them further (1999).

Leadership is not Destructive

In order to understand what leadership is, it is important to understand what leadership is

not. In all cases, a leader should not be destructive and does not utilize behaviors in which any

form of harm is placed upon the followers. Schyns and Schilling (2013) define destructive

leadership as, “a process in which over a longer period of time the activities, experiences and/or

relationships of an individual or the members of a group are repeatedly influenced by their

supervisor in a way that is perceived as hostile and/or obstructive” (p. 141). The three

components of this definition represented in Figure 1 are hostile or obstructive behavior,

negative influences, and repeated negative influences. These are three things the leader imposes

upon an individual follower or group of followers, which create a destructive environment.


Influence plays a pivotal role in the leadership process, which will be discussed later in

this paper. In order to make influence negative, the leader utilizes his/her power to influence the

follower to complete certain tasks, usually in a stressful way (2013). This influence is done

repeatedly over a longer period of time is generally hostile or obstructive to the follower’s well

being (2013). Destructive leadership can lead to various outcomes that are related to the leader,

the organization as a whole, the job satisfaction of the follower or group of followers, as well as

individual-follower related outcomes (2013).

Leadership Requires Power, Influence, and Followers

Now understanding what leadership is and is not, one can answer what leadership

requires of a leader, and its followers. First, leadership requires the use of power and influence in

order to be effective. According to Yukl (2013), “it is necessary to influence people to carry out

requests, support proposals, and implement decisions” (p. 185). Influence is derived from a

leader’s power, which is “the capacity of one party to influence another party” (2013, p. 186).

Based on the leader’s scope of authority, they may use position power or personal power, which

would influence a follower to complete a task. Position power is strictly related to the leader’s

position in the hierarchy of the organization, whereas personal power is related to the leader’s

knowledge or relationship with the follower (2013).

Leaders utilize proactive influence tactics in order to get followers to carry out a task.

There are various types of proactive influence tactics; three examples of tactics include:

apprising, collaboration, and consultation (Yukl, 2013). Apprising a follower to complete a task

requires the leader to explain how carrying out a specific request may enhance the follower’s

career (2013). Collaboration and consultation are somewhat similar. Collaboration is what the

leader proposes the task to the follower, but offers to assist the follower in the completion of the


tasks; consultation, on the other hand, is when the leader proposes the task to the follower and

suggests a course of action to get it completed, although the leader does not assist in the

completion of the task (2013). There is guidance from the leader with both tactics; however,

collaboration allows the leader a more hands-on approach with task completion.

It is obvious to note that one cannot be a leader without followers. Followership is a

theory not heavily researched in the study of leadership; however, Uhl-Bien, Riggio, Lowe, and

Carsten (2014) provide descriptions of followers that create an effective leadership situation.

Effective followers, in general, are committed to the tasks they are given, self-motivated, and are

considered problem solvers (2014). Those who stand up for their leader’s purpose or mission are

considered courageous and trustworthy (2014).

Followers often become attached to their leader in such a way through the expectations

placed upon them. Don Eden (1992) states, “expectations play an important role in determining

leadership effectiveness” (p. 271). The Pygmalion effect posits that the higher the expectations a

leader has for his/her followers, the more likely the followers are to succeed (1992). This

explains how effective leadership is generally a result of courageous, trustworthy, committed,

and self-motivated followers, as defined in Figure 1.

Leadership Creates Relationships and More Leaders

Leader-Member Exchange (LMX) Theory has been under extensive review for more than

30 years (Schriesheim, Castro, & Cogliser, 1999). It consists of vertical dyad linkage between

leader and follower (Graen & Uhl-Bien, 1995). Based on mutual respect, reciprocal trust, and

career-orientated social exchanges, the leader and follower are able to create a partnership

(Schriesheim et al., 1999). This relationship is considered to be one of the in-group, which is a

component of LMX, which is considered the group of followers that creates a stronger bond with


the leader (Graen & Uhl-Bien, 1995). The stronger bond with the leader allows the followers to

receive more tasks, which only enhance the mutual trust and respect further (1995). The focus on

followers in the in-group, lead the follower to be more transformational with each of the

followers, and in turn create a positive leader group prototype, in which the followers identify as

“we” are even more greatly influenced by the leader (van Knippenberg, 2011).

Leadership Theory Then and Now

When comparing the original concept map written for this course (Figure 2) to the new

concept map (Figure 1), it is clear my understanding of leadership theory has developed

exponentially, largely in part to the readings and discussions provided in the course. Not only has

my definition of leadership been expanded, the outcomes of leadership are more specific.

Figure 2. Original Leadership Concept Map

In the original version of my concept map, the definition of leadership was kept to one

level; however, through the course, I have come to understand that leadership is a complicated

endeavor that relies on various components. At the same time, my definitions of leadership have

also been narrowed in order to focus on the most prevalent, in my opinion, pieces of the


leadership process. For example, in the original concept map, I focus on leadership creating

plans for action, change, relationships, innovation, and more leaders. In the new concept map, I

have narrowed that down to two—relationships and more leaders; however, I have expanded my

understanding of the leader-follower relationship through the use of Leader-Member Exchange

Theory and Transformational Leadership Theory, which are explained in the literature review.

The development of followers has also been narrowed into the understanding the leadership is

transformational and creates more leaders through the process of transformational leadership;

while I had previously stated that leadership develops followers, I now have a clear

understanding of how that happens.

In the original concept map, I believed that leadership required risk, collaboration,

communication, and organizational skills. These are all traits that have been mentioned in trait

theory throughout the course; however, I have narrowed down what I believe leadership requires

in the updated version of the map. For example, I now state that leadership requires power and

influence. Influence is considered one of the most vital pieces of leadership processes by Yukl

(2013) and is discussed in my literature review; the ability to influence, in my opinion, comes

with the traits I mentioned in my original map. Therefore, the concepts mentioned in my original

are seen as common sense now that a deeper understanding of the leadership process has been

instilled in my knowledge of theory.

One section of the new concept map that is notably missing and is on the original is what

leadership achieves. Instead, I have replaced it with what leadership is not—destructive. It is

known that leadership is a process to, essentially, complete a task. By using power, influence,

and transformational tactics, leaders attempt to accomplish a variety of things; however, when


that behavior is destructive, the opposite can happen. That is why I have placed a focus on what

leadership is not in the new concept map.

Overall, the new concept map has given leadership a more in-depth definition than the

original map. It connects the various components of the leadership process such as power,

influence, relationship building, and situational leadership styles to accomplish the creation of

more leaders.

Personal Leadership Development Plan

Throughout this course, I have taken time to assess my leadership skills in the context of

leadership theory. I have come to realize that I am lacking in certain areas and have set three

goals in order to improve those skills throughout the rest of my graduate education.

The first area of improvement I have identified throughout this course is my ability to

articulate my expectations of group members during a group project. This is something I have

not done very well in a sense that I have not generally done it at the beginning of the project;

therefore my expectations are generally lowered in order to accommodate all members’ skill

level. According to Eden (1992), creating expectations for followers up front generally increases

the chances of success; therefore, I have created my second goal to focus on articulating

expectations:

Goal 1: At the beginning of a group project, clearly articulate expectations to all

members including expectations regarding: punctuality, quality of work, and commitment

to the project.

Second, I have discovered that my leadership skills in the past have not been

transformational in nature. While I have created a leadership style that is my own and considered

somewhat authentic, I have not done an impeccable job of transforming my group members.


Transformational leadership calls for a leader to inspire motivation, simulate intellect and

provide individual consideration to all followers in order to develop their leadership skills

(Avolio, 1999). Based on those criteria, I have focused my first personal goal on creating a

transformational environment for fellow students in my next group project:

Goal 2: Upon developing a vision for the group project, clearly articulate actions best

suited for each individual group member to cultivate his/her strengths and achieve the

project successfully.

Finally, throughout this course I have discovered I have little ability to communicate my

concerns to conflicting or underperforming group members. This is associated with conflict

between or among group members and my ability, or lack thereof, to confront it. While our

readings have not necessarily provided the “how-to” of confronting conflict, discussions with

fellow classmates have presented pathways of doing so. Therefore, based on the personal advice

from classmates, I have focused my third and final goal on confronting conflict or

underperforming group members:

Goal 3: In the event of an underperforming group member, develop a discussion outline

for a one-on-one meeting in order to organize topics related to the group member’s poor

performance; discuss the topics and develop a plan of action to improve the individual’s

performance.

Conclusion

In conclusion, the LDRS 801 course at Fort Hays State University has given me a greater

understanding of leadership theory, and how it can be applied in real-life situations. The

information that has been presented through readings and peer discussion has provided me with

the ability to assess my leadership skills within group projects and create three personal goals to


achieve when working with groups in the future—whether they are classroom or professionally

related.


References

Avolio, B.J. (1999). Full leadership development: Building the vital forces in organizations.

Thousand Oaks, CA: Sage. (Chapter 3, pp. 33-62).

Avolio, B.J. & Gardner, W.L. (2005). Authentic leadership development: Getting to the root of

positive forms of leadership. Leadership Quarterly, 16, 315-338.

Avolio, B.J., Luthans, F., Walumba, F.O. (2004). Authentic leadership: Theory building for

veritable sustained performance. Working paper: Gallup Leadership Institute, University

of Nebraska-Lincoln.

B. Shamir, G. Eilam. (2005). “What's your story?”: A life-stories approach to authentic

leadership development. The Leadership Quarterly, 16(3), 395-417.

Cañas, A. J., & Novak, J. D. (2009). What is a concept map?. Retrieved December 7, 2014 from

http://cmap.ihmc.us/docs/ConceptMap.html

Eden, D. (1992). Leadership and expectations: Pygmalion effects and other self-fulfilling

prophecies in organizations. Leadership Quarterly, 3(4), 271-305.

Graeff, C.L. (1997). Evolution of situational leadership theory: A critical review. Leadership

Quarterly, 8(2), 153-170.

Graen, G.B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development

of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-

level multi-domain, perspective. Leadership Quarterly, 6, 219-247.

Hersey, P., & Blanchard, K. H. (1982). Management of organizational behavior: Utilizing

human resources (4th ed). Englewood Cliffs, New Jersey: Prentice-Hall. (Chapter 7).

Schriesheim, C.A., Castro, S.L., & Cogliser, C.C. (1999). Leader-member exchange (LMX)

research: A comprehensive review of theory, measurement, and data-analytic practices.


Leadership Quarterly, 9, 63-113.

Schyns, B., & Schilling, J. (2013). How bad are the effects of bad leaders? A meta-analysis of

destructive leadership and its outcomes. Leadership Quarterly, 24, 138-158.

Uhl-Bien, M. Riggio, R.E., Lowe, K.B., & Carsten, M.K. (2014). Followership theory: A review

and research agenda. Leadership Quarterly, 25, 83-104.

van Knippenberg, D. (2011). Embodying who we are: Leader group prototypicality and

leadership effectiveness. Leadership Quarterly, 22, 1078-1091.

Yukl, G. (2013). Leadership in organizations. Upper Saddle River, NJ: Pearson. Chapter 8:

Power and Influence (pp. 85-120).

What is Leadership? A Concept Map Review Kaley R. Klaus ...€¦ · ensure they are doing the work they believe is right, which is why I consider leadership to be authentic. Leadership

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