Leadership Quarter

Workteam Leadership Quarter (hereinafter, the Quarter) is the first of four lectures of Operations Quadrivium (hereinafter, the Quadrivium):

• The Quarter is designed to introduce its learners to enterprise discovery, or, in other words, to concepts related to obtaining data needed to administer the enterprise effort; and
• The Quadrivium examines concepts of administering various types of enterprises known as enterprise administration as a whole.

The Quadrivium is the first of seven modules of Septem Artes Administrativi, which is a course designed to introduce its learners to general concepts in business administration, management, and organizational behavior.

Outline

The predecessor lecture is Workgroup Design Quarter.

Concepts

1. Leading. Management function that involves working with and through people to accomplish organizational goals.
   • Leading. A function that includes motivating employees, directing others, selecting the most effective communication channels, and resolving conflicts.
2. Power. A capacity that A has to influence the behavior of B so that B acts in accordance with A's wishes.
   • Position power. Influence derived from one's formal structural position in the organization; includes power to hire, fire, discipline, promote, and give salary increases.
   • Position power. One of Fiedler's situational contingencies that describes the degree of influence a leader has over activities such as hiring, firing, discipline, promotions, and salary increases.
   • Reward power. Compliance achieved based on the ability to distribute rewards that others view as valuable.
   • Reward power. The power a leader has to give positive rewards.
   • Coercive power. A power base that is dependent on fear of the negative effects from failing to comply.
   • Coercive power. The power a leader has to punish or control.
   • Referent power. Influence based on identification with a person who has desirable resources or personal traits.
   • Referent power. Power that arises because of a person's desirable resources or personal traits.
   • Legitimate power. The power a leader has as a result of her or his position in the organization.
   • Legitimate power. The power a person receives as a result of his or her position in the formal hierarchy of an organization.
   • Expert power. Influence based on special skills or knowledge.
   • Expert power. Power that's based on expertise, special skills, or knowledge.
3. Power tactic. A way in which individuals translate power bases into specific actions.
4. Full range of leadership model. A model that depicts seven managerial leadership styles on a continuum: (1) laissez-faire, management by exception, contingent reward leadership, individualized consideration, [[intellectual stimulation, inspirational motivation, and idealized influence.
   • Laissez-faire style. Leadership style of someone who lets the group make decisions and complete the work in whatever way it sees fit.
   • Autocratic style. Leadership style of someone who dictates work methods, makes unilateral decisions, and limits employee participation.
   • Democratic style. Leadership style of someone who involves employees in decision making, delegates authority, and uses feedback as an opportunity for coaching employees.
   • Servant leadership. A leadership style marked by going beyond the leader's own self-interest and instead focusing on opportunities to help followers grow and develop.
5. Managerial grid. A two-dimensional grid for appraising leadership styles.
6. Routine leadership irrelevance.
   • Leader neutralizer. An attribute or set of attributes that make it impossible for leader behavior to make any difference to follower outcomes.
   • Leader substitute. An attribute or set of attributes, such as experience and training, that can replace the need for a leader's support or ability to create structure.
7. Self organization. The principle that those closest to the work best know how to do the work, so set clear goals and boundaries and let them make all tactical and implementation decisions, cf. emergence, empiricism.
   • Emergence. The principle that the best designs, and the best ways of working come about over time through doing the work, rather than being defined in advance, cf. empiricism, self organization.
   • Empiricism. The principle of "inspect and adapt" which allows teams or individuals to try something out and learn from the experience by conscious reflection and change, cf. emergence, self organization.

• Open workplace. Workplace with few physical barriers and enclosures.
• Workforce diversity. The concept that organizations are becoming more heterogeneous in terms of gender, age, race, ethnicity, sexual orientation, and other characteristics.
• Workforce diversity. The ways in which people in an organization are different from and similar to one another.
• Downsizing. The planned elimination of jobs in an organization.
• Affirmative action. Organizational programs that enhance the status of members of protected groups.
• Human resource planning. Ensuring that the organization has the right number and kinds of capable people in the right places and at the right times.
• Job engagement. The investment of an employee's physical, cognitive, and emotional energies into job performance.
• Job enlargement. The horizontal expansion of a job by increasing job scope.
• Job enrichment. The vertical expansion of a job by adding planning and evaluating responsibilities.
• Job rotation. The periodic shifting of an employee from one task to another.
• Labor union. An organization that represents workers and seeks to protect their interests through collective bargaining.
• Mentoring. A process whereby an experienced organizational member (a mentor) provides advice and guidance to a less experiences member (a protégé).

Roles

1. Mentor. A senior employee who sponsors and supports a less-experienced employee, called a protégé.
2. Contingent worker. A temporary, freelance, or contract worker whose employment is contingent on demand for her or his services.

Instruments

1. Group development.
   • Forming stage. The first stage of group development in which people join the group and then define the group's purpose, structure, and leadership.
   • Storming stage. The second stage of group development, characterized by intragroup conflict.
   • Norming stage. The third stage of group development, characterized by close relationships and cohesiveness.
   • Performing stage. The fourth stage of group development when the group is fully functional and works on group task.
   • Adjourning stage. The fifth stage of group development for temporary groups during which group members are concerned with wrapping up activities rather than task performance.
2. Punctuated-equillibrium model. A set of phases that temporary groups go through that involves transitions between inertia and activity.

Practices

The successor lecture is Organizational Learning Quarter.