Week 1 Mandatory Resources/Environmental factors to achieve strategic objectives in companies.pdf
Bulletin of the Transilvania University of Braşov • Vol. 3 (52) - 2010
Series V: Economic Sciences
ENVIRONMENT FACTORS TO ACHIEVE
STRATEGIC OBJECTIVES IN COMPANIES
Lucian GUGA
1
Abstract: Strategic management begins with an evaluation of the
organization’s mission, goals, and strategy. This is followed by situation analysis
(sometimes called SWOT analysis) which examines opportunities and threats in
the external environment as well as strengths and weaknesses within the
organization. Situation analysis leads to the formulation of explicit strategic
plans, which then must be implemented.
This planning usually takes place in for-profit business organizations and
pertains to competitive actions on the market. Although some companies hire
strategic planning experts, the responsibility for strategic planning rests with line
managers. Seniors executives of companies want middle and lower-level line
managers to think strategically. Strategic thinking means to take the long-term
view and to see the big picture, including the organization and the competitive
environment and consider how they fit together. Understanding the strategy
concept, the levels of strategy, and strategy formulations versus implementation
is an important start towards strategic thinking.
Key words: strategic management, corporate - level strategy, business - level
strategy, functional - level strategy, situation analysis, departmentalization,
innovation and change.
1 Department of Management and Economic Informatics, Transilvania University of Braşov
1. Introduction
For the existing business to be capable of
innovation, it has to create a structure that
allows people to be entrepreneurial… This
means, first of all, that the entrepreneurial,
the new entity, has to be organized
separately from the old, existing one.
Whenever we have tried to make an
existing entity the carrier of the
entrepreneurial project, we failed. A
separate entity must be created, different
from the mainstream of the organization
that is responsible for developing and
initiating innovations. Allocation fund
providing resources from which
individuals and groups design and develop
new ideas, products, or businesses.
2. Overview Concepts of Strategic
Management
Strategic management begins with an
evaluation of the organization’s mission,
goals, and strategy. This is followed by
situation analysis (sometimes called
SWOT analysis) which examines
opportunities and threats in the external
environment as well as strengths and
weaknesses within the organization.
Situation analysis leads to the formulation
of explicit strategic plans, which then must
be implemented.
Bulletin of the Transilvania University of Braşov • Vol. 3 (52) - 2010 • Series V
132
This planning usually takes place in
profit business organizations and pertains
to competitive actions in the marketplace.
Although some companies hire strategic
planning experts, the responsibility for
strategic planning rests with line managers.
Strategic thinking means to take the
long-term view and to see the big picture,
including the organization and the
competitive environment and how they fit
to together. Understanding the strategy
concept, the levels of strategy, and strategy
formulations versus implementation is an
important start toward strategic thinking.
Strategic management is the set of
decisions and actions used to formulate
and implement strategies that will provide
a competitively superior fit between the
organization and its environment so as to
achieve organizational objectives. Strategic
management is a process used to help
managers answer strategic questions such
as “Where is the organization now? Where
wants the organization to be? What
changes and trends are occurring in the
competitive environment? What courses of
action will help us achieve our goals?”
Trough the process of strategic
management executives define an explicit
strategy, which is the plan of action that
describes resource allocation and activities
for dealing with the environment and
attaining the organization’s goals.
A strategy has four components: scope,
resource deployments, distinctive
competence and synergy.
Scope: The number of businesses,
products or services that defines the size of
the domain within which the organization
deals with the environment is considered
its scope.
The trend of mergers, acquisitions, and
divestments in North America and now
spreading also into Europe, is an exercise
in redefining business scope.
Resource Deployment: The level and
pattern of the organization’s distribution of
physical, financial, and human resources
for achieving its strategic goals is its
resource deployment. For example
research employees were let go to fit the
new strategy of short-term profits instead
of developing products for ten years in the
future.
Distinctive Competence: An
organization’s distinctive competence is the
unique position it develops as compared to
its competitors through its decisions
concerning resource deployments or scope.
Synergy: When organizational parts
interact to produce a joint effect that is
greater than the sum of the parts acting
alone, synergy occurs. The organization
may attain a special advantage with respect
to cost, market power, and technology or
management skills. The synergy comes
from arranging package deals with
advertisers for space in several magazines.
Management skills and new technology
can be shared among magazines, thereby
increasing productivity for all magazines
beyond what they could do alone.
Levels of Strategy: Strategy formulation
takes place at three levels: corporate,
business and functional.
Corporate grand strategies include
growth, stability and retrenchment.
Frameworks for accomplishing them
include the BCG matrix and the GE
business screen.
Business-level strategies include Miles and
Snow’s strategy topology, Porter’s
competitive strategies, and the product-life
cycle. Once business strategies have been
formulated, functional strategies for
supporting them can be developed (exhibit 1).
GUGA, L.: Environment factors to achieve strategic objectives in companies 133
Fig. 1. The three levels of strategy in Organizations
Even the most creative strategies have
no value if they cannot be translated into
action.
Corporate- level strategy: The
questions which concerns corporate- level
strategy is <What business are we in?>
This pertains to the organization as
whole and the combination of business
units and product lines that make up the
corporate entity. Strategic actions at this
level usually relate to the acquisition of
new businesses; additions or divestments
of businesses units, plants, or product
lines; and joint ventures with other
corporation in new areas.
Business- level strategy
The question: <How do we compete?>
concerns business- level strategy. Pertains
to each business unit completes within its
industry for customers. Strategic decisions
at this level concern amount of advertising,
direction and extent of research and
development, product changes, new-
product development, equipment and
facilities, and expansion or contraction of
products line.
Functional- level strategy: The
question: How do we support the business-
level strategy? concerns functional-level
strategy. It pertains to the major functional
departments within the business unit.
Functional strategies involve all the major
functions, including finance, research and
development, marketing, manufacturing,
and finance. To compete on the basis of
new-product innovation, its research
department adopted a functional; strategy
for developing new products.
Many large corporations engage in
acquisitions or divestments as part of a
strategic plan.
All corporations are finding ways to
respond to competitors, cope with difficult
environmental changes, and effectively use
available resources.
The Strategic Management process as
illustrated in the foregoing diagram, the
strategic management process begins when
executives evaluate their current position
with respect to mission, goals and
strategies. They than scan the
organization’s internal and external
environments and identify strategic factors
that may require change. Internal and
external events may indicate a need to
redefine the mission or goals or to
formulate a new strategy at the corporate,
business, or functional level. Once a new
strategy is selected, it is implemented
through changes in leadership, structure,
human resources, or information and
control systems.
Corporation
Business
Unit A
Business
Unit B
Business
Unit B
Finance R& D Manufacturing Marketing
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Fig. 2. Strategy implementation
3. Situation Analysis
Situation analysis typically includes a
search for SWOT – strengths, weaknesses,
opportunities-, and threats that affect
organizational performance. External
information about opportunities and threats
may be obtained from a variety of
resources, including customers,
government reports, and professional
journals, suppliers, bankers, friends in
other organizations, consultants, or
associating meetings. Many firms hire
special scanning organizations to provide
them with newspaper clippings and
analyses of relevant trends. Some firms use
more subtle techniques to learn about
competitors, such as asking potential
recruits about their visits to other
companies, hiring people away from
competitors, debriefing former employees
of competitors or customers, taking plant
tours posing as “innocent” visitors.
Executives acquire information about
internal strengths and weaknesses from a
variety of reports, including budges,
financial rations, profit and loss
statements, and surveys of employee
attitudes and satisfaction. Managers spend
80 percent of their time giving and
receiving information from others. Trough
frequent face-to-face discussions and
meetings with people at all levels of
hierarchy, executives build an
understanding of the company’s internal
strengths and weaknesses.
3.1. External opportunities and threats
Threats are characteristics of the
external environment that may prevent the
organization from achieving its strategic
goals. Opportunities are characteristics of
the external environment that have the
potential to help the organization archive
or exceed its strategic goals. The task
environment sectors are the most relevant
to strategic behaviour and include the
behaviour of competitors, customers,
suppliers, and the labour supply. The
general environment contains those sectors
that have an indirect influence on the
organization but nevertheless most be
understood and incorporated into strategic
behaviour. The general environment
includes technological developments, the
GUGA, L.: Environment factors to achieve strategic objectives in companies 135
economy, legal-political and international
events, and socio- cultural changes.
Additional areas that might reveal
opportunities or threats include pressure
groups, interest groups, creditors, natural
resources, and potentially competitive
industries.
3.2. Internal Strengths and Weaknesses
Strengths are positive internal
characteristics that the organization can
exploit to achieve its strategic performance
goals. Weaknesses are internal
characteristics that may inhibit or restrict the
organization’s performance. Some examples
of what executives evaluate to interpret
strengths and weaknesses are given bellow.
The information sought typically pertains to
specific functions such as marketing,
finance, production, and etc.
Internal analysis also examines overall
organization structure, management
competence, and quality and human
resource characteristics. Based on their
understanding of these areas, managers can
determine their strengths or weaknesses
vis-à-vis other companies.
4. Strategy Formulation
The final aspect of strategic management
is the stage of formulation and
implementation.
Strategy formulation includes the
planning and decision making that lead to
the establishment of the firm’s goals and
the development as a specific strategic
plan. Strategy formulation may include
assessing the external environment and
internal problems and integrating the
results into goals and strategy. This is a
contrast to strategy implementation
(exhibit 2.), which is the use of managerial
and organizational tools to direct resources
toward accomplishing strategic results.
Strategy implementation is the
administration and execution of the
strategic plan. Manager may use
persuasion, new equipment, changes in
organization structures, or a reward system
to ensure that employees and resources are
used to make formulated strategy a reality.
5. Departamentalization
Another fundamental characteristic of
organization structure is departmentalization
which is bases for grouping positions into
departments and departments into the total
organization. Managers make choices about
how to use the chain of command to group
people together to perform their work. There
are five approaches to structural design that
reflect different uses of the chain of
command in departmentalization. The
functional, divisional and matrix are
traditional approaches that rely on the chain
of command to define groupings and
reporting relationships. Two contemporary
approaches are the use of teams and
networks. These newer approaches have
engaged to meet organizational needs in a
highly competitive global environment. Brief
illustrations of the five structural alternatives
are in exhibit 3.
a. Functional approach. People are
grouped together in departments by
common skill and work activities, such s in
an engineering department and accounting
department.
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Fig. 3. Five approaches to structural designs
b. Divisional approach. Departments are
grouped together into separate,
self-contained divisions based in a
common product, program or geographical
region. Diverse skills rather than similar
skills are the basics of departmentalization.
c. Matrix approach. Functional and
divisional chains of command are
implemented simultaneously and overly
one another in the same department. Two
chains of command exist and some
employee report to two bosses.
d. Team approach. The organization
creates a series of teams or task forces to
accomplish specific tasks and coordinate
major departments. Teams can exist from
the office of the president all the way down
to the shop floor.
e. Network approach. The organization
becomes a small central broker
electronically connected to other
organizations that perform vital functions.
Departments are independent contacting
services to the broker for a profit.
Departments can be located anywhere in
the world.
Each approach to structure serves a
distinct purpose for the organization and
each has advantages and disadvantages.
The basic differences among structures in
the way in which employee are
departmentalized and to whom they report.
The differences in structure illustrated in
exhibit 3 have major consequences for
employee goals and motivation. The ability
of managers to known when and how to
use each form and structure, allows them
to solve problems.
6. Functional Approach
Functional approach is the grouping of
positions into departments based on similar
skills expertise and resource use (exhibit
4). A functional structure can be thought of
as departmentalization by organizational
resources, because each type of functional
activity – personnel, engineering, and
manufacturing – represents specific
resources for performing the organization’s
task.
GUGA, L.: Environment factors to achieve strategic objectives in companies 137
Fig. 4. Grouping of positions into departments
People and facilities representing a
common organizational resource are
grouped together into a single department.
ADVANTAGES AND DISADVANTAGES
Grouping employees into departments
based on similar skills has many
advantages for an organization. Employees
who perform a common task are grouped
together so as to permit economies of scale
and efficient resource as illustrated in
exhibit 3.5 all information systems people
work in the same department. They have to
expertise for handling almost any problem
within a single large department.
Fig. 5. Functional structure
The large functional departments
enhance the development of in-depth skills
because people work on a variety of
problems and are associated with other
experts. Career progress is based on
functional expertise thus employees are
motivated to develop their skills. Managers
and employees are compatible because of
similar training and expertise.
The functional structure also offers a
way to centralize decision making and
provide unified direction from the top
Bulletin of the Transilvania University of Braşov • Vol. 3 (52) - 2010 • Series V
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because the chain of command converges
at the top of organization. Sometimes the
functional structure is also associates with
wider spans of control because of large
departments and common expertise.
Communication and coordination among
the employees within each department are
excellent. Finally functional structure
promotes high-quality technical problem
solving. The pool of well-trained experts
motivated towards functional expertise,
gives the company an important resource
especially those that work with
sophisticated technology.
The disadvantages of functional structure
reflect the barriers that exist across
departments and show response to
environmental changes. Because people
are separated into distinct departments,
communication and coordination across
functions are often poor. Poor coordination
means a slow response to environmental
changes, because innovation and change
require involvement of several
departments. Because the chain of
command are separated beneath the top of
the organization, decision involving more
than one department may pile up at the top
of the organization and be delayed. The
functional structure also stress work
specialization and division of labour,
which may produce routine, no motivating
employee tasks (Table 1.).
The functional structure also creates
management problems such as difficulty in
pinpointing problems within departments.
In case of an insurance company, for
example each function works on all
products only a part of the task for any
product line.
Advantages and disadvantages of functional structure Table 1
Advantages and disadvantages of functional structure
ADVANTAGE DISADVANTAGE
- Efficient use of resources,
economies of scale;
- In-depth skill specialization and
development;
- Career progress within functional
departments;
- Top manager direction and control;
- Excellent coordination within
function;
- High quality technical problem
solving.
- Poor communication across functional
departments;
- Slow response to external changes, lagging
innovation;
- Decision concentrated at top of hierarchy
creating delay;
- Responsibility for problems difficult to pinpoint;
- Limited view of organizational goals by
employees;
- Limited general management training for
employees.
Since, in one life insurance product is not
performing well, there is no specific
department or group that bears
responsibility. In addition, employees tend
to focus on the attainment of departmental
goals. They see only their respective tasks
and not the big picture. Because of this
narrow task specialization employees are
trained to become experts in their fields
and not to manage and coordinate diverse
departments, thus, they fail to become
groomed for top management and general
management position.
DIVISION APPROACH
In contrast to the functional approach, in
which people are grouped by common
skills and resources, the divisional
structure occurs when departments are
grouped together based on organizational
outputs. The difference between functional
and divisional structure are illustrated in
exhibit 6.
GUGA, L.: Environment factors to achieve strategic objectives in companies 139
Fig. 6. Functional versus Divisional Structure
In the divisional structure divisions are crested as self-contained units for producing a single product. Each functional department resource needed to produce the product is assigned to one division. For example, in a functional structure all engineers are grouped together and work on all products. In a divisional structure separate engineering departments are established within each division. Each department is smaller and focuses on a single product line. Departments are duplicated across product lines.
The divisional structure is sometimes called a product structure, program structure or self-contained unit structure. Each of these terms means essentially the same thing: diverse departments are brought together to produce a single organizational
output, whether it is a product, a program or a service to single customer.
A major difference between divisional and functional structure is that the chain of command from each function converges lower in the hierarchy. As a consequence the divisional structure encourages decentralization. Decision marking is pushed down at least one level in the hierarchy, freeing up the president and other top managers for strategic planning. ADVANTAGES AND DISADVANTAGES
For medium-size companies, the choice between functional and divisional structure is difficult because each represents different strengths and weakness (Table 2). By dividing employees and resources along divisional lines, the organization will be flexible and responsive to chance because each unit is small.
Advantages and disadvantages of Divisional Structure Table 2
Advantages and disadvantages of Divisional Structure
ADVANTAGE DISADVANTAGE
- Fast response, flexibility in an unstable environment;
- Fosters concern for customer needs;
- Excellent coordination across functional departments;
- Easy pinpointing of responsibility for product
problem;
- Emphasis on overall product and division goals;
- Development of general management skills.
- Duplication of resources across
divisions;
- Less technical depth and
specialization in divisions;
- Poor coordinating across division;
- Less top management control;
- Competition for corporate resource.
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Because top management control is
somewhat weaker under divisional
structure, top managers must assert
themselves in order to get divisions to
work together.
Many companies must carefully decide
whether the divisional or functional
structure better suits their needs. It is now
uncommon for a company to try one
structure and then switch to another as its
needs change.
The functional boss is responsible for the
technical and personnel issues, such as
quality standards, providing technical
training and assigning technical personnel
projects.
The divisional boss is responsible for
program wide issues, such as overall
design decision, schedule deadlines, and
coordinating technical specialists from
several functions.
The senior engineer is called a two-boss
employee because he or she reports to two
supervisors simultaneously. Two-boss
employees must resolve conflicting
demands from the matrix bosses joint
decisions. They need excellent human
relations skills with which to confront
managers and resolve conflicts.
The matrix boss is the product or
functional boss. The matrix boss is
responsible for one side of matrix. The top
leader is responsible for entire matrix. The
top leader oversees both the product and
functional chains of command. His or her
responsibility is to maintain a power
balance between the two sides of the
matrix. If the disputes arise between them,
the problem will be kicked upstairs to the
top leader.
Matrix bosses and two-boss employees
often find it difficult to adapt to the matrix.
The matrix boss has only half of each
employee. Without complete control over
employees, bosses must consult with their
counterparts on the problems.
7. Conclusions
Change is inevitable in organizations.
Mangers should think of change as hewing
four elements:
- Company’s environment
- The force of change
- The perceived need for change
- The initiation of change
- Implementation of change.
References
1. Taylor, A. III: How a Top Boss
Manages His Day. Fortune, June 19,
1989, pp. 95-100.
2. Mintzberg, H.: The Nature of
Managerial Work. New York. Harper
& Row, 1973.
3. Guga, L.: Expert Systems in
Management of Companies.
Transilvania University of Brasov
Publishing House, 1998.
4. Guga, L., Guga, S.-L.: Economy of
Companies. Transilvania University of
Brasov Publishing House, 2006.
5. Guga, L., Antonoaie, N.: Management.
Transilvania University of Brasov
Publishing House, 2006.
6. Guga, L.: General Management
(english), Transilvania University of
Brasov Publishing House, 2006.
7. Guga, S.: Informational Systems of
Companies Management. Transilvania
University of Brasov Publishing
House, 2007.
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Week 1 Mandatory Resources/Leadership vs Management.pdf
Leadership versus Management: How They Are Different, and Why SHAMAS-UR-REHMAN TOOR AND
GEORGE OFORI
ABSTRACT: “Leadership” is different from “management”; many just know it intuitively but have not been able to understand this difference clearly. These are two entirely differ- ent functions based on their underlying philosophies, functions, and outcomes. Similarly, leaders and managers are not the same people. They apply different conceptualizations and approaches to work, exercise different ways of problem solving, undertake different functions in the organizations, and exhibit different behaviors owing to their different intrinsic and extrinsic motivations. Although discretely different, the terms “manager” and “leader” are often confused and used interchangeably. This paper attempts to ad- dress this issue at various levels, including etymological, development, conceptual distinc- tions, definitional complexities, functional divergence, and behavioral differences. It is argued that in order to be competitive, future organizations need to develop as many leaders as possible, but that these leaders should also have sufficient management knowl- edge and capabilities. Organizations also need effective managers who possess adequate leadership skills for better problem solving and overall functioning in the teams.
T heliteratureonleadershipdatesbackto several centuries. Ancient approaches to leadership comprise the writings of early philosophers and thinkers who put together their thoughts on leaders, leadership, and the need for leadership
development. Philosophers such as Aristotle �Nichomachean Ethics and Politics�, Plato �The Republic�, Confucius, Sun Tzu �The Art of War�, Niccolo Machiavelli �The Prince�, Pareto �The Treatise on General Sociology�, and many others contributed to the development of the theoretical base of leadership. By con-
trast, the literatureonmanagement is relativelynewanddates backtothebeginningofthetwentiethcentury.
Despite the different timing of their evolution and the dif- ferent contexts in which these concepts developed, leadership and management are widely used interchangeably. Although manyscholarshaveattemptedtoprovideadistinction; there is acommonconfusionthat leadershipis similar tomanagement and leaders are similar to managers �Kotter 1990, 2006; Zaleznik 1977, 1998; Bennis and Nanus 1985�. Cogliser and Brigham �2004� highlighted the growing interest of scholars in differentiating leadership from other related phenomena
�61Leadership and Management in Engineering AP R I L 2008
such as entrepreneurship and management. Some scholars argue that leadership and management are two opposing styles of employee supervision that are both popular, and are still being used in the business world �Kumle and Kelly 2000�. Others believe that they are two sides of the same coin �Bryman 1992� and complementary systems of action, each with its ownfunctionandcharacteristic activities �Gokenbach 2003�. Mangham and Pye �1991, p. 13� go even further, say- ing,“It results innothingmorethanavague feelingthatman- agingissomethingrathermundane,lookingafterthenutsand bolts of the enterprise and leading is something special and precious undertaken by the really important people in the enterprise.” However, the majority of literary arguments sup- port the fact that leadership and management are completely different fromeachotherwhilst leaders aredistinct fromman- agers �Zaleznik 1977; Kumle and Kelly 1999; Kotter 2006; Perloff 2004�. Mowson �2001� believes that leaders may not excelatmanagementand,what ismoreoftenthecase,manag- ers do not necessarily make great leaders. In practice, many managers perform the leadership role, and many leaders do manage. Therefore, the debate continues and the misunder- standingoverthetwotermspersists.
Interchangeably referring to the terms “leadership” and “management” can engender functional complications and long-term confusions over the roles of leaders and managers. Kotter �2006� argues that blurring the difference between leadershipandmanagementwill alsocausedifficulties inmea- suring, testing, assessing, hiring, developing, and promoting them.Arguably,theboundarybetweenwholeexistingknowl- edgedomainsonleadershipandmanagement is ratherconfus- ing, andwill be furtherbaffling if thedifferencebetween lead- ership and management, or leaders and managers, is not articulated. This will not only have an unfavorable impact on furthering the research on both bodies of knowledge, but also in providing an understanding of the work that has already been done. For example, researchers argue that this confusion of terms hinders efforts to attain accuracy and precision in research on leadership and management �Kotter 2006; Gor- don and Yukl 2004; Zaccaro and Horn 2003�. On a practical level, this misunderstanding might hinder programs to develop managers and leaders �Zaleznik 1998�, which sug- gests that organizations may face difficulties in their efforts to developtherighttalentfortherightjobs.
If a natural leader emerges in a group being overseen by a manager, a conflict of views is likely to develop. Similarly, in the presence of a natural leader, the manager may feel uncom- fortable and feel that the manager’s authority is challenged. Organizations should appreciate the talents of their personnel, andplaceeachofthemintherightpositionstohelpreducethe chanceof suchconflicts.Finally, if there isnoclearunderstand- ing of leadership and management, organizations cannot derive benefits from complimenting with the attributes of the twofunctions.
“Most of what we call management consists of making it difficultforpeopletogettheirjobsdone.”
—PeterDrucker
PURPOSE This paper attempts to elucidate the differences between leadership and management, and to distinguish between leaders and managers. The discussion is undertaken under the broad topics of etymological development, definitional complexities, conceptual distinctions, behavioral differences, and functional divergence between the terms “leadership” and “management.” The paper also discusses the intersec- tions of the roles of leaders and managers. These two terms become clearer and easier to understand when discussed in isolation from each other. The fundamental questions consid- ered in this paper are:
1. How do leaders differ from managers? 2. How does leadership differ from management? and 3. How can leadership and management be construc-
tively combined to achieve better results in organizations?
ETYMOLOGICAL DEVELOPMENT The history of the word “leadership” goes back several cen- turies. The best etymology of the word “leadership” has been described by Grace �2003�, who notes that the word evolved in the English language over the last millennium. The ori- gins of the words “lead,” “leader,” and “leadership” have their roots in pre-Anglo-Saxon culture. Leadership comes from the word “lead,” the roots of which are in “loedan” �or “lithan”�, which means “to travel.” Although the word “lead” �which means “to cause to go along with oneself” or “bring or take a person or an animal to a place”� appeared in the Oxford En- glish Dictionary �OED� during 825 CE, its modern definition �that is: “to guide with reference to action and opinion; to bring by persuasion or counsel to or into a condition; to conduct by argument or representation to a conclusion; to induce to do something”� appeared in the text around 1225 CE.
In the early nineteenth century, the word “leading” was explained by the concepts of influence and exercising of do- minion. In the editions during that era, “leadership” was defined as “the state or condition of a leader.” In the twenti- eth century, leadership was defined as “the ability to lead” and later on it was used as a synonym for “manager.” Here, it is important to note that the suffix “ship” broadly indicates the state or condition, the qualities of a class of human be- ings, or rank or office. After more than a thousand years of its first use, the OED defines “leadership” as: “the dignity, office, or position of a leader, especially of a political party; ability to lead; the position of a group of people leading or influencing
�62AP R I L 2008 Leadership and Management in Engineering
others within a given context; the group itself; the action or influence necessary for the direction or organization of effort in a group undertaking.”
On the other hand, the word “manage” has two distinct sources. The first is the Italian word “meneggiare” which �roughly translated� meant handling things—especially horses. This derivation was more masculine in nature and carried the connotation of taking charge, especially in the context of war. By the beginning of the sixteenth century, this broader sense of “manage” remained the so; however, it later got confused with the French word “menager” which meant careful use, especially in the household. The usage of “menager” was more gentle and feminine in nature. This dual character of management has remained so ever since �Mant 1977�. Bavington �2005� observes that the term “management” encompasses three principal meanings: management-as-control �with roots in the Latin word “manus”�, management-as-caretaking �with roots in the French word “ménager”�, and management-as-coping �a modern understanding of management�. The current defini- tion of “management” in the OED is: “organization, super- vision, or direction; the application of skill or care in the manipulation, use, treatment, or control �of a thing or per- son�, or in the conduct of something.”
This discussion shows that the word “leadership” has evolved with the underlying meanings of influence, persua- sion, direction, and the ability to lead in a given context. These meanings reflect that a leader influences others by his or her ability, persuasiveness, and vision. “One who guides others in action or opinion; one who takes the lead in any business, enterprise, or movement; one who is “followed” by disciples or adherents; the chief of a sect or party; the fore- most or most eminent member �of a profession�; also, in wider sense, a person of eminent position and influence; one who leads a choir or band of dancers, musicians, or singers” �from OED�. This understanding of “leader” and “leader- ship” was in existence over 2500 years ago when Lao Tzu, a Chinese philosopher and poet, wrote:
A leader is best When people barely know he exists Not so good when people obey and acclaim him Worse when they despise him But of a good leader, who talks little, When his work is done, his aim fulfilled, They will say: we did it ourselves.
On the other hand, “management” is about controlling, supervising, application of skills, caretaking, and coping with prevailing circumstances. Therefore, a manager, accord- ing to OED, is “a person who organizes, directs, or plots something; a person who regulates or deploys resources; a
person who manages �a department of� a business, organiza- tion, institution, etc.; a person with an executive or supervi- sory function within an organization, etc.”
DEFINITIONAL COMPLEXITIES Goethals et al. �2004�, the editors of the Encyclopedia of Lead- ership, argue that there is no single and universally accepted definition of leadership. Leadership behavior involves par- ticular acts in which a leader engages in the course of direct- ing and coordinating the work to his group members �Fiedler 1967�. In their Handbook of Leadership, which is often referred to as the bible on the subject, Bass and Stogdill �1990� define the leadership as, “the principal dynamic force that motivates and coordinates the organization in the ac- complishment of its objectives.” Burns �1978� defines lead- ership as “the reciprocal process of mobilizing by persons with certain motives and values, various economic, political and other resources, in context of competition and conflict, in order to realize goals independently or mutually held by both leaders and followers.” According to Bennis �1989�, leadership is the “process �not a position� that involves lead- ers, followers, and situations.” House �2004�, the chief inves- tigator of the biggest ever study conducted on leadership, defines it as the “ability of an individual to influence, moti- vate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members” �House 2004�.
Cogliser and Brigham �2004� observe that the leadership field has been beset with conceptual or definitional chal- lenges. Whereas it is an important concept in various con- texts such as academia, military, politics, business, and soci- ety, there is no commonly agreed upon definition or set of descriptions of leadership �Bass 1990; Kotter 1990, 1995, 1999; Terry 1993; Zaleznik 1998�. Each author appears view leadership as having an individual perception and defi- nition. However, it is clear from the previously mentioned definitions that at the definitional level, leadership is per- ceived to encompass certain attitudes of the leader, who in- spires the followers to achieve certain goals. The leader’s power is legitimized by the followers �Bass 1990; Stogdill 1997�, and the leader influences others by giving them hope, inspiring their self-efficacy, establishing their desires, and consistently following a set of personal values �Zaleznik 1998; George and Sims 2007�. People follow a leader for a mix of positive reasons such as hope of success, trust in the leader, excitement about a project or mission, or the oppor- tunity to stretch oneself to the limit �Maccoby 2000�. How- ever, at the same time, a number of moderating factors de- termine the effectiveness of leadership such as situation, followers’ readiness to change, organizational context and bu- reaucracy, leader-follower fit �Fiedler 1967; Gardner et al. 2005�.
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At the definitional level, the literature on “management” offers straightforward descriptions. For example, Daft �2003� defines management as “the attainment of organizational goals in an effective and efficient manner through planning, organizing, leading, and controlling organizational re- sources.” Levitt �1976� notes that “management consists of the rational assessment of a situation; the systematic selection of goals and purposes; the systematic development of strate- gies to achieve these goals; the marshalling of the required resources; the rational design, organization, direction, and control of the activities required to attain the selected pur- poses; and finally, the motivating and rewarding of people to do the work.”
Drucker �1988� notes:
�T�obesure,thefundamentaltaskofmanagementremains the same: to make people capable of joint performance by giving them common goals, common values, the right structure, and the ongoing training and development they need to perform, and to respond to change. But the very meaningoftaskhaschanged,onlybecausetheperformance of management has converted the workforce from one composedlargelyofunskilledlaborerstooneofhighlyedu- catedknowledgeworkers.
Although there are several existing and emerging branches of management, the definition of “management,” unlike that of leadership, is more or less agreed upon. Moreover, the func- tions of management are well categorized and clearly defined intheliterature.
CONCEPTUAL DISTINCTIONS From the discussion so far, it is clear that scholars differ in defining “leadership” but the underlying philosophy remains mainly undisputed. Conceptual foundations of “leadership” are very old, and can be traced to ancient literature mostly in the context of politics, government, religion, and society. It has been one of the world’s oldest preoccupations, serving as both a hot topic and an important driver of innovation for thousands of years �Bass 1990�. That is, leadership is a pro- cess that involves vision, motivation, and actions of the leader that enables the followers to achieve certain collective goals. It involves the leader, followers, and the situation. The pur- pose of leadership is to provide direction and bring about change.
On the other hand, the conceptual foundations of “man- agement” emerged during the period of relatively rapid eco- nomic development and industrialization of the nineteenth and early twentieth centuries �Daft 2003�. Such develop- ments brought up the need for appropriate means of organi- zation, planning, and scheduling of available resources. The emergence of large and complex organizations in the early twentieth century and escalation in the search for better ways
of resource utilization led to the development of a rational, scientific approach to the study of management, as efforts were made to turn organizations into efficient operating ma- chines �Kotter 2006�. In brief, leadership and management are not only different at the definitional level, but also, their conceptual foundations have been developed from different needs and contexts. In these regards, it can be observed that leadership involves power by influence and management in- volves power by position. Leadership is about coping with change while management is about coping with complexity �Kotter 1990�.
Stogdill �1997� argues that leadership cannot emerge un- less the members of a group assume different responsibilities. On the other hand, management is appointed and follows the traditional hierarchy.
Zaieznik �1977� argues that leaders and managers differ in their conception of chaos and order, in their motivation �which results from their individual personal history�, and in how they think and act. Managers are process oriented, sta- bility and control seekers, problem solvers, and systematic in nature. On the other hand, leaders tolerate chaos, are em- powering and are problem examiners, and mostly rebels against routine.
Maccoby �2000� notes that leaders are change agents whereas managers are principally administrators. Leaders have broad perspectives enabling them to peer into the fu- ture to determine needs and what changes need to be made to ensure and facilitate growth and survival, but managers are guided by a drive to handle routine in order to produce efficiently �Perloff 2004�. According to Bennis �1989�, be- coming a leader is synonymous with becoming yourself; however, becoming a manager is becoming what a company wants you to become. Leaders produce the potential for dra- matic change, chaos, and even failure; but managers produce standards, consistency, predictability, and order �Kotter 1990�. Leaders are more about soul �or heart� rather than mind, while managers have more of mind rather than soul �Capowski 1994�.
BEHAVIORAL DIFFERENCES Zaleznik �1977� maintains that the managerial culture em- phasizes rationality and control. Nurtured under this culture, managers tend to be problem solvers by instinct, and their energies are spent on finding solutions to the problems relat- ing to organizational goals, resources, structures, and people �Zaleznik 1977; Covey et al. 1994�. This is why, opposite to leaders, managers are more scientific in nature, structured and deliberate in their approach, authoritative and stabilizing in their behavior, and persistent and tough minded in their routine. A leadership culture, on the other hand, is open, communicative, frank, and participative. Therefore, it en- courages the development and application of new ideas to approach problems.
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Taking the problems as opportunities, leaders seek fresh options and persuade their followers to innovatively grapple with the problems. Leaders are more rebellious in nature while managers prefer to conform to the organizational norms, rules, and hierarchy �Kumle and Kelly 1999�. There- fore, most leaders challenge the status quo whereas managers prefer to accept the status quo �Bennis 1989�.
George �2003� notes that good leaders understand their purpose, lead with heart, follow their personal set of values, establish and retain connected relationships, and demonstrate the highest sense of self-discipline in the lives. Leaders’ be- haviors demonstrate their deep concerns for the development of their followers, the well being of their organizations, and the welfare of society. Whereas leaders remain original and authentic in their behavior, managers copy �Shamir and Eilam 2005; Bennis 1989�. Zaleznik �1977� argues that leaders’ relationships are mostly intensive and one-to-one. On the other hand, managers establish networks and widely distributed attachments. According to Stogdill �1997�, lead- ers are differentiated from others in terms of the influence they exert upon the goal-setting and goal-achievement ac- tivities of the organization �Stogdill 1997�. They stand out differently, question assumptions, are usually suspicious of traditions, and are champions of innovation �Bennis 1989�. Leaders’ behaviors are directed by their inner values and are inspired by their future vision. On the other hand, managers’ behaviors are mostly directed by others, and they are moti- vated by the targets they want to attain.
FUNCTIONAL/OPERATIONAL DIVERGENCE
“People ask the difference between a leader and a boss. . . . The leader works in the open, and the boss in covert. The leader leads, and the boss drives.”
—Theodore Roosevelt
Maccoby �2000� argues that leadership is a relationship �selecting talent, motivating, coaching, and building trust� between the leader and the led that can energize an organi- zation. On the other hand, management is a function �plan- ning, budgeting, evaluating, and facilitating� that must be exercised in any business. Similarly, Weathersby �1999� notes that leadership involves motivating people to contrib- ute to the vision and encouraging them to align their self- interest with that of the organization. However, manage- ment is about allocation of scarce resources toward the attainment of an organization’s objective�s�, the setting of priorities, the design of work, and finally, the achievement of results. According to Kumle and Kelly �1999�, in manage- rial culture, roles are rigidly defined within the organization. Management controls the processes through the power of a small group—usually those members who take the orders directly from the top—instead of total team input �Kumle
and Kelly 1999�. On the other hand, leadership culture em- powers the employees by trust and gives them the freedom to fulfill their job responsibilities. Where leadership reframes the present employees of an organization through training and not rehiring, the emphasis of management is on rehiring resources, and not on reframing employees with more train- ing �Kumle and Kelly 1999�.
In order to achieve better results, management strives to realize organizational efficiency along with effectiveness within the parameters of the organization’s mission. How- ever, leadership takes a different approach. Perloff �2004� ar- gues that leadership creates and sells its visions to those who need to implement them, and evaluates whether these have been successful, along with determining what the next steps are. He uses an analogy of “trains” to describe the difference between leaders and managers. In his view, managers make the trains run on time, but it is leaders who decide the des- tination as well as what freight and passengers the trains carry. Put simply, managers are more like tacticians, whereas leaders are strategists. Covey et al. �1994� make the same point in a different way: management works within the es- tablished paradigm while leadership creates new paradigms. Management operates within the established system whereas leadership improves the existing systems and establishes more and better systems.
Leaders provide vision and inspiration, and support the people to do things, whereas managers provide the resources and expect results. Zaleznik �1977� suggests that leaders de- velop fresh approaches to long-standing problems and open issues to new options; managers act to limit choices. Whilst leaders inspire the purpose, managers are concerned about systems, controls, procedures, policies, and structure �Bennis 1989�. The main role of the leaders is to set a new direction for a group. However, managers control, guarantee disci- pline, and introduce order according to established principles �Schumpeter 1934�. Leadership is about knowing where the organization needs to go, whereas management is concerned with how to get there. At a further functional level, Maccoby �2000� notes that leaders recognize and select the talent, nur- ture the talent by motivating them, coach the talent, and retain the talent by building trust; managers are task masters of planning, budgeting, evaluating, and facilitating. Table 1 presents, in the form of short summaries, the views of various authors on the difference between leaders and managers.
HOW LEADERSHIP AND MANAGEMENT OVERLAP
“Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall.”
—Stephen R. Covey
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Table 1. Difference between Leaders and Managers
Leaders Managers Source
Leadersarechangeagents Managersareprincipallyadministrators.
Leadersgetorganizationsandpeopleto change.
Managerswritebusinessplans,setbudgets, andmonitorprogress.
Maccoby �2000�
Leadersselecttalent,motivate,coach,and buildtrust.
Managersplan,budget,evaluate,and facilitate.
Leadersaremoreaboutsoul�orheart�rather thanmind
Managersaremoreaboutmind.
Leadersarevisionary,passionate,creative, flexible,inspiring,innovative,courageous, imaginative,experimental,andinitiatorsof change.Theydrawtheirpowerfromtheir personaltraitsandattributes.Theymakeuse oftheirreferentpowertoinfluencethe followers.
Managersarerational,consulting,persistent, problemsolving,tough-minded,analytical, structured,deliberate,authoritative,and stabilizing.Theydrawtheirpowerfromtheir positionandauthority
Capowski �1994�
Leadershavegoodintuitionandinsight. Managershavegoodanalyticalability.
Allleadersaregoodmanagers. Allmanagersmaynothaveleadership qualities.
Daft �2003�
Leadersaremobilizedbytheirpersonal powerandendorsementofthegroup.
Managersaremobilizedbyauthorityand positionpower.
Leaderssetadirection,communicateitto everyonewhowilllisten�andprobably manywhowon’t�,andkeeppeoplepsyched whentimesgettough.
Managersestablishsystems,createrulesand operatingprocedures,andputintoplace incentiveprogramsandthelike.
Robbins �2002�
Leadersdecidewhatfreightandpassengers thetraincarriesandwhereitisheaded.
Managersmakethetrainrunontime. Perloff �2004�
Leadershavebroadperspectivesenabling themtopeerintothefuturetodetermine needsandwhatchangesneedtobemadefor growthandsurvival.
Managersareguidedbythemyopicdriveto handleroutineinordertoproduce efficiently.
Leadersarestrategists. Managersaretacticians.
Leadersseektodevelopnewgoalsandalign organizations.
Managershaveanarrowpurposeandtryto maintainorder,stabilizework,andorganize resources.
Kotter �2006�
Leadersproducethepotentialfordramatic change,chaos,andevenfailure.
Managersproducestandards,consistency, predictability,andorder.
Kotter �1990�
Leadersareinspiringvisionariesconcerned aboutsubstance.
Managersareplannerswhohaveconcerns abouttheprocess.
Zaleznik �1977�
Leadersleaveagreatdealtochance. Managersareeagertosolvetheproblems.
Leadersadoptapersonalandactiveattitude towardgoals.
Managershaveimpersonal, ifnotpassive, attitudestowardgoals.
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Leadership and management are interrelated, and may sometime perform a similar function and achieve the same goals; however, they are different and distinct skills �Kotter 1990; Bass 1990; Conger and Kanungo 1992; Zaleznik
1998; Bateman and Snell 1999; Yukl 1999; Perloff 2004; Hay and Hodgkinson 2006�. In view of some, there is a sense that leadership is an aspect of managing that is overtly concerned with thinking about the long-term future of the
Table 1. „Continued�. DifferencebetweenLeadersandManagers
Leaders Managers Source
Leadersdevelopfreshapproachestolong- standingproblemsandopenissuestonew options.
Managersacttolimitthechoices.
Leadersworkfromhigh-riskpositionsand areoftentemperamentallydisposedtoseek outrisk.
Managersworktoreducetherisk.
Leadersareconcernedwithideasandrelate topeopleinmoreintuitiveandempathetic ways.
Managersrelatetopeopleaccordingtothe roletheyplayinasequenceofeventsorina decision-makingprocess.
Leadersestablishandbreakoffintensive one-to-onerelationships.
Managersrelyonmoderateandwidely distributedattachments.
Leadersarevisionaries,collaborators, salespeople,andnegotiators.
Managersarecaptains,analysts,conductors, andcontrollers.
Zimmerman �2002�
Leadersinnovate. Managersadminister. Bennis �1989�Leadersareoriginal. Managerscopy.
Leadersdevelop. Managersmaintain.
Leadersareconcernedwithtrustandpeople. Managersareconcernedwithsystems, controls,procedures,policies,andstructure.
Leadersinspirestrust. Managersrelyoncontrol.
Leadershavealongrangeperspective. Managershaveashortrangeview.
Leadersask“what”and“why.” Managersask“how”and“when.”
Leaders’eyesareonthehorizon. Managershaveeyesalwaysonthebottom line.
Leaderschallenge. Managersacceptthestatusquo.
Leadersaretheirownpeople. Managersaretheclassicgoodsoldiers.
Leadersdotherightthings. Managersdothingsright.
Leadersconquersthecontext. Managerssurrenderstothecontext.
Leadersproducesvisions,concepts,plans, andprograms.
Managersadoptsthetruthfromothersand implementsitwithoutprobingthefacts.
Leadersareconcernedwitheffectiveness. Managersareconcernedwithefficiency.
Leadersoptfor“pull”ratherthan“push.” Managersoptfor“push”ratherthan“pull.”
Leadersprovidevisionandinfluence. Managersprovideresources.
Becomingaleaderissynonymouswith becomingyourself.
Becomingamanagerisbecomingwhat companywantsyoutobecome.
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organization and fostering support for particular ideas �Hay and Hodgkinson 2006�. In this view, today’s businesses need excellent leaders and brilliant managers, visionary leadership and high-quality management. Overemphasis on either one is neither healthy nor desirable for any kind of organization. Capowski �1994� makes essentially the same point and notes that the debate on the difference between leadership and management has been missing an important point. The point is that being a manager is not bad and being a leader is not better, although Hay and Hodgkinson �2006� observe the tendency of literature to see leadership as separate from management but also superior. The current authors, how- ever, argue that using labels such as “leader” and “manager” does not necessarily make a difference as to how organiza- tions run. An effective executive needs a combination of both qualities: “what is needed is better management and better leadership �Hay and Hodgkinson 2006, p. 13�. To Ca- powski �1994�, vision without structure is likely to result in chaos, while structure without vision will result in compla- cency and perhaps catastrophe.
Ideally, a business organization should look for a small number of good leaders and many capable managers to run it. Bass �1990� argues that sometimes leaders manage and sometimes managers lead �Bass 1990�. Occasionally, these two functions are blended and complementary �Kotter 2006�. Yukl �2002� argues that rather than seeking to estab- lish distinctions between managers and leaders, the two can be explained using the same processes and models. Some authors even use the terms “managerial leadership” and “leader-manager” �see Yukl 1989; Gardner 1990�. Gardner �1990� suggests that a leader-manager is one who is futuris- tic, inspiring, and visionary. In contrast to an archetypal manager, the leader-manager empowers the employees, and values their contributions by encouraging them and by ap- plying participatory management.
The leader-manager inspires the followers by developing trust, attracting and nurturing talent, and by continuous coaching and teaching �Maccoby 2000�. Yukl �2005� shares the same perspective, maintaining that both leaders and managers employ a mix of leadership and management be- haviors. This mixing of behaviors suggests they must com- bine the necessary skills to direct day-to-day affairs effectively �a role traditionally associated with management�, while at the same time anticipating and managing change �the main role in leadership�. Kotter �1982� seems to adhere to this same perspective and notes that fundamental components of the managerial process include planning, organizing, directing/leading, and controlling. This implies that leading is indispensable for an effective manager. Other authors argue that the strategic leaders utilize planning—particularly stra- tegic planning—as their primary focus �Boal and Hooijberg 2000; Cogliser and Brigham 2004�. Mangham and Pye �1991� argue that leading is not a specialized phenomenon
and an entirely distinct activity, but simply an aspect, per- haps a highly salient aspect, of managing.
Some researchers argue that to run today’s business orga- nizations effectively and to ensure that they grow in a sus- tainable manner, some combination of management and leadership, efficient functions, and connected relationships are necessary �Maccoby 2000; Valikangas and Okumura 1997�. It is logically incomprehensible that every manager in an organization insists on having his or her distinct vision, as there should be people at the operational and functional level, executing the plans and implementing the strategies. Bryman �1992� also maintains that many visions can be achieved only through the actions of many managers and not simply through the exhortations of individual leaders �Grint 1997�. While leaders are vital in determining the future vision and destination of an organization, managers in the front line of the organization are critical in sustaining quality, service, innovation, and financial performance. Similarly, Sar- ros �1992� notes that organizations need people who are good at leading as well as managing if they want to become internationally competitive, and better places in which to work.
This distinction shows that leadership and management are distinct and leaders differ from managers. However, in order to exploit the full potential of their human and other resources, organizations will need to develop leadership skills in their managers �Priestland and Hanig 2005� and manage- ment skills in their leaders �Weathersby 1999�. There is in- creasingly a need for more leadership at all levels of the or- ganization and to fulfill that need, managers have to become better in leadership.
THE WAY FORWARD Although Kotter �2006� notes that the debate on differenti- ating leadership from management is likely to continue in academic circles, corporations will continue to ask for leaders but need managers, and consultants will continue to supply leadership development and assessment. He argues that people get opportunities to show leadership although their principal job may be management. However, the current authors take a different stance. It is argued that too much emphasis on management and too little focus on leadership is not useful for organizations. An overly managerial environ- ment hinders innovation. It routinizes operations and closes the door to new ideas and fresh approaches. In today’s knowledge-based economies, competitive industries, and turbulent operating environments where it is necessary to unleash the talents of a highly educated workforce, conven- tional managers can only slow down progress. Therefore, it is important that organizations develop as many leaders as pos- sible while ensuring that these leaders also know manage- ment aspects. The organizations need to develop their man- agers into leaders in order to stretch the performance of their
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human resources. Toor et al. �2007� also argue that this de- bate does not aim to prove that leaders are better than man- agers or that leadership qualities are the only solution to modern business challenges.
Some authors have argued in the literature that the terms “leaders,” “managers,” and “entrepreneurs” “can be seen as enactments of archetypes, embodying the different fears and hopes of those who create organizations by their daily perfor- mance” �Czarniawska-Joerges and Wolff 1991, p. 529�. Czarniawska-Joerges and Wolff �1991, p. 529� state: “Lead- ership is seen as symbolic performance, expressing the hope of control over destiny; management as the activity of intro- ducing order by coordinating flows of things and people toward collective action, and entrepreneurship as the making of entire new worlds.” This view shows that either of the roles, on its own, does not necessarily guarantee success. Czarniawska-Joerges and Wolff �1991� suggest that organi- zations operate in historical, economic and political circum- stances and are influenced by various sociopolitical and eco- nomic forces, shaping of fashions, and occupational and organizational cultures.
It is necessary to continue the efforts to identify the dif- ferences between leaders and managers, and between leader- ship and management. There are several research implica- tions here. In most studies, when researchers examine leadership, their subjects mostly belong to the management ranks. In organizational studies, researchers treat managers as synonymous with leaders. Bryman �2004� also argues that research on leadership tends to focus on the role and leader- ship practices of formally designated leaders who in most cases are managers. Parry �in press� also shares the perspective that the person in the senior management position is often considered a leader. He argues that the leader is someone who has a certain influence on followers. And that it is the nature of this leadership impact leadership researchers need to investigate. In this regard, research on informal leadership has much to offer. Although some studies have been con- ducted on informal leadership �Rusaw 1996; Pescosolido 2002�, more work needs to be done on how leaders are se- lected as subjects in research studies. Also, research endeavors should be made to distinguish leadership from management. This would provide useful inputs into leadership develop- ment initiatives where there should be a clear determination of whether the outcome should be the creation of leaders or managers. Finally, studies can focus on how effective leaders and managers strike a good balance between leadership and management to maximize their influence on others.
CONCLUSIONS Much has been written on the difference between “leader- ship” and “management” and between “leaders” and “man- agers.” There are striking parallels between “leadership” and “management” as well as “leaders” and “managers.” How-
ever, it is clear that today’s organizations need both leaders and managers. They need leaders with managerial capabili- ties and managers with leadership qualities. Therefore, it is important that organizations adopt strategies to systemati- cally develop their professionals into managers who are effec- tive leaders as well. These managers, in given circumstances, can then perform a leadership role. For this purpose, leader- ship development should be made a part of organizational strategy because it is a source of competitive advantage.
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Week 1 Mandatory Resources/Responsible leadership and stakeholder management.pdf
S Y M P O S I U M
RESPONSIBLE LEADERSHIP AND STAKEHOLDER MANAGEMENT: INFLUENCE PATHWAYS AND
ORGANIZATIONAL OUTCOMES
JONATHAN P. DOH NARDA R. QUIGLEY Villanova University
The construct of responsible leadership has gained considerable traction in contem- porary management scholarship. Yet defining and operationalizing how responsible leadership manifests in organizational outcomes has posed challenges. In this paper, we draw from stakeholder theory to offer a more fully formed view of how responsible leadership influences organizational processes and outcomes. We provide descriptions of two distinct pathways through which leaders and their organizations exhibit and project their responsible leadership behaviors and actions: psychological and knowl- edge-based. We suggest that these two pathways constitute process mechanisms that advance and disseminate specific signals and messages and, ultimately, actions and outcomes. We provide brief illustrations of three companies and their leaders to underscore the potential of our framework. We conclude with implications for re- search and practice.
The construct of responsible leadership has gained considerable traction in contemporary man- agement scholarship (e.g., Doh & Stumpf, 2005; Miska, Stahl, & Mendenhall, 2013; Pless, Maak, & Waldman, 2012; Stahl, Pless, & Maak, 2013; Voegt- lin, Patzer, & Scherer, 2012; Waldman & Siegel, 2008). Responsible leadership presents an attrac- tive and potentially useful integration of research on leadership and corporate social responsibility (CSR) and offers the opportunity to provide mean- ingful advances in the field of leadership. Yet de- fining and operationalizing how responsible lead- ership affects organizational outcomes has posed
challenges. For example, Siegel (in Waldman & Sie- gel, 2008) suggested that truly responsible leader- ship must include the strategic use of CSR, such that leaders leverage CSR instrumentally to benefit shareholders. Waldman (also in Waldman & Siegel, 2008) argued against such “rigid instrumentality,” suggesting instead that responsible leadership must involve multiple stakeholder groups in decision making because doing so supports the firm’s long- term sustainability. These two contrasting perspec- tives underscore the nascent condition of the re- sponsible leadership construct and the need to further elaborate the processes through which re- sponsible leadership manifests in organizational outcomes.
In this paper, we seek to partially reconcile these divergent perspectives (and others) by drawing from stakeholder theory (cf. Cragg, 2002; Donald- son & Preston, 1995) to contribute to a more fully developed theory of responsible leadership. Prior research suggests that a stakeholder approach to management is positively associated with long- term performance (e.g., Cragg, 2002; Rowley & Ber- man, 2000). Indeed, the ongoing viability and sur-
The authors thank symposium co-editors Günter Stahl and Mary Sully de Luque and AMP co-editor-in-chief Don Siegel for their advice and guidance on the devel- opment of this article, and David Waldman and an anon- ymous reviewer for their helpful feedback on earlier ver- sions of the manuscript. We also acknowledge ongoing financial support from the Villanova School of Business Center for Global Leadership, Rammrath Chair in Inter- national Business, and summer research support pro- gram. Both authors contributed equally to the develop- ment of this manuscript.
� The Academy of Management Perspectives 2014, Vol. 28, No. 3, 255–274. http://dx.doi.org/10.5465/amp.2014.0013
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vival of firms may hinge on the influence of diverse stakeholders (Hart & Sharma, 2004; Harting, Harmeling, & Venkataraman, 2006; Hillman & Klein, 2001). We extend research on stakeholder theory (Jones, 1995; Mitchell, Agle, & Wood, 1997) and responsible leadership (Ciulla, 2005; De Hoogh & Den Hartog, 2008; Doh & Stumpf, 2005; Maak, 2007; Maak & Pless, 2006; Miska et al., 2013; Pless et al., 2012; Voegtlin et al., 2012; Waldman & Gal- vin, 2008; Waldman & Siegel, 2008) to offer a more fully formed view of the pathways through which responsible leadership influences organizational processes and outcomes.
We consider multiple levels of analysis as we build our argument. In particular, we examine how responsible leaders can effectively leverage the stakeholder approach in influencing others through two specific pathways: a psychological pathway and a knowledge-based pathway. We look at these pathways at four distinct levels: micro/individual, team, organizational, and societal.
• At the micro/individual level, we note that re- sponsible leaders consider their followers to be important stakeholders, and as such may be able to leverage their unique perspectives to generate both motivation and creativity (e.g., Zhang & Bar- tol, 2010).
• At the team level, a responsible leader considers and encourages diverse perspectives in her or his approach to stakeholders, which may lead to team-level psychological safety and learning, both linked to team performance (e.g., Edmond- son, 1999) and improved decision options and accuracy (e.g., Stasser & Titus, 1985).
• At the organizational level, leaders with a stake- holder approach may help build an open, inclu- sive, and diverse internal culture by sharing and disseminating knowledge while fostering strong ties with external stakeholders, all of which could lead to firm growth, innovation, and per- formance (e.g., Thomas, 2004).
• At the societal level, leaders who are able to consistently apply a stakeholder approach might be better able to manage across cultural bound- aries (Miska et al., 2013) and identify and antic- ipate critical economic and societal problems and trends so that they can respond more appro- priately (Stahl et al., 2013).
As noted above, we provide descriptions of two distinct pathways through which responsible lead- ership behaviors and actions influence outcomes: psychological and knowledge-based. We suggest
that these two pathways constitute process mecha- nisms that direct and disseminate specific signals and messages and, ultimately, actions and out- comes. We provide brief illustrations of three com- panies and their leaders to underscore the potential of our framework. We conclude with implications for research and practice. This approach should be viewed as a complement that can augment the clas- sic “do no harm” and “do good” dimensions of the responsible leadership construct that have ap- peared in prior literature. Before addressing the two pathways, we first review recent research that has explored the relationship between responsible leadership and stakeholder management.
RESPONSIBLE LEADERSHIP AND STAKEHOLDER ORIENTATION
Stakeholder management has garnered substan- tial scholarly attention since the introduction of R. Edward Freeman’s book Strategic Management: A Stakeholder Approach, which sought to describe the potential advantages of viewing and formulat- ing strategic management from a stakeholder per- spective (Freeman, 1984). Since that time, there have been numerous attempts to advance stake- holder theory and to demonstrate its practical im- plications for business management and organiza- tions more broadly (Mitchell et al., 1997). Stakeholder management may be viewed as both broader than and also a component of CSR, which itself has taken on a range of meanings and appli- cations (Wood, 1991).
Stakeholder Theory and Leadership
An attractive feature of stakeholder management is its elemental simplicity. It also offers the poten- tial of a comprehensive and unifying framework for understanding the complex interactions between firms and their internal and external constituen- cies. A “stake” in an organization rests on “legal, moral, or presumed” claims or on the capacity to influence an organization’s “behavior, direction, process, or outcomes” (Mitchell et al., 1997, p. 858). Somewhat ironically, early management scholars had already recognized the fundamental interdependencies that firms and their stakehold- ers shared in the political and social arenas. For example, Barnard (1962) introduced the notion of business firms as “cooperative” organizations built on rational thinking, and incorporated a range of
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perspectives and influences in his understanding of the roles and responsibilities of business.
Schwartz and Carroll (2008) and Jones and Wicks (1999) maintained that stakeholder theory assumes a network of connections and linkages between corporations and their various constituencies, and stakeholder theorists have explored the nature of these relationships, focusing on antecedents, pro- cesses, and outcomes (Freeman, 1984). Importantly for our discussion, some variants of stakeholder theory include a strong normative element that pre- sumes that the interests of all (legitimate) stake- holders have intrinsic value, and no set of interests is assumed to dominate the others (Clarkson, 1995). At the same time, however, stakeholder scholars have consistently argued that the theory is—or should be—practical, and should have the ability to inform managerial decision making (Donaldson & Preston, 1995).
Although stakeholder theory has many attractive features, applying it in a practical setting poses a challenge: The list of potential stakeholders of most modern corporations is potentially limitless. Prior- itizing among these stakeholders—which may in- clude investors (shareowners and lenders), employ- ees, suppliers, governments, customers, unions, regulatory authorities, joint venture and other alli- ance partners, private organizations (NGOs and, occasionally, the media), local communities and citizens, and even future generations—can be daunting (Post, Preston, & Sachs, 2002). Further, in the global setting in which contemporary leaders operate, the stakeholder relationships may now ex- tend to second-, third-, and fourth-order suppliers and customers, creating obvious practical chal- lenges to managing relationships across geographic space and through dense and elaborate supply chains.
To address the increasingly challenging task of both identifying and managing the range of poten- tially relevant stakeholders, Post and colleagues (2002) suggested that leaders find a way to narrow the focus to those stakeholders whose relationships with the firm really matter. They presented a sim- ple depiction of stakeholders in three concentric circles around the company that correspond to the strategic settings of the firm, with progressive de- grees of importance from those closest to the firm to those more distant. Of more instrumental rele- vance, Mitchell and colleagues (1997) proposed a model of stakeholder salience based on the relative power, urgency, and legitimacy of stakeholder
claims, which can be used to better understand nonmarket stakeholders.
In considering stakeholder theory and its poten- tial implications for leadership, several relevant insights emerge. First, theories of “strategic” lead- ership have naturally acknowledged and encour- aged the consideration of stakeholders, reflecting the role of leaders in considering all contextual dimensions of their options and strategic priorities (Hitt, Ireland, & Rowe, 2005; McWilliams & Siegel, 2001). Second, other theories of leadership that have emphasized the leader as “servant” similarly acknowledge the obligations, commitments, and re- sponsibilities leaders have to their various constit- uencies (e.g., Greenleaf, 1970; Laub, 1999; Mittal & Dorfman, 2012). Finally, an emerging stream of lit- erature (the focus of this symposium) has sought to leverage and integrate perspectives from CSR and leadership studies to develop a vision of the re- sponsible leader. This stream has emanated from both scholarly advances and an acknowledgment of the realities of change in the global business envi- ronment and organizations themselves (e.g., Sch- neider, 2002).
Responsible Leadership Scholarship: A Stakeholder Perspective
An emerging stream of literature has attempted to integrate studies in ethics, leadership, and CSR to triangulate the relatively loosely defined concept of responsible leadership (e.g., Ciulla, 2005; De Hoogh & Den Hartog, 2008; Doh & Stumpf, 2005; Maak, 2007; Maak & Pless, 2006; Pless et al., 2012; Voegt- lin et al., 2012; Waldman & Galvin, 2008; Waldman & Siegel, 2008). An increasingly visible trend in this literature is to incorporate some kind of stake- holder consideration in the conceptualization of responsible leadership, perhaps in response to re- cent major world events (e.g., the global financial crisis, environmental catastrophes, ethical scan- dals, and globalization). As Miska and colleagues (2013) pointed out, these events have resulted in an increased focus on ethics across the business world, and expectations have risen with respect to the roles that corporations and business leaders take on as participating members of society.
In addition, the research stream on responsible leadership—in particular that which addresses the broader global context within which leaders oper- ate—has increasingly focused on understanding what the concept of “responsible” means with re- spect to outcomes. For example, work on the triple
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bottom line (economic, environmental, and social value) has indicated that leaders who are truly “re- sponsible” attempt to have a positive influence across all three types of impact (e.g., Elkington, 1997; Savitz & Weber, 2006), while other research has considered two separate sets of responsible be- haviors as outcomes of responsible leadership: “do good” and “do no harm” (e.g., Brown & Trevino, 2006; Crilly, Schneider, & Zollo, 2008; Waldman & Galvin, 2008). Some of this literature argues that responsible leaders must go beyond doing no harm to actually doing good (e.g., Waldman & Galvin, 2008). The approach we take below is in line with the latter perspective; our conceptual model and case illustrations underscore this emphasis on the value of adopting a broad, inclusive approach to stakeholder identification and consideration.
Relatedly, Stahl and colleagues (2013) described the need for responsible global leaders to consider, act in accordance with, and respond to the needs of both global and local stakeholders; they noted that four significant leadership challenges arise in the do- mains of diversity, ethics, sustainability, and citizen- ship. As another example, Miska and colleagues (2013) linked intercultural competencies from the Global Competencies Inventory (Bird, Mendenhall, Stevens, & Oddou, 2010) to three CSR approaches to decision making (globally standardized, locally adapted, and transnational), and found that only globally standardized approaches to decision mak- ing are not associated with intercultural competen- cies. Some intercultural competencies, however, are associated with effective stakeholder manage- ment when the locally adapted CSR approach to decision making is used, and more intercultural competencies are relevant when the transnational approach is used.
Consistent with Miska and colleagues (2013), other research has considered the responsible lead- er’s interaction with stakeholders to arrive at a more clear understanding of what constitutes lead- ership responsibility given the increasing complex- ity of conducting business in a global, intercon- nected world (e.g., Pless et al., 2012; Voegtlin et al., 2012). As Voegtlin and colleagues (2012, p. 2) asked, “[W]ho is responsible for what and toward whom in an interconnected business world?” Voegtlin and colleagues (2012) took a process-oriented, normative approach to these questions, incorporating Haber- mas’s theory of deliberative democracy (Habermas, 1999, 2001) as a philosophical foundation from which to shed light on responsible leadership. In line with this approach, they conceptualized re-
sponsible leadership as leadership that is open to a broader target group (the stakeholders) with the aim of ensuring the legitimacy of the organization and developing symbiotic relationships with stakeholders.
As Voegtlin and colleagues (2012) noted, how- ever, a leader who successfully undertakes the above steps would be considered “responsible,” but there is likely a continuum of responsibility, leaving a gray area between the responsible leader at one end of the spectrum and the self-interested, egotistical, instrumental leader at the other end of the spectrum. This conceptualization of responsi- ble leadership clearly accounts for the role and consideration of affected stakeholders, but it is less clear on exactly how leaders would manage the diverse, sometimes conflicting demands of the var- ious groups affected.
Voegtlin and colleagues (2012) also considered the outcomes of a responsible leadership approach across multiple levels of analysis. In particular, they considered responsible leadership’s positive influence on macro-, meso-, and micro-level out- comes, which they proposed all lead to the ability of the leader to tackle the challenges of globaliza- tion. At the micro level, they noted that responsible leaders play an important part in organizations as role models and involve employees in decision- making processes. As a result, followers of respon- sible leaders are likely to have higher levels of job satisfaction, motivation, commitment, and organi- zational citizenship. While Voegtlin and colleagues (2012) were clear that responsible leaders generate positive outcomes, they did not explicate in detail exactly how leaders understand and balance the diverse views of different stakeholders.
Pless and colleagues (2012) also considered in- teractions with stakeholders to be a critical part of their conceptualization of responsible leadership. They used a qualitative analysis of 25 business leaders and entrepreneurs to build a descriptive taxonomy of a concept they called “responsibility orientation.” In this framework, leaders can be cat- egorized along two dimensions: the extent to which they differ in terms of breadth of constituent group focus (narrow versus broad) and the extent to which they differ on the degree of accountability toward others (low versus high). With respect to the former, business leaders with a narrow focus hone in on a single specific constituent or stakeholder group (this could be shareholders/owners, for ex- ample), while leaders with a broad focus attend to
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the needs of multiple constituents or stakeholder groups.
With respect to the degree of accountability di- mension, Pless and colleagues (2012) defined the low-accountability end of the spectrum as leaders who direct accountability toward shareholders/ owners. As they noted, with this end of the dimen- sion, the assumption is that the business’s objective is to maximize profit in the short and/or long term; this accountability to shareholders is viewed as actually benefiting society (Pless et al., 2012). Lead- ers with a high degree of accountability, in contrast, perceive their accountability to go beyond the shareholders/owners. These leaders may be skepti- cal of the ability of the market and government to provide socially optimal outcomes, and therefore may believe that considering the needs of nonbusi- ness stakeholders is legitimate and morally rele- vant. Mapping these two dimensions together cre- ates a matrix of four orientations toward responsible leadership: (1) the traditional econo- mist (low accountability, narrow breadth of stake- holder focus); (2) the opportunity seeker (low ac- countability, broad breadth); (3) the integrator (high accountability, broad breadth); and (4) the idealist (high accountability, narrow breadth).
In further explicating each of the responsible lead- ership orientations, Pless and colleagues (2012) noted that each orientation is likely to have a different ap- proach to CSR. Because of the traditional economist’s emphasis on short-term value creation targeted to- ward shareholders, leaders with this orientation are likely to exhibit little commitment to CSR and would, at best, follow industry standards and norms regarding CSR activities (Pless et al., 2012). The opportunity seeker is likely to engage in CSR if there are instrumental reasons for doing so—for example, if the leader believes that social respon- sibility could be part of a strategy of longer-term value creation (e.g., Orlitzky, Schmidt, & Rynes, 2003). Both of these orientations focus clearly on the idea of accountability toward shareholders/ owners.
In contrast, the integrator proactively engages with a broader range of stakeholders and attempts to deliver results along multiple bottom lines by integrating objectives across these groups (Pless et al., 2012). This particular orientation toward re- sponsible leadership is also likely to be perceived by others as visionary or transformative (e.g., Sully de Luque, Washburn, Waldman, & House, 2008). Last, Pless, Maak, and Waldman (2012) noted that the idealist orientation toward responsible leader-
ship is most likely to occur among social entrepre- neurs—those individuals who believe that the pur- pose of their business is to create innovative solutions to societal problems (Mair & Marti, 2006; Nicholls & Cho, 2006) while maintaining some level of self-sustainability (rather than necessarily profits).
These leaders must balance their emotional con- cern for a targeted group of stakeholders who are in need with the rational demands associated with running the organization, which often proves to be difficult. In any case, the idealist’s approach tends to be very servant-based, in that he or she is serving the needs of a set of targeted stakeholders (e.g., Mittal & Dorfman, 2012; Sendjaya, Sarros, & San- tora, 2008; Van Dierendonck, 2011). Interestingly, Pless and colleagues (2012) did not explicitly tie the different orientations toward responsible lead- ership to leadership effectiveness, likely because there are few empirical studies to support this con- nection. Moreover, the literature to date has not fully specified the pathways through which re- sponsible leaders exert their unique abilities to in- fluence organizational processes and outcomes.
Beyond Shareholders: The Responsibilities of Responsible Leaders
In considering the emergent work on the connec- tion between responsible leadership and stake- holder management, the literature is converging on the idea that responsible leaders have a view of their personal accountability that goes beyond serv- ing the needs of shareholders/owners alone. Re- sponsible leadership also likely requires a proac- tive dialogue with other stakeholders who will be affected by the actions of the organization. This kind of an approach requires a particularly open, transparent, and confident leadership orientation, such that the leader is able to both interact with and prioritize stakeholders effectively and detect cues and emergent trends so that they can be incorporated into firm strategy and organizational processes. In the next section, we discuss how responsible leaders may influence organizational dynamics and, in so doing, shape organizational outcomes.
RESPONSIBLE LEADERSHIP, INFLUENCE PATHWAYS, AND ORGANIZATIONAL
OUTCOMES
Leaders clearly can influence multiple levels of analysis in and around organizations (e.g., Yukl,
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2012). While Voegtlin and colleagues (2012) con- sidered the positive outcomes associated with re- sponsible leadership at the macro, meso, and micro levels, here we explicate how leaders may influ- ence such outcomes through stakeholder engage- ment. We highlight two pathways through which responsible leaders using a stakeholder approach may engender positive outcomes: psychological and knowledge-based (see Figure 1).
Pathway 1: Psychological Benefits of Responsible Leadership
While research that explicitly examines how the stakeholder approach works at the individual level is scarce—for the simple reason that the literature on stakeholder theory has tended to be more macro in nature (e.g., Donaldson & Preston, 1995)—a re- sponsible leadership approach that is more inclu- sive of the needs of various stakeholder groups is likely to resonate psychologically at the individual level, resulting in higher levels of engagement with the organization. The broader leadership literature within organizational behavior has much to add to our understanding of why a stakeholder-oriented approach may be particularly effective in terms of psychologically motivating and influencing em- ployees. Sully de Luque and colleagues (2008), for example, using a cross-cultural sample of CEOs and their followers, provided convincing evidence that when leaders assign a greater level of importance to stakeholders, subordinates perceive them as more visionary (rather than autocratic). This, in turn,
motivates followers to exert extra effort, which then positively influences firm performance. In contrast, they noted that leaders who place more economic emphasis on values (more of a stockholder/owner prioritization approach) are more likely to be per- ceived by followers as autocratic, a leadership style that may have short-term benefits in terms of effi- ciency but likely erodes employee motivation and engagement over time (e.g., Appelbaum et al., 2004; Bass, 1990; Gastil, 1994).
The research stream on empowering leadership has also emphasized the motivational and individ- ual performance benefits of a leadership style that is inclusive of various employee perspectives, par- ticularly with respect to influencing individual cre- ativity. Zhang and Bartol (2010), for example, noted that empowering leadership creates conditions that enable employees to become more engaged with their work, perhaps through delineating the signif- icance of the job, providing autonomy in decision making, expressing confidence in the employee’s capabilities, and removing barriers to performance. Empowering leadership, by definition, is a leader- ship style that is inclusive and welcoming of dif- ferent employee perspectives—clearly related to the idea of a responsible leader trying to meaning- fully engage various stakeholders within the organ- ization. Logically, a leader who embodies this kind of open approach is likely to create a climate of psychological trust and respect, which in turn has many positive benefits for affected stakeholders. Indeed, Zhang and Bartol (2010) found that em- powering leadership was positively related to
FIGURE 1 Proposed Model: Responsible Leadership, Pathways, and Outcomes
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higher levels of employee creativity, operating in part through the mediating mechanisms of psycho- logical empowerment, engagement in the creative process, and intrinsic motivation.
The literature on servant leadership also suggests a link between the consideration of stakeholder needs and psychological benefits to followers. While there are many recent definitions and inter- pretations of servant leadership, as with the litera- ture on responsible leadership, scholars have yet to converge on a single consensus regarding its pre- cise definition and theoretical framework (Mittal & Dorfman, 2012). The first empirical study to mea- sure the servant leadership concept was Laub (1999); subsequent work has validated many of the dimensions found in that piece. Most pertinent to the discussion of responsible leadership is the ser- vant leadership dimension of “creating value for the community”—a natural point of integration. As Mittal and Dorfman (2012) noted, this involves building strong personal relationships both inside and outside the organization by working collabora- tively with others (and valuing their differences; Goffee & Jones, 2001). From a normative perspec- tive, this dimension of servant leadership also re- quires the leader to recognize that “organizations have a moral duty not only to consider the impact of organizational action on the larger communities in which they operate, but also to constructively improve those communities as well (Reed, Vidaver- Cohen, & Colwell, 2011)” (Mittal & Dorfman, 2012, p. 557).
Van Dierendonck’s (2011) review piece on ser- vant leadership noted that empirical (though cross- sectional) support exists for the positive relation- ships between servant leadership and employee satisfaction, commitment, and performance. The main theoretical mechanisms through which this process occurs are the development of a high-qual- ity leader–follower relationship and the develop- ment of a psychological climate of trust and fair- ness (Van Dierendonck, 2011). Although this literature is in its infancy, it lends some logical support for the idea that a stakeholder-oriented ap- proach in which a leader is cognizant of the broader community in which his or her organization oper- ates (and cognizant of the organization itself as a community) would lead to positive individual- level outcomes through psychological mechanisms such as trust and ownership. In this regard, Car- meli, Gilat, and Waldman (2007, p. 972) linked employee identification to actions on the part of the firm pertaining to CSR, finding that perceived so-
cial responsibility and development had a larger effect on organizational identification than per- ceived market and financial performance, which “in turn resulted in enhanced employees’ work out- comes—adjustment and job performance.”
This review of transformational/visionary, em- powering, and servant leadership styles, while not exhaustive, lends some level of support to the idea that leadership that is more inclusive of various stakeholders within and outside the organization has important individual-level effects through var- ious psychological pathways. Stakeholders with higher levels of trust, psychological ownership in the organization, and commitment to the organiza- tion are likely to engage more with the organization at the individual/micro level, which is likely to have important long-term individual-level benefits for all involved.
At the team level, the literature on psychological safety in work teams (e.g., Edmondson, 1999) sug- gests that when team members share a belief that the team is safe for interpersonal risk taking, teams may be better able to learn and perform. Recent work by Nembhard and Edmondson (2006) sug- gests that the concept of leader inclusiveness is a key antecedent of psychological safety. Leader in- clusiveness is the extent to which a leader’s words and deeds indicate an invitation and appreciation for others’ contributions (Nembhard & Edmondson, 2006). It seems clear that leader inclusiveness is conceptually related to responsible leadership that emphasizes a stakeholder-based approach—leaders who are more sincerely interested and invite oth- ers’ contributions would be considered high on leader inclusiveness and likely to engage multiple categories of stakeholders in a given discussion.
It should be noted that we assume here that in- clusive leaders are aware of the existence of various stakeholder groups, to include them. Inclusiveness may actually have multiple dimensions, however, such as depth of inclusion and breadth of stake- holders included; future research should examine whether leader inclusiveness does, indeed, consist of multiple dimensions. In any case, based on the literature on psychological safety in work teams, there is a psychological benefit to leader inclusive- ness, which then results in greater levels of engage- ment and team learning (e.g., Nembhard & Edmond- son, 2006). This provides further support at the team level for the idea that responsible leadership using a stakeholder approach would result in psychological benefits that would then translate into positive out- comes at multiple levels of analysis.
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Another stream of research at the team level that points to the psychological benefits of a more stake- holder-oriented approach for responsible leaders is the literature on shared leadership in teams. Car- son, Tesluk, and Marrone (2007) defined shared leadership as an emergent, team-level property re- flecting the distribution of leadership influence across multiple team members. In a sample of 59 consulting teams, shared leadership predicted team performance, such that teams with higher levels of shared leadership were able to perform better (Car- son et al., 2007).
While we do not think it necessary for responsi- ble leaders to share leadership with stakeholders to be considered responsible, we do see a connection between leaders who are open to the idea of sharing leadership responsibilities and the qualities that have been attributed to responsible leadership. While this openness may have an important impact on the task outcome, there is also likely a psycho- logical process occurring that helps to solidify team members’ trust in the leader. A leader who can admit what he or she does and does not know and can confidently seek out those who are able to pro- vide the necessary knowledge and perspectives on the issue is likely to be perceived by followers as more honest, trustworthy, and effective (e.g., Ancona, Malone, Orlikowski, & Senge, 2007), resulting in a further psychological boost. The psychological bene- fits of an inclusive approach to leadership are also supported by the literature on participative leader- ship (cf. Bass, 2008).
At the organizational level, a responsible leader who values stakeholders beyond merely those in the stockholder/ownership category can have an important impact on the culture of the organization through psychological means. As noted above, Voegtlin and colleagues (2012) explicated the im- pact that responsible leaders can have on meso- level issues as they shape organizational culture and performance (e.g., through building an ethical culture, boosting the corporate social responsibility of the organization, creating opportunities for so- cial entrepreneurship for themselves, and possibly contributing directly and/or indirectly to the firm performance). Here, we suggest that the psycholog- ical benefits of a more stakeholder-oriented ap- proach create a virtuous cycle at the organizational level. As leaders are more inclusive of the perspec- tives of various important stakeholders, those stakeholders are more likely to trust the leader, feel committed to what the organization is trying to accomplish, feel more psychological ownership
over the tasks at hand, perhaps feel more of an emotional connection to the work and to the organ- ization, and be more motivated at the individual level as a result.
Organizational culture can be thought of as both a bottom-up emergent phenomenon and a top- down contextual phenomenon (e.g., Kozlowski & Klein, 2000). We argue that the responsible leader creates a cascade of positive influence from the top down by being inclusive with various stakeholder groups; this inclusive, open culture is then rein- forced from the bottom up as employees of the organization feel the impact of this leadership ap- proach. Over time, because the nature of the stake- holder approach is to build bridges and community with other groups outside the organization (i.e., not just employees), this culture will both be an exten- sion of and reinforce the connections that the re- sponsible leader has made with the broader com- munity of stakeholders (e.g., suppliers, customers, trade groups, etc.). The connection between organ- izational leadership and culture, of course, is both robust and complex (e.g., Cameron, Quinn, Degraff, & Thakor, 2006; Schein, 1992).
As the organization interfaces with a global, di- verse set of stakeholders, it is important to note the likely psychological benefits of the responsible leader’s stakeholder approach cross-culturally as well. Although to our knowledge no studies have directly examined the psychological benefits of a stakeholder approach in terms of cross-cultural leadership effectiveness, it would seem that re- sponsible leaders with an inclination to include stakeholders would be more effective in leading across cultures. Leaders who are focused solely on stockholders and short-term profit-oriented con- cerns may miss opportunities to create long-lasting connections with stakeholders across cultural boundaries. By contrast, responsible leaders who can navigate cross-cultural challenges with acumen likely understand the importance of an inclusive approach to successful cross-cultural leadership.
Mittal and Dorfman (2012), for example, offered strong support for the idea of servant leadership across cultures, suggesting that this may be an ef- fective leadership style to use in cross-cultural sit- uations. It is important to note that their results are somewhat nuanced, however, in that not all groups of cultures examined found the dimensions of ser- vant leadership to be similarly effective (for exam- ple, the humility dimension of servant leadership was not highly endorsed in Germany, Austria, and Switzerland; in contrast, this dimension was
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strongly accepted in many of the Asian countries included in the study). In any case, as leaders con- duct increasingly more business with a diverse group of stakeholders, one dimension of that diver- sity is likely to be culture, and the more practice the responsible leader has with respect to building bridges to various communities, the more skillful he or she will become, building other stakeholders’ trust and confidence in his or her leadership skills along the way.
Pathway 2: Knowledge-Based Benefits of Responsible Leadership
In addition to the psychological pathway, a sec- ond, equally important route that responsible lead- ers can take to influence outcomes is the knowl- edge-based pathway. Adopting the perspective that organizations are open systems (e.g., Allport, 1955; Giddens, 1993), we assert that responsible leaders with high consideration for stakeholders are likely well positioned both to navigate the context within which organizations operate and to encourage knowledge to flow in a functional manner within and across the boundaries of the organization among employees and external stakeholders.
Knowledge flow and management in organiza- tions has been a topic of great interest in the broader management literature over the past two decades (e.g., Hansen, Mors, & Lovas, 2005; Nonaka & Takeuchi, 1995; Spender & Grant, 1996; Tsai, 2001), in large part because knowledge is an invalu- able source of the firm’s ability to innovate and deliver value (cf. Grant, 1996; Nonaka & Takeuchi, 1995). We define the concept of knowledge sharing somewhat broadly, in keeping with Srivastava, Bar- tol, and Locke (2006), as any sharing of task-rele- vant ideas, information, and suggestions among the parties involved. Additionally, we adopt Nonaka’s (1994) theory that new knowledge is created when interaction occurs between two basic types of knowledge (tacit and explicit), giving rise to four types of knowledge creation (internalization, so- cialization, articulation, and combination). Thus, knowledge sharing between and among organiza- tional stakeholders is critical for knowledge cre- ation and, more broadly, innovation. Despite the need for integration between theories of responsi- ble leadership and the literature on knowledge sharing and creation, as Bird and Oddou (2013) noted, there is a surprising dearth of research ad- dressing the connection between these two topics. We assert that a knowledge-based pathway is the
second route through which responsible leaders with high consideration for stakeholders can func- tion effectively across levels of analysis; in the fol- lowing section, we briefly review existing research that supports this claim.
One central focus of the knowledge sharing and transfer literature at the individual and dyadic lev- els of analysis has been to better understand how to encourage individuals within organizations to share the knowledge they have with others to form the basis of innovative new ideas (e.g., Nonaka, 1994). Motivating factors such as incentives, goals, trust between knowledge provider and recipient, and norms regarding reciprocity of communication have been examined in the knowledge sharing lit- erature (e.g., Bartol & Srivastava, 2002; Davenport & Prusak, 1998; Hansen et al., 2005; Quigley, Tesluk, Locke, & Bartol, 2007), but as noted above, rela- tively few studies in the knowledge sharing litera- ture or in the leadership literature have examined the role of leadership as a motivating factor in the knowledge sharing process. We would expect that responsible leaders taking a CSR approach would, in fact, affect whether organizational stakeholders choose to share or not share knowledge.
This was indeed the case in a field study con- ducted by Srivastava and colleagues (2006), who found that empowering leadership was positively related to knowledge sharing and subsequent per- formance of management teams. In other words, knowledge sharing was a key mediating variable through which empowering leadership influenced performance. While responsible leaders taking a CSR approach would not necessarily adopt an em- powering leadership style, we expect that respon- sible leaders who communicate with and balance the needs of various stakeholders would likely model and (either intentionally or unintentionally) encourage knowledge sharing among organiza- tional stakeholders themselves. Recent research in the domain of leader-member exchange (LMX) sim- ilarly suggests that leaders who have high-quality relationships with followers encourage employee knowledge sharing (e.g., Carmeli, Atwater, & Levi, 2011). Therefore, we expect that responsible lead- ers who effectively involve multiple stakeholders will likely help to motivate those stakeholders, both within and outside the organization, to share knowledge with one another, thus improving indi- vidual-level outcomes at work.
The knowledge sharing pathway will also aid responsible leaders who take a more CSR-oriented approach in that we expect there to be a positive
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impact on processes and outcomes at the work group/team level. Some stakeholders are likely to be more or less formally organized in groups or teams, and the issues associated with knowledge sharing become more complex as responsible lead- ers consider interactions among team members. Stasser and Titus (1985), for example, developed the concept of “hidden profiles” to describe the problem of group decision making when some in- formation is shared among group members and other information remains unshared, creating shared information biases and leading to poor de- cisions. This literature has revealed that individu- als are more likely to exchange information they already share rather than information that is unique and could lead to better decisions (see Mesmer- Magnus & DeChurch, 2009, for a review).
One solution to this problem is the deliberate integration of the unique knowledge of individual group members to allow optimal decisions to be realized. Unshared information is more often novel, and thus incorporating it into decision mak- ing leads to more fully informed and innovative outcomes. Although no published studies to date address this, the hidden profile issue likely also exists between stakeholder groups. For responsible leaders to fully leverage the latent knowledge within and among stakeholder groups, they must first be aware of this issue, and consider ways in which different groups might communicate more effectively with the leader and among themselves to lead to the development of new knowledge and innovation.
Groupthink is another example of a classic “pro- cess loss” issue in the teams literature that might be effectively mitigated with a responsible leader’s CSR approach (Janis, 1972). Groupthink is caused, in part, by the conformity of thinking that arises from a lack of cognitive diversity among team mem- bers. We would expect a responsible leader taking a CSR approach to be better able to integrate diverse perspectives in decision-making processes, leading to knowledge sharing within and across various teams and ultimately circumventing the process loss issues caused by groupthink. Our discussion of the impact a responsible leader may have on team processes and outcomes because of the knowledge- oriented pathway is somewhat limited here, but we believe this could be an extremely fruitful avenue for future research.
At the organizational level, responsible leaders taking a CSR approach serve in a boundary-span- ning capacity—a sort of external liaison—to iden-
tify, calibrate, and process information and cues coming from the external environment generally and key stakeholders in particular. In their role as boundary spanners, responsible leaders leverage the knowledge-based pathway to improve organi- zational outcomes. Such a role is especially valu- able considering the increasing interaction between firms and nongovernmental stakeholders (NGOs). These interactions may be conflicting, with NGOs seeking to call attention to the shortcomings of corporate social and environmental performance. They might also cooperate with firms and NGOs, engaging in some form of partnership or collabora- tion (Yaziji & Doh, 2009). Closer relationships with NGOs may provide corporations with access to dif- ferent skills, competencies, and capabilities than those that are otherwise available within their or- ganization or that might result from alliances with for-profit organizations.
According to Rondinelli and London (2003), cross-sector alliances—collaborative relationships among NGOs and corporations—may offer oppor- tunities for corporations to achieve the legitimacy and develop the capabilities needed to respond to increasing pressure from stakeholders to address environmental and social issues (Waddock, 1988, 1991). For example, Doctors Without Borders pro- vides a reliable, efficient, and trustworthy partner for pharmaceutical companies in distributing medica- tions in developing countries and conveys poten- tial reputation benefits (or costs) that are idiosyn- cratic to its status as a nonfirm, nongovernmental stakeholder. Yet, to identify and recognize the po- tential value of these relationships, a responsible leader must be attuned to signals from the external environment and able to identify opportunities that emanate from those signals. The leader must also listen to and/or share leadership with other organ- izational members who might also be in tune with such signals.
Some scholars have even advocated for engage- ment with “fringe” stakeholders to develop more imaginative and creative approaches to tackling major challenges (Hart & Sharma, 2004), arguing that the knowledge required to engage in “compet- itive imagination” increasingly exists outside of the firm and even beyond traditional corporate com- munities. By reaching for these sometimes mar- ginal fringe stakeholders, firms can develop a dif- ferentiated perspective that is attuned to social movements and trends and position themselves on the leading edge of these transformations in ways that create economic and social value (Hart &
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Sharma, 2004). Hart and Sharma (2004) suggested that empathy with those on the margins is both good social policy and a potential contributor to long-term competitive advantage. Interestingly, they explicitly advocate moving beyond large, powerful salient stakeholders to those that are less visible, prominent, and explicitly influential. An- other way to describe these stakeholders is as “la- tent,” in that their immediate power and urgency is not apparent but rather is in an embryonic phase or form, poised to emerge at some subsequent pe- riod (e.g., Mitchell et al., 1997).
Responsible leaders who are oriented toward serving as a pathway through which knowledge and insight flow are clearly in a stronger position to capitalize on the engagement with external stake- holders who might otherwise go unnoticed (at least until they pose challenges or threats to the firm). These latent stakeholders may provide cues to help leaders and their firms increase awareness and ap- preciation of important trends. Through engage- ment with these peripheral stakeholders, firms and leaders may be less likely to be blindsided by un- foreseen developments that are outside the scope of their typical perspectives. As part of this “early warning system,” engagement with these stake- holders may provide partial insulation from social movement action and NGO advocacy (Doh, Law- ton, & Rajwani, 2012; Lawton, Doh, & Rajwani, 2014). Responsible leaders who see their role as brokering information and knowledge and creating more permeable firm borders have the capacity to acquire and distribute knowledge that can be help- ful and supportive of firm goals and of a culture of social responsibility and sustainability. Once that knowledge is assembled or aggregated, responsible leaders can also serve as an internal advocate and carrier for knowledge flow and distribution; shar- ing this macro-level knowledge internally within their organizations with the appropriate individu- als and teams will assist in the decision-making process at lower levels of analysis.
Hence, responsible leadership can create value and improve decision making at the organizational level through the process of boundary spanning with external actors and engaging with latent stake- holders, and then incorporating the perspectives and knowledge from those stakeholders into firm- level decision making. In addition, as discussed above, responsible leaders foster internal informa- tion sharing, including uncovering and disseminat- ing novel “hidden” knowledge, promoting multiple creative options, and creating a culture of overall
knowledge sharing. Therefore, the knowledge- based pathway clearly represents a set of mecha- nisms that responsible leaders taking a broad ap- proach to stakeholders can use to positively influence outcomes at multiple levels of analysis. We acknowledge that this perspective is somewhat idealized; in reality, it must be balanced with time management, resource constraints, and bounded rationality (Voegtlin et al., 2012).
Last, we note that the psychological and knowl- edge-based pathways are not entirely discrete or mutually exclusive, although we have discussed them separately here for the purposes of clarity. Rather, they can and do coexist, either in a tempo- rally concurrent or sequential fashion. That is, be- havior and action resulting from the psychological pathway may precede that which emanates from the knowledge-based pathway (e.g., the Walmart example we discuss below) or vice versa (the Coke and DuPont examples, also below). Moreover, as shown in Figure 1, these cases underscore the re- ality that these pathways are often mutually rein- forcing, dynamic, and recursive, such that move- ment on one begets action on the other and vice versa.
In the next section we provide three brief exam- ples from the world of corporate sustainability to illustrate our perspective and the explanatory power of the psychological and knowledge-based pathways.
RESPONSIBLE LEADERSHIP PATHWAYS: EXAMPLES FROM CORPORATE SUSTAINABILITY LEADERSHIP
Sustainability has emerged as an important soci- etal issue and one that corporations have begun to incorporate into their business strategy and their broader social engagement (Bansal, 2002; Orlitzky, Siegel, & Waldman, 2011). Organizational leaders are recognizing that addressing sustainability chal- lenges may improve their standing with their stake- holders and potentially translate into a stronger reputation (Flammer, 2013). Significant variance exists, however, in what firms and leaders believe are the potential benefits of committing to sustain- able management practices (Aguilera, Rupp, Wil- liams, & Ganapathi, 2007). Anecdotal evidence sug- gests that individual leaders can have a profound impact on a company’s decision to move affirma- tively toward a more sustainable business model.
Often, a crisis or personal epiphany is the cata- lyst that drives a leader—and the company—in the
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direction of a sustainable future. In both cases, the psychological and knowledge-based pathways are likely at work. A personal epiphany may occur because of new knowledge or insight the leader has acquired, perhaps from an external stakeholder. The psychological pathway is also involved, begin- ning with the CEO or top management team mem- ber(s) undergoing a change of perspective and then appealing to different levels of the organization to support that shift (e.g., Walmart). In the case of a crisis or watershed event, the knowledge-based pathway may prompt a leader to initiate or accel- erate actions (e.g., Coke and DuPont). As responsi- ble leaders attempt to galvanize support for their decisions, the psychological pathway becomes crit- ical. In most instances, these processes are initiated at the level of the organizational leader and “trickle down,” but in some instances they emanate both from senior levels and from the bottom up. As we noted above, the psychological and knowledge- based pathways are not mutually exclusive; in- deed, they likely coexist and may even be mutually reinforcing.
In this section, we briefly highlight three compa- nies and their leaders, each of whom demonstrates some of the mechanisms we described above regard- ing pathways of responsible leadership, through ei- ther knowledge sharing/dissemination or psycholog- ical enrichment—or both. Notably, these examples are somewhat stylized, as they are intended to pro- vide practical illustrations of the pathways de- scribed above. In addition, much of our discussion focuses on the knowledge-based pathway (or some combination of psychological and knowledge- based), because these cases are based on secondary data, and the knowledge pathway is more easily observable from that perspective.
Walmart, the Walton Family, and Lee Scott
The story of Walmart’s conversion to sustainabil- ity is legendary. Although Walmart introduced green product labeling beginning in the late 1990s, those steps backfired when consumers perceived Walmart’s commitment to be superficial and cur- sory (Plambeck & Denend, 2008).
According to lore, the real change happened when Rob Walton, son of founder Sam Walton, was confronted at the end of a scuba diving trip in Costa Rica by Peter Seligmann, co-founder and CEO of Conservation International, who said, “We need to change the way industry works. And you can have an influence” (Gunther, 2006, p. 43). As it turns
out, there was a strong conservationist streak in the family already: The family often took camping va- cations, younger brother John was a conservation- ist, and Rob’s son Sam, who worked as a Colorado River guide, sat on the board of the Environmental Defense Fund. A few years earlier, after a trip to Africa, Rob Walton had begun setting aside family resources for conservation causes, but Seligmann sug- gested that Walmart could do more by leveraging the power of its commercial influence (Gunther, 2006) to become a catalyst for environmental change across its industry peers and among its extensive supplier base, the largest in the world (Gunther, 2006). This interaction reflects the sometimes pow- erful role a key outside stakeholder and a personal relationship can play in transforming the way com- panies and their leaders gain knowledge and in- sight—and a resulting reorientation.
According to Plambeck (2007, p. 18), Walmart’s first outside CEO, Lee Scott, strongly supported this agenda. Some of this support reflected the deep Christian religious beliefs of the Waltons and Scott:
In October 2005, in an auditorium filled to capacity, Wal-Mart President and CEO Lee Scott made the company’s first speech to be broadcast to 1.6 million employees in all 6,000-plus stores worldwide—and shared with its 60,000-plus suppliers. Scott an- nounced that Wal-Mart was launching a sweeping business sustainability strategy to dramatically re- duce the company’s impact on the global environ- ment. . . . He argued that “being a good steward of the environment and being profitable are not mutu- ally exclusive. They are one and the same.” Scott also committed Wal-Mart to three aspirational goals: to be supplied 100% by renewable energy, to create zero waste, and to sell products that sustain our resources and the environment.
Walmart made its biggest sustainability impact by requiring its thousands of global suppliers to sign on to stringent environmental requirements. Devel- opment of these standards took place as part of broad cooperation with environmental NGOs, par- ticularly the Environmental Defense Fund. Tyler Elm, Walmart’s vice president and senior director of corporate strategy and business sustainability, remarked at the time, “We recognized early on that we had to look at the entire value chain. If we had focused on just our own operations, we would have limited ourselves to 10 percent of our effect on the environment and eliminated 90 percent of the op- portunity that’s out there” (Plambeck, 2007, p. 18).
Since that time, Walmart has embarked on what some consider to be a profound transformation of
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its operations and those of its suppliers, initiating a series of global environmental initiatives that have had broad and deep direct and secondary effects on its internal organization, customers, suppliers, and other stakeholders. According to Walmart’s (2012) Global Responsibility Report, company achieve- ments included reducing waste by 80%, expanding locally grown produce sold, expanding the Wom- en’s Economic Empowerment Initiative, using 1.1 billion kilowatt-hours of renewable energy (more than 38 U.S. states combined), developing an inte- grated sustainability index, expanding its global direct farm program, and increasing diversity and inclusion for women and minorities (Walmart, 2012). Walmart now ranks suppliers—large and small—on their sustainability efforts and has be- come an active participant in global efforts to sup- port sustainably sourced forest products, marine fish and aquatic species, and palm oil, reflecting a level of “responsibility” that goes beyond the com- pany’s own organizational boundaries. Most re- cently, Walmart has embarked on an effort to green the production and packaging of children’s toys.
Walmart’s leadership around sustainability dem- onstrates elements of the psychological and knowl- edge-based pathways of responsible leadership. The family founding of the company and its reli- gious motivations for conservation suggest strong psychological pathways through which the firm influenced its internal and external stakeholders at multiple levels. The initial process occurred at the most senior level of the organization and within the founding family and top executives. Subsequently, however, the move toward responsible leadership cascaded down and across the organization to in- clude even the retail stores and suppliers. While the psychological pathway remained strong and salient, Walmart and its leaders—the Walton fam- ily and Lee Scott—leveraged the knowledge-based pathway to engage external stakeholders such as the Environmental Defense Fund and transfer and disseminate the knowledge and insights of those stakeholders—and the powerful logic of moving to a more sustainable future—to both internal and external constituencies (e.g., employees, custom- ers, and suppliers).
Coca-Cola and Neville Isdell
In the mid-2000s, Coca-Cola was accused of us- ing water that contained pesticides in its bottling plants in Kerala, India, and of illegal water dis- charges and diversion. An environmental group,
the Center for Science and Environment (CSE), found that 57 bottles of Coke and Pepsi products from 12 Indian states contained unsafe levels of pesticides (Mather, Johnson, & Kumar, 2003). Kera- la’s minister of health, Karnataka R. Ashok, im- posed a ban on the manufacture and sale of Coca- Cola products in the region. Although subsequent tests suggested that the amount of pesticides found in Pepsi and Coca-Cola drinks was harmless to the body, Coca-Cola’s reputation had been tarnished. In May of 2007, a team of investigators led by the India Resource Center released a report on viola- tions by a Coca-Cola bottling plant in Sinhachawar, Uttar Pradesh, documenting wastewater discharges into surrounding agricultural fields and a canal that feeds into the Ganges River as well as illegal dump- ing of sludge on the plant’s property. As such, Coke’s move toward responsible leadership began at the societal and organizational levels, with broad political, economic, and cultural forces exerting specific pressures for change.
These developments also had a profound impact on Coke’s then CEO, Neville Isdell. Although Isdell had a strong personal commitment to environmen- tal sustainability, the company had not launched any major initiatives until this crisis. While Isdell had not operationalized his personal psychological commitment to sustainability, this crisis—channel- ing new knowledge and insight from external par- ties—helped activate the dormant psychological pathway.
One early move was to establish an in-house team of sustainability advocates, operating almost as an in-house NGO. According to Kert Davies, then research director at Greenpeace, this initiative was genuine and authentic: “The inspiration and the perspiration are real” (Gunther, 2008, p. 68). Such a step was a somewhat radical acknowledgment of the need to broaden the knowledge-based pathways available to the organization and widen the scope of knowledge and expertise available to the firm as it tackled this crisis.
Isdell underscored the need to include multi- ple stakeholders to address challenges of this type to leverage the knowledge these parties could bring to the table. Shortly after the India debacle, he remarked:
No single company or organization has all the an- swers or holds ultimate responsibility, but we all can do our part to conserve and protect water re- sources. . . . Our company will need time and coop- eration from our bottlers, our suppliers and our con- servation partners to accomplish the goal of
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replacing the water we use. We will be open about our progress and engage others to better understand what it takes. (World Wildlife Fund, 2007)
During the remaining years of his tenure at Coke, Isdell undertook a series of sustainability initia- tives that engaged internal and external stakehold- ers and, according to former critic Greenpeace, had a measurable impact on the world’s environment. These included providing financial support to bot- tlers to finance new wastewater equipment, engag- ing with NGOs such as Greenpeace, World Wildlife Fund (WWF), and others, and moving toward water neutrality in its global operations. The company also undertook a global risk assessment to persuade its bottlers to join the initiatives and forestall an- other crisis such as the one in India. Muhtar Kent, Isdell’s successor as the CEO of Coke, has contin- ued this legacy of environmental sustainability and has tried to instill an ongoing culture of sustain- ability at the organization, suggesting some activity through the psychological pathway we describe.
Kent built on Isdell’s initiatives by deepening Coke’s partnerships with bottlers and suppliers, engaging employees in sustainability efforts, and integrating sustainability with Coke’s other CSR initiatives. In the meantime, Isdell became chair- man of the board of the World Wildlife Fund and has devoted his retirement to advancing the sus- tainability cause; Kent and Isdell continue to work together, as Coke and WWF have now forged a comprehensive partnership around climate change, called the “Climate Savers” campaign. Interest- ingly, Kent frequently remarks that he is Coke’s chief sustainability officer: “I say that the chief sustainability officer of the Coca-Cola Company is me. . . . That’s my responsibility. It starts at the top, and it is driven and permeates through the entire organization from the top” (Shapiro, 2010).
Coca-Cola’s leadership around sustainability demonstrates both the knowledge-based and psy- chological pathways as mechanisms through which responsible leaders effect change. Although the cat- alyst was primarily knowledge-based, the ensuing organizational changes employed both pathways. Both Isdell and Kent assumed responsibilities for harnessing external cues and interests in addition to marshaling internal information and knowledge exchanges to leverage and influence employees and other stakeholders. Moreover, Coke’s relationship with bottlers, on which it was and is mutually dependent, also reflected this important knowl- edge-sharing and influencing process. In terms of
the psychological pathway, the personal experi- ences and dedication of Coke’s leaders offered the potential to spill over to the organization’s culture, although it is difficult to discern the depth and breadth of that effect from secondary sources alone. It is clear, however, that both Isdell and Kent em- bodied a deep personal commitment to sustainabil- ity, and that those psychological commitments were increasingly used to galvanize Coca-Cola’s employees. Ultimately, the knowledge-based and psychological pathways appear to have converged in these two leaders’ ability to mobilize Coca- Cola—and many other individuals and organiza- tions—to this mission of responsible environmen- tal leadership.
DuPont and Chad Holliday
DuPont was one of the codevelopers of ozone- depleting chlorofluorocarbons (CFCs) used in re- frigerants and aerosol spray cans, and in the 1980s the company was one of the largest producers of CFCs in the world, with a 25% market share. It was also the target of aggressive criticism from NGOs such as Greenpeace, whose members scaled one of its plants facing a highway (on which thousands of drivers passed each day) to hang a banner that read, “Number 1 in contributing to destruction of the ozone layer.” Like Coca-Cola, DuPont faced a seri- ous crisis, and leaders sought to change the context and process for decision making. Again, both the knowledge-based and psychological pathways pro- vided mechanisms to facilitate change.
DuPont has made a great deal of progress toward sustainability in the ensuing years, first under the leadership of Chad Holliday and then under Ellen Kullman. The company’s recent strong commit- ment to environmental sustainability has included phasing out the production of CFCs, dramatically improving energy efficiency at its plants around the world, substantially reducing water use and waste, and developing new energy-saving products and services such as Tyvek building insulation. DuPont has since received a number of awards for its sus- tainability accomplishments. For his part, Holliday has served on numerous NGO boards and govern- ment committees, including the ClimateWorks Foundation, and acted as co-chair of the UN Secre- tary-General’s High-Level Group on Sustainable Energy for All.
From 2000 to 2010, when he retired, Holliday frequently commented on his philosophy and ra- tionale for moving DuPont toward a more sustain-
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able future. His approach reflected elements of the information pathway we describe above. After his retirement from DuPont in 2010, Holliday gave an interview in which he discussed his commitment to sustainability, how he engaged the entire DuPont organization, and how he looked outside of tradi- tional organizational boundaries for new ideas (Rogers, 2012).
Regarding the overall sustainability challenge, he remarked, “In the United States . . . we have to do something different. Somewhere along the line, people will wake up to the reality that the world has changed and that they need to adapt” (Rogers, 2012, p. 4). Regarding the need to infuse the organ- ization with new and diverse information, he suggested:
Once ideas reach a certain point of development, you have to find ways to disseminate them, because you limit their growth if you keep them protected. DuPont handled this by moving people around its organization. . . . It’s critical to start with concrete examples. If you do that, people will be more likely to listen to your theoretical approach. All my expe- rience at DuPont suggests that it’s the stories that really capture people’s imagination. . . . At DuPont, we recognized great achievements and really high- lighted good ideas so people would understand what the company valued. We gave out sustainable- growth awards every year. We had hundreds of sub- missions, and we established an external board to evaluate a short list of about 12 ideas. (Rogers, 2012, p. 6)
As a responsible leader, Holliday used the knowl- edge-based pathway to increase the psychological commitment of DuPont’s employees to his sustain- ability initiatives. Like Coke, DuPont also recog- nized the need to open up its organizational bound- aries and engage with nontraditional stakeholders, such as NGOs. Holliday noted:
Twice a year, DuPont invited about 10 NGOs to a meeting with about 10 of the company’s business leaders. . . . The first meeting we had was tough, but it was amazing how the experience opened us up. It helped us understand the sensitivities in a variety of areas, as well as how NGOs thought, and we went about accomplishing our strategy differently as a result. Sometimes we actually identified market opportunities because of the dialogues. . . . These experiences also enabled us to avoid a lot of con- flicts because we learned where the “hot spots” were. And we developed such good relationships with NGOs that they were willing to help us. When DuPont did face a situation and the press called these NGOs, they were able to explain our views
because they knew us. But you have to put some chips in the bank with NGOs. It’s a multiyear pro- cess: they need time to really get to know the com- pany, and companies need to know NGOs as well. (Rogers, 2012, p. 8)
Holliday indicated that he was committed to gain- ing diverse outside perspectives:
Leaders should spend quality time with people out- side their industries—people who think differ- ently. . . . At DuPont, we looked for opportunities to send senior businesspeople into communities where there were conflicts between commercial in- terests, civil society, and government. The idea was to help our people develop leadership skills by helping communities reach solutions. DuPont had no stake in these conflicts; we just wanted our staff to get experience dealing with complicated issues where multiple stakeholders had differing interests. (Rogers, 2012, p. 8)
This passage underscores a fairly substantial reori- entation in the process through which DuPont as an organization acquired, processed, and dissemi- nated knowledge from and to its stakeholders. Based on Holliday’s comments, it seems that Du- Pont was actually engaging in an organization-wide responsible leadership development initiative with the explicit purpose of training leaders to be able to incorporate the views of multiple stakeholders in their decision-making processes.
Ellen Kullman, who succeeded Holliday as chair and CEO of DuPont, has maintained DuPont’s com- mitment to sustainable enterprise. In a recent inter- view with Leaders magazine (2012, p. 20), she remarked:
When I joined DuPont in the 1980s, sustainability was very important to the then CEO. He called him- self a chief environmental officer—he was a real pioneer. Chad Holliday also championed sustain- able development, so it’s embedded now in what we do. We not only think about footprint reduction when we think about sustainability; we think about it from a numerator standpoint, how we create prod- ucts that keep the environment or the world safe.
DuPont’s experience with sustainability leadership exhibits mostly elements of the knowledge-based pathway, although the psychological pathway played an important role as well. As a science- based organization where knowledge and informa- tion are paramount, and in the face of a change in broad, external conditions and expectations, DuPont demonstrated an openness to outside infor- mation and influences—even when these external
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ideas presented as potentially threatening and crit- ical. This willingness to engage with critical exter- nal stakeholders was a hallmark of DuPont’s sus- tainability experience. Indeed, DuPont appeared to sometimes engage with “fringe” stakeholders to gain important knowledge (Hart & Sharma, 2004). In addition, DuPont pursued several innovative mechanisms for sharing knowledge and encourag- ing participatory development of the sustainability program. The personal commitment and interest of DuPont’s leaders also suggest activity along the psychological pathway, although that influence, again, is not as clear or evident as the knowledge- based pathway.
It is important to reiterate that the examples above reflect only the positive attributes of respon- sible leadership exhibited by these leaders. Each has also been faulted for several mistakes, errors, and even transgressions. We have deliberately and intentionally included only those leadership attri- butes that help to reveal the pathways of influence of responsible leadership that we outlined above.
Table 1 provides a summary of these cases, not- ing the leaders involved, the primary impetus that resulted in an increase in responsible leadership, the main pathways through which responsible leadership had an impact, and the levels of affected outcomes.
CONCLUSIONS AND FUTURE RESEARCH
It is clear that our understanding of the concept of responsible leadership is evolving and becoming more defined as more scholarship appears on the subject. We have tried here to further link the re- sponsible leadership (and the broader leadership) literature to stakeholder theory by explicating the pathways through which responsible leaders influ- ence outcomes at multiple levels of analysis within organizations. Further, we have attempted to show how responsible leaders who take an open and inclusive approach to understanding and incorpo-
rating the views of a diverse set of stakeholders into executive decision making may have a positive im- pact. We have built on prior recent work in this area (e.g., Miska et al., 2013; Pless et al., 2012; Stahl et al., 2013; Voegtlin et al., 2012) by proposing the pathways (psychological and knowledge-based) through which this process occurs. We reviewed literature from related fields (e.g., leadership, deci- sion making, etc.) to help support our arguments. Last, we used three recent examples of leaders at Walmart, Coca-Cola, and DuPont to further illus- trate the theoretical pathways we proposed.
It should be noted that several scholars have proposed that CSR is most effective when it ties closely to the business capabilities of the company and complements the firm’s business and corpo- rate-level strategies (Siegel, in Waldman & Siegel, 2008). As noted by Porter and Kramer (2006, p. 89– 90), the “most strategic CSR occurs when a com- pany adds a social dimension to its value proposi- tion, making social impact integral to the overall strategy.” Further, Pearce and Doh (2005) suggested that collaborative social initiatives work best when they leverage the core business competencies of the firm. The pathways approach we have described provides one specific set of mechanisms that may be used to advance this approach.
Much work remains to be done as we continue to grapple with understanding the essence of respon- sible leadership. We encourage future scholarship in this area to focus on process issues: If responsi- ble leaders are, indeed, more effective, how do they manage these processes? As we noted in our dis- cussion of Voegtlin and colleagues’s (2012) work, the discursive decision process to reach consensus that responsible leaders use seems somewhat ten- uous and inconsistent with some leadership the- ory. In our ever-changing, fast-paced, global world, leaders are increasingly asked to make real-time decisions without the luxury of consultation. Given these kinds of demands on their time (and other resources), how can responsible leaders effectively
TABLE 1 Corporate Sustainability and Responsible Leadership Pathways at Walmart, Coca-Cola, and DuPont
Company Leaders Initial prompt Pathway Relevant levels of action
Walmart Rob Walton Lee Scott
Personal and individual Primarily psychological Meso and individual
Coca-Cola Neville Isdell Muhtar Kent
Event-driven but subsequently embedded Psychological and knowledge- based
Macro, meso, and individual
DuPont Chad Holliday Ellen Kullman
Event-driven but subsequently embedded Primarily knowledge-based Macro and meso
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communicate with the stakeholders who are criti- cal to their ability to make good decisions?
Finally, future work should examine empirically whether the pathways we have proposed here are as important as theory would suggest—critically, the linkages and interactions among these path- ways, leadership characteristics, and outcomes need attention. In particular, we have suggested that our model portrays a reflexive and dynamic process, but we have provided only anecdotal evi- dence of that. We also make some inferences about succession and the influence of prior leaders on their successors (e.g., Holliday and Kullman, Isdell and Kent, and Walton and Scott), although this very im- portant process deserves more comprehensive analy- sis and scrutiny.
Future research should also examine whether there are best practices or preferred methods by which leaders can manage the flow of knowledge with critical stakeholders. Even more broadly, we still need to know more about how responsible leaders prioritize stakeholder groups such that they can manage communication and knowledge-shar- ing in a logical fashion. It is clear that much work remains to be done on the practical side of respon- sible leadership—which leads one to ask, what can we do, on the academic/research side, to provide advice and/or assistance to those leaders who wish to be considered as “responsible” as part of their legacy? These and other questions must continue to be examined in future research on responsible lead- ership. We hope to have provided a start in this direction.
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Jonathan P. Doh ([email protected]) is Ramm- rath Professor in International Business, faculty director of the Center for Global Leadership, and professor of management at the Villanova School of Business. His research interests include strategies for emerging mar- kets, corporate-NGO interactions, and global corporate responsibility. His most recent book, Aligning for Advan- tage: Competitive Strategies for the Political and Social Arenas (with Thomas Lawton and Tazeeb Rajwani), was published by Oxford in April. He is 2014 program chair for the Academy of Management Organizations and Natural Environment Division and incoming editor in chief of Journal of World Business. He received his PhD in strategic and international management from the George Washington University.
Narda R. Quigley ([email protected]) is an associate professor and chair of the Management and Operations Department at the Villanova School of Busi- ness. She earned her PhD in organizational behavior from the Robert H. Smith School of Business at the University of Maryland, College Park. Her research interests include emergent and cross-cultural leadership, multilevel is- sues, knowledge sharing, and groups and teams in organizations.
274 AugustThe Academy of Management Perspectives
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Instructions
Prepare a paper analyzing the changing roles of leadership by including the following components:
Part 1 ( 1 full page ): Conduct research using peer-reviewed articles on key-word topics such as, strategic leadership, enterprise leadership, external environment, etc. Then provide an overview of the current state of leadership in the enterprise environment from both the view of scholars and your own perspective. Characterize the degree of change, as you see it, occurring over the last decade and now inherent in the environment in which enterprises must function. (1 page)
Part 2 ( 4 full pages ): Conduct research to gain a perspective on how the role of leadership has been changed over the last decade by the following external environmental factors:
· Economic – how has the role of enterprise leadership been changed by shifting economic conditions? Specifically include how the impact of the so-called "Great Recession" that began with the global collapse of capital markets in 2008 has changed leadership roles.
· Societal/Demographic – how have societal changes and major demographic shifts changed the role of leadership in the enterprise environment? Specifically comment on the implications of more women and minorities serving in leadership roles. What new leadership challenges have been presented by these shifts?
· Technological - how has the role of enterprise leadership been changed by the introduction of new technologies? Specifically include how the Internet has changed leadership roles. Also, specifically include how the rapid introduction of disruptive technologies has changed leadership roles.
· Political - how has the role of enterprise leadership been changed by political developments (i.e. major policy changes, new legislation, etc.)? Specifically include how the Affordable Care Act (ACA) might impact leadership behavior and decision making.
· Ecological - how has the role of enterprise leadership been changed by dynamic shifts in the ecological environment? Specifically include how leaders are compelled to grapple with a new set of corporate and social responsibility (C&SR) imperatives and what challenges that presents.
Support your paper with at least three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5 full pages of content!!! not including title and reference pages
Your synthesis should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Mandatory Resources below and on Attached on ZIP Folder
Business & Leadership: How to Be a Leader - https://www.youtube.com/watch?v=3Xc56Oh0rjM
What do people want from their leaders - https://www.youtube.com/watch?v=yfZiHfkB-aA

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