What Is Your Experience With Decision Making Models?

Being a Leader

Research Paper

By

Aja Smith

For

Class BUS 463A

California Baptist University

Dr. Deena Chapman, Professor

17 August 2004

Abstract

The word leadership was defined within itself. The suffix ship holds the meanings (according to Webster) of state, condition, quality, dignity, art, and skill. Therefore leadership was the sum of all these factors that described the leader's personality in total. In a simpler context, it was the measure of a leader's ability to execute difficult tasks under adverse conditions. The quality of leadership at all levels makes an enormous difference in the eventual outcome of any undertaking. Leadership can be a key issue in the development of groups, organizations and nations. There were studies which focused on leadership theories whereas others cover rather practical aspects. Theoretical work on leadership was developed throughout the century, starting with `trait theory' through to theories which focused on the way leaders use and exploit power, theories which explore behavioral approaches others which look at contingencies, and finally those which consider situational aspects. These theories were explored and consequently numerous empirical studies were published, many of which are of importance to practitioners too. The examination of leadership characterizes various kinds of studies, and it was the focus of many papers in the academic and professional journals. There are studies which focus on leadership theories whereas others cover rather practical aspects. Theoretical work on leadership was developed throughout the century, starting with `trait theory' through to theories which focused on the way leaders use and exploit power, theories which explore behavioral approaches others which look at contingencies, and finally those which consider situational aspects. These theories were explored and consequently numerous empirical studies were published, many of which are of importance to practitioners too.

Being a Leader

Considering the concept of leadership, the first thing to ask was whether they know what they are talking about. To some degree, that depended on circumstances. Leadership can be the process of persuasion and the example by which an individual (or leadership team) induces a group to take action that was in accord with the leader's purpose, or the shared purposes of all. "Leadership is mostly in the eye of the beholder. Subordinates almost always know a good leader when they see one" (Col Allan W. Howey). Leadership was an immature science and the body of knowledge in the field has developed through a series of starts. "Leadership was a soft science, just as anthropology, sociology and psychology. It cannot be proven exactly what it was" (Pondy). Leadership can-be both rational and emotional, involve both sides of human experience. Including action and influenced based on reason and logic as well those based on inspiration and passion. Leadership can be a social process shared among all members of a group. Leadership development comes through experience. "Leadership is the art of influencing others to their maximum performance to accomplish any task, objective, or project" (Cohen).

In research, leadership was an on going process of getting to know oneself. Having a vision that was well communicated and building trust among colleagues, and taking effective actions to realize ones own potential was key to accomplishing and further progress. Some people become leaders because in society they obtain or develop certain talents and dispositions. "Others can become leaders due to their wealth, military might, or position in society" (Rost). Most can persuade their followers with ideas or compelling stories that people can relate to. There were also people who stumbled into leadership because of the times or circumstances in which they find themselves. Being a leader also meant possessing the ability to continue to guide their people until their cause was completed.

In research there are many definitions that have been offered, cultural stereotypes abound, numerous programs focused on leadership development, but the question remains. In fact, leadership means different things to different people in different circumstances. When they think of leadership, they often think first of famous individuals. They may think of great political leaders: Washington, Churchill, and Roosevelt. We may think of the leaders of social movements: Gandhi, Martin Luther King, and Caesar Chavez. They may also think of spiritual leaders: Jesus, Mohammed, and Mother Theresa. Obviously, leadership has not always or automatically good in and of itself. They are quickly reminded of the notion that power corrupts and that absolute power corrupts absolutely.

A leader adds something to the organization and was authentic in behavior

as well as contribution. Cashman advises leaders that to be effective, they must first be effective with themselves. To be effective with themselves, leaders must first know themselves. This was "authenticity" or the integration of the link between what the leader says and does. Finally, leaders must create something of value. They must add to the organization. That was, others in the organization must perceive the leader to have a clear purpose and direction. To find clear purpose and direction, Cashman recommends a process of observation. "The things that you regard as important surround you every day. Open your eyes and observe how you spend your time. Study and observe the people whom you admire" (Cashman). In Robert Rosen's Leading People, the leader can be someone who constantly questions assumptions about self and the business, and who continually seeks new perspectives to increase the organization's capacity. Warren Bennis echoes this sentiment in On Becoming a Leader. He analyzed the leadership learning basics employed by a variety of recognized, successful leaders and found four lessons applicable to the learning leader. One, they are their own best teacher. Two, accept responsibility for what they do and what they learn. Blame no one else.

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