Masterclass Progressing your

Managerial Career
Session 4

Academic year 2024/25

Dr Emmanuelle REY-MARMONIER
1
Learning Outcomes for Session 4
• Explain the traditional definitions of management and
leadership

• Present key theories on approaches to effective leadership

• Evaluate the Masterclass

• Present the written exam

2
Management vs Leadership

3
Why do we need line managers to manage us?

4
Why do we need leaders?

5
What images of leadership do we have?

6
Leaders & Managers
Choose 3 words that capture what you think a Leader does:
1.
2.
3.

Now choose 3 words that capture what you think a Manager does:
1.
2.
3.

7
Management & Leadership

8
The role of the manager

• “A manager is the person responsible for accomplishing the organisation’s goals,

who does so by managing the efforts of the organisation’s people”

(Dessler, 2013, p. 30)

• A manager is an organisational member who is “institutionally empowered to

determine and/or regulate certain aspects of the actions of others”

(Willmott, 1984, p. 350)

9
Definitions of Leadership

• ‘The leader shapes and shares a vision which gives point to the work of others’
(Handy)

• ‘The process of influencing the activities of an organised group in its efforts

towards goal setting and goal achievement’ (Stogdill, 1950)

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Managers vs Leaders
Managers Leaders
Coping with Complexity Coping with Change
PLANNING & BUDGETING SETTING A DIRECTION
(producing orderly results) (creating a vision to provide a focus for
planning)
ORGANISING & STAFFING ALIGNING PEOPLE TO THE VISION
(structuring jobs and reporting relationships) (communication, credibility, and empowerment)

CONTROLLING AND PROBLEM SOLVING MOTIVATING PEOPLE

(comparing behaviour with plan, take corrective (involvement, value emphasis, and networks)
actions)

(Kotter, 1990) 11
Managers / Leaders
• Managers – appeal to people’s rational thinking

• Leaders – appeal to people’s emotions

• Research in neuroscience shows that emotional thoughts are processed

some 60,000 times faster than rational thoughts. Consequently, our
brains give emotions priority over logic!
Exercise brief
• The following slide presents typical activities performed by managers,
supervisors etc.

• Consider each activity and decide to what extent it is a ‘management’

activity or a ‘leadership’ activity or a combination of the two

• Then decide where it stands on the large arrow presenting the

management/leadership continuum
Typical activities performed by managers/supervisors/etc.

Ensuring a Updating
budget is procedures
respected

Organising a Timetabling
team meeting staff holidays

Organising Granting a
appraisals bonus
Typical activities performed by managers/supervisors/etc.

Allocating Asking info

new tasks to on progress
team

Organising a Formal dress

team building code
event

Delegating Answers
tasks emails
Leadership / Management Exercise

Management Leadership
Key levers in management and leadership

• Managers – tend to get things done by controlling people. Motivation from

manager is often ‘Do this and you’ll be rewarded or avoid punishment’

• Leaders – tend to get things done by inspiring people. Motivation from a leader
is often emotional ‘Do this and you’ll feel good’

17
2 core philosophies of how to look after people
THEORY X THEORY Y

• Workers dislike work and • Work is a welcome activity for

avoid it if they can workers
• Control and threats are • Employees seek responsibility and
necessary will be motivated by the work
• Incentives are required to itself
motivate employees to • Participation of employees to
work effectively decisions are viewed as effective

(McGregor, 1960)
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What happens when we have bad managers/leaders?

19
Reflection Activity

Reflect on what kind of manager you want to be:

- What leadership/line management are you expecting to

experience yourself in your future role?

- What type of work experience would you like your supervisees

to have?

- What are your assumptions on how much control and

autonomy they require?
Some key Leadership Theories

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Some key leadership theories
• Trait
• Styles Focus on the leader
• Behavioural

• Situational
Focus on the situations
• Action-Centred or followers
Leadership

• Leader-Member eXchange Focus on the relationship

• Transformational
Focus on the ideal leader
• Servant Leadership

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Chronological trends in Leadership literature
Back to a focus
To a focus on
more idealistic
the situations
on the leader
and the
followers

From a focus
on the leader

23
Context: 3 sets of forces
Personality, values, preferences, beliefs
Forces in the manager about employee participation,
confidence in subordinates

Need for independence, tolerance of

Forces in the subordinates ambiguity, knowledge of the problem,
expectations of involvement

Organizational norms, size and location

Forces in the situation of work groups, effectiveness of
teamworking, nature of the problem

24
Focus on the leader

25
Plato – ‘Philosopher-kings’

• Leaders should have intelligence and the right personality:

• Possess knowledge and wisdom
• Have an instinct for morality
• Possess and demonstrate integrity – control their
own desires and take action for the common good
• Have the necessary character to rule effectively
• Not a character that desires power
• One that exercises control through knowledge
• Rational in decision-making

26
Trait Theory

• 1920s & 1930s leadership research focussed on trying to

identify the traits that differentiated leaders from non- leaders –
grew from ‘Great Man’ approach
• Dominant leadership theory for over 40 years (Stogdill, 1974)
• ‘Leaders are born not made’

27
Major leadership traits
Northouse’s summary of the characteristics for an ideal leader:

• Intelligence (but not too high

compare to followers)
• Self-confidence

• Determination

• Integrity

• Sociability

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Traits have to be combined
• Example of very intelligent and creative leader Scott Rudin
• Producer of hit movies such as The Girl with the Dragon
Tattoo, It’s Complicated, Social Network, and No Country
for Old Men
• “One of the smartest and most clever and witty guys [his
employees] have ever met” (Carvell, 1998)
• Famous for fiery outbursts, throwing phones and office supplies,
outrageous demands, and on-the-spot firing and rehiring of
assistants (250 in 5 years?) (Sutton, 2010)
• One of the worst bosses in New York City. Most of his employees
hate him and feel miserable. Nicknamed “Scott Rude”

(Nahavandi, 2015, p. 134) 29

Lewin’s three main styles of leaders
• Autocratic leaders: make all decisions themselves. Don’t consult their
team. Once the decision made, expect obedience

• Democratic leaders take an active role in the decision-making process

but involve others. Carry responsibility for seeing that decisions made
achieve desired outcomes

• Laissez-faire leaders have very little involvement in decision-making,

mostly leaving everything up to team. As long as team members
capable and motivated, this can work, but can create problems if not

(Lewin, Lippitt and White, 1939) 30

Impacts of Lewin’s three main styles
Leadership Style Liking for Leader Group Atmosphere Productivity

AUTOCRATIC Liked less Aggressive, dependent, High (when present)

self-oriented
Low (when absent)
DEMOCRATIC Liked more Friendly, group-centred, Relatively high (unaffected
task-oriented by whether the leader is
here or not)

LAISSEZ-FAIRE Liked less Could be friendly, but Low (increased when

more play-oriented absent)

(Lewin , Lippitt and White, 1939) 31

Behavioural Theory
• Blake & Moutons Managerial Grid (next slide)

• This grid focuses on the task (production) and employee (people) orientations
of managers

• Blake & Mouton propose that ‘Team Management’ with both a high concern
for employees and production is the most effective type of leadership
behaviour

32
Blake and Mouton’s Leadership Grid (1964)

Country Club Team

Management Management

Middle-of-the-Road
Management

Impoverished
Management Authority-
Compliance
Management

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Impoverished management
– Leader is unconcerned with task and interpersonal relationships
– Often has little contact with followers
– Described as indifferent, noncommittal, resigned, and apathetic

Country club management

– Low concern for task accomplishment coupled with high concern for interpersonal
relationships
– Ensures personal and social needs are met
– Tries to create a positive climate by being agreeable, eager to help, comforting, and
uncontroversial

(Northouse, 2019, p. 77-78)

34
Authority compliance
– Emphasis on task and job requirements
– People are tools
– Result driven
– Leader is often seen as controlling, demanding, hard driving, and over-powering

Middle-of-the-road management
– Leaders are compromisers, with intermediate concern for those who do the task
– Find balance between taking people into account and work requirements
– To reach an equilibrium the leader avoids conflict and emphasises moderate levels of
both interpersonal and production levels

(Northouse, 2019, p. 77-78)

35
Team management +++
– Strong emphasis on both tasks and interpersonal relationships
– Promotes high participation and teamwork
– Described as someone who stimulates participation, acts determined, gets issues into
the open, makes priorities clear, follows through, behaves open-mindedly, and enjoys
working

(Northouse, 2019, p. 77-78)

36
Natural people or task orientation

• The Least Preferred Coworker test

• Think about the coworker that most get on your

nerves
• How would you describe their behaviour?

• This should indicate whether you are naturally

more person or task oriented

37
Focus on the needs of the
followers or of the situation

38
Situational Theory (1)

• Evidence suggests that leadership is a relationship that exists

between persons... and that persons who are leaders in one situation
may not necessarily be leaders in other situations.
(Stogdill, in Adair, 2005, p.34)
• Tannenbaum & Schmidt’s Leadership Continuum (1958) suggests
there are no set extremes of behaviours and that leaders work along
a continuum
Autocratic Persuasive Consultative Democratic
(Telling) (Selling) (Consulting) (Joining)

39
The continuum of leadership behaviour
Boss-centered leadership Subordinate-centered leadership

Use of authority by the manager

Area of freedom for subordinates

Manager Manager Manager Manager Manager Manager Manager permits

makes ‘sells’ presents presents presents defines subordinates to
decision and decision ideas and tentative problem, limits; function within limits
announces it invites decision gets asks defined by superior
questions subject to suggestions, group to
change makes make
decision decision

(Tannenbaum and Schmidt, 1958) 40

Situational Theory (2)

• Hersey- Blanchard’s Situational Leadership Model (1969) – suggests that the

developmental levels of a leader’s subordinates plays the greatest role in determining
which styles are most appropriate

• Based on the amount of direction and emotional support a leader must provide given
the situation and ‘level of maturity’ of the followers (level of competence & level of
motivation

41
Adapting to the behaviours of the followers
• Leaders must be able to determine whether followers in a
situation are:

• Unable but willing – Respond by directing

• Moderately able but willing – Respond by coaching
• Able but unwilling – Respond by supporting
• Able and willing – Respond by delegating

(Hersey and Blanchard, 1969) 42

Developed Developing
Development Level of the Individual

(Hersey and Blanchard, 1969) 43

The Team Member Developmental Continuum
D4 High Competence Experienced at the job, and comfortable with
their own ability to do it well.
High Commitment May even be more skilled than the leader!
D3 Moderate-High Experienced and capable.
Competence May lack the confidence to do it alone.
May lack the motivation to do it well
Variable Commitment

D2 Some Competence May have some relevant skills, they may have
started to lose any initial motivation about the
Low Commitment job/task.

D1 Low Competence Generally lacking the specific skills required

for the job in hand, but is excited about the
High Commitment challenge.

44
 The Situational Leadership II Model - SUMMARY
Phase 1 with new team or new member in team:
•Generally motivation high but competence low
•Manager to DIRECT/ train to help with need to reinforce competences primarily

Phase 2:
•Generally competences have improved somewhat but initial motivation has
worn off to an extent
•Manager to COACH/ ask questions to prompt further increase in competences
and generate new engagement
Phase 3:
•Generally competences have continued to improve and motivation is back up
again to some extent. But more complex situations tackled by more
experienced staff members
•Manager to SUPPORT/ provide emotional reassurance for team to tackle new
challenges with reduced level of stress
Phase 4:
•Generally a team of experts with a good level of motivation. Micro-managing
definitely counter-productive at this stage
•Manager to DELEGATE/ evidence trust in team members

(Hersey and Blanchard, 1969) 45

Using the Situational Leadership theory
In groups of 3 or 4

• Your friend accepted to coach a struggling high school football

team. He/she is asking you for advice on what style they should
adopt to lead the team. Referring to the Situational Leadership
Theory, what would you recommend?
• Would your recommendation have been different if this would have
been a successful football team?

46
 Action Centred Leadership
• A practical approach to leadership
• Leadership can be taught
• Does not depend on a person's traits
• Is a transferable skill
• Very practical approach (1 h briefing then
practice – support to approaches like outdoor
challenges for instance)
• Adair's ideas remain popular because they are practical and relevant
to managers irrespective of working environment

(Adair, 2005) 47
Checklist for Task Needs
• Defining the task
• Making a Plan
• Allocating Work & Resources
• Controlling Quality & Tempo of
Work
• Checking Performance against
the Plan
• Adjusting the Plan

48
Checklist for Team Needs
• Setting Standards
• Maintaining Discipline
• Building Team Spirit
• Encouraging, Motivating, giving a sense
of purpose
• Appointing sub-leaders
• Ensuring Communication within the
group
• Training the Group
• Ensuring Welfare of the Team

49
Checklist for Individual Needs

• Attending to personal problems

• Encouraging Individuals
• Giving Status
• Recognizing and using individual
attributes
• Training the Individual
• Ensuring Welfare of the Individual

50
Focus on the relationship between
the leader and their follower

51
Positioning of the Leader Member eXchange theory

• Previous theories focused on who the leader is Dyadic

Relationship
• Or on what the situation/followers require

• LMX focuses on the one-to-one relationship

between one manager and each one of their Follower Leader
subordinates (dyadic relationship)

• Recognition that each relationship is unique

• Not a collective approach to leadership like others Dyadic
Relationship

52
2 core aspects in the LMX theory

• Relationships can be more or less developed (high exchange vs low

exchange)

• Relationships evolve over time

Test the quality of your

relationship with your
manager or follower with
the LMX7 questionnaire

53
LMX7 questionnaire (1/3)
• 1 – Do you know where you stand with your leader and do you usually
know how satisfied they are with what you do?
Rarely Occasionally Sometimes Fairly often Very often

1 2 3 4 5

• 2 – How well does your leader understand your job problems and needs?
Not a bit A little A fair amount Quite a bit A great deal

1 2 3 4 5

• 3 – How well does your leader recognize your potential?

Not at all A little Moderately Mostly Fully

1 2 3 4 5

54
LMX7 questionnaire (2/3)
• 4 – Regardless of how much formal authority your leader has built
into their position, what are the chances that your leader would use
their power to help you solve problems with your work?
None Small Moderate High Very high

1 2 3 4 5

• 5 – Again, regardless of the amount of formal authority your leader

has, what are the chances that they would ‘bail you out’ at their
expense?
None Small Moderate High Very high

1 2 3 4 5

55
LMX7 questionnaire (3/3)
• 6 – I have enough confidence in my leader that I would defend and
justify their decision if they were not present to do so
Strongly disagree Disagree Neutral Agree Strongly agree

1 2 3 4 5

• 7 – How would you characterize your working relationship with your

leader?
Extremelly Worse than Average Better than Extremely
ineffective average average effective

1 2 3 4 5

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Result of the LMX7 questionnaire (3/3)
• Add your result to each question
• The higher your score, the highest the quality of your relationship with
your leader
• The higher the score, the more it can be considered a ‘real partnership’

• 30-35 – Very high

• 25-29 – High In-group member
• 20-24 – Moderate
• 15-19 – Low Out-group member
• 7-14 – Very low

57
2 group levels
Leader
• Defined role responsibilities
(Out-group) only focusing
on compliance
In group

• Expanded/negotiated role
responsibilities (In-group)
including more efforts
beyond contract of Out group
employment

58
In-group : basis of the relationship
In-group team members In-group team members
are: must:

• Assigned more interesting and • Work harder

desirable tasks • Be more committed to the task
• Delegated greater authority objectives
• Recipients of (more/better quality) • Demonstrate the ‘right’ behaviours
communication • Be loyal to the leader
• Participants in decision making • Share the leader’s workload
• Tangible rewards • http://www.youtube.com/watch?v=nXb0LZiPo7E

59
Out-group: basis of the relationship
Out-group team members Out-group team members
are: must:

• Afforded less influence (and • Perform the tasks/duties as per

tolerance?) job description
• Given less responsibility • Be prepared to do and receive
• Rewarded as per standard terms less (in comparison with in-
and conditions of employment group team members)?
• Receive less
information/communication

60
The 3 steps process (1/2)
1. Role taking

Member enters the organisation/group

Leader assesses the abilities and motives of the team member
Mutual role expectations are established
At this stage, the relationship is associated with an ‘out-group’

(adapted from Yukl, 2010) 61

The 3 steps process (2/2)
2. Role making

Exchange arrangement is more refined

Trust and mutual respect develops

3. Partnership stage

Exchange is transformed to mutual commitment

There is mutual obligation

(adapted from Yukl, 2010) 62

Outcomes of the LMX
Job Satisfaction and Organisational Commitment

• Mutual trust, positive support, greater job latitude, common bonds,

open communication, high degree of autonomy, and shared loyalty

Improved Performance (via greater innovation)

• In-group members are willing to do more than is required of their job

description and look for innovative ways to advance the group’s goals

• Working with an in-group allows a leader to accomplish more work in

a more effective manner than working without one

63
Practical implications for team member

• Work hard to join the inner circle

• Take on more than your share of administrative and other duties
• Demonstrate loyalty and dedication
• See your leader’s point-of-view
• Be reasonable, supportive and
empathetic

64
Leadership challenge: The in-group applicant
• Source: Nahavandi, A. (2015) The Art and Science of Leadership, 7th edition, Pearson, p. 111.

• You are an expatriate manager sent to work in the Indian operation of your company. As you get settled in,
one of your first decisions is to hire an assistant manager. Your efficient office manager, who has been
extremely helpful to you already and has been with the company for many years, quickly suggests one of
his relatives, who, he tells you, would be perfect for the job. According to him, his cousin just graduated
from a top business school and, most important, is trustworthy, loyal, and eager to work and learn. Your
office manager tells you that his cousin will be coming shortly to introduce himself. He tells you that you
don’t have to be inconvenienced any further and won’t need to waste your time interviewing and checking
references of strangers who could be unreliable.
• In what ways and to what extent is your positive relationship with your office manager going to influence your
decision?
• What would be your hopes for this recruitment if you were to proceed with it?
• What would be your fears if you were to proceed with this approach?
• In what ways is what the LMX theory describes influencing your reflection here?

65
Ideal Leadership

66
Transformational Leadership (1/2)

Transactional approach
• Traditional model with roots on ‘bottom line’ approach
• Managers exchange rewards for performance – guide followers in the
direction of established goals by clarifying roles and task requirements

Transformational approach
• Burns (1978) first put forward concept proposing transforming leaders
shape, alter and elevate the values and goals of followers and achieve
significant change in process

67
Transformational Leadership (2/2)
• According to Bass (1985), transformational leadership can be defined
based on the impact it has on followers, these 4 different
components are:

• Idealized Influence (or Charisma) – Serve as a role model for followers, they
are charismatic but also have integrity and trust
• Inspirational Motivation – Have a clear vision that they are able to articulate
to followers and motivate them to achieve these goals
• Intellectual Stimulation – Challenge the status quo and encourage creativity
among followers, inspiring them to think about new ways of doing things
• Individualized Consideration –Offer support and encouragement to individual
followers

68
An example of transformational leadership
Braveheart: William Wallace Freedom Speech

• Idealized Influence (or Charisma) – Acts as a role model – courageous, ready to

fight for freedom

• Inspirational Motivation – Presents a clear vision of what the future may look like
(have no regret)

• Intellectual Stimulation – Inspires soldiers to want to fight for a shared value:

Freedom

• Individualized Consideration – Gives examples that each soldier can easily connect
with so that it speaks to each one of them individually

www.youtube.com/watch?v=TME0xubdHQc
69
Discussion Activity on transformational leadership
https://www.youtube.com/watch?v=dxG4H8MMT1U

• Watch this extract from the Harry Potter series

• What transformational leadership behaviours can you track in Harry’s

approach to training and leading his fellows for battle?
• Remember to refer to the components of the theory to structure and
support your answer!

70
Servant Leadership

• Should first see themselves as at the service of their community, focusing

on the greater good and on the growth and well-being of the community
that they belong to, so possibly even larger than just their team members
(Sendjava, Sarros and Santora, 2008)

https://www.youtube.com/watch?v=vc4FEIYvkQc

71
Evaluation of the Masterclass

72
Course Assessment
LYON

5A

E Rey-Marmonier

Progressing your Managerial Career MSEN / RHDB

https://esdes.fra1.qualtrics.com/jfe/form/SV_dosETp48lHSVWkK
73
Prepare for the written exam

74
2 parts in the written exam (INDIVIDUAL)

A case study
• One question related to the development of their leadership over time
• One question asking for you to reflect on their leadership effectiveness
using some of the theories covered today
(best to use 2 to 3 theories with some details in your analysis)

Reflection on your own plan to develop your leadership skills

• How will you develop your leadership effectiveness over the next 3 years?

75
Written exam – WHAT TO PREPARE
You may come with 1 sheet of paper (front and back) – HAND WRITTEN
(not typed)

• Your own synthesis of the core approaches to develop leadership

effectiveness (session 1/2 - list of the main methods)

• Your own synthesis of the key theories of leadership with their main
components (session 4)

• A preparation of a plan for the development of your leadership skills over

the next 3 years (personal plan)

• English dictionary ok (if paper, no phone & no computer)

76
Recap on Learning Outcomes for Session 4
• Explain the traditional definitions of management and
leadership

• Present key theories on approaches to effective leadership

• Evaluate the Masterclass

• Present the written exam

77