POWER & INFLUENCE

Unit 2
INFLUENCE
It can be defined as the change in a target agent’s attitudes,
values, beliefs or behaviours as the result of influence tactics.
INFLUENCE TACTICS
It refers to one person’s actual behvaiours designed to change
other to change another person’s attitudes, values, beliefs or
behvaiours.
POWER
It is the capacity to cause change.
POWER & LEADERSHIP
SOURCES OF LEADER POWER:
 Expert power: Influence others on the basis of power
of knowledge
 Referent power: Leadership based on the leader-
follower relations.
 Legitimate power: Depends on the person’s
organisational role.
 Reward power: influence others on the basis of one’s
control over desired results.
 Coercive power: It is the reciprocation of reward
power.
LEADER MOTIVES
 Need for power:
1. Personalized power: selfish, impulsive, self centered etc.
2. Social power: emotionally mature, serve the organisation for
higher goals etc.

Need for power can be analyzed by TAT in which a picture is

given & one has to interpret the picture& tell the story. More
the influencing power :more the scores received.
 Followers do have high need for power: leads to problem.

 Only need for power is not sufficient for being a successful

leader rather it should have motivation to manage:
1. Maintaining good relations.
2. Wanting to compete for recognition & advancement.
3. Being active & assertive.
4. Wanting to exercise influence over others.
5. Being visibly different from followers.
6. Being willing to do routine admin tasks.
 Motivation to manage can be judged by Miler Sentence
completion scale.

 MSCS: consists of series of incomplete sentence, needs

completion.
INFLUENCE TACTICS
 Rational persuasion: when agent uses logical arguments or
facts to influence others
 Inspirational appeal: which arouse enthusiasm or
emotions in targets.
 Consultation: when agents ask targets to participate in
planning an activity.
 Ingratiation:occurs when the agent attempts to get you in
good mood before making a request.
 Personal appeals: agents use this when they ask another to
do a favor out of friendship.
 Exchange: influencing a target through the exchange of
favors.
 Coalition tactics: when agents seek the aid or support of
others to influence the target.
 Pressure tactics: threats used to influence targets.
 Legitimizing tactics: when agents make request based on
their position or authority.
INFLUENCE TACTICS & POWER
Influence power Power

 Rational persuasion  Expert power

 Inspirational appeal  Referent power

 Consultation  Reward, coercive or legitimate

power
 Reward power
 Ingratiation
 Reward power
 Exchange
 Referent or reward power
 Personal appeal
 Coercive power
 Coalition
 legitimate power
 Legitimating
 Coercive power
 Pressure
LEADERSHIP & VALUES
VALUES
Constructs representing generalized behaviour or state of affairs
that are considered by the individual to be important.

Terminal values(desired end states) Instrumental values(mode of

behaviour)
An exciting life Being courageous

A sense of accomplishment Being helpful

Family security Being honest

Inner harmony Being imaginative

Social recognition Being logical

Friendship Being responsible

GENERATIONAL DIFFERENCE B/W
VALUES
Values shows different impact on leadership:
 The Veterans(1922-1943): represent wealth of lore &
wisdom
 The Baby Boomers(1942-1960): violent, experimenting
new life styles, “the problem”, passionate, bring
participation etc.
 The Gen Xers(1960-1980): entrepreneurial, bring
change
 The Nexters(1980): your generation, risky, techno savvy
etc.
EVENTS & GENERATIONAL VALUES
 Prophet: community life & new societal order

 Nomad: cunning, hard-to-fool, warriors

 Hero: self reliance, laissez-faire, individual pragmatism

 Artist: focuses on essentials & public relations &

sacrifices personal interest
MORAL REASONING
Process leaders use to make decisions about ethical &
unethical behvaiour.
DEVELOPMENTAL LEVELS & STAGES OF
MORAL REASONING
 Level 1 (Pre-Conventional):
1. Obedience and punishment orientation (How can I avoid
punishment?)

2. Self-interest orientation (What's in it for me?) (Paying for a

benefit).

 Level 2 (Conventional):
3. Interpersonal accord and conformity (Social norms) (The
good boy/good girl attitude)

4. Authority and social-order maintaining orientation (Law and

order morality)
 Level 3 (Post-Conventional):
5. Social contract orientation

6. Universal ethical principles (Principled

conscience)
LEADERSHIP & VALUES
How value impact leadership
Recognition Leaders with strong values, such as
politicians want to stand out & be the center
of attention. They value fame, visibility &
publicity & are motivated by public
recognition

Power Leaders with strong power values enjoy

being competition & being seen as influential

Hedonism Leaders who likes to have fun at work &

entertain others are motivated by pleasure,
variety & excitement

Altruistic Leaders believe in helping others who are

less fortune gets motivated by helping the
needy & powerless people

Affiliation Leaders get motivated by meeting new

people, networking etc
Tradition They value morale, codes of conduct,
traditions etc

Security They value structures & processes which

reduces or minimizes risks

Commerce Leaders with strong commerce values like

business leaders constantly look for new
business opportunities

Aesthetic Leaders with this value are motivated to

work in an artistic environment

Science Leaders with this value enjoy learning,

digging deeply into problems
LEADERSHIP & ORGANISATIONAL
VALUES
 Just as there are personal values, organizations also have
organizational values representing the principals by
which employees get work done and treat other
employees, customers, and vendors.

 Whether values truly represent operating principals or so

much spin for potential investors will depend on the
degree of alignment between the organization’s stated
values and the collective values of top leadership
 Top leadership’s collective values play a significant role
in determining organizational culture.

 Research shows that employees with values similar to

the organization or team are more satisfied and likely to
stay; those with dissimilar values are more likely to
leave.

 One reason why leaders fail is due to a misalignment

between personal and organizational values.
 Covey (1990) developed and popularized an approach called
principle-centered leadership.

 Personal, the first imperative is to be a trustworthy person that

depends on both one’s character and competence.

 Leading a high-performing group depends on skills such as

team building, delegation, communication, negotiation, and
self-management.

 An organization will be most creative and productive when its

structure, systems (e.g. training, communication, and reward),
strategy, and vision are aligned and mutually supportive. Put
differently, certain organizational alignments are more likely to
nurture and reinforce ethical behavior among its members than
others.
POSITIVE FORMS OF LEADERSHIP
 Authentic leadership

 Servant leadership
AUTHENTIC LEADERSHIP
 “To thine own self to be true”
 Interact with social environment to become more
independent of others’ expectations
 Congruence b/w how they feel on the inside & how they
act.
 Feel themselves OK & others OK too

 Strong ethical convictions which guide their behaviour

in avoid doing wrong things & try to do the right things
 Different from inauthentic

 Eg: Nelson Mandela

SERVANT LEADERSHIP
 Listening
 Empathy

 Healing

 Awareness

 Persuasion

 Conceptualization

 Foresight

 Stewardship: who takes care of households of others

 Commitment to others’ growth

 Building community

 Eg: Dalai Lama, Mahatma Gandhi, Mother Teresa

WHEN GOOD PEOPLE DO BAD THINGS
 Moral justification
 Euphemistic labeling

 Advantageous comparison

 Displacement of responsibilities

 Diffusion of responsibility

 Dehumanization

 Attribution of blame
LEADING ACROSS CULTURE
WHAT IS CULTURE

It refers to those learned behaviours characterizing the total

way of life of members within any given society.
FRAMEWORK FOR UNDERSTANDING
DIFFERENCES
 Individualism vs. collectivism
 Masculinity vs. femininity

 Tolerance vs. intolerance of uncertainty

 Long-term vs. short term

 Power vs. distance

DILEMMAS
 Individual-collective
 Tough-tender

 Equal-unequal

 Dynamic-stable

 Active-reflective

 Scare-plentiful

 Doing-being
LEADERSHIP TRAITS
Personality traits & leadership
PERSONALITY
 Impression a person makes on others.

 Unseen structures & processes inside a person that

explain why we behave the way we do.
TRAIT APPROACH
Traits refer to recurring regularities or trends in a person’s
behvaiour, & the trait approach to personality
maintains that people behave the way they do because of
the strengths of the traits they possess.

Weak situations
 Strong situations
 5 FACTOR MODEL OF PERSONALITY:
BRIGHT SIDE
 Surgency: competitive, self-confident, impactful, build
teams, decisive etc.
 Agreeableness: charming, diplomatic, empathetic,
approachable, optimistic etc.
 Dependability: does not interact with others rather concerns
with people’s approach to work. They are planful, organised,
take commitments seriously
 Adjustments: how people react to stress, failure or personal
criticism. They are calm, optimistic, tend not to make
mistakes etc.
 Openness to experience: big-picture thinkers, intellectual
etc.
DARK SIDE OF 5 FACTOR MODEL
Excitable Leaders have difficulty in building teams because of their emotional
outbursts
Skeptical Leaders have unhealthy mistrust of others, always questions the motives
& challenges the integrity of the followers
Cautious Fearful of making dumb mistakes, so alienate their staff for not making
decisions
Reserved During the time of stress the become uncommunicative
Leisurely Do not pursue their own agendas & are not in line with them
Bold Tendency to blame their mistakes on others, inability to learn from
mistakes
Mischievous Tend to be charming & easily get away with breaking rules,
commitments
Colorful They are hot
Imaginative Change their minds
Diligent Perfectionist: they easily frustrate & disempower their staff
Dutiful Spineless people
INTELLIGENCE & LEADERSHIP
INTELLIGENCE
It is a person’s all-around effectiveness in activities
directed by thoughts.

Faster learners, make better assumptions, deductions, &

inferences; are better at creating a compelling vision &
developing strategies to make their vision a reality; can
develop better solutions etc.
TRIARCHIC THEORY OF INTELLIGENCE
 Analytical intelligence: problem solving ability, mental
abilities test

 Practical intelligence: street smarts, domain specific

 Creative intelligence: novel & useful

COMPONENTS OF CREATIVE THINKING
 Synthetic: sees things in new ways or recognise novel
connections b/w unrelated issues.
 Analytic: solutions to the problems

 Practical: novel solutions to problems

 Thinking: modify or start new solutions

 Personality factors: openness to exp, higher surgency

 Intrinsic motivation: people tend to generate creative

solutions
 Environmental factors
IMPLICATIONS OF TRIARCHIC THEORY
 Leaders effectiveness is directly related to analytic
intelligence.
 But it shows curvillinear relationship

 It is related to practical intelligence.

 Creative environment-should be build by leader

INTELLIGENCE & STRESS: CRT
 A leader's cognitive ability contributes to the
performance of the team only when the leader's approach
is directive. When leaders are better at planning and
decision-making, in order for their plans and decisions to
be implemented, they need to tell people what to do,
rather than hope they agree with them. When they are
not better than people on the team, then a non-directive
approach is more appropriate, for example where they
facilitate an open discussion where the ideas of team can
be aired and the best approach identified and
implemented.
 Stress affects the relationship between intelligence and
decision quality. When there is low stress, then
intelligence is fully functional and makes an optimal
contribution. However, during high stress, a natural
intelligence not only makes no difference, but it may
also have a negative effect. One reason for this may be
that an intelligent person seeks rational solutions, which
may not be available (and may be one of the causes of
stress). In such situations, a leader who is inexperienced
in 'gut feel' decisions is forced to rely on this unfamiliar
approach. Another possibility is that the leader retreats
within him/herself, to think hard about the problem,
leaving the group to their own devices
 Experience is positively related to decision quality under
high stress. When there is a high stress situation and
intelligence is impaired, experience of the same or
similar situations enables the leader to react in
appropriate ways without having to think carefully about
the situation. Experience of decision-making under stress
will also contribute to a better decision than trying to
muddle through with brain-power alone.
 For simple tasks, leader intelligence and experience is
irrelevant. When subordinates are given tasks which do
not need direction or support, then it does not matter
how good the leader is at making decisions, because they
are easy to make, even for subordinates, and hence do
not need any further support
EMOTIONAL INTELLIGENCE &
LEADERSHIP
EMOTIONAL INTELLIGENCE
Emotional intelligence (EI) is an argued ability, capacity,
skill or, in the case of the trait EI model, a self-perceived
ability to identify, assess, and control the emotions of
oneself, of others, and of groups.
MODELS
 Ability EI model
 Mixed models of EI
ABILITY MODEL
 Perceive emotions
 Using emotions

 Understanding emotions

 Managing emotions
MIXED MODEL
 Self awareness
 Self mgmt

 Social awareness

 Relationship mgmt
BAR ON MODEL
Understanding oneself with others
LEADERSHIP BEHAVIOUR
Studies of leadership behaviour
EARLY STUDIES
 Leadership behaviour description questionnaire:
1. He lets subordinates know when they’ve done a good job.
2. He sets clear expectations about performance
3. He shows concern for subordinates as individuals
4. He makes subordinates feel at ease

 Consideration & initiating structure:

1. Concern about people
2. Concern for work goal & accomplishing task
 Supervisory descriptive behaviour questionnaire
 Leadership opinion questionnaire

 LBDQ-XII: acting as a representative of a group, being

able to tolerate uncertainity, emphasizing production etc.
 Leader support, interaction facilitation, goal
emphasis & work facilitation:
1. Work facilitation is defining goals
2. Goal emphasis is motivating towards goals
3. Leader support is when leader shows concern for subordinates
4. Interaction facilitation is relationship with subordinates
ALTERNATIVE CONCEPTUALIZATIONS
OF LEADERSHIP BEHVAIOUR
 Leadership grid
 Organisational competency model

 Community leadership
LEADERSHIP GRID
HIGH 9,9
C 1,9
O COUNTRY TEAM
N CLUB MGMT
C
E 5,5
R MIDDLE OF
N THE ROAD
MGMT
F
O
R

P 9,1
E 1,1 AUTHORITY
O IMPOVERISHED COMPLAINCE
P MGMT MGMT
L
E
LOW
CONCERN FOR RESULTS HIGH
ORGANISATIONAL COMPETENCY
 Intrapersonal skills
 Interpersonal skills

 Leadership skills

 Business skills
COMMUNITY LEADERSHIP
Process of building a team of volunteers to accomplish
some important community outcome.
COMPONENTS OF COMMUNITY
OUTCOME
 Framing: leadership competency help the community to
recognise & define its opportunities

 Social capital: developing & maintaining relationship

 Mobilization: engage critical mass to take action

ASSESSING LEADERSHIP BEHAVIOURS
360 degree appraisal
MANAGERIAL DERAILMENT
 Inability to build relationships
 Failure to meet business objectives

 Inability to build team & lead a team

 Inability to adapt

 Inadequate preparation of promotion

CHANGING BEHAVIOUR
 Developmental planning
 Coaching

 Mentoring
 DEVELOPMENTAL PLANNING
INCREASED
INITIAL
CAPABILITIES
CAPABILITIES

NEW
KNOWLE REAL WORLD ACCOUNTAB
INSIGHT MOTIVATION APPLICATION ILITY
DGE &
SKILLS
COACHING
 Formal coaching: one to one coaching.
 Informal coaching: steps involved are:

1. Forging a partnership: trust relationship

2. Inspire committment: leaders work closely with followers to
gather & analyze data for developmental needs
3. Growing skills: developmental plan & coaching plan
4. Promote persistance: leaders help managers to manage their
tasks.
5. Shape the environment: implementaing skills
LEADERSHIP CHANGE
DEFINITION
Change management is a structured approach to
shifting/transitioning individuals, teams, and
organizations from a current state to a desired future
state. It is an organizational process aimed at
empowering employees to accept and embrace changes
in their current business environment
STAGES OF CHANGE
 Formative period
 Rapid growth

 Mature period

 Declining period
5 STEPS ACCOMPANYING CHANGE
 Denial
 Anger

 Bargaining

 Depression

 Acceptance
AVOIDANCE TO ACCEPTANCE
 “Why?” to “What new opportunities will this provide?”
 “How will this affect me?” to “What problems will this
solve?”
 “We do not do it this way.” to “What would it look
like?”
 “When will this change be over so we can get back to
work?” to “What can I do to help?”
 “Who is doing this to us?” to “Who can help us?”
MODEL OF CHANGES
 Hawthorne effect
 Beer’s model

 Kurt Lewin’ model

HAWTHORNE EFFECT

Change + Personal history (nurture) + Social situation

(environment) = Attitude + Response
BEER’S MODEL
C=D*M*P>R

D= dissatisfaction
M= model
P= process
R= resistance
C= amount of change
KURT LEWIN’S MODEL
 Unfreezing
 Change

 Freezing