THE FULL RANGE MODEL OF LEADERSHIP IN PRACTICE

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STAGES OF GROUP DEVELOPMENT

Luft (1984) reports a number of different constructions of the stages of group development based on empirical studies. Wheelan (1994) discusses a number of models of group development that include reference to group processes as well as group dynamics. Trends and commonalities were present in the different studies referred to by Luft (1984), but variations were also noted on the basis of differences in group populations, purposes and contexts. Wheelan (1994) also mentions considerable overlap between the models with differences related to the task of the group (experiential learning and therapy groups versus task groups). Tuckman (1965 in Bottom & Baloff, 1994) constructed a four-stage model of group development that includes forming, storming, norming and performing.

Maintenance behaviours

Interpersonal relationships form the basis of the maintenance behaviours of the group (Bottom & Baloff, 1994). Methods for handling interpersonal and related issues are often dealt with in detail in a context that is more therapeutic (although the focus of therapeutic groups is not limited to interpersonal issues) (Corey & Corey, 1997). Although the cited literature on work groups refers to maintenance behaviours, the underlying processes involved are not always adequately explained. To provide a comprehensive explanation of maintenance behaviours, the following discussion is therefore not limited to literature on work groups. Care should, however, be taken in assuming that the processes would be identical in different contexts.

Diversity in teams

Shaw and Barrett-Power (1998) combine the concepts of team and diversity in a model to explain the impact of within-group diversity on small work group processes and performance. They suggest that the mixed effect of diversity on team performance that has been reported can be explained by relating this effect to the phases of group development and the activities involved in each of these phases. The model suggests that diversity in terms of readily detectable attributes (such as age, gender and race) is strongly and negatively correlated with the group-forming process (and thus indirectly with the storming and norming phases). Overcoming and dealing with bias lead to higher cognitive costs of interaction and reduce the rewards of these interactions. This results in less social interaction and attraction and consequently less cohesiveness.

Team innovation

For the purpose of their study, West and Anderson (1996) accept the definition of team innovation as the introduction and application of processes, products or procedures that are new to the relevant unit of adoption and that are intended to benefit the individual, group, organisation or wider society. Kim et al. (1999) considered innovation to be a characteristic of research and development teams. These teams are distinguished by the specific nature of their tasks and the professionals forming the teams. Innovative tasks are intrinsically diverse, nonroutine and uncertain about the relationship between inputs and outputs, take a long time to accomplish, usually involve a high risk of failure and are characterised by interruptions. Research and development teams are furthermore diverse in terms of the interdisciplinary and cross-functional nature of these teams. Although the study of Kathuria and Partovi (1999) focused on manufacturing plants (implying less emphasis on innovation than research and development teams), a need for flexibility in this context implies the ability to handle varied, difficult, complex, unstructured and nonstandardised tasks and variability and uncertainty in terms of inputs, processes and outputs.

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CONTENT :

LIST OF FIGURES
SUMMARY
1 CHAPTER 1: INTRODUCTION
- 1.1 PROBLEM STATEMENT
  - 1.1.1 Leadership in a changing work environment
  - 1.1.2 A systems psychodynamic perspective on leadership and the group
  - 1.1.3 Context of this study
- 1.2 RESEARCH QUESTIONS
- 1.3 RESEARCH AIMS
- 1.4 PARADIGM
- 1.5 DESIGN
- 1.6 METHOD
1.7 CHAPTER LAYOUT
- 1.8 SUMMARY
2 CHAPTER 2: APPROACHES TO LEADERSHIP
- 2.1 TRADITIONAL APPROACHES TO LEADERSHIP
- 2.1.1 Trait theories
  - 2.1.2 Psychoanalytic theory
  - 2.1.3 Theories of leadership behaviours
  - 2.1.3.1 Behavioural dimensions
  - 2.1.3.2 Leadership styles
  - 2.1.4 Leader-member exchange theory
  - 2.1.5 Hersey and Blanchard’s situational model
  - 2.1.6 Fiedler’s contingency model
  - 2.1.7 Path-goal theory
  - 2.1.8 Leadership-participation model
- 2.2 THE FULL RANGE MODEL OF LEADERSHIP
- 2.2.1 Laissez-faire leadership
- 2.2.2 Transactional leadership
- 2.2.3 Charismatic leadership
- 2.2.4 Transformational leadership
- 2.3 PERSONALITY TRAITS ASSOCIATED WITH TRANSACTIONAL AND TRANSFORMATIONAL STYLES
- 2.4 SUMMARY
3 CHAPTER 3: THE FULL RANGE MODEL OF LEADERSHIP IN PRACTICE
- 3.1 THE RELATIONSHIP BETWEEN THE LEADER AND INDIVIDUAL FOLLOWERS
  - 3.1.1 The development of individual followers
  - 3.1.2 The quality and effect of leader-member relationships
- 3.2 INTERACTION BETWEEN THE LEADER AND THE GROUP
  - 3.2.1 Dimensions of leadership behaviours
  - 3.2.2 Leader effectiveness in terms of performance and attitudes
  - 3.2.3 Self-management and multifunctional teams
- 3.3 LEADERSHIP STYLE IN AN ORGANISATIONAL CONTEXT
- 3.4 SUMMARY
4 CHAPTER 4: GROUP CHARACTERISTICS AND PROCESSES
- 4.1 GROUP STRUCTURE AND COMPOSITION
- 4.2 STAGES OF GROUP DEVELOPMENT
- 4.3 GROUP PROCESSES
  - 4.3.1 Maintenance behaviours
  - 4.3.2 Task behaviours
  - 4.3.3 Diversity in teams and team innovation
    - 4.3.3.1 Diversity in teams
    - 4.3.3.2 Team innovation
5 CHAPTER 5: GROUP DYNAMICS FROM A SYSTEMS PSYCHODYNAMIC PERSPECTIVE
CHAPTER 6: RESEARCH METHOD
CHAPTER 7: RESULTS AND DISCUSSION: TRAITS AND BEHAVIOURS ASSOCIATED WITH TRANSACTIONAL AND TRANSFORMATIONAL LEADERSHIP
CHAPTER 8: RESULTS AND DISCUSSION: PROCESSES AND DYNAMICS IN THE MANAGEMENT TEAM AND RELATED SYSTEMS
CHAPTER 9: CONCLUSIONS