Leadership Theory, Power, and Influence in Practice

Introduction

Leadership, although given considerable lip service by scholars and organizations alike, is difficult to understand without some degree of analysis and introspection. Even when analysis and introspection are applied, however, these efforts to understand leadership clearly require an integral understanding of theory and how theory translates into practice. Using this as a basis for investigation, this paper considers personal understanding and experience of leadership in an effort to provide a more complete understanding of the concept. Through this reflection, it is hoped that the challenges involved in understanding and evaluating leadership — and its overall impact on the organization — will be effectively elucidated.

Leadership Theory

Although the central focus of this investigation is to better understand how leadership can be conceptualized and translated into practice, it is first necessary to consider the theoretical issues involved in examining leadership. To begin, two leadership theories are reviewed: path-goal theory and cognitive resources theory. By examining these two theories, it will be possible to later relate practical instances in which they were applied to address leadership problems in a real organizational setting.

Considering first the premise and context of path-goal theory, Yukl (2006) argues that this paradigm focuses on the leader's development of a specific path for followers to achieve goals. According to Yukl, leaders support and encourage their subordinates by providing them with the tools and resources needed to develop a clear path to success. In this process, situational variables can play a significant role in the overall success that the leader and subordinate achieve. As Yukl reports, under path-goal theory, the effect of leader behavior on subordinate satisfaction and effort depends on aspects of the situation, including task characteristics and subordinate characteristics. These situational moderator variables determine both the potential for increased subordinate motivation and the manner in which the leader must act to improve that motivation. Situational variables also influence subordinate preference for a particular pattern of leadership behavior, thereby influencing the impact of the leader on subordinate satisfaction (p. 219).

These specific issues are important because they shape the methods a leader uses to motivate followers and the responses those methods elicit. Of particular interest in path-goal theory is the idea that the leader can assume a number of different roles in developing the path for followers. As Yukl (2006) reports, leadership under path-goal theory can be supportive, directive, participative, or achievement-oriented. The specific type of leadership employed will have a direct bearing on the outcomes achieved. In this context, the leader must examine the situation and provide appropriate guidance to produce results commensurate with the objectives of the project and organization. Understanding which leadership role to assume will lead to specific outcomes; if those outcomes do not meet organizational needs, leadership will be ineffective.

The second theory examined here is cognitive resources theory. Yukl (2006) reports that "this theory examines the conditions under which cognitive resources such as intelligence and experience are related to group performance" (pp. 235–236). Yukl further notes that the theory accounts for the dynamic interplay among a host of variables: "According to cognitive resources theory, the performance of a leader's group is determined by a complex interaction among two leader traits (intelligence and experience), one type of leader behavior (directive leadership), and two aspects of the leadership situation (interpersonal stress and the nature of the group's task)" (p. 236). In its simplest form, stress moderates the relationship between the leader's intelligence and the performance achieved by followers.

What is perhaps most interesting about cognitive resources theory is that it highlights the importance of individual characteristics and experience in shaping leadership action. While the theory recognizes those individual cognitive and experience variables, it also acknowledges that external variables — most commonly stress — will impact the leader's ability to perform and, in turn, the outcomes achieved by subordinates. This theory offers a compelling explanation for why otherwise experienced and competent leaders face difficulties when placed in new leadership positions. A lack of experience in a particular role, coupled with external stress from the organization or subordinates, can markedly impair a leader's effectiveness. Conversely, matching a leader to a position in which he or she has prior experience and reducing overall stress can significantly improve leadership outcomes.

Power and Influence

While leadership theories are important for understanding the translation of theory into practice, other key concepts must also be considered. Specifically, power and influence have significant implications for the leadership behavior employed and the outcomes achieved. Examining these concepts in theory provides a more complete understanding of how they affect leadership in practice.

Considering first the concept of influence, Yukl (2006) argues that influence is an essential component of leadership. Leaders must be able to influence others in order to effectively carry out ideas and programs. Although this description suggests a positive process in which the leader encourages a follower to engage in a specific behavior or embrace change, the process of exerting influence can have a number of different outcomes: influence can lead to commitment, compliance, or resistance depending on the nature of the request, the character of the leader, and the specific environment in which the request occurs. Yukl further argues that the variables mediating influence will also shape individual response. For instance, if an individual is promised a tangible reward for a behavior, he or she may be more committed to fulfilling the leader's request. Internalization of the request and personal identification with it can also affect the degree to which the leader is able to influence the follower.

Integrally tied to influence is the concept of power. Describing power, Yukl (2006) observes: "Power involves the capacity of one party (the agent) to influence another party (the target)" (p. 146). Yukl goes on to argue that power has a number of different sources, each of which affects the type of influence exerted and its overall impact on the target's behavior. Reward, coercive, legitimate, expert, and referent power are all sources that can be drawn upon to create influence. Reward power produces commitment based on the individual's desire to obtain a benefit; coercive power, by contrast, prompts the target to perform a behavior in order to avoid punishment. Thus, the type of power employed has direct ramifications for the experience of those being led.

Conclusion

From these observations, it was argued that without a definitive understanding of leadership in practice, leaders must take deliberate steps to develop consistency and cohesion in their approach. Developing a personal leadership paradigm and cultivating a grounding in organizational ethics appear to be the most effective means by which emerging leaders can prepare themselves for the practical challenges of leading in real-world environments. These techniques will inform my own ongoing efforts to develop effective leadership practice throughout my career.

Yukl, G. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.