Instructions

In this unit, you were introduced to the psychological foundations of leadership along with several different models of leadership. Choose a successful leader and write an essay that addresses the major psychological foundations affecting your chosen leader. The leader you choose can be someone you know personally or a well-known leader. Make sure to address the following topics in your essay, as they will lead to the achievement of the unit learning outcomes.

• Explain the foundational leadership traits your chosen leader exhibits. Use specific examples to illustrate your points. [Unit Learning Outcome 1.1]
• Your chosen leader most likely does not exemplify just one model of leadership but may exhibit a mixture of many to create an individualized style. Based on your observations, what are the models he or she exhibits the most? [Unit Learning Outcomes 4.1 and 4.2]
• Why do you think it is important to correlate leadership traits and models? How are these two concepts connected? [Unit Learning Outcome 1.2]

Your essay should be a minimum of two pages with a separate title page and reference page. You must use at least one scholarly source from the CSU Online Library in addition to your textbook as references. Click

here

to access a video from the CSU Online Library to learn how to find peer-reviewed articles. You may also incorporate additional reliable sources if necessary. Your essay should follow APA 6th edition format.

MSL 6000, Psychological Foundations of Leadership 1

Upon completion of this unit, students should be able to:

1. Summarize the major psychological foundations of leadership.
1.1 Describe various foundational traits of leadership.
1.2 Articulate the importance of correlating personal leadership traits and models.

4. Evaluate various leadership models.

4.1 Analyze various leadership models.
4.2 Relate leadership models to a successful leader.

Course/Unit
Learning Outcomes

Learning Activity

1.1

Chapter 1
Unit I Essay

1.2
Unit Lesson
Chapter 1
Unit I Essay

4.1
Unit Lesson
Chapter 3
Unit I Essay

4.2
Unit Lesson
Chapter 3
Unit I Essay

In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit I in the course navigation menu to access the online version of the
assigned chapters.

Chapter 1: What Does It Mean to Be a Leader?, pp. 3–24

Chapter 3: Contingency Approaches to Leadership, pp. 65–88

UNIT I STUDY GUIDE

Leadership Approaches and Models

MSL 6000, Psychological Foundations of Leadership 2

UNIT x STUDY GUIDE

Title

Unit Lesson

Welcome to Unit I! There are many types of leaders in the business world today; some are successful at
leading their team to accomplish organizational goals, while others are not. Leadership is a popular and
sought-after asset in business today. Therefore, it is important to understand what is required for one to
become a good leader and acknowledge the important aspects of leadership. Being that leadership is
complex and often misunderstood, those who are seeking to become effective leaders must possess a desire
to establish meaningful relationships with others while leading with a vision. Daft (2018) describes leadership
as the “ability to support and inspire the people who are needed to achieve organizational goals” (p. 5).

This course covers the history and psychology
of leadership studies, leadership vision,
culture, courage, morals, and values. Our
focus will be on leadership concepts and
theories and correlating that knowledge into
practical use. At the bottom of each study
guide, there will be activities that focus on self-
assessment, goal setting, and overcoming
barriers—all related to how you can apply what
you learn in the course to your everyday life.
The activities are not graded but will assist in
developing your own leadership skills.

Let’s get started, as your next step in becoming a leader awaits.

When we consider the psychology of leadership, the psychodynamic or systematic approach to studying
human behavior, there are a myriad of ways of looking at leadership. The underlining forces that affect
leaders’ ability to lead include their personalities, their feelings and emotions, and how they relate to others.
Leaders’ personal perceptions, values, and beliefs influence the decisions they make in an organization and
the decisions made by those they are influencing.

Not only must leaders understand their own behaviors and what might be best for their organization, but they
must also understand what drives and motivates their followers. Human capital refers to how people vary in
their experiences, learning abilities, and emotions. Each person is different and unique and evolves at his or
her own pace. Leaders must understand that the people they are leading are likely at different levels of their
human development so a one-size-fits-all approach to leadership may not be effective. Understanding the
skills, knowledge, and experiences (i.e., the human capital) of their employees will allow successful leaders to
utilize tools such as coaching to further develop their teams.

Understanding people is just one element required to become a successful leader. Leaders must also
understand themselves and their own experiences, learning abilities, and emotions. Leadership is built on the
leader’s experiences, knowledge, perceptions, values, and beliefs. No two leaders will be exactly alike.
Leadership is constantly changing. Someone who was considered a good leader 20 years ago might not be a
good leader today. In the past, charisma and intelligence were the psychological traits most valued in
leadership. Today, as leaders continue to develop, a new psychology of leadership has emerged that focuses
on effective leaders understanding the values, opinions, and skill sets of their followers. Effective leaders are
those who can shape and nurture the actions of their followers. This differs significantly from the past
psychology of leadership, which was top-down and autocratic in nature.

The psychology of leadership in the 21st century focuses on leaders’ ability to forecast the actions of their
followers through consensus, collaboration, and communication. Leaders who have a solid understanding of
their followers and what motivates them to succeed will be well on their way to becoming successful leaders.
Are leaders born or developed? There are valid arguments on both sides of this question; however, what we
do know is to be successful, leaders need to be fluid and continually evolving.

Leaders have little stability and are in constant change; some refer to this as a fundamental change. One
paradigm shift has been leaders moving from being controllers to facilitators (Daft, 2018). Gone is the belief
that leaders rule with strict enforcements without flexibility. As technology continues to change how we
interact, so has the philosophy of how we think and lead. Some leaders still resist change in many forms.

Daft’s Definition of LEADERSHIP:

“An influence relationship among
leaders and followers who intend real

changes and outcomes that reflect
their shared purposes”

(Daft, 2018, p. 5)

MSL 6000, Psychological Foundations of Leadership 3

UNIT x STUDY GUIDE
Title

“Jim Collins, author of Good to Great and Great by Choice, calls this new breed ‘Level 5 leaders’” (Daft, 2018,
p. 13). These Level 5 Leaders, instead of having strong egos and larger-than-life personalities, seem shy and
unconcerned with being in the spotlight. These leaders focus on the needs of their organization over their own
personal needs (Daft, 2018). These leaders also take full accountability and responsibility for both their own
actions and the actions of their organization. The relevance of this matters because one of the greatest
challenges facing leaders today is the ever-changing world we live in that demands an ever-changing theory
of leadership. All leaders should evolve. Can you think of a good example of a leader who evolved over time
and became better with his or her leadership skills?

To best understand the foundations of leadership, a closer look at the leadership approaches and theories are
warranted. First, we will examine the contingency model. Daft (2018) states that “contingency means that one
thing depends on other things, and for a leader to be effective there must be an appropriate fit between the
leader’s behavior and style and the conditions in the situation” (p. 66). Realistically, there is no one-way-fits-all
model for leaders. What works for one leader may not be effective for the other. Daft (2018) notes that Hersey
and Blanchard broadened contingency through the developmental study labeled situational theory, which
describes four different leadership styles:

S1: directing style,
S2: coaching style,
S3: supporting style, and
S4: entrusting style.

Let it be noted that Hersey and Blanchard’s situational model favors followers’ characteristics with each
quadrant evaluated per particular situation.

Fiedler’s contingency model matches the leadership style (personal characteristics and motivation) with the
most favorable situation posed to a group. This means that personality can play a dominant role in the
situation and the group dynamics. The origin of Fiedler’s theory is to identify your leadership style as being
naturally relationship-focused or naturally task-focused and then to analyze the situation to determine the
most effective leadership style needed to resolve matters (Daft, 2018).

S1: Directing
Style

• Demonstrates
high concern for
tasks

• Demonstrates
low concern for
relationships

• Provides
detailed
instructions

• Closely
supervises
performance

S2: Coaching
Style

• Demonstrates
high concern for
tasks

• Demonstrates
high concern for
relationships

• Provides both
instruction and
support

• Explains
decisions

S3: Supporting
Style

• Demonstrates
high concern for
relationships

• Demonstrates
low concern for
tasks

• Urges creativity
and participation

S4: Entrusting
Style

• Demonstrates
low concern for
relationships

• Demonstrates
low concern for
tasks

• Provides little
direction and
support

Situational model of leadership
(Daft, 2018)

MSL 6000, Psychological Foundations of Leadership 4

UNIT x STUDY GUIDE
Title

An additional theory is the path-goal theory, which states that a leader’s chosen style directly relates to a
reward or compensation (Daft, 2018). The path-goal theory was first developed in 1971 by psychologist
Robert House. Later, in 1996, House updated the major elements detailing the theory. The commonality of
the theory is simply that there are three ways to enable individuals (as illustrated below).

Note that each of these paths are directives through either the supportive, directive, participative, and/or
achievement-oriented leadership approach. For example, companies like Apple give bonuses for good work
in addition to a salary.

Lastly, the Vroom-Jago model “focuses specifically on varying degrees of participative leadership and how
each level of participation influences the quality and accountability of decisions” (Daft, 2018, p. 81). The three
major components of the Vroom-Jago model are:

Help individuals not
only identify their goals
but assist in achieving

them.

Overall performance
will advance quickly

through the removal of
any obstacles.

The objective is to
receive rewards

periodically (too often
will defeat the purpose

of the theory).

Three ways of enabling individuals
(Daft, 2018)

Diagnostic
Questions
to Analyze
a Decision

Leader
Participation

Styles

Series of
Decision

Rules

Vroom-Jago model
(Daft, 2018)

MSL 6000, Psychological Foundations of Leadership 5

UNIT x STUDY GUIDE
Title

The Vroom-Jago model allows the leader’s preference based on contingencies of quality, commitment,
knowledge, and expertise (Daft, 2018). Time, development, and needed adjustments to particular situations
are taken into consideration. Each leadership approach and respective model has a critical role in the
development and understanding of a leader and leadership. A deeper understanding of the characteristics
and styles increases the effectiveness of developing attainable skills to be a successful leader. It is important
to note that most leaders develop their skills and traits over time, trusting their followers and focusing on being
continuous lifelong learners.

Reflecting on leadership approaches and models, we can look at one company that is known for its
leadership: Disney. Walt Disney was an innovative leader. Walt was involved in leadership but also gave
detailed insight for the creative process. Many of the innovations Walt developed still remain today in the
parks, such as the Enchanted Tiki Room and the Carousel of Progress. Many wonder if Walt Disney was ever
really focused on company profits as it seemed he was mostly concerned with creating new and innovative
products. Disney has gone through several different leaders—all with varying approaches—over the years.
Each leader has brought different strengths and weaknesses while overseeing the company. Robert Igor is
the current leader at Disney. While Igor has traits that compare to those of Disney himself, Igor is clearly
using a different approach for his leadership. Igor is mainly concerned with the bigger picture of Disney
Corporation and what it takes to maintain profitability. Igor does not actively participate in the artistic and
creative processes but, instead, relies on others for guidance. Some may attempt to compare Robert Igor, the
current leader, to Walt Disney, the first leader and founder, but the two leaders are different—as are their
approaches to leadership. If Walt Disney was still here with us today, we might see a different leadership
approach and model used by Disney himself. This example illustrates that two leaders can use different
approaches focusing on individual concerns/interests and yet both be successful.

As we conclude Unit I, reflect on the idea that no two leaders are exactly the same. There is not one particular
model or theory that can be applied to every single situation. It is critical that you learn to evaluate all the
information you are learning to practically (and slowly) apply it to your everyday and long-term goals. This
course will hopefully support you in that journey!

Reference

Daft, R. L. (with Lane, P. G.). (2018). The leadership experience (7th ed.). Boston, MA: Cengage Learning.

Nongraded Learning Activities are provided to aid students in their course of study. You are not required to
submit these to your instructor but are encouraged to keep a copy for your personal files. If you have
questions, contact your instructor for further guidance and information.

Apply the Concepts: Take the Self-Assessment!

You might be wondering, “How am I going to use this information?” The first step in understanding how these
leadership concepts pertain to you is to explore what type of leader you are or what type of leadership
qualities you possess. This will support your search and journey in becoming a stronger leader.

To take the Chapter 1 and 3 Self-Assessments, click on Unit I in the course navigation menu, and then click
on Nongraded Learning Activities. Here, you will find different assessment tools. To get the most out of these
tools as you use them, take notes in order to track your progress. Ask yourself:

 What are these tools telling me about my leadership qualities?

 How can I create new goals for myself using these tools?

 What are some things that might motivate me to focus on improving my leadership skills?

Course Learning Outcomes for Unit I
Reading Assignment
Unit Lesson
Learning Activities (Nongraded)
Apply the Concepts: Take the Self-Assessment!