The document discusses authentic leadership theory and research. It begins by defining authentic leadership and outlining its key characteristics. It then describes the four components of authentic leadership: self-awareness, internalized moral perspective, balanced processing, and relational transparency. The document also discusses how authentic leadership develops through critical life events and positive psychological capacities. It notes both strengths and criticisms of authentic leadership theory and provides examples of its application in organizations.

2. 2

Authentic Leadership Description

Authentic Leadership Defined

Approaches to Authentic Leadership
Practical
Theoretical
How
does Authentic Leadership Theory Work?

3. 3
Authentic Leadership (video 4:58)
https://www.youtube.com/watch?v=5go-mT_1QvA
Unprecedented global challenges

Sustainability

Social Issues

Business Competitiveness

Economic Uncertainty

Difficult to motivate people

Work Life Balance

4. 4
Robust Leaders
Innovation and Creativity
Empowering Others
Self Motivated
Self Knowledge
Purpose, Passion
Let go of control
Love

5. 5

Authentic Leadership – focuses on whether
leadership is genuine

Interest in Authentic Leadership
 Increasing in recent times due to social
upheavals
 People longing for trustworthy leaders
 Identified earlier in transformational
leadership research but not studied separately

6. 
Three Authentic Leadership Characteristics:
 ALs
exhibit genuine leadership
 ALs
lead from conviction
 ALs
are originals, not copies
6

7. “A pattern that draws upon and promotes both
positive psychological capacities and a positive
ethical climate, to foster greater self-awareness, an
internalized moral perspective, balanced processing
of information, and relational transparency on the
part of leaders working with followers, fostering
positive self-development.”
Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008
7

8. FOUR COMPONENTS
Self-awareness
Reflecting on one’s core values, identity, emotions,
motives
Being aware of and trusting your own feelings
Internalized moral perspective
Self-regulatory process using internal moral
standards to guide behavior
Balanced processing
Ability to analyze information objectively and
explore other people’s opinions before making a
decision
Relational transparency
Being open and honest in presenting one’s true self
to others
8

9. 

Positive psychological capacities
Confidence
- Hope
- Optimism
- Resilience
Moral Reasoning Capacities
- Deciding right and wrong

- Promoting justice, greater good of the
organization or community
9

10. Critical Life Events
-
Positive or negative

Act as a catalyst for change

People attach insights to their life experiences

When people tell life stories they gain clarity about
who they are

Stimulate personal growth
10

11. 
Strengths

Criticisms

Application
11

12. 
Fulfills society’s expressed need for trustworthy
leadership. Fills a void in an uncertain world.

Provides broad guidelines for those who want to
become authentic leaders. Both practical and
theoretical approaches provide a map.

Like transformational and servant leadership, AL
has an explicit moral dimension.

Unlike traits that only some people exhibit,
everyone can learn to be more authentic.

Can be measured using an established
instrument (ALQ).
12

13. 
The theory is still in the formative stages, so
some concepts in the practical approaches are
not fully developed or substantiated.

The moral component of AL is not fully
explained. It’s unclear how higher values such as
justice inform authentic leadership.

The rationale for including positive psychological
capacities as a part of AL has not been clearly
explained by researchers.

The link between authentic leadership and
positive organizational outcomes is unclear. It is
also not clear whether AL is sufficient to achieve
organizational goals.
13

14. 
People have the capacity to become authentic
leaders. It is a lifelong learning process.

Human Resource departments may be able to
foster authentic leadership behaviors in
employees who move into leadership positions.

Leaders are always trying to do the “right”
thing, to be honest with themselves and others,
and to work for the common good.

Leaders are shaped by critical life events that
lead to growth and greater authenticity.
14

15. 15

Women and Leadership Perspective
Gender, Leadership Styles, and
Leadership Effectiveness


The Glass Ceiling Turned Labyrinth

Understanding the Labyrinth

Women and Leadership Approach

16. 
People have the capacity to become authentic
leaders. It is a lifelong learning process.

Human Resource departments may be able to
foster authentic leadership behaviors in
employees who move into leadership positions.

Leaders are always trying to do the “right”
thing, to be honest with themselves and others,
and to work for the common good.

Leaders are shaped by critical life events that
lead to growth and greater authenticity.
16

17. 
Gender and Leadership
 Popular press reported differences between
women and men …
 Women inferior to men (1977)
Women lacked skills & traits necessary for
managerial success
 Superiority of women in leadership positions
(1990)
 Researchers ignored issues related to gender
& leadership until the 1970s
17

18. Gender and Leadership
 Scholars started by asking “Can women
lead?”
 Changed by women in leadership
Presence of women in corporate & political
leadership
 Highly effective female leaders – PepsiCo’s CEO,
Avon’s CEO, General Ann Dunwoody, etc.

Current research primary questions
“What are the leadership style and effectiveness
differences between women and men?”
 “Why are women starkly underrepresented in
elite leadership roles?”

18

19. 
Meta-analysis (Eagly & Johnson, 1990)
 Women
were not found to lead in a more
interpersonally oriented & less task-oriented
manner than men in organizations
 Only
gender difference - women use a more
participative or democratic style than men
 Additional
meta-analysis (van Egen, 2001)
examining research between 1987-2000 found
similar results
19

20. 
Meta-analysis of male & female leaders on all
characteristics and behaviors
 Women
were devalued when they worked in maledominated environments and when the evaluators
were men
 Females evaluated unfavorably when they used a
directive or autocratic style (stereotypically male)
 Female and male leaders evaluated favorably
when they used a democratic leadership style
(stereotypically feminine)
 Women are adapting by using the style that
produces most favorable evaluations
20

21. 
Meta-analysis of gender differences in
transformational leadership
 Found
small but robust differences between M
and F leaders

Women’s styles tend to be more
transformational than men’s

Women tend to engage in more contingent
reward behaviors than men

Devaluation of women leaders by male
subordinates extends to female
transformational leaders
21

22. 
Meta-analysis comparing effectiveness of
female & male leaders
 Overall
men and women were equally effective
leaders

Gender differences

Women and men were more effective in
leadership roles congruent with their gender

Women were less effective to the extent that
leader role was masculinized
22

23. 
Gender differences

Women were less effective than men in
military positions

Women were somewhat more effective than
men in education, government, and social
service organizations

Women were substantially more effective than
men in middle management positions

Women were less effective when they were
supervised or rated by a high number of males
23

24. 
Women

Currently outnumber men in higher education (57%
of bachelor degrees, 60% of master’s degrees, more
than 50% of doctorates, nearly half of professional
degrees) (Catalyst, 2009)

Make up nearly half of the U.S. labor force - 47.2%
(U.S. Bureau of Labor Statistics, 2010a)

Still are underrepresented in upper echelons of
America’s corporations & political system
24

25. 
Women

Occupy more than half of all management and
professional positions, and a quarter of all CEO
positions (U.S. Bureau of Labor Statistics, 2010b)

Hold only 14.4% of highest titles in the Fortune 500

Represent less than 3% of Fortune 500 CEOs
(Catalyst, 2011b)

Hold only 15.7% of Fortune 500 board seats
25

26. 
•
•
•
•
•
Women in Politics
90 of the 535 seats in the U.S. Congress = 16.8%
17%: Senate; 16.8%: House of Representatives
Women of color occupy just 24 seats (Center for
Women and Politics, 2011)
World average of women’s representation in
national legislatures or parliaments is 19.4%. The
U.S. is ranked 70th out of 188 countries (InterParliamentary Union, March 2009).
High ranking U.S. women military officers = 6.1%
(U.S. Dept. of Defense)
26

27. 27

28. 28

29. 
Human Capital Differences
 Pipeline
Problem - Women have less education,
training, and work experience than men resulting
in a dearth of qualified women.
 Pipeline
is not empty but leaking – Explanation
that women haven’t been in managerial positions
long enough for natural career progression to occur
(Heilman, 1997) – not supported by research
 Division
of labor – Explanation that women selfselect out of leadership tracks by choosing
“mommy track” positions that do not funnel into
leadership positions (Belkin, 2003; Ehrlich, 1989;
Wadman, 1992); not supported by research (Eagly
& Carli, 2004)
29

30. 
Women

are more likely to quit jobs for family-related
reasons and experience more losses after
quitting than men do. (Keith & McWilliams, 1998)

still do most of the childcare and housework
(Belkin, 2008; Craig, 2006)

who use flex time and workplace leave are often
marginalized; taking time off from a career makes
reentry difficult (Williams, 2010)
30

31. 
Women
 Occupy
more than half of all management &
professional positions (Catalyst, 2011), but have
fewer developmental opportunities
 Fewer responsibilities in the same jobs as men
 Are less likely to receive encouragement, be
included in key networks, and receive formal job
training than their male counterparts
 Confront greater barriers to establishing informal
mentor relationships
 Are disproportionately represented in low-visibility
positions, e.g. the “velvet ghetto” of HR
 Are more likely to be put in precarious leadership
situations associated with greater risk and criticism
31

32. 
Women
 Show
the same level of identification with &
commitment to paid employment roles as men
 Are
less likely to promote themselves for
leadership positions than men
 Were
less likely than men to emerge as group
leaders, more likely to serve as social
facilitators
32

33. 
Women
 face

significant gender biases and social disincentives
when they self-promote
 are less likely than men to ask for what they want
 are less likely to negotiate than men
Psychological differences on traits often seen as related
to effective leadership
 However,
leadership is marked by androgynous traits
such as intelligence, social skills, initiative, and ability
to persuade.
 Men
are more likely than women to ask for what they
want (Babcock & Laschever, 2003).
 Negotiations
for higher level positions are often
unstructured, ambiguous, and rife with gender triggers,
which disadvantages women (Bowles & McGinn, 2005).
33

34. 
Explanation for the leadership gap
 gender
bias stemming from stereotyped
expectations – “women take care and men take
charge”

Stereotypes = cognitive shortcuts that influence
the way people process information regarding
groups and group members.

Gender stereotypes include beliefs about the
attributes of men and women and prescribe how
men and women ought to be.
34

35. 
Gender Stereotypes
 pervasive,
to change

well documented, and highly resistant
(Dodge, Gilroy, & Fenzel, 1995; Heilman, 2001)
 men
are stereotyped with agentic characteristics
 confidence, assertiveness, independence,
rationality, & decisiveness
 Stereotypical attributes of women include
communal characteristics
 concern for others, sensitivity, warmth,
helpfulness, & nurturance
(Deaux & Kite, 1993; Heilman, 2001)
35

36. 
Gender Stereotypes
 Pervasive,
well documented, and highly resistant
to change
 (Dodge, Gilroy, & Fenzel, 1995; Heilman, 2001)
 Men are stereotyped with agentic characteristics
 Confidence, assertiveness, independence,
rationality, & decisiveness
 Stereotypical attributes of women include
communal characteristics
 Concern for others, sensitivity, warmth,
helpfulness, & nurturance
(Deaux & Kite, 1993; Heilman, 2001)
36

37. 
Gender stereotypes explain numerous findings
 Women
facing cross pressures to be tough but not too
“manly”
 Greater difficulty for women to be viewed as
effective in top leadership roles (Eagly & Karau, 2002)
 Penalties for women who violate gender stereotypes
(Ex.Price Waterhouse vs. Ann Hopkins; media
coverage of 2008 Hillary Clinton presidental run)
 Decision-makers influenced by homosocial
reproduction, a tendency for a group to reproduce
itself in its own image (Ex. Male leaders choosing
male successors)
37

38. 


How stereotypes affect women themselves
Pressure of tokenism (Kanter, 1977) and being
scrutinized.
Women may assimilate to stereotype OR may counter
the stereotype. Depends on:
• Leader’s self-efficacy
• Explicitness of the stereotype
• Type of task
• Gender composition of the group
• Power of the leader
• Whether stereotype threats are combined
38

39. 
Factors contributing to leadership effectiveness &
rise of female leaders
 Culture of many organizations is changing

Gendered work assumptions are being
challenged

Organizations valuing flexible workers &
diversity of top managers & leaders

Developing effective & supportive mentoring
relationships

Increasing parity in domestic responsibilities

Negotiating for valued positions and resources
39

40. 
Factors contributing to leadership effectiveness
& rise of female leaders

Women’s foray into entrepreneurship

Improving perceptions of women’s leadership by
combining communal and agentic qualities

Adopting transformational leadership style

Becoming more assertive without losing their
femininity
40

41. 
Labyrinth encompasses other non-dominant
groups such as ethnic, racial, and sexual
minorities.

Fulfill promise of equal opportunity by allowing
everyone to take on leadership roles.

Promoting diverse women into leadership roles
contributes to more ethical, innovative, and
financially successful organizations.
41

42. 
Strengths

Criticisms

Application

43. 
Developing a more androgynous conception of
leadership will enhance leadership effectiveness by
giving people opportunity to engage in the best
leadership practices

Research on gender and leadership is productive in both
dispelling myths about the gender gap and shining a
light on aspects of the gender barrier that are difficult
to see and therefore are overlooked

Understanding many components of the labyrinth will
give us the tools necessary to combat this inequality
from many perspectives

Research addresses larger, more significant
considerations about gender and social systems
43

44. 
Leadership researchers should put a greater emphasis
on understanding the role of race and ethnicity (and
other types of diversity) in leadership processes

Researchers should examine the differences in the
impact of race or ethnicity and gender on leadership

Research into gender issues and leadership is
predominantly in Western contexts and should be
expanded into other global regions

Research on gender and leadership should be expanded
to include closing the gender gap at home
44

45. 




Make it easier for women to reach top positions by
 Understanding obstacles that make up the labyrinth
 Initiating tactics to eradicate inequality
Prejudice still a factor and needs to be addressed with
awareness
Women can manage biased perceptions of their
leadership by enacting individualized consideration and
inspirational motivation
Using effective negotiation techniques can enhance
leadership advancement
Changes in organizational culture, women’s career
development, mentoring opportunities, and increased
numbers of women in strategic positions will increase
presence of women in prominent leadership roles.
45