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РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное
автономное образовательное учреждение
высшего профессионального образования
«Южный федеральный университет»
Учебное пособие
по курсу
КРЕАТИВНОЕ ЛИДЕРСТВО
(на английском языке)
ИУЭЭСС
Ростов-на-Дону
Издательство Южного федерального университета
2018
ББК 65.290 – 2 Я 73
Корсакова Т.В. Креативное лидерство. Учебное пособие (на английском языке). – Ростов-на-Дону: Изд-во ЮФУ, 2018. – 85с.
В данном учебном пособии представлен материал на английском языке для занятий по курсу «Креативное лидерство», который дает представление о современных тенденциях развития организаций, функционирующих в условиях динамичной внешней среды, нуждающихся не в руководителях прежней формации, а в лидерах, обладающих видением будущего своих организаций и навыками лидерства. Рассматриваются вопросы руководства и лидерства, власти и влияния как инструментов лидерства, а также вопросы использования и развития на новом уровне сложности многих принципов лидерства, сформулированных классиками различных школ и течений. Использование представленных материалов позволит студентам усвоить способы построения конкретных моделей лидерства; овладеть умениями практической реализации способов данной деятельности; приобрести способность ориентироваться в ситуации возрастающей скорости изменений во внешней по отношению к организации среде. Учебное пособие соответствует Федеральному государственному стандарту высшего образования третьего поколения.
Предлагаемое пособие рекомендуется для студентов, обучающихся по направлению подготовки 38.04.02 «Менеджмент».
INTRODUCTION ………………………………………………………………..4
Chapter I. BACKGROUND OF LEADERSHIP AND CREATIVITY…………..6
1.1. Foreign Researches on Leadership………………………………………....6
1.2. Domestic Researches on Leadership…………………………………….....9
1.3. The Concepts of Creativity………………………………………………..12
QUESTIONS TO CHAPTER I………………………………………………….15
Chapter II. MESSAGES TOWARDS LEADERSHIP…………………………..16
2.1. The attention to the leader's roles……………………………………………16
2.2. The sensitivity to pitfalls…………………………………………………….19
2.3. Keeping the balance………………………………………………………….22
2.4. Evading bad behavior………………………………………………………..24
2.5. Developing a team…………………………………………………………...26
2.6. Regarding the attitudes……………………………………………………....29
2.7. Attention to group roles………………………………………………………30
2.8. Forming the links……………………………………………………………..32
2.9. Meeting the Demands of the Job……………………………………………..36
QUESTIONS TO CHAPTER II…………………………………………………. 38
Chapter III. CREATIVE LEADER AS THE SUBJECT OF CREATIVE ECONOMICS…………………………………………………………………… 40
3.1. Mindset change in digital era………………..………………………………40
3.2. Foreground activities of the leader…………………………………………..57
3.3. Creative leader's role in change-management……………………………….63
3.4. Check-lists of creative leader………………………………………………..81
CONCLUSION…………………………………………………………………..85
READINGS……………………………………………………………………...86
INTRODUCTION
The growth of technology and machine intelligence has reformed society in the past decades. This new interconnected and symbiotic world has given rise to new societal and global challenges, and leaders must face this head-on by using bold and creative solutions. The manager's profession as a static one that is implying operational supervision is over now. In the 21st century, there is only a place for the managers who see their profession in dynamics. The dynamics of the head is to project the design of the organizational environment consciously, to manage processes, projects, customer relations, quality, cultural patterns and so on. Anyone who initiates systemic changes in a company can be called a "leader" in contrast with the one who "looks after how things are going”. The expansion of connectivity and efficiency asks innovators to bridge the gap between natural and man-made ecosystems. Disruptive leaders tackle these large-scale global issues using systemic approaches to local solutions, which require intimate and empathetic knowledge of the contexts, needs, and culture.
The phenomenon of leadership has been an object of scientific and practical interest for a long time. It is studied by sociologists, psychologists, experts in the field of management, yet a common understanding of the content of this phenomenon and the mechanisms of its formation still does not exist.
Leadership as a social phenomenon accompanies humanity throughout its existence. When the group consists of more than two people there can be a situation of one person is leading and others follow him. The leader has a significant influence on the processes of self-organization of the group, the formation of group norms and values, on the behavior of followers. In this regard, leaders and the phenomenon of leadership traditionally attract the attention of researchers.
The words "leader" and "leadership" are formed from the Anglo-Saxon root of "lead" ("road", "way"), which comes from the verb "leader", which means "traveling", "go". Thus, the leaders were people who showed the way. At present in ordinary language a leader is understood as a) a person who is more successful than others in any activity; b) a sports team with more wins or points; c) a ship leading a group of ships, etc. However, the concept of "leadership" in business is associated with a more or less organized group of people united by a common goal, values, interests, etc. The member of the group, who is able to arrange it for the implementation of activities, to unite the participants on the basis of their common interests and to maintain their commitment to shared values is recognized as the organizational leader. He is endowed with the right to make group decisions and to organize joint activities by the group.
However, after centuries of very intensive research development of this problem, there is still no single scientific interpretation of leadership by now. At the heart of this is the understanding of the complexity of the discussed phenomenon, the multi-dimensionality of both its aspects of the study and the real forms of functioning. This textbook summarizes the theoretical and practical positions in the field of leadership accumulated in the world and domestic science and practice.
The first part of book "Leader as the Subject of the Innovative Economy" systematizes the corresponding notions about the laws of the formation of "creative leadership" in conditions of growing uncertainty and the speed of changes in the economy.
In the second part "Formation of personal qualities of the creative leader" the features of the creative leader at the organizational and interpersonal level are considered, on the base of taking into account the necessity of constructing of innovative space and ensuring the effective functioning of the organization.
In the third part “Creative Leader as the Subject of Creative Economics” the mindset change in the digital era is established and foreground activities of the leader are described. Besides, the creative leader's role in change-management is characterized. The check-lists of creative leader are suggested.
Materials for additional reading on the topic of the course are presented.
The Concepts of Creativity
So, we have learned much of leadership's background. But, if we are talking about "creative leadership" and we mean that this particular creative capacity act as the factor that makes the manager the leader, we are to study concepts of creativity.
Bur first of all let’s consider the terms of “creation” and “creativity” because they are supposed synonymous. In part, this overlap of terminology is affected by the ambiguity of English "creativity", translated both as "creativity" and as "perpetration", depending on the context and field of study. But even in the scientific literature, the definition of creativity is widespread not at the procedural aspect (mechanism), but at the aspect of the result (creating a new one).[23] In such cases, researchers turn to the psychology of creativity, correlating various facts, conclusions or problems with various aspects of creativity, and not only with the perpetration.
Thus, G. Pirov believes that the term "creativity" means both creative activity and ability to fulfill such activity (creativity).[24] Thus, we’ll take as the basis two generally accepted definitions in psychology, “Creativity is the level of creative endowments, creativity, which constitutes a relatively stable personality characteristic. Initially, creativity was considered as a function of intelligence, and the level of development of intelligence was identified with the level of creativity. Subsequently, it was found that the level of intelligence correlates with creativity to a certain limit, and too high intellect interferes with creativity. At present, creativity is seen as an irreducible function of an integral personality, dependent on the whole complex of its psychological characteristics. Accordingly, the central direction in the study of creativity is the identification of the personal qualities with which it is associated.”[25] “Creativity is an activity, the result of which is the creation of new material and spiritual values. Being essentially a cultural and historical phenomenon, creativity has a psychological aspect: personal and procedural. It assumes the person's abilities, motives, knowledge, skills thanks to which a product is created, which are distinguished by its novelty, originality, and uniqueness. The study of these personality traits has revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the individual's need for self-actualization, in the disclosure and expansion of his creative capabilities”.[26]
Of course, creative acts have emerged when the humans appeared. The concept of creativity appeared much later and followed the development of human culture. The beginning of the scientific study of creativity is tightly connected with the name of J. P. Guilford who correlated the physiological response of a person fulfilling a creative task with the ability to comprehend the entire diversity of phenomena of reality, their properties and the connections between them (divergent thinking). [27]
He was not alone and many scholars performed the efforts to explore creativity. They took into consideration that creativity depended on being practiced. On that basis Alex Osborn[28] invented brainstorming - a group creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members. He had been working on the idea for several years, from 1942 when he had published the book “How to “think up” till 1954 when he had created the Creative Education Foundation (CEF) for the dissemination of this technology.
In the same years, Genrikh Altshuler[29] started with the “Theory of Inventive Problem Solving”, better known as TRIZ. He discovered the basic laws of the invention and showed that the process of creating is managed. This process requires the correct organization of thinking, overcoming psychological inertia, striving for an ideal solution, resolving a contradiction hidden in any non-standard problem. TRIZ is recognized all over the world and is used to solve creative problems in many areas of human activity.
In 1960 the thought that the extreme elusiveness of new ideas showed that they are not necessarily born as a result of a logical process led Edward de Bono to create a theory of "Lateral thinking".[30] Lateral thinking is a process of processing information related to creativity and leads to the creation of innovative ideas.
Questions of the development of creativity attracted the close attention of scientists. Various assumptions were made about a decisive role of human qualities. It was obvious that creativity is associated with a person's special ability to use the available information rapidly and in different ways. T. Ribot[31] in his book "Creative Imagination" singled out that creative imagination is a very important and necessary ability of a person to anticipate future events, to foresee the results of his actions, etc.
Many scientists were interested in the development of the creative potential of the individual. In particular, E. Yakovleva[32] developed a mechanism for developing creative potential through emotions. The universality of this mechanism lies in the fact that it leads to the development of creative thinking, to the intensification of creative manifestations in various areas of life activity, to the increase in the level of intellectual development, self-respect and to efficiency.
Mario Livio,[33] an astrophysicist and an author of works that popularize science and mathematics, focuses on curiosity in his latest book. He assumed that as people engaged in increasingly complex of activities; they explore their new environments and acquire fresh knowledge. Curiosity drives them along a path that increases knowledge and involves a well-suited decision process that maximizes learning and facilitates the discovery of causal links. Their inquisitiveness assigns the value to compete tasks based on the potential of these tasks to enable discovery.
QUESTIONS TO CHAPTER I:
1. How is the term “Leadership” understood in modern business?
2. What foreign scholars of the 19th century developed leadership theories?
3. What styles of Leadership K. Lewin defined?
4. How is the leader characterized in Robert House's theory of Charismatic Leadership?
5. What is Hersey and Blanchard's Situational Leadership style?
6. How can Entrepreneurial Leadership be defined?
7. What is domestic authors' point of view to the differences between management and leadership?
8. What is the notion of identification by R.L. Krichevsky?
9. What is the difference between the terms of “creation” and “creativity”?
10. What is “divergent thinking” by P. Guilford?
11. What is a group creativity technique - brainstorming invented by Alex Osborn?
12. What are the basic laws of TRIZ?
13. What are the main ideas of a theory of "Lateral thinking" by Edward de Bono?
14. What is a mechanism for developing creative potential through emotions?
15. What is a mechanism for developing creative potential through curiosity?
Sensitivity to pitfalls
The Five Dysfunctions of a Team is a business book by consultant and speaker Patrick Lencioni first published in 2002. It describes many pitfalls that teams face as they seek to "grow together".[36] This book explores the fundamental causes of organizational politics and team failure. Lencioni reveals the five dysfunctions which go to the very heart of why teams, even the best ones, struggle often. He outlines a powerful model and actionable steps that can be used to overcome these common hurdles and build a cohesive, effective team.
People working together toward a common goal are bound to lead to issues because every individual brings slightly different goals, aspirations, skills, and more to the table. While that is the great strength of a team – its diversity – it can also be its biggest weakness.
Absence of trust:
The first dysfunction on the list is simply having team members who are unwilling to trust each other or the leader. The natural tendency for many people is to be as self-reliant as possible, mostly because this is their job and they want to control their own fate. Trusting a team member or the leader with part of their job they feel risky because they could be seen in a bad light if things don’t work out. However, making team members trust each other is an important part of long-term success. It doesn’t do much good to have assembled a team if that team is unwilling to support each and rely on each other for anyone to tackle a small piece of the overall puzzle. Building trust is a challenge that every manager must face, but it is something that needs to be done in order to foster a successful and healthy team environment.
Fear of Conflict:
Many people view conflict as always being a bad thing when that isn’t necessarily the case. While to have many conflicts within a team is certainly bad a healthy amount of debate and discussion can lead to the best possible outcomes. Great ideas are often borne from two or more people standing firm on their ideas and opinions and trying to convince others to take the way. If it happens new ideas can emerge that might be better than any of them had thought of previously. That healthy debate is often lost within a team that would rather pretend that they all agree for the sake of avoiding conflict and keeping everything friendly between team members. It is the job of a leader to develop a culture that makes people comfortable with the idea of minor conflict in the name of learning and innovating. Striking a balance between healthy conflict and constant bickering is something that a good leader will need to do.
Lack of Commitment:
Members of a team need to be fully committed to the task at hand. Too often, people working within an organization don’t really want to be part of the team they have been assigned to. And they fake their interest and concern for the team as a whole. Success is never going to be truly achieved when certain members of a team aren’t interested in giving their full effort to a project.
The solution to this problem - is to make sure that each member of the team understands how important his role is, and how important the whole project is. Most people are naturally going to be concerned with what this means for them and their career at first. So the main task of the leader is to identify ways that each individual can personally benefit from the success of the team.
Avoidance of Accountability:
Within a team, there should be mutual accountability that helps to keep everyone moving forward towards a common goal. Not only should team members be accountable to the leader of the group, but they should also feel like they are accountable to each other and themselves. This again comes back to ownership of the project and ‘buying-in’ of the process as a whole.
Standards should be high for any project that the team is engaged in. However, when no one is being held accountable properly for the work they are doing (or not doing) it puts everyone on a path toward poor performance and sub-standard work. Healthy teams will be able to hold each other accountable throughout the process and may not even need much from the leader in terms of motivation or management because they are successfully handling those functions among themselves.
Inattention to Results:
The main objective should always be a success for the team but not for either any person's financial or ego purposes. While person's benefits can often be realized from being part of a successful team, the focus should start and remain on meeting the goals of the team first, with person's aspirations put on the back side. When a team is made up of a group of individuals who are only focused on making sure that their individual needs and goals are met, the overall picture of the team is not likely to be a successful one.
So, these dysfunctions of a team are a great picture of what can go wrong with a team that has been built to work toward a specific goal. Any good leader must be able to watch out for signs of these problems so they can be mitigated as quickly and successfully as possible. While it might not be realistic to avoid all these issues for the complete term of a project it is necessary to maintain a healthy team atmosphere as much as possible. Teams that are able to stay away from these five dysfunctions are the ones that are on a direct path for optimal performance.
Keeping the balance
Leadership is a complicated point at issue that takes on a variety of roles and functions within any organization. The leader needs to be flexible in order to accomplish his objectives successfully. One of the challenges that come with being a leader is deciding just how to go about the job and what management styles are going to be most successful in the organization.
Julian Birkinshaw offers dimensions of key management processes and practices in the book “Reinventing Management: Smarter Choices for Getting Work Done” Each dimension has two opposing principles – beliefs about the way something works or should work. These principles underpin the routine actions that the leader takes. These principles underpin the routine actions that the leader takes. All actions based upon these principles form a scale of management style. One end of the scale is meant to represent the traditional style of management, while the other one - modern style of management. These scales are considered in four styles: Managing Across; Managing Down; Managing Objectives; Managing Individual Motivation. Within each of these scales, there are some dimensions.
Managing Across:
On one end of this style there is bureaucracy (the traditional form of management) and on the other end is emergence. With bureaucracy, most people are dictated by strict rules and guidelines that have been put in place to govern the whole organization. There is very little room for creativity or flexibility. Emergence is the style where much of the power is put into the hands of the individual managers to be independent. Most people would prefer working under these conditions as they are free to make more choices and not live by the rules that have been set forth. However, emergence isn’t going to be the best choice for all organizations as it could potentially lead to a chaotic feeling throughout the company.
Managing Down:
The one end of the spectrum under this style is hierarchy and the other one -collective wisdom. In the first case, it is the way that most organizations make decisions. The higher manager will win out with this style in any disagreement or dispute. All the other persons take the ladder’ scenario and employees set up their careers to achieve management positions and the power. But the good ideas that those lower in the hierarchy might have to offer will be lost within this style and it hurts the organization in the long run. In the style of collective wisdom, everyone is welcome to help make decisions and offer up ideas. But the decisions can be slow and tedious to come by when there is input from so many different sources.
Managing Objectives:
This style is spreading from alignment to obliquity. Alignment is the traditional method of goal setting. And all people are being tasked with working specifically toward accomplishing that goal. The style of obliquity, on the other end, is a less-direct method of goal setting which promotes creativity, as the team members have the freedom to chart their own path in terms of reaching the goals that have been set.
Managing Individual Motivation:
The two ends of this scale are presented as extrinsic and intrinsic motivators. It is known widely that the most common motivating factor at work is an extrinsic motivation - money. But such stimulator can also be negative, such as the threat of losing a job or being demoted. And intrinsic motivation can actually be even more powerful than extrinsic. The challenge is to find the right balance of motivating factors for each of team members. It is the most difficult part of leadership keeping individual members of the team motivated from start to finish.
Evading Bad Behavior
Psychologists James Waldroop [37] and Timothy Butler [38] identified a number of behaviors that commonly hurt people's careers. They have aimed to help managers everywhere by identifying six of “problem behaviors” along with their traits. They admonished if the leader sees any of named six problem behaviors to become present in members of his team, taking quick action will be the best option before their behavior becomes a detriment to the group as a whole. But how can the leader steer them back in the right direction without coming across as a dictator at the same time? The authors suggest several patterns of employees' behavior for the leader to be very attentive.
The pattern of “Hero”:
It might not seem like such a bad behavior at first. “Hero” is the person who is going above and beyond what is expected to try and get the job done. However, there can be such a thing as trying too hard, and it can be detrimental in the end. If the leader has a “hero” personality on his team, he’ll need to watch out to make sure that he isn’t burning himself out – or burning out the people around them. Naturally, this is a tricky situation for a leader because the last thing he wants to do is to discourage the person from achieving great things for himself and for the organization. Having conversations about good work-life balance is a place to make sure he understands that while you appreciate his efforts you are also concerned about his career success.
The pattern of “Meritocracy”:
Meritocracy - it is the authority r of the most worthy in the intellectual, moral and other relationships. Within any organization, there is a team member who felt like he is always right and doesn’t want to waste time explaining his decisions to others. This problem behavior is a challenge because this person feels like he is above the rest of the team, and his ideas should just be used without any discussion or debate. The difficulty here for a leader is that the person may, in fact, be right – so the leader doesn’t want to squash his ideas just because of an abrasive personality. That is why the only way out is to coach him into working more collaboratively with the rest of the team and to explain that his ideas will really be welcomed and accepted if he engages in real discussions with other members of the group.
The pattern of “Bulldozer”:
The profile of a “bulldozer” personality in the office isn’t radically different from the meritocratic outlined above as this person is someone who is going to make enemies along the way just through their aggressive style. He, of course, might be a valuable employee that brings plenty to the team – although he makes everyone else angry at the same time. Being able to walk the line between this employee and the rest of the team is a challenge, so the leader must make sure to work with the person who is showing bulldozer tendencies and try to soften this approach.
The pattern of “Pessimism”:
A pessimist on the team is going to think that every idea is a bad one and that every new initiative will fail, that there isn’t enough time to finish, etc. This person can be harmful to the team because their negative attitude can spread upon and the rest of the team will share this bad outlook. Even if the pessimist has good intentions and actually is a hard worker, his attitude will turn this into a liability of the leader within the group. When dealing with this situation, it is important to get to know the person and figure out why it is that he is so negative. If he is going to work on his outlook and try to see things from a more moderate perspective going forward, he could go on to remain a valuable member of the team.
The pattern of “Rebel”:
The “rebel” is a person that automatically fights against authority in any case. He likes to question authority at every opportunity and to go against. Being critical towards the authority he'll never explain his negative approach. This negativity is infective and could affect others. Rebels have the ability to change the organization for better or worse. From the other side, having people within the team who aren’t afraid to challenge authority is sometimes better than having a group of conformists. When kept under reasonable control, a person with a slightly rebellious attitude can actually be an asset.
The pattern of “Home Run Hitter”:
James Waldroop and Timothy Butler called their last pattern "the home run hitter". They take into consideration that this is a person who throws hard punches to make a big splash – even if he is overstepping the bounds or making choices that might not be in the best interest of the team as a whole. Challenge for the leader is there in the need to arrange the good discipline and accountability for not to push person's bad traits too far.
Developing a Team
The development of a team is a process that takes time to come together successfully. Any manager who is even moderately experienced in leadership understands that he can’t simply put a team together and expect them to work together perfectly right from the start. It takes time to grow into the roles that each person will fill, and for the group to gain momentum working in the right direction.
An interesting tool to meet this challenge was developed at Procter and Gamble and published in a company newsletter in 1972. The original document was written by G. O. Charrier[39] to help group managers to understand better the dynamics of group work for improving efficiency. It is still highly relevant today and it is something that every leader should understand. There are five stages of group development highlighted as part of the “Gog’s ladder”.
Polite Stage:
This is the point in the process where the group is just getting started, and getting to know each other. As the name would indicate, the interactions between team members tend to be rather friendly at this point, and there are no major conflicts to be resolved. While this can be an enjoyable part of the process because it is low-stress and everyone is getting along nicely, it won’t likely be the most productive part of the group’s growth.
Once the members of the group become more comfortable with each other – and more willing to debate and stand up for their own ideas – productivity should benefit as a result. However, the polite stage is a necessary part of the development process because it lays the groundwork for what is to come. People who don’t know, or trust, each other can’t be expected to work together productively, so the polite stage gives them a chance to get to know one another and develop the trust that will be crucial later on.
Assignment stage:
Things are starting to ‘come together’ at this point in the process. Now that everyone is comfortable working together, some more specific goals and assignments can be set. While the group still might look more like a collection of individuals than a cohesive unit, it is starting to be more productive and get down to the business of doing whatever it was that brought them together in the first place. Team members should have a much better understanding of their purpose and place on the team at this point as well. Successfully reaching this stage should position the team nicely for being successful in the stages ahead.
Power Stage:
As the team develops and starts to evolve, the power stage is reached. This is the point where various members of the team are positioning themselves for leadership roles among the team, and conflicts start to arise. The conflict at this point in the process doesn’t have to be a bad thing, as long as it is constructive in the end and ideas are being shared. The individuals that make up the team probably still don’t feel ‘connected’ to the team concept, in large part because they are still battling for power and position with their peers.
What happens in the power stage will determine much of the rest of the team experience, as the roles become defined and people settle into their position as part of the group. Much of this can happen naturally without the direct input of the leader. Even without appointing specific people to be in charge of portions of the group, those things will occur naturally through the course of day-to-day interaction.
Cooperation Stage:
Finally, the group begins to really come together and work more as a unit than just a collection of individuals. Instead of conflicts within the team, the group battles against other parts of the organization. With the power battles, the teamwork is being greatly improved and the group as a whole is accepting more of new ideas and points of view.
One negative effect of this stage is the difficulty that can be experienced when a new member is introduced. The existing members of the team have grown successfully together by this point and will likely resist having anyone added to their group at this moment. Nevertheless, this does signify progress in terms of team building.
Ambiance stage:
Only successful groups will reach this final stage, but it should be the goal for every group that is formed within an organization. At this point, the team is working perfectly together and the goals of the individuals are put second behind the objectives of the team itself. The team starts to see itself as something of a family and the members of the team trust each other completely when it comes to getting things done correctly.
As a benefit of the trust that exists, creativity may increase as members of the team are more comfortable taking chances and trying out new ideas. It is the goal of the leader to see his team reach this level of cooperation and motivation. The results of this achievement can be powerful as the team may be able to do more than was ever expected when first starting out.
All the teams follow along with this ladder. Understanding Cog’s Ladder and what it means for the development of a group dynamic within the organization is a powerful tool that the leader can use to help get the most out of every individual and the team as a whole.
Regarding the Attitudes
During the period from the 1970s to the present time, the scientists have been focusing upon the effects of leader behaviors on employee attitudes, motivation, and team outcomes. It brought to nascent of the Leader – Members Exchange Theory (LMX theory[40]). According to the theory, leaders form the strong trust, emotional, and respect-based relationships with some members of a team, but not with others. LMX theory claims that leaders do not treat each subordinate the same. The work-related attitudes and behaviors of those subordinates depend on how they are regarded by their leader. The message of the necessity to work with the person through three different "relationships" is promoted by this theory.
Role-taking:
This is the very start of the relationship when both the leader and the members of the team are just starting to get to know each other. Naturally, the members won’t bear very much responsibility at this point in the process, and their tasks will be relatively simple and limited in scope. It is during this period of time that the leader will be able to observe what the member is capable of and then use that information to hand out future responsibilities.
Role-making:
At this point, the relationship is at its critical stage where the member will either earn the trust of the leader or lose it. The leader can put the member into one of two categories: “in-group” or “out-group”. Those who land in the “in-group” are trusted by the manager and are likely to increasingly earn promotions and further responsibilities. Those pushed into the “out-group” tend to get stuck where they are, doing the same tasks over and over again.
Routinization:
Finally, a routine is established in which the leader and the member of the group generally know what to expect from each other. Those who are in the in-group will tend to remain in that position even if their actual performance isn’t worthy of the position. On the other hand those who are in the “out group are now going to have a hard time breaking the routine and impressing their manager. They fall into the out-group routine of doing the same thing day after day often end up leaving the group or asking for a new position within the organization to get away from the leader who has given up on them.
The ideas put forward in this theory are important messages for the leader: if there are subconscious decisions being made that are categorizing members on potentially incorrect grounds, it could be compromising the overall potential of the group. Ideally, the evaluation of members must be strictly on objective grounds that leave personal feelings and opinions out of the mix. One of the best things any leader can do is make sure that he is being fair to all of their employees to the best of his ability.
Attention to Group Roles
It is apparent that each member of the team adopts his own role in order to contribute and use his skills in a way that is beneficial to the goals of the entire team. Teams who are able to accomplish their goals on a regular basis usually have a healthy mix of the various team-roles that were identified by Dr. Meredith Belbin.[41] He grouped all roles into three categories.
People Oriented Roles:
- Coordinator. This person will take a leadership role within the team and be the person whom everyone else on the team feels like they can talk to when problems come up. Even if a higher-ranking manager is overseeing the project, most teams need someone like this to step up and lead the day-to-day activities of the group. Usually, this is a person that everyone on the team respects and will listen to.
- Team Worker. This one really holds the group together and is willing to sacrifice personal achievement or accomplishment for the better good of the team. Every good team has at least a few people who fall into this category although they don't make decisions.
- Resource Investigator. This member of the team is curious about new ideas and loves to think non-standard. This person is liked by the rest of the team and is comfortable with communicating with people on and off the team in order to get the answers and information that is needed.
Action Oriented Roles:
- Shaper. That is someone who is going to take the lead on many projects and do their best to extract the best possible performance from the team. The status quo isn’t going to be good enough for this person, and he doesn't mind being confrontational when necessary to see his vision come to life. Of course, if there are many of shapers in the team there will conflict arise, but it is good to have a couple of them for motivation and innovation.
- Implementer. This role is absolutely essential to reaching milestones and completing projects. This person usually enjoys the challenge of the process and will be detail-oriented in getting the job done right.
- Finisher. Deadlines usually serve as strong motivation for this person while others of the team may not appreciate their level of worry over getting everything done in a timely manner. However, a detail-oriented person is invaluable when it comes to confirming the quality of the work done.
Thought Oriented Roles:
- Plant. This role is crucial to innovating and keeping the organization moving ahead and it is vital on a team. Though the person taking this role comes up with the latest and greatest idea, he might not always understand that some of his ideas aren’t practical and the participants won’t necessarily work within the constraints given as far as timeline or budget.
- Evaluator. This person usually takes the ideas that are generated within the team and puts them to the practicality test. It is just the role to sort the good ideas from the others.
- Specialist. This is a person who has a specific skill set to be ready to jump into action and take the lead. While specialization is their strength, it can limit their versatility and usefulness to the team when their particular skill is not in demand.
One of the first things that members of a newly-formed team need to do is figure out where they fall in with the rest, and what role they are going to take on. These roles usually develop naturally over time, depending on the makeup of the team and the specific task at hand. A good leader will observe the roles that are being filled on the team, and step in when necessary to balance out the composition of the group.
Forming the Links
The system approach assumes that a good team is about more than just the sum of its members, it is a result of great teamwork and leadership that creates an environment of productivity and creativity. The central factor of success in the context of leadership is how much the leader and members of his team are capable of forming connections - both internal and external.
The Margerison-McCann Team Management Profile[42] is a tool that leaders and can use to develop their skills in the formation of such links. This model is very popular in the world as it allows creating a specific command structure related to business specific. The interdependence of team members is also taken into account.
The authors of the model describe the functions that must be performed for the qualitative realization of the task. Command roles are distinguished on this basis. Identification of team roles is based on the individual qualities of team-members and on their propensity to perform certain functions. The entire management process is divided into nine working functions:
1. Advising;
2. Innovating;
3. Promotion;
4. Developing;
5. Organizing;
6. Producing;
7. Inspecting;
8. Maintaining;
9. Linking.
The last one combines all function because it is exactly the area of coordination activities named the Team Management Wheel. Based on these functions, the following team roles are distinguished (Table 1):
Table 1.
Team roles
| Task Types | Team Roles |
| Counseling: - Obtaining and providing information. - The work with external and internal connections. | Reporter - Adviser: - Collects information. - Makes information accessible and understandable to others. He is the person within the group who is adept at consolidating information and passing it out to the rest of the team. He wants to make sure everyone is informed as much as possible so that they can make smart decisions with accurate information. Having a person like this on the team is important because it helps to keep the team working as a group instead of as a collection of individual employees. |
| Innovator. - Nominates new ideas, their implementation. - Prepares to cultivate problems, insight, critical verification. | Creator – Developer: - Has a broad view, orientation to the future, readiness to listen and to perceive information, aspiration for improvement. - Is able to go beyond the standard solutions. This is often the person that gets things going by presenting new ideas to the group that can be discussed and pursued further. One of the important elements to the group dynamic is that these kinds of people feel like they have the freedom to present their ideas in a welcoming and open environment. When the group dynamic is such that it restricts ideas and innovation, creativity often suffers as a result. |
| Stimulation. - Handing over to customers and key stakeholders inside the organization and outside. | Explorer – Promoter: - Quickly catches what is happening, initiates change. - This is a team member that isn’t just going to settle for the simple or basic plan – they are going to work toward new ideas and possibilities that might have been missed by the rest of the team. He is enterprising, energetic, and able to work in several areas simultaneously. He possesses the skills of persuasion. |
| Development. - Planning, preparation and development. | Assessor – Developer: - Promotes ideas and introduces innovations. - He is inclined to project activity and is able to work perfectly with the ideas of others. He is motivated by putting things into motion and making them a reality than just the development of the idea itself. |
| Organization. - Settlement of issues of interrelations between people and tasks according to factors: Internal technical facto; External technical factor; Internal human factor; External human factor. | Coordinator – Organizer: - Makes decisions easily, focuses on goals, objectives, timelines and budget constraints. - He helps keep progress moving and trying to reach completion as soon as possible, takes the ideas and initiatives from other people within the group and works on making them come to life in an efficient and effective way. This is a person that usually gets satisfaction from seeing results of the work he has put in and overcomes conflicts. |
| Production. - Development and implementation of systematic structured methods that allow people to carry out regular activities. | Concluder – Producer: - He is practical, rational, concentrates on real problems and projects. - He observes deadlines and plans. - He is focused on systematic methods while there is a need for a clear structure and distribution of responsibilities. - He can perform the same job for a long time, can resist changes and enjoy getting everything finished up nicely. |
| Control. - Control of regulatory activities. - Attention to details. | Controller – Inspector: - Research activities. - While this person does not tend to advance his achievements, he is able to handle all the details and be motivated by this kind of work. He fits into the control spot on the wheel because he will pick up on small points that others have missed along the way and will make sure those things get taken care of. |
| Maintaining. - Ensuring stable product quality and customer service. - Ensuring security, reliability, ethics, loyalty, customers’ retention, conformity to reality | Upholder – Maintainer: - He is not prone to immediate reactions, learns the question before the action and has firm principles and sustainable values. - He selects areas of activity related to caring for others. |
| The function of connection is ensuring internal and external relationships. The role of Connector can be taken by any member of the team with a number of developed special skills: • Active listening; • Willingness to provide assistance; • Interaction management; • Advanced communication; • Ability to organize decision-making and setting goals in a group; • The delegation of authority and allocation of responsibilities; orientation to the development of the team. | |
A distinguishing feature of this model is that it is a means of influencing the team. During the group reflexive sessions, the team members go through the stages of evaluation, discussion, design, and planning of their own activities. This leads to an understanding of fragments of the activity that suffers and that is being performed effectively. The roles make up the collection of blocks on the ‘wheel’ within this leadership theory. While it is possible to get a group of people to work together successfully it can be a challenge in the project. This wheel takes a good blend of personality types and their functions and if this happens it will give great possibilities for both the group and the organization as a whole.
OF THE INNOVATIVE ECONOMICS
Basic actions
Define the purposes
Instruct
Explain decisions. Listen.
Show interest. Answer questions.
Checkup how you are understood
Estimate the efforts made
Estimate
Summarize.
Reconsider the purposes.
If necessary to make the new plan
Direct and train. Praise
Balance Support: Instructions:
- Task Performance:
• state a problem in the intelligible and interesting way and remind of it to the members of the team more often;
• be convinced that you understand how this task "is entered" in the organization's short-term and long-term objectives;
• plan the performance;
• define all necessary resources and provide their presence, including time and demanded powers;
• to make efforts to ensure that the organizational structure allows carrying out a problem effectively;
• control a performance course;
• analyze results and compare them to initial plans and the organization's purposes.
- Collective Creation:
• set and support mutual purposes and standards of performance of work;
• involve the command to the achievement of objects in view;
• support unity, reducing to a minimum the "dissenting" activity;
• consult with the command concerning shots, internal policy, development and activity directions personally and regularly;
• consult the team about the decision that is reflected upon its members before taking it;
• tell about organization achievements;
• inform on all changes occurring in the organization and how they affect collective.
- Individuality Development:
• Put difficult tasks and give wide opportunities for perfection by:
- Definitions of the purposes (after consultations) and regular analysis;
- Maintenance of inter-training of the individuals to necessary skills;
- Sustentation of any internal and external contacts;
- Reorganization and grouping of tasks according to professional skills' application;
- Alternation of operational experience by members of command;
- Giving to command members the freedom of actions at the acceptance of additional responsibility on.
Now the world is experiencing a transition from "industrial society" to "information society". There is a change in the methods of production, world outlook of people, an unprecedented growth in the volume of information flows. Leadership must be creative and innovative. As “… the future is no longer anticipated, it is now created”[58] the influence of the work done on the development of each person and on collective has the great value.
ACTIVITIES ON THE PROJECT
PERIODS
Performing
Performing
Performing
Leadership needs to be learned. The first thing you need to remember is that leaders always make mistakes, and it's great because mistakes help you to become stronger, to become better, to become wiser. Do not be afraid of making mistakes. Of course, mistakes are painful, but not fatal. The given check-lists will help to estimate the mistakes and to turn them into advantages.
Table 6
CHECK-LISTS OF CREATIVE LEADER
| № | LIST OF QUESTIONS | YES | NO |
| 1 | Do you know what exactly should happen as a result of the project, what will the product of the draft changes be? | ||
| 2 | Can the idea of the draft changes' product be called complex, multi-layered? Does it include changes in processes, organization, it, competencies, cultural patterns, restructuring of social ties in the organization? | ||
| 3 | Can the idea of the draft changes' product be called complex, multi-layered? Does it include changes in processes, organization, IT, competencies, cultural patterns, restructuring of social ties in the organization? | ||
| 4 | Do you have a "Change Project Passport" containing, for example, "Purpose", "Budget", "Team", "Key Success Factors", "Measurable Results", etc.? | ||
| 5 | Is the duration and scope of the project reasonable? | ||
| 6 | Are you guided by any change management frame/model? | ||
| 7 | Have you conducted a "reconnaissance of the terrain" upon the project? Have you thought about who supports it, and who doesn't; what factors operate and which ones counteract? | ||
| 8 | Have you wondered what propose to people who do not support your project and how to convince them? | ||
| 9 | Are you ready for a quick and convincing reaction to sabotage? | ||
| 10 | Are you ready to formulate the strong motives "To the product" (draft changes) and "From" (life without product), i.e. - "sales points" of your project? | ||
| 11 | Do you know who will join you in the team of reformers? | ||
| 12 | Are you convinced that these people want to be part of your team and that they share your vision of the product of the draft changes? | ||
| 13 | Do you have a list of the work that needs to be done in the framework of the draft changes? (Decomposition of works on the project, backlog, etc.) | ||
| 14 | Has the reform team adopted this list as a guide to action / has made changes to it? | ||
| 15 | Does this list include actions on informing people on the progress of the draft changes? | ||
| 16 | Does this list include actions on internal PR, the creation of a positive atmosphere, motivation, co-optation, propaganda? | ||
| 17 | Did you carry out the risk management of the project by creating a table of "Risk Events" and "Anti-Risk Measures"? | ||
| 18 | Do you have a plan of stages (milestones)? | ||
| 19 | Do you have a communication plan for the project? | ||
| 20 | Do you have a DACI matrix for the project? | ||
| 21 | Have you thought of small, obviously successful "pilot projects"? | ||
| 22 | Have you considered how the positive and negative reinforcement of supportive and non-supportive behavior changes will occur? | ||
| 23 | Do you know what people should start to do in order to join the projects of change? | ||
| 24 | Have you created temporary supporting institutions for the transition period - hotlines, specially appointed curators, training formats? | ||
| 25 | Have you determined with a team of reformers how often you will audit the progress of the project and in what form? | ||
| 26 | Do you know in what form you will work with "lessons learned" (conclusions) and how they will become an increment of "organizational change capability" (systematic corporate ability to change)? | ||
| 27 | Have you thought about how you will reward the reform team after the project is completed? | ||
| 28 | Do you understand what part of an extended program with a long-term/scope this project can become, how its products can be developed and scaled? | ||
| 29 | Do you understand why the change project is necessary for you personally? |
Table 7
Check- list for a convincing presentation of the draft of changes
| № | LIST OF QUESTIONS | YES | NO |
| 1 | Is it clear what good will happens if the command makes a draft of changes from your presentation? | ||
| 2 | Is it clear from your presentation what bad will happen if the command doesn’t make a draft of changes? | ||
| 3 | Are current market and social trends logical prerequisites for points 1 and 2? | ||
| 4 | Are there in your presentation elements of rational thinking - figures, facts, statistics? | ||
| 5 | Are there in your presentation elements of emotional persuasion - metaphors, bright phraseological phrases, quotes, proverbs, colorful epithets? | ||
| 6 | Can you give practical examples - tell someone else's story that confirms that it is necessary / not dangerous to do the project of changes? | ||
| 7 | Are you ready to talk about your vision of the change project's product at the end? | ||
| 7 | Is this vision practical and concrete? | ||
| 8 | Are you ready to discuss the timeframe for the draft changes? | ||
| 9 | Are you ready to name 1-2 critical success factors? | ||
| 10 | Are you ready to name 1-2 critical project risks? | ||
| 11 | Are you ready to name 2-3 concrete steps from which the project will start? | ||
| 1 2 | Are you ready to announce what kind of support will be organized for people who will join the project? | ||
| 1 3 | Are you ready to inform people delicately that you understand and share their feelings according to the "curve of change"? | ||
| 1 4 | Are the visual means on which the presentation is based (text documents, slides, etc.) of the reasonable extent? | ||
| 15 | Does it have an understandable structure? | ||
| 16 | Is it written in a simple, concrete, figurative language? | ||
| 17 | Is it labeled and marked with bullets lists? | ||
| 18 | Does it have pictures? | ||
| 19 | Could you tell about your project in the decisive speech in 1 minute? | ||
| 20 | Can you propose a bright, short, accurately conveying essence and vigorous name for the project? | ||
| 21 | Do you understand what kind of audience is there in front of you, would you be able to understand their fears, to offer each of them a unique motivation? | ||
| 22 | Do you understand why the presentation of the draft changes takes place exactly at this time and in this place? Are "Decorations" consistent with the idea of the project? | ||
| 23 | Are you ready to summarize the presentation with concrete proposals for people who are ready to join the draft changes? |
Table 8
Check-list for effective facilitation
| № | LIST OF QUESTIONS | YES | NO |
| Before Facilitation | |||
| 1 | Do you understand why you have invited these people? And why did not you invite those whom you hadn't invited? | ||
| 2 | Have you thought about how they will be divided according to the commands: will this happen in a random way or will you allocate all of them in advance, taking into account the social connections, the function performed, the conflicts/tasks of socialization, etc.? | ||
| 3 | Did you inform people about the meeting in advance? | ||
| 4 | Did the letter you announced the meeting of people include the following elements: - the schedule; - the list of participants; - the aim of the meeting; - the argument why the meeting is necessary. | ||
| 5 | Do you think that the letter was written in such a way that people had got the desire to take part in the work? | ||
| 6 | Was it emotional, interesting, inspiring? | ||
| 7 | If this format of work is new to you did you enlist the support of the opinion agent in a private conversation before sending the letter? | ||
| 8 | Have you prepared sheets of paper, markers, stickers, chairs, coffee,biscuits? | ||
| 9 | Is there Internet access in the facilitation room? If so, then you can use one of the cool online timers on the site http://www.online-stopwatch.com/classroom-timers/: The timer on the common screen helps to organize a well-coordinated work. | ||
| 10 | If there is no Internet in the facilitation room, have you brought a big alarm clock? | ||
| 11 | If the head takes part in the facilitation, have you spoken with him in advance for it is necessary and he should behave himself in the correct way (it is necessary: to respect someone else's right to another opinion, to promote the creation of a trusting working environment; it is not necessary to make it clear that someone does say something "wrong" by word and facial expression)? | ||
| 12 | Are you ready at any time to convincingly answer the question, "Why do we do all this?" | ||
| During the facilitation | |||
| 13 | Have you formulated the rules of work? (Not to interrupt, not to go out to answer the phone, to respect someone else's right to another opinion). | ||
| 14 | Do you know what you will write on the board? | ||
| 15 | Have you thought about how it will be digitized? | ||
| 16 | Did you manage to think through a dynamic scenario of facilitation that will not let people get bored? | ||
| 17 | Do you feel you are determined enough to put an end to non-constructive disputes correctly, but firmly and to return the general conversation to the right track, if the topics discussed are too painful and lead to a conflict between the participants? | ||
| After facilitation | |||
| 18 | Have you sent a letter of gratitude to the participants on the same day or on the next one? | ||
| 19 | Was it informal, unique, marking the important ideas of yesterday and citing the best jokes that make the participants smile and think that it was great? | ||
| 20 | Have you mentioned when the materials created during the work will be digitized? | ||
| 21 | Have you informed how the further work will be organized? | ||
| 22 | Can you keep your promises? | ||
CONCLUSION
The main message of this manual for the person who wants to become a creative leader is that he must do what he really likes, reflect his own ideas and dreams, put his soul into his business. Moreover, he must create a circle of loyal customers-friends, ask for help from colleagues, and not to forget about ethical principles (it is very important) and must make an atmosphere of interest, pleasure, prestige around the company. If he sincerely accepts the idea of working with people as the main work of the leader his command will reach out to him; there will be more people with developed social competencies; new pleasant and useful formats of pastime will take root. There will be more friendly, charming and open, but at the same time able to maintain a high performing discipline people in the company. If the people know what is written in the corporate management book and apply specific practices and techniques they will be ready (loving and able) to exchange experience with colleagues; ready to learn and improve. The joy of management and communication will become an important part of the work in a new way and the changed corporate environment will organically alienate those who do not share it.
Using the methods of activities outlined in the book will allow the creative leader changing much in the formal organization: all employees of the company will be regularly trained; each of them will receive a package of new mandatory and recommended job responsibilities in the matrix of regular work processes. There will be such processes as quarterly feedback, regular information meetings, etc. The system of motivation, principles of recruiting will change, new interactive formats (input assessment), a set of internal rules will appear. The document circulation system will become more concise, but complete, practical, readable, emotional, functional and, ultimately, maximally oriented to the internal client.
These activities lead to the creation of the leader, whose focus is to help individuals to do the job of their lives and to develop their talents, while also helping organizations to make better use of the talented people they employ.
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РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное
автономное образовательное учреждение
высшего профессионального образования
«Южный федеральный университет»
Учебное пособие
по курсу
КРЕАТИВНОЕ ЛИДЕРСТВО
(на английском языке)
ИУЭЭСС
Ростов-на-Дону
Издательство Южного федерального университета
2018
ББК 65.290 – 2 Я 73
Корсакова Т.В. Креативное лидерство. Учебное пособие (на английском языке). – Ростов-на-Дону: Изд-во ЮФУ, 2018. – 85с.
В данном учебном пособии представлен материал на английском языке для занятий по курсу «Креативное лидерство», который дает представление о современных тенденциях развития организаций, функционирующих в условиях динамичной внешней среды, нуждающихся не в руководителях прежней формации, а в лидерах, обладающих видением будущего своих организаций и навыками лидерства. Рассматриваются вопросы руководства и лидерства, власти и влияния как инструментов лидерства, а также вопросы использования и развития на новом уровне сложности многих принципов лидерства, сформулированных классиками различных школ и течений. Использование представленных материалов позволит студентам усвоить способы построения конкретных моделей лидерства; овладеть умениями практической реализации способов данной деятельности; приобрести способность ориентироваться в ситуации возрастающей скорости изменений во внешней по отношению к организации среде. Учебное пособие соответствует Федеральному государственному стандарту высшего образования третьего поколения.
Предлагаемое пособие рекомендуется для студентов, обучающихся по направлению подготовки 38.04.02 «Менеджмент».
INTRODUCTION ………………………………………………………………..4
Chapter I. BACKGROUND OF LEADERSHIP AND CREATIVITY…………..6
1.1. Foreign Researches on Leadership………………………………………....6
1.2. Domestic Researches on Leadership…………………………………….....9
1.3. The Concepts of Creativity………………………………………………..12
QUESTIONS TO CHAPTER I………………………………………………….15
Chapter II. MESSAGES TOWARDS LEADERSHIP…………………………..16
2.1. The attention to the leader's roles……………………………………………16
2.2. The sensitivity to pitfalls…………………………………………………….19
2.3. Keeping the balance………………………………………………………….22
2.4. Evading bad behavior………………………………………………………..24
2.5. Developing a team…………………………………………………………...26
2.6. Regarding the attitudes……………………………………………………....29
2.7. Attention to group roles………………………………………………………30
2.8. Forming the links……………………………………………………………..32
2.9. Meeting the Demands of the Job……………………………………………..36
QUESTIONS TO CHAPTER II…………………………………………………. 38
Chapter III. CREATIVE LEADER AS THE SUBJECT OF CREATIVE ECONOMICS…………………………………………………………………… 40
3.1. Mindset change in digital era………………..………………………………40
3.2. Foreground activities of the leader…………………………………………..57
3.3. Creative leader's role in change-management……………………………….63
3.4. Check-lists of creative leader………………………………………………..81
CONCLUSION…………………………………………………………………..85
READINGS……………………………………………………………………...86
INTRODUCTION
The growth of technology and machine intelligence has reformed society in the past decades. This new interconnected and symbiotic world has given rise to new societal and global challenges, and leaders must face this head-on by using bold and creative solutions. The manager's profession as a static one that is implying operational supervision is over now. In the 21st century, there is only a place for the managers who see their profession in dynamics. The dynamics of the head is to project the design of the organizational environment consciously, to manage processes, projects, customer relations, quality, cultural patterns and so on. Anyone who initiates systemic changes in a company can be called a "leader" in contrast with the one who "looks after how things are going”. The expansion of connectivity and efficiency asks innovators to bridge the gap between natural and man-made ecosystems. Disruptive leaders tackle these large-scale global issues using systemic approaches to local solutions, which require intimate and empathetic knowledge of the contexts, needs, and culture.
The phenomenon of leadership has been an object of scientific and practical interest for a long time. It is studied by sociologists, psychologists, experts in the field of management, yet a common understanding of the content of this phenomenon and the mechanisms of its formation still does not exist.
Leadership as a social phenomenon accompanies humanity throughout its existence. When the group consists of more than two people there can be a situation of one person is leading and others follow him. The leader has a significant influence on the processes of self-organization of the group, the formation of group norms and values, on the behavior of followers. In this regard, leaders and the phenomenon of leadership traditionally attract the attention of researchers.
The words "leader" and "leadership" are formed from the Anglo-Saxon root of "lead" ("road", "way"), which comes from the verb "leader", which means "traveling", "go". Thus, the leaders were people who showed the way. At present in ordinary language a leader is understood as a) a person who is more successful than others in any activity; b) a sports team with more wins or points; c) a ship leading a group of ships, etc. However, the concept of "leadership" in business is associated with a more or less organized group of people united by a common goal, values, interests, etc. The member of the group, who is able to arrange it for the implementation of activities, to unite the participants on the basis of their common interests and to maintain their commitment to shared values is recognized as the organizational leader. He is endowed with the right to make group decisions and to organize joint activities by the group.
However, after centuries of very intensive research development of this problem, there is still no single scientific interpretation of leadership by now. At the heart of this is the understanding of the complexity of the discussed phenomenon, the multi-dimensionality of both its aspects of the study and the real forms of functioning. This textbook summarizes the theoretical and practical positions in the field of leadership accumulated in the world and domestic science and practice.
The first part of book "Leader as the Subject of the Innovative Economy" systematizes the corresponding notions about the laws of the formation of "creative leadership" in conditions of growing uncertainty and the speed of changes in the economy.
In the second part "Formation of personal qualities of the creative leader" the features of the creative leader at the organizational and interpersonal level are considered, on the base of taking into account the necessity of constructing of innovative space and ensuring the effective functioning of the organization.
In the third part “Creative Leader as the Subject of Creative Economics” the mindset change in the digital era is established and foreground activities of the leader are described. Besides, the creative leader's role in change-management is characterized. The check-lists of creative leader are suggested.
Materials for additional reading on the topic of the course are presented.
Chapter I. BACKGROUND OF LEADERSHIP AND CREATIVITY
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