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Leadership has been described as “a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task".^[1] Other in-depth definitions of leadership have also emerged.

Theories[link]

Leadership is "organizing a group of people to achieve a common goal". The leader may or may not have any formal authority. Students of leadership have produced theories involving traits,^[2] situational interaction, function, behavior, power, vision and values,^[3] charisma, and intelligence, among others. Somebody whom people follow: somebody who guides or directs others.

Early western history[link]

The search for the characteristics or traits of leaders has been ongoing for centuries. History's greatest philosophical writings from Plato's Republic to Plutarch's Lives have explored the question "What qualities distinguish an individual as a leader?" Underlying this search was the early recognition of the importance of leadership and the assumption that leadership is rooted in the characteristics that certain individuals possess. This idea that leadership is based on individual attributes is known as the "trait theory of leadership".

The trait theory was explored at length in a number of works in the 19th century. Most notable are the writings of Thomas Carlyle and Francis Galton, whose works have prompted decades of research.^[4] In Heroes and Hero Worship (1841), Carlyle identified the talents, skills, and physical characteristics of men who rose to power. In Galton's Hereditary Genius (1869), he examined leadership qualities in the families of powerful men. After showing that the numbers of eminent relatives dropped off when moving from first degree to second degree relatives, Galton concluded that leadership was inherited. In other words, leaders were born, not developed. Both of these notable works lent great initial support for the notion that leadership is rooted in characteristics of the leader.

Rise of alternative theories[link]

In the late 1940s and early 1950s, however, a series of qualitative reviews of these studies (e.g., Bird, 1940;^[5] Stogdill, 1948;^[6] Mann, 1959^[7]) prompted researchers to take a drastically different view of the driving forces behind leadership. In reviewing the extant literature, Stogdill and Mann found that while some traits were common across a number of studies, the overall evidence suggested that persons who are leaders in one situation may not necessarily be leaders in other situations. Subsequently, leadership was no longer characterized as an enduring individual trait, as situational approaches (see alternative leadership theories below) posited that individuals can be effective in certain situations, but not others. This approach dominated much of the leadership theory and research for the next few decades.

Reemergence of trait theory[link]

New methods and measurements were developed after these influential reviews that would ultimately reestablish the trait theory as a viable approach to the study of leadership. For example, improvements in researchers' use of the round robin research design methodology allowed researchers to see that individuals can and do emerge as leaders across a variety of situations and tasks.^[8] Additionally, during the 1980s statistical advances allowed researchers to conduct meta-analyses, in which they could quantitatively analyze and summarize the findings from a wide array of studies. This advent allowed trait theorists to create a comprehensive picture of previous leadership research rather than rely on the qualitative reviews of the past. Equipped with new methods, leadership researchers revealed the following:

• Individuals can and do emerge as leaders across a variety of situations and tasks.^[8]
• Significant relationships exist between leadership and such individual traits as:

While the trait theory of leadership has certainly regained popularity, its reemergence has not been accompanied by a corresponding increase in sophisticated conceptual frameworks.^[16]

Specifically, Zaccaro (2007)^[16] noted that trait theories still:

1. focus on a small set of individual attributes such as Big Five personality traits, to the neglect of cognitive abilities, motives, values, social skills, expertise, and problem-solving skills;
2. fail to consider patterns or integrations of multiple attributes;
3. do not distinguish between those leader attributes that are generally not malleable over time and those that are shaped by, and bound to, situational influences;
4. do not consider how stable leader attributes account for the behavioral diversity necessary for effective leadership.

Attribute pattern approach[link]

Considering the criticisms of the trait theory outlined above, several researchers have begun to adopt a different perspective of leader individual differences—the leader attribute pattern approach.^{[15][17][18][19][20]} In contrast to the traditional approach, the leader attribute pattern approach is based on theorists' arguments that the influence of individual characteristics on outcomes is best understood by considering the person as an integrated totality rather than a summation of individual variables.^[19][21] In other words, the leader attribute pattern approach argues that integrated constellations or combinations of individual differences may explain substantial variance in both leader emergence and leader effectiveness beyond that explained by single attributes, or by additive combinations of multiple attributes.

Behavioral and style theories[link]

In response to the early criticisms of the trait approach, theorists began to research leadership as a set of behaviors, evaluating the behavior of successful leaders, determining a behavior taxonomy, and identifying broad leadership styles.^[22] David McClelland, for example, posited that leadership takes a strong personality with a well-developed positive ego. To lead, self-confidence and high self-esteem are useful, perhaps even essential.^[23]

Kurt Lewin, Ronald Lipitt, and Ralph White developed in 1939 the seminal work on the influence of leadership styles and performance. The researchers evaluated the performance of groups of eleven-year-old boys under different types of work climate. In each, the leader exercised his influence regarding the type of group decision making, praise and criticism (feedback), and the management of the group tasks (project management) according to three styles: authoritarian, democratic, and laissez-faire.^[24]

The managerial grid model is also based on a behavioral theory. The model was developed by Robert Blake and Jane Mouton in 1964 and suggests five different leadership styles, based on the leaders' concern for people and their concern for goal achievement.^[25]

Positive reinforcement[link]

B.F. Skinner is the father of behavior modification and developed the concept of positive reinforcement. Positive reinforcement occurs when a positive stimulus is presented in response to a behavior, increasing the likelihood of that behavior in the future.^[26] The following is an example of how positive reinforcement can be used in a business setting. Assume praise is a positive reinforcer for a particular employee. This employee does not show up to work on time every day. The manager of this employee decides to praise the employee for showing up on time every day the employee actually shows up to work on time. As a result, the employee comes to work on time more often because the employee likes to be praised. In this example, praise (the stimulus) is a positive reinforcer for this employee because the employee arrives at work on time (the behavior) more frequently after being praised for showing up to work on time.

The use of positive reinforcement is a successful and growing technique used by leaders to motivate and attain desired behaviors from subordinates. Organizations such as Frito-Lay, 3M, Goodrich, Michigan Bell, and Emery Air Freight have all used reinforcement to increase productivity.^[27] Empirical research covering the last 20 years suggests that reinforcement theory has a 17 percent increase in performance. Additionally, many reinforcement techniques such as the use of praise are inexpensive, providing higher performance for lower costs.

Situational and contingency theories[link]

Situational theory also appeared as a reaction to the trait theory of leadership. Social scientists argued that history was more than the result of intervention of great men as Carlyle suggested. Herbert Spencer (1884) (and Karl Marx) said that the times produce the person and not the other way around.^[28] This theory assumes that different situations call for different characteristics; according to this group of theories, no single optimal psychographic profile of a leader exists. According to the theory, "what an individual actually does when acting as a leader is in large part dependent upon characteristics of the situation in which he functions."^[29]

Some theorists started to synthesize the trait and situational approaches. Building upon the research of Lewin et al., academics began to normalize the descriptive models of leadership climates, defining three leadership styles and identifying which situations each style works better in. The authoritarian leadership style, for example, is approved in periods of crisis but fails to win the "hearts and minds" of followers in day-to-day management; the democratic leadership style is more adequate in situations that require consensus building; finally, the laissez-faire leadership style is appreciated for the degree of freedom it provides, but as the leaders do not "take charge", they can be perceived as a failure in protracted or thorny organizational problems.^[30] Thus, theorists defined the style of leadership as contingent to the situation, which is sometimes classified as contingency theory. Four contingency leadership theories appear more prominently in recent years: Fiedler contingency model, Vroom-Yetton decision model, the path-goal theory, and the Hersey-Blanchard situational theory.

The Fiedler contingency model bases the leader's effectiveness on what Fred Fiedler called situational contingency. This results from the interaction of leadership style and situational favorability (later called situational control). The theory defined two types of leader: those who tend to accomplish the task by developing good relationships with the group (relationship-oriented), and those who have as their prime concern carrying out the task itself (task-oriented).^[31] According to Fiedler, there is no ideal leader. Both task-oriented and relationship-oriented leaders can be effective if their leadership orientation fits the situation. When there is a good leader-member relation, a highly structured task, and high leader position power, the situation is considered a "favorable situation". Fiedler found that task-oriented leaders are more effective in extremely favorable or unfavorable situations, whereas relationship-oriented leaders perform best in situations with intermediate favorability.

Victor Vroom, in collaboration with Phillip Yetton (1973)^[32] and later with Arthur Jago (1988),^[33] developed a taxonomy for describing leadership situations, which was used in a normative decision model where leadership styles were connected to situational variables, defining which approach was more suitable to which situation.^[34] This approach was novel because it supported the idea that the same manager could rely on different group decision making approaches depending on the attributes of each situation. This model was later referred to as situational contingency theory.^[35]

The path-goal theory of leadership was developed by Robert House (1971) and was based on the expectancy theory of Victor Vroom.^[36] According to House, the essence of the theory is "the meta proposition that leaders, to be effective, engage in behaviors that complement subordinates' environments and abilities in a manner that compensates for deficiencies and is instrumental to subordinate satisfaction and individual and work unit performance".^[37] The theory identifies four leader behaviors, achievement-oriented, directive, participative, and supportive, that are contingent to the environment factors and follower characteristics. In contrast to the Fiedler contingency model, the path-goal model states that the four leadership behaviors are fluid, and that leaders can adopt any of the four depending on what the situation demands. The path-goal model can be classified both as a contingency theory, as it depends on the circumstances, and as a transactional leadership theory, as the theory emphasizes the reciprocity behavior between the leader and the followers.

The situational leadership model proposed by Hersey and Blanchard suggests four leadership-styles and four levels of follower-development. For effectiveness, the model posits that the leadership-style must match the appropriate level of follower-development. In this model, leadership behavior becomes a function not only of the characteristics of the leader, but of the characteristics of followers as well.^[38]

Functional theory[link]

Functional leadership theory (Hackman & Walton, 1986; McGrath, 1962) is a particularly useful theory for addressing specific leader behaviors expected to contribute to organizational or unit effectiveness. This theory argues that the leader's main job is to see that whatever is necessary to group needs is taken care of; thus, a leader can be said to have done their job well when they have contributed to group effectiveness and cohesion (Fleishman et al., 1991; Hackman & Wageman, 2005; Hackman & Walton, 1986). While functional leadership theory has most often been applied to team leadership (Zaccaro, Rittman, & Marks, 2001), it has also been effectively applied to broader organizational leadership as well (Zaccaro, 2001). In summarizing literature on functional leadership (see Kozlowski et al. (1996), Zaccaro et al. (2001), Hackman and Walton (1986), Hackman & Wageman (2005), Morgeson (2005)), Klein, Zeigert, Knight, and Xiao (2006) observed five broad functions a leader performs when promoting organization's effectiveness. These functions include environmental monitoring, organizing subordinate activities, teaching and coaching subordinates, motivating others, and intervening actively in the group's work.

A variety of leadership behaviors are expected to facilitate these functions. In initial work identifying leader behavior, Fleishman (1953) observed that subordinates perceived their supervisors' behavior in terms of two broad categories referred to as consideration and initiating structure. Consideration includes behavior involved in fostering effective relationships. Examples of such behavior would include showing concern for a subordinate or acting in a supportive manner towards others. Initiating structure involves the actions of the leader focused specifically on task accomplishment. This could include role clarification, setting performance standards, and holding subordinates accountable to those standards.

Transactional and transformational theories[link]

Eric Berne^[39] first analyzed the relations between a group and its leadership in terms of transactional analysis.

The transactional leader (Burns, 1978)^[40] is given power to perform certain tasks and reward or punish for the team's performance. It gives the opportunity to the manager to lead the group and the group agrees to follow his lead to accomplish a predetermined goal in exchange for something else. Power is given to the leader to evaluate, correct, and train subordinates when productivity is not up to the desired level, and reward effectiveness when expected outcome is reached. Idiosyncrasy Credits, first posited by Edward Hollander (1971) is one example of a concept closely related to transactional leadership.

Emotions[link]

Leadership can be perceived as a particularly emotion-laden process, with emotions entwined with the social influence process.^[41] In an organization, the leader's mood has some effects on his/her group. These effects can be described in three levels:^[42]

1. The mood of individual group members. Group members with leaders in a positive mood experience more positive mood than do group members with leaders in a negative mood. The leaders transmit their moods to other group members through the mechanism of emotional contagion.^[42] Mood contagion may be one of the psychological mechanisms by which charismatic leaders influence followers.^[43]
2. The affective tone of the group. Group affective tone represents the consistent or homogeneous affective reactions within a group. Group affective tone is an aggregate of the moods of the individual members of the group and refers to mood at the group level of analysis. Groups with leaders in a positive mood have a more positive affective tone than do groups with leaders in a negative mood.^[42]
3. Group processes like coordination, effort expenditure, and task strategy. Public expressions of mood impact how group members think and act. When people experience and express mood, they send signals to others. Leaders signal their goals, intentions, and attitudes through their expressions of moods. For example, expressions of positive moods by leaders signal that leaders deem progress toward goals to be good. The group members respond to those signals cognitively and behaviorally in ways that are reflected in the group processes.^[42]

In research about client service, it was found that expressions of positive mood by the leader improve the performance of the group, although in other sectors there were other findings.^[44]

Beyond the leader's mood, her/his behavior is a source for employee positive and negative emotions at work. The leader creates situations and events that lead to emotional response. Certain leader behaviors displayed during interactions with their employees are the sources of these affective events. Leaders shape workplace affective events. Examples – feedback giving, allocating tasks, resource distribution. Since employee behavior and productivity are directly affected by their emotional states, it is imperative to consider employee emotional responses to organizational leaders.^[45] Emotional intelligence, the ability to understand and manage moods and emotions in the self and others, contributes to effective leadership within organizations.^[44]

Neo-emergent theory[link]

The Neo-emergent leadership theory (from the Oxford school of leadership) espouses that leadership is created through the emergence of information by the leader or other stakeholders, not through the true actions of the leader himself. In other words, the reproduction of information or stories form the basis of the perception of leadership by the majority. It is well known that the great naval hero Lord Nelson often wrote his own versions of battles he was involved in, so that when he arrived home in England he would receive a true hero's welcome.^{[citation needed]} In modern society, the press, blogs and other sources report their own views of a leader, which may be based on reality, but may also be based on a political command, a payment, or an inherent interest of the author, media, or leader. Therefore, it can be contended that the perception of all leaders is created and in fact does not reflect their true leadership qualities at all.

Styles[link]

Leadership style refers to a leader's behavior. It is the result of the philosophy, personality, and experience of the leader. Rhetoric specialists have also developed models for understanding leadership (Robert Hariman, Political Style,^[46] Philippe-Joseph Salazar, L'Hyperpolitique. Technologies politiques De La Domination^[47]).

Different situations call for different leadership styles. In an emergency when there is little time to converge on an agreement and where a designated authority has significantly more experience or expertise than the rest of the team, an autocratic leadership style may be most effective; however, in a highly motivated and aligned team with a homogeneous level of expertise, a more democratic or laissez-faire style may be more effective. The style adopted should be the one that most effectively achieves the objectives of the group while balancing the interests of its individual members.^[48]

Autocratic or authoritarian style[link]

Under the autocratic leadership style, all decision-making powers are centralized in the leader, as with dictators.

Leaders do not entertain any suggestions or initiatives from subordinates. The autocratic management has been successful as it provides strong motivation to the manager. It permits quick decision-making, as only one person decides for the whole group and keeps each decision to him/herself until he/she feels it needs to be shared with the rest of the group.^[48]

Participative or democratic style[link]

The democratic leadership style consists of the leader sharing the decision-making abilities with group members by promoting the interests of the group members and by practicing social equality.

Laissez-faire or free rein style[link]

A person may be in a leadership position without providing leadership, leaving the group to fend for itself. Subordinates are given a free hand in deciding their own policies and methods.

Narcissistic leadership[link]

Various academics such as Kets de Vries, Maccoby, and Thomas have identified narcissistic leadership as an important and common leadership style.

Toxic leadership[link]

A toxic leader is someone who has responsibility over a group of people or an organization, and who abuses the leader-follower relationship by leaving the group or organization in a worse-off condition than when he/she first found them.

Performance[link]

In the past, some researchers have argued that the actual influence of leaders on organizational outcomes is overrated and romanticized as a result of biased attributions about leaders (Meindl & Ehrlich, 1987). Despite these assertions, however, it is largely recognized and accepted by practitioners and researchers that leadership is important, and research supports the notion that leaders do contribute to key organizational outcomes (Day & Lord, 1988; Kaiser, Hogan, & Craig, 2008). To facilitate successful performance it is important to understand and accurately measure leadership performance.

Job performance generally refers to behavior that is expected to contribute to organizational success (Campbell, 1990). Campbell identified a number of specific types of performance dimensions; leadership was one of the dimensions that he identified. There is no consistent, overall definition of leadership performance (Yukl, 2006). Many distinct conceptualizations are often lumped together under the umbrella of leadership performance, including outcomes such as leader effectiveness, leader advancement, and leader emergence (Kaiser et al., 2008). For instance, leadership performance may be used to refer to the career success of the individual leader, performance of the group or organization, or even leader emergence. Each of these measures can be considered conceptually distinct. While these aspects may be related, they are different outcomes and their inclusion should depend on the applied or research focus.

The Ontological/Phenomenological Model for Leadership[link]

One of the more recent definitions of leadership comes from Werner Erhard, Michael C. Jensen, Steve Zaffron, and Kari Granger who describe leadership as “an exercise in language that results in the realization of a future that wasn’t going to happen anyway, which future fulfills (or contributes to fulfilling) the concerns of the relevant parties…”. This definition ensures that leadership is talking about the future and includes the fundamental concerns of the relevant parties. This differs from relating to the relevant parties as “followers” and calling up an image of a single leader with others following. Rather, a future that fulfills on the fundamental concerns of the relevant parties indicates the future that wasn’t going to happen is not the “idea of the leader”, but rather is what emerges from digging deep to find the underlying concerns of those who are impacted by the leadership.^[49]

Contexts[link]

Organizations[link]

An organization that is established as an instrument or means for achieving defined objectives has been referred to as a formal organization. Its design specifies how goals are subdivided and reflected in subdivisions of the organization. Divisions, departments, sections, positions, jobs, and tasks make up this work structure. Thus, the formal organization is expected to behave impersonally in regard to relationships with clients or with its members. According to Weber's definition, entry and subsequent advancement is by merit or seniority. Employees receive a salary and enjoy a degree of tenure that safeguards them from the arbitrary influence of superiors or of powerful clients. The higher one's position in the hierarchy, the greater one's presumed expertise in adjudicating problems that may arise in the course of the work carried out at lower levels of the organization. It is this bureaucratic structure that forms the basis for the appointment of heads or chiefs of administrative subdivisions in the organization and endows them with the authority attached to their position.^[50]

In contrast to the appointed head or chief of an administrative unit, a leader emerges within the context of the informal organization that underlies the formal structure. The informal organization expresses the personal objectives and goals of the individual membership. Their objectives and goals may or may not coincide with those of the formal organization. The informal organization represents an extension of the social structures that generally characterize human life — the spontaneous emergence of groups and organizations as ends in themselves.

In prehistoric times, humanity was preoccupied with personal security, maintenance, protection, and survival. Now humanity spends a major portion of waking hours working for organizations. The need to identify with a community that provides security, protection, maintenance, and a feeling of belonging has continued unchanged from prehistoric times. This need is met by the informal organization and its emergent, or unofficial, leaders.^[51][52]

Leaders emerge from within the structure of the informal organization. Their personal qualities, the demands of the situation, or a combination of these and other factors attract followers who accept their leadership within one or several overlay structures. Instead of the authority of position held by an appointed head or chief, the emergent leader wields influence or power. Influence is the ability of a person to gain co-operation from others by means of persuasion or control over rewards. Power is a stronger form of influence because it reflects a person's ability to enforce action through the control of a means of punishment.^[51]

A leader is a person who influences a group of people towards a specific result. It is not dependent on title or formal authority. (Elevos, paraphrased from Leaders, Bennis, and Leadership Presence, Halpern & Lubar.) Ogbonnia (2007) defines an effective leader "as an individual with the capacity to consistently succeed in a given condition and be viewed as meeting the expectations of an organization or society." Leaders are recognized by their capacity for caring for others, clear communication, and a commitment to persist.^[53] An individual who is appointed to a managerial position has the right to command and enforce obedience by virtue of the authority of his position. However, she or he must possess adequate personal attributes to match this authority, because authority is only potentially available to him/her. In the absence of sufficient personal competence, a manager may be confronted by an emergent leader who can challenge her/his role in the organization and reduce it to that of a figurehead. However, only authority of position has the backing of formal sanctions. It follows that whoever wields personal influence and power can legitimize this only by gaining a formal position in the hierarchy, with commensurate authority.^[51] Leadership can be defined as one's ability to get others to willingly follow. Every organization needs leaders at every level.^[54]

Management[link]

Over the years the philosophical terminology of "management" and "leadership" have, in the organizational context, been used both as synonyms and with clearly differentiated meanings. Debate is fairly common about whether the use of these terms should be restricted, and generally reflects an awareness of the distinction made by Burns (1978) between "transactional" leadership (characterized by e.g. emphasis on procedures, contingent reward, management by exception) and "transformational" leadership (characterized by e.g. charisma, personal relationships, creativity).^[40]

Group leadership[link]

In contrast to individual leadership, some organizations have adopted group leadership. In this situation, more than one person provides direction to the group as a whole. Some organizations have taken this approach in hopes of increasing creativity, reducing costs, or downsizing. Others may see the traditional leadership of a boss as costing too much in team performance. In some situations, the team members best able to handle any given phase of the project become the temporary leaders. Additionally, as each team member has the opportunity to experience the elevated level of empowerment, it energizes staff and feeds the cycle of success.^[55]

Leaders who demonstrate persistence, tenacity, determination, and synergistic communication skills will bring out the same qualities in their groups. Good leaders use their own inner mentors to energize their team and organizations and lead a team to achieve success.^[56]

According to the National School Boards Association (USA):^[57]

These Group Leaderships or Leadership Teams have specific characteristics:

Characteristics of a Team

• There must be an awareness of unity on the part of all its members.
• There must be interpersonal relationship. Members must have a chance to contribute, and learn from and work with others.
• The members must have the ability to act together toward a common goal.

Ten characteristics of well-functioning teams:

• Purpose: Members proudly share a sense of why the team exists and are invested in accomplishing its mission and goals.
• Priorities: Members know what needs to be done next, by whom, and by when to achieve team goals.
• Roles: Members know their roles in getting tasks done and when to allow a more skillful member to do a certain task.
• Decisions: Authority and decision-making lines are clearly understood.
• Conflict: Conflict is dealt with openly and is considered important to decision-making and personal growth.
• Personal traits: members feel their unique personalities are appreciated and well utilized.
• Norms: Group norms for working together are set and seen as standards for every one in the groups.
• Effectiveness: Members find team meetings efficient and productive and look forward to this time together.
• Success: Members know clearly when the team has met with success and share in this equally and proudly.
• Training: Opportunities for feedback and updating skills are provided and taken advantage of by team members.

Self-Leadership[link]

Self-Leadership is a process that occurs within an individual, rather than an external act. It is an expression of who we are as people.^[58]

Primates[link]

Mark van Vugt and Anjana Ahuja in Naturally Selected: The Evolutionary Science of Leadership present evidence of leadership in nonhuman animals, from ants and bees to baboons and chimpanzees. They suggest that leadership has a long evolutionary history and that the same mechanisms underpinning leadership in humans can be found in other social species, too.^[59] Richard Wrangham and Dale Peterson, in Demonic Males: Apes and the Origins of Human Violence, present evidence that only humans and chimpanzees, among all the animals living on Earth, share a similar tendency for a cluster of behaviors: violence, territoriality, and competition for uniting behind the one chief male of the land.^[60] This position is contentious. Many animals beyond apes are territorial, compete, exhibit violence, and have a social structure controlled by a dominant male (lions, wolves, etc.), suggesting Wrangham and Peterson's evidence is not empirical. However, we must examine other species as well, including elephants (which are matriarchal and follow an alpha female), meerkats (who are likewise matriarchal), and many others.

By comparison, bonobos, the second-closest species-relatives of humans, do not unite behind the chief male of the land. The bonobos show deference to an alpha or top-ranking female that, with the support of her coalition of other females, can prove as strong as the strongest male. Thus, if leadership amounts to getting the greatest number of followers, then among the bonobos, a female almost always exerts the strongest and most effective leadership. However, not all scientists agree on the allegedly peaceful nature of the bonobo or its reputation as a "hippie chimp".^[2]

Historical views[link]

This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (September 2009)

Sanskrit literature identifies ten types of leaders. Defining characteristics of the ten types of leaders are explained with examples from history and mythology.^[61]

Aristocratic thinkers have postulated that leadership depends on one's "blue blood" or genes. Monarchy takes an extreme view of the same idea, and may prop up its assertions against the claims of mere aristocrats by invoking divine sanction (see the divine right of kings). Contrariwise, more democratically-inclined theorists have pointed to examples of meritocratic leaders, such as the Napoleonic marshals profiting from careers open to talent.

In the autocratic/paternalistic strain of thought, traditionalists recall the role of leadership of the Roman pater familias. Feminist thinking, on the other hand, may object to such models as patriarchal and posit against them emotionally-attuned, responsive, and consensual empathetic guidance, which is sometimes associated with matriarchies.

Comparable to the Roman tradition, the views of Confucianism on "right living" relate very much to the ideal of the (male) scholar-leader and his benevolent rule, buttressed by a tradition of filial piety.

Leadership is a matter of intelligence, trustworthiness, humaneness, courage, and discipline . . . Reliance on intelligence alone results in rebelliousness. Exercise of humaneness alone results in weakness. Fixation on trust results in folly. Dependence on the strength of courage results in violence. Excessive discipline and sternness in command result in cruelty. When one has all five virtues together, each appropriate to its function, then one can be a leader. — Sun Tzu^[62]

In the 19th century, the elaboration of anarchist thought called the whole concept of leadership into question. (Note that the Oxford English Dictionary traces the word "leadership" in English only as far back as the 19th century.) One response to this denial of élitism came with Leninism, which demanded an élite group of disciplined cadres to act as the vanguard of a socialist revolution, bringing into existence the dictatorship of the proletariat.

Other historical views of leadership have addressed the seeming contrasts between secular and religious leadership. The doctrines of Caesaro-papism have recurred and had their detractors over several centuries. Christian thinking on leadership has often emphasized stewardship of divinely-provided resources—human and material—and their deployment in accordance with a Divine plan. Compare servant leadership.

For a more general take on leadership in politics, compare the concept of the statesperson.

Leadership Myths[link]

Leadership, although largely talked about, has been described as one of the least understood concepts across all cultures and civilizations. Over the years, many researchers have stressed the prevalence of this misunderstanding, stating that the existence of several flawed assumptions, or myths, concerning leadership often interferes with individuals’ conception of what leadership is all about (Gardner, 1965; Bennis, 1975).^[63][64]

Leadership is innate[link]

According to some, leadership is determined by distinctive dispositional characteristics present at birth (e.g., extraversion; intelligence; ingenuity). However, it is important to note that leadership also develops through hard work and careful observation.^[65] Thus, effective leadership can result from nature (i.e., innate talents) as well as nurture (i.e., acquired skills).

Leadership is possessing power over others[link]

Although leadership is certainly a form of power, it is not demarcated by power over people – rather, it is a power with people that exists as a reciprocal relationship between a leader and his/her followers (Forsyth, 2009).^[65] Despite popular belief, the use of manipulation, coercion, and domination to influence others is not a requirement for leadership. In actuality, individuals who seek group consent and strive to act in the best interests of others can also become effective leaders (e.g., class president; court judge).

Leaders are positively influential[link]

The validity of the assertion that groups flourish when guided by effective leaders can be illustrated using several examples. For instance, according to Baumeister et al. (1988), the bystander effect (failure to respond or offer assistance) that tends to develop within groups faced with an emergency is significantly reduced in groups guided by a leader.^[66] Moreover, it has been documented that group performance,^[67] creativity,^[68] and efficiency ^[69] all tend to climb in businesses with designated managers or CEOs. However, the difference leaders make is not always positive in nature. Leaders sometimes focus on fulfilling their own agendas at the expense of others, including his/her own followers (e.g., Pol Pot; Josef Stalin). Leaders who focus on personal gain by employing stringent and manipulative leadership styles often make a difference, but usually do so through negative means.^[70]

Leaders entirely control group outcomes[link]

In Western cultures it is generally assumed that group leaders make all the difference when it comes to group influence and overall goal-attainment. Although common, this romanticized view of leadership (i.e., the tendency to overestimate the degree of control leaders have over their groups and their groups’ outcomes) ignores the existence of many other factors that influence group dynamics.^[71] For example, group cohesion, communication patterns among members, individual personality traits, group context, the nature or orientation of the work, as well as behavioral norms and established standards influence group functionality in varying capacities. For this reason, it is unwarranted to assume that all leaders are in complete control of their groups' achievements.

All groups have a designated leader[link]

Despite preconceived notions, not all groups need have a designated leader. Groups that are primarily composed of women,^[72][73] are limited in size, are free from stressful decision-making,^[74] or only exist for a short period of time (e.g., student work groups; pub quiz/trivia teams) often undergo a diffusion of responsibility, where leadership tasks and roles are shared amongst members (Schmid Mast, 2002; Berdahl & Anderson, 2007; Guastello, 2007).

Group members resist leaders[link]

Although research has indicated that group members’ dependence on group leaders can lead to reduced self-reliance and overall group strength,^[65] most people actually prefer to be led than to be without a leader (Berkowitz, 1953).^[75] This "need for a leader" becomes especially strong in troubled groups that are experiencing some sort of conflict. Group members tend to be more contented and productive when they have a leader to guide them. Although individuals filling leadership roles can be a direct source of resentment for followers, most people appreciate the contributions that leaders make to their groups and consequently welcome the guidance of a leader (Stewart & Manz, 1995).^[76]

Action-oriented environments[link]

This unreferenced section requires citations to ensure verifiability.

One approach to team leadership examines action-oriented environments, where effective functional leadership is required to achieve critical or reactive tasks by small teams deployed into the field. In other words, there is leadership of small groups often created to respond to a situation or critical incident.

In most cases these teams are tasked to operate in remote and changeable environments with limited support or backup (action environments). Leadership of people in these environments requires a different set of skills to that of front line management. These leaders must effectively operate remotely and negotiate the needs of the individual, team, and task within a changeable environment. This has been termed action oriented leadership. Some examples of demonstrations of action oriented leadership include extinguishing a rural fire, locating a missing person, leading a team on an outdoor expedition, or rescuing a person from a potentially hazardous environment.

Titles emphasizing authority[link]

This unreferenced section requires citations to ensure verifiability.

This section may require cleanup to meet Wikipedia's quality standards. No cleanup reason has been specified. Please help improve this section if you can; the talk page may contain suggestions. (February 2010)

At certain stages in their development, the hierarchies of social ranks implied different degrees or ranks of leadership in society. Thus a knight led fewer men in general than did a duke; a baronet might in theory control less land than an earl. See peerage for a systematization of this hierarchy, and order of precedence for links to various systems.

In the course of the 18th to 20th centuries, several political operators took non-traditional paths to become dominant in their societies. They or their systems often expressed a belief in strong individual leadership, but existing titles and labels ("King", "Emperor", "President", and so on) often seemed inappropriate, insufficient, or downright inaccurate in some circumstances. The formal or informal titles or descriptions they or their subordinates employ express and foster a general veneration for leadership of the inspired and autocratic variety. The definite article when used as part of the title (in languages that use definite articles) emphasizes the existence of a sole "true" leader.

Critical thought[link]

Noam Chomsky^[77] and others^[78] have brought critical thinking to the very concept of leadership and have provided an analysis that asserts that people abrogate their responsibility to think and will actions for themselves. While the conventional view of leadership is rather satisfying to people who "want to be told what to do", these critics say that one should question why they are being subjected to a will or intellect other than their own if the leader is not a Subject Matter Expert (SME).

The fundamentally anti-democratic nature of the leadership principle is challenged by the introduction of concepts such as autogestion, employeeship, common civic virtue, etc., which stress individual responsibility and/or group authority in the work place and elsewhere by focusing on the skills and attitudes that a person needs in general rather than separating out leadership as the basis of a special class of individuals.

Similarly, various historical calamities are attributed to a misplaced reliance on the principle of leadership.

Varieties of individual power[link]

According to Patrick J. Montana and Bruce H. Charnov, the ability to attain these unique powers is what enables leadership to influence subordinates and peers by controlling organizational resources. The successful leader effectively uses these powers to influence employees, and it is important for leaders to understand the uses of power to strengthen their leadership.

The authors distinguish the following types of organizational power:

• Legitimate Power refers to the different types of professional positions within an organization structure that inherit such power (e.g. Manager, Vice President, Director, Supervisor, etc.). These levels of power correspond to the hierarchical executive levels within the organization itself. The higher positions, such as president of the company, have higher power than the rest of the professional positions in the hierarchical executive levels.

• Reward Power is the power given to managers that attain administrative power over a range of rewards (such as raises and promotions). Employees who work for managers desire the reward from the manager and will be influenced by receiving it as a result of work performance.

• Coercive Power is the manager's ability to punish an employee. Punishment can be mild, such as a suspension, or serious, such as termination.

• Expert Power is attained by the manager due to his or her own talents such as skills, knowledge, abilities, or previous experience. A manager who has this power within the organization may be a very valuable and important manager in the company.

• Charisma Power: a manager who has charisma will have a positive influence on workers, and create the opportunity for interpersonal influence.

• Referent Power is a power that is gained by association. A person who has power by association is often referred to as an assistant or deputy.

• Information Power is gained by a person who has possession of important information at an important time when such information is needed to organizational functioning.^[79]

See also[link]

Other types and theories[link]

Contexts[link]

Related articles[link]

References[link]

Notes

Books

• Blake, R.; Mouton, J. (1964). The Managerial Grid: The Key to Leadership Excellence. Houston: Gulf Publishing Co.. 
• Carlyle, Thomas (1841). On Heroes, Hero-Worship, and the Heroic History. Boston, MA: Houghton Mifflin. ISBN 1-4069-4419-X. 
• Fiedler, Fred E. (1967). A theory of leadership effectiveness. McGraw-Hill: Harper and Row Publishers Inc.. 
• Heifetz, Ronald (1994). Leadership without Easy Answers. Cambridge, MA: Harvard University Press. ISBN 0-674-51858-6. 
• Hemphill, John K. (1949). Situational Factors in Leadership. Columbus: Ohio State University Bureau of Educational Research. 
• Hersey, Paul; Blanchard, Ken; Johnson, D. (2008). Management of Organizational Behavior: Leading Human Resources (9th ed.). Upper Saddle River, NJ: Pearson Education. ISBN 0-13-017598-6. 
• Miner, J. B. (2005). Organizational Behavior: Behavior 1: Essential Theories of Motivation and Leadership. Armonk: M.E. Sharpe. 
• Spencer, Herbert (1841). The Study of Sociology. New York: D. A. Appleton. ISBN 0-314-71117-1. 
• Tittemore, James A. (2003). Leadership at all Levels. Canada: Boskwa Publishing. ISBN 0-9732914-0-0. 
• Vroom, Victor H.; Yetton, Phillip W. (1973). Leadership and Decision-Making. Pittsburgh: University of Pittsburgh Press. ISBN 0-8229-3266-0. 
• Vroom, Victor H.; Jago, Arthur G. (1988). The New Leadership: Managing Participation in Organizations. Englewood Cliffs, NJ: Prentice-Hall. ISBN 0-13-615030-6. 
• Van Wormer, Katherine S.; Besthorn, Fred H.; Keefe, Thomas (2007). Human Behavior and the Social Environment: Macro Level: Groups, Communities, and Organizations. US: Oxford University Press. ISBN 0-19-518754-7. 
• Montana, Patrick J.; Bruce H. (2008). Management. Hauppauge, New York: Barron's Educational Series, Inc. ISBN 0-944740-04-9. 

Journal articles

• House, Robert J. (1971). "A path-goal theory of leader effectiveness". Administrative Science Quarterly (Johnson Graduate School of Management, Cornell University) 16 (3): 321–339. DOI:10.2307/2391905. JSTOR 2391905. 
• House, Robert J. (1996). "Path-goal theory of leadership: Lessons, legacy, and a reformulated theory". Leadership Quarterly 7 (3): 323–352. DOI:10.1016/S1048-9843(96)90024-7. 
• Lewin, Kurt; Lippitt, Ronald; White, Ralph (1939). "Patterns of aggressive behavior in experimentally created social climates". Journal of Social Psychology: 271–301. 
• http://sbuweb.tcu.edu/jmathis/Org_Mgmt_Materials/Leadership%20-%20Do%20Traits%20Matgter.pdf "Leadership: Do traits matter?". Academy of Management Executive 5 (2). 1991. 
• Lorsch, Jay W. (Spring 1974). "Review of Leadership and Decision Making". Sloan Management Review. 
• Spillane, James P.; et al., Richard; Diamond, John (2004). "Towards a theory of leadership practice". Journal of Curriculum Studies 36 (1): 3–34. DOI:10.1080/0022027032000106726. 
• Vroom, Victor; Sternberg, Robert J. (2002). "Theoretical Letters: The person versus the situation in leadership". The Leadership Quarterly 13 (3): 301–323. DOI:10.1016/S1048-9843(02)00101-7. 

Further reading[link]

• Antonakis, John, Cianciolo, Anna T., & Sternberg, Robert J. (2004). The Nature of Leadership, Sage Publications, Inc.
• Argyris, C. (1976) Increasing Leadership Effectiveness, Wiley, New York, 1976 (even though published in 1976, this still remains a "standard" reference text)
• Avolio, B. J., Sosik, J. J., Jung, D. I., & Berson, Y. (2003). Leadership models, methods, and applications. In W. C. Borman, D. R. Ilgen & R. J. *Klimoski (Eds.), Handbook of psychology: Industrial and organizational psychology, Vol. 12. (pp. 277–307): John Wiley & Sons, Inc.
• Avolio, B. J., Walumbwa, F., & Weber, T. J. (in press). Leadership: Current theories, research, and future directions. Annual Review of Psychology.
• Bass, B.M. & Avolio, B.J. (1995). MLQ Multifactor Leadership Questionnaire for Research: Permission Set. Redwood City, CA: Mindgarden.
• Bass, B. M. (1990). Bass & Stogdill's handbook of leadership: Theory, research, and managerial applications (3rd ed.). New York, NY, US: Free Press.
• Bennis, W. (1989) On Becoming a Leader, Addison Wesley, New York, 1989
• Borman, W. C., & Brush, D. H. (1993). More progress toward a taxonomy of managerial performance requirements. Human Performance, 6(1), 1-21.
• Bray, D. W., Campbell, R. J., & Grant, D. L. (1974). Formative years in business: a long-term AT&T study of managerial lives: Wiley, New York.
• Campbell, J. (1990). An overview of the Army selection and classification project. Personnel Psychology, 43, 231-240.
• Campbell, J., McCloy, R., Oppler, S., & Sager, C. (1993). A theory of performance. In N. Schmitt & W. Borman (Eds.), Personnel Selection in organizations (pp. 35–71). San Francisco: Jossey-Bass.
• Crawford, C. J. (2005). Corporate rise the X principles of extreme personal leadership. Santa Clara, CA: XCEO. ISBN 0-9769019-0-0 ISBN 9780976901907
• Day, D. V., & Lord, R. G. (1988). Executive leadership and organizational performance: suggestions for a new theory and methodology. Journal of Management, 14(3), 453-464.
• Den Hartog, D. N., & Koopman, P. L. (2002). Leadership in organizations. In N. Anderson, D. S. Ones, H. K. Sinangil & C. Viswesvaran (Eds.), Handbook of industrial, work and organizational psychology, Volume 2: Organizational psychology. (pp. 166–187): Sage Publications, Inc.
• Fleishman, E. A. (1953). The description of supervisory behavior. Journal of Applied Psychology, 37(1), 1-6.
• Fleishman, E. A., Mumford, M. D., Zaccaro, S. J., Levin, K. Y., Korotkin, A. L., & Hein, M. B. (1991). Taxonomic efforts in the description of leader behavior: A synthesis and functional interpretation. Leadership Quarterly, 2(4), 245-287.
• Frey, M., Kern, R., Snow, J., & Curlette, W. (2009). Lifestyle and Transformational Leadership Style. Journal of Individual Psychology, 65(3), 212-240.
• Greiner, K. (2002). The inaugural speech. ERIC Accession Number ED468083 ^[3].
• Hackman, J. R., & Wageman, R. (2005). A Theory of Team Coaching. Academy of Management Review, 30(2), 269-287.
• Hackman, J. R., & Walton, R. E. (1986). Leading groups in organizations. In P. S. Goodman (Ed.), Designing effective work groups (pp. 72–119). San Francisco: Jossey-Bass.
• Hersey, P. and Blanchard, K. H. (1972). Management of Organizational Behavior: Utilizing Human Resources (2nd ed.) New Jersey/Prentice Hall
• Hogan, R., Curphy, C. J., & Hogan, J. (1994). What we know about leadership: effectiveness and personality. American Psychologist, 49(6), 493-504.
• House, R. J. (2004) Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies, SAGE Publications, Thousand Oaks, 2004
• Howard, A., & Bray, D. W. (1988). Managerial lives in transition: advancing age and changing times: New York: Guilford Press.
• Jacobs, T. O., & Jaques, E. (1987). Leadership in Complex Systems In Praeger (Ed.), Human Productivity Enhancement (Vol. 2, pp. 7–65). New York.
• Jacobs, T. O., & Jaques, E. (1990). Military executive leadership. Measures of leadership, 281-295.
• Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765-780.
• Kaiser, R. B., Hogan, R., & Craig, S. B. (2008). Leadership and the Fate of Organizations. American Psychologist, 63(2), 96.
• Klein, K. J., Ziegert, J. C., Knight, A. P., & Xiao, Y. (2006). Dynamic delegation: Shared, hierarchical, and deindividualized leadership in extreme action teams. Administrative Science Quarterly, 51(4), 590-621.
• Kouzes, J. M. and Posner, B. Z. (2002). The leadership challenge. San Francisco: Jossey-Bass.
• Kozlowski, S. W. J., Gully, S. M., Salas, E., Cannon-Bowers, J. A., Beyerlein, M. M., Johnson, D. A., et al. (1996). Team leadership and development: *Theory, principles, and guidelines for training leaders and teams. In Advances in interdisciplinary studies of work teams: Team leadership, Vol. 3. (pp. 253–291): Elsevier Science/JAI Press.
• Laubach, R. (2005) Leadership is Influence
• Lord, R. G., De Vader, C. L., & Alliger, G. M. (1986). A meta-analysis of the relation between personality traits and leadership perceptions: An application of validity generlization procedures. Journal of Applied Psychology, 71(3), 402-410.
• Machiavelli, Niccolo (1530) The Prince
• Maxwell, J. C. & Dornan, J. (2003) Becoming a Person of Influence
• McGovern, George S., Donald C. Simmons, Jr. and Daniel Gaken (2008) Leadership and Service: An Introduction, Kendall/Hunt Publishing. ISBN 978-0-7575-5109-3.
• McGrath, J. E. (1962). Leadership behavior: Some requirements for leadership training. Washington, D.C.: U.S. Civil Service Commission.
• Meindl, J. R., & Ehrlich, S. B. (1987). The romance of leadership and the evaluation of organizational performance. Academy of Management Journal, 30(1), 91-109.
• Morgeson, F. P. (2005). The External Leadership of Self-Managing Teams: Intervening in the Context of Novel and Disruptive Events. Journal of Applied Psychology, 90(3), 497-508.
• Motowidlo, S. J. (2003). Job performance. Borman, Walter C (Ed); Ilgen, Daniel R (Ed); et al., (2003). Handbook of psychology: Industrial and organizational psychology, NY, US: John Wiley & Sons, Inc.
• Mumford, M. D. (1986). Leadership in the organizational context: Conceptual approach and its application. Journal of Applied Social Psychology, 16(6), 508-531.
• Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world solving complex social problems. The Leadership Quarterly, 11(1), 11-35.
• Nanus, Burt (1995) The visionary leadership
• Ogbonnia, SKC. (2007). Political Parties and Effective Leadership: A contingency Approach
• Pitcher, P. (1994 French) Artists, Craftsmen, and Technocrats: The dreams realities and illusions of leadership, Stoddart Publishing, Toronto, 2nd English edition, 1997. ISBN 0-7737-5854-2
• Renesch, John (1994) Leadership in a New Era: Visionary Approaches to the Biggest Crisis of Our Time, San Francisco, New Leaders Press (paperback) 2002, New York, Paraview Publishing
• Roberts, W. (1987) Leadership Secrets of Attila the Hun
• Stacey, R. (1992) Managing Chaos, Kogan-Page, London, 1992
• Stogdill, R. M. (1974). Handbook of leadership: A survey of the literature. New York: Free Press
• Stogdill, R.M. (1950) 'Leadership, membership and organization', Psychological Bulletin, 47: 1-14
• Terry, G. (1960) The Principles of Management, Richard Irwin Inc, Homewood Ill, pg 5.
• Torbert, W. (2004) Action Inquiry: the Secret of Timely and Transforming Leadership, San Francisco, CA: Berrett-Koehler Publishers.
• Yukl, G. A. (2006). Leadership in Organizations. Upper Saddle River, NJ: Prentice-Hall.
• Zaccaro, S. J. (2001). The nature of executive leadership: A conceptual and empirical analysis of success. Washington, DC: American Psychological Association.
• Zaccaro, S. J., & Klimoski, R. J. (2001). The nature of organizational leadership: An introduction. In S. J. Zaccaro & R. J. Klimoski (Eds.), The nature of organizational leadership: Understanding the performance imperatives confronting today's leaders (pp. 3–41). San Francisco, CA: Jossey-Bass.
• Zaccaro, S. J., Rittman, A. L., & Marks, M. A. (2001). Team leadership. Leadership Quarterly, 12(4), 451-483.
• Zaccaro, S. J. (2007). Trait-based perspective. American Psychology, 62 (1), 7-16.
• Zaleznik, A. (1977) "Managers and Leaders: Is there a difference?", Harvard Business Review, May–June, 1977
• Montana Patrick J. and Charnov Bruce H. (2008) Managerment: Leadership and Theory, Barron's Educational Series, Inc., Hauppauge, New York, 4th English edition, 2008. ISBN 0-7641-3931-2
• Zweifel, T.D. (2008). The Rabbi and the CEO: The Ten Commandments for 21st-Century Leaders. New York: SelectBooks, Inc.

External links[link]

Look up Leadership in Wiktionary, the free dictionary.

Wikimedia Commons has media related to: Leadership

• Leadership at the Open Directory Project

Simon Sinek
Sinek, TEDx Maastricht 2011
Born	(1973-10-09) October 9, 1973 (age 38) Wimbledon, England
Occupation	Author, motivational speaker
Notable work(s)	Start With Why: How Great Leaders Inspire Everyone to Take Action

Simon O. Sinek (born October 9, 1973) is an author and best known for developing "The Golden Circle" and popularizing a concept of human motivation.^[1][2][3] He joined the RAND Corporation in 2010 as an adjunct staff member, where he advises on matters of military innovation and planning. His first TEDx Talk on "How Great Leaders Inspire Action" is the 19th most viewed video on TED.com.^[4] His book on the same subject, "Start With Why: How Great Leaders Inspire Everyone to Take Action," (2009) delves into a naturally occurring pattern, grounded in the biology of human decision-making, that explains why we are inspired by some people, leaders, messages and organizations over others.

He writes for The New York Times, Wall Street Journal, The Washington Post, Houston Chronicle, FastCompany, CMO Magazine, NPR and BusinessWeek, and is a regular contributor to The Huffington Post, BrandWeek, IncBizNet. ^[1]

Early life and education[link]

A diagram of what Simon Sinek calls 'The Golden Circle' of human motivation

Sinek was born in Wimbledon, England; at a young age he moved to Johannesburg, South Africa, then to London, then to Hong Kong, before settling in New Jersey. He earned a BA degree in cultural anthropology from Brandeis University; he attended City University in London with the intention of becoming a barrister, but left law school to go into advertising.

Career[link]

He moved to New York and joined Euro/RSCG, an ad agency, where he worked on the MCI account. He then joined Ogilvy & Mather, and was later recruited back to Euro/RSCG, where he worked on accounts for Oppenheimer Funds, MCI, NASDAQ and DISH Network. In 2002, he started his own company, Sinek Partners. ^[2]

He has appeared on MSNBC^[5] and Marketplace.^[6]

In October 2009, he released his book “Start with Why: How Great Leaders Inspire Everyone to Take Action” , and in December 2011, the book topped the list of best sellers for corporate America according to 800-CEO-READ.^[7]

Community and civic affairs[link]

Active in the not-for-profit world, Sinek works with Count Me In, an organization committed to helping one million women-owned businesses reach a million dollars in revenues by 2012,^[8] and he serves on the Board of Directors for Danspace Project, an organization that fends for advancing art and dance.

He lives in New York and teaches a graduate-level class in strategic communications at Columbia University.^[1]

Books[link]

• Sinek, Simon (2009). Start With Why: How Great Leaders Inspire Everyone to Take Action. Penguin. http://books.google.com/books?id=iyw6ul1x_n8C&pg=PT113&dq=%22Ron+Bruder%22&hl=en&ei=GrH6TdKfG6rSiAL_-bWZBQ&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDYQ6AEwAQ#v=onepage&q=%22Ron%20Bruder%22&f=false. 

References[link]

External links[link]

• Simon Sinek website
• Start with Why, website
• Sinek Partners

This article has been nominated to be checked for its neutrality. Discussion of this nomination can be found on the talk page. (September 2011)

Anthony "Tony" Robbins
Tony Robbins in 2009
Born	(1960-02-29) February 29, 1960 (age 52) North Hollywood, California, United States
Occupation	Author Actor Professional speaker Peak Performance Coach
Years active	1978–present
Height	6 ft 7 in (2.01 m)[1][2]
Spouse	Becky Robbins (m. 1982–2001) «start: (1982)–end+1: (2002)»"Marriage: Becky Robbins to Tony Robbins" Location: (linkback:http://en-wiki.pop.wn.com/index.php/Tony_Robbins) Sage Robbins (m. 2001) «start: (2001)»"Marriage: Sage Robbins to Tony Robbins" Location: (linkback:http://en-wiki.pop.wn.com/index.php/Tony_Robbins)

Anthony "Tony" Robbins (born February 29, 1960) is an American self-help author and motivational speaker. He became well known through his infomercials and self-help books, Unlimited Power: The New Science Of Personal Achievement and Awaken The Giant Within. Robbins writes about subjects such as health and energy, overcoming fears, persuasive communication, and enhancing relationships. Robbins began his career learning from many different motivational speakers, and promoted seminars for his personal mentor, Jim Rohn. He is deeply influenced by neuro-linguistic programming and a variety of philosophies.

Robbins's work has been featured in major media including Time, Newsweek, Fortune, Forbes, Life, GQ, Vanity Fair, Business Week, Tycoon and Success magazines, the CBS Evening News, NBC News, ABC's Prime Time Live, Fox News, CNN and A&E as well as newspapers, radio programs, and Internet media worldwide.^[3][4] Robbins has been mentioned or featured in 15 major motion pictures, including a cameo role a romantic comedy film Shallow Hal, starring Gwyneth Paltrow, Jack Black, and Jason Alexander.^[5] In 2007, he was named to Forbes magazine's "Celebrity 100" list.^[6]

Robbins' programs have reached over 4 million people from 100 countries around the world.^[7][8]

Robbins was ranked among the “Top 50 Business Intellectuals in the World” by Accenture’s Institute for Strategic Change.^[9] Robbins has spoken at Harvard Business School^[10] and was ranked by the school among the “Top 200 Business Gurus” (Harvard Business School Press, 2003).^[11][12][13] It was estimated by Forbes Magazine that Robbins earned approximately USD$30 million from his various business activities in 2007.^[14]

Early life[link]

Robbins was born Jay Mahavorick in North Hollywood, California, on February 29, 1960. He later moved to Azusa, California, and attended Glendora High School. Robbins says that he lived in a small low-rent apartment in the Los Angeles area during his early twenties and had dreamed of living in a mansion for years. In 1984, as his career began to take off, he bought the Del Mar Castle, designed by Richard Requa, for $1.7M. He sold the property in 1988 for $3.25M.^[15]

Career[link]

Robbins began his career promoting seminars for Jim Rohn. According to Robbins, Rohn taught him that "happiness and success in life are not the result of what we have, but rather of how we live. What we do with the things we have makes the biggest difference in the quality of life."^[16]

Later Robbins began his own work as a self-help coach. He taught neuro-linguistic programming (NLP) and Ericksonian Hypnosis after training with NLP co-founder John Grinder. In 1983, Robbins learned to firewalk from Tolly Burkan^[17] and began to incorporate it into his seminars.^[18][19]

Robbins promoted his services as a "peak performance coach" through his books and TV infomercials, gaining strong public recognition and lucrative sales. He conducts a large range of seminars and live events around the world dedicated to achieving greatness in his participants by unleashing their personal power and helping them align their values with their individual life goals.^[20] In 1997, Robbins began the Leadership Academy seminar, in which participants learn to "[c]reate an identity for them self as someone who can help 'anyone', no matter what his/her challenge may be."^[21] Robbins is a featured speaker on the seminar circuit sponsored by Learning Annex. Robbins appeared as a featured speaker at the 2007 Technology, Entertainment and Design (TED) conference. His talk is among the top ten TED talks viewed online.^[22]

Robbins is involved with the Robbins-Madanes Center for Strategic Intervention, which focuses on personal, family and organizational psychology, and claims to help people "find breakthrough strategies and solutions for overcoming the problems that confront us all."^[23]

Seminars[link]

Tony Robbins giving a talk at a Twitter conference in 2009

Robbins also conducts seminars, including his four-day Unleash the Power Within (UPW) seminar, Mastery University and Business Mastery.^{[24][25] [26]}

The UPW is also known as his firewalk seminar, during which the participants walk barefoot over hot coals at the end of the first evening. The aim of the seminar, demonstrated in the firewalk, is to illustrate that the main quality shared by those who achieve greatness is the ability to take action ("Personal Power").^[27]

Mastery University is promoted at the UPW seminar.^[24][25] Mastery University is composed of three seminars:

- Life Mastery, espouses Robbins' ideas about what makes for a healthy lifestyle, and has in the past featured guest lecturers including Deepak Chopra and John Gray.

- Wealth Mastery, espouses Robbins' ideas about what makes for a wealthy lifestyle.

- Date With Destiny, the only Mastery event at which Robbins is present for the entire event, is said to be designed to help participants align their values so that they are not in conflict, but rather are aligned with the participant's individual goals.^[28]

In 1997, Robbins initiated his Leadership Academy seminar,^[29] in which he invites participants to learn the skills he uses, with the stated goal of the program to enable the participant to "[c]reate an identity for yourself as someone who can help 'anyone', no matter what his/her challenge may be".^[21]

In 2009 Robbins created his Business Mastery program,^[26] designed to provide business leaders with tools to manage and grow their businesses. The seminar is conducted live by Robbins and features entrepreneur guest speakers. Past speakers have included Steve Wynn, CEO of Wynn Resorts,^[30] Peter Guber (Chairman & CEO of Mandalay Entertainment Group)^[31] and Tony Hsieh (CEO and Founder of Zappos.com).^[32][33]

Books[link]

Robbins has published two best-selling books, Unlimited Power and Awaken the Giant Within.

Unlimited Power, published in 1987, discusses the topics of health and energy, overcoming fears, persuasive communication, and enhancing relationships.^[34] One reviewer called the book "uplifting and idealistic" and referenced the "dynamic enthusiasm" of the book;"^[35] and another describes Robbins as “a persuasive communicator who spends more linage on step-by-step details of his recommendations than in self-boosterism."^[36] while another reviewer said it's "too wordy" and "reads like a transcript of a series of talks."^[37] Other reviewers dispute the book's originality, pointing to ideological similarities with Maxwell Maltz, Norman Vincent Peale, Napoleon Hill, and Dale Carnegie, all of whom Robbins acknowledges in his book.^[38] Some have criticized the chapter called "Energy: The Fuel of Excellence" which includes information on food combining, lymphology, and deep breathing to promote health. Robbins makes reference to the book Fit for Life and its authors, Harvey and Marilyn Diamond, whom he refers to as his "former partners".^[39] The National Council for Reliable Health Information wrote a critical review of the chapter and called his sources unreliable.^[40][41]

Awaken the Giant Within, published in 1992, was an expansion of his personal development techniques and strategies taught through a motivational self-help type approach. Robbins made the distinction between his techniques, coined as Neuro-Associative Conditioning as distinct from Neuro-Linguistic Programming because the trademarked difference is defined by the application of "conditioning" to a newly learned personal development technique and/or skill or strategy rather than "being programmed" and suggest-ably fixed once and for all by someone else who had more power than the individual to make a change.^[42]

Movie appearances and TV show[link]

Robbins has cameo roles in the 2001 movie Shallow Hal, the 1994 movie Reality Bites, three episodes of The Roseanne Show and an episode of The Sopranos.^[43] In July 2010, NBC debuted Breakthrough with Tony Robbins, a reality show that followed Robbins as he helped the show's participants face their personal challenges.^[44][45] NBC canceled the show, after airing two of the planned six episodes, due to low viewership of 2.8 million.^[46] In March 2012 the OWN Network picked the show up for another season beginning with the original first season set to re-run and thereafter leading directly into the new 2012 season.^[47]

In April 2012, Robbins began co-hosting "Oprah's Lifeclass" on the OWN Network ^[48]

Anthony Robbins Foundation[link]

In 1991, Robbins launched a charity, the Anthony Robbins Foundation.^[49] It is dedicated to empowering students and prisoners through food drives and learning programs based on his teachings.^[50] According to the official website, the foundation has "products and programs in more than 2,000 schools, 700 prisons, and 100,000 health and human service organizations."^[51] These programs have been written about and featured in many dozens of articles, appearing on various websites, like Cherish Our Children International^[52] and Harmony With No Limits.^[53] The independent charity watchdog, Charity Navigator, gives the foundation a rating of two out of four stars.^[54] The official website states that "the Foundation is committed to make a difference in the quality of life for children, the homeless, the prison population, and the elderly through its various programs". The foundation has subsequently led to the forming of "Basket Brigades" across the world that occur each Thanksgiving. Individuals and groups have joined together to assemble and deliver dinner baskets to needy families.^[49]

Lawsuits[link]

Federal Trade Commission: In May 1995, Robbins Research International (RRI) responded to Federal Trade Commission charges of misrepresentation of potential earnings to franchise investors. RRI and the FTC entered into a stipulated settlement agreement, in which RRI agreed to pay $221,260 (USD) in consumer redress. RRI did not admit guilt under the settlement.^[55]

Wade Cook: Financial seminar guru Wade Cook also sued Robbins for copyright infringement and plagiarism, alleging that Robbins used proprietary terms in his seminars and in his book Wall Street Money Machine. In 1998, a Tacoma, Washington, jury ordered Robbins to pay Cook US$650,900 in damages. The order to pay damages was temporarily withdrawn^[56] until 2000, when the ninth circuit court ruled that the trial judge has misinterpreted the statutes.

The verdict and damages were reinstated with a statement that "The Court found that U.S. District Court Judge, Jack Tanner, erred in "finding a conclusion contrary to the jury award" and sent instructions to reinstate the award. "This is a landmark decision by the 9th Circuit Court because of the high profile players and issues at stake" said lead attorney and Wade Cook General Counsel, Troy Romero. "The Court is telling individuals that, no matter who you are, the protection of copyrightable material will be preserved." Robbins was forced to pay the entire amount.^[57]

In 2001, Robbins filed a lawsuit against the Vancouver Sun newspaper, alleging defamation and libel. The judge determined the Vancouver Sun defamed Robbins when it called him a hypocrite. Awarding Robbins $20,000 in damages, the judge wrote "While damages are presumed, the plaintiff's failure to take the witness stand and to testify about his feelings and the impact of the defamation upon his reputation leaves the court somewhat in the dark about these matters". The court awarded Robbins his attorneys' fees and costs in addition to damages.^[58][59]

Celebrity status[link]

In his book Awaken the Giant Within, Robbins recalls meetings with various celebrities, saying he was a student of their success. People he mentioned were Nelson Mandela, Mikhail Gorbachev, Bill Clinton, Margaret Thatcher, François Mitterrand, and Princess Diana.^[60] In Robbins' infomercials, celebrity appearances were made by Fran Tarkenton, Pamela Anderson, Quincy Jones, Erin Brockovich and Anthony Hopkins. Robbins stated that they came without any compensation.^[61]

In 1994, President Bill Clinton invited Robbins, Marianne Williamson and Steven R. Covey to a meeting at Camp David. All parties "refused to divulge the substance of their meeting with the Clintons".^[62]

Personal life[link]

In 1984, Robbins and his ex-girlfriend, Liz Acosta, had a son, Jairek Robbins.^{[citation needed]}

In 1999, Robbins and his first wife Becky Robbins (née Jenkins) separated. Their divorce was finalized on June 21, 2001. Becky already had three children from two former marriages. Robbins considers them his own children.^[63]

In June 2001, Robbins married Bonnie Humphrey (now known as Sage Robbins)^[64]

Robbins alludes to his personal belief in God in Unlimited Power, giving the grand complexity of life as evidence of an intelligent designer.^[65]

See also[link]

	Biography portal
	Psychology portal

• Kaizen, the continuous improvement philosophy
• Self-help

References[link]