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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

Jennifer Lopez
Lopez arriving at the 2004 MTV Video Music Awards in August 2004
Born	Jennifer Lynn Lopez (1969-07-24) July 24, 1969 (age 42) The Bronx, New York, U.S.
Occupation	Actress, businesswoman, dancer, recording artist
Years active	1986–present
Spouse	Ojani Noa (1997–98) Cris Judd (2001–03) Marc Anthony (2004–present, divorce filed)
Partner	David Cruz (1984–94)
Children	2
Relatives	Lynda Lopez (sister)
Signature
Website
www.jenniferlopez.com www.jenniferlopezonline.com

Jennifer Lynn Lopez (born July 24, 1969) is an American actress, businesswoman, dancer and recording artist. Often referred to as J.Lo, she is reportedly the highest earning actress of Latin descent.^[1][2] Born and raised in The Bronx, New York, she enrolled in singing and dancing classes as a child and grew up in a musically influenced household. She started her career as a fly girl on the television comedy program In Living Color and a back-up dancer for Janet Jackson. Lopez gained recognition in the action-thriller Money Train (1995). Her first leading role was in the biographical film Selena (1997), which was her breakthrough role, earning her an ALMA Award for Outstanding Actress and Golden Globe nomination. She earned her second ALMA Award for her performance in Out of Sight (1998), which made her the highest-paid Latin actress. She has since appeared in various films including The Cell (2000), The Wedding Planner (2001), Maid in Manhattan (2002), Shall We Dance? (2004), Monster-in-Law (2005), The Back-up Plan (2010) and What to Expect When You're Expecting (2012).

In 1998, Lopez began recording her debut album and released On the 6 (1999), which spawned the hit singles "If You Had My Love" and "Waiting for Tonight". Her second album J.Lo (2001) reached number one on the Billboard 200 the same week her film The Wedding Planner led the box office, becoming the first person to achieve a number one film and album in the same week. It spawned the number-one single "I'm Real" which spent five weeks atop the Billboard Hot 100 and "Love Don't Cost a Thing". She released J to tha L–O! The Remixes (2002), which became the first number-one remix album in the United States. Her third and fourth studio albums, This Is Me... Then (2002) and Rebirth (2005) reached number two. In 2007 she released her first full Spanish album Como ama una Mujer. Returning to music in 2011, she released her seventh album Love?, which spawned her most successful single "On the Floor", one of the best-selling singles of all time.

By 2010, Lopez had amassed estimated sales of over 55 million records worldwide,^[3] Billboard ranked her as the 27th Artist of the 2000s decade.^[4] In 2010, Lopez became a member of the judging panel for the American reality television competition American Idol.^[5] She was selected for a star on the Hollywood Walk of Fame in 2012.^[6] She led People en Español's list of "100 Most Influential Hispanics" in February 2007.^[7] That year, Lopez made the Forbes magazine's list of "The 20 Richest Women In Entertainment," ranking ninth.^[8] In 2012, Forbes placed her number one on their list of "100 Most Powerful and Influential Celebrities in the World".^[9] She has appeared multiple times on The Hollywood Reporter's Annual Actress Salary List, and is the highest-paid Latin actress in Hollywood.^[10]

Lopez also has a fashion line and various perfumes with her celebrity endorsement.^[11] She has worked with L'Oreal since 1999.^[12] A fashion icon, several of her dresses have received considerable media attention, most notably the Jungle green Versace dress which she wore at the 43rd Grammy Awards in 2000—voted the fifth most iconic red carpet dress of all time.^[13][14] Lopez advocates for human rights and vaccinations, and is a supporter of Children's Hospital Los Angeles. In 2011 she was named the most "Beautiful Person" by People magazine in its annual issue.^[15] As of 2012, her net worth is estimated to be $250 million—she has been named one of the wealthiest and most influential Hispanics in the United States.^[16] Lopez's personal life has also garnered media attention, particularly her high profiled relationships.

Life and career[link]

1969–94: Childhood and early work[link]

Castle Hill, The Bronx: the neighborhood in which Lopez was born and raised.

Jennifer Lynn Lopez was born on July 24, 1969^[17] in the Castle Hill neighborhood of The Bronx, New York. The middle child of Puerto Rican parents Guadalupe Rodriguez and David Lopez,^[18] she has an elder sister, Leslie, and a younger sister, Lynda (born June 14, 1971). David worked the night shift at the Guardian Insurance Company, before becoming a computer technician at the firm, while Guadalupe was a homemaker. When Jennifer was born, the Lopez family was living in a small apartment. A few years later, her parents had saved up enough money to be able to purchase a two-story house, which was considered a big deal for the relatively poor family.

By the age of five, Lopez began taking singing and dancing lessons. She toured New York with her school when she was seven years old.^[19] Her parents stressed the importance of work ethic and being able to speak English. They encouraged their three daughters to put on performances at home, singing and dancing in front of each other and their friends so that they would stay "out of trouble".^[19] Raised as a Roman Catholic;^[20][21][22] Lopez spent her entire academic career in Catholic schools, finishing at the all-girls Preston High School.^[23] In school, Lopez did gymnastics, ran track on a national level and was a member of the school's softball team.^[24] She excelled athletically rather than academically, competing in national track championships.^[19] In 1984, at age fifteen she began dating David Cruz, her first boyfriend.

While attending her final year of high school, Lopez learned about a film casting that was seeking several teenage girls for small roles. She auditioned and was cast in My Little Girl (1986), an low-budget film co-written and directed by Connie Kaiserman.^[25] Lopez acted as Myra, a young woman at a center for troubled girls. After she finished filming her role in the film, Lopez knew that she wanted to become a famous movie star. To please her parents, though, she enrolled in Baruch College, only to drop out after one semester. She told her parents her dream of becoming a movie star, but they ensisted that it was a "really stupid" idea and that "no Latinos did that". The differences in opinions led Lopez to move out of their family home and into an apartment in Manhattan. During this period, Lopez performed in regional productions of the musicals: Jesus Christ, Superstar! and Oklahoma. From there, she was hired for the chorus in a Golden Musicals of Broadway, which toured Europe for a period of five months. She was unhappy with the role, as she was the only member of the chorus not to have a solo. She later got a job on the show Synchronicity in Japan, where she acted as a dancer, singer and a choreographer.^[26]

Lopez gained her first regular high-profile job as a Fly Girl dancer on the television comedy program In Living Color in 1991. She applied for the job after one of the cast members was unavailable to continue with the show. Out of two thousand applicants, Lopez made it to the finals. She became the runner-up, but eventually received the role when the winner was unable to accept the job. She moved with Cruz to Los Angeles to film the series and remained a regular cast member until 1993 when she decided to pursue an acting career. After her departure from the show, Lopez became a backup dancer for Janet Jackson; also making an appearance in her 1993 video "That's the Way Love Goes".^[27][28][29] Lopez received her first professional acting gig in the direct-to-video drama film Lost in the Wild (1993), co-starring alongside Lindsay Wagner and Robert Loggia.^[30] In 1993 and 1994 Lopez starred as Melinda Lopez in the CBS television series Second Chances and its spin-off Hotel Malibu. Both shows ran for only a brief period, receiving negative reviews.^{[31][32][33][34]}

[edit] 1995–98: Selena and first marriage

Lopez's received her first high-budget film role in Gregory Nava's 1995 drama My Family, playing the character of Young Maria in the 1920s.^[35] After starring alongside Jimmy Smits and Edward James Olmos in My Family, which earned her a Independent Spirit Award nomination, Lopez starred in the action film Money Train, opposite Wesley Snipes and Woody Harrelson.^[36][37][38] In 1996, she reportedly beat out Ashley Judd and Lauren Holly for the supporting role in Francis Ford Coppola's 1996 comedy Jack starring Robin Williams.^[39] She then starred opposite Jack Nicholson in Bob Rafelson's well-received noir thriller Blood and Wine (1996).^[23]

Lopez's first big break came in 1996, when she was chosen to play the title role in Selena, a biopic of the Tejano pop singer Selena.^[23] Despite having previously worked with the film's director on My Family, Lopez was subjected to an intense auditioning process before she was cast in the film.^[41] Lopez played Selena in her twenties, while Rebecca Lee Maza played Selena in her younger years.^[42] During pre-production, Mexican-American activists were highly critical that Jennifer Lopez, a New York City native born to Puerto Rican parents, was selected to play Selena. They preferred an actress with Mexican roots. However, after seeing Lopez's portrayal of Selena, they revised their opinions and were more accepting of Nava's decision.^[43] Lopez earned widespread outstanding reviews and praise from critics for her portrayal of Selena. Kenneth Turan from Los Angeles Times film critic Kenneth Turan while giving the film a mixed review, he wrote that Selena was not just a celebration of Selena's life, but the actress who played her.^[44] Joe Baltake said that Lopez was "is sensational in the title role" and complimented her for pulling off lip-syncing to Selena's original tracks as her own, as she was not a trained singer at the time.^[45] She garnered multiple awards and nominations, including a Golden Globe Award nomination for "Best Actress – Motion Picture Musical or Comedy".^{[citation needed]}

On February 22, 1997, Lopez married Cuban-born Ojani Noa, who she met while he worked as a waiter in a Miami restaurant; they were divorced by January 1998.^[46] Later that year, Lopez appeared in two major films. She starred in the horror film Anaconda alongside Ice Cube and Jon Voight, playing the role of Terri Flores, a director who is shooting a documentary while traveling through the Amazon River.^[47] Despite being a modest box office hit, the film was critically panned.^[48] Lopez then starred as the leading actress in the neo-noir film U Turn, which is based on the book Stray Dogs, starring alongside Sean Penn and Billy Bob Thornton.^[23] In 1998, she had one of her most acclaimed roles, starring opposite George Clooney in Out of Sight, Steven Soderbergh's adaptation of the Elmore Leonard novel.^[23][49] Cast as a deputy federal marshal who falls for a charming criminal, Lopez won rave reviews for her performance and in the process she became the first Latina actress to earn over $1 million for a role.^[50][51] That same year, she provided the voice for Azteca on the computer-animated film Antz.^[52][53] Around this time, Lopez started dating rap mogul Sean Combs. Combs allegedly showered Lopez with diamonds and jewelry, the inspiration for her 2000 hit, "Love Don't Cost a Thing".^[54]

[edit] 1999–2001: On the 6, J.Lo, The Wedding Planner and second marriage

	"If You Had My Love" noicon a 22-second sample of Lopez's debut single—"If You Had My Love"—which shot to number one in the United States, commencing Lopez's musical career
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By May 1999, publicity for Lopez's debut album had begun and the news spread fast.^[55] Lopez's debut album On the 6, a reference to the 6 subway line she used to take growing up in Castle Hill,^[23] was released on June 1, 1999, and reached the top ten of the Billboard 200. Her debut single, "If You Had My Love" was released on May 21, 1999, and reached the top spot on the Billboard Hot 100 the week of June 12, 1999.^[56][57] The song stayed on the chart for a total of 25 weeks.^[57] It was proceeded by the release of "Waiting for Tonight", which peaked at number eight on the Billboard Hot 100 chart and was a dance club hit.^[58] Prior to the release of "Waiting For Tonight" as a single, a Spanish language Latin-flavored ballad with Marc Anthony "No Me Ames" was released and failed to chart on major charts.^[55][56] On the 6 featured guest artists such as Big Pun and Fat Joe on the track "Feelin' So Good", which had moderate success on the Billboard Hot 100, however failed to reach the top 50. "Let's Get Loud", the final single, earned Lopez a Grammy Award nomination in the "Best Dance Recording" category of the 2001 Grammy Awards.^[59] "Waiting for Tonight" was nominated for the same category the previous year.^[60] "No Me Ames" received two nominations at the 2000 Latin Grammy Awards – "Best Pop Duo/Group with Vocal Performance" and "Best Music Video". In addition, Lopez was nominated for more awards then any other at the 1999 The Billboard Music Video Awards, scoring seven nominations in total, leading the likes of Christina Aguilera.^[61]

On February 23, 2000, Lopez showed up to the 42nd Grammy Awards with Combs wearing a plunging exotic green Versace silk chiffon dress, which became known as the "Green Versace Jungle Dress" by Lopez. The dress, known for its low cut neck that extended before her navel and its open back, caused much controversy and garnered media attention. Images of Lopez in the green dress were downloaded from the Grammy website 642,917 times in just 24 hours after the event.^[62] Lopez was surprised by the enormous media coverage, declaring in an interview: "It was a nice dress. I had no idea it was going to become such a big deal."^[63] Versace later revealed that the dress was the turning point of her career, saying that the media now had confidence in her own work, after the death of Gianni Versace.^[63] With the release and promotion of On The 6 over, Lopez had successfully converted herself from film star to pop star within 12 months.^[64] Around this time, Lopez's fans started to dub her as "J.Lo". Lopez then starred opposite Vincent D'Onofrio, in the psychological thriller film The Cell, released on August 18, 2000.^[65] She portrayed Catherine Deane, a child psychologist who uses virtual reality to enter into the minds of her patients to coax them out of their comas. The film was released in August 2000 and became a box-office success, opening at number one.^[49][66]

By August 2000, Lopez had begun work on her sophomore album.^[67][68] J.Lo was released on January 23, 2001, and debuted at number one on the Billboard 200, exceeding sales of 270,000 copies in its first week.^[69][70] In addition, the album dethroned The Beatles from the top spot.^[70] At the same time, her romantic comedy film, The Wedding Planner, which she starred in alongside Matthew McConaughey led box office receipts,^[71][72] making Lopez the first female to have a film and an album at number one in the same week.^[23][69][71] J.Lo was more urban oriented than On the 6. The lead single, "Love Don't Cost a Thing", was her first number-one single in the United Kingdom and took her into the top five on the U.S. Billboard Hot 100.^[73] She followed it up with "Play" which gave her another top 20 hit on the Billboard Hot 100 and reached number three in the UK.^[74] The album's third single "I'm Real" reached number one on the Hot 100, as well as spending over a year on the chart, with a total of 62 weeks.^[74] "I'm Real" was controversial for using a sample of the song "Firecraker"; which singer Mariah Carey had wanted to sample first. It was later shockingly announced that Carey's ex husband, Tommy Mottola had instructed record executive Irv Gotti to give Lopez the sample before Carey, and Lopez was unaware of this.^[75] "Ain't It Funny" was released; however it did not receive proper commercial promotion in the United States therefore ineligible for charting on the Hot 100. To capitalize on this, Lopez asked The Inc. Records (then known as Murder Inc.) to remix both songs ("I'm Real" and "Ain't It Funny), which featured rap artists Ja Rule (on both) and Cadillac Tah (on the "Ain't It Funny" remix). "Ain't It Funny (murder remix)" reached number one on the Billboard Hot 100 for several weeks, and led Radio Airplay and Pop Songs charts.^[74] On July 24, 2001, She re-released J. Lo on her 32nd birthday with the remix of "I'm Real" as a bonus track. Also, "Si Ya Se Acabó" was released in Spain, due to the success "Que Ironia." In 2001, Lopez performed on tour on the Let's Get Loud "Live in Puerto Rico" Concert. J.Lo has sold 4 million copies in the United States alone. On September 27, 2004, a box set was released by Epic Records featuring On The 6 and J.Lo combined.^[76]

Lopez next role was in a supernatural romance film, Angel Eyes which disappointed at the box office and garnered mixed reviews.^[77] Lopez's boyfriend, former back-up dancer Cris Judd—who she met on the set of the video for "Love Don't Cost a Thing"—proposed to her at a barbecue^[78] and they were married on September 29, 2001.^[79] They traveled to Italy for their honeymoon, and later stayed at the home of designer and a longtime friend of Lopez's, Donatella Versace.^[78]

[edit] 2002–03: J to tha L-O! The Remixes, This Is Me... Then and Bennifer

Following the success of the re-release of J.Lo, Lopez decided to devote an entire album to the remix effort, releasing J to tha L–O! The Remixes, on February 5, 2002. This album debuted at number one on the Billboard 200, becoming the first remix album in history to debut at the top on the chart, selling over 150,000 copies in its opening week.^[80][81] Featured artists on J to tha L–O! The Remixes include P. Diddy, Fat Joe, and Nas, and the album included rare dance and hip hop remixes of past singles. It is the third all-time biggest-selling remix album in history, after Michael Jackson's Blood on the Dance Floor: HIStory in the Mix, The Beatles' Love and Madonna's You Can Dance, having sold a total of 1.5 million copies as of October 2010.^[82] In addition, it dethroned Alan Jackson's Drive from 3 consecutive weeks at the number-one spot on the chart.^[83][84] J to tha L-O: The Remixes sold 624,000 copies within its first month, and stayed in the top 10 of the Billboard 200 for a month, too.^[85] It remained the only album to debut at number one in the United States for nearly 10 years, until Justin Bieber's remix effort in 2011 debuted at the top spot with similar opening sales.^[86] "I'm Gonna Be Alright" which was previously on her J.Lo album was released as a single; impacting the charts by July 2002 and reached the top 10 of the Billboard Hot 100.^[74][87] "I'm Gonna Be Alright" spent 23 weeks on the chart.^[74] The track "Alive" written by Jennifer and Cris Judd was released as a single from the remix album.^[88]

In May 2002, she starred in the thriller film Enough as Slim, a woman abused by her husband and on the run from him. The film garnered negative reviews;^[89] however the fight scene at the finale of the movie was praised.^[90] In addition, the film was considered a "kick-butt, female empowerment" movie.^[91]

In June 2002, Lopez filed for divorce from her husband Cris Judd when she began publicly dating actor Ben Affleck.^[92] Judd's father, Larry Judd blamed Affleck for the break up of his son's marriage. He told New York Daily News that Judd was the "best thing that happened to [Lopez]" and thought that "Mr. Affleck would honor a married women. [They'd] be happier if they just told the truth."^[93] Lopez and Affleck announced their relationship at her thirty-second birthday.^[94] They were engaged months later.^[95][96] The media dubbed them "Bennifer" during their relationship, and became a prominent supercouple in the media.

Lopez released her third studio album, This Is Me... Then, on November 26, 2002. Unlike previous albums, it was more R&B oriented and much of its lyrical structure were about her relationship with her fiancé, Affleck.^[97] The songs from the album, in particular the fifth track, "Dear Ben" detailed her romantic relationship with Affleck.^[97] The album sold over 310,000 copies in its first week, Lopez's highest first-week sales to date, and reached two on the charts in the United States, and was on the charts for a total of forty weeks.^[98] Prior to its release, the album's lead single "Jenny from the Block" was released. It reached 3 on the Hot 100, and was known for its controversial music video featuring Affleck. The song is about Lopez remaining modest and intoning her childhood roots vowing she wishes to remain simple despite her diamonds.^[97] "All I Have", a duet with LL Cool J served as the third single from This Is Me... Then. It became Lopez's fifth song to top the Hot 100 charts.^[74] "I'm Glad" and "Baby I Love U!" were released as the final singles from This Is Me... Then, both commercial disappointing, failing to match the success of her previous singles; however the music video for "I'm Glad" received four nominations at the MTV Video Music Awards the following year. The video recreated scenes from the 1983 film Flashdance, leading to a lawsuit over copyright infringement, which was later dismissed.^[99][100] This Is Me... Then has sold over 2.5 million copies to date in the United States, her last album to reach over a million copies in sales in that country.^[82]

After the release of This Is Me... Then, Lopez took time away from music to focus on films. After two consecutive critical and commercial failures in the films Enough and Angel Eyes, Lopez bounced back with the box office hit Maid in Manhattan, released on December 13, 2002. Her character, Marisa Ventura, is a struggling single mother who lives in the Bronx and makes her living cleaning rooms in a super-luxurious Manhattan hotel, and gets mistaken for a socialite by a princely politician, who she falls in love with.^[101] Maid in Manhattan was a box-office hit, opening at number one. The New York Times compared the film's storyline to her 2002 song, "Jenny from the Block", commenting, "In her new single, 'Jenny From the Block', Jennifer Lopez declares that despite her enormous wealth and global fame, she has not lost touch with her roots."^[102]

Lopez and Ben Affleck eventually succumbed to overexposure from the media, however, which caused public interest in their romance to result in less admiration and negatively affected their careers.^[103][104] Gigli, a film which Lopez starred as a lesbian opposite Affleck, was released on August 1, 2003. The film was considered a box office failure, and is often considered one of the worst films ever made.^[105][106] Once again she starred in another movie with Affleck, Jersey Girl, but only grossed $36 million at the box office and received poor reviews.

Lopez and Affleck canceled their wedding, which had been scheduled for September 14, 2003 on the Californian Coast, citing the media's interference with the event as the reason.^{[107][108][109]} Months later their wedding was canceled once again, four days before the event. Lopez was seen without her ring,^[110] and it was later confirmed that the 18-month romance ended on January 20, 2004, just three days after Affleck returned to Los Angeles from the Sundance Film Festival.^[111]

[edit] 2004–05: Shall We Dance?, third marriage and Rebirth

In August 2003, (after the international flub of "Gigli") it was announced that Lopez was star in Shall We Dance?.^[112] The move was released in 2004, in which Lopez starred as Paulina alongside Richard Gere and Susan Sarandon; it reached the third spot at the Box Office. Shall We Dance?, grossed $112,238,000, at the international box office. Domestically, Shall We Dance? grossed $57,890,460 and a total of $170,128,460 worldwide.^[113] By this time, Lopez was well established as one of the highest-paid actresses in Hollywood and the highest-paid Latin actress in Hollywood history, though she's never had a film grossing over $100 million in the USA. She was on The Hollywood Reporter's list of the top ten actress salaries in 2002, 2003, and 2004.^[10]

Lopez and Marc Anthony at the Time 100 gala event on May 8, 2006