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Responsible Leadership for Performance: A Theoretical Model and Hypotheses

April 27, 2007

"In 1998 it was estimated that 86% of companies offer some form of leadership training (Boyett & Boyett; Zhu, May & Avolio, 2004). Conversely, few companies can attest to the verifiable contribution of this investment to their business performance. Leadership and Leadership development will increasingly need to show a direct link to business performance and profitability (Bass, 1985; Bass, 1990; Clark, Clark & Campbell, 1992; Kotter, 1990a, 1990b; Meindl & Ehrlich, 1987; Rottenberg & Saloner, 1993; Yukl & Van Fleet, 1992; Zhu, May & Avolio, 2004). April

A review of the literature points to a number of inadequacies. First, the direct link between leadership and business performance is implied rather than explicit. Second, the impact of leadership on performance is not considered from multiple domains of performance (Bass, 1990; Holton & Lynham, 2000; Lynham, 1998, 2000d; Yukl & Van Fleet, 1992). Third, absent from the literature is the multi-dimensional notion of responsibility (Collins & Porras, 1994; Freudberg, 1986; White Newman, 1993).

The problem statement driving this study is thus: available leadership theories neither explicitly nor adequately address the nature and challenges of leadership that is both responsible and focused on performance.

Given the problem statement, the following research questions were used to develop and guide this study;

1. Can 'A Theory of Responsible Leadership for Performance' be developed?
2. Can 'A Theory of Responsible Leadership for Performance' be operationalized [for later verification]?

Due to the applied nature of leadership, and the preliminary nature of this study, Dubin's (1978) two-part, eight step, theory-to-research methodology for applied theory building is well suited to address the research question and sub-questions. A theory of Responsible Leadership for Performance (RLP) is a general, theoretical framework of leadership that addresses the nature and challenges of leadership that are both responsible and focused on performance. Two core premises govern the framework. The first - that leadership itself is a system consisting of purposeful, integrated inputs, processes, outputs, feedback and boundaries. The second - that leadership takes place within a performance system that is, a system of joint, coordinated and purposeful action.

The three units of the theoretical framework of RLP are: considerations of constituency; a framework of irresponsibleness; and domains of performance.

Leadership does not exist on its own, but rather in reciprocity to constituency, sometimes referred to as followship. Every performance system has a constituency that represents those whom leadership in the performance system serves. Leadership that is responsible is that which demonstrates, and is judged to demonstrate, effectiveness, ethics and endurance (DePree, 1989, 1997; Trevion, Brown & Hartman 2003; White Newman, 1993), and are necessary components of responsible leadership. Our vision is for leadership is that it is done responsibly (drawing from moral norms agreed on by the constituency) and that it is performance-based (aims toward the achievement of some output agreed on by the constituency.

Given the novelty of the theoretical model developed in this manuscript, the hypotheses identified for preliminary verification of the model include the following:

Hypothesis 1: There will be a positive relationship between participation in the RLP system and the constituent perceptions of effectiveness.

Hypothesis 2: There will be a positive relationship between participation in the RLP system and constituent perceptions of ethical behavior.

Hypothesis 3: There will be a positive relationship between participation in the RLP system and constituent perceptions of endurance.

Hypothesis 4: There will be a positive relationship between participation in the RLP system and mission related performance in terms of quality, quantity and/or time.

Hypothesis 5: There will be a positive relationship between participation in the RLP system and work process performance in terms of quality, quantity and/or time.

Hypothesis 6: There will be a positive relationship between participation in the RLP system and social sub-system and individual units of performance in terms of quality, quantity and/or time.

Hypothesis 7: There will be a positive relationship between participation in the RLP system and the level of participation in the RLP system and the level of participation of the constituency.

Hypothesis 8: There will be a positive relationship between participation in the RLP system and the perceived value of that leadership system by the constituency.

The theoretical framework of RLP is potentially useful to leadership theory in a number of ways. First the theoretical framework (of RLP) can be used to promote connectivity among existing leadership theories. Second, the theoretical framework can serve a transformative role with respect to existing and emerging theories of leadership.

The implications of using this theoretical framework in leadership practice are quite extensive. First, it would require more a driver and less an outcome of performance. Second, it means that leadership would have to be understood and pursued as a performance system with inputs, processes, outputs and feedback, in the responsible leadership practices, habits and resources, multiple performance outcomes. Fourth, the theory acknowledges and demands whole system performance as an indicator of leadership output, and fifth, are the implications of this theoretical framework to leadership development (Lynham, & Chermack, 2006, p. 73-88)."

Reference: Lynham, S.A.; Chermack, T.J. (2006). Responsible Leadership for Performance: A Theoretical Model and Hypotheses. Journal of Leadership and Organizational Studies, Vol. 12, No. 4.

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Created: 2007-08-28, Updated: 2008-12-28