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Toward a Unified Framework of Perceived Negative Leader Behaviors Insights from French and British Educational Sectors

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Abstract

In this paper, we challenge the commonly held assumption that actors in the education sector are largely ethical, and that there is therefore little need to scrutinize leader behaviors in this sector. We also overcome past scholars’ tendencies to either focus selectively on positive leader behaviors, or to stay content with categorizing leader behaviors into effective and ineffective (if at all they do focus on negative leader behaviors). Using data (Critical Incidents) from three case studies previously conducted in eight British and French academic establishments, we show that not only do negative leader behaviors abound in the education sector, but they can also be differentiated into three types: (1) behaviors emanating from leaders’ lack of functional skills i.e., ineffective behaviors, (2) behaviors emanating from leaders’ insouciance toward harming the organization and its members i.e., dysfunctional behaviors, and (3) behaviors emanating from leaders’ lack of honesty, integrity, ethicality, and transparency i.e., unauthentic behaviors. We enrich current understanding on ineffective, dysfunctional, and unauthentic leader behaviors, and offer a unified (yet differentiated) framework of negative leader behaviors in the academic sector. Since each type of negative behavior emanates from different motivational drivers, different measures are required to curb them. These are also discussed. A comparison of our findings with those from leadership studies in other sectors reveals that negative leader behaviors in the education sector are quite similar to those in other sectors.

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Notes

  1. The percentage of people who believed scientists were ethical minus the percentage who disagree produced a net score of over +50.

  2. There are many different viewpoints on whether management and leadership is one and the same thing (Bolman and Deal 1991a, b; Bennis and Nanus 1985; Kouzes and Posner 2007). While Bolman and Deal (1991a, b) show that for active managers and their colleagues, management and leadership are distinct, but overlapping, other scholars (Barker 2000; Alimo-Metcalfe and Lawler 2001; House and Aditya 1997) argue that management and leadership are in fact one and the same thing.

  3. Describing such extreme cases, Kets de Vries (1995, p. 217) explains, “some leaders go far beyond the abnormal ways of functioning…they go off the deep end.”

  4. Individuals engaging in such behaviors may be referred to as internal terrorists, psycho-terrorists, or organizational terrorists (see McCurley and Vineyard 1998).

  5. Although Caldwell and Canuto-Carranco (2010) discuss dysfunctional behaviors at the level of top organizational leaders, they also acknowledge that such behaviors may be observed at other levels in an organization.

  6. Although data were collected on both negative and positive leader behaviors in the three case studies, our present work draws only on the data on negative leader behaviors. Also, although the three studies use different terms (managers, managerial leaders, leaders), they all refer to behaviors that supervisory leaders exercise as part of their day-to-day functions.

  7. In line with the general trend at the time, in our earlier studies, we also used of the terms ‘negative leader behaviors’ and ‘ineffective leader behaviors’ interchangeably. It is only in the present study that we draw a distinction between different kinds of negative leader behaviors.

  8. The full list of negative behavioral statements can be made available to readers upon request.

  9. For instance, the BS ‘nominates self or deputy to attend external “in-service” training courses and not the staff’ feeds into the emergence of the dysfunctional behavioral descriptor ‘self-serving behavior’ and the unauthentic behavioral descriptor ‘exploitative and dishonest behavior.’

  10. Combining behavioral descriptors 1 and 2 from Table 2.

  11. Some experts (e.g., one of the anonymous reviewers of this paper) support that communication is a leadership skill rather than a leader behavior. Therefore, while these scholars accept that communication is an integral part of varied leader activities, they prefer not to explicitly list it in a taxonomy of effective leader behaviors. In contrast, other scholars (e.g., Bryman 2007) choose to cite ‘communicating well about the direction the department is going’ as an explicit effective leader behavior. Following Bryman (2007), we have decided to include ‘poor communication’ in our list of ineffective leader behaviors. Another reason behind this choice is that ‘poor communication’ emerged from our data set in the same way as other BSs. Therefore, selectively excluding it from the final results seemed inappropriate.

  12. The same argument as presented above also applies to the BS ‘poor decision making.’

  13. Workplace incivility is defined as “low-intensity deviant behavior with ambiguous intent to harm the target, in violation of workplace norms for mutual respect. Uncivil behaviors are characteristically rude and discourteous, displaying a lack of regard for others” (Andersson and Pearson 1999, p. 457).

  14. Although other forms of negative leader behaviors also include an element of fear or coercion, the difference between these forms and toxic leadership lies in the intensity or degree of fear induced.

  15. It should be noted that some examples of ineffective leader behaviors (e.g., poor reward allocation) are acts of omission—in other words, they are the outcome of failure to use the positive behavior when needed. But this is not the case with other ineffective leader behaviors that have emerged from our study, nor does this apply to dysfunctional and unauthentic leader behaviors. For instance, treating someone in a humiliating or derogatory way cannot simply be described as a mirror opposite of polite and respectful behavior. Even if a leader is generally polite and respectful, one single act of humiliating and derogatory behavior will lead to the perception of dysfunctionality between the leader and the target of said behavior.

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Authors and Affiliations

  1. Grenoble Ecole de Management, 12, rue Pierre Sémard, 38003, Grenoble Cedex-01, France

    Taran Patel

  2. University of Wolverhampton Business School, Wulfruna Street, Wolverhampton, WV1 1LY, UK

    Robert G. Hamlin

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  1. Taran Patel
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  2. Robert G. Hamlin
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Correspondence to Taran Patel.

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Patel, T., Hamlin, R.G. Toward a Unified Framework of Perceived Negative Leader Behaviors Insights from French and British Educational Sectors. J Bus Ethics 145, 157–182 (2017). https://doi.org/10.1007/s10551-015-2909-5

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  • DOI: https://doi.org/10.1007/s10551-015-2909-5

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