Leadership and Resistance to Change

Subject: Management
Pages: 2
Words: 356
Reading time:
2 min
Study level: Master

Change always presents one of the most critical and challenging problems for companies, requiring significant efforts, assiduous attention, and tight collaboration from all workers. This paper aims to discuss the following question: how can the workforce survive and thrive when disruptive leaders enter the company?

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Leadership plays a central role in any change, including corporate culture, organizational structure, market strategies, or approaches to doing business. According to recent research, 70 percent of administrative attempts to transform experience fail due to ineffective leadership styles that cannot encourage and unite employees to accept and realize a change (Khan et al., 2016). In this regard, disruptive managers should be competent, fearless in pursuing innovation and truth, adaptable, customer- and product-obsessed, and life-long learners to encourage and unite employees to accept and realize a change (Elevate Corporate Training, 2019). Furthermore, successful change implementation typically requires leaders to communicate goals clearly, involve employees in decision-making actively, and train them profoundly to improve employees‟ confidence (Zafar et al., 2014).

Another aspect needing consideration is the leadership model the managers follow while implementing a change. Autocratic leadership is the ultimate task-oriented leadership style that implies keeping total control over the team and stimulating employees via punishments, rules, and rewards (Rahbi et al., 2017). Democratic leadership relies on sharing decision-making opportunities with a group by considering the interests of the related followers and stakeholders. It promotes loyalty, conducive corporate culture, and employees’ creativity but may be ineffective in urgent situations (Al Khajeh, 2018). Besides, according to Puni et al. (2016), employees under a democratic leadership style are less prone to display counterproductive work behaviors and turnover intentions. It is worth noting that Bill Gates adopted the given leadership type to enhance the efficacy of strategic decisions (Agrawal, 2016). The final model, which is the most appropriate for organizational change, is situational leadership. According to this type, there is no “best” style of leadership, and thus, the leader’s success is contingent upon the ability to adapt their behaviors to a specific situation (Alsaqqa, 2020). In addition, situational leadership considers three perspectives, that is, the leadership of the situation, leadership of change, and leadership of relations.

Reference List

Agrawal, A. J. (2016). Jobs or Gates: differences in leadership. Web.

Al Khajeh, E. H. (2018). ‘Impact of leadership styles on organizational performance’, Journal of Human Resources Management Research, 2018, 1-10. Web.

Alsaqqa, H. H. (2020). ‘The situational leadership for the three realities of healthcare organizations: a perspective view’, Journal of Health Systems and Policies, 2(2), pp. 230-247. Web.

Khan, U., Ajaz, F., Khan, A., Khan, S. and Fatima, S. (2016). ‘The role of leadership on organizational change’, International Journal of Management Sciences and Business Research, 5(11), pp. 1-8.

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Puni, A., Agyemang, C. B., and Asamoah, E. S. (2016). ‘Leadership styles, employee turnover intentions, and counterproductive work behaviors’, International Journal of Innovative Research and Development, 5(1), pp. 1-7.

Rahbi, D. A., Khalid, K., and Khan, M. (2017). ‘The effects of leadership styles on team motivation’, Academy of Strategic Management Journal, 16(3), pp. 1-14.

The 7 characteristics of disruptive leaders (2019). Web.

Zafar, F. and Naveed, K., 2014. ‘Organizational change and dealing with employees’ resistance’, International Journal of Management Excellence, 2(3), pp. 237-246.

Seven steps for effective leadership development (2012) Web.

Guenther, R. and Vittori, G. (2012) Sustainable healthcare architecture. New York: John Wiley & Sons.

Smith, V. and Jones, R. (2012) ‘Individual assignments and academic dishonesty: exploring the conundrum’, The Educational Researcher, 35(1), pp. 37–56.

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