Authentic Leadership

3391 WordsMay 20, 201514 Pages
Robins & Boldero (2003) propose that dyadic relationships will become more intimate and trusting as the level of consistent commensurability of a person’s actual self, and perceptions of the other’s view of his or her actual self, increases. The implication for the development of authentic leader–member relationships in unconstrained settings is that followers and leaders will be most likely to form trusting and close relationships with persons who see them as they see themselves, i.e.—persons who see their true selves. Moreover, when ought selves serve as the source of commensurability, the follower will conclude the leader bhas the same standards as meQ (Robins & Boldero, 2003, p. 64), producing interpersonal feelings of…show more content…
While members may comply to earn desired rewards or avoid sanctions, their behavior is externally as opposed to internally regulated, and hence not self-determined or authentic (Deci & Ryan, 1995, 2000; Ryan & Deci, 2003). Nevertheless, there are cases in constrained environments such as work organizations where followers find high levels of consistent commensurW.L. Gardner et al. / The Leadership Quarterly 16 (2005) 343–372 363 ability with the ideal and ought selves of their leaders. We assert that such congruence is more likely for followers of authentic leaders who provide them with choices and opportunities for self-determination. Authentic leaders seeking to develop authentic followers will do so by showing them how to move from external and introjected regulation to progressively more internalized (identified and integrated) forms of regulation (Deci & Ryan, 1995; Ryan & Deci, 2003). Through positive modeling and direct communications, authentic leaders can help followers achieve authenticity and self-concordant identities (Sheldon & Elliot, 1999; Sheldon & Houser-Marko, 2001). Followers’ needs for competence and autonomy can be met by helping them discover their talents, develop them into strengths, and empowering them to do tasks for which they have the capacity to excel (Clifton & Harter, 2003; Liden, Wayne, & Sparrowe, 2000). Providing opportunities for task engagement (Harter, Schmidt, & Hayes, 2002) through mastery
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