Appendix ILeadership Questionnaire

The leadership questionnaire I used is based on the Leadership Behav-ior Description Questionnaire (LBDQ – form XII 1962). The division intoscales is described in Kampen (2011). Scales S (Initiating Structure) andC (Consideration) are represented by ten items each. The responses arescored on a Likert scale with the following values:

1 = never2 = seldom3 = occasionally4 = often5 = always

Item Scale

1 Gives advance notice of changes C2 Makes his/her attitudes clear to the group S3 Does little things to make it pleasant to be a member of the group C4 Tries out his/her new ideas with the group S5 Keeps to himself/herself C6 Looks out for the personal welfare of individual group members C7 Assigns group members to particular tasks S8 Schedules the work to be done S9 Maintains definite standards of performance S

10 Refuses to explain his/her action C11 Acts without consulting the group C12 Treats all group members as his/her equals C13 Encourages the use of uniform procedures S14 Is willing to make changes C15 Makes sure that his/her part in the group is understood by group

membersS

16 Is friendly and approachable C17 Asks that group members follow standard rules and regulations S18 Lets group members know what is expected of them S19 Puts suggestions made by the group into operation C20 Decides what shall be done and how it shall be done S

Source: Leadership Behavior Description Questionnaire (LBDQ – form XII 1962).

192

Appendix IIOrganizational Trust Questionnaire

An explanation of the scale can be found in Kampen (2011).The responses are scored on a Likert scale with the following values:

1 = never2 = seldom3 = occasionally4 = often5 = always

Trust in employer1. I trust the expertise of the managing director2. The managing director is honest and sincere3. I can count on the managing director4. The managing director is open and straightforward with me5. I trust that the managing director has my best interests at heart

Trust in coworkers6. I trust the expertise of my immediate coworkers7. My immediate coworkers are honest and sincere8. I can count on my immediate coworkers9. My immediate coworkers are open and straightforward with me

10. I trust that my immediate coworkers have my best interests at heart

Trust in direct supervisor11. I trust the expertise of my direct supervisor12. My direct supervisor is honest and sincere13. I can count on my direct supervisor14. My direct supervisor is open and straightforward with me15. I trust that my direct supervisor has my best interests at heart

Self-efficacy16. I am certain that I am good at my job17. I am capable of learning to carry out new duties18. I am good at solving problems at work

Job satisfaction19. I thoroughly enjoy my job

193

Appendix IIIDiagnostic Checklist: Signs ofNeglect

The tables below list the signs of neglect in the workplace. Examples ofthese signs can be found in Chapter 4 of this book. For each sign, thetable lists which aspect of the organization’s performance is exploredand what is revealed.

Organizational context: To what extent are these signs present/absent?

Signs What is explored/revealed?

1 History of drasticreorganizations and highturnover of managers

Diversity, complexity, and effects ofthe series of changes; how they wereimplemented

2 The board is not engagedwith the organization’schallenges

Role played, positioning, orientation, andinvolvement of the board in the internalissues and daily organizational life

3 The board lacks unifiedleadership

Extent to which board members holdexplicit vision of a joint leadership role,speak with one voice and act accordingly

4 Senior management lacksauthority and influence

Degree of authority inherent in seniormanagement’s formal position and extent towhich senior management identifies withthis position and acts accordingly

5 Support staff has undueinfluence

The positioning of staff vis-à-vis operationalmanagement and the professionalism ofsupport staff’s actions

6 Direct supervisors are notinvested with authority

Direct supervisors’ formal position, informalrelationships and extent of support fromsenior management and support staff

194

Appendix III 195

Leader behavior: To what extent are these signs present/absent?

Sign What is explored/revealed?

7 Management is notdemanding

Whether leadership is lacking in the sense ofmaking demands and monitoring compliance; itis key here that management’s demands arerealistic in terms of what can be expected fromthe person or team in question

8 Management isunresponsive

The relationship between management andemployees; does management respond to signalsand see what is needed? Is management’sattention turned inward (toward the organization)or outward?

9 Management isunavailable(physically and/oremotionally)

The distance between management andemployees, the distinction between past andpresent, possible accumulation of reasons why theboard, senior management, and direct supervisorsare not available

10 Direct supervisorsdo not actappropriately fortheir role

Extent to which direct supervisors showleadership behavior; includes the extent to whichemployees are prepared to accept leaders (goodfollowership)

196 Emotional Abuse and Neglect in the Workplace

Employee/direct supervisor behavior: To what extent are the followingsigns present/absent?

Sign What is explored/revealed?

11 Transgressivebehavior

The harm of what is lacking; the seriousness of theneglect; transgressiveness in all areas of work and socialinteraction; employees are not always aware of the effecttheir conduct has on others

12 Inability toreflect andlearn

How safe or unsafe employees feel; the extent to whichthey display outward compliance and how they reactwhen people question their effectiveness

13 Shirkingresponsibility

Tendency to pass the buck, continually set conditions andask for more clarity; holding management responsible foreverything; takes different shapes, not only apatheticbehavior

14 Self-preservation

Defense mechanisms, the ‘shadow side,’ people protectingtheir own interests, relationships, and dealings ininformal networks

15 Strongresistance

This is an indication that the OD consultant has hit anerve; ‘strong’ may also pertain to implacability andblackmail, some more subtle than others

16 Underminingauthority

Behavior by employees, managers, or support staff whocompensate for, or take advantage of, the weak position ofdirect supervisors and who know that they will loseinfluence if their superiors assume the position ofauthority that is formally theirs

Appendix IVChecklist: Preconditions forRecovery

The table below lists the preconditions an organization must meet to beable to start recovering from neglect. For a comprehensive description,including examples, see Chapter 5, Section 5.2.

The responses are scored on a Likert scale with the following values:

1 = never2 = seldom3 = occasionally4 = often5 = always

Precondition Score

Extent to which preconditionis present

1 Board knows how to handle externalpressure

1 2 3 4 5

2 Board gears plans to organization’sdevelopmental level

1 2 3 4 5

3 Board is committed to operating core 1 2 3 4 54 Explicit expectations 1 2 3 4 55 Transgressive behavior has

consequences1 2 3 4 5

6 Direct supervisors areperformance-accountable

1 2 3 4 5

7 Direct supervisors are willing and able 1 2 3 4 58 Direct supervisors receive support 1 2 3 4 59 Change process is well-structured 1 2 3 4 5

10 Effectiveness of interventions isevaluated

1 2 3 4 5

197

Notes

1 Parenting: A Source of Inspiration for Leadership

1. OD consultants are professionals involved in implementing planned changesin organizations.

2. Popper and Mayseless (2003) compare good parenting with transformationalleadership. Davidovitz et al. (2007) discuss leaders as attachmentfigures.

3. Frost et al. (1982) call these stories ‘reports from the firing line’ and usethem to supplement scientific organizational theories since ‘organizations areanything but rational, cooperative systems.’ They show that members of orga-nizations at every level prioritize their own interests at the expense of othersand the organization: ‘Organizations are frequently quite inhumane systems’(Frost et al., 1982, p. xiv).

4. ‘But two devices are applied to different parts of material: drama to organi-zational life in general . . . and autobiography for capturing what was mostpoignant . . . ’ (Czarniawska, 1997, p. 29).

2 Amsterdam Public Transport: A Tough Nut to Crack

1. Until it was privatized in January 2002, the Amsterdam public transportcompany was called Gemeentevervoerbedrijf, or Municipal Transport Company,abbreviated to GVB. Since 1 January 2002, its official name has been GVB, nolonger an abbreviation but a brand name.

2. Story-telling appeals to readers’ imagination, calls on their associative think-ing and feelings, and triggers identification and empathy or antipathy (Breuer,2006).

3. The committee was called Onderzoekscommissie privatisering GVB and led byDutch Labor Party ideologue Arie van der Zwan.

4. Ferry traffic was controlled by the Port Authority of Amsterdam.

3 Emotional Neglect and Child Development

1. Another term is affective neglect, often described as insufficient affection,encouragement, sense of safety and attachment (Noordhoek-Van der Staay,1992). Other scholars also identify normative and educational neglect (seeKromhout, 1996). Normative neglect is defined as setting a bad example bydisplaying criminal or antisocial behavior (Witte, 1985). Educational neglectis deprivation of knowledge and information, for example, by denying a childa good school education (Asma et al., 1990).

198

Notes 199

4 Neglect in the Workplace: Definition and Diagnosis

1. Result-oriented management is not the same as leadership. The former maybe abundant in an organization while the latter is utterly lacking.

5 Recovering from Neglect

1. Het Parool, a Dutch daily newspaper, even hired investigative journalist JosVerlaan to write about GVB, a beat he covered for a full 15 years. His steadystream of newspaper articles culminated in a book entitled Chaos on the AmstelRiver [Chaos aan de Amstel, 1999], which includes a chapter called ‘GVB: Outof Control.’

6 Good and Bad Leadership Styles

1. See Stogdill and Shartle (1948), Hemphill (1950), Fleishman (1953). Theleadership dimensions of ‘consideration’ and ‘initiating structure’ are takenfrom leadership research, led by Shartle, at Ohio State University in 1945.The research focused on describing the behavior of leaders while managinggroups. Hemphill and his researchers drew up a list of some 150 descriptionsof various aspects of leadership behavior. These descriptions formed the basisfor the first version of the LBDQ. Based on the factor analysis, two dimensionscame to the foreground: ‘consideration’ and ‘initiating structure.’ This lead-ership concept was widely applied in the 1950s and 1960s (Fleishman andHarris, 1998) and has recently seen a resurgence (Koene et al., 2002; Judgeet al., 2004).

2. It is estimated that in 2007, 13.6 percent of employees in the United Stateswere faced with destructive behavior by their direct supervisors. The costsof this were estimated at $23.8 billion in 2007. Tepper (2007b) arguesthat destructive leadership is an important social issue that requires furtherresearch.

3. I am assuming that there are no organizations that pursue destruction as acorporate objective, but also that there are organizations that use what I calldestructive leadership to achieve a socially acceptable objective.

7 Recovery from Neglect: Coping and Intervening

1. Pearlin and Schooler (1978, p. 2) assume that people are ‘actively responsiveto forces that impinge upon them.’

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Index

arrested development oforganizations, 1–2

behavioral problems, typesof, 69

behavioral disengagement,148

case GVBcase history, 11–14islands of meaning, 40–1lessons learned, 44moral muteness, 38organizational fixations, 39shadow side, 41–2silent killers, 38

change of leadership styleinterventions, 122–4organizational reality, 122practical examples, 124–31

change agents, how to stay in thesaddle, 180

child maltreatment, 46children’s behavioral problems, 53

calculating behavior, 54inability, 53

classic change strategies, why theyfail, 89

change fatigue, 91fight or flight response, 90implemented top-down, 89prescriptive nature, 90see the wood for the trees, 90

clinical inquiry, 181coping

board member, 138coping strategies, 137direct supervisor, 141examples of coping, 138–48external consultant, 145–8HR advisor, 145manager, interim, 139

daily organizational life, four maininterventions, 100–3

dark side of organizations, 182defensive routines, 181destructive leadership

definition of, 119emotional abuse, 118features of, 119–20inconsiderate leadership styles, 113intentional, 120–1inverse to initiating structure, 113neglectful leadership, 110, 111, 115organizational citizenship behavior,

134petty tyranny, 119research on, 118–19shadow side of the organization,

41–2supervisor undermining, 119tit for tat behavior, 120toxic leader, 118workplace bullying, 119

developmental psychology and childdevelopment, 5–6

emotional abuseconsists of, 46and neglect (of children), definition,

46, 47emotional neglect

difficulty in diagnosing, 48duration of, 51failure to perform parenting duties,

47as gradual process, 48impact of, on development of

children, 52neglect of neglect, 48three factors, 47

informal coalitions, 182informal organization, 8

213

214 Index

intervention strategy in neglectedorganizations

case study organization A, 150–6case study organization B, 156–63case study organization C, 163–9characteristics, 93interventions at GVB, effects of,

170–3normalizing interactions at work,

102preconditions 1-5, the board’s

attitude, 93–5preconditions 6-8, operational

management’s position, 95–7preconditions 9-10, structuring and

directing the recovery process,97

rebuilding structures andrelationships, 102–3

reduction in personnel costs, 173restoring work routines, 101tackling dysfunctional behavior, 101

large scale interventions, 176leadership

analogies leadership and parenting,185

aspects of, essential to recovery, 131and development, 111dimension of ‘consideration,’ 112dimension of ‘initiating structure,’

113leaders guiding OD, 190–1leadership deficits, 131, 132

leadership stylesauthoritative leadership, 116directive leadership, 117laissez-faire leadership, 115–16participatory leadership, 116zero leadership, 120

metaphor, use of, 6

neglect, diagnosingdiagnostic method, 78–82diagnostic process, 84–6diagnostically significant behavior,

69roles in diagnosing neglect, 86–7

neglect in the workplaceanalogous concepts, 186becomes evident, 68caused by laissez-faire leadership, 68contribution to OD, 187definition, 66denial, 82harmful interaction, 68, 69–70as a long term process, 67origin of concept, 5–6revealing neglect: 16 Signs, 70–8vocabulary for persistant issues in

organizations, 188neglect, signs of

employee behavior signs, 75–8leadership behavior signs, 73–5organizational context signs, 71–3

neglect, treatment ofattitude of group leaders/OD

practitioners, 63caretaker’s basic attitude, 63daily routines, 62dealing with responses and

resistance, 64parent behavioral change, 61therapeutic climate, 60

neglectful parenting stylesconsequences, 63domination, 50effects on children, 51–2indulgence, 49–50neglect of children, 50overestimation, 50phases of affective withdrawal, 52

OD consultant’s rolein the recovery process, 105six steps in recovery process, 106–8‘streetwise’ attitude, 106

OD professionalsbasic attitude, inquisitive and

skeptical, 177competencies, 179–80normative notions, 175positive and negative capability, 181practical suggestions, 177–9problems always worse than you

think, 175

Index 215

responding to negativeconnotations, 177

self-awareness and self-reflection,176

theories in use, 174organizational health, 70organizational life

as starting point, 186definition of, 8normal organizational life, 185pinpoint arrested development, 184

parenting behavior, dimensionsdemandingness, 56responsiveness, 56

parenting styles, 55authoritative, 58authoritarian, 57neglectful parenting, 58permissive/indulgent, 57

personal relationship asprecondition, 5

planned change, 14empirical-rational strategy, 15normative re-educative strategy, 15power-coercive strategy, 16

positive and negative capability, 109pseudo-adaptation, 172

reading the organization, 2reciprocal relationship, 5, 67recovery process

aspects of leadership, 131backlash, 108direct supervisors, percentage of

turnover, 104duration of, 103

emotional impact, 108experience-based learning, 100performance indicators for recovery,

104relapse, 105restoring daily routines, 99roles and responsibilities, 98structuring of, 118team dynamics, 99team interventions, 100three phases in recovery and their

effects, 103–4

sensitive responsiveness, 110signs of dysfunction of organizations,

3–4stories from organizational life, at

GVBcareer at GVB, 28–31freight tram, 19informal leaders, 36nothing’s changed, 32one way street, 24six week vacation, 22–3staff meetings, 32–5

transactional versus positionalorganization, 26–7

transformational leadership and goodparenting, 189–90

trust, 133–5role-based, 134rule-based, 134trust and distrust, 134

zone of proximal development, 91