Cognition and Leadership, Essay Example

Abstract

Cognition is an important theory in relation to leadership because it helps ensure that multiple aspects of leadership are covered by the leader. The cognitive resource theory is a leadership theory that is especially resourceful for understanding leader beliefs and values. The most important beliefs and values that a leader can hold are empathy, empowerment, communication, commitment, and respect. The purpose of this document is to discuss the role of the cognition resource theory of leadership in relation to these beliefs and values, showing how each are developed in leaders.

This document is divided into several sections. The first section contains a brief description of the cognitive resource theory. The next five sections discuss the specific beliefs and values of leaders and how the cognition resource theory assists in their development. The final section is a brief conclusion to the document.

Cognitive Resource Theory

Fiedler and Garcia (1987) developed the cognitive resource theory and is developed through organizational and industrial psychology. Cognitive resource theory is a reconceptualization of the contingency model created by Fiedler (1964) and, as such, is geared to focus on the intelligence and experience of the leader on their stress reaction. The essence of the cognitive resource theory is that stress and rationality are enemies, leading to the ability of leaders to think analytically and logically. However, the intelligence and experience of the leader can lessen the influence of stress on actions taken by the leader. Notably, in low-stress situations, the main factor is intelligence. In high-stress situations, experience is the main factor (Fiedler & Garcia, 1987).

Leaders have cognitive resources, which are intelligence, experience, task-relevant knowledge, and competence. Much research was undertaken in the military sciences regarding cognitive resource theory and focused on the effect of individual and leader intelligence on the performance of the organization. It was found that the intelligence effect on performance was influenced by the ability of the leader to be directive, as well as the individual’s and leader’s motivation (Fiedler & Garcia, 1987). Moreover, the knowledge of the leader is only able to contribute to performance of the organization if it is communicated efficiently, which means that the leader must be directive and the followers must be compliant and willing to undertake the instructions of the leaders. On the other hand, intelligence was impaired when followers are conditions of stress (Fiedler & Garcia, 1987).

If leaders are better at decision-making activities and planning, they must be able to give instructions and explicitly tell followers what needs to be done in order to have decisions and plans implemented. In cases where the leaders are not better at decision-making activities and planning, it is more appropriate to utilize a non-directive approach. For example, leaders should facilitate open discussions with the entire team, where the best approaches are identified and adopted in the organizational strategy (Fiedler & Garcia, 1987). Yet, the relationship between decision quality and intelligence is impacted by stress. When stress is low, the intelligence of the leader is at its full functionality, leading to optimal contributions. On the other hand, when stress is high, the natural intelligence of the leader makes no difference to or has a negative impact on contributions. This could be caused by the seeking of rational solutions by the leader or other intelligent person, which may not exist and could contribute to higher stress. In these situations, having a leader that has little to no experience in “gut reactions” for decision making must rely on this unknown mechanism, which could make it harder for the leader to feel comfortable with the decisions made (Fiedler & Garcia, 1987). It is also possible that, if the leader retreats internally to analyze the problem, the followers are left to their own devices, which could also exacerbate not only the problem, but the stress level of the leader, further hindering the development of an effective solution. In stress situations, cognitive abilities are not oriented to the task but, instead, focus on irrelevant task features that do not relate to the problem of interest. The abilities of the leader, then, contribute to the performance of the group only when the leader is favored by the group and when the leader and related goals are supported by the group. If group members are supportive, it is possible to implement the instructions of the leader. The intelligence of the leader correlates with performance in relation to the degree of intellectual demand of the task. Thus, intellectual abilities can be utilized efficiently in cognitively demanding tasks. Finally, it is understood under the cognitive resource theory of leadership, the abilities and intelligence of the leader aid organizational success only in situations when the leader is directive in a situation that is free of stress with supportive members and when the task is based on high intellect and cognition (Fiedler & Garcia, 1987).

Empathy

Empathy is important for the leader to have towards members because it helps generate a working relationship. At the same time, it shows that the leader cares about the thoughts of the members, which can also influence the decision making process. This also means that future disagreeable decisions are more likely to be adhered to by the members because they are more likely to recall times of prior empathy of the leader. Therefore, in the context of the cognitive resource theory, empathy needs to be shown in situations with high stress and low stress because it helps in building stronger leader-member relationships and can help in increasing the likelihood of leaders are listened to and instructions carried out.

Empowerment

Empowerment is important in relation to the cognitive resource theory of leadership because it helps all parties. For example, when members listen to the leaders, leaders are empowered to push their decisions and agendas to further the goals of the organization. Conversely, when leaders listen to members, members are empowered by knowing that their perspectives will be heard and, potentially, implemented. Empowerment, then, is critical for the success of leaders to meet the needs of the group, as well as that of the organization.

Communication

Communication is important for both leaders and members. If the leader is unable to communicate effectively, members will not be able or willing to follow instructions in an effective way. Conversely, if members do not communicate effectively, potential problems are not resolved and, in fact, can be worsened. For example, if a task requires specific supplies but this is not communicated to the leader, the leader may not be aware of the need and the time spent to get the supplies would lead to a delay in the completion of the task. This could be problematic if the task is part of a larger task that is time sensitive.

Commitment

The commitment of the leader is also inherently responsible. In the cognitive resource theory of leadership, the leader must be committed not only to the group, but also the task being conducted. By being committed to finding solutions that are viable for all parties involved, the environment has a lower stress level, which means that the solutions are more beneficial. If the opposite is also true and a higher stress level exists, it could mean that the commitment of the leader is affected, leading to more problems. At the same time, it means that leader commitment to the task and members must be reciprocated, leading to increased likelihood of the task being completed.

Respect

Respect is the final element of leadership values of most importance. If the leader does not respect members, they cannot and should not expect to receive respect from the members. In many elements, the opposite is also true. To earn respect, respect must be given. In relation to the cognitive resource theory, respect is important in the context of working with members for the overall goal of the organization.

Conclusion

The cognitive resource theory of leadership is important in addressing the understanding of the underlying values of empathy, empowerment, communication, commitment, and respect. With these values under the context of the cognitive resource theory, it will help in understanding how leaders are made. At the same time, a thorough understanding of the tenets of cognitive resource theory can help understand stress reactions on leadership.

References

Fiedler, F. E., & Garcia, J. E. (1987). New approaches to effective leadership: Cognitive resources and organizational performance. John Wiley & Sons.

Fiedler, Fred. E. (1964). A Contingency Model of Leadership Effectiveness. Advances in Experimental Social Psychology, 1, 149–190. https://doi.org/10.1016/S0065-2601(08)60051-9