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Responsibility is the most powerful internal motivator for problem solving. When
you remove it, all that remains is the lesser drive of self-preservation. If necessity is
the mother of invention then responsibility is its father. (Mark A. Crouch)i
In recent years, a main trend in business has been responsibility. Large scale movements,
such as the Corporate Social Responsibility (CSR) phenomenon have been determining public
perception and, in turn, the success or demise of organizations worldwide. Companies are now
taking responsibility for their actions and are feeling more accountable than ever. An example of
such a company is Nike, whose CSR department released a report in April 2005 disclosing the
names and locations of the hundreds of factories worldwide that produce its products; this was
the first such report ever disclosed by a major shoe and apparel company (Nolan, 2005)ii. Others
who continue to avoid responsibility and are not perceived as responsible, are quickly being
targeted for reprimand by activist groups, regulatory bodies, other organizations, and
If not for the sake of upholding certain codes of conduct, the responsibility trend is a
strategic move intended to improve public perception and support. Thus, responsible
organizations in every sector, and leaders who are perceived as responsible, are favored among
CSR, for example, has been shown to contribute to organizational effectiveness, in terms
of employees (who make a greater contribution to their company if they perceive it as more
responsible, take less sick days, and remain with the company longer) and customers (customer
level, and if organizations endorsing this concept are beginning to reap its benefits, why should it
not be applied within the organization, at the personal level? The Responsibility-Effectiveness
Model (the R-E Model) shows how increasing the responsibility of a subordinate working in a
group can lead to increased effectiveness, in a perpetual cycle influenced by the leader.
This paper begins by defining key terms, including responsibility and my conception of
it moves into the specifics of the R-E Model, making certain hypotheses about relationships
among variables. Some of these hypotheses have not been tested, while other relationships are
supported by research. During each step in the model, certain obstacles are recognized and
discussed, as seen in Figure 1. Finally, several examples are provided, in which the R-E Model
DEFINITIONS
used. Some use it as a term with which to assign blame (i.e. being responsible for delaying
traffic). Others define it as a person’s job or duty (i.e. a factory worker’s responsibility for
sealing boxes). To others, being responsible means being trustworthy and dependable (using
immediate, short-term task at hand (i.e. to ensure the survival of a team of mountaineers).
Finally, assigning responsibility can be a way of assigning liability (i.e. “Who can be sued?”).
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
Obviously, the concept of responsibility is an integral part of leadership. No matter what
style of leadership and decision-making is used, in almost every conceivable case, it is the leader
who is held responsible for group outcomes. Leadership, here, is the leader-followers interaction
in which the leader influences others in the pursuit of a common mission, in a given situation.
The success of the outcome depends on each follower’s individual contribution and on the
leader’s ability to meet the followers’ needs and guide them through the process.
Much of the responsibility research has focused on the tendency of followers to avoid it
(Avoidance of Responsibility research). For several possible reasons, people who are not “in
charge” of the outcome would rather not be responsible for it. Mainly in low context situations,
this aversion to responsibility may be due to a fear of the unknown (or, a lack of established
means by which to reach the desired end) and of failure. In these cases, as in crises, it seems
natural that group members would prefer a strong leader who is willing and able to take
responsibility for the group and reduce the ambiguity felt by group members.
In the R-E Model, responsibility is something bestowed upon the follower which, with
the appropriate guidance, may lead to increased effectiveness and improved outcomes (as
related to the task and to follower self-efficacy). Here, the term refers to the follower’s ability
(and requirement) to take on her section of the overall mission and to influence group outcomes.
It follows, then, that the mission, as well as each follower’s individual contribution to that
Throughout this paper, the terms leader, follower, and subordinate are used frequently.
The leader here is the person who wishes to facilitate the positive change (the increased
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
effectiveness and self-efficacy) in those she is leading. Hopefully, the current reader is, or has
access to, such a leader for whom this model may be of use.
Though distinctions exist between followers and subordinates, the two terms are used
interchangeably. They are intended to signify the person (or group) in whom the leader whishes
to affect change. These are the members of the group whose effectiveness may be increased by
process by which increased responsibility, bestowed upon a subordinate, can (if certain obstacles
are avoided) begin a circular process, a product of which is increased effectiveness. The model,
then, is a leadership tool that is concerned mainly with followers’ perceptions (or, affects) but
The model has six ordinal stages of progress (which are causally related): responsibility,
motivation. Each stage is accompanied by a potential obstacle that may halt the follower’s
progress. Each obstacle can be the result of numerous situations, most of which can be avoided
by reframing the follower’s thought processes and by organizational readiness. Essentially, the
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
It is worth making two distinctions before proceeding. First, this model is discrete and
should not be communicated to the follower before or during the process.1 This is by no means a
secretive model; however, as mentioned, it deals with follower perception, which may be altered
if the leader’s intent to use it is disclosed. In some cases, leader-follower relations may be open
enough to acknowledge a need to improve effectiveness and to openly discuss the process.
Second, this model is not a magic pill. Any process that involves changing people’s feelings,
thoughts, and behaviors, takes time. How much time is needed should be proportionate to the
amount of effort needed to overcome the obstacles, depending on the follower and the situation.
Before explaining the process of the R-E Model, it will help to have a clear definition of
each of the stages involved and their relationship in the model. Especially important is the
Follower Responsibility
As mentioned above, the R-E Model refers solely to the responsibility bestowed upon the
follower, not the responsibility of the leader. Thus, responsibility here is the degree to which a
group member can, and is expected to, influence the overall outcome, given her resources to do
so. These resources are allocated by the leader. Using another term, responsibility can be
described as the degree of freedom the group member has to influence the outcome, using her
resources.
The above definition has several premises. First, the amount of responsibility a group
member possesses can be altered by the leader. Second, beyond the mere ability to affect the
1
It may not be beneficial, for example, for Mrs. Smith to tell an employee that she plans to make him more effective
by changing his perception and increasing his commitment.
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
responsibility is also directly related to the follower’s access to resources (such as time, funds,
Follower Accountability
The term accountability is often used interchangeably with both responsibility and
liability. Hence, it is usually used to describe negative responsibility which both followers and
leaders seek to avoid.3 Also, if the result is a success, group members claim greater
responsibility (Forsyth and Norvell, 1984)iv. However, if the result is a failure, group members
Here, the term accountability is not taken to mean legal liability. After all, most
organizations do not hold one employee or manager liable for any single outcome. Instead,
cause a perceptual shift, in which she feels a sense of ownership of the task at hand.
Follower Perception
Perception in the R-E Model is the way in which a follower sees her contribution to the
overall mission. A sense of ownership refers to the follower’s acceptance of the responsibility as
Follower Commitment
Commitment, like responsibility, does not refer to legal obligation, such as signing a
contract. Instead, commitment is a mental state; it is the degree to which the follower feels loyal
2
For example, while the leader cannot prevent the group member from learning, access to certain pertinent
information may be withheld.
3
For instance, one can make the distinction between a professor wanting to feel responsible for the success of a
student, but not liable if, say, the student applied the knowledge gained in an illegal way.
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
to the group and bound to its outcome. Instead of legal obligation, true commitment may cause
the follower to feel an obligation and desire to contribute; it is devotion to the group’s mission.
Follower Effectiveness
Follower effectiveness is the only term that is not narrowly defined; it can be defined in
many ways and is contingent on the group’s goals. Thus, effectiveness should be determined by
the organization. It should be noted that expectations should not be set too high, initially. Again,
the R-E Modal is not a magic pill. If the model is applied correctly and the expectations are
consistent, follower effectiveness should increase over time. Before attempting to implement the
model, the leader should clearly define “success” to the group. With a specific outcome in mind,
each member will have a target to aim for and will be able to gauge her own progress.
Follower Motivation
Follower motivation is an important step in the model, and constitutes a link to future
success, as explained below. The term simply refers to the follower’s enthusiasm which can be
We now describe step in the R-E Model, making certain hypotheses about the
relationships between steps. We also discuss the obstacles associated with each step, offering
possible reasons for failure to advance, and suggesting actions the leader may take to avoid
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
Step 1: Follower Responsibility
This step sets the tone for the entire process and should not be taken lightly. The leader
must carefully consider the amount and type of responsibility to bestow upon the subordinate.
The first obstacle, then, is assigning either too much or too little responsibility, as well as
assigning the wrong type of responsibility. Too much responsibility can overwhelm the follower,
increasing work-related stress and leading to failure. (Krupat, 1973)v Too little responsibility
may cause the follower to mentally dismiss the task or, worse, to feel resentment toward an
“untrusting” leader. Assigning the right type of responsibility should not be difficult, as the
leader should have a conception of the follower’s areas of knowledge and expertise. This will not
be the case if the follower or the leader is new to the organization. In these instances, the R-E
Once responsibility is increased, it can either be “taken on” or dismissed by the follower.
This may be due to responsibility aversion, a fear of failure, or relying on other members, also
perceptions of responsibility decrease as the group size increases. (Darley and Latané, 1968)vi
While the R-E Model addresses individual leader-follower relations, the follower is part of a
group. If the group is too large, a follower may feel less responsible. Indeed, it has been shown
that people who feel that another group member is the leader take less responsibility for the
group’s performance than did those who did not assign a leader. (Forsyth, Zyzniewski, and
Giammanco, 2000)vii In theory, two possible solutions to this would be assigning smaller,
autonomous groups (see Self-Managed Groups, below) and explaining that each member has her
own responsibility, which is separate from everyone else’s. Also, it may help to assign leaderless
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
Step 2: Follower Accountability
Once responsibility has been accepted, the follower should begin to feel accountable for
her portion of the overall mission. As mentioned, this is the perceptual side of responsibility. A
feeling of accountability is not something a leader can directly create. If accountability is not
perceived, the follower will not advance to the next step of the process. However, if the leader
correctly aligns the follower’s mental models pertaining to her responsibility (i.e. framing her
perceptions), a perceptual shift may occur, causing the follower to feel ownership of her task. As
shown in Figure 1, there may be a weaker, negative relationship between accountability and
effectiveness. That is, a sense of follower accountability may actually produce a negative result.
If the follower’s aversion to responsibility or fear of failure is high, the result may be
ineffectiveness. Thus, the leader should gauge the follower’s feelings toward responsibility,
As the model shows, accountability can either be perceived or not. There are a number of
leader-related factors that may cause the follower not to feel accountable. Since this step
involves shaping follower perception, the leader can still “make or break” this process. The
follower may simply not believe she is truly accountable. Other group members may believe that
the new process allows the leader to “delegate liability”. Also, the leader may have performed
poorly in the past, causing the follower to doubt her sincerity. Finally, the leader may not be
Steps 1 and 2 should phase out group members who may not be suitable to benefit from
the R-E Model. Once step 3 is reached, however, the retention level should increase. Followers
who reach this step tend to have fewer aversions to responsibility and are willing to take on
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
Step 3: Follower Ownership
In this step, the follower has accepted responsibility, feels personally accountable for her
actions, and begins to feel a sense of pride and purpose in (or, ownership of) her work. A
person’s ownership of an idea (in this case, that the responsibility is one’s own) causes it to be
included in one’s self-concept (De Dreu et al., 2005)viii and may also be associated directly with
The feeling of ownership can vary. Low feelings of ownership may be the result of
follower apathy, skepticism, or low identification with the organization and its goals. Apathy, or
indifference, may be felt if the follower does not care or does not see the higher purpose of the
outcome. This too may be the result of improper framing or ineffective communication of the
organization’s vision. Skepticism can be either a personality trait or the result of negative past
experiences.4 Finally, the follower may simply not identify with the organization’s values or may
One final link between a sense of ownership and that of accountability is worth
mentioning. It has been shown that control-based thinking (as opposed to freedom-based
thinking) can cause a reduction in group member accountability “by destroying people’s sense of
may be two-way. That is, each can affect the other. This is one reason why the leader’s role must
4
For example, if the follower has witnessed similar processes fail or is generally a skeptical person, her perception
of ownership may be low.
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
Step 4: Follower Commitment
Follower commitment is the direct result of a high sense of personal ownership. Here,
the follower already perceives her responsibility as hers and becomes committed, even devoted,
to a successful outcome. This commitment brings with it openness to feedback. Indeed, leader
support has been found to increase motivation to learn (such as the learning that occurs with
feedback). (Green, 2002)x Here, the leader should meet with the follower, as a consultant or a
coach, to review her progress and make suggestions for improvement. After receiving feedback,
the follower may accept and implement the feedback, increasing her level of commitment to the
outcome.
Similar to Hersey and Blanchard’s Life Cycle Theory of Leadership® (1969)xi, the
follower here is at the third development level (high competence and variable commitment).
of positive reinforcement. In each case, the leader can influence the follower’s commitment by
being supportive.
has been given and implemented. Increased effectiveness will have been achieved and the
follower will be deserving of credit and acknowledgement. Regarding credit, increased follower
effectiveness (as seen in Figure 1) may be causally related to increased ownership, as the
If the R-E Model is used for a single project, on a one-time basis, there is no need to
continue to the next step. In this case, increased follower effectiveness is only needed for the task
at hand. However, leaders cannot expect system-wide improvements after a single trial. The
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
model will likely be more useful if applied to ongoing projects and processes, in which followers
the result of ineffective learning or teaching. Ineffective learning may be due to the follower’s
cognitive abilities, which are not conducive to coping with a significant change in operations (i.e.
increased responsibility). In this case, the leader may choose to persist and try implementing the
model again, this time at a slower pace, allowing the follower to adapt. Ineffective teaching may
be due to the leader’s lacking cognitive abilities or her misunderstanding of the model or desired
outcome. In this case, the leader may not be well-suited to implement the model. Unsurprisingly,
members of groups that fail assign less responsibility to themselves, to the average group
member, and to the group as a whole, than do members of successful groups (Forsyth and
Schlenker, 1977)xii. Hence, if the leader’s goal is for individual followers to take on more
responsibility in the future, she should consider the group’s perceived success as a priority.
Motivation may also be caused by follower perception of ownership. It may also directly
cause an increase in commitment (see Figure 1). Finally motivation may also be unchanged or
decreased after effectiveness has increased. This may be due to personality traits or
dissatisfaction. Personality traits like depression or general pessimism may be hard to change.5
Dissatisfaction may be felt if a follower, having become more effective, does not feel better or is
not acknowledged or given a promised reward. In this case, it is the leader’s responsibility to
5
Note that depression may be temporary.
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
In this sense, the R-E Model contains aspects of both transactional leadership and
transactional leadership relationship (Bass, 1990).xiii It should be noted that the symbolic
properties of rewards have been found to increase intrinsic motivation. (Harackiewicz and
Sansone, 2000)xiv Mobilizing followers (in a setting conducive to creating leaders) and driving
As mentioned above, this step of the R-E Model constitutes the link to future success and
the perpetuation of the cycle. First, the link between effectiveness and motivation is
hypothesized to be two-way, in that each can cause the other.6 Second, motivation is also
hypothesized to cause an increase in follower acceptance of responsibility. Once the cycle has
been completed successfully by the follower, satisfaction should cause an increase in self-
efficacy, and the follower should believe that she can positively influence the organization. Here,
Another opportunity here is identifying followers who are well-suited, as a result of the
process, to be part of a self-managed team (SMT). Flory (2005) defines the self managed team as
Note the likeness between SMT’s and the workings of our Model. SMT’s are considered the
fundamental units in today’s organizations, a place conducive to major learning. Managers see
6
See the blue two-sided arrow in the model below.
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
THE R-E MODEL IN PRACTICE
While the model is geared towards improvement and explained in terms of a positive
outcome, it is reasonable to assume that lowered responsibility can create a parallel process with
[T]hey do not read the assigned books, they avoid participating in class discussions,
they expect high grades for mediocre work, they ask for fewer assignments, they
resent attendance requirements, they complain about workloads, they do not like
“tough” or demanding professors, they do not adequately prepare for class and tests,
they skip opportunities to improve their class performance and grade, they are
impatient with deliberative analysis, they regard intellectual pursuits as “boring,” they
resent the intrusion of course requirements on their time, they are apathetic or
defeatist in the face of challenge, and they are largely indifferent to “anything
resembling an intellectual life.”xvii
This insight aligns with our model. Because students are not given full responsibility for
their own success, they do not feel accountability. This in turn causes them to have little, if any,
perceived ownership of their own success, expecting professors to be easy and not enforce
attendance requirements. In turn, students do not become committed to their studies and tend to
avoid an “extra work”, minimizing the amount of time spent on course work. This lack of
commitment causes poor study habits and mediocre performance in class. Lower performance
may cause students to think that the demands of professors are too high, possibly resulting in
resentment and other negative feelings associated with a lack of motivation. Low motivation may
The R-E Model of Leadership is in some ways similar to House’s (1974)xviii Path-Goal
theory, in that the leader should affect “the followers’ beliefs that if they exert a certain level of
effort [or commitment, as a result of the increased responsibility and sense of accountability],
they will be more likely to accomplish a task [with increased effectiveness], and if they
accomplish the task, then they will be even more likely to achieve some valued outcome [such as
supporting its theory that increased follower responsibility and competent leadership support can
lead to increased follower effectiveness, which in turn can help the organization create motivated
leaders who do not fear responsibility. More research is needed to prove or disprove some of the
hypotheses made. The model does, however, make intuitive sense and several of its claims have
been supported. Whatever a leader’s actions, almost anything is better that inaction. If positive
change is desired, it must be pursued; mistakes can be leaned from, but inaction will teach us
Everything proceeds as if of its own accord, and this can all too
easily tempt us to relax and let things take their course without
troubling over details. Such indifference is the root of all evil.
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
Figure 1: The Responsibility-Effectiveness Model of Leadership™
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© 2005, Jesse Kedy Theories & Models of Leadership
www.jessekedy.net University of Richmond
REFERENCES
i
Crouch, M. (2002). Bouncing off paper walls: 10 simple wisdoms to becoming a black belt problem solver.
Wilmington, Del: Delmax Publishing Co.
ii
Nolan, H. (2005). Nike boosts CSR program by issuing factory report. PRweek. 8 (17), pg. 3
iii
Anonymous (2004). CSR activities generate higher performance – official. Women in Management
Review;19, 5/6; pg. 280.
iv
Forsyth, D., & Norvell, N. (1984). The impact of inhibiting or facilitating causal factors on group
members' reactions after success and failure. Social Psychology Quarterly, 47(3), 293-297.
v
Krupat, E. (1973) ‘I'm too busy’: The effects of overload and diffusion of responsibility on working and
helping. Proceedings of the Annual Convention of the American Psychological Association, 293-294.
vi
Darley, J., & Latané, B. (1968). Bystander intervention in emergence: diffusion of responsibility. Journal of
Personality and Social Psychology, 8, 377-383.
vii
Forsyth, D., Zyzniewski, L., & Giammanco C. (2002). Responsibility diffusion in cooperative collectives.
PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN, (28), 54 - 65.
viii
De Dreu, C., Van Knippenberg, D., & . (2005). The possessive self as a barrier to conflict resolution:
effects of mere ownership, process accountability, and self-concept clarity on competitive cognitions and
behavior. Journal of Personality and Social Psychology, 89(3), 345-357.
ix
Buono, A. (2003). Accountability: freedom and responsibility without control . Personnel Psychology, 56(2),
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x
Green, E. (2002). The influence of individual and work environment characteristics on trainee motivation
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Sciences, 62(12-A), 4025.
xi
Hersey, P., & Blanchard, K. (1969). Life cycle theory of leadership. Training and Development Journal, 23,
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xii
Forsyth, D., & Schlenker, B. (1977). Attributing the causes of group performance: effects of performance
quality, task importance, and future testing. Journal of Personality, 45, 220-236.
xiii
Bass, B. (1990). Bass and Stogdill's handbook of leadership. 3rd ed. New York: Free Press.
xiv
Harackiewicz, J., & Sansone, C. (2000). Rewarding competence: the importance of goals in the study of
intrinsic motivation. San Diego, CA: Academic Press, Inc.
xv
Flory , M. (2005). Management fads: the case of the self-managed team. Benchmarking: An International
Journal, 12(3), 275-282. (Italics added for emphasis)
xvi
Senge, P. (1990). The fifth discipline. New York: Doubleday.
xvii
Trout, P. (1997). Disengaged students and the decline of academic standards. Academic Questions, 10(2 ),
46-56.
xviii
House, R., & Dressler, G. (1974). The path-goal theory of leadership: some posthoc and a priori tests. in
contingency approaches to leadershp. Carbondale: Southern Illinois University Press.
xix
Hughes, R., Ginnett, R., & Curphy, G. (2006). Leadership, enhancing the lessons of experience. 5th ed. New
York: McGraw Hill.
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www.jessekedy.net University of Richmond