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CHAPTER 2: TRAITS, BEHAVIORS, AND RELATIONSHIPS 53
partnerships with each group member, and the fourth stage expanded the view of
dyads to include larger systems and networks.

Vertical Dyad Linkage Model
The Vertical Dyad Linkage (VDL) model argues for the importance of the dyad formed Vertical Dyad Linkage (VDL)
V
ertical Dyad Linkage (VDL)
Model

by a leader with each member of the group. Initial findings indicated that sub- Model
a model of individualized
ordinates provided very different descriptions of the same leader. For example, a model of individualized
leadership that argues for the
leadership that argues for the
some subordinates reported a leader, and their relationship with the leader, as importance of the dyad formed
importance of the dyad formed
by a leader with each member of
having a high degree of mutual trust, respect, and obligation. These high-quality by a leader with each member of
the group
relationships might be characterized as high on both people and task orientation. the group
Other subordinates reported a low-quality relationship with the same leader, such
as having a low degree of trust, respect, and obligation. These subordinates per-
ceived the leader as being low on important leadership behaviors.
Based on these two extreme exchange patterns, subordinates were found to
exist in either an in-group or an out-group in relation to the leader. Exhibit 2.6
delineates the differences in leader behavior toward in-group versus out-group
members. Most of us who have had experience with any kind of group, whether
it be a college class, an athletic team, or a work group, recognize that some lead-
ers may spend a disproportionate amount of time with certain people, and that
these “insiders” are often highly trusted and may obtain special privileges. In the
terminology of the VDL model, these people would be considered to participate
in an in-group exchange relationship with the leader, whereas other members of
the group who did not experience a sense of trust and extra consideration would
participate in an out-group exchange.
In-group members, those who rated the leader highly, had developed close re-
lationships with the leader and often became assistants who played key roles in
the functioning of the work unit. Out-group members were not key players in the
work unit. Because of these differences, individuals often fell into subgroups, which
might be considered supporters and opponents of the leader. Some subordinates
were getting their needs met, whereas others were not. These differences were based
on the dyad between the leader and each subordinate. The in-group had high access

Exhibit 2.6 Leader Behavior toward In-Group Versus Out-Group Members

In-Group Out-Group
• Discusses objectives; gives • Gives employee specific
employee freedom to use his or directives for how to accomplish
her own approach in solving tasks and attain goals
problems and reaching goals
• Listens to employee’s suggestions • Shows little interest in employee’s
and ideas about how work is done comments and suggestions
• Treats mistakes as learning • Criticizes or punishes mistakes
opportunities
• Gives employee interesting • Assigns primarily routine jobs and
assignments; may allow employee monitors employee closely
to choose assignment
• Sometimes defers to subordinate’s • Usually imposes own views
opinion
• Praises accomplishments • Focuses on areas of poor performance

Source: Based on Jean-François Manzoni and Jean-Louis Barsoux, “The Set-Up-to-Fail Syndrome,” Harvard
Business Review (March–April, 1988), pp. 101–113.