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STEPHEN P. ROBBINS
MARY COULTER
Chapter
17
© 2007 Prentice Hall, Inc.
All rights reserved.
Leadership
PowerPoint Presentation by Charlie Cook
The University of West Alabama
2. LEARNING OUTLINE
Follow this Learning Outline as you read and study this chapter.
Who Are Leaders and What Is Leadership
âą Define leaders and leadership.
âą Explain why managers should be leaders.
Early Leadership Theories
âą Discuss what research has shown about leadership traits.
âą Contrast the findings of the four behavioral leadership
theories.
âą Explain the dual nature of a leaderâs behavior.
© 2007 Prentice Hall, Inc. All rights reserved.
17â2
3. L E A R N I N G O U T L I N E (contâd)
Follow this Learning Outline as you read and study this chapter.
Contingency Theories of Leadership
âą Explain how Fiedlerâs theory of leadership is a
contingency model.
âą Contrast situational leadership theory and the leader
participation model.
âą Discuss how path-goal theory explains leadership.
Contemporary Views on Leadership
âą Differentiate between transactional and transformational
leaders.
âą Describe charismatic and visionary leadership.
âą Discuss what team leadership involves.
© 2007 Prentice Hall, Inc. All rights reserved.
17â3
4. L E A R N I N G O U T L I N E (contâd)
Follow this Learning Outline as you read and study this chapter.
Leadership Issues in the Twenty-First Century
âą Tell the five sources of a leaderâs power.
âą Discuss the issues todayâs leaders face.
âą Explain why leadership is sometimes irrelevant.
© 2007 Prentice Hall, Inc. All rights reserved.
17â4
5. Leaders and Leadership
âą Leader â Someone who can influence others and who has
managerial authority
âą Leadership â What leaders do; the process of influencing a
group to achieve goals
âą Ideally, all managers should be leaders
âą Although groups may have informal leaders who emerge,
those are not the leaders weâre studying
Leadership research has tried to answer: What is an effective
leader?
© 2007 Prentice Hall, Inc. All rights reserved.
17â5
6. Early Leadership Theories
âą Trait Theories (1920s-30s)
ï Research focused on identifying personal
characteristics that differentiated leaders from
nonleaders was unsuccessful.
ï Later research on the leadership process identified
seven traits associated with successful leadership:
ï¶ Drive,
the desire to lead, honesty and integrity,
self-confidence, intelligence, job-relevant
knowledge, and extraversion.
© 2007 Prentice Hall, Inc. All rights reserved.
17â6
7. Exhibit 17â1
Seven Traits Associated with Leadership
Source: S. A. Kirkpatrick and E. A. Locke, âLeadership: Do Traits Really Matter?â Academy of Management
Executive, May 1991, pp. 48â60; T. A. Judge, J. E. Bono, R. llies, and M. W. Gerhardt, âPersonality and
Leadership: A Qualitative and Quantitative Review,â Journal of Applied Psychology, August 2002, pp. 765â780.
© 2007 Prentice Hall, Inc. All rights reserved.
17â7
10. Early Leadership Theories (contâd)
âą Behavioral Theories
ï University of Iowa Studies (Kurt Lewin)
ï¶ Identified
three leadership styles:
â Autocratic style: centralized authority, low participation
â Democratic style: involvement, high participation,
feedback
â Laissez faire style: hands-off management
ï¶ Research
findings: mixed results
â No specific style was consistently better for producing
better performance
â Employees were more satisfied under a democratic leader
than an autocratic leader.
© 2007 Prentice Hall, Inc. All rights reserved.
17â10
11. Early Leadership Theories (contâd)
âą Behavioral Theories (contâd)
ï Ohio State Studies
ï¶ Identified
two dimensions of leader behavior
â Initiating structure: the role of the leader in defining his
or her role and the roles of group members
â Consideration: the leaderâs mutual trust and respect for
group membersâ ideas and feelings.
ï¶ Research
findings: mixed results
â High-high leaders generally, but not always, achieved high
group task performance and satisfaction.
â Evidence indicated that situational factors appeared to
strongly influence leadership effectiveness.
© 2007 Prentice Hall, Inc. All rights reserved.
17â11
12. Early Leadership Theories (contâd)
âą Behavioral Theories (contâd)
ï University of Michigan Studies
ï¶ Identified
two dimensions of leader behavior
â Employee oriented: emphasizing personal relationships
â Production oriented: emphasizing task accomplishment
ï¶ Research
findings:
â Leaders who are employee oriented are strongly
associated with high group productivity and high job
satisfaction.
© 2007 Prentice Hall, Inc. All rights reserved.
17â12
13. The Managerial Grid
âą Managerial Grid
ï Appraises leadership styles using two dimensions:
ï¶ Concern
for people
ï¶ Concern
for production
ï Places managerial styles in five categories:
ï¶ Impoverished
ï¶ Task
management
management
ï¶ Middle-of-the-road
ï¶ Country
ï¶ Team
management
club management
management
© 2007 Prentice Hall, Inc. All rights reserved.
17â13
14. Exhibit 17â3
The
Managerial
Grid
Source: Reprinted by permission of Harvard Business Review. An exhibit from âBreakthrough in Organization Developmentâ by Robert R. Blake, Jane S. Mouton,
Louis B. Barnes, and Larry E. Greiner, NovemberâDecember 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.
© 2007 Prentice Hall, Inc. All rights reserved.
17â14
15. Contingency Theories of Leadership
âą The Fiedler Model (contâd)
ï Proposes that effective group performance depends
upon the proper match between the leaderâs style of
interacting with followers and the degree to which the
situation allows the leader to control and influence.
ï Assumptions:
ï¶A
certain leadership style should be most effective
in different types of situations.
ï¶ Leaders
do not readily change leadership styles.
â Matching the leader to the situation or changing the
situation to make it favorable to the leader is required.
© 2007 Prentice Hall, Inc. All rights reserved.
17â15
16. Contingency Theories⊠(contâd)
âą The Fiedler Model (contâd)
ï Least-preferred co-worker (LPC) questionnaire
ï¶ Determines
leadership style by measuring
responses to 18 pairs of contrasting adjectives.
â High score: a relationship-oriented leadership
style
â Low score: a task-oriented leadership style
ï Situational factors in matching leader to the situation:
ï¶ Leader-member
ï¶ Task
relations
structure
ï¶ Position
power
© 2007 Prentice Hall, Inc. All rights reserved.
17â16
18. Contingency Theories⊠(contâd)
âą Hersey and Blanchardâs Situational Leadership
Theory (SLT)
ï Argues that successful leadership is achieved by
selecting the right leadership style which is contingent
on the level of the followersâ readiness.
ï¶ Acceptance:
leadership effectiveness depends on
whether followers accept or reject a leader.
ï¶ Readiness:
the extent to which followers have the
ability and willingness to accomplish a specific
task.
ï Leaders must relinquish control over and contact with
followers as they become more competent.
© 2007 Prentice Hall, Inc. All rights reserved.
17â18
19. Contingency Theories⊠(contâd)
âą Hersey and Blanchardâs Situational Leadership
Theory (SLT)
ï Creates four specific leadership styles incorporating
Fiedlerâs two leadership dimensions:
ï¶ Telling:
high task-low relationship leadership
ï¶ Selling:
high task-high relationship leadership
ï¶ Participating:
low task-high relationship
leadership
ï¶ Delegating:
© 2007 Prentice Hall, Inc. All rights reserved.
low task-low relationship leadership
17â19
20. Contingency Theories⊠(contâd)
âą Hersey and Blanchardâs Situational Leadership
Theory (SLT)
ï Posits four stages follower readiness:
ï¶ R1:
followers are unable and unwilling
ï¶ R2:
followers are unable but willing
ï¶ R3:
followers are able but unwilling
ï¶ R4:
followers are able and willing
© 2007 Prentice Hall, Inc. All rights reserved.
17â20
21. Contingency Theories⊠(contâd)
âą Leader Participation Model (Vroom and Yetton)
ï Posits that leader behavior must be adjusted to reflect
the task structureâwhether it is routine, nonroutine,
or in betweenâbased on a sequential set of rules
(contingencies) for determining the form and amount
of follower participation in decision making in a given
situation.
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17â21
22. Contingency Theories⊠(contâd)
âą Leader Participation Model Contingencies:
ï Decision significance
ï Importance of commitment
ï Leader expertise
ï Likelihood of commitment
ï Group support
ï Group expertise
ï Team competence
© 2007 Prentice Hall, Inc. All rights reserved.
17â22
23. Exhibit 17â5
Leadership Styles in the Vroom Leader Participation Model
âą Decide: Leader makes the decision alone and either announces or
sells it to group.
âą Consult Individually: Leader presents the problem to group
members individually, gets their suggestions, and then makes the
decision.
âą Consult Group: Leader presents the problem to group members in
a meeting, gets their suggestions, and then makes the decision.
âą Facilitate: Leader presents the problem to the group in a meeting
and, acting as facilitator, defines the problem and the boundaries
within which a decision must be made.
âą Delegate: Leader permits the group to make the decision within
prescribed limits.
Source: Based on V. Vroom, âLeadership and the Decision-Making
Process,â Organizational Dynamics, vol. 28, no. 4 (2000), p. 84.
© 2007 Prentice Hall, Inc. All rights reserved.
17â23
25. Contingency Theories⊠(contâd)
âą Path-Goal Model
ï States that the leaderâs job is to assist his or her
followers in attaining their goals and to provide
direction or support to ensure their goals are
compatible with organizational goals.
ï Leaders assume different leadership styles at
different times depending on the situation:
ï¶ Directive
leader
ï¶ Supportive
leader
ï¶ Participative
leader
ï¶ Achievement
© 2007 Prentice Hall, Inc. All rights reserved.
oriented leader
17â25
27. Contemporary Views on Leadership
âą Transactional Leadership
ï Leaders who guide or motivate their followers in the
direction of established goals by clarifying role and
task requirements.
âą Transformational Leadership
ï Leaders who inspire followers to transcend their own
self-interests for the good of the organization by
clarifying role and task requirements.
ï Leaders who also are capable of having a profound
and extraordinary effect on their followers.
© 2007 Prentice Hall, Inc. All rights reserved.
17â27
28. Contemporary ViewsâŠ(contâd)
âą Charismatic Leadership
ï An enthusiastic, self-confident leader whose
personality and actions influence people to behave in
certain ways.
ï Characteristics of charismatic leaders:
ï¶ Have
a vision.
ï¶ Are
able to articulate the vision.
ï¶ Are
willing to take risks to achieve the vision.
ï¶ Are
sensitive to the environment and follower
needs.
ï¶ Exhibit
behaviors that are out of the ordinary.
© 2007 Prentice Hall, Inc. All rights reserved.
17â28
29. Contemporary ViewsâŠ(contâd)
âą Visionary Leadership
ï A leader who creates and articulates a realistic,
credible, and attractive vision of the future that
improves upon the present situation.
âą Visionary leaders have the ability to:
ï Explain the vision to others.
ï Express the vision not just verbally but through
behavior.
ï Extend or apply the vision to different leadership
contexts.
© 2007 Prentice Hall, Inc. All rights reserved.
17â29
30. Contemporary ViewsâŠ(contâd)
âą Team Leadership Characteristics
ï Having patience to share information
ï Being able to trust others and to give up authority
ï Understanding when to intervene
âą Team Leaderâs Job
ï Managing the teamâs external boundary
ï Facilitating the team process
ï¶ Coaching,
facilitating, handling disciplinary
problems, reviewing team and individual
performance, training, and communication
© 2007 Prentice Hall, Inc. All rights reserved.
17â30
32. Leadership Issues in the 21st Century
âą Managing Power
ï Legitimate power
ï¶ The power a leader has
as a result of his or her
position.
ï Coercive power
ï¶ The power a leader has
to punish or control.
ï Reward power
ï¶ The power to give
positive benefits or
rewards.
© 2007 Prentice Hall, Inc. All rights reserved.
ï Expert power
ï¶ The influence a leader
can exert as a result of
his or her expertise,
skills, or knowledge.
ï Referent power
ï¶ The power of a leader
that arise because of a
personâs desirable
resources or admired
personal traits.
17â32
33. Developing Credibility and Trust
âą Credibility (of a Leader)
ï The assessment of a leaderâs honesty, competence,
and ability to inspire by his or her followers
âą Trust
ï Is the belief of followers and others in the integrity,
character, and ability of a leader.
ï¶ Dimensions of trust: integrity, competence,
consistency, loyalty, and openness.
ï Is related to increases in job performance,
organizational citizenship behaviors, job satisfaction,
and organization commitment.
© 2007 Prentice Hall, Inc. All rights reserved.
17â33
34. Exhibit 17â9
Suggestions for Building Trust
Practice openness.
Be fair.
Speak your feelings.
Tell the truth.
Show consistency.
Fulfill your promises.
Maintain confidences.
Demonstrate competence.
© 2007 Prentice Hall, Inc. All rights reserved.
17â34
35. Providing Ethical Leadership
âą Ethics are part of leadership when leaders
attempt to:
ï Foster moral virtue through changes in attitudes and
behaviors.
ï Use their charisma in socially constructive ways.
ï Promote ethical behavior by exhibiting their personal
traits of honesty and integrity.
âą Moral Leadership
ï Involves addressing the means that a leader uses to
achieve goals as well as the moral content of those
goals.
© 2007 Prentice Hall, Inc. All rights reserved.
17â35
36. Empowering Employees
âą Empowerment
ï Involves increasing the decision-making discretion of
workers such that teams can make key operating
decisions in develop budgets, scheduling workloads,
controlling inventories, and solving quality problems.
ï Why empower employees?
ï¶ Quicker
responses problems and faster decisions.
ï¶ Addresses
the problem of increased spans of
control in relieving managers to work on other
problems.
© 2007 Prentice Hall, Inc. All rights reserved.
17â36
37. Cross-Cultural Leadership
âą Universal Elements of
Effective Leadership
ï Vision
ï Foresight
ï Providing encouragement
ï Trustworthiness
ï Dynamism
ï Positiveness
ï Proactiveness
© 2007 Prentice Hall, Inc. All rights reserved.
17â37
38. Exhibit 17â10 Selected Cross-Cultural Leadership Findings
âą Korean leaders are expected to be paternalistic toward employees.
âą Arab leaders who show kindness or generosity without being
asked to do so are seen by other Arabs as weak.
âą Japanese leaders are expected to be humble and speak frequently.
âą Scandinavian and Dutch leaders who single out individuals with
public praise are likely to embarrass, not energize, those
individuals.
âą Effective leaders in Malaysia are expected to show compassion
while using more of an autocratic than a participative style.
âą Effective German leaders are characterized by high performance
orientation, low compassion, low self-protection, low team
orientation, high autonomy, and high participation.
Source: Based on J. C. Kennedy, âLeadership in Malaysia: Traditional Values, International Outlook,â Academy of Management Executive, August
2002, pp. 15â17; F.C. Brodbeck, M. Frese, and M. Javidan, âLeadership Made in Germany: Low on Compassion, High on Performance,â Academy
of Management Executive, February 2002, pp. 16â29; M. F. Peterson and J. G. Hunt, âInternational Perspectives on International Leadership,â
Leadership Quarterly, Fall 1997, pp. 203â31; R. J. House and R. N. Aditya, âThe Social Scientific Study of Leadership: Quo Vadis?â Journal of
Management, vol. 23, no. 3, (1997), p. 463; and R. J. House, âLeadership in the Twenty-First Century,â in A. Howard (ed.), The Changing Nature
of Work (San Francisco: Jossey-Bass, 1995), p. 442.
© 2007 Prentice Hall, Inc. All rights reserved.
17â38
39. Gender Differences and Leadership
âą Research Findings
ï Males and females use different styles:
ï¶ Women
tend to adopt a more democratic or
participative style unless in a male-dominated job.
ï¶ Women
ï¶ Men
tend to use transformational leadership.
tend to use transactional leadership.
© 2007 Prentice Hall, Inc. All rights reserved.
17â39
40. Exhibit 17â11 Where Female Managers Do Better: A Scorecard
Source: R. Sharpe, âAs Leaders, Women Rule,â BusinessWeek, November 20. 2000, p. 75.
© 2007 Prentice Hall, Inc. All rights reserved.
17â40
41. Basics of Leadership
âą Give people a reason to come to work.
âą Be loyal to the organizationâs people
âą Spend time with people who do the real work of
the organization.
âą Be more open and more candid about what
business practices are acceptable and proper
and how the unacceptable ones should be fixed.
© 2007 Prentice Hall, Inc. All rights reserved.
17â41
42. Leadership Can Be Irrelevant!
âą Substitutes for Leadership
ï Follower characteristics
ï¶ Experience, training, professional orientation, or
the need for independence
ï Job characteristics
ï¶ Routine, unambiguous, and satisfying jobs
ï Organization characteristics
ï¶ Explicit formalized goals, rigid rules and
procedures, or cohesive work groups
© 2007 Prentice Hall, Inc. All rights reserved.
17â42
43. Terms to Know
âą
âą
âą
âą
âą
âą
âą
âą
âą
âą
âą
leader
leadership
behavioral theories
autocratic style
democratic style
laissez-faire style
initiating structure
consideration
high-high leader
managerial grid
Fiedler contingency
model
© 2007 Prentice Hall, Inc. All rights reserved.
âą least-preferred co-worker
(LPC) questionnaire
âą leader-member relations
âą task structure
âą position power
âą situational leadership theory
(SLT)
âą readiness
âą leader participation model
âą path-goal theory
âą transactional leaders
17â43
44. Terms to Know (contâd)
âą
âą
âą
âą
âą
âą
âą
âą
âą
âą
âą
transformational leaders
charismatic leader
visionary leadership
legitimate power
coercive power
reward power
expert power
referent power
credibility
trust
empowerment
© 2007 Prentice Hall, Inc. All rights reserved.
17â44