s

1. ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook

2. © 2003 Prentice Hall Inc. All rights reserved. 11–2
AFTER STUDYING THIS CHAPTER,
YOU SHOULD BE ABLE TO:
1. Contrast leadership and management.
2. Summarize the conclusions of trait theories.
3. Identify the limitations of behavioral theories.
4. Describe Fiedler’s contingency model.
5. Explain Hersey and Blanchard’s situational
theory.
6. Summarize leader-member exchange theory.
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3. © 2003 Prentice Hall Inc. All rights reserved. 11–3
AFTER STUDYING THIS CHAPTER,
YOU SHOULD BE ABLE TO:
7. Describe the path-goal theory.
8. Identify the situational variables in the leader-
participation model.
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(cont’d)

4. © 2003 Prentice Hall Inc. All rights reserved. 11–4
What Is Leadership?

5. © 2003 Prentice Hall Inc. All rights reserved. 11–5
Trait Theories
Leadership Traits:
• Ambition and energy
• The desire to lead
• Honesty and
integrity
• Self-confidence
• Intelligence
• Job-relevant
knowledge

6. © 2003 Prentice Hall Inc. All rights reserved. 11–6
Trait Theories
Limitations:
• No universal traits that predict leadership
in all situations.
• Traits predict behavior better in “weak”
than “strong” situations.
• Unclear evidence of the cause and effect
of relationship of leadership and traits.
• Better predictor of the appearance of
leadership than distinguishing effective
and ineffective leaders.

7. © 2003 Prentice Hall Inc. All rights reserved. 11–7
Behavioral Theories
• Trait theory:
Leaders are born, not made.
• Behavioral theory:
Leadership traits can be taught.

8. © 2003 Prentice Hall Inc. All rights reserved. 11–8
Ohio State Studies

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University of Michigan Studies

10. © 2003 Prentice Hall Inc. All rights reserved. 11–10
The
Managerial
Grid
E X H I B I T 11-1

11. © 2003 Prentice Hall Inc. All rights reserved. 11–11
Scandinavian Studies

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Contingency Theories: Fiedler’s Model

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Fiedler’s Model: Defining the Situation

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E X H I B I T 11-2
Findings from Fiedler Model

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Cognitive Resource Theory
Research Support:
• Less intelligent individuals
perform better in leadership
roles under high stress than
do more intelligent
individuals.
• Less experienced people
perform better in leadership
roles under low stress than
do more experienced
people.

16. © 2003 Prentice Hall Inc. All rights reserved. 11–16
Hersey and Blanchard’s Situational Leadership
Theory
Leader: decreasing need for support and supervision

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Leader–Member Exchange Theory

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Leader-Member Exchange Theory
E X H I B I T 11-3

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Path-Goal Theory

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The Path-Goal Theory
E X H I B I T 11-4

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Leader-Participation Model

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Contingency Variables in the Revised
Leader-Participation Model
E X H I B I T 11-5