Lecture
3 Leadership
ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H © 2005 Prentice Hall Inc. All rights reserved.
E D I T I O N
SATHIKA WICKREMESINGHE PowerPoint Presentation
WWW.PRENHALL.COM/ROBBINS
by Charlie Cook
OBJECTIVES LEARNING
AFTER THIS LECTUER YOU WILL BE ABLE TO: 1. Contrast leadership and management. 2. Summarize the conclusions of trait theories. 3. Trait and behavioral perspectives. 4. Situational contingency perspectives 5. Attribution perspectives. 6. Emerging leadership perspectives and why are they especially important in today’s organizations
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What What is is LEADERSHIP LEADERSHIP Leadership is the process of influencing and supporting others work enthusiastically toward achieving objectives.
It’s the critical factor that helps an individual or a group identify its goals and then motivates and assists in achieving the stated goals. The three important elements in the definition are – Influence/support – Voluntary effort – Goal achievement. Without leadership, an organization would be only a confusion of people and machines.
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Management Management and and Leadership Leadership “Not all leaders are managers, nor are all managers leaders” Leadership is an important part of management, but its not the whole story. The primary role of a leader is to influence others to voluntarily seek defined objectives. Managers also plan activities, organize appropriate structures, and control resources. Managers hold formal influence while acting as a leader. 11–4
Trait Trait Theories Theories Traits Theories of Leadership Theories that consider personality, social, physical, or intellectual traits to differentiate leaders from non-leaders.
Leadership LeadershipTraits Traits:: •• Ambition Ambitionand andenergy energy •• The Thedesire desireto tolead lead •• Honest Honestand andintegrity integrity •• Self-confidence Self-confidence •• Intelligence Intelligence •• High Highself-monitoring self-monitoring •• Job-relevant Job-relevant knowledge knowledge 11–5
Trait Trait Theories Theories Limitations Limitations:: •• No Nouniversal universaltraits traitsfound foundthat thatpredict predict leadership leadershipin inall allsituations. situations. •• Traits Traitspredict predictbehavior behaviorbetter betterin in“weak” “weak” than than“strong” “strong”situations. situations. •• Unclear Unclearevidence evidenceof ofthe thecause causeand andeffect effect of ofrelationship relationshipof ofleadership leadershipand andtraits. traits. •• Better Betterpredictor predictorof ofthe theappearance appearanceof of leadership leadershipthan thandistinguishing distinguishingeffective effective and andineffective ineffectiveleaders. leaders. 11–6
Situational Situational Aspects Aspects Successful leadership require behavior that unites and stimulates followers toward defined objectives in specific situations. All three elements— Leader, Followers, and Situation—are variables that affect one another in determining appropriate leadership behavior.
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Followership Followership With few exception, leaders in organizations are also followers. They nearly always report to someone else. Even the president of a public firm or nonprofit organization report to a board of directors. Leaders must be able to wear both hats , relating effectively both upward and downward.
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Followership Followership behavior behavior include include:: Not competing with the leader to be in the limelight Being loyal and supportive, a team player Not being a “yes person” who automatically agree Acting as a devil’s advocated by raising penetrating question Constructively confronting the leader’s ideas, values, and actions Anticipating potential problems and preventing them 11–9
Leadership Leadership Styles Styles Autocratic style of leadership
– A leader who centralizes authority, dictates work methods, makes unilateral decisions, and limits employee participation
Democratic style of leadership
– A leader who involves employees in decision making, delegates authority, encourages participation in deciding work methods and goals, and uses feedback to coach employees – A democratic-consultative leader seeks input and hears the concerns and issues of employees but makes the final decision him or herself – A democratic-participative leader often allows employees to have a say in what’s decided
Laissez-Faire Laissez-Faire (( “Leave “Leave them them alone”) alone”) A style of leadership in which the leader fails to accept the responsibilities of the position. Allows followers free rein to set their own goals Engages in noncommittal, superficial communication Avoids discussion with followers to set policy and procedures Avoids interaction Provides suggestions and alternatives for the completion of tasks only when asked to do so by followers Provides infrequent feedback of any kind Avoids offering rewards or punishments May exhibit either poor or effective listening skills Avoids conflict
Continuum Continuum of of Leader Leader Behavior Behavior
Transactional Transactional versus versus Transformational Transformational Leadership Leadership Behaviors Behaviors Transactional Leadership Behaviors – Leadership actions that focus on accomplishing the tasks at hand and on maintaining good working relationships by exchanging promises of rewards for performance.
Transformational Leadership Behaviors – Leadership actions that involve influencing major changes in the attitudes and assumptions of organization members and building commitment for the organization’s mission, objectives, and strategies. 13
Behavioral Behavioral Theories Theories Behavioral Theories of Leadership Theories proposing that specific behaviors differentiate leaders from non-leaders.
•• Trait Traittheory: theory: Leaders Leadersare areborn, born,not notmade. made. •• Behavioral Behavioraltheory: theory: Leadership Leadershiptraits traitscan canbe betaught. taught.
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Ohio Ohio State State Studies Studies Initiating Structure The extent to which a leader is likely to define and structure his or her role and those of subordinates in the search for goal attainment. Consideration The extent to which a leader is likely to have job relationships characterized by mutual trust, respect for subordinate’s ideas, and regard for their feelings. 11–15
University University of of Michigan Michigan Studies Studies Employee-Oriented Leader Emphasizing interpersonal relations; taking a personal interest in the needs of employees and accepting individual differences among members. Production-Oriented Leader One who emphasizes technical or task aspects of the job.
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The The Managerial Managerial Grid Grid
(Blake (Blakeand andMouton) Mouton)
E X H I B I T 11–1 E X H I B I T 11–1 11–17
Concern Concern for for People People -- Interpersonal Interpersonal Orientation Orientation Solicits opinions Recognizes the positions, ideas, and feelings of others Engages in flexible, open communication Listens carefully to others Makes requests Focuses on feelings, emotions, and attitudes as they relate to personal needs Emphasizes productivity through the acquisition of personal skills Most often communicates orally Maintains an “open door” policy
Concern Concern for for Production Production -- Task Task Orientation Orientation Disseminates information Ignores the positions, ideas and feelings of others Engages in rigid, stylized communication Interrupts others Makes demands Focuses on facts, data and information as they relate to tasks Emphasizes productivity through the acquisition of technical skills Most of the time communicates in writing Maintains a “closed door” policy
Scandinavian Scandinavian Studies Studies Development-Oriented Leader One who values experimentation, seeking new ideas, and generating and implementing change. Researchers in Finland and Sweden question whether there are only two dimensions (production-orientation and employee-orientation) that capture the essence of leadership behavior. Their premise is that in a changing world, effective leaders would exhibit development-oriented behavior. 11–20
Contingency Contingency Theories Theories Fiedler’s Contingency Model The theory that effective groups depend on a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives control and influence to the leader. Least Preferred Co-Worker (LPC) Questionnaire An instrument that purports to measure whether a person is taskor relationship-oriented. 11–21
Fiedler’s Fiedler’s Model: Model: Defining Defining the the Situation Situation Leader-Member Relations The degree of confidence, trust, and respect subordinates have in their leader. Task Structure The degree to which the job assignments are procedurized. Position Power Influence derived from one’s formal structural position in the organization; includes power to hire, fire, discipline, promote, and give salary increases. 11–22
Findings Findingsfrom fromFiedler FiedlerModel Model
E X H I B I T 11–2 E X H I B I T 11–2 11–23
Cognitive Cognitive Resource Resource Theory Theory Cognitive Resource Theory A theory of leadership that states that stress can unfavorably affect a situation and that intelligence and experience can lessen the influence of stress on the leader. Research ResearchSupport Support: : • • Less Lessintelligent intelligentindividuals individualsperform performbetter betterininleadership leadership roles rolesunder underhigh highstress stressthan thando domore moreintelligent intelligent individuals. individuals. • • Less Lessexperienced experiencedpeople peopleperform performbetter betterininleadership leadership roles rolesunder underlow lowstress stressthan thando domore moreexperienced experiencedpeople. people. 11–24
Leadership Leadership Styles Styles and and Follower Follower Readiness Readiness (Hersey (Hersey and and Blanchard) Blanchard) Follower Readiness Able
Unwilling
Supportive Participative
Willing
Monitoring
Leadership Styles
Unable
Š 2005 Prentice Hall Inc. All rights reserved.
Directive
High Task and Relationship Orientations
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Situational Situational Theories Theories Of Of Leadership Leadership Hersey–Blanchard Situational Leadership Model – A model aims to provide a practical way for a leader to decide how to adapt his or her style to the task. – Model focuses on four leadership styles:
• The delegating style lets the members of the group decide what to do. • The participating style asks the members of the group what to do, but makes the final decisions. • The selling style makes the decision but explains the reasons. • The telling style makes the decision and tells the group what to do.
Situational Situational Leadership Leadership Situational leadership theory (SLT) – Leaders should adjust their leadership styles— telling, selling, participating, and delegating—in accordance with the readiness of their followers • Acceptance: Leader effectiveness reflects the reality that it is the followers who accept or reject the leader • Readiness: A follower’s ability and willingness to perform • At higher levels of readiness, leaders respond by reducing control over and involvement with employees
Summary Summary of of the the Situational Situational Leadership Leadership Model Model
Source: Jerald Greenberg, Managing Behaviour in Organizations: Science in Service (Upper Saddle River, NJ: Prentice-Hall, 1996). Reprinted by permission.
Applying Applying the the Situational Situational Leadership Leadership Model Model
Source: Adapted from Paul Hersey, Situational Selling (Escondido, CA: Center for Leadership Studies, 1985), p. 19. Reprinted with permission.
FIGURE 10–8 G.Dessler, 2003
Leader–Member Leader–Member Exchange Exchange Theory Theory Leader-Member Exchange (LMX) Theory Leaders create in-groups and out-groups, and subordinates with in-group status will have higher performance ratings, less turnover, and greater job satisfaction.
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Leader-Member Leader-Member Exchange Exchange Theory Theory
E X H I B I T 11–3 E X H I B I T 11–3 11–31
Path-Goal Path-Goal Theory Theory Path-Goal Theory The theory that it is the leader’s job to assist followers in attaining their goals and to provide them the necessary direction and/or support to ensure that their goals are compatible with the overall objectives of the group or organization.
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The The Path-Goal Path-Goal Theory Theory
E X H I B I T 11–4 E X H I B I T 11–4 11–33
Leader-Participation Leader-Participation Model Model Leader-Participation Model (Vroom and Yetton) A leadership theory that provides a set of rules to determine the form and amount of participative decision making in different situations.
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Contingency Contingency Variables Variables in in the the Revised Revised Leader-Participation Leader-Participation Model Model 1. 2. 3. 4. 5. 6. 7.
Importance of the decision Importance of obtaining follower commitment to the decision Whether the leader has sufficient information to make a good decision How well structured the problem is Whether an autocratic decision would receive follower commitment Whether followers “buy into” the organization’s goals Whether there is likely to be conflict among followers over solution alternatives 8. Whether followers have the necessary information to make a good decision 9. Time constraints on the leader that may limit follower involvement 10. Whether costs to bring geographically dispersed members together is justified 11. Importance to the leader of minimizing the time it takes to make the decision 12. Importance of using participation as a tool for developing follower decision skills E X H I B I T 11–5 E X H I B I T 11–5 11–35
How How To To Improve Improve Your Your Leadership Leadership Skills Skills
Skill 1: Think Like a Leader
– Identify what is happening – Explain why it is happening – Decide what you are going to do about it.
Skill 2: Use an Appropriate Leadership Style – Leaders usually fit their style to the situation. – Different leadership styles are appropriate to different situations.
Skill 3: Pick the Right Leadership Situation – Gravitate toward leadership situations that fit your favored leadership style. 11–36
How How To To Improve Improve Your Your Leadership Leadership Skills Skills Skill 4: Build Your Power Base – Bolster your leadership potential by enhancing your authority (increasing your power).
Skill 5: Exercise Better Judgment – Decisiveness and good judgment (“cognitive ability”) are important leadership traits.
Skill 6: Improve Leadership Traits and Skills – Exhibit self-confidence. – Display honesty and integrity. – Increase your knowledge of the business.
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Coaching Coaching
A rapidly emerging metaphor for the leader is that of a coach. Borrowed and adapted from the sports domain, coaching means that the leader prepares, guides, and directs a “player” but does not play the game. These leaders recognize that they are on the sidelines, not on the playing field. Their role is to select the right players, to teach and develop subordinates, to be available for problem-oriented consultation, review resource needs, to ask question, and to listen to input from employees.
Coaches see themselves as cheerleaders and facilitators while also recognizing the occasional need to be tough and demanding. Coaching can be a powerful leadership tool, if handled correctly. Good coaching focuses mostly on enhanced performance as supported by high expectation and timely feedback while building on the tools of trust, mutual respect, integrity, openness, and common purpose. The specific areas that most managers admit needing coaching in are: Improving their interaction style Dealing more effectively with change Developing their listening and speaking skills
End End of of Lecture Lecture 33 Thank You