Typical Leadership Process

1. Typical Leadership Process Role of demographic variables, cognitive ability (verbal), Big 5 personality factors such as Extraversion and Consciensciousness, Self-monitoring Leader Emergence Leader Acceptance & Effectiveness Leadership Decline

2. Self-Monitoring (Form of Social Intelligence) • Awarenessof how one is being received by others (cognitive, • perceptual process) • Abilityto alter one’s behavior (if necessary) depending on how • one thinks they are being received (adaptability)

3. Self-Monitoring Scale (Snyder, 1974) 1. I find it hard to imitate the behavior of other people. 2. My behavior is usually an expression of my true inner feelings, attitudes, and beliefs. 3. At parties and social gatherings, I do not attempt to do or say things that others will like. 4. I can only argue for ideas which I already believe. 5. I can make impromptu speeches even on topics about which I have almost no information. 6. I guess I put on a show to impress or entertain people. 7. When I am uncertain how to act in a social situation, I look to the behavior of others for cues. 8. I would probably make a good actor. 9. I rarely seek the advice of my friends to choose movies, books, or music. 10. I sometimes appear to others to be experiencing deeper emotions than I actually am. 11. I laugh more when I watch a comedy with others than when alone. 12. In groups of people, I am rarely the center of attention. 13. In different situations and with different people, I often act like very different persons. 14. I am not particularly good at making other people like me. 15. Even if I am not enjoying myself, I often pretend to be having a good time. 16. I'm not always the person I appear to be. 17. I would not change my opinions (or the way I do things) in order to please someone else or win their favor. 18. I have considered being an entertainer. 19. In order to get along and be liked, I tend to be what people expect me to be rather than anything else. 20. I have never been good at games like charades or improvisational acting. 21. I have trouble changing my behavior to suit different people and different situations. 22. At a party, I let others keep the jokes and stories going. 23. I feel a bit awkward in company and do not show up quite as well as I should. 24. I can look anyone in the eye and tell a lie with a straight face (if for a rightend). 25. I may deceive people by being friendly when I really dislike them.

4. ~ Some Leadership Traits ~ • Traitsassociated with leader effectiveness • Consciensciousness • Extraversion • Leader skillsrelated to effectiveness • Technical skills • Conceptual skills • Interpersonal skills

5. Types of Power • Reward[Based on the ability to administer rewards and benefits e.g., raises, promotions, positive performance evaluations] • Coercive [Based on the ability to administer punishments to subordinates] • Legitimate [Authority based on one’s official title or position e.g., CEO, General, Police Officer] • Expert[Possession of a given body of knowledge and/or skills. Can often be rather limited in scope] • Referent[Identification, attraction, or respect for someone. Common for Charismatic leaders]

6. Typical Reactions to Power Commitment Compliance Resistance Likely Possible Unlikely Referent Expert Legitimate Reward Coercive

7. Leadership Behaviors Consideration Style (expressing warmth, caring concern for workers) Factors • Ability level of employees • Number of subordinates • Difficulty of job Structured Style (organized, planned, use of deadlines) • Best for a leader to use both styles when appropriate

8. Measurement of Leader’s Behaviors (Based on the Leader Behavior Descriptive Questionnaire; LBDQ) • Consideration: • Is easy to get along with _____. • Explains actions to group members • Usually treats everyone in the same manner • Let's followers know of changes in advance • Puts group ideas into operation • Structure: • Informs subordinates about what is expected • Clarifies roles among group members • Makes decisions regarding work methods • Advocates the use of standardized procedures • Sets specific goals and monitors performance  

9. Leadership Questionnaire (From the perspective of leaders) _______ I encourage my team to participate when it comes decision making time and I try to implement their ideas and suggestions.   _______ Nothing is more important than accomplishing a goal or task.   _______ I closely monitor the schedule to ensure a task or project will be completed in time.   _______ I enjoy coaching people on new tasks and procedures.   _______ The more challenging a task is, the more I enjoy it.   _______ I encourage my employees to be creative about their job.   _______ When seeing a complex task through to completion, I ensure that every detail is accounted for.   _______ I find it easy to carry out several complicated tasks at the same time.   _______ I enjoy reading articles, books, and journals about training, leadership, and psychology; and then putting what I have read into action.   _______ When correcting mistakes, I do not worry about jeopardizing relationships.   _______ I manage my time very efficiently.   _______ I enjoy explaining the intricacies and details of a complex task or project to my employees.   _______ Breaking large projects into small manageable tasks is second nature to me.   _______ Nothing is more important than building a great team.   _______ I enjoy analyzing problems.   _______ I honor other people's boundaries.   _______ Counseling my employees to improve their performance or behavior is second nature to me.   _______ I enjoy reading articles, books, and trade journals about my profession; and then implementing the new procedures I have learned.

10. Path-Goal Theory Leader is seen asimportantinproviding a path for employees to attain desired goals Leadership Behaviors(must be able to use all four types when necessary. Use varies with such factors as employee ability, work environment, group size) • Directive [leader tells subordinates how to perform tasks; provides • guidelines and structure] • Supportive [leader shows caring and concern for subordinates’ well- • being] • Participative [leader involves subordinates in decision-making] • Achievement-oriented [leader sets specific and challenging goals; • promotes high work-related aspirations and goal attainment]

11. Path Goal (cont.) • What can leaders do to help employees attain goals? • Remove obstacles/problems to gain attainment • Provide valued incentives to employees • 3) Clarify paths to goals (e.g., use of feedback) • JobRewardsSatisfaction • Leader Rewards Acceptance of Leader • Effort Performance • Performance Rewards Motivation

12. Vroom-Yetton-Yago Model[A Model of Decision Making] A1: Use available information; makes sole decision Autocratic A2: Get employee to acquire some information; makes sole decision C1: Leader gets individual input regardinga decision; makes sole decision Consultative C2: Leader get group input regarding a decision; makes sole decision Group G2: Total group decision-making; leader is an equal member in the group

13. Vroom-Yetton-Yago Model (cont.) General Criteria for Selecting Decision-Making Strategy • A)Time(e.g., immediate decision vs. ample time available) • B)Decision Quality (e.g., routine decision vs. high quality decision required) • C) Group Acceptance (of the decision itself and the process used)

14. ~ Specific Vroom-Yetton Decision-Making Tree Questions ~ • Does the problem require a qualitysolution? • Does the leader have enough information to make a high-quality decision? • Is the problem structured? • 4. Is acceptance by subordinates important for the effective implementation of the solution? • 5. Is the leader certain that the decision will be accepted by subordinates if he/she makes the decision alone? • 6. Do subordinates have the same organizational goals that will be obtained by solving the problem? • 7. Is conflict among subordinates probable in obtaining a solution?

15. Participative Decision-Making • Pros: • Increases cooperation and communication • Enhances employee identification & acceptance of decisions • Can lead to better quality decisions • Gives employees better understanding of decision complexity and issues • Cons: • Takes more time to make decisions • Who to involve in decision-making (e.g., employee knowledge & • motivation issues) • What decisions to involve employees in making (all, some) and who • decides • Incentives for employees (increased costs?)

16. Leader-Member Exchange Theory (LMX) • Evaluation of subordinates on: • Ability • Trust • Responsibility In-Group [e.g., better job duties, greater rewards, more visibility, treated with warmth and caring by the leader, greater access to information] Leader Subordinates Perceived similarity Gender

17. ~ LMX Outcomes ~ ~ Employee Outcomes ~ High Satisfaction Performance ratings Organizational commimtment Role clarity Low Role conflict Turnover intentions High Quality of Leader-Member Exchange

18. ~ Female Traits and Leadership ~ Rate traits of typical males Rate traits of typical females Rate traits of typical of leaders Male traits seen as similar to leadership traits

19. Female Representation in Business • 12 Fortune 500 companies are run by women (2011) • Source: http://money.cnn.com/magazines/fortune/fortune500/2011/womenceos/ Female Representation in Academics • In 2007, 23% of university presidents are female, more than double the 9.5% in 1986, but only 2% more than 2001 • Women hold 24% of full professorships in the United States

20. Women in the U.S. Senate 2012 (N = 16 out of 100) Barbara Mikulski Claire McCaskill Diane Feinstein Barbara Boxer Kay Bailey Hutchinson Olympia Snowe Mary Landrieu Susan Collins Jeanne Shaheen Maria Cantwell Kay Hagan Kirsten Gillibrand Patty Murray Debbie Stabenow Lisa Murkowski Amy Klobuchar

21. Female Representation in Politics

22. Current Female Heads of State Worldwide Source: http://www.filibustercartoons.com/charts_rest_female-leaders.php

23. Female Heads of State Source: http://articles.businessinsider.com/2012-03-01/news/31112559_1_female-president-female-head-female-political-leaders

24. ~ Implicit Leadership Theory ~ Key: The perception of leader behaviors and prototype matching process Prototype of effective leadership Intelligent High Verbal Skills Fair Good interpersonal skills Leader Evaluation My boss is a good leader Prototype matching Observed Leadership Behaviors Intelligent High Verbal Skills Fair Rating Behaviors (using global impressions) Question: Does your bosss have good social skills? Answer: Yes, he’s a good leader so he must have good social skills

25. ~ Transformational Leadership ~ Basic Dimensions Idealized Influence (charasmatic, establishing visions, role-modeling) Inspirational Motivation (providing challanges, goal sharing, go beyond self-interests) Intellectual Stimulation (encouraging creative problem solving, critical thinking, flexible) Individualized Consideration (encouragement and support, empowerment) Benefits: Leader effectiveness, high procedural justice perceptions, high trust, more organizational citizenship behaviors Possible negative(s): Dependence on leader

26. ~ Transformational vs. Transactional Leadership Approaches ~ Combination of both styles is common (or needed)

27. ~ Impact of Culture on Leadership ~ Are there cultural difference in such things as leader expectations, acceptable leader behaviors and/or traits, leader’s use of incentives (e.g., leadership prototypes)? Are some leadership styles, behaviors universally accepted and effective? Japanese Sample Prototype Disciplined Intelligent Trustworthy Educated Responsible U.S. Sample Prototype Persistent Industrious High Verbal Skills Goal-Oriented Determined Eastern Western No single trait emerged in the Top 5 of the eight countries surveyed.

28. ~ Interdependence of Leaders and Followers ~ “... the function of leadership is to produce more leaders, not more followers.” --- Ralph Nader • Some Basic Points • Leadership is a process, not a person • Process is dynamic and reciprocal (not top down) • Situational context is crucial (e.g., demands, resources) • Importance of follower characteristics (needs, expectation, • perceptions) and their responses

29. ~ Leader-Follower Process ~ Leader behavior, responses (e.g., sensitivity, praise) Leader Characteristics/ Traits Employee leadership prototypes Situation (e.g., task demands, resources) Employee expectations Employee perceptions of leader (e.g., competance, motivations) Employee characteristics Employee behavior

30. Summary of Some Key Leadership Factors • Flexibility in leader behavior (style must match the requirements of a given situation such as time frame, group acceptance, decision quality) • Know their subordinates and provide incentives that match their needs and • desires • Treat subordinates fairly • Set realistic and challenging goals • Leaders need to be perceived as important in order for employees to get • rewards • Guarantee that employee job performance leads to getting desired rewards