HNDBM – 8. Leadership

1. HNDBM – 8. Leadership Lim SeiKee @ cK

2. Leadership vs. management • Leadership – coping with change. Leaders establish direction by developing a vision of the future, align people by communicating this vision and inspiring them to overcome hurdles. • Management – brings about order and consistency by drawing up formal plans, designing rigid organization structures and monitoring results against the plan.

3. Managers • Focus on things • Do things right • Plan • Organize • Direct • Control • Follows the rules Leaders • Focus on people • Do the right things • Inspire • Influence • Motivate • Build • Shape entities

4. leadership • The ability to influence a group toward the achievement of goals • Not all leaders are managers and vice versa.

5. Trait theories • Theories that consider personal qualities and characteristics that differentiate leaders from nonleaders. • Traits can predict leadership • Predicting the emergence of leaders and the appearance of leadership

6. Honest — Display sincerity, integrity, and candor in all your actions. Deceptive behavior will not inspire trust. • Competent — Base your actions on reason and moral principles. Do not make decisions based on childlike emotional desires or feelings. • Forward-looking — Set goals and have a vision of the future. The vision must be owned throughout the organization. Effective leaders envision what they want and how to get it. They habitually pick priorities stemming from their basic values. • Inspiring — Display confidence in all that you do. By showing endurance in mental, physical, and spiritual stamina, you will inspire others to reach for new heights. Take charge when necessary. • Intelligent — Read, study, and seek challenging assignments.

7. Fair-minded — Show fair treatment to all people. Prejudice is the enemy of justice. Display empathy by being sensitive to the feelings, values, interests, and well-being of others. • Broad-minded — Seek out diversity. • Courageous — Have the perseverance to accomplish a goal, regardless of the seemingly insurmountable obstacles. Display a confident calmness when under stress. • Straightforward — Use sound judgment to make a good decisions at the right time. • Imaginative — Make timely and appropriate changes in your thinking, plans, and methods. Show creativity by thinking of new and better goals, ideas, and solutions to problems. Be innovative!

8. Behavioral theories • Theories proposing that specific behaviors differentiate leaders from nonleaders. • Imply that leaders can be trained – focus on the way of doing things • Initiating structure • Consideration • Employee-oriented leader • Production-oriented leader • Managerial Gris • Development-oriented leader

9. 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. • Eg. Assigns employees to particular tasks or expects workers to maintain definite standards of performance.

10. Consideration • The extent to which a leader is likely to have job relationships characterized by mutual trust, respect for subordinates ideas and regard by their feelings. • Leader who helps employees with their personal problems, approachable, friendly and treats all employees as equals.

11. Employee-oriented leader • Emphasizing interpersonal relations, taking a personal interest in the needs of employees and accepting individual differences among members. • Leads to higher group productivity and higher job satisfaction.

12. Product-oriented leader • One who emphasizes technical or task aspects of the job • Main concern is to accomplish their group tasks which tend to lead to low productivity and lower job satisfaction

13. Managerial grid • A nine-by-nine matrix outlining 81 different leadership style.

14. Development-oriented leader • One who values experimentation, seeks new ideas, and generates and implement change. • ‘originates new approaches to problems’ • ‘encourages members to start new activities’

15. Fiedler 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 to the leader. • Identifying leadership style • Defining the situation • Matching leaders and situation • Cognitive resource theory

16. Identifying leadership style • Least-preferred coworker(LPC) questionnaire – an instrument that purports to measure whether a person is task- or relationship-oriented. • Describe the person they least enjoyed working with. • If you describe the person you least able to work with in favorable terms – relationship-oriented • If you describe the person you least able to work with in unfavorable terms – task-oriented

17. Example of LPC rating Unfriendly 1 2 3 4 5 6 7 8 Friendly Uncooperative 1 2 3 4 5 6 7 8 Cooperative Hostile 1 2 3 4 5 6 7 8 Supportive Guarded 1 2 3 4 5 6 7 8 Open

18. Defining the situation • Leader-member relations – the degree to which members have confidence, trust and respect in their leader • Task structure – the degree to which job assignments are procedurized • Position power – the degree of influence a leader has over power variables such as hiring, firing, discipline, promotions and salary increases.

19. Matching leaders and situations • Task-oriented leaders tend to perform better in situations that are very favorable to them and in situations that are very unfavorable to them. • Relationship-oriented leaders perform better in moderately favorable situations.

20. Cognitive resource theory • A theory of leadership that states that stress unfavorably affects a situation and that intelligence and experience can lessen the influence of stress on the leader.

21. Hersey and blanchard’s situational theory • Situational leadership theory (SLT) – a contingency theory that focuses on followers’ readiness. • Followers are the one who accept or reject leader, and readiness refers to the extent to which people have the ability and willingness to accomplish a specific tasks.

22. If followers are unable and unwilling to do a task, the leader needs to give clear and specific directions • If followers are unable and willing to do a task, the leader needs to display high task orientation to compensate for the followers’ lack of ability and high relationship orientation to get the follower to ‘buy-into’ the leaders’ desire • If followers are able and unwilling, the leader needs to use a supportive and participative style • If followers are able and willing, the leader doesn’t need to do much.

23. Leader-member exchange (lmx) theory • Leaders create in-groups and out-groups, and subordinates with in-groups status will have higher performance ratings, less turnover, and greater job satisfaction. • In-group – they are trusted, get a disproportionate amount of the leader’s attention, and more likely to receive special privileges. • Out-group – less of leader’s time, fewer of preferred rewards that the leader control and have relationship based on formal authority interactions.

24. Path-goal theory • The theory that it is the leader’s job to assist followers in attaining their goals and to provide the necessary direction and/or support to ensure that their goals are compatible with the overall objectives of the group or organizations.

25. Environmental factors • Task structure • Formal authority system • Work group • Leader behavior • Directive • Participative • Achievement-oriented • Supportive • Outcomes • Performance • satisfaction • Subordinate factors • Locus of control • Experience • Perceived ability

26. Leader-participation model • A leadership theory that provides a set rules to determine the form and amount of participative decision making in different situations. • Demands for routine and non-routine activities