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Leadership

Chapter. 15. Leadership. Introduction. Research focuses on two key leadership issues: Why some organizational members become leaders while others do not Why some leaders are successful while others are not. What is Leadership?.

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Leadership

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  1. Chapter 15 Leadership

  2. Introduction Research focuses on two key leadership issues: • Why some organizational members become leaders while others do not • Why some leaders are successful while others are not

  3. What is Leadership? • Leadership – the process of influencing others to facilitate the attainment of organizationally relevant goals • One does not have to be in a formal leadership position in order to exert leadership behavior

  4. Bennis’ Characteristics of Leaders of Effective Groups: • They provide direction and meaning to the people they are leading • They generate trust • They favor action and risk taking • They are purveyors of hope

  5. Trait Approaches to Leadership • Assumes that a finite number of individual traits of effective leaders can be found • intelligence • personality • physical characteristics • Relies on research that relates various traits to certain success criteria • Research findings are contradictory

  6. Traits Associated With Leadership Effectiveness:

  7. Shortcomings of the Trait Theory of Leadership • The list of potentially important traits is endless • Trait test scores are not consistently predictive of leader effectiveness • Patterns of effective behavior depend largely on the situation • The trait approach fails to provide insight into what the effective leader does on the job

  8. Behavioral Approaches to Leadership: The Michigan Studies(1 of 2) • Job-centered leader. • Focuses on completing the task • Uses close supervision and specified procedures • Relies on coercion, reward, and legitimate power to influence behavior and performance of subordinates

  9. Behavioral Approaches to Leadership: The Michigan Studies(2 of 2) • Employee-centered leader. • Focuses on the people doing the work • Believes in delegating decision making • Concerned with subordinates’ personal advancement, growth, and achievement

  10. How Managers Can Increase Employee-Centered Behaviors (1 of 2) • Whenever possible, use rewards rather punishments for reinforcing and modifying subordinate behaviors • Keep lines of communication open at all times • Listen • Try to obtain positive outcomes for subordinates

  11. How Managers Can Increase Employee-Centered Behaviors (2 of 2) • Provide opportunities when possible for employees to accomplish personal career objectives • Don’t be afraid to admit mistakes

  12. Behavioral Approaches to Leadership: The Ohio State Studies • Initiating structure. • Organizes and defines the relationships in the group • Tends to establish well-defined patterns and channels of communication • Spells out ways of getting the job done • Consideration. • Behavior indicating friendship, mutual trust, respect, warmth, and rapport between the leader and the followers

  13. Shortcomings of the Behavior Theories of Leadership • The linkage between leadership and key organization performance indicators has not been conclusively resolved • The theories do not take into account the role of environmental variables in leadership effectiveness • The theories do not consider situational variables

  14. Situational Theories of Leadership • Advocate that leaders understand their own behavior, the behavior of their subordinates, and the situation before utilizing a particular leadership style • This approach requires the leader to have diagnostic skills in human behavior

  15. Key Situational Leadership Theories • Fiedler’s Contingency Leadership Model • Vroom-Jago Leadership Model • House’s Path-Goal Model • Hersey-Blanchard Situational Leadership Theory

  16. Fiedler’s Contingency Leadership Model • The performance of groups is dependant on the interaction between leadership style and situational favorableness • Leadership style • Task-oriented leadership • Relationship-oriented leadership • Situational factors • Leader-member relations • Task structure • Position power

  17. Summary of Fiedler’s Situational Variables and Their Preferred Leadership Styles Situational characteristics Situation Leader-member relations Task structure Position power I II III IV V VI VII VIII Good Good Good Good Poor Poor Poor Poor High High Low Low High High Low Low Strong Weak Strong Weak Strong Weak Strong Weak Preferred leadership styles Task-Oriented Relationship-Oriented Task-Oriented Very Favorable Situation Very Unfavorable situation

  18. Leadership Actions to Change Situations(1 of 3) To modify leader-member relations: • Request particular people for work in the group • Effect transfers of particular subordinates out of the unit • Volunteer to direct difficult or troublesome subordinates

  19. Leadership Actions to Change Situations(2 of 3) To modify task structure: • When possible bring new or unusual tasks or problems to the group • Break jobs down into smaller subtasks that can be more highly structured

  20. Leadership Actions to Change Situations(3 of 3) To modify position power: • Show subordinates who is boss by exercising fully the authority you have • Make sure that information to the group gets channeled through you • Let subordinates participate in planning and decision making

  21. Vroom-Jago Leadership Model:Assumptions of the Model(1 of 2) • The model should be of value to leaders or managers in determining which leadership styles they should use in various situations • No single leadership style is applicable to all situations • The main focus should be the problem to be solved and the situation in which the problem occurs

  22. Vroom-Jago Leadership Model:Assumptions of the Model(2 of 2) • The leadership style used in one situation should not constrain the styles used in other situations • Several social processes influence the amount of participation by subordinates in problem solving

  23. Vroom-Jago Leadership Model:Key Components of the Model • Specification of the criteria by which decision effectiveness is judged • A framework for describing specific leader behaviors or styles • Key diagnostic variables that describe important aspects of the leadership situation

  24. Decision Effectiveness Decision quality Subordinate commitment Time considerations Decision Styles Autocratic (A) Consultative (C) Group (G) Delegated (D) Vroom-Jago Leadership Model (continued)

  25. Vroom-Jago Leadership Model (continued) Diagnostic Procedure: Key Questions • How important is the technical quality of the decision? • How important is subordinate commitment to the decision? • Do you have sufficient information to make a high-quality decision? • Is the problem well structured?

  26. Vroom-Jago Leadership Model (continued) Diagnostic Procedure: Key Questions (continued) • If you were to make the decision by yourself, is it reasonably certain that your subordinates would be committed to the decision? • Do subordinates share the organizational goals to be attained in solving this problem? • Is conflict among subordinates over preferred solutions likely? • Do subordinates have sufficient information to make a high-quality decision?

  27. Path-Goal Leadership Model(1 of 2) • Leaders are effective because of their positive impact on followers’: • Motivation • Ability to perform • Satisfaction • Focuses on how the leader influences the followers’ perceptions of: • Work goals • Self-development goals • Paths to goal attainment

  28. Styles of Leader Behavior Directive Supportive Participative Achievement-oriented Situational Variables Personal characteristics of the subordinates Environmental pressures and demands Path-Goal Leadership Model(2 of 2)

  29. Framework of Revised Path-Goal Leadership Perspective Employee Characteristics Categories of Leader Behaviors Outcomes • Ability • Locus of control • Need for clarity • Need for achievement • Experience • Increase employee confidence to achieve • Clarify paths to desired rewards • Establish challenging goals • Utilize full range of talents of all group members • Increase need satisfaction • Improve work performance • Reduce uncertainties • Clarifying paths • Achievement oriented • Being supportive • Facilitating productive interaction • Group decision making • Networking • Projecting values Leader Effectiveness Environmental Dimensions • Task structure • Work group dynamics

  30. Hersey-Blanchard Situational Leadership Theory (SLT) • Emphasis is on followers and their level of maturity • Leader must properly judge or intuitively know followers’ maturity level and then use a leadership style that fits the level • Readiness – the followers’ skills and willingness to do a job

  31. Hersey-Blanchard Situational Leadership Theory (SLT): Leadership Styles • Telling. The leader defines the roles needed to do the job and tells followers what, where, how, and when to do the tasks • Selling. The leader provides followers with structured instructions, but is also supportive • Participating. The leader and followers share in decisions about how best to complete a high-quality job • Delegating. The leader provides little specific, close direction or personal support to followers

  32. Hersey-Blanchard Situational Leadership Model Degree of follower’s readiness to assume personal responsibility: R1 Unable Unwilling R2 Unable Willing R3 Able Unwilling R4 Able Willing S2 Selling: Explaining and clarifying S3 Participating: Sharing and facilitating S4 Delegating: Coaching and assisting S1 Telling: Instructing and supervising Leadership behavior appropriate to the situation:

  33. Summary of Situational Leadership Models: Fiedler’s Contingency Model

  34. Summary of Situational Leadership Models: Vroom-Jago Leadership Model

  35. Summary of Situational Leadership Models: Path-Goal Model

  36. Summary of Situational Leadership Models: Hersey-Blanchard Situational Leadership

  37. Charismatic Leadership • The ability to influence followers based on a supernatural gift and attractive powers • Charismatic leaders are those who have charismatic effects on their followers to an unusually high degree • Followers enjoy being with the charismatic leader because they feel inspired, correct, and important

  38. Charismatic Leadership: Two Types • Visionary charismatic leaders – focus on the long term • Through communication ability, links followers’ needs and goals to job or organizational long-term goals and possibilities • Crisis-based charismatic leaders – focus on the short-term • Have an impact when the system must handle a situation for which existing knowledge, resources, and procedures are not adequate

  39. Attributes of Charismatic Leaders • Develop visionary thinking • Communicating the vision • Conviction • Extraordinary behaviors • Develop self-confidence

  40. Transactional Leadership (1 of 2) • The leader helps the follower identify what must be done to accomplish the desired results • The leader takes into consideration the person’s self-concept and esteem needs • The transactional approach uses the path-goal concepts as its framework • The leader relies on contingent reward and on management by exception

  41. Transactional Leadership (2 of 2) • When contingent reinforcement is used, followers exhibit an increase in performance and satisfaction • Using management by exception, the leader won’t be involved unless objectives are not being accomplished • Transactional leadership is not often found in organizational settings

  42. Transactional Leadership L: Recognizes what F must do to attain designated outcomes L: Recognizes what F needs L: Clarifies F’s Role L: Clarifies how F’s need fulfillment will be exchanged for enacting role to attain designated outcomes L = Leader F = Follower F: Feels confidence in meeting role requirements (subjective probability of success) F: Recognizes value of designated outcomes (need-fulfilling value for F) F: Develops motivation to attain desired outcomes (expected effort)

  43. Transformational Leadership(1 of 2) • Ability to inspire and motivate followers to achieve results greater than originally planned • The leader’s vision provides the follower with motivation for hard work that is self-rewarding

  44. Transformational Leadership(2 of 2) • To achieve their vision, transformational leaders make major changes in the firm’s or unit’s: • Mission • Way of doing business • Human resource management

  45. Key Factors that Describe Transformational Leaders(1 of 2) • Charisma. The leader is able to instill a sense of value, respect, pride and to articulate a vision • Individual attention. The leader pays attention to followers’ needs and assigns meaningful projects so that followers grow personally • Intellectual stimulation. The leader helps followers rethink rational ways to examine a situation. He encourages followers to be creative

  46. Key Factors that Describe Transformational Leaders(2 of 2) • Contingent reward. The leader informs followers about what must be done to receive the rewards they prefer • Management by exception. The leader permits followers to work on the task and does not intervene unless goals are not being accomplished in a reasonable time and at a reasonable cost

  47. Leader-Member Exchange (LMX) Approach(1 of 2) • There is no consistent leader behavior across subordinates • Each relationship has a uniqueness • One-on-one relationships determine subordinates’ behaviors • Classify subordinates into: • In-group members • Out-group members

  48. In-group members Share a common bond and value system Interact with the leader regularly Receive more challenging assignments and more meaningful rewards Are more positive about the organization and have higher job performance and satisfaction Out-group members Have less in common with the leader Have limited interactions with the leader Receive less challenging work and little positive reinforcement Become bored and often quit Leader-Member Exchange (LMX) Approach(2 of 2)

  49. Coaching • The everyday interaction of helping another employee • improve his or her understanding of the work • improve performance • Coaches possess skills, experience, and ability that leaders display • The essence of coaching and leading is to be creative and look for positives

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