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LEADERSHIP: Theory, Application, Skill Development Robert N. Lussier and Christopher F. Achua

LEADERSHIP: Theory, Application, Skill Development Robert N. Lussier and Christopher F. Achua. Teacher: Inamullah. Chapter 3. Leadership Behavior. Leadership Behavior & Styles.

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LEADERSHIP: Theory, Application, Skill Development Robert N. Lussier and Christopher F. Achua

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  1. LEADERSHIP:Theory, Application, Skill DevelopmentRobert N. Lussierand Christopher F. Achua Teacher: Inamullah

  2. Chapter 3 Leadership Behavior

  3. Leadership Behavior & Styles • Leadership Behavior : By the late 1940s, most of the leadership research had shifted from the trait theory paradigm to the behavioral theory paradigm, which focuses on what the leader says and does. • In the continuing quest to find the one best leadership style in all situations, researchers attempted to identify the differences in the behavior of effective leaders versus ineffective leaders. • Unfortunately, no leadership behaviors were found to be consistently associated with leadership effectiveness. The leadership behavior theory paradigm lasted nearly 30 years.

  4. Leadership Behavior and Leadership Style • Behavior is based on traits and skills • Relationships between leaders and followers are based on the leaders’ traits and attitudes • Relationships are good predictors of employee behavior and performance • Leadership style is the combination of traits, skills, and behaviors leaders use as they interact with followers

  5. University of Iowa Research • In the 1930s, before behavioral theory became popular, Kurt Lewin and associates conducted studies at the University of Iowa that concentrated on the leadership style of the manager. Their studies identified two basic leadership styles: • Autocratic leadership style: The autocratic leader makes the decisions, tells employees what to do, and closely supervises workers. • Democratic leadership style: The democratic leader encourages participation in decisions, works with employees to determine what to do, and does not closely super- vise employees.

  6. University of Michigan Leadership Model: Two Leadership Styles, One Dimension Job-Centered Employee-Centered Leadership Style---------------------------Leadership Style • Job-centered leadership style: • Refers to the extent to which the leader takes charge to get the job done • The leader closely directs subordinates with clear roles and goals • The manager tells subordinates what to do and how to do it • Employee-centered leadership style: • Has scales measuring two employee-oriented behaviors of supportive leadership and interaction facilitation • The leader focuses on meeting the human needs of employees while developing relationships • The leader is sensitive to subordinates and communicates to develop trust, support, and respect

  7. Ohio State University Research From mid 1940s to mid 1950s: • The Personnel Research Board of Ohio State University, under the principal direction of Ralph Stogdill, began a study to determine effective leadership styles. • Researchers developed an instrument known as the Leader Behavior Description Questionnaire (LBDQ). • Respondents to the questionnaire perceived their leader’s behavior toward them on two distinct dimensions or leadership types.

  8. Ohio State University Research • Initiating structure behavior: The initiating structure leadership style is essentially the same as the job-centered leadership style; it focuses on getting the task done. • Consideration behavior: The consideration leadership style is essentially the same as the employee-centered leadership style; it focuses on meeting people’s needs and developing relationships.

  9. Ohio State University Research High Consideration Low Low Initiating Structure High

  10. Leadership Grid Theory • Robert Blake and Jane Mouton, from the University of Texas, developed the Managerial Grid and published it in 1964, updated it in 1978 and 1985. • In 1991 it became the Leadership Grid with Anne Adams McCanse replacing Mouton, who died in 1987. • The Leadership Grid builds on the Ohio State and Michigan studies; it is based on the same two leadership dimensions, which Blake and Mouton called concern for production and concern for people.

  11. Leadership Grid Theory 9 High 1,9 Country Club 9,9 CONCERN - P E O P L E Team Leader 5,5 Middle of the Road Impoverished Authority-Compliance 1,1 9,1 Low 1 1CONCERN for PRODUCTION9 Low High

  12. Leadership Grid Theory • The impoverished leader (1,1) has low concern for both production and people. The leader does the minimum required to remain employed in the position. • The authority-compliance leader (9,1) has a high concern for production and a low concern for people. The leader focuses on getting the job done while people are treated like machines. • The country-club leader (1,9) has a high concern for people and a low concern for production. The leader strives to maintain a friendly atmosphere without regard for production.

  13. Leadership Grid Theory • The middle-of-the-road leader (5,5) has balanced, medium concern for both production and people. The leader strives to maintain satisfactory performance and morale.. • The team leader (9,9) has a high concern for both production and people. This leader strives for maximum performance and employee satisfaction. According to Blake, Mouton, and McCanse, the team leadership style is generally the most appropriate for use in all situations.

  14. Importance of Research in Behavior-Based Leadership • Research in behavior-based leadership led to a shift in the leadership paradigm to contingency leadership theory • Recognized that organizations need both production and people leadership • Supported that most leadership functions can be carried out by someone besides the designated leader of a group (i.e., idea of participative leadership introduced)

  15. Motivation • Is anything that affects behavior in pursuing a certain outcome • The pursuit of happiness and satisfaction is fundamental to motivation • Making employees happier and healthier increases their effort, contributions, and productivity

  16. The Motivation Process • People go from need to motive to behavior to consequence to satisfaction or dissatisfaction • A need or want motivates all behavior • Needs and motives are complex • Understanding needs helps the leader to better understand motivation and behavior • Motives cannot be observed; only behavior can be witnessed NeedMotive BehaviorConsequenceSatisfaction orDissatisfaction Feedback

  17. Major Motivation Theories CLASSIFICATION OF MOTIVATION THEORIES SPECIFIC MOTIVATION THEORY 1. Content motivation theories(Focus on explaining and predicting behavior based on employee need motivation) 2. Process motivation theories(Focus on understanding how employees choose behaviors to fulfill their needs) 3. Reinforcement theory (Proposes that behavior can be explained, predicted, and controlled through the consequences for behavior) • A. Hierarchy of needs theory • B. Two-factor theory • C. Acquired needs theory • A. Equity theory • B. Expectancy theory • C. Goal-setting theory • Types of Reinforcement • Positive • Avoidance • Extinction • Punishment

  18. Maslow’s Hierarchy of Needs Self- Actualization Needs Esteem Needs Social Needs Safety Needs Physiological Needs

  19. Maslow’s Hierarchy of Needs • Physiological needs • Air • Food • Shelter • Sex • Relief from or avoidance of pain • Esteem needs • Ego • Status • Self-respect • Recognition • Self-confidence • Prestige • Safety needs • Safety • Security • Belongingness (Social) needs • Love • Friendship • Acceptance • Affection • Self-actualization needs • Develop to one’s full potential • Growth • Achievement • Advancement

  20. Two-Factor Theory • Maintenance factors • Extrinsic motivators • Include pay, job security, title, working conditions, benefits, and relationships • Motivator factors • Intrinsic motivators • Include achievement, recognition, challenge, and advancement

  21. Money as a Motivator • Has limited value as a motivator • Matters more to some people than others • May motivate to a comfortable income level, then cease to be effective

  22. Motivating Employees with Two-Factor Theory • Managers must first ensure that the employees’ level of pay and other maintenance factors are adequate • Once employees are not dissatisfied with their pay (and other maintenance factors), they can be motivated through their jobs (intrinsic motivators) • Job enrichment • Building motivators into the job itself by making it more interesting and challenging

  23. Equity Theory • Based on perceptions of fair management • If management actions are perceived as unfair, employees will feel angry, outraged, resentful • People are said to be motivated to seek social equity in the rewards they receive (output) for their performance (input)

  24. Our inputs (contributions) Others’ input (contributions) = Our outputs (rewards) Others’ outputs (rewards) = Equity Theory (cont.) Proposes that employees are motivated when their perceived inputs equal outputs.

  25. Equity Theory (cont.) • People will compare their own perceived inputs and outputs to those they perceive that others receive • When inequity is perceived, employees will attempt to reduce it by reducing inputs or increasing output

  26. Motivating with Equity Theory • Understand that equity is based on perception, which may not be correct • Reward equitably based on production • Ensure that employees understand the inputs that are required to achieve certain outputs • When incentive pay is used, ensure that clear standards exist

  27. Expectancy Theory • Proposes that employees are motivated when: • They believe they can accomplish the task • They will get the reward • The rewards for doing so are worth the effort

  28. Expectancy Theory Variables • Expectancy is a person’s perception of his or her ability to accomplish an objective • Instrumentality is the belief that successful performance will result in receiving the reward • Valence is the value a person places on the outcome or reward Motivation = Expectancy × Instrumentality × Valence

  29. Motivating with Expectancy Theory • Clearly define objectives and the required performance to achieve them • Tie performance to rewards • Be sure rewards are of value to the employee • Make sure employees believe you will do what you say you will do • Use the Pygmalion effect to increase expectations

  30. Goal-Setting Theory • Proposes that specific, difficult goals motivate people • Goals give people a sense of purpose as to why they are working to accomplish a given task.

  31. Criteria for Objectives • Singular result • One end result • Specific • Exact performance expected • Measurable • Observe and measure progress • Target date • Specific completion date

  32. Criteria for Objectives • Difficult but achievable • Should “stretch” the employee or team, but not too much • Participative decisionto set the objective • Commitment of employees • Employees must accept the objectives

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