Management and Leadership: What do you think?

1. Management and Leadership: What do you think? • Groups • 1. Describe a “good” leader. Describe “behaviors” of a good leader. • 2. Give an example(s) of a “good” leader? • 3. How are management and leadership related?

2. The Organization

3. Leadership and Organizational Effectiveness • Individual Effectiveness • Group Effectiveness • Organizational Effectiveness

4. Leadership and Organizational Effectiveness • Individual Effectiveness • Pi=f (A i, Mi) • Group Effectiveness • PG = Sum Pi +  • Organizational Effectiveness

5. Leadership and Organizational Effectiveness • Process Losses: Differences in values and norms; Structure; Unclear Roles; Norms; Leadership;

6. Effective Leadership: What do we know? • Definition: • An attempt to use non-coercive types of influence to motivate individuals to accomplish some goal. • Five power bases: • Reward, Expert, Referent • Legitimate, Coercive

7. What is power? • Power is the ability to … • Get someone to do something you want done. • Make things happen in the way you want. • Influence is … • What you have when you exercise power. • Expressed by others’ behavioral response to your exercise of power.

8. What is power? • Position power. • Derives from organizational sources. • Types of position power. • Reward power. • Coercive power. • Legitimate power. • Process power. • Information power. • Representative power.

9. What is power? • Process power. • The control over methods of production and analysis. • Places an individual in the position of: • Influencing how inputs are transformed into outputs. • Controlling the analytical process used to make choices.

10. What is power? • Information power. • The access to and/or control of information. • May complement legitimate hierarchical power. • May be granted to specialists and managers in the middle of the information system. • People may “protect” information in order to increase their power.

11. What is power? • Representative power. • The formal right conferred by the firm to speak as a representative for a potentially important group composed of individuals across departments or outside the firm. • Helps complex organizations deal with a variety of constituencies.

12. What is power? • Personal power. • Derives from individual sources. • Types of personal power. • Expert power. • Rational persuasion. • Referent power.

13. What is power? • Expert power. • The ability to control another person’s behavior through the possession of knowledge, experience, or judgment that the other person needs but does not have. • Is relative, not absolute.

14. What is power? • Rational persuasion. • The ability to control another person’s behavior by convincing the other person of the desirability of a goal and a reasonable way of achieving it. • Much of a supervisor’s daily activity involves rational persuasion.

15. What is power? • Referent power. • The ability to control another’s behavior because the person wants to identify with the power source. • Can be enhanced by linking to morality and ethics and long-term vision.

16. How do managers acquire thepower needed for leadership? • Managers increase the visibility of their job performance by: • Expanding contacts with senior people. • Making oral presentations of written work. • Participating in problem-solving task forces. • Sending out notices of accomplishment. • Seeking opportunities to increase name recognition.

17. How do managers acquire thepower needed for leadership? • Obedience and the acceptance of authority • For a directive to be accepted as authoritative, the subordinate: • Can and must understand it. • Must feel mentally and physically capable of carrying it out. • Must believe that it is consistent with the organization’s purpose. • Must believe that it is consistent with his or her personal interests.

18. What is empowerment, and how can managers empower others? • Empowerment. • The process by which managers help others to acquire and use the power needed to make decisions affecting themselves and their work. • Considers power to be something that can be shared by everyone working in flatter and more collegial organizations. • Provides the foundation for self-managing work teams and other employee involvement groups.

19. What is empowerment, and how can managers empower others? • Power as an expanding pie. • With empowerment, employees must be trained to expand their power and their new influence potential. • Empowerment changes the dynamics between supervisors and subordinates.

20. What is empowerment, and how can managers empower others? • Ways to expand power. • Clearly define roles and responsibilities. • Provide opportunities for creative problem solving coupled with the discretion to act. • Emphasize different ways of exercising influence. • Provide support to individuals so they become comfortable with developing their power. • Expand inducements for thinking and acting, not just obeying.

21. Effective Leadership: What do we know? • Trait Theories of Leadership • Intelligence: judgment, decisiveness, knowledge, fluency of speech • Personality: Adaptability, alertness, creativity, personal integrity, self-confidence • Abilities: Ability to enlist cooperation, interpersonal skills, tact, diplomacy • Which traits? Comprehensiveness?

22. What are the trait and behavioral leadership perspectives? • Identifiable characteristics of leaders. • Energetic. • Operate on an even keel. • Seek power as a means of achieving a vision or goal. • Ambitious. • High need for achievement. • Recognize their own strengths and weaknesses. • Oriented toward self-improvement.

23. What are the trait and behavioral leadership perspectives? • Identifiable characteristics of leaders — cont. • Integrity. • Not easily discouraged. • Deals well with large amounts of information. • Above-average intelligence. • Good understanding of their social setting. • Possess specific knowledge concerning their industry, firm, and job.

24. What do we know about leadership? • Leader Behaviors - One best way • Employee-centered, job-centered leaders • Consideration, initiating structure • The “Hi-Hi Hypothesis” • Contingency Approach to Leadership • Fiedler; Vroom and Yetton

25. What are the trait and behavioral leadership perspectives? • Behavioral theories. • Assume that leader behaviors are crucial for explaining performance and other organizational outcomes. • Major behavioral theories. • Michigan leadership studies. • Ohio State leadership studies. • Leadership Grid.

26. What are the trait and behavioral leadership perspectives? • Michigan leadership studies. • Employee-centered supervisors. • Place strong emphasis on subordinate’s welfare. • Production-centered supervisors. • Place strong emphasis on getting the work done. • Employee-centered supervisors have more productive work groups than production-centered supervisors.

27. What are the trait and behavioral leadership perspectives? • Ohio State leadership studies. • Consideration. • Concerned with people’s feelings and making things pleasant for the followers. • Initiating structure. • Concerned with defining task requirements and other aspects of the work agenda. • Effective leaders should be high on both consideration and initiating structure.

28. What are the trait and behavioral leadership perspectives? • Leadership Grid. • Developed by Robert Blake and Jane Mouton. • Built on dual emphasis of consideration and initiating structure. • A 9 x 9 Grid (matrix) reflecting levels of concern for people and concern for task. • 1 reflects minimum concern. • 9 reflects maximum concern.

29. What are the situational or contingency leadership approaches? • Leader traits and behaviors can act in conjunction with situational contingencies. • The effects of leader traits are enhanced by their relevance to situational contingencies. • Major situational contingency theories. • Fiedler’s leadership contingency theory. • Vroom - Yetton • House’s path-goal theory of leadership. • Hersey and Blanchard’s situational leadership model.

30. What are the situational or contingency leadership approaches? • Fiedler’s leadership contingency theory. • Initiated the situational contingency approach in the mid-1960s. • Fiedler’s approach emphasized that group effectiveness depends on an appropriate match between the leader’s style and situational demands.

31. What are the situational or contingency leadership approaches? • Key variables in Fiedler’s contingency model. • Situational control. • The extent to which a leader can determine what his or her group is going to do as well as the outcomes of the group’s actions and decisions. • Is a function of: • Leader-member relations. • Task structure. • Position power.

32. What are the situational or contingency leadership approaches? • Key variables in Fiedler’s contingency model — cont. • Least preferred co-worker (LPC) score reflects a person’s leadership style. • High-LPC leaders have a relationship-motivated style. • Low-LPC leaders have a task-motivated style.

33. What are the situational or contingency leadership approaches? • Implications of Fiedler’s contingency model. • Task-motivated leaders have more effective groups under conditions of low or high situational control. • Relationship-motivated leaders have more effective groups under conditions of moderate situational control.

34. Leadership Styles • Authoritative/ Authoritarian • Democratic • Laissez-faire OR • Autocratic • Participative • Group based

35. Vroom Yetton/ Vroom Jago • Prescriptive or normative • 7 situational factors • Importance of technical quality of decision • Information • Problem structure • Acceptance • Likely acceptance • Goal sharing • Likelihood of conflict • 5 styles AI and II, CI and II, GII • Matching style to situation

36. Kouzes and Posner:The Leadership Challenge - Five Leadership Practices • Definition: The art of mobilizing others to want to struggle for shared aspirations • Observation of people with leadership responsibilities - 3,000 cases • Purpose: “Liberate the leader in everyone” - leadership development and self-improvement • Data based on “personal best leadership experience” - consistent pattern of leader behavior that created extraordinary results

37. Five Leadership Practices • Five “sets of behavior” • 1. Challenging the process • Searching for opportunities - grow, innovate, improve • Experimenting and taking risks – mistakes, failures = learn • 2. Inspiring a shared vision • Envisioning the future • Enlisting others - appealing to values, interest, hopes • 3. Enabling others to act • Fostering collaboration-mutual respect • Strengthening others - make feel powerful and capable

38. Five Leadership Practices • 4. Modeling the way • Setting the example - establish principles • Achieving small wins - interim goals, unravel bureaucracy • 5. Encouraging the heart • Recognizing individual contributions • Celebrating team accomplishments

39. What are the situational or contingency leadership approaches? • House’s path-goal theory of leadership. • Emphasizes how a leader influences subordinates’ perceptions of both work goals and personal goals and the links, or paths, found between these two sets of goals. • The theory assumes that a leader’s key function is to adjust his/her behavior to complement situational contingencies.

40. What are the situational or contingency leadership approaches? • House’s path-goal theory of leadership — cont. • Leader behaviors. • Directive leadership. • Supportive leadership. • Achievement-oriented leadership. • Participative leadership.

41. What are the situational or contingency leadership approaches? • House’s path-goal theory of leadership — cont. • Situational contingency variables. • Subordinate attributes — authoritarianism, internal-external orientation, and ability. • Work setting attributes — task, formal authority system, and primary work group.

42. What are the situational or contingency leadership approaches? • Path-goal theory predictions regarding directive leadership. • Positive impact on subordinates when task is clear; negative impact when task is ambiguous. • More directiveness is needed when ambiguous tasks are performed by highly authoritarian and closed-minded subordinates.

43. What are the situational or contingency leadership approaches? • Path-goal theory predictions regarding supportive leadership. • Increases satisfaction of subordinates working on highly repetitive, unpleasant, stressful, or frustrating tasks.

44. What are the situational or contingency leadership approaches? • Path-goal theory predictions regarding achievement-oriented leadership. • Encourages subordinates to strive for higher performance standards and to have more confidence in their ability to meet challenging goals. • Increases effort-performance expectancies for subordinates working in ambiguous, nonrepetitive tasks.

45. What are the situational or contingency leadership approaches? • Path-goal theory predictions regarding participative leadership. • Promotes satisfaction on nonrepetitive tasks that allow for subordinates’ ego involvement. • Promotes satisfaction for open-minded or nonauthoritarian subordinates working on repetitive tasks.

46. What are the situational or contingency leadership approaches? • Hersey and Blanchard’s situational leadership model. • Emphasizes the situational contingency of maturity, or “readiness,” of followers. • Readiness is the extent to which people have the ability and willingness to accomplish a specific task.

47. What are the situational or contingency leadership approaches? • Hersey and Blanchard’s situational leadership model — cont. • Leader style and follower readiness. • A telling style is best for low readiness. • A selling style is best for low to moderate readiness. • A participating style is best for moderate to high readiness. • A delegating style is best for high readiness.

48. What are the situational or contingency leadership approaches? • Substitutes for leadership. • Sometimes hierarchical leadership makes essentially no difference. • Substitutes for leadership make a leader’s influence either unnecessary or redundant.

49. What are the situational or contingency leadership approaches? • Examples of leadership substitutes. • Individuals’ experience, ability, and training. • Individuals’ professional orientation. • Highly structured/routine jobs. • Intrinsically satisfying jobs. • Cohesive work group.

50. What are the new leadership perspectives? • Transactional leadership. • Involves leader-follower exchanges necessary for achieving routine performance agreed upon between leaders and followers. • Leader-follower exchanges involve: • Use of contingent rewards. • Active management by exception. • Passive management by exception. • Abdicating responsibilities and avoiding decisions.