Leadership

1. Leadership chapter fourteen

2. Learning Objectives • Explain what leadership is, when leaders are effective and ineffective, and the sources of power that enable managers to be effective leaders. • Identify the traits that show the strongest relationship to leadership, the behaviors leaders engage in, and the limitations of the trait and behavioral models of leadership. • Explain how contingency models of leadership enhance our understanding of effective leadership and management in organizations. • Describe what transformational leadership is, and explain how managers can engage in it. • Characterize the relationship between gender and leadership and explain how emotional intelligence may contribute to leadership effectiveness.

3. The Nature of Leadership • Leadership • The process by which a person exerts influence over others and inspires, motivates and directs their activities to achieve group or organizational goals.

4. The Nature of Leadership • Leader • An individual who is able to exert influence over other people to help achieve group or organizational goals

5. Personal Leadership Styleand Managerial Tasks • Personal Leadership Style • The specific ways in which a manager chooses to influence others • shapes the way that manager approaches the other principal tasks of management.

6. Personal Leadership Styleand Managerial Tasks • Servant leader • A leader who has a strong desire to serve and work for the benefit of others.

7. Leadership Across Cultures European managers tend to be more people-oriented than American or Japanese managers. Japanese managers are group-oriented, while U.S managers focuses more on profitability. Time horizons also are affected by cultures.

8. Sources of Managerial Power Figure 14.1

9. Power: The Key to Leadership • Legitimate Power • The authority that a manager has by virtue of his or her position in the firm. • Reward Power • The ability of a manager to give or withhold tangible and intangible rewards.

10. Power: The Key to Leadership • Coercive Power • The ability of a manager to punish others • Limited in effectiveness and application; can have serious negative side effects • Examples: verbal reprimand, pay cuts, and dismissal

11. Power: The Key to Leadership • Expert Power • Power that is based on special knowledge, skills, and expertise that the leader possesses. • Tends to be used in a guiding or coaching manner

12. Power: The Key to Leadership • Referent Power • Power that comes from subordinates’ and coworkers’ respect , admiration, and loyalty • Possessed by managers who are likable and whom subordinates wish to use as a role model

13. Empowerment: An Ingredient in Modern Management • Empowerment • The process of giving employees at all levels in the organization the authority to make decisions, be responsible for their outcomes, improve quality, and cut costs

14. Leadership Models • Trait Model • Focused on identifying personal characteristics that cause effective leadership. • Many “traits” are the result of skills and knowledge and effective leaders do not necessarily possess all of these traits.

15. Traits and Personal Characteristics Related to Effective Leadership Table 14.1

16. Leadership Models • Behavioral Model • Identifies the two basic types of behavior that many leaders engaged in to influence their subordinates • Consideration, initiating structure

17. The Behavior Model • Consideration • Behavior indicating that a manager trusts, respects, and cares about subordinates. • Initiating structure • Behavior that managers engage in to ensure that work gets done, subordinates perform their jobs acceptably, and the organization is efficient and effective.

18. Contingency Models of Leadership • Contingency Models • Whether or not a manager is an effective leader is the result of the interplay between what the manager is like, what he does, and the situation in which leadership takes place

19. Contingency Models of Leadership • Fiedler’s Model • Effective leadership is contingent on both the characteristics of the leader and of the situation. • Leader style is a manager’s characteristic approach to leadership

20. Fiedler’s Contingency Model • Relationship-oriented style • leaders concerned with developing good relations with their subordinates and to be liked by them. • Task-oriented style • leaders whose primary concern is to ensure that subordinates perform at a high level so the job gets done.

21. Fiedler’s Model Situation Characteristics • Leader-member relations • extent to which followers like, trust, and are loyal to their leader • Task structure • extent to which the work to be performed is clear-cut so that a leader’s subordinates know what needs to be accomplished and how to go about doing it

22. Fiedler’s Model Situation Characteristics • Position Power • amount of legitimate, reward, and coercive power that a leader has by virtue of his or her position in an organization • Determinant of how favorable a situation is for leading.

23. Fiedler’s Contingency Theory of Leadership Figure 14.2

24. House’s Path-Goal Theory A contingency model of leadership proposing that effective leaders can motivate subordinates to achieve goals by: • Clearly identifying the outcomes that subordinates are trying to obtain from their jobs. • Rewarding subordinates with these outcomes for high-performance and attainment of work goals • Clarifying the paths leading to the attainment of work goals

25. Path-Goal Leadership Behaviors • Directive behaviors • setting goals, assigning tasks, showing subordinates how to complete tasks, and taking concrete steps to improve performance. • Supportive behavior • expressing concern for subordinates and looking out for their best interests.

26. Path-Goal Leadership Behaviors • Participative behavior • give subordinates a say in matters and decisions that affect them. • Achievement-oriented behavior • setting challenging goals, expecting that they be met, and believing in subordinates’ capabilities.

27. The Leader Substitutes Model • Leadership Substitute • characteristic of a subordinate or of a situation or context that acts in place of the influence of a leader and makes leadership unnecessary. • Members of an organization sometimes can perform highly without a manager exerting influence over them

28. The Leader Substitutes Model • Possible substitutes can be found in: • Characteristics of the subordinates: their skills, experience, motivation. • Characteristics of context: the extent to which work is interesting and fun.

29. Transformational Leadership Leadership that: • Makes subordinates aware of the importance of their jobs are for the organization and how necessary it is for them to perform those jobs as best they can so that the organization can attain its goals

30. Transformational Leadership • Makes subordinates aware of their own needs for personal growth, development, and accomplishment • Motivates workers to work for the good of the organization, not just for their own personal gain or benefit

31. Being a Charismatic Leader • Charismatic Leader • An enthusiastic, self-confident transformational leader able to clearly communicate his vision of how good things could be

32. Being a Charismatic Leader • Charismatic Leader • Being excited and clearly communicating excitement to subordinates. • Openly sharing information with employees so that everyone is aware of problems and the need for change.

33. Intellectual Stimulation • Intellectual Stimulation • Behavior a leader engages in to make followers be aware of problems and view these problems in new ways, consistent with the leader’s vision.

34. Developmental Consideration • Developmental Consideration • Manager supports and encourages subordinates, giving them opportunities to enhance their skills and capabilities and to grow and excel on the job

35. Transactional Leadership • Transactional Leaders • Leadership that motivates subordinates by rewarding them for high performance and reprimanding them for low performance.

36. Gender and Leadership The number of women managers is rising but is still relatively low in the top levels of management. Stereotypes suggest women are supportive and concerned with interpersonal relations. Similarly, men are seen as task-focused.

37. Emotional Intelligence and Leadership • The Moods of Leaders: • Groups whose leaders experienced positive moods had better coordination • Groups whose leaders experienced negative moods exerted more effort

38. Emotional Intelligence and Leadership • Emotional Intelligence • Helps leaders develop a vision for their firm. • Helps motivate subordinates to commit to the vision. • Energizes subordinates to work to achieve the vision.

39. Example – Coach Roy Williams Roy Williams is the Men’s basketball coach at the University of North Carolina – Chapel Hill. He has three guiding principles of leadership: Everyone on the team must focus on the same goal. It's my job to effectively communicate those goals to the team. Emphasize those goals every day. Understand that although everyone has a common goal, individuals also have goals, needs, and dreams that must be cared for.

40. Video Case: Google Extends Charitable Giving Are Google co-founders Brin and Page servant leaders? How about Larry Brilliant? What would you say is the biggest source of Larry Brilliant’s power as a leader? How does google.org illustrate empowerment at Google?