Leadership Chapter 17

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LeadershipChapter 17
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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

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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

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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

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Trait or Great Man Approach 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

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Traits Associated With Leadership Effectiveness
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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

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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

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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

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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

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How Managers Can Increase Employee-Centered
Behaviors (2 of 2)

• Provide opportunities when possible for employees
  to accomplish personal career objectives
• Dont be afraid to admit mistakes

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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

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Figure 17.2 Tannenbaum and Schmidts Leadership
Continuum
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The Leadership Grid Blake and Moulton
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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

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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

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Key Situational Leadership Theories

• Fiedlers Contingency Leadership Model
• Vroom-Jago Leadership Model
• Houses Path-Goal Model
• Hersey-Blanchard Situational Leadership Theory

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Least Preferred Co-Worker Test

• Pleasant 8 7 6 5 4 3 2 1 Unpleasant
  ____
• Friendly 8 7 6 5 4 3 2 1 Unfriendly
  ____
• Rejecting 1 2 3 4 5 6 7 8 Accepting
  ____
• Tense 1 2 3 4 5 6 7 8 Relaxed ____
  
• Distant 1 2 3 4 5 6 7 8 Close ____
  
• Cold 1 2 3 4 5 6 7 8 Warm ____
• Supportive 8 7 6 5 4 3 2 1 Hostile
  ____
• Boring 1 2 3 4 5 6 7 8 Interesting ____
• Quarrelsome 1 2 3 4 5 6 7 8
  Harmonious ____
• Gloomy 1 2 3 4 5 6 7 8 Cheerful ____
• Open 8 7 6 5 4 3 2 1 Guarded ____
• Backbiting 1 2 3 4 5 6 7 8 Loyal ____
• Untrustworthy 1 2 3 4 5 6 7 8
  Trustworthy ____
• Considerate 8 7 6 5 4 3 2 1
  Inconsiderate ____
• Nasty 1 2 3 4 5 6 7 8 Nice ____
• Agreeable 8 7 6 5 4 3 2 1
  Disagreeable ____
• Insincere 1 2 3 4 5 6 7 8 Sincere ____
• Kind 8 7 6 5 4 3 2 1 Unkind ____

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Fiedlers 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

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Summary of Fiedlers Situational Variables and
Their Preferred Leadership Styles
Situational characteristics
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
Situation Leader-member relations Task
structure Position power
Preferred leadership styles
Task-Oriented
Relationship-Oriented
Task-Oriented
Very Favorable Situation
Very Unfavorable situation
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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

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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

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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

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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?

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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?

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Rules of Thumb

• Avoid the use of AI when
• The leader lacks the necessary information
• Avoid the use of GII when
• Subs dont share the organizational goals
• Subs dont have the necessary information
• Avoid the use of AII and CI when
• The leader lacks the necessary information
• The problem is unstructured

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Rules of Thumb

• Move toward GII when
• The leader lacks the necessary information
• Subs share the organizational goals
• There is conflict among subs over preferred
  solutions

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Vroom-Jago Leadership ModelAssumptions 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

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Vroom-Jago Leadership ModelAssumptions 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

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Vroom-Jago Leadership ModelKey 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

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Vroom-Jago Leadership Model (continued)

• Decision Effectiveness
• Decision quality
• Subordinate commitment
• Time considerations

• Decision Styles
• Autocratic (A)
• Consultative (C)
• Group (G)
• Delegated (D)

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Figure 17.5 Vrooms Time-Driven Decision Tree
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Figure 17.6 Vrooms Development-Driven Decision
Tree
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The Leader-Member Exchange Approach

• Stresses the importance of variable relationships
  between supervisors and each of their
  subordinates.

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The Leader-Member Exchange (LMX) Model
Leader
Subordinate 1
Subordinate 2
Subordinate 3
Subordinate 4
Subordinate 5
Out-group
In-group
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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

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Leader-Member Exchange (LMX) Approach (2 of 2)

• 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

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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

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Path-Goal Leadership Model (2 of 2)

• Styles of Leader Behavior
• Directive
• Supportive
• Participative
• Achievement-oriented

• Situational Variables
• Personal characteristics of the subordinates
• Environmental pressures and demands

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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

• Individual Consideration
• Initiating Structure

Leader Effectiveness
Environmental Dimensions

• Task structure
• Work group dynamics

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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

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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

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Hersey-Blanchard Situational Leadership Model
Degree of followers 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
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Summary of Situational Leadership Models
Fiedlers Contingency Model
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Summary of Situational Leadership Models
Vroom-Jago Leadership Model
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Summary of Situational Leadership Models
Path-Goal Model
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Summary of Situational Leadership Models
Hersey-Blanchard Situational Leadership
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Substitutes for Leadership (1 of 2)

• Leadership substitutes are factors that render
  leadership unnecessary or even impossible
• They negate the leaders ability to either
  increase or decrease follower satisfaction or
  performance

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Substitutes for Leadership (2 of 2)

• Substitutes for leadership can include
• cohesive work groups
• intrinsically satisfying tasks
• high levels of subordinate ability, experience,
  and knowledge

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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

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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

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Attributes of Charismatic Leaders

• Develop visionary thinking
• Communicating the vision
• Conviction
• Extraordinary behaviors
• Develop self-confidence

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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 persons
  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

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Transactional Leadership (2 of 2)

• When contingent reinforcement is used, followers
  exhibit an increase in performance and
  satisfaction
• Using management by exception, the leader wont
  be involved unless objectives are not being
  accomplished
• Transactional leadership is not often found in
  organizational settings

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Transactional Leadership
L Recognizes what F must do to
attain designated outcomes
L Recognizes what F needs
L Clarifies how Fs need fulfillment will
be exchanged for enacting role to attain
designated outcomes
L Clarifies Fs Role
L Leader F Follower
F Recognizes value of designated
outcomes (need-fulfilling value for F)
F Feels confidence in meeting role
requirements (subjective probability of success)
F Develops motivation to attain desired
outcomes (expected effort)
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Transformational Leadership (1 of 2)

• Ability to inspire and motivate followers to
  achieve results greater than originally planned
• The leaders vision provides the follower with
  motivation for hard work that is self-rewarding

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Transformational Leadership (2 of 2)

• To achieve their vision, transformational leaders
  make major changes in the firms or units
• Mission
• Way of doing business
• Human resource management

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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

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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

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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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Multicultural Leadership

• A leader in a specific national culture may need
  to apply various attitudes and behaviors to
  exercise the right blend of influence to
  accomplish relevant goal achievement
• Leadership attributes associated with effective
  leadership results vary across cultures

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Cross-Cultural Factors Linked to Leadership
Effectiveness (1 of 2)

• Preferred awareness (willingness to be aware of
  others feelings)
• Actual awareness (actual understanding of oneself
  and others)
• Submissiveness (to rules and authority)
• Reliance on others (in problem solving)

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Cross-Cultural Factors Linked to Leadership
Effectiveness (2 of 2)

• Favoring of group decision making
• Concern for human relations
• Cooperative peer relations