Chapter 14 Leadership - Orange Coast...
Transcript of Chapter 14 Leadership - Orange Coast...
Chapter 14
1
1Copyright ©2011 by Cengage Learning. All rights reserved
Chapter 14
Leadership
Designed & Prepared byB-books, Ltd.
MGMT3
Chuck Williams
2Copyright ©2011 by Cengage Learning. All rights reserved
What Is Leadership?
After reading these sections, you should be able to:
1. explain what leadership is.
2. describe who leaders are and what effectiveleaders do.
3Copyright ©2011 by Cengage Learning. All rights reserved
Leadership
Differencesbetween
Leaders andManagers
Differencesbetween
Leaders andManagers
Substitutesfor
Leadership
Substitutesfor
Leadership
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Leaders versus Managers
MANAGERS
Do things rightStatus quoShort-term
MeansBuilders
Problem solving
MANAGERS
Do things rightStatus quoShort-term
MeansBuilders
Problem solving
LEADERS
Do the right thingChange
Long-termEnds
ArchitectsInspiring & motivating
LEADERS
Do the right thingChange
Long-termEnds
ArchitectsInspiring & motivating
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Leaders versus Managers
American organizations (and probably those in much of the rest of the industrialized world) are underl ed
and overmanaged. They do not pay enoughattention to doing the right thing, while theypay too much attention to doing things right.
- Warren Bennis
American organizations (and probably those in much of the rest of the industrialized world) are underl ed
and overmanaged. They do not pay enoughattention to doing the right thing, while theypay too much attention to doing things right.
- Warren Bennis
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Substitutes for Leadership
• Leadership substitutes– subordinate, task, or organizational characteristics
that make leaders redundant or unnecessary
• Leadership neutralizers– subordinate, task, or organizational characteristics
that interfere with a leader’s actions
• Leaders don’t always matter– Poor leadership is not the cause of every
organizational crisis
Beyond the Book
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Leadership Substitutes and Neutralizers
Characteristic People-RelatedLeadership Behaviors
Task-RelatedLeadership Behaviors
Subordinate Characteristics• Ability, experience, training, knowledge• Need for independence• Professional orientation• Indifference toward organizational rewards
NeutralizeNeutralizeSubstitute, NeutralizeNeutralize
Substitute, NeutralizeNeutralizeSubstitute, NeutralizeNeutralize
Task Characteristics• Unambiguous and routine tasks• Performance feedback provided by the
work itself• Intrinsically satisfying work
No effectNo effect
Substitute, Neutralize
Substitute, NeutralizeSubstitute, Neutralize
NeutralizeOrganizational Characteristics• Formalization, meaning specific plans,
goals, and areas of responsibility• Inflexibility, meaning rigid, unbending rules
and procedures• Highly specified staff functions• Cohesive work groups• Organizational rewards beyond a leader's
control• Spatial distance between supervisors and
subordinates
No effect
No effect
No effectSubstitute, NeutralizeNeutralize
Neutralize
Neutralize
Neutralize
NeutralizeSubstitute, NeutralizeNeutralize
Neutralize
Beyond the Book
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Who Leaders Are and What Leaders Do
Leadership Traits
Leadership Traits
LeadershipBehavior
LeadershipBehavior
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Leadership Behaviors
Initiating Structure
The degree to which a leader structures the roles of followers by setting goals, giving directions, setting deadlines, and assigning tasks.
Consideration
The extent to which a leader is friendly, approachable, and supportive and shows concern for employees.
2.22.2
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Beyond the BookProviding Security
Jeffrey Katzenberg, CEO of DreamWorks, has realized that making employees feel secure has become increasingly important, especially in the last two years. If people don’t feel secure, they won’t be willing to take risks, which is crucial to success in the film business. Katzenberg works hard to communicate this to his employees—that their jobs are safe, that the company is growing (300 hires in the last year), and that they have a strong financial position. What kind of leadership behavior is Katzenberg demonstrating here?
Source: J. Katzenberg, “Corner Office: The Benefit of a Boot Out the Door”, interview by A. Bryant, The New York Times, 7 November 2009. http://www.nytimes.com/2009/11/08/business/08corner.html?pagewanted=1 (accessed 11/10/2009).
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Blake/Moulton Leadership Grid
1,91,9 Country Club Country Club ManagementManagement
9,9 9,9 Team Team ManagementManagement
1,11,1Impoverished Impoverished ManagementManagement 9,19,1
AuthorityAuthority --ComplianceCompliance
5,55,5Middle of theMiddle of the
RoadRoad5,55,5
1 2 3 4 5 6 7 8 91
2
3
4
5
6
7
8
9
Con
cern
for
Peo
ple
Concern for Production
High
Low
Low High2.22.2
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Situational Approaches to Leadership
After reading these sections, you should be able to:
3. explain Fiedler’s contingency theory.
4. describe how path-goal theory works.
5. explain the normative decision theory.
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Putting Leaders in the Right Situation:Fiedler’s Contingency Theory
GroupPerformance
GroupPerformance =
LeadershipStyle
LeadershipStyle
SituationalFavorableness
SituationalFavorableness
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Putting Leaders in the Right Situation:Fiedler’s Contingency Theory
Least Preferred CoworkerLeast Preferred Coworker
Situational FavorablenessSituational Favorableness
Matching Leadership Stylesto Situations
Matching Leadership Stylesto Situations
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Leadership Style:Least Preferred Coworker
• Leadership style is the way a leader generally behaves toward followers– seen as stable and difficult to change
• Style is measured by the Least Preferred Co-worker scale (LPC)– relationship-oriented
– task-oriented3.13.1
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Leadership Style:Least Preferred Coworker Scale
3.13.1
How would you rank your least-preferred coworker? H e or she is:
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Situational Favorableness
Situational Favorableness
The degree to which a particular situation either permits or denies a leader the chance to influence the behavior of group members.
Three factors:� Leader-member relations
� Task structure
� Position power
3.23.2
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Situational Favorableness
3.23.2
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Matching Leadership Styles to Situations
3.33.3
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Path-Goal Theory
Path-Goal Theory
A leadership theory that states that leaders can increase subordinate satisfaction and performance by clarifying and clearing the paths to goals and by increasing the number and kinds of rewards available for goal attainment.
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How to Apply Path-Goal Theory
Clarify paths to goalsClarify paths to goals
Clear paths to goals by solving problems and removing roadblocksClear paths to goals by solving problems and removing roadblocks
Increase the number and kinds of rewardsavailable for goal attainmentIncrease the number and kinds of rewardsavailable for goal attainment
Do things that satisfy followers today or will lead to future rewards or satisfactionDo things that satisfy followers today or will lead to future rewards or satisfaction
Offer followers something unique and valuablebeyond what they’re experiencingOffer followers something unique and valuablebeyond what they’re experiencing
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Path-Goal Theory
Subordinate Contingencies•Perceived Ability•Locus of Control•Experience
Subordinate Contingencies•Perceived Ability•Locus of Control•Experience
Environmental Contingencies•Task Structure•Formal Authority System•Primary Work Group
Environmental Contingencies•Task Structure•Formal Authority System•Primary Work Group
Outcomes•Subordinate satisfaction•Subordinate performance
Outcomes•Subordinate satisfaction•Subordinate performance
Leadership Styles•Directive•Supportive•Participative•Achievement-Oriented
Leadership Styles•Directive•Supportive•Participative•Achievement-Oriented
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Adapting Leader Behavior:Path-Goal Theory
LeadershipStyles
LeadershipStyles
Subordinateand
EnvironmentalContingencies
Subordinateand
EnvironmentalContingencies
OutcomesOutcomes
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Leadership Styles
• Directive– clarifying expectations and guidelines
• Supportive– being friendly and approachable
• Participative– allowing input on decisions
• Achievement-Oriented– setting challenging goals
4.14.1
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Subordinate and Environmental Contingencies
�Perceived ability
� Locus of control
�Experience
�Perceived ability
� Locus of control
�Experience
Subordinate Environmental
� Task structure
� Formal authority system
� Primary work group
4.24.2
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Beyond the BookControl What You Can
Wendy Kopp, founder and CEO of Teach for America which provides teachers for urban and rural public schools, has found that the most predictive trait of success in her teachers is an internal locus of control. As she says, there are many factors that could be blamed for student difficulties—kids, kids’ families, the education system—but the successful teachers will figure out what they can control within the given environment and own it and use it to their advantage.
Source: W. Kopp, “Corner Office: Charisma? To Her It’s Overrated”, interview by A. Bryant, The New York Times, 4 July 2009. http://www.nytimes.com/2009/07/05/business/05corner.html (accessed 11/2/2009).
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Path Goal Theory:When to Use Leadership Styles
Directive Leadership Supportive Leadership • Unstructured tasks • Inexperienced workers • Workers with low perceived ability • Workers with external locus of
control • Unclear formal authority system
• Structured, simple, repetitive tasks
• Stressful, frustrating tasks • When workers lack confidence • Clear formal authority system
Participative Leadership Achievement-Oriented Leadership • Experienced workers • Workers with high perceived ability • Workers with internal locus of
control • Workers not satisfied with rewards • Complex tasks
• Unchallenging tasks
Directive Leadership Supportive Leadership • Unstructured tasks • Inexperienced workers • Workers with low perceived ability • Workers with external locus of
control • Unclear formal authority system
• Structured, simple, repetitive tasks
• Stressful, frustrating tasks • When workers lack confidence • Clear formal authority system
Participative Leadership Achievement-Oriented Leadership • Experienced workers • Workers with high perceived ability • Workers with internal locus of
control • Workers not satisfied with rewards • Complex tasks
• Unchallenging tasks
4.24.2
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Adapting Leadership Behavior
WorkerReadinessWorker
ReadinessLeadership
StylesLeadership
Styles
Hersey and Blanchard’s Situational Leadership Theor y
Beyond the Book
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Worker Readiness
• The ability and willingness to take responsibility for directing one’s behavior at work
• Components of worker readiness:– Job readiness
– Psychological readiness
Beyond the Book
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Worker Readiness
R4R4
R3R3
R2 R2
R1R1
confidentwilling able
confidentwilling able
insecurenot willingable
insecurenot willingable
confidentwilling not able
confidentwilling not able
insecure not able not willing
insecure not able not willing
Beyond the Book
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Leadership Styles
Telling(R1)
Telling(R1)
Selling(R2)
Selling(R2)
Participating(R3)
Participating(R3)
Delegating(R4)
Delegating(R4)
high task behaviorlow relationship behaviorhigh task behaviorlow relationship behavior
high task behaviorhigh relationship behaviorhigh task behaviorhigh relationship behavior
low task behaviorhigh relationship behaviorlow task behaviorhigh relationship behavior
low task behaviorlow relationship behaviorlow task behaviorlow relationship behavior
Beyond the Book
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Normative Decision Theory
DecisionStyles
DecisionStyles
DecisionQuality and Acceptance
DecisionQuality and Acceptance
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Decision Styles
Solve the problem yourself
Solve the problem yourself
Obtain information.Select a solutionyourself.
Obtain information.Select a solutionyourself.
Share problem,get ideas fromindividuals.Select asolution yourself.
Share problem,get ideas fromindividuals.Select asolution yourself.
AI AII CI
Share problemwith group,get ideas.Make decision,which may ormay not reflectinput.
Share problemwith group,get ideas.Make decision,which may ormay not reflectinput.
Share problemwith group.Together tryto reach a solution. Leader acts asfacilitator.
Share problemwith group.Together tryto reach a solution. Leader acts asfacilitator.
CII GII
Leader solves the problemor makes the decision
Leader accepts any decisionsupported by the entire group
5.15.1
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Decision Quality and Acceptance
• Using the right amount of employee participation:
– improves decision quality
– improves acceptance
• Decision tree helps leader identify optimal level of participation
5.25.2
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�� Quality RuleQuality Rule� If the quality of the decision is important, then don't use an autocratic
decision style.
�� Leader Information RuleLeader Information Rule� If the quality of the decision is important, and if the leader doesn't
have enough information to make the decision on his or her own, then don't use an autocratic decision style.
�� Subordinate Information RuleSubordinate Information Rule� If the quality of the decision is important, and if the subordinates
don't have enough information to make the decision themselves, then don't use a group decision style.
Normative Theory Decision Rulesto Increase Decision Quality
5.25.2
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Normative Theory Decision Rulesto Increase Decision Quality
�� Goal Congruence RuleGoal Congruence Rule� If the quality of the decision is important, and subordinates' goals are
different from the organization's goals, then don't use a group decision style.
�� Problem Structure RuleProblem Structure Rule� If the quality of the decision is important, the leader doesn't have
enough information to make the decision on his or her own, and the problem is unstructured, then don't use an autocratic decision style.
5.25.2
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Normative Theory Decision Rulesto Increase Decision Acceptance
�� Commitment Probability RuleCommitment Probability Rule� If having subordinates accept and commit to the decision is
important, then don't use an autocratic decision style
�� Subordinate Conflict RuleSubordinate Conflict Rule� If having subordinates accept the decision is important and
critical to successful implementation, and if subordinates are likely to disagree or end up in conflict over the decision, thendon't use an autocratic or consultative decision style
�� Commitment Requirement RuleCommitment Requirement Rule� If having subordinates accept the decision is absolutely
required for successful implementation, and if subordinates share the organization's goals, then don't use an autocratic or consultative style5.25.2
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Strategic Leadership
After reading this section, you should be able to:
6. explain how visionary leadership (i.e., charismatic or transformational leadership) helps leaders achieve strategic leadership.
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Visionary Leadership
CharismaticLeadership
CharismaticLeadership
TransformationalLeadership
TransformationalLeadership
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Charismatic Leadership
• Creates an exceptionally strong relationship between leader and follower
• Charismatic leaders:– articulate a clear vision based on values
– model values consistent with vision
– communicate high performance expectations
– display confidence in followers’ abilities
6.16.1
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Beyond the BookBuilding a Cathedral
Alan Mulally, CEO of Ford Motor Co., tells the following story: When three bricklayers are asked what they are doing, the first answers, “I’m making a living laying these bricks.” The second answers, “I’m learning about the profession of bricklaying so I can be the best bricklayer ever.” Finally, the third answers, “I’m helping to build a cathedral.” As a leader, Mulally believes, you need to help people understand the broader vision behind what they are doing. As people better understand the broader vision, they will be more motivated and unified in working towards it.
Source: A. Mulally, “Corner Office: Planes, Cars and Cathedrals”, interview by A. Bryant, The New York Times, 5 September 2009. http://www.nytimes.com/2009/09/06/business/06corner.html (accessed 10/23/2009).
42Copyright ©2011 by Cengage Learning. All rights reserved
Kinds of Charismatic Leaders
• Ethical Charismatics– provide developmental opportunities– are open to positive and negative feedback– recognize others’ contributions– share information– show concern for the interests of the group
• Unethical Charismatics– control and manipulate followers– do what is best for themselves– only want positive feedback– motivated by self-interest
6.16.1
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Ethical and Unethical Charismatic Leaders
Exercising Power Use power to serve others
Creating the vision Allow followers to help develop the vision
Communicating with followers
Engage in two-way communication
Accepting feedback Are open to feedback
Want followers to think and to question the status quo
Stimulating followers
Developing followers Focus on developing followers
Living by moral standards
Exhibit three virtues: courage, sense of fairness, integrity
Charismatic Leader Charismatic Leader BehaviorsBehaviors
Ethical CharismaticsEthical Charismatics
6.16.1
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Ethical and Unethical Charismatic Leaders
Charismatic Leader Charismatic Leader BehaviorsBehaviors
Unethical CharismaticsUnethical Charismatics
Exercising Power Use power to dominate others
Creating the vision Sole provider of vision
Communicating with followers
Engage in one-way communication, not open to input from others
Accepting feedback Have an inflated ego, avoid candi d feedback
Don’t want followers to think, prefer uncritical acceptance of own ideas
Stimulating followers
Developing followers Insensitive to followers’ needs
Living by moral standards
Follow standards only if they satisfy immediate self interests
6.16.1
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Reducing Risks of Unethical Charismatics
1. Have a clearly written code of conduct
2. Recruit, select, and promote managers with high ethical standards
3. Train leaders how to value, seek, and used diverse points of view
4. Train leaders and subordinates regarding ethical leader behaviors
5. Reward those who exhibit ethical behaviors
6.16.1
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Transformational Leadership
• Generates awareness and acceptance of group’s purpose and mission
• Gets followers to accomplish more than they intended or thought possible
6.26.2
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Components of Transformational Leadership
1. Charisma or idealized influence
2. Inspirational motivation
3. Intellectual stimulation
4. Individualized consideration
6.26.2