Leadership SM M.usman Aleem

7/30/2019 Leadership SM M.usman Aleem

1/49

Leadership

By

M.Usman Aleem


2/49

LeadershipRetrieved from

McGrill Web Site

Chapter Fourteen


3/49

14-3

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.


4/49

14-4

Learning Objectives

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

leadership.


5/49

14-5

The Nature of Leadership

Leadership The process by which a person exerts

influence over others and inspires,

motivates and directs their activities toachieve group or organizational goals.


6/49

14-6

Question?

What is an individual who is able to exert

influence over other people to help

achieve group or organizational goals?

A. Manager

B. Leader

C. ChiefD. Organizer


7/4914-7


Leader

An individual who is able to exert influence

over other people to help achieve group or

organizational goals


8/4914-8


Personal Leadership Style The specific ways in which a manager

chooses to influence others shapes the way

that manager approaches the other principaltasks of management.

The challenge is for managers

at all levels to develop an

effective personal managementstyle.


9/4914-9


Distinction between managers and leaders

Managers establish and implement

procedures to ensure smooth functioning

Leaders look to the future and chart thecourse for the organization


10/4914-10

Leadership Across Cultures

Leadership styles may vary amongdifferent countries or cultures. European managers tend to be more

people-oriented than American or Japanesemanagers.

Japanese managers are group-oriented,while U.S managers focuses more on

profitability. Time horizons also are affected by cultures.


11/49

14-11

Sources of Managerial Power

Figure 14.1


12/49

14-12

Power: The Key to Leadership

Legitimate Power

The authority that a manager has by virtue

of his or her position in the firm.


13/49

14-13


Reward Power The ability of a manager to give or withhold

tangible and intangible rewards.

Effective managers use reward power tosignal to employees that they are doing a

good job.


14/49

14-14


Coercive Power

The ability of a manager to punish others.

Examples: verbal reprimand, pay cuts,

and dismissal

Limited in effectiveness and application;

can have serious negative side effects.


15/49

14-15


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


16/49


17/49

14-17

Empowerment: An Ingredient inModern 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


18/49

14-18

Empowerment: An Ingredient inModern Management

Empowerment increases a managersability to get things done

Empowerment increases workers

involvement, motivation, and commitment

Empowerment gives managers more time

to concentrate on their pressing concerns


19/49

14-19

Leadership Models

Trait Model

Attempt to identify personal characteristics

that cause for effective leadership.

Research shows that certain personal

characteristics do appear to be connected

to effective leadership.

Many traits are the result of skills andknowledge and effective leaders do not

necessarily possess all of these traits.


20/49

14-20

Leadership Models

Behavioral Model

Identifies the two basic types of behavior

that many leaders engaged in to influence

their subordinates


21/49

14-21

Leadership Models

Behavioral Model

Consideration: leaders show subordinates theytrust, respect, and care about them

Managers look out for the well-being of their

subordinates

Do what they can to help subordinates feel

good and enjoy the work they perform


22/49

14-22

Leadership Models

Behavioral Model

Initiating structure: leaders take steps tomake sure that work gets done,

subordinates perform their work acceptably,and the organization is efficient and

effective

Managers assign tasks to groups and letsubordinates know what is expected of

them


23/49

14-23

Contingency Models of Leadership

Contingency Models

What makes a manager an effective leader

in one situation is not necessarily what that

manager needs to be equally effective inanother situation


24/49

14-24


Contingency Models

Whether or not a manager is an effective

leader is the result of the interplay between

what the manageris like, what he does,

and the situation in

which leadership

takes place


25/49

14-25


Fiedlers Model

Effective leadership is contingent on both

the characteristics of the leader and of the

situation. Leader style is the enduring, characteristic

approach to leadership that a manager uses

and does not readily change.


26/49

14-26


Fiedlers Model

Relationship-oriented style: leadersconcerned with developing good relations

with their subordinates and to be liked bythem.

Task-oriented style: leaders whose primaryconcern is to ensure that subordinates

perform at a high level so the job gets done.


27/49

14-27

Fiedlers 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 leaderssubordinates know what needs to be

accomplished and how to go about doing it


28/49

14-28

Fiedlers Model

Situation Characteristics

Position Power- the amount of legitimate,reward, and coercive power leaders have

due to their position. When positional poweris strong, leadership opportunity becomes

more favorable.


29/49

14-29

Fiedlers Contingency Theory of

Leadership

Figure 14.2


30/49

14-30

Houses Path-Goal Theory

A contingency model of leadership proposing thateffective leaders can motivate subordinates toachieve goals by:

1. Clearly identifying the outcomes thatsubordinates are trying to obtain from their

jobs.

2. Rewarding subordinates with these

outcomes for high-performance andattainment of work goals

3. Clarifying the paths leading to the attainmentof work goals


31/49

14-31

Question?

Which leadership behavior gives

subordinates a say in matters that

affect them?

A. Directive behavior

B. Supportive behavior

C. Participative behavior

D. Achievement-oriented behavior


32/49

14-32

Motivating with Path-Goal

Path-Goal identifies four leadership

behaviors:

Directive behaviors: set goals, assign tasks,

show how to do things.

Supportive behavior: look out for the workersbest interest.


33/49

14-33


Path-Goal identifies four leadership

behaviors:

Participative behavior: give subordinates a

say in matters that affect them.

Achievement-oriented behavior: Settingvery challenging goals, believing in workers

abilities.


34/49

14-34


Which behavior to

be used depends

on the nature of

the subordinatesand the kind of

work they do


35/49

14-35

Discussion Question

Which leadership model is the most

effective?

A. Trait model

B. Behavior model

C. Fiedlers model

D. Path-goal theory


36/49

14-36

The Leader Substitutes Model

Leadership Substitute

Acts in the place of a leader and makes

leadership unnecessary.

Worker empowerment or self-managedwork teams reduce leadership needs.


37/49

14-37

The Leader Substitutes Model

Possible substitutes can be found in:

Characteristics of the subordinates: their

skills, experience, motivation.

Characteristics of context: the extent towhich work is interesting and fun.


38/49

14-38

Transformational Leadership

Leadership that:

1. Makes subordinates aware of the importance

of their jobs are for the organization and

how necessary it is for them to perform thosejobs as best they can so that the

organization can attain its goals


39/49

14-39

Transformational Leadership

2. Makes subordinates aware of their own

needs for personal growth,

development, and accomplishment

3. Motivates workers to work for the good

of the organization, not just for their

own personal gain or benefit


40/49

14-40

Being a Charismatic Leader

Charismatic Leader

An enthusiastic, self-confident

transformational leader able to clearly

communicate his vision of how good thingscould be


41/49

14-41

Being a Charismatic Leader

Charismatic Leader

Being excited and clearly communicating

excitement to subordinates.

Openly sharing information with employeesso that everyone is aware of problems and

the need for change.

Empowering workers to help with solutions. Engaging in the development of employees

by working hard to help them build skills.


42/49

14-42

Intellectual Stimulation

Intellectual Stimulation

Manager leads subordinates to view

problems as challenges that they can and

will meet and conquer Manager engages and empowers

subordinates to take personal responsibility

for helping to solve problems


43/49


44/49

14-44

Transactional Leadership

Transactional Leaders Use their reward and coercive powers to

encourage high performancethey

exchange rewards for performance andpunish failure.

Push subordinates to change but do notseem to change themselves.


45/49

14-45

Gender and Leadership

The number of women managers isrising but is still relatively low in the toplevels of management.

Stereotypes suggest women aresupportive and concerned withinterpersonal relations. Similarly, menare seen as task-focused.


46/49

14-46

Gender and Leadership

Research indicates that actually there isno gender-based difference in leadershipeffectiveness.

Women are seen to be moreparticipative than men because theyadopt the participative approach toovercome subordinate resistance tothem as managers and they have betterinterpersonal skills.

Emotional Intelligence and


47/49

14-47

Emotional Intelligence andLeadership

The Moods of Leaders:

Groups whose leaders experienced positive

moods had better coordination

Groups whose leaders experiencednegative moods exerted more effort

Emotional Intelligence and


48/49

14-48

Emotional Intelligence andLeadership

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.


49/49

Movie Example: The Fugitive

What type of

leader is Gerard?

Leadership SM M.usman Aleem

Documents

Transcript of Leadership SM M.usman Aleem