Chapter 3: Leadership PDF

ECONOMICS AND BUSINESS ORGANISATION Daniel EVANS Bachelor ABM1 never stop daring audencia.com​ CHAPTER 3: LEADERSHIP never stop daring CHAPTER OUTLINE I. The Nature of Leadership A. Definition B. Key components of the relationship C....

ECONOMICS AND BUSINESS ORGANISATION Daniel EVANS Bachelor ABM1 never stop daring audencia.com​ CHAPTER 3: LEADERSHIP never stop daring CHAPTER OUTLINE I. The Nature of Leadership A. Definition B. Key components of the relationship C. The emergence of leaders II. The contribution of classic leadership theories A. Trait based theories B. Behavioral based theories III. The contribution of situational approaches to leadership A. Fred Fiedler's contingent leadership model (1967) B. The situational leadership theory of Paul Hersey and Ken Blanchard (1967) IV. Contemporary approaches to leadership A. Transactional leaders or transformational leaders? B. Does national culture influence leadership? 3 LEARNING GOALS You should be able to … Describe the two types of needs adressed by leader Explain the importance of followers in leadership Give a brief description of LMX theory Explain the trait based & behavioural based approaches to leadership Describe the 4 management systems as defined by Rensis Likert Apply the behavioural continuum of Tannenbaum and Schmidt Explain the roles of initiating structure and consideration in leadership Explain Blake and Mouton’s leadership grid Explain and analyse Fiedler’s contingency theory Effectively apply Hersey and Blanchard’s situational leadership theory Explain the difference between transactional and transformational leadershio 4 I. THE NATURE OF LEADERSHIP never stop daring I. THE NATURE OF LEADERSHIP Definition Leadership is frequently defined as 6 I. THE NATURE OF LEADERSHIP Definition Leadership is frequently defined as - a social (interpersonal) influence relationship - between two or more persons - who depend on each other to attain certain mutual goals. (work with each other) The leader's use of power promotes movement 7 in their followers I. THE NATURE OF LEADERSHIP Definition : 2 key needs that leaders address Maintenance needs the need for individuals to fit and work together by having, for example, shared norms, identity,… Task needs the need for the group to make progress toward attaining the goal that brought them together 8 I. THE NATURE OF LEADERSHIP Definition : 2 key needs that leaders address Encouraging others Maintenance Listening needs the need for individuals to Giving information fit and work together by having, for example, Expressing feelings shared norms, identity,… Defining tasks Task needs Clarifying activites the need for the group to make progress toward Facilitate attaining the goal that communications brought them together Creating procedure 9 I. THE NATURE OF LEADERSHIP B. Key components of the relationship The leader The people who take charge of or guide the activities of others. - Orchestrater - Set the tone of the group - Help achieve task and maintenance needs of the group 10 I. THE NATURE OF LEADERSHIP B. Key components of the relationship The followers Possibly the most critical component. Without followers, there is no leadership. 11 I. THE NATURE OF LEADERSHIP B. Key components of the relationship The followers Possibly the most critical component. Without followers, there is no leadership. - Define the needs to be fulfilled by the leader - Reject or accept the leader - Who they (the followers) are and how they behave or perform determines effective leadership practices - Do the have internal or external locus of control? - Do they have high/low Self-esteem and self- effi cacy? - Are they high/low performers ? 12 I. THE NATURE OF LEADERSHIP B. Key components of the relationship The context (situation) The tasks and task environment that confront the group - Structured/unstructured? - Clear/ambiguous? - Known ways of solving? - Boring? Exciting? - Stressful? - Stable/unstable? - Crisis? 13 I. THE NATURE OF LEADERSHIP B. Key components of the relationship The process Distinguish between the person Leaders (leader)and the process (leading) hip process which is a complex, interactive, and dynamic working relationship between leader and followers. - An exchange - Leader gives what to follower? - Follower gives what to leader? - Bilateral influence (leader/follower) - Influence on context 14 I. THE NATURE OF LEADERSHIP B. Key components of the relationship The consequence A number of outcomes or Leaders consequences of the leadership hip process process unfold between leader, follower, and situation - Fulfilment of group maintenance needs? (relationships, shared values, satisfaction of individual needs) - Attainment of task needs? - Example : Leader-Member Consequenc es Exchange Theory (LMX) – establishment of mutual trust, loyalty, support, respect  high/low quality relations and exchanges emerge (in and out groups emerge) 15 I. THE NATURE OF LEADERSHIP B. Key components of the relationship According to the LMX theory (Leader-Members-eXchange) leaders have “favorites” and create ingroups. From the start of a relationship between a leader and a subordinate, the leader will implicitly categorize the subordinate as “in” or “out”. The members of the ingroup generally have similarities with the leader: age, gender, personality, skills, etc. They will perform better , be less prone to turnover and experience more job satisfaction. 16 I. THE NATURE OF LEADERSHIP C. The emergence of leaders Who is the leader of TESLA ? Who is the leader of your student workgoup? 17 I. THE NATURE OF LEADERSHIP C. The emergence of leaders Formal leader : individual who is recognized by those outside the group as the offi cial leader of the group. Informal leader : not assigned by the organization. The informal leader is that individual whom members of the group acknowledge as their leader. Just like formal leaders, informal leaders can benefit or harm an organization depending on whether their influence encourages group members to behave consistently with organizational goals. 18 YOU’VE BEEN TRAVELLING WITH THE SAME GROUP FOR 10 DAYS. YOUR GROUP’S BUS BROKE DOWN AND YOU’RE LOST IN THE JUNGLE. THE TOUR GUIDE (YOUR « LEADER ») IS NEW ON THE JOB. WHO WILL YOU TRUST TO LEAD YOU OUT & WHY? never stop daring 19 I. THE NATURE OF LEADERSHIP C. The emergence of leaders Designated leaders Emergent leaders Where does, or to whom, does power flow? How have concentrations of power changed over time? How does the situation facilitate emergence? Idiosyncrasy “credit” (good standing, helped advance team) 20  I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES never stop daring I. THE CONTRIBUTION OF CLASSIC LEADERSHIP A. Trait based theories THEORIES Early research in the 1920s places great importance on the personal traits of the leader and attributes their leadership to a set of qualities which allow the leader to differentiate him/herself from followers. Who IS a leader? physiological (appearance, height, and weight) demographic (age, education, and socioeconomic background), personality (dominance, self-confidence, and aggressiveness) intellect (intelligence, decisiveness, judgment, and knowledge) task-related (achievement drive, initiative, and persistence), and social characteristics (sociability and cooperativeness) 22 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP A. Trait based theories THEORIES Exercise: What do you think are the qualities of a leader? Intelligence Charisma Determination Enthusiasm Strength Audacity Integrity, honesty Assurance Empathy… 23 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP A. Trait based theories THEORIES Name great leaders: Gandhi, Winston Churchill, Barack Obama, Nelson Mandela, Charles de Gaulles, Abbé Pierre, Richard Branson, Steve Jobs, Jeff Bezos, Bill Gates, Simone Veil, Angela Merkel, Michael Jordan, Zinedine Zidane… What do they have in common? Each has its own characteristics. 24 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP A. Trait based theories THEORIES High level of involvement Stronger than average desire for achievement DYNAMISM Ambitious Energetic (works tirelessly) Takes initiative Strong desire to influence and lead others DESIRE TO LEAD Likes to take responsibility Builds relationships of trust with followers HONESTY AND Honest and upright (matches his actions as INTEGRITY much as possible with his words) 25 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP A. Trait based theories THEORIES Absence of doubt (sure of himself) Self-confidence ASSURANCE Ability to convince followers Sociable Extroverted: Rarely remains silent or withdrawn Ability to collect, synthesize and interpret information INTELLIGENCE Ability to share your vision Ability to overcome difficulties and make the right decisions In-depth knowledge of business, industrial and PROFESSIONAL technical issues COMPETENCE This allows them to make relevant decisions and understand their implications. 26 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP A. Trait based theories THEORIES This theory affirms the innate nature of the qualities associated with leadership. 2 weaknesses of this approach that make it incomplete 1. Lack of universality : No single set of traits has been universally accepted as a predictor of effective leadership. What works in one context (situation) may not work in another. 2. Neglect of Leadership Development: The theory implies that leadership ability is largely static, neglecting the potential for individuals to develop leadership skills over time through experience and training. 27 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The researchers then tried to identify behavioral determinants that distinguish effective leaders from others. In these studies, it becomes possible to train people and make them more effective leaders. 28 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories 1) Lewin, Lippit and White (1939), University of Iowa: These authors highlight 3 types of behavior (leadership styles): Autocratic Democratic Non-interventionist 29 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The autocratic leader: Centralizes authority Imposes its working methods Makes unilateral decisions And limits employee participation. 30 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Clear and faster Does not promote decisions creative work and reflection Allows deadlines to be met Risk of abuse of authority Less motivation therefore Style adapted to higher turnover periods of stress or crisis 31 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The democratic leader: Seeks to involve its employees in the decision- making process Delegate your authority Encourages consultation in the development of working methods and the definition of objectives Takes care to motivate subordinates based on their reactions. 32 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The democratic style can be subdivided into 2 categories: The consultative democratic leader inquires about the opinions of his employees, listens to their concerns and objections, but makes the decision alone. The participative democratic leader often allows his employees to participate in the decision-making process. Here decisions are made by the group. 33 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Too much consultation is not More satisfied employees always effective in terms of time or objectives Less absenteeism Late decision-making and More involvement risk of non-compliance with and better deadlines productivity Risk of no longer being able Mutual trust to lead 34 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The non-interventionist (or let it happen) leader: Leaves its employees free to make the decisions they deem relevant and to carry out their work as they see fit. Don't put any pressure Delegates tasks (passive attitude) This approach is mainly useful for a group of specialized collaborators who need almost no supervision, or in companies where creative freedom is essential. 35 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Analysis shows that the least effective style is non- interventionist. Employees often need to be supervised in order to be able to work productively and qualitatively. Autocratic and democratic styles lead to an equivalent quantity of work, but the quality of work and satisfaction are much better within democratic groups. 36 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories 2) Rensis Likert and his associates studied the patterns and styles of managers for three decades at the University of Michigan, USA, and identified a four- fold model of management systems. He defined the relationship, roles and involvement of leaders and followers 37 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Autocratic leadership with centralized decision- making. Exploitive Minimal delegation of authority. Authoritative Limited trust in subordinates. Motivation often through fear and punishment. Leadership remains autocratic but with a somewhat greater concern for employees' well- being. Benevolent Some delegation of authority, but major decisions Authoritative are still centralized. Limited upward communication and feedback. Motivation is through rewards, with some level of fear present. 38 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Leaders consult with subordinates before making decisions. Greater delegation of authority, though ultimate Consultative control remains with the top management. Two-way communication is encouraged. Motivation through rewards and a higher degree of involvement and commitment from employees. Decision-making is distributed throughout the organization. High levels of trust and confidence in employees' Participative - capabilities. Group Extensive two-way communication, with active participation from all levels. Motivation through a strong sense of ownership, responsibility, and intrinsic rewards. 39 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories System 4, the participative-group style, is often considered the most effective in fostering a positive organizational culture, enhancing employee satisfaction, and improving overall performance. However, the effectiveness of each system can vary depending on the organizational context, the nature of the workforce, and the specific challenges faced by the organization. 40 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories 3) The behavioral continuum of Robert Tannenbaum and Warren Schmidt (1973) They propose a range of 7 behaviors which goes from a model centered on the leader (autocratic) to a model more centered on the employee. To guide your choice of behavior you must take into account: Your own strengths (feel comfortable with the planned leadership style) Those of your employees (their desire to take responsibility) and the current situation. 41 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories As teacher (legitimate authority) I can assign them. No explanation Why does this As a teacher I can assign teams and matter? explain why I have made the teams. (recall role of I propose team assignments and get leader and goal) your feedback, listen to questions then « Sir, Can I finalize. change group. I can define criteria and let students These people assign teams collectively (ex. mix aren’t working » women/men, 4 people, etc.) - so make the Let you make the teams. teams yourselves 42 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories How much are subordinates involved in decision making? - To be told what to do and follow highly structured directions? Make their own decisions? - How do you see decisions being made in an organisation? Tannenbaum and Schmidt Continuum « hands-on » « hands-off» 43 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories According to them, it is in the manager's interest to move, in the long term, towards a style that is increasingly centered on the employee because this makes it possible to improve: Staff motivation The quality of decisions The teamwork The moral And the progression 44 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories 4) Work that seeks to identify behavioral characteristics linked to effectiveness As early as the 1940s, Ohio State University highlighted two fundamental characteristics in leaders that emerged from their study of WWII pilots. Review the abridged LBDQ assessment proposed by OSU. 45 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Answer the 16 questions about someone you know or have worked with (who was the « leader ») What are the scores? Try to define « C » and « IS ». What are these behaviours? 46  I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories B-29 Commanders in WWII (used in the OSU studies) Top Leaders Scores : IS : 24 C : 25 47 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories INITIATING STRUCTURE: The leader entrusts specific tasks to employees, expects a certain level of performance and attaches great importance to meeting deadlines. CONSIDERATION : The leader maintains working relationships characterized by trust and respect. He is friendly and approachable, attentive to the well-being and satisfaction of employees 48 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories What leaders DO The Ohio State University Studies Consideration It’s both ! Initiating Structure C X When here ? C IS When here ? It’s not « one OR the other » IS 49 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The leader who presents the 2 dimensions obtains greater performance and higher satisfaction from his employees than a leader who has only one of these dimensions. Using both Initiating Structure and Consideration (to varying degrees) the leader can improve performance 50 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories In 1961, the managerial grid of Robert Blacke and Jan Mouton (1961) took up this two-dimensional representation of leadership styles with: The manager's interest in profitability (turnover, results, production costs, achievement of objectives, etc.) The manager's interest in people (working conditions, well-being, team cohesion, needs, etc.) 51 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The grid defines 9 possible values on each axis, for a total of 81 different leadership styles. Blake and Mouton have extracted 5 main management styles 52 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Blake and Mouton’s Leadership Grid Concern for production – productivity, effi ciency, objectives Concern for people – needs, interests, development of the team Styles Produce or perish Impoverished Middle-of-the-road Country club Team management They conclude (9,9) style as « best » II. THE CONTRIBUTION OF SITUATIONAL APPROACHES TO LEADERSHIP never stop daring I. THE CONTRIBUTION OF CLASSIC LEADERSHIP Introduction THEORIES The behavioral theories presented in Part I do not do not take into account the fact that the context, the situation, the moment when a decision is made (situational factors), can strongly condition the success or failure of a manager. Researchers have therefore built contingency models: “If we encounter a certain type of situation then the best leadership style is…. » 55 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) According to Fiedler, there is not just one leadership style that is valid in all circumstances. The most effective leadership style will be one that adapts to the situation at hand. However, his work demonstrates that leadership style is based on personal experiences, which is why it is excessively diffi cult, if not impossible, to change. It is therefore necessary to carefully select the right manager based on the work requested, taking into account their skills and current requirements.  Leader A behaves a certain way…Leader B behaves another way…who is best for the situation? 56 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Each leader must be aware of their natural leadership style and evaluate its degree of relevance to a given situation (favorable situation or not). To help you determine your natural leadership style, he developed the LPC scale , for “Least Preferred Coworker”. 57 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) By describing the colleague you are least inclined to work with, it determines your behavioral orientation: Low LPC : task orientation High LPC : relationship orientation According to him, what we say about someone else reflects our personality more than that of the person we are talking about. 58 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Test results: If the least appreciated employee is described in rather positive terms (LPC > 73), this means that the leader is primarily concerned with establishing good relationships with his colleagues (affective leader). If the description is unfavorable (LPC < 54) , the leader focuses first on productivity, therefore he is task-oriented (functional leader). If you scored between 55 and 72 points , you combine the qualities of relationship-oriented and task-oriented leaders. 59 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Relationship-oriented leaders excel at building relationships , fostering team synergy, and managing interpersonal conflict. Task-oriented leaders excel at organizing projects and teams (more effectiveness and efficiency). 60 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Second step of the model: you must analyze whether your leadership is adapted to the current situation. Three variables (contingency factors) influence the situation and determine whether it is favorable or not: 61 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) The situational factors Leader-member relations : This factor describes the level of trust, respect, and confidence that exists between the leader and the followers. Good leader-member relations are characterized by a high degree of mutual trust and respect. Task structure : This refers to the degree to which the tasks assigned to the group are structured, clear, and unambiguous. Tasks that are highly structured are more routine, have clear goals, procedures, and standards for performance. Position power : This factor concerns the amount of formal authority the leader has over subordinates. It includes the ability to hire, fire, reward, and punish. I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) You have recently been hired and named manager of a Pizza restaurant. Trust between you and your team is LOW (Leader-member relations are LOW) Task are well defined and everyone knows what is to be done (Task structure is HIGH) You can decide on bonuses and you have legitimate power (Position power is HIGH) Is your management style the best for this situation? Would be you a good manager for this situation? 63  I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Fiedler’s Contingency Model LOW LPC Leaders HIGH LPC Leaders Is trust with team high? Are tasks clear/understood? I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) According to Fiedler's findings: Functional leaders succeed best when the situation is very favorable or very unfavorable. While a leader oriented towards human relations makes it possible to better manage balanced situations. 65 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) According to Fiedler, individuals are incapable of changing leadership to improve the situation so there are only 2 solutions: Change the leader Or adapt the situation to the leader by playing on contingency factors. Example : by restructuring tasks, by modifying its hierarchical power (its influence over certain factors: salary increase, advancement, disciplinary sanctions, etc.). 66 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard This theory explains that the leader must adjust his leadership style to the level of maturity and autonomy of his subordinates. In fact, they are the ones who accept or reject the leader. Regardless of the leader's actions, the effectiveness of the group depends on their skills and commitment. Based on Fiedler's work, they determine 4 leadership styles (S) and 4 stages of Development (D) of followers : 67 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard The 4 Leadership Styles Strong task orientation Low relationship orientation S1 : Telling/Directing THE leader defines roles and tells individuals what to do, where, when and how Strong task orientation Strong relationship orientation S2 : Selling/Coaching Leader provides direction and support, discussing & explaining decisions Low task orientation S3 : Strong relationship orientation Participating/Supporti The leader and subordinates share decision-making. ng The main role of the leader is to facilitate and communicate. Emphasis on collaboration. Weak task orientation S4 : Delegating Weak relationship orientation Leader provides little direction and support 68  I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard Style 3 : Participating/Supporting Style 2 : Selling/Coaching The leader offers less direction More back-and-forth between and allows members of the group leaders and followers. Leaders to take a more active role in "sell" their ideas and message Leader coming up with ideas and making to get group members to buy into Relationship decisions. the process. Behaviour Style 4 : Delegating (Supportive) Less involved, hands-off approach Style 1 : Telling/Directing The leader tells people what to to leadership. Group members do and how to do it. tend to make most of the decisions and take most of the Low responsibility for what happens. Low Leader Task Behaviour (Directive) High I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard Subordinates are new to the task, inexperienced, or lack D the necessary skills and confidence. These followers need 1 clear direction and guidance to complete tasks successfully. Subordinates have some skills or knowledge but are not yet D fully competent or confident. They need both guidance and encouragement to develop their capabilities further. 2 Subordinates are capable and experienced but may lack confidence or motivation. They don’t need much direction, D but they do need support and involvement in decision- 3 making to feel valued and motivated. Subordinates are both competent and confident. These D individuals are fully capable of performing tasks independently and require little direction or support. 4 70  I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard M3 : Moderate D2 : Emerging Maturity / Maturity/Development Developing Style 3 : Participating/Supporting Style 2 : Selling/Coaching The leader offers less direction More back-and-forth between and allows members of the group leaders and followers. Leaders to take a more active role in "sell" their ideas and message Leader coming M4 : up with ideas and making to get group members to buy into High Relationship D1 :process. Low Development of decisions. the Behaviour Maturity/Development Follower (Supportive) Style 4 : Delegating Style 1 : Telling/Directing Less involved, hands-off approach The leader tells people what to to leadership. Group members do and how to do it. tend to make most of the Low decisions and take most of the responsibility for what Low happens. Leader Task Behaviour (Directive) High I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard Hersey and Blanchard view the leader-follower relationship as that between a parent and a child. A parent releases control when the child becomes more mature and responsible. When subordinates reach a higher level of maturity, the leader reduces his control over their activities but also his relational behaviors. 72 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard The interest of this theory is therefore to recognize the importance of subordinates and shows that the leader can compensate for their lack of skills and motivation. 73 LASI never stop daring DIRECTIONS 8 situations will be projected on the screen giving you 4 possible responses. Discuss as a team and answer Record score The next situation is presented LASI SITUATION A Leader Adaptability and Style Inventory (LASI) Your employees have not been responding to Récemment, vos subordonnés ne font plus cas your friendly conversation and obvious concern de vos paroles amicales et de votre intérêt pour for their welfare. Their performance is in a leur tailspin. bien‐être. Leur performance est en chute libre. A. Emphasize the use of uniform A. Mettre en avant l’utilisation de procedures and the necessity of procédures uniformes et la nécessité task accomplishment. de réussir les tâches entreprises. B. Make yourself available for B. Se mettre à leur disposition pour discussion but don’t push. discuter mais sans forcer. C. Talk with employees and then set C. Parler avec vos subordonnés et ensuite fixer des objectifs. goals. D. De façon intentionnelle, ne pas D. Intentionally do not intervene. intervenir. LASI SITUATION B The observable performance of your group is La performance observée de votre groupe est en increasing. You have been making sure that all augmentation. Vous vous êtes assuré que tous les members are aware of their roles and membres étaient au courant de leurs rôles et des standards. normes. A. Be open to more input from the group, A. S’engager dans une interaction but continue to make sure that all amicale, mais continuer à vérifier que members are aware of their roles and tous les membres sont au courant des standards différents rôles et normes. B. Take no definite action B. Ne pas prendre d’actions définitives. C. Do what you can to turn more decisions C. Faire ce que vous pouvez afin que les over to the group, they will feel membres du groupe se sentent important and involved importants et impliqués. D. Emphasize the importance of deadlines D. Mettre en avant l’importance des and tasks. échéances et des tâches. LASI SITUATION C Members of your group are unable to Les membres de votre groupe sont solve a problem themselves. You have incapables de résoudre des problèmes eux‐ normally left them alone. Group performance and interpersonal relations mêmes. Normalement, vous les laissez have been good. seuls. La performance du groupe et les relations interpersonnelles sont bonnes. A. Involve the group and together A. Impliquer le groupe et résoudre des problèmes ensemble. engage in problem solving B. Laisser le groupe résoudre les problèmes tout B. Let the group work it out seul. C. Act quickly and firmly to correct and C. Agir rapidement et avec fermeté pour corriger redirect. et rediriger. D. Encourager le groupe à résoudre des D. Encourage group to work on problem problèmes ensemble et se rendre disponible and be available for discussion. en cas de besoin LASI SITUATION D You are considering a major change. Vous envisagez un changement majeur. Your employees have a fine record of Vos subordonnés sont performants. Ils accomplishment. They respect the need respectent le besoin for change. de changement. A. Allow group involvement in A. Permettre l’implication du groupe dans la developing the change, but don’t gestion du changement, mais sans push. pousser B. Announce changes and then B. Annoncer les changements et les mettre en place avec une surveillance de implement with close supervision. proximité C. Allow the group to formulate its own C. Permettre au groupe de formuler sa propre direction orientation D. Incorporate group recommendations, D. Incorporer les recommandations du but you direct the change. groupe, mais c’est à vous de diriger le changement. LASI SITUATION E You stepped into an efficiently run situation. Vous avez accepté une responsabilité d’une The previous leader ran a tight ship. You situation efficacement gérée dans le passé. want to maintain a productive situation, but Votre prédécesseur gérait avec une main de would like to begin humanizing the fer. Vous voulez maintenir une situation environment. productive, mais voudriez tout d'abord rendre l'environnement de travail plus humain. A. Do what you can to make the group A. Faire ce que vous pouvez afin que les feel important and involved membres se sentent impliqués et importants. B. Emphasize the importance of B. Mettre en avance l’importance des deadlines and tasks échéances et des tâches. C. Intentionally do NOT intervene C. De façon intentionnelle, ne pas intervenir D. Get group involved in decision- D. Impliquer le groupe dans la prise de making, but see that objectives are décision, mais c’est à vous de faire en sorte met. que les objectifs soient réalisés LASI SITUATION F The performance of your group has been La performance de votre groupe a diminué au dropping during the last few months. Members cours des derniers mois. Les membres ne semblent have been unconcerned with meeting objectives. pas être concernés par les objectifs à atteindre. La They have continually needed reminding to do redéfinition des rôles a été utile dans le passé. Ils their tasks on time. Redefining roles has helped ont sans cesse besoin qu’on leur rappelle que les in the past. tâches doivent être accomplies dans les délais. A. Allow the group to formulate its own A. Permettre au groupe de formuler sa propre direction orientation B. Incorporate group recommendations, but B. Intégrer les recommandations du groupe, see that objectives are met. mais vérifier que les objectifs sont atteints. C. Redefine goals and supervise carefully. C. Redéfinir les objectifs et superviser de près. D. Allow group involvement in setting goals, D. Permettre au groupe de s’impliquer dans la but don’t push. définition des objectifs, mais sans pousser. LASI SITUATION G Group performance and interpersonal La performance du groupe et les relations relations are good. You feel uncomfortable interpersonnelles sont bonnes. Vous vous about the lack of direction of the group. sentez mal à l’aise à propos de votre manque de direction du groupe. A. Leave the group alone A. Laisser le groupe tranquille B. Discuss the situation with the group B. Discuter de la situation avec le groupe et and then initiate necessary ensuite initier les changements changes nécessaires C. Take steps to direct employees C. Prendre des mesures afin que les toward working in a well defined subordonnés travaillent de façon bien manner définie. D. Be careful of hurting supervisor- D. Permettre au groupe de s’impliquer dans employee relations by being too la définition des objectifs, mais ne pas directive. les pousser. LASI SITUATION H You are considering major changes in your Vous envisagez des changements majeurs dans organizational structure. Members of the la structure de votre organisation. Les group have made suggestions about needed membres du groupe ont fait des suggestions sur des changements nécessaires. Le groupe a change. The group has demonstrated fait preuve de souplesse dans ses opérations flexibility in its day-to-day operations. au jour le jour. A. Define the change and supervise carefully. A. Définir le changement et surveiller attentivement. B. Acquire the group’s approval on the change B. Obtenir l’accord du groupe sur le changement et and allow members to organize the permettre aux membres d'organiser la mise en implementation oeuvre. C. Be willing to make changes as C. Etre prêt à faire les changements recommandés, recommended, but maintain control of mais garder le contrôle de leurs mises en oeuvre implementation D. Eviter la confrontation ; laisser les choses comme D. Let them decide and implement the change elles sont. they want. Don’t get involved. III. CONTEMPORARY APPROACHES TO LEADERSHIP never stop daring III. CONTEMPORARY APPROACHES TO LEADERSHIP A. Transactional leaders or transformational leaders? Most theories focus on one type of successful leader: The transactional leader: who guides and stimulates his subordinates by clarifying the roles and tasks assigned to them, in order to push them to achieve the set objectives. 85 III. CONTEMPORARY APPROACHES TO LEADERSHIP A. Transactional leaders or transformational leaders? However, recent work highlights a new type of leader: The transformational leader: who encourages his subordinates to transcend their personal interests for the good of the company, and has the capacity to exert a lasting and profound influence on them. 86 III. CONTEMPORARY APPROACHES TO LEADERSHIP A. Transactional leaders or transformational leaders? This leader: Pays attention to each person’s developmental needs. It changes the way we approach problems by taking a fresh look at their previous difficulties. It galvanizes you and leads you to redouble your efforts to achieve the group's objectives. It goes beyond the charismatic leader who expects his employees to adopt his view of the world. On the contrary, he tries to get them used to questioning established values, including his own. 87 III. CONTEMPORARY APPROACHES TO LEADERSHIP B. Does national culture influence leadership? National culture represents an important situational factor that determines the relative effectiveness of different leadership styles. What works in China will not necessarily work in the United States. Leaders are therefore not always free in their choices: they are required to respect the cultural norms that their subordinates expect. 88 III. CONTEMPORARY APPROACHES TO LEADERSHIP B. Does national culture influence leadership? Example : In Korea, leaders are required to have a paternalistic attitude. Conversely, Arab leaders who appear kind and generous are accused of weakness. In India, the fact of a manager delegating is seen as an inability to lead. The autocratic style will therefore be the most common (as in Latin countries). Japanese leaders are invited to demonstrate humility and discretion. In the countries of Northern Europe, the participatory style will be favored. 89 III. CONTEMPORARY APPROACHES TO LEADERSHIP B. Does national culture influence leadership? In France, as in China, the formal position of authority is important. The leader must be powerful, even feared. Hierarchical distance is an important notion, linked to the attributes of power. Paradoxically, the culture of centralization specific to the history of France (which we find in many companies), is also accompanied by an attitude of opposition and resistance to authority, marked by critical thinking towards leaders. In French culture the primacy of knowledge is essential in building the legitimacy of the leader. Hence a typically French penchant for qualified chefs (the diploma still often represents competence). 90 III. CONTEMPORARY APPROACHES TO LEADERSHIP B. Does national culture influence leadership? However, recent work shows that when it comes to leadership there are a certain number of universal and completely transcultural dimensions. Certain elements associated with transformational leadership seem to be everywhere considered elements of effective leadership: vision, anticipation, encouragement of efforts, confidence, dynamism, positive attitude and proactivity. 91 thank you for your attention. audencia.com​