Chapter 4 - Outcome-4.pptx

Leadership Theory and Practices BSHR2103 Outcome No 4:Compare different facets (sides) of leadership (e.g. Gender and cultural leadership) Content : Introduction Glass Ceiling Understanding the Labyrinth Human Capital Differences Gender differences in Leadership Styles and Effectiveness Prejudice...

Leadership Theory and Practices BSHR2103 Outcome No 4:Compare different facets (sides) of leadership (e.g. Gender and cultural leadership) Content : Introduction Glass Ceiling Understanding the Labyrinth Human Capital Differences Gender differences in Leadership Styles and Effectiveness Prejudice  Case1: The “Glass Ceiling” Culture Defined Culture and Leadership Ethnocentrism Prejudice Case 2: A Challenging Workplace Introduction Our discussion in this chapter describes gender, gender differences in leadership effectiveness, culture, its dimensions, and the effects of culture on the leadership process. The increasing numbers of women in leadership positions and women in academia brought about by dramatic changes in American society have fueled the now robust (strong) scholarly interest in the study of leadership and gender. Glass Ceiling: A metaphorical invisible barrier that prevents certain individuals from being promoted to managerial and executive-level positions within an organization, The phrase is commonly used to describe the difficulties faced by women and minorities when trying to move to higher roles in a corporate hierarchy E-g) passed up (missed)for a promotion to a management position because you're pregnant or looking toTheory start aSeventh family Source : Peter G Northouse, and Practice, edition, Western Michigan University, pg 397 Understanding the Labyrinth (maze) The gender gap in leadership is a global phenomenon whereby women are disproportionately (extremely) concentrated in lower-level and lower-authority leadership positions than men Women in high level leadership positions revolve around three types of explanations. The first set of explanations highlights differences in women’s and men’s investments in human capital. The next category of explanations considers gender differences between women and men. The final type of explanation focuses on prejudice and discrimination against female leaders. Source : Peter G Northouse, Theory and Practice, Seventh edition, Western Michigan University, pg 398 Figure 15.1 Understanding the Leadership Labyrinth Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 578 Human Capital Differences Women receive less education than men, that they quit their jobs more often than men do, or that they opt out of the leadership track for the mommy track. Women have less work experience and more career interruptions than men, because women assume significantly more domestic responsibility. Finally, women receive less formal training and have fewer developmental opportunities at work than men, both of which likely related to prejudice (bias) against Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 577 female leaders. Gender Differences in Leadership Styles and Effectiveness ( Women) Women in elite leadership positions is a result of differences in leadership style and effectiveness. The style of women is less interpersonal oriented and less taskoriented manner than men in organizational studies. One robust (strong) gender difference found across settings is that women led in a more democratic, or participative, manner than men. women’s greater use of democratic style appears to be adaptive in that they are using the style that produces the most favorable evaluations. Research showing, that women were devalued compared to men when they a Practice, typically leadership role, and when the Source : Peteroccupied G Northouse, Theory and Eighth edition, masculine Western Michigan University, pg 580 evaluators were male. Gender Differences in Leadership Styles ( Men) Men place more importance on power-related goals, associate power with less negative outcomes, and are more likely to take advantage of opportunities for professional advancement. Men are more likely than women to ask for what they want Men negotiate with others to access the right positions, experiences, opportunities, resources, and assistance in both the professional and domestic spheres (domains) Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 581 Prejudice Gender biases stemming from stereotyped expectations, that women take care and men take charge. Men are stereotyped with a genetic characteristics such as confidence, assertiveness, independence, rationality, and decisiveness, whereas women are stereotyped with communal characteristics such as concern for others, sensitivity, warmth, helpfulness, and nurturance (caring). Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 582 Navigating the Labyrinth Changes in organizations are beginning to make it easier for women to reach top positions. Many organizations are valuing flexible workers and diversity in their top echelons (levels). These organizations can augment (expand) women’s career development by involving them in career development programs and formal networks, and offering work–life support. Assigning more women a high-visibility positions and developing effective and supportive mentoring relationships for women are key strategies for reducing the leadership gap. Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 584 Promoting Leadership Effectiveness Figure 15.2 Leadership Effectiveness Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 585 Leadership Effectiveness An approach to reduce the leadership gap is to enhance women’s negotiation power and restructure negotiations to their advantage. Women in elite leadership roles, (1) changes in workplace norms and developmental opportunities for women; (2) greater gender equity in domestic responsibilities; (3) greater negotiation power of women, especially regarding the work–home balance; (4) effectiveness and predominance of women-owned businesses; and (5) changes in the incongruity (discrepancy) between women and leadership Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 585-6 Case1: The “Glass Ceiling” Lisa Weber never doubted that she would be a partner in her Wall Street firm. A graduate of a prestigious business school with a doctorate in economics, she had taught briefly at a major university. She was the first woman hired as a market analyst in her well-regarded firm. Within two years, she has become one of four senior portfolio managers reporting directly to a senior partner. Her clients give her the highest commendations for her outstanding performance; over the past two years, she has brought in the largest number of new accounts to the firm. Despite the admiration of her colleagues and their seeming acceptance of her, there is a disturbing, if flattering, aspect to her job. Most of her peers and some of the partners visit her office during the day to discuss in private her opinions on market performance and financial projections. She enjoys these private sessions but is dismayed that at the weekly staff meetings the CEO, Michael Breyer, usually says something like, “Okay, let’s get started and bring Lisa up to date on some of the trouble spots.” None of her peers or the partners mention that Lisa knows as much as they do about what’s going on in the firm. She never protests this slight to her competence and knowledge of firm business, nor does she mention the almost-daily private meetings where her advice is sought. As the only woman on the executive level, she prefers to be considered a team player and one of the boys. Source: Adapted from Blank and Slipp (1994) The “Glass Ceiling” cont, In the past year, one of her peers has been promoted to partner, although Lisa’s performance clearly surpassed his,as measured by the success of her accounts and the amount of new business she brought to the firm. Having heard no mention of partnership for herself, she approached her boss, one of the partners, and asked about the path to a partnership. He replied, “You’re doing great, Lisa, but professors do not partners make. What happens if you are a partner and you make a huge mistake? How would you take it? And what about our clients? There’s never been a female partner in the 103 years of our firm.” Shortly thereafter, another woman, Pamela Tobias, was hired as a marketing analyst. Once, when the CEO saw Lisa and Pamela together, he called out to the men, “Hey, guys, two women in one room. That’s scary.” During the next six months, Lisa meets several times with the CEO to make her case for a partnership on the basis of her performance. She finally realizes that there is no possibility of change in the foreseeable future and decides to leave and form her own investment firm. Source: Adapted from Blank and Slipp (1994). The “Glass Ceiling” cont, Questions 1. What advancement barriers did Lisa encounter? 2. What should the firm’s top executives, including Michael, have done differently to retain Lisa? 3. What type of organizational policies and opportunities might have benefited Lisa and Pamela? 4. What could the organization do to raise the gender consciousness of Michael and Lisa’s male colleagues? Source: Adapted from Blank and Slipp (1994). Culture Defined Culture is defined as the learned beliefs, values, rules, norms, symbols, and traditions that are common to a group of people. It is these shared qualities of a group that make them unique. Culture is dynamic and transmitted to others. In short, culture is the way of life, customs, and script of a group of people. Multicultural implies an approach or a system that takes more than one culture into account. Diversity refers to the existence of different cultures or ethnicities within a group or an organization. Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 622 Culture and Leadership Adler and Bartholomew (1992) contended that global leaders need to develop five cross cultural competencies: First, leaders need to understand business, political, and cultural environments worldwide. Second, they need to learn the perspectives, tastes, trends, and technologies of many other cultures. Third, they need to be able to work simultaneously with people from many cultures. Fourth, leaders must be able to adapt to living and communicating in other cultures. Fifth, they need to learn to relate to people from other cultures from a position of equality rather than cultural superiority Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 622 Two concepts that are closely related to culture and leadership: Ethnocentrism and Prejudice. Both of these concepts can have impacts on how leaders influence others. Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 623 Ethnocentrism Ethnocentrism is the tendency for individuals to place their own group (ethnic, racial, or cultural) at the center of their observations of others and the world. Ethnocentrism is the perception that one’s own culture is better or more natural than the culture of others. Ethnocentrism is a universal failure to recognize the unique perspectives of others tendency, and each of us is ethnocentric to some degree. Ethnocentrism is like a perceptual window through which people from one culture make subjective or critical evaluations of people from another culture. Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 624 Ethnocentrism Cont, Ethnocentrism can be a major obstacle to effective leadership because it prevents people from fully understanding or respecting the viewpoints of others. For example, if one person’s culture values individual achievement, it may be difficult for that person to understand another person whose culture emphasizes collectivity (i.e., people working together as a whole). Similarly, if one person believes strongly in respecting authority, that person may find it difficult to understand someone who challenges authority or does not easily defer to authority figures. The more ethnocentric we are, the less open or tolerant we are of other people’s cultural traditions Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 624 or practices. Prejudice Prejudice is a largely fixed attitude, belief, or emotion held by an individual about another individual or group that is based on faulty or unsubstantiated data. It refers to judgments about others based on previous decisions or experiences. Prejudice involves inflexible generalizations resistant to change or evidence to the contrary. Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 624 that are Case 2: A Challenging Workplace As a leader in campus organizations, Samira Tanaka, a student, often led projects and took deadlines very seriously. Her strong work ethic led to an internship offer at a Japanese automotive company. At orientation for her internship, Samira learned that Japanese companies historically had little diversity in terms of race and gender. Women in Japan were not as prevalent in the workforce as in North America. In an effort to adapt to North American norms, Japanese subsidiaries had well-developed diversity policies. For example, Samira tracked the usage of minority-owned businesses in the company’s supply base. This ensured that the company invested in local businesses that operated in traditionally economically disadvantaged areas. Investing in the local community was already an important business value in Japan, so this was a simple adaptation for Samira’s company. The company culture was a unique blend of Japanese and North American work styles. The employees in North America worked fewer hours than the employees in Japan. Around the office, it was common for employees to hear Japanese and English. However, management still had some internal conflict. Japanese advisers were perceived as focusing on the creation of consensus in teams, often leading to slow decision making. North American workers were seen as rushing into projects without Source : Peter G Northouse, Theory and Practice, Eighth edition, Western Michigan University, pg 651both Japanese and North American enough planning. Feedback was indirect from managers. A Challenging Workplace Cont, Samira successfully completed two internship rotations and was about to graduate from college. Her new manager often asked her to follow up with other team members to complete late tasks. As she had been taught in school, she was proactive with team members about completing their work. Samira thought she was great at consistently inviting others to participate in the decisionmaking process. She always offered her opinion on how things could be done better, and sometimes even initiated tasks to improve processes on her own. Although she saw herself as an emerging take-charge leader, Samira always downplayed her ambitions. In school, she was often stereotyped in negative ways for being an assertive female leader, and she didn’t want to be seen in that way at work. Some of her peers at work advised her that it was important to consider working at a plant near her hometown because it would be closer to her family. However, she was not interested in following that advice. Samira thought it was more exciting to work near a large city or to take a job that involved travel. She didn’t think it was appropriate to discuss with her peers her family concerns in relation to her future job needs. Toward the end of her final internship, Samira received a performance evaluation from a senior manager. Her manager praised her as being very dependable, as planning deadlines well, and as being very competent at her tasks overall. However, he also told her she was increasingly perceived as too pushy, not a team player, and often speaking out of turn. This often irritated her peers. Samira had never seen herself this way at work and did not understand why she was not seen as aligning with the company’s core value of working with others. Good grades and campus leadership activities had gotten her this far, but this evaluation led her to question whether she could work for this company after graduation. Samira ultimately realized that her workplace was different from the campus atmosphere she was used to. If she wanted to be an emerging leader Source : Peter G Northouse, Theory Practice, Eighth edition, pg 651 in the workplace, she had toandbetter adapt toWestern herMichigan new University, environment. Questions 1. What similarities and differences can you identify between North American and Japanese working styles? 2. Why do you think Samira was not seen as a team player? 3. What universal leadership attributes did Samira exhibit? 4. What other suggestions would you have for Samira in this situation? Review Questions 1. What are the impact of gender on leadership? 2. In your opinion what are the barriers to female leadership? 3. How does culture influence leadership? References: Peter G Northouse,(2018) Theory and Practice, Eighth edition, Western Michigan University, ISBN 978-1-5063-6231-1. Peter G Northouse,(2016) ,Theory and Practice, Seventh edition, Western Michigan University, ISBN 978-1-4833-1753-3. CONTACT INFORMATION: Name of the Staff : Dr. Halah Alkathiri Office:: Bs050 Email: [email protected] VERSION HISTORY Version No Date Approved 01 Sem. (I) 2022/2023 02 Sem ( 1 ) 2023 / 2024 Changes incorporated Dr Nirmala / UTAS MUSCAT 28