Mgt 101 Study Guide - Leadership in the 21st Century PDF

**FM-AA-CIA-15 Rev. 0 10-July-2020** **Study Guide in Mgt 101: Management and Marketing in the 21** **^st^ Century** **Module No. 4** STUDY GUIDE FOR MODULE NO. 4 ============================ 1. 2. 3. 4. 5. 6. WHO **ARE LEADERS AND WHAT IS LEADERSHIP?** - [Leadership: Leaders & Their R...

**FM-AA-CIA-15 Rev. 0 10-July-2020** **Study Guide in Mgt 101: Management and Marketing in the 21** **^st^ Century** **Module No. 4** STUDY GUIDE FOR MODULE NO. 4 ============================ 1. 2. 3. 4. 5. 6. WHO **ARE LEADERS AND WHAT IS LEADERSHIP?** - [Leadership: Leaders & Their Role in Organizations [http://oer2go.org/mods/en-oya/business-101/webpages/Chapter9/1-leadership-leaders-their-role-inorganizations.html]](http://oer2go.org/mods/en-oya/business-101/webpages/Chapter9/1-leadership-leaders-their-role-in-organizations.html) - [Management vs. Leadership: The Difference Between a Manager & Leader [http://oer2go.org/mods/en-oya/business-101/webpages/Chapter9/2-management-vs-leadership-thedifference-between-a-manager-leader.html]](http://oer2go.org/mods/en-oya/business-101/webpages/Chapter9/2-management-vs-leadership-the-difference-between-a-manager-leader.html) - [Leading as a Function of Management [http://oer2go.org/mods/en-oya/business-101/webpages/Chapter9/3-leading-as-a-function-of-]](http://oer2go.org/mods/en-oya/business-101/webpages/Chapter9/3-leading-as-a-function-of-management.html) PANGASINAN STATE UNIVERSITY 1 ----------------------------- +-----------------------+-----------------------+-----------------------+ | **FM-AA-CIA-15 Rev. 0 | | | | 10-July-2020** | | | +=======================+=======================+=======================+ | **Study Guide in Mgt | | | | 101: Management and | | | | Marketing in the 21** | | | | **^st^ Century** | | | | **Module No. 4** | | | +-----------------------+-----------------------+-----------------------+ | a. If someone asked | | | | you to name three | | | | great leaders, | | | | who would you | | | | name? What makes | | | | him/her a great | | | | leader? Make a | | | | bulleted list of | | | | the | | | | characteristics | | | | these individuals | | | | exhibit that you | | | | think make them | | | | effective | | | | leaders. | | | | | | | | b. Are all managers | | | | leaders? Defend | | | | your answer. | | | | | | | | c. Differentiate a | | | | manager and a | | | | leader. Which is | | | | better? | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | Leadership research | | | | in the 1920s and | | | | 1930s focused on | | | | isolating leader | | | | traits---that is, | | | | characteristics---tha | | | | t | | | | would differentiate | | | | leaders from | | | | nonleaders. Some of | | | | the traits studied | | | | included physical | | | | stature, appearance, | | | | uency of speech, and | | | | sociability. | | | | | | | | Researchers at the | | | | Universities of | | | | Florida and North | | | | Carolina reported | | | | that taller men, | | | | compared to shorter | | | | men, tended to | | | | possess higher levels | | | | of social esteem, | | | | become successful | | | | leaders, earn more | | | | money, and Despite | | | | the best efforts of | | | | researchers, it | | | | proved impossible to | | | | identify a set of | | | | differentiate a | | | | leader (the person) | | | | from a nonleader. | | | | | | | | Researchers wondered | | | | whether something | | | | unique in what | | | | effective leaders | | | | *did*---in other | | | | words, in their | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | of Iowa, Ohio State, | | | | University of | | | | Michigan and the | | | | other is the | | | | Managerial Grid. | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | a. Is a leader born | | | | or made? Support | | | | your answer with | | | | the theories | | | | mentioned above. | | | | | | | | b. Which do you | | | | think is the best | | | | theory that can | | | | still be applied | | | | now? How? | | | | | | | | c. Determine the | | | | leadership style | | | | of the | | | | individuals you | | | | listed in | | | | Learning Activity | | | | 1a. What makes | | | | you think so? | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **PANGASINAN STATE | 2 | | | UNIVERSITY** | | | +-----------------------+-----------------------+-----------------------+ +-----------------------------------+-----------------------------------+ | **FM-AA-CIA-15 Rev. 0 | | | 10-July-2020** | | +===================================+===================================+ | **Study Guide in Mgt 101: | | | Management and Marketing in the | | | 21** **^st^ Century** **Module | | | No. 4** | | +-----------------------------------+-----------------------------------+ | - **Fiedler's model** attempted | | | to define the best style to | | | use in particular situations. | | | He measured leader | | | style---relationship oriented | | | or task oriented---using the | | | least preferred coworker | | | questionnaire. Fiedler also | | | assumed a leader's style was | | | fixed. He measured three | | | contingency dimensions: | | | leader-- member relations, | | | task structure, and position | | | power. The model suggests | | | that task-oriented leaders | | | performed best in very | | | favorable and very | | | unfavorable situations, and | | | relationship-oriented leaders | | | performed best in moderately | | | favorable situations. | | | | | | - **Hersey and Blanchard's | | | situational leadership | | | theory** focused on | | | followers' readiness. They | | | identified four leadership | | | styles: telling (high | | | task--low relationship), | | | selling (high task--high | | | relationship), participating | | | (low task--high | | | relationship), and delegating | | | (low task--low relationship). | | | They also identified four | | | stages of readiness: unable | | | and unwilling (use telling | | | style), unable but willing | | | (use selling style), able but | | | unwilling (use participative | | | style), and able and willing | | | (use delegating style). | | | | | | - **The path-goal model** | | | developed by Robert House | | | identified four leadership | | | behaviors: directive, | | | supportive, participative, | | | and achievement oriented. He | | | assumed that a leader can and | | | should be able to use any of | | | these styles. The two | | | situational contingency | | | variables were found in the | | | environment and in the | | | follower. Essentially, the | | | path-goal model says that a | | | leader should provide | | | direction and support as | | | needed; that is, structure | | | the path so the followers can | | | achieve goals. | | +-----------------------------------+-----------------------------------+ | **LEARNING ACTIVITY 3** | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | - Leader--member exchange | | | theory (LMX) says that | | | leaders create in-groups and | | | outgroups and those in the | | | in-group will have higher | | | performance ratings, less | | | turnover, and greater job | | | satisfaction. | | | | | | - A transactional leader | | | exchanges rewards for | | | productivity where a | | | transformational leader | | | stimulates and inspires | | | followers to achieve goals. | | | | | | - A charismatic leader is an | | | enthusiastic and | | | self-confident leader whose | | | personality and actions | | | influence people to behave in | | | certain ways. People can | | | learn to be charismatic. | | | | | | - A visionary leader is able to | | | create and articulate a | | | realistic, credible, and | | | attractive vision of the | | | future. | | | | | | - Authentic leadership focuses | | | on the moral aspects of being | | | a leader. Ethical leaders | | | create a culture in which | | | employees feel that they | | | could and should do a better | | | job. A team leader has two | | | priorities: | | | | | | manage the team's external | | | boundary and facilitate the team | | | process. Four leader roles are | | | involved: | | +-----------------------------------+-----------------------------------+ | **LEARNING ACTIVITY 4** | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **PANGASINAN STATE UNIVERSITY** | 3 | +-----------------------------------+-----------------------------------+ +-----------------------+-----------------------+-----------------------+ | **FM-AA-CIA-15 Rev. 0 | | | | 10-July-2020** | | | +=======================+=======================+=======================+ | **Study Guide in Mgt | | | | 101: Management and | | | | Marketing in the 21** | | | | **^st^ Century** | | | | **Module No. 4** | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | t their power---that | | | | is, their right and | | | | capacity to influence | | | | work actions or | | | | decisions? Five | | | | | | | | wer have been | | | | identified | | | | | | | | **ower** and | | | | authority are the | | | | same. Legitimate | | | | power represents the | | | | power a leader has | | | | | | | | his or her position | | | | in the organization. | | | | | | | | **wer** is the power | | | | a leader has to | | | | punish or control. | | | | **Reward power** is | | | | the power to give | | | | | | | | rds. A reward can be | | | | anything a person | | | | values, such as | | | | money, favorable | | | | performance | | | | | | | | romotions, | | | | interesting work | | | | assignments, friendly | | | | colleagues, and | | | | preferred work shifts | | | | or | | | | | | | | es. **er** is power | | | | based on expertise, | | | | special skills, or | | | | knowledge | | | | | | | | **wer** is the power | | | | that arises because | | | | of a person's | | | | desirable resources | | | | or personal | +-----------------------+-----------------------+-----------------------+ | | - | | | | | | | | as a result of | | | | | | | | - | | | | | | | | sales territori | | | | | | | | - - | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | today's uncertain | | | | environment, an | | | | important | | | | consideration for | | | | leaders is building | | | | trust and | | | | credibility, both | | | | Credibility is the | | | | degree to which | | | | followers perceive | | | | someone as honest, | | | | | | | | Followers who trust a | | | | leader are willing to | | | | be vulnerable to the | | | | leader's actions | | | | because they are | | | | confident abused. | | | | Research has | | | | identified five | | | | dimensions that make | | | | up the | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | Empowering Employees | | +-----------------------+-----------------------+-----------------------+ | | | ng by empowering | | | | their employees. As | | | | we've said before, | | | | **empowerment** | | | | making discretion of | | | | workers. Millions of | | | | individual employees | | | | and employee | | | | | | | | ating decisions that | | | | directly affect their | | | | work. They're | | | | developing budgets, g | | | | inventories, solving | | | | quality problems, and | | | | engaging in similar | | | | activities that | | | | exclusively as part | | | | of the manager's job. | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | Leading Across | | | | Cultures | | +-----------------------+-----------------------+-----------------------+ | | | One general | | | | conclusion that | | | | surfaces from | | | | leadership research | | | | is that effective | | | | leaders do not use a | | | | single style. They | | | | adjust their style to | | | | the situation. | | | | Although not | | | | mentioned explicitly, | | | | national culture is | | | | certainly an | | | | important situational | | | | variable in | | | | determining which | | | | leadership style will | | | | be most effective. | | | | What works in the | | | | United States, for | | | | instance, isn't | | | | likely to be | | | | effective in the | | | | Philippines, and vice | | | | versa. | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | Becoming and | | | | Effective Leader | | +-----------------------+-----------------------+-----------------------+ | | | Organizations need | | | | effective leaders. | | | | Two issues pertinent | | | | to becoming an | | | | effective leader are | | | | leader training *not* | | | | leading. Let's take a | | | | look at these | | | | | | | | Organizations around | | | | the globe spend | | | | billions of dollars, | | | | yen, and euros on | | | | leadership training | | | | and e the obvious. | | | | Some people don't | | | | have what it takes to | | | | be a leader. dership | | | | training is more | | | | likely to be | | | | successful with | | | | individuals | | | | | | | | her than with low | | | | self monitors. Such | | | | individuals have the | | | | flexibility to change | | | | may require. In | | | | addition, | | | | organizations may | | | | find that individuals | | | | with ptive to | | | | leadership | | | | development | | | | opportunities. | | | | | | | | be important! | | | | Research indicates | | | | that, in some | | | | situations, any | | | | behaviors a leader | | | | exhibits are | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **PANGASINAN STATE | 4 | | | UNIVERSITY** | | | +-----------------------+-----------------------+-----------------------+ +-----------------------------------+-----------------------------------+ | **FM-AA-CIA-15 Rev. 0 | | | 10-July-2020** | | +===================================+===================================+ | **Study Guide in Mgt 101: | | | Management and Marketing in the | | | 21** **^st^ Century** **Module | | | No. 4** | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **LEARNING ACTIVITY 5** | | +-----------------------------------+-----------------------------------+ | - Continue reading the topic on | | | the ebook, Management (14^th^ | | | ed.) by Robbins & | | | Coulter (2018) on pp. | | | 569-576. As usual, write | | | short notes about it on you | | | physical or virtual notebook | | | as you read. | | | | | | | | | | | | - Out of the five dimensions of | | | trust, what seems to be the | | | most critical when someone | | | assesses another's | | | trustworthiness? | | | | | | - Can a leader get power from | | | multiple sources? Discuss. | | | | | | - In the topic Leadership | | | across Cultures, some of the | | | findings about leaders of | | | different countries are | | | mentioned. What do you think | | | are the dominant | | | characteristics of Filipino | | | leaders? You should base your | | | discussion from researches | | | and you can input your own | | | observations. Share your | | | findings with your | | | classmates. | | | | | | | | | | | | - Review all the lessons in | | | this module and prepare short | | | quiz. I will be sending the | | | link of the quiz. You can | | | only answer once and make | | | sure you answer them when | | | you're ready. Answer the | | | questions as honest as | | | possible. You know the drill: | | | Do not ask your classmates | | | for the questions and learn | | | on your own ☺ | | | | | | | | | | | | - This is a collaborative | | | activity (group). | | | | | | - Answer the discussion | | | questions in not less than | | | 100 words but not more than | | | 120 words (per question): o | | | ***Case Application 1*** on | | | Robbins and Coulter (2018) pp | | | 580-581 for Batch 1 students | | | o ***Case Application 2*** on | | | Robbins and Coulter (2018) p | | | 581-582 for Batch 2 students | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | - A leader is someone who can | | | influence others and who has | | | managerial authority. | | | Leadership is a process of | | | leading a group and | | | influencing that group to | | | achieve its goals. Managers | | | should be leaders because | | | leading is one of the four | | | management functions. | | | | | | - Early leadership theories | | | focused on the *leader,* | | | focusing on traits and how | | | the *leader interacted* with | | | his or her group members | | | which focused on behavior. | | | | | | - The contingency theories of | | | leadership includes three: | | | Fiedler, Hersey-Blanchard, | | | and path-goal. Each looks at | | | defining leadership style and | | | the situation and attempts to | | | answer the *if-then* | | | contingencies (that is, *if* | | | this is the context or | | | situation, *then* this is the | | | best leadership style to | | | use). | | | | | | - In terms of the contemporary | | | views of leadership, four | | | views have been discussed: | | | leader--member exchange | | | theory, | | | transformational-transactiona | | | l | | | leadership, | | | charismatic-visionary | | | leadership, and team | | | leadership. The five | | | sources of a leader's power | | | are legitimate (authority or | | | position), coercive (punish | | | or control), reward (give | | | positive rewards), expert | | | (special expertise, skills, | | | or knowledge), and referent | | | (desirable resources or | | | traits). | | | | | | - Today's leaders face the | | | issues of managing power, | | | developing trust, empowering | | | employees, leading across | | | cultures, and becoming an | | | effective leader. | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | Robbins, S. & Coulter, M. | | | (2018). *Management*. (14^th^ | | | ed.). Pearson Education Limited | | +-----------------------------------+-----------------------------------+ | **PANGASINAN STATE UNIVERSITY** | 5 | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | **FM-AA-CIA-15 Rev. 0 | | | 10-July-2020** | | +===================================+===================================+ | **Study Guide in Mgt 101: | | | Management and Marketing in the | | | 21** **^st^ Century** **Module | | | No. 4** | | +-----------------------------------+-----------------------------------+ | - Daft, R. (2018). | | | *Management.* (13^th^ ed.) | | | Cengage | | | | | | - [[https://open.lib.umn.edu/pr | | | inciplesmanagement/chapter/1-5-pl | | | anning-organizing-leading-andcont | | | rolling-2/]](https:// | | | open.lib.umn.edu/principlesmanage | | | ment/chapter/1-5-planning-organiz | | | ing-leading-and-controlling-2/) | | | | | | - [[http://oer2go.org/mods/en-o | | | ya/business-101/Quiz/Chapter1/4-F | | | our-Functions-of-ManagementPlanni | | | ng-Organizing-Leading-and-Control | | | ling-]](http://oer2go | | |.org/mods/en-oya/business-101/Qui | | | z/Chapter1/4-Four-Functions-of-Ma | | | nagement-Planning-Organizing-Lead | | | ing-and-Controlling-QUIZ.html#:~: | | | text=The%20third%20function%20of% | | | 20management%20is%20leading.&text | | | =This%20goes%20beyond%20simply%20 | | | managing,a%20higher%20level%20of% | | | 20productivity.) | | | | | | | | | | | | - [[http://oer2go.org/mods/en-o | | | ya/business-101/webpages/Chapter9 | | | /1-leadership-leaders-their-role- | | | inorganizations.html] | | | ](http://oer2go.org/mods/en-oya/b | | | usiness-101/webpages/Chapter9/1-l | | | eadership-leaders-their-role-in-o | | | rganizations.html) | | | | | | - [[http://oer2go.org/mods/en-o | | | ya/business-101/webpages/Chapter9 | | | /2-management-vs-leadership-thedi | | | fference-between-a-manager-leader | | |.html]](http://oer2go | | |.org/mods/en-oya/business-101/web | | | pages/Chapter9/2-management-vs-le | | | adership-the-difference-between-a | | | -manager-leader.html) | | | | | | - [[http://oer2go.org/mods/en-o | | | ya/business-101/webpages/Chapter9 | | | /3-leading-as-a-function-ofmanage | | | ment.html]](http://oe | | | r2go.org/mods/en-oya/business-101 | | | /webpages/Chapter9/3-leading-as-a | | | -function-of-management.html) | | +-----------------------------------+-----------------------------------+ | **PANGASINAN STATE UNIVERSITY** | 6 | +-----------------------------------+-----------------------------------+