Management Chapter 17 PDF

17-1 Management Fourteenth Edition Chapter 17 Being an Effective Leader Copyright © 2018 Pearson Education, Inc.  17-2 Learning...

17-1 Management Fourteenth Edition Chapter 17 Being an Effective Leader Copyright © 2018 Pearson Education, Inc.  17-2 Learning Objectives 17.1 Define leader and leadership. 17.2 Compare and contrast early theories of leadership. 17.3 Describe the three major contingency theories of leadership. Develop your skill at choosing an effective leadership style. 17.4 Discuss contemporary issues affecting leadership. Know how to prepare for an effective transition to a leadership position. 17.5 Describe twenty-first century views of leadership. Copyright © 2018 Pearson Education, Inc.  17-3 Who Are Leaders and What is Leadership? Leader: someone who can influence others and who has managerial authority Leadership: a process of influencing a group to achieve goals Copyright © 2018 Pearson Education, Inc.  17-4 Leadership Traits Research focused on identifying personal characteristics that differentiated leaders from non-leaders was unsuccessful who can influence others and who has managerial authority. It proved impossible to identify a set of traits that would always differentiate a leader (the person) from a nonleader of influencing a group to achieve goals. Copyright © 2018 Pearson Education, Inc.  17-5 Exhibit 17-1: Eight Traits Associated with Leadership Trait Description Drive Leaders exhibit a high effort level. They have a relatively high desire for achievement, they are ambitious, they have a lot of energy, they are tirelessly persistent in their activities, and they show initiative. Desire to Leaders have a strong desire to influence and lead others. They demonstrate the lead willingness to take responsibility. Honesty Leaders build trusting relationships with followers by being truthful or nondeceitful and by and showing high consistency between word and deed. integrity Self- Followers look to leaders for an absence of self-doubt. Leaders, therefore, need to show confidenc self-confidence in order to convince followers of the rightness of their goals and decisions. e Intelligenc Leaders need to be intelligent enough to gather, synthesize, and interpret large amounts of e information, and they need to be able to create visions, solve problems, and make correct decisions. Job- Effective leaders have a high degree of knowledge about the company, industry, and relevant technical matters. In-depth knowledge allows leaders to make well-informed decisions and knowledg to understand the implications of those decisions. e Extraversi Leaders are energetic, lively people. They are sociable, assertive, and rarely silent or on withdrawn. Pronenes Guilt proneness is positively related to leadership effectiveness because it produces a s to guilt strong sense of responsibility for others. Copyright © 2018 Pearson Education, Inc.  17-6 University of Iowa Studies Autocratic style: a leader who dictates work methods, makes unilateral decisions, and limits employee participation Democratic style: a leader who involves employees in decision-making, delegates authority, and uses feedback as an opportunity for coaching employees Laissez-faire style: a leader who lets the group make decisions and complete the work in whatever way it sees fit Copyright © 2018 Pearson Education, Inc.  17-7 Ohio State Studies Initiating structure: the extent to which a leader defines his or her role and the roles of group members in attaining goals Consideration: the extent to which a leader has work relationships characterized by mutual trust and respect for group members’ ideas and feelings High–high leader: a leader high in both initiating structure and consideration behaviors Copyright © 2018 Pearson Education, Inc.  17-8 University of Michigan Studies Two dimensions of leadership: – Employee oriented – Production oriented Copyright © 2018 Pearson Education, Inc.  17-9 The Managerial Grid Managerial grid: a two-dimensional grid for appraising leadership styles Copyright © 2018 Pearson Education, Inc.  17-10 Exhibit 17-2: Behavioral Theories of Leadership Study Behavioral Dimension Conclusion University of Democratic style: involving subordinates, delegating Democratic style of leadership Iowa authority, and encouraging participation was most effective, although later Autocratic style: dictating work methods, centralizing studies showed mixed results. decision making, and limiting participation Laissez-faire style: giving group freedom to make decisions and complete work Ohio State Consideration: being considerate of followers’ ideas High–high leader (high in and feelings consideration and high in initiating Initiating structure: structuring work and work structure) achieved high relationships to meet job goals subordinate performance and satisfaction, but not in all situations. University of Employee oriented: emphasized interpersonal Employee-oriented leaders were Michigan relationships and taking care of employees’ needs associated with high group Production oriented: emphasized technical or task productivity and higher job aspects of job satisfaction. Managerial Grid Concern for people: measured leader’s concern for Leaders performed best with a 9,9 subordinates on a scale of 1 to 9 (low to high) style (high concern for production Concern for production: measured leader’s concern and high concern for people). for getting job done on a scale of 1 to 9 (low to high) Copyright © 2018 Pearson Education, Inc.  17-11 The Fiedler Model Fiedler contingency model: a leadership theory proposing that effective group performance depends on the proper match between a leader’s style and the degree to which the situation allows the leader to control and influence Least-preferred coworker (LPC) questionnaire: a questionnaire that measures whether a leader is task or relationship oriented Copyright © 2018 Pearson Education, Inc.  17-12 Fiedler’s Situational Contingencies Leader–member relations: describes the degree of confidence, trust, and respect employees have for their leader Task structure: describes the degree to which job assignments are formalized and structured Position power: describes the degree of influence a leader has over activities such as hiring, discipline, promotions, and salary increases Copyright © 2018 Pearson Education, Inc.  17-13 Exhibit 17-3 The Fiedler Model Exhibit 17-3 illustrates the Fiedler Model. Copyright © 2018 Pearson Education, Inc.  17-14 Hersey and Blanchard’s Situational Leadership Style Situational leadership theory (SLT): a leadership contingency theory that focuses on followers’ readiness Readiness: describes the degree to which job assignments are formalized and structured Copyright © 2018 Pearson Education, Inc.  17-15 SLT Leadership Styles Telling (high task–low relationship) Selling (high task–high relationship) Participating (low task–high relationship) Delegating (low task–low relationship) Copyright © 2018 Pearson Education, Inc.  17-16 Four Stages of Follower Readiness R1: both unable and unwilling R2: unable but willing R3: able but unwilling R4: both able and willing Copyright © 2018 Pearson Education, Inc.  17-17 Copyright © 2018 Pearson Education, Inc.  17-18 Copyright © 2018 Pearson Education, Inc.  17-19 Copyright © 2018 Pearson Education, Inc.  17-20 Copyright © 2018 Pearson Education, Inc.  17-21 Copyright © 2018 Pearson Education, Inc.  17-22 Copyright © 2018 Pearson Education, Inc.  17-23 Copyright © 2018 Pearson Education, Inc.  17-24 Copyright © 2018 Pearson Education, Inc.  17-25 Copyright © 2018 Pearson Education, Inc.  17-26 Copyright © 2018 Pearson Education, Inc.  17-27 Copyright © 2018 Pearson Education, Inc.  17-28 Copyright © 2018 Pearson Education, Inc.  17-29 Path-Goal Model Path-goal theory: a leadership theory that says the leader’s job is to assist followers in attaining their goals and to provide direction or support needed to ensure that their goals are compatible with the goals of the group or organization Copyright © 2018 Pearson Education, Inc.  17-30 Four Leadership Behaviors Directive leader Supportive leader Participative leader Achievement-oriented leader Copyright © 2018 Pearson Education, Inc.  17-31 Exhibit 17-4 Path-Goal Model Exhibit 17-4 illustrates that path-goal theory proposes two situational or contingency variables that moderate the leadership behavior–outcome relationship. Copyright © 2018 Pearson Education, Inc.  17-32 Leader-Member Exchange (LMX) Theory Leader-member exchange theory (LMX): the leadership theory that says leaders create in- groups and out-groups and those in the in-group will have higher performance ratings, less turnover, and greater job satisfaction Copyright © 2018 Pearson Education, Inc.  17-33 Transformational/Transactional Leadership Transactional leaders: leaders who lead primarily by using social exchanges (or transactions) Transformational leaders: leaders who stimulate and inspire (transform) followers to achieve extraordinary outcomes Copyright © 2018 Pearson Education, Inc.  17-34 Copyright © 2018 Pearson Education, Inc.  17-35 Charismatic-Visionary Leadership Charismatic leader: an enthusiastic, self- confident leader whose personality and actions influence people to behave in certain ways Visionary leadership: the ability to create and articulate a realistic, credible, and attractive vision of the future that improves upon the present situation Copyright © 2018 Pearson Education, Inc.  17-36 Authentic Leadership Authentic leadership: leaders who know who they are, know what they believe in, and act on those values and beliefs openly and candidly Copyright © 2018 Pearson Education, Inc.  17-37 Ethical Leadership An ethical leader puts public safety ahead of profits, holds culpable employees accountable, and creates a culture in which employees feel that they could and should do a better job. Copyright © 2018 Pearson Education, Inc.  17-38 Team Leadership Many leaders are not equipped to handle the change to employee teams. Two priorities: – Managing team’s external boundary – Facilitating team process Copyright © 2018 Pearson Education, Inc.  17-39 Exhibit 17-5 Team Leadership Roles Exhibit 17-4 illustrates the four specific leadership roles. Copyright © 2018 Pearson Education, Inc.  17-40 Managing Power (1 of 2) Legitimate power: the power a leader has as a result of his or her position in the organization Coercive power: the power a leader has to punish or control Reward power: the power a leader has to give positive rewards Copyright © 2018 Pearson Education, Inc.  17-41 Managing Power (2 of 2) Expert power: power that’s based on expertise, special skills, or knowledge Referent power: power that arises because of a person’s desirable resources or personal traits Copyright © 2018 Pearson Education, Inc.  17-42 Developing Trust Credibility: the degree to which followers perceive someone as honest, competent, and able to inspire Trust: the belief in the integrity, character, and ability of a leader Copyright © 2018 Pearson Education, Inc.  17-43 Five Dimensions of Trust Integrity Competence Consistency Loyalty Openness Copyright © 2018 Pearson Education, Inc.  17-44 Exhibit 17-6 Building Trust Exhibit 17-6 offers some suggestions for how leaders can build trust. Copyright © 2018 Pearson Education, Inc.  17-45 Empowering Employees Empowerment involves increasing the decision- making discretion of workers. Millions of individual employees and employee teams are making the key operating decisions that directly affect their work. Copyright © 2018 Pearson Education, Inc.  17-46 Leading Across Cultures Effective leaders do not use a single style. They adjust their style to the situation. National culture is certainly an important situational variable in determining which leadership style will be most effective. Copyright © 2018 Pearson Education, Inc.  17-47 Exhibit 17-7: Cross-Cultural Leadership Examples Korean leaders are expected to be paternalistic toward employees. Arab leaders who show kindness or generosity without being asked to do so are seen by other Arabs as weak. Chinese leaders are expected to stay positive when facing attacks. European leaders are expected to be more action oriented. Japanese leaders are expected to be humble and speak frequently. Latin American leaders should not feel rejected when others behave formally. Scandinavian and Dutch leaders who single out individuals with public praise are likely to embarrass, not energize, those individuals. Effective leaders in Malaysia are expected to show compassion while using more of an autocratic than a participative style. Effective German leaders are characterized by high performance orientation, low compassion, low self-protection, low team orientation, high autonomy, and high participation. Effective leaders in Sub-Saharan Africa build deep relationships and close teamwork. Copyright © 2018 Pearson Education, Inc.  17-48 Becoming an Effective Leader Leader training Substitutes for leadership Copyright © 2018 Pearson Education, Inc.  17-49 Review Learning Objective 17.1 Define leader and leadership. – A leader influences and has authority – Leadership involves influencing a group to achieve its goal – Leading is a function of management Copyright © 2018 Pearson Education, Inc.  17-50 Review Learning Objective 17.2 Compare and contrast early theories of leadership. – University of Iowa studies – Ohio State studies – University of Michigan studies – Managerial grid Copyright © 2018 Pearson Education, Inc.  17-51 Review Learning Objective 17.3 Describe the three major contingency theories of leadership. – Fiedler’s model – Hersey and Blanchard’s situational leadership theory – Path goal model, Robert House Copyright © 2018 Pearson Education, Inc.  17-52 Review Learning Objective 17.4 Discuss contemporary issues affecting leadership. – Leader-membership exchange theory (LMX) – Transactional/transformational leader – Charismatic/visionary leader – Authentic leadership – Ethical leadership – Team leader Copyright © 2018 Pearson Education, Inc.  17-53 Review Learning Objective 17.5 Describe twenty-first century views of leadership. – Fiver sources of a leader’s power – Issues of:  managing power  developing trust  empowering employees  leading across cultures  becoming an effective leader Copyright © 2018 Pearson Education, Inc.  17-54 Copyright © 2018 Pearson Education, Inc.  17-55 Copyright © 2018 Pearson Education, Inc.  17-56 Copyright © 2018 Pearson Education, Inc.  17-57 Copyright © 2018 Pearson Education, Inc.  17-58 Copyright © 2018 Pearson Education, Inc.