Leaders and Leadership Chapter 12 PDF

26/05/2024 Leaders and Leadership Chapter 12 Sixth Edition Global Edition Jennifer M. George & Gareth R. Jones Copyright © 2012 Pearso...

26/05/2024 Leaders and Leadership Chapter 12 Sixth Edition Global Edition Jennifer M. George & Gareth R. Jones Copyright © 2012 Pearson Education 12-1 Learning Objectives Describe what leadership is, when leaders are effective and ineffective, and the difference between formal and informal leaders Identify the traits that show the strongest relationship to leadership, the behaviors leaders engage in, and the limitations of the trait and behavior models of leadership Copyright © 2012 Pearson Education 12-2 1  26/05/2024 Learning Objectives Explain contingency models of leadership and differentiate between four different contingency approaches Describe why leadership is not always a vital process in some work situations because substitutes for leadership exist Discuss transformational leadership and how it is achieved, explain how a leader’s mood affects followers, and appreciate how gender may affect leadership style Copyright © 2012 Pearson Education 12-3 Opening Case Question Why did Sony lose its leading competitive position? Copyright © 2012 Pearson Education 12-4 2  26/05/2024 What Is Leadership? Leadership is the exercise of influence by one member of a group or organization over other members to help the group or organization achieve its goals Copyright © 2012 Pearson Education 12-5 Leadership Leaders are individuals who exert influence to help meet group goals  Formal  Informal Leader effectiveness is the extent to which a leader actually does help Copyright © 2012 Pearson Education 12-6 3  26/05/2024 Early Approaches to Leadership Leader Trait Approach Behavior Approach Fiedler’s Contingency Model Copyright © 2012 Pearson Education 12-7 The Leader Trait Approach  Energy/activity levels  Intelligence  Tolerance for stress  Task-relevant knowledge  Integrity and honesty  Dominance  Emotional maturity  Self-confidence Copyright © 2012 Pearson Education 12-8 4  26/05/2024 The Leader Behavior Approach Consideration Initiating Structure Copyright © 2012 Pearson Education 12-9 The Behavior Approach Leader Leader Reward Punishing Behavior Behavior Copyright © 2012 Pearson Education 12-10 5  26/05/2024 The Role of Traits and Behaviors Exhibit 12.2 Copyright © 2012 Pearson Education 12-11 Fiedler’s Contingency Theory of Leadership  Leadership effectiveness determined by  The characteristic of individuals  The situations in which they find themselves  Distinct leader styles  Relationship oriented  Task oriented Copyright © 2012 Pearson Education 12-12 6  26/05/2024 Fieldler’s LPC Scale Pleasant 8 7 6 5 4 3 2 1 Unpleasant Friendly 8 7 6 5 4 3 2 1 Unfriendly Rejecting 1 2 3 4 5 6 7 8 Accepting Helpful 8 7 6 5 4 3 2 1 Frustrating Unenthusiastic 1 2 3 4 5 6 7 8 Enthusiastic Tense 1 2 3 4 5 6 7 8 Relaxed Distant 1 2 3 4 5 6 7 8 Close Cold 1 2 3 4 5 6 7 8 Warm Cooperative 8 7 6 5 4 3 2 1 Uncooperative Supportive 8 7 6 5 4 3 2 1 Hostile Boring 1 2 3 4 5 6 7 8 Interesting Quarrelsome 1 2 3 4 5 6 7 8 Harmonious Self-assured 8 7 6 5 4 3 2 1 Hesitant Efficient 8 7 6 5 4 3 2 1 Inefficient Gloomy 1 2 3 4 5 6 7 8 Cheerful Open 1 2 3 4 5 6 7 8 Guarded Measuring Leader Style Least preferred co-employee scale  High LPC leaders = relationship-oriented  Low LPC leaders = task-oriented Copyright © 2012 Pearson Education 12-14 7  26/05/2024 Situational Characteristics Leader-member relations Task structure Position power Copyright © 2012 Pearson Education 12-15 Favorability of Situations for Leading Exhibit 12.3 Copyright © 2012 Pearson Education 12-16 8  26/05/2024 Fiedler’s Contingency Theory Exhibit 12.4 Task oriented: Relationship oriented:  Wants high performance  Wants to be liked by and to and accomplishment of all get along well with tasks subordinates  Getting job done is first  Getting job done is second priority priority Copyright © 2012 Pearson Education 12-17 Contemporary Perspectives Path-goal theory Vroom and Yetton model Leader-member exchange theory Copyright © 2012 Pearson Education 12-18 9  26/05/2024 Path-Goal Theory Path-goal theory describes how leaders can motivate their followers to achieve group and organizational goals and the kinds of behaviors leaders can engage in to motivate followers Copyright © 2012 Pearson Education 12-19 Guidelines for Path-Goal Theory Determine what outcomes subordinates are trying to obtain in the workplace Reward subordinates for performing at a high level or achieving their work goals by giving them desired outcomes Make sure subordinates believe that they can obtain their work goals and perform at a high level Copyright © 2012 Pearson Education 12-20 10  26/05/2024 Path-Goal Theory Exhibit 12.5 Effective leaders:  Motivate followers to achieve goals  Ensure they have control over outcomes their subordinates desire  Reward subordinates for performing at a high level  Raise subordinate beliefs about ability to achieve  Consider subordinate characteristics and type of work Copyright © 2012 Pearson Education 12-21 Path-Goal Theory: Types of Behaviors Directive Supportive The leader informs her followers on what is The leader makes work pleasant for the expected of them, such as telling them workers by showing concern for them what to do, how to perform a task, and by being friendly and approachable. and scheduling and coordinating work. Achievement Oriented Participative The leader sets challenging goals for her The leader consults with his followers followers, expects them to perform at their before making a decision on highest level, and shows confidence in their how to proceed. ability to meet this expectation. Copyright © 2012 Pearson Education 12-22 11  26/05/2024 Directive behavior more beneficial when subordinates work on complex and difficult project Supportive behavior is especially effective when subordinates are under a lot of stress Participative behavior is effective when subordinates values participation in decision making Achievement oriented behavior is more beneficial in a situation where subordinates are proficient and highly skillful Copyright © 2012 Pearson Education 23 - forward (straight forward) 24 12  26/05/2024 OB Today: A Sister Act  What’s the sisters’ approach to leadership?  Claire’s stores  Emphasis on delegation  Participative leadership Copyright © 2012 Pearson Education 12-25 Vroom and Yetton Model Autocratic Consultative Leader makes decision without Subordinates give some inputs, input from subordinates but the leader makes the decision Group Delegated The group makes the decision, The leader delegates to the subordinates the leader is just another to make the decision entirely group member on their own Copyright © 2012 Pearson Education 12-26 13  26/05/2024 Criteria for Decision-Making Style Nature of the tasks - decide input and know the output Level of task interdependence Output being produced Characteristics of the employees Copyright © 2012 Pearson Education 12-27 LEADER-MEMBER EXCHANGE THEORY Mutual trust, Personal relationship, Commitment, Involvement, High interaction Leader Formal Authority Subordinate Subordinate Subordinate Subordinate A C D F Subordinate Subordinate B E In-group Out-group ↓ W leader 2 categories most close relationship 14  26/05/2024 Leadership Substitutes and Neutralizers Leadership substitutes: Something that acts in place of a formal leader and makes leadership unnecessary Leadership neutralizers: Something that prevents a leader from having any influence and negates a leader’s efforts. Copyright © 2012 Pearson Education 12-29 ↓ employee not very capable I no communication 30 low turn over ↓ low less possibility to 15 resign  26/05/2024 Substitutes and Neutralizers Leadership Substitute Something that acts in place of a formal leader and makes leadership unnecassary (functional)  Instrinsic motivation of subordinates  Skill level of subordinates and nature of work Leadership Neutralizer Something that prevents a leader from having any influence and cancels out the leader’s effort (dysfunctional) Lack of ability to reward or punish Physical distance between leader and workers Copyright © 2012 Pearson Education 31 Substitutes and Neutralizers for Leadership Relationship- Task- oriented oriented Defining Characteristics Leadership Leadership Ifeedback Individual Experience/training No effect on Substitutes for - suggestions Professionalism Substitutes for Substitutes for Indifference to rewards Neutralizes Neutralizes Job Highly structured task No effect on Substitutes for Provides its own feedback No effect on Substitutes for Intrinsically satisfying Substitutes for No effect on Organization Explicit formalized goals No effect on Substitutes for target Rigid rules and procedures No effect on Substitutes for Cohesive work groups Substitutes for Substitutes for 16  26/05/2024 influen ~ with t Pan Y try to find different way Copyright © 2012 Pearson Education 33 * Characteristics of Transactional Leaders Contingent Reward: Contracts exchange of rewards for effort, promises rewards for good performance, recognizes accomplishments and reprimand subordinates for mistakes and substandard performance Management by Exception (active): Watches and searches for deviations from rules and standards, takes corrective action Management by Exception (passive): Intervenes only if standards are not met Laissez-Faire: Abdicates responsibilities, avoids making decisions 17  26/05/2024 Transformational Leadership Exhibit 12.7 Copyright © 2012 Pearson Education 12-35 Characteristics of Transformational Leaders Idealized Influence: Provides vision and sense of mission, instills pride, gains respect and trust Inspiration: Communicates high expectations, uses symbols to focus efforts, expresses important purposes in simple ways Intellectual Stimulation: Promotes intelligence, rationality, and careful problem solving Individualized Consideration: Gives personal attention, treats each employee individually, coaches, advises 18  26/05/2024 Key Characteristics of Charismatic Leaders 1. Vision and articulation. Has a vision—expressed as an idealized goal—that proposes a future better than the status quo; and is able to clarify the importance of the vision in terms that are understandable to others 2. Personal risk. Willing to take on high personal risk, incur high costs and engage in self-sacrifice to achieve the vision 3. Environmental sensitivity. Able to make realistic assessments of the environmental constraints and resources needed to bring about change 4. Sensitivity to follower needs. Perceptive of others’ abilities and responsive to their needs and feelings 5. Unconventional behavior. Engages in behaviors that are perceived as novel and counter to norms. This work is protected by copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the WorldWideWeb) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2012 Pearson Education 12-38 19