Chapter I Y Robbins & Judge Organizational Behavior 14th Edition Leadership Kelli J. Schutte Witiam Jewell college Eopyright © 2011 Pearson Education, inc. publishing as Prentice Hall aapter Learning Objective > After studying this chapter, you should be able to: — Define leadership and contrast leadership and management. — Summarize the conclusions of trait theories of leadership. Identify the central tenets and main limitations of behavioral theories. Assess contingency theories of leadership by their level of support. Compare and contrast charismatic and transformational leadership. Define authentic leadership and show why effective leaders exemplify ethics and trust. Demonstrate the role mentoring plays in our understanding of leadership. — Address challenges to the effectiveness of leadership. Assess whether charismatic and transformational leadership generalize across cultures. Copyright © 2014 Pearson Education, inc. publishing as Prentice Hall 122at Is Leadership? » Leadership — The ability to influence a group toward the achievement of goals >» Management — Use of authority inherent in designated formal rank to obtain compliance from organizational members > Both are necessary for organizational success [Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 123Trait Theories of Leadership > Theories that consider personality, social, physical, or intellectual traits to differentiate leaders from nonleaders > Not very useful until matched with the Big Five Personality Framework > Essential Leadership Traits Extroversion — Conscientiousness — Openness Emotional Intelligence (Qualified) > Traits can predict leadership, but they are better at predicting leader emergence than effectiveness. IGopyright © 2011 Pearson Education, inc. publishing as Prentice Hall 124Behavioral Theories of Leadership > Theories proposing that specific behaviors differentiate leaders from nonleaders > Differences between theories of leadership: — Trait theory: leadership is inherent, so we must identify the leader based on his or her traits Behavioral theory: leadership is a skill set and can be taught to anyone, so we must identify the proper behaviors to teach potential leaders [Gopyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 125Important Behavioral Studies |e Initiating structure ¢ Consideration |e Employee-oriented ¢ Production- orientedContingency Theories » While trait and behavior theories do help us understand leadership, an important component is. missing: the environment in which the leader exists > Contingency Theory adds this additional aspect to our understanding leadership effectiveness studies » Three key theories: — Fiedler’s Model Hersey and Blanchard’s Situational Leadership Theory — Path-Goal Theory (Gopyright © 2011 Pearson Education, inc. publishing as Prentice Hall 127Fiedle del » Effective group performance depends on the proper match between leadership style and the degree to which the situation gives the leader control. — Assumes that leadership style (based on orientation revealed in LPC questionnaire) is fixed > Considers Three Situational Factors: Leader-member relations: degree of confidence and trust in the leader - Task structure: degree of structure in the jobs Position power: leader’s ability to hire, fire, and reward > For effective leadership: must change to a leader who fits the situation or change the situational variables to fit the current leader IGopyright © 2011 Pearson Education, Inc. publishing as Prentice Hall pyri P 128Graphic Representation of Fiedler’s Model — Toskoriented — Relationshiporianted LUT e Co} Pel Cas Daa o1-3 Coa ( ig CORT.) relly situation Favorable Moderate Unfavorable Category (NW "oom NM ov ow ove vw Leadermember relations| Good Goed Geed Good Poor Poor Tash sructure High High Low = Low High High Poor low Fosinon power Song Weak Strong Weak Song Weak = Sirong Weck [Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12.94 | Fiedler’s Cognitive Resource Theory > A refinement of Fiedler’s original model: — Focuses on stress as the enemy of rationality and creator of unfavorable conditions — A leader’s intelligence and experience influence his or her reaction to that stress S ° Low Effective ¢ Ineffective ¢ High ¢ Ineffective Effective > Research is supporting the theory. IGopyright © 2011 Pearson Education, Inc. publishing as Prentice HallAssessment of Fiedler’s Model > Positives: ~ Considerable evidence supports the model, especially if the original eight situations are grouped into three > Problems: — The logic behind the LPC scale is not well understood LPC scores are not stable Contingency variables are complex and hard to determine IGopyright © 2011 Pearson Education, inc. publishing as Prentice Hall wa.Situational Leadership Theory > A model that focuses on follower “readiness” — Followers can accept or reject the leader ~ Effectiveness depends on the followers’ response to the leader’s actions ~ “Readiness” is the extent to which people have the ability and willingness to accomplish a specific task Pita acon) Con i Willingness to Follow Leadership Behavior Unable Unwilling Give clear and specific directions Unable Willing Display high task orientation Able Unwilling Use a supportive and participatory style Able Willing Doesn't need to do much IGopyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 1242House’s Pa al Theory ® Builds from the Ohio State studies and the expectancy theory of motivation > The Theory: — Leaders provide followers with information, support, and resources to help them achieve their goals Leaders help clarify the “path” to the worker’s goals — Leaders can display multiple leadership types > Four types of leaders: Directive: focuses on the work to be done — Supportive: focuses on the well-being of the worker Participative: consults with employees in decision making ~ Achievement-Oriented: sets challenging goals Gopyright © 2014 Pearson Education, inc. publishing as Prentice Hall 1213Vroom and Yetton’s Leader-Participation Model > How a leader makes decisions is as important as what is decided > Premise: Situational variables interact with leadership: attributes to impact the behavior of the leader. ~ Leader behaviors must adjust to the way tasks are structured in the organization. This is a normative model that tells leaders how participative to be in their decision making of a decision tree * Five leadership styles * Twelve contingency variables [Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12.44Leader-Member Exchange (LMX) Theory In Groups Out Groups ¢ Members are * Managed by formal similar to leader rules and policies * Receive less of the leader’s attention / fewer exchanges * More likely to retaliate against the organization * In the leader’s inner circle of communication * Receives more time and attention from leader ° Gives greater responsibility and rewards [Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 1245BO tela tele TE STO og SST) a Toad [Copyright © 2011 Pearson Education, Inc. publishing as, Personal Risk Prentice Hallarismatic Leadership How do charismatic leaders influence followers? PNstren ENCE ha Creve Dreeter Siero avant) eave Rel Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 42417Transformational Leade > Contingent Reward Management by Exception (active) Management by Exception (passive) Laissez-Faire Transactional Idealized Influence / Inspirational Motivation PMS ene ET Intellectual Stimulation Individualized Consideration Gopyright © 2011 Pearson Education, inc. publishing as Prentice Hall 2-18Leadership Model Transaction Transformational Approaches Approaches ¢ Laissez-Faire ¢ Individualized « Management by Consideration Exception ¢ Intellectual ¢ Contingent Stimulation Reward ¢ Inspirational Motivation ¢ Idealized Influence IGopyright © 2011 Pearson Education, inc. publishing as Prentice Hall 1249Authentic Leaders ¢ Authentic leaders know who they are, what they believe in and value, and act upon those values and beliefs. ¢ Leadership is not free from values. When we assess leadership, we must assess not just the goals themselves but also the means by which those goals are achieved. Copyright © 2011 P Pub 32:20Trust and Leadership » Trust — a psychological state that exists when you agree: to make yourself vulnerable to another because you haye a positive expectation for how things are going to turn out. — Key attribute associated with leadership — Followers who trust their leader will align their actions and attitudes with the leader’s behaviors/requests Desired Desired Actions Attitudes [Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 221How is Trust Developed Oreuse Action: Risk Taking, Information Sharing, Group Effectiveness, and Productivity © Leadership Action Integrity, Benevolence, Ability Copyright © 2014 Pearson Education, inc. publishing as Prentice Hall 1222al Global Implications > These leadership theories are primarily studied in English-speaking countries >» GLOBE does have some country-specific insights — Brazilian teams prefer leaders who are high in consideration, participative, and have high LPC scores — French workers want a leader who is high on initiating structure and task-oriented Egyptian employees value team-oriented, participative leadership, while keeping a high-power distance Chinese workers may favor a moderately participative style > Leaders should take culture into account > The GLOBE Study (Gopyright © 2011 Pearson Education, inc. publishing as Prentice Hall 12.25Summary and Managerial Implications * Leadership is central to understanding group behavior as the leader provides the direction. * Extroversion, conscientiousness, and openness all show consistent relationships t leadership. * Behavioral approaches have narrowed leadership down into two usable dimensions. Need to take into account the situational variables, especially the impact of followers. Research on charismatic and transformational leadership has made major contributions to our understanding of leadership. Leaders must be seen as auth ‘ic and trustworthy. Investment must be made in the future through mentoring and training leaders. (Gopyright © 2011 Pearson Education, inc. publishing as Prentice Hall 12.26rotected by United States 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 World Wide Web) will destroy the integrity of the work and is not permit- ted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. 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