Chapter 9: Leading: Business Leadership: Management Fundamentals

CHAPTER 9: LEADING
Business Leadership: Management Fundamentals

John R. Schermerhorn, Jr., Barry Wright, and Lorie Guest
© John Wiley & Sons Canada, Ltd.
o Describe the nature of leadership
PLANNING o Explain the important leadership traits
AHEAD — and behaviours
CHAPTER 9 o Describe the contingency approaches
LEARNING to leadership
GOALS o State and explain current issues in
leadership development
o Explain the communication process
o Describe how communication can be
improved
THE NATURE OF LEADERSHIP
• Leadership:
– The process of inspiring others to work hard to accomplish
important tasks
• Contemporary leadership challenges:
– Shorter time frames for accomplishing things
– Expectations for success on the first attempt
– Complex, ambiguous, and multidimensional problems
– Taking a long-term view while meeting short-term demands
© John Wiley & Sons Canada Ltd.

FIGURE 9.1 LEADERSHIP IN RELATION TO
THE OTHER MANAGEMENT FUNCTIONS

LEADERSHIP AND POWER
• Power:
– The ability to get someone else to do something you want
done or make things happen in the way you want
• Power should be used to influence and control others for the
common good rather than seeking to exercise control for
personal satisfaction
• Two sources of managerial power:
– Position power
– Personal power

LEADERSHIP AND POWER (CONT’D)
• Position power:
– Based on a manager’s official status in the organization’s
hierarchy of authority
• Sources of position power:
– Reward power:
• Capable of offering something of value
– Coercive power:
• Capable of delivering punishment or withholding positive
outcomes
– Legitimate power:
• Organizational position or status confers the right to
control those in subordinate positions
LEADERSHIP AND POWER (CONT’D)
• Personal power:
– Based on the unique personal qualities that a person brings
to a leadership situation
• Sources of personal power:
– Expert power:
• Capacity to influence others because of one’s knowledge
and skills
– Referent power:
• Capacity to influence others because they admire you and
want to identify positively with you
- Relational power – ability to function as part of a team

FIGURE 9.2 SOURCES OF POSITION POWER
AND PERSONAL POWER USED BY MANAGERS

LEADERSHIP AND VISION
• Vision:
– A future that one hopes to create or achieve in order to
improve upon the present state of affairs
• Visionary Leadership:
– A leader who brings a clear and compelling sense of the
future to any situation, as well as an understanding of the
actions needed to get there successfully

LEADERSHIP AND VISION (CONT’D)
• Meeting the challenges of visionary leadership:

– Challenge the process
– Show enthusiasm
– Help others to act
– Set the example
– Celebrate achievements

LEADERSHIP AS SERVICE
• Servant leadership:
– Commitment to serving others
– Followers more important than leader
– “Other centered” not “self-centered”
– Power not a “zero-sum” quantity
– Focuses on empowerment, not on power

LEADERSHIP AS SERVICE (CONT’D)
• Servant Leadership and Empowerment:

– Empowerment:
• The way in which managers enable and help others to
gain power and achieve influence.
– Effective leaders empower others by providing them with:
• Information
• Responsibility
• Authority
• Trust

LEADERSHIP TRAITS
– Drive
– Self-confidence
– Creativity
– Cognitive ability
– Business knowledge
– Motivation
– Flexibility
– Honesty and integrity

LEADERSHIP BEHAVIOURS
• Leadership behaviour theories focus on how leaders behave

when working with followers
• Leadership styles are recurring patterns of behaviours
exhibited by leaders
• Basic dimensions of leadership behaviours:
– Concern for the task to be accomplished
– Concern for the people doing the work

TWO DIMENSIONS OF LEADERSHIP
Task Concerns: People Concerns:

• Plans and defines work • Acts warm and supportive
to be done toward followers
• Assigns task • Develops social rapport with
responsibilities followers
• Sets clear work • Respects the feelings of
standards followers
• Urges task completion • Is sensitive to followers’
• Monitors performance needs
results • Shows trust in followers

BLAKE AND MOUTON LEADERSHIP GRID
• Team management:
– High task concern; high people concern
• Authority-obedience management:
– High task concern; low people concern
• Country club management:
– High people concern; low task concern
• Impoverished management:
– Low task concern; low people concern
• Middle of the road management:
– Non-committal for both task concern and people concern

FIGURE 9.3 MANAGERIAL STYLES IN
BLAKE AND MOUTON’S LEADERSHIP GRID

CLASSICAL LEADERSHIP STYLES
Classic leadership styles:

• Autocratic style: (High task and low for ppl concern)
– Emphasizes work over people, keeps authority and
information within the leader’s tight control, and acts in
a unilateral command-and-control fashion
• Human relations style: (Low for Task and High for ppl)
– Emphasizes people over work.

CLASSICAL LEADERSHIP STYLES
(CONT.)
Classic leadership styles:

• Laissez-faire style: (Low concern for task and Low for ppl)
– Shows little concern for task at hand, lets the group
make decisions, and acts with a “do the best you can
and don’t bother me” attitude
• Democratic style: (High concern for task and ppl)
– Committed to task and people, getting things done
while sharing information, encouraging participation in
decision making, and helping people develop skills and
competencies

OKAY TO BE:
Autocratic Style:
• Limited time
• Unskilled employees
• Group does not interact well
Democratic Style:
• Time available
• Motivation of group/get along
• Some skill level of workers
Laissez - Faire
• Very skilled/experts
• Responsible/ work as a team
• Routine exists
HOMEWORK
• P. 301-303
#16, 17, 18, 19, 22, 51

HOMEWORK
16. How does leadership fit with the four functions of management?
• After a company has a clearly defined plan (planning), it hires the right people
for the right job (organizing). Leading then takes place by motivating and
inspiring the employees to do their best.
17. What does the text mean when it states, “power is not to control for the
sake of personal satisfaction”?
• True power is not about being in charge and ordering people around, it is
about inspiring people to work towards a common good.
18. When is a leader justified in using coercive power?

• If an employee exhibits negative behaviours such as tardiness, absenteeism,
laziness, sexual harassment, or an inability to do the job, managers must use
coercive power to change the behaviour.

HOMEWORK
19. Explain how servant leadership applies to the Upside-Down Pyramid from
Chapter 1.
• Servant leadership applies to the Upside-Down Pyramid by putting the most
important employee at the top –the operating worker. It is the job of all levels
of management to serve this worker.
22. Are any personal traits indispensable “must haves” for success in
leadership?
• Answers will vary but may include integrity, motivation, intelligence, drive,
vision.

HOMEWORK
51. State five examples of people throughout history that demonstrated

referent power.
• Answers will vary but may include: Gandhi, Nelson Mandela, Mother Teresa,
Rosa Parks, Martin Luther King Jr., Oprah, Princess Di, Hitler, etc.

CONTINGENCY APPROACHES TO
LEADERSHIP
Fiedler’s Contingency Model:

• Good leadership depends on a match between leadership and situational
demands
• Determining leadership style:
– Low LPC: task-motivated leaders
– High LPC: relationship-motivated leaders
• Leadership is part of one’s personality, and therefore relatively enduring and
difficult to change
• Leadership style must be fit to the situation
• Believed that you are either a task motivated leader OR a relationship
motivated leader.
• Managers DO NOT change leadership styles
SELF-ASSESSMENT
LEAST-PREFERRED CO-WORKER SCALE
• P.305-306

FIGURE 9.5 MATCHING LEADERSHIP STYLE
AND SITUATION: SUMMARY PREDICTIONS
FROM FIEDLER’S CONTINGENCY THEORY

LEADERSHIP (CONT’D)
Fiedler’s contingency model (cont’d):

• Diagnosing situational control:
– Quality of leader-member relations (good or poor)
– Degree of task structure (high or low)
– Amount of position power (strong or weak)
• Task oriented leaders are most successful in:
– Very favourable (high control) situations
– Very unfavourable (low control) situations
• Relationship-oriented leaders are most successful in:
– Situations of moderate control

HOMEWORK
54. According to Fiedler’s Contingency Model, what type of

leadership style should be used in the following situations? Be
sure to apply the three contingency variables (leader-member
relations, task structure, and position power) and use Figure 9.4
to arrive at your answer.
a) A supermarket manager who is well respected by the
employees.
• Quality of leader-member relations—Good
• Task structure—High
• Position power—Strong
• Leadership style—task-motivated leader

HOMEWORK
b) The manager of a car assembly line coming back to work after a

strike.
– Quality of Leader-Member relations—Poor
– Task structure—high
– Position power—weak (many be unionized)
– Leadership style—relationship-motivated leader
c) Dean of a university business school.

– Quality of Leader-Member Relations—Good
– Task structure—Low
– Position power—Weak (tenured profs)
– Leadership style—Task-motivated leader
LEADERSHIP (CONT’D)
• The Hersey-Blanchard situational leadership model:

– Leaders adjust their styles depending on the readiness of
their followers to perform in a given situation
– Leaders can change to fit the situation
• Readiness: how able, willing and confident followers are
in performing tasks

FIGURE 9.6 LEADERSHIP IMPLICATIONS OF
THE HERSEY-BLANCHARD SITUATIONAL
LEADERSHIP MODEL

HERSEY-BLANCHARD LEADERSHIP
STYLES
• Delegating:
– Low-task, low-relationship style
– Works best in high readiness-situations
• Participating:
– Low-task, high-relationship style
– Works best in low- to moderate-readiness situations
• Selling:
– High-task, high-relationship style
– Work best in moderate- to high-readiness situations
• Telling:
– High-task, low-relationship style
– Work best in low-readiness situations
PATH-GOAL LEADERSHIP THEORY
• House’s path-goal leadership theory:

– Effective leadership deals with the paths through which
followers can achieve goals.
– Leadership styles for dealing with path-goal relationships:
• Directive leadership
• Supportive leadership
• Achievement-oriented leadership
• Participative leadership

HOUSE’S LEADERSHIP STYLES
• Use Directive leadership when job assignments are ambiguous:

– Communicate expectations
– Give directions
– Schedule work
– Maintain performance standards
– Clarify leader’s role
• Use Supportive leadership when worker self-confidence is low:

– Make work pleasant
– Treat group members as equals
– Be friendly and approachable
– Show concern for subordinates’ well-being

HOUSE’S LEADERSHIP STYLES (CONT’D)
• Use Achievement-oriented leadership when task challenge is

insufficient:
– Set challenging goals
– Expect high performance levels
– Emphasize continuous improvement
– Display confidence in meeting high standards
• Use Participative leadership when performance incentives are poor:

– Involve subordinates in decision making
– Consult with subordinates
– Ask for subordinates’ suggestions
– Use subordinates’ suggestions
LEADER PARTICIPATION MODEL
• Vroom-Jago leader-participation theory:

– Helps leaders choose the method of decision making that
best fits the nature of the problem situation
– Basic decision-making choices:
• Authority decision (decide alone)
• Consultative decision (individually, with group)
• Group decision (facilitate, delegate)

FIGURE 9.9 LEADERSHIP IMPLICATIONS OF
VROOM-JAGO LEADER-PARTICIPATION MODEL

STUDY QUESTION 3: WHAT ARE THE
LEADERSHIP?
• Contingency factors in the Vroom-Jago leader-participation

theory:
– Decision quality:
• Who has the information needed for problem solving?
– Decision acceptance:
• What is the importance of subordinate acceptance to
eventual implementation?
– Decision time:
• Is there enough time available to make and implement
the decision?
HOMEWORK
56. State whether the following decisions should be made as an

authority decision, consultative decision or a group decision.
Justify your answer.
a) Laying off three workers in your department.
• Authority decision—the leader has the information and
acceptance from the other followers is not critical.
b) Cutting costs by 10% in the department.
• Consultative decision—the staff will have the information but
the leader needs to make the tough decisions.

HOMEWORK
• P. 301-304
#23, 24, 25, 26, 27, 54d+e, 56c+d

HOMEWORK
23. Do you think Fiedler is correct in stating that personality styles cannot be
changed? Explain.
• Answers will vary.
24. State three jobs that have high task structure.

• Three jobs that have high structure are assembly line, fast food restaurant,
and grocery store checkout clerk.
25. State three jobs that have a low task structure.

• Three jobs that have low task structure are video game developer, teacher,
and architect.

HOMEWORK
26. Explain how the Hersey-Blanchard Situational Leadership Model is different

from Fiedler’s Contingency Theory with respect to their views towards leaders
changing their personality style.
• Hersey-Blanchard states that managers should change their leadership style
based on the readiness of the employees; Fiedler believes that one’s
personality is set and cannot change.
27. Explain how Blake and Mouton’s Leadership Grid and the Hersey-Blanchard
Situational Leadership Model contradict each other if the worker has a high
maturity or readiness characteristic.
• Blake and Mouton state that there is only one best leadership style—team
(high concern for task and people), whereas, Hersey-Blanchard state that the
best style is eventually delegating (low concern for task and people).

HOMEWORK
54. d) The manager of a small software developing firm which is having

difficulty keeping quality employees.
– Quality of Leader-Member Relations—Poor
– Task structure—Low
– Position power—Strong
– Leadership style—task-motivated leader
e) A well-liked, charity fundraiser in charge of the volunteers who are

setting up the event.
– Quality of Leader-Member Relations—Good
– Task structure—High
– Position power—Weak (volunteers)
– Leadership style—Task motivated leader
HOMEWORK
56. State whether the following decisions should be made as an

authority decision, consultative decision or a group decision.
Justify your answer.
c) Determining how the department will spend $10 000 on new
technology.
• Group decision—the department will have the information,
acceptance is important and time is not a pressure.
d) How to evacuate a building during a current fire.

• Authority decision—time is critical.

SISTER ACT
• Mary Clarence embodies the definition of leadership: Leadership

is the process of inspiring other to work hard to accomplish
important tasks.
• Mary Clarence is given legitimate power and she successfully
gives the former choir director expert and referent power by
praising her.
• On leadership traits, Mary Clarence brings drive, self-confidence,
creativity, cognitive ability, business knowledge to the choir.
• From leadership behaviours, Mary Clarence is concerned more
about people than the task. She is a team manager who focuses
on building participation and support for a shared purpose.

STUDY QUESTION 4: WHAT ARE SOME
CURRENT ISSUES IN LEADERSHIP
DEVELOPMENT?
• Superleaders:
– Persons whose vision and strength of personality have an
extraordinary impact on others
• Charismatic leaders:
– Develop special leader-follower relationships and inspire
others in extraordinary ways

DEVELOPMENT?
• Transactional leadership:
– Someone who directs the efforts of others through tasks,
rewards, and structures
• Transformational leadership:
– Someone who is truly inspirational as a leader and who
arouses others to seek extraordinary performance
accomplishments

DEVELOPMENT?
• Characteristics of transformational leaders:
– Vision
– Charisma
– Symbolism
– Empowerment
– Intellectual Stimulation
– Integrity

VIDEO: MARTIN LUTHER KING JR.
“I HAVE A DREAM”

SELF-ASSESSMENT
“T-T” LEADERSHIP STYLE
• Exhibit 9.3

DEVELOPMENT?
• Emotional Intelligence: Fig 9.10 pg 285
– The ability of people to manage themselves and their
relationships effectively
– Components of emotional intelligence:
• Self-awareness
• Self-regulation
• Motivation
• Empathy
• Social skill

DEVELOPMENT?
• Gender and Leadership (cont’d):
– Both women and men can be effective leaders
– Women tend to use interactive leadership, which shares the
qualities of transformational leadership – “Take care”
behave in supporting ways – more democratic approach
– Men tend to use transactional leadership – “take charge”
Task oriented and directive
– Interactive leadership provides a good fit with the demands
of a diverse workforce and the new workplace

DEVELOPMENT?
• Gender and Leadership:
– Future leadership success will depend on a person’s capacity
to:
• Be open
• Have positive relationships
• Be supportive
• Be empowering

DEVELOPMENT?
• Moral Leadership:
– Ethical leadership adheres to moral standards meeting the
test of “good” rather than “bad” and “right” rather than
“wrong”
– All leaders are expected to maintain high ethical standards
– Long-term, sustainable success requires ethical behaviour
– Integrity involves the leader’s honesty, credibility, and
consistency in putting values into action

DEVELOPMENT?
• Moral Leadership (cont’d):
– Leaders with integrity earn the trust of their followers
– Leaders have a moral obligation to build performance
capacities by awakening people’s potential
– Authentic leadership activates performance through the
positive psychological states of confidence, hope, optimism,
and resilience
– Authentic leadership helps in clearly framing and responding
to moral dilemmas, and serving as an ethical role model

HOMEWORK
• P. 301-304
#29, 52, 53a-e, 57, 58

HOMEWORK
29. In your opinion, do women make better leaders than men? Explain.
• Answers will vary. Make certain the students have referred to interactive
leadership.

HOMEWORK
52. Brad is the manager of a group of highly capable software developers.

The department is new to the company so they have all just started their
jobs. Brad is responsible for 12 developers whose job it is to create new
video games aimed at preteens.
a) According to Blake and Mouton, how should Brad lead the software
developers? Explain.
• According to Blake and Mouton, Brad should lead the software
developers as a team manager. He should have a high concern for task
and a high concern for people.
b) Is the software developer job high or low task structure? Explain.

• The software developer’s job is low task structure because they are
creative and have the freedom to complete their job in a variety of ways.

HOMEWORK
c) According to House’s Path-Goal Theory, how should Brad lead

the software developers? Explain.
• According to House’s Path-Goal Theory, Brad should lead the
software developers using the achievement-oriented
leadership. These workers are highly capable and work in a low
task structure environment. The leader needs to provide the
goals and performance standards.
d) According to the Hersey-Blanchard Situational Leadership

Model, how should Brad lead the software developers? Explain.
• Brad should lead the software developers in the telling phase
(low concern for people and a high concern for task) because
they are new to their jobs.
HOMEWORK
e) Of the above theories, which one do you think is most appropriate? Why?
– Answers will vary. The students need to clearly explain their reasons.
f) Explain one way Brad could demonstrate Transformational Leadership.

– One way Brad could demonstrate Transformational Leadership is by having
a vision of the final product that is clearly articulated to the team.
g) Which of the characteristics of Emotional Intelligence is most important

for the software developers? Explain.
– Answers will vary but may include: Motivation—the ability to work hard.
Software developers are often working independently for a long period of
time.

HOMEWORK
53. You are the manager of a small local newspaper that has been in operation
since 1907. The paper has seven reporters that are self-motivated and work
very independently. The reporters suggest the stories and you approve their
ideas. They are essentially left alone as long as they meet their deadlines
because of their experience. They have all worked for you for at least five
years.
a) According to Blake and Mouton, how should you lead the reporters?
Explain.
• According to Blake and Mouton, you should lead the software developers as a
team manager. He should have a high concern for task and a high concern for
people.
b) Is the task structure of the reporters high or low? Explain.

• The task structure of the reporters is low, they have the freedom to complete
their task any way they chose.
HOMEWORK
c) According to House, how should you lead the reporters? Explain.

• According to House, you should lead the reporters using a
supportive leadership style. Reporters are not well paid and their
jobs are disappearing, especially at the local level.
d) According to the Hersey-Blanchard Situational Leadership Model,

how should you lead the reporters? Explain.
• The reporters should be lead by delegating because they are very
mature. They have all worked there for more than five years.
e) Explain how you will use Servant Leadership in this situation.

• Servant leadership could be used in the situation by understanding
the needs of the reporters and making certain they are met.

HOMEWORK
57. Emotional Intelligence is critical to your success. What is your

greatest emotional intelligence factor? Provide an example to
support this. What is your weakest emotional intelligence factor?
Provide an example to support this. What are you doing to
improve this?
58. The textbook identifies Gandhi and Eleanor Roosevelt as good

examples of moral leadership. Provide an example of your own
and reasons why.

STUDY QUESTION 5: WHAT IS THE
COMMUNICATION PROCESS?
• Communication:
– An interpersonal process of sending and receiving symbols
with messages attached to them
• Key elements of the communication process:
– Sender (Who?)
– Message (What?)
– Communication channel (In what way?)
– Receiver (To Whom?)
– Interpreted meaning
– Feedback (With what results?)

FIGURE 9.12 THE INTERACTIVE TWO-WAY
PROCESS OF INTERPERSONAL
COMMUNICATION

• One way vs. two way
• Communication channel examples

• Effective and efficient communication:

– Effective communication: (fully understood)
• Occurs when the intended meaning of the sender is
identical to the interpreted meaning of the receiver
– Efficient communication:
• Occurs at a minimum resource cost
– Potential trade-offs between effectiveness and efficiency
must be recognized
– E.g email is fast and cheap but ppl can get different meanings
from emails.

• Ineffective communication

• Persuasion and credibility in communication:

– Communication is used for sharing information and
influencing other people
– Persuasion is getting someone else to support the message
being presented
– Horizontal structures and empowerment are important
contexts for persuasion

• Persuasion and credibility in communication (cont’d):

– Expert power and referent power are essential for
persuasion
– Credibility involves trust, respect, and integrity in the eyes of
others
– Credibility can be built through expertise and relationships

• Sources of noise in communication:

– Poor choice of channels
– Poor written or oral expression
– Failure to recognize nonverbal signals
– Physical distractions
– Status effects

• Poor choice of communication channels:

– Choose the channel that works best
– Written channels work for messages that:
• Are simple and easy to convey
• Require extensive dissemination quickly
• Convey formal policy or authoritative directives
– Spoken channels work best for messages that:
• Are complex or difficult to convey where immediate
feedback is needed
• Attempt to create a supportive, even inspirational, climate

• Guidelines for making oral presentations:
– Be prepared
– Set the right tone
– Sequence points
– Support your points
– Accent the presentation
– Add the right amount of polish
– Check your technology
– Don’t bet on the Internet
– Be professional

• Failure to recognize nonverbal signals:

– Nonverbal communication takes place through gestures,
facial expressions, body posture, eye contact, and use of
interpersonal space
– Mixed messages occur when a person’s words and nonverbal
signals communicate different things
– The growing use of communication technologies causes
important nonverbal communication to be lost

– Nonverbal communication pics

– Use pictures to demonstrate non-verbal communication. Put
a series of pictures up for the student’s to see, then have
them explain what is being communicated.

• Physical distractions:
– Include interruptions from telephone calls, drop-in visitors, a
lack of privacy, etc.
– Can interfere with the effectiveness of a communication
attempt
– Can be avoided or at least minimized through proper
planning

• Status effects:
– Occur when an organization’s hierarchy of authority creates
a barrier to effective communication
– Status effects include:
• Filtering: the intentional distortion of information to
make it appear favourable to the recipient
• Subordinates acting as “yes men”

VIDEO: WHO’S ON FIRST

HOMEWORK
• P. 301-304
#31, 32, 33, 47, 59

HOMEWORK
31. Differentiate between effective and efficient communication.

• Effective communication occurs when the message is fully understood.
Efficient communication occurs at a minimum cost.
32. When is it okay to accept less effectiveness to gain efficiency in

communication?
• It is okay if the message is not important or can be explained at another time.
Another reason is the cost of effective communication is too high.
33. Explain how mixed messages and filtering interfere with communication.
• Mixed messages interfere with communication because the receiver is not
sure which message is correct—the verbal or the nonverbal. Filtering
interferes with communication because the message is not accurate or true.

HOMEWORK
47. Sketch the interactive two way process of interpersonal communication.

• Have the students use Figure 9.12 as a guide.
59. Taking into consideration channel selection, state which method of

communication would be appropriate for the following situations. Explain
your reasons.
a) A meeting notification for the entire department
– Email for the entire department. It is quick and easy.
b) Informing an employee that his or her performance is substandard
– Face-to-face meeting because it is private and allows for an open
conversation.
c) Informing a customer about price changes
– Send an email (numbers need to be written down) and a follow-up
phoned call (allows the customer to ask questions)
STUDY QUESTION 6: HOW CAN
COMMUNICATION BE IMPROVED?
• Active listening:
– The process of taking action to help someone say exactly
what he or she really means
• Rules for active listening:
– Listen for message content
– Listen for feelings
– Respond to feelings
– Note all cues, verbal and nonverbal
– Paraphrase and restate

• Feedback:
– The process of telling others how you feel about something
they did or said, or about the situation in general
• Constructive Feedback Guidelines:
– Give it directly
– Make it specific
– Give it when the receiver is willing/able to accept it
– Make sure it is valid
– Give it in small doses

• Proxemics and space design:
– Proxemics is the use of interpersonal space
– Interpersonal space is an important nonverbal cue
– Workspace layout is often overlooked as a form of nonverbal
communication but is being increasingly recognized for its
impact on communication and behaviour

• Use of communication channels:
– Channel richness is the capacity of a communication channel
to carry information in an effective manner
• Low channel richness is impersonal, one-way, and fast
• High channel richness is personal, two-way, and slow
– Managers need to choose a channel with the appropriate
richness for the communication

• Ways to keep communication channels open through interactive

management:
– Management by wandering around (MBWA)
– Open office hours
– Regular employee group meetings
– Computer-mediated meetings and video conferences
– Employee advisory councils
– Communication consultants.
– 360-degree feedback

Tips on managing email:

• Read items once
• Take action immediately
• Purge folders of useless messages
• Send group mail/reply to all only when necessary
• Remove yourself from distribution lists that don’t add value
• Send short messages in the subject line
• Put large files on websites
• Use instant messaging as an alternative
• Don’t forget the basic rule of email privacy – there isn’t any
FIGURE 9.14 CHANNEL RICHNESS AND
THE USE OF COMMUNICATION MEDIA

• Technology utilization:
– Information technologies facilitate communication
– The electronic grapevine speeds messages and information
from person to person
• Functional if information is accurate and useful
• Dysfunctional if information is false, distorted, or based
on rumour
– Email privacy
– Employer’s policy on personal email
– Don’t assume that e-mail privacy exists at work

• Valuing culture and diversity:

– Ethnocentrism is the tendency to consider one’s culture
superior to any and all others
– Ethnocentrism can cause people to:
• Not listen to others
• Address or speak to others in ways that alienate them
• Use inappropriate stereotypes in dealing with someone
from another culture

HOMEWORK
• P. 301-304
#1-15, 34, 35, 36, 37, 38, 48

VIDEO: IT’S FRIDAY!!!

HOMEWORK
1. D
2. D
3. B
4. D
5. C
6. A
7. B
8. C
9. B
10. A
11. B
12. A
13. D
14. C
15. B

HOMEWORK
34. What rules of active listening do most people break?

• The rules of active listening that are most often broken are not listening for the
message or feelings, not responding to feelings, not noting cues, and not
paraphrasing.
35. Explain how and why space design influences communication.

• Space design influences communication because it sends a message about the
power positions in the room.
36. Why are purpose and privacy important issues in electronic communication?
• Purpose and privacy are important issues in electronic communication because
employers are concerned that too much work time gets spent handling
personal email and in web browsing; employees are concerned that employers
are eavesdropping in their electronic communication.

HOMEWORK
37. Explain how MBWA can improve upward communication.

• MBWA can improve upward communication because the manager gets to talk
at all levels of the company, not just their direct reports.
38. Explain the impact of ethnocentrism on cross-cultural communication.

• Ethnocentrism may cause someone not to listen well to what others have to
say; it may cause someone to address or speak to others in ways that alienate
them and it may lead to inappropriate stereotypes.
48. Using what you know about space design and proxemics, sketch an office
in which you would like to work. Explain your reasoning.

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CHAPTER 9: LEADING

Business Leadership: Management Fundamentals

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

• Meeting the challenges of visionary leadership:

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

• Servant Leadership and Empowerment:

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

• Leadership behaviour theories focus on how leaders behave

© John Wiley & Sons Canada Ltd.

Task Concerns: People Concerns:

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

Classic leadership styles:

© John Wiley & Sons Canada Ltd.

Classic leadership styles:

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#16, 17, 18, 19, 22, 51

© John Wiley & Sons Canada Ltd.

18. When is a leader justified in using coercive power?

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

51. State five examples of people throughout history that demonstrated

© John Wiley & Sons Canada Ltd.

Fiedler’s Contingency Model:

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

Fiedler’s contingency model (cont’d):

© John Wiley & Sons Canada Ltd.

54. According to Fiedler’s Contingency Model, what type of

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b) The manager of a car assembly line coming back to work after a

c) Dean of a university business school.

• The Hersey-Blanchard situational leadership model:

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

• House’s path-goal leadership theory:

© John Wiley & Sons Canada Ltd.

• Use Directive leadership when job assignments are ambiguous:

• Use Supportive leadership when worker self-confidence is low:

© John Wiley & Sons Canada Ltd.

• Use Achievement-oriented leadership when task challenge is

• Use Participative leadership when performance incentives are poor:

• Vroom-Jago leader-participation theory:

© John Wiley & Sons Canada Ltd.

© John Wiley & Sons Canada Ltd.

• Contingency factors in the Vroom-Jago leader-participation

56. State whether the following decisions should be made as an

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#23, 24, 25, 26, 27, 54d+e, 56c+d

© John Wiley & Sons Canada Ltd.