Professional Documents
Culture Documents
Lect 4 Leadship Theoris
Lect 4 Leadship Theoris
Great man theories (Gandhi, Lincoln, Napoleon) Belief that people were born with these traits and only the great people possessed them
Personality traits, such as extraversion, conscientiousness, and openness. Intelligence and emotional intelligence (degree of social skill). Expertise, skill, and experience. Level of participation in discussion: the babble effect.
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Height, weight, & age Ethnicity Sex: Bias against women (even thought women possess more skills needed to be a successful leader).
Implicit leadership theories (ILTs): members general beliefs about the qualities of leaders Eaglys social role theory: ILTs are not consistent with intuitive expectations about men & women: think leader, think male
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Contingency Approaches
Contingency approaches:
approaches that seek to delineate the characteristics of situations and followers and examine the leadership styles that can be used effectively
Leadership effectiveness is determined by the interaction between the leader's personal characteristics and the characteristics of the situation Leaders are classified as person-oriented or task-oriented (which type will be more effective depends on the leader's degree of situational control) Control depends on relationship between leader/followers, the degree of task structure, and the leader's authority (position power)
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Motivational Style
Measuring
Least Preferred Coworker Scale, or LPC scale. Think of the person whom you least like to work with
LPC Scale
He or she may be someone you work with now or someone you knew in the past. This coworker does not have to be the person you like least but should be the person with whom you had the most difficulty in getting a job done.
LPC Scale
The task-oriented leader will be effective in extremely favorable or extremely unfavorable situations The person-oriented leader will be more effective in moderately favorable situations Criticisms include most of research was in the lab
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Path-goal theory focuses on the kinds of leader behaviors that allow subordinates to achieve personal and organizational goals Four leadership styles can be adopted to facilitate employee attainment of goals
Leader Behavior
Supportive Leadership
Impact on Follower
Increases confidence to achieve work outcomes
Outcome
Ambiguous job
Directive Leadership
AchievementOriented Leadership
Incorrect reward
Participative Leadership
The most effective leadership style depends on the situation and the characteristics of the subordinates Requires leader flexibility Directive style works best with unskilled workers Supportive leadership works best with highly skilled workers Theory is difficult to test and operationalize
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Hersey and Blanchards extension of the Leadership Grid focusing on the characteristics of followers as the important element of the situation, and consequently, of determining effective leader behavior.
Hersey and Blanchard suggest that groups benefit from leadership that meshes with the developmental stage of the group.
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Leader-member exchange theory (LMX) focuses on how the leader-follower relationship affects the leadership process Subordinates are of two types: "in-group" and "out-group" In-group employees are viewed by the leader as competent, trustworthy, and highly motivated Out-group employees are viewed as incompetent, untrustworthy, and poorly motivated
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Two leadership styles: supervision (based on formal authority) and leadership (based on persuasion) Leaders use supervision with out-group employees, and leadership with in-group members Leaders and in-group members establish personal relationships leading to mutual support and understanding High-LMX relationship groups tends to outperform low-LMX relationship groups
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Transactional leaders focus on the social interactions between leaders and followers It is based on followers' perceptions of and expectations about the leaders abilities The behavior of transactional leaders depends on what their followers think of them
Transformational Leaders
Transformational leaders are not constrained by their followers' perceptions but are free to act to transform (change) their followers' views They challenge and inspire with a sense of purpose and excitement They create a vision and communicate it while accepting feedback and suggestions
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Transformational Leadership
Building Commitment Modeling the Vision
Who is this?
Who is this?
Transformational Leaders
Do not accept the status quo Create a graphic and compelling vision of the future Act as role models Are often referred to as tough Energise and inspire others Are said to be charismatic Are very instrumental in times of turbulence / crises Provide sense of individual consideration Provide stimulation (intellectual and emotional) (James MacGregor Burns, 1978)
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Leadership Styles
Authoritarian leadership results when leaders make all the decisions and tell followers what to do Authoritarian leadership works best when situations require rapid and efficient job performance
Democratic leadership results when leaders and followers discuss problems and make decisions jointly
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Authentic Leadership
Owning ones own personal experiences (values, thoughts, emotions and beliefs) and acting in accordance with ones true self Leader-follower relationships characterised by:
transparency, openness & trust guidance towards worthy objectives emphasis on follower development
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Moral Leadership
As a concept, leadership should mean a set of values dedicated to promoting human development for the common good of people in a democratic environment, both at the national and international levels
(Adel Safty, 2003)
The modern leader is willing to take responsibility without waiting for a request or bureaucratic permission
(Ronald Heifertz, 2003)
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Strategic leadership
Relationships between external environment & organizations mission as well as implementation (Maghroori & Rolland 1997)
Educative leadership Cultural proficiency (Lindsey, Robins & Terrell 2003) Organizational leadership Enhancement of capability to accomplish effective work collectively (Heifetz 1994) Leadership from school principals, teachers, administrators & parents have +ve effects on school performance (Pounder, Ogawa & Adams 1995, p. 567)
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Align tasks with objectives & strategies Build commitment, optimism, trust & cooperation Develop & empower subordinates Encourage & facilitate collective learning Interpret complex events Organize & coordinate activities Promote social justice & morality Secure resources & support Strengthen collective identity (Yukl 2006)
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Sex differences in leadership effectiveness: Women tend to adopt participative and transformational styles of leadership Men are more likely to enact autocratic, laissez-faire, and transactional styles.
An emotionally intelligent leader can monitor his or her moods through selfawareness, change them for the better through self-management, understand their impact through empathy, and act in ways that boost others moods through relationship management
(Goleman, Boyatzis & McKee, 2001)
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Distributed Leadership
In the twenty-first century organization, we need to establish communities where everyone shares the experience of serving as a leader, not sequentially, but concurrently and collectively. These I call leaderful organizations. (Joseph Raelin, 2003, p. xi) The model makes the case for the end of leadership as we commonly know itthat is, rank-based managementand introduces a method for developing an organisation into a true society of peers. I call this model the peer-based organization.
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Level 5: Executive builds enduring greatness through a paradoxical blend of personal humility and professional will Level 4: Effective Leader catalyses commitment to vigorous pursuit of a clear and compelling vision, stimulating higher performance standards Level 3: Competent Manager organises people and resources toward the effective and efficient pursuit of predetermined objectives Level 2: Contributing Team Member contributes individual capabilities to the achievement of group objectives and works effectively with others in a group setting Level 1: Highly Capable Individual makes productive contributions through talent, knowledge, skills and good work habits (Jim Collins, 2001, Good to Great)
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