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Chapter11Leadership§11.1Definitiontheability&processtoinfluenceagrouptowardtheachievementofgoalsnotallleadersaremanagers;nor,forthatmatter,areallmanagersleadersChapter11Leadership§11.1D1Differencebetweenmanagement&leadershipattitudestowardsgoals:Managerstendtoadoptimpersonal,leaderstakeapersonal&active.Workview:anenablingprocessinvolving--,temperamentallydisposedtoseekoutrisk&danger.Prefertoworkwithpeople,concernedwithideasmanagementcopingwithcomplexity,leadercopingwithchange,developingavisionofthefuture;

mostfirmsareunderled&overmanagedDifferencebetweenmanagement2TransitioninleadershiptheoriesWhatmakesaneffectiveleaderthe1stapproachsoughttofinduniversalpersonalitytraitsthatleadershadtosomegreatdegreethannonleadersexplainleadershipintermsofthebehaviorapersonengagedin“falsestarts”basedontheirerroneousconceptionContingencymodelstoexplaintheinadequaciesofpreviousleadershipattemptingtoidentifythesetoftraitsthatpeopleimplicitlyrefertoasaleaderTransitioninleadershiptheor3§11.2Traittheories1930sbypsychologistsTheoriesseekingpersonality,social,physical,orintellectualtraitsdifferentiatingleadersfromnonleadersIdentifytraitsconsistentlyassociatedwithleader:ambition&energy,thedesiretolead,honesty&integrity,self-confidence,intelligence,job-relatedknowledgeisolatingtraitsresultedindeadends,4reason:overlookstheneedsoffollowers;failstoclarifytherelativeimportance;doesn’tseparatecausefromeffect;ignoresituationalfactors§11.2Traittheories4Chapter11Leadership§11.3Behavioraltheoriesthelate1940s--mid-1960sTheoriesproposingthatspecificbehaviorsdifferentiateleadersfromnonleaderstraitresearchweresuccessful,thenleaderisbasicallyinborn,wouldhaveprovidedabasisforselectingtheright“leader”behaviortheorieswerevalid,wecouldteachpeopletobeleaders,training

Chapter11Leadership§11.351.OhioStatestudiesinthelate1940sIdentifyindependentdimensionsofleaderbehavior.beginningwithover1000dimensionsinitiatingstructure:theextenttowhichaleaderislikelytodefine&structurehisrole&thoseofsubordinatesinthesearchforgoalattainment;highonitleadtogreaterratesofgrievances,absenteeism,&turnover&lowerlevelsofjobsatisfactionforworkersperformingroutinetasks.consideration:--havejobrelationshipscharacterizedbymutualtrust,respectforsubordinates’ideas,®ardfortheirfeelings.Negativelyrelatedtoperformanceratingsoftheleaderbyhissuperior“high--high”leadertendedtoachievehighperformance&satisfactionmorefrequentlythanthose;1.OhioStatestudies62.UniversityofMichiganstudiesEmployee-orientedleader:emphasizesinterpersonalrelationsproduction-oriented:emphasizestechnicalortaskaspectsofthejobEmployee-orientedleaderswereassociatedwithhighergroupproductivity&higherjobsatisfaction.2.UniversityofMichiganstud73.ThemanagerialgridBlake&MoutonA9-by-9matrixoutlining81differentstylesconcernforpeople,production9possiblepositionsalongeachaxismanagersperformbestundera9,9style;9,1authoritystyle;1,9countryclubstyle3.Themanagerialgrid84.ScandinavianstudiesFinland&SwedenBasicpremise:inchangingworld,effectiveleaderswouldexhibitdevelopment-orientedbehavior3rdseparatedimension:valuesexperimentation,seekingnewideas,&generating&implementingchange.Wentback&lookattheoriginalOhiodata,--wasn’tcriticalinthosedays;positiveevidentin1990sdynamicenvironment.4.Scandinavianstudies9Chapter11Leadership§11.4Contingencytheoriesleadershipeffectivenesswasdependentonthesituation,isolatethosecriticalsituationalfactors--moderatevariablesChapter11Leadership§11.4101.FiedlerModelleastpreferredco-worker(LPC)

questionnaireIdentifyingleadershipstyle:LPCscore--relationship,taskoriented;16%mid.Range1200groupsDefiningthesituation:leader-memberrelation:confidence,trust,respectin

taskstructure:degreejobassignmentsareprocedurizedpositionpower:degreeofinfluencealeaderhasoverpowervariablessuchas--Matchingleaders&situation:favorableI,II,iii,Vii,Viii;changetheleadertofitthesituation;changethesituationtofittheleader1.FiedlerModel111.(2)Cognitiveresourcetheoryupdatein1987Atheoryofleadershipstatingthataleaderobtainseffectivegroupperformanceby,1st,makingeffectiveplans,decisions,&strategies;2nd,communicatingthemthroughdirectivebehaviorhowstress&Cognitiveresourcesuchasintelligence,experienceplayaroleonleadershipeffectiveness;3prediction:directivebehaviorresultingoodperformanceonlyifitlinkedwithhighintelligenceinasupportive,nonstressfulenvironment;inhighlystressfulsituations,jobexperienceispositiverelatedwithperformance;theintellectualabilitycorrelatewithperformanceinnonstressfulsituations1.(2)Cognitiveresourcetheory122.Hersey&Blanchard’ssituationaltheoryAcontingencytheoryfocusingonfollower’sreadinessreadiness:theextenttowhichpeoplehavetheability&willingnesstoaccomplishaspecifictask4stagesR1.unable&unwilling;R2.unablebutwilling;R3.ablebutunwilling;R4.able&willingleadershipbehaviors:telling(hightask-lowrelationship)--R1;selling(high-high)--R2;participating(low-high)--R3;delegating(low-low)--R4task--able;relationship--willing2.Hersey&Blanchard’ssituati133.Leader-memberexchangetheoryLMX:leaderscreatein-group&out-group,&subordinatewithin-groupstatuswillhavehigherperformanceratings,lessturnover,&greatersatisfactionwiththeirsuperiortheleaderimplicitlycategorizesthesubordinateasanin-&out-group&thatrelationshipisrelativelystableovertime;similarpersonalcharacteristicsgenerallysupportive3.Leader-memberexchangetheor144.Path-goaltheorybyRobertHouseThetermpath-goalisderivedfromthebeliefthateffectiveleadersclarifythepathtohelptheirfollowersgettheachievementoftheirworkgoalseasilythetheorythataleader’sbehaviorisacceptabletosubordinateinsofarastheyviewitasasourceofeitherimmediateorfuturesatisfaction4leadershipbehaviors:directiveleader--task;supportive--consideration;participative--consulting;achievement-oriented--setchallenginggoalsleaderbehaviorsisineffectivewhenitisredundant4.Path-goaltheory154.Path-goaltheory2classesofsituationalvariables:environmentalfactorsoutsidethecontrolof;(complement)partofthepersonalcharacteristicsofthesubordinate(interpretation)Directiveleadstogreatersatisfactionforambiguousorstressfultask;whenthereissubstantiveconflictwithin;fitsonewithanexternallocusofcontrol;islikelytobeviewedasredundantbyskilledsubordinates.Supportiveresultsinhighperformance&satisfactionforstructuredtasks;fitsclear,bureaucraticformalauthorityrelationships.participativefitsonewithaninternallocusofcontrol.achievement-orientedincreaseone’sexpectanciesleadinghighperformanceforambiguoustask4.Path-goaltheory2classeso165.Leader-participationmodelin1973,byVictorVroom&PhillipYettonAleadershiptheoryprovidingasetofrulestodeterminetheform&amountofparticipativeD-Msituationally5behaviorfeasibleingivensituation:AutocraticI,II(information);ConsultativeI,II(shareproblemcollective);&GroupQRQualityRequirement;CRCommitmentR;LILeaderInformation;STProblemStructure;CPCommitmentProbability;GCGoalCongruence;COSubordinateConflict;SISubordinateInformation;TCTimeConstraint;GDGeographicalDispersion;MTMotivation-Time;MDMotivation-Development5.Leader-participationmodel176.IrrelevantleadershipInmanysituations,whateverbehaviorsleadersexhibitareirrelevantcertainindividual,job,&organizationalvariablesactassubstitutesorneutralizers6.IrrelevantleadershipInmany18Chapter11Leadership§11.5RecentapproachesChapter11Leadership§11.5R191.Attributiontheoryattemptingtomakesenseoutofcause-effectrelationshipProposethatleadershipismerelyanattributionthatpeoplemakeaboutotherindividualscharacterizeleadersashavingsuchtraitsasintelligence,outgoingpersonality,strongverbalskills,aggressiveness,understanding,&industriousnessuseleadershiptoexplainorganizationaloutcome;undertheextremeconditions1.Attributiontheory202.Charismaticleadershipextensionofattributiontheory

Followersmakeattributionsofheroicorextraordinaryleadershipabilitieswhentheyobservecertainbehaviorsidentifypersonalcharacteristicsofthecharismaticleader:extremelyhighconfidence,avision,abilitytoarticulatethevision,strongconvictionsinthevision,behavioroutofordinary,beingachangeagent,environmentalsensitivity.Whenthefollower’staskhasanideologicalcomponent2.Charismaticleadership213.Transactional,TransformationalleaderTransactionalleader:guideormotivatetheirfollowersinthedirectionofestablishedgoalsbyclarifyingroles&taskrequirement

Transformationalleader:provideindividualizedconsideration&intellectualstimulation,&whopocesscharismaTransformationalleadergethighappraisal，stronglyrelatedtolowerratesofabsenteeism,highproductivity,highjobsatisfaction3.Transactional,Transformat22§11.6ContemporaryissuesGender:domale&femaleleaddifferent--similarityoutweighthedifferenceleadingthroughempowerment--coachingeffectivefollowership:self-manage;committoapurposeoutside;buildingcompetence;courageous,honesty,&crediblenationalcultureBiologicalrootsforleadership§11.6ContemporaryissuesGende23Chapter11Leadership§11.1Definitiontheability&processtoinfluenceagrouptowardtheachievementofgoalsnotallleadersaremanagers;nor,forthatmatter,areallmanagersleadersChapter11Leadership§11.1D24Differencebetweenmanagement&leadershipattitudestowardsgoals:Managerstendtoadoptimpersonal,leaderstakeapersonal&active.Workview:anenablingprocessinvolving--,temperamentallydisposedtoseekoutrisk&danger.Prefertoworkwithpeople,concernedwithideasmanagementcopingwithcomplexity,leadercopingwithchange,developingavisionofthefuture;

mostfirmsareunderled&overmanagedDifferencebetweenmanagement25TransitioninleadershiptheoriesWhatmakesaneffectiveleaderthe1stapproachsoughttofinduniversalpersonalitytraitsthatleadershadtosomegreatdegreethannonleadersexplainleadershipintermsofthebehaviorapersonengagedin“falsestarts”basedontheirerroneousconceptionContingencymodelstoexplaintheinadequaciesofpreviousleadershipattemptingtoidentifythesetoftraitsthatpeopleimplicitlyrefertoasaleaderTransitioninleadershiptheor26§11.2Traittheories1930sbypsychologistsTheoriesseekingpersonality,social,physical,orintellectualtraitsdifferentiatingleadersfromnonleadersIdentifytraitsconsistentlyassociatedwithleader:ambition&energy,thedesiretolead,honesty&integrity,self-confidence,intelligence,job-relatedknowledgeisolatingtraitsresultedindeadends,4reason:overlookstheneedsoffollowers;failstoclarifytherelativeimportance;doesn’tseparatecausefromeffect;ignoresituationalfactors§11.2Traittheories27Chapter11Leadership§11.3Behavioraltheoriesthelate1940s--mid-1960sTheoriesproposingthatspecificbehaviorsdifferentiateleadersfromnonleaderstraitresearchweresuccessful,thenleaderisbasicallyinborn,wouldhaveprovidedabasisforselectingtheright“leader”behaviortheorieswerevalid,wecouldteachpeopletobeleaders,training

Chapter11Leadership§11.3281.OhioStatestudiesinthelate1940sIdentifyindependentdimensionsofleaderbehavior.beginningwithover1000dimensionsinitiatingstructure:theextenttowhichaleaderislikelytodefine&structurehisrole&thoseofsubordinatesinthesearchforgoalattainment;highonitleadtogreaterratesofgrievances,absenteeism,&turnover&lowerlevelsofjobsatisfactionforworkersperformingroutinetasks.consideration:--havejobrelationshipscharacterizedbymutualtrust,respectforsubordinates’ideas,®ardfortheirfeelings.Negativelyrelatedtoperformanceratingsoftheleaderbyhissuperior“high--high”leadertendedtoachievehighperformance&satisfactionmorefrequentlythanthose;1.OhioStatestudies292.UniversityofMichiganstudiesEmployee-orientedleader:emphasizesinterpersonalrelationsproduction-oriented:emphasizestechnicalortaskaspectsofthejobEmployee-orientedleaderswereassociatedwithhighergroupproductivity&higherjobsatisfaction.2.UniversityofMichiganstud303.ThemanagerialgridBlake&MoutonA9-by-9matrixoutlining81differentstylesconcernforpeople,production9possiblepositionsalongeachaxismanagersperformbestundera9,9style;9,1authoritystyle;1,9countryclubstyle3.Themanagerialgrid314.ScandinavianstudiesFinland&SwedenBasicpremise:inchangingworld,effectiveleaderswouldexhibitdevelopment-orientedbehavior3rdseparatedimension:valuesexperimentation,seekingnewideas,&generating&implementingchange.Wentback&lookattheoriginalOhiodata,--wasn’tcriticalinthosedays;positiveevidentin1990sdynamicenvironment.4.Scandinavianstudies32Chapter11Leadership§11.4Contingencytheoriesleadershipeffectivenesswasdependentonthesituation,isolatethosecriticalsituationalfactors--moderatevariablesChapter11Leadership§11.4331.FiedlerModelleastpreferredco-worker(LPC)

questionnaireIdentifyingleadershipstyle:LPCscore--relationship,taskoriented;16%mid.Range1200groupsDefiningthesituation:leader-memberrelation:confidence,trust,respectin

taskstructure:degreejobassignmentsareprocedurizedpositionpower:degreeofinfluencealeaderhasoverpowervariablessuchas--Matchingleaders&situation:favorableI,II,iii,Vii,Viii;changetheleadertofitthesituation;changethesituationtofittheleader1.FiedlerModel341.(2)Cognitiveresourcetheoryupdatein1987Atheoryofleadershipstatingthataleaderobtainseffectivegroupperformanceby,1st,makingeffectiveplans,decisions,&strategies;2nd,communicatingthemthroughdirectivebehaviorhowstress&Cognitiveresourcesuchasintelligence,experienceplayaroleonleadershipeffectiveness;3prediction:directivebehaviorresultingoodperformanceonlyifitlinkedwithhighintelligenceinasupportive,nonstressfulenvironment;inhighlystressfulsituations,jobexperienceispositiverelatedwithperformance;theintellectualabilitycorrelatewithperformanceinnonstressfulsituations1.(2)Cognitiveresourcetheory352.Hersey&Blanchard’ssituationaltheoryAcontingencytheoryfocusingonfollower’sreadinessreadiness:theextenttowhichpeoplehavetheability&willingnesstoaccomplishaspecifictask4stagesR1.unable&unwilling;R2.unablebutwilling;R3.ablebutunwilling;R4.able&willingleadershipbehaviors:telling(hightask-lowrelationship)--R1;selling(high-high)--R2;participating(low-high)--R3;delegating(low-low)--R4task--able;relationship--willing2.Hersey&Blanchard’ssituati363.Leader-memberexchangetheoryLMX:leaderscreatein-group&out-group,&subordinatewithin-groupstatuswillhavehigherperformanceratings,lessturnover,&greatersatisfactionwiththeirsuperiortheleaderimplicitlycategorizesthesubordinateasanin-&out-group&thatrelationshipisrelativelystableovertime;similarpersonalcharacteristicsgenerallysupportive3.Leader-memberexchangetheor374.Path-goaltheorybyRobertHouseThetermpath-goalisderivedfromthebeliefthateffectiveleadersclarifythepathtohelptheirfollowersgettheachievementoftheirworkgoalseasilythetheorythataleader’sbehaviorisacceptabletosubordinateinsofarastheyviewitasasourceofeitherimmediateorfuturesatisfaction4leadershipbehaviors:directiveleader--task;supportive--consideration;participative--consulting;achievement-oriented--setchallenginggoalsleaderbehaviorsisineffectivewhenitisredundant4.Path-goaltheory384.Path-goaltheory2classesofsituationalvariables:environmentalfactorsoutsidethecontrolof;(complement)partofthepersonalcharacteristicsofthesubordinate(interpretation)Directiveleadstogreatersatisfactionforambiguousorstressfultask;whenthereissubstantiveconflictwithin;fitsonewithanexternallocusofcontrol;islikelytobeviewedasredundantbyskilledsubordinates.Supportiveresultsinhighperformance&satisfactionforstructuredtasks;fitsclear,bureaucraticformalauthorityrelationships.participativefitsonewithaninternallocusofcontrol.achievement-orientedincreaseone’sexpectanciesleadinghighperformanceforambiguoustask4.Path-goaltheory2classeso395.Leader-participationmodelin1973,byVictorVroom&PhillipYettonAleadershiptheoryprovidingasetofrulestodeterminetheform&amountofparticipativeD-Msituationally5behaviorfeasibleingivensituation:AutocraticI,II(information);ConsultativeI,II(shareproblemcollective);&GroupQRQualityRequirement;CRCommitmentR;LILeaderInformation;STProblemStructure;CPCommitmentProbability;GCGoalCongruence;COSubordinateConflict;SISubordinateInformation;TCTimeConstraint;