组织领导学（第9版）课件汇 尤克尔 第1-6章 Introduction The Nature of Leadership-Power and Influence Tactics

LeadershipinOrganizationsNinthEditionChapter1Introduction:TheNatureofLeadershipLearningObjectivesAfterstudyingthischapter,youshouldbeableto:1.1Understandthedifferentwaysleadershiphasbeendefined.1.2Understandthemajortypesofleadershiptheoriesthathavebeenstudied.1.3Understandthedifferentwaysleadershipeffectivenessisdetermined.1.4Understandwhataspectsofleadershiphavebeenstudiedthemost.1.5Understandtheorganizationofthisbook.DefinitionofLeadership“Always,itseems,theconceptofleadershipeludesusorturnsupinanotherformtotauntusagainwithitsslipperinessandcomplexity.Sowehaveinventedanendlessproliferationoftermstodealwithit…andstilltheconceptisnotsufficientlydefined.”-Bennis(1959)Leader-MemberExchangeTheory(1of3)Table1.1DefinitionsofLeadershipLeadershipis“thebehaviorofanindividual…directingtheactivitiesofagrouptowardasharedgoal”(Hemphill&Coons,1957,p.7).Leadershipis“theinfluentialincrementoverandabovemechanicalcompliancewiththeroutinedirectivesoftheorganization”(Katz&Kahn,1978,p.528).Leadershipis“theprocessofinfluencingtheactivitiesofanorganizedgrouptowardgoalachievement”(Rauch&Behling,1984,p.46).“Leadershipisaboutarticulatingvisions,embodyingvalues,andcreatingtheenvironmentwithinwhichthingscanbeaccomplished”(Richards&Engle,1986,p.206).Leader-MemberExchangeTheory(2of3)Table1.1DefinitionsofLeadership(continued)“Leadershipisaprocessofgivingpurpose(meaningfuldirection)tocollectiveeffort,andcausingwillingefforttobeexpendedtoachievepurpose”(Jacobs&Jaques,1990,p.281).Leadership“istheabilitytostepoutsidetheculture…tostartevolutionarychangeprocessesthataremoreadaptive”(Schein,1992,p.2).“Leadershipistheprocessofmakingsenseofwhatpeoplearedoingtogethersothatpeoplewillunderstandandbecommitted”(Drath&Palus,1994,p.4).Leadershipis“theabilityofanindividualtoinfluence,motivate,andenableotherstocontributetowardtheeffectivenessandsuccessoftheorganization…”(Houseetal.,1999,p.184).Leader-MemberExchangeTheory(3of3)Table1.1DefinitionsofLeadership(continued)“Leadershipisaformalorinformalcontextuallyrootedandgoal-influencingprocessthatoccursbetweenaleaderandafollower,groups,offollowers,orinstitutions”(Antonakis&Day,2018,p.5).ControversiesOverLeadershipDefinitionsSpecializedroleorsharedinfluenceprocessTypeofinfluenceprocessPurposeofinfluenceattemptsInfluencebasedonreasonoremotionsDirectandindirectleadershipLeadershipversusmanagementOurDefinitionofLeadership“Leadershipistheprocessofinfluencingotherstounderstandandagreeaboutwhatneedstobedoneandhowtodoit,andtheprocessoffacilitatingindividualandcollectiveeffortstoaccomplishsharedobjectives.”WaysLeadersCanInfluenceOrganizationalEffectivenessTable1.2WhatLeadersCanInfluenceThechoiceofobjectivesandstrategiestopursueThemotivationofmemberstoachievetheobjectivesThemutualtrustandcooperationofmembersTheorganizationandcoordinationofworkactivitiesTheallocationofresourcestoactivitiesandobjectivesThedevelopmentofmemberskillsandconfidenceThelearningandsharingofnewknowledgebymembersTheenlistmentofsupportandcooperationfromoutsidersThedesignofformalstructure,programs,andsystemsThesharedbeliefsandvaluesofmembersIndicatorsofLeadershipEffectivenessImmediateanddelayedoutcomesFigure1.1CausalChainofEffectsfromTwoTypesofLeaderBehaviorWhatcriteriatouseMethodsforStudyingLeadershipEffectivenessSurveysObservationExperimentsMajorPerspectivesinLeadershipTheoryCharacteristicsoftheLeaderCharacteristicsoftheFollowerCharacteristicsoftheSituationMajorPerspectivesinLeadershipTheory(1of4)Table1.3KeyVariablesinLeadershipTheoriesCharacteristicsoftheLeaderTraits(motives,personality)Values,integrity,andmoraldevelopmentConfidenceandoptimismSkillsandexpertiseLeadershipbehaviorInfluencetacticsAttributionsaboutfollowersAffect(e.g.,emotionsandmoods)andaffectivedisplaysMentalmodels(beliefsandassumptions)MajorPerspectivesinLeadershipTheory(2of4)Table1.3KeyVariablesinLeadershipTheories(continued)CharacteristicsoftheFollowersTraits(needs,values,self-concepts)ConfidenceandoptimismSkillsandexpertiseAttributionsabouttheleaderIdentificationwiththeleaderAffect(e.g.,emotionsandmoods)andaffectivedisplaysTaskcommitmentandeffortSatisfactionwithjobandleaderCooperationandmutualtrustMajorPerspectivesinLeadershipTheory(3of4)Table1.3KeyVariablesinLeadershipTheories(continued)CharacteristicsoftheSituationTypeoforganizationalunitSizeoforganizationalunitPositionpowerandauthorityofleaderTaskstructureandcomplexityOrganizationalcultureEnvironmentaluncertaintyandchangeExternaldependenciesandconstraintsNationalculturalvaluesTemporalfactorsMajorPerspectivesinLeadershipTheory(4of4)Figure1.2CausalRelationshipsAmongthePrimaryTypesofLeadershipVariablesPerspectivesinLeadershipTheoryandResearchTraitApproachBehaviorApproachPower-InfluenceApproachSituationalApproachValues-BasedApproachLevelofConceptualization(1of6)Intra-individualprocessDyadicprocessGroupprocessOrganizationalprocessMulti-leveltheoriesLevelofConceptualization(2of6)Figure1.3LevelsofConceptualizationforLeadershipProcessesLevelofConceptualization(3of6)Table1.4ResearchQuestionsatDifferentLevelsofConceptualizationIntra-IndividualTheoriesHowleadertraitsandvaluesinfluenceleadershipbehaviorHowleaderskillsarerelatedtoleaderbehaviorHowleadersmakedecisionsHowleadersmanagetheirtimeHowleadersareinfluencedbyroleexpectationsandconstraintsHowleadersreacttofeedbackandlearnfromexperienceHowleadersexperienceanddisplayaffect(e.g.,emotionsandmoods)HowleadersformleadershipidentitiesHowleaderscanuseself-developmenttechniquesLevelofConceptualization(4of6)Table1.4ResearchQuestionsatDifferentLevelsofConceptualization(continued)DyadicTheoriesHowaleaderinfluencessubordinatemotivationandtaskcommitmentHowaleaderfacilitatestheworkofasubordinateHowaleaderinterpretsinformationaboutasubordinateHowaleaderdevelopsasubordinate’sskillsandconfidenceHowaleaderinfluencessubordinateloyaltyandtrustHowaleaderusesinfluencetacticswithasubordinate,peer,orbossHowaleaderandasubordinateinfluenceeachotherHowaleaderdevelopsacooperativeexchangerelationshipwithasubordinateHowaleaderinfluencesafollowertoidentifywiththeleaderHowaleaderelicitsandimpactsfolloweremotionsandviceversaLevelofConceptualization(5of6)Table1.4ResearchQuestionsatDifferentLevelsofConceptualization(continued)Group-LevelTheoriesHowdifferentleader–memberrelationsaffecteachotherandteamperformanceHowleadershipissharedinthegrouporteamHowleadersorganizeandcoordinatetheactivitiesofteammembersHowleadersinfluencecooperationandresolvedisagreementsintheteamorunitHowleadersinfluencecollectiveefficacyandoptimismfortheteamorunitHowleadersinfluencecollectivelearningandinnovationintheteamorunitHowleadersinfluencecollectiveidentificationofmemberswiththeteamorunitHowleadersinfluencethesharedmentalmodelsofteammembersHowunitleadersobtainresourcesandsupportfromtheorganizationandotherunitsLevelofConceptualization(6of6)Table1.4ResearchQuestionsatDifferentLevelsofConceptualization(continued)Organizational-LevelTheoriesHowtopexecutivesinfluencemembersatotherlevelsHowleadersareselectedateachlevel(andimplicationsofprocessforthefirm)HowleadersinfluenceorganizationalcultureHowleadersinfluencetheefficiencyandthecostofinternaloperationsHowleadersinfluencehumanrelationsandhumancapitalintheorganizationHowleadersmakedecisionsaboutcompetitivestrategyandexternalinitiativesHowconflictsamongleadersareresolvedinanorganizationHowleadersinfluenceinnovationandmajorchangeinanorganizationOtherBasesforComparingLeadershipTheoriesLeader-centeredversusfollower-centeredDescriptiveversusprescriptiveUniversalversuscontingencyOrganizationoftheBookTypeofleadershipvariableLeadershipcontextAmountandscopeofavailabletheoryCopyrightThisworkisprotectedbyUnitedStatescopyrightlawsandisprovidedsolelyfortheuseofinstructorsinteachingtheircoursesandassessingstudentlearning.Disseminationorsaleofanypartofthiswork(includingontheWorldWideWeb)willdestroytheintegrityoftheworkandisnotpermitted.Theworkandmaterialsfromitshouldneverbemadeavailabletostudentsexceptbyinstructorsusingtheaccompanyingtextintheirclasses.Allrecipientsofthisworkareexpectedtoabidebytheserestrictionsandtohonortheintendedpedagogicalpurposesandtheneedsofotherinstructorswhorelyonthesematerials.LeadershipinOrganizationsNinthEditionChapter2LeadershipBehaviorCopyright©2020,2013,2010PearsonEducation,Inc.AllRightsReservedLearningObjectivesAfterstudyingthischapter,youshouldbeableto:2.1Understandthedifferentwaysleaderbehaviorhasbeendescribedandexamined.2.2Understandthemajortypesofleaderbehaviorinleadershiptheoryandresearch.2.3Understandwhytaskandrelationsbehaviorsarebothimportantforleadership.2.4Understandhowspecifictypesoftasksandrelationsbehaviorscanbeusedeffectively.WaysforDescribingLeadershipBehaviorBehaviorcategoriesareabstractionsDifferentlevelsofabstractionDiversedevelopmentmethodsTypesofLeadershipBehavior(1of5)Task-orientedbehaviorprimarilyconcernedwithaccomplishingthetaskinanefficientandreliableway.Relations-orientedbehaviorprimarilyconcernedwithincreasingmutualtrust,cooperation,jobsatisfaction,andidentificationwiththeteamororganization.TypesofLeadershipBehavior(2of5)Table2.1SimilarBroadlyDefinedBehaviorsinEarlyLeadershipResearchTask-OrientedRelations-OrientedSourceInitiatingStructureConsiderationFleishman(1953);Halpin&Winer(1957)ConcernforProductionConcernforPeopleBlake&Mouton(1964)InstrumentalLeadershipSupportiveLeadershipHouse(1971)GoalEmphasis;WorkSupportiveLeadershipBowers&Seashore(1966);FacilitationInteractionFacilitationTaylor&Bowers(1972)PerformanceBehaviorMaintenanceBehaviorMisumi&Peterson(1985)TypesofLeadershipBehavior(3of5)Change-orientedbehaviorcommunicatinganappealingvisionofwhatcouldbechangedproposingspecificchangesimplementingachangeencouraginginnovationTypesofLeadershipBehavior(4of5)EmpoweringandParticipativeLeadershipSpecifictypesofempoweringdecisionproceduresincludeconsultation,jointdecisions,anddelegation.TransformationalLeadershipTypesofLeadershipBehavior(5of5)ExternalLeadershipBehaviorsNetworkingExternalmonitoringRepresentingProactiveInfluenceTacticsSpecificTask-OrientedLeaderBehavior(1of8)PlanningWorkActivitiesmakingdecisionsaboutobjectives,priorities,strategies,organizationofthework,assignmentofresponsibilities,schedulingofactivities,andallocationofresourcesamongdifferentactivitiesaccordingtotheirrelativeimportanceSpecificTask-OrientedLeaderBehavior(2of8)Table2.2GuidelinesforActionPlanningIdentifynecessaryactionsteps.Identifytheoptimalsequenceofactionsteps.Estimatethetimeneededtocarryouteachactionstep.Determinestartingtimesanddeadlinesforeachactionstep.Estimatethecostofeachactionstep.Determinewhowillbeaccountableforeachactionstep.Developproceduresformonitoringprogress.SpecificTask-OrientedLeaderBehavior(3of8)ClarifyingRolesandObjectivesClearlyexplainanassignmentExplainthereasonfortheassignmentCheckforunderstandingoftheassignmentProvideanynecessaryinstructioninhowtodothetaskExplainprioritiesfordifferentobjectivesorresponsibilitiesSetspecificgoalsanddeadlinesforimportanttasksSpecificTask-OrientedLeaderBehavior(4of8)Table2.3GuidelinesforClarifyingRolesandObjectivesClearlyexplainanassignment.Explainthereasonfortheassignment.Checkforunderstandingoftheassignment.Provideanynecessaryinstructioninhowtodothetask.Explainprioritiesfordifferentobjectivesorresponsibilities.Setspecificgoalsanddeadlinesforimportanttasks.SpecificTask-OrientedLeaderBehavior(5of8)MonitoringOperationsandPerformanceIdentifyandmeasurekeyindicatorsofperformanceMonitorkeyprocessesaswellasoutcomesMeasureprogressagainstplansandbudgetsDevelopindependentsourcesofinformationConductprogressreviewmeetingsatappropriatetimesObserveoperationsdirectlyAskspecificquestionsEncouragereportingofproblemsandmistakesUseinformationfrommonitoringtoguideotherbehaviorsSpecificTask-OrientedLeaderBehavior(6of8)Table2.4GuidelinesforMonitoringOperationsIdentifyandmeasurekeyperformanceindicators.Monitorkeyprocessvariablesaswellasoutcomes.Measureprogressagainstplansandbudgets.DevelopindependentsourcesofinformationaboutperformanceConductprogressreviewmeetingsatappropriatetimes.Observeoperationsdirectlywhenitisfeasible.Askspecificquestionsaboutthework.Encouragereportingofproblemsandmistakes.Useinformationfrommonitoringtoguideotherbehaviors.SpecificTask-OrientedLeaderBehavior(7of8)SolvingOperationalProblemsAnticipateoperationalproblemsandprepareforthemLearntorecognizeearlywarningsignsforanimpendingproblemQuicklyidentifythecauseandscopeoftheproblemLookforconnectionsamongproblemsDirecttheresponsetotheprobleminaconfidentanddecisivewayKeeppeopleinformedabouttheproblemandwhatisbeingdonetoresolveitBewillingtoexploreinnovativesolutionsSpecificTask-OrientedLeaderBehavior(8of8)Table2.5GuidelinesforSolvingOperationalProblemsAnticipateoperationalproblemsandprepareforthem.Learntorecognizeearlywarningsignsforanimpendingproblem.Quicklyidentifythecauseandscopeoftheproblem.Lookforconnectionsamongproblems.Directtheresponsetotheprobleminaconfidentanddecisiveway.Keeppeopleinformedabouttheproblemandwhatisbeingdonetoresolveit.BewillingtoexploreinnovativesolutionsSpecificRelations-OrientedLeaderBehaviors(1of6)SupportiveLeadershipShowacceptanceandpositiveregardShowinterestinthepersonasanindividualProvidesympathyandsupportwhenthepersonisanxiousorupsetBolstertheperson’sself-esteemandconfidenceBewillingtohelpwithpersonalproblemsSpecificRelations-OrientedLeaderBehaviors(2of6)Table2.6GuidelinesforSupportingShowacceptanceandpositiveregard.ShowinterestinthepersonasanindividualProvidesympathyandsupportwhenthepersonisanxiousorupset.Bolstertheperson’sself-esteemandconfidence.Bewillingtohelpwithpersonalproblems.SpecificRelations-OrientedLeaderBehaviors(3of6)DevelopingSubordinateSkillsShowconcernforeachperson’sdevelopmentHelpthepersonidentifywaystoimproveperformanceBepatientandhelpfulwhenprovidingcoachingProvidehelpfulcareeradviceEncourageattendanceatrelevanttrainingactivitiesProvideopportunitiestolearnfromexperienceEncouragecoachingbypeerswhenappropriatePromotetheperson’sreputationSpecificRelations-OrientedLeaderBehaviors(4of6)Table2.7GuidelinesforDevelopingSubordinatesShowconcernforeachperson’sdevelopment.Helpthepersonidentifywaystoimproveperformance.Bepatientandhelpfulwhenprovidingcoaching.Providehelpfulcareeradvice.Helpthepersonprepareforajobchange.Encourageattendanceatrelevanttrainingactivities.Provideopportunitiestolearnfromexperience.Encouragecoachingbypeerswhenappropriate.Promotetheperson’sreputation.SpecificRelations-OrientedLeaderBehaviors(5of6)ProvidingPraiseandRecognitionRecognizeavarietyofcontributionsandachievementsActivelysearchforcontributionstorecognizeRecognizeimprovementsinperformanceRecognizecommendableeffortsthatfailedDonotlimitrecognitiontohigh-visibilityjobsDonotlimitrecognitiontoafewbestperformersProvidespecificrecognitionProvidetimelyrecognitionUseanappropriateformofrecognitionSpecificRelations-OrientedLeaderBehaviors(6of6)Table2.8GuidelinesforRecognizingRecognizeavarietyofcontributionsandachievements.Activelysearchforcontributionstorecognize.Recognizeimprovementsinperformance.Recognizecommendableeffortsthatfailed.Donotlimitrecognitiontohigh-visibilityjobs.Donotlimitrecognitiontoafewbestperformers.Providespecificrecognition.Providetimelyrecognition.Useanappropriateformofrecognition.CopyrightThisworkisprotectedbyUnitedStatescopyrightlawsandisprovidedsolelyfortheuseofinstructorsinteachingtheircoursesandassessingstudentlearning.Disseminationorsaleofanypartofthiswork(includingontheWorldWideWeb)willdestroytheintegrityoftheworkandisnotpermitted.Theworkandmaterialsfromitshouldneverbemadeavailabletostudentsexceptbyinstructorsusingtheaccompanyingtextintheirclasses.Allrecipientsofthisworkareexpectedtoabidebytheserestrictionsandtohonortheintendedpedagogicalpurposesandtheneedsofotherinstructorswhorelyonthesematerials.LeadershipinOrganizationsNinthEditionChapter3TheLeadershipSituationandAdaptiveLeadershipCopyright©2020,2013,2010PearsonEducation,Inc.AllRightsReservedLearningObjectivesAfterstudyingthischapter,youshouldbeableto:3.1 Understandhowaspectsofthesituationcaninfluenceleaderbehavior.3.2 Understandhowaspectsofthesituationcanenhanceordiminisheffectsofleaderbehavior.3.3 Understandhowtoadaptleaderbehaviortothesituation.3.4 Understandhowtodealwithdemands,constraints,androleconflicts.DifferentWaysSituationsAffectLeadersSituationDirectlyInfluencesLeaderBehavior.SituationModeratesEffectsofLeaderBehavior.SituationDirectlyAffectsOutcomesorMediators.StewartModelofSituationalDeterminantsDemandsConstraintsChoicesPatternofRelationshipsWorkPatternsExposureLeaderDiscretionOtherSituationalDeterminantsofLeaderBehaviorLevelofManagementSizeofOrganizationalUnitExternalDependenciesExtremeContextsGuidelinesforCopingwithDemandsandConstraints(1of2)LearnthereasonsfordemandsandconstraintsExpandtherangeofavailablechoicesDeterminewhatyouwanttoaccomplishManageexternalrelationshipsAnalyzehowyouuseyourtimePlandailyandweeklyactivitiesAvoidunnecessaryactivitiesConquerprocrastinationTakeadvantageofreactiveactivitiesMaketimeforreflectiveanalysisandplanningPlanforextremeeventsGuidelinesforCopingwithDemandsandConstraints(2of2)Table3.1GeneralGuidelinesforCopingwithDemandsandConstraintsLearnthereasonsfordemandsandconstraints.Expandtherangeofavailablechoices.Determinewhatyouwanttoaccomplish.Analyzehowyouuseyourtime.Plandailyandweeklyactivities.Avoidunnecessaryactivities.Conquerprocrastination.Takeadvantageofreactiveactivities.Maketimeforreflectiveanalysisandplanning.Planandprepareforextremeevents.EarlyContingencyTheoriesofEffectiveLeaderBehaviorPath-GoalTheoryLeadershipSubstitutesTheoryMultiple-LinkageModel(1of7)MediatingVariablesInteractwitheachothertodeterminetheeffectivenessofagroupororganizationalsubunitTaskcommitmentAbilityandroleclarityOrganizationoftheworkCooperationandmutualtrustResourcesandsupportExternalcoordinationMultiple-LinkageModel(2of7)SituationalVariablesDirectlyinfluencemediatingvariablesandcanmakethemeithermoreorlessfavorableMultiple-LinkageModel(3of7)Short-TermActionstoCorrectDeficienciesAbasicpropositionofthemodelisthatleaderactionstocorrectanydeficienciesinthemediatingvariablesthatdeterminegroupperformance. Multiple-LinkageModel(4of7)Table3.2TypesofSpecificActionsforImprovingWeakPerformanceDeterminantsLowsubordinatetaskcommitmentorconfidenceSetchallenginggoalsandexpressconfidencetheycanbeachieved.Articulateanappealingvisionofwhatthegroupcanaccomplish.Useinfluencetacticstoinfluencetaskcommitment.Offermoreincentivesforgoalattainment.LowsubordinatetaskknowledgeandskillsMakeclearassignments.Providemoredirectionandclarificationofprocedures.Provideinstructionandcoachingwhenneeded.Findskilledpeopletododifficulttasks.Multiple-LinkageModel(5of7)Table3.2TypesofSpecificActionsforImprovingWeakPerformanceDeterminants(continued)LowcoordinationandinefficientproceduresfortheworkFindwaystomakebetteruseofmembers,resources,andequipment.Identifyandeliminateinefficientorunnecessaryactivities.Provideclear,decisivedirectionofactivities.Developbetterplansforachievingtaskobjectives.Multiple-LinkageModel(6of7)Table3.2TypesofSpecificActionsforImprovingWeakPerformanceDeterminants(continued)InadequateresourcestodotheworkFindmorereliableoralternativesourcesofresources.Requestmoreresourcesfromtheorganization.Identifywaystoavoidwastedsources.Findmoreefficientwaystouseresources.WeakexternalcoordinationDevelopbetterplanstoavoidexternalcoordinationproblems.Improveexternalrelationswithinterdependentunits.Consultmoreoftenwithinterdependentunitstocoordinateactions.Monitorcloselytodetectexternalcoordinationproblemsquickly.Multiple-LinkageModel(7of7)Long-termactionstoImprovetheSituationGainmoreaccesstoresourcesneededfortheworkbycultivatingbetterrelationshipswithsuppliers,findingalternativesources,andreducingdependenceonunreliablesources.Gainmorecontroloverthedemandfortheunit’sproductsandservicesbyfindingnewcustomers,openingnewmarkets,advertisingmore,andmodifyingtheproductsorservicestobemoreacceptabletoclientsandcustomers.Initiatenew,moreprofitableactivitiesfortheworkunitthatwillmakebetteruseofpersonnel,equipment,andfacilities.Initiatelong-termimprovementprogramstoupgradeequipment,andfacilitiesintheworkunit(e.g.,replaceoldequipment,implementnewtechnology).Improveselectionprocedurestoincreasethelevelofemployeeskillsandcommitment.Modifytheformalstructureoftheworkunittosolvechronicproblemsandreducedemandsontheleaderforshort-termproblemsolving.EvaluationofResearchontheContingencyTheoriesTheevidencesupportingcontingencytheoriesofeffectiveleadershipislimited,andthefindingsaredifficulttointerpret. Thecomplexity,ambiguity,andconceptualproblemsinthetheoriesmakethemmoredifficulttotest.GuidelinesforFlexible,AdaptiveLeadershipUnderstandyourleadershipsituationandtrytomakeitmorefavorable.Learnhowtouseawiderangeofrelevantbehaviors.Identifyeffectivebehaviorsforyourobjectivesandsituation.Usemoreplanningforalong,complextask.Providemoredirectiontopeoplewithinterdependentroles.Monitoracriticaltaskorunreliablepersonmoreclosely.Providemoreinstructionandcoachingtoaninexperiencedsubordinate.Bemoresupportivetosomeonewithahighlystressfultask.CopyrightThisworkisprotectedbyUnitedStatescopyrightlawsandisprovidedsolelyfortheuseofinstructorsinteachingtheircoursesandassessingstudentlearning.Disseminationorsaleofanypartofthiswork(includingontheWorldWideWeb)willdestroytheintegrityoftheworkandisnotpermitted.Theworkandmaterialsfromitshouldneverbemadeavailabletostudentsexceptbyinstructorsusingtheaccompanyingtextintheirclasses.Allrecipientsofthisworkareexpectedtoabidebytheserestrictionsandtohonortheintendedpedagogicalpurposesandtheneedsofotherinstructorswhorelyonthesematerials.LeadershipinOrganizationsNinthEditionChapter4DecisionMakingandEmpowermentbyLeadersCopyright©2020,2013,2010PearsonEducation,Inc.AllRightsReservedLearningObjectivesAfterstudyingthischapter,youshouldbeableto:4.1Understanddifferentformsofparticipativeandempoweringleadership.4.2Understandthemajorfindingsinresearchonconsequencesofparticipativeandempoweringleadership.4.3Understandthesituationsinwhichparticipativeandempoweringleadershiparemostlikelytobeeffective.4.4Understandempowermentprogramsandpsychologicalempowerment.4.5Understandwhenandhowtouseconsultationanddelegation.DecisionMakingbyManagersEmotionsandIntuitionAreOftenInvolvedImportantDecisionsAreDisorderlyandPoliticalManyDecisionsAreInformalandAdaptiveRoutineDecisionsAreDifferentParticipativeLeadership(1of6)TypesofDecisionsProceduresAutocraticDecisionConsultationJointDecisionDelegationParticipativeLeadership(2of6)Figure4.1ContinuumofDecisionProceduresParticipativeLeadership(3of6)PotentialBenefitsofParticipativeLeadershipDecisionQualityDecisionAcceptanceSatisfactionwiththeDecisionProcessDevelopmentofParticipantSkillsParticipativeLeadership(4of6)Figure4.2CausalModelofParticipativeLeadershipParticipativeLeadership(5of6)ObjectivesforDifferentParticipantsDownwardconsultationmaybeusedtoincreasethequalityofdecisionsbydrawingontheknowledgeandproblem-solvingexpertiseofsubordinates.Lateralconsultationwithpeopleindifferentsubunitsmaybeusedtoincreasedecisionqualitywhenpeershaverelevantknowledgeaboutthecauseofaproblemandlikelysolutions.Upwardconsultationbyamanagermakesitpossibletodrawontheexpertiseoftheboss,whichmaybegreaterthanthemanager’sexpertise. ParticipativeLeadership(6of6)ResearchonEffectsofParticipativeLeadership TheThresholdEffectofParticipativeLeadersh