1. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 1 Chapter 12 Leadership

2. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 2 LEARNING OUTLINE Follow this Learning Outline as you read and study this chapter. Managers Vs. Leaders –Contrast leaders and managers. –Explain why leadership is an important behavioural topic. –Explain why leadership is sometimes unnecessary. Early Leadership Theories –Discuss what research has shown about leadership traits. –Contrast the findings of the four behavioural leadership theories. –Explain the dual nature of a leader’s behaviour.

3. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 3 LEARNING OUTLINE (cont’d) Follow this Learning Outline as you read and study this chapter. Contingency Theories of Leadership –Explain how Fiedler’s theory of leadership is a contingency model. –Contrast situational leadership theory and the leader participation model. –Discuss how path-goal theory explains leadership.

4. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 4 LEARNING OUTLINE (cont’d) Follow this Learning Outline as you read and study this chapter. Cutting-edge Approaches to Leadership –Differentiate between transactional and transformational leaders. –Describe charismatic-visionary leadership. –Discuss what team leadership involves. Current Leadership Issues –Describe the five sources of a leader’s power. –Discuss the issues today’s leaders face.

5. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 5 Exhibit 12.1 Distinguishing Managership from Leadership

6. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 6 The Place of Leadership Can Anyone Be a Leader? –Some people don’t have what it takes to be a leader –Some people are more motivated to lead than others Is Leadership Always Necessary? –Some people don’t need leaders –Leaders need to be aware of followers’ needs

7. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 7 Early Leadership Theories Trait Theories (1920s–30s) –Research that focused on identifying personal characteristics that differentiated leaders from nonleaders was unsuccessful –Later research on the leadership process identified seven traits associated with successful leadership: Drive, the desire to lead, honesty and integrity, self- confidence, intelligence, job-relevant knowledge, and extraversion

8. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 8 Exhibit 12.2 Seven Traits Associated with Leadership Drive Desire to lead Honesty and integrity Self-confidence Intelligence Job-relevant knowledge Extraversion

9. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 9 Behavioural Theories University of Iowa Studies (Kurt Lewin) –Identified three leadership styles: Autocratic style: centralized authority, low participation Democratic style: involvement, high participation, feedback Laissez-faire style: hands-off management –Research findings: mixed results No specific style was consistently better for producing better performance Employees were more satisfied under a democratic leader than an autocratic leader

10. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 10 Behavioural Theories (cont’d) Ohio State Studies –Identified two dimensions of leader behaviour Initiating structure: the role of the leader in defining his or her role and the roles of group members Consideration: the leader’s mutual trust and respect for group members’ ideas and feelings –Research findings: mixed results High-high leaders generally, but not always, achieved high group task performance and satisfaction Evidence indicated that situational factors appeared to strongly influence leadership effectiveness

11. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 11 Behavioural Theories (cont’d) University of Michigan Studies –Identified two dimensions of leader behaviour Employee oriented: emphasizing personal relationships Production oriented: emphasizing task accomplishment –Research findings: Leaders who are employee oriented are strongly associated with high group productivity and high job satisfaction

12. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 12 Exhibit 12.3 Behavioural Theories of Leadership

13. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 13 Behavioural Theories (cont’d) Managerial Grid –Appraises leadership styles using two dimensions: Concern for people Concern for production

14. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 14 Exhibit 12.4 The Managerial Grid Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton, Louis B. Barnes, and Larry E. Greiner, November– December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.

15. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 15 Contingency Theories of Leadership The Fiedler Model –Effective group performance depends upon the match between the leader’s style of interacting with followers and the degree to which the situation allows the leader to control and influence –Assumptions: Different situations require different leadership styles Leaders do not readily change leadership styles –Matching the leader to the situation or changing the situation to make it favourable to the leader is required

16. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 16 Contingency Theories… (cont’d) The Fiedler Model (cont’d) –Least-preferred co-worker (LPC) questionnaire Determines leadership style by measuring responses to 18 pairs of contrasting adjectives –High score: a relationship-oriented leadership style –Low score: a task-oriented leadership style –Situational factors in matching leader to the situation: Leader-member relations Task structure Position power

17. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 17 Exhibit 12.5 Fiedler’s Least-Preferred Co-worker Questionnaire

18. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 18 Exhibit 12.6 Findings of the Fiedler Model

19. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 19 Contingency Theories… (cont’d) Hersey and Blanchard’s Situational Leadership Theory (SLT) –Successful leadership is achieved by selecting a leadership style that matches the level of the followers’ readiness Acceptance: do followers accept or reject a leader? Readiness: do followers have the ability and willingness to accomplish a specific task? –Leaders must give up control as followers become more competent

20. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 20 Contingency Theories… (cont’d) Hersey and Blanchard’s Situational Leadership Theory (SLT) (cont’d) –Creates four specific leadership styles incorporating Fiedler’s two leadership dimensions: Telling: high task–low relationship leadership Selling: high task–high relationship leadership Participating: low task–high relationship leadership Delegating: low task–low relationship leadership

21. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 21 Contingency Theories… (cont’d) Hersey and Blanchard’s Situational Leadership Theory (SLT) (cont’d) –Identifies four stages of follower readiness: R1: followers are unable and unwilling R2: followers are unable but willing R3: followers are able but unwilling R4: followers are able and willing

22. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 22 Exhibit 12.7 Hersey and Blanchard’s Situational Leadership Model Source: Reprinted with permission from the Center for Leadership Studies. Situational Leadership® is a registered trademark of the Center for Leadership Studies. Escondido, California. All rights reserved.

23. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 23 Contingency Theories… (cont’d) Leader Participation Model (Vroom and Yetton) –Leader behaviour must be adjusted to reflect the task structure –Suggests appropriate participation level in decision making

24. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 24 Contingency Theories… (cont’d) Leader Participation Model Contingencies: –Decision significance –Importance of commitment –Leader expertise –Likelihood of commitment –Group support –Group expertise –Team competence

25. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 25 Leadership Styles: Vroom Leader Participation Model Decide Consult Individually Consult Group Facilitate Delegate

26. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 26 Exhibit 12.8 Time-Driven Model Source: Adapted from V. Vroom, “Leadership and the Decision-Making Process,” Organizational Dynamics, vol. 28, no. 4 (2000), p. 87.

27. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 27 Contingency Theories… (cont’d) Path-Goal Model –Leader’s job is to assist his or her followers in achieving organizational goals –Leader’s style depends on the situation: Directive Supportive Participative Achievement-oriented

28. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 28 Exhibit 12.9 Path-Goal Theory Environmental Contingency Factors TaskStructure Formal Authority System Work Group Subordinate Contingency Factors Locusof Control Experience Perceived Ability Leader Behaviour Directive Supportive Participative Achievement Oriented Outcomes Performance Satisfaction

29. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 29 Cutting-Edge Approaches to Leadership Transactional Leadership –Leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements Transformational Leadership –Leaders who inspire followers to go beyond their own self-interests for the good of the organization –Leaders who have a profound and extraordinary effect on their followers

30. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 30 Cutting-Edge Approaches to Leadership (cont’d) Charismatic Leadership –An enthusiastic, self-confident leader whose personality and actions influence people to behave in certain ways –Characteristics of charismatic leaders: Have a vision Are able to articulate the vision Are willing to take risks to achieve the vision Are sensitive to the environment and to follower needs Exhibit behaviours that are out of the ordinary

31. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 31 Cutting-Edge Approaches to Leadership (cont’d) Charismatic Leadership (cont’d) –Effects of Charismatic Leadership Increased motivation, greater satisfaction More profitable companies Charismatic leadership may have a downside: –After recent ethics scandals, some agreement that CEOs with less vision, and more ethical and corporate responsibility, might be more desirable

32. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 32 Cutting-Edge Approaches to Leadership (cont’d) Visionary Leadership –A leader who creates and articulates a realistic, credible, and attractive vision of the future that improves upon the present situation –Visionary leaders have the ability to: Explain the vision to others Express the vision not just verbally but through behaviour Extend or apply the vision to different leadership contexts

33. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 33 Cutting-Edge Approaches to Leadership (cont’d) Team Leadership Characteristics –Having patience to share information –Being able to trust others and to give up authority –Understanding when to intervene Team Leader’s Job –Managing the team’s external boundary –Facilitating the team process Coaching, facilitating, handling disciplinary problems, reviewing team and individual performance, training, and communicating

34. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 34 Exhibit 12.10 Specific Team Leadership Roles Team Leader Roles Liaison with External Constituencies Coach Conflict Manager Troubleshooter

35. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 35 Current Leadership Issues Managing Power –Legitimate power The power a leader has as a result of his or her position –Coercive power The power a leader has to punish or control –Reward power The power to give positive benefits or rewards –Expert power The influence a leader can exert as a result of his or her expertise, skills, or knowledge –Referent power The power of a leader that arises because of a person’s desirable resources or admired personal traits

36. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 36 Developing Trust Credibility (of a Leader) –The assessment, by a leader’s followers, of the leader’s honesty, competence, and ability to inspire Trust –The belief of followers and others in the integrity, character, and ability of a leader Dimensions of trust: integrity, competence, consistency, loyalty, and openness –Trust is related to increases in job performance, organizational citizenship behaviours, job satisfaction, and organization commitment

37. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 37 Tips for Managers: Suggestions for Building Trust Practise openness Be fair Speak your feelings Tell the truth Show consistency Fulfill your promises Maintain confidences Demonstrate competence

38. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 38 Providing Moral Leadership Addressess both the moral content of a leader’s goals and the means used to achieve those goals Ethical leadership is more than being ethical –Includes reinforcing ethics through organizational mechanisms

39. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 39 Providing On-line Leadership Challenges of On-line Leadership –Communication Choosing the right words, structure, tone, and style for digital communications –Performance management Defining, facilitating, and encouraging performance –Trust Creating a culture where trust is expected, encouraged, and required

40. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 40 Empowering Employees Empowerment –Involves increasing the decision-making discretion of workers –Why empower employees? Quicker responses to problems and faster decisions Relieves managers to work on other problems

41. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 41 Empowerment: Cautions The following conditions should be met for empowerment to be introduced: –Clear definition of company’s values and mission –Employees have relevant skills –Employees need to be supported, not criticized, when performing –Employees need to be recognized for their efforts

42. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 42 Exhibit 12.11 Selected Cross-Cultural Leadership Findings Korean leaders are expected to be paternalistic toward employees. Arab leaders who show kindness or generosity without being asked to do so are seen by other Arabs as weak. Japanese leaders are expected to be humble and speak frequently. Scandinavian and Dutch leaders who single out individuals with public praise are likely to embarrass, not energize, those individuals. Malaysian leaders are expected to show compassion while using more of an autocratic than a participative style. Effective German leaders are characterized by high performance orientation, low compassion, low self-protection, low team orientation, high autonomy, and high participation

43. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 43 Cross-Cultural Leadership Universal Elements of Effective Leadership –V–Vision –F–Foresight –P–Providing encouragement –T–Trustworthiness –D–Dynamism –P–Positiveness –P–Proactiveness

44. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 44 Gender Differences and Leadership Research Findings –Males and females use different styles: Women tend to adopt a more democratic or participative style unless in a male-dominated job Women tend to use transformational leadership Men tend to use transactional leadership

45. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 45 Exhibit 12.12 Where Female Managers Do Better: A Scorecard Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20. 2000, p. 75. Noneof the five studies set out to find gender differences. They stumbled on them while compiling and analyzing performance evaluations. Skill(Each check mark denotes which group scored higher on the respective studies) * In one study, women’s and men’s scores in these categories were statistically even. MENWOMEN Motivating Others Fostering Communication Producing High-Quality Work Strategic Planning Listening to Others Analyzing Issues * * * Data: Hagberg Consulting Group, Management Research Group, Lawrence A. Pfaff, Personnel Decisions International Inc., Advanced Teamware Inc.