o r g a n i z a t i o n a l b e h a v i o r e l e v e n t h e d i t i o n

ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H E D I T I O N W W W. P R E N H A L L. C O M / R O B B I N S © 2005 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook Chapter 11 Basic Approaches to Leadership

© 2005 Prentice Hall Inc. All rights reserved.11–2 After studying this chapter, you should be able to: 1.Contrast leadership and management. 2.Summarize the conclusions of trait theories. 3.Identify the limitations of behavioral theories. 4.Describe Fiedler’s contingency model. 5.Explain Hersey and Blanchard’s situational theory. 6.Summarize leader-member exchange theory. L E A R N I N G O B J E C T I V E S

© 2005 Prentice Hall Inc. All rights reserved.11–3 After studying this chapter, you should be able to: 7.Describe the path-goal theory. 8.Identify the situational variables in the leader- participation model. L E A R N I N G O B J E C T I V E S (cont’d)

© 2005 Prentice Hall Inc. All rights reserved.11–4 What Is Leadership? Leadership The ability to influence a group toward the achievement of goals. Management Use of authority inherent in designated formal rank to obtain compliance from organizational members.

© 2005 Prentice Hall Inc. All rights reserved.11–5 Trait Theories Leadership Traits: Ambition and energyAmbition and energy The desire to leadThe desire to lead Honest and integrityHonest and integrity Self-confidenceSelf-confidence IntelligenceIntelligence High self-monitoringHigh self-monitoring Job-relevant knowledgeJob-relevant knowledge Leadership Traits: Ambition and energyAmbition and energy The desire to leadThe desire to lead Honest and integrityHonest and integrity Self-confidenceSelf-confidence IntelligenceIntelligence High self-monitoringHigh self-monitoring Job-relevant knowledgeJob-relevant knowledge Traits Theories of Leadership Theories that consider personality, social, physical, or intellectual traits to differentiate leaders from nonleaders.

© 2005 Prentice Hall Inc. All rights reserved.11–6 Locus of Control Locus of Control Integrity High energy Flexibility Dominance Sensitivity to others Sensitivity to others Self-confident Intelligence & EQ Intelligence & EQ 9 Traits of EffectiveLeaders Stability 2-6

© 2005 Prentice Hall Inc. All rights reserved.11–7 Emotional Intelligence (EQ or EI)  Related to Big 5 Adjustment Dimension  Most jobs require “emotional labor” which is when we express organizationally desired emotions during interpersonal transactions. Can you think of job and emotion match examples?  It is not always easy to control felt emotions so as to display organizationally appropriate emotions.  Those who are better at doing it than others are said to be high in Emotional I Q

© 2005 Prentice Hall Inc. All rights reserved.11–8 Trait Theories Limitations : No universal traits found that predict leadership in all situations.No universal traits found that predict leadership in all situations. Traits predict behavior better in “weak” than “strong” situations.Traits predict behavior better in “weak” than “strong” situations. Unclear evidence of the cause and effect of relationship of leadership and traits.Unclear evidence of the cause and effect of relationship of leadership and traits. Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders.Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders. Limitations : No universal traits found that predict leadership in all situations.No universal traits found that predict leadership in all situations. Traits predict behavior better in “weak” than “strong” situations.Traits predict behavior better in “weak” than “strong” situations. Unclear evidence of the cause and effect of relationship of leadership and traits.Unclear evidence of the cause and effect of relationship of leadership and traits. Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders.Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders.

© 2005 Prentice Hall Inc. All rights reserved.11–9 Behavioral Theories Trait theory: Leaders are born, not made.Trait theory: Leaders are born, not made. Behavioral theory: Leadership traits can be taught.Behavioral theory: Leadership traits can be taught. Trait theory: Leaders are born, not made.Trait theory: Leaders are born, not made. Behavioral theory: Leadership traits can be taught.Behavioral theory: Leadership traits can be taught. Behavioral Theories of Leadership Theories proposing that specific behaviors differentiate leaders from nonleaders.

© 2005 Prentice Hall Inc. All rights reserved.11–10 Ohio State Studies Initiating Structure The extent to which a leader is likely to define and structure his or her role and those of sub- ordinates in the search for goal attainment. Consideration The extent to which a leader is likely to have job relationships characterized by mutual trust, respect for subordinate’s ideas, and regard for their feelings.

© 2005 Prentice Hall Inc. All rights reserved.11–11 University of Michigan Studies Employee-Oriented Leader Emphasizing interpersonal relations; taking a personal interest in the needs of employees and accepting individual differences among members. Production-Oriented Leader One who emphasizes technical or task aspects of the job.

© 2005 Prentice Hall Inc. All rights reserved.11–12 The Managerial Grid (Blake and Mouton) E X H I B I T 11–1

© 2005 Prentice Hall Inc. All rights reserved.11–13 Blake-Mouton Leadership Grid CONCERNCONCERN--PPEEOOPPLLEECONCERNCONCERN--PPEEOOPPLLEE-PEOPLE CONCERN for PRODUCTION 1CONCERN for PRODUCTION 9 Low High Low High 1,9 Country Club 1,1 9,1 9,9 5,5 Impoverished Team Leader Middle of the Road Authority-Compliance 3-7

© 2005 Prentice Hall Inc. All rights reserved.11–14 Scandinavian Studies Development-Oriented Leader One who values experimentation, seeking new ideas, and generating and implementing change. Researchers in Finland and Sweden question whether there are only two dimensions (production-orientation and employee-orientation) that capture the essence of leadership behavior. Their premise is that in a changing world, effective leaders would exhibit development-oriented behavior.

© 2005 Prentice Hall Inc. All rights reserved.11–15 Contingency Theories Fiedler’s Contingency Model The theory that effective groups depend on a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives control and influence to the leader. Least Preferred Co-Worker (LPC) Questionnaire An instrument that purports to measure whether a person is task- or relationship-oriented.

© 2005 Prentice Hall Inc. All rights reserved.11–16 Fiedler’s Model: Defining the Situation Leader-Member Relations The degree of confidence, trust, and respect subordinates have in their leader. Position Power Influence derived from one’s formal structural position in the organization; includes power to hire, fire, discipline, promote, and give salary increases. Task Structure The degree to which the job assignments are procedurized.

© 2005 Prentice Hall Inc. All rights reserved.11–17 Findings from Fiedler Model E X H I B I T 11–2

© 2005 Prentice Hall Inc. All rights reserved.11–18 Tannenbaum and Schmidt’s Leadership Continuum Model 1. Leader makes decision and announces it to employees without discussion. 2. Leader makes a decision and sells it to employees. 3. Leader presents ideas and invites employee questions. 4. Leader presents tentative decision subject to change. 5. Leader presents problem, gets suggestions, and makes decision. 6. Leader defines limits and asks employees to make a decision. 7. Leader permits employees to make ongoing decisions within defined limits. Autocratic Participative 5-8

© 2005 Prentice Hall Inc. All rights reserved.11–19 Cognitive Resource Theory Research Support : Less intelligent individuals perform better in leadership roles under high stress than do more intelligent individuals. Less experienced people perform better in leadership roles under low stress than do more experienced people. Research Support : Less intelligent individuals perform better in leadership roles under high stress than do more intelligent individuals. Less experienced people perform better in leadership roles under low stress than do more experienced people. Cognitive Resource Theory A theory of leadership that states that stress can unfavorably affect a situation and that intelligence and experience can lessen the influence of stress on the leader.

© 2005 Prentice Hall Inc. All rights reserved.11–20 Hersey and Blanchard’s Situational Leadership Theory Situational Leadership Theory (SLT) A contingency theory that focuses on followers’ readiness. Leader: decreasing need for support and supervision Follower readiness: ability and willingness Unable and Unwilling Unable but Willing Able and Willing Directive High Task and Relationship Orientations Supportive Participative Able and Unwilling Monitoring

© 2005 Prentice Hall Inc. All rights reserved.11–21 Leadership Styles and Follower Readiness (Hersey and Blanchard) Willing Unwilling Able UnableDirective High Task and Relationship Orientations Supportive Participative Monitoring Follower Readiness Leadership Styles

© 2005 Prentice Hall Inc. All rights reserved.11–22 Leader–Member Exchange Theory Leader-Member Exchange (LMX) Theory Leaders create in-groups and out-groups, and subordinates with in-group status will have higher performance ratings, less turnover, and greater job satisfaction.

© 2005 Prentice Hall Inc. All rights reserved.11–23 Vertical Dyad Linkage (VDL) Theory  In-group  In-group...those subordinates with strong social ties to their leader in a people oriented style. High Interaction. High Trust  Out-group  Out-group...those subordinates with little or no social ties to their leader, a strictly task oriented relationship. Formal 6-6

© 2005 Prentice Hall Inc. All rights reserved.11–24 Leader-Member Exchange Theory E X H I B I T 11–3

© 2005 Prentice Hall Inc. All rights reserved.11–25 Dyadic Approach : Stages of Development Vertical-Dyad Linkage Theory Vertical-Dyad Linkage Theory Leader-Member Exchange Leader-Member Exchange Team Building Systems and Networks Systems and Networks Individualized leader-subordinate interactions creating in-groups and out-groups. Focus is on the quality of each dyad and its effects on organizational outcomes over time. Leaderships can aspire to build positive relationships with all subordinates, not just chosen few. Creating positive dyadic relationships across traditional boundaries to include a larger network. 6-5

© 2005 Prentice Hall Inc. All rights reserved.11–26 Dyadic Theory Team Building  Effective leaders should aspire to establish relationships with all members, not just a few special individuals. 6-7

© 2005 Prentice Hall Inc. All rights reserved.11–27 Dyadic Approach Systems & Network View  Leader relationships are not limited to employees, but include peers, customers, suppliers, and other relevant stakeholders in the broader community. 6-8

© 2005 Prentice Hall Inc. All rights reserved.11–28 Path-Goal Theory The theory that it is the leader’s job is to assist followers in attaining their organizational goals by clearing the path (i.e., giving the necessary support).

© 2005 Prentice Hall Inc. All rights reserved.11–29 The Path-Goal Theory E X H I B I T 11–4

© 2005 Prentice Hall Inc. All rights reserved.11–30 Leader-Participation Model Leader-Participation Model (Vroom and Yetton) A leadership theory that provides a set of rules to determine the form and amount of participative decision making in different situations.

© 2005 Prentice Hall Inc. All rights reserved.11–31 Contingency Variables in the Revised Leader-Participation Model (see p. 347) E X H I B I T 11–5 1.Importance of the decision 2.Importance of obtaining follower commitment to the decision 3.Whether the leader has sufficient information to make a good decision 4.How well structured the problem is 5.Whether an autocratic decision would receive follower commitment 6.Whether followers “buy into” the organization’s goals 7.Whether there is likely to be conflict among followers over solution alternatives 8.Whether followers have the necessary information to make a good decision 9.Time constraints on the leader that may limit follower involvement 10.Whether costs to bring geographically dispersed members together is justified 11.Importance to the leader of minimizing the time it takes to make the decision 12.Importance of using participation as a tool for developing follower decision skills