1. Leadership in organizations
, Brno
Připravil: Jiří Čeněk
Tento projekt byl podpořen finančními prostředky z EU
Leadership in organizations
Tato prezentace vznikla jako výstup projektu:
Inovace bakalářských studijních programů Regionální rozvoj a Mezinárodní teritoriální studia
Reg. č.: CZ.1.07/2.2.00/

2. Theories of leadership Leadership and culture
Content
What is a leadership?
Theories of leadership
Leadership and culture
Leadership development (self-study: Woods chapter 12)

3. Who is a leader? ?Traits? ?Skills? ?Behavior?

4. Are these people leaders?
What makes them leaders, what doesn’t.

5. A LEADER HAS TO INFLUENCE BEHAVIOUR OF OTHERS.
Leadership
Who is a leader?
A LEADER HAS TO INFLUENCE BEHAVIOUR OF OTHERS.
THE PURPOSE IS TO ACHIEVE SOME TASK OR GOAL.

6. MANAGER vs. LEADER

7. MANAGER vs. LEADER A BOSS Tells what to do Relies on authority
Drives his men,
Delegates responsibility
Shows who is wrong
Demands respect
Production oriented
Blames others for failures
Believes in “I”.
A LEADER
Tells why to do and how to do.
Depends on goodwill.
Inspires his men
Delegates authority only
Shows what is wrong
Commands respect
People oriented
Gives all credit for all successes.
Believes in “WE”

8. Formal & informal leadership
Occurs when a manager leads by exercising formal authority.
The exercise of formal authority through assigning duties derives,from the managers official position within the organisation’s hierarchy of authority.
Any employee who is assigned a managerial position has the opportunity and responsibility to exercise formal leadership
Informal leadership
Arises when a person without formal authority is influential in directing the behavious of others. Although not formally appointed or elected he becomes a leader through his actions or personal attractions.

9. Leadership
Model of leadership

10. Central question of research on leadership
How to identify the most effective leaders?
What is effective leadership?
Achievement of objectives?
Effective problem solving?
Motivation of employees?
Good work environment?
Good organizational processes?
There is no single measure of effectiveness.

11. Leadership
Leadership theories

12. Leadership theories

13. Leadership theories

14. Trait approaches

15. Leadership traits Traits: enduring patterns of behavior
Skills: abilities to perform tasks effectively
Both have strong hereditary component.
Conclusion: „Natural born leaders“

16. Leadership traits Intelligence Physical Personality
More intelligent than non-leaders
Scholarship
Knowledge
Being able to get things done
Physical
Doesn’t seem to be correlated
Personality
Flexibility and adaptability
Social intelligence and assertiveness
Achievement orientation
Self-confidence
Energy and persistence
Persuasiveness
Stress tolerance
Many more…

17. Derailing (predictors of failure)
Leadership
Derailing (predictors of failure)
Derailed managers: dismissed, transferred, early retired
Emotional instability (moodiness, outbursts)
Defensiveness when failed (blaming, covering mistakes)
Less developed interpersonal skills (intimidation, abrasive)
Technical knowledge: lower levels (+), higher levels – over-confidence, arogance
Abrasive - drsný

18. Leadership traits Managerial motivation
Trait approach
Managerial motivation
McClelland (1985): Human motivation
TAT, leaders
3 themes:
Need for achievement
Need for affiliation
Need for power
Research on managers motivational themes

19. Leadership traits Need for power: 2 subdimensions
Social power orientation = power needed for:
Advance org. aims
Enable followers to develop
Personalized power orientation = power needed for :
Dominating others
Advancing own interests

20. Leadership traits Effective leaders:
Need for achievement (moderately high)
Need for affiliation (relatively low)
Need for power (social power high)
N.f.affiliation: need to be liked

21. Leadership traits Advantages Limitations It is naturally pleasing.
It serves as a yardstick against which the leadership traits of an individual can be assessed.
It gives a detailed knowledge and understanding of the leader element in the leadership process.
Limitations
There is bound to be some subjective judgment in determining who is regarded as a ‘good’ or ‘successful’ leader.
There is also a disagreement over which traits are the most important for an effective leader

22. Behavioral theories

23. Leadership can be taught Different leadership styles
Behavioral theories
Shift from the traits towards leaders behavior
Behavior → Leadership effectiveness
Leadership can be taught
Different leadership styles

24. Behavioral theories Blake, Mounton: Managerial grid 2 dimensions:
Task orientation
Employee orientation
Participative leadership is most effective

25. Behavioral theories
Effects of leadership behavior

26. Situational (contingency) theories

27. Contingency theories
Contingency theories
Effectiveness of a leader is not determined just by his/her skills and behaviors but by various situational factors.

28. Contingency theories
Fiedler: Situational model of leadership

29. Contingency theories
Fiedler's model assumes that group performance depends on:
Leadership style, described in terms of task motivation and relationship motivation.
Situational favourableness, determined by three factors:
Leader-member relations - Degree to which a leader is accepted and supported by the group members.
Task structure - Extent to which the task is structured and defined, with clear goals and procedures.
Position power - The ability of a leader to control subordinates through reward and punishment.

30. Contingency theories

31. Contingency theories
Conclusions:
Task oriented leaders perform better in very favourable and very unfavourable conditions (high and low control)
Relationship oriented leader performs best in moderately favourable situations (moderate control)

32. Contingency theories Situational leadership: Hersey, Blanchard
Work: Leadership style questionnaire

33. Contingency theories Situational leadership: Hersey, Blanchard
Instead of using just one style, successful leaders should change their leadership styles based on the maturity of the people they're leading and the details of the task.
Using this theory, leaders should be able to place more or less emphasis on the task.

34. Contingency theories Situational leadership: Hersey, Blanchard
Four main leadership styles:
Telling (S1) – Leaders tell their people exactly what to do, and how to do it.
Selling (S2) – Leaders still provide information and direction, but there's more communication with followers. Leaders "sell" their message to get the team on board.
Participating (S3) – Leaders focus more on the relationship and less on direction. The leader works with the team, and shares decision-making responsibilities.
Delegating (S4) – Leaders pass most of the responsibility onto the follower or group. The leaders still monitor progress, but they're less involved in decisions.

35. Leadership
Leaders should adapt their style to follower development style (or 'maturity'), based on how ready and willing the follower is to perform required tasks (that is, their competence and motivation).There are four leadership styles (S1 to S4) that match the development levels (D1 to D4) of the followers.The four styles suggest that leaders should put greater or less focus on the task in question and/or the relationship between theleader and the follower, depending on the development level of the follower.If the leader focused more on the relationship, the follower may become confused about what must be done and what is optional.The leader thus maintains a clear 'do this' position to ensure all required actions are clear.
S1: Telling / Directing
Follower 
: D1: Low competence, low commitment / Unable and unwilling or insecure
Leader 
: High task focus, low relationship focus. When the follower cannot do the job and is unwilling or afraid tot ry, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled. The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors maybe linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result.
S2: Selling / Coaching
: D2: Some competence, variable commitment / Unablebut willing or motivated
: High task focus, high relationship focus. When the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then 'telling‚ them what to do may demotivate them or lead to resistance. Theleader thus needs to 'sell' another way of working, explaining and clarifying decisions. The leader thus spends time listening and advising and, where appropriate, helping the follower to gain necessary skills through coaching methods. Note: S1 and S2 are leader-driven.
S3: Participating / Facilitating / Supporting
: D3: High competence, variable commitment / Able butunwilling or insecure
: Low task focus, high relationship focus. When the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concernedwith finding out why the person is refusing and thence persuading them to cooperate.There is less excuse here for followers to be reticent about their ability, and the key is very much around motivation. If the causes are found then they can be addressed by the leader. The leader thus spends time listening, praising and otherwise making the follower feel good when they show the necessary commitment.
S4: Delegating / Observing
: D4: High competence, high commitment / Able andwilling or motivated
: Low task focus, low relationship focus. When the follower can do the job and is motivated to do it, thent he leader can basically leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to ensure everything is going to plan. Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is always welcome.
Note
: S3 and S4 are follower-led.

36. Charismatic and transformational theories

37. Leadership

38. Transactional and transformational leadership
Bass (1985): Transformational leadership
Employee rewards are internal
Leader expresses a vision → provides a motivation, hard work is self-rewarding
Changes in mission, way of doing business, HR management done to achieve vision
Factors:
Charisma
Individual attention
Intellectual stimulation

39. Transactional and transformational leadership
People-oriented
Emotional
Task-oriented
Behavioral
Effective leaders use both styles
Transformational used more by effective leaders (higher increase of motivation and performance)
Passive MbE negatively correlated with performance

40. Transactional and transformational leadership
3rd type: Laissez-faire
Absence of leadership
Why is it used?
Neccessity: lot of subordinates,…etc.
Contra-productive

41. Leadership 1: observing the environment, adapting, formulating vision
2: communicating vision to followers
3: building trust and commitment
4: leader as a role model and motivator

42. Cross-cultural differences
Leadership
Cross-cultural differences
Are there cross-cultural differences in ideal leadership style?

43. Cross-cultural differences
Leadership
Cross-cultural differences
Leadership prototype:
= model of personality of a leader and accompanied behavior in someones mind

44. Cross-cultural differences
Leadership
Cross-cultural differences
People compare leadership prototype (ideal) and real leaders traits and behavior
The more they match, the more they are influenced by the leader
= / ≠ ?

45. Cross-cultural differences
Leadership
Cross-cultural differences
GLOBE (Global leadership and organizational behaviour effectiveness) – R.J. House (1993)
170 researchers from 63 countries
Relationship between societal culture, organizational culture, leadership prototypes and organizational effectiveness
What leaders behaviors are effective in each culture

46. Cross-cultural differences
Leadership
Cross-cultural differences
Globe hypotheses:
Leadership prototypes exhibit within-country consistency and between-country differences.
Cultural norms and values determine leadership prototypes
→ Style of leadership working in USA might not work in CZ

47. Cross-cultural differences
Leadership
Cross-cultural differences
Globe: Leadership dimensions
Evaluating leadership prototypes.

48. Cross-cultural differences
Leadership
Cross-cultural differences
Cross-cultural universalities assumptions
Leadership and effectiveness
+ Integrity, inspirational, team integrator
- Malevolent, face saver

49. Cross-cultural differences
Leadership
Cross-cultural differences
CZ has the highest level of autonomy!!!

50. Woods: CH 12 – Leadership in organizations
Reading
Obligatory:
Woods: CH 12 – Leadership in organizations
Gibson: p , Attribution, Charismatic, Transactional and Transformational Leadership.