1. Chapter 8
Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

2. Chapter Outline Are Managers and Leaders the Same?
Leadership as Supervision
Inspirational Leadership
Dispersed Leadership: Spreading Leadership Throughout the Organization
Leading One’s Self
Contemporary Issues in Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

3. Leadership What is the difference between a manager and a leader?
Are there specific traits, behaviours, and situations that affect how one leads?
How does a leader lead with vision?
Can a person be an informal leader?
What is self-leadership?
What are some of the contemporary issues in leadership?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

4. Leadership
The ability to influence a group toward the achievement of goals.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

5. Exhibit 8-1 Distinguishing Leadership from Management
Engages in day-to-day caretaker activities: Maintains and allocates resources
Exhibits supervisory behaviour: Acts to make others maintain standard job behaviour
Administers subsystems within organizations
Asks how and when to engage in standard practice
Acts within established culture of the organization
Uses transactional influence: Induces compliance in manifest behaviour using rewards, sanctions, and formal authority
Relies on control strategies to get things done by subordinates
Status quo supporter and stabilizer
Leadership
Formulates long-term objectives for reforming the system: Plans strategy and tactics
Exhibits leading behaviour: Acts to bring about change in others congruent with long-term objectives
Innovates for the entire organization
Asks what and why to change standard practice
Creates vision and meaning for the organization
Uses transformational influence: Induces change in values, attitudes, and behaviour using personal examples and expertise
Uses empowering strategies to make followers internalize values
Status quo challenger and change creator
Source: R. N. Kanungo, “Leadership in Organizations: Looking Ahead to the 21st Century,” Canadian Psychology 39, no. 1-2 (1998), p. 77.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

6. Leadership as Supervision
Three general questions:
Is there a particular set of traits that all leaders have, making them different from nonleaders?
Are there particular behaviours that make for better leaders?
How much impact does the situation have on leaders?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

7. Trait Theories Traits are characteristics of the person:
Physical characteristics
Abilities
Personality traits
Traits consistently associated with leadership:
Ambition and energy
The desire to lead
Honesty and integrity
Self-confidence
Intelligence
Job-relevant knowledge
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

8. Emotional Intelligence and Leadership
EI is the best predictor of who will emerge as a leader.
IQ and technical skills are “threshold capabilities.”
They’re necessary but not sufficient requirements for leadership.
Leaders need self-awareness, self-management, self-motivation, empathy, and social skills to become a star performer.
These are the components of EI.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

9. Exhibit 8-2 What CEOs Identify as Key Leadership Traits
Quality
Communication skills
Ability to motivate people
Honesty
Ability to listen
Team-building expertise
Analytical skills
Aggressiveness in business
CEOs Rating It Most Important (%) 52 47 34 25 24 19 10
Source: Survey conducted by American Express for the National Quality Institute. Reported in R. Nutt, “Survey Finds Leadership Key,” Vancouver Sun, June 1, 2000, p. D6.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

10. Exhibit 8-3 Leadership Attributes: A Cross-Cultural View
Leader Attributes Universally
Leader Attributes Universally
Leader Attributes Over Which
Liked
Disliked
There Was Most Disagreement
Trustworthy
Noncooperative
Subdued
Dynamic
Irritable
Intragroup conflict avoider
Motive arouser
Egocentric
Cunning
Decisive
Ruthless
Sensitive
Intelligent
Dictatorial
Provocateur
Dependable
Loner/self-centred
Self-effacing
Plans ahead
Willful
Excellence oriented
Team builder
Encouraging
Source: D. N. Den Hartog, R. J. House, P. J. Hanges, S. A. Ruiz-Quintanilla, and P. W. Dorfman, “Culture Specific and Cross-culturally Generalizable Implicit Leadership Theories: Are Attributes of Charismatic/Transformational Leadership Universally Endorsed?” Leadership Quarterly 10 no. 2 (Summer 1999), pp
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

11. Behavioural Theories of Leadership
Propose that specific behaviours differentiate leaders from nonleaders
Initiating structure
E.g., task orientation, work orientation, production orientation
Consideration
Employee needs and concerns
Examples
Ohio Studies, Michigan Studies, Managerial Grid
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

12. Exhibit 8-4 The Managerial Grid
Exertion of minimum effort to get required work done is appropriate to sustain organization membership.
Efficiency in operations
results from arranging conditions of work in such a way that human elements interfere to a minimum degree. 9 2 3 4 5 6 7 8
Low
High
Concern for production 1
Country club management
1,9
Thoughtful attention to the needs of people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo.
Team management
9,9
Work accomplishment is from committed people who have a “common stake” in the organization’s purpose. This leads to relationships of trust and respect.
Impoverished management
1,1
Authority-obedience
9,1
Middle-of-the-road management
5,5
Adequate organizational performance is possible through balancing the necessity to get out work with maintaining morale of people at a satisfactory level.
Concern for people
Source: Reprinted by permission of Harvard Business Review. Based on an exhibit from “Breakthrough in Organization Development,” by R. R. Blake, J. S. Mouton, L. B. Barnes, and L. E. Greiner (November-December 1964). Copyright © 1964 by the President and Fellows of Harvard College; all rights reserved.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

13. Research Findings for Behavioural Theories
When subordinates experience a lot of pressure because of deadlines or unclear tasks, leaders who are people oriented will increase employee satisfaction and performance.
When the task is interesting or satisfying, there is less need for leaders to be people oriented.
When it’s clear how to perform the task and what the goals are, leaders who are people oriented will increase employee satisfaction, while those who are task oriented will increase dissatisfaction.
When people don’t know what to do, or individuals don’t have the knowledge or skills to do the job, it’s more important for leaders to be production oriented than people oriented.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

14. Contingency or Situational Leadership Theories
Stress the importance of considering the context when examining leadership.
Fiedler Contingency Model
Hersey and Blanchard’s Situational Theory
Path-Goal Theory
Substitutes for Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

15. Fiedler Contingency Model
Effective group performance depends upon the proper match between the leader’s style and the degree to which the situation gives control to the leader.
Least preferred co-worker (LPC) questionnaire determined whether individuals were primarily interested in:
good personal relations with co-workers, and thus relationship oriented, or
productivity, and thus task oriented.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

16. Fiedler Contingency Model
Fiedler’s contingency situations:
Leader-member relations
Degree of confidence, trust, and respect members have for leader.
Task structure
Degree to which jobs are structured.
Position power
Degree to which leader has control over “power”: hiring, firing, discipline, promotions, salary.
Fiedler assumed that an individual’s leadership style is fixed.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

17. Hersey and Blanchard’s Situational Theory
Follower: unable and unwilling
Leader: needs to give clear and specific directions.
Follower: unable but willing
Leader: needs to display high task orientation and high relationship orientation.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

18. Hersey and Blanchard’s Situational Theory
Follower: able but unwilling
Leader: needs to use a supportive and participative style.
Follower: both able and willing
Leader: a laissez-faire approach will work.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

19. Exhibit 8-5 Hersey and Blanchard’s Situational Leadership Theory
Able and
willing
unwilling/
apprehensive R3 R4
Unable and
insecure
Moderate
High
Low
Task behaviour
Leader Behaviours
Selling
Telling
Delegating
Participating
(Low)
(High) S4 S3 S2 S1
Follower Readiness R2 R1
Relationship Behaviour
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

20. Path-Goal Theory of Leadership
A theory that says it’s the leader’s job to assist followers in reaching their goals and to provide the necessary direction and/or support to ensure that their individual goals are compatible with the overall goals.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

21. Path-Goal Guidelines to Be An Effective Leader
Determine the outcomes subordinates want.
e.g., good pay, job security, interesting work, and autonomy to do one’s job, etc.
Reward individuals with their desired outcomes when they perform well.
Be clear with expectations.
Let individuals know what they need to do to receive rewards (the path to the goal).
Remove barriers that prevent high performance.
Express confidence that individuals have the ability to perform well.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

22. Path-Goal Leadership Styles
Directive
Informs subordinates of expectations, gives guidance, shows how to do tasks.
Supportive
Friendly and approachable, shows concern for status, well-being, and needs of subordinates.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

23. Path-Goal Leadership Styles
Participative
Consults with subordinates, solicits suggestions, takes suggestions into consideration.
Achievement-oriented
Sets challenging goals, expects subordinates to perform at highest level, continuously seeks improvement in performance, has confidence in highest motivations of employees.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

24. Exhibit 8-6 Path-Goal Theory
CONTINGENCY FACTORS
Environmental •
Task Structure
Formal Authority System
Work Group
Subordinate
Locus of control
Experience
Perceived ability
Leader Behaviour
Directive
Achievement-oriented
Participative
Supportive
Outcomes
Performance
Satisfaction
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

25. Exhibit 8-7 Substitutes and Neutralizers for Leadership
Characteristics of Individual
Experience/training
Professionalism
Indifference to rewards
Characteristics of Job
Highly structured task
Provides its own feedback
Intrinsically satisfying
Characteristics of organization
Explicit formalized goals
Rigid rules and procedures
Cohesive work groups
Effect on Leadership
Substitutes for task-oriented leadership
Substitutes for relationship-oriented and task-oriented leadership
Neutralizes relationship-oriented and task-oriented leadership
Substitutes for relationship-oriented leadership
Source: Based on S. Kerr and J. M. Jermier, “Substitutes for Leadership: Their Meaning and Measurement,” Organizational Behavior and Human Performance, December 1978, p. 378.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

26. Can You Be a Better Follower?
Ineffective followers may be more of a handicap to an organization than ineffective leaders.
What qualities do effective followers have?
They manage themselves well.
They are committed to a purpose outside themselves.
They build their competence and focus their efforts for maximum impact.
They are courageous, honest, and credible.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

27. Transactional vs. Transformational Leadership
Transactional leaders
Leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements.
Transformational leaders
Leaders who inspire followers to go beyond their own self-interests for the good of the organization, and have a profound and extraordinary effect on their followers.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

28. Exhibit 8-9 Characteristics of Transactional Leaders
Contingent reward
Contracts exchange of rewards for effort, promises rewards for good performance, recognizes accomplishments.
Management by exception (active)
Watches and searches for deviations from rules and standards, takes corrective action.
Management by exception (passive)
Intervenes only if standards are not met.
Laissez-Faire leader
Abdicates responsibilities, avoids making decisions.
Source: B. M. Bass, “From Transactional to Transformational Leadership: Learning to Share the Vision,” Organizational Dynamics, Winter 1990, p. 22. Reprinted with permission of the publisher. American Management Association, New York. All rights reserved.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

29. Exhibit 8-9 Characteristics of Transformational Leaders
Charisma
Provides vision and sense of mission, instills pride, gains respect and trust.
Inspiration
Communicates high expectations, uses symbols to focus efforts, expresses important purposes in simple ways.
Intellectual stimulation
Promotes intelligence, rationality, and careful problem-solving.
Individualized consideration
Gives personal attention, treats each employee individually, coaches, advises.
Source: B. M. Bass, “From Transactional to Transformational Leadership: Learning to Share the Vision,” Organizational Dynamics, Winter 1990, p. 22. Reprinted with permission of the publisher. American Management Association, New York. All rights reserved.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

30. Charismatic Leadership
Leadership that critically examines the status quo with a view to developing and articulating future strategic goals or vision for the organization, and then leading organizational members to achieve these goals through empowerment strategies.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

31. Dispersed Leadership Mentoring Providing Team Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

32. Mentoring Many leaders create mentoring relationships.
A mentor is often a senior employee who sponsors and supports a less-experienced employee (a protégé).
The mentoring role includes:
Coaching
Counselling
Sponsorship
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

33. Providing Team Leadership
Leading teams requires new skills.
e.g., patience to share information, trust others, give up authority, and knowing when to intervene.
Leading teams requires new roles.
Liaisons with external constituencies
Troubleshooters
Conflict managers
Coaches
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

34. Team Leaders Team leaders need to focus on two priorities:
Managing the team’s external boundary
Facilitating the team process
Four specific roles:
Liaisons with external constituencies.
Troubleshooters
Conflict managers
Coaches
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

35. Factors Calling for Self-Leadership
Reduced levels of supervision
Offices in the home
Teamwork
Growth in service and professional employment where individuals are often required to make decisions on the spot
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

36. How Do Leaders Create Self-Leaders?
Model self-leadership.
Encourage employees to create self-set goals.
Encourage the use of self-rewards to strengthen and increase desirable behaviours.
Create positive thought patterns.
Create a climate of self-leadership.
Encourage self-criticism.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

37. Benefits of Leading Without Authority
Latitude for creative deviance
Easier to raise questions.
Issue focus
Freedom to focus on single issue, rather than many issues.
Frontline information
Often closer to the people who have the information.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

38. Contemporary Issues in Leadership
Moral Leadership
Gender and Leadership
Online Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

39. The Moral Foundation of Leadership
Truth telling
Telling the truth as you see it, because it allows for a mutual, fair exchange to occur.
Promise keeping
Leaders need to be careful of the commitments they make, and then careful of keeping those promises.
Fairness
This ensures that followers get their fair share for their contributions to the organization.
Respect for the individual
Telling the truth, keeping promises, and being fair all show respect for the individual. Respect means treating people with dignity.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

40. How Many Women Make It to the Top?
Women in general comprise:
46.2 percent of the labour force
32 percent of managers and administrators
14 percent of senior managers
57 percent of graduate degree holders
51 percent of Canadian population
Half of Canada’s companies have no women in top ranks.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

41. Men’s and Women’s Leadership Styles
In general, women fall back on a democratic leadership style:
Encourage participation
Share power and information
Attempt to enhance followers’ self-worth
Prefer to lead through inclusion
Men feel more comfortable with a directive command-and-control style:
Rely on formal authority
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

42. Exhibit 8-11 Where Female Managers Do Better: A Scorecard
None
of 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.
MEN
WOMEN
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.
Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20, 2000, p. 75. Reprinted by permission of Business Week.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

43. Summary and Implications
What is the difference between a manager and a leader?
One theorist suggests that managers promote stability while leaders press for change.
Are there specific traits, behaviours, and situations that affect how one leads?
The research on this topic has been mixed. Contingency theories suggest that leaders need to adjust their behaviours, depending on the situation and employee needs.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

44. Summary and Implications
How does a leader lead with vision?
Leaders that lead with vision are known as transformational or charismatic leaders. They inspire followers to go beyond their own self-interests for the good of the organization.
Can a person be an informal leader?
A person can be an informal leader. Such leadership can take the form of mentoring. People can also be informal leaders of teams.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

45. Summary and Implications
What is self-leadership?
With self-leadership, individuals and teams set goals, plan and implement tasks, evaluate performance, solve their own problems, and motivate themselves.
What are some of the contemporary issues in leadership?
Three major issues of leadership today are moral leadership, gender differences, and online leadership.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

46. OB at Work
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

47. For Review 1. Trace the development of leadership research.
2. Describe the strengths and weaknesses of trait theories of leadership.
3. What is the Managerial Grid? Contrast its approach to leadership with the approaches of the Ohio State and Michigan studies.
4. What are the contingency variables in the path-goal theory?
5. When might leaders be irrelevant?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

48. For Review What characteristics define an effective follower?
What are the differences among transactional and transformational leadership?
Describe the strengths and weaknesses of a charismatic leader.
What is moral leadership?
Why do you think effective female and male managers often exhibit similar traits and behaviours?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

49. For Critical Thinking
1. Reconcile path-goal theory and substitutes for leadership.
2. What kind of activities could a full-time college or university student pursue that might lead to the perception that he or she is a charismatic leader? In pursuing those activities, what might the student do to enhance this perception of being charismatic?
3. Based on the low representation of women in upper management, to what extent do you think that organizations should actively promote women into the senior ranks of management?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

50. For Critical Thinking
Is there an ethical problem if leaders focus more on looking like a leader than actually being one? Discuss.
“Leaders make a real difference in an organization’s performance.” Build an argument in support of this statement. Then build an argument against this statement.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

51. Breakout Group Exercises
Form small groups to discuss the following:
1. Identify an example of someone you think of as a good leader. What traits did they have? How did these traits differ from someone you identify as a bad leader?
2. Identify a situation when you were in a leadership position (in a group, in the workplace, within your family, etc.). To what extent were you able to use a contingency approach to leadership? What made that easier or more difficult for you?
3. When you have worked in student groups, how frequently have leaders emerged in the groups? What difficulties occur when leaders are leading peers? Are there ways to overcome these difficulties?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada

52. Concepts to Skills: Practising to Be Charismatic
Project a powerful, confident, and dynamic presence.
Articulate an overarching goal.
Communicate high-performance expectations and confidence in others’ ability to meet these expectations.
Be sensitive to the needs of followers.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition
Copyright © 2007 Pearson Education Canada