Chicago State University Management Worksheet

Chapter 01:
Introduction and
Trait Approach
Chapter Objectives
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Explain importance of leadership
Define leadership
Examine conceptualization of leadership
Discuss Leadership and Management
Explain Trait approach of leadership
Examine traits of effective leadership
Examine traits of historical leaders.
Northouse, Introduction to Leadership 4e. SAGE Publishing, 2018.
Leadership Defined
• It is a process whereby an individual influences a group
of individuals to achieve a common goal.
• It is a process of social influence, which maximizes the
efforts of others, towards the achievement of a goal.
• Leadership is a process by which a person influences
others to accomplish an objective and directs the
organization in a way that makes it more cohesive and
coherent.
As we look ahead into the next century,
leaders will be those who empower others.
“Bill Gates”
Leadership Activities and Leader
• Leadership Activities
ü Produces change and
movement
• Leaders
ü Multidirectional Influence
ü
Are emotionally active &
involved
ü
Shape ideas over responding
to them
Act to expand available options
ü Establishing direction
ü Aligning people
ü Motivating/Inspiring
ü
ü
Change the way people think
about what is possible
Management Activities and Manager
• Management Activities
ü Produces order and
consistency
ü Planning & Budgeting
• Manager
ü Unidirectional Authority
ü
Are reactive
ü
Prefer to work with people
solving
ü
Have low emotional
involvement
ü Organizing & Staffing
ü Controlling & Problem
Solving
The Evolution of Leadership
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Trait Approach
Behavior Approach
Situational Approach
Relational Approach
“New Leadership” Approach
Emerging Leadership Approaches
Leadership Conceptualized
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Leadership is a Trait
Leadership is an Ability
Leadership is a Skill
Leadership is a Behavior
Leadership is a Relationship
Leadership is an Influence Process
Leadership Is a Trait
Leadership Is an Ability
• Each of us has unique
• It means you are able—
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leadership traits
Emphasizes the leader
in the leader-follower
context
Is it elitist to say only
some have leadership?
Or, are we all born with
certain traits that we
can modify and change?
you have the capacity.
• Is it like playing the
piano? The more you
play, the better you get?
• It is a natural capacity but
can also be learned.
• We can develop our
abilities through hard
work and practice.
Leadership Is a Skill
Leadership Is a Behavior
• This means leadership is
• It is about the actions of
a competency.
• A skill means you know
how to do something, that
you are competent.
• As a competency,
leadership becomes
available to everyone.
• If we can learn from
experience, we can
acquire leadership.
leaders.
• Leadership requires task
and process behaviors.
• Effective leaders combine
these two behaviors in
the optimum way.
Leadership Is an Influence
Process
Leadership Is a Relationship
• An unusual way of
• A process whereby an
thinking about leadership
• Centered on
communication between
leaders and followers
• Not linear but an
interactive process
• Not top-down
• Mutual purposes imply an
ethical dimension
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•
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individual influences a
group to achieve a
common goal
Interactive event
Leaders affect followers
Stressing common goals
gives an ethical
dimension to leadership
Global Leadership Attributes
•
Leadership concepts outlined
in this chapter are from a
North American perspective.
•
Different views of leadership
exist in other parts of the
world.
•
House (2004) studied impact
of culture on leadership
effectiveness in 62 countries.
Universally accepted positive
and negative leadership
characteristics
•
Trait Approach
• Traits
ü Characteristics of an individual that reflect cognitive, emotional,
or behavioral tendencies
• Trait Approach to Leadership
ü Some traits are generally associated with people perceived to be
leaders. However, no single trait is found among all leaders.
• Early trait theories identified:
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Physical characteristics (height, appearance)
Personality characteristics (extrovert)
Skills and abilities (intelligence)
Social factors (interpersonal skills)
Six Traits for Effective Leadership
• Studies on leadership identified many important leader
traits.
ü What specific traits are needed to be a successful leader?
• According to research following traits to possess or
cultivate if one seeks to be perceived by others as a
leader :
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Intelligence
Confidence
Charisma
Determination
Sociability
Integrity
Intelligence
• Intelligence includes
having good language
skills, perceptual skills, &
reasoning ability.
• It is hard to change
Intelligence Quotient
(IQ).
• It is possible to:
ü obtain knowledge
ü learn about your job &
environment
ü use information to become
better leaders
Confidence
• Confidence is a trait that
has to do with feeling
positive about one’s self
& one’s ability to
succeed.
• Confident people:
ü feel self-assured and have a
clear vision
ü believe they can accomplish
goals
ü do not second-guess
themselves—they move
forward with clear visions
ü they are positive about self &
ability
Charisma
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Determination
Magnetic charm and appeal that
gives leaders exceptional powers of
influence
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Focused & attentive to tasks
Charisma is not a common
personality trait.
•
To increase charisma:
ü Be a strong role model for values
ü Be competent in leadership to gain
Includes initiative, persistence, &
drive
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Persevere in the face of obstacles
•
Ex.: Bill Gates
trust
ü Articulate clear goals & strong
values
ü Communicate high expectations &
show confidence in followers’
abilities
•
ü Inspire others
Ex.: J. F. Kennedy
Know where to go & how to get
there
Easiest for leaders to acquire
Focus on task, clarify goals,
articulate vision, & encourage others
to stay the course
Sociability
• The capacity to establish
pleasant social relationships
• Friendly, outgoing, courteous,
& diplomatic
• Sensitive to others &
cooperative
• Easier for some than others
• Increasing sociability requires
that we try to get along with
our coworkers
ü
be friendly, kind, and
thoughtful
Integrity
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Honest & trustworthy with
strong principles
Inspire confidence because it
creates trust
Loyal, dependable, & not
deceptive
•
Undergirds all aspects of
leadership
•
To increase integrity—be
honest & open
Challenge:
•
ü To strike a balance between
being open while monitoring
what is appropriate to disclose
5-Factor Personality Model & Leadership
5-Factor Personality Model & Leadership
Research indicates that there is a strong relationship
between the Big 5 personality traits and leadership
(perceived and effective)
• High Extraversion – factor most strongly associated
with leadership
• High Conscientiousness – 2nd most important factor
• High Openness – next most related
• Low Neuroticism
• High Agreeableness – only weakly related to
leadership, but useful in interviews.
Emotional Intelligence & Leadership
Definition
Ability to perceive and:
•
apply emotions to life’s tasks
•
reason/understand emotions
•
express emotions
•
use emotions to facilitate
thinking
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manage emotions within oneself
and relationships
Underlying Premise
•
People who are
more able to manage
their own and others’
emotions will be more
effective leaders
Historical Leaders
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George Washington
Harriet Tubman
Eleanor Roosevelt
Oprah Winfrey
Mother Teresa
Nelson Mandela
Bill Gates
George Washington
(1732–1799)
• Founding father of our nation
•
and first President
• General in the Revolutionary
War for U.S.
Was a major factor in
creating this nation and
keeping this nation together
upon independence.
• Grew up in a wealthy family in • Symbol: Backbone/Spine
Virginia
• Formal schooling for seven
years and then worked as
surveyor
• Fought in French and Indian
war with the British
• I admire most his willingness
to serve his nation.
•
Traits:
ü Modest
ü Trustworthy
ü Did not thrive on power
ü Provided stability & reason
ü Brave
Harriet Tubman
(1820-1913)
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Abolitionist & “conductor” of
the Underground Railroad—
freed more than 300 slaves
in 30 trips
Traits
ü Symbol of hope
ü Single-minded purpose—
devoid of fear
ü Determined, focused, &
strong
ü Unpretentious
ü Both spiritual & practical
ü Clarity of purpose
Eleanor Roosevelt
(1844–1962)
• First Lady & social justice
advocate
• Traits:
ü Good listener
ü Confronted conflicts in human
terms
ü Plain, honest, selfless, &
courageous
ü Positive attitude
ü Deep sense of humanity
ü Turned weaknesses into
strengths
ü Had an identity apart from her
husband
Oprah Winfrey
Mother Teresa
(1954– )
(1910–1997)
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TV show host, philanthropist,
actress, producer, & publisher
•
Most powerful/influential
woman
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Traits:
ü Excellent communicator
ü Intelligent, well-read, strong
business sense
ü Charismatic style
ü Sincere & determined
ü Self-disclosing
ü Message of hope
•
Humanitarian & Nobel Peace
Prize Winner (1979) for her
work with the poor in Calcutta
•
Founded Missionaries of
Charity in 1950
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Traits:
ü Simple
ü Clear mission—focused on
goals
ü Determined & fearless
ü Humble & spiritual
ü Strong-willed
ü Role model for others
Nelson Mandela
(1932– )
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First black president of
South Africa & 1993 Nobel
Peace Prize Winner for his
role in ending apartheid
Traits:
ü Self-reflective & deeply moral
ü Vision unwavering—fairness &
justice
ü Steadfast, focused, &
disciplined
ü Nonviolent & not vindictive
ü Consensus builder
ü Courageous, patient, humble,
& compassionate
Bill Gates (1954–
)
• Founder of Microsoft &
wealthiest person in the
world
• Created a foundation for
education & global health
• Traits:
ü Intelligent & visionary
ü Task-oriented & diligent
ü Focused & aggressive
ü Simple, straightforward,
unpretentious, & altruistic
What do they all have in common?
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Visionary
Strong-willed
Diligent
Inspirational
Purpose-driven
Role models
Symbols of hope
From these exceptional leaders we can gain a better
understanding of the traits that are important for effective
leadership.
Case Study: An Emerging Leader
• What is your reaction to Tim’s story?
• From your perspective, which has the greatest impact on
•
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Tim’s leadership journey—nature or nurture?
Of the six major leadership traits, which are Tim’s
strongest and weakest?
What characteristics of Tim’s leadership would you like
to incorporate into your own style of leadership?
Summary
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All of us at some time will be asked to show leadership.
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Traits are important
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Leadership is a complex process
Leadership is demanding and rewarding.
Leadership is complex and multidimensional.
Leadership is a trait, ability, skill, behavior, and relationship.
How you think about leadership will influence the way you
practice leadership.
übut only one dimension of a multidimensional process
üno simple paths or guarantees to becoming an effective leader
Chapter 2: Developing
Leadership Skills Approach
© 2015 SAGE Publications, Inc.
Northouse, Introduction to Leadership. SAGE
Publishing, 2017.
Chapter Objectives
• Leadership Skill: Definition and Perspective
• Core leadership Skills
• Understanding administrative skills and their use in
practice.
• Understanding interpersonal skills and their use in
practice.
• Understanding conceptual skills and their use in practice.
• Skill based Model
© 2015 SAGE Publications, Inc.
What Are Leadership Skills?
• Leadership skills refer to learned competencies that
leaders are able to demonstrate in performance.
• Emphasis on characteristics that can be learned and
developed
• Leadership skills:
ü
Give people the capacity to influence others
ü
Are a critical component in successful leadership
3 Basic Leadership Skills – Katz (1955)
• Leaders need all three skills but,
relative importance changes based
on level of management.
o Technical: Having knowledge about
and being proficient in a specific type
of work or activity.
o Human: Having knowledge about and
being able to work with people.
o Conceptual: the ability to do the
mental work of shaping meaning of
organizational policy or issues (what
company stands for and where it’s
going)
Core Leadership Skills
• Administrative Skills
• Interpersonal Skills
• Conceptual Skills
© 2015 SAGE Publications, Inc.
Administrative Skills
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The competencies needed to carry out the purposes and
goals of the organization
ü
•
Involve planning, organizing work, and coordinating work
activities
Divided into three specific skill sets:
ü
Managing people, managing resources, and showing technical
competence
Managing People
• An effective leader connects with people and understands
the tasks, the skills required to perform them, and the
overall environment.
ü Includes helping employees:
o to work as a team
o motivating them to do their best
o promoting satisfying relationships among employees
ü Occupies the most time
ü Involves communicating with multiple stakeholders
© 2015 SAGE Publications, Inc.
Managing Resources
• Resources can be money, supplies, equipment, space, etc.,
anything needed to operate an organization.
• Managing resources requires a leader to be competent in
both obtaining and allocating resources. Ex.: cross-country
coach buying new uniforms for the team
• The ultimate responsibility of resource management
rests on the leader.
© 2015 SAGE Publications, Inc.
Showing Technical Competence
• Technical competence involves having specialized knowledge
about our work.
ü A leader with technical competence understands the intricacies of how the
organization functions.
ü A leader is more effective when he or she has knowledge about the
activities subordinates are asked to perform.
ü A leader is not required to have technical competence in every situation.
• Also referred to as “Functional Competence”
© 2015 SAGE Publications, Inc.
Interpersonal Skills
• People skills—the abilities that help a leader to work effectively
with subordinates, peers, and superiors, to accomplish the
organization’s goals
• Divided into three specific skill sets:
ü Being Socially Perceptive (what people need)
ü Showing Emotional Intelligence
ü Managing Interpersonal Conflict
© 2015 SAGE Publications, Inc.
Enhancing Emotional Intelligence
Leaders need to work on becoming aware of their own emotions.
• A leader should train to become aware of the emotions of others.
• A leader needs to learn how to regulate his or her emotions and
put them to good use.
Ex.: high school principal and student pranksters
•
© 2015 SAGE Publications, Inc.
Conceptual Skills
• Conceptual skills involve the thinking or cognitive aspects
of leadership, such as concepts and ideas.
• Divided into three specific skill sets:
ü Problem Solving
ü Strategic Planning (developing careful plans of action)
ü Creating Vision
© 2015 SAGE Publications, Inc.
Articulating Vision
• Vision: In the context of leadership, a vision is a mental model of
an ideal future state.
• Articulate vision:
ü Leaders must adapt their vision to their audience—they need to articulate
their visions so that they fit within others’ latitude of acceptance.
ü If the vision is too demanding and demands too big a change, it will be
rejected
ü Leaders need to highlight the intrinsic value of their vision, emphasizing how
the vision presents ideals worth pursuing.
ü By highlighting the values of the vision, it allows individuals to find
their work worthwhile.
ü Articulating a vision requires the right language, words that are
motivating and inspiring
ü Words need to describe a vision that is affirming, uplifting, and hopeful
© 2015 SAGE Publications, Inc.
Model of Primary Leadership Skills
Summary of Three Leadership Skills
• Administrative, interpersonal, and conceptual skills play a major
role in effective leadership.
• Through practice and hard work, we can all become better
leaders by improving our skills in each of these areas.
© 2015 SAGE Publications, Inc.
Skills-Based Model
• Skills Model Perspective
– Competencies
ü Individual Attributes
ü Leadership Outcomes
ü Career Experiences
ü Environmental Influences
16
Skills Model of Leadership – Mumford et al. (2000)
Goal
• To identify the factors that
maximize a leader’s
performance, especially in
problem solving.
• Emphasizes the capabilities that
make effective leadership
possible rather than what leaders
do.
A Capability Model
•
Suggests many people have
the potential for leadership.
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Three Components of the Skills Model
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Individual Attributes
General Cognitive
Ability
Person’s intelligence
• Perceptual processing
• Information processing
• General reasoning
Crystallized
Cognitive Ability
Intellectual ability
learned or acquired
over time
Motivation
Three aspects
of motivation
•Willingness
•Dominance
• Creative & divergent
thinking
•-Social good
• Memory
19
Personality
Any characteristic
that helps people
cope with complex
organizational
situations is
probably related to
leader performance
Competencies Skills
Problem Solving
Creative ability to
solve new/unusual,
ill-defined
organizational
problems
Social Judgment
Capacity to understand
people and social systems
– Perspective taking
– Social perceptiveness
– Behavioral flexibility
– Social performance
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Knowledge
The accumulation of
information & the
mental structures to
organize the information
Leadership Outcomes
Problem Solving
Performance
Criteria = originality & quality of solutions to
problem situations – good problem solving
involves creating solutions that are:
– Logical
– Effective
– Unique
– Go beyond given information
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Degree to which a leader
has successfully performed
his/her assigned duties
Five Components of the Skills Model
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Career Experiences
Challenging
Assignments
Appropriate
Training
Mentoring
Hands-on
Experience with
Novelty
• Experience gained during career influences leader’s knowledge &
skills to solve complex problems
• Leaders learn and develop higher levels of conceptual capacity if
they progressively confront more complex and long-term problems
as they ascend the organizational hierarchy
23
Environmental Influences
• Factors in a leader’s situation that lie outside of his or
her competencies, characteristics, and experiences
– Internal environmental influences – Ex. Outdated
technology, skill level of employees
– External environmental influences – Ex. Economic,
political, or social issues; natural disasters
24
25
Case Study: Andy’s Recipe
Skills Inventory Questionnaire (Page # 67)
Chapter 4:
Understanding Leadership Behavior and
Style
Chapter Objectives
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Behavioral Approach Perspective
Ohio State Studies
University of Michigan Studies
Blake & Mouton’s Leadership Grid
Discuss the formation of a person’s philosophy of
leadership.
• Differentiate between Theory X, Theory Y, and Theory Z of
leadership.
• Examine the most commonly observed styles of leadership:
– Authoritarian
– Democratic
– Laissez-faire
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
2
Behavioral Approach Description
Perspective
Definition
• Emphasizes the
behavior of the leader
• Composed of two general kinds
of behaviors
• Focuses exclusively on
what leaders do and
how they act
ü Task behaviors
Facilitate goal accomplishment: Help
group members achieve objectives
ü Relationship behaviors
Help subordinates feel comfortable with
themselves, each other, and the situation
What is a Style?
Style
The habitual choices that one makes
Leadership style
The habitual choices of behavior that one makes to help
others work together to achieve a common goal.
Ohio State Studies
• Leadership Behavior Description Questionnaire (LBDQ150 questions)
ü Identify number of times leaders engaged in specific behaviors
ü Participant settings (military, industrial, educational)
ü Results: Particular clusters of behaviors were typical of leaders
• LBDQ-XII (Stogdill, 1963) Shortened version of the LBDQ
ü Results – Two general types of leader behaviors:
o Initiating structure – Leaders provide structure for subordinates
Task behaviors – organizing work, giving structure to the work context,
defining role responsibility, scheduling work activities
o Consideration – Leaders nurture subordinates
Relationship behaviors – building camaraderie, respect, trust, & liking
between leaders & followers
University of Michigan Studies
• Exploring leadership behavior
• Specific emphasis on impact of leadership behavior on
performance of small groups
• Results – Two types of leadership behaviors
conceptualized as opposite ends of a single continuum
ü Employee orientation
Strong human relations emphasis
ü Production orientation
Stresses the technical aspects of a job
• Later studies re-conceptualized behaviors as two independent
leadership orientations – possible orientation to both at the
same time
Historical Perspective
Blake & Mouton’s Managerial Leadership Grid
Development
Developed in early 1960s
Used extensively in
organizational training &
development
Purpose
• Designed to explain how leaders
help organizations to reach their
purposes
Two factors
Concern for production
How a leader is concerned with
achieving organizational tasks
Concern for people
How a leader attends to the
members of the organization who
are trying to achieve its goals
Blake & Mouton’s Managerial Leadership Grid
Authority-Compliance (9,1)
Country Club (1,9)
Efficiency in operations results from
arranging conditions of work such that
human interference is minimal
Thoughtful attention to the needs of
people leads to a comfortable, friendly
organizational atmosphere and work
tempo
Role Focus
•
Heavy emphasis on task and job
requirements and less emphasis on
people
•
Communicating with subordinates
mainly for task instructions
•
Results driven – people regarded as
tools to that end
•
9,1 leaders – seen as controlling,
demanding, hard-driving, &
overpowering
Role Focus
• Low concern for task
accomplishment coupled with high
concern for interpersonal
relationships
• Deemphasizes production;
leaders stress the attitudes and
feelings of people
• 1,9 leaders – try to create a positive
climate by being agreeable, eager
to help, comforting, noncontroversial
Blake & Mouton’s Managerial Leadership Grid
Impoverished (1,1)
Team (9,9)
Minimal effort exerted to get work done
is appropriate to sustain organizational
membership
Work accomplished through committed
people; interdependence via a “common
stake” in the organization’s purpose,
which leads to relationships of trust and
respect
Role Focus
• Leader unconcerned with both task
and interpersonal relationships
• Going through the motions, but
uninvolved and withdrawn
• 1,1 leaders – have little contact with
followers and are described as
indifferent, noncommittal, resigned,
and apathetic
Role Focus
• Strong emphasis on both tasks and
interpersonal relationships
• Promotes high degree of participation
& teamwork, satisfies basic need of
employee to be involved & committed
to their work
• 9,9 leader – stimulates participation,
acts determined, makes priorities
clear, follows through, behaves openmindedly and enjoys working
Blake & Mouton’s Managerial Leadership Grid
Middle-of-the-Road (5,5)
Paternalism / Maternalism
Adequate organizational performance
possible through balancing the necessity of
getting work done while maintaining
satisfactory morale
Reward and approval are bestowed on
people in return for loyalty and obedience;
failure to comply leads to punishment
Role Focus
•
•
•
Leaders who are compromisers; have
intermediate concern for task and people
who do task
To achieve equilibrium, leader avoids
conflict while emphasizing moderate
levels of production and interpersonal
relationships
5,5 leader – described as expedient;
prefers the middle ground; soft-pedals
disagreement; swallows convictions in
the interest of “progress”
Role Focus
•
Leaders who use both 1,9 and 9,1
without integrating the two
•
The “benevolent dictator”; acts gracious
for purpose of goal accomplishment
•
Treats people as though they were
disassociated from the task
•
Regards the organization as a family
•
Makes most of the key decisions
•
Rewards loyalty and punishes noncompliance
Blake & Mouton’s Managerial Leadership Grid
Opportunism
Definition
People adapt and shift to any
grid style needed to gain
maximum advantage
Leaders usually have a
dominant grid style used in
most situations and a backup
style that is reverted to when
under pressure
Role Focus
•
Performance occurs according to a
system of selfish gain
•
Leader uses any combination of the
basic five styles for the purpose of
personal advancement
•
May be seen as ruthless and cunning
•
May also be seen as adaptable and
strategic
Leadership Philosophy Explained
• Fundamental question of human behavior: do
people like work or do they try to avoid it?
• Douglas McGregor believed managers had
two views of human nature with very different
assumptions:
o Theory X
o Theory Y
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
12
Theory X Assumptions
•
People dislike work and will try
to avoid it.
•
People need to be directed and
controlled.
•
Theory Y Assumptions
•
People don’t inherently
dislike work; doing work is
as natural as play.
•
People will show
responsibility and selfcontrol toward goals to
which they are
committed.
•
People accept and seek
responsibility.
People want security, not
responsibility.
What implications does Theory X
have for leaders and
organizations?
What implications does Theory Y
have for leaders and
organizations?
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
13
Theory Z
•
Developed by William Ouchi (1981)
to include the collectivist values of
successful Japanese companies
•
Emphasized on increasing employee
loyalty to the company by providing a
job for life with a strong focus on the
well-being of the employee, both on
and off the job.
•
Emphasizes communication,
collaboration, mutual trust and
consensual decision-making
•
Also incorporates individualistic values
such as formal authority structures,
individual contributions, and
recognition
14
Leadership Styles Explained
• Lewin, Lippitt, and White (1938)
conducted research on the impact of
leadership styles on small-group behavior.
• Detailed descriptions
styles emerged:
of
three
ü Authoritarian
ü Democratic
ü Laissez-faire
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
15
Authoritarian Style
•
Like Theory X, Authoritarian leaders perceive subordinates as needing
direction
•
Authoritarian leaders exert influence and control over group members
ü Communication is top-down.
ü The agenda is set by the leaders.
ü Praise/criticism is given freely, but it is based on personal standards
•
Outcomes of Authoritarian style
ü Positive Outcomes:
o Efficient and productive
o More can be accomplished in a short period of time
ü Negative Outcomes:
o Fosters dependence, submissiveness, and decreases individuality
o Can create hostility and discontent
o Can cross the line into abusive behavior
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
16
Democratic Style
•
•
•
•
Resembles assumptions of Theory Y
Subordinates are capable of working on their own
Leader works with subordinates and treats them in an egalitarian manner
Leader does not speak down to group members; rather, they speak on
the same level
•
Outcomes of Authoritarian style
ü Positive Outcomes:
o Greater group member satisfaction, commitment, and cohesiveness
o More friendliness, mutual praise, and group mindedness
o Stronger worker motivation and greater originality
ü Negative Outcomes:
o It takes more time and commitment than authoritarian leadership
o Can result in inefficiencies and lower productivity
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
17
Laissez-Faire Style
• Dissimilar to both Theory X and Theory Y— typically considered
to be nonleadership
• The leader is nominal and only engages in minimal influence
• Literally takes a “hands off” attitude
• The leader does not try to influence or control the group
•
Outcomes of Laissez-Faire Style
ü Very few, if any, positive outcomes
o Exception is when people are self-starters, skilled at their tasks and don’t
require ongoing feedback
ü Negative outcomes:
o Very little accomplished
o Group members feel directionless
o Group members become unmotivated and disheartened
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
18
Leadership Styles in Practice
•
No one is entirely one style or the other.
•
Our styles shift, depending on the situation.
•
Many leadership training and development programs are designed
along the lines of the style approach.
•
By assessing their own style, managers can determine how they are
perceived by others and how they could change their behaviors to
become more effective.
•
The style approach applies to nearly everything a leader does.
•
Leadership lies along a continuum:
ü
from high leader influence to low leader influence.
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
19
Case Study: Many Managers,
Different Styles
•
Based on the assumptions of Theory X and Theory Y, how would
you describe each manager’s philosophy and style of leadership?
In what way do their attitudes about Vanessa affect their
leadership?
•
In this type of customer service setting, which leadership style
would be most effective for the bank to meet its goals? From the
bank’s perspective, which (if any) manager exhibits the most
appropriate leadership? Discuss.
•
What advice would you give to each of the managers to enhance
their leadership skills within the bank?
•
What do you think Vanessa can do to prepare herself for her
three-month review?
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
20
Summary
• All of us have a philosophy of leadership based on our
assumptions about human nature and work.
• Three commonly observed styles of leadership:
authoritarian, democratic, and laissez-faire.
• Understanding how our philosophy of leadership
influences our style of leadership is the first step in
becoming a more competent leader.
Northouse, Introduction to Leadership, 4e. SAGE Publishing, 2018.
21
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Lecture 4
Engaging Strength
&
Situational Approach
1
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Chapter Objectives
•
•
•
•
•
•
•
•
Introduction
Strengths-Based Leadership
Historical Background
Strengths-Based Leadership in Practice
Situational Approach – Definition & Perspective
Situational Leadership Style Model
Situational Leadership Developmental Followers
How does Situational Approach work?
2
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Introduction
• Everyone has identifiable leadership strengths.
• Challenges of identifying strengths:
ü People feel hesitant to acknowledge them
ü In a few cultures, expressing positive self-attributes is
often seen as boastful or self-serving.
ü Focusing on self is disdained in many cultures, while
showing humility and being self-deprecating is seen as
virtuous.
3
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Strengths-Based Leadership Explained
• Strength is an attribute or quality of an individual
that accounts for successful performance.
• Trait and strength.
• Skills: Different from strengths because they are
learned.
4
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Strengths-Based Leadership Explained
Gallup and the strengths finder profile:
ü
ü
ü
ü
ü
Goal: Qualities of high-performing individuals.
Themes of human talent, not strengths.
Talents are not strengths.
177-item questionnaire and interpretation.
Four domains of leadership strengths:
o
o
o
o
Executing
Influencing
Relationship building
Strategic thinking
5
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20.
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Strengths-Based Leadership Explained
Identifying and Measuring Strengths:
Gallup and the Strengths Finder Profile
Table 6.1 34 Talent Themes
Executing
Influencing
Relationship Building
Strategic Thinking
Achiever
Activator
Adaptability
Analytical
Arranger
Command
Developer
Context
Belief
Communication
Connectedness
Futuristic
Consistency
Competition
Empathy
Ideation
Deliberative
Maximizer
Harmony
Input
Discipline
Self-Assurance
Includer
Intellection
Focus
Significance
Individualization
Learner
Responsibility
Woo
Positivity
Strategic
Restorative
Relator
Source: Copyright © 2008 Gallup, Inc. All rights reserved. The content is used with permission; however, Gallup retains all rights of republication.
6
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Strengths-Based Leadership Explained
•
Identifying and Measuring Strengths:
ü Values in Action Institute and Inventory of Strengths
o Spiritual literature: The best in people.
o Identified six universal core virtues.
o Strengths Finder tied to the workplace and VIA
focused on a person’s character.
ü Centre of Applied Positive Psychology and the R2
ü Strengths Profiler Assessment
o Emphasized changing nature of strengths.
o Central elements: Three dimensions:
§ Performance
§ Energy
§ Use
7
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Strengths-Based Leadership in Practice
• Discovering Your Strengths
o Unique traits means unique strengths.
o Identifying strengths: focus on your positive attributes.
o Discovering strengths: Several ways.
• Developing Your Strengths
o Acknowledging and expressing.
o Various ways of disclosing strengths, such as online.
o Working consistently with others on strengths.
o Warren Buffet on practicing strengths.
8
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Strengths-Based Leadership in Practice
Addressing Your Weaknesses
÷ Identify weakness.
÷ Acknowledge weakness.
÷ Work on weakness.
9
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
.
Strengths-Based Leadership in Practice
•
Recognizing and engaging the strengths of others
o Help others identify their strengths.
o Leaders and challenges of identifying follower strengths.
o Strengths of high-performance teams: executing, influencing,
relationship building, and strategic thinking.
•
Fostering a positive strengths-based environment
o Promote positive work climate to create a positive physiological
impact.
o Creating a positive work environment impacts performance.
10
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Situational Approach
11
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Situational Approach Description
(Hersey & Blanchard, 1969)
“Leaders match their style to the competence and commitment of
subordinates”
Definition
÷
Composed of both a directive dimension & supportive
dimension:
®
Emphasizes adapting style – different situations demand
different kinds of leadership
®
Each dimension must be applied appropriately in a given
situation
®
Leaders evaluate employees to assess their competence
and commitment to perform a given task
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Leadership Styles
Definition
÷ Leadership style – the behavior pattern of
an individual who attempts to influence
others
It includes both:
® Directive (task) behaviors
® Supportive (relationship) behaviors
13
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Leadership Styles
÷ Directive behaviors Help group members in goal
achievement via one-way
communication through:
÷ Supportive behaviors –
Assist group members via twoway communication in feeling
comfortable with themselves,
co-workers, and situation
®
Giving directions
®
Establishing goals & how to
achieve them
® Asking for input
®
Methods of evaluation &
time lines
® Praising, listening
®
Defining roles
® Problem solving
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
The Developmental Level of the Follower
Determines the Appropriate Leadership
Style
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
16
16
S1 – Directing Style
High Directive
Low Supportive
÷
Leader focuses communication on goal
achievement
÷
Spends LESS time using supportive
behaviors
S2 – Coaching Style
÷
Leader focuses communication on BOTH
goal achievement and supporting
subordinates’ socio-emotional needs
÷
Requires leader involvement through
encouragement and soliciting
subordinate input
High Directive
High Supportive
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
17
S3 – Supporting Style
High Supportive
÷ Leader does NOT focus solely on goals;
uses supportive behaviors to bring out
employee skills in accomplishing the task
Low Directive
÷ Leader delegates day-to-day decision-
S4 – Delegating Style
÷ Leader offers LESS task input and social
Low Supportive
Low Directive
making control, but is available to facilitate
problem solving
support; facilitates subordinates’ confidence
and motivation in relation to the task
÷ Leader lessens involvement in planning,
control of details, and goal clarification
÷ Gives subordinates control and refrains from
intervention and unneeded social support
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Development Levels
Definition
Dimension Definitions
The degree to which
subordinates have the
competence and
commitment necessary
to accomplish a given
task or activity
High
D1
Low Competence
High Commitment
D2
Some Competence
Low Commitment
D3
Moderate-High Competence
Low Commitment
D4
High Competence
High Commitment
Moderate
D4
D3
Developed
Low
D2
D1
Developing
Developmental Level of Followers
18
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Situational Approach
Focus
÷ Assumes that subordinates
vacillate along the developmental
continuum of competence and
commitment
÷ Leader effectiveness
depends on ® assessing subordinate’s
developmental position, and
® adapting his/her leadership
style to match subordinate
developmental level
“The situational
approach requires
leaders to
demonstrate a
strong degree of
flexibility.”
19
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
How Does The Situational Approach Work?
In any given situation Leaders have 2 tasks:
1st Task
Diagnose the Situation
Identify the developmental level of employee
Ask questions like:
• What is the task subordinates are being
asked to perform?
• How complicated is it?
• What is their skill set?
• How motivated are they to do the job?
2nd Task
Adapt their Style
• The leadership style must
correspond to the employee’s
development level
20
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
How Does The Situational Approach Work?
Employee’s
Developmental level
Leader’s
Leadership style
D1
Low Competence
High Commitment
S1 – Directing
High Directive-Low Supportive
D2
Some Competence
Low Commitment
S2 – Coaching
High Directive-High Supportive
D3
Mod-High Competence
Low Commitment
S3 – Supporting
High Supportive-Low Directive
D4
High Competence
High Commitment
S4 – Delegating
Low Supportive-Low Directive
21
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Strengths
÷
Emphasizes Leader Flexibility.
® Leaders should change their style based on task requirements and
subordinate needs.
÷
Emphasizes Differential Treatment.
® Leaders need to treat each subordinate according to his/her
unique needs.
Semi-Strengths
÷
Marketplace Approval.
® Consultants often promote situational leadership as providing a
credible model for training managers to become effective leaders.
÷
Relative Clarity.
® Situational leadership clearly states what a leader should and
should not do in various settings.
22
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Case Study: Why Aren’t They
Listening?
2
3
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Transformational Leadership
Chapter 5
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Overview
•
•
•
•
•
•
•
Transformational Leadership (TL) Perspective
A Model of Transformational Leadership
Transformational Leadership Factors
Full Range of Leadership Model
The Additive Effects of TL
Other Transformational Leadership Perspectives
How Does the Transformational Approach Work?
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Transformational Leadership
•
Process – Assumes that leader’s interactions can transform followers.
•
Influence – Assumes that a leader can transform followers to accomplish what
they would do otherwise.
•
Core elements – Assumes that followers’ emotions, values, ethics, standards, and
long-term goals can be changed.
•
Measure – Multifactor Leadership Questionnaire (MLQ) which measures different
leadership behaviors (the 4 Is).
•
Encompassing approach – TL describes a wide range of leadership influence
where followers andG leaders are bound together in the transformation process.
‫ﺎن‬U‫ﺒ‬S‫ اﻷﺳﺌﻠﺔ ﺣﻘﺖ اﻻﺳ‬FH ‫ﻫﻨﺎ‬
‫ اﻓﺗرض أن‬- ‫ اﻟﺗﺄﺛﯾر‬.‫ ﺗﻔﺗرض أن ﺗﻔﺎﻋﻼت اﻟﻘﺎﺋد ﯾﻣﻛن أن ﺗﺣول اﻟﻣﺗﺎﺑﻌﯾن‬- ‫اﻟﻌﻣﻠﯾﺔ‬
– ‫ اﻟﻌﻧﺎﺻر اﻷﺳﺎﺳﯾﺔ‬.‫اﻟﻘﺎﺋد ﯾﻣﻛﻧﮫ ﺗﺣوﯾل أﺗﺑﺎﻋﮫ ﻟﺗﺣﻘﯾق ﻣﺎ ﺳﯾﻔﻌﻠوﻧﮫ ﺑﺧﻼف ذﻟك‬
‫ﯾﻔﺗرض أﻧﮫ ﯾﻣﻛن ﺗﻐﯾﯾر ﻣﺷﺎﻋر اﻟﻣﺗﺎﺑﻌﯾن وﻗﯾﻣﮭم وأﺧﻼﻗﯾﺎﺗﮭم وﻣﻌﺎﯾﯾرھم وأھداﻓﮭم‬
‫اﻟذي ﯾﻘﯾس‬MLQ) ) ‫ اﺳﺗﺑﯾﺎن اﻟﻘﯾﺎدة ﻣﺗﻌدد اﻟﻌواﻣل‬- ‫ اﻟﻘﯾﺎس‬.‫طوﯾﻠﺔ اﻟﻣدى‬
‫ﻣﺟﻣوﻋﺔ واﺳﻌﺔ ﻣن‬TL ‫ ﯾﺻف‬- ‫ﻧﮭﺞ ﺷﺎﻣل‬Is). 4) ‫ﺳﻠوﻛﯾﺎت اﻟﻘﯾﺎدة اﻟﻣﺧﺗﻠﻔﺔ‬
.‫ﺗﺄﺛﯾر اﻟﻘﯾﺎدة ﺣﯾث ﯾرﺗﺑط اﻷﺗﺑﺎع واﻟﻘﺎدة ﻣﻌًﺎ ﻓﻲ ﻋﻣﻠﯾﺔ اﻟﺗﺣول‬
3
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
4
Types of Leadership Defined Burns (1978)
Focuses on the
exchanges
that occur
between leaders
and their followers
TRANSACTIONAL
Process of
engaging with others
to create a connection that
increases
motivation and morality in
both the leader and the
follower
Focuses on the
‫ﻋﻣﻠﯾﺔ ال اﻟﺗﻌﺎﻣل ﻣﻊ اﻵﺧرﯾن ﻹﻧﺷﺎء‬
leader’s
‫اﺗﺻﺎل ﯾزﯾد اﻟداﻓﻊ واﻷﺧﻼق ﻓﻲ ﻛل ﻣن‬
own interests
‫اﻟﻘﺎﺋد واﻟﺗﺎﺑﻊ‬
rather than the
TRANSFORMATIONAL
interests of his
or her followers
PSEUDOTRANSFORMATIONAL
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Types of Leadership: Transactional
Focuses on the
exchanges
that occur
between leaders
and their followers
– No new taxes => votes.
– Sell more cars => bonus.
– Do assignments => grade.
– Surpass goals => promotion.
The exchanges that can be
observed in all organizations.
5
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Types of Leadership: Transformational
Process of
engaging with others
to create a connection that
increases motivation
and morality in both the
leader and the follower
vLeader is attentive to the
needs and motives of followers
and tries to help followers reach
their fullest potential.
Abraham Lincoln – raised
the hopes and demands of
millions of people, motivating
them to give themselves to
end slavery.
‫ﻣﺛﺎل اﺧر ﻣﻧدﯾﻼ‬
Mohandas Gandhi raised
the hopes and demands of
millions of his people and in
the process was changed
himself
6
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Types of Leadership: Pseudo-Transformational
Focuses on the
leader’s
own interests
rather than the
interests of his or
her followers
Leaders who are
– transforming but in a
negative way
– self-consumed,
exploitive, poweroriented, with
warped moral values
includes leaders like
§ Adolph Hitler
§ Saddam Hussein
7
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Pseudo-transformational (Christie, Barling, &
Turner, 2011)
• Four experimental studies => model of pseudotransformational leadership
1) Self-serving
2) Unwilling to encourage independent thought in
followers
3) Exhibits little general caring for others
4) Uses inspiration and appeal to manipulate followers
for his or her own ends
8
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Charismatic Leadership
Charisma – A special personality characteristic that gives
a person superhuman or exceptional powers and is
reserved for a few, is of divine origin, and results in the
person being treated as a leader (Weber, 1947)
• Charisma is a positive and compelling quality of a person
that makes many others want to be led by that person.
•
•
Charismatic Leadership Theory (House, 1976)
o Charismatic leaders act in unique ways that have specific
charismatic effects on their followers
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Theory of Charismatic Leadership
(House, 1976)
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Theory of Charismatic Leadership
(Shamir, House, & Arthur, 1993)
Later Studies
÷ Charismatic Leadership –
®
Transforms follower’s self-concepts; tries to link identity
of followers to collective identity of the organization
• Forge this link by emphasizing intrinsic rewards &
de-emphasizing extrinsic rewards
• Throughout process, leaders
§
§
Express high expectations for followers
help followers gain sense of self-confidence and selfefficacy
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Model of Transformational Leadership Bass (1985)
® Expanded and refined version of work done by Burns
and House. It included:
• More attention to followers’ rather than leader’s needs
• Suggested TL could apply to outcomes that were not positive
• Described transactional and transformational leadership as a
continuum
® Extended House’s work by:
• Giving more attention to emotional elements & origins of
charisma
• Suggested charisma is a necessary but not sufficient
condition for TL
12
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
TL motivates followers beyond the expected by:
§ raising consciousness about the value and importance of specific and
idealized goals
§ transcending self-interest for the good of the team or organization
§ addressing higher-level needs
13
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Transformational Leadership Factors
14
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Full Range of
Leadership
Model
١ ‫ﺗﺎﺑﻌﮫ رﻗﻢ‬
٤‫ و‬٣‫ و‬٢‫و‬
Northouse – Leadership Theory and Practice, Sixth Edition © 2012 SAGE Publications, Inc.
15
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Transformational Leadership Factors The 4 “I”s
Idealized Influence
• Acting as strong role models
• High standards of moral and
ethical conduct
• Making others want to
follow the leader’s vision
• These leaders are admired,
respected and trusted.
• Followers identify with the
leaders and want to imitate
them
Inspirational Motivation
• Communicating high
expectations
• Inspiring followers to
commitment and
engagement in shared
vision
• Using symbols & emotional
appeals to focus group
members to achieve more
than self-interest
16
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Transformational Leadership Factors The 4 “I”s
Intellectual Stimulation
• Stimulating followers to be
creative and innovative
• Challenging their own
beliefs and valuing those of
leader and organization
• Supporting followers to:
o try new approaches
o develop innovative ways of
dealing with organization
issues
Individualized Consideration
• Listening carefully to the
needs of followers
• Acting as coaches to assist
followers in becoming fully
actualized
• Helping followers grow
through personal challenges
o
Ex. Showing optimism helps
employees become more
engaged in their work (Tims et al.,
2011)
17
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Transactional Leadership Factors
Contingent Rewards
The exchange process
between leaders and followers
in which effort by followers is
exchanged for specified
rewards.
• Reinforcement measurement
encourages employees to
effectively complete their
tasks and meet their goals in a
professional and timely
fashion.
•
Management by Exception
Leadership that involves
corrective criticism, negative
feedback, and negative
reinforcement
• Two forms
•
o Active – Watches follower
closely to identify
mistakes/rule violations
o Passive – Intervenes only after
standards have not
been met or problems have
arisen
18
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Nonleadership Factor
Laissez-Faire
•
•
•
•
The “absence” of leadership and avoidance of
intervention.
Leaders who use this leadership style will delay making
decisions, will not give feedback, and will not reward
their employees for good performance.
There is little to no effort put into motivating employees
or recognizing their work at all.
This style is related to lower job satisfaction and lower
satisfaction with one’s immediate supervisor
19
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
20
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Bennis & Nanus (1985)
Four Leadership strategies in transforming organizations
Clear vision of organization’s future state
• TL’s social architect of organization
• Create trust by making their position known and standing by it
• Creatively deploy themselves through positive self-regard
•
21
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
How Transformation Take Place
The Leader Take these Steps:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Raises people’s awareness.
Helps people look beyond self-interest.
Helps people search for self-fulfillment.
Helps people understand need for change.
Invests managers with sense of urgency.
Is committed to greatness.
Adopts a long-range, broad perspective and at the same time observing
organizational issues from a broad rather than a narrow perspective.
Builds trust.
Concentrating resources on areas that need the most change.
All these steps lead to Transformations
22
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Transformational Leadership
Overall Scope
•
Describes how leaders
can initiate, develop, and
carry out significant
changes in organizations.
•
•
•
•
•
Focus of Transformational
Leaders
TLs empower and nurture
followers
TLs stimulate change by
becoming strong role models
for followers
TLs commonly create a vision
TLs require leaders to become
social architects
TLs build trust & foster
collaboration
23
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Strengths
•
•
•
Intuitive appeal. People are attracted to TL because it makes sense to
them.
Emphasizes followers. TL emphasizes followers’ emotions, needs,
values, and morals.
Effectiveness. Evidence supports that TL is an effective form of
leadership. The dimensions measured (especially the 4 I’s and
contingent rewards) impact followers’
o Motivation
o Performance
o Satisfaction
24
LEADERSHIP THEORY AND PRACTICE EIGHTH EDITION
Application
•
•
•
•
•
•
•
Provides a general way of thinking about leadership that stresses
ideals, inspiration, innovations, and individual concerns
Can be taught to individuals at all levels of the organization
Able to positively impact a firm’s performance
May be used as a tool in recruitment, selection, promotion, and
training development
Can be used to improve team development, decision-making
groups, quality initiatives, and reorganizations
The MLQ and Sosik and Jung (2010) guide help leaders to target
areas of leadership improvement
‫ﺑس ﻗراءه‬
25
Short questions from chapters 1, 2, 3, 4, 5
1.
2.
3.
4.
5.
Contrast between Leadership Activities VS management activities?
Describe trait approach? List six traits for effective leadership?
Explain three major core leadership skills?
Explain the two leadership outcomes of a skill-based model?
Explain Blake & Mouton’s managerial leadership grid and define any two forms of
leadership styles.?
6. According to McGregor, contrast between theory X, theory Y and theory Z?
7. Explain the two dimensions of situational approach?
8. As per the situational leadership model, Link how the prescribed situational leadership
style is related or associated between the developmental level of followers?
9. Explain 4 I’s of transformational leadership.
10. Enlist the leader’s steps for transformation within the organization.
11. Differentiate among transactional, transformational and pseudo transformational
leadership.

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