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

ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H E D I T I O N W W W. P R E N H A L L. C O M / R O B B I N S © 2005 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook Chapter 10 PART I Basic Approaches to Leadership

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

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

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

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

© 2005 Prentice Hall Inc. All rights reserved.11–6 Trait Theories Limitations : No universal traits found that predict leadership in all situations.No universal traits found that predict leadership in all situations. Traits predict behavior better in “weak” than “strong” situations.Traits predict behavior better in “weak” than “strong” situations. Unclear evidence of the cause and effect of relationship of leadership and traits.Unclear evidence of the cause and effect of relationship of leadership and traits. Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders.Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders. Limitations : No universal traits found that predict leadership in all situations.No universal traits found that predict leadership in all situations. Traits predict behavior better in “weak” than “strong” situations.Traits predict behavior better in “weak” than “strong” situations. Unclear evidence of the cause and effect of relationship of leadership and traits.Unclear evidence of the cause and effect of relationship of leadership and traits. Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders.Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders.

© 2005 Prentice Hall Inc. All rights reserved.11–7 Behavioral Theories Trait theory: Leaders are born, not made.Trait theory: Leaders are born, not made. Behavioral theory: Leadership traits can be taught.Behavioral theory: Leadership traits can be taught. Trait theory: Leaders are born, not made.Trait theory: Leaders are born, not made. Behavioral theory: Leadership traits can be taught.Behavioral theory: Leadership traits can be taught. Behavioral Theories of Leadership Theories proposing that specific behaviors differentiate leaders from nonleaders.

© 2005 Prentice Hall Inc. All rights reserved.11–8 Ohio State Studies Initiating Structure The extent to which a leader is likely to define and structure his or her role and those of sub- ordinates in the search for goal attainment. Consideration The extent to which a leader is likely to have job relationships characterized by mutual trust, respect for subordinate’s ideas, and regard for their feelings.

© 2005 Prentice Hall Inc. All rights reserved.11–9 University of Michigan Studies Employee-Oriented Leader Emphasizing interpersonal relations; taking a personal interest in the needs of employees and accepting individual differences among members. Production-Oriented Leader One who emphasizes technical or task aspects of the job.

© 2005 Prentice Hall Inc. All rights reserved.11–10 The Managerial Grid (Blake and Mouton) E X H I B I T 11–1

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

© 2005 Prentice Hall Inc. All rights reserved.11–12 Contingency Theories Fiedler’s Contingency Model The theory that effective groups depend on a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives control and influence to the leader. Least Preferred Co-Worker (LPC) Questionnaire An instrument that purports to measure whether a person is task- or relationship-oriented.

© 2005 Prentice Hall Inc. All rights reserved.11–13 Fiedler’s Model: Defining the Situation Leader-Member Relations The degree of confidence, trust, and respect subordinates have in their leader. Position Power Influence derived from one’s formal structural position in the organization; includes power to hire, fire, discipline, promote, and give salary increases. Task Structure The degree to which the job assignments are procedurized.

© 2005 Prentice Hall Inc. All rights reserved.11–14 Findings from Fiedler Model E X H I B I T 11–2

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