LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua . This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu Copyright ©2004 by South-Western, division of Thomson Learning. All rights reserved. 1-1

Chapter 1 Who Is A Leader? 1-2

Chapter 1 Learning Outcomes 5 key elements of leadership 10 managerial roles Levels of leadership analysis interrelationship Behavioral leadership theories Trait & behavioral leadership theories and contingency theories 1-3

Why Leadership is Important For crisis situations For organizational performance For employee job satisfaction For successful management 1-4

Leadership is the influencing process of leaders and followers to achieve organizational objectives through change 1-5

Influence Is the process of a leader communicating ideas, gaining acceptance of them, and motivating followers to support and implement the ideas through change Is the essence of leadership 1-6

Effective Leaders Share leadership responsibilities through co-leadership Teach leadership skills to subordinates Influence followers to support organizational interests 1-7

Effective Leaders Set objectives Influence change for continual improvement Can work with people 1-8

Key Elements of Leadership Influence Leaders-Followers Leadership OrganizationalObjectives Change People 1-9

Managerial Roles Interpersonal Informational Decisional 1. Figurehead Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. 1. Figurehead 2. Leader 3. Liaison Informational 4. Monitor 5. Disseminator 6. Spokesperson Summary Heading. Text. Decisional 7. Entrepreneur 8. Disturbance-handler 9. Resource-allocator 10. Negotiator 1-10

3 Levels of Leadership Analysis Group Organizational Individual 1-11

Individual Level Focuses on the individual leader and the relationship with individual followers Called the “dyadic process” Reciprocal Influence 1-12

Group Level Focuses on the individual leader and the collective group of followers Called the “group process” How leader contributes to group effectiveness 1-13

Organizational Level Focuses on how the top management influences organizational performance Called the “organizational process” 1-14

The 4 Leadership Theory Classifications Include: This slide relates to XX-XX. Trait Behavioral Integrative Contingency Summary Overview XXXX Major Title Heading. 1-15

Leadership Trait Theories Attempt to explain distinctive characteristics accounting for leadership effectiveness to identify a set of traits that all successful leaders possess 1-16

Behavioral Leadership Theories Attempt to explain distinctive styles used by effective leaders, or to define the nature of their work 1-17

Contingency Leadership Theories Attempt to explain the appropriate leadership style based on the leader, followers, and situation 1-18

Integrative Leadership Theories Attempt to combine the trait, behavioral, and contingency theories to explain successful, influencing leader-follower relationships 1-19

Paradigm Has Shifted From Management to Leadership! 1-20

Leaders vs. Managers Managers Leaders Administer Maintain Control Short-term view Ask “how & when” Imitate Accept status quo Do things right Leaders Innovate Develop Inspire Long-term view Ask “what & why” Originate Challenge status quo Do the right things 1-21

Discussion Question #1 What is the difference between peer-leadership and coleadership?

Discussion Question #2 Do you agree that, in general, mean or tough bosses are not successful leaders?

Discussion Question #3 Are leaders born or made?

Discussion Question #4 Why does the leadership role pervade all management behavior?

Discussion Question #5 How is the monitor role related to the disseminator and spokesperson roles?

Discussion Question #6 What is the key difference between the entrepreneur and disturbance-handler role?

Discussion Question #7 Do you agree with the interrelationship, and triangle analogy, of the levels of leadership analysis?

Discussion Question #8 How can the shift in paradigm from management to leadership possibly help-and hurt- the management profession?

Discussion Question #9 Can a person develop critical-thinking skills of applying the leadership theory and develop leadership skills without understanding the leadership theory?

LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua . This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved. 2-1

Leadership Traits and Ethics Chapter 2 Leadership Traits and Ethics Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Chapter 2 Learning Outcomes Benefits of classifying personality traits. Big Five personality dimensions. Universality traits of effective leaders. Trait of dominance. Achievement Motivation Theory and Leader Profile. Theory X, Theory Y, Pygmalion Effect. Four leadership styles and attitude. Three levels of moral development. Stakeholder approach to ethics. Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits and Personality What are traits? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits and Personality What are traits? Distinguishing personal characteristics Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits and Personality What is personality? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits and Personality What is personality? A combination of traits that classifies an individual’s behavior Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits and Personality Traits: Distinguishing personal characteristics Personality: A combination of traits that classifies an individual’s behavior What value do they have in the study of leadership? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

What is/was the Great Man (Person) Approach? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Great Man (Person) Approach Sought to identify the traits effective leaders possessed. Was it successful? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Big Five Model of Personality Surgency Agreeableness Adjustment Conscientiousness Openness to experience Journal of Applied Psychology,87 (June), 530(12) Source: Adapted from T.A. Judge, D. Heller, and M.K. Mount, 2002. “Five Factor Model of Personality and Job Satisfaction: A Meta-Analysis.” Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Big Five Surgency (dominance) Agreeableness Adjustment Leadership & Extraversion traits Agreeableness Getting along with people traits Adjustment Emotional stability traits Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Big Five Conscientiousness Openness to experience Achievement traits Openness to experience Willingness to try new things traits With all of this, why are many leaders unsuccessful? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

3.Betrayed personal trust 1.Bullying style 2.Cold, aloof, arrogant 3.Betrayed personal trust 4.Self-centered 5.Specific performance problems 6.Overmanaged Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. 6 Major Reasons for Executive Derailment Summary Heading. Text. Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

What are some traits of effective leaders? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

9 Traits of Effective Leaders Locus of Control Integrity Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. High energy Flexibility 9 Traits of Effective Leaders Dominance Sensitivity to others Summary Heading. Text. Self-confident Intelligence Stability Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits of Effective Leaders Dominance Want to be in charge Affects all other traits High Energy Drive, hard work, stamina, persistence Self-confidence Trust own judgments, decisions, ideas, capabilities Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits of Effective Leaders Locus of Control Belief in control of own destiny Stability Emotionally in control, secure, positive Integrity Honest, ethical, trustworthy Intelligence Above average, educated Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits of Effective Leaders Emotional Intelligence Self-awareness, managing emotions, motivating oneself, empathy, social skills Flexibility Change, adjust to changes Sensitivity Understand group members, communicate well, people centered Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

What is Achievement Motivation Theory? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Achievement Motivation Theory Attempts to explain and predict behavior and performance based on a person’s need for achievement, power, and affiliation. What are the characteristics of each need? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Need for Achievement Internal locus of control Self-confidence High energy Goal oriented Realistic goals Moderate risks Competitive Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Need for Affiliation Strong personal relationships Sensitivity to others Joiners Prefer “helping professions” Concerned about what people think of them Usually have low need for power Avoid leadership Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

What is the Leader Motive Profile (LMP)? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Leader Motive Profile (LMP) A set of traits that match up to the “typical” effective leader Tends to have a high need for power, a moderate need for achievement, and a lesser need for affiliation These vary significantly from leader to leader Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Need for Power Want to be in charge (in authority) Self-confident High energy Competitive Ambitious Less concerned with people Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

POWER Much maligned word Power is the fuel of accomplishment Leadership = Power Socialized Power: Used for the good of one’s self, the group, and the organization Personalized Power: Used for selfish reasons and contrary to the good of the group and organization Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

What are Theory X and Theory Y? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Theory X vs. Theory Y People are lazy Dislike work Do as little as possible Must be closely supervised Carrot & stick management People are motivated Get satisfaction from work Will do what is right for organization Participative management Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Theory X .....…......Theory Y (Autocratic) (Participative) Support Control Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Pygmalion Effect? What is the Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved. 2-9

Pygmalion Effect Managers’ attitudes, expectations, and treatment of employees explain and predict behavior and performance. Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

you can, if you think you can’t, you can’t.” What does this mean? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How can a would-be leader develop a positive self concept? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Develop a Positive Self Concept Consciously Push out pessimism Cultivate optimism Stop complaining Avoid negative people Set and achieve goals Focus on success Do not dwell on failure Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Develop a Positive Self Concept Accept compliments Don’t belittle your accomplishments Don’t compare yourself to others Focus on being the best you can be Think for yourself Be a positive role model Help others Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Leadership Styles Based on Attitudes Theory Y Attitudes Theory X Attitudes Positive Self-Concept •Gives and accepts positive feedback •Expects others to succeed •Lets others do the job their way •Bossy •Pushy •Impatient •Critical •Autocratic Negative Self-Concept •Afraid to make decisions •Unassertive •Self-blaming •Pessimistic •Promotes hopelessness Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

What are ethics? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Ethics Ethics are the standards of right and wrong that influence behavior There are moral absolutes Business ethics are always suspected People set the ethical standards, not organizations Integrity is essential in leadership Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Ethics and Integrity Integrity is an important leadership trait Ethics and trust are part of integrity Must start within the organization Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Traits, Attitudes, and Ethics Ethics related to need and traits Unethical behavior more likely Emotionally unstable External locus of control Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Moral Development and Ethics Understanding right from wrong Three levels Preconventional: Based on self-interests Conventional: Based on expectations of others Postconventional: Based on moral principles regardless of leader or group ethics Source: Adapted from Lawrence Kohlberg, “Moral Stages and Moralization: The Cognitive-Development Approach.” In Thomas Likona (ed.), Moral Development and Behavior: Theory, Research, and Social Issues (Austin, TX: Holt, Rinehart and Winston , 1976), 31-53. Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Situation and Ethics People are more likely to act unethically Highly competitive situations Unsupervised situations Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Justifications for Unethical Behavior Moral justification: In terms of a higher purpose Displacement of responsibility: Blaming your behavior on others Diffusion of responsibility: A group is responsible, no one person Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Justifications for Unethical Behavior Advantageous comparison: Others are worse Disregarding or distorting consequences: Minimizing the harm caused Attribution of blame: Caused by someone else’s behavior Euphemistic labeling Covering it with cosmetic words Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Golden Rule “Do unto others as you want them to do unto you.” or “Don’t do anything to other people that you would not want them to do to you.” Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Four-Way Test of Ethical Behavior Is it true? If it fair? Will it build good will? Will it benefit all concerned? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Stakeholder Approach “Am I proud to tell the relevant stakeholders my decision?” Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Stakeholder’s Approach to Ethics Creates a win-win situation for relevant parties affected by the decision. Win-Win Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Very few people see themselves as unethical! Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #1 Would you predict that a person with a very strong agreeableness personality dimension would be a successful programmer? Why or why not? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #2 What is the primary use of personality profiles? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #3 What are some of the traits that describe the high-energy trait? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #4 Is the locus of control important to leaders? Why? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #5 What does intelligence have to do with leadership? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #6 Does sensitivity to others mean that the leader does what the followers want to do? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #7 Does McClelland believe that power is good or bad? Why? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #8 Should a leader have a dominant need for achievement to be successful? Why or why not? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #9 McGregor published Theory X and Theory Y over 30 years ago. Do we still have Theory X managers? Why? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #10 In test examples related to the Pygmalion effect, Lou Holtz calls for setting a higher standard. Have the standards in school, society, and work increased or decreased over the last five years? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #11 Do you believe that if you use ethical behavior it will pay off in the long run? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #12 Can ethics be taught and learned? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #13 Which personal traits are more closely related to ethical and unethical behavior? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #14 Do people change their level of moral development based on the situation? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #15 Why do people justify their unethical behavior? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #16 Which justification do you think is used most often? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #17 As related to the simple guide to ethical behavior, how do you want to be led? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua . This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu

Leadership Behavior and Motivation Chapter 3 Leadership Behavior and Motivation

Chapter 3 Learning Outcomes University of Iowa leadership styles University of Michigan and Ohio State University leadership models Ohio State University leadership model and the leadership grid Three content motivation theories Four types of reinforcement Content, process, and reinforcement theories

What is leadership style?

Leadership Style The combination of traits, skills, and behaviors leaders use as they interact with followers.

University of Iowa Leadership Styles Autocratic...........................Democratic Source: Adapted from K. Lewin, R. Lippett, and R.K. White, 1939. “Patterns of Aggressive Behavior in Experimentally Created Social Climates.” Journal of Social Psychology 10:271-301.

The University of Michigan Leadership Model: Two leadership styles, one dimension Job Centered........Employee Centered Leadership Style……..Leadership Style Source: R. Likert, 1961, New Patterns of Management, New York: McGraw-Hill.

The Ohio State University Leadership Model: Four leadership styles, two dimensions C O N S I D E R A T High Low Structure High Structure and and High Consideration High Consideration Low Low Consideration Low Consideration Initiating Structure Low High Source: R. Likert, 1961, New Patterns of Management, New York: McGraw-Hill.

What is the best leadership style?

What is the best leadership style? The one which works for the individual leader in a specific time and in a specific environment

Which leadership style do workers think is best?

“Although there is no one best leadership style in all situations, employees are more satisfied with a leader who is high in consideration.”

Blake, Mouton, & McCanse Leadership Grid 1 CONCERN for PRODUCTION 9 High 1,9 Country Club 9,9 CONCERN - P E O L Team Leader 5,5 Middle of the Road Impoverished Authority-Compliance 1,1 9,1 Low 1 CONCERN for PRODUCTION 9 Low High Source: Adapted from Robert R. Blake and Jane S. Mouton, The Managerial Grid III (Houston: Gulf, 1985); and Robert R. Blake and Anna Adams McCase, Leadership Dilemmas-Grid Solutions (Houston: Gulf, 1991), 29.

Team Leadership (9,9) The goal in leadership development Few ever reach it Similar to the philosophy of U.S. Army Training Command . . . “Mission First, People Always.”

What is Motivation?

Anything that affects behavior in pursuit of a certain outcome Motivation Anything that affects behavior in pursuit of a certain outcome

Motivation Process People go from need to motive to behavior to consequence to satisfaction or dissatisfaction

The Motivation Process Need Motive Behavior Consequence Satisfaction or Dissatisfaction Feedback

Major Motivation Theories Classification of Motivation Theories 1. Content motivation theories 2. Process motivation theories 3. Reinforcement theory Specific Motivation Theory a. Hierarchy of needs theory b. Two-factor theory c. Acquired needs theory a. Equity theory b. Expectancy theory c. Goal-setting theory Type of Reinforcement a. Positive b. Avoidance c. Extinction d. Punishment

What are Content Motivation Theories?

Content Motivation Theories Focus on explaining and predicting behavior based on people’s needs

3 Content Motivation Theories This slide relates to XX-XX. Two-Factor Hierarchy of Needs Summary Overview XXXX Major Title Heading. Acquired Needs 3

What is a Hierarchy of Needs Theory?

Hierarchy of Needs Theory Proposes that people are motivated through levels of needs which begin a basic life sustaining needs and progress to life and work satisfaction needs

What is the Best Known Hierarchy of Needs Theory?

Maslow’s Hierarchy of Needs Use this space for overall reminders or special tips linked to the slide or occasion. Simply select this text and replace it with your own reminders. Self- Actualization Esteem Summary Heading. Text. Social Safety Physiological

What is Herzberg’s Theory of Motivation?

Herzberg’s Two-Factor Theory of Motivation Motivator Factors Intrinsic Satisfied or not satisfied Maintenance (Hygiene) Factors Extrinsic Dissatisfied or not dissatisfied

What is the Acquired Needs Theory of Motivation?

Acquired Needs Theory (employees are motivated by their need for:) Power Affiliation Achievement

What is the Equity Theory of Motivation?

Equity Theory = = Others’ input (contributions) (proposed that employees are motivated when their perceived inputs equal outputs.) Our inputs (contributions) = Others’ input (contributions) Others’ outcomes (rewards) Our outcomes (rewards) =

What is the Expectancy Theory of Motivation?

Expectancy Theory Proposes that employees are motivated when they believe they can accomplish the task and the rewards for doing so are worth the effort.

What is the Goal-setting Theory of Motivation?

Proposes that specific, difficult goals motivate people Goal-setting Theory Proposes that specific, difficult goals motivate people

How Does a Leader Set Meaningful Goals & Objectives to Motivate Subordinates?

Criteria for Objectives Singular result One end result Specific Exact performance expected Measurable Observe and measure progress Target date Specific completion date

Other Criteria for Objectives Difficult but achievable Participatively set Commitment of employees

What is Reinforcement Theory?

Reinforcement Theory Also known as behavior modification Based on studies of B.F. Skinner Major topic of study in Psychology Depends on reinforcement Positive Avoidance Extinction Punishment Reinforcement can be Continuous Intermittent

You get what you reinforce, not always what you reward!

How Can a Leader Motivate Using Reinforcement?

Motivating with Reinforcement Set clear objectives Employees must understand what is expected Use appropriate rewards Must be seen as rewards Use the appropriate reinforcement schedule Do not reward unworthy performance Look for the positive Give sincere praise Do things for your employees

Give Sincere Praise People will know if you mean it Praise Model (Person to Person) Tell what was done well Tell why it is important Take a moment of silence Encourage continued good work Learn to give praise easily It is an effective and inexpensive motivational tool

Which Motivation Theory is the “Correct” Model?

Which Motivation Theory is the “Correct” Model? All of them None of them None works in all environments, in all situations, or for all people Leader must be flexible Knowledge of all theories will help in determining the correct way to motivate in a given situation

Discussion Question #1 How is leadership behavior based on traits?

Discussion Question #2 Do you agree with the University of Michigan model (with two leadership styles) or with the Ohio State model (with four leadership styles)?

Discussion Question #3 What are three important contributions of the University of Michigan and Ohio State University studies?

Discussion Question #4 What are three important contributions of the Leadership Grid and high-high research?

Discussion Question #5 What is motivation, and why is it important to know how to motivate employees?

Discussion Question #6 Which of the four content motivation theories do you prefer? Why?

Discussion Question #7 Which of the three process motivation theories do you prefer? Why?

Discussion Question #8 Reinforcement theory is unethical because it is used to manipulate employees. Do you agree with this statement? Explain your answer.

Discussion Question #9 Which motivation theory do you feel is the best? Why?

Discussion Question #10 What is your motivation theory? What major methods, techniques, and so on, do you plan to use on the job as a manager to increase motivation and performance?

LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua . This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu

Influencing: Power, Politics, Networking and Negotiation Chapter 4 Influencing: Power, Politics, Networking and Negotiation

Chapter 4 Learning Outcomes Position vs personal power Differences among legitimate, reward, coercive, and referent power Relationship of power and politics Similar use of money and politics Steps in networking process Steps in negotiation process Relationship among: negotiation, conflict, influencing tactics, power, politics

Influencing The process of affecting others’ attitudes and behavior to achieve an objective.

2 Sources of Power Position Personal Derived from top management Derived from the follower based on leader’s behavior Personal

9 Influencing Tactics Rational Persuasion Pressure Legitimization Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Rational Persuasion Inspirational Appeals Pressure Consultation Legitimization Ingratiation Coalitions Personal 9 Influencing Tactics Exchange Summary Heading. Text. Source: Adapted from J. French and B.H. Raven. 1959. “The Bases of Social Power.” In Studies of Social Power. D. Cartwright, ed. Ann Arbor, MI: Institute for Social Research.

Types of Power Legal/Legitimate: Reward: Comes from appointed/elected position Most followers grant this to a leader Reward: Control of things valued by followers Based on exchange relationship

Types of Power Referent: Earned respect increases referent power Based on respect & personal relationships Earned respect increases referent power Being better liked increases referent power Being seen as a team player, dedicated, and effective increase referent power Can be developed by anyone regardless of other types of power or the lack thereof Critical between: Leaders & followers Peers Leaders & their superiors Excellent base for a relational or balanced relational/structural leadership style

Types of Power Expert: Information/Resource: $$$ Equipment Comes from skill, expertise, knowledge Makes others dependent on the person with the power Can be for advice, to fix your computer, etc. Information/Resource: Comes from control of data, information or other needed resources $$$ Equipment Human Resources Supplies & Material

Types of Power Coercive/Punishment: Connection: Ability to punish or withhold rewards Often used by peers to enforce norms Connection: Comes from associating with influential people Political

THE SINGLE MOST EFFECTIVE WAY TO ACCUMULATE POWER IN AN ORGANIZATION Regularly provide services, favors, and assistance to everyone within the organization. The more impossible these acts are to repay, the greater the power gain.

Politics The process of gaining and using power Fact of life in organizations Neither good or bad

3 Common Political Behaviors Networking Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. 3 Common Political Behaviors Reciprocity Summary Heading. Text. Coalitions

Political Behavior Skill Development Reciprocity Coalitions Learn the Organizational Culture & Power Players Develop Good Working Relationships Especially with your Manager Be Loyal, Honest Team Player Gain Recognition Networking

Networking on the Job Key to promotion to higher management Requires social skills Is about building professional relationships and friendships Difficult for women Not called “the good old boy network” for nothing

Networking to Find a Job Most successful approach 2/3 of all jobs Word of mouth Informal referrals Results in more new jobs than all other methods combined

The Networking Process Perform a self-assessment and set goals Create your one-minute self sell Develop your network Conduct networking interviews Maintain your network

Perform a Self-Assessment and Set Goals Accomplishments Tie accomplishments to the Job Interview Set Networking Goals

Create Your One-Minute Self-Sell History of your career Plans for the future Questions to stimulate conversation Write and Practice

Develop Your Network Begin with who you know Expand to people you don’t know Referrals Volunteer work Develop ability to remember peoples’ names

Conduct Networking Interviews Not job interviews Use network list Use many interviews to reach networking goals Informal or via telephone You are the interviewer Be prepared

Conducting Interviews Establish rapport Deliver your one-minute self-sell Ask prepared questions Get additional contacts for your network Ask your contacts how you might help them Followup Send thank-you notes Give status reports

NEGOTIATION Two or more parties which are in conflict (disagreement) working to reach an agreement Common in: Job searches Labor relations Sales

Negotiation Process Plan Agreement Close the deal Negotiations No Agreement Postponement

PLAN Research the other party(ies) Set objectives Lower limit Objective Opening Develop options & tradeoffs Be prepared to deal with questions & objections (especially unstated)

NEGOTIATIONS Develop rapport Keep it professional, never personal Try to get the other person to make the first offer “He who mentions a dollar amount first, loses”, Job Hunting adage Ask questions Listen Don’t give in too quickly Never give something up for free

POSTPONEMENT May be advantageous or disadvantageous Most interested party usually tries to avoid postponements May try to create a sense of urgency

Agreement Both sides should feel good about the agreement Get it in writing Quit selling Start work on a personal relationship

Disagreement Accept that agreement isn’t possible Learn from the failure Ask the other party what you did right & wrong Analyze and plan for the next time

Negotiation Adage “If you can’t afford to walk away, or at least convince the other side that you will walk away, you’ve already lost.” Convincing others you will walk away when you can’t is very tough.

Discussion Question #1 What are the nine influencing tactics?

Discussion Question #2 What are the seven types of power?

Discussion Question #3 Which two types of power do effective leaders most commonly use?

Discussion Question #4 What is the similarity and differences between social exchange theory and strategic contingencies theory?

Discussion Question #5 What are three political behaviors and four guidelines for developing political skills?

Discussion Question #6 Can management order the end of power and politics in their organizations?

Discussion Question #7 Should people be judged based on their social skills?

Discussion Question #8 Do you believe that networking is really all that important?

Discussion Question #9 Do people really need a written networking list?

Discussion Question #10 How many interview questions should you bring to a networking interview?

What type of situation is the goal of negotiation? Discussion Question #11 What type of situation is the goal of negotiation?

What are the steps in planning a negotiation? Discussion Question #12 What are the steps in planning a negotiation?

What are the steps in negotiations? Discussion Question #13 What are the steps in negotiations?

LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu

Contingency Leadership Theories Chapter 5 Contingency Leadership Theories

Chapter 5 Learning Outcomes Differences between behavioral and contingency leadership theories. Contingency leadership variables and styles. Leadership models: Contingency — Prescriptive Leadership continuum — Descriptive Path-goal — Substitutes Normative — Situational

Contingency Leadership Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Contingency Leadership Framework Variables Summary Heading. Text. Followers Capability Motivation Leader Personality traits Behavior Experience Situation Task Structure Environment

Contingency Leadership Model Used to determine if one’s style is task or relationship oriented and if the situation matches the leader’s style to maximize performance.

The Contingency Leadership Model Variables Within Framework Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Summary Heading. Text. Leader Followers Leader/Member Relations Situation Task Structure Position Power Leadership Styles Task Relationship

Situation Favorableness The degree a situation enables the leader to exert influence over the followers More control ⇒ More favorable situation

3 Variables of Situational Favorableness This slide relates to XX-XX. Leader-member relations 3 Variables of Situational Favorableness Task structure Summary Overview XXXX Major Title Heading. Position power 3

Leader-Member Relations Has greatest influence over situational favorableness Good ⇒ cooperation and friendly Bad ⇒ difficult and antagonistic Involves trust of, respect for, and confidence in the leader

Task Structure Also important Greater structure ⇒ More favorable situation Leaders in most structured situation have greatest control

Position Power Least important Greater position power ⇒ more favorable situation Leaders with power to assign work, reward, punish, hire, fire, and promote have greatest position power

Predictions for the Contingency Model High Control Situations Task motivated leaders will be most comfortable in high control situations Makes best use of resources Is effective Relationship motivated leaders will feel bored, feel there is nothing to do May become over-controlling Is not effective

Predictions for the Contingency Model Moderate Control Situations Characterized by Lack of cohesiveness or task structure Relationship motivated leaders are well matched to this situation Can build cohesiveness Can help define & clarify the task More likely to be effective Task motivated leaders are threatened by lack of group support & ambiguity Will become autocratic Perform poorly

Predictions for the Contingency Model Low Control Situations Chaotic and in crisis Task oriented leaders take over Make autocratic decisions Are effective Relationship oriented leaders This is their worst nightmare Often withdraw, leaving groups to fend for themselves Are not effective

The Leadership Continuum Model Used to determine which one of seven styles to select based on one’s use of boss-centered versus subordinate centered leadership to meet the situation.

Tannenbaum and Schmidt’s Leadership Continuum Model Autocratic Participative 1. Leader makes decision and announces it to employees without discussion 2. Leader makes a decision and sells it to employees 3. Leader presents ideas and invites employee questions 4. Leader presents tentative decision subject to change 5. Leader presents problem, gets suggestions, and makes decision 6. Leader defines limits and asks employees to make a decision 7. Leader permits employees to make ongoing decisions within defined limits Source: Adapted and reprinted by permission of Harvard Business Review From “How to Choose a Leadership Pattern” by Robert Tannenbaum and Warren H. Schmidt, May -June 1973. Copyright © 1973 by the Harvard Business School Publishing Corporation, all rights reserved..

Weakness in Leadership Continuum Model Factors used to select leadership style are subjective Choosing which style to use is difficult using this model

Path-Goal Leadership Model Used to select the leadership style that is appropriate to the situation to maximize performance and job satisfaction.

House Path-Goal Leadership Model Achievement-oriented Situational Factors Subordinate authoritative locus of control ability Environment task structure Formal authority work group Leadership Styles Directive Supportive Participative Achievement-oriented Goal Achievement Performance Satisfaction Source: Adapted from R.J. House, “A Path-Goal Theory of Leader Effectiveness,” Administrative Science Quarterly 16 (2), 1971: 321-329.

House Path-Goal Leadership Model Motivation increases by: Clarifying the path to rewards Working with followers to identify and teach them behaviors which will result in the rewards Increasing rewards that are valued and wanted by followers

Recommendation for Leadership Effectiveness Based on Path-Goal Theory Know that your role is to remove obstacles Practice both structuring and consideration behaviors Understand subordinates’ perceptions of the degree of task clarity

Recommendation for Leadership Effectiveness Based on Path-Goal Theory Be aware of subordinates’ needs for challenge and autonomy Provide subordinates with clear task guidance if the task is ambiguous and they need structure

Recommendation for Leadership Effectiveness Based on Path-Goal Theory Provide minimum guidance for subordinates who need to be challenged even in unstructured tasks Be supportive and understanding when the task is routine and boring

Substitutes for Leadership Variables Within the Contingency Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Substitutes for Leadership Variables Within the Contingency Leadership Framework Variables Summary Heading. Text. Followers Subordinates Leader None Situation Task Organization

Types of Leadership Models Prescriptive: Tell users exactly which style to use in a given situation Descriptive: Identify contingency variables and leadership styles without directing which style to use in a given situation

Are You Able to Change Your Leadership Style Are you high in openness to new experiences? Are you open to using different leadership styles? Some leaders are not able to adopt styles that require them to act in contradiction to their personalities

The Normative Decision Model Also deals with matching leader and situational requirements Focuses on decision-making styles These styles are assumed to be learnable Decisions adjustment depend on Quality requirement for the decision Likelihood of employee acceptance

The Normative Decision Model Decision Styles Decide Leader makes decision with little or no subordinate input Consult Individually Input from subordinates but leader makes decision

The Normative Decision Model Decision Styles Consult Group Consensus building Leader shares decision making with group Facilitate Helps define problems Leader seeking participation and concurrence without pushing own ideas Delegate Leader gives total decision making authority to employees

Deciding Appropriate Leadership Style Decision Significance Importance of Commitment Leader Expertise Likelihood of Commitment Group Support for Objectives Group Expertise Team Competence

Discussion Question #1 What contingency leadership variables are common to all of the theories?

Discussion Question #2 Do the three situational favorableness factors for the contingency leadership model fit in only one of the three variables of all contingency leadership variables? Explain.

Discussion Question #3 Do you agree with Fiedler’s belief that people have one dominant leadership style and cannot change styles? Explain.

Discussion Question #4 Do you believe that more managers today are using more boss- or subordinate-centered leadership styles?

Discussion Question #5 Do you agree that time is an important situational factor to consider in selecting a leadership style for the situation? Explain.

Discussion Question #6 What is the difference in the outcomes of the contingency leadership and the continuum leadership models and that of the path-goal model?

Discussion Question #7 What are the three subordinate and environmental situational factors of the path-goal model?

Discussion Question #8 The normative leadership model is the most complex. Do more variables improve the model?

Discussion Question #9 One group of authors believes that Fiedler’s contingency leadership model is the model best supported by research. However, a different author believes that it is the normative leadership model. Which model do you believe is best supported by research? Why?

Discussion Question #10 What is the primary difference between the contingency leadership model and the other contingency leadership models?

Discussion Question #11 What are the three substitutes for leadership?

LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu

Communication, Coaching, and Conflict Skills Chapter 6 Communication, Coaching, and Conflict Skills

Chapter 4 Learning Outcomes Oral message sending process Three parts of message receiving process Paraphrasing Feedback Coaching model 5 Management conflict styles Conflict resolution model

What is Communication?

What is Communication? Communication is the process of conveying information and meaning Effective communication involves the ability to transmit and receive information with a high probability that the intended message is passed from sender to receiver

What is Communication? The sharing of information between individual or groups to reach a common understanding in order to accomplish organizational goals and objectives

Is Communication an Important Leadership Skill?

Is Communication an Important Leadership Skill? Effective leaders are effective communicators Organizations with effective communications systems are more likely to be successful An important part of a manager’s job is to give instructions

When you want to send a message, what is the first step you should take?

When you want to send a message, what is the first, very important, step you should take? Plan the Message

What Messages Should a Leader Plan?

What Messages Should a Leader Plan? All Messages Oral, face-to-face Oral, telephone Written On paper E-mail Then review and edit or practice The activities will greatly enhance communications effectiveness

Plan Your Messages Purpose of message (goal)? To whom (receiver)? How (media)? When (timing)? Where (setting)? Limit distractions (called noise)

Oral Message Sending Process Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Develop Rapport State Communication Purpose Transit Message Check Understanding Get Commitment / Follow Up Summary Heading. Text.

Who Has the Primary Responsibility to Ensure that a Message is Understood?

Who Has the Primary Responsibility to Ensure that a Message is Understood? The sender Knows what the message is supposed to convey But this doesn’t let the receiver off the hook Must do everything possible to understand received messages

Message Receiving Process Listening Pay attention Avoid distractions Stay tuned in Don’t interrupt Watch nonverbals Ask questions Take notes Convey meaning Analyzing Think Evaluate after listening Check Understanding Paraphrase Watch nonverbals

Don’t Forget to Analyze Analyze what?

Don’t Forget to Analyze Think about the message Translate it from symbols to thought Words Numbers Graphs Analyze and Evaluate

What is the Most Powerful Method to Ensure that Messages You Send are Understood?

What is the Most Powerful Method to Ensure that Messages You Send are Understood? Ask the receiver(s) to paraphrase What in the world is “paraphrase”?

Paraphrasing the process of having the receiver restate the message in his or her own words to ensure that communication has taken place

2 Common Approaches to Getting Feedback (and why they don’t work) Send the entire message and assume it has been conveyed with mutual understanding Give the entire message followed by asking “Do you have any questions?”

Receivers feel ignorant Receivers are ignorant out sender’s ignorance Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Receivers are ignorant 4 Reasons Why People Do Not Ask Questions Reluctance to point out sender’s ignorance Summary Heading. Text. Receivers have cultural barriers

Paraphrasing Helps to Resolve These Problems There will still be problems But when paraphrasing is done correctly communication effectiveness improves drastically

Paraphrasing is One type of - - - (what) ?

Paraphrasing is One type of - - - (what) ? Feedback The process of verifying messages and determining if objectives are being met Then what in the world is “negative feedback”?

Then what in the world is “negative feedback”? Criticism No one really likes criticism Effective leaders learn to deal with criticism directed at them The best leaders ask for it It helps them to improve Need to handle emotion and defensiveness

So just what is this coaching thing all about? Little league? Soccer? Debate?

So just what is this coaching thing all about? Little league? Soccer? Debate Team? No but the concepts are much the same!

What is a Coach?

What is a Coach? A teacher Someone who shows an individual or team how to improve skills and performance Is this ever a need in business or other organizations? So why do we always think in terms of some competitive activity?

Give Praise and Recognition This slide relates to XX-XX. Give Praise and Recognition Avoid Blame and Embarrassment Develop Supportive Working Relationship Focus on Behavior Not the Person Coaching Guidelines Make Feedback Timely, Yet Flexible Don’t Criticize Summary Overview XXXX Major Title Heading. Provide Modeling and Training Give Specific Feedback Give Coaching Feedback Have Employees Assess Their Own Performance

Coaching Feedback vs Criticism Coaching feedback is based on a good supportive relationship and on the follower doing a self-assessment of performance. It is specific, descriptive, and makes people feel like winners. Criticism is judgmental and makes people feel like losers.

What is an effective method of coaching?

Job Instructional Training (Coaching) Steps This slide relates to XX-XX. Preparation of the trainee Trainer presentation of the task Trainer performance of the task Follow-up Summary Overview XXXX Major Title Heading.

Attribution Theory is used to explain the process managers go through to determine the reasons for effective or ineffective performance and deciding what to to about it

Also works with conflict resolution This slide relates to XX-XX. 1. Describe Current Performance The Performance Formula (Coaching) Also works with conflict resolution 2. Describe Desired Performance Summary Overview XXXX Major Title Heading. 3. Get a Commitment to the Change 4. Follow Up 3

What is Mentoring?

What is Mentoring? A form of coaching Usually between an experienced manager and a young manager To develop the protégé Helps to build mentor’s power base May be formal (assigned) or informal Informal seems to work best Like most relationships, based on chemistry between participants

What is Conflict?

What is Conflict? A conflict exists whenever people are in disagreement and opposition

Conflict Management Styles High Concern for Others’ Needs High Concern for Others’ and Own Needs Accommodating Passive You Win, I Lose Collaborating Assertive You Win, I Win Negotiating Assertive You Win Some, I Win Some Low Concern for Others’ and Own Needs Forcing Aggressive You Lose, I Win High Concern for Own Needs Avoiding Passive You Lose, I Lose

Why Should Leaders be Concerned with Conflict?

Why Should Leaders be Concerned with Conflict? Inevitable fact of life & leadership Conflict Resolution is an important skill of leadership So what is this thing called “conflict”?

Conflict: Good or Evil? Conflict occurs when two opposing parties have interests or goals that appear to be incompatible due to: Strong differences in values, beliefs, or goals Competing for resources and rewards Leaders acting in a manner inconsistent with the vision & goals of the organization

Conflict: Good or Evil? Can be organizational (work related) or personal Personal can start as organizational Personal is most difficult to resolve Can become institutionalized Live on long after the protagonists have moved on Cause of conflict may not even be remembered

What are the Possible Positive Effects? Conflict: Good or Evil? What are the Possible Positive Effects?

Conflict: Good or Evil? Possible Positive Effects: Increased effort Suppressed feelings get aired Better understanding Impetus for change Better decision making Key issues surfaced Critical thinking stimulated

Conflict: Good or Evil? What are the Possible Negative Effects?

Conflict: Good or Evil? Possible Negative Effects: Reduced productivity Decreased communication Negative feelings Stress Poorer decision making Decreased cooperation Political backstabbing

Conflict Management Styles Avoiding Passive Ignore it Lose-lose Accommodating Cooperative (passive) Lose-win Forcing Aggressive To get own way Win-lose

Conflict Management Styles Negotiating Assertive Horse trading Win-win/Lose-lose Collaborative Cooperative (Active) Win-Win

Initiating Conflict Resolution Model Step 1. Plan a BCF (Behavior, Consequences,Feelings) statement that maintains ownership of the problem. Step 2. Present your BCF statement and agree on the conflict. Step 3. Ask for, and/or give, alternative conflict resolutions. Step 4. Make an agreement for change.

What is a Mediator?

What is a Mediator? A neutral third party who helps resolve a conflict Acts as a facilitator or go-between Helps the parties resolve their conflict

What is a Arbitrator?

What is a Arbitrator? A neutral third party who makes a binding decision to resolve a conflict May compromise May choose one side or the other A growing profession Top group: The Federal Mediation and Conciliation Agency

Discussion Question 1 What should be included in your plan to send a message?

Discussion Question 2 What are the three parts of a written outline?

Discussion Question 3 As an average, how many words should a sentence have, and how many sentences should there be in a paragraph?

Discussion Question 4 Which personality traits are associated with being close to feedback?

What are the four guidelines to getting feedback on messages? Discussion Question 5 What are the four guidelines to getting feedback on messages? 1. ? 2. ? 3. ? 4. ?

Discussion Question 6 What is 360-degree feedback and are many organizations using it?

Should a supportive working relationship be Discussion Question 7 Should a supportive working relationship be a true friendship?

Why doesn’t criticism work? Discussion Question 8 Why doesn’t criticism work?

Are all managers mentors? Discussion Question 9 Are all managers mentors?

Discussion Question 10 How do you know when you are in a conflict?

Discussion Question 11 What is the difference between functional and dysfunctional conflict, and how does each affect performance?

What is meant by maintaining ownership of the problem? Discussion Question 12 What is meant by maintaining ownership of the problem?

How is the BCF model used? Discussion Question 13 How is the BCF model used? B - - C - - F ?

What is the difference between a mediator and an arbitrator? Discussion Question 14 What is the difference between a mediator and an arbitrator?

LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu

Dyadic Relationships, Followership, and Delegation Chapter 7 Dyadic Relationships, Followership, and Delegation

Chapter 7 Learning Outcomes 4 Stages of development / dyadic approach. Vertical linkage model relationships. Team building view / dyadic approach. Systems and networks view / dyadic approach. LMX-7. Cycle leading to Pygmalion effect. 3 Follower influencing characteristics. 5 Things a leader should delegate.

What is a dyadic leader relationship?

Dyadic The relationship between a leader and each follower in a work unit.

What is the purpose of Dyadic Theory?

Dyadic Theory Explains why leaders vary their behavior with different followers.

Dyadic Approach: Stages of Development Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Vertical-Dyad Linkage Theory Leader-Member Exchange Team Building Systems and Networks Individualized leader-subordinate interactions creating in-groups and out-groups. Focus is on quality of each dyad and its effects on organizational outcomes over time. Leaderships can aspire to build positive relationships with all subordinates, not just chosen few. Create positive dyadic relationships across traditional boundaries to include a larger network. Summary Heading. Text.

Dyadic Theory Trends Size expands from 1-on-1 to a network between leader and followers, over time Quality of each dyad affects performance Quality of expanded relationships enhances organizational performance

Vertical Dyad Linkage (VDL) Theory Attempts to understand how leaders create in-groups and out-groups In-group ... those subordinates with strong social ties to their leader in a people-oriented style. Out-group...those subordinates with little or no social ties to their leader, strictly task-oriented relationship.

What are the Characteristics of In Groups?

In Groups People-oriented relationship High mutual trust High exchange Two-way loyalty Mutual influence Special favors from leader

What are the Characteristics of Out Groups?

Out Groups Task-oriented relationship Low exchange Lack of trust Not much loyalty Little or no mutual influence

Why should a leader bother to try to establish effective dyadic relationship with Out Groups?

Dyadic Theory Team Building Effective leaders should aspire to establish relationships with all members, not just a few special individuals. Out Groups are significantly less productive.

How do Dyadic Leader-Follower Relationships Develop over Time?

LMX Life Cycle Model Stage 1: Leader & follower conduct themselves as strangers Testing acceptable behavior Negotiating the relationships Involves: Impression Management Ingratiation

What is Impression Management?

Impressions Management A follower’s effort to project a favorable image in order to gain an immediate benefit or improve long-term relationships with the leader A leader’s attempt to project a sense to the followers that he/she is confident and competent

And, What is Ingratiation?

Ingratiation The follower’s effort to appear supportive, appreciative, and respectful The leader’s effort to appear as one of the “good guys” to work for Let’s look at the next stage in the LMX Life Cycle Model

LMX Life Cycle Model Stage 2: Leader & follower become acquainted Further refine their roles Mutual trust, loyalty, & respect develop Relationships that do not move beyond Stage 1 tend to deteriorate

LMX Life Cycle Model Stage 3: Roles reach maturity Mutual commitment to organization In-group / Out-group level

Dyadic Approach Systems & Network View Leader relationships are not limited to employees, but include peers, customers, suppliers, and other relevant stakeholders in the broader community.

What are the characteristics of High Quality LMX Relationships?

High Quality LMX Relationships Characterized by greater levels of loyalty, commitment, respect, affection, mutual trust, and possibly mutual liking between leaders and members

LMX Scale Attempts to understand the quality of each dyadic relationship & its effects on organizational outcomes over time Is the most commonly used instrument for defining and measuring the quality of relationships High Quality Low Quality 10..........20..........30..........40..........50

What must exist for high quality LMX to develop?

High-Quality LMX Relationships What must exist for high quality LMX to develop? Followers’ attitudes Situational factors Leader perceptions and behaviors

When is a favorable LMX relationship likely to exist?

Studies show that a favorable LMX relationship is more likely to exist if: The subordinate is perceived to be competent & dependable If the follower’s attitudes are similar to the leader’s A little self promotion never hurts Effort to appear competent and dependable

How can the Pygmalion Effect be used to effect leaders?

Pygmalion Effect Occurs when selected subordinates demonstrate loyalty, commitment, dedication, and trust and, as a result, win the liking of superiors who subsequently give them higher performance ratings.

What is Follower?

What is Follower? A person being influenced by a leader There are no leaders without followers Many characteristics of good leadership are found in highly effective followers

Follower Key Influencing Characteristics Power Position Locus of Control Education and Experience

What are the Factors that Impact Follower Power Position? Personal Factors? Position Factors?

Follower Power Position Personal sources: Knowledge Expertise Effort Persuasion Position sources: Information Budget Location Access

What is the Purpose of Feedback to Followers?

What is the Purpose of Feedback to Followers? Improved performance Follower career development Dyadic Relationship development

How is Feedback Best Given in the Early Stages of the Relationship?

How is Feedback Best Given? Early Stages of Dyad Provide prompt feedback Have accurate facts on performance problem Avoid a rush to judgment Be specific in stating deficiency Explain negative impact of ineffective behavior Deal with behavior, not personalities Stay calm & professional

How is Feedback Best Given in the Later Stages of the Relationship?

How is Feedback Best Given Later Stages of Dyad Help follower identify reasons for poor performance Ask follower to suggest remedies Arrive at agreement on specific action Show desire to be of help Build follower’s self confidence Deal with behavior, not personalities

How do You Describe an Effective Follower?

Effective Followers Described as courageous, responsible, and proactive Found to be active in the two followership characteristics Independent, critical thinking Behavior to include: Decision Making Problem Solving

Styles of Followership Alienated followers: Passive behavior but independent, critical thinkers Capable but unwilling to take part in problem solving & decision making

Styles of Followership Conformist followers: Not active in critical, independent thinking but are active participants “Yes” people Order followers Avoid conflict

Styles of Followership Passive followers: Not active in either critical, independent thinking or participation Leader is expected to do all the thinking Require constant supervision Never do more than jobs call for

Styles of Followership Effective followers: Are critical, independent thinkers and active in the group Committed, innovative, creative, hard working Take risks and do not avoid conflict Best interest of the organization

Styles of Followership Pragmatic followers: A mixture of the other four styles Change as the situation changes Know how to work the system Often seen as political

How to be an Effective Follower Offer support Take initiative Coach & counsel the leader Raise issues & concerns Seek honest feedback Clarify your role & expectations Show appreciation Keep the leader informed Resist influencing the leader inappropriately

Delegation The process of assigning to a subordinate the responsibility and authority for accomplishing objectives

Why Delegate? To have more time for higher-priority tasks To increase productivity To train & develop subordinates To reduce manager stress

Obstacle to Delegation Managers who want to do it all themselves Habit Fear That subordinate will fail That your leader expects you to do it

What To Delegate Paperwork Solving Employees’ Routine Tasks Problems This slide relates to XX-XX. Paperwork Solving Employees’ Problems Routine Tasks What To Delegate Summary Overview XXXX Major Title Heading. Tasks with Developmental Potential Technical Matters

How to Delegate Explain the need & why the employee has been selected Set objectives to include deadline & level of authority Develop a plan Establish control checkpoints Hold employees accountable Commit it all to writing

What are the differences between in-groups and Discussion Question 1 What are the differences between in-groups and out-groups?

Discussion Question 2 How do quality leader-member exchange relationships influence follower behavior?

Discussion Question 3 How does a leader’s first impression and perception of a follower influence the quality of their relationship?

What are the three stages of the “life cycle model” of LMX theory? Discussion Question 4 What are the three stages of the “life cycle model” of LMX theory? ?

Discussion Question 5 How can a follower’s perception or attribution of a leader influence their relationship?

What is the presence of bias in the LMX relationship? Discussion Question 6 What is the presence of bias in the LMX relationship? What is its potential impact on out-group and in-group members of the organization?

Discussion Question 7 How do education and experience, described as follower influencing characteristics, affect effective followership?

What are some of the benefits of delegating? Discussion Question 8 What are some of the benefits of delegating?

What are some things that a leader should not delegate? Discussion Question 9 What are some things that a leader should not delegate?

LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu

Chapter 8 Team Leadership

Chapter 8 Learning Outcomes Group VS Team Teams pros and cons 6 characteristics of effective teams 3 Types of teams Team leaders role in supporting creativity 5 determinants of effective team decisions Leader’s role in group decisions 3 Parts of effective meetings

Group VS Team VS TEAM GROUP Shared mission Varies values Collective responsibility Strong commitment Common goals or tasks Shared leadership roles Individual and mutual accountability Equality Good for the whole GROUP Varies values Commitment varies More independent Strong leader Individual accountability VS

TEAM T = Together E = Everyone A = Accomplishes M = More

No matter what you are trying to do, TEAMS are the most effective way to get the job done.

Teamwork ADVANTAGES DISADVANTAGES Synergy Avoids major errors Faster, better decisions Continuous improvement Innovation Stimulates self-motivation Greater job satisfaction Needs fulfillment DISADVANTAGES Pressure to conform to group standards and conduct Ostracized for productivity Social loafing Groupthink Inter-group conflicts

9 Team Leader’s Roles in creating effective teams 1. Emphasize group recognition and rewards. 2. Identify and build on team’s strengths. 3. Develop trust and a norm of teamwork. 4. Develop team’s capabilities to anticipate and deal with change. 5. Empower teams to accomplish work with minimal interference. 6. Inspire and motivate team toward higher levels of performance. 7. Recognize individual and team needs and timely attend to them. 8. Encourage and support team decisions. 9. Provide team with challenging and motivating work.

9 Organizations’ Roles in creating effective teams 1. Top management’s unconditional support. 2. Adequate information and other resources. 3. Flexible task structure. 4. Appropriate size and membership mix. 5. Clearly defined mission statement and goals. 6. Appropriate power sharing structure - shared leadership. 7. Competent team leadership. 8. Evaluation and solicitation of feedback on team effectiveness. 9. Adequate socialization of team members.

1. Analyzing reasons for success or failure. 2. Reviewing what went well & what can be improved. Post Activity Reviews and Dialogue Sessions facilitate team learning by: Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. 3. Discuss perceptions & assumptions. Summary Heading. Text.

Types of Teams Functional Team Cross-functional Team Self-managed Team Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Functional Team Need for Traditional Leadership Types of Teams Cross-functional Team Summary Heading. Text. Self-managed Team Need for Team Leadership

Functional Teams Sometimes referred to as Problem Solving Teams Groups of a line manager and 5 to 12 employees, all from the same department, who meet for a few hours each week to discuss ways of improving quality, efficiency, and the work environment.

Cross-Functional Teams Employees from about the same hierarchical level, but from different work areas, who come together to accomplish a task or project Some members can be from outside the organization

Self-Managed Teams Groups of 10 to 15 people, from different departments who take on responsibilities of their former supervisors to manage the team and achieve its goals

Skill Set Required of a High Performance Team Technical expertise Problem-solving and decision-making skills Interpersonal skills

Team Creativity The process of generating new ideas, products, processes, or services The creation of valuable, useful new products, services, ideas, procedures, or processes by individuals working together in a complex social system

Team Creativity High use of creativity More valuable than great financial resource Organizations survive and thrive Important for Self-Managed Teams

4 Organizational Practices that Support Team Creativity Adequate resources Recognition &Reward 4 Organizational Practices that Support Team Creativity by providing teams: Flexibility climate and culture Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Summary Heading. Text.

“Creativity Blockers” Members matched Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Autonomy for members Four Team Leader Practices That Support Creativity Protection against “Creativity Blockers” Summary Heading. Text. Adequate time & money

Blocks to Creativity Functional fixedness Lack of technical expertise One one way to do something Lack of technical expertise High levels of technical expertise & experience Can lead to relying on past solutions Evaluation of ideas Creative people don’t like to have their ideas and creations evaluated Extrinsic motivators Lack of autonomy & control

Steps to Improve Creativity Brainstorming Analogies Seeing one thing as something else Encouragement by leaders Reward success Never punish failure Form diverse problem-solving groups Ensure the proper level of technical expertise in problem-solving groups

How to Lead Creative Followers Set goals Use high participation in goal setting Provide adequate resources Reduce time pressures But keep followers on track Consider nonmonetary as well as monetary rewards Monetary rewards can be seen as “controlling” Recognize that creativity is evolutionary, not revolutionary

Team Decision Making Advantages Disadvantages Take longer Improved quality Diffusion of Responsibility Better understanding Higher commitment Disadvantages Take longer Not necessarily better May be: Self serving Contrary to organization’s best interest Team defensive response

5 Determinants of Effective Team Decisions Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Summary Heading. Text. Team Size and Composition Member’s Status Team Cohesiveness Member’s Traits and Values Quality of Leadership

Leader’s Role in Group Discussions Traditional Approach Focus on task Ignore personal feeling Seek opinions Get agreement Make final decisions

Leader’s Role in Group Discussions Traditional Approach Stay in control Stop disruptions Avoid feeling; keep it rational Guard authority

Leader’s Role in Group Discussions Group-Centered Approach Listen attentively Watch for nonverbal cues Be aware of members Feelings Needs Etc.

Leader’s Role in Group Discussions Group-Centered Approach Consultant Advisor Teacher Facilitator Set behavioral example

Leader’s Role in Group Discussions Group-Centered Approach Establish climate of approval Encourage maintenance needs Relinquish control Allow group to make final decisions

3 Parts of Meetings Identify objectives. Cover agenda. Summarize and review.

Meetings are a fact of organizational life Well planned and led meetings are valuable in goal accomplishment Leadership responsibility to ensure their effectiveness

To Have A Successful Meeting Determine if it is really necessary Only have a meeting if the potential benefits outweigh the costs (What are the costs???) Pick a convenient time and place

To Have A Successful Meeting List objective of meeting Develop plan to achieve objectives Prioritize items to be objective Create an agenda based on the prioritized objectives

To Have A Successful Meeting Transmit the agenda to those who will attend Include any read-ahead material Start on time Stick to the agenda Encourage participation

To Have A Successful Meeting Handle Problem Members Who Are: Silent Talkers Wanderers Bored Arguing

To Have A Successful Meeting Appoint someone to take minutes Record who has been tasked to do what by when Stop on time Follow up to ensure taskings are understood & completed on time

Discussion Question 1 Identify and describe any team you have been a member of, or know about, that a has strong norm of teamwork. Describe the team leader’s role in this outcome.

Discussion Question 2 What advice would you give a team member who wants to increase creativity in his/her team?

Discussion Question 3 In a newspaper, magazine, on the Internet, or through personal interview, find an example of creative problem solving by a team. Share your findings.

Discussion Question 4 We usually think of of creativity as a characteristic of individuals, but might some teams be more creative than others?

Discussion Question 5 How are group decisions affected by the size and composition of the group?

Discussion Question 6 What is group-think, and under what conditions is it most likely to occur?

Discussion Question 7 What is group-centered leadership, and how does it differ from the so-called “traditional view”?

Discussion Question 8 “Unprepared leaders tend to conduct unproductive meetings.” Describe how a leader can avoid this from happening.

Discussion Question 9 Describe the factors that generally contribute toward high levels of team cohesion.

LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N LEADERSHIP: Theory, Application, Skill Development 2d Edition Robert N. Lussier and Christopher F. Achua This presentation edited and enhanced by: George W. Crawford Asst. Prof. of Mgmt. Clayton College & State University Morrow, GA 30260 georgecrawford@mail.clayton.edu

Leading Self-Managed Teams Chapter 9 Leading Self-Managed Teams

Chapter 9 Learning Outcomes Nature of self-managed teams. Difference between traditional & SMT. Benefits of SMT. Challenges of implementing SMT effectively. Guidelines for improving SMT effectiveness. 4 stages of group development. Role of team facilitator in SMT. Distributed leadership in SMT.

Self-Managed Teams; Also Known As Self-directing teams Self-maintaining teams Self-leading teams Self-regulated teams

Nature of Self-Managed Teams Operate without managerial supervision High job satisfaction High commitment Make structural and operational decisions Responsible for tasks as a collective whole Variety of technical skills Versatile and flexible

Differences from Traditional Teams Characteristics SMT Traditional Leadership Within the team Outside the team Team member role Interchangeable Fixed Accountability Team Individual Work effort Cohesive Divided Task design Flexible Skills Multiskilled Specialized

Self-Managed Teams Relatively autonomous work groups in which the responsibilities and obligations traditionally maintained by management have been transferred to a group of people who perform a complex task with highly interdependent activities

Self-Managed Teams Are Usually Empowered to: This slide relates to XX-XX. Make Operating Decisions Acquire Supplies & Materials Self-Managed Teams Are Usually Empowered to: Assign Work Interact with Customers Perform Team Member Evaluations Summary Overview XXXX Major Title Heading. Plan Schedules Create Task Procedures Deal with Conflicts

Characteristics of Effective Self-Managed Teams Have clear missions & high performance standards Take stock of equipment, training facilities, & other resources team needs Devote significant time to planning & organizing to use available resources & assess members technical skills High levels of communication

Potential Benefits of Using Self-Managed Team Stronger Commitment Improved Quality and Efficiency Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Potential Benefits of Using Self-Managed Team More Satisfied Employees Lower Turnover / Absenteeism Faster Product Development Flexibility Dealing with Personnel Shortages Summary Heading. Text. Helps Solve Problems & Suggest Improvements

Team Formation Variables Norms Champion Organizational Support This slide relates to XX-XX. Norms Team Formation Variables Organizational Support Membership Characteristics Summary Overview XXXX Major Title Heading. Champion

Organizational Support Strong top management support Commitment to allocate adequate resources Compatible culture

Team Member Characteristics Strong belief in personal accountability Internal locus of control Emotional stability Openness to new ideas and different viewpoints

Team Member Characteristics Effective communicator Good problem-solving skills Ability to engender trust Good conflict resolution skills

Norms Standards of conduct that are shared by team members and which guide their behaviors

Champion An advocate of the self-managed team program who helps the program obtain necessary resources and gain political support from top management and other subunits of the organization

What A Champion Does Explains what self-managed teams can do for the organization Communicates responsibilities, rules, & norms to the teams Ensures that teams meet the goals and needs of the organization

What A Champion Does Coordinates efforts of teams Helps teams reach decisions that every employee can support Facilitates continuous learning by team members Builds & maintains trust between teams and the organization

To Improve SMT Effectiveness Ensure change to supportive culture, structure, & climate Have a well-thought-out vision of SMTs Allow time for bonding Provide adequate training Provide objective goals, incentives, & infrastructure

To Improve SMT Effectiveness Ensure resources are adequate Create a sense of empowerment Develop team-based measurements & feedback Recruit and train team facilitators Do not overreact at first crisis

Self- Managed Group Success Factors Top Management Support & Commitment Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Strong & Experienced Facilitator Unambiguous Goals & Objectives Self- Managed Group Success Factors Appropriate Task Design Appropriate Compensation Structure Summary Heading. Text. Adequate Information System Appropriate Scope of Authority

Stages of Group Development Forming Norming Storming Performing This slide relates to XX-XX. Forming Norming Summary Overview XXXX Major Title Heading. Storming Performing Adjourning 3

Stages of Team Development Forming High Commitment Low Competence Members come committed but have not developed competence in working together. Storming Less Commitment Some Competence Members become dissatisfied with the team as they develop confidence. Norming Variable Commit. High Competence Commitment changes while competence remains constant. Performing High Commitment High Competence Commitment and competence remain high Appropriate Leadership Style Decide Consult Facilitate Delegate Clarify team objectives & roles Develop competence & relationships Focus on Supportive relationships Group provides own task & relationship behaviors

SMT Facilitator An external leader of a self-managed team whose job is to create a supportive environment where team members take on responsibilities to work productively and solve complex problems on their own

SMT Facilitator Team Building Activities Open forums to resolve interpersonal conflict Create opportunities for social interaction Increase mutual acceptance & respect between members

SMT Facilitator Team Building Activities Highlight mutual interests of team members Increase team identification Use team-oriented incentives to foster teamwork

Distributed Leadership A collection of roles and behaviors that can be divided, shared, rotated, and used sequentially or concomitantly in a SMT environment.

Distributed Leadership Practice in SMTs Organizing role Envisioning role Social role Networking role

High-Involvement Management Team Empowerment Moves power, information, knowledge, and rewards further down the organization.

Discussion Question 1 What is the depth of decision-making latitude commonly found in self-managed teams?

Discussion Question 2 ? Describe 4 key characteristics of effective SMTs.

Discussion Question 3 Briefly discuss some of the potential benefits of using self-managed teams.

Discussion Question 4 How many members should a self-managed team have?

Discussion Question 5 What is the role of a champion?

Discussion Question 6 Why do SMTs need top management support?

Discussion Question 7 Why do SMTs need strong and experienced facilitators?

Discussion Question 8 What is the difference between distributive leadership and high-involvement management?

Discussion Question 9 Do all teams go through all stages of development? Forming Storming Norming Performing

Discussion Question 10 Do commitment and competence increase through each stage of team development?

Charismatic and Transformational Leadership Chapter 10 Charismatic and Transformational Leadership

Chapter 10 Learning Outcomes Max Weber on charismatic leadership. Argument for and against the locus of charismatic leadership. How one can acquire charismatic qualities. Socialized VS personalized charismatic leaders. Charismatic VS transformational leadership. 4 Phases of the transformation process. Transformational VS Transactional leadership Stewardship and servant leadership

Weber’s Charismatic Leadership Influence based on follower perceptions that the leader is endowed with the gift of divine inspiration or supernatural qualities.

CHARISMA The process of influencing major changes in the attitudes and assumptions of organization members, and building commitment for the organization’s objectives The special quality that gives someone power and authority over a large number of people

Model of Personal Meaning and Charismatic Leadership Behavior Attributions of Charismatic Leadership

Personal Meaning “The degree to which people’s lives make emotional sense and that the demands confronted by them are perceived as being worthy of energy and commitment.”

Sources of Personal Meaning Self-concept/identity Legacy Altruism Culture and traditions Political/social orientation Spirituality and religion Hobbies/personal pursuits Values/ideals

Attribution Variables of Leader Charisma Discrepancy gap between status quo & the vision Vision articulation & role modeling Use of unconventional strategies Realistic assessment of resource needs & constraints

Vision Content and Context Nature of the status quo Nature of the future vision Manner future vision will remove discontent & provide fulfillment of follower hopes Plan of action for realizing vision

Charisma and Unconventional Behavior To transcend the existing order Evoke sentiments of adoration Exemplifies heroism, personal risk, & self-sacrifice Counter to the norm

Charisma & Resource Needs Assessment Very good strategists Perform realistic resource & constraint assessments Sensitive to capabilities & emotional needs of followers Align strategies & capabilities to insure transformation

More Modern Theories state that Charisma may result from The situation or social climate facing the leader The leader’s extraordinary qualities An interaction of the situation and the leader’s qualities This view is gaining credibility

Effects of Charismatic Leadership Trust in “rightness” of vision Similarity of followers’ & leader’s beliefs & values Heightened sense of self-confidence Acceptance of higher or challenging goals Identification with & emulation of leader Unconditional acceptance of leader Strong affection for leader

Confidence Moral Conviction This slide relates to XX-XX. Verbal Skills Self Confidence Moral Conviction Visionary Inspires Trust Charismatic Leader Characteristics Self Promoting High Risk Orientation Summary Overview XXXX Major Title Heading. Empowers Others High Energy Action Orientation Minimum Internal Conflict Relational Power Base

VISION The ability to imagine different and better conditions and ways to achieve them Future orientation See the difference in how things are and how they should be

COMMUNICATIONS SKILLS Great rhetorical skills Especially oral Can speak about the vision and make the followers “see it” Think of MLK,Jr’s “I Have A Dream” speech Hitler captivated people, even those who spoke no German Writing, while important, is not as powerful Winston Churchill used both masterfully

SELF CONFIDENCE & MORAL CONVICTION Unshakable self confidence Passed on to followers True faith in the “cause” Strong moral beliefs Willingness to sacrifice Self & followers

TRUST Followers have total trust and belief in the leader and the “cause” Show commitment to followers, who return it

ACCEPT RISK Willing to be at great personal risk Professionally Physically Willing to risk the followers Use unconventional (risky) strategies & methods to achieve goals

HIGH ENERGY & ACTION ORIENTATION Show emotion in what they do Leads to high energy Take action Serve as role models for followers Who show high energy to emulate the leader Who take actions the leader wants

RELATIONAL POWER Charismatic leaders have high referent and expert power Followers feel Awe, trust, identification, devotion, common beliefs, unquestioning acceptance, affection

ABILITY TO MINIMIZE INTERNAL CONFLICT Through strength of belief With referent power Due to follower belief in the leader and the cause

WILLINGNESS & ABILITY TO EMPOWER Know they need the efforts & ideas of others Let the subordinate leaders do those things they are able to do Often take credit for followers’ ideas and efforts

SELF-PROMOTING Beat their own drums Campaign for “the cause” Explain their vision to all who will listen or read

CAN CHARISMA BE DEVELOPED? Evidence seems to indicate that it can It may be that individuals who develop charisma have the undeveloped characteristics which “practice” brings to the forefront

4 Strategies to Develop Charismatic Qualities This slide relates to XX-XX. Develop visionary skills Practice being candid Develop warm, positive, humanistic attitude Develop an enthusiastic, optimistic, energetic personality Summary Overview XXXX Major Title Heading.

Personalized Charismatic Leaders Pursue leader-driven goals and promote feelings of obedience, dependency, and submission in followers.

EXAMPLES OF PERSONALIZED CHARISMATIC LEADERS Adolph Hitler Josef Stalin Benito Mussolini Charles Manson David Koresh Rev. James Jones

Socialized Charismatic Leaders Pursue organization-driven goals and promote feelings of empowerment, personal growth, and equal participation in followers.

EXAMPLES OF SOCIALIZED CHARISMATIC LEADERS Martin Luther King, Jr. King David of the Bible Jesus of Nazareth Mohammad Fredrick Douglas Franklin Delano Roosevelt Theodore Roosevelt Winston Churchill John Fitzgerald Kennedy Ronald Reagan Others?

SOME THAT WERE MIXED Can you think of anyone else? Julius Caesar George Armstrong Custer Charles DeGaulle George McClelland Can you think of anyone else?

PRESIDENT WILLIAM JEFFERSON CLINTON Was he charismatic?

PRESIDENT WILLIAM JEFFERSON CLINTON Was he charismatic? What characteristics did he have?

PRESIDENT WILLIAM JEFFERSON CLINTON Was he charismatic? What characteristics did he have? Was his charisma socialized or personal?

PRESIDENT GEORGE W. BUSH Is he a charismatic leader?

PRESIDENT GEORGE W. BUSH Is he a charismatic leader? If you think he is, why do you think so?

PRESIDENT GEORGE W. BUSH Is he a charismatic leader? If think he is, why do you think so? If you do not think he is, why not?

IS CHARISMA MORE OR LESS IMPORTANT IN POLITICAL LEADERS TODAY? WHY OR WHY NOT?

TRANSFORMATIONAL LEADERSHIP Focuses on what leaders accomplish, not their personal characteristics or followers’ reactions Serves to change the status quo by articulating to followers the problems in the current system and a compelling vision of what a new organization could be

Transformational Leaders Create & Articulate a Vision Set an example for followers consistent with leader values and beliefs Foster a “Buy-in” of Team Goals Have High Performance Expectations Personalize the Leader-Member Exchange Empower followers to think outside the box

Transformational Leaders See themselves as change agents Are visionaries with high levels of trust for their organization Are risk takers, but not reckless Articulate core values that guide their own behavior Have exceptional cognitive skills Believe in careful planning before taking action Believe in people & show sensitivity for their needs Are flexible and open to learning from experience

4 Phases of Transformation Process Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. 1. Recognizing need for change 2. Create a new vision 3. Manage transition 4. Institutionalize the change. Summary Heading. Text.

STEWARDSHIP An employee-focused form of leadership that empowers followers to make decisions and have control over their jobs

Values of Stewardship Stewardship Teamwork Orientation Equality Assumptions Teamwork Orientation Stewardship Reward Assumption Decentralization

KEYS TO STEWARDSHIP Strong teamwork orientation Decentralized decision making and power down to where the work gets done Equality assumption that it is a partnership of equals rather than a leader-follower command structure Rewards must be redesigned to compensate employees for actual contributions and greater responsibility

Guidelines to Servant Leadership Service to others over self interest Effective listening Servant Leadership Earning and keeping others’ trust: no hidden agendas, give up power, rewards, recognition, & control Source: Based on R.K. Greenleaf, Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness (Mahwah, NJ: Paulist Press, 1977),7. Helping others discover their inner spirit: empathetic of others

Discussion Question #1 Describe the leading characteristic of charismatic leaders.

Discussion Question #2 Martin Luther King,Jr., Gandhi, John F. Kennedy, Adolph Hitler, Nelson Mandela, David Koresh (of the Branch Davidians), Herb Kelleher (of Southwest Airlines), and Richard Branson (of the Virgin Group) are/were charismatic leaders. Next slide

Question #2 Continued Can you associate with each name a characteristic (see Figure 10-3) of charisma you thing best describes each individual?

Discussion Question #3 Why is the theory of charisma described as a double-edged sword?

Discussion Question #4 Describe the various sources from which one can draw his/her personal meaning.

Discussion Question #5 One of the four behavioral variables of charisma is vision articulation and role modeling behavior of the leader. Describe the four recommended steps to effective vision articulation mentioned in the text. 4

Discussion Question #6 Citing specific examples, explain how charismatic leaders of the past used vision and superb communication skills to make their case.

Discussion Question #7 Describe the limitations of charismatic leadership theory.

Discussion Question #8 Describe five key behaviors characteristic of transformational leaders. 5

Discussion Question #9 Describe some key attributes of transformational leaders.

Discussion Question #10 What is servant leadership?

Discussion Question 11 Describe the four success factors that, if present, can ensure the effectiveness of self-managed teams.

Strategic Leadership and Managing Crises and Change Chapter 11 Strategic Leadership and Managing Crises and Change Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Chapter 11 Learning Outcomes Role of leadership in strategic management process Relevance of internal and external environment Importance of a vision and mission statement Relationship between corporate objectives and strategies Importance of strategy evaluation 5-step process to crisis risk assessment 3 phases of the change process Major reasons for resisting change People and task-oriented techniques for overcoming resistance to change Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

STRATEGIC LEADERSHIP The process of providing the direction and inspiration necessary to create and implement a vision, mission, and strategies to achieve and sustain organizational objectives The purpose of strategic leadership is to effectively implement and guide the process of strategic management Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

STRATEGIC MANAGEMENT The set of decisions and actions used to formulate and implement specific strategies that will achieve a competitively superior fit between the organization and its environment so as to achieve organizational goals Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Strategic Leadership/ Management Process Analyze the environment Internal (Why?) External (For What?) Develop a strategic vision An ambitious view of the future that everyone in the organization can believe in, that is reasonably attainable, and which offers a future that is better in important ways than what now exists Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Strategic Leadership/ Management Process Write a meaningful mission statement Defines the core purpose and reasons for organizational existence Should be both broad and precise Not easy Can take months and years Must change as organization changes Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Strategic Leadership/ Management Process Create Corporate Level Objectives Desired outcomes that an organization seeks to achieve for stakeholders Include both financial and strategic objectives Help everyone to focus in same direction Targets against which performance is compared Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Strategic Leadership/ Management Process SMART Corporate Level Objectives -Specific -Measurable -Achievable -Relevant -Timely Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Strategic Leadership/ Management Process Formulate Strategy Strategy is the general plan of action that describes resource allocation and other activities for exploiting environmental opportunities and helping the organization attain its goals Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Strategic Leadership/ Management Process Formulate Strategy that: Enhances value to customers Ratio of benefits to cost Creates synergistic opportunities Whole is greater than the sum of the parts Builds on company core competencies Performs extremely well in comparison to competitors Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

5 Elements of Good Strategy Development Arena: Where the organization will focus its resources Vehicles: How the organization will get there Differentiators: How the organization will stand out in the market place Staging: What will be the speed and sequence of moves Economic logic: How the organization will obtain its returns Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

The Strategic Leadership/ MGMT Implementation Most difficult part of strategic management Also the most important Without appropriate implementation, the best of strategies can fail Must be integrated and coordinated Must overcome resistance to change Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Strategy Evaluation To determine the effectiveness of strategic choices 3 fundamental activities: Review internal and external factors Measure performance against objectives Corrective action Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Crisis Leadership Leaders need skills and competence to lead during crises Like the U.S. and NYC on 9/11/01 To provide stability, reassurance, confidence, and a sense of control “…tough times won’t create leaders, … they show you what kind of leaders you already have.” Larry Barton Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Preparing for Crisis We cannot foresee future crises, but we can prepare in a general manner Pre-Crisis Planning Do not want to start from zero when crisis occurs Crisis Team Good mix of organizational skill sets Crisis Leader Requires logs Monitors complaints and behaviors Identifies patterns or trends Coordinates team activities Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Risk Assessment Used to anticipate crises What could happen? Tries to identify weaknesses and threats Where are we vulnerable? Common tool in crisis planning What is the worst-case scenario? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Risk Assessment Model 2 Risk Assessment & Ranking 1 3 Identification (Risk Chart) 2 Risk Assessment & Ranking 1 S W O T 3 Risk Reduction Strategies 4 Crisis Prevention Simulations 5 Crisis Management Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Crisis Management Rapid response is vital Leadership’s Role Stay engaged Lead from the front Focus on the big picture Communicate the vision Work with crisis management team Effective Crisis Communication Can make or break company reputation Spokesperson determined in pre-crisis planning Failure can extend crisis Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Effective Crisis Communications First 24 hours crucial Media’s need to know Tell company’s story Press releases Press kits Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Effective Crisis Communication & Management Be there Tell the truth Tell what your are doing to fix crisis Handle those affected with utmost sensitivity Avoid presenting conflicting messages Show a plan on how you plan to avoid a repeat in the future Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Effective Crisis Communication & Management Don’t lie or cover for the boss or the corporation Go the extra mile Beyond requirements of the situation When things are going well, take credit Without being self-absorbed Remember that the media is your link to the public Be honest & straightforward with them Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Leading Change Organizational Change Activities associated with planning, designing, implementing, and internalizing tools, procedures, routines, processes, or systems that will require people to perform their jobs differently Organizations spend millions on change efforts Organizational change is any transition that requires change in human performance Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Need for Change Environment changing rapidly New technology Globalize economy Changing market requirements Intense domestic and international competition New opportunities and threats for leadership Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Response to Pace of Change Flatter, more agile organizational structures More empowering, team-oriented cultures Leaders must lead the responses Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

LEADING CHANGE Not every leader can successfully implement change Role of the leader is to facilitate change that results in better performance Change-oriented leaders are responding by initiating strategies that match the requirements of the turbulent environments in which organizations exist Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Stages In The Change Process The Force Field Model Unfreezing Changing Refreezing Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved. 9-11

THE EIGHT STAGE MODEL OF THE CHANGE PROCESS Establish a sense of urgency Form a powerful guiding coalition Develop a compelling vision Communicate the vision widely Empower employees to act on the vision Generate short-term wins Consolidate gains, create greater change Institutional changes in the organizational culture Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Why Do People Resist Change? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Why Do People Resist Change? Threat to self interest Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Why Do People Resist Change? Threat to self interest Uncertainty & loss of comfort zone Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Why Do People Resist Change? Threat to self interest Uncertainty & loss of comfort zone Lack of faith in the change That it is necessary That it will succeed Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Why Do People Resist Change? Threat to self interest Uncertainty & loss of comfort zone Lack of faith in the change That it is necessary That it will succeed Distrust of leadership Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Why Do People Resist Change? Threat to values Personal Organizational Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Why Do People Resist Change? Threat to values Personal Organizational Fear Of the unknown Of being manipulated Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance to People-Oriented Change? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance to People-Oriented Change? Show relentless support & unquestionable commitment to the change process Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance to People-Oriented Change? Show relentless support & unquestionable commitment to the change process Communicate an urgency about the need for the change Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance to People-Oriented Change? Show relentless support & unquestionable commitment to the change process Communicate an urgent about the need for the change Continually communicate regarding the progress of the change Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance to People-Oriented Change? Avoid micromanaging Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance to People-Oriented Change? Avoid micromanaging Empower people to implement the change Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance to People-Oriented Change? Avoid micromanaging Empower people to implement the change Help people deal with the trauma of the change Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance to People-Oriented Change? Avoid micromanaging Empower people to implement the change Help people deal with the trauma of the change Prepare people for necessary adjustment Career counseling Retraining Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance toTask-Oriented Change? Assemble a coalition of supporters Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance toTask-Oriented Change? Assemble a coalition of supporters Align organizational structure with new strategy for consistency Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance toTask-Oriented Change? Assemble a coalition of supporters Align organizational structure with new strategy for consistency Survey the organizational landscape for likely supporters and opponents Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance toTask-Oriented Change? Recruit and fill key positions with competent and committed supporters Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance toTask-Oriented Change? Recruit and fill key positions with competent and committed supporters Know when and how to use ad-hoc committees or task forces to shape implementation activities Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

How Can a Leader Reduce Resistance toTask-Oriented Change? Recruit and fill key positions with competent and committed supporters Know when and how to use ad-hoc committees or task forces to shape implementation activities Know when a full-scale approach to implementation is needed Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #1 Discuss how an organization’s objectives may affect its search for opportunities. Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #2 What are the key elements of the strategic management process? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #3 What is the difference between a strategic vision and a mission statement? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #4 The essence of the strategic management process is adapting to change. Discuss. Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #5 What are the current factors or trends that make pre-crisis planning an important aspect of strategic leadership? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #6 What are the three main components of a pre-crisis plan? 3 Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #7 Describe the responsibilities of a crisis leader. Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #8 What is the appropriate role of organization’s top leadership during a crisis? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #9 What are the phases of the eight-stage model of planned change? ? ?? ??? ???? ????? ?????? ??????? ???????? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Discussion Question #10 What is the difference between people-oriented and task-oriented approaches to overcoming resistance to change? Copyright ©2004 by South-Western, a division of Thomson Learning. All rights reserved.

Leadership of Culture, Diversity, and the Learning Organization Chapter 12 Leadership of Culture, Diversity, and the Learning Organization

Chapter 12 Learning Outcomes The power of culture. Distinguish between a weak and strong culture. Low and high performance cultures. Symbolic and substantive leadership actions. The four cultural value types. Framework for understanding global cultural value differences. Primary reasons for embracing diversity. Leader’s role in creating a diverse culture. Leader’s role in creating learning organization.

Organizational Culture Great culture is the common denominator among great companies High-performance companies have high-performance cultures

Culture The set of key values, assumptions, understandings, and ways of thinking that is shared by members of an organization and taught to new members

CULTURE Each organization has unique culture Based on the values & principles displayed by leaders Has its own stories & myths Determines how to responds to threats & opportunities In both the external & internal environment Deeply rooted Core essence of organization Often first expounded by founder

CULTURE & STRATEGY Must match Energized members to do their jobs When out of sync Reduces efficiency & effectiveness When culture is well matched to strategy Can lead to successful organization Creates internal unity Helps organization to adapt to external environment Creates strong member identification with the organization

CULTURE Weak: Little agreement on values & norms of member behavior Strong: Clear, explicit set of principles & values Used to conduct business Mgmt communicates values & principles, continuously Shared throughout organization Does not significantly change when new leader is chosen

FACTORS FOR STRONG CULTURE Strong founder or leader develops principles, practices, & behavior for: Customers’ needs Strategic requirement Competitive environment Total organizational commitment To operating under these values Unwavering commitment from: Employees Customers Shareholder Other stakeholders

Characteristics of Low-Performance Cultures Insular thinking Resistance to change Politicized internal environment Unhealthy promotion practices

Characteristics of High-Performance Cultures Culture reinforcement tools Intensely people oriented Results oriented Emphasis on achievement and excellence

Symbolic Leadership Actions for Shaping Culture Leaders serve as role models Ceremonial events for high achievers Special appearances by leaders Organizational structure

Substantive Leadership Actions for Shaping Culture Replace members of old culture with new members Change dysfunctional policies and practices Reengineer strategy-culture fit Realign rewards/incentives, resources Facilities design Develop a written statement

Types of Organizational Culture Degree of Environmental Turbulence Competitive Culture External Adaptive Culture Bureaucratic Culture Cooperative Culture Internal Stable Dynamic Source: Based on M.D. Youngblood, “Winning Cultures for the New Economy,” Strategy and Leadership 28, 6 (Nov/Dec2000): 4-9; G.N. Chandler, C. Keller and D. W Lyon, “Unraveling the Determinants and Consequences of an Innovative-Supportive Organizational Culture,” Entrepreneurship Theory and Practices 25, 1 (Fall 2000): 59-76; J.R. Jr. Fisher, “Envisioning a Culture of Contribution,” Journal of Organizational Excellence 20, 1 (Winter 2000): 47-52.l

CULTURAL VALUE TYPES Adaptive Cooperative Fast changing business environment External strategic focus Encourages introduction of new strategies Risks accepted Do what is necessary for success Reward to employees for experimenting Cooperative Period of change & uncertainty Internal focus Empowers employees to respond to changes in outside environment Emphasizes: Teamwork, cooperation, consideration, social equality

CULTURAL VALUE TYPES Competitive Bureaucratic Stable business environment External strategic focus Focus on specific targets Drive to win is what holds the organization together Bureaucratic Stable environment Internal focus Strict rules & procedures Highly structured Efficiency driven Very vulnerable to changes in environment

Values Generalized beliefs & behaviors that are considered by an individual or group to be important Relationships between leaders & members are based on shared values Employees learn organizational values by observing leaders

Ethics Provide guidelines for conduct & decision making Leadership must have high ethics for the organization to have them Top management must be committed to high ethics

Supporting High Ethical Standards Codes of ethics Formal statement May be part of mission statement Ethics Committees To oversee ethical issues Ethics Ombudsperson

Ethics Ombudsperson A person charged to act as the organization’s conscience Hears & investigates complaints Points out ethics failures to top management

Supporting High Ethical Standards Training Programs Teach employees to internalize ethics into performance of business Disclosure Mechanisms Allow individual to report ethics violations without retribution

MORAL REASONING Process used by leaders to make decisions about ethical behaviors Stages Pre-conventional level Based on self-interest Conventional level Based on gaining others’ approval Post-conventional level Based on universal, abstract principles which can transcend law

The inclusion of all groups at all levels in an organization Diversity The inclusion of all groups at all levels in an organization

The United States Population very diverse Called the “melting pot” Becoming increasingly diverse Work force also changing More Minorities More Women

STRENGTH OF DIVERSE ORGANIZATION Marketing advantages Development & retaining talented people Cost effectiveness Creativity

Framework of Value Dimensions for Understanding Cultural Differences High Uncertainty Avoidance High Power Distance Long-term Orientation Individualism Masculinity Low Power Distance Low Uncertainty Avoidance Short-term Orientation Femininity Collectivism Source: Based on G. Hofstede, “Cultural Constraints in Management Theories,” Academy of Management Executive (1993), pp. 81-94.

Management Commitment Implant a Diversity- Supportive Culture Remove Personal and Organizational Obstacles Engage Employees in Diversity Awareness Training Leadership Education

ACHIEVING DIVERSITY Remove obstacles Stereotypes & prejudice Ethnocentrism Outdated policies & practices Glass ceilings Unfriendly work environment

Achieving Diversity Obstacles Stereotypes and Prejudice Policies and Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Stereotypes and Prejudice Obstacles Policies and Practices Ethnocentrism Summary Heading. Text. Unfriendly Work Environment Glass Ceiling

Strong Support Network for Women and Minorities Use this space for overall reminders or special tips linked to the slide or occassion. Simply select this text and replace it with your own reminders. Culture of Diversity Summary Heading. Text. Low Levels of Conflict Bias-Free Environment Diverse Leadership Structure Strong Identity with Organization Strong Support Network for Women and Minorities

LEARNING ORGANIZATIONS Skilled at creating, acquiring, and transferring knowledge Modify behavior to reflect new knowledge and insight Value experimentation, initiative, innovation, flexibility

LEARNING ORGANIZATIONS Strong top-mgmt support Provide resources to foster learning at all levels Emphasis on both long-and short-term performance Little fear of failure

Learning Organization Characteristics Learning embedded in culture Visible & strong management support Mechanisms & structures to nurture ideas Knowledge & information is disseminated Resource are committed in fostering learning

Learning Organization Characteristics Employees empowered to resolve problems Equal emphasis on short- and long-term performance Deep desire throughout to develop, define, and adapt People are not afraid to fail

The Traditional vs The Learning Organization Stable environment Vertical structure Top-down strategy Centralized decision making Rigidly defined and specialized tasks Rigid culture not responsive to change Formal systems of communication Learning Changing environment Flat structure Collaborative strategy Decentralized decision making Loose, flexible, and adaptive roles Adaptive culture Continuous improvement Encourages change Open exchanges without filters

LEADERS OF LEARNING ORGANIZATIONS Encourage creative thinking Create climate to encourage experimentation Provide incentives for learning & innovation Encourage systems thinking Create culture for team & individual learning

LEADERS OF LEARNING ORGANIZATIONS Have system to channel & nurture creative ideas & innovation Create shared vision for learning Broaden employees’ frames of reference Create environment that allows learning from mistakes

Discussion Question #1 What are similarities and differences between the cooperative culture and the adaptive culture? ?

Discussion Question #2 in an organization? How does a code of ethics help enforce ethical behavior in an organization?

Discussion Question #3 How would individualism as a value dimension among followers affect their interaction and relationship with other coworkers who display collectivism?

Discussion Question #4 What potential problems could develop in a case where a leader has a scarce time orientation but his followers have an abundant time orientation?

Discussion Question #5 Why has the “melting pot” mentality of multiculturalism been replaced with the “salad bowl”mentality?

Discussion Question #6 What are the major obstacles often encountered in trying to achieve diversity?

Discussion Question #7 What are the leading characteristics of learning organizations?