Leadership with Duane Weaver Chapter 12 Leadership with Duane Weaver Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Exhibit 12.1 Distinguishing Managership from Leadership There are distinctions between managers and leaders (see Exhibit 12.1). Leaders are those who can influence others and provide vision and strategy to the organization; managers implement that vision. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

The Place of Leadership Can Anyone Be a Leader? Some people don’t have what it takes to be a leader Some people are more motivated to lead than others Is Leadership Always Necessary? Some people don’t need leaders Leaders need to be aware of followers’ needs A. Can Anyone Be a Leader? 1. Some people don’t have what it takes to be a leader. Leadership training is more likely to be successful with individuals who are high self-monitors. 2. Some people are more motivated to lead than others. B. Is Leadership Always Necessary? 1. Some people don’t need leaders (those with experience, training, professional orientation or need for independence need less leadership support). 2. Leaders need to be aware of followers’ needs. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Early Leadership Theories Trait Theories (1920s–30s) Research that focused on identifying personal characteristics that differentiated leaders from nonleaders was unsuccessful Later research on the leadership process identified seven traits associated with successful leadership: Drive desire to lead honesty and integrity self-confidence Intelligence job-relevant knowledge extraversion Research in the 1920s and 1930s focused basically on leader traits with the intent to isolate one or more traits that leaders possessed, but that nonleaders did not. Identifying a set of traits that would always differentiate leaders from nonleaders proved impossible. Seven traits associated with effective leadership are described in Exhibit 12.2. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Behavioural Theories University of Iowa Studies (Kurt Lewin) Identified three leadership styles: Autocratic style: centralized authority, low participation Democratic style: involvement, high participation, feedback Laissez-faire style: hands-off management Research findings: mixed results No specific style was consistently better for producing better performance Employees were more satisfied under a democratic leader than an autocratic leader Behavioural Theories 1. If behaviour studies turned up critical behavioural determinants of leadership, people could be trained to be leaders. 2. Four main leader behaviour studies (see Exhibit 12.3): A. University of Iowa Studies—Kurt Lewin and associates—studied three leadership styles: autocratic, democratic, and laissez-faire. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Behavioural Theories (cont’d) Ohio State Studies Identified two dimensions of leader behaviour Initiating structure: the role of the leader in defining his or her role and the roles of group members Consideration: the leader’s mutual trust and respect for group members’ ideas and feelings University of Michigan Studies Employee oriented: emphasizing personal relationships Production oriented: emphasizing task accomplishment B. The Ohio State Studies identified two important dimensions of leader behaviour—initiating structure and consideration. A leader who was high in both initiating structure and consideration behaviours (a high-high leader) achieved high group task performance and satisfaction more frequently than one who rated low on either dimension or both. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Behavioural Theories (cont’d) Managerial Grid Appraises leadership styles using two dimensions: Concern for people Concern for production D. The managerial grid is a two-dimensional grid for appraising leadership styles using “concern for people” and “concern for production” as dimensions (see Exhibit 12.4). Leaders can theoretically have one of 81 styles, but the grid identifies five main ones: Places managerial styles in five categories: Impoverished management (low on concern for people, low on concern for production) Task management (low on concern for people, high on concern for production) Middle-of-the-road management (medium on concern for people, medium on concern for production) Country club management (high on concern for people, low on concern for production) Team management (high on concern for people, high on concern for production) Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Exhibit 12. 4 The Managerial Grid Concern for People vs Exhibit 12.4 The Managerial Grid Concern for People vs. Concern for Production The managerial grid is a two-dimensional grid for appraising leadership styles using “concern for people” and “concern for production” as dimensions (see Exhibit 12.4). Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton, Louis B. Barnes, and Larry E. Greiner, November–December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Contingency Theories of Leadership The Fiedler Model Effective group performance depends upon the match between the leader’s style of interacting with followers and the degree to which the situation allows the leader to control and influence Assumptions: Different situations require different leadership styles Leaders do not readily change leadership styles Matching the leader to the situation or changing the situation to make it favourable to the leader is required Predicting leadership success involved more than isolating a few leader traits or behaviour. This “failure” to attain consistent results led to a focus on situational influences. The Fiedler contingency model was developed by Fred Fiedler. The theory states that effective groups depend on a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives control and influence to the leader. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Contingency Theories… (cont’d) Hersey and Blanchard’s Situational Leadership Theory (SLT) Successful leadership is achieved by selecting a leadership style that matches the level of the followers’ readiness Acceptance: do followers accept or reject a leader? Readiness: do followers have the ability and willingness to accomplish a specific task? Leaders must give up control as followers become more competent Hersey and Blanchard’s Situational Leadership Theory (SLT) is a leadership theory developed by Paul Hersey and Ken Blanchard that focuses on followers’ readiness. 1. Hersey and Blanchard argued that successful leadership is achieved by selecting the right leadership style that matches the level of the followers’ readiness. 2. Readiness as defined by Hersey and Blanchard refers to the extent to which people have the ability and willingness to accomplish a specific task and is identified using four stages (see Exhibit 12.7). Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Contingency Theories… (cont’d) Hersey and Blanchard’s Situational Leadership Theory (SLT) (cont’d) Creates four specific leadership styles incorporating Fiedler’s two leadership dimensions: Telling: high task–low relationship leadership Selling: high task–high relationship leadership Participating: low task–high relationship leadership Delegating: low task–low relationship leadership • Telling (high task–low relationship): The leader defines roles and tells people what, how, when, and where to do various tasks. • Selling (high task–high relationship): The leader provides both directive and supportive behaviour. • Participating (low task–high relationship): The leader and follower share in decision making; the main role of the leader is facilitating and communicating. • Delegating (low task–low relationship): The leader provides little direction or support. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Contingency Theories… (cont’d) Hersey and Blanchard’s Situational Leadership Theory (SLT) (cont’d) Identifies four stages of follower readiness: R1: followers are unable and unwilling R2: followers are unable but willing R3: followers are able but unwilling R4: followers are able and willing Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Contingency Theories… (cont’d) Leader Participation Model (Vroom and Yetton) Leader behaviour must be adjusted to reflect the task structure Suggests appropriate participation level in decision making The leader-participation model is a leadership theory developed by Vroom and Yetton that provides a set of rules to determine the form and amount of participative decision making in different situations. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Contingency Theories… (cont’d) Leader Participation Model Contingencies: Decision significance Importance of commitment Leader expertise Likelihood of commitment Group support Group expertise Team competence The Leader Participation Model identifies a number of factors that determine how decisions should be made. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Leadership Styles: Vroom Leader Participation Model Decide Consult Individually Consult Group Facilitate Delegate The leader participation model has been updated by Vroom and assumes that any of five leadership behaviours may be feasible in a given situation: Decide: Leader makes the decision alone and either announces or sells it to group. Consult Individually: Leader presents the problem to group members individually, gets their suggestions, and then makes the decision. Consult Group: Leader presents the problem to group members in a meeting, gets their suggestions, and then makes the decision. Facilitate: Leader presents the problem to the group in a meeting and, acting as facilitator, defines the problem and the boundaries within which a decision must be made. Delegate: Leader permits the group to make the decision within prescribed limits. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Contingency Theories… (cont’d) Path-Goal Model Leader’s job is to assist his or her followers in achieving organizational goals Leader’s style depends on the situation: Directive Supportive Participative Achievement-oriented Path-goal theory is the theory that it’s the leader’s job to assist his or her followers in attaining their goals and to provide the direction or support needed to ensure that their goals are compatible with the overall goals of the organization. 1. Path-goal theory says that a leader’s behaviour is acceptable to subordinates to the degree that they view it as an immediate source of satisfaction or a source of future satisfaction. And the leader’s behaviour is motivational to the extent that it makes subordinate need-satisfaction contingent on effective performance and provides the coaching, guidance, support, and rewards that are necessary for effective performance. 2. Four leadership behaviours were identified by Robert House, the developer of path-goal theory: • Directive leader. Leader lets subordinates know what’s expected of them, schedules work to be done, and gives specific guidance on how to accomplish tasks. • Supportive leader. Leader is friendly and shows concern for the needs of followers. • Participative leader. Leader consults with group members and uses their suggestions before making a decision. • Achievement-oriented leader. Leader sets challenging goals and expects followers to perform at their highest level. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Cutting-Edge Approaches to Leadership Transactional, Transformational, Charismatic, and Visionary Transactional Leadership Leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements Transformational Leadership Leaders who inspire followers to go beyond their own self-interests for the good of the organization Leaders who have a profound and extraordinary effect on their followers 1. Transactional leaders are leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements. 2. Transformational leaders are leaders who provide individualized consideration and intellectual stimulation and possess charisma. 3. Transformational leadership is built on top of transactional leadership. 4. The evidence supporting the superiority of transformational leadership over the transactional variety is overwhelmingly impressive. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Cutting-Edge Approaches to Leadership Transactional, Transformational, Charismatic, and Visionary Charismatic Leadership An enthusiastic, self-confident leader whose personality and actions influence people to behave in certain ways Characteristics of charismatic leaders: Have a vision Are able to articulate the vision Are willing to take risks to achieve the vision Are sensitive to the environment and to follower needs Exhibit behaviours that are out of the ordinary Five personal characteristics of charismatic leaders have been identified: 1. Have a vision 2. Are able to articulate that vision 3. Are willing to take risks to achieve that vision 4. Are sensitive to both environmental constraints and follower needs 5. Exhibit behaviours that are out of the ordinary Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Cutting-Edge Approaches to Leadership Transactional, Transformational, Charismatic, and Visionary Charismatic Leadership (cont’d) Effects of Charismatic Leadership Increased motivation, greater satisfaction More profitable companies Charismatic leadership may have a downside: After recent ethics scandals, some agreement that CEOs with less vision, and more ethical and corporate responsibility, might be more desirable Effects of Charismatic Leadership. a. An increasing amount of research shows impressive correlations between charismatic leadership and high performance and satisfaction among followers. b. Most experts think that individuals can be trained to exhibit charismatic behaviours. Charismatic leadership may not always be needed to achieve high levels of employee performance. It may be most appropriate when an employee’s job has a lot of ideological content. Becoming Charismatic. a. People can be trained to be charismatic. After being trained, groups working under them did better than groups working under leaders not trained to be charismatic. b. Individuals taught to articulate a sweeping goal, communicate high performance expectations, exhibit confidence that subordinates will achieve goals, empathize with subordinates. c. Individuals taught to project a powerful, confident, and dymanic presence. d. Individuals taught to use a captivating and engaging voice tone. e. Charismatic nonverbal behaviours: lean toward follower when communicating, maintain eye contact, have relaxed posture and animated facial expressions. Being Charismatic Not Always Appropriate. a. More likely to occur when follower’s task has ideological purpose or when there is high stress and/or uncertainty in environment. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Cutting-Edge Approaches to Leadership Transactional, Transformational, Charismatic, and Visionary Visionary Leadership A leader who creates and articulates a realistic, credible, and attractive vision of the future that improves upon the present situation Visionary leaders have the ability to: Explain the vision to others Express the vision not just verbally but through behaviour Extend or apply the vision to different leadership contexts Visionary leadership is described as going beyond charisma with the ability to create and articulate a realistic, credible, attractive vision of the future for an organization or organizational unit that grows out of and improves on the present. a. If the vision is properly selected and implemented, it can be so energizing that it incites individuals to use their skills, talents, and resources to make it happen. b. A vision differs from other forms of organizational direction in that it uses compelling imagery, taps into people’s emotions and energy, and creates the enthusiasm that people need to bring energy and commitment to the workplace. c. The key properties of a vision are that it has inspirational possibilities that are value centred, are realizable, have superior imagery, and are well articulated. d. What skills do visionary leaders have? 1) The ability to explain the vision to others. 2) The ability to express the vision not just verbally but through behaviour. 3) The ability to extend or apply the vision to different leadership contexts. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Exhibit 12.10 Specific Roles of Team Leadership Liaison with External Constituencies Coach Conflict Manager Troubleshooter The team leader’s priorities can be broken down into four specific leadership roles (see Exhibit 12.10). a. Liaisons with external constituencies b. Troubleshooters c. Conflict managers d. Coaches Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Current Leadership Issues Managing Power Legitimate power The power a leader has as a result of his or her position Coercive power The power a leader has to punish or control Reward power The power to give positive benefits or rewards Expert power The influence a leader can exert as a result of his or her expertise, skills, or knowledge Referent power The power of a leader that arises because of a person’s desirable resources or admired personal traits Power is the capacity of a leader to influence work actions or decisions. And because leadership is all about influence, we need to look at how leaders acquire power. French and Raven identified five sources or bases of power: 1. Legitimate power is the power a person has as a result of his or her position in the formal organizational hierarchy (also called authority). 2. Coercive power is the power that rests on the application, or the threat of application, of physical sanctions such as the infliction of pain; the arousal of frustration through restriction of movement; or the controlling by force of basic physiological or safety needs. 3. Reward power is the power that produces positive benefits or rewards. 4. Expert power is the influence that results from expertise, special skills, or knowledge. 5. Referent power is the power that arises from identification with a person who has desirable resources or personal traits. Most effective leaders rely on several different bases of power. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Developing Trust Credibility (of a Leader) Trust The assessment, by a leader’s followers, of the leader’s honesty, competence, and ability to inspire Trust The belief of followers and others in the integrity, character, and ability of a leader Dimensions of trust: integrity, competence, consistency, loyalty, and openness Trust is related to increases in job performance, organizational citizenship behaviours, job satisfaction, and organization commitment Another important contemporary issue for leaders is developing trust. 1. Credibility is the degree to which followers perceive someone as honest, competent, and able to inspire. 2. Trust is the belief in the integrity, character, and ability of a leader. Research has identified five dimensions that make up the concept of trust. • Integrity: Honesty and truthfulness • Competence: Technical and interpersonal knowledge and skills • Consistency: Reliability, predictability, and good judgment in handling situations • Loyalty: Willingness to protect a person, physically and emotionally • Openness: Willingness to share ideas and information freely Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Tips for Managers: Suggestions for Building Trust Practise openness Be fair Speak your feelings Tell the truth Show consistency Fulfill your promises Maintain confidences Demonstrate competence Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Providing Moral Leadership Addressess both the moral content of a leader’s goals and the means used to achieve those goals Ethical leadership is more than being ethical Includes reinforcing ethics through organizational mechanisms 1. Little attention has been given to the topic of leadership and ethics. 2. Ethics are part of leadership in many ways. 3. Providing moral leadership involves addressing the means that a leader uses in achieving goals. It involves the content of the goals as well. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Empowering Employees Empowerment Involves increasing the decision-making discretion of workers Why empower employees? Quicker responses to problems and faster decisions Relieves managers to work on other problems Managers are increasingly leading by empowering their employees. 1. The increased use of empowerment is being driven by two forces: a. The need for quick decisions by those people who are most knowledgeable about the issues. b. The reality that organizational downsizing has left managers with larger spans of control, and in order to cope, managers are turning to employee empowerment. 2. Empowerment should not be considered a universal solution to problems. This universal perspective is anticontingency. Instead, empowerment should be used where a workforce has the knowledge, skills, and experience to do jobs competently and where employees seek autonomy and possess an internal locus of control. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Empowerment: Cautions The following conditions should be met for empowerment to be introduced: Clear definition of company’s values and mission Employees have relevant skills Employees need to be supported, not criticized, when performing Employees need to be recognized for their efforts Professor Dan Ondrack of the University of Toronto’s Rotman School of Management points out that for employees to be empowered, four conditions need to be met: • There must be a clear definition of the values and mission of the company. • The company must help employees acquire the relevant skills. • Employees need to be supported in their decision making, and not criticized when they try to do something extraordinary. • Employees need to be recognized for their efforts. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Exhibit 12.11 Selected Cross-Cultural Leadership Findings Korean leaders are expected to be paternalistic toward employees. Arab leaders who show kindness or generosity without being asked to do so are seen by other Arabs as weak. Japanese leaders are expected to be humble and speak frequently. Scandinavian and Dutch leaders who single out individuals with public praise are likely to embarrass, not energize, those individuals. Malaysian leaders are expected to show compassion while using more of an autocratic than a participative style. Effective German leaders are characterized by high performance orientation, low compassion, low self-protection, low team orientation, high autonomy, and high participation National culture is an important situational variable in selecting the most appropriate style. 1. Findings from research are provided in Exhibit 12.11. 2. GLOBE research program (introduced in Chapter 4) identifies universal aspects. a. Elements include: vision, foresight, trustworthiness, dynamism, positiveness, ability to provide encouragement, and proactiveness. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Cross-Cultural Leadership Universal Elements of Effective Leadership Vision Foresight Providing encouragement Trustworthiness Dynamism Positiveness Proactiveness A number of elements of transformational leadership appear to be associated with effective leadership regardless of what country the leader is in. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Gender Differences and Leadership Research Findings Males and females use different styles: Women tend to adopt a more democratic or participative style unless in a male-dominated job Women tend to use transformational leadership Men tend to use transactional leadership The topic of gender and leadership is one that still creates controversy! 1. The evidence generally has found that males and females do use different leadership styles: a. Women tend to adopt a more democratic or participative style and a less autocratic or directive style than men do. b. Women are more likely to encourage participation, share power and information, and attempt to enhance followers’ self-worth. c. Men are more likely to use a directive, command-and-control style. d. Men rely on the formal authority of their position for their influence base. e. Men use transactional leadership, handing out rewards for good work and punishment for bad. 2. Is different better? The best managers (leaders) listen, motivate, and provide support to their people. They inspire and influence rather than control. Generally speaking, women seem to do these things better than men (see Exhibit 12.12 for a summary). 3. However, gender doesn’t imply destiny. Which leadership style is effective depends on the situation. Gender simply provides a behavioural tendency in leadership style. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Exhibit 12.12 Where Female Managers Do Better: A Scorecard None of the five studies set out to find gender differences. They stumbled on them while compiling and analyzing performance evaluations. Skill (Each check mark denotes which group MEN WOMEN scored higher on the respective studies) Motivating Others Fostering Communication * Producing High-Quality Work Strategic Planning * Exhibit 12.12 offers a scorecard on where female managers do better than men, leadership-wise, based on a summary of five studies. Listening to Others Analyzing Issues * * In one study, women’s and men’s scores in these categories were statistically even. Data: Hagberg Consulting Group, Management Research Group, Lawrence A. Pfaff, Personnel Decisions International Inc., Advanced Teamware Inc. Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20. 2000, p. 75. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.

Thanks! Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc.