Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-1 Chapter 3 Perspectives on Effective Leadership Behavior Lectured by Dr. Tan Saroeun, NUM

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-2

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-3 Learning Objectives Understand what research methods have been used to study leadership behavior Understand the findings in the early research on leadership behavior Understand how leadership behavior can be described with either broad or specific categories Understand the different methods for developing taxonomies of leadership behavior

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-4 Learning Objectives (Cont.) Understand why task and relations behaviors are important for leadership effectiveness Understand how specific types of task and relations behaviors can be used effectively Understand why it is useful to classify leadership behavior in terms of a three-dimensional model Understand the contributions and limitations of the behavior approach

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-5 Ohio State Leadership Studies Leadership Behaviors Consideration – leader’s concern for people and interpersonal relationships Initiating structure – leader’s concern for accomplishing the task

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 1.Consideration  Leader concern for people and interpersonal relationships. GñkdwknaMmankg Vl;elIbuKÁliknigGnþrbuKÁl.  The leader acts in a friendly and supportive manner and shows concern for the needs and feelings of subordinates. GñkdwknaMsMEdgkayvika r sñiT§sñalnigeRCamERCg nig bgðajBITMnak;TMngsMrab ;tMrUv kar nigGarmµN_rbs;GñkeRka mbgÁab;. 3-6

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 2.Initiating Structure  Leader concern for accomplishing the task. kgVl;GñkdwknaMmanbMN geFVIeGaysMerc)annUvsñ aédkargar.  The leader defines and structures his or her own role and the roles of subordinates toward attainment of tasks goals. GñkdwknaMkMNt;rcnasm< n§½ tYnaTIpÞal;xøÜnnigtYnaTIG ñkeRkambgÁab;edIm,IsMe rc)aneKaledA. 3-7

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-8 Ohio State Leadership Studies Research Results Relation between consideration and turnover rate

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-9 Research Results (Cont.) Relation between initiating structure and turnover rate Ohio State Leadership Studies

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-10 Michigan Leadership Studies Leadership Behaviors Task-oriented behaviors Relations-oriented behaviors Participative leadership Peer Leadership

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 1.Task- Oriented Behavior More effective manager concentrated on task oriented functions such as GñkRKb;RKgmanRbsiT§Pa B PaKeRcInepþateTAelItYna TItMrg;TiskargardUcCa H  planning and scheduling the work, kareFVIEpnkarnigtarage Blevlaénkargar/  coordinating subordinate activities, sMrbsMrYlskmµPaBkarg arGñkeRkambgÁab;/ 3-11

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 1.Task-Oriented Behavior (Cont’d)  providing necessary supplies, equipment, pþl;sMPar³ ]bkrN_cMa)ac;/  and technical assistance. nig CMnYybec©keTs/  setting performance goals that were high but realistic. dak;eKaledAbMeBjkargar eGaykan;Et x<s;b:uEnþR)akdRbCa. 3-12

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 2.Relative-Oriented Behavior  Effective managers were also more supportive and helpful with subordinates. GñkRKb;RKgmanRbsiT§ PaB CYyeRCamERCgCaeRcInbE nßmeTotdl;GñkeRkambgÁab;.  Supportive behaviors that were correlated with effective leadership included \riyabfeRCamERCgEdl manTMnak;TMngCamYyPaB CaGñkdwknaMEdlmanRbsiT §PaBrab;bBa¢Úl 3-13

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall ●showing trust and confidence, bgðajkarTukcitþ CMenO ● acting friendly and considerate, sMEdgPaBsñiT§sñal nig ecHyl;citþGñkdéT ● trying to understand subordinate problems, BüayamEsVgyl;BIbBaðaGñk eRkambgÁab; ● helping to develop subordinates and further their careers, CYyGPivDÆGñkeRkambgÁ ab; nig GaCIBrbs;eK bEnßmeTot 3-14

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall ● keeping subordinates informed, pþl;Bt’mandl;GñkeRkambgÁ ab; ● showing appreciation for subordinates ’ideas, bgðajnUvkarGbGrsaTcMeBaHK Mnitrbs;GñkeRkambgÁab ; ● allowed considerable autonomy in how subordinates do the work, GnuBaØateGaymansVy½Pa B xagkarRtiHriHnUvrebobGñk eRkambgÁab;eFVIkargar. ● providing recognition for subordinates’ contributions and accomplishments. pþl;karTTYlsÁal;sMrab;kar rYmcMENknigsñaéd. 3-15

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3. Participative Leadership  Effective managers used more group supervision instead of supervising each subordinate separately. GñkRKb;RKgRbsiT§PaB)an eRbIR)as;karRKb;RKg CaRkumCMnYseGaykarRK b;RKgmñak;²dac;ecjBIKña. ▪ Group meeting facilitate: karRbCMuCaRkumsMrbsMr Yl/ ▪ Subordinate participation in decision making, karcUlrYmGñkeRkambgÁab ;kñúgkarsMerccitþ/ 3-16

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3. Participative Leadership (cont) ▪ improve communication, eFVIeGayRbesIrdl;TMnak;T Mng/ ▪ promote cooperation, and begáInshRbtibtþikar nig/ ▪ facilitate conflict resolution. sMrbsMrYledaHRsayC MelaH.  the role of the manager in group meetings should be primarily to guide : tYnaTIGñkRKb;RKgkñúg RkumRbCMuENnaM RtUvdwknaM 3-17

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3. Participative Leadership (Cont.) ▪ the discussion and keep it supportive, BiPakSanigrkSakareRCa mERCgva ▪ constructive and, EdlRbkbedaysßabna nig ▪ oriented toward problem solving. tMrg;TissMedAedaHRsayb Baða.  Managers remains responsible for all decisions and their results. GñkRKb;RKgrkSakarTTYlxusRtU vral;karsMerccitþTaMgGs;niglT§ plrbs;va. 3-18

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3.Peer Leadership  Most leadership functions can be carried out by someone besides the designated leader of a group. tYnaTIPaBCaGñkdwknaMPaKe RcInGacGnuvtþeday nrNamñak;eRkABIGñkdwknaM énRkumcg¥úlbgðaj.  Sometimes subordinates perform these functions on their own initiative. CYnkalGñkeRkambgÁab;bMeBj tYnaTITaMg enHedayKMnitpþÜcepþImrbs;x øÜn. 3-19

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3.Peer Leadership (Cont’d) Group effectiveness will depend more on the overall quality of leadership in work unit than on who actually performs the function. RbsiT§PaBénRkumnwgEp¥ keRcInelIKuNPaBénPaBC aGñkdwk naMTaMgRsugkñúgGgÁPa BkargarCagnrNamñak;bM eBjnUvtYnaTI kargar Cak;Esþg. 3-20

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-21 Limitations of Survey Research Bias in Behavior Description Questionnaires Ambiguous items Response bias Aggregation of items

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-22 Problems Interpreting Causality in Survey Studies

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-23 Experiments Laboratory Experiments Low external validity (generalizability) High internal validity Inconsistent findings Field Experiments Difficult to conduct High external validity Low internal validity Positive results for relations-oriented behaviors; mixed and inconsistent results for task-oriented behaviors

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-24 Critical Incident Research Types of Leader Behaviors 1. Planning, coordinating, and organizing operations 2. Supervising subordinates 3. Establishing and maintaining good relations with subordinates 4. Establishing and maintaining good relations with superiors, peers, and outsiders 5. Assuming responsibility for observing organizational policies, carrying out required duties, and making necessary decisions Limitations of Critical Incident Research

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-25 The “High-High” Leader The Managerial Grid & PM Leadership Theory Additive versus Multiplicative Model Limited Support for a Universal Model Need to incorporate situational variables

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-26 Blake and Mouton Managerial Grid Concern for Production Concern for People (1,1) Impoverished Middle-of-the-Road (5,5) Authority-Compliance (9,1) Team Management (9,9)(1,9) Country Club

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-27 Leadership Behavior Taxonomies

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-28 Leadership Behavior Taxonomies (Cont.) Sources of Diversity Among Taxonomies No absolute set of correct behaviors Levels of abstraction Various methods used to develop taxonomies Limitations of Factor-Based Taxonomies

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-29 Behaviors at Different Levels of Abstraction

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-30 Leadership Behavior Taxonomies Three-Dimensional Taxonomy Task-Oriented Behaviors Relations-Oriented Behaviors Change-Oriented Behaviors

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-31 Task-Oriented Behaviors Organize work activities to improve efficiency Plan short-term operation Assign work to groups or individuals Clarify what results are expected for a task Set specific goals and standards for task performance

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-32 Task-Oriented Behaviors (Cont.) Explain rules, policies, and standard operating procedures Direct and coordinate work activities Monitor operations and performance Resolve immediate problems that would disrupt the work

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-33 Relations-Oriented Behaviors Provide support and encouragement to someone with a difficult task Express confidence that a person or group can perform a difficult task Socialize with people to build relationships Recognize contributions and accomplishments Provide coaching and mentoring when appropriate

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-34 Relations-Oriented Behaviors (Cont.) Consult with people on decisions affecting them Allow people to determine the best way to do a task Keep people informed about actions affecting them Help resolve conflicts in a constructive way Use symbols, ceremonies, rituals, and stories to build team identity Recruit competent new members for the team or organization

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-35 Change-Oriented Behaviors Monitor the external environment to detect threats and opportunities Interpret events to explain the urgent need for change Study competitors and outsiders to get ideas for improvements Envision exciting new possibilities for the organization Encourage people to view problems or opportunities in a different way Develop innovative new strategies linked to core competencies

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-36 Change-Oriented Behaviors (Cont.) Encourage and facilitate innovation and entrepreneurship in the organization Encourage and facilitate collective learning in the team or organization Experiment with new approaches for achieving objectives Make symbolic changes that are consistent with a new vision or strategy Encourage and facilitate efforts to implement major change Announce and celebrate progress in implementing change Influence outsiders to support change and negotiate agreements with them

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-37 Comparison of Recent Taxonomies

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-38 Specific Task Behaviors Action Planning 1. Identify necessary action steps 2. Identify the optimal sequence of action steps 3. Estimate the time needed to carry out each action step 4. Determine starting times and deadlines for each action step 5. Estimate the cost of each action step 6. Determine who will be accountable for each action step 7. Develop procedures for monitoring progress

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-39 Specific Task Behaviors (cont.) Clarifying Roles and Objectives Defining Job Responsibilities Explain the important job responsibilities Clarify the person’s scope of authority Explain how the job relates to the mission of the unit Explain important policies, rules, and requirements Assigning Work Clearly explain the assignment Explain the reasons for an assignment Clarify priorities and deadlines Check for comprehension Setting Performance Goals Set goals for relevant aspects of performance Set goals that are clear and specific Set goals that are challenging but realistic Set a target date for attainment of each goal

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall Specific Relations Behaviors  Supporting includes a wide variety of behaviors that show consideration, acceptance, and concern for the needs and feelings of other people. kareRCamERCgrab;bB a¢ÚlRbePTepSg²én\riy abfEdl bgðaj karrab;Gan karTTYlsÁal;nigTMnak; TMngsMrab; tMrUvkar nig GarmµN_sMrab;Gñkdé T. 3-40

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall  Supportive leadership helps to build and maintain effective interpersonal relationships. PaBCaGñkdwknaMe RCamERCgCYyksag nigEfTaM TMnak;TMng rvagbuKÁlnigbuKÁl. 3-41

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall  The studies show that subordinates of supportive leaders are usually more satisfied with their leader and with their job. karsikSa)anbgðajfa GñkeRkambgÁab;Edlm anGñkdwk naMeRCamERCgCaTU eTARtUv)anbMeBjtMrU vkardl;GñkdwknaM rbs;eK nig kargar. 3-42

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-43 Specific Relations Behaviors Guidelines for Supporting

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 2. Developing Developing includes several managerial practices that are used to increase a person’s skills and facilitate job adjustment and career advancement. karGPivDÆrab; bBa¢ÚlkarGnuvtþénkar RKb;RKgbIbYnEbb EdlRtUveRbIedIm,I begáInCMnajrbs; buKÁlik nigsMrbsMrYldMeNaH Rsaykargar nigkar GPivDÆGaCIB. 3-44

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 2. Developing (Cont’d) Component behaviors include coaching, mentoring, and career counseling. \riyabfénsmasPaKrYmma n H karbgVwk karpþl;PaBevogévnig karRbwkSaGaCIB. 3-45

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 2.Developing (Cont’d)  Developing offers a variety of potential benefits for the manager, the subordinate, and the organization. karGPivDÆpþl;plRbeya Cn_ d¾man skþanuBl epSg²sMrab;GñkRKb;R Kg GñkeRkambgÁab; nigGgÁPaB. 3-46

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 2. Developing (Cont’d.)  One benefit is to foster mutually cooperative relationships. plRbeyaCn_mYyKWRtUvB enøOnnUvTMnak; TMngshkarcMruH.  The leader can gain a sense of satisfaction from helping others grow and develop. GñkdwknaMGacsMerc )annUvKMniténkarbMeBjtMr UvkarBIkar CYybNþúHbNþalGñkdéT. 3-47

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-48 Specific Relations Behaviors Guidelines for Coaching

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-49 Specific Relations Behaviors Guidelines for Mentoring

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3. Recognizing  Recognizing involves giving praise and showing appreciation to others for effectives performance, significant achievements, and important contributions to the organization. karTTYlsÁal;Tak;Tinnwgk arsresIrnigbgðajBIGMNrs aTrcMeBaHGñkTaMgLay NaEdlbMeBjkargarmanRb siTæPaBsñaédsMxan;² nig rYmcMENksMxan;²cMeBa HGgÁPaB. 3-50

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-51 Specific Relations Behaviors Guidelines for Recognizing

Copyright © 2010 Pearson Education, Inc. Leadership in Organizations publishing as Prentice Hall 3-52 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall