©Prentice Hall 2006 CHAPTER FOUR SUPPORTIVE LEADERSHIP BEHAVIOR 4-1

©Prentice Hall 2006 Learning Objectives  Describe supportive leadership as an effective leadership behavior.  Explain why supportive leadership is important for individual followers and groups.  Describe some of the skills, traits, and sources of power a leader needs to develop to be an effective supportive leader.  Discuss some of the skills needed for effective listening, which is part of supportive leadership.  Describe several impacts leader supportiveness has on follower psychological reactions and behaviors. After reading this chapter, you should be able to do the following: 4-2

©Prentice Hall 2006 Learning Objectives (cont.)  Identify organizational situations where supportive leadership is especially effective.  Identify situations where supportive leadership is probably not effective.  Discuss how leaders can modify situations to increase the effectiveness of their supportive behaviors.  Understand how leaders can modify followers’ tasks to substitute for some supportiveness and still maintain positive follower attitudes and performance. After reading this chapter, you should be able to do the following: 4-3

©Prentice Hall 2006 Supportive Leadership Showing concern for the status, well-being and needs of followers; demonstrating a kind, considerate and understanding attitude regarding followers’ problems; and fostering followers’ professional development. middle section of page

©Prentice Hall 2006 Types of Supportive Leadership Behaviors p. 64 SUPPORTIVE LEADERSHIP BEHAVIORS Being friendly, informative, and encouraging Being friendly, informative, and encouraging Being considerate and understanding Being considerate and understanding Being sympathetic to others’ problems Being sympathetic to others’ problems Helping followers develop abilities and careers Helping followers develop abilities and careers Showing trust and respect Showing trust and respect Showing concern for follower needs Showing concern for follower needs 4-5

©Prentice Hall 2006 Examples of Supportive Leadership p.63  A military officer showed ongoing concern and respect for subordinate differences in cultural or racial values, life styles, and mores.  A supervisor was alert to personal problems of subordinates and, once aware of the problems, made a concerted effort to help the subordinate solve them. 4-6

©Prentice Hall 2006 Examples of Supportive Leadership A leader made a conscious effort to encourage and provide “air time” for everyone during staff meetings and to distribute privileges or choice task assignments equitably.  CAN YOU THINK OF ANY EXAMPLES? 4-6

©Prentice Hall 2006 Supportive & Nonsupportive Communication p. 66 Problem-oriented Descriptive Words & actions consistent Encouraging Specific Interactive (listening) Person-oriented (naming) Evaluative Inappropriate (not right) words and actions Puts people down General–Vague One-way (telling) Supportive Nonsupportive 4-7

Optional Activity ©Prentice Hall 2006 Complete the Effective Listening Leadership Self- Assessment on p 67

©Prentice Hall 2006 Skills, Traits and Sources of Power for Effective Supportive Leadership p. 69 SUPPORTIVE LEADERSHIP BEHAVIORS Reward Power Reward Power Interpersonal Skills Interpersonal Skills Referent Power Referent Power Communication Skills Communication Skills Expert Power Expert Power Technical & Professional Competence Technical & Professional Competence 4-8

©Prentice Hall 2006 Facilitating and Limiting Conditions for Supportive Leadership p.69,70 Organization and follower characteristics Style preferences of the leader's superior The organizational mission or culture Followers preferences for supportive leader behavior 4-9

©Prentice Hall 2006 Facilitating and Limiting Conditions for Supportive Leadership p.69,70 Organization and follower characteristics Cultural preferences for supportive leader behavior. For example, focus on group interaction in Hong Kong and “open door” policy in America. We will be starting a journal intended to help you learn how to critically analyze leadership styles and behaviors. 4-9

©Prentice Hall 2006 Supportiveness and Followers’ Behavior p. 71  The following approach advocates that a leader should use interpersonal support as a reward. One important issue for leaders is whether they should provide more interpersonal support to some subordinates than others. To be effective, a leader needs to adapt to different subordinates. 4-10

©Prentice Hall 2006 Supportiveness and Followers’ Behavior This approach is closely aligned with behavioral psychology and is based on the conditioning model of learning associated with B. F. Skinner. The rationale is that the leader should show most concern and provide greatest encouragement for the best performers. We will talk about this later in our discussion groups. Do you agree or disagree? 4-10

©Prentice Hall 2006 Supportiveness and Followers’ Behavior (cont.)  Tommy Lasorda, past manager of the Los Angeles Dodgers, represents the approach which says that leaders should provide supportiveness as needed by individual followers rather than as a reward for high performance. Using supportiveness as positive reinforcement does not address the needs of followers whose performance is less than desired. These employees may need a concerned and encouraging leader to provide them with the confidence necessary to improve their performance. 4-11

©Prentice Hall 2006 Supportiveness and Followers’ Behavior (cont)  Tommy Lasorda’s supportiveness can be a “facilitating condition” stimulating improved follower performance.  To summarize, leader supportiveness should be provided for followers who need it!  Leaders should stimulate and reward followers’ performances in whatever way they can. 4-11

©Prentice Hall 2006 Effects of Supportive Leadership p. 72,73  When leaders are supportive they help satisfy followers’ needs for security, acceptance, esteem and achievement. It makes for a better workplace.  Followers become more committed to the organization, are more helpful and tend to imitate the leader.  Followers become empowered. 4-11

Optional Activity ©Prentice Hall 2006 Complete the Diagnosing Situations for Supportive Leadership Self- Assessment on p 74

©Prentice Hall 2006 Situational Factors that Enhance Supportive Leadership p. 78 SITUATIONAL FACTORS THAT ENHANCE THE EFFECTIVENESS OF SUPPORTIVENESS SITUATIONAL FACTORS THAT ENHANCE THE EFFECTIVENESS OF SUPPORTIVENESS FOLLOWER CHARACTERISTICS FOLLOWER CHARACTERISTICS TASK CHARACTERISTICS TASK CHARACTERISTICS low self-confidence low self-esteem insecurity expectation that leader will be supportive high growth needs low self-confidence low self-esteem insecurity expectation that leader will be supportive high growth needs dissatisfying stressful highly structured requires creativity requires learning dissatisfying stressful highly structured requires creativity requires learning ORGANIZATIONAL & GROUP CHARACTERISTICS ORGANIZATIONAL & GROUP CHARACTERISTICS external conflict newly formed group cohesive group with shared beliefs in leader formal plans, goals & procedures mission emphasizing human services authoritarian superior external conflict newly formed group cohesive group with shared beliefs in leader formal plans, goals & procedures mission emphasizing human services authoritarian superior 4-12

©Prentice Hall 2006 Situational Factors that Neutralize Supportive Leadership p. 80 SITUATIONAL FACTORS THAT NEUTRALIZE THE EFFECTIVENESS OF SUPPORTIVENESS SITUATIONAL FACTORS THAT NEUTRALIZE THE EFFECTIVENESS OF SUPPORTIVENESS Large Size of Group Large Size of Group High Level Job High Level Job Dogmatic Followers Dogmatic Followers Broad Task Scope Broad Task Scope 4-13

Optional Activity ©Prentice Hall 2006 Complete the Supportive Leadership Communication Self-Assessment on p 80

©Prentice Hall 2006 Situational Factors That Substitute for Supportive Leadership p. 82 SITUATIONAL FACTORS THAT SUBSTITUTE FOR SUPPORTIVENESS SITUATIONAL FACTORS THAT SUBSTITUTE FOR SUPPORTIVENESS FEEDBACK DIRECTLY FROM TASK Rapid Specific Accurate FEEDBACK DIRECTLY FROM TASK Rapid Specific Accurate HIGH DEGREE OF IMPORTANCE PLACED ON ORGANIZATIONAL REWARDS Pay raises Promotions HIGH DEGREE OF IMPORTANCE PLACED ON ORGANIZATIONAL REWARDS Pay raises Promotions INTRINSICALLY SATISYING TASK Interesting Gratifying Meaningful INTRINSICALLY SATISYING TASK Interesting Gratifying Meaningful 4-14

©Prentice Hall 2006 CHAPTER SUMMARY  Supportive leadership is a pattern of behaviors involving concern, acceptance, consideration, respect and a developmental approach toward followers.  Supportive leaders rely most heavily on communication skills and solid interpersonal relationships.  3 sources of power most important to the supportive leader are expert, referent (admiration) and reward power.  Supportive leadership increases followers’ satisfaction with their supervisor, work and overall job situation. 4-11

©Prentice Hall 2006 Process Model of the Supportive Leadership Process LEADER SUPPORTIVENESS Concerned, trusting, & respectful of followers Considerate, understanding attitude Friendly, encouraging, & communicative Fostering follower development FOLLOWER/GROUP PSYCHOLOGICAL REACTIONS Satisfaction of esteem & acceptance needs Satisfaction with work & supervisor Overall job satisfaction Organizational commitment Less stress & burnout Group harmony & cohesion FOLLOWER BEHAVIORS AND OUTCOMES Lower turnover, tardiness, absenteeism, & grievance rates Increased individual & group performance 4-15 SITUATIONAL FACTORS INCREASING LEADER EFFECTIVENESS Enhancers Dissatisfying or stressful job Low follower self- confidence, insecurity, or self esteem Follower expectations or high growth needs Structured work task Complex creative task External group conflict New or cohesive group Organization formalization Organization mission Authoritarian supervisor Substitutes Importance placed on organizational rewards Intrinsically satisfying tasks Task feedback SITUATIONAL FACTORS DECREASING LEADER EFFECTIVENESS Neutralizers Dogmatic followers Large size of group

©Prentice Hall 2006 Applying the Model of Supportive Leadership 1. Are followers faced with high amounts of job stress, danger, or insecurity? 2. Do followers’ lack self-confidence or have low self-esteem? 3. Is followers’ group experiencing much external conflict, excessive rules and regulations, or highly authoritarian upper-level management? 4. Does followers’ group have a human service function? If “yes” to one or more of these questions, then leaders’ supportive behaviors will probably be effective. 1. DIAGNOSING THE SITUATION Leaders also act to: Alleviate stressors, insecurities, and conflicts facing followers Modify followers’ situations to increase intrinsic satisfaction and task feedback Manipulate the reward system to improve follower attitudes and performance 3. MODIFYING FOLLOWERS AND/OR SITUATIONS Leader demonstrates supportive behaviors with followers by: Showing concern Being sympathetic, considerate, and understanding Being friendly and informative Encouraging two-way communication Showing trust and respect Providing for career development 2. PROVIDING SUPPORTIVE LEADERSHIP 4-16

©Prentice Hall 2006 Homework Assignment An Interactive Journal  By critically looking at and analyzing leadership traits and behaviors either by reading about leaders or following them in real life, you are taking the first steps in learning what it takes to be an effective leader.  We learn best from watching other leaders and modeling their best behaviors to our followers. The purpose of the journal is to teach you how to look at and analyze a leaders traits, skill and abilities and then how does he or she use leadership behaviors to positively influence the followers so that individual and group outcomes produce the best results. 4-2

©Prentice Hall 2006 Homework Assignment  The following 5 questions will be the basis of your journal:  1. What leadership behaviors does the leader use and how are they used or exhibited?  2. How did the followers respond to the leader? What were the psychological and behavioral outcomes or reactions? You will begin a weekly journal analyzing the behaviors of leaders in action from the book 4-2

©Prentice Hall 2006 Homework Assignment  3. What leadership traits, skills and abilities were evident and how were they used by the leader?  4. What, if any, were the problems or flaws the leader had and in your opinion how could he or she have done better?  5. What were the group or organizational outcomes or results? What was accomplished? You will begin a weekly journal analyzing the behaviors of leaders in action from the book 4-2

©Prentice Hall 2006 Homework Assignment  For your first journal entry divide up your group of four between the Leadership in Action articles featuring Pat Carrigan (p 65), Stan Smith (p 72), Herbert Kelleher (p 75) and Cleaster Mims (p 84). Each person take a different person. If you have a 5 th person use the article on p 83 by one of the authors.  Make your answers as complete as possible. You will begin a weekly journal analyzing the behaviors of leaders in action from the book 4-2

©Prentice Hall 2006 For Class Discussion on Thursday  Groups 1,3,5,7,9 and 11 read over the Case study, “Don’t Baby Them” on p 89 and write down answers to the discussion questions for Thursday discussion in your small group  Groups 2,4,6,8 and 10 read over the Case Study, “A Lack of Self- Confidence?” on p 89 and 90 and also write down answers to the discussion questions on p 90 for your small group 4-2

©Prentice Hall 2006 For Further Discussion  Review and Discussion questions 2,3,4 and 5 on page 87 and