2. Management: Arab World Edition Robbins, Coulter, Sidani, Jamali
Chapter 16: Managers As Leaders
Lecturer: [Insert your name here]

3. Learning Outcomes Follow this Learning Outline as you read and study this chapter.
16.1 Who Are Leaders and What Is Leadership
Define leaders and leadership.
Explain why managers should be leaders.
16.2 Historical Leadership In The Middle East
Ibn-Khaldun Conception of Leadership
The role of Asabiya (Group-bond in fostering leadership)
The Prophetic-Caliphal Model of Leadership

4. Learning Outcomes 16.3 Early Leadership Theories
Discuss what research has shown about leadership traits.
Contrast the findings of the four behavioral leadership theories.
Explain the dual nature of a leader’s behavior.
16.4 Contingency Theories of Leadership
Explain Fiedler’s contingency model of leadership.
Describe situational leadership theory.
Discuss how path–goal theory explains leadership.

5. Learning Outcomes 16.5 Contemporary Views of Leadership
Differentiate between transactional and transformational leaders.
Describe charismatic and visionary leadership.
Discuss what team leadership involves.
16.6 Leadership Issues in the Twenty-First Century
Describe the five sources of a leader’s power.
Discuss the issues today’s leaders face.

6. Who Are Leaders and What Is Leadership
1. Define leaders and leadership.
2. Explain why managers should be leaders.

7. Who Are Leaders and What Is Leadership
Someone who can influence others and who has managerial authority
Leadership
What leaders do; the process of influencing a group to achieve goals

8. Who Are Leaders and What Is Leadership
Although groups may have informal leaders who emerge, those are not the leaders we’re studying.
Leadership research has tried to answer:
What is an effective leader?
Are all managers leaders?
Because leading is one of the four management functions, ideally all managers should be leaders.

9. Historical Leadership In The Middle East
1. Ibn-Khaldun Conception of Leadership
2. The role of Asabiya (Group-bond in fostering leadership)
3. The Prophetic-Caliphal Model of Leadership

10. Ibn-Khaldun Conception of Leadership
He was born in Tunis in the year 1332.
He was mainly interested in political leadership, but his conceptualization is important for understanding leadership in any context, business or non-business.
Ibn Khaldun emphasizes the personal qualities of the leader. He calls those qualities “perfecting details”.

11. Perfecting Details Include:
1. Generosity
2. Forgiveness of error
3. Patience and perseverance
4. Hospitality toward guests
5. Maintenance of the indigent
6. Execution of commitments
7. Respect for the religious law
Perseverance: المثابره
Indigent: المعوز، الفقير

12. Perfecting Details Include:
8. Reverence for old men and teachers
9. Fairness
10. Meekness
11. Consideration to the needs of followers
12. Avoidance of deception and fraud
13. Kindness to, and protection of, subjects.
Reverence: التبجيل، الاحترام
Meekness: الوداعه
Deception: الخداع

13. The role of Asabiya Asabiya (“group feeling” or “group bond”).
Asabiya stems from blood ties and alliances, with the former having the most weight in fostering the leadership bond.
Blood ties may be an unimportant factor in the West as a source of leadership, but they are important in the Arab region.
Asabiya:العصبية القبلية

14. The Prophetic-Caliphal Model of Leadership
Four elements of the model: (1) Personalism (2) Individualism (3) Lack of institutionalization (4) The importance of the great man
Prophetic-Caliphal: الخلافة النبوية

15. The Prophetic-Caliphal Model of Leadership
Personalism refers to the degree that a person insists on his personal opinion and the degree of concern and emphasis he has on himself. Individualism means making decisions or actions that do not take into account the opinions of the group. The combination of personalism and individualism leads to a lack of institutional development.

16. The Prophetic-Caliphal Model of Leadership
In cases of conflict or succession, there is no institution to fill the vacuum. The vacuum is alternatively filled by an expectation of the “great man”.
If the expected great man really turns out to be a great man, then we have a prophetic type of leader whose relationship with followers depends on love and compassion and voluntary compliance.
If the expected great man turns out to be an ordinary man then the only way to ensure follower compliance is through coercion and authoritarianism.

17. Exhibit 16–1 Khadra’s Model of Leadership
Personalism
Vacuum
Lack of institutionalism
Individualism
Expecting great man
Great Man
Ordinary Man
Fear, coercion, strife
Strong attachment to the leader
Social Origins
Leadership Climate
Two Conditions
Two Models
Prophetic Model
Caliphal Model

18. Early Leadership Theories
1. Discuss what research has shown about leadership traits.
2. Contrast the findings of the four behavioral leadership theories.
3. Explain the dual nature of a leader’s behavior.

19. Early Leadership Theories
Trait Theories (1920s–1930s)
Research focused on identifying personal characteristics that differentiated leaders from non-leaders was unsuccessful.
Later research on the leadership process identified seven traits associated with successful leadership:
Drive, the desire to lead, honesty and integrity, self- confidence, intelligence, job-relevant knowledge, and extraversion.

20. Exhibit 16–2 Seven Traits Associated with Leadership
Source: S. A. Kirkpatrick and E. A. Locke, “Leadership: Do Traits Really Matter?” Academy of Management Executive, May 1991, pp. 48–60; T. A. Judge, J. E. Bono, R. llies, and M. W. Gerhardt, “Personality and Leadership: A Qualitative and Quantitative Review,” Journal of Applied Psychology, August 2002, pp. 765–780.

21. Behavioral Theories 1. University of Iowa Studies
2. Ohio State Studies
3. University of Michigan Studies
4. The Managerial Grid

22. Behavioral 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

23. Behavioral Theories University of Iowa Studies (Kurt Lewin)
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.

24. Behavioral Theories (cont’d)
Ohio State Studies
Identified two dimensions of leader behavior:
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.

25. Behavioral Theories (cont’d)
Ohio State Studies
Research findings: mixed results
High-high leaders generally, but not always, achieved high group task performance and satisfaction.
Evidence indicated that situational factors appeared to strongly influence leadership effectiveness.

26. Behavioral Theories (cont’d)
University of Michigan Studies
Identified two dimensions of leader behavior:
Employee oriented: emphasizing personal relationships
Production oriented: emphasizing task accomplishment
Research findings: Leaders who are employee oriented are strongly associated with high group productivity and high job satisfaction.

27. Behavioral Theories (cont’d)
The Managerial Grid
Appraises leadership styles using two dimensions:
concern for people and concern for production
Places managerial styles in five categories:
Impoverished management
Task management
Middle-of-the-road management
Country club management
Team management

28. Exhibit 16–3 Behavioral Theories of Leadership

29. Exhibit 16–3 (cont’d) Behavioral Theories of Leadership

30. Exhibit 16–4 The Managerial Grid
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 Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.

31. Contingency Theories of Leadership
1. Explain Fiedler’s contingency model of leadership.
2. Describe situational leadership theory.
3. Discuss how path–goal theory explains leadership.

32. The Fiedler Model
Proposes that effective group performance depends upon the proper match between the leader’s style of interacting with followers and the degree to which the situation allows the leader to control and influence.

33. The Fiedler Model Assumptions:
A certain leadership style should be most effective in different types of situations.
Leaders do not readily change leadership styles.
Matching the leader to the situation or changing the situation to make it favorable to the leader is required.

34. The Fiedler Model
Situational factors in matching leader to the situation:
Leader–member relations
Task structure
Position power

35. Exhibit 16–5 Findings of the Fiedler Model

36. Hersey and Blanchard’s Situational Leadership Theory (SLT)
Argues that successful leadership is achieved by selecting the right leadership style which is contingent on the level of the followers’ readiness.
Acceptance: leadership effectiveness depends on whether followers accept or reject a leader.
Readiness: the extent to which followers have the ability and willingness to accomplish a specific task.
Leaders must relinquish control over and contact with followers as they become more competent.

37. Hersey and Blanchard’s Situational Leadership Theory (SLT)
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

38. Hersey and Blanchard’s Situational Leadership Theory (SLT)
Posits four stages for 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

39. Path-Goal Model
States that the leader’s job is to assist his or her followers in attaining their goals and to provide direction or support to ensure their goals are compatible with organizational goals.

40. Path-Goal Model
Leaders assume different leadership styles at different times depending on the situation:
Directive leader
Supportive leader
Participative leader
Achievement oriented leader

41. Exhibit 16–6 Path-Goal Theory

42. Contemporary Views of Leadership
1. Differentiate between transactional and transformational leaders.
2. Describe charismatic and visionary leadership.
3. Discuss what team leadership involves.

43. Transactional-Transformational Leadership
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 transcend their own self-interests for the good of the organization by clarifying role and task requirements.

44. Team leadership Having patience to share information
Being able to trust others and to give up authority
Understanding when to intervene
Managing the team’s external boundary
Facilitating the team process
Coaching, facilitating, handling disciplinary problems , reviewing team and individual performance, training, and communication

45. Leadership Issues in the Twenty-First Century
1. Managing Power 2. Developing Trust 3. Empowering Employees 4. Leading across Cultures 5. Understanding Gender Differences 6. Gender differences in the Arab World 7. Becoming an Effective Leader

46. 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.

47. Developing Trust Credibility (of a Leader)
The assessment of a leader’s honesty, competence, and ability to inspire by his or her followers.
Trust
Is the belief of followers and others in the integrity, character, and ability of a leader.
Is related to increases in job performance, organizational citizenship behaviors, job satisfaction, and organization commitment.

48. Dimensions 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

49. Empowering Employees
Empowerment involves increasing the decision-making discretion of workers such that teams can make key operating decisions that directly affect their work.
Why empower employees?
Quicker responses to problems and faster decisions
Addresses the problem of increased spans of control in relieving managers to work on other problems

50. Cross-Cultural Leadership
Universal Elements of Effective Leadership
Vision
Foresight
Providing encouragement
Trustworthiness
Dynamism
Positiveness
Proactiveness

51. Exhibit 16–7 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.
Source: Based on J. C. Kennedy, “Leadership in Malaysia: Traditional Values, International Outlook,” Academy of Management Executive, August 2002, pp. 15–16; F.C. Brodbeck, M. Frese, and M. Javidan, “Leadership Made in Germany: Low on Compassion, High on Performance,” Academy of Management Executive, February 2002, pp. 16–29; M. F. Peterson and J. G. Hunt, “International Perspectives on International Leadership,” Leadership Quarterly, Fall 1997, pp. 203–31; R. J. House and R. N. Aditya, “The Social Scientific Study of Leadership: Quo Vadis?” Journal of Management, vol. 23, no. 3, (1997), p. 463; and R. J. House, “Leadership in the Twenty-First Century,” in A. Howard (ed.), The Changing Nature of Work (San Francisco: Jossey-Bass, 1995), p. 442.

52. Exhibit 16–7 (cont’d) Selected Cross-Cultural Leadership Findings
Effective leaders in Malaysia 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.
Source: Based on J. C. Kennedy, “Leadership in Malaysia: Traditional Values, International Outlook,” Academy of Management Executive, August 2002, pp. 15–16; F.C. Brodbeck, M. Frese, and M. Javidan, “Leadership Made in Germany: Low on Compassion, High on Performance,” Academy of Management Executive, February 2002, pp. 16–29; M. F. Peterson and J. G. Hunt, “International Perspectives on International Leadership,” Leadership Quarterly, Fall 1997, pp. 203–31; R. J. House and R. N. Aditya, “The Social Scientific Study of Leadership: Quo Vadis?” Journal of Management, vol. 23, no. 3, (1997), p. 463; and R. J. House, “Leadership in the Twenty-First Century,” in A. Howard (ed.), The Changing Nature of Work (San Francisco: Jossey-Bass, 1995), p. 442.

53. 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.
Even if men and women differ in their leadership styles, we should not assume that one is always preferable to the other.

54. Gender Differences In Leadership In The Arab World
Leadership positions in the Arab world have traditionally been monopolized by men.
The dominant leadership prototype in Arab culture is a male figure.
However, many prominent women leaders have managed to reach top decision-making positions.

55. Exhibit 16-8 Female Economic Activity Rate in Selected World Regions in 2010

56. Becoming an Effective Leader: Leader Training
More likely to be successful with individuals who are high self- monitors than with low self-monitors.
Individuals with higher levels of motivation to lead are more receptive to leadership development opportunities
What can be taught:
Implementation skills
Trust-building
Mentoring
Situational analysis

57. Becoming an Effective Leader: Substitutes for Leadership
Sometimes, leadership may not be important!
Follower characteristics
Experience, training, professional orientation, or the need for independence
Job characteristics
Routine, unambiguous, and satisfying jobs
Organizational characteristics
Explicit formalized goals, rigid rules and procedures, or cohesive work groups

58. Terms to Know leader leadership behavioral theories autocratic style
democratic style
laissez-faire style
initiating structure
consideration
high-high leader
managerial grid
Fiedler contingency model
leader-member relations
task structure
position power
situational leadership theory (SLT)
readiness
leader participation model
path–goal theory
transactional leaders
transformational leaders

59. Terms to Know legitimate power coercive power reward power
expert power
referent power
credibility
trust
empowerment

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