1. © Prentice Hall, 2002 15 - 1 Modern Management 9 th edition.

2. © Prentice Hall, 2002 15 - 2  Objectives A working definition of leadership An understanding of the relationship between leading and managing An appreciation for the trait and situational approaches to leadership Insights into using leadership theories that emphasize decision- making situations Insights into using leadership theories that emphasize more general organizational situations An understanding of alternatives to leader flexibility An appreciation of emerging leader styles and leadership issues of today.

3. © Prentice Hall, 2002 15 - 3 D EFINING L EADERSHIP Leader Versus Manager A manager makes sure that job gets done A leader cares about and focuses on people who do job To combine management and leadership requires: Demonstrating calculated and logical focus Genuine concern for workers as people.

4. © Prentice Hall, 2002 15 - 4 D EFINING L EADERSHIP Figure 15.1 The most effective managers over the long term are also leaders.

5. © Prentice Hall, 2002 15 - 5 T HE T RAIT A PPROACH T O L EADERSHIP Leaders are born not made Early study summarized these traits for successful leaders: 1. Intelligence, including judgment and verbal ability 2. Past achievement in scholarship and athletics 3. Emotional maturity and stability 4. Dependability, persistence, and drive for continuing achievement 5. The skill to participate socially and adapt to various groups 6. A desire for status and socioeconomic position Leaders are made not born.

6. © Prentice Hall, 2002 15 - 6 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR SL = f ( L, F, S ) where SL is successful leadership f stands for function of L, F, and S are Leader Follower Situation.

7. © Prentice Hall, 2002 15 - 7 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Leadership Situations and Decisions The Tannenbaum and Schmidt Leadership Continuum 1. The manager makes the decision and announces it (a) identifies problem (b) analyzes alternatives (c) chooses alternative (d) requires followers to implement alternative 2. The manager “sells” the decision 3. The manager presents ideas and invites questions 4. The manager presents a tentative decision that is subject to change 5. The manager presents the problem, gets suggestions, and then makes the decision 6. The manager defines the limits and asks the group to make a decision 7. The manager permits the group to make decisions within prescribed limits.

8. © Prentice Hall, 2002 15 - 8 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Figure 15.2 Continuum of leadership behavior that emphasizes decision making.

9. © Prentice Hall, 2002 15 - 9 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Leadership Situations and Decisions (con’t) Determining How to Make Decisions as a Leader 1.Forces in the Manager Manager’s valuesPersonal leadership strengths Level of confidence in subordinatesTolerance for ambiguity 2.Forces in Subordinates High need for independence Readiness for decision making High tolerance for ambiguity Interest in problem and solving it Understand and identify with organization’s goals Necessary knowledge and experience to deal with problem Expect to share in decision making 3.Forces in the Situation Type of organization leader worksProblem to be solved Effectiveness of groupTime available to make a decision.

10. © Prentice Hall, 2002 15 - 10 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Leadership Situations and Decisions (con’t) Determining How to Make Decisions as a Leader: An Update Affirmative action Pollution control The Vroom-Yetton-Jago Model 1. Organizational decisions should be of high quality 2. Subordinates should accept and be committed to decisions that are made Decision Styles Autocratic Consultative Group-focused Using the Model Leader starts at left of decision tree stating organizational problem Leader asks questions determined by tree until arriving at decision style at right.

11. © Prentice Hall, 2002 15 - 11 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Figure 15.3 The five decision styles available to a leader according to the Vroom-Yetton-Jago Model.

12. © Prentice Hall, 2002 15 - 12 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Figure 15.4 The Vroom-Yetton-Jago Model.

13. © Prentice Hall, 2002 15 - 13 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Leadership Behaviors The OSU Studies Structure behavior Consideration behavior Leadership Style The Michigan Studies Job-Centered Behavior Employee-Centered Behavior Effectiveness of Various Leadership Styles Comparing Styles The Hersey-Blanchard Life Cycle Theory of Leadership Maturity The Life Cycle Model Exceptions to the Model Applying Life Cycle Theory.

14. © Prentice Hall, 2002 15 - 14 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Figure 15.5 Four fundamental leadership styles based on structure behavior and consideration behavior.

15. © Prentice Hall, 2002 15 - 15 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Figure 15.6 The life cycle theory of leadership model.

16. © Prentice Hall, 2002 15 - 16 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Leadership Behaviors (con’t) Fiedler’s Contingency Theory Changing the Organization to Fit the Leader Leader–member relations Task structure Position power Fiedler's suggestions for actions to modify the leadership situation: 1. Change the individual’s task assignment 2. Change the leader’s position power 3. Change the leader–member relations in this group The Path-Goal Theory of Leadership Leadership Behavior 1. Directive behavior 2. Supportive behavior 3. Participative behavior 4. Achievement behavior Adapting Behavior to Situations.

17. © Prentice Hall, 2002 15 - 17 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Table 15.1 Eight Combinations, or Octants, of Three Factors: Leader-Member Relations, Task Structure, and Leader Position Power OctantLeader–Member RelationsTask StructureLeader Position Power IGoodHighStrong IIGoodHighWeak IIIGoodWeakStrong IVGoodWeakWeak VModerately poorHighStrong VIModerately poorHighWeak VIIModerately poorWeakStrong VIIIModerately poorWeakWeak.

18. © Prentice Hall, 2002 15 - 18 T HE S ITUATIONAL A PPROACH T O L EADERSHIP: A F OCUS O N L EADER B EHAVIOR Figure 15.7 How effective leadership style varies with Fiedler’s eight octants.

19. © Prentice Hall, 2002 15 - 19 L EADERSHIP T ODAY Organizations emphasize leadership styles that: Concentrate on getting employees involved in the organization Giving them the freedom to use their abilities as they think best Transformational Leadership The Tasks of Transformational Leaders Coaching Coaching Behavior Listens closely Gives emotional support Shows by example what constitutes appropriate behavior.

20. © Prentice Hall, 2002 15 - 20 L EADERSHIP T ODAY Figure 15.8 Characteristics of the emerging leader versus characteristics of the manager.

21. © Prentice Hall, 2002 15 - 21 L EADERSHIP T ODAY Table 15.2 Characteristics of an Effective Coach Trait, Attitude, or BehaviorAction Plan for Improvement 1. Empathy (putting self in other person’s shoes) Sample: Will listen and understand person’s point of view. 2. Listening skill Sample: Will concentrate extra-hard on listening. 3. Insight into people (ability to size them up) Sample: Will jot down observations about people on first meeting, then verify in the future. 4. Diplomacy and tact Sample: Will study book of etiquette. 5. Patience toward people Sample: Will practice staying calm when someone makes a mistake. 6. Concern for welfare of people Sample: When interacting with another person, will ask myself,“How can this person’s interests best be served?” 7. Minimum hostility toward people Sample: Will often ask myself, “Why am I angry at this person?” 8. Self-confidence and emotional stability Sample: Will attempt to have at least one personal success each week. 9. Noncompetitiveness with team members Sample: Will keep reminding myself that all boats rise with the same tide. 10. Enthusiasm for people Sample: Will search for the good in each person..

22. © Prentice Hall, 2002 15 - 22 L EADERSHIP T ODAY Superleadership Teaches followers to: Think on their own and act constructively and independently Replace negative thoughts and beliefs with positive Build self-confidence Entrepreneurial Leadership.

23. © Prentice Hall, 2002 15 - 23 L EADERSHIP T ODAY Figure 15.9 Various combinations of transformational, coaching, superleader, and entrepreneurial leadership styles.

24. © Prentice Hall, 2002 15 - 24 C URRENT T OPICS I N L EADERSHIP Substitutes for Leadership Leader's input canceled by characteristics of subordinates or organization Women as Leaders Numbers increasing Glass ceiling Ways Women Lead Formerly modeled on successful male managers Today it's described as transformational.

25. © Prentice Hall, 2002 15 - 25 Chapter Fifteen Questions