1. 8 th edition Steven P. Robbins Mary Coulter

2. Page 278Slide 2 Managers Versus Leaders Managers  Are appointed (assigned) to their position.  Can influence people within the limits of the formal authority of their position.  Do not necessarily have the skills and capabilities to be leaders. Leaders  May be appointed or emerge (become known) from within a work group.  Can influence other people and usually have managerial authority.  Do not necessarily have the skills and capabilities to be managers. Leadership is the process of influencing a group toward the achievement of goals.

3. Page 278Slide 3 Managers Versus Leaders Why is leadership important?  Because it’s the leaders in organizations who make things happen.  Ideally, all managers should be leaders

4. Page 278Slide 4 Early Leadership Theories Trait Theories (1920s-30s)  Early research that 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.

5. PageSlide 5 Early Leadership Theories Drive: Energy; Motivation; Ambition; Aggressiveness; Enterprise; Initiative. The Desire to Lead: To influence, direct and take charge. Honesty and Integrity: High morality; Balanced character and personality. Self-confidence: Freedom from doubt; Belief in oneself and one’s abilities. Intelligence: The ability to comprehend; To understand and profit from experience. Job-relevant knowledge: A high perception and understanding of the business, the line of work, the organizational goals and the tasks involved in achieving those goals. Extraversion: Sociability; friendliness; concern (caring) for others.

6. Page 280Slide 6 Early Leadership Theories 1) Behavioral Theories:  University of Iowa Studies  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.

7. Page 280Slide 7 Early Leadership Theories 2) Behavioral Theories:  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.  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.

8. Page 280Slide 8 Early Leadership Theories 3) Behavioral Theories:  University of Michigan Studies  Identified two dimensions of leader behavior 1.Employee oriented: Emphasizing interpersonal relationships. 2.Production oriented: Emphasizing task accomplishment.  Research findings: –Leaders who are employee oriented are associated with high group productivity and high job satisfaction.

9. Page 281Slide 9 The Managerial Grid 4) Behavioral Theories: Managerial Grid  Appraises leadership styles using two dimensions:  Concern for people  Concern for production  Places managerial styles in five categories:  Impoverished management  Task management  Middle-of-the-road management  Country club management  Team management

10. Page 282Slide 10 Exhibit 13.3 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. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.

11. Page 282Slide 11 Contingency Theories of Leadership The Fiedler Contingency Model  Proposes (suggests) that effective group performance depends upon the proper match (compatibility) between a) The leader’s style (of interacting with followers), and b) The situational factors.  Assumptions (or conclusions):  Different leadership styles would be most effective in different types of situations.  Leaders do not readily (easily) change leadership styles. –It is required to match (associate) the leader to the situation or change the situation into one that is favorable to the leader.

12. Page 283Slide 12 Contingency Theories The Fiedler Model  Least-preferred co-worker (LPC) questionnaire  Consisting of 18 questions that measured whether a leader was task or relationship oriented.  The Situational Factors in matching leader to the situation (i.e. evaluating the situation) 1. Leader-member relations: Degree of trust and respect employees had for their leader. 2. Task structure: Degree to which jobs were formalized and standardized. 3. Position power: Degree of authority a leader had over activities such as hiring, firing, salary increases.

13. Page 284Slide 13 Contingency Theories Hersey and Blanchard’s Situational Leadership Theory (SLT)  Assumes that successful leadership is achieved by selecting the right leadership style which is contingent (dependent) on the level of the followers’ readiness.  Readiness: The extent to which followers are able and willing to accomplish a specific task.  Leadership effectiveness depends on whether followers accept or reject a leader.  As followers reach high levels of readiness, leaders must decrease control over their activities.

14. Page 285Slide 14 Contingency Theories Hersey and Blanchard’s Situational Leadership Theory (SLT)  Creates four specific leadership styles incorporating Fiedler’s two leadership dimensions:  Telling (high task/low relationship): Defines roles, tells people what to do.  Selling (high task/high relationship): Provides both directive (task) and supportive (relationship) behavior.  Participating (low task/high relationship): Shares decision making with followers, assists and communicates.  Delegating (low task/low relationship): Provides little direction (task) or support (relationship).

15. Page 286Slide 15 Contingency Theories Leader Participation Model (Vroom and Yetton)  Assumes that leader behavior must be adjusted to the nature of the task — whether it is routine, non- routine, or in between. The leader would follow a set of rules (contingencies) to determine the degree of follower participation in decision making in every situation. Contingencies Decision significance (importance); importance of commitment (cooperation, loyalty); leader expertise; likelihood (possibility) of commitment; group support; group expertise; team competence.

16. Page 286Slide 16 Exhibit 13.6 Leadership Styles: Vroom Leader Participation Model 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. Source: Based on V. Vroom, “Leadership and the Decision-Making Process,” Organizational Dynamics, vol. 28, no. 4 (2000), p. 84.

17. Page 286Slide 17 Contingency Theories 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.  Leaders assume different leadership styles at different times depending on the situation (i.e. the nature of the tasks and the characteristics of the followers):  Directive leader  Supportive leader  Participative leader  Achievement oriented leader

18. Page 287Slide 18 Path-Goal Model – Leadership styles  Directive leader: Lets subordinates know what is expected of them, schedules work, provides guidance on how to do it.  Supportive leader: Is friendly and shows concern (care, feeling) for the needs of followers.  Participative leader: Consults with group members and listens to suggestions before making a decision.  Achievement oriented leader: Sets challenging goals and expects followers to achieve them.

19. Page 288Slide 19 Exhibit 13.8 Path-Goal Theory

20. Page 276Slide 20 C H A P T E R R E V I E W 1/2 Managers versus Leaders (slides 2, 3) Contrast leaders and managers. Explain why leadership is an important behavioral topic. Early Leadership Theories (slides 4~8) 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.

21. Page 276Slide 21 C H A P T E R R E V I E W 2/2 Contingency Theories of Leadership (slides 10, 12, 14, 17) Explain how Fiedler’s theory of leadership is a contingency model. Contrast situational leadership theory and the leader participation model. Discuss how path-goal theory explains leadership.