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Transcript of Leadership McGraw-Hill/Irwin Contemporary Management, 5/e Copyright © 2008 The McGraw-Hill...
Leadership
McGraw-Hill/IrwinContemporary Management, 5/e
Copyright © 2008 The McGraw-Hill Companies, Inc. All rights reserved.
chapter fourteen
14-3
Learning Objectives
• Explain what leadership is, when leaders are effective and ineffective, and the sources of power that enable managers to be effective leaders.
• Identify the traits that show the strongest relationship to leadership, the behaviors leaders engage in, and the limitations of the trait and behavioral models of leadership.
14-4
Learning Objectives
• Explain how contingency models of leadership enhance our understanding of effective leadership and management in organizations.
• Describe what transformational leadership is, and explain how managers can engage in it.
• Characterize the relationship between gender leadership.
14-5
The Nature of Leadership
• Leadership– The process by which a person exerts
influence over others and inspires, motivates and directs their activities to achieve group or organizational goals.
14-6
Question?
What is an individual who is able to exert influence over other people to help achieve group or organizational goals?
A. Manager
B. Leader
C. Chief
D. Organizer
14-7
The Nature of Leadership
• Leader– An individual who is able to exert influence
over other people to help achieve group or organizational goals
14-8
The Nature of Leadership
• Personal Leadership Style– The specific ways in which a manager
chooses to influence others shapes the way that manager approaches the other principal tasks of management.
– The challenge is for managers at all levels to develop an effective personal management style.
14-9
The Nature of Leadership
• Distinction between managers and leaders– Managers establish and implement
procedures to ensure smooth functioning– Leaders look to the future and chart the
course for the organization
14-10
Leadership Across Cultures
• Leadership styles may vary among different countries or cultures.– European managers tend to be more
people-oriented than American or Japanese managers.
– Japanese managers are group-oriented, while U.S managers focuses more on profitability.
– Time horizons also are affected by cultures.
14-11
Sources of Managerial Power
Figure 14.1
14-12
Power: The Key to Leadership
• Legitimate Power– The authority that a manager has by virtue
of his or her position in the firm.
14-13
Power: The Key to Leadership
• Reward Power– The ability of a manager to give or withhold
tangible and intangible rewards.– Effective managers use reward power to
signal to employees that they are doing a good job.
14-14
Power: The Key to Leadership
• Coercive Power– The ability of a manager to punish others.
• Examples: verbal reprimand, pay cuts, and dismissal
• Limited in effectiveness and application; can have serious negative side effects.
14-15
Power: The Key to Leadership
• Expert Power– Power that is based on special knowledge,
skills, and expertise that the leader possesses.
– Tends to be used in a guiding or coaching manner
14-16
Power: The Key to Leadership
• Referent Power– Power that comes from subordinates’ and
coworkers’ respect , admiration, and loyalty– Possessed by managers who are likable
and whom subordinates wish to use as a role model
14-17
Empowerment: An Ingredient in Modern Management
• Empowerment– The process of giving employees at all levels
in the organization the authority to make decisions, be responsible for their outcomes, improve quality, and cut costs
14-18
Empowerment: An Ingredient in Modern Management
• Empowerment increases a manager’s ability to get things done
• Empowerment increases workers’ involvement, motivation, and commitment
• Empowerment gives managers more time to concentrate on their pressing concerns
14-19
Leadership Models
• Trait Model– Attempt to identify personal characteristics
that cause for effective leadership.– Research shows that certain personal
characteristics do appear to be connected to effective leadership.
– Many “traits” are the result of skills and knowledge and effective leaders do not necessarily possess all of these traits.
14-20
Leadership Models
• Behavioral Model– Identifies the two basic types of behavior
that many leaders engaged in to influence their subordinates
14-21
Leadership Models
• Behavioral Model– Consideration: leaders show subordinates they
trust, respect, and care about them– Managers look out for the well-being of their
subordinates– Do what they can to help subordinates feel
good and enjoy the work they perform
14-22
Leadership Models
• Behavioral Model– Initiating structure: leaders take steps to
make sure that work gets done, subordinates perform their work acceptably, and the organization is efficient and effective
– Managers assign tasks to groups and let subordinates know what is expected of them
14-23
Contingency Models of Leadership
• Contingency Models– What makes a manager an effective leader
in one situation is not necessarily what that manager needs to be equally effective in another situation
14-24
Contingency Models of Leadership
• Contingency Models– Whether or not a manager is an effective
leader is the result of the interplay between what the manager is like, what he does, and the situation in which leadership takes place
14-25
Contingency Models of Leadership
• Fiedler’s Model– Effective leadership is contingent on both
the characteristics of the leader and of the situation.
– Leader style is the enduring, characteristic approach to leadership that a manager uses and does not readily change.
14-26
Contingency Models of Leadership
• Fiedler’s Model– Relationship-oriented style: leaders
concerned with developing good relations with their subordinates and to be liked by them.
– Task-oriented style: leaders whose primary concern is to ensure that subordinates perform at a high level so the job gets done.
14-27
Fiedler’s Model
• Situation Characteristics– Leader-member relations – extent to which
followers like, trust, and are loyal to their leader
– Task structure – extent to which the work to be performed is clear-cut so that a leader’s subordinates know what needs to be accomplished and how to go about doing it
14-28
Fiedler’s Model
• Situation Characteristics– Position Power - the amount of legitimate,
reward, and coercive power leaders have due to their position. When positional power is strong, leadership opportunity becomes more favorable.
14-29
Fiedler’s Contingency Theory of Leadership
Figure 14.2
14-30
House’s Path-Goal Theory
A contingency model of leadership proposing that effective leaders can motivate subordinates to achieve goals by:1. Clearly identifying the outcomes that
subordinates are trying to obtain from their jobs.
2. Rewarding subordinates with these outcomes for high-performance and attainment of work goals
3. Clarifying the paths leading to the attainment of work goals
14-31
Question?
Which leadership behavior gives subordinates a say in matters that affect them?
A. Directive behavior
B. Supportive behavior
C. Participative behavior
D. Achievement-oriented behavior
14-32
Motivating with Path-Goal
• Path-Goal identifies four leadership behaviors:– Directive behaviors: set goals, assign tasks,
show how to do things.– Supportive behavior: look out for the worker’s
best interest.
14-33
Motivating with Path-Goal
• Path-Goal identifies four leadership behaviors:– Participative behavior: give subordinates a
say in matters that affect them.– Achievement-oriented behavior: Setting
very challenging goals, believing in worker’s abilities.
14-34
Motivating with Path-Goal
Which behavior to be used depends on the nature of the subordinates and the kind of work they do
14-35
Discussion Question
Which leadership model is the most effective?
A. Trait model
B. Behavior model
C. Fiedler’s model
D. Path-goal theory
14-36
The Leader Substitutes Model
• Leadership Substitute– Acts in the place of a leader and makes
leadership unnecessary. – Worker empowerment or self-managed
work teams reduce leadership needs.
14-37
The Leader Substitutes Model
• Possible substitutes can be found in:– Characteristics of the subordinates: their
skills, experience, motivation.– Characteristics of context: the extent to
which work is interesting and fun.
14-38
Transformational Leadership
Leadership that:1. Makes subordinates aware of the importance
of their jobs are for the organization and how necessary it is for them to perform those jobs as best they can so that the organization can attain its goals
14-39
Transformational Leadership
2. Makes subordinates aware of their own needs for personal growth, development, and accomplishment
3. Motivates workers to work for the good of the organization, not just for their own personal gain or benefit
14-40
Being a Charismatic Leader
• Charismatic Leader– An enthusiastic, self-confident
transformational leader able to clearly communicate his vision of how good things could be
14-41
Being a Charismatic Leader
• Charismatic Leader– Being excited and clearly communicating
excitement to subordinates.– Openly sharing information with employees
so that everyone is aware of problems and the need for change.
– Empowering workers to help with solutions.– Engaging in the development of employees
by working hard to help them build skills.
14-42
Intellectual Stimulation
• Intellectual Stimulation– Manager leads subordinates to view
problems as challenges that they can and will meet and conquer
– Manager engages and empowers subordinates to take personal responsibility for helping to solve problems
14-43
Developmental Consideration
• Developmental Consideration – Manager supports and encourages
subordinates, giving them opportunities to enhance their skills and capabilities and to grow and excel on the job
14-44
Transactional Leadership
• Transactional Leaders– Use their reward and coercive powers to
encourage high performance—they exchange rewards for performance and punish failure.
– Push subordinates to change but do not seem to change themselves.
14-45
Gender and Leadership
• The number of women managers is rising but is still relatively low in the top levels of management.
• Stereotypes suggest women are supportive and concerned with interpersonal relations. Similarly, men are seen as task-focused.
14-46
Gender and Leadership
• Research indicates that actually there is no gender-based difference in leadership effectiveness.
• Women are seen to be more participative than men because they adopt the participative approach to overcome subordinate resistance to them as managers and they have better interpersonal skills.
14-47
Emotional Intelligence and Leadership
• The Moods of Leaders:– Groups whose leaders experienced positive
moods had better coordination – Groups whose leaders experienced
negative moods exerted more effort
14-48
Emotional Intelligence and Leadership
• Emotional Intelligence– Helps leaders develop a vision for their firm.– Helps motivate subordinates to commit to
the vision.– Energizes subordinates to work to achieve
the vision.
14-49
Movie Example: The Fugitive
• What type of leader is Gerard?