Download 12_-_leadership_styles_and_behaviors_

INDIVIDUAL QUESTION
• Think about a great leader you have worked with or worked for.
• What specifically did they do that made them so effective?
• How did you respond to them both psychologically and behaviorally?
• How did others appear to respond to them?
LEADERSHIP
•Leadership - The use of power and influence to direct the activities of
followers toward goal achievement.
•Leader effectiveness - The degree to which the leader’s actions result in:
• The achievement of the unit’s goals,
• The continued commitment of the unit’s employees, and
• The development of mutual trust, respect, and obligation in leader–
member dyads.
•Most studies have concluded that traits are more predictive of leader
emergence (i.e., who becomes a leader in the first place) than they are of
leader effectiveness (i.e., how well people actually do in a leadership role).
•Leader emergence has been linked to a number of traits. Underlined and
highlighted traits are associated with leader effectiveness.
• Conscientiousness, disagreeableness, openness, extraversion, general
cognitive ability, energy level, stress tolerance, and self-confidence.
LEADER DECISION-MAKING STYLES
Decision-making styles capture how a leader makes a decision as
opposed to what a leader decides.
• Autocratic style - The leader makes the decision alone without asking for
the opinions or suggestions of the employees in the work unit.
• Consultative style - The leader presents the problem to individual
employees or a group of employees, asking for their opinions and
suggestions before ultimately making the decision him- or herself.
• Facilitative style - The leader presents the problem to a group of
employees and seeks consensus on a solution, making sure that his or
her own opinion receives no more weight than anyone else’s.
• Delegative style - The leader gives an individual employee or a group of
employees the responsibility for making the decision within some set of
specified boundary conditions.
LEADER-MEMBER EXCHANGE THEORY
•Leader–member exchange theory (LMX) - Describes how leader–member
relationships develop over time on a dyadic basis.
• Role taking phase - A manager describes role expectations to an
employee and the employee attempts to fulfill those expectations with his
or her job behaviors.
• Role making phase - The employee’s own expectations for the dyad get
mixed in with those of the leader.
• Role routinization phase – The conclusion of the role making phase,
where roles have been agreed upon by both parties.
• Many dyads never reach this stage. Those that do tend to have
a high LMX relationship.
•LMX is an important predictor of many important outcomes.
• Performance: Performance ratings, actual performance, competence
• Job Attitudes/Stressors: Overall Satisfaction, satisfaction with
supervision, commitment, decreased role conflict, role clarity, turnover
intentions.
LEADER-MEMBER
EXCHANGE THEORY
INDIVIDUAL QUESTION
• What do you think some of the benefits of differentiated leadership
are?
• What do you think are some threats of differentiated leadership?
• Assuming you have to engage in a differentiated leadership strategy,
What would be some suggestions you would make to resolve the
potential problems with differentiated leadership?
TRANSFORMATIONAL LEADERSHIP
THEORY
•Laissez-faire leadership (i.e., hands-off) - The avoidance of leadership
altogether.
•Transactional leadership - The leader rewards or disciplines the follower
depending on the adequacy of the follower’s performance.
•Transformational leadership - Involves inspiring followers to commit to a
shared vision that provides meaning to their work while also serving as a role
model who helps followers develop their own potential and view problems
from new perspectives.
• Transformational leaders are proposed to enact transactional behaviors in
addition to their transformational behaviors.
• They tend not to be laissez-fair. If they take a hands off approach with
some specific people this would be a form of individualized consideration.
FULL RANGE MODEL OF LEADERSHIP
SUBSTITUTES FOR LEADERSHIP
•Contingencies of leadership – Conditions influencing the effectiveness
of a leader.
• Substitutes for leadership model suggests that certain characteristics of
the situation can constrain the influence of the leader, making it more
difficult for the leader to influence employee performance.
• Substitutes - Reduce the importance of the leader while
simultaneously providing a direct benefit to employee performance
(and other outcomes).
• The leader becomes redundant with some other aspect of the
work environment.
• Neutralizers - Only reduce the importance of the leader—they
themselves have no beneficial impact on performance.
RESEARCH EXAMPLE - SUBSTITUTES
• Example of a study looking at how leaders can influence the collective mood of
their work groups.
• Group potency was the contingency assessed.
Change in Group Affective Tone
Low Potency
High Potency
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
Low Transformational
Leadership
High Transformational
Leadership
GROUP QUESTION
You are the leader/supervisor of a group and about 70% of your
employees are working very hard and have stellar performance. However,
30% of your employees only do the minimal amount of work and are often
complaining and subtly undermining your influence as a leader. These
situations are creating a negative climate within your group.
You work in a unionized environment where it is very difficult to get rid of
employees who are doing the minimal amount of work and the levels of
pay are standardized. You do not have discretionary money for ad-hoc
bonuses. What do you do?
• How will you lead this group to work towards group success?
• What information can you draw from other chapters?
• Write down and prepare to discuss your overall Leadership Strategy
and include specific behaviors and influence tactics.
APPENDIX
TRANSACTIONAL LEADERSHIP
Types of transactional Leadership
• Passive management-by-exception - The leader waits around for
mistakes and errors, then takes corrective action as necessary.
• E.g. When you don’t hear from or have any form of contact with the leader
until something goes wrong.
• Active management-by-exception - The leader arranges to monitor
mistakes and errors actively and again takes corrective action when
required.
• E.g. When your manager arranges a performance feedback system taking
corrective action once they get performance cues that something is beginning
to go in the wrong direction.
• Contingent reward - Happens when the leader attains follower
agreement on what needs to be done using promised or actual rewards
in exchange for adequate performance.
• E.g. Many current performance evaluations use the concepts of contingent
reward – MPI style performance appraisal.
DIMENSIONS OF TRANSFORMATIONAL
LEADERSHIP
•Idealized influence - Behaving in ways that earn the admiration, trust, and
respect of followers, causing followers to want to identify with and emulate
the leader.
•
•
“The leader instills pride in me for being associated with him/her.”
Being a good role model
•Inspirational motivation - Fostering an enthusiasm for and commitment to
a shared vision of the future.
•
“The leader articulates a compelling vision of the future.”
•Intellectual stimulation - Challenging followers to be innovative and
creative by questioning assumptions and reframing old situations in new
ways.
•
“The leader gets others to look at problems from many different angles.”
•Individualized consideration - Help followers achieve their potential
through coaching, development, and mentoring.
•
“The leader spends time teaching and coaching.”
IMPORTANCE OF TRANSFORMATIONAL
LEADERSHIP
•Transformational leadership affects the job performance of the
employees who report to the leader.
• Moderate positive effect.
• Employees with transformational leaders tend to have:
• Higher levels of task performance,
• Engage in more citizenship behaviors,
• Have higher levels of motivation, and
• Trust their leader more.
•Employees with transformational leaders tend to be more committed to
their organization.
• Strong positive effect
APPLICATION: LEADERSHIP TRAINING
•Organizations spent $134.39 billion on employee learning and
development in 2007, and much of that was devoted to management
and supervisory training.
•Many training programs focus on transformational leadership content,
and research suggests that those programs can be effective.
• Managers who participated in the training were rated as more
transformational afterward.
• Their employees reported higher levels of organizational commitment.