Chapter 2: Leadership Traits and Ethics

(1)Traits and Personality Traits are distinguishing personal characteristics, while a personality is a
combination of traits that classifies an individuals behavior.

(2)The Big Five Model of Personality is a personality classification method:

1. Surgency (dominance) – Leadership and extraversion traits. Want to be in charge.

2. Agreeableness – Traits related to getting along with people. Sociable, friendly.
3. Adjustement – Traits related to emotional stability
4. Conscientiousness – Traits related to achievement. Responsible and dependable.
5. Openness to experience – Traits related to the willingness to try new things, seek change.

(3)Personality Profiles identify individual stronger and weaker traits. They are used to ensure a proper
match between the worker and the job. They are also used to categorize people as a means of
predicting job success.

(4)Traits of Effective Leaders

Dominance – Wants to be in charge. Not overly bossy or bullying. Affects all other traits.

High Energy – Drive, hard work, stamina, persistence. Tolerate stress well

Self-confidence – trust own judgements, decisions, ideas, capabilities. Related to effectiveness and
advancement

Locus of control – Internal Locus of Control refers to belief in the control of your own destiny. External
Locus of Control regers to beliefs in fate, luck, etc.

Stability – Emotionally in control, secure, positive. Associated with managerial effectiveness and
advancement.

Integrity – Honest, ethical, trustworthy. Essential to running a successful business.

Intelligence – Ability to think critically, solve problems and make decisions. It’s the best predictor of job
performance.

Emotional Intelligence – Self awareness, being conscious of your own emotions and how they affect
your personal and professional life. Social awareness, the ability to understand others. Self
management, the ability to control disruptive emotions. Relationship management, the ability to work
well with others.

Flexibility – change, adjust to changes. The ability to influence others about change.

Sensitivity – understand group members as individuals, communicate well, people centered. Requires
empathy.

(5)Leadership Attitudes are positive or negative feelings about people, things, and issues. Job attitudes
and performance are perhaps the two most central sets of consructs in individual level organizational
analysis research.
(6)Leadership Attitudes:

Theory X and Theor Y – Attempt to explain and predict leadership behavior and performance based on
the leader’s attitude about followers.

Theory X attitude: Employees dislike work and must be closely supervised. Managers display
more coercive, autocratic leadership and use external means of control, such as threats and
punishment.

Theory Y attitude: Employees like to work and do not need to be closely supervised. Managers
display more participative leadership and use internal motivation and rewards (e.g. pride in your
work, feelings of respect from supervisors, personal growth, gaining more trust, doing work that
is enjoyable, feeling of accomplishment, learning something new, expanding competence).

Pygmalion effect – Proposes that leaders’ attitudes toward and expectations of followers, and their
treatment of them, explain and predict followers’ behavior and performance.

Self-concept – Refers to the positive or negative attitudes people have about themselves. Self-efficacy is
the belief in one’s own capability to perform in a specific situation. Both are colsely related to self
confidence, the belief that one can be successful.

(7)Developing a More Positive Attitude and Self-Concept:

 Consciously have and maintain a positive, optimistic attitude

 Push out pessimism & cultivate optimism
 Stop complaining
 Avoid negative people
 Set and achieve goals
 Focus on success and don’t dwell on failure
 Accept compliments
 Don’t belittle your accomplishments
 Don’t compare yourself to others
 Think for yourself
 Be a positive role model
 When things go wrong, help others who are worse off than you

(8)Ethics are standards of right and wrong that influence behavior. Business ethics and ethics codes
guide and constrain everyday business conduct.
(9)Personality Traits, Attitudes and Etchics:

 Ethical behavior is related to individual needs and personality traits

 To gain power, people may be unethical
 Irresponsible persons may unethically cut corners
 Self-confidence can allow a person to make ethical choices
 Unethical behavior is more likely found in people with the following characteristics: Emotionally
unstable, External locus of control, etc.
 Being ethical is part of integrity
 People with positive attitudes about ethics tend to be ethical

(10)Moral Development and Ethics

Moral deveopment refer to understanding right from wrong and choosing to do the right thing, There
are three levels of moral development:

1. Pre-conventional – Based on self-interest

2. Conventional – Based on expectation of others
3. Post-conventional – Based on universal principles of right and wrong, regardless of the leader or
group’s expectations.

(11)The Situation and Ethics – People are more likely to act unethically in highly competitive situations;
unsupervised situations; when there is no formal ethics policy; when unethical behavior is not punished
or is rewarded.

(12)How people justify unethical Behavior:

Displacement of responsibility – Blaming one’s unethical behavior on others

Diffusion of responsibility – Using the unethical behavior with no one person being held responsible

Advantageous comparison – Comparing oneself to others who are worse

Disregard or distortion of consequences – Minimizing the harm caused by the unethical behavior

Attribution of blame – Claiming the unethical behavior was caused by someone else’s behavior

Euphemistic labeling – Using “cosmetic” words to make the behavior sound acceptable

(13)What Does it Take to Be an Ethical Leader?

Courage! An ethically courageous leader must focus on a higher purpose, draw strength from others,
take risks without fear of failure, use frustration and anger for good, take action to stop unethical
behavior.
Chapter 3: Leadership Behavior and Motivation

(1)Leadership Behavior and Leadership Style

Behavior is based on traits and skills. Relationship between leaders and followers are based on the
leaaders’ traits and attitudes. These realtionships are good predictors of employee behavior and
performance.

Leadership style is the combination of traits, skills, and behaviors leaders use as they interact with
followers.

(2)University of IOWA Leadership Styles:

Autocratic <-----> Democratic

Autocratic: Leader makes decisions, tells employees what to do, and closely supervises them

Democratic: Leader encourages participation in decisions, works with employees to determine what to
do, and does not closely supervise them.

(3)University of Michigan Leadership Model:

Job-centered <----> Employee-Centered

Job-Centered: Refers to the extent to which the leader takes charge to get the job done. The leader
closely directs subordinates with clear roles and goals; The manager tells subordinates what to do and
how to do it.

Employee-Centered: Has scales measuring two employee-oriented behaviors of supportive leadership

and interaction facilitation; The leader focuses on meeting the human needs of employees while
developing relationships; The leader is sensitive to subordinates and communicates to develop trust,
support, and respect.

(4)Ohio State University Leadership Model: 2 dimensions, 4 styles.

Dimensions are Structure behavior and Consideration behavior.

Structure behavior focuses on getting the task done, while consideration behavior focuses on meeting
people’s needs and developing relationships.
(5)Leadership Grid:

Impoverished (1,1) – Low concern for production; Low

concern for people; The leader does the minimum required
to remain employed

Authority-compliance (9,1) – High concern for production;

Low concern for people; The leader focuses on getting the
job done while people are treated like machines

Country club (1,9) – High concern for people; Low concern

for production; The leader strives for a friendly atmosphere

Middle of the road (5,5) – Medium concern for production; Medium concern for people; The leader
strives for satisfactory performance and morale

Team (9,9) – High concern for people; High concern for production; The leader strives for maximum
performance and employee satisfaction

(6) Motivation is anything that affects behavior in pursuin a ceratin outcome. The pursuit of happiness
and satisfaction is fundamental to motivation. Making employees happier and healthier increases their
effort, contributions, and productivity.

(7)Two-Factor Theory:

Maintenance factors – Extrinsic motivators such as pay, job security, title, working conditions, benefits,
and relationship.
Motivator factors – Intrinsic motivators such as achievement, recognition, challenge, and advancement

(8)Herzberg’s Two-Factor Motivation Theory is based on two continuums:

Not dissatisfied with the environment (maintenance) <----> Dissatisfied.

Satisfied with the job itself (motivators) <----> Not Satisfied.

Managers must first ensure that the employees’ level of pay and other maintenance factors are
adequate. Once employees are not dissatisfied with their pay (and other maintenance factors), they can
be motivated through their jobs (intrinsic motivators).

Job enrichment refers to building motivators into the job itself by making it more interesting and
challenging.

(9)Equity Theory is based on perceptions of fair management. If management actions are perceived as
unfair, umployees will feel angry, outraged, resentful. Equity Theory proposes that employees are
motivated when their perceived inputs equal outputs.

People will compare their own perceived inputs and outputs to those they perceive that others receive.
When inequity is perceived, employees will attempt to reduce it by reducing inputs or increasing output.

Our inputs (contributions) = Others’ input (contributions)

Our outputs (rewards) = Others’ Outputs (rewards)
While motivating with Equity Theory understand that equity is based on perception, which may not be
correct; Reward equitably based on production; Ensure that employees understand the inputs that are
required to achieve certain outputs; When incentive pay is used, ensure that clear standards exist.

(10)Expectancy Theory proposes that employees are motivated when they believe they can accomplish
the task. They will get the reward, the rewards for doing so are worth the effort.

Motivating with Expectancy Theory: Clearly define objectives and the required performance to achieve
them; Tie performance to rewards; Be sure rewards are of value to the employee; Make sure employees
believe you will do whay you say you will do; Use the Pygmalion effect to increase expectations.

(11)Reinforcement Theory proposes that through the consequences for behavior, people will be
motivated to behave in predetermined ways.

Types of Reinforcement:

Positive Reinforcement – Encourages continued behavior via attractive consequences (rewards). May be
praise or a bonus, etc.

Avoidance (negative) reinforcement – Encourages desired behavior with negative consequences for
undesired behavior. Rules are designed to get employees to avoid certain behavior.

Extinction – Reinforcement is withheld when undesirable behavior is performed. If leaders do not

reward good performance, the result may be the extinction of that good performance.

Punishment – Provides undesirable consequences for undesirable nehavior. Includes reprimands, fines,
suspensions, demotion, firing, etc.; May reduce a specific undesirable behavior but cause others to
appear.

(12) Schedules of Reinforcement:

Continuous reinforcement – Each and every desired behavior is reinforced

Intermittent reinforcement – Based on passage of time or output. Passage of time is called an interval
schedule; Output is called a ratio schedule.

Four types of interval alternatives: fixed interval schedule, Variable interval schedule, fixed ratio
schedule, variable ratio schedule.

Motivating with Reinforcement:

Set clear objectives – Employees must understand what is expected

Select appropriate rewards – Must be seen as rewards
Select the appropriate reinforcement schedule
Do not reward unworthy performance
Look for the positive
Give sincere praise
Do things for your employees
(13) Giving Praise: Feedback and praise have a strong impact on performance, as much as pay. It costs
nothing, takes only a little time, creates a win-win situation.

Chapter 4: Influencing, Power, Politics, Networking, and Negotiation

(1)Leadership and Influence
Leadership is the “influencing” process of leaders and followers to achieve organizational objectives
through change.
Influencing is the process of affecting others’ attitudes and behavior in order to achieve objective
(2)Poweris the leader’s potential influence over followers. Often does not have to be used to influence
followers. Used to get people to do what they otherwise would not do.
(3)Position & Personal Power
Position power is derived from top management; is delegated down the chain of command; results from
holding a management position
Personal power is derived from the followers; Is based on the leader’s behavior; followers can have
personal power over leaders.
(4) Types of Power:
Legitimate power Is based on the user’s position power, given by the organization.
To increase legitimate power get management experience; Work to gain the perception of power;
Exercise your authority regularly; Use rational persuasion – explain the need for the objective, explain
how others will benefit, provide evidence that the objective can be meet; Back up your authority with
rewards and punishment
Reward power is based on the user’s ability to influence others with something of value to them. It uses
the exchange influence tactic.
To increase reward power: Have control over employee evaluations, raises, promotions, etc.; Find out
what others value, and use it to reward them; Let people know you control rewards, and state your
criteria for receiving them.
Coercive power involves punishment and withholding of rewards to influence employee compliance;
Uses the pressure influencing tactic; Used to maintain discipline and enforce rules.
To increase coercive power: Gain authority to use punishment and withhold rewards; Do not make rash
threats; Be persistent, set deadlines, and check progress often.
Referent power is based on the user’s personal relationships with others; uses the personal appeals and
inspirational appeals influencing tactics; Being liked or thedesire to be liked gives referent power.
To increase referent power develop people skills, work at having good relationships with managers,
peers, and subordinates.
Expert power is based on the user’s skill and knowledge; uses rational persuasion.
To increase expert power: take training and educational programs; atted trade or professional ssociation
meetings and programs, keep up with new technology, project a positie self-concept, let people know
about your expertise to develop a reputation.
Information power is based on the user’s data desired by others; Employees provide information to
managers, which can also be distorted; Conveying information is part of most managers’ jobs; Uses
rational persuasion and inspirational appeals.
To increase information power: Have information flow through you; Know what is going on in the
organization; Develop and use a network of information sources.
Connection power is based on the user’s relationship with influential people. If people know you are
friendly with powerful people, they will tend to gain the perception that you have power as well.
Connection power can be enhanced using the coalition influencing tactic.
To increase connection power: Expand your network of contacts with important managers who have
power; Get people to know your accomplishments.
(5)Influencing Tactics:
Rational Persuasion
 Inspirational Appeal
 Consultation
 Ingratiation
 Personal Appeal
 Exchange
 Coalition
 Legitimization
 Pressure
(6)Common Organizational Political Behaviors
Networking: Is the process of developing relationships for the purpose of socializing and politicking
Reciprocity: Involves creating obligations and developing alliances, and using them to accomplish
objectives
Building Coalitions: It’s a political tactic when developing coalitions is to use cooptation (Getting a
person whose support is needed to join a coalition)
To develop Political Skills Learn the organizational culture and power players; develop good working
relationships especially with your manager; be a loyal, honest team player; gain recognition.
(7) Networking is more successful than all other methods combined for finding employment. It is also
used for developing a business, job satisfaction, enhanced performance, salary, power, promotions.
The Networking process: Perform a self assesmnet and set goals; Create your one-minute self-sell;
Develop your networking interviews; maintain your network.
(8) Negotiation is a process in which two or more parties are in conflict working to reach an agreement.
Negotiation is a core competency in life. It is common in job searches, labor relations, sales.
Negotiation is often a zero-sum game; one party’s gain is the other party’s loss; Sell your ideas to
convince the other party to give you what you want; Try to work toward a win-win result; All parties
should believe they got a good deal.
The Negotiation Process: Negotiations
 Develop rapport
 Focus on obstacles, not the person
 Let the other party make the first offer
 Listen
 Ask questions
 Don’t give in too quickly
 Ask for something in return
The Negotiation Process: Postponement
 When you are not getting what you want, you may try to create urgency
 When the other party becomes resistant, remember that a hard sell will not work
 If the other party is creating urgency, be sure it is really urgent – Don’t be pressured into making a
deal you may regret later
 If you do want to postpone, give the 1other party a specific time you will get back to them
The Negotiation Process: Agreement & No Agreement
Agreement
 Get it in writing
 Quit selling
 Start working on a personal relationship
No Agreement
 Accept that agreement isn’t possible
 Learn from the failure
 Analyze and plan for the next time
Chapter 5: Contingency Leadership Theories
(1)Contingency Leadership Theories attempt to explain the appropriate leadership style based on the
leader, followers, and situation. It supposes that a leader’s effectiveness is contingent
(დამოკიდებულია, განისაზღვრება) on whether or not their leadership style suits those three variables
(leader, followers, and situation).
*In models discussed below, we have a certain pattern here: for each model we have followers, leader,
situation and leadership style. After we discuss 3 variable (followers, leader, situation) we come up with
appropriate leadership style.
(2) Leadership Continuum Model is used to determine which one of seven styles to select, based on
one’s use of boss-centered versus subordinate-centered leadership, to meet the situation (boss,
subordinates, situation/time) in order to maximize performance
(3)Leadership Continuum Model Variables: Boss
The leader’s personality and behavioral preferred style is considered in selecting a leadership style. Is
based on:
 Experience
 Expectation
 Values
 Background
 Knowledge
 Feeling of security
 Confidence in the subordinate
(4)Leadership Continuum Model Variables: Subordinates
The followers’ preferred style for the leader is based on:
 Personality
 Behavior
(5)Leadership Continuum Model Variables: Situation
The environmental considerations are considered in selecting a leadership style
This variable includes the organization’s size, structure, climate, goals, technology.
Upper-level managers also influence leadership styles.
The time available is another consideration; Participative decisions take more time
(6)Path-Goal Leadership Model
Path-Goal Model is used to select the leadership style (directive, supportive, participative, or
achievement-oriented) appropriate to the situation (subordinate and environment) to maximize both
performance and job satisfaction.
It attempts to explain how leader behavior influences performance and satisfaction of followers, fits into
the framework of contingency leadership variables but does not have a leader trait and behavior
variable. Leader is supposed to use the appropriate leadership style, regardless of preferred traits and
behavior.
Here motivation is increased by clarifying the follower’s path to the rewards that are available, working
with follower to identify and teach them behaviors which will lead to successful task accomplishment
and organizational rewards, increasing the rewards that are valued and wanted by the followers.
Situational factors are Subordinate and environment:
Subordinate
 Authoritarianism is the degree to which employees defer to others, and want to be told what to do
and how to do the job
 Locus of control is the extent to which employees believe they control goal achievement (internal)
or if goal achievement is controlled by others (external)
 Ability is the extent of the employees’ ability to perform tasks to achieve goals
Environment
 Task structure is the extent of repetitiveness of the job
 Formal authority is the extent of the leader’s position power
 Work group is the extent to which coworkers contribute to job satisfaction or the relationship
between followers
Leadership Styles
 Directive – The leader provides high structure. It is appropriate when:
– The followers want authority leadership
– The followers have external locus of control
– Follower ability is low
– The environmental task is complex or ambiguous
– Formal authority is strong
– The work group provides job satisfaction

 Supportive – The leader provides high consideration. It is appropriate when:

– The followers do not want authority leadership

– The followers have internal locus of control
– Follower ability is high
– The environmental tasks are simple
– Formal authority is weak
– The work group does not provide job satisfaction
 Participative – The leader includes employee input into decision making. It is appropriate when:

– Followers want to be involved

– Followers have internal locus of control
– Follower ability is high
– The environmental task is complex
– Authority is either strong or weak
– Job satisfaction from coworkers is either high or low

 Achievement-oriented – The leader provides both high directive (structure) and high supportive
(consideration) behavior. It is appropriate when:

– Followers are open to autocratic leadership

– Followers have external locus of control
– Follower ability is high
– The environmental task is simple
– Authority is strong
– Job satisfaction from coworkers is either high or low

(7) Normative Leadership Model has a time-driven and development-driven decision tree, which enables
a user to select one of five leadership styles (decide, consult individually, consult in group, facilitate and
delegate) appropriate for the situation (seven/questions/variables).

 Decide – the leader makes the decision alone and announces it, or sells it, to the followers
 Consult individually – The leader tells followers individually about the problem, gets information and
suggestions, and then makes the decision
 Consult group – The leader holds a group meeting and tells followers the problem, gets information
and suggestions, and then makes the decision
 Facilitate – The leader holds a group meeting and acts as a facilitator to define the problem and the
limits within which a decision must be made; The leader seeks participation and concurrence on the
decision without pushing his or her own ideas
 Delegate – The leader lets the group diagnose the problem and make the decision within stated
limits.
Determining the Appropriate Leadership Style:
1. Decision Significance 2. Importance of Commitment 3. Leader Expertise 4. Likelihood of Commitment
5. Group Support for Objectives 6. Group Expertise 7. Team Competence

Characteristics of the Time-Driven Model:

 Focus – The model is concerned with making efective decisions with minimum costs; Time is costly
 Value – Value is placed on time; No value is placed on follower development
 Orientation – The model has a short-term horizon

Characteristics of the Development-Driven Mode

 Focus – The model is concerned with making effective decisions with maximum development of
followers; Follower development is worth the cost
 Value – Value is placed on follower development; No value is placed on time
 Orientation – The model has a long-term horizon; Development takes time
Chapter 6: Communication, Coaching, and Conflict Skills

(1)Communication and Leadership

 True communication takes place only when all parties understand the message (information) from
the same perspective (meaning)
 Leadership is about influencing others and building relationships, which are based on
communications
 There is a positive relationship between communication competency and leadership performance.
 Two important parts of leadership communication are sending and receiving messages
(2)Planning the Message
 What is the goal of the message?
 Who should receive the message?
 Will you send the message?
 When will the message be transmitted?
 Where will the message be transmitted?
(3)The Oral Message-Sending Process
 Develop rapport
 State your communication purpose
 Transit your message
 Check the receiver’s understanding
 Get a commitment and follow up
(4) The Oral Message-Sending Process
 Develop rapport: Helps prepare the listener to receive the message
 State your communication objective: What is the desired end result?
 Transmit your message: Tell the receiver what is wanted
 Check the receiver’s understanding
 Ask direct questions and/or use paraphrasing
 Get a commitment and follow-up
(5)Written Communication and Writing Tips
Lack of organization is a major writing problem
 Set an objective
 Make an outline
 Put the outline into written form
 The first paragraph states the purpose of the communication
 The middle paragraphs support the purpose of the communication
 The last paragraph summarizes the major points and clearly states the action
(6)Written Communication and Writing Tips
Write to communicate, not to impress
 Keep the message short and simple
 Each paragraph should have only one topic
 Write in the active voice rather than the passive voice

Edit your work and rewrite where necessary

 Cut out unnecessary words and phrases

 Rearrange words
 Check for spelling and grammar
 Have others check and edit your work
(7)The Importance of Listening

 Failure to listen is a major reason leaders fail

 Few people are good listeners
 Most people have a passionate desire to be heard

(8)The Message-Receiving Process

(9)Feedback Is the process of verifying messages and determining if objectives are being met. Forms of
feedback – Questioning, Paraphrasing, Allowing commnets and suggestions. Feedback allows leaders to
know how they and the organization are progressing to meet objectives, is used to measure
performance.

Giving and receiving feedback must be an ongoing process to be effective.

The Need to Be Open to Feedback—Criticism

 To improve your performance and get ahead in an organization, you have to be open to feedback
(criticism)
 People do not really enjoy being criticized, even when it is constructive
 When you get criticism:
 View it as an opportunity to improve
 Stay calm
 Don’t get defensive
 Don’t blame others

How to Get Feedback on Messages: Be open to feedback, Be aware of nonverbal communication, Ask
questions, Use paraphrasing.

(10)Coaching is the process of giving motivational feedback to maintain and improve performance. It is
designed to maximize employee strengths and minimize weaknesses and is an important part of
leadership development.

Coaching Guidelines:

Give a praise and recognition; avoid blame and embarrassment; focus on the behavior, not the person;
don’t criticize; give specific and descreptive feedback; have employees assess their own performance;
give coaching feedback; provide modelin and training; make feedback timely, but flexible; develop a
supportive working relationship.

(11) Job Instructional Training Steps:

Step 1. Trainer receives preparation

 Put the trainee at ease
 Create interest in the job
 Encourage questions
 Explain the quantity and quality requirements and their importance

Step 2. Trainer presents the task

 Perform the task at a slow pace
 Explain each step several times
 Have the trainee explain each step while the task is slowly performed again
 Give the trainee a written copy of complex tasks

Step 3. Trainee performs the task

  The trainee performs the task at a slow pace, while explaining each step to the trainer
  The trainer corrects any errors
  The trainer should be patient and willing to help the trainee perform any difficult steps
  Training continues until the trainee is proficient
Step 4. Trainer follows up
 Tell the trainee who to ask for help with any problems or questions
 Gradually leave the trainee alone
 Begin by checking quality and quantity frequently
 Decrease checks as the trainee becomes skilled
 Observe the trainee performing the task
 Correct any errors, faulty work procedures, or bad habits
 Be patient and encouraging
 Praise a good effort at first, and good performance as skill develops

(10)Mentoring - Is a form of coaching in which a more experienced manager helps a less experienced
protégé. It’s more involved and personal than coaching. Mentors can include: A higher-level manager,
Family, Friends, Peers.

Primary responsibilities: Coach the protégé, Provide good, sound career advice, Help develop leadership
skills necessary for a successful management career.

(11) Conflict exists whenever people are in disagreement and opposition. An organization’s success is
based on how well it deals with conflicts.

Dysfunctional conflict – Is when conflict prevents the achievement of organizational objectives

Functional conflict – Is when disagreement and opposition supports the achievement of organizational
objectives

(12) The Psychological Contract is the unwritten implicit expectations of each party in a relationship. Is
broken for two primary reasons:

 We fail to make explicit our own expectations and fail to inquire into the expectations of the other
parties
 We further assume that the other party(ies) has the same expectations that we hold

(13) Conflict Management Styles

Avoiding Conflict Style a ttempts to passively ignore the conflict rather than resolve it; Is unassertive
and uncooperative; Creates a lose-lose situation.

Advantages: May maintain relationships that conflict resolution could damage

Disadvantages: Conflicts do not get resolved; Internal conflict in individuals; Avoiders are walked all over
Appropriately used when: The conflict is trivial Your stake in the issue is not high; Relationships could be
damaged; You don’t have time to resolve the conflict; Emotions are high.

Accommodating Conflict Style attempts to resolve the conflict by passively giving in to the other party;
Is unassertive but cooperative; Creates a win-lose situation;

Advantages: May maintain relationships that a conflict might damage by going along with the other
party
Disadvantages; May be counterproductive  Accommodators are taken advantage of
Appropriately used when: The person enjoys being a follower  Maintaining the relationship outweighs
all other considerations; The changes agreed to are not important to the accommodator, but are to the
other party; The time to resolve the conflict is limited

Forcing Conflict Style attempts to resolve the conflict by using aggressive behavior to get his or her own
way; Is uncooperative and aggressive; Creates a win-lose situation.

Advantages: Decisions may be better, if the forcer is right

Disadvantages: Overuse leads to hostility and resentment toward its user; Forcers tend to have poor
human relations;
Appropriately used when: Unpopular action must be taken on important issues Commitment by others
is not critical; Maintaining relationships is not critical; The conflict resolution is urgent.

Negotiating Conflict Style attempts to resolve the conflict through assertive, give-and-take concessions;
Is moderately assertive and cooperative; Creates an “I win some, you win some” situation through
compromise.

Advantages: Resolved relatively quickly; Working relationships are maintained

Disadvantages: Can lead to counterproductive results; Can lead to suboptimum decisions; Overuse leads
to high demands from the parties to use to bargain for more reasonable demands
Appropriately used when: The issues are complex and critical; There is no simple and clear solution;
Parties have about equal power and want different solutions; A solution will be only temporary; Time is
short.

Collaborating Conflict Style attempts to jointly resolve the conflict with the best solution agreeable to
all parties; Is assertive and cooperative; Creates a win-win situation.

Advantages: Tends to lead to the best solution;

Disadvantages: The skill, effort, and time needed are usually greater and longer than the other styles
Appropriately used when: Dealing with important issues requiring optimum solutions; Compromise will
result in suboptimization; People are willing to place the group goal before self-interest; Maintaining
relationships is important; Time is available; It is a peer conflict