B102 Organisational Behaviour

OB12: I AM A LEADER
6th Presentation
 Learning Outcomes

• Discuss leadership from a leader-centred approach

(traits and behaviours).
• Discuss leadership from a follower and situation-
centred approach.
• Consolidate leadership strategies to improve work
performance and job satisfaction of team.
Problem Analysis

Theories of Leadership:
Traits theories
Behavioural theories
Contingency theories

What can we learn to be better

leaders in class?
 Reason for this Problem

Working with People to Get Things Done

Managing Individuals - Job Performance, Satisfaction and Involvement

Managing Interpersonal Processes - Interaction With & Influence Over Others

Judgments and Decisions Interactions Influence

Perception Conflicts Change
Decision-Making Leadership Negotiation
Power
For the Workplace: Politics
Enables you to :-
•Choose different leadership styles for different Immediate Benefit:
people.
•Be a manager-leader who is able to get work Be a good team leader in class / IG.
done and keep staff satisfied in their jobs.
What Does Leadership Involve?

Leadership - influencing employees to voluntarily pursue

organisational goals

2. Follower- and
Situation-
1. Leader-Centred Centred
Approach: Traits and Approach:
Behavioural Theories
Leadership Contingency:
Perspectives Path-Goal Theory
 Traits Theory

 Learning from Traits Theory: There are some leadership traits

that appear consistently over different studies and which we
should consider developing in order to be a good leader:
 Intelligence;
 Self-confidence;
 Determination;
 Integrity; and
 Sociability

 These traits can be developed through self-reflection,

conscious practice and leadership training.
 Traits Theory
Application in class:
•Read up the pre-class materials and do some research beforehand
(Improves self-confidence and intelligence).

• Set good example by completing your tasks on time, be punctual for all
meetings, and sacrifice your lunch break if you need to, to meet the
deliverables (demonstrates determination).

• Communicate expectations of team performance/experience, set clear

goals in Meeting 1 on the directions of your day’s presentation , and
gets along well with teammates (exhibits determination and sociability).

• Argue for team’s ideas but willing to take responsibility for mistakes and
areas for improvements (shows intelligence, determination and
integrity).
 Behavioural Theory

 Learning from Behavioural Theory: Leaders cannot be overly

task-oriented or overly people-oriented only.

 Main focus of task-oriented leaders are to organise work, clarify

roles and procedures as well as keep work under control in order
to achieve results.

 People-oriented leaders focus on achieving results through

encouraging, observing, listening, coaching and mentoring.

 Being high on both would be the most effective leadership style.

 Behavioural Theory
Application in class:

Be more task-oriented
[All these to be done despite working with friends]
•Set clear timelines to come back from break and submit individual work
(e.g. submitting points for presentation slides during Study Period 2)
•Clarify roles (e.g. leader, scribe, etc.)
•Communicate expectations.

Be more people-oriented
• Help team mates who have difficulties understanding problem statement
or worksheet (e.g. take time to explain or provide materials to read).
• Encouraging quiet members to share their ideas by asking them for their
views or appreciating the ideas that they share.
• Take time to listen to their problems and issues (which prevents them
from contributing effectively in the team or class).
 Path-Goal Theory - Overview
Employee (Follower)
Contingencies
• Skills and Experience

Leader • Locus of Control

Leader Effectiveness
Behaviours
• Directive • Employee Motivation

• Supportive • Employee Satisfaction

• Participative
• Acceptance of the
• Achievement-oriented
Leader
Environmental
Contingencies
• Task Structure
• Team Dynamics

Adapted: McShane & Von Gilnow. (2009). Organizational behaviour [essentials] (2nd ed.) McGraw-Hill. Page 235
Path-Goal Theory: Leader Behaviours
Category of
Description of Leader Behaviours
Leader Behaviour
Employee (Follower)
Clarifying employees' performance goals; providing
Contingencies
guidance on how employees can complete tasks;
• Skills and Experience
Directive clarifying performance standards and expectations;
Leader • Locus of Control
Leader
use of positive and negative Effectiveness
rewards contingent on
Behaviours
performance
• Directive • Employee Motivation
Provide psychological support for employees; shows
• Supportive • Employee Satisfaction
Supportive concern for employees; helps employees to cope
• Participative
with stressful situations • Acceptance of the
• Achievement-oriented
Leader
Facilitating subordinate involvement in decisions
Environmental
Contingencies
beyond their normal work activities; encouraging
Participative
• Task Structure
the sharing of minority opinions; asks for
• Team Dynamics
suggestions; involves employees in decision-making

Achievement- Setting challenging goals; emphasizing excellence;

oriented demonstrating confidence in employees' abilities
 Path-Goal Theory: Contingencies

Employee (Follower) Locus of Control

Skills and Experience Contingencies •Internal locus of control –
•Level of skills and experience of employees believe that they have
• Skills and Experience
employees. control over their work.
•Employees Leader
with lower skills and • Locus of Control •External locus of control –
experienceBehaviours
may require more Leader
employees Effectiveness
believe that their
guidance. performance is more due to luck
• Directive • Employee Motivation
and fate.
• Supportive • Employee Satisfaction
• Participative Team dynamics
• Acceptance of the
Task Structure
• Achievement-oriented
• The working styles and
• The nature of the task: routine, Leader of team
relationships
Environmental
non-routine, simple or Contingencies members: cohesive, non-
complex. cohesive, performance-
• Task Structure oriented, negative norms.
• Team Dynamics
 Path-Goal Contingencies

Employee Directive Supportive Participative Achievement-

(Follower) oriented
Contingencies
Skill/Experience Low Low High High

Locus of Control External External Internal Internal

Environmental Directive Supportive Participative Achievement-

Contingencies oriented

Task Structure Non-Routine Routine Non-Routine (Information

unavailable)
Team Dynamics Negative Norms Low Cohesion Positive Norms (Information
unavailable)

Adapted: McShane & Von Gilnow. (2010). Organizational behaviour [Emerging Knowledge and Practice for the Real World] (5th ed.). Page 368
Leadership under Different Situations

Application in class:
• To be a good leader, you need to know each of your members’ personalities,
abilities and strengths and the types of work that needs to be done  need
to be flexible when allocating tasks and exercising leadership.
Examples:
• For those who are very independent and have good track record in delivering
quality work, provide them challenging tasks and leave them to do their own
work (research, problem analysis ,etc). [Achievement-oriented style]
• For those who are dependent on your instructions, give them more
structured tasks like PILP, scribe, specific research areas, etc, and check on
their progress. [Directive style]
• For those who are involved in unchallenging routine tasks that are
unsatisfying, provide friendship by listening to them to relieve their
boredom. [Supportive style]
 Conclusion

• Leadership has multiple dimensions. It is still a very widely

debated topic on what makes a successful leader.
• There are many variables that affect leadership effectiveness.
Nevertheless, there are certain widely accepted qualities as an
effective leader.
• It is through a conscious awareness of oneself and the
willingness to improve that one can become an effective
leader.
EXTENDED LEARNING A
 Other Belief Components
Locus of Control : General belief about personal control over life
eventsExternal Locus of Control Internal Locus of Control
Success/failure attributed to factors Belief that one controls key events
beyond personal control such as luck, and consequences in one’s life
fate and environment

Example: Ethan and Daniel are both studying for a test next week.

External Locus of Control: Ethan believes that doing well in the test depends on
whether his teacher is lenient or strict. He tries to ‘spot’ questions that his teacher
might ask and prays for the best.

Internal Locus of Control: Daniel believes that only he is responsible for how well
he does in his test. He studies very hard and makes sure that he is fully prepared
for any question that the teacher might pose.

Ethan in Facing Challenges: Daniel in Facing Challenges:

I cannot succeed on my own effort It is my effort that results in my success
(need luck)  lower self-efficacy  higher self-efficacy
 References

Textbooks
 McShane & Von Gilnow. (2009). Organizational Behavior [essentials] (2nd ed.) McGraw-Hill.
Chapter 11.
 Kreitner & Kinicki (2010). Organizational Behaviour (9th ed.) Irwin/McGraw-Hill. Chapter 16.
 Northouse. (2004). Leadership – Theory and Practice (3rd ed.). Sage.
 Bauer, Talya & Erdogan, Berrin (2009). Organizational Behavior, Flat World Knowledge, Inc.

Website
 Managing Up. What Employees Need to Become Self Energized Leaders. Retrieved on 24 Apr
2014 from: http://tr.51job.com/train/51newsletter/2008/sep2008/slii-e.htm
 After Class Activities

Daily Activity (by 2359hrs today)

• Complete the quiz as well as peer and self-evaluations.
• Complete your Reflection Journal .

End-of-Week Activity
• Review the 6th Presentation slides.
• Read the materials given in the Resources (compulsory reading).

Preparation for Next Week

• Do the pre-class work for Week 13 (compulsory).