Leadership Approaches

Positional Power (e.g., based on job title, rank) The Leader [e.g., Traits, Transformational & Charismatic leadership] The Led [e.g., Follo er characteristics] The Influence Process (e.g., !eader"#ember $%change) The Situation (e.g., &ath"'oal Theor()

Typical Leadership Process

!eader $mergence
,ole of demographic *ariables, mental abilit(, -ig . personalit( factors, self"monitoring

!eader )cceptance & $ffecti*eness

!eadership +ecline

Self-Monitoring Scale (Snyder, 1974)

/. 0 find it hard to imitate the beha*ior of other people. 1. #( beha*ior is 2s2all( an e%pression of m( tr2e inner feelings, attit2des, and beliefs. 3. )t parties and social gatherings, 0 do not attempt to do or sa( things that others ill like. 4. 0 can onl( arg2e for ideas hich 0 alread( belie*e. .. 0 can make imprompt2 speeches e*en on topics abo2t hich 0 ha*e almost no information. 5. 0 g2ess 0 p2t on a sho to impress or entertain people. 6. 7hen 0 am 2ncertain ho to act in a social sit2ation, 0 look to the beha*ior of others for c2es. 8. 0 o2ld probabl( make a good actor. 9. 0 rarel( seek the ad*ice of m( friends to choose mo*ies, books, or m2sic. /:. 0 sometimes appear to others to be e%periencing deeper emotions than 0 act2all( am. //. 0 la2gh more hen 0 atch a comed( ith others than hen alone. /1. 0n gro2ps of people, 0 am rarel( the center of attention. /3. 0n different sit2ations and ith different people, 0 often act like *er( different persons. /4. 0 am not partic2larl( good at making other people like me. /.. $*en if 0 am not enjo(ing m(self, 0 often pretend to be ha*ing a good time. /5. 0;m not al a(s the person 0 appear to be. /6. 0 o2ld not change m( opinions (or the a( 0 do things) in order to please someone else or in their fa*or. /8. 0 ha*e considered being an entertainer. /9. 0n order to get along and be liked, 0 tend to be hat people e%pect me to be rather than an(thing else. 1:. 0 ha*e ne*er been good at games like charades or impro*isational acting. 1/. 0 ha*e tro2ble changing m( beha*ior to s2it different people and different sit2ations. 11. )t a part(, 0 let others keep the jokes and stories going. 13. 0 feel a bit a k ard in compan( and do not sho 2p <2ite as ell as 0 sho2ld. 14. 0 can look an(one in the e(e and tell a lie ith a straight face (if for a right end). 1.. 0 ma( decei*e people b( being friendl( hen 0 reall( dislike them.

Self-Monitoring (Form of Social Intelligence)

Awareness of how one is being received by others (cognitive, perceptual process)

Ability to alter ones behavior (if necessary) depending on how one thinks they are being received (adaptability)

~ Some Leadership Traits ~

Traits associated with leader effectiveness Consciensciousness !traversion

Leader skills related to effectiveness Technical s"ills Conceptual s"ills Interpersonal s"ills

Types of Power
Reward [-ased on the abilit( to administer re ards and benefits e.g., raises, promotions, positi*e performance e*al2ations]

Coercive [-ased on the abilit( to administer p2nishments to s2bordinates]

Legitimate [)2thorit( based on one=s official title or position e.g., C$>, 'eneral, &olice >fficer]

Expert [&ossession of a gi*en bod( of kno ledge and?or skills. Can often be rather limited in scope]

Referent [0dentification, attraction, or respect for someone. Common for Charismatic leaders]

Typical Reactions to Power

Commitment Compliance ,esistance

!ikel(

&ossible

@nlikel(

,eferent

$%pert

!egitimate

,e ard

Coerci*e

Leadership #ehaviors

Consideration Style (expressing warmth, caring concern for workers)

Factors
Ability level of employees Number of subordinates

Structured Style (organized, planned, use of deadlines)

ifficulty of !ob

"est for a leader to use both styles when appropriate

Measurement of Leader$s #ehaviors (#ased on the Leader #ehavior %escriptive &uestionnaire' L#%&)
ConsiderationA 0s eas( to get along ith BBBBB. $%plains actions to gro2p members @s2all( treats e*er(one in the same manner !et;s follo ers kno of changes in ad*ance &2ts gro2p ideas into operation

StructureA 0nforms s2bordinates abo2t hat is e%pected Clarifies roles among gro2p members #akes decisions regarding ork methods )d*ocates the 2se of standardiCed proced2res Dets specific goals and monitors performance

Leadership &uestionnaire (From the perspective of leaders)

BBBBBBB 0 enco2rage m( team to participate hen it comes decision making time and 0 tr( to implement their ideas and s2ggestions. BBBBBBB Eothing is more important than accomplishing a goal or task. BBBBBBB 0 closel( monitor the sched2le to ens2re a task or project ill be completed in time. BBBBBBB 0 enjo( coaching people on ne tasks and proced2res. BBBBBBB The more challenging a task is, the more 0 enjo( it. BBBBBBB 0 enco2rage m( emplo(ees to be creati*e abo2t their job. BBBBBBB 7hen seeing a comple% task thro2gh to completion, 0 ens2re that e*er( detail is acco2nted for. BBBBBBB 0 find it eas( to carr( o2t se*eral complicated tasks at the same time. BBBBBBB 0 enjo( reading articles, books, and jo2rnals abo2t training, leadership, and ps(cholog(F and then p2tting hat 0 ha*e read into action. BBBBBBB 7hen correcting mistakes, 0 do not orr( abo2t jeopardiCing relationships. BBBBBBB 0 manage m( time *er( efficientl(. BBBBBBB 0 enjo( e%plaining the intricacies and details of a comple% task or project to m( emplo(ees. BBBBBBB -reaking large projects into small manageable tasks is second nat2re to me. BBBBBBB Eothing is more important than b2ilding a great team. BBBBBBB 0 enjo( anal(Cing problems. BBBBBBB 0 honor other people;s bo2ndaries. BBBBBBB Co2nseling m( emplo(ees to impro*e their performance or beha*ior is second nat2re to me. BBBBBBB 0 enjo( reading articles, books, and trade jo2rnals abo2t m( professionF and then implementing the ne proced2res 0 ha*e learned .

Path-Goal Theory
!eader is seen as important in pro*iding a path for emplo(ees to attain desired goals

&eadership "ehaviors (m2st be able to 2se all fo2r t(pes hen necessar(. @se *aries ith s2ch factors as emplo(ee abilit(, ork en*ironment, gro2p siCe)

irective [leader tells s2bordinates ho to perform tasksF pro*ides g2idelines and str2ct2re] ell"

#upportive [leader sho s caring and concern for s2bordinates= being] $articipative [leader in*ol*es s2bordinates in decision"making]

Achievement%oriented [leader sets specific and challenging goalsF promotes high ork"related aspirations and goal attainment]

Path Goal (cont.)

7hat can leaders do to help emplo(ees attain goalsG

/) ,emo*e obstacles?problems to gain attainment

1) &ro*ide *al2ed incenti*es to emplo(ees

3) Clarif( paths to goals (e.g., 2se of feedback)

'ob &eader )ffort $erformance

(ewards (ewards $erformance (ewards

#atisfaction Acceptance of &eader *otivation

Vroom-Yetton-Yago !A odel of "ecision

Autocratic

odel a#ing$

A+, @se a*ailable informationF makes sole decision A-, 'et emplo(ee to ac<2ire some informationF makes sole decision .+, !eader gets indi*id2al inp2t regarding a decisionF makes sole decision .-, !eader get gro2p inp2t regarding a decisionF makes sole decision /roup /-, Total gro2p decision"makingF leader is an e<2al member in the gro2p

.onsultative

Vroom-Yetton-Yago Model (cont.)

/eneral .riteria for #electing ecision%*aking #trategy
A) Time (e0g0, immediate decision vs0 ample time available)

")

ecision !uality (e0g0, routine decision vs0 high 1uality decision re1uired)

.) "roup #cceptance (of the decision itself and the process used)

~ Specific 6room-7etton %ecision-Ma"ing Tree &uestions ~

() %oes the pro*lem re+uire a +ualit, solution-

.) %oes the leader have enough information to ma"e a high-+ualit, decision-

/) Is the pro*lem structured-

0) Is acceptance *, su*ordinates important for the effective implementation of the solution-

1) Is the leader certain that the decision will *e accepted *, su*ordinates if he2she ma"es the decision alone-

3) %o su*ordinates have the same organi4ational goals that will *e o*tained *, solving the pro*lem-

5) Is conflict among su*ordinates pro*a*le in o*taining a solution-

Participati%e "ecision- a#ing

ProsA
0ncreases cooperation and comm2nication $nhances emplo(ee identification & acceptance of decisions Can lead to better <2alit( decisions 'i*es emplo(ees better 2nderstanding of decision comple%it( and iss2es

ConsA
Takes more time to make decisions Who to in*ol*e in decision"making (e.g., emplo(ee kno ledge & moti*ation iss2es) What decisions to in*ol*e emplo(ees in making (all, some) and decides ho

& Leadership ' (elf-)*lfilling Prophecy &

+ #upervisor )xpectancy &eadership "ehaviors

4 5

#ubordinate #elf%)xpectancy

2 3

#ubordinate $erformance

#ubordinate *otivation

Leader- em+er ,-change Theory (L .)

!eader

$*al2ation of s2bordinates onA )bilit( Tr2st ,esponsibilit(

6n%/roup [e.g., better job d2ties, greater re ards, more *isibilit(, treated ith armth and caring b( the leader, greater access to information]

D2bordinates
&ercei*ed similarit( 'ender

* L + &utco!es *
~ mplo,ee 8utcomes ~ 9igh $atisfaction %erfor!ance ratings &rgani'ational co!!i!t!ent (ole clarity Low (ole conflict )urnover intentions

High Quality of Leader- e!ber "#change

Female Leaders in #usiness

(: Fortune 1:: companies are run *, women .: Fortune (::: companies are run *, women
Source; http;22mone,)cnn)com2maga4ines2fortune2fortune1::2womenceos2

Female Bepresentation in Ccademics

In .::5< ./= of universit, presidents are female< more than dou*le the >)1= in (>?3< *ut onl, .= more than .::( @omen hold .0= of full professorships in the Anited States

7 Female 8raits and &eadership 7

(ate traits of typical males

(ate traits of typical females

(ate traits of typical of leaders

*ale traits seen as similar to leadership traits

~ Implicit Leadership Theor, ~ De,, )he perception of leader behaviors and prototype matching process
Erotot,pe of effective leadership -ntelligent High Ierbal Dkills Fair 'ood interpersonal Dkills %rototype !atching 8*served Leadership #ehaviors -ntelligent High Ierbal Dkills Fair

Leader valuation y boss is a good leader

Bating #ehaviors (using glo*al impressions)

Question, .oes your bosss have good social skills/ 0nswer, 1es, hes a good leader so he !ust have good social skills

~ Transformational Leadership ~
#asic %imensions
Ideali4ed Influence (charas!atic, establishing visions, role-!odeling) Inspirational Motivation (providing challanges, goal sharing, go beyond selfinterests) Intellectual Stimulation (encouraging creative proble! solving, critical thinking, fle#ible) Individuali4ed Consideration (encourage!ent and support, e!power!ent)

#enefits; Leader effectiveness, high procedural 2ustice perceptions, high trust, !ore organi'ational citi'enship behaviors Eossi*le negative(s); .ependence on leader

* )ransfor!ational vs3 )ransactional Leadership 0pproaches *

8ransformational

8ransactional

-eha*iors

0nspirational, empo ering

@se of reinforcements (e.g., re arding desired beha*iors) $mplo(ee self interest ,eg2lar, ro2tine

'oals

'ro2p?organiCational interests #ajor, inno*ati*e

+esired change

4o!bination of both styles is co!!on (or needed)

~ Impact of Culture on Leadership ~

0re there cultural difference in such things as leader e#pectations, acceptable leader behaviors and5or traits, leader use of incentives (e3g3, leadership prototypes)/ 0re so!e leadership styles, behaviors universally accepted and effective/

Fapanese Sample Erotot,pe

+isciplined 0ntelligent Tr2st orth( $d2cated ,esponsible $astern

A)S) Sample Erotot,pe

%ersistent -ndustrious High 6erbal $kills 7oal-&riented .eter!ined 7estern

No single trait emerged in the 8op 4 of the eight countries surveyed0

* -nterdependence of Leaders and ;ollowers *

8333 the function of leadership is to produce !ore leaders, not !ore followers39 --- (alph :ader

Some #asic Eoints Leadership is a process, not a person %rocess is dyna!ic and reciprocal (not top down) $ituational conte#t is crucial (e3g3, de!ands, resources) -!portance of follower characteristics (needs, e#pectation, perceptions) and their responses

* Leader-;ollower %rocess *
Leader behavior, responses (e3g3, sensitivity, praise) "!ployee leadership prototypes $ituation (e3g3, task de!ands, resources) "!ployee characteristics "!ployee e#pectations Leader 4haracteristics5) raits

"!ployee perceptions of leader (e.g., competance, moti*ations)

"!ployee behavior

Sample Leadership Self-Cssessment (Total 01 items)

() .) /) 0) 1) 3) I prioriti4e tas"s when faced with limited time and2or resources) 8nce I ma"e a suggestion a*out an issue< I donGt thin" a*out it further) I follow through on ever, commitment I ma"e) I steer through am*iguit, and Ginformation clutterG to resolve comple! pro*lems) I as" +uestions to tr, to piece together GunrelatedG information< events) etc) I *uild momementum *, spending >:= of m, time on the top (:= of m, priorit, list) 5) I view m, GwinsG with pride and humilit,) ?) I sacrifice m, principles if the, are not wor"ing) >) I sort out alternatives *, Gwinging itG) (:) I ma"e connections that reveal "e, issues< pro*lems< or opportunites) (() I direct m, energ, e+uall, at all pending issues) (.) I emphasi4e positive features of situations even after set*ac"s or when facing huge o*stacles)(/) I ignore re+uests from people *elow me< if I donGt have time) (0) I test ideas and assumptions *, reviewing them first with leaders and critical thin"ers) (1) I accept a pro*lem at face value< even though there ma, *e less o*vious underl,ing factors driving the pro*lem) (3) I find a wa, to Gget it doneG and will sacrifice personall, to achieve a goal) (5) I understand m, own emotions and feelings and how the, impact a situation) (?) I help individuals and teams reach higher levels of performance *, displa,ing confidence in them at critical Hunctures) (>) I am receptive to new ideas of others and tr, to improve or enhance them in a nonthreatening manner) Measures 1 dimensions; Focused drive< motional intelligence< #uilding trust2ena*ling others< .:) I ta"e into account the potential implications of a decision< *efore moving forward) Conceptual thin"ing< S,stems thin"ing