Chapter 11

Leadership II:
Approaches and
Issues

PowerPoint slides by
R. Dennis Middlemist
Colorado State University
 Learning Objectives
After studying this chapter, you should be
able to:
 Compare and contrast the various
approaches to, and theories of, leadership
 Describe the similarities and differences
between leadership and management
 Differentiate between charismatic,
transformational, and transactional leaders

2 ©2005 Prentice Hall

 Learning Objectives
After studying this chapter, you should be
able to:
 Discuss E-leadership
 Analyze the effects of culture on theories of
leadership
 Explain the ways in which an individual can
improve her/his own leadership capabilities

3 ©2005 Prentice Hall

 Leadership Perspectives
Perspective Leader Follower Situation
Blake and Mouton:
Managerial Grid XX

Hersey and Blanchard:

Situational Leadership Model X XX

Fiedler:
Contingency Leadership XX XX
Model
House:
Path-Goal Theory XX XX XX
Vroom/Yetton:
Normative Decision Model XX X XX
Substitutes for Leadership XX
X = Strong Emphasis
XX = Very Strong
Emphasis
4 ©2005 Prentice Hall Adapted from Exhibit 11.1: Leadership Perspectives: Relative Emphasis on Leader, Follower, and Situation
 Leadership Grid

 Both concern for people and concern for

production are necessary for effective
leadership
 Best managers are high on both dimensions
(9,9)
 A 9,9 leader is best kind of leader, irrespective
of who the followers are or what kinds of
situations confront the leader

5 ©2005 Prentice Hall

 Leadership Grid
9 1,9 9,9
High
Concern for People 8

5 5,5

Low 1 1,1 9,1

1 2 3 4 5 6 7 8 9

Low High
Concern for Results
6 ©2005 Prentice Hall Adapted from Exhibit 11.2: Blake and Mouton: The Leadership Grid
 Situational Leadership Model
 Successful leadership behaviors depend on
the “readiness” of followers
 Ability in relation to a specific task
 Willingness to undertake the new task
 Leadership behaviors
 Supportiveness (people orientation)
 Directiveness (task orientation)
 Four combinations of the two dimensions of
leadership behavior

7 ©2005 Prentice Hall

 Situational Leadership Model
High
Participating Delegating
Follower Ability

Telling Selling

Low
Low High
Follower Motivation
Supportive leader behavior

Directive leader behavior

8 ©2005 Prentice Hall Adapted from Exhibit 11.3: Hersey and Blanchard: Situational Leadership Model
 Leadership Contingency Theory
 Task-oriented leaders (low LPC score)
and relationship-oriented leaders (high
LPC score) must be matched to
leadership situations
 Favorableness of leadership situation
 Relations with subordinates
 Task structure
 Position power

9 ©2005 Prentice Hall

 Leadership Contingency Theory
SITUATION
Favorable (for leader) Unfavorable (for leader)
Good subordinate relationships Poor subordinate relationships
Highly structured task Unstructured task
Leader with high amount of Leader lacks position power
position power

LEADERS

Low LPC Perspective High LPC Perspective

Rates least preferred co-worker Rates least preferred co-
harshly worker favorably
Task oriented Person oriented
Most effective when situation is Most effective when situation
either highly favorable or is neither highly favorable
nor highly unfavorable
highly unfavorable

10 ©2005 Prentice Hall Adapted from Exhibit 11.4: LPC Theory

 Path-Goal Theory
 Leader’s job is to increase subordinate
satisfaction and effort
 Increase personal payoffs to subordinates
for work-goal attainment
 Make the path to these payoffs easier to
travel
 Clarifyit
 Reduce roadblocks and pitfalls
 Increase opportunities for personal satisfaction
en route

11 ©2005 Prentice Hall

 Path-Goal Theory
 Two basic leadership behaviors
 Supportive leadership
 Directive leadership
 Assumes that a particular leadership approach
will work better in some task situations than
others
 Assumes that leaders can modify their styles to
suit the situation.

12 ©2005 Prentice Hall

 Path-Goal Theory
IF
The task is:
Frustrating, boring, stressful,
structured, and routine
Supportive
AND Leadership Style
(Person oriented)
Subordinates are:
Highly experienced and
competent
Goal
IF (i.e., increased
The task is: performance)
Interesting but ambiguous,
nonstressful, unstructured,
varied Directive Leadership
AND Style
(Task oriented)
Subordinates are:
inexperienced

13 ©2005 Prentice Hall Adapted from Exhibit 11.5:

 Normative Decision Model
 Not a model of leadership behavior
 Examines issue of how much subordinates
should be allowed to participate in decision
making
 Also helps determine what type of participation
should be allowed
 Two key variables
 Quality of the decision
 Acceptance of the decision by subordinates

14 ©2005 Prentice Hall

 Normative Decision Model
Decision Stylea Definition
AI Leader makes the decision alone
AII Leader asks for information from team members but makes
the decision alone. Team members may or may not be
informed what the situation is.
CI Leader shares situation with each team member and asks
for information and evaluation. Team members do not meet
as a team, and the leader alone makes the decision.
CII Leader and team members meet as a team to discuss the
situation, but the leader makes the decision.
G Leader and team members meet as a team to discuss the
situation, and the team makes the decision.
A = autocratic
a
C = consultative G = group
Sources: V. H. Vroom and P. W. Yetton, Leadership and Decision-Making (Pittsburgh, PA: University of Pittsburgh Press,
1973); V. H. Vroom and A. G. Jago, The New Leadership: Managing Participation in Organizations (Englewood Cliffs, NJ:
Prentice Hall, 1988).

15 ©2005 Prentice Hall Adapted from Exhibit 11.6: Normative Decision-Making Model: Decision-Making Styles
 Normative Decision Model
State the Problem
QR How important is the quality of
this decisions?
CR How important is subordinate
commitment to the decision?
LI Do you have sufficient
information to make a high-quality
decision?
ST Is the problem well structured?
CP If you were to make the decision by yourself, is it reasonably
certain that your subordinates would be committed to it?

16 ©2005 Prentice Hall Adapted from Exhibit 11.7: Normative Decision-making Model for Leaders’ Use of Participation: Decision-Tree Questions
 Normative Decision Model
State the Problem
GC Do subordinates share the
organization goals to be attained in
solving this problem?
CO Is conflict among subordinates
over preferred solutions likely?
SI Do subordinates have sufficient
information to make a high-quality
decision?

17 ©2005 Prentice Hall Adapted from Exhibit 11.7: Normative Decision-making Model for Leaders’ Use of Participation: Decision-Tree Questions
 Normative Decision Model
Decision-making Procedures
AI Manager makes decision alone
AII Manager gets information from
team, makes decision alone
CI Manager shares problem, gets
information, makes decision alone
CII Manager and subordinates meet to
discuss situation, manager makes
decision alone
G Manager and leader meet to
discuss situation, team makes
decision

18 ©2005 Prentice Hall Adapted from Exhibit 11.7: Normative Decision-making Model for Leaders’ Use of Participation: Decision-Tree Questions
 Substitutes for Leadership
 Alternative approaches
 May partially substitute for leadership
 Can sometimes overcome poor leadership
 Aspects of organization or work situation
 Can neutralize the best efforts of leaders
 Inflexible
organization procedures
 Inadequate compensation policy

19 ©2005 Prentice Hall

 Substitutes for Leadership

Ab
Substitutes for leadership

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In
Professional orientation

tis
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,
Ability, experience, training
Substitutes
Professional Advisory or staff
Intrinsically satisfying task orientation for
Leadership
support

Advisory or staff support

Co wit anc
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Cohesive work group (with

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20 ©2005 Prentice Hall Adapted from Exhibit 11.8: Examples of Possible Substitutes for Leadership
 Leading and Managing: The
Same or Different
 Leaders
 Create vision for organizations and units
 Promote major changes in goals and procedures
 Set and communicate new directions
 Inspire subordinates
 Managers
 Deal with interpersonal conflict
 Plan
 Organize
 Implement goals set by others (the leaders)

21 ©2005 Prentice Hall

 Leading and Managing: The
Same or Different
 Managing ought to
involve most of the
activities thought of
as leading
 Organizations need Leaders
their managers to Leaders and Managers
also incorporate Managers
leadership roles into
their behavior

22 ©2005 Prentice Hall Adapted from Exhibit 11.9: The Overlapping Roles of Leaders and Managers
 Charismatic Leadership
 Charismatic leadership
 Charisma is a strong form of referent power
 Influence is based on individual inspirational
qualities rather than formal power
 Followers or subordinates identify with
charismatic leaders because of these
exceptional qualities

23 ©2005 Prentice Hall

 Charismatic Leadership
Attributes of Charismatic Leaders
 Need for power
 Impression management
 Self-sacrifice toward organization
 Innovative or unorthodox actions
 Ideals, values, lofty goals
 High expectations for followers
 Models desired behaviors
 Inspires followers
 Strong belief in own ideas
 High level of self-confidence

24 ©2005 Prentice Hall Adapted from Exhibit 11.10: Attributes of the Charismatic Leader
 Transformational Leadership
 Transformational leaders
 Leaders empower and coach followers
 Followers identify with the leader
 Motivate followers (to)
 Ignore self-interest
 Work for the larger good of the organization
 Achieve significant accomplishments
 Make major changes

25 ©2005 Prentice Hall

 Transactional Leadership
 Transactional leadership
 More passive
 Emphasizes exchange or rewards
or benefits for compliance with
leader’s requests
 Appeals to followers’ self-interests to
motivate their performance

26 ©2005 Prentice Hall

 Transformation versus
Transactional Leadership

Transformational Transactional
Leadership Leadership

Leader gains subordinates’ Inspiring, empowering, Exchange of rewards

compliance by: and coaching followers and benefits

Appeals focus on: Organizational and Self-interest

“common good” interests

Type of planned change: Major organizational Routine changes

change

27 ©2005 Prentice Hall Adapted from Exhibit 11.11: Transformation versus Transactional Leadership
 Guidelines for
Transformational Leadership
Those Who Want to Be Transformational Leaders Should:
Develop a clear and appealing vision
Develop a strategy for attaining the vision
Articulate and promote the vision
Act confident and optimistic
Express confidence in followers
Use early success in small steps to build
confidence
Celebrate successes
Use dramatic, symbolic actions to emphasize
key values
Lead by example
Source: Adapted from G. Yuki, Leadership in Organizations, 3rd ed. (Englewood Cliffs, NJ: Prentice Hall, 1994).

28 ©2005 Prentice Hall Adapted from Exhibit 11.12: Guidelines for Transformational Leadership
 E-age Leadership
 Rely on use of information technology to
supplement more traditional leadership
methods
 Maximize use of
information technology
to strengthen leadership
efforts

29 ©2005 Prentice Hall

 Leadership Across Different
National Cultures
Examples of Examples of Examples of leader
leader attributes leader attributes attributes viewed as
universally viewed universally viewed positive or negative
as positive as negative depending on the culture
+ - +/-
+ Trustworthy - Noncooperative +/- Ambitious
+ Encouraging - Irritable +/- Individualistic
+ Honest - Dictatorial +/- Cunning
+ Decisive - Ruthless +/- Cautious
+ Communicative - Egocentric +/- Class Conscious
+ Dependable - Asocial +/- Evasive

Source: R. J. House, “Cultural Influences on Leadership and Organizations: Project GLOBE,” in W. Mobley (ed.),
Advances in Global Leadership, vol. 1 (Stamford, CT: JAI Press, 1998).

30 ©2005 Prentice Hall Adapted from Exhibit 11.13: The Effect of Culture on Attitudes toward Leaders’ Attributes
 Improving Your Own
Leadership Capabilities
Set direction

Self Strengths Set performance

Weaknesses expectations
Skills
Set an example
ASSESS Followers Expectations ACT Reassess
Motivations and
Clarify and build
Change
paths
Constraints
Situation
Opportunities
Cheer on/
appreciate

31 ©2005 Prentice Hall Adapted from Exhibit 11.14: Improving Your Leadership Capabilities
 Author’s Corner
 In this interview, Lyman Porter responds
to the following about transformational
leadership.
 Is it possible to learn how to become a
transformational leader?

To watch this
interview, click here.

32 ©2005 Prentice Hall