Chapter 10 Leadership - Basic Approaches and Contemporary Issues

Chapter
Leadership:
basic approaches and
contemporary issues
ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
E L E V E N T H E D I T I O N
© 2005 Prentice Hall Inc. WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation
All rights reserved. by Charlie Cook
OBJECTIVES
After studying this chapter,
you should be able to:
1. Contrast leadership and management.

2. Summarize the conclusions of trait theories.
LEARNING
3. Identify the limitations of behavioral theories.

4. Describe Fiedler’s contingency model.
5. Explain Hersey and Blanchard’s situational
theory.
6. Summarize leader-member exchange theory.
© 2005 Prentice Hall Inc. All rights reserved. 11–2

O B J E C T I V E S (cont’d)
7. Describe the path-goal theory.

8. Identify the situational variables in the leader-
participation model.
LEARNING

Why organizations decline?
Compulsory Home Reading assignment
Table1: Dysfunctional Consequences of Organizational

Decline
From Organizational Dysfunctions of Decline.pdf
<available at Fileserver>
11–4
What Is Leadership?
Leadership
The ability to influence a
group toward the
achievement of goals.
Management
Use of authority inherent
in designated formal rank
to obtain compliance from
organizational members.

Trait Theories
Traits Theories of Leadership Traits:

Leadership
• Ambition and energy
Theories that consider
• The desire to lead
personality, social,
physical, or intellectual • Honest and integrity
traits to differentiate • Self-confidence
leaders from nonleaders.
• Intelligence
• High self-monitoring
• Job-relevant
knowledge

Trait Theories
Limitations:
• No universal traits found that predict
leadership in all situations.
• Traits predict behavior better in “weak”
than “strong” situations.
• Unclear evidence of the cause and effect
of relationship of leadership and traits.
• Better predictor of the appearance of
leadership than distinguishing effective
and ineffective leaders.
Behavioral Theories
Behavioral Theories of Leadership

Theories proposing that specific behaviors
differentiate leaders from nonleaders.
• Trait theory:
Leaders are born, not made.
• Behavioral theory:
Leadership traits can be taught.

Ohio State Studies
Initiating Structure
The extent to which a leader is
likely to define and structure his
or her role and those of sub-
ordinates in the search for goal
attainment.
Consideration
The extent to which a leader is likely to have job
relationships characterized by mutual trust, respect
for subordinate’s ideas, and regard for their feelings.

University of Michigan Studies
Employee-Oriented Leader
Emphasizing interpersonal relations; taking a
personal interest in the needs of employees and
accepting individual differences among members.
Production-Oriented Leader
One who emphasizes technical
or task aspects of the job.

The
Managerial
Grid
(Dr. Robert R. Black
and Dr. Jane Srygley
Mouton during 1950 &
1960s)
E X H I B I T 11–1

The Managerial Grid (another look…)

11–13
11–14
Scandinavian Studies
Development-Oriented Leader
One who values experimentation,
seeking new ideas, and generating
and implementing change.
Researchers in Finland and Sweden

question whether there are only two
dimensions (production-orientation
and employee-orientation) that
capture the essence of leadership
behavior. Their premise is that in a
changing world, effective leaders
would exhibit development-oriented
behavior.

Contingency Theories
Fiedler’s Contingency Model
Fiedler, F. E. (1958) Leader Attitudes and Group
Effectiveness, Urbana, IL: University of Illinois Press
The first management theorists, Taylorists, assumed there
was one best style of leadership.
Fiedler’s contingency model postulates that the leader’s
effectiveness is based on ‘situational contingency’ which is
a result of interaction of two factors:
1. Leadership style
2. Situational favorableness (later called situational
control).
* More than 400 studies have since investigated this
relationship.
11–16
1. Leadership style
Least Preferred Co-Worker (LPC) Questionnaire
The leadership style of the leader, thus, fixed and
measured by what he calls LPC scale, an instrument for
measuring an individual’s leadership orientation.
The LPC scale asks a leader to think of all the people
with whom they have ever worked and then describe the
person with whom they have worked least well, using a
series of bipolar scales of 1 to 8, such as the following:
11–17
Least preferred co-worker (LPC)
Unfriendly 1 2 3 4 5 6 7 8 Friendly
Uncooperative 1 2 3 4 5 6 7 8 Cooperative
Hostile 1 2 3 4 5 6 7 8 Supportive
.... 1 2 3 4 5 6 7 8 ....
Guarded 1 2 3 4 5 6 7 8 Open

LPC: Analysis
1. The responses to these scales (usually 18-25 in total) are summed and
averaged: a high LPC score suggests that the leader has a human relations
orientation, while a low LPC score indicates a task orientation.
2. Fiedler assumes that everybody's least preferred coworker in fact is on
average about equally unpleasant.
3. But people who are indeed relationship motivated, tend to describe their LPC
in a more positive manner, e.g., more pleasant and more efficient. Therefore,
they receive higher LPC scores.
4. People who are task motivated, on the other hand, tend to rate their LPC in a
more negative manner. Therefore, they receive lower LPC scores.
5. So, the LPC scale is actually not about the least preferred worker at all,
instead, it is about the person who takes the test; it is about that person's
motivation type. This is so, because, individuals who rate their least preferred
coworker in relatively favorable light on these scales derive satisfaction out of
interpersonal relationship, and those who rate the coworker in a relatively
unfavorable light get satisfaction out of successful task performance.
6. This method reveals an individual's emotional reaction to people they cannot
work with.
7. Critics point out that this is not always an accurate measurement of leadership
effectiveness. 11–19
2. Situational favorableness
According to Fiedler, there is no ideal leader. Both low-LPC (task-oriented)
and high-LPC (relationship-oriented) leaders can be effective if their
leadership orientation fits the situation. The contingency theory allows for
predicting the characteristics of the appropriate situations for effectiveness.
Three situational components determine the favorableness of situational
control:
2.1 Leader-Member Relations, referring to the degree of mutual trust,
respect and confidence between the leader and the subordinates.
2.2 Task Structure, referring to the extent to which group tasks are clear
and structured.
2.3 Leader Position Power, referring to the power inherent in the leader's
position itself.
When there is a good leader-member relation, a highly structured task, and

high leader position power, the situation is considered a "favorable
situation." Fiedler found that low-LPC leaders are more effective in
extremely favourable or unfavourable situations, whereas high-LPC
leaders perform best in situations with intermediate favourability.
11–20
Fiedler’s Model: Defining the Situation
11–21
Findings from Fiedler Model
E X H I B I T 11–2

Fiedler’s Contingency Model: Examples
Task-oriented leadership would be advisable in natural disaster, like a flood or fire. In
an uncertain situation the leader-member relations are usually poor, the task is
unstructured, and the position power is weak. The one who emerges as a leader to direct
the group's activity usually does not know subordinates personally. The task-oriented
leader who gets things accomplished proves to be the most successful. If the leader is
considerate (relationship-oriented), they may waste so much time in the disaster, that
things get out of control and lives are lost.
 Blue-collar workers generally want to know exactly what they are supposed to do.
Therefore, their work environment is usually highly structured. The leader's position power
is strong if management backs their decision. Finally, even though the leader may not be
relationship-oriented, leader-member relations may be extremely strong if they can gain
promotions and salary increases for subordinates. Under these situations the task-
oriented style of leadership is preferred over the (considerate) relationship-oriented style.
The considerate (relationship-oriented) style of leadership can be appropriate in an

environment where the situation is moderately favorable or certain. For example, when (1)
leader-member relations are good, (2) the task is unstructured, and (3) position power is
weak. Situations like this exists with research scientists, who do not like superiors to
structure the task for them. They prefer to follow their own creative leads in order to solve
problems. In a situation like this a considerate style of leadership is preferred over the
task-oriented
Fiedler’s Contingency Model: Opposing views
1. Researchers often find that Fiedler's contingency theory falls short on flexibility.
2. They also noticed that LPC scores can fail to reflect the personality traits they are
supposed to reflect.
3. Fiedler’s contingency theory has drawn criticism because it implies that the only
alternative for an unalterable mismatch of leader orientation and an unfavorable
situation is changing the leader.
4. The model’s validity has also been disputed, despite many supportive tests (Bass
1990).
5. Other criticisms concern the methodology of measuring leadership style through the
LPC inventory and the nature of the supporting evidence (Ashour 1973; Schriesheim
and Kerr 1977a, 1977b; Vecchio 1977, 1983). Fiedler and his associates have
provided decades of research to support and refine the contingency theory.
6. Cognitive Resource Theory (CRT) modifies Fiedler’s basic contingency model
by adding traits of the leader (Fiedler and Garcia 1987). CRT tries to identify the
conditions under which leaders and group members will use their intellectual
resources, skills and knowledge effectively. While it has been generally assumed that
more intelligent and more experienced leaders will perform better than those with less
intelligence and experience, this assumption is not supported by Fiedler’s research.
7. The contingency model does not take into account the percentage of "intermediate
favourability" situations vs. "extremely favourable or unfavourable situations", hence,
does not give a complete picture of the comparison between low-LPC leaders and
high-LPC leaders. 11–24
Cognitive Resource Theory
Cognitive Resource Theory

a leadership theory of industrial and organizational psychology developed
by Fred Fiedler and Joe Garcia in 1987 as a re-conceptualization of
the Fiedler contingency model. The theory focuses on the influence of the
leader's intelligence and experience on his or her reaction to stress.
A theory of leadership that states that stress can unfavorably affect a

situation and that intelligence and experience can lessen the influence
of stress on the leader.
Research Support:
• Less intelligent individuals perform better in leadership
roles under high stress than do more intelligent individuals.
• Less experienced people perform better in leadership roles
under low stress than do more experienced people.
Hersey and Blanchard’s Situational Leadership
Theory
Situational Leadership Theory (SLT)

A contingency theory that focuses on followers’
readiness.
Unable and Unable but Able and Able and
Unwilling Willing Unwilling Willing
Follower readiness:
ability and willingness
Leader: decreasing need

for support and supervision
Directive High Task and Relationship Supportive Monitoring

Orientations Participative

Leadership Styles and Follower Readiness
(Hersey and Blanchard)
Follower Unwilling Willing

Readiness
Able Supportive
Monitoring
Participative
Leadership
Styles
High Task
Unable Directive and
Relationship
Orientations

Leader–Member Exchange (LMX) Theory
a.k.a. Vertical Dyad Linkage

Theory
It describes how leaders in groups
maintain their position through a
series of tacit exchange agreements
with their members.
Leaders create in-groups and out-
groups, and subordinates with in-
group status will have higher
performance ratings, less turnover,
and greater job satisfaction.
11–28
LMX Theory: In-group and out-group
In particular, leaders often have a special relationship with an inner
circle of trusted lieutenants, assistants and advisors, to whom they
give high levels of responsibility, decision influence, and access to
resources. This in-group pay for their position. They work harder, are
more committed to task objectives, and share more administrative
duties. They are also expected to be fully committed and loyal to their
leader.
The out-group, on the other hand, are given low levels of choice or
influence. This also puts constraints upon the leader. They have to
nurture the relationship with their inner circle whilst balancing giving
them power with ensuring they do not have enough to strike out on
their own.
Onwards and upwards

The principle works upwards as well. The leader also gains power by
being a member of their manager's inner circle, which then can then
share on downwards. People at the bottom of an organization with
unusual power may get it from an unbroken chain of circles up to the
hierarchy. 11–29
LMX Theory: Important points
When you join a team, work hard to also join the inner
circle.
Take on more than your share of administrative and other

tasks (i.e. De-jobbing).
Demonstrate unswerving loyalty.
See your leader's point of view.
Be reasonable and supportive in your challenges to them,

and pick your moments carefully.
11–30
LMX Theory: Important points
As a leader, pick your inner circle with care.
Reward them for their loyalty and hard work, whilst being
careful about maintaining commitment of other people.
If you want to be an 'ordinary' member of a team, play

your part carefully. There will be others with more power.
If you want to lead an equal team, beware of those who

curry favor.
11–31
Leader-Member Exchange Theory
E X H I B I T 11–3

Social Exchange Theory
All relationships have give and take, although the balance of
this exchange is not always equal. Social Exchange theory
explains how we feel about a relationship with another
person as depending on our perceptions of:
 The balance between what we put into the relationship

and what we get out of it.
The kind of relationship we deserve.
The chances of having a better relationship with someone
else.
Example
My daughter put a lot of effort into buying her brother a
birthday present. He was not sufficiently enthusiastic about
it and so she decided to spend more time on her own rather
than 'being ignored' by him. 11–33
Path-Goal Theory
Path-Goal Theory
The theory that it is the leader’s
job to assist followers in attaining
their goals and to provide them
the necessary direction and/or
support to ensure that their goals
are compatible with the overall
objectives of the group or
organization.

The Path-Goal Theory
E X H I B I T 11–4

Leader-Participation Model
Leader-Participation Model (Vroom and Yetton)

A leadership theory that provides a set of rules to
determine the form and amount of participative
decision making in different situations.

Vroom and Yetton: five decision procedures
Vroom and Yetton defined five different decision

procedures. Two are autocratic (A1 and A2), two are
consultative (C1 and C2) and one is Group based (G2).
A1: Leader takes known information and then decides alone.

A2: Leader gets information from followers, and then decides alone.
C1: Leader shares problem with followers individually, listens to

ideas and then decides alone.
C2: Leader shares problems with followers as a group, listens to
ideas and then decides alone.
G2: Leader shares problems with followers as a group and then

seeks and accepts consensus agreement.

Situational factors in the Revised
Situational factors that influence the method are relatively

logical:
1.When decision quality is important and followers possess

useful information, then A1 and A2 are not the best method.
2.When the leader sees decision quality as important but

followers do not, then G2 is inappropriate.
3.When decision quality is important, when the problem is

unstructured and the leader lacks information / skill to make
the decision alone, then G2 is best.
11–38
Situational factors in the Revised
4. When decision acceptance is important and followers are
unlikely to accept an autocratic decision, then A1 and A2
are inappropriate.
5. when decision acceptance is important but followers are

likely to disagree with one another, then A1, A2 and C1
are not appropriate, because they do not give opportunity
for differences to be resolved.
6. When decision quality is not important but decision

acceptance is critical, then G2 is the best method.
7. When decision quality is important, all agree with this, and

the decision is not likely to result from an autocratic
decision then G2 is best. 11–39
Chapter
Leadership:
Contemporary Issues
ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
E L E V E N T H E D I T I O N
© 2005 Prentice Hall Inc. WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation
All rights reserved. by Charlie Cook
OBJECTIVES
1. Identify the five dimensions of trust.

2. Define the qualities of a charismatic leader.
LEARNING
3. Contrast transformational with transactional

leadership.
4. Explain how framing influences leadership
effectiveness.
5. Identify four roles that team leaders perform.
6. Explain the role of a mentor.

O B J E C T I V E S (cont’d)
7. Describe how on-line leadership differs from

face-to-face leadership.
8. Identify when leadership may not be
necessary.
9. Explain how to find and create effective
LEARNING
leaders.

TRUST
11–43
Trust: The Foundation of Leadership
Trust
A positive expectation that
another will not—through
words, actions, or
decisions—act
opportunistically.
Trust is a history-
dependent process
(familiarity) based on
relevant but limited
samples of experience
(risk).
E X H I B I T 12–1

12–45
http://www.1000ventures.com/ebooks/bec_mc_25lessons_welch.html
12–46
Dimensions of Trust
 Integrity  Loyalty
– honesty and truthfulness. – the willingness to protect
and save face for
 Competence
another person.
– an individual’s technical
 Openness
and interpersonal
knowledge and skills. – reliance on the person to
give you the full truth.
 Consistency
– an individual’s reliability,
predictability, and good
judgment in handling
situations.

Trust and Leadership
Leadership
TRUST
and
INTEGRITY

Employees’ Trust in Their CEOs
Employees who believe in senior management:
E X H I B I T 12–2
Source: Gantz Wiley Research. Reproduced in USA Today, February 12, 2003, p. 7B.
Three Types of Trust
Deterrence-based Trust
Trust based on fear of reprisal if the trust is violated.
Knowledge-based Trust
Trust based on behavioral
predictability that comes
from a history of interaction.
Identification-based Trust
Trust based on a mutual understanding of each
other’s intentions and appreciation of the other’s
wants and desires.
Basic Principles of Trust
 Mistrust drives out trust.
 Trust begets trust.
 Growth often masks mistrust.
 Decline or downsizing tests the highest levels of
trust.
 Trust increases cohesion.
 Mistrusting groups self-destruct.
 Mistrust generally reduces productivity.

Framing: Using Words to Shape Meaning and
Inspire Others
Framing
A way to use language to
manage meaning.
Leaders use framing

(selectively including
or excluding facts) to
influence how others
see and interpret
reality.

Key concept: Charisma
Weber, M. (1947) Max Weber: The theory of social and Economic Organization, translated by A. M. Henderson and
Talcott Parsons, the Free Press
Weber (1947) regarded charisma as one of the three sources of

authority (the other two being ‘rational-legal’ and ‘traditional’),
portraying it as a magical and hypnotic force based on direct
personal contact. In modern life charisma is often fake – a
product of carefully orchestrated mass communications.

Inspirational Approaches to Leadership
Charismatic Leadership Theory

Followers make attributions of heroic or
extraordinary leadership abilities when they observe
certain behaviors.
Charismatics Influence Followers By:

1. Articulating the vision
2. Setting high performance expectations
3. Conveying a new set of values
4. Making personal sacrifices

Key Characteristics of Charismatic Leaders
1. Vision and articulation. Has a vision—expressed as an

idealized goal—that proposes a future better than the status
quo; and is able to clarify the importance of the vision in
terms that are understandable to others.
2. Personal risk. Willing to take on high personal risk, incur
high costs and engage in self-sacrifice to achieve the vision.
3. Environmental sensitivity. Able to make realistic
assessments of the environmental constraints and resources
needed to bring about change.
4. Sensitivity to follower needs. Perceptive of others’ abilities
and responsive to their needs and feelings.
5. Unconventional behavior. Engages in behaviors that are
perceived as novel and counter to norms.
Source: Based on J. A. Conger and R. N. Kanungo, Charismatic E X H I B I T 12–3

Leadership in Organizations (Thousand Oaks, CA: Sage, 1998),
p. 2005
© 94. Prentice Hall Inc. All rights reserved. 12–55
Beyond Charismatic Leadership
 Level 5 Leaders
– Possess a fifth dimension—a paradoxical blend of
personal humility and professional will—in addition to
the four basic leadership qualities of individual
capability, team skills, managerial competence, and the
ability to stimulate others to high performance.
– Channel their ego needs away from themselves and
into the goal of building a great company.

Transactional and Transformational Leadership
Transactional Leaders
• Contingent Reward
Leaders who guide or • Management by
motivate their followers in Exception (active)
the direction of established • Management by
goals by clarifying role and Exception (passive)
task requirements. • Laissez-Faire
Transformational Leaders • Charisma
Leaders who provide • Inspiration

individualized consideration • Intellectual Stimulation
and intellectual stimulation, • Individual Consideration
and who possess charisma.
Characteristics of Transactional Leaders
Contingent Reward: Contracts exchange of rewards

for effort, promises rewards for good performance,
recognizes accomplishments.
Management by Exception (active): Watches and

searches for deviations from rules and standards, takes
corrective action.
Management by Exception (passive): Intervenes

only if standards are not met.
Laissez-Faire: Abdicates responsibilities, avoids

making decisions.
Source: B. M. Bass, “From Transactional to Transformational Leadership: Learning to

Share the Vision,” Organizational Dynamics, Winter 1990, p. 22. Reprinted by permission E X H I B I T 12–4
of the publisher. American Management Association, New York. All rights reserved.
Characteristics of Transformational Leaders
Charisma: Provides vision and sense of mission, instills

pride, gains respect and trust.
Inspiration: Communicates high expectations, uses

symbols to focus efforts, expresses important purposes in
simple ways.
Intellectual Stimulation: Promotes intelligence,

rationality, and careful problem solving.
Individualized Consideration: Gives personal

attention, treats each employee individually, coaches,
advises.
E X H I B I T 12–4 (cont’d)

Emotional Intelligence and Leadership
Effectiveness
Elements of Emotional
Intelligence:
• Self-awareness
• Self-management
• Self-motivation
• Empathy
• Social skills

Contemporary Leadership Roles: Providing
Team Leadership
Team Leadership Roles:

• Act as liaisons with
external constituencies.
• Serve as troubleshooters.
• Managing conflict.
• Coaching to improve team
member performance

E X H I B I T 12–5
Source: DILBERT reprinted by permission of United Features Syndicate, Inc.
Contemporary Leadership Roles: Mentoring
Mentor
Mentoring Activities:
A senior employee who
sponsors and supports a • Present ideas clearly
less-experienced • Listen well
employee (a protégé).
• Empathize
• Share experiences
• Act as role model
• Share contacts
• Provide political
guidance

Contemporary Leadership Roles:
Self-Leadership
Self-Leadership
Creating self leaders:
A set of processes
• Model self-leadership.
through which
• Encourage employees to
individuals control create self-set goals.
their own behavior.
• Encourage the use of self-
rewards.
• Create positive thought
patterns.
• Create a climate of self-
leadership.
• Encourage self-criticism.

Ethical Leadership
Actions:
• Work to positively change the
attitudes and behaviors of
employees.
• Engage in socially constructive
behaviors.
• Do not abuse power or use
improper means to attain goals.

Online Leadership
 Leadership at a Distance: Building Trust
– The lack of face-to-face contact in electronic
communications removes the nonverbal cues that
support verbal interactions.
– There is no supporting context to assist the receiver
with interpretation of an electronic communication.
– The structure and tone of electronic messages can
strongly affect the response of receivers.
– An individual’s verbal and written communications may
not follow the same style.
– Writing skills will likely become an extension of
interpersonal skills

Challenges to the Leadership Construct
Attribution Theory of Leadership

The idea that leadership is merely an attribution that
people make about other individuals.
Qualities attributed to leaders:

• Leaders are intelligent, outgoing, have strong verbal
skills, are aggressive, understanding, and industrious.
• Effective leaders are perceived as consistent and
unwavering in their decisions.
• Effective leaders project the appearance of being a
leader.

Substitutes and Neutralizers for Leadership
Relationship- Task-
Oriented Oriented
Defining Characteristics Leadership Leadership
Individual
Experience/training No effect on Substitutes for
Professionalism Substitutes for Substitutes for
Indifference to rewards Neutralizes Neutralizes
Job
Highly structured task No effect on Substitutes for
Provides its own feedback No effect on Substitutes for
Intrinsically satisfying Substitutes for No effect on
Organization
Explicit formalized goals No effect on Substitutes for
Rigid rules and procedures No effect on Substitutes for
Cohesive work groups Substitutes for Substitutes for
E X H I B I T 12–6
Source: Based on S. Kerr and J. M. Jermier, “Substitutes for Leadership: Their Meaning and
Measurement,” Organizational Behavior and Human Performance, December 1978, p. 378.
Finding and Creating Effective Leaders
 Selection
– Review specific requirements for the job.
– Use tests that identify personal traits associated with
leadership, measure self-monitoring, and assess
emotional intelligence.
– Conduct personal interviews to determine candidate’s fit
with the job.
 Training
– Recognize the all people are not equally trainable.
– Teach skills that are necessary for employees to
become effective leaders.
– Provide behavioral training to increase the development
potential of nascent charismatic employees.

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Chapter

1. Contrast leadership and management.

3. Identify the limitations of behavioral theories.

© 2005 Prentice Hall Inc. All rights reserved. 11–2

7. Describe the path-goal theory.

© 2005 Prentice Hall Inc. All rights reserved. 11–3

Table1: Dysfunctional Consequences of Organizational

© 2005 Prentice Hall Inc. All rights reserved. 11–5

Traits Theories of Leadership Traits:

© 2005 Prentice Hall Inc. All rights reserved. 11–6

Behavioral Theories of Leadership

© 2005 Prentice Hall Inc. All rights reserved. 11–8

© 2005 Prentice Hall Inc. All rights reserved. 11–9

© 2005 Prentice Hall Inc. All rights reserved. 11–10

© 2005 Prentice Hall Inc. All rights reserved. 11–11

© 2005 Prentice Hall Inc. All rights reserved. 11–12

Researchers in Finland and Sweden

© 2005 Prentice Hall Inc. All rights reserved. 11–15

© 2005 Prentice Hall Inc. All rights reserved. 11–18

When there is a good leader-member relation, a highly structured task, and

© 2005 Prentice Hall Inc. All rights reserved. 11–22

The considerate (relationship-oriented) style of leadership can be appropriate in an

Cognitive Resource Theory

A theory of leadership that states that stress can unfavorably affect a

Situational Leadership Theory (SLT)

Leader: decreasing need

Directive High Task and Relationship Supportive Monitoring

© 2005 Prentice Hall Inc. All rights reserved. 11–26

Follower Unwilling Willing

© 2005 Prentice Hall Inc. All rights reserved. 11–27

a.k.a. Vertical Dyad Linkage

Onwards and upwards

Take on more than your share of administrative and other

Demonstrate unswerving loyalty.

See your leader's point of view.

Be reasonable and supportive in your challenges to them,

As a leader, pick your inner circle with care.

If you want to be an 'ordinary' member of a team, play

If you want to lead an equal team, beware of those who

© 2005 Prentice Hall Inc. All rights reserved. 11–32

 The balance between what we put into the relationship

© 2005 Prentice Hall Inc. All rights reserved. 11–34

© 2005 Prentice Hall Inc. All rights reserved. 11–35

Leader-Participation Model (Vroom and Yetton)

© 2005 Prentice Hall Inc. All rights reserved. 11–36

Vroom and Yetton defined five different decision

A1: Leader takes known information and then decides alone.

C1: Leader shares problem with followers individually, listens to

G2: Leader shares problems with followers as a group and then

Situational factors that influence the method are relatively

1.When decision quality is important and followers possess

2.When the leader sees decision quality as important but

3.When decision quality is important, when the problem is

5. when decision acceptance is important but followers are

6. When decision quality is not important but decision

7. When decision quality is important, all agree with this, and

1. Identify the five dimensions of trust.

3. Contrast transformational with transactional

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7. Describe how on-line leadership differs from

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