Leadership

Learning Objectives

 Review trait theory research, and the Leadership Grid

as points of reference.
 Explain, according to Fiedler’s contingency model, how
leadership style interacts with situational control.
 Discuss House’s revised path-goal theory and Hersey
and Blanchard’s situational leadership theory.
 Describe the difference between transactional and
transformational leadership and discuss how
transformational leadership transforms followers and
work groups.
 Explain the leader-member exchange (LMX) model of
leadership and the concept of shared leadership.
 Review the principles of servant leadership and discuss
Level 5 leadership
Chapter Fourteen
 Leadership

 Leadership and Vision

 Leadership
 process of inspiring others to

work hard to accomplish

important tasks
 Vision
 someone who has clear sense

of future
 Leadership

 Leadership and Power

 Power
 ability to get someone else to

do what you want them to

 Trait Theory

 Leader trait: personal characteristics that

differentiate leaders from followers.
 Leadership prototype: mental
representations of the traits and behaviors
possessed by leaders.

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 Trait Theory

 drive
 desire to lead
 motivation
 honesty and integrity
 self-confidence
 intelligence and knowledge
 flexibility

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Traits Associated with Leadership Effectiveness

Intelligence Personality Abilities

Judgment Adaptability Ability to enlist

cooperation
Decisiveness Alertness
Cooperativeness

Knowledge Creativity
Fluency of speech Personal integrity Sociability

Emotional balance Tact, diplomacy

and Control
Popularity &
prestige
Independence
Self-confidence Social
participation
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 Gender and Leadership
14-2
 Men and women were seen as
displaying more task and social
leadership, respectively
 Women used a more democratic
or participative style than men and
men used a more autocratic and
directive style than women
 Men and women were equally
assertive
 Women executives, when rated by
their peers, managers, and direct
reports, scored higher than their
male counterparts on a variety of
effectiveness criteria
 Men displayed more laissez-faire
leadership

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 Behavioral Styles Theory
14-3

 The Ohio State Studies: 1950s

(R.M. Stogdill and A.E. Coons)
 identified two critical dimensions of leader
behavior.
 Consideration: creating mutual respect and
trust with followers. Being friendly and
supportive towards his or her subordinates.
 Initiating structure: organizing and defining
what group members should be doing.

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 Behavioral Styles Theory
14-3

 The Ohio State Studies: (R.M. Stogdill and

A.E. Coons)
 identified two critical dimensions of leader
behavior.
 Consideration: Correlates with
People Oriented- Employee centered
 Initiating structure: Correlates with

Task Oriented – Job centered

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 Behavioral Styles Theory (Cont.)

 University of Michigan Studies

 identified two leadership styles that were similar to the Ohio
State studies--one style was employee centered and the
other was job centered
 The Leadership Grid ©
 represents five leadership styles found by crossing concern
for production and concern for people
 Impoverished management
 Country club management

 Authority-compliance

 Middle-of-the-road management

 Team management

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 The Leadership Grid

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 Transactional Leadership

 Transactional leadership: focuses on the

clarifying employees’ roles and providing
rewards contingent on performance.

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 Transactional Leadership

 Authoritarian - their subordinates work for

them and largely do as they are told

 Work focus – work within tight constraints of

time and money. They thus naturally pass on this
work focus to their subordinates

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 Transactional Leadership

 Directive or autocratic
 Management by Exception

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 Transformational Leadership

 Transformational leaders: transforms

employees to pursue organizational goals
over self-interests.

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 Transformational Leadership

 Qualities of Transformational Leaders

 vision
 charisma
 symbolism
 empowerment
 intellectual stimulation
 integrity

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 Emotional Intelligence
5-16

 Emotional Intelligence is the ability to manage

oneself and interact with others in mature and
constructive ways

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 Management/Leadership
Activities & EI Competencies

 Self-Awareness, Self-Esteem, Self-

confidence
 Self-Control in all situations: self-regulation
 Leadership
 Decisiveness, decision-making
 Motivation- of self and others
 Conflict Management, negotiation
 Stress management and reduction
 Support and sensitivity to others
 Communication
 Teamwork, relationships

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 Emotional Intelligence Defined

 EI is the ability to perceive, understand,

integrate and manage, one’s own and other
people’s feelings and emotions, and to act
upon them in a reflective and rational manner.
 EI is the capacity to consciously choose your
thoughts, feelings, and actions to gain the
clearest insight about yourself and to get the
most out of relationships with others.

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 Skills & Best Practices: How to Develop
Personal and Social Competence Through
Emotional Intelligence
Personal Competence
• Self-Awareness
• Emotional self-awareness
• Accurate self-assessment
• Self-confidence
• Self-Management
• Emotional self-control
• Transparency
• Adaptability
• Achievement
• Initiative
• Optimism
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5-17
Social Competence
• Social Awareness
• Empathy
• Organizational awareness
• Service
• Relationship Management
• Inspirational leadership
• Influence
• Developing others
• Change catalyst
• Conflict management
• Building bonds
• Teamwork and collaboration
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 Developing EI in the Individual

 EI develops in three important phases

throughout life. Success is measured by
individual effort and motivation.
 First: By increasing your self-awareness
(know yourself)
 Second: By self-management (choosing
your thoughts and actions)
 Third: By making a plan for decision
making and increasing your personal
wisdom through learning. (Action
learning) “Street Smarts”
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 Leadership Development

 Future Leadership Development will

focus on a combining Emotional
Intelligence – Transformational and
Transactional Leadership

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