Leadership topic for AKP202 Sem 1.2016

1. Leadership: Learning Objectives
Ø You should be able to:
§ Summarize the conclusions of trait theories of
leadership.
§ Identify the central tenets and main limitations of
behavioral theories.
§ Assess contingency theories of leadership by their
level of support.
§ Compare and contrast charismatic and
transformational leadership.
§ Discuss the importance of ethics and trust.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-0

2. Why leadership matters?
12-1

3. Trait Theories of Leadership
Ø Theories that consider personality, social, physical, or
intellectual traits to differentiate leaders from
nonleaders
Ø Not very useful until matched with the Big Five
Personality Framework
Ø Essential Leadership Traits
– Extroversion
– Conscientiousness
– Openness
– Emotional Intelligence (Qualified)
Ø Traits can predict leadership, but they are better at
predicting leader emergence than effectiveness.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-2

4. Behavioral Theories of Leadership
Ø Theories proposing that specific behaviors differentiate
leaders from nonleaders
Ø Differences between theories of leadership:
– Trait theory: leadership is inherent, so we must identify the
leader based on his or her traits
– Behavioral theory: leadership is a skill set and can be taught
to anyone, so we must identify the proper behaviors to teach
potential leaders
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-3

5. Contingency Theories
Ø While trait and behavior theories do help us
understand leadership, an important component is
missing: the environment in which the leader exists
Ø Contingency Theory adds this additional aspect to our
understanding leadership effectiveness studies
Ø Defined: http://blnds.co/1ooACSp
Ø Three key theories:
– Fiedler’s Model
– Path-Goal Theory
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-4

6. Fiedler Model
Ø Effective group performance depends on the proper
match between leadership style and the degree to which
the situation gives the leader control.
– Assumes that leadership style (based on orientation revealed
in LPC questionnaire) is fixed
Ø Considers Three Situational Factors:
– Leader-member relations: degree of confidence and trust in
the leader
– Task structure: degree of structure in the jobs
– Position power: leader’s ability to hire, fire, and reward
Ø For effective leadership: must change to a leader who fits
the situation or change the situational variables to fit the
current leader
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
12-5

7. Graphic Representation of Fiedler’s Model
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-6
E X H I B I T 12-2
Used to
determine
which type
of leader
to use in a
given
situation

8. Fiedler’s Cognitive Resource Theory
Ø A refinement of Fiedler’s original model:
– Focuses on stress as the enemy of rationality and creator of
unfavorable conditions
– A leader’s intelligence and experience influence his or her
reaction to that stress
Ø Research is supporting the theory.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-7
Stress Level
• Low
• High
Intellectual
Abilities
• Effective
• Ineffective
Leader’s
Experience
• Ineffective
• Effective

9. Situational Leadership Theory
Ø A model that focuses on follower “readiness”
– Followers can accept or reject the leader
– Effectiveness depends on the followers’ response to the
leader’s actions
– “Readiness” is the extent to which people have the ability
and willingness to accomplish a specific task
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-8
Ability to follow Willingness to Follow Leadership Behavior
Unable Unwilling Give clear and specific directions
Unable Willing Display high task orientation
Able Unwilling Use a supportive and participatory
style
Able Willing Doesn’t need to do much

10. Leader-Member Exchange (LMX) Theory
In Groups
• Members are
similar to leader
• In the leader’s
inner circle of
communication
• Receives more
time and
attention from
leader
• Gives greater
responsibility
and rewards
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-9
Out Groups
• Managed by formal
rules and policies
• Receive less of the
leader’s attention /
fewer exchanges
• More likely to
retaliate against the
organization

11. Ethics and Leadership
Ø http://www.themalaysianinsider.com/malaysia/article/s
hahrizats-hubby-charged-with-cbt-in-nfc-scandal
12-10
KUALA LUMPUR, March 12 — Datuk Seri Mohamed
Salleh Ismail was charged today in the Sessions
Court here with criminal breach of trust and
violating the Companies Act in relation to RM49
million in federal funds given to the National
Feedlot Corporation (NFCorp).

12. Transformational Leaders
Ø Inspire followers to transcend their self-interests for
the good of the organization
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 12-11
• Contingent Reward
• Management by Exception
(active)
• Management by Exception
(passive)
• Laissez-Faire
Transactional
• Idealized Influence
• Inspirational Motivation
• Intellectual Stimulation
• Individualized Consideration
Transformational