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Leadership.ppt
1.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 1 Chapter 12 Leadership with Duane Weaver
2.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 2 Exhibit 12.1 Distinguishing Managership from Leadership
3.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 3 The Place of Leadership âą Can Anyone Be a Leader? â Some people donât have what it takes to be a leader â Some people are more motivated to lead than others âą Is Leadership Always Necessary? â Some people donât need leaders â Leaders need to be aware of followersâ needs
4.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 4 Early Leadership Theories âą Trait Theories (1920sâ30s) â Research that focused on identifying personal characteristics that differentiated leaders from nonleaders was unsuccessful â Later research on the leadership process identified seven traits associated with successful leadership: 1. Drive 2. desire to lead 3. honesty and integrity 4. self-confidence 5. Intelligence 6. job-relevant knowledge 7. extraversion
5.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 5 Behavioural Theories âą University of Iowa Studies (Kurt Lewin) â Identified three leadership styles: âą Autocratic style: centralized authority, low participation âą Democratic style: involvement, high participation, feedback âą Laissez-faire style: hands-off management â Research findings: mixed results âą No specific style was consistently better for producing better performance âą Employees were more satisfied under a democratic leader than an autocratic leader
6.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 6 Behavioural Theories (contâd) âą Ohio State Studies â Identified two dimensions of leader behaviour âą Initiating structure: the role of the leader in defining his or her role and the roles of group members âą Consideration: the leaderâs mutual trust and respect for group membersâ ideas and feelings âą University of Michigan Studies â Identified two dimensions of leader behaviour âą Employee oriented: emphasizing personal relationships âą Production oriented: emphasizing task accomplishment
7.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 7 Behavioural Theories (contâd) âą Managerial Grid â Appraises leadership styles using two dimensions: âą Concern for people âą Concern for production
8.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 8 Exhibit 12.4 The Managerial Grid Concern for People vs. Concern for Production Source: Reprinted by permission of Harvard Business Review. An exhibit from âBreakthrough in Organization Developmentâ by Robert R. Blake, Jane S. Mouton, Louis B. Barnes, and Larry E. Greiner, Novemberâ December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.
9.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 9 Contingency Theories of Leadership âą The Fiedler Model â Effective group performance depends upon the match between the leaderâs style of interacting with followers and the degree to which the situation allows the leader to control and influence â Assumptions: âą Different situations require different leadership styles âą Leaders do not readily change leadership styles â Matching the leader to the situation or changing the situation to make it favourable to the leader is required
10.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 10 Contingency Theories⊠(contâd) âą Hersey and Blanchardâs Situational Leadership Theory (SLT) â Successful leadership is achieved by selecting a leadership style that matches the level of the followersâ readiness âą Acceptance: do followers accept or reject a leader? âą Readiness: do followers have the ability and willingness to accomplish a specific task? â Leaders must give up control as followers become more competent
11.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 11 Contingency Theories⊠(contâd) âą Hersey and Blanchardâs Situational Leadership Theory (SLT) (contâd) â Creates four specific leadership styles incorporating Fiedlerâs two leadership dimensions: âą Telling: high taskâlow relationship leadership âą Selling: high taskâhigh relationship leadership âą Participating: low taskâhigh relationship leadership âą Delegating: low taskâlow relationship leadership
12.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 12 Contingency Theories⊠(contâd) âą Hersey and Blanchardâs Situational Leadership Theory (SLT) (contâd) â Identifies four stages of follower readiness: âą R1: followers are unable and unwilling âą R2: followers are unable but willing âą R3: followers are able but unwilling âą R4: followers are able and willing
13.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 13 Contingency Theories⊠(contâd) âą Leader Participation Model (Vroom and Yetton) â Leader behaviour must be adjusted to reflect the task structure â Suggests appropriate participation level in decision making
14.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 14 Contingency Theories⊠(contâd) âą Leader Participation Model Contingencies: â Decision significance â Importance of commitment â Leader expertise â Likelihood of commitment â Group support â Group expertise â Team competence
15.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 15 Leadership Styles: Vroom Leader Participation Model ⹠Decide ⹠Consult Individually ⹠Consult Group ⹠Facilitate ⹠Delegate
16.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 16 Contingency Theories⊠(contâd) âą Path-Goal Model â Leaderâs job is to assist his or her followers in achieving organizational goals â Leaderâs style depends on the situation: âą Directive âą Supportive âą Participative âą Achievement-oriented
17.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 17 Cutting-Edge Approaches to Leadership Transactional, Transformational, Charismatic, and Visionary âą Transactional Leadership â Leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements âą Transformational Leadership â Leaders who inspire followers to go beyond their own self-interests for the good of the organization â Leaders who have a profound and extraordinary effect on their followers
18.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 18 âą Charismatic Leadership â An enthusiastic, self-confident leader whose personality and actions influence people to behave in certain ways â Characteristics of charismatic leaders: âą Have a vision âą Are able to articulate the vision âą Are willing to take risks to achieve the vision âą Are sensitive to the environment and to follower needs âą Exhibit behaviours that are out of the ordinary Cutting-Edge Approaches to Leadership Transactional, Transformational, Charismatic, and Visionary
19.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 19 âą Charismatic Leadership (contâd) â Effects of Charismatic Leadership âą Increased motivation, greater satisfaction âą More profitable companies âą Charismatic leadership may have a downside: â After recent ethics scandals, some agreement that CEOs with less vision, and more ethical and corporate responsibility, might be more desirable Cutting-Edge Approaches to Leadership Transactional, Transformational, Charismatic, and Visionary
20.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 20 âą Visionary Leadership â A leader who creates and articulates a realistic, credible, and attractive vision of the future that improves upon the present situation â Visionary leaders have the ability to: âą Explain the vision to others âą Express the vision not just verbally but through behaviour âą Extend or apply the vision to different leadership contexts Cutting-Edge Approaches to Leadership Transactional, Transformational, Charismatic, and Visionary
21.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 21 Exhibit 12.10 Specific Roles of Team Leadership Team Leader Roles Liaison with External Constituencies Coach Conflict Manager Troubleshooter
22.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 22 Current Leadership Issues âą Managing Power â Legitimate power âą The power a leader has as a result of his or her position â Coercive power âą The power a leader has to punish or control â Reward power âą The power to give positive benefits or rewards â Expert power âą The influence a leader can exert as a result of his or her expertise, skills, or knowledge â Referent power âą The power of a leader that arises because of a personâs desirable resources or admired personal traits
23.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 23 Developing Trust âą Credibility (of a Leader) â The assessment, by a leaderâs followers, of the leaderâs honesty, competence, and ability to inspire âą Trust â The belief of followers and others in the integrity, character, and ability of a leader âą Dimensions of trust: integrity, competence, consistency, loyalty, and openness â Trust is related to increases in job performance, organizational citizenship behaviours, job satisfaction, and organization commitment
24.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 24 Tips for Managers: Suggestions for Building Trust Practise openness Be fair Speak your feelings Tell the truth Show consistency Fulfill your promises Maintain confidences Demonstrate competence
25.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 25 Providing Moral Leadership âą Addressess both the moral content of a leaderâs goals and the means used to achieve those goals âą Ethical leadership is more than being ethical â Includes reinforcing ethics through organizational mechanisms
26.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 26 Empowering Employees âą Empowerment â Involves increasing the decision-making discretion of workers â Why empower employees? âą Quicker responses to problems and faster decisions âą Relieves managers to work on other problems
27.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 27 Empowerment: Cautions âą The following conditions should be met for empowerment to be introduced: â Clear definition of companyâs values and mission â Employees have relevant skills â Employees need to be supported, not criticized, when performing â Employees need to be recognized for their efforts
28.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 28 Exhibit 12.11 Selected Cross-Cultural Leadership Findings ⹠Korean leaders are expected to be paternalistic toward employees. ⹠Arab leaders who show kindness or generosity without being asked to do so are seen by other Arabs as weak. ⹠Japanese leaders are expected to be humble and speak frequently. ⹠Scandinavian and Dutch leaders who single out individuals with public praise are likely to embarrass, not energize, those individuals. ⹠Malaysian leaders are expected to show compassion while using more of an autocratic than a participative style. ⹠Effective German leaders are characterized by high performance orientation, low compassion, low self-protection, low team orientation, high autonomy, and high participation
29.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 29 Cross-Cultural Leadership âą Universal Elements of Effective Leadership â Vision â Foresight â Providing encouragement â Trustworthiness â Dynamism â Positiveness â Proactiveness
30.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 30 Gender Differences and Leadership âą Research Findings â Males and females use different styles: âą Women tend to adopt a more democratic or participative style unless in a male-dominated job âą Women tend to use transformational leadership âą Men tend to use transactional leadership
31.
Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 31 Exhibit 12.12 Where Female Managers Do Better: A Scorecard Source: R. Sharpe, âAs Leaders, Women Rule,â BusinessWeek, November 20. 2000, p. 75. None of the five studies set out to find gender differences. They stumbled on them while compiling and analyzing performance evaluations. Skill (Each check mark denotes which group scored higher on the respective studies) * In one study, womenâs and menâs scores in these categories were statistically even. MEN WOMEN Motivating Others Fostering Communication Producing High-Quality Work Strategic Planning Listening to Others Analyzing Issues * * * Data: Hagberg Consulting Group, Management Research Group, Lawrence A. Pfaff, Personnel Decisions International Inc., Advanced Teamware Inc.
32.
Thanks! Chapter 12, Stephen
P. Robbins, Mary Coulter, and Nancy Langton, Management, Eighth Canadian Edition. Copyright © 2005 Pearson Education Canada Inc. 32
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