Leadership CG Sem 2 2010

3/22/2010

Lecturer: Cheryl “Nyahra” [email protected] 1

MGMT2008‐OrganisationalBehaviour L t 8 & 9 L d hiLectures 8 & 9: Leadership

Lecturer: Cheryl Gittens

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Name some effective leaders: What Name some effective leaders: What do you think are the key qualities of do you think are the key qualities of

effective leaders?effective leaders?________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

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Leadership – Key to EffectivenessLeadership – Key to Effectiveness

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CharismaticCharismatic

Vision and ArticulationVision and Articulation

Personal RiskPersonal Risk

Sensitivity to EnvironmentSensitivity to Environment

Prentice Hall, 2001 Chapter 11 4

LeadersLeadersSensitivity to EnvironmentSensitivity to Environment

Sensitivity to FollowersSensitivity to Followers

Unconventional BehaviorUnconventional Behavior

What is Leadership ?What is Leadership ?

“The process of influencing the activities of an organized group in its efforts toward goal setting and goal achievement”

(Stogdill, 1950, p. 3)

Three key components to this definition:‐ an interpersonal process between one person and a group‐ can’t have ‘leaders’ without ‘followers’‐ criterion for effective leadership = goal achievement

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What is Leadership ?What is Leadership ?Leadership is persuasion, not domination, persons who can require others to do their bidding because of their power are not leaders. Leadership only occurs when others willingly adopt, for a period of time, the goals of a group as their own. Thus, leadership

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goals of a group as their own. Thus, leadership concerns building cohesive and goal-oriented teams; there is a causal and differential link between leadership and team performance.

Hogan, Gordon, Curphy, & Hogan (1994)

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There are important distinctions between management & leadership

MANAGERS• Plan: create order, eliminate risk S/T

• Organise and staff:f l

LEADERS• Set direction: disrupt, take risks, longer term

• Align Constituencies: ll h

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use formal structures, compliance

• Control and Solve problems: stabilise

CREATE ORDER

pull everyone together, commitment

• Motivate and inspire:expand energyPRODUCE CHANGE

Leaders and Managers: Distinguishing their roles

Establishorganizational

mission

Formulate

Leader’s JobLeader’s Job

FormulateStrategy forimplementing

mission

Implementorganizational

strategy

Manager’s JobManager’s Job

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The leadership role boils down to two main issues:

Figuring out what to do despite uncertainty, great diversity, and an enormous amount of

Getting things done through a large and diverse set of people despite having little

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potentially relevant information.

(Strategic Thinking)

direct control over most of them.

(Power & Influence)

(+ Resilience)

Four Different Ways of Understanding Four Different Ways of Understanding LeadershipLeadership

Person: is it WHO ‘leaders’ are that makes them leaders?

Result: is it WHAT ‘leaders’ achieve that makes them leaders?them leaders?

Process: is it HOW ‘leaders’ get things done that makes them leaders?

Position: is it WHERE ‘leaders’ operate that makes them leaders?

(Keith Grint, 2005)

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What is it that Leaders Do?

Yukl, Wall, and Lepsinger (1990) Leadership Taxonomy is the broadest and identifies 14 categories of Leadership behaviour planning and organizing Problem solving Clarifying InformingMonitoring Motivating Consulting Recognizing

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Consulting RecognizingSupporting Managing conflict and team building Networking DelegatingDeveloping and Mentoring Rewarding

Does Leadership Matter in Organizations?

• Organization Bottom‐line (Effectiveness)

• Team Performance

• Individual/Employee Performance

• Efficiency

• Quality

• Productivity

• Profit

• Growth 12

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• Organizational Climate

• Organizational Culture

• Motivation

• Control

• Goal Consensus

• Employee Organizational Commitment

• Job Satisfaction

• Absenteeism 13


• Conflict/ cohesion

• Participation and Shared Influence

• Achievement Emphasis

• Communication

• Organizational Structure

• Organizational Politics

• Planning & Goal‐Setting

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Traditional Leadership TheoriesTraditional Leadership Theories

Leaders = ‘Influence Mandators’

Trait Theories

Behaviour Theories

Contingency Theories

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Trait Theories of LeadershipTrait Theories of Leadership

AmbitionAmbitionand Energyand Energy

DesireDesireto Leadto Lead


SelfSelf--ConfidenceConfidence

HonestyHonestyand Integrityand Integrity

IntelligenceIntelligence JobJob--RelevantRelevantKnowledgeKnowledge

Trait Theories

• Is there a set of characteristics that determine a good leader?– Personality?

– Dominance and personal presence?

– Charisma?

– Self confidence?

– Achievement?

– Ability to formulate a clear vision?

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The trait perspective of leadership –The Great Man approach

• Traits = distinguishing personal characteristics that are generally not mutable (changeable)

– Weak but consistent support for a variety of leadership traitsSelf‐confidence Honesty/Integrity

Energy Need for achievement

Intelligence Dominance

Emotional stability Motivation to lead

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Trait Theories

– Are such characteristics inherently gender biased?

– Do such characteristics produce good leaders?I l d hi h– Is leadership more than just bringing about change?

– Does this imply that leaders are born not bred?

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Problems in Trait Theories of Leadership

••No universal traits found that predict leadership in No universal traits found that predict leadership in all situations.all situations.

••Traits predict behavior better in “weak” thanTraits predict behavior better in “weak” than••Traits predict behavior better in weak than Traits predict behavior better in weak than “strong” situations.“strong” situations.

••Unclear evidence of the cause and effect of Unclear evidence of the cause and effect of relationship of leadership and traits.relationship of leadership and traits.

••Better predictor of the appearance of leadership Better predictor of the appearance of leadership than distinguishing effective and ineffective than distinguishing effective and ineffective leaders.leaders.

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Behavioral TheoriesBehavioral Theories

Ohio State Ohio State Initiating StructureInitiating Structure


EmployeeEmployee--OrientationOrientation

ProductionProduction--OrientationOrientation

University ofUniversity ofMichiganMichigan

ConsiderationConsideration

Behavioural Theories

• Imply that leaders can be trained – focus on the way of doing things– Structure based behavioural theories – focus on the leader instituting structures – task orientated

– Relationship based behavioural theories – focus on the development and maintenance of relationships – process orientated

•• Trait theory:Trait theory:Leaders are born, not made.Leaders are born, not made.

•• Behavioral theory:Behavioral theory:Leadership traits can be taught.Leadership traits can be taught.

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What are the trait and behavioral leadership perspectives?

Michigan leadership studies.– Employee‐centered supervisors.

• Place strong emphasis on subordinate’s welfare.

– Production‐centered supervisors

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– Production‐centered supervisors.• Place strong emphasis on getting the work done.

– Employee‐centered supervisors have more productive work groups than production‐centered supervisors.

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Ohio State leadership studies.– Consideration.

• Concerned with people’s feelings and making things pleasant for the followers.

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– Initiating structure.• Concerned with defining task requirements and other aspects of the work agenda.

– Effective leaders should be high on both consideration and initiating structure.


Leadership Grid.– Developed by Robert Blake and Jane Mouton.

– Built on dual emphasis of consideration and initiating structure

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initiating structure.

– A 9 x 9 Grid (matrix) reflecting levels of concern for people and concern for task.

• 1 reflects minimum concern.

• 9 reflects maximum concern.


Leadership Grid — cont.

– Five key Grid combinations.

• 1/1 — low concern for production, low concern for people.

• 1/9 — low concern for production, high concern for people.

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1/9 low concern for production, high concern for people.

• 5/5 —moderate concern for production, moderate concern for

people.

• 9/1 — high concern for production, low concern for people.

• 9/9 — high concern for production, high concern for people.

The Managerial Grid

(Blake and Mouton)

11–28

E X H I B I T 11–1

E X H I B I T 11–1

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Types of Leadership Style

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• Autocratic:– Leader makes decisions without reference to anyone else

– High degree of dependency on the leader

– Can create de‐motivation and alienation of staff

– May be valuable in some types of business where decisions need to be made quickly and decisively

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• Democratic:• Encourages decision making from different perspectives – leadership may be emphasised throughout the organisationthe organisation– Consultative: process of consultation before decisions are taken

– Persuasive: Leader takes decision and seeks to persuade others that the decision is correct

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• Democratic:– May help motivation and involvement

– Workers feel ownership of the firm and its ideas

Improves the sharing of ideas– Improves the sharing of ideas and experiences within the business

– Can delay decision making

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Laissez‐Faire:– ‘Let it be’ – the leadership responsibilities are shared by all

– Can be very useful in businesses where creative ideas are important

– Can be highly motivational, as people have control over their working life

– Can make coordination and decision making time‐consuming and lacking in overall direction

– Relies on good team work

– Relies on good interpersonal relations

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Paternalistic:

• Leader acts as a ‘father figure’

• Paternalistic leader makes decision but may lconsult

• Believes in the need to support staff

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The theory that effective groups depend on a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives

Fiedler’s Contingency Model

the degree to which the situation gives control and influence to the leader.

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Fiedler’s Contingency Theory

– Least Preferred Co‐worker (LPC) Scale• Leaders who describe their least preferred coworker favorably (pleasant, smart, and so on) are “high LPC” and are considered more people‐oriented.

“L LPC ” d ib l t f d k• “Low LPCs” describe least preferred coworkers unfavorably; they’re less people‐oriented and more task‐oriented.

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• Appropriateness of a high‐LPC or low‐LPC leadership style depends upon:– Position power

• The degree to which the position itself enables the leader to get group members to comply with and accept his or her decisions

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group members to comply with and accept his or her decisions and leadership

– Task structure• How routine and predictable the work group’s task is.

– Leader‐member relations• The extent to which the leader gets along with workers and the extent to which they have confidence in and are loyal to him or her.


• Leader motivation– Relationship oriented ‐ high LPC score – Task oriented ‐ low LPC score

• Situational conditions• Situational conditions– Leader‐member relations – favourable when there is support, trust, and cooperation

– Task structure – favourable when there is high task structure: clear goals, procedures, and objective measures of performance

– Position power – favourable when supported by the organization hierarchy

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How the Style of Effective Leadership Varies with the Situation

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Source: Adapted and reprinted by permission of the Harvard Business Review. “How the Style of Effective Leadership Varies with the Situation” from “Engineer the Job to Fit the Manager” by Fred E. Fiedler, September–October 1965. Copyright © 1965 by the President and Fellows of Harvard College; all rights reserved.

What are the situational or contingency leadership approaches?

Implications of Fiedler’s contingency model.– Task‐motivated leaders have more effective groups under conditions of low or high situational control.

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– Relationship‐motivated leaders have more effective groups under conditions of moderate situational control.


Hersey and Blanchard’s situational leadership

model.

– Emphasizes the situational contingency of

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maturity, or “readiness,” of followers.

– Readiness is the extent to which people have the

ability and willingness to accomplish a specific

task.

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Hersey and Blanchard’s situational leadership model — cont.– Leader style and follower readiness.

• A telling style is best for low readiness

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A telling style is best for low readiness.

• A selling style is best for low to moderate readiness.

• A participating style is best for moderate to high readiness.

• A delegating style is best for high readiness.

Hersey and Blanchard (1984)Situational Leadership Theory

ppB

ehav

ior

Beh

avio

r HighHigh

Rel

atio

nshi

pR

elat

ions

hip

HighHigh LowLow

HighHigh

Task BehaviorTask Behavior

Follower ReadinessFollower Readiness

Able and Able and unwillingunwilling

Able and Able and willingwilling

Unable and Unable and willingwilling

Unable and Unable and unwillingunwilling

ModerateModerate44

Hersey & Blanchard Situational Leadership Model

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Situational Situational Leadership TheoryLeadership Theory

Readiness of Followers

Behavior of Leaders


Able and Willing Let Followers Perform

Able and Unwilling Support & Participation

Unable and Willing High Task Orientation

Unable and Unwilling Clear, Specific Directions

Leadership Styles and Follower Readiness

(Hersey and Blanchard) WillingUnwilling

Able Supportive Supportive Participative Participative MonitoringMonitoring

Follower Readiness

Unable DirectiveDirective

High TaskHigh Taskand and

Relationship Relationship OrientationsOrientations

LeadershipLeadershipStylesStyles

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House’s path‐goal theory of leadership.– Emphasizes how a leader influences subordinates’ perceptions of both work goals and personal goals and the links, or paths, found between these two

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, p ,sets of goals.

– The theory assumes that a leader’s key function is to adjust his/her behavior to complement situational contingencies.

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Path‐Goal Theory by House & Dessler(1974)

• Leader behaviour types

1. Directive behaviour – schedules work, sets performance standards, gives direction

2. Supportive behaviour – friendly, approachable, expresses concern

3. Participative behaviour – uses consultative processes, shares work problems, considers suggestions

4. Achievement oriented – demanding and supportive, seeks continual improvement

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Path‐Goal Theory

• Subordinate characteristics– Locus of control– Self‐confidence ‐ subordinate perception of their abilities – skills and experience

• Situational characteristics– Task structure– clear and routine versus challenging and ambiguous

– Team dynamics ‐ work group norms and influence

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The Path‐Goal Theory

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Path‐goal theory predictions regarding directive leadership.– Positive impact on subordinates when task is clear; negative impact when task is ambiguous

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clear; negative impact when task is ambiguous.

– More directiveness is needed when ambiguous tasks are performed by highly authoritarian and closed‐minded subordinates.


Path‐goal theory predictions regarding

supportive leadership.

– Increases satisfaction of subordinates working on

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g

highly repetitive, unpleasant, stressful, or

frustrating tasks.


Path‐goal theory predictions regarding achievement‐oriented leadership.– Encourages subordinates to strive for higher performance standards and to have more

f

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confidence in their ability to meet challenging goals.

– Increases effort‐performance expectancies for subordinates working in ambiguous, nonrepetitive tasks.

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Evaluation and application of House’s path‐goal theory.– Many aspects of the theory have not been

d t l t t d

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adequately tested.

– Lacks substantial current research.

– House has revised and extended path‐goal theory into a theory of work unit leadership.

Participative Leadership Model (Vroom & Yetton)

• Purpose:

– To motivate – increases enrichment and autonomy

– To increase acceptance of the decision – in issues of fairness or change

– To create quality – adds more information into the problem solving

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Participative Model • Downsides

– Time and energy – involves a slower process and less experienced participants

– Lack or receptivity or knowledge – not everyone is interested or skilled enough

– Organizational climate or leader attributes –the organization or leader may not be predisposed to use participatory methods

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Participative Leadership Theory

• Four key considerations:

1. Quality requirement – can the decision turn out badly; are all options equal in quality (is one option really just as good as any other)

2. Commitment/Acceptance decision ‐ will employees be committed enough to the decision to implement it properly

3. How cohesive is the group – does everyone cooperate or is there conflict among group members or between group and leader

4. Time availability – how efficiently must the decision be made

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leader participation contingency variables• QR Quality Requirement–is the technical quality of this decision

important

• LI Leader information – does the leader have sufficient information to create a high quality decision

• ST Problem Structure – is the problem well structure

• CR (AR) Commitment/Acceptance Requirement‐ is subordinate commitment to the decision important

• CP (AP) Commitment/Acceptance Probability – if you made the decision yourself, is it reasonably certain that subordinates

would be committed to the decision

• GC Goal Congruence – Do subordinates share the organizational goals to be attained by solving this problem

• CO Subordinate Conflict – Is conflict among subordinates likely in the preferred solution

• SI Subordinate Information – Do subordinates have sufficient information to make a high quality decision

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leader participation contingency variables

• Added considerations:

TC Time Constraint – Is there a time constraint that limits your ability to involve y ysubordinates

MD Motivation Development – Is it important to maximize the opportunities for subordinate development

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Participative Leadership

• Issues:

– Not all subordinates are equally skilled or interested

– Not all managers are equally skilled or interested

– Not all organizational cultures support flexible decision styles

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Leader‐Member Exchange (LMX)

• Examines the dyadic relationship between leaders and followers.

• In‐group members versus out‐group members based upon compatibilitybased upon compatibility

• In‐group members do extra things for the leader, perform beyond the requirements of the job and the leader in turn gives rewards beyond those allotted to out‐group members

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Documents

Leadership CG Sem 2 2010