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ORGS - Chapter 11
INTL 2300 - Chapter 11: Leadership
| Term | Definition |
|---|---|
| Leadership | The ability to influence a group toward the achievement of a vision or set of goals. The source of influence may be formal (via position in the organization) or not (a variety of people can be called on to perform leadership roles) |
| Non-Sanctioned Leadership | The ability to influence that arises outside the formal structure of the organization; may be as important or more important than the formal influence. |
| Trait Theories | Are leaders different from others? |
| Behavioural Theories | Do leaders behave in particular ways? |
| Contingency Theories | Does the situation matter? |
| Trait Theories | Theories that consider personality, social, physical, or intellectual traits to differentiate leaders from non-leaders. - Not very useful until matched with the Big Five Personality Framework |
| emergence | Traits can predict leadership, but they are better at predicting leader __________________ than effectiveness |
| Behavioural Theories | Theories proposing that specific behaviours differentiate leaders from non-leaders. |
| Ohio State Studies | Found two key dimensions of leader behaviour: 1. Initiating Structure 2. Consideration |
| Initiating Structure | The defining and structuring of roles. |
| Consideration | Job relationships that reflect trust and respect. |
| University of Michigan Studies | Found two key dimensions of leader behaviour: 1. Employee-oriented 2. Production-oriented |
| Employee-oriented | Emphasizes interpersonal relationships and is the most powerful dimension. |
| Production-oriented | Emphasizes the technical aspects of the job. |
| Contingency Theories | Stress the importance of considering the context when examining leadership. - Fiedler Contingency Model - Hersey and Blanchard’s Situational Leadership - Path-Goal Theory - Substitutes for Leadership |
| Fiedler Contingency Model | Effective group performance depends on the proper match between the leader’s style and the degree to which the situation gives control to the leader. |
| 1. Leader-Member Relations 2. Task Structure 3. Position Power | Fiedler’s contingency situations: |
| Leader-Member Relations | Degree of confidence, trust, and respect members have for the leader. |
| Task Structure | The degree to which jobs are structured. |
| Position Power | Degree to which a leader has control over “power”: hiring, firing, discipline, promotions, salary. |
| Hersey and Blanchard’s Situational Leadership | A model that focuses on follower “readiness” 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 |
| able but unwilling | Follower: __________________ Leader: needs to use a supportive and participative style |
| both able and willing | Follower: __________________ Leader: a laissez-faire approach will work |
| unable but willing | Follower: __________________ Leader: needs to display high task orientation and high relationship orientation |
| unable and unwilling | Follower: __________________ Leader: needs to give clear and specific directions |
| Directive, Supportive, Participative and Achievement-Oriented | Path-Goal Leadership Styles |
| 1. Determine the outcomes subordinates want 2. Reward individuals with their desired outcomes when they perform well 3. Be clear with expectations | Path-Goal Guidelines |
| Directive | Informs subordinates of expectations, and gives guidance. |
| Supportive | Friendly and approachable, shows concern for the status, well-being, and needs of subordinates. |
| Participative | Consults with subordinates, solicits suggestions and considers suggestions. |
| Achievement-Oriented | Sets challenging goals, expects subordinates to perform at the highest level, continuously seeks performance improvement, and has confidence in the highest motivations of employees. |
| Substitutes for Leadership | Leader behaviours are not needed (i.e., employee experience, training, explicit formalized goals, rigid rules and procedures, cohesive work groups). |
| Neutralizers of Leadership | Make it impossible for leader behaviour to make any difference. |
| Inspirational Leadership | The focus is on a leader as a communicator who inspires others to act beyond their immediate self-interests. |
| contemporary leadership theories | 1. Charismatic Leadership 2. Transformational Leadership |
| Charisma | A certain quality of an individual personality, by which he or she is set apart from ordinary people and treated as endowed with supernatural, superhuman, or at least specifically exceptional powers or qualities. |
| House’s Charismatic Leadership Theory | Followers make attributions of heroic or extraordinary leadership abilities when they observe certain behaviours. |
| charismatic | Four characteristics of __________________ leaders: 1. Have a vision 2. Are willing to take personal risks to achieve the vision 3. Are sensitive to followers’ needs 4. Exhibit behaviours that are out of the ordinary |
| Charismatic | How __________________ Leaders Influence Followers 1. Leader articulates an attractive vision 2. A leader communicates high-performance expectations and confidence in followers' abilities. 3. A leader conveys a new set of values by setting an example. |
| 1. Individual capability 2. Team skills 3. Managerial competence 4. Ability to stimulate others to high-performance | Very effective leaders possess the 4 typical leadership traits: |
| Transactional Leaders | Leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements. |
| Transformational Leaders | Inspire followers to transcend their self-interests for the good of the organization; they can have a profound and extraordinary effect on followers. |
| 1. Contingent Reward 2. Management by Exception (active) 3. Management by Exception (passive) 4. Laissez-Faire Leader | 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 and takes corrective action. |
| Management by Exception (passive) | Intervenes only if standards are not met. |
| Laissez-Faire Leader | Abdicates responsibilities and avoids making decisions |
| 1. Idealized Influence 2. Inspirational Motivation 3. Intellectual Stimulation 4. Individualized Consideration | Characteristics of Transformational Leaders |
| Idealized Influence | Provides vision and sense of mission, instills pride, and gains respect and trust. |
| Inspirational Motivation | Communicates high expectations, uses symbols to focus efforts, and 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, and advises. |
| Transformational | Issues with __________________ Leadership - Basis for Action: works by encouraging followers to be more innovative and creative and by providing ambitious goals. - Evaluation Based on the Research: does show high correlations with desired outcomes |
| Mentor | A senior employee who sponsors and supports a less-experienced employee (a protégé). Good teachers present ideas clearly, listen, and empathize. |
| Self-Leadership | A set of processes through which individuals control their behaviour. |
| Identification-Based Trust | Based on a mutual understanding of each other’s intentions and appreciation of each other’s wants and desires |
| Authentic Leaders | People who know who they are, know what they believe in and value, and act on those values and beliefs openly and candidly. |
| Ethical Leadership | reduces interpersonal conflict and increases organizational citizenship behaviours - Truth-telling - Promise keeping - Fairness - Respect for the individual |
| Socialized Charismatic Leadership | Leadership that conveys values that are other-centred versus self-centred by leaders who model ethical conduct. |
| Servant Leadership | go beyond their self-interest and focus on opportunities to help followers grow and develop - Don’t use power to achieve ends; emphasize persuasion - Results in a higher level of commitment to the supervisor, self-efficacy, and perception of justice |
| Brazil | Country which is team-oriented, participative, and humane |
| France | Country which is relatively task-oriented, will do best and can make decisions in a relatively autocratic manner |
| Egypt | Country which is participative yet demonstrates one’s status. The leader should ask employees for their opinions, try to minimize conflicts, and not be afraid to take charge and make the final decision (after consulting team members) |
| China | Country which emphasizes being polite, considerate, and unselfish, but it also has a high-performance orientation. Studies suggest that a moderately participative style may work best with the employees. |
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