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ninth edition

STEPHEN P. ROBBINS

MARY COULTER

Chapter

17
© 2007 Prentice Hall, Inc.
All rights reserved.

Leadership

PowerPoint Presentation by Charlie Cook
The University of West Alabama

LEARNING OUTLINE
Follow this Learning Outline as you read and study this chapter.

Who Are Leaders and What Is Leadership
• Define leaders and leadership.
• Explain why managers should be leaders.

Early Leadership Theories
• Discuss what research has shown about leadership traits.
• Contrast the findings of the four behavioral leadership
theories.
• Explain the dual nature of a leader’s behavior.

© 2007 Prentice Hall, Inc. All rights reserved.

17–2

L E A R N I N G O U T L I N E (cont’d)

Contingency Theories of Leadership
• Explain how Fiedler’s theory of leadership is a
contingency model.
• Contrast situational leadership theory and the leader
participation model.
• Discuss how path-goal theory explains leadership.

Contemporary Views on Leadership
• Differentiate between transactional and transformational
leaders.
• Describe charismatic and visionary leadership.
• Discuss what team leadership involves.

17–3

L E A R N I N G O U T L I N E (cont’d)

Leadership Issues in the Twenty-First Century
• Tell the five sources of a leader’s power.
• Discuss the issues today’s leaders face.
• Explain why leadership is sometimes irrelevant.


17–4

Leaders and Leadership
• Leader – Someone who can influence others and who has
managerial authority
• Leadership – What leaders do; the process of influencing a
group to achieve goals
• Ideally, all managers should be leaders
• Although groups may have informal leaders who emerge,
those are not the leaders we’re studying
Leadership research has tried to answer: What is an effective
leader?


17–5

Early Leadership Theories
• Trait Theories (1920s-30s)
 Research focused on identifying personal
characteristics that differentiated leaders from
nonleaders was unsuccessful.
 Later research on the leadership process identified
seven traits associated with successful leadership:
 Drive,

the desire to lead, honesty and integrity,
self-confidence, intelligence, job-relevant
knowledge, and extraversion.


17–6

Exhibit 17–1

Seven Traits Associated with Leadership

Source: S. A. Kirkpatrick and E. A. Locke, ―Leadership: Do Traits Really Matter?‖ Academy of Management
Executive, May 1991, pp. 48–60; T. A. Judge, J. E. Bono, R. llies, and M. W. Gerhardt, ―Personality and
Leadership: A Qualitative and Quantitative Review,‖ Journal of Applied Psychology, August 2002, pp. 765–780.


17–7

Exhibit 17–2

Behavioral Theories of Leadership


17–8

Exhibit 17–2 (cont’d) Behavioral Theories of Leadership


17–9

Early Leadership Theories (cont’d)
• Behavioral Theories
 University of Iowa Studies (Kurt Lewin)
 Identified

three leadership styles:

– Autocratic style: centralized authority, low participation
– Democratic style: involvement, high participation,
feedback
– Laissez faire style: hands-off management
 Research

findings: mixed results

– No specific style was consistently better for producing
better performance
– Employees were more satisfied under a democratic leader
than an autocratic leader.

17–10

• Behavioral Theories (cont’d)
 Ohio State Studies
 Identified

two dimensions of leader behavior

– Initiating structure: the role of the leader in defining his
or her role and the roles of group members
– Consideration: the leader’s mutual trust and respect for
group members’ ideas and feelings.
 Research

findings: mixed results

– High-high leaders generally, but not always, achieved high
group task performance and satisfaction.

– Evidence indicated that situational factors appeared to
strongly influence leadership effectiveness.

17–11

• Behavioral Theories (cont’d)
 University of Michigan Studies
 Identified

two dimensions of leader behavior

– Employee oriented: emphasizing personal relationships
– Production oriented: emphasizing task accomplishment
 Research

findings:

– Leaders who are employee oriented are strongly
associated with high group productivity and high job
satisfaction.


17–12

The Managerial Grid
• Managerial Grid
 Appraises leadership styles using two dimensions:
 Concern

for people

 Concern

for production

 Places managerial styles in five categories:
 Impoverished
 Task

management

management

 Middle-of-the-road
 Country

 Team

management

club management

management


17–13

Exhibit 17–3
The
Managerial
Grid

Source: Reprinted by permission of Harvard Business Review. An exhibit from ―Breakthrough in Organization Development‖ by Robert R. Blake, Jane S. Mouton,
Louis B. Barnes, and Larry E. Greiner, November–December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.


17–14

Contingency Theories of Leadership
• The Fiedler Model (cont’d)
 Proposes that effective group performance depends
upon the proper match between the leader’s style of
interacting with followers and the degree to which the
situation allows the leader to control and influence.
 Assumptions:
A

certain leadership style should be most effective
in different types of situations.

 Leaders

do not readily change leadership styles.

– Matching the leader to the situation or changing the
situation to make it favorable to the leader is required.


17–15

Contingency Theories… (cont’d)
• The Fiedler Model (cont’d)
 Least-preferred co-worker (LPC) questionnaire
 Determines

leadership style by measuring
responses to 18 pairs of contrasting adjectives.
– High score: a relationship-oriented leadership
style

– Low score: a task-oriented leadership style
 Situational factors in matching leader to the situation:
 Leader-member
 Task

relations

structure

 Position

power


17–16

Exhibit 17–4

Findings of the Fiedler Model


17–17

• Hersey and Blanchard’s Situational Leadership
Theory (SLT)
 Argues that successful leadership is achieved by
selecting the right leadership style which is contingent
on the level of the followers’ readiness.
 Acceptance:

leadership effectiveness depends on
whether followers accept or reject a leader.

 Readiness:

the extent to which followers have the
ability and willingness to accomplish a specific
task.

 Leaders must relinquish control over and contact with
followers as they become more competent.

17–18

Theory (SLT)
 Creates four specific leadership styles incorporating
Fiedler’s two leadership dimensions:
 Telling:

high task-low relationship leadership

 Selling:

high task-high relationship leadership

 Participating:

low task-high relationship

leadership
 Delegating:


low task-low relationship leadership

17–19

Theory (SLT)
 Posits four stages follower readiness:
 R1:

followers are unable and unwilling

 R2:

followers are unable but willing

 R3:

followers are able but unwilling

 R4:

followers are able and willing


17–20

• Leader Participation Model (Vroom and Yetton)
 Posits that leader behavior must be adjusted to reflect
the task structure—whether it is routine, nonroutine,
or in between—based on a sequential set of rules
(contingencies) for determining the form and amount
of follower participation in decision making in a given
situation.


17–21

• Leader Participation Model Contingencies:
 Decision significance

 Importance of commitment
 Leader expertise
 Likelihood of commitment

 Group support
 Group expertise
 Team competence


17–22

Exhibit 17–5

Leadership Styles in the Vroom Leader Participation Model

• Decide: Leader makes the decision alone and either announces or
sells it to group.
• Consult Individually: Leader presents the problem to group
members individually, gets their suggestions, and then makes the
decision.
• Consult Group: Leader presents the problem to group members in
a meeting, gets their suggestions, and then makes the decision.

• Facilitate: Leader presents the problem to the group in a meeting
and, acting as facilitator, defines the problem and the boundaries
within which a decision must be made.
• Delegate: Leader permits the group to make the decision within
prescribed limits.
Source: Based on V. Vroom, ―Leadership and the Decision-Making
Process,‖ Organizational Dynamics, vol. 28, no. 4 (2000), p. 84.


17–23

Exhibit 17–6
Time-Driven
Model

Source: Adapted from V. Vroom, ―Leadership and
the Decision-Making Process,‖ Organizational
Dynamics, vol. 28, no. 4 (2000), p. 87.


17–24

• Path-Goal Model
 States that the leader’s job is to assist his or her
followers in attaining their goals and to provide
direction or support to ensure their goals are
compatible with organizational goals.
 Leaders assume different leadership styles at
different times depending on the situation:
 Directive

leader

 Supportive

leader

 Participative

leader

 Achievement

oriented leader
17–25

Exhibit 17–7

Path-Goal Theory


17–26

Contemporary Views on Leadership
• Transactional Leadership
 Leaders who guide or motivate their followers in the
direction of established goals by clarifying role and
task requirements.

• Transformational Leadership
 Leaders who inspire followers to transcend their own
self-interests for the good of the organization by
clarifying role and task requirements.
 Leaders who also are capable of having a profound
and extraordinary effect on their followers.


17–27

Contemporary Views…(cont’d)
• Charismatic Leadership
 An enthusiastic, self-confident leader whose
personality and actions influence people to behave in
certain ways.
 Characteristics of charismatic leaders:
 Have

a vision.

 Are

able to articulate the vision.

 Are

willing to take risks to achieve the vision.

 Are

sensitive to the environment and follower
needs.

 Exhibit

behaviors that are out of the ordinary.


17–28

• Visionary Leadership
 A leader who creates and articulates a realistic,
credible, and attractive vision of the future that
improves upon the present situation.

• Visionary leaders have the ability to:
 Explain the vision to others.
 Express the vision not just verbally but through
behavior.
 Extend or apply the vision to different leadership
contexts.


17–29

• Team Leadership Characteristics
 Having patience to share information

 Being able to trust others and to give up authority
 Understanding when to intervene

• Team Leader’s Job
 Managing the team’s external boundary
 Facilitating the team process
 Coaching,

facilitating, handling disciplinary
problems, reviewing team and individual
performance, training, and communication


17–30

Exhibit 17–8 Specific Team Leadership Roles


17–31

Leadership Issues in the 21st Century
• Managing Power
 Legitimate power
 The power a leader has
as a result of his or her
position.
 Coercive power
 The power a leader has
to punish or control.
 Reward power
 The power to give
positive benefits or
rewards.


 Expert power
 The influence a leader
can exert as a result of
his or her expertise,
skills, or knowledge.
 Referent power
 The power of a leader
that arise because of a
person’s desirable
resources or admired
personal traits.

17–32

Developing Credibility and Trust
• Credibility (of a Leader)
 The assessment of a leader’s honesty, competence,
and ability to inspire by his or her followers

• Trust
 Is the belief of followers and others in the integrity,
character, and ability of a leader.
 Dimensions of trust: integrity, competence,
consistency, loyalty, and openness.
 Is related to increases in job performance,
organizational citizenship behaviors, job satisfaction,
and organization commitment.


17–33

Exhibit 17–9

Suggestions for Building Trust

Practice openness.
Be fair.
Speak your feelings.
Tell the truth.
Show consistency.
Fulfill your promises.
Maintain confidences.

Demonstrate competence.

17–34

Providing Ethical Leadership
• Ethics are part of leadership when leaders
attempt to:
 Foster moral virtue through changes in attitudes and
behaviors.
 Use their charisma in socially constructive ways.
 Promote ethical behavior by exhibiting their personal
traits of honesty and integrity.

• Moral Leadership
 Involves addressing the means that a leader uses to
achieve goals as well as the moral content of those
goals.


17–35

Empowering Employees
• Empowerment
 Involves increasing the decision-making discretion of
workers such that teams can make key operating
decisions in develop budgets, scheduling workloads,
controlling inventories, and solving quality problems.
 Why empower employees?
 Quicker

responses problems and faster decisions.

 Addresses

the problem of increased spans of
control in relieving managers to work on other
problems.


17–36

Cross-Cultural Leadership
• Universal Elements of
Effective Leadership
 Vision
 Foresight
 Providing encouragement
 Trustworthiness
 Dynamism
 Positiveness
 Proactiveness


17–37

Exhibit 17–10 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.
• Effective leaders in Malaysia 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.
Source: Based on J. C. Kennedy, ―Leadership in Malaysia: Traditional Values, International Outlook,‖ Academy of Management Executive, August
2002, pp. 15–17; F.C. Brodbeck, M. Frese, and M. Javidan, ―Leadership Made in Germany: Low on Compassion, High on Performance,‖ Academy
of Management Executive, February 2002, pp. 16–29; M. F. Peterson and J. G. Hunt, ―International Perspectives on International Leadership,‖
Leadership Quarterly, Fall 1997, pp. 203–31; R. J. House and R. N. Aditya, ―The Social Scientific Study of Leadership: Quo Vadis?‖ Journal of
Management, vol. 23, no. 3, (1997), p. 463; and R. J. House, ―Leadership in the Twenty-First Century,‖ in A. Howard (ed.), The Changing Nature
of Work (San Francisco: Jossey-Bass, 1995), p. 442.


17–38

Gender Differences and Leadership
• Research Findings
 Males and females use different styles:
 Women

tend to adopt a more democratic or
participative style unless in a male-dominated job.

 Women
 Men

tend to use transformational leadership.

tend to use transactional leadership.


17–39

Exhibit 17–11 Where Female Managers Do Better: A Scorecard

Source: R. Sharpe, ―As Leaders, Women Rule,‖ BusinessWeek, November 20. 2000, p. 75.


17–40

Basics of Leadership
• Give people a reason to come to work.
• Be loyal to the organization’s people

• Spend time with people who do the real work of
the organization.
• Be more open and more candid about what
business practices are acceptable and proper
and how the unacceptable ones should be fixed.


17–41

Leadership Can Be Irrelevant!
• Substitutes for Leadership
 Follower characteristics
 Experience, training, professional orientation, or
the need for independence
 Job characteristics
 Routine, unambiguous, and satisfying jobs
 Organization characteristics
 Explicit formalized goals, rigid rules and
procedures, or cohesive work groups


17–42

Terms to Know
•
•
•
•
•
•
•
•
•
•
•

leader
leadership
behavioral theories
autocratic style
democratic style
laissez-faire style
initiating structure
consideration
high-high leader
managerial grid
Fiedler contingency
model


• least-preferred co-worker
(LPC) questionnaire
• leader-member relations
• task structure
• position power
• situational leadership theory
(SLT)
• readiness
• leader participation model
• path-goal theory
• transactional leaders
17–43

Terms to Know (cont’d)
•
•
•
•
•
•
•
•
•
•
•

transformational leaders
charismatic leader
visionary leadership
legitimate power
coercive power
reward power
expert power
referent power
credibility
trust
empowerment


17–44

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