CHAP 8
defined as the process of guiding and directing the behavior of people in the organization in order to achieve objectives.
LEADERSHIP
element that convinces members of an organization to behave in such a manner that will facilitate the accomplishment of the goals of the organization.
LEADERSHIP
the process of influencing others to official objectives.
FORMAL LEADERSHIP
the process of influencing others to pursue unofficial objectives
INFORMAL LEADERSHIP
that power derived as a consequence of the leader’s position
Position Power
Also referred to as authority, this power emanates from a person’s position in the organization.
Legitimate Power.
This power emanates from one’s ability to grant rewards to those who comply with a command or request.
Reward Power.
This power arises from the expectation of subordinates that they will be punished if they do not conform to the wishes of the leader.
Coercive Power.
3 TYPS OF POSITION POWER
1.Legitimate power
2.Reward power
3.Coercive power
The leader’s personal power results from his personal characteristics.
Personal Power
An expert who posses and can dispense valued information generally exercise expert power over those in need in need of such information.
Expert power.
This power refers to the ability of leaders to develop followers from the strength of their own personalities.
Referent Power.
3 THEORIES ABOUT LEADERSHIP
1.Trait theories
2.Behavioral theories
Contingency theories
consider leaders to possess common traits.
Trait Theories
individuals who like being around people and are able to Emotional intelligence assert themselves.
Extraversion
individuals who are disciplined and keep commitments that they make.
Conscientiousness
individuals who are creative and flexible.
Openness
An important leadership research program was started at Ohio State University during the late 1940s. The researchers sought to identify independent dimensions of leader behavior.
Ohio State University Studies.
refers to the extent to which a leader is likely to define his or her role and those of employees in the search for goal attainment
Initiating structure
initiated by activities such as assigning specific tasks, specifying procedures to be followed, scheduling work, and clarifying expectations.
Structure
describes the degree to which the leader creates an environment of emotional support, warmth, friendliness, and trust.
Consideration
At about the same time that the Ohio State University was engaged in a research program on leadership, the researchers at the University of Michigan were also making attempts to locate behavioral characteristics of leaders that appeared to be related to measures of performance effectiveness.
University of Michigan Studies.
TWO DISTINCT STYLES OF LEADERSHIP
Job-centered; and
2. Employee-centered.
managers set tight work standards, organized tasks carefully, prescribed the work methods to be followed, and supervised closely.
Job-centered
managers encouraged group members to participate in goal setting and other work decisions, and helped to ensure high performance by endangering trust and mutual respect.
Employee-centered
Other researchers like Gary M. Yukl made one step further than the Michigan and Ohio State studies. He and his colleagues tried to seek answers to specific behavior of leaders for varying situations.
Yukl Studies.
The extent, to which a leader emphasizes the importance of subordinate performance, tries to improve productivity and efficiency, tries to keep subordinates working up to their capacity, and checks on their performance.
Performance emphasis
The extent to which a leader is friendly, supportive, and considerate in his or her behavior toward subordinates and tries to be fair and objective.
Consideration
The extent to which a leader provides praise and recognition to subordinates with effective performance, shows appreciation for their special efforts and contributions, and make sure they get credit for their helpful ideas and suggestions.
Praise-Recognition
The extent to which a leader consults with subordinates and otherwise allows them to influence his or her decisions.
Decision-Participation
The extent to which a leader determines training needs for subordinates and provides any necessary training and coaching.
Training-Coaching.
The extent to which a leader takes the initiative in proposing solutions to serious work-related problems and acts decisively to deal with such problems when a prompt solution is needed.
Problem Solving.
The extent to which a leader obtains for subordinates any necessary supplies, equipment, support services, or other resources, eliminates problems in the work environment, and removes other obstacles that interfere with the work.
Work Facilitation
a graphic portrayal of a two underlying dimensional view of leadership
The Managerial Grid.
It is an approach to understanding a manager’s concern for production and concern for people.
The Managerial Grid
This is a leadership model developed by Fred Fiedler which proposes that effective group performance depends on the proper match between the leader’s style and the degree to which the situation favors the leader.
The Contingency Leadership Model-
This is a leadership model developed by Robert House and Terrence Mitchell that states that the leader’s job is to create a work environment through structure, support, and rewards that helps employees reach the organization’s goals
The Path- Goal Model-
House and Mitchell identified four leadership behaviors:
The directive Leader.
b. The supportive leader.
c. The participative leader.
d. The achievement-oriented leader.
The leader must know follower’s readiness and then use a leadership style that fits the level.
The Hershey-Blanchard Situational Leadership Theory.
Four leadership styles available to leaders
a. A ‘’directing” style that is best for low follower readiness.
b. A ‘’coaching’’ style that is best for low to moderate follower readiness.
c. A ‘’supporting’’ style that is best for moderate to high follower readiness.
d. A ‘’delegating’’ style that is best for high readiness.
leaders develop unique working relationships with each group member. Leaders and their followers exchange information, resources, and role expectations that determine the quality of their interpersonal relationships.
The Leader-Member Exchange Approach.
Also known as ‘’the leader-participation model’’ and ‘’decision making model of leadership’’, the normative decision model was developed by Victor and Philip Yetton.
Normative Decision Model
the leader individually solves the problem using the information already available.
Autocratic I
the leader obtains data from subordinates and then decides.
Autocratic II
the leader explain the problem to individual subordinates and obtains ideas from each before deciding.
Consultative I
the leader meets with group of subordinates to share the problem and obtain inputs, and then decides.
Consultative II
the leader shares problem with group and facilitates a discussion of alternatives aiming to reach a group agreement on a solution.
Group II
developed by Jan P. Muczyk and Bernard C. Reimann, and it suggests that ‘’participation’’ behavior is concerned with the degree to which subordinates are allowed to be involved in decision making.
The Muczyk-Reimann Model.
The leader makes decisions unilaterally and closely supervises the activities of subordinates.
The directive autocrat
This leader makes decision unilaterally but allows subordinates a great deal of latitude in execution.
The permissive autocrat.
This leader allows high participation but closely supervises subordinate activity.
The directive democrat
This leader allows high participation in decision making and in execution.
The permissive democrat.