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Chapter11Leadership§11.1Definitiontheability&processtoinfluenceagrouptowardtheachievementofgoalsnotallleadersaremanagers;nor,forthatmatter,areallmanagersleadersDifferencebetweenmanagement&leadership•attitudestowardsgoals:Managerstendtoadoptimpersonal,leaderstakeapersonal&active.Workview:anenablingprocessinvolving--,temperamentallydisposedtoseekoutrisk&danger.Prefertoworkwithpeople,concernedwithideas•managementcopingwithcomplexity,leadercopingwithchange,developingavisionofthefuture;mostfirmsareunderled&overmanagedTransitioninleadershiptheoriesWhatmakesaneffectiveleader•the1stapproachsoughttofinduniversalpersonalitytraitsthatleadershadtosomegreatdegreethannonleaders•explainleadershipintermsofthebehaviorapersonengagedin•“falsestarts”basedontheirerroneousconception•Contingencymodelstoexplaintheinadequaciesofpreviousleadership•attemptingtoidentifythesetoftraitsthatpeopleimplicitlyrefertoasaleader§11.2Traittheories1930sbypsychologists•Theoriesseekingpersonality,social,physical,orintellectualtraitsdifferentiatingleadersfromnonleaders•Identifytraitsconsistentlyassociatedwithleader:ambition&energy,thedesiretolead,honesty&integrity,self-confidence,intelligence,job-relatedknowledge•isolatingtraitsresultedindeadends,4reason:overlookstheneedsoffollowers;failstoclarifytherelativeimportance;doesn’tseparatecausefromeffect;ignoresituationalfactorsChapter11Leadership§11.3Behavioraltheoriesthelate1940s--mid-1960sTheoriesproposingthatspecificbehaviorsdifferentiateleadersfromnonleaderstraitresearchweresuccessful,thenleaderisbasicallyinborn,wouldhaveprovidedabasisforselectingtheright“leader”behaviortheorieswerevalid,wecouldteachpeopletobeleaders,training1.OhioStatestudiesinthelate1940s•Identifyindependentdimensionsofleaderbehavior.beginningwithover1000dimensions•initiatingstructure:theextenttowhichaleaderislikelytodefine&structurehisrole&thoseofsubordinatesinthesearchforgoalattainment;highonitleadtogreaterratesofgrievances,absenteeism,&turnover&lowerlevelsofjobsatisfactionforworkersperformingroutinetasks.•consideration:--havejobrelationshipscharacterizedbymutualtrust,respectforsubordinates’ideas,®ardfortheirfeelings.Negativelyrelatedtoperformanceratingsoftheleaderbyhissuperior•“high--high”leadertendedtoachievehighperformance&satisfactionmorefrequentlythanthose;2.UniversityofMichiganstudies•Employee-orientedleader:emphasizesinterpersonalrelations•production-oriented:emphasizestechnicalortaskaspectsofthejob•Employee-orientedleaderswereassociatedwithhighergroupproductivity&higherjobsatisfaction.3.ThemanagerialgridBlake&Mouton•A9-by-9matrixoutlining81differentstyles•concernforpeople,production•9possiblepositionsalongeachaxis•managersperformbestundera9,9style;9,1authoritystyle;1,9countryclubstyle4.ScandinavianstudiesFinland&Sweden•Basicpremise:inchangingworld,effectiveleaderswouldexhibitdevelopment-orientedbehavior•3rdseparatedimension:valuesexperimentation,seekingnewideas,&generating&implementingchange.•Wentback&lookattheoriginalOhiodata,--wasn’tcriticalinthosedays;positiveevidentin1990sdynamicenvironment.Chapter11Leadership§11.4Contingencytheoriesleadershipeffectivenesswasdependentonthesituation,isolatethosecriticalsituationalfactors--moderatevariables1.FiedlerModelleastpreferredco-worker(LPC)questionnaire•Identifyingleadershipstyle:LPCscore--relationship,taskoriented;16%mid.Range1200groups•Definingthesituation:leader-memberrelation:confidence,trust,respectintaskstructure:degreejobassignmentsareprocedurizedpositionpower:degreeofinfluencealeaderhasoverpowervariablessuchas--•Matchingleaders&situation:favorableI,II,iii,Vii,Viii;changetheleadertofitthesituation;changethesituationtofittheleader1.(2)Cognitiveresourcetheoryupdatein1987•Atheoryofleadershipstatingthataleaderobtainseffectivegroupperformanceby,1st,makingeffectiveplans,decisions,&strategies;2nd,communicatingthemthroughdirectivebehavior•howstress&Cognitiveresourcesuchasintelligence,experienceplayaroleonleadershipeffectiveness;•3prediction:directivebehaviorresultingoodperformanceonlyifitlinkedwithhighintelligenceinasupportive,nonstressfulenvironment;inhighlystressfulsituations,jobexperienceispositiverelatedwithperformance;theintellectualabilitycorrelatewithperformanceinnonstressfulsituations2.Hersey&Blanchard’ssituationaltheory•Acontingencytheoryfocusingonfollower’sreadiness•readiness:theextenttowhichpeoplehavetheability&willingnesstoaccomplishaspecifictask4stagesR1.unable&unwilling;R2.unablebutwilling;R3.ablebutunwilling;R4.able&willing•leadershipbehaviors:telling(hightask-lowrelationship)--R1;selling(high-high)--R2;participating(low-high)--R3;delegating(low-low)--R4•task--able;relationship--willing3.Leader-memberexchangetheory•LMX:leaderscreatein-group&out-group,&subordinatewithin-groupstatuswillhavehigherperformanceratings,lessturnover,&greatersatisfactionwiththeirsuperior•theleaderimplicitlycategorizesthesubordinateasanin-&out-group&thatrelationshipisrelativelystableovertime;similarpersonalcharacteristics•generallysupportive4.Path-goaltheorybyRobertHouse•Thetermpath-goali