BUS 51 - Mosley7e ch08

© 2008 Thomson/South-Western© 2008 Thomson/South-Western All rights reserved. All rights reserved.

PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie CookThe University of West AlabamaThe University of West Alabama

Part 3Leading

Mosley Mosley • Pietri• Pietri

Chapter 8

Leadership

© 2008 Thomson/South-Western. All rights reserved. 8–2

Learning ObjectivesLearning Objectives

1.1. Describe factors that affect the leadership style used.Describe factors that affect the leadership style used.

2.2. Discuss and explain two frequently used leadership Discuss and explain two frequently used leadership models.models.

3.3. Determine which leadership style is most appropriate Determine which leadership style is most appropriate in different situations.in different situations.

4.4. Contrast heroic supervisors with developmental Contrast heroic supervisors with developmental supervisors.supervisors.

5.5. Contrast transformational leadership with transactional Contrast transformational leadership with transactional leadership.leadership.

After reading and studying this chapter, you should After reading and studying this chapter, you should be able to:be able to:


Learning Objectives (cont’d)Learning Objectives (cont’d)

6.6. Discuss how to inspire self-confidence, develop Discuss how to inspire self-confidence, develop people, and increase productivity.people, and increase productivity.

7.7. Explain why emotional intelligence is so important for Explain why emotional intelligence is so important for effective leadership.effective leadership.

After reading and studying this chapter, you should After reading and studying this chapter, you should be able to:be able to:


Leadership: What Is It All About?Leadership: What Is It All About?• Leadership DefinedLeadership Defined

A process of influencing individual and group activities A process of influencing individual and group activities toward goal setting and goal achievement.toward goal setting and goal achievement.

• Leadership Questions:Leadership Questions: Why don’t all leaders use the same style?Why don’t all leaders use the same style? What effects do different styles have on employee What effects do different styles have on employee

productivity and morale?productivity and morale? What style is most appropriate in a particular What style is most appropriate in a particular

situation?situation? Should a particular style be used consistently, or Should a particular style be used consistently, or

should it be changed as circumstances change?should it be changed as circumstances change?


EXHIBIT 8.1 Factors Affecting Choice of Leadership Style


Factors Affecting Leadership StyleFactors Affecting Leadership Style• Factors Affecting a Supervisor’s Factors Affecting a Supervisor’s

Management Philosophy:Management Philosophy:

1.1. The supervisor’s family and early The supervisor’s family and early school environmentschool environment

2.2. The supervisor’s experience and The supervisor’s experience and training in the area of leadershiptraining in the area of leadership

3.3. The supervisor’s present work The supervisor’s present work environment, including the type of environment, including the type of work and the general management work and the general management systemsystem


Theory X and Theory Y Management Theory X and Theory Y Management PhilosophyPhilosophy• Theory XTheory X

Employees have an inherent dislike of work and wish to avoid Employees have an inherent dislike of work and wish to avoid responsibility.responsibility.

• Assumptions of Theory X:Assumptions of Theory X: Employees have an inherent dislike of work and will avoid it if Employees have an inherent dislike of work and will avoid it if

possible. possible. Employees must be coerced, controlled, directed, or threatened Employees must be coerced, controlled, directed, or threatened

with punishment to get them to put forth adequate effort toward with punishment to get them to put forth adequate effort toward the achievement of organizational objectives. the achievement of organizational objectives.

Employees prefer to be directed, wish to avoid responsibility, Employees prefer to be directed, wish to avoid responsibility, have relatively little ambition, and, above all, seek security. have relatively little ambition, and, above all, seek security.

Employees cannot be trusted.Employees cannot be trusted.


Theory X and Theory Y… (cont’d)Theory X and Theory Y… (cont’d)

• Theory YTheory Y Work is as natural as play or rest.Work is as natural as play or rest.

• Assumptions of Theory Y:Assumptions of Theory Y: Physical and mental effort in work is as natural as play or rest.Physical and mental effort in work is as natural as play or rest. Employees will exercise self-direction and self-control in the Employees will exercise self-direction and self-control in the

service of objectives to which they are committed.service of objectives to which they are committed. Commitment to objectives is a function of the rewards Commitment to objectives is a function of the rewards

associated with their achievement.associated with their achievement. Employees learn, under proper conditions, not only to accept but Employees learn, under proper conditions, not only to accept but

also to actively seek greater responsibility.also to actively seek greater responsibility. Imagination, ingenuity, and creativity is widely, not narrowly, Imagination, ingenuity, and creativity is widely, not narrowly,

distributed in the population.distributed in the population. The intellectual potential of employees is only partially utilized.The intellectual potential of employees is only partially utilized. Employees believe they are winners, so treat them like winners.Employees believe they are winners, so treat them like winners.


Theory X and Theory Y… (cont’d)Theory X and Theory Y… (cont’d)• Implications of Theory X and Theory YImplications of Theory X and Theory Y

Theory X supervisors will be more inclined to prefer Theory X supervisors will be more inclined to prefer a structured, autocratic leadership style.a structured, autocratic leadership style.

Theory Y supervisors will be more inclined to prefer Theory Y supervisors will be more inclined to prefer a supportive, participative leadership style when the a supportive, participative leadership style when the situation calls for it.situation calls for it.


Factors Affecting Leadership Style Factors Affecting Leadership Style (cont’d)(cont’d)• The Followers’ Readiness LevelThe Followers’ Readiness Level

Is the state of a follower’s drive and need for Is the state of a follower’s drive and need for achievement.achievement.

Results from the follower’s experience, education, Results from the follower’s experience, education, attitudes, and willingness and ability to accept attitudes, and willingness and ability to accept responsibility.responsibility.

• Formula for the Readiness ConceptFormula for the Readiness Concept Readiness = Ability + WillingnessReadiness = Ability + Willingness

If followers are less ready, the leader should use a different If followers are less ready, the leader should use a different style than if followers are more ready. style than if followers are more ready.


Two Contingency Leadership ModelsTwo Contingency Leadership Models• Leadership GridLeadership Grid®®

Categorizes leadership styles according to concern for Categorizes leadership styles according to concern for people and concern for production results.people and concern for production results.

• Leadership Styles on the GridLeadership Styles on the Grid AuthorityAuthority compliancecompliance—h—high concern for production igh concern for production

results and a directive approach.results and a directive approach. Country club managementCountry club management—h—high concern for people.igh concern for people. Middle of the road managementMiddle of the road management—p—places equal laces equal

emphasis on people and production.emphasis on people and production. Impoverished managementImpoverished management—l—little concern for people ittle concern for people

or production.or production.


EXHIBIT 8.2

The Leadership Grid® Figure

Source: The Leadership Grid® figure, Paternalism Figure and Opportunism from Leadership Dilemmas—Grid Solutions, by Robert R. Blake and Anne Adams McCanse (Formerly the Managerial Grid by Robert R. Blake and Jane S. Mouton). Houston: Gulf Publishing Company (Grid Figure: p. 29, Paternalism Figure: p. 30, Opportunism Figure: p. 31). Copyright 1991 by Scientific Methods, Inc. Reproduced by permission of the owners.


Situational LeadershipSituational Leadership• Life-Cycle Theory of LeadershipLife-Cycle Theory of Leadership

Leadership behaviors should be based on the Leadership behaviors should be based on the readiness level of employees.readiness level of employees.

• Task Behaviors of LeadersTask Behaviors of Leaders Clarifying a job, telling people what to do and how and Clarifying a job, telling people what to do and how and

when to do it, providing follow-up, and taking when to do it, providing follow-up, and taking corrective action.corrective action.

• Relationship Behaviors of LeadersRelationship Behaviors of Leaders Providing people with support and asking for their Providing people with support and asking for their

opinions.opinions.


EXHIBIT 8.3 The Hersey-Blanchard Situational Leadership® Model

Source: Paul Hersey and Kenneth Blanchard, Management of Organizational Behavior: Utilizing Human Resources, 8th ed., p. 200. Reprinted by permission of the Center for Leadership Studies. All rights reserved.

Structuring and Telling Style Used with individuals or groups relatively less ready for a given task.

Coaching and Selling Style Used with individuals or groups that have potential but haven’t realized it fully.

Participating and Supporting StyleBest used with ready individuals or groups.

Delegating StyleUsed with exceptionally ready and capable individuals and groups.


EXHIBIT 8.4 Continuum of Leadership Behavior (Tannenbaum and Schmidt)

Source: Modified and reprinted by permission of Harvard Business Review. An exhibit from “How to Choose a Leadership Pattern” by Robert Tannenbaum and Warren H. Schmidt (May–June 1973). Copyright © 1973 by the Harvard Business School Publishing Corp. All rights reserved.

Continuum of Leadership BehaviorThe full range of leadership behaviors in terms of the relationship between a supervisor’s use of authority and employees’ freedom.


Three Forces Affecting Leadership ApproachThree Forces Affecting Leadership Approach

Forces in the SituationForces in the Situation

Forces in the EmployeeForces in the Employee Forces in the LeaderForces in the Leader

Choice of Choice of Leadership Leadership ApproachApproach


Developmental LeadershipDevelopmental Leadership• Developmental LeadershipDevelopmental Leadership

An approach that helps groups to evolve effectively An approach that helps groups to evolve effectively and to achieve highly supportive, open, creative, and to achieve highly supportive, open, creative, committed, high-performing membership.committed, high-performing membership.

• Heroic ManagersHeroic Managers Those managers who have a great need for control or Those managers who have a great need for control or

influence and want to run things.influence and want to run things.


Developmental Leadership (cont’d)Developmental Leadership (cont’d)• Characteristics of the Heroic ManagerCharacteristics of the Heroic Manager

Knows at all times what is going on in the department.Knows at all times what is going on in the department.

Has enough technical expertise to supervise Has enough technical expertise to supervise subordinates.subordinates.

Is able to solve any problem that comes up or at least Is able to solve any problem that comes up or at least solve it before the subordinate does.solve it before the subordinate does.

Is the primary (if not the only) person responsible for Is the primary (if not the only) person responsible for how the department is working.how the department is working.


EXHIBIT 8.5 The Self-Fulfilling Consequences of Using the Heroic Management Approach

Source: Adapted from Managing for Excellence. David L. Bradford and Allen R. Cohen, Copyright © 1984, John Wiley & Sons, reprinted by permission of John Wiley & Sons, Inc.


Developmental Leadership (cont’d)Developmental Leadership (cont’d)• Characteristics of the Characteristics of the

Developmental ManagerDevelopmental Manager Builds a shared-responsibility Builds a shared-responsibility

team.team.

Continuously develops individual Continuously develops individual skills of team members.skills of team members.

Works with the team to build a Works with the team to build a common departmental vision of common departmental vision of the team’s overarching goal in the team’s overarching goal in support of the mission and overall support of the mission and overall goals of the organization.goals of the organization.


Transformational and Transactional Transformational and Transactional LeadershipLeadership• Transformational LeadershipTransformational Leadership

Converts followers into leaders and may convert Converts followers into leaders and may convert leaders into moral agents.leaders into moral agents. Charismatic leadershipCharismatic leadership Individualized considerationIndividualized consideration Intellectual stimulationIntellectual stimulation

• Transactional LeadershipTransactional Leadership Leaders identify desired performance standards and Leaders identify desired performance standards and

recognize what types of rewards employees want recognize what types of rewards employees want from their work.from their work.


EXHIBIT 8.7 Contrasting Leadership Approaches

Transactional Transformational Characteristics Exchange Process Evolutionary Ideas Within Existing Structure Reactive

Relations Orientation Revolutionary Ideas Emerges in Crisis Proactive

Motivation Contingent Reward (Extrinsic) Inspiration; Recognition (Intrinsic) Power Traditional Charismatic Focus Outcomes Vision Leader Specifies Talk Clarifies Roles Recognizes Needs Manages by Exception

Consultant, Coach, Teacher Emphasis on Empowering the Individual Gives Autonomy; Good Listener; Informal Accessible; Model of Integrity

Employees Seek Security; Needs Fulfilled Separate Organization from Individual

Transcend Self-Interests for the Organization Do More than They Are Expected to Do

Outcomes Expected Performance Quantum Leaps in Performance Source: George McAleer’s presentation at APT Type and Leadership Symposium, Crystal City, VA, March 5–7, 1993.


EXHIBIT 8.8 A Distant Drum

1. Tell the truth.

2. Do your best, no matter how trivial the task.

3. Choose the difficult right over the easy wrong.

4. Look out for the group before you look out for yourself.

5. Don’t whine or make excuses.

6. Judge others by their actions, not their race, culture, religion, or sexual orientation.

Source: Cherl Templet, My Leadership Autobiography, March 1, 1999. A requirement in an MBA Leadership course taught by Donald C. Mosley, Spring Semester 1999, University of South Alabama, Mobile, Alabama.


Servant LeadershipServant Leadership• Servant LeadershipServant Leadership

Defines success as a leader as giving and measures Defines success as a leader as giving and measures achievement by devotion to serving and leading.achievement by devotion to serving and leading.

Winning becomes the creation of community through Winning becomes the creation of community through collaboration and team building.collaboration and team building.


EXHIBIT 8.9 Ten Characteristics of Servant Leadership

1. Listening.2. Empathy.3. Healing.4. Persuasion.5. Awareness.6. Foresight.7. Conceptualization.8. Commitment to the growth of people.9. Stewardship.10.Building community.

Source: Larry C. Spears, “Creating Caring Leadership for the 21st Century,” The Not-For-Profit CEO Monthly Letter 5, No. 9, July 1998 (The Robert K. Greenleaf Center for Servant Leadership, 921 East 86th Street, Suite 2000, Indianapolis, IN). Reprinted with permission.


Core Leadership FunctionsCore Leadership Functions• Valuing.Valuing. Having a grasp of the organization’s values and being able Having a grasp of the organization’s values and being able

to translate values into practice and elevate them to higher levels.to translate values into practice and elevate them to higher levels.

• Visioning.Visioning. Having a clear mental picture of a desired future for the Having a clear mental picture of a desired future for the organization or organizational unit.organization or organizational unit.

• Coaching.Coaching. Helping others develop the knowledge and skills needed Helping others develop the knowledge and skills needed for achieving the vision.for achieving the vision.

• Empowering.Empowering. Enabling others to move toward the vision. Enabling others to move toward the vision.

• Team buildingTeam building.. Developing a coalition of people who will commit Developing a coalition of people who will commit themselves to achieving the vision.themselves to achieving the vision.

• Promoting quality.Promoting quality. Achieving a reputation for always meeting or Achieving a reputation for always meeting or exceeding customer expectations.exceeding customer expectations.

• Listening with empathy.Listening with empathy. Clarifying where others are coming from Clarifying where others are coming from and acceptance of others even with imperfections.and acceptance of others even with imperfections.


EXHIBIT 8.10 The Five Components of Emotional Intelligence at Work

Definition Hallmarks Self-Awareness The ability to recognize and

understand your moods, emotions, and drives, as well as their effect on others

Self-confidence Realistic self-assessment Self-deprecating sense of humor

Self-Regulation The ability to control or redirect disruptive impulses and moods The propensity to suspend judgment—to think before acting

Trustworthiness and integrity Comfort with ambiguity Openness to change

Motivation A passion to work for reasons that go beyond money or status A propensity to pursue goals with energy and persistence

Strong drive to achieve Optimism, even in the face of failure Organizational commitment

Empathy The ability to understand the emotional makeup of other people Skill in treating people according to their emotional reactions

Expertise in building and retaining talent Cross-cultural sensitivity Service to clients and customers

Social Skill Proficiency in managing relationships and building networks An ability to find common ground and build rapport

Effectiveness in leading change Persuasiveness Expertise in building and leading teams

Source: Daniel Goleman, “What Makes a Leader?” Harvard Business Review, November–December 1998, p. 95. Copyright © 1998 by the Harvard Business School Publishing Corp. All rights reserved. Reprinted by permission.


EXHIBIT 8.11 Boyatzis’ Theory of Self-Directed Learning (Goleman, Boyatzis, and McKee, 2002)

Source: Richard E. Boyatzis, Ellen Van Oosten, “A Leadership Imperative: Building the Emotionally Intelligent Organization, Ivey Business Journal, January/February 2003, p. 3.


Important TermsImportant Terms

• authority complianceauthority compliance• coaching and selling stylecoaching and selling style• continuum of leadership continuum of leadership

behaviorbehavior• country club managementcountry club management• delegating styledelegating style• developmental leadershipdevelopmental leadership• emotional intelligenceemotional intelligence• heroic managersheroic managers• impoverished managementimpoverished management• leadershipleadership• Leadership GridLeadership Grid®®

• life-cycle theory of leadershiplife-cycle theory of leadership

• middle of the road managementmiddle of the road management• participating and supporting styleparticipating and supporting style• readiness levelreadiness level• relationship behaviorsrelationship behaviors• servant leadershipservant leadership• Situational Leadership® ModelSituational Leadership® Model• structuring and telling stylestructuring and telling style• task behaviorstask behaviors• team managementteam management• Theory XTheory X• Theory YTheory Y• transactional leadershiptransactional leadership• transformational leadershiptransformational leadership