Mosley 9e ppt_ch08

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

CHAPTER 8

LEADERSHIP

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2

• Describe factors that affect the leadership style used• Discuss and explain two frequently used

leadership models• Determine which leadership style is most

appropriate in different situations• Contrast heroic supervisors with

developmental supervisors

LEARNING OBJECTIVES


• Contrast transformational leadership with transactional leadership• Discuss and explain the benefits and side

effects of adaptive leadership• Discuss how to inspire self-confidence, develop

people, and increase productivity• Explain why emotional intelligence is so

important for effective leadership

LEARNING OBJECTIVES


LEADERSHIP


EXHIBIT 8.1 - FACTORS AFFECTING CHOICE OF LEADERSHIP STYLE


• Average person has an inherent dislike of work and wishes to avoid responsibility• People must be coerced, controlled, directed,

or threatened to put in adequate effort at work• Average person prefers to be directed, has little

ambition and, seeks security• Average person cannot be trusted

THEORY X MANAGEMENT PHILOSOPHY


• Work is as natural as play or rest• People exercise self-direction and self-control in

attaining organizational goals and objectives• Commitment to objectives is a function of the

rewards associated with their achievement• Average person learns, under proper

conditions, to actively seek greater responsibility

THEORY Y MANAGEMENT PHILOSOPHY


• Most people can exercise a high degree of imagination, ingenuity, and creativity in solving organizational problems• Intellectual potential of the average human

being is only partially utilized• Average person believes she or he is a winner,

and so should be treated that way

THEORY Y MANAGEMENT PHILOSOPHY


• Followers’ readiness level• Readiness level: State of a person’s drive or

need for achievement• Readiness = Ability + Willingness

• Situation faced by the supervisor• Nature of the work and the types of

assignments are considered in assessing a situation

• Leaders’ choice of style is influenced by how their unit progresses

FOLLOWERS’ READINESS LEVEL AND SITUATION FACED BY THE SUPERVISOR


LEADERSHIP GRID


LEADERSHIP GRID


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: 29, Paternalism Figure: 30, Opportunism Figure: 31). Copyright 1991 by Scientific Methods, Inc. Reproduced by permission of the owners.


• Shows the relationship between the readiness of followers and the leadership style• Life-cycle theory of leadership: Leadership

behaviors should be based on the readiness level of employees

• Task behaviors: Clarifying a job, telling people what to do and how and when to do it, providing follow-up, and taking corrective action

• Relationship behaviors: Providing people with support and asking for their opinions

SITUATIONAL LEADERSHIP MODEL


EXHIBIT 8.3 - THE HERSEY-BLANCHARD SITUATIONAL LEADERSHIP ® MODEL

Source: Paul Hersey and Kenneth Blanchard Management of Organizational Behavior: Utilizing Human Resources, 8th edition, p. 200. © Copyright 2006 Reprinted with permission of the Center for Leadership Studies. Escondido, CA 92025. www.situational.com All Rights Reserved.


SITUATIONAL LEADERSHIP MODEL

8–15


EXHIBIT 8.4 - CONTINUUM OF LEADERSHIP BEHAVIOR

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.


• Forces in the leader• Value system, confidence in employees,

leadership inclinations, and feelings of security or insecurity

• Forces in the employees• Need for independence, knowledge of the

problem, attitude toward and interest in tackling the problem, and expectations with respect to sharing in decision making

CONTINUUM OF LEADERSHIP BEHAVIOR


• Forces in the situation• Type of organization, the group’s effectiveness,

the pressure of time, and the nature of the problem itself

CONTINUUM OF LEADERSHIP BEHAVIOR


• Helps groups evolve effectively and achieve highly supportive, open, creative, committed, high-performing membership

DEVELOPMENTAL LEADERSHIP


HEROIC MANAGERS VERSUS DEVELOPMENTAL MANAGERS


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.


TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP


EXHIBIT 8.6 - CONTRASTING LEADERSHIP APPROACHES

Source: George McAleer’s presentation at APT Type and Leadership Symposium, Crystal City, VA, March 5–7, 1993.


EXHIBIT 8.6 - CONTRASTING LEADERSHIP APPROACHES

Source: George McAleer’s presentation at APT Type and Leadership Symposium, Crystal City, VA, March 5–7, 1993.


• Organizational members take a hard look at the past to identify what to hold on to, while deciding what needs to go• Employee participation in the change process is

the key• Requires an experimental mindset approach

ADAPTIVE LEADERSHIP


• Defines success as giving and measures achievement by devotion to serving and leading• Winning becomes the creation of community

through collaboration and team building

SERVANT LEADERSHIP


CHARACTERISTICS OF SERVANT LEADERSHIP


CORE LEADERSHIP FUNCTIONS


CORE LEADERSHIP FUNCTIONS


• The capacity to: • Recognize and accurately perceive one’s own

and others’ emotions• Understand the significance of emotions, and

influence one’s actions based on such analysis• Assortment of skills and characteristics that

influence a one’s ability to succeed as a leader

EMOTIONAL INTELLIGENCE


EXHIBIT 8.9 - MAYER AND SALOVEY’S FOUR BRANCH MODEL OF EMOTIONAL INTELLIGENCE

Source: John D. Mayer, Emotional Intelligence Information. (2009, July 31, 2009). The Four Branch Model of Emotional Intelligence. Durham: NH: University of New Hampshire, Retreived July 31, 2009, from http://www.unh.edu/emotional intelligence/ei%20What%20is%20EI/ei%20fourbranch.htm.Reprinted by permission of the author.


• Adaptive leadership• Authority compliance• Coaching and selling

style• Continuum of

leadership behavior• Country club

management• Delegating style

IMPORTANT TERMS

• Developmental leadership• Emotional intelligence• Heroic managers• Impoverished

management• Leadership• Leadership grid• Life-cycle theory of

leadership


• Middle-of-the-road-management• Participating and

supporting style• Readiness level• Relationship behaviors• Servant leadership• Situational leadership

model

IMPORTANT TERMS

• Structuring and telling style• Task behaviors• Team management• Theory X• Theory Y• Transactional

leadership• Transformational

leadership

Education

Mosley 9e ppt_ch08