Chapter
9
5e
Leading with
Influence
Part IV: Leading
Copyright © 2011 Cengage Learning.
All rights reserved.
PowerPoint Presentation by Charlie Cook
The University of West Alabama
Learning Outcomes
After studying this chapter, you should be able to:
1. State the differences among trait, behavioral, and situational
leadership theorists.
2. Explain why the terms manager and leader are not
interchangeable.
3. Describe leadership trait theory, and identify Ghiselli’s six
significant leadership traits.
4. Discuss the major similarity and difference between twodimensional leadership styles and the Leadership Grid®.
5. Identify the management levels at which charismatic,
transformational, transactional, symbolic, and servant leadership
styles are most appropriate.
Copyright © 2011 Cengage Learning. All rights reserved.
9–2
Learning Outcomes (cont’d)
After studying this chapter, you should be able to:
6. State the primary difference between the contingency leadership
model and other situational approaches to leadership.
7. Discuss the major criticism of both the leadership continuum
model and the path-goal leadership model.
8. Describe the major characteristic of the normative leadership
model.
9. Define the key terms listed at the end of the chapter.
Copyright © 2011 Cengage Learning. All rights reserved.
9–3
IDEAS ON MANAGEMENT
at American Express
1. What leadership traits does Ken Chenault have?
2. Which behavioral leadership styles does Ken Chenault use?
3. Is Ken Chenault a charismatic, transformational, symbolic,
and/or servant leader?
4. Which situational leadership styles does Ken Chenault use?
5. Is handling complaints important at American Express?
Copyright © 2011 Cengage Learning. All rights reserved.
9–4
Leadership and Its Importance
• Leadership
 Is the vital process of influencing employees to work
toward the achievement of organizational objectives.
 Has a substantive effect on the success of individual
careers and overall organizational performance.
• Leadership versus Management
 Leadership is a functional activity incorporated within
the broader scope of management activities.
 Managers lacking the ability to influence others are
not true leaders.
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9–5
Leadership Trait Theory
• Leadership Trait Theorists
 Attempted to determine a definitive list of distinctive
characteristics that would account for leadership
effectiveness.
 Have been unsuccessful in identifying a universal set
of traits that all leaders possess.
• The Ghiselli Study (1971)
 Concluded that certain traits are important to effective
leadership; supervisory ability (getting work done
through others) being the most important.
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9–6
The Ghiselli Study Of Leadership Traits
Supervisory ability
Need for occupational achievement
Intelligence
Decisiveness
Self-assurance
Initiative
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7–7
Join the Discussion
Ethics & Social Responsibility
• Dilbert
1. Do you agree with Scott Adams that leadership is
basically manipulation?
2. Do we really need leaders?
3. Is it ethical and socially responsible to make fun of
CEOs?
Copyright © 2011 Cengage Learning. All rights reserved.
9–8
Behavioral Leadership Theories
• Behavioral Leadership Theorists
 Early researchers attempted to identify the
“best leadership style” for all situations.

Endeavored to determine distinctive styles used by
effective leaders.

Also focused on the relationship between leaders
and followers.
• Leadership Style
 The combination of traits, skills, and behaviors
managers use to interact with employees.
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9–9
Basic Leadership Styles
• Autocratic Leader
 One who makes all the decisions, tells employees
what to do, and closely supervises employees.

Considered a Theory X-type leader.
• Democratic Leader
 One who encourages employee participation in
decisions, works with employees to determine what to
do, and does not closely supervise employees.

Considered a Theory Y-type leader.
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9–10
Basic Leadership Styles (cont’d)
• Laissez-Faire Leader
 One who takes a leave-the-employees-alone
approach, allowing them to make the decisions and
decide what to do, and does not follow up.
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9–11
Two-Dimensional Leadership Styles
• Two-Dimensional Leadership Styles
 Based on job structure and employee consideration,
which result in four possible leadership styles.
 The Ohio State University

Directing: leadership in structuring the work environment to
get the job done

Supporting: developing empathetic and supportive employee
relationships
 University of Michigan

Job-centered (focusing on the task)

Employee-centered (focusing on the employee)
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9–12
Exhibit 9–1 ● The Ohio State University and University of Michigan
Two-Dimensional Leadership Styles
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9–13
The Leadership Grid®
• The Leadership Grid®
 Identifies the ideal leadership style as incorporating a
high concern for both production and people.
• Leadership Styles
 The impoverished management style (1,1)
 The authority-compliance management style (9,1)
 The country-club management style (1,9)
 The middle-of-the-road management style (5,5)
 The team management style (9,9)
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9–14
The Leadership Grid® (Blake and McCanse)
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9–15
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9–16
Contemporary Perspectives on Leadership
Charismatic
Leadership
Transformational
Leadership
Symbolic
Leadership
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Transactional
Leadership
Servant
Leadership
5–17
Contemporary Perspectives
• Charismatic Leadership
 A leadership style that inspires loyalty, enthusiasm,
and high levels of performance.
• Transformational Leadership
 A leadership style that brings about continuous
learning, innovation, and change.
• Transactional Leadership
 A leadership style based on exchange.
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9–18
Contemporary Perspectives (cont’d)
• Symbolic Leadership
 A leadership style based on establishing and
maintaining a strong organizational culture.
• Servant Leadership
 A leadership style based on meeting the needs and
goals of employees and the goals of the organization.

Focus on motivating employees by meeting their higher-level
needs.

Motivate employees to go beyond role requirements and do
what it takes to attain the goals of the organization.
Copyright © 2011 Cengage Learning. All rights reserved.
9–19
Situational Approaches to Leadership
• Situational Leadership Theorists
 Attempt to determine the appropriate leadership style
for various situations.

Contingency leadership theory

Leadership continuum

Path-goal theory

Normative leadership theory

Situational Leadership® model

Leadership substitutes and neutralizers
 “Should the leader change his/her style or should the
situation be changed to fit the leader’s style?”
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9–20
Contingency Leadership Model
• Contingency Leadership Model (Fiedler)
 Used to determine if one’s leadership style is task- or
relationship-oriented and if the situation matches the
leader’s style.
 Leadership style

The Least Preferred Coworker (LPC) scales measure a
leader’s task (job) or relationship (employee) orientation.
 Situational favorableness

Leader-follower relations (good or poor?)

Task structure (structured or unstructured?)

Position power (strong or weak?)
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9–21
Exhibit 9–2 ● Contingency Leadership Model
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9–22
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9–23
Leadership Continuum Model
• Leadership Continuum Model
(Tannenbaum and Schmidt)
 Used to determine which of seven styles of
leadership, on a continuum from autocratic (bosscentered) to participative (employee-centered), is best
for a given situation.
 Factors determining selection of style:

The leader’s preferred style

The subordinates’ preferred style for the leader

The situation: organization’s size, structure, climate, goals,
technology, and higher-level management leadership style
and the time available
Copyright © 2011 Cengage Learning. All rights reserved.
9–24
Exhibit 9–3 ● The Leadership Continuum
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9–25
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9–26
Path-Goal Model
• Path-Goal Model (House)
 Used to determine employee objectives and to clarify
how to achieve them using one of four leadership
styles.

Considers subordinates’ situational factors and
environmental factors in determining a leadership style.
 Leadership styles:

Directive: leader provides high structure.

Supportive: leader provides high consideration.

Participative: leader considers employee input in decisions.

Achievement-oriented: leader sets difficult but achievable
goals, expects subordinates to perform at their highest level,
and rewards them for doing so
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9–27
Exhibit 9–4 ● A Summary of Path-Goal Factors and Styles
Situational Factors
determine
Subordinate
authoritarianism
locus of control
ability
Environmental
task structure
formal authority
work group
Copyright © 2011 Cengage Learning. All rights reserved.
Leadership Styles
Directive
Supportive
Participative
Achievement-oriented
that affect
Goal Achievement
Performance
Satisfaction
9–28
Normative Leadership Model
• Normative Leadership Model
(Vroom and Jago)
 A decision tree that enables the user to select one of
the five leadership styles appropriate for the situation.
 Determination of leadership style is based on two
factors:

The importance of individual versus group decisions (input
and participation).

The importance of time-driven versus development-driven
decisions (time-pressure and quality of decision).
Copyright © 2011 Cengage Learning. All rights reserved.
9–29
Situational Leadership® Model
• Situational Leadership® Model
(Hersey and Blanchard)
 Used to select one of four leadership styles that
match the employees’ maturity level in a given
situation.

Telling: giving employees explicit directions about how to
accomplish a task

Selling: explaining decisions to gain understanding

Participating: facilitating decision making among
subordinates

Delegating: giving employees responsibility for their
decisions and their implementation
Copyright © 2011 Cengage Learning. All rights reserved.
9–30
Copyright © 2011 Cengage Learning. All rights reserved.
9–31
Exhibit 9–5
A Comparison
of Behavioral
and Situational
Leadership
Models
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9–32
Leadership Substitutes Theory
• Substitutes for Leadership
 Characteristics of the task, of subordinates, or of the
organization that replace the need for a leader.

Subordinates—ability, knowledge, experience, training, need
for independence, professional orientation, indifference
toward organizational rewards

Task—clarity, routineness, invariant methodology, provision
of feedback concerning accomplishment and of intrinsic
satisfaction

Organization—formality; inflexibility; very specific advisory
and staff functions; closely knit, cohesive work groups;
rewards outside of the leader’s control; physical distance
between superior and subordinates
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9–33
Join the Discussion
Ethics & Social Responsibility
• Leadership and Gender
1. Is it ethical and socially responsible to say that
people of a particular gender make better leaders?
2. Do you think men and women lead in the same way,
or not?
3. Are men or women more ethical and socially
responsible as leaders?
4. Would you prefer to have a man or a woman
as boss?
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9–34
Model 9-1 ● Steps in Addressing Employee Complaints
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9–35
Model 9-2 ● Steps in Addressing Customer Complaints
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9–36
KEY TERMS
• behavioral leadership
theorists
• charismatic leadership
• complaint
• contingency leadership
model
• leadership
• leadership continuum model
• Leadership Grid®
• leadership style
• leadership trait theorists
• path-goal model
Copyright © 2011 Cengage Learning. All rights reserved.
• servant leadership
• situational approaches to
leadership
• Situational Leadership®
model
• substitutes for leadership
• symbolic leadership
• transactional leadership
• transformational
leadership
• two-dimensional
leadership styles
9–37