Chapter
8/Influence
Tactics of
Leaders
Influence
 The ability to affect the behavior of
others in a particular direction,
whereas power is the potential or
capacity to influence.
2
Leader Traits
Leader Power
Leader Behavior
Simple Requests
Influence Tactics
Role Modeling
Rewarding
Punishing
Instructing
Influence Outcome
Commitment, Compliance,
or resistance
End Results
Group success
or failure
Situational
Variables
3
Leader’s Influence
J A Leader’s influence behavior has a direct impact
on how the target responds to the influence
attempt.
Outcomes
 Commitment - Indicates the highest
degree of success.
 Compliance - The influence attempt is
partially successful.
 Resistance - Is the unsuccessful attempt.
4
Description and Explanation of
Influence Tactics
 Is it Right?
 Is it Fair?
 Who gets hurt?
 Would you be comfortable if the details of your
decision or actions were made public in the media or
through electronic mail?
 What would you tell your child, sibling, or young
relative to do?
 How does it smell?
5
Essential Ethical and Honest Tactics
 Leading by Example - acting as a positive role model
 Rational Persuasion - Using logical arguments and factual




evidence
Developing a Reputation as a Subject Matter Expert Effective Strategy for gaining influence
Exchanging Favors and Bargaining - Exchanging favors to
another person to achieve a work goal
Getting Network Members to Support Your Position Networking is an important strategy for career management
Legitimating a Request - Make sure your influence attempt
is within your authority
6
Essentially Ethical and Honest
Tactics Cont..
 Inspirational Appeal and Emotional




Display - Leader is supposed to inspire
others
Personal Magnetism - captivating,
inspiring personality with charm and
charismatic-like qualities
Consultation - Consulting with others is a
leadership style and influence technique
Forming Coalitions - Specific
arrangements of parties working together
to combine their power
Team Play - Getting work accomplished by
being a team player
7
Essentially Dishonest and Unethical Tactics
 Deliberate Machiavellianism - Ruthlessly manipulates others
 Gentle Manipulation of People and Situations - Bandwagon







Technique
Undue Pressure - When rewards become bribes for
compliance and threats become severe
Game Playing - Playing Games
Debasement - demeaning or insulting oneself to control
behavior
Upward Appeal - Getting a person with more formal authority to
do the influencing
Silent Treatment - SHHHHHHHHHHHHH!!!!!
Ingratiation - Getting somebody else to like you by
manipulating them
Joking and Kidding - HA HA HA
8
Ethical Continuum
Blatantly Unethical
1. Deliberate Machiavellianism
2. Gentle Manipulation of People and Situations
3. Undue Pressure
4. Game Playing
5. Debasement
6. Upward appeal
7. Silent treatment
8. Ingratiation
9. Joking and Kidding
Slightly Unethical
9
DEVELOPING
TEAMWORK
Team Leadership vs.
Solo Leadership
SOLO LEADER
1. Plays unlimited
2.
3.
4.
5.
role
Strives for
conformity
Collects acolytes
Directs
subordinates
Projects
objectives
TEAM LEADER
1. Chooses to limit
2.
3.
4.
5.
role
Builds diversity
Seeks talent
Develops
colleagues
Creates mission
11
Group Work and Teamwork
ADVANTAGES




More possibilities / ideas
Synergy
Avoid major errors
Continuous improvement
and innovation
 Enhances job satisfaction
12
Group Work and Teamwork
DISADVANTAGES
 Social Loafing
 Groupthink
 Unstable arrangement of authority
 Can waste time
13
“…Teamwork in corporate America
very often means get onboard, act
like me, sound like me, don’t
complain, be a good guy. That’s not
teamwork. Real teamwork is that you
do complain, you do speak up, you
demand more from your partners.”
- James Dimon
CEO, Bank One
14
Leader’s Role on a Team
 Building trust and inspiring





teamwork
Coaching team members
towards higher levels of
performance
Facilitating and supporting
decisions
Expanding capabilities
Creating a team identity
Anticipating and influencing
change
15
Fostering Teamwork
Using Leader’s resources
 Defining the team’s mission
 Developing a norm of teamwork
 Emphasizing pride in being
outstanding
 Serving as a model of teamwork
16
Fostering Teamwork
Using Leader’s resources (cont.)
 Consensus leadership style
 Establishing urgency, providing direction
 Encourage competition with another group
 Encouraging the use of jargon
 Soliciting Feedback
 Minimizing Micromanagement
17
Fostering Teamwork
Using Organization Structure or Policy
 Designing physical
structures that facilitate
communication.
 Emphasizing group recognition and rewards.
 Initiating ritual and ceremony.
 Practicing open-book management.
18
Outdoor Training / Team
Development
 Discover your strengths
and weaknesses.
 Test your limits.
 Work together as a
team.
 Have fun.
19
es todo
20
Chapter Ten
Motivation and
Coaching Skills
Chapter 11
Motivation and
Coaching Skills
22
Expectancy Theory

Valence- the worth or attractiveness of an
outcome.
 Instrumentality- the probability assigned
by the individual that will lead to certain
outcomes.
 Expectancy- probability that effort will
lead to correct performance of the task.
– Self-efficacy- confidence in your ability
to carry out a specific task.
23
Leadership Skills
and Behaviors








Determine what levels and kinds of performance are
needed to achieve organizational goals.
Make the performance level attained by the individuals
being motivated.
Train and encourage people.
Make the link between rewards and performance explicit.
Make sure the rewards are large enough.
Analyze what factors work in opposition to the
effectiveness of the reward.
Explain the meaning and implications of second-level
outcomes.
Understand individual differences in valences.
24
Goal Theory







Specific goals lead to higher performance.
Performance improves in direct proportion to goal
difficulty.
For goals to improve performance, the group
member must accept them.
Goals are more effective when they are used to
evaluate performance.
Goals should be linked to feedback and rewards.
Group goal setting is as important as individual
goal setting.
Learning goal orientation improves performance. 25
Behavior Modification

Positive reinforcement- reward correct
response.
 Avoidance reinforcement- take away an
uncomfortable consequence.
 Punishment- presentation of an undesirable
consequence.
 Extinction- decreasing the frequency of
undesirable behavior by removing the
undesirable consequence.
26
Using Recognition to
Motivate Others

Recognition and praise are considered a
direct application of positive reinforcement.
 Recognition programs to reward and
motivate employees are a standard practice
in business and nonprofit firms.
 Craving recognition is a normal human
need and most workers feel they do not
receive enough of it.
27
Using Recognition to
Motivate Others
Continued

Identify a meritorious behavior and then
recognize that behavior with an oral,
written, or material reward.
 An outstanding advantage of recognition,
including praise, as a motivator is that it is
no cost or low cost, yet powerful.
28
Coaching as a Leadership
Philosophy

Coaching is a way of enabling others to act
and to build on their strengths.
 To coach is to care enough about people to
invest time in building personal
relationships with them.
 A major purpose of coaching is to achieve
enthusiasm and high performance in a team
setting.
29
Key Characteristics of
Coaching

Coaching is a partnership for achieving
results.
 Coaching is a comprehensive and
distinctive way of being linked to others in
the organization.
 Coaching might be explained as the “art of
management.”
 Coaching is a two-way process.
30
Key Characteristics of
Coaching Continued
 Coaching
requires a high degree of
interpersonal risk and trust on the part
of both people in the relationship.
 Coaching generates new possibilities
for action and facilitates breakthroughs
in performance.
31
Concrete Contributions of
Coaching

Higher motivation.
 Keeps up the spirit.
 Administers praise and recognition
frequently.
 Leads to personal development.
 Encourages group members to cross-train
and serve as backups for each other.
 Improves group performance.
32
Fallacies About Coaching





Coaching only applies in one-to-one work.
Coaching is mostly about providing new
knowledge and skills.
If coaches go beyond giving instruction in
knowledge and skills, they are in danger of getting
into psychotherapy.
Coaches need to be expert in something in order to
coach.
Coaching has to be done face-to-face.
33
Coaching Skills and
Techniques

Communicate clear expectations to group
members.
 Focus on specific areas that require
improvement.
 Listen actively.
 Help remove obstacles.
 Give emotional support.
34
Coaching Skills and
Techniques Continued

Reflect content or meaning.
 Give some gentle advice and guidance.
 Allow for modeling of desired performance
and behavior.
 Gain a commitment to change.
 Applaud good results.
35
Executive Coaching and
Leadership Effectiveness

Counseling about weaknesses.
 Helping the leader understand and process
feedback.
 Making suggestions about self-promotion
and image enhancement.
 Helping achieve balance in life.
 Helping the leader uncover hidden assets.
 Giving career advice.
36
Chapter 11
Creative Problem Solving
and Leadership
Steps in the Creative Process
Step 1: Opportunity or
problem recognition
Step 2: Immersion
Step 3: Incubation
Step 4: Insight
Step 5: Verification and
application
Characteristics of Creative Leaders
Knowledge
Intellectual
Abilities
Personality
Social Habits
& Upbringing
Leader
Passion for the
Task and Flow
Overcoming Traditional Thinking as
a Creativity Strategy
•
•
•
•
•
•
Think outside the box
Don’t “harden the categories”
Develop new paradigms
Overcome traditional mental sets
Overcome traditional wisdom
Engage in lateral and vertical thinking
Organizational Methods to
Enhance Creativity
•
•
•
•
•
•
Establishing Idea Quotas
Brainstorming
Pet-Peeve Technique
Forced-Association Technique
Excursion Method
Equipping a Kitchen For The Mind
Self-Help Techniques To Enhance
Creative Problem Solving
• Practicing Creativity-Enhancing Exercises
• Staying Alert To Opportunities
• Using Multiple Senses When Seeking
Solutions
• Maintaining An Enthusiastic Attitude
Self-Help Techniques To Enhance
Creative Problem Solving
• Speaking to Lead Users
• Having People Play “Business
Jeopardy”
• Maintaining and Using and Idea
Notebook or Computer File
• Playing The Roles Of Explorer, Artist,
Judge, and Lawyer
Establishing A Climate For
Creative Thinking
Leadership & Managerial
Practices For Creativity
1. Intellectual
Challenge
2. Freedom To
Choose The
Method
3. Supplying The
Right Resources
4. Effective Design Of
Work Groups
5. Supervisory
Encouragement
6. Organizational
Support
Methods For
Managing Creative Workers
1. Give Creative People Tools and
Resources That Allow Their Work To
Stand Out.
2. Give Creative People Flexibility And A
Minimum Amount Of Structure.
3. Employ Creative People To Manage And
Evaluate Creative Workers.
Chapter
Twelve
Communication
and Conflict
Resolution Skills
12–48
Communication and
Leadership
• Effective leaders are also effective
communicators
• To be effective, the leader must
synchronize verbal and nonverbal
behavior
• Technology has had a meaningful
impact on leaders’ communication and
coordination
12–49
Inspirational Speaking
and Writing
• Be credible
• Gear your message to the listener
• Sell group members on the benefits of
your suggestions
• Use heavy-impact and emotionprovoking words
12–50
Inspirational Speaking
and Writing (cont’d)
• Use anecdotes and metaphors to
communicate meaning
• Back up conclusions with data (to a point)
• Minimize language errors, junk words, and
vocalized pauses
• Write crisp, clear memos, letters, and reports,
including a front-loaded message
• Use a power-oriented linguistic style
12–51
Principles of Persuasion
• Liking: People like those who like them
• Reciprocity: People repay in kind
• Social proof: People follow the lead of
similar others
12–52
Principles of Persuasion (cont’d)
• Consistency: People align with their
clear commitments
• Authority: People defer to experts
• Scarcity: People want more of what
they can have less of
12–53
Principles of Supportive
Communication
• Problem oriented, not person oriented
• Descriptive, not evaluative
• Based on congruence, not
incongruence
• Focused on validating, rather than
invalidating, people
• Specific, not global
12–54
Principles of Supportive
Communication (cont’d)
• Conjunctive, not disjunctive
• Owned, not disowned
• Requires listening as well as sending
messages
12–55
Overcoming and Preventing
Communication Barriers
• Be sensitive to the fact that crosscultural communication barriers exist
• Challenge your cultural assumptions
• Show respect for all workers
• Use straightforward language, and
speak slowly and clearly
12–56
Overcoming and Preventing
Communication Barriers (cont’d)
• Look for signs of misunderstanding
when your language is not the listener’s
native language
• When the situation is appropriate, speak
the language of the people from another
culture
• Observe cross-cultural differences in
etiquette
12–57
Overcoming and Preventing
Communication Barriers (cont’d)
• Do not be diverted by style, accent, grammar,
or personal appearance
• Avoid racial or ethnic identification except
when it is essential to communication
• Be sensitive to differences in nonverbal
communication
• Be attentive to individual differences in
appearance
12–58
Figure 12-1 Conflict-Handling Styles
According to the Degree of Cooperation
and Assertiveness
12–59
Conflict Management Styles
• The competitive style is a desire to win
one’s own concerns at the expense of the
other party, or to dominate
• The accommodative style favors
appeasement, or satisfying the other’s
concerns without taking care of one’s own
• The sharing style is halfway between
domination and appeasement
12–60
Conflict Management Styles
(cont’d)
• The collaborative style reflects a
desire to fully satisfy the desires of both
parties
• The avoidant style combines
unassertiveness and a lack of
cooperation
12–61
Negotiating and Bargaining
• Conflicts can be considered situations
calling for negotiating and bargaining, or
conferring with another person in order
to resolve a problem
• Two approaches to negotiation:
– Distributive bargaining
– Integrative bargaining
12–62
Negotiation Techniques
• Begin with a plausible demand or offer
• Focus on interests, not position
• Search for the value in differences
between the two sides
• Be sensitive to international differences
in negotiating style
12–63
12–64
Summary
• Effective leaders are effective
communicators
• Leaders may develop inspirational and
powerful speaking and writing by
following a set of suggestions
• A power-oriented linguistic style is one
way to communicate with inspiration
and power
12–65
Summary (cont’d)
• Leaders can improve their
communication by following the six
principles of persuasion
• Skill can also be developed in using
nonverbal communication
• Supportive communication leads to
effective leadership by enhancing
communication between two people
12–66
Summary (cont’d)
• Overcoming cross-cultural
communication barriers is another
leadership challenge
• Leaders must also be skilled in conflict
management and negotiations
12–67
Chapter
Thirteen
Strategic
Leadership and
Knowledge
Management
The Nature of Strategic
Leadership
Strategic leadership is the process
of providing the direction and
inspiration necessary to create or
sustain an organization
13–69
SWOT Analysis
• Represents an effort to examine the
interaction between the particular
characteristics of an organization or
organizational unit and the external
environment
13–70
Examples of SWOT Elements
• Strengths: Favorable location, talented
workers, state-of-the-art equipment
• Weaknesses: Unfavorable location, outdated
equipment, limited capital
• Opportunities: Culturally diverse customer
base, changes in technology, deregulation
• Threats: Ecommerce, declining market, new
competitors
13–71
Business Strategy Levels
• Corporate-level strategy asks, “What
business are we in?”
• Business-level strategy asks, “How do
we compete?”
• Functional-level strategy asks, “How
do we support the business-level
strategy?”
13–72
Sample Strategies
•
•
•
•
•
•
•
Differentiation
Cost leadership
Focus
High quality
Imitation
Strategic alliances
Growth through acquisition
13–73
13–74
Sample Strategies (cont’d)
•
•
•
•
•
•
•
High speed and first-mover strategy
Product and global diversification
Sticking to core competencies
Brand leadership
Creating demand by solving problems
Conducting business on the Internet
Peoplepalooza (competitive advantage
through hiring talented people)
13–75
Knowledge Management and
the Learning Organization
• Knowledge management is the systematic
sharing of information to achieve such goals
as innovation, nonduplication of effort, and
competitive advantage
• A learning organization is one that is skilled
at creating, acquiring, and transferring
knowledge, and at modifying behavior to
reflect new knowledge and insights
13–76
Figure 13-2
Where
Corporate
Knowledge
Lives
13–77
Chapter
Fourteen
International and
Culturally
Diverse
Aspects of
Leadership
Work Force Trends
• The average age of the work force is
increasing
• White males now constitute less than 50
percent of the work force
• An increasing number of new entrants
into the work force are women and
people of color
13–79
13–80
Advantages of Managing
for Diversity
• Reduction of turnover and absenteeism
costs
• Offers a marketing advantage
• Advantage in recruiting and retaining
talented people
• Unlocks the potential for excellence
• A creativity advantage and improved
problem-solving and decision-making
13–81
Multicultural Leader
A leader with skills and attitudes to
relate effectively to and motivate
people across race, gender, age,
social attitudes, and lifestyles
13–82
Figure 14-2 Dimensions of Individual Values
13–83
European Styles of
Management
• French managers (who are typically
part of an elite class) behave in a
superior, authoritarian manner.
• German middle managers tend to
avoid uncertainty, are assertive, and are
not terribly considerate of others
13–84
Malaysian Managers
• Emphasize collective well-being
(collectivism) and display a strong
humane orientation
• The culture discourages aggressive,
confrontational behavior, preferring
harmonious relationships
13–85
Culturally Sensitive Leader
• Willing to acquire knowledge about local
customs
• Willing to learn to speak the language
• Patient
• Adaptable
• Flexible
• Willing to listen and learn
13–86
Cultural Intelligence (CQ)
… an outsider’s ability to interpret
someone’s unfamiliar and ambiguous
gestures the way that person’s
compatriots would.
13–87
Facets of Cultural
Intelligence (CQ)
• Cognitive CQ (head)
• Physical CQ (body)
• Emotional/motivational CQ (heart)
13–88
Global Leadership Skills
• Behavioral complexity that allows the leader
to attain corporate profitability and
productivity, continuity and efficiency,
commitment and morale, and adaptability and
innovation
• Stewardship
• Ability to satisfy three metavalues including:
community, pleasure, and meaning
13–89
Global Leadership Skills
• Cultural sensitivity
• Culturally adventurous
• Good command of a second language
13–90
13–91
Cultural Diversity Initiatives
• Hold managers accountable for
achieving diversity
• Establish minority recruitment, retention,
and mentoring programs
• Conduct diversity training
13–92
Cultural Diversity Initiatives
(cont’d)
• Conduct intercultural training
• Encourage the development of
employee networks
• Avoid group characteristics when hiring
for person-organization fit
13–93
Inter-Cultural Training
A set of learning experiences
designed to help employees
understand the customs, traditions,
and beliefs of another language
13–94
Figure 14-4 The Multicultural
Organization
13–95
Chapter
Fifteen
Leadership
Development
and Succession
Self-Help Leadership
Development
• Self-awareness involves insightfully
processing feedback about oneself to
improve personal effectiveness
• Levels of self-awareness
– Single-loop learning
– Double-loop learning
• Self-discipline is mobilizing one’s efforts and
energy to stay focused on attaining an
important goal
15–97
Figure 15-1 Single-Loop Learning
Versus Double-Loop Learning
15–98
Factors Contributing to
Leadership Development
• Education
• Experience
– Challenging experiences
– Broad experience
– Pivotal life experiences
• Mentoring
– Formal
– Informal
15–99
15–100
Figure 15-2 Continuum of Practical
Options for Multifunctional Managerial
Development
15–101
Types of Leadership
Development Programs
•
•
•
•
•
•
•
Feedback-Intensive Programs
Skill-Based Programs
Conceptual Knowledge Programs
Personal Growth Programs
Socialization Programs
Action Learning Programs
Coaching and Psychotherapy
15–102
Traditional Approach to
Evaluation
• Specify objectives
• Measure extent to which two objectives
were met
– Participants’ acquisition of new skills
– Improved organizational effectiveness
15–103
Evaluation Through Domains of Impact
Types of Competency Domains
•
•
•
•
Intrapersonal skills
Interpersonal skills
Leadership skills
Business skills
15–104
Leadership Succession
• An orderly process of identifying and
grooming people to replace managers
• Succession planning is linked to
leadership development in two ways
– Being groomed as a successor is part of
leadership development
– The process of choosing and fostering a
successor is part of a manager’s own
development
15–105
Developing a Pool of
Successors
• Evaluate the extent of an organization’s
pending leadership shortage
• Identify needed executive competencies
• Identify high-potential individuals for
possible inclusion in the pool
• Establish an individually tailored
developmental program for each
potential candidate
15–106
Developing a Pool of
Successors (cont’d)
• Select and place people into senior jobs
based on their performance,
experience, and potential
• Continuously monitor the program and
give it top management support
15–107
15–108
Six Levels of the Leadership
Pipeline (at GE)
1.
2.
3.
4.
5.
6.
Managing individual contributions
Managing managers
Being a functional manager
Being a business manager
Being a group manager
Being an enterprise manager
15–109