Chapter 13
Leadership
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
1.
2.
3.
4.
5.
6.
Discuss leadership traits, skills, and behaviors
Differentiate between management and leadership
Describe the five sources of power leaders may possess
Differentiate between positive and negative motivation
Describe the three decision-making styles used by leaders
Explain the two primary approaches leaders can take: task centered and people
centered
7. Describe the three theories of situational leadership
8. Discuss the three challenges facing leaders
KEY TERMS
autocratic style
contingency model
Emotional Intelligence (EQ)
free-rein style
influence
leadership
Leadership Grid®
leadership style
life-cycle theory
participative style
path-goal theory
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duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER OUTLINE
I.
INTRODUCTION
A. Leadership Defined
II. LEADERSHIP TRAITS
A. Leadership Skills
B. Leadership Behaviors
III. MANAGEMENT VERSUS LEADERSHIP
IV. POWER AND LEADERSHIP
A. Legitimate Power
B. Coercive Power
C. Reward Power
D. Expert Power
E. Referent Power
F. Leadership Styles
V. POSITIVE VERSUS NEGATIVE MOTIVATION
VI. DECISION-MAKING STYLES
A. Styles
1. Autocratic Style
2. Participative Style
3. Free-Rein Style
VII. TASK ORIENTATION VERSUS PEOPLE ORIENTATION
A. Two Methods
1. University of Michigan Studies
2. The Ohio State University Studies
3. The Leadership Grid®
VIII. THEORIES OF SITUATIONAL LEADERSHIP
A. Fiedler’s Contingency Model
B. House and Mitchell’s Path-Goal Theory
1. Leadership Behaviors
2. Situational Factors
C. Hersey and Blanchard’s Life-Cycle Theory
IX. CHALLENGES FACING LEADERS
A. Leadership Throughout an Organization
B. Leadership and Rapid Response
C. Leadership and Tough Decisions
D. How managers can become better leaders
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duplicated, or posted to a publicly accessible website, in whole or in part.
Enrichment Vignette
In this chapter, we learned about different kinds of leadership approaches. Some leaders are
very people oriented and are great at encouraging employee participation. Others are more
focused on output, but they are still successful. Some may be autocratic, perhaps focusing
more on the stick than the carrot. We have also seen that it may be useful to be flexible in one’s
leadership abilities so that—when one has the time to do so—one may use a participative
approach, but if there is an emergency situation involving a potential catastrophe, one can take
charge with an immediate (perhaps autocratic) decision.
LECTURE OUTLINE
The outline below (the lecture outline) is referenced to the above chapter outline and contains
supplementary material to enhance your discussion of the chapter, but it is organized somewhat
differently. As a result, you have a choice: by using what is in the outline below, (1) you may
present the above chapter outline material in a different sequence, or (2) you may use the
chapter outline references in the outline below to present the lecture outline material in the
same sequence as the chapter outline.
I.
INTRODUCTION (CHAPTER OUTLINE: SECTION I)
II.
LEADERSHIP DEFINED
A.
Leadership Traits (CHAPTER OUTLINE: SECTION II)
1.
2.
3.
B.
Managers who wish to be successful quickly realize that their most precious
resource is people.
The challenge for the manager is to provide the right amount and type of
leadership to cultivate and develop individual employees.
Leadership is the process of influencing a group or individual to set a goal or
achieve a goal.
a. It is a process involving the leader, the led (group or individual), and a
particular goal or situation.
b. Management and leadership are not synonymous.
Leadership Skills
1.
2.
3.
Initially, it was thought that successful leadership was a result of the personality
traits a person possessed. These leadership studies focused either on
identifying the traits of persons who were leaders versus those of non-leaders, or
on comparing the traits of successful leaders with the traits of unsuccessful
leaders. Neither focus proved valuable because it simply was not possible to
isolate a set of personality traits of effective leadership.
A more viable or acceptable approach to distinguishing leadership traits is to
recognize that no single list of exclusive skills or traits exists for successful
leaders.
Whereas traits are the characteristic of leaders, the competencies and
capabilities of a leader are his or her skills.
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duplicated, or posted to a publicly accessible website, in whole or in part.
4.
C.
It must be emphasized that no list of leadership traits and skills is definite
because no two leaders are alike.
Leadership Behaviors
1.
2.
3.
D.
To be understood and recognized, behaviors must be meaningful and
measurable.
Behaviors are the actions taken by a leader in the course of daily work.
Behaviors are the “outward” result or end result of traits and skills. That is,
behaviors display traits and skills.
Management Versus Leadership (CHAPTER OUTLINE: SECTION III)
1.
2.
Management and leadership are not synonymous. This must be emphasized.
Although managers are required to plan, organize, staff, lead, and control, they
may or may not be effective in influencing their subordinates toward goal
accomplishment.
3. Ideally, all managers should be leaders, but many are not.
4. Constructive leadership is often found in nonmanagerial personnel.
5. From an organizational point of view, individuals who are both leaders and
managers are extremely valuable—and rare.
Enrichment Vignette
According to James M. Kouzes and Barry Posner, authors of The Leadership Challenge: How
To Get Extraordinary Things Done In Organizations, successful leadership depends far more
upon the follower’s perception of the leader’s abilities than upon the leader’s own perceptions.
In other words, leadership is won when people believe that the leader is capable of meeting
their needs.
A survey conducted of more than 7,500 managers identifies the following crucial qualities
people expect of their leaders:
1.
2.
3.
III.
Integrity—being truthful, trustworthy, and having both character and convictions.
Competence—being capable, productive, and efficient.
Inspiring—being decisive and providing direction.
POWER AND LEADERSHIP (CHAPTER OUTLINE: SECTION IV)
A.
Legitimate Power
1.
2.
3.
4.
5.
The way leaders extend their influence over others is through the use of power.
It is the foundation of leadership.
Power is personal—it exists because of the person.
There are various sources of power.
Legitimate power is also referred to as position power.
Holding a managerial position with its authority provides a base of power.
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duplicated, or posted to a publicly accessible website, in whole or in part.
6.
Through this power, the manager has the right to tell someone what to do and
how to do it—plus control resources and give out rewards.
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duplicated, or posted to a publicly accessible website, in whole or in part.
B.
Coercive Power
1.
C.
Reward Power
1.
D.
2.
Expert power is possessed by leaders who have demonstrated their superior
skills and knowledge.
Managers who have shown that they know what to do and how to do it get the
respect of those around them.
Referent Power
1.
2.
IV.
The opposite of coercive power is reward power.
Expert Power
1.
E.
Coercive power is punishment for a subordinate’s unacceptable outcomes and
performances.
Charismatic, referent, or personal power is based on the kind of personality an
individual has and how that personality is perceived by others.
In essence, referent power develops followers from the strengths of personality.
LEADERSHIP STYLES
A.
Positive Versus Negative Motivation (CHAPTER OUTLINE: SECTION V)
1.
2.
3.
B.
Leaders with positive styles use positive motivations. They motivate by using
praise, recognition, or monetary rewards or by increasing security or granting
additional responsibilities.
A negative leadership style incorporates coercion known as sanctions—fines,
suspensions, termination, and the like.
Positive leaders encourage development and higher levels of satisfaction while
negative leaders withhold items of value and create fear and distrust.
Decision-Making Styles (CHAPTER OUTLINE: SECTION VI)
1.
2.
Leaders influence others toward goal achievement through their approaches to
motivation. Depending on the style of the manager, the motivation can take the
form of rewards or penalties (positive or negative).
A second element of a manager’s leadership style concerns the degree of
decision-making authority the manager grants to subordinates.
a.
b.
The styles may range from absolute decision making by the manager, with
no opportunity for participation by the subordinates, to decision making by
the group within the limits defined by the manager.
Specifically, leadership style is characterized by the manager involving the
subordinates in the decision. The involvement has a range.
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duplicated, or posted to a publicly accessible website, in whole or in part.
1.
3.
C.
The autocratic leadership style describes decision making solely by the
manager. The manager can make and announce decisions, “sell” the
decisions to the employees, or make the decisions and allow questions
to be asked. This style can be appropriate in various situations.
2. The participative leadership style is characterized by the manager’s
involving the subordinates in the decision. This involvement has a
range.
a. The manager presents a tentative solution subject to change
based on employee input.
b. The manager presents a problem to the employees, solicits their
input, and makes the decision.
c. The manager defines the limits of the problem and the employees
make the decision.
d. The manager and the employees jointly make the decision.
The free-rein style of leadership is characterized by the leader’s encouraging the
individual or group to function independently.
a. The leader either sets limits and the followers work out their own problems,
or the individuals set their own goals.
b. The leader’s role is to serve as a logistics specialist or representative of the
group to outside groups.
Task Orientation Versus People Orientation (CHAPTER OUTLINE: SECTION VII)
1.
2.
Another element of leadership is the manager’s perspective on the most effective
way of getting work done. The key areas are task and employee orientation.
A manager who favors a task orientation places emphasis on getting the job
done through better methods of equipment, control of the work environment, assigning
and organizing work, one-person decision making, and monitoring through evaluation
of performance.
3.
4.
5.
An employee orientation emphasizes concern for the human needs of
subordinates. Teamwork, positive relationships, trust, and solution of employee
problems are the major focus of the employee-oriented manager.
In actuality, these two perspectives are not mutually exclusive. A blend of both
employee orientation and task orientation appears to be the working formula for
most successful managers.
Numerous studies have been conducted regarding task versus people
orientation.
Enrichment Vignette
A recent phenomenon in industry has been the attempt by organizations to make room for the
diversity of leadership styles of men and women. Until very recently, the general perception of
business management was a structure dominated by males whose leadership style was
hierarchical, action-oriented, and even quasi-military. The ideal leader was seen as an
independent, tough, individualistic hero.
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duplicated, or posted to a publicly accessible website, in whole or in part.
But now a new generation of women is bringing to business a style often described as
more consensus-building, more open and inclusive, more likely to encourage participation by
others, and even more caring than that of many males.
The best outcome is that these differing styles become complementary rather than
confrontational. When this happens, men and women learn the strengths of each other’s
approach. Many women are incorporating the best of the traditional styles, such as focus on
performance, into their leadership portfolios, while more men are adopting the so-called “soft”
approaches that women use effectively.
V.
THEORIES OF SITUATIONAL LEADERSHIP (CHAPTER OUTLINE: SECTION VIII)
A.
Fiedler’s Contingency Theory
Fiedler’s contingency model holds that the most appropriate style of leadership
for a manager depends on the situation in which the manager works.
2. The effectiveness of the manager is determined by the interaction of the manager’s
orientation (task or employee) with three situational variables: leader-member relations,
task structure, and leader position power.
a. Leader-member relations refers to the degree to which the leader is or feels
accepted by the group. It is measured by the degree of respect, confidence,
and trust the subordinates feel toward the superior.
b. Task structure concerns the nature of the subordinate’s job or task. It
reflects the degree of structure in the job.
c. Leader position power describes the organizational power base from which
the individual manager operates.
3. Task-oriented leaders perform best with either low or high concentrations of power
and influence. Employee-oriented leaders perform best with moderate power, control,
and influence over a situation.
4. In addition, leaders may perform well in one job and not another. The position in
which an organization places a leader makes a difference. Organizations can
attempt either to fit the manager to a situation or the situation to the manager.
5. One of the major points in this leadership approach is that the leadership style of
the manager is assumed to be constant.
6. If a manager were to use this approach, he or she would be looking to match his
or her leadership style with the correct situation.
1.
B.
House and Mitchell’s Path-Goal Theory
1.
2.
3.
The path-goal theory of leadership by House and Mitchell is concerned with the
ways in which a leader can influence a subordinate’s motivation, goals, and
attempts at achievement.
It suggests that a leadership style is effective or ineffective on the basis of how
the leader influences the perceptions of (1) work goals or rewards of
subordinates and (2) paths (behaviors) that lead to successful goal
accomplishment.
The path-goal theory states that the leader can influence the perceptions of
rewards and can clarify what the employees have to do to achieve these
rewards.
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duplicated, or posted to a publicly accessible website, in whole or in part.
4.
5.
C.
Hersey and Blanchard’s Life-Cycle Theory
1.
2.
VI.
The two main components of the theory are leader behavior and situational
factors.
a. Leader behavior influences both goal attractiveness and the paths available
to reach the goals. Leader behavior is acceptable and satisfying to
subordinates to the extent that they view such behavior as either an
immediate source of satisfaction or an instrument to future satisfaction.
Leader behavior will increase subordinates’ efforts if it links satisfaction of
their needs to achieve goal performance. There are four types of leadership
behavior based on the work needed.
1. Instrumental behavior involves the planning, monitoring, and task
assignment aspect of leadership.
2. Support behavior involves the employee-oriented concern for the
welfare and needs of subordinates.
3. Participative behavior involves using subordinates’ ideas in decision
making.
4. Achievement-oriented behavior involves developing a highly
challenging climate for an employee and demanding good performance.
b. The two situational factors that influence leadership behavior are the
personal characteristics of the subordinates and the environmental
pressures and demands with which subordinates must cope to accomplish
goals and satisfy personal needs.
1. Personal characteristics of a subordinate include the person’s ability,
self-confidence, and needs.
2. Environmental pressures include the influences on subordinates that
they cannot control but which affect their abilities to perform the task
effectively.
The path-goal theory requires that the leaders determine what subordinates want
from their work and then help show them how to acquire those things through
their work.
The life-cycle theory relates leadership behavior to subordinate maturity levels.
New, inexperienced, and immature subordinates require different leadership
approaches than established, experienced, and mature workers.
CHALLENGES FACING LEADERS (CHAPTER OUTLINE: SECTION IX)
A.
Leadership Throughout an Organization
1.
2.
3.
Leadership must be displayed, exercised, and effective throughout all levels of
an organization.
Self-directed teams also need leadership to be effective over an extended period
of time.
Employee involvement can spawn leadership from within.
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duplicated, or posted to a publicly accessible website, in whole or in part.
B.
Leadership and Rapid Response
1.
2.
C.
Constantly changing demands such as cultural diversities demand quick
decisions and influence.
Speed is essential; managerial response times must be spontaneous in many
different ways. Response, action, and influences must happen without delay.
Leadership and Tough Decisions
1.
Unwelcome, unpopular, and unacceptable responses to management decisions
are common throughout many organizations.
2.
3.
During a crisis or difficult times, leaders must commit themselves to seeing
decisions through as well as facing the consequences of their decisions.
Most tough questions or situations lead to tough decisions.
VII. HOW MANAGERS CAN BECOME BETTER LEADERS
1.
2.
3.
4.
5.
6.
7.
Know thyself before attempting to lead others.
An individual’s philosophy will greatly influence the leadership approaches and
behaviors of that individual.
Leaders must be adaptable and think situational.
Leaders must lead by example.
Effective leaders allow for team building.
Leaders must use various styles according to the variables at hand.
Leaders must adopt the self-improvement philosophy of kaizen.
SUGGESTED RESPONSES TO REVIEW QUESTIONS
1.
In what ways do a person’s traits and skills give them influence over others?
The skills, traits, knowledge, attitudes, and experiences shape an individual’s
personality, philosophies, beliefs, and behaviors, which all contribute to one’s ability to
impact or influence others. It is the totality and combination of these human features
that provide the foundation and framework for leadership.
2.
How are management and leadership similar? Different?
Leadership is a portion of the big picture of management. Managers attempt to
accomplish, while leaders attempt to influence. That is, management and leadership
are not synonyms. Managers plan, organize, staff, lead, and control. They may or
may not be effective in influencing their subordinates or team members to set and
achieve goals. Ideally, leadership and management skills combine.
3.
What are the five sources of influence over others in organizations?
Legitimate power is based upon the position and assignment formally assigned by the
organization. Although negative, coercive power is also utilized by some leaders.
Expert power is reflective of one’s abilities, skills, knowledge, and experience.
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duplicated, or posted to a publicly accessible website, in whole or in part.
Referent power is personal and is based upon the personality characteristics that are
real or perceived by others. Reward power is the opposite of coercive power and
influences positively.
4.
Do you think it is better to lead through positive or negative motivational means?
Why? What are the advantages and disadvantages of each approach?
Student responses will vary greatly. Obviously, leaders with positive styles use
positive motivations. They motivate by using praise, recognition, or monetary rewards
or by increasing security or granting additional responsibilities. However, a negative
leadership style incorporates coercion known as sanctions—fines, suspensions,
termination, and the like.
5.
Describe a set of circumstances can you give that would require a leader to use an
autocratic style? A participative one? A free-rein style?
a.
b.
c.
6.
Autocratic leadership should be used with immature subordinates, during a crisis,
for training purposes, during limited time demands, or when employees are not
empowered and the manager must make the decision(s).
Participative managers share in the decision-making process and when group
efforts are being encouraged. This style is also appropriate during the resolution
of issues and the gathering of new and varied inputs.
The free-rein style lends more toward mature and experienced participants. Selfinitiators that have and know how to use the work tools fare well as subordinates
in this style.
Under what circumstances should a leader be task centered? People centered? Use
a blend of both approaches?
A manager who favors a task orientation places emphasis on getting the job done
through better methods or equipment, control of the work environment, assigning and
organizing work, one-person decision making, and monitoring through evaluation of
performance.
An employee orientation emphasizes concern for the human needs of subordinates.
Teamwork, positive relationships, trust, and solution of employee problems are the
major focus of the employee-oriented manager. A blend of both approaches would
be utilized when all of these factors are in place and attention to each is important.
7.
What are the basic components of Fiedler’s contingency model of leadership? How
do they affect a leader’s choice to focus on task or people?
a. Leader-member relations refers to the degree to which the leader is or feels
accepted by the group. It is measured by the degree of respect, confidence, and trust the
subordinates feel toward the superior.
b. Task structure concerns the nature of the subordinate’s job or task. It reflects the
degree of structure in the job.
c. Leader position power describes the organizational power base from which the
individual manager operates.
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duplicated, or posted to a publicly accessible website, in whole or in part.
8.
What does the path-goal theory of leadership tell a leader to do?
a.
b.
c.
d.
9.
Instrumental behavior involves the planning, monitoring, and task assignment
aspect of leadership.
Supportive behavior involves the employee-oriented concern for the welfare and
needs of subordinates.
Participative behavior involves using subordinates’ ideas in decision-making.
Achievement-oriented behavior involves developing a highly challenging climate
for an employee and demanding good performance.
What does the life-cycle theory of leadership say about the use of the three styles of
decision making?
Managers’ leadership styles result from their philosophies about motivation, their
choices of decision-making styles, and their areas of emphasis in the work
environment—whether they focus on tasks or people.
The life-cycle theory addresses two main components: leader behavior and situational
factors. The two situational factors that influence leadership behavior are the
personal characteristics of the subordinates and the environmental pressures and
demands with which subordinates must cope to accomplish goals and satisfy
personal needs. The Managerial Grid does not address these aspects.
10.
What are the three challenges facing leaders today? How can they deal with each?
There will be many possible answers to these questions; however, as stated in the
text, leaders must be present at all levels of the organization. They must respond
quickly to changing demands and they are continually faced with difficult decisions.
INSTRUCTIONAL EXPLANATION: DISCUSSION QUESTIONS FOR CRITICAL THINKING
These thought-provoking questions are provided by the authors for each chapter as primers for
student discussion. This method of questioning ensures that the students have read the
assigned materials or content. These questions are presented to generate thinking and
discussion. They can be used as supplemental homework assignments and/or class
discussions that center on specific critical thinking issues and applications.
It is important that students are able to respond from their experiences and through their
perceptions as well as incorporate the specific course content into their reasoning, explanations,
descriptions, and individualized contributions. Most of these questions cannot be answered in a
right/wrong fashion.
Instead, student responses and/or group discussions should be
encouraged by the instructor to bring out individualized critical thinking as opposed to absolute
correct answers.
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duplicated, or posted to a publicly accessible website, in whole or in part.
WEB 2.0 EXERCISES
Groupon. See www.groupon.com
Groupon is a deal-of-the-day website that features discounted gift certificates usable at local or
national companies.
Using information found on the Groupon site, as well as material from the text answer the
following question.
1.
Price sensitivity and the ability to keep customers buying are drivers of future
business success. However, obtaining employee buy-in is the most important factor
influencing a Groupon promotion’s success. Employees might be concerned that the
company is charging too little for the product or service. Their behavior can make the
Groupon offer succeed or fail. How might an onslaught of bargain hunters affect
employees’ hours and wages?
2.
What steps can managers deciding to try Groupon take to influence employees to
create a positive experience for customers? How can mangers keep their employees
content?
Student’s answers will vary. The answers should demonstrate a strong knowledge of the
chapters’ main objectives as they apply to Groupon. Class discussion may be helpful in
eliciting creative responses.
SUGGESTED RESPONSES TO EXPERIENTIAL LEARNING CASE: The End of Olds
1.
What kind of leadership style did Rock used with his division’s dealers? What kind of
leadership style is Rock’s boss probably use with him? Was it appropriate?
Student responses will vary from contingency to participative, free rein, etc.
2.
Which leadership traits did Rock exhibit? Which skills?
Similar to the above question, a variety of answers can be expected.
3.
Which of Yukl’s leadership behaviors did Rock exhibit?
The traits and skills for managers are numerous and students will reply with different
opinions. The instructor should encourage diversified replies.
4.
How did Rock’s planned retirement help him to make some tough decisions?
This answer is perceptual and students should be encouraged to justify and
thoroughly explain their opinions. Open forum discussion is suited for this style of
questioning.
ADDITIONAL CASE PROBLEMS WITH SUGGESTED ANSWERS: A DAY IN THE LIFE OF
ALEX SIMONOV
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duplicated, or posted to a publicly accessible website, in whole or in part.
Before his morning coffee break, Alex Simonov finished his daily reports and taught the new kid
how to file. During his coffee break, he sat with two of his subordinates and asked for their
ideas about some new equipment he was thinking of purchasing. They gave him several ideas
he hadn’t thought of and alerted him to some possible alternative machines. Returning to his
office, he contacted the manufacturer and asked for their catalogs.
As he finished his last call, Sylvia entered his office with a frown on her face. After some
friendly conversation, she finally explained her problem: “Mr. Simonov, I can’t work at my desk
any longer. That chair is wobbly and squeaks every time I move in it. It’s driving me crazy and
has been for weeks
“Why have you waited so long to tell me this, Sylvia?”
“I know you’re busy and we have a cutback on our departmental budget. I didn’t think you
could do anything. But now I’m desperate!”
“I’ll take care of it. Give me a day or two, will you?”
“Sure. Thanks, Mr. Simonov.”
No sooner had Sylvia left than his telephone rang. It was Alice Goulos from the
neighboring office. Alice and Alex discussed their views on their bosses’ proposals for the
expansion of their facilities and finally agreed on a united approach. They formulated their
counterproposals and recorded their justifications for them.
Over lunch, Alex talked with his boss about the staff retirement party for Lisa Gardino.
Several other managers joined their table and the conversation turned to sports, then to politics,
and finally to the future of the economy.
After lunch, Alex met with the personnel director to discuss filling the vacancy in his
department. The two agreed on an up-to-date job description and its specifications. Alex was
promised some candidates to interview within ten days.
Returning to his office, Alex worked on his subordinates’ appraisals. He referred to his
notes, in which he had recorded major and minor events as they had unfolded over the past
several months. Alex kept detailed notes about project assignments, their due dates, and the
results of subordinates’ efforts. He used his own rating scale from 1 through 6, 6 being the
highest rating for a given project completed on time and in perfect shape. Looking ahead on his
calendar, he blocked out time for several interviews during which the results of his efforts would
be shared.
His day ended with a discussion at the desk of one of his subordinates. Alex explained to
Jonah Watson that the company was gearing up for another class in its management training
program and was looking for qualified applicants. Alex suggested that Jonah would certainly
qualify and could attend if he was interested in doing so. Alex would write the recommendation
and reschedule the work so that Jonah could attend.
It was nearly 6 P.M. when Alex left for home.
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duplicated, or posted to a publicly accessible website, in whole or in part.
QUESTIONS
1.
How has Alex demonstrated each of the path-goal theory leadership behaviors?
Instrumental behavior. Alex is a careful planner and monitors the results of his task
assignments. He looks ahead, reserves time, and yet is flexible and able to cope with
unexpected events. He plays this role superbly.
Supportive behavior. Alex is a warm and open person. He shows support to Sylvia in
two ways: he is available when she wants to see him and promises to cure her
problem within a day or two. He is supportive to Jonah by offering to recommend him
for the training program and to reschedule his work to allow for attendance.
Participative behavior. Alex consulted with his people over the acquisition of new
equipment. He consulted with Jonah before recommending him for training. He
worked with personnel to gain an up-to-date job specification and description. Alex
coordinated actions and approaches with Alice to form a united front.
Achievement-oriented behavior. Although the case gives nothing to support this
behavior directly, it does show Alex to be a model of efficiency, have concern for
people, and have concern for production. Alex appears to be a person who looks
forward to challenges and meets them head-on. If the subordinates see him as we do
in the case, he will certainly support a climate for demanding good performances. He
is a fine example for his subordinates and peers.
2.
Where would you place Alex on Blake and Mouton’s Leadership Grid?
Alex has a fairly even concern for both production and people. If he leans in any
direction, it would probably be in the direction of people. It is hard to imagine a more
concerned boss. Students may argue for position 5.5, 9.9, or 1.9 depending upon
their assumptions.
3.
How would you describe Alex’s leadership or managerial philosophy?
Many answers are possible here but the question wants students to discuss Alex as a
Theory Y manager. The case portrays Alex as a teacher, counselor, judge, and truly
concerned boss. He is, for the most part, a believer in participative and free rein
leadership. He knows his people well, even though he is not with them at all times.
His evaluations are probably most complete.
SHOCK THERAPY
Robert Manson is exhausted. He has just returned home from his first day as a trainee at Casa
Del Sol, a neighborhood restaurant featuring Mexican cuisine. Bob has been hired to learn the
business and eventually to take over its management once the owner, Jose Morales, leaves to
open his second restaurant. After going through his mail and finishing a drink, Bob begins to
reflect on the day’s experiences.
The first thing that bothered Bob was the fact that Jose was an absolute dictator. He
seemed to be the exact opposite of what his college course in management said a manger
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should be. Bob remembered how Jose shouted orders and instructions to almost everyone
throughout the day. Even during the slack periods between meals, Jose was making constant
demands on his people, Bob included. Not once could Bob remember Jose asking anyone’s
opinion or using the word “please.” In spite of Jose’s approach to management, the restaurant
ran like a well-oiled machine. This fact puzzled Bob the most. Why, he thought, weren’t the
people resentful of Jose? They all did their jobs efficiently, and not once had Bob heard them
complain.
Bob remembered one incident very clearly. A waiter had asked Jose if he could make a
change in a procedure. After listening impatiently to the proposal, Jose responded as follows,
“No good. Just do it like I trained you to and we will all get along just fine. Everyone here does
everything the same, and that’s the way it is. You follow?” The waiter nodded his approval and
went back to his duties.
Bob was worried that he could not operate the restaurant in Jose’s style. He knew the
values of participative management and felt that it was his natural style. He was afraid that he
could not adjust to an autocratic style, especially since he believed it was a negative style, to be
used when all other styles failed.
During his first day, Bob had studied the restaurant’s procedures and questioned the
wisdom behind a few of them. Now he felt he could not discuss them with Jose. He began to
think his career in restaurant management would be a short one if he could not adjust to Jose’s
methods.
Bob liked Jose. All the people who worked for Jose seemed quite happy with their work.
Jose had been civil and even friendly toward Bob throughout the day, but he demanded and got
instant reactions from people. The restaurant was a successful business and offered Bob the
promise of a very fine salary. Jose’s methods certainly seemed to work and the place was
packed for three meals each day.
How can it be, Bob reflects, that such autocratic methods had produced such good
results? Bob begins to search for his text on management.
QUESTIONS
1.
Why do Jose’s autocratic methods get good results?
The autocratic method has its place. It is not evil unless it is misapplied. It works with
people who need it (newcomers and those who wish specific direction), with people
who have little to offer a manager in the way of useful input (newcomers, unskilled),
and with managers who find it to be the only style they feel comfortable with. In this
latter case, at least subordinates know what to expect from such a boss and the boss
will certainly be predictable. Like it or leave the environment.
The autocratic style should be applied to an environment with peak periods of hectic
activity where time is short and certainly not adequate for debates and discussions. It
helps to reinforce uniformity of conditions and behaviors. It gives people a good
measure of security. It works wonders for the boss and stifles creativity and
questioning of one’s conditions. What most restaurants don’t need is creative
busboys and waiters. What a chef does not want is a creative assistant who will vary
the recipes.
2.
What can you tell Bob about the usefulness of his preferred style of management at
the Casa Del Sol?
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duplicated, or posted to a publicly accessible website, in whole or in part.
Keep in mind that Bob has observed Jose for just one full working day, and a training
day at that. Jose may well use other styles where he feels they fit, and Bob has just
not had the opportunity to observe such situations yet.
The participative style may have its uses at the restaurant. Employees who have the
most experience with a job and its procedures should be consulted before significant
changes are made and should be asked to recommend improvements. A manager
who is new to his job and who understands little about his subordinates’ jobs may be
wise to seek counsel from a variety of sources before making changes.
Bob needs to understand that several styles of management exist and that they all
have specific applications. Each manager has one or another of them as a preferred
style, one that seems to fit him or her best. Environmental factors affect the style
chosen—the job structure, the amount of technology, and the ability levels of those
being led. The elements of a manager’s leadership style include motivational
approach, decision-making style, and areas of emphasis (orientation) in the work
environment.
ON THE JOB VIDEO CASE SOLUTIONS: GREENSBURG KS: DECISION-MAKING
Discussion Questions:
1.
Steve Hewitt seemed to demonstrate an automatic approach to leadership. Do you
think that the ends justified the means in his case? Why or why not?
2.
Steve was willing to allow community meetings in which inputs would be permitted.
Was that an example of participative decision-making? Why or why not?
3.
If you had been in Steve Hewitt’s shoes, how would you have handled the situation?
TEAM ACTIVITY
Some managers are good at certain functions such as planning, organizing, and controlling, but
they are not good at leading or getting people to do things because they want to. Rather,
subordinates do what the manager wants because they are required to do so. But many
informal leaders are effective in getting people to do things because they want to do so.
However, the informal leader may not know how to plan, organize, and control.
Within each group, discuss the following: If a management position needed to be filled, would it
be better to select someone who has demonstrated an ability to plan, organize, and control—
though that person lacks leadership abilities? Or would it be better to pick an outstanding
informal leader and train the person in management?
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duplicated, or posted to a publicly accessible website, in whole or in part.
BIZ FLIX VIDEO CASE
Video Case: Because I Said So
Video Case Synopsis
Meet Daphne Wilder (Diane Keaton)—your typical meddling, overprotective, and divorced
mother of three daughters. Two of her three beautiful daughters have married. That leaves Millie
(Mandy Moore) as the focus of Daphne’s undivided attention and compulsive behavior to find
Millie a mate. Daphne places some online advertising, screens the applicants, and submits
those she approves to Millie. Along the way, Daphne meets Joe (Stephen Collins), the father of
one applicant. Romance emerges and the film comes to a delightful though expected
conclusion.
This scene starts after Daphne answers her cellular telephone and says the person has
the wrong number. A conversation about Millie’s love life, Daphne’s love life, and boundaries
ensues.
Video Case Discussion Questions and Suggested Answers
The chapter discusses the difference between positive and negative leadership styles. Which
style does Daphne use? Explain your answer.
Daphne tries to come across in a positive and loving manner, yet she puts a lot more emphasis
on her fears about the “penalties” Millie will face if she doesn’t find the perfect husband. She
also insults and criticizes Millie along the way. Ultimately, Daphne’s approach can best be
described as a negative leadership style.
Of the five types of power described in the chapter, which type or types of power does Daphne
have over Millie? Explain your answer.
Some students may feel that Daphne holds legitimate power over Millie because she is Millie’s
mother and deserves a high degree of respect. Additionally, this scene suggests that, despite
their frustration with each other, there is genuine love, respect, and concern between the two.
Daphne’s desire to make Millie happy could be seen as appealing, even charismatic. Thus,
some students may feel that Daphne has referent power over Millie.
Review the discussion of emotional intelligence earlier in this chapter. Assess both Daphne and
Millie on the four parts of emotional intelligence.
Both Daphne and Millie know who they are (self-awareness), although Daphne shows less of
this quality than Millie. It is not clear from the scene or elsewhere in the film about Daphne’s
sense of self in social interactions.
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duplicated, or posted to a publicly accessible website, in whole or in part.
The self-management part of emotional intelligence appears moderate to high for both people
with Millie likely lower than her mother. Millie’s behavior in this scene suggests she loses control
at times, which creates some difficulties for herself and her relationships.
Millie is high on social awareness while her mother is moderate to low. Millie understands her
mother’s view of how she should behave. Daphne, on the other hand, seems to be unable to
read Millie’s emotions and reactions, and thus does not adapt her behavior into a more
constructive and helpful approach.
Relationship management is the one dimension that is hard to assess from this single and
strongly played scene. The mother-daughter relationship, of course, has many forms of
relationship management. Film director Michael Lehman chose a frantic approach to this scene
to establish an obsessive-compulsive quality to Daphne’s personality and to render a comical
result.
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duplicated, or posted to a publicly accessible website, in whole or in part.