10th Edition
Managing Organizational Behavior
Moorhead & Griffin
Chapter 12
Leadership
© 2012 South-Western, a part of Cengage Learning
All rights reserved.
Prepared by Charlie Cook
The University of West Alabama
Chapter Learning Objectives
After studying this chapter you should be able to:
• Characterize the nature of leadership.
• Trace the early approaches to leadership.
• Discuss the emergence of situational theories and
models of leadership.
• Describe the LPC theory of leadership.
• Discuss the path-goal theory of leadership.
• Describe Vroom’s decision tree approach to leadership
© 2012South-Western, a part of Cengage Learning
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The Nature of Leadership
• Leadership
–Is a process which involves the use of noncoercive
influence
–Is a property—the set of characteristics attributed to
someone who is perceived to use influence
successfully
–Is influence—the ability to affect the perceptions,
beliefs, attitudes, motivation, and/or behavior of others
© 2012South-Western, a part of Cengage Learning
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12.1
Distinctions Between Management and Leadership
Activity
Management
Leadership
CREATING AN
AGENDA
Planning and budgeting. Establishing detailed
steps and timetables for achieving needed
results; allocating the resources necessary to
make those needed results happen
Establishing direction. Developing a vision of the
future, often the distant future, and strategies for
producing the changes needed to achieve that
vision
DEVELOPING A
HUMAN NETWORK
FOR ACHIEVING
THE AGENDA
Organizing and staffing. Establishing some
structure for accomplishing plan requirements,
staffing that structure with individuals,
delegating responsibility and authority for
carrying out the plan, providing policies and
procedures to help guide people, and creating
methods or systems to monitor implementation
Aligning people. Communicating the direction by
words and deeds to all those whose cooperation
may be needed to influence the creation of teams
and coalitions that understand the vision and
strategies and accept their validity
EXECUTING
PLANS
Controlling and problem solving. Monitoring
results vs. plan in some detail, identifying
deviations, and then planning and organizing
to solve these problems
Motivating and inspiring. Energizing people to
overcome major political, bureaucratic, and
resource barriers to change by satisfying very
basic, but often unfulfilled, human needs
OUTCOMES
Produces a degree of predictability and order
and has the potential to consistently produce
major results expected by various
stakeholders (e.g., for customers, always
being on time; for stockholders, being on
budget)
Produces change, often to a dramatic degree, and
has the potential to produce extremely useful
change (e.g., new products that customers want,
new approaches to labor relations that help make
a firm more competitive)
References: Reprinted with the permission of The Free Press, a Division of Simon & Schuster Adult Publishing Group, from A Force for
Change: How Leadership Differs from Management, by John P. Kotter, 1990. Copyright © 1990 by John P. Kotter, Inc. All rights reserved.
© 2012South-Western, a part of Cengage Learning
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Early Approaches to Leadership
• Trait Approaches to Leadership
–Attempts to identify stable and enduring character
traits that differentiate effective leaders from nonleaders focusing on:
• Identifying leadership traits
• Developing methods for measuring them
• Using the methods to select leaders
–Current limited set of leadership traits
• Emotional intelligence, drive, motivation; honesty and
integrity, self-confidence, cognitive ability, knowledge of the
business, charisma
© 2012South-Western, a part of Cengage Learning
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Behavioral Approaches to Leadership
• Attempts to identify behaviors that differentiate
effective leaders from nonleaders
Early Studies in Behavioral
Approaches to Leadership
The Michigan
Studies
© 2012South-Western, a part of Cengage Learning
The Ohio State
Studies
The Leadership
Grid
12–6
12.1
Early Behavioral Approaches to Leadership
© 2012South-Western, a part of Cengage Learning
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Early Behavioral Approaches to
Leadership: The Michigan Studies
• Results indicated two fundamental leader
behaviors:
–Job-centered behavior
• Paying close attention to the work of subordinates, explaining
work procedures, and demonstrating a strong interest in
performance
–Employee-centered behavior
• Attempting to build effective work groups with high
performance goals
© 2012South-Western, a part of Cengage Learning
12–8
Early Behavioral Approaches to
Leadership: The Ohio State Studies
• Defined two independent dimensions of
leadership:
–Leader consideration behaviors
• Showing concern for subordinates’ feelings and
respecting subordinates’ ideas
–Leader initiating-structure behaviors
• Clearly defining leader-subordinate roles such that
subordinates know what is expected of them
© 2012South-Western, a part of Cengage Learning
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Early Behavioral Approaches to
Leadership: The Leadership Grid
(Formerly the Managerial Grid)
• Provides a means for evaluating leadership
styles and then training managers to move
toward an ideal style of behavior
© 2012South-Western, a part of Cengage Learning
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12.2
The Leadership
Grid®
Source: The Leadership Grid Figure 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, p. 29.
Copyright 1997 by Grid International, Inc.
Reproduced by permission of Grid
International, Inc.
© 2012South-Western, a part of Cengage Learning
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The Emergence of Situational
Leadership Models
• Situational Models
–Assume that appropriate leader behavior varies from
one situation to another situation
–Seek to identify how key situational factors interact to
determine appropriate leader behavior
• The Leadership Continuum Model
–The model of Robert Tannenbaum and Warren H.
Schmidt that underlies research in this field
© 2012South-Western, a part of Cengage Learning
12–12
12.3
Tannenbaum and Schmidt’s Leadership Continuum
Source: An exhibit from “How to Choose a Leadership Pattern” by Robert Tannenbaum and Warren
Schmidt, Harvard Business Review (May–June 1973). Reprinted by permission of the Harvard Business
Review. Copyright by the Harvard Business School Publishing Corporation; all rights reserved.
© 2012South-Western, a part of Cengage Learning
12–13
The LPC Theory of Leadership
• LPC Theory of Leadership (Fiedler)
– Contends that a leader’s effectiveness depends on
the situation
– Assumes a task or relationship focus for leaders
• High LPC (Least Preferred Coworkers) leaders are more
concerned with interpersonal relationships
• Low LPC leaders are more concerned with task relevant
problems
– Posits that situational favorableness factors determine
proper leadership focus
• Leader-member relations
• Task structure
• Leader position power
© 2012South-Western, a part of Cengage Learning
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12.2
The LPC Theory of Leadership
© 2012South-Western, a part of Cengage Learning
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Situational Leadership Models (cont’d)
• Path-Goal Theory (Evans and House)
–Focuses on the situation and leader behaviors in
suggesting that leaders can readily adapt to different
situations
–Assumes that leaders affect subordinates’
performance by clarifying the behaviors (paths) that
will lead to desired rewards (goals)
–Defines types of leader path-goal behaviors:
• Directive
• Supportive
• Participative
• Achievement-oriented
© 2012South-Western, a part of Cengage Learning
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The Path-Goal Theory… (cont’d)
• Situational Factors Affecting the Leader
Behavior Choice
–Personal characteristics of subordinates
• Locus of control
• Perceived ability
–Characteristics of the environment
• Task structure
• The formal authority system
• The primary work group
© 2012South-Western, a part of Cengage Learning
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12.4
The Path-Goal Theory of Leadership
© 2012South-Western, a part of Cengage Learning
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Vroom’s Decision Tree Approach
• Decision Tree Approach to Leadership
(Vroom, Yetton, and Jago)
–Attempts to prescribe how much participation
subordinates should be allowed in making decisions
–Premises:
• Situational characteristics determine the degree to
which subordinates should be encouraged to
participate in decision making
• Managers can choose between two decision trees
• Managers can adopt the endpoint decision styles
© 2012South-Western, a part of Cengage Learning
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Vroom’s Decision Tree Approach (cont’d)
• Decision Tree Choices:
–Time-driven decision must be made on a timely basis
–Development-driven decision can be used to
improve/develop subordinates’ decision-making skills
• Endpoint Decision Styles for Managers
–Decide
–Delegate
–Consult individuals
–Consult group
–Facilitate group
© 2012South-Western, a part of Cengage Learning
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12.5
Vroom’s
Time-Driven
Decision Tree
Reference: Victor H. Vroom’s TimeDriven Model from A Model of
Leadership Style, copyright 1998.
© 2012South-Western, a part of Cengage Learning
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12.6
Vroom’s Development-Driven Decision Tree
Reference: Victor H. Vroom’s Development-Driven Model
from A Model of Leadership Style, copyright 1998.
© 2012South-Western, a part of Cengage Learning
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Organizational Behavior in Action
• After reading the chapter:
–Will leadership in organizations will become more
important or less important in the future? Why? Why
not?
–Which situational approach to leadership would be
most useful in training and preparing expatriate
managers for international assignments?
–What cultural issues would impact subordinate
participation for managers using Vroom’s decision tree
approach?
© 2012South-Western, a part of Cengage Learning
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