Understanding
Management
First Canadian Edition
Slides prepared by
Janice Edwards
College of the Rockies
Copyright © 2009 Nelson Education Ltd.
Chapter 11
Leadership in
Organizations
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11-2
Learning Objectives
1.
2.
3.
4.
5.
Define leadership and explain its importance for
organizations.
Identify personal characteristics associated with effective
leaders.
Describe the leader behaviours of initiating structure and
consideration and when they should be used.
Describe Hersey and Blanchard’s situational theory and its
application to subordinate participation.
Explain the path-goal model of leadership.
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Learning Objectives (Cont’d.)
6.
7.
8.
9.
Discuss how leadership fits the organizational situation and
how organizational characteristics can substitute for
leadership behaviours.
Describe transformational leadership and when it should be
used.
Identify the five sources of leader power and how each
causes different subordinate behaviour.
Explain innovative approaches to leadership in a turbulent
environment.
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Leadership
The ability to influence people toward
the attainment of organizational goals.
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11-5
Ex. 11.2
Personal Characteristics of Leaders
Physical characteristics Work-related characteristics
Social background
Energy
Achievement drive, desire to excel
Education
Physical stamina
Conscientiousness in pursuit of goals Mobility
Persistence against obstacles, tenacity
Intelligence and ability
Judgment, cognitive ability
Knowledge
Judgment, decisiveness
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Social characteristics
Sociability, interpersonal skills
Cooperativeness
Ability to enlist cooperation
Tact, diplomatic
Personality
Self-confidence
Honesty and integrity
Enthusiasm
Desire to lead
Independence
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Behavioural Approaches that Help
Determine Leadership Effectiveness
Consideration:
•
Behaviour describing the extent to which the
leader is:
•
Sensitive to subordinates
•
Respects their ideas and feelings, and
•
Establishes mutual trust
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11-7
Behavioural Approaches that Help
Determine Leadership Effectiveness (Cont’d.)
Type of Leader:
Behaviour that describes the extent to which the leader is:
•
Task oriented
•
Directs subordinates’ work activities toward goal
attainment
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Ex. 11.3
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The Leadership Grid® Figure
11-9
Fiedler’s Contingency Theory
Three Elements of Leadership Style:
1. Leader-member relations: refers to group atmosphere
and members’ attitude toward and acceptance of the
leader.
2. Task structure: refers to the extent to which tasks
performed by the group are defined, involve specific
procedures, and have clear, explicit goals.
3. Position power: is the extent to which the leader has
formal authority over subordinates.
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Fiedler’s Contingency Theory (Cont’d)
Contingency Theory:
•
Task-oriented managers are more effective when the
situation is highly favourable or unfavourable.
•
Relationship-oriented leaders are more effective in
situations of moderate favourability.
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11-11
Hersey and Blanchard’s Situational Theory
A contingency approach to leadership that links the leader’s
behavioural style with the task readiness of subordinates.
Leader Style:
•
Telling
•
Selling
•
Participating
•
Delegating
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High task – low relationship
High task – high relationship
Low task – high relationship
Low task – low relationship
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Path-Goal Theory
Contingency approach:
The leader’s responsibility is to increase subordinates’
motivation to attain personal and organizational goals through:
• Clarifying the paths to rewards.
• Increasing the rewards that the subordinate values and
desires.
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11-13
Ex. 11.6
Leader Roles in the Path-Goal Model
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11-14
Path-Goal Classification of
Leader Behaviours
Supportive leadership
•
Leader behaviour that shows concern for subordinates.
•
Open, friendly, and approachable.
•
Creates a team climate.
•
Treats subordinates as equals.
Directive leadership
•
Tells subordinates exactly what they are supposed to do.
•
Planning, making schedules, setting performance goals,
and behaviour standards.
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11-15
Path-Goal Classification of
Leader behaviours (Cont’d.)
Participative leadership
• Consults with his or her subordinates about decisions.
Achievement-oriented leadership
• Sets clear and challenging goals for subordinates.
• behaviour stresses high-quality performance.
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11-16
Situational Contingencies
Two important situational contingencies
in the Path-Goal theory:
1.
The personal characteristics of group members:
•
•
•
•
2.
Ability
Skills
Needs
Motivations
The work environment
•
•
•
Degree of task structure
Nature of formal authority system
Work group itself
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Ex. 11.7
Path-Goal Situations and
Preferred Leader behaviours
SOURCE: Adapted from Gary A. Yukl, Leadership in Organizations (Englewood Cliffs, N.J.: Prentice-Hall 1981), 146-152.
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Leading Change
Transactional Leaders:
•
•
•
•
•
Clarify subordinates’ role and task requirements.
Initiate structure.
Provide appropriate rewards.
Try to be considerate.
Meet the social needs of subordinates.
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Leading Change (Cont’d)
Charismatic Leaders
•
•
•
•
•
Inspire and motivate people to do more than they
would normally do.
Put the interests of the organization first.
Tend to be less predictable than transactional
leaders.
Create an atmosphere of change.
May be obsessed by visionary ideas that excite,
stimulate and drive other people to work hard .
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Leading Change (Cont’d)
Transformational Leaders
•
•
•
•
Have a special ability to bring about innovation and
change.
Inspire followers to believe in the leader personally.
Inspire followers to believe in their own potential.
Able to lead changes in the organizations.
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Forms of Position Power
Legitimate Power
•Power coming from a formal management position.
Reward Power
•Stems
from the authority to bestow rewards on other people.
Coercive Power
•The
authority to punish or recommend punishment.
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Forms of Personal Power
Expert Power:
•
leader’s special knowledge or skill regarding the tasks
performed by followers.
Referent Power:
•
personality characteristics that command subordinates’
identification, respect, and admiration so they wish to
emulate the leader.
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