4e
Nelson/Quick
Chapter 12
Leadership
and
Followership
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Learning Outcomes
 Discuss the differences between leadership and
management and between leaders and managers
 Explain the role of trait theory in describing leaders
 Describe the role of foundational behavioral
research in the development of leadership theories
 Describe and compare the four contingency
theories of leadership
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2
Learning Outcomes
 Discuss the recent developments in leadership
theory of leader-member exchange and
inspirational leadership
 Discuss how issues of emotional intelligence, trust,
gender, and servant leadership are informing
today’s leadership models
 Define followership and identify different types of
followers
 Synthesize historical leadership research into key
guidelines for leaders
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Leadership
 Guiding and directing the behavior of people in the
work environment
 Formal leadership: Officially sanctioned leadership
based on the authority of a formal position
 Informal leadership: Unofficial leadership accorded
to a person by other members of the organization
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4
Learning Outcome
Discuss the differences between leadership
and management and between leaders and
managers
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5
Leadership versus Management
Management process
• Planning and budgeting
• Organizing and staffing
• Controlling and problem
solving
Leadership process
• Setting a direction for the
organization
• Aligning people with that
direction
• Motivating people to action
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Table 12.1 - Leaders and Managers
SOURCE: Reprinted by permission of Harvard Business Review. From “Managers and Leaders: Are They Different?” by A. Zaleznik (January 2004).
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Learning Outcome
Explain the role of trait theory in describing
leaders
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Early Trait Theories
 Distinguished leaders by:
 Physical attributes
 Personality characteristics
 Abilities
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9
Learning Outcome
Describe the role of foundational behavioral
research in the development of leadership
theories
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10
The Lewin, Lippitt, and White
Studies
 Autocratic style: Leader uses strong, directive
actions to control the rules, activities, and
relationships in the work environment
 Democratic style: Leader uses interaction and
collaboration with followers to direct the work and
work environment
 Laissez-faire style: Leader has a hands-off approach
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Ohio State Studies
 Initiating structure: Defining and organizing work
relationships and roles
 Establishing clear patterns of organization,
communication, and ways of getting things done
 Consideration: Nurturing friendly, warm working
relationships
 Encouraging mutual trust and interpersonal respect
within the work unit
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Michigan Studies
Production-oriented style
• Focuses on getting things done
• Direct, close supervision
• Many rules to control behavior
Employee-oriented style
•
•
•
•
Focuses on relationships
Less direct or less close supervision
Fewer rules to control behavior
Concern for people and their needs
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 12.1 - The Leadership Grid
SOURCE: The Leadership Grid® figure, Paternalism Figure and Opportunism 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) (Grid Figure: p. 29; Paternalism Figure: p. 30; Opportunism
Figure: p. 31). Copyright 1991 by Blake and Mouton, and Scientific Methods, Inc.
Reproduced by permission of the owners.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
14
Figure 12.1 - The Leadership Grid
SOURCE: The Leadership Grid® figure, Paternalism Figure and Opportunism 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) (Grid Figure: p.
29; Paternalism Figure: p. 30; Opportunism Figure: p. 31). Copyright 1991 by Blake and Mouton, and Scientific Methods, Inc. Reproduced by
permission of the owners.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
15
Learning Outcome
Describe and compare the four contingency
theories of leadership
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Fiedler’s Contingency Theory
 Leadership style must be appropriate for a
particular situation
 Least preferred coworker (LPC): Person a leader
has least preferred to work with
 LPC scale - Classifies leaders
 Relationship-oriented leaders or high LPC - Describe
their LPC in positive terms
 Task-oriented leaders or low LPC - Describe their LPC
in negative terms
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Fiedler’s Contingency Theory
 Dimensions of situational favorableness
 Task structure: Degree of clarity, or ambiguity, in the
work activities assigned to the group
 Position power: Refers to the authority associated
with the leader’s formal position in the organization
 Leader-member relations: Quality of interpersonal
relationships among a leader and the group
members
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Fiedler’s Contingency Theory
 Group-Atmosphere Scale - Composed of nine eightpoint bipolar adjective sets
Favorable leadership
situation
• Structured task for the work
group
• Strong position power for the
leader
• Good leader-member
relations
Unfavorable leadership
situation
• Unstructured task
• Weak position power for the
leader
• Moderately poor leadermember relations
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 12.2 - Leadership Effectiveness in
the Contingency Theory
SOURCE: F. E. Fiedler, A Theory of Leader Effectiveness (New York: McGraw-Hill, 1964). Reprinted with permission of the author.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 12.3 - The Path-Goal Theory of
Leadership
©Cengage Learning 2013
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Vroom-Yetton-Jago Normative Decision
Model
Decide
Consult individually
Forms of
Decision
Making
Consult group
Facilitate
Delegate
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Figure 12.5 - The Situational Leadership
SOURCE: From Phillips/Gully Organizational Behavior, 1e. © 2012 South-Western, a part of Cengage Learning, Inc. Reproduced by permission.
www.cengage.com/permissions
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
23
Learning Outcome
Discuss the recent developments in
leadership theory of leader-member
exchange and inspirational leadership
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
24
Leader-Member Exchange Theory
In-group members
• Similar to the leader
• Greater responsibilities, more
rewards, and more attention
• More satisfied, lower turnover
• Likely to engage in
organizational citizenship
behavior
• Stress comes from the
additional responsibilities
Out-group members
• Receive less attention and
fewer rewards
• Managed by formal rules and
policies
• Likely to retaliate against the
organization
• Stress comes from being left
out of the communication
network
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
25
Inspirational Leadership Theories
 Transformational leadership - Inspires followers to
high levels of performance
 Sub-dimensions - Charisma, individualized
consideration, inspirational motivation, and
intellectual stimulation
 Charismatic leadership: Uses the force of personal
abilities and talents to have profound effects on
followers
 Has potential to elicit high levels of performance
from followers
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
26
Inspirational Leadership Theories
 Authentic leaders
 Have a conscious sense of values
 Act consistently to their value systems
 Motivate followers to higher levels of performance
 Build a workforce characterized by high levels of
hope, optimism, resiliency, and self-efficacy
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
27
Beyond the Book:
Bad Charismatic Leaders?
 Charismatic leaders are dynamic figures who create a
strong relationship with followers. However, some
charismatic leaders may act unethically, manipulating
followers for their personal benefit and interest.
 What makes a charismatic leader unethical?
 When they use power to dominate others for personal gain.
 When they are the sole source of vision.
 When they engage in one-way communication.
 When they are insensitive and unresponsive to followers.
 When they thrive on attention.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
28
Learning Outcome
Discuss how issues of emotional intelligence,
trust, gender, and servant leadership are
informing today’s leadership models
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
29
Emerging Issues in Leadership
Emotional intelligence
• Ability to recognize and manage emotion in oneself and in others
Trust
• Effective leaders understand whom to trust and how to trust
Gender and leadership
• Glass cliff - Trend in organizations wherein more women are placed in difficult
leadership situations
Servant leadership
• Refers to belief that leaders should serve employees, customers, and the community
Abusive supervision
• Negative leadership behavior that diminishes employee well-being along with
increased deviance behavior
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
30
Beyond the Book:
Diversity Pays
 Diversity is not just politically correct, it adds to the
bottom line.
 According to Catalyst, a workplace-research group,
Fortune 500 companies with most women in senior
management had higher return on equities.
 The success may lie in a female management style –
thinking long term, avoiding risk and emphasizing
collaboration and consensus.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
31
Learning Outcome
Define followership and identify different
types of followers
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
32
Followership
 Process of being guided and directed by a leader in
the work environment
 Emphasizes the follower’s individual responsibility
and self-control
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33
Figure 12.6 - Five Types of Followers
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34
Beyond the Book:
I Will Follow
 Eight tips for being a good protégé:
1. Talk first – and often
2. Read between the lines
3. Go the extra mile
4. Do your homework
5. Share information
6. Make it mutual
7. Be personable
8. Have a positive attitude
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
35
Learning Outcome
Synthesize historical leadership research into
key guidelines for leaders
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
36
Guidelines for Leadership
 Unique attributes, predispositions, and talents of
each leader should be appreciated
 Leaders who challenge the organizational style
without destroying it should be chosen
 Participative, considerate leadership enhances the
health and well-being of followers
 Different leadership situations call for different
leadership talents and behaviors
 Good leaders are likely to be good followers
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
37
Beyond the Book:
Leadership: At What Cost?
 Hamid Karzai was inaugurated to his second term as
president of Afghanistan on November 19, 2009.
 In his inaugural speech, he promised to fight
corruption and bring peace to the war-torn country.
 Many in Afghanistan and around the world discredit
Karzai’s legitimacy, as there is substantive evidence
of election fraud.
 Will Karzai be an effective leader? How can he
reassure skeptics of his legitimacy?
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38
Doomsday
 Assess the behavior of both Major Sinclair and
Michael Canaris. Which leadership traits described
earlier in this chapter appear in their behavior?
 Apply the behavioral theories discussed earlier to
this film sequence. Which parts apply to Sinclair and
Canaris’s behavior? Draw specific examples from
the film sequence.
 Does this film sequence show any aspects of
transformational and charismatic leadership? Draw
some examples from the sequence.
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39
Camp Bow Wow
 Where does Heidi Ganahl’s leadership fall on the
Leadership Grid discussed in the chapter? Explain.
 In what way is Heidi Ganahl’s leadership
transformational, charismatic and visionary? Give
examples.
 What is the difference between a manager and a
leader, and how has Heidi Ganahl’s role shifted
towards leadership and away from management as
the organization has grown?
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