© 2006 prentice hall leadership in organizations3-1 chapter 3 perspectives on effective leadership...

© 2006 Prentice Hall Leadership in Organizations 3-1

Chapter 3Perspectives on Effective Leadership Behavior


Ohio State Leadership Studies

Leadership Behaviors Consideration – leader’s concern for people and

interpersonal relationships Initiating structure – leader’s concern for accomplishing

the task


Ohio State Leadership StudiesResearch Results Relation between consideration and turnover rate


Ohio State Leadership StudiesResearch Results Relation between initiating structure and turnover rate


Michigan Leadership Studies

Leadership Behaviors Task-oriented behaviors Relations-oriented behaviors Participative leadership

Peer Leadership


Limitations of Survey Research Bias in Behavior Description Questionnaires

Ambiguous items Response bias Aggregation of items


Experiments

Laboratory Experiments Low external validity (generalizability) High internal validity Inconsistent findings

Field Experiments Difficult to conduct High external validity Low internal validity Positive results for relations-oriented behaviors; mixed

and inconsistent results for task-oriented behaviors


The “High-High” Leader

The Managerial Grid & PM Leadership Theory Additive versus Multiplicative Model Limited Support for a Universal Model Need to incorporate situational variables


Blake and Mouton Managerial Grid

5 6 7 8 9 1 2 3 4Concern for Production

Co

nce

rn f

or

Peo

ple

(1,1)

Impoverished

Middle-of-the-Road

(5,5)

Authority-Compliance

(9,1)

Team Management

(9,9)(1,9)

Country Club

9

8

7

6

5

4

3

2

1


Leadership Behavior Taxonomies Sources of Diversity Among Taxonomies

No absolute set of correct behaviors Levels of abstraction Various methods used to develop taxonomies

Limitations of Factor-Based Taxonomies


Leadership Behavior Taxonomies Three-Dimensional Taxonomy

Task-Oriented Behaviors Relations-Oriented Behaviors Change-Oriented Behaviors


Task-Oriented Behaviors

Organize work activities to improve efficiency Plan short-term operation Assign work to groups or individuals Clarify what results are expected for a task Set specific goals and standards for task

performance


Task-Oriented Behaviors

Explain rules, policies, and stand operating procedures

Direct and coordinate work activities Monitor operations and performance Resolve immediate problems that would disrupt

the work


Relations-Oriented Behaviors

Provide support and encouragement to someone with a difficult task

Express confidence that a person or group can perform a difficult task

Socialize with people to build relationships. Recognize contributions and accomplishments Provide coaching and mentoring when appropriate


Relations-Oriented Behaviors

Consult with people on decisions affecting them Allow people to determine the best way to do a

task Keep people informed about actions affecting them Help resolve conflicts in a constructive way Use symbols, ceremonies, rituals, and stories to

build team identity Recruit competent new members for the team or

organization


Change-Oriented Behaviors

Monitor the external environment to detect threats and opportunities

Interpret events to explain the urgent need for change Study competitors and outsiders to get ideas for

improvements Envision exciting new possibilities for the organization Encourage people to view problems or opportunities in a

different way Develop innovative new strategies linked to core

competencies


Change-Oriented Behaviors Encourage and facilitate innovation and entrepreneurship

in the organization Encourage and facilitate collective learning in the team or

organization Experiment with new approaches for achieving objectives Make symbolic changes that are consistent with a new

vision or strategy Encourage and facilitate efforts to implement major change Announce and celebrate progress in implementing change Influence outsiders to support change and negotiate

agreements with them


Specific Task Behaviors Action Planning

1. Identify necessary action steps2. Identify the optimal sequence of action steps3. Estimate the time needed to carry out each action

step4. Determine starting times and deadlines for each

action step5. Estimate the cost of each action step6. Determine who will be accountable for each action

step7. Develop procedures for monitoring progress


Specific Task Behaviors (cont.)Clarifying Roles and Objectives

Defining Job Responsibilities Explain the important job responsibilities Clarify the person’s scope of authority Explain how the job relates to the mission of the unit Explain important policies, rules, and requirements

Assigning Work Clearly explain the assignment Explain the reasons for an assignment Clarify priorities and deadlines Check for comprehension

Setting Performance Goals Set goals for relevant aspects of performance Set goals that are clear and specific Set goals that are challenging but realistic Set a target date for attainment of each goal


Specific Relations BehaviorsGuidelines for Supporting

Identify and measure key performance indicators Monitor key process variables as well as outcomes Measure progress against plans and budgets Develop independent sources of information about

performance Observe operations directly when it is feasible Ask specific questions about the work Encourage reporting of problems and mistakes Conduct periodic progress review meetings


Help the person analyze his or her performance by asking questions or suggesting aspects to examine more closely

Provide constructive feedback about effective and ineffective behaviors exhibited by the person

Suggest specific things that could help to improve the person’s performance

Demonstrate a better way to do a complex task or procedure

Express confidence the person can learn a difficult task or procedure

Provide opportunities to practice difficult procedures before they are used in the work

Help the person learn how to solve a problem rather than just providing the answer

Specific Relations BehaviorsGuidelines for Coaching


Help the person identify relevant strengths and weaknesses

Help the person find ways to acquire necessary skills and knowledge.

Encourage attendance at relevant training courses Provide opportunities to learn from experience Provide helpful career advice Promote the person’s reputation Serve as a role model (demonstrate appropriate

behavior)

Specific Relations BehaviorsGuidelines for Mentoring


Recognize a variety of contributions and achievements

Actively search for contributions to recognize Recognize specific contributions and

achievements Recognize improvements in performance Recognize commendable efforts that failed Provide recognition that is sincere Provide recognition that is timely Use a form of recognition appropriate for the

person and situation

Specific Relations BehaviorsGuidelines for Recognizing


Chapter 4Participative Leadership, Delegation, and Empowerment


Varieties of Participation

Autocratic Decision Consultation Joint Decision Delegation


Consequences of Participative Leadership

Potential Benefits of Participation Decision quality Decision acceptance Satisfaction with the decision process Development of participant skills

Objectives of Different Participants


Research on Effects of Participative Leadership

Example of Research on Participation – Bragg & Andrews (1973)

Effects of Participation Limitations of Participation Research

Measurement problems with survey field research Combining interventions Short-term programs Difficulty comparing results across studies


Normative Decision ModelVroom and Yetton Model


Guidelines for Participative Leadership

Encourage Participation Encourage people to express their concerns Describe a proposal as tentative Record ideas and suggestions Look for ways to build on ideas and suggestions Be tactful in expressing concerns about a suggestion Listen to dissenting views without getting defensive Try to utilize suggestions and deal with concerns Show appreciation for suggestions


Delegation

Varieties of Delegation Potential Advantages of Delegation

Improvement in decision quality Greater subordinate commitment Making subordinates’ jobs more interesting,

challenging, and meaningful Improved time management Important form of management development


Potential Advantages of Delegation


Delegation

Reasons for Lack of Delegation Aspects of the leader’s personality Fear of subordinate making a mistake High need for personal achievement Characteristics of the subordinate Nature of the work


Reasons for Lack of Delegation


Guidelines for Delegating

What to Delegate Tasks that can be done better by a subordinate Tasks that are urgent but not high priority Tasks relevant to a subordinate’s career Tasks of appropriate difficulty Both pleasant and unpleasant tasks Tasks not central to the manager’s role


Guidelines for Delegation

How to Delegate Specify responsibilities clearly Provide adequate authority and specify limits of

discretion Specify reporting requirements Ensure subordinate acceptance of responsibilities


Delegation

How to Manage Delegation Inform others who need to know Monitor progress in appropriate ways Arrange for the subordinate to receive necessary

information Provide support and assistance, but avoid reverse

delegation Make mistakes a learning experience


Perceived Empowerment Nature of Psychological Empowerment Consequences of Empowerment

Benefits Consequences

Facilitating Conditions for Empowerment Job design Organizational structure Organizational culture Leader selection and assessment Procedures for influencing decisions Shared leadership


Conditions Facilitating Psychological Empowerment


Guidelines for Empowerment

Clarify objectives and explain how the work supports them Involve people in making decisions that affect them Delegate responsibility and authority for important activities Take into account individual differences in motivation and

skills Provide access to relevant information Provide resources needed to carry out new responsibilities Change management systems to be consistent with

empowerment


Guidelines for Empowerment Remove bureaucratic constraints and unnecessary

controls Express confidence and trust in people Provide coaching and advice when requested Encourage and support initiative and problem solving Recognize important contributions and achievements Ensure that rewards are commensurate with new

responsibilities Ensure accountability for the ethical use of power


Chapter 5Dyadic Role Making, Attributions, and Followership


Leader-Member Exchange Theory

Initial Version of LMX Theory Role-Making Stages Measurement of LMX


Leader Attribution About Subordinates

Two-Stage Attribution Model1. The manager tries to determine the cause of the poor

performance2. The manager tries to select an appropriate response

to correct the problem Types of Attributions

Internal Effort Ability

External


Reasons for an External Attribution

1. The subordinate has on prior history of poor performance on similar tasks

2. The subordinate performs other tasks effectively3. The subordinate is doing as well as other people who are

in a similar situation 4. The effects of failures or mistakes are not serious or

harmful5. The manager is dependent on the subordinate for his or

her own success6. The subordinate is perceived to have other redeeming

qualities7. The subordinate has offered excuses or an apology8. Evidence indicates external causes9. Managers with prior experience doing the same kind of

work as the subordinate


Correcting Performance Deficiencies

Gather information about the performance problem Try to avoid attributional biases Provide corrective feedback promptly Describe the deficiency briefly in specific terms Explain the adverse impact of ineffective behavior Stay calm and professional


Correcting Performance Deficiencies Mutually identify the reasons for inadequate

performance Ask the person to suggest remedies Express confidence in the person Express a sincere desire to help the person Reach agreement on specific action steps Summarize the discussion and verify agreement


Follower Attribution and Implicit Theories

Determinants of Follower Attributions Timely indicators of performance Direct versus indirect actions Response in a crisis External conditions Constraints on leader’s decisions and actions Leader’s intentions and competency Leader’s personal qualities

Implicit Leadership Theories


Impression Management

Impression Management Tactics Exemplification Ingratiation Self-Promotion Intimidation

Impression Management by Followers Impression Management by Leaders


Follower Contribution to Effective Leadership

The Courageous Follower Need to implement decisions made by a leader and

challenge misguided or unethical decisions Willing to risk leader’s displeasure Take time and effort to help a leader grow and succeed Strong commitment to the organization and its mission


Self-Management

Strategies Behavioral Strategies

Self-reward Self-punishment Self-monitoring Self-goal setting Self-rehearsal Cue modification

Cognitive Strategies Positive self-talk Mental rehearsal

How Leaders Encourage Self-Management


Guidelines for Followers

Find out what you are expected to do Take the initiative to deal with problems Keep the boss informed about your decisions Verify the accuracy of information you give the

boss Encourage the boss to provide honest feedback to

you


Guidelines for Followers Support leader efforts to make necessary changes Show appreciation and provide recognition when

appropriate Challenge flawed plans and proposals made by

leaders Resist inappropriate influence attempts by the

boss Provide upward coaching and counseling when

appropriate

© 2006 prentice hall leadership in organizations3-1 chapter 3 perspectives on effective leadership...

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