Transcript Document

Organizational Behavior:
Leadership
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Managers and Leaders
1. Administers
1. Innovates
2. A copy
2. An original
3. Maintains
3. Develops
4. Focuses on system and structure
4. Focuses on people
5. Relies on control
5. Inspires trust
6. Short-range view
6. Long-range perspective
7. Asks how and when
7. Asks what and why
8. Eye on the bottom line
8. Eye on horizon
9. Imitates
9. Originates
10. Accepts the status quo
10. Challenges the status quo
11. Classic good soldier
11. Own person
12. Does things right
12. Does the right thing
Gholipour A. 2006. Organizational Behavior. University of Tehran.
1- Trait
Perspective
5-Romance
Perspective
Leadership
Perspectives
4-Transformational
Perspective
2-Behavior
Perspective
3-Contingency
Perspective
Gholipour A. 2006. Organizational Behavior. University of Tehran.
1- Trait Perspective
Leadership Traits: represent the personal characteristics that
differentiate leaders from followers.
• Historic findings reveal that leaders and followers vary by
- intelligence (Emotional intelligence)
- dominance
- self-confidence
- level of energy and activity (Drive and Leadership motivation)
- task-relevant knowledge
- Honesty and Integrity
• Contemporary findings show that
- people tend to perceive that someone is a leader when he or
she exhibits traits associated with intelligence, masculinity, and dominance
- people want their leaders to be credible
- credible leaders are honest, forward-looking, inspiring, and competent
Gholipour A. 2006. Organizational Behavior. University of Tehran.
1- Trait Perspective
• Gender and leadership
men were seen as displaying more overall and task leadership and women were
perceived as displaying more social leadership.
- women used a more democratic or participative style than men, and men used
a more autocratic and directive style than women
- men and women were equally assertive
- women executives, when rated by their peers, managers and direct reports,
scored higher than their male counterparts on a variety of effectiveness criteria
• Past evidence that women rated less favorably than equivalent male leaders due
to stereotyping
• Recent evidence that women rated more favorably than men, particularly on
emerging leadership styles (coaching, participating)
Gholipour A. 2006. Organizational Behavior. University of Tehran.
2 - Behavior Perspective
•
The Iowa Leadership Studies
•
Ohio State Studies identified two critical dimensions of leader behavior.
1. Consideration: creating mutual respect and trust with followers
2. Initiating Structure: organizing and defining what group
members should be doing
•
University of Michigan Studies identified two leadership styles that were
similar to the Ohio State studies
- one style was employee centered
- and the other was job centered
•
Blake and Mouton’s Managerial Grid represents four leadership styles found
by crossing concern for production and concern for people
1. Authoritarian
2. Democratic
3. Laissez-faire
Gholipour A. 2006. Organizational Behavior. University of Tehran.
2 - Behavior Perspective
• People-oriented Behaviors
– Showing mutual trust and respect
– Concern for employee needs
– Desire to look out for employee welfare
• Task-oriented Behaviors
– Assign specific tasks
– Ensure employees follow rules
– Push employees to reach peak performance
Gholipour A. 2006. Organizational Behavior. University of Tehran.
The Managerial Grid
1
(1,9)
(9,9)
Concern for People
2
3
4
5
(5,5)
6
7
8
9
(9,1)
(1,1)
1
2
3
4
5
6
7
Concern for Production
Gholipour A. 2006. Organizational Behavior. University of Tehran.
8
9
3 - Contingency Perspective
Fiedler’s Contingency Model
The Path-Goal Theory
H. & B. Situational Leadership Theory
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Findings of the Feidler Model
High
Performance
People-Oriented
Task-Oriented
Low
Favorable
• Category
• Leader-Member
Relations
• Task Structure
• Position Power
Moderate
I
II
Good
High
Strong
Unfavorable
Good
III
Good
IV
Good
V
Poor
VI
Poor
VII
Poor
VII
Poor
High
Weak
Low
Strong
High
Weak
High
Strong
High
Weak
Low
Strong
Low
Weak
Gholipour A. 2006. Organizational Behavior. University of Tehran.
House’s Path-Goal Theory
Employee Characteristics
- Locus of control
- Task ability
- Need for achievement
- Experience
- Need for clarity
-
Leadership Styles
Directive
Supportive
Participative
Achievement oriented
Employee Attitudes
and Behavior
- Job satisfaction
- Acceptance of leader
- Motivation
Environmental Factors
- Employee’s task
- Authority system
- Work group
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Path-Goal Contingencies
Employee
Contingencies
Directive Supportive Participative Achievement
Skill/Experience
low
low
high
high
Locus of Control
external
external
internal
internal
Environmental
Contingencies
Directive Supportive Participative Achievement
Task Structure
nonroutine
routine
nonroutine
?
Team Dynamics
–ve norms
low cohesion
+ve norms
?
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Hersey and Blanchard’s
Situational Leadership Theory
Leader Behavior
Relationship Behavior
(supportive behavior)
High
Low
Low
High
R4
Participating
S3
Share ideas and
facilitate in
decision making
Selling
S2
Explain decisions and
provide opportunity for
clarification
Delegating
S4
Turn over
responsibility for
decisions and
implementation
Telling
S1
Provide specific
instructions and closely
supervise performance
Task Behavior
High
Follower Readiness
Moderate
R3
R2
Follower-Directed
Low
R1
Leader-Directed
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Leader Participation Model
Employee Involvement Continuum
Increased Leader Control
1
2
3
4
Increased Employee Involvement
Gholipour A. 2006. Organizational Behavior. University of Tehran.
5
Contingency Variables in the Revised Leader-
Participation Model
1. Importance of the decision.
2. Importance of subordinate commitment to the decision.
3. Whether leader has enough information to make a decision.
4. How well-structured the problem is.
5. Whether autocratic decisions would be supported by subordinates.
6. Whether subordinates “buy into” the organization’s goals.
7. Whether subordinates disagree over solution alternatives.
8. Whether subordinates know enough to make a good decision.
9. Time constraints that may limit the involvement of subordinates.
10. Cost justification for gathering geographically dispersed subordinates.
11. Importance of minimizing the time it takes to make a decision.
12. Importance of participation to developing decision-making skills.
Gholipour A. 2006. Organizational Behavior. University of Tehran.
4 - Transformational Perspective
Transformational leaders
Leading -- changing the organization to fit the environment
Develop, communicate, enact a vision
Transactional leaders
Managing -- linking job performance to rewards
Ensure employees have necessary resources
Apply contingency leadership theories
.
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Transformational Leadership Elements
Building
Commitment
Creating
a Vision
Transformational
Leadership
Modeling
the Vision
Communicating
the Vision
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Visionary Leadership
Live
the Vision
Express
the Vision
Extend
the Vision
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Self-confidence
A compelling
vision
Extraordinary
behavior
Charismatic
Leadership
Image as
a change agent
Strong
convictions
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Type of Charismatic Leadership Styles
1.Envisioning
2.Energizing
3.Enabling
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Transactional versus Charismatic Leadership
• Charismatic Leadership: emphasizes
symbolic leader behavior that transforms
employees to pursue organizational goals over selfinterests
• Charismatic Leaders
-
use visionary and inspirational messages
rely on non-verbal communication
appeal to ideological values
attempt to intellectually stimulate employees
display confidence in self and followers
set high performance expectations
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Charismatic Model of Leadership
Organizational
Culture
• Adaptive
Leader
behavior
•Leader establishes
a vision
•Leader establishes
high performance
expectations and
displays confidence
in him/herself and
the collective ability
to realize the vision
•Leader models the
desired values,
traits, beliefs, and
behaviors needed to
realize the vision
Effects on
followers and
work groups
•Increased intrinsic
motivation, achievement
orientation, and goal
pursuit
•Increased identification
with the leader and the
collective interests of
organizational members
•Increased cohesion
among workgroup
members
•Increased self-esteem,
self-efficacy, and intrinsic
interests in goal
accomplishment
•Increased role modeling
of charismatic leadership
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Outcomes
•Personal
commitment to
leader and
vision
•Self-sacrificial
behavior
•Organizational
commitment
•Task
meaningfulness
and satisfaction
Increased
individual
group, and
organizational
performance
The Leader-Member Exchange
(LMX Model)
• This model is based on the idea that one of two
distinct types of leader-member exchange
relationships evolve, and these exchanges are related
to important work outcomes.
- in-group exchange: a partnership characterized by
mutual trust, respect and liking
- out-group exchange: a partnership characterized by
a lack of mutual trust, respect and liking
• Research supports this model
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Substitutes for Leadership
• Substitutes for leadership represent situational
variables that can substitute for, neutralize, or enhance the
effects of leadership. Conditions that limit a leader’s influence
or make a particular leadership style unnecessary.
• Research shows that substitutes for leadership directly
influence employee attitudes and performance.
Examples:
– Training and experience replace directive leadership
– Cohesive team replaces supportive leadership
– Self-leadership replaces achievement-oriented leadership
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Workers That Are
Experienced or
Highly-Trained
Jobs That Are
Unambiguous or
Highly Satisfying
Is Leadership
Always Relevant?
Workgroups
That Are Cohesive
Goals That Are
Formalized or
Rules That Are Rigid
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Substitutes for Leadership
RelationshipOriented or
Considerate
Leader
Behavior is
Unnecessary
Characteristic
Task-Oriented or
Initiating Structure
Leader Behavior is
Unnecessary
Of the Subordinate
1. Ability, experience, training, knowledge
X
2. Need for Independence
X
X
3. “Professional” orientation
X
X
4. Indifference toward organizational rewards
X
X
Of the Task
5. Unambiguous and Routine
X
6. Methodically invariant
X
7. Provides its own feedback concerning
accomplishment
X
8. Intrinsically satisfying.
X
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Substitutes for Leadership (cont)
RelationshipOriented or
Considerate
Leader
Behavior is
Unnecessary
Characteristic
Task-Oriented or
Initiating Structure
Leader Behavior is
Unnecessary
Of the Organization
9. Formalization (explicit plans, goals, and areas
of responsibility)
X
10. Inflexibility (rigid, unbending rules and
procedures)
X
11. Highly specified and active advisory and staff
functions
X
12. Closely knit, cohesive work groups
X
X
13. Organizational rewards not with the leader’s
control
X
X
14. Spatial distance between superior and
subordinate
X
X
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Servant and Superleadership
• Servant Leadership represents a philosophy in
which leaders focus on increased service to
others rather than to oneself.
• A superleader is someone who leads others to
lead themselves by developing employees’ selfmanagement skills.
• Superleaders attempt to increase employees’
feelings of personal control and intrinsic
motivation.
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Characteristics of the Servant-Leader
1. Listening
Servant-leaders focus on listening to
identify and clarify the needs and desires of
a group.
2. Empathy
Servant-leaders try to empathize with
others’ feelings and emotion. An individual’s
good intentions are assumed even when he
or she performs poorly.
3. Healing
Servant-leaders strive to make themselves
and others whole in the face of failure or
suffering.
4. Awareness
Servant-leaders are very self-aware or their
strengths and limitations.
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Characteristics of the Servant-Leader (continued)
5. Persuasion
Servant-leaders rely more on persuasion
than positional authority when making
decisions and trying to influence others.
6. Conceptualization
7. Foresight
Servant-leaders take the time and effort
to develop broader based conceptual
thinking. Servant-leaders seek an
appropriate balance between a shortterm, day-to-day focus and a long-term,
conceptual orientation.
Servant-leaders have the ability to foresee
future outcomes associated with a current
course of action or situation.
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Characteristics of the Servant-Leader (continued)
8. Stewardship
9. Commitment to
the growth of
people
10. Building
Community
Servant-leaders assume that they are
stewards of the people and resources they
manage.
Servant-leaders are committed to people
beyond their immediate work role. They
commit to fostering an environment that
encourages personal, professional, and
spiritual growth.
Servant-leaders strive to create a sense of
community both within and outside the
work organization.
Gholipour A. 2006. Organizational Behavior. University of Tehran.
What Is Trust?
• Integrity: honesty and truthfulness
• Competence: knowledge and skill
• Consistency: reliability and predictability
• Loyalty: willingness to protect
• Openness: give full true
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Three Types of Trust
Deterrence
Based
Knowledge
Based
Identification
Based
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Building Trust
1. Practice Openness
2. Promote Fairness
3. Express Feelings
4. Keep Confidences
5. Be Consistent
6. Keep Promises
7. Tell the Truth
8. Show Competence
Gholipour A. 2006. Organizational Behavior. University of Tehran.
Authentic Leadership
1.
Confident
2.
Hopeful
3.
Optimistic
4.
Resilient
5.
Transparent
6.
Moral / ethical
7.
Future oriented
8.
Associate building
Gholipour A. 2006. Organizational Behavior. University of Tehran.