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Chapter 3

Perspectives on Effective Leadership BehaviorLectured by Dr. Tan Saroeun, NUM

Learning Objectives

Understand what research methods have been used to study leadership behavior

Understand the findings in the early research on leadership behavior

Understand how leadership behavior can be described with either broad or specific categories

Understand the different methods for developing taxonomies of leadership behavior

Learning Objectives (Cont.)

Understand why task and relations behaviors are important for leadership effectiveness

Understand how specific types of task and relations behaviors can be used effectively

Understand why it is useful to classify leadership behavior in terms of a three-dimensional model

Understand the contributions and limitations of the behavior approach

Ohio State Leadership Studies

Leadership Behaviors Consideration – leader’s concern for people and

interpersonal relationships Initiating structure – leader’s concern for accomplishing

the task

1.Consideration

Leader concern for people and interpersonal

relationships.GñkdwknaMmankgVl;elIbuKÁliknigGnþrbuKÁl.

The leader acts in a friendly and supportive manner and shows concern for the needs and feelings of subordinates.

GñkdwknaMsMEdgkayvikar sñiT§sñalnigeRCamERCg nig bgðajBITMnak;TMngsMrab;tMrUv

kar nigGarmµN_rbs;GñkeRkambgÁab;.

2.Initiating Structure

Leader concern for accomplishing the task.

kgVl;GñkdwknaMmanbMNgeFVIeGaysMerc)annUvsñaédkargar.

The leader defines and structures his or her own role and the roles of subordinates toward attainment of tasks goals.

GñkdwknaMkMNt;rcnasm<n§½tYnaTIpÞal;xøÜnnigtYnaTIGñkeRkambgÁab;edIm,IsMerc)aneKaledA.

Ohio State Leadership StudiesResearch Results Relation between consideration and turnover rate

Research Results (Cont.) Relation between initiating structure and turnover rate

Ohio State Leadership Studies

Michigan Leadership Studies

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

Peer Leadership

1.Task- Oriented Behavior

More effective manager concentrated on task

oriented functions such as GñkRKb;RKgmanRbsiT§PaB

PaKeRcInepþateTAelItYnaTItMrg;TiskargardUcCa H

planning and scheduling the work,

kareFVIEpnkarnigtarageBlevlaénkargar/

coordinating subordinate activities,

sMrbsMrYlskmµPaBkargarGñkeRkambgÁab;/

1.Task-Oriented Behavior (Cont’d)

providing necessary supplies, equipment,

pþl;sMPar³ ]bkrN_cMa)ac;/ and technical assistance. nig CMnYybec©keTs/

setting performance goals that were high

but realistic.

dak;eKaledAbMeBjkargareGaykan;Et

x<s;b:uEnþR)akdRbCa.

2.Relative-Oriented Behavior

Effective managers were also more supportive and helpful with

subordinates. GñkRKb;RKgmanRbsiT§ PaB CYyeRCamERCgCaeRcInbEnßmeTotdl;GñkeRkambgÁab; .

Supportive behaviors that were correlated with effective leadership

included \riyabfeRCamERCgEdl manTMnak;TMngCamYyPaBCaGñkdwknaMEdlmanRbsiT§PaBrab;bBa¢Úl

●showing trust and confidence, bgðajkarTukcitþ CMenO

● acting friendly and considerate, sMEdgPaBsñiT§sñal nig ecHyl;citþGñkdéT

● trying to understand subordinate problems,

BüayamEsVgyl;BIbBaðaGñkeRkambgÁab;

● helping to develop subordinates and further their careers,

CYyGPivDÆGñkeRkambgÁab; nig GaCIBrbs;eK

bEnßmeTot

● keeping subordinates informed,

pþl;Bt’mandl;GñkeRkambgÁab;● showing appreciation for subordinates ’ideas,

bgðajnUvkarGbGrsaTcMeBaHKMnitrbs;GñkeRkambgÁab;

● allowed considerable autonomy in how subordinates do the work, GnuBaØateGaymansVy½PaB xagkarRtiHriHnUvrebobGñkeRkambgÁab;eFVIkargar.

● providing recognition for subordinates’ contributions and

accomplishments. pþl;karTTYlsÁal;sMrab;kar rYmcMENknigsñaéd .

3. Participative Leadership

Effective managers used more group supervision instead of supervising each subordinate separately.

GñkRKb;RKgRbsiT§PaB)aneRbIR)as;karRKb;RKg CaRkumCMnYseGaykarRKb;RKgmñak;²dac;ecjBIKña.

▪ Group meeting facilitate:

karRbCMuCaRkumsMrbsMrYl/ ▪ Subordinate participation in decision making,

karcUlrYmGñkeRkambgÁab;kñúgkarsMerccitþ/

3. Participative Leadership (cont)▪ improve

communication ,eFVIeGayRbesIrdl;TMnak;TMng/

▪ promote cooperation , and begáInshRbtibtþikar nig/▪ facilitate conflict

resolution.sMrbsMrYledaHRsayCMelaH.

the role of the manager in group meetings should be primarily to

guide : tYnaTIGñkRKb;RKgkñúg RkumRbCMuENnaM RtUvdwknaM

3. Participative Leadership (Cont.)

▪ the discussion and keep it supportive,

BiPakSanigrkSakareRCamERCgva ▪ constructive and, EdlRbkbedaysßabna nig

▪ oriented toward problem solving.

tMrg;TissMedAedaHRsaybBaða.Managers remains responsible for all decisions and their results.

GñkRKb;RKgrkSakarTTYlxusRtUvral;karsMerccitþTaMgGs;niglT§

plrbs;va.

3.Peer Leadership

Most leadership functions can be carried out by someone besides the designated leader of a group.

tYnaTIPaBCaGñkdwknaMPaKeRcInGacGnuvtþeday nrNamñak;eRkABIGñkdwknaMénRkumcg¥úlbgðaj.

Sometimes subordinates perform these functions on their own initiative.

CYnkalGñkeRkambgÁab;bMeBjtYnaTITaMg

enHedayKMnitpþÜcepþImrbs;xøÜn.

3.Peer Leadership (Cont’d)

Group effectiveness will depend more on the overall quality of leadership in work unit than on who actually performs the function.

RbsiT§PaBénRkumnwgEp¥keRcInelIKuNPaBénPaBCaGñkdwk

naMTaMgRsugkñúgGgÁPaBkargarCagnrNamñak;bMeBjnUvtYnaTI

kargar Cak;Esþg .

Limitations of Survey Research Bias in Behavior Description Questionnaires

Ambiguous items Response bias Aggregation of items

Problems Interpreting Causality in Survey Studies

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

Critical Incident Research

Types of Leader Behaviors1. Planning, coordinating, and organizing operations2. Supervising subordinates3. Establishing and maintaining good relations with

subordinates4. Establishing and maintaining good relations with

superiors, peers, and outsiders5. Assuming responsibility for observing organizational

policies, carrying out required duties, and making necessary decisions

Limitations of Critical Incident Research

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

Impoverished

Middle-of-the-Road

Authority-Compliance

Team Management

(9,9)(1,9)

Country Club

Leadership Behavior Taxonomies

Leadership Behavior Taxonomies (Cont.)

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

Behaviors at Different Levels of Abstraction

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 (Cont.)

Explain rules, policies, and standard 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 (Cont.)

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 (Cont.)

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

Comparison of Recent Taxonomies

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 Behaviors

Supporting includes a wide variety of behaviors that show consideration, acceptance, and concern for the needs and feelings of other people.

kareRCamERCgrab;bBa¢ÚlRbePTepSg²én\riyabfEdl bgðaj karrab;Gan karTTYlsÁal;nigTMnak;TMngsMrab; tMrUvkar nig GarmµN_sMrab;GñkdéT.

Supportive leadership helps to build and maintain effective interpersonal relationships.

PaBCaGñkdwknaMeRCamERCgCYyksagnigEfTaM TMnak;TMng rvagbuKÁlnigbuKÁl.

The studies show that subordinates of supportive leaders are usually more satisfied with their leader and with their

job. karsikSa)anbgðajfa GñkeRkambgÁab;EdlmanGñkdwk naMeRCamERCgCaTUeTARtUv)anbMeBjtMrUvkardl;GñkdwknaM rbs;eK nig kargar.

Specific Relations BehaviorsGuidelines for Supporting

2. Developing

Developing includes several managerial practices that are used to increase a person’s skills and facilitate job adjustment and

career advancement. karGPivDÆrab; bBa¢ÚlkarGnuvtþénkar

RKb;RKgbIbYnEbb EdlRtUveRbIedIm,I begáInCMnajrbs; buKÁlik nigsMrbsMrYldMeNaHRsaykargar nigkar GPivDÆGaCIB.

2. Developing (Cont’d)

Component behaviors include coaching , mentoring , and career counseling.

\riyabfénsmasPaKrYmman H

karbgVwk karpþl;PaBevogévnig karRbwkSaGaCIB.

2.Developing (Cont’d)

Developing offers a variety of potential benefits for the manager, the subordinate, and the organization.

karGPivDÆpþl;plRbeyaCn_ d¾man skþanuBl epSg²sMrab;GñkRKb;RKg GñkeRkambgÁab; nigGgÁPaB.

2. Developing (Cont’d.) One benefit is to foster mutually cooperative relationships.

plRbeyaCn_mYyKWRtUvBenøOnnUvTMnak;

TMngshkarcMruH. The leader can gain a sense of satisfaction from helping others grow

and develop. GñkdwknaMGacsMerc)annUvKMniténkarbMeBjtMrUvkarBIkar CYybNþúHbNþalGñkdéT.

Specific Relations BehaviorsGuidelines for Coaching

Specific Relations BehaviorsGuidelines for Mentoring

3. Recognizing

Recognizing involves giving praise and showing appreciation to others for effectives performance, significant achievements, and important contributions to the organization.

karTTYlsÁal;Tak;TinnwgkarsresIrnigbgðajBIGMNrsaTrcMeBaHGñkTaMgLayNaEdlbMeBjkargarmanRbsiTæPaBsñaédsMxan;² nig rYmcMENksMxan;²cMeBaHGgÁPaB.

Specific Relations BehaviorsGuidelines for Recognizing

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