chap 16 leadership management by robbins & coulter 10 e

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall16–1

Managers As Managers As LeadersLeaders

ChapterChapter

1616

Management Stephen P. Robbins Mary Coulter

tenth edition


Learning OutcomesLearning OutcomesFollow this Learning Outline as you read and study Follow this Learning Outline as you read and study this chapter.this chapter.

16.1 16.1 Who Are Leaders and What Is LeadershipWho Are Leaders and What Is Leadership

• Define leaders and leadership.Define leaders and leadership.

• Explain why managers should be leaders.Explain why managers should be leaders.

16.2 Early Leadership Theories16.2 Early Leadership Theories

• Discuss what research has shown about leadership traits.Discuss what research has shown about leadership traits.

• Contrast the findings of the four behavioral leadership theories.Contrast the findings of the four behavioral leadership theories.

• Explain the dual nature of a leader’s behavior.Explain the dual nature of a leader’s behavior.


Learning OutcomesLearning Outcomes16.3 16.3 Contingency Theories of LeadershipContingency Theories of Leadership

• Explain Fiedler’s contingency model of leadership.Explain Fiedler’s contingency model of leadership.

• Describe situational leadership theory.Describe situational leadership theory.

• Discuss how path-goal theory explains leadership.Discuss how path-goal theory explains leadership.

16.4 Contemporary Views of Leadership16.4 Contemporary Views of Leadership

• Differentiate between transactional and Differentiate between transactional and transformational leaders.transformational leaders.

• Describe charismatic and visionary leadership.Describe charismatic and visionary leadership.

• Discuss what team leadership involves.Discuss what team leadership involves.


Learning OutcomesLearning Outcomes16.5 16.5 Leadership Issues in the Twenty-First Leadership Issues in the Twenty-First

CenturyCentury

• Describe the five sources of a leader’s power.Describe the five sources of a leader’s power.

• Discuss the issues today’s leaders face.Discuss the issues today’s leaders face.


Who Are Leaders and What Is Who Are Leaders and What Is LeadershipLeadership• Leader – Someone who can influence others and who has Leader – Someone who can influence others and who has

managerial authoritymanagerial authority

• Leadership – What leaders do; the process of influencing a Leadership – What leaders do; the process of influencing a group to achieve goalsgroup to achieve goals

• Ideally, all managers Ideally, all managers should beshould be leaders leaders

• Although groups may have informal leaders who emerge, Although groups may have informal leaders who emerge, those are not the leaders we’re studyingthose are not the leaders we’re studying

Leadership research has tried to answer:Leadership research has tried to answer: What is an effective What is an effective leader?leader?


Early Leadership TheoriesEarly Leadership Theories• Trait Theories (1920s -1930s)Trait Theories (1920s -1930s)

Research focused on identifying personal Research focused on identifying personal characteristics that differentiated leaders from non-characteristics that differentiated leaders from non-leaders was unsuccessful. leaders was unsuccessful.

Later research on the leadership process identified Later research on the leadership process identified seven traits associated with successful leadership:seven traits associated with successful leadership: Drive, the desire to lead, honesty and integrity, self-Drive, the desire to lead, honesty and integrity, self-

confidence, intelligence, job-relevant knowledge, and confidence, intelligence, job-relevant knowledge, and extraversion.extraversion.


Exhibit 16–1Exhibit 16–1 Seven Traits Associated with Seven Traits Associated with LeadershipLeadership

Source: S. A. Kirkpatrick and E. A. Locke, “Leadership: Do Traits Really Matter?” Academy of Management Executive, May 1991, pp. 48–60; T. A. Judge, J. E. Bono, R. llies, and M. W. Gerhardt, “Personality and Leadership: A Qualitative and Quantitative Review,” Journal of Applied Psychology, August 2002, pp. 765–780.


Early Leadership Theories Early Leadership Theories (cont’d)(cont’d)

• Behavioral TheoriesBehavioral Theories University of Iowa Studies (Kurt Lewin)University of Iowa Studies (Kurt Lewin)

Identified three leadership styles:Identified three leadership styles:

– Autocratic style:Autocratic style: centralized authority, low participation centralized authority, low participation

– Democratic style:Democratic style: involvement, high participation, involvement, high participation, feedbackfeedback

– Laissez faire style:Laissez faire style: hands-off management hands-off management Research findings: mixed resultsResearch findings: mixed results

– No specific style was consistently better for producing No specific style was consistently better for producing better performance.better performance.

– Employees were more satisfied under a democratic leader Employees were more satisfied under a democratic leader than an autocratic leader.than an autocratic leader.


Early Leadership Theories Early Leadership Theories • Behavioral Theories (cont’d)Behavioral Theories (cont’d)

Ohio State StudiesOhio State Studies Identified two dimensions of leader behavior:Identified two dimensions of leader behavior:

– Initiating structure:Initiating structure: the role of the leader in defining his the role of the leader in defining his or her role and the roles of group members.or her role and the roles of group members.

– Consideration:Consideration: the leader’s mutual trust and respect for the leader’s mutual trust and respect for group members’ ideas and feelings.group members’ ideas and feelings.

Research findings: mixed resultsResearch findings: mixed results

– High-high leaders generally, but not always, achieved high High-high leaders generally, but not always, achieved high group task performance and satisfaction.group task performance and satisfaction.

– Evidence indicated that situational factors appeared to Evidence indicated that situational factors appeared to strongly influence leadership effectiveness.strongly influence leadership effectiveness.


Early Leadership TheoriesEarly Leadership Theories

• Behavioral Theories (cont’d)Behavioral Theories (cont’d)

University of Michigan StudiesUniversity of Michigan Studies Identified two dimensions of leader behavior:Identified two dimensions of leader behavior:

– Employee oriented:Employee oriented: emphasizing personal relationships emphasizing personal relationships

– Production oriented:Production oriented: emphasizing task accomplishment emphasizing task accomplishment

Research findings: Research findings:

– Leaders who are employee oriented are strongly Leaders who are employee oriented are strongly associated with high group productivity and high job associated with high group productivity and high job satisfaction.satisfaction.


The Managerial GridThe Managerial Grid• Managerial GridManagerial Grid

Appraises leadership styles using two dimensions:Appraises leadership styles using two dimensions: Concern for peopleConcern for people Concern for productionConcern for production

Places managerial styles in five categories:Places managerial styles in five categories: Impoverished managementImpoverished management Task managementTask management Middle-of-the-road managementMiddle-of-the-road management Country club managementCountry club management Team managementTeam management


Exhibit 16–3Exhibit 16–3TheTheManagerialManagerialGridGrid

Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton, Louis B. Barnes, and Larry E. Greiner, November–December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.


Exhibit 16–2Exhibit 16–2 Behavioral Theories of Behavioral Theories of LeadershipLeadership


Exhibit 16–2 (cont’d) Behavioral Theories of Exhibit 16–2 (cont’d) Behavioral Theories of Leadership Leadership


Contingency Theories of Contingency Theories of LeadershipLeadership• The Fiedler ModelThe Fiedler Model

Proposes that effective group performance depends Proposes that effective group performance depends upon the proper match between the leader’s style of upon the proper match between the leader’s style of interacting with followers and the degree to which the interacting with followers and the degree to which the situation allows the leader to control and influence.situation allows the leader to control and influence.

Assumptions:Assumptions: A certain leadership style should be most effective in different A certain leadership style should be most effective in different

types of situations.types of situations.

Leaders do not readily change leadership styles.Leaders do not readily change leadership styles.

– Matching the leader to the situation or changing the Matching the leader to the situation or changing the situation to make it favorable to the leader is required.situation to make it favorable to the leader is required.


Contingency Theories of Contingency Theories of Leadership Leadership • The Fiedler Model (cont’d)The Fiedler Model (cont’d)

Least-preferred co-worker (LPC) questionnaireLeast-preferred co-worker (LPC) questionnaire Determines leadership style by measuring responses to 18 Determines leadership style by measuring responses to 18

pairs of contrasting adjectives.pairs of contrasting adjectives.

– High score: a relationship-oriented leadership High score: a relationship-oriented leadership stylestyle

– Low score: a task-oriented leadership styleLow score: a task-oriented leadership style

Situational factors in matching leader to the situation:Situational factors in matching leader to the situation: Leader-member relationsLeader-member relations Task structureTask structure Position powerPosition power


Exhibit 16–4Exhibit 16–4 Findings of the Fiedler ModelFindings of the Fiedler Model


Contingency Theories of Contingency Theories of LeadershipLeadership• Hersey and Blanchard’s Situational Leadership Hersey and Blanchard’s Situational Leadership

Theory (SLT)Theory (SLT) Argues that successful leadership is achieved by Argues that successful leadership is achieved by

selecting the right leadership style which is contingent selecting the right leadership style which is contingent on the level of the followers’ readiness.on the level of the followers’ readiness. Acceptance:Acceptance: leadership effectiveness depends on whether leadership effectiveness depends on whether

followers accept or reject a leader.followers accept or reject a leader.

Readiness:Readiness: the extent to which followers have the ability and the extent to which followers have the ability and willingness to accomplish a specific task.willingness to accomplish a specific task.

Leaders must relinquish control over and contact with Leaders must relinquish control over and contact with followers as they become more competent.followers as they become more competent.



Theory (SLT) (cont’d.)Theory (SLT) (cont’d.)

Creates four specific leadership styles incorporating Creates four specific leadership styles incorporating Fiedler’s two leadership dimensions:Fiedler’s two leadership dimensions: Telling:Telling: high task-low relationship leadership high task-low relationship leadership

Selling:Selling: high task-high relationship leadership high task-high relationship leadership

Participating:Participating: low task-high relationship leadership low task-high relationship leadership

Delegating:Delegating: low task-low relationship leadership low task-low relationship leadership



Theory (SLT) (cont’d)Theory (SLT) (cont’d)

Posits four stages follower readiness:Posits four stages follower readiness: R1:R1: followers are unable and unwilling followers are unable and unwilling

R2:R2: followers are unable but willing followers are unable but willing

R3:R3: followers are able but unwilling followers are able but unwilling

R4:R4: followers are able and willing followers are able and willing


Contingency Theories of Contingency Theories of LeadershipLeadership• Path-Goal ModelPath-Goal Model

States that the leader’s job is to assist his or her States that the leader’s job is to assist his or her followers in attaining their goals and to provide followers in attaining their goals and to provide direction or support to ensure their goals are direction or support to ensure their goals are compatible with organizational goals.compatible with organizational goals.

Leaders assume different leadership styles at Leaders assume different leadership styles at different times depending on the situation:different times depending on the situation: Directive leaderDirective leader

Supportive leaderSupportive leader

Participative leaderParticipative leader

Achievement oriented leaderAchievement oriented leader


Exhibit 16–5Exhibit 16–5 Path-Goal TheoryPath-Goal Theory


Contemporary Views of Contemporary Views of LeadershipLeadership

• Transactional LeadershipTransactional Leadership Leaders who guide or motivate their followers in the Leaders who guide or motivate their followers in the

direction of established goals by clarifying role and direction of established goals by clarifying role and task requirements.task requirements.

• Transformational LeadershipTransformational Leadership Leaders who inspire followers to transcend their own Leaders who inspire followers to transcend their own

self-interests for the good of the organization by self-interests for the good of the organization by clarifying role and task requirements.clarifying role and task requirements.


Contemporary Views of Contemporary Views of LeadershipLeadership• Charismatic LeadershipCharismatic Leadership

An enthusiastic, self-confident leader whose An enthusiastic, self-confident leader whose personality and actions influence people to behave in personality and actions influence people to behave in certain ways.certain ways.

Characteristics of charismatic leaders:Characteristics of charismatic leaders: Have a vision.Have a vision. Are able to articulate the vision.Are able to articulate the vision. Are willing to take risks to achieve the vision.Are willing to take risks to achieve the vision. Are sensitive to the environment and follower needs.Are sensitive to the environment and follower needs. Exhibit behaviors that are out of the ordinary.Exhibit behaviors that are out of the ordinary.


Contemporary Views of Contemporary Views of LeadershipLeadership• Visionary LeadershipVisionary Leadership

A leader who creates and articulates a realistic, A leader who creates and articulates a realistic, credible, and attractive vision of the future that credible, and attractive vision of the future that improves upon the present situation.improves upon the present situation.

• Visionary leaders have the ability to:Visionary leaders have the ability to: Explain the vision to others.Explain the vision to others.

Express the vision not just verbally but through Express the vision not just verbally but through behavior.behavior.

Extend or apply the vision to different leadership Extend or apply the vision to different leadership contexts.contexts.


Contemporary Views of Contemporary Views of LeadershipLeadership• Team Leadership CharacteristicsTeam Leadership Characteristics

Having patience to share informationHaving patience to share information

Being able to trust others and to give up authorityBeing able to trust others and to give up authority

Understanding when to interveneUnderstanding when to intervene

• Team Leader’s JobTeam Leader’s Job Managing the team’s external boundaryManaging the team’s external boundary

Facilitating the team processFacilitating the team process Coaching, facilitating, handling disciplinary problems, Coaching, facilitating, handling disciplinary problems,

reviewing team and individual performance, training, and reviewing team and individual performance, training, and communicationcommunication


Exhibit 16–6Exhibit 16–6 Specific Team Leadership Specific Team Leadership RolesRoles


Leadership Issues in the 21Leadership Issues in the 21stst CenturyCentury

• Managing PowerManaging Power Legitimate powerLegitimate power

The power a leader has The power a leader has as a result of his or her as a result of his or her position.position.

Coercive powerCoercive power The power a leader has to The power a leader has to

punish or control.punish or control.

Reward powerReward power The power to give The power to give

positive benefits or positive benefits or rewards.rewards.

Expert powerExpert power The influence a leader The influence a leader

can exert as a result of can exert as a result of his or her expertise, his or her expertise, skills, or knowledge.skills, or knowledge.

Referent powerReferent power The power of a leader The power of a leader

that arise because of a that arise because of a person’s desirable person’s desirable resources or admired resources or admired personal traits.personal traits.


Developing TrustDeveloping Trust• Credibility (of a Leader)Credibility (of a Leader)

The assessment of a leader’s honesty, competence, The assessment of a leader’s honesty, competence, and ability to inspire by his or her followersand ability to inspire by his or her followers

• TrustTrust Is the belief of followers and others in the integrity, Is the belief of followers and others in the integrity,

character, and ability of a leadercharacter, and ability of a leader Dimensions of trust:Dimensions of trust: integrity, competence, consistency, integrity, competence, consistency,

loyalty, and opennessloyalty, and openness

Is related to increases in job performance, Is related to increases in job performance, organizational citizenship behaviors, job satisfaction, organizational citizenship behaviors, job satisfaction, and organization commitmentand organization commitment


Exhibit 16–7Exhibit 16–7 Suggestions for Building Suggestions for Building TrustTrust

Practice openness.Practice openness.

Be fair.Be fair.

Speak your feelings.Speak your feelings.

Tell the truth.Tell the truth.

Show consistency.Show consistency.

Fulfill your promises.Fulfill your promises.

Maintain confidences.Maintain confidences.

Demonstrate competence.Demonstrate competence.


Empowering EmployeesEmpowering Employees• EmpowermentEmpowerment

Involves increasing the decision-making discretion of Involves increasing the decision-making discretion of workers such that teams can make key operating workers such that teams can make key operating decisions in develop budgets, scheduling workloads, decisions in develop budgets, scheduling workloads, controlling inventories, and solving quality problemscontrolling inventories, and solving quality problems

Why empower employees?Why empower employees? Quicker responses problems and faster decisionsQuicker responses problems and faster decisions

Addresses the problem of increased spans of control in Addresses the problem of increased spans of control in relieving managers to work on other problemsrelieving managers to work on other problems


Cross-Cultural LeadershipCross-Cultural Leadership• Universal Elements of Universal Elements of

Effective LeadershipEffective Leadership VisionVision

ForesightForesight

Providing encouragementProviding encouragement

TrustworthinessTrustworthiness

DynamismDynamism

PositivenessPositiveness

ProactivenessProactiveness


Exhibit 16–8Exhibit 16–8 Selected Cross-Cultural Selected Cross-Cultural Leadership Leadership Findings Findings• Korean leaders are expected to be paternalistic toward employees.

• Arab leaders who show kindness or generosity without being asked to do so are seen by other Arabs as weak.

• Japanese leaders are expected to be humble and speak frequently.

• Scandinavian and Dutch leaders who single out individuals with public praise are likely to embarrass, not energize, those individuals.

• Effective leaders in Malaysia are expected to show compassion while using more of an autocratic than a participative style.

• Effective German leaders are characterized by high performance orientation, low compassion, low self-protection, low team orientation, high autonomy, and high participation.

Source: Based on J. C. Kennedy, “Leadership in Malaysia: Traditional Values, International Outlook,” Academy of Management Executive, August 2002, pp. 15–16; F.C. Brodbeck, M. Frese, and M. Javidan, “Leadership Made in Germany: Low on Compassion, High on Performance,” Academy of Management Executive, February 2002, pp. 16–29; M. F. Peterson and J. G. Hunt, “International Perspectives on International Leadership,” Leadership Quarterly, Fall 1997, pp. 203–31; R. J. House and R. N. Aditya, “The Social Scientific Study of Leadership: Quo Vadis?” Journal of Management, vol. 23, no. 3, (1997), p. 463; and R. J. House, “Leadership in the Twenty-First Century,” in A. Howard (ed.), The Changing Nature of Work (San Francisco: Jossey-Bass, 1995), p. 442.


Gender Differences and Gender Differences and LeadershipLeadership

• Research FindingsResearch Findings Males and females use different styles:Males and females use different styles:

Women tend to adopt a more democratic or participative style Women tend to adopt a more democratic or participative style unless in a male-dominated job.unless in a male-dominated job.

Women tend to use transformational leadership.Women tend to use transformational leadership.

Men tend to use transactional leadership.Men tend to use transactional leadership.


Exhibit 16–9Exhibit 16–9 Where Female Managers Do Better: A Where Female Managers Do Better: A Scorecard Scorecard

Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20. 2000, p. 75.


Leader TrainingLeader Training

More likely to be successful with individuals who are More likely to be successful with individuals who are high self-monitors than with low self-monitors.high self-monitors than with low self-monitors.

Individuals with higher levels of motivation to lead are Individuals with higher levels of motivation to lead are more receptive to leadership development more receptive to leadership development opportunitiesopportunities

• Can teach:Can teach: Implementation skillsImplementation skills Trust-building Trust-building MentoringMentoring Situational analysisSituational analysis


Substitutes for LeadershipSubstitutes for Leadership

• Follower characteristicsFollower characteristics Experience, training, professional orientation, or the Experience, training, professional orientation, or the

need for independenceneed for independence

• Job characteristicsJob characteristics Routine, unambiguous, and satisfying jobsRoutine, unambiguous, and satisfying jobs

• Organization characteristicsOrganization characteristics Explicit formalized goals, rigid rules and procedures, Explicit formalized goals, rigid rules and procedures,

or cohesive work groupsor cohesive work groups


Terms to KnowTerms to Know• leaderleader• leadershipleadership• behavioral theoriesbehavioral theories• autocratic styleautocratic style• democratic styledemocratic style• laissez-faire stylelaissez-faire style• initiating structureinitiating structure• considerationconsideration• high-high leaderhigh-high leader• managerial gridmanagerial grid• Fiedler contingency Fiedler contingency

modelmodel

• least-preferred co-worker least-preferred co-worker (LPC) questionnaire(LPC) questionnaire

• leader-member relationsleader-member relations• task structuretask structure• position powerposition power• situational leadership theory situational leadership theory

(SLT)(SLT)• readinessreadiness• leader participation modelleader participation model• path-goal theorypath-goal theory• transactional leaderstransactional leaders


Terms to Know (cont’d)Terms to Know (cont’d)• transformational leaderstransformational leaders• charismatic leadercharismatic leader• visionary leadershipvisionary leadership• legitimate powerlegitimate power• coercive powercoercive power• reward powerreward power• expert powerexpert power• referent powerreferent power• credibilitycredibility• trusttrust• empowermentempowerment


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any means, electronic, mechanical, photocopying, recording, or any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. otherwise, without the prior written permission of the publisher.

Printed in the United States of America.Printed in the United States of America.

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