chapter 4 directing
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CHAPTER 4DIRECTING
LEADERSHIP
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17–2
Managers Versus Leaders Managers
◦ Are appointed to their position.
◦ Can influence people only to the extent of the formal authority of their position.
◦ Do not necessarily have the skills and capabilities to be leaders.
Leaders◦ Are appointed or
emerge from within a work group.
◦ Can influence other people and have managerial authority.
◦ Do not necessarily have the skills and capabilities to be managers.
Leadership is the process of influencing a group toward the achievement of goals.
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17–3
Traits Theories Research focused on identifying personal
characteristics that differentiated leaders from non-leaders was unsuccessful. ◦ Later research on the leadership process
identified seven traits associated with successful leadership: Drive, the desire to lead, honesty and integrity, self-
confidence, intelligence, job-relevant knowledge, and extraversion.
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17–4
Behavioral Theories Identified three leadership styles:Autocratic style: centralized authority, low participation
Democratic style: involvement, high participation, feedback
Laissez faire style: hands-off management
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17–5
The Managerial GridSource: 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.
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System 1: Exploitative-Authoritative
System 2: Benevolent-Authoritative
System 3: Consultative System 4: Participative
Likert Management System
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17–7
Contingency Theories of Leadership The Fiedler Model
◦ Stated that the success of leadership styles depend on matching the leader’s styles with the conditions of a situations
◦ Assumptions: A certain leadership style should be most effective in
different types of situations. Leaders do not readily change leadership styles.
Matching the leader to the situation or changing the situation to make it favorable to the leader is required.
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17–8
Contingency Theories… (cont’d) The Fiedler Model
◦ Least-preferred co-worker (LPC) questionnaire Determines leadership style by measuring responses
to 18 pairs of contrasting adjectives. High score: a relationship-oriented leadership style Low score: a task-oriented leadership style
◦ Situational factors in matching leader to the situation: Leader-member relations Task structure Position power
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17–9
Exhibit 17.4
Findings of the Fiedler Model
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17–
10
Contingency Theories… (cont’d) Hersey and Blanchard’s Situational
Leadership Theory (SLT)◦ Argues that successful leadership is achieved by
selecting the right leadership style which is contingent on the level of the followers’ readiness. Acceptance: leadership effectiveness depends on
whether followers accept or reject a leader. Readiness: the extent to which followers have the
ability and willingness to accomplish a specific task.
◦ Leaders must relinquish control over and contact with followers as they become more competent.
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17–
11
Contingency Theories… (cont’d) Hersey and Blanchard’s Situational
Leadership Theory (SLT)◦ Creates four specific leadership styles
incorporating Fiedler’s two leadership dimensions: Telling: high task-low relationship leadership
Selling: high task-high relationship leadership
Participating: low task-high relationship leadership
Delegating: low task-low relationship leadership
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17–
12
Contingency Theories… (cont’d) Hersey and Blanchard’s Situational
Leadership Theory (SLT)◦ Posits four stages follower readiness:
R1: followers are unable and unwilling
R2: followers are unable but willing
R3: followers are able but unwilling
R4: followers are able and willing
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17–
13
Exhibit 17.5
Hersey and Blanchard’s Situational Leadership Model
Source: Reprinted with permission from the Center for Leadership Studies. Situational Leadership® is a registered trademark of the Center for Leadership Studies. Escondido, California. All rights reserved.
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17–
14
Contingency Theories Path-Goal Model
◦ States that the leader’s job is to assist his or her followers in attaining their goals and to provide direction or support to ensure their goals are compatible with organizational goals.
◦ Leaders assume different leadership styles at different times depending on the situation: Directive leader Supportive leader Participative leader Achievement oriented leader
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CHAPTER 4DIRECTING
MOTIVATION
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Motivation is a process which begins with a physiological or psychological need or
deficiency which triggers behaviour or a drive that is aimed at a goal or an incentive.
DEFINITION
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PRODUCE PRODUCTIVE EMPLOYEEEMPHASIZE QUALITYBRING GOOD ALTERNATIVE RESULT
IMPORTANCE
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MASLOW’S HIERARCHY OF NEEDS THEORY
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Frederick Herzberg’s Two Factor Theory
His research emphasized job enrichment (depth) rather than job enlargement◦ Job context (hygiene factors) –
needed to be optimal to prevent job dissatisfaction. These factors (according to Herzberg) did not motivate.
◦ Job content (motivators) – factors that did lead to motivation
◦ Money (according to Herzberg) could motivate if it was seen as a reward for accomplishment; but if money was given without regard for merit, then it was a hygiene factor.
Frederick Herzberg
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Policies and Administration
Supervision
Working Conditions
Interpersonal Relations
Money, Status, Security
Achievement
Recognition for Accomplishment
Challenging Work
Increased Responsibility
Growth and Development
HYGIENE FACTORSENVIRONMENT
MOTIVATIONWHAT THEY DO
Motivation and Hygiene Factors
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Extrinsic factors Intrinsic factors
Factors within the job context:
Factors within the job content:
Pay
Status
Working conditions
Achievement
Increased responsibility
Recognition
DissatisfiersHygiene factors
DissatisfiersHygiene factors
SatisfiersMotivatorsSatisfiersMotivators
Herzberg’s Two-Factor Theory
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A Comparison of the Content Theories
Maslow(need hierarchy)
Self-actualization
Esteem
Belongingness,social, and love
Safety and security
Physiological
Maslow(need hierarchy)
Self-actualization
Esteem
Belongingness,social, and love
Safety and security
Physiological
Herzberg(two-factor theory)
The work itself•Responsibility•Advancement•Growth
AchievementRecognition
Quality of inter-personal relationsamong peers, withsupervisors, withsubordinates
Job security
Working conditionsSalary
Herzberg(two-factor theory)
The work itself•Responsibility•Advancement•Growth
AchievementRecognition
Quality of inter-personal relationsamong peers, withsupervisors, withsubordinates
Job security
Working conditionsSalary
Motivators
Hygieneconditions
Higherorderneeds
Basicneeds
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Theory X and Theory Y Taught psychology at MIT. At Antioch College, McGregor
found that his classroom teaching of human relations did not always work in practice.
From these experiences, his ideas evolve and lead him to recognize the influence of assumptions we make about people and our managerial style.
Douglas McGregor
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Work is inherently distasteful to most people.
Most people are not ambitious, have little desire for responsibility, and prefer to be directed.
Most people have little capacity for creativity in solving organizational problems.
Motivation occurs only at the physiological and safety levels.
Most people must be closely controlled and often coerced to achieve organizational objectives.
Work is as natural as play, if the conditions are favorable.
Self-control is often indispensable in achieving organizational goals.
The capacity for creativity in solving organizational problems is widely distributed in the population.
Motivation occurs at the social, esteem, and self-actualization levels, as well as physiological and security levels.
People can be self-directed and creative at work if properly motivated.
Theory X Theory Y
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CHAPTER 4DIRECTING
Communication
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Communication◦ The sharing of information between two or more
individuals or groups to reach a common understanding.
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Communication and Management
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Importance of Good Communication◦ Increased efficiency in new technologies and
skills◦ Improved quality of products and services◦ Increased responsiveness to customers◦ More innovation through communication
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Communication and Management
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Verbal Communication◦ The encoding of messages into words, either
written or spoken Nonverbal
◦ The encoding of messages by means of facial expressions, body language, and styles of dress.
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Verbal & Nonverbal Communication
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Form of communication
Formal Informal
Top to bottom communication
Bottom to top communication
Horizontal communication
Cross communication
Gossip Single strand Probability Cluster
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Phases of the Communication Process:◦ Transmission phase in which information is shared
by two or more people.◦ Feedback phase in which a common
understanding is assured.
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The Communication Process
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The Communication Process
Figure 16.1
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◦ Messages that are unclear, incomplete, difficult to understand
◦ Messages sent over the an inappropriate medium◦ Messages with no provision for feedback◦ Messages that are received but ignored◦ Messages that are misunderstood◦ Messages delivered through automated systems
that lack the human element
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Barriers to Effective Communication
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We listen to reply, rather listen to understand