chapter 8, nancy langton and stephen p. robbins, fundamentals of organizational behaviour, third...
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Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-1Copyright © 2007 Pearson Education Canada
Chapter 8
Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-2Copyright © 2007 Pearson Education Canada
Chapter Outline
• Are Managers and Leaders the Same?
• Leadership as Supervision
• Inspirational Leadership
• Dispersed Leadership: Spreading Leadership Throughout the Organization
• Leading One’s Self
• Contemporary Issues in Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-3Copyright © 2007 Pearson Education Canada
Leadership
1. What is the difference between a manager and a leader?
2. Are there specific traits, behaviours, and situations that affect how one leads?
3. How does a leader lead with vision?4. Can a person be an informal leader?5. What is self-leadership? 6. What are some of the contemporary issues in
leadership?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-4Copyright © 2007 Pearson Education Canada
Leadership
• The ability to influence a group toward the achievement of goals.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-5Copyright © 2007 Pearson Education Canada
Exhibit 8-1 Distinguishing Leadership from Management
Management1. Engages in day-to-day caretaker activities:
Maintains and allocates resources
2. Exhibits supervisory behaviour: Acts to make others maintain standard job behaviour
3. Administers subsystems within organizations
4. Asks how and when to engage in standard practice
5. Acts within established culture of the organization
6. Uses transactional influence: Induces compliance in manifest behaviour using rewards, sanctions, and formal authority
7. Relies on control strategies to get things done by subordinates
8. Status quo supporter and stabilizer
Leadership1. Formulates long-term objectives for reforming the
system: Plans strategy and tactics
2. Exhibits leading behaviour: Acts to bring about change in others congruent with long-term objectives
3. Innovates for the entire organization
4. Asks what and why to change standard practice
5. Creates vision and meaning for the organization
6. Uses transformational influence: Induces change in values, attitudes, and behaviour using personal examples and expertise
7. Uses empowering strategies to make followers internalize values
8. Status quo challenger and change creator Source: R. N. Kanungo, “Leadership in Organizations: Looking Ahead to the 21 st Century,” Canadian Psychology 39, no. 1-2 (1998), p. 77.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-6Copyright © 2007 Pearson Education Canada
Leadership as Supervision
• Three general questions:– Is there a particular set of traits that all leaders
have, making them different from nonleaders?
– Are there particular behaviours that make for better leaders?
– How much impact does the situation have on leaders?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-7Copyright © 2007 Pearson Education Canada
Trait Theories• Traits are characteristics of the person:
– Physical characteristics– Abilities– Personality traits
• Traits consistently associated with leadership:– Ambition and energy– The desire to lead– Honesty and integrity– Self-confidence– Intelligence– Job-relevant knowledge
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-8Copyright © 2007 Pearson Education Canada
Emotional Intelligence and Leadership
• EI is the best predictor of who will emerge as a leader.
• IQ and technical skills are “threshold capabilities.” – They’re necessary but not sufficient requirements for
leadership.
• Leaders need self-awareness, self-management, self-motivation, empathy, and social skills to become a star performer. – These are the components of EI.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-9Copyright © 2007 Pearson Education Canada
Exhibit 8-2 What CEOs Identify as Key Leadership Traits
Quality
Communication skills
Ability to motivate people
Honesty
Ability to listen
Team-building expertise
Analytical skills
Aggressiveness in business
CEOs Rating It Most Important (%)
52
47
34
25
24
19
10
Source: Survey conducted by American Express for the National Quality Institute. Reported in R. Nutt, “Survey Finds Leadership Key,” Vancouver Sun, June 1, 2000, p. D6.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-10Copyright © 2007 Pearson Education Canada
Exhibit 8-3 Leadership Attributes: A Cross-Cultural View
Leader Attributes UniversallyLiked
Trustworthy
Dynamic
Motive arouser
Decisive
Intelligent
Dependable
Plans ahead
Excellence oriented
Team builder
Encouraging
Leader Attributes UniversallyDisliked
Noncooperative
Irritable
Egocentric
Ruthless
Dictatorial
Loner/self-centred
Leader Attributes Over WhichThere Was Most Disagreement
Subdued
Intragroup conflict avoider
Cunning
Sensitive
Provocateur
Self-effacing
Willful
Source: D. N. Den Hartog, R. J. House, P. J. Hanges, S. A. Ruiz-Quintanilla, and P. W. Dorfman, “Culture Specific and Cross-culturally Generalizable Implicit Leadership Theories: Are Attributes of Charismatic/Transformational Leadership Universally Endorsed?” Leadership Quarterly 10 no. 2 (Summer 1999), pp. 219-256.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-11Copyright © 2007 Pearson Education Canada
Behavioural Theories of Leadership
• Propose that specific behaviours differentiate leaders from nonleaders– Initiating structure
• E.g., task orientation, work orientation, production orientation
– Consideration • Employee needs and concerns
– Examples• Ohio Studies, Michigan Studies, Managerial Grid
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-12Copyright © 2007 Pearson Education Canada
Exhibit 8-4 The Managerial Grid
Exertion of minimum effort to get required work done is appropriate to sustain organization membership.
Efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree.
9
2 3 4 5 6 7 8 9Low High
Concern for production
Low
High
8
7
6
5
4
3
2
1
1
Country club management1,9
Thoughtful attention to the needs of people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo.
Team management9,9
Work accomplishment is from committed people who have a “common stake” in the organization’s purpose. This leads to relationships of trust and respect.
Impoverished management1,1
Authority-obedience9,1
Middle-of-the-road management5,5
Adequate organizational performance is possible through balancing the necessity to get out work with maintaining morale of people at a satisfactory level.
Con
cern
for
people
Source: Reprinted by permission of Harvard Business Review. Based on an exhibit from “Breakthrough in Organization Development,” by R. R. Blake, J. S. Mouton, L. B. Barnes, and L. E. Greiner (November-December 1964). Copyright © 1964 by the President and Fellows of Harvard College; all rights reserved.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-13Copyright © 2007 Pearson Education Canada
Research Findings for Behavioural Theories
• When subordinates experience a lot of pressure because of deadlines or unclear tasks, leaders who are people oriented will increase employee satisfaction and performance.
• When the task is interesting or satisfying, there is less need for leaders to be people oriented.
• When it’s clear how to perform the task and what the goals are, leaders who are people oriented will increase employee satisfaction, while those who are task oriented will increase dissatisfaction.
• When people don’t know what to do, or individuals don’t have the knowledge or skills to do the job, it’s more important for leaders to be production oriented than people oriented.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-14Copyright © 2007 Pearson Education Canada
Contingency or Situational Leadership Theories
• Stress the importance of considering the context when examining leadership.– Fiedler Contingency Model
– Hersey and Blanchard’s Situational Theory
– Path-Goal Theory
– Substitutes for Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-15Copyright © 2007 Pearson Education Canada
Fiedler Contingency Model• Effective group performance depends upon the proper
match between the leader’s style and the degree to which the situation gives control to the leader.
• Least preferred co-worker (LPC) questionnaire determined whether individuals were primarily interested in:– good personal relations with co-workers, and thus
relationship oriented, or
– productivity, and thus task oriented.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-16Copyright © 2007 Pearson Education Canada
Fiedler Contingency Model
• Fiedler’s contingency situations:– Leader-member relations
• Degree of confidence, trust, and respect members have for leader.
– Task structure• Degree to which jobs are structured.
– Position power• Degree to which leader has control over “power”: hiring,
firing, discipline, promotions, salary.
• Fiedler assumed that an individual’s leadership style is fixed.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-17Copyright © 2007 Pearson Education Canada
Hersey and Blanchard’s Situational Theory
• Follower: unable and unwilling– Leader: needs to give clear and specific
directions.
• Follower: unable but willing– Leader: needs to display high task orientation and
high relationship orientation.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-18Copyright © 2007 Pearson Education Canada
Hersey and Blanchard’s Situational Theory
• Follower: able but unwilling– Leader: needs to use a supportive and
participative style.
• Follower: both able and willing– Leader: a laissez-faire approach will work.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-19Copyright © 2007 Pearson Education Canada
Exhibit 8-5 Hersey and Blanchard’s Situational Leadership Theory
Able andwilling
Able andunwilling/
apprehensive
R3R4
Unable andwilling
Unable andwilling
Unable andunwilling/insecure
Unable andunwilling/insecure
ModerateHigh Low
Task behaviour
Leader Behaviours
Selling
TellingDelegatin
g
Participatin
g
(Low) (High)
S4
S3 S2
S1
(High)
Follower Readiness
R2 R1
Rel
atio
nshi
p B
ehav
iour
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-20Copyright © 2007 Pearson Education Canada
Path-Goal Theory of Leadership
• A theory that says it’s the leader’s job to assist followers in reaching their goals and to provide the necessary direction and/or support to ensure that their individual goals are compatible with the overall goals.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-21Copyright © 2007 Pearson Education Canada
Path-Goal Guidelines to Be An Effective Leader
• Determine the outcomes subordinates want. – e.g., good pay, job security, interesting work, and autonomy to
do one’s job, etc.• Reward individuals with their desired outcomes when they
perform well.• Be clear with expectations.
– Let individuals know what they need to do to receive rewards (the path to the goal).
– Remove barriers that prevent high performance.– Express confidence that individuals have the ability to perform
well.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-22Copyright © 2007 Pearson Education Canada
Path-Goal Leadership Styles
• Directive– Informs subordinates of expectations, gives
guidance, shows how to do tasks.
• Supportive– Friendly and approachable, shows concern for
status, well-being, and needs of subordinates.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-23Copyright © 2007 Pearson Education Canada
Path-Goal Leadership Styles
• Participative– Consults with subordinates, solicits suggestions, takes
suggestions into consideration.
• Achievement-oriented– Sets challenging goals, expects subordinates to perform at
highest level, continuously seeks improvement in performance, has confidence in highest motivations of employees.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-24Copyright © 2007 Pearson Education Canada
Exhibit 8-6 Path-Goal Theory
CONTINGENCY FACTORS
Environmental
• Task Structure• Formal Authority System• Work Group
Subordinate
• Locus of control• Experience• Perceived ability
Leader Behaviour
• Directive• Achievement-oriented• Participative• Supportive
Outcomes
• Performance• Satisfaction
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-25Copyright © 2007 Pearson Education Canada
Exhibit 8-7 Substitutes and Neutralizers for Leadership
Characteristics of Individual
Experience/training
Professionalism
Indifference to rewards
Characteristics of Job
Highly structured task
Provides its own feedback
Intrinsically satisfying
Characteristics of organization
Explicit formalized goals
Rigid rules and procedures
Cohesive work groups
Effect on Leadership
Substitutes for task-oriented leadership
Substitutes for relationship-oriented and task-oriented leadership
Neutralizes relationship-oriented and task-oriented leadership
Substitutes for task-oriented leadership
Substitutes for task-oriented leadership
Substitutes for relationship-oriented leadership
Substitutes for task-oriented leadership
Substitutes for task-oriented leadership
Substitutes for relationship-oriented and task-oriented leadership
Source: Based on S. Kerr and J. M. Jermier, “Substitutes for Leadership: Their Meaning and Measurement,” Organizational Behavior and Human Performance, December 1978, p. 378.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-26Copyright © 2007 Pearson Education Canada
Can You Be a Better Follower?
• Ineffective followers may be more of a handicap to an organization than ineffective leaders.
• What qualities do effective followers have?– They manage themselves well.
– They are committed to a purpose outside themselves.
– They build their competence and focus their efforts for maximum impact.
– They are courageous, honest, and credible.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-27Copyright © 2007 Pearson Education Canada
Transactional vs. Transformational Leadership
• Transactional leaders – Leaders who guide or motivate their followers in
the direction of established goals by clarifying role and task requirements.
• Transformational leaders– Leaders who inspire followers to go beyond their
own self-interests for the good of the organization, and have a profound and extraordinary effect on their followers.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-28Copyright © 2007 Pearson Education Canada
Exhibit 8-9 Characteristics of Transactional Leaders
• Contingent reward – Contracts exchange of rewards for effort, promises rewards for
good performance, recognizes accomplishments.• Management by exception (active)
– Watches and searches for deviations from rules and standards, takes corrective action.
• Management by exception (passive)– Intervenes only if standards are not met.
• Laissez-Faire leader– Abdicates responsibilities, avoids making decisions.
Source: B. M. Bass, “From Transactional to Transformational Leadership: Learning to Share the Vision,” Organizational Dynamics, Winter 1990, p. 22. Reprinted with permission of the publisher. American Management Association, New York. All rights reserved.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-29Copyright © 2007 Pearson Education Canada
Exhibit 8-9 Characteristics of Transformational Leaders• Charisma
– Provides vision and sense of mission, instills pride, gains respect and trust.
• Inspiration – Communicates high expectations, uses symbols to focus efforts,
expresses important purposes in simple ways.
• Intellectual stimulation – Promotes intelligence, rationality, and careful problem-solving.
• Individualized consideration – Gives personal attention, treats each employee individually,
coaches, advises.Source: B. M. Bass, “From Transactional to Transformational Leadership: Learning to Share the Vision,” Organizational Dynamics, Winter 1990, p. 22. Reprinted with permission of the publisher. American Management Association, New York. All rights reserved.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-30Copyright © 2007 Pearson Education Canada
Charismatic Leadership
• Leadership that critically examines the status quo with a view to developing and articulating future strategic goals or vision for the organization, and then leading organizational members to achieve these goals through empowerment strategies.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-31Copyright © 2007 Pearson Education Canada
Dispersed Leadership
• Mentoring
• Providing Team Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-32Copyright © 2007 Pearson Education Canada
Mentoring
• Many leaders create mentoring relationships.
• A mentor is often a senior employee who sponsors and supports a less-experienced employee (a protégé).
• The mentoring role includes: – Coaching
– Counselling
– Sponsorship
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-33Copyright © 2007 Pearson Education Canada
Providing Team Leadership
• Leading teams requires new skills.– e.g., patience to share information, trust others, give up
authority, and knowing when to intervene.
• Leading teams requires new roles.– Liaisons with external constituencies
– Troubleshooters
– Conflict managers
– Coaches
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-34Copyright © 2007 Pearson Education Canada
Team Leaders• Team leaders need to focus on two priorities:
– Managing the team’s external boundary– Facilitating the team process
• Four specific roles:– Liaisons with external constituencies.– Troubleshooters– Conflict managers – Coaches
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-35Copyright © 2007 Pearson Education Canada
Factors Calling for Self-Leadership
• Reduced levels of supervision
• Offices in the home
• Teamwork
• Growth in service and professional employment where individuals are often required to make decisions on the spot
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-36Copyright © 2007 Pearson Education Canada
How Do Leaders Create Self-Leaders?
• Model self-leadership.
• Encourage employees to create self-set goals.
• Encourage the use of self-rewards to strengthen and increase desirable behaviours.
• Create positive thought patterns.
• Create a climate of self-leadership.
• Encourage self-criticism.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-37Copyright © 2007 Pearson Education Canada
Benefits of Leading Without Authority
• Latitude for creative deviance– Easier to raise questions.
• Issue focus– Freedom to focus on single issue, rather than
many issues.
• Frontline information– Often closer to the people who have the
information.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-38Copyright © 2007 Pearson Education Canada
Contemporary Issues in Leadership
• Moral Leadership
• Gender and Leadership
• Online Leadership
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-39Copyright © 2007 Pearson Education Canada
The Moral Foundation of Leadership
• Truth telling– Telling the truth as you see it, because it allows for a mutual, fair
exchange to occur.• Promise keeping
– Leaders need to be careful of the commitments they make, and then careful of keeping those promises.
• Fairness– This ensures that followers get their fair share for their
contributions to the organization.• Respect for the individual
– Telling the truth, keeping promises, and being fair all show respect for the individual. Respect means treating people with dignity.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-40Copyright © 2007 Pearson Education Canada
How Many Women Make It to the Top?
• Women in general comprise:– 46.2 percent of the labour force
– 32 percent of managers and administrators
– 14 percent of senior managers
– 57 percent of graduate degree holders
– 51 percent of Canadian population
• Half of Canada’s companies have no women in top ranks.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-41Copyright © 2007 Pearson Education Canada
Men’s and Women’s Leadership Styles
• In general, women fall back on a democratic leadership style:– Encourage participation
– Share power and information
– Attempt to enhance followers’ self-worth
– Prefer to lead through inclusion
• Men feel more comfortable with a directive command-and-control style:– Rely on formal authority
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-42Copyright © 2007 Pearson Education Canada
Exhibit 8-11 Where Female Managers Do Better: A Scorecard
Noneof the five studies set out to find gender differences. They stumbled on them whilecompiling and analyzing performance evaluations.
Skill(Each check mark denotes which groupscored higher on the respective studies)
* In one study, women’s and men’s scores in these categories were statistically even.
MEN WOMEN
Motivating Others
Fostering Communication
Producing High-Quality Work
Strategic Planning
Listening to Others
Analyzing Issues
*
*
*
Data: Hagberg Consulting Group, Management Research Group, Lawrence A. Pfaff, PersonnelDecisions International Inc., Advanced Teamware Inc.
Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20, 2000, p. 75. Reprinted by permission of Business Week.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-43Copyright © 2007 Pearson Education Canada
Summary and Implications
1. What is the difference between a manager and a leader?
– One theorist suggests that managers promote stability while leaders press for change.
2. Are there specific traits, behaviours, and situations that affect how one leads?
– The research on this topic has been mixed. Contingency theories suggest that leaders need to adjust their behaviours, depending on the situation and employee needs.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-44Copyright © 2007 Pearson Education Canada
Summary and Implications
3. How does a leader lead with vision?– Leaders that lead with vision are known as
transformational or charismatic leaders. They inspire followers to go beyond their own self-interests for the good of the organization.
4. Can a person be an informal leader?– A person can be an informal leader. Such leadership can
take the form of mentoring. People can also be informal leaders of teams.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-45Copyright © 2007 Pearson Education Canada
Summary and Implications
5. What is self-leadership?– With self-leadership, individuals and teams set goals,
plan and implement tasks, evaluate performance, solve their own problems, and motivate themselves.
6. What are some of the contemporary issues in leadership?
– Three major issues of leadership today are moral leadership, gender differences, and online leadership.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-46Copyright © 2007 Pearson Education Canada
OB at Work
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-47Copyright © 2007 Pearson Education Canada
For Review
1. Trace the development of leadership research.2. Describe the strengths and weaknesses of trait
theories of leadership.3. What is the Managerial Grid? Contrast its approach
to leadership with the approaches of the Ohio State and Michigan studies.
4. What are the contingency variables in the path-goal theory?
5. When might leaders be irrelevant?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-48Copyright © 2007 Pearson Education Canada
For Review
6. What characteristics define an effective follower?7. What are the differences among transactional and
transformational leadership?8. Describe the strengths and weaknesses of a
charismatic leader.9. What is moral leadership?10. Why do you think effective female and male
managers often exhibit similar traits and behaviours?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-49Copyright © 2007 Pearson Education Canada
For Critical Thinking
1. Reconcile path-goal theory and substitutes for leadership.
2. What kind of activities could a full-time college or university student pursue that might lead to the perception that he or she is a charismatic leader? In pursuing those activities, what might the student do to enhance this perception of being charismatic?
3. Based on the low representation of women in upper management, to what extent do you think that organizations should actively promote women into the senior ranks of management?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-50Copyright © 2007 Pearson Education Canada
For Critical Thinking
4. Is there an ethical problem if leaders focus more on looking like a leader than actually being one? Discuss.
5. “Leaders make a real difference in an organization’s performance.” Build an argument in support of this statement. Then build an argument against this statement.
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-51Copyright © 2007 Pearson Education Canada
Breakout Group Exercises• Form small groups to discuss the following:
1. Identify an example of someone you think of as a good leader. What traits did they have? How did these traits differ from someone you identify as a bad leader?
2. Identify a situation when you were in a leadership position (in a group, in the workplace, within your family, etc.). To what extent were you able to use a contingency approach to leadership? What made that easier or more difficult for you?
3. When you have worked in student groups, how frequently have leaders emerged in the groups? What difficulties occur when leaders are leading peers? Are there ways to overcome these difficulties?
Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition 8-52Copyright © 2007 Pearson Education Canada
Concepts to Skills: Practising to Be Charismatic
• Project a powerful, confident, and dynamic presence.
• Articulate an overarching goal.
• Communicate high-performance expectations and confidence in others’ ability to meet these expectations.
• Be sensitive to the needs of followers.