johns hopkins university school of professional studies in business and education 2006 early...
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Johns Hopkins University Johns Hopkins University School of Professional Studies in Business and EducationSchool of Professional Studies in Business and Education
20062006
Early Leadership StudiesEarly Leadership Studies1.1. Differentiated between leaders and Differentiated between leaders and
followers by identifying the followers by identifying the characteristics necessary to characteristics necessary to complete a taskcomplete a task
2.2. Others identified leaders by Others identified leaders by observable behaviorsobservable behaviors
3.3. Some theorists looked at situational Some theorists looked at situational or contingency approaches to or contingency approaches to leadershipleadership
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Leadership Definitions from Leadership Definitions from the Early Studiesthe Early Studies
1.1. The ability of an individual to influence The ability of an individual to influence others to pursue defined goals and others to pursue defined goals and objectivesobjectives
2.2. Includes establishing relationships with Includes establishing relationships with individuals affiliated with the organization individuals affiliated with the organization sufficiently to gain commitmentsufficiently to gain commitment
3.3. Involves acquiring a knowledge of Involves acquiring a knowledge of individuals and situations (recognizing individuals and situations (recognizing the individual)the individual)
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
R.M. Stogdill (1948)R.M. Stogdill (1948)
Looked at over 100 studies from the Looked at over 100 studies from the 30’s and 40’s. There were no 30’s and 40’s. There were no characteristics or traits that characteristics or traits that distinguished leaders from non-distinguished leaders from non-leaders.leaders.
Johns Hopkins University Johns Hopkins University School of Professional Studies in Business and EducationSchool of Professional Studies in Business and Education
20062006
Later StudiesLater StudiesThe Iowa Studies (1930’s ) –tried The Iowa Studies (1930’s ) –tried to identify styles or behaviors of to identify styles or behaviors of leadershipleadership
Kurt Lewin- looked for a style or Kurt Lewin- looked for a style or pattern of leadership behaviorspattern of leadership behaviors
Determined three leadership Determined three leadership styles: Autocratic, Democratic, styles: Autocratic, Democratic, and Laissez-Faireand Laissez-Faire
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Autocratic: very direct; decision Autocratic: very direct; decision making and power centralized making and power centralized with the leader; full responsibility with the leader; full responsibility for the task from beginning to end.for the task from beginning to end.
Democratic: shared decision Democratic: shared decision making; followers considered making; followers considered equals; group discussion and equals; group discussion and decisionsdecisions
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Laissez-Faire: complete Laissez-Faire: complete freedom to the group; little freedom to the group; little concern for completing the job; concern for completing the job; subordinates left on their own subordinates left on their own to complete the taskto complete the task
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Democratic leadership viewed Democratic leadership viewed as the most effective and as a as the most effective and as a result:result:
Leadership must be Leadership must be democratic, driving fear out of democratic, driving fear out of the workplace and fostering a the workplace and fostering a community of leaders who community of leaders who collaborate on all major issuescollaborate on all major issues
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
The Ohio State Studies- Late The Ohio State Studies- Late 50’s50’s What behaviors do leaders display?What behaviors do leaders display?
Leadership is the behavior an individual Leadership is the behavior an individual displays when directing a group toward displays when directing a group toward goal attainmentgoal attainment
Found two categories: Initiating structures Found two categories: Initiating structures (task orientation) and Consideration (task orientation) and Consideration (people orientation)(people orientation)
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Quadrant 1 high consideration and Quadrant 1 high consideration and low structurelow structure
Quadrant 2 high consideration and Quadrant 2 high consideration and high structurehigh structure
Quadrant 3 low consideration and Quadrant 3 low consideration and high structurehigh structure
Quadrant 4 low consideration and Quadrant 4 low consideration and low structurelow structure
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Michigan StudiesMichigan Studies
Focused on the identification of Focused on the identification of relationships among leader relationships among leader behaviors, group processes, and behaviors, group processes, and measures of group performancemeasures of group performance
Studies indicated three types of Studies indicated three types of leader behaviors that differentiated leader behaviors that differentiated effective and ineffective managerseffective and ineffective managers
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Task-oriented behavior: focus Task-oriented behavior: focus on subordinates, high on subordinates, high standards, highly organized, standards, highly organized, identification of methods to identification of methods to obtain objectives, close obtain objectives, close supervisionsupervision
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Relationship-oriented behavior: Relationship-oriented behavior: development of personal development of personal relationships, focusing on the relationships, focusing on the personal needs of staff, personal needs of staff, behaviors that motivatebehaviors that motivate
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Participative leadership: use of Participative leadership: use of group supervision, enhance group supervision, enhance follower participation in follower participation in decision making, decision making, communication, cooperation, communication, cooperation, and resolving conflictand resolving conflict
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Michigan studies revealed that Michigan studies revealed that effective leaders:effective leaders:
Possess task-oriented behaviorPossess task-oriented behavior Set high performance goalsSet high performance goals Focus on planning, coordinating, and Focus on planning, coordinating, and
facilitating workfacilitating work Develop positive interpersonal relationsDevelop positive interpersonal relations Allow subordinates a degree of Allow subordinates a degree of
autonomy (high productivity results in autonomy (high productivity results in high morale)high morale)
Believe in SHARED LEADERSHIPBelieve in SHARED LEADERSHIP
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Blake and Mouton Blake and Mouton Managerial Grid (1985)Managerial Grid (1985)
Two dimensions of leadershipTwo dimensions of leadership Concern for production (task orientation)Concern for production (task orientation) Concern for people (relationship Concern for people (relationship
orientation)orientation)
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Country Club Country Club management- focus on management- focus on relationships at the relationships at the expense of productivityexpense of productivity
Authority/obedience Authority/obedience management- power management- power and control used to get and control used to get resultsresults
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Impoverished management- leader Impoverished management- leader does only what is necessary to remain does only what is necessary to remain employedemployed
Organizational management- maintain Organizational management- maintain the status quo; go-along-to-get-alongthe status quo; go-along-to-get-along
Team management- high concern for Team management- high concern for both task completion and maintenance both task completion and maintenance of relationshipsof relationships
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Hersey and Blanchard (1977)Hersey and Blanchard (1977)Situational LeadershipSituational Leadership
Q1 High task Low relationshipQ1 High task Low relationship
Q2 Low taskQ2 Low task Low relationship Low relationship
Q3 Low Task High relationshipQ3 Low Task High relationship
Q4 High task High relationship Q4 High task High relationship
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
Hersey and BlanchardHersey and Blanchard
Q1 Directive: gives specific direction Q1 Directive: gives specific direction with close supervisionwith close supervision
Q2 Delegation: gives responsibility for Q2 Delegation: gives responsibility for problem solving/decisions to problem solving/decisions to subordinatessubordinates
Q3 Supportive: facilitates and supports Q3 Supportive: facilitates and supports subordinates, shares responsibilitysubordinates, shares responsibility
Q4 Coaching: specific direction, close Q4 Coaching: specific direction, close supervision, explains, solicits, supportssupervision, explains, solicits, supports
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
POWER and AUTHORITYPOWER and AUTHORITYJohn French (1993)John French (1993)
Legitimate or position powerLegitimate or position power
Referent or personality power Referent or personality power (charismatic)(charismatic)
Reward powerReward power
Expert powerExpert power
Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education
20062006
For additional information:For additional information:
http://ollie.dcccd.edu/mgmt1374/boohttp://ollie.dcccd.edu/mgmt1374/book_contents/4directing/leading/lead.htk_contents/4directing/leading/lead.htmm