leadership josé onofre montesa andrés universidad politécnica de valencia escuela superior de...

Leadership

José Onofre Montesa AndrésUniversidad Politécnica de

ValenciaEscuela Superior de Informática

Aplicada2003-2004

GpiIC-3 Leadership. 2

Can one person make a difference in an organization's

performance?


What is leadership?

• The ability to influence a group toward the achievement of a goal.– Administration: Deals with complexity

• Pacification, Organization, Control.

– Leadership: Deals with change.• Stablemen of a vision.• Aliening people with that vision and impel

them to defeat obstacles.

• Administrator <> Leader


What about the task?• Badly, we are going in the wrong direction

(leader) (worry about effectiveness)

• Very well, our advance is 50 meters per hour (Administrator) (worry about efficiency)


Leadership basis

• People do what is asked for, power is basic for leadership

• leadership…– Owns to the leader (something of him)– Owns to the people leaders (they give

this to the leader)


Power

• Influence capacity.• Sources of Power

– Position• Legitimate• Reward• Coercive

– Individual• Expert • Referent


Reward Power

– Compliance achieved based on the ability to distribute rewards that others view as valuables.

– Increase proportional with the number of possible rewards that a person control.

– Can be increases in the salary or only greeting from a supervisor.


Coercive power.

• Power that is based on fear• Depends on the perception that

a persons has over the capacity of an other person to punish him.

• Some times we don’t perceive this capacity and same problems arise.


Legitimate power.

• The power a persons receives as a result of his or her position in the formal hierarchy.– Shared values,– Social structure, or– A legitimated agent

authorization.


Expert power

• Influence based o special skills or knowledge

• People needs his or her skills or knowledge in order to arrive to their objectives.


Referent Power

• Influence based on possession by an individual of desirable resources or personal trails.

• If you admire a person, he or she has power over you, because you want to please he or she.

• You want to be like this person


Conclusions

• Power isn’t leadership but is close correlates and we need to understand the mechanism.

• Leadership increases as power do.

• Reserve coercive and legitimate power.


Leadership theories

• Trait theories of leadership

• Behavioral theories• Contingency

theories• Charismatic

leadership theory


Trait theories of leadership

• Theories that sought personality, social, physical or intellectual traits that differentiate leaders.– Described as:

• Ambition and energy, Desire to lead, Honesty and integrity, Self confidence, intelligence, Job relevant knowledge.

– But:• Overlook the needs of followers.• relative importance of each trait.• Doesn’t separate cause from effect.• Ignore situational factors.

– We can select leaders.


Behavioral theories

• Theories proposing that specific behaviors differentiate leaders from non leaders.

• We could train people to be leaders.• Theories:

– Ohio state university– University of Michigan Studies– The managerial Grid– Scandinavian Studies


Ohio state university

• From 1000 dimensions to two categories:– Initiating structure

• The extent to which a leader is likely to define and structure his or her role and those of subordinates in search for a goal attainment.

– Consideration• The extent to which a leader is likely to have job

relationships characterized by mutual trust, respect to subordinates’ ideas, and regard for their feelings.


University of Michigan Studies

• Locate characteristics associated with effectiveness .– Employee-oriented leader

• One who emphasizes interpersonal relations.

– Production-oriented leader.• One who emphasizes technical or task aspects of the

job

• Employee oriented were associated with group productivity and satisfaction.


The managerial Grid

• Developed by Blake and Mouton.• Proposes a nine-by-nine matrix

outlining eighty-one different leadership styles.– Concern for people

• Good work clime, communication, people mater

– Concern for production.• The work must be well done and on time.


Concern for production

Concern for

people

The managerial Grid9 1,9 9,9

8

7

6

5 5,5

4

3

2

1 1,1 9,1

1 2 3 4 5 6 7 8 9


The managerial Grid

– (1,1) don’t concerned by people needier task.

– (1,9) concerned for people (satisfaction)– (9,1) concerned for production (results)– (9,9) High concern for people and

production (space lab)– (5,5) moderate concern for people and

production.


Scandinavian Studies

• One who values experimentation, seeking new ideas, and generating and implementing change.– Look at the innovation

• Products• Process


Contingency Theories

• Is appropriate de same leader in any situation?

• Military, Artists Design team,… peopleware,...

• Situation -> leader type– A->style X– B-> style Y– …


FIEDLER model

• Effective groups depend upon a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives control and influence to the leader.

• The LPC (least preferred co-worker)– An instrument that purports to measure

whether a person is task or relationship oriented.

• Leadership style depends on the people psychology. (difficult to change)


FIEDLER model

• Procedure1) Identify leadership style

• Remember the least enjoyed co-worker.• Do you have good relations with him?

2) Defining the situation.• Contingencies

– Leader Member (relations)– Task structure– Position power


FIEDLER Model ...

– 3) Matching leaders and situation

SI TUATI ON

I I I I I I I V V VI VI I VI I I

Reaction Leader Member

Task structure Position Powe

Task oriented

(low LPC)

Relationship oriented

(High LPC)

Task oriented

(low LPC)


Hersey y Blanchard’s Theory

• Situational leadership.• Focus on:

– followers• Accept or reject the leader

– readiness• People have the ability and willingness to

accomplish a specific task.


• Directive behavior– Orientate, define and

work organization– Give instructions,

control• Supportive Behavior

– Appreciate the work done, workers Self-esteem

– Deal at the same level, accessible,..

Sup

port

ive b

ehavio

r

High

Low High

Directive behavior

T;R T;R

T;R T;R

Hersey y Blanchard’s Theory

high Low

M4 M3 M2 M1

Mature Immature

Moderate


• Telling (high task – low relationship).– The leader defines roles and tells people what, how,

when, and where to do various tasks. It emphasizes directive behavior.

• Selling (high task– high relationship).– The leader provides both Directive behavior and

supportive behavior.

• Participating (low task– high relationship).– The leader and follower share in decision making, with

the main role of the leader being facilitating and communicating.

• Delegating (low task– low relationship)– The leader provides little direction or support.


Path-Goal Theory

• leader’s job is – assisting followers in attaining their goals and

to provide support– ensure that goals are objectives of our

organization.

• leader’s behavior is acceptable to subordinates if it is motivational– Makes subordinate need satisfaction – provides the coaching, guidance, support,

rewards.


Path-Goal Theory:Four leadership behaviors.

• The directive leader– lets subordinates know what is expected, schedules work,

and gives specific guidance as to how to accomplish tasks.

• The supportive leader – Is friendly and shows concern for the needs of

subordinates.

• The participative leader– consults with subordinates before making a decision.

• The achievement-oriented leader – sets goals and expects subordinates to perform at highest

level.

• The same leader can display any or all of these behaviors depending on the situation.


Path-Goal Theory: contingency variables

• Moderate the leadership behavior– Environment: outside the control of the

subordinate• task structure, the formal authority system, and the

work group

– Personal characteristics of the subordinate• locus of control, experience, and perceived ability.

• leader behavior will be ineffective when it is redundant with sources of environmental structure or incongruent with subordinate characteristics.


The path-goal theory

• Leader Behavior outcomes• Directive Performance• Participative Satisfaction• Achievement oriented• Supportive

– Environmental contingency factors

» Task structure» Formal authority

system» Work group

– Subordinate contingency factors

» Locus of control» Experience» Perceived ability


Path-Goal Theory: some examples of hypotheses • Directive greater satisfaction

– tasks ambiguous or stressful • Supportive -> when structured tasks.• Directive is redundant -> subordinates with ability or

experience.• Clear and bureaucratic authority relationships ->

supportive.• Directive -> when conflict within a work group.• Subordinates with internal locus of control ->

participative style.• Subordinates with external locus of control ->

directive style.• Achievement-oriented -> when tasks are ambiguously

structured.


Leader-Participation Model

• A leadership theory that provides a set of rules to determine the form and amount of participative decision making in different situations.

• five leader behaviors in situation– I (AI), Autocratic II (AII),– Consultative I (CI), Consultative II (CII), – and Group II (GII)



• Autocratic I (AI). – using what-ever facts you have at hand.– solve the problem or make a decision

yourself• Autocratic II (AII).

– obtain the necessary information from subordinates and

– then decide on the solution to the problem yourself.


Leader-Participation Model• Consultative I (CI).

– share the problem with subordinates one-on-one, getting their ideas and suggestions.

– the final decision is yours alone.• Consultative II (CII).

– share the problem with your subordinates as a group, collectively

– obtain their ideas and suggestions.– Then you make the decision that may or may not reflect

your subordinates’ influence.• Group II (GII).

– share the problem with your subordinates as a group. – Your goal is to help the group concur on a decision. – Your ideas are not given any greater weight than those

of others.


Leader-Participation Model• RQ: Quality requirement:

– How important is the technical quality of this decision?• CR: Commitment requirement:

– How important is subordinate commitment to the decision?• LI: Leader's information:

– Do you have sufficient information to make a high-quality decision?

• ST: Problem structure: – Is the problem well structured?

• CP: Commitment probability:– If you were to make the decision by yourself, is it reasonably

certain that your subordinate(s) would be committed to the decision?

• GC: Goal congruence:– Do subordinates share the organizational goals to be attained

in solving this problem?


Leader-Participation Model• CO: Subordinate conflict:

– Is conflict among subordinates over preferred solutions likely?• SI: Subordinate information:

– Do subordinates have sufficient information to make a high-quality decision?

• TC: Time Constraint– Does a critically severe time constraint limit your ability to involve

subordinates?• GD: Geographical Dispersion

– Are the costs involved in bringing together geographically dispersed subordinates prohibitive?

• MT: Motivation—Time– How important is it to you to minimize the time it takes to make the

decision?• MD: Motivation—Development

– How important is it to you to maximize the opportunities for subordinate development?


Charismatic Leadership

• ¿Why people work a lot with same leader and don’t do that with others?– Self-confidence– Vision– Ability to articulate the vision (Communication)– Strong convictions about the vision (Perseverance)– Behavior that is out of the ordinary– Perceived as being a change agent– Environment sensitivity

• Transformational leader


Bibliography:

• Weihrich, H. “Management: Science, Theory, and Practice” en Software Engineering Project Management, 2ed. IEEE, 1997.

• Mackenzie, R.A., “The Management Process in 3-D” en Software Engineering Project Management, 2ed. IEEE, 1997.

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