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Chapter 8 Leadership Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Chapter 8 Leadership Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 8 -1

Chapter Outline • • Are Managers and Leaders the Same? Leadership as Supervision Inspirational 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

Leadership 1. What is the difference between a manager and a leader? 2. Are 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?

Leadership • The ability to influence a group toward the achievement of goals. Leadership • The ability to influence a group toward the achievement of goals.

Exhibit 8 -1 Distinguishing Leadership from Management 1. 2. 3. 4. 5. 6. 7. Exhibit 8 -1 Distinguishing Leadership from Management 1. 2. 3. 4. 5. 6. 7. 8. Engages in day-to-day caretaker activities: Maintains and allocates resources Exhibits supervisory behaviour: Acts to make others maintain standard job behaviour Administers subsystems within organizations Asks how and when to engage in standard practice Acts within established culture of the organization Uses transactional influence: Induces compliance in manifest behaviour using rewards, sanctions, and formal authority Relies on control strategies to get things done by subordinates Status quo supporter and stabilizer Leadership 1. 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 Copyright © 2007 Pearson Education Canada 8 -5

Leadership as Supervision • Three general questions: – Is there a particular set of 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 Copyright © 2007 Pearson Education Canada 8 -6

Trait Theories • Traits are characteristics of the person: – Physical characteristics – Abilities 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 Copyright © 2007 Pearson Education Canada 8 -7

Emotional Intelligence and Leadership • EI is the best predictor of who will emerge 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, selfmotivation, 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 Copyright © 2007 Pearson Education Canada 8 -8

Exhibit 8 -2 What CEOs Identify as Key Leadership Traits Quality CEOs Rating It Exhibit 8 -2 What CEOs Identify as Key Leadership Traits Quality CEOs Rating It Most Important (%) Communication skills 52 Ability to motivate people 47 Honesty 34 Ability to listen 25 Team-building expertise 24 Analytical skills 19 Aggressiveness in business 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. D 6.

Exhibit 8 -3 Leadership Attributes: A Cross-Cultural View Leader Attributes Universally Liked Leader Attributes Exhibit 8 -3 Leadership Attributes: A Cross-Cultural View Leader Attributes Universally Liked Leader Attributes Universally Disliked Leader Attributes Over Which There Was Most Disagreement Trustworthy Noncooperative Subdued Dynamic Irritable Intragroup conflict avoider Motive arouser Egocentric Cunning Decisive Ruthless Sensitive Intelligent Dictatorial Provocateur Dependable Loner/self-centred Self-effacing Plans ahead Willful Excellence oriented Team builder Encouraging 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 Copyright © 2007 Pearson Education Canada 8 -10

Behavioural Theories of Leadership • Propose that specific behaviours differentiate leaders from nonleaders – 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 Copyright © 2007 Pearson Education Canada 8 -11

Exhibit 8 -4 The Managerial Grid High 9 Country club management 1, 9 8 Exhibit 8 -4 The Managerial Grid High 9 Country club management 1, 9 8 Concern for people 7 Thoughtful attention to the needs of people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo. 6 Adequate organizational performance is possible through balancing the necessity to get out work with maintaining morale of people at a satisfactory level. 4 2 Work accomplishment is from committed people who have a “common stake” in the organization’s purpose. This leads to relationships of trust and respect. Middle-of-the-road management 5, 5 5 3 Team management 9, 9 Impoverished management 1, 1 Authority-obedience 9, 1 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. Low 1 1 Low 2 3 4 5 6 Concern for production Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 7 8 9 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. High 8 -12

Research Findings for Behavioural Theories • When subordinates experience a lot of pressure because 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 Copyright © 2007 Pearson Education Canada 8 -13

Contingency or Situational Leadership Theories • Stress the importance of considering the context when 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 Copyright © 2007 Pearson Education Canada 8 -14

Fiedler Contingency Model • Effective group performance depends upon the proper match between the 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 Copyright © 2007 Pearson Education Canada 8 -15

Fiedler Contingency Model • Fiedler’s contingency situations: – Leader-member relations • Degree of confidence, 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 Copyright © 2007 Pearson Education Canada 8 -16

Hersey and Blanchard’s Situational Theory • Follower: unable and unwilling – Leader: needs to 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 Copyright © 2007 Pearson Education Canada 8 -17

Hersey and Blanchard’s Situational Theory • Follower: able but unwilling – Leader: needs to 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 Copyright © 2007 Pearson Education Canada 8 -18

Exhibit 8 -5 Hersey and Blanchard’s Situational Leadership Theory Leader Behaviours Relationship Behaviour (High) Exhibit 8 -5 Hersey and Blanchard’s Situational Leadership Theory Leader Behaviours Relationship Behaviour (High) ng ati ip rtic Pa tin a leg De S 4 Se llin S 3 g S 2 g Te llin g S 1 (Low) Task behaviour (High) Follower Readiness R 4 R 3 Able and willing High R 2 Able and unwilling/ apprehensive Unable and willing Moderate Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada R 1 Unable and unwilling/ insecure Low 8 -19

Path-Goal Theory of Leadership • A theory that says it’s the leader’s job to 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 Copyright © 2007 Pearson Education Canada 8 -20

Path-Goal Guidelines to Be An Effective Leader • Determine the outcomes subordinates want. – 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 Copyright © 2007 Pearson Education Canada 8 -21

Path-Goal Leadership Styles • Directive – Informs subordinates of expectations, gives guidance, shows how 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.

Path-Goal Leadership Styles • Participative – Consults with subordinates, solicits suggestions, takes suggestions into 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 Copyright © 2007 Pearson Education Canada 8 -23

Exhibit 8 -6 Path-Goal Theory CONTINGENCY FACTORS Environmental • Task Structure • Formal Authority Exhibit 8 -6 Path-Goal Theory CONTINGENCY FACTORS Environmental • Task Structure • Formal Authority System • Work Group Outcomes Leader Behaviour • • Directive Achievement-oriented Participative Supportive • Performance • Satisfaction Subordinate • Locus of control • Experience • Perceived ability Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 8 -24

Exhibit 8 -7 Substitutes and Neutralizers for Leadership Characteristics of Individual Effect on Leadership Exhibit 8 -7 Substitutes and Neutralizers for Leadership Characteristics of Individual Effect on Leadership Experience/training Substitutes for task-oriented leadership Professionalism Substitutes for relationship-oriented and task-oriented leadership Indifference to rewards Neutralizes relationship-oriented and task-oriented leadership Characteristics of Job Highly structured task Substitutes for task-oriented leadership Provides its own feedback Substitutes for task-oriented leadership Intrinsically satisfying Substitutes for relationship-oriented leadership Characteristics of organization Explicit formalized goals Substitutes for task-oriented leadership Rigid rules and procedures Substitutes for task-oriented leadership Cohesive work groups 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.

Can You Be a Better Follower? • Ineffective followers may be more of a 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.

Transactional vs. Transformational Leadership • Transactional leaders – Leaders who guide or motivate their 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 Copyright © 2007 Pearson Education Canada 8 -27

Exhibit 8 -9 Characteristics of Transactional Leaders • Contingent reward – Contracts exchange of 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 Copyright © 2007 Pearson Education Canada 8 -28

 • Exhibit 8 -9 Characteristics of Transformational Leaders Charisma – Provides vision and • 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 Copyright © 2007 Pearson Education Canada 8 -29

Charismatic Leadership • Leadership that critically examines the status quo with a view to 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 Copyright © 2007 Pearson Education Canada 8 -30

Dispersed Leadership • Mentoring • Providing Team Leadership Dispersed Leadership • Mentoring • Providing Team Leadership

Mentoring • Many leaders create mentoring relationships. • A mentor is often a senior 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 Copyright © 2007 Pearson Education Canada 8 -32

Providing Team Leadership • Leading teams requires new skills. – e. g. , patience 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 Copyright © 2007 Pearson Education Canada 8 -33

Team Leaders • Team leaders need to focus on two priorities: – Managing the 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 Copyright © 2007 Pearson Education Canada 8 -34

Factors Calling for Self-Leadership • • Reduced levels of supervision Offices in the home 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 Copyright © 2007 Pearson Education Canada 8 -35

How Do Leaders Create Self-Leaders? • Model self-leadership. • Encourage employees to create self-set 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 Copyright © 2007 Pearson Education Canada 8 -36

Benefits of Leading Without Authority • Latitude for creative deviance – Easier to raise 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 Copyright © 2007 Pearson Education Canada 8 -37

Contemporary Issues in Leadership • Moral Leadership • Gender and Leadership • Online Leadership 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 Copyright © 2007 Pearson Education Canada 8 -38

The Moral Foundation of Leadership • Truth telling – Telling the truth as you 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 Copyright © 2007 Pearson Education Canada 8 -39

How Many Women Make It to the Top? • Women in general comprise: – 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.

Men’s and Women’s Leadership Styles • In general, women fall back on a democratic 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 commandand-control style: – Rely on formal authority

Exhibit 8 -11 Where Female Managers Do Better: A Scorecard None of the five Exhibit 8 -11 Where Female Managers Do Better: A Scorecard None of the five studies set out to find gender differences. They stumbled on them while compiling and analyzing performance evaluations. Skill (Each check mark denotes which group scored higher on the respective studies) MEN WOMEN Motivating Others Fostering Communication Producing High-Quality Work Strategic Planning Listening to Others Analyzing Issues * * In one study, women’s and men’s scores in these categories were statistically even. Data: Hagberg Consulting Group, Management Research Group, Lawrence A. Pfaff, Personnel Decisions International Inc. , Advanced Teamware Inc. Source: R. Sharpe, “As Leaders, Women Rule, ” Business. Week, 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 Copyright © 2007 Pearson Education Canada 8 -42

Summary and Implications 1. What is the difference between a manager and a leader? 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.

Summary and Implications 3. How does a leader lead with vision? – Leaders that 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 Copyright © 2007 Pearson Education Canada 8 -44

Summary and Implications 5. What is self-leadership? – With self-leadership, individuals and teams set 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 Copyright © 2007 Pearson Education Canada 8 -45

OB at Work Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational OB at Work Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 8 -46

For Review 1. Trace the development of leadership research. 2. Describe the strengths and 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 Copyright © 2007 Pearson Education Canada 8 -47

For Review 6. What characteristics define an effective follower? 7. What are the differences 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 Copyright © 2007 Pearson Education Canada 8 -48

For Critical Thinking 1. Reconcile path-goal theory and substitutes for leadership. 2. What kind 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 Copyright © 2007 Pearson Education Canada 8 -49

For Critical Thinking 4. Is there an ethical problem if leaders focus more on 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 Copyright © 2007 Pearson Education Canada 8 -50

Breakout Group Exercises • Form small groups to discuss the following: 1. Identify an 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 Copyright © 2007 Pearson Education Canada 8 -51

Concepts to Skills: Practising to Be Charismatic • Project a powerful, confident, and dynamic 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. Chapter 8, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 8 -52