integ: iop (leadership)

leadership

• encompasses the ability of an individual, group, or organization to "lead", influence, or guide other individuals

• Understanding the theories and research behind this is important because it can help determine how an organization selects or develops its managers

Shared Leadership

• collective responsibility; multiple members lead depending on expertise

• A cross-functional team where leadership shifts between members

Managerial Leadership

• day-to-day guidance; focuses on routine, operations, supervision, and efficiency

• A store manager who schedules shifts, monitors inventory, and handle customer issues

Servant Leadership

• service-first approach; prioritizes the growth and well-being of followers

• A leader who removes obstacles so team members can succeed and developed skills

Transactional Leaders

• exchanged-based; uses rewards/punishments to motivate performance

• A sales manager who gives bonuses for meeting qoutas

Transformational Leaders

• vision-driven; inspires change, motivates beyond self-interest

• A manager inspires employees with clear vision and supports their growth, boosting motivation and performance

LEADERSHIP THROUGH POWER

• Leaders who have power are able to obtain more resources, dictate policy and advance further in an organization

• As power increases so does the leader’s potential to influence others

Consultative I

• Leader consults individuals, then decides

• Managers asks a few senior staff individually for opinions before deciding

Consultative II

Leader consults group, then decides

Team meeting to discuss options, leaders make final decision

Collaborative

• Group discusses and decides together

• Committee votes on new employee wellnes program

Autocratic II

• Leader gathers info, then decides alone

• Supervisor asks for sales figures, then sets quotas

Idealized Influence (Charisma)

acting as role models and inspiring trust and respection is missing from the group

Inspirational Motivation

communicating a compelling vision and motivating followers to pursue it

Intellectual Stimulation

encouraging creativity, innovation, and critical thinking

Individualized Consideration

providing personal attention and support to followers’ growth and development

Charismatic Leadership Theory

• certain leaders possess exceptional qualities that inspire extraordinary loyalty, devotion, and performance from their followers

• leader characteristic: Communication of Goals; Self-Confidence, Confidence in followers Ability to inspire Desire to change, innovate, and take risks Sensitivity to followers and situations

• follower characteristic: Identification with leaders Emotional Susceptability Desire for change and growth

• situational circumstances: Conditions of uncertainty, ambiguity, or crisis Opportunities for growth, change, or innovation

Autocratic I

• Leader decides alone using available info

• HR Manager sets new policy without team output

Democratic (Participative)

involves group members in decision-making, offering guidance but allowing input

Laissez-Faire (Delegative)

offers little guidance and leaves decisionmaking to the group

Trait Theory

involved identifying certain physical characteristics, including height, appearance, and energy level; other characteristics, such as intelligence; and personality traits, like extroversion, dominance, or achievement, that were associated with effective leaders

Great Man/Woman Theory

leaders are born, not made

Good leadership

result of an interaction between certain types of behaviors and particular aspects of the situation

leadership emergence

• idea that people who become leaders possess traits or characteristics different from people who do not become leaders

• We inherit certain traits and abilities that might influence our decision to seek leadership

• More intelligent people are more likely to emerge

• People high in openness, conscientiousness, extraversion, masculinity, creativity, and authoritarianism and low in neuroticism are more likely to emerge as leaders

high self-monitors

• people who adapt their behavior to the social situation

• emerge as leaders more often

Affective Identity Motivation

• become leaders because they enjoy being in charge and leading others

• see leadership as part of who they are.

• “I lead because I like being a leader”

• ex:

  • A student who naturally takes charge during group projects because they enjoy organizing and guiding others.

  • A supervisor who feels proud being a leader and genuinely likes helping their team succeed.

Non-Calculative Motivation

• seeking leadership positions when they perceive that such positions will result to personal gain (-politicians)

• "I lead because of what I got from it”

Social-Normative Conditions

• become leaders out of a sense of duty

• they should lead because of duty, expectations, or responsibility.

• “I lead because I feel I should”

• ex:

  • The most experienced employee feels they must lead because others expect them to.

  • A manager accepts a leadership role because the company or culture expects them to step up.

leadership performance

• involves the idea that leaders who perform well possess certain characteristics that poorly performing leaders do not

• Traits: extraversion, openness, agreeableness, and conscientiousness were positively related to this and that neuroticism was negatively related

LEADERSHIP THEORY

a vast and evolving field that attempts to explain how and why certain individuals become leaders, what makes them effective, and how leadership impacts individuals, groups, and organizations

Gender

• role of gender in leader effectiveness is complex

• Men = situations traditionally defined in masculine terms and in situations in which the majority of subordinates were mean

• Women = situations traditionally defined in less masculine terms

Person-Oriented Leaders

• people-focus; prioritize relationship, team-well being, morale; has satisfied employees

• A supervisor who spends time listening to team members’ personal concerns

Task-Oriented Leaders

• tasks-focus; emphasize structure, performance, meeting deadlines; has productive employees

• A project leader who sets clear goals and monitors progress closely

Fiedler’s Contingency Model

• a leader's effectiveness depends on the match between their leadership style (task-oriented vs. relationship-oriented) and the favorableness of the situation (leader-member relations, task structure, position power)

• any individual’s leadership style is effective only in certain situations

• There is no single “best” leadership style.

• The effectiveness of a leader depends on how well their style fits the situation.

Task Structuredness

• extent to which tasks have clear goals and problems can be solved

• “Do people clearly know what to do and how to do it?”

Leader-Member Relations

• extent to which subordinates like a leader

• quality of the relationship between a leader and their team members.

• “Do the employees trust, respect, and support their leader?”

IMPACT Theory

• each leader has one of six behavior styles: informational, magnetic, position, affiliation, coercive, or tactical

• also known as organizational climate

Informational Style

• provides info in a climate of ignorance, where important information is missing from the group; effective in climates of ignorance

• “A leader who relies on facts and data before deciding.”

Magnetic Style

• leads through energy and optimism but characterized by low morale; effective in climates of despair

• leader who influences others through their personality, confidence, and charisma rather than formal authority or strict rules.

• “A leader people naturally want to follow.”

Position Style

• lead by virtue of the power inherent in that position; effective in climates of instability

• a leader who relies on their formal authority, rank, or job position to influence others.

• “People follow me because of my position, not my personality.”

Affiliation Style

• leads by liking and caring about others; effective in climates of anxiety

• a leader focuses on building warm relationships, teamwork, and harmony among group members.

• “A leader who values getting along with people.”

Coercive Style

• leads by controlling and punishment; effective in climates of crisis

• leader influences others through pressure, control, and fear of consequences.

• “Do it because I’m telling you to—or there will be consequences.”

Tactical Style

• leads through strategy; effective in climates of disorganization

• leader focuses on planning, organizing, and executing strategies step-by-step to achieve goals.

• “A leader who thinks and acts in practical, step-by-step ways to reach a goal.”

Path-Goal Theory

• a leader can adopt one of four behavioral leadership styles to handle each situation

• how leaders help employees reach their goals by clearing the “path” so they can achieve rewards more easily.

• “A leader’s job is to help employees succeed by guiding, supporting, and removing obstacles.”

instrumental

• calls for planning, organizing, and controlling the activities of employees

• leader focuses on planning, organizing, and guiding employees through clear rules, structure, and task instructions.

• A production supervisor explains the exact steps employees must follow to assemble a product and specifies daily output targets.

• “A leader who makes sure people know exactly what to do and how to do it.”

Supportive-Style

• shows concern for employees

• leader focuses on caring for employees’ well-being, building good relationships, and creating a friendly work environment.

• A manager checks on employees who are overwhelmed with deadlines and reassures them while allowing flexible work pacing

• “A leader who is approachable, kind, and supportive of their team.”

Participative-Style

• shares information with employees and lets them participate in decision making

• leader involves employees in decision-making instead of deciding everything alone.

• Before changing the department schedule, the supervisor asks team members for their suggestions and considers their preferred work shifts.

• “A leader who asks for your ideas before making decisions.”

Achievement-Oriented Style

• sets challenging goals and rewards increases in performance

• A sales leader sets a higher quarterly sales target and expresses confidence that the team can surpass previous records.

• “A leader who challenges you to do better and believes you can succeed.”

Situational Leadership Theory

• the ability and willingness to perform a particular task

• a leader typically uses one of four behavioral styles

• There is no single best leadership style.

• Good leaders change their style depending on the situation and the maturity of their followers.

• “Different people need different types of leadership at different times.”

Delegating

• willing and able ( + , + )

• Used when employees are highly competent and motivated.

• delegate specific tasks to subordinates and then let them complete those tasks with minimal supervision or guidance

• leader gives employees full responsibility for tasks and provides very little direct supervision.

• A senior analyst who has handled many projects is given full responsibility to manage a new project with minimal supervision.

Directing

• unwilling and unable ( - , - )

• Used when employees lack experience and need clear instructions.

• leader directs the follower by telling him what to do and how to do it

• leader gives clear instructions, close supervision, and step-by-step guidance to employees.

• A newly hired intern does not know how to prepare company reports, so the supervisor gives step-bystep instructions and closely monitors the work.

Coaching

• will but unable ( + , - )

• Used when employees have low competence but high motivation.

• explain and clarify how work should be done

• leader gives direction and support at the same time, while also helping employees learn and improve their skills.

• A new employee is enthusiastic but unfamiliar with the system, so the manager explains procedures while also encouraging and persuading the employee about why the method works

Supporting

• unwilling but able ( - , + )

• Used when employees have competence but lack confidence or motivation.

• give emotional support and opportunities for two-way communication

• leader gives little direction but a lot of encouragement, feedback, and emotional support.

• An experienced employee feels discouraged after making mistakes, so the supervisor involves the employee in decision-making and provides encouragement rather than strict instructions.

Leader-Member Exchange Theory

• effective leadership is determined by the quality of the interaction between the leader & subordinate

• Originally called vertical dyad linkage (VDL) theory

• Took its name from the relationship between two people (a dyad), the position of the leader above the subordinate (vertical), and their interrelated behavior (linkage)

• States that leaders develop different roles and relationships with the people under them and thus act differently with different subordinates

In-Group

• high quality relationship with the leader

• HQ relationship with leader, developed trusting & friendly relationship

• Lara Help her boss with special tasks and often gets feedback and praise

Out-Group

• low quality relationship with the leader

• LQ relationship with the leader, limited communication, trust, growth opportunities

• Ben does only basic tasks and rarely speaks with his boss

Vroom-Yetton Decision-making Model

• provides a flowchart that can tell a leader what process to go through when making a decision

• Research has shown that only in certain situations are decisions best made by the leader

• In other situations, decisions are best made with the participation of a leader’s subordinates, colleagues, or both

Management by Walking Around (MBWA)

• most effective when leaders are out of their office, walks around, meets, and talks to employees and clients

• Thought to increase communication, build relationships with employees, and encourage employee participation

• managers leave their office and walk around the workplace to interact directly with employees.

• “A leader who checks in with employees face-to-face instead of only staying in the office.”

Expert Power

• expert knowledge (something that others in an organization needs and the leader must know something)

• comes from a person’s knowledge, skills, and expertise.

• “People follow you because you are good at what you do.”

• IT manager decides upgrades

Legitimate Power

• power from official position

• Manager assigning tasks

• “People follow you because you are officially in charge.”

Reward Power

• involves having control over both financial and nonfinancial rewards

• Bonus for high performance

• “People follow you because you can give them something they want.”

Coercive Power

• willing to use her ability to punish

• influence others through punishments, threats, or negative consequences.

• “People follow you because they want to avoid punishment.”

• Reached qoutas or be reassigned to other branch

Referent Power

• complimenting others, doing favors, and generally being friendly and supportive

• influence others because they are liked, respected, or admired.

• “People follow you because they look up to you.”

• Following a respected leader