Lect 4 Leadship Theoris

8/3/2019 Lect 4 Leadship Theoris

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Traditional Leadershiptheories

MEJAR DR HJ YAHYA DON


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The Great Man Theory

Early explanations of leadership studied thetraits of great leaders

Great man theories (Gandhi, Lincoln, Napoleon)

Belief that people were born with these traits andonly the great people possessed them



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Personal qualities of leaders

Personality traits, such as extraversion,conscientiousness, and openness.

Intelligence and emotional intelligence(degree of social skill).

Expertise, skill, and experience.

Level of participation in discussion: thebabble effect.

The Great Man Theory



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Demographic background of leaders

Height, weight, & age

Ethnicity Sex: Bias against women (even thought women

possess more skills needed to be a successfulleader).

Implicit leadership theories (ILTs): membersgeneral beliefs about the qualities of leaders

Eaglys social role theory: ILTs are not consistent

with intuitive expectations about men & women:think leader, think male

Who Will Lead? (cont)



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Contingency Approaches

Contingency approaches:approaches that seek to delineate thecharacteristics of situations and

followers and examine the leadershipstyles that can be used effectively

Fiedlers contingency model: amodel designed to diagnose whether aleader is task-oriented or relationship-oriented and match leader style to thesituation



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Contingency Theory (Fiedler 1978)

Leadership effectiveness is determined bythe interaction between the leader's personalcharacteristics and the characteristics of the

situation Leaders are classified as person-oriented or

task-oriented (which type will be moreeffective depends on the leader's degree of

situational control) Control depends on relationship between

leader/followers, the degree of task structure,and the leader's authority (position power)



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MeasuringMotivational

Style

Least Preferred Coworker

Scale, orLPC scale.

Think of the person whom

you least like to work with

The LPC Scale



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LPC Scale

He or she may be someone you work with

now or someone you knew in the past. Thiscoworker does not have to be the person youlike least but should be the person with whomyou had the most difficulty in getting a job

done.



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High LPC leadersmost effective inmoderatelyfavorable situations

Low LPC leadersmost effective in veryfavorable or veryunfavorable situations

In moderate situations,correlation between LPC& Effectiveness isPOSITIVE

In highly favorable/

unfavorable situations,correlation betweenLPC & Effectiveness isNEGATIVE

Fiedlers Contingency TheoryLPC Scale



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Contingency Theory (Fiedler 1978)

The task-oriented leader will beeffective in extremely favorable orextremely unfavorable situations

The person-oriented leader will bemore effective in moderately favorablesituations

Criticisms include most of research wasin the lab



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Path-Goal Theory (House 1971)

Path-goal theory focuses on the kinds ofleader behaviors that allow subordinates to

achieve personal and organizational goals Four leadership styles can be adopted to

facilitate employee attainment of goals

Directive

Supportive

Participative

Achievement-oriented



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Path-Goal Situations and PreferredLeader Behaviors

Situation Leader Behavior Impact on Follower Outcome

SupportiveLeadership

DirectiveLeadership

Achievement-Oriented

Leadership

ParticipativeLeadership

Followers lackself-confidence

Ambiguous job

Lack of jobchallenge

Incorrectreward

Increases confidenceto achieve workoutcomes

Clarifies path toreward

Set and strive forhigh goals

Clarifies followers

needs to changerewards

Increasedeffort;improvedsatisfactionandperformance



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Path-Goal Theory (House 1971)

The most effective leadership style dependson the situation and the characteristics of the

subordinates Requires leader flexibility

Directive style works best with unskilledworkers

Supportive leadership works best with highlyskilled workers

Theory is difficult to test and operationalizeMEJAR DR HJ YAHYA DON


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Situational Theory - Hersey and

Blanchard (1978)

Hersey and Blanchards extension of the Leadership Grid focusing

on the characteristics of followers as the important element of thesituation, and consequently, of determining effective leader behavior.

Hersey and Blanchard suggest that groups benefit from leadershipthat meshes with the developmental stage of the group.

Effectiveness depends on the leader's task and relationshipbehaviors.

The Leadership Grid: Blake & Mouton assume that people

vary in their concern for others and in their concern for resultsand that individuals who are high on both dimensions (9,9) arethe best leaders.



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Hersey and Blanchards

Situational Theory of Leadership

FollowerCharacteristics

Appropriate LeaderStyle

Low readiness level

Moderate readiness level

High readiness level

Very high readiness level

Telling (high task-low

relationship)

Selling (high task-highrelationship)

Participating (low task-high rel.)

Delegating (low task-lowrelationship)



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New Paradigms ofleadership theories


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Leader-Member Exchange Theory(LMX) (Graen & Schlieman 1978)

Leader-member exchange theory (LMX)focuses on how the leader-followerrelationship affects the leadership process

Subordinates are of two types: "in-group"and "out-group"

In-group employees are viewed by the leaderas competent, trustworthy, and highly

motivated Out-group employees are viewed as

incompetent, untrustworthy, and poorlymotivated



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Leader-Member Exchange Theory(LMX) (Graen & Schlieman 1978)

Two leadership styles: supervision (based onformal authority) and leadership (based onpersuasion)

Leaders use supervision with out-groupemployees, and leadership with in-groupmembers

Leaders and in-group members establish

personal relationships leading to mutualsupport and understanding High-LMX relationship groups tends to

outperform low-LMX relationship groupsMEJAR DR HJ YAHYA DON


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Transactional vs. TransformationalLeaders

Transactional leaders focus on the socialinteractions between leaders and followers

It is based on followers' perceptions of andexpectations about the leaders abilities

The behavior of transactional leadersdepends on what their followers think of

them



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Transformational Leaders

Transformational leaders are notconstrained by their followers'perceptions but are free to act totransform (change) their followers' views

They challenge and inspire with a senseof purpose and excitement

They create a vision and communicate itwhile accepting feedback andsuggestions



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TransformationalLeadership

Communicatingthe Vision

Modelingthe Vision

Creatinga Strategic

Vision

BuildingCommitment

Elements of Transformational Leadership



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Who is this?



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Who is this?



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What do you think are the keyqualities of effective leaders?

1. _____________________________

2. _____________________________

3. _____________________________

4. _____________________________

5. _____________________________



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Leadership Styles

Authoritarian leadership results whenleaders make all the decisions and tellfollowers what to do

Authoritarian leadership works best whensituations require rapid and efficient jobperformance Group performance suffers when leader is under

stress

Democratic leadership results when leadersand followers discuss problems and makedecisions jointly



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Authentic Leadership

Owningones own personal experiences(values, thoughts, emotions and beliefs) and

actingin accordance with ones true self

Leader-follower relationships characterisedby: transparency, openness & trust

guidance towards worthy objectives

emphasis on follower development

(William Gardiner et al, 2005)MEJAR DR HJ YAHYA DON


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Moral Leadership

As a concept, leadership should mean a set

of values dedicated to promoting humandevelopment for the common good of people

in a democratic environment, both at thenational and international levels

(Adel Safty, 2003)

The modern leader is willing to takeresponsibility without waiting for a request orbureaucratic permission

(Ronald Heifertz, 2003)



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Strategic leadership

Relationships between externalenvironment & organizations mission as

well as implementation (Maghroori &Rolland 1997)



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Educative leadership

Cultural proficiency (Lindsey, Robins &Terrell 2003)

Organizational leadership

Enhancement of capability to accomplisheffective work collectively (Heifetz 1994)Leadership from school principals,teachers, administrators & parents have

+ve effects on school performance(Pounder, Ogawa & Adams 1995, p. 567)


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Generic organizationalleadership functions

Align tasks with objectives & strategies

Build commitment, optimism, trust & cooperation

Develop & empower subordinates

Encourage & facilitate collective learning

Interpret complex events

Organize & coordinate activities

Promote social justice & morality Secure resources & support

Strengthen collective identity (Yukl 2006)



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Sex differences in leadership effectiveness:

Women tend to adopt participative andtransformational styles of leadership

Men are more likely to enact autocratic,laissez-faire, and transactional styles.

Leadership & Gender Differences



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Leadership and Emotions

An emotionally intelligent leader canmonitor his or her moods through self-

awareness, change them for the betterthrough self-management, understandtheir impact through empathy, and actin ways that boost others moods

through relationship management

(Goleman, Boyatzis & McKee, 2001)



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Distributed Leadership

In the twenty-first century organization, we need toestablish communities where everyone shares theexperience of serving as a leader, not sequentially,but concurrently and collectively. These I call

leaderfulorganizations.(Joseph Raelin, 2003, p. xi)

The model makes the case for the end of leadership

as we commonly know itthat is, rank-basedmanagementand introduces a method fordeveloping an organisation into a true society ofpeers. I call this model the peer-based organization.

(Jeffrey Nielsen, 2004, p. x)



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Level 5 Leadership Hierarchy

Level 5: Executive builds enduring greatness through aparadoxical blend of personal humility and professional will

Level 4: Effective Leader catalyses commitment to vigorouspursuit of a clear and compelling vision, stimulating higherperformance standards

Level 3: Competent Manager organises people andresources toward the effective and efficient pursuit ofpredetermined objectives

Level 2: Contributing Team Member contributes individualcapabilities to the achievement of group objectives and

works effectively with others in a group setting Level 1: Highly Capable Individual makes productive

contributions through talent, knowledge, skills and goodwork habits

(Jim Collins, 2001, Good to Great)MEJAR DR HJ YAHYA DON

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Lect 4 Leadship Theoris