Leadership in Organizations Kortversjon

CHAPTER 1
Introduction: The Nature of Leadership
1-1
© 2006 Prentice Hall Leadership in Organizations
Defining Leadership
“There are almost as many definitions of

Leadership as there are persons who have
attempted to define the concept.” (Stogdill,
1974)
© 2006 Prentice Hall Leadership in Organizations 1-2

Leadership vs. Management
 Leaders and managers are completely different

and mutually exclusive
 Managers are concerned with doing things
right (efficiency)
 Leaders and concerned with doing the right
things (effectiveness)

A Working Definition of Leadership
“Leadership is the process of influencing

others to understand and agree about what
needs to be done and how to do it, and the
process of facilitating individual and
collective efforts to accomplish shared
objectives.”
Leadership Causal Chain

Key Variables in Leadership Theories
 Characteristics of the Leader
 Characteristics of the Follower
 Characteristics of the Situation

Characteristics of the Leader
 Traits (motives, personality, values)

 Confidence and optimism
 Skills and expertise
 Behavior
 Integrity and ethics
 Influence tactics
 Attributions about followers
Characteristics of the Follower
 Traits (needs, values, self concepts)
 Confidence and optimism
 Skills and expertise
 Attributions about the leader
 Trust in the leader
 Task commitment and effort
 Satisfaction with job and leader

Characteristics of the Situation
 Type of organizational unit
 Size of unit
 Position power and authority of leader
 Task structure and complexity
 Task interdependence
 Environmental uncertainty
 External dependencies
Causal Relationship Between Key Variables

Overview of Major
Research Approaches
 Trait approach
 Behavior approach
 Power-influence approach
 Situational approach
 Integrative approach

Level of Conceptualization for Leadership

Chapter 2
The Nature of Managerial Work
1-13
Learning Objectives
 Understand how managerial roles and activities
are affected by aspects of the situation
 Understand how managers cope with the
demands, constraints, and choices confronting
them
 Understand the limitations of descriptive research
on managerial activities
 Understand how managers can make effective use
of their time

Typical Activity Patterns in
Managerial Work
 Pace of work is hectic and unrelenting
 Content of work is varied and fragmented
 Many activities are reactive
 Interactions often involve peers and outsiders

Typical Activity Patterns in
Managerial Work (Cont.)
 Many interactions involve oral communication
 Decision processes are disorderly and political
 Most planning is informal and adaptive

The Content of Managerial Work
 Job description research
 Supervising
 Planning and organizing
 Decision making
 Monitoring indicators
 Controlling
 Representing
 Coordinating
 Consulting
 Administering

Mintzberg’s Managerial Roles
 Interpersonal Roles
 Leader
 Liaison
 Figurehead
 Information Processing Roles
 Monitor
 Disseminator
 Spokesperson
 Decision-Making Roles
 Entrepreneur
 Disturbance Handler
 Resource Allocator
Managerial Activities

Chapter 3
Perspectives on
Effective Leadership Behavior
1-20
Ohio State Leadership Studies
 Leadership Behaviors
 Consideration – leader’s concern for people and
interpersonal relationships
 Initiating structure – leader’s concern for accomplishing
the task

Michigan Leadership Studies
 Leadership Behaviors
 Task-oriented behaviors
 Relations-oriented behaviors
 Participative leadership
 Peer Leadership

Task-Oriented Behaviors
 Organize work activities to improve efficiency

 Plan short-term operation
 Assign work to groups or individuals
 Clarify what results are expected for a task
 Set specific goals and standards for task
performance
Task-Oriented Behaviors
 Explain rules, policies, and stand operating

procedures
 Direct and coordinate work activities
 Monitor operations and performance
 Resolve immediate problems that would disrupt
the work
Relations-Oriented Behaviors
 Provide support and encouragement to someone

with a difficult task
 Express confidence that a person or group can
perform a difficult task
 Socialize with people to build relationships.
 Recognize contributions and accomplishments
 Provide coaching and mentoring when appropriate
Relations-Oriented Behaviors
 Consult with people on decisions affecting them
 Allow people to determine the best way to do a
task
 Keep people informed about actions affecting them
 Help resolve conflicts in a constructive way
 Use symbols, ceremonies, rituals, and stories to
build team identity
 Recruit competent new members for the team or
organization

Change-Oriented Behaviors
 Monitor the external environment to detect threats and

opportunities
 Interpret events to explain the urgent need for change
 Study competitors and outsiders to get ideas for improvements
 Envision exciting new possibilities for the organization
 Encourage people to view problems or opportunities in a
different way
 Develop innovative new strategies linked to core competencies
Change-Oriented Behaviors
 Encourage and facilitate innovation and entrepreneurship in the

organization
 Encourage and facilitate collective learning in the team or
organization
 Experiment with new approaches for achieving objectives
 Make symbolic changes that are consistent with a new vision or
strategy
 Encourage and facilitate efforts to implement major change
 Announce and celebrate progress in implementing change
 Influence
© 2006 Prentice Hall outsiders to support
Leadership change and negotiate
in Organizations 1-28
agreements with them
Specific Task Behaviors
 Action Planning
1. Identify necessary action steps
2. Identify the optimal sequence of action steps
3. Estimate the time needed to carry out each action
step
4. Determine starting times and deadlines for each
action step
5. Estimate the cost of each action step
6. Determine who will be accountable for each action
step
7. Develop procedures for monitoring progress

Specific Task Behaviors (cont.)
Clarifying Roles and Objectives
 Defining Job Responsibilities
 Explain the important job responsibilities
 Clarify the person’s scope of authority
 Explain how the job relates to the mission of the unit
 Explain important policies, rules, and requirements
 Assigning Work
 Clearly explain the assignment
 Explain the reasons for an assignment
 Clarify priorities and deadlines
 Check for comprehension
 Setting Performance Goals
 Set goals for relevant aspects of performance
 Set goals that are clear and specific
 Set goals that are challenging but realistic
 Set a target date for attainment of each goal
Specific Relations Behaviors
Guidelines for Supporting
 Identify and measure key performance indicators
 Monitor key process variables as well as outcomes
 Measure progress against plans and budgets
 Develop independent sources of information about
performance
 Observe operations directly when it is feasible
 Ask specific questions about the work
 Encourage reporting of problems and mistakes
 Conduct periodic progress review meetings

Guidelines for Coaching
 Help the person analyze his or her performance by asking
questions or suggesting aspects to examine more closely
 Provide constructive feedback about effective and
ineffective behaviors exhibited by the person
 Suggest specific things that could help to improve the
person’s performance
 Demonstrate a better way to do a complex task or
procedure
 Express confidence the person can learn a difficult task or
procedure
 Provide opportunities to practice difficult procedures before
they are used in the work
 Help the person learn how to solve a problem rather than
just providing the answer
Guidelines for Mentoring
 Help the person identify relevant strengths and
weaknesses
 Help the person find ways to acquire necessary
skills and knowledge.
 Encourage attendance at relevant training courses
 Provide opportunities to learn from experience
 Provide helpful career advice
 Promote the person’s reputation
 Serve as a role model (demonstrate appropriate
behavior)
Guidelines for Recognizing
 Recognize a variety of contributions and
achievements
 Actively search for contributions to recognize
 Recognize specific contributions and
achievements
 Recognize improvements in performance
 Recognize commendable efforts that failed
 Provide recognition that is sincere
 Provide recognition that is timely
 Use a form of recognition appropriate for the
person and situation
Chapter 4
Participative Leadership, Delegation, and
Empowerment
1-35
Learning Objectives
 Understand what research methods have been used to
study participative leadership
 Understand the major findings in research on
consequences of participative leadership
 Understand the situations in which participative leadership
is most likely to be effective
 Understand the major findings in research on the normative
theory of leader decision making
Learning Objectives
 Understand procedures for the effective use of
consultation
 Understand the potential benefits and risks of
delegation
 Understand when and how to use delegation effectively
 Understand why follower perceptions of empowerment
are important
Varieties of Participation
 Autocratic Decision
 Consultation
 Joint Decision
 Delegation

Consequences of Participative
Leadership

Consequences of Participative
Leadership
 Potential Benefits of Participation

 Decision quality
 Decision acceptance
 Satisfaction with the decision process
 Development of participant skills
 Objectives of Different Participants

Normative Decision Model
Vroom and Yetton Model

Guidelines for Participative Leadership
 Diagnosing Decision Situations

 Evaluate how important the decision is
 Identify people with relevant knowledge or expertise
 Evaluate likely cooperation by participants
 Evaluate likely acceptance without participation
 Evaluate whether it is feasible to hold a meeting

Guidelines for Participative Leadership
 Encourage Participation
 Encourage people to express their concerns
 Describe a proposal as tentative
 Record ideas and suggestions
 Look for ways to build on ideas and suggestions
 Be tactful in expressing concerns about a suggestion
 Listen to dissenting views without getting defensive
 Try to utilize suggestions and deal with concerns

 Show appreciation for suggestions
Guidelines for Empowerment
 Clarify objectives and explain how the work supports them
 Involve people in making decisions that affect them
 Delegate responsibility and authority for important activities
 Take into account individual differences in motivation and
skills
 Provide access to relevant information
 Provide resources needed to carry out new responsibilities
 Change management systems to be consistent with
empowerment
Guidelines for Empowerment
 Remove bureaucratic constraints and unnecessary
controls
 Express confidence and trust in people
 Provide coaching and advice when requested
 Encourage and support initiative and problem solving
 Recognize important contributions and achievements
 Ensure that rewards are commensurate with new
responsibilities
 Ensure accountability
© 2006 Prentice Hall
for the ethical use of power
Leadership in Organizations 1-45
Chapter 5
Dyadic Role Making, Attributions, and
Followership
1-46
Chapter 6
Power and Influence
1-47
Learning Objectives
 Understand how position and personal attributes
can be a source of power for leaders.
 Understand the process by which power is
acquired or lost in organizations
 Understand the consequences of power for
leadership effectiveness

Learning Objectives
 Understand some of the psychological processes that
explain how leaders influence people
 Understand the different types of influence tactics used
in organizations
 Understand how proactive tactics are typically used in
influence attempts with subordinates, peers, or

superiors
 Understand the relative effectiveness of different
proactive tactics
Conceptions of Power and Influence
 Power – Capacity of one party to influence another
party
 Authority – The rights, prerogatives, obligations,
and duties associated with particular positions in
an organization or social system

Outcomes of Influence Attempts
 Commitment – The target person internally agrees with
a decision or request and makes a great effort to carry
out the request
 Compliance – The target person is willing to do what
the agent asks but is apathetic rather than enthusiastic

about it and will make only a minimal effort
 Resistance – The target person is opposed to the
proposal or request and actively tries to avoid carrying

it out
Power Types and Sources

Different Types of Power

Power and Influence Behavior

Chapter 7
Managerial Traits and Skills
1-55
Learning Objectives
 Understand how conceptions about the importance
of traits have changed over the past 70 years
 Understand the types of research methods that
have been used to study leadership traits and skills

 Understand what traits and skills are most relevant
for effective leadership

 Understand how traits and skills are related to
leadership behavior
Learning Objectives
 Understand how the relevance of a trait or skill
depends on the situation, type of organization, and
national culture
 Understand the traits and skills that cause some
people to derail in their managerial careers
 Understand the limitations of the trait approach

Nature of Traits and Skills
 Trait – Variety of individual attributes, including aspects
of personality, temperament, needs, motives and
values
 Need (motive) – Desire for particular types of stimuli or
experiences
 Values – Internalized attitudes about what is right and
wrong, ethical and unethical, moral and immoral

 Skill – The ability to do something in an effective
manner
Three-Factor Taxonomy of Skills

CCL Research on Mangers Who
Derail
 Advancing Managers versus Managers who were
Dismissed, Transferred, Retired Early, or Plateaued
 Traits, Skills & Competencies of Successful
Managers:
 Emotional stability
 Lack of defensiveness
 Integrity
 Interpersonal skills
 Technical and cognitive skills
Managerial Traits Effectiveness

Big Five Personality Traits

Managerial Skills and Effectiveness
 Technical Skills – Include knowledge about methods,
processes, and equipment for conducting the specialized
activities of the manager’s organizational unit
 Conceptual Skills – Involve good judgment, foresight,
intuition, creativity, and the ability to find meaning and

order in ambiguous, uncertain event
 Interpersonal Skills – Include knowledge about human
behavior and group processes, ability to understand the

feelings, attitudes, and motives of others, and ability to
communicate
© 2006 Prentice Hall clearly andin Organizations
Leadership persuasively. 1-63
Other Relevant Competencies
 Emotional Intelligence
 Social Intelligence
 Systems Thinking
 Ability to Learn
Application for Managers
 Guidelines for Understanding and Improving Relevant

Competencies
 Maintain self-awareness
 Develop relevant skills
 Remember that a strength can become a weakness
 Compensate for weaknesses
Chapter 8
Early Contingency Theories of
Effective Leadership
1-66
Chapter 9
Charismatic and
Transformational Leadership
1-67
Learning Objectives
 Understand how the theories of charismatic and
transformational leadership differ from earlier leadership
theories
 Understand similarities and differences among the major
theories of charismatic and transformational leadership

 Understand why attributions of charisma are jointly
determined by the leader, the followers, and the situation

 Understand what traits, behaviors, and influence
processes are involved in charismatic and

transformationalLeadership
leadership
Learning Objectives
 Understand why charismatic leadership can result in
undesirable consequences for followers and the organization
 Understand what research methods have been used to
evaluate theories of transformational and charismatic

leadership
 Understand the major findings in empirical research on the
effects of charismatic and transformational leadership

 Understand how to apply the theories to become more
effective
© 2006 Prentice Hall as a leader
Early Theories
 Charisma
 Max Weber – Divinely inspired gift
 Occurs during a social crisis
 Leader emerges with a radical vision that offers a solution
 Transforming Leadership
 Burns’ book on political leadership
 Transforming leadership appeals to the moral values of followers
to raise their consciousness and mobilize their energies

 Transactional leadership motivates followers by appealing to their
self-interest and exchanging benefits
Attribution Theory of Charismatic Leadership
 Leader Traits and Behaviors
 Advocate a vision highly discrepant from the status quo
 Acts in unconventional ways
 Make self-sacrifices
 Appear confident about their proposals
 Inspire them with emotional appeals
 See opportunities that others fail to recognize
 Influence Processes
 Personal identification
 Internalization
 Facilitating Conditions
 Follower disenchantment
© 2006 Prentice HallCrisis situation
Self-Concept Theory of Charismatic
Leadership
 Indicators of Charisma
 Leader Traits and Behaviors
 Articulating an appealing vision
 Using strong, expressive forms of communication when articulating the
vision
 Taking personal risks and making self sacrifices to attain the vision
 Communicating high expectations
 Expressing confidence in followers
 Modeling behaviors consistent with the vision
 Managing follower impressions of the leader
 Building identification with the group or organization

 Empowering followers.
Self-Concept Theory of Charismatic
Leadership
 Social identification
 Internalization
 Individual self-efficacy and collective efficacy
 Leader’s vision is congruent with existing follower values and
identities
 Task roles defined in ideological terms that appeal to followers
 Crisis situation
Consequences of Charismatic Leadership
The Dark Side of Charisma
 Being in awe of the leader reduces good suggestions by

followers
 Desire for leader acceptance inhibits criticism by followers
 Adoration by followers creates delusions of leader infallibility
 Excessive confidence and optimism blind the leader to real
dangers
 Denial of problems and failures reduces organizational
learning
 Leader Behaviors
 Transformational Behaviors
 Idealized influence
 Individualized consideration
 Inspirational motivation
 Intellectual stimulation
 Transactional Behaviors
 Contingent reward
 Active management by exception
 Passive management by exception
 Transactional Leadership
 Instrumental compliance
 Transformational Leadership
 Internalization

 Some aspects of transformational leadership are
relevant in most if not all situations
 Dynamic, unstable environment that increase the need
for change
 Leaders are encouraged to be flexible and innovative
 Follower traits and values
Research Methods for Assessing the
Theories
 Survey Research
 Laboratory Experiments
 Field Experiments
 Descriptive and Comparative Studies
 Intensive Case Studies

Transformational vs. Charismatic Leadership
 Differences and Similarities between the Theories
 Evaluation of the Theories
 Available evidence supports charismatic and transformational
leadership theories
 Several of their propositions can be found in earlier theories – “Old
wine in a new bottle”
 Conceptual weaknesses
 Ambiguous constructs
 Insufficient description of explanatory processes
 Narrow focus on dyadic processes
 Omission of some relevant behaviors
 Insufficient specification of situational variables
 Bias toward heroic conceptions of leadership
 Overemphasis on universal leader attributes that are not
relevant for allLeadership
situationsin Organizations 1-79
Consequences of Charismatic Leadership
The Dark Side of Charisma
 Risky, grandiose projects are more likely to fail

 Taking complete credit for successes alienates some key followers
 Impulsive, nontraditional behavior creates enemies as well as
believers
 Dependence on the leader inhibits development of competent
successors
 Failure to develop successors creates an eventual leadership
crisis

Guidelines for Transformational Leadership
 Articulate a clear and appealing vision

 Explain how the vision can be attained
 Act confident and optimistic
 Express confidence in followers
 Use dramatic, symbolic actions to emphasize key
values
 Lead by example
Chapter 10
Leading Change in Organizations
1-82
Learning Objectives
 Understand the different reasons for resisting
change
 Understand the different types of organizational
change
 Understand the psychological processes involved
in making major changes

 Understand the different ways that leaders can
influence the culture

of an organization
Learning Objectives
 Understand the characteristics of an effective
vision
 Understand how to develop an appealing vision for
the organization
 Understand the characteristics of a learning
organization
 Understand how leaders can increase learning and
innovation in organizations
Types of Organizational Change
 Attitude-Centered Change
 Role-Centered Change
 Changes in Technology
 Change in Competitive Strategy
 Economic or Human Factor Changes

 Generic Change Programs
Influencing Organizational Change
 Nature of Organizational Change

 Primary Ways to Influence Culture
 Attention
 Reactions to crisis
 Role Modeling
 Allocation of rewards Criteria for selection and

dismissal Leadership in Organizations 1-86
Influencing Organizational Change
 Secondary Ways to Influence Culture

 Design of systems and procedures
 Design of organizational structure
 Design of facilities
 Stories, legends, and myths
 Formal statements
Innovation and Organizational Learning
 Internal Creation of New Knowledge

 Internal departments
 Pilot testing new ideas
 External Acquisition of New Knowledge
 Best practices
 Hiring outsiders
 External Consultants
 Joint ventures
Innovation and Organizational Learning
 Knowledge Diffusion and Application

 Information systems
 Written or electronic documents
 Special purpose conferences
 Seminars and workshops
 Learning Organizations
Guidelines for Increasing Learning and
Innovation
 Encourage appreciation for flexibility and

innovation
 Encourage and facilitate learning by individuals
and teams
 Help people improve their mental model

 Leverage learning from surprises and failures
Guidelines for Increasing Learning and
Innovation
 Encourage and facilitate sharing of knowledge and

ideas
 Set innovation goals
 Reward entrepreneurial behavior

Chapter 11
Leadership in Teams and
Decision Groups
1-92
Types of Teams
 Functional Teams
 Cross-Functional Teams
 Self-Managed Teams (“Semi-Autonomous Work
Group”)
 Virtual Teams
Facilitating Conditions for Self-Managed
Teams
 Clearly defined objectives

 Complex and meaningful task
 Small size and stable membership
 Substantial discretion over work processes
 Access to relevant information

Facilitating Conditions for Self-Managed
Teams
 Appropriate recognition and rewards

 Strong support by top management
 Competent external leader
 Members have strong interpersonal skills
Determinants of Team Performance
 Commitment to Shared Objectives

 Member Skills and Role Clarity
 Internal Organization and Coordination
 External Coordination
 Resources and Political Support
 Mutual Trust and Cooperation

 Collective Efficacy and Potency
Leadership in Different Types of Teams
Cross-Functional Teams

Guidelines for Leading Meetings
 Inform people about necessary preparations for a

meeting
 Share essential information with group members
 Describe the problem without implying the cause or
solution
 Allow ample time for idea generation and evaluation
 Separate idea generation and from idea evaluation
Guidelines for Leading Meetings
 Encourage and facilitate participation

 Encourage positive restatement and idea building
 Use systematic procedures for solution evaluation
 Encourage members to look for an integrative solution
 Encourage efforts to reach consensus when feasible
 Clarify responsibilities for implementation

Chapter 12
Strategic Leadership by Executives
1-100
Learning Objectives
 Understand the findings in research about the importance of

strategic leadership
 Understand the conditions that determine how difficult it is for
a chief executive to make changes in an organization
 Understand how tenure in office is related to a chief
executive’s leadership behavior
 Understand the potential advantages of executive teams and
the conditions that increase their effectiveness
Learning Objectives
 Understand how leaders can influence different

performance determinants to improve organizational
effectiveness
 Understand the leadership challenges posed by trade-offs,
competing demands, and changing situations
 Understand some procedures commonly used to monitor
the environment and formulate a good competitive strategy

Efficiency and Process Reliability
 Performance management and goal setting
programs (e.g.,MBO, zero defects)
 Process and quality improvement programs
(quality circles,TQM, Six Sigma)
 Cost reduction programs (downsizing, outsourcing,
just-in-time inventory)
 Structural forms (functional specialization,
formalization, standardization)
 Appraisal, recognition, and reward systems
focused on efficiency and process reliability
Human Resources and Relations
 Human resource planning (succession planning,
assessment centers, recruiting programs)
 Empowerment programs (self-managed teams,
employee ownership, industrial democracy)
 Recognition and reward programs focused on
loyalty, service, or skill acquisition

Innovation and Adaptation
 Competitor and market analysis programs (market
surveys, focus groups, consumer panels,
comparative product testing, benchmarking
competitor products and processes)
 Innovation programs (intrapreneurship, quality
circles, innovation goals)
 Knowledge acquisition (consultants, joint ventures,
import best practices from outside)
 Organizational learning (knowledge management
systems, postmortums, joint ventures)
Innovation and Adaptation
 Temporary structural forms for implementing
change (steering committee, task forces)
 Growth and diversification programs (mergers and
acquisitions, franchises, joint ventures)
 Structural forms (research departments, small
product divisions, product managers
crossfunctional product development teams,
facilities designed to encourage innovation)
 Appraisal, recognition, and reward systems
focused on innovation and customer satisfaction
Questions for External Monitoring
 What do clients and customers need and want?
 What is the reaction of clients and customers to the
organization’s current products and services?
 Who are the primary competitors?
 What strategies are they pursuing (e.g., pricing,
advertising and promotions, new products, customer
service, etc.)?
 How do competitors’ products and services compare to
those of the manager’s organization?
 What events affect the acquisition of materials, energy,
information, and other inputs used by the organization to
conduct its operations?
Questions for External Monitoring
 How will the organization be affected by new legislation
and by government agencies that regulate its activities
(e.g., labor laws, environmental regulations, safety
standards, tax policies, etc.)?
 How will new technologies affect the organization’s
products, services, and operations?
 How will the organization be affected by changes in the
economy (employment level, interest rates, growth
rates)?
 How will the organization be affected by changing
population demographics (e.g., aging, diversity)?
 How will the organization be affected by international
events (e.g., trade agreements, import restrictions,
currency changes, wars and revolutions)?
Guidelines for External Monitoring
 Identify relevant information to gather
 Use multiple sources of relevant information
 Learn what clients and customers need and want
 Learn about the products and activities of
competitors
 Relate environmental information to strategic plans
Guidelines for Formulating Strategy
 Determine long-term objectives and priorities
 Assess current strengths and weaknesses
 Identify core competencies
 Evaluate the need for a major change in strategy
 Identify promising strategies
 Evaluate the likely outcomes of a strategy
 Involve
© 2006 Prentice Hall other executives in selecting a strategy1-110
Leadership in Organizations
Chapter 13
Developing Leadership Skills
1-111
Learning Objectives
 Understand the importance of leadership training and

development in organizations
 Understand how to use coaching, mentoring, action learning,
special assignments, simulations, and 360-degree feedback
 Understand the benefits and limitations of the primary
methods for leadership training and development
 Understand the findings in research conducted to evaluate
the methods

Learning Objectives
 Understand the organizational conditions that facilitate

leadership training and development
 Understand what leaders can do to encourage and
facilitate the leadership development of their subordinates
 Understand what leaders can do to develop their own skills
 Understand why leader development should be integrated
with human resource management and strategic planning
Special Techniques for Leadership
Training
 Behavior Role Modeling

 Uses a combination of demonstrations and role playing
 Based on social learning theory
 One of the most effective training methods for
managers

Learning from Experience
 Amount of Challenge
 Variety of Tasks or Assignments
 Relevant Feedback

Sources of Information for 360-Degree
Feedback

Creating a Learning Climate
 Make job assignments that allow people to pursue their
interests and learn new skills
 Establish work schedules that allow enough free time to
try new methods
 Provide financial support for continuing education by
employees
 Arrange special speakers and skills workshops for
employees
 Establish a sabbatical program to allow employees to
renew themselves

Creating a Learning Climate
 Establish a career counseling program to help
employees develop self-awareness and find ways to
achieve their full potential
 Establish voluntary skill assessment and feedback
programs
 Make pay increases partly dependent on skill
development
 Provide awards for innovations and improvements
Use symbolsLeadership
© 2006 Prentice Hall
and slogans that embody values
Systems Perspective on Leadership
Development
 Relationship Among Approaches
 Integrating Developmental Activities

Chapter 14
Ethical Leadership and Diversity
1-120
Ethical Leadership
 Personal Integrity and Ethical Leadership
 Dilemmas in Evaluating Ethical Leadership
 Influencing Expectations
 Influencing Values and Beliefs
 Multiple Stakeholders

Promoting an Ethical Climate
 Set an example of ethical behavior in your own
actions
 Facilitate the development and dissemination of a
code of ethical conduct
 Initiate discussions with followers or colleagues
about ethics and integrity

Promoting an Ethical Climate
 Recognize and reward ethical behavior by others
 Take personal risks to advocate moral solutions to
problems
 Help others find fair and ethical solutions to
conflicts
 Initiate support services (e.g., ethics hotline, online
advisory group)
Guidelines for Managing Diversity
 Set an example in your own behavior of
appreciation for diversity
 Encourage respect for individual differences
 Promote understanding of different values, beliefs,
and traditions
 Explain the benefits of diversity for the team or
organization
 Encourage and support others who promote
tolerance of diversity
Guidelines for Managing Diversity
 Discourage use of stereotypes to describe people
 Identify biased beliefs and role expectations for
women or minorities
 Challenge people who make prejudiced comments
 Speak out to protest against unfair treatment
based on prejudice
 Take disciplinary action to stop harassment of
women or minorities
Chapter 15
Overview and Integration
1-126
Learning Objectives
 Summarize major findings about leadership traits, skills,
behavior, influence processes, and situational variables
 Understand key points of convergence in findings from
these different approaches for studying leadership
 Understand what progress has been made in integrating
the findings in different approaches for studying leadership
 Understand how biases in the conceptualization of
leadership affect theory and research
Learning Objectives
 Understand how the methods used for studying
leadership affect what is learned about it
 Understand the advantages offered by
multimethod research on leadership
 Understand what has been learned about the
essence of effective leadership

Major Findings in Leadership Research
 The Leadership Situation

 Leadership Behavior
 Power and Influence
 Traits and Skills

Toward an Integrating Conceptual Framework

Essence of Effective Leadership
 Help interpret the meaning of events
 Create alignment on objectives and strategies
 Build task commitment and optimism
 Build mutual trust and cooperation
 Strengthen collective identity

Essence of Effective Leadership
 Organize and coordinate activities
 Encourage and facilitate collective learning
 Obtain necessary resources and support
 Develop and empower people
 Promote social justice and morality

Leadership in Organizations Kortversjon

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Leadership in Organizations Kortversjon

Caricato da

Copyright:

Formati disponibili

CHAPTER 1

Introduction: The Nature of Leadership

“There are almost as many definitions of

© 2006 Prentice Hall Leadership in Organizations 1-2

 Leaders and managers are completely different

© 2006 Prentice Hall Leadership in Organizations 1-3

“Leadership is the process of influencing

© 2006 Prentice Hall Leadership in Organizations 1-5

 Characteristics of the Leader

 Characteristics of the Follower

 Characteristics of the Situation

© 2006 Prentice Hall Leadership in Organizations 1-6

 Traits (motives, personality, values)

© 2006 Prentice Hall Leadership in Organizations 1-8

© 2006 Prentice Hall Leadership in Organizations 1-10

© 2006 Prentice Hall Leadership in Organizations 1-11

© 2006 Prentice Hall Leadership in Organizations 1-12

© 2006 Prentice Hall Leadership in Organizations 1-14

© 2006 Prentice Hall Leadership in Organizations 1-15

 Many interactions involve oral communication

 Decision processes are disorderly and political

 Most planning is informal and adaptive

© 2006 Prentice Hall Leadership in Organizations 1-16

© 2006 Prentice Hall Leadership in Organizations 1-17

© 2006 Prentice Hall Leadership in Organizations 1-19

© 2006 Prentice Hall Leadership in Organizations 1-21

© 2006 Prentice Hall Leadership in Organizations 1-22

 Organize work activities to improve efficiency

 Explain rules, policies, and stand operating

 Provide support and encouragement to someone

© 2006 Prentice Hall Leadership in Organizations 1-26

 Monitor the external environment to detect threats and

 Encourage and facilitate innovation and entrepreneurship in the

© 2006 Prentice Hall Leadership in Organizations 1-29

© 2006 Prentice Hall Leadership in Organizations 1-31

© 2006 Prentice Hall Leadership in Organizations 1-38

© 2006 Prentice Hall Leadership in Organizations 1-39

 Potential Benefits of Participation

© 2006 Prentice Hall Leadership in Organizations 1-40

© 2006 Prentice Hall Leadership in Organizations 1-41

 Diagnosing Decision Situations

© 2006 Prentice Hall Leadership in Organizations 1-42

 Record ideas and suggestions

 Look for ways to build on ideas and suggestions

 Be tactful in expressing concerns about a suggestion

 Listen to dissenting views without getting defensive

 Try to utilize suggestions and deal with concerns

© 2006 Prentice Hall Leadership in Organizations 1-48

influence attempts with subordinates, peers, or

© 2006 Prentice Hall Leadership in Organizations 1-50

the agent asks but is apathetic rather than enthusiastic

proposal or request and actively tries to avoid carrying

© 2006 Prentice Hall Leadership in Organizations 1-52

© 2006 Prentice Hall Leadership in Organizations 1-53

© 2006 Prentice Hall Leadership in Organizations 1-54

have been used to study leadership traits and skills

for effective leadership

© 2006 Prentice Hall Leadership in Organizations 1-57

wrong, ethical and unethical, moral and immoral

© 2006 Prentice Hall Leadership in Organizations 1-59

© 2006 Prentice Hall Leadership in Organizations 1-61

© 2006 Prentice Hall Leadership in Organizations 1-62

intuition, creativity, and the ability to find meaning and

behavior and group processes, ability to understand the