商務(wù)英語(yǔ)實(shí)訓(xùn)課程-unit-5-Leadership-LEADERSHIP2公開(kāi)課獲獎(jiǎng)?wù)n件百校聯(lián)

organizationalbehavioreleventheditionChapter11BasicApproachestoLeadershipAfterstudyingthischapter,

youshouldbeableto:Contrastleadershipandmanagement.Summarizetheconclusionsoftraittheories.Identifythelimitationsofbehavioraltheories.DescribeFiedler’scontingencymodel.ExplainHerseyandBlanchard’ssituationaltheory.Summarizeleader-memberexchangetheory.LEARNINGOBJECTIVES2Afterstudyingthischapter,

youshouldbeableto:Describethepath-goaltheory.Identifythesituationalvariablesintheleader-participationmodel.LEARNINGOBJECTIVES(cont’d)3WhatIsLeadership?LeadershipTheabilitytoinfluenceagrouptowardtheachievementofgoals.ManagementUseofauthorityinherentindesignatedformalranktoobtaincompliancefromorganizationalmembers.4TraitTheoriesLeadershipTraits:AmbitionandenergyThedesiretoleadHonestandintegritySelf-confidenceIntelligenceHighself-monitoringJob-relevantknowledgeTraitsTheoriesofLeadershipTheoriesthatconsiderpersonality,social,physical,orintellectualtraitstodifferentiateleadersfromnonleaders.5TraitTheoriesLimitations:Nouniversaltraitsfoundthatpredictleadershipinallsituations.Traitspredictbehaviorbetterin“weak”than“strong”situations.Unclearevidenceofthecauseandeffectofrelationshipofleadershipandtraits.Betterpredictoroftheappearanceofleadershipthandistinguishingeffectiveandineffectiveleaders.6BehavioralTheoriesTraittheory:

Leadersareborn,notmade.Behavioraltheory:

Leadershiptraitscanbetaught.BehavioralTheoriesofLeadershipTheoriesproposingthatspecificbehaviorsdifferentiateleadersfromnonleaders.7OhioStateStudiesInitiatingStructureTheextenttowhichaleaderislikelytodefineandstructurehisorherroleandthoseofsub-ordinatesinthesearchforgoalattainment.ConsiderationTheextenttowhichaleaderislikelytohavejobrelationshipscharacterizedbymutualtrust,respectforsubordinate’sideas,andregardfortheirfeelings.8UniversityofMichiganStudiesEmployee-OrientedLeaderEmphasizinginterpersonalrelations;takingapersonalinterestintheneedsofemployeesandacceptingindividualdifferencesamongmembers.Production-OrientedLeaderOnewhoemphasizestechnicalortaskaspectsofthejob.9TheManagerialGrid

(BlakeandMouton)EXHIBIT11–110ScandinavianStudiesDevelopment-OrientedLeaderOnewhovaluesexperimentation,seekingnewideas,andgeneratingandimplementingchange.ResearchersinFinlandandSwedenquestionwhetherthereareonlytwodimensions(production-orientationandemployee-orientation)thatcapturetheessenceofleadershipbehavior.Theirpremiseisthatinachangingworld,effectiveleaderswouldexhibitdevelopment-orientedbehavior.11ContingencyTheoriesFiedler’sContingencyModelThetheorythateffectivegroupsdependonapropermatchbetweenaleader’sstyleofinteractingwithsubordinatesandthedegreetowhichthesituationgivescontrolandinfluencetotheleader.LeastPreferredCo-Worker(LPC)QuestionnaireAninstrumentthatpurportstomeasurewhetherapersonistask-orrelationship-oriented.12Fiedler’sModel:DefiningtheSituationLeader-MemberRelationsThedegreeofconfidence,trust,andrespectsubordinateshaveintheirleader.PositionPowerInfluencederivedfromone’sformalstructuralpositionintheorganization;includespowertohire,fire,discipline,promote,andgivesalaryincreases.TaskStructureThedegreetowhichthejobassignmentsareprocedurized.13FindingsfromFiedlerModelEXHIBIT11–214CognitiveResourceTheoryResearchSupport:Lessintelligentindividualsperformbetterinleadershiprolesunderhighstressthandomoreintelligentindividuals.Lessexperiencedpeopleperformbetterinleadershiprolesunderlowstressthandomoreexperiencedpeople.CognitiveResourceTheoryAtheoryofleadershipthatstatesthatstresscanunfavorablyaffectasituationandthatintelligenceandexperiencecanlessentheinfluenceofstressontheleader.15HerseyandBlanchard’sSituationalLeadershipTheorySituationalLeadershipTheory(SLT)Acontingencytheorythatfocusesonfollowers’readiness.Leader:decreasingneed

forsupportandsupervisionFollowerreadiness:

abilityandwillingnessUnableand

UnwillingUnablebut

WillingAbleand

WillingDirectiveHighTaskandRelationshipOrientationsSupportiveParticipativeAbleand

UnwillingMonitoring16LeadershipStylesandFollowerReadiness

(HerseyandBlanchard)WillingUnwillingAbleUnableDirectiveHighTask

and

Relationship

OrientationsSupportiveParticipativeMonitoringFollowerReadinessLeadership

Styles17Leader–MemberExchangeTheoryLeader-MemberExchange(LMX)TheoryLeaderscreatein-groupsandout-groups,andsubordinateswithin-groupstatuswillhavehigherperformanceratings,lessturnover,andgreaterjobsatisfaction.18Leader-MemberExchangeTheoryEXHIBIT11–319Path-GoalTheoryPath-GoalTheoryThetheorythatitistheleader’sjobtoassistfollowersinattainingtheirgoalsandtoprovidethemthenecessarydirectionand/orsupporttoensurethattheirgoalsarecompatiblewiththeoverallobjectivesofthegroupororganization.20ThePath-GoalTheoryEXHIBIT11–421Leader-ParticipationModelLeader-ParticipationModel(VroomandYetton)Aleadershiptheorythatprovidesasetofrulestodeterminetheformandamountofparticipativedecisionmakingindifferentsituations.22ContingencyVariablesintheRevised

Leader-ParticipationModelEXHIBIT11–5ImportanceofthedecisionImportanceofobtainingfollowercommitmenttothedecisionWhethertheleaderhassufficienti