10/15/2014 1 CHAPTER 10 Leadership Different paths to becoming a leader  In work settings, formal leaders are generally appointed  In other settings, formal leaders are generally elected  In less formal settings, leaders often emerge  Important issues in leadership research  Who becomes a leader?  Leadership styles  Leader effectiveness  New directions in leadership10/15/2014 2 Who becomes a leader? Are certain people “born” to be leaders?  The trait approach: leaders are born (the great person theory)  Contrary to the trait approach prediction, with the exception of traits such as energy and ambition, leaders do not all share the same traits  high need for power, low need for affiliation  high need for achievement  self-confidence  charisma  However, many different combinations of traits can be found in different leaders Who becomes a leader? It depends on the situation.  The situational approach: situations “call out” leaders  Situations require certain skills, expertise, and competencies  The person(s) who possess the requisite attributes will emerge as the leader(s) (e.g., The Admirable Crichton)  To continue as a situational leader, the leader must be adaptable and innovative10/15/2014 3 The Admirable Crichton The Admirable Crichton10/15/2014 4 Who becomes a leader? It depends on the situation.  The situational approach: situations “call out” leaders  Situations require certain skills, expertise, and competencies  The person(s) who possess the requisite attributes will emerge as the leader(s) (e.g., The Admirable Crichton)  To continue as a situational leader, the leader must be adaptable and innovative Who becomes a leader? The interactionist approach  The interactionist approach  Both leader characteristics and situational requirements play a role  Under the right circumstances, just about anyone might be the best leader  This approach has the advantages of being more accurate and more optimistic than the two previous approaches, although it is also more complex.  Implication for career planning: find a profession that is a good match to your skills, experience, and personality traits, so that you are more likely to emerge as a leader.10/15/2014 5 Gender and leadership  Societal stereotypes have traditionally limited women’s leadership opportunities  Stereotypically masculine attributes such as being assertive, decisive, task-oriented and directive are usually seen as being more consistent with leadership prototypes than stereotypically feminine attributes are.  Studies show that members of both genders express a stereotyped preference for male bosses.  This preference appears to be unjustified, because there is no convincing evidence that, in general, men are better leaders than women. Minority group membership and leadership  Some survey findings indicate that minority group members hold less than 10% of all management positions  Possible reasons for this outcome  Discrimination in hiring, training, mentoring, and promotion  The existence of “old boy” networks  Fewer mentoring opportunities  Possible solutions to this problem  Affirmative action and anti-discrimination legislation  Targeted training and mentoring activities10/15/2014 6 Leadership styles  Person-oriented versus production-oriented leaders: showing consideration versus initiating structure  Impoverished management style  Task management style  Country-club management style  Middle-of-the-road management style  Team management style  Performance-oriented versus maintenance-oriented styles (Misumi et al.)10/15/2014 7 Leadership styles  Gender and leadership style  Agentic versus communal orientation  Degree of emphasis on participation and collaboration (building relationships, sharing information, fostering an atmosphere of inclusion)  Cultural differences in leadership styles  Germany: more task-oriented  United States: more person-oriented  India: even more person-oriented (family model) Leader effectiveness: who succeeds and who fails?  Fiedler’s contingency model: matching leaders and tasks  Low LPC versus high LPC leaders  Low LPC leaders are more effective under low or high situational control  High LPC leaders are more effective under moderate situational control  Tests of the theory have produced mixed results, in part perhaps because situational control is difficult to measure.10/15/2014 8 Leader effectiveness: who succeeds and who fails?  Transactional leadership (“Let’s make a deal.”)  Control of rewards  Setting difficult but achievable goals  Persuading subordinates to accept them  Charismatic or transformational leadership (“Let me inspire you.”)  A clear vision and a plan for getting there  Relating this vision to followers’ needs and values  Using innovative ways to achieve the goals  Willingness to take risks and make sacrifices  Sensitivity to needs and feelings of others  Personal charisma, self-confidence, high energy level10/15/2014 9 New directions in leadership  Teamwork: sharing the leadership responsibility  Participative management: commitment, morale, profit  Effective delegation of power and responsibility  Empowerment  Leadership and the new technology  Leadership development  360 degree feedback  Leadership coaches  Action learning programs  Formal leadership programs  On-the-job development New directions in leadership  Leadership development  Developing a clear and compelling vision  Being perceived as trustworthy and competent  Inspiring followers through example  Using the resources of followers effectively  Self-leadership  Three types of development strategies: work context strategies, task performance strategies, thought self-leadership strategies  Leadership versus