BUS 51 - Mosley7e ch08

Part 3

Leading

Chapter 8

Leadership

Mosley • Pietri
PowerPoint Presentation by Charlie Cook
The University of West Alabama

© 2008 Thomson/South-Western
All rights reserved.

Learning Objectives
Learning Objectives
After reading and studying this chapter, you should
be able to:
1. Describe factors that affect the leadership style used.
2. Discuss and explain two frequently used leadership
models.
3. Determine which leadership style is most appropriate
in different situations.
4. Contrast heroic supervisors with developmental
supervisors.
5. Contrast transformational leadership with transactional
leadership.
© 2008 Thomson/SouthWestern. All rights reserved.
8–2

Learning Objectives (cont’d)
Learning Objectives (cont’d)
After reading and studying this chapter, you should
be able to:
6. Discuss how to inspire self-confidence, develop
people, and increase productivity.
7. Explain why emotional intelligence is so important for
effective leadership.


8–3

Leadership: What Is It All About?
• Leadership Defined
 A process of influencing individual and group activities

toward goal setting and goal achievement.

• Leadership Questions:
 Why don’t all leaders use the same style?
 What effects do different styles have on employee

productivity and morale?
 What style is most appropriate in a particular

situation?
 Should a particular style be used consistently, or

should it be changed as circumstances change?
8–4

EXHIBIT 8.1

Factors Affecting Choice of Leadership Style


8–5

Factors Affecting Leadership Style
• Factors Affecting a Supervisor’s
Management Philosophy:
1. The supervisor’s family and early

school environment
2. The supervisor’s experience and

training in the area of leadership
3. The supervisor’s present work

environment, including the type of
work and the general management
system

8–6

Theory X and Theory Y Management Philosophy
• Theory X
 Employees have an inherent dislike of work and wish to avoid

responsibility.

• Assumptions of Theory X:
 Employees have an inherent dislike of work and will avoid it if

possible.
 Employees must be coerced, controlled, directed, or threatened

with punishment to get them to put forth adequate effort toward
the achievement of organizational objectives.
 Employees prefer to be directed, wish to avoid responsibility,

have relatively little ambition, and, above all, seek security.
 Employees cannot be trusted.


8–7

Theory X and Theory Y… (cont’d)
• Theory Y
 Work is as natural as play or rest.

• Assumptions of Theory Y:
 Physical and mental effort in work is as natural as play or rest.
 Employees will exercise self-direction and self-control in the






service of objectives to which they are committed.
Commitment to objectives is a function of the rewards
associated with their achievement.
Employees learn, under proper conditions, not only to accept but
also to actively seek greater responsibility.
Imagination, ingenuity, and creativity is widely, not narrowly,
distributed in the population.
The intellectual potential of employees is only partially utilized.
Employees believe they are winners, so treat them like winners.


8–8

Theory X and Theory Y… (cont’d)
• Implications of Theory X and Theory Y
 Theory X supervisors will be more inclined to prefer

a structured, autocratic leadership style.
 Theory Y supervisors will be more inclined to prefer

a supportive, participative leadership style when the
situation calls for it.


8–9

Factors Affecting Leadership Style (cont’d)
• The Followers’ Readiness Level
 Is the state of a follower’s drive and need for

achievement.
 Results from the follower’s experience, education,
attitudes, and willingness and ability to accept
responsibility.

• Formula for the Readiness Concept
 Readiness = Ability + Willingness


If followers are less ready, the leader should use a different
style than if followers are more ready.


8–10

Two Contingency Leadership Models
• Leadership Grid®
 Categorizes leadership styles according to concern

for people and concern for production results.

• Leadership Styles on the Grid
 Authority compliance—high concern for production

results and a directive approach.
 Country club management—high concern for people.
 Middle of the road management—places equal

emphasis on people and production.
 Impoverished management—little concern for people

or production.

8–11

EXHIBIT 8.2

The
Leadership
Grid® Figure

Source: The Leadership Grid® figure,
Paternalism Figure and Opportunism from
Leadership Dilemmas—Grid Solutions, by
Robert R. Blake and Anne Adams
McCanse (Formerly the Managerial Grid by
Robert R. Blake and Jane S. Mouton).
Houston: Gulf Publishing Company (Grid
Figure: p. 29, Paternalism Figure: p. 30,
Opportunism Figure: p. 31). Copyright
1991 by Scientific Methods, Inc.
Reproduced by permission of the owners.


8–12

Situational Leadership
• Life-Cycle Theory of Leadership
 Leadership behaviors should be based on the

readiness level of employees.

• Task Behaviors of Leaders
 Clarifying a job, telling people what to do and how

and when to do it, providing follow-up, and taking
corrective action.

• Relationship Behaviors of Leaders
 Providing people with support and asking for their

opinions.

8–13

EXHIBIT 8.3

The Hersey-Blanchard Situational Leadership® Model

Participating and
Supporting Style
Best used with ready
individuals or groups.

Coaching and
Selling Style
Used with individuals
or groups that have
potential but haven’t
realized it fully.

Delegating Style
Used with exceptionally
ready and capable
individuals and groups.

Structuring and
Telling Style
Used with individuals
or groups relatively
less ready for a given
task.

Source: Paul Hersey and Kenneth Blanchard,
Management of Organizational Behavior: Utilizing
Human Resources, 8th ed., p. 200. Reprinted by
permission of the Center for Leadership Studies.
All rights reserved.


8–14

EXHIBIT 8.4

Continuum of Leadership Behavior (Tannenbaum and Schmidt)

Continuum of Leadership Behavior
The full range of leadership behaviors in terms of the relationship
between a supervisor’s use of authority and employees’ freedom.


Source: Modified and reprinted by permission of Harvard Business Review. An exhibit from “How to Choose a Leadership Pattern” by Robert
Tannenbaum and Warren H. Schmidt (May–June 1973). Copyright © 1973 by the Harvard Business School Publishing Corp. All rights reserved.

8–15

Three Forces Affecting Leadership Approach

Forces in the Employee
Forces in the Employee

Forces in the Leader
Forces in the Leader

Choice of
Choice of
Leadership
Leadership
Approach
Approach

Forces in the Situation
Forces in the Situation


8–16

Developmental Leadership
• Developmental Leadership
 An approach that helps groups to evolve effectively

and to achieve highly supportive, open, creative,
committed, high-performing membership.

• Heroic Managers
 Those managers who have a great need for control or

influence and want to run things.


8–17

Developmental Leadership (cont’d)
• Characteristics of the Heroic Manager
 Knows at all times what is going on in the department.
 Has enough technical expertise to supervise

subordinates.
 Is able to solve any problem that comes up or at least

solve it before the subordinate does.
 Is the primary (if not the only) person responsible for

how the department is working.


8–18

EXHIBIT 8.5

The Self-Fulfilling Consequences of Using the Heroic Management Approach


Source: Adapted from Managing for Excellence. David L. Bradford and Allen R. Cohen,
Copyright © 1984, John Wiley & Sons, reprinted by permission of John Wiley & Sons, Inc.

8–19

Developmental Leadership (cont’d)
• Characteristics of the
Developmental Manager
 Builds a shared-responsibility

team.
 Continuously develops individual

skills of team members.
 Works with the team to build a

common departmental vision of
the team’s overarching goal in
support of the mission and overall
goals of the organization.

8–20

Transformational and Transactional
Leadership
• Transformational Leadership
 Converts followers into leaders and may convert

leaders into moral agents.


Charismatic leadership



Individualized consideration



Intellectual stimulation

• Transactional Leadership
 Leaders identify desired performance standards and

recognize what types of rewards employees want
from their work.
8–21

EXHIBIT 8.7

Contrasting Leadership Approaches

Transactional

Transformational

Characteristics
Exchange Process
Evolutionary Ideas
Within Existing Structure
Reactive

Relations Orientation
Revolutionary Ideas
Emerges in Crisis
Proactive

Motivation
Contingent Reward (Extrinsic)

Inspiration; Recognition (Intrinsic)

Power
Traditional

Charismatic

Focus
Outcomes

Vision

Leader
Specifies Talk
Clarifies Roles
Recognizes Needs
Manages by Exception

Consultant, Coach, Teacher
Emphasis on Empowering the Individual
Gives Autonomy; Good Listener; Informal
Accessible; Model of Integrity

Employees
Seek Security; Needs Fulfilled
Separate Organization from Individual

Transcend Self-Interests for the Organization
Do More than They Are Expected to Do

Outcomes
Expected Performance

Quantum Leaps in Performance


8–22

Source: George McAleer’s presentation at APT Type and Leadership Symposium, Crystal City, VA, March 5–7, 1993.

EXHIBIT 8.8

A Distant Drum

1. Tell the truth.
2. Do your best, no matter how trivial the task.
3. Choose the difficult right over the easy wrong.
4. Look out for the group before you look out for
yourself.
5. Don’t whine or make excuses.
6. Judge others by their actions, not their race, culture,
religion, or sexual orientation.

Source: Cherl Templet, My Leadership Autobiography, March 1, 1999. A requirement in an MBA Leadership
course taught by Donald C. Mosley, Spring Semester 1999, University of South Alabama, Mobile, Alabama.

8–23

Servant Leadership
• Servant Leadership
 Defines success as a leader as giving and measures

achievement by devotion to serving and leading.
 Winning becomes the creation of community through
collaboration and team building.


8–24

EXHIBIT 8.9

Ten Characteristics of Servant Leadership

1. Listening.
2. Empathy.
3. Healing.
4. Persuasion.
5. Awareness.
6. Foresight.
7. Conceptualization.
8. Commitment to the growth of people.
9. Stewardship.
10. Building community.

Source: Larry C. Spears, “Creating Caring Leadership for the 21st Century,” The Not-For-Profit CEO Monthly Letter 5, No. 9, July 1998
(The Robert K. Greenleaf Center for Servant Leadership, 921 East 86th Street, Suite 2000, Indianapolis, IN). Reprinted with permission.

8–25

Core Leadership Functions
• Valuing. Having a grasp of the organization’s values and being able
to translate values into practice and elevate them to higher levels.
• Visioning. Having a clear mental picture of a desired future for the
organization or organizational unit.
• Coaching. Helping others develop the knowledge and skills needed
for achieving the vision.
• Empowering. Enabling others to move toward the vision.
• Team building. Developing a coalition of people who will commit
themselves to achieving the vision.
• Promoting quality. Achieving a reputation for always meeting or
exceeding customer expectations.
• Listening with empathy. Clarifying where others are coming from
and acceptance of others even with imperfections.


8–26

EXHIBIT 8.10

The Five Components of Emotional Intelligence at Work
Definition

Hallmarks

Self-Awareness

The ability to recognize and
understand your moods, emotions,
and drives, as well as their effect on
others

Self-confidence
Realistic self-assessment
Self-deprecating sense of humor

Self-Regulation

The ability to control or redirect
disruptive impulses and moods
The propensity to suspend
judgment—to think before acting

Trustworthiness and integrity
Comfort with ambiguity
Openness to change

Motivation

A passion to work for reasons that
go beyond money or status
A propensity to pursue goals with
energy and persistence

Strong drive to achieve
Optimism, even in the face of failure
Organizational commitment

Empathy

The ability to understand the
emotional makeup of other people
Skill in treating people according to
their emotional reactions

Expertise in building and retaining talent
Cross-cultural sensitivity
Service to clients and customers

Social Skill

Proficiency in managing
relationships and building networks
An ability to find common ground
and build rapport

Effectiveness in leading change
Persuasiveness
Expertise in building and leading teams


Source: Daniel Goleman, “What Makes a Leader?” Harvard Business Review, November–December 1998, p. 95.
Copyright © 1998 by the Harvard Business School Publishing Corp. All rights reserved. Reprinted by permission.

8–27

EXHIBIT 8.11

Boyatzis’ Theory of Self-Directed Learning (Goleman, Boyatzis, and McKee,
2002)


Source: Richard E. Boyatzis, Ellen Van Oosten, “A Leadership Imperative: Building the
Emotionally Intelligent Organization, Ivey Business Journal, January/February 2003, p. 3.

8–28

Important Terms
Important Terms
• authority compliance
• coaching and selling style
• continuum of leadership
behavior
• country club management
• delegating style
• developmental leadership
• emotional intelligence
• heroic managers
• impoverished management
• leadership
• Leadership Grid®
• life-cycle theory of leadership


•
•
•
•
•
•
•
•
•
•
•
•
•

middle of the road management
participating and supporting style
readiness level
relationship behaviors
servant leadership
Situational Leadership® Model
structuring and telling style
task behaviors
team management
Theory X
Theory Y
transactional leadership
transformational leadership

8–29

BUS 51 - Mosley7e ch08

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