MGT 201 Helpful Slides For Management Students Of Different Universities In Karachi And All Over Pakistan And World

2. Positional - Likely ResponsePositional - Likely Response
Legitimate - ComplianceLegitimate - Compliance
Reward - ComplianceReward - Compliance
Coercive - ResistanceCoercive - Resistance
PersonalPersonal
Referent - CommitmentReferent - Commitment
Expert - CommitmentExpert - Commitment

3. • Reward power: Promising or
granting rewards.
• Coercive power: Threats or actual
punishment.
• Legitimate power: Based on
position or formal authority.
• Expert power: Influence based on
being perceived as having important
knowledge or skill.
• Referent power: Power of one’s
personality (charisma).

4. Industrial Workers’Industrial Workers’
Perceptions ofPerceptions of
PreviousPrevious
Frequency of Use (Ranks)Frequency of Use (Ranks)
StudentsStudents
Legitimate - 1Legitimate - 1 22
Reward - 3 3Reward - 3 3
Coercive - 5 5Coercive - 5 5
Referent - 4 4Referent - 4 4
Expert - 2 1Expert - 2 1

5.  Information?Information?
 Association?Association?

6.  Are leaders born that way or do they learn
leadership behaviors? (Traits vs. Behaviors)
 Is there one best way to lead in all situations?
(Universal vs. Contingency)
◦ If Contingency, what variables are important?
 e.g., Followers, Task, Environment
 How much should the leader allow subordinates
to participate in decisions?
 How can you improve leadership?

7. Traits
Behaviors
Universal
Type I:
Trait Theories
Type II:
Ohio St., Mich.,
Lead. Grid
Contingent
Type III:
Fiedler
Type IV:
Hersey-Blanch.,
Path-Goal, Vroom
Leader
Attri-
butes
Stressed
Applicability

8.  Trait Theories
◦ e.g., Self-Confidence, Persistence
◦ Don’t predict actions well
◦ Don’t explain how traits translate into action
 Universal Theories
◦ Research disproves
 Contingency-Style Theories (Type IV)
◦ Most prevalent today

9.  DriveDrive
 Desire to LeadDesire to Lead
 Honesty and IntegrityHonesty and Integrity
 Self-ConfidenceSelf-Confidence
 IntelligenceIntelligence
 Job-Relevant KnowledgeJob-Relevant Knowledge

10. THE OHIO STATE MODEL OFTHE OHIO STATE MODEL OF
LEADER BEHAVIORSLEADER BEHAVIORS
Low Initiating
Structure
High
Consideration
High Initiating
Structure
Low
Consideration
High Initiating
Structure
High
Consideration
Low Initiating
Structure
Low
Consideration
High
Low
Low High
Consideration
Initiating Structure

11. Employee-Centered Leaders
Job-Centered Leaders

12. HighHigh
HighHigh
LowLow
LowLow Concern for ProductionConcern for Production
ConcernforPeopleConcernforPeople
Country ClubCountry Club
ManagementManagement
ImpoverishedImpoverished
ManagementManagement
TeamTeam
ManagementManagement
Authority-Authority-
ComplianceCompliance
ManagementManagement
Middle-of-Middle-of-
the-Roadthe-Road
ManagementManagement

13. Identify relevant Situational
Variables and what Leader Traits
or Styles are appropriate for
each.

14.  FieldlerFieldler
◦ Leader-Member RelationsLeader-Member Relations
◦ Task StructureTask Structure
◦ Leader Position PowerLeader Position Power
 Hersey and BlanchardHersey and Blanchard
◦ Follower Readiness (Ability, Willingness)Follower Readiness (Ability, Willingness)
 Path-Goal TheoryPath-Goal Theory
◦ Subordinates’ Ability, PersonalitySubordinates’ Ability, Personality
◦ EnvironmentEnvironment
 TaskTask
 WorkGroupWorkGroup
 Organization Authority SystemOrganization Authority System
 VroomVroom
◦ What is needed to facilitate aWhat is needed to facilitate a QualityQuality decisiondecision
◦ What is needed to bolster employeeWhat is needed to bolster employee MoraleMorale

15. Situational VariablesSituational Variables
 Leader-MemberLeader-Member
RelationsRelations
◦ Good vs. PoorGood vs. Poor
 Task StructureTask Structure
◦ Structured vs.Structured vs.
UnstructuredUnstructured
 Leader Position PowerLeader Position Power
◦ Strong vs. WeakStrong vs. Weak
Leader TraitsLeader Traits
 Relationship-orientedRelationship-oriented
(High LPC)(High LPC)
 Task-oriented (LowTask-oriented (Low
LPC)LPC)
(Fiedler believed it is(Fiedler believed it is
easier to change aeasier to change a
situation than tosituation than to

16. Predictions:
Task-Oriented Leaders
-Most effective when situation is
either highly favorable or highly
unfavorable
Relationship-Oriented Leaders
-Most effective when situation is
moderately favorable

17. SituationalSituational
VariablesVariables
Followers’Followers’
Readiness /Readiness /
Maturity is due to :Maturity is due to :
 AbilityAbility
 WillingnessWillingness
Leader BehaviorsLeader Behaviors
 Task Behavior (HighTask Behavior (High
or Low)or Low)
 Relationship BehaviorRelationship Behavior
(High or Low)(High or Low)
4 Combinations4 Combinations
Including:Including:
Telling (H-L)Telling (H-L)
Selling (H-H)Selling (H-H)
Participating (L-H)Participating (L-H)
Delegating (L-L)Delegating (L-L)

18. High
Relationship
and->->->
Low
Task
High
Task
<-<-<-and
High
Relationship
Low
Relationship
<-<-<-and
Low
Task
High
Task
and->->->
Low
Relationship
High Low
R4 R3 R2 R1
Moderate
Task BehaviorTask Behavior HighHigh
HighHigh
LowLow
RelationshipBehaviorRelationshipBehavior
Delegating
Delegating
Participating
Participating Selling
Selling
Telling
Telling

19. SellingSelling
S2S2
Explain decisions andExplain decisions and
provide opportunity forprovide opportunity for
clarificationclarification
ParticipatingParticipating
S3S3
Share ideas andShare ideas and
facilitatefacilitate
decision makingdecision making
Follower-Directed Leader-DirectedFollower-Directed Leader-Directed
LowLow
LowLow
HighHighTask BehaviorTask Behavior
Follower ReadinessFollower Readiness
HighHigh ModerateModerate
LowLow
R4R4 R3R3 R2R2
R1R1
DelegatingDelegating
S4S4
Turn overTurn over
responsibility forresponsibility for
decisions anddecisions and
implementationimplementation
TellingTelling
S1S1
Provide specificProvide specific
instructions and closelyinstructions and closely
supervise performancesupervise performance

20. A leader’s responsibility is to increase
subordinates' motivation by:
 Clarifying the subordinates' path (i.e., helping
them reach the goal)
 Giving things they value as rewards for
reaching the goal
 A major contribution is the “Achievement
Oriented” leadership style in which the leader
is able to provide goals that give
subordinates an incentive

21. Situational VariablesSituational Variables
 FollowerFollower
CharacteristicsCharacteristics
◦ e.g, abilities,e.g, abilities,
motivationmotivation
 WorkplaceWorkplace
CharacteristicsCharacteristics
◦ e.g., task difficultye.g., task difficulty
Leader BehaviorsLeader Behaviors
 Directive leadershipDirective leadership
 Achievement-Achievement-
Oriented leadershipOriented leadership
 Supportive leadershipSupportive leadership
 ParticipativeParticipative
leadershipleadership

22.  Helps gauge the appropriate
amount of participation for
subordinates
 5 levels of leader participation
styles ranging from highly
autocratic to highly democratic.

23.  Participation is permitted primarily to:
◦ Enhance Decision Quality
◦ Foster Subordinate Morale
◦ Or Both
 Series of questions asked about the situation
(e.g., Does the leader have the expertise to
solve the problem alone?, How important is
subordinate commitment to the decision?)

24. Reasons:
 Education
 Technology
 Deregulation
 Downsizing
 Globalization

25. Not highly developed as leadership theories.
Often seen as beyond the bounds of
traditional theories.
Stress what you might call the “Visionary
Hero”
 Transformational Leader
◦ Brings about innovation and change.
◦ Imagines how the future could be and inspires
followers to work toward creating that future.
 Charismatic Leader
◦ A leader whose personality motivates
subordinates to exceed their required
performance level.
Newer Leadership ConceptsNewer Leadership Concepts

26. TYPES OF FOLLOWERSTYPES OF FOLLOWERS
Yes PeopleYes People
SheepSheep
AlienatedAlienated
FollowersFollowers
EffectiveEffective
(Super)(Super)
FollowersFollowersHighHigh
LowLow
LowLow
Employee Critical ThinkingEmployee Critical Thinking
HighHigh
Employee Activity/Employee Activity/
InitiativeInitiative Survivors

27.  Know your preferred Style. (Fiedler)
 Know and care about your Followers.
(Hersey & Blanchard, Path-Goal)
 Know and care about the Task. (Fiedler,
Path-Goal)
 Understand the Environment affecting
you and your followers. (Path-Goal)
 Fit your Style to your Followers, the
Task, and the Environment. (This may
include making changes in S, F, T, or E.)
 Enhance your Referent and Expert Power
(Charismatic, etc.)
 Visualize the Future and prepare your
Followers for it (Charismatic,
Superleadership)