Week 08 - Leading for ChangeFollowership Objecti.docx
1. Week 08 - Leading for Change
Followership
Objectives
After this session, you should be able to:Recognise your
followership style and take steps to become a more effective
follower.Understand the leader’s role in developing effective
followers.Understand what followers want and contribute to
building a community among followers.
*
ObjectivesApply the principles of effective followership,
including responsibility, service, challenging authority,
participating in change and knowing when to leave.Implement
the strategies for effective followership at school or work.
The role of followersLeadership and followership are
fundamental roles.Leaders are influenced by the actions and
2. attitudes of followers.Many of the leaders’ qualities are
possessed by effective followers.
Followership styles
Styles of followershipAlienatedThe conformistThe pragmatic
survivorThe passive followerThe effective follower
Effective followershipCourageKnow what they stand forWilling
to express their own ideas and opinions to their leadersRisk
losing their jobs, being demeaned or feeling inadequate
Demands of an effective followerThe will to assume
responsibilityThe will to serveThe will to challengeThe will to
participate in transformationThe will to leave
3. The 7 Habits of Highly Effective People
Be proactive
Begin with the end in mind
Put first thingsfirst
Think win-win
Seek first to understand, then to be understood
Synergise
Sharpen the saw
Follower strategies
Desirable characteristics in a
followerHonestCooperativeDependableCompetent
What followers wantMake regular feedback a habit.Use
elements of storytelling.Be generous with positive
5. School of Management
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School of Management
The Microscope
Zacharias Janssen is to be credited for inventing the first truly
compound microscope
Microscope
What is a microscope?It is a tool or instrument often used in
laboratories to aid in viewing organisms that cannot be seen
with an unaided eye
Types of microscope
Biologist often used different microscope
Compound light microscope
Dissection microscope
Scanning electron microscope(SEM)
Transmission electron microscope(TEM)
but of all, the compound light microscope is what we shall be
using
Dissecting Vs. Compound light microscope
6. Scanning Vs. Transmission electron Microscope
Microscope Compound light microscope is simply a microscope
that has at least two magnifying lenses (the oculars and the
objectives)Binocular microscope possess two eyepieces (what
we shall be using in the lab)Monocular microscope possess one
eyepieces
Bi = two mono = one
Microscopes Electron microscope magnifies the specimen
1000X larger than the light microscopeThe Dissecting
microscope on the other hand has a low magnification power
(7X to 30X). It is used to view large objects
*
Microscope There are a variety of light microscope but each
differs by the emission of light through the specimen that is
viewed
Phase contrast
Darkfield
Polarizing
UV
7. Terms Bright Field: illumination, sample contrast comes from
absorbance of light in the sample.
Cross polarized light: illumination, sample contrast comes from
rotation of polarized light through the sample.
TermsDark Field: illumination, sample contrast comes from
light scattered by the sample.Working distance: distance
between the specimen and the objective lens ( is this distance
greater with the 40x or the 10x objective ? Ans: 10x )
Phase Contrast: illumination, sample contrast comes from
interference of different path lengths of light through the
sample.
labelsLight source, a light or a mirror (7)Diaphragm
and condenser lens (8)Objective (3)Ocular lens (eyepiece) (1)In
addition the vast majority of microscopes have the same
'structural' components:Objective turret/ nosepiece (to hold
multiple objective lenses) (2)
LabelsStage (to hold the sample) (6)Focus wheel to move the
stage (4 - coarse adjustment, 5 - fine adjustment) Stage
adjustment knobs (9)
8. Terms used when dealing with a microscope
The headIt supports the two sets of magnifying lenses
The Oculars (eyes)It is the lenses used to view the
specimen.Located on the eyepieceHas a magnification of 10X
Microscope
Interpupillary distanceThis is the distance between the eyepiece
on a binocular microscopeIt can be adjusted to suit your eyes
Field of view “FOV”the diameter of the circle of light that you
see when looking into a microscope
Microscope (cont..)
ObjectivesThese are the four lenses on the revolving
nosepieceFour types exist: 4x , 10x , 40x , 100x
4X : the scanning lens
10X: the intermediate lens
40X: the high power lens
100X: the oil immersion lens
Microscope(cont..)
The ArmThe part of the microscope that connects the tube to the
base
The Condenser lensit focuses the light onto the specimen. It can
be located in or below the stage
9. Microscope (cont..)
The Adjustment Knobused to adjust the height of the condenser
Iris DiaphramIt controls the amount of light that passes to reach
a specimen
StageThe flat plate where the slides are placed for observation.
Microscope (cont..)
Stage ClipsClips on the stage used to hold the slide in place
Stage Adjustment KnobFound on mechanical stageAids in
moving the stage left to right or back and forth (vice versa)
Microscope(cont…)
Fine FocusThis is the knob used to fine tune the focus on the
specimen. It is also used to focus on various parts of the
specimen. Generally one uses the coarse focus first to get close
then moves to the fine focus knob for fine tuning.
Microscope(cont..)
Coarse FocusThis is the rough focus knob on the microscope.
You use it to move the objective lenses toward or away from the
specimen
BaseThe bottom support of the microscope
How to Use a Microscope
10. To carry a microscope, place one hand on the arm and the other
on the base of your microscope
Clean the MicroscopeIt is imperative to clean the lenses of your
microscope each time you use begin an experimentClean using
lens paper moistened with distilled water, then again without
the water
How to Use a Microscope(cont..)
2. Plug in your microscope and turn on the light.
3. Begin viewing from 4X. If the lens is not at 4X rotate till you
get it
4. Make sure you always clean a prepared slide before viewing
it. Place it on the stage
5. While looking through your oculars,(if binocular move the
lenses until to are able to view just an image of the specimen)
feel free to adjust your specimen using your coarse adjustment
How to Use a Microscope(cont..)
6. The correct position of your condenser is when you slowly
lower the condenser until the graininess disappear. While that
of the iris diaphram is when you slowly open the diaphram until
the entire field of view is illuminated
7. Rotate the nosepiece using different objective lenses
How to Use a Microscope(cont..)
NB: do not view your specimen using the 100X objective
without using immersion oil.
11. 8. At the end of your exercise, turn off your microscope and
clean before returning it in the cabinet.
ONE HAND ON THE ARM & ONE HAND ON THE BASE!!!!!!
Calculations
What would be the total magnification if the ocular were 10X
and the objective 40X?10 x 40 = 400X
Organization of Cells
Prokaryotes: These are singled (one) celled organisms. Eg:
bacteria. They have a diameter of approximately 1 micrometer
(μm).They lack a nucleus (houses the genetic materials).
Genetic material is stored in the nucleiod region
(cytoplasm)They have a cell membrane, flagellum (pl. –
flagella) aids in mobility.Asexual reproduction
Organization of Cells (cont..)
Eukaryotes: These are cells with a nucleus and membrane bound
organelles
Eg: plasma membrane, mitochondria, golgi apparatus,
chloroplast, ER, cilia and flagella, etc.
Unicellular: singled celled (can survive by itself)
Aggregates: clusters of cells
Colonies: A consistent and predictable # of cells
12. Organization of Cells(cont…)
Multicellular: Large # of cells, each cells has a special function.
NB: none can exist successfully without the other.
Lab ExerciseLearn how to use the light compound
microscope.Identify parts of light compound microscope
it moves using Pseudopodia(False feet )Aggregate and Colonial
Organism: Examine the prepared slide Volvox
Lab Exer
the basic tissue types of plants and animals.Plant cells: cell
wall, protoplasm,cytoplasm, central vacuole, chloroplasts,
nucleusAnimal cells: Human epithelial cells ( cheek cells)
Lab ExerciseTo obtain a specimen ( epithelial cell or cheek
cells):1. With a clean toothpick, gently scrape the inside of your
cheek several times2. Roll the scraping into a drop of water on a
clean microscope slide, add a small drop of methylene blue, and
cover with a coverslip . Discard the used toothpick in
disinfectant3. Using the compound microscope, view the cells
under high power, identify the cell membrane, nucleus, and
cytoplasm.
Lab Report Format:
Each report should include the following:
13. Title page:
Name, Course, Instructor
Title of experiments
Partner’s name (if you worked with a partner that day)
Introduction (20%):
Write one paragraph (at least 4-5sentences) on background and
purpose of the experiment. This should be mostly in present
tense format.
Materials and methods (10%):
Give chemicals, materials and equipment you used in past tense
prose format. The methods must be presented in past tense. If
your methods deviated from those listed in the lab manual be
sure to give the methods you actually used in lab. Don’t begin
sentences with numbers. You may divide this section of the
report into subheadings. For example, “Preparation of enzyme,”
“Enzyme assay,” and “Temperature and pH effects on enzyme
activity” could be some of the subheadings you may include.
Results (40%):
Record of data, including sample calculations, images, graphs:
Refer to tables in the report as Table 1, Table 2, Table 3 etc.
Refer to figures in the report as Figure 1, Figure 2, Figure 3 etc.
Figures may include graphs, images, drawings, chemical
structures. All figures, tables, etc. are to be clearly labeled.
You should explain in writing what the figures demonstrate (no
interpretation/conclusions in this section!!)
14. Discussion (30%):
Give a 1-2 paragraph discussion (at least three to five sentences
each) of the scientific conclusions you drew from the
experiment. Results specific to the experiment are written in the
past tense and the overall conclusions you draw are written in
the present tense. In this section, also give any reasons for why
your experiment do not work successfully (if applicable).
For example, “In our study, polyphenoloxidase oxidized
catechol twice as quickly as phenol and hydroquinone. Due to
the observation that all three substrates exhibited some color
change it is concluded that polyphenoloxidase exhibits group
specificity.”
1
Week 07 - Leading for Change
Leading Team
Objectives
After this session, you should be able to:Turn a group of
individuals into a collaborative team that achieves high
performance through shared mission and collective
responsibility.Develop and apply the personal qualities of
effective team leadership for traditional, virtual and global
teams.
*
15. ObjectivesUnderstand and handle the stages of team
development and design an
effective team in terms of size, diversity and levels of
interdependence.Handle the conflicts that inevitably arise
among members of a team.
What is a team?A team is a unit of two or more people who
interact and coordinate their work to accomplish a shared goal
or purpose.Teams are made up of two or more people.People in
a team work together regularly.
What is a team?People in a team share a goal.The team concept
implies a sense of shared mission and collective
responsibility.A team achieves high levels of performance
through shared leadership, purpose and responsibility.Teams are
characterised by equality.
How a team developsFormingStormingNormingPerforming
Team development
Traditional teamsFunctional team – is part of the traditional
vertical hierarchy.Cross-functional team – made up of members
16. from different functional departments within the
organisation.Self-directed team – member rather than leader
centred and directed.
Self-directed teamsThe team includes workers with varied skills
and functions, and the combined skills are sufficient to perform
a major organisational task, thereby eliminating barriers among
departments and enabling excellent coordination.
Self-directed teamsThe team is given access to resources such
as information, financial resources, equipment, machinery and
supplies needed to perform the complete task.The team is
empowered with decision-making authority, which means that
members have the freedom to select new members, solve
problems, spend money, monitor results and plan for the future.
Team characteristicsSizeDiversityInterdependence
Pooled interdependence
Sequential interdependence
Reciprocal interdependence
Team effectiveness
Can be defined as achieving four
performance outcomes:Innovation /
adaptationEfficiencyQualityEmployee satisfaction
17. Team cohesivenessTeam interactionShared mission and
goalsPersonal attraction to the teamPositive effects on
satisfaction and team morale
Two types of team
leader roles
Team leader roleRecognise the importance of shared purpose
and values.Admit your mistakes.Provide support and coaching
to team members.
18. Virtual teamsA virtual team is made up of geographically and
organisationally dispersed members who share a common
purpose and are linked primarily through advanced information
and telecommunications technologies.
Leading a virtual teamSelect the right team members.Build trust
by building connections.Agree on ground rules.Use technology
effectively.
Global teamsAll guidelines for running other teams
apply.Manage language and culture.Stretch minds and
behaviour.Increase expected with global competition.
20. School of Management
Week 06 - Leading for Change
Leadership and Ethics
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Learning ObjectivesSpecify key principles of ethical and moral
leadership.Apply a guide to ethical decision making.Present
representative examples of unethical behavior by business
leaders.
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Learning Objectives (cont’d)Describe what leaders can do to
foster an ethical and socially responsible organization.Explain
the link between business ethics and organizational
performance.
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Ethics and MoralsEthics is the study of moral obligations, or of
separating right from wrong
Ethics can also mean the accepted guidelines of behavior for
groups or institutionsMorals are an individual’s determination
of what is right or wrong and are influenced by an individual’s
values
21. *
Ethical Leadership Behaviors
Be honest and trustworthy and have integrity in dealing with
others
Pay attention to all stakeholders
Build community
Respect the individual
Accomplish silent victories
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Factors Contributing to
Ethical Differences
The leader’s level of greed, gluttony, and avarice
Rationalization
Implied permission to engage in unethical acts
The leader’s level of moral development
Preconventional level
Conventional level
Postconventional level
A sense of entitlement
The situation and organizational culture
The leader’s character
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Extraordinary Executive Compensation
*
Executive Compensation
22. in the U.S.
The average CEO pay at major corporations is now
364 times higher
than the lowest-paid employees.
*
The Ethical Mind for LeadersTo remain ethical, leaders need to
develop an ethical mindset, or point of viewLeader’s need to
state this viewpoint and apply it rigorously, using self-checks
along the wayLeader’s must act quickly and publicly on lapses
of ethical behavior of othersThe ethical mind of the leader is
essential for the overall health of the organization
*
Evaluating Ethics of a
Decision GuidelinesIs it right?Is it fair?Who gets hurt?Would
you be comfortable if the details of your decision or actions
were made public?What would you tell your child, sibling, or
young relatives to do?What does your intuition tell you?
*
Examples of Unethical Leaders
(From Table 6- 3)Dennis Kozlowski, Tyco Bernie Ebbers,
MCIPatricia Dunn, Hewlett-PackardFrank Quattrone, Crédit
SuisseSteven Jobs, Apple Chung Mong-koo, HyundaiMartha
Stewart, Martha Stewart Living
23. *
Social ResponsibilityHaving obligations to society beyond the
company’s economic obligations to owners or stockholders and
also beyond those prescribed by law or contractRelates to an
organization’s impact on society and goes beyond doing what is
ethical
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Socially Responsible ActionsCreating a pleasant workplace
Guarding the environmentEngaging in philanthropyWorking
with suppliers to improve working conditions
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Creating an Ethical and Socially Responsible CultureProviding
strategic leadership of ethics and social
responsibilityEstablishing written codes of ethical
conductDeveloping formal mechanisms for dealing with ethical
problemsAccepting whistleblowersProviding training in ethics
and social responsibilityPlacing company interests over
personal interests
*
Ethics and PerformanceHigh ethics and social responsibility are
related to good financial performanceThe relationship between
social responsibility and financial performance may be a
virtuous circle. Corporate social responsibility and corporate
financial performance may feed and reinforce each other
26. *
Frames of reference
How leaders view the world:Structural frame – emphasis on
goal setting.Human resource frame – people most
valuable.Political frame – arenas of ongoing conflict.Symbolic
frame – system of shared meaning and value.
Frames of reference
Power and Influence ConceptsPower is an intangible force in an
organisation. It cannot be seen, but its effect can be felt.
Power is the ability of one person or department in an
organisation to influence other people to bring about desired
outcomes. Potential power is realised through politics and
influence.
Influence is the effect a person’s actions have on the attitudes,
values, beliefs or actions of others. Whereas power is the
capacity to cause a change in a person, influence is the degree
of actual change. Leaders can improve their effectiveness by
understanding the various types and sources of power as well as
the influence tactics they or their followers may use.
Types of powerPosition power:
Legitimate - Legitimate power is the authority granted from a
formal position in an organisation. Certain rights,
responsibilities and prerogatives accrue to anyone holding a
28. Resistance - means that employees will deliberately try to avoid
carrying out instructions.
Commitment - means that followers adopt the leader’s
viewpoint and enthusiastically carry out instructions.
Responses to power
Leader power in organisationsInterdepartmental
dependencyControl over informationOrganisational
centralityCoping with uncertainty
PoliticsPolitics involves activities to acquire, develop and use
power and other resources to obtain desired future outcomes
when there is uncertainty or disagreement about choices.
PoliticsIndividuals and departments within organisations also
engage in political activity.Impression management.
Ethical considerations
Misuse of powerWhen access to resources seems to depend on
granting sexual favours or putting up with sexually intimidating
or threatening comments, the person in a dependent position is
being personally violated, whether or not the leader actually
29. withholds the resources.
Tactics for asserting leader influenceUse rational persuasion -
This is the most frequently used influence tactic; it uses facts,
data and logical arguments to persuade others that a proposed
idea or request is the best way to complete a task or accomplish
a desired goal.
Make people like you - People would rather say yes to someone
they like than to someone they don’t like. When a leader shows
concern for others, demonstrates trust and respect, and treats
people fairly, people are more likely to want to help and support
the leader.
Rely on the rule of reciprocity - Leaders gain power by having
something that others value. A primary way to turn that power
into influence is to share what you have – whether it be time,
resources, services or emotional support. Leaders who do
favours for others can expect favours in return.
Tactics for asserting leader influenceDevelop allies -
Reciprocity also plays an important role in developing networks
of allies – people can help the leader accomplish goals. A
leader’s network of contacts can be expanded by reaching out to
establish contact with additional people. Some leaders expand
their alliances through the hiring, transfer and promotion
process.
Ask for what you want - Another way to have influence is to
make a direct appeal by being clear about what you want and
asking for it. Political activity is effective only when the
leader’s vision, goals and desired changes are made explicit so
the organisation can respond.
31. School of Management
*
School of Management
Week 04 - Leading for Change
Charismatic and Transformational leadership
*Describe personal meaning and how it influences attributions
of charismatic qualities.Briefly explain Max Weber’s
conceptualization of charisma.Describe the behavioral qualities
that differentiate charismatic from noncharismatic
leaders.Explain the locus of charismatic leadership.Discuss the
effects of charismatic leadership on followers.Describe the
characteristics that distinguish charismatic from noncharismatic
leaders.Discuss how one can acquire charismatic
qualities.Explain the difference between socialized and
personalized charismatic leaders.Distinguish between
charismatic and transformational leadership.Explain the
difference between transformational and transactional
leadership.Explain the four phases of the transformation
process.
Learning Outcomes
32. *Often have a more heightened sense of who they areSeem to
have a clearer picture of their personal meaning or purpose in
life soonerSeek to actualize their personal meaning through
leadership
Charismatic and
Transformational Leaders
*Is the degree to which people’s lives make emotional sense and
to which the demands confronted by them are perceived as
being worthy of energy and commitmentIs the “work–life
balance”
The achievement of equilibrium in personal and official life
Personal Meaning
*Self-beliefLegacySelflessnessCultural heritage and
traditionsActivist mind-setFaith and spiritualityPersonal
interestsValues
Factors That Influence
Personal Meaning
33. *Is knowing who you are based on your lifespan of experiences,
motivation states, and action orientationIs closely related to
positive self-concept, which includes:
Emotional stability
High self-esteem
High generalized self-efficacy
Internal locus of controlCharismatic leaders overcome inner
conflict in order to reach their full potential
Self-Belief
*Is that which allows an individual’s accomplishments to “live
on” in the ideals, actions, and creations of one’s followers, long
after his or her deathCharismatic leaders are driven to leave
their personal mark on society
Legacy
*Is an unselfish regard for or devotion to the welfare of othersA
leader with an unselfish attitude derives motivation through
concern for others rather than for oneselfHelping others
motivates many charismatic leaders
Selflessness
34. *May be used as vehicles to transfer charisma to othersMay be
done through rites and ceremoniesMay also be in the form of
oral and written traditions
Cultural Heritage and Traditions
*Charismatic leaders use political and social causes as
opportunities to influence change and provide a better life for
their followersCharismatic leaders have a greater sensitivity to
political, societal, and organizational situations that are ripe for
changeThey magnify a climate of dissatisfaction by encouraging
activism that heightens follower’s willingness to change the
status quo
Activist Mind-Set
*Spirituality concerns an individual’s awareness of connections
between human and supernatural phenomena, which provide
faith explanations of past and present experiences and, for
some, predict future experiencesCharismatic leaders often face
hardships while leading missions of change and rely on faith for
supportCharismatic leaders sustain faith by linking behaviors
and goals to a “dream” or utopian ideal vision of a better future
Faith and Spirituality
35. *Personal pursuits may reflect aspects of one’s
personalityCharismatic leaders seek to establish and affirm their
identities through the pursuit of meaningful personal pursuits
Personal Interests
*Are generalized beliefs or behaviors that are considered by an
individual or a group to be importantProvide basis for
meaningCharismatic leadership has been described as values-
based leadershipBy aligning their values with those of their
followers, charismatic leaders may derive personal meaning
from their actions
Values
*Personal meaning is linked to charismatic leadershipThe
leader’s personal meaning influences his or her behaviorThe
leader’s behavior is reflected in the formulation and articulation
of a visionThe leader’s vision garners attributions of charisma
from followersTherefore, a primary aspect of charismatic
leadership involves the perceptions and evaluations made by
followers about a leader’s behavior
Charismatic Leadership Linkages
36. *Is “a distinct social relationship between the leader and
follower, in which the leader presents a revolutionary idea, a
transcendent image or ideal which goes beyond the
immediate…or the reasonable; while the follower accepts this
course of action not because of its rational likelihood of
success…but because of an effective belief in the extraordinary
qualities of the leader”
Charisma
*Weber used the term “charisma” to explain a form of influence
based not on traditional or legal–rational authority systems but
rather on follower perceptions that a leader is endowed with the
gift of divine inspiration or supernatural qualitiesCharisma has
been called “a fire that ignites followers’ energy and
commitment, producing results above and beyond the call of
duty”
Weber’s Conceptualization
of Charisma
37. *
Weber’s Conceptualization
of Charisma (cont.)Weber saw in a charismatic leader someone
who:
Single-handedly visualizes a transcendent mission or course of
action
Compels potential followers to act because they believe the
leader is extraordinarily gifted
Performs acts of heroism
Has an ability to inspire and build confidence
Espouses revolutionary ideals
Possesses oratorical ability
Has a “powerful aura”
*There are four behavior attributes that distinguish charismatic
from noncharismatic leaders:
Dissatisfaction with status quo
Compelling nature of the vision
Use of unconventional strategies for achieving desired change
A realistic assessment of resource needs and other constraints
for achieving desired change
Differentiating Between Charismatic and Noncharismatic
Leaders
*Dissatisfaction with the status quo
Charismatic leaders are very much opposed to the status quo
and strive to change it
Noncharismatic leaders essentially agree with the status quo and
38. strive to maintain it
Differentiating Between Charismatic and Noncharismatic
Leaders (cont.)
*Vision formulation and articulation
Charismatic leaders have the ability to articulate an ideological
and inspirational vision—a transcendent vision that promises a
better future than the present
Effective articulation of vision is measured in what is said
(content and context) and how it is said (oratorical abilities)
Charismatic leaders articulate the context of their message by
highlighting positive images of the future vision and negative
images of the present
Effective communication skills are an imperative in the
successful articulation of a compelling vision
Through verbal and nonverbal means, charismatic leaders
communicate their self-confidence, convictions, and dedication
in order to give credibility to what they advocate
Differentiating Between Charismatic and Noncharismatic
Leaders (cont.)
*Use of unconventional strategies
Noncharismatic leaders use available or conventional means to
achieve existing goals
Charismatic leaders use unconventional means to transcend the
existing order
Admirers of charismatic leaders believe that such individuals
possess heroic qualities that enable them to persist in spite of
the odds against them
Follower perceptions of these heroic qualities evoke sentiments
of adoration, especially when the leader’s activities exemplify
acts of heroism involving personal risk and self-sacrificing
39. behavior
Differentiating Between Charismatic and Noncharismatic
Leaders (cont.)
*Awareness of resource needs and constraints
Charismatic leaders understand the need to perform a realistic
assessment of environmental resources and constraints affecting
their ability to effect major change within their organization
They are sensitive to both the capabilities and emotional needs
of followers
They are aware of the need to align organizational strategies
with existing capabilities to ensure a successful transformation
Differentiating Between Charismatic and Noncharismatic
Leaders (cont.)
*The question at the center of the debate of Weber’s
conceptualization of charisma is whether charisma is primarily
the result of:
The situation or social climate facing the leader
The leader’s extraordinary qualities
An interaction of the situation and the leader’s qualities
There is increasing acceptance of this view
Locus of Charismatic Leadership
*Followers trust in “rightness” of the leader’s visionSimilarity
of follower’s beliefs and values to those of the
40. leaderHeightened sense of self-confidence to contribute to
accomplishment of the missionAcceptance of higher or
challenging goals
Effects of Charismatic Leadership
*Identification with and emulation of leaderUnconditional
acceptance of leaderStrong affection for the leaderEmotional
involvement of the follower in the missionUnquestioning
loyalty and obedience to the leader
Effects of Charismatic
Leadership (cont.)
Source: Based on R. J. House and M. L. Baetx (1979),
“Leadership: Some Empirical Generalizations and New
Research Directions.” In B. M. Staw (ed.), Research in
Organizational Behavior, vol. 1 (Greenwich, CT: JAI Press,
1979), 399–401.
*
Qualities of Charismatic Leaders
Vision
Superb
communication
skills
41. Self-confidence
and moral
conviction
Ability to
inspire trust
Self-promoting
personality
High risk
orientation
Ability to
empower others
High energy
and action
orientation
Qualities of
Charismatic
Leaders
Minimum
internal
conflict
Relational
power base
*
Qualities of Charismatic
Leaders (cont.)Vision
Is the ability to imagine different and better conditions and
ways to achieve them
Uplifts and attracts others
Must result from a collaborative effort
42. *
Qualities of Charismatic
Leaders (cont.)Superb communication skills
Charismatic leaders can communicate complex ideas and goals
in clear, compelling ways, so that everyone from top
management to the bottom level of the organization can
understand and identify with their message
Charismatic leaders have superior rhetorical skills and employ
rhetorical techniques such as metaphors, analogy, and stories
They are also adept and tailor their language to particular
groups, thereby better engaging them mentally and emotionally
*Self-confidence and moral conviction
Charismatic leaders build trust in their followers through:
Unshakeable self-confidence
An abiding faith
Strong moral conviction
Optimism
Qualities of Charismatic
Leaders (cont.)
*Ability to trust others
Charismatic leaders build support and trust by showing
commitment to followers’ needs over self-interest and by being
43. fair
These qualities inspire followers and often result in greater
cooperation between a leader and followers
Qualities of Charismatic
Leaders (cont.)
*
Qualities of Charismatic
Leaders (cont.)High risk orientation
Charismatic leaders earn followers’ trust by willing to incur
great personal risk
People admire the courage of those who take high risk
Charismatic leaders also use unconventional strategies to
achieve success
*High energy and action orientation
Charismatic leaders are energetic and serve as role models for
getting things done on time
They engage their emotions in everyday work life
Charismatic leaders tend to be emotionally expressive,
especially through nonverbal means
Qualities of Charismatic
Leaders (cont.)
44. *
Qualities of Charismatic
Leaders (cont.)Relational power base
Charismatic leadership is intensely relational and based almost
entirely upon referent and expert power
Charismatic leadership involves an emotionalized relationship
with followers
Followers are often in awe of the leader
There is a powerful identification with and emulation of the
leader and an unquestioning acceptance of an affection for the
leader
*Minimum internal conflict
Charismatic leaders are convinced they are right in their vision
and strategies
Because of this conviction, they experience less guilt and
discomfort in pushing followers to stay the course even when
faced with threats
Qualities of Charismatic
Leaders (cont.)
*Ability to empower others
Charismatic leaders empower followers by building their self-
efficacy
Charismatic leaders also empower followers by role modeling
and coaching, providing feedback and encouragement, and
persuading followers to take on more responsibilitiesSelf-
45. promoting personality
Charismatic leaders are not “afraid to toot their own horn”
Qualities of Charismatic
Leaders (cont.)
*
How One Acquires
Charismatic QualitiesSuggested strategies for acquiring or
enhancing one’s charismatic qualities include:
Developing your visionary skills through practice and self-
discipline
Practicing being candid
Developing a warm, positive, and humanistic attitude toward
people rather than a negative, cool, and impersonal attitude
Developing an enthusiastic, optimistic, and energetic
personality
*
A strong emotional attachment and loyalty to a charismatic
leader can have both beneficial and detrimental effects on
followers. Explain both types of effects on followers.
Discussion Question #1
46. *It is possible to assume that all charismatic leaders are good
moral leaders that others should emulateRemember that not all
charismatic leaders are necessarily good leaders
Charisma: A Double-Edged Sword
*One method of differentiating between positive and negative
charisma is to consider the motives that are driving the
charismatic leader’s behavior:
Self-glorification
Influences one’s meaning in life by protecting, maintaining, and
aggrandizing one’s self esteem
Is consistent with negative (destructive) charisma
Self-transcendence
Provides meaning through supportive relationships with others
Is consistent with altruistic and empowering orientations of
positive (constructive) charisma
Charisma:
A Double-Edged Sword (cont.)
*Possess a dominant, Machiavellian, and narcissistic
personalityPursue leader-driven goals and promote feelings of
obedience, dependency, and submission in followersUse
rewards and punishment to manipulate and control followers
Personalized Charismatic Leaders
47. *Use information to preserve the image of leader infallibility or
to exaggerate external threats to the organizationExamples of
personalized charismatic leaders:
Adolph Hitler
Charles Manson
David Koresh
Rev. James Jones
Personalized Charismatic
Leaders (cont.)
*Possess an egalitarian, self-transcendent, and empowering
personalityPursue organization-driven goals and promote
feelings of empowerment, personal growth, and equal
participation in followers
Socialized Charismatic Leaders
*Use rewards to reinforce behavior that is consistent with the
vision and mission of the organizationExamples of socialized
charismatic leaders:
Martin Luther King, Jr.
Gandhi
Winston Churchill
John F. Kennedy
Socialized Charismatic Leaders (cont.)
48. *Transformational leadership
Serves to change the status quo by articulating to followers the
problems in the current system and a compelling vision of what
a new organization could beTransactional leadership
Seeks to maintain stability within an organization through
regular economic and social exchanges that achieve specific
goals for both the leaders and their followers
Transformational Leadership vs. Transactional Leadership
*Research studies have consistently revealed that
transformational leadership is positively related to individual
level, group, and organizational performanceIndividual level
Transformational leaders influence their constituencies to make
the shift from focus on self-interests to a focus on collective
interests
The Effects of
Transformational Leadership
*Group level
Transformational leadership was found to influence team
performance and team potencyOrganizational level
There is broad support for the proposition that transformational
leadership can change both an organization’s climate and
49. culture
The Effects of
Transformational Leadership (cont.)
*Charismatic leaders by nature are transformational, but not all
transformational leaders achieve their transforming results
through the charismatic effects of their
personalitiesTransformational leaders are similar to charismatic
leaders in that they can articulate a compelling vision of the
future and influence followers by arousing strong emotions in
support of the visionTransformational leaders can emerge from
different levels of the organization
Charismatic versus
Transformational Leadership
*An organization may have many transformational leaders; in
contrast, charismatic leaders are few in numberCharismatic
leaders are most likely to emerge in the throes of a crisisThe
response by people to a charismatic or transformational leader
is often highly polarized, but the emotional levels of resistance
toward charismatic leaders are more extreme than those toward
transformational leadersBoth charismatic and transformational
leadership always involve conflict and change
Charismatic versus
Transformational Leadership (cont.)
50. *
Explain the importance of effective communication skills for
charismatic and transformational leaders.
Discussion Question #2
*Transformational leadership is composed of four behavior
dimensions (the “four I’s”)
Idealized influence (charisma)
Inspirational motivation
Individual consideration
Intellectual stimulation
Transformational Leader
Behaviors and Attributes
*See themselves as change agentsAre visionaries who have a
high level of trust for their intuitionAre risk-takers, but not
recklessAre capable of articulating a set of core values that tend
to guide their own behaviorPossess exceptional cognitive skills
and believe in careful deliberation before taking actionBelieve
in people and show sensitivity for their needsAre flexible and
51. open to learning from experience
Transformational Leader
Behaviors and Attributes (cont.)
*
Behavioral Components
Description
Transformational Leader BehaviorsCreation and articulation of
visionLeader behavior that is directed at finding new
opportunities for the organization; formulating, articulating, and
inspiring followers with the vision of a better futureRole
modelingSetting an example for followers that is consistent
with the organizational values and expectationsFostering a “buy
in” of team goalsBehavior aimed at encouraging and building
teamwork among followers and commitment to shared goals
*
Behavioral Components
52. Description
Transformational Leader
Behaviors (cont.)
Source: Based on P. M. Podsakoff, S. B. Mackenzie, R. H.
Moorman, and R. Fetter, “Transformational Leader Behaviors
and Their Effects on Followers’ Trust in Leader, Satisfaction,
and Organizational Citizenship Behavior,” Leadership Quarterly
1(2) (1990): 107–142.High performance expectationsBehavior
that conveys the leader’s expectations for everyday excellence
and superior performance on the part of followersPersonalized
leader–member exchangeBehavior that indicates that the leader
trusts, respects, and has confidence in each follower, and is
concerned about their personal needs, not just organizational
needsEmpowermentBehavior on the part of the leader that
challenges followers to think “outside of the box” and re-
examine old ways and methods
*
Transformational vs.
Transactional LeadershipTransformational leadership
Inspires followers to go beyond self-interest and act for the
good of the organization
53. Leaders are described as influential, inspirational, and
charismatic
Serves to change the status quo by articulating to followers the
problems in the current system and a compelling vision of what
a new organization could be
Creates significant change in both followers and organizations
Creates and shares knowledge at the individual and group levels
Emphasize the importance of group values and focus on
collective interests
*Transactional leadership
Caters to the self-interest of followers by rewarding specific
behaviors and performance that meets with the leader’s
expectations and punishes behavior and performance that does
not meet expectations
Leaders are described as task- and reward-oriented, structure,
and passive
Involves specific contractual arrangements with followers that
provides them with benefits that satisfy their needs and desires
in exchange for meeting specified objectives or performing
certain duties
Promotes stability
Exploits knowledge at the organizational level
Focuses on defining roles and task requirements and giving
rewards that are contingent on task fulfillment
Transformational vs.
Transactional Leadership (cont.)
*
Despite these differences, effective leaders exhibit both
transactional and transformational leadership skills in
54. appropriate situations
Transformational vs.
Transactional Leadership (cont.)
*
The Transformation Process
Stages
Suggested ActivitiesMake a compelling case for changeIncrease
sensitivity to environmental changes and threats
Initiate change and challenge the status quo
Search for opportunities and take risksInspire a shared
visionEncourage everyone to think of a new and brighter future
Involve others in seeing and moving toward the vision
Express new vision in ideological, not just economic, terms
*
The Transformation Process (cont.)
Stages
Suggested ActivitiesLead the transitionInstill in managers a
sense of urgency for the change
Empower, support, foster collaboration, and strengthen
followers
Help followers understand need for change
Increase followers’ self-confidence and optimism
Avoid the temptation of a “quick fix”
55. Recognize and deal openly with emotional component of
resisting change
*
The Transformation Process (cont.)
Stages
Suggested Activities
Source: Based on Carolyn Hines and William Hines Jr.,
“Seminar on the Essence of Transformational Leadership
(Leadership Training Institute),” Nation’s Cities Weekly 25(9)
(March 4, 2002): 8.Implant the changeEnable and strengthen
followers with a “greatness attitude”
Help followers find self-fulfillment with new vision
Help followers look beyond self-interests to collective interests
Change reward systems and appraisal procedures
Implement team-building interventions and personnel changes
Appoint a special task force to monitor progress
Encourage top leaders and managers to model the way
Source: Chapter 9, Lussier/Achua [2013] Leadership: Theory,
Application, and Skill Development, 5e [South-Western]
(9781111827076)
67. *
What is leadership? – Feedback from Students
Ability to motivate, inspire and encourage somebody to do
something you want to be done
Someone with the ability to influence large numbers to achieve
a common goal or desired direction
Being able to influence and motivate others by action, example
and authority
To inspire, motivate and influence a group of people to achieve
common goals effectively
The role of influencing, motivating and encouraging followers
to reach their full potential thereby achieving or exceeding
goals set by the organization
Ability to invent, inspire, persuade, motivate and support
followers towards a specific objectives
Someone who influences others make others follow in their path
Ability to inspire someone to do something that you want them
to do even if they may not want to do it
Ability to conduct and co-ordinate an unit. And within this unit,
show courage, devotion, honesty, integrity and patience
Ability to guide and provide stability to a group in search at a
common goal
A person who is able to, not only to take control of a situation,
but delegate, motivate, and inspire
Leading by example and directing a group through motivation
and inspiring others with their vision
Ability to lead a group of people to a common goal through
influence, encouragement and delegation
One who commands a certain level of respect in order to inspire
people into directed action
68. *
*
The Meaning of LeadershipBass’ “Handbook of Leadership”
suggested “There are almost as many definitions of leadership
as those who have attempted to define the concept” (Bass, 1990,
p.11). More than 4,000 definitions were collected under 12
categories in Bass’ Handbook such as a focus of group, a matter
of personality, a power relationship and an instrument to
achieve goals
*
The Meaning of LeadershipRost found 221 definitions of
leadership in the total of 587 works. Definitions has changed
from period to period:
1900s: Leadership definitions emphasize control and
centralization of power
1930s: Leadership was defined as traits
1940s: Group approach
1950s: Influence approach
*
Leadership“an influence relationship among leaders and
followers who intend real changes that reflect their mutual
72. *
*Effective managers also lead and effective leaders also
manage.
There are several key distinctions between leadership and
management
Leadership deals with the interpersonal aspects of a manager’s
job.
Management deals with the functional, administrative aspects of
a manager’s job.
Leadership and Management
*Is more formal and scientific than leadership. Uses a set of
explicit tools and techniques. Is based on reasoning and
testing.Produces a degree of predictability and order and
maintains the organisation.It focuses on the routine.Implements
the vision.
Management
73. *
Leadership
Deals with change, inspiration, motivation and
influence.Involves having a vision of what an organisation can
become.Requires developing cooperation and
teamwork.Produces changes, which are often transformative.
*
Role Differences
ManagementLeadershipPlanning & BudgetingEstablishing
DirectionOrganizing & StaffingAligning peopleControlling
InspiringMaintain StabilityCreate ChangeEmotion
distanceEmotion connectionExpert mindOpen
mindTalkingListening
*
75. Extra effort
*
The Argument Against -Formal leadership DOES NOT make a
difference.
Leadership has a smaller impact
on outcomes than do forces in
the situation.
*
Arguments Against Leadership:Teams of highly trained
individualsComputer technologyFactors outside the leader’s
control have a larger impact on business than do leadership
actionsAn organisation’s fate is determined by forces outside
the leader/manager’s controlLeaders have unilateral control
over only a few resourcesManagers can only react or innovate in
order to adapt to outside forces.All organisations eventually die
because of the system, not leadership and management.
76. Leadership Roles
A role is an expected set of activities or behaviours related to
one’s job
*
*
Leadership Roles
Figurehead
Spokesperson
Negotiator
Coach
Team Builder
Team Player
Technical
Problem
Solver
Entrepreneur
Strategic
Planner
78. Question…
From your own experiences, what do you see are the benefits
and frustrations associated with leadership (becoming a leader)?
*
Satisfactions of LeadersFeeling of power and prestigeChance to
help others growHigh incomeRespect and statusGood
opportunities for advancement Feeling of “being in on”
thingsOpportunity to control resources
*
*
Dissatisfactions of leadersToo much uncompensated
overtimeToo many “headaches”Not enough authority to carry
out responsibilityLonelinessToo many problems involving
peopleToo much organizational politicsPursuit of conflicting
goals
*
79. School of Management: RMIT University
*
A Framework for Understanding Leadership
School of Management: RMIT University
*
Determinants of Leadership EffectivenessLeader’s
characteristics
High energy, intelligence, knowledge, self-confident,
interpersonal skillsLeadership behaviours
People orientation, Task orientationFollowers’ characteristics
Self-motivated, willingness, abilityInternal/External factors
Culture, structure, economic, technology, Strategy
*
*
Group Work
Group DiscussionFrom your experience and prior knowledge,
does leadership or management in organisations make the most
impact on organisational performance?
Individual Reflection:Do I want to be a leader? Why, why
not?What leadership roles am I prepared for?What leadership
skill areas will I need to develop and what activities can I
undertake to do this?
80. Leadership Traits,
Behaviours and styles
“A leader is a dealer in hope.”
~ Napoleon Bonaparte
Slide *
School of Management: RMIT University
*
School of Management: RMIT University
BUSM3120 Leadership and Management
School of Management, RMIT University
*
*
School of Management, RMIT University
BUSM3120 LEADERSHIP AND MANAGEMENT
Development of Leadership Studies
School of Management: RMIT University
Slide *Leadership ApproachVariables/TheoriesMain
FocusPeriodTrait Approach: Great Man Theory
Values, personalities, self-confident, assertiveness, emotional
stability, locus of control, courage etc. Personality traits
‘Who’1900s – 1940sBehavioural Approach
Task Orientation VS People (Relationship) OrientationHow
leader behave
81. ‘How’1950sContingency
Approach
LPC theory
Path-Goal Theory
Situational LeadershipSituational factors
‘What’1960s – 1970sContemporary Approach
Charismatic, Transformational, Servant, Visionary
LeadershipHow leader influence others1980s - present
School of Management: RMIT University
School of Management
Slide *
Trait Approach: Great Man Theory
Up to late 1940sFirst leadership approach, represented a
beginning of leadershipUnderlying assumption: “some basic
traits differentiated leaders from non-leaders”Leaders were in
fact born
*
BUSM3120
School of Management
82. School of Management
Slide *
Leadership Personal qualities
Courage
Decisiveness
Self-confidence
Intelligence
Integrity and Honesty
Loyalty
Unselfishness
Knowledge
Persistence
Popularity
Mental strength
*
BUSM3120
School of Management
School of Management: RMIT University
Slide *
Personality Traits of Effective Leaders
Leader’s personality traits can be divided into two groups.
General personality traits
Task-related traits
*
83. School of Management: RMIT University
School of Management: RMIT University
Slide *
A general personality trait is a trait that is observable both
within and outside the context of work.
They are related to success and satisfaction in both work and
personal life.
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
General Personality Traits of Effective Leaders
Tex: 29
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
General Personality Traits of Effective LeadersSelf confidence
– realistic self confidence projected by leaders inspire self
confidence in others.Trust and honesty are shown by a leader
‘walking the talk’ that is consistency between what they
‘espouse’ and what they ‘enact’. Leaders must also trust others.
*
84. School of Management: RMIT University
School of Management: RMIT University
Slide *
General Personality Traits of Effective LeadersExtroversion,
that is being outgoing and gregarious is helpful to leaders. They
are likely to be more interested in participation with their group
members.Assertive behaviour enables leaders to express their
demands, feelings, attitudes and opinions whilst respecting the
rights of others. They are neither aggressive or passive.
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
General Personality Traits of Effective LeadersEnthusiasm
helps to inspire and motivate others and is a constructive way of
rewarding others.Warmth enables leaders to develop rapport, be
perceived as charismatic, and to provide emotional support to
others.Humour increases a leader’s approachability. Appropriate
humour can help to diffuse tension and conflict and be used as a
power tactic. Humour should avoid issues such as culture, race,
gender, religion etc
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
85. General Personality Traits of Effective LeadersEmotional
stability is the ability to control emotions so they are
appropriate to the situation. Followers expect and need
consistency.A high tolerance for frustration enables a leader to
cope with changes to goals and plans.
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
Task-related personality traits of leaders
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
Task-related Personality Traits of Effective LeadersA passion
for work and to some extent the people who help them
accomplish work – common in entrepreneurial leaders who can
become obsessive about achieving goals.Courage to take
initiative and risks and willing to take responsibility. Flexibility
allows the leader to adapt to change and to different situations.
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
Task-related Personality Traits of Effective LeadersLocus of
86. Control - “The extent to which people believe they are in
control of their own destinies”
External Locus of Control: describe people who believe that
fate, luck, or outside forces are responsible for what happens to
them
Internal Locus of Control: describe people who believe that
ability, effort, or their own actions determine what happens to
them
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
Task-related Personality Traits of Effective LeadersEmotional
intelligence involves recognising and connecting with people
and understanding one’s own and others’ emotions.“Ability to
connect with people and understand their emotions”“Qualities
such as understanding one’s feelings, empathy for others, and
the regulation of emotions to enhance living.It includes our own
self awareness, self control and motivation as well as empathy
for others and building networks and relationships through
positive social skills.
*
School of Management: RMIT University
Five dimension - Emotional intelligence Self Awareness –
Ability to understand your emotionSelf regulation – Ability to
control your own action/behaviour, clam down, react with
appropriate anger to situationsMotivation – Passion to work for
reasons other than moneyEmpathy – Ability to respond to the
89. School of Management
Slide *
Leadership Behaviours
Leadership behaviours can be grouped into either
Task-Oriented Behaviour (Initiating Structure)
Relationship-Oriented Behaviour (Consideration)
TASK: This type of behaviour, attitude or skill focuses more on
the task to be performed than on the interpersonal aspect of
leadership
RELATIONSHIP: This type of behaviour, attitude or skill
focuses more on the interpersonal aspect of leadership than on
the actual task.
*
BUSM3120
School of Management
School of Management
Slide *
Task-Oriented LeadershipOrganising and defining tasks within
organisation.Assigning specific tasksSpecifying procedures to
be followedScheduling workClarifying expectations for team
membersAlso referred to as production emphasis, task
orientation, and task motivation
*
BUSM3120
School of Management
School of Management
90. Slide *
Relationship-Oriented LeadershipLeader creates an environment
of emotional support, warmth, friendliness, and trustInvolves
being friendly and approachableLooking out for the personal
welfare of the groupDoing small favours for the group
*
BUSM3120
School of Management
Dr. Nuttawuth Muenjohn
Organizational Behavior
*
Evaluation Behaviour ApproachMain idea: “Explain how
leaders combined the task and relationship behaviours to
influence the followers’ performance and satisfaction”Similar to
the trait approach, also suffered for failing to include situational
elements Inconsistent findings were often found in the studies
using this approach.
Organizational Behavior
School of Management: RMIT University
Slide *
Leadership style
The relatively consistent pattern of behaviour that characterises
a leader
Often based on the dimensions of initiating structure and
consideration
*
School of Management: RMIT University
91. School of Management
Slide *
Leadership style
The relatively consistent pattern of behaviour that characterises
a leader
Attitude
Behaviour
STYLE
*
BUSM3120
School of Management
School of Management: RMIT University
Slide *
Participative leadership
Participative leaders share decision making with group members
Accepts suggestions from group members
Has a teamwork approach
Can be time-consuming
Manager’ perception that a participative approach reduces their
power
*
School of Management: RMIT University
School of Management: RMIT University
Slide *
Autocratic leadership
Autocratic leaders retain most of the authority for themselves
Autocratic leaders make decisions confidently, assume that
group members will comply, and are not overly concerned with
group members’ attitudes toward a decision
92. *
School of Management: RMIT University
School of Management: RMIT University
Slide *
Selecting the best leadership style
Leaders who get the best results do not rely on one style of
leadership
Several different leadership styles can be drawn upon by leaders
in any one week
Effective leaders exhibit versatility and flexibility in leadership
style and adapt their behaviour to the changing demands
Cultural settings must also be considered when selecting
appropriate styles
*
School of Management: RMIT University
School of Management
Slide *
Activity – Assignment Preparation….
Group DiscussionCan you think of your ‘chosen leader’ and
identify the leadership traits he/she possess?What do you think
is your preferred style? Relate your style to your own
personality, values, beliefs, experience etc.
Individual ReflectionEffective leaders have high assertiveness
skills and a strong internal locus of control. How do you rate
yourself on these scales?
*
School of Management
98. *
Four Leadership StylesDirective behavior lets subordinates
know what tasks need to be performed and how they should be
performed.Supportive behavior lets subordinates know that their
leader cares about their well-being and is looking out for
them.Participative behavior enables subordinates to be involved
in making decisions that affect them.Achievement-oriented
behavior pushes subordinates to do their best. Includes setting
difficult goals for followers, expecting high performance, and
expressing confidence.
Leadership styles VS SituationsDirective: increase
subordinates’ performance and satisfaction when the task is
ambiguous and subordinates are inexperienced Supportive:
result in a higher subordinate effort and satisfaction when the
task was unpleasant, stressful, frustrating, and
repetitiveParticipative: promote satisfaction of subordinates on
non-repetitive, unstructured tasks, and with internal locus
control employees (Display of skills and ability) Achievement-
oriented: work well in complex tasks by increasing
subordinates’ self-confidence in their ability to meet
challenging goals i.e. high competitive, internal locus of control
*
*
The Hersey-Blanchard Situational Leadership Model
The situational leadership model
of Paul Hersey and Kenneth H. Blanchard explains how to
match the leadership style to the readiness of the group
members.
101. School of Management
*
School of Management
*
Evaluation of Contingency ApproachHuge impact on leadership
study by providing effective leadership behaviors regarding a
variety of different situationsMost of the models/theories were
criticized on the complexity of the models and their validity
Criticized for treating leadership as one-way process
Power and Influence Tactics of Leaders
“I never referred to myself as a hero. I had a job to do and a
goal to reach” – Carl Brasher (Portrayed by Cuba Gooding Jr. in
“Men of Honor”, 2000)
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Power and LeadershipTo exercise influence, a leader must have
power, the potential or ability to influence decisions and control
resources. Power is intertwined with leadership.Effective
leaders use power appropriately, and know when and how to be
directive and when to delegate. At the same time, they know
how to be consultants, providing guidance instead of issuing
commands.
102. A Definition of Power
Power
The ability/capacity of one person to influence other people to
bring about desired outcomes.
Dependency
B’s relationship to A when A possesses something that B
requires.
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Negative side of Power
Power often have negative connotations because people
associate them with attempts to use organizational resources for
personal advantage and to achieve personal goals at the expense
of other goals.
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Positive side of PowerManagers can use power to control people
103. and other resources so that they cooperate and help to achieve
an organization’s current goals.Managers can use power to
influence the decision-making process to help promote new,
more appropriate organizational goals.
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Contrasting Leadership and PowerLeadership
Focuses on goal achievement.
Requires goal compatibility with followers.
Focuses influence downward.Research Focus
Leadership styles and relationships with followersPower
Used as a means for achieving goals.
Requires follower dependency.
Used to gain lateral and upward influence.Research Focus
Power tactics for gaining compliance
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Sources of Power: Position Power
Coercive Power
104. A power base dependent on fear.
Reward Power
Compliance achieved based on the ability to distribute rewards
that others view as valuable
Position Power
Is established by an individual’s position in an organization;
conveys the ability to coerce or reward, from formal authority,
or from control of information.
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Bases of Power: Position Power
Legitimate Power
The power a person receives as a result of his or her position in
the formal hierarchy of an organization.
Information Power
Power that comes from access to and control over information.
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Sources of Power: Personal Power
105. Expert Power
Influence based on special skills or knowledge.
Referent Power
Influence based on possession by an individual of desirable
resources or personal traits.
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Responses to the use of powerPosition Power
Appropriate use: “Compliance”
Excessive use: “Resistance”Personal Power
“Commitment”
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
The Nature of EmpowermentIncrease power by giving
powerEmpowerment refers to passing decision-making authority
and responsibility from managers to group members. Almost
any form of participative management, shared decision making
and delegation can be regarded as empowerment.
Slide *
School of Management: RMIT University
106. School of Management: RMIT University
*
Becoming an Empowering LeaderA leader’s power and
influence increase when he or she shares power with others.One
explanation for this paradox is that as team members receive
more power, they can accomplish more. A truly powerful leader
makes team members feel powerful and able to accomplish tasks
on their own. To empower others is to be perceived as an
influential person.
Slide *
School of Management: RMIT University
School of Management: RMIT University
*
Empowering PracticesThe practices that foster empowerment
supplement standard approaches to participative management,
such as conferring with team members before reaching a
decision.Foster initiative and responsibility.Link work activities
to the goals of the organisation. Provide ample
information.Allow group members to choose
methods.Encourage self-leadership.
Slide *
School of Management: RMIT University
School of Management: RMIT University
107. *
Key Influence Tactics –
Leading by Example
A simple but effective way of influencing group members is
leading by example, or leading by acting as a positive role
model.
The ideal approach to leading by example is to be a ‘do as I say
and do’ manager – that is, one whose actions and words are
consistent.
Slide *
School of Management: RMIT University
School of Management: RMIT University
Influence Tactics – Rational Persuasion
Rational persuasion is an important tactic for influencing
people.
Rational persuasion involves using logical arguments and
factual evidence to convince another person that a proposal or
request is workable and likely to result in goal attainment.
Rational persuasion is likely to be most effective with people
who are intelligent and rational.
Slide *
School of Management: RMIT University
School of Management: RMIT University
108. Influence Tactics – Developing a Reputation as a Subject Matter
Expert
Becoming a subject matter expert (SME) on a topic of
importance to the organisation is an effective strategy for
gaining influence.
Being an SME can be considered a subset of rational
persuasion.
Slide *
School of Management: RMIT University
School of Management: RMIT University
Influence Tactics –
Exchanging Favours and Bargaining
Offering to exchange favours if another person will help you
achieve a work goal is another standard influence tactic.By
making an exchange, you strike a bargain with the other party.
The exchange often translates into being willing to reciprocate
at a later date.
Slide *
School of Management: RMIT University
School of Management: RMIT University
Influence Tactics – Getting Network Members to Support Your
Position
Networking is an important strategy for career management,
including becoming an influential person.
Other qualified people supporting your position lend credibility
to it.
The ability to establish a network and call on a member of the
network when needed helps you exert influence.
109. Slide *
School of Management: RMIT University
School of Management: RMIT University
Influence Tactics – Legitimating a Request
To legitimate is to verify that an influence attempt is within
your scope of authority.
Making legitimate requests is an effective influence tactic.
Another aspect of legitimating
is to show that your request is consistent with organisational
policies, practices and expectations of professional people.
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School of Management: RMIT University
School of Management: RMIT University
Influence Tactics – Inspirational Appeal and Emotional Display
A leader is supposed to inspire others, so it follows that making
an inspirational appeal is an important influence tactic.
For an emotional appeal to be effective, the influence agent
must understand the values, motives and goals of the target.
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School of Management: RMIT University
School of Management: RMIT University
Influence Tactics – Consultation
Consulting with others before making a decision is both a
leadership style and an influence technique.
110. The influence target becomes more motivated to follow the
agent’s request because the target is involved in the decision-
making process.
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School of Management: RMIT University
School of Management: RMIT University
Influence Tactics – Forming Coalitions
At times it is difficult to influence an individual or group by
acting alone.
A leader will then have to form coalitions, or alliances, with
others to create the necessary clout.
A coalition is a specific arrangement of parties working
together to combine their power.
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School of Management: RMIT University
School of Management: RMIT University
Influence Tactics – Game Playing
Leaders, as well as others, often play games in order to
influence others.
A game in this context is a repeated series of exchanges
between people that seems plausible but has a hidden agenda or
purpose.
Influence is exerted in a game because the person against whom
the game is played is made to feel humble.
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School of Management: RMIT University
School of Management: RMIT University