Ch11

Organizational
Behavior, 9/E
Schermerhorn, Hunt, and
Osborn
Prepared by
Michael K. McCuddy
Valparaiso University

John Wiley & Sons, Inc.

Chapter 11 Study Questions
 What is leadership and how does it differ
from management?
 What are situational contingency
approaches to leadership ?
 What are attributional approaches to
leadership?
 What are some emerging leadership
perspectives and why are they especially
important in today’s organizations?
Organizational Behavior: Chapter 11
2

Study Question 1: What is leadership and
how does it differ from management?

 Management promotes stability or enables the
organization to run smoothly.
 Leadership promotes adaptive or useful changes.
 Persons in managerial positions may be involved
with both management and leadership.
 Both management and leadership are needed for
organizational success.

3


 Leadership is a special case of
interpersonal influence that gets an
individual or group to do what the leader
or manager wants done.
 Forms of leadership.
– Formal leadership.
– Informal leadership.

4


 Approaches to leadership.
– Trait and behavioral perspectives.

– Situational contingency perspectives.

– Attributional perspectives.

– New leadership perspectives.

5


 Trait theories.
– Assume that traits play a key role in:
• Differentiating between leaders and nonleaders.
• Predicting leader or organizational outcomes.
– Great person-trait approach.
• Earliest approach in studying leadership.
• Tried to determine the traits that characterized
great leaders.

6


Pick up Figure 11.1 from the textbook.

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 Behavioral theories.
– Assume that leader behaviors are crucial for
explaining performance and other
organizational outcomes.
– Focus on leader behaviors rather than traits.
– Major behavioral theories.
• Michigan leadership studies.
• Ohio State leadership studies.
• Leadership Grid.
• Leader-Member Exchange (LMX) theory.
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 Michigan leadership studies.
– Employee-centered supervisors.
• Place strong emphasis on subordinate’s welfare.
– Production-centered supervisors.
• Place strong emphasis on getting the work done.
– Employee-centered supervisors have more
productive work groups than production-
centered supervisors.

9


 Ohio State leadership studies.
– Consideration.
• Concerned with people’s feelings and making
things pleasant for the followers.
– Initiating structure.
• Concerned with defining task requirements and
other aspects of the work agenda.
– Effective leaders should be high on both
consideration and initiating structure.

10


 Leadership Grid.
– Developed by Robert Blake and Jane Mouton.
– Built on dual emphasis of consideration and
initiating structure.
– A 9 x 9 Grid (matrix) reflecting levels of
concern for people and concern for task.
• 1 reflects minimum concern.
• 9 reflects maximum concern.

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 Leadership Grid (cont.).
– Five key Grid combinations.
• 1/1 — low concern for production, low concern for
people.
• 1/9 — low concern for production, high concern
for people.
• 9/1 — high concern for production, low concern
for people.
• 5/5 — moderate concern for production, moderate
concern for people.
• 9/9 — high concern for production, high concern
for people.
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 Leader-Member Exchange (LMX) theory.
– Focuses on the quality of the working
relationship between leaders and followers.
– LMX dimensions determine followers’
membership in leader’s “in group” or “out
group.”
– Different relationships with “in group” and
“out group.”

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Study Question 2: What are situational
contingency approaches to leadership?

 Leader traits and behaviors can act in conjunction
with situational contingencies.
 The effects of leader traits are enhanced by their
relevance to situational contingencies.
 Major situational contingency theories.
– Fiedler’s leadership contingency theory.
– Fiedler’s cognitive resource theory.
– House’s path-goal theory of leadership.
– Hersey and Blanchard’s situational leadership model.

14

Study Question 2: What are the situational

 Key variables in Fiedler’s contingency
model.
– Situational control.
• The extent to which a leader can determine what
his or her group is going to do as well as the
outcomes of the group’s actions and decisions.
• Is a function of:
– Leader-member relations.
– Task structure.
– Position power.

15


 Key variables in Fiedler’s contingency
model (cont.).
– Least preferred co-worker (LPC) score reflects
a person’s leadership style.
• High-LPC leaders have a relationship-motivated
style.
• Low-LPC leaders have a task-motivated style.

16


17

 Fiedler’s cognitive resource theory.
– A leader’s use of directive or nondirective
behavior depends on:
• The leader’s or subordinate group members’ ability
or competency.
• Stress.
• Experience.
• Group support of the leader.
– Leader directiveness is most helpful for
performance when the leader is competent,
relaxed, and supported.
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 House’s path-goal theory of leadership.
– Rooted in the expectancy model of motivation.
– Emphasizes how a leader influences
subordinates’ perceptions of both work goals
and personal goals and the links, or paths,
found between these two sets of goals.

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 Path-goal theory predictions.
– Directive leadership will have a positive
impact on subordinates when tasks are
ambiguous and the opposite effect when tasks
are clear.
– Supportive leadership will increase the
satisfaction of subordinates who work on tasks
that are highly repetitive, unpleasant, stressful,
or frustrating.

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 Path-goal theory predictions (cont.).
– Achievement-oriented leadership will
encourage subordinates to strive for higher
performance standards and to have more
confidence in their ability to meet challenging
goals when subordinates are working at
ambiguous, nonrepetitive tasks.
– Participative leadership will promote
satisfaction on nonrepetitive tasks that allow
for the ego involvement of subordinates.
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23


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Study Question 3: What are attributional
approaches to leadership?
 Attribution theory provides a competing
perspective to the traditional leadership theory
assumption that leadership and its substantive
effects can be identified and measured
objectively.
 Attribution theory suggests that leadership is
influenced by attempts to understand causes of
and assess responsibilities for behavior.
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 Leadership prototypes.
– People’s mental image of what a model leader
should look like.
– Mix of specific and general characteristics.
– Prototypes may differ by country and national
culture.
– The closer that a leader’s behavior matches the
prototype held by the followers, the more
favorable the leader’s relations and key
outcomes.
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 Exaggeration of the leadership difference.
– Top leaders of organizations have little impact
on profits and effectiveness compared to
environmental and industry forces.
– Much of the impact of top leaders is symbolic.
– The romance of leadership refers to people
attributing romantic, almost magical, qualities
to leadership.
27

Study Question 4: What are some emerging
leadership perspectives and why are they
especially important in today’s organizations?
 Charismatic approaches to leadership.
– Charismatic leaders, by force of their personal
abilities, can have a profound and
extraordinary effect on followers.
– Characteristics of charismatic leaders include:
• High need for power.
• High feelings of self-efficacy.
• Conviction in the moral rightness of their beliefs.

28

 Dark side versus bright side of charismatic
leadership.
– Dark side.
• Emphasizes personalized power.
• Leaders focus on themselves.
– Bright side.
• Emphasizes socialized power.
• Leaders empower followers.

29


 Conger and Kanungo’s three-stage charismatic

leadership model.
– Stage 1: the leader critically evaluates the status quo.

– Stage 2: the leader formulates and articulates future
goals and a idealized future vision.
– Stage 3: the leader shows how the goals and vision
can be achieved.

30


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 Transactional leadership.
– Involves leader-follower exchanges necessary
for achieving routine performance that is
agreed upon by leaders and followers.
– Leader-follower exchanges involve:
• Use of contingent rewards.
• Active management by exception.
• Passive management by exception.
• Abdicating responsibilities and avoiding decisions.

32

 Transformational leadership.
– Leaders broaden and elevate followers’
interests, generate awareness and acceptance
of the group’s mission, and stir followers to
look beyond self-interests.
– Dimensions of transformational leadership.
• Charisma.
• Inspiration.
• Intellectual stimulation.
• Individualized consideration.
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 Leadership in self-managing work teams.
– Leaders provide resources or act as liaisons with other
units but without the trappings of authority associated
with traditional first-line supervisors.
– Conditions for creating and maintaining team
performance.
• Efficient, goal-directed effort.
• Adequate resources.
• Competent, motivated performance.
• A productive, supportive climate.
• Commitment to continuous improvement and adaptation.

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 Can people be trained in the new
leadership?
– People can be trained to adopt new leadership
approaches.
– Leaders can devise improvement programs to
address their weaknesses and work with
trainers to develop their leadership skills.
– Leaders can be trained in charismatic skills.
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 Is new leadership always good?
– Not always good.
– Dark-side charismatics can have negative
effects on followers.
– Not always needed.
– Needs to be used in conjunction with
traditional leadership.
– Applies at all levels of organizational
leadership.
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