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Ch. 10: Leadership

• Leadership
• Process of inspiring others to work hard to accomplish important tasks
• managerial power = position power * personal power
• position power: rewards, coercion, legitimacy
• personal power: expertise, reference, relationships
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• Legenda: Management Process

Trait approaches to leadership

Ch. 10: Position Power

• Position power
• reward power
• pay raise, promotions, special assignments, compliments
• coercive power
• reprimands, pay penalties, bad job assignments, termination
• legitimate power
• achieves influence through formal authority
• teacher giving homework, exams, projects; but not when teacher asking students to attend a sports game

Ch. 10: Personal Power

• Personal Power
• expert power
• technical understanding, access to info, degrees, credentials; acquired on job through experience and reputation; early career challenge
• reference power
• influence those who admire, respect, and want to identify positively with you; pleasant and engaging
• relationship power
• social capital; connections; trustworthy; reciprocates, helps others

Ch. 10: Leadership Style

• Leadership Style
• autocratic
• acts in unilateral command-and-control fashion, authority, obedience, doesn't share info
• human relations
• interpersonally engaging, cares about others, sensitive to feelings and emotions, emphasizes harmony and good working relationships
• democratic
• shares decision with followers, enourages participation, supports teamwork needed for high levels of task accomplishment
• laissez-faire
• disengaged

Ch. 10: Leadership Styles

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• Legenda: Leadsership Styles

Ch. 10: Fiedler's Contingency Model

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• Legenda: Fielder's Contingency Model
• Fielder's Contingency Model
• Least-preferred co-workers scale (LPC)
• task-motivated or relationship-motivated
• leadership situations using 3 contingency variables
• leader-member relations, task structure, position power
• 8 combos with different leadership challenges
• most favorable: high control for a leader

Ch. 10 Hersey-Blanchard Model

• Hersey-Blanchard Situational Leadership Model
• successful leaders adjust their style contingently based on the maturity of followers; how able and willing/confident the followers are to perform required tasks
• delegating- allowing group to take responsibility for task decisions; low-task; low-relationship style; works best in high-readiness situations
• participating- emphasizing shared ideas and participative decision on task directions; low-task; high-relationship style; works best low-to-moderate readiness situations
• selling- explaining task directions in a supportive and persuasive way; high-task; high relationship style; works best in moderate-to-high readiness situations
• telling- giving specific task directions and closely supervising work; high-task; low-relationship style; works best in low-readiness situations

Ch. 10 Hersey-Blanchard Model

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• Legenda: Hersey-Blanchard Model

Ch. 10 House's Path Goal Theory

• House's Path-Goal Theory
• successful leaders help followers move along a path through which they can achieve work and personal goals
• create positive path-goal linkages, raise motivation by removing barriers, reward progress
• when choosing leadership style, leader's job is to add value to a situation
• contribute things that are missing, not things that can otherwise take care of themselves
• leaders contingently match their styles with situational characteristics
• substitutes for leadership- factors in the work setting that direct work efforts without the involvement of a leader
• subordinate characteristics: ability, experience, independence
• task characteristics: how routine it is, availability of feedback
• organizational characteristics: clarity of plans, formalization of rules and procedures
• directive (authortitarian)- lets others know what is expected, gives directions, maintains standards
• ex: when job assignments are unclear; employees have low abilities; employees have external locus of control
• supportive- makes work more pleasant; treats others as equals; acts friendly; shows concern
• ex: when worker self-confidence is low; when tasks are boring or repetitive; when tasks are stressful
• achievement-oriented- sets challenging goals; expects high performance; shows confidence
• ex: when task challenge is insufficient in a job; when employees have high abilities; employes have high achievement motivation
• participative leader- involves others in decision making; asks for and uses suggestions
• ex: when performance incentives are poor; employees have high abilities; decision is relevant to employees; employees have internal locus of control

Ch. 10 Leader-Member Exchange Theory

• LMX theory
• in-groups
• best performers, special and trusted high-exchange relationships special assignments, privileges, access to info, motivated and satisfied, get rewards, favorable treatment, called on and depended on by leader, loyal support, positive performance evaluations, less prone to turnover
• out-groups
• excluded from benefits, low-exchange, fewer rewards, unfavorable treatment, leaders miss out on opportunities, less positive performance evaluations, more prone to turnover, dissatisfied; managed by formal rules and policies
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• Legenda: Leader-member exchange relationships

Ch. 10: Vroom-Jago Model

• Vroom-Jago Model
• Authority decision- the manager makes an individual decision about how to solve the problem and then communicates the decision to the group
• consultative decision- the manager makes the decision after sharing the problem with and getting suggestions from individual group members or the group as a whole
• group decision- the manager convenes the group, shares the problem, and then either facilitates a group decision or delegates the decision to the group
• Criteria for making the decision
• decision quality- based on who has the information needed for problem-solving
• deicison acceptance- based on the importance of follower acceptance of the decision to its eventual implementation
• decision time- based on the time available to make and implement the decision
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• Legenda: Vroom-Jago decision methods

Ch. 10: Transfomrational Leadership

• Transformational Leadership
• raise confidence, aspirations, performance of followers through:
• 1. vision- has ideas and a clear sense of direction; communicates them to others; develops excitement about sharing accomplishing shared dreams
• 2. charisma- uses the power of personal reference and emotion to arouse others' enthusiasm, faith, loyalty, pride, and trust in themselves
• 3. symbolism- identifies heroes and holds spontaneous and planned ceremonies to celebrate excellence and high achievement
• 4. empowerment- helps others grow and develop by removing performance obstacles, sharing responsibilities, and delegating truly challenging work
• 5. intellectual stimulation- gains the involement of others by creating awareness of problems and stirring their imagination
• 6. integrity- is honest, credible; acts consistently and out of personal conviction; follows through on commitments

Ch.10: Charisma

• Charisma pros
• followers identify with the leader and the leader's mission
• loyal to and confident in the leader
• emulate the leader's values and behaviors
• derive self-esteem from a relationship with the leader
• Charisma cons
• dilutes judgement
• is addictive
• disguises psychopaths
• fosters collective narcissism

Ch. 12: Maslow's Hierarchy of Needs

• Maslow's Hierarchy of Needs
• lower-order needs
• physiological, safety, social concerns
• physical well-being, companionship
• higher order needs
• esteem and self-actualization
• psychological development and growth
• deficit principle
• a satisfied need is not a motivator of behavior
• progression principle
• people try to satisfy lower-level needs first
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• Legenda: Maslow's Hierarchy of Needs

Ch 12: Alderfer's ERG Theory

• Alderfer's ERG theory
• existence needs- desires for physiological and material well-being
• relatedness needs- desires for satisfying interpersonal relationships
• growth needs- desires for continued psychological growth and development
• disagrees with Maslow's deficit and progression principles
• all needs can influence behavior at any time
• a satisfied need doesn't lose its motivational impact
• frustration-regression principle
• a satisfied lower-level need can become reactivated if a higher-level need cannot be satisfied

Ch. 12: McClelland's Acquired Needs

• McClelland's Acquired Needs
• Thematic Apperception Test (TAT)
• 3 acquire needs explain human motivation
• need for achievement- the desire to do something better. to solve problems, or to master complex tasks
• need for power- the desire to control, influence, or be responsible for other people
• need for affiliation- the desire to establish and maintain good relationships with people
• each need can be associated with a distinct set of work preferences
• theory offers ideas for designing jobs that are rich in potential motivation
• workers with the high need for achievement prefer individual responsibilities, challenging but achievable work, performance feedback; without it their performance will suffer
• workers with the high need for afilition prefer jobs offering companionship, social approval, satisfying interpersonal relationships
• workers with the high need for power are motivated to behave in ways that have an impact on other people and events
• personal power- exploitative, involved manipulation for personal gratification
• social power- essential for managerial leadership

Ch. 12: Herzberg's Two-Factor Theory

• Herzberg's Two-Factor Theory
• workers like the nature of the job itself (what they did)
• satisfier/motivation factors (job content): sense of achievement, feelings of recognition, sense of responsibility, the opportunity for advancement, feelings of personal growth
• workers don't like (where they work)
• hygiene factors (job context)- working conditions, interpersonal relations, organizational policies and administration, the technical quality of supervision, base wage or salary
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• Legenda: Herzberg's two-factor theory

Ch. 12: Job Design (Herzberg)

• Job Design (Herzberg)
• allocation of specific work tasks to individuals and groups
• job enrichment- increases job content by adding work planning and evaluating duties normally performed by the supervisor; self-management

Ch. 12: 5 Core Characteristics Model

• 5 Core Characteristics Model
• approaches job design with a focus on
• skill variety- the degree to which a job requires a variety of different activities to carry out the work and involves the use of a number of different skills and talents of the individual
• task identity- the degree to which the job requires completion of a whole and identifiable piece of work; doing a job from beginning to end with a visible outcome
• 3. task significance- the degree to which the job has a substantial impact on the lives or work of other people elsewhere in the organization or in the external environment
• 4. autonomy- the degree to which the job gives the individual freedom, independence, and discretion in scheduling work and in choosing procedures for carrying it out
• 5. feedback from the job itself- the degree to which work activities required by the job result in the individual obtaining direct and clear info on his or her performance

ch. 12: 5 Core Characteristics Model

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• Legenda: 5 Core Characteristics for Motivation

Ch. 12: Equity Theory of Motivation

• Equity Theory of Motivation
• perceived negative inequity
• feeling unfarily treated; reducing work efforts to compensate for the missing rewards, asking for more rewards or better treatment, or quitting
• perceived positive inequity
• sense of guilt; increasing the qunatity or quality of work, taking on more difficult assignments, working overtime
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• Legenda: Equity Theory of Motivation

Ch. 12: Vroom's Expectancy Theory

• Vroom's Expectancy Theory
• motivation = expectancy * instrumentality * valence
• effort-performance expectancy- a perosn's belief that working hard will result in high task performance
• instrumentality (performance-outcome expectancy)- a person's belief that successful performance will lead to rewards and other potential outcomes
• valence- the value a person assigns to the possible rewards and other work-related outcomes
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• Legenda: Expectancy Theory

Ch. 12: Management implications of Theory

Ch. 12: Locke's Goal-Setting Theory

• Locke's Goal Setting Theory
• task goals are a great source of motivation
• goal specificity- the more specific the goal, the better
• goal difficulty- challenging but not impossible
• people ar emore likely to accept and commit to accomplishing goals when they participate in setting them
• Downsides of goal setting
• if manager sets unrealistically high goals, workers get stressed, burned out, unethical

Ch. 12: Thorndike's Law of Effect

• Thorndike's Law of Effect
• the premise of reinforcement theory
• behavior followed by pleasant consequences is likely to be repeated; behavior followed by unpleasant consequences is not

Ch. 12: Skinner's Operant Conditioning

• Skinner's Operant Conditioning
• the control of behavior by manipulating its consequences
• punishment and extinction strategies are used to weaken or eliminate undesirable behaviors
• shaping- positive reinforcement of successive approximations to the new behavior
• positive reinforcement two laws
• law of contingent reinforcement- deliver the reward only when the desired behavior occurs
• law of immediate reinforcement- deliver the reward as soon as possible after the desired behavior occurs
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