MGT 301 SEU Organizational Behavior Manager & Leader Differences Case Study

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College of Administrative and Financial Sciences Assignment 2 Deadline: 28/03/2020 @ 23:59 Course Name: Organizational Behavior Student’s Name: Course Code: MGT301 Student’s ID Number: Semester: II CRN: Academic Year: 1440/1441 H For Instructor’s Use only Instructor’s Name: Dr xxxxxxxxxxxxxxxxx Students’ Grade: 00/10 Level of Marks: High/Middle/Low Instructions – PLEASE READ THEM CAREFULLY • The Assignment must be submitted on Blackboard (WORD format only) via allocated folder. • Assignments submitted through email will not be accepted. • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page. • Students must mention question number clearly in their answer. • Late submission will NOT be accepted. • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions. • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism). • Submissions without this cover page will NOT be accepted. Course Learning Outcomes-Covered 1 Develop the problem-solving skills for teamwork especially if the problem relates to the task (Lo 3.2). 2 Ability to communicate and share information within the team and organization in professional manner (Lo 4.4). Assignment 2 Reference Source: Book-Ch:-13 & 14 (10 Marks) Critical Thinking:-Leadership Use at least 3 scientific references to support your answers. Follow APA-style when referencing. Assignment Question(s): 1. Define leadership and explain the difference between being a manager and being a leader. Which boss would you rather have? Why? (02 Marks) 2. The leadership style theories, which you have learned in the chapter 13 & 14 based on that determine which leadership styles are suitable for managers who are managing workers ( both Blue collar & White collar) in the organizations.(03 Marks) 3. Describe directive leadership and supportive leadership, Explain their importance. (02 Marks) 4. How organizations are benefitted from supportive leadership? Give an example of such organization which you might have come across. (03 Marks) Answer: 1. 2. 3. . What is leadership? What are situational contingency approaches to leadership? What are follower-centered approaches to leadership? What are inspirational leadership perspectives? Copyright © 2012 John Wiley & Sons, Inc. 13-2 Role of management is to promote stability or to enable the organization to run smoothly. Role of leadership is to promote adaptive or useful changes. *Persons in managerial positions could be involved with both management and leadership activities, or they could emphasize one activity at the expense of the other. Both management and leadership are needed, however, and if managers do not assume responsibility for both, then they should ensure that someone else handles the neglected activity. Copyright © 2012 John Wiley & Sons, Inc. 13-3 Leadership  Process of influencing others to understand and agree about what needs to be done and how to do it; and  Process of facilitating individual and collective efforts to accomplish shared objectives. Copyright © 2012 John Wiley & Sons, Inc. 13-4 “Great leaders are almost always great simplifiers, who can cut through argument, debate and doubt, to offer a solution everybody can understand.” - Colin Powell Copyright © 2012 John Wiley & Sons, Inc. 13-5 Formal leadership Informal leadership Exerted by persons Exerted by persons who appointed (or elected) become influential to positions of formal authority in organizations. because they have special skills that meet the resource needs of others. *There is a rich body of research regarding what leadership is, who has the capacity for leadership and how it is manifest. Formal leadership positions exist by virtue of their formal authority. However, leadership involves more than having authority conferred by a position. It can be manifested not only by an individual but by a team. It can be manifested within many levels of the organization. Leadership has a generally accepted component of the ability to influence others and to 13-6 inspire effort. Approaches to leadership 1. Trait and behavioral theory perspectives. 2. Cognitive and symbolic perspectives. 3. Transformational and charismatic perspectives. Copyright © 2012 John Wiley & Sons, Inc. 13-7 Trait leadership perspective  Assume that personality traits play a central role in differentiating between leaders and non-leaders, in that leaders must have the ―right stuff.‖ Copyright © 2012 John Wiley & Sons, Inc. 13-8 *Ambition, motivation, honesty, self confidence and a high need for achievement are key traits that leaders have. 13-9 Behavioral leadership perspectives  Assumes that leadership is central to performance and other outcomes.  Focuses on leader behaviors rather than traits. *Two major studies, at the University of Michigan and Ohio State University, tried to identify the leadership behaviors that resulted in effective performance. Copyright © 2012 John Wiley & Sons, Inc. 13-10 Michigan studies  Employee-centered supervisors:  Place strong emphasis on subordinate’s welfare.  Production-centered supervisors:  More concerned with getting the work done. *Employee-centered supervisors were found to have more productive work groups than production-centered supervisors. Copyright © 2012 John Wiley & Sons, Inc. 13-11 Ohio State studies  Consideration o Sensitive to people’s feelings and making things pleasant for the followers.  Initiating structure o Concerned with defining task requirements and other aspects of the work agenda. Copyright © 2012 John Wiley & Sons, Inc. 13-12 *Effective leaders should be high on both consideration and initiating structure. This dual emphasis is reflected in the leadership grid approach. Leadership grid results are plotted on a nine-position grid that places concern for production on the horizontal axis and concern for people on the vertical axis, where 1 is minimum concern and 9 is maximum concern. As an example, those with a 1/9 style—low concern for production and high concern for people—are termed ―country club management.‖ They do not emphasize task accomplishment but stress the attitudes, feelings, and social needs of people. Similarly, leaders with a 1/1 style—low concern for both production and people—are termed ―impoverished,‖ while a 5/5 style is labeled ―middle of the road.‖ A 9/1 leader—high concern for production and low concern for people— has a ―task management‖ style. Finally, a 9/9 leader, high on both dimensions, is considered to have a ―team management‖ style; this is the ideal leader in Blake and Mouton’s framework. Copyright © 2011 John Wiley & Sons, Inc. 1113 Situational Contingency Leadership  The effects of leader traits are enhanced by their relevance to situational contingencies. *Traits are enhanced by their relevance to the leader’s situational contingencies. Prosocial power motivation, or power oriented toward benefiting others, is likely to be most important in situations where decision implementation requires lots of persuasion and social influence. ―Strong‖ or ―weak‖ situations also make a difference. An example of a strong situation is a highly formal organization with lots of rules, procedures, and policies. An example of a weak situation is one that is ambiguous and unstructured. In a strong situation traits will have less impact than in a weaker, more unstructured situation because the leader has less ability to influence the nature of the situation. In other words, leaders can’t show dynamism as much when the organization restricts them. 13-14 Prosocial power motivation, or power oriented toward benefitting others, is likely to be most important in situations where decision implementation requires lots of persuasion and social influence. *―Strong‖ or ―weak‖ situations also make a difference. An example of a strong situation is a highly formal organization with lots of rules, procedures, and policies. An example of a weak situation is one that is ambiguous and unstructured. In a strong situation traits will have less impact than in a weaker, more unstructured situation because the leader has less ability to influence the nature of the situation. In other words, leaders can’t show dynamism as much when the organization restricts them. 13-15 Fiedler’s Leadership contingency view  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. *Team effectiveness depends on an appropriate match between a leader’s style, essentially a trait measure, and the demands of the situation. Copyright © 2012 John Wiley & Sons, Inc. 13-16 The least –preferred coworker (LPC) scale, used by Fiedler, asks respondents to describe the person with whom they have been able to work least well.  Instrument measures a person’s leadership style. *Fiedler argues that high-LPC leaders (those describing their LPC very positively) have a relationship-motivated style, whereas low-LPC leaders have a task motivated style. Because LPC is a style and does not change across settings, the leaders’ actions vary depending on the degree of situational control. Specifically, a task-motivated leader (low LPC) tends to be nondirective in high- and low control situations, and directive in those in between. A relationship-motivated leader tends to be the opposite. Copyright © 2012 John Wiley & Sons, Inc. 13-17 *The figure shows the task-motivated leader as being more effective when the situation is high and low control, and the relationship-motivated leader as being 13-18 more effective when the situation is moderate control. Fiedler’s Situation Control Variables Leader /Member Relations (good/poor): Task Structure (high/low): Position Power (strong/weak): Members support for leader. Spells out leader’s task goals and procedures. Leader’s task expertise, and reward/punishment authority *Consider an experienced and well-trained production supervisor of a group that is responsible for manufacturing a part for a personal computer. The leader is highly supported by his group members and can grant raises and make hiring and firing decisions. This supervisor has very high situational control and is operating in situation 1 in Figure 13.2. For such high-control situations, a task-oriented leader style is predicted as the most effective. 13-19 House’s path-goal theory of leadership  Assumes that a leader’s key function is to adjust his or her behaviors to complement situational contingencies. *House argues that when the leader is able to compensate for things lacking in the setting, subordinates are likely to be satisfied with the leader. For example, the leader could help remove job ambiguity or show how good performance could lead to an increase in pay. Performance should improve as the paths by which (1) effort leads to performance—expectancy—and (2) performance leads to valued rewards—instrumentality—becomes clarified. Copyright © 2012 John Wiley & Sons, Inc. 13-20 *The figure shows four types of leader behavior (directive, supportive, achievementoriented, and participative) and two categories of situational contingency variables (follower attributes and work-setting attributes). The leader behaviors are adjusted to complement the situational contingency variables in order to influence subordinate satisfaction, acceptance of the leader, and motivation for task performance. 13-21 Directive leadership  Spelling out the what and how of subordinates’ tasks. Supportive leadership  Focuses on subordinate needs, well-being , and promotion of a friendly work environment. *Directive leadership is predicted to have a positive impact on subordinates when the task is ambiguous; it is predicted to have just the opposite effect for clear tasks. In addition, the theory predicts that when ambiguous tasks are being performed by highly authoritarian and closed minded subordinates, even more directive leadership is called for. Supportive leadership is predicted to increase the satisfaction of subordinates who work on highly repetitive tasks or on tasks considered to be unpleasant, stressful, or frustrating. In this situation the leader’s supportive behavior helps compensate for adverse conditions. 13-22 Achievement oriented leadership  Emphasizes setting challenging goals, stressing excellence in performance, and showing confidence in people’s ability to achieve high standards of performance. Participative leadership  Focuses on consulting with subordinates, and seeking and taking their suggestions into account before making decisions. *Achievement-oriented leadership is predicted to encourage subordinates to strive for higher performance standards and to have more confidence in their ability to meet challenging goals. Participative leadership is predicted to promote satisfaction on nonrepetitive tasks that allow for the ego involvement of subordinates. 13-23 Hersey and Blanchard Situational Situational Leadership Theory  There is no single best way to lead.  Assess Readiness  The extent to which the people have the ability and willingness to accomplish a specific task.  Implement appropriate leadership response. *Readiness is the extent to which people have the ability and willingness to accomplish a specific task. Hersey and Blanchard argue that ―situational‖ leadership requires adjusting the leader’s emphasis on task behaviors—for instance, giving guidance and direction—and relationship behaviors—for example, providing socioemotional support—according to the readiness of followers to perform their tasks. This situational leadership approach requires that the leader develop the capability to diagnose the demands of situations and then choose and implement the appropriate leadership response. The model gives specific attention to followers and their feelings about the task at hand and suggests that effective leaders focus on emerging changes in the level of readiness of 13-24 the people involved in the work. Copyright © 2012 John Wiley & Sons, Inc. 13-25 *The figure identifies four leadership styles: delegating, participating, selling, and telling. Each emphasizes a different combination of task and relationship behaviors by the leader. The figure also suggests the following situational matches as the best choice of leadership style for followers at each of four readiness levels. The model requires the leader to diagnose the demands of the situation implement the response that is most effective in the situation. A “telling” style (S1) is best for low follower readiness (R1). The direction provided by this style defines roles for people who are unable and unwilling to take responsibility themselves; it eliminates any insecurity about the task that must be done. A “selling” style (S2) is best for low-to-moderate follower readiness (R2). This style offers both task direction and support for people who are unable but willing to take task responsibility; it involves combining a directive approach with explanation and reinforcement in order to maintain enthusiasm. A “participating” style (S3) is best for moderate-to-high follower readiness (R3). Able but unwilling followers require supportive behavior in order to increase their motivation; by allowing followers to share in decision making, this style helps enhance the desire to perform a task. A “delegating” style (S4) is best for high readiness (R4). This style provides little in terms of direction and support for the task at hand; it allows able and willing followers to take responsibility for what needs to be done. 11-26 In your current or former job, did your manager behave the same way with each of the people he/she managed? A=Yes, B=No If no, what was different about the relationships between the manager and each employee? Copyright © 2012 John Wiley & Sons, Inc. 13-27 Substitutes for leadership  Makes a leader’s influence either unnecessary or redundant in that they replace a leader’s influence. Romance of leadership  People attribute romantic, almost magical, qualities to leadership. *First, studies involving Mexican, U.S., and Japanese workers suggests both similarities and differences between various substitutes in the countries examined. Again, there were subtle but important differences across the national samples. Second, a systematic review of 17 studies found mixed results for the substitutes theory. The review suggested a need to broaden the list of substitutes and leader behaviors. Symbolic treatment of leadership occurs particularly when performance is either extremely high or extremely low or when the situation is such that many people could have been responsible for the performance. This refers to the concept of romantic leadership. 13-28 Leadership categorization theory  Implicit leadership theories - preconceived notions about the attributes (e.g., traits and behaviors) associated with leaders.  They reflect the structure and content of ―cognitive categories‖ used to distinguish leaders from nonleaders.  Attributes or leadership prototypes are mental images of the characteristics that make a ―good‖ leader, that a ―real‖ leader would possess. *Implicit leadership theories reflect the structure and content of ―cognitive categories‖ used to distinguish leaders from nonleaders. Copyright © 2012 John Wiley & Sons, Inc. 13-29 Copyright © 2012 John Wiley & Sons, Inc. 13-30 Followership  The behaviors of individuals acting in relation to leaders. Implicit followership theories (IFT)  Preconceive notions about prototypical and antiprototypical followership behaviors and characteristics. *Table 13.2 is an 18-item implicit followership theory (IFT) scale that contains two main factors: followership prototype and followership antiprototype. Followership prototype consists of factors associated with good followers, including being ―industrious,‖ having enthusiasm, and being a good organizational citizen. Followership antiprototype consists of behaviors associated with ineffective followership, including conformity, insubordination, and incompetence. Copyright © 2012 John Wiley & Sons, Inc. 13-31 Social construction approaches  Individual behavior is ―constructed‖ in context, as people act and interact in situations.  Passive followership beliefs - beliefs that followers should be passive, deferent and obedient to authority.  Proactive followership beliefs - beliefs that followers should express opinions, take initiative, and constructively question and challenge leaders. *Social constructions are influenced by two things: the individuals’ implicit theories about how they should act, and the nature of the situation in which they find themselves. Some followers hold passive beliefs, viewing their roles in the classic sense of following—as passive, deferential, and obedient to authority (i.e., a passive belief). Others hold proactive beliefs, viewing their role as expressing opinions, taking initiative, and constructively questioning and challenging leaders (i.e., a proactive belief). These proactive followership beliefs more closely resemble leading (e.g., followers acting as leaders) than following. Copyright © 2012 John Wiley & Sons, Inc. 13-32 Charismatic leaders  Leaders who, by force of their personal abilities, are capable of having a profound and extraordinary effect on followers. *Findings show that charismatic leaders are high in need for power and have high feelings of self-efficacy and conviction in the moral rightness of their beliefs. Their need for power motivates them to want to be leaders, and this need is then reinforced by their conviction of the moral rightness of their beliefs. The feeling of selfefficacy, in turn, makes these individuals believe they are capable of being leaders. These traits also influence such charismatic behaviors as role modeling, image building, articulating simple and dramatic goals, emphasizing high expectations, showing confidence, and arousing follower motives. Copyright © 2012 John Wiley & Sons, Inc. 13-33 Transactional leadership Involves leader-follower exchanges necessary for achieving routine performance that is agreed upon by leaders and followers. •Uses various kinds of rewards in exchange for mutually agreed-upon accomplishment. •Watches for deviations from rules and standards and taking corrective action. •Intervenes only if standards not met. •Laissez faire style – avoids making decisions. Copyright © 2012 John Wiley & Sons, Inc. 13-34 Dimensions of transformational leadership  Charisma  Inspiration  Intellectual stimulation  Individualized consideration     *Charisma provides vision and a sense of mission, and it instills pride along with follower respect and trust. Inspiration communicates high expectations, uses symbols to focus efforts, and expresses important purposes in simple ways. Intellectual stimulation promotes intelligence, rationality, and careful problem solving. Individualized consideration provides personal attention, treats each employee individually, and coaches and advises. Copyright © 2012 John Wiley & Sons, Inc. 13-35 Charismatic/transformational leadership is not uniformly better  Approaches with special emphasis on vision often emphasize training.  Dark-side charismatic leaders can have negative effects on followers. *Charismatic and transformational leadership is important not only at the top of an organization. A number of experts argue that for an organization to be successful, it must apply at all levels of organizational leadership. Copyright © 2012 John Wiley & Sons, Inc. 13-36 Leadership-Membership Exchange Theory  Shows that leaders develop differentiated relationships with subordinates in their work groups.  Leadership is generated when leaders and followers are able to develop ―incremental influence‖ with one another that produces behavior above and beyond what is required by the work contract. *The LMX approach continues to receive increasing emphasis in organizational behavior research literature worldwide. The evidence for the benefits of high-quality relationships is robust, and the implications for both managers and employees are quite clear. Relationships matter, and working to develop them— whether you are a leader or a follower—is critical in terms of both organizational and personal career outcomes. Copyright © 2012 John Wiley & Sons, Inc. 13-37 What is moral leadership? What is shared leadership? How do you lead across cultures? How do you lead organizational change? Copyright © 2012 John Wiley & Sons, Inc. 14-2 Authentic leadership  Involves both owning one‘s personal experiences  values, thoughts, emotions, and beliefs, AND  acting in accordance with one‘s true self  expressing what you really think and believe and acting accordingly. *Those high in authenticity are thought to have optimal self-esteem, or genuine, true, stable, and congruent self-esteem, as opposed to fragile self-esteem based on outside responses. Leaders who desire authentic leadership should have genuine relationships with followers and associates and display transparency, openness, and trust. Copyright © 2012 John Wiley & Sons, Inc. 14-3 Leader’s positive personality traits can influence followers. Self-efficacy An individual‘s belief about the likelihood of successfully completing a specific task. Optimism The expectation of positive outcomes. Copyright © 2012 John Wiley & Sons, Inc. 14-4 Hope  The tendency to look for alternative pathways to reach a desired goal. Resilience  The ability to bounce back from failure and keep forging ahead. *An increase in any one of the following traits (self-efficacy, optimism, hope and resilience) is seen as increasing the others. These are important traits for a leader to demonstrate and are believed to positively influence his or her followers. Copyright © 2012 John Wiley & Sons, Inc. 14-5 Spiritual Leadership  Includes values, attitudes, and behaviors, required to intrinsically motivate the leader and others to have a sense of spiritual survival through calling and membership.  A causal leadership approach for organizational transformation, designed to create an intrinsically motivated, learning organization. *The leader and followers experience meaning in their lives, believe they make a difference, and feel understood and appreciated. Such a sense of leader and follower survival tends to create value congruence across the strategic, empowered team and at the individual level; it ultimately encourages higher levels of organizational commitment, productivity, and employee well-being. 14-6 Servant leadership  Based on the premise that a primary purpose of business should be to create a positive impact on the organization‘s employees as well as the community.  Best demonstrated by those with a vision and a desire to serve others first rather than by those seeking leadership roles. *Initially introduced by John Greenleaf in 1970. The servant leader is attuned to basic spiritual values and, in serving these, assists others including colleagues, the organization, and society. Viewed in this way servant leadership is not a unique example of leadership but rather a special kind of service. The servant leader helps others discover their inner spirit, earns and keeps the trust of their followers, exhibits effective listening skills, and places the importance of assisting others over self-interest. Copyright © 2012 John Wiley & Sons, Inc. 14-7 “It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead….‖ - John Greenleaf ( View an interesting blog on the emergent leadership philosophy of Servant-Leadership ) Copyright © 2012 John Wiley & Sons, Inc. 14-8 How strong are your leadership values? Take a quick survey based on Mick Yates‘ 4E‘s Leadership Framework, and receive immediate feedback results. Copyright © 2012 John Wiley & Sons, Inc. 14-9 Transformational Leadership  Emphasizes values, vision, and intellectual stimulation. Copyright © 2012 John Wiley & Sons, Inc. 14-10 *The figure summarizes the similarities and differences among ethical, authentic, spiritual, and transformational leadership. A key similarity cutting across all these dimensions is role modeling. Altruism, or concern for others, and integrity are also important similarities. Leaders influence others by appealing to transcendent values. In terms of differences, authentic leaders stress authenticity and self-awareness and tend to be more transactional than do the other leaders. Ethical leaders emphasize moral concerns, while spiritual leaders stress visioning, hope, and faith, 14-11 as well as work as a vocation. Shared leadership  A dynamic, interactive influence process through which individuals in teams lead one another. Evidenced in self-directed work teams when shared and vertical leadership is used in work settings. *The key distinction between shared leadership and traditional models of leadership is that the influence process involves more than just downward influence on subordinates by an appointed or elective leader. Rather, leadership is broadly distributed among a set of individuals instead of centralized in the hands of a single individual who acts in the role of a superior. Copyright © 2012 John Wiley & Sons, Inc. 14-12 Necessary conditions for successful team performance:  Efficient, goal-directed effort.  Adequate resources.  Competent, motivated performance.  A productive, supportive climate.  Commitment to continuous improvement and adaptation. Copyright © 2012 John Wiley & Sons, Inc. 14-13 Self-Leadership Activities  A individual‘s portfolio of self-influence strategies that positively influence individual behavior, and thought processes.  Behavior-focused (self observation, goal setting)  Self-rewards (reinforcing attainment of goals)  Constructive-thought-pattern (self analysis, positive self-talk, mental imagery of tasks to accomplish). *Behavior-focused strategies tend to increase self-awareness, leading to the handling of behaviors involving necessary but not always pleasant tasks. Self-rewards can be quite useful in moving behaviors toward goal attainment. Constructive thought patterns focus on the creation or alteration of cognitive thought processes. Copyright © 2012 John Wiley & Sons, Inc. 14-14 GLOBE (Global Leadership and Organizational Behavior Effectiveness Research Program)  Comprehensive, cross-cultural research study found that attributes and entities of different cultures can predict the most effective organizational practices, leader attributes and behaviors that are most effective in that culture. *The GLOBE (Global Leadership and Organizational Behavior Effectiveness Research Program) is an ambitious program that involves about 17,000 managers from 951 organizations functioning in 62 nations throughout the world, 140 or so country co-investigators, as a coordinating team and a number of research associates. Copyright © 2012 John Wiley & Sons, Inc. 14-15 *The figure summarizes a variety of leadership assumptions are evident in the 14-16 Globe theoretical model. GLOBE Leadership Dimensions  Charismatic/value based  Team-oriented  Participative  Humane-oriented  Autonomous  Self-protective Copyright © 2012 John Wiley & Sons, Inc. 14-17 Cultural Dimensions Associated with Leader’s Effectiveness  Assertiveness  Institutional collectivism  Future orientation  In-group collectivism  Gender egalitarianism  Performance orientation  Uncertainty avoidance  Humane orientation  Power distance Copyright © 2012 John Wiley & Sons, Inc. 14-18 Key applications of GLOBE  Dimensions of effective leadership must be matched with the culturally ‗endorsed‘ leadership style.  Terms such as Integrity and team-oriented are important desirable leadership dimensions across most cultures. *In many respects the GLOBE perspective on leadership highlights the difficulty in prescribing exactly what a leader should do in our increasingly global economy. As your career progresses and you become more engaged in cross cultural leadership, it will be important for you to go beyond a universalist view to study cultural expectations. Each culture is unique, and the pattern of cultural expectations for leaders is also unique. Copyright © 2012 John Wiley & Sons, Inc. 14-19 Change leadership  Deals with the idea that an organization must master the challenges of change while creating a satisfying, healthy, and effective workplace for its employees. *For over a decade firms have dealt with a ―new economy [that] has ushered in great business opportunities—and great turmoil.‖ The terms turmoil and turbulence are particularly salient in the current economic environment. In addition to the traditional challenges, the forces of globalization provide a number of problems and opportunities, and the new economy is constantly springing surprises on even the most experienced organizational executives. Flexibility, competence, and commitment are the rules of the day. People in the new workplace must be comfortable dealing with adaptation and continuous change, along with greater productivity, willingness to learn from the successes of others, total quality, and continuous improvement. 14-20 Context  Collection of opportunities and constraints that affect the occurrence and meaning of behavior as well as the relationships among variables. Copyright © 2012 John Wiley & Sons, Inc. 1221 Contexts for Leadership Action  Stability  Crisis  Sudden threats to high priority goals require action with little or no response time.  Dynamic Equilibrium  Programmed change efforts shift with priorities.  Near the Edge of Chaos  Transition zone poised between order and chaos. *For many managers the current recession is such a crisis and calls for dramatic action and active leadership where charismatic and transformational leadership can be particularly important. Although the situation appears dire, leaders are aware of factors contributing to the crisis and can develop action plans to try and weather the storm. While globally operating high-tech firms are classic examples of those at the edge of chaos, more conventional analyses of today‘s corporations have suggested that many firms are moving toward the edge of chaos. Why? By moving forward with a balance of exploration, and exploitation, they find superior performance. Poised near the edge of chaos, firms stress innovation, 14-22 responsiveness, and adaptability over routine efficiency. *Four situational contexts, the desired leadership, and how to measure success. 14-23 Patterning of attention  Involves isolating and communicating important information from a potentially endless stream of events, actions and outcomes. *The term patterning is used to stress the establishment of a norm where the leader is expected to ask questions, raise issues, and help gather information for unit members. The leader is not telling others what the goal is or how to reach it. Nor is the leader stressing an ideology or a moral position. The leader is merely stimulating discussion among others in the setting. This discussion, in turn, produces new knowledge and information as individuals develop coping strategies. Copyright © 2012 John Wiley & Sons, Inc. 14-24 Transformational change  Radically shifts the fundamental character of an organization. Incremental change Builds on the existing ways of operating, to enhance or extend them in new directions. *Organizations experiencing transformational change undergo significant shifts in basic characteristics, including the overall purpose/mission, underlying values and beliefs, and supporting strategies and structures. In today’s business environments, transformational changes are often initiated by a critical event, such as a new CEO, a new ownership brought about by merger or takeover, or a dramatic failure in operating results. Typical incremental changes include the introduction of new products, technologies, systems, and processes. Although the nature of the organization remains relatively the same, incremental change builds on the existing ways of operating to enhance or extend them in new directions. The capability of improving continuously through incremental change is an important asset in today’s demanding business environment. 14-25 Unplanned change  Can occur spontaneously or randomly. Planned change  The result of specific efforts led by change agent. Performance gap  Represents problems to be solved or opportunities to be explored. *Most planned changes are efforts intended to deal with performance gaps in ways that benefit an organization and its members. Copyright © 2012 John Wiley & Sons, Inc. 14-26 *In the figure, targets include organizational purpose, strategy, structure, and people, as well as objectives, culture, tasks, and technology. When considering these targets, it must be recognized that they are highly intertwined in the workplace. Changes in any 14-27 one are likely to require or involve changes in others. Power change strategies  Utilized to mobilize power, exert influence over others, and get people to support planned change efforts. *Force–coercion, rational persuasion, and shared power are three strategies used for planned change. Copyright © 2012 John Wiley & Sons, Inc. 14-28 Force-coercion strategy  Uses authority, rewards, or punishments as primary inducements to change. *The leader acts unilaterally to ―command‖ change through the formal authority of his or her position, to induce change via an offer of special rewards, or to bring about change through threats of punishment. People respond to this strategy mainly out of the fear of being punished if they do not comply with a change directive or out of the desire to gain a reward if they do. Coercion compliance is usually temporary and continues only as long as the leader is present. Copyright © 2012 John Wiley & Sons, Inc. 14-29 Rational persuasion strategy  Attempt to bring about change through the use of special knowledge, empirical support, or rational arguments. *This strategy assumes that rational people will be guided by reason and self-interest in deciding whether or not to support a change. Expert power is mobilized to convince others that the change will leave them better off than before. Copyright © 2012 John Wiley & Sons, Inc. 14-30 Shared-power strategy  Actively involves the people who will be affected by a change in planning and making key decisions relating to this change. *Sometimes called a normative-reeducative approach, this strategy tries to develop directions and support for change through involvement and empowerment. It builds essential foundations, such as personal values, group norms, and shared goals, so that support for a proposed change emerges naturally. Copyright © 2012 John Wiley & Sons, Inc. 14-31 Resistance to change  Any attitude or behavior that indicates unwillingness to make or support a desired alteration. *It is helpful to view resistance to change as feedback that the change agent can use to facilitate gaining change objectives. The essence of this constructive approach to resistance is to recognize that when people resist change, they are defending something important that appears to be threatened by the change attempt. Copyright © 2012 John Wiley & Sons, Inc. 14-32 What People resist about change  Resistance to the change itself.  Resistance to the change strategy.  Resistance to the change agent. *• Benefit—The change should have a clear relative advantage for the people being asked to change; it should be perceived as ―a better way.‖ • Compatibility—The change should be as compatible as possible with the existing values and experiences of the people being asked to change. • Complexity—The change should be no more complex than necessary; it must be as easy as possible for people to understand and use. • Triability—The change should be something that people can try on a step-bystep basis and make adjustments as things progress. Copyright © 2012 John Wiley & Sons, Inc. 14-33 Approaches to dealing with resistance  Education and communication  Participation and involvement  Facilitation and support  Negotiation and agreement  Manipulation and cooptation  Explicit and implicit coercion *Regardless of the chosen strategy, it is always best to remember that the presence of resistance typically suggests that something can be done to achieve a better fit among the change, the situation, and the people affected. A good leader deals with resistance to change by listening to feedback and acting 12accordingly. Copyright © 2012 John Wiley & Sons, Inc. 34 Copyright © 2012 John Wiley & Sons, Inc. 1235
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Question 1
Leadership is simply the act of showing an individual or a group of people in the right direction
towards achieving a goal. In virtually all institutions, there must be a leadership position where
one is required to provide the way forward in certain conditions. The mandate of leadership
brings an extended responsibility of being influential and an excellent example to others. The
leadership dictates not only good decision-making skills but also excellent ways of implementing
ideas. A leader comes up with an idea and applies it before convincing others to do the same
(Broome ME. (2013). This concept brings the difference between a manager and a leader.
Managers come up with ideas and decisions but have other people to put the ideas into action.
The main difference between a leader and a manager is that a leader makes the people he or she
is leading to understand and implement the vision. On the other hand, a manager only ensures
that things are running through administration. It will be excellent to have a boss with both traits
in an organization. I prefer a boss who is a leader. This boss will motivate people to be more
res...


Anonymous
Excellent! Definitely coming back for more study materials.

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