Chapter 11
Leadership II:
Approaches and
Issues
PowerPoint slides by
R. Dennis Middlemist
Colorado State University
Learning Objectives
After studying this chapter, you should be
able to:



2
Compare and contrast the various
approaches to, and theories of, leadership
Describe the similarities and differences
between leadership and management
Differentiate between charismatic,
transformational, and transactional leaders
©2005 Prentice Hall
Learning Objectives
After studying this chapter, you should be
able to:



3
Discuss E-leadership
Analyze the effects of culture on theories of
leadership
Explain the ways in which an individual can
improve her/his own leadership capabilities
©2005 Prentice Hall
Leadership Perspectives
Perspective
Blake and Mouton:
Managerial Grid
Hersey and Blanchard:
Situational Leadership Model
Leader
Follower
Situation
XX
X
XX
Fiedler:
Contingency Leadership
Model
XX
House:
Path-Goal Theory
XX
XX
XX
Vroom/Yetton:
Normative Decision Model
XX
X
XX
Substitutes for Leadership
XX
XX
X = Strong Emphasis
XX = Very Strong Emphasis
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©2005 Prentice Hall
Adapted from Exhibit 11.1: Leadership Perspectives: Relative Emphasis on Leader, Follower, and Situation
Leadership Grid
 Both concern for people and concern for
production are necessary for effective
leadership
 Best managers are high on both dimensions
(9,9)
 A 9,9 leader is best kind of leader, irrespective
of who the followers are or what kinds of
situations confront the leader
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Leadership Grid
High
9
1,9
9,9
Concern for People
8
7
6
5,5
5
4
3
2
Low
1
1,1
1
9,1
2
3
4
5
6
7
Low
8
9
High
Concern for Results
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©2005 Prentice Hall
Adapted from Exhibit 11.2: Blake and Mouton: The Leadership Grid
Situational Leadership Model
 Successful leadership behaviors
depend on the “readiness” of
followers
 Ability in relation to a specific task
 Willingness to undertake the new task
 Leadership behaviors
 Supportiveness (people orientation)
 Directiveness (task orientation)
 Four combinations of the two dimensions of
leadership behavior
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Situational Leadership Model
Follower Ability
High
Participating
Delegating
Telling
Selling
Low
Low
High
Follower Motivation
Supportive leader behavior
Directive leader behavior
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©2005 Prentice Hall
Adapted from Exhibit 11.3: Hersey and Blanchard: Situational Leadership Model
Leadership Contingency Theory
 Task-oriented leaders (low LPC score)
and relationship-oriented leaders (high
LPC score) must be matched to
leadership situations
 Favorableness of leadership situation
 Relations with subordinates
 Task structure
 Position power
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Leadership Contingency Theory
SITUATION
Favorable (for leader)
Unfavorable (for leader)
Poor subordinate relationships
Unstructured task
Leader lacks position power
Good subordinate relationships
Highly structured task
Leader with high amount of
position power
LEADERS
Low LPC Perspective
Rates least preferred co-worker
harshly
Task oriented
Most effective when situation is
either highly favorable or
highly unfavorable
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©2005 Prentice Hall
High LPC Perspective
Rates least preferred coworker favorably
Person oriented
Most effective when situation
is neither highly favorable
nor highly unfavorable
Adapted from Exhibit 11.4: LPC Theory
Path-Goal Theory
 Leader’s job is to increase subordinate
satisfaction and effort
 Increase personal payoffs to subordinates
for work-goal attainment
 Make the path to these payoffs easier to
travel
 Clarify
it
 Reduce roadblocks and pitfalls
 Increase opportunities for personal satisfaction
en route
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Path-Goal Theory
 Two basic leadership
behaviors
 Supportive leadership
 Directive leadership
 Assumes that a particular leadership approach
will work better in some task situations than
others
 Assumes that leaders can modify their styles to
suit the situation.
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©2005 Prentice Hall
Path-Goal Theory
IF
The task is:
Frustrating, boring, stressful,
structured, and routine
AND
Subordinates are:
Highly experienced and
competent
Supportive
Leadership Style
(Person oriented)
Goal
(i.e., increased
performance)
IF
The task is:
Interesting but ambiguous,
nonstressful, unstructured,
varied
AND
Directive Leadership
Style
(Task oriented)
Subordinates are:
inexperienced
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©2005 Prentice Hall
Adapted from Exhibit 11.5:
Normative Decision Model
 Not a model of leadership behavior
 Examines issue of how much subordinates
should be allowed to participate in decision
making
 Also helps determine what type of participation
should be allowed
 Two key variables
 Quality of the decision
 Acceptance of the decision by subordinates
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©2005 Prentice Hall
Normative Decision Model
Decision Stylea
AI
AII
Definition
Leader makes the decision alone
Leader asks for information from team members but makes
the decision alone. Team members may or may not be
informed what the situation is.
CI
Leader shares situation with each team member and asks
for information and evaluation. Team members do not meet
as a team, and the leader alone makes the decision.
CII
Leader and team members meet as a team to discuss the
situation, but the leader makes the decision.
G
Leader and team members meet as a team to discuss the
situation, and the team makes the decision.
aA
= autocratic
C = consultative G = group
Sources: V. H. Vroom and P. W. Yetton, Leadership and Decision-Making (Pittsburgh, PA: University of Pittsburgh Press,
1973); V. H. Vroom and A. G. Jago, The New Leadership: Managing Participation in Organizations (Englewood Cliffs, NJ:
Prentice Hall, 1988).
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©2005 Prentice Hall
Adapted from Exhibit 11.6: Normative Decision-Making Model: Decision-Making Styles
Normative Decision Model
State the Problem
QR How important is the quality of
this decisions?
CR How important is subordinate
commitment to the decision?
LI Do you have sufficient
information to make a high-quality
decision?
ST Is the problem well structured?
CP If you were to make the decision by yourself, is it reasonably
certain that your subordinates would be committed to it?
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©2005 Prentice Hall Adapted from Exhibit 11.7: Normative Decision-making Model for Leaders’ Use of Participation: Decision-Tree Questions
Normative Decision Model
State the Problem
GC Do subordinates share the
organization goals to be attained in
solving this problem?
CO Is conflict among subordinates
over preferred solutions likely?
SI Do subordinates have sufficient
information to make a high-quality
decision?
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©2005 Prentice Hall Adapted from Exhibit 11.7: Normative Decision-making Model for Leaders’ Use of Participation: Decision-Tree Questions
Normative Decision Model
Decision-making Procedures
AI Manager makes decision alone
AII Manager gets information from
team, makes decision alone
CI Manager shares problem, gets
information, makes decision alone
CII Manager and subordinates meet to
discuss situation, manager makes
decision alone
G Manager and leader meet to
discuss situation, team makes
decision
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©2005 Prentice Hall Adapted from Exhibit 11.7: Normative Decision-making Model for Leaders’ Use of Participation: Decision-Tree Questions
Substitutes for Leadership
 Alternative approaches
 May partially substitute for leadership
 Can sometimes overcome poor leadership
 Aspects of organization or work situation
 Can neutralize the best efforts of leaders
 Inflexible organization procedures
 Inadequate compensation policy
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Substitutes for Leadership
Substitutes for leadership
Professional orientation
Ability, experience, training
Intrinsically satisfying task
Professional
orientation
Substitutes
for
Leadership
Advisory or staff
support
Advisory or staff support
Cohesive work group (with
positive performance norms
Direct feedback from the task
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©2005 Prentice Hall
Adapted from Exhibit 11.8: Examples of Possible Substitutes for Leadership
Leading and Managing: The
Same or Different
 Leaders
 Create vision for organizations and units
 Promote major changes in goals and procedures
 Set and communicate new directions
 Inspire subordinates
 Managers
 Deal with interpersonal conflict
 Plan
 Organize
 Implement goals set by others (the leaders)
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©2005 Prentice Hall
Leading and Managing: The
Same or Different
 Managing ought to
involve most of the
activities thought of
as leading
 Organizations need
their managers to
also incorporate
leadership roles into
their behavior
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©2005 Prentice Hall
Leaders
Leaders
and
Managers
Managers
Adapted from Exhibit 11.9: The Overlapping Roles of Leaders and Managers
Charismatic Leadership
 Charismatic leadership
 Charisma is a strong form of referent power
 Influence is based on individual inspirational
qualities rather than formal power
 Followers or subordinates identify with
charismatic leaders because of these
exceptional qualities
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Charismatic Leadership
Attributes of Charismatic Leaders
 Need for power
 Impression management
 Self-sacrifice toward organization
 Innovative or unorthodox actions
 Ideals, values, lofty goals
 High expectations for followers
 Models desired behaviors
 Inspires followers
 Strong belief in own ideas
 High level of self-confidence
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©2005 Prentice Hall
Adapted from Exhibit 11.10: Attributes of the Charismatic Leader
Transformational Leadership
 Transformational leaders
 Leaders empower and coach followers
 Followers identify with the leader
 Motivate followers (to)
 Ignore self-interest
 Work for the larger good of the organization
 Achieve significant accomplishments
 Make major changes
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Transactional Leadership
 Transactional leadership
 More passive
 Emphasizes exchange or
rewards or benefits for
compliance with leader’s requests
 Appeals to followers’ self-interests to
motivate their performance
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©2005 Prentice Hall
Transformation versus
Transactional Leadership
Transformational
Leadership
Transactional
Leadership
Leader gains subordinates’
compliance by:
Inspiring, empowering,
and coaching followers
Exchange of rewards
and benefits
Appeals focus on:
Organizational and
“common good” interests
Self-interest
Type of planned change:
Major organizational
change
Routine changes
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©2005 Prentice Hall
Adapted from Exhibit 11.11: Transformation versus Transactional Leadership
Guidelines for
Transformational Leadership
Those Who Want to Be Transformational Leaders Should:
Develop a clear and appealing vision
Develop a strategy for attaining the vision
Articulate and promote the vision
Act confident and optimistic
Express confidence in followers
Use early success in small steps to build
confidence
Celebrate successes
Use dramatic, symbolic actions to emphasize
key values
Lead by example
Source: Adapted from G. Yuki, Leadership in Organizations, 3rd ed. (Englewood Cliffs, NJ: Prentice Hall, 1994).
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©2005 Prentice Hall
Adapted from Exhibit 11.12: Guidelines for Transformational Leadership
E-age Leadership
 Rely on use of information technology to
supplement more traditional leadership
methods
 Maximize use of
information technology
to strengthen
leadership efforts
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©2005 Prentice Hall
Leadership Across Different
National Cultures
Examples of
leader attributes
universally viewed
as positive
+
+ Trustworthy
+ Encouraging
+ Honest
+ Decisive
+ Communicative
+ Dependable
Examples of
leader attributes
universally viewed
as negative
- Noncooperative
- Irritable
- Dictatorial
- Ruthless
- Egocentric
- Asocial
Examples of leader
attributes viewed as
positive or negative
depending on the culture
+/+/- Ambitious
+/- Individualistic
+/- Cunning
+/- Cautious
+/- Class Conscious
+/- Evasive
Source: R. J. House, “Cultural Influences on Leadership and Organizations: Project GLOBE,” in W. Mobley (ed.),
Advances in Global Leadership, vol. 1 (Stamford, CT: JAI Press, 1998).
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©2005 Prentice Hall
Adapted from Exhibit 11.13: The Effect of Culture on Attitudes toward Leaders’ Attributes
Improving Your Own
Leadership Capabilities
Set direction
ASSESS
Self
Strengths
Weaknesses
Followers
Skills
Expectations
Motivations
Situation
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Constraints
Opportunities
Set performance
expectations
ACT
Set an example
Clarify and build
paths
Reassess
and
Change
Cheer on/
appreciate
Adapted from Exhibit 11.14: Improving Your Leadership Capabilities