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© 2006 Prentice Hall Leadership in Organizations1-1
CHAPTER 1Introduction: The Nature of Leadership
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Defining Leadership
³ There are almost as many definitions of
Leadership as there are persons who
have attempted to define the concept.´
(Stogdill, 1974)
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Leadership vs. Management
Leaders and managers are completely
different and mutually exclusive
Managers are concerned with doing things
right (efficiency)
Leaders and concerned with doing theright things (effectiveness)
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Leadership Causal Chain
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K ey Variables in Leadership Theories
Characteristics of the Leader
Characteristics of the Follower
Characteristics of the Situation
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Characteristics of the Leader
Traits (motives, personality, values)
Confidence and optimism
Skills and expertise
Behavior
Integrity and ethics
Influence tactics
Attributions about followers
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Characteristics of the Follower Traits (needs, values, self concepts)
Confidence and optimism
Skills and expertise Attributions about the leader
Trust in the leader
Task commitment and effort Satisfaction with job and leader
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Characteristics of the Situation
Type of organizational unit
Size of unit Position power and authority of leader
Task structure and complexity
Task interdependence Environmental uncertainty
External dependencies
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Causal Relationship Between K ey
Variables
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O verview of Major Research Approaches
Trait approach
Behavior approach
Power-influence approach
Situational approach Integrative approach
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© 2006 Prentice Hall Leadership in Organizations 1-12
Level of Conceptualization for Leadership
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Learning O bjectives
U nderstand how managerial roles and activities are affected by aspects of the
situation
U nderstand how managers cope with the
demands, constraints, and choices confrontingthem
U nderstand the limitations of descriptive
research on managerial activities
U nderstand how managers can make effective
use of their time
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Typical Activity Patterns in
Managerial Work Pace of work is hectic and unrelenting
Content of work is varied and fragmented
Many activities are reactive
Interactions often involve peers and outsiders
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Many interactions involve oral communication
Decision processes are disorderly and political
Most planning is informal and adaptive
Typical Activity Patterns inManagerial Work (Cont.)
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The Content of Managerial Work
J ob description research Supervising
Planning and organizing
Decision making
Monitoring indicators
Controlling
Representing
Coordinating
Consulting
Administering
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Mintzberg¶s Managerial Roles
Interpersonal Roles Leader
Liaison
Figurehead
Information Processing Roles Monitor
Disseminator
Spokesperson
Decision-Making Roles Entrepreneur
Disturbance Handler
Resource Allocator
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Managerial Activities
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Chapter 3Perspectives onEffective Leadership Behavior
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O hio State Leadership Studies
Leadership Behaviors
Consideration ± leader¶s concern for people and interpersonal relationships
Initiating structure ± leader¶s concern for
accomplishing the task
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Michigan Leadership Studies
Leadership Behaviors
Task-oriented behaviors
Relations-oriented behaviors
Participative leadership
Peer Leadership
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Task-O riented Behaviors
O rganize work activities to improve efficiency
Plan short-term operation
Assign work to groups or individuals
Clarify what results are expected for a task Set specific goals and standards for task
performance
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Task-O riented Behaviors
Explain rules, policies, and stand operating
procedures
Direct and coordinate work activities Monitor operations and performance
Resolve immediate problems that would
disrupt the work
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Relations-O riented Behaviors
Provide support and encouragement tosomeone with a difficult task
Express confidence that a person or group can
perform a difficult task
Socialize with people to build relationships.
Recognize contributions and accomplishments
Provide coaching and mentoring when
appropriate
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Relations-O riented Behaviors
Consult with people on decisions affectingthem
Allow people to determine the best way to do a
task
K eep people informed about actions affecting
them
Help resolve conflicts in a constructive way
U se symbols, ceremonies, rituals, and storiesto build team identity
Recruit competent new members for the team
or organization
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Change-O riented Behaviors
Monitor the external environment to detect threats and opportunities
Interpret events to explain the urgent need for change
Study competitors and outsiders to get ideas for
improvements Envision exciting new possibilities for the organization
Encourage people to view problems or opportunities in
a different way
Develop innovative new strategies linked to core
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Change-O riented Behaviors
Encourage and facilitate innovation and entrepreneurship in the organization
Encourage and facilitate collective learning in the teamor organization
Experiment with new approaches for achievingobjectives
Make symbolic changes that are consistent with a new vision or strategy
Encourage and facilitate efforts to implement major
change
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Specific Task Behaviors
Action Planning1. Identify necessary action steps
2. Identify the optimal sequence of action steps
3. Estimate the time needed to carry out each actionstep
4. Determine starting times and deadlines for eachaction step
5. Estimate the cost of each action step
6. Determine who will be accountable for eachaction step
7. Develop procedures for monitoring progress
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Specific Task Behaviors (cont.)Clarifying Roles and O bjectives
Defining J ob Responsibilities Explain the important job responsibilities
Clarify the person¶s scope of authority
Explain how the job relates to the mission of the unit
Explain important policies, rules, and requirements
Assigning Work Clearly explain the assignment
Explain the reasons for an assignment
Clarify priorities and deadlines
Check for comprehension
Setting Performance Goals Set goals for relevant aspects of performance
Set goals that are clear and specific
Set goals that are challenging but realistic
Set a target date for attainment of each goal
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Specific Relations BehaviorsGuidelines for Supporting
Identify and measure key performanceindicators
Monitor key process variables as well asoutcomes
Measure progress against plans and budgets Develop independent sources of information
about performance
O bserve operations directly when it is feasible
Ask specific questions about the work
Encourage reporting of problems and mistakes
Conduct periodic progress review meetings
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Help the person analyze his or her performance by asking questions or suggesting aspects to examinemore closely
Provide constructive feedback about effective and ineffective behaviors exhibited by the person
Suggest specific things that could help to improve the person¶s performance
Demonstrate a better way to do a complex task or procedure
Express confidence the person can learn a difficult
task or procedure Provide opportunities to practice difficult procedures
before they are used in the work
Help the person learn how to solve a problem rather than just providing the answer
Specific Relations BehaviorsGuidelines for Coaching
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Help the person identify relevant strengths and weaknesses
Help the person find ways to acquire
necessary skills and knowledge.
Encourage attendance at relevant training
courses
Provide opportunities to learn from experience
Provide helpful career advice
Promote the person¶s reputation
Serve as a role model (demonstrate
appropriate behavior)
Specific Relations BehaviorsGuidelines for Mentoring
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Recognize a variety of contributions and achievements
Actively search for contributions to recognize
Recognize specific contributions and
achievements Recognize improvements in performance
Recognize commendable efforts that failed
Provide recognition that is sincere
Provide recognition that is timely
U se a form of recognition appropriate for the person and situation
Specific Relations BehaviorsGuidelines for Recognizing
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Chapter 4Participative Leadership, Delegation,and Empowerment
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Learning O bjectives
U nderstand what research methods have beenused to study participative leadership
U nderstand the major findings in research on
consequences of participative leadership
U nderstand the situations in which
participative leadership is most likely to be
effective
U nderstand the major findings in research on
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Learning O bjectives
U nderstand procedures for the effective use of consultation
U nderstand the potential benefits and risks of
delegation
U nderstand when and how to use delegation
effectively
U nderstand why follower perceptions of
empowerment are important
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Varieties of Participation Autocratic Decision
Consultation
J oint Decision Delegation
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Consequences of Participative
Leadership
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Consequences of Participative
Leadership
Potential Benefits of Participation Decision quality
Decision acceptance
Satisfaction with the decision process
Development of participant skills
O bjectives of Different Participants
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Normative Decision Model Vroom and Yetton Model
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© 2006 Prentice Hall Leadership in Organizations 1-42
Guidelines for Participative
Leadership
Diagnosing Decision Situations Evaluate how important the decision is
Identify people with relevant knowledge or
expertise
Evaluate likely cooperation by participants
Evaluate likely acceptance without participation
Evaluate whether it is feasible to hold a meeting
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Guidelines for Participative
Leadership
Encourage Participation Encourage people to express their concerns
Describe a proposal as tentative
Record ideas and suggestions
Look for ways to build on ideas and suggestions
Be tactful in expressing concerns about a
suggestion
Listen to dissenting views without getting
defensive
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Guidelines for Empowerment
Clarify objectives and explain how the work supportsthem
Involve people in making decisions that affect them
Delegate responsibility and authority for important
activities Take into account individual differences in motivation
and skills
Provide access to relevant information
Provide resources needed to carry out new
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Guidelines for Empowerment
Remove bureaucratic constraints and unnecessary controls
Express confidence and trust in people
Provide coaching and advice when requested
Encourage and support initiative and problem solving Recognize important contributions and achievements
Ensure that rewards are commensurate with new responsibilities
Ensure accountability for the ethical use of power
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Chapter 5 Dyadic Role Making, Attributions, and Followership
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Chapter 6 Power and Influence
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© 2006 Prentice Hall Leadership in Organizations 1-48
Learning O bjectives
U nderstand how position and personal attributes can be a source of power for leaders.
U nderstand the process by which power is
acquired or lost in organizations
U nderstand the consequences of power for
leadership effectiveness
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© 2006 Prentice Hall Leadership in Organizations 1-49
Learning O bjectives
U nderstand some of the psychological processes that explain how leaders influence
people
U nderstand the different types of influence
tactics used in organizations
U nderstand how proactive tactics are typically
used in influence attempts with subordinates,
peers, or superiors
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Conceptions of Power and Influence
Power ± Capacity of one party to influenceanother party
Authority ± The rights, prerogatives,
obligations, and duties associated with
particular positions in an organization or social
system
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O utcomes of Influence Attempts
Commitment ± The target person internally agrees with a decision or request and makes a
great effort to carry out the request
Compliance ± The target person is willing to do
what the agent asks but is apathetic rather
than enthusiastic about it and will make only a
minimal effort
Resistance ± The target person is opposed to
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Power Types and Sources
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Different Types of Power
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Power and Influence Behavior
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Chapter 7 Managerial Traits and Skills
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Learning O bjectives
U nderstand how conceptions about theimportance of traits have changed over the
past 70 years
U nderstand the types of research methods that
have been used to study leadership traits and
skills
U nderstand what traits and skills are most
relevant for effective leadership
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Learning O bjectives
U nderstand how the relevance of a trait or skill depends on the situation, type of organization,
and national culture
U nderstand the traits and skills that cause
some people to derail in their managerial
careers
U nderstand the limitations of the trait
approach
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Nature of Traits and Skills
Trait ± Variety of individual attributes,including aspects of personality, temperament,
needs, motives and values
Need (motive) ± Desire for particular types of
stimuli or experiences
Values ± Internalized attitudes about what is
right and wrong, ethical and unethical, moral
and immoral
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Three-Factor Taxonomy of Skills
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CCL Research on Mangers WhoDerail
Advancing Managers versus Managers whowere Dismissed, Transferred, Retired Early, or
Plateaued
Traits, Skills & Competencies of Successful
Managers:
Emotional stability
Lack of defensiveness
Integrity
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Managerial Traits Effectiveness
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Big Five Personality Traits
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Managerial Skills and Effectiveness
Technical Skills ± Include knowledge about methods, processes, and equipment for conducting the specialized activities of themanager¶s organizational unit
Conceptual Skills ± Involve good judgment,foresight, intuition, creativity, and the ability tofind meaning and order in ambiguous,uncertain event
Interpersonal Skills ± Include knowledge about
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O ther Relevant Competencies
Emotional Intelligence
Social Intelligence
Systems Thinking
Ability to Learn
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Application for Managers
Guidelines for U nderstanding and Improving
Relevant Competencies
Maintain self-awareness
Develop relevant skills
Remember that a strength can become a weakness
Compensate for weaknesses
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Chapter 8 Early Contingency Theories of Effective Leadership
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Chapter 9Charismatic and Transformational Leadership
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Learning O bjectives
U nderstand how the theories of charismatic and transformational leadership differ fromearlier leadership theories
U nderstand similarities and differences among
the major theories of charismatic and transformational leadership
U nderstand why attributions of charisma are jointly determined by the leader, the followers,
and the situation
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Learning O bjectives
U nderstand why charismatic leadership canresult in undesirable consequences for
followers and the organization
U nderstand what research methods have been
used to evaluate theories of transformational and charismatic leadership
U nderstand the major findings in empirical
research on the effects of charismatic and
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Early Theories
Charisma Max Weber ± Divinely inspired gift
O ccurs during a social crisis
Leader emerges with a radical vision that offers a
solution
Transforming Leadership
Burns¶ book on political leadership
Transforming leadership appeals to the moral
values of followers to raise their consciousness
Attribution Theory of Charismatic
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Attribution Theory of Charismatic
Leadership
Leader Traits and Behaviors Advocate a vision highly discrepant from the status
quo
Acts in unconventional ways
Make self-sacrifices
Appear confident about their proposals
Inspire them with emotional appeals
See opportunities that others fail to recognize
Influence Processes Personal identification
Internalization
Facilitating Conditions Follower disenchantment
Crisis situation
Self-Concept Theory of Charismatic
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Self Concept Theory of Charismatic
Leadership
Indicators of Charisma Leader Traits and Behaviors
Articulating an appealing vision
U sing strong, expressive forms of communication
when articulating the vision Taking personal risks and making self sacrifices to
attain the vision
Communicating high expectations
Expressing confidence in followers
Self-Concept Theory of Charismatic
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Self Concept Theory of Charismatic
Leadership
Influence Processes Personal identification
Social identification
Internalization
Individual self-efficacy and collective efficacy
Facilitating Conditions
Leader¶s vision is congruent with existing follower
values and identities
Consequences of Charismatic Leadership
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Consequences of Charismatic LeadershipThe Dark Side of Charisma
Being in awe of the leader reduces good suggestions by followers
Desire for leader acceptance inhibits criticismby followers
Adoration by followers creates delusions of leader infallibility
Excessive confidence and optimism blind theleader to real dangers
Denial of roblems and failures reduces
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Transformational Leadership
Leader Behaviors
Transformational Behaviors
Idealized influence
Individualized consideration Inspirational motivation
Intellectual stimulation
Transactional Behaviors
Contingent reward
Active management by exception
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Transformational Leadership
Influence Processes
Transactional Leadership
Instrumental compliance
Transformational Leadership Internalization
Personal identification
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Transformational Leadership
Facilitating Conditions
Some aspects of transformational leadership are
relevant in most if not all situations
Dynamic, unstable environment that increase the
need for change
Leaders are encouraged to be flexible and
innovative
Follower traits and values
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Research Methods for Assessing theTheories
Survey Research
Laboratory Experiments Field Experiments
Descriptive and Comparative Studies
Intensive Case Studies
Transformational vs. Charismatic
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Transformational vs. Charismatic
Leadership Differences and Similarities between the Theories
Evaluation of the Theories
Available evidence supports charismatic and transformational
leadership theories
Several of their propositions can be found in earlier theories ±
³ O ld wine in a new bottle´ Conceptual weaknesses
Ambiguous constructs
Insufficient description of explanatory processes
Narrow focus on dyadic processes
O mission of some relevant behaviors Insufficient specification of situational variables
Bias toward heroic conceptions of leadership
O veremphasis on universal leader attributes that are not
relevant for all situations
Consequences of Charismatic Leadership
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Consequences of Charismatic LeadershipThe Dark Side of Charisma
Risky, grandiose projects are more likely to fail Taking complete credit for successes alienates
some key followers
Impulsive, nontraditional behavior creates
enemies as well as believers Dependence on the leader inhibits
development of competent successors
Failure to develop successors creates aneventual leadershi crisis
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Guidelines for Transformational
Leadership
Articulate a clear and appealing vision
Explain how the vision can be attained
Act confident and optimistic Express confidence in followers
U se dramatic, symbolic actions to emphasize
key values
Lead b exam le
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Chapter 10 Leading Change in O rganizations
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Learning O bjectives
U nderstand the different reasons for resistingchange
U nderstand the different types of
organizational change
U nderstand the psychological processes
involved in making major changes
U nderstand the different ways that leaders can
influence the culture of an organization
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Learning O bjectives
U nderstand the characteristics of an effectivevision
U nderstand how to develop an appealing
vision for the organization
U nderstand the characteristics of a learning
organization
U nderstand how leaders can increase learning
and innovation in organizations
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Types of O rganizational Change
Attitude-Centered Change
Role-Centered Change
Changes in Technology
Change in Competitive Strategy
Economic or Human Factor Changes
Generic Change Programs
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Influencing O rganizational Change
Nature of O rganizational Change
Primary Ways to Influence Culture
Attention Reactions to crisis
Role Modeling
Allocation of rewards Criteria for selection and
dismissal
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Influencing O rganizational Change
Secondary Ways to Influence Culture
Design of systems and procedures
Design of organizational structure
Design of facilities
Stories, legends, and myths
Formal statements
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Innovation and O rganizational Learning
Internal Creation of New K nowledge
Internal departments
Pilot testing new ideas External Acquisition of New K nowledge
Best practices
Hiring outsiders
External Consultants
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Innovation and O rganizational Learning
K nowledge Diffusion and Application
Information systems
Written or electronic documents Special purpose conferences
Seminars and workshops
Learning O rganizations
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Guidelines for Increasing Learning and Innovation
Encourage appreciation for flexibility and
innovation
Encourage and facilitate learning by individuals and teams
Help people improve their mental model
Leverage learning from surprises and failures
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Guidelines for Increasing Learning and Innovation
Encourage and facilitate sharing of knowledge
and ideas
Set innovation goals
Reward entrepreneurial behavior
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Chapter 11
Leadership in Teams and Decision Groups
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Types of Teams
Functional Teams
Cross-Functional Teams
Self-Managed Teams (³Semi-Autonomous
Work Group´)
Virtual Teams
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Facilitating Conditions for Self-Managed
Teams
Clearly defined objectives
Complex and meaningful task
Small size and stable membership
Substantial discretion over work processes
Access to relevant information
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Facilitating Conditions for Self-Managed
Teams
Appropriate recognition and rewards
Strong support by top management
Competent external leader
Members have strong interpersonal skills
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Determinants of Team Performance
Commitment to Shared O bjectives
Member Skills and Role Clarity
Internal O rganization and Coordination
External Coordination
Resources and Political Support
Mutual Trust and Cooperation
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Leadership in Different Types of Teams
Cross-Functional Teams
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Guidelines for Leading Meetings
Inform people about necessary preparations
for a meeting
Share essential information with groupmembers
Describe the problem without implying the
cause or solution
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Guidelines for Leading Meetings
Encourage and facilitate participation
Encourage positive restatement and idea
building U se systematic procedures for solution
evaluation
Encourage members to look for an integrative
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Chapter 12
Strategic Leadership by Executives
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Learning O bjectives
U nderstand the findings in research about theimportance of strategic leadership
U nderstand the conditions that determine how difficult
it is for a chief executive to make changes in an
organization U nderstand how tenure in office is related to a chief
executive¶s leadership behavior
U nderstand the potential advantages of executive
teams and the conditions that increase their
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Learning O bjectives
U nderstand how leaders can influence different performance determinants to improve organizational
effectiveness
U nderstand the leadership challenges posed by trade-
offs, competing demands, and changing situations U nderstand some procedures commonly used to
monitor the environment and formulate a good
competitive strategy
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Efficiency and Process Reliability Performance management and goal setting
programs (e.g.,MBO , zero defects)
Process and quality improvement programs
(quality circles,TQM, Six Sigma) Cost reduction programs (downsizing,
outsourcing, just-in-time inventory)
Structural forms (functional specialization,
formalization, standardization)
Appraisal, recognition, and reward systemsfocused on efficiency and process reliability
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Human Resources and Relations
Human resource planning (succession planning, assessment centers, recruiting
programs)
Empowerment programs (self-managed teams,
employee ownership, industrial democracy)
Recognition and reward programs focused on
loyalty, service, or skill acquisition
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Innovation and Adaptation Competitor and market analysis programs
(market surveys, focus groups, consumer panels, comparative product testing,benchmarking competitor products and processes)
Innovation programs (intrapreneurship, quality circles, innovation goals)
K nowledge acquisition (consultants, joint ventures, import best practices from outside)
O rganizational learning (knowledgemanagement systems, postmortums, joint
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Innovation and Adaptation Temporary structural forms for implementing
change (steering committee, task forces)
Growth and diversification programs (mergersand acquisitions, franchises, joint ventures)
Structural forms (research departments, small product divisions, product managerscrossfunctional product development teams,facilities designed to encourage innovation)
Appraisal, recognition, and reward systemsfocused on innovation and customer satisfaction
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Questions for External Monitoring What do clients and customers need and want?
What is the reaction of clients and customers to the
organization¶s current products and services?
Who are the primary competitors?
What strategies are they pursuing (e.g., pricing,
advertising and promotions, new products, customer
service, etc.)?
How do competitors¶ products and services compare
to those of the manager¶s organization?
What events affect the acquisition of materials,
energy, information, and other inputs used by the
organization to conduct its operations?
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Questions for External Monitoring How will the organization be affected by new
legislation and by government agencies that regulateits activities (e.g., labor laws, environmental regulations, safety standards, tax policies, etc.)?
How will new technologies affect the organization¶s
products, services, and operations? How will the organization be affected by changes in
the economy (employment level, interest rates,growth rates)?
How will the organization be affected by changing
population demographics (e.g., aging, diversity)? How will the organization be affected by international
events (e.g., trade agreements, import restrictions,currency changes, wars and revolutions)?
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Guidelines for External Monitoring
Identify relevant information to gather U se multiple sources of relevant information
Learn what clients and customers need and
want
Learn about the products and activities of
competitors
Relate environmental information to strategic
plans
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Guidelines for FormulatingStrategy
Determine long-term objectives and priorities
Assess current strengths and weaknesses
Identify core competencies
Evaluate the need for a major change in
strategy
Identify promising strategies
Evaluate the likely outcomes of a strategy
Involve other executives in selectin a strate
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Chapter 13
Developing Leadership Skills
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Learning O bjectives
U nderstand the importance of leadership training and development in organizations
U nderstand how to use coaching, mentoring, actionlearning, special assignments, simulations, and 360-degree feedback
U nderstand the benefits and limitations of the primary methods for leadership training and development
U nderstand the findings in research conducted toevaluate the methods
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Learning O bjectives
U nderstand the organizational conditions that facilitateleadership training and development
U nderstand what leaders can do to encourage and
facilitate the leadership development of their
subordinates U nderstand what leaders can do to develop their own
skills
U nderstand why leader development should be
integrated with human resource management and
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Special Techniques for LeadershipTraining
Behavior Role Modeling U ses a combination of demonstrations and role
playing
Based on social learning theory
O ne of the most effective training methods for managers
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Learning from Experience
Amount of Challenge
Variety of Tasks or Assignments
Relevant Feedback
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Sources of Information for 360-Degree
Feedback
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Creating a Learning Climate
Make job assignments that allow people to pursue
their interests and learn new skills
Establish work schedules that allow enough free
time to try new methods
Provide financial support for continuing education
by employees
Arrange special speakers and skills workshops for
employees
Establish a sabbatical program to allow employees
to renew themselves
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Creating a Learning Climate
Establish a career counseling program to helpemployees develop self-awareness and find ways
to achieve their full potential
Establish voluntary skill assessment and feedback
programs
Make pay increases partly dependent on skill
development
Provide awards for innovations and improvements
U se symbols and slogans that embody values
Systems Perspective on Leadership
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y p p
Development
Relationship Among Approaches
Integrating Developmental Activities
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1-120
Chapter 14
Ethical Leadership and Diversity
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Ethical Leadership Personal Integrity and Ethical Leadership
Dilemmas in Evaluating Ethical Leadership Influencing Expectations
Influencing Values and Beliefs
Multiple Stakeholders
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Promoting an Ethical Climate
Set an example of ethical behavior in your ownactions
Facilitate the development and dissemination
of a code of ethical conduct
Initiate discussions with followers or colleagues about ethics and integrity
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Promoting an Ethical Climate
Recognize and reward ethical behavior by others
Take personal risks to advocate moral
solutions to problems
Help others find fair and ethical solutions toconflicts
Initiate support services (e.g., ethics hotline,
online advisory group)
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Guidelines for Managing Diversity
Set an example in your own behavior of appreciation for diversity
Encourage respect for individual differences
Promote understanding of different values,
beliefs, and traditions Explain the benefits of diversity for the team or
organization
Encourage and support others who promote
tolerance of diversity
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Guidelines for Managing Diversity
Discourage use of stereotypes to describe people
Identify biased beliefs and role expectations
for women or minorities
Challenge people who make prejudiced comments
Speak out to protest against unfair treatment
based on prejudice
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1-126
Chapter 15
O verview and Integration
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Learning O bjectives
Summarize major findings about leadership traits,skills, behavior, influence processes, and situational
variables
U nderstand key points of convergence in findings
from these different approaches for studying
leadership
U nderstand what progress has been made in
integrating the findings in different approaches for
studying leadership
U nderstand how biases in the conce tualization of
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Learning O bjectives
U nderstand how the methods used for studying leadership affect what is learned
about it
U nderstand the advantages offered by
multimethod research on leadership U nderstand what has been learned about the
essence of effective leadership
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Major Findings in LeadershipResearch
The Leadership Situation Leadership Behavior
Power and Influence
Traits and Skills
Toward an Integrating Conceptual Framework
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Essence of Effective Leadership
Help interpret the meaning of events Create alignment on objectives and strategies
Build task commitment and optimism
Build mutual trust and cooperation
Strengthen collective identity
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Essence of Effective Leadership
O rganize and coordinate activities Encourage and facilitate collective learning
O btain necessary resources and support
Develop and empower people
Promote social justice and morality