Stress Relief Video Discussion Watch the Stress Relief video:https://www.youtube.com/watch?v=wElUb6OcOSE.The video is meant to bring a laugh. Humor is a gr

Stress Relief Video Discussion Watch the Stress Relief video:https://www.youtube.com/watch?v=wElUb6OcOSE.The video is meant to bring a laugh. Humor is a great tool for learning!What went wrong and what went right? Be sure to think about your reading (I have attached chapters PowerPoint below) and utilize one or two examples from the video. After your original post, be sure to respond to two of your colleagues (screenshot attached) Chapter 1
What Does it
Mean to be a
Leader?
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
6e
Learning Objectives
• Understand the full meaning of leadership
and see the leadership potential in yourself
and others
• Recognize and facilitate the six
fundamental transformations in today’s
organizations and leaders
• Identify the primary reasons for leadership
derailment and the new paradigm skills
that can help avoid it
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2
Learning Objectives
• Recognize the traditional functions of
management and the fundamental
differences between leadership and
management
• Appreciate the crucial importance of
providing direction, alignment,
relationships, personal qualities, and
outcomes
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3
Learning Objectives
• Explain how leadership has evolved and
how historical approaches apply to the
practice of leadership today
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4
Leadership
Influence based relationship
among leaders and followers who
intend real changes and outcomes
that reflect their shared purposes
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5
Exhibit 1.1 – What Leadership
Involves
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6
Leadership
• Influencing others to come together around
a common vision
– Multidirectional
– Noncoercive
• Reciprocal in nature
• Involves creating change
• Qualities required for effective leadership
are also needed to be an effective follower
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7
Leadership
• Effective followers are:
– Self thinkers who do assignments with
energy and enthusiasm
• Leaders are:
• Committed to the common good rather than
self-interest
• Firm in their beliefs
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8
Paradigm
Shared mindset that
represents a fundamental
way of thinking about,
perceiving, and
understanding the world
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9
Exhibit 1.2 – The New Reality
for Leaders
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10
Management and Vision
Management
• Attainment of organizational goals in an effective
and efficient manner through:
• Planning and organizing
• Staffing and directing
• Controlling organizational resources
Vision
• Picture of an ambitious, desirable future for the
organization or team
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11
Exhibit 1.3 – Comparing
Management and Leadership
Source: Based on John P. Kotter, A Force for Change: How Leadership Differs from Management (New York: The Free Press, 1990) and ideas in Kevin
Cashman, Lead with Energy, Leadership Excellence, (December 2010) :7; Henry Mintzberg
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12
Theories of Leadership
Great man theories
• Leadership was conceptualized as a single Great Man who put
everything together and influenced others to follow along
based on the strength of inherited traits, qualities, and
abilities
Trait theories
• Leaders had particular traits or characteristics that
distinguished them from non-leaders and contributed to
success
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13
Theories of Leadership
Behavior theories
• Leaders’ behavior correlated with leadership effectiveness
or ineffectiveness
Contingency theories
• Leaders can analyze their situation and tailor their behavior
to improve leadership effectiveness
• Known as situational theories
• Emphasized that leadership cannot be understood in a
vacuum separate from various elements of the group or
organizational situation
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14
Theories of Leadership
Influence theories
• Examined the influence processes between leaders
and followers
• Charismatic leadership – Influence based on the
qualities and personality of the leader
Relational theories
• Focused on how leaders and followers interact and
influence one another
• Transformational leadership and servant leadership
are two important relational theories
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15
Exhibit 1.4 – Leadership
Evolution
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16
Derailment
Phenomenon wherein individuals
can’t advance further because of a
mismatch between job needs and
their personal skills and qualities
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17
Fatal Flaws That Cause
Derailment
Performance problems
• Failing to meet business objectives because of too much time
promoting themselves and playing politics, a failure to fulfill promises,
or a lack of hard work
Problems with relationships
• Being insensitive, manipulative, critical, and not trustworthy in
relationships with peers, direct reports, customers, and others
Difficulty changing
• Not learning from feedback and mistakes to change old behaviors
• Defensive, unable to handle pressure, and unable to change
management style to meet new demands
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18
Fatal Flaws That Cause
Derailment
Difficulty building and leading a team
• Poor management of direct reports
• Inability to get work done through others
• Not identifying and hiring the right people
Too narrow management experience
• Inability to work effectively or collaborate outside
their current function
• Failing to see big picture when moved into general
management position over several functions
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19
Exhibit 1.6 – Learning to Be a
Leader
Source: Based on “Guidelines for the Apprentice Leader,” in Robert J. Allio, “Masterclass: Leaders and Leadership—Many Theories, But What Advice Is Reliable?”
Strategy & Leadership 41, no. 1 (2013): 4–14.
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20
Chapter 2
Traits,
Behaviors, and
Relationships
Cengage
Learning.
All Rights
Reserved.May
Maynot
notbe
bescanned,
scanned, copied
oror
posted
to atopublicly
accessible
website,
in whole
or in part.
©2015©2015
Cengage
Learning.
All Rights
Reserved.
copiedororduplicated,
duplicated,
posted
a publicly
accessible
website,
in whole
or in part.
6e
Learning Objectives
• Outline some personal traits and
characteristics that are associated with
effective leaders
• Identify your own traits that you can
transform into strengths and bring to a
leadership role
• Distinguish among various roles leaders
play in organizations, including operations,
collaborative, and advisory roles, and
where your strengths might best fit
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2
Learning Objectives
• Recognize autocratic versus democratic
leadership behavior and the impact of each
• Know the distinction between peopleoriented and task-oriented leadership
behavior and when each should be used
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3
Learning Objectives
• Understand how the theory of
individualized leadership has broadened
the understanding of relationships
between leaders and followers
• Describe some key characteristics of
entrepreneurial leaders
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4
The Trait Approach
• Traits: Distinguishing personal
characteristics of a leader
– Intelligence
– Honesty
– Self-confidence
– Appearance
• Great Man approach: Sought to identify
the inherited traits leaders possessed that
distinguished them from people who were
not leaders
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5
Exhibit 2.1 – Personal
Characteristics of Leaders
Sources: Bass and Stogdill’s Handbook of Leadership: Theory, Research, and Management Applications, 3rd ed. (New York: The Free Press, 1990), pp. 80–81;
S. A. Kirkpatrick and E. A. Locke, “Leadership: Do Traits Matter?” Academy of Management Executive 5, no. 2 (1991), pp. 48–60; and James M. Kouzes and
Barry Z. Posner, The Leadership Challenge: How to Get Extraordinary Things Done in Organizations (San Francisco: Jossey-Bass, 1990)
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
6
Characteristics of Leaders
Optimism
• Tendency to see the positive side of things and expect that things will
turn out well
Self-confidence
• Assurance in one’s own judgments, decision making, ideas, and
capabilities
Honesty
• Refers to truthfulness and nondeception
Integrity
• Quality of being whole, integrated, and acting in accordance with solid
ethical principles
Drive
• High motivation that creates a high effort level by a leader
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
7
What are Strengths?
• Natural talent or ability that has been
supported and reinforced with learned
knowledge and skills
• Acts as the central point of focus in life
– Enables leadership to be based on:
• Energy
• Enthusiasm
• Effectiveness
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
8
Matching Strengths with
Roles
• Operational role
– Vertically oriented leadership role
– Executive has direct control over people
and resources and the position power to
accomplish results
– Leaders
•
•
•
•
Deliver results
Assertive
Analytical and knowledgeable
Riveted on changing knowledge to vision
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9
Matching Strengths with
Roles
• Collaborative role
– Horizontal leadership role
– Leader works behind the scenes and uses
personal power to influence others and get
things done
• Proactive
• Flexible
• Manage ambiguity and uncertainty
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
10
Matching Strengths with
Roles
• Advisory role
– Provides advice, guidance, and support
– Responsible for developing broad
organizational capabilities rather than
accomplishing specific business results
– Leaders
• People skills
• Ability to influence others
• High levels of honesty and integrity
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11
Exhibit 2.2 – Three Types of
Leadership Roles
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12
Behavior Approaches
Autocratic
• Centralizes authority and derives power from position,
control of rewards, and coercion
Democratic
• Delegates authority, encourages participation, relies on
subordinates’ for completion of tasks, and depends on
subordinate respect for influence
• Effective if subordinates possess decision-making skills
• Effective when the skill difference between the leader
and subordinates is high
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13
Exhibit 2.3 – Leadership
Continuum
Source: Harvard Business Review. An exhibit from Robert Tannenbaum and Warren Schmidt, “How to Choose a Leadership Pattern” (May–
June 1973). Copyright 1973 by the president and Fellows of Harvard College
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14
Ohio State Studies
• Developed and administered the Leader
Behavior Description Questionnaire
(LBDQ)to employees
– Resulted in:
• Consideration: Extent to which a leader is
sensitive to subordinates, respects their ideas
and feelings, and establishes mutual trust
• Initiating structure: Extent to which a leader is
task oriented and directs subordinates’ work
activities toward goal achievement
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
15
University of Michigan
Studies
Employee-centered
• Leadership behavior that displays a focus on the human
needs of subordinates
Job-centered
• Leadership behavior in which leaders direct activities
toward efficiency, cost cutting, and scheduling
• Dimensions
• Goal emphasis
• Work facilitation
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16
The Leadership Grid
• Describes major leadership styles based on
measuring both concern for people and
concern for production
– Two-dimensional model
– Proposed by the University of Texas
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
17
Exhibit 2.4 – Leadership
Grid®
Source: The Leadership Grid figure from Leadership Dilemma—Grid Solutions by Robert R. Blake and Anne Adams McCanse (formerly the Managerial Grid by
Robert R. Blake and Jane S. Mouton). Houston: Gulf Publishing Company, p. 29. Copyright 1991 by Scientific Methods, Inc. Reproduced by permission of the
owners
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18
Exhibit 2.5 – Themes of
Leader Behavior Research
Sources: Based on Marilyn R. Zuckerman and Lewis J. Hatala, Incredibly American: Releasing the Heart of Quality (Milwaukee, WI: American Society for
Quality, 1992), pp. 141–142; and Mark O’Connell, Gary Yukl, and Thomas Taber, “Leader Behavior and LMX: A Constructive Replication,” Journal of
Managerial Psychology 27, no. 2 (2012), pp. 143–154
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
19
Individualized Leadership
• Notion that a leader develops a unique
relationship with each group member,
determining:
– Leader’s behavior toward the member
– Member’s response to the leader
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20
Exhibit 2.6 – Stages of Development
of Individualized Leadership
Sources: Based on Fred Danereau, “A Dyadic Approach to Leadership: Creating and Nurturing This Approach Under Fire,” Leadership
Quarterly 6, no. 4 (1995), pp. 479–490, and George B. Graen and Mary Uhl-Bien, “Relationship-Based Approach to Leadership: Development of
Leader–Member Exchange (LMX) Theory of Leadership over 25 Years: Applying a Multi-Level, Multi-Domain Approach,” Leadership
Quarterly 6, no. 2 (1995), pp. 219–247
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21
Vertical Dyad Linkage
(VDL) Model
• Argues for the importance of the dyad
formed by a leader with each member of
the group
– In-group relationship – Seen among
members with whom leaders spend a
disproportionate amount of time
– Out-group relationship – Seen among
members of the group who did not
experience a sense of trust and extra
consideration
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22
Exhibit 2.7 – Leader Behavior Toward
In-Group versus Out-Group Members
Sources: Based on Jean François Manzoni and Jean-Louis Barsoux, “The Set-Up-to-Fail Syndrome,” Harvard Business Review (March–April 1988), pp. 110–113;
and Mark O’Donnell, Gary Yukl, and Thomas Taber, “Leader Behavior and LMX: A Constructive Replication,” Journal of Management Psychology 27, no. 2
(2012), pp. 143–154.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
23
Leader-Member Exchange (LMX)
• Explores how leader-member relationships
develop over time and how the quality of
exchange relationships affects outcomes
• Higher-quality relationship will lead to
higher performance
– Leading to greater job satisfaction for ingroup members
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24
Partnership Building
• Leaders strive to develop a positive
relationship with each subordinate
– Positive relationship will have a different
form for each person
– Performance and productivity gains can be
achieved if the leader develops positive
relationships with each subordinate
– Third phase of the research
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25
Entrepreneurial Traits and
Behaviors
• Entrepreneurship
– Initiating a business venture, organiz…
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