Ch 16-Managers as Leaders by Stephen Robbins

Principles of management

1. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
16–1
Managers As Managers As
LeadersLeaders
ChapterChapter
1616
Management
Stephen P. Robbins Mary Coulter

tenth edition

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16–2
Learning OutcomesLearning Outcomes
Follow this Learning Outline as you read and study Follow this Learning Outline as you read and study
this chapter.this chapter.
16.1 16.1 Who Are Leaders and What Is LeadershipWho Are Leaders and What Is Leadership
•Define leaders and leadership.Define leaders and leadership.
•Explain why managers should be leaders.Explain why managers should be leaders.
16.2 Early Leadership Theories16.2 Early Leadership Theories
•Discuss what research has shown about leadership traits.Discuss what research has shown about leadership traits.
•Contrast the findings of the four behavioral leadership theories.Contrast the findings of the four behavioral leadership theories.
•Explain the dual nature of a leader’s behavior.Explain the dual nature of a leader’s behavior.

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Learning OutcomesLearning Outcomes
16.3 16.3 Contingency Theories of LeadershipContingency Theories of Leadership
•Explain Fiedler’s contingency model of leadership.Explain Fiedler’s contingency model of leadership.
•Describe situational leadership theory.Describe situational leadership theory.
•Discuss how path-goal theory explains leadership.Discuss how path-goal theory explains leadership.
16.4 Contemporary Views of Leadership16.4 Contemporary Views of Leadership
•Differentiate between transactional and Differentiate between transactional and
transformational leaders.transformational leaders.
•Describe charismatic and visionary leadership.Describe charismatic and visionary leadership.
•Discuss what team leadership involves.Discuss what team leadership involves.

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Learning OutcomesLearning Outcomes
16.5 16.5 Leadership Issues in the Twenty-First Leadership Issues in the Twenty-First
CenturyCentury
•Describe the five sources of a leader’s power.Describe the five sources of a leader’s power.
•Discuss the issues today’s leaders face.Discuss the issues today’s leaders face.

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Who Are Leaders and What Is Who Are Leaders and What Is
LeadershipLeadership
•Leader – Someone who can influence others and who has Leader – Someone who can influence others and who has
managerial authoritymanagerial authority
•Leadership – What leaders do; the process of influencing a Leadership – What leaders do; the process of influencing a
group to achieve goalsgroup to achieve goals
•Ideally, all managers Ideally, all managers should beshould be leaders leaders
•Although groups may have informal leaders who emerge, Although groups may have informal leaders who emerge,
those are not the leaders we’re studyingthose are not the leaders we’re studying
Leadership research has tried to answer:Leadership research has tried to answer: What is an effective What is an effective
leader?leader?

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Early Leadership TheoriesEarly Leadership Theories
•Trait Theories (1920s -1930s)Trait Theories (1920s -1930s)
Research focused on identifying personal Research focused on identifying personal
characteristics that differentiated leaders from non-characteristics that differentiated leaders from non-
leaders was unsuccessful. leaders was unsuccessful.
Later research on the leadership process identified Later research on the leadership process identified
seven traits associated with successful leadership:seven traits associated with successful leadership:
Drive, the desire to lead, honesty and integrity, self-Drive, the desire to lead, honesty and integrity, self-
confidence, intelligence, job-relevant knowledge, and confidence, intelligence, job-relevant knowledge, and
extraversion.extraversion.

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Exhibit 16–1Exhibit 16–1Seven Traits Associated with LeadershipSeven Traits Associated with Leadership
Source: S. A. Kirkpatrick and E. A. Locke, “Leadership: Do Traits Really Matter?” Academy of Management
Executive, May 1991, pp. 48–60; T. A. Judge, J. E. Bono, R. llies, and M. W. Gerhardt, “Personality and
Leadership: A Qualitative and Quantitative Review,” Journal of Applied Psychology, August 2002, pp. 765–780.

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Early Leadership Theories Early Leadership Theories
(cont’d)(cont’d)
•Behavioral TheoriesBehavioral Theories
University of Iowa Studies (Kurt Lewin)University of Iowa Studies (Kurt Lewin)
Identified three leadership styles:Identified three leadership styles:
–Autocratic style:Autocratic style: centralized authority, low participation centralized authority, low participation
–Democratic style:Democratic style: involvement, high participation, involvement, high participation,
feedbackfeedback
–Laissez faire style:Laissez faire style: hands-off management hands-off management
Research findings: mixed resultsResearch findings: mixed results
–No specific style was consistently better for producing No specific style was consistently better for producing
better performance.better performance.
–Employees were more satisfied under a democratic leader Employees were more satisfied under a democratic leader
than an autocratic leader.than an autocratic leader.

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Early Leadership Theories Early Leadership Theories
•Behavioral Theories (cont’d)Behavioral Theories (cont’d)
Ohio State StudiesOhio State Studies
Identified two dimensions of leader behavior:Identified two dimensions of leader behavior:
–Initiating structure:Initiating structure: the role of the leader in defining his the role of the leader in defining his
or her role and the roles of group members.or her role and the roles of group members.
–Consideration:Consideration: the leader’s mutual trust and respect for the leader’s mutual trust and respect for
group members’ ideas and feelings.group members’ ideas and feelings.
Research findings: mixed resultsResearch findings: mixed results
–High-high leaders generally, but not always, achieved high High-high leaders generally, but not always, achieved high
group task performance and satisfaction.group task performance and satisfaction.
–Evidence indicated that situational factors appeared to Evidence indicated that situational factors appeared to
strongly influence leadership effectiveness.strongly influence leadership effectiveness.

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Early Leadership TheoriesEarly Leadership Theories
•Behavioral Theories (cont’d)Behavioral Theories (cont’d)
University of Michigan StudiesUniversity of Michigan Studies
Identified two dimensions of leader behavior:Identified two dimensions of leader behavior:
–Employee oriented:Employee oriented: emphasizing personal relationships emphasizing personal relationships
–Production oriented:Production oriented: emphasizing task accomplishment emphasizing task accomplishment
Research findings: Research findings:
–Leaders who are employee oriented are strongly Leaders who are employee oriented are strongly
associated with high group productivity and high job associated with high group productivity and high job
satisfaction.satisfaction.

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The Managerial GridThe Managerial Grid
•Managerial GridManagerial Grid
Appraises leadership styles using two dimensions:Appraises leadership styles using two dimensions:
Concern for peopleConcern for people
Concern for productionConcern for production
Places managerial styles in five categories:Places managerial styles in five categories:
Impoverished managementImpoverished management
Task managementTask management
Middle-of-the-road managementMiddle-of-the-road management
Country club managementCountry club management
Team managementTeam management

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Exhibit 16–3Exhibit 16–3
TheThe
ManagerialManagerial
GridGrid
Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton,
Louis B. Barnes, and Larry E. Greiner, November–December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.

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Exhibit 16–2Exhibit 16–2Behavioral Theories of LeadershipBehavioral Theories of Leadership

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Exhibit 16–2 (cont’d) Behavioral Theories of Exhibit 16–2 (cont’d) Behavioral Theories of
Leadership Leadership

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Contingency Theories of Contingency Theories of
LeadershipLeadership
•The Fiedler ModelThe Fiedler Model
Proposes that effective group performance depends Proposes that effective group performance depends
upon the proper match between the leader’s style of upon the proper match between the leader’s style of
interacting with followers and the degree to which the interacting with followers and the degree to which the
situation allows the leader to control and influence.situation allows the leader to control and influence.
Assumptions:Assumptions:
A certain leadership style should be most effective in different A certain leadership style should be most effective in different
types of situations.types of situations.
Leaders do not readily change leadership styles.Leaders do not readily change leadership styles.
–Matching the leader to the situation or changing the Matching the leader to the situation or changing the
situation to make it favorable to the leader is required.situation to make it favorable to the leader is required.

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Contingency Theories of Contingency Theories of
Leadership Leadership
•The Fiedler Model (cont’d)The Fiedler Model (cont’d)
Least-preferred co-worker (LPC) questionnaireLeast-preferred co-worker (LPC) questionnaire
Determines leadership style by measuring responses to 18 Determines leadership style by measuring responses to 18
pairs of contrasting adjectives.pairs of contrasting adjectives.
–High score: a relationship-oriented leadership High score: a relationship-oriented leadership
stylestyle
–Low score: a task-oriented leadership styleLow score: a task-oriented leadership style
Situational factors in matching leader to the situation:Situational factors in matching leader to the situation:
Leader-member relationsLeader-member relations
Task structureTask structure
Position powerPosition power

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Exhibit 16–4Exhibit 16–4Findings of the Fiedler ModelFindings of the Fiedler Model

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Contingency Theories of Contingency Theories of
LeadershipLeadership
•Hersey and Blanchard’s Situational Leadership Hersey and Blanchard’s Situational Leadership
Theory (SLT)Theory (SLT)
Argues that successful leadership is achieved by Argues that successful leadership is achieved by
selecting the right leadership style which is contingent selecting the right leadership style which is contingent
on the level of the followers’ readiness.on the level of the followers’ readiness.
Acceptance:Acceptance: leadership effectiveness depends on whether leadership effectiveness depends on whether
followers accept or reject a leader.followers accept or reject a leader.
Readiness:Readiness: the extent to which followers have the ability and the extent to which followers have the ability and
willingness to accomplish a specific task.willingness to accomplish a specific task.
Leaders must relinquish control over and contact with Leaders must relinquish control over and contact with
followers as they become more competent.followers as they become more competent.

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Contingency Theories of Contingency Theories of
LeadershipLeadership
•Hersey and Blanchard’s Situational Leadership Hersey and Blanchard’s Situational Leadership
Theory (SLT) (cont’d.)Theory (SLT) (cont’d.)
Creates four specific leadership styles incorporating Creates four specific leadership styles incorporating
Fiedler’s two leadership dimensions:Fiedler’s two leadership dimensions:
Telling:Telling: high task-low relationship leadership high task-low relationship leadership
Selling:Selling: high task-high relationship leadership high task-high relationship leadership
Participating:Participating: low task-high relationship leadership low task-high relationship leadership
Delegating:Delegating: low task-low relationship leadership low task-low relationship leadership

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Contingency Theories of Contingency Theories of
LeadershipLeadership
•Hersey and Blanchard’s Situational Leadership Hersey and Blanchard’s Situational Leadership
Theory (SLT) (cont’d)Theory (SLT) (cont’d)
Posits four stages follower readiness:Posits four stages follower readiness:
R1:R1: followers are unable and unwilling followers are unable and unwilling
R2:R2: followers are unable but willing followers are unable but willing
R3:R3: followers are able but unwilling followers are able but unwilling
R4:R4: followers are able and willing followers are able and willing

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Contingency Theories of Contingency Theories of
LeadershipLeadership
•Path-Goal ModelPath-Goal Model
States that the leader’s job is to assist his or her States that the leader’s job is to assist his or her
followers in attaining their goals and to provide followers in attaining their goals and to provide
direction or support to ensure their goals are direction or support to ensure their goals are
compatible with organizational goals.compatible with organizational goals.
Leaders assume different leadership styles at Leaders assume different leadership styles at
different times depending on the situation:different times depending on the situation:
Directive leaderDirective leader
Supportive leaderSupportive leader
Participative leaderParticipative leader
Achievement oriented leaderAchievement oriented leader

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Exhibit 16–5Exhibit 16–5Path-Goal TheoryPath-Goal Theory

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Contemporary Views of Contemporary Views of
LeadershipLeadership
•Transactional LeadershipTransactional Leadership
Leaders who guide or motivate their followers in the Leaders who guide or motivate their followers in the
direction of established goals by clarifying role and direction of established goals by clarifying role and
task requirements.task requirements.
•Transformational LeadershipTransformational Leadership
Leaders who inspire followers to transcend their own Leaders who inspire followers to transcend their own
self-interests for the good of the organization by self-interests for the good of the organization by
clarifying role and task requirements.clarifying role and task requirements.

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Contemporary Views of Contemporary Views of
LeadershipLeadership
•Charismatic LeadershipCharismatic Leadership
An enthusiastic, self-confident leader whose An enthusiastic, self-confident leader whose
personality and actions influence people to behave in personality and actions influence people to behave in
certain ways.certain ways.
Characteristics of charismatic leaders:Characteristics of charismatic leaders:
Have a vision.Have a vision.
Are able to articulate the vision.Are able to articulate the vision.
Are willing to take risks to achieve the vision.Are willing to take risks to achieve the vision.
Are sensitive to the environment and follower needs.Are sensitive to the environment and follower needs.
Exhibit behaviors that are out of the ordinary.Exhibit behaviors that are out of the ordinary.

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Contemporary Views of Contemporary Views of
LeadershipLeadership
•Visionary LeadershipVisionary Leadership
A leader who creates and articulates a realistic, A leader who creates and articulates a realistic,
credible, and attractive vision of the future that credible, and attractive vision of the future that
improves upon the present situation.improves upon the present situation.
•Visionary leaders have the ability to:Visionary leaders have the ability to:
Explain the vision to others.Explain the vision to others.
Express the vision not just verbally but through Express the vision not just verbally but through
behavior.behavior.
Extend or apply the vision to different leadership Extend or apply the vision to different leadership
contexts.contexts.

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Contemporary Views of Contemporary Views of
LeadershipLeadership
•Team Leadership CharacteristicsTeam Leadership Characteristics
Having patience to share informationHaving patience to share information
Being able to trust others and to give up authorityBeing able to trust others and to give up authority
Understanding when to interveneUnderstanding when to intervene
•Team Leader’s JobTeam Leader’s Job
Managing the team’s external boundaryManaging the team’s external boundary
Facilitating the team processFacilitating the team process
Coaching, facilitating, handling disciplinary problems, Coaching, facilitating, handling disciplinary problems,
reviewing team and individual performance, training, and reviewing team and individual performance, training, and
communicationcommunication

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Exhibit 16–6Exhibit 16–6Specific Team Leadership RolesSpecific Team Leadership Roles

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Leadership Issues in the 21Leadership Issues in the 21
stst

CenturyCentury
•Managing PowerManaging Power
Legitimate powerLegitimate power
The power a leader has The power a leader has
as a result of his or her as a result of his or her
position.position.
Coercive powerCoercive power
The power a leader has to The power a leader has to
punish or control.punish or control.
Reward powerReward power
The power to give The power to give
positive benefits or positive benefits or
rewards.rewards.
Expert powerExpert power
The influence a leader The influence a leader
can exert as a result of can exert as a result of
his or her expertise, his or her expertise,
skills, or knowledge.skills, or knowledge.
Referent powerReferent power
The power of a leader The power of a leader
that arise because of a that arise because of a
person’s desirable person’s desirable
resources or admired resources or admired
personal traits.personal traits.

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Developing TrustDeveloping Trust
•Credibility (of a Leader)Credibility (of a Leader)
The assessment of a leader’s honesty, competence, The assessment of a leader’s honesty, competence,
and ability to inspire by his or her followersand ability to inspire by his or her followers
•TrustTrust
Is the belief of followers and others in the integrity, Is the belief of followers and others in the integrity,
character, and ability of a leadercharacter, and ability of a leader
Dimensions of trust:Dimensions of trust: integrity, competence, consistency, integrity, competence, consistency,
loyalty, and opennessloyalty, and openness
Is related to increases in job performance, Is related to increases in job performance,
organizational citizenship behaviors, job satisfaction, organizational citizenship behaviors, job satisfaction,
and organization commitmentand organization commitment

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Exhibit 16–7Exhibit 16–7 Suggestions for Building Trust Suggestions for Building Trust
Practice openness.Practice openness.
Be fair.Be fair.
Speak your feelings.Speak your feelings.
Tell the truth.Tell the truth.
Show consistency.Show consistency.
Fulfill your promises.Fulfill your promises.
Maintain confidences.Maintain confidences.
Demonstrate competence.Demonstrate competence.

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Empowering EmployeesEmpowering Employees
•EmpowermentEmpowerment
Involves increasing the decision-making discretion of Involves increasing the decision-making discretion of
workers such that teams can make key operating workers such that teams can make key operating
decisions in develop budgets, scheduling workloads, decisions in develop budgets, scheduling workloads,
controlling inventories, and solving quality problemscontrolling inventories, and solving quality problems
Why empower employees?Why empower employees?
Quicker responses problems and faster decisionsQuicker responses problems and faster decisions
Addresses the problem of increased spans of control in Addresses the problem of increased spans of control in
relieving managers to work on other problemsrelieving managers to work on other problems

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Cross-Cultural LeadershipCross-Cultural Leadership
•Universal Elements of Universal Elements of
Effective LeadershipEffective Leadership
VisionVision
ForesightForesight
Providing encouragementProviding encouragement
TrustworthinessTrustworthiness
DynamismDynamism
PositivenessPositiveness
ProactivenessProactiveness

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Exhibit 16–8Exhibit 16–8 Selected Cross-Cultural Leadership Selected Cross-Cultural Leadership
Findings Findings
•Korean leaders are expected to be paternalistic toward employees.
•Arab leaders who show kindness or generosity without being
asked to do so are seen by other Arabs as weak.
•Japanese leaders are expected to be humble and speak frequently.
•Scandinavian and Dutch leaders who single out individuals with
public praise are likely to embarrass, not energize, those
individuals.
•Effective leaders in Malaysia are expected to show compassion
while using more of an autocratic than a participative style.
•Effective German leaders are characterized by high performance
orientation, low compassion, low self-protection, low team
orientation, high autonomy, and high participation.
Source: Based on J. C. Kennedy, “Leadership in Malaysia: Traditional Values, International Outlook,” Academy of Management Executive, August
2002, pp. 15–16; F.C. Brodbeck, M. Frese, and M. Javidan, “Leadership Made in Germany: Low on Compassion, High on Performance,” Academy
of Management Executive, February 2002, pp. 16–29; M. F. Peterson and J. G. Hunt, “International Perspectives on International Leadership,”
Leadership Quarterly, Fall 1997, pp. 203–31; R. J. House and R. N. Aditya, “The Social Scientific Study of Leadership: Quo Vadis?” Journal of
Management, vol. 23, no. 3, (1997), p. 463; and R. J. House, “Leadership in the Twenty-First Century,” in A. Howard (ed.), The Changing Nature
of Work (San Francisco: Jossey-Bass, 1995), p. 442.

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Gender Differences and Gender Differences and
LeadershipLeadership
•Research FindingsResearch Findings
Males and females use different styles:Males and females use different styles:
Women tend to adopt a more democratic or participative style Women tend to adopt a more democratic or participative style
unless in a male-dominated job.unless in a male-dominated job.
Women tend to use transformational leadership.Women tend to use transformational leadership.
Men tend to use transactional leadership.Men tend to use transactional leadership.

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Exhibit 16–9Exhibit 16–9Where Female Managers Do Better: A Where Female Managers Do Better: A
Scorecard Scorecard
Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20. 2000, p. 75.

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Leader TrainingLeader Training
More likely to be successful with individuals who are More likely to be successful with individuals who are
high self-monitors than with low self-monitors.high self-monitors than with low self-monitors.
Individuals with higher levels of motivation to lead are Individuals with higher levels of motivation to lead are
more receptive to leadership development more receptive to leadership development
opportunitiesopportunities
•Can teach:Can teach:
Implementation skillsImplementation skills
Trust-building Trust-building
MentoringMentoring
Situational analysisSituational analysis

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Substitutes for LeadershipSubstitutes for Leadership
•Follower characteristicsFollower characteristics
Experience, training, professional orientation, or the Experience, training, professional orientation, or the
need for independenceneed for independence
•Job characteristicsJob characteristics
Routine, unambiguous, and satisfying jobsRoutine, unambiguous, and satisfying jobs
•Organization characteristicsOrganization characteristics
Explicit formalized goals, rigid rules and procedures, Explicit formalized goals, rigid rules and procedures,
or cohesive work groupsor cohesive work groups

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Terms to KnowTerms to Know
•leaderleader
•leadershipleadership
•behavioral theoriesbehavioral theories
•autocratic styleautocratic style
•democratic styledemocratic style
•laissez-faire stylelaissez-faire style
•initiating structureinitiating structure
•considerationconsideration
•high-high leaderhigh-high leader
•managerial gridmanagerial grid
•Fiedler contingency Fiedler contingency
modelmodel
•least-preferred co-worker least-preferred co-worker
(LPC) questionnaire(LPC) questionnaire
•leader-member relationsleader-member relations
•task structuretask structure
•position powerposition power
•situational leadership theory situational leadership theory
(SLT)(SLT)
•readinessreadiness
•leader participation modelleader participation model
•path-goal theorypath-goal theory
•transactional leaderstransactional leaders

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Terms to Know (cont’d)Terms to Know (cont’d)
•transformational leaderstransformational leaders
•charismatic leadercharismatic leader
•visionary leadershipvisionary leadership
•legitimate powerlegitimate power
•coercive powercoercive power
•reward powerreward power
•expert powerexpert power
•referent powerreferent power
•credibilitycredibility
•trusttrust
•empowermentempowerment

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All rights reserved. No part of this publication may be reproduced, All rights reserved. No part of this publication may be reproduced,
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any means, electronic, mechanical, photocopying, recording, or any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher. otherwise, without the prior written permission of the publisher.
Printed in the United States of America.Printed in the United States of America.