صفحه 1:
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صفحه 2:
Gholipour A, 2011. Organizational Behavior. University of Tehran.
صفحه 3:
anagers and Leaders
1. Administers 1. Innovates
2. A copy 2. An original
3. Maintains 3. Develops
4, Focuses on system and structure 4. Focuses on people
5. Relies on control 5. Inspires trust
6. Short-range view 6. Long-range perspective
7. Asks how and when 7. Asks what and why
8. Eye on the bottom line 8. Eye on horizon
9. Imitates 9. Originates
10. Accepts the status quo 10. Challenges the status ۳
11. Classic good soldier 11. Own person ۹
12. Does things right 12. Does the right thing مه
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 4:
Gholipour A, 2011. Organizational Behavior. University of Tehran.
صفحه 5:
1- 1۲۵1۲ ۵۲۵
Traits Theories of
Leadership
Theories that consider
personality, social, physical,
or intellectual traits to
differentiate leaders from
nonleaders.
Gholipour A, 2011. Organizational Behavior. University of Tehran.
صفحه 6:
- Trait Perspective
* Gender and leadership
men were seen as displaying more overall and
task leadership and women were perceived as
displaying more social leadership.
- women used a more democratic or participative
style than men,
Past evidence that women rated less favorably
than equivalent male leaders due to stereotyping
* Recent evidence that women rated more
favorably than men, particularly on emerging
leadership styles (coaching, participating)
Gholipour A, 2011. Organizational Behavior. University of Tehran.
صفحه 7:
he Glass Ceiling
* Glass ceiling
— A metaphorical transparent barrier that keeps
women from rising above a certain level in
organizations as a result of discrimination that
decreases their upward mobility.
* Glass walls
— Barriers that channel women into staff/support
positions rather than allowing them to move to
positions of responsibility that directly
contribute to the _ profitability of the
organization.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 8:
x-Role and Managerial
Stereotypes
° Wemen
- فتاه و۸3
- Namtiminy
- GSpiititious
— Coyapetitive |
— Wainy like a leader
A ©
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 9:
Evaluating Female
Leaders
* Past evidence
-Women rated less favorably than
equivalent male leaders due _ to
stereotyping
* Recent evidence
—Women rated more favorably than men,
particularly on emerging leadership
styles (coaching, teamwork)
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 10:
High need for socialized power 1
to accomplish team’s or firm’s
goals
دس
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 11:
Seven Leadership Competencies
(con’t)
* Strong belief in one’s ability to
lead others
* Can analyze
problems/opportunities
Knowledge of
عط 5
Gholipour A. 2011. Organizational Behavior. University of Tehran.
+ Above average cognitive ability |
صفحه 12:
Competency Perspective
Limitations
* Implies a universal approach
° Alternative combinations of competencies
might work just as well
° Assumes leadership is within the person
— But leadership is also about relations with
followers
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 13:
Behavior Perspective
The Iowa Leadership St
Ohio State Studies identified two critical dimensions of
leader behavior.
1.Consideration: creating mutual respect and trust with followers
2. Initiating Structure: organizing and defining what group
members should be doing
University of Michigan Studies identified two
leadership styles that were similar to the Ohio State studies.
. employee centered
. job centered
Blake and Mouton’s Managerial Grid represents four
leadership pits 25 PPR AyabYa ROP SAMAR OF reargpuction and
concern £6:
. Authoritarian
. Democratic
. Laissez-faire
و بر ی تن
ne
صفحه 14:
- Behavior Perspective
* People-oriented Behaviors
— Showing mutual trust and respect
— Concern for employee needs
— Desire to look out for employee welfare
* Task-oriented Behaviors
— Assign specific tasks
— Ensure employees follow rules
— Push employees to reach peak perfor
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 15:
the هب
Managerial 8
Grid
(Blake and 7 8
Mouton) ۳۱۱۱ .2"
6 3
3
5 ق
با | ۱ ع
4 5
6
3
A nine-by-nine matrix 2 |
outlining 81 different
low 1 leadership styles.
۳ 2 9 ۳ 5 ۵ 7 8
low ~€— Concem for production —> High
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 16:
andinavian Studies
Development-Oriented
Leader
One who values
experimentation, seeking ne’
ideas, _ an neratin: an
Ett Sa
fp th
URE tung,
ere
are only two _ dimensions
(production-orientation and
employee-orientation) that
capture the essence of
leadership behavior. Their
premise is that in a changing
world, effective leaders would
exhibit development-oriented
behaiginour A. 2011. Organizational Behavior. University of Tehran.
صفحه 17:
3 - Contingency
Perspective
Fiedler’s Contingency Model
The Path-Goal Theory
H. & B. Situational Leadership Theory
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 18:
Findings of the Feidler Mode
صفحه 19:
۲۱۵0۱8۵ 5 ۲۵۲-۰
Than:
4
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 20:
h-Goal Contingencies
Employee
Contingencies _PirectiveSupportiveParticipative
Skill/Experience 1dlsWYAGH™ high
Locus of Control external external internal internal
Environmental
Contingencies DirectiveSupportiveParticipative
هریت ۳ تست ای( 2
Dewo Oprnnvies صصح عد bw oes te wore 2
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 21:
Hersey and ۵ 6
Situational Leadership
Theory
Situational Leadership Theory (SLT)
A contingency theory that focuses on
followers’ readiness.
ble cred ام اه ام ی
iter causes iter 7
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 22:
ee ee ee ee a
Situational Leadership
vad REOTY
=
=
Ferrera see
$3
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7
5۳2۲6 10625 274 28 4
facilitate ir 0
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4
ع0 انا
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0
ممأ رازه ور
Relationship Behavio
(supportive behavio:
Low!
Task Behavior
Follower Readiness
High Moderate Low
سم BB
Follower-Directed Leader-Directed
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 23:
der Participation Mode
Cwpbper kwovewedt Ovi
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 24:
Contingency Variables in the
Revised
Leader-Participation Model
. Importance of the decision.
. Importance of subordinate commitment to the decision.
. Whether leader has enough information to make a decision.
. How well-structured the problem is.
. Whether autocratic decisions would be supported by subordinat
. Whether subordinates “buy into” the organization’s goals.
. Whether subordinates disagree over solution alternatives.
احم نح بن حر ين به ات مم
. Whether subordinates know enough to make a good decision.
9. Time constraints that may limit the involvement of subordinate:
10. Cost justification for gathering geographically dispersed subor
11. Importance of minimizing the time it takes to make a decision.
12. Importance of participation to developing decision-making skil
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 25:
Transformational Perspective
Transformational leaders
Leading -- changing the organization to fit the
environment Develop, communicate, enact a vision
Transactional leaders
Managing -- linking job performance to rewards Ensure €
have necessary resources Apply contingency leadership
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 26:
ransformational Leadership at
P&G
Procter & Gamble CEO A.
G. Lafley practices
transformational
leadership without using
charisma. By forming and
communicating a _ clear
vision and modeling that
vision, he has transformed
the consumer goods
company.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 27:
Transformational v. Transactional
Leaders
* Transformational
leaders
-Leading -- changing the
organization to fit
environment
— Change agents
* Transactional leaders
-Managing -- linking job
performance to rewards
— Ensure employees have
necessary resources
— Apply contingency leadership
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 28:
۰ و[ . charismatic leadership
essential for transformational
leadership?
* Some experts say yes, but
emerging view is that:
-Charisma 15 distinct from
transformational leadership
— A personal trait that might help
transform, or might just help the
leader
- Charismatic leadership might
have opposite effect -- creates
dependence, not empowerment
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 29:
sformational Leadership Elements
Creating
a Vision
و(
Commitment
Communicating
the Vision
Modeling
نانفا
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 30:
Transformational Leadership
Elements
1.Create a strategic vision
-Vision
* Depiction of company’s (or work units) attractive future
* motivates and bonds employees
—May originate from others, but leader becomes a
champion of the vision
2.Communicate the vision
—Frame message around a grand purpose
—Create a shared mental model of the future
—Use symbols, metaphors, symbols
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 31:
iransformational Leadership Element
(con’t)
3.Model the vision
—Walk the talk
—Symbolize and demonstrate the vision through their
own behavior
—Builds employee trust in the leader
4.Build commitment to the vision
* Increased through communicating and modeling
the vision
* Increased through employee involvement in
shaping the shared vision
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 32:
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 33:
Strong
convictions
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 34:
AN Type of Charismatic
Leadership Styles
1. Envisioning
2. Energizing
3. Enabling
4
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 35:
arismatic Leadership
- use visionary and inspirational
messages
- rely on non-verbal communication
- appeal to ideological values
- attempt to intellectually stimulate
employees
- display confidence in self and
followers
- set high performance expectag
Gholipour A. 2011. Organizational Behavior. University of Tel
صفحه 36:
harismatic Leaders
. Vision and articulation. Has a vision—expressed as an
idealized goal—that proposes a future better than the status
quo; and is able to clarify the importance of the vision in terms
that are understandable to others.
. Personal risk. Willing to take on high personal risk, incur
high costs and engage in self-sacrifice to achieve the vision.
. Environmental sensitivity. Able to make _ realistic
assessments of the environmental constraints and resources
needed to bring about change.
. Sensitivity to follower needs. Perceptive of others’ abilities
and responsive to their needs and feelings.
. Unconventional behavior. Engages in bel\p |
perceived as novel and counter to norms.
Gholipour A. 2011. Organizational Behavior. University]
صفحه 37:
1 6۵ ۱,6۵۵0/61-<۲
Exchange
(LMX Model)
* This model is based on the idea that one of two
distinct types of leader-member exchange
relationships evolve, and these exchanges are
related to important work outcomes.
- in-group exchange: a partnership characterized
by mutual trust, respect and liking
- out-group exchange: a partnership characterized
by a lack of mutual trust, respect and liking
* Research supports this model
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 38:
bstitutes for Leadership
* Substitutes for leadership represent
situational variables that can _ substitute for,
neutralize, or enhance the effects of leadership.
Conditions that limit a leader’s influence or make a
particular leadership style unnecessary.
* Research shows that substitutes for leadership
directly influence employee attitudes and
performance.
Examples:
- Training and experience replace directive leadership
— Cohesive team replaces supportive leadership
— Self-leadership replaces achievement-oriented leadership
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 39:
Is Leadership
Always Relevant?
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 40:
5
Nbstitutes for Leadership
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 41:
substitutes for Leadership
(cont)
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 42:
rvant and Superleadership
* Servant Leadership represents a philosophy in
which leaders focus on increased service to others
rather than to oneself.
* A superleader is someone who leads others to
lead themselves by developing employees’ self-
management skills.
* Superleaders attempt to increase emplove
feelings of personal control and
motivation.
Gholipour A. 2011. Organizational Behavior. University of Tehra
صفحه 43:
haracteristics of the Servant:
Leader
1. Listening Servant-leaders focus on listening to identify
and clarify the needs and desires of a group.
2. Empathy Servant-leaders try to empathize with others’
feelings and emotion. An individual’s good intentions
are assumed even when he or she performs poorly.
3. Healing Servant-leaders strive to make themselves
and others whole in the face of failure or suffering.
4. Awareness _ Servant-leaders are very self-aware or
their strengths and limitations.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 44:
haracteristics of the Servant-Leader
(continued)
5. Persuasion Servant-leaders rely more on persuasion
than positional authority when making decisions and
trying to influence others.
6. Conceptualization Servant-leaders take the time and
effort to develop broader based conceptual
thinking. Servant-leaders seek an appropriate balance
between a short- term, day-to-day focus and a long-
term, conceptual orientation.
7. Foresight Servant-leaders have the ability to foresee
future outcomes associated with a current course of
action or situation.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 45:
haracteristics of the Servant-Leade1
(continued)
8. Stewardship _ Servant-leaders assume that they are
stewards of the people and resources they manage.
9. Commitment to Servant-leaders are committed to
people beyond their
the growth of immediate work role. They commit to
fostering
people an environment that encourages personal,
professional, and
spiritual growth.
10. Building Servant-leaders strive to create a sense of
community both
Community within and outside the work organization.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 46:
What Is Trust?
Integrity: honesty and truthfulness
Competence: knowledge and skill
Consistency: reliability and predictability
Loyalty: willingness to protect
Openness: give full true
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 47:
Employees’ Trust in Their
CEOs
20%
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 48:
Three Types of Trust
Gholipour A. 2011. Organizational Behavior. University of Tehran.
صفحه 49:
Building Trust
. Practice Openness
. Promote Fairness
. Express Feelings
. Keep Confidences
. Be Consistent
. Keep Promises
. Tell the Truth
. Show Competence
Gholipour A. 2011. Organizational Behavior. University of Tehran.
دم Ww حم إن ته orn
صفحه 50:
Confident
Hopeful
Optimistic
Resilient
Transparent
Moral / ethical
Future oriented
Associate building
Gholipour A. 2011. Organizational Behavior. University of Tehran.
an og PF ey Pp
صفحه 51:
Level 5 Leader
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Organizational Behavior:
Leadership
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Managers and Leaders
1. Administers
1. Innovates
2. A copy
2. An original
3. Maintains
3. Develops
4. Focuses on system and structure
4. Focuses on people
5. Relies on control
5. Inspires trust
6. Short-range view
6. Long-range perspective
7. Asks how and when
7. Asks what and why
8. Eye on the bottom line
8. Eye on horizon
9. Imitates
9. Originates
10. Accepts the status quo
10. Challenges the status quo
11. Classic good soldier
11. Own person
12. Does things right
12. Does the right thing
Gholipour A. 2011. Organizational Behavior. University of Tehran.
1- Trait
Perspective
5-Romance
Perspective
Leadership
Perspectives
4-Transformational
Perspective
2-Behavior
Perspective
3-Contingency
Perspective
Gholipour A. 2011. Organizational Behavior. University of Tehran.
1- Trait Perspective
Traits
Theories
Leadership
of
Theories
that
consider
personality, social, physical,
or intellectual traits to
differentiate leaders from
nonleaders.
Leadership
LeadershipTraits:
Traits:
••Ambition
Ambitionand
and
energy
energy
••The
Thedesire
desireto
tolead
lead
••Honest
Honestand
and
integrity
integrity
••Self-confidence
Self-confidence
••Intelligence
Intelligence
••High
Highselfselfmonitoring
monitoring
••Job-relevant
Job-relevant
knowledge
knowledge
Gholipour A. 2011. Organizational Behavior. University of Tehran.
1- Trait Perspective
• Gender and leadership
men were seen as displaying more overall and
task leadership and women were perceived as
displaying more social leadership.
- women used a more democratic or participative
style than men,
Past evidence that women rated less favorably
than equivalent male leaders due to stereotyping
• Recent evidence that women rated more
favorably than men, particularly on emerging
leadership styles (coaching, participating)
Gholipour A. 2011. Organizational Behavior. University of Tehran.
The Glass Ceiling
• Glass ceiling
– A metaphorical transparent barrier that keeps
women from rising above a certain level in
organizations as a result of discrimination that
decreases their upward mobility.
• Glass walls
– Barriers that channel women into staff/support
positions rather than allowing them to move to
positions
of
responsibility
that
directly
contribute
to
the
profitability
of
the
organization.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Sex-Role and Managerial
Stereotypes
• Women
Men
– Aggressive
Affectionate
– Nurturing
Dominant
– Ambitious
Gentle
– Loyal
Competitive
– Self-sufficient
Understanding
– Intuitive
Rational
– Warm
Acting like a leader
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Evaluating Female
Leaders
• Past evidence
– Women rated less favorably than
equivalent
male
leaders
due
to
stereotyping
• Recent evidence
– Women rated more favorably than men,
particularly on emerging leadership
styles (coaching, teamwork)
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Seven Leadership
Competencies
Emotional
Intelligence
Integrity
Drive
Leadership
Motivation
• Perceiving, assimilating,
understanding, and regulating
emotions
• Truthfulness
• Translates words into deeds
• Inner motivation to pursue
goals
• Need for achievement, quest to
learn
• High need for socialized power
to accomplish team’s or firm’s
goals
more
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Seven Leadership Competencies
(con’t)
• Strong belief in one’s ability to
Self-Confidence lead others
Intelligence
• Above average cognitive ability
• Can analyze
problems/opportunities
• Familiar with business
Knowledge of
environment
the Business • Aids intuitive decision making
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Competency Perspective
Limitations
• Implies a universal approach
• Alternative combinations of competencies
might work just as well
• Assumes leadership is within the person
– But leadership is also about relations with
followers
Gholipour A. 2011. Organizational Behavior. University of Tehran.
2 - Behavior Perspective
• • Trait theory:
Trait theory:
• The Iowa Leadership Studies
Leaders
Leadersare
areborn,
born,not
notmade.
made.
1. Authoritarian
2. Democratic
3. Laissez-faire
• • Behavioral theory:
Behavioral theory:
Leadership
Leadershiptraits
traitscan
canbebetaught.
taught.
• Ohio State Studies identified two critical dimensions of
leader behavior.
1.Consideration: creating mutual respect and trust with followers
2. Initiating Structure: organizing and defining what group
members should be doing
• University
of
Michigan
Studies
identified
leadership styles that were similar to the Ohio State studies.
two
1. employee centered
2. job centered
• Blake and Mouton’s Managerial Grid
represents four
leadership
stylesA. 2011.
found
by crossing
concern
production and
Gholipour
Organizational
Behavior.
Universityfor
of Tehran.
concern for people
2 - Behavior Perspective
• People-oriented Behaviors
– Showing mutual trust and respect
– Concern for employee needs
– Desire to look out for employee welfare
• Task-oriented Behaviors
– Assign specific tasks
– Ensure employees follow rules
– Push employees to reach peak performance
Gholipour A. 2011. Organizational Behavior. University of Tehran.
The
Managerial
Grid
(Blake and
Mouton)
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Scandinavian Studies
Development-Oriented
Leader
One
who
values
experimentation, seeking new
ideas, and generating and
Researchers in Finland and
implementing
change.
Sweden question whether there
are
only
two
dimensions
(production-orientation
and
employee-orientation)
that
capture
the
essence
of
leadership
behavior.
Their
premise is that in a changing
world, effective leaders would
exhibit
development-oriented
Gholipour A. 2011. Organizational Behavior. University of Tehran.
behavior.
3 - Contingency
Perspective
Fiedler’s Contingency Model
The Path-Goal Theory
H. & B. Situational Leadership Theory
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Findings of the Feidler Model
High
Performance
People-Oriented
Task-Oriented
Low
Favorable
Moderate
Unfavorable
III
IV
V
VI
VII
VII
I
II
• Category
• Leader-Member
Good Good Good Good Poor Poor Poor Poor
Relations
• Task Structure High High Low High High High Low Low
• Position Power
Strong Weak Strong Weak Strong Weak Strong Weak
House’s Path-Goal
Theory
Employee Characteristics
-
-
Locus of control
Task ability
Need for achievement
Experience
Need for clarity
Leadership Styles
Directive
Supportive
Participative
Achievement oriented
Employee Attitudes
and Behavior
- Job satisfaction
- Acceptance of leader
- Motivation
Environmental Factors
- Employee’s task
- Authority system
- Work group
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Path-Goal Contingencies
Employee
Contingencies
DirectiveSupportiveParticipative
Skill/Experience
Achievement
low
low
Locus of Control
external
high
high
external
internal
internal
Environmental
Contingencies
DirectiveSupportiveParticipative
Task Structure
Achievement
nonroutine
routine
nonroutine
?
Team Dynamics
–ve norms
+ve norms
?
low cohesion
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Hersey and Blanchard’s
Situational Leadership
Theory
Situational Leadership Theory (SLT)
A contingency theory that focuses on
followers’ readiness.
Unable and
Unwilling
Unable but
Willing
Able and
Unwilling
Able and
Willing
Follower readiness:
ability and willingness
Leader:
Leader: decreasing
decreasing need
need
for
for support
support and
and supervision
supervision
Directive
High Task and Relationship
Orientations
Supportive
Participative
Monitoring
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Hersey and Blanchard’s
Situational Leadership
Theory
Leader Behavior
Relationship Behavior
(supportive behavior)
High
Low
Participating
S3
Share ideas and
facilitate in
decision making
Selling
S2
Explain decisions and
provide opportunity for
clarification
Delegating
S4
Turn over
responsibility for
decisions and
implementation
Telling
S1
Provide specific
instructions and closely
supervise performance
Low
High
Low
R4
R1
Task Behavior
High
Follower Readiness
Moderate
R3
Follower-Directed
R2
Leader-Directed
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Leader Participation Mode
Employee Involvement Continuum
Increased Leader Control
1
2
3
4
Increased Employee Involvement
Gholipour A. 2011. Organizational Behavior. University of Tehran.
5
Contingency Variables in the
Revised
Leader-Participation Model
1. Importance of the decision.
2. Importance of subordinate commitment to the decision.
3. Whether leader has enough information to make a decision.
4. How well-structured the problem is.
5. Whether autocratic decisions would be supported by subordinat
6. Whether subordinates “buy into” the organization’s goals.
7. Whether subordinates disagree over solution alternatives.
8. Whether subordinates know enough to make a good decision.
9. Time constraints that may limit the involvement of subordinates
10. Cost justification for gathering geographically dispersed subor
11.
Importance of minimizing the time it takes to make a decisi
12.
Importance of participation to developing decision-making s
Gholipour A. 2011. Organizational Behavior. University of Tehran.
4 - Transformational Perspective
Transformational leaders
Leading -- changing the organization to fit the
environment Develop, communicate, enact a vision
Transactional leaders
Managing -- linking job performance to rewards Ensure e
have necessary resources Apply contingency leadership
.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Transformational Leadership at
P&G
Procter & Gamble CEO A.
G.
Lafley
practices
transformational
leadership without using
charisma. By forming and
communicating
a
clear
vision and modeling that
vision, he has transformed
the
consumer
goods
company.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Transformational v. Transactional
Leaders
• Transformational
leaders
– Leading -- changing
organization
to
environment
– Change agents
• Transactional leaders
the
fit
– Managing -- linking job
performance to rewards
– Ensure
employees
have
necessary resources
– Apply contingency leadership
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Transformational v. Charismatic Leaders
• Is
charismatic
leadership
essential for transformational
leadership?
• Some experts say yes, but
emerging view is that:
– Charisma
is
distinct
from
transformational leadership
– A personal trait that might help
transform, or might just help the
leader
– Charismatic leadership might
have opposite effect -- creates
dependence, not empowerment
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Transformational Leadership Elements
Building
Commitment
Creating
a Vision
Transformational
Leadership
Modeling
the Vision
Communicating
the Vision
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Transformational Leadership
Elements
1.Create a strategic vision
–Vision
• Depiction of company’s (or work units) attractive future
• motivates and bonds employees
–May originate from others, but leader becomes a
champion of the vision
2.Communicate the vision
–Frame message around a grand purpose
–Create a shared mental model of the future
–Use symbols, metaphors, symbols
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Transformational Leadership Element
(con’t)
3.Model the vision
–Walk the talk
–Symbolize and demonstrate the vision through their
own behavior
–Builds employee trust in the leader
4.Build commitment to the vision
• Increased through communicating and modeling
the vision
• Increased through employee involvement in
shaping the shared vision
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Visionary Leadership
Live
the Vision
Express
the Vision
Extend
the Vision
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Self-confidence
Extraordinary
behavior
A compelling
vision
Charismatic
Leadership
Image as
a change agent
Strong
convictions
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Type of Charismatic
Leadership Styles
1. Envisioning
2. Energizing
3. Enabling
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Charismatic Leadership
- use visionary and inspirational
messages
- rely on non-verbal communication
- appeal to ideological values
- attempt to intellectually stimulate
employees
- display confidence in self and
followers
- set high performance expectations
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Charismatic Leaders
1. Vision and articulation. Has a vision—expressed as an
idealized goal—that proposes a future better than the status
quo; and is able to clarify the importance of the vision in terms
that are understandable to others.
2. Personal risk. Willing to take on high personal risk, incur
high costs and engage in self-sacrifice to achieve the vision.
3. Environmental
sensitivity.
Able
to
make
realistic
assessments of the environmental constraints and resources
needed to bring about change.
4. Sensitivity to follower needs. Perceptive of others’ abilities
and responsive to their needs and feelings.
5. Unconventional behavior. Engages in behaviors that are
perceived as novel and counter to norms.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
The Leader-Member
Exchange
(LMX Model)
• This model is based on the idea that one of two
distinct
types
of
leader-member
exchange
relationships evolve, and these exchanges are
related to important work outcomes.
- in-group exchange: a partnership characterized
by mutual trust, respect and liking
- out-group exchange: a partnership characterized
by a lack of mutual trust, respect and liking
• Research supports this model
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Substitutes for Leadership
• Substitutes
for
leadership
represent
situational variables that can substitute for,
neutralize, or enhance the effects of leadership.
Conditions that limit a leader’s influence or make a
particular leadership style unnecessary.
• Research shows that substitutes for leadership
directly
influence
employee
attitudes
and
performance.
Examples:
– Training and experience replace directive leadership
– Cohesive team replaces supportive leadership
– Self-leadership replaces achievement-oriented leadership
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Workers That Are
Experienced or
Highly-Trained
Jobs That Are
Unambiguous or
Highly Satisfying
Is Leadership
Always Relevant?
Workgroups
That Are Cohesive
Goals That Are
Formalized or
Rules That Are Rigid
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Substitutes for Leadership
Characteristic
RelationshipOriented or
Considerate
Leader
Behavior is
Unnecessary
Task-Oriented or
Initiating
Structure Leader
Behavior is
Unnecessary
Of the Subordinate
1. Ability, experience, training,
knowledge
X
2. Need for Independence
X
X
3. “Professional” orientation
X
X
4. Indifference toward
organizational rewards
X
X
Of the Task
5. Unambiguous and Routine
X
6. Methodically invariant
X
7. Provides its own feedback
concerning
X
accomplishment
Gholipour A. 2011. Organizational Behavior. University of Tehran.
8. Intrinsically satisfying.
X
Substitutes for Leadership
(cont)
Characteristic
RelationshipOriented or
Considerate
Leader
Behavior is
Unnecessary
Task-Oriented or
Initiating
Structure Leader
Behavior is
Unnecessary
Of the Organization
9. Formalization (explicit plans, goals, and
areas
of responsibility)
X
10. Inflexibility (rigid, unbending rules and
procedures)
X
11. Highly specified and active advisory and
staff
functions
X
12. Closely knit, cohesive work groups
X
X
13. Organizational rewards not with the
leader’s
control
X
X
Gholipourbetween
A. 2011.superior
Organizational
of Tehran. X
14. Spatial distance
and Behavior. University
X
Servant and Superleadership
• Servant Leadership represents a philosophy in
which leaders focus on increased service to others
rather than to oneself.
• A superleader is someone who leads others to
lead themselves by developing employees’ selfmanagement skills.
• Superleaders attempt to increase employees’
feelings of personal control and intrinsic
motivation.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Characteristics of the ServantLeader
1. Listening Servant-leaders focus on listening to identify
and clarify the
needs and desires of a group.
2. Empathy Servant-leaders try to empathize with others’
feelings and
emotion.
intentions are assumed even
performs poorly.
An
individual’s good
when he or she
3. Healing
Servant-leaders strive to make themselves
and others whole
in the face of failure or
suffering.
4. Awareness
their strengths
Servant-leaders are very self-aware or
and
limitations.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Characteristics of the Servant-Leader
(continued)
5.
Persuasion
Servant-leaders
persuasion than positional
making decisions and trying to influence
rely more on
authority when
others.
6. Conceptualization
Servant-leaders take the time and
effort
to develop
broader based
conceptual
thinking. Servant-leaders seek
an
appropriate balance between a short- term, day-to-day
focus and a long-term, conceptual orientation.
7. Foresight
Servant-leaders have the ability to foresee
future outcomes
associated with a current
course of action or situation.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Characteristics of the Servant-Leader
(continued)
8. Stewardship
Servant-leaders
stewards of the people
manage.
assume that they are
and resources they
9. Commitment to
people
the growth of
Servant-leaders are committed to
beyond
their
immediate work role. They commit to
fostering
people
professional,
10. Building
an environment that encourages personal,
and
spiritual growth.
Servant-leaders strive to create a
sense of community both
Community
within and outside the work organization.
Gholipour A. 2011. Organizational Behavior. University of Tehran.
What Is Trust?
• Integrity: honesty and truthfulness
• Competence: knowledge and skill
• Consistency: reliability and predictability
• Loyalty: willingness to protect
• Openness: give full true
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Employees’ Trust in Their
CEOs
Employees who believe in senior management:
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Three Types of Trust
Deterrence
Based
Knowledge
Based
Identification
Based
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Building Trust
1. Practice Openness
2. Promote Fairness
3. Express Feelings
4. Keep Confidences
5. Be Consistent
6. Keep Promises
7. Tell the Truth
8. Show Competence
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Authentic Leadership
1.
Confident
2.
Hopeful
3.
Optimistic
4.
Resilient
5.
Transparent
6.
Moral / ethical
7.
Future oriented
8.
Associate building
Gholipour A. 2011. Organizational Behavior. University of Tehran.
Level 5 Leader
Gholipour A. 2011. Organizational Behavior. University of Tehran.