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Leading for Change

“Leadership is the art of getting someone else to do something you want done because he wants to do it.”
~ Dwight Eisenhower

Dr. Nuttawuth Muenjohn

Course Coordinator: Leading for Change

School of Management

RMIT University

E-mail: [email protected]

RMIT University©

Teaching Visit

Course Introduction – structure, content and assessment – Understand the course and expectation

Nature of Leadership – definition, importance, effectiveness – Prepare for Assessment Task One and Two

Leadership traits, behaviours, styles, contingency – Prepare for Assessment Task One and Two

Power and Influence – Prepare for Assessment Task Two

RMIT University©

School of Management

RMIT University©

School of Management

Course Aims

This course will help you to develop your ability to:

Critically evaluate and explain the relevance of a range of Leadership and Change Management concepts and approaches to a variety of organisational situations through classroom activity/assessment;

Identify, and knowledgably discuss current issues in leadership and change management through classroom discussion/activity;

Apply learning to contemporary workplace situations, especially through the use of diagnostic tools and models to explore underlying organizational and behavioural issues that may affect the leadership role and organisational change processes;

Demonstrate and apply understanding of the management competencies needed in Leadership and Change Management;

Understand the importance of lifelong learning through self-reflection, self-assessment and personal development in the areas of leadership and change management.

School of Management

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Course BlackBoard (Learning Hub, MyRMIT)

Course Guide

Readings

Lecture slides

Class Material

Learning activities Case Studies

Teaching Schedule

Week 01 - Course Introduction & Nature of Leadership (Textbook: Section 1)
Week 02 - Leadership traits, behaviours and attributes (Textbook: Section 2)
Week 03 - Contingency and Situational Leadership (Textbook: Section 3)
Week 04 - Charismatic and Transformational leadership (Textbook: Section 4)
Week 05 - Leadership power and influence (Textbook: Section 5)
Week 06 - Leadership and Ethics (Textbook: Section 6)
Week 07 - Leading Team (Textbook: Section 7)
Week 08 – Followership (Textbook: Section 9)
Week 09 - International and Culturally diverse aspects of Leadership (Textbook: Section 8)
Week 10 – Managing Change (Textbook: Section 10)
Week 11 – Leadership and the role of the change agent (Textbook: Section 11)
Week 12 - Course Review/Exam information

BUSM3195 Leadership and Management

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BUSM3195 Leadership and Management

RMIT University©

School of Management

Dubrin et al – CP1071 - Leading for Change (1st edition), Cengage Learning Australia, 2016, Compiled by Nuttawuth Muenjohn: 0170380130 / 9780170380133

The textbook is a custom publication of chapters from several books to match the needs of this course

Prescribed textbook

School of Management

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Assessments

TO PASS THIS COURSE:
achieve an aggregate mark of 50% or more overall assessments

Assessments

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Assessment Task	Due Date	Weighting
One: Case Study Analysis	Friday, Week 6	10%
Two: Leadership: From theory to practice and self reflection	Friday, Week 9	50%
Three: Examination	TBA	40%

Assessment Task One

Due Date: Week 06
Type: Group (3 students)
Weighting: 10%
Length: 1,000 words
Forming groups –

You are required to form your group with members in your class – Forming groups across classes IS NOT ALLOWED.

You are required to submit group members’ name and student ID via Course BlackBoard.

RMIT University©

School of Management

Assessment Task One

You are required to analyse a case study and answer the case questions. See more details on Course BlackBoard.
Case Study: Foreign Auto Shop (see full case on MyRMIT/Course BlackBoard)
Case Questions:
Part One

What is the usual leadership situation in the auto repair shop (consider the nature of the task, subordinates, and environment)? Describe Alan’s typical leadership style and evaluate whether it is appropriate for the leadership situation.

Part Two

Describe Alan’s leadership style during the flood and evaluate whether it is appropriate for the leadership situation.

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School of Management

Assessment Task One

It is expected that you will use at least 3 academic references. Websites, such as Wikipedia, will not be accepted, other than for providing general details and these will not be counted in the minimum references required.
Structure:

Case Title

Group members (one member nominated as group leader who will submit the assignment)

Questions 1

Answer

Question 2

Answer

References

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School of Management

Assessment Task Two

Leadership: From theory to practice and self reflection

Due Date: Friday, Week 09
Type: Individual
Weighting: 50%
Length: 2,500-3,000 words

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School of Management

Assessment Task Two

This assessment is designed and developed based on ‘Industry feedback’
3 stages of learning process:
Stage one - Observation: Learning outcome of this stage is that you are challenged to apply and link the theories in this course with your observation.
Stage Two – Interview: Expected to learn not only from your role model’s experience but also about the complexities of leadership.
Stage Three - Self reflection and improvement: Critically evaluate leadership theories and practices and understand how to improve your own leadership skills and qualities.

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Stage One: Observation

Identify a person who you consider to be a successful or effective leader. This could be someone you work with or for (for example: business, professional, sport, volunteer work, religious organisations etc).

What you observe this person doing in their leadership role;

Person’s leadership styles, behaviours, traits, skills and his/her use of power and influence tactics that make him/her an effective leader.

Must be able to apply theories/concepts/models in the course to support your observation.

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School of Management

Stage Two - Interview

Ask your chosen leader to describe his/her leadership style, behaviours, traits, skills and his/her use of power and influence tactics
See if you can confirm with your observation of what you perceived earlier.
What they think are the characteristics of a good and effective leader. Encourage them to give examples or stories.
Also what they think it takes to lead successfully based on their experience and what not to do.

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Stage Three – Self Reflection and Improvement

Reflect on what you have learned from the first two stages, discuss:

What do you learn about the complexities of leadership (comparing between what theory says and what you found i.e. do your findings support the theories in the course?)

Given what you have found, how might your own leadership practice be improved as a result of undertaking this assessment?

How has this piece of research helped you gain a better understanding of what it takes to lead well?

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Assessment Task Two

Introduction (~100 words), Body with headings and sub-headings (i.e. Observation, Interview, Reflection ~ 2,300-2,800 words), Conclusion (~100 words)
Reference: Use at least 10 references, preferably specific topic books or journal/research articles. Websites, such as wikipedia, will not be accepted.
Interview questions must be included in the Appendix section (after ‘Reference List’).

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Note

Students should to get feedback from their lecturer in Week 04.
To do this, students should prepare an initial plan. The plan may include;

Details of the chosen leader (role, position; organisation);

Draft of interview questions;

Timeline of activities;

Key references.

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Submission of assignments

You are asked to submit both assignments in soft copy by 7.00 pm Singapore time.
Assignment due date will be provided in the Blackboard.
Turnitin will check your assignment for originality and will generate a report indicating areas in which the content overlaps with other resources.

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Late Submission

Late submission: will be marked as if submitted on time then the mark awarded will be reduced by 10% for each day (or part of a day) it is late. Assignments that are late by 10 days or more will not be marked and will be awarded zero marks.
Extensions: Up to seven calendar days after the original submission due date must be lodged with the Course Coordinator. Greater than seven calendar days must be made via the Special Consideration Procedure

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School of Management

Plagiarism

is a form of cheating in assessment and may occur in oral, written or visual presentations. It is the presentation of the work, idea or creation of another person, without appropriate referencing, as though it is your own.
The penalties for cheating in assessment are severe, whether the cheating involves plagiarism, fabrication, falsification of data, copyright infringement or some other method. Penalties can include charges of academic misconduct, cancellation of results and exclusion from your course.
It is also a disciplinary offence for you to allow your work to be plagiarised by another student.

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School of Management

Assessment Task Three

Examination

Due Date: In examination period
Type: Individual
Weighting: 40%
Length: 2 hours

BUSM3195 Leadership and Management

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BUSM3195 Leadership and Management

Assessment Task Three

The questions will give you an opportunity to discuss issues from across topics and students are expected to be able to integrate material from throughout the course.
There will be information available on Course BlackBoard closer to the examination period to help you prepare and have a good idea of the type of questions you may encounter.

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School of Management

Question?......

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The nature and importance of leadership

"People ask the difference between a leader and a boss.... The leader works in the open, and the boss in covert. The leader leads and the boss drives"

~Theodore Roosevelt~

What is leadership? – Feedback from Students

Ability to motivate, inspire and encourage somebody to do something you want to be done

Someone with the ability to influence large numbers to achieve a common goal or desired direction

Being able to influence and motivate others by action, example and authority

To inspire, motivate and influence a group of people to achieve common goals effectively

The role of influencing, motivating and encouraging followers to reach their full potential thereby achieving or exceeding goals set by the organization

Ability to invent, inspire, persuade, motivate and support followers towards a specific objectives

Someone who influences others make others follow in their path

Ability to inspire someone to do something that you want them to do even if they may not want to do it

Ability to conduct and co-ordinate an unit. And within this unit, show courage, devotion, honesty, integrity and patience

Ability to guide and provide stability to a group in search at a common goal

A person who is able to, not only to take control of a situation, but delegate, motivate, and inspire

Leading by example and directing a group through motivation and inspiring others with their vision

Ability to lead a group of people to a common goal through influence, encouragement and delegation

One who commands a certain level of respect in order to inspire people into directed action

The Meaning of Leadership

Bass’ “Handbook of Leadership” suggested “There are almost as many definitions of leadership as those who have attempted to define the concept” (Bass, 1990, p.11).
More than 4,000 definitions were collected under 12 categories in Bass’ Handbook such as a focus of group, a matter of personality, a power relationship and an instrument to achieve goals

The Meaning of Leadership

Rost found 221 definitions of leadership in the total of 587 works.
Definitions has changed from period to period:

1900s: Leadership definitions emphasize control and centralization of power

1930s: Leadership was defined as traits

1940s: Group approach

1950s: Influence approach

Leadership

“an influence relationship among leaders and followers who intend real changes that reflect their mutual purposes” (Rost,1993, p. 102).
“is a special case of interpersonal influence that gets an individual or group to do what the leader wants done” (Schermerhorn et al., 1997, p. 315).
“the ability to influence people toward goal achievement” (Baird et al., 1990, p. 290).
“leaders are people who are able to influence the behaviours of others without having to rely on threats or other forms of force” (Barney and Griffin, 1992, p. 588).

So…. What is Leadership?????

Leadership is an Influence process…..

Influence ---- followers’ attitudes, behaviours and thoughts…….

Influence followers so that they do and willing to do whatever leaders want them to do…

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Questions

Q 1 - How leaders influence followers……

Using ‘POWER’…. LEADERS HAVE POWER OVER FOLLOWERS….

Q 2- What kinds of power???

Formal Power – power/authority given by Organisation to reward or discipline….

Informal Power – Respect, trust, believe in, admired…

Most effective leaders influence followers by inspiring, being good role model, motivating, providing clear vision

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School of Management

Leadership VS Management

Management is doing things right; leadership is doing the right things.
~ Peter F. Drucker

Management Function/Process

Planning

Choosing tasks, How & When it must be performed, Outline what tasks org. must do to be successful

Organizing

Assigning tasks to individuals or groups, Distributing organizational resource

Directing

Motivating, Leading , and Directing individuals to perform the tasks

Controlling

Monitoring and comparing present performance to standard performance

Management VS Leadership

Management focuses on technical aspects of Management Functions

Leadership focuses on interpersonal aspects of Management Functions

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Leadership VS Management

Leaders are people who have followers. Managers have subordinates (Lundy, 1990).

“Management is predominantly activity based involving planning and budgeting, organizing and staffing, controlling and problem solving.... Leadership on the other hand …create a sense of direction and to communicate the vision. These involve dealing with people rather than things...” (Maurik, 1994, p.7).

Effective managers also lead and effective leaders also manage.

There are several key distinctions between leadership and management

Leadership deals with the interpersonal aspects of a manager’s job.

Management deals with the functional, administrative aspects of a manager’s job.

Leadership and Management

Is more formal and scientific than leadership.
Uses a set of explicit tools and techniques.
Is based on reasoning and testing.
Produces a degree of predictability and order and maintains the organisation.
It focuses on the routine.
Implements the vision.

Management

Leadership

Deals with change, inspiration, motivation and influence.
Involves having a vision of what an organisation can become.
Requires developing cooperation and teamwork.
Produces changes, which are often transformative.

Role Differences

Management	Leadership
Planning & Budgeting	Establishing Direction
Organizing & Staffing	Aligning people
Controlling	Inspiring
Maintain Stability	Create Change
Emotion distance	Emotion connection
Expert mind	Open mind
Talking	Listening

Management and Leadership

Leadership

Set direction, create vision
Coordinate/work with staff
Motivate/inspire people
Effective if want to change
Involve emotion
Deal with interpersonal
Listen to folllowers

Management

Implement the vision
Organise staff
Control subordinates
Appropriate with stable situations
Keep emotion from subordinates
Deal with technical aspects
Give orders (talking)

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Leadership – what impact?

There is debate as to the impact of leadership on organisational performance.

The Argument For -

Leadership DOES make a difference

Leaders through their actions and influence bring about change – stories of leaders in action who reorient the strategies and structures of organisations.

Effective Leadership increase:

Satisfaction

Effectiveness

Extra effort

The Argument Against -

Formal leadership DOES NOT make a difference.

Leadership has a smaller impact
on outcomes than do forces in
the situation.

Arguments Against Leadership:

Teams of highly trained individuals
Computer technology
Factors outside the leader’s control have a larger impact on business than do leadership actions
An organisation’s fate is determined by forces outside the leader/manager’s control
Leaders have unilateral control over only a few resources
Managers can only react or innovate in order to adapt to outside forces.
All organisations eventually die because of the system, not leadership and management.

Leadership Roles

A role is an expected set of activities or behaviours related to one’s job

Leadership Roles

Figurehead

Spokesperson

Negotiator

Coach

Team Builder

Team Player

Technical

Problem

Solver

Entrepreneur

Strategic

Planner

Management and Leadership

Leadership

Set direction, create vision
Coordinate/work with staff
Motivate/inspire people
Effective if want to change
Involve emotion
Deal with interpersonal
Listen to folllowers

Management

Implement the vision
Organise staff
Control subordinates
Appropriate with stable situations
Keep emotion from subordinates
Deal with technical aspects
Give orders (talking)

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Leadership Roles

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Figurehead …..ceremonial activities….
Spokesperson …keeping key groups informed about the activities of the organisation or organisational unit….
Negotiator …making deals with others for needed resources...
Coach …recognising achievement, giving feedback, and giving suggestions for performance improvement….
Team builder …building an effective team….
Team player …being a good team member oneself….
Technical problem solver …advising others on solving problems and being an individual contributor….
Entrepreneur …suggesting innovative ideas and furthering the business….
Strategic planner ….setting a direction for the organisation, helping the firm deal with the external environment, and policy setting….

Question…

From your own experiences, what do you see are the benefits and frustrations associated with leadership (becoming a leader)?

Satisfactions of Leaders

Feeling of power and prestige
Chance to help others grow
High income
Respect and status
Good opportunities for advancement
Feeling of “being in on” things
Opportunity to control resources

Dissatisfactions of leaders

Too much uncompensated overtime
Too many “headaches”
Not enough authority to carry out responsibility
Loneliness
Too many problems involving people
Too much organizational politics
Pursuit of conflicting goals

School of Management: RMIT University

A Framework for Understanding Leadership

School of Management: RMIT University

Determinants of Leadership Effectiveness

Leader’s characteristics

High energy, intelligence, knowledge, self-confident, interpersonal skills

Leadership behaviours

People orientation, Task orientation

Followers’ characteristics

Self-motivated, willingness, ability

Internal/External factors

Culture, structure, economic, technology, Strategy

Group Work

Group Discussion

From your experience and prior knowledge, does leadership or management in organisations make the most impact on organisational performance?

Individual Reflection:

Do I want to be a leader? Why, why not?
What leadership roles am I prepared for?
What leadership skill areas will I need to develop and what activities can I undertake to do this?

Leadership Traits,
Behaviours and styles

“A leader is a dealer in hope.”
~ Napoleon Bonaparte

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School of Management: RMIT University

BUSM3120 Leadership and Management

School of Management, RMIT University

BUSM3120 LEADERSHIP AND MANAGEMENT

Development of Leadership Studies

School of Management: RMIT University

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Leadership Approach	Variables/Theories	Main Focus	Period
Trait Approach: Great Man Theory	Values, personalities, self-confident, assertiveness, emotional stability, locus of control, courage etc.	Personality traits ‘Who’	1900s – 1940s
Behavioural Approach	Task Orientation VS People (Relationship) Orientation	How leader behave ‘How’	1950s
Contingency Approach	LPC theory Path-Goal Theory Situational Leadership	Situational factors ‘What’	1960s – 1970s
Contemporary Approach	Charismatic, Transformational, Servant, Visionary Leadership	How leader influence others	1980s - present

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School of Management

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Trait Approach: Great Man Theory

Up to late 1940s
First leadership approach, represented a beginning of leadership
Underlying assumption: “some basic traits differentiated leaders from non-leaders”
Leaders were in fact born

BUSM3120

School of Management

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Leadership Personal qualities

Courage

Decisiveness

Self-confidence

Intelligence

Integrity and Honesty

Loyalty

Unselfishness

Knowledge

Persistence

Popularity

Mental strength

BUSM3120

School of Management

School of Management: RMIT University

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Personality Traits of Effective Leaders

Leader’s personality traits can be divided into two groups.

General personality traits

Task-related traits

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A general personality trait is a trait that is observable both within and outside the context of work.
They are related to success and satisfaction in both work and personal life.

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General Personality Traits of Effective Leaders

Tex: 29

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General Personality Traits of Effective Leaders

Self confidence – realistic self confidence projected by leaders inspire self confidence in others.
Trust and honesty are shown by a leader ‘walking the talk’ that is consistency between what they ‘espouse’ and what they ‘enact’. Leaders must also trust others.

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General Personality Traits of Effective Leaders

Extroversion, that is being outgoing and gregarious is helpful to leaders. They are likely to be more interested in participation with their group members.
Assertive behaviour enables leaders to express their demands, feelings, attitudes and opinions whilst respecting the rights of others. They are neither aggressive or passive.

School of Management: RMIT University

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General Personality Traits of Effective Leaders

Enthusiasm helps to inspire and motivate others and is a constructive way of rewarding others.
Warmth enables leaders to develop rapport, be perceived as charismatic, and to provide emotional support to others.
Humour increases a leader’s approachability. Appropriate humour can help to diffuse tension and conflict and be used as a power tactic. Humour should avoid issues such as culture, race, gender, religion etc

School of Management: RMIT University

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General Personality Traits of Effective Leaders

Emotional stability is the ability to control emotions so they are appropriate to the situation. Followers expect and need consistency.
A high tolerance for frustration enables a leader to cope with changes to goals and plans.

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Task-related personality traits of leaders

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Task-related Personality Traits of Effective Leaders

A passion for work and to some extent the people who help them accomplish work – common in entrepreneurial leaders who can become obsessive about achieving goals.
Courage to take initiative and risks and willing to take responsibility.
Flexibility allows the leader to adapt to change and to different situations.

School of Management: RMIT University

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Task-related Personality Traits of Effective Leaders

Locus of Control - “The extent to which people believe they are in control of their own destinies”

External Locus of Control: describe people who believe that fate, luck, or outside forces are responsible for what happens to them

Internal Locus of Control: describe people who believe that ability, effort, or their own actions determine what happens to them

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Task-related Personality Traits of Effective Leaders

Emotional intelligence involves recognising and connecting with people and understanding one’s own and others’ emotions.
“Ability to connect with people and understand their emotions”
“Qualities such as understanding one’s feelings, empathy for others, and the regulation of emotions to enhance living.
It includes our own self awareness, self control and motivation as well as empathy for others and building networks and relationships through positive social skills.

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Five dimension - Emotional intelligence

Self Awareness – Ability to understand your emotion
Self regulation – Ability to control your own action/behaviour, clam down, react with appropriate anger to situations
Motivation – Passion to work for reasons other than money
Empathy – Ability to respond to the unspoken feelings of others
Social Skill – ability to manage relationship and build network of support

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The Strengths of the Trait Approach

The evidence is convincing that leaders possess personal characteristics that differ from those of non-leaders.
Understanding the traits of effective leaders serves as an important guide to leadership selection.

BUSM3120

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The Limitations of the Trait Approach

No single trait or group of characteristics would guarantee leadership successes and outcomes
Failed to recognise possible differences in situations. “persons who are leaders in one situation may not necessarily be leaders in other situations.” (Stogdill, p. 64).

BUSM3120

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Activity – Assignment Two preparation

Go to Forbes website: Top 10 List: The Greatest Living Business Leaders Today

http://www.forbes.com/sites/davidkwilliams/2012/07/24/top-10-list-the-greatest-living-business-leaders-today/

Selection one leader….

Report back to class…..

What leadership traits do you think he/she possesses?

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Behavioural Approach

Behavioural approach attempted to identify and measure the leadership behaviour patterns that influenced followers’ productivity and morale.

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Behavioural Approach

Study on how a leader behaves toward their followers
Focus of leadership study between 1950s and 1960s

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Leadership Behaviours

Leadership behaviours can be grouped into either

Task-Oriented Behaviour (Initiating Structure)

Relationship-Oriented Behaviour (Consideration)

TASK: This type of behaviour, attitude or skill focuses more on the task to be performed than on the interpersonal aspect of leadership

RELATIONSHIP: This type of behaviour, attitude or skill focuses more on the interpersonal aspect of leadership than on the actual task.

BUSM3120

School of Management

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Task-Oriented Leadership

Organising and defining tasks within organisation.
Assigning specific tasks
Specifying procedures to be followed
Scheduling work
Clarifying expectations for team members
Also referred to as production emphasis, task orientation, and task motivation

BUSM3120

School of Management

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Relationship-Oriented Leadership

Leader creates an environment of emotional support, warmth, friendliness, and trust
Involves being friendly and approachable
Looking out for the personal welfare of the group
Doing small favours for the group

BUSM3120

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Dr. Nuttawuth Muenjohn

Organizational Behavior

Evaluation Behaviour Approach

Main idea: “Explain how leaders combined the task and relationship behaviours to influence the followers’ performance and satisfaction”
Similar to the trait approach, also suffered for failing to include situational elements
Inconsistent findings were often found in the studies using this approach.

Organizational Behavior

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Leadership style

The relatively consistent pattern of behaviour that characterises a leader

Often based on the dimensions of initiating structure and consideration

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School of Management

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Leadership style

The relatively consistent pattern of behaviour that characterises a leader

Attitude

Behaviour

STYLE

BUSM3120

School of Management

School of Management: RMIT University

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Participative leadership

Participative leaders share decision making with group members

Accepts suggestions from group members

Has a teamwork approach

Can be time-consuming

Manager’ perception that a participative approach reduces their power

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Autocratic leadership

Autocratic leaders retain most of the authority for themselves

Autocratic leaders make decisions confidently, assume that group members will comply, and are not overly concerned with group members’ attitudes toward a decision

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Selecting the best leadership style

Leaders who get the best results do not rely on one style of leadership

Several different leadership styles can be drawn upon by leaders in any one week

Effective leaders exhibit versatility and flexibility in leadership style and adapt their behaviour to the changing demands

Cultural settings must also be considered when selecting appropriate styles

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School of Management

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Activity – Assignment Preparation….

Group Discussion

Can you think of your ‘chosen leader’ and identify the leadership traits he/she possess?
What do you think is your preferred style? Relate your style to your own personality, values, beliefs, experience etc.

Individual Reflection

Effective leaders have high assertiveness skills and a strong internal locus of control. How do you rate yourself on these scales?

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Contingency and Situational Leadership

It is a terrible thing to look over your shoulder when you are trying to lead -- and find no one there.
~ Franklin D. Roosevelt

BUSM3120

Contingency and Situational Leadership

The situation can influence which leadership behaviour or style a leader emphasises.
Leaders are most effective when they make their behaviour contingent upon situational forces
Assumption: “effective leadership behavior varied from one situation to another and thus to determine appropriate leadership behavior, a leader needed to take situational factors into account”

Situational Influences on Effective Leadership Behaviour

The situation can influence which leadership behaviour or style a leader emphasises.
Leaders are most effective when they make their behaviour contingent upon situational forces

Fiedler’s Contingency Theory of Leadership Effectiveness (LPC leadership Model)

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Least Preferred Co-Worker (LPC) model

Fred E. Fiedler developed a contingency model that holds that the best style of leadership is determined by the situation in which the leader is working.
Sheds light on two important issues:

Why, in a particular situation, some leaders will be effective and other leaders with equally good credentials will be ineffective.

Why a particular leader may be effective in one situation but not in another.

Four stages of LPC Process

Assessing Leadership Behaviours

Measuring situations

Matching leadership behaviours with situations

Change situations to Match leadership behaviours

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Least Preferred Co-Worker (LPC) Process

Assessing Leadership Behaviours: Use LPC scales

See the LPC questionnaire in the teaching package

LPC Questionnaire

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Leadership Behaviours

Relationship-oriented Behavior: want to be liked by and to get along well with their subordinates.

Also called High LPC leaders because they tend to describe their LPC in relatively positive terms.

Task-oriented Behavior: want their subordinates to perform at a high level and accomplish all of their assigned tasks.

Also called Low LPC leaders because they tend to describe their LPC in relatively negative terms.

Least Preferred Co-Worker (LPC) Process

2. Measuring situations

Leader-Member Relations (good/poor): How satisfactory is the relationship between the leader and the work group

Task Structure (high/low): The degree to which the group’s task is well defined

Position Power (high/low): The degree to which leaders have strong power in their position

Fielder’s findings on leadership performance and favourability of the situation

Least Preferred Co-Worker (LPC) Process

3. Matching leadership behaviours with situations

Task-oriented leadership is more effective with High & Low Control situations (Situations 1, 2, 3, and 8: see previous slide)

Relationship-oriented leadership is more effective with Moderate Control situations (Situation 4, 5, 6, 7: see previous slide)

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Least Preferred Co-Worker (LPC) Process

4. Change situations to Match leadership behaviours

Improve Leader-Member relationship

Increase Task structure

Exercise more position power

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LPC Assumptions

Leadership behaviours are relatively fixed
To be effective, a leader must change situations to match his/her leadership behaviour

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Question: Should a leader change his/her leadership behaviours or situational factors???

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The Path-Goal Theory of Leadership Effectiveness

What the leader must do to achieve high productivity and morale in a given situation.
In general, a leader attempts to clarify the path to a goal for a group member so that he or she receives personal payoffs.

The major proposition of path-goal theory

A leader should choose a leadership style that takes into account the characteristics of the group members and the demands of the task.
Path-goal theory emphasises that the leader should choose among four different leadership styles to achieve optimum results in a given situation.

The path-goal theory of leadership

Four Leadership Styles

Directive behavior lets subordinates know what tasks need to be performed and how they should be performed.
Supportive behavior lets subordinates know that their leader cares about their well-being and is looking out for them.
Participative behavior enables subordinates to be involved in making decisions that affect them.
Achievement-oriented behavior pushes subordinates to do their best. Includes setting difficult goals for followers, expecting high performance, and expressing confidence.

Leadership styles VS Situations

Directive: increase subordinates’ performance and satisfaction when the task is ambiguous and subordinates are inexperienced
Supportive: result in a higher subordinate effort and satisfaction when the task was unpleasant, stressful, frustrating, and repetitive
Participative: promote satisfaction of subordinates on non-repetitive, unstructured tasks, and with internal locus control employees (Display of skills and ability)
Achievement-oriented: work well in complex tasks by increasing subordinates’ self-confidence in their ability to meet challenging goals i.e. high competitive, internal locus of control

The Hersey-Blanchard Situational Leadership Model

The situational leadership model
of Paul Hersey and Kenneth H. Blanchard explains how to match the leadership style to the readiness of the group members.

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Basics of the Model

Leadership style in the situational model is classified according to the relative amount of task and relationship behaviour the leader engages in.
The differentiation is akin to initiating structure versus consideration.
The situational leadership model states that there is no one best way to influence group members. The most effective leadership style depends on the readiness level of group members.

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Situational leadership model

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Four Leadership Styles

Developed based on the combination of Task and Relationship-Oriented Leadership
Telling (S1): High Task & Low Relationship (Directive)
Selling (S2): High Task & High Relationship (Directive but show concern)
Participating (S3): High Relationship & Low Task (Less directive but more collaboration)
Delegating (S4): Low Task & Low Relationship (Empowering)

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Situational Factors: Readiness levels of subordinates

Readiness:

Subordinates’ abilities, knowledge, skills, experience to perform their tasks

Subordinates’ willingness, confidence, commitment , motivation to accomplish goals/tasks

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Situational leadership model continued

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Matching Leadership with Situations

Telling (S1) with Follower R1 (Unable and Unwilling/insecure)
Selling (S2) with Follower R2 (Unable but Willing/confident)
Participating (S3) with Follower R3 (Able but Unwilling/insecure)
Delegating (S4) with Follower R4 (Able and Willing/confident)

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The Hersey-Blanchard Situational Leadership Assumptions

More competent followers require less specific direction than less competent
Leader must change his/her leadership styles when followers become more competent and confident in their task and more willing to do the task

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Evaluation of Contingency Approach

Huge impact on leadership study by providing effective leadership behaviors regarding a variety of different situations
Most of the models/theories were criticized on the complexity of the models and their validity
Criticized for treating leadership as one-way process

Power and Influence Tactics of Leaders

“I never referred to myself as a hero. I had a job to do and a goal to reach” – Carl Brasher (Portrayed by Cuba Gooding Jr. in “Men of Honor”, 2000)

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Power and Leadership

To exercise influence, a leader must have power, the potential or ability to influence decisions and control resources.
Power is intertwined with leadership.
Effective leaders use power appropriately, and know when and how to be directive and when to delegate.
At the same time, they know how to be consultants, providing guidance instead of issuing commands.

A Definition of Power

Power

The ability/capacity of one person to influence other people to bring about desired outcomes.

Dependency

B’s relationship to A when A possesses something that B requires.

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Negative side of Power

Power often have negative connotations because people associate them with attempts to use organizational resources for personal advantage and to achieve personal goals at the expense of other goals.

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Positive side of Power

Managers can use power to control people and other resources so that they cooperate and help to achieve an organization’s current goals.
Managers can use power to influence the decision-making process to help promote new, more appropriate organizational goals.

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Contrasting Leadership and Power

Leadership

Focuses on goal achievement.

Requires goal compatibility with followers.

Focuses influence downward.

Research Focus

Leadership styles and relationships with followers

Power

Used as a means for achieving goals.

Requires follower dependency.

Used to gain lateral and upward influence.

Research Focus

Power tactics for gaining compliance

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Sources of Power: Position Power

Coercive Power
A power base dependent on fear.

Reward Power
Compliance achieved based on the ability to distribute rewards that others view as valuable

Position Power

Is established by an individual’s position in an organization; conveys the ability to coerce or reward, from formal authority, or from control of information.

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Bases of Power: Position Power

Legitimate Power

The power a person receives as a result of his or her position in the formal hierarchy of an organization.

Information Power

Power that comes from access to and control over information.

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Sources of Power: Personal Power

Expert Power

Influence based on special skills or knowledge.

Referent Power

Influence based on possession by an individual of desirable resources or personal traits.

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Responses to the use of power

Position Power

Appropriate use: “Compliance”

Excessive use: “Resistance”

Personal Power

“Commitment”

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The Nature of Empowerment

Increase power by giving power
Empowerment refers to passing decision-making authority and responsibility from managers to group members.
Almost any form of participative management, shared decision making and delegation can be regarded as empowerment.

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Becoming an Empowering Leader

A leader’s power and influence increase when he or she shares power with others.
One explanation for this paradox is that as team members receive more power, they can accomplish more.
A truly powerful leader makes team members feel powerful and able to accomplish tasks on their own.
To empower others is to be perceived as an influential person.

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Empowering Practices

The practices that foster empowerment supplement standard approaches to participative management, such as conferring with team members before reaching a decision.
Foster initiative and responsibility.
Link work activities to the goals of the organisation.
Provide ample information.
Allow group members to choose methods.
Encourage self-leadership.

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Key Influence Tactics –
Leading by Example

A simple but effective way of influencing group members is leading by example, or leading by acting as a positive role model.

The ideal approach to leading by example is to be a ‘do as I say and do’ manager – that is, one whose actions and words are consistent.

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Influence Tactics – Rational Persuasion

Rational persuasion is an important tactic for influencing people.

Rational persuasion involves using logical arguments and factual evidence to convince another person that a proposal or request is workable and likely to result in goal attainment.

Rational persuasion is likely to be most effective with people who are intelligent and rational.

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Influence Tactics – Developing a Reputation as a Subject Matter Expert

Becoming a subject matter expert (SME) on a topic of importance to the organisation is an effective strategy for gaining influence.

Being an SME can be considered a subset of rational persuasion.

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Influence Tactics –
Exchanging Favours and Bargaining

Offering to exchange favours if another person will help you achieve a work goal is another standard influence tactic.
By making an exchange, you strike a bargain with the other party.
The exchange often translates into being willing to reciprocate at a later date.

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Influence Tactics – Getting Network Members to Support Your Position

Networking is an important strategy for career management, including becoming an influential person.

Other qualified people supporting your position lend credibility to it.

The ability to establish a network and call on a member of the network when needed helps you exert influence.

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Influence Tactics – Legitimating a Request

To legitimate is to verify that an influence attempt is within your scope of authority.

Making legitimate requests is an effective influence tactic.

Another aspect of legitimating
is to show that your request is consistent with organisational policies, practices and expectations of professional people.

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Influence Tactics – Inspirational Appeal and Emotional Display

A leader is supposed to inspire others, so it follows that making
an inspirational appeal is an important influence tactic.

For an emotional appeal to be effective, the influence agent must understand the values, motives and goals of the target.

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Influence Tactics – Consultation

Consulting with others before making a decision is both a leadership style and an influence technique.

The influence target becomes more motivated to follow the agent’s request because the target is involved in the decision-making process.

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Influence Tactics – Forming Coalitions

At times it is difficult to influence an individual or group by acting alone.

A leader will then have to form coalitions, or alliances, with others to create the necessary clout.

A coalition is a specific arrangement of parties working together to combine their power.

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Influence Tactics – Game Playing

Leaders, as well as others, often play games in order to influence others.

A game in this context is a repeated series of exchanges between people that seems plausible but has a hidden agenda or purpose.

Influence is exerted in a game because the person against whom the game is played is made to feel humble.

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References

Certo, S. C. (2003) Modern Management (9th eds.), New Jersey, Prentice Hall.
Daft, R. L. (2005) The Leadership Experience (3rd eds), Canada: South-Western
Dubrin, A., Dalglish, C. & Miller, P. (2006) Leadership: An Australasian Focus, 2nd edn. Milton: John Willey and Son
Ian Woodruff, School of Management, RMIT University
Miller, P. (2006) Unit Information: MNG03217 Leading and Managing People: Graduate College of Management, Southern Cross University
Miller, P. (2006) MNG03217 Readings Part A, Graduate College of Management, Southern Cross University
Anonymous, 10 Quotations on Leadership, http://www.famous-quotes-and-quotations.com/leadership-quotes.html, access 10 Feb 2008,
Yukl, G. (2006) Leadership in Organizations, NJ, Prentice Hall
Baird, L. S., Post, J. E., and Mahon, J. F. (1990) Management: Functions and responsibilities, New York, Harper Collins
Barney, J. B. and Griffin, R. W. (1992) The management of organizations: Strategy, Structure, Behavior, Boston, Houghton Mifflin
Bass, B. M. (1990) Bass and Stogdill’s Handbook of Leadership, Third edition, New York, Free Press.
Dubrin, A., Dalglish, C. & Miller, P. (2006) Leadership: An Australasian Focus, 2nd edn. Milton: John Willey and Son
Lundy, J.L.(1990) Lead, Follow, or Get Out of the Way, Avant Books, Slawson, CA,
Ian Woodruff, School of Management, RMIT University
Maurik, J.V. (1994), Discovering the Leader in You, McGraw-Hill international, New York
Miller, P. (2006) Unit Information: MNG03217 Leading and Managing People: Graduate College of Management, Southern Cross University
Robbins, S. P. (2001) Organizational Behavior: Concepts, Controversies, Applications (9th eds.), New Jersey: Prentice Hall
Rost, J. C. (1993) Leadership for the Twenty-First Century, Connecticut, Praeger Publishers
Schermerhorn Jr., J. R. and Bond, M. H. (1997) ‘Cross-cultural leadership dynamics in collectivism and high power distance settings’, Leadership & Organization Development Journal, Vol. 18, No. 4, 187-193.

Thank you…..

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EXERCISE Least Preferred Co-worker (LPC) Self-Assessment Instructions: Think of the person with whom you can work least well. This

may be someone you work with now or someone you knew in the past. It does not have to be the person you like least well, but it should be the person with whom you had the most difficulty in getting a job done. Describe this person as he or she appears to you, by circling a number for each scale.

Pleasant 8 7 6 5 4 3 2 1 Unpleasant Friendly 8 7 6 5 4 3 2 1 Unfriendly

Rejecting 1 2 3 4 5 6 7 8 Accepting Helpful 8 7 6 5 4 3 2 1 Frustrating

Unenthusias ti

1 2 3 4 5 6 7 8 Enthusiastic Tense 1 2 3 4 5 6 7 8 Relaxed

Distant 1 2 3 4 5 6 7 8 Close Cold 1 2 3 4 5 6 7 8 Warm

Cooperative 8 7 6 5 4 3 2 1 Uncooperati Supportive 8 7 6 5 4 3 2 1 Hostile

Boring 1 2 3 4 5 6 7 8 Interesting Quarrelsome 1 2 3 4 5 6 7 8 Harmonious Self-assured 8 7 6 5 4 3 2 1 Hesitant

Efficient 8 7 6 5 4 3 2 1 Inefficient Gloomy 1 2 3 4 5 6 7 8 Cheerful

Open 8 7 6 5 4 3 2 1 Guarded

Scoring: Your LPC score is the sum of the answers to these 16 questions. A high score (greater than 64) reflects a relationship-orientation, while a low score (less than 57) signals a task-orientation. A score of 58 to 63 places you in the intermediate range.

Interpretation: According to Fiedler's work, a person with a high LPC tends to be relationship-oriented. These leaders generally tend to perform best under conditions of intermediate favorability. Leaders with a low LPC score are more task-oriented, and they tend to function best under conditions of high and low favorability. Work by John K. Kennedy, Jr., (1982) indicates that "the performance of middle LPC leaders is generally superior to that of the high and low LPC leaders .. ." (p.1)1

Source: F. E. Fiedler and M. M. Chemers, Leadership and Effective Management (Glenview, IL: Scott, Foresman; 1974). Reprinted with permission. 'J. K. Kennedy, Jr., "Middle LPC Leaders and the Contingency Model of Leadership Effectiveness," Organizational Behavior and Human Performance 31 (1982), pp. 1-14.

EXERCISE Least Preferred Co-worker (LPC)

Self-Assessment Instructions: Think of the person with whom you can work least well. This

may be someone you work with now or som eone you knew in the

past. It does not have to be the person you like least well, but it

should be the person with whom you had t he most difficulty in

getting a job done. Describe this person as he or she appears to you, by

circling a number for each sc ale.

Pleasant

8 7

432 1

Unpleasant

Friendly

8 7 6 5 4 3 2 1

Unfriendly

Rejecting

1 2 3 4 5 6 7 8

Accepting

Helpful

8 7 6 5 4 3 2 1

Frustrating

Unenthusias

1 2 3 4 5 6 7 8

Enthusiastic

Tense

1 2 3 4 5 6 7 8

Relaxed

Distant

1 2 3 4 5 6 7 8

Cold

1 2 3 4 5 6 7 8

Warm

Cooperative

8 7 6 5 4 3 2 1

Uncooperati

Supportive

8 7 6 5 4 3 2 1

Hostile

Boring

1 2 3 4 5 6 7 8

Interesting

Quarrelsome

1 2 3 4 5 6 7 8

Harmonious

Self-assured

8 7 6 5 4 3 2 1

Hesitant

Efficient

8 7 6 5 4 3 2 1

Inefficient

Gloomy

1 2 3 4 5 6 7 8

Cheerful

Open

8 7 6 5 4 3 2 1

Guarded

Scoring: Your LPC score is the sum of the answers t o these 16 questions. A high scor e

(greater than 64) reflects a relationship-orientation, while a low score (less than 57) signals

a task-orientation. A score of 58 to 63 places you in the intermediate range.

Interpretation: According to Fiedler' s work, a person with a high LPC tends to be

relationship-oriented. T hese leaders generall y tend to perform best under conditions of

intermediate favorability. Leaders with a low LPC score are m ore task-oriented, and they

tend to function best under conditions of high and low fa vorability. Work by John K.

Kennedy, Jr., (1982) indicates that "the pe rformance of middle LPC leaders is generally

superior to that of the high and low LPC l eaders .. ." (p.1)

Source: F. E. Fiedler and M. M. Chemers, Leadership and Effective Management (Glenview, IL: Scott, Foresman; 1974). Reprinted

with permission. 'J. K. Kennedy, Jr., "Middle LPC Leaders and the Contingency Model of Leadership Effectiveness," Organizational

Behavior and Human Performance 31 (1982), pp. 1-14.