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| use of power and influence to direct the activities of followers toward goal achievement. |
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| defined as the ability to influence the behavior of others and resist unwanted influence in return. |
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| three types of organizational power derived primarily from a person's position within the organization- legitimate power, reward power, and coercive power |
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| derived from a position of authority inside the organization and is sometimes referred to as "formal authority"-- having a title |
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| exists when someone has control over the resources or rewards another person wants- managers |
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| when a person has control over punishments in an organization- principle of fear-poor form because it tends to result in negative feelings |
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| derived from a person's expertise, skill, or knowledge on which others depend. |
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| exists when other have a desire to identify and be associated with the person- affection, admiration, or loyalty towards a specific individual-- Oprah Winfrey |
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| Personal forms of power are more strongly related to organizational commitment and job performance than are the organizational forms |
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| Certain situations in organizations that are likely to increase or decrease the degree to which leaders can use their power to influence others. |
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| Contingency factor; degree to which people have alternatives in accessing resources |
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| contingency factor; degree to which managers have the right to make decisions on their own. |
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| contingency factors; represents how important a person's job is and how many people depend on that person to accomplish their tasks |
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| contingency factor; how aware others are of a leader's power and position |
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the use of an actual behavior that causes behavioral or attitudinal changes in others
1. directional- downward; upward, lateral
2. Influence is relative |
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| most effective- rational persuasion, inspirational appeals, consultation, and collaboration |
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| use of logical arguments and hard facts toshow the target that the request is a worthwhile one; most important when it helps show that the proposal is important and feasible- consistently successful in the case of upward influence |
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| designed to appeal to the target's values and ideals- creating an emotional or attitudinal reaction |
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| occurs when the target is allowed to participate in deciding hwo to carry our or implement a request. Increases commmitment from the target |
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| attempting to make it easier for the target to complete the request- leader helpling complete the task, providing required resources, or removing obstacles that make task completion difficult |
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| use of favors, compliments, or friendly behavior to make the target feel better about the influencer- better for long-term strategy and not nearly as effective when used immediately prior to making an influence attempt; sucking up |
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| requestor asks for something based on personal friendship or loyalty- stronger the friendship the more successful |
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| requestor offers a reward or resource to the target in return for performing a request- need something of value to offer |
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| occurs whne the requestor clearly explains why performing the request will benefit the target personally- differs from rational persuasino in that it focuses solely on the benefit to the target as opposed to simple logic of benefits to the group or organization; differs from exchange in that the benefit is not necessarily something that the requestor gives to the target but rather something that results from the action |
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| one of the least effective; use of coercive power through threats and demands; only brings benefits in the short-term |
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| least effective; when the influecner enlists other people to help influence the target; usually in combo with others |
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| Two points about leaders' use of influence tactics |
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1. Influence tactics tend to be most successful when used in combination
2. Influence tactics that tend to be most successful are those that are "softer" in nature |
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| Responses to influence tactics |
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1. Engagement
2. Compliance
3. Resistance |
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| occurs when the target of influence agrees with and becomes committed to the influence request- best; reflects a shift in both the behaviors and the attitudes of employees |
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| occurs when targets of influece are willing to do to what the leader asks, but htey do it wiht a degree of ambivalence- does not change attitudes- most common |
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| when a target refuses to perform the influence request and puts forth an effort to avoid having to do it- making excuses, trying to influecne the requestor in return, or simply refusing to carry out the request- most likely when the influencer's power is low relative to the target or when the request itself is inappropriate or unreasonable. |
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| actions by individuals that are directed toward the goal of furthering their own self-interests- not necessarily in the opposition to the company's interests - leader needs to be able to push his or her own ideas and influence others through the use of organizational politics |
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the ability to effectively understand others at work and use that knowledge to influence others in ways that enhance personal and/or organizational objectives
1. networking ability- adeptness at identifying and developing diverse contacts
2. social astuteness- tendency to observe tohers and accurately interpret their behavior
involves 2 other capabilities- having an unassuming and convincing personal style that is flexible enough to adapt to different situaitons; high levels of honesty and genuineness |
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| Environments that are perceived as extremely political have been shown to cause... |
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| lower job satisfaction, increased strain, lower job performance, and lower organizational commitment among employees- detrimental to company performance as a whole |
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| Factors that foster organizational politics |
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Personal characteristics: need for power, high self-monitors, machiavellianism
Organizational Characteristics: limited or changing resources, ambiguity in roles, high performance pressure, unclear performance evaluations |
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| arises when two or more individuals perceive that their goals are in oppostion- 5 different styles- combination of 2 separate factors- how assertive leaders want to be in pursuing their own goals and how cooperative they are with regard to the concerns of others |
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high assertiveness, low cooperative- when one party attempts ot get his or her own goals met without concern for the other party's results
-high levels of organizational pwoer adn can use legitimate or coercive power to settle the conflict- best when leader knows he or she is right and a quick decision needs to be made |
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high assertiveness, low cooperative- when one party attempts ot get his or her own goals met without concern for the other party's results
-high levels of organizational pwoer adn can use legitimate or coercive power to settle the conflict- best when leader knows he or she is right and a quick decision needs to be made |
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| low assertiveness, low cooperation; when one party wants to remain neutral, stay away from conflict, or postpone the conflict to gather info or let things cool down. -- never resolves the conflict |
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| low assertiveness, high cooperation; one party gvies in to the other and acts in a completely unselfish way. - really is not important to them but is very important to the other party |
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| high assertiveness, high cooperation; when both parties work together to maximize outcomes- win-win; most effective; full sharing, relatively equal power btw parties, and a lot of time investment to arrive at a resolution |
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| moderate assertiveness, moderate cooperation; occurs when conflict is resolved through give-and-take concessoins- most common; easy form, maitains relations, favorable |
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| power and influence are both... |
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| moderately correlated with job performance and organizational behavior; can increase motivation levels and decrease stress; can boost affective commitment |
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| Leader-member exchange theory |
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describes how leader-member relationships develop over time on a dyadic basis, can explain why those differences exist.
1. Marked by a Role taking phase- manager describes role expectations with his or her job behaviors- leader gets a feel for the talent and motivation levels of the employees
2. may be supplemented by role making- employee's own expectations for the dyad get mixed in with those of the leader- free-flowing exchange in which the leader offers more opportunities and resources and the employee ontributes more activies and effort |
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| 2 General types of leader-member dyads |
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high-quality exchange dyad- frequent exchange of info., influence, latitude, support, and attention
*form the leader's "ingroup"- mutual trust, respect, and obligation
2. low quality exchange dyad- more limited exchange - outgroup |
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| employees who are competent, likable, and similar to the leader in personality - more impactful than age, gender, or racial similarity |
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| ask all memebrs of the unit to fill out the following survey items, then average the responses across the group to get a measure of leader effectiveness |
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| defined as the degree to which the leader's actions result in the achievement of the unit's goals, the continued commitment of the unit's employees, and the development of mutual trust, respect, and obligation in leader-member dyads |
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| Traits are more predictive of leader emergence |
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| who becomes a leader in the first place, than they are of leader effectiveness |
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| 2 limitations of traits and characteristic work have caused leadership research to move in a different direction... |
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1. Many of the trait-leadership correlations are weak in magnitiude, particularly when leader effectiveness serves as the outcome
2. The focus on leader traits holds less practical relevance than a focus on leader actions |
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| 2 limitations of traits and characteristic work have caused leadership research to move in a different direction... |
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Definition
1. Many of the trait-leadership correlations are weak in magnitiude, particularly when leader effectiveness serves as the outcome
2. The focus on leader traits holds less practical relevance than a focus on leader actions |
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| high conscientiousness, low agreeableness, high openness to experience, high extraversion, high general cognitive ability, high energy level, high stress tolerance, high self-confidence |
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| high openness to experience, high extraversion, high general cognitive ability, high energy level, high stress tolerance, high self-confidence |
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| Decision-making styles capture how a leader decides as opposed to what a leader decides |
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| leader makes the decision alone without asking for the opinions or suggestions of the employees in the work unit- employees just provide info. |
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| leader presents the problem to individual employees or a group of employees, asking for their opinions and suggestions before ultimately making the decision him- or herself |
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| leader presents the problem to a group of employees adn seeks consensus on a solution, making sure that his or her own opinon receives no more weight than anyone else's |
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| leader gives an individual employee or a group of employees the responsibility for making the decision within some set of specified boundary conditions- leader plays no role in the deliberations unless asked |
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Depends on quality of the resulting decision and whether employees will accept and commit to their decision--- allowing employees to participate in decisoin makign increases their job satisfaction and helps develop employees' own decison-making skills
but also takes up time- negatively related (meetings) |
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| Time-driven model of leadership |
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| suggests that the focus should shift away from autocratic, consultative, facilitative, and delegative leaders to autocratic, consultative, facilitation, and delegative situations |
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| 7 factors of time-driven model of leadership |
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Definition
1. Decision significance
2. Importance of commitment
3. Leader expertise
4. Likelihood of commitment
5. Shared objectives
6. Employee expertise
7. Teamwork skills
*asks if high or low
*successful 68% of the time and when went against successful 22%
chose what the model recommends only 40% and exhibit less variation in styles than the model suggests
-overuse the consultative style and underutilize autocratic and facilitative styles |
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| Day-to-day leadership behaviors |
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| 8 categories broken down into initiating structure and consideration |
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reflects the extent to which the leader defines and structures the roles of employees in pursuit of goal attainment- active role in directing group activities and prioritize planning, scheduling, and trying out new ideas
1. Initiation- originating, facilitating, and resisting new ideas
2. organization- defining/structuring work, roles, coordinating tasks
3. Production- setting goals and incentives |
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reflects the extent to which leaders create job relationships characterized by mutual trust, respect for employee ideas, and consideration of employee feelings
1. membership- mixing w/ employees, interaction, and exchanging personal services
2. Integration- pleasant atmostphere, reducign conflict
3. communication
4. recognition
5. represenation- acting on behalf of the group, defending the group, and advancing the interests of the group |
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| consideration and initiating structure are independent- weakly related |
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| Consideration had a strong positive relationship with... |
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| perceived leader effectiveness, employee motivation, and employee job satisfaction and moderate positive relationship with overall unit performance |
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| had a strong positive relationship with employee motivation and moderate positive relationship with perceived leader effectiveness, employee job satisfaction, and overall unit performance |
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| Life cycle theory of leadership |
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| argues that the optimal combination of initiating structure adn consideration depends on the readiness of the employees in the work unit |
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| defined as the degree to which employees have the ability adn the willingness to accomplish their specific tasks |
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| low readiness; unable and unwilling- telling (high initiaitng structure, low consideration) |
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| moderate readiness; unable but willing; selling; high initiating structure, high consideration |
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| moderate readiness; able but unwilling; participating; low initiating structure; high consideration |
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| high readiness; able and willing; delegating; low initiating strucuture; low consideration |
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| What percent do leaders use the recommended combinations of behaviors.. |
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| Transformational Leadership Behaviors |
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involves inspiring followers to commit to a shared vision that provides meaning to their work while also serving as a role model who helps followers develop their own potential and view problems from new perspectives
-what gets transformed is the way followers view their work, causing them to focus on the collective good more than just their own short-term self-interests adn to perform beyond expectations |
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| low levels of laissez-faire- hands off- avoidance of leadership- actions are delayed, responsibility ignored |
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| Transactional leadership: Passive Management-by-Exception |
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| leader rewards or disciplines the follower depending on the adequacy of the follower's performance: Passive Management-by-Exception- waits for mistakes to occur |
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| Transactional leadership: Active Management-by-Exception |
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| leader arranges to monitor mistakes and erros actively and again takes corrective action when required. |
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represents a more active and effective brand of transactional leadership, in which the leader attains follower agreement on what needs to be done using promised or actual rewards in exchagne for adequate performance
-strongly relate dto follower motivation and perceived leader effectiveness |
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| Transformational leadersihp |
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the most active and effective approach-strongest and most beneficial effects of any of hte leadership variables- most universally endorsed
1. idealized influence
2. inspirational motivation
3. intellectual stimulation
4. individualized consideration |
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involves behaving in ways that earn the admiration, trust, and respect of followers, causing followers to want to identify with and emulate the leader
-Charisma-Steve Jobs
-60% variation in charismatic behavior can be explained by genes- extraversion, openness to experience, and agreeableness have significant genetic componenets- effects of perceptions of leader charisma |
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| involves behaving in ways that foster an enthusiasm for and commitment to a shared vison of the future "meaning-making" process |
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| involves behaving in ways that challenge followers to be innovative and creative by questioning assumptions and reframing old situations in new ways |
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| Individualized consideration |
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| involves behaving in ways that help followers achieve their potential through coaching, development, and mentoring- unique individuals |
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| Transformational leadership |
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| more financially successful and bring higher quality products and services to market at a faster rate; dyad-focused measures; tend to foster leader-member exchange relationships; strong levels of mutual respect and obligation |
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| Employees with transformational leaders tend to have higher levels of |
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| task performance and engage in higher levels of citizenship behaviors- hgiher levels of motivation; psychological empowerment, feel more self-confident; trust; more committed to thier organization; higher levels of job satisfaction |
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| substitutes of leadership model |
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| suggests that certain characteristics of the situation can constrain teh influence of the leader, makign it more difficult for the leader to influence employee performance |
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| Substitutes for leadersihp model 2 varieties |
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Substitutes- reduce the importance of the leadder while simultaneously providing a direct benefit to employee performacne- work group can proide its own governeing behaviors
Neutralizers- only reduce the importance of the leader- no beneficial impact- ie distance |
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