管理学 第十七章 CHAP17
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explored three leadership styles
autocratic - leader dictated work methods democratic - involved employees in decision making
used feedback to coach employees laissez-faire - gave the group complete freedom
Chapter 17 LEADERSHIP
Prentice Hall, 2002
17-1
Learning Objectives
You should learn to: Explain the difference between managers and leaders Describe the trait and behavioral theories of leadership Explain the Fiedler contingency model Contrast the Hersey-Blanchard and leader participation models of Prentice Hall, 2002 17-2 leadership
Contingency Theories onΒιβλιοθήκη Baidumatching effective group performance depends(cont.) the leader's style and the degree to which the situation permits the leader to control and influence Least-Preferred Coworker (LPC) - measures the leader's style of interacting with subordinates
however, high-high was not always effective
Prentice Hall, 2002
17-7
Early Leadership Theories (cont.)
Behavioral Theories (cont.)
University of Michigan Studies identified two dimensions of leadership
Leadership
Leader
someone who can influence others and who has managerial authority
all managers should ideally be leaders not all leaders have the ability to be an effective manager
little empirical evidence to support this conclusion no rationale for what made a manager an effective leader
Prentice Hall, 2002 17-10
Contingency Theories Of Leadership
Learning Objectives (cont.)
You should learn to: Contrast transactional and transformational leaders Describe the main characteristics of charismatic, visionary, and team leaders Explain the various sources of power a leader might possess Prentice Hall, 2002 Describe how leaders can create a 17-3
17-5
Behavioral Theories knowing what effective leaders do would provide Early Leadership Theories the basis for training leaders University of Iowa Studies - Kurt Lewin
dimensions are concern for people and
concern for production
five management styles described
impoverished (1,1) - minimum effort to reach
goals and sustain organization membership task (9,1) - arrange operations to be efficient with minimum human involvement 17-9 middle-of-the-road (5,5) - adequate performance
leader-member relations - degree of confidence,
trust, and respect members had for leader task structure - degree to which job assignments were formalized and procedurized position power - degree of influence a leader had over power-based activities
leader is task oriented
Prentice Hall, 2002
17-12
Fiedler Model (cont.)
Contingency Theories (cont.) model assumes that leader's style was always the same and could not change in different situations three contingency factors that identify eight possible leadership situations that vary in favorability
Leadership
process of influencing a group toward the achievement of goals Prentice Hall, 2002 a heavily researched topic
17-4
Early Leadership Theories
Basic Assumptions leader effectiveness depends on the situation must isolate situational conditions or contingencies
Prentice Hall, 2002
17-11
Fiedler Model
leadership
initiating structure - extent to which a leader was
likely to define and structure her/his role and the roles of group members to seek goal attainment consideration - extent to which a leader had job relationships characterized by mutual trust and respect for group members' ideas and feelings findings - high-high leaders achieved high group task performance and satisfaction
high LPC - least preferred coworker described in relatively favorable terms
leader is relationship oriented
low LPC - least preferred coworker described in relatively unfavorable terms
technical or task aspects of the job
Prentice Hall, 2002
concerned with accomplishing the group's tasks associated with low group productivity and low job satisfaction
17-8
Early Leadership Theories (cont.)
Behavioral Theories (cont.)
Managerial Grid - two-dimensional grid
that provides a framework for conceptualizing leadership style
Trait Theories
leader traits - characteristics that might
be used to differentiate leaders from nonleaders
might be used as a basis for selecting the "right" people to assume formal leadership positions
Prentice Hall, 2002
Early Leadership Theories (cont.)
Behavioral Theories (cont.)
Managerial Grid (cont.)
five management styles described (cont.)
country club (1,9) - attention to human needs and
results were mixed with respect to performance
satisfaction higher with democratic leader
Prentice Hall, 2002
17-6
EarlyTheories (cont.) Theories Leadership Behavioral (cont.) Ohio State Studies - identified two dimensions of
proved to be impossible to identify a set of traits that would always differentiate leaders from nonleaders
Prentice Hall, 2002
explanations based solely on traits ignored the
employee oriented - emphasized
interpersonal relationships
accepts individual differences among subordinates associated with high group productivity
production oriented - emphasized the
creation of comfortable work environment team (9,9) - committed people motivated by a common purpose, trust, and mutual respect
concluded that managers should use (9,9) style
autocratic - leader dictated work methods democratic - involved employees in decision making
used feedback to coach employees laissez-faire - gave the group complete freedom
Chapter 17 LEADERSHIP
Prentice Hall, 2002
17-1
Learning Objectives
You should learn to: Explain the difference between managers and leaders Describe the trait and behavioral theories of leadership Explain the Fiedler contingency model Contrast the Hersey-Blanchard and leader participation models of Prentice Hall, 2002 17-2 leadership
Contingency Theories onΒιβλιοθήκη Baidumatching effective group performance depends(cont.) the leader's style and the degree to which the situation permits the leader to control and influence Least-Preferred Coworker (LPC) - measures the leader's style of interacting with subordinates
however, high-high was not always effective
Prentice Hall, 2002
17-7
Early Leadership Theories (cont.)
Behavioral Theories (cont.)
University of Michigan Studies identified two dimensions of leadership
Leadership
Leader
someone who can influence others and who has managerial authority
all managers should ideally be leaders not all leaders have the ability to be an effective manager
little empirical evidence to support this conclusion no rationale for what made a manager an effective leader
Prentice Hall, 2002 17-10
Contingency Theories Of Leadership
Learning Objectives (cont.)
You should learn to: Contrast transactional and transformational leaders Describe the main characteristics of charismatic, visionary, and team leaders Explain the various sources of power a leader might possess Prentice Hall, 2002 Describe how leaders can create a 17-3
17-5
Behavioral Theories knowing what effective leaders do would provide Early Leadership Theories the basis for training leaders University of Iowa Studies - Kurt Lewin
dimensions are concern for people and
concern for production
five management styles described
impoverished (1,1) - minimum effort to reach
goals and sustain organization membership task (9,1) - arrange operations to be efficient with minimum human involvement 17-9 middle-of-the-road (5,5) - adequate performance
leader-member relations - degree of confidence,
trust, and respect members had for leader task structure - degree to which job assignments were formalized and procedurized position power - degree of influence a leader had over power-based activities
leader is task oriented
Prentice Hall, 2002
17-12
Fiedler Model (cont.)
Contingency Theories (cont.) model assumes that leader's style was always the same and could not change in different situations three contingency factors that identify eight possible leadership situations that vary in favorability
Leadership
process of influencing a group toward the achievement of goals Prentice Hall, 2002 a heavily researched topic
17-4
Early Leadership Theories
Basic Assumptions leader effectiveness depends on the situation must isolate situational conditions or contingencies
Prentice Hall, 2002
17-11
Fiedler Model
leadership
initiating structure - extent to which a leader was
likely to define and structure her/his role and the roles of group members to seek goal attainment consideration - extent to which a leader had job relationships characterized by mutual trust and respect for group members' ideas and feelings findings - high-high leaders achieved high group task performance and satisfaction
high LPC - least preferred coworker described in relatively favorable terms
leader is relationship oriented
low LPC - least preferred coworker described in relatively unfavorable terms
technical or task aspects of the job
Prentice Hall, 2002
concerned with accomplishing the group's tasks associated with low group productivity and low job satisfaction
17-8
Early Leadership Theories (cont.)
Behavioral Theories (cont.)
Managerial Grid - two-dimensional grid
that provides a framework for conceptualizing leadership style
Trait Theories
leader traits - characteristics that might
be used to differentiate leaders from nonleaders
might be used as a basis for selecting the "right" people to assume formal leadership positions
Prentice Hall, 2002
Early Leadership Theories (cont.)
Behavioral Theories (cont.)
Managerial Grid (cont.)
five management styles described (cont.)
country club (1,9) - attention to human needs and
results were mixed with respect to performance
satisfaction higher with democratic leader
Prentice Hall, 2002
17-6
EarlyTheories (cont.) Theories Leadership Behavioral (cont.) Ohio State Studies - identified two dimensions of
proved to be impossible to identify a set of traits that would always differentiate leaders from nonleaders
Prentice Hall, 2002
explanations based solely on traits ignored the
employee oriented - emphasized
interpersonal relationships
accepts individual differences among subordinates associated with high group productivity
production oriented - emphasized the
creation of comfortable work environment team (9,9) - committed people motivated by a common purpose, trust, and mutual respect
concluded that managers should use (9,9) style