Description
Assigned Readings:
Chapter 2. Traits, Behaviors, and Relationships.
Initial Postings: Read and reflect on the assigned readings for the week. Then post what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding in each assigned textbook chapter.Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.
Also, provide a graduate-level response to each of the following questions:
The chapter suggests that optimism is an important trait for a leader, yet some employees complain that optimistic leaders create significant stress because they don’t anticipate problems and expect their subordinates to meet unreasonable goals. Do you agree? Why?
Suggest some personal traits of leaders you have known. What traits do you believe are most valuable? Why?
[Your post must be substantive and demonstrate insight gained from the course material. Postings must be in the student’s own words – do not provide quotes!]
[Your initial post should be at least 450+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review]
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CHAPTER 2
Traits,
Behaviors, and
Relationships
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 1 of 3)
• Outline some personal traits and characteristics
that are associated with effective leaders
• Identify your own traits that you can transform
into strengths and bring to a leadership role
• Distinguish among various roles leaders play in
organizations, including operations roles,
collaborative roles, and advisory roles, and
where your strengths might best fit
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 2 of 3)
• Recognize autocratic versus democratic
leadership behavior and the impact of each
• Know the distinction between people-oriented
and task-oriented leadership behavior and
when each should be used
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 3 of 3)
• Understand how the theory of individualized
leadership has broadened the understanding of
relationships between leaders and followers.
• Describe some key characteristics of
entrepreneurial leaders
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Traits
The distinguishing personal
characteristics of a leader,
such as intelligence, honesty,
self-confidence, and
appearance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Great Man Approach
A leadership perspective that
sought to identify the inherited
traits leaders possessed that
distinguished them from people
who were not leaders
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 2.1 – Some Leader
Characteristics
Sources: Bass and Stogdill’s Handbook of Leadership: Theory, Research, and Management Applications, 3rd ed. (New York: The Free Press,
1990), pp. 80–81; S. A. Kirkpatrick and E. A. Locke, ‘‘Leadership: Do Traits Matter?’’ Academy of Management Executive 5, no. 2 (1991), pp. 48–
60; and James M. Kouzes and Barry Z. Posner, The Leadership Challenge: How to Get Extraordinary Things Done in Organizations (San
Francisco: Jossey-Bass, 1990).
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Characteristics of Leaders (slide 1 of 2)
Optimism
• Tendency to see the positive side of things and
expect that things will turn out well
Self-confidence
• Assurance in one’s own judgments, decision
making, ideas, and capabilities
Honesty
• Truthfulness and nondeception
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Characteristics of Leaders (slide 2 of 2)
Integrity
• Quality of being whole, integrated, and acting in
accordance with solid ethical principles
Drive
• High motivation that creates a high effort level by
a leader
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Know Your Strengths
• A leader does not need all of the skills to handle
every problem
– Interdependence is the key to success. Leaders
should:
• Hone their skills
• Collaborate with others
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Strength
A natural talent or ability that
has been supported and
reinforced with learned
knowledge and skills
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Matching Strengths with Roles (slide 1 of 3)
• Operational role
– Vertically oriented leadership role
– Executive has direct control over people and
resources
– Uses position power to accomplish results
– Leaders
• Traditional line and general management positions
• Focus on results
• Self-confident and assertive
• Analytical and knowledgeable
• Translate knowledge into vision
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Matching Strengths with Roles (slide 2 of 3)
• Collaborative role
– Horizontal leadership role
– Works behind the scenes and uses personal
power to influence others and get things done
– Leaders
• Project managers, matrix managers, team leaders
• People skills for networking and building relationships
• Proactive and flexible
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Matching Strengths with Roles (slide 3 of 3)
• Advisory role
– Provides guidance and support
– Responsible for developing broad organizational
capabilities rather than accomplishing specific
business results
– Leaders
• Legal, finance, and human resource departments
• People skills
• Ability to influence others
• Honesty and integrity
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 2.2 – Three Types of
Leadership Roles
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Behavior Approaches
Autocratic
• Centralizes authority and derives power from
position, control of rewards, and coercion
• Effective when the skill difference between the
leader and subordinates is high
Democratic
• Delegates authority, encourages participation, relies
on subordinates’ knowledge for completion of tasks,
and depends on subordinate’s respect for influence
• Effective if subordinates possess decision-making
skills
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 2.3 – Leadership Continuum
Source: Harvard Business Review. An exhibit from Robert Tannenbaum and Warren Schmidt, ‘‘How to Choose a Leadership Pattern’’ (May–
June 1973). Copyright 1973 by the president and Fellows of Harvard College.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Ohio State Studies
• Developed and administered the Leader
Behavior Description Questionnaire (LBDQ) to
employees
– Resulted in two categories of leadership:
• Consideration
• Initiating structure
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Consideration
The extent to which a leader is
sensitive to subordinates,
respects their ideas and
feelings, and establishes
mutual trust
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Initiating Structure
The extent to which a leader is
task oriented and directs
subordinates’ work activities
toward goal achievement
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
University of Michigan Studies
Employee-centered
• Leadership behavior that displays a focus on the
human needs of subordinates
Job-centered
• Leadership behavior in which leaders direct
activities toward efficiency, cost cutting, and
scheduling with an emphasis on goals and work
facilitation
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Leadership Grid
A two-dimensional leadership
model that describes major
leadership styles based on
measuring both concern for
people and concern for
production
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 2.4 – The Leadership Grid®
Source: The Leadership Grid figure from Leadership Dilemma—Grid Solutions by Robert R. Blake and Anne Adams McCanse (formerly the
Managerial Grid by Robert R. Blake and Jane S. Mouton). Houston: Gulf Publishing Company, p. 29. Copyright 1991 by Scientific Methods, Inc.
Reproduced by permission of the owners.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 2.5 – Themes of Leader
Behavior Research
Sources: Based on Marilyn R. Zuckerman and Lewis J. Hatala, Incredibly American: Releasing the Heart of Quality (Milwaukee, WI: American
Society for Quality, 1992), pp. 141–142; and Mark O’Connell, Gary Yukl, and Thomas Taber, ‘‘Leader Behavior and LMX: A Constructive
Replication,’’ Journal of Managerial Psychology 27, no. 2 (2012), pp. 143–154.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individualized Leadership
A theory based on the notion
that a leader develops a unique
relationship with each
subordinate or group member,
which determines how the
leader behaves toward the
member and how the member
responds to the leader
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 2.6 – Stages of Development
of Individualized Leadership
Sources: Based on Fred Danereau, ‘‘A Dyadic Approach to Leadership: Creating and Nurturing This Approach Under Fire,’’ Leadership
Quarterly 6, no. 4 (1995), pp. 479–490, and George B. Graen and Mary Uhl-Bien, ‘‘Relationship-Based Approach to Leadership:
Development of Leader–Member Exchange (LMX) Theory of Leadership over 25 Years: Applying a Multi-Level, Multi-Domain Approach,’’
Leadership Quarterly 6, no. 2 (1995), pp. 219–247.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Vertical Dyad Linkage
(VDL) Model (slide 1 of 2)
A model of individualized
leadership that argues for the
importance of the dyad formed
by a leader with each member
of the group
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Vertical Dyad Linkage
(VDL) Model (slide 2 of 2)
• In-group relationship—Seen among members
with whom leaders spend a disproportionate
amount of time
• Out-group relationship—Seen among members
of the group who did not experience a sense of
trust and extra consideration
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 2.7 – Leader Behavior toward
In-Group versus Out-Group Members
Sources: Based on Jean François Manzoni and Jean-Louis Barsoux, ‘‘The Set-Up-to-Fail Syndrome,’’ Harvard Business Review (March–April 1988),
pp. 110–113; and Mark O’Donnell, Gary Yukl, and Thomas Taber, ‘‘Leader Behavior and LMX: A Constructive Replication,’’ Journal of Management
Psychology 27, no. 2 (2012), pp. 143–154.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Leader–Member Exchange (LMX) (slide 1 of 2)
Individualized leadership model
that explores how leader–
member relationships develop
over time and how the quality
of exchange relationships
affects outcomes
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Leader–Member Exchange (LMX) (slide 2 of 2)
• Leaders form high-quality relationships with all
followers
• Higher-quality relationship leads to better
performance
• Followers provide assistance for high
performance and participate in and influence
decisions
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Entrepreneurial Traits and Behaviors
• Entrepreneurship
– Initiating a business venture, organizing the
necessary resources, and assuming the
associated risks and rewards
• Four important characteristics:
– Vision and dissatisfaction with the present
– Ability to get people on board
– Flexibility, openness to feedback, and ability to
learn and adapt
– Persistence and execution
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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