Management Question

Description

need help with this assignment and all the requirements are attached below

Unformatted Attachment Preview

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬
Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University
College of Administrative and Financial Sciences
Assignment 2
Organizational Behaviour (MGT 301)
Due Date: 11/11/2023 @ 23:59
Course Name: Organizational Behaviour
Student’s Name:
Course Code: MGT301
Student’s ID Number:
Semester: 1st Semester
CRN: 11246
Academic Year:2023-24
For Instructor’s Use only
Instructor’s Name: Dr Mohammed Alhashem
Students’ Grade: 00 /10
Level of Marks: High/Middle/Low
General Instructions – PLEASE READ THEM CAREFULLY
•
•
•
•
•
•
•
•
The Assignment must be submitted on Blackboard (WORD format only) via allocated
folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented; marks may be reduced
for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No
pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
CLO-Covered
1 Describe management issues such as diversity, attitudes and job satisfaction,
personality, and values in organizational behaviour. (CLO2).
Assess challenges of effective organizational communication and share information
within the team in professional manner. (CLO4).
2 Examine the differences and similarities between leadership, power, and
management. (CLO5).
Assignment 2
Reference Source:
Textbook:Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021). Organizational behaviour:
Improving performance and commitment in the workplace (7th ed). Burr Ridge, IL:
McGraw-Hill Irwin.
Case Study: –
Case: U.S. MARINE CORPS
Please read the case “U.S. MARINE CORPS” from Chapter 10 “Ability” Page: – 326 given
in your textbook – Organizational behaviour: Improving performance and commitment in
the workplace (7th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021) and
Answer the following Questions:
Assignment Question(s):
1. Identify and describe the types of abilities that historically have been most relevant to
Marine effectiveness. Which additional abilities appear to be important for Marines
involved in cyber-security? (02 Marks) (Min words 150-200)
2.
Why might it be difficult to find new recruits that possess the appropriate mix of
abilities? What could the Marine Corps do to increase the size of the pool of applicants
with these abilities? (02 Marks) (Min words 200-300)
3. How might the Marine Corps be able to use their existing workforce to deal with their
need for cyber-personnel? Describe the advantages and disadvantages of such an initiative.
(02 Marks) (Min words 200)
Part:-2
Discussion questions: – Please read Chapter’s 11,13 carefully and then give your
answers on the basis of your understanding.
4. Think about a highly successful team with which you are familiar. What types of tasks,
goals, and outcome interdependence does this team have? Describe how changes in task,
goal, and outcome interdependence might have a negative impact on this team. (02 Marks)
(Min words 200-300)
5. Who is the most influential leader you have come in contact with personally? What
forms of power did they have, and which types of influence did they use to accomplish
objectives? (02 Marks ) (Min words 200-300)
Important Notes: 1. Support your submission with course material concepts, principles, and theories from
the textbook and at least two scholarly, peer-reviewed journal articles.
2. References required in the assignment. Use APA style for writing references.
Answers:
1.
2.
3.
4.
5.
6.
Answers
1. Answer2. Answer3. Answer-
‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬
Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University
College of Administrative and Financial Sciences
Assignment 2
Organizational Behaviour (MGT 301)
Due Date: 11/11/2023 @ 23:59
Course Name: Organizational Behaviour
Student’s Name:
Course Code: MGT301
Student’s ID Number:
Semester: 1st Semester
CRN: 11246
Academic Year:2023-24
For Instructor’s Use only
Instructor’s Name: Dr Mohammed Alhashem
Students’ Grade: 00 /10
Level of Marks: High/Middle/Low
General Instructions – PLEASE READ THEM CAREFULLY
•
•
•
•
•
•
•
•
The Assignment must be submitted on Blackboard (WORD format only) via allocated
folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented; marks may be reduced
for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No
pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
CLO-Covered
1 Describe management issues such as diversity, attitudes and job satisfaction,
personality, and values in organizational behaviour. (CLO2).
Assess challenges of effective organizational communication and share information
within the team in professional manner. (CLO4).
2 Examine the differences and similarities between leadership, power, and
management. (CLO5).
Assignment 2
Reference Source:
Textbook:Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021). Organizational behaviour:
Improving performance and commitment in the workplace (7th ed). Burr Ridge, IL:
McGraw-Hill Irwin.
Case Study: –
Case: U.S. MARINE CORPS
Please read the case “U.S. MARINE CORPS” from Chapter 10 “Ability” Page: – 326 given
in your textbook – Organizational behaviour: Improving performance and commitment in
the workplace (7th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021) and
Answer the following Questions:
Assignment Question(s):
1. Identify and describe the types of abilities that historically have been most relevant to
Marine effectiveness. Which additional abilities appear to be important for Marines
involved in cyber-security? (02 Marks) (Min words 150-200)
2.
Why might it be difficult to find new recruits that possess the appropriate mix of
abilities? What could the Marine Corps do to increase the size of the pool of applicants
with these abilities? (02 Marks) (Min words 200-300)
3. How might the Marine Corps be able to use their existing workforce to deal with their
need for cyber-personnel? Describe the advantages and disadvantages of such an initiative.
(02 Marks) (Min words 200)
Part:-2
Discussion questions: – Please read Chapter’s 11,13 carefully and then give your
answers on the basis of your understanding.
4. Think about a highly successful team with which you are familiar. What types of tasks,
goals, and outcome interdependence does this team have? Describe how changes in task,
goal, and outcome interdependence might have a negative impact on this team. (02 Marks)
(Min words 200-300)
5. Who is the most influential leader you have come in contact with personally? What
forms of power did they have, and which types of influence did they use to accomplish
objectives? (02 Marks ) (Min words 200-300)
Important Notes: 1. Support your submission with course material concepts, principles, and theories from
the textbook and at least two scholarly, peer-reviewed journal articles.
2. References required in the assignment. Use APA style for writing references.
Answers:
1.
2.
3.
4.
5.
6.
Answers
1. Answer2. Answer3. Answer-
Chapter 11
Teams: Characteristics and
Diversity
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Teams Characteristics and Diversity
What Characteristics Can Be Used to Describe Teams?
•
Team Types
•
Variations within Team Types
•
Team Interdependence
•
Team Composition
How Important Are Team Characteristics?
Application: Team Compensation
©McGraw-Hill Education.
An Integrative Model of Organizational Behavior
Access the text alternative for slide images
©McGraw-Hill Education.
Team Characteristics and Diversity
A team consists of two or more people who work interdependently over
some time period to accomplish common goals related to some taskoriented purpose.
• A team is a special type of “group.”
• The interactions among members within teams revolve around a deeper
dependence on one another than the interactions within groups.
• The interactions within teams occur with a specific task-related purpose in
mind.
Why teams have become widespread:
•
©McGraw-Hill Education.
Interactions allow the team to pool complementary knowledge and
skills.
What Characteristics Can Be Used to Describe Teams?
Task, unit, and member qualities can be used to describe teams.
These qualities combine to make some teams more effective than
others.
Team characteristics provide a means of categorizing and
examining teams, which is important because teams come in so
many shapes and sizes.
©McGraw-Hill Education.
Team Types
Five categories of teams are distinguished by purpose, length of
existence, and time involvement required of individual members.
• Work teams
• Management teams
• Parallel teams
• Project teams
• Action teams
Multiple team membership: Research indicates that when employees
are part of several teams they do not identify with each team equally.
©McGraw-Hill Education.
Table 11-1 Types of Teams
TYPE OF TEAM
PURPOSE AND ACTIVITIES
LIFE SPAN
MEMBER
INVOLVEMENT
SPECIFIC EXAMPLES
Work team
Produce goods or provide
services
Long
High
Self-managed work team
Production team
Maintenance team
Sales team
Management
team
Integrate activities of
subunits across business
functions
Long
Moderate
Top management team
Parallel team
Provide recommendations
and resolve issues
Low
Quality circle
Advisory council
Committee
Project team
Produce a one-time output
(product, service, plan,
design, etc.)
Varies
Product design team
Research group
Planning team
Action team
Perform complex tasks that
vary in duration and take
Varies
place in highly visible or
challenging circumstances
Varies
Surgical team
Musical group
Expedition team
Sports team
Varies
Varies
Sources: S.G. Cohen and D.E. Bailey, “What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite,” Journal of Management 27 (1997), pp. 239-90; and E. Sundstrom, K.P.
De Meuse, and D. Futrell, “Work Teams: Applications and Effectiveness,” American Psychologist 45 (1990), pp. 120-33.
©McGraw-Hill Education.
Figure 11-1 Types of Teams
©McGraw-Hill Education.
Variations within Team Types
Variations that can impact a team’s effectiveness:
©McGraw-Hill Education.
•
The degree of autonomy or self-management the team has
•
Modes of communication, such as virtual teams in which the
members are geographically dispersed and communicate
electronically
•
How much experience the team has working together
Stages of Team Development
Teams go through a progression as the members gain experience
working together.
1. Forming: Members orient themselves to team boundaries.
2. Storming: Conflict occurs because members remain committed to the
ideas they bring with them to the team.
3. Norming: Members realize they need to work together and begin to
cooperate.
4. Performing: Members are comfortable in their roles, and the team
makes progress toward goals.
5. Adjourning: Members experience anxiety and other emotions as they
disengage and separate from the team.
©McGraw-Hill Education.
Figure 11-2 Two Models of Team Development
Access the text alternative for slide images
©McGraw-Hill Education.
Variations on Team Development
Team development sequence may be less applicable in some team
situations.
Clearly established rules and standard operating procedures can
eliminate the need for some stages.
• For example, an airline flight crew in which roles are clearly defined and
chain of authority understood
Teams with longer lifespans experience greater anxiety and stronger
emotions during adjournment.
Punctuated equilibrium refers to development in which not much
gets done until the midway point of a project, and then the team
increases effectiveness to meet its deadline.
©McGraw-Hill Education.
OB on Screen
Avengers Infinity War
©McGraw-Hill Education.
Team Interdependence
Teams are characterized by three main types of interdependence that
govern the team members’ interactions.
©McGraw-Hill Education.
•
Task interdependence
•
Goal interdependence
•
Outcome interdependence
Interdependence
Average
score: 14
Average
score: 14
Average
score: 14
Source: From M.A. Campion, E.M. Papper, and G.J. Medsker, “Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,”
Personnel Psychology 49 (1996), pp. 429–52. John Wiley & Sons, Inc.
Access the text alternative for slide images
©McGraw-Hill Education.
Task Interdependence
Refers to the degree to which team members interact with and rely on other
members for the information, materials, and resources needed to accomplish
work for the team
©McGraw-Hill Education.
•
Pooled interdependence: Members work independently and then pool the
results.
•
Sequential interdependence: Members work on specialized tasks in a prescribed
order.
•
Reciprocal interdependence: Members perform specialized tasks and then
interact with other members to complete work.
•
Comprehensive interdependence: Members interact to a high degree to
coordinate and perform tasks.
Figure 11-3 Task Interdependence and Coordination
Requirements
Access the text alternative for slide images
©McGraw-Hill Education.
Goal Interdependence
Exists when team members have a shared vision of the team’s goal
and align their individual goals with that vision as a result
©McGraw-Hill Education.
•
Analogy: a boat with everyone paddling in the same direction
exemplifies goal interdependence.
•
Mission statement helps clarify actions needed by team.
Table 11-2 The Mission Statement Development Process
Steps in Mission Statement Development
1. The team should meet together in a room or virtually. Allow enough time and avoid interruptions.
2. The team leader (or facilitator) should describe the purpose of a mission statement and what it should look like.
Emphasize that mission statements should include action verbs and be relatively short (probably no more than four
sentences).
3.The team leader (or facilitator) should clarify the team’s core responsibilities.
4. The team should brainstorm to identify themes to include in the mission statement.
5. Members draft preliminary mission statements. If the team is large enough, form subgroups to create first drafts.
6. Members (or subgroups) should share the first drafts with one another.
7. The team should identify the best ideas, and integrate them into a single mission statement.
8. The mission statement should be evaluated using the following criteria:
Focus—Does the mission statement articulate a purpose that is sufficiently clear and focused?
Meaningfulness—Does the mission statement reflect a purpose that is meaningful to the members, and will
accomplishing the purpose result in benefits that are important to the members?
Realistic—Does the mission statement reflect something that the members believe they can actually achieve?
Challenge—Does the mission statement convey a sense of challenge and urgency to members?
9. The team should identify weak areas of the mission statement relative to the four criteria in step 8 and revise
accordingly.
10. Return to step 7 and continue the process until there’s consensus that the mission statement inspires
commitment among members to the same common purpose.
For a similar take on how to develop mission statements, see P.S. MacMillan The Performance Factor: Unlocking the Secrets of Teamwork, Nashville,
Broadman & Holman Publishers, 2001, pp. 51–53.
©McGraw-Hill Education.
Outcome Interdependence
The degree to which team members share equally in the feedback
and rewards that result from the team achieving its goals
• High degree exists when team members share in the rewards that the
team earns, including pay, bonuses, and other forms of recognition.
• Higher levels of outcome interdependence increase the amount of
information shared among members, promote learning, and increase
team performance.
©McGraw-Hill Education.
Team Composition
The mix of people who make up the team
The right mix of knowledge, skills, abilities, and personalities is an
important factor in team effectiveness.
Five aspects of team composition are:
• Member Roles
• Member Ability
• Member Personality
• Team Diversity
• Team size
©McGraw-Hill Education.
Figure 11-4 Five Aspects of Team Composition
©McGraw-Hill Education.
Member Roles
A role is the pattern of behavior a person is expected to display in a
given context.
A variety of roles in team contexts are based on task, decisionmaking, and leadership activities.
Leader-staff teams consist of members who make recommendations
to the leader who is ultimately responsible for team decisions.
©McGraw-Hill Education.
Table 11-3 Team and Individualistic Roles
©McGraw-Hill Education.
Team Task Roles
Description
Initiator-contributor
Proposes new ideas
Coordinator
Tries to coordinate activities among team members
Orienter
Determines the direction of the team’s discussion
Devil’s advocate
Offers challenges to the team’s status quo
Energizer
Motivates the team to strive to do better
Procedural-technician
Performs routine tasks needed to keep progress moving
Team-Building Roles
Description
Encourager
Praises the contributions of other team members
Harmonizer
Mediates differences between group members
Compromiser
Attempts to find the halfway point to end conflict
Gatekeeper-expediter
Encourages participation from teammates
Standard setter
Expresses goals for the team to achieve
Follower
Accepts the ideas of teammates
Individualistic Roles
Description
Aggressor
Deflates teammates, expresses disapproval with hostility
Blocker
Acts stubbornly resistant and disagrees beyond reason
Recognition seeker
Brags and calls attention to himself or herself
Self-confessor
Discloses personal opinions inappropriately
Slacker
Acts cynically, or nonchalantly, or goofs off
Dominator
Manipulates team members for personal control
Source: Adapted from K. Benne and
P. Sheats, “Functional Roles of Group
Members,” Journal of Social Issues 4
(1948), pp. 41-49
Member Ability
Cognitive and physical abilities needed in a team depend on the
nature of the team’s task
For example, a racing pit crew needs individuals with flexibility,
cardiovascular endurance, strength, speed
In general, smarter teams perform better because teamwork tends to
be complex.
• Disjunctive tasks depend on the member with the highest ability.
• Conjunctive tasks depend on the member with the lowest ability.
• Additive tasks depend on the combined efforts of all members.
©McGraw-Hill Education.
Member Personality
Three traits are especially critical in teams:
• Agreeable people tend to be more cooperative and trusting,
tendencies that promote positive attitudes about the team and smooth
interpersonal interactions.
• Conscientious people tend to be dependable and work hard to achieve
goals.
• Extraverted people tend to perform more effectively in interpersonal
contexts and are more positive and optimistic in general.
©McGraw-Hill Education.
Team Diversity
The degree to which members are different from one another
©McGraw-Hill Education.
•
Value in diversity problem-solving approach proposes that team diversity is
beneficial because it provides a larger pool of knowledge and perspectives.
•
Similarity-attraction approach proposes that team diversity can be
counterproductive because people tend to avoid interacting with others who
are unlike them.
•
Surface-level diversity refers to diversity of observable attributes such as
race, gender, ethnicity, and age.
•
Deep-level diversity refers to diversity of attributes that are difficult to
observe initially but can be inferred through direct experience, such as one’s
values or personality.
Team Size
Having a greater number of members is beneficial for management and
project teams but not for teams engaged in production tasks.
Team members tend to be most satisfied with their team when the
number of members is 4 or 5.
©McGraw-Hill Education.
How Important Are Team Characteristics?
Team characteristics can impact team performance and team
commitment.
Team viability refers to the likelihood that the team can work together
effectively into the future.
Task performance is moderately higher in teams in which members work
closely together than when members work independently.
Task interdependence does not significantly increase team commitment.
©McGraw-Hill Education.
Figure 11-6 Effects of Task Interdependence on
Performance and Commitment
Sources: M.A. Campion, G.J. Medsker, and A.C. Higgs, “Relations between Work Group Characteristics and Effectiveness: Implications for
Designing Effective Work Groups,” Personnel Psychology 46 (1993), pp. 823–49; M.A. Campion, E.M. Papper, and G.J. Medsker,
“Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,” Personnel Psychology 49 (1996), pp. 429–52; S.H.
Courtright, G.R. Thurgood, G.L. Stewart, and A.J. Pierotti, “Structural Interdependence in Teams: An Integrative Framework and Meta-Analysis,
” Journal of Applied Psychology 100 (2015), pp. 1825-1846; and G.L. Stewart, “A Meta-Analytic Review of Relationships between Team Design
Features and Team Performance,” Journal of Management 32 (2006), pp. 29–54.
Access the text alternative for slide images
©McGraw-Hill Education.
Team Viability
1 2
STRONGLY
DISAGREE
DISAGREE
3 4
NEUTRAL
AGREE
5
STRONGLY
AGREE
1. What the team has accomplished is more than I could have accomplished.
2. My team has done an excellent job.
3. I am happy about this team’s overall effectiveness.
4. I’ve enjoyed working with the people on this team.
5. If the situation arose, I would choose to work on this team again.
6. Working with this team has been something I’ve enjoyed.
Average Score: 22
©McGraw-Hill Education.
Application: Team Compensation
Outcome interdependence is connected to compensation practices
in many organizations.
•
Leads to inequity among teammates
•
Demotivates high performers who see low performers receiving same
compensation
Hybrid outcome interdependence means team members receive
rewards based on both their individual performance and that of the
team to which they belong.
Many companies that use teams use hybrid outcome
interdependence.
©McGraw-Hill Education.
Next Time
Chapter 12: Team Processes and Communication
©McGraw-Hill Education.
Final PDF to printer
13
Leadership: Power and
Negotiation
ORGANIZATIONAL
MECHANISMS
Organizational
Culture
Organizational
Structure
INDIVIDUAL
MECHANISMS
GROUP
MECHANISMS
Job
Satisfaction
Leadership:
Styles &
Behaviors
Leadership:
Power &
Negotiation
Teams:
Processes &
Communication
Teams:
Characteristics &
Diversity
Stress
INDIVIDUAL
OUTCOMES
Job
Performance
Motivation
Trust, Justice,
& Ethics
Organizational
Commitment
Learning &
Decision Making
INDIVIDUAL
CHARACTERISTICS
Ability
Personality &
Cultural Values
LEARNING GOALS
After reading this chapter, you should be able to answer the following questions:
13.1 What is leadership, and what role does power play in leadership?
13.2 What are the different types of power that leaders possess, and when can they use those types
most effectively?
13.3 What behaviors do leaders exhibit when trying to influence others, and which of these is most
effective?
13.4 What is organizational politics, and when is political behavior most likely to occur?
13.5 How do leaders use their power and influence to resolve conflicts in the workplace?
13.6 What are the ways in which leaders negotiate in the workplace?
13.7 How do power and influence affect job performance and organizational commitment?
410
coL61557_ch13_410-441.indd
410
11/04/19 08:11 PM
Final PDF to printer
GLAXOSMITHKLINE
I
n 2017, when she took over GlaxoSmithKline (GSK), Emma
Walmsley became the first female CEO of a major pharmaceutical company. Today, she is number 1 on Fortune’s
International 50 most powerful women’s list. GSK, a $38.9
billion British firm, was founded in 2000 when two of the
world’s oldest drug companies merged together. Today, GSK
has three major divisions: pharmaceuticals, vaccines, and
consumer products (such as Excedrin, Flonase, and Tums).
With more than 100,000 employees, leading this organization is no small feat. When Walmsley was initially chosen
as CEO, the reaction was not positive because she was
perceived as a “status quo” selection. Just six weeks into
her tenure, one of GSK’s largest and most vocal shareholders sold all of his stock and publicly called the company “a
health care conglomerate with a suboptimal business strategy.” However, in just two years, Walmsley has won over
many of the company’s critics. One of GSK’s board members
says that Walmsley is “a force of nature” and “the quickest
study I think I’ve ever met.”
After spending 17 years moving up the ranks at L’Oreal,
Walmsley was offered a job as president of GSK’s global
consumer health care division. During Walmsley’s five years
as president, she increased consumer sales 38 percent,
Andy Buchanan/PA Images/Getty Images
from $6.8 billion to $9.4 billion. What really attracted attention, though, was how effectively Walmsley led a major joint
venture with Novartis through to completion. One board
member said, “It is hard to overstate how seamless that integration was.” Although Novartis had a culture that was very
different from GSK, Walmsley was able to use her power
and influence effectively enough to keep most of the highlevel Novartis people engaged and on board. One executive
said, “They spoke so well of her. They felt really respected,
but it was also really clear she was the boss.”
Taking over as CEO was a well-earned, but big step
up. Walmsley said, “I don’t think anyone can fully explain
what it’s like to be a CEO until you’re actually on the job.
The way I define the job is, firstly, in setting strategy for the
company, and then leading the allocation of capital to that
strategy—because until you put the money where you say
your strategy is, it’s not your strategy.”* Walmsley’s push
since becoming CEO has been to redouble efforts into R&D
and refocus on the pharmaceutical side of the business.
One former GSK executive referred to her as a “courageous,
supportive, and demanding leader.”
*Fortune Media IP Limited
411
coL61557_ch13_410-441.indd
411
11/04/19 08:11 PM
Final PDF to printer
412
CHAPTER 13
Leadership: Power and Negotiation
LEADERSHIP: POWER AND NEGOTIATION
13.1
What is leadership, and what
role does power play in
leadership?
As evidenced by GlaxoSmithKline, leadership in organizations is complicated. It is a mix of factors that has to do with ideas, behaviors, positions, and so forth. Leaders within organizations
can make a huge difference to the success of a company or group. Much of this success depends
on how effectively they use power and influence in achieving their objectives. You could read
the opening example and anoint Emma Walmsley as a great leader and try to simply adopt her
behavioral examples to follow in her footsteps. However, things aren’t quite that simple. As we’ll
discover in this and the next chapter, there are many different types of leaders, many of whom can
excel, given the right circumstances.
There is perhaps no subject that’s written about more in business circles than the topic of
leadership. A quick search on Amazon.com for “leadership” will generate a list of more than
60,000 books! That number doesn’t even count the myriad videos, calendars, audio recordings,
and other items—all designed to help people become better leaders. Given all the interest in this
topic, a natural question becomes, “What exactly is a leader?” We define leadership as the use of
power and influence to direct the activities of followers toward goal achievement.1 That direction
can affect followers’ interpretation of events, the organization of their work activities, their commitment to key goals, their relationships with other followers, and their access to cooperation and
support from other work units.2 This chapter focuses on how leaders get the power and influence
they use to direct others and the ways in which power and influence are utilized in organizations,
including through negotiation. Chapter 14 will focus on how leaders actually use their power and
influence to help followers achieve their goals.
WHY ARE SOME LEADERS MORE POWERFUL
THAN OTHERS?
What exactly comes to mind when you think of the term “power”? Does it raise a positive or negative image for you? Certainly it’s easy to think of leaders who have used power for what we would
consider good purposes, but it’s just as easy to think of leaders who have used power for unethical or immoral purposes. For now, try not to focus on how leaders use power but instead on how
they acquire it. Power can be defined as the ability to influence the behavior of others and resist
unwanted influence in return.3 Note that this definition gives us a couple of key points to think
about. First, just because a person has the ability to influence others does not mean they will actually choose to do so. In many organizations, the most powerful employees don’t even realize how
influential they could be! Second, in addition to influencing others, power can be seen as the ability to resist the influence attempts of others.4 This resistance could come in the form of the simple
voicing of a dissenting opinion, the refusal to perform a specific behavior, or the organization of
an opposing group of coworkers.5 Sometimes leaders need to resist the influence of other leaders
or higher-ups to do what’s best for their own unit. Other times leaders need to resist the influence
of their own employees to avoid being a “pushover” when employees try to go their own way.
ACQUIRING POWER
Think about the people you currently work with or have worked with in the past, or think of students who are involved in many of the same activities you are. Do any of those people seem to
have especially high levels of power, meaning that they have the ability to influence your behavior?
What is it that gives them that power? In some cases, their power may come from some formal
position (e.g., supervisor, team leader, teaching assistant, resident advisor). However, sometimes
the most powerful people we know lack any sort of formal authority. It turns out that power in
organizations can come from a number of different sources. Specifically, there are five major
types of power that can be grouped along two dimensions: organizational power and personal
power.6 These types of power are illustrated in Figure 13-1.
coL61557_ch13_410-441.indd
412
11/04/19 08:11 PM
Final PDF to printer
CHAPTER 13
FIGURE 13-1
Leadership: Power and Negotiation
413
Types of Power
Organizational Power
Legitimate Power
Reward Power
Coercive Power
Ability to
Influence
Others
Personal Power
Expert Power
Referent Power
ORGANIZATIONAL POWER The three types of organizational power derive primarily from
a person’s position within the organization. These types of power are considered more formal
in nature.7 Legitimate power derives from a position of authority inside the organization and is
sometimes referred to as “formal authority.” People with legitimate power have some title—some
term on an organizational chart or on their door that says, “Look, I’m supposed to have influence over you.” Those with legitimate power have the understood right to ask others to do things
that are considered within the scope of their authority. When managers ask an employee to stay
late to work on a project, work on one task instead of another, or work faster, they are exercising
legitimate power. The higher up in an organization a person is, the more legitimate power they
generally possess. Fortune magazine provides rankings of the most powerful women in business.
As shown in Table 13-1, all of those women possess legitimate power in that they hold a titl