Psyc 310 final ch 13

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Behavioral leadership theories

(derived from Ohio State and University of Michigan studies) focus on the behaviors common and particular to effective leaders

primarily

According to Fiedler, leaders may be primarily task oriented or ________relationship oriented

unfavorable

According to Fiedler, task-oriented leaders are successful in very ___________ situations (where leader-member relations are poor, the task is unstructured, and the leader has weak position power) because of their take-charge style

Maximizing leadership training effectiveness

Determine training needs Determine "leader developmental readiness" Invest appropriate time and energy in program development and implementation Determine if new skills and/or behaviors will be accepted by the work group and organization Regular evaluations of leadership training programs in terms of key organizational outcomes

Idealized influence, Inspirational motivation, Intellectual stimulation, Individualized consideration

Four components of transformational leadership: •__________ __________: the transformational leader is a positive role model •___________ _________: the leader inspires followers by providing a compelling vision of a positive future •__________ ____________: followers' curiosity and creativity are stimulated and challenged •_______________ ___________: the leader pays personal attention to each member's needs and concerns

In Fiedler's model, to assess the work situation, three variables are examined:

Leader-member relations, task structure, position power

informal

Leaders can be formally recognized by the organization, or individuals can emerge as _________ leaders within work groups because they have some characteristic that the group members value

flexibility

Possession of _________, charisma, and social intelligence are also important for leadership (Riggio, 1986).

neither

Relationship-oriented leaders are most effective when their situational control and influence are _______ very high nor low

Shared leadership

Research in redesigning jobs indicates that leaders may be unnecessary in certain instances, leading to a search for "substitutes for leadership" Job enrichment groups Groups where all members have equal status and high skills/abilities Where work tasks are well structured and intrinsically satisfying to workers __________ _____________, where leadership is shared among the group members rather than being centralized in one person

extraversion

Research indicates that __________, conscientiousness, openness to experience, agreeableness, and emotional stability, in combination, are associated with effective leadership (Bono & Judge, 2004).

high

Task-oriented leaders are also effective in very favorable situations because they encourage ____ productivity

Initiating structure, Consideration

The Ohio State Leadership Studies identified two important leader behaviors: •____________ ___________: leader behaviors that define, organize, and structure the work situation •_____________: leader behaviors that show concern for feelings, attitudes, and needs of followers

effective

The Ohio State researchers concluded that these two dimensions, initiating structure and consideration, were independent of each other. That is, a leader's score on one did not relate to the score on the other. This means that both categories of leader behavior are associated with ________ leadership but that they do not necessarily coexist

Task-orientated behaviors, Relationship-oriented behaviors

The University of Michigan Leadership Studies also identified two important leader behaviors: •_____-__________ ___________, leader behaviors focused on the work task •______________-________ ___________, leader behaviors focused on maintaining interpersonal relationships on the job Both types of behaviors have been linked to effective leadership

general

The major problem with the original trait approach is that it was too ________

more

The primary difference between the Ohio State and University of Michigan studies was that the Michigan results tended to consider relationship-oriented leader behaviors to ____ effective than task-oriented behaviors.

least preferred coworker (LPC)

To assess leaders' task or relationship orientation, leaders use the _____ __________ _________ (___) scale to rate coworkers, specifically the person with whom they had worked least well—"the person with whom you had the most difficulty in getting a job done.": •Persons who give their least preferred coworkers very harsh ratings (low LPC scores) are task-oriented leaders. •Persons who rate their least preferred coworker somewhat leniently (higher LPC scores) are considered to be relationship oriented.

The leader-member exchange model

___ ________-________ ___________ _____asserts that effective leadership is determined by the quality of the interaction between leaders and particular group members. Leader-member exchange can range from low quality to high quality. With high-quality leader-member exchange, there is frequent, positive communication between leaders and members.

The decision-making model

_____ __________-____________ ______is a theory that matches characteristics of the situation with leader decision-making strategies. The theory provides different decision-making strategies. The theory predicts proper leader behavior in making decisions and gives "prescriptions" for the decision maker to follow.

Charismatic leadership theory

_________ __________ _____ states that leaders possess some exceptional characteristics that cause followers to be loyal and inspired. Charismatic leaders communicate shared group goals and convey confidence in their own abilities and those of followers. Charismatic leaders are most effective when goals are unclear and situational conditions are unstable. Some researchers suggest that charismatic leaders possess exceptionally high-quality social skills and an ability to inspire followers at a deep emotional level (Riggio, 1987).

Leadership training and development

______________ _________ ___ ________________can follow two general approaches: Teaching leaders diagnostic skills for assessing situations to determine types of leader behaviors that work best Teaching leaders specific skills or behaviors that they lack A combination of both approaches is likely to be most effective

Traits

are enduring attributes associated with an individual's personality or makeup

Trait theory

attempts to discover the traits shared by all effective leaders

Achievement-oriented behavior

concentrates on particular work outcomes (The path-goal theory)

Participative behavior

encourages members to assume active roles in planning and decision making (The path-goal theory)

Transformational leadership

focuses on the leader's ability to provide shared values and a vision for the future of the work group

Task structure

is an assessment of how well elements of the work task are structured

Leadership

is the ability to guide a group toward the achievement and attainment of goals

Contingency theories

look at the interaction of characteristics of both the leader and the situation

Universalist theories

look for the major and key characteristics common to all effective leaders

Fiedler's contingency model

maintains that effective leadership depends on a match between the leader's style and the degree to which the work situation gives control and influence to the leader. According to Fiedler's contingency model, the key to effective leadership is the control and influence of the leader in a specific situation

Great man/woman theory

maintains that great leaders are born, not made

Position power

power is a leader's authority to punish or reward

Directive behavior

provides instructions and suggestions for job performance (The path-goal theory)

Leader-member relations

refers to the quality of the relationship between leader and followers

Supportive behavior

shows concern for workers' well-being (The path-goal theory)

The path-goal theory

states that a leader's job is to help the work group achieve its desired goals, using one of four categories of behavior


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