Leadership Exam 2

Stage Two: Responding to Attributions

1.Response - select an appropriate response to correct the problem. 1.External: • Change the Situation. 2.Internal**: •Ability: (•Training, instruction, set easier goals or deadlines, or assign the subordinate to an easier job.) •Motivation (give a warning or reprimand, punish the subordinate or find new incentives.) - Dydatic leadership theory -LMX -Different kinds of relationships: followers too -In ways leaders form relationships LMX relationships Ex: everyone did poorly on a test, teacher scales it

Situational Leadership Theory (SLT)

•Specifies the appropriate leadership behavior for subordinates in various situations. •Assumes that leaders will have an understanding of their followers' "maturity level" and display those behaviors that get the most out of their followers. (•Note: Follower maturity is dynamic; "do not let go too soon, but do not hold on too long!") -When followers change, you as a leader needs to change as well -As they mature, you need to help them along -Not complete free range -Commitment Remind mindful that just because someone knows something, doesn't mean they will do something

Group Input: Composition

{•The mix of members' skills and abilities. •Regardless of type and size, group or team performance is affected by the composition. Without the right mix of skills and abilities, a group will not perform at high levels.} {•Relevant Leadership Behaviors: •Selection: Ensure an appropriate mix of complementary skills when selecting new members. •Direction: Assess member skills for deficiencies and provide avenues for improvement (e.g., feedback, mentors, training).} •Diversity: The extent to which members vary with regard to personality, demographic attributes (e.g., age, gender, ethnic identity, education), and functional specialization. •Downside: In the short run, less cohesion and can also impede communication. •Upside: More creative solutions

Group Input: Size

{•There is no ideal group size (depends on purpose, situation and type of work performed) •Small enough to limit free-riding, but large enough to enable idea sharing and creativity •Free-riding occurs when members rely on others to carry their share of the workload.} •Size affect leadership style: •Larger groups = Autocratic Leadership •Smaller groups = Participative Leadership

Other Attribution Considerations

• Position power - attribute effective performance and acceptable behavior by a subordinate to external factors. •Type of exchange - Self-Fulfilling Prophecy (•Effective behavior by a high-exchange subordinate = internal attribution and praised. •Mistakes by a low-exchange subordinate = internal attribution and criticized.) •Competing of Perspective - Self-Serving Bias - Teacher or coach taking all the credit when someone does well - self. Serving - When we have a view or belief, and behaviors follow along with this - We make external attributions - Absolute power tends to ruin absolutely - When followers preform well, they over attribute When followers perform poorly, they tend to blame outside factors

Who Should Perform the Roles?

•"Leader-centered" view •Formal leader should direct and control the task-oriented roles of the group •"Group-centered" view •The group maintenance roles are considered to be as important as the task-oriented roles, •Responsibility for both kinds of roles is shared by group members. -This is a very antiquated way of looking at a group -Group maintenance is just as important as task roles -When its time to switch roles, for outings it is important because members should feel like they are different than just membership

Followers Make Attributions As Well

•According to research on Implicit Leadership Theory (ILT), followers form impressions of effective leaders based on: (•early socialization process (e.g., close role models) •social stereotypes •projections of one's own features observing "real" leaders) -ILT cognitive ideas and impressions of what it means to be a leader -Early Socialization process ex: parents (general source of what it means to be a leader), -Social stereotypes ex: how can 2 people do the same behavior but be judged differently, women candidate doing specific behaviors, next panel will be about how it will resinate with voters, but the men wont have this -Projection of one's own features -Observing "real" leaders. Ex: media looking for common traits, then they get stuck

Performance orientation

•Extent to which high performance and individual achievement are valued. •High performance orientation: What you do is more important than who you are and individual achievements are an important source of status and self‐esteem. •leader task behaviors that improve performance and efficiency important. •Low performance orientation: Focuses on traditions, family, affiliation and social ties. Emphasizes loyalty and belonging. •Leader relationship behaviors that emphasize family and social values important.

Power Distance

•Extent to which less powerful members of institutions and organizations accept that power and status is distributed unequally •High power distance countries: people blindly obey the orders of their superiors, centralized, autocratic and tall organization structures. •Developing countries take this a step forward with expecting paternalistic leadership style. •Low power distance countries: flatter and decentralized, open organizational structures, smaller ratio of supervisors •Participative leadership style is expected. -Disruption of power

Gender Egalitarianism

•Extent to which men and women receive equal treatment, and both masculine and feminine attributes are considered important and desirable. •High Gender Egalitarianism: men and women receive equal treatment, and both masculine and feminine attributes are considered important and desirable. •Low Gender Egalitarianism: differentiation of sex roles and most jobs are segregated by gender •preferences are given for leaders with either "masculine" displays of being confrontational, toughness and assertiveness or "feminine" behaviors such as compassion, empathy, and humility.

Uncertainty Avoidance

•Extent to which people feel threatened by ambiguous or unknown situations, desire from their leaders more security, stability, and order. •High uncertainty avoidance countries: reliability, strong belief in experts, structured organizational activities, written rules. •Low uncertainty avoidance countries: ambitious, accept risks associated with the unknown, less structured organizational activities, fewer written rules, higher employee turnover.

ILT Congruence Outcomes

•Followers' identification with the leader •Organizational commitment •Job satisfaction •Well-being •Perception of Competence •Leader Popularity •Leader Respect •Leader Effectiveness

Gender Issues in Leadership

•Gender-Wage Gap •Sex-based discrimination •Glass ceiling explanations •Feminine advantage theories •Explanation for the Glass Ceiling •Recent Legislation....

Male and Feminine Advantage Theories?

•Gender‐based discrimination has long been underlied by age‐old beliefs that men are more qualified than women for leadership roles. •More recently, claims that women are more likely than men to possess the values and skills necessary for effective leadership have increased. •Both are based on inappropriate assumptions about: •implicit theories: the traits and skills required for effective leadership in organizations •gender stereotypes: inherent differences between men and women •role expectations: appropriate behavior for men and women.

Why Cross-cultural Research is Important?

•Globalization •Increased interconnection between people •Understand how people from different cultures view leadership •Validating taxonomies/ Revealing new, relevant behaviors •Diversity in our country •Create transcultural visions -International trade, cultural exchange, multinational organizations, culturally diverse employees -globalization has made it that an organization cannot afford to have international relations, whether or not you want to acknowledge that you are competing with them, if you are successful enough, they will bring the competition to you -We are more connected now than we have ever been -Not everyone experiences leadership in the way that we do Investigate these leaders, their traits -Much is valid but much is not valid -Sample used in psychology was college students, relied on college psych students

Path-Theory Goal

•Leaders are successful to the extent that they motivate followers to accomplish designated goals. •Emphasizes the impact of the situation on leaders, and their need adjust their styles according to the situation. (That is, leaders must select those styles that best meets their followers' needs and the environment) •Subordinates are more likely to be motivated when leaders use styles that: 1.Provide Specific, Challenging Goals 2.Clarify Path to Goals 3.Reduce Roadblocks to Goals (e.g., Support and Desirable Rewards)

Leader-Member Exchange (LMX)Overview

•Leaders have limited time and resources and, as such, develop different types of exchange relationships with subordinates as the two parties mutually define the subordinate's role. (•Relationships develop from series of exchanges or interactions) •Phase 1: Role-taking (•member enters organization •leader assesses member's abilities/talents) •Phase 2: Role-making (•informal, unstructured negotiation of role) •Phase 3: Role-routinization (• social exchange pattern emerges • becomes routine)

Follower Attributions Based onExternal Conditions

•Leaders less likely to be credited or blamed when: (•Situation exerts too much control (overly favorable or unfavorable, low discretion)) •Leaders more likely to be blamed when, however: (•they are viewed as using personalized power •Their behavior is not representative of followers' values, beliefs and other qualities.)

Recent Legislation?

•Lilly Ledbetter Fair Pay Act of 2009 •President Obama Executive Actions •Executive Order of 2014 •Presidential Memorandum •EEOC Reporting

LPC: Appropriate Style for Situation

•Low LPC leader tends to be more effective in favorable and unfavorable situations. - having quality relations with someone who is task oriented does not matter that much •High LPC leader tends to be more effective in situations of moderate favorableness.

Group Input: Type

1.Functional work teams 2.Cross-functional teams 3.Self-managed teams 4.Virtual Teams - Type of team - leadership. approach varies for kind of team

GLOBE Cultural Value Dimensions

1.Power distance 2.Uncertainty avoidance 3.Individualism versus collectivism 4.Gender egalitarianism 5.Performance orientation 6.Humane orientation

Humane orientation

•Strong concern for the welfare of other people and the willingness to sacrifice one's own self‐interest to help others. •High humane orientation: The interests of others are important. Members of society are responsible for promoting the well-being of others. •nAff & Supportive leadership behaviors: sympathy, altruism, compassion. •Low humane orientation: One's own self-interest is important. Institutions provide social and economic support for individuals' well-being. •nPow & Transactional leadership behaviors: focus on material possessions.

Is Leadership an Art or Science or Both?

•The Dutch place emphasis on egalitarianism and are skeptical about the value of leadership. Terms like leader and manager carry a stigma. If a father is employed as a manager, Dutch children will not admit it to their schoolmates. •In the Arab world, they worship their leaders--as long as they are in power! •Venezuelans seek power and strength in the leaders. •The Malaysian leader is expected to behave in a manner that is humble, modest, and dignified.

Culture Clusters

•The GLOBE researchers grouped 60 countries into 10 clusters, and differences were found among clusters for some of the beliefs about effective leadership. •The US belongs to the Anglo cluster, along with Australia, Canada, England, Ireland, New Zealand, South Africa (White sample). •All developed, wealthy nations, predominantly English speaking, and all once British colonies.

Culture Defined

•The learned beliefs, values, rules, norms, symbols, and traditions that are common to a group of people. •"Collective agreement" •Personality à Influences behaviors (linguistically, non-verbal, symbolically) that we see from individuals in the group. •Differentiates the group from other groups in meaningful ways.

Gender-Wage Gap

•The median salary for women working full-time is about 80 percent of men's.

Group Process: Status

•The perceived ranking of one member relative to other members in the group. •The more respect, prestige, influence, and power a group member has, the higher his or her status within the group. (•Influenced by several factors, including performance, job titles, wage or salary, seniority, knowledge, etc.) •High Status members tend to: (•Set and conform to norms, make important decisions and get members to listen to them or overlook their norm-breaking behaviors. •Also have more influence on the development of the group's norms and the decisions made by the group) •Low Status members tend to: (•Feel ignored and copy the behaviors of and agree with high-status members.) •Status incongruence - dissatisfaction members have with their status. -Perceived rank that members may feel like they have amongst the other members -We see benefit emerge or stem. from an individual status of a team. -High status can establish norms for a team but can often times engage in behaviors that are outside of norms without any consequences. Can also have their voice. Be heard, can move along the team and have all. Members listen to them -Generally tend to play a large roll in the decisions the group makes, where it will go and what it will do, low status members tend to mimic the higher status people -Status incongruence, when you are low, but think you should be higher up, likely to experience this. -Result of this tend to have withdrawal behaviors, or cause conflict within a group Leads to inactivity, withdrawal or they may cause group conflict as they fight for a higher status level. Acurate or shared mental models, about what the problem is before us. Responding to those problems in the same way. Faculty of same group may have the same mental idea about why these problems exist, approach the same way, thoughts will be different outside that group Leaders can help them identify why things happen, or why problems exist within an organization How they see problems, leaders should help them put those assumptions to the test. We then modify them, develop accurate mental models of what it means to process problems within a team

Combating Attributions:Impression Management

•The process of influencing how others perceive you. Tactics include: 1.Exemplification - perceive the agent's dedication and loyalty to the mission, to the organization, or to followers. (e.g., OCBs) 2.Ingratiation - perceive the agent as likeable and someone who has desirable social qualities. 3.Self-Promotion - perceive the agent as competent and valuable to the organization. - 1.dedicated, loyal, first one to show up, last one to leave - 2.Person wants to be perceived as being likable, will always laugh at that persons jokes, feels good to have social support - 3. Brown-nosers, how do you get people to think you are competent, talk about your accomplishments/ things that you've done. Going into repair show, they have plaques of their awards

LPC Contingency Theory

•The theory was developed by studying the styles of leaders in situations and whether they were effective. •Leaders can be effective, if placed the right situation. •A leader's effectiveness depends on how well the leader's style matches the situation. -Under trait theory, leaders are born -As a leader, you are who you are, your style must be matched to the right situation - Known as the matching theory

The Attribution Model

•Two-stages: 1.Attribution - determine the cause of the poor performance. Two causes: (1.Internal (e.g., ability, motivation) - within subordinates' control. 2.External (e.g., obstacles, inadequate resources, information, support or plain bad luck) - outside of subordinates' control.)

Stages of group development

Forming: -team acquaints and establishes ground rules. Formalities are. preserved and members are treated as strangers. -Honeymoon stage -ignore something/qualities about someone, blind to it -everything is great Storming: -members start. to communicate their feelings but still view themselves as individuals rather than part of the team. They resist control by group leaders and show hostility. - hangover stage - novelty of group has worn off -seeing everything for how it is - group setting, all. the problems/ group members start showing -if members don't accept the new social dynamic. happening the group will fall apart -> members won't put the work in Norming: - people feel part of the team and realize that. they can achieve work if they accept other viewpoints. - who am I on this team, what is my role -group resolves its structure -norms begin to be made Performing: -the team works in an open and trusting atmosphere where flexibility is the key, and hierarchy is of little importance. -group transitions into a team, -they are working together, a lot of commitment - high levels of competency -people. can. predict your behaviors Adjourning: -teams tend to dispatch, moving on to a new project or team - Competence: has a linear relationship with the stages, longer together, better understanding of group dynamic, increases each stage - Commitment: non linear relationship, moderate in forming, low in storming Y axis: performance X axis: Development

Determinants of Team Performance

GROUP DEVELOPMENT: (1.Forming 2.Storming 3.Norming 4.Performing 5.Adjourning) + GROUP INPUTS: (1.Type 2.Size 3.Composition 4.Resources and political support) + GROUP PROCESS: (1.Roles 2.Norms 3.Mutual trust, cohesiveness & cooperation 4.Collective Efficacy and Potency 5.Status 6.Accurate, shared mental models 7.Conflict Resolution)

Groups & Teams?

Groups: •Numbers vary (•Sales, tax accountants, professors, machine operators) •Members are more driven by personal goals (•independent contributors) •Co-acting (•Role independence) •Members skills tend to overlap (•Working on the same thing, but alone) Teams: •Small in number (•Think sports (e.g., soccer, basketball), design, marketing, HR) •Members share a common purpose (•Achieve or advance stated objectives) •Members possess interdependent roles (•Each dependent upon the others) •Members have complimentary skills (•Various pillars of support) -Have complimentary skills -Someone is weak in one subject, someone else is strong in -Represent a special kind of group - All teams are groups, but not all groups are teams. -Team and a group difference: team, the sum is greater than the individual parts -team 2+2=5

The Three Levels of Culture

Level 1: Behavior (above the surface) Level 2: Values & beliefs (right under the water) Level 3:Assumptions (Lowest)

Followership Contributions to Effective Leadership: table

Passive followers generally are the traditional view of followers, reactive to the things that happen, don't ask why, they have to be supervised all the time -> Theory X perspective, they don't want to be involved Alienated: are engaged, but tend to be more passive and not share their thoughts they have about the organization, they feel as though they arent important in an organization, represent an important part of organization, We have to let them feel that their actions and thoughts matter, for expectancy theory-> theory that is most applicable to these Performance followers, don't think critically, these are "yes" people, they see things going on, but don't say anything, unethical behaviors, and say, its because my boss/superior told me to do it. They are unwilling to truly look whats going on in an company Pragmatist followers, occupy one of the 4 followership's, depending if its beneficial for them in the long term. These play the game of politics in an organization well

Casual effects of situational variables

Situation 1.Leader Behaviors (Constraints) Enhancers-> Neutralizers 2. Success (substitutes)

Types of Variables Used in Contingency Theories

Situation: 1. Leadership behaviors (tasks and relations behaviors) 2. Subordinate characteristics (role clarity, task skills, self-efficacy, task goals) 3. Success (satisfaction,(group) performance.)

Path-Goal Theory in Action

Situation: newly formed work unit -> Leader: Directive behaviors (tell followers. what to. do and how to do it) -> Followers: reduced role ambiguity (clearer effort-to-performance links) -> Outcomes: Higher effort, higher satisfaction Situation: Substandard performance (no rewards for performance) -> Leader: Directive behaviors (make rewards available and contingent on performance)-> Followers: Clearer perfomance-to-reward links (increased valence)-> Outcomes: Higher effort, higher satisfaction

ILT Content Hierarchy

Top: Superordinate Middle: Basic Bottom: subordinate •Traits of Successful Leader (•Honesty) •Traits of Leaders Between Context (•Business, Politics, Religious, Sports) •Traits of Leaders Within Context (•President, Governor, Senator) -Superordinate level: most abstract, basic of all categories, what we think of all leaders. All leaders should be honest, that honesty depends on different factors, which are - lower levels Basic: the different kinds of leaders, depending on context the qualities they have will vary

Glass ceiling explanations

•An artificial barrier preventing the advancement of women and members of minoritized communities in to the highest levels of organizations. •Biased beliefs about the skills and behaviors necessary for effective leadership. •The influence of popular stereotypes and role expectations for men and women. •Other considerations..... •Lack of Visible Positions and Developmental Opportunities, Goal-line shift, Informal Network Exclusion, Mentorship, Competing Family Demands, Attraction Selection Phenomenon, Little TMT efforts. -assumed that effective leaders must be confident, task‐oriented, competitive, objective, decisive, and assertive, all of which were traditionally viewed as masculine attributes -women were assumed to be unable or unwilling to use the masculine behaviors, even when women leaders use masculine behaviors, they are evaluated less favorably than men who use them

LMX and The Attribution Model

•An important part of LMX is the extent to which leaders believe that followers possess competence and dependability. •To form this belief, leaders frequently employ the Attribution Model as a means of determining the reasons for subordinate's performance.

Leadership Substitutes Theory

•Aspects of the situation can be so powerful that they minimize the need for leadership. •Substitutes: parts of the situation that make leadership redundant. (•Subordinate Characteristic: ability, experience, training, knowledge •Task Characteristic: Intrinsically satisfying work Organizational Characteristic: Cohesive Work Groups) •Neutralizer: parts of the situation that counteracts leaders' efforts (•Subordinate Characteristic: Indifference toward Rewards •Task Characteristic: Perceived to be beyond a leader's capability •Organizational Characteristic: Low Position Power)

High Quality Exchanges: The Upsides and Downsides

•Benefits: •Leaders can depend on such relationships for: ( • Administrative duties for which he or she is responsible, but lacks time and energy for. •Risky, change activities that require considerable initiative and effort.) •Disadvantages: Create obligations and constraints for the leaders.

SLT: Maturity Level

•Competence - refers to employees' KSA and self-efficacy •Commitment - refers to employees' willingness to complete tasks to the best of their abilities

Group Process: Accurate, Shared Mental Models

•Conscious beliefs and implicit assumptions about the causes of performance and the best way to improve it. (•Facilitates not only problem identification, but also development of and commitment to solutions.) •Relevant Leadership Behaviors: (•Identify: discuss member assumptions and beliefs about cause and effect relationships. •Assess: Test assumptions with supportive evidence. •Develop: implement accurate measures of team processes and performance determinants)

LPC Situational Favorableness

•Degree to which a situation enables leaders to exert their influence on followers. Based on three factors: 1.leader-subordinate relations 2.position power 3.task structured •Favorable: (All factors HIGH) If the leader has a good relationship with most people, has high position power, and the task is highly structured •Moderate Favorability: Factors are a combination of low and high. •Unfavorable: (All factors LOW) when the leader has low-quality relations with employees, has low position power, and the task has little structure. -Rated on situational favorableness -When you are more likely to be successful as a leader -Great relationship with your followers -Higher levels of authority, people will follow -When a task is structed you can predict what the task will entail and you can direct them to so

Contingency Theories Explained

•Despite considerable research dedicated to traits and behaviors, research did not provide strong support for universal conceptions of effective leadership. •This led to the start of Contingency Theories, which describe how and why aspects of the leadership situation alter a leader's influence and effectiveness.

Path-Goal Theory: Leader Styles

•Directive : Building Structure (-Subordinate: Employees inexperienced, externals -Environment: Unstructured, Complex Tasks) •Participative : Involvement (- Subordinate: Employees experienced, internals -Environment: Unstructured, Complex Tasks) •Supportive : Reducing Boredom (-Subordinate: Employees experienced, internals -Environment: Structured, Simple Tasks) •Achievement-Oriented : Building Confidence ( -Subordinate: Employees experienced, externals - Environment: Structured, Simple Tasks)

Dyadic Leadership Theory

•Diverges from ALS •Suggests that leadership is based on social interaction (•Leaders view followers as individuals and chooses to form unique relationship with each follower in a work group.) •Based on: (•Role Theory •Social Exchange Theory)

Factors That Impact Leadership Across Cultures

•Ethnocentrism - the tendency for individuals to place their own group at the center of their observations of others and the world •Prejudice - a largely fixed attitude, belief, or emotion held by an individual about another individual or group that is based on faulty data •Stereotypes - Generalizing the behavior of a group and then applying the generalities to an individual because of their perceived membership to said group. -How do we see culture impact leadership -> 3 lenses 1. Ethnocentrism -> something may work in your home country, but not in another country Success doesn't mean different things in different setting 2. Prejudices _> fixed aditudes about someone or a group, based upon faulty information Pre judge people how they carry themselves, or have an observerable feature, (religion skin color) 3. Stereotypes-> group membership - Wants leaders to stomp these out

Leader-Member Exchange (LMX)Formation

•Exchange relationship formed are based on: (•Follower's Personal compatibility - Similarity-Attraction phenomenon •Follower's Subordinate competence and dependable - Attribution Model) (• Leader's Extraversion and Agreeableness • Leader's Favorable exchange relationship with their boss. - Access to greater benefits, resources, inside information, and able to cut the "red tape")

Upward and Downward Impression Management and Success

•Exemplification - Effective in both directions. •Ingratiation - Effective, as long as it viewed as sincere. •Self-Promotion: •Upward ineffective, viewed as bragging and conceit. •Downward effective, depending on situation.

Group Process: Roles

•Group roles are shared expectations of how group members will fulfill the requirements of their position. •The three primary group roles: 1.Group task roles - do and say things that directly aid in the accomplishment of the group's objectives. 2.Group maintenance roles - do and say things to develop and sustain the group process and interrelations. 3.Self-interest roles - do and say things that help themselves. •To be effective, a group must have members who play task roles and maintenance roles while minimizing self-interest roles. (•Too much task role players = performance problems because they do not deal with conflict effectively and/or boredom. •Too much maintenance role players = great time, but do not get the job done.) -Balance between task and maintenance roles All play no work Largely do the task Leadership is responsible for. Task Shared between individual members Interacting inputs People exabit things that fall into these categories 1.Initiating structure behaviors in a team setting, fulfilling a task. 2.Doing work aimed at how the members are connected to one another, the relationship/people aspect of a team the contributions of team 3.Advance their own ends and needs, advance in their own interest. Most effective team is when these roles occur in systematic ways, most effective members balance task and maintenance roles, a mixture of the two, while also minimizing members engaging in self-interest roles. Too much task roles is all work and no play

Remaining Process Considerations...

•Groups and teams are used frequently to solve problems and make decisions in organizations. •The process by which a group arrives at a decision is a major determinant of decision quality. •Common process problems include: (•member inhibition, groupthink, false consensus, hasty decisions, polarization, and lack of action planning for implementation.) -Member inhibition, presence of others limits their decision making, suspends that and thinks of what everyone else wants to do -Groupthink, psychological phenomenon, group agreeness should always happen, thinking a disagreement the group isn't in consistence, thinking group isn't successful if not everyone agrees. Highlights one of the blind spots for powerful norms or status, members try to keep the sense of harmony too far -False. Consensus, our beliefs. Are. Shared by many other "average" people, in to a group assumption that their Opinions/decisions are normative. We underestimate how someone else might think about these. Our decisions are reflected but not by reality -Hasty - reflective that you should go faster -Polarization- occurs when individuals in groups take more extreme stances than if they were working alone, Ex. speeding up on the highway bc everyone else is going fast Lots of time spent conceptualizing than actually seeing if ideas are feasible

Leader-Member Exchange (LMX):Content

•High Quality Exchanges: (•Mutual respect, commitment, trust, affection and loyal to the leader and work harder on assigned task and carry out organizational citizenship behaviors.) •Low Quality Exchanges: (• Only comply with role requirements specified in formal employment contract. • Less compatible with leader)

Leader-Member Exchange (LMX)Outcomes For Followers

•High Quality Exchanges: (•Receive more desirable tasks, greater responsibility and authority on important decisions, rewards such as a pay increase, special benefits and career support.) •Low Quality Exchanges: (• Receives only the standard benefits for the job.)

Uncertainty Avoidance & Leadership

•High uncertainty avoidance leaders: expect reliability and punctuality, more controlling, less delegating, and less approachable. •Low uncertainty avoidance leaders: expect resourcefulness and improvisation, more innovative.

Follower Attributions Based on Leader Actions

•ILTs (prototypes): •Take direct actions that are highly visible: (•Act decisively to resolve a perceive an immediate crisis.) •Changes leader implements are perceived as unique and novel: (•Make innovative changes in the strategy.) - You get benefits as a leader, but you need to be acting different - Respect diminishes if you do something everyone else would do - If leader is taking actions that are unique that gives them more respect

Individualism (vs. Collectivism)

•Individualism: needs and autonomy of individuals are more important than the collective needs of groups, organizations, or society. •Countries high in individualism: focus on taking care of themselves, wealth disparities, support work ethic, greater individual initiative, promotions based on market value. •"Institutional" Collectivism: Degree to which organization or society encourages institutional or societal collective action •"In-group" Collectivism: Tendency of people to belong to collectives (e.g., family, religious ethnic, business ties) and to look after each other. •Countries high in collectivism: membership and loyalty to group part of person's self‐identity. Less likely to change jobs and exhibit more OCBs. •In turn, groups are expected to take care of their members.

Cultural Influences on Leader's

•Internalized values influence behavior unconscious ways (•Bold, Confident Personalities -> Risky organizational strategies) •Cultural values reflected in societal norms limit use of power and lead to conformity, even if not internalized (•Respect and Honor -> D.O.D. to Stop Reclaiming Reenlistment Bonuses) •Organizational values versus cultural values (•Uber China vs. Alipay) •Change in values and traditions over time (•Socialism -> Capitalism -> Individualism) -Adherence to social norms: diminished respect, increased social pressure and undermine a leader's effectiveness. -US culture view, value confident people, huge personalities, bc of that, organizations perform better in the market place/ gets all the press -Someone who values stability, wont get as much attention -Leader needs to be aware of cultural value, may feel restricted at times

Cognitive Resources Theory

•Interpersonal stress can have a significant impact on leaders' decision-making quality on behalf of followers by impacting different aspects of leaders' cognitive capabilities (e.g., intelligence and experience). •When stress is high, people fall back more on experience than their intelligence. (•Less intelligent leaders, who are experienced are of more benefit to their followers.) • When stress is low, people can more easily tap into their cognitive resources. (•Intelligent leaders, who are inexperienced are of more benefit to their followers.) - High stress choose experience over intelligence -Dynamic that exists between ___ and expertise.

SLT: Leadership Styles by Employee Maturity

•M1: Low Maturity - Telling Style (•Employees unable, low confidence or unwilling •Employees are given explicit direction on doing the task) •M2: Low to Moderate Maturity - Selling Style (•Employees have limited skills, moderate confidence commitment Explain decisions to employees to increase their understanding.) •M3: Moderate to High Maturity - Participating Style (•Employees are able, but insecure or unwilling •Facilitate decision-making among subordinates) •M4: High Maturity - Delegating Style (•Employees are able, willing and confident •Give them full responsibility and "stay out of their way!") -Maturity we start to use a participating style -They are able, but insecure or unwilling -Way to build your confidence Is by facilitating the process when decisions are made, not all on you -Capable and willing

Followership Contributions to Effective Leadership

•Many people define the role of follower in terms of conformity, weakness, and passivity. (•Never goes beyond job description and defer to leaders.) •Followership is defined by on being courageous, responsible, and proactive. (•Integrate two different effective follower roles: •Involvement - visible, active role in making important changes •Critical Thinking - examine, analyze and evaluate) -Involvement: Take an active role when changes are implemented, they are front and center -Critical Thinking: Pushing back on efforts when you don't agree with them

Group Process: Mutual Trust, Cooperation & Cohesiveness

•Members identify with the team or work unit, value their membership, and feel a sense of connectedness with others. (•Inexperience, attrition, competition, restrictions can be problematic. •"Mixed Blessing") •Relevant Leadership Behaviors: (•Separate: creating symbols, rituals or a mission to make membership more unique and desirable. •Motivate: recognition and rewards contingent on contributions to team performance.) •The extent to which members stick together. (1.Group Objectives - the stronger the commitment, the higher the cohesiveness. 2.Group Size - the smaller group, 3 to 9 members, the higher the cohesiveness. 3.Group Homogeneity - the more similar the group members are, the higher cohesiveness. 4.Group Participation - the more equal participation, the higher the group's cohesiveness. 5.Group Competition - external competition tends to pull together as a team. 6.Success - tends to breed cohesiveness, which in turn breeds more success.) -3. The more similar they are, more cohesiveness, can still be cohesive if they aren't that similar, bc they will still find a small similarities 5. Externally rather than internally. Survival of the fittest,, will lose member 6. Large factor of cohesiveness. Winning makes you feel a bond that losing doesn't. More success you are, more cohesive you are.. Success continues to bring more, feedback loops into itself. More successful you are, more you convince yourself you are closer than you may be -Individuals begin to bondand trust through the work they have done. Can identify with the collective. Has a sense of wanting to hold the cohesiveness -Building cohesiveness can be just being together for a while as group members, can build a sense of connectedness, and community with one another, I wanna stick with the group -Benefit is members tends to go above and beyond, willing to exerpt great behaviors for the group. -Hard to decend from the group when they see something problematic, because they don't want to ruin the harmony within 1.separation, makes the membership seem exclusive, create symbols, or handshakes, artifacts that are unique to that team. Maybe even tattoos, meaning this is an "us" thing. Convincing members of the team it is just us here, seen in sports. -> "no one believed in us" even though they did 2.Encourage members to come together and not give in to the tendency .. Give reward when team wins

Implicit Leadership Theory

•On the basis of these observations, followers develop ILTs a.k.a. Prototypes: (•***unconscious mental representations of those idealized traits and behaviors that are associated with leaders) •Thereafter, individuals are categorize as leaders and evaluated as being effective in leadership roles the more that their attributes and behaviors match these prototypes. -Prototypes are cognitive representations of anything that has meaning to us in our lives

ILT Content

•Prototypical: (•Attractiveness •Intelligence •Sensitivity •Dedication •Dynamism) •Anti-Prototypicality: (•Self-Focused •Tyranny) -Attractiveness has an evolutionary factor, they will be rated as more fitting -Intelligence, if something goes wrong, you will have the answer -Sensitivity, a people person -Dedication, deal with variety of -ALL THESE: helps you think you are fit to be a leader -Self-focused: not showing how it befits everyone -Narcissists are self focused

LPC styles

•Rate LPC in terms of how friendly, nice, and cooperative this person is: •High LPC leader—one who is able to personally like coworkers with whom they find it difficult to work. •Low LPC leader—one who has feelings of dislike for coworkers with whom they find it difficult to work. -Given a survey to know your style Least preferred colleague -Substitute for relationship versus task oriented style -High LPC were able to rate them as being friendly/nice: Considerate people, their style is a considerate style -Low LPC rated. Them less cooperative, friendly. or nice: They are task oriented people

Group Input: Resources and Political Support

•Relevant resources may include budgetary funds, tools and equipment, supplies and materials, and facilities. •Especially important when the work cannot be done without them and no substitutes can be found. •Relevant Leadership Behaviors: •Providing - Anticipating and securing the resources needed for projects •Negotiating - lobbying with superiors or outsiders to provide additional resources •Championing - promoting and defending the reputation of the team with superiors

Group Process: Norms

•Rules - Formally established and agreed to by management or by the group itself. •Norms (•Are expectation about behavior that are shared by members of a group •Norms are not developed by management or explicitly agreed to by a group. •They develop spontaneously as members interact and become unspoken rules of a group •Enforced when strongly influences behavior or noncompliance results in: •peer pressure through ridicule, ostracism, sabotage, and physical abuse of the nonconformist(s).) -Management create rules, followers follow them, top down -Norms are bottom up. -Not explicit but a shared & followed -Contrasted with rules, rules are established and dictated by management or the group itself -Norms emerge, bottom up, how individuals should behave. -Not written down, but norm is so pervasive within the collective it functions how individuals should act at every moment. -Don't talk about them but we know they exist -Norms function to powerfully influence behaviors

Group Process: Collective Efficacy and Potency

•Shared belief of members that the team is capable of successfully carrying out its mission and achieving specific task objectives. (•Skills, trust, resources, strategy and prior success***) •Relevant Leadership Behaviors: (•Tell Them: express optimism and confidence in the team •Show Them: set realistic goals or targets that will lead to early success •Remind Them: celebrating progress and important achievements.) -Idea that members of the team have a shared view of the teams ability to be successful, number of factors that go into generating this belief

ILT and Top Level Leaders

•So, just as leaders make attributions about follower competence, followers make attributions about leader competence and intentions. Based on: 1.Leader actions 2.The result of these actions 3.External conditions -Competence depends on the situation, what they did, -Leaders actions: rate higher when they are more public or upward on the actions they take

Follower Attributions Based on Result of Leaders' Actions

•When clear indicators of performance are available, leaders are viewed as competent when their: (•Unit is successful •Performance is improving AND •Performance increases soon after the leader's tenure begins) •When performance is ambiguous: (•Followers usually attribute success or failure more to the leader's personal qualities than the situation.) - When we don't have perfect information, we fall back on how that person presents -We rely on our prototypes -People will stay around despite their ineptitude, they stay around, they are able to convince by having a good conference call, they tend to bring all these factors as to why they aren't doing well -They use strategy of making excuses -Leaders are less likely to be judges when it experts too much control on the situation, when it is very dynamic - Less discression = less control

Cross-Functional Teams

•Who: Made up of people from different functional sub-units (e.g. marketing, engineering, sales, and human resources). •Purpose: Used for a unique, complex activity that requires considerable coordination, cooperation, and joint problem-solving (e.g., new product or service). •Time: Usually temporary and only exist until the completion of task or mission. •Membership: stable over the life of the team or it may change as some functions become more important and others decline in importance. •Leadership: Formal leader and is selected by higher management. - Formal leader needs substantial positional power. and good interpersonal skills (BENIFITS: •Diversity •Flexibility •Efficient use of resources •Coordination) (LIMITATIONS: •Turf wars •Varying priorities •Communication Barriers) -bring together individuals -unique complex activity where we need their expertise to work on -increase efficiency - temporary -assigned formal leader is important

Self-Managed Work Teams

•Who: Made up of people from similar functional subunits, mainly in manufacturing and process production (e.g., maintenance technicians, production operators). •Purpose: Team members to produce a distinct product or service repeatedly under reduced or no supervision. •Time: Usually long-term. •Membership: Stable over the life of the team. •Leadership: An individual elected by members or by expertise and rotated regularly or group makes decision. (BENIFITS: •Stronger commitment, satisfaction, low withdrawal behaviors. •Interesting work and flexibility •Efficient use of resources •Lower Costs) (LIMITATIONS: •Difficult to implement •Some work decisions need authoritarian and/or immediate decision-making capability •Requires competent leadership and support from TMT •Conflict may result in independent roles) - Shared process depending on expertise the members have or the demands itself -Higher levels of commitment -Late less -More interesting with flexibility

Functional Teams

•Who: Made up of people that are somewhat specialized, but still a part of the same basic function (e.g. marketing, engineering, sales, and human resources). - all the different areas, tend. to coassign with an organization/ think of how the business school has different majors •Purpose: Used for routine activities and relies on a formal leader. •Time: operate for a long duration of time. -defined. by departments/ they are enduring •Membership: stable over the life of the team. - seen the most -everyone belongs to a functional team (most. traditional) -selected by organization

Virtual Teams

•Who: Members are geographically separated and they seldom if ever meet face-to-face. •Purpose: Flexibility and Adaptation •Rapid pace of globalization •Increase in joint ventures •Employee desire for more flexibility in work arrangements •Time: May be either a temporary arrangement to carry out a specific task, or a more durable arrangement to carry out ongoing responsibilities. (BENIFITS: •Less overhead •Access to the most qualified •Increased diversity •More flexible) (LIMITATIONS: •Prevent multiple channels of communication. •Harder to monitor and evaluate effort •Harder to create and sustain a desired or established culture (e.g., trust, ID, coordination)) -Makes us communicate to anyone with online access -They are more diverse bc they can have access to the best people globally -Virtually we don't benefit as much as you could online Non verbal's when they are off camera

Sex-based discrimination

•Widespread discrimination evident in the low number of women who hold important, high‐level leadership positions in most types of organizations. •Women currently hold 4.4 percent of Fortune 500 CEO roles. Fortune 500 (22 CEOs). •In the complete absence of sex‐based discrimination, the number of women in chief executive positions in business and government should be close to 50 percent. •The absence of such representations has been referred to as the "glass ceiling."