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Copyright © 2010 Pearson Education, Inc. Leadership in Organizationspublishing as Prentice Hall
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Chapter 3
Perspectives on Effective Leadership BehaviorLectured by Dr. Tan Saroeun, NUM
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Learning Objectives
Understand what research methods have been used to study leadership behavior
Understand the findings in the early research on leadership behavior
Understand how leadership behavior can be described with either broad or specific categories
Understand the different methods for developing taxonomies of leadership behavior
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Learning Objectives (Cont.)
Understand why task and relations behaviors are important for leadership effectiveness
Understand how specific types of task and relations behaviors can be used effectively
Understand why it is useful to classify leadership behavior in terms of a three-dimensional model
Understand the contributions and limitations of the behavior approach
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Ohio State Leadership Studies
Leadership Behaviors Consideration – leader’s concern for people and
interpersonal relationships Initiating structure – leader’s concern for accomplishing
the task
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1.Consideration
Leader concern for people and interpersonal
relationships.GñkdwknaMmankgVl;elIbuKÁliknigGnþrbuKÁl.
The leader acts in a friendly and supportive manner and shows concern for the needs and feelings of subordinates.
GñkdwknaMsMEdgkayvikar sñiT§sñalnigeRCamERCg nig bgðajBITMnak;TMngsMrab;tMrUv
kar nigGarmµN_rbs;GñkeRkambgÁab;.
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2.Initiating Structure
Leader concern for accomplishing the task.
kgVl;GñkdwknaMmanbMNgeFVIeGaysMerc)annUvsñaédkargar.
The leader defines and structures his or her own role and the roles of subordinates toward attainment of tasks goals.
GñkdwknaMkMNt;rcnasm<n§½tYnaTIpÞal;xøÜnnigtYnaTIGñkeRkambgÁab;edIm,IsMerc)aneKaledA.
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Ohio State Leadership StudiesResearch Results Relation between consideration and turnover rate
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Research Results (Cont.) Relation between initiating structure and turnover rate
Ohio State Leadership Studies
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Michigan Leadership Studies
Leadership Behaviors Task-oriented behaviors Relations-oriented behaviors Participative leadership
Peer Leadership
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1.Task- Oriented Behavior
More effective manager concentrated on task
oriented functions such as GñkRKb;RKgmanRbsiT§PaB
PaKeRcInepþateTAelItYnaTItMrg;TiskargardUcCa H
planning and scheduling the work,
kareFVIEpnkarnigtarageBlevlaénkargar/
coordinating subordinate activities,
sMrbsMrYlskmµPaBkargarGñkeRkambgÁab;/
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1.Task-Oriented Behavior (Cont’d)
providing necessary supplies, equipment,
pþl;sMPar³ ]bkrN_cMa)ac;/ and technical assistance. nig CMnYybec©keTs/
setting performance goals that were high
but realistic.
dak;eKaledAbMeBjkargareGaykan;Et
x<s;b:uEnþR)akdRbCa.
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2.Relative-Oriented Behavior
Effective managers were also more supportive and helpful with
subordinates. GñkRKb;RKgmanRbsiT§ PaB CYyeRCamERCgCaeRcInbEnßmeTotdl;GñkeRkambgÁab; .
Supportive behaviors that were correlated with effective leadership
included \riyabfeRCamERCgEdl manTMnak;TMngCamYyPaBCaGñkdwknaMEdlmanRbsiT§PaBrab;bBa¢Úl
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●showing trust and confidence, bgðajkarTukcitþ CMenO
● acting friendly and considerate, sMEdgPaBsñiT§sñal nig ecHyl;citþGñkdéT
● trying to understand subordinate problems,
BüayamEsVgyl;BIbBaðaGñkeRkambgÁab;
● helping to develop subordinates and further their careers,
CYyGPivDÆGñkeRkambgÁab; nig GaCIBrbs;eK
bEnßmeTot
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● keeping subordinates informed,
pþl;Bt’mandl;GñkeRkambgÁab;● showing appreciation for subordinates ’ideas,
bgðajnUvkarGbGrsaTcMeBaHKMnitrbs;GñkeRkambgÁab;
● allowed considerable autonomy in how subordinates do the work, GnuBaØateGaymansVy½PaB xagkarRtiHriHnUvrebobGñkeRkambgÁab;eFVIkargar.
● providing recognition for subordinates’ contributions and
accomplishments. pþl;karTTYlsÁal;sMrab;kar rYmcMENknigsñaéd .
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3. Participative Leadership
Effective managers used more group supervision instead of supervising each subordinate separately.
GñkRKb;RKgRbsiT§PaB)aneRbIR)as;karRKb;RKg CaRkumCMnYseGaykarRKb;RKgmñak;²dac;ecjBIKña.
▪ Group meeting facilitate:
karRbCMuCaRkumsMrbsMrYl/ ▪ Subordinate participation in decision making,
karcUlrYmGñkeRkambgÁab;kñúgkarsMerccitþ/
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3. Participative Leadership (cont)▪ improve
communication ,eFVIeGayRbesIrdl;TMnak;TMng/
▪ promote cooperation , and begáInshRbtibtþikar nig/▪ facilitate conflict
resolution.sMrbsMrYledaHRsayCMelaH.
the role of the manager in group meetings should be primarily to
guide : tYnaTIGñkRKb;RKgkñúg RkumRbCMuENnaM RtUvdwknaM
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3. Participative Leadership (Cont.)
▪ the discussion and keep it supportive,
BiPakSanigrkSakareRCamERCgva ▪ constructive and, EdlRbkbedaysßabna nig
▪ oriented toward problem solving.
tMrg;TissMedAedaHRsaybBaða.Managers remains responsible for all decisions and their results.
GñkRKb;RKgrkSakarTTYlxusRtUvral;karsMerccitþTaMgGs;niglT§
plrbs;va.
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3.Peer Leadership
Most leadership functions can be carried out by someone besides the designated leader of a group.
tYnaTIPaBCaGñkdwknaMPaKeRcInGacGnuvtþeday nrNamñak;eRkABIGñkdwknaMénRkumcg¥úlbgðaj.
Sometimes subordinates perform these functions on their own initiative.
CYnkalGñkeRkambgÁab;bMeBjtYnaTITaMg
enHedayKMnitpþÜcepþImrbs;xøÜn.
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3.Peer Leadership (Cont’d)
Group effectiveness will depend more on the overall quality of leadership in work unit than on who actually performs the function.
RbsiT§PaBénRkumnwgEp¥keRcInelIKuNPaBénPaBCaGñkdwk
naMTaMgRsugkñúgGgÁPaBkargarCagnrNamñak;bMeBjnUvtYnaTI
kargar Cak;Esþg .
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Limitations of Survey Research Bias in Behavior Description Questionnaires
Ambiguous items Response bias Aggregation of items
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Problems Interpreting Causality in Survey Studies
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Experiments
Laboratory Experiments Low external validity (generalizability) High internal validity Inconsistent findings
Field Experiments Difficult to conduct High external validity Low internal validity Positive results for relations-oriented behaviors; mixed
and inconsistent results for task-oriented behaviors
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Critical Incident Research
Types of Leader Behaviors1. Planning, coordinating, and organizing operations2. Supervising subordinates3. Establishing and maintaining good relations with
subordinates4. Establishing and maintaining good relations with
superiors, peers, and outsiders5. Assuming responsibility for observing organizational
policies, carrying out required duties, and making necessary decisions
Limitations of Critical Incident Research
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The “High-High” Leader
The Managerial Grid & PM Leadership Theory Additive versus Multiplicative Model Limited Support for a Universal Model Need to incorporate situational variables
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Blake and Mouton Managerial Grid
5 6 7 8 9 1 2 3 4Concern for Production
Co
nce
rn f
or
Peo
ple
(1,1)
Impoverished
Middle-of-the-Road
(5,5)
Authority-Compliance
(9,1)
Team Management
(9,9)(1,9)
Country Club
9
8
7
6
5
4
3
2
1
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Leadership Behavior Taxonomies
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Leadership Behavior Taxonomies (Cont.)
Sources of Diversity Among Taxonomies No absolute set of correct behaviors Levels of abstraction Various methods used to develop taxonomies
Limitations of Factor-Based Taxonomies
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Behaviors at Different Levels of Abstraction
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Leadership Behavior Taxonomies Three-Dimensional
Taxonomy Task-Oriented Behaviors Relations-Oriented
Behaviors Change-Oriented
Behaviors
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Task-Oriented Behaviors
Organize work activities to improve efficiency Plan short-term operation Assign work to groups or individuals Clarify what results are expected for a task Set specific goals and standards for task
performance
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Task-Oriented Behaviors (Cont.)
Explain rules, policies, and standard operating procedures
Direct and coordinate work activities Monitor operations and performance Resolve immediate problems that would disrupt
the work
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Relations-Oriented Behaviors
Provide support and encouragement to someone with a difficult task
Express confidence that a person or group can perform a difficult task
Socialize with people to build relationships Recognize contributions and accomplishments Provide coaching and mentoring when appropriate
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Relations-Oriented Behaviors (Cont.)
Consult with people on decisions affecting them Allow people to determine the best way to do a
task Keep people informed about actions affecting them Help resolve conflicts in a constructive way Use symbols, ceremonies, rituals, and stories to
build team identity Recruit competent new members for the team or
organization
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Change-Oriented Behaviors Monitor the external environment to detect threats and
opportunities Interpret events to explain the urgent need for change Study competitors and outsiders to get ideas for
improvements Envision exciting new possibilities for the organization Encourage people to view problems or opportunities in a
different way Develop innovative new strategies linked to core
competencies
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Change-Oriented Behaviors (Cont.)
Encourage and facilitate innovation and entrepreneurship in the organization
Encourage and facilitate collective learning in the team or organization
Experiment with new approaches for achieving objectives Make symbolic changes that are consistent with a new
vision or strategy Encourage and facilitate efforts to implement major change Announce and celebrate progress in implementing change Influence outsiders to support change and negotiate
agreements with them
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Comparison of Recent Taxonomies
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Specific Task Behaviors Action Planning
1. Identify necessary action steps2. Identify the optimal sequence of action steps3. Estimate the time needed to carry out each action
step4. Determine starting times and deadlines for each
action step5. Estimate the cost of each action step6. Determine who will be accountable for each action
step7. Develop procedures for monitoring progress
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Specific Task Behaviors (cont.)Clarifying Roles and Objectives
Defining Job Responsibilities Explain the important job responsibilities Clarify the person’s scope of authority Explain how the job relates to the mission of the unit Explain important policies, rules, and requirements
Assigning Work Clearly explain the assignment Explain the reasons for an assignment Clarify priorities and deadlines Check for comprehension
Setting Performance Goals Set goals for relevant aspects of performance Set goals that are clear and specific Set goals that are challenging but realistic Set a target date for attainment of each goal
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Specific Relations Behaviors
Supporting includes a wide variety of behaviors that show consideration, acceptance, and concern for the needs and feelings of other people.
kareRCamERCgrab;bBa¢ÚlRbePTepSg²én\riyabfEdl bgðaj karrab;Gan karTTYlsÁal;nigTMnak;TMngsMrab; tMrUvkar nig GarmµN_sMrab;GñkdéT.
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Supportive leadership helps to build and maintain effective interpersonal relationships.
PaBCaGñkdwknaMeRCamERCgCYyksagnigEfTaM TMnak;TMng rvagbuKÁlnigbuKÁl.
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The studies show that subordinates of supportive leaders are usually more satisfied with their leader and with their
job. karsikSa)anbgðajfa GñkeRkambgÁab;EdlmanGñkdwk naMeRCamERCgCaTUeTARtUv)anbMeBjtMrUvkardl;GñkdwknaM rbs;eK nig kargar.
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Specific Relations BehaviorsGuidelines for Supporting
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2. Developing
Developing includes several managerial practices that are used to increase a person’s skills and facilitate job adjustment and
career advancement. karGPivDÆrab; bBa¢ÚlkarGnuvtþénkar
RKb;RKgbIbYnEbb EdlRtUveRbIedIm,I begáInCMnajrbs; buKÁlik nigsMrbsMrYldMeNaHRsaykargar nigkar GPivDÆGaCIB.
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2. Developing (Cont’d)
Component behaviors include coaching , mentoring , and career counseling.
\riyabfénsmasPaKrYmman H
karbgVwk karpþl;PaBevogévnig karRbwkSaGaCIB.
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2.Developing (Cont’d)
Developing offers a variety of potential benefits for the manager, the subordinate, and the organization.
karGPivDÆpþl;plRbeyaCn_ d¾man skþanuBl epSg²sMrab;GñkRKb;RKg GñkeRkambgÁab; nigGgÁPaB.
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2. Developing (Cont’d.) One benefit is to foster mutually cooperative relationships.
plRbeyaCn_mYyKWRtUvBenøOnnUvTMnak;
TMngshkarcMruH. The leader can gain a sense of satisfaction from helping others grow
and develop. GñkdwknaMGacsMerc)annUvKMniténkarbMeBjtMrUvkarBIkar CYybNþúHbNþalGñkdéT.
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Specific Relations BehaviorsGuidelines for Coaching
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Specific Relations BehaviorsGuidelines for Mentoring
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3. Recognizing
Recognizing involves giving praise and showing appreciation to others for effectives performance, significant achievements, and important contributions to the organization.
karTTYlsÁal;Tak;TinnwgkarsresIrnigbgðajBIGMNrsaTrcMeBaHGñkTaMgLayNaEdlbMeBjkargarmanRbsiTæPaBsñaédsMxan;² nig rYmcMENksMxan;²cMeBaHGgÁPaB.
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Specific Relations BehaviorsGuidelines for Recognizing
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