Fluent Essays

Write a brief summary of the important concepts you learned from chapter 7 & 8. (Chapter 7 & 8 summary attached and textbook attached) Writing Requirements Include Abstract APA format Only 2 pages in length (excluding cover page, abstract, and reference list) Only reference to textbook 7-1Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 7-2 Leadership Behavior “The truth of the matter is that you always know the right thing to do. The hard part is doing it.” Norman Schwartzkopf, U.S. Army C h a p te r 7 7-3 Introduction • Differentiating between effective and ineffective leaders requires looking at their behaviors and results. • Leadership behavior can be observed and measured. • Personality traits, values, and intelligence cannot be directly observed, but they may contribute to effective leadership behaviors. • Two other factors that influence leadership behavior are the followers and the situation. – Follower and situational factors can help determine whether a particular leadership behavior is “bad” or “good.” 7-4 Why Study Leadership Behavior? • Many people in positions of authority either cannot build and motivate teams or do not realize the negative impact of their behavior. • Leadership behaviors are a function of intelligence, personality traits, emotional intelligence values, attitudes, interests, knowledge, and experience. • Over time, leaders learn and discern the most appropriate and effective behaviors. • Individual differences, followers, and situational variables play a pivotal role in a leader’s actions. 7-5 The Building Blocks of Skills FIGURE 7.1 The Building Blocks of Skills 7-6 The Early Studies • Ohio State University developed the Leader Behavior Description Questionnaire (LBDQ). and identified two independent dimensions of behaviors. – Consideration is how friendly and supportive a leader is toward subordinates. Leaders high in consideration show concern by speaking up for subordinates’ interests and expressing appreciation for their work. – Initiating structure is how much a leader emphasizes meeting work goals and accomplishing tasks. Leaders high in initiating structure engage in task-related behaviors like assigning deadlines and monitoring performance levels. – These dimensions are independent continuums. 7-7 The Early Studies (continued) • University of Michigan identified four categories of leadership behaviors that are related to effective group performance. – Goal emphasis and work facilitation are job- centered dimensions similar to the LBDQ initiating structure behaviors. – Leader support and interaction facilitation are employee-centered dimensions similar to the LBDQ consideration dimensions. – Job-centered and employee-centered behaviors are at opposite ends of a single continuum. • Findings of both university studies suggest that no universal set of leader behaviors is always associated with leadership success. 7-8 The Leadership Grid • Alternative conceptualizations focus on: – Identifying key leadership behaviors. – Determining if these behaviors have positive relationships with leadership success. – Developing behaviors related to leadership success. • The Leadership Grid profiles leader behavior on two dimensions: concern for people and concern for production. – “Concern” reflects how a leader’s underlying assumptions about people at work and the importance of the bottom line affect leadership style. • The most effective leaders are said to have high concern for both people and for production. 7-9 The Leadership Grid FIGURE 7.2 The Leadership Grid Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf Publishing, 1991), p. 29. Copyright 1991. Reprinted with permission of Grid International 7-10 Competency Models • Competency models describe the behaviors and skills needed for organizational success. • All organizational competency models fall into one of four major categories. – Intrapersonal skills: adapting to stress, setting goals – Interpersonal skills: communicating, interacting – Leadership skills: building effective teams – Business skills: thinking strategically • The Hogan and Warrenfelz model: – Allows people to see connections between models. – Makes predictions about the ease or difficulty of changing leadership behaviors and skills. – Points out what behaviors leaders must exhibit to be effective. 7-11 Leadership Competency Model FIGURE 7.3 An example of a leadership competency model. Source: G.J. Curphy, K. Louiselle, and S. Bridges: Talent Assessment Overview: 360-Degree Feedback Report. Eagan, MN: Advantis Research & Consulting, 2003. 7-12 The Leadership Pipeline • The Leadership Pipeline model shows where leaders should spend time, what behaviors they need to exhibit, and what challenges are likely at different organizational levels. • It outlines leader development through organizational levels from first-line supervisor to functional manager to CEO. • The pipeline offers a roadmap for individuals who want to chart their career progression. • It provides a useful framework for considering how leadership competencies change as people are promoted through organizations. 7-13 The Leadership Pipeline Organizational Level Competency Requirements Time Applications Work Values Individual contributor Technical proficiency. Using company tools. Build relationships with team members. Meet personal due dates. Arrive/depart on time. Get results through personal proficiency. High-quality work. Accept company values. First-line supervisor Planning projects. Delegating work. Coaching and feedback. Performance monitoring. Annual budget planning. Make time available for followers. Set priorities for team. Get results through others. Success of followers. Success of the team. Midlevel manager Select, train, and manage first- line supervisors. Manage boundaries and deploy resources to teams. Monitor performance of each team. Make time to coach first-line supervisors. Appreciate managerial versus technical work. Developing first-line supervisors. Excerpt from TABLE 7.2 The Leadership Pipeline Source: R. Charan, S. Drotter, and J. Noel, The Leadership Pipeline: How to Build the Leadership-Powered Company (San Francisco: Jossey-Bass, 2001). 7-14 Community Leadership • Community leadership is the process of building a team of volunteers to accomplish an important community outcome. • Community leaders lack position power and also have fewer resources and rewards. • Three competencies are needed to drive community change efforts successfully: – Framing: recognizing and defining opportunities – Building social capital: developing and maintaining relationships – Mobilization: engaging a critical mass to take action and achieve a specific outcome 7-15 The Components of Community Leadership FIGURE 7.4 The Components of Community Leadership Source: J. Krile, G. Curphy, and D. Lund, The Community Leadership Handbook: Framing Ideas, Building Relationships, and Mobilizing Resources (St. Paul, MN: Fieldstone Alliance, 2006). 7-16 Assessing Leadership Behaviors: Multirater Feedback Instruments • 360-degree, or multirater, feedback tools allow managers to gather accurate information from peers and direct reports about their on-the- job behaviors and leadership effectiveness. • Questionnaire construction is very important. • Leaders who received 360-degree feedback had higher performing work units. • 360-degree systems should tell leaders about their own strengths and development needs rather than make comparisons between people. • 360-degree feedback provides insight into self- perceptions and others’ perceptions of leadership skills. 7-17 Multirater Feedback Instruments (continued) • The key to high observer ratings is to develop a broad set of leadership skills that help groups accomplish goals. • Research shows that it is possible to change others’ perceptions of a leader’s skills over time. – Leaders must set development goals and commit to a development plan to improve skills. • Societal or organizational culture, race, and gender play key roles in the accuracy and utility of the 360-degree feedback process. • 360-degree feedback should be built around a competency model. 7-18 Sources for 360-Degree Feedback FIGURE 7.5 Sources for 360-Degree Feedback 7-19 Example of 360-Degree Feedback FIGURE 7.6 Example of 360-Degree Feedback. Source: K. Louiselle, G. J. Curphy, and S. Bridges, C3 360-Degree Feedback Report (Eagan, MN: Advantis Research and Consulting, 2003). Reprinted with permission of Advantis Research and Consulting. 7-20 Summary • Leaders can benefit from leadership behavior research in several ways. • Research has helped to identify factors that can cause high-potential managers to fail. • The Leadership Grid provides a taxonomy of leader types based on behavioral orientation. • The Leadership Pipeline model allows organizations to chart leader progression by using customized competency models. • Community leadership facilitates the accomplishment of community-oriented goals. • 360-degree feedback gives leaders feedback useful in improving their performance. 8-1Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 8-2 Skills for Building Personal Credibility and Influencing Others C h a p te r 8 8-3 Introduction • This chapter will concentrate on the most “basic” skills that leaders need. – Building credibility – Communication – Listening – Assertiveness – Conducting meetings – Effective stress management – Problem solving – Improving creativity 8-4 Building Credibility • Credibility is the ability to engender trust in others. • Leaders with high levels of credibility are seen as trustworthy and having a strong sense of right and wrong. • Credibility is comprised of two components: – Expertise consists of technical competence, organizational knowledge, and industry knowledge. – Trust is comprised of clarifying and communicating your values and building relationships with others. 8-5 The Credibility Matrix Figure 8.1: The Credibility Matrix Source: G. J. Curphy, Credibility: Building Your Reputation throughout the Organization (Minneapolis Personnel Decisions International, 1997). 8-6 Expertise x Trust • Leaders in each quadrant of the Credibility Matrix have different interactions with followers. – First quadrant leaders have high levels of both trust and expertise; they would likely be considered highly credible. – Second quadrant leaders may include those who haven’t spent much time with followers, who don’t follow through with commitments, or who are new to the firm and haven’t had time to build relationships with co-workers. – Third quadrant leaders may be new college hires or people joining the company from a different industry. They probably do not have technical competence, organizational or industry knowledge, or time to build relationships with co-workers. – Fourth quadrant leaders may include those who were promoted from among peers or who transferred from another department within the company. 8-7 Communication Figure 8.2: A Systems View of Communication 8-8 Communication • Effective communication involves the ability to transmit and receive information with a high probability that the intended message is passed from sender to receiver. • Few skills are more vital to leadership. • The quality of a leader’s communication is positively correlated with subordinate satisfaction, productivity, and quality of services rendered. • The effectiveness of the communication process depends on the successful integration of all the steps in the communication process. 8-9 Communication (continued) • Leaders can improve their communication skills through a number of different means. – Determining the purpose of the communication before speaking – Choosing an appropriate context and medium for the message – Sending clear verbal and nonverbal signals – Actively ensuring that others understand the message 8-10 Listening • Good leaders and followers recognize the value of two-way communication. • Listening to others is just as important to effective communication as expressing oneself clearly. • Leaders are only as good as the information they have, which usually comes from watching and listening to what is going on around them. • The best listeners are active listeners. • Passive listeners are not focused on understanding the speaker. 8-11 Listening (continued) • Active listening improves understanding and visibly demonstrates respect. • Active listening skills can be improved in many ways. – Demonstrating nonverbally that you are listening – Actively interpreting the sender’s message – Attending to the sender’s nonverbal behavior – Avoiding defensive behavior 8-12 Assertiveness • Individuals exhibiting assertive behavior are able to stand up for their own rights (or their group’s rights) in a way that also recognizes the concurrent right of others to do the same. • Assertiveness differs from acquiescence and aggression. – Acquiescence is avoiding interpersonal conflict entirely either by giving up and giving in or by expressing needs in an apologetic, self-effacing way. – Aggression is an effort to attain objectives by attacking or hurting others. 8-13 Assertiveness, Acquiescence, and Aggression Figure 8.4: Relationships between Assertiveness, Acquiescence, and Aggression 8-14 Assertiveness (continued) • We can do several things to behave more assertively. – Using “I” statements – Speaking up for what we need – Learning to say “no” to others – Monitoring our inner dialogue to ensure that it is positive and affirming – Being persistent without becoming irritated, angry, or loud 8-15 Conducting Meetings • Meetings can help accomplish goals, exchange information, and maintain communication. • Guth and Shaw have 7 tips for running meetings: – Determine whether a meeting is necessary – List the objectives – Stick to the agenda – Provide pertinent materials in advance – Make the meeting convenient – Encourage participation – Keep a record 8-16 Effective Stress Management • Stress is the process of perceiving and responding to situations that challenge or threaten us. • Responses may include: • Increased levels of emotional arousal • Changes in physiological symptoms(increases in perspiration, heart rate, cholesterol level, or blood pressure). • Stress often occurs in situations that are complex, demanding, or unclear. • Stressors are characteristics in individuals, tasks, organizations, or the environment that pose some degree of threat or challenge to people. 8-17 Effective Stress Management (continued) • Stress can either facilitate or inhibit performance, depending on the situation. Manage stress by: – Monitoring your own and your followers’ stress levels. – Identifying what is causing the stress. – Practicing a healthy lifestyle. – Learning how to relax. – Developing supportive relationships. – Keeping things in perspective. – Applying the A-B-C Model to change self-talk.| • A - Triggering Event • B - Your Thinking • C - Feelings and Behaviors 8-18 Problem Solving • Identify problems or opportunities for improvement to ensure that the task is clear. • Analyze the causes of the problem using a cause- and-effect diagram and force field analysis. • Develop alternative solutions using the nominal group technique (NGT) to generate ideas. • Select and implement the best solution based on established criteria. • Assess the impact of the solution using measurable criteria of success. 8-19 Cause-and-Effect Diagram Figure 8.5: A Cause-and-Effect Diagram 8-20 Force Field Analysis Figure 8.6: Force Field Analysis Example: Starting a Personal Exercise Program 8-21 Improving Creativity • Brainstorming stimulates creative group thinking. • Seeing things in new ways enhances creativity but is difficult because of functional fixedness. This mental block can be overcome by: – Thinking in terms of analogies. – Putting an idea/problem into a picture rather than words. • Leaders can use power constructively to encourage the open expression of creative ideas. • Forming diverse problem-solving groups increases creativity but may also increase conflict.