schultz10e_ch07.ppt

Schultz & Schultz 10e 1
Copyright © 2010 Pearson Education, Inc.,
Upper Saddle River, NJ 07458. All rights reserved
Psychology and Work Today
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Learning Objectives
After reading this chapter, you should be able to:
• Explain the approaches, theories, and styles of leadership
• Understand the role of poser and expectations in
leadership
• Describe the functions of leadership
• Identify the characteristics of successful and unsuccessful
leaders
• Describe the characteristics of successful management
teams
• Understand and explain the problems of leaders in general
as well as those of women and minorities in management.

A Bad Boss Can Ruin Your Day
• As many as 7 out of 10 managers may be
• Incompetent, exploiting, domineering, irritable,
and untrustworthy
• Refuse to delegate authority
• Have poor decision-making skills
• About 75% of American workers believe that
the worst and most stressful aspect of their
jobs is their boss
• Part of problem is promoting great
employees into supervisory jobs for which
they lack basic skills and abilities

Approaches to Leadership
• I-O psychologists have conducted
considerable lab and field research on
leadership:
• Qualities and behaviors of leaders
• Leadership styles
• Ways of maximizing leadership abilities
• Scientific management
• Human relations approach
• Theory X and Theory Y

Scientific Management
• Early 20th century philosophy, associated with F. W.
Taylor
• Concerned with increasing productivity - workers
regarded as extensions of the machines they operated
• See http://www.therblig.com/taylor/prin.html
paragraph 28 for story of “Schmidt”
• Goddard: People with low intelligence should be
supervised by people of greater intelligence
• “Workers are little above the child [and] must be told
what to do and shown how to do it”

Human Relations Approach
• Arose in the 1920’s with the Hawthorne
Studies, which focused attention on
workers instead of production
• The Hawthorne experiments trained
leaders to allow workers to set their own
pace, to form social groups, and to solicit
workers’ opinions
• Workers treated as people, not cogs in a
machine

Theory X and Theory Y
McGregor (1960)
Formal expression of scientific management and human
relations approaches to leadership
•Theory X
• Assumes people are lazy, dislike work, and must be led
and directed. It is compatible with scientific
management and bureaucracy
•Theory Y
• Assumes that people find satisfaction in their work and
function best under a participatory leader. It is
compatible with human relations and MBO

Theories of Leadership
Effective leadership depends on the interaction of:
1. The traits and behaviors of the leaders
2. The characteristics of the followers
3. The nature of the situation in which the leadership
occurs.
• Contingency theory
• Path-Goal theory
• Leader-member exchange (LMX)
• Implicit leadership theory

Contingency Theory
Fiedler (1978)
• Leadership effectiveness is determined by the
interaction between the leader’s personal
characteristics and the situation
• Leaders are classified as
• Person-oriented, or
• Task-oriented
• Leader style cannot change. If a mismatch exists,
must either change leader or situation
• Which type will be more effective depends on the
leader’s degree of situational control

Contingency Theory
Fiedler (1978)
• Control depends on relationship between
leader/followers, the degree of task structure, and the
leader’s authority (position power)
• The task-oriented leader will be effective in
extremely favorable or extremely unfavorable
situations
• The person-oriented leader will be more effective in
moderately favorable situations
• Criticisms include most of research was in the lab;
Fiedler offered in response the cognitive resource
theory

Path-Goal Theory
House (1971)
• Focuses on the kinds of leader behaviors
that allow subordinates to achieve personal
and organizational goals
• Four leadership styles can be adopted to
facilitate employee attainment of goals
• Directive
• Supportive
• Participative
• Achievement-oriented

Path-Goal Theory
House (1971)
• The most effective leadership style depends
on the situation and the characteristics of the
subordinates
• Requires leader flexibility
• Directive style works best with unskilled workers
• Supportive leadership works best with highly
skilled workers
• Theory is difficult to test and operationalize

Leader-Member Exchange (LMX)
Graen & Schlieman (1978)
• Focuses on how the leader-follower
relationship affects the leadership process
• Subordinates are of two types: “in-group”
and “out-group”
• In-group employees are viewed by the leader
as competent, trustworthy and highly motivated
• Out-group employees are viewed as
incompetent, untrustworthy, and poorly
motivated

Leader-Member Exchange (LMX)
Graen & Schlieman (1978)
• Two leadership styles:
• Supervision - based on formal authority
• Leadership - based on persuasion
• Leaders use supervision with out-group employees,
and leadership with in-group members
• Leaders and in-group members establish personal
relationships leading to mutual support and
understanding
• High-LMX relationship groups tends to outperform low-
LMX relationship groups

Implicit Leadership Theory
Lord & Maher (1993)
• Defines leadership from the standpoint of the
persons being led
• Each person develops an implicit theory or
image of the ideal leader based on
experience
• Fit with image determines whether we
perceive our boss as a good or bad leader
• No objective criteria; a leader is a good leader
if she or he meets our expectations
• Usefulness of theory in workplace yet to be
determined

Leadership Styles
• Authoritarian
• Democratic
• Transactional
• Transformational
• Charismatic

Leadership Styles
• Authoritarian leadership
• Results when leaders make all the decisions
and tell followers what to do
• Works best when situations require rapid and
efficient job performance
• Democratic leadership
• Results when leaders and followers discuss
problems and make decisions jointly

Transactional Leaders
• Identify the needs of their followers and give
rewards in exchange for performance
• Consistent with Path-Goal Theory,
transactional leader sets goals and
expectations, reward effort and provide
feedback
• Focus is on increasing efficiency of
established routines and procedures
• Best suited to an established organization vs.
an organization in flux

Transformational Leaders
• Not constrained by their followers’ perceptions
but are free to act to transform (change) their
followers’ views
• They challenge and inspire with a sense of
purpose and excitement
• They create a vision and communicate it while
accepting feedback and suggestions
• Score high on extroversion and agreeableness

Transformational Leaders
• Three components of transformational leadership
• Charismatic leadership
• Individualized consideration
• Intellectual stimulation
• Characterized by broad knowledge of the field, a
self-promoting personality, high energy, and a
willingness to take risks
• Communicate a vision to followers
• Can misuse their power over others

Types of Power
• Formal Organizational or Position power
• Reward
• Coercive
• Legitimate
• Personal power
• Referent
• Expert

Uses of Power
• Research has shown these types of
leadership power to be effective, in order:
1. Expert
2. Legitimate
3. Referent
• High and mid-level leaders show a great
personal need for power
• Need for power higher in effective managers
• The most effective managers do not seek
power for personal gain, but rather are
directed toward the organization and goal
accomplishment

Pygmalion Effect
• The Pygmalion Effect is a self-fulfilling
prophecy in which managers’ expectations
about their employees’ job performance can
influence that performance
• Based on the story of Pygmalion, King of
Cyprus, who carved an ivory statue of his
ideal woman, and fell in love with it
• In answer to his prayers, she came to life and he
named her Galatea

The Functions of Leadership
• Based on the Ohio State Studies of the late
1940’s, leadership functions grouped into
two dimensions
• Consideration
• Leadership behaviors that involve awareness of and
sensitivity to the feelings of subordinates
• Initiating structure
• Leadership behaviors concerned with organizing,
defining, and directing the work activities of subordinates

Successful 1st Line Supervisors
• Person-centered
• Supportive, helpful, willing to defend
subordinates
• Democratic, with frequent meetings
• Flexible, allowing subordinates to accomplish
goals their own way
• Describe themselves as coaches rather than
directors
• Emphasize quality, provide clear directions,
and give timely feedback

Successful Managers & Execs
• Less people-oriented and more work-oriented
• College attendance is important
• Major and grades predict promotion rates
• Big Five factors highly related to performance
• Conscientiousness – sense of control
• Emotional stability – intellectual flexibility
• Agreeableness – TMT cohesion
• Extraversion – leader dominance
• Openness to experience – team risk taking

Successful Managers & Execs
• High leadership motive pattern (McClelland,
1975)
• High need for power and achievement
• Low need for affiliation
• Considerable self-control
• Greater need to influence people than to be liked
• Good at self-promotion and acquiring the
sponsorship of a mentor

Unsuccessful Executives
• Typically fail because of personality factors rather than job
performance
• Tend to be lacking in consideration behaviors - insensitive,
arrogant, and aloof
• Abrasive and domineering leadership style
• Flaws or fallacies in thinking (Sternberg, 2003)
• Unrealistic optimism
• Egocentrism
• Omniscience
• Omnipotence
• Invulnerability

Problems for 1st Line Supervisors
• Receive little or no supervisory training
• Supervisors promoted from the ranks face
conflicting demands and loyalties
• The trends toward increased worker
participation complicates their jobs
• Self-managing work groups are a threat to
supervisory power and authority
• Computer technology makes supervision
more difficult

Problems for Managers & Execs
• Mid-level managers often feel
• Lack of influence in formulating company policy
• Insufficient authority and resources to carry out that policy
• Obsolete due to participative management
• Employee participation in decision making is a source of
stress
• Massive layoffs and downsizing mean fewer promotion
opportunities
• Top executives report stress from intense commitment of
time and energy to organization

Women in Management
• At every level, women are generally paid less for same
work
• In a study of recent MBA graduates and current MBA
students, Ellin (2004) found:
• 57% of male MBAs negotiated salary vs. 7% of female MBAs
• Negotiations resulted in average $4,500 increase in pay
• 70% of male MBA students felt they deserved higher pay than other
applicants, whereas 70% of female students felt they should receive
the same pay
• 85% of males felt it was their responsibility to get the organization to
pay them what they were worth vs. only 17% of female MBAs. Most
females felt they were worth what the organization decided to pay
them

Women in Management
• Perceived obstacles to advancement of women
• Persistence of male stereotypes
• Lack of fit with corporate culture
• Deliberate exclusion from informal networks
• Difficulty getting good assignments
• Not considered for positions that require relocation
• Have to work harder and meet higher standards than men
• Women’s success is attributed to external conditions;
when men succeed it’s attributed to personal ability

Women in Management
• Women are rated more effective in situations requiring
mentoring, rewarding & supporting; men rated more
effective at delegation, inspiration and problem solving
• Women exhibiting stereotypically male behaviors seen as
“too tough” and “unfeminine” rather than competent
• Research suggests that women are perceived as more
“leader-like” than in past, but still possess fewer leader
qualities than men (Duehr & Bono, 2006)
• Men and women receive the same frequency of mentoring
• Job satisfaction (Eddelston, Veiga, & Powell, 2006)
• Women prefer socio-emotional satisfiers (e.g., bringing warmth and
sensitivity to job relationships) vs. men who want status-based
satisfiers (e.g., confirm their authority)

Minority Managers
• Despite increasing numbers, minorities still face
stereotyping, prejudice, and unique challenges
• Most minority managers are Black and I-O
research reflects that
• Reasons that Black managers give for quitting
include problems with superiors, a sense of not
belonging, and a lack of challenge
• Minority women have fewer management
opportunities than minority men
• They noted lack of mentors and networking
opportunities as barriers to advancement

Minority Managers
• Blacks promoted ahead of Whites often face
charges that they were given the job because of
race
• A study of 5,000 Black managers found that a
positive diversity climate reduced expressed desire
to quit (McKay et al., 2007)
• Black employees with Black vs. White supervisors
perceived less racial discrimination (Avery, McKay,
& Wilson, 2008)
• Satisfaction with different race supervisor
decreases over time (Vecchio & Bullis, 2001)

Key Terms
• Authoritarian leadership
• Bureaucracy
• Consideration leadership
functions
• Contingency theory
• Democratic leadership
• Implicit leadership theory
• Initiating structure
leadership functions
• Leader-member exchange
(LMX)
• Path-goal theory
• Pygmalion effect
• Scientific management
• Self-managing work teams
• Theories X and Y
• Transactional leadership
• Transformational leadership

schultz10e_ch07.ppt

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