Arkansas State University Newport Chapter 7 & 8 Leadership Book Summaries Write a brief summary of the important concepts you learned from chapter 7 & 8. (

Arkansas State University Newport Chapter 7 & 8 Leadership Book Summaries Write a brief summary of the important concepts you learned from chapter 7 & 8. (Chapter 7 & 8 summary attached and textbook attached)Writing RequirementsInclude AbstractAPA formatOnly 2 pages in length (excluding cover page, abstract, and reference list)Only reference to textbook Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-1
Chapter
7
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
7-2
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.”
7-3
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.
7-4
The Building Blocks of Skills
FIGURE 7.1
The Building Blocks of Skills
7-5
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.
7-6
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 jobcentered 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.
7-7
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.
7-8

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
7-9
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.
7-10
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.
7-11
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.
7-12
The Leadership Pipeline
Organizational Level
Individual
contributor
First-line
supervisor
Midlevel
manager
Competency Requirements
Technical proficiency. Using
company tools. Build
relationships with team
members.
Planning projects. Delegating
work.
Coaching and feedback.
Performance monitoring.
Select, train, and manage firstline supervisors. Manage
boundaries and deploy
resources to teams.
Time Applications
Meet personal due dates.
Arrive/depart on time.
Work Values
Get results through personal
proficiency.
High-quality work. Accept
company values.
Annual budget planning.
Make time available for
followers. Set priorities for
team.
Get results through
others. Success of followers.
Success of the team.
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).
7-13
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
7-14
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).
7-15
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-thejob 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 selfperceptions and others’ perceptions of
leadership skills.
7-16
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.
7-17
Sources for 360-Degree Feedback
FIGURE 7.5
Sources for 360-Degree Feedback
7-18
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.
7-19
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.
7-20
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
8-1
Chapter
8
Skills for Building
Personal Credibility
and Influencing Others
8-2
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
8-3
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.
8-4
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).
8-5
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.
8-6
Communication
Figure 8.2: A Systems
View of Communication
8-7
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.
8-8
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
8-9
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.
8-10
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
8-11
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.
8-12
Assertiveness, Acquiescence, and
Aggression
Figure 8.4: Relationships between Assertiveness, Acquiescence, and Aggression
8-13
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
8-14
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
8-15
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.
8-16
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
8-17
Problem Solving
• Identify problems or opportunities for improvement
to ensure that the task is clear.
• Analyze the causes of the problem using a causeand-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.
8-18
Cause-and-Effect Diagram
Figure 8.5: A Cause-and-Effect Diagram
8-19
Force Field Analysis
Figure 8.6: Force Field Analysis Example: Starting a Personal Exercise Program
8-20
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.
8-21
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Leadership
Enhancing the Lessons of Experience
Seventh Edition
Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
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LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE
Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas,
New York, NY, 10020. Copyright © 2012, 2009, 2006, 2002, 1999, 1996, 1993 by The McGraw-Hill Companies, Inc. All
rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored
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but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
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United States.
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Hughes, Richard L.
Leadership : enhancing the lessons of experience / Richard L. Hughes, Robert C. Ginnett,
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ISBN-13: 978-0-07-811265-2 (alk. paper)
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About the Authors
Rich Hughes has served on the faculties of both the Center for Creative
Leadership (CCL) and the U.S. Air Force Academy. CCL is an international organization devoted to behavioral science research and leadership
education. He worked there with senior executives from all sectors in the
areas of strategic leadership and organizational culture change. At the Air
Force Academy he served for a decade as head of its Department of Behavioral Sciences and Leadership. He is a clinical psychologist and a graduate of the U.S. Air Force Academy. He has an MA from the University of
Texas and a PhD from the University of Wyoming.
Robert Ginnett is an independent consultant specializing in the leadership of high-performance teams and organizations. He is the developer of
the Team Leadership Model,© which provides the theoretical framework
for many interventions in organizations where teamwork is critical. This
model and its real-time application have made him an internationally recognized expert in his…
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