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March 23, 2020

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March 26, 2020

Leadership: Theory, Application, & Skill Development

925 North Spurgeon Street, Santa Ana, CA 92701

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Author(s):

Publisher:

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www.calcoast.edu

Phone: 714-547-9625 Fax: 714-547-5777

Leadership: Theory, Application, & Skill Development

Fifth Edition, 2013

ISBN-13: 9781111827076

Robert N. Lussier and Christopher F. Achua

Cengage Learning

02/14

BAM 550 Leadership

Message From the President

Welcome to California Coast University. I hope you will find this course interesting and useful throughout your career. This course was designed to meet the unique needs of students like you who are both highly motivated and capable of completing a degree program through distance learning.

Our faculty and administration have been involved in distance learning for almost forty years and understand the characteristics common to successful students in this unique educational environment.

This course was prepared by CCU faculty members who are not only outstanding educators but who have real world experience. They have prepared these guidelines to help you successfully complete your educational goals and to get the most from your distance learning experience.

Again, we hope that you will find this course both helpful and motivating. We send our best wishes as you work toward the completion of your program.

Sincerely,

Thomas M. Neal President

BAM 550 Leadership

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission from the publisher, except for the inclusion of brief quotation in review. Copyright © 2013 by California Coast University

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Course Number BAM 550

Course Title Leadership

Course Description This course focuses on leadership theories that seek to explain how traits, behaviors, or situational factors influence leadership style and effectiveness. Students will develop the competencies and skills to immediately start using these principles in their personal and professional lives. The course also explores the critical question of how well a leader is able to influence followers to achieve group objectives—this is what distinguishes effective from ineffective leaders.

Units of Credit 3 Units of Credit

Course Objectives Upon successful completion of this course, students will be able to:

• Analyze classical and contemporary leadership theories.

• Examine the importance of managerial leadership skills.

• Differentiate transformational and transactional leadership.

• Evaluate the relationships among negotiation and conflict, influencing tactics, power, and politics.

• Examine the importance of ethical principles, personal and company values, and socially responsible leadership practices.

Learning Resources Textbook: Leadership: Theory, Application, & Skill 5th Edition, 2013 Robert N. Lussier and Christopher F. Achua Cengage Learning

ISBN-13: 9781111827076

All course examinations are based on the contents of the textbook required for this course. To successfully complete the examinations, you will need the textbook. You may rent the textbook from the CCU rental library or you may purchase the textbook from another source.

The Study Guide

The study guide was designed to help you further understand the material in the textbook and master the course content. Each study guide chapter corresponds to a chapter in the textbook.

Additional Readings and Online Resources

To help you to further understand this subject material, additional readings and online resources related to this course are listed in this syllabus.

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The Library Information and Resources Network, Inc. (LIRN)

LIRN is an online library resource that provides access to multiple research databases. CCU doctoral candidates who enrolled in their program after February 1, 2010 receive complimentary access to LIRN.

If you are a current student enrolled in another CCU program and wish to request access to LIRN, you may do so for a one-time fee of $25. Please contact the CCU library to fill out a request form and submit it, with payment, to the university. You will be emailed a confidential identification number to use for the remainder of your studies at CCU.

Supplementary Materials

Unit Examination Answer Sheets* Final Examination Scheduling Form

*Master of Education and Doctor of Education students will not receive unit exam answer sheets. These programs require written responses only.

Your Course Grade

Your grades on course examinations are determined by the percentage of correct answers. The university uses the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

Your grade in this course will be based on the number of points you earn. Grades are based on the percentage of points you earned out of a total of 500 points:

Four Unit Examinations

100 points each 400 points total 80% of your grade

Final Examination

100 points 100 points total 20% of your grade

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BAM 550 Leadership

Mastering the Course Content

In order to successfully complete this course, we recommend that you do the following before beginning:

• Be sure that you have the correct edition of the course textbook. Check the ISBN number of your textbook with the ISBN number listed on the cover page of this study guide.

• Review the table of contents at the end of this syllabus. You will only be responsible for the chapters in the textbook that are listed in the table of contents.

Each study guide contains several components selected and developed by the faculty to help you master the content of the course. Each chapter in the study guide corresponds to a chapter in the textbook. Study guides vary depending on the course, but most will include:

Learning Objectives Overviews Self Tests Summaries Key Terms Critical Analysis Questions (Master and doctoral students only)

The most efficient way to complete this course is to read the materials in both the study guide and textbook in the sequence in which it appears, generally from beginning to end.

Read the Overviews and Summaries

Before reading a chapter of your textbook, review the corresponding learning objectives, overview, key terms and summary sections in the study guide. These were prepared to give you an overview of the content to be learned.

Review the Self Test

After you have reviewed the study guide summaries, look at the items on the self test. As you identify your areas of relative strength and weakness, you will become more aware of the material you will need to learn in greater depth.

Review the Critical Analysis and/or Case Study Questions (Master and Doctoral Students Only) The critical analysis questions are designed to help you gain a deeper understanding and appreciation for the course subject matter. This section will encourage you to give additional thought to the topics discussed in the chapter by presenting vignettes or cases with real world relevance.

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BAM 550 Leadership

Read and Review the Chapter

Once you have the scope and organization of the chapter in mind, turn to the corresponding chapter in the textbook and read the material carefully. Keep the learning objectives, self test, critical analysis questions and/or case study questions in mind as you read.

Highlight important concepts and information in your study guide and write notes in the study guide margins as you read. These notes will help you study for the unit and final examinations.

Check Your Mastery of Each Chapter

When you feel that you have mastered the concepts presented in the chapter, complete the study guide self test, critical analysis questions and/or case study questions without referring to the textbook or your notes. Correct your responses using the answer key and solutions guide provided in the study guide. Your results will help you identify any areas you need to review.

Unit Examinations

Each course contains four unit examinations and a final examination. Unit examinations usually consist of 25 objective (multiple choice or true/false) test questions as well as comprehensive writing assignments selected to reflect the learning objectives identified in each chapter. For Master of Education and Doctor of Education students, unit examinations consist of writing assignments only.

Unit examinations may be found approximately every four to six chapters throughout your study guide. Unit examinations are open-book, do not require a proctor, and are not timed. This will allow you to proceed at your own pace.

It is recommended that you check your answers against the material in your textbook for accuracy.

Writing Assignments

Each unit examination includes a written component. This assignment may be in the form of written questions or case study problems. The written assignment affords the student an opportunity to demonstrate a level of subject mastery beyond the objective unit examinations, which reflects his/her ability to analyze, synthesize, evaluate and apply his/her knowledge. The writing assignment materials are found immediately following each unit examination.

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BAM 550 Leadership

Writing Assignment Requirements

• Always include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated). Be sure to keep a copy for your records.

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

• All responses must be typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size for ease of reading and grading.

• All online responses must be submitted as a MS Word Document file only.

Writing assignments are judged on the quality of the response in regard to the question. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

• Undergraduate courses: 350 – 500 words or 1 – 2 pages.

• Graduate courses: 500 – 750 words or 2 – 3 pages.

• Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Plagiarism consists of taking and using the ideas, writings or inventions of another, without giving credit to that person and presenting it as one’s own. This is an offense that the university takes very serious. An example of a correctly prepared written response may be found by visiting the coast connection student portal.

Citation Styles

The majority of your response should be your own original writing based on what you have learned from the textbook. However, if you choose to use outside materials to answer a writing assignment question, be sure to provide a reference (or citation) for the material. The following points are designed to help you understand how to provide proper references for your work:

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• References are listed in two places.

• The first reference is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment.

• The second reference is at the end of your work in the list of references section.

• All references cited should provide enough identifying information so that the reader can access the original material.

For more detailed information on the proper use of citations, please refer to the CCU student handbook located on the coast connection student portal.

Submitting Your Unit Examinations by Mail

Send your completed unit examination along with any writing assignments to the following mailing address:

California Coast University Testing Department 925 N. Spurgeon Street Santa Ana, CA 92701

Submitting Your Unit Examinations via the Internet

Students may access the online testing features via the coast connection student portal. Multiple choice unit examinations may be completed and submitted online.

After logging in to your online account at www.calcoastuniv.com, select the testing link, then click on complete unit exam. It is recommended that you complete the unit examinations on the hard copy answer sheet first, then transfer the answers to the online answer sheet.

The writing assignments for each unit examination may be submitted online as well. After accessing the student portal, choose the writing assignment link and then select writing assignment submission. If you will be submitting multiple Word documents, please upload and submit them one at a time.

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Repeating Examinations

After a unit examination grade has been posted, students have the option of repeating the exam to improve their grade*. Each unit examination may only be repeated once.

Requests to retake a unit examination will only be honored if the final exam has NOT been sent.

Students may retake one unit examination per course, free of charge. The cost for each additional, repeated exam will be $90. Payment must be paid in full to the accounting department prior to repeating unit exams.

*Master of Education and Doctoral students are not eligible to retake unit exams. If you would like to improve your grade, you may pay the current cost of tuition to retake the course.

Final Examination

Scheduling a Final Examination

Final examination requests can be submitted via U.S. mail, online through the coast connection student portal or by calling the testing department at (714) 547-9625.

A final exam scheduling form is located on the last page of this study guide. Please fill out all required fields and mail it to the university.

If you would like to request a final exam online, log in to your student account at www.calcoastuniv.com and choose the testing link, then select final exam scheduling.

Final exams will only be sent if you have completed all four unit examinations and submitted all four writing assignments.

Submitting Your Final Examination

Final Examinations can be submitted by mail, fax or online through the student portal.

After you have completed your exam, you or your proctor can fax it to the grading department at (714) 547-1451 or mail it to the university. When faxing exams, please do not resize your fax.

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For online submissions, once you have logged into the student portal, click on the testing tab and then choose either proctored final or non- proctored final. If your final exam was sent to your proctor, then he or she will have to enter a password that was issued to them on the proctor instruction sheet for the course.

Online final exam submissions must be completed in one session; you cannot save answers and go back to your exam later. We recommend that you complete your final exam on paper first, then transfer the answers to your online answer sheet.

Proctors

The university requires that all final examinations except elective courses be completed under the supervision of a proctor.

A proctor can be anyone EXCEPT an immediate family member, someone who resides with you or a current/former CCU student.

The purpose of the proctored final examination is to verify that you are, in fact, the person who is enrolled in the course of study. It is also to verify that you are completing the final examination without the aid of any outside assistance.

During the proctored final examination, you may use your textbook and any notes you have taken during the completion of your unit examinations. Your designated proctor will verify your identity and that you have completed the final examination without any outside assistance.

Receiving Your Examination Grades

After your examinations are scored, a grade report will be mailed to you or you may arrange to have your grade e-mailed to you. You may also check your grades on the coast connection student portal. Grades are normally posted and available for review within five business days.

Most students receive their grades by regular mail within two weeks after the university receives their examination.

If you do not receive a grade report within two weeks, please contact the testing department and a duplicate grade report will be sent to you.

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BAM 550 Leadership

Your Overall Grade Point Average (G.P.A.)

In addition to receiving a passing grade for each course, all students must maintain a required overall G.P.A. in order to graduate. Undergraduate students need an overall G.P.A. of 2.0 (C) on a 4.0 scale. Graduate and doctoral students need an overall G.P.A. of 3.0 (B) on a 4.0 scale.

A = 4 grade points B = 3 grade points C = 2 grade points D = 1 grade point F = 0 grade points

Students who do not meet the overall G.P.A. requirement by the end of their program must pay the current cost of tuition to repeat courses until they improve their overall G.P.A.

Overall course grades of “F” will be displayed on your degree plan and count as 0 units completed. You must pay to retake these courses.

Doctoral students must repeat any courses in which the overall course grade is a “D” or “F”.

Be sure to keep a copy of all work you submit to the university.

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If you have any questions about how to proceed through the course or regarding any California Coast University policies and procedures, the easiest way to get help is to e-mail or phone the university.

University office hours are Monday through Friday from 8:30 a.m. to 4:00 p.m., Pacific Standard Time.

California Coast University

925 N. Spurgeon Street, Santa Ana, California 92701 Phone: (714) 547-9625 Fax: (714) 547-5777 Test Answer Sheet Fax Line: (714) 547-1451

Email: testing@calcoast.edu

Don’t forget: You are not alone! We are here to help you achieve your dream!

BA M

55 0

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Learning Objectives

The learning objectives for this course are listed below:

Chapter 1: Who Is A Leader And What Skills Do Leaders Need?

1. Analyze the five key elements of leadership. 2. Examine the importance of managerial leadership skills. 3. Compare and contrast the trait and behavioral leadership theories. 4. Evaluate the interrelationships among the levels of leadership analysis. 5. Scrutinize the interrelationships between trait and behavioral leadership theories and contingency theories.

Chapter 2: Leadership Traits and Ethics

1. Examine the universality of traits of effective leaders. 2. Evaluate why the trait of dominance is so important for managers to have. 3. Compare and contrast Theory X and Theory Y, the Pygmalion effect, and self-concept. 4. Analyze how attitudes are used to develop four leadership styles. 5. Compare the three levels of moral development.

Chapter 3: Leadership Behavior and Motivation

1. Compare and contrast between the University of Michigan and Ohio State University leadership models. 2. Examine the three content motivation theories. 3. Analyze the major similarities and differences among the three process motivation theories. 4. Evaluate the major differences among content, process, and reinforcement theories.

Chapter 4: Contingency Leadership Theories

1. Differentiate between behavioral and contingency leadership theories. 2. Analyze the contingency leadership theory variables. 3. Examine the path-goal leadership model styles and variables. 4. Distinguish the major similarities and differences between the behavioral and contingency leadership theories. 5. Compare and contrast four major differences among the four contingency leadership models.

Chapter 5: Influencing—Power, Politics, Networking, and Negotiation

1. Differentiate position power and personal power. 2. Examine how power and politics are related. 3. Analyze how money and politics have a similar use. 4. Evaluate the relationships among negotiation and conflict, influencing tactics, power, and politics.

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Chapter 6: Communication, Coaching, and Conflict Skills

1. Examine the message-sending and message-receiving process. 2. Analyze two common approaches to getting feedback and explain why they don’t work. 3. Differentiate criticism and coaching feedback. 4. Consider the steps in initiating conflict resolution model.

Chapter 7: Leader-Member Exchange and Followership

1. Assess the evolution of dyadic theory. 2. Analyze the main focus of team building from a leader–follower perspective. 3. Evaluate the LMX theory. 4. Examine the ways a leader should delegate.

Chapter 8: Team Leadership and Self-Managed Teams

1. Examine the advantages and disadvantages of working in teams. 2. Analyze the role that a team leader can play in creating an effective team. 3. Evaluate the three parts of conducting effective meetings. 4. Differentiate conventional and self-managed teams.

Chapter 9: Charismatic and Transformational Leadership

1. Examine charismatic leadership 2. Differentiate transformational and transactional leadership. 3. Analyze the four behavior dimensions associated with transformational and charismatic leader behaviors. 4. Compare the basis of stewardship and servant leadership.

Chapter 10: Leadership of Culture, Ethics, and Diversity

1. Examine the power of culture in the strategy execution process. 2. Differentiate symbolic and substantive leadership actions for shaping organizational culture. 3. Analyze the four types of culture commonly found in organizations. 4. Evaluate the varying ways organizations can help foster an ethical work environment. 5. Compose the key factors that can enhance and support a pro-diversity culture.

Chapter 11: Strategic Leadership and Change Management

1. Analyze the strategic management process. 2. Examine the relationship between corporate goals and strategies. 3. Scrutinize the change management process using the three-stage model of change. 4. Evaluate some of the major reasons for resisting change.

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Chapter 12: Crisis Leadership and the Learning Organization

1. Examine why crisis leadership competence is an important consideration when hiring new leaders. 2. Analyze the importance of pre-crisis planning. 3. Compose five or more attributes that can be used to describe the learning organization. 4. Differentiate the traditional organization from the learning organization. 5. Examine the role of leadership in creating a learning organization.

Syllabus

BAM 550 Leadership

Lencioni, Patrick. Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders, Managers, and Facilitators. San Francisco: Jossey-Bass, 2005. Print.

Pink, Daniel H. Drive: The Surprising Truth about What Motivates Us. New York, NY: Riverhead, 2009. Print.

Rath, Tom, and Barry Conchie. Strengths Based Leadership: Great Leaders, Teams, and Why People Follow. New York: Gallup, 2008. Print.

Suggested Online Readings

Forbes Magazine on Leadership www.forbes.com/leadership

CEO.com – News and Best Practices for Leaders www.ceo.com

Center for Creative Leadership www.ccl.org

Online Management Magazine http://www.strategy-business.com

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Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii – xxi

Unit One Chapter 1: Who Is a Leader and What Skills Do Leaders Need. . . . . . . . . 1

Chapter 2: Leadership Traits and Ethics. . . . . . . . . . . . . . . . . . . . . . . . . 12

Chapter 3: Leadership Behavior and Motivation. . . . . . . . . . . . . . . . . . . 23

Unit 1 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit 1 Examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Unit 1 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Unit Two

Chapter 4: Influencing: Power, Politics, Networking, and Negotiation. . . . 42

Chapter 5: Contingency Leadership Theories. . . . . . . . . . . . . . . . . . . . . 54

Chapter 6: Communication, Coaching, and Conflict Skills. . . . . . . . . . . . 66

Unit 2 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Unit 2 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Unit 2 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Unit Three

Chapter 7: Leader-Member Relations and Followership. . . . . . . . . . . . . . 86

Chapter 8: Team Leadership and Self-Managed Teams . . . . . . . . . . . . . . 97

Chapter 9: Charismatic and Transformational Leadership . . . . . . . . . . . . 110

Unit 3 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Unit 3 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Unit 3 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Unit Four Chapter 10: Leadership of Culture, Ethics, and Diversity. . . . . . . . . . . . . 130

Chapter 11: Strategic Leadership and Change Management . . . . . . . . . . 143

Chapter 12: Crisis Leadership and the Learning Organization. . . . . . . . . . 155

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Unit 4 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Unit 4 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Unit 4 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Final Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Final Exam Scheduling Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Objectives

Instructions to Students

BAM 550 Leadership

Chapter One Who is a Leader and What Skills do Leaders Need?

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Analyze the five key elements of leadership.

2. Examine the importance of managerial leadership skills.

3. Compare and contrast the trait and behavioral leadership theories.

4. Evaluate the interrelationships among the levels of leadership analysis.

5. Scrutinize the interrelationships between trait and behavioral leadership theories and contingency theories.

• Read pages 2 – 31 of your textbook

• Reference: Leadership: Theory, Application, & Skill Development by Lussier and Achua, 5th edition, 2013

Overview

BAM 550 Leadership

The chapter begins with discussing why leadership is important and its varying definitions. The three managerial leadership skills and the ten roles that managerial leaders perform are then discussed. The three levels of leadership analysis are explained, which serves as a framework for the remaining chapters. Finally, the chapter details the four major leadership paradigms that have developed over the years.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BAM 550 Leadership

behavioral leadership theories:

contingency leadership theories:

evidence-based management (EBM):

integrative leadership theories:

interpersonal skills:

Leadership:

leadership paradigm:

Summary

BAM 550 Leadership

The success of individual careers and the fate of organizations are determined by the effectiveness of leaders’ behavior. Leadership is considered crucial for success, and some researchers have argued that it is the most critical ingredient. Chief executive officers (CEOs) understand that they can’t run companies on their own; the secret is to foster a leadership mentality throughout the organization. Well-publicized corporate failures have brought home the critical role that leadership plays in the success or failure of almost every aspect of the profit and not-for-profit environment. Leadership is the influencing process of leaders and followers to achieve organizational objectives through change.

Leadership is part of a manager’s job. However, there are managers who are not effective leaders. There are also nonmanagers who have great influence on managers and peers. Therefore, the terms manager and leader are not used interchangeably. The term manager means a person who has a formal title and authority. The term leader means a person who may be either a manager or a non- manager. A leader always has the ability to influence others; a manager may not. Thus, a leader is not necessarily a person who holds some formal position such as a manager.

A follower is a person who is being influenced by a leader. A follower can be a manager or a nonmanager. Good followers are not “yes people” who simply follow the leader without giving input that influences the leader. In short, effective leaders influence followers, and their followers influence them. The qualities needed for effective leadership are the same as those needed to be an effective follower.

Leadership involves influencing followers to bring about change toward a desired future for the organization. To be an effective leader and follower you must be open to change. The people who advance in organizations are those who are willing to take a risk and try new things. Effective leaders and followers enjoy working with people and helping them succeed. Research, experience, and common sense all point to a direct relationship between a company’s financial success and its commitment to leadership practices that treat people as assets.

Effective leaders are not simply born or made, they are born with some leadership ability and develop it. If leaders are born and skills could not be developed, leading business schools would not be teaching leadership, you would not be taking this course, and major corporations would not spend millions of dollars on leadership training each year.

The three levels of analysis of leadership theory are individual, group, and organizational. The individual level of analysis of leadership theory focuses on the individual leader and the relationship with individual followers. The individual level can also be called the dyadic process. Dyadic theories view leadership as a reciprocal influencing process between the leader and the follower. There is an implicit assumption that leadership effectiveness cannot be understood without examining how a leader and follower influence each other over time. The second level of analysis of leadership theory focuses on the relationship between the leader and collective group of followers. This level is also called group process. Group process theories focus on how a leader contributes to group effectiveness. The third level of analysis of leadership theory focuses on the organization. This level is also called organizational process. Organizational performance in the long run depends on effectively adapting to the environment and acquiring the necessary resources to survive, and on whether the organization uses an effective transformation process to produce its products and services.

Self Test

BAM 550 Leadership

Multiple Choice Questions (Circle the correct answer)

1. The key elements of leadership include all of the following EXCEPT:

a. influence. b. leaders−followers. c. change. d. personality.

2. According to a survey of recruiters, the three most important attributes that they seek are __________.

a. communication and interpersonal skills b. ability to work well in a team. c. analytical and problem-solving skills d. All of the above.

3. Most employees are promoted to their first management position primarily because of their __________ skills.

a. interpersonal b. Team-related c. Decision-making d. technical

4. Leaders perform the _________ role when they represent the organization or department in legal, social, ceremonial, and symbolic activities.

a. figurehead b. leader c. liaison d. negotiator

5. The one of three of Mintzberg’s _________ roles which take corrective action when necessary, allocate resources, and negotiate routine and non-routine transactions is __________.

a. decisional b. conceptual c. informational d. spokesperson

Self Test

BAM 550 Leadership

6. Levels of analysis constitute __________.

a. a useful way of classifying leadership theory b. the most common approach to problem solving in organizations c. Frederick Taylor’s most lasting contribution to management theory d. None of the above.

7. The interrelationship among the levels of leadership analysis is true for all the following EXCEPT:

a. Individual performance affect group and organizational performance. b. Group performance affect organizational performance. c. Group and organizational performance affect the performance of the individual. d. Neither the group nor organizational performance affect individual performance.

8. Mintzberg’s ten managerial roles is an example of __________.

a. group level of analysis b. organizational level of analysis c. behavioral leadership theory d. a leadership paradigm

9. Contingency leadership theories attempt to explain the appropriate leadership style based on the __________.

a. leader, followers, and situation b. leader, manager, and subordinates c. leader, mentor, and entrepreneur d. individual, group, and situation

10. Evidence-based management (EBM) is an application of __________.

a. decision models to reward systems b. national cultures to determine the assignment of subordinates to specific tasks c. the findings of empirical research to the practice of leadership d. judicious, measured amounts of rewards and punishments on the basis of employee performance

Critical Analysis

The critical analysis questions are designed to help you gain a deeper understanding of the subject matter, develop an increased ability to apply what you have learned and integrate this knowledge into a greater understanding and appreciation for your field of study. Completion of the following questions will help you outline your answers and organize your thoughts within an appropriate framework. These practice questions will not be graded but you should apply the same analytical skills and writing proficiencies that you will need for the writing assignments. We suggest writing your answers on another piece of paper and comparing your results to the suggested answers at the end of this chapter to help you identify any areas you need to review.

Critical Analysis / Case Study Problems

BAM 550 Leadership

1. Examine the major similarities and differences between the trait and behavioral leadership theories.

2. Analyze how the shift in paradigm from management to leadership can possibly help— and hurt—the management profession.

3. Distinguish the decisional managerial leadership roles.

Answer Keys

Key Term Definitions

BAM 550 Leadership

behavioral leadership theories: Attempt to explain distinctive styles used by effective leaders or to define the nature of their work.

contingency leadership theories: Attempt to explain the appropriate leadership style based on the leader, followers, and situation.

evidence-based management (EBM): Decisions and organizational practices are based on the best available scientific evidence.

integrative leadership theories: Attempt to combine the trait, behavioral, and contingency theories to explain successful, influencing leader–follower relationships.

interpersonal skills: Involve the ability to understand, communicate, and work well with individuals and groups through developing effective relationships

Leadership: The influencing process of leaders and followers to achieve organizational objectives through change.

leadership paradigm: A shared mindset that represents a fundamental way of thinking about, perceiving, studying, researching, and understanding leadership.

Answers to Self Test

Answer Keys

BAM 550 Leadership

1. D

2. D

3. D

4. A

5. A

6. A

7. D

8. C

9. A

10. C

Solutions Guide

Suggested Solutions – Critical Analysis / Case Study Questions

BAM 550 Leadership

1. Examine the major similarities and differences between the trait and behavioral leadership theories.

The similarity between the trait and behavioral leadership theories is that they are both universal theories, or they are seeking one best leadership style for all situations. The difference is the approach to determining leadership effectiveness. Trait theory attempts to explain personal characteristics of effective leaders, whereas behavioral theory attempts to explain what leaders actually do on the job.

2. Analyze how the shift in paradigm from management to leadership can possibly help— and hurt—the management profession.

The shift in paradigm from management to leadership can help the management profession because it places an emphasis on the people side of the job, which has been shown to increase organizational performance. It can hurt the profession if people do not realize that there is overlap between the two paradigms and simplistically stereotype people as either managers or leaders. A successful organization needs both managers and leaders.

3. Distinguish the decisional managerial leadership roles.

The decisional leadership roles include entrepreneur, disturbance handler, resource allocator, and negotiator. Leaders perform the entrepreneur role when they innovate and initiate improvements. Leaders perform the distrubance-handler role when they take corrective action during crisis or conflict situations. Leaders perform the resource-allocator role when they schedule, request authorization, and perform budgeting activities. Leaders perform the negotiator role when they represent their organizational unit during routine and nonroutine transactions that do not include set boundaries (such as only one price and term of a sale/purchase for a product/service or pay of an employee).

Notes

BAM 550 Leadership

Objectives

Instructions to Students

BAM 550 Leadership

Chapter Two Leadership Traits and Ethics

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Examine the universality of traits of effective leaders.

2. Evaluate why the trait of dominance is so important for managers to have.

3. Compare and contrast Theory X and Theory Y, the Pygmalion effect, and self-concept.

4. Analyze how attitudes are used to develop four leadership styles.

5. Compare the three levels of moral development.

• Read pages 32 – 68 of your textbook

• Reference: Leadership: Theory, Application, & Skill Development by Lussier and Achua, 5th edition, 2013

Overview

BAM 550 Leadership

The focus of this chapter is on leadership traits, which includes ethics. This chapter will allow you to gain a better understanding of personality traits, which help explain why people do the things they do. We begin by learning about personality traits of leaders and the personality profile of effective leaders. Next we learn how attitudes affect leadership. The chapter ends with a discussion of ethics in leadership.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BAM 550 Leadership

attitudes:

ethics:

moral justification:

personality:

self-concept:

traits:

Summary

BAM 550 Leadership

Traits are distinguishing personal characteristics. Personality is a combination of traits that classifies an individual’s behavior. Personality is developed based on genetics and environmental factors. Personality profiles identify individuals’ stronger and weaker traits.

Personality profiles are used to categorize people as a means of predicting job success. High conscientiousness is a good predictor of job performance, whereas people who are unstable tend to have poor job performance. People who are high in openness to experience tend to lead innovation to improve organizational performance.

The Big Five Model of Personality categorizes traits into the dimensions of surgency, agreeableness, adjustment, conscientiousness, and openness to experience. The surgency personality dimension includes leadership and extraversion traits. The agreeableness personality dimension includes traits related to getting along with people. The adjustment personality dimension includes traits related to emotional stability. The conscientiousness personality dimension includes traits related to achievement. The openness-to-experience personality dimension includes traits related to being willing to change and try new things.

Ethics are the standards of right and wrong that influence behavior. Right behavior is considered ethical, and wrong behavior is considered unethical. Business ethics and ethics codes guide and constrain everyday business conduct. Research studies have reported a positive relationship between ethical behavior and leadership effectiveness. Values and ethics are essential to running a successful business. Our ethical behavior is related to our individual needs and personality traits.

Moral development refers to understanding right from wrong and choosing to do the right thing. There are three levels of personal moral development. At the first level—preconventional—you choose right and wrong behavior based on your self-interest and the consequences (reward and punishment). With ethical reasoning at the second level—conventional—you seek to maintain expected standards and live up to the expectations of others. At the third level— postconventional— you make an effort to define moral principles regardless of leader or group ethics. When we use unethical behavior, we often justify the behavior to protect our self-concept so that we don’t have a guilty conscience or feel remorse. Moral justification is the thinking process of rationalizing why unethical behavior is used.

Self Test

BAM 550 Leadership

Multiple Choice Questions (Circle the correct answer)

1. Which of the following is NOT a major reason for executive derailment?

a. They use a bullying style viewed as intimidating, insensitive, and abrasive. b. They are viewed as being cold, aloof, and arrogant. c. They betray personal trust. d. They undermanage.

2. The manager of an engineering consulting firm is extraverted and gets along well with others. In addition, she has managed multiple projects at a time—often under stressful circumstances—but has still maintained her equanimity and seen projects through to completion “with a firm hand.” This manager is displaying __________.

a. surgency, agreeableness, and adjustment b. conscientiousness and surgency c. openness to experience and surgency d. None of the above.

3. Which of the following regarding emotional intelligence (EI) is TRUE?

a. EI is the ability to work well with people. b. An offshoot of EI is IQ (intelligence quotient). c. IQ outweighs EI when it comes to personal achievement. d. There are five components of EI.

4. High energy with determination is categorized as the Big Five dimension of _________.

a. surgency b. agreeableness c. conscientiousness d. openness to experience

5. _________ refers to the positive or negative attitudes people have about themselves.

a. Self-concept b. Self-confidence c. Self-efficacy d. Self-focus

Self Test

BAM 550 Leadership

6. If the leader typically is afraid to make decisions, is unassertive, and is self-blaming when things go wrong, the leader is displaying a __________ self-concept.

a. Theory Y positive b. Theory Y negative c. Theory X positive d. Theory X negative

7. All of the following affect ethical behavior EXCEPT:

a. personality traits. b. attitudes. c. leader−follower relations. d. the situation.

8. The three levels of moral development are:

a. preconventional, conventional, and post-conventional. b. pre-ethical, ethical, and post-ethical. c. bad choice, neutral, and good choice. d. undeveloped, developed, and well developed.

9. Lower-level managers at the conventional level of moral development tend to __________.

a. be autocratic toward others b. use a leadership style similar to those of higher-level managers c. be visionary d. be committed to serving others

10. As a leader or manager, it is important for you to know what influences ethical and unethical behavior. Which of the following is (are) likely to encourage unethical behavior?

a. highly competitive and unsupervised situations b. the absence of a formal ethics policy or code of ethics c. when ethical behavior is punished d. a and b only

Critical Analysis

Critical Analysis / Case Study Problems

BAM 550 Leadership

1. Examine which personality traits are more closely related to ethical and unethical behavior.

2. Compare and contrast Theory X and Theory Y, the Pygmalion effect, and self-concept.

3. Analyze whether a leader should have a dominant need for achievement to be successful.

Answer Keys

Key Term Definitions

BAM 550 Leadership

attitudes: Positive or negative feelings about people, things, and issues.

ethics: The standards of right and wrong that influence behavior.

moral justification: The thinking process of rationalizing why unethical behavior is used.

personality: A combination of traits that classifies an individual’s behavior

self-concept: The positive or negative attitudes people have about themselves.

traits: Distinguishing personal characteristics.

Answers to Self Test

Answer Keys

BAM 550 Leadership

1. D

2. A

3. A

4. A 5. A 6. B 7. C 8. A 9. B 10. D

Solutions Guide

Suggested Solutions – Critical Analysis / Case Study Questions

BAM 550 Leadership

1. Examine which personality traits are more closely related to ethical and unethical behavior.

Leaders with surgency (dominance) personality traits have two choices: to use power for personal benefit or to use socialized power. To gain power and to be conscientious with high achievement, some people will use unethical behavior; also, irresponsible people often do not perform to standard by cutting corners and other behavior which may be considered unethical. An agreeableness personality sensitive to others can lead to following the crowd in either ethical or unethical behavior; having a high self-concept tends to lead to doing what the person believes is right and not following the crowd’s unethical behavior. Emotionally unstable people and those with external locus of control are more likely to use unethical behavior. People open to new experiences are often ethical. People with positive attitudes tend to be more ethical than those with negative or work attitudes about ethics.

2. Compare and contrast the Theory X and Theory Y, the Pygmalion effect, and self-concept.

The concept of Theory X and Theory Y is similar to the Pygmalion effect, because both theories focus on the leader’s attitude about the followers. The Pygmalion effect extends Theory X and Theory Y attitudes by including the leader’s expectations and how he or she treats the followers, using this information to explain and predict followers’ behavior and performance. In contrast, Theory X and Theory Y focus on the leader’s behavior and performance. Both approaches are different from self-concept because they examine the leader’s attitudes about others, whereas self-concept relates to the leader’s attitude about him- or herself. Self-concept is also different because it focuses on how the leader’s attitude about him- or herself affects his or her behavior and performance.

3. Analyze whether a leader should have a dominant need for achievement to be successful.

Answers will vary. To be effective, leaders generally need to have a moderate need for achievement. People with a high need for achievement tend to seek individual achievement, and when they are not interested in being a leader, there is the chance for personalized power and derailment.

Notes

BAM 550 Leadership

Objectives

Instructions to Students

BAM 550 Leadership

Chapter Three Leadership Behavior and Motivation

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Compare and contrast between the University of Michigan and Ohio State University leadership models.

2. Examine the three content motivation theories.

3. Analyze the major similarities and differences among the three process motivation theories.

4. Evaluate the major differences among content, process, and reinforcement theories.

• Read pages 69 – 110 of your textbook

• Reference: Leadership: Theory, Application, & Skill Development by Lussier and Achua, 5th edition, 2013

Overview

BAM 550 Leadership

Your leadership style and your ability to motivate yourself and others will affect your career success and the organization’s performance. So how can you, as a leader, motivate followers to go beyond mediocrity to become committed organizational citizens? That is what this chapter is all about. We will discuss four behavioral leadership models and seven motivation theories.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BAM 550 Leadership

equity theory:

expectancy theory:

goal setting theory:

leadership style:

motivation:

Reinforcement theory:

Summary

BAM 550 Leadership

By the late 1940s, most of the leadership research had shifted from the trait theory paradigm to the behavioral theory paradigm, which focuses on what the leader says and does. Although the behavioral leadership theory made major contributions to leadership research, it never achieved its goal of finding one best style.

The University of Iowa leadership studies identified two basic leadership styles: the Autocratic leadership style and the Democratic leadership style. The autocratic leader makes the decisions, tells employees what to do, and closely supervises workers. The democratic leader encourages participation in decisions, works with employees to determine what to do, and does not closely supervise employees. The autocratic and democratic leadership styles are often placed at opposite ends of a continuum; thus a leader’s style usually falls somewhere between the two styles. The Iowa studies contributed to the behavioral movement and led to an era of behavioral rather than trait research. With the shift in paradigm from management to leadership, the leadership style of effective managers is no longer autocratic, but more democratic.

Leadership research was conducted at Ohio State and the University of Michigan at about the same time during the mid-1940s to mid-1950s. These studies were not based on prior autocratic and democratic leadership styles, but rather sought to determine the behavior of effective leaders. The University of Michigan Leadership Model identifies two leadership styles: job-centered and employee centered. The job-centered style has scales measuring two job-oriented behaviors of goal emphasis and work facilitation. Job-centered behavior refers to the extent to which the leader takes charge to get the job done. The employee-centered style has scales measuring two employee- oriented behaviors of supportive leadership and interaction facilitation. Employee-centered behavior refers to the extent to which the leader focuses on meeting the human needs of employees while developing relationships.

Motivation is anything that affects behavior in pursuing a certain outcome. The pursuit of happiness and satisfaction is fundamental to motivation. Through the motivation process, people go from need to motive to behavior to consequence to satisfaction or dissatisfaction. Some need or want motivates all behavior. However, needs and motives are complex: we don’t always know what our needs are, or why we do the things we do. Like traits, motives cannot be observed; however, you can observe behavior and infer what the person’s motive is (attribution theory). There is no single, universally accepted theory of how to motivate people or how to classify the theories. In the following sections, you will learn about content motivation theories, process motivation theories, and reinforcement theory.

The need to balance is a currently a hot topic because of the ascent of matrixed organizations working around the clock due to a global marketplace and with the reengineered, downsizing, right-sizing world that focuses on how to get more done with fewer people. Successful leaders use socialized power and strive to meet the needs of people and the organization to create a win-win situation for all stakeholders. Two major things organizations are doing to help employees meet their personal needs are providing on-site day care centers—or giving employees information to help them find good day care—and offering flextime.

Empirical research studies have found that feedback and social reinforcers (praise) may have as strong an impact on performance as pay. Giving praise develops a positive self-concept in employees and leads to better performance—the Pygmalion effect and self-fulfilling prophecy. Praise is a motivator (not maintenance) because it meets employees’ needs for esteem and self-actualization, growth, and achievement. Giving praise creates a win-win situation. It is probably the most powerful, simplest, least costly, and yet most underused motivational technique there is.

Self Test

BAM 550 Leadership

Multiple Choice Questions (Circle the correct answer)

1. According to the Ohio State University studies on leadership styles, the leadership style that emphasizes task completion is _________.

a. initiating structure b. democratic leadership c. consideration d. autocratic leadership

2. The Leadership Grid identifies all of the following leadership styles EXCEPT:

a. impoverished. b. authority-compliance. c. country-club. d. end-of the road.

3. Which of the following is NOT one of the contributions of behavioral leadership theory?

a. The manager does not have to perform both production and people functions. b. It led to the shift in paradigm to contingency leadership theory. c. Organizations need both production and people leadership. d. Task and relationship behavior tend to correlate strongly with subordinate performance.

4. The manager of a multinational firm operating in a developing country noticed that local employees had, at length, recently met their physiological and safety needs. According to the hierarchy of needs theory, the next level of motivation would be met by the promise of __________.

a. pay related to piecework b. heightened security c. vacation days d. a group picnic

5. The process of building motivators into the job itself by making it more interesting and challenging is known as __________.

a. job enlargement b. job enrichment c. job enhancement d. None of the above.

Self Test

BAM 550 Leadership

6. __________ theory proposes that people are motivated when their perceived inputs equal outputs.

a. Equity b. Reinforcement c. Expectancy d. Goal-setting

7. _________ refers to the person’s perception of his or her ability to accomplish an objective.

a. Expectancy b. Instrumentality c. Valence d. Capability

8. _________ is one of the most replicated and influential management theories.

a. Rewards b. Goal setting c. Promotions d. Reinforcement

9. Fines and demotions are examples of which type of reinforcement?

a. positive b. avoidance c. punishment d. extinction

10. All of the following are steps in the giving praise model EXCEPT:

a. tell the employee exactly what was done correctly. b. tell the employee why the behavior is important. c. make general statements. d. encourage repeat performance.

Critical Analysis

Critical Analysis / Case Study Problems

BAM 550 Leadership

1. Examine the similarities and differences between the University of Michigan and Ohio State University leadership models.

2. Analyze the major similarities and differences among the three process motivation theories.

3. Differentiate content, process, and reinforcement theories.

Answer Keys

Key Term Definitions

BAM 550 Leadership

equity theory: Proposes that people are motivated when their perceived inputs equal outputs.

expectancy theory: Proposes that people are motivated when they believe they can accomplish the task, they will get the reward, and the rewards for doing the task are worth the effort.

goal setting theory: Proposes that specific, difficult goals motivate people.

leadership style: The combination of traits, skills, and behaviors leaders use as they interact with followers.

motivation: Anything that affects behavior in pursuing a certain outcome.

Reinforcement theory: Proposes that through the consequences for behavior, people will be motivated to behave in predetermined ways.

Answers to Self Test

Answer Keys

BAM 550 Leadership

1. A

2. D

3. D

4. D

5. B

6. A

7. A

8. B

9. C

10. C

Solutions Guide

Suggested Solutions – Critical Analysis / Case Study Questions

BAM 550 Leadership

1. Examine the similarities and differences between the University of Michigan and Ohio State University leadership models.

The University of Michigan and Ohio State University leadership models are similar because they are both based on the same two distinct leadership behaviors, although the models use different names for the two behaviors. The models are different because the University of Michigan model identifies two leadership styles based on either job- or employee-centered behavior. The Ohio State University model states that a leader uses high or low structure and consideration, resulting in four leadership style combinations of these two behaviors.

2. Analyze the major similarities and differences among the three process motivation theories.

The similarity among the three process motivation theories includes their focus on understanding how employees choose behaviors to fulfill their needs. However, they are very different in their perceptions of how employees are motivated. Equity theory proposes that employees are motivated when their perceived inputs equal outputs. Expectancy theory proposes that employees are motivated when they believe they can accomplish the task and the rewards for doing so are worth the effort. Goal-setting theory proposes that achievable, difficult goals motivate employees.

3. Differentiate content, process, and reinforcement theories.

Content motivation theories focus on identifying and understanding employees’ needs. Process motivation goes a step farther to understand how employees choose behavior to fulfill their needs. Reinforcement theory is not as concerned about employee needs; it focuses on getting employees to do what managers want them to do through the consequences provided by managers for their behavior. The use of rewards is the means of motivating employees.

Notes

BAM 550 Leadership

Unit 1 Examination Instructions

The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit One Examination

Before beginning your examination, we recommend that you thoroughly review the textbook chapters and other materials covered in each unit and follow the suggestions in the mastering the course content section of the syllabus.

This unit examination consists of objective test questions as well as a comprehensive writing assignment selected to reflect the learning objectives identified in each chapter covered so far in your textbook.

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

BAM 550 Leadership

Unit 1 Examination

BAM 550 Leadership

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. The leader−follower relationship represents the influence __________.

a. of the leader on the follower b. of the follower on the leader c. of the leader on the group d. between the leader and the follower

2. _________ is the process of a leader communicating ideas, gaining acceptance of them, and motivating followers to support and implement the ideas through change.

a. Leadership b. Influence c. Management d. Guidance

3. Which of the following is a managerial role category?

a. interpersonal b. intrapersonal c. informational d. a and c only

4. Which of the following is categorized as one of Mintzberg’s the informational leadership roles, which is becoming increasingly important because of rapid technological changes?

a. negotiator b. liaison c. monitor d. resource-allocator

5. The three levels of analysis of leadership theory include all of the following EXCEPT:

a. individual. b. group. c. behavioral. d. organizational.

Unit 1 Examination

BAM 550 Leadership

6. Much of the current research at the ________ level focuses on how top level managers can influence organizational performance.

a. group b. individual c. organizational d. conceptual

7. The leadership paradigm that assumes leaders are born, not made, is _________ theory.

a. trait b. behavioral c. integrative. d. contingency

8. A successful sales manager was promoted to being CEO of a large conglomerate. Shortly afterward, the manager decided that his/her style of leadership was inappropriate and altered the way he/she practiced leading. This is an example of _________.

a. contingency leadership b. performing the figurehead role c. organizational learning d. None of the above.

9. Research has found that managers who had derailed tend to have __________.

a. worked too hard, then burned out b. displayed a lack of trust in their subordinates c. relied on only one contemporary leadership theory d. been overly ambitious

10. Which of the following is NOT a trait of high conscientiousness?

a. organization b. extraversion c. conformity d. credibility

11. Self-confidence is best categorized as the _________ Big Five dimension.

a. adjustment b. agreeableness c. surgency d. conscientiousness

Unit 1 Examination

BAM 550 Leadership

12. Emotional intelligence is related to which of the following Big Five personality dimensions?

a. surgency b. openness to experience c. adjustment d. conscientiousness

13. The Leader Motive Profile (LMP) includes a __________.

a. high need for achievement b. moderate need for power c. low need for achievement d. high need for power

14. “If you want something done right, do it yourself,” is an example of _________ attitude.

a. Theory X b. Theory Y c. Theory Z d. XYZ Profile

15. Ethics is defined as __________.

a. the standards of right and wrong that influence behavior b. creating a win-win situation for all stakeholders c. adhering to legal limits d. what top management thinks is right

16. The process of blaming one’s unethical behavior on others is known as __________.

a. distortion of consequences b. displacement of responsibility c. attribution of blame d. diffusion of responsibility

17. According to the University of Iowa studies on leadership styles, a democratic leader __________.

a. closely supervises workers b. makes the decisions c. tells employees what to do d. None of the above.

Unit 1 Examination

BAM 550 Leadership

18. The _________ leader strives to maintain a friendly atmosphere without regard for production.

a. middle-of-the-road b. authority-compliance c. country-club d. impoverished

19. All of the following are levels of needs in the hierarchy of needs theory EXCEPT:

a. physiological. b. safety. c. social. d. psychological.

20. Which of the following scholars of motivation theory would argue for loading a job with opportunity for advancement, substantial responsibility, and likelihood of recognition?

a. B. F. Skinner b. Frederick Herzberg c. Abraham Maslow d. David McClelland

21. To motivate employees with a high n Aff, you should do all of the following EXCEPT:

a. try to include them in decision making. b. delegate responsibility for orienting and training new employees to them. c. give them lots of praise and recognition. d. let them work alone.

22. Last year the sales team was worst in its company, having been outperformed by six other teams. This year, the new team manager believes that the team might make a third-place finish if he sets difficult, challenging goals for them. This is an example of which of the following motivational theories?

a. expectancy theory b. hierarchy of needs theory c. goal-setting theory d. reinforcement theory

Unit 1 Examination

BAM 550 Leadership

23. The manager who believes that employees work harder if they get a written reprimand as soon as they slow down at work is attempting to practice __________.

a. expectancy theory b. hygienic motivation c. intrinsic motivation d. reinforcement

24. As a manager who practices reinforcement theory, you know that __________ is the least effective method in motivating employees to do a good job.

a. positive reinforcement b. avoidance reinforcement c. extinction d. punishment

25. Each of the following questions is answered by either content, process, or reinforcement theories EXCEPT:

a. “What needs do employees have that should be met on the job?” b. “How do employees choose behavior to fulfill their needs?” c. “What personality traits cause people to behave in certain ways?” d. “What can managers do to get employees to behave in ways that meet the organizational objectives?”

Unit 1 Examination

BAM 550 Leadership

Writing Assignment for Unit One

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

Please answer ONE of the following:

1. List and define the leadership theory paradigms.

2. Identify similarities and differences among Theory X and Theory Y, the Pygmalion effect, and self-concept.

3. Discuss similarities and differences between the Ohio State University Leadership Model and the Leadership Grid.

You Can Do It

BAM 550 Leadership

You have just completed Unit 1 of this course.

You are off to a great start!

Keep up the good work!

Objectives

Instructions to Students

BAM 550 Leadership

Chapter Four Contingency Leadership Theories

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Differentiate between behavioral and contingency leadership theories.

2. Analyze the contingency leadership theory variables.

3. Examine the path-goal leadership model styles and variables.

4. Distinguish the major similarities and differences between the behavioral and contingency leadership theories.

5. Compare and contrast four major differences among the four contingency leadership models.

• Read pages 111 – 146 of your textbook

• Reference: Leadership: Theory, Application, & Skill Development by Lussier and Achua, 5th edition, 2013

Overview

BAM 550 Leadership

Both the trait and behavioral leadership theories were attempts to find the one best leadership style in all situations. In the late 1960s, it became apparent that there is no one best leadership style in all situations. Managers need to adapt different leadership styles, as leadership success requires adapting leadership styles to meet the situation. Thus, contingency leadership theory became the third major leadership paradigm (chapter 1), and the leadership styles used in its models are based on the behavioral leadership theories. Although there are no new leadership models, researchers continue to try to better understand and predict which leadership styles are the most appropriate in a given situation. In this chapter, we discuss theories versus models, the contingency theory factors, and the need for global contingency leadership.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BAM 550 Leadership

contingency leadership model:

descriptive leadership models:

leadership continuum model:

leadership model:

prescriptive leadership models:

substitutes for leadership:

Summary

BAM 550 Leadership

For a leader to be effective, there must be an appropriate fit between the leader’s behavior and style and the followers and the situation. Recall from Chapter 1 that contingency leadership theories attempt to explain the appropriate leadership style based on the leader, followers, and situation. Different individuals and groups also prefer different leadership styles. Leaders display a range of behavior in different situations because leadership is largely shaped by contextual factors that not only set the boundaries within which leaders and followers interact, but also determine the demands and constraints confronting the leader.

More companies are now looking for graduates with an international openness and flexibility who can master the complexity of the global economy. William Ouchi found that Japanese firms were managed and led differently than U.S. organizations. Ouchi combined practices of U.S. and Japanese companies in what he called Theory Z.

In 1951, Fred E. Fiedler began to develop the first situational leadership theory. It was the first theory to specify how situational variables interact with leader personality and behavior. He called the theory “Contingency Theory of Leader Effectiveness.” The contingency leadership model is used to determine if a person’s leadership style is task- or relationship-oriented, and if the situation (leader–member relationship, task structure, and position power) matches the leader’s style to maximize performance.

The first major factor in using Fielder’s model is to determine whether your dominant leadership style is task-motivated or relationship-motivated. To determine leadership style, using Fiedler’s model, you must complete the least preferred coworker (LPC) scales. The LPC essentially answers the question, “Are you more task-oriented or relationship-oriented?” The two leadership styles are (1) task and (2) relationship.

Based on the contingency leadership model, Fiedler teamed up with J. E. Garcia to develop cognitive resources theory (CRT). CRT is a person-by-situation interaction theory in which the person variables are leader intelligence and experience, and the situational variable is stress, experienced by leaders and followers. CRT has important implications for leader selection and for situational management. Fiedler recommends a two-step process for effective utilization of leaders: (1) recruiting and selecting individuals with required intellectual abilities, experience, and job-relevant knowledge, and (2) enabling leaders to work under conditions that allow them to make effective use of the cognitive resources for which they were hired. Despite the critics, Fiedler’s contingency leadership model and cognitive resources theory are considered the most validated of all leadership theories by some scholars.

Robert Tannenbaum and Warren Schmidt also developed a contingency theory in the 1950s. They stated that leadership behavior is on a continuum form from boss-centered to subordinate-centered leadership. Their model focuses on who makes the decisions. Tannenbaum and Schmidt identified some major styles the leader can choose from. Exhibit 4.5 is an adaptation of their model. The leadership continuum model is used to determine which one of seven styles to select, based on the use of boss-centered versus subordinate-centered leadership, to meet the situation (boss, subordinates, situation/time) in order to maximize performance. Although the leadership continuum model was very popular, it did not undergo research testing like the contingency leadership model. One major criticism of the model is that the three factors to consider when selecting a leadership style are very subjective. In other words, determining which style to use, and when, is not clear in the model.

Summary

BAM 550 Leadership

The path-goal leadership theory was developed by Robert House. House intended to reconcile prior conflicting findings concerning task- and relationship-oriented leader behavior. His theory specified a number of situational moderators of relationships between task- and person-oriented leadership and their effects. House attempted to explain how the behavior of a leader influences the performance and satisfaction of the followers (subordinates).

The path-goal leadership model is used to select the leadership style (directive, supportive, participative, or achievement-oriented) appropriate to the situation (subordinate and environment) to maximize both performance and job satisfaction. Note that path-goal leadership theory is based on motivation theories of goal setting and expectancy theory. The leader is responsible for increasing followers’ motivation to attain personal and organizational goals. Motivation is increased by (1) clarifying the follower’s path to the rewards that are available, or (2) increasing the rewards that the follower values and desires. Path clarification means that the leader works with followers to help them identify and learn the behaviors that will lead to successful task accomplishment and organizational rewards.

Self Test

BAM 550 Leadership

1. A _________ is an example for use in a given situation.

a. leadership theory b. leadership model c. contingency theory d. None of the above.

2. Fiedler believed that one’s leadership style is a reflection of __________.

a. heredity b. personality c. behavior and personality d. heredity and behavior

3. Which of the following is used to determine which one of seven styles to select, based on the use of boss-centered versus subordinate-centered leadership, to meet the situation in order to maximize performance?

a. contingency leadership model b. normative leadership model c. path-goal leadership model d. leadership continuum model

4. Unlike other contingency leadership models, the path-goal leadership model does not have a _________ trait.

a. followers b. leader c. situation d. behavior

5. _________ leadership is appropriate when the followers do not want autocratic leadership, have internal locus of control, and follower ability is high.

a. Directive b. Supportive c. Participative d. Achievement-oriented

Self Test

BAM 550 Leadership

6. In the normative leadership model, the __________ leadership style lets the group diagnose the problem and make the decision within stated limits.

a. consult group b. facilitate c. delegate d. decide

7. The characteristics of the decisions made in the time-driven model are ___________.

a. consult, participate, delegate b. leader, follower c. focus, value, orientation d. expertise, competence, knowledge

8. __________ leadership models tell the user exactly which style to use in a given situation.

a. Directive b. Prescriptive c. Descriptive d. Normative

9. A characteristic of followers that can substitute for leadership is __________.

a. closely knit, cohesive work groups b. invariant methodology c. clarity d. professional orientation

10. Closely knit, cohesive work groups __________.

a. can make a leadership style unnecessary or redundant b. tend to have high turnover c. improve a leader’s motivational performance d. None of the above.

Critical Analysis

Critical Analysis / Case Study Problems

BAM 550 Leadership

1. Differentiate a theory from a model.

2. Analyze the major difference between behavioral and contingency leadership theories, and explain the behavioral contribution to contingency theories.

3. Examine the contingency leadership theory variables.

Answer Keys

Key Term Definitions

BAM 550 Leadership

contingency leadership model: Used to determine if a person’s leadership style is task- or relationship-oriented, and if the situation (leader–member relationship, task structure, and position power) matches the leader’s style to maximize performance.

descriptive leadership models: They identify contingency variables and leadership styles without specifying which style to use in a given situation.

leadership continuum model: Used to determine which one of seven styles to select, based on the use of boss-centered versus subordinate-centered leadership, to meet the situation (boss, subordinates, situation/time) in order to maximize performance.

leadership model: An example for emulation or use in a given situation.

prescriptive leadership models: They tell the user exactly which style to use in a given situation.

substitutes for leadership: Include characteristics of the subordinate, task, and organization that replace the need for a leader or neutralize the leader’s behavior.

Answers to Self Test

Answer Keys

BAM 550 Leadership

1. B

2. C

3. D

4. B

5. B

6. C

7. C

8. B

9. D

10. A

Solutions Guide

Suggested Solutions – Critical Analysis / Case Study Questions

BAM 550 Leadership

1. Differentiate a theory from a model.

A leadership theory is an explanation of some aspect of leadership; theories have practical value because they are used to better understand, predict, and control successful leadership. The leadership theory explains the variables and leadership styles to be used in a given contingency situation. A leadership model is an example for emulation or use in a given situation. The leadership model is a short summary of the theory to be used when selecting the appropriate leadership style for a given situation.

2. Analyze the major difference between behavioral and contingency leadership theories, and explain the behavioral contribution to contingency theories.

Behavioral theories attempt to determine the one best leadership style for all situations. Contingency leadership theories contend that there is no one best leadership style for all situations. Behavioral theories contributed to contingency theories because their basic leadership styles are used in contingency leadership models.

3. Examine the contingency leadership theory variables.

The contingency leadership variables used to explain the appropriate leadership style are the leader, followers, and situation. The leader factor is based on personality traits, behavior, and experience. The followers factor is based on capability and motivation. The situational factor is based on task, structure, and environment.

Notes

BAM 550 Leadership

Objectives

Instructions to Students

BAM 550 Leadership

Chapter Five Influencing: Power, Politics, Networking and Negotiation

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Differentiate position power and personal power.

2. Examine how power and politics are related.

3. Analyze how money and politics have a similar use.

4. Evaluate the relationships among negotiation and conflict, influencing tactics, power, and politics.

• Read pages 147 – 189 of your textbook

• Reference: Leadership: Theory, Application, & Skill Development by Lussier and Achua, 5th edition, 2013

Overview

BAM 550 Leadership

Besides excellent work, what does it take to get ahead in an organization? To climb the corporate ladder, you will have to influence people—to gain power, play organizational politics, network, and negotiate to get what you want. These related concepts are the topics of this chapter. Recall from our definition of leadership (Chapter 1) that leadership is the “influencing” process of leaders and followers to achieve organizational objectives through change. Leaders and followers influence each other because we are all potential leaders. Influencing is so important that it is called the essence of leadership. Influence has a direct effect on organizational performance and your career success. In essence, this chapter focuses on leadership behavior by explaining how leaders influence others at the individual level of analysis.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BAM 550 Leadership

coercive power:

connection power:

expert power:

information power:

legitimate power:

negotiating:

networking:

power:

Summary

Leadership: Theory, Application, & Skill Development

why does HRM represent one of the major challenges faced by foregin companies entering the chinese market ?

Which portion of an attempted crime is not enough to sustain a conviction?

Leadership: Theory, Application, & Skill Development

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