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Guide 2023 05 29T180342 319

LeadershipandMotivation StudyGuide ??Chapter ??TheSituation IntheLeadershipProcess whatdoes ?? theSituation ? r eferto Whatareexamplesofsituationsthatdemonstratethebreadthofthiselementoftheleadershipprocess Essentiallyit ? severythingaboutleadershipnotyetcovered Thetextbookdividesthesituationinto levels Whatarethoselevels Situationallevels ? helpguideusinunderstandingtheenvironmentanditsimpacts Threesituationallevels Task mostbasicandfundamentalcomponentofthesituation Organization formalandinformalorganizations Environment Whatismeantbythe ??task ? asasituationalelement Whatisinvolvedin ??tasks ? Howdoweidentifytasksfor ??thinking ? jobs Tasksarethemostbasicandfundamentalcomponentofthesituation Wetendtothinkoftasksassomethingmanualoroperational Butwhataboutthinking-typejobs Tasksinthiscontextreferstoanythingaworkerdoes evenifit ? sthinking Whattasksdoprofessorsdo Businessstrategists Clinicalpsychologists Forsomejobs manytasksdon ? thaveaphysicaloutput Whatisinvolvedineachofthefollowingastheyrelatetothesituationforleadersandfollowers Considerexamplesofeach Taskautonomy thedegreetowhichajobprovidestheincumbentwithsomecontroloverwhattheydoandhowtheydoit Taskfeedback thedegreetowhichtheincumbentreceivesinformationabouttheirperformancefromperformingthe Youcantellwhenyou ? redoingagoodjob Taskstructure theextenttowhichaccomplishmentofataskrequiresfollowingestablishedorknownprocedures Lower- leveljobstendtobemorestructuredthanhigher- leveljobs ??Thinking ? jobstendtobemoreu ns tructuredthan ??doing ? jobs Most all jobshavesometaskstructure Inleadership supervisoryjobstendtobemorestructuredthanmid- managementleveljobs Providingstructureismoreimportantwhenemployeesarenewattheirjobs andcanberesent Taskinterdependence thedegreetowhichtasksrequirecoordinationandsynchronizationforthegrouporteamtoac exampleisfromsports Basketball hockey etc arehightaskinterdependencewhileswimmingandtrackare lowtaskinterdependence Whataretechnicalchallengesastheypertaintothetaskelementofthesituation Howdoleadersaddresstechnicalcha Problemsforwhichwemaynotknowtheanswers butwemaybeabletorelativelyeasily ?ndpeoplewhodo Thereareg callon Whatareadaptivechallengesastheypertaintothetaskelementofthesituation Problemsthatrequirechangestothesystemorsomeotherfundamentalchange Itmaybethatevende ?ningwhatthep Whatisadaptiveleadershipandwhatareexamplesofadaptive leadership Adaptiveproblemsrequireadaptiveleadership Leadersneedtoreachfollowersatadeeperlevelthantheirbehaviors solutionisn ? twithintheleaders ? ??bagoftricks ? Requirestheleaderstobecomfortableoperatinginanenvironmentofa Whatismeantbya ??formal ? organization Whatisitcomposedof Howdoestheformalorganization ? selementsimpacttheleadershipprocess Theformalorganizationiswhat ? sdrawnonorganizationcharts outlinedinjobdescriptionsandillustratedwithwork Whatisthe ??informal ? organization Whatiscultureandwhatisitcomposedof Howdoestheinformalorganization ? selementsimpacttheleadershipprocess Howdoesthetextbookcharacterizetheorganizationalculturesmentioned inthechapter Theinformalorganizationiswhatliesbeneaththesedepictionsoftheorganizationandpossiblymay haveevenmoreimpactonleadershipandfollowershipthantheformalorganization Usuallycalled ??organizationalc backgrounds norms values orbeliefsamongmembers Whatisorganizational ??climate ? andhowdoesitdi ?erfromculture Whyisorganizationalclimateimportanttothesituationalcomponentoftheleadershipprocess Organizationalclimate members ? subjectivereactionstotheorganization what ? soccurringintheorganization and - Basedonmember ? s org ? ssharedvaluesbeliefs backgrounds howwellmembersgetalong members ? jobsatisfaction non- taskelementsofthejoblikecoworkrs policies andtreatment Whatdoesthetextbookdescribeasthe ??environment ? andhowdoestheenvironment ?tintotheother situationalcom Theenvironmentallevelofthesituationreferstofactorsoutsidethetaskororganizationthatstilla ?ectstheleadership thewayinwhichleadersincreasinglyconfrontsituationsthatareunexpected unfamiliar complex andrapidlychangingand thegrowingimportanceofleadershipacrossdi ?erentsocietalcultures WhatisVUCAandhowdoesitinformleaders andfollowers todealwithchangingenvironments C hangehasbecomesofastandsopervasivethatitimpactsvirtuallyeveryorganizationeverywhereandeveryoneinthem aworldthatis Volatile uncertain complex andambiguous Whatarekeyconcernswithleadingacrosssocietalcultures Societalculturereferstothoselearnedbehaviorscharacterizingthetotalwayoflifeofmemberswithinanygivensocie mythsthatprovidecontexttomanifestbehavior B usinessleadersinglobalcontextneedthisforclearimplicationstobecomeawareandrespectfulofculturaldi ?erences StudyGuide ??Chapter ??ContingencyTheoriesofLeadership TheLeader-MemberExchangeTheory Whatismeantbya ??dyad ? andhowdoesthatdyadplayoutinthetheory Theserelationshipswereoriginallydescribedasverticaldyadlinkagesbuthavedevelopedovertimeintowhatismos memberexchanges LMXs Fundamentally LMXarguesthatleadersdonottreatallfollowersasiftheywereauniform groupofequals Rather theleaderformsspeci ?canduniquelinkageswitheachsubordinate thuscreatingaseriesofd Normativedecisionmodel designedtoimprovesomeaspectsofleadershipe ?ectiveness morelikelytomakee ?ectiv Whataretheautocraticprocesses Howandwhenshouldtheybeused AutocraticProcessesAI Theleadersolvestheproblemormakesthedecisionbyhimselfusingtheinformationavailab AII Theleaderobtainsanynecessaryinformationfromfollowers thendecidesonasolutiontotheproblemherself She The input provided by them is clearly in response to her request for speci ?c information They do not play a role in the de ?nition of the problemoringeneratingorevaluatingalternativesolutions Whataretheconsultativeprocesses ConsultativeProcessesCI Theleadersharestheproblemwiththerelevantfollowersindividually gettingtheirideasa CII Theleadersharestheproblemwithhisfollowers in a group meeting In this meeting he obtains their ideas and suggestions Then he makesthedecision whichmayormaynotre ectthefollowers ? in uence Whatisthegroupprocessthat ? spartoftheoriginalmodel GroupProcessGII Theleadersharestheproblemwithhisfollow- ersasagroup Togethertheygenerateandevaluate alternatives and attempt to reach agreement consensus onasolution Theleader ? sroleismuchlikethatofachairman coordinatingthediscussion keeping it focused on the problem and making surethecriticalissuesarediscussed Hecanprovidethegroupwithinformationorideasthathehas buthedoesnottryt ticipationare willingtoacceptandimplementanysolutionthathasthesupportoftheentiregroup Howdoesthedecisiontreethatispartofthemodelwork Besureyoucantraceadecisionfrombeginningtoend VroomandYettonthendevelopedanormativedecisionmodel Anormativemodelisbasedonwhatoughttohappenratherthandescribingwhatdoeshappen Theyalsodevelopeda thatwouldbewrongorinappropriate Theyincorporatedthesequestionsintoadecisiontree Tousethedecisiontree w withthatboxmustbeansweredwitheitherayesoranoresponse A Doestheproblempossessaqualityrequirement B DoIhavesu ?cientinformationtomakeahigh-qualitydecision C Istheproblemstructured D Isacceptancebysubordinatesimportantfore ?ectiveimplementation E IfIweretomakethedecisionmyself isit reasonablycertainthatitwouldbeacceptedbysubordinates F Dosubordinatessharetheorganizationalgoalstobeattainedinsolvingthisproblem G Iscon ictamongsubordinatesoverpreferredsolutionslikely Whenthedecisiontreeconcludeswithmorethanonedecisionstyle howdoyoudecidewhichonetouse Applyexamplestobesureyouunderstandtherationale Iftimeiscritical theleadershouldselectthealternativeinthefeasiblesetthatisfarthesttotheleft againnotingthatthef Whatarethee ?ectivenesscriteriaforthedecisionmakingprocesses andwhyandwhenareeachimportant AsecondissuealsobecomesapparentwhenthenormativedecisionmodelisviewedthroughtheL- F- Sframework NoticehowtheVroomandYetton modelshiftsfocusawayfromtheleadertowardboththesituationan arenoquestionsabouttheleader ? spersonality moti- vations values orattitudes Infact theleader ? spreferenceisconsideredonlyafterhigher- priorityfactorshavebeenconsidered Theonlyunderlyingassumptionisthattheleaderisinterestedinimplementinga high- qualitydecision whenqualityisanissue thatisacceptabletofollowers whenacceptanceiscriticaltoimplementation intomoree ?ectivedecision-makingprocesses AthirdissueisthattheL-F- Sframeworkorganizesconceptsinafamiliarconceptualstructure Thisisanadvantageevenforatheorywithaslimite evenmorehelp-fullaterasweconsidermorecomplextheories Whatarethebene ?tsanddrawbackstothemodel Findingsagainpointoutthatboththeleadershipprocessandleadershipe ?ectivenessarecomplexphenomena being takingplaceatasinglepointintime assumesthatleadersareequallyskilledatusingall ?vedecisionprocedures andas TheSituationalLeadershipModel Whatarethefundamentalquestionsthemodelattemptstoanswer Althoughleadersoftenhavedi ?erentinteractionalstyleswhendealingwithindividualfollowers isthereanoptimum Andifthereis what factorsshouldthe leaderbasehisbehavioron ??the follower ? sintelligence Personalitytraits Values Preferences Technicalcompetence Whatarethefollowerbehaviorsthemodelinitiallyevaluatesfollowerson Whatdoestheresulting x matrixtellus Initiatingstructurechangedtotaskbehaviors whichwerede ?nedastheextenttowhichaleaderspellsouttherespon cludetellingpeoplewhattodo howtodoit whentodoit andwhoistodoit Similarly consideration changedtorelationshipbehaviors orhowmuchtheleaderengagesintwo- waycommunication Relationshipbehaviorsincludelisten- ing encouraging facilitating clarifying explainingwhyataskisimportant andgivingsupport TheHerseyandBlanchardSituationalLeadershipmodelexplainswhyleadershipe ?ectivenessvariesacrosstheset segments Accordingtothemodel depictingthetwoleadershipdimensionsthiswayisusefulbecausecertaincombina fectiveinsomesituationsthaninothers Herseysaysthesefourcombinationsoftaskandrelationshipbehaviorswouldin- creaseleadershipe ?ectivenessiftheyweremadecontingentonthereadinessleveloftheindividualfollowertoperform Howdoesthemodelde ?neanddeterminefollowerreadiness Followerreadinessreferstoafollower ? sabilityandwillingnesstoaccomplishaparticulartask Readinessisnotanas istic butratherhowreadyanindividualistoperforma particulartask Anygivenfollowercouldbelowonreadinesstoperformonetaskbuthighonreadinesstoperformadi ? Howarewetousethatscale Toapplythemodel leadersshould ?rstassessthereadinesslevel R ?? R ofthefollowerrelativetothetasktobeaccomplished Next averticallineshouldbedrawnfromthecenteroftherea quadrantinwhichthisintersectionoccursrepresentstheleveloftaskandrelationshipbehaviorthathasthebestchanc Howarethosetwoelements inb andc above combinedintoonemodel Theremaybecaseswhentheleaderwouldliketoseefollowersincreasetheirlevelofreadinessforparticulartasksbyi evelopmentalinterventionstohelpboostfollowerreadinesslevels Theprocesswouldbeginby ?rstassessingafollow currentlevelofread- inessandthendeterminingtheleaderbehaviorthatbestsuitsthatfollowerinthattask Insteadofusingthebehaviorpre Whatisthekeydi ?erencebetweenthiscontingencymodelcomparedtotheothermodelspresentedinthischapter Howdoesthatdi ?erenceplayintothemodel Fiedler ? scontingencymodelofleadershipisprobablytheearliestandmostwell- knowncontingencytheory andisoftenperceivedbystudentstobealmosttheoppositeofthesituationalleadershipmo emphasizes exibilityinleaderbehaviors whereasthecontingencymodelmaintainsthatleadersaremuchmorecons sequentlyless exible intheirbehavior TheSituationalLeadershipmodelmain- tainsthatleaderswhocorrectlybasetheirbehaviorson followermaturitywillbemoree ?ective whereasthecontingencymodelsuggeststhatleadere