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LM > PRELIM - Leadership Theories > Flashcards

PRELIM - Leadership Theories Flashcards

1
Q

A leader is one who knows the way, goes the way and shows the way (John Maxwell)

A leader may or may not be assigned by the organization

A

Leadership Theories

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2
Q

A leader is one who knows the way, goes the way and shows the way

A

John Maxwell

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3
Q

EARLY LEADERSHIP THEORIES

A
  1. Great Man Theory
  2. Trait Theory
  3. Individual Character Theory
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4
Q
  • Assumes that the capacity for leadership is inherent
  • Great leaders are born, not made
  • Great leaders are heroic, mythic and destined to rise to leadership when needed
  • Examples: Sun Tzu, Genghis Khan, Aristotle, Kings of Great
    Britain and Abraham Lincoln
A

Great Man Theory

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5
Q
  • Assumes that people inherit extraordinary qualities and traits that make them better suited to leadership
  • They have special traits that make them leaders: tireless
    ambition, zest for life, great orator skills, irresistible looks and extremely persuasive
  • Almost similar to the “Great Man Theory” since it is believed that leaders are born with special traits
  • Examples: Pope John Paul II, Mother Teresa, Margaret Thatcher, Nelson Mandela, Gandhi
  • Stogdill (1974) found that leaders tend to be higher than non-leaders on: (1) intelligence, (2) dominance, (3) self-confidence, (4) activity level and (5) knowledge on the task.
  • Reeves (2001) noted that leaders possess these traits: (1)
    emotional stability and composure, (2) admitting error, (3) good interpersonal skills and (4) intellectual breadth
  • Gardner (1993) also said that decisiveness, trustworthiness, self- confidence, capacity to motivate people, skills in dealing with people, task competence among others make up traits
A

Trait Theory

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6
Q

REEVES: TRAITS OF THE LEADER

A
  1. Emotional stability and composure: Calm, confident and predictable when under stress
  2. Admitting error: Owning up to mistakes rather than covering up
  3. Good interpersonal skills: Can communicate and persuade others without resorting to negative or coercive tactics
  4. Intellectual breadth: Understands wide range of areas rather than narrow area of expertise
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7
Q
  • Traits determine whether or not a person can be an effective leader
  • Distinctive physical and psychological individual characteristics account for leadership effectiveness: naturally
    taller, attractive, intelligent, self-reliant and creative
  • Napoleon complex: alleged type of inferiority complex affecting some people are sort since Napoleon Bonaparte who was short, went against this ideal of a leader
A

Individual Character Theory

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8
Q
  • Concerned with what leaders do and act than who the leader is
  • The actions of the leaders and not their mental qualities or traits make them leaders
  • Focus is moved from leaders to leadership
  • Great leaders are made, not born
  • People can become leaders through experience and observation
A

Behavioral Theories

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9
Q

Behavioral Theories

A
  1. KURT LEWIN
  2. CHRIS ARGYRIS
  3. ALVIN TOFFLER
  4. RENSIS LIKERT
  5. ROBERT BLAKE AND JANE MOUTON
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10
Q
  • A famous psychologist that proposed that worker’s behavior is influenced by interactions between the personality, the structure of the primary work group and the socio-technical climate of the workplace
  • Categorized leadership styles as (1) authoritarianism, (2)
    democratic, and (3) laissez-faire
  • Developed the “Field Theory of Human Behavior” where people act the way they do depending on self-perceptions and their environments. To understand a leader’s behavior or that of the follower, one must look at the totality of the individual’s experience.
  • This individual carries perceptions that are valid and must be taken
    into account.
A

KURT LEWIN

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11
Q

Kurt Lewin categorized leadership styles as

A

(1) authoritarianism
(2) democratic
(3) laissez-faire

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12
Q

Kurt Lewin

  • Strong control is maintained over the work group
  • Others are motivated by coercion
  • Others are directed by command
  • Communication flows downward
  • Decision making does not involve others
  • Emphasis is on difference in status (“I” and “you”)
  • Criticism is punitive
A

AUTHORITARIAN LEADERS

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13
Q

KURT LEWIN

  • Less control is maintained
  • Economic and ego awards are used to motivate
  • Others are directed through suggestion and guidance
  • Communication flows up and down
  • Decision making involve others
  • Emphasis is on “we” rather than “I” and “you”
  • Criticism is constructive
A

DEMOCRATIC LEADERS

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14
Q

Kurt Lewin

  • Permissive with little or no control
  • Motivation by support when requested by the group or individuals
  • Provision of little or no direction
  • Communication upward and downward flow among members of the
    group
  • Decision making dispersed throughout the group
  • Emphasis is on the group
  • Criticism is withheld
A

LAISSEZ-FAIRE LEADERS

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15
Q

KURT LEWIN PROPOSED THAT CHANGE UNDERGOES THREE
STAGES

A
  1. First stage: Unfreezing
  2. Second stage: Changing
  3. Third stage: Re-freezing
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16
Q

KURT LEWIN PROPOSED THAT CHANGE UNDERGOES THREE
STAGES

  • People in the organization made aware of problems or performance gap and need for change. Diagnosis stage is often driven by a change agent
A

First stage: Unfreezing

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17
Q

KURT LEWIN PROPOSED THAT CHANGE UNDERGOES THREE
STAGES

  • People experiment with new workplace behavior to deal with needed change. Intervention stage.
A

Second stage: Changing

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18
Q

KURT LEWIN PROPOSED THAT CHANGE UNDERGOES THREE
STAGES

  • People employ new skills and attributes and are rewarded by
    organization. Changes are institutionalized in the corporate culture
A

Third stage: Re-freezing

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19
Q
  • Organizational psychologist who studied the way people in
    organizations act and react with each other.
  • Developed the concepts on:
    1. Ladder of Inference: When communicating one needs to
    communicate not just subjective conclusions but also the
    objective reasoning process and assumptions that underline
    the conclusions. Otherwise, the real sources of disagreement
    will not be known which is usually lie in one’s assumptions
    rather than conclusions.
    ✓ It is based on the idea that the individuals interpret data
    to make meaning and make sense of it.
    ✓ With the available data, one then selects to process,
    interpret, and finally draw up conclusions.
    ✓ The conclusions that are drawn are not objective but
    subjective. At each step, there is bias in the process
    depending on the person’s experience.
    2. Double loop learning: Saw learning as a process of
    defecting and correcting errors. Focus is on solving problems
    that are complex and ill-structured and which can change as
    problem-solving advances.
    ✓ This concept has an impact in nursing profession.
    ✓ It would mean questioning the age-old ways of doing
    things that never works anyway but are continued for
    various reasons.
A

CHRIS ARGYRIS

20
Q
  • A futurist known for his works discussing the digital revolution, communications revolution, corporate revolution and technological
    singularity.
  • Categorized the changes in cultural behavior and civilization in terms of “waves” such as the first wave, second wave, and third waves.
A

ALVIN TOFFLER

21
Q
  • Best known for the development of the Likert Scales and the
    Linking Pin Model.
  • The model hopes to achieve regularity of practice which would
    reinforce the organizational structure laid down by the
    organization. The competence and synergy of all the efforts of the
    workers would lead to the achievement of common purposes and
    goals.
  • Likert gave special attention to the impact of leaders’ behaviors on
    workers motivation and the performance of groups. This leads to
    the identification of the four main styles of leadership which he
    called “Four Systems Approach”.
  • Linking Pin Model: Concept of the ideal work relationship of
    workers in an organization.
  • Developed the organizational design:
    1. Superiors and subordinates trust each other.
    2. Information flows freely downward and laterally.
    3. Group participation sets high and realistic goals.
    4. Decisions are done through democratic process.
    5. Training human resources and control is done often.
A

RENSIS LIKERT

22
Q

LIKERT’S FOUR (4) TYPES OF MANAGEMENT SYSTEMS

A
  1. EXPLOITATIVE AUTHORITATIVE
  2. BENEVOLENT-AUTHORITATIVE
  3. BENEVOLENT-AUTHORITATIVE
  4. PARTICIPATIVE
23
Q

LIKERT’S FOUR (4) TYPES OF MANAGEMENT SYSTEMS

  • Management uses fears and threats; communication is top down with most decisions taken at the top; superiors and subordinates are distant.
    a. Least effective performance
    b. Managers show little confidence in staff associates and ignore their ideas.
    c. Staff associate do not feel free to discuss their jobs with the manager.
    d. Responsibility for the organization’s goal is at the top; goals are established through orders
A

EXPLOITATIVE-AUTHORITATIVE

24
Q

LIKERT’S FOUR (4) TYPES OF MANAGEMENT SYSTEMS

  • Management uses rewards; information flowing upward is restricted to what management wants to hear and whilst policy decisions come from the top, some prescribed decisions may be delegated to lower levels, superiors expect subservience lower down
    a. The manager is condescending to staff associates
    b. Staff associates ideas are sometimes sought after but they do not feel very free to discuss their jobs with the manager
    c. Top management and middle management are responsible for setting goals
    d. Decisions are made at the top with some delegation
    e. Staff associates are occasionally consulted for problem solving
A

BENEVOLENT-AUTHORITATIVE

25
Q

LIKERT’S FOUR (4) TYPES OF MANAGEMENT SYSTEMS

  • Management offers rewards, occasional punishment, big
    decisions come from the top while there is some wider decision-making involvement in details; and communication is downward while critical upward communication is cautious
    a. The manager has substantial confidence in staff associates
    b. Their ideas are usually sought and they feel free to discuss their work with the manager
    c. Responsibility for setting goals is fairly general.
    d. Managers are quite familiar with the problem faced by their staff associates
A

BENEVOLENT-AUTHORITATIVE

26
Q

LIKERT’S FOUR (4) TYPES OF MANAGEMENT SYSTEMS

  • Management encourages group participation and involvement in setting high performance goals with some economic rewards; communication flows in all directions and is open and
    frank; decision making through group processes with each
    group linked to others by persons who are members of more than one group called linking pins; and subordinates and superiors are close to each other. The result is high productivity and better industrial relations.
    a. Associated with the most effective performance
    b. Managers have complete confidence in their staff
    associates
    c. Ideas are always sought
    d. Managers are very well informed about the problems
    faced by their staff associate and decision making is well
    integrated throughout the organization with full
    involvement of staff associates
A

PARTICIPATIVE

27
Q

The Managerial Grid Model was conceptualized

Developed the Managerial Grid Model which attempts to conceptualize management in terms of relations and leadership
styles.
a. Leaders lay somewhere along the continuum of concern for productivity to concern for people
b. There is no ‘one best way’ of leadership *
c. Different styles are needed for different situations.
d. Identified the five (5) different leadership according to the varying emphasis on each of the two dimensions:
(1) impoverished style
(2) country club style
(3) produce or perish style
(4) middle of the road style
(5) team style.
* Consists of two behavioral dimensions: concern for task or production and concern for people
1. Concern for task or production: Leader cares little about people and operates in fear of something going wrong. The focus of the leader is on achieving results and productivity.
2. Concern for people: Leader cares a little about productivity and operates wholly from a desire to be loved and approved of.

A

ROBERT BLAKE AND JANE MOUTON

28
Q

Identified the five (5) different leadership according to the varying emphasis on each of the two dimensions:

A

(1) impoverished style
(2) country club style
(3) produce or perish style
(4) middle of the road style
(5) team style

29
Q

different leadership according to the varying emphasis on each of the two dimensions:

  • Description: Leaders have low concern for both people and production. This style is used to avoid getting into trouble.
  • Characteristics: Main concern is not to be held responsible for any mistakes which results in less innovative decisions. This leader is indifferent, non-committal, resigned and apathetic. Leaders just do enough to keep their job.
  • Results: Disorganization, dissatisfaction, disharmony among people due to lack of effective leadership
A

IMPOVERISHED STYLE

30
Q

different leadership according to the varying emphasis on each of the two dimensions:

  • Description: Leader has a high concern for people and a low concern for production. Leaders using this style pay much attention to the security and comfort of the employees, in hopes
    that this would increase performance.
  • Characteristics: The leader is attentive to his/her people’s needs and has developed satisfying relationships and work culture, but at the expense of achieving results. The leader is defined as agreeable, eager to help, non-confrontational, comforting and uncontroversial.
  • Culture embedded within; climate is the situation
  • Results: Atmosphere is usually friendly, but not necessarily that productive
A

COUNTRY CLUB STYLE

31
Q

different leadership according to the varying emphasis on each of the two dimensions:

  • Description: With a high concern for production, and a low concern for people, leaders using this style find employee needs unimportant; they provide their employees with money and expect performance back. Managers using this style also pressure their employees through rules and punishments to achieve the company goals.
  • Characteristics: The leader concentrates almost exclusively on achieving results. People are viewed as a commodity to be used to get the job done. Communication is de-emphasized and conflict is resolved by suppressing it. Leadership is controlling, demanding and over-powering.
  • Results: This dictatorial style is based on Theory X of Douglas McGregor, and is commonly applied by companies on the edge of real or perceived failure. This is used in case of crisis management. So, while high output is achieved in a short time, it becomes costly as there is high labor turn-over.
A

PRODUCE OR PERISH STYLE (AUTOCRATIC)

32
Q

different leadership according to the varying emphasis on each of the two dimensions:

  • Description: Leaders try to balance between company goals
    and worker’s needs. By giving some concern to both people
    and production, leaders who use this style hope to achieve
    acceptable performance.
  • Characteristics: This leader is a compromiser who wants to
    maintain the status quo and avoid any problems. The leader is aware of and wants to focus on productivity but not at the
    expense of the morale of the team.
  • Results: Leader comprises in which neither production and the people’s needs are met.
A

MIDDLE OF THE ROAD STYLE

33
Q

different leadership according to the varying emphasis on each of the two dimensions:

  • Description: Leaders who use this style rely heavily on making employees feels as a constructive part of the organization.
  • Characteristics: Leader pays high concern for both people
    and production. Leaders encourage teamwork and
    commitment among employees. The leader may be
    characterized as open-minded, flexible and one who inspired
    involvement.
  • Results: The leader achieves high work performance through “leading” the people to become dedicated to the organizational goals. There is a high degree of participation and teamwork, which satisfies the basic need of people to be involved and committed to their work.
A

TEAM STYLE

34
Q
  • Are theories that believe in different types of leadership for different
    situations
  • It is also called _______ theories because the leadership style
    would be dependent on the situation that a leader is faced at the
    moment
  • Proponents: Paul Hersey, Kenneth Blanchard, Fred Fiedler,
    Victor Harold Vroom and Yetton, Robert House
  • Different situations demand different types of leadership.
  • Situation: Set of values and attitudes with which the individual or
    group has to deal in a process of activity and with regard to which
    this activity is planned and its results appreciated.
A

SITUATIONAL OR CONTINGENCY THEORY

35
Q

SITUATIONAL OR CONTINGENCY THEORY

A
  1. PAUL HERSEY AND KENNETH BLANCHARD
  2. FIEDLER CONTINGENCY MODEL
  3. VICTOR HAROLD VROOM AND YETTON (DEMOCRATIC)
  4. ROBERT HOUSE
36
Q
  • Developed the situational leadership theory
  • Leaders should adapt their style to follower development style (maturity), based on how ready and willing the follower is to perform required tasks.
  • Their readiness depends on their competence and motivation.
  • Identified four leadership style (S1 to S4) that match the
    development levels (D1 to D4) of the followers.
A

PAUL HERSEY AND KENNETH BLANCHARD

37
Q

PAUL HERSEY AND KENNETH BLANCHARD FOUR (4) LEADERSHIP STYLES

A
  1. Style 1: Directing and Telling Leaders
  2. Style 2: Coaching or Selling Leaders
  3. Style 3: Supporting or Participating Leaders
  4. Style 4: Delegating Leaders
38
Q

PAUL HERSEY AND KENNETH BLANCHARD FOUR (4) LEADERSHIP STYLES

  • The leaders define the roles and tasks of the follower, and
    supervises them closely. Decisions are made by the leader and announced, so communication is largely one way.
A

Style 1: Directing and Telling Leaders

39
Q

PAUL HERSEY AND KENNETH BLANCHARD FOUR (4) LEADERSHIP STYLES

  • The leader still defines roles and tasks, but seeks ideas and
    suggestions from the follower. Decisions remain the leader’s
    prerogative, but communication is much more than two ways.
A

Style 2: Coaching or Selling Leaders

40
Q

PAUL HERSEY AND KENNETH BLANCHARD FOUR (4) LEADERSHIP STYLES

  • The leader passes day to day decisions, such as task allocation and processes, to the follower. The leader facilitates and takes
    part in decisions, but control is with the follower.
A

Style 3: Supporting or Participating Leaders

41
Q

PAUL HERSEY AND KENNETH BLANCHARD FOUR (4) LEADERSHIP STYLES

  • Control is with the follower. The follower decides when and how the leader will be involved.
A

Style 4: Delegating Leaders

42
Q
  • Developed by _____ which focused on the personality and
    relationship between the leader and group members, programming
    of group’s assignment and positional power of the leader.
  • _____ believed that the leader’s personal characteristics are
    stable and therefore, so is the leadership styles.
  • He believed that there is no single approach that could provide an
    adequate solution for the various management problems.
  • It is a leadership theory that moved from research of traits and personal characteristics of leaders to leadership styles and behaviors.
  • The model exemplifies task-oriented leadership style. The leader has a great influence or power over group members.
A

FIEDLER CONTINGENCY MODEL
(Fred Fiedler)

43
Q

Fred Fiedler TASK-ORIENTED LEADERSHIP STYLE

A
  1. Leader-member relation: refers to how well the manager and the workers get along
  2. Task structure: refers to how the nature of the job to be done is highly structured or fairly unstructured or somewhere in between
  3. Leader’s position power: refers to how much legitimate authority does the leader-manager possess
44
Q
  • Suggested that the selection of a leadership style will determine decision making
  • Effectiveness of decision making is affected by: importance of the
    decision quality and acceptance, amount of relevant information possessed by the leader and the subordinates, the likelihood that
    subordinates will accept an autocratic decision or cooperate in trying to make good decision if allowed to participate, amount of disagreement among subordinates with respect to their preferred
    alternatives.
  • Participative model provides a set of rules or norms that determine
    how participatory a leader should be when making decisions
  • It is democratic due to consultation
  • After weighing up various contingencies a leader can choose
    to:
    a. Decide on their own, and if necessary, sell their decision
    b. Consult some staff members individually, gathering some
    informal ideas and then make the decision themselves.
    c. Consult the staff as a group, gathering their suggestions but
    still making the decision themselves.
    d. Facilitate a meeting where they define the problem and set
    the limits within which a decision needs to be made, and then
    uses a concensus approach to make a decision.
    e. Delegate the decision-making process either to the team or
    individual responsible for enacting the decision.
A

VICTOR HAROLD VROOM AND YETTON (DEMOCRATIC)

45
Q

The Path-Goal Theory was developed by ______, a leader adopts a certain leadership style such as: (1) directive leadership, (2) supportive leadership, (3) participative leadership and (4)
achievement-oriented leadership.

A

ROBERT HOUSE

46
Q

by Robert House, a leader
adopts a certain leadership style such as:

A

(1) directive leadership
(2) supportive leadership
(3) participative leadership and (4) achievement-oriented leadership

47
Q

ROBERT HOUSE Proposed the Path-Goal Theory of Leadership:

A
  1. Directive leadership: Specific advice is given to the group
    and ground rules and structure are established
  2. Supportive leadership: Good relations are promoted with
    the group and sensitivity to the subordinates’ needs is shown
  3. Participative leadership: Decision making is based on
    consultation with the group and information is shared with the group
  4. Achievement-oriented leadership: Challenging goals are set and high performance is encouraged while confidence is
    shown in the group’s ability

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