OB - 12 - 13 Leadership

© 2009 Prentice-Hall Inc. All rights reserved.
12-0
ROBBINS & JUDGE

ORGANIZATIONAL BEHAVIOR
13TH EDITION
Chapter 12: Basic Approaches to Leadership

Chapter Objectives
12-1
 After studying this chapter, you should be able to:

 Define leadership and contrast leadership and management.
 Summarize the conclusions of trait theories.
 Identify the central tenets and main limitations of behavioral theories.
 Assess contingency theories of leadership by their level of support.
 Contrast the interactive theories (path-goal and leader-member
exchange).
 Identify the situational variables in the leader-participation model.
 Show how U.S. managers might need to adjust their leadership
approaches in Brazil, France, Egypt, and China.

What Is Leadership?
12-2
 Leadership
 Kemampuan untuk mempengaruhi suatu kelompok orang untuk mencapai
tujuan
 Management
 Penggunaan kewenangan yang melekat pada jabatan resmi yang
ditunjuk untuk memperoleh kepatuhan anggota organisasi
 Keduanya diperlukan bagi keberhasilan organisasi

Teori Sifat Kepemimpinan (Leadership)
12-3
 Teori yang menganggap kepribadian, sosial, fisik, atau sifat-
sifat intelektual untuk membedakan pemimpin (leader) dan
bukan pemimpin (nonleaders)
 Pembedaan ini tidak terlalu bermanfaat kecuali ada
kecocokan dengan lima besar kerangka kepribadian
 Sifat-sifat Kepemimpinan
 Menonjolkan sesuatu yang lahir / Extroversion
 Kehati-hatian /Conscientiousness
 Keterbukaan /Openness
 Kecerdasan Emosional (qualified) / Emotional Intelligence (Qualified)
 Sifat-sifat dapat memprediksi kepemimpinan, tetapi lebih baik
lagi digunakan dalam memprediksi munculnya pemimpin
daripada efektivitas pemimpin
Teori Perilaku Kepemimpinan
12-4
 Teori-teori yang menerangkan bahwa perilaku spesifik yang

membedakan antara pemimpin dan bukan pemimpin
 Perbedaan diantara Teori Kepemimpinan
 Teori Sifat / Trait Theory: kepemimpinan melekat, jadi kita harus
mengidentifikasi pemimpin berdasarkan sifat-sifatnya
 Teori Perilaku / Behavioral Theory: kepemimpinan adalah sekumpulan
keterampilan dan dapat diajarkan kepada siapa pun, jadi kita harus
mengidentifikasi perilaku yang tepat untuk mengajarkan para pemimpin
potensial

Teori Kontingensi (Contingency Theories)
12-5
 Walaupun teori sifat dan perilaku membantu kita

untuk memahami kepemimpinan, namun terdapat
komponen penting yang hilang, yaitu: lingkungan di
mana pemimpin berada.
 Teori Kontingensi berkaitan dengan aspek tambahan
dari studi efektivitas kepemimpinan.
 Tiga teori utama:
 Model Fiedler
 Hersey dan Teori Kepemimpinan Situasional Blanchard
 Teori Path-Goal

Model Fiedler
12-6
 Kinerja kelompok yang efektif tergantung pada kecocokan
yang tepat antara gaya kepemimpinan dan situasi
 Asumsikan bahwa gaya kepemimpinan (berdasarkan orientasi
yang terungkap dalam LPC / Least Power Co-worker kuesioner)
adalah tetap
 Menganggap Tiga Faktor Situasional:
 Hubungan pemimpin-anggota: tingkat keyakinan dan
kepercayaan di pemimpin
 Struktur tugas: tingkat struktur dalam pekerjaan
 Kekuatan posisi: kemampuan pemimpin untuk mengangkat,
memecat, dan memberi penghargaan

Model Fiedler
12-7
 Kepemimpinan yang efektif harus mampu:
 menyesuaikan dengan situasi atau
 mengubah variabel situasional agar sesuai dengan pemimpin
saat ini.

Model Fiedler
12-8

Penilaian terhadap Model Fiedler
12-9
 Positif:
 Bukti dukungan yang cukup terhadap model, terutama jika delapan
situasi awal dikelompokkan menjadi tiga
 Masalah:
 Logika di balik skala LPC tidak dimengerti dengan baik
 Skor LPC tidak stabil
 Variabel kontingensi yang kompleks dan sulit untuk ditentukan

Teori Sumber Kognitif Fiedler
12-10
 Sebuah penyempurnaan dari model asli Fielder ini:

 Berfokus pada stres sebagai musuh rasionalitas dan
pencipta kondisi yang tidak menguntungkan
 Kecerdasan dan pengalaman seorang pemimpin
mempengaruhi reaksinya terhadap stres
 Tingkat stres:
 Stres Rendah: Kemampuan intelektual yang efektif
 Stres tinggi: Pengalaman Pemimpin yang efektif

Kepemimpinan Situasional Hersey & Blanchard’s
12-11
 Sebuah model yang fokus pada "kesiapan“ pengikut

 Pengikut dapat menerima atau menolak pemimpin
 Efektivitas tergantung pada respon para pengikut terhadap
tindakan pemimpin
 "Kesiapan" adalah sejauh mana orang memiliki kemampuan dan
kemauan untuk menyelesaikan tugas tertentu
 Sebuah model paternal:
 Sebagai anak dewasa, dewasa melepaskan lebih banyak dan
lebih banyak kontrol atas situasi
 Sebagai pekerja menjadi lebih siap, campur tangan pemimpin
menjadi lebih sedikit (laissez-faire)
 Model intuitif yang tidak mendapatkan banyak dukungan
dari temuan penelitian
Teori Path-Goal House
12-12
 Dibangun dari studi dan teori ekpektansi motivasi Ohio State

 Teori:
 Pemimpin memberikan informasi, dukungan, dan sumberdaya untuk
membantu karyawan dalam mencapai tujuannya
 Pemimpin membantu menjelaskan “jalur / path” kepada tujuan karyawan
 Pemimpin dapat menunjukkan tipe kepemimpinan yang beragam
 Empat type Pemimpin:
 Directive: fokus pada pekerjaan yang harus diselesaikan
 Supportive: fokus pada kenyamanan pekerja
 Participative: Dalam pengambilan keputusan berkonsultasi dengan
karyawan
 Achievement oriented (berorientasi pencapaian hasil): menentukan target
/ tujuan yang menantang

Path-Goal Model
12-13
 Dua kelas variabel kontingensi:

 Lingkungan diluar kendali karyawan
 Faktor bawahan (Subordinate factors) berada didalam
internal karyawan.

Leader-Member Exchange (LMX) Theory
12-14
 Response terhadap kegagalan teori kontingensi memberi

penjelasan bagi pengikut dan pendekatan kepemimpinan
yang heterogen terhadap setiap karyawan
 Dasar pemikiran LMX:
 Mengingat tekanan waktu, pemimpin membentuk relasi khusus
dengan kelompok kecil pengikut: “in-group”.
 In-group ini dipercaya dan memperoleh lebih banyak waktu dan
perhatian dari pemimpin (more “exchanges”)
 Pengikut lainnya (“out-group”) memperoleh perhatian yang lebih
sedikit dan hubungannya dengan pemimpin cenderung formal
(fewer “exchanges”)
 Didalam berhubungan, pemimpin mengambil anggota kelompok
lebih awal.
LMX Model
12-15
 Penugasan kepada kelompok tidak jelas

 Karakteristik pengikut menentukan keanggotaan kelompok
 Kendali pemimpin dengan mempertahankan kedekatan
dengan pengikut favorit
 Pada umumnya penelitian mendukung model ini.

Yroom & Yetton’s Leader-Participation Model
12-16
 Bagaimana pemimpin membuat keputusan sama pentingnya

dengan apa yang diputuskan
 Dasar pemikiran / Premise:
 Perilaku pemimpin harus disesuaikan untuk merefleksikan struktur
tugas
 “Normative” model: menjelaskan sejauhmana partisipatif dalam
pengambilan keputusan mereka dari pohon keputusan
 Lima Gaya Kepemimpinan
 Duabelas variabel kontingensi

Global Implications
12-17
 These leadership theories are primarily studied in

English-speaking countries
 GLOBE does have some country-specific insights
 Brazilian teams prefer leaders who are high in
consideration, participative, and have high LPC scores
 French workers want a leader who is high on initiating
structure and task-oriented
 Egyptian employees value team-oriented, participative
leadership while keeping a high-power distance
 Chinese workers may favor a moderately participative style
 Leaders should take culture into account

Summary and Managerial Implications
12-18
 Leadership is central to understanding group

behavior as the leader provides the direction
 Extroversion, conscientiousness, and openness all
show consistent relationships to leadership
 Behavioral approaches have narrowed leadership
down into two usable dimensions
 Need to take into account the situational
variables, especially the impact of followers

© 2009 Prentice-Hall Inc. All rights reserved. 13-19
ROBBINS & JUDGE

ORGANIZATIONAL BEHAVIOR
13TH EDITION
Chapter 13: Contemporary Issues in Leadership

Chapter Learning Objectives
13-20
 After studying this chapter, you should be able to:

 Show how framing influences leadership effectiveness.
 Define charismatic leadership and show how it influences followers.
 Contrast transformational with transactional leadership and discuss how
transformational leadership works.
 Define authentic leadership and show why ethics and trust are vital to
effective leadership.
 Identify the three types of trust.
 Demonstrate the importance of mentoring, self-leadership, and virtual
leadership to our understanding of leadership.
 Identify when leadership may not be necessary.
 Explain how to find and create effective leaders.
 Assess whether charismatic and transformational leadership generalizes
across cultures.

Inspirational Approaches to Leadership
13-21
 The focus is leader as communicator

 Framing:
 A way of communicating that shapes meaning
 Selective highlighting of facts and events
 Ignored in traditional leadership studies
 Two contemporary leadership theories:
 Charismatic Leadership
 Transformational Leadership

Charismatic Leadership
13-22
 House’s Charismatic Leadership Theory:

 Followers make attributions of heroic or extraordinary leadership
abilities when they observe certain behaviors
 Four characteristics of charismatic leaders
 Have a vision
 Are willing to take personal risks to achieve the vision
 Are sensitive to follower needs
 Exhibit behaviors that are out of the ordinary
 Traits and personality are related to charisma
 People can be trained to exhibit charismatic behaviors

How Charismatic Leaders Influence Followers
13-23
 A four-step process:
1. Leader articulates an attractive vision
 Vision Statement:
A formal, long-term strategy to attain goals
 Links past, present, and future
2. Leader communicates high performance expectations and confidence

in follower ability
3. Leader conveys a new set of values by setting an example
4. Leader engages in emotion-inducing and often unconventional

behavior to demonstrate convictions about the vision

Charismatic Leadership Issues
13-24
 Importance of vision
 Must be inspirational, value-centered, realizable, and given with
superior imagery and articulation
 Charismatic effectiveness and situation
 Charisma works best when:
 The follower’s task has an ideological component
 There is a lot of stress and uncertainty in the environment
 The leader is at the upper level of the organization
 Followers have low self-esteem and self-worth
 Dark Side of Charisma
 Ego-driven charismatics allow their self-interest and personal goals to
override the organization’s goals

Beyond Charisma: Level-5 Leaders
13-25
 Very effective leaders who possess the four typical

leadership traits:
 Individual competency
 Team skills
 Managerial competence
 Ability to stimulate others to high performance
 Plus one critical new trait…
 A blend of personal humility and professional will
 Personal ego-needs are focused toward building a great
company
 Take responsibility for failures and give credit to others for
successes

Transactional and Transformational
Leadership
13-26
 Transactional Leaders
 Leaders who guide or motivate their followers in the
direction of established goals by clarifying role and
task requirements
 Transformational Leaders
 Inspirefollowers to transcend their own self-interests for
the good of the organization; they can have a
profound and extraordinary effect on followers
 Not opposing, but complementary, approaches to
leadership
 Great transformational leaders must also be
transactional; only one type is not enough for success

Characteristics of the Two Types of
13-27
Leaders
Transactional Transformational
 Contingent Reward:  Idealized Influence:
 Contracts exchange of rewards  Provides vision and sense of
for effort, promises rewards for mission, instills pride, gains respect
good performance, recognizes and trust
accomplishments  Inspiration:
 Management by Exception:  Communicates high expectations,
uses symbols to focus efforts,
 Active: Watches and searches expresses important issues simply
for deviations from rules and
standards, takes corrective  Intellectual Stimulation:
action  Promotes intelligence, rationality,
and problem solving
 Passive: Intervenes only if
standards are not met  Individualized Consideration:
 Gives personal attention, coaches,
 Laissez-Faire: advises
 Abdicates responsibilities, Exhibit 13-2
avoids making decisions

Full Range of Leadership Model
13-28
 Leadership styles listed from passive to very active

 Note the ineffective styles are mostly transactional
 It is all about influencing followers
Exhibit 13-3

Issues with Transformational Leadership
13-29
 Basis for Action:

 Transformational leadership works by encouraging followers to
be more innovative and creative and by providing ambitious
goals
 Evaluation Based on the Research:
 This theory does show high correlations with desired outcomes
 This style of leadership can be taught
 Transformational vs. Charismatic Leadership:
 Similar concepts, but transformational leadership may be
considered a broader concept than charisma
 Instrument-based testing shows the measures to be roughly
equivalent

Authentic Leadership: Ethics and Trust
13-30
 Authentic Leaders:
 Ethicalpeople who know who they are, know what they
believe in and value, and act on those values and
beliefs openly and candidly
 Primary quality is trust
 Build trust by:

 Sharing information
 Encouraging open communication
 Sticking to their ideals
 Still a new topic; needs more research

Ethics, Trust, and Leadership
13-31
 Ethics touch on many leadership styles

 As the moral leaders of organizations, CEOs must demonstrate high ethical
standards
 Socialized charismatic leadership: leaders who model ethical behaviors
 Trust:
 The positive expectation that another person will not act opportunistically
 Composed of a blend of familiarity and willingness to take a risk
 Five key dimensions: integrity, competence, consistency, loyalty, and openness
Exhibit 13-4

Five Key Dimensions of Trust
13-32
 Integrity
 Honesty and truthfulness
 Competence
 An individual’s technical and interpersonal knowledge and skills
 Consistency
 An individual’s reliability, predictability, and good judgment in handling situations
 Loyalty
 The willingness to protect and save face for another person
 Openness
 Reliance on the person to give you the full truth

Three Types of Trust
13-33
 Deterrence-based Trust
 Trust based on fear of reprisal if the trust is violated
 Knowledge-based Trust
 Trust based on behavioral predictability that comes from a history of
interaction
 Identification-based Trust
 Trust based on a mutual understanding of one another’s intentions and
appreciation of the other’s wants and desires

Basic Principles of Trust
13-34
 Mistrust drives out trust

 Trust begets trust
 Trust can be regained
 Mistrusting groups self-destruct
 Mistrust generally reduces productivity

Contemporary Leadership Roles: Mentoring
13-35
 Mentor:
 A senior employee who sponsors and supports a less-
experienced employee (a protégé)
 Good teachers present ideas clearly, listen, and empathize
 Two functions:
 Career
 Coaching, assisting, sponsoring
 Psychosocial
 Counseling, sharing, acting as a role model
 Can be formal or informal
 Mentors tend to select protégés who are similar to them in
background: may restrict minorities and women

Contemporary Leadership Roles: Self-Leadership
13-36
 Self-Leadership
A set of processes through which individuals control
their own behavior
 Effective leaders “superleaders” help followers to lead
themselves
 Important in self-managed teams
 To engage in self-leadership:
1. Make a mental chart of your peers and colleagues
2. Focus on influence and not on control
3. Create opportunities; do not wait for them

Contemporary Leadership Roles: Online Leadership
13-37
 Leadership at a Distance: Building Trust

 The lack of face-to-face contact in electronic communications
removes the nonverbal cues that support verbal interactions.
 There is no supporting context to assist the receiver with
interpretation of an electronic communication.
 The structure and tone of electronic messages can strongly
affect the response of receivers.
 An individual’s verbal and written communications may not
follow the same style.
 Writing skills will likely become an extension of
interpersonal skills.

A Challenge to the Leadership Construct
13-38
 Attribution Theory of Leadership

 The idea that leadership is merely an attribution that people make
about other individuals
 Qualities Attributed to Leaders:
 Leaders are intelligent, outgoing, have strong verbal skills, are aggressive,
understanding, and industrious.
 Effective leaders are perceived as consistent and unwavering in their
decisions.
 Effective leaders project the appearance of being leaders.

Another Challenge to the Leadership Construct
13-39
 Substitutes and Neutralizers for Leadership
 Exhibit 13.5
Relationship- Task-
oriented oriented
Defining Characteristics Leadership Leadership
Individual
Experience/training No effect on Substitutes for
Professionalism Substitutes for Substitutes for
Indifference to rewards Neutralizes Neutralizes
Job
Highly structured task No effect on Substitutes for
Provides its own feedback No effect on Substitutes for
Intrinsically satisfying Substitutes for No effect on
Organization
Explicit formalized goals No effect on Substitutes for
Rigid rules and procedures No effect on Substitutes for
Cohesive work groups Substitutes for Substitutes for

Finding and Creating Effective Leaders
13-40
 Selection
 Review specific requirements for the job
 Use tests that identify personal traits associated with leadership, measure self-
monitoring, and assess emotional intelligence
 Conduct personal interviews to determine candidate’s fit with the job
 Keep a list of potential candidates
 Training
 Recognize that all people are not equally trainable
 Teach skills that are necessary for employees to become effective leaders
 Provide behavioral training to increase the development potential of nascent
charismatic employees

Global Implications
13-41
 Certain types of leadership behaviors work better in

some cultures than in others
 Charismatic/Transformational Leadership
 Seems to work across cultures
 May be an “universal” aspect of leadership in its focus on:
 Vision and foresight
 Providing encouragement
 Trustworthiness
 Dynamic, positive, and proactive traits
 Globalization may be the cause of these common
concerns – we may be able to train a “universal”
manager, if that person is culturally sensitive!

Summary and Managerial Implications
13-42
 Companies are looking for transformational leaders – even if

they only “look the part”
 Transformational style crosses borders reasonably well
 Effective managers must build trust with those they lead
 Leadership selection and training are important to long-term
success

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Copyright ©2009 Pearson Education,
Inc. Publishing as Prentice Hall
Teori Sifat Kepemimpinan (Leadership)
12-44
 Theories that consider personality, social, physical, or

intellectual traits to differentiate leaders from
nonleaders
 Not very useful until matched with the Big Five
Personality Framework
 Leadership Traits
 Extroversion
 Conscientiousness
 Openness
 Emotional Intelligence (Qualified)
 Traits can predict leadership, but they are better at
predicting leader emergence than effectiveness
Important Behavioral Studies
12-45
 Ohio State University

 Found two key dimensions of leader behavior:
 Initiating structure – the defining and structuring of roles
 Consideration – job relationships that reflect trust and respect
 Both are important
 University of Michigan
 Also found two key dimensions of leader behavior:
 Employee-oriented – emphasize interpersonal relationships and is the
most powerful dimension
 Production-oriented – emphasize the technical aspects of the job
 The dimensions of the two studies are very similar

Blake and Mouton’s Managerial Grid®
12-46
 Draws on both studies to assess leadership style

 “Concern for People” is Consideration and Employee-Orientation
 “Concern for Production” is Initiating Structure and Production-
Orientation
 Style is determined by position on the graph
Exhibit 12-1

Model Fiedler
12-47
 Effective group performance depends on the proper match

between leadership style and the situation
 Assumes that leadership style (based on orientation revealed in
LPC questionnaire) is fixed
 Considers Three Situational Factors:
 Leader-member relations: degree of confidence and trust in the
leader
 Task structure: degree of structure in the jobs
 Position power: leader’s ability to hire, fire, and reward
 For effective leadership: must change to a leader who fits the
situation or change the situational variables to fit the current
leader
Exhibit 12-2

OB - 12 - 13 Leadership

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© 2009 Prentice-Hall Inc. All rights reserved.

ROBBINS & JUDGE

Chapter 12: Basic Approaches to Leadership

 After studying this chapter, you should be able to:

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

 Teori-teori yang menerangkan bahwa perilaku spesifik yang

© 2009 Prentice-Hall Inc. All rights reserved.

 Walaupun teori sifat dan perilaku membantu kita

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

 Sebuah penyempurnaan dari model asli Fielder ini:

© 2009 Prentice-Hall Inc. All rights reserved.

 Sebuah model yang fokus pada "kesiapan“ pengikut

 Dibangun dari studi dan teori ekpektansi motivasi Ohio State

© 2009 Prentice-Hall Inc. All rights reserved.

 Dua kelas variabel kontingensi:

© 2009 Prentice-Hall Inc. All rights reserved.

 Response terhadap kegagalan teori kontingensi memberi

 Penugasan kepada kelompok tidak jelas

 Pada umumnya penelitian mendukung model ini.

© 2009 Prentice-Hall Inc. All rights reserved.

 Bagaimana pemimpin membuat keputusan sama pentingnya

© 2009 Prentice-Hall Inc. All rights reserved.

 These leadership theories are primarily studied in

 Leaders should take culture into account

 Leadership is central to understanding group

© 2009 Prentice-Hall Inc. All rights reserved.

ROBBINS & JUDGE

Chapter 13: Contemporary Issues in Leadership

 After studying this chapter, you should be able to:

© 2009 Prentice-Hall Inc. All rights reserved.

 The focus is leader as communicator

© 2009 Prentice-Hall Inc. All rights reserved.

 House’s Charismatic Leadership Theory:

© 2009 Prentice-Hall Inc. All rights reserved.

2. Leader communicates high performance expectations and confidence

3. Leader conveys a new set of values by setting an example

4. Leader engages in emotion-inducing and often unconventional

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

 Very effective leaders who possess the four typical

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

 Leadership styles listed from passive to very active

© 2009 Prentice-Hall Inc. All rights reserved.

 Basis for Action:

© 2009 Prentice-Hall Inc. All rights reserved.

 Build trust by:

 Still a new topic; needs more research

 Ethics touch on many leadership styles

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

 Mistrust drives out trust

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

© 2009 Prentice-Hall Inc. All rights reserved.

 Leadership at a Distance: Building Trust

© 2009 Prentice-Hall Inc. All rights reserved.