Spring 2020

California State University, Los Angeles

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 Trait Approach:
Concepts
–

Leader’s
+ Follower’s
Trait Outcomes

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 Trait Approach:
A Quick Summary
–
™ Leaders are born not made
™ Having a leader with certain sets of traits is crucial to
having effective leadership
– Intelligence
– Self-confidence
– Determination
– Integrity
– Sociability
– Big Five Personality
– Emotional intelligence
™ Business application
– Selection tools

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 Trait Approach:
Business Implications
–

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 Skills Approach:
Concepts
–

Leader’s
Leader’s + Follower’s
Individual
Attributes Skills Outcomes

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 Skills Approach:
An Extended Perspective of Trait Approach (I)
–
™ Skills of an Effective Administrator

Human Conceptual
Technical
Top

Technical Human Conceptual

Middle

Technical Human
Lower
Conceptual
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 Skills Approach:
An Extended Perspective of Trait Approach (II)
–
™ Three Components of the Skills Model by Mumford et al.

Internal vs. External environment

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 Skills Approach:
Business Implications
–

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 Behavioral Approach:
Concepts
–

Leader’s
+ Follower’s
Behaviors Outcomes

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 Behavioral Approach in the
Leadership Process
–

Behavioral Approach

Leader

Follower Context

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 Behavioral Approach:
1940-1960
™ A solution to the trait approach
–
– Leaders are made not born
– Emphasizes the habitual behavior of the leader
– A leader-center approach
– Focuses exclusively on how leaders tend to act along two crucial dimensions

™ Task behaviors:
– Help group members achieve goals and objectives
– Initiating structure (The Ohio State University Studies)
– Production orientation (The University of Michigan Studies)
– Concern for results (Blake & Mouton)

™ Relationship behaviors:
– Help group members feel comfortable with each other, and the situation
– Consideration (The Ohio State University Studies)
– Employee orientation (The University of Michigan Studies)
– Concern for people (Blake & Mouton)
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 Behavioral Approach:
1940-1960
–
™ Specific Task behaviors: Concern for results
– Planning work activities
– Clarifying roles and objectives; Directing tasks
– Monitoring operations and performance
– Getting employees to work hard

™ Relationship behaviors: Concern for people

– Supporting for employee development
– Respect employees ideas and feelings; Listen carefully
– Establishes mutual trust
– seeking inputs regarding important issues.
– Recognizing
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 Behavioral Approach:
The Leadership Grid (Blake & Mouton)
–

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 Case Study

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 Marianne and Betsy do indeed have different leadership
styles. What style would you ascribe to Betsy? To
Marianne?

Does Betsy need to change her leadership style to improve

the situation with Bridget and Suzanne?

Does Marianne need to change her style of leadership?

How can Marianne and Betsy work together?

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Case 4.2. Eating Lunch Standing Up
Susan Parks is the part–owner and manager of Marathon Sports, an ath- letic
equipment store that specializes in running shoes and accessories. The store
employs about 10 people, most of whom are college students who work part-time
during the week and full-time on weekends. Marathon Sports is the only store of its
kind in a college town with a population of 125,000. The annual sales figures for the
store have shown 15% growth each year.
Susan has a lot invested in the store, and she works very hard to make sure the
store continues to maintain its reputation and pattern of growth. She works 50
hours a week at the store, where she wears many hats, including those of buyer,
scheduler, trainer, planner, and salesperson. There is never a moment when Susan is
not doing something. Rumor has it that she eats her lunch standing up.
Employees’ reactions to Susan are strong and varied. Some people like her style,
and others do not. Those who like her style talk about how organized and efficient
the store is when she is in charge. Susan makes the tasks and goals for everyone
very clear. She keeps everyone busy; when they go home at night, they feel as if
they have accomplished something. They like to work for Susan because she knows
what she is doing. Those who do not like her style complain that she is too driven. It
seems that her sole purpose for being at the store is to get the job 16
 1. According to the behavioral approach, how would you
describe Susan’s leadership?
2. Why does her leadership behavior create such a
pronounced reaction from her subordinates?
3. Do you think she should change her behavior?
4. Would she be effective if she changed?

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What makes a great leader

Team 1 Team 2 Team 3

Takes initiative Motivational Good listener
Motivating Inspiring Effective communication

Open to criticism Empathetic Awareness of followers personalities

–
Accepts mistakes Builds loyalty Motivating team
Is concerned about employee morale Trustworthy Empower team and followers
Asks for your input Transparent Determined towards goal
Provides support Help reach individual followers' goals
Positive Affectivity Builds connections and relationships Clear vision and goal
Invest time in their team and
subordinates Inspirational
Good sense of humor

Recognition of followers achievements

Team 6 Team 5 Emotional intelligence
Compassion Solid Skills Good learner of other leaders
Say what you mean, mean what you
say Knowledge Honesty and integrity
Motivated Inspiration Fearless
Respectful and listen Clear vision
Make sounds decision Approachable Team 4

Adaptable to situations (e.g., Covid) Open door policy Respectful

Approachable personality Empathy Good communicator
Competent and knowledgeable Motivation Good listener
Encouraging Charisma Quick thinker
Inclusive and cultural understanding Constant growth Adaptable
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Room for improvement
Self-awareness
 Leader Humility
–
™ Humility
– A willingness to view oneself accurately
– An appreciation of others’ strength and contributions
– Openness to new ideas and feedback

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 Leader Humility
–
™ Leader Humility: Owens et al (2013)
• My supervisor actively seeks feedback, even if it is critical.
• My supervisor admits it when he/she doesn’t know how to do
something.
• My supervisor acknowledges when others have more knowledge
and skills he/she does.
• My supervisor takes notice of other’s strengths.
• My supervisor often complements one another on their strengths.
• My supervisor shows appreciation for the unique contributions of
team members.
• My supervisor is willing to learn from one another.
• My supervisor is open to the ideas of one another.
• My supervisor is open to the advice of one another.
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 Reciprocity Styles
–
What’s in it for me? Taker

Will you repay me? Matcher

I’d happy to help! Giver

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 Become a Successful Giver
–
1. Why do I give?
Instead of giving because “I’m supposed to”, give because ”they are important”

2. When do I give?
Batcher giving: instead of daily small giving, give a bunch of things at once
Have a “no giving time”

3. For whom do I give?

- Notice takers and shut them out of your life

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 Influence Tactics

Tactics
–
Use of Tactics
1 Rational persuasion Use logical arguments and hard facts
2 Inspirational Appeals Appel to the target’s values and ideals
3 Consultation Allow the target to participate in decision- making
An offer to provide necessary resources or
4 Collaboration
assistance
5 Ingratiation Make the target feel better about the agent
Ask the target to do a favor out of friendship or
6 Personal Appeals
loyalty to the agent
7 Apprising Explain why a request benefit the target
8 Pressure Threats, warnings, and assertive behaviors
9 Coalitions Enlist other people to help influence the target
10 Exchange Offer rewards in return for performing a request
Influence Tactics and Their Effectiveness
–
Most Effective Moderately Effective Least Effective

Rational
Ingratiation Pressure
Persuasion

Consultation Personal Appeals Coalitions

Inspirational Apprising Exchange

Appeals

Collaboration
 Behavioral Approach:
A Quick Summary
–
™ Extend the skills approach to leaders’ external behaviors
™ Leaders are made
– Behaviors can be trained
™ 2 main behavioral dimensions
– Task
– People
™ The leadership grid
– Low-low
– Low-high
– High-low
– High-high
– Middle-middle

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 Behavioral Approach:
Business Implications
–

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