Socialization Pt.

2
- Mentoring
- Experienced or more senior person in (or out) the org and gives a junior person
special attention to create opportunities to assist during early stages of their
career
- Career functions
- Coaching, giving feedback (task-oriented mentoring)
- Developmental to do with career tasks
- Sponsor and create opportunities for them
- Exposure and visibility
- Psychosocial functions
- Helping develop a person’s self confidence, identity, CQ, EQ
- Formal Mentoring Programs
- Developmental Networks
- Taking interest in a young protege’s career
- Women and mentoring
- Decrease barriers of access for women
- Race, ethnicity, and mentoring
- Decrease barriers of access across ethnic and racial groups
- Proactive socialisation leads to...
- Better fit
- Build rapport
- Less attrition
- More cohesive workspace
- Proactive socialisation
- Feedback seeking
- Taking an active role to assess your performance
- Information seeking
- Figuring out how to better integrate into job, role, group
- General socialising
- Participating in social office events and attending social gatherings
- Relationship building
- Building relationships with others in your area, department, division
- Boss-relationship building
- Get to know your boss
- Networking
- Outside your organisation
- Job change negotiation
- Job crafting, increase your fit between you and the job
- Diagnosing a Culture
- Symbols: the use of symbols to reinforce cultural values
- Rituals: rites, rituals, and ceremonies can convey essence
- Stories: the folklore of organisations - stories about past organisational events - is
a common aspect of culture
- Recognizing Subcultures
- Smallure cultures that develop within a larger organisational culture that are
based on differences in training, occupation, or departmental goals
- Strong Culture Concept: intense and pervasive beliefs, values, and assumptions
- A strong culture provides great consensus concerning “what the org is about” or
what it stands for
- Widely shared philosophy
- A view that people are a critical resource (positive vs. negative)
- Most strong cultured orgs have charismatic leaders and/or heroes
- All strong cultured orgs have rituals and ceremonies
- Clear expectations about the direction of the org
- Weak: fragmented and have less impact on org members
- There may be a gap between the culture that leaders envisions and the
culture that employees experience
- Assets
- Coordination
- Facilitate communication and coordination
- Conflict resolution
- Sharing core values can resolve conflicts
- Financial success
- When the culture matches the goals of the org, the bottom line is
reinforced
- Better customer relations
- Liabilities
- Resistance to change
- Damage a firm’s ability to innovate
- Culture clash
- Strong cultures can mix badly when a merger or acquisition occurs
- Pathology
- When there are beliefs, values, and assumptions that support
infighting, secrecy, and dishonesty
- Seven socialisation steps
1. Selection
- Careful about who is chosen in the company
2. Hazing
- Difficult things on the front end, like rites of passage to reinforce
commitment
3. Training
- Training in the trenches (you are put straight into the action)
4. Reward & Promotion
5. Exposure to Core Culture
- Company values
6. Organisational Folklore
- Telling stories
 7. Role Models
- Leaders, heroes, mentors

WEEK 9

What is leadership?
- The influence that particular individuals exert on the goal achievement of others in an
organizational context
Formal vs. Informal Leadership
- Formal
- Legitimacy
- Role/position
- Informal
- No legitimate title
- Positive power always
- Critical knowledge and experience
Transactional vs. Transformational
- Transactional (managerial)
- Motivate by exchanging rewards for services
- Contingent reward behaviour
- Management by exception
- Degree to which leaders take corrective action on the basis of results of
leader-follower transactions before behaviour creates serious problems
- Transformational (leadership)
- Arouse intense feelings
- Intellectual stimulation
- People are stimulated to think about problems, issues and strategies in
new ways
- Inspirational motivation
- Strong visions for the future based on values and ideals, stimulate
enthusiasm
- Rely on personal sources of power
- Individualised consideration
- Treating employees as distinct, concern for their needs and development
- Charisma
- Idealised influence
Universal vs. Contingent
- Universal Trait (Transformational Leaders)
- Trait theory of leadership
- Leadership depends on the personal qualities or traits of the leader
- Limitations
- Traits -> Leadership or Situation -> Leadership???
- Leadership Categorization Theory
- Prototypical leadership expectations
 - Associated traits
- Intelligence
- Energy and Drive
- Self-confidence
- Dominance
- Motivation to lead
- Emotional Stability
- Honesty and integrity
- Need for achievement
- Sociability
- Universal Behaviour
- Initiating consideration/structure
- Consideration
- Extent to which leader is approachable and shows personal
concern
- A leader who is concerned about reducing tension, resolving
disagreements and maintaining morale
- Structure
- Degree to which a leader concentrates on goal attainment
- A leader who accomplishes tasks by organising, planning and
dividing labour
- Consequences
- Consideration more strongly related to follower satisfaction
- Structure is more strongly related to leader job performance and
group performance
- More dependent on the characteristics of the task, the employee
and setting where the work is performed
- Contingent Trait
- Fiedler’s contingency
- Association between leadership orientation and group effectiveness is
contingent on how favourable the situation is for exerting influence
1. Leadership Orientation: LPC leads to... (situational fav.)
- High
- Relationship-oriented
- Low
- Task-oriented
2. Situational Favourableness (most favourable when there is...)
- Leader-member relationship
- Task structure
- Position of power (in leader)
- Contingent Behaviour
- Vroom-Jago (Participative Leadership)
- Specifies when leaders should use participation and to what extent they
should use it
- Suggests various degrees of participation that a leader can exhibit
- Range: AI, AII, CI, CII, GII (A: autocratic, C: consultative, G: group)
- AI: you solve the problem or make the decision yourself, using
information available to you at the time
- AII: you obtain the necessary information from your employees then
decide the solutionYou obtain the necessary information from your
employees then decide the solution to the problem yourself. You may or
may not tell your employees what the problem is when getting the
information from them. The role played by your employees in making the
decision is clearly one of providing the necessary information to you,
rather than generating or evaluating alternative solutions.
- CI: You share the problem with the relevant employees individually,
getting their ideas and suggestions without bringing them together as a
group. Then you make the decision, which may or may not reflect your
employees’ influence.
- CII: You share the problem with your employees as a group, obtaining
their collective ideas and suggestions. Then you make the decision, which
may or may not reflect your employees’ influence.
- GII. You share the problem with your employees as a group. Together you
generate and evaluate alternatives and attempt to reach agreement
(consensus) on a solution. Your role is much like that of a chairperson.
You do not try to influence the group to adopt “your” solution, and you are
willing to accept and implement any solution that has the support of the
entire group.
- House’s Path-Goal Theory
- The situations under which various leader behaviours are most effective
1. Leadership behaviour
a. Directive
- Let employees know what is expected of them,
performance, schedule, etc.
b. Supportive
- Friendly, approachable, and concerned with interpersonal
relationships
c. Participative
- Consult with employees about work-related matters
d. Achievement-oriented
- Encourage and remain confident that employees will exert
high effort and strive for high-level goal accomplishment
 2. Situational Factors
a. Employee characteristics
- nAch employees work well under achievement-oriented
leadership
- Employees who prefer being told prefer directive
- But when they are capable of performing the task
they will view this behaviour as unnecessary
b. Environmental factors
- When tasks are clear and routine: directive not useful
- When tasks are challenging but ambiguous: directive and
participative useful
- When job is frustrating: supportive leadership preferred
3. Path-Goal Model
- An effective leader forms a connection between employee goals
and organisational goals
- Participative Leadership
- Involving employees in making work-related decisions
- Advantages:
- Motivation
- Quality decisions
- Acceptance of decisions
- Problems:
- Time and energy
- Loss of power
- Lack of receptivity or knowledge (employees may not be receptive to
participation)

Alternative Leadership Approaches

- Leader-member exchange theory (LMX)
- Relationship that develops between a leader and an employee
- Social exchange theory and norm of reciprocity, which posits that
individuals who are treated favourably by others will feel a sense of
obligation to reciprocate
 - LMX differentiation: the variability in the quality of LMX relationships between
members of the same work group
- High LMX: high degree of mutual influence and obligation, trust loyalty, open
communication and respect between leader and member.
- Leader provides employees with challenging task, greater latitude and
discretion, task-related resources, and recognition
- Employees perform beyond job descriptions
- Low LMX: low levels of trust, respect, obligation and mutual support.
- Leader provides less attention and latitude
- Employees perform status quo
- Developmental leadership
- Strategic leadership
- Leadership that involves the ability to anticipate, envision, maintain flexibility,
think strategically, and work with others to initiate changes that will create a
viable future for the organisation
- Global leadership
- Having leadership capabilities to function effectively in different cultures and
being able to cross language, social, economic, and political borders, influence
those who are not like the leader and come from different cultural backgrounds
- Unbridled inquisitiveness
- Function effectively in different cultures
- Personal character
- Emotional connection to people from different cultures
- Uncompromising integrity
- Duality
- Able to manage uncertainty and balance global and local tensions
- Savvy
- Global business and organizationally savvy
- Shared leadership
- Leadership roles and influence are distributed among team members
New & Emerging Approaches
- Empowering leadership
- Implementing conditions that enable power to be shared with employees
- Provides meaning and psychological empowerment
- Improves ability to fulfil competencies
- Increases self determination
- Impacts feelings of control over their work
- Improves self-efficacy and adaptability of salespeople
- Ethical leadership
- Involves the demonstration of normatively appropriate conduct (e.g. openness,
fairness, and honesty) through personal actions and interpersonal relationships,
and the promotion of such conduct to followers through two-way communication,
reinforcement, and decision-making
- Reward ethical behaviour, punish unethical behaviour
 - Trust in the leader
- Positively related to favourable evaluations of leaders
- Positive job attitudes
- Greater performance
- Work engagement
- Psychological well-being
- Negatively related to job stress and strains, turnover,
counterproductive behaviour
- Authentic leadership
- Positive form of leadership that involves being true to oneself
- These leaders act upon their true values, beliefs and strengths
- Instil self-efficacy, optimism, resilience, OCBs, performance
- Self-awareness
- Understanding one’s strengths and weaknesses
- Relational transparency
- Presenting one’s true self
- Balanced processing
- Objective analysis of all information (in support or challenging your
beliefs)
- Internalised moral perspective
- Behaviour that is consistent with internal values and standards
- Servant leadership
- Going beyond one’s self interest and having genuine concern to serve others and
a motivation to lead
- Key characteristics:
- Empowering and developing people
- Encourage personal development
- Humility
- Seeking contribution of others and placing their interests first
- Authenticity
- Expressing one’s true self
- Interpersonal acceptance
- Understand and experience the feelings of others
- Providing direction
- Ensure others know what is expected of them
- Stewardship
- Focusing on service rather than control
- Culture and leadership
- 9 Cultural Dimensions
1. Performance orientation
- Degree to which a collective encourages and rewards for
excellence
2. Assertiveness
- Degree to which individuals are (and should be) assertive
 3. Future orientation
- Extent to which individuals prepare for future
4. Humane orientation
- Degree to which a collective encourages fairness, altruism, etc.
5. Institutional collectivism
- Degree to which institutional practices encourage collective
distribution and collective action
6. In-group collectivism
- Degree to which individuals express pride and loyalty in their orgs
7. Gender egalitarianism
- Degree to which gender inequality is minimised
8. Power distance
- Degree to which power is distributed evenly
9. Uncertainty avoidance
- Reliance on norms, rules and procedures to lessen
unpredictability of future events
- Implicit leadership theory: individuals hold a set of beliefs about the kinds
of attributes, personality characteristics, skills, and behaviours that
contribute to or impede outstanding leadership
- 6 Global Dimensions
1. Charismatic/value based
- Inspire, motivate, expect high performance
2. Team-oriented
- Team building and implementation of a common purpose
3. Participative
- Degree to which managers involve others in decision-making
4. Humane-oriented
- Supportive and considerate leadership
5. Autonomous
- Independent and individualistic leadership
6. Self-protective
- Focus on safety and security of the individual

- Universal Facilitators of Leadership Effectiveness

- Demonstrating trustworthiness, a sense of justice, and honesty
- Having foresight and planning ahead
- Encouraging, motivating, and building confidence; being positive and
dynamic
- Being communicative, informed, a coordinator, and team integrator
- Universal Impediments of Leadership Effectiveness
- Being a loner and asocial
- Being irritable and uncooperative
- Imposing your views on others
- Culturally Contingent Endorsement of Leader Attributes
 - Being individualistic
- Being constantly conscious of status
- Taking risks
- Gender and leadership
- Women: more participative and democratic
- Better social skills, avoid autocratic styles (violates gender stereotypes)
- More transformational
- Glass ceiling
- Role congruity theory: prejudice against female leaders is the result of a
incongruity between the perceived characteristics of women and
requirements of leadership roles
- Men
- More transactional
- Management by exception and laissez-faire leadership (passivity)
- Change leadership
- Sustainability leadership
- EI and leadership

Positive Leadership: Leadership that focuses on leader behaviours and interpersonal dynamics
that increase followers’ confidence and result in positive outcomes beyond task compliance

Leadership Effectiveness Equation

L1 + L2 + GM + S

L1 = leadership traits
- Physical attributes
- 5+7
- IQ, EQ, CQ
- nAch
- Motivation to lead
- Honesty & integrity
- Dominance
- Self-confidence
L2 = leadership behaviours
- Structure (task-oriented)
- Direction setting
- High performance standards
- Hands-on guidance
- Frequent feedback
- Adapts to the situation
- Strong customer orientation
- Stability of performance
- Consideration (relationship-oriented)
 - Makes work meaningful, provides emotional support, promotes principles and
values, demonstrates servant leadership
GM = group member characteristics
- 5+7
- IQ, EQ, CQ
- nAch
- Motivation to work
- Dominance
- Self-confidence
S = situation
- Internal
- Power, politics, culture, subcultures
- How clear and routine tasks are
- How challenging tasks are
- Whether jobs are seen as frustrating or dissatisfying
- External
- Economic, competitors, customers, suppliers, industry associations,
social, political, technological