Leadership Research Findings Practice and Skills 7Th Edition Dubrin Solutions Manual Full Chapter PDF
Leadership Research Findings Practice and Skills 7Th Edition Dubrin Solutions Manual Full Chapter PDF
Leadership Research Findings Practice and Skills 7Th Edition Dubrin Solutions Manual Full Chapter PDF
CHAPTER 4
Leadership Behaviors, Attitudes, and Styles
The purpose of this chapter is to provide the reader with an understanding of basic leadership behavior
and attitudes, as well as styles. Some of the information goes back to classic studies conducted in the
1950s and 1960s, and some is recent. Several other topics are featured: servant leadership, and how
leaders use 360-degree feedback to fine-tune their behaviors, entrepreneurial leadership styles, and
gender differences in leadership.
Initiating structure is the degree to which the leader organizes and defines relationships in the
group by activities such as assigning specific tasks, specifying procedures to be followed,
scheduling work, and clarifying expectations with team members.
An important output of the research on initiating structure and consideration and initiating
structure was to categorize leaders with respect to how much emphasis they place on the two
dimensions. As implied by Figure 4–1, the two dimensions are not mutually exclusive.
A current examination of the validity of consideration and initiating structure indicates that these
classic dimensions do indeed contribute to an understanding of leadership because they are related
to leadership outcome such as satisfaction and performance.
2. Direction setting. The leader must set the direction of change. According to Kotter,
leaders gather voluminous data and search for patterns, relationships, and linkages that
help create events. Direction setting creates vision and strategies.
4. Concentrating on the strengths of group members. Making good use of the strengths of
group members rather than concentrating effort on patching up areas for improvement
is an effective tactic. The effective leader helps people improve, yet still capitalizes on
strengths.
5. Risk taking and execution of plans. To bring about constructive change, the leader
must take risks and be willing to implement these risky decisions.
6. Hands-on guidance and feedback. The leader who provides hands-on guidance helps
the group accomplish important tasks, and at the same time group members learn
important skills. Too much guidance, however, can lead to poor delegation and
micromanagement. The leader can rarely influence the actions of group members with-
out appropriate performance feedback.
7. Ability to ask tough questions. Many times leaders can be effective by asking tough
questions rather than providing answers. A tough question is one that makes a person
or group stop and think about why they are doing or not doing something.
Leadership involves influencing people, so it follows that many effective leadership attitudes,
behaviors, and practices deal with interpersonal relationships.
1. Aligning people. Many people have to be aligned (a state of pulling together) to create
significant change toward a higher purpose. Alignment enables people to have a clear
sense of direction because they are pursuing a vision. Alignment of people also
incorporates getting the group to work together smoothly. Mobilization is easier with
an agreed-upon mission.
6. Promoting principles and values. A major part of a top leader’s role is to help promote
values and principles that contribute to the welfare of individuals and the organization.
Covey advises that an organization’s mission statement must be for all good causes.
What constitutes the right values depends on the leader’s core beliefs.
e. Lend a hand.
f. Provide emotional healing.
Research with 182 workers indicates that servant leadership has a positive relationship
with organizational citizenship behavior, job performance, and staying with the
organization. A study in Kenya also found a link between servant leadership and
organizational citizenship behavior.
V. LEADERSHIP STYLES
A leader’s combination of attitudes and behaviors leads to a certain regularity and predictability in
dealing with group members. Leadership style is the relatively consistent pattern of behavior that
characterizes a leader. Most classifications of leadership style are based on the dimensions of
initiating structure and consideration.
A. Participative Leadership
Sharing decision making with group members, and working with them side-by-side, has
become the generally accepted leadership approach. Participative leaders share decision
making with group members. The style encompasses three subtypes: (1) consultative
leaders confer with group members before making a decision, but retain the final authority;
(2) consensus leaders strive for consensus; and (3) democratic leaders confer final
authority on the group. The participative style is based on management openness because the
leader accepts suggestions from group members for managing the operation. The same style
encompasses the teamwork approach.
The participative style is well suited to managing competent people who want to get
involved in making decisions and giving feedback to management. However, the style often
results in extensive and time-consuming team meetings and committee work.
If democratic leadership goes one step further, it results in extreme macromanagement,
referred to as the laissez-faire leadership style. A study with Norwegian workers found that
laissez-faire leadership created role ambiguity.
B. Autocratic Leadership
getting tasks accomplished. Daniel Ackerman, the CEO at General Motors (as of 2012), is
offered as an example of a successful autocratic business leader.
C. Leadership Grid® Styles
The Leadership Grid is a framework for simultaneously specifying concern for production
and concern for the people dimensions of leadership. The Grid changes frequently, and we
present the latest version. Grid styles are based on the extent of a person’s concern for
production and people: Controlling (Direct & Dominate) (9,1); Accommodating (Yield &
Comply) (1,9); Status Quo (Balance & Compromise) (5,5); Indifferent (Evade & Elude)
(1,1) and Sound (Contribute & Commit) (9,9). Two other styles are Paternalistic (Prescribe
& Guide), and Opportunistic (Exploit & Manipulate). In both styles, the leader attempts to
take advantage of people.
The ideal position is the 9,9 orientation, which integrates concern for production and
concern for people. This sound management style usually results in improved performance,
low absenteeism and turnover, and high employee satisfaction. The manager should use
principles of human behavior to size up the situation.
D. Entrepreneurial Leadership
Many entrepreneurs use a similar leadership style that stems from their key personality
characteristics and circumstances. A general picture emerges of a task-oriented and
charismatic leader. Even if it is not a true leadership style, at least there are some traits and
behaviors characteristic of entrepreneurs:
1. Strong achievement drive and sensible risk taking.
2. High degree of enthusiasm and creativity.
3. Tendency to act quickly when opportunity arises.
4. Constant hurry combined with impatience.
5. Visionary perspective combined with tenacity.
6. Dislike of hierarchy and bureaucracy.
7. Preference for dealing with external customers.
8. Eye on the future.
Several researchers and observers argue that women have certain acquired traits and
behaviors that suit them for relations-oriented leadership. Consequently, women leaders
frequently exhibit a cooperative, empowering style that includes the nurturing of team
members. The other facet of this stereotype is that men are inclined toward a command-and-
control, militaristic leadership style.
1. The Argument for Male-Female Differences in Leadership Style
giving emotional support. Women might therefore feel more natural in using a
relationship-oriented style.
Based on a literature review, Grant concluded that there are apparently few, if any,
personality differences between men and women managers. As women move up the
corporate ladder, they identify more with the male model of managerial success. An
important point is that both men and women differ among themselves in leadership
style. As researchers put it, “The within-group variance is greater than the across-group
variance.”
More important than searching for differences is to capitalize on both male and female
leadership tendencies. To compete in the global marketplace, companies need a diverse
leadership team including men and women. Not recognizing that both male and female
styles are needed can leader to confusion for women managers.
F. Selecting the Best Leadership Style
A study with 3,000 executives revealed that leaders who get the best results do not rely on
one style. Instead, they use several different styles in one week, such as being autocratic in
some situations and democratic in others. The cultural setting must also be considered, such
as using a strong task orientation with German workers. The organizational culture also
influences which leadership style will be effective, such as a collaborative culture calling for
a more consensus style of leadership.
As suggested by LMX theory, part of establishing a high-quality relationship would be for
the leader to vary his or her style to meet the needs of each subordinate.
Stogdill made a statement about selecting a leadership style that still holds today: “The most
effective leaders appear to exhibit a degree of versatility and flexibility that enable them to
adapt their behavior to the changing and contradictory demands made on them.”
An extreme environment is chosen for this skill-building exercise it dramatizes the importance of
choosing the right leadership attitudes and behaviors to get work accomplished when the work is
difficult. This exercise is also helpful in translating into practice several of the leadership attitudes
and behaviors. The clarity of what the workers are attempting to accomplish (dig a hole) will make
it easier for the role players to understand what they should be doing.
This leadership style quiz focuses on behaviors particularly relevant in the modern workplace. The quiz
can also be used as a skill-development exercise if the statements are interpreted as implied suggestions
for engaging in a participative style.
Reflecting on risk-taking tendencies is an important activity for leaders and prospective leaders. Most
organizations today value a sensible degree of risk taking. A fruitful class discussion is why some of
these items might reflect risk taking, such as Question 10 about flying a single-engine airplane.
The key feature of this exercise is that it gets the role players involved in a high-impact business
activity—selling others on the merits of their business. Our informal research has shown that at least
one-third of business students aspire to entrepreneurship or self-employment at some point in their
careers, thus increasing the relevance of this exercise.
A suggestion for this exercise is to caution the role players (or “skill builders”) to project passion and
enthusiasm into the exercise.
Field testing indicates that this role-play is effective in illustrating basic leadership styles. Many
students who understand these styles intellectually have difficulty translating them into behavior.
Feedback by class members not participating in the role-play is quite beneficial.
Selecting a person to study itself is a worthwhile leadership skill-building exercise because it helps
students understand who might be a true entrepreneurial leader. Ample information is available about
high-tech leaders such as Reed Hastings of Netflix or Andrew Mason of GroupOn. A difficult task is to
go beyond the financial and technology side of the business and find something about the
entrepreneur’s leadership style. Hints about the leader’s style can often be gleaned from comments he
or she makes.
1. How would good cognitive skills help a leader be effective at initiating structure?
Initiating structure relates to a variety of actions geared toward helping group members
accomplish the actual work, and could involve such details as a helping a worker resolve a
concern about currency exchange. The ability to provide specific directions about the details of
the work depends heavily on the intellect or cognitive skills of the person giving in instruction. In
the example at hand, you need to be smart enough to know how to understand differences in
currency exchange.
2. Give an example of high consideration behavior that a supervisor of yours showed on your behalf.
What was your reaction to his or her behavior?
Examples of high consideration behavior include giving a worker time off to deal with a personal
problem, or giving the worker encouragement. Most people react very positively to high
consideration behavior on the part of the supervisor.
3. Why is direction setting still an important leadership behavior in an era of empowerment and
shared leadership?
Empowered teams still need direction regarding what activities they should be pursuing. They
might then be empowered to figure out how to achieve these goals. Few teams or individual
employees are empowered to pursue whatever direction they think is appropriate. Similarly, when
leadership is shared, the group members will usually need some parameters, including what might
be feasible for the company.
4. Why is an effective leader supposed to provide emotional support to team members, even when
they are mature adults?
The incorrect supposition here is that mature adults do not need emotional support. Even self-
reliant, high-functioning adults require some degree of emotional support. Closely related to
To answer this question effectively, the student must choose a style categorization presented in
this chapter. The student should also provide meaningful documentation, such as “When Coach
Summitt sees that one of the players is feeling bad about a major mistake, Summitt puts her arm
around the player. That shows she’s relationship-oriented.”
9. Why is the consensus leadership style widely recommended for providing leadership to workers
under age 35?
Workers under age 35 have a preference for being consulted extensively about key decisions. Part
of the explanation is that many young people have studied team leadership in school, and they
have also worked as teams for many school projects.
10. Several people have commented that this chapter deals with the “nuts and bolts” of leadership.
What makes them say that?
The comment about nuts and bolts is insightful. The day-by-day process of being a leader
involves behaviors, attitudes, and styles. Most of what a leader does is contained within these
concepts. Even creating visions is really contained in direction setting. Also, exhibiting the
appropriate leadership style is one of the basics of being a leader.
This case illustrates the difficulties involved when a leader simply demands that subordinates
accomplish a task they do not know how to accomplish.
1. Based on the limited evidence, how would you characterize Frank’s leadership style?
Frank appears to be using an autocratic leadership style, at least in the high pressure situation
portrayed. He is demanding results without consulting with the group as to how such results
might be attained.
3. How else might Frank approach his project managers about developing new business?
We understand that Frank is facing one of the most difficult challenges a business development
manager might encounter—generating new business when none seems available. Yet making
demands is not enough. Frank might attempt getting into more of a problem solving mode with
the group and jointly search for solutions. His willingness to put some effort into finding new
business for the firm is a step in the right direction.
This role play is essentially a method of resolving the issues in the case. The person who plays the
role of Frank might continue with demanding better performance, the he or she might be more
consultative and work with the group in finding a creative way to obtain new business. A focal
point for the role players of the project manager positions is how well they can engage Frank in
working with them.
The theme of this case is that not providing enough guidance, direction, and support to group members
can be interpreted negatively by group.
1. To what extent has Margo Santelli chosen the right approach to leading the manager in her unit of
the financial services firm?
The interviews conducted by Laura suggest that Margo’s approach to leadership was meeting with
mixed success. Three out of the four professionals interviewed had strong reservations about
Margo’s laissez-faire leadership style.
2. What advice can you offer Margo to be a more effective leader?
Margo needs to be more observant about the impact of her approach to leadership. She needs to
ferret out how much guidance and support she should be giving the various members of her group.
Margo is not adapting her style to the needs of each member of her group.
3. What advice can you offer Laura to help Margo be a more effective leader?
Laura might discuss the feedback she received with Margo, with the perspective of wanting to be
helpful rather than accusatory. She might ask Margo if she (Margo) has gone too far in giving
latitude to subordinates.
4. Explain whether or not you think Laura was justified in asking Margo’s direct reports about
Margo’s approach to leadership.
Laura asked Margo’s permission before conducting her investigation of Margo’s effectiveness as
a leader, an act which may have made her investigation more justified. Nevertheless, Laura did
take an extreme measure which will weaken Margo’s credibility within the group. Perhaps an
approach like a 360-degree survey would have seemed like less of an investigation into Margo’s
effectiveness.
Associated Role Play
A point of focus in this role play is how well the person playing the role of Margot can listen to
the problem the manager is experiencing with selling the index annuities without offering any
specific advice. Another focal point of the role play is whether the student playing the role of the
manager can get Margot to be less of a macromanager in this situation. For example, can the
student get Margot to offer specific advice?
Het St. Pieters Gasthuis, dat zijnen naam ontleent van één der
Gasthuizen welken weleer hier ter stede waren, komt eerst in
aanmerking: het was in oude tijde de Kloosters der Oude en Nieuwe
Nonnen: alles wat hierin gevonden wordt is ongemeen aan het
oogmerk voldoende; het heeft zijne eigene bakkerij en brouwerij, ook is
er de stads Apotheek in geplaatst: even binnen de groote poort is een
Beiërt, alwaar de bedelaars en arme vreemdelingen drie nachten om
niet kunnen logeeren, ontvangende des avonds en morgens ook spijs
en drank.
Het Burger weeshuis, was weleer het St. Lucie klooster in 1580
daartoe vervaardigd; vóór dien tijd was het fraai herbouwd Logement
de Keizers kroon, het Burger weeshuis: dit huis is groot, aanzienlijk, en
ook zeer rijk.
Van het Dol- of Krankzinnig huis hebben wij reeds gesproken: (zie
boven Bladz. 10).
Het St. Joris hof, staande tegen de oude Waals Kerk: was eertijds het
Pauliniaanen klooster; ’t is nu een Proveniers huis, schoon ’t voorheen
ook voor Leprozen gediend hebbe.
Behalven alle de gemelde gebouwen vindt men hier ter stede nog eene
menigte hofjens en Godsdienstige gestichten, door bijzondere
persoonen van verscheidene Gezinten, met Godsdienstige oogmerken,
aangelegd: de voornaamsten zijn:
WERELDLIJKE GEBOUWEN.
Het zoude ons bestek te veel gevergd weezen, wilde men eene
beschrijving van het inwendige des gebouws van ons [17]vorderen, wij
kunnen er slechts iet weinigs van zeggen; de talrijke vertrekken,
welken er in zijn, zijn allen der bezichtiginge overwaardig; eenigen van
dezelven zijn vercierd met overheerelijke schilderstukken, en
beschilderingen van de voornaamste oude meesters; de
vroedschapskamer munt daarin boven alle anderen uit: op de
wapenkamer zijn ook veele bijzonderheden te zien, voornaamlijk van
oude wapenen, harnassen, enz.
Het Willige rasphuis voor vrouwlieden, dat weleer aan den Y-kant
stond, en ter weeringe van bedelaarij diende, niet alleen, maar ook ter
gevangenplaatse van vrouwen, wier gedrag opsluiting verdiende, en
wier naastbestaanden de kosten van een bijzonder Beterhuis niet
konden draagen, almede door den aanleg van het voornoemde
algemeene Werkhuis, ten onbruike geraakt zijnde, werd de grond
daarvan bebouwd, met het allen lof verdienende Kweekschool voor
de Zeevaart; eene instelling die Amsteldam eere aandoet, en ons ’t
ons voorgeschreven bekrompen bestek doet betreuren; want gaarne
weidden wij ten breedsten over het aanleggen van die lofwaardige
schoole uit.
KERKLIJKE REGEERING.
Ingevolge onze gewoonte in het reeds afgewerkt gedeelte van ons
uitgebreid plan, bepaalen wij ons hier ook weder alleenlijk tot de
Gereformeerde, of Heerschende kerk in Amsteldam: deeze gemeente
dan wordt bediend door 29 Predikanten, één van welken in de
Hoogduitsche taale moet prediken: de Gasthuiskerk had weleer haar
afzonderlijken Predikant; doch thans predikt deeze ook op zijn beurt in
de andere kerken, gelijk de overige Predikanten ook de Gasthuiskerk
op hunne beurt moeten waarneemen: de gewoone kerkenraad bestaat
voords uit gemelde Predikanten, een gelijk getal Ouderlingen, waarvan
jaarlijks de helft afgaan, gelijk ook van de Diaconen, die 42 in getal zijn,
en een afzonderlijk Collegie uitmaaken, doch van den grooten
kerkenraad ook leden zijn: den Diaconen zijn 12 Diaconessen
toegevoegd, [25]die voor al het vrouwlijke in dat groote ligchaam zorg
draagen; voorheen zond de Wethouderschap twee Gemagtigden in
den kerkenraad; doch sedert eenige jaaren vindt zulks geen plaats
meer: in gevalle van eene vacature onder de Predikanten, worden
Burgemeesteren om handopening tot het doen van een beroep
verzocht; na bekomen verlof, maakt de gewoone kerkenraad een
nominatie van drie, het zelfde doet het Collegie van Diaconen: deeze
dubbelde nominatie wordt in den grooten kerkenraad tot een drietal
gebragt, en daaruit wordt bij meerderheid van stemmen één verkozen,
op welke verkiezing vervolgends de goedkeuring van Burgemeesteren
verzocht wordt.
WERELDLIJKE REGEERING.