TEST 3

Chapter 8: Power and Influence Traits

I. Overviewa. Types of power and how it is gained and lostb. Influence processes and tacticsc. Influence outcomes

II. Different Types of Powera. Position Power: power derived from a person’s position in the

organization. If someone leaves, you can bring another in w/o much trouble.

i. Sources1. Legitimate stems from formal authority over work

activities. Person is in a position of power so they have power/formal authority

a. Guidelinesi. Make polite, clear requests

ii. Explain the reasons for the request1. Give the need for the action2. Seeing reason enhances the value

of the requestiii. Don’t exceed the scope of authority

1. Knowing what you can/can’t ask for comes with experience

iv. Follow proper channelsv. Follow up to verify compliance

vi. Insist on compliance if necessary1. Follow through w/ requests

2. Reward based on the follower perception that the leader controls resources and rewards. Get a raise if you do what leader says; incentives

a. Guidelinesi. Offer the rewards people desire

1. Match up reward w/ desired behavior

ii. Offer rewards that are fair and ethicaliii. Don’t promise more than can be deliverediv. Explain the criteria for the rewards

1. Clarify role/request2. Do it upfront

v. Provide rewards as promised1. Why should I engage in these

requests if I don’t know whether the rewards are coming?

vi. Use rewards symbolically1. Sometimes, people miss the idea of

using awards as a symbol of hard work

2. Example- monetary awards going along with some sort of recognition

3. Coercive based on the authority over punishments. Leaders ability to distribute punishment; followers perceive the leader controls these.

a. Guidelinesi. Clearly explain rules, requirements, and

consequences1. IF you don not explain what

happens if you do not obey the guidelines, it can be viewed as inappropriate b/c it was not explained before

ii. Provide oral and written warnings for first offense

1. Rather than going right into punishment

2. Everyone makes mistakes... don’t do it again

iii. Investigate to avoid making hasty accusations

iv. Respond promptly and consistently to infractions

1. Administer same things to all people

v. Administer reprimands in private1. Little reason to publicly embarrass

someonevi. Stay calm and avoid hostility

vii. Express a desire to help or fin a solution4. Information based on access and control of vital

information. More about a source of power a leader has regarding info about/for an info

a. If you’re the only one w/ valuable info; you are valuable/have power

5. Ecological stems from the control over the physical environment, technology and structure of work. Subset of reward/punishment but not in regards to monetary; in regards to structure of the work

a. Moving locations as reward/punishment

b. Organization of work is a way to have influence/power; who gets what work

b. Personal Power: power derived from the characteristic of the leader and the leader-follower relationship.

i. Individual has characteristics to get things done regardless of the position they’re in

ii. Would power still be there if you changed the individual?1. If so, it’s personal, its not, it’s positional power

iii. Sources1. Referent based on the desire to please the leader due

to feelings of affection, admiration, and loyalty. a. Someone you want to be like, you’ll have respect

and give them influenceb. Makes you want to do what this person asksc. When you lose someone who has personal

power, it’s harder to fill that hole w/ another person

d. Could be abused by the person in powere. Guidelines

i. Show acceptance and positive regard1. Open and accepting, provides

positive feedbackii. Use sincere forms of ingratiation

1. Not sugar-coatediii. Keep promises and commitments

1. Develops reputationiv. Make self-sacrifices that benefit others

1. Altruistic mindset2. Not just talking talk… you’re

walking the walk3. Generates respect

v. Lead by examplevi. Explain the personal importance of the

request1. Carries more weight if you

highlight the importance of a request to you

2. Expert based on leader’s task relevant knowledge and skill

a. Guidelinesi. Explain reasons and importance of

request1. Shouldn’t assume people should

follow themii. Provide evidence that the proposal will be

successful

1. Giving the reason why will help when targets already have respect

iii. Don’t lie, exaggerate, or misrepresent that facts

1. Building reputations takes a long period of time (can be destroyed in one negative example)

iv. Listen to concerns and suggestions1. You can still learn from others

even if you’re an “expert”v. Act confident and decisive

1. Accept expert level and be confident when decisions are made

III. Sources of Powera. Effective Leaders

i. Rely more on personal than position power1. Personal power is more long-lasting and positive

ii. Have a moderate level of position poweriii. Have high expert and referent power

1. Two parts of personal powerb. Position power can enhance personal powerc. Control over information compliments expert powerd. Reward power enhances referent powere. Coercive power is needed to restrain disruptive influencesf. Expert and referent power are especially important for persuasion

i. Position power can get things accomplished but if your goal is to get someone to change their opinion/work ethic, persuasion is more valuable

IV. How Power is Gained and Losta. Social exchange theory - power accrues based on loyalty,

competence, and contributions to shared objectsb. Strategic contingencies theory - power accrues to units that are

central to the functioning of the organizationi. Different parts of organization have a different level of

importance fo the organization1. Ex: info technology may be a support function but not

central to what an organization does, but to another organization, it could be what that organization does

c. Institutionalization of power - power accrues to units that use political means to insure input in to important decisions.

i. Certain committees gain more power over time while others lose it

V. Influence Processesa. Instrumental compliance - the influence occurs because of some

tangible benefit

i. Occurs b/c you get something like a bonus or vacation days or a better position

ii. For this approach to be continuously successful, there has to be benefits for both sides

b. Internalization - the influence occurs because the request is consistent with the followers values, beliefs, and self-image

i. Can be developed through strategic plans and if you get individuals to view them as important, the hope is that they become internalized.

ii. More likely to engage in request regardless of getting something out of it

iii. Makes for a highly functioning organizationc. Personal identification - the influence occurs because the followers

want to please and/or be like the leaderi. Connection w/ leader

ii. Want to please/ be respected/ seen valuable by the leaderiii. Leader need s to continuously provide inspiration to be

followed to foster influenceiv. Influence goes w/ leader if leader leaves; unstable future

VI. General Types of Influence Tacticsa. Impression management - intended to induce liking or respect

i. Subordinates want to be like youii. Intent in trying to make other person like/respect you

iii. Doing things to support ones won capabilities1. Talk up your skill set

b. Political - designed to influence decisions or gain benefitsi. More manipulative/scheming

ii. Knowing how to get the things you need/wantc. Proactive - designed to result in immediate task object.

i. How do you influence people to get something doneii. Highly Effective Proactive Tactics

1. Rational persuasion use of logical arguments and factual evidence

a. Most powerful way to change impressionsb. Not perfect, people may or may not listenc. Best approach is to state limitations and then

address them as best as you can don’t simply ignore them!

d. Guidelines i. Detail why a request or proposal is

important ii. Use facts and logic to support the case

iii. Provide evidence that the proposal is feasible

1. Could have an elaborate proposal but a negative could be that id it costly

2. Good idea, but can you do it?iv. Explain why the proposal is better than

alternatives2. Inspirational appeals an appeal to emotions, values,

and idealsa. “Here’s what we believe”b. Guidelines

i. Describe the proposed change as exciting and worthwhile

ii. Link the proposal to ideals and valuesiii. Describe a clear vision of what could be

accomplished1. Make connection to what can

resultiv. Use and expressive style of presentation

1. How the info is presented is important

3. Consultation encourage target to suggest improvements

a. Involves the positive effects of inclusionb. “Here’s my proposal, it’s preliminary, how can I

make it better?” (Bringing them to your side)c. State objective, and ask for possible

contributionsd. Ask for suggestions on how to improve the

proposale. Invite involvement in planning actions steps

i. “here’s the idea, help me figure out how to get there”

f. Respond thoughtfully to any concernsi. Don’t just brush off, take heart in

concerns/other’s advice4. Collaboration offer resources or assistance to

complete an objectivea. Involves inclusionb. “We’re on the same team, let’s do things

together” / “How can I help you do what you need to do?”

c. Guidelinesi. Offer to show how to perform a task

1. “If you don’t know how to do it, I can help you/ show you how to do it”

ii. Offer to provide necessary resourcesiii. Offer to help solve problems created by

the requestiv. Offer to help implement a changev. What assistance do you need?

iii. Moderately Effective Proactive Tactics 1. Apprising explain benefits

a. “Here’s my proposal, here’s what can result from it”

b. Informationalc. No influence really

2. Ingratiation use of praise and flatterya. Part of impression management

3. Exchange offer incentivesa. “Do this for me, I’ll do it for you”

4. Personal appeals make request out of friendshipa. “Do it for me b/c of our friendship”

iv. Least Effective Proactive Tactics 1. Coalition combine with others to enhance persuasion

a. Political tacticb. Find others so you’re not a single voice/power in

numbers2. Legitimation refers to rules, policy, or precedent

a. “You need to go along with this because it was done in the past”

b. People aren’t really excited to do itc. Have to do it because of policies/procedures

3. Pressure use of demands and threatsa. Scare tactics

VII. Influence Outcomesa. Commitment - target makes concerted effort to behavior in

accordance with requestb. Compliance - target carries out request but is apatheticc. Resistance - target opposes the request. This can take several forms:

i. Refusalii. Explain why the request is impossible

iii. Persuade agent for different courseiv. Go above leader’s headv. Delay behavior in hope agent forgets

vi. Sabotage

Chapter 9: Power and Influence Traits

I. Overviewa. Leader-Member Exchange Theoryb. Attribution Theoryc. Implicit Leadership Theoryd. Impression Management

II. Leader-Member Exchange (LMX)a. Overtime and based on experience, leaders develop a unique

exchange relationship with each subordinate.i. Leader sees certain subordinate characteristics over time

b. Quality of the LMX relationship is based on i. Trust

ii. Respectiii. Affectioniv. Supportv. Loyalty

- These things may not develop over time; depends on a number of factors

c. High Exchange Relationshipsi. Followers get more desirable tasks, greater responsibility and

authority, greater inclusion, higher pay, and personal support1. Give and get; you give time and commitment to

company, get rewarded for it laterii. The leader gets committed followers who are loyal, supportive

and dependable1. Able to get things done when needed and do it the right

wayd. Low Exchange Relationships

i. Followers are expected t comply with formal role requirements, for which they receive standard benefits

1. Nothing more asked of you but also nothing more given to you

e. What Predicts the Quality of the LMX Relationship?i. Subordinate competence

1. High/moderately-high level2. Need to be a performer3. If you can’t do it, why would I give you the job?4. Not a necessity

ii. Leader-subordinate value similarity1. Someone could be competent but they may not get into

the in-group b/c of the way the leader does things2. Sharing similarities with the leader is important when it

comes to being in the in-groupf. How is LMX Related to Organizational Outcomes?

i. Greater role clarity ii. Higher satisfaction

iii. Higher organizational commitmentiv. More citizenship behaviors

1. Doing things that help your organization but are not a part of your job

a. Staying late to complete a taskb. Helping someone in another departmentc. Go under the radar but really help organization

v. Better subordinate performanceg. Questions concerning LMX

i. Is LMX a descriptive or prescriptive approach to leadership?1. Descriptive2. Some trying to make it prescriptive

a. Need experiments/surveys/studies for thatii. Is it realistic/desirable to try to get everyone into the in-group?

1. Nope, sometimes personalities don’t mesh well together and not everyone does what they need to do

a. Better interactions naturally form between people w/ same interests

iii. Does LMX quality produce the satisfaction and performance outcomes, or is it vice versa?

1. People in high-quality relationship are satisfieda. Does satisfaction come from quality of

relationship or is quality of relationship come from satisfaction?

b. Problem with making it prescriptive theoryIII. Attribution Theory

a. Humans want to understand the cause of a behavior or outcome. At a broad level, there are two explanations:

i. Internal attribution - (actor is responsible ability and effort)1. Leadership responses to poor subordinate

performancea. Ability

i. Increase performance monitoring1. Figure out why they aren’t

performing wellii. Provide coaching

iii. Change assignment1. Find something else they can do

b. Effort i. Why are you not choosing to perform well

enough?ii. Provide counseling

iii. Warning, reprimand, punishiv. Find new incentives

ii. External attribution - (the situation is responsible)1. Leadership responses to poor subordinate

performancea. Provide ore resourcesb. Remove obstacles or change taskc. Show sympathy for bad luck

b. How are they formed?i. Mental effort is required to determine the cause of a behavior

or outcome1. Research say that people may not exert conscious

actiona. Judgments are more automatic (not talking

about that here)ii. Includes judgments of

1. Consensus (stability across people) *NOT STABILITY ACROSS RELATIONSHIPS

a. Does this happen for other doing the same job?b. If it’s just one person, makes you believe that the

cause of that behavior is that person2. Consistency (stability across time)

a. One time thing, attribution made to situationb. Repeared = internal/it’s the same person

3. Distinctiveness (stability across situations)- These judgments are then logically related to different performance attributions (ability, effort, task)

iii. Tendencies when forming1. The fundamental attribution error (involves others)

a. Tendency to blame the person instead of other external factors for something that happens (internal)

i. Coach receives blame/credit depending on what happens

2. Actor-observer differencesa. Much more cognizant of influence of

environment when examining our own behaviorb. Use context more when examining your own

behavior3. Self-serving biases

a. We typically take credit for successes and push blame for failures

iv. Guidelines for Correcting Performance Deficiencies1. Gather performance information

a. Wont be an accurate response unless you have the right info

b. Are there legit situational factors?2. Avoid attribution biases3. Provide corrective feedback promptly

a. Saying what needs to be done better/how you can improve

b. Not just saying what you did badly4. Describe deficiency in specific terms

a. Clarifyb. Don’t make criticism general

5. Explain the impact of ineffective behaviora. Clarifyb. Sometimes subordinates may not know big

picture6. Remain professional

a. Don’t be sassy/mean/aggressive/rudeb. Don’t make other feel inferior

7. Mutually identify causes and remedies a. Look forward rather than backwards

8. Express confidence in improvement9. Express sincere desire to help

a. How can I help make sure this is done?10. Reach agreement on specific actions

11. Summarize and verifya. Make sure people leave knowing what they need

to do when you leave themc. Factors that influence follower attribution of leaders

i. Results information1. Are there clear performance indicators?

a. Win/loss in sports2. Is the unit successful?3. IS there a performance trend?4. Do any results correspond to leader arrival?

a. IF there’s a new leader and a change occurs, credit goes to new leader and not realty the environmental factors/other factors that go along with it

ii. Leader behavior1. Did the leader take direct action?

a. Symbolic leader or did they actually act?2. Did the leader engage in unique or innovative behavior?

a. If the leader is not public about what they are doing, they are less likely to be given blame but also less likely to be given credit

b. Sometimes leader become visible to show they are doing something

iii. Leader intentions1. Sometimes better to know intention rather than the

action that result from the intention2. Is the leader concerned with followers or personal

benefit?a. Effective leaders will make sure their intentions

are pure and correspond with their actions3. Does the leader demonstrate consistent convictions?

a. Long time to build, very easy to lose4. Does the leader take personal risks to accomplish

objectives? iv. Situational information

1. Are external conditions favorable?a. Is there opportunity to do positives/negatives?

2. Are there constraints on the leader’s behavior?v. Follower characteristics

1. What is the mood or climate of the group?a. General positive or negative feelings within the

groupb. Impacts how leadership behavior is interpreted

2. Do followers identify with the leader?a. Can you empathize with the person?b. Comfortable talking with them

c. If so, much more likely to view leader favorablyIV. Implicit Leadership Theories (ILTs)

a. Overviewi. ILTS are cognitive structures (stereotypes) that specify the

qualities and behaviors that individuals associate with the term “leader”

1. What goes off in your head when you hear that word?ii. ILTs develop as a result of experience with different leaders

and a variety of social-cultural influences1. Your ILT of a person may not match with the ILT of

another persona. Different schemas lead to different

interpretationsiii. ILTs are used whenever a person attempts to interpret the

behaviors exhibited by a social actorb. Common components ILTs. These don’t relate to leadership success

just what we think of when we hear “leader”i. Sensitivity

ii. Dedicationiii. Tyrannyiv. Charismav. Attractiveness

vi. Masculinity- due to historical/societal examples1. A lot of research shows that women are better leader

than males2. Females that become leaders have already overcome

more constraints and demands so this can lead to why they are better leaders

vii. Intelligenceviii. Strength- more having to do with interpersonal

V. Impression Managementa. Tactics

i. Exemplification- behaviors intended to demonstrate dedication and loyalty

1. Staying out late2. Helping out3. Going above and beyond the call of duty

ii. Ingratiation- behaviors intended to make another person like you

1. Kissing up/doing things to make someone like youiii. Self-Promotion- behaviors intended to influence impressions

of competence1. Doing things to make sure others know what you have

accomplished2. Kind of like bragging in a way

b. Impression Management by Followers

i. Upward influence tactics1. Job focused tactics (exemplification)2. Supervisor focused tactics (ingratiation)3. Self-focused tactics (self-promotion)

a. Can sometimes be hurtful because some leaders think that hearing about accomplishment from others and not the person themselves is more impressive

ii. Downward influence tactics1. Highly visible, symbolic actions

a. Make sure people know about itb. Influences followers impressions of leadership

2. Distort or cover up evidencea. Shift blame to anotherb. Cover-ups can be worse than just admitting

wrongdoing3. Presentation of crises

a. How do leaders handle crises?b. Some day you can only get charismatic

leadership when there is a crisisc. Some leaders present things as a crisis in order

to arouse followers and say that they are going to lead them out of it

Chapter 10: Leadership in Teams and Decision Groups

I. Overviewa. Determinants of team performanceb. Defining characteristics of teamsc. Different types of teamsd. Leading decision groups

II. Leadership processes and team developmental phasea. Transition phase- determining who will be members, and deciding

about performance strategies, work assignments, and member rolesi. Who will be the members?

ii. Who decides who the members will be?iii. What decides will fill what roles?iv. Need to develop structure

b. Performance phase- implementing and executing performance strategies, maintaining commitment and cooperation, and resolving problems

i. Now we have to implement and execute the planii. Ensure cooperation

iii. Check up on team commitment

III. Structural determinants of team performance (related to organization of the team and organization as a whole)

a. Member skills and role clarityi. Do team members have the correct skills to perform the tasks

that need to be doneii. Have we identified the right people?

iii. Do we known who is going to be responsible for what task?b. Internal organization and coordination

i. Identify certain rolesii. Make sure you have the right people for the skills needed

iii. Assignment is appropriatec. External coordination

i. Interaction of team/group with other teams/groupsd. Resources and political support

i. Able to make connections when/where needede. Member diversity

i. Hard to get to know people in a short amount of timeii. Clashing ideas but also a wide variety of ideas

IV. Social, affective and cognitive determinants of team performancea. Commitment to task objectives and strategies

i. Good teams make this prevalentb. Mutual trust, cohesiveness, and cooperation

i. Trust creates good flow between membersii. More work gets done in a better way

c. Collective efficacy and potencyi. Belief that group is good and does good work

d. Accurate, shared mental modelsi. Not only same actions but same intention/ways of getting

things doneV. Defining characteristics of Teams

a. Autonomy to determine mission/objectivesb. Autonomy to determine work proceduresc. Authority of the internal leaderd. Duration of existence for the teame. Stability of the membershipf. Diversity of members in functional background

VI. Different Types of Teamsa. Functional work teams

i. Tend to be stable, long-term groups with an appointed leader1. Strong, shared vision

ii. Team members are interdependent, but largely part of the same organizational function

b. Cross-functional work teamsi. Includes individuals from different functional units

1. Marketing + sales + shipping + creative2. Different backgrounds

3. Still independent4. Not as cohesive as functional b/c they come from

different backgroundsii. Often are temporary until the completion of a task/mission

c. Self-managed work teamsi. Authority and responsibility is turned over to the team

ii. Tend to have stable membershipiii. Internal leader (perhaps elected) may rotate among members

1. Transitory leadership role depending on what activity is being focused on

d. Virtual work teamsi. Geographically separated

ii. Developed in response to technological and globalization factors

1. b/c goals are more global, ability to reach out across cultures and perspectives is enhanced

iii. Often cross-functional in contentiv. Teacher asked on test “What example is class did I discuss that

would make virtual teams difficult?” NASA EXAMPLEVII. Guidelines for Leading Teams

a. Emphasize common interests and valuesb. Develop collective identification

i. Emphasizing common interest helps with thisc. Facilitate social interaction

i. Creates trust/bondsd. Communicate activities and achievements

i. Provide benchmarks/status updatese. Conduct process analyses

i. Monitor how things are being donef. Increase mutual cooperation incentives

i. People will do things for which they are rewardedii. If you want cooperation, reward cooperation

g. Hold practice sessionsh. Use reviews to facilitate collective learning

VIII. Leading Decision Groupsa. A review of benefits and limitations of decision groups

i. Avoid groupthinkii. Bring in “devil’s advocate”

b. “Process control” versus “content control”i. High leader power can result in moer content control

ii. Better way to do this is for the leader to involve other’s voices early in the planning period

c. Task and relationship behavior (group maintenance) in managing decision groups

d. Task-oriented functionsi. Process structuring

1. Here are the steps2. Clarity

ii. Stimulate communication1. Make sure people feel welcome to contribute2. If groups are too large, people can be less likely to

contributeiii. Clarifying communication

1. Make sure peoples ideas are understood by everyone else

iv. Summarize1. Overview

v. Consensus checking1. To what extent do people agree with this

e. Group maintenance functionsi. Gate-keeping

1. Leader figures our facilitates who gets to make decisions at certain points in time

2. Maker sure everyone has an opportunity to speak their mind

ii. Harmonizingiii. Supportingiv. Standard Settingv. Process Analyzing

IX. Guidelines for Leading Meetingsa. Setting the stage

i. Necessary preparationsii. Share essential information

iii. Describe problemiv. Allow ample time

1. Idea integration usually occurs overtimeb. Managing the processes

i. Separate idea generation from evaluationii. Facilitate participation and idea building

iii. Encourage integration and consensus building

TEST:

37 MC3 T/F (T, T, F)