9erobbins ppt17

ninth edition
STEPHEN P. ROBBINS
© 2007 Prentice Hall, Inc.© 2007 Prentice Hall, Inc.
All rights reserved.All rights reserved.
PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie Cook
The University of West AlabamaThe University of West Alabama
MARY COULTER
LeadershipLeadership
ChapterChapter
1717

© 2007 Prentice Hall, Inc. All rights
reserved. 17–2
L E A R N I N G O U T L I N EL E A R N I N G O U T L I N E
Follow this Learning Outline as you read and study this chapter.Follow this Learning Outline as you read and study this chapter.
Who Are Leaders and What Is LeadershipWho Are Leaders and What Is Leadership
• Define leaders and leadership.Define leaders and leadership.
• Explain why managers should be leaders.Explain why managers should be leaders.
Early Leadership TheoriesEarly Leadership Theories
• Discuss what research has shown about leadership traits.Discuss what research has shown about leadership traits.
• Contrast the findings of the four behavioral leadershipContrast the findings of the four behavioral leadership
theories.theories.
• Explain the dual nature of a leader’s behavior.Explain the dual nature of a leader’s behavior.

reserved. 17–3
L E A R N I N G O U T L I N E (cont’d)L E A R N I N G O U T L I N E (cont’d)
Contingency Theories of LeadershipContingency Theories of Leadership
• Explain how Fiedler’s theory of leadership is aExplain how Fiedler’s theory of leadership is a
contingency model.contingency model.
• Contrast situational leadership theory and the leaderContrast situational leadership theory and the leader
participation model.participation model.
• Discuss how path-goal theory explains leadership.Discuss how path-goal theory explains leadership.
Contemporary Views on LeadershipContemporary Views on Leadership
• Differentiate between transactional and transformationalDifferentiate between transactional and transformational
leaders.leaders.
• Describe charismatic and visionary leadership.Describe charismatic and visionary leadership.
• Discuss what team leadership involves.Discuss what team leadership involves.

reserved. 17–4
L E A R N I N G O U T L I N E (cont’d)L E A R N I N G O U T L I N E (cont’d)
Leadership Issues in the Twenty-First CenturyLeadership Issues in the Twenty-First Century
• Tell the five sources of a leader’s power.Tell the five sources of a leader’s power.
• Discuss the issues today’s leaders face.Discuss the issues today’s leaders face.
• Explain why leadership is sometimes irrelevant.Explain why leadership is sometimes irrelevant.

reserved. 17–5
Leaders and LeadershipLeaders and Leadership
• Leader – Someone who can influence others and who hasLeader – Someone who can influence others and who has
managerial authoritymanagerial authority
• Leadership – What leaders do; the process of influencing aLeadership – What leaders do; the process of influencing a
group to achieve goalsgroup to achieve goals
• Ideally, all managersIdeally, all managers should beshould be leadersleaders
• Although groups may have informal leaders who emerge,Although groups may have informal leaders who emerge,
those are not the leaders we’re studyingthose are not the leaders we’re studying
Leadership research has tried to answer:Leadership research has tried to answer: What is an effectiveWhat is an effective
leader?leader?

reserved. 17–6
Early Leadership TheoriesEarly Leadership Theories
• Trait Theories (1920s-30s)Trait Theories (1920s-30s)
 Research focused on identifying personalResearch focused on identifying personal
characteristics that differentiated leaders fromcharacteristics that differentiated leaders from
nonleaders was unsuccessful.nonleaders was unsuccessful.
 Later research on the leadership process identifiedLater research on the leadership process identified
seven traits associated with successful leadership:seven traits associated with successful leadership:
 Drive, the desire to lead, honesty and integrity, self-Drive, the desire to lead, honesty and integrity, self-
confidence, intelligence, job-relevant knowledge,confidence, intelligence, job-relevant knowledge,
and extraversion.and extraversion.

reserved. 17–7
Exhibit 17–1Exhibit 17–1 Seven Traits Associated with LeadershipSeven Traits Associated with Leadership
Source: S. A. Kirkpatrick and E. A. Locke, “Leadership: Do Traits Really Matter?” Academy of Management
Executive, May 1991, pp. 48–60; T. A. Judge, J. E. Bono, R. llies, and M. W. Gerhardt, “Personality and
Leadership: A Qualitative and Quantitative Review,” Journal of Applied Psychology, August 2002, pp. 765–780.

reserved. 17–8
Exhibit 17–2Exhibit 17–2 Behavioral Theories of LeadershipBehavioral Theories of Leadership

reserved. 17–9
Exhibit 17–2 (cont’d)Exhibit 17–2 (cont’d) Behavioral Theories of LeadershipBehavioral Theories of Leadership

reserved. 17–10
Early Leadership Theories (cont’d)Early Leadership Theories (cont’d)
• Behavioral TheoriesBehavioral Theories
 University of Iowa Studies (Kurt Lewin)University of Iowa Studies (Kurt Lewin)
 Identified three leadership styles:Identified three leadership styles:
– Autocratic style:Autocratic style: centralized authority, low participationcentralized authority, low participation
– Democratic style:Democratic style: involvement, high participation,involvement, high participation,
feedbackfeedback
– Laissez faire style:Laissez faire style: hands-off managementhands-off management
 Research findings: mixed resultsResearch findings: mixed results
– No specific style was consistently better for producingNo specific style was consistently better for producing
better performancebetter performance
– Employees were more satisfied under a democratic leaderEmployees were more satisfied under a democratic leader
than an autocratic leader.than an autocratic leader.

reserved. 17–11
• Behavioral Theories (cont’d)Behavioral Theories (cont’d)
 Ohio State StudiesOhio State Studies
 Identified two dimensions of leader behaviorIdentified two dimensions of leader behavior
– Initiating structure:Initiating structure: the role of the leader in defining histhe role of the leader in defining his
or her role and the roles of group membersor her role and the roles of group members
– Consideration:Consideration: the leader’s mutual trust and respect forthe leader’s mutual trust and respect for
group members’ ideas and feelings.group members’ ideas and feelings.
 Research findings: mixed resultsResearch findings: mixed results
– High-high leaders generally, but not always, achieved highHigh-high leaders generally, but not always, achieved high
group task performance and satisfaction.group task performance and satisfaction.
– Evidence indicated that situational factors appeared toEvidence indicated that situational factors appeared to
strongly influence leadership effectiveness.strongly influence leadership effectiveness.

reserved. 17–12
• Behavioral Theories (cont’d)Behavioral Theories (cont’d)
 University of Michigan StudiesUniversity of Michigan Studies
 Identified two dimensions of leader behaviorIdentified two dimensions of leader behavior
– Employee oriented:Employee oriented: emphasizing personal relationshipsemphasizing personal relationships
– Production oriented:Production oriented: emphasizing task accomplishmentemphasizing task accomplishment
 Research findings:Research findings:
– Leaders who are employee oriented are stronglyLeaders who are employee oriented are strongly
associated with high group productivity and high jobassociated with high group productivity and high job
satisfaction.satisfaction.

reserved. 17–13
The Managerial GridThe Managerial Grid
• Managerial GridManagerial Grid
 Appraises leadership styles using two dimensions:Appraises leadership styles using two dimensions:
 Concern for peopleConcern for people
 Concern for productionConcern for production
 Places managerial styles in five categories:Places managerial styles in five categories:
 Impoverished managementImpoverished management
 Task managementTask management
 Middle-of-the-road managementMiddle-of-the-road management
 Country club managementCountry club management
 Team managementTeam management

reserved. 17–14
Exhibit 17–3Exhibit 17–3
TheThe
ManagerialManagerial
GridGrid
Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton,
Louis B. Barnes, and Larry E. Greiner, November–December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.

reserved. 17–15
Contingency Theories of LeadershipContingency Theories of Leadership
• The Fiedler Model (cont’d)The Fiedler Model (cont’d)
 Proposes that effective group performance dependsProposes that effective group performance depends
upon the proper match between the leader’s style ofupon the proper match between the leader’s style of
interacting with followers and the degree to which theinteracting with followers and the degree to which the
situation allows the leader to control and influence.situation allows the leader to control and influence.
 Assumptions:Assumptions:
 A certain leadership style should be most effectiveA certain leadership style should be most effective
in different types of situations.in different types of situations.
 Leaders do not readily change leadership styles.Leaders do not readily change leadership styles.
– Matching the leader to the situation or changing theMatching the leader to the situation or changing the
situation to make it favorable to the leader is required.situation to make it favorable to the leader is required.

reserved. 17–16
Contingency Theories… (cont’d)Contingency Theories… (cont’d)
• The Fiedler Model (cont’d)The Fiedler Model (cont’d)
 Least-preferred co-worker (LPC) questionnaireLeast-preferred co-worker (LPC) questionnaire
 Determines leadership style by measuringDetermines leadership style by measuring
responses to 18 pairs of contrasting adjectives.responses to 18 pairs of contrasting adjectives.
– High score: a relationship-oriented leadershipHigh score: a relationship-oriented leadership
stylestyle
– Low score: a task-oriented leadership styleLow score: a task-oriented leadership style
 Situational factors in matching leader to the situation:Situational factors in matching leader to the situation:
 Leader-member relationsLeader-member relations
 Task structureTask structure
 Position powerPosition power

reserved. 17–17
Exhibit 17–4Exhibit 17–4 Findings of the Fiedler ModelFindings of the Fiedler Model

reserved. 17–18
• Hersey and Blanchard’s Situational LeadershipHersey and Blanchard’s Situational Leadership
Theory (SLT)Theory (SLT)
 Argues that successful leadership is achieved byArgues that successful leadership is achieved by
selecting the right leadership style which is contingentselecting the right leadership style which is contingent
on the level of the followers’ readiness.on the level of the followers’ readiness.
 Acceptance:Acceptance: leadership effectiveness depends onleadership effectiveness depends on
whether followers accept or reject a leader.whether followers accept or reject a leader.
 Readiness:Readiness: the extent to which followers have thethe extent to which followers have the
ability and willingness to accomplish a specificability and willingness to accomplish a specific
task.task.
 Leaders must relinquish control over and contact withLeaders must relinquish control over and contact with
followers as they become more competent.followers as they become more competent.

reserved. 17–19
 Creates four specific leadership styles incorporatingCreates four specific leadership styles incorporating
Fiedler’s two leadership dimensions:Fiedler’s two leadership dimensions:
 Telling:Telling: high task-low relationship leadershiphigh task-low relationship leadership
 Selling:Selling: high task-high relationship leadershiphigh task-high relationship leadership
 Participating:Participating: low task-high relationship leadershiplow task-high relationship leadership
 Delegating:Delegating: low task-low relationship leadershiplow task-low relationship leadership

reserved. 17–20
 Posits four stages follower readiness:Posits four stages follower readiness:
 R1:R1: followers are unable and unwillingfollowers are unable and unwilling
 R2:R2: followers are unable but willingfollowers are unable but willing
 R3:R3: followers are able but unwillingfollowers are able but unwilling
 R4:R4: followers are able and willingfollowers are able and willing

reserved. 17–21
• Leader Participation Model (Vroom and Yetton)Leader Participation Model (Vroom and Yetton)
 Posits that leader behavior must be adjusted to reflectPosits that leader behavior must be adjusted to reflect
the task structurethe task structure—whether it is routine, nonroutine,—whether it is routine, nonroutine,
or in between—based on a sequential set of rulesor in between—based on a sequential set of rules
(contingencies) for determining the form and amount(contingencies) for determining the form and amount
of follower participation in decision making in a givenof follower participation in decision making in a given
situation.situation.

reserved. 17–22
• Leader Participation ModelLeader Participation Model Contingencies:Contingencies:
 Decision significanceDecision significance
 Importance of commitmentImportance of commitment
 Leader expertiseLeader expertise
 Likelihood of commitmentLikelihood of commitment
 Group supportGroup support
 Group expertiseGroup expertise
 Team competenceTeam competence

reserved. 17–23
Exhibit 17–5Exhibit 17–5 Leadership Styles in the Vroom Leader Participation ModelLeadership Styles in the Vroom Leader Participation Model
• Decide:Decide: Leader makes the decision alone and either announces orLeader makes the decision alone and either announces or
sells it to group.sells it to group.
• Consult Individually:Consult Individually: Leader presents the problem to groupLeader presents the problem to group
members individually, gets their suggestions, and then makes themembers individually, gets their suggestions, and then makes the
decision.decision.
• Consult Group:Consult Group: Leader presents the problem to group members inLeader presents the problem to group members in
a meeting, gets their suggestions, and then makes the decision.a meeting, gets their suggestions, and then makes the decision.
• Facilitate:Facilitate: Leader presents the problem to the group in a meetingLeader presents the problem to the group in a meeting
and, acting as facilitator, defines the problem and the boundariesand, acting as facilitator, defines the problem and the boundaries
within which a decision must be made.within which a decision must be made.
• Delegate:Delegate: Leader permits the group to make the decision withinLeader permits the group to make the decision within
prescribed limits.prescribed limits.
Source: Based on V. Vroom, “Leadership and the Decision-Making
Process,” Organizational Dynamics, vol. 28, no. 4 (2000), p. 84.

reserved. 17–24
Exhibit 17–6Exhibit 17–6
Time-DrivenTime-Driven
ModelModel
Source: Adapted from V. Vroom, “Leadership and
the Decision-Making Process,” Organizational
Dynamics, vol. 28, no. 4 (2000), p. 87.

reserved. 17–25
• Path-Goal ModelPath-Goal Model
 States that the leader’s job is to assist his or herStates that the leader’s job is to assist his or her
followers in attaining their goals and to providefollowers in attaining their goals and to provide
direction or support to ensure their goals aredirection or support to ensure their goals are
compatible with organizational goals.compatible with organizational goals.
 Leaders assume different leadership styles atLeaders assume different leadership styles at
different times depending on the situation:different times depending on the situation:
 Directive leaderDirective leader
 Supportive leaderSupportive leader
 Participative leaderParticipative leader
 Achievement oriented leaderAchievement oriented leader

reserved. 17–26
Exhibit 17–7Exhibit 17–7 Path-Goal TheoryPath-Goal Theory

reserved. 17–27
Contemporary Views on LeadershipContemporary Views on Leadership
• Transactional LeadershipTransactional Leadership
 Leaders who guide or motivate their followers in theLeaders who guide or motivate their followers in the
direction of established goals by clarifying role anddirection of established goals by clarifying role and
task requirements.task requirements.
• Transformational LeadershipTransformational Leadership
 Leaders who inspire followers to transcend their ownLeaders who inspire followers to transcend their own
self-interests for the good of the organization byself-interests for the good of the organization by
clarifying role and task requirements.clarifying role and task requirements.
 Leaders who also are capable of having a profoundLeaders who also are capable of having a profound
and extraordinary effect on their followers.and extraordinary effect on their followers.

reserved. 17–28
Contemporary Views…(cont’d)Contemporary Views…(cont’d)
• Charismatic LeadershipCharismatic Leadership
 An enthusiastic, self-confident leader whoseAn enthusiastic, self-confident leader whose
personality and actions influence people to behave inpersonality and actions influence people to behave in
certain ways.certain ways.
 Characteristics of charismatic leaders:Characteristics of charismatic leaders:
 Have a vision.Have a vision.
 Are able to articulate the vision.Are able to articulate the vision.
 Are willing to take risks to achieve the vision.Are willing to take risks to achieve the vision.
 Are sensitive to the environment and followerAre sensitive to the environment and follower
needs.needs.
 Exhibit behaviors that are out of the ordinary.Exhibit behaviors that are out of the ordinary.

reserved. 17–29
• Visionary LeadershipVisionary Leadership
 A leader who creates and articulates a realistic,A leader who creates and articulates a realistic,
credible, and attractive vision of the future thatcredible, and attractive vision of the future that
improves upon the present situation.improves upon the present situation.
• Visionary leaders have the ability to:Visionary leaders have the ability to:
 Explain the vision to others.Explain the vision to others.
 Express the vision not just verbally but throughExpress the vision not just verbally but through
behavior.behavior.
 Extend or apply the vision to different leadershipExtend or apply the vision to different leadership
contexts.contexts.

reserved. 17–30
• Team Leadership CharacteristicsTeam Leadership Characteristics
 Having patience to share informationHaving patience to share information
 Being able to trust others and to give up authorityBeing able to trust others and to give up authority
 Understanding when to interveneUnderstanding when to intervene
• Team Leader’s JobTeam Leader’s Job
 Managing the team’s external boundaryManaging the team’s external boundary
 Facilitating the team processFacilitating the team process
 Coaching, facilitating, handling disciplinaryCoaching, facilitating, handling disciplinary
problems, reviewing team and individualproblems, reviewing team and individual
performance, training, and communicationperformance, training, and communication

reserved. 17–31
Exhibit 17–8Exhibit 17–8 Specific Team Leadership RolesSpecific Team Leadership Roles

reserved. 17–32
Leadership Issues in the 21Leadership Issues in the 21stst
CenturyCentury
• Managing PowerManaging Power
 Legitimate powerLegitimate power
 The power a leader hasThe power a leader has
as a result of his or heras a result of his or her
position.position.
 Coercive powerCoercive power
 The power a leader hasThe power a leader has
to punish or control.to punish or control.
 Reward powerReward power
 The power to giveThe power to give
positive benefits orpositive benefits or
rewards.rewards.
 Expert powerExpert power
 The influence a leaderThe influence a leader
can exert as a result ofcan exert as a result of
his or her expertise,his or her expertise,
skills, or knowledge.skills, or knowledge.
 Referent powerReferent power
 The power of a leaderThe power of a leader
that arise because of athat arise because of a
person’s desirableperson’s desirable
resources or admiredresources or admired
personal traits.personal traits.

reserved. 17–33
Developing Credibility and TrustDeveloping Credibility and Trust
• Credibility (of a Leader)Credibility (of a Leader)
 The assessment of a leader’s honesty, competence,The assessment of a leader’s honesty, competence,
and ability to inspire by his or her followersand ability to inspire by his or her followers
• TrustTrust
 Is the belief of followers and others in the integrity,Is the belief of followers and others in the integrity,
character, and ability of a leader.character, and ability of a leader.
 Dimensions of trust:Dimensions of trust: integrity, competence,integrity, competence,
consistency, loyalty, and openness.consistency, loyalty, and openness.
 Is related to increases in job performance,Is related to increases in job performance,
organizational citizenship behaviors, job satisfaction,organizational citizenship behaviors, job satisfaction,
and organization commitment.and organization commitment.

reserved. 17–34
Exhibit 17–9Exhibit 17–9 Suggestions for Building TrustSuggestions for Building Trust
Practice openness.Practice openness.
Be fair.Be fair.
Speak your feelings.Speak your feelings.
Tell the truth.Tell the truth.
Show consistency.Show consistency.
Fulfill your promises.Fulfill your promises.
Maintain confidences.Maintain confidences.
Demonstrate competence.Demonstrate competence.

reserved. 17–35
Providing Ethical LeadershipProviding Ethical Leadership
• Ethics are part of leadership when leadersEthics are part of leadership when leaders
attempt to:attempt to:
 Foster moral virtue through changes in attitudes andFoster moral virtue through changes in attitudes and
behaviors.behaviors.
 Use their charisma in socially constructive ways.Use their charisma in socially constructive ways.
 Promote ethical behavior by exhibiting their personalPromote ethical behavior by exhibiting their personal
traits of honesty and integrity.traits of honesty and integrity.
• Moral LeadershipMoral Leadership
 Involves addressing the means that a leader uses toInvolves addressing the means that a leader uses to
achieve goals as well as the moral content of thoseachieve goals as well as the moral content of those
goals.goals.

reserved. 17–36
Empowering EmployeesEmpowering Employees
• EmpowermentEmpowerment
 Involves increasing the decision-making discretion ofInvolves increasing the decision-making discretion of
workers such that teams can make key operatingworkers such that teams can make key operating
decisions in develop budgets, scheduling workloads,decisions in develop budgets, scheduling workloads,
controlling inventories, and solving quality problems.controlling inventories, and solving quality problems.
 Why empower employees?Why empower employees?
 Quicker responses problems and faster decisions.Quicker responses problems and faster decisions.
 Addresses the problem of increased spans ofAddresses the problem of increased spans of
control in relieving managers to work on othercontrol in relieving managers to work on other
problems.problems.

reserved. 17–37
Cross-Cultural LeadershipCross-Cultural Leadership
• Universal Elements ofUniversal Elements of
Effective LeadershipEffective Leadership
 VisionVision
 ForesightForesight
 Providing encouragementProviding encouragement
 TrustworthinessTrustworthiness
 DynamismDynamism
 PositivenessPositiveness
 ProactivenessProactiveness

reserved. 17–38
Exhibit 17–10Exhibit 17–10 Selected Cross-Cultural Leadership FindingsSelected Cross-Cultural Leadership Findings
• Korean leaders are expected to be paternalistic toward employees.
• Arab leaders who show kindness or generosity without being
asked to do so are seen by other Arabs as weak.
• Japanese leaders are expected to be humble and speak frequently.
• Scandinavian and Dutch leaders who single out individuals with
public praise are likely to embarrass, not energize, those
individuals.
• Effective leaders in Malaysia are expected to show compassion
while using more of an autocratic than a participative style.
• Effective German leaders are characterized by high performance
orientation, low compassion, low self-protection, low team
orientation, high autonomy, and high participation.
Source: Based on J. C. Kennedy, “Leadership in Malaysia: Traditional Values, International Outlook,” Academy of Management Executive, August
2002, pp. 15–17; F.C. Brodbeck, M. Frese, and M. Javidan, “Leadership Made in Germany: Low on Compassion, High on Performance,” Academy
of Management Executive, February 2002, pp. 16–29; M. F. Peterson and J. G. Hunt, “International Perspectives on International Leadership,”
Leadership Quarterly, Fall 1997, pp. 203–31; R. J. House and R. N. Aditya, “The Social Scientific Study of Leadership: Quo Vadis?” Journal of
Management, vol. 23, no. 3, (1997), p. 463; and R. J. House, “Leadership in the Twenty-First Century,” in A. Howard (ed.), The Changing Nature
of Work (San Francisco: Jossey-Bass, 1995), p. 442.

reserved. 17–39
Gender Differences and LeadershipGender Differences and Leadership
• Research FindingsResearch Findings
 Males and females use different styles:Males and females use different styles:
 Women tend to adopt a more democratic orWomen tend to adopt a more democratic or
participative style unless in a male-dominated job.participative style unless in a male-dominated job.
 Women tend to use transformational leadership.Women tend to use transformational leadership.
 Men tend to use transactional leadership.Men tend to use transactional leadership.

reserved. 17–40
Exhibit 17–11Exhibit 17–11 Where Female Managers Do Better: A ScorecardWhere Female Managers Do Better: A Scorecard
Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20. 2000, p. 75.

reserved. 17–41
Basics of LeadershipBasics of Leadership
• Give people a reason to come to work.Give people a reason to come to work.
• Be loyal to the organization’s peopleBe loyal to the organization’s people
• Spend time with people who do the real work ofSpend time with people who do the real work of
the organization.the organization.
• Be more open and more candid about whatBe more open and more candid about what
business practices are acceptable and properbusiness practices are acceptable and proper
and how the unacceptable ones should be fixed.and how the unacceptable ones should be fixed.

reserved. 17–42
Leadership Can Be Irrelevant!Leadership Can Be Irrelevant!
• Substitutes for LeadershipSubstitutes for Leadership
 Follower characteristicsFollower characteristics
 Experience, training, professional orientation, orExperience, training, professional orientation, or
the need for independencethe need for independence
 Job characteristicsJob characteristics
 Routine, unambiguous, and satisfying jobsRoutine, unambiguous, and satisfying jobs
 Organization characteristicsOrganization characteristics
 Explicit formalized goals, rigid rules andExplicit formalized goals, rigid rules and
procedures, or cohesive work groupsprocedures, or cohesive work groups

reserved. 17–43
Terms to KnowTerms to Know
• leaderleader
• leadershipleadership
• behavioral theoriesbehavioral theories
• autocratic styleautocratic style
• democratic styledemocratic style
• laissez-faire stylelaissez-faire style
• initiating structureinitiating structure
• considerationconsideration
• high-high leaderhigh-high leader
• managerial gridmanagerial grid
• Fiedler contingencyFiedler contingency
modelmodel
• least-preferred co-workerleast-preferred co-worker
(LPC) questionnaire(LPC) questionnaire
• leader-member relationsleader-member relations
• task structuretask structure
• position powerposition power
• situational leadership theorysituational leadership theory
(SLT)(SLT)
• readinessreadiness
• leader participation modelleader participation model
• path-goal theorypath-goal theory
• transactional leaderstransactional leaders

reserved. 17–44
Terms to Know (cont’d)Terms to Know (cont’d)
• transformational leaderstransformational leaders
• charismatic leadercharismatic leader
• visionary leadershipvisionary leadership
• legitimate powerlegitimate power
• coercive powercoercive power
• reward powerreward power
• expert powerexpert power
• referent powerreferent power
• credibilitycredibility
• trusttrust
• empowermentempowerment

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