Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Andere mochten auch
Andere mochten auch (20)
Ähnlich wie 管理学第9章 领导与信任
Ähnlich wie 管理学第9章 领导与信任 (20)
管理学第9章 领导与信任
- 1. 11 Chapter 领导与信任 Copyright ©2011 机械工业出版社华章公司 .
- 2. 学习目标 • 定义领导者和领导 • 比较早期的领导理论 • 描述四种主要的权变领导理论 • 描述领导的当代观点以及领导者面临的新 问题 • 探讨信任是领导的本质 Copyright ©2011 Pearson Education, Inc. 11-2 Publishing as Prentice Hall.
- 3. 领导者与领导 • 领导者 – 能够影响他人并拥有管理职权的人。 • 领导 – 带领一个群体和影响这个群体实现目标的过程。 Copyright ©2011 Pearson Education, Inc. 11-3 Publishing as Prentice Hall.
- 4. 领导者的特质 • 领导的特质理论 – 寻求区分领导者与非领导者的特质或特征的理 论。 表 11-1 简要地概述了 7 种特质与有效的领导 行为有关。 Copyright ©2011 Pearson Education, Inc. 11-4 Publishing as Prentice Hall.
- 5. 图 11-1 有效领导的七种特质 1. 进取心（ drive ） 领导者表现出极高的努力程度，他们对成就有较高的要求，他们富有进 取心，精力充沛，不知疲倦地执行其各项活动、积极主动 2. 强烈的领导欲（ desire to lead ） 领导者有强烈的意愿去影响和领导其他人。他们展现出 用于负责的意愿 3. 正直和诚实（ honesty and integrity ） 领导者在上下级之间通过诚信和不欺骗以及言行一 致来建立信任关系 4. 自信（ self-confidence ） 下属求助领导者为的是排除疑虑，因此，领导者必须展现出充分 的自信以使下属对目标和决策得正确性确信不疑 5. 才智（ intelligence ） 领导者必须具备足够的才智去收集、综合和解释大量信息，并能够 创造美好的愿景、解决问题和做出正确的决策 6. 工作相关知识（ job-relevant knowledge ） 有效的领导者必须对公司、行业和技术问题有 高水平的了解。渊博的知识能够使领导者做出信息充分的决策和理解这些决策的内涵 7. 外向（ extraversion ） 领导者都是精力旺盛、活泼的人。他们善于交际、坚定而自信，而 且很少沉默或退缩 Copyright ©2011 Pearson Education, Inc. 11-5 Publishing as Prentice Hall.
- 6. 领导者都表现出什么行为 • 领导的行为理论 – 区分有效领导者和 无效领导者的行为 的理论。 Copyright ©2011 Pearson Education, Inc. 11-6 Publishing as Prentice Hall.
- 7. 领导行为 • 独裁式 – 领导者通常倾向于集中职权，强制规定工作方 法，单方面做出决策，并限制员工的参与。 • 民主式 – 领导者倾向于让员工参与制定决策，主张授权 ，鼓励员工参与制定工作方法和工作目标，并 把反馈作为训练员工的良机。 Copyright ©2011 Pearson Education, Inc. 11-7 Publishing as Prentice Hall.
- 8. 领导行为（续） • 自由放任式 – 领导者通常是完全放任员工，让员工用自己认 为合适的方式做出决策和完成工作。 Copyright ©2011 Pearson Education, Inc. 11-8 Publishing as Prentice Hall.
- 9. 俄亥俄州立大学的研究说明了什么 确认两类领导行为的维度： • 定规 – 领导者为达到期望目标而对自己与员工角色进 行界定和构造的程度。 • 关怀 – 领导者在取得相互信任以及尊重员工想法与感 觉的基础上所体现的工作关系深度。 Copyright ©2011 Pearson Education, Inc. 11-9 Publishing as Prentice Hall.
- 10. 以员工为中 以上司为中 心的领导 心的领导 参与式 独裁式 自有放任式 咨询型 民主型 管理者权威的运用 下属的自由空间 管理者制 管理者推 管理者提 管理者提 管理者给 管理者允 管理者提 定并宣布 销决策 出试验性 出问题、 出限定条 许下属在 出想法， 决策 、可改变 获得建议 件，要求 监督者给 欢迎提问 的决策 、做出决 群体做出 定的条件 题 策 决策 下执行职 能 图 11-2 领导行为的连续区间 Copyright ©2011 Pearson Education, Inc. 11-10 Publishing as Prentice Hall.
- 11. 密歇根大学的研究有何不同 也得出了领导行为的两个维度： • 员工导向 – 领导者重视人际关系 • 生产导向 – 领导者倾向于强调工作的技术或任务方面 Copyright ©2011 Pearson Education, Inc. 11-11 Publishing as Prentice Hall.
- 12. 什么是管理方格论 • 管理方格 – 划分领导风格的二维方格 • 五种管理风格： – 贫瘠型管理 – 任务型管理 – 中庸型管理 – 乡村俱乐部型管理 – 团队型管理 Copyright ©2011 Pearson Education, Inc. 11-12 Publishing as Prentice Hall.
- 13. (1,9) 乡村俱乐部型管 1 2 理 为建立令人满意的 (9,9) 团队型管 关系，对员工的需求关 理 怀备至，创造一种舒适 工作的完成 3 、友好的组织氛围和工 来自于相互认同 作基调 的员工，由于组 4 织目标而形成相 互依赖的“共同 关 5 命运体”使得人 注 们形成了相互信 员 任和尊重的关系 6 工 7 (1,1) 贫瘠型管 (9,1) 任务型管 理 理 8 以最小的努 工作的高效 力完成必须做的 率来自于工作条 工作，以维持组 件的安排，这种 9 织成员的资格 安排下使人的干 扰因素影响降至 1 2 3 4 5 最低程度 7 6 8 9 关注生产 图 11-3 管理方格 Copyright ©2011 Pearson Education, Inc. 11-13 Publishing as Prentice Hall.
- 14. 第一个全面的权变模型 • 菲德勒权变模型 – 有效的群体绩效取决于与下属相互作用的领导者 风格，以及情境对领导者的控制和影响程度之间 的合理匹配。 • 最难共事者问卷 – 测量领导者是任务导向型还是关系导向型的问卷 。 Copyright ©2011 Pearson Education, Inc. 11-14 Publishing as Prentice Hall.
- 15. 三种权变维度 • 领导者 - 成员关系 – 下属相信、信任和尊重领导者的程度 • 任务结构 – 下属工作分配的规范化或结构化程度 • 职位权力 – 领导者在诸如雇佣、解雇、惩罚、晋升、加薪 等权力变量上的影响程度 Copyright ©2011 Pearson Education, Inc. 11-15 Publishing as Prentice Hall.
- 16. 任务导向 绩效 关系导向 好 差 有利 适中 不利 类型 I II III IV V VI VII VIII 领导者 - 成员关 好 好 好 好 差 差 差 差 系 任务结构 高 高 低 低 高 高 低 低 职位权力 强 弱 强 弱 强 弱 强 弱 图 11-4 菲德勒模型的研究结果 Copyright ©2011 Pearson Education, Inc. 11-16 Publishing as Prentice Hall.
- 17. 下属的意愿和能力如何影响领导者 • 情境领导理论 – 一种关注下属成熟度的领导权变理论。 • 成熟度 – 人们能够并且愿意完成某项特定任务的程度。 Copyright ©2011 Pearson Education, Inc. 11-17 Publishing as Prentice Hall.
- 18. 四种情境风格 • 告知（高任务 - 低关系） – 领导者定义员工的角色，并告知员工做什么、 怎么做、何时完成以及在哪里完成各种各样的 任务。 • 推销（高任务 - 高关系） – 领导者为下属提供指导性的、支持性的行为。 Copyright ©2011 Pearson Education, Inc. 11-18 Publishing as Prentice Hall.
- 19. 四种情境风格（续） • 参与（低任务 - 高关系） – 领导者与下属共同制定决策；领导者的主要角 色是支持与沟通。 • 授权（低任务 - 低关系） – 领导者提供极少量的指导和支持。 Copyright ©2011 Pearson Education, Inc. 11-19 Publishing as Prentice Hall.
- 20. 领导者需要多大程度的参与 • 领导者 - 参与模型 – 它提供了在不同类型的情境下，确定参与决策 制定的形式和程度应遵循的一系列的规则。 Copyright ©2011 Pearson Education, Inc. 11-20 Publishing as Prentice Hall.
- 21. 图 11-5 修正的领导者—参与模型的权变变量 1. 决策得重要性 2. 员工的承诺对于决策的重要性 3. 领导者是否有充分的信息做出高质量的决策 4. 问题的结构是否清楚 5. 如果是你自己做决策，你的下属是否一定会对这一决策做出承诺 6. 下属在解决这一问题中是否认同所要实现的组织目标 7. 下属在选择决策方案上是否会发生冲突 8. 下属是否有充分的信息做出高质量的决策 9. 时间限制使领导者不能让下属参与 10. 将地理上分散的员工集合起来的成本是否很高 11. 领导者在最短时间内做出决策的重要性 12. 使下属参与以培养其决策技能的重要性 Copyright ©2011 Pearson Education, Inc. 11-21 Publishing as Prentice Hall.
- 22. 领导者如何帮助下属 • 路径 - 目标理论 – 认为领导者的工作是帮助下属实现各自的目标 ，并提供必要的指导和支持以确保其个人目标 与群体或组织的整体目标相一致。 Copyright ©2011 Pearson Education, Inc. 11-22 Publishing as Prentice Hall.
- 23. 环境的权变因素 任务结构 正式职权系统 工作群体 领导行为 指导型 结果 支持型 绩效 参与型 满意度 成就导向型 员工的权变因素 控制点 经验 感知能力 图 11-6 路径 - 目标理论 Copyright ©2011 Pearson Education, Inc. 11-23 Publishing as Prentice Hall.
- 24. 三种当代的领导观告诉了我们什么 • 事务型领导者 – 领导者主要使用社会交换（或交易）来领导。 • 变革型领导者 – 通过鼓励和鼓舞（使改观）使下属达到非凡的 成就。 Copyright ©2011 Pearson Education, Inc. 11-24 Publishing as Prentice Hall.
- 25. 魅力型领导与愿景型领导有何区别 • 魅力型领导者 – 热情、自信并利用其自身的魅力 和行为影响人们做出既定行为的 领导者 • 愿景型领导者 – 针对现状，为其未来创造和清楚 地表达一个现实的、可信的、有 吸引力的前景这样一种能力。 Copyright ©2011 Pearson Education, Inc. 11-25 Publishing as Prentice Hall.
- 26. 教练 与外部相关者联系的沟通者 有效地团队领导 角色 冲突管理者 困难解决者 图 11-7 团队领导者的角色 Copyright ©2011 Pearson Education, Inc. 11-26 Publishing as Prentice Hall.
- 27. 为什么领导者需要授权 • 授权 – 增加员工的决策权 组织中较低 层次的员工通常拥有那 些知识去做出快速决策 。 Copyright ©2011 Pearson Education, Inc. 11-27 Publishing as Prentice Hall.
- 28. 图 11-8 跨文化领导 韩国的领导者希望与员工建立家长式的关系 阿拉伯的领导者在没有要求的情况下显示出友善和慷慨会被其他阿拉伯人认为是软弱的表现 日本的领导者被认为是谦虚的并需要经常发言 北欧和荷兰的管理者在公众场所赞扬个人很可能是为了使他尴尬而不是激励 在马来西亚，与采用参与式领导风格相比，有效的领导者更多地采用独裁式的领导风格，同 时会表现出同情心 有效的德国领导者的特征是高绩效导向、低关怀、低自我保护、低团队导向、高度自治和高 度参与 Copyright ©2011 Pearson Education, Inc. 11-28 Publishing as Prentice Hall.
- 29. 信任是领导的实质 • 信用 – 下属用以评价领导者在 诚实、胜任力和激励下 属的能力等方面的程度 。 • 信任 – 对领导者的诚信、品质 和能力的信念。 Copyright ©2011 Pearson Education, Inc. 11-29 Publishing as Prentice Hall.
- 30. Copyright ©2011 Pearson Education, Inc. 11-30 Publishing as Prentice Hall.
Hinweis der Redaktion
- Our definition of a leader is someone who can influence others and who has managerial authority. Leadership is a process of leading a group and influencing that group to achieve its goals. It’s what leaders do.
- The search for traits or characteristics that differentiate leaders from nonleaders dominated early leadership research efforts. If the concept of traits were valid, all leaders would have to possess specific characteristics.
- However, later attempts to identify traits consistently associated with leadership (the process, not the person) were more successful. The seven traits shown to be associated with effective leadership are described briefly in Exhibit 11-1
- A number of studies looked at behavioral styles. We’ll briefly review three of the most popular: Kurt Lewin’s studies at the University of Iowa, the Ohio State studies, and the University of Michigan studies. Then we’ll see how the concepts developed in those studies were used in a grid created for appraising leadership styles
- One of the first studies of leadership behavior was done by Kurt Lewin and his associates at the University of Iowa. Researchers explored three leadership behaviors or styles: autocratic, democratic, and laissez-faire. An autocratic style is that of a leader who typically tends to centralize authority, dictate work methods, make unilateral decisions, and limit employee participation. A leader with a democratic style tends to involve employees in decision making, delegates authority, encourages participation in deciding work methods and goals, and uses feedback as an opportunity to coach employees
- The laissez-faire style generally gives his or her employees complete freedom to make decisions and to complete their work in whatever way they see fit. A laissez-faire leader might simply provide necessary materials and answer questions
- The most comprehensive and replicated of the behavioral theories resulted from research that began at Ohio State University in the late 1940s. T he researchers eventually narrowed the list down to two categories that accounted for most of the leadership behavior described by employees. They called these two dimensions initiating structure and consideration.
- Tannenbaum and Schmidt developed a continuum of leader behaviors (see Exhibit 11-2). The continuum illustrates that a range of leadership behaviors, all the way from boss centered (autocratic) on the left side of the model to employee centered (laissez-faire) on the right side of the model, is possible.
- Leadership studies undertaken at the University of Michigan’s Survey Research Center, at about the same time as those being done at Ohio State, had similar research objectives: to locate the behavioral characteristics of leaders that were related to performance effectiveness. The Michigan group also came up with two dimensions of leadership behavior, which they labeled employee oriented and production oriented
- The managerial grid used the behavioral dimensions “concern for people” and “concern for production” and evaluated a leader’s use of these behaviors, ranking them on a scale from 1 (low) to 9 (high).
- Of these five styles, the researchers concluded that managers performed best when using a 9,9 style. Unfortunately, the grid offered no answers to the question of what made a manager an effective leader; it only provided a framework for conceptualizing leadership style.
- The first comprehensive contingency model for leadership was developed by Fred Fiedler. The Fiedler contingency model proposed that effective group performance depended upon properly matching the leader’s style and the amount of control and influence in the situation. To measure a leader’s style, Fiedler developed the least-preferred co-worker (LPC) questionnaire
- Fiedler’s research uncovered three contingency dimensions that defined the key situational factors in leader effectiveness
- Because Fiedler treated an individual’s leadership style as fixed, there were only two ways to improve leader effectiveness. First, you could bring in a new leader whose style better fit the situation. The second alternative was to change the situation to fit the leader.
- Paul Hersey and Ken Blanchard developed a leadership theory that has gained a strong following among management development specialists.16 This model, called situational leadership theory (SLT), is a contingency theory that focuses on followers’ readiness.
- SLT uses the same two leadership dimensions that Fiedler identified: task and relationship behaviors. However, Hersey and Blanchard go a step further by considering each as either high or low and then combining them into four specific leadership styles
- SLT essentially views the leader-follower relationship as like that of a parent and a child. Just as a parent needs to relinquish control when a child .becomes more mature and responsible, so, too, should leaders
- Back in 1973, Victor Vroom and Phillip Yetton developed a leader-participation model that related leadership behavior and participation to decision making.
- However, later attempts to identify traits consistently associated with leadership (the process, not the person) were more successful. The seven traits shown to be associated with effective leadership are described briefly in Exhibit 11-1
- Currently, one of the most respected approaches to understanding leadership is path-goal theory, which states that the leader’s job is to assist followers in attaining their goals and to provide direction or support needed to ensure that their goals are compatible with the goals of the group or organization.
- Developed by Robert House, path-goal theory takes key elements from the expectancy theory of motivation (see Chapter 10).
- Many early leadership theories viewed leaders as transactional leaders; that is, leaders who lead primarily by using social exchanges (or transactions). Transactional leaders guide or motivate followers to work toward established goals by exchanging rewards for their productivity. But there’s another type of leader—a transformational leader—who stimulates and inspires (transforms) followers to achieve extraordinary outcomes
- Although the term vision is often linked with charismatic leadership, visionary leadership is different since it’s the ability to create and articulate a realistic, credible, and attractive vision of the future that improves upon the present situation. This vision, if properly selected and implemented, is so energizing that it “in effect jump-starts the future by calling forth the skills, talents, and resources to make it happen.
- A meaningful way to describe the team leader’s job is to focus on two priorities: (1) managing the team’s external boundary and (2) facilitating the team process. These priorities entail four specific leadership roles as shown in Exhibit 11-7
- As we’ve described in different places throughout the text, managers are increasingly leading by not leading; that is, by empowering their employees. Empowerment involves increasing the decision-making discretion of workers
- Because most leadership theories were developed in the United States, they have an American bias. They emphasize follower responsibilities rather than rights; assume self-gratification rather than commitment to duty or altruistic motivation; assume centrality of work and democratic value orientation; and stress rationality rather than spirituality, religion, or superstition
- Trust, or lack of trust, is an increasingly important issue in today’s organizations. In today’s uncertain environment, leaders need to build, or even rebuild, trust and credibility.