MGMT 5800 Johnson & Wales University Leadership as A Function of Power Paper Please read Chapters 11 and 12 in the textbook, as well as the article Leaders
MGMT 5800 Johnson & Wales University Leadership as A Function of Power Paper Please read Chapters 11 and 12 in the textbook, as well as the article Leadership as a Function of Power, and then address the Week 6 Leadership Reflection Questions. Please use the Leadership Reflection Questions template provided to format your paper. Note that APA format is NOT required for Leadership Reflection Question assignments – only case studies and the final paper. Please remember the 750 word minimum for these assignments.
Part 1: Leadership Function of Power
Please read Chapter 12 in the textbook and the attached article (Leadership Function of Power). Then address the following two question sets.
Provide an analysis, examples and evaluation of power use as described below.
Define and describe the concept of “hard power” and the three types of this kind of power. Identify a work situation for each of these three types of power in which the use of “hard power” (coercive, reward, legitimate) might be appropriate. For each situation:
Identify and define the type of hard power used.
Provide rationale for why the use of hard power is appropriate.
Define and describe the concept of “soft power” and the two types of this kind of power. Identify a work situation for each of these two types of power in which “soft power” (expert, referent) might be appropriate. For each situation:
Identify and define the type of soft power used.
Provide rationale for why the use of soft power is appropriate.
Note: The individuals involved in your examples do not need to be formal (positional) leaders.
Part 2: Leadership Diversity
Please read Chapter 11 in the textbook and then address the following two question sets.
Refer to Exhibit 11.7 in the textbook (also below). Recall a leader that you have worked for. At what stage of personal diversity awareness was this leader? Describe examples of the leader’s behavior that support your assessment.
At what stage of personal diversity awareness are you? Describe examples of your own behavior that support your assessment.
Exhibit 11.7: Individuals Stages of Personal Diversity Awareness CHAPTER 11
Developing
Leadership
Diversity
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 1 of 2)
• Understand and reduce the difficulties faced by
minorities in organizations
• Apply an awareness of the dimensions of
diversity and multicultural issues in your
everyday life
• Encourage and support diversity to meet
organizational needs
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 2 of 2)
• Consider the role of cultural values and
attitudes in determining how to deal with
employees from different cultures or ethnic
backgrounds
• Break down personal barriers that may stand in
the way of becoming an inclusive leader
• Use sponsorship and employee affinity groups
to support female and minority participation and
advancement
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Definition of Diversity
Diversity
• Differences among people in terms of age,
gender, race, or other dimensions
Workforce diversity
• Workforce made up of people with different
human qualities or who belong to various cultural
groups
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 11.1 – Traditional vs.
Inclusive Models of Diversity
Source: Based on Anthony Oshiotse and Richard O’Leary, ‘‘Coming Creates an Inclusive Culture to Drive Technology Innovation and Performance,’’
Global Business and Organizational Excellence 26, no. 3 (March/April 2007), pp. 7–21.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Changing Attitudes Toward Diversity
• Factors contributing to increased acceptance of
diversity
– Demographic changes
– Shifting social values
– Globalization
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Value of Organizational Diversity
• Diversity of thought aids in achieving high
performance
• Broader and deeper base of ideas, opinions,
and experiences
• Increased creativity and innovation
• Financial competitiveness
• Helps meet the needs of diverse customers
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Challenges Minorities Face (slide 1 of 2)
Ethnocentrism
• Belief that one’s own culture and subculture are
inherently superior to other cultures
Prejudice
• Adverse feeling or opinion formed without regard
for the facts
Stereotype
• Rigid, exaggerated, irrational, and typically
negative belief or image associated with a
particular group of people
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Challenges Minorities Face (slide 2 of 2)
Discrimination
• Treating people differently based on prejudicial
attitudes and stereotypes
Glass Ceiling
• Invisible barrier that separates women and
minorities from top leadership positions
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 11.2 – Primary Domestic Responsibilities of
High-Achieving Men and Women
Source: National Parenting Association, as reported in Sylvia Ann Hewlett, “Executive Women and the Myth of Having It All,” Harvard Business Review
(April 2002), pp. 66–73
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Women as Leaders (slide 1 of 2)
Idealized influence
• Followers identify with and want to emulate the
leader; the leader is trusted and respected,
maintains high standards, and is considered to
have power because of who she is rather than
what position she holds
Inspirational motivation
• Leader who appeals emotionally and symbolically
to employees’ desire to do a good job and help
achieve organizational goals
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Women as Leaders (slide 2 of 2)
Individual consideration
• Each follower is treated as an individual, but all
are treated equitably; individual needs are
recognized, and assignments are delegated to
followers to provide learning opportunities
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 11.3 – Comparison of Male and
Female Leaders by Their Subordinates
Source: Based on Bernard M. Bass and Bruce J. Avolio, ‘‘Shatter the Glass Ceiling: Women May Make Better Managers,’’ Human Resource
Management 33, no. 4 (Winter 1994), pp. 549–560.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 11.4 – How Do You
Shake Hands?
Source: From Bridging Cultural Barriers for Corporate Success by Sondra Thiederman. Copyright © 1991. Lexington Books. Reprinted by
permission of the author.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Global Diversity and
Sociocultural Environment
• Globalization has caused managers to confront
a broader range of issues
• Social and cultural differences can cause
conflict
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 11.5 – Rank Orderings of 10 Countries along
Four Dimensions of National Value System
Sources: From Dorothy Marcic, Organizational Behavior and Cases, 4th ed. (St. Paul, MN: West, 1995). Based on Geert Hofstede, Culture’s
Consequences (London: Sage Publications, 1984); and Cultures and Organizations: Software of the Mind (New York: McGraw-Hill, 1991).
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Social Value Systems (slide 1 of 3)
Power distance
• How much people accept equality in power; high
power distance reflects an acceptance of power
inequality among institutions, organizations, and
individuals; low power distance means people
expect equality in power
Uncertainty avoidance
• Degree to which members of a society feel
uncomfortable with uncertainty and ambiguity and
thus support beliefs and behaviors that promise
certainty and conformity
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Social Value Systems (slide 2 of 3)
Individualism
• Value for a loosely knit social framework in which
individuals are expected to take care of
themselves
Collectivism
• Preference for a tightly knit social framework in
which people look out for one another and
organizations protect their members’ interests
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Social Value Systems (slide 3 of 3)
Masculinity
• Preference for achievement, heroism,
assertiveness, work centrality, and material
success
Femininity
• Preferences for relationships, cooperation, group
decision making, and quality of life
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Cultural Intelligence (CQ) (slide 1 of 2)
The ability to use reasoning
and observation to interpret
unfamiliar situations and
devise appropriate
behavioral responses
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Cultural Intelligence (CQ) (slide 2 of 2)
• Components
– Cognitive—Observational and learning skills and
the ability to pick up on clues to understanding
– Emotional—Self-confidence and self-motivation;
leader has to believe in his or her ability to
understand and assimilate into a different culture
– Physical—Ability to shift speech patterns,
expressions, and body language to be in tune
with people from a different culture
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 11.6 – Are Leaders Expected
to Be Experts?
Source: Andre´ Laurent, ‘‘The Cultural Diversity of Western Conceptions of Management,’’ International Studies of Management and
Organization 13, no. 1–2 (Spring–Summer, 1983), pp. 75–96. Adapted from ADLER, International Dimensions of Organizational Behavior, 5E.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 11.7 – Stages of Personal
Diversity Awareness
Source: Based on M. Bennett, ‘‘A Developmental Approach to Training for Intercultural Sensitivity,’’ International Journal of Intercultural
Relations 10 (1986), pp. 179–196.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Employee Affinity Groups (slide 1 of 2)
Groups based on social
identity that focus on concerns
of employees from specific
groups and enable them to
make greater contributions to
the organization
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Employee Affinity Groups (slide 2 of 2)
• Sometimes called diversity networks or
employee resource groups
• Pursue activities that create ties to others
throughout the organization
– Help employees be more effective
– Reduce members’ social isolation
• Characteristics
– Include senior leaders
– Contribute to organizational effectiveness
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Sponsorship
Strong support from a
powerfully positioned
executive who is willing to put
his or her reputation on the
line to promote an individual’s
career advancement
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Minority Sponsorship
• Sponsor advocates on behalf of the protégé
and connects the individual to important people
and assignments
• Sponsors expect outstanding performance and
strong commitment in return
• Senior leaders sponsor people like themselves
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER 12
Leadership
Power and
Influence
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 1 of 3)
• Use power and politics to help accomplish
important organizational goals
• Practice aspects of charismatic leadership by
pursuing a vision or idea that you care deeply
about and want to share with others
• Apply the concepts that distinguish
transformational from transactional leadership
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 2 of 3)
• Use coalitional leadership to build alliances that
can help you achieve important goals for the
organization
• Call upon characteristics of Machiavellian-style
leadership when tough actions are needed to
benefit the organization in difficult times
• Explain the difference between soft power and
hard power and identify specific types of power
in organizations
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 3 of 3)
• Describe structural, human resource, political,
and symbolic frames of reference and identify
your dominant leadership frame
• Know how to increase power through political
activity and use the influence tactics of
appealing to a higher vision, rational
persuasion, friendliness, reciprocity, developing
allies, and direct persuasion
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Kinds of Influential Leadership
Transformational
Transactional
Charismatic
Coalitional
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Transformational and Transactional
Leadership
Transformational leadership
• Leadership characterized by the ability to bring
about significant change in followers and the
organization
Transactional leadership
• Transaction or exchange process between
leaders and followers
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Transactional Leadership
• Recognizes followers’ needs and desires
• Clarifies how the needs and desires will be
satisfied in exchange for meeting specified
objectives or performing duties
• Focuses on the present and maintains stability
within the organization
• Is good at traditional management functions
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Transformational Leadership
• Paints a grand vision of a desired future and
communicates it in a way that makes the pain
of change worth the effort
• Inspires followers to go beyond their own selfinterests for the good of the group
• Elevates the concerns of followers from lowerlevel physical needs to higher-level
psychological needs
• Develops followers into leaders
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Charismatic Leaders
Leaders who have the ability to
inspire and motivate people to
do more than they would
normally do, despite obstacles
and personal sacrifice
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Charismatic Leadership
• Instills both awe and submission in followers
• Can lift the entire organization’s level of energy
and performance
• Charisma can’t be learned but aspects can be
used by anyone
– Comes from activities you have a passion for
– Engages emotions in everyday work life
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 12.1 – Distinguishing Characteristics of
Charismatic and Noncharismatic Leaders
Source: Adapted from Jay Conger and Rabindra N. Kanungo and Associates, Charismatic Leadership: The Exclusive Factor in
Organizational Effectiveness (San Francisco: Jossey-Bass, 1988), p. 91.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Coalitional Leadership (slide 1 of 2)
Leadership that involves
developing allies and building a
coalition of people who support
the leader’s goals and can help
influence others to implement
the leader’s decisions and
achieve the goals
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Coalitional Leadership (slide 2 of 2)
• Observes and understands patterns of
interaction and influence in the organization
• Develops connections with a broad network of
people
– Leaders adapt their behavior and approach to
diverse people and situations
• Failing to build a coalition can allow conflict to
derail a leader’s decision
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Steps for Effective Coalitional
Leadership
Do a lot of interviews
Visit customers and other stakeholders
Develop a map of stakeholder buy-in
Break down barriers and promote
cross-silo cooperation
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 12.2 – Mapping Stakeholder
Buy-In
Source: Data are adapted from materials supplied by ExperiencePoint, Inc., in conjunction with the GlobalTech simulation, 2007.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Machiavellian-Style Leadership
• Leader is willing to use any means necessary to
preserve and protect the well-being of the
organization
• Leaders use bare-knuckle strategies to attain
clout needed to accomplish great things
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Characteristics of MachiavellianStyle Leaders
• Always on guard for risks and threats to their
power
• Don’t mind being feared
• Use deception if necessary
• Use rewards and punishments to shape
behavior
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Power
Power
• Potential ability of one person to influence other
people to bring about desired outcomes
Hard power
• Power that stems largely from a person’s position
of authority
Soft power
• Power that is based on personal characteristics
and interpersonal relationships
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Influence
The effect a person’s actions
have on the attitudes, values,
beliefs, or actions of others
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 12.3 – Five Types of Leader
Power
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Responses to the Use of Power
Compliance
• Following the directions of the person with power,
regardless of how much agreement there is with
that person’s directions
Resistance
• Act of disobeying orders or deliberately avoiding
carrying out instructions
Commitment
• Adopting the leader’s viewpoint and
enthusiastically carrying out instructions
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 12.4 – Responses to the
Use of Power
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Politics
Activities to acquire, develop,
and use power and other
resources to obtain desired
future outcomes when there is
uncertainty or disagreement
about choices
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Frame
A perspective from which a
leader views the world;
influences how the leader
interacts with followers, makes
decisions, and exercises power
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 12.5 – Four Leader Frames
of Reference
Sources: Based on Lee G. Bolman and Terrence E. Deal, Reframing Organi…
Purchase answer to see full
attachment
