be able to personalize the readings and gain perspective in regard to how leadership roles/styles/theories impact your peoples life. Be sure to support your thoughts and conclusions with examples from the content provided in the Module.

covered the topics of Contingencies, Context, Situation, and Leadership

Leadership and Gender

Power and Leadership

Google Chrome File Edit View History Bookmarks Profiles Tab Window Help G : O Q 9 Sun Feb 4 1:07 PM moodle.Isu.edu .. . Homew X LSU Louisiar X C Course: X + Home - Welcome to Charter y! Yahoo! (2) Q Suggested Sites s Free Hotmail / Web Slice Gallery BingTM Traffic / MSN F C 2 course... [ New Chrome available : CX su Louisiana State University 2024 First Spring LHRD 7700.. Lsu Louisiana State University https://moodle.Isu.edu rays T. V. Mumford et al. / The Leadership Quarterly 18 (2007) 154-166 157 Get homework help X 2001), Social Judgment (Mumford, Marks et al., 2000), Social Complexity and Differentiation (Hooijberg et al., 1997) and Human Relation skills (Katz & Kahn, 1978). Interpersonal skills involve social perceptiveness (Graham, 1983; Mintzberg, 1973; Yukl, 1989) to allow for an awareness of other's reactions and understanding of why they react the 1. Ask your question OCX way they do. The Interpersonal category of leadership skill requirements also includes the skills required for coor- al form dination of actions of oneself and others (Gillen & Carroll, 1985; Mumford, Marks et al., 2000), and negotiation skills 2 10 questions available to reconcile differences among employee perspectives and establish mutually satisfying relationships (Copeman, 1971; Mahoney, Jerdee, & Carroll, 1963; Mahoney et al., 1965; Mintzberg, 1973), and persuasion skills to influence others to more effectively accomplish organizational objectives (Katz, 1974; Mintzberg, 1973; Yukl, 1989). 1.3. Business skills The third category, Business skill requirements, involves skills related to specific functional areas (Hambrick & B I U X 2 X? ! : B fx [ HOPE - Mason, 1984; Zaccaro, 2001) that create the context in which most leaders work (Connelly et al., 2000; Lau et al., NAG.pdf 1980). Business skills involving the management of material resources (Katz, 1974) and operations analysis (Hoffman & Hegarty, 1993) are important as managers make decisions about procuring and allocating equipment, Be sure to support your thoughts and conclusions with examples technology, and materials. In addition, business skills involve the specific skills for management of personnel resources (Luthans et al., 1988; Mahoney et al., 1963, 1965) to identify, motivate, develop, and promote from the content provided in the Module. individuals in their work as well as management of financial resources (Copeman, 1971; Katz, 1974) of the OCX- organizational unit. Safari File Edit View History Bookmarks 6 : ? Q 2 Sun Feb 4 1:06PM moodle.Isu.edu Ou + U Homew * Louis Bourg 1.4. Strategic skills the to Charter Yahoo! (21 Q Suggested Sites Free Hotmail [ Web Stice Gallery & Bing" Traffic MSN wana State University 2024 First Spring LARD 7700. http& amp a New Chrome availab ume pmework help Strategic skill requirements are highly conceptual skills needed to take a systems perspective to understand complexity, deal with ambiguity, and to effect influence in the organization (Hooijberg et al., 1997; Mahoney et al., ScienceDirect Leadership 1965; Zaccaro, 2001). These include the important planning-related skills of visioning (Conger & Kanungo, 1987), and systems perception (Connelly, Marks, & Mumford, 1993; Copeman, 1971; Gillen & Carroll, 1985; Mumford, The leadership skills strataplex: Leadership skill requirements Dansereau, & Yammarino, 2000; Mumford, Zaccaro, Harding, Jacobs, & Fleishman, 2000) that require the across organizational levels development of an image of how a system should work and determining when important changes to the system have Troy V. Mumford ", Michael A. Campion b.2, Frederick P. N re to support your thoughts and conclusions with examples occurred or are likely to occur. This is related to the environmental scanning skills of identification of downstream the content provided in the Module. consequences and identification of key causes (Cox & Cooper, 1988; Kanungo & Misra, 1992; Mumford, Zaccaro iona et al., 2000), which provide the understanding of causal relationships in the environment and their long-term ment outcomes (Yukl, 1989). This concept is referred to by Jacobs and colleagues (Jacobs & Jaques, 1987; Jacobs & one question at a time Lewis, 1992) and discussed by Zaccaro (2001) as the creation of a causal map that defines the important elements, events, and relationships in the leader's environment. The identification of the components of this map allows de all relevant information leaders to recognize relationships among problems and opportunities, and then choose appropriate strategies to deal n image to ask a question that is difficult to type with them. Strategic skills also have a significant problem solving component. Problem identification skills (Cox & Cooper, 1988; Yukl, 1989) become increasingly important for these jobs to determine the true nature of problems CX faced by the organization. Leaders often also have the important role of evaluating alternative courses of action to solve organizational problems, referred to as solution appraisal and objective evaluation skills (Mumford, Marks onal et al., 2000). ment The distinction existing between Cognitive, Interpersonal, Business, and Strategic skill requirements underlies the "plex" notion of the strataplex. Although past work supports the conceptual distinction between the categories, the current study contributes to the literature by investigating the distinction empirically. G Hypothesis 1. The Cognitive, Interpersonal, Business, and Strategic skill categories will be empirically distinguishable. 7700 2. Skill requirement strata 2023 1st Spring Cognitive skills (e.g., oral and written communication) are the most fundamental of the leadership skills. This is, in LHRD 3271 Wynde part, because the majority of leadership activities draw heavily upon these primary skills. For example, many skill requirements in the Interpersonal domain (e.g., persuasion, negotiation) draw from more fundamental cognitive skills 4 tv zoom W ELSafari File Edit View History Bookmarks Window Help G Q Sun Feb 4 1:07 PM ... B V moodle.Isu.edu O + Homew X LSU Louisiar X C Course: X Home - Welcome to Charter y! Yahoo! (2) Q Suggested Sites Free Hotmail Web Slice Gallery BingTM Traffic / MSN C 2 course... [ * New Chrome available : CX su Louisiana State University 2024 First Spring LHRD 7700... LSU Louisiana State University https://moodle.Isu.edu/plugin... trays omework help X Copyright 1991 by the American Psychological21-9010/917 3 3.00 10 questions available OCX 1. The leadership shih verstaples BIU XXEfxB. Importance of Different Power Sources in Downward and Lateral Relations al form 201) and A complex of mutiple afigures (Champs & Mhunt, 1912, Zaccam, 2001) As mich, let he sure to support your thoughts and conclusions with examples ontent provided in the Module. Gary Yukl and Cecilia M. Falbe Previous concept in warriors of leadership ideal requiremean (Comely et al. 2090; Kamuing ment of Management Marks. Connelly, Zaccare, & Refer-Palms, 2000; Zacsama, 2001) suggest they can be under State University of New York at Albany Fig. I depict the leadership skills strataplex. Although the relation four triangles represent the four categories of leadership skill requiremy An exploratory study was conducted to increase knowledge of the types of power used to influence subordinates and peers. The study involved two taxonomies for conceptualizing nceptualizing power, two ques- that the Copanive triangle (horizontal lines) has pirates ares than HOPE - tionnaires for measuring power, two outcome outcome criteria, two levels , two levels of management, and two respons That while the sewer bevel stain (which molossiies the dent samples. Innovative fea atures include new power scales, a larger variety of pow NAG.pdf measurement of lateral power as well as downwa ver. Results indicate that managers had more position power over subordinates than over peers. Downward reward and coercive power were OC ent persuasivenes were the three mo greater for middle managers than for lower level managers. Legitimate power, expert power, a reasons reported for doing what a peer more important than position power as a determinant of task requested. Personal power was more important tha commitment and ratings of managerial effectiveness. ocx- Management scholars now recognize that power and influ- Two skills that are likely to be sources of personal power are Bourg ence are important for understanding organizational behavior persuasiveness and charisma. Research on leader traits has Chrome Fae Edit View History Bookmarks Profiles Tab Window Help 6 : 7 Q 2 Sun Feb 4 1:07PM and managerial effectiveness (Mintzberg, 1983; Pfeffer, 1981; identified persuasiveness as one of the skills associated with ume Yukl, 1989a, 1989b). Managers use power to obtain compliance managerial effectiveness and advancement (Yukl, 1989a). moodle.isu.edu u . . . U Homew x Louisis x | @ Course * | + with routine requests and to obtain commitment to unusual Rational persuasion has been found to be an important influ- Welcome to Charter [ Yahoo! (2) Q Suggested Sites " Free Hotmail web Sace Gallery b Bing" Traffic EX MSN + + C = course. C * [ New Chrome available 2024 First Spring LARD 7700.. Loudand requests requiring initiative and extra effort on the part of the ence technique (Kipnis, Schmidt, & Wilkinson, 1980; Yukl & Get homework help target person. Falbe, 1990), an n making rational appeals helps to de- Most research on implications of power for managerial effect termine whether the appeals will be successful. Charisma in- 1. Ask your question 10 questions available This Idosuinembrisnoopyrighteglbythe Americanifsydholdigitagiess oristicintoone off ats allied pub lisindisher tiveness has attempted to relate effectiveness to the different volves the perception by others that a person is extraordinary This Particictis lintsadled dothe by lily thur plesponiousd of chef ithdi vidividasdrused indos toobeodixs hisseated bedaily: power sources used by a manager. Power sources can be concep- and can be trusted to lead a group or organization. Although tualized in a variety of ways. A simple two-factor taxonomy of X the determinan its of charisma are not very well understood, position power versus pe leadership theorists contend that charisma can be a source of 1980% Business skills involving he management of material rescaress (Katz, 1974) and operations organization behavior literature for decades (Bass, great influence for managers (Bass, 1985; Conger & Kanungo, (Hoffman & Heparty. 1995) are important as managers make decisions shout procuring and allocating ag upport your thoughts and co technology, and material. In addition, business skills involve the specific skills for man from the content provided in the Module. ional empirical research exists to support it. Another popular concep- 1987; House, 1977). individual in their week'm well mower my mom tualization of power is French and Raven's (1959) taxonon Regardless of which power taxonomy is used, power sources ment 4. Stranogic skills which includes legitimate, reward, an be measured in different ways, depending on how power is complexity, deal with ambiguity, and to effort influence in the organization (Hooijberg et at, 1997; M ent power. The two taxonomi defined. The traditional approach is to measure power in terms Lod zdiscs poorevasion (Connelly, Marks, & Mumford 1ogg led skills of visioning instead represent different levels of abstraction. Each of the target's attributed reasons for being influenced by the development of an image ofbow s system should work and determining when irish power sources proposed by French and Raven can be viewed as agent. That is, targets are asked to rank or rate the importance consequences and (identification of key causes (Cos & Cospec. 1958; Kam ge & M components of a broader category of position or pers of the various power source power sources available to an power (Wexley & Yuki, 1977). Research on the constru doing what the agent wants (Bachman, Smith, & Slesinger with them Strategic skills also have s wigs chest problem solving component Pre CX ity of the power categories in French and Rave 1966; Student, 1968). A potential weakness of these attribu- faced by the organisation. Leaders often she have the importam role of evaluating very limited but mostly positive (Podsakoff & Schriesheim, tional measures is that they may be very susceptible to rater nal 1985). However, in the three decades since this taxonomy was biases, such as social desirability (Yukl, 1989a). Respondents formulated, researchers have identified additional sources of may be reluctant to admit that they are motivated by fear of ment power that are likely to be important. punishment or desire for rewards and may attribute compliance 2. Skill requirement strats One source of power that has been recognized in the theoreti- to more socially acceptable reasons, such as friendship with the RD 3271 Wynd cal literature for a long time is possession of information other agent and respect for agent expertise. An alternative way to people need to do their work (Mechanic, 1962; Raven, 1974). measure power is in terms of potential influence derived from Information power involves both access to information and various characteristics of the agent, the agent's position, and the control over its distribution. Although possession of informa- target-agent relationship. Ratings of position and person char- tion is often mentioned as a source of power, there has been acteristics emphasize the potential for agent influence, whereas little empirical research on information power, one notable ex- attribution measu assume that agent power is actually used ception being the longitudinal study by Pettigrew (1972) to influence the target. Measures of position and personal char- 7700 acteristics may be less prone to social desirability biases than the traditional type of power measures. For example, a target 2023 1st Spring Correspondence concerning this article should be addressed to may find it easier to acknowledge that an agent has considerable LHRD 3271 Wynde Gary Yukl, Department of Management, School of Business, State coercive power than to acknowledge that this power is an im- University of New York, Albany, New York 12222. portant reason for compliance with agent requests. 416 FEB 4 city 4 zoom W K EL@ Google Chrome File Edit View History Bookmarks Profiles Tab Window Help ) Home - Welcome to Charter B Louisiana State University & moodle.lsu.edu & Yahoo! (2) Q. Suggested Sites (&) 2024 First Spring LHRD 7700... Researchers studying the implications of power for manage- rial effectiveness have used French and Raven's (1959) taxon- omy rather than the two-factor taxonomy. The typical rescarch design has been a field study in which questionnaire measures of each type of power were correlated with measures of subordi- nate satisfaction and performance. This research was reviewed by Podsakoff and Schriesheim (1985). Although the results were not entirely consistent across studies, in genera, effective 'managers had more expert and referent power than ineffective 'managers. However, a number of imitations in the power stud- ies may have biased the results (Podsakoff & Schriesheim, 198; Yukl, 1989a). Single-item scales were used to measure power in 'most studies, and content validity and measurement accuracy ly 10 be weak for single-item scales. Moreover, in most studies, respondents were asked to rank power sources in order of importance. Such ipsative scoring tends to distort the results, causing some power sources to appear more important and others to appear less important than they would be if a rating format were used. As noted previously, social desirability biases 'mayalso affect the results. Finally, in most of the studies down- ward power was examined but not lateral power; the impor- tance of different types of power may vary depending on the relative status of the agent and target person. In this article, we describe an exploratory study designed to overcome the limitations of earlier research and increase knowl- edge of the types of power commonly used in organizations to influence subordinates and peers. Several research questions were addressed: 1. Is the distinction between position power and personal power meaningful and justifiable? 2. Can French and Raven's (1959) taxonomy be expanded to include other important sources of power? 3. Are there differences in the amount of each type of power available to managers in downward and lateral relations? 4. Are there differences in the perceived importance of various power sources as reasons for complying with requests? 5. Are there differences in the amount of each type of power available to managers at middle and lower levels in an organiza- tion? 6. How are personal power and position power related to target commitment and managerial effectiveness? 7. Compared with attribution measures of power, do ratings of personal and position characteristics provide unique insights into the nature of effective management? Method Sample 'The study was conducted with respondents from three companics: a large pharmaceutical company, a large chemical and manufacturing company, and a large financial services company. Each manager in a 'management-development workshop conducted by a consuling com- 'pany was asked to distribute questionnaires 1o at least three subordi- nates and three peers who had known the manager for at least 4 'months. The questionnaires identified the manager, but the respon- dents were anonymous; they were assured that their individual re- sponses would remain confidential. Respondents returned the ques- tionnaires directly to the consulting company that conducted the work- shops. The final sample included 195 subordinates and 220 peers of 49 =" Free Hotmail POWER IN DOWNWARD AND LATERAL RELATIONS F7 web slice Gallery B Louisiana State University 417 middle and lower level managers. Average age of the managers was 44, and 67% of them were men. Most of the managers (75%) had been in their current job longer than a year. The span of control (number of 'people directly reporting to the managen)for the managers varied from 31018, with a median of 6. Demographic information was not avail- able for the respondents who provided the ratings of managerial power because, o guarantee anonymity, questions that could be used toiden- 1ify respondents were not asked. The number of respondents subordi natesand peers) who described each manager ranged from 6 1010, with a median of 8. Having the managers sclect subordinates and peers 10 serve as respondents may have introduced some selection bias, but the 'number of respondents for cach manager was probably large enough to 'minimize this potential limitation. 'Measures \"Two different types of power measures were used. One was a tradi- tional type of atribution measure in which respondents were asked 10 rate the importance of cight types of power as reasons for being in- fuenced to do things requested by the manager. The five tems repre- senting French and Raven's 1959) power sources were similar 10 tems. in earlier questionnaires used by Bachman etal. 1966), Student (1968), and Thamhain and Gemmill (1974). In addition, respondents were asked o rate the importance ofthree power sources not included in the earlier power research. The items in the attribution measure were as follows: 1. The person has the right, considering his/her position and your job responsibilites, 10 expect you to comply with legitimate re- 'quests.(legitimate power] 2. The person can make things difficult for people, and you want to avoid getting him/her angry. coercive power] 3. The person isable to give special benefits or rewards to people, and you find it advantageous to trade favors with him/her reward power] 4. The person hasaccess to information not available to you, and this information convinces you that he/she is right.[information power] 5. The person has the experience and knowledge to earn your respect, and you defer to his/her judgment in some matters. fex- pert power] 6. The person's logical arguments convince you that his/her re- quest or recommendation is the best way to accomplish an objec- tive or get a task done. [persuasiveness ] 7. You like the person and enjoy doing things for himy/her. frefer- ent power) 8. The person is very charismatic and is able to appeal 10 your values and inspire your enthusiasm for a task. [charisma) 'To measure the importance of each reason for agent influence, we used a ating format rather than a ranking approach, as recommended by Podsakoffand Schriesheim (1985). The response choices were more complex than those used in previous power research and allowed re- spondents to indicate both the importance of a power source and the 'number of influence events involving that source. The following re- sponse choices were used: 1. Not even a contributing factor 2. A contributing factor in a few cases but never an important reason 3. A contributing factor in many cases but seldom an important reason. 4. Animportant reason in some cases and a contributing factor in others. |5 Bing Traffic https://moodie.Isu.eduf Louisiai X 00 u Homew X @ Course: X = v 0 F2 msN & > C course.. o 2 New Chrome available $ Get homework help Ask one question at a time Include all relevant information Use an image to ask a question that is difficult to type PR C AL T