Курсовая: Теории лидерства
based on equity theory of motivation.
Propositions 13 through 21 are based on the 1996 version of Path Goal Theory
of leadership (House, 1996).
22. Leaders arouse motives of followers by enacting specific motive arousal
behaviors relevant to each motive. For example, defining tasks and goals as
challenging arouses the achievement motive; invoking the image of a
threatening enemy, describing combative or highly competitive situations or
describing the exercise of power arouses the power motive; making acceptance
of the leader contingent on mutural acceptance of followers, or stressing the
importance of collaborative behavior arouses the affiliative motive.
23. Leaders who engage in selective behaviors that arouse motives
specifically relevant to the accomplishment of the collective vision will
have positive effects on followers' value based motive syndrome described in
Proposition 2.
24. The more leaders engage in the value based leader behavior syndrome the
more their followers will emulate (a) the values, preferences and
expectations of the leader, (b) the emotional responses of the leader to
work-related stimuli, and (c) the attitudes of the leader toward work and the
organization.
Propositions 22 through 24 are slight revisions of propositions advanced in
the 1976 Theory of Charismatic leadership (House, 1977).
25. The use of strong extrinsic material rewards contingent on performance
will conflict with appeals to ideological values and will thus undermine the
effects of the value based leader behavior syndrome. This proposition is
based on dissonance theory (Festinger, 1980) and supported by the findings of
Korman (1970), and Dubinsky and Spangler (1995) described above.
Propositions Concerning Social Context
26. Two necessary conditions for leaders to have the effects specified in
proposition two are that leaders have the opportunity to communicate the
collective vision to potential followers and that the role of followers be
definable in ideological terms that appeal to them. This is a modification
of one of the propositions originally advanced by House (1977).
27. The emergence and effectiveness of value based leaders will be
facilitated to the extent to which a) performance goals cannot be easily
specified and measured, b) extrinsic rewards cannot be made clearly
contingent on individual performance, c) there are few situational cues,
constraints and reinforcers to guide behavior and provide incentives for
specific performance, and d) exceptional effort, behavior and sacrifices are
required of both the leaders and followers. This proposition is based on the
earlier discussion of strength of situations and dissonance theory and is a
modest modification of one of the propositions originally advanced by Shamir
et al. (1993).
The hypotheses were tested within the context of a latent structure casual
model, using Partial Least Squares Analysis (PLS). This modelling procedure
requires that substantive hypotheses be modelled in the form of paths
connecting the hypothesized variables. The variables are latent constructs
composed of scores on manifest indicators. The The slopes of these
relationships are presented in Figure 3. This finding supports the
competitive hypothesis 5a which states that LMP will have greater effects in
non-entrepreneurial firms than in entrepreneurial firms, and will be
discussed below.
IMPLICATIONS
In this section we first discuss the implications of the findings with
respect to the value based leadership. Next we discuss the implications of
the findings for each of the five theories that were integrated in the models
tested. We then discuss the more general implications of the study for the
discipline of Organizational Behavior.
Value Based Leadership
Thomas (1988), House et al. (1991), and by Waldman, Ramirez and House (1996)
demonstrate longitudinally, and with adequate controls for spurious
relationships, that leaders have substantial effects on the performance of
the organizations they manage. However, there have been no studies, other
than the U.S. presidential study (House et al., 1991), that investigate the
leader motives and behavior that lead to such leader effects. Thus there has
been a "black box" concerning how leader processes influence overall
organizational performance that remains to be explained.
Collectively, the findings of the present study help to understand the
phenomena in the "black box." More specifically, the findings show, in some
detail, important relationships between chief executives' motives and
behavior and subordinates' motivation and commitment to their organization.
Having shown how the components function, it is now possible to test
linkages between leader behavior, subordinate responses, and organizational
effectiveness using longitudinal quasi experimental designs.
Implications for Specific Theories
In this section we discuss the implications of the study findings for each of
the theories that are integrated to form the Value Based Theory of
Leadership.
Achievement Motivation Theory
Achievement motivation has a more positive effect on CEMS and all leader
behaviors in entrepreneurial firms than in non-entrepreneurial firms. This
finding constitutes yet another confirmation of achievement motivation theory
concerning the specific conditions under which achievement motivation is
predicted to result in high performance.
Moral Responsibility Theory
The bivariate relationships between the moral responsibility disposition and
value based leader behavior, leader fairness and CEMS, and the moderating
effect of responsibility on the relationships between the power motive, and
CEMS, leader charisma, and support/reward behavior all provide support for
Moral Responsibility Theory. Moral responsibility motivation is clearly an
important disposition that deserves further investigation and attention.
Leader Motive Profile Theory
The positive relationships between LMP and executive value based leader
behavior, support/recognition behavior, and directiveness provide support for
LMP Theory. These two relationships are consistent with the interpretation
that because high LMP leaders have low affiliative motivation they enact
social influence in an impersonal and more proactive and assertive manner
than low LMP leaders.
The findings are consistent with the propositions that LMP affects leader
behavior, and leader behavior in turn has a positive effect on CEMS. These
findings suggest a re-specification of the boundary conditions for the role
of LMP in organizational functioning. Contrary to the initially specified
boundary conditions, LMP has negligible effects on leader behavior and CEMS
in non- entrepreneurial firms and positive effects in entrepreneurial firms.
These findings imply that LMP has its' major impact on organizational
outcomes through its' influence on leader behavior under weak psychological
conditions.
Path Goal Theory
As predicted by the Path-Goal Theory of Leadership (House, 1996), leader
contingent
recognition and supportive behaviors are predictive of CEMS, and leader
directiveness is more strongly negatively related to CEMS in entrepreneurial
firms. Thus Path-Goal theory is provided additional support in the present
study.
CONCLUSION
The major conclusions that can be drawn from the above findings and discussion
are: 1) the value based theory of leadership successfully integrates five
prominent theories of leadership (transformational, charismatic, visionary,
LMP, and path-goal theories) and assertions drawn broadly from established
psychological theories of motivation and behavior; 2) the components of the
value based theory of leadership are rather strongly and quite consistently
supported, although their exact combinations remain to be established; 3) the
psychological theories integrated within the value based theory are largely
supported; 4) the value based theory of leadership, with various kinds of
operationalizations, has rather broad generalizability; 5) the theory
supported by the U.S. presidential study holds for CEOs with respect to effects
of leader behaviors on subordinates' cognitions and affective responses; 6) a
re-specification of the boundary conditions of LMP should be further
investigated; and 7) the motives that are most appropriate for effective
leadership are contingent on the orientation of the collective being led.
Beginning with the 1976 theory of charismatic leadership (House, 1977), a new
leadership paradigm has emerged. This paradigm consists of several theories of
similar genre (House, 1977; Bass, 1985; Conger & Kanungo; 1987; Bennis
& Nanus, 1985; 1987; Sashkin, 1988) and concerns the determinants of
exceptionally effective or outstanding leadership. According to this paradigm,
value based leaders infuse organizations and work with ideological values which
are intrinsically and powerfully motivational. Value oriented motivation
is stronger, more pervasive, and more endurable than pragmatic oriented
motivation. The theories of the new paradigm are now integrated and
formalized as the Value Based Theory of Leadership. Hopefully, this theory and
the supporting research will stimulate further leadership research and further
development of leadership and organizational behavior theory. As the final
accorsd of my project I am going to say a few words about the Russian research
in this field. Russian Project is a part of annual International Project GLOBE.
Interviews have been taken among the CEO’s of Russian Entrepreneurial and
Non-entrepreneurial Firms. It would be very interesting to mention the fact
that the results were surprising and clearly showed the profile of a Russian
Leader. The participants did not know each other and at the same time answered
very alike. Russian Leaders have strong potential and all chances to achieve
the desired goals.Strong charracters, clear vision of the future and optimistic
approach are the main strong sides of the profile. Russian Leaders work a lot
and enjoy every moment of life. They have time for their family. None of the
sides suffer. Russia has a strong potential for Leadership.
Appendix 1
Table 1
Executive Interview Questions
1. Would you briefly describe your career to date, beginning with your
education and then when you first entered a management position?
2. When you assumed your present position was there a mandate for what you
were expected to accomplish, a number of problems you were expected or
desired to solve, goals you expected or desired to achieve, or a vision of
your own or someone elses to be accomplished?
3. What were the major strengths of your organization that help you
accomplish what you wanted to accomplish when taking this position?
4. What were the major deficiencies in the organization?
4. What were the major barriers to accomplishment?
5. What were your major strengths?
6. Were there any personal weaknesses you needed to overcome or were there
any .personal deficiencies such as lack of skills, that that you needed to
improve upon?
7. Please describe the strategy you used, or the major activities you
conducted, to accomplish the objectives you desired to accomplish.
8. Please describe your philosophy of management (this is usually already
implicitly described in the answers to the above questions).
9. Are there any other considerations we need to know about in order to
understand your role in your current position?
10. Executives often need to devote a large amount of time to ltheir work.
How do you reconcile the potential time conflicts between your work demands
and family demands
Table 2
VALUE BASED LEADERSHIP CONSTRUCT
This construct consists of seven subscales, each of which serves as a
manifest indicator. These subscales are Vision, Performance Expectations and
Improvement, Follower Confidence and Challenge, Intellectual Stimulation,
Role Modeling, Integrity, and Self Confidence.
VISION
| Clearly articulates his/her vision of the future | · | | Paints an exciting picture of the future of our organization | | | Communicates an exciting vision of the future of the organization | | | Is optimistic about the future of this organization | | | Has a clear understanding of where we are going | · | | Has a clear sense of where he/she wants our unit to be in five years | · | | Has a hard time exciting others with a dream of the future | | | Has no idea where our organization is going* | |
PERFORMANCE EXPECTATIONS-IMPROVEMENT EMPHASIS (for the subordinates)
| Expects a lot from us | · | | Expects less from me than other superiors with whom I have worked (-) | | | Expects me to give 110% all f the time | | | Insists on only the best performance | · | | Does not expect much of me in terms of performance (-) | | | Challenges us to be innovative in our approach to work assignments | | | Encourages us to look for better ways of doing | | | Tells me how to do my work* | | | Urges me to be self critical if my performance is not up to par | | | Expects me to set goals for myself | · |
FOLLOWER CONFIDENCE AND CHALLENGE (sub)
| Shows confidence in my ability to contribute to the goals of this organization | | | Demonstrates total confidence in me | | | Allows me to take a strong hand in setting my own performance goals | · | | Allows me to set my own goals | | | Encourages me to solve problems on my own | · | | When I have a problem he/she asks me to find a solution | | | Challenges me to set high goals for myself | · |
INTELLECTUAL STIMULATION,
| Challenges me to think about old problems in new ways | · | | Has ideas that have forced me to rethink some things that I have never questioned before | · | | Asks question that prompt me to think about the way I do things | · | | Has ideas that have challenged me to re-examine some of my basic assumptions about my work | · |
ROLE MODELING
| Sets a good example | · | | Leads by "doing" rather than simply by "telling" | · | | Provides a good model for me to follow | · |
INTEGRITY
| Follows a definite moral code | · | | Makes sure that his/her actions are always ethical | · | | Will not sacrifice or compromise his/her moral standards | · | | Can be trusted to serve the interests of his/her subordinates rather than him/herself | | | Is pragmatic and adjusts his/her ethical standard to fit the situation (-) | | | Does not behave in a manner that is consistent with the values he/she expresses (-) | · | | Does not follow the rule "practice what you preach" (-) | |
SELF CONFIDENCE
| Has strong convictions in the correctness of our competitive strategy | · | | Has strong convictions in the correctness of his or her actions | · | | Shows a high degree of self confidence | · | | Views obstacles as challenges rather than threats | · | | Rises to meet difficult goals | · | | Encourages people to see changing environments as situations full of opportunities | · |
SUPPORT - REWARD
This construct consists of the Leader Consideration and Contingent Reward
subscales.
CONSIDERATION
| Looks out for my personal welfare | · | | Considers my personal feelings before acting | | | Sees that the interests of subordinates are given due consideration | | | Behaves in a manner which is thoughtful of my personal needs | · | | Acts without considering my feelings* | · | | | · |
CONTINGENT RECOGNITION AND APPROVAL
| Gives me positive feedback when I perform well | · | | Informs others in the organization when I do outstanding work | · | | Gives me special recognition when my work performance is especially good | · | | Acknowledges improvements in the quality of my work | · | | Encourages me to feel positive about myself if I do an assignment especially well | | | Commends me when I do a better than average job | | | Personally compliment me when I do outstanding work | · | | Makes my compensation contingent on my performance | | | Rarely praises me when I do well (-) | | | Frequently does not acknowledge my good performance (-) | | | Would indicate disapproval if I performed at a low level | | | Shows his or her displeasure when my work is below acceptable standards | | | Points it out to me when my work is not up to par | · | | Is just as likely to praise me when I do poorly as when I do well* | | | Will praise me even when I don't deserve it* | |
DIRECTION
| Provides direction in regard to my job | · | | Sets goals for my performance | · | | Gives me instructions about how to do my job | | | Tells me how to do my work | | | Establishes my goals for me | · | | Takes a strong hand in establishing my goals | |
FAIRNESS IN EVALUATION (inverted)
| Holds me accountable for work I have no control over | | | Often holds me responsible for things that are not my fault | |
COMMITMENT, MOTIVATION, AND PERCEIVED TEAM EFFECTIVENESS
This construct consists of three subscales: Motive Arousal; Commitment,
Satisfaction, and Motivation; Perceived Top Management Team Effectiveness.
MOTIVE AROUSAL,
My CEO (or COE) | | Makes me enthusiastic about my assignments | · | | Arouses in me motivation to work harder and better | · | | Motivates me to do more than I originally expected I would do | | | Inspires me to get a lot more done than I could have if he or she were not | | | Inspires me to my highest level of performance | · |
COMMITMENT, SATISFACTION, AND MOTIVATION,
| I agree with to my superior's vision of this organization. | | | I am very satisfied with the CEO | | | I expect to be with this organization in 1996 | | | I expect this organization to have an excellent future | | | I am willing to make serious personal sacrifices to contribute to the success of this organization | | | I contribute to this organization 100% of my ability | | | I perform above and beyond the call of duty | | | My work performance and efforts are above and beyond that which is required | | | The CEO (or COE) makes me feel good to be around him/her | | | I find the CEOs vision of the future to be confusing* | |
TEAM EFFECTIVENESS
| My CEO (or COE) gets people to place the interests of the organization ahead of their own interests | | | People at my level work well together | · | | The top management of his company works very effectively as a team | | | My work is made difficult because others will not provide the cooperation and support they should provide* | · |
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