人民大2024管理学原理（第10版）英文教师手册robbinscoulter_fom10_im_12.docx

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1、CHAPTER121.EADERSHIPANDTRUST1.EARNINGOUTCOMESAfterreadingthischapter,Studenlxshouldbeableto:12-1.Defineleaderanehaviordimensionsjob-centeredandemployeecentered-intheMichiganstudies,andinitiatingStruciureandconsiderationintheOhioSlatestudiesarenecessaryforeffectiveleadership.1.eadersareexpectedtofocu

2、sonboththetaskandonthepeopleheorsheisleading.Finally,theseearlybehavioralstudieswereimportantforthesystematicmethodologytheyintroducedandtheincreasedawarenesstheygeneratedconcerningtheimportanceofleaderbehavior.*hebehavioraltheories“servedasaspringboardfortheleadershipresearchthatfbllowed.”DiscussTh

3、is: Issayingthattheleadersjobrstotbcusonthetaskandfocusonthepeopletoosimplistic?Explain. Howdidthebehavioraltheoriesserveasaspringboardfortheleadershipresearchthatfollowed?TCaChIneTiD$:Ascollegeprofessors,weareleadersinourownway.hmaybeusefultogetstudentsothinkabouttheleadershipbehaviorsthatweexhibit

4、inandoutofclass.WhatdoprofessorsprovideinthewayOfinidaiingstructure?Whatdoprofessorsprovideinthewayofconsideration?Ilowdoshowingthesebehaviorsleadtostudentsparticipationinthecourseandtheirperceptionsoftheprofessor?11. VVHTDOEAR1.Y1.EADERSHIPTHEORIESTE1.1.USABOUT1.EADERSHIP?A. Introduction1. Actualst

5、udiesofleadershipbeganinthetwentiethcentury.2. Earlyleadershiptheoriesfocusedontheperson(leadertraittheories)andthebehaviors-howtheleaderinteractedwithhisorhergroupmembers(behavioraltheories).B. VVhatTraitsdo1.eadersHave?1. Theaveragepersonsdefinitionofleadership.a) Qualitiessuchasintelligence,chari

6、sma,decisiveness,enihusias111.strength,braverj,.integrity,andself-confidence.b) Theseresponsesrepresentinessence,traittheoriesofleadership.2. If(heconceptoftraitsweretoprovevalid,allleaderswouldhaveiopossessspecificCharaclerislics.3Researcheffortsalisolatingthese(railsresultedinanumberofdeadends.4.

7、Attemptsfailedtoidenlifjaseioftraitsthalwouldalwaysdifferentiateleaders.5. However,altemp!sloidentifytraitsconsistentlyassociatedwithleadershiphavebeenmoresuccej*sful.a)Eight(railsonwhichleadersareseenlodifferfromnon-leadersincludedrive,thedesire(olead,honestyandintegrity,self-confidence,intelligenc

8、e,job-relevanlknowledge,extraversion,andpronene!toguill(SecExhibit12-1).6. Explanationsbasedsolelyontrailsignoretheinleractionsofleadersandtheirgn)upmembersaswellassituationalfactors.a)PossessingIheapp11priatetraitsonlymakesilmorelikelythatanindividualwillbeaneffectiveleader.7. Amajormoveawayfromtra

9、ittheoriesbeganinthe1940sasresearchersturnedtofindingpreferredbchavio11lstylesthatleadersdemonstrated.C. WhatBehaviorsdo1.eadersExhibit?1. Itwashopedthatthebehavioraltheorieswouldprovidemoredefinitiveanswers.a) Ifbchavioralstudieswerecorrect,wccouldtrainpeopletobeleaders.b) Wcshallbricllyreviewthemo

10、stpopularstudies:studiesattheUniversityofIowa;theOhioStategroup;theUniversityofMichiganstudies,andthemanagerialgrid.2. WhatDidtheUniversityofIowaTcllUsAbout1.eadershipBehavior?a) OneofthestudiesattheUniversityofIowaidentifiedthreeleadershipbehaviors,orstyles:autocraticdemocratic,andlaissez-faire.b)

11、Anautocraticstyletendstocentralizeauthority,dictateworkmethods,etc.c) Thedemocraticstyletendstoinvolveemployeesindecisionmaking,delegatesauthority,encouragesparticipationindecidingworkmethods,andusesfeedbacktocoachemployees.d) Thelaissez-faireleadergenerallygivesemployeescompletefreedom.e) Whichoneofthethreeleadershipstyleswasnsteffective?1) DeincKraticleadershipstylecouldcontributetobothquantityandhighqualityofwork.2) Ixiierstudiesofaut11nanceandsalisfaction,bulnolinallsituations.4.HowDidtheUniversityofMichiganStudiesDiffer?a) TwodimensionsOfleadershipbehavior-employcx-orien(eda