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

CHAPTER121.EADERSHIPANDTRUST1.EARNINGOUTCOMESAfterreadingthischapter,Studenlxshouldbeableto:12-1.Defineleaderan<lleadership.12-2.CompareandcontrastearlyleadershipIheriel12-3.Describethefourmajorconlingencyleadershiptheories.12-4.DescribemodemviewsOfleadershipandtheissuesfacingtoday'sleaders.12-5.Discusstrustastheessenceofleadership.ManagcmUnlMythMYTH:1.eadershipcan'tbetaught.TRUTH:Evidencesuggeststhatwhiletherearcpersonalitytraitsassociatedwithleadershipandthatthesetraitsarcmoreduetonaturethannurture,leadershipcanbetaught.I.WHOARE1.EADERS,ANDWHATIS1.EADERSHIP?A.Introduction1. Aleaderissomeonewhocaninfluenceothersandwhohasmanagerialauthority.2. 1.eadershipisaprocessofleadingagroupandinfluencingthatgrouptoachieveitsgoals.It'swhatleadersdo.3. Becauseleadingisoneofthefourmanagementfunctions,ideallyallmanagersshouldbeleaders.FrOmthePaStt。thePreSentBoihtheOhioStateandMichiganstudieshaveaddedalotoourunderstandingOfeffectiveleadership.Theresearchshowedbothleaderl>ehaviordimensionsjob-centeredandemployeecentered-intheMichiganstudies,andinitiatingStruciureandconsiderationintheOhioSlatestudiesarenecessaryforeffectiveleadership.1.eadersareexpectedtofocusonboththetaskandonthepeopleheorsheisleading.Finally,theseearlybehavioralstudieswereimportantforthe''systematicmethodologytheyintroducedandtheincreasedawarenesstheygeneratedconcerningtheimportanceofleaderbehavior.*hebehavioraltheories“servedasaspringboardfortheleadershipresearchthatfbllowed.”DiscussThis: Issayingthattheleader's"jobrstotbcusonthetaskandfocusonthepeopletoosimplistic?Explain. Howdidthebehavioraltheoriesserveasaspringboardfortheleadershipresearchthatfollowed?TCaChIneTiD$:Ascollegeprofessors,weareleadersinourownway.hmaybeusefultogetstudentsothinkabouttheleadershipbehaviorsthatweexhibitinandoutofclass.WhatdoprofessorsprovideinthewayOfinidaiingstructure?Whatdoprofessorsprovideinthewayofconsideration?Ilowdoshowingthesebehaviorsleadtostudents'participationinthecourseandtheirperceptionsoftheprofessor?11. VVHTDOEAR1.Y1.EADERSHIPTHEORIESTE1.1.USABOUT1.EADERSHIP?A. Introduction1. Actualstudiesofleadershipbeganinthetwentiethcentury.2. Earlyleadershiptheoriesfocusedontheperson(leadertraittheories)andthebehaviors-howtheleaderinteractedwithhisorhergroupmembers(behavioraltheories).B. VVhatTraitsdo1.eadersHave?1. Theaverageperson'sdefinitionofleadership.a) Qualitiessuchasintelligence,charisma,decisiveness,enihusias111.strength,braverj,.integrity,andself-confidence.b) Theseresponsesrepresentinessence,traittheoriesofleadership.2. If(heconceptoftraitsweretoprovevalid,allleaderswouldhaveiopossessspecificCharaclerislics.3Researcheffortsalisolatingthese(railsresultedinanumberofdeadends.4. Attemptsfailedtoidenlifjaseioftraitsthalwouldalwaysdifferentiateleaders.5. However,altemp!sloidentifytraitsconsistentlyassociatedwithleadershiphavebeenmoresuccej*sful.a)Eight(railsonwhichleadersareseenlodifferfromnon-leadersincludedrive,thedesire(olead,honestyandintegrity,self-confidence,intelligence,job-relevanlknowledge,extraversion,andpronene!toguill(SecExhibit12-1).6. Explanationsbasedsolelyontrailsignoretheinleractionsofleadersandtheirgn)upmembersaswellassituationalfactors.a)PossessingIheapp11>priatetraitsonlymakesilmorelikelythatanindividualwillbeaneffectiveleader.7. Amajormoveawayfromtraittheoriesbeganinthe1940sasresearchersturnedtofindingpreferredbchavio11lstylesthatleadersdemonstrated.C. WhatBehaviorsdo1.eadersExhibit?1. Itwashopedthatthebehavioraltheorieswouldprovidemoredefinitiveanswers.a) Ifbchavioralstudieswerecorrect,wccouldtrainpeopletobeleaders.b) Wcshallbricllyreviewthemostpopularstudies:studiesattheUniversityofIowa;theOhioStategroup;theUniversityofMichiganstudies,andthemanagerialgrid.2. WhatDidtheUniversityofIowaTcllUsAbout1.eadershipBehavior?a) OneofthestudiesattheUniversityofIowaidentifiedthreeleadershipbehaviors,orstyles:autocraticdemocratic,andlaissez-faire.b) Anautocraticstyletendstocentralizeauthority,dictateworkmethods,etc.c) Thedemocraticstyletendstoinvolveemployeesindecisionmaking,delegatesauthority,encouragesparticipationindecidingworkmethods,andusesfeedbacktocoachemployees.d) Thelaissez-faireleadergenerallygivesemployeescompletefreedom.e) Whichoneofthethreeleadershipstyleswasn>steffective?1) DeincKraticleadershipstylecouldcontributetobothquantityandhighqualityofwork.2) Ixiierstudiesofaut<ralicanddemocraticstylesofleadershipshowedmixedresults.3WhalDidtheOhioStateStudiesShow?a) Twodimensions:Consideralionandinitiatings(ruclure.1) Consideration:beingconsiderateofR)llowers,ideajiandfeelings.2) Initialingstructure:structuringworkandworkrelationships(oneeljobgoals.b) High-highleader(highinConsideralionandhighininitiatingstructure)achievedhighSubonlinateperfc>11nanceandsalisfaction,bulnolinallsituations.4.HowDidtheUniversityofMichiganStudiesDiffer?a) TwodimensionsOfleadershipbehavior-employcx-orien(eda