18-作为领导者的管理者.ppt

Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-1 Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-2 eleventh edition定义领导者和领导比较各种早期的领导理论描述三种主要的领导权变理论描述当代的领导观讨论当代对领导产生影响的事项Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-3 谁是领导者以及什么是领导领导者：能够影响他人并拥有管理职权的人员领导：领导者所做的事情；带领并影响某个群体以使其实现目标的一个过程从理论上讲，所有的管理者都应当是领导者Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-4 早期的领导理论领导特质理论（20世纪20-30年代研究主要致力于分离出领导者特质，但未获得成功后来的领导研究确定了与成功的领导相关的7种特质：内在驱动力；领导欲；诚实与正直；自信；智慧；工作相关知识；外向性Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-5 图表17-1（455页）Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-6 早期的领导理论（续）行为理论行为理论爱荷华大学的研究（库尔特勒温）确定了3种领导风格：独裁型风格：集权，参与程度低民主型风格：考虑下属员工，向员工授权，提供反馈放任型风格：让群体以它自认为最合适的方式制定决策和完成工作研究结论：错综复杂没有哪种特定的风格总是能够导致更高的绩效员工对民主型领导者而不是独裁型领导者感到更加满意Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-7 行为理论（续）俄亥俄州立大学的研究俄亥俄州立大学的研究确定了领导者行为的2个重要维度：定规维度：领导者为实现目标而定义自己的角色及群体成员的角色的程度关怀维度：领导者与群体成员建立相互信任的工作关系并尊重其意见和感受的程度Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-8 俄亥俄州立大学的研究结论高-高型领导者通常但并不总是会实现高水平的群体任务绩效和高水平的群体成员满意度证据显示，情境因素似乎能够显著影响领导效力Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-9 密歇根大学的研究确定了领导者行为的2个维度：员工导向：强调人际关系生产导向：强调完成任务研究结论：员工导向的领导者与高群体生产率和高工作满意度显著相关。Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-10 管理方格利用以下2个维度来评估领导风格：关注员工关注生产将管理风格划分为以下5个范畴：贫乏型管理任务型管理中庸型管理乡村俱乐部型管理团队型管理Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-11 图表17-2（456页）Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-12 图表172（续）Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-13 领导权变理论费德勒模型费德勒模型有效的群体绩效取决于两种因素的恰当匹配：一种因素是领导者的风格，另一种因素是对情境的控制和影响程度Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-14 费德勒模型（续）假设：在不同类型的情境中，总有某种领导风格最为有效领导者无法轻易改变自己的领导风格挑选合适的领导者以与情境相匹配，或者改变情境以适应领导者Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-15 费德勒模型（续）最难共事者问卷通过18组对照形容词来测量作答者的领导风格分数高：关系导向的领导风格分数低：任务导向的领导风格领导者与情境进行匹配时的权变因素：领导者-成员关系任务结构职位权力Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-16 图表17-3（458页）Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-17 领导权变理论赫塞和布兰查德的情境领导理论赫塞和布兰查德的情境领导理论主张根据下属们的成熟度来选择合适的领导风格，从而实现成功的领导接受：领导效力取决于下属们是接受还是抵制该领导者成熟度：下属们完成某项具体任务的能力和意愿程度随着下属们的胜任力变得越来越强，领导者必须放松管制，采用授权型风格Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-18 情境领导理论（续）在融合费德勒的2种管理维度的基础上，提出了4种特定的领导风格：告知型：高任务导向-低关系导向推销型：高任务导向-高关系导向参与型：低任务导向-高关系导向授权型：低任务导向-低关系导向Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-19 情境领导理论（续）下属成熟度的4个阶段：R1：下属没有能力和意愿去完成某项工作职责R2:下属没能力但愿意去从事必要的工作任务R3:下属有能力但不愿意去从事工作任务R4:下属有能力而且愿意去从事工作任务Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-20 领导权变理论（续）路径路径目标理论目标理论认为领导者的工作是帮助下属实现他们的目标，并提供必需的指导或支持来确保这些目标与群体或组织的目标兼容取决于具体情境，领导者会在不同的时候采用不同的领导风格：指示型领导者支持下领导者参与型领导者成就导向型领导者Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-21 图表17-4（461页）Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-22 当代的领导观交易型领导交易型领导领导者主要通过明确阐述角色要求和任务要求来指导或激励下属们实现既定目标变革型领导变革型领导领导者激励和鼓舞下属实现出色的工作成果并超越个人利益以使本组织的利益最大化Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-23 当代的领导观（续）魅力型领导魅力型领导热情、自信的领导者通过自己的人格和行动来影响他人以某种特定方式行事。魅力型领导者的特征：具有一个愿景能够情绪表达该愿景为实现该愿景而勇于冒险能够敏锐察觉环境限制及下属需求往往以超乎常规的方式行事Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-24 当代的领导观（续）愿景型领导愿景型领导领导者创造并清晰传达一个可行、可信、吸引人、能够改善当前状况的未来愿景愿景型领导者能够：向他人解释该愿景不仅通过言语，而且通过行为来表达该愿景根据具体情境而扩展或应用该愿景Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-25 当代的领导观（续）团队领导的特征：团队领导的特征：耐心地分享信息能够信任他人和授予职权知道在何时进行干预团队领导者的工作对团队外部事务的管理对团队进程的推动包括：辅导；推动；处理纪律问题；评估团队和个体绩效；培训；沟通。Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-26 图表17-5（465页）Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-27 对权力的管理法定权力法定权力领导者在组织中身处某个职位而获得的权力强制权力强制权力领导者实施处分或控制的权力奖赏权力奖赏权力领导者提供积极奖赏的权力专家权力专家权力基于专业技术、特殊技能或者知识的权力参照权力参照权力由于个体具有令人羡慕的资源或个人品质而产生的权力http:/ 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-28 创建信任（领导者的）信誉评估领导者的诚实、胜任力以及鼓舞下属的能力信任下属对领导者的正直、品质和能力所持的信心信任的5个维度：正直；胜任力；一致性；忠诚；开放性信任与更高的工作绩效、组织公民行为、工作满意度和组织承诺相关Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-29 图表17-6（468页）Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-30 员工授权员工授权员工授权增加员工的决策自主权，从而使团队在编制预算、制定工作计划、控制库存、解决质量问题以及诸如此类的活动中制定关键的业务决策Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-31 为什么要实施员工授权？更快速地应对问题和制定决策管理者不得不授权给员工来解决问题，以应付更广泛的管理跨度所导致的工作量激增Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-32 跨文化领导具有全球普适性的有效领导要素：愿景远见提供鼓励值得信任充满活力积极性主动性Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-33 图表17-7（469页）Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-34 领导与性别差异研究结论男性和女性采用不同的领导风格：女性往往采用更加民主型或参与型的领导风格，但是男性占主导地位的工作岗位除外。女性往往采用变革型领导男性往往采用交易型领导Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-35 领导者培训自我监控程度高的个体比自我监控程度的的个体更有可能在领导培训中获益拥有更强烈的领导动机的个体更善于抓住领导培训与开发的机会Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-36 对领导的替代下属的特征经验；培训；专业取向；对独立性的需求工作特征例行公事的工作；确定性强的工作；本身就能给员工带来满足感的工作组织特征明确界定的工作目标；严格的规章制度；具有凝聚力的工作群体Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-37 需要掌握的术语最难共事者问卷领导者-成员关系任务结构职位权力情境领导理论成熟度领导者-成员交换理论路径-目标理论交易型领导者领导者领导行为理论独裁型风格民主型风格放任型风格定规维度关怀维度高-高型领导者管理方格费德勒权变模型Copyright 2012 Pearson Education,Inc.Publishing as Prentice Hall Management,Eleventh Edition by Stephen P.Robbins&Mary Coulter2012 Pearson Education,Inc.publishing as Prentice Hall17-38 作业作业观察和研究一支你认为极其成功的体育队伍和不成功的体育队伍，使用了什么领导风格？（p473）写下糟糕的领导具有或展现出的特征和行为，列出这时作为下属能够做什么。