POM 11 - Leadership Theories and Management Approaches Summary môn Principles of Management | Trường Đại học Quốc tế, Đại học Quốc gia Thành phố Hồ Chí Minh

SUMMARY OF LEARNING OUTCOMES AND KEY POINTS
11-1. Describe the nature of leadership and how it relates to management.
• As a process, leadership is the use of noncoercive influence to shape the group’s or
organization’s goals, motivate behavior toward the achievement of those goals, and help define group or organization culture.
• As a property, leadership is the set of characteristics attributed to those who are perceived to be leaders.
• Leadership and management are often related but are also different.
• Managers and leaders use legitimate, reward, coercive, referent, and expert power.
11-2. Discuss the two generic approaches to leadership.
• The trait approach to leadership assumed that some basic trait or set of traits differentiated leaders from non-leaders.
• The leadership behavior approach to leadership assumed that the behavior of effective leaders
was somehow different from the behavior of non-leaders.
• Research at the University of Michigan and Ohio State University identified two basic forms of
leadership behavior—one concentrating on work and performance and the other concentrating on employee welfare and support.
• The Leadership Grid attempts to train managers to exhibit high levels of both forms of behavior.
11-3. Describe the major situational approaches to leadership.
• Situational approaches to leadership recognize that appropriate forms of leadership behavior
are not universally applicable and attempt to specify situations in which various behaviors are appropriate.
• The LPC theory suggests that a leader’s behaviors should be either task oriented or relationship
oriented, depending on the favorableness of the situation.
• The path–goal theory suggests that directive, supportive, participative, or achievement-oriented
leader behaviors may be appropriate, depending on the personal characteristics of subordinates and the environment.
• Vroom’s decision tree approach maintains that leaders should vary the extent to which they
allow subordinates to participate in making decisions as a function of problem attributes.
• The leader–member exchange model focuses on individual relationships between leaders and
followers and on in-group versus out-group considerations.
11-4. Describe three related approaches to leadership.
• Related leadership perspectives are the concept of substitutes for leadership, charismatic
leadership, and the role of transformational leadership in organizations.
11-5. Discuss three emerging approaches to leadership.
• Emerging approaches include strategic leadership, cross-cultural leadership, and ethical leadership.
11-6. Discuss political behavior in organizations and how it can be managed.
• Political behavior is another influence process frequently used in organizations.
• Impression management, one especially important form of political behavior, is a direct and
intentional effort by someone to enhance his or her image in the eyes of others.
• Managers can take steps to limit the effects of political behavior. QUESTIONS FOR REVIEW
1. What activities do managers perform? What activities do leaders perform? Do
organizations need both managers and leaders? Why or why not?
Managers perform activities such as planning, organizing, staffing, controlling, budgeting, and
solving operational problems. Their focus is stability, coordination, and making sure work gets done efficiently.
Leaders perform activities such as motivating, inspiring, creating vision, influencing others,
building trust, and encouraging change. Their focus is direction, culture, and commitment.
Organizations need both because management keeps the system running, while leadership moves
the organization forward. Without managers, operations break down; without leaders,
organizations fail to adapt or innovate.
2. What are the situational approaches to leadership? Briefly describe each and compare and contrast their findings.
Path–Goal Theory: Leaders clarify goals, remove obstacles, and match leadership
style to employee needs. Four styles: directive, supportive, participative, and achievement-oriented.
Leader–Member Exchange (LMX): Leaders build different relationships with
different followers (in-groups and out-groups). High-quality relationships lead to better performance.
Vroom–Jago Decision Tree: Leaders choose a decision style (autocratic, consultative,
or group-based) depending on decision quality needs, time, information, and acceptance.
Comparison: All three believe no single leadership style works all the time.
Difference: Path–Goal focuses on motivation, LMX on relationships, Vroom–Jago on decision- making
3. Describe the subordinate’s characteristics, leader behaviors, and environmental
characteristics used in path–goal theory. How do these factors combine to influence motivation? Subordinate characteristics: • Experience and ability • Locus of control • Need for autonomy • Need for clarity Leader behaviors: • Directive • Participative • Supportive • Achievement-oriented Environmental characteristics: • Task structure • Formal authority system • Nature of the work group
=> These factors combine when the leader chooses the style that best matches the situation.
When the match is correct, the path to the goal looks easier, obstacles are removed, and motivation increases.
4. In your own words, define political behavior. Describe four political tactics and give an example of each.
Political behavior is the use of influence or actions not required by the formal role to gain
personal or organizational advantage. Four tactics:
Coalitions – building alliances. Example: employees group together to push for more flexible schedules.
Impression management – shaping how others see you. Example: a worker highlights
successes to look competent before evaluations.
Controlling information – releasing or withholding information. Example: a manager
delays sharing budget data to influence a meeting outcome.
Networking – forming relationships for future benefit. Example: attending social events
to build connections with executives. QUESTIONS FOR ANALYSIS
1. Even though the trait approach to leadership has no empirical support, it is still widely
used. In your opinion, why is this so? In what ways is the use of the trait approach helpful
to those who use it? In what ways is it harmful to those who use it? Why still used:
• It is simple and easy to understand.
• People naturally believe leaders “look” or “act” a certain way.
• Organizations often use traits to screen applicants.
• Traits do predict small aspects of leadership (confidence, intelligence). Helpful:
• Helps identify potential leaders early.
• Gives people a clearer sense of what strong leaders often demonstrate.
• Useful for self-reflection and development. Harmful:
• Encourages stereotyping (“leaders must be outgoing”).
• Ignores the power of training, effort, and context.
• Can cause organizations to overlook capable but quiet or unconventional people.
2. The behavioral theories of leadership claim that an individual’s leadership style is fixed.
Do you agree or disagree? Give examples to support your position. The behavioral theories
also claim that the ideal style is the same in every situation. Do you agree or disagree? Again, give examples.
Behavioral theories suggest leaders tend to fall into consistent patterns (task-oriented or people-
oriented), but I do not think style is completely fixed.
Example: A friendly supervisor may become more task-focused during a crisis.
Behavioral theories also assume one balanced style is generally best. I disagree because situations differ.
Example: A hospital emergency room needs strong task focus, while a creative design team
needs more supportive, participative leadership.
=> So, flexibility matters more than a single ideal style.
3. A few universities are experimenting with alternative approaches, such as allowing
students to design their own majors, develop a curriculum for that major, choose professors
and design courses, or self-direct and self-evaluate their studies. These are examples of
substitutes for leadership. Do you think this will lead to better outcomes for students than a
traditional approach? Would you personally like to have that type of alternative approach
at your school? Explain your answers.
These substitutes might improve outcomes when students are mature, motivated, and clear about
their goals. They give freedom, independence, and allow students to learn at their own pace.
However, they may fail when students lack structure, guidance, or experience. Some may feel lost or overwhelmed.
Personally, I would like this approach if support and feedback are still available. Total freedom
without mentorship might create confusion, but guided autonomy could improve learning. QUESTIONS FOR APPLICATION
1. Consider the following list of leadership situations. For each situation, describe in detail
the kinds of power the leader has. If the leader were the same but the situation changed—
for example, if you thought of the president as the head of his family rather than of the
military would your answers change? Why?
• The president of the United States is commander-in-chief of the U.S. military
Powers: legitimate power (official role), coercive power (military force), reward power
(promotions), expert power (security knowledge), and high referent power (national identity).
If he were head of a family instead, he would lose military authority and rely mainly on referent and limited legitimate power.
• An airline pilot is in charge of a particular flight
Powers: legitimate authority (captain), expert power (flying skills), and some coercive power (safety rules).
If the pilot were leading friends on a trip, only expert and referent power would remain.
• Fans look up to a movie star
Powers: referent power (admiration), and some expert power (acting).
If the movie star was nobody's favorite, referent power disappears completely.
• Your teacher is the head of your class
Powers: legitimate authority (instructor), expert power (subject knowledge), reward power
(grades), and coercive power (penalties).
If the teacher led a group of friends instead, only expert and referent power might remain.
2. Reflect on the 2020 COVID-19 pandemic. Recall two or three leaders you thought were
very effective and one or two others you thought were less effective. Why did you see each
in this light? What are the implications of your thoughts for leadership?
I saw effective leaders who gave frequent updates, encouraged calm behavior, and supported vulnerable groups.
Less effective leaders were inconsistent, minimized the crisis, or delayed decisions. Their
communication created confusion or mistrust.
Effective leaders showed clear communication, empathy, science-based decisions, and quick action.
The implication is that leadership matters most in uncertainty—people follow clarity, competence, and honesty
3. Describe a time when you or someone you know was part of an in-group or an out-group.
What was the relationship between each of the groups and the leader? What was the
relationship between the members of the two different groups? What was the outcome of
the situation for the leader? For the members of the two groups? For the organization?
In a school project, the leader formed an in-group with students they trusted. They received
more attention, better tasks, and more feedback.
The out-group did routine tasks and had little communication.
The relationship between in-group members and the leader was close, open, and supportive.
The out-group felt distant, unmotivated, and less involved. Outcomes:
• The leader finished the work but created tension.
• In-group members felt valued but pressured.
• Out-group members felt excluded.
• The overall project quality suffered because not everyone contributed fully
4. Think about a decision that would affect you as a student. Use Vroom’s decision tree
approach to decide whether the administrator making that decision should involve students
in the decision. Which parts of the model seem most important in making that decision? Why?
A decision that would strongly affect me as a student is the canteen being moved to a new location.
Is decision quality important? → The quality of the decision is crucial because the canteen
affects daily student life. Because these outcomes directly affect student satisfaction and campus
life, the decision must be high quality. A bad location could cause:
longer walking distances between poor accessibility classes lower canteen usage overcrowding
Does the administrator have enough information without student input? → No. Administrators
know budgets and construction issues, but they do not know students’ eating patterns, such as: busiest times which areas are too far most convenient routes
students’ physical accessibility needs
This information gap means student input would help create a better decision.
Is student commitment necessary? → Yes. If the canteen moves, students must adjust their routines. Commitment matters because:
students may avoid the new canteen if they dislike the location
low usage will make the change ineffective
dissatisfaction can spread quickly among students
Involving students increases acceptance.
Will students accept the decision if they are not involved? → Probably not. Relocating a canteen
almost always creates complaints. Without consultation, students may feel ignored, leading to resistance and frustration.
Conclusion According to Vroom’s Decision Tree
The decision tree points toward a consultative or group-oriented decision style. Administrators
should involve students, ask for opinions, conduct surveys, or hold meetings before selecting the
new location. They still make the final decision, but student participation improves the decision
quality and increases acceptance.
Which parts of the model are most important? Why?
Decision quality => Because the canteen is a high-traffic space that influences thousands of
students daily, a poor-quality decision will cause long-term issues.
Likelihood of acceptance (commitment) => Even if the location is technically suitable, it will not
succeed if students dislike it or find it inconvenient. Their acceptance determines whether the move works in practice.
How would you rank the effectiveness of the forms of power used by managers when their
subordinates are the same age as you are now?
1. Most effective: Expert power & Referent power
Young people respond best to leaders who know what they are doing (expert power) and who
earn respect by their character, behavior, and communication (referent power).
When someone clearly understands the work and treats us well, we naturally want to follow them —without force.
2. Moderately effective: Legitimate power
We accept that managers have authority because of their position, but it only works well when
the manager also shows knowledge and fairness. For young people, “I am the boss” is not
enough; we want reasons and clarity behind instructions.
3. Less effective: Reward power
Rewards work, but only to a point. My age group appreciates recognition, bonuses, or
opportunities, but these do not create long-term commitment. They motivate behavior, not loyalty.
4. Least effective: Coercive power
Threats, punishment, or strict control do not work well with young people. They create
resistance, stress, and even quiet quitting. My age group prefers autonomy and respect; fear-
based power destroys motivation.
Which type of power is most effective for your age group? Why?
Expert power and referent power are the most effective because people my age look for: credibility someone they can trust fairness someone they want to emulate
=> We follow leaders who are competent and who connect with us, not those who simply give orders.
Which type of power is least effective for your age group? Why?
Coercive power is the least effective because young people generally dislike: being threatened overly strict rules punishment- focused leadership
It damages communication and reduces motivation instead of increasing it. Does age matter?
Yes, age matters to some extent.
Different age groups respond differently to different forms of power:
Younger workers value expertise, fairness, support, and respect.
Older workers may be more accepting of legitimate authority and procedures.
Everyone dislikes coercive power, but younger people push back against it more quickly.
However, age does not completely determine effectiveness. The leader’s behavior, personality,
and communication style matter just as much—sometimes even more than age.