Samenvatting literatuur Management van Organisaties 2020
Dit is een samenvatting van alle artikelen die we voor het tentamen van dit vak moesten
leren (dus niet ook een samenvatting van het boek van Mintzberg!). De Engelse artikelen
zijn ook in het Engels samengevat. Ook de artikelen die voor de werkgroepen gelezen
moesten worden, zijn samengevat.
Deze samenvatting bevat de volgende artikelen/hoofdstukken (ze zijn geordend naar volgorde
van wanneer ze gelezen moesten worden): Schuingedrukt = samengevat in het Nederlands.
- Yukl, G. (1989). Managerial leadership: A review of theory and research. Journal of Management,
15(2), 251-289).
- Rainey, H. G. (1989). Public management: Recent research on the political context and
managerial roles, structures, and behaviors. Journal of Management, 15(2), 229-250.
- Anderson, M. H. & Sun, P. Y. T. (2015). Reviewing leadership styles: Overlaps and the need for a
new "full-range" theory. International Journal of Management Reviews, 19(1), 76-96.
- Martin, J. (2004) "Organizational Culture", Research Paper Stanford Graduate School of Business
- Vermeulen, J., & Koster, M. (2011). Managen van cultuur in publieke organisatie. In: Noordegraaf
, Mirko et al. Handboek Publiek Management,Utrecht: Lemma.
- Kahneman, D., Lovallo, D., & Sibony, O. (2011). Before you make that big decision. Harvard
business review, 89(6), 50-60.
- Rousseau, D. M. (2012). Envisioning evidence-based management. In Rousseau, D. M.
(ed.), The Oxford Handbook of Evidence-Based Management (pp.3-24). Oxford: Oxford
University Press
- Purcell, J., & Hutchinson, S. (2007). Front‐line managers as agents in the HRM‐performance
causal chain: Theory, analysis and evidence. Human Resource management journal, 17(1), 3-20.
- Knies, E., & Leisink, P. (2014). Linking people management and extra‐role behaviour: Results of
a longitudinal study. Human Resource Management Journal, 24(1), 57-76.
- Huo, M.-L., & Boxall, P. (2018). Are all aspects of lean production bad for workers? An analysis of
how problem‐solving demands affect employee well‐being. Human Resource Management
Journal, online first.
- Broek, J. van den., Boselie, P., & Paauwe, J. (2014). Multiple institutional logics in health care:
Productive ward, releasing time to care. Public Management Review 16(1), 1-20.
- Herzberg, F. (1968). One more time: How do you motivate employees. Harvard Business
Review, 87-96.
- Vandenabeele, W., & Van Loon, N. (2015). Motivating employees using public service. Handbook
of Public Administration, 353-366.
- Tims, M. (2013). Job crafting: hype of nieuw HR-instrument? Tijdschrift voor HRM, 3(2013), 86-
101
- Bossink, J., & Wognum, I. (2012). Duurzame inzetbaarheid van (oudere) medewerkers:
Een onderzoek naar de invloed van fysieke en mentale gezondheid , psychologisch contract,
baanrotatie en self-efficacy. Tijdschrift voor HRM, 3(2012), 85-109.
- Litano, M. L., & Major, D. A. (2015). Facilitating a whole-life approach to career
development. Journal of Career Development, 43(1), 52-65.
- Birkinshaw, J., Hamel, G., & Mol, M. J. (2008). Management innovation. Academy of
Management Review, 33(4), 825-845.
- Boselie, P. & Paauwe, J. (2005). Best practices….. in spite of performance. Just a matter of
imitation? International Journal of Human Resource Management, 16(6), 987-1003.
- Boon, C. (2008). HRM en fit: hoe meer ‘fit’ met de organisatie, hoe beter? Tijdschrift voor HRM,
4(2008), 29-45.
Extra artikelen van de werkgroepen:
- Glouberman, S., & Mintzberg, H. (2011). Managing the care of health and the cure of disease
Part I: Differentiation. Health Care Management Review, 26(1), 1-24.
- Schein, E. H. (1990). Organizational culture. American Psychologist, 45(2), 109-119.
- Bos‐Nehles, A. C., Van Riemsdijk, M. J., & Kees Looise, J. (2013). Employee perceptions of line
management performance: applying the AMO theory to explain the effectiveness of line
managers' HRM implementation. Human resource management, 52(6), 861-877.
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, Hoorcollege 3:
Yukl, G. (1989). Managerial leadership: A review of theory and research. Journal of
Management, 15(2), 251-289).
Yuki (1989):
Power-influence approach:
Much of the research coming under the power-influence approach attempts to explain
leadership effectiveness in terms of the amount of power possessed by a leader, the types
of power, and how power is exercised. Power is important not only for influencing
subordinates, but also for influencing peers, superiors, and people outside the organization,
such as clients and suppliers. Leadership effectiveness is often evaluated in terms of the
organization's adaptation to a changing environment. Major research questions and findings
are considered separately:
1. What are the different types and sources of power? One distinction that continues to be
widely accepted is the dichotomy between personal power stemming from attributes of
the person, and position power stemming from attributes of the situation. For example,
control over information is a source of position power; expertise is a source of personal
power.
2. How is power acquired and lost by leaders? The Social Exchange Theory (Hollander)
describes the process by which greater status and expert power are accorded someone
who demonstrates loyalty to the group and competence in solving problems and making
decisions. Innovative proposals are a source of increased expert power and when
successful, but leaders lose power if failure occurs and it is attributed to poor judgment,
irresponsibility, or pursuit of self-interest at the expense of the group. The manner in
which characteristics of the person and position combine to determine relative power is
described by Strategic Contingencies Theory. The amount of power gained by
demonstrating competence in solving problems depends on how important the problems
are for the operations of other organizational units and for the overall performance of the
organization. Acquiring and maintaining power also depend on the extent to which the
person has unique skills and resources that are difficult to replace.
3. How is power exercised by effective leaders? Effective leaders rely more on personal
power than on position power. A new bridge between the power and behaviour
approaches is research on the influence tactics used by managers. Researchers have
identified a variety of influence tactics used by managers, including rational persuasion,
exchange of benefits, pressure tactics, ingratiation, appeal to authority, consultation, and
inspirational appeals.
4. How much power should a leader have? The amount of position power necessary for
leadership effectiveness depends on the nature of the organization, task, and
subordinates. Leaders who lack sufficient position power to make necessary changes,
reward competent subordinates, and punish or expel chronic troublemakers will find it
difficult to develop a high performing organization. Thus, it is usually desirable for a
leader to have at least a moderate amount of position power.
Behaviour approach:
The behaviour approach emphasizes what leaders and managers actually do on the job, and
the relationship of behaviour to managerial effectiveness. Major research questions and
findings are:
1. What is the nature of managerial work? Effective managers are able to recognize
relationships among the streams of problems, issues, and opportunities they encounter.
By relating problems to each other and to informal objectives, a manager can find
opportunities to solve more than one problem at the same time.
2. How should managerial behaviour be classified?
3. What types of managerial behaviour are related to effectiveness? This has sought to
identify aspects of leader and manager behaviour associated with effective leadership.
The research method is to examine differences in behaviour patterns between effective
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, and ineffective leaders. Progress has been impeded by difficulties in the
conceptualization and measurement of leadership behaviour.
Trait approach:
The trait approach emphasizes the personal attributes of leaders. Early leadership theories
attributed success to possession of extraordinary abilities such as tireless energy,
penetrating intuition, uncanny foresight, and irresistible persuasive powers. Major research
questions and findings are:
1. What traits are related to leadership effectiveness? Managerial motivation is one of the
most promising predictors of effectiveness.
2. What skills are related to leader effectiveness? Skills are another promising predictor of
leader effectiveness. Technical skills, conceptual skills, and interpersonal skills are
necessary for most leadership roles.
3. How do traits interact to influence leader effectiveness? One of the key principles coming
out of the trait approach is the idea of balance. In some cases balance means a
moderate amount of some trait such as need for achievement, need for affiliation, self-
confidence, risk taking, initiative, decisiveness, and assertiveness, rather than either a
very low or a very high amount of the trait. In other cases, balance means tempering one
trait with another, such as tempering a high need for power with the emotional maturity
required to ensure that subordinates are empowered rather than dominated. Sometimes
balance must be achieved between competing values. Concern for the task must be
balanced against concern for people. Concern for a leader's own needs must be
balanced against concern for organizational needs.
Situational approach:
This approach emphasizes the importance of contextual factors such as the leader's
authority and discretion, the nature of the work performed by the leader's unit, the attributes
of subordinates, and the nature of the external environment. This research and theory falls
into two major subcategories. One line of research treats leader behaviour as a dependent
variable: researchers seek to discover how the situation influences behaviour and how much
variation occurs in managerial behaviour across different types of managerial positions. The
other, line of research seeks to discover how the situation moderates the relationship
between leader attributes or behaviour and leader effectiveness.
1. What aspects of the situation influence leader behaviour?
2. How much discretion do leaders have and how is it related to effectiveness?
3. How do leaders interpret information about subordinate performance? Attribution Theory
uses cognitive processes to explain how leaders interpret performance information,
especially evidence of substandard performance. Green & Mitchell described the
reaction of a manager to poor performance by a subordinate as a two-stage process,
which includes attribution of causality and selection of a response.
4. What aspects of the situation serve as moderator variables? Situational theories are
based on the assumption that different behaviour patterns (or trait patterns) will be
effective in different situations and that the same behaviour pattern is not optimal in all
situations. A variety of situational theories describe how aspects of the situation
moderate the relationship between leader behaviour (or traits) and outcomes.
The following section describes nine situational theories of leader effectiveness.
Path-goal theory: proposes that leaders motivate higher performance by acting in ways that
influence subordinates to believe valued outcomes can be attained by making a serious
effort. Aspects of the situation such as the nature of the task, the work environment, and
subordinate attributes determine the optimal amount of each type of leader behaviour for
improving subordinate satisfaction and performance.
Situational Leadership Theory: Hersey and Blanchard's theory proposes that the optimal
amount of task and relations behaviour depends upon subordinate maturity. The theory
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, prescribes different patterns of the two behaviours, depending on a subordinate's confidence
and skill in relation to the task.
Leader Substitutes Theory: supportive and instrumental leadership by designated
hierarchical leaders is redundant or irrelevant in some situations. Various characteristics of
the subordinates, task, and organization serve as substitutes for hierarchical leadership or
neutralizers of its effects.
Normative Decision Theory: Vroom & Yetton identify the decision procedures most likely to
result in effective decisions in a particular situation. The moderator variables are
characteristics of the immediate situation that determine whether a particular decision
procedure will increase or decrease decision quality and acceptance.
LPC Contingency Theory: Fiedler's theory deals with the moderating influence of position
power, task structure, and leader-member relations on the relationship between a leader trait
called LPC and leader effectiveness. The model specifies that high LPC leaders are more
effective in some situations and low LPC leaders are more effective in other situations. The
interpretation of LPC scores has changed several times over the years, and after more than
20 years of research, the meaning is still not clear. Fiedler regards LPC as an indicator of a
leader's motive hierarchy, with affiliation needs dominant for high LPC leaders and task-
achievement needs dominant for low LPC leaders.
LMX Theory: Vertical Dyad Linkage Theory (Leader-Member Exchange Theory) describes
how leaders develop different exchange relationships over time with different subordinates.
Some subordinates are given greater influence, autonomy, and tangible benefits in return for
greater loyalty, commitment, and assistance in performing administrative duties. The theory
is situational only in the sense that leaders treat subordinates differently depending on
whether they are part of the in-group or out-group. It has been extended to include a
manager's upward relationships. A leader who has a favourable exchange relationship with
his or her own boss has more potential for establishing a special exchange relationship with
subordinates.
Cognitive Resources Theory: examines the conditions under which a leader's cognitive
resources (e.g., intelligence, experience, and technical expertise) are related to group
performance. Situational variables such as interpersonal stress, group support, and task
complexity determine whether a leader's intelligence and experience enhance group
performance. The theory proposes that a leader's cognitive resources affect group
performance only when the leader is directive and the task unstructured. According to the
theory, leader intelligence is related to group performance only when stress is low, be- cause
high stress interferes with the use of intelligence to solve problems and make decisions.
Leader experience will be related to group performance under high stress but not under low
stress, presumably because experienced leaders rely mostly on experience for solving
problems when under high stress, whereas they rely mostly on intelligence under low stress.
Multiple Linkage Model: was developed to help advance theory and research on effective
managerial behaviour in different situations. The current version of the model begins with the
assumption that work unit performance depends primarily on six intervening variables:
member effort, member ability, organization of the work, teamwork and cooperation,
availability of essential resources, and (for middle and lower managers) external
coordination with other parts of the organization. Some situational variables directly influence
the intervening variables, and other variables determine the relative importance of each
intervening variable in a particular situation. Leaders can influence these intervening
variables in a number of ways, although the effects of leader behaviour depend in part on
the situation. In the short term, most leader actions are intended to correct deficiencies in the
intervening variables, whereas in the long term, leaders seek to make the situation more
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