Examen
Lecture Notes for Leadership Theory and Practice 9th Edition by Peter G. Northouse
- Cours
- Établissement
- Book
Lecture Notes for Leadership Theory and Practice 9th Edition by Peter G. Northouse
[Montrer plus]
Livre connecté
Titre de l’ouvrage:
Auteur(s):
- Édition:
- ISBN:
- Édition:
Plus de résumés pour
-
All Cases for Leadership Theory and Practice 9th Edition by Peter G. Northouse.pdf
-
Solution Manual for Leadership Theory and Practice 9th Edition by Peter G. Northouse
Vendeur
S'abonner
solutions
Avis reçus
Aperçu du contenu
Northouse , Leadership 9e SAGE Publishing, 2022 Lecture Notes for All Chapters Leadership Theory and Practice 9th Edition by Peter G. Northouse Chapter 1 -16 Chapter 1: Introduction Lecture Notes Learning Objectives 1-1 Describe the way the definition of “leadership” has evolved. 1-2 Discuss the varying conceptualizations of leadership. Annotated Chapter Outline I. Introduction A. Corporati ons seek leaders who can bring special assets to their organizations (thus improving the bottom line.) i. Leadership studies programs even exist at the master’s and doctoral levels. B. There are a variety of leadership approaches supported by research. C. These app roaches may see leadership as: i. A personality trait. ii. A behavior. iii. An information -processing perspective. iv. A relational standpoint. D. Leadership is a complex process with multiple dimensions. II. Leadership Defined A. Leadership has a subjective definition that each in dividual intuitively defines for themselves. i. Has resulted in a distinct lack of consensus. B. Ways of Conceptualizing Leadership i. Focus of group processes: Bass’s scheme of leadership, in which the leader embodies the will of the group and is the center of gro up change. ii. Personality perspective: Maintains leadership is a combination of innate traits and characteristics. Northouse , Leadership 9e SAGE Publishing, 2022 iii. Act (behavior) perspective: Leadership is defined by the things leaders do to bring about change. iv. Power relationship: The power of leaders to ef fect change in followers, which is used to define leadership in some perspectives. v. Transformational process: A view of leadership that moves followers to accomplish more than is usually expected of them. vi. Skills perspective: A viewpoint which stresses the l earnable capabilities that make effective leadership possible. C. Definition and Components i. Central components of leadership: a. It is a process. b. It involves influence. c. It occurs in groups. d. It involves common goals. ii. Leadership: A process whereby an individual in fluences a group of individuals to achieve a common goal. iii. Process: Leadership is not a trait or characteristic of the leader, but a transactional event between a leader and followers. a. Leadership is not linear but interactive, which makes it available to everyone in a group. iv. Influence: How the leader affects followers and communication. v. Groups: The context in which leadership takes place. vi. Common goals: Achievements pursued together. a. Common: Leaders and followers have a mutual purpose. vii. Leaders: People who eng age in leadership. viii. Followers: Those toward whom leadership is directed. ix. Leaders typically initiate leader -follower relationships, create communication linkages, and bear the burden of maintaining the relationship. a. Leaders have an ethical responsibility to attend to the needs and concerns of followers. b. It should be stressed that leaders are not better than followers; it is a relationship dynamic and not a value judgment. III. Leadership Described A. Trait Versus Process Leadership i. Those with a trait perspective beli eve in “born leaders” or “natural leaders.” ii. Suggests special innate characteristics or qualities make leaders. Some of these qualities include: a. Unique physical factors (such as height). b. Personality features (such as extraversion). c. Other characteristics (su ch as intelligence and fluency). iii. Trait perspectives limit leadership to a select few with special, usually inborn, talents. Northouse , Leadership 9e SAGE Publishing, 2022 iv. Process viewpoints suggest a more contextual definition of the leadership phenomenon. a. Makes leadership available to everyone. b. Stress es that leader behaviors can be observed and learned. c. Consistent with this text’s definition of leadership. B. Assigned Versus Emergent Leadership i. Assigned leadership: Leadership empowered by holding a formal position in an organization. ii. Emergent leadership: Leadership based on the way other group members respond to them. a. Becomes apparent over time and may not be accompanied by a difference in job title. iii. Positive communication behaviors in emergent leaders: a. Being verbally involved. b. Being informed. c. Seeking othe rs’ opinions. d. Initiating new ideas. e. Being firm but not rigid. iv. Personality may also play a role in emergence with some traits more related to leadership emergence than others: a. Highly dominant. b. More intelligent. c. More confident about their own performance (ge neral self -efficacy). v. Gender -biased perceptions may impact emergence. a. Women with equal influencing skills to men will nonetheless be rated significantly lower on leadership than comparable men and also suffer in ratings of likeability. b. Men who speak up to promote new ideas in teams are granted higher status compared to women who do the same. vi. Social identity theory perspective of leadership emergence: a. Leadership emergence is the degree to which a person matches the whole group identity. b. Emergent leaders most closely resemble the “group prototype,” which grants them respect from other individuals in the group. C. Leadership and Power i. Power is the capacity or potential to influence. a. Can sway others’ beliefs, attitudes, and courses of action. ii. Influential individual s: a. Judges. b. Doctors. c. Coaches. d. Teachers. Northouse , Leadership 9e SAGE Publishing, 2022 iii. Commonly, people view leaders as individuals who wield power over others. a. Often mistakenly thought of as synonymous with leadership. iv. Kellerman argues that over the last 40 years, power of leaders has diminished and sh ifted to followers. a. Followers demand more from leaders. b. Technology empowers followers by giving them access to information and making leaders more transparent. c. One result is a decline in respect for leaders and their legitimate power. v. Volunteer leaders may engage more frequently in leadership behaviors than paid leaders. vi. French and Raven’s bases of social power (1959). a. Referent power: Based on followers’ identification and liking for the leader. b. Expert power: Based on followers’ perceptions of the leader’s competence. c. Legitimate power: Associated with status or formal authority. d. Reward power: Derived from the ability to provide rewards to others. e. Coercive power: Derived from having the capacity to penalize or punish. f. Information power: Derived from possessin g desired/needed knowledge. a. Added as sixth basis by Raven (1965). vii. Two major kinds of organizational power: a. Position power: Includes legitimate, reward, coercive, and information power; derived from a particular office or rank in a formal organizational sys tem. b. Personal power: Includes referent and expert power; the influence capacity derived from being seen as likeable and knowledgeable. D. Leadership and Coercion i. Coerce: To influence others to do something against their will. a. May include manipulating penaltie s and rewards. b. Often associated with the use of threats, punishment, and negative reward schedules. c. Typically seen as a characteristic of the dark side of leadership. ii. Coercion, bullying, and other tyrannical behaviors in concert are known as abusive superv ision. iii. Coercive individuals are not used as models of ideal leadership. a. They are often disinterested in the wants and needs of followers and are likely only interested in their own goals rather than achieving a common goal. E. Leadership and Morality i. A subjec tive definition of a great leader is influenced by your conceptualization of leadership:Les avantages d'acheter des résumés chez Stuvia:
Qualité garantie par les avis des clients
Les clients de Stuvia ont évalués plus de 700 000 résumés. C'est comme ça que vous savez que vous achetez les meilleurs documents.
L’achat facile et rapide
Vous pouvez payer rapidement avec iDeal, carte de crédit ou Stuvia-crédit pour les résumés. Il n'y a pas d'adhésion nécessaire.
Focus sur l’essentiel
Vos camarades écrivent eux-mêmes les notes d’étude, c’est pourquoi les documents sont toujours fiables et à jour. Cela garantit que vous arrivez rapidement au coeur du matériel.
Foire aux questions
Qu'est-ce que j'obtiens en achetant ce document ?
Vous obtenez un PDF, disponible immédiatement après votre achat. Le document acheté est accessible à tout moment, n'importe où et indéfiniment via votre profil.
Garantie de remboursement : comment ça marche ?
Notre garantie de satisfaction garantit que vous trouverez toujours un document d'étude qui vous convient. Vous remplissez un formulaire et notre équipe du service client s'occupe du reste.
Auprès de qui est-ce que j'achète ce résumé ?
Stuvia est une place de marché. Alors, vous n'achetez donc pas ce document chez nous, mais auprès du vendeur solutions. Stuvia facilite les paiements au vendeur.
Est-ce que j'aurai un abonnement?
Non, vous n'achetez ce résumé que pour €7,81. Vous n'êtes lié à rien après votre achat.
Peut-on faire confiance à Stuvia ?
4.6 étoiles sur Google & Trustpilot (+1000 avis)
62890 résumés ont été vendus ces 30 derniers jours
Fondée en 2010, la référence pour acheter des résumés depuis déjà 14 ans