Arianne Almera Adol

RUNNING HEAD: Midterm 1 University Student’s Name Subject Midterm 2 Trust in leadership: major drivers and results Interpersonal interactions, procedures, and systematic development of an organization are all influenced by trust. Ability, honesty, fairness, and openness, on the other hand, are important predictors of leadership trust (Clark and Payne, 2006). Individual outcomes such as improved individual performance and citizenship of behavior of each member of the organization were presented by Dirks and Skarlicki (2004), as well as bottom-line outcomes such as a higher percentage of achieving goals (e.g., a basketball team winning a game). Job satisfaction, turnover intentions, organizational commitment, and leader (decisions) commitment are among the other individual outcomes of confidence in leadership. In conclusion, when people have faith in their leaders, their individual performance and focus on a specific goal improve. The study of the relationship between trust and leadership has been ongoing, but there have been certain restrictions on key topics that have yet to be resolved. For example, there is the issue of causation, with trust influencing individual success at work widely accepted, while the notion of the converse, i.e. job performance inspiring trust in the leader, is also well acknowledged in some circumstances. Another example is the scarcity of research on trust and its implications for job results. How do people rise to positions of leadership? Many hypotheses exist to explain how people become leaders. The great person theory, which is similar to Kirkpatrick and Locke's personality theory (1991), exists. Mann (1959) and Stogdill (1948) correctly propose that leaders are individuals who exhibit key human attributes (e.g. beauty, sophistication, bravery, intellect, humility, open-mindedness, etc.). In his concept of "idiosyncrasy credits," Hollander proposes that conformity to the group's rules and standards is a precursor to the group's emergence as a leader. Midterm 3 Bass (1990), Murphy (1941), and Stogdill and Kirkpatrick all recognized outside elements, such as group members and external circumstances, as components of leader emergence. Murphy's situational theory states that in situations requiring innovation, creativity, and the correct combination of abilities, an individual may complement the situation's needs and emerge as a leader. The members' part in designating/appointing a leader also contributes to the emergence of a leader. As highlighted by Bales and Hollander, the importance of contact between members and a potential leader, particularly the task-focused and socio-emotional behaviors of the latter directed toward the former (and the group as a whole), plays a critical role in the emergence of that individual as a leader. Gender, self-monitoring, and an individual's behavior all play a role in the creation of a leader, according to Dobbins (1990). (Pierce and Newstrom, 2011). Other processes, actions, and behaviors, such as member drive to achieve a specific objective (pathgoal theory), member engagement and connection to increase morale, self-worth, and loyalty (transformational theory), and member humility (servant leadership theory), also develop leaders (Wolinski, 2010). Sources of influence and power for leaders Because a person cannot be a leader unless he or she has followers, and followers can only be obtained if they are influenced by a person, influence, or the capacity to coax or persuade a person or group to believe, behave, or act in the way that you wish, is a crucial component of leadership. According to the Community Tool Box (n.d.), influence is the result of a successful combination of a communicator (the influence-er), a message (whatever the communicator wants his/her audience to believe), and the audience (recipient). These three (3) components determine how effective the communicator and his or her message are at enticing the audience to join in. Midterm 4 An effective influencer also employs powerful strategies such as comparison, which emphasizes bandwagoning in order to persuade others to join; and giving and taking back/reciprocity, which emphasizes appreciation as a kind of control over others. In conclusion, these activities emphasize a person's power, which is often used to dominate and influence others. According to Hollander, power does not come naturally to anyone. According to Salancik and Pfeffer, power is derived from activities rather than individuals, which explains its nonabsoluteness and non-individualism (cannot be solely dependent on one person), as a change in the course of activities, the environment, problems, situations, and other factors affecting the group may or may not result in a change of power or leader. Consider a corporation on the verge of bankruptcy that decides to fire its current CEO in favor of a new one who is more motivated and ambitious. Threats, critical crises, and issues can all result in power, because a person's or a subunit's ability to maneuver, face, and/or conquer these things can influence the organization's decisions in their favor. According to social scientists John French, Jr. and Bertram Raven (Bacon,2011), there are five (5) bases of power: Legitimate Power - authority derived from a specific/assigned position or formal authority; Referent Power - charm, likability, and other characteristics that elicit sympathy and allegiance from others; Expert Power: innate abilities, knowledge, and behaviors judged valuable in the organization's functions and goals; Coercive Power – power derived from threats, punishment, and other hard-edged tools that instill fear. Reward Power – power derived from motivation driven by incentives or rewards for performance; and Coercive Power – power derived from force, threat, punishment, and other hard-edged tools that instill fear. Midterm 5 Definition of legitimate power Legitimate power is derived from a formal position or specified office "held in the hierarchy of authority of the organization." A manager or CEO in a firm, for example, whose power and authority are dependent on his or her position as one of the highest in the organization's staff hierarchy (Lussier, 2009). The basis of legitimate power, like most powers, is perception, in which the follower or employee perceives the authority attributed to a high position in the organizational hierarchy, and thus the authority's right to exert control over him/her; and reality, in which the person with more power is the person who holds a particularly high position in the organization. The organization's rules and system have resulted in both bases. Expectations of the relationship between leader reward and punishment are based on several basic assumptions. Behaviors and group cohesiveness, drive, and productivity Many experts have proposed theories to explain the link between leader reward and punishment behaviors and group cohesiveness, motivation, and production. For example, Byrne suggested that people are more likely to join organisations that offer incentives rather than those that appear to be punishing. The group's cohesiveness determines the leader's punishment or reward behavior. Zander, on the other hand, linked group's motivation to the aforementioned conduct. Both Zander and Stogdill relate group motivation to the group's overall production. The expectations for the relationship between leader incentive and punishment actions and group cohesiveness, motivation, and productivity are based on two fundamental assumptions: a. The first assumption is that the respondents in this study are in groups that are functioning. Midterm 6 b. The second assumption, which is based on the structure of the groups in this study, is that there is no general competition or work-flow interdependence among group members. The significance of the leader-group relationship To better comprehend the relationship that exists between a leader and the group/organization that he or she leads, a lot of research and study has been done. There are various reasons why it is critical to comprehend the interaction between leaders and groups. The first is that leaders either arise or are designated for the role by or by the group, with the understanding of the objective of managing the group, and with the awareness that the leader must have the requisite working knowledge and competence to be effective. Second, leaders are responsible for identifying and achieving the goals of the groups they lead and manage, as well as for monitoring the group's existing social interactions. Finally, the groups that leaders lead have a direct influence on them. These elements can be employed in a variety of sectors, including business, politics, economics, and human resource management, if they are rigorously examined and given results. The value of a good leader-member interaction "The relevance of a quality supervision experience through an effective leader–member interaction is illuminated and reinforced by research on the leader–member exchange (LMX) idea. According to the LMX idea, leaders create an exchange relationship with each member over time." The focus of LMX is the direct interaction between the leader and the subordinate, in which the former treats the latter "at varying degrees and levels" depending on whether the latter is in the "in-group," or the group in which the two parties have high-quality relationships, or the "out-group," in which the opposite quality of relationship exists (Truckenbrodt, 2000). Midterm 7 In group management, it's critical to understand the existence of LMX in an organization, as well as the significance and impact it has on the group's overall performance in all of its undertakings. It shows a great deal about how subordinates will respond to what is required/ expected of them in order to attain the group's objectives. In-group followers, for example, do an excellent job at their employment, often going above and beyond what is required of them in their contracts. In return, the leader gives their subordinates with additional resources, opportunities, prizes, information, and support. As a result, the two parties develop mutual trust, loyalty, and openness, making it easier for the organization to achieve its objectives. The behavior of a leader has an effect on subordinate performance and satisfaction. The path–goal theory, according to Malik (2012), defines the relationship between the leader's performance and style, as well as the followers' decisions, behaviors, and attributes, as well as the organization's setting. The followers are motivated by the leader's leadership styles, talents, expertise, and experience. Leaders also provide knowledge, opportunities for growth, and strategy sharing so that members' paths to a specific objective are apparent and less difficult to navigate. This motivates, satisfies, and encourages the members of the group to succeed. "Path– goal theory" explains how leaders can assist followers in achieving their goals by picking certain behaviors that are best suited to their requirements and the context in which they are working. In terms of motivation, the path-goal theory employs expectancy. The following feel motivated when they are challenged. As a result of motivation, expectations emerge. As a result, the leader employs the power of rewards to assuage the members' hopes that something nice will await them at the conclusion of their journey toward goal achievement. It's similar to the carrot-stick arrangement in some ways. Midterm 8 Ethics and Leadership: What Does It Mean to Be a Leader? According to Ciulla (2004), excellent leadership "must incorporate strong values while also being effective, because a leader's task is to leverage tension and conflict within people's value systems while also improving people's consciousness." "Ethics is at the heart of leadership," she adds, and "a successful leader is both ethical and effective." This is also tied to the study of human relationships, which is what ethics is all about. Leadership is, at its essence, a sort of human relationship in which the person who has the authority and responsibility to lead interacts with the person or group of people who are to be led. Ciulla goes on to say that ethics is a very important factor to consider "is about what we should do and be as individuals, members of a group or society, and in our various roles in life. It's all about what's right and what's wrong, as well as what's good and what's bad "As a result, leadership is inextricably linked to ethics in terms of morality, justice, righteousness, discipline, duty and responsibility, competency, and even self-issues. For personal advantage, some individuals or groups abuse ethics or exploit the neutral state of ethics. Ciulla cites the case of Christian Solidarity International, a Swiss charity whose purpose was once to release Dinka children from slavery in Sudan in exchange for a $35-75 per kid payment. Unintentionally, opportunistic people took advantage of the program, some impersonating as slaves to make money for themselves, and others enslaving youngsters to sell as slaves. Despite their charitable principles and good intentions, they unwittingly raised rather than decreased the number of slaves in Sudan. Midterm 9 References: Bacon, T. (2011). The Elements of Power: Lessons on Leadership and Influence. USA: AMACOM. Clark, M.C. and R.L. Payne. (2006). Character-based determinants of trust in leaders [Abstract]. Risk Analysis 26(5):1161-73. Ciulla, J. (2004). Ethics, the Heart of Leadership. 2nd Ed. USA: Praeger Publishers. Dirks K, and D. Skarlicki. (2004). Trust in leaders: Existing Research and Emerging Issues. In R. Kramer and K. Cook (Eds.) Trust and Distrust in Organizations: Dilemmas and Approaches (pp. 21-40) New York: Russell Sage Foundation. Lussier, R. (2009). Management Fundamentals: Concepts, Applications, & Skill Development. 4th Ed. USA: Cengage Learning. Malik, S. (2012). A Study of Relationship between Leader Behaviors and Subordinate Job Expectancies: A Path-Goal Approach. Pak. J. Commer. Soc. Sci. 6 (2): 357-371. Lahore, Pakistan: Johar Educational Society. Podsakoff, P. et. al. (2006). Relationships between leader reward and punishment behavior and subordinate attitudes, perceptions, and behaviors: A meta-analytic review of existing and new research. Organizational Behavior and Human Decision Processes 99: 113–142. USA: Elsevier. Truckenbrodt, Y. (2000). The Relationship Between Leader–Member Exchange and Commitment and Organizational Citizenship Behavior. Acquisition Review Quarterly 01(7): 233-244. Wolinski, S. (2010). Leadership Theories. Blog: Leadership. Retrieved 14 November 2015: http://managementhelp.org/blogs/leadership/2010/04/21/leadership-theories/.