Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–10
CLASSROOM OUTLINE
Manage U: Improving Your Leadership Skills
It is important for managers to develop leadership skills. To improve your leadership skills, you
should first understand your leadership style. Identifying your leadership style is an ongoing
process that evolves as you acquire more experience and responsibility in the workplace. Next,
Possible Topics for Discussion:
• One business writer suggests it’s time for business leaders to abandon an old “rule” of
leadership that says, “great leaders work alone.” Do you agree that effective leadership
should include motivating, developing, and encouraging others? Why or why not?
4.1 The Nature of Leadership: The Role of Power and
Influence
POWERPOINT SLIDES:
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
Section 14.1 describes five sources of power and nine influence tactics leaders use to lead others.
The differences between managing and leading are discussed, and an Integrated Model of
Leadership is presented.
Topics and Tips for Discussion:
1. Think of someone who you consider to be an effective leader. Now, explain why you
consider him or her to be effective.
2. Describe a time that you needed to influence others at work. Identify the influence tactics
that you used and assess the effectiveness of your attempt to influence others.
Nine influence tactics are described in the chapter. Rational persuasion is trying to
convince somebody by using reason, logic, or facts. Inspirational appeals build
3. Explain the difference between someone who “manages” and someone who “leads.”
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–12
others. They create a vision and a strategic plan for an organization, while a manager is
responsible for implementing the vision and plan.
Section 14.1 Key Concepts:
Leadership and Power
● Leadership is the ability to influence employees to voluntarily pursue organizational
goals.
● Leadership coaching is about enhancing a person’s abilities and skills to lead and to help
the organization meet its operational objectives.
● Authority comes with a job, and it is the right to perform or command.
SELF-ASSESSMENT 14.1 CAREER READINESS
Assessing Your Readiness to Assume the Leadership Role
This 20-question Self-Assessment measures students’ readiness to assume a leadership role.
Managerial Leadership: Can You Be Both a Manager and a Leader?
• Managerial leadership is the process of influencing others to understand and agree about
Connect® Exercise
CLICK AND DRAG: Characteristics of Managers and Leaders
Summary of Activity:
In this Click and Drag exercise, students will match the characteristics of managers and leaders
with the appropriate function.
Five Sources of Power
● Power is the ability to marshal human, informational, and other resources to get
something done.
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–13
● Power is the extent to which a person is able to influence others so they respond to
orders.
● Legitimate power is power that results from managers’ formal positions within the
organization.
● Reward power is power that results from managers’ authority to reward their
subordinates.
o Rewards can range from praise to pay raises, from recognition to promotions.
● Coercive power results from managers’ authority to punish their subordinates.
o Punishment can range from verbal or written reprimands to demotions and/or
● Expert power results from one’s specialized information or expertise.
o Expertise can be mundane (knowing work schedules of subordinates) or
sophisticated (medical knowledge).
● Referent power derives from one’s personal attraction.
Connect® Exercise
CLICK AND DRAG: Five Sources of Power
Summary of Activity:
In this Click and Drag exercise, students will read about different scenarios and match them with
the appropriate source of power.
SELF-ASSESSMENT 14.2 CAREER READINESS
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–14
What Kind of Power Do I Prefer?
This 20-question Self-Assessment helps to determine the kind of power students prefer.
Common Influence Tactics
● Influence tactics are conscious efforts to affect and change behaviors in others.
● Table 14.2 describes nine tactics for trying to influence others, ranked from most-used to
least-used:
o Rational persuasion: trying to convince somebody by using reason, logic, or facts.
o Inspirational appeals: trying to build enthusiasm or confidence by appealing to
others’ emotions, ideals, or values.
● These influence tactics are considered generic because they can be applied in all
directions—up, down, and laterally within the organization.
Connect® Exercise
CLICK AND DRAG: Nine Generic Influence Tactics
Summary of Activity:
In this Click and Drag exercise, students will match terms or phrases with their corresponding
influence tactic.
SELF-ASSESSMENT 14.3 CAREER READINESS CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–15
Which Influence Tactics Do I Use?
Match Tactics to Influence Outcomes
● Core influence tactics—rational persuasion, consultation, collaboration, and inspirational
appeals—are most effective at building commitment.
Connect® Exercise
CLICK AND DRAG: Matching Influence Tactics to Outcomes
Summary of Activity:
In this Click and Drag exercise, students will match different influence tactics to their possible
outcomes.
An Integrated Model of Leadership
● Figure 14.1 presents an integrated model of leadership.
● Effective leadership is influenced by four types of leadership behavior: task-oriented,
14.2 Trait Approaches: Do Leaders Have Distinctive Traits
and Personal Characteristics?
POWERPOINT SLIDES:
#10 Trait Approaches to Leadership
#11 “Dark Side” Traits
Section 14.2 describes the trait perspective of leadership which attempts to identify distinctive
characteristics that account for the effectiveness of leaders. This section explains positive task-
oriented traits, interpersonal attributes, and skills associated with leadership effectiveness. The
“dark side” traits of narcissism, Machiavellianism, and psychopathy are described. Differences
between the leadership traits of women and men are also described.
Topics and Tips for Discussion:
1. Think of someone you consider to be a great leader. What traits and interpersonal
attributes cause you to view the person as a great leader?
2. Reflect on the traits and leadership style of a male leader and those of a female leader
with whom you have worked. Describe the key differences between their approaches to
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
directive style. While female executives are likely to be viewed by others as more effective
than men, men rate themselves as more effective than women evaluated themselves.
3. Describe a time you saw someone display behaviors that would be consistent with the
“dark side” traits of narcissism, Machiavellianism, and/or psychopathy. To what extent
did those traits help or hinder the person’s career success?
Section 14.2 Key Concepts:
Trait Theories of Leadership
● Trait approaches to leadership attempt to identify distinctive characteristics that account
for the effectiveness of leaders.
● Table 14.3 presents a list of positive and negative interpersonal attributes often found in
leaders.
● Three negative or “dark side” traits of some leaders are: narcissism, Machiavellianism,
and psychopathy.
Do Women and Men Display Similar Leadership Traits?
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–18
o Men and women were seen as displaying more task and relationship leadership,
respectively.
Interactive Classroom Material:
EXAMPLE: Great Leaders Worldwide
This Example profiles two well-known world leaders: Canada’s Justin Trudeau and Germany’s
Angela Merkel.
Important Knowledge and Skills
● A team of researchers identified four basic skills needed by leaders.
● As described in Table 14.4, these skills include cognitive abilities, interpersonal skills,
business skills, and strategic skills.
o Cognitive abilities are used to identify problems and their causes in rapidly
changing situations.
Conclusions from Trait Theory
● Traits play a central role in how we perceive leaders, and they ultimately impact
leadership effectiveness. Therefore, we cannot ignore the implications of leadership
traits.
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
● A global mindset, the belief in one’s ability to influence dissimilar others in a global
context, is an increasingly valued task-oriented trait.
Group Exercise #1: Identifying Preferences for Traits Possessed by Leaders
There is a group exercise available at the end of this manual that provides students with the
opportunity to explore individual preferences for preferred leadership traits.
Exercise Objectives
2. To reach a group and class consensus regarding the traits possessed by leaders.
14.3 Behavioral Approaches: Do Leaders Show Distinctive
Patterns of Behavior?
POWERPOINT SLIDES:
#16 Behavioral Approaches
#17 Task-Oriented Leader Behaviors
#18 Relationship-Oriented Leader Behaviors
Section 14.3 discusses behavioral leadership approaches which try to determine unique behaviors
displayed by effective leaders. This section describes (1) task-oriented behavior, (2) relationship-
oriented behavior, and (3) passive behavior.
14–20
1. Thinking of your most recent job, describe the task-oriented and relationship-oriented
behavior that your manager or supervisor has displayed. Describe the type of leader
behaviors that you find most inspiring.
Task-oriented leadership behaviors ensure that people, equipment, and other resources
2. If you have ever worked for a manager who used empowering leadership, describe how
the leader empowered you and the consequences of this empowerment. If your manager
did not use empowering leadership, provide examples of ways that the manager could
have empowered you.
Empowering leadership fosters perceptions of psychological empowerment in others.
3. Assume you want your manager to use a less passive approach to leadership. Discuss
how you could encourage your manager to use a different leadership style.
Managers using a passive approach to leadership should hardly be called leaders
because they fail to take responsibility for leading. They will avoid dealing with conflict
Section 14.3 Key Concepts:
Behavioral Leadership Approaches
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–21
● Behavioral leadership approaches attempt to determine the unique behaviors displayed
by effective leaders.
Task-Oriented Leader Behavior
● The primary purpose of task-oriented leadership behaviors is to ensure that people,
equipment, and other resources are used in an efficient way to accomplish the mission of
a group or organization.
● Examples of task-oriented behaviors are planning, clarifying, monitoring, and problem
solving.
Relationship-Oriented Leader Behavior
● Relationship-oriented leadership is primarily concerned with the leader’s interactions
with his or her people.
● The emphasis is on enhancing employees’ skills and creating positive work relationships
among coworkers and between the leader and the led.
SELF-ASSESSMENT 14.4 CAREER READINESS
Assessing Your Task & Relationship-Oriented Leader Behavior
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–22
This 12-question Self-Assessment measures students’ initiating structure and consideration in
order to determine if they are more task or relationship-oriented. Questions on scheduling,
explaining actions, and approachability are presented.
Click for follow-up activity.
● Empowering Leadership
o Empowering leadership is the extent to which a leader creates perceptions of
psychological empowerment in others.
o Psychological empowerment is employees’ belief that they have control over
their work.
o Increasing employee psychological empowerment requires four kinds of
behaviors: leading for (1) meaningfulness, (2) self-determination, (3) competence,
and (4) progress.
● Ethical Leadership
o Ethical leadership represents normatively appropriate behavior that focuses on
being a moral role model.
o Ethical leadership includes communicating ethical values to others, rewarding
Interactive Classroom Material:
EXAMPLE: Lauren Bush Lauren’s Empowering, Values-Driven Leadership at FEED
This Example profiles Lauren Bush Lauren (LBL) and her company Feed. She is a leader in the
effort to reduce child hunger around the world. She was able to fuse her love of fashion with her
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–23
Click for follow-up activity.
● Servant-Leadership
o Servant leadership focuses on providing increased service to others rather than to
oneself.
Interactive Classroom Material:
EXAMPLE: Servant-Leadership: Leaders Who Work for the Led
This Example offers short profiles of two successful servant leaders: Mike DeFrino, CEO of
Kimpton Hotels & Restaurants, and Marc Benloff, CEO of Salesforce.
Connect® Exercise
CLICK AND DRAG: Servant Leadership
Summary of Activity:
In this Click and Drag exercise, students will review different scenarios and match them with the
correct servant leader behaviors.
SELF-ASSESSMENT 14.5 CAREER READINESS
Assessing Your Servant Orientation
This 13-question Self-Assessment measures servant leadership based on current or former jobs.
Questions on giving back, sacrificing, and ethical standards are presented.
● Passive Leadership: The Lack of Leadership Skills
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–24
o Passive leadership is a form of leadership behavior characterized by a lack of
leadership skills.
Practical Implications of the Behavioral Approaches
● A leader’s behavior is more important than his or her traits. It is important to train
managers on the various forms of task and relationship leadership.
14.4 Situational Approaches: Does Leadership Vary with the
Situation?
POWERPOINT SLIDES:
#24 Situational Approaches
#25 The Contingency Leadership Model
Section 14.4 discusses situational leadership approaches which hold that effective leadership
behavior depends on the situation at hand, and thus, there is not a single “best” style of
leadership. Fiedler’s contingency model and House’s path-goal theory are described.
VIDEOS
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–25
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
from Brussels,” and watch the 3-minute Guardian News video “This Is the Time to Put Self-
interest Aside.” For a supplemental activity, you could have the students discuss how May could
best use situational approaches to leadership during the Brexit negotiations.
Topics and Tips for Discussion:
1. Using the path-goal theory, describe how your own employee characteristics impact
leadership behaviors that you would prefer that your leader use.
If you have an external locus of control, you would likely prefer that your leader use
2. Provide specific examples of how differences in national culture can impact the behaviors
that leaders should use.
Chapter 4 discusses the Hofstede and GLOBE Project models of cultural dimensions.
3. Discuss challenges leaders might face when determining appropriate leader behavior to
use when managing virtual and/or dispersed teams.
One challenge that leaders may face when managing virtual and/or dispersed team is
Section 14.4 Key Concepts:
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–26
Situational Approaches
● According to the situational approach to leadership, effective leadership behavior
depends on the situation at hand.
Fiedler’s Contingency Model
● The contingency leadership model developed by Fred Fiedler determines if a leader’s
style is task-oriented or relationship-oriented and if that style is effective for the situation
at hand.
● The tool used to determine one’s leadership orientation is a questionnaire known as the
“least preferred coworker” or LPC scale.
● The higher the score, the more relationship-oriented the respondent is determined to be;
the lower the score, the more task-oriented.
● Dimensions of Situational Control
o Situational control refers to the amount of control and influence the leader has in
her or his immediate work environment.
o As shown in Figure 14.2, the dimensions of situational control vary
independently, forming eight combinations of situational control that vary from
high to low.
● When Is Each Style Most Effective?
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–27
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
o Relationship-oriented leadership should be most effective in situations of
moderate control.
o If a leader’s orientation does not match the situation, Fiedler says it is better to try
to move leaders into suitable situations rather than try to alter their personalities to
fit the situations.
Connect® Exercise
CLICK AND DRAG: Contingency Theory
Summary of Activity:
In this Click and Drag exercise students will match the different types of contingency theory
with appropriate examples.
House’s Path-Goal Theory
● The path-goal leadership model holds that an effective leader makes available to
followers desirable rewards in the workplace and increases their motivation by clarifying
the paths or behavior that will help them achieve those goals, and by providing them with
support.
● Successful leaders tie meaningful rewards to goal accomplishment, reduce barriers, and
provide support.
● Numerous studies testing predictions from the original theory provided mixed results, and
as a consequence, House proposed a new model presented in Figure 14.3.
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
14–28
● Managerial Implications of Path-Goal Theory
Connect® Exercise
CLICK AND DRAG: House’s Path-Goal Theory
Summary of Activity:
This Click and Drag exercise involves reading different scenarios and matching them with the
appropriate path-goal leader behaviors.
Interactive Classroom Material:
PRACTICAL ACTION: Applying Situational Theories
14.5 The Uses of Transformational Leadership
POWERPOINT SLIDES:
#32 The Uses of Transformational Leadership
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
One way that you could begin your coverage of these topics is to profile the leadership
philosophy of Simon Sinek, a consultant and author of the books Start with Why and The Infinite
VIDEO
Topics and Tips for Discussion:
1. Discuss the importance of charisma in transformational leadership. Do you believe that
people who are not overly charismatic can still be transformational leaders? Explain your
point of view.
2. Describe people who you consider to be transformational leaders—either people you
know from your own work experiences or people you have learned about through the
business press. What aspects of their leadership style would classify them as
transformational leaders?
3. Discuss action steps leaders can and should take to ensure that their transformational
leadership is ethical.
ONLINE
VIDEO