1.Discuss the major principles of reward allocation. Which one(s) is (are) preferred by the collectivist culture? Individualistic culture? Why?
Your response should be at least 200 words in length.
2.The needs theory (Maslow’s theory, ERG, motivator-hygiene, and achievement motivation) and the process theory (expectancy, equity, goal setting, and reinforcement theories) of motivation are applicable in different situations and cultures. Compare, contrast, and discuss multinational management applications of these two categories of motivation theories. What challenges would multinationals experience as they apply these theories of motivation to work environment?
Your response should be at least 200 words in length.
3.Dirty tricks might be unavoidable in cross-cultural negotiation. What are examples of dirty tricks? How are they inappropriate in international negotiation, and how should negotiators avoid them?
Your response should be at least 200 words in length.
4.A slew of research points to the fact that performance is significantly reduced in an individualistic culture in work team assignments. What is responsible for this? How should multinational managers address this phenomenon?
Your response should be at least 200 words in length
Chapter 14 Chapter © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 15 Leadership and Management Behavior in Multinational Companies © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objectives (1 of 3) • Know the characteristics of global business leadership. • Describe traditional North American models of leadership, including trait theory, behavioral approaches, and contingency theory. • Explain the Japanese performance-maintenance model. • Apply the cultural-contingency model of leadership © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objectives (2 of 3) • Develop sensitivity to national cultural differences in preferred leadership traits and effective leadership behaviors. • Discuss how national culture affects the choice of leader influence tactics. • Discuss how national culture influences subordinates’ expectations regarding appropriate behaviors and the traits of leaders. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objectives (3 of 3) • Explain the role of transformational leadership in multinational settings. • Understand how national culture affects a leader’s attributions regarding subordinates’ behaviors. • Diagnose cultural situations and suggest appropriate leadership styles to fit them. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Leadership • The GLOBE’s universal definition of Leadership: • “the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members.” • Effective multinational leadership is more challenging than being a good domestic leader. • Widely different leadership styles may be equally effective in reaching goals in various cultures. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Global Leadership: The New Breed • The Global Leader must have the skills and abilities to interact with and manage people from diverse cultural backgrounds in their multinational organization. • Characteristics of a global leader: • Cosmopolitan • Skilled at intercultural communication • Culturally sensitive • Capable of rapid acculturation © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Global Leadership: Characteristics • Characteristics of a global leader: (cont’d) • A facilitator of subordinates’ intercultural performance • A user of cultural synergy • A promoter and user of the growing world culture • Emotionally intelligent © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Three Classic Models: A Vocabulary of Leadership • The three basic models of leadership entail: • Leadership traits • Leadership behavior • Contingency leadership © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Leadership Traits (1 of 2) • Are leaders born or made? • The Great-Person Theory is the idea that leaders are born with unique characteristics that make them quite different from ordinary people. • Contemporary views of leadership traits do not assume that leaders are born. • Although leaders are different, aspiring leaders can achieve this difference by training and experience. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Leadership Traits (2 of 2) • In the U.S., successful leaders exhibit: • High intelligence & self-confidence • Great initiative • Assertiveness & persistence • A great desire for responsibility and the opportunity to influence others • A high awareness of the needs of others © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. U.S. Perspectives: Leadership Behaviors (1 of 2) • Although leaders have different traits than subordinates, traits alone do not make a leader. • The behaviors leaders use to manage employees may be more important. • Classic U.S. studies of leadership reveal two types: • A task-centered leader gives specific directions to subordinates so that they can complete tasks. • A person-centered leader focuses on meeting the social and emotional needs of employees. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. U.S. Perspectives: Leadership Behaviors (2 of 2) • The distinction between task-centered and person- centered also applies to how leaders make decisions: • Leaders who adopt an autocratic leadership style make all major decisions themselves. • Those who employ a democratic leadership style delegate the decision-making to subordinates. • The consultative and participative leadership styles falls midway between the autocratic and democratic styles. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Exhibit 15.1: Likert’s Four Styles of Management © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Japanese Perspectives: Performance Maintenance Theory (1 of 2) • The Performance-Maintenance (PM) Theory of leadership represents a Japanese perspective, balancing task- and person-centered leader behaviors • Has two dimensions • Performance (similar to task-centered) • Maintenance (similar to person-centered) © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Japanese Perspectives: Performance Maintenance Theory (1 of 2) • There are two components of performance function: • Planning component: the leader works for or with subordinates to develop work procedures • Pressure component: the leader then pressures employees to put forth more effort and to do good work © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Contingency Theories • The Contingency Theories assume that the appropriate style and leader depends on the situation. • Successful leaders choose leadership style based on situations. • There are two North American contingency theories of leadership: • Fiedler’s theory of leadership • Path-goal theory © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Fiedler’s Theory of Leadership (1 of 2) • Fiedler’s Theory of Leadership holds that managers tend to be either task- or person-centered leaders. • Success depends on three contingencies or characteristics of work situation: • The relationship between leader and subordinates • The degree to which subordinates’ tasks are clearly defined • The officially granted power of the leader © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Fiedler’s Theory of Leadership (2 of 2) • Effective leadership occurs when the leadership style matchs the situation. • Fiedler’s Theory suggests that task-centered leadership works best in situations that are either favorable or unfavorable for a leader. • Person-centered leadership works best in situations that are not clearly favorable or unfaborable. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Exhibit 15.2: Predictions of Leader Effectiveness under Different Conditions © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Path-Goal Theory • Using Path-Goal Theory, a leader might adopt one of four leadership styles, depending on the situation. These four styles are: • Directive (give subordinates specific goals) • Supportive (show concern for their needs) • Participative (consult with them and encourage) • Achievement-oriented (set goals and reward goal accomplishments) © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Exhibit 15.3: A Simplified Model of Path-Goal Theory © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Path-Goal Theory: Key Suggestions • When subordinates have high achievement needs, adopt the achievement-oriented style. • For subordinates with high social needs, adopt the supportive leadership style. • When the job is unstructured, adopt a directive style or an achievement-oriented style. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Traits, Behaviors & Contingencies • Leaders have a variety of behaviors they can use to get the job done. • Most experts now believe that no one leadership trait or behavior works best in all situations. • A successful leader must diagnose the situation, pick the behaviors and develop the leadership traits that fit best. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. National Context Contingency Model of Leadership (1 of 2) • Successful leadership in multinational companies requires that managers adjust their leadership styles to fit different situations. • Learn what local managers do to lead successfully in their own countries. • Use that knowledge to modify your leadership style appropriately. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. National Context Contingency Model of Leadership