• Reward power-is the capacity to offer something of value as a means of influencing other people
• Coercive power-is the capacity to punish or withhold positive outcomes as a means of influencing people
• legitimate power-influence through authority, have status or position to exercise control over persons in subordinate positions

• expert power-capacity to influence other people because of specific knowledge, 
• referent power-capacity to influence other people because of their desire to identify personally with you, people admire you because you have charisma or interpersonal attractiveness

• enables others to gain and use decision making power
• empower others by providing them with the information, responsibility, authority and trust to make decisions and act independently
• when people feel empowered they will be committed and produce high quality work

• drive
• creativity
• self confidence
• motivation
• flexibility
• honesty and integrity
• cognitive ability
• job relevant knowledge

• concern for the task-plans, assigns task responsibilities, monitors performance results, sets clear work standards
• concern for people-warm and supportive, good social relations, trust, respect feelings

• two variables-concern for task and concern for people
• autocratic-high concern for task and low concern for people (command and control)
• human relations-high concern for people and low concern for task 
• laissez faire style-low concern for people and task
• democratic-high concern for people and task

• Fiedler's contingency model
• Hersey-Blanchard situational leadership model
• Path-goal leadership theory
• Leader-membership exchange theory
• Leader-participation model

• leadership style-task or relationship motivated leader
• leadership situations (variables which cause leadership style)-quality of leader-member relations (good or poor), degree of task structure (high or low), amount of position power (strong or weak)
• task when control is high or low
• relationship when control is moderate

• delegating-low task guidance required and low relationship (group takes responsibility for decisions-able and willing)
• selling-high task and high relationship (given task directions in a supportive way-unable but willing)
• participating-low task guidance and high relationship support (sharing ideas-able but unwilling)
• telling-high task guidance and low relationship support (giving specific task directions-unable and unwilling)

• an effective leader is one who clarifies paths by which followers can achieve both task-related and personal goals
• leaders should shift back and forth among 4 leadership styles which fits situational needs e.g. follower characteristics (locus of control, ability and experience) and environment characteristics (task structure, authority system)
• directive-letting subordinates know what is expected and giving directions on what to do and how
• supportive-making work more pleasant
• achievement oriented-setting challenging goals
• participative-involving subordinates in decision making

• not everyone is treated the same by the leader-people fall into in groups and out groups
• those in the in group are considered the best performers and enjoy special and trusted relationships witht he leaders and gain privileges etc-more satisfied and normally get more positive performance evaluations and less prone to turnover
• thoese the the outcome are excluded from benefits

• leadership success results when the decision making method used by a leader best fits the problem being faced
• authority decision-when leader has info, when acceptance and commitment is not critical for implementation and time is pressured
• consultative decision-made by the leader after gathering ifnromation and advice from others
• group decision-followers has info, acceptance is critical and time is not pressured

inspirational and arouses extraordinary effort and performance

• vision
• charisma-reference power
• symbolism
• empowerment
• intellectual stimulation-gaining the involvement of others by creating awareness of problems and stirring their imaginations
• integrity

the ability to manage our emotions in social relationships

self awareness-understand own emotions

self managhement-think before we act