Leadership Minali Wadu Mesthri BSc in HR & Leadership (UK) MSc - - PowerPoint PPT Presentation

Leadership

Minali Wadu Mesthri BSc in HR & Leadership (UK) MSc in Business Psychology (UK)

Leadership Theories

04

Introduction to Leadership Theories

A search on the internet = millions of books and articles on leadership These evidences are fictions than serious social scientific studies. In 1959, Warren Bennis, noted that “Ironically, probably more has been written and less known about leadership than about any other topic in the behavioural sciences” For most of human history, the learning of leadership was an exercise in studying the great leaders of the past and in trying to copy them. In the 20th Century we began to analyse leadership in a more scientific way. Yet, no universally accepted definition of leadership.

Leadership Theories

• Great Man or Trait School
• Behavioural or Styles School
• Situational School / Contingency School
• Transactional & Transformational School

Leadership Theory / School

“No great man lives in vain. The history of the world is but the biography of great men.”

—Thomas Carlyle

Great Man Era

• Popular during the 19th century.
• The mythology based on world’s famous leaders such

as Julius Caesar, Mohandas Gandhi, Abraham Lincoln and Alexander the Great.

• Great leaders are born and not made.
• Historian Thomas Carlyle also had a major influence

and he mentioned that effective leaders are those gifted with divine inspiration and the right characteristics.

Great Man Era

• Earlier studies on leadership looked at people

who were already successful leaders.

• These individuals were aristocratic rules who

achieved their position through birthright.

• People of a lesser social status had fewer
• pportunities

to practice and achieve leadership roles. Thus it contributed to the ideas that leadership is an inherent ability.

Great Man Era Theory

• Herbert Spencer a noted theorist identified that

Great Man theory is unscientific and primitive.

• He believed leaders were products of their
• environment. ‘Before a great man can remake

his society, that society has to make him.’

• As the 20th Century progressed leadership

research focused

• n

identifying leadership traits.

Criticisms of Great Man theory

Trait theory

Trait theory is derived from Great Man theory. This theory focuses that

• people are born with inherited traits
• some traits are particularly suited to leadership
• People who make good leaders have the right (or

sufficient) combination of traits Researchers analysed physical and psychological traits and qualities such as high energy, appearance, aggressiveness, persuasiveness and dominance that all successful leaders possessed.

What are the essential traits for good leadership? Identify 05 traits.

Activity 01 Can you find your answer from here?

Trait theory

Stogdill (1974) reviewed 163 studies conducted between 1949 and 1970 Stogdill criticised trait theory as insufficient in predicting leader effectiveness. Northouse has identified intelligence, self- confidence, determination, integrity and sociability as universal leadership traits in the 20th century.

Catherine the Great (also known as Catherine II and Yekaterina Velikaya) was the empress of Russia from 1762 to 1796. At age 14, she was married to Karl Ulrich who was to be heir to the throne of Russia as the “grand duke Peter.” Peter was neurotic, rebellious, an alcoholic. When it was time for Peter to take the throne, he was already widely hated by the public. Catherine, on the other hand, was widely liked. Her traits were what allowed her to gain much support. She was considered to be clear-headed, ambitious, and intelligent. Shortly after he inherited the throne, Peter was assassinated by Catherine’s supporters (it is not known whether or not Catherine ordered the assassination). In September of 1763, Catherine was crowned as empress of Russia. As empress, Catherine was completely dedicated to her country. Her intent was to make Russia a prosperous and powerful state through establishing order, spreading education, creating a court, and developing a national

• culture. Her projects were far too many, and she was not very successful in accomplishing her goals. However,

the same traits that allowed her to gain support at the start of her career, allowed her to maintain support throughout her role.

Case Study 01

Q1: Does Catherine fit for a ‘great man’? Why or why not? What social factors contributing to your response? Q2: In what way does Catherine exhibit the trait theory?

Case Study 01 (Cont’d)

Donald Trump, the 45th and current president of the United States, is a prominent business figure and former reality TV star. His election in 2016 triggered discussion among leadership theorists. While Great Man Theory has been nearly put to sleep across the board, the controversy surrounding President Trump has reawakened the

• idea. Throughout history, major leaders have been elected largely on their strong leadership characteristics would

help pull the country out of a bad situation (i.e., Great Man Theory). Theorists stand to point out that Trump stood

• ut from his opponent with his willfulness, self-confidence, and spontaneity. Regardless of whether he was elected

for his personality or not, these theorists argue that his characteristics are crucial to the results of his presidency. Even though recent years have considered Great Man Theory dead and the personality of the leader more or less irrelevant to the success of a group, President Trump’s personality has been shown to play a major role in his actions as a leader. This contrasts from most of the presidents we’ve seen throughout history, who have relied on the advice and ruling of their cabinet and strict systematic processes, which made the impact of their personalities quite small. In this way, theorists suggest, Great Man Theory has made a comeback to the modern world.

Case Study 02

Q1: Can characteristics have different meanings in different settings? Ex: someone with a personality trait viewed negatively in a social setting, maybe bluntness, be viewed positively in a political setting? What other traits have different meanings in multiple settings? Q2: Do you see Great Man or Trait Theory applied in other modern settings?

Case Study 02 (Cont’d)

Influence Era

The first major shift in leadership theory, in its long journey away from the ‘great man’ theories, was collectively known as the Influence Era. The Influence Era acknowledged that leadership involves a dynamic between the leader and the follower. This dynamic moves away from associating leadership with a set of personality traits, and rather emphasises how the active influence of the leader over the follower determines their relationship. The major outcome of these theories was the balance in all leaders between behaviour aimed at concern for the task, versus behaviour aimed at concern for individual satisfaction and group cohesion.

Behavioural Leadership

Behavioural theory assume that leaders are made, not born. These theorists believed anyone can learn to be a leader. This theory branches from the former in that it analyses the action from leader to follower rather than the characteristics of the leader alone. This theory suggests that the behaviour of a leader can take one of two directions; task or relationship-

• riented.

Behavioural Leadership - Task / Relationship

Task oriented style is exhibited when a leader has more concern for production

• r

achieving

• rganisational tasks. It involves technical directions

when leading a group. Relationship oriented style is exhibited when the leader has more concern for the people who are working to achieve the goals of the group. It includes more relationship-building activities and promotion of trust and commitment within the group.

Blake & Mouton’s Managerial (Leadership) Grid (1964)

Behavioural Leadership - Role Theory

Role theory describes how expectations frame behaviour. Role theory was based on the assumptions that individuals;

• Define roles for themselves and others based on social

learning and reading

• Form expectations about the roles that they and others

will play

• Subtly encourage others to act within role expectations
• Will act within the role they adopt

Behavioural Leadership - Role Theory (Cont’d)

Within

• rganisations,

formal and informal information about leadership values, culture, training, expectations and behaviour. When expectations do not match behaviour, role conflict can occur. Ex: When an HR intern becomes an HR executive

• r when HR Executive struggles to take over the

Assistant Manager role (conflict can result until these people learn new behaviour patterns).

Video 01

Actors Who Were Never The Same After A Role

https://www.youtube.com/watch?v=1O55kFMD_dc

Task & Relationship Questionnaire (Northhouse, 2009)

Statement

1 2 3 4 5

• 1. Make a ‘to do’ list of the things that need to be done.
• 2. Try to make the work fun for others.
• 3. Urge others to concentrate on the work at hand.
• 4. Show concern for the personal well-being.
• 5. Set timelines for when the job needs to be done.

Never, Rarely, Sometimes, Often, Always

Task & Relationship Questionnaire (Northhouse, 2009) (Cont’d)

Statement

1 2 3 4 5

• 6. Help group members get along.
• 7. Keep a checklist of what has been accomplished.
• 8. Listen to the special needs of each group member.
• 9. Stress to others the rules and requirements for the

project.

• 10. Spend time exploring other people’s ideas for the

project. Never, Rarely, Sometimes, Often, Always

Scoring

This questionnaire is designed to measure your task-oriented and relationship-oriented leadership behaviour. By comparing your scores you can determine which style is more dominant in your own style of leadership. If your task score is higher than your relationship score, you tend to give more attention to goal accomplishment and somewhat less attention to people-related

• matters. If your relationship score is higher

than your task score, your primary concern tends to be dealing with people and your secondary concern is directed more toward

• tasks. If your scores are very similar to each
• ther,

it suggests that your leadership is balanced and includes an equal amount of both behaviours.

1.Sum scores for the odd-numbered statements (Task score) 2.Sum scores for the even-numbered statements (Relationship score)

• If your score is 20-25, you are in the high range.
• If your score is 15-19, you are in the high moderate

range.

• If your score is 10-14, you are in the low moderate

range.

• If your score is 5-9, you are in the low range.

Task Score: ………… Relationship Score: …………….

Gordon Ramsay is an internationally renowned chef from the UK. A star of several TV shows and owner of many restaurants, the chef has been awarded 16 Michelin Stars over the course of his career. Ramsay is particularly well known for his brash and blunt behaviour in the kitchen, for which he receives a variety of both criticism and

• praise. Regardless, Ramsay’s success in his career can largely be attributed to his intense attention to detail and

high standards for everyone in his restaurants. Noted by one scholar, when Ramsay was starting out at his first restaurant, he personally inspected every plate before it went to the table, ensuring quality for his customers. On top of that, he held his workers -- from the chefs to the busboys -- to the highest standards of nothing but excellence to keep his restaurant in top condition. Despite his immediate impression of being blunt and at times crude, Ramsay is far from ignorant. Working with kids, Ramsay is known for being kind and a source of guidance for aspiring chefs, especially when the young competitors on his show face failure. At times, he also gives heartfelt comments in kitchens full of grown adults, showing that his task-oriented mentality is only harsh when it needs to be and he is aware of how to act appropriately to circumstance (Situational Awareness).

Case Study 03

Q1: How does task-oriented leadership enhance the effectiveness of the team? Q2:Are leaders capable of changing between task and relationship-oriented approaches? Do you think Ramsay would be as effective of a leader if he changed?

Case Study 03 (Cont’d)

• Bennis, W. (1959). Leadership theory and administrative behavior:

The problems of authority. Administrative Science Quarterly. 4(2): 259-301.

• Bowden, A.O. (1927). A study of the personality of student

leadership in the United States. Journal of Abnormal Social

• Psychology. 21: 149-160
• Haslam, S.A, Reicher, S.D., & Platow, M.J. (2011). The new

psychology of leadership: Identity, influence and power. New York: Psychology Press.

• Jenkins, W.O. (1947). A review of leadership studies with particular

reference to military problems. Psychological Bulletin. 44: 54-79.

• Northhouse, P. G. (2009). Leadership: Theory and Practice.

Thousand Oaks, CA: Sage.

• Van Seters, D.A., & Field, H.G. (1990). The evolution of leadership
• theory. The Journal of Organizational Change Management. 3(3):

29-45.

Bibliographical References

01

Definitions

02

Differences between Manager vs Leader

03

Failure of Traditional Management

04

Leadership Theories

Lewin’s Leadership Styles

A group of psychologists led by Lewin (1939) focused their theory on leadership styles. They identified three leadership styles; autocratic, democratic and laissez-faire. Autocratic leaders make decisions without consulting

• anyone. In Lewin’s experiments, this approach caused the

worst level of dissatisfaction (discontent). Democratic leaders involve people in their decisions, although they may make the final decision. Laissez-faire leaders are minimally involved in decision making.

Video 02

Which Leadership style is this?

https://www.youtube.com/watch?v=Bv16yctXaFM

Leadership Theories

• Great Man or Trait School
• Behavioural or Styles School
• Contingency School & Situational

School

• Transactional & Transformational School

Leadership Theory / School

“The qualities, characteristics and skills required in a leader are determined to a large extent by the demands

• f the situation in which he is to function as a leader”.

—Fred Fiedler

Contingency Era

“There is no one best style of leadership. A leader is effective when his or her style of leadership fits with the situation”.

—Ralph Stogdill

• Early research on effective leadership reflects that leaders

traits (ex; self-confident, intelligence) or behaviour (ex: task-

• riented,

relationship

• riented)

are positively related to performance or satisfaction of followers.

• Yet, research failed to provide how effective are those traits or

behaviour for effective leadership.

• Thus, some researchers explained why the traits or behaviours

required for effective leadership vary for different situations.

• In the 1960’s -1980’s several contingency theories were

proposed.

• Those

were LPC contingency model, Path-goal theory, situational leadership theory and normative decision making model.

Contingency / Situational Era

• The contingency theory of leadership was developed by Fred

Fiedler in 1960’s during his research of leader effectiveness in group situations.

• This theory assumes that leadership styles are fixed and they

cannot be adapted or modified.

• A leader is most effective when his or her attributes and style of

leadership is matched with the situation and environment around them.

• Leaders are asked about their least-preferred coworker (LPC),

the person with whom they least like to work.

• The most popular interpretation of the LPC score is that it reflects

a leader’s underlying disposition toward others ex; pleasant/ unpleasant, cold/warm, friendly/ unfriendly and trustworthy/untrustworthy.

Fiedler’s Contingency Leadership - LPC

LPC Questionnaire

LPC Questionnaire (Cont’d)

LPC Questionnaire (Scoring)

• Most of the rating items involve interpersonal

aspects that are not directly related to job performance (e.g., warm–cold), but some are work related (e.g., cooperative– uncooperative).

• The

leader's

• verall

score

• n

the LPC questionnaire is used to classify the leader as more concerned with work performance (leaders with low LPC scores)

• r

more concerned with interpersonal relationships (leaders with high LPC scores).

• A situation is defined by 03 factors; Leader-

Member relations, Task structure, Position Power

Fiedler’s Contingency Leadership - LPC (Cont’d)

Leader-member relations: referring to the degree

• f

confidence, trust and respect of followers have in the leader. Task structure: referring to the clarity

• f

the tasks and job assignment procedures. Position power: referring to the influence or authority the leader possesses or derived from one’s formal structural position in the organisation; includes power to hire, fire, discipline, promote and give salary increases.

Fiedler’s Contingency Leadership - Situational Factors

You have been newly appointed F&B Manager of a leading hotel

• chain. In this scenario we might focus on few situational factors:
• Leader - Member relations will be low because you are new to

the job and team members will not have confidence in you nor the

• trust. Secondly, staff turnover is high so it is going to be difficult to

build strong relationships.

• Task structure is high because there are specific policies and

procedures.

• Position power is high because you have the ability to hire and

terminate employees and also reward and punish when required. According to LPC - a relationship-oriented leader is best suited to this role.

Case Application - F&B Manager

You have been promoted to be the manager of a software development team you have been working in for two years. In this scenario we might focus on few situational factors:

• Leader - Member relations will be high because you have

already worked with the team for two years and know each of the team members well and they trust you.

• Task structure is high even though software development is

complex, task structure is high as the team knows what they have to do each week.

• Position power is low although you are promoted to manage

team’s day to day work, you are not responsible for hiring, firing and you do not hold formal authority over employees. According to LPC - a task-oriented leader is best suited to this role.

Case Application - Software Development Manager

Identify the advantages and disadvantages of Contingency theory

Home Work 01

01

Definitions

02

Differences between Manager vs Leader

03

Failure of Traditional Management

04

Leadership Theories

Hersey and Blanchard’s Situational Leadership Theory

Hersey and Blanchard (1969) realised that encouraging staff to participate in leadership may not solve all problems. Situational leaders match their style to the competence and commitment of the followers. Effective leaders are those who can recognise what followers need and then adapt their own style to meet those needs. Before choosing a response, a situational leader consider,

• The motivation and capability of followers
• The situation in which decisions take place
• Stress and mood
• Available resources and support

Successful leaders are able to adapt their style to the people that they work with. The model is made up of two parts; the learners’ development level and the leaders’ leadership style. An individual’s development level is a result of a combination of their competence and commitment.

• Competence: level of skill, experience, knowledge or behaviour relating to a specific task.
• Commitment: motivation to learn a task and their confidence in their ability to learn.

These development levels will have different needs and will therefore require a different leadership styles.

Situational Leadership Theory (Cont’d)

Situational Leadership Theory (Cont’d)

• Supportive behaviour +
• Directive behaviour +

High directive - Low supportive - In this approach, the leader focuses communication on goal achievement, and spends a smaller amount of time using supportive behaviours. Using this style, a leader gives instructions about what and how goals are to be achieved by the followers and then supervises them carefully.

Situational Leadership Theory - S1 Directive

Situational Leadership Theory - S2 Coaching

High directive - high supportive - In this approach, the leader focuses communication on both achieving goals and meeting followers’ socio-emotional needs. The coaching style requires that the leader involve himself or herself with followers by giving encouragement and soliciting follower input.

Situational Leadership Theory - S3 Supportive

Low directive - high supportive - In this approach, the leader does not focus exclusively on goals but uses supportive behaviours that bring out followers’ skills around the goal to be accomplished. The supportive style includes listening, praising, asking for input, and giving feedback. A leader using this style gives followers control of day-to-day decisions but remains available to facilitate problem

• solving. An S3 leader is quick to give recognition and social support to followers.

Situational Leadership Theory - S4 Delegating

Low directive - Low supportive - In this approach, the leader offers less goal input and social support, facilitating followers’ confidence and motivation in reference to the goal. S4 leader lessens involvement in planning, control of details and goal clarification. After the group agrees on what it is to do, this style lets followers take responsibility for getting the job done the way they see fit.

Rene Martinez, who owns a house painting business. Rene specialises in restoration of old homes and over 30 years has acquired extensive knowledge

• f

the specialised abilities required including understanding old construction, painting materials and techniques, plaster repair, carpentry, and window glazing. Rene has three employees: Ashley, who has worked for him for seven years and whom he trained from the beginning of her career; Levi, who worked for a commercial painter for four years before being hired by Rene two years ago; and Anton, who is just starting out.

Case Application

Because of Ashley’s years of experience and training, Rene would classify her as primarily D3. She is very competent, but still seeks Rene’s insight

• n

some tasks. She is completely comfortable prepping surfaces for painting and directing the others, but has some reluctance to taking on jobs that involve carpentry. Depending on the work he assigns Ashley, Rene moves between S3 (supporting) and S4 (delegating) leadership behaviours.

Case Application - D3 & S3 / S4

When it comes to painting, Levi is a developed follower needing little direction or support from Rene. But Levi has to be trained in many other aspects of home restoration, making him a D1 or D2 in those

• skills. Levi is a quick learner, and Rene finds he only

needs to be shown or told how to do something once before he is able to complete it easily. In most situations, Rene uses an S2 (coaching) leadership behaviour with Levi. If the goal is more complicated and requires detailed training, Rene moves back into the S1 (directing) behaviour with Levi.

Case Application - D1 / D2 & S1 / S2

Anton is completely new to this field, developing his skills but at the D1 level. What he lacks in experience he more than makes up for in energy. He is always willing to jump in and do whatever he’s asked to do. He is not as careful as he needs to be, however,

• ften

neglecting the proper prepping techniques and cleanup about which Rene is a stickler. Rene finds that not only he, but also Ashley, uses an S1 (directing) behaviour with Anton. Because Anton is also fairly new, he finds it difficult to be directive with Anton, but likes to give him help when he seems unsure of himself, falling in to the S3 (supporting) behaviour.

Case Application - D1 & S1 / S3

Jim Anderson is a training specialist in the HR department of a large pharmaceutical company. in response to a recent company- wide survey, Jim designed a 6-week training program on listening and communication skills to encourage effective management in the company. Jim’s goals for the seminar are twofold: for participants to learn new communication behaviours and for participants to enjoy the seminar so they will want to attend future seminars. The first group to be offered the program was middle-level managers in research and development. This group consisted of about 25 people, nearly all of whom had advanced degrees. Most of this group had attended several in-house training programs in the past, so they had a sense of how the seminar would be designed and run. Because the previous seminars had not always been very productive, many of the managers felt a little disillusioned about coming to the seminar. as one of the managers said, “here we go again: a fancy in-house training program from which we will gain nothing.” Because Jim recognised that the managers were very experienced, he did not put many restrictions on attendance and

• participation. he used a variety of presentation methods and actively solicited involvement from the managers in the seminar.

Throughout the first two sessions, he went out of his way to be friendly with the group. he gave them frequent coffee breaks during the sessions; during these breaks, he promoted socialising and networking.

Case Study 04 - Why Are’t They Listening

During the third session, Jim became aware of some difficulties with the seminar. rather than the full complement of 25 managers, attendance had dropped to about only 15 managers. although the starting time was established at 8:30, attendees had been arriving as late as 10:00. during the afternoon sessions, some

• f the managers were leaving the sessions to return to their offices at the company.

as he approached the fourth session, Jim was apprehensive about why things had been going poorly. he had become quite uncertain about how he should approach the group. Many questions were running through his mind: had he treated the managers in the wrong way? had he been too easy regarding attendance at the sessions? Should he have said something about the managers skipping out in the afternoon? Were the participants taking the seminar seriously? Jim was certain that the content of the seminars was innovative and substantive, but he could not figure out what he could change to make the program more successful. he sensed that his style was not working for this group, but he didn’t have a clue as to how he should change what he was doing to make the sessions better.

Case Study 04 - Why Are’t They Listening (Cont’d)

• 1. According to the Situational Leadership

model, what style of leadership is Jim using to run the seminars?

• 2. At

what level are the managers?

• 3. From a leadership perspective, what is

Jim doing wrong?

• 4. What

specific changes could Jim implement to improve the seminars?

Case Study 04 - Why Are’t They Listening (Q&A)

Situational Leadership Questionnaire - Situation 01

Because of budget restrictions imposed on your department, it is necessary to consolidate. you are thinking of asking a highly capable and experienced member of your department to take charge of the consolidation. This person has worked in all areas of your department and has the trust and respect of most of the staff. She is very willing to help with the consolidation.

• A. Assign the project to her and let her determine how to accomplish it.
• B. Assign the task to her, indicate to her precisely what must be done and supervise her work

closely.

• C. Assign the task to her and provide support and encouragement as needed.
• D. Assign the task to her and indicate to her precisely what needs to be done but make sure you

incorporate her suggestions.

Development level ………….

Action …………..

Situational Leadership Questionnaire - Situation 02

You have recently been made a department head of the new regional office. in getting to know your departmental staff, you have noticed that one of your inexperienced employees is not following through on assigned tasks. She is enthusiastic about her new job and wants to get ahead in the organisation.

• A. Discuss the lack of follow-through with her and explore the alternative ways this problem can be

solved.

• B. Specify what she must do to complete the tasks but incorporate any suggestions she may have.
• C. Define the steps necessary for her to complete the assigned tasks and monitor her performance

frequently.

• D. Let her know about the lack of follow-through and give her more time to improve her performance.

Development level ………….

Action …………..

Situational Leadership Questionnaire - Situation 03

Because of a new and very important unit project, for the past 3 months you have made sure that your staff members understood their responsibilities and expected level of performance, and you have supervised them closely. due to some recent project setbacks, your staff members have become somewhat discouraged. Their morale has dropped, and so has their performance.

• A. Continue to direct and closely supervise their performance.
• B. Give the group members more time to overcome the setbacks but occasionally check their progress.
• C. Continue to define group activities but involve the group members more in decision making and

incorporate their ideas.

• D. participate in the group members’ problem-solving activities and encourage and support their efforts

to overcome the project setbacks. Development level ………….

Action …………..

Situational Leadership Questionnaire - Situation 01

As a director of the sales department, you have asked a member of your staff to take charge of a new sales campaign. you have worked with this person on other sales campaigns, and you know he has the job knowledge and experience to be successful at new assignments. however, he seems a little unsure about his ability to do the job.

• A. Assign the new sales campaign to him and let him function on his own.
• B. Set goals and objectives for this new assignment but consider his suggestions and involve

him in decision making.

• C. Listen to his concerns but assure him he can do the job and support his efforts.
• D. Tell him exactly what the new campaign involves and what you expect of him, and supervise

his performance closely.

Development level ………….

Action …………..

Scoring

Situation 01; a common problem faced by companies during downsizing: the need to consolidate. in this situation, the leader has identified a person to direct the downsizing project who appears to be highly competent, experienced, and motivated. according to the SLii model, this person is at Dev. Level 4, which calls for a delegative approach. The (a) response, “assign the project to her and let her determine how to accomplish it,” that best represents delegating (S4): low supportive–low directive leadership.

Situation 02; a problem familiar to leaders at all levels in nearly all

• rganisations:

lack

• f

follow-through by an enthusiastic follower. in the given example, the follower falls in Dev. Level 1 because she lacks the experience to do the job even though she is highly motivated to succeed. The SLii approach prescribes directing (S1) leadership for this type of

• follower. She needs to be told when and how to do her job.

after she is given directions, her performance should be supervised closely. The correct response is (C), “define the steps necessary to complete the assigned tasks and monitor her performance frequently.”

In this situation 03; followers seem to have developed some experience and an understanding of what is required of them, but they have lost some of their motivation to complete the goal. Their performance and commitment have stalled because of recent setbacks, even though the leader has been directing them closely. Correct response is to shift to a more supportive coaching style (S2) of leadership; (C), “Continue to define group activities but involve the group members more in decision making and incorporate their ideas.” Situation 4 describes that a director identifies the correct person to head a new sales campaign. The person identified for the position

• bviously

has the skills necessary to do with new sales campaign, but he appears apprehensive about his own abilities. SLii suggests that the director should use a supportive style (S3), which is consistent with leading followers who are competent but lacking a certain degree of confidence. The correct response (C), “Listen to his concerns but assure him he can do the job and support his efforts.”

Identify the advantages and disadvantages of Situational Leadership

Home Work 02

Path - Goal Theory

Path-goal theory is about how leaders motivate followers to accomplish designated goals. This theory first appeared in the leadership literature in the early 1970’s in the works of Evans (1970), House (1971), Dessler and Mitchell. Path-goal theory helps leaders:

• Clarify the path toward the goal
• Remove roadblocks
• Increase rewards along the way

The goal of this theory is to enhance follower performance and follower satisfaction by focusing on follower motivation.

Path - Goal Theory (Cont’d)

Major components of path goal theory consists of leader behaviour, follower characteristics, task characteristics. Leader behaviours:

• Directive
• provides

instructions, policies and sets clear standards of performance.

• Supportive
• leadership

consists

• f

being friendly and approachable and attending to followers well-being.

• Participative - invite followers to share their ideas in the

decision making process.

• Achievement
• riented
• establishes

a high standard

• f

excellence for followers and seeks continuous improvement. The goal of this theory is to enhance follower performance and follower satisfaction by focusing on follower motivation.

Path - Goal Theory (Cont’d)

The path-goal approach suggests that leaders need to choose a leadership style that best fits the needs of followers and the work they are doing.

• Blanchard, K. H. (1985). SLII : A situational approach to managing people.

Escondido, CA: Blanchard Training and Development.

• Fiedler, F. E. (1978). The contingency model and the dynamics of the

leadership process. In L. Berkowitz, ed. (Ed.), ed. , Advances in experimental social psychology (Vol. 11, pp. 59–96). New York: Academic Press.

• Fiedler,

F. E., & Chemers, M. M. (1974). Leadership and effective

• management. Glenview, IL: Scott, Foresman.
• Hersey, P., & Blanchard, K. H. (1969a). Life-cycle theory of leadership.

Training and Development Journal, 23, 26–34.

• Hersey, P., & Blanchard, K. H. (1969b). Management of organizational

behavior: Utilizing human resources. Englewood Cliffs, NJ: Prentice Hall.

• Thompson, G., & Vecchio, R. P. (2009). Situational Leadership theory: A test
• f three versions. Leadership Quarterly, 20, 837–848.
• Vecchio, R. P. (1987). Situational Leadership theory: An examination of a

prescriptive theory. Journal of Applied Psychology, 72(3), 444–451.

• Yukl, G. A. (1998). Leadership in organizations (4th ed.). Upper Saddle River,

NJ: Prentice Hall.

Bibliographical References

Leadership Theories

• Great Man or Trait School
• Behavioural or Styles School
• Contingency School & Situational School
• Transactional & Transformational

School

• Modern Approaches

Leadership Theory / School

Transactional vs Transformational Leadership

What are the differences between transactional and transformational leadership?

Transactional Leadership

McGregor Burns, Bernard Bass, Jane Howell and Bruce Avolio contributed for this theory. Transactional leadership is a style of leadership that focuses on the transaction between leaders and their followers. Transactional leader accomplishes goals by rewarding employees who meet expectations (Bass, 1990). These rewards come in the form of recognition, pay increases and advancement. Employees who fail to perform per expectations, however are penalised. Since transactional leadership is based on a system of rewards and penalties, it does not offer much in terms of inspiration to motivate people to go beyond the basics.

Characteristics & Dimensions

Characteristics

• Focused on short-term

goals

• Structured policies and

procedures

• Thrive on following

rules and doing things correctly

• Focus on efficiency
• Left-brained (dominant)
• Tend to be inflexible
• Opposed to change

Dimensions

• Contingent

reward

• the

process

• f

setting expectations and rewarding workers for meeting them

• Active

management by exception

• in

which managers anticipate problems, monitor progress and issue corrective measures

• Passive

management by exception

• where

a manager does not interfere with workflow unless an issue arises

Bill Gates was born in Seattle in 1955. In his early teens, he met Paul Allen at the Lakeside School, where they both developed computer programs as a hobby. When Gates went to Harvard, Allen went to work as a programmer for Honeywell in Boston. In 1975, they started Microsoft, and by 1978, the company had grossed $2.5 million, when Gates was 23. In 1985, Microsoft launched Windows. Bill Gates is now one of the richest people in the world. As a transactional leader, he used to visit new product teams and ask difficult questions until he was satisfied that the teams were on track and understood the goal. Microsoft was a high-stress environment because Bill drove others as hard as he drove himself. He was growing into the taskmaster who would prowl the parking lot on weekends to see who’d made it in.

Case Application - Bill Gates

Charisma

Singer

Company Owner

Political Leader Actor Musician Engineer Psychologist

Define charisma What do you think about these? A rare personal quality attributed to leaders who arouse devotion and enthusiasm. Personal magnetism or charm. A strong appeal which enables someone to connect with others and influence them at a deep emotional level. Anytime someone makes us feel warm and tingly inside on a consistent basis, we call that person charismatic. Describe the most charismatic person you have seen or met. Discuss on the image of that person (what gender?, how tall?, how old?, how do they dress, what hairstyle? etc.

Charisma - Activity

Mind Map - What are the words to describe him or her? Is charisma a natural quality or can it be learnt?

(https://www.psychologytoday.com/intl/blog/ naturally-selected/201205/can-charisma-be- taught)

Give advice to someone who has not charisma and wants to improve.

Charisma - Activity

Charisma (University of Toronto Team)

I am someone who ……..

1 2 3 4 5

• 1. Has a presence in a room.
• 2. Has the ability to influence people.
• 3. Knows how to lead a group.
• 4. Makes people feel comfortable.
• 5. Smiles at people often.
• 6. Can get along with anyone

Never, Rarely, Sometimes, Often, Always

Divide your total score by the number six to get your overall charisma score. If your result if higher than 3.7, then you are

• fficially

charismatic. How Charismatic are you?

How Charismatic Are You?

Charisma & Transformational Leadership

‘Charisma’ was first used to describe a special gift that certain individuals possess that gives them the capacity to do extraordinary things. Weber (1947) identified Charisma as a special personality characteristics that gives a person superhuman

• r

exceptional powers and results in the person being treated as a leader. House (1976) identified characteristics of a charismatic leader including being dominant, having a strong desire to influence

• thers, being self-confident and having moral values.

Charisma is a necessary but not sufficient condition for transformational leadership (Yammarino, 1993)

Transformational Leadership

Transformational leadership is a process that changes and transforms people by developing followers to their fullest potential. It is concerned with emotions, values, ethics, standards and long- term goals. It includes assessing follower’s motives, satisfying their needs and treating them as full human beings. Dixon (1998) identified that a leader’s behaviour is influenced by four factors; self-confidence, integrity, honesty and personal values. Transformational leader is able to motivate his followers to strive for excellence without the use of power and authority, by inspiring them through his passion and deep thinking.

Characteristics & Dimensions

Characteristics

• Focused on long-term goals
• Encourages the motivation &

positive development of followers

• Exemplifies moral standards
• Fosters an ethical work

environment with clear values, priorities and standards.

• An attitude of self-interest to a

mindset where they are working for the common good

• Emphasis on authenticity,

cooperation and open communication

• Provides coaching and

mentoring but allowing employees to make decisions and take ownership of tasks

Dimensions

• Idealised

Influence

• Charisma
• r

emotional component

• f
• leadership. This describes people who are special and who make
• thers want to follow the vision they put forward.
• Inspirational Motivation - Leaders use symbols and emotional

appeals to focus group members’ efforts to achieve more than they would in their own self-interest. Team spirit can be enhanced.

• Intellectual Stimulation - Leadership stimulates followers to be

more creative and innovative and to challenge their own beliefs and values.

• Individualised Consideration - Leaders provide a supportive

climate in which they listen carefully to the individual needs of followers,

HBR points to Apple as an example

• f

“dual transformation”: Jobs innovated on original Microsoft products while also building a software ecosystem. Cook has extended on Jobs’ vision, maintaining a focus on innovation, software and brand loyalty. At an interview, Apple co-founder Steve Wozniak said Steve Jobs had “a very futuristic forward vision, almost a bit of the science fiction, ‘Here’s what life could be,’ but Bill Gates had more of an execution ability to build the things that are needed now, to build a company now, make the profits now, in the short-term.

Case Application - Steve Jobs & Tim Cook

MLQ (Multifactor Leadership Questionnaire)

Servant Leadership

Although Greenleaf (1977) developed the idea of Servant Leadership more than 43 years ago, it continues to greatly influence leadership thinking in the 21st century. He noticed most successful leaders lead in a different way from traditional leaders. He argued that to be a great leader, one must be a servant first. Servant leaders put serving others, including employees, customers and the community as the number one priority.

• Listening
• Empathy
• Healing
• Awareness
• Persuasion
• Conceptualisation
• Foresight
• Stewardship
• Commitment to the growth of people
• Building Community

Qualities of a Servant Leaders

Charles Harry is the Chief Executive Officer (CEO) of an IT company. His company specialises in providing IT services to higher education institutions. The company has grown vastly in the last 20 years. The company started as a one- man business with an entrepreneurial structure but has greatly expanded and is located in different countries in the world. However, during the recession in 2008, the profit of the company started to diminish. It was clear that they had to refocus and like many others downsize. Rumours were being circulated around the company that five out of 10 employees would lose their jobs. The staff were already coming up with contingency plans and some had started searching for other jobs. Surprisingly, contrary to the rumours, Charles assured all the staff that no job would be lost. He understood that there were tough times ahead but he believed that by sticking together, they could go beyond it. He was willing to share their pains and this he did by reducing his salary so that he could afford to pay others. Before he embarked on his cost-cutting venture especially with expenses in the organisation, he established a group and empowered them to come up with the best decisions to move the company forward. This was instrumental and made his employees trust him. His company was able to survive the storm in 2008, and in 2017, it has become a larger and more sought-after brand.

Case Study 05 - Servant Leadership

• 1. What makes Charles Harry a servant

leader?

• 2. Based on the characteristics of servant

leadership, what are the traits that Charles Harry possesses?

• 3. What are the benefits of his approach to

leadership?

• 4. Are

there negative consequences

• f

focusing on the welfare of his employees rather than the company’s performance?

Case Study 05 - Servant Leadership

Video 03

Transactional, Transformational & Servant Leadership

https://www.youtube.com/watch?v=_YOPzVHXEXk

Activity

Each group has to present on the given theme. The allocated time is 15 minutes. Date: 19th June 2020 Group 01 - Hard Skills Vs Soft Skills Group 02 - Management By Objectives (MBO) Group 03 - Situational Leadership Group 04 - Contingency Leadership (LPC) Group 05 - Systems Leadership Group 06 - Leadership Roles

Leadership Theories

• Great Man or Trait School
• Behavioural or Styles School
• Contingency School & Situational School
• Transactional & Transformational School
• Modern Approaches

Leadership Theory / School

The Traditional Model of Leadership

• The traditional model of leadership holds that,
• Leadership resides in individuals.
• Leadership is hierarchically based and linked

to office.

• Leadership means doing things to followers.
• Leadership is different from and more

important than management.

• Leaders are different from followers.
• Leaders make a crucial difference to
• rganisational performance.
• Effective leadership is generalisable to other

situations. The traditional model

• f

leadership holds that leadership resides in individuals, is linked to office, involves doing things to followers, is different from management and changes

• rganisational performance.

New Directions in Theory

• Contextual School of leadership

New contextual factors include: national culture, hierarchical levels of leadership, gender, race etc. Contextual factors are seen to empower leadership behaviour and

• utcomes.
• Ethics and moral development

Researchers are looking at the influence

• f

ethics and morals

• n

the behaviour of leaders.

• Biology and neuroscience

Work is being done on ‘behavioural genetics’ of leadership emergence, effect of hormones

• n

correlates

• f

leadership, neuroscience perspectives and evolutionary points of view.

Collective leadership View

• An emerging view of collective leadership provides new

thinking about leadership including,

• Leadership is a property of social systems which means it

influences and is influenced by other properties (ex: resources, workers, clients, cultural values, information and knowledge).

• Leadership is a process of creating something significant,

like a vision or common understanding.

• Leaders is a complex process of mutual influence.
• Leadership is within everyone’s grasp; the designated

leader is a participant in the process of leadership.

• Leadership is one factor that can influence performance.
• Context emerges as crucial; it’s important to know the

setting in which leadership occurs.

• Leadership development involves the whole community

and everybody takes responsibility.

In the collective view, leadership is a property of a social system, can

• ccur

anywhere, is a complex process of mutual influence, is within everyone’s grasp, is

• nly
• ne

factor influencing

• rganisational

performance and is viewed in context.

• The awareness of the interconnected world has led to an

appreciation of the systematic nature of contemporary issues (Sengem, Hamilton and Kania, 2015).

• System leadership is a complex and ambiguous term as it has

very different implications according to context ex: Academic field, medical field etc.

• It is best known in the context of systems thinking as developed

by Peter Senge (1990).

• This theory has been highly influential as a theory and as a

proven strategy for enabling organisational development and change.

• Systems leadership enables the leaders in an organisation to

create the conditions where people at all levels can work productively to their potential.

Systems Leadership

• System leadership recognises the collaboration is essential to

solve all wicked problems (Heifetz, Kania and Kramer, 2004).

• System

leaders encourage collective leadership which change the mind-set from competition to co-operation.

• Leaders

foster dialogue to find new thinking and new possibilities.

• System leaders hold people to account for outcomes for which

they do not have overall direct control. Thus, they encourage co-operative activity.

• The discipline of systems thinking shows that there simply is

‘no right answer’ when dealing with complexity. For this reason, openness and systems thinking are closely linked.

Systems Leadership

• A system has to be understood as a set of relationships in

which the whole is more than the sum of its part and the system has to be viewed as the interactions between its elements.

• System work in a highly interdependent manner; a change in
• ne element is likely to lead to changes in others.
• Because of the complexity, systems are best managed by

those in direct contact with them rather than those operating at a high level.

• Systems are combinations of multiple perceptions; competing

versions of reality.

• Change in systems require relearning realities, re-educating

and changing perceptions.

Characteristics of Systems Leadership

Video 04

Systems Leadership

https://www.youtube.com/watch?v=QqLdcqhHKYA

https://www.youtube.com/watch?v=1aYaj2-GZqk

• As a result of leadership failures in the public and

private sectors, authentic leadership has emerged in response to societal demands for trustworthy and good leadership.

• Authentic leadership is a positive leadership that is

genuine, trustworthy, credible, reliable and believable.

• It is transparent, morally grounded and responsive to

people’s needs and values.

Authentic Leadership

• Purpose - Purpose for an authentic leader includes developing a better understanding
• f one’s personal passion and finding a way to express it in the work setting.
• Values - values are exemplified through an authentic leader’s actions, including

speaking the truth. Actions are based on doing right despite the challenges that result.

• Heart - Heart is exemplified by authentic leaders who show they care for them-selves

and for others. Heart is about encouraging others so that they will actually achieve higher levels of performance.

• Positive relationships - Relationships are close between authentic leaders and those

followers who believe in them. The psychological engagement is key to a healthy work environment which can reduce stress and burnout in the workplace.

Characteristics of Authentic Leadership

• Self-discipline - It means authentic leaders find a balance between their personal and

professional lives. They engage in personal renewal and reflective practices (meditation, prayer, personal hobbies etc.)that make them a better person first and better leader second.

• Credibility - It means authentic leaders do what they expect others to do. They model

the way, inspire a shared vision through their own action and enable others to act.

• Ability to encourage others - The heart of leadership is encouragement. They

encourage people to perform at their best. They encourage followers by setting clear standards expecting the best, paying attention, personalising recognition, telling the story, celebrating together and setting the example.

Characteristics of Authentic Leadership

Authentic Leadership Questionnaire

Authentic Leadership Questionnaire - Scoring

General Theories of Leadership

Leadership Roles (Based on Psychodynamic theory)

• 1. the strategist—Leadership as a game of chess - strategists are good at dealing with developments in the
• rganization’s environment. They provide vision, strategic direction, and outside-the-box thinking to create new
• rganizational forms and generate future growth. They can see the big picture, anticipate future developments, and

respond quickly to change.

• 2. the change catalyst—Leadership as a turnaround activity - They are excellent at managing rapidly growing
• rganizational

units and recognizing

• pportunities

for

• rganizational

transformation. change catalysts are implementation driven and very good at selecting talent to get the task done. Unlike strategists, they have the talent to align vision, strategy, and behavior. They are both outcome and process oriented. The flip side is that change catalysts can quickly become bored in stable situations.

• 3. the transactor—Leadership as deal making - Transactors like making acquisitions or other deals. extremely

dynamic and enthusiastic, they thrive on new challenges and negotiations. Proactive in welcoming change and instinctive networkers, transactors know how to lobby inside and outside the organization to get their point of view

• across. Like change catalysts, transactors can become very restless if they do not have enough stimulation.
• 4. the Builder—Leadership as entrepreneurial activity - Builders enjoy starting and building their own organizations or
• ther entrepreneurial ventures inside a large organization. They have a powerful need for independence and to be in
• control. They also have the talent to make their dreams come true: They possess an enormous amount of energy,

drive, dynamism, and enterprise. They know how to get other people to produce results.

Leadership Roles (Based on Psychodynamic theory)

• 5. the innovator—Leadership as creative idea generation - Innovators want to learn more about anything and everything

that grabs their attention. Their passion for learning new things and search for knowledge can be a source of inspiration to

• thers. Because of this innovative mind-set, they can bring new approaches to their organizations. Innovators tend to be
• introverts. Adept at logic and reason, they lack social interactions and may not always express their feelings appropriately.
• 6. the Processor—Leadership as an exercise in efficiency - Processors like to help organizations make an effective

transition from an entrepreneurial to a more professionally managed stage. Talented at setting boundaries and at creating the structures and systems necessary to support the organization’s objectives, they have a systemic, practical outlook and dislike unstructured situations. They are good at managing time, reliable, and efficient, able to keep a cool head in stressful situations.

• 7. the coach—Leadership as people development –They possess empathy and are extremely good listeners, and have

high emotional intelligence. With their positive, constructive outlook on life, they inspire confidence and trust. Great communicators and motivators, coaches are excellent at handling difficult interpersonal and group situations and at giving constructive feedback. They create high performance teams and high performance cultures. They are great believers in participatory management and know how to delegate.

• 8. the communicator—Leadership as stage management - With their ability to express a vision strongly and powerfully,

communicators can inspire people at all levels. Communicators are very effective in building alliances and enlisting the support of other people. However, a communicator’s preference for looking at the big picture, rather than dealing with details, means that these leaders need others, such as strategists and processors, to make their dreams become reality. communicators can also appear to operate on the surface:

Video 03

This is why you don’t succeed.

https://www.youtube.com/watch?v=xNgQOHwsIbg

Thank you

• Avolio,

B. J., & Gardner, W. L. (2005). Authentic leadership development:

• Getting to the root of positive forms of leadership. Leadership

Quarterly, 16,

• 315–338.
• Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership:

Current theories, research, and future directions. Annual Review of Psychology, 60, 421–449.

• Bass, B. M. (1990). Handbook of leadership. New York: Free Press.
• Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic

transformational leadership. Leadership Quarterly, 10, 181–217.

• Burns, J. M. (1978). Leadership. New York: Harper & Row.Bass, B.

(1990). From Transactional to Transformational leadership learning to share the vision. Organisational dynamics. 19-31.

• Burns, J.M, (1978), Leadership, N.Y: Harper and Row.
• Dixon, D. (1998). The balanced CEO: A transformational leader and a

capable manager. Healthcare Forum Journal 41(2), 26-29.

• Senge, P. (2006) The Fifth Discipline: the Art & Practice of the

Learning Organisation (02nd ed.) Random House Business Books.

Bibliographical References