Leadership

1. Leadership

2. Leadership Defined
The process of directing the behavior of others towards the
accomplishment of some objective.
Directing means causing individuals to act in a certain way or to
follow a particular course.
Ideally, the course is consistent with such factors as established
organizational policies, procedures, and job description.
ORGANIZATIONAL
GOALS
ORGANIZING
LEADING
(INFLUENCING)
CONTROLLING
PLANNING
ORGANIZATIONAL
GOALS
ORGANIZING
LEADING
(INFLUENCING)
CONTROLLING
PLANNING

3. Parts of Leadership
1. “One having to do with vision, direction, values, and
purposes;”
2. “Inspiring and motivating people to work together with a
common vision and purpose”
FROM: STEPHEN COVEY, “PRINCIPLE CENTERED LEADERSHIP”

4. Leader versus Manager Debate
“Leading is not the same as managing.”
“Leadership occurs only at the top levels of organizations
and managing occurs in the levels farther down the
organization.”
“Leadership occurs (or should occur) throughout the
organization, but still use the term "leadership" mostly to
refer to the top positions in the organization.”
“Managing and leading occur at many levels of the
organization.”
“Leaders and managers are two separate groups of
people that would reside in organizations.”

5. Leader Versus Manager
Managers focus on Leadership focuses on
• Goals & objectives • Vision
• Telling how and when • Selling what and why
• Shorter range • Longer range
• Organization & structure • People
• Autocracy • Democracy
• Restraining • Enabling
• Maintaining • Developing
• Conforming • Challenging
• Imitating • Originating
• Administrating • Innovating
• Directing & Controlling • Inspiring trust
• Procedures • Policy
• Consistency • Flexibility
• Risk-avoidance • Risk-opportunity
• Bottom line • Top line
Good managers do Good leadership does
the things right the right thing
Sources: Adapted from Warren Bennis On Becoming a Leader,
Addison Wesley, 1989; J. W. McLean & William WeitzelLeadership,
Magic or Method?, AMACOM, 1991;
Stephen R.Covey Principle-Centered Leadership, Summit Books, 1991

6. Effective Manager vs Effective Leader
Effective management involves the creation of a
positive work environment in which the
organization and the employees have the
opportunity (and the incentives) to achieve high
performance.
Effective leadership, by contrast, is the ability to
influence others to achieve the goals of the
organization.

7. Leader versus Manager
“Leadership is the highest component of management.”
(Stephen Covey).
“Modern executives need to combine management and
leadership”. (Certo)
“The New Managers for the New Economy: Shift from
Management to Leadership” (Warren Bennis)
New Manager
Classical Managerial Work New Leadership Task
Planning
Organizing
Controlling
Creating vision and inspiring
Aligning the web of relations
Empowering and coaching

8. The Most Effective Managers Over the Long
Term are also Leaders
Managers Leaders
Leaders
Who Are Not
Managers
Managers
Who Are Not
Leaders
Managers Who
Are Also Leaders

9. Leadership and Management
Transactional Leaders
Focus on fair exchanges with members to motivate
achieving goals by:
• Clarifying role or task requirements
• Setting up structures
• Providing appropriate rewards
• Being considerate of the needs of subordinates
Personal characteristics:
• Take pride in running smoothly and efficiently
• Have a sense of commitment to the organization
• Encourage conformity to norms and values

10. Leadership and Management
Leadership
The process of influencing others so that their work
efforts lead to the achievement of organizational
goals.
Leadership versus Management
Are leading and managing different functions?
• Are leaders managers?
• Are there substitutes for leadership?

11. Leadership and Management (cont’d)
Transformational Leaders
Focus on inspiring change in members and the
organization by:
• Inspiring and arousing others to unite in seeking
extraordinary performance accomplishments
• Challenging the status quo and stimulating change in the
organization’s mission, strategy, structure, and culture

12. Leadership and Management (cont’d)
Transformational Leaders (cont’d)
Personal characteristics:
• Identify with followers, creating personal loyalty.
• Motivate employees to transcend individual goals for the
sake of a team or organization by articulating a clear vision.
• Pay personal attention to followers’ needs by supporting and
encouraging followers in their attempts to work toward the
vision.
• Challenge followers to be innovative, model new behaviors,
and exhibit a high moral standard in their actions.

13. What Do You Think?
Are Leaders Born or Made?
Consider leaders whom you know or are familiar
with.
Are they born leaders or were they made
leaders through learning and life experience?

14. Mainstream Leadership
Leadership Traits
The desire to lead
Drive
Self-confidence
Honesty and integrity
Intelligence and job-relevant knowledge
Charisma
A special trait or “gift” that some leaders have to
attract and inspire others.

15. Mainstream Leadership (cont’d)
Charismatic Leader Traits
Are enthusiastic and self-confident
Relate to others on an interpersonal level
Are superior motivators
Persuasive communicators of their vision
Are risk takers
Are sensitive to follower needs
Display extraordinary behaviors in pursuit of their
vision

16. Mainstream Leadership (cont’d)
Leadership Behavior
Dimensions of
leadership behavior
• Consideration
– Supportive,
relational, and/or
employee-oriented
– Related to employee
satisfaction
• Initiating structure
– Directive, structural,
and/or task-oriented
– Related to
productivity
Digital Vision at Getty Images®

17. Figure 15.1: The Leadership Grid

18. Mainstream Leadership (cont’d)
Situational (Contingency) Leadership
The situation determines which leadership style is
effective at maximizing productivity.
An effective leadership style in one situation will not
necessarily work in another situation.
Contingency Models
Fiedler’s Contingency Theory
House’s Path-Goal Theory
Hersey and Blanchard’s Situational Leadership

19. Mainstream Leadership (cont’d)
Fiedler’s Contingency Theory
Assumes that a leader’s style is either relationship-
oriented or task-oriented and that this style is fixed.
Leaders will need to seek out or be assigned
positions that fit their style.
Situational Contingencies
Leader-member relations
Task structure
Position power

20. Figure 15.2: Summary of
Fiedler’s Situational Contingencies

21. Mainstream Leadership (cont’d)
House’s Path-Goal Theory
Focuses on what leaders can do to motivate and
align their employees’ behavior to achieve
organizational goals.
Leader’s role is direction and support by:
1.Clearly identifying the outcomes subordinates are trying to
obtain in the workplace
2.Rewarding high performance and the attainment of work
goals
3.Clarifying for subordinates the path that will bring about the
attainment of work goals

22. Mainstream Leadership (cont’d)
Hersey and Blanchard’s Situational Leadership
Theory
Focused on the characteristics of followers (personal
readiness) in determining appropriate leadership
behavior.
Situational Leadership II (Blanchard)
Posits basing leadership style on developmental level
of subordinates
• Competence (formerly ability)
• Commitment (formerly willingness)

23. Figure 15.3: Four Basic
Mainstream Leadership Styles

24. Mainstream Leadership (cont’d)
Integrated Mainstream Leadership Theory:
Behavioral perspective: a leader’s style can be
described as a combination of supportive (relational)
and directive (task-oriented) behaviors.
Leadership style depends on contingencies,
particularly a member’s or follower’s competence and
commitment.

25. Digging Deeper
Do We Really Need Leaders?
Substitutes-for-Leadership Theory
Argues that characteristics of the task and work
environment may:
• Substitute for the influence of leaders
• Neutralize the influence of leaders
• Enhance the influence of leaders

26. Multistream Leadership
Servant Leadership
An active approach to leadership that promotes the
interests of others.
Servant Leader Characteristics
Help others to “grow as persons.”
Want others to become “healthier, wiser, freer, more
autonomous, [and] more likely to themselves become
servants.”
Have a positive effect on the stakeholders who are
“the least privileged in society.”

27. Digging Deeper
Spiritual Leadership
Spirituality
A state or quality of a heightened sensitivity to one’s
human or transcendent spirit.
Spiritual Leadership
Who the leader is, the leader’s being, the leader’s
within the organization.
• Vision, faith, hope, and love as means to align values and
build commitment.
Can spiritual leadership be taught?

28. Figure 15.4: Personality Traits from Mainstream and
Multistream Perspectives

29. Multistream Leadership (cont’d)
Leadership Behavior
Socioemotional behaviors
• Include but go beyond supportive behavior to address
interpersonal and emotional needs.
Structural behaviors
• Include but go beyond directive behavior to address the
structure of the task and work context.
Transparency (Multistream) versus frequency
(Mainstream) of leadership behaviors

30. Multistream Leadership (cont’d)
Situational Leadership
Appropriate socioemotional behavior
• Behavior a leader shows to others (behavioral theory)
• Behavior required by others or appropriate for the situation
(contingency theory).
Appropriate structural behavior
• Behavior that a leader initiates (behavioral theory)
• Behavior that is appropriate for the situation (contingency
theory).

31. Figure 15.5: Four Basic
Multistream Leadership Styles

32. Multistream Leadership (cont’d)
Situational Leadership Styles
Enabling
• Sharing or explaining information related to a job and its context.
Equipping
• Creating an environment for continuous learning on the job.
Engaging
• Encouraging affiliation and enhancing the intrinsic meaningfulness
of work.
Empowering
• Freeing people to be responsible for work and do thing differently
and possibly better than the leader might suggest.

33. Table 15.1: Contrasting and Comparing Mainstream and
Multistream Leadership Styles

34. Leadership Theories
Leadership Trait Theories
attempts to explain distinctive characteristics accounting for
leadership effectiveness to identify a set of traits that all
successful leaders possess.
Behavioral Leadership Theories
attempt to explain distinctive styles used by effective leaders or
the nature of their work.
Contingency Leadership Theories
attempt to explain the appropriate leadership style based on the
leader, followers, and situation.
Integrative Leadership Theories
attempt to combine the train, behavioral, and contingency
theories to explain successful influencing leader follower
relationships.

35. Trait Approach to Leadership
1. Comparing the traits of those who have emerged as
leaders with the trait of those who have not; and,
2. Comparing the traits of effective leaders with those of
ineffective leaders
Both have failed to uncover traits strongly associated
with effective leaders
One study did find that intelligence, initiative, and self-
assurance were associated with managerial
performance
The single most important factor related to managerial
level and performance was the manager’s supervisory
ability – his/her skill in using supervisory methods in a
particular situation.

36. Behavioral Approach to Leadership
Behavioral characteristics of effective leaders
i.e. what effective leaders do.
Behavior can be learned
Two aspects of leadership behavior
Leadership functions
• Task-related or problem solving functions
• Group maintenance or social functions
Leadership styles
• Task-oriented style
• Employee-oriented style

37. Leadership Styles
Leadership Continuum
From: Tannenbaum, R., & Schmidt, W. H. (1973, May/June).
How to choose a leadership pattern. Harvard Business Review.

38. What is your management/leadership
style?

39. Situational Management Model
LOW
Low Ability/
Low Motivation
OUTSTANDING
High Ability/
High Motivation
HIGH
High Ability
Low Motivation
MODERATE
Low Ability/
High Motivation
AUTOCRATIC
High Directive/
Low Supportive
CONSULTATIVE
High Directive/
High Supportive
PARTICIPATIVE
Low Directive/
High Supportive
EMPOWERMENT
Low Directive/
Low Supportive
Employees are unable to
perform the task, or totally
lack motivation (unwilling
to perform w/o coercion)
Employees have moderate
ability and are motivated
(have confidence) to do
the task with direction.
Employees have the ability
to do the task but need
motivation (reluctant or
need confidence buildup)
Employees have the ability
and motivation to perform
the task without direction
or support.
Manager tells employees
What to do and how to do
It and closely oversees
Task performance.
Manager makes decisions
Without employee output.
Manager sells employees
on doing the task and
oversees performance.
manager includes
employee Input in
decisions while
developing a supportive
relationship.
Manager develops
motivation by developing
confidence through
shared decision
making in a supportive
relationship.
Manager gives employees
authority to do the task
their way; employees
make decisions without
the manager’s input.
CAPABILITY LEVELS
(Employee Ability and Motivation to Perform the Task)
MANAGEMENT STYLES

40. Leadership Styles
OSU Studies
Low Structure and
High Consideration
High Structure and
High Consideration
Low Structure and
Low Consideration
High Structure and
Low Consideration
Low High
Low
High
INITIATING STRUCTURE
CONSIDERATION
Structure Behavior
Consideration Behavior

41. Management Style:
Importance vs Urgency
IMPORTANT AND URGENT
• a crisis
• pressing problems
• deadline driven projects.
IMPORTANT BUT NOT
URGENT
• preparation
• personal development
• promoting relationships
• prevention planning.
NOT IMPORTANT BUT
URGENT
• interruptions that aren’t pressing
• e-mails asking for an immediate response
• reports where the purpose is obscure —
find out if your input is vital
• meetings that seem to drag on —
focus on the agenda items relevant
to you.
NOT IMPORTANT/
NOT URGENT
•Responding to a survey
•Reading another computer magazine
•Changing Windows colors
•Making our e-mails look really pretty
URGENT NOT URGENT
IMPORTANT
NOT
IMPORTANT
CONSOLIDATED BOSS-CENTERES
AUTOCRATIC STYLE
Malard Oakmark
DEGREE OF URGENCY
DELEGATE
OR YOU DON’T DO

42. Integrative Leadership Models
Transformational (Charismatic) Leadership
Coaching Leadership
Superleadership
Entrepreneurial Leadership

43. Kouzes-Posner Behavioral Approach
1. Challenging the Process
2. Inspiring a Shared Vision
3. Enabling others to act
4. Modeling the way
5. Encouraging the heart
From: Kouzes and Posner, “ The Leadership Challenge”, 1995

44. Contingency Leadership Models
Fiedler’s Contingency Model
Hersey and Blanchard’s Situational Model
House’s Path-Goal Model
Vroom-Jago Leadership Model
Followers
Capability
Motivation
FollowersFollowers
Capability
Motivation
Leader
Personality traits
Behavior
Experience
LeaderLeader
Personality traits
Behavior
Experience
Contingency Leadership
Framework Variables
Contingency LeadershipContingency Leadership
Framework VariablesFramework Variables
Situation
Task
Structure
Environment
SituationSituation
Task
Structure
Environment

45. Fiedler’s Contingency Model
Causal
Variables
Group
Performance
Contingency
Variables
Leader-Member relations
Task Structure
Position Power
Leader’s LPC Score High, Medium, Low
(Least Preferred Co-worker)

46. Hershey and Blanchard Situational
Leadership Model
High Relationships
and Low Task
High Relationships
and High Task
Low Relationships
and Low Task
Low Relationships
and High Task
Low High
Low
High
TASK BEHAVIOR
RELATIONSHIP
BEHAVIOR
Mature Immature
“Readiness”
(Providing Guidance)
(Providing Supportive Behavior)

47. Evans-House’s Path-Goal Model
Leader’s
Style
Contingency
Factors
Employee’s
Expectations
Employee’s
Motivations
Supportive
Directive
Participative
Achievement-
oriented
Employee
Characteristics
Task
Characteristics
Employees
Removing
Task
Obstacles
Satisfaction
and
Performance

48. Vroom-Yetton-Jago Leadership Model
Uses tradeoffs and decision trees for a
range of attributes and variables:
Quality Requirements (QR)
Committment Requirements (CR)
Leader’s Information (LI)
Problem Structure (ST)
Committment Probability (CP)
Goal Congruence (GC)
Subordinate Conflict (CO)

49. Vroom-Yetton-Jago Leadership Model
Decision
Making Style Description
Autocratic l
(Al)
Leader solves the problem along
using information that is readily
available to him/her
Autocratic ll
(All)
Leader obtains additional
information from group members,
then makes decision alone. Group
members may or may not be
informed.
Consultative l
(Cl)
Leader shares problem with group
members individually, and asks for
information and evaluation. Group
members do not meet collectively,
and leader makes decision alone.
Consultative ll
(Cll)
Leader shares problem with group
members collectively, but makes
decision alone
Group ll (Gll)
Leader meets with group to
discuss situation. Leader focuses
and directs discussion, but does
not impose will. Group makes final
decision.

50. Transformational Leadership
Followers’
Behaviours
Situational
Factors
Leader’s
Behaviours
Major Change
Higher Effort by Followers
Greater Satisfaction
Increased Cohesiveness

51. Coaching Leadership
Instructs followers on how to meet the special
organizational challenges.
Coaching behavior
Listen closely
Gives emotional support
Shows by example what constitutes appropriate
behavior

52. Superleadership
Leading by showing others how to lead
themselves.
Teach followers how to think on
their own and act constructively and
independently.
Objective is to develop followers
which require very little leadership.
FROM: Charles Manz and Henry Sims Jr., “New Superleaders”, 1989

53. Entrepreneurial Leadership
Based on the attitude that the leader is self-
employed.
Entrepreneurial leaders act as if they play a
critical role in the organization that take risk of
losing money

54. Are leaders born, or made?

55. Do Men and Women
Differ in Leaderhip Styles?
Judy Roesner’s study ……..
Men tend to rely more on
their formal authority and
on rewards and
punishment,
Women tend to use their
charisma, interpersonal
skills, hard work, and
personal contacts.

56. Five Leadership Practices
Kouzes-Posner Behavioral Approach
1. Challenging the Process
2. Inspiring a Shared Vision
3. Enabling others to act
4. Modeling the way
5. Encouraging the heart
From: Kouzes and Posner, “ The Leadership Challenge”, 1995

57. Five Practices of Leaders
1. Challenging the Process
Leaders search for opportunities to change the
status quo
Leaders look for innovative ways to change the
organization
They experiment and take risks
They accept the inevitable disappointments as
learning opportunities

58. Five Leadership Practices
2. Inspiring a Shared Vision
Leaders passionately believe that they can
make a difference
They envision the future – ideal and unique
organization
Leaders enlist others in their dream
They breathe life into their vision and get and
get people to see possibilities into the future

59. Five Leadership Practices
3. Enabling Others to Act
Leaders foster collaboration and build spirited
teams
They strive to create an atmosphere of trust and
human dignity
They strengthen each others, making each
person capable

60. Five Leadership Practices
4. Modeling the Way
Leaders establish principles concerning the way people
(colleagues, customers, etc) should be treated and the
way goals should be pursued
They create standards of excellence and set an example
for others to follow
They set interim goals so that people can work on small
wins while working towards larger objectives
They unravel bureaucracy when it impedes action and
set direction when people are unsure of where to go

61. Five Leadership Practices
5. Encouraging the Heart
Leaders recognize contributions that individuals
make, to keep hope and determination alive
Leaders celebrate accomplishments
They make people feel like heroes

62. Developing Leadership
“Know thyself”

63. Leadership Practices Inventory (LPI)
Read each sentence carefully.
Then look at the rating scale and decide how frequently
you engage in the behavior described.
In selecting each response, please be realistic about the
extent to which you actually engage in the behavior.
Do not answer in terms of how you would like to see
yourself or in terms of what you should be doing.
Answer in terms of how you typically behave - on most
days, on most projects, and with most people.
Select the rating that applies in each case by choosing
the number that most closely applies and recording in
the blank
You can only select one out of the ten. You must answer
all questions

64. Developing Leadership
“Managers wear square hats and learn through
training.
Leaders wear sombreros and opt for education.”
FROM: WARREN BENNIS, “ON LEADERSHIP”

65. Learning Leadership
EDUCATION
Inductive
Understanding
Ideas
Broad
Process
Experiential
Strategy
Whole brain
Long-term
Flexible
Synthesis
Imagination
TRAINING
Deductive
Memorizing
Facts
Narrow
Content
Rote
Tactics
Left brain
Short-term
Rigid
Thesis
Common Sense
THE SUM: MANAGER LEADER
FROM: WARREN BENNIS, “ON LEADERSHIP”

66. END