Page |1

LEADERSHIP & ETHICS

LECTU RER: MS. ASTAFAN

Page |2

College of Science, Technology & Applied Arts of Trinidad & Tobago

DEPART E!T "# I!#"R

ATI"! SCIE!CE A!D TECH!"L"$%

I!DI&ID'AL ASSI$! E!T C"&ER PA$E

ASSI$! E!T TITLE( THE ) LEADERSHIP THE"RIES

ASSI$! E!T S'*TITLE( CRITICALL% ASSESS EACH THE"R%, PR"&IDE E+A PLES A!D CRITICALL% ASSESS IT,S RELE&A!CE T" T"DA%,S -"R.PLACE C"'RSE C"DE( /0)01

C"'RSE TITLE( LEADERSHIP A!D ETHICS

CR!( *'SI 23/ SE ESTER 2342

SE ESTER( /RD

ST'DE!T !A E(

CRISTAL TH" AS

ST'DE!T ID(

33325)14

PR"$RA

E(

*S! PS%CHIATRIC !'RSI!$

Page |3 DATE "# S'* ISSI"!( 2)th 6'!E72342 LECT'RER,S !A E( 6AC8'ELI!E ASTAPHA!

TABLE OF CONTENTS TITLE

1. INTRODUCTION 2. GREAT MAN THEORY 3. TRAIT THEORY 4. BEHAVIORAL THEORY 5. CONTINGENCY/SITUATIONAL 6. INFLUENCE THEORY 7. RECIPROCAL THEORY 8. LEADERSHIP IN TURBULENT TIMES 9. RELATIONAL THEORY 10. CONCLUSION 11. REFERENCES

PAGES
4 5-6 7-8 8-9 1 - 11 1! 1" - 14 15 - 16 17 18 19

Page |4

INTRODUCTION
Leadership can be described as a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task. The enhancement of leadership has developed greatly over the years and this is as a result of individuals becoming aware of how important relationships are in leadership. There are three basic principles involved, these are:

1. Knowing: you must know yourself 2. Being: you must be ethical, principled, open, caring and inclusive 3. Doing: you must participate within your community and act upon your own commitments and passions.

Leaders must be able to influence change and as the years passed by the rules of leadership changed because the world is constantly changing. The following listed below are the eight (8) theories which we used in one way or the other and they being applied depending on the situations arisen. These are:

Great Man Theory Trait Theory Behavioural Theory ontingen!y"#ituational Theory

$n%luen!e Theory &e!i'ro!al theory (ea)er*hi' in Tur+ulent Ti,e* &elational (ea)er*hi' Theory

-ithin ,y e**ay $ .oul) !riti!ally analy/e ea!h theory0 'rovi)e e1a,'le* o% *'e!i%i! lea)er* an)

Page |5 'arti!i'ant* .ho*e lea)er*hi' !an +e )e*!ri+e) +a*e) u'on ea!h a''roa!h an) !riti!ally a**e** ea!h theory %or it* relevan!e in to)ay2* .or3 'la!e.

G#$%& M%' T($)#*

4Great ,an theorie* 're!e)e) trait a''roa!he*. 5ar.ini*ti! thin3ing )o,inate) the %ir*t theorie* in the nineteenth !entury0 un)er the a**u,'tion that lea)er*hi' i* +a*e) on here)itary 'ro'ertie* 6Ba**0 19817. The great ,an %ol3lore i* +a*e) on +rother* o% reigning 3ing* .ho .ere a*!ri+e) to have a+ilitie* o% 'o.er an) in%luen!e. $t .a* +elieve) that the inter,arriage o% the %itte*t .oul) 'ro)u!e an ari*to!rati! !la** *u'erior to the lo.er !la** 6Ba**7. Great .o,en *u!h a* 8oan o% 9r! an) atherine the Great .ere ignore) a* e1a,'le* o% lea)er* .ho .ere +orn .ith innate or natural gi%t*.: 697. thi* theory i* +a*e) on ,yth* an) that ,en ha) all the *u'eriority in the )e!i*ion ,a3ing 'ro!e**. That great lea)er !an only +e +orn %ro, tho*e .ho are the 4%itte*t .oul) 'ro)u!e an ari*to!rat !la** *u'erior to the lo.er !la**:. Thi* theory .oul) not +e %it %or to)ay;* .orl) +e!au*e in)ivi)ual* have !hange) their .ay o% thin3ing the 'oliti!al0 environ,ent0 *o!ial0 te!hnologi!al legal an) e!ono,i! a*'e!t* o% thing* have !hange). $t al*o *ho.* that on!e you are +orn %ro, the u''er !la** then you .oul) +e!o,e a great lea)er0 that you 'o**e** the*e trait* an) you .oul) +e the %itte*t 'er*on to ,a3e )e!i*ion*. $ )o not agree .ith thi* theory +e!au*e0 it i* ,ore o% an authoritative a''roa!h an) the )e!i*ion* that are to +e ,a)e .oul) not +e e1'lore) to get the )e*ire) re*ult* that .oul) +e e%%i!ient an) e%%e!tive. $t al*o *ho.* that .hen !riti!al )e!i*ion* are to +e ,a)e. $t ,ay not +e in the +e*t intere*t %or the %ollo.er* +e!au*e there .a* no in!lu*ivene** in the 'ro!e** o% ,a3ing the )e!i*ion. This theory did not place its attention on the effectiveness of leadership but focused on the leaders omitting the importance of the followers. It was a clich that a woman's place is in the home to see about the children, cook and clean. As times changed women evolved, instead of being in the home, they educated themselves to this point where men and women are seen as equals.

(B). an example of this would be <a'oleon $$$ he .a* the ne'he. an) heir o%

Napoleon

$. =le!te)

Pre*i)ent +y 'o'ular vote in 18480 he initiate) a !ou' );>tat in 1851 an) hel) the unu*ual )i*tin!tion

Page |6 o% +eing +oth the %ir*t titular 're*i)ent an) the la*t ,onar!h o% ?ran!e. <a'oleon $$$ *'earhea)e) allie) a!tion again*t &u**ia in the ri,ean .ar an) re*tore) ?ren!h 're*en!e in the (evant0 !lai,ing %or ?ran!e the role o% 'rote!tor o% the Maronite hri*tian*.

7. With relevance of this theory to today's work place the theory is applied to the exemptions of

individuals whose parents passed away and where custom brokers and are next in line to inherit this business. This does not mean that they know the aspects the job entails but just signs the relevant documents to give employees authorization to clear documents at customs house on behalf of the company. This theory has its short comings because it focuses more on the fact that the individual's family history can provide so therefore that individual can provide rather than if they actually can deliver.

Page |7

T#%+& T($)#*
4$n the early 1900*0 great ,an theorie* gave .ay to trait theorie* o% lea)er*hi'. Trait a''roa!he* ,ar3e) the e,ergen!e o% the *e!on) generation o% lea)er*hi' theorie*. $% lea)er*hi' )e'en)e) not on .ho the lea)er .a*0 then 'erha'* lea)er*hi' !oul) +e un)er*too) +y !hara!teri*ti!* o% tho*e *een a* lea)er*. $t .a* a**u,e) that lea)er* ha) 'arti!ular trait* or !hara!teri*ti!*0 *u!h a* intelligen!e0 height0 an) *el%@!on%i)en!e that )i%%erentiate) the, %ro, nonlea)er* an) thu* ,a)e the, *u!!e**%ul 6Ba**0 1981A Ba**0 1990A Bu3l0 19947.: 697. Thi* theory i* *i,ilar to the Great Man Theory0 .here in)ivi)ual* inherit !ertain Cualitie* an) trait* that ,a3e the, +etter *uite) to +e lea)er*. $% the trait theory .a* right then only the one* +orn %ro, .ealthy %a,ilie* .oul) +e the lea)er* re*ulting in ,ore %ollo.er* than lea)er*. Dver ti,e a* .orl) loo3 at thing* )i%%erently0 .e reali*e that .e !an groo, 'er*on* .ho 'o**e** the *a,e trait* +ut )i) not inherit it. The*e have *ho.n to +e +etter lea)er* +e!au*e they have on!e +een in a hu,+le environ,ent an) !an relate to their %ollo.er* +etter. 9 goo) lea)er *houl) +e a+le to ,anoeuvre the,*elve* aroun) *ituation* that ari*e. The in)ivi)ual .ho*e lea)er*hi' trait i* inherent ,ay not +e a+le to )o that there%ore re*tri!ting the, %ro, +eing e%%e!tive.

6B7. ?or e1a,'leE Franklin D. Roosevelt who was born into wealth and attended Harvard was described as a young man as being !hari*,ati!0 han)*o,e an) *o!ially a!tive. Fe .a* transformed from a politician to a leader by the impact of The Great Depression. His un%ailing o'ti,i*, an) a!tivi*, !ontri+ute) to a rene.al o% the national *'irit.

7. In today's modern work society companies can use personality traits as a selection tool for

identifying emerging leaders but they should also be aware of the individual's trait that predict success in leader effectiveness as well as the traits that can be detrimental. Individuals who are high

Page |8 in conscientiousness, extraversion and agreeableness are predicted to be successful when placed in leadership positions where as person's who are high in narcissism are more likely to be liabilities. By using this theory to hire individuals for leadership positions basically suggest that selecting leaders based upon their personality is more important than selecting them based on intelligence.

Behavioural Theory
Behavioural theories of leadership are based upon the belief that great leaders are made, not born. Rooted in behaviourism this leadership theory focuses on the actions of leaders and not on mental qualities or internal states. According to this theory, people can learn to become leaders through teaching and observation and is relatively easy to relate to. As a leader, you can study the success and the actions of leaders and if studied in-depth you would be able to identify behaviours which contribute to failure and success where past behaviour predicts future performances. 69.7 Thi* theory %o!u*e* on .hether the lea)er i* Go+ !entere) 6ta*3 oriente) +ehaviour7 or e,'loyee !entere) 6'eo'le oriente) +ehaviour7. -ith the lea)er .ho i* ta*3 oriente)0 thi* lea)er*hi' !an +e Cuite over.hel,ing +e!au*e they are Gu*t %o!u*ing on getting the Go+ )one. The Go+ get* )one ye* +ut it )oe* not allo. the lea)er to get to 3no. their .or3er* or to *ee i% they !an utili*e their .or3er* other a+ilitie* to hel' .ith their .or3 loa). They allo. their .or3er to %eel over.hel,e) a* .ell .ith all the*e )ea)line* to ,eet a* .ell a* their .or3er* %eel a* though they !ontri+ution* to the !o,'any i* not re!ogni*e) +e!au*e they are !on*tantly tol) .hat to )o. Thi* ty'e o% lea)er*hi' *ho. no tru*t in the .or3er* a+ility to )eliver +e!au*e the lea)er )i!tate* .hat they )o0 .hen to )o it an) .hen to )eliver it. There i* no *ort o% in)e'en)en!e o% the .or3er* an) la!3 o% !o,,uni!ation. Thi* ty'e o% lea)er )ee,* to 'ortray the lea)er a* authoritative. -ith the lea)er .ho i* e,'loyee !entere)0 they %o!u* on tea, +uil)ing an) i* ,in)%ul o% the e,'loyee*. Their Go+ .oul) +e over.hel,ing +e!au*e the .or3 loa) i* *hare). =ven though thi* lea)er give* hi* e,'loyee*; li+eration to )o their .or3 *o,e *ort o% *tru!ture ,u*t +e 'la!e) in or)er

Page |9 %or the .or3 to get !o,'lete). #o,eti,e* .ith thi* ty'e o% lea)er*hi' *tyle e,'loyee* ta3e a)vantage o% the %ree)o, they get an) the .or3 )oe* not get !o,'lete). By 'la!ing thi* *tru!ture0 i.e. a )ea)line to get the Go+ at han) .oul) get )one. Thi* ty'e o% lea)er*hi' al*o .el!o,e* tea, +uil)ing e1er!i*e* .here e,'loyee* !an .or3 in grou'* to 'ro)u!e e%%e!tive re*ult*. Tru*t i* gain in +oth the e,'loyee* an) lea)er +e!au*e the lea)er tru*t that the e,'loyee .oul) get the Go+ )one an) the e,'loyee* tru*t* that the lea)er a!!e't* their !ontri+ution. )e,o!rati!. o,,uni!ation i* +etter +e!au*e +oth 'artie* %ell !o,%orta+le .ith ea!h other2* 're*en!e. Thi* ty'e o% lea)er )ee,* to 'ortray thi* lea)er a* a

6B7 ?or e.g.E $n D#T99TT !o,'aring le!turer* in their *tyle o% tea!hing. Dne *!enario $ ha) a ,ath le!turer *he .a* only !on!ern a+out getting the *ylla+u* !o,'lete)0 not a*3ing i% the *tu)ent un)er*tan) her ,ain !on!ern .a* that *he !o,'lete) the *ylla+u*. Thi* le%t a lot o% *tu)ent* !on%u*e) an) ,o*t o% the, %aile). The rea*on %or thi* .a* there .a* no !o,,uni!ation0 no one on one intera!tion .ith the *tu)ent*. The en) re*ult .a* *he got the *ylla+u* !o,'lete) +ut the *tu)ent* )on2t tru*t her a* a le!turer to re)o the !our*e .ith her a* .ell a* they a)vi*e) other *tu)ent not to ta3e her !la** +e!au*e their eye* *he %aile) a* a le!turer. $n another *!enario0 $ a, !urrently in a lea)er*hi' an) ethi!* !la**0 thi* le!turer )oe* not !are a+out giving out 92* .hat her ,ain !on!ern .a* that .hen you leave her !la** you un)er*tan)0 that you leave .ith ,ore 3no.le)ge than .hen you %ir*t !a,e. -ith her !la** there i* a lot o% )i*!u**ion*0 the !o,,uni!ation i* +etter0 *he a!!e't* your !ontri+ution .ithin her !la** +e!au*e even though *he i* the le!turer they are thing* *he learn* %ro, u* a* .ell. There i* a level o% tru*t +e!au*e the le!turer tru*t that .e .oul) all )o .ell an) )o her .or3 an) al*o +e intere*te) in our learning a* .ell a* .e tru*t her to tea!h u* in the +e*t .ay *he 3no.*. 6! 7. -ith relevan!e to to)ay2* .or3'la!e .hether the lea)er i* ta*3 oriente) or e,'loyee oriente) i* )e'en)ent on the *ituation in .hi!h the lea)er i* 'la!e). 5e'en)ing on the a''roa!h u*e) .oul) )eter,ine .hether thi* lea)er i* *u!!e**%ul. $ agree that you !an *till u*e thi* a''roa!h either o% the t.o or +oth i% it i* ne!e**ary to get the Go+ !o,'lete) .ithin the reCuire) ti,e.

P a g e | 10

C)'&+',$'-*/S+&.%&+)'%/ T($)#*
697. 5e'en)ing on .hat the *ituation i* !ontingent u'on .oul) )eter,ine .hat ty'e o% lea)er*hi' i* reCuire). Thi* theory Gu*t Gu*ti%ie* ea!h ty'e o% lea)er*hi' that i* reCuire) %or the Gu*t *ituation. The 'er!e'tion the grou' in%er to +e an ea*y 4'ath: to attain 'er*onal goal*0 to re*ult in high 'ro)u!tivity then the lea)er .oul) +e )ee,e) to +e a high 'ro)u!er i% not an) they loo3 %or an ea*y .ay out then lo. 'ro)u!tivity .oul) re*ult. $% the lea)er )oe* not get the )e*ire) re*ult* %ro, the %ollo.er* then they have to rea)Gu*t their lea)er*hi' *tyle. #o,eti,e* )e'en)ing on the *ituation )elegating a''roa!h i* ne!e**ary. This theory also requires the leader to be closely familiar with the intellectual and development level of those being lead. However it does not address important details such as complex factors affecting motivation and it does not include tools for the leader to diagnose a group's task abilities or command willingness. It is unattainable for a leader to know all the members of a larger group and consequently diagnose and prescribe referrals for all the followers behaviour with having little or no information. That is why situational leadership is better suited for smaller groups, or small groups within larger organizations with a cohesive goal. Really understanding the abilities and motivations of the team are vital and can also be a major limitation.

6B7 ?or e1a,'leE 1. 5ire!ting *tyleE $n ne*tle the ?or,an tell* the .or3er .hat to )o in or)er to o'erate the ,a!hinery .ell. The .or3er ,ay not 3no. ,u!h a+out ,a!hine +ut 3no.* that he i* tol) to )o hi* Go+ in a 'arti!ular .ay to avoi) inGury or !onta,ination o% 'ro)u!t*.

P a g e | 11

#elling *tyleE 9 nur*ing *tu)ent .ho i* enthu*ia*ti! a+out their Go+ i* +eing traine) on the .ar)* to ta3e !are o% 'atient*. The in)ivi)ual ,u*t %ollo. !ertain *tan)ar)* an) *tru!ture in or)er to !o,'lete their ta*3 at han). Thi* *tu)ent i* !on*tantly ,onitore) to ,a3e *ure that they are )oing the right thing i.e. a),ini*tration o% ,e)i!ation to 'atient. Parti!i'ative *tyleE The Boar) o% 5ire!tor* at 9lgi!o .oul) u*e thi* a''roa!h to )evelo' a ne. 'oli!y %or .hi!h there i* no 'reviou* !a*e hi*tory or +e*t 'ra!ti!e*. 5elegative *tyleE Thi* *ort o% *tyle i* u*e) in a *tyle they +elieve .oul) +e ,o*t e%%e!tive. D#T99TT to *u'ervi*e le!turer* .ho have the

e1'erien!e .ithin the %iel) an) un)er*tan)* the Go+ reCuire,ent* +ut i* given the %ree)o, to tea!h in

(c)

The application of this theory would allow managers/ leaders to identify and solve problems

under different situations. They would be able to recognize that successful application of a technique in one situation does not guarantee success in another. As a leader your overall ability to correct problems and become more affective would be increased.

P a g e | 12

I'0/.$'-$ T($)#*
Ma1 -e+er u*e) the ter, !hari*,a in a ,anagerial !onte1t 4to )e*!ri+e a %or, o% in%luen!e +a*e) not on tra)itional 'o.er or %or,al authority +ut rather on %ollo.er 'er!e'tion* that the lea)er i* en)o.e) .ith e1!e'tional Cualitie*: hari*,a i* o%ten attri+ute) to lea)er* +y their %ollo.er* an) i* +a*e) on the 'er!e'tion* o% %ollo.er* an) the attri+ution* o% the lea)er0 the !onte1t o% the *ituation0 an) the nee)* o% in)ivi)ual* an) the grou'.: 697. Thi* theory i* +a*e) on the lea)er !hari*,a an) the .ay they u*e it to their a)vantage to get .hat they .ant %ro, %ollo.er*. Their vi*ionary i)ea* are all that they are !on!erne) a+out an) +e!au*e o% thi* ethi!al )e!i*ion* ,ay not +e ,a)e. 5ue to their a+ility to ,ani'ulate their %ollo.er* into +elieving that their .ay i* the right .ay thi* a''roa!h i* very e%%e!tive an) +e!au*e *o,e in)ivi)ual* are gulli+le0 they %all %or it ea*ily. The*e lea)er* are not ,erely !on!ern o% their %ollo.er;* intere*t +ut a!hieving their goal. 6B7. ?or e1a,'leE (ea)ing u' to the general ele!tion* the Peo'le2* Partner*hi' Govern,ent +ro3e it* !a,'aign 'ro,i*e .ith regar) to the in!rea*e in .hat i* 'o'ularly 3no.n a* ol) age 'en*ion. -hile at the *tart o% the general ele!tion !a,'aign0 all that they 'ro,i*e) .a* an in!rea*e o% the then ol) age grant to H30000 an) got all the ol)er !iti/en* to vote %or their 'arty0 +y the ti,e their ,ani%e*to !a,e out0 thi* ha) !hange) to a 'ro,i*e o% univer*al 'en*ion* %or all at age 600 .ithout !on)ition*.

P a g e | 13

7.

-ith relevan!e to to)ay2* .orl)0 thi* *ort o% lea)er*hi' *tyle i* u*e) +ut ,ainly in retail an) !o,,er!ial +u*ine**e*. Be!au*e the .ay 'eo'le thin3 i* !on*tantly !hanging it i* har) %or thi* theory to +e very e%%e!tive. $n)ivi)ual* are e)u!ating the,*elve* a* to .hat i* out there0 te!hnology i* !hanging0 'oliti!ian* !annot !o,e an) a* .e 4 .hi*'er *.eet nothing* 4 in !iti/en* ear* any,ore +e!au*e in)ivi)ual* are a.are o% their right*. hari*,a !an +e a goo) Cuality on!e u*e) .ith the right intention.

R$-+1#)-%/ L$%2$#3(+1 T($)#*

These theories emphasize the mutual goals and motivations of both followers and leaders, and elevate the importance and role of followers in the leadership process. In other words, these theories posit, leadership is not just something that a leader does to followers; rather, leadership is a process that meaningfully engages leaders and participants, values the contributions of participants, shares power and authority between leaders and participants, and establishes leadership as an inclusive activity among interdependent people.

697. Tran*a!tional theorie*0 %o!u* on the role o% *u'ervi*ion0 organi/ation an) grou' 'er%or,an!e. $t loo3* at the nee) o% the %ollo.er* .here the lea)er 'rovi)e* the environ,ent %or the in)ivi)ual* to !o,'lete their a**igne) ta*3* e%%i!iently an) e%%e!tively. $n or)er to +e an e%%e!tive lea)er you ,u*t %ir*t +e a 4*ervant: .anting to *erve +y %o!u*ing on the 'ri,ary nee)* o% the organi/ation. The ,ere %a!t the in)ivi)ual i* hire) in the %ir*t 'la!e i* +e!au*e they ,et the 'rereCui*ite* to %ul%il the 'o*ition they .ere hire %or. They )o their Go+ .ell +ut *o,eti,e* in)ivi)ual* +e!au*e they 3no. that they are going to +e !o,'en*ate) %or ,eeting the reCuire) o+Ge!tive )o not ,a3e ethi!al )e!i*ion* to a!hieve* the,. Giving the %ollo.er the right environ,ent )oe* not ,ean they a!tually .ant to )o their Go+. 5e'en)ing on the un)er*tan)ing +et.een ,anager an) e,'loyee* re*ult* in high or lo. 'ro)u!tivity rate.

P a g e | 14 6B7. ?or e1a,'leE ?ollo.er*hi' theory The *ale* re're*entative at ourt* ?urniture #tore 3ne. that every ti,e *he ,a)e over her Cuota %or the .ee3 *he .oul) re!eive a han)*o,e !o,,i**ion. 9lthough that .a* the !a*e *he ,a)e her !u*to,er* a.are o% the +etter inve*t,ent* .ithin the *tore )e*'ite the variety o% !hoi!e*. By )oing *o *he got a *alient !u*to,er a* .ell a* that !u*to,er .oul) +ring other *ale* an) !u*to,er* to her in the %uture. The *ale* re're*entative ,anager o+*erve) her ethi!al +ehaviour a* .ell a* revie.ing her *ale* re!or)*0 the ,anager noti!e) *he al.ay* +rought in ,ore than .hat *he ,a)e 'reviou* ,onth* an) 'rai*e) her %or a Go+ .ell )one via !o,,i**ion at the en) o% the ,onth a* .ell a* 'ro,ote) her %ro, *ale* re're*entative to +eing *ale* *u'ervi*or.

#ervant theoryE

Head Nurses of a ward, before she takes on a shift she asks her subordinates if they have any issues to discuss and if they have any problems. She also ask them if they have any suggestions which they can contribute to have a smooth running of the ward in the case of taking care of the patient. There is a code of ethics to which we must follow as well as we give our services to serve to patient making sure that their needs are met to bring them back to optimal health. The head nurse can be an enabler where she enables her subordinates to get the job done or she can be a facilitator where she place things in place for the workers to get the job done.

6 7. $n to)ay;* .or3'la!e thi* theory !an +e relevant +e!au*e it *ho.* the e,'loyee ho. ,u!h you a''re!iate their e%%ort an) har) .or3. $t al*o ,otivate* other e,'loyee* to .or3 har)er to a!hieve the great re.ar)*. Fo.ever thi* theory )o.n*i)e i* that the*e %ollo.er* ,ay love their Go+ +ut Gu*t )oing it +e!au*e the !o,'en*ation 'a!3age i* a''ealing a* a re*ult the !o,,uni!ation a*'e!t o% their attitu)e .oul) +e a''alling.

P a g e | 15

L$%2$#3(+1 +' T.#4./$'& T+5$3

Leading in turbulence means being seen to lead, keeping up an active external presence, staying connected. In addition to maintaining perspective and exercising good overall judgment, leaders cant lead through difficult times from inside a bunker. Finding value and creating opportunities requires energy and active commitment to optimism and a focus on the future. Passive leadership, like defensive leadership, wont generate growth and may imperil survival. Leaders need to

demonstrate internally and externally that uncertainty creates opportunities and that a well-led organisation pursues value creation in good times and bad.

(A). Many times in these situations leaders tend to seek safety by focusing on what can be controlled by acting defensively to avoid damage and minimize risk. Caution and prudence, like most other leadership behaviours, are useful only if connected with the exercise of good judgment. At this point in time leaders need to remember that not all risks are bad, not all opportunities for growth

P a g e | 16 disappear, and a broad, externally-focused perspective is more important than ever. As a leader you should consider the perspectives such as the internal, the external and the individual capabilities you should develop to be an effective leader in turbulent times. You should Maintain focus and discipline, Motivate others, have the ability to remain committed to a course of action while simultaneously maintaining the openness to changing direction or changing ones mind and make decisions in times when you are in doubt.

(B). For example: Mahatma Ghandi

9 *u're,ely 'ra!ti!al lea)er %or !hange ,anage,ent. Gan)hi +elieve) voluntary !oo'eration +y e,'loyee* !an +e *e!ure) only +y 'rovi)ing a)eCuate o''ortunitie* %or their *el%@)evelo',ent an) *el%@,anage,ent. Fe *tate) %or ,anage,ent to +e e%%e!tive an) en)uring0 it ha* to +e an o'en +oo30 *u+Ge!ting it*el% to 'u+li! *!rutiny. Gan)hi al*o e,'ha*i*e) ethi!* an) hone*ty a* !riti!al ele,ent* o% a *u!!e**%ul +u*ine** 'oli!y an) that (ea)er*hi' !o,e* )o.n to the )e!i*ion o% a *ingle *olitary hu,an +eing an) every other attitu)e0 +elie%0 or 'oli!y relating to lea)er*hi' i* either *u+or)inate to Thi* truth or i* an in*tan!e o% *el% )elu*ion.

(c ).

$n an organi*ation that thrive* in )i%%i!ult ti,e*0 )e!i*ion* are ,a)e at the right level +ut not ne!e**arily the highe*t level. $nve*t,ent !ontinue* in +uil)ing the !a'a!ity o% lea)er* an) ,anager* .ho ,a3e the *trategi! an) 'er%or,an!e goal* !lear0 !o,'elling an) relevant. 9 lea)er ,u*t have the )i*!i'line an) %o!u* to re,ain *tea)y an) have the e,otional ,aturity to !al, %ollo.er* an) 3ee' the organi/ation %un!tioning e%%e!tively in the ,i)*t o% the tur+ulen!e.

P a g e | 17

R$/%&+)'%/ L$%2$#3(+1 T($)#*

4&elational theorie*0 al*o 3no.n a* tran*%or,ational theorie*0 %o!u* u'on the !onne!tion* %or,e) +et.een lea)er* an) %ollo.er*. Tran*%or,ational lea)er* ,otivate an) in*'ire 'eo'le +y hel'ing grou' ,e,+er* *ee the i,'ortan!e an) higher goo) o% the ta*3. The*e lea)er* are %o!u*e) on the 'er%or,an!e o% grou' ,e,+er*0 +ut al*o .ant ea!h 'er*on to %ul%il hi* or her 'otential. (ea)er* .ith thi* *tyle o%ten have high ethi!al an) ,oral *tan)ar)*.: 697. -ith thi* theory the lea)er* get to un)er*tan) their %ollo.er* +etter an) .oul) have attaine) !o,,uni!ation* .ithout +arrier*. The %ollo.er* .oul) have a !o,%orta+le .or3ing environ,ent .here they 3no. that their i)ea* an) o'inion* .oul) ,atter. -ith thi* the %ollo.er an) lea)er .oul)

P a g e | 18 +e a+le to i)enti%y +oth their *trength* an) .ea3ne**e*0 +y a!hieving that the lea)er .oul) no. 'la!e the in)ivi)ual in a 'o*ition .here he !an ,a1i,i/e hi* *trength* a* .ell a* the !o,'any getting the ,o*t out o% the in)ivi)ual in*tea) o% leaving the, in a 'o*ition .here !on*tant .or3 ha* to +e )one in or)er %or the !o,'any to rea!h it* goal. 6B7 ?or e1a,'leE The To+ago 5e'art,ent o% Bouth 9%%air* loo3e) at variou* in)ivi)ual* *trength* an) either ,ove) the, to or !reate) 'o*ition* %or the, that they .oul) +e ,o*t 'ro)u!tive an) e%%e!tive to the )e'art,ent;* gro.th. ?or e.g. &e!ently thi* )e'art,ent re*hu%%le) the $T )e'art,ent0 ,oving an in)ivi)ual %ro, !entre !oor)inator to $T te!h +e!au*e o% hi* *trong $T +a!3groun) an) re'la!e) hi, .ith *o,eone .ho i* ,ore %a,iliar .ith the !o,,unity an) it* re*i)ent* an) ha* ,ore e1'erien!e .or3ing .ith youth grou'* an) variou* *ta3e hol)er*. 6 7. Be* thi* theory i* *till +eing u*e) in to)ay;* .or3'la!e even in the 5ivi*ion;* )e'art,ent. By the a''li!ation o% thi* theory the 5ivi*ion;* )e'art,ent nee)* are ,et0 no one loo*e* their Go+*0 the in)ivi)ual i* ha''y an) ,otivate) a* .ell a* the in)ivi)ual %eel* ,ore e,'o.ere) no. that they are given Go+* that they are goo) at.

CONCLUSION
-ithin the e**ay a+ove $ !riti!ally analy/e) ea!h theory0 'rovi)e) e1a,'le* o% *'e!i%i! lea)er* an) 'arti!i'ant* .ho*e lea)er*hi' .oul) have +een )e*!ri+e) +a*e) u'on ea!h a''roa!h an) !riti!ally a**e**e) ea!h theory %or it* relevan!e in to)ay2* .or3 'la!e. =a!h theory li*te) +e%ore a%ter +eing *tu)ie) .a* not .rong nor .a* it 100I right0 it .a* Gu*t a''ro'riate %or a 'arti!ular *ituation. =a!h theory !hange) +e!au*e the environ,ent an) in)ivi)ual* thin3ing evolve) 6P=#T(=7 an) +e!au*e the*e theorie* )evelo'e) +oth the in)ivi)ual* 6%ollo.er*7 an) the ,anger* 6lea)er*7 nee)* are ,et re*ulting in a 'rogre**ing +u*ine**.

P a g e | 19

REFERENCES
Hersey, Paul and Kenneth H. Blanchard. Management of Organizational Behaviour: Utilizing Human resources. New Jersey. Prentice-Hall. 1993. Northouse, Peter G. Leadership: Theory and practice. Third edition. California. SAGE Publications. 2004. Schermerhorn, John R. Situational Leadership: Conversations with Paul Hersey. A pamphlet Prepared by The Center for Leadership Studies. 2001. Thomas, Donald and William L. Bainbridge. Sharing the Glory. Leadership. Volume 31, Number 3, Pages 12-15, January 2002. Bass, R. (2008).The Bass Handbook of Leadership: Theory, Research, and Managerial Application (4th Ed.). Simon and Schuster.Berndt, R. (2003). Leadership in turbulence Zeiten (Herausforderungen and as Management) . New York: Springer. Carlisle, H. M. (1973).

P a g e | 20 Situational management a contingency approach to leadership . [New York]: AMACOM.Chamorro-Premuzic, T. (2007). Personality and Individual Differences (BpsTextbooks in Psychology) . Grand Rapids: Blackwell Limited. Heifetz, R. (1998). Leadership without Easy Answers . New York: Belknap P.Kunitz, S. J., & Haycraft, H. (1973). British authors of the nineteenth century .New York: H.W. Wilson comparison., & bonobos. (n.d.). Leadership - Wikipedia, the free encyclopaedia. Wikipedia, the Free encyclopedia. Retrieved June 15, 2012, from http://en.wikipedia.org/wiki/Leadership 18 Cherry, K. (n.d.). Leadership Theories - Eight Major Leadership Theories. Psychology Complete Guide to Psychology for Students, Educators & Enthusiasts. Retrieved June 15, 2012, From http://psychology.about.com/od/leader Leadership Theories and Studies - eNotes.com. (n.d.). ENotes - Literature Study Guides, Lesson Plans, and More.. Retrieved June 19, 2012, from http://www.enotes.com/leadership-theoriesstudies-reference/leadership-theories-studies Region. (n.d.). The chaos theory of leadership - FT.com. World business, finance, and political news from the Financial Times - FT.com. Retrieved June 20, 2012, from http://www.ft.com/intl/cms/s/0/4f20ec38-c012-11dd-9222-0000779fd18c.html#axzz1yO9pAF29