LEADERSHIP It is the process of influencing the behavior of others so that they work willingly and efficiently to achieve desired

goals y Leaders take a personal and active interests in achieving goals whereas managers tend to play a relatively passive role in accomplishing the goals. y Managers need power to be entrusted to them by the organization to deal with people . Leaders have power within themselves and the required drive to lead people and motivate them to work enthusiastically towards achieving goals. y Managers limit their interactions with people to the minimum extent required to carry out their managerial responsibilities. Leaders interact with people frequently and in a more natural way. In the process they inspire people, motivate them and lead them. IMPORTANCE OF LEADERSHIP y y y y y y Motivating employes by financial or non financial incenting Creating confidence Boosting morale Providing guidience Cordination Creating work environment THEORIES Great man theory Leaders are born and not made Great leaders will arise when there is a great need Trait Theory People are born with inherited traits. People who make good leaders have the right (or sufficient) combination of traits Behavioural theory Leaders can be made, rather than are born. Contingency theory The leader's ability to lead is contingent upon various situational factors

According to this theory leaders have some inborn charisma in them which makes them great leader. These inner qualities cannot be enhanced with education..

Behavioral is a big leap from Trait Theory, in that it assumes that leadership capability can be learned, rather than being inherent

According to the contingency approach of leadership, a single leadership style is not applicable to all situations .Every leader is to carefully analyze the situation before adopting a style that best suits the requirements of the situations.

CONTIGENCY Vroom and Yetton- defined five different decision procedures. Two are autocratic (A1 and A2), two are consultative (C1 and C2) and one is Group based (G2). A1: Leader takes known information and then decides alone. A2: Leader gets information from followers, and then decides alone. C1: Leader shares problem with followers individually, listens to ideas and then decides alone. C2: Leader shares problems with followers as a group, listens to ideas and then decides alone. G2: Leader shares problems with followers as a group and then seeks and accepts consensus agreement. Situational factors that influence the method are relatively logical:
y y y y y

y y

When decision quality is important and followers possess useful information, then A1 and A2 are not the best method. When the leader sees decision quality as important but followers do not, then G2 is inappropriate. When decision quality is important, when the problem is unstructured and the leader lacks information / skill to make the decision alone, then G2 is best. When decision acceptance is important and followers are unlikely to accept an autocratic decision, then A1 and A2 are inappropriate. when decision acceptance is important but followers are likely to disagree with one another, then A1, A2 and C1 are not appropriate, because they do not give opportunity for differences to be resolved. When decision quality is not important but decision acceptance is critical, then G2 is the best method. When decision quality is important, all agree with this, and the decision is not likely to result from an autocratic decision then G2 is best.

Fiedler's Least Preferred Co-worker (LPC) Theory Fiedler asking them first to think of a person with which they worked that they would like least to work with again, and then to score the person on a range of scales between positive factors (friendly, helpful, cheerful, etc.) and negative factors (unfriendly, unhelpful, gloomy, etc.). A high LPC leader generally scores the other person as positive and a low LPC leader scores them as negative. High LPC leaders tend to have close and positive relationships and act in a supportive way, even prioritizing the relationship before the task. Low LPC leaders put the task first and will turn to relationships only when they are satisfied with how the work is going. Three factors are then identified about the leader, member and the task, as follows:
y

Leader-Member Relations: The extent to which the leader has the support and loyalties of followers and relations with them are friendly and cooperative. y Task structure: The extent to which tasks are standardised, documented and controlled.

Leader's Position-power: The extent to which the leader has authority to assess follower performance and give reward or punishment.

The best LPC approach depends on a combination of there three. Generally, a high LPC approach is best when leader-member relations are poor, except when the task is unstructured and the leader is weak, in which a low LPC style is better.

# 1 2 3 4 5 6 7 8

Leader-Member Relations Good Good Good Good Poor Poor Poor Poor

Task structure Structured Structured Unstructured Unstructured Structured Structured Unstructured Unstructured

Leader's Most Effective Position- power leader Strong Weak Strong Weak Strong Weak Strong Weak Low LPC Low LPC Low LPC High LPC High LPC High LPC High LPC Low LPC

Hersey and Blanchard's Situational Leadership

Disciplines > Leadership > Leadership styles > Hersey and Blanchard's Situational Leadership Assumptions | Style | Discussion | See also

Assumptions Leaders should adapt their style to follower development style (or 'maturity'), based on how ready and willing the follower is to perform required tasks (that is, their competence and motivation). There are four leadership styles (S1 to S4) that match the development levels (D1 to D4) of the followers. The four styles suggest that leaders should put greater or less focus on the task in question and/or the relationship between the leader and the follower, depending on the development level of the follower. Style

Follower development level

Leadership style in response to follower development level

Low
R4 R3 R2

High
R1

Task / directive behavior

Low
S2 Selling

High

High

Relationship / supportive behavior

S3 Participating

Low

S4 Delegating

S1 Telling

S1: Telling / Directing

Follower: R1: Low competence, low commitment / Unable and unwilling or insecure Leader: High task focus, low relationship focus When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled. The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors may be linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result. If the leader focused more on the relationship, the follower may become confused about what must be done and what is optional. The leader thus maintains a clear 'do this' position to ensure all required actions are clear.
S2: Selling / Coaching

Follower: R2: Some competence, variable commitment / Unable but willing or motivated Leader: High task focus, high relationship focus When the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then 'telling' them what to do may demotivate them or lead to resistance. The leader thus needs to 'sell' another way of working, explaining and clarifying decisions.

The leader thus spends time listening and advising and, where appropriate, helping the follower to gain necessary skills through coaching methods. Note: S1 and S2 are leader-driven.
S3: Participating / Supporting

Follower: R3: High competence, variable commitment / Able but unwilling or insecure Leader: Low task focus, high relationship focus When the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the person is refusing and thence persuading them to cooperate. There is less excuse here for followers to be reticent about their ability, and the key is very much around motivation. If the causes are found then they can be addressed by the leader. The leader thus spends time listening, praising and otherwise making the follower feel good when they show the necessary commitment.
S4: Delegating / Observing

Follower: R4: High competence, high commitment / Able and willing or motivated Leader: Low task focus, low relationship focus When the follower can do the job and is motivated to do it, then the leader can basically leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to ensure everything is going to plan. Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is always welcome.

Note: S3 and S4 are follower-led. Path-Goal Theory of Leadership

Disciplines > Leadership > Leadership styles > Path-Goal Theory of Leadership Description | Discussion | See also

Description The Path-Goal Theory of Leadership was developed to describe the way that leaders encourage and support their followers in achieving the goals they have been set by making the path that they should take clear and easy. In particular, leaders:
y y y Clarify the path so subordinates know which way to go. Remove roadblocks that are stopping them going there. Increasing the rewards along the route.

Leaders can take a strong or limited approach in these. In clarifying the path, they may be directive or give vague hints. In removing roadblocks, they may scour the path or help the follower move the bigger blocks. In increasing rewards, they may give occasional encouragement or pave the way with gold. This variation in approach will depend on the situation, including the follower's capability and motivation, as well as the difficulty of the job and other contextual factors. House and Mitchell (1974) describe four styles of leadership:
Supportive leadership

Considering the needs of the follower, showing concern for their welfare and creating a friendly working environment. This includes increasing the follower's self-esteem and making the job more interesting. This approach is best when the work is stressful, boring or hazardous.
Directive leadership

Telling followers what needs to be done and giving appropriate guidance along the way. This includes giving them schedules of specific work to be done at specific times. Rewards may also be increased as needed and role ambiguity decreased (by telling them what they should be doing). This may be used when the task is unstructured and complex and the follower is inexperienced. This increases the follower's sense of security and control and hence is appropriate to the situation.
Participative leadership

Consulting with followers and taking their ideas into account when making decisions and taking particular actions. This approach is best when the followers are expert and their advice is both needed and they expect to be able to give it.
Achievement-oriented leadership

Setting challenging goals, both in work and in self-improvement (and often together). High standards are demonstrated and expected. The leader shows faith in the capabilities of the follower to succeed. This approach is best when the task is complex.

The trait model of leadership is based on the characteristics of many leaders - both successful and unsuccessful - and is used to predict leadership effectiveness. The resulting lists of traits are then compared to those of potential leaders to assess their likelihood of success or failure. Scholars taking the trait approach attempted to identify physiological (appearance, height, and weight), demographic (age, education and socioeconomic background), personality, self-confidence, and aggressiveness), intellective (intelligence, decisiveness, judgment, and knowledge), task-related (achievement drive, initiative, and persistence), and social characteristics (sociability and cooperativeness) with leader emergence and leader effectiveness. Successful leaders definitely have interests, abilities, and personality traits that are different from those of the less effective leaders. Through many researches conducted in the last three decades of the 20th century, a set of core traits of successful leaders have been identified. These traits are not responsible solely to identify whether a person will be a successful leader or not, but they are essentially seen as preconditions that endow people with leadership potential.

Among the core traits identified are:

y y y y y y y y

Achievement drive: High level of effort, high levels of ambition, energy and initiative Leadership motivation: an intense desire to lead others to reach shared goals Honesty and integrity: trustworthy, reliable, and open Self-confidence: Belief in ones self, ideas, and ability Cognitive ability: Capable of exercising good judgment, strong analytical abilities, and conceptually skilled Knowledge of business: Knowledge of industry and other technical matters Emotional Maturity: well adjusted, does not suffer from severe psychological disorders. Others: charisma, creativity and flexibility

Strengths/Advantages of Trait Theory

y y y y
It is naturally pleasing theory. It is valid as lot of research has validated the foundation and basis of the theory. It serves as a yardstick against which the leadership traits of an individual can be assessed. It gives a detailed knowledge and understanding of the leader element in the leadership process.

Limitations of The Trait Theory

y y y y y
There is bound to be some subjective judgment in determining who is regarded as a good or successful leader The list of possible traits tends to be very long. More than 100 different traits of successful leaders in various leadership positions have been identified. These descriptions are simply generalities. There is also a disagreement over which traits are the most important for an effective leader The model attempts to relate physical traits such as, height and weight, to effective leadership. Most of these factors relate to situational factors. For example, a minimum weight and height might be necessary to perform the tasks efficiently in a military leadership position. In business organizations, these are not the requirements to be an effective leader. The theory is very complex

Implications of Trait Theory

The trait theory gives constructive information about leadership. It can be applied by people at all levels in all types of organizations. Managers can utilize the information from the theory to evaluate their position in the organization and to assess how their position can be made stronger in the organization. They can get an in-depth understanding of their identity and the way they will affect others in the organization. This theory makes the manager aware of their strengths and weaknesses and thus they get an understanding of how they can develop their leadership qualities.

Conclusion
The traits approach gives rise to questions: whether leaders are born or made; and whether leadership is an art or science. However, these are not mutually exclusive alternatives. Leadership may be something of an art; it still requires the application of special skills and techniques. Even if there are certain inborn qualities that make one a good leader, these natural talents need encouragement and development. A person is not born with self-confidence. Self-confidence is developed, honesty and integrity are a matter of personal choice, motivation to lead comes from within the individual, and the knowledge of business can be acquired. While cognitive ability has its origin partly in genes, it still needs to be developed. None of these ingredients are acquired overnight

5.Path Goal Theory-This theory was developed by Robert House. Here the leader provides the necessary support and guidance to his followers and help them achieve organizational goals. Robert House suggested 4 types of leadership by this model 1. Directive leadership- the leader gives specific orders to his surodinates 2. Supportive leadership-the leader shows friendly behavior to the employes 3. Participative leadership-encourages interaction 4. Achievement-oriented leadership.-set challenging goals

STYLES AUTOCRATIC-Manager retains as much power and decision-making authority as possible. The manager does not consult employees, nor are they allowed to give any input. Employees are expected to obey orders without receiving any explanations. The motivation environment is produced by creating a structured set of rewards and punishments. y y y Strict Autocrat-he carries very strict autocratic style.provides negative motivation to employes by criticizing them Benevolent-he also retains decision poer with himself but provides positive motivation Incompetent-he adopts autocratic leadership to hide his incompetencies

DEMOCRATIC- is the leadership style that promotes the sharing of responsibility, the exercise of delegation and continual consultation.

LAISSEZ-FAIRE-This French phrase means leave it be and is used to describe a leader who leaves his/her colleagues to get on with their work. The style is largely a "hands off" view that tends to minimize the amount of direction and face time required.

A good leader uses all three styles, depending on what forces are involved between the followers, the leader, and the situation. Some examples include: y Using an authoritarian style on a new employee who is just learning the job. The leader is competent and a good coach. The employee is motivated to learn a new skill. The situation is a new environment for the employee. y Using a participative style with a team of workers who know their job. The leader knows the problem, but does not have all the information. The employees know their jobs and want to become part of the team. y Using a delegative style with a worker who knows more about the job than you. You cannot do everything! The employee needs to take ownership of her job. Also, the situation might call for you to be at other places, doing other things.

MANAGERIAL GRID IT IDENTIFIES 5 LEADERSHIP STYLE ON THE BASIS OF 2 FACTORS: y y CONCERN FOR PEOPLE CONCERN FOR PRODUCTION

Impoverished style (Low Production / Low People) (1:1) y Description: A delegate-and-disappear management style. A basically lazy approach.

y Characteristics: The manager shows a low concern for both people and production. He (or she) avoids to get into trouble. His main concern is not to be held responsible for any mistakes. y Results in: Disorganization, dissatisfaction and disharmony due to lack of effective leadership. Country Club style (Low Production / High People)(1:9) y Description: One-sided, thoughtful attention to the needs of employees. y Characteristics: The relationship-oriented manager has a high concern for people, but a low concern for production. He pays much attention to the security and comfort of the employees. He hopes that this will increase performance. He is almost incapable of employing the more punitive, coercive and legitimate powers. This inability results from fear that using such powers could jeopardize relationships with the other team members. y Results in: A usually friendly atmosphere, but not necessarily very productive. Produce or Perish style OR Authoritarian style(High Production / Low People)(9:1) y Description: Authoritarian or compliance leader. Characteristics: The task-oriented manager is autocratic, has a high concern for production, and a low concern for people. He finds employee needs unimportant and simply a means to an end. He provides his employees with money and expects performance back. There is little or no allowance for cooperation or collaboration. He pressures his employees through rules and punishments to achieve the company goals. Heavily task-oriented people are very strong on schedules.

y Results in: Whilst high output is achievable in the short term, much will be lost through an inevitable high labour turnover.

Middle-of-the-road style (Medium Production / Medium People). (5:5) y Description: The manager tries to balance between the competing goals of the company and the needs of the workers. y Characteristics: The manager gives some concern to both people and production, hoping to achieve acceptable performance. He believes this is the most anyone can do. y Results in: Compromises in which neither the production nor the people needs are fully met. Team Management style (High Production / High People).(9:9) y Description: The ultimate. The manager pays high concern to both people and production. Motivation is high. y Characteristics: The manager encourages teamwork and commitment among employees. This style emphasizes making employees feel part of the company-family, and involving them in understanding organizational purpose and determining production needs.

y Results in: Team environment based on trust and respect, which leads to high satisfaction and motivation and, as a result, high production.