I am more afraid of an army of 100

sheep led by a lion than an army of

100 lions led by a sheep.
11
2

John Kotter said, Management is

coping with complexity.
Good management brings order and consistency by
drawing up formal plans, designing organiational
structures, monitoring results etc.
o
!hereas "eadership is all about
coping with change.
"eaders establish directions by de#eloping a #ision of the
future. $hen they align people by communicating this #ision
and inspiring them to o#ercome hurdles.
11
3
114
Leadership
$he ability to
in%uence a group
toward the
achie#ement of goals.
Management
&se of authority
inherent in designated
formal ran' to obtain
compliance from
organiational
members.
11
5
Trait Theories up to late 1940s
Behavioral Theories up to late 1960s
Contingency Theories
116
Leadership Traits Leadership Traits: :

Ambition and energy Ambition and energy

The desire to lead The desire to lead

Honest and integrity Honest and integrity

Sel!"oniden"e Sel!"oniden"e

#ntelligen"e #ntelligen"e

High sel!monitoring High sel!monitoring

$ob!rele%ant $ob!rele%ant
&no'ledge &no'ledge
Leadership Traits Leadership Traits: :

Ambition and energy Ambition and energy

The desire to lead The desire to lead

Honest and integrity Honest and integrity

Sel!"oniden"e Sel!"oniden"e

#ntelligen"e #ntelligen"e

High sel!monitoring High sel!monitoring

$ob!rele%ant $ob!rele%ant
&no'ledge &no'ledge
Traits Theories o
Leadership
$heories that consider
personality, social,
physical, or
intellectual traits to
di(erentiate leaders
from nonleaders.

Gandhi)i, $ata, *im +rem)i, ,te#e )obs,

-arayan Murthy etc are 'nown as leaders
by their traits such as .harismatic,
enthusiastic and courageous.
11
(
11)
Limitations
Limitations: :

*o +ni%ersal traits o+nd that predi"t *o +ni%ersal traits o+nd that predi"t
leadership in all sit+ations, leadership in all sit+ations,

Traits predi"t beha%ior better in -'ea&. Traits predi"t beha%ior better in -'ea&.
than -strong. sit+ations, than -strong. sit+ations,

/n"lear e%iden"e o the "a+se and ee"t /n"lear e%iden"e o the "a+se and ee"t
o relationship o leadership and traits, o relationship o leadership and traits,

0etter predi"tor o the appearan"e o 0etter predi"tor o the appearan"e o

leadership than disting+ishing ee"ti%e leadership than disting+ishing ee"ti%e
and inee"ti%e leaders, and inee"ti%e leaders,
Limitations
Limitations: :

*o +ni%ersal traits o+nd that predi"t *o +ni%ersal traits o+nd that predi"t
leadership in all sit+ations, leadership in all sit+ations,

Traits predi"t beha%ior better in -'ea&. Traits predi"t beha%ior better in -'ea&.
than -strong. sit+ations, than -strong. sit+ations,

/n"lear e%iden"e o the "a+se and ee"t /n"lear e%iden"e o the "a+se and ee"t
o relationship o leadership and traits, o relationship o leadership and traits,

0etter predi"tor o the appearan"e o 0etter predi"tor o the appearan"e o

leadership than disting+ishing ee"ti%e leadership than disting+ishing ee"ti%e
and inee"ti%e leaders, and inee"ti%e leaders,
111

Trait theory: Trait theory:

Leaders are born, not made. Leaders are born, not made.

0eha%ioral theory: 0eha%ioral theory:

Leadership traits can be taught. Leadership traits can be taught.

Trait theory: Trait theory:

Leaders are born, not made. Leaders are born, not made.

0eha%ioral theory: 0eha%ioral theory:

Leadership traits can be taught. Leadership traits can be taught.
0eha%ioral Theories o Leadership
$heories proposing that speci/c beha#iors
di(erentiate leaders from nonleaders.

$he failure of early studies led researchers to go in di(erent

directions. $hey wondered if there was something uni0ue in
the way that e(ecti#e leaders beha#e.

1ew examples of leaders who became successful in tough

times by using autocratic beha#ior forced to thin'
on2222.. 3oes this suggest that autocratic beha#ior is
preferred style for all leaders4
11

12
1111
#nitiating Str+"t+re
$he extent to which a leader
is li'ely to de/ne and
structure his or her role and
those of sub5ordinates in the
search for goal attainment.
It includes behavior that attempts to organize wor! wor
relationship! and goals"
# leader characterizes by high initiating structure could be
described as someone who $assigns group members to
particular tass!%
% e&pects worers to maintain de'nite standards o(
per(ormance% and
$ emphasizes the meeting o( deadlines"%

$he extent to which a leader is li'ely to ha#e )ob

relationships characteried by mutual trust,
respect for subordinate6s ideas, and regard for
their feelings.
11

12
# leader high in consideration is one who helps employees
with personal problems! is (riendly and approachable! treats
all employees as e)uals and e&press appreciation and support"
#t one time *hio state studies were thought to be
disappointing" #s this + (actors added little to our study o(
nowledge about e,ective leadership"

!ith the same ob)ecti#e that is 7 $o locate

beha#ioral characteristics of leader that appeared
to be related to measures of performance
e(ecti#eness.
$he
study was carried out at &ni#ersity of Michigan.
$hey also came out with two dimensions namely7
8mployee oriented and +roduction 9riented which
were #ery similar to 9hio states results.
11

13
1114
3mployee!4riented Leader
8mphasiing interpersonal relations: ta'ing a
personal interest in the needs of employees
and accepting indi#idual di(erences among
members.
5rod+"tion!4riented Leader
9ne who emphasies
technical or tas' aspects of
the )ob.

$he grid does not show results produced: rather, it

shows the dominating factors in a leader6s
thin'ing in regard to getting results.

Managers found to perform best under a ;,; style

compared to ;,1 <authority type or 1,; <laisse5
faire type= style.
11

15
1116
3 6 H # 0 # T 111
3 6 H # 0 # T 111
111(
7e%elopment!4riented Leader
9ne who #alues
experimentation, see'ing new
ideas, and generating and
implementing change.
Researchers in Finland and Sweden
question whether there are only two
dimensions (production-orientation
and employee-orientation) that
capture the essence of leadership
behavior. Their premise is that in a
chanin world! effective leaders
would e"hibit de%elopment!oriented
behavior.
111)
8iedler9s :ontingen"y Model
$he theory that e(ecti#e groups depend on a
proper match between a leader6s style of
interacting with subordinates and the degree
to which the situation gi#es control and
in%uence to the leader.
Least 5reerred :o!;or&er <L5:=
>+estionnaire
*n instrument that purports to
measure whether a person is
tas'5 or relationship5oriented.
1111
Leader!Member ?elations
$he degree of con/dence, trust, and respect
subordinates ha#e in their leader.
5osition 5o'er
In%uence deri#ed from one6s formal structural
position in the organiation: includes power to
hire, /re, discipline, promote, and gi#e salary
increases.
Tas& Str+"t+re
$he degree to which the )ob assignments are
proceduried.

$he next step in /edler model is to e#aluate the situation in

terms of these three contingency #ariables.

>e states that the better the leader5member relations, the

more highly structured the )ob, and the stronger the
position power, the more control the leader has.

1or 8x75 * #ery fa#orable situation <in which a leader would

ha#e a great deal of control= might in#ol#e a payroll
manager who is well respected and whose employees ha#e
con/dence in her <good leader5member relations=, for which
the acti#ities to be done such as wage computation, chec'
writing, etc are speci/c and clear <high tas' structure=, and
the )ob pro#ides considerable freedom for her to reward and
punish her employees <strong position power=.
11

22
:ontingen"y Theories
1121
1122
?esear"h S+pport:
Less intelligent indi%id+als perorm better in leadership
roles +nder high stress than do more intelligent
indi%id+als,
Less e@perien"ed people perorm better in leadership
roles +nder lo' stress than do more e@perien"ed people,
?esear"h S+pport:
Less intelligent indi%id+als perorm better in leadership
roles +nder high stress than do more intelligent
indi%id+als,
Less e@perien"ed people perorm better in leadership
roles +nder lo' stress than do more e@perien"ed people,
:ogniti%e ?eso+r"e Theory
* theory of leadership that states that stress
can unfa#orably a(ect a situation and that
intelligence and experience can lessen the
in%uence of stress on the leader.
11

23
-tress
.evel .ow
.eader
was
directive
/igh -tress situations
intelligence was o(
little help 0because
leader was too
cognitively ta&ed to
put smarts to good
use1
Intelligence
was
important
to a
leader2s
e,ectivenes
s
-tress
.evel .ow
.eader was
3ondirectiv
e
.eaders are a(raid to
put these smarts to
use to tell people
what to do4
Intelligence
was o( little
help to
leader2s
e,ectivenes
s
1124
Sit+ational Leadership Theory <SLT=
* contingency theory that focuses on
followers6 readiness.
Leader: de"reasing need
or s+pport and s+per%ision
8ollo'er readiness:
ability and 'illingness
/nable and /nable and
/n'illing /n'illing
/nable b+t /nable b+t
;illing ;illing
Able and Able and
;illing ;illing
7ire"ti%e 7ire"ti%e High Tas& and ?elationship High Tas& and ?elationship
4rientations 4rientations
S+pporti%e S+pporti%e
5arti"ipati%e 5arti"ipati%e
Able and Able and
/n'illing /n'illing
Monitoring Monitoring
1125
;illing
/n'illing
Able
/nable
7ire"ti%e 7ire"ti%e
High Tas& High Tas&
and and
?elationship ?elationship
4rientations 4rientations
S+pporti%e S+pporti%e
5arti"ipati%e 5arti"ipati%e
Monitoring Monitoring
8ollo'er
?eadiness
Leadership Leadership
Styles Styles
1126
Leader!Member 3@"hange <LM6= Theory
"eaders create in5groups and out5groups, and
subordinates with in5group status will ha#e
higher performance ratings, less turno#er,
and greater )ob satisfaction.
112(
112)
5ath!Aoal Theory
$he theory that it is the
leader6s )ob to assist followers
in attaining their goals and to
pro#ide them the necessary
direction and?or support to
ensure that their goals are
compatible with the o#erall
ob)ecti#es of the group or
organiation.
1121
1132
Leader!5arti"ipation Model <Broom and Cetton=
* leadership theory that pro#ides a set of
rules to determine the form and amount of
participati#e decision ma'ing in di(erent
situations.
1131
#. $mportance of the decision
%. $mportance of obtainin follower commitment to the decision
&. 'hether the leader has sufficient information to ma(e a ood decision
). *ow well structured the problem is
+. 'hether an autocratic decision would receive follower commitment
,. 'hether followers -buy into. the orani/ation0s oals
1. 'hether there is li(ely to be conflict amon followers over solution
alternatives
2. 'hether followers have the necessary information to ma(e a ood decision
3. Time constraints on the leader that may limit follower involvement
#4. 'hether costs to brin eoraphically dispersed members toether is
5ustified
##. $mportance to the leader of minimi/in the time it ta(es to ma(e the decision
#%. $mportance of usin participation as a tool for developin follower decision
s(ills
11

32
6
33
Dey 3lements
1, #ntensity: ho' hard a person tries
2, 7ire"tion: to'ard benei"ial goal
3, 5ersisten"e: ho' long a person tries
Dey 3lements
1, #ntensity: ho' hard a person tries
2, 7ire"tion: to'ard benei"ial goal
3, 5ersisten"e: ho' long a person tries
Moti%ation
$he processes that account for an
indi#idual6s intensity, direction, and
persistence of e(ort toward attaining a goal.
6
34
Hierar"hy o *eeds Theory
$here is a hierarchy of /#e
needs@physiological, safety,
social, esteem, and self5
actualiation: as each need is
substantially satis/ed, the
next need becomes
dominant.
Sel!A"t+aliEation
$he dri#e to become what one is capable of
becoming.
Lo'er!4rder *eeds
-eeds that are satis/ed
externally: physiological
and safety needs.
Higher!4rder *eeds
-eeds that are satis/ed
internally: social, esteem,
and self5actualiation
needs.
6
36
Theory 6
*ssumes that employees
disli'e wor', lac' ambition,
a#oid responsibility, and must
be directed and coerced to
perform.
Theory C
*ssumes that employees
li'e wor', see'
responsibility, are capable of
ma'ing decisions, and
exercise self5direction and
self5control when committed
to a goal.
6
3(
T'o!8a"tor <Moti%ation!Hygiene= Theory
Intrinsic factors are related to )ob
satisfaction, while extrinsic factors are
associated with dissatisfaction.
Hygiene 8a"tors
1actors@such as company
policy and administration,
super#ision, and salary@that,
when ade0uate in a )ob,
placate wor'ers. !hen factors
are ade0uate, people will not
be dissatis/ed.
6
3)
8a"tors "hara"teriEing
e%ents on the Fob that led to
e@treme Fob dissatisa"tion
8a"tors "hara"teriEing
e%ents on the Fob that
led to e@treme Fob
satisa"tion
6
31
6
42
:ore *eeds
3@isten"e: pro%ision o
basi" material
reG+irements,
?elatedness: desire or
relationships,
Aro'th: desire or
personal de%elopment,
:ore *eeds
3@isten"e: pro%ision o
basi" material
reG+irements,
?elatedness: desire or
relationships,
Aro'th: desire or
personal de%elopment,
:on"epts:
More than one need "an
be operati%e at the same
time,
# a higher!le%el need
"annot be +lilledH the
desire to satisy a lo'er!
le%el need in"reases,
:on"epts:
More than one need "an
be operati%e at the same
time,
# a higher!le%el need
"annot be +lilledH the
desire to satisy a lo'er!
le%el need in"reases,
3?A Theory
$here are three groups of core needs7
existence, relatedness, and growth.
6
41
nAch
nPow
nAff
*eed or A"hie%ement
$he dri#e to excel, to
achie#e in relation to a set
of standards, to stri#e to
succeed.
*eed or Ailiation
$he desire for
friendly and close
personal
relationships.
*eed or 5o'er
$he need to ma'e others
beha#e in a way that
they would not ha#e
beha#ed otherwise.
6
42
6
43
:ogniti%e 3%al+ation Theory
+ro#iding an extrinsic reward for beha#ior
that had been pre#iously only intrinsically
rewarding tends to decrease the o#erall
le#el of moti#ation.
$he theory may only be rele#ant to
)obs that are neither extremely
dull nor extremely interesting.
6
44
6
45
Aoal!Setting Theory
$he theory that speci/c and diAcult goals,
with feedbac', lead to higher performance.
Sel!3i"a"y
$he indi#idual6s belief that he
or she is capable of performing
a tas'.
8a"tors inl+en"ing the goals
perorman"e relationship:
Goal commitment, ade0uate
self5eAcacy, tas'
characteristics, and national
culture.
6
46
:on"epts:
0eha%ior is en%ironmentally "a+sed,
0eha%ior "an be modiied <reinor"ed= by
pro%iding <"ontrolling= "onseG+en"es,
?einor"ed beha%ior tends to be repeated,
:on"epts:
0eha%ior is en%ironmentally "a+sed,
0eha%ior "an be modiied <reinor"ed= by
pro%iding <"ontrolling= "onseG+en"es,
?einor"ed beha%ior tends to be repeated,
The ass+mption that beha%ior is a +n"tion o its
"onseG+en"es,
6
4(
:hara"teristi"s:
1, S&ill %ariety
2, Tas& identity
3, Tas& signii"an"e
4, A+tonomy
5, 8eedba"&
:hara"teristi"s:
1, S&ill %ariety
2, Tas& identity
3, Tas& signii"an"e
4, A+tonomy
5, 8eedba"&
$ob :hara"teristi"s
Model
Identi/es /#e )ob
characteristics and
their relationship to
personal and wor'
outcomes.
6
4)

Job .haracteristics Model

Jobs with s'ill #ariety, tas' identity, tas'

signi/cance, autonomy, and for which
feedbac' of results is gi#en, directly a(ect
three psychological states of employees7

Knowledge of results

Meaningfulness of wor'

+ersonal feelings of responsibility for results

Increases in these psychological states result

in increased moti#ation, performance, and
)ob satisfaction.
6
41
6
52
S&ill Bariety
$he degree to which a )ob
re0uires a #ariety of di(erent
acti#ities.
Tas& #dentity
$he degree to which the )ob re0uires
completion of a whole and identi/able piece
of wor'.
Tas& Signii"an"e
$he degree to which the )ob has a substantial
impact on the li#es or wor' of other people.
6
51
A+tonomy
$he degree to which the )ob pro#ides
substantial freedom and discretion to the
indi#idual in scheduling the wor' and in
determining the procedures to be used in
carrying it out.
6
52
8eedba"&
$he degree to which carrying out the wor'
acti#ities re0uired by a )ob results in the
indi#idual obtaining direct and clear
information about the e(ecti#eness of his or
her performance.
6
53
5eople 'ho 'or& on Fobs 'ith high "ore dimensions are
generally more moti%atedH satisiedH and prod+"ti%e,
$ob dimensions operate thro+gh the psy"hologi"al states in
inl+en"ing personal and 'or& o+t"ome %ariables rather
than inl+en"ing them dire"tly,
5eople 'ho 'or& on Fobs 'ith high "ore dimensions are
generally more moti%atedH satisiedH and prod+"ti%e,
$ob dimensions operate thro+gh the psy"hologi"al states in
inl+en"ing personal and 'or& o+t"ome %ariables rather
than inl+en"ing them dire"tly,
6
54
:on"ept:
3mployee attit+des and beha%iors are
responses to so"ial "+es by others,
:on"ept:
3mployee attit+des and beha%iors are
responses to so"ial "+es by others,
So"ial #normation 5ro"essing <S#5= Model
$he fact that people respond to their )obs as
they percei#e them rather than to the
ob)ecti#e )obs themsel#es.

.oncepts of the ,I+ Model

B
8mployees adopt attitudes and beha#iors
in response to the social cues pro#ided
by others <e.g., cowor'ers= with whom
they ha#e contact.
B
8mployees6 perception of the
characteristics of their )obs is as
important as the actual characteristics of
their )obs.
6
56
3@pe"tan"y Theory <Bi"tor Broom=
$he strength of a tendency to act in a certain
way depends on the strength of an expectation
that the act will be followed by a gi#en
outcome and on the attracti#eness of that
outcome to the indi#idual.
6
5(

8(ortC+erformance Delationship

$he probability that exerting a gi#en amount of e(ort will

lead to performance.

+erformanceCDeward Delationship

$he belief that performing at a particular le#el will lead to

the attainment of a desired outcome.

DewardsC+ersonal Goals Delationship

$he degree to which organiational rewards satisfy an

indi#idual6s goals or needs and the attracti#eness of
potential rewards for the indi#idual.
6
5)
6
51
I 2225 5renti"e Hall #n", All rights reser%ed,
11

62
11

61
Teamwor

:on"ept o people 'or&ing together as a team
Team player
A team player is someone 'ho is able to get
along 'ith their
"olleag+es and 'or& together in a
"ohesi%e gro+p
Team Building
5ro"ess o establishing and de%eloping a
greater sense o "ollaboration and tr+st bet'een
members
I 2225 5renti"e Hall #n", All rights reser%ed,
11

62
;hen sta +se their s&ills and &no'ledge togetherH
the res+lt is a stronger agen"y that "an +lill its
mission
To provide accurate information that would assist
individuals in achieving a better quality of life..
5eople 'or&ing together "an s+stain the enth+siasm
and lend s+pport needed to "omplete the 'or& o
ea"h program,
11

63
A Teams s+""eeds 'hen its members ha%e:
A "ommitment to "ommon obFe"ti%es
7eined roles and responsibilities
3e"ti%e de"ision systemsH "omm+ni"ation and 'or&
pro"ed+res
Aood personal ?elationships

.isten

5uestion

6ersuade

7espect

/elp

-hare

6articipate
Forming
Forming
Storming
Storming
Norming
Norming
Performing
Performing
11

66
The Team
7eines the problem
Agrees on goals and orm+lates strategies or
ta"&ling the tas&s
7etermines the "hallenges and identiies
inormation needed
#ndi%id+als ta&e on "ertain roles
de%elops tr+st and "omm+ni"ation
8ncourages and maintains open
communication
.eads by setting a good e&ample
9otivates and inspires team members
/elps the team (ocus on the tas
:acilitates problem solving and collaboration
9aintains healthy group dynamics
8ncourages creativity and ris;taing
7ecognizes and celebrates team member
contributions
Initiator 5 ,omeone who suggests new ideas. 9ne or more people can ha#e this
role at a time.
7ecorder 5 $his person records whate#er ideas a team member may ha#e. It is
important that this person 0uote a team member accurately and not EeditE or
e#aluate them.
<evil=s #dvocate>-eptic 5 $his is someone whose responsibility is to loo'
for potential %aws in an idea.
*ptimist 5 $his is someone who tries to maintain a positi#e frame of mind and
facilitates the search for solutions.
Timeeeper 5 ,omeone who trac's time spent on each portion of the meeting.
?ate @eeper 5 $his person wor's to ensure that each member gi#es input on an
issue. 9ne strategy to do this is to as' e#eryone to #oice their opinion one at a
time. *nother is to cast #otes.
-ummarizer 5 ,omeone who summaries a list of options.
/elp members understand each
other
Myers5Friggs $ype Indicator <MF$I=
8xtra#erts 555555555555555555 Intro#erts
,ensors 555555555555555555555 Intuiti#e
$hin'er 5555555555555555555555 1eelers
Judger 55555555555555555555555 +ercei#er
Fy selecting one from each category, we
de/ne our personality type, 8,$J, 8-$J2I-1+

8xtra#erts
B-eed to thin'
aloud
BGreat explainers
BMay o#erwhelm
others

Intro#erts
B-eed time to
process
BGreat
concentration
BMay not be heard

Intuiti#e
BGreat at big
picture
B,ee connections
BMay ma'e
mista'es in
carrying out
plans

,ensor
BGreat executors
BMay miss big
picture, relati#e
importance

$hin'er
B,'illful at
understanding
how anything
wor's

1eeler
BKnows why
something
matters

Judger
BGood at
schedules, plans,
completion
BMa'es decisions
easily <0uic'ly=
BMay o#erloo'
#ital issues

+ercei#er
B*lways curious,
wants more
'nowledge
BMay not get
around to acting
3uring the ,torming stage team
members7

realize that the tas is more

diAcult than they imagined

have Buctuations in attitude about

chances o( success

may be resistant to the tas

have poor collaboration

3o we ha#e common goals and

ob)ecti#es4

3o we agree on roles and

responsibilities4

3o our tas', communication, and

decision systems wor'4

3o we ha#e ade0uate interpersonal

s'ills4

,eparate problem issues from people

issues.

Fe soft on people, hard on problem.

"oo' for underlying needs, goals of

each party rather than speci/c
solutions.

,tate your #iews in clear non5

)udgmental language.

.larify the core issues.

"isten carefully to each person6s

point of #iew.

.hec' understanding by restating the

core issues.

3uring this stage members accept7

Btheir team
Bteam rules and procedures
Btheir roles in the team
Bthe indi#iduality of fellow members

$eam members realie that they are

not going to crash5and5burn and start
helping each other.

.ompetiti#e relationships become

more cooperati#e.

$here is a willingness to confront

issues
and sol#e problems.

$eams de#elop the ability to express

criticism constructi#ely.

$here is a sense of team spirit.

Fe descripti#e

3onGt use labels

3on6t exaggerate

3on6t be )udgmental

,pea' for yourself

&se HII messages.

Destrict your feedbac' to things you

'now for certain.

>elp people hear and accept your

compliments when gi#ing positi#e
feedbac'.

"isten carefully.

*s' 0uestions for clarity.

*c'nowledge the feedbac'.

*c'nowledge the #alid points.

$a'e time to sort out what you heard.

$eam members ha#e7

gained insight into personal and team

processes

a better understanding of each other6s

strengths and wea'nesses

gained the ability to pre#ent or wor'

through group con%ict and resol#e
di(erences

de#eloped a close attachment to the

team

.ommitment to shared goals and

ob)ecti#es

.learly de/ne roles and

responsibilities

&se best s'ills of each

*llows each to de#elop in all areas

8(ecti#e systems and processes

B.lear communication
BFene/cial team beha#iors: well5de/ned
decision procedures and ground rules
BFalanced participation
B*wareness of the group process
BGood personal relationships