LEADERSHIP

Disusun Oleh:
Niken Amalia Hanum Pertiwi (F0316077)
Nur Afni Damayanti (F0316078)
Prabawati Kesuma Brata (F0316080)
 What is Leadership?

■ Leadership
The ability to influence a group toward the achievement of goals
■ Nonsanctioned Leadership
The ability to influence that arises outside the formal structure of the
organization
■ Organizations need strong leadership and strong management for optimal
effectiveness.
 Trait Theories of Leadership

■ Theories that consider personality, social, physical, or intellectual traits to

differentiate leaders from nonleaders.
■ Not very useful until matched with the Big Five Personality Framework
■ Essential Leadership Traits
– Extroversion
– Conscientiousness
– Openness
– Emotional Intelligence (Qualified)
■ Traits can predict leadership, but they are better at predicting leader emergence
than effectiveness
 Behavioral Theories of Leadership

■ Theories proposing thatspecific behaviors differentiate leaders from nonleaders

■ Differences between theories of leadership:
– Trait theory: leadership is inherent, so we must identify the leader based on his
or her traits
– Behavioral theory: leadership is a skill set and can be taught to anyone, so we
must identify the proper behaviours to teach potential leaders
 Important Behavioral Studies

■ Ohio
 Initiating Structure
 Consideration

■ Michigan
 Employee-oriented
 Production-oriented
 Contingency Theories

■ While traits and behavior theories do help us understand leadership, an important

component is missing: the environment in which the leader exists
■ Contingency yheory adds this additional aspect to our understanding leadership
effectiveness studies
■ Three key theories
– Fiedler’s Model
– Hersey and Blanchard’s Situational Leadership Theory
– Path-Goal Theory
 Fiedler Model

■ Effective group performance depends on the proper match between leadership style
and the degree to which the situation gives the leader control.
– Assumes that leadership style (based on orientation revealed in LPC
questionnaire) is fixed
■ Considers Three Situational Factors:
– Leader-member relations: degree of confidence and trust in the leader
– Task structure: degree of structure in the jobs
– Position power: leader’s ability to hire, fire, and reward
■ For effective leadership: must change to a leader who fits the situation or change
the situational variables to fit the current leader
 Fiedler’s Cognitive Resource Theory

■ A refinement of Fiedler’s original model:

– Focuses on stress as the enemy of rationality and creator of unfavorable
conditions
– A leader’s intelligence and experience influence his or her reaction to that
stress
 Assessment of Fiedler’s Model

■ Positives:
– Considerable evidence supports the model, especially if the original eight
situations are grouped into three
■ Problems:
– The logic behind the LPC scale is not well understood
– LPC scores are not stable
– Contingency variables are complex and hard to determine
 Situational Leadership Theory

■ A model that focuses on follower “readiness”

– Followers can accept or reject the leader
– Effectiveness depends on the followers’ response to the leader’s actions
– “Readiness” is the extent to which people have the ability and willingness to accomplish
a specific task
 House’s Path-Goal Theory

■ Builds from the Ohio State studies and the expectancy theory of motivation
■ The Theory:
– Leaders provide followers with information, support, and resources to help them
achieve their goals
– Leaders help clarify the “path” to the worker’s goals
– Leaders can display multiple leadership types
■ Four types of leaders:
– Directive: focuses on the work to be done
– Supportive: focuses on the well-being of the worker
– Participative: consults with employees in decision making
– Achievement-Oriented: sets challenging goals
 Vroom and Yetton’s Leader-
Participation Model
■ How a leader makes decisions is as important as what is decided
■ Premise: Situational variables interact with leadership attributes to impact the
behavior of the leader.
– Leader behaviors must adjust to the way tasks are structured in the
organization.
– This is a normative model that tells leaders how participative to be in their
decision making of a decision tree
■ Five leadership styles
■ Twelve contingency variables
Leader Member Exchange (LMX) Theory

■ in group: ■ out group:

 members are similar to leader.
 in the leaders inner circle of
communication
 receives more time and attention
from leader
 gives greater responsibility and
rewards
 managers by formal rules and
policies
 receive less of the leaders
attention/fewer exhange
 more likely to retaliate agains
the organizaton
 Charismatic Leadership

■ Charisma means gift in Greek

■ How do charismatic leaders influence followers?

Demonstrate
the vision
Create a new
state of
Create a values
vision
Articulate a statement
vision
 Leadership Model
Transformational
Transaction Approaches Approaches
• Laissez-Faire • Idealized influence
• Management by exception • Inspirational motivation
• Contingent reward • Intellectual stimulation
• Individualized consideration

 Authentic Leader
Authentic leader know who they are, wat they believe in and value, and act upon those values and
beliefs
• Ethic and Leadership
Leadership is not free from values. When we asses leadership, we must asses not just the goals
themselves but also the means by which those goals are achieved
 Trust and Leadership

■ Trust – a psychological state that exists when you agree to make

yourself vulnerable to another because you have a positive
expectation for how things are going to turn out.
– Key attribute associated with leadership
– Followers who trust their leader will align their actions and
attitudes with the leader’s behaviors/requests
 How is Trust Developed?

■ Leadership action: benevolence, integrity, ability,

■ Trust
■ Action: risk taking, information sharing, group effectiveness, and productivity
Mentoring – Leading for the Future
■ Mentor: A senior employee who supports a less experienced employee.
 Finding and Creating Effective Leaders

■ Selecting Leaders
■ Training Leaders