Management Theory & Practice(Robbins, S. Coulter M.)

Imran AshiqImran Ashiq Computer People 2000Computer People 2000 11
Unit # 7Unit # 7
LeadershipLeadership

LeadersLeaders
 Leader is someone who can influence othersis someone who can influence others
and who a has managerial authority.and who a has managerial authority.
 Influence:Influence: any action or examples of behaviorany action or examples of behavior
that cause a change in attitude or behavior ofthat cause a change in attitude or behavior of
another person or group.another person or group.
 Leadership:Leadership: the process of influencing a groupthe process of influencing a group
towards the achievement of goals.towards the achievement of goals.
 ManagerManager is someone who works with andis someone who works with and
through other people by coordinating their workthrough other people by coordinating their work
in order to accomplish organizational goals.in order to accomplish organizational goals.

Managers Versus LeadersManagers Versus Leaders
 ManagersManagers areare
appointed to theirappointed to their
position.position.
 Manager’sManager’s ability toability to
influence is based oninfluence is based on
the formal authoritythe formal authority
inherent in thatinherent in that
position.position.
 LeadershipLeadership ability isability is
handicap to manager.handicap to manager.
 Leaders may either beLeaders may either be
appointed or emergeappointed or emerge
from within a group.from within a group.
 LeadersLeaders are able toare able to
influence other toinfluence other to
perform beyond theperform beyond the
actions dictated byactions dictated by
formal authority.formal authority.
 Not all theNot all the LeadersLeaders havehave
capabilities and skills ofcapabilities and skills of
effect management.effect management.

Early Leadership TheoriesEarly Leadership Theories
Trait Theories:Trait Theories:
 Research onResearch on LeadershipLeadership in 1920s and 1930sin 1920s and 1930s
focused on leader traits----focused on leader traits---- characteristic that
might be used to differentiate leaders from
nonleaders.
 The intent was to isolate one or more traits thatThe intent was to isolate one or more traits that
leaders possessed but that nonleaders did not.leaders possessed but that nonleaders did not.
 Six traits associated with effective leadershipSix traits associated with effective leadership
includeinclude Drive, The Desire to Lead, Honesty andDrive, The Desire to Lead, Honesty and
Integrity, Self Confidence, Intelligence, and JobIntegrity, Self Confidence, Intelligence, and Job
Relevant Knowledge.Relevant Knowledge.

Early Leadership TheoriesEarly Leadership Theories
Behavioral TheoriesBehavioral Theories
 Leadership theories that identifiedLeadership theories that identified Behaviors
that differentiated effective leaders fromthat differentiated effective leaders from
ineffective leaders.ineffective leaders.
 Behavioral Approach not only provide morenot only provide more
definitive answer about the nature of leadership.definitive answer about the nature of leadership.
 But, if successful would also have practicalBut, if successful would also have practical
implications quite different from those of traitimplications quite different from those of trait
approach.approach.
 There are four main leader behavior studiesThere are four main leader behavior studies
exist.exist.

University of Iowa Studies:University of Iowa Studies:
 The University of Iowa explored three leadershipThe University of Iowa explored three leadership
styles.styles.

Autocratic Style:Autocratic Style: Describe a leader who tendedDescribe a leader who tended
to centralize authority, dictate work methods,to centralize authority, dictate work methods,
make unilateral decisions and limit employeemake unilateral decisions and limit employee
participation.participation.

Laissez-faire Style:Laissez-faire Style: leader generally gave theleader generally gave the
group complete freedom to make decisionsgroup complete freedom to make decisions
and complete the work in whatever way it sawand complete the work in whatever way it saw
fit.fit.


Democratic Style:Democratic Style: Describe a leader whoDescribe a leader who
tended to involve employees in decisiontended to involve employees in decision
making, delegate authority, encouragemaking, delegate authority, encourage
participation in deciding work methods andparticipation in deciding work methods and
goals, and use feedback as an opportunity forgoals, and use feedback as an opportunity for
coaching employees.coaching employees.
 Democratic style contributed to both quantityDemocratic style contributed to both quantity
and quality of work.and quality of work.
 Group member satisfaction also higher underGroup member satisfaction also higher under
democratic style.democratic style.

The Ohio State Studies:The Ohio State Studies:
 The Ohio state studies identified two importantThe Ohio state studies identified two important
dimension of leader behavior.dimension of leader behavior.

Initiating StructureInitiating Structure: Which refer to extent to: Which refer to extent to
which a leader was likely to define andwhich a leader was likely to define and
structure to his role and the roles of groupstructure to his role and the roles of group
members in the search of goal attainment.members in the search of goal attainment.
 It includes behavior that involved attempts toIt includes behavior that involved attempts to
organize work, work relationships and goals.organize work, work relationships and goals.


Consideration:Consideration: The extent to which a leaderThe extent to which a leader
had a job relationships characterized byhad a job relationships characterized by
mutual trust and respect by group membersmutual trust and respect by group members
ideas and feeling.ideas and feeling.
 In this approach, a leader has high considerationIn this approach, a leader has high consideration
and respect for group members with personaland respect for group members with personal
problem, friendly and approachable and treat allproblem, friendly and approachable and treat all
equally.equally.
 Research found that a leader who was a high inResearch found that a leader who was a high in
both initiating structure and consideration (High-both initiating structure and consideration (High-
High Leader) achieved high group taskHigh Leader) achieved high group task
performance and satisfaction more frequently.performance and satisfaction more frequently.

University of Michigan Studies:University of Michigan Studies:
 The Michigan University group also came up withThe Michigan University group also came up with
two dimensions of leadership behavior.two dimensions of leadership behavior.

Employee Oriented:Employee Oriented: leaders who are describesleaders who are describes
as emphasizing interpersonal relationship.as emphasizing interpersonal relationship.
 These leaders take personal interest in the needsThese leaders take personal interest in the needs
of their followers and accepted individualof their followers and accepted individual
differences among group members.differences among group members.

Production OrientedProduction Oriented: tend to emphasize the: tend to emphasize the
technical or task aspects of the job andtechnical or task aspects of the job and
concerned mainly with accomplishing theirconcerned mainly with accomplishing their
group’s task, and regard group members as agroup’s task, and regard group members as a
means to that end.means to that end.

 Employee oriented leaders are associated withEmployee oriented leaders are associated with
high group productivity and higher jobhigh group productivity and higher job
satisfaction.satisfaction.

 The Managerial Grid:The Managerial Grid:
• A two dimension grid of two leadershipA two dimension grid of two leadership
behaviors-concern for people and concernbehaviors-concern for people and concern
for production-which resulted in fivefor production-which resulted in five
different leadership styles.different leadership styles.

Impoverished Management (1,1)Impoverished Management (1,1)

Task Management(9,1)Task Management(9,1)

Middle of Road Management(5,5)Middle of Road Management(5,5)

Country Road Management(1,9)Country Road Management(1,9)

Team Management(9,9)Team Management(9,9)

99 1,91,9 9,99,9
88
77
66
55 5,55,5
44
33
22
11 1,11,1 9,19,1
11 22 33 44 55 66 77 88 99
Concern for Production
ConcernforPeople
Team
Management
Middle-of-the
Road
Management
Task
Management
Country Club
Management
Impoverished
Management
The Managerial Grid

Contingency Theories ofContingency Theories of
The Fielder ModelThe Fielder Model
 The Fielder contingency model proposed thatThe Fielder contingency model proposed that

Effective group performance depended on the proper
match between the leader’s style of interacting with
his/her followers

and the degree to which the situation allowed the
leader to control and influence.
 This model says that a certain leadership styleThis model says that a certain leadership style
would be most effective in different types ofwould be most effective in different types of
situation.situation.
 This model is dependent on the type of leadershipThis model is dependent on the type of leadership
style and different situation.style and different situation.

 Fielder describes the leadership style byFielder describes the leadership style by
designing thedesigning the Least-preferred co-worker (LPC)
questionnaire.questionnaire.
 High Score in LPC means leadership style isHigh Score in LPC means leadership style is
RRelation oriented.
 Low score on LPC means leadership style isLow score on LPC means leadership style is
TTask oriented.
 Same way Fielder discovered threeSame way Fielder discovered three
contingency dimensions that defines the keycontingency dimensions that defines the key
situational factors for determining leadersituational factors for determining leader
effectiveness.effectiveness.

 Leader-Member relations: The degree ofThe degree of
confidence, trust, and respect employees hadconfidence, trust, and respect employees had
for their leader: rated as either good or poor.for their leader: rated as either good or poor.
 Task Structure: the degree to which jobthe degree to which job
assignment were formalized and procedurized;assignment were formalized and procedurized;
rated as either high or low.rated as either high or low.
 Position Power:: the degree of influence a leaderthe degree of influence a leader
had over power-based activities such as hiring,had over power-based activities such as hiring,
firing, discipline and promotion; rated as eitherfiring, discipline and promotion; rated as either
strong or weak.strong or weak.

CategoryCategory
LMRLMR
TaskTask
P_PowerP_Power
II
GG
HH
SS
IIII
GG
HH
WW
IIIIII
GG
LL
SS
IVIV
GG
LL
WW
VV
PP
HH
SS
VIVI
PP
HH
WW
VIIVII
PP
LL
SS
VIIIVIII
PP
LL
WW
Favorable Moderate Unfavorable
Poor
Good
Relation
TaskFinding of the Fielder Model
Performance

Situational Leadership Theory (SLT):Situational Leadership Theory (SLT):
 Developed by Paul Hersey and Ken Blanchard.Developed by Paul Hersey and Ken Blanchard.
 A leadership contingency theory that focuses onA leadership contingency theory that focuses on
followers readiness.followers readiness.
 Followers: who accept or reject leader.who accept or reject leader.
 Readiness: People have ability and willingnessPeople have ability and willingness
to accomplish a specific task.to accomplish a specific task.
 Further Paul and Ken defined four specificFurther Paul and Ken defined four specific
leadership style.leadership style.

 Telling (High T-Low R):

The leader defines role and tells people what, how,The leader defines role and tells people what, how,
when and where to do various task.when and where to do various task.
 Selling (High T- High R):

The leader provide both directive and supportiveThe leader provide both directive and supportive
behavior.behavior.
 Participating (Low T- High R):

The leader and follower share decision making: theThe leader and follower share decision making: the
main role of leader is facilitating and communicating.main role of leader is facilitating and communicating.
 Delegating (Low T-low R):

The leader provide little direction or support.The leader provide little direction or support.

HighHigh ModerateModerate LowLow
R4R4 R3R3 R2R2 R1R1
AbleAble
&&
WillingWilling
AbleAble
&&
UnwillingUnwilling
UnableUnable
&&
WillingWilling
UnableUnable
&&
UnwillingUnwilling
The final component in the model is four stagesThe final component in the model is four stages
of follower readiness.of follower readiness.

Leader Participation Model:Leader Participation Model:
 A Leadership contingency model that relatedA Leadership contingency model that related
leadership behavior andand participation in decisionin decision
making.making.
 Developed by Victor Vroom and Phillip Yetton inDeveloped by Victor Vroom and Phillip Yetton in
1970s.1970s.
 The model argued that leader behavior mustThe model argued that leader behavior must
adjust to reflect the task structure.adjust to reflect the task structure.
 Both author provides a sequential set of rule thatBoth author provides a sequential set of rule that
a leader should follow in determining the forma leader should follow in determining the form
and amount of participation decision making, asand amount of participation decision making, as
determine by the different situations.determine by the different situations.

Contingency Theories of LeadershipContingency Theories of Leadership
 This model has following leader style.This model has following leader style.
Decide: Leader makes decision and announce it.Leader makes decision and announce it.
Consult Individually: Leader present problem toLeader present problem to
group members, get suggestion and then makegroup members, get suggestion and then make
decision.decision.
Consult Group: Leader present problem to group,Leader present problem to group,
get suggestion and then make decision.get suggestion and then make decision.
Facilitate : Leader present problem to group inLeader present problem to group in
meeting, acting as facilitator, define problem andmeeting, acting as facilitator, define problem and
boundaries with in which decision is made.boundaries with in which decision is made.
Delegate:: Leader permit the group to make theLeader permit the group to make the
decision within prescribed limits.decision within prescribed limits.

Path-Goal Model:Path-Goal Model:

A leadership theory that says it’s the leader’sA leadership theory that says it’s the leader’s
jobjob to assist his or her followers in attaininghis or her followers in attaining
theirtheir goals..

And provide theAnd provide the direction or support neededneeded
to ensure that their goals are compatible withto ensure that their goals are compatible with
thethe overall objectives of the group or org.
 Path-goal theory is a contingency model ofPath-goal theory is a contingency model of
leadership that takes key elements from theleadership that takes key elements from the
expectancy theory of motivation.expectancy theory of motivation.

LeadershipLeadership This theory identifies four leadership behaviors.This theory identifies four leadership behaviors.
 Directive Leader: Lets subordinates know what’sLets subordinates know what’s
expected of them, schedules work to be done, andexpected of them, schedules work to be done, and
gives specific guidance on how to accomplishgives specific guidance on how to accomplish
task.task.
 Supportive Leader:: is friendly and shows concernis friendly and shows concern
for the needs of followers.for the needs of followers.
 Participative Leader: consults with group membersconsults with group members
and uses their suggestions before making aand uses their suggestions before making a
decision.decision.
 Achievement-oriented leader: sets challengingsets challenging
goals and followers to perform at their highestgoals and followers to perform at their highest
level.level.

 In contract to Fielder’s view that a leaderIn contract to Fielder’s view that a leader
couldn’t change his or her role behavior,couldn’t change his or her role behavior,
House assumes that leaders are flexible.House assumes that leaders are flexible.

Environmental
Contingency Factors
•Task Structure
•Formal Authority
•Work Group
Leader Behavior
Directive
•Supportive
•Participative
•Achievement Oriented
Outcome
•Performance
•Satisfaction
Subordinate
Contingency Factors
•Locus of Control
•Experience
•Perceived Ability
Path-Goal
Theory

Emerging theories of LeadershipEmerging theories of Leadership
Transformational-Transactional LeadershipTransformational-Transactional Leadership
 Most of the leadership theories fall under theMost of the leadership theories fall under the
Transactional leaders.
 These leader guide or motivate their fellows in theThese leader guide or motivate their fellows in the
direction of established goals by clarifying roledirection of established goals by clarifying role
and task requirement.and task requirement.
 Another type of leader who inspire followers toAnother type of leader who inspire followers to
transcend their own interest for the good of thetranscend their own interest for the good of the
organization and is capable of having a profoundorganization and is capable of having a profound
and extraordinary effect on the follower.and extraordinary effect on the follower.
((Transformational Leaders))
 Transformational leadership is built on top ofTransformational leadership is built on top of
transactional leadership.transactional leadership.

Charismatic-Visionary LeadershipCharismatic-Visionary Leadership
 Charismatic Leader:Charismatic Leader: An enthusiastic, selfAn enthusiastic, self
confident leader whose personality and actionsconfident leader whose personality and actions
influence people to behave in certain ways.influence people to behave in certain ways.
 The most comprehensive analysis identify fiveThe most comprehensive analysis identify five
such characteristics.such characteristics.

Have a vision and can Articulate the Vision

Willing to take risks to achieves that vision

Sensitive to both environmental constraints
and followers needs.

Exhibit behaviors that are out of the ordinary.

 This behavior can be taught through properThis behavior can be taught through proper
tainting.tainting.
 It may be most appropriate when follower’s taskIt may be most appropriate when follower’s task
has an ideological purpose or when thehas an ideological purpose or when the
environment involves a high degree of stress andenvironment involves a high degree of stress and
uncertainty.uncertainty.
 Although term Vision is often linked withAlthough term Vision is often linked with
charismatic leadership, Visionary leadership goescharismatic leadership, Visionary leadership goes
beyond charisma.beyond charisma.

 Visionary Leadership: The ability to createThe ability to create
and articulate a realistic, credible, and attractiveand articulate a realistic, credible, and attractive
vision of the future that improves upon thevision of the future that improves upon the
present situation.present situation.
 A vision should offer clear and compellingA vision should offer clear and compelling
imagery that taps into people’s emotions andimagery that taps into people’s emotions and
energy to pursue the organization’s goal.energy to pursue the organization’s goal.

 Visionary leader should have followingVisionary leader should have following
skills.skills.

The ability to explain the vision.The ability to explain the vision.

The ability to express the vision not justThe ability to express the vision not just
verbally but through behavior.verbally but through behavior.

The ability to extend or apply the visionThe ability to extend or apply the vision
different leadership context.different leadership context.

Personal Characteristics ofPersonal Characteristics of
EmployeeEmployee
 Leadership style that influence employees,Leadership style that influence employees,
depends upon their personal characteristics.depends upon their personal characteristics.
 For example following studies suggest theseFor example following studies suggest these
things.things.
• Individuals who believe their behavior
affects the environment favor participate LS.
• Those who thinks that events occur because
of luck or fate, favor authoritarian LS.
• People with highly skilled and capable may
dislike supervisory LS. While people with
less skills prefer supervisory or directive LS.

EmployeeEmployee
Environmental Pressures and Workplace
Demands.
 Environmental factors affect the leadershipEnvironmental factors affect the leadership
styles preferred by employees.styles preferred by employees.
 Following factors affect the LS.Following factors affect the LS.
• Nature of the employee tasks.
• Organization formal authority system.
• Employees work group.

EmployeeEmployee
Deciding when to involve Subordinates:
 In 1988, Victor Vroom and Arthur Jago criticizeIn 1988, Victor Vroom and Arthur Jago criticize
the path-goal theory because it fails to take intothe path-goal theory because it fails to take into
account the situation within which managersaccount the situation within which managers
decide to involve employees.decide to involve employees.
 They have extended the situational leadership toThey have extended the situational leadership to
include a concern for both the quality andinclude a concern for both the quality and
acceptance of decisions.acceptance of decisions.
 Vroom and Yetton suggest several question thatVroom and Yetton suggest several question that
managers can ask themselves to help determinemanagers can ask themselves to help determine
which style to use for particular problem.which style to use for particular problem.
• Do I have enough information/skill to solveDo I have enough information/skill to solve
the problem on my own.the problem on my own.

EmployeeEmployee
• Do I need to make a highly quality decisionDo I need to make a highly quality decision
that my subordinate are likely to disagreethat my subordinate are likely to disagree
with.with.
• Is the problem is structure.Is the problem is structure.
• Is the acceptance of the group critical for theIs the acceptance of the group critical for the
success of the decision.success of the decision.
• Is the acceptance of the decision isIs the acceptance of the decision is
important, or my employees likely to disagreeimportant, or my employees likely to disagree
among themselves about which is the bestamong themselves about which is the best
solution.solution.
 Depending on the nature of the problem, moreDepending on the nature of the problem, more
than one leadership style might be suitable.than one leadership style might be suitable.

Contemporary Issues In LeadershipContemporary Issues In Leadership
Leaders and PowerLeaders and Power
 Five sources of leader power have beenFive sources of leader power have been
identified.identified.
 Legitimate Power:Legitimate Power: The power a leader has as aThe power a leader has as a
result of his or her position in the org.result of his or her position in the org.
 Coercive Power:Coercive Power: The power a leader hasThe power a leader has
because of his or her ability to punish or control.because of his or her ability to punish or control.
 Reward Power:Reward Power: The power a leader hasThe power a leader has
because of his or her ability to give positivebecause of his or her ability to give positive
benefits or reward.benefits or reward.

Leaders and PowerLeaders and Power
 Expert Power:Expert Power: Influence that’s based onInfluence that’s based on
expertise, special skills, or knowledge.expertise, special skills, or knowledge.
 Referent Power:Referent Power: Power that rises because of aPower that rises because of a
person’s desirable resources and personal traits.person’s desirable resources and personal traits.

Creating Culture of TrustCreating Culture of Trust
 An important consideration for leaders isAn important consideration for leaders is
building Credibility and Trust.building Credibility and Trust.
 Followers want leaders who are credible andFollowers want leaders who are credible and
whom they can trust.whom they can trust.
 Credibility: The degree to which followersThe degree to which followers
perceive someone as honest, competence andperceive someone as honest, competence and
able to inspire.able to inspire.
 Trust: The belief in the integrity, character andThe belief in the integrity, character and
ability of leaderability of leader..

 Researcher has defined five dimensions thatResearcher has defined five dimensions that
make up the concept of trust.make up the concept of trust.

Integrity:Integrity: Honesty and TruthfulnessHonesty and Truthfulness

Competence:Competence: Tech. and interpersonalTech. and interpersonal
knowledge and skills.knowledge and skills.

Consistency:Consistency: reliability, predictability, andreliability, predictability, and
good judgment in handling situation.good judgment in handling situation.

Loyalty:Loyalty: willingness to protect a person,willingness to protect a person,
physically and emotionally.physically and emotionally.

Openness:Openness: willingness to share ideas andwillingness to share ideas and
information freely.information freely.

 Guideline for leader to build trust.Guideline for leader to build trust.
• Practice OpennessPractice Openness
• Be fairBe fair
• Speak your feelings.Speak your feelings.
• Tell the truth.Tell the truth.
• Show consistency.Show consistency.
• Fulfill your promises.Fulfill your promises.
• Maintain confidences.Maintain confidences.
• Demonstrate competence.Demonstrate competence.

Leading Through EmpowermentLeading Through Empowerment
 Mangers are increasingly leading byMangers are increasingly leading by
empowering their employees.empowering their employees.
 Empowerment:Empowerment: involves the decision makinginvolves the decision making
discretion of workers.discretion of workers.
 Many of employees are making key operatingMany of employees are making key operating
decisions that directly affect their work.decisions that directly affect their work.
 They are developing budgets, schedulingThey are developing budgets, scheduling
workload, controlling inventories, etc.workload, controlling inventories, etc.
 Reasons for Empowerment are:Reasons for Empowerment are:

Need for quick decisions by those who are
most knowledge about the issues.

Organization Downsizing.

Leadership Styles and Different CulturesLeadership Styles and Different Cultures
 National culture is an important situation variableNational culture is an important situation variable
in determining which leadership style will bein determining which leadership style will be
most effective.most effective.
 National Culture affects leadership styleNational Culture affects leadership style
because it influences how followers will respond.because it influences how followers will respond.
 Leaders can’t and shouldn't just choose theirLeaders can’t and shouldn't just choose their
style freely.style freely.
 One study shows that Asian Manager preferredOne study shows that Asian Manager preferred
leaders who are competent decision makers,leaders who are competent decision makers,
effective communicators, and supportive ofeffective communicators, and supportive of
employees.employees.

GroupGroup
 Two or more interacting and interdependentTwo or more interacting and interdependent
individuals who come together to achieveindividuals who come together to achieve
particular goal.particular goal.
 The groups are of two types.The groups are of two types.
 Formal Group:Formal Group: Created by the org. that haveCreated by the org. that have
designated work assignment and specific task.designated work assignment and specific task.
 Informal Groups:Informal Groups: are social. These groups occurare social. These groups occur
naturally in the work place in response to thenaturally in the work place in response to the
need for social contact.need for social contact.

Group DevelopmentGroup Development
 Group development is a dynamic process.Group development is a dynamic process.
 Most groups are in a continual state ofMost groups are in a continual state of
development.development.
 Research shows that group passes through aResearch shows that group passes through a
standard sequence of five stages.standard sequence of five stages.
 Forming: the first stage of group development inthe first stage of group development in
which people join the group and then define thewhich people join the group and then define the
group’s purpose, structure and leadership.group’s purpose, structure and leadership.
 Storming:: is characterized by intragroup conflict.is characterized by intragroup conflict.

Group DevelopmentGroup Development
 Norming:Norming: stage is completed when the groupstage is completed when the group
structure solidifies and the group hasstructure solidifies and the group has
assimilated a common set of expectation of whatassimilated a common set of expectation of what
defines correct member behavior.defines correct member behavior.
 Performing: the group structure at this stage isthe group structure at this stage is
fully functional.fully functional.
 Adjourning: the final stage of groupthe final stage of group
development during which group members aredevelopment during which group members are
concerned with wrapping up activities ratherconcerned with wrapping up activities rather
than task performance.than task performance.

TeamTeam
 Teams are groups whose members workTeams are groups whose members work
intensively on a specific, common goal usingintensively on a specific, common goal using
their positive synergy, individual and mutualtheir positive synergy, individual and mutual
accountability and complementary skills.accountability and complementary skills.
 There are four types of teams.There are four types of teams.
1. Problem Solving Teams:1. Problem Solving Teams: A team from theA team from the
same department or functional area thatsame department or functional area that
involves in efforts to improve work activitiesinvolves in efforts to improve work activities
or to specific problems.or to specific problems.

TeamTeam
2. Self Managed Work Team:2. Self Managed Work Team: A type of workA type of work
team that operates without manager and isteam that operates without manager and is
responsible for a complete work process orresponsible for a complete work process or
segment.segment.
3. Cross Functional Team:3. Cross Functional Team: A work teamA work team
composed of individuals from variouscomposed of individuals from various
specialties.specialties.
4. Virtual Team:4. Virtual Team: A type of work team that usesA type of work team that uses
technology to link physically dispersedtechnology to link physically dispersed
members in order to achieve a commonmembers in order to achieve a common
goal.goal.Imran AshiqImran Ashiq Computer People 2000Computer People 2000 4747

Team LeadershipTeam Leadership
 The role of team leader is different from theThe role of team leader is different from the
traditional leadership role.traditional leadership role.
 The challenge for most managers is to learnThe challenge for most managers is to learn
how to become an effective team leader.how to become an effective team leader.
 Common responsibilities or skills that are theCommon responsibilities or skills that are the
leaders has to assume areleaders has to assume are
• CoachingCoaching
• Trouble ShooterTrouble Shooter
• Conflict ManagerConflict Manager
• Liaison with External ConstituenciesLiaison with External Constituencies

Team LeadershipTeam Leadership
Team Leader
Roles
Conflict
Manager
Troubleshooter
Coach
Liaison with
External
Constituencies

Characteristic of TeamCharacteristic of Team
 Following characteristics are required in effectiveFollowing characteristics are required in effective
team.team.
 Clear Goal:Clear Goal:

Teams have a clear understanding of the goals.Teams have a clear understanding of the goals.

Believe that the goals achievement give results.Believe that the goals achievement give results.
 Relevant Skills:Relevant Skills:

Effect teams consists of competent individuals.Effect teams consists of competent individuals.

Team members have technical and interpersonalTeam members have technical and interpersonal
skills.skills.
 Mutual Trust:Mutual Trust:

Team members have high mutual trust.Team members have high mutual trust.

Members believe in the ability, character and integrityMembers believe in the ability, character and integrity
of each other.of each other.

 Unified Commitment:

Members of team exhibit intense loyalty andMembers of team exhibit intense loyalty and
dedication to the team.dedication to the team.

They are willing to do whatever it takes to help theirThey are willing to do whatever it takes to help their
team succeed.team succeed.
 Negotiating Skills:

Problem and relationships are regularly changing inProblem and relationships are regularly changing in
teams and members need to be able to confront andteams and members need to be able to confront and
reconcile differences.reconcile differences.
 Appropriate Leadership:

Effect leaders can motivate a team to follow themEffect leaders can motivate a team to follow them
through the most difficult situation.through the most difficult situation.

They can help clarify goals, increase confidence,They can help clarify goals, increase confidence,
guide and support team.guide and support team.

 Internal and External Support:

Team should have supportive environment.Team should have supportive environment.

Internally team has sound infrastructure like properInternally team has sound infrastructure like proper
training, a clear control and incentive system.training, a clear control and incentive system.

Externally, manager should provide the team with theExternally, manager should provide the team with the
resources needed to get the job done.resources needed to get the job done.
 Good Communication:

Making Teams EffectiveMaking Teams Effective
 Focusing of Team Performance:
 Following are some rules that can greatlyFollowing are some rules that can greatly
enhance team performance.enhance team performance.
• Team assignments need to addressTeam assignments need to address
specific, concrete issues rather than broadspecific, concrete issues rather than broad
generalization.generalization.
• Work has to be broken down and assignedWork has to be broken down and assigned
to subgroups and individuals.to subgroups and individuals.
• Team membership must be based on merit.Team membership must be based on merit.

Making Teams EffectiveMaking Teams Effective
• Team member has to do roughly sameTeam member has to do roughly same
amount of work.amount of work.
• Team will work only if the traditionalTeam will work only if the traditional
hierarchal pattern of communication andhierarchal pattern of communication and
interaction is broken down.interaction is broken down.
• Top management teams have to workTop management teams have to work
together like all other teams, focusing ontogether like all other teams, focusing on
their task and fostering an environmental oftheir task and fostering an environmental of
openness, commitment and trust.openness, commitment and trust.

Conflict within TeamsConflict within Teams
 Conflicts disturb group performance.Conflicts disturb group performance.
 Smith and Berg (Paradox of Group life) suggestSmith and Berg (Paradox of Group life) suggest
that conflict are normal and natural whenthat conflict are normal and natural when
different people to act in an integrated way.different people to act in an integrated way.
 Groups that understand this process can useGroups that understand this process can use
their conflicts creatively.their conflicts creatively.
 Smith and Berg identify seven paradoxicalSmith and Berg identify seven paradoxical
aspects of group.aspects of group.
 Identity, disclosure, trust, individuality, authority,Identity, disclosure, trust, individuality, authority,
regression and creativity.regression and creativity.

Management Theory & Practice(Robbins, S. Coulter M.)

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