This document provides an overview of key topics and concepts from Chapter 16 of the textbook "Management: Arab World Edition" by Robbins, Coulter, Sidani, and Jamali. The chapter discusses definitions of leaders and leadership, historical models of leadership in the Middle East, early theories of leadership traits and behaviors, contingency theories of leadership, contemporary views of leadership styles, and issues facing 21st century leaders. Key points covered include Ibn Khaldun's conception of leadership, behavioral leadership theories from various universities, Fiedler's contingency model, situational and path-goal leadership theories, and distinguishing between transactional and transformational leadership.

2. Management: Arab World Edition
Robbins, Coulter, Sidani, Jamali
Chapter 16: Managers As Leaders
Lecturer: : [Insert your name here]

3. Learning Outcomes
Follow this Learning Outline as you read and study this chapter.
16.1 Who Are Leaders and What Is Leadership
• Define
leaders and leadership.
• Explain
why managers should be leaders.
16.2 Historical Leadership In The Middle East
• Ibn-Khaldun
Conception of Leadership
• The
role of Asabiya (Group-bond in fostering leadership)
• The
Prophetic-Caliphal Model of Leadership
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4. Learning Outcomes
16.3 Early Leadership Theories
• Discuss
what research has shown about leadership traits.
• Contrast
• Explain
the findings of the four behavioral leadership theories.
the dual nature of a leader’s behavior.
16.4 Contingency Theories of Leadership
• Explain
Fiedler’s contingency model of leadership.
• Describe
• Discuss
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situational leadership theory.
how path–goal theory explains leadership.
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5. Learning Outcomes
16.5 Contemporary Views of Leadership
• Differentiate
between transactional and transformational
leaders.
• Describe
• Discuss
charismatic and visionary leadership.
what team leadership involves.
16.6 Leadership Issues in the Twenty-First Century
• Describe
• Discuss
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the five sources of a leader’s power.
the issues today’s leaders face.
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6. Who Are Leaders and
What Is Leadership
1. Define leaders and leadership.
2. Explain why managers should be leaders.
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7. Who Are Leaders and
What Is Leadership
Leader
 Someone
who can influence others and who has
managerial authority
Leadership
 What
leaders do; the process of influencing a group
to achieve goals
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8. Who Are Leaders and What Is Leadership
Although groups may have informal leaders who emerge, those are
not the leaders we’re studying.
Leadership research has tried to answer:
What is an effective leader?
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9. Historical Leadership In
The Middle East
1. Ibn-Khaldun Conception of Leadership
2. The role of Asabiya (Group-bond in fostering
leadership)
3. The Prophetic-Caliphal Model of Leadership
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10. Ibn-Khaldun Conception of Leadership
He was born in Tunis in the year 1332.
 He was mainly interested in political leadership, but his
conceptualization is important for understanding leadership in any
context, business or non-business.
 Ibn Khaldun emphasizes the personal qualities of the leader. He calls
those qualities “perfecting details”.

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11. Perfecting Details Include:
1. Generosity
2. Forgiveness of error
3. Patience and perseverance
4. Hospitality toward guests
5. Maintenance of the indigent
6. Execution of commitments
7. Respect for the religious law
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12. Perfecting Details Include:
8. Reverence for old men and teachers
9. Fairness
10. Meekness
11. Consideration to the needs of followers
12. Avoidance of deception and fraud
13. Kindness to, and protection of, subjects.
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13. The role of Asabiya

Asabiya (“group feeling” or “group bond”).
Asabiya
stems from blood ties and alliances, with the former having
the most weight in fostering the leadership bond.
Blood
ties may be an unimportant factor in the West as a source of
leadership, but they are important in the Arab region.
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14. The Prophetic-Caliphal Model of Leadership
Four elements of the model:
(1) Personalism
(2) Individualism
(3) Lack of institutionalization
(4) The importance of the great man
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15. The Prophetic-Caliphal Model of Leadership
Personalism refers to the degree that a person insists on his personal
opinion and the degree of concern and emphasis he has on himself.
Individualism means making decisions or actions that do not take
into account the opinions of the group.
The combination of personalism and individualism leads to a lack of
institutional development.
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16. The Prophetic-Caliphal Model of Leadership

In cases of conflict or succession, there is no institution to fill the
vacuum. The vacuum is alternatively filled by an expectation of
the “great man”.

If the expected great man really turns out to be a great man, then
we have a prophetic type of leader whose relationship with
followers depends on love and compassion and voluntary compliance.

If the expected great man turns out to be an ordinary man then the
only way to ensure follower compliance is through coercion and
authoritarianism.
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17. Exhibit 16–1
Social Origins
Khadra’s Model of Leadership
Leadership Climate
Two Conditions
Two Models
Prophetic Model
Great Man
Personalism
Lack of
institutionalism
Vacuum
Strong
attachment to
the leader
Expecting
great man
Individualism
Ordinary Man
Fear, coercion,
strife
Caliphal Model
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18. Early Leadership Theories
1. Discuss what research has shown about leadership
traits.
2. Contrast the findings of the four behavioral leadership
theories.
3. Explain the dual nature of a leader’s behavior.
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19. Early Leadership Theories
Trait Theories (1920s–1930s)
• Research
focused on identifying personal characteristics that
differentiated leaders from non-leaders was unsuccessful.
• Later
research on the leadership process identified seven traits
associated with successful leadership:
• Drive,
the desire to lead, honesty and integrity, selfconfidence, intelligence, job-relevant knowledge, and
extraversion.
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20. Exhibit 16–2 Seven Traits Associated with Leadership
Source: S. A. Kirkpatrick and E. A. Locke, “Leadership: Do Traits Really Matter?” Academy of Management Executive, May 1991, pp. 48–60; T. A.
Judge, J. E. Bono, R. llies, and M. W. Gerhardt, “Personality and Leadership: A Qualitative and Quantitative Review,” Journal of Applied Psychology,
August 2002, pp. 765–780.
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21. Behavioral Theories
1. University of Iowa Studies
2. Ohio State Studies
3. University of Michigan Studies
4. The Managerial Grid
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22. Behavioral Theories
University of Iowa Studies (Kurt Lewin)
• Identified
three leadership styles:
–
–
Democratic style: involvement, high participation, feedback
–
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Autocratic style: centralized authority, low participation
Laissez faire style: hands-off management
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23. Behavioral Theories
University of Iowa Studies (Kurt Lewin)
•
Research findings: mixed results
–
–
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No specific style was consistently better for producing better
performance.
Employees were more satisfied under a democratic leader
than an autocratic leader.
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24. Behavioral Theories (cont’d)
Ohio State Studies
• Identified
two dimensions of leader behavior:
–
–
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Initiating structure: the role of the leader in defining his or
her role and the roles of group members.
Consideration: the leader’s mutual trust and respect for group
members’ ideas and feelings.
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25. Behavioral Theories (cont’d)
Ohio State Studies
• Research
findings: mixed results
–
–
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High-high leaders generally, but not always, achieved high
group task performance and satisfaction.
Evidence indicated that situational factors appeared to strongly
influence leadership effectiveness.
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26. Behavioral Theories (cont’d)
University of Michigan Studies
•
Identified two dimensions of leader behavior:
–
–
•
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Employee oriented: emphasizing personal relationships
Production oriented: emphasizing task accomplishment
Research findings: Leaders who are employee oriented are strongly
associated with high group productivity and high job satisfaction.
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27. Behavioral Theories (cont’d)
The Managerial Grid
•
Appraises leadership styles using two dimensions:
concern for people and concern for production
•
Places managerial styles in five categories:
• Impoverished
• Task
management
management
• Middle-of-the-road
• Country
• Team
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management
club management
management
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28. Exhibit 16–3
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Behavioral Theories of Leadership

29. Exhibit 16–3 (cont’d) Behavioral Theories of
Leadership
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30. Exhibit 16–4
The
Managerial
Grid
Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton,
Louis B. Barnes, and Larry E. Greiner, November–December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.
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31. Contingency Theories of
Leadership
1. Explain Fiedler’s contingency model of leadership.
2. Describe situational leadership theory.
3. Discuss how path–goal theory explains leadership.
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32. The Fiedler Model

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Proposes that effective group performance depends upon the proper
match between the leader’s style of interacting with followers and
the degree to which the situation allows the leader to control and
influence.
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33. The Fiedler Model
Assumptions:

A certain leadership style should be most effective in different types
of situations.

Leaders do not readily change leadership styles.

Matching the leader to the situation or changing the situation
to make it favorable to the leader is required.
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34. The Fiedler Model
•
Situational factors in matching leader to the situation:
• Leader–member
• Task
structure
• Position
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power
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relations

35. Exhibit 16–5
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Findings of the Fiedler Model

36. Hersey and Blanchard’s Situational
Leadership Theory (SLT)
•
Argues that successful leadership is achieved by selecting the right
leadership style which is contingent on the level of the followers’
readiness.
• Acceptance:
leadership effectiveness depends on whether followers
accept or reject a leader.
• Readiness:
the extent to which followers have the ability and
willingness to accomplish a specific task.
•
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Leaders must relinquish control over and contact with followers as they
become more competent.
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37. Hersey and Blanchard’s Situational
Leadership Theory (SLT)
•
Creates four specific leadership styles incorporating Fiedler’s two
leadership dimensions:
• Telling:
high task–low relationship leadership
• Selling:
high task–high relationship leadership
• Participating:
• Delegating:
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low task–high relationship leadership
low task–low relationship leadership
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38. Hersey and Blanchard’s Situational
Leadership Theory (SLT)
•
Posits four stages for follower readiness:
• R1:
• R2:
followers are unable but willing
• R3:
followers are able but unwilling
• R4:
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followers are unable and unwilling
followers are able and willing
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39. Path-Goal Model
•
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States that the leader’s job is to assist his or her followers in
attaining their goals and to provide direction or support to ensure
their goals are compatible with organizational goals.
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40. Path-Goal Model
•
Leaders assume different leadership styles at different times
depending on the situation:
• Directive
leader
• Supportive
leader
• Participative
• Achievement
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leader
oriented leader
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41. Exhibit 16–6
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Path-Goal Theory

42. Contemporary Views of
Leadership
1. Differentiate between transactional and
transformational leaders.
2. Describe charismatic and visionary leadership.
3. Discuss what team leadership involves.
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43. Transactional-Transformational Leadership
Transactional Leadership
•
Leaders who guide or motivate their followers in the direction of
established goals by clarifying role and task requirements.
Transformational Leadership
•
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Leaders who inspire followers to transcend their own self-interests
for the good of the organization by clarifying role and task
requirements.
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44. Team leadership
•
Having patience to share information
•
Being able to trust others and to give up authority
•
Understanding when to intervene
•
Managing the team’s external boundary
•
Facilitating the team process
•
Coaching, facilitating, handling disciplinary problems , reviewing
team and individual performance, training, and communication
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45. Leadership Issues in the
Twenty-First Century
1. Managing Power
2. Developing Trust
3. Empowering Employees
4. Leading across Cultures
5. Understanding Gender Differences
6. Gender differences in the Arab World
7. Becoming an Effective Leader
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46. Managing Power
Legitimate power
• The power a leader has as a
result of his or her position.
• Coercive power
• The power a leader has to
punish or control.
• Reward power
• The power to give positive
benefits or rewards.
•
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Expert power
• The influence a leader can exert
as a result of his or her
expertise, skills, or knowledge.
• Referent power
• The power of a leader that
arises because of a person’s
desirable resources or admired
personal traits.
•

47. Developing Trust
Credibility (of a Leader)
 The assessment of a leader’s honesty, competence, and ability to
inspire by his or her followers.
Trust
 Is the belief of followers and others in the integrity, character, and
ability of a leader.
 Is related to increases in job performance, organizational citizenship
behaviors, job satisfaction, and organization commitment.
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48. Dimensions of Trust
Integrity: Honesty and truthfulness
Competence: Technical and interpersonal knowledge and skills
Consistency: Reliability, predictability, and good judgment in
handling situations
Loyalty: Willingness to protect a person, physically and
emotionally
Openness: Willingness to share ideas and information freely
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49. Empowering Employees
Empowerment involves increasing the decision-making discretion of
workers such that teams can make key operating decisions that
directly affect their work.
•
Why empower employees?
• Quicker
responses to problems and faster decisions
• Addresses
the problem of increased spans of control in relieving
managers to work on other problems
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50. Cross-Cultural Leadership
Universal Elements of Effective Leadership
•
Vision
•
Foresight
•
Providing encouragement
•
Trustworthiness
•
Dynamism
•
Positiveness
•
Proactiveness
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51. Exhibit 16–7
Selected Cross-Cultural Leadership Findings
• Korean leaders are expected to be paternalistic toward
employees.
• Arab leaders who show kindness or generosity without
being asked to do so are seen by other Arabs as weak.
• Japanese leaders are expected to be humble and speak
frequently.
• Scandinavian and Dutch leaders who single out individuals
with public praise are likely to embarrass, not energize,
those individuals.
Source: Based on J. C. Kennedy, “Leadership in Malaysia: Traditional Values, International Outlook,” Academy of Management Executive, August 2002, pp.
15–16; F.C. Brodbeck, M. Frese, and M. Javidan, “Leadership Made in Germany: Low on Compassion, High on Performance,” Academy of Management
Executive, February 2002, pp. 16–29; M. F. Peterson and J. G. Hunt, “International Perspectives on International Leadership,” Leadership Quarterly, Fall 1997,
pp. 203–31; R. J. House and R. N. Aditya, “The Social Scientific Study of Leadership: Quo Vadis?” Journal of Management, vol. 23, no. 3, (1997), p. 463; and
R. J. House, “Leadership in the Twenty-First Century,” in A. Howard (ed.), The Changing Nature of Work (San Francisco: Jossey-Bass, 1995), p. 442.
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52. Exhibit 16–7 (cont’d)
Selected Cross-Cultural Leadership Findings
• Effective leaders in Malaysia are expected to show
compassion while using more of an autocratic than a
participative style.
• Effective German leaders are characterized by high
performance orientation, low compassion, low selfprotection, low team orientation, high autonomy, and high
participation.
Source: Based on J. C. Kennedy, “Leadership in Malaysia: Traditional Values, International Outlook,” Academy of Management Executive, August 2002, pp.
15–16; F.C. Brodbeck, M. Frese, and M. Javidan, “Leadership Made in Germany: Low on Compassion, High on Performance,” Academy of Management
Executive, February 2002, pp. 16–29; M. F. Peterson and J. G. Hunt, “International Perspectives on International Leadership,” Leadership Quarterly, Fall 1997,
pp. 203–31; R. J. House and R. N. Aditya, “The Social Scientific Study of Leadership: Quo Vadis?” Journal of Management, vol. 23, no. 3, (1997), p. 463; and
R. J. House, “Leadership in the Twenty-First Century,” in A. Howard (ed.), The Changing Nature of Work (San Francisco: Jossey-Bass, 1995), p. 442.
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53. Gender Differences and Leadership:
Research findings

Males and females use different styles.

Women tend to adopt a more democratic or participative style
unless in a male-dominated job.

Women tend to use transformational leadership.

Men tend to use transactional leadership.

Even if men and women differ in their leadership styles, we should
not assume that one is always preferable to the other.
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54. Gender Differences In Leadership In The
Arab World
•
Leadership positions in the Arab world have traditionally been
monopolized by men.
•
The dominant leadership prototype in Arab culture is a male
figure.
•
However, many prominent women leaders have managed to reach
top decision-making positions.
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55. Exhibit 16-8 Female Economic Activity Rate in
Selected World Regions in 2010
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56. Becoming an Effective Leader:
Leader Training
•
More likely to be successful with individuals who are high selfmonitors than with low self-monitors.
•
Individuals with higher levels of motivation to lead are more
receptive to leadership development opportunities
What can be taught:
–
–
Trust-building
–
Mentoring
–
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Implementation skills
Situational analysis
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57. Becoming an Effective Leader:
Substitutes for Leadership
Sometimes, leadership may not be important!
Follower characteristics

Experience, training, professional orientation, or the need for
independence
Job characteristics

Routine, unambiguous, and satisfying jobs
Organizational characteristics

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Explicit formalized goals, rigid rules and procedures, or cohesive work
groups
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58. Terms to Know
leader
leadership
behavioral theories
autocratic style
democratic style
laissez-faire style
initiating structure
consideration
high-high leader
managerial grid
Fiedler contingency model
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leader-member relations
task structure
position power
situational leadership theory (SLT)
readiness
leader participation model
path–goal theory
transactional leaders
transformational leaders

59. Terms to Know
legitimate power
coercive power
reward power
expert power
referent power
credibility
trust
empowerment
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60. 16-60
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