The Nature of leadership

1. HUMAN
BEHAVIOR
IN
ORGANIZATION
Professor: Mr. Jonathan Despi
EDUM 562

2. C H A P T E R 7
LEADERSH
IP

3. THE NATURE
OF
EADERSHIP
C H A P T E R 7

4. LEADERSHIP
 It is the process of influencing and
supporting others to work enthusiastically
toward achieving objectives.
 Helps an individual or group identify its
goals, and then motivates and assists in
achieving the stated goal.

5. LEADERSHIP
 It is the catalyst that transforms potential
into reality.
Ultimate test of Leadership
Is the degree to which identifies, develops,
channels, and enriches the potential that is
already in an organization and its people – and
then sustains it across both good and bad times.

6. MANAGEMENT AND
LEADERSHIP
 The primary role of a leader is to influence
others to voluntarily seek defined objectives.
 Plan activities
Managers:
 Organize appropriate structure
 Control resources

7. MANAGEMENT AND
LEADERSHIP
Managers:
 Hold formal positions
 achieve results by directing the
activities of others
 achieve results by directing the
activities of others

8. Leaders:
MANAGEMENT AND
LEADERSHIP
 create a vision and inspire others to
achieve this vision and to stretch
themselves beyond their normal
capabilities.

9. MANAGEMENT AND
LEADERSHIP
Their differences:
A strong leader – may still be weak managers
if poor planning causes their group to move in
the wrong directions.
A person can be a weak laeder – and still be
reasonably effective manager.

10. MANAGEMENT AND
LEADERSHIP
We expect:
 Excellent managers have reasonably high
leadership among their other skills.
 Fortunately, Leadership ability can be
acquired and improved through the study of
leadership research and others.

11. TRAITS OF EFFECTIVE
LEADERS
Primary Traits

12. TRAITS OF EFFECTIVE
LEADERS
Secondary Traits

13. LEADERSHIP
BEHAVIOR
Three broad types of skills leaders use:
1) Technical Skill – refers to a person
knowledge of, and ability in, any type of
process or technique

14. LEADERSHIP
BEHAVIOR
Three broad types of skills leaders
use:
2) Human Skill – is the ability to work
effectively with people and to build
teamwork.
3) Conceptual Skill– is the ability to think
in terms of models, frameworks, and
broad relationships.

15. SITUATIONAL FLEXIBILITY
Three ELEMENTS:
 LEADER
 FOLLOWERS
 SITUATION
The key task of a leader is to recognize
situations and adapt to them on a conscious
basis.

16. LEADER AS A
FOLLOWER
 Many people fail in their jobs not as a result
of any skill deficiencies, but because they
lack FELLOWERSHIP SKILLS.
 he/she must be loyal, supportive, active,
anticipating potential problems.
Positive Followreship behavior

17. Negative Followership behavior
LEADER AS A
FOLLOWER
 It involves
Competition
Uncritical
Rebellion
Passitivity

18. POSITIVE
LEADERSHIP
 If a leader approach emphasizes
reward
 If a leader approach emphasizes
support

19. NEGATIVE
LEADERSHIP
Seven basic types of bad leaders:
 Incompetent persons
 Rigid persons
 Intemperate persons
 Callous individuals
 Corrupt leaders
 Insular leaders
 Evil leaders

20.  AUTOCRATIC LEADERS – centralize power
and decision making in themselves.
TYPE OF STYLE
 CONSULTATIVE LEADERS– approach one or
more employees and ask them for input prior
to making decision.
 PARTICIPATIVE LEADERS– clearly
decentralize authority

21. LEADERS USES THE FF:
 CONSIDERATION
- Considerate leaders are concerned about the
human needs of their employees.
 STRUCTURE
- Structured or task oriented leaders believe that they
get results by keeping people constantly busy, closely
monitoring employees actions, ignoring their personal
issues and emotions.

22. CONTINGENCY
MODEL TO
LEADERSHIP
STYLE

23. FIEDLER’S CONTINGENCY
MODEL
 A contingency model of leadership, it was
developed by Fred Fiedler and his associates.
 Builds upon the previous distinction between
task and employee orientation and suggests
that the most appropriate leadership style
depends on an analysis of nature of the
situation facing the leader.

24. Managers are encouraged to:
FIEDLER’S CONTINGENCY
MODEL
 Use their analytical skills to examine their
situation-the people, task and organization
 Draw upon their research-based knowledge to
see the casual relationship between situation
and style effectiveness
 Be flexible in the contingent use of various skills
within an overall style

25. FIEDLER’S CONTINGENCY
MODEL
Managers are encouraged to:
 Reflectively modify elements of their
situations to obtain a better match with
their preferred style
 Examine a subordinate’s preferred
style before placing him/her in a
supervisory role

26. HERSEY and BLANCHARD’S
SITUATIONAL LEADERSHIP
MODEL
 Also called as life-cycle model developed
by Paul Hersey and Kenneth Blanchard.
 They suggests that the most important
factor in affecting the selection of a
leader’s style is the development (maturity)
level of a subordinate.
DEVELOPMENT LEVEL – is the task-
specific combination of an employee’s task
competence and motivation to perform
(commitment).

27.  It was presented by Matin G. Evans and
was developed by Robert House and its
associates.
THE PATH-GOAL MODEL OF
LEADERSHIP
 It states that the leader’s job is to use
structure, support, and rewards to
create a work environment that helps
employees reach the organization’s
goal.

28. THE PATH-GOAL MODEL
OF LEADERSHIP
 The two major roles involved are
to create a goal orientation
to improve the path toward the goals
so they will be attained.

29. THE PATH-GOAL MODEL OF
LEADERSHIP
Learning styles according to Path-Goal
Theory:
 Directive Leadership – leaders focuses
on tasks assignments.
 Supportive Leadership – demonstrates
concern on employees.
 Achievement-oriented leadership – sets
high expectations for employees.

30. THE PATH-GOAL MODEL
OF LEADERSHIP
Learning styles according to Path-Goal
Theory:
 Participative leadership– invites
employees to provide input to decisions,
and seriously seeks to use their
suggestions as final decisions are made.

31. VROOM’S DECISION-MAKING
MODEL
 A very useful model developed by V.H.
Vroom and others.
 Used for selecting among various degrees
of leadership style (autocratic to
participative).
 They recognized that problem-solving
situations differ.

32.  It means that a leader prepares, guides, and
directs a “player” but does not play the game.
C O A C H I N G
 These leaders recognize they are on the
sidelines, not on the playing field.
 Their role is to select the right players, to teach
and develop subordinates, to be available for
problem-oriented consultation, to review resource
needs, to ask questions, and to listen inputs from
employees.