The document discusses various theories of leadership including trait theory, behavioral theory, contingency theory, and transformational theory. It examines research from Ohio State University and the University of Michigan that identified two primary dimensions of leader behavior - consideration of employees and initiating structure. The document also outlines qualities associated with good leadership such as drive, honesty, self-confidence, intelligence, and extraversion.

1. Leadership
Richa
Assistant Prof.
IMS Unison University

2. “A leader takes people
where they want to go. A
great leader takes people
where they
don’t necessarily
want to go,
but ought to be.”
-Rosalynn Carter

3. What Is Leadership?
Leadership
The ability to influence a
group toward the
achievement of goals
Management
Use of authority inherent in
designated formal rank to
obtain compliance from
organizational members

4. Leadership Styles
“A leadership style is the behavior a
leader exhibits while guiding
organization members in
appropriate directions.”

5. Theories of Leadership
 Trait Theory (30’s)
 Behavioral Theory
(40’s and 50’s)
 Contingency Theory
(60s and 70s)
 Transformational
Theory (80s up)
 Others: emergent,
distributed, shared,
level 5 leadership,
etc.

6. Theories of Leadership (focus
of research)
traits skills context ethical
BehavioralTrait Contingency Transformational
styles/types of leaders
1930s 1940s/50s 1960s/70s 1980s
followers

7. Trait Theories
Leadership Traits
• Extraversion
• Conscientiousness
• Openness
• Emotional Intelligence
(Qualified)
Traits Theories of
Leadership
Theories that consider
personality, social, physical,
or intellectual traits to
differentiate leaders from
non leaders

8. Trait Approach
 Traits (examples)
 Extraversion
 Conscientiousness
 Openness
 Assumption: Leaders are born
 Goal: Select leaders
 Problems
 Traits do not generalize across situations
 Better at predicting leader emergence than leader
effectiveness

9. Limitations
• No universal traits found that predict leadership in all
situations
• Unclear evidence of the cause and effect of relationship of
leadership and traits
• Better predictor of the appearance of leadership than
distinguishing effective and ineffective leaders

10. Behavioral Theories
Behavioral Theory
Leadership behaviors can be taught.
vs.
Trait Theory
Leaders are born, not made.
Behavioral Theories of Leadership
Theories proposing that specific behaviors
differentiate leaders from non leaders

11. Behavioral Theory
traits behaviors
skills
followers
styles
Leaders
patterns of behaviors were
grouped together as styles

12.  Ohio State Studies/University of Michigan
 Initiating Structure/Production Orientation
 Consideration/Employee Orientation
 Assumption: Leaders can be trained
 Goal: Develop leaders
 Problem: Effective behaviors do not generalize across
situations.
Behavioral Approach

13. Ohio State Studies
Initiating Structure
The extent to which a leader is likely to define and
structure his or her role and those of subordinates in the
search for goal attainment
Consideration
The extent to which a leader is likely to have job
relationships characterized by mutual trust, respect for
subordinate’s ideas, and regard for his/her feelings

14. OSU STUDIES (task versus people)
 Ohio State researchers identified two major behaviors
they called consideration and initiating structure.
 Consideration--- is the extent to which a leader is friendly,
approachable, and supportive and shows concern for
employees.
 Initiating structure--- is the degree to which a leader
structures the roles of employees by setting goals, giving
directions and setting deadlines. A leader’s ability to
initiate structure primarily affects subordinates’ job
performance.
--- By making a matrix out of these two independent
dimensions of leader behavior, the Ohio State researchers
identified four styles of leadership.
--- High–high leader (high in consideration and high in
initiating structure) achieved high subordinate performance.

15. Initiating Structure
 Typical behaviors included
-- allocating subordinates specific tasks;
-- establishing standards of job performance;
-- scheduling work to be done by subordinates;
-- encouraging the use of uniform procedures.

16. Consideration
 Typical behaviors included
-- expressing appreciation for a job well done;
-- not expecting more from subordinates than they
can reasonably do;
-- helping subordinates with personal problems;
-- being approachable and available for help;
-- rewarding high performance

18. University of Michigan Studies
Employee-oriented Leader
Emphasizing interpersonal relations; taking a personal
interest in the needs of employees and accepting
individual differences among members
Production-oriented Leader
One who emphasizes technical or task aspects of the
job

19. The Michigan Studies
--- About the same time the OSU leadership studies were being carried
out, researchers at the University of Michigan, led by Rensis Likert
were also conducting a series of leadership studies.
--- the Michigan studies pinpointed two basic types of leader behavior:
job-centered behavior and employee-centered behavior.
Job-centered behavior--- is leader behavior that focuses
primarily on the work a subordinate is doing. The job-centered
leader is interested in the job the subordinate is doing and in how well
the subordinate is performing that job.
The employee-centered-- leader is attentive to the personal
needs of subordinates and is interested in building cooperative work
teams that are satisfying to subordinates and advantageous for the
organization.
--- Employee-oriented leaders were associated with high group
productivity and higher job satisfaction

20. OSU/Michigan Studies
The results of the OSU studies and the
Michigan studies were similar. Both
research efforts indicated two primary
dimensions of leader behavior: a work
dimension (structure behavior/ job-centered
behavior) and a people dimension
(consideration behavior/employee-centered
behavior).

21. The Leadership/ Managerial Grid
--- Blake and Mouton used two leadership behaviors, concern for
people (that is, consideration) and concern for production (that is,
initiating structure), to categorize five different leadership styles.
--- The Leadership Grid has “concern for production” on the
horizontal axis and “concern for people” on the vertical axis.
--- Both behaviors are rated on a nine-point scale, with 1--
representing “low” and 9-- representing “high.”
--- Blake and Mouton suggest that a “high-high,” or 9,9,
leadership style is the best.

23. Concern for production-- involves a desire to achieve greater output, cost-
effectiveness, and profits in profit-seeking organizations.
Concern for people-- involves promoting friendship, helping coworkers get the
job done, and attending to things that matter to people, such as pay and working
conditions.
-- 9,1 style (Produce or Perish Style/ Authority Compliance Style): primary
concern for production; people secondary
-- 1,9 style (Country Club Style): primary concern for people; production
secondary
-- 1,1 style (Impoverished Style): minimal concern for either production or
people
-- 5,5 style (Middle of the Road Style): moderate concern for both production
and people to maintain the status quo
-- 9,9 style (Team Style): high concern for both production and people as
evidenced by personal commitment, mutual trust, and teamwork

24. The
Managerial
Grid
(Blake and Mouton)

25. Limitation of Behavioral Theory
a) almost the same issues with the trait approach; cause and
effect were not considered fully
b) behaviors vary as much as the situation changes
c) however, there are isolated patterns of behaviors grouped
into 4 categories as essential to leadership behaviors
whatever the situation is

26. Contingency Theories
 Contingency theory identifies:
 -Key situational factors,
 -Specifies how they interact, and
 -Determines best leadership approach.
 -This is called situational leadership

27.  Situational leadership
is built upon the
contingency theory,
and refined by Ken
Blanchard in the
1980s.
 Leadership is
composed of both a
directive and
supportive dimension.
 Coaching and
delegating were
added to provide four
styles.

28.  Path-Goal Theory
developed by Evans
& House.
 -Adapting leadership to
the situation.
 -Leader can impact
performance of others
by offering paths to
desired goals.
 -Rewards contingent
on increased
performance.

29.  Four leader behaviors:
 -Directive: gives specific guidance and
direction.
 -Supportive: provides assistance.
 -Participative: hand-in-hand with
subordinates.
 -Achievement Oriented: sets
challenging goals and has high
expectations.
 Best style to use is to adapt to the
participative leadership style.

31. Qualities of a Good Leader
 Qualities associated with a good leader
 1. Drive--- Leaders exhibit a high effort level. They have a relatively high desire for
achievement, they are ambitious, they have a lot of energy, they are tirelessly persistent
in their activities, and they show initiative.
 2. Desire to lead--- Leaders have a strong desire to influence and lead others. They
demonstrate the willingness to take responsibility.
 3. Honesty and integrity--- Leaders build trusting relationships with followers by being
truthful or non-deceitful and by showing high consistency between word and deed.
 4. Self-confidence--- Followers look to leaders for an absence of self-doubt. Leaders,
therefore, need to show self-confidence in order to convince followers of the rightness
of their goals and decisions.
 5. Intelligence--- Leaders need to be intelligent enough to gather, synthesize, and
interpret large amounts of information, and they need to be able to create visions, solve
problems, and make correct decisions.
 6. Job-relevant knowledge--- Effective leaders have a high degree of knowledge
about the company, industry, and technical matters. In-depth knowledge allows leaders
to make well-informed decisions and to understand the implications of those decisions.
 7. Extraversion--- Leaders are energetic, lively people. They are sociable, assertive,
and rarely silent or withdrawn