This document discusses various concepts related to leadership behavior and community leadership. It begins by outlining the objectives of understanding different leadership models including the leadership grid model and competency model. It then discusses research conducted at Ohio State University and the University of Michigan on leadership behaviors. It also explains Blake and Mouton's leadership grid model and the five leadership styles. The document further discusses the concept of the leadership pipeline and the skills needed to transition between organizational levels. Finally, it defines community leadership and the three components needed for community leadership success: framing, building social capital, and mobilizing for action.

1. JOSEPH FREDRICK MUTUPHA(PhD)
The Commandant
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2.  To appreciate the early studies of leadership behaviour
 To understand the leadership grid model
 To master the competency model of leadership
behavior
 To understand the concept of leadership pipeline
 To explain the concept of community leadership

3. • There are a number of leaders who either do not know what to do
and how to do it, or do not realize how their behavior is affecting the
people who work for them.
• Some leaders have a track record of getting good results across a
variety of situations whereas others seem to have difficulties getting
work done through others.
• Leadership behavior can be observed whereas personality traits,
values or intelligence must be inferred from behavior or measured
with tests.
• Leadership behavior refers to traits and actions that make an
individual effective as a leader and can be learned.
• Leadership behaviors are essential to increase team’s productivity,
retain people and nurture future leaders.

4. • Good leaders make decisions, provide direction, create plans, give
regular feedback, get followers the resources they need and build a
cohesive team.
• Bad leaders are unable to make decisions, set vague and unclear
goals, ignore followers requests for equipment and unable to build
teams.
• Followers and the situations are factors used when evaluating
leaders’ behavior thus whether the leader is good or bad.
• To study leadership behavior is of paramount importance because it
will enable to design leadership talent management systems
allowing organizations to hire, develop and promote the skills
necessary for future success.

5.  Ohio state university and Michigan University conducted a
leader behavior research - using a questionnaire
 The following are some of the questions included in the
questionnaire to obtain the information;
 He lets subordinates know when they’ve done a good
job.
 He sets clear expectations about performance.
 He shows concern for subordinates as individuals.
 He makes subordinates feel at ease

6.  The results indicated that leaders could be described
in terms of two independent dimensions of
behaviors;
1. Consideration (meaning how friendly and
supportive a leader is toward subordinates)
2. Initiating structure (meaning how much a leader
emphasizes meeting work goals and
accomplishing task)

7.  The university of Michigan identified four categories of
leadership that contributed to effective group performance:
1. Leader support
 This includes behaviors where the leader shows concerns
for subordinates.
 This is employee centered
2. Interaction facilitation
 It include those behaviors where leaders act smooth over
and minimize conflict among followers.
 This is employee centered

8. 3. Goal emphasis
 Goal emphasis are job-centered dimensions of behaviors
 Goal emphasis are concerned with motivating subordinates to
accomplish the work at hand
4. Work facilitation
 is concerned with clarifying roles, acquiring and allocating resources
and reconciling organizational conflicts.
Note: The key assumption underlying both research programs
was that certain behaviors could be identified that are
universally associated with leaders ability to successfully
influence a group towards accomplishment of its goals.

9.  The Leadership Grid is a model developed by
Blake & Mouton (1960) it is a useful model for
visualizing and discussing leadership styles. It
uses two numeric scales from one to nine, the
first one showing the concern about production
and the second one showing the concern about
people.
 A high number represents a significant concern.

10. • Impoverished management
• Authority-compliance
• Country Club management
• Middle of the road management
• Team management

12.  1. The impoverished style (1, 1). The indifferent Leader
(Evade & Elude)
 In this style, managers have low concern for both people
and production.
 2. The country club style (1, 9). The accommodating Leader
(Yield & Comply)
 This style has a high concern for people and a low concern for
production.
 3. The produce or perish style (9, 1). The Controlling Leader
(Direct & Dominate)
 This believes in the authority-obedience. With a high
concern for production, and a low concern for people.

13.  4. The middle-of-the-road style (5, 5). The Status - Quo
Leader. (Balance & Compromise)
 Man management approach, which believes that the adequate
organization performance is possible through balancing the necessity
to get out work with maintatining the morale of people at satisfactory
level.
 Balance between company goals and workers’ needs.
 5. The team style (9, 9). The Sound / Team Leader
(Contribute & Commit)
 high concern is paid both to people and production
 This is based on the aspect that work accomplishment is from
committed people;
 interdependence through a common stake in the organization
purpose leads to relationships of trust and respect

14.  The most effective leaders are claimed to have both high concern for people and high
concern for production, and Leadership Grid training programs are designed to move
leaders to a 9,9 leadership style.
 Leadership behaviors associated with problem solving and driving for results
(initiating structure or 9,1 leadership) were consistently related to successfully
building teams, influencing a group to accomplish its goals, and getting results,
regardless of country.
 Managers who spent more time building relationships (consideration or 1,9
leadership) also had more satisfied followers who were less likely to leave the
organization. Other researchers reported strong support for the notion that higher
consideration behaviour can reduce employee turnover.
 At the opposite end of the spectrum, researchers have shown that authoritarian leaders
(9,1 types) can negatively impact job performance, organizational commitment, and
intentions to stay.

15.  Competency Model describes the behaviours and skills
managers need to exhibit if an organization is to be successful
 These behaviours and skills are unique to each setting, business
and organization
 Therefore, different organizations have distinct competency
models depending on the nature and size of business

16. 1. Analyzing problem and decision making
 Brings a broad perspective to bear on issues and problems (for example,
considers information from different sources)
 Deliberately evaluates strategic " fit " of possible decisions and actions
2. Financial and technical savvy
 Demonstrates strong technical and financial knowledge when resolving
customer operational and financial problems
 Makes sound customer, operational and financial trade offs.
3. Planning and organizing
 Establishes clear goals and action plans and organizes resources to
achieve business outcomes

17. 4. Managing execution
 Directs and monitors performance and intervenes as appropriate to ensure
successful achievement of business objectives
5. Inspiring aligned purpose
 Successfully engages people in the mission , vision , values and direction of the
organization , fosters a high level of motion
6. Building the talent base
 Understands need to support business objectives (for example qualifications ,
capabilities) identifies , deploys and develops highly talented team members
7. Driving change
 Challenges the status quo and looks for ways to improve team or organizational
performance. Champions new initiatives and stimulates others to make changes

18. 8. Fostering team work
 Creates an environment where employees work together effectively to achieve
goals.
9. Creating open communication
 Communicates clearly and creates an environment in which important issues are
shared.
10. Building relationships
 Develops and sustains effective working relationships with direct reports , peers ,
managers and others demonstrates that maintaining effective working
relationship is a priority
11. Customer focus
 Maintains a clear focus on customer needs , demonstrates a strong desire to
provide exemplary customer service , actively seeks way to increase customer
satisfaction

19. 12. Credibility
 Earns others' trust and confidence , builds credibility with others and
actions and follow-through on commitments
13. Personal drive
 Confidently adapts and adjusts to changes and challenges maintains a
positive outlook and works constructively under pressure
14. Learning approach
 Proactively identifies opportunities and resource for improvement

20. Intrapersonal Skills
(Personal drive)
Interpersonal Skills
(Inspiring aligned purpose)
Leadership Skills
(Fostering team work)
Business Skills
(Anlysing problem and decision making)
Competency
Model
According to Hogan and Warrenfelz, the skills and behaviors found in every
organizational competency model fall into one of four major categories.

21.  Organizational levels and competency models can help leaders to determine the
specific type of behaviour required to build team and get results through others.
 These frameworks also describe the behaviour changes leaders will need to make as
they transition into new roles.
 Getting feedback from others in and of itself may not result in behaviour change
 building development plans and getting coaching from others will improve the odds
of changing targeted behaviour or acquiring needed skills,
 so leaders who want to be more effective should also have written development plans.

22.  This is an era in which the demand for leadership greatly exceeds the supply.
Companies advertising to hire top executive from outside the organization.
 This signifies that the internal training, mentoring and other developmental programs
are not keeping the pipeline full, making it necessary to look outside.
 Sometimes desperate attempts to recruit outsiders suggest that the leadership pipeline is
inadequate.
 What is needed, therefore is an approach that will allow organizations to keep their own
leadership pipeline full and flowing.
 The leadership pipeline provides a useful framework for thinking about how leadership
competencies change as people are promoted through organizations.

23. o Provides a type of road map for people wanting to occupy the top leadership
positions in any organization.
o Describes the lessons people should learn as they occupy a particular organizational
level and the challenges they will likely face as they transition to the next level.
o Provides a useful framework for thinking about how leadership competencies change
as people are promoted through organizations.
o So one key to having a successful career is exhibiting competencies appropriate for
your current organizational level and then letting go of these competencies and
learning new ones when moving up the organizational ladder.

24. i. Work values
 How you believe you add value in your job and to the business- do you place value in
performing leadership tasks?
ii. Time applications
 What you spend your time on changes when you develop into a new leadership role -
what do you spend your time doing?
iii. Skills
 Specific capabilities are required to execute new responsibilities – have you identified
what those new skill sets are and are you developing them?

26.  Passage from one level to the other requires new roles and
behaviors -Development is cumulative.
 Successful development at one passage enhances the probability of
success at the next passage.
 Conversely incomplete development or skipping a passage may
hinder success at the next passage.
 Each passage represents a major change in job requirements.
 The leader who goes through the passage from one role to the next
has to acquire a new way of living and leave the old ways behind.
 It calls for a fundamental adjustment in skills, time applications
and work values.

27.  You need to learn new skills that are required to execute new responsibilities
 Managing self – technically proficient, use company tools, build relationship with team
members
 Managing self to managing others-Planning work; delegating/assigning work; coaching and
providing feedback; monitoring performance
 Managing managers – selecting people to turn passage one, assigning managerial and
leadership work to them, measuring their progress as managers, coaching them, deploy
resources to teams
 Function managers – communication with individual contributors requires penetrating
two levels - two major transition skills include team play with other functional leaders and
competition for resources based on business needs team – make some sub function trade offs.

28.  Business managers – it is a sharp turn requiring a major shift in skill, time and
values – build cross functional leadership team, financial acumen, balance
future goals with short term business needs
 Group managers – critical shift in four skills – manage business portfolio
(group), allocate capital to maximize business success, develop business unit
leaders
 Enterprise manager - analyze and critique strategy, manage the entire
company and multiple constituencies, deliver predictable business results, set
company direction, create company culture, manage the board of directors.

29.  How you believe you add value in your job and to the business- do you place value
in performing leadership tasks?
 Manage self – get results through personal proficiency, high quality work, accept
company values
 Managing self to managing others (1) – believe in making time for others,
planning, coaching – necessary and their responsibility
 Managing managers (2) –appreciate managerial versus technical work, develop
first line supervisors
 Function managers (3) – clarify how the function supports the business, value all
sub functions

30.  Business managers (4) – value all staff functions, value organization
culture and employee engagement
 Group managers (5) – value the success of all business units, interact
with internal and external stakeholders
 Enterprise manager (6) - transition focused much on values than
skills- value a limited set of key long term objectives, value advice
from board of directors ,value inputs from a wide variety of
stakeholders

31.  There are things you need to start doing, stop doing and continue doing
 This seem simple but many things you need to stop are the things that
have brought you success so far and things that you like doing
 Managing self – meet personal due dates, arrive/depart on time
 Managing others – annual budgets plan, make time available for
followers, set priorities for the team.
 Managing managers – monitor performance of each team, make time
to coach first line managers

32.  Function managers – determine three year vision for the function,
interact with business unit leaders team
 Business managers – develop three year vision for the business unit,
monitor financial result, effectively manage time
 Group managers – develop strategies for multiple business units,
monitor financial results for multiple businesses, interact with CEOs
team
 Enterprise manager -manage external stakeholders, spend significant
time reviewing financial results, spend significant time doing strategic
planning

33.  Intelligence and certain personality traits have
been found to improve the odds of getting
promoted and successful transitioning to new
leadership levels.
 It is critically important that organizations help
people as they transition to new leadership levels.
 People who skip organizational levels often turn
out to be ineffective leaders

34.  Strengthens the leadership functions of a company by cultivating
emerging talent while enhancing organizational capacity
 Leads to a significant reduction of resources required to attract
outside talent
 Retention of the organization’s best talent as they are engaged by
the different opportunities becoming available to them
 Opportunity for personal growth through valuable on the job
experiences for emerging talent.

35.  The senior executives are staying in their positions longer
in order to gain more financial security - global recession
 As these more experienced colleagues remain in
leadership positions for longer, these younger potential
leaders are not able to gain the valuable managerial
experience that could help progress their careers
 Organizations are experiencing a reduction in hiring due
to budget constraints – diminished the opportunities of
internal hiring that an effective pipeline brings

36.  A framework for leadership – without a framework, several
levels of leaders are all doing the same basic things while
important tasks are being neglected
 Language for discussing problems – without appropriate
language, organizations lack precision for diagnostic and
solutions
 Standards for judging performance – performance standards
help leaders set goals and create true measures on which their
performance is judged

37.  The challenges for organization is to make sure that people in
leadership positions are assigned to the level appropriate to their
skills, time applications and values.
 Unfortunately many managers often work at the wrong level
 They are clinging to values appropriate to passage other than the
passages they are at. For instance (managing others) even
though they are working at passage two (managing managers).

38. • Is defined as the process of building a team of volunteers to
accomplish some important community outcome and
represents an alternative conceptualization of leadership
behavior.
• Forming a volunteer group or a charity group within the
community to accomplish a goal
• Mobilizing people to help the elderly or sick people in
the community or at hospitals.
• Mobilizing people to plant trees for better environment
eg. In Rwanda

39. Community Leadership Organisational Leadership
Do not have position powers Have position powers
Cannot discipline their fellow team
members
Can discipline their fellow team
members
No formal selection or promotion
process of a community leader
Formal selection or promotion
process

40. There are three components of Community leadership for leaders to
succeed in their communities and successfully drive community change
efforts.
1. Framing:
• This is considered as the period of orientation.
• During forming stage, team members first meet and get to know each other’s
skills, strength, challenges and interest,
• members also test expectations of the task they are to perform, and begin to rely
to one another, the standard they are held to.
• It assists the group to build relationships within the team and clarify the mission
or end results. (Aho, 2021)

41. 2. Building Social Capital
 This is the leadership competency for developing and maintaining relationships
that allow people to work together in the community across their differences.
 Social capital is the power of relationships shared between individuals, or
individuals and groups, or between groups.
 Allowing community leaders to chooser project (s) to be implemented brings
success, but lack of social capital (engangement) by leaders makes it difficult to get
things done.
 Engaging a critical mass to take part in achieving an outcome is the leadership
competency of mobilization, and community leaders achieve a critical mass if they
have enough resources to get what they want to be done.

42. Mobilization
 This is a strategic, planned purposeful activity to achieve
clearly defined outcomes, it takes leadership to get enough of
the right resources moving towards the same target.

43. The triangle bellow shows the components
Framing
Social capital Mobilization
Strengthened
community
Many community change efforts fail to succeed because of inadequate framing, social capital, or
mobilization,
These three components are critical when it comes to team building and achieving community goals.

44.  There are no universal set of leadership behaviors that guarantees
success across many or all situations.
 The nature of the work to be performed, the situation, and the number
and types of followers affect the specific kinds of task and relationship
behaviors leaders need to demonstrate to be effective.
 Leadership practitioners need to realize that they will ultimately be
judged by the results they obtain and the behaviors they exhibit.
Experience, values, and attributes play critical roles in how leaders go
about engaging followers, building teams, and achieving results through
others.
 People moving into leadership roles need to understand the
performance expectations for their positions. These expectations include
not only the results to be achieved but also the behaviors that need to be
exhibited.

45.  Organizational levels and competency models can help leaders
determine the specific types of behaviors required to build teams and
get results through others for the position in question. These
frameworks also describe the behavioural changes leaders will need to
make as they transition into new roles.
 That being the case, 360-degree feedback can give leaders insight into
whether they need to do anything differently to engage followers, build
stronger teams, or get better results through others.
 Getting feedback from others is vital if people want to succeed as
leaders.
 Building development plans and getting coaching from others will
improve the odds of changing targeted behaviors or acquiring needed
skills, so leaders who want to be more effective should have written
development plans.