Leadershaip : Dr. Gopal Thapa

1. Leadership
Dr. Gopal Thapa
Tribhuvan University

2. Leadership
 Leadership is the ability to influencing a group
toward the achievement of goals.
 Robbins
 Leadership is the process of influencing people
and providing an environment for them to achieve
team or organizational objectives.
 McShane and Glinow
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3. Leadership
 Leadership is an art – human skill.
 It is a relationship between two or more people for
common objectives.
 The essence of leadership is followership (No
leader without followers).
 It is the functions of leader, followers and
situational variables.
 It is important part of management, but all of it.
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4. Importance of Leadership
 Goal determination
 Helps to coordinate organizational activities
 Integrate objectives
 Direct and motivate staff
 Organize activities
 Encourage teamwork
 Communication
 Control and supervision
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5. Leadership Style
 Leadership style is behavior towards subordinates.
 It is the behavior shown by a leader during
supervision of subordinates.
 It is the result of leaders’ objectives, personality,
experience and value system.
 It also depends on followers’ characteristics and
environmental factors.
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6. Leadership Style
 A leadership style determines how leaders
implement plans and strategies to accomplish
given objectives while accounting for stakeholder
expectations and the wellbeing and soundness of
their team.
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7. Leadership Style
 It is generally agreed that, there are probably as
many different styles of leadership as there are
leaders.
 Autocratic (Authoritarian) style
 Democratic (Participative) Style
 Free Rein (Laissez Faire) Style
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8. Autocratic Leadership
 A leader who is work or self-centered is called
autocratic leader.
 He centralize power and decision making in
himself
 He exercise complete control over the
subordinates
 He sets group goals and structures of work
 High frustration, low morale and high conflict is
common
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9. Why Autocratic leadership?
 The subordinates are inexperienced, lack of proper
training and knowledge, unable to understand
company goals
 Company approves fear and punishment as
accepted disciplinary techniques
 The leader is highly competent in decision making
 The leader wants to be active and dominant in
decision making.
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10. Democratic Leadership
 It gives equal focus to both work and people.
 It invites subordinates in decision making.
 It decentralizes authority.
 It provides more job satisfaction and employee
morale.
 Subordinates willingly cooperate with the leader.
 Influence flows both ways
 Information is shared between leader to
subordinates.
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11. Why Democratic Leadership?
 Subordinates are highly competent, experienced
and motivated.
 The leader prefers participation in decision
making.
 The organization has make its objectives
transparent to its employees.
 Reward and involvement are used as the primary
means of motivation and control.
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12. Free Rein Leadership
 It is just opposite of autocratic leadership style.
 The leader does not lead but leaves the group
entirely to itself.
 Decision making power is entrusted to the
subordinates.
 Leader uses very little power and control
 They have high degree of independence
 Complete freedom in decision making on work.
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13. Why Free Rein Leadership?
 The organizational goals have been well
communicated and are acceptable to the
subordinates.
 The leader is interested in delegating decision-
making fully.
 The subordinates themselves are :
 Well-trained
 Highly knowledgeable on their tasks
 Ready to assume responsibilities
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14. Which style is superior?
 The choice depends on:
 Forces in the manager
 Forces in the subordinates
 Forces in the situation
 Our parents used to be autocratic when we were
school student, they tend to be participate when
we are mature and free-rein as they become old
and we are self-motivated and able. Why?
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15. Approaches to Leadership
 Trait Approach (till 1940s)
 Behavioral Approach ( late 1940s to 1960s)
 Situational Approach
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16. Trait Approach
 Good leader is born and not made.
 There are certain identifiable qualities that good leaders must possess.
 Traits of Leadership:
 Achievement drive
 Leadership motivation
 Honesty and integrity
 Self confidence
 Cognitive ability
 Knowledge
 Emotional maturity
 Creativity
 Organizing ability
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17. Trait Approach
 By birth leaders receive leadership traits.
 Leadership success is largely a matter of
personality.
 They differ greatly form their followers.
 Traits remain unchanged across time.
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18. Behavioral Approaches
 The behavior of effective leaders would be
different from the behaviors of less effective
leaders
 The behavior of effective leader would be the
same across all situations
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19. Important Theories
 The Michigan Studies
 The Ohio State Studies
 The leadership/managerial Grid
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20. The Michigan Studies
 Based on research conducted at University of
Michigan.
 The goal of the research was to determine the
pattern of leadership behavior that results in
effective group performance.
 They interviewed with high and low productivity
groups in several organizations.
 They analyzed supervisory behavior to determine
effective leadership.
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21. The Michigan Studies
 Employee centered
Leaders
 Objective: build effective work
groups with high performance
goals
 Behaviors:
 Treats subordinates as human
beings
 Show concern for their well
being
 Involves them in goal setting
 Production centered
Leaders
 Objective: Efficient completion
of work
 Behaviors:
 Emphasizes technical aspects of
job
 Emphasizes on work standards
 Close supervision
 Employees are seen as a tool in
the production process
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22. The Michigan Studies
 Conclusions:
 Any given leader either production centered or
employee centered behavior but not both at the same
time.
 Employee oriented leaders were associated with high
group productivity and higher job satisfaction.
 Production oriented leaders were associated with low
group productivity and lower job satisfaction.
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23. The Ohio State Studies
 It tried to identify independent dimensions of
leader behavior
 Beginning with over 1000 dimensions, they
eventually narrowed the list down to just two
categories:
 Initiating structure (IS)
 Consideration (C)
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24. The Ohio State Studies
 Initiating Structure:
 Similar to task centered style
 It refers to the extent to which a leader likely to
define and structure his or her role land those
subordinates in search for goal attainment
 It includes behavior that attempts to organize
work, work relationship and goals.
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25. The Ohio State Studies
 Consideration
 It is similar to employee centered style.
 It refers to the extent to which a leader has job
relationship characterized by mutual trust and
respect for subordinates’ ideas and feelings.
 High consideration leaders help subordinates with
personal problems, is friendly and approachable
 Treats all subordinates as equals
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26. The Ohio State Studies
 IS and C were identified by administering two
types of questionnaires.
 Leader Behavior Description Questionnire
(LBDQ)
 Leader Opinion Questionnire (LOQ)
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27. The Ohio State Studies
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28. The Ohio State Studies
 Higher structure behavior resulted in higher
performance of employees but lower job
satisfaction
 Higher consideration behavior resulted in lower
performance but fewer absences form work
 Thus, high-high style tended to achieve
subordinate performance and more satisfaction
other combination leaders
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29. The Managerial Grid
 US Industrial Psychologists R.R. Black and J. S.
Mouton proposed a managerial grid based on the
styles of ‘concern for people’ and ‘concern for
production’.
 It reflects the Ohio State dimensions of
‘consideration’ and ‘initiating structure’ and
Michigan dimensions ‘employee orientation’ and
production orientation’.
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30. Managerial Grid
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31. The Managerial Grid
 Impoverished Management
 Country Club
 Authority-obedience
 Team Management
 Middle of the Road
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32. Managerial Grid
 Impoverished (1,1) style:
 Little concern for people and production
 It is called laissez-faire management
 Country Club (1,9) style:
 Minimum concern for production but high concern
for people
 Middle Road (5,5) style:
 Moderate concern for both
 Most of the manager prefer to follow it
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33. The Managerial Grid
 Tasks (9,1) Style
 Highest concern for production, lowest concern
for people
 Most useful in crisis management period
 Team (9,9) Style
 Best style according to this model
 It shows maximum concern for both production
and people
 Training is needed to develop (9,9) programs.
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34. Situational
(Contingency)Approach
 It advocates situation affects leadership
 Leadership phenomena are the product of
situations in particular groups.
 There should be a fit between leader behavior and
the demand of the situation.
 The interactions between the leader, the followers
and the situations are important for effective
leadership
 Leaders should be flexible for according to
situations.
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35. Contingency Theories
 Fiedler’s Contingency Theory
 Hersey and Blanchard’ Situational Theory
 Path Goal Theory
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36. Fiedler’s Contingency Theory
 Developed by Fred E. Fiedler and his associates in
1967
 He proposed that effective group performance
depends on the proper match between the leader’s
style of interacting with his followers and the
degree to which the situation allowed the leader to
control and influence.
 Situation determines the most appropriate
leadership
 There is no one style which is the best for all
situations.
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37. Main Features of
Fiedler’s Contingency Theory
 Classifications of leaders
 Classification of situations
 Matching leaders with situations
 Improving leadership effectiveness
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38. Classifications of Leaders
 The leader is classified into:
 Relationship oriented leaders
 Motivated to establish interpersonal relationship
 Leaders are supportive to subordinates
 Task oriented leaders
 Motivated primarily by task accomplishment
 Leader emphasizes technical and task aspects of
job
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39. Classification of Situations
 The situation is classified into:
 Very favorable
 Very un favorable
 Moderately favorable
 Fiedler identified three variables to determine
leadership style
 Leader-member relations
 Task structure
 Leader position power
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40. Leader-Member Relations
 They are the degree of confidence, trust, and
respect members have in their leader.
 The relations can be good or bad depending upon
the degree of cohesion ,cooperation, and level of
conflict prevailing between leader and follower.
 Good relations contribute to a very favorable
situation to the leader.
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41. Task Structure
 It refers to how routine and predictable the work
group task is.
 It may be structured or unstructured.
 It measures the extent to which the task performed
by subordinates is routine or non-routine.
 When a task is unstructured, the employees do not
know how to handle the work and group
members’ role become ambiguous
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42. Leader Position Power
 Power is derived by the leader from his formal
position.
 Position of power is determined by the amount of
control which the leader has over-allocation of
resources, determinations of salary, reward,
punishment, hiring, firing etc.
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43. Matching Leaders and Situations
 Leadership effectiveness is determined by fit
between the leader and situation
 Task oriented leaders are most effective in very
favorable and very unfavorable situation
 Relationship oriented leaders are most effective in
moderately favorable situations
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44. Improving Leadership Effectiveness
 There are two ways to improve leadership
effectiveness
 Change the leader to fit the situation
 Change the situation to fit the leader
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45. Hersey and Blanchard’ Situational
Theory
 Developed by Paul Hersey and Kenneth H.
Blanchard in 1980s
 It is also known as lifecycle theory of leadership.
 This theory argues that leaders are effective when
they select the right leadership style for the
situation they face.
 This depends on the maturity of followers or their
readiness to take responsibility for their behavior.
 It is based on two variables: task behavior and
relationship behavior
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46. Task Behavior
 Task behavior is telling people :
 What to do?
 How to do it?
 When to do it?
 Where to do it?
 Who is to do it?
 One way communication form leader to follower
 The leader is not concerned with the feeling of
followers
 Leader helps the followers to achieve the goal
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47. Relationship Behavior
 Relationship behavior is defined as the extent to
which the leader engages in two way
communication.
 The behaviors include listening, facilitating and
supportive behavior
 They believe that the relationship between a
manager and follower moves though four different
stages: telling, selling, participating, delegating
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49. Style of Leadership and Follower’s Readiness
Leadership Style Leader’s Behavior Follower’s Readiness
S1-Telling High task, low relationship R1-Low
S2-Selling High task, high relationship R2- Low/moderate
S3-Participating High relationship, low task R3-Moderate/high
S4-Delegating Low relationship, low task R4-High
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50. Path Goal Theory
 Path goal theory was developed by Robert House
in 1971.
 It is based on expectancy theory of motivation.
 It attempts to predict leadership effectiveness in
different situations.
 The main functions of a leader are to clarify and
set goals and provide guidance, support and
rewards to subordinates for better work
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51. Four Types of Leader Behavior
 Directive behavior
 Supportive behavior
 Participative behavior
 Achievement –oriented behavior
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52. Situational Factors
 Work environmental factors
 Characteristics of subordinates
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53. Work Environmental Factors
 These factors are not within the control of subordinates.
 Choice of leadership is contingent upon task structure, the
composition of work group, and formal authority system.
 If, highly unstructured jobs, weak group unity, low formal
authority system: subordinate will prefer (leader will have
to choose) directive style
 If, the situation is just opposite, a participative style is
preferred.
 Supportive style is used in between those two extremes.
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54. Characteristics of Subordinates
 The choice of leadership style is also contingent
upon:
 Locus of control (whether subordinates are
internals or externals)
 Experience (high , moderate, low)
 Perceived ability
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55. Characteristics of Subordinates
 If subordinates are externals and have low ability
they will prefer directive style.
 Subordinates with high ability and experience
prefer supportive style.
 Subordinates with high need for affiliations prefer
participative style
 Subordinates with high ability, who are internals
(achievement oriented) will prefer achievement
oriented leadership style
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56. Selected Contingencies of P G
Theory
Directive Supportive Participative Achievement
oriented
Employee
contingencies
Skill and
experience
Low Low High High
Locus of
control
External External Internal Internal
Environmental
contingencies
Task structure
Non routine Non routine Non routine
Team
dynamics
Negative norms Low cohesion Positive norms
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57. Path Goal Theory
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