Chapter # 11: Leadership

1. Define leadership and contrast leadership and management

Exam Q: How can u differentiate the between leaders and managers?
Why managers think in short term goals and leaders look for futurization
(Three Times)
What is leadership?
Leadership is defined as the ability to influence a group towards the
achievement of a vision or set of goals.
What is Management?
Management use of authority inherent in designated formal rank to obtain
compliance from organizational members.
Difference b/w Leaders and managers:
Subject

Leader

Manager

Origin

A person becomes a leader

on basis of his personal
qualities.
Creating vision and strategy.
Keeping eye on horizon.
Long-Term Horizon
Use New Roads

A person becomes a manager

by virtue of his position.

Leader influences people to

work willingly for group
objectives.
Do the Right Things
Concern over group goals
and members satisfaction.
Facilitates Decision Making

A manager performs all five

functions of management.

Direction

Functions

Alignment

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Planning and budgeting.

Keeping eye on bottom line.
Short-Term Horizon
Use Existing Roads

Do things Right
Concern over organizational
goals.
Makes Decision

Creating shared culture and Organizing and staffing

Directing and controlling
values
Creating boundaries.
Helping others grow
Reducing boundaries
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Relationships

Personal Qualities

Followers

Outcomes

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Focusing on people
inspiring and motivating
followers
Based on personal power
Acting as coach, facilitator,
servant
Emotional
connections
(Heart)
Open mind (Mindfulness)
Listening (Communication)
Nonconformity (Courage)
Insight into self (Character)
Seeks Truth
Is Proactive
Has Transformational Style
Use Conflict and Takes Risk

Focusing on objects
producing/selling goods and
services
Based on position power
Acting as boss
Emotional distance

Expert mind
Talking
Conformity
Insight into organization
Establishes Truth
Is Reactive
Has Transactional Style
Avoid Conflict and Minimize
Risk
Credit to team and takes Credit to Self and blames to
other
blame self.
Has Subordinates
Has Followers
People follow manager by
People follow them on
virtue of job description.
voluntary basis.
Creates change and a culture Maintains stability; creates
culture of efficiency
of integrity
Wants Results
Wants Achievements

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 Both a manager and a leader may know the business well.

But the leader must know it better and in a different way.
Leader must grasp the essential facts and the underlying forces that
determine the past and present trends in the business, so that leader can
generate a vision and a strategy to bring about its future.
One telling sign of a good leader is an honest attitude towards the facts,
towards objective truth.
A subjective leader obscures (confuses) the facts for the sake of narrow
self-interest, partisan interest or prejudice.
Leaders investigate reality, taking in the pertinent (relevant, appropriate)
factors and analyzing them carefully.
On this basis they produce visions, concepts, plans, and programs.
Managers adopt the truth from others and implement it without probing
for the facts that reveal reality.
There is profound difference between leaders and managers.
A good manager does things right. A leader does the right things.
Doing the right things implies a goal, a direction, an objective, a vision, a
dream, a path, a reach.
Leadership is about innovating and initiating.
Management is about copying, about managing the status quo.
Leadership is creative, adaptive, and agile.
Leadership looks at the horizon, not just the bottom line.
There is a profound difference between management and leadership, and
both are important "To manage" means "to bring about, to accomplish, to
have charge of or responsibility for, to conduct."
"Leading" is "influencing, guiding in direction, course, action, opinion." The
distinction is crucial.

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2. Finding and Creating Effective Leaders

How can organizations select and develop effective leader? Discuss.
Selection
The entire process that organizations go through to fill management
positions is essentially an exercise in trying to identify individuals who will
be effective leaders.
The search might begin by reviewing the specific requirement for the
position to be filed that is knowledge, skills, and abilities that are needed
to do the job effectively.
Use tests that identify personal traits associated with leadership, measure
self-monitoring, and assess emotional intelligence.
Testing is useful for identifying and selecting leaders.
Personality tests can be used to look for traits associated with leadership
extroversion, conscientiousness, and openness to experience.
Testing to find a leadership candidates score on self-monitoring also makes
sense.
High self-monitors are likely to outperform their low-scoring counterparts
because the former is better at reading situations and adjusting his or her
behavior accordingly.
You can also asses candidates for emotional intelligence (EI).
Candidates with a high EI should have an advantage especially in situations
requiring transformational leadership given the importance of social skills
to managerial effectiveness.
Conduct personal interviews to determine candidates fitness with the
job.
Interviews also provide an opportunity to evaluate leadership candidates.
For instances, we know that experience is a poor predictor of leader
effectiveness, but situation-specific experience is relevant.
The interview performance can be used to determine if a candidates prior
experience fits with the situation required to be filled.
Similarly, the interview is a reasonable good vehicle for identifying the
degree to which a candidate has leadership traits such as extroversion, selfconfidence, vision, verbal skills to frame issues, or a charismatic physical
presence.
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Training
The knowledge of importance of situational factors in leadership success
should be used to match leaders to situations.
If the situation requires a change transformational qualities in the leader
are required to focus on the changed situation. If not, look for transactional
qualities.
They may be situational factors that substitute for or neutralize leadership.
If there are, then the leadership essentially performs a figurehead or
symbolic role, and the importance of selecting the right person is not
particularly crucial.
Organizations, in aggregate, spend billions of dollars, yen, and Euros on
leadership training and development.
Recognize that all people are not equally trainable.
Teach skills that are necessary for employees to become effective leaders.
Provide behavioral training to increase the development potential of
nascent (potential, growing) charismatic employees
The concerned authority or selection committee should try to analyze the
situation in order to find candidates who will make a proper match.

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3. Challenges to Effective Corporate Leadership

Exam Q: Explain and discuss some of the challenges faced for
effectiveness of corporate Leadership
Every leader will have challenges, because it's not always easy to work
through others to get the results you need.
Following are the challenges faced by leaders for effectiveness of corporate
leadership:
I.
II.
III.
IV.
V.
I.

Globalization
Climate Change
Demographic Shifts
Individualizations
Technology Convergence
Globalization
As globalization accelerates, the new business world will be characterized
by increasingly diverse teams and declining loyalty between organizations
and employees.
Companies will need to be more alert and collaborative to manage the
global/local divide
Their leaders will need to be flexible, internationally mobile and culturally
sensitive, and they must have strong conceptual and strategic thinking
capabilities in order to manage risk and cope with the dangers and
uncertainties associated with globalization.

II.

Climate Change
The scarcity of strategic resources like water, minerals and fossil fuels could
trigger price hikes and operational costs.
Organizations will be forced to lower their eco-footprint, adapt to rising
operational costs and restructure along sustainable lines.
Leaders will need outstanding cognitive skills to balance the competing
demands of financial success, social responsibility and environmental
custodianship, and must act as change agents, advocating environmentally
responsible business practices.

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III.

Demographic Shifts
The aging population means demographic imbalances are rapidly emerging,
leading to skills shortages.
For organizations, this means the war for talent will continue to rage.
Leaders will need to attract, motivate and retain increasingly diverse teams
and find ways to develop and promote the growing numbers of
international migrants, women and older people into leadership positions.

IV.

Individualizations
Careers are an important part of peoples quest for self-expression.
But their loyalty is more likely to be directed toward social networks than
employers.
These trends have a huge impact on how leaders and companies motivate
people.
Leaders will have to work harder at generating personal loyalty, through
accommodating employees requirements, enabling self-directed ways of
working and individualized leadership by developing relationships beyond
the direct work environment.

V.

Technology Convergence
Ignore troublemaking technologies at your peril.
Despite their lack of detailed knowledge, leaders must be open to and
advocates of visionary ideas.
They must encourage innovation and collaboration and act as orchestrators
of expertise from within and outside the organization in order to control
the potential of converging technologies.

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4. Summarize the conclusions of trait theories of leadership

Theories that consider personal qualities and characteristics that
differentiate leader from non-leader.
Initially this theory was based on studies that looked at over 80 different
traits, which allowed almost anything to be defined as leadership.
A breakthrough occurred when researchers began to organize the traits
into categories and this became known as the Big Five Personality
Framework where five groups of traits were found to be consistently
present among leaders.
Some essential leadership traits include:

Extroversion,
Conscientiousness,
Openness to experience, and
Emotional intelligence (EI)

Although the link between EI and leadership has not been fully explored.
With the many years of research dedicated to the trait theory of leadership,
it is widely accepted that traits do predict leadership.
However, it is more likely that they predict the emergence of a leader than
the effectiveness of a leader.
Assumption: Leaders are born
Goal: Select leaders
Limitations to Trait Theories:
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.

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5. Identify the central tenets and main limitations of behavioral theories of

Leadership.
These are the theories proposing that specific behaviors differentiate
leaders from non-leaders.
Differences between theories of leadership
Trait theory: leadership is inherent, so we must identify the leader based on
his or her traits (Leaders are born, not made).
Behavioral theory: leadership is a skill set and can be taught to anyone, so
we must identify the proper behaviors to teach potential leaders.
Important Behavioral Studies
Following two key studies in the area of behavioral leadership advanced
our understanding of the theory:
A. Ohio State University Studies
B. University of Michigan Studies
A. Ohio State University Studies
The Ohio State studies developed questionnaires about leaders that
included self-assessments and assessments by subordinates.
This research became the foundation for most of the future research about
leadership behavior, attitudes, and styles.
They looked at important dimensions of leadership behavior and began
with over 1000 dimensions.
In the end the Ohio State studies were able to narrow it down to two
dimensions:
a) INITIATING STRUCTURE
b) CONSIDERATION

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a) INITIATING STRUCTURE
The extent to which a leader is likely to define and structure his or her role
and those of sub-ordinates in the search for goal attainment such as.

Assigning specific tasks,

Specifying procedures to be followed,
Scheduling work, and
Clarifying expectations.

How to enhance Initiating Structure

Initial Structure can be enhanced by:
i.
ii.
iii.
iv.
v.

Trying out new ideas in work group.

Encouraging slow workers in the group.
Emphasize meeting deadlines.
Meet the group at regularly scheduled meetings.
See to it that group members work up to the capacity.

b) CONSIDERATION
The extent to which a leader is likely to have job relationships characterized
by mutual trust, respect for subordinates ideas, and regard for their
feelings.
Leaders who score high on the consideration factor typically are friendly,
trustful, earn respect, and have a warm relationship with team members.

How to enhance consideration

Do personal favors for group members.
Treat all members of group as your equal.
Be willing to make changes
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 Do little things to make it pleasant to be member of the group

Back-up what people do under you
B. University of Michigan Studies
The University of Michigan Studies identified two key dimensions of leadership
behavior as well.
They are similar in nature to the Ohio State findings.
However, the University of Michigan studies classified these behaviors as:
a) Employee-Oriented Leader
b) Production-Oriented Leader
a) Employee-Oriented Leader
Employee-Oriented Leaders focuses on interpersonal relations between the
leader and followers;
Taking a personal interest in the needs of employees and accepting
individual differences among members.
b) Production-Oriented Leader
Production-oriented Leader focuses on the technical aspect of the job.
Again, both are important for successful leadership.

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6. Assess contingency theories of leadership by their level of support.

While trait and behavior theories do help us understand leadership, an
important component is missing: the environment in which the leader
exists
Contingency Theory adds this additional aspect to our understanding
leadership effectiveness studies
Three key theories are:
I.
II.
III.

Fiedlers Model
Hersey and Blanchards Situational Leadership Theory
Path-Goal Theory

I.

Fiedlers Model
Fiedlers Contingency Theory has the following parts:
A.
B.
C.
D.
E.

Measuring Leadership Style: The Least Preferred Coworker (LPC) Scale

Measuring the Leadership Situation
Overall Findings
Making the Situation More Favorable for the Leader
Evaluation of Fiedlers Contingency Theory

A. Measuring Leadership Style: The Least Preferred Coworker (LPC) Scale

Every leader has fixed leadership style that is task motivated or relationship
motivated.
To determine the leadership style there is instrument called LPC (least
preferred coworker).
The LPC scale measures the degree to which a leader describes favorably or
unfavorably an employee who is not liked by leader or with whom leader
could work least well.
A relationship-motivated leader tends to describe LPC in favorable terms
A task-motivated leader tends to describe LPC in an unfavorable manner.

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B. Measuring the Leadership Situation

Exam Q: Discuss factors involved in situational control in any
contingency?
Leadership situations are classified as high, moderate, or low control.
A high-control situation is the most favorable.
Amount of control is determined by rating the situation on three
dimensions:
a) Leader-member relations
b) Task Structure
c) Position power
a) Leader-member relations
A leader-member relation is the degrees of confidence, trust, and respect
subordinates have in their leader.
b) Task structure
Task Structure is the degree to which the job assignments are processed or
formulized.
c) Position power
Position power measures the leaders authority to hire, fire, discipline,
promote, and give salary increases.
Leader-member relations contribute as much to the favorability of the
leadership situation as do task structure and position power combined.

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C. Overall Findings
Leadership effectiveness depends on matching leaders to situations in
which they can exercise more control.
Task-motivated leaders perform the best in situations of high control and
low control.
Relationship-motivated leaders perform the best in situations of moderate
control.

D. Making the Situation More Favorable for the Leader

To increase control over the situation, the leader can do one or more of the
following:
Improve leader-member relations
Increase task structure
Exercise more position power.
E. Evaluation of Fiedlers Contingency Theory
Fiedlers theory has prompted extensive research.
The model has also alerted leaders to the importance of sizing up the
situation to gain control.
Yet the contingency theory is too complicated to have much of an impact
on most leaders.
A major problem centers on matching the situation to the leader.
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II.

Hersey and Blanchards Situational Leadership Theory

Situational Leadership Model developed by Kenneth Blanchard and
colleagues.
The situational leadership model explains how to match leadership style to
the capabilities of group members on a given task
The key contingency factors are thus group member characteristics.
SLII is designed to increase the frequency and quality of conversations
about performance and professional development between leaders and
group members so that:
Competence is developed.
Commitment takes place.
Turnover among talented group members is reduced.
SLII is particularly applicable to front-line leaders, such as supervisors and
team leaders.
The following are the two parts of this model
A. Basics of the Model (SLII)
B. Evaluating of the Model (SL II)
A. Basics of the Model (SLII)
The basis for effective leadership is managing the relationship between a
leader and a group member on a given task.
Task behavior is the extent to which the leader spells out the duties and
responsibilities of an individual or group.
Relationship behavior is the extent to which the leader engages in two-way
or multi-way communication.
As shown in following Figure, combinations of task and relationship
behaviors are placed into four quadrants that is following four styles:

i.
ii.
iii.
iv.

Tell Style
Sell Style
Participative Style
Delegating Style

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i.

Tell Style
The telling style (S1) is directive. High task and low relationship (R1).
Group member is unable and unwilling or insecure to accomplish task.

ii.

Sell Style
The selling style (S2) is also directive, but in a more persuasive, guiding,
manner. High task and high relationship (R2).
Group member is unable and willing or confident to accomplish task.

iii.

Participative Style
In the participating leadership style (S3) there is less direction and more
collaboration between leader and group members. High relationship and
low task (R3).
Group member is able and unwilling or insecure to accomplish task.

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iv.

Delegating Style
In the delegating style (S4), the leader delegates and is kept informed of
progress. Low relationship and low task (R4).
Group member is able and willing or confident to accomplish task.
The most effective style depends on the readiness level of group members.
Readiness is the extent to which a group member is able and willing to
accomplish a specific task.
Ability is the knowledge, experience, and skill an individual or group brings
to a particular activity.
Willingness is the extent to which an individual or group has the
confidence, commitment, and motivation to accomplish a specific task.
B. Evaluating of the Model (SL II)
Model represents a consensus of thinking about leadership behavior in
relation to group members.
No one style is best.
An effective leader uses all styles, depending on the situation and the
individual group member.
Model is challenging to apply SLII consistently because leaders must stay
tuned and tasks shift rapidly.
However, the model has become a basis for leadership training as the
model builds on other explanations of leadership that emphasize the role of
task and relationship behaviors.

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III.

Path-Goal Theory
Developed by Robert House
The path-goal theory of leadership effectiveness specifies what the leader
must do to achieve high productivity and morale in a given situation.
In general, the theory says a leader who attempts to clear the path to a
goal for a group member tends to find the group members job satisfaction
and performance increase.
A leader should choose a leadership style that takes into account the group
member characteristics and the task demands.
The theory is based on the Expectancy Theory of Motivation.
The following are the important parts of the Path-Goal Theory
A. Matching the Leadership Style to the Situation
B. How the Leader Influences Performance
A. Matching the Leadership Style to the Situation
The leader should choose among four leadership styles to achieve optimum
results in a given situation.
Two key sets of contingency factors are the type of subordinates and the
type of work they perform.
Key subordinate characteristics include:
The locus of control
Experience
Perceived Ability
Environmental contingency factors are:
The Task Structure
The Formal Authority System
The work group.
The following describes the four styles and their appropriate circumstances.

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a)
b)
c)
d)

Directive Style
Supportive Style
Participative Style
Achievement-oriented Style

a) Directive Style
The directive leader emphasizes formal activities, such as planning,
organizing, and controlling.
The directive style improves morale when the task is unclear.
b) Supportive Style
The supportive leader displays concern for the wellbeing of group members
and creates an emotionally supportive climate.
The leader also emphasizes developing mutually satisfying relationships
among group members.
The supportive leader enhances morale when group members work on
dissatisfying, stressful, or frustrating tasks.
c) Participative Style
The participative leader uses group input when making decisions.
He or she is best suited for improving the morale of well-motivated
employees who perform non-repetitive tasks.
d) Achievement-oriented Style
The achievement-oriented leader sets challenging goals, pushes for work
improvement, and sets high expectations for group members.
This style works well with achievement-oriented team members and with
those working on ambiguous and non-repetitive tasks.
B. How the Leader Influences Performance
The path-goal theory offers many specific suggestions to leaders. Three
representative suggestions are:
i. Recognize or activate group members needs over which the leader has
control.
ii. Increase the personal payoffs to team members for attaining work goals.
iii. Help group members clarify their expectations of how effort will lead to
good performance, and how performance will lead to a reward.
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7. The Leader-Member Exchange Model & Teamwork (LMX)

This model proposes that leaders develop unique working relationships
with group members that result in an in-group and an out-group.

IN GROUP
The member becomes part of a
smooth functioning team headed
by formal leader
Members have good relationship
with leader
Members take part in important
decision making
Members are given additional
responsibilities
Members
have
inside
information
Member have higher level of
performance & Satisfaction
Leader gives more favors
Members are facilitated future
promotional opportunity
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OUT GROUP
Treated in accordance with a
more formal understanding of
leader-group member relations.
Less likely to experience good
teamwork.
Group members are treated like
hired hands.
Group members receive little
warmth or encouragement.

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8. Compare and contrast charismatic and transformational leadership

Charismatic Leadership Theory
Charismatic Leadership Theory states that followers make attributions of
heroic or extraordinary leadership abilities when they observe certain
behaviours.
A number of studies have attempted to identify the characteristics of
charismatic leaders:
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.

They are Visionary

They have Masterful communication skills
They are Energetic and action Oriented.
They Romanticize risk (Are willing to take personal risks to achieve the
vision)
They have Self-promoting personality
They have Minimum Internal Conflict
They are sensitive to follower needs
They exhibit unconventional behaviors that are out of the ordinary.
How do charismatic leaders influence followers?

Articulate a
Vision

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Create a
Vision
Statement

Create a new
set of Values

Demonstrate
the Vision

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The above shows a four-step process can help the charismatic leader utilize their
characteristics to influence their followers:
i.
ii.
iii.
iv.
i.

Articulate a Vision
Create a Vision Statement
Create a new set of Values
Demonstrate the Vision
Articulate a Vision
First the leader articulates a long-term strategy for achieving a goal.
This strategy should fit the vision and uniqueness of the organization.

ii.

Create a Vision Statement

Second the leader needs to formalize that vision by creating a vision
statement.
Charismatic leaders will often use this statement to reinforce the goal and
purpose of the organization.
This vision is communicated in a way that expresses the leaders
excitement and commitment to the goal.

iii.

Create a new set of Values

Third the leader will use his words and actions to communicate a new set of
values for the followers to imitate.
Then the charismatic leader will try to find behaviors that demonstrate
their commitment to the vision.
They will choose behaviors that will help followers catch the emotions
the leader is conveying and help achieve buy-in of the followers.

iv.

Demonstrate the Vision

Finally, the charismatic leader engages in emotion-inducing and often
unconventional behavior to demonstrate courage and conviction about the
vision to help the followers catch the vision.

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Transformational Leadership
Transformational Leaders inspire followers to transcend (exceed or excel)
their self-interests for the good of the organization.

Transactional

Transformational

Contingent Reward
Management by Exception (active)
Management by Exception
(passive)
Laissez-Faire

Idealized Influence
Inspirational Motivation
Intellectual Stimulation
Individualized Consideration

Idealized Influence: Provides vision and sense of mission, instills pride,

gains respect and trust.
Inspirational Motivation: Communicates high expectations, uses symbols
to focus efforts, and expresses important purposes in simple ways.
Intellectual Stimulation: Promotes intelligence, rationality, and careful
problem solving.
Individualized Consideration: Gives personal attention, treats each
employee individually, coaches, and advises.

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How Transformational Leaders Takes Place

Raising employee awareness.

Helping people look beyond self-interest.
Helping people search for self-fulfillment.
Help people understand need for change.
Investing Manager with a sense of urgency.
Adopting long range and broad perspective.
Committing to greatness.

9. Authentic Leaders and Ethical Behavior

Authentic Leaders know:
Who they are,
What they believe in and value, and
Act on those values and beliefs openly and candidly.
Followers see them as ethical
Ethical leaders use ethical means:
To get followers to achieve their goals, and
The goals themselves are ethical.
Ethical Leadership
Actions:
Work to positively change the attitudes and behaviors of employees.
Engage in socially constructive behaviors.
Do not abuse power or use improper means to attain goals.

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10.Trust: The Foundation of Leadership

Trust
A positive expectation that another will notthrough words, actions, or
decisionsact opportunistically.
Trust is a history-dependent process (familiarity) based on relevant but
limited samples of experience (risk).
Consequences of Trust
Trust Encourages taking risk : whenever employees decide to deviate from
the usual way of doing things, or to take their supervisors word on a new
direction, they are taking a risk. In both cases, a trusting relationship can
facilitate that leap.
Trust facilitates information sharing : When employees are sure that their
ideas / views will be will given importance / consideration, employee are
more willing to speak out and share information.
Trusting Groups are more effective : When a leader sets a trusting tone in
a group, members are more willing to help each other and exert extra
effort for one another, which further increases trust.
Trust enhances productivity : Employees who trust their supervisors tend
to receive higher performance ratings.
Dimensions of Trust
Integrity: Honesty and truthfulness.
Competence: An individuals technical and interpersonal knowledge and
skills.
Consistency: An individuals reliability, predictability, and good judgment in
handling situations.
Openness: Reliance on the person to give you the full truth.
Loyalty: The willingness to protect and save face for another person.
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Three Types of Trust

Deterrence-based Trust
Trust based on fear of reprisal if the trust is violated.
Knowledge-based Trust
Trust based on behavioral predictability that comes from a history of
interaction.
Identification-based Trust
Trust based on a mutual understanding of each others intentions and
appreciation of the others wants and desires.
Basic Principles of Trust
Mistrust drives out trust.
Trust begets trust.
Growth often masks mistrust.
11.Contemporary Leadership Roles:
Mentoring
A senior employee who sponsors and supports a less-experienced
employee (a protg).
Mentoring Activities:
Present ideas clearly
Listen well
Empathize
Share experiences
Act as role model
Share contacts
Provide political guidance
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