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Leadership

Leadership is the ability of an individual or a group of individuals to influence and guide


followers or other members of an organization. Leadership involves making sound -- and
sometimes difficult -- decisions, creating and articulating a clear vision, establishing
achievable goals and providing followers with the knowledge and tools necessary to
achieve those goals. Effective leadership is based upon ideas (whether original or
borrowed), but won't happen unless those ideas can be communicated to others in a way
that engages them enough to act as the leader wants them to act. Put even more simply,
the leader is the inspiration and director of the action. He or she is the person in the group
that possesses the combination of personality and leadership skills that makes others
want to follow his or her direction.

In leadership is linked to performance and any leadership definition has to take that into
account. While it's not solely about, those who are viewed as effective leaders are those
who increase their company's bottom lines. If an individual in a leadership role does not
meet profit expectations set by boards, higher management or shareholders, he or she
may be terminated.

The terms "leadership" and "management" tend to be used interchangeably.


Management refers to a as its leadership, or to individuals who are as the "leaders" of
various management teams.

Leadership requires traits that extend beyond management duties. To be effective, a


leader certainly has to manage the resources at her disposal. But leadership also
involves communicating, inspiring and supervising - just to name three more of the
primary skills a leader has to have to be successful.

Top 10 Leadership Skills


Whether one is an office manager or a project leader, all good leaders require a
number of to help them positively interact with employees or team members.
Employers seek these skills in the candidates they hire for leadership roles
1. Communication

As a leader, you need to be able to clearly and succinctly explain to your


employees everything from organizational goals to specific tasks. Leaders must
master all forms of communication, including one-on-one, departmental, and full-
staff conversations, as well as communication via the phone, email, and social
media.

A large part of communication involves listening. Therefore, leaders should


establish a steady flow of communication between themselves and their staff or
team members, either through an open-door policy or regular conversations with
workers. Leaders should make themselves regularly available to discuss issues
and concerns with employees. Other skills related to communication include:

 Facilitating group conversations


 Reducing ambiguity
 Clarity
 Explaining
 Non-verbal communication
 Verbal communication

2. Motivation

Leaders need to inspire their workers to go the extra mile for their organizations;
just paying a fair salary to employees is typically not enough inspiration (although
it is important too). There are a number of ways to motivate your workers: you
may build employee self-esteem through recognition and rewards, or by giving
employees new responsibilities to increase their investment in the company.

Leaders must learn what motivators work best for their employees or team
members to encourage productivity and passion. Skills related to effective
motivation include:

 Assessing interests of staff


 Convincing
 Mentoring
 Open to employee concerns
 Providing rewards
 Team Building
3. Delegating

Leaders who try to take on too many tasks by themselves will struggle to get
anything done. These leaders often fear that delegating tasks is a sign of
weakness, when in fact it is a sign of a strong leader.

Therefore, you need to identify the skills of each of your employees, and assign
duties to each employee based on his or her skill set. By delegating tasks to staff
members, you can focus on other important tasks. Some skills that make a good
delegator include:

 Accepting feedback from employees


 Allotting resources for employees
 Matching the task to the right employee
 Prioritizing tasks
 Teamwork
 Trust in employees

4. Positivity

A positive attitude can go a long way in an office. You should be able to laugh at
yourself when something doesn't go quite as planned; this helps create a happy
and healthy work environment, even during busy, stressful periods. Simple acts
like asking employees about their vacation plans will develop a positive
atmosphere in the office, and raise morale among staff members. If employees
feel that they work in a positive environment, they will be more likely to want to
be at work, and will therefore be more willing to put in the long hours when
needed. Some skills that help make for a positive atmosphere in the workplace
include:

 Caring
 Conflict management
 Encouraging
 Friendliness
 Helping others
 Respect

5. Trustworthiness

Employees need to be able to feel comfortable coming to their manager or leader


with questions and concerns. It is important for you to demonstrate your integrity
– employees will only trust leaders they respect.
By being open and honest, you will encourage the same sort of honesty in your
employees. Here are some skills and qualities that will help you convey your
trustworthiness as a leader:

 Ability to apologize
 Emotional Intelligence
 Honesty
 Reliability
 Thoughtful

6. Creativity

As a leader, you have to make a number of decisions that do not have a clear
answer; you therefore need to be able to think outside of the box.

Learning to try nontraditional solutions, or approaching problems in nontraditional


ways, will help you to solve an otherwise unsolvable problem. Most employees
will also be impressed and inspired by a leader who doesn't always choose the
safe, conventional path. Here are some skills related to creative thinking:

 Cognitive flexibility
 Critical thinking
 Listening to others’ ideas
 Conceptualization
 Observation

7. Feedback

Leaders should constantly look for opportunities to deliver useful information to


team members about their performance. However, there is a fine line between
offering employees advice and assistance, and micromanaging. By teaching
employees how to improve their work and make their own decisions, you will feel
more confident delegating tasks to your staff.

Employees will also respect a leader who feedback in a clear but empathetic
way. Some skills for giving clear feedback include:

 Being open to receiving feedback


 Positive reinforcement
 Providing specific advice
 Respectful
 Building confidence in employees
8. Responsibility

A leader is responsible for both the successes and failures of his or her team.
Therefore, you need to be willing to accept blame when something does not go
correctly.

If your employees see their leader pointing fingers and blaming others, they will
lose respect for you. Accept mistakes and failures, and then devise clear
solutions for improvement. Here are some skills and qualities that help leaders
convey their responsibility:

 Project planning
 Forecasting
 Resolving problems
 Learning from past mistakes
 Evaluating best solutions

9. Commitment

It is important for leaders to follow through with what they agree to do. You
should be willing to put in the extra hours to complete an assignment; employees
will see this commitment and follow your example.

Similarly, when you promise your staff a reward, such as an office party, you
should always follow through. A leader cannot expect employees to commit to
their jobs and their tasks if he or she cannot do the same. Some skills related to
commitment in the workplace include:

 Commitment to company objectives


 Keeping promises
 Perseverance
 Prioritization

10. Flexibility

Mishaps and last-minute changes always occur at work. Leaders need to


be flexible, accepting whatever changes come their way. Employees will
appreciate your ability to accept changes in stride and creatively problem solve.

Similarly, leaders must be open to suggestions and feedback. If your staff is


dissatisfied with an aspect of the office environment, listen to their concern and
be open to making necessary changes. Employees will appreciate a leader's
ability to accept appropriate feedback. Skills related to flexibility include:
 Ability to learn new skills
 Adaptability
 Improvising
 Recognizing individuals’ strengths and skills
 Ability to respond to new problems or issues

Contingency Models of
Leadership

Fiedler's Contingency Model


The Fiedler Contingency Model was created in the mid-1960s by Fred Fiedler, a
scientist who studied the personality and characteristics of leaders.

The model states that there is no one best style of leadership. Instead, a leader's
effectiveness is based on the situation. This is the result of two factors – "leadership
style" and "situational favorableness" (later called "situational control").

Leadership Style
Identifying leadership style is the first step in using the model. Fiedler believed that
leadership style is fixed, and it can be measured using a scale he developed called
Least-Preferred Co-Worker (LPC) Scale (see figure 1).

The scale asks you to think about the person who you've least enjoyed working with.
This can be a person who you've worked with in your job, or in education or training.

You then rate how you feel about this person for each factor, and add up your scores. If
your total score is high, you're likely to be a relationship-orientated leader. If your total
score is low, you're more likely to be task-orientated leader.
Figure 1: Least-Preferred Co-Worker Scale

Unfriendly 1 2 3 4 5 6 7 8 Friendly

Unpleasant 1 2 3 4 5 6 7 8 Pleasant

Rejecting 1 2 3 4 5 6 7 8 Accepting

Tense 1 2 3 4 5 6 7 8 Relaxed

Cold 1 2 3 4 5 6 7 8 Warm

Boring 1 2 3 4 5 6 7 8 Interesting

Backbiting 1 2 3 4 5 6 7 8 Loyal

Uncooperative 1 2 3 4 5 6 7 8 Cooperative

Hostile 1 2 3 4 5 6 7 8 Supportive

Guarded 1 2 3 4 5 6 7 8 Open

Insincere 1 2 3 4 5 6 7 8 Sincere

Unkind 1 2 3 4 5 6 7 8 Kind

Inconsiderate 1 2 3 4 5 6 7 8 Considerate

Untrustworthy 1 2 3 4 5 6 7 8 Trustworthy

Gloomy 1 2 3 4 5 6 7 8 Cheerful

Quarrelsome 1 2 3 4 5 6 7 8 Harmonious

The model says that task-oriented leaders usually view their LPCs more negatively,
resulting in a lower score. Fiedler called these low LPC-leaders. He said that low LPCs
are very effective at completing tasks. They're quick to organize a group to get tasks
and projects done. Relationship-building is a low priority.
However, relationship-oriented leaders usually view their LPCs more positively, giving
them a higher score. These are high-LPC leaders. High LPCs focus more on personal
connections, and they're good at avoiding and managing conflict. They're better able to
make complex decisions.

Situational Favorableness

Next, you determine the "situational favorableness" of your particular situation. This
depends on three distinct factors:

 Leader-Member Relations – This is the level of trust and confidence that your team
has in you. A leader who is more trusted and has more influence within the group is
in a more favorable situation than a leader who is not trusted.
 Task Structure – This refers to the type of task you're doing: clear and structured, or
vague and unstructured. Unstructured tasks, or tasks where the team and leader
have little knowledge of how to achieve them, are viewed unfavorably.
 Leader's Position Power – This is the amount of power you have to direct the
group, and provide reward or punishment. The more power you have, the more
favorable your situation. Fiedler identifies power as being either strong or weak.

Applying the Fiedler Contingency Model


Step 1: Identify your leadership style

Think about the person who you've least enjoyed working with, either now or in
the past. Rate your experience with this person using the scale in figure 1, above.
According to this model, a higher score means that you're naturally relationship-
focused, and a lower score means that you're naturally task-focused.

Step 2: Identify your situation

Answer the questions:

1. Are leader-member relations good or poor?

2. Is the task you're doing structured, or is it more unstructured, or do you have


little experience of solving similar problems?

3. Do you have strong or weak power over your team?


Step 3: Determine the most effective leadership style

Figure 2 shows a breakdown of all of the factors we've covered: Leader-Member


Relations, Task Structure, and Leader's Position Power. The final column identifies the
type of leader that Fiedler believed would be most effective in each situation.

Figure 2: Breakdown of Most Effective Leader Style


Leader-Member Leader's Position Most Effective
Task Structure
Relations Power Leader

Good Structured Strong Low LPC

Good Structured Weak Low LPC

Good Unstructured Strong Low LPC

Good Unstructured Weak High LPC

Poor Structured Strong High LPC

Poor Structured Weak High LPC

Poor Unstructured Strong High LPC

Poor Unstructured Weak Low LPC

For instance, imagine that you've just started working at a new company, replacing a
much-loved leader who recently retired. You're leading a team who views you with
distrust (so your Leader-Member Relations are poor). The task you're all doing together
is well defined (structured), and your position of power is high because you're the boss,
and you're able to offer reward or punishment to the group.

The most effective leader in this situation would be high LPC – that is, a leader who can
focus on building relationships first.
Or, imagine that you're leading a team who likes and respects you (so your Leader-
Member relations are good). The project you're working on together is highly creative
(unstructured) and your position of power is high since, again, you're in a management
position of strength. In this situation, a task-focused leadership style would be most
effective.

House's Path-Goal Theory


The theory was developed by Robert House and has its roots in the expectancy theory
of motivation. The theory is based on the premise that an employee’s perception of
expectancies between his effort and performance is greatly affected by a leader’s
behavior. The leaders help group members in attaining rewards by clarifying the paths
to goals and removing obstacles to performance. They do so by providing the
information, support, and other resources which are required by employees to complete
the task.

His theory matched ways of behaving to sets of circumstances. The circumstances in


Path-Goal theory are driven by follower characteristics and workplace characteristics.

Follower characteristics:

 What they believe about their ability - Do they feel they are capable of fulfilling
the task well?
 Where control resides - Do group members believe they have control over the
way they approach the task and the chances of achieving the goal? Or do they
see themselves as being controlled by other people and outside events?
 Attitude to power and those in power - Do members want to be told what to do
and how to do it... or not? What do they think of those in the organization who
have more official power than they do, especially the leader?

Workplace characteristics:

 The kind of task - Is it repetitive? Is it interesting? Is it predictable or structured?


Is it unpredictable, creative or unstructured?
 The leader's formal authority - Is it well-defined?
 Group cohesion - Do those working in the group feel a sense of unity?
House took these two external dimensions and matched them with four leadership
behavioral styles, as this diagram summarizes:

Behavioral Styles

Leadership
Workplace Characteristics Follower Characteristics
Style
Directive
Unstructured interesting tasks Inexperienced followers
Clear, formal authority They believe they lack power
Good group cohesion They want leader to direct them
Supportive
Simpler, more predictable tasks Experienced, confident followers
Unclear or weak formal authority They believe they have power
Poor group cohesion They reject close control
Participative
Unstructured, complex tasks Experienced, confident followers
Formal authority could be either They believe they have power
clear or unclear They reject close control, preferring to exercise
Group cohesion could either be power over their work
good or poor
Achievement-
orientated Unstructured, complex or Experienced, confident followers
unpredictable tasks They think they lack some power
Clear, formal authority They accept the idea of the leader setting their
Group cohesion could either be goals and have a lot of respect for the leader
good or poor
Leadership Styles
 Directive Leadership
A directive leader lets subordinates know what is expected of them, gives guidance
and direction, and schedules work according to the expectation.

 Supportive Leadership
A supportive leader is friendly and approachable. He is concerned for the
subordinate welfare and treating members as equals.

 Participative Leadership
A participative leader always consults with subordinates, asks suggestions, and
allows participation in decision making.

 Achievement Oriented Leadership


An Achievement oriented leader sets challenging goals and expects subordinates to
perform at high levels. Encouraging subordinates and showing confidence in
subordinates’ abilities is necessary for him.

Emotional Intelligence
Emotional Intelligence (EQ) refers to the ability to identify and manage one’s own
emotions, as well as the emotions of others. In practical terms, this means being aware
that emotions can drive our behavior and impact people (positively and negatively), and
learning how to manage those emotions – both our own and others – especially when
we are under pressure. We are emotional creatures who often make decisions and
respond to stimuli based on our emotions. As a result, our ability to grow in EQ has an
enormous impact in all of our relationships, how we make decisions and identify
opportunities. EQ is enormously important.

Five Categories of Emotional Intelligence (EQ)


1. Self-awareness. The ability to recognize an emotion as it “happens” is the key to your
EQ. Developing self-awareness requires tuning in to your true feelings. If you evaluate
your emotions, you can manage them. The major elements of self-awareness are:

 Emotional awareness. Your ability to recognize your own emotions and their
effects.
 Self-confidence. Sureness about your self-worth and capabilities.
2. Self-regulation. You often have little control over when you experience emotions. You
can, however, have some say in how long an emotion will last by using a number of
techniques to alleviate negative emotions such as anger, anxiety or depression. A few
of these techniques include recasting a situation in a more positive light, taking a long
walk and meditation or prayer. Self-regulation involves

 Self-control. Managing disruptive impulses.


 Trustworthiness. Maintaining standards of honesty and integrity.
 Conscientiousness. Taking responsibility for your own performance.
 Adaptability. Handling change with flexibility.
 Innovation. Being open to new ideas.

3. Motivation. To motivate yourself for any achievement requires clear goals and a
positive attitude. Although you may have a predisposition to either a positive or a
negative attitude, you can with effort and practice learn to think more positively. If you
catch negative thoughts as they occur, you can reframe them in more positive terms —
which will help you achieve your goals. Motivation is made up of:

 Achievement drive. Your constant striving to improve or to meet a standard of


excellence.
 Commitment. Aligning with the goals of the group or organization.
 Initiative. Readying yourself to act on opportunities.
 Optimism. Pursuing goals persistently despite obstacles and setbacks.

4. Empathy. The ability to recognize how people feel is important to success in your life
and career. The more skillful you are at discerning the feelings behind others’ signals
the better you can control the signals you send them. An empathetic person excels at:

 Service orientation. Anticipating, recognizing and meeting clients’ needs.


 Developing others. Sensing what others need to progress and bolstering their
abilities.
 Leveraging diversity. Cultivating opportunities through diverse people.
 Political awareness. Reading a group’s emotional currents and power
relationships.
 Understanding others. Discerning the feelings behind the needs and wants of
others.

5. Social skills. The development of good interpersonal skills is tantamount to success


in your life and career. In today’s always-connected world, everyone has immediate
access to technical knowledge. Thus, “people skills” are even more important now
because you must possess a high EQ to better understand, empathize and negotiate
with others in a global economy. Among the most useful skills are:
 Influence. Wielding effective persuasion tactics.
 Communication. Sending clear messages.
 Leadership. Inspiring and guiding groups and people.
 Change catalyst. Initiating or managing change.
 Conflict management. Understanding, negotiating and resolving disagreements.
 Building bonds. Nurturing instrumental relationships.
 Collaboration and cooperation. Working with others toward shared goals.
 Team capabilities. Creating group synergy in pursuing collective goals.

How to Improve Your Emotional Intelligence

The good news is that emotional intelligence can be learned and developed. As well as
working on your skills in the five areas above, use these strategies:

 Observe how you react to people. Do you rush to judgment before you know all
of the facts? Do you stereotype? Look honestly at how you think and interact with
other people. Try to put yourself in their place, and be more open and accepting
of their perspectives and needs.
 Look at your work environment. Do you seek attention for your
accomplishments? Humility can be a wonderful quality, and it doesn't mean that
you're shy or lack self-confidence. When you practice humility, you say that you
know what you did, and you can be quietly confident about it. Give others a
chance to shine – put the focus on them, and don't worry too much about getting
praise for yourself.
 Do a self-evaluation. Try out our emotional intelligence quiz. What are your
weaknesses? Are you willing to accept that you're not perfect and that you could
work on some areas to make yourself a better person? Have the courage to look
at yourself honestly – it can change your life.
 Examine how you react to stressful situations. Do you become upset every time
there's a delay or something doesn't happen the way you want? Do you blame
others or become angry at them, even when it's not their fault? The ability to stay
calm and in control in difficult situations is highly valued – in the business world
and outside it. Keep your emotions under control when things go wrong.
 Take responsibility for your actions. If you hurt someone's feelings, apologize
directly – don't ignore what you did or avoid the person. People are usually more
willing to forgive and forget if you make an honest attempt to make things right.
 Examine how your actions will affect others – before you take those actions. If
your decision will impact others, put yourself in their place. How will they feel if
you do this? Would you want that experience? If you must take the action, how
can you help others deal with the effects?

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