Leadership is "organizing a group of people to achieve a common goal." The leader may or may not have any formal authority. Students of leadership have produced theories involving traits, situational interaction, function, behavior, power, vision and values, charisma, and intelligence among others.

3. The Meaning of Leadership
The
Meaning of
Leadership
As a property,
leadership is the set
of characteristics
attributed to those
who are perceived to
use such influence
successfully.
As a process,
leadership is the use
of no coercive
influence to direct
and coordinate the
activities of group
members to meet a
goal.

4. Meaning of Leadership
Leadership is "organizing a group of people to achieve a common goal." The leader
may or may not have any formal authority. Students of leadership have produced
theories involving traits, situational interaction, function, behavior, power, vision
and values, charisma, and intelligence among others.
Early history
The search for the characteristics or traits of leaders has been ongoing for
centuries. History's greatest philosophical writings from Plato's Republic to
Plutarch Lives have explored the question of "What qualities distinguish an
individual as a leader?" Underlying this search was the early recognition of the
importance of leadership and the assumption that leadership is rooted in the
characteristics that certain individuals possess. This idea that leadership is
based on individual attributes is known as the "trait theory of leadership."

5. •"Leadership is the ability of a manager to induce subordinates
(followers) to work with confidence and zeal."
According to Koontz and O'Donnell
•"Leadership is the activity of influencing people to strive for
mutual objectives.“
According to George Terry
•"Leadership is the shifting of owns vision to higher sights, the
raising of man's performance to higher standards, the building of
man's personality beyond its normal limitations.“
According to Peter Drucker

6. Characteristics of Leadership.
1. Involves guiding and motivating
2. Needs subordinates and common interests
3. Promotes interest in the work
4. Needs support from all
5. Influences subordinates through personal qualities
6. Dynamic and continuous process
7. Leadership is situational
8. Assumes obligation
9. Needs interaction with followers
10. Achievement of objectives

7. Theories of Leadership.
1. Trait Approach Theory (The Traits
Approach),
2. Behavioral Approach Theory, and
3. Contingency / Situational Approach Theory.

8. Group leadership
In contrast to individual leadership,
some organizations have adopted group
leadership. In this situation, more than
one person provides direction to the
group as a whole. Some organizations
have taken this approach in hopes of
increasing creativity, reducing costs, or
downsizing. Others may see the
traditional leadership of a boss as costing
too much in team performance. In some situations, the main the team member(s)
best able to handle any given phase of the project become(s) the temporary leader(s).
Additionally, as each team member has the opportunity to experience the elevated level
of empowerment, it energizes staff and feeds the cycle of success.
Leaders who demonstrate persistence, tenacity, determination and synergistic
communication skills will bring out the same qualities in their groups. Good leaders use
their own inner mentors to energize their team and organizations and lead a team to
achieve success.

9. The Function of Leaders

10. The Evolution of Leadership Theory

12. Motivation is the driving force which causes us to achieve goals.
Motivation is said to be intrinsic or extrinsic. The term is generally used for
humans but, theoretically, it can also be used to describe the causes for
animal behavior as well. This article refers to human motivation. According
to various theories, motivation may be rooted in a basic need to minimize
physical pain and maximize pleasure, or it may include specific needs such
as eating and resting, or a desired object, goal, state of being, ideal, or it may
be attributed to less-apparent reasons such as altruism, selfishness, morality,
or avoiding mortality
Motivation concepts
•Intrinsic Motivation
•Extrinsic Motivation

14. Intrinsic motivation
It refers to motivation that is driven by an interest or enjoyment in the task itself,
and exists within the individual rather than relying on any external pressure. Intrinsic motivation has
been studied by social and educational psychologists since the early 1970s. Research has found that it is
usually associated with high educational achievement and enjoyment by students. Explanations of
intrinsic motivation have been given in the context of Fritz Heider's attribution theory, Bandura's
work on self-efficacy, and Deci and Ryan's cognitive evaluation theory (see self-determination
theory). Students are likely to be intrinsically motivated if they:
• Attribute their educational results to internal factors that they can control (e.g. the amount of
effort they put in),
•Believe they can be effective agents in reaching desired goals (i.e. the results are not determined
by luck),
•Are interested in mastering a topic, rather than just rote-learning to achieve good grades.

15. Extrinsic motivation
It comes from outside of the individual. Common extrinsic motivations are rewards
like money and grades, coercion and threat of punishment. Competition is in general extrinsic because it
encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the activity. A crowd
cheering on the individual and trophies are also extrinsic incentives.
Social psychological research has indicated that extrinsic rewards can lead to over justification and a
subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected
to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with
the drawing materials in subsequent observations than children who were assigned to an unexpected
reward condition and to children who received no extrinsic reward.
Self-determination theory proposes that extrinsic motivation can be internalized by the individual if the task
fits with their values and beliefs and therefore helps to fulfill their basic psychological needs.

16. Incentive theory
A reward, tangible or intangible, is presented after the occurrence of
an action (i.e. behavior) with the intent to cause the behavior to occur again.
This is done by associating positive meaning to the behavior. Studies show
that if the person receives the reward immediately, the effect would be
greater, and decreases as duration lengthens. Repetitive action-reward
combination can cause the action to become habit. Motivation comes from
two sources: oneself, and other people. These two sources are called
intrinsic motivation and extrinsic motivation, respectively. Applying proper
motivational techniques can be much harder than it seems.

17. Drive-reduction theories
Drive theory has some intuitive or folk validity. For instance when
preparing food, the drive model appears to be compatible with sensations of rising
hunger as the food is prepared, and, after the food has been consumed, a decrease in
subjective hunger
Self-determination theory
Self-determination theory, developed by Edward Deci and Richard
Ryan, focuses on the importance of intrinsic motivation in driving human behavior.
Like Maslow's hierarchical theory and others that built on it, SDT posits a natural
tendency toward growth and development. Unlike these other theories, however,
SDT does not include any sort of "autopilot" for achievement, but instead requires
active encouragement from the environment. The primary factors that encourage
motivation and development are autonomy, competence feedback, and relatedness.

18. Broad theories
The latest approach in developing a broad, integrative theory of
motivation is Temporal Motivation Theory, developed by Piers Steel and Cornelius
Konig. Introduced in their 2007 Academy of Management Review article, it
synthesizes into a single formulation the primary aspects of all other major
motivational theories, including Incentive Theory, Drive Theory, Need Theory, SelfEfficacy and Goal Setting. Notably, it simplifies the field of motivation considerably
and allows findings from one theory to be translated into terms of another.
Cognitive theories
Goal-setting theory is based on the notion that individuals sometimes
have a drive to reach a clearly defined end state. Often, this end state is a reward in
itself. A goal's efficiency is affected by three features: proximity, difficulty and
specificity. An ideal goal should present a situation where the time between the
initiation of behavior and the end state is close. This explains why some children are
more motivated to learn how to ride a bike than to master algebra. A goal should be
moderate, not too hard or too easy to complete. In both cases, most people are not
optimally motivated, as many want a challenge (which assumes some kind of
insecurity of success). At the same time people want to feel that there is a substantial
probability that they will succeed.

19. “Theory X and Theory Y” of Douglas McGregor :
McGregor, in his book “The Human side of Enterprise” states that people inside
the organization can be managed in two ways. The first is basically negative, which falls
under the category X and the other is basically positive, which falls under the category Y.
After viewing the way in which the manager dealt with employees, McGregor concluded
that a manager’s view of the nature of human beings is based on a certain grouping of
assumptions and that he or she tends to mold his or her behavior towards subordinates
according to these assumptions.
Frederick Herzberg’s motivation-hygiene theory :
Frederick has tried to modify Maslow’s need Hierarchy theory. His
theory is also known as two-factor theory or Hygiene theory. He stated that there are
certain satisfiers and dissatisfies for employees at work. In- transit factors are related
to job satisfaction, while extrinsic factors are associated with dissatisfaction. He
devised his theory on the question : “What do people want from their jobs ?” He
asked people to describe in detail, such situations when they felt exceptionally good
or exceptionally bad. From the responses that he received, he concluded that
opposite of satisfaction is not dissatisfaction. Removing dissatisfying characteristics
from a job does not necessarily make the job satisfying.