Organizational Behavior

1. LEADERSHIP

2. Syllabus
• Organizational leadership.
• Leadership theories, skills and styles.
• Leadership Training

3. DEFINITION
• Leadership is the process of encouraging and
helping others to work enthusiastically
towards objectives.
• Leadership is a interpersonal influence
exercised in a situation and directed through
the communication process, towards the
attainment of a specified goal or goals.

4. Thoughts
• Managers are necessary; leaders are
essential.
• Leadership is of the Spirit, compounded
of personality and vision. Management is
of the mind, more a matter of accurate
calculation,statistics, methods,
timetables, and routine. (Field Marshall
Sir William Slim)
• “You can lead a horse to water, but you
can’t manage him to drink.” (unknown)

5. Thoughts
• Peter drucker and warren bennis have rightly
pointed out -Management is doing things
right, leadership is doing right thing.
• Management lies in climbing the ladder of
success leadership determines whether the
ladder is leaning against the right wall.

6. Tasks or Functions of A Leader
1. Deciding what needs to be done
2. Creating networks and relationships
3. Ensuring people do the job

7. Difference between Leader and
Manager
1. Leader have followers
2. Leader have emotional appeal
3. Leader fulfill follower’s needs

8. Difference between Leader and
Manager
Leaders Managers
INNOVATE ADMINSTER
DEVELOP MAINTAIN
INSPIRE CONTROL
LONG TERM VIEW SHORT TERM VIEW
ASK WHAT AND WHY ASK HOW AND WHEN
ORIGINATE INITIATE
CHALLENGES THE STATUS QUO ACCEPT THE STATUS QUO
DO THE RIGHT THINGS DO THINGS RIGHT

9. Leadership Styles
The Iowa Leadership Studies::Autocratic vs. Democratic
vs. Laissez-Faire
• Autocratic or authoritarian style
• Under the autocratic leadership style, all
decision-making powers are centralized in the
leader, as with dictators.
• Leaders do not entertain any suggestions or
initiatives from subordinates.
• Advantages:--The autocratic management has
been successful as it provides strong motivation
to the manager. It permits quick decision-making,
as only one person has to decided for the whole
group.

10. Leadership Styles
• Participative or democratic style
• The democratic leadership style consists of the
leader sharing the decision-making abilities
with group members by promoting the
interests of the group members and by
practicing social equality. This has also called
shared leadership.

11. Leadership Styles
• Laissez-faire or free-rein style
• A person may be in a leadership position
without providing leadership, leaving the
group to fend for itself. Subordinates are given
a free hand in deciding their own policies and
methods. The subordinates are motivated to
be creative and innovative

12. Leadership & Followership
Leadership - the process of guiding & directing the
behavior of people in the work environment
Formal leadership - the officially sanctioned
leadership based on the authority of a formal
position
Informal leadership - the unofficial leadership
accorded to a person by other members of the
organization
Followership - the process of being guided &
directed by a leader in the work environment

13. Leadership theories
• The emergence of trait leadership dates back to
Thomas Carlyle’s “great man” theory, which
stated that “the history of the world was the
biography of great men” (Carlyle, 1849)
• Fiedler’s (1967) contingency model, Blake and
Mouton’s (1964) managerial grid, Hersey and
Blanchard’s (1969) situational leadership model,
transformational leadership(Avolio, Sosik, Jung, &
Berson, 2003) and transactional leadership model
by Bass, 1985; Podsakoff, MacKenzie, Moorman,
& Fetter, 1990).

14. Leadership theories
• Trait theory
• Leader Behavior theory
• Contingency theories

15. Trait theory
• The trait theory of leadership focuses on the
individual characteristics of successful leaders
• BIG FIVE TRAITS:

16. Big Five Traits

17. Big Five Triats
• Openness to experience: (inventive/curious vs.
consistent/cautious). Appreciation for art, emotion, adventure,
unusual ideas, curiosity, and variety of experience. Openness
reflects the degree of intellectual curiosity, creativity and a
preference for novelty and variety a person has. It is also described
as the extent to which a person is imaginative or independent, and
depicts a personal preference for a variety of activities over a strict
routine. Some disagreement remains about how to interpret the
openness factor, which is sometimes called "intellect" rather than
openness to experience.
• Conscientiousness: (efficient/organized vs. easy-going/careless). A
tendency to show self-discipline, act dutifully, and aim for
achievement; planned rather than spontaneous behavior;
organized, and dependable.

18. Big Five Triats
• Extraversion: (outgoing/energetic vs. solitary/reserved). Energy,
positive emotions, surgency, assertiveness, sociability and the
tendency to seek stimulation in the company of others, and
talkativeness.
• Agreeableness: (friendly/compassionate vs. cold/unkind). A
tendency to be compassionate and cooperative rather than
suspicious and antagonistic towards others. It is also a measure of
one's trusting and helpful nature, and whether a person is generally
well tempered or not.
• Neuroticism: (sensitive/nervous vs. secure/confident). The tendency
to experience unpleasant emotions easily, such as anger, anxiety,
depression, or vulnerability. Neuroticism also refers to the degree
of emotional stability and impulse control and is sometimes
referred to by its low pole, "emotional stability".

19. Behavioral theories
• Ohio State University (1940s)
• One of the primary purposes of the study was to
identify common leadership behaviors. After
compiling and analyzing the results, the study led
to the conclusion that there were two groups of
behaviors that were strongly correlated. These
were defined as Consideration (People Oriented
behavioral Leaders) and Initiating Structure (Task
Oriented Leaders).

20. Behavioral theories
• Task oriented leaders
• The task concerned leaders are focusing their
behaviors on the organizational structure, the standard
operating procedures (S.O.P.) and they like to keep
control. Task-oriented leaders are still concern with
their staff motivation; however it's not their main
concern. They will favor behaviors that are in line with:
• Initiating
• Organizing
• Clarifying
• Information Gathering

21. Behavioral theories
• People oriented leaders
• The people oriented leaders are focusing their behaviors on
ensuring that the inner needs of the people are satisfied.
Thus they will seek to motivate their staff through
emphasizing the human relation. People oriented leaders
still focus on the task and the results; they just achieve
them through different means. Leaders with a people focus
will have behaviors that are in line with:
• Encouraging
• Observing
• Listening
• Coaching and Mentoring

22. Behavioral theories
• University of Michigan (1950s)
• Lead by the famous organizational psychologist, Dr.
Rensis Likert, the leadership studies at the University of
Michigan identified three characteristics of effective
leadership; two of which were previously observed in
studies that had been conducted at Ohio State
University. The study showed that task and
relationship-oriented behaviors weren't of major
significance within the world of organizational
psychology.
• However it was the third observation that introduced a
new concept, one of participative leadership.

23. The Blake Mouton Managerial Grid
Balancing Task- and People-Oriented Leadership
• Understanding the Model
• The Managerial Grid is based on two behavioral dimensions:
• Concern for People – This is the degree to which a leader
considers the needs of team members, their interests, and
areas of personal development when deciding how best to
accomplish a task.
• Concern for Production – This is the degree to which a leader
emphasizes concrete objectives, organizational efficiency and
high productivity when deciding how best to accomplish a
task.
• Using the axis to plot leadership ‘concerns for production’
versus ‘concerns for people’, Blake and Mouton defined the
following five leadership styles:

26. • Impoverished Leadership – Low
Production/Low People
• This leader is mostly ineffective. He/she has
neither a high regard for creating systems for
getting the job done, nor for creating a work
environment that is satisfying and motivating.
The result is disorganization, dissatisfaction
and disharmony.

27. • Country Club Leadership – High People/Low
Production
• This style of leader is most concerned about the
needs and feelings of members of his/her team.
These people operate under the assumption that
as long as team members are happy and secure
then they will work hard. What tends to result is
a work environment that is very relaxed and fun
but where production suffers due to lack of
direction and control.

28. • Produce or Perish Leadership – High
Production/Low People
• Also known as Authoritarian or Compliance
Leaders, people in this category believe that
employees are simply a means to an end.
Employee needs are always secondary to the
need for efficient and productive workplaces.
This type of leader is very autocratic, has strict
work rules, policies, and procedures, and views
punishment as the most effective means to
motivate employees.

29. • Middle-of-the-Road Leadership – Medium
Production/Medium People
• This style seems to be a balance of the two
competing concerns, and it may at first appear to
be an ideal compromise. Therein lies the
problem, though: When you compromise, you
necessarily give away a bit of each concern, so
that neither production nor people needs are
fully met. Leaders who use this style settle for
average performance and often believe that this
is the most anyone can expect.

30. • Team Leadership – High Production/High People
• According to the Blake Mouton model, this is the best
managerial style. These leaders stress production
needs and the needs of the people equally highly.
• The premise here is that employees understand the
organizations purpose and are involved in determining
production needs. When employees are committed to,
and have a stake in the organization’s success, their
needs and production needs coincide. This creates a
team environment based on trust and respect, which
leads to high satisfaction and motivation and, as a
result, high production.

31. Contingency theories

32. FIEDLER’S Least Preferred Coworker
(LPC) CONCEPT
Fiedler model say that the effectiveness of a
leader depends upon
1- his motivational style (autocratic,democratic
and free rein)
2- the favourableness of the situation
He recommends that leaders change the
situation rather than their own leadership
style.

33. FIEDLER’S SITUATION FAVORABLENESS
• Situational Factors are the situation which is
favourable to the leader when he has
influence and control over his subordinates
performance are::
• Leader-member relations. Leaders with good
relations have more influence.
• Task structure. Leaders in a structured
situation have more influence.
• Position power. Leaders with position power
have more influence.

34. TANNENBAUM & SCHMIDT CONTINUUM
• Boss. Based on personality and behavior,
some leaders tend to be more autocratic and
others more participative.
• Subordinates. Followers’ preferred style also
based on personality and behavior.
• Situation. Organization size, structure,
climate, goals and technology influence
choice. Time available.

35. Continuum of Leadership
Behavior
Leader Centered Group Centered
Leader
decides,
announces
decision
“Sells”
decision
to group
Area of freedom of
the group
Use of authority
by leader
Gives group as
much freedom as
possible to define
problem and decide
Presents
problem and
boundaries,
group
decides
Presents
problem,
asks for
ideas,
decides
Presents
tentative
decision,
consults
group, and
decides
Announces
decision,
permits
questions

36. 3rd theory
HOUSE’S PATH GOAL LEADERSHIP THEORY
This model is used to select the leadership style
appropriate to the situation to maximize both
performance and job satisfaction. Based on
goal setting and expectancy theory.
• Clairify the follower’s path to the rewards that
are available
• Increase rewards the follower values and
desires

37. • Leaders Influence Satisfaction and
Performance
• Increase Subordinate Outcomes By:
–Clarifying Path to Goals
–Reducing Roadblocks to Goals
–Increase Job Satisfaction on the Way

38. • Inclusion of Task Characteristics and
Subordinate Characteristics
• 4 Types of Leaders
– Supportive (Boring)
– Directive (Unstructured)
– Participative (Complex)
– Achievement-Oriented (High nACH
Employees)
• Mixed Results

39. The Path Goal Theory

40. Situational Leadership
• Hersey & Blanchard (1977)
• Hersey-Blanchard Situational Leadership
Theory
• The Hersey-Blanchard Situational Leadership
Theory was created by Dr Paul Hersey, a
professor and author of "The Situational
Leader," and Ken Blanchard, author of the
best selling "One-Minute Manager," among
others.

41. • The theory states that instead of using just one style,
successful leaders should change their leadership
styles based on the maturity of the people they're
leading and the details of the task. Using this theory,
leaders should be able to place more or less
emphasis on the task, and more or less emphasis on
the relationships with the people they're leading,
depending on what's needed to get the job done
successfully.

43. • Leadership Styles
• According to Hersey and Blanchard, there are four
main leadership styles:
• Telling (S1) – Leaders tell their people what to do
and how to do it.
• Selling (S2) – Leaders provide information and
direction, but there's more communication with
followers. Leaders "sell" their message to get people
on board.

44. • Participating (S3) – Leaders focus more on the
relationship and less on direction. The leader
works with the team, and shares decision-making
responsibilities.
• Delegating (S4) – Leaders pass most of the
responsibility onto the follower or group. The
leaders still monitor progress, but they're less
involved in decisions.

45. • Maturity Levels
• According to Hersey and Blanchard, knowing when
to use each style is largely dependent on the
maturity of the person or group you're leading. They
break maturity down into four different levels:
• M1 – People at this level of maturity are at the
bottom level of the scale. They lack the knowledge,
skills, or confidence to work on their own, and they
often need to be pushed to take the task on.

46. • M2 – at this level, followers might be willing to
work on the task, but they still don't have the
skills to complete it successfully.
• M3 – Here, followers are ready and willing to
help with the task. They have more skills than the
M2 group, but they're still not confident in their
abilities.
• M4 – These followers are able to work on their
own. They have high confidence and strong skills,
and they're committed to the task.

47. • The Hersey-Blanchard model maps each leadership
style to each maturity level, as shown below.
Maturity Level Most Appropriate Leadership Style
M1: Low maturity S1: Telling/directing
M2: Medium maturity, limited skills S2: Selling/coaching
M3: Medium maturity, higher skills but
lacking confidence
S3: Participating/supporting
M4: High maturity S4: Delegating

48. Transformational leadership
• J M Burns (1978) and Bernard bass (1985)
• The full range of leadership introduces four elements of
transformational leadership:
• Individualized Consideration – the degree to which the
leader attends to each follower's needs, acts as a mentor or
coach to the follower and listens to the follower's concerns
and needs. The leader gives empathy and support, keeps
communication open and places challenges before the
followers. This also encompasses the need for respect and
celebrates the individual contribution that each follower
can make to the team. The followers have a will and
aspirations for self development and have intrinsic
motivation for their tasks.

49. • Intellectual Stimulation – the degree to which
the leader challenges assumptions, takes risks
and solicits followers' ideas. Leaders with this
style stimulate and encourage creativity in their
followers. They nurture and develop people who
think independently. For such a leader, learning is
a value and unexpected situations are seen as
opportunities to learn. The followers ask
questions, think deeply about things and figure
out better ways to execute their tasks.

50. • Inspirational Motivation – the degree to which the
leader articulates a vision that is appealing and
inspiring to followers. Leaders with inspirational
motivation challenge followers with high standards,
communicate optimism about future goals, and
provide meaning for the task at hand. Followers need
to have a strong sense of purpose if they are to be
motivated to act. Purpose and meaning provide the
energy that drives a group forward. The visionary
aspects of leadership are supported by
communication skills that make the vision
understandable

51. • , precise, powerful and engaging. The
followers are willing to invest more effort in
their tasks, they are encouraged and
optimistic about the future and believe in
their abilities.
• Idealized Influence – Provides a role model for
high ethical behavior, instills pride, gains
respect and trust.

53. Types of Leadership Defined
Focuses on the
exchanges
that occur
between leaders
and their
followers
TRANSACTIONAL
TRANSFORMATIONAL
Process of
engaging with others
to create a
connection that
increases
motivation and
morality in both the
leader and the
follower
Focuses on
the
leader’s
own interests
rather than the
interests of
their followers
PSEUDOTRANSFORMATIONAL

54. Transformational Leadership
• TLs empower and nurture
followers
• TLs stimulate change by
becoming strong role
models for followers
• TLs commonly create a
vision
• TLs require leaders to
become social architects
• TLs build trust & foster
collaboration
• Describes how leaders
can initiate, develop, and
carry out significant
changes in organizations
• It breaks the resistance to
change.
Focus of Transformational
Leaders
Overall Scope

55. Normative Leadership Styles
DECIDE Leader makes decision alone and
announces it, or sells it to the followers.
The leader may get information from
others outside the group and within the
group without specifying the problem.

56. Normative Leadership Styles
CONSULT INDIVIDUALLY. Leader tells followers
individually the problem, gets information and
suggestions, and then makes the decision.
CONSULT GROUP. Leader holds a group meeting
and tells followers the problem, gets
information and suggestions, and then makes
the decision.

57. Normative Leadership Styles
FACILITATE. Leaders holds a group meeting and
acts as a facilitator to define the problem and
the limits within which a decision must be
made, but doesn’t push own ideas.
DELEGATE. Leader lets the group diagnose the
problem and make the decision within stated
limits.

58. SUBSTITUTES FOR LEADERSHIP
Characteristics of the subordinate, task, or
organizaiton that replace the need for a leader
or neturalize the leader’s behavior

59. • Traits required are:
1. A strong desire for accomplishment
2. Persistent pursuit of goals
3. Creativity and intelligence used to solve
problems
4. Initiative applied to social sitiuation

60. Trait theory contd
5. Self assumed personality
6. Willingness to accept behavioral
consequences
7. Low susceptibility to interpersonal stress
8. High tolerance of ambiguity
9. Ability to influence other people
10. Ability to structure social interactions

61. • Leadership Style Examples
• You're about to leave for an extended holiday, and your tasks will be handled by an experienced
colleague. He's very familiar with your responsibilities, and he's excited to do the job.
• Instead of trusting his knowledge and skills to do the work, you spend hours creating a detailed list
of tasks for which he'll be responsible, and give full instructions on how to do them.
• The result? Your work gets done, but you've damaged the relationship with your colleague by your
lack of trust. He was an M4 in maturity, and yet you used an S1 leadership style instead of an S4,
which would have been more appropriate.
• You've just been put in charge of leading a new team. It's your first time working with these people.
As far as you can tell, they have some of the necessary skills to reach the department's goals, but
not all of them. The good news is that they're excited and willing to do the work.
• You estimate they're at an M3 maturity level, so you use the matching S3 leadership style. You
coach them through the project's goals, pushing and teaching where necessary, but largely leaving
them to make their own decisions. As a result, their relationship with you is strengthened, and the
team is successful.
• - See more at: http://www.mindtools.com/pages/article/newLDR_44.htm#sthash.c8DPogwu.dpuf