Date post: | 16-Apr-2017 |
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Leadership & Management |
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HUMAN BEHAVIOR
IN ORGANIZATION
Professor: Mr. Jonathan Despi
EDUM 562
C H A P T E R 7
LEADERSHIP
THE NATURE OF
LEADERSHIP
C H A P T E R 7
LEADERSHIP It is the process of influencing and
supporting others to work enthusiastically toward achieving objectives.
Helps an individual or group identify its goals, and then motivates and assists in achieving the stated goal.
LEADERSHIP It is the catalyst that transforms
potential into reality.
Ultimate test of LeadershipIs the degree to which identifies, develops, channels, and enriches the potential that is already in an organization and its people – and then sustains it across both good and bad times.
MANAGEMENT AND LEADERSHIP
The primary role of a leader is to influence others to voluntarily seek defined objectives.
Plan activities
Managers:
Organize appropriate structure Control resources
MANAGEMENT AND LEADERSHIP
Managers: Hold formal positions achieve results by directing the
activities of others achieve results by directing the
activities of others
Leaders:
MANAGEMENT AND LEADERSHIP
create a vision and inspire others to achieve this vision and to stretch themselves beyond their normal capabilities.
MANAGEMENT AND LEADERSHIP
Their differences:A strong leader – may still be weak managers if poor planning causes their group to move in the wrong directions.
A person can be a weak laeder – and still be reasonably effective manager.
MANAGEMENT AND LEADERSHIP
We expect: Excellent managers have reasonably
high leadership among their other skills.
Fortunately, Leadership ability can be acquired and improved through the study of leadership research and others.
TRAITS OF EFFECTIVE LEADERS
Primary Traits
Honesty and
Integrity
Personal drive and
energy Desire to lead
Self-confidence
TRAITS OF EFFECTIVE LEADERS
Secondary TraitsCognitive AbilityCharisma
Flexibility and
adaptiveness
Knowledge of Business
Creativity and
originality
Positive affectivity(Warmth)
LEADERSHIP BEHAVIOR
Three broad types of skills leaders use:
1) Technical Skill – refers to a person knowledge of, and ability in, any type of process or technique
LEADERSHIP BEHAVIOR
Three broad types of skills leaders use:
2) Human Skill – is the ability to work effectively with people and to build teamwork.
3) Conceptual Skill– is the ability to think in terms of models, frameworks, and broad relationships.
SITUATIONAL FLEXIBILITY
Three ELEMENTS: LEADER FOLLOWERS SITUATIONThe key task of a leader is to recognize situations and adapt to them on a conscious basis.
LEADER AS A FOLLOWER
Many people fail in their jobs not as a result of any skill deficiencies, but because they lack FELLOWERSHIP SKILLS.
he/she must be loyal, supportive, active, anticipating potential problems.
Positive Followreship behavior
Negative Followership behavior
LEADER AS A FOLLOWER
It involvesCompetitionUncriticalRebellionPassitivity
POSITIVE LEADERSHIP
If a leader approach emphasizes reward
If a leader approach emphasizes support
NEGATIVE LEADERSHIP
Seven basic types of bad leaders:
Incompetent persons Rigid persons Intemperate persons Callous individuals Corrupt leaders Insular leaders Evil leaders
AUTOCRATIC LEADERS – centralize power and decision making in themselves.
TYPE OF STYLE
CONSULTATIVE LEADERS– approach one or more employees and ask them for input prior to making decision.
PARTICIPATIVE LEADERS– clearly decentralize authority
LEADERS USES THE FF: CONSIDERATION- Considerate leaders are concerned about the human needs of their employees.
STRUCTURE- Structured or task oriented leaders believe that they get results by keeping people constantly busy, closely monitoring employees actions, ignoring their personal issues and emotions.
CONTINGENCY MODEL TO
LEADERSHIPSTYLE
FIEDLER’S CONTINGENCY MODEL
A contingency model of leadership, it was developed by Fred Fiedler and his associates.
Builds upon the previous distinction between task and employee orientation and suggests that the most appropriate leadership style depends on an analysis of nature of the situation facing the leader.
Managers are encouraged to:
FIEDLER’S CONTINGENCY MODEL
Use their analytical skills to examine their situation-the people, task and organization
Draw upon their research-based knowledge to see the casual relationship between situation and style effectiveness
Be flexible in the contingent use of various skills within an overall style
FIEDLER’S CONTINGENCY MODEL
Managers are encouraged to: Reflectively modify elements of their
situations to obtain a better match with their preferred style
Examine a subordinate’s preferred style before placing him/her in a supervisory role
HERSEY and BLANCHARD’S SITUATIONAL LEADERSHIP
MODEL Also called as life-cycle model
developed by Paul Hersey and Kenneth Blanchard.
They suggests that the most important factor in affecting the selection of a leader’s style is the development (maturity) level of a subordinate. DEVELOPMENT LEVEL – is the task-
specific combination of an employee’s task competence and motivation to perform (commitment).
It was presented by Matin G. Evans and was developed by Robert House and its associates.
THE PATH-GOAL MODEL OF LEADERSHIP
It states that the leader’s job is to use structure, support, and rewards to create a work environment that helps employees reach the organization’s goal.
THE PATH-GOAL MODEL OF
LEADERSHIPThe two major roles involved are
to create a goal orientation
to improve the path toward the goals so they will be attained.
THE PATH-GOAL MODEL OF LEADERSHIP
Learning styles according to Path-Goal Theory: Directive Leadership – leaders
focuses on tasks assignments. Supportive Leadership –
demonstrates concern on employees. Achievement-oriented leadership –
sets high expectations for employees.
THE PATH-GOAL MODEL OF
LEADERSHIPLearning styles according to Path-Goal Theory: Participative leadership– invites
employees to provide input to decisions, and seriously seeks to use their suggestions as final decisions are made.
VROOM’S DECISION-MAKING MODEL
A very useful model developed by V.H. Vroom and others.
Used for selecting among various degrees of leadership style (autocratic to participative).
They recognized that problem-solving situations differ.
It means that a leader prepares, guides, and directs a “player” but does not play the game.
C O A C H I N G
These leaders recognize they are on the sidelines, not on the playing field.
Their role is to select the right players, to teach and develop subordinates, to be available for problem-oriented consultation, to review resource needs, to ask questions, and to listen inputs from employees.
Thank you for
listening…