Perceived Leadership Qualities among the B-School Students ...

International Journal of Recent Advances in Organizational Behaviour and Decision Sciences (IJRAOB)

An Online International Research Journal (ISSN: 2311-3197)

2014 Vol: 1 Issue 1

68 www.globalbizresearch.org

Perceived Leadership Qualities among the B-School Students:

A Statistical Analysis

Jamuna A. S,

Faculty, M S Ramaiah Institute of Management,

Bangalore, India.

Email: [email protected]

Srinivasa Rao, K. S,

Dean, Sankara Academy of Vision,

Coimbatore, India.

Email: [email protected]

___________________________________________________________________________________

Abstract

A leader plays a pivotal role in the success of a business through team work. He leads the

team by working synergistically, bringing all the people together towards a common goal. A

leader should be communicative, a good decision-maker, intelligent, an extrovert, and flexible

with openness in his actions. Though B-Schools provide an opportunity to develop

managerial skills among the students, the latter have to acquire leadership traits, while they

climb the corporate ladder. In this article, the authors have made an attempt to portray the

understanding of select management students’ perception about the leadership qualities. The

data on their opinions about the leadership qualities was analysed and conclusions were

drawn about the students’ perception towards the leadership traits. The findings of the

Research Study will be useful to the B-School students to become a good leader in order to

compete and create a niche for themselves in the Corporate world.

___________________________________________________________________________________

mailto:[email protected]

mailto:[email protected]



2014 Vol: 1 Issue 1


1. Introduction

A business is an organisation involved in the trade of either goods, or services or both to

the consumers. Though businesses can be „not-for-profit‟ or „state-owned‟, most of the

private-owned businesses are „for profit‟. The etymology of "business" stems from the state

of being busy, and implies a person‟s regular occupation, profession, or trade as per the

Oxford Dictionary.

Organisation that deals in business through goods or services, need a group of people as

employees. Groups develop into teams in four stages. The four stages are: (i) dependency and

inclusion, (ii) counter dependency and fighting, (iii) trust and structure, and (iv) work. In the

first stage, group development is characterized by members' dependency on the designated

leader. In the second stage, the group seeks to free itself from its dependence on the leader

and groups have conflicts about goals and procedures. In the third stage, the group manages

to work through the conflicts and in the last stage, groups focus on team productivity.

Leader plays an important role in an organisation mainly in converting groups to teams.

Teams are especially appropriate for conducting tasks that are high in complexity and have

many interdependent subtasks. One can debate on whether a leader is born, or can anyone

learn how to be a leader? If one can be trained on some skills or traits to be a good leader,

then the curriculum of B-Schools should play a key role in making the young budding

managers into leaders.

In India, B-Schools have taken a lead from IIMs and moved on giving practical exposure

to the students that gives an immediate placement to the management graduate not just by

giving degrees to the students. In the process, B-Schools have made good “business” by

charging the Tuition Fees in proportion to the placement pay packages. While on one hand,

the admissions in B-Schools have lost its sheen and institutions are trying to use all marketing

strategies to capture their registrations like „catch-them-young‟ (Integrated MBA), „Join-for-

Job, Not-for-Program‟ (half –day learning and Half-day working), „Take Appointment Order

– not the Admission Letter‟ etc. On the other hand, students who have studied UG Program

in one Institute want to join another institute for PG to get a better exposure.

Placing the students is becoming a major activity for any B-School, once the process of

admissions completes. Organisations while conducting campus recruitments from B-Schools

may delay the process of final placement due to some environmental conditions like

slowdown of economy due to recession, terrorist attacks, mergers and acquisitions,

downsizing. On the other hand, Companies while recruiting graduates from reputed B-

Schools feel that, with less training and costs, the candidates should perform the job well.

Even though, a student gets admission in a well ranked institution, if he/she is not able to

excel in academics, he/she may get fewer chances in getting a good placement. Sometimes,



2014 Vol: 1 Issue 1


one may find meritorious students may not have the requisite soft sills and not be placed.

Also, one can find students after paying exorbitant tuition fees, not focusing on their studies,

failing in examinations and having backlogs at the time of Placements. Student attrition,

although some to be expected, comes at a high cost. Failure to complete studies is recognized

as a personal loss for the individual, an economic loss for the universities, and an intellectual

loss for society.

While recruiting graduates from B-Schools, the common criteria for selection rests in the

past experience of the students, reputation of the institute, followed by curriculum and

faculty. Very few recruiters give a thought about infrastructure of the B-Schools. The

companies think that hiring MBAs is a good buy, as B-School graduates possess analytical

skills, managerial skills, good business skills, leadership qualities. On the other hand,

companies also feel that non-MBAs are fairly better than MBAs on loyalty, practical

knowledge, and adaptability to the work culture [The Business India - ORG Marg survey].

2. Review of Literature

Carl and Craig (1978) examined the relationships among Internal- External (IE) locus of

control, behavioural characteristics of internal versus external personality types, and leader

and group performance. Results indicated that leaders were more likely to be internals than

externals. Superior performance was achieved by internal leaders and by groups led by

internals. A two-group step-wise discriminant analysis isolated 10 behaviours which

maximally separated internals from externals. Internals exhibited behaviours characteristic of

an instrumental, task-oriented style, and externals exhibited behaviours pointing to a social-

emotional style.

K. S. Srinivasa Rao (2002) suggested that any student, with some background followed

by a rigorous selection procedure, enters into a B-school with a lot of expectations. Even

though B-schools make standardised procedures in selecting a right candidate, they need to

train the students well before placing them. The author observed that these three angles form

a Bermuda Triangle – Student – B-School and Recruiting Organisation. The author analyzed

the situation from these three angles and suggested a “MAGIC” mantra to pass from one

angle to another angle of this Bermuda Triangle without “disappearing” at any angle.

K. S. Srinivasa Rao (2003) developed a hypothetical case that was based on style of

leadership. The objective of this case was in an academic institution and how people react to

change, when a new leader takes the responsibility as Director of a B-School. The article was

a comparison of two kinds of leadership.

K. S. Srinivasa Rao (2004) indicated that in India, a professional course has glamour in

general; especially an Engineering course has some priority among other courses to many

students. It was understood that Mathematics plays a vital role in deciding a student to be an



2014 Vol: 1 Issue 1


Engineer or a non-Engineer. Interestingly, a student, who has not opted Mathematics at Plus

2 level, is not eligible to Engineering course. Students at school level develop a mental block

towards Mathematics because of various reasons. This paper described about the interest or

disinterest of a student about a course, role of a teacher, along with other reasons at school

level based on the data collected from first year MBA students.

K. S. Srinivasa Rao and Chowdari Prasad (2005) indicated that Globalization has

transformed the nature of B-Schools in India. They identified that Selection of Quality

Students, Dynamic Curriculum, Competitive Fee Structure, Infrastructure, Committed

Faculty, Placements, and Access to Information are various parameters that distinguish the B-

Schools in India. The authors suggested that lack of core Faculty, Facilities, Branding,

trained Staff, and Benefits to the Faculty make the Indian B-Schools difficult to find a place

in the global village. The authors suggested a model for Indian B-Schools which suits under

Globalization.

K. S. Srinivasa Rao (2010) suggested that the impact of Liberalization, Privatization and

Globalization (LPG) made Indian B-Schools to imitate the foreign educational system by

implementing new administrative structure in the organization to some extent. The

administration in the Universities was mainly controlled by the Vice Chancellor, Registrar

and the Head of the Departments but later, some of the universities followed the concept of

Dean with a lot of confusion. Slowly, private institutions, autonomous in nature of

operations, have implemented the second level of administration using the Dean position. In

this article, the author explained the administrative changes that has taken place in Indian

Educational System with a focus to higher education and suggested how a Leader and Co-

Leader should work for the development of the Organisation.

Leighton and Andrew (2011) introduced leadership as one among the other 12 desired

attributes, a student should possess in the Program of M.Sc. at Department of Civil and

Environmental Engineering of the University of the West Indies. A model was developed in

a course, Practical Team Project, to measure the learning outcome of leadership by combining

the Project Management Institute body of knowledge areas and the Institute of Civil

Engineers (ICE) development objectives. This new initiative used innovative assessment

techniques, such as 360-degree feedback and zero tolerance, to evaluate the demonstrated

leadership of the graduate students. Analytical tools such as ANOVA and t-test were used to

justify the effectiveness of the chosen model.

Brain, Timothy and Katherine (2013) have measured the level of communication

apprehension in 263 students and the relationship of their communication apprehension to

measures of leadership initiative, multi-cultural appreciation, adaptability, and academic

performance. Results revealed that communication apprehension was negatively associated



2014 Vol: 1 Issue 1


with students‟ willingness to take on leadership opportunities, appreciation for a multi-

cultural world, and adaptability to new situations. No significant relationships were found

between communication apprehension and overall GPA. The authors have suggested some

strategies for mitigating communication apprehension.

Doris Gomez (2013) worked on the analysis of secondary and program specific data to

examine the predictive impact of student characteristics on persistence in an online doctoral

leadership program. This research examined individual differences that exist in the leadership

development of doctoral students that would contribute to and predict success and persistence

in leadership development programs. The study has used a logistic regression to test whether

critical thinking, leadership effective behavior, Master's GPA, gender, application summary

score, and psychological type are positively related with academic retention/completion

amongst doctoral students enrolled in an asynchronous-distance program in leadership

studies. Findings emphasize the importance of behavioural characteristics, such as effective

leadership and psychological type, in regard to persistence. This article focused on the impact

of effective leadership behavior in general and, indeed, proved as a significant factor in

student success and retention.

Jamuna A. S and Srinivasa Rao (2013) have studied on Communication and its impact on

Management Students‟ Professional life. In this article, the authors have tried to interconnect

the Role of Communication, Academic learning and Academic Performance of students in a

B-School. The authors have done a Descriptive Research and tried to connect between

Communication Skills, Personality Development and Academic Performance. The Authors

have drawn conclusions on the role of Communication and its influence on Personality

Development and Academic Performance of Students.

In the present research, the authors have focused on the perception of the B-School

Students on Leadership qualities. The authors analysed on how students are able to

understand the leadership traits learnt in the Management course and connecting the same to

self while meeting the demands thereby, before he/she enters the Corporate world.

3. Methodology

Eight leadership traits were identified based on the theories as well the information given

by earlier researchers. The authors have designed a Descriptive Research through which they

studied the perception of the B-School students on the eight leadership traits such as (i)

Communication; (ii) Decision-Making Skills; (iii) Intelligence; (iv) Extraversion; (v)

Openness; (vi) Flexibility; (vii) Conscientiousness; and (viii) Self-Efficacy. The authors have

collected primary data from 125 students who volunteered for the study out of 350 students of

a select B-School.



2014 Vol: 1 Issue 1


The authors have developed a questionnaire with 20 statements of each of the Leadership

Traits and the respondents filled these questionnaires using 5-point Likert Scale. To avoid a

Researcher‟s bias, equal weightage was given to these eight leadership traits (12.5%) and the

respondent scores on each of these eight leadership traits were computed. The Socio-

Demographic factors were also considered while collecting the data from the respondents.

3.1 Data Analysis

The data was collected on Socio-Demographic factors like Gender, Age of the

Respondent, Degree which he/she studied before joining the PGDM Program, Prior Work

Experience, Mother-Tongue and Native State. Data was analysed using percentages,

Descriptive Statistics. Correlation Coefficients for these factors were computed and tested

using t-test.

Table 1: Distribution of Respondents Gender and Age-wise

Count of AGE (in Years)

Gender Less

than 22 22 23 24

Above 24

Grand Total

F 22 18 8 1 4 53

M 16 22 12 14 8 72

Grand Total 38 40 20 15 12 125

It was noticed that 30% of the respondents are less than 22 years of age, 32% are 22 years

of age, 16% are 23 years of age, 12% are 24 years of age and 10% are above 24 years.

Overall, 42% of Females and 58% of males responded to the survey.

Table 2: Distribution of Respondents based on Gender and Stream of Graduation

Count of DEGREE

Gender COMMERCE & MANAGEMENT

SCIENCES ENGINEERING & TECHNICAL

Grand Total

F 31 5 17 53

M 22 6 44 72

Grand Total 53 11 61 125

It was observed that 42% of the respondents are from Commerce & Management, 9% are

from Science and 49% are from Engineering & Technical stream during their Graduation.

Overall, 42% of Females and 58% of males responded to the survey.



2014 Vol: 1 Issue 1


Table 3: Distribution of Respondents based on Gender and Previous Work Experience

Count of Work Experience (in years)

Gender 0 1 2

3 and above

Grand Total

F 44 4 3 2 53

M 53 10 4 5 72

Grand Total 97 14 7 7 125

It was observed that 78% of the respondents no have work experience, 11% have

experience of one year, 6% have 3 years of experience and 6% have 3 years and more than 3

years as prior Work Experience before joining the Program. Overall, 42% of Females and

58% of males responded to the survey.

Table 4: Distribution of Respondents based on Gender and Mother Tongue

Count of Mother Tongue Gender

Row Labels F M Grand Total

ASSAMESE 1 1

BENGALI 4 5 9

GUJARATI 1 1

HINDI 11 16 27

KANNADA 6 5 11

KONKANI 2 1 3

KUTCHI 1 1

LAMBADI 1 1

MALAYALAM 6 12 18

MANIPURI 1 1

ORIYA 3 4 7

PUNJABI 1 1 2

RAJASTHNI 1 1

SINDHI 1 1

TAMIL 6 6

TELUGU 14 18 32

URDU 1 2 3

Grand Total 53 72 125

It was noticed that 26% of the respondents were Telugu speaking, 22% of the respondents

speak Hindi and 14% speak Malayalam. . 9% of the Respondents speak Kannada, 6% Oriya,

5% Tamil, 2% Konkini, and 2% Urdu. Very few respondents i.e. 1% are have their mother

tongue as Assamese, Gujarati, Kutchi, Lambadi, Manipuri, Rajasthani, and Sindhi. Overall,

42% of Females and 58% of males responded to the survey.



2014 Vol: 1 Issue 1


Table 5: Distribution of Respondents based on Gender and Native State

Count of Native State Gender

Row Labels F M Grand Total

AP 14 19 33

ASSAM 1 1

BIHAR 4 1 5

CG 2 2

GJ 2 2

GOA 1 1

HARYANA 1 1

JH 2 5 7

KA 7 6 13

KE 6 12 18

MANIPUR 1 1

MH 1 1 2

MP 1 4 5

ODISHA 3 4 7

PUNJAB 1 1

RJ 4 3 7

TN 5 5

UP 4 3 7

WB 4 3 7

Grand Total 53 72 125

It was noticed that 26% of the respondents were from Andhra Pradesh, 14% from Kerala,

and 10% from Karnataka. Respondents from other states representing 6% each from

Jharkhand, Odisha, Rajasthan, Uttar Pradesh, and West Bengal. 4% of the respondents

represented the states like Bihar, Madhya Pradesh, and Tamil Nadu. Respondents from the

states like Chhattisgarh, Gujarat, and Madhya Pradesh form 2% whereas Assam, Goa,

Haryana, Manipur Punjab form 1% of the respondents. Overall, 42% of Females and 58% of

males responded to the survey.

Table 6: Distribution of Average Score on Leadership Traits Gender-wise

Average Score for the Leadership Traits

GENDER

No. of

Respondents COM DMS INT EXT OPE FLX CONS SE Min Max

Male 72 966 880 892 843 837 875 860 894 837 966

Female 53 989 898 925 905 892 899 911 915 892 989

125

Note: COM- COMMUNICATION; WE- WORK_EXP; DMS- DM_SKILLS; INT-

INTELLIGENCE; EXT- EXTRAVERSION; OPE- OPENNESS; FLX – FLEXIBILITY;

CONS- CONSCIENTIOUSNESS; SE- SELF_EFFICACY



2014 Vol: 1 Issue 1


It was observed that among the 72 male respondents, the minimum average score of 837

was given to OPE-Openness whereas maximum average score of 966 was given to COM-

Communication. Among the 53 female respondents, the minimum average score of 892 was

given to OPE-Openness whereas maximum average score was given of 989 was given to

COM-Communication. It was observed that both male and female respondents opted that

Communication is the highly preferred Leadership Trait and Openness as the least preferred

one.

Table 7: Distribution of Average Score on Leadership Traits Age-wise


AGE

(in Years)

No. of


Less than 22 38 985 869 905 865 842 865 880 902 842 985

22 40 973 903 915 889 880 898 889 907 880 973

23 20 971 894 893 878 888 925 911 925 878 971

24 15 993 905 912 867 857 883 878 933 857 993

Above 24 12 942 860 897 808 814 845 820 820 808 942

125




It was observed that among the 38 respondents whose age was less than 22, the minimum

average score of 842 was given to OPE-Openness whereas maximum average score was

given of 985 was given to COM-Communication. Among the 40 respondents whose age was

22, the minimum average score of 880 was given to OPE-Openness whereas maximum

average score of 973 was given to COM-Communication. Among the 20 respondents whose

age was 23, the minimum average score of 878 was given to EXT- Extraversion whereas

maximum average score of 971 was given to COM-Communication. Among the 15

respondents whose age is 24, the minimum average score of 857 was given to OPE-Openness

whereas maximum average score was given of 993 was given to COM-Communication.

Among the 12 respondents whose age is above 24, the minimum average score of 808 was

given to EXT- Extraversion whereas maximum average score was given of 942 was given to

COM-Communication.

It was observed that Communication is the highly preferred Leadership Trait and

Openness and Extraversion are the least preferred one.

Table 8: Distribution of Average Score on Leadership Traits based on the Degree


DEGREE

No. of


COMMERCE &

MANAGEMENT 53 977 884 894 874 881 887 884 923 874 977

ENGINEERING

&

TECHNICAL

61 973 892 921 871 846 891 889 895 846 973



2014 Vol: 1 Issue 1


SCIENCES 11 985 881 880 840 842 848 830 852 830 985

125 Note: COM- COMMUNICATION; WE- WORK_EXP; DMS- DM_SKILLS; INT-



It was observed that among the 53 respondents whose Degree is Commerce &

Management, the minimum average score of 874 was given to EXT- Extraversion whereas

maximum average score was given of 977 was given to COM-Communication. Among the

61 respondents whose Degree is Engineering & Technical, the minimum average score of 846

was given to OPE-Openness whereas maximum average score was given of 973 was given to

COM-Communication. Among the 11 respondents whose Degree is Sciences, the minimum

average score of 830 was given to CONS-Conscientiousness whereas maximum average

score was given of 985 was given to COM-Communication.


Extraversion, Openness and Conscientiousness are the least preferred one.

Table 9: Distribution of Average Score on Leadership Traits based on Previous

Work Experience


Work Exp

(in years)

No. of


0 97 978 890 911 876 868 882 884 906 868 978

1 14 981 883 902 896 863 950 915 932 863 981

2 7 986 925 896 814 846 871 900 902 814 986

3 and above 7 920 829 857 777 771 814 768 804 768 920

125 Note: COM- COMMUNICATION; WE- WORK_EXP; DMS- DM_SKILLS; INT-



It was observed that among the 97 respondents who have NO Work Experience, the

minimum average score of 868 was given to OPE-Openness whereas maximum average score

was given of 978 was given to COM-Communication. Among the 14 respondents who have

one year Work Experience, the minimum average score of 863 was given to OPE-Openness


Among the 7 respondents who have 2 years‟ Work Experience, the minimum average score of

814 was given to EXT- Extraversion whereas maximum average score was given of 986 was

given to COM-Communication. Among the 7 respondents who have 3 years or above Work

Experience, the minimum average score of 768 was given to CONS- Conscientiousness



Openness, Extraversion and Conscientiousness are the least preferred one.



2014 Vol: 1 Issue 1


Table 10: Distribution of Average Score on Leadership Traits based on their Mother Tongue


Mother Tongue

No. of


ASSAMESE 1 950 938 888 938 838 875 875 850 838 950

BENGALI 9 1008 942 903 900 919 938 926 967 900 1008

GUJARATI 1 900 863 863 925 875 825 900 863 825 925

HINDI 27 999 928 963 909 959 931 916 975 909 999

KANNADA 11 972 892 928 867 803 865 892 898 803 972

KONKANI 3 958 808 875 800 821 800 858 867 800 958

KUTCHI 1 875 875 763 788 1000 888 838 875 763 1000

LAMBADI 1 1025 1000 938 850 975 925 925 925 850 1025

MALAYALAM 18 947 815 817 780 748 808 804 806 748 947

MANIPURI 1 1000 850 775 788 588 788 563 600 563 1000

ORIYA 7 982 914 957 923 938 975 980 970 914 982

PUNJABI 2 925 756 788 750 725 769 806 850 725 925

RAJASTHNI 1 888 700 750 763 713 613 663 763 613 888

SINDHI 1 938 688 713 875 750 738 463 600 463 938

TAMIL 6 942 923 925 856 798 871 894 883 798 942

TELUGU 32 986 889 917 891 857 896 898 905 857 986

URDU 3 946 896 921 846 892 908 825 888 825 946

125




It was observed that among the 32 respondents whose Mother Tongue is Telugu, the

minimum average score of 857 was given to OPE-Openness whereas maximum average score

was given of 986 was given to COM-Communication. Among the 27 respondents whose

Mother Tongue is Hindi, the minimum average score of 909 was given to EXT- Extraversion


Among the 18 respondents whose Mother Tongue is Malayalam, the minimum average score

of 850 was given to EXT- Extraversion whereas maximum average score was given of 947

was given to COM-Communication. Among the 11 respondents whose Mother Tongue is

Kannada, the minimum average score of 803 was given to OPE-Openness whereas maximum

average score was given of 972 was given to COM-Communication. Among the 9

respondents whose Mother Tongue is Bengali, the minimum average score of 900 was given

to EXT- Extraversion whereas maximum average score was given of 1008 was given to

COM-Communication. Among the 7 respondents whose Mother Tongue is Oriya, the

minimum average score of 914 was given to DMS- Decision-Making Skills whereas

maximum average score was given of 982 was given to COM-Communication. Among the 6



2014 Vol: 1 Issue 1


respondents whose Mother Tongue is Tamil, the minimum average score of 798 was given to

OPE-Openness whereas maximum average score was given of 942 was given to COM-

Communication. Among the 3 respondents whose Mother Tongue is Urdu, the minimum

average score of 825 was given to CONS- Conscientiousness whereas maximum average

score was given of 946 was given to COM-Communication. Among the 3 respondents whose

Mother Tongue is Konkini, the minimum average score of 800 was given to FLX – Flexibility


Among the 2 respondents whose Mother Tongue is Punjabi, the minimum average score of

725 was given to OPE-Openness whereas maximum average score was given of 925 was

given to COM-Communication.

Among the others, one respondent per each of the Languages as Mother Tongue, are the

following:

Assamese, the minimum average score of 838 was given to OPE-Openness whereas

maximum average score was given of 950 was given to COM-Communication

Gujarati, the minimum average score of 825 was given to FLX – Flexibility whereas

maximum average score was given of 925 was given to EXT- Extraversion

Kutchi, the minimum average score of 763 was given to INT- Intelligence whereas

maximum average score was given of 1000 was given to OPE-Openness.

Lambadi, the minimum average score of 850 was given to EXT- Extraversion whereas


Manipuri, the minimum average score of 563 was given to CONS- Conscientiousness

whereas maximum average score was given of 1000 was given to COM-Communication

Rajasthani, the minimum average score of 613 was given to FLX – Flexibility whereas


Sindhi, minimum average score of 463 was given to CONS- Conscientiousness whereas


It was observed that Communication is the highly preferred Leadership Trait (except for

respondents whose Mother Tongue is Guajarati and Kutchi). Also, it was noticed that

Decision-Making Skills, Intelligence, Openness, Flexibility, Extraversion and

Conscientiousness are the least preferred one.

Table 11: Distribution of Average Score on Leadership Traits based on their Native State


Native State

No. of


AP - ANDHRA PRADESH 33 991 898 924 894 868 902 901 907 868 991

ASSAM 1 950 938 888 938 838 875 875 850 838 950

BIHAR 5 978 943 933 918 933 913 898 928 898 978



2014 Vol: 1 Issue 1


CG - CHHATTISGARH 2 988 913 975 775 1050 681 738 1050 681 1050

GJ - GUJARAT 2 869 794 719 788 875 850 806 875 719 875

GOA 1 1050 963 1000 963 763 1000 1075 1088 763 1088

HARYANA 1 963 950 1038 838 988 938 1188 988 838 1188

JH - JHARKHAND 7 961 866 893 843 870 866 854 955 843 961

KA - KARNATAKA 13 959 879 906 831 801 838 863 875 801 959

KE - KERALA 18 944 813 811 781 744 803 800 809 744 944

MANIPUR 1 1000 850 775 788 588 788 563 600 563 1000

MH - MAHARASTRA 2 919 831 975 763 838 888 931 906 763 975

MP - MADYA PRADESH 5 1013 1003 913 968 960 983 970 1003 913 1013

ODISHA 7 982 914 957 923 938 975 980 970 914 982

PUNJAB 1 988 800 900 713 700 725 838 825 700 988

RJ - RAJASTHAN 7 991 891 907 882 898 852 788 888 788 991

TN - TAMILNADU 5 968 915 910 903 808 888 900 860 808 968

UP - UTTAR PRADESH 7 984 861 975 952 959 980 955 952 861 984

WB - WEST BENGAL 7 1013 948 938 902 938 964 929 957 902 1013




It was observed that among the 33 respondents whose Native State is AP - Andhra

Pradesh, the minimum average score of 868 was given to OPE-Openness whereas maximum

average score was given of 991 was given to COM-Communication. It was observed that

among the 18 respondents whose Native State is KE - Kerala, the minimum average score of

744 was given to OPE-Openness whereas maximum average score was given of 944 was

given to COM-Communication. It was observed that among the 13 respondents whose

Native State is KA - Karnataka, the minimum average score of 801 was given to OPE-

Openness whereas maximum average score was given of 959 was given to COM-

Communication.

Among the others, seven respondents per each of the Native State are the following:

JH - Jharkhand, minimum average score of 843 was given to EXT- Extraversion whereas


Odisha, minimum average score of 914 was given to DM- Decision-Making Skills


RJ - Rajasthan, minimum average score of 788 was given to CONS- Conscientiousness


UP - Uttar Pradesh, minimum average score of 861 was given to DM- Decision-Making


WB - West Bengal, minimum average score of 902 was given to EXT- Extraversion




2014 Vol: 1 Issue 1


Among the others, Five respondents per each of the Native State are the following:

Bihar, minimum average score of 898 was given to CONS- Conscientiousness whereas


MP - Madhya Pradesh, minimum average score of 913 was given to INT- Intelligence


TN - Tamil Nadu, minimum average score of 808 was given to OPE-Openness whereas


Among the others, two respondents per each of the Native State are the following:

CG - Chhattisgarh, minimum average score of 681 was given to FLX – Flexibility

whereas maximum average scores were given of 1050 was given to OPE-Openness and

SE- Self-Efficacy

GJ - Gujarat, minimum average score of 719 was given to OPE-Openness whereas

maximum average scores were given of 875 was given to OPE-Openness and SE- Self-

Efficacy

MH - Maharashtra, minimum average score of 763 was given to EXT- Extraversion

whereas maximum average scores was given of 975 was given to INT- Intelligence

Among the others, only one respondent per each of the Native State are the following:

Assam, minimum average score of 838 was given to OPE-Openness whereas maximum

average score was given of 950 was given to and COM-Communication

Goa, minimum average score of 763 was given to OPE-Openness whereas maximum

average score was given of 1088 was given to and SE- Self-Efficacy

Haryana, minimum average score of 763 was given to EXT- Extraversion whereas

maximum average score was given of 1088 was given to and CONS- Conscientiousness

Manipur, minimum average score of 563 was given to CONS- Conscientiousness whereas

maximum average score was given of 1000 was given to and COM-Communication

Punjab, minimum average score of 700 was given to OPE-Openness whereas maximum

average score was given of 988 was given to and COM-Communication

Table 12: Correlations among Leadership Traits

Correlations (Pearson Correlation with p-value)

AGE WE COM DMS INT EXT OPE FLX CONS SE

AGE 1 .805(**) -0.134 -0.015 -0.024 -0.126 -0.059 -0.058 -0.123 -0.088

p-value

0.000 0.137 0.865 0.790 0.161 0.517 0.517 0.172 0.329

WE .805(**) 1 -0.123 -0.068 -0.091 -.179(*) -0.142 -0.104 -0.155 -0.133

p-value 0.000 0.173 0.452 0.313 0.046 0.113 0.248 0.084 0.140



2014 Vol: 1 Issue 1


COM -0.134 -0.123 1 .584(**) .486(**) .555(**) .519(**) .550(**) .490(**) .511(**)

p-value 0.137 0.173 0.000 0.000 0.000 0.000 0.000 0.000 0.000

DMS

p-value

-0.015 -0.068 .584(**) 1 .730(**) .578(**) .624(**) .620(**) .610(**) .611(**)

0.865 0.452 0.000 0.000 0.000 0.000 0.000 0.000 0.000

INT

p-value

-0.024 -0.091 .486(**) .730(**) 1 .639(**) .667(**) .651(**) .699(**) .657(**)

0.790 0.313 0.000 0.000 0.000 0.000 0.000 0.000 0.000

EXT

p-value

-0.126 -.179(*) .555(**) .578(**) .639(**) 1 .728(**) .740(**) .681(**) .654(**)

0.161 0.046 0.000 0.000 0.000 0.000 0.000 0.000 0.000

OPE

p-value

-0.059 -0.142 .519(**) .624(**) .667(**) .728(**) 1 .743(**) .709(**) .782(**)

0.517 0.113 0.000 0.000 0.000 0.000 0.000 0.000 0.000

FLX

p-value

-0.058 -0.104 .550(**) .620(**) .651(**) .740(**) .743(**) 1 .752(**) .709(**)

0.517 0.248 0.000 0.000 0.000 0.000 0.000 0.000 0.000

CONS

p-value

-0.123 -0.155 .490(**) .610(**) .699(**) .681(**) .709(**) .752(**) 1 .801(**)

0.172 0.084 0.000 0.000 0.000 0.000 0.000 0.000 0.000

SE

p-value

-0.088 -0.133 .511(**) .611(**) .657(**) .654(**) .782(**) .709(**) .801(**) 1

0.329 0.140 0.000 0.000 0.000 0.000 0.000 0.000 0.000

**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).




It was observed that there was a significant association among the Eight Leadership

Traits, namely, (i) Communication; (ii) Decision-Making Skills; (iii) Intelligence; (iv)

Extraversion; (v) Openness; (vi) Flexibility; (vii) Conscientiousness; and (viii) Self-Efficacy.

The Correlation Coefficients were tested by t-test found significant at 1% level (Ref: p-values

in the Table 11). It was also observed that Age (in years) and Previous Work Experience (in

years) also have a significant association at 1% level. Also, noticed that Previous Work

Experience (in years) has a significant association with Extraversion at 5% level.

4. Conclusion

After analysing various parameters and opinions on leadership and correlating the same it

was observed that there was a significant association among the Eight Leadership Traits.

When a student joins a B-School, he /she would be interested in the Infrastructure, Faculty,

and Tuition Fee etc. Apparently, they get influenced by friends, relatives and parents and or

even by the marketing and branding of the Institution. Once admitted, the student will be

focussed on Placements. In the process, students who give equal weightage to the core –

Academics along with their Personality Development, come out with flying colours.

Whereas, students who cannot adjust to the system in terms of Environment, Academic



2014 Vol: 1 Issue 1


Rigour, Expectations of the Program, Recruiters Perception, Business Awareness, and Soft

Skills lag behind and may not reach their career goals.

The Authors through the Research outcome suggested that Communication is an

important trait for a Leader and students should understand it right from the beginning and

improve themselves in order to get good returns. At the same time, the other leadership traits

like Decision-Making Skills; Intelligence; Extraversion; Openness; Flexibility;

Conscientiousness; and Self-Efficacy are important while one is climbing the Corporate

ladder. The Faculty of B-Schools should mentor the students after understanding the lacuna

in them. Institutions should focus not only the Academics but also on the overall development

of the students and train them not just as budding managers of any organisation but mould

them as Leaders through proper counselling. This develops a „Good Connect‟ between the

students and B-Schools and, in turn, strengthens the bondage between alumni and its Alma

mater.

References

Brian D. Blume, Timothy T. Baldwin, And Katherine C. Ryan, “Communication

Apprehension: A Barrier to Students‟ Leadership, Adaptability, and Multicultural

Appreciation”, Academy of Management Learning & Education, 2013, Vol. 12, No. 2,

pp.158–172.

Carl R. Anderson and Craig Eric Schneier, “Locus of Control, Leader Behavior and Leader

Performance among Management Students”, Academy of Management Journal 1978, Vol.21.

No. 4, pp.690-698.

Doris Gomez, “Leadership Behavior and its Impact on Student Success and Retention in

Online Graduate Education”, Academy of Educational Leadership Journal, Volume 17,

Number 2, 2013, pp.13-37.

Jamuna A. S. and K. S. Srinivasa Rao, “Communication and its Impact on Management

Students‟ Professional Life”, Intercontinental Journal of Human Resource Research Review

(IJHRRR), ISSN: 2320 -9704, Volume 1, Issue 5, July, 2013, pp.7-21.

K. S. Srinivasa Rao, “Leader and Co-Leader: Saas Vs. Bahu” FC1162, Faculty Column,

Indian MBA.com, May 2010.

http://www.indianmba.com/Faculty_Column/FC1162/fc1162.html

K. S. Srinivasa Rao, “Interest of a Student in a Course and Influence of the Teacher – A

Statistical Analysis”, Proceedings of the First International Conference on School Education

conducted by Litter Rock Indian School, Brahmavara, Karnataka during 05-08, April, 2004,

pp. 85-95.




2014 Vol: 1 Issue 1


K. S. Srinivasa Rao and Chowdari Prasad, “Indian B-Schools in the Global Context”, GITAM

Journal of Management, Jan-July, 2005, pp. 217-227.

K. S. Srinivasa Rao, A Case Study on “Change of Leadership – Is it for Good or for Bad?”,

GITAM Journal of Management, Vol.1, NO.2, July-Dec. 2003, pp. 136-138.

K. S. Srinivasa Rao, “Student – B-School – Recruiting Company: A Bermuda Triangle”,

Competing in the New Global Age, Proceeding of the International Conference of Global

Business Development Institute (GBDI), Edited by Prof. P. Rama Ramalingam & Prof.

Kazem Darbandi, Publication of GBDI, Technology & Operations Department, College of

Business Administration, California State Polytechnic University, Pomona, CA 91768, USA,

Jan., 2002, pp. 96-106.

K. S. Srinivasa Rao, “Management Practices in Management Institutes”, FC1000, Faculty

Column, Indian MBA.com, May 2009.


K. S. Srinivasa Rao, "Indian Management Education: Issues and Challenges”, the MBA

Review, Magazine of ICFAI Press, SPECIAL ISSUE: Management Education, Apr. 2008, pp.

54-56. http://www.iupindia.org/408/mba.asp

Leighton A. Ellis and Andrew K. Petersen, “A Way Forward: Assessing the Demonstrated

Leadership of Graduate Civil Engineering and Construction Management Students”,

Leadership and Management in Engineering, Apr. 2011, pp.88-96.


http://www.iupindia.org/408/mba.asp

Date post:	26-Jan-2022
Category:	Documents
Upload:	others
View:	3 times
Download:	0 times

Perceived Leadership Qualities among the B-School Students ...

Documents