LEADERSHIP

WHAT DOES IT ENTAIL

‡ ‡ ‡ ‡ ‡ ‡ INFLUENCE PROCESS VISION ACHIEVEMENT OF GOALS AFFECTS BEHAVIOR OF OTHERS INITIATE CHANGE GROUP LEVEL OUTCOME-THROUGH GROUP BUILDING & MAINTENANCE ‡ INDIVIDUAL ROLE ALLOCATION & SATISFACTION OF INDIVIDUAL NEEDS

LEADERSHIP THEORIES
‡ ‡ ‡ ‡ ‡ TRAIT THEORY BEHAVIOR THEORY SITUATIONAL THEORY FUNCTIONAL APPROACH INTERACTIONIST APPROACH

TRAIT THEORY
‡ PHYSICAL TRAITS ‡ ABILITY-INTELLIGENCE, FLUENCY OF SPEECH, KNOWLEDGE ‡ PERSONALITY -EXTROVERSIONINTROVERSION, DOMINANCE, PERSONAL ADJUSTMENT, SELF CONFIDENCE, INTER PERSONAL SENSISTIVITY, EMOTIONAL CONTROL

TRAITS
‡ ‡ ‡ ‡ ‡ INTELLIGENCE & KNOWLEDGE ABILITY TO FOCUS ATTENTION AMBITION & ENERGY EMPHASIS ON COMMON VALUES STAYING IN TOUCH WITH PEOPLE-INTER PERSONAL SENSITIVITY INITIATIVE DESIRE TO LEAD

‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡

INTEGRITY SELF CONFIDENCE ANALYTICAL ABILITY CHARISMA CREATIVITY FLEXIBILITY MANAGING CHANGE AVOIDING ¶DO-IT-ALLISM· FACING UP TO FAILURE

‡ ‡

LEADERSHIP BEHAVIOR VS TRAITS ‡ APPROPRIATE BEHAVIOR AND ACTIONS ‡ TRAITS PROVIDE LATENT POTENTIAL OF A LEADER WHILE BEHAVIOR DEMONSTRATES IT

BEHAVIOR THEORIES
‡ EXPLAINS REASONS & CAUSES OF EFFECTIVE LEADERSHIP ‡ SPECIFIC BEHAVIORAL QUALITIES COULD BE ATTRIBUTED TO LEADERSHIP ‡ LEADERSHIP CAN BE TAUGHT

STUDIES ON BEHAVIORAL THEORIES

‡ OHIO STATE-INITIATING STRUCTURES WORK & WORK RELATIONSHIPS FOR ATTAINMENT OF GOALS& CONSIDERATION OF JOB RELATIONSHIPS WITH TEAM MEMBERS ‡ UNIVERSITY OF MICHIGAN STUDIESEMPLOYEE ORIENTED & PRODUCTION ORIENTED ‡ MANGERIAL GRID-PEOPLE CONCERN & PRODUCTION CONCERN (9-9) ‡ SCANDINAVIAN STUDIES- DEVELOPMENT ORIENTATION

SITUATIONAL OR CONTINGENCY APPROACH

‡ FIEDLER·S CONTINGENCY MODEL ‡ HERSEY AND BLANCHARD·S SITUATIONAL THEORYHOUSE·S PATH GOAL THEORY ‡ VROOM-YETTON CONTINGENCY

FUNCTIONAL APPROACH
‡ OHIO-MAINTENANCE OF MEMBERSHIP,
OBJECTIVE ATTAINMENT, GROUP FACILITATION

‡ PRIMARY & ACCESSORY FUNCTIONS

‡ PRIMARY-EXECUTIVE, PLANNER, POLICY MAKER, EXPERT,EXTERNAL GROUP, REPRESENTATIVE, REWARD & PUNISHMENTS, ARBITRATOR & MEDIATOR ‡ ACCESSORY-EXEMPLER, IDEOLOGIST, FATHER FIGURE, SCAPEGOAT, SUBSTITUTE FOR INDIVIDUAL RESPONSIBILITY

INTERACTIONIST APPROACH
‡ LEADER-SUBORDINATE RELATIONSHIP ‡ FOCUS ON HUMAN ASPECTS OF SUBORDINATES ‡ SUPERVISORY ROLE

ROLES OF A LEADER
‡ GROUP TASK ROLESINITIATOR, INFORMATION SEEKER, OPINION GIVER, ELABORATOR, COORDINATOR, ORIENTER, EVALUATOR-CRITIC, ENERFGISER,PROCEDURAL TECHNICIAN, RECORDER

‡ GROUP BUILDING & MAINTENANCE ROLES- ENCOURAGER,

HARMONISER, COMPROMISER, GATEKEEPER & EXPEDITER, STANDARD SETTER, GROUP OBSERVER, FOLLOWER

‡ INDIVIDUAL ROLES- AGGRESSOR,

BLOCKER, RECOGNITION SEEKER, SELF CONFESSOR, DOMINATOR, HELP SEEKER,HELP PLEADER

CLASSIFICATION OF A LEADER
‡ ‡ ‡ ‡ ‡ BUREAUCRAT AUTOCRAT DIPLOMAT EXPERT QUARTER BACK

CLASSIFICATION OF A LEADER
‡ ‡ ‡ ‡ PERSONAL LEADERSHIP IMPERSONAL LEADERSHIP FUNCTIONAL LEADERSHIP PATERNALISTIC LEADERSHIP

TYPES OF LEADERSHIP
‡ DIRECTIVE
- INITIATES REWARDS & PENALITIES, MORALE LOW, NO LEADERSHIP DEVELOPED AMONG THEM

‡ PERMISSIVE- INITIATES ACTIONS FOR

OTHERS,HIGH FRUSTRATION TOLERANCE, SENSITIVE TO FEELINGS OF OTHERS -GETS JOB DONE BUT DOES NOT DEVELOP LEADERS

‡ PARTICIPATIVE-

LEADERSHIP SKILLS
‡ TECHNICAL SKILLS ‡ HUMAN SKILLS ‡ CONCEPTUAL SKILLS
CONCEPTUAL HUMAN TECHNICAL

QUALITIES OF A GOOD LEADER

‡ ‡ ‡ ‡ ENERGY EMOTIONAL MATURITY PRIORITISATION KNOWLEDGE OF HUMAN RELATIONS OBJECTIVITY EMPATHY FLEXIBILITY OF MIND ABILITY TO ESTABLISH ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ PERSONAL MOTIVATION COMMUNICATION SKILL TEACHING ABILITY SOCIAL SKILL TECHNICAL COMPETENCE INTEGRITY CONCEPTUAL SKILL MORAL COURAGE

LEADERSHIP STYLES
‡ AUTOCRATIC OR AUTHORITARIAN ‡ CONSULTATIVE OR PARTICIAPTIVE OR DEMOCRATIC OR GROUP CENTRED LEADERSHIP ‡ FREE REIN OR GROUP CENTRED LEADERSHIP ‡ BUREAUCRATIC OR RULE CENTRED LEADERSHIP ‡ MANIPULATIVE LEADERSHIP ‡ EXPERT LEADERSHIP