Dear Students, (you will find this letter in the zipped folder)

Due to the COVID 19 pandemic, we will not have final examination for the Contemporary Leadership &
Governance PPL6411. Therefore, the Academy has decided to measure students using term papers and
project assignments. At this level, students are required to do activities in their own with the supervision
and assistance of their instructor.

Consequently, I must inform you that your grade will be decided based on:

I. Your reflections on leadership theories will be scored out of 5 points, thus I expect a minimum of 7
       
reflections on leadership theories that can be accounted out of 35 points.

II.     You must submit an individual project work that answers: This project work is meant to show
     
your reading and understanding of the course. (65 Point)

1.     Explain leadership and its basic characteristics with appropriate example. (5 point)

2.     Select one or more leadership theory (ies) that interests you and explain its(their)
importance and how you can apply to your organization. (10 point)

3.     Summarize the recent leadership theories dealt in chapter three and explain how each of
them are relevant in the changing world. (10 point)

4.     Briefly explain the essence of ethical leadership theory and how it is possible to
apply. (5 point)

5.     Summarize the issue of leadership development and explain the major

approaches/models used in the process. (10 point)

6.      Review the relationship between governance and leadership and the contextual
problems in Ethiopia. (10 point)

7.     What is the context of leadership in developmental and neo-liberal states, explain with
example. (10 point)

8.     Explain the role of ICT in ensuring public service and good governance in Ethiopia with
contextual example. (5 point)

Remark

  The project work must not exceed a total of 30 Pages.

  The depth and clarity of ideas discussed will be considered

  Deadline July 20, 2020 (Tentative)

  Appropriate referencing of ideas that are taken from other scholars

English language: coherence of ideas, punctuation etc will be considered

 

  All term papers on leadership theories must be submitted on July 10, 2020 in a zip folder and the
project work on July 20, 2020

I am not responsible for those who can not see this email and do their project accordingly as well as
who fail to receive this email in anyway. 

Definition :Leadership is the process of influencing others to understand and agree about what needs to
be done and how to do it, and the process of facilitating individual and collective efforts to accomplish
shared objectives.
Leadership is a process by which an executive can direct, guide and influence the behavior and work
of others towards accomplishment of specific goals in a given situation. Leadership is the ability of a
manager to induce the subordinates to work with confidence and zeal.
Leadership is the potential to influence behavior of others. It is also defined as the capacity to
influence a group towards the realization of a goal. Leaders are required to develop future visions, and
to motivate the organizational members to want to achieve the visions.
According to Keith Davis, “Leadership is the ability to persuade others to seek defined objectives
enthusiastically. It is the human factor which binds a group together and motivates it towards goals.”
Leaders can influence:
 the interpretation of events in real world inside and outside of organization
 the choice of objectives and strategies in organization
 the motivation of members to achieve these objectives
 the mutual trust and cooperation of members
 the allocation of resources
 the development of member skills, learning and sharing of knowledge
 the design of formal structure and systems
 the shared believes and values (organizational culture)
 Leadership as a social process not as a specialized role
 Leadership as a process not a person
Although the definition of leadership has been interpreted in different studies, leadership has been a
part of human history, both present and in the future. They relate to the treatment and presentation.
I have tried to translate it with the following statement that I have learned and understood.

Indeed, a leader does not create miracles just like any other. Although leadership is a natural gift, it
requires knowledge and skill as well as the ability to look out for it, the courage to face adversity,
coordination and lasting relationships with people. But I do not mean that I do not consider the
theory and metaphors of others to support the trait theory. Generally speaking, if I have learned from
each of the theories that I accept in terms of career and leadership, if we function properly in our
country, we can become more closely connected with leadership, leadership and professionalism,
leadership and the public, and bring about short-term growth and development.
1. Has a clear long-term vision and perspective: The ambitious leader is not a worthy leader because
he has no origins. I say that Prime Minister Dr. Abiy Ahmed is the best leader of the Africa when he
comes to power and he is back in his plans for reconciliation. Because he is a visionary leader who
recognizes him and makes him influential, he is the Nobel laureate, calling on the nation's name.
2. Must be loving and caring the country :A good leader must be someone who has a great deal of
love and respect for his purpose, his organization, his followers, and his clients. The only example I
would like to mention is the former leader, Dr. Ambachew Mekonnen, as I left the state.
3. Ability to influence others: A leader must have the ability to influence his followers. must be a
good listener first to persuade people. Because followers can only carry the effect of action if their
leader listens to their ideas for a long time. The North Korean leader, , is an example.
4. must be capable of organizing Leadership requires the ability to lead an employee through work,
knowing their followers' skills, knowledge, their attitudes. A leader can only do so when he has the
ability to organize. Otherwise, it is wishing that you can enter the battlefield with a scattered army
and defeat the enemy. One of the things I will strongly consider is the leadership of South Korea
and China. Shortly put their people out of poverty. The one that I would like to mention is the
Ethiopian Football Federation leadership.Problem solving and decision making A successful leader
must be able to make the right decisions at the right time.

Basic leadership characteristics

Characteristics of Effective Leaders

 A leader has to be objective focused and goal oriented. It should not be influenced by personal
and unimportant details.
 A leader should believe in him/her. Otherwise, no one else will.
 It is asserted that men will never follow anyone unless they feel that the leader really cares about
them and their problems. Concern for others is a sign of imagination and vision.
 A leader must be able to reason logically. He/she should be in a position to express clearly, what
he thinks and understand what others are trying to transmit.
 Leaders tend to have broad interests and activities. They are emotionally matured so that they
neither crushed by defeat nor overrated (glorified) by victory. Their antisocial attitudes, such as
hostility towards others, are at a very minimum.
 A leader must be able to work harder, concentrate longer, face the extra danger, and carry the
extra burden.
 A good leader have to have the courage to take its goal to an end
 A leader must believe in his people as well as in the goal towards which he is leading them
 Leaders are duly characterized by their strong personal motivation to keep accomplishing
something.
 A strict code of ethics, a strong sense of personal morality
1. It is a inter-personal process in which a manager is into influencing and guiding workers towards
attainment of goals.
2. It denotes a few qualities to be present in a person, which includes intelligence, maturity and
personality.
3. It is a group process. It involves two or more people interacting with each other.
4. A leader is involved in shaping and moulding the behaviour of the group towards accomplishment
of organizational goals.
5. Leadership is situation bound. There is no best style of leadership. It all depends upon tackling with
the situations.

2. Servant leadership consists of three components: antecedent conditions, servant leader behaviors,
and outcomes. The central focus of the model is the seven behaviors of leaders that foster servant
leadership: conceptualizing, emotional healing, putting followers first, helping followers grow and
succeed, behaving ethically, empowering, and creating value for the community. These behaviors are
influenced by context and culture, the leader’s attributes, and the followers’ receptivity to this kind of
leadership. When individuals engage in servant leadership, it is likely to improve outcomes at the
individual, organizational, and societal levels.
3. Adaptive leadership
Adaptive leadership is about helping people change and adjust to new situations adaptive leadership conceptualizes
the leader not as one who solves problems for people, but rather as one who encourages others to do the problem
solving. Adaptive leadership occupies a unique place in the leadership literature.
Leaders confront three kinds of situational challenges (technical, technical and adaptive, and adaptive); adaptive
leadership is concerned with helping people address adaptive challenges. The six leader behaviors that play a major
role in the process are (1) get on the balcony, (2) identify adaptive challenges, (3) regulate distress, (4) maintain
disciplined attention, (5) give the work back to people, and (6) protect leadership voices from below. These six
behaviors forma kind of recipe for being an adaptive leader. Adaptive work is the focus and goal of adaptive
leadership. Central to adaptive work is creating a holding environment, a space created and maintained by adaptive
leaders where people can feel secure as they confront and resolve difficult life challenges.
Adaptive leadership has several strengths. First, adaptive leadership takes a unique approach that emphasizes that
leadership is a complex interactive process composed of multiple dimensions and activities. Second, unlike most
other leadership theories, adaptive leadership clearly describes leadership as actions the leaders undertake to afford
followers the best opportunity to do adaptive work. Third, adaptive leadership is unique in describing how leaders can
help people confront and adjust their values in order to adapt and thrive. Fourth, adaptive leadership provides a useful
and practical set of prescriptions for what leaders and followers should do to facilitate adaptive change. Last, adaptive
leadership highlights the important role a holding environment plays in the leadership process
The adaptive leadership process also has certain weaknesses. Foremost, there is very little empirical research to
support the claims and tenets of adaptive leadership. Second, the conceptualizations of the process of adaptive
leadership need further refinement. Third, interpreting the prescriptions of adaptive leadership can become
overwhelming because of the breadth and wide-ranging nature of these prescriptions. In addition, the abstract nature
of the recommended leadership behaviors makes these behaviors difficult to analyze in research or implement in
practice. Finally, on a theoretical level, adaptive leadership acknowledges the moral dimension of leadership and the
importance of change for the common good, but does not show how doing adaptive work leads to such socially useful
outcomes. Overall, adaptive leadership offers a unique prescriptive approach to leadership that is applicable in many
situations. Going forward, more research is needed to clarify the conceptualizations of adaptive leadership and
validate the assumptions and propositions regarding how it works.
Gender Issues in Leadership
Beginning in the 1970s, researchers started investigating gender differences in leadership.
Investigations into leadership style have revealed that women are somewhat more likely to use
democratic and transformational styles than men are. Research looking at leadership effectiveness
indicates slight disadvantage for women in masculine domains, a slight effectiveness advantage for
women in feminine domains, and a greater use by women of effective transformational and contingent
reward behaviors.
Women are significantly underrepresented in major leadership positions. The barriers women
encounter on their leadership journey have been dubbed the leadership labyrinth. Removing these
barriers will help ensure equal opportunity, access to the greatest talent pool, and diversity, which have
been linked to organizational success. There are a number of explanations for the leadership gender
gap. One set of explanations focuses on women’s lack of human capital investment in education,
training, and work experience. There is evidence that women assume significantly more domestic
responsibility, which contributes to less work experience and more career interruptions. Additionally,
women receive less formal training and have fewer developmental opportunities at work than men.
Another set of explanations for the gender gap focuses on differences between women and men.
Women are no less effective at leadership, committed to their work, or motivated to attain leadership
roles than men. However, women are less likely to self-promote than men are, and they are less likely
to initiate negotiation, an important tool all leaders need in order to access the right opportunities and
resources both in the professional and domestic spheres. Finally, although there are some trait
differences between men and women, they equally advantage men and women in leadership.
The prejudice explanation for the leadership gap is strongly supported. Gender stereotypes of women
as communal and men as agentic are particularly damaging to women in leadership. The incongruity
between the female gender role and the leadership role leads to prejudice against female leaders, who
are evaluated and perceived more negatively than their male counterparts are. These biases are
particularly detrimental during unstructured decision-making processes that often occur when elite
leaders are selected. Gender-based leader stereotypes can threaten women eliciting either vulnerability
or a reactance response. There is evidence that this discrepancy is on the decline as the leader role
becomes more androgynous and women become more agentic.
Finally, there are a number of approaches to navigating the labyrinth. Significant organizational reform
will make it easier for women to reach top positions—including changes in workplace norms, changes
in organizational culture, increases in career development for women, increases ineffective mentoring
opportunities, and women taking more strategic positions leading to higher leadership roles. Effective
negotiations will help decrease the gender gap, especially negotiations regarding role expectations at
work and at home. Additionally, the combination of warmth with agentic qualities and in particular the
melding of individualized consideration with inspirational motivation can be effective for developing
female leaders.
Team leadership
The increased importance of organizational teams and the leadership needed for them has produced a
growing interest in team leadership theory. The team leadership model provides a framework in which
to study the systematic factors that contribute to a group’s outcomes or general effectiveness. Within
this approach, the critical function of leadership is to help the group accomplish its goals by
monitoring and diagnosing the group and taking the requisite action.
A strategic decision model has been developed to reveal the various decisions team leaders must make
to improve their group’s effectiveness. The model describes the decisions: What type of intervention
should be used (monitoring or action taking)? At what level should the intervention be targeted
(internal or external)? What leadership function should be implemented to improve group functioning?
Questionnaires filled out by team members and the team leader can aid in diagnosing specific areas of
team problems and suggest action steps to be taken by the team.
The strength of this approach is its practical focus on real-life organizational teams and their
effectiveness. The model also emphasizes the functions of leadership that can be shared and distributed
 within the workgroup. The model offers guidance in selecting leaders and team members with the
appropriate diagnostic and action-taking skills. Furthermore, the model is appropriately complex,
providing a cognitive model for understanding and improving organizational teams.
Ethical leadership
.Ethical theory provides a set of principles that guide leaders in making decisions about how to act and
how to be morally decent. In the Western tradition, ethical theories typically are divided into two
kinds: theories about conduct and theories about character. Theories about conduct emphasize the
consequences of leader behavior (teleological approach) or the rules that govern their behavior
(deontological approach). Virtue based theories focus on the character of leaders, and they stress
qualities such as courage, honesty, fairness, and fidelity.
Ethics plays a central role in the leadership process. Because leadership involves influence and leaders
often have more power than followers do, they have an enormous ethical responsibility for how they
affect other people. Leaders need to engage followers to accomplish mutual goals; therefore, it is
imperative that they treat followers and their ideas with respect and dignity. Leaders also play a major
role in establishing the ethical climate in their organization; that role requires leaders to be particularly
sensitive to the values and ideals they promote.
As a result, the theoretical formulations about the process remain tentative. Second, this area of
research relies on the writings of a few individuals whose work has been primarily descriptive and
anecdotal. As a result, the development of theory on leadership ethics lacks the traditional empirical
support that usually accompanies theories of human behavior. Despite these weaknesses, the field of
ethical leadership is wide open for future research. There remains a strong need for research that can
advance our understanding of the role of ethics in the leadership process.
4.ETHICAL leadership
Ethics refer to the desirable and appropriate values and morals according to an individual or the society at large.
Ethics deal with the purity of individuals and their intentions. Ethics serve as guidelines for analyzing “what is good
or bad” in a specific scenario. Correlating ethics with leadership, we find that ethics is all about the leader’s identity
and the leader’s role.

Ethical theories on leadership talk about two main things:

(a) The actions and behavior of leaders;
(b) the personality and character of leaders.
It is essential to note that “Ethics are an essential to leadership”. A leader drives and influences the subordinates /
followers to achieve a common goal, be it in case of team work, organizational quest, or any project. It is an ethical job
of the leader to treat his subordinates with respect as each of them has unique personality. The ethical environment in an
organization is built and developed by a leader as they have an influential role in the organization and due to the fact that
leaders have an influence in developing the organizational values.
An effective and ethical leader has the following traits / characteristics:

Dignity and respectfulness: He respects others. An ethical leader should not use his followers as a medium
to achieve his personal goals. He should respect their feelings, decision and values. Respecting the followers
implies listening effectively to them, being compassionate to them, as well as being liberal in hearing
opposing viewpoints. In short, it implies treating the followers in a manner that authenticate their values and
beliefs.
 Serving others: He serves others. An ethical leader should place his follower’s interests ahead of his
interests. He should be humane. He must act in a manner that is always fruitful for his followers.

Justice: He is fair and just. An ethical leader must treat all his followers equally. There should be no
personal bias. Wherever some followers are treated differently, the ground for differential treatment should
be fair, clear, and built on morality.

Community building: He develops community. An ethical leader considers his own purpose as well as his
followers’ purpose, while making efforts to achieve the goals suitable to both of them. He is considerate to
the community interests. He does not overlook the followers’ intentions. He works harder for the
community goals.

Honesty: He is loyal and honest. Honesty is essential to be an ethical and effective leader. Honest leaders
can be always relied upon and depended upon. They always earn respect of their followers. An honest
leader presents the fact and circumstances truly and completely, no matter how critical and harmful the fact
may be. He does not misrepresent any fact.

It is essential to note that leadership is all about values, and it is impossible to be a leader if you lack the awareness
and concern for your own personal values. Leadership has a moral and ethical aspect. These ethics define leadership.
Leaders can use the above mentioned traits as yardsticks for influencing their own behavior.

Leadership development
 leadership development : as the expansion of a person’s capacity; to be effective in leadership roles
and processes.
 Roles and processes are those that facilitate:-
 setting direction,
 creating alignment, and
 maintaining commitment in groups of people who share common work.
 Leadership development is defined:- as program or activity that makes people became better leaders.
example program for assistant managers on how to more effectively communicate with
employees.
Evaluates current leadership and management styles for effectiveness
 based on the organization’s needs and desired culture
 Identifies through formal assessments, job analysis, and observation,
It refers to activities that Improve the skills, Improve abilities& confidence of leaders.
 Programmes vary massively in complexity, cost and style of teaching.
 Coaching and Mentoring are two forms of development often used to guide and develop
leaders
 Features of leadership development process
1.Influence the behavior of others:
  Leadership is an ability of an individual to influence the behavior of other employees
 in the organization to achieve a common purpose or goal .
2. Inter-personal process
 It is an interpersonal process between the leader and the followers.
 The relationship between the leader and the followers,
 decides how efficiently and effectively the targets of the organization would be met
3. Group process
 It is a group process that involves two or more people together interacting with each other.
 The leader brings the people and their efforts together to achieve common goals
4.Continuous process
 Leadership is a continuous process.
 A leader has to guide his employees every time and also monitor them in order to make
sure that their efforts are going in the same direction
5. Dependent on the situation: Thus, there is no single best style of leadership
 It is situation bound as it all depends upon asking the situations present.
Models of leadership development
Leader development takes place through multiple mechanisms:
 formal instruction,
 developmental job assignments,
 360-degree feedback,
 executive coaching, and
 self-directed learning.
These approaches may occur independently but are more effective in combination
A.Formal training
Organizations often offer formal training programs to their leaders.
 Traditional styles provide leaders with required knowledge and skills in a particular area using
coursework, practice, “over learning” with rehearsals, and feedback (Kozlowski, 1998).
This traditional lecture-based classroom training is useful;
however, its limitations include
 the question of a leader’s ability to transfer the information from a training environment to
a work setting
B.Developmental Job Assignment
Following formal training, organizations can assign leaders to developmental jobs that target
the newly acquired skills.
Developmental job assignments are one of the most effective forms of leader development
C.360 degree feedback
 360 degree feedback is
  approach is a necessary component of leader development
 that allows leaders to maximize learning opportunities from their current assignment
 It systematically provides leaders with perceptions of their performance from a full circle of
viewpoints, including subordinates, peers, superiors, and the leader’s own self- assessment.
 leader must; accept feedback ,be open and willing to make changes.
D.Coaching
Leadership coaching focuses on enhancing the leader’s effectiveness,
Along with the effectiveness of the team and organization. It involves an intense,
 one-on-one relationship aimed at imparting important lessons through assessment,
challenge, and support
 Although the goal of coaching is sometimes to correct a fault,
 it is used more and more to help already successful leaders move to the next level
of increased responsibilities and new and complex challenges.
 Coaching aims: to move leaders toward measurable goals that contribute to individual and
organizational growth
E.Self-directed Learning
Using self-directed learning,
 individual leaders teach themselves new skills
 by selecting areas for development, choosing learning avenues, and identifying resources.
This type of development is
 a self-paced process
 that aims not only to acquire new skills
 but also to gain a broader perspective on leadership responsibilities and what it takes to
 succeed as a leader.
 THE GLOBAL EXPERIENCE
As the world continues to evolve into
 a global society,
 cultural competency is as important as
 emotional intelligence
 to maintain healthy
 relationships with global partners.
There are many programs and courses geared toward leadership development but as we study more
about human nature and learning styles,
it is clear that generic leadership training will not work in today’s diverse organizations
Research shows that integrating the multi-intelligences into teaching styles is also very effective
in management styles,
Humans are often
 driven by their emotions and
  make critical decisions based on emotions.
“When a person receives a piece of information, it is automatically assessed from an emotional
perspective…
when a person receives information, the older part of the brain still considers the fight-or-flight
response…” (Alon and Higgins, 2005).
A plethora of books and articles discuss
 the differences between women and men
 but the jury is still out on whether women and men
 make better managers or leaders.
“One explanation is the different ways men and women have been socialized.
 Men are taught to be active and dominant
 risk-takers and showing emotion is inconsistent with this image.
 Women, on the other hand, are socialized to be nurturing.
 Gender may thus, facilitate the influence of training programmes on the leaders’ emotional
intelligence” (Ogunyemi, 2007).
Evaluation of LDP
Leadership development programs (LDPs) vary in
 length and the type of activities
 included. for example offers
 courses for aspiring leaders,
 supervisors,
 managers, and
 executives.
These programs have the general purpose of helping participants identify their strengths and areas
for improvement
 Planning for Evaluation
Effective program evaluation requires
 preparation and
 careful planning Creating
An evaluation plan
 will help you align the evaluation objectives with the program objectives, elements
(e.g.,seminars, learning portfolios),
 expectations regarding the impact and
 outcomes of the training
Your evaluation plan should consider the following questions
 What are the scope?
 What are the aims and?
 What are objectives of the evaluation?
  What is the evaluation frame time?
 Who will be involved in developing and managing the evaluation process ,and
 how can they be engaged in the process?
 The four levels are
Level 1: Learner Reaction and Satisfaction
Level 2: Learning
Level 3: Application and Implication
Level 4: Results or Business Impact
 Level 1:Learner Reaction, Satisfaction Most courses include
 learner reaction or satisfaction
 with the information provided
 in the course,
 facilitation, materials, and
 the learning environment

Reference
- Day, D. V., Gronn, P., & Salas, E. (2004). Leadership capacity in teams. Leadership Quarterly, 15, 857–880.
- Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
-