Chapter 4: Motivation & Leadership

Md. H Asibur Rahman

Lecturer
Department of Business Administration-General
Bangladesh University of Professionals (BUP)
Mirpur Cantonment, Dhaka-1216

“Impossible is just an opinion.”– Paulo Coelho!

“Everything you can imagine is real.”― Pablo Picasso
 Learning Outcomes (Motivation)
Follow this Learning Outline as you read and study this chapter.
▪ Concept of Motivation
▪ Early Theories of Motivation
▪ McGregor’s Theories X and Y
▪ Maslow’s Hierarchy of Needs
▪ Herzberg’s Two-Factor Theory
▪ McClelland’s Three Needs Theory
▪ Contemporary Theories of Motivation
▪ Explain how goal-setting and reinforcement theories explain employee motivation.
▪ Describe job design approaches to motivation.
▪ Discuss the motivation implications of equity theory.
▪ Explain the three key linkages in expectancy theory and their role in motivation.

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 What Is Motivation?
❑ Motivation
▪ Is the result of an interaction between the person and a situation; it is not a
personal trait.
▪ Is the process by which a person’s efforts are energized, directed, and
sustained towards attaining a goal.
▪ Energy: a measure of intensity or drive.
▪ Direction: toward organizational goals
▪ Persistence: exerting effort to achieve goals.
▪ Motivation works best when individual needs are compatible with
organizational goals.

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–3

 McGregor’s Theory X and Theory Y
▪ Theory X and Theory Y reflect two extreme belief sets
that different managers have about their workers.

▪ Theory X is a relatively pessimistic and negative view

of workers and is consistent with the views of
scientific management. Assumes that workers have
little ambition, dislike work, avoid responsibility,
and require close supervision.

▪ Theory Y is more positive and represents the

assumptions made by human relations advocates.
Assumes that workers can exercise self-direction,
desire responsibility, and like to work

▪ In McGregor’s view, Theory Y was a more

appropriate philosophy for managers to adhere to.

15–4
 Maslow’s Hierarchy of Needs Theory
❑Abraham Maslow (1908-1970)

▪ Abraham Maslow was an American

psychologist who developed a
hierarchy of needs to explain
human motivation.
▪ His theory suggested that people
have a number of basic needs that
must be met before people move up
the hierarchy to pursue more
social, emotional, and self-
actualizing needs.

Maslow’s Hierarchy of Needs

 Maslow’s Hierarchy of Needs Theory
❑ Needs were categorized as five levels of lower- to higher-order
needs.
▪ Individuals must satisfy lower-order needs before they can satisfy higher order needs.
▪ Satisfied needs will no longer motivate.
▪ Motivating a person depends on knowing at what level that person is on the hierarchy.
❑ Hierarchy of needs
▪ Lower-order (external): physiological, safety
▪ Higher-order (internal): social, esteem, self-actualization

Maslow’s Hierarchy of Needs

 Herzberg’s Motivation-Hygiene Theory
❑ Job satisfaction and job dissatisfaction are created by different factors.
▪ Hygiene factors: extrinsic (environmental) factors, absence of these create job dissatisfaction.
▪ Motivators: intrinsic (psychological) factors that create job satisfaction.
❑ Attempted to explain why job satisfaction does not result in increased performance.
▪ The opposite of satisfaction is not dissatisfaction, but rather no satisfaction.
 Three-Needs Theory (McClelland)
❑ There are three major acquired needs that are major motives in work.
▪ Need for achievement (nAch): The drive to excel and succeed
▪ Need for power (nPow): The need to influence the behavior of others
▪ Need of affiliation (nAff): The desire for interpersonal relationships

▪ Has a strong need to set and accomplish challenging goals.

▪ Takes calculated risks to accomplish their goals.
Achievement
▪ Likes to receive regular feedback on their progress and achievements.
▪ Often likes to work alone.
▪ Wants to control and influence others.
▪ Likes to win arguments.
Power
▪ Enjoys competition and winning.
▪ Enjoys status and recognition.
▪ Wants to belong to the group.
▪ Wants to be liked, and will often go along with whatever the rest of the group wants to do.
Affiliation
▪ Favors collaboration over competition.
▪ Doesn't like high risk or uncertainty.
 Goal-Setting Theory of Motivation
❑ Goal-Setting Theory
▪ Proposes that setting goals that are accepted, specific, and challenging yet achievable will
result in higher performance than having no or easy goals.
❑ Benefits of Participation in Goal-Setting
▪ Increases the acceptance of goals.
▪ Fosters commitment to difficult, public goals.
▪ Provides for self-feedback (internal locus of control) that guides behavior and motivates
performance (self- efficacy).

Exhibit: Goal-SettingTheory
 Equity Theory
❑ Proposes that employees perceive what they get from a job situation (outcomes) in
relation to what they put in (inputs) and then compare their inputs-outcomes ratio with
the inputs-outcomes ratios of relevant others.
▪ If the ratios are perceived as equal then a state of equity (fairness) exists.
▪ If the ratios are perceived as unequal, inequity exists and the person feels under- or over-
rewarded.
▪ When inequities occur, employees will attempt to do something to rebalance the ratios
(seek justice).

❑ Employee responses to perceived inequities:

▪ Distort own or others’ ratios.
▪ Induce others to change their own inputs or outcomes.
▪ Change own inputs (increase or decrease efforts) or outcomes (seek greater rewards).
▪ Choose a different comparison (referent) other (person, systems, or self).
▪ Quit their job.

▪ Employees are concerned with both the absolute and relative nature of organizational rewards.
 Equity Theory
❑ Distributive justice: The perceived fairness of the amount and allocation of rewards
among individuals (i.e., who received what).
❑ Procedural justice: The perceived fairness of the process use to determine the
distribution of rewards (i.e., how who received what).
❑ Interactional Justice: degree to which the people affected by decision are treated by
dignity and respect.
▪ Interpersonal justice: reflects the degree
to which people are treated with politeness,
dignity, and respect by authorities or third
parties involved in executing procedures or
determining outcomes.

▪ Informational justice: focuses on the

explanations provided to people that convey
information about why procedures were
used in a certain way or why outcomes were
distributed in a certain fashion
 Reinforcement Theory
▪ Assumes that a desired behavior is a function of its consequences, is externally caused,
and if reinforced, is likely to be repeated.
▪ The reinforcement theory of motivation aims to motivate staff through reinforcement,
punishment and extinction.
▪ Reinforcement theory in the workplace can be positive or negative as long as it
reinforces the desired employee experience and behavior.
▪ Managers using reinforcement theory to motivate staff should explain to employees
which behaviors will result in positive feedback.

❑ Positive reinforcement ❑ Negative reinforcement

▪ A key idea in the reinforcement theory of
motivation is that positive reinforcement
with rewards reinforces desired behaviors.
For example, providing an employee with
extra days off for good performance in
their job.
▪ Negative reinforcement involves the
removal of aversive stimuli to reinforce the
target behavior. For example, a manager
can stop assigning tedious tasks to an
employee when the employee starts
meeting deadlines.
 Reinforcement Theory
❑ Punishment
▪ Positive punishment involves the delivery
of an aversive stimulus, such as criticism,
to affect behavior. Meanwhile, negative
punishment removes a pleasant stimulus -
- flexible work hours, for example -- to do
the same.
❑ Extinction
▪ Eliminating any reinforcement that is maintaining a
behaviour is called extinction. For instance, an organisation
may announce that it wants to adopt an open-door policy to
encourage employees to express their opinions to the
management. However, the managers may not be responsive
to employees who approach them to discuss problems. This
lack of responsiveness causes employees to stop coming up
to the managers over time.
 Reinforcement Theory

❑ Reinforcement theory is seen in the model by recognizing that the organization’s

rewards reinforce the individual’s performance. If managers have designed a
reward system that is seen by employees as “paying off” for good performance,
the rewards will reinforce and encourage continued good performance.

❑ Reinforcement theory ignores the inner state of the individual and concentrates
solely on what happens when he or she takes some action. Because it does not
concern itself with what initiates behavior, it is not, strictly speaking, a theory of
motivation. But it does provide a powerful means of analyzing what controls
behavior, and this is why we typically consider it in discussions of motivation.

Further reading: https://thebusinessprofessor.com/en_US/management-leadership-organizational-

behavior/reinforcement-theory-of-motivation
 Expectancy Theory
❑ States that an individual tends to act in a certain way based on the expectation
that the act will be followed by a given outcome and on the attractiveness of that
outcome to the individual.
❑ Key to the theory is understanding and managing employee goals and the
linkages among and between effort, performance and rewards.
▪ Effort: employee abilities and training/development
▪ Performance: valid appraisal systems
▪ Rewards (goals): understanding employee needs

Exhibit: Simplified Expectancy Model

 Expectancy Theory
❑ Expectancy Relationships
▪ Expectancy (effort-performance linkage)
▪ The perceived probability that an individual’s effort will result in a certain level of
performance.
▪ Instrumentality
▪ The perception that a particular level of performance will result in the attaining a desired
outcome (reward).
▪ Valence
▪ The attractiveness/importance of the performance reward (outcome) to the individual.

15–16
 Motivating Unique Groups of Workers
▪ Motivating a diverse workforce through flexibility:
▪ Men desire more autonomy than do women.
▪ Women desire learning opportunities, flexible work schedules, and good interpersonal
relations.
▪ Compressed workweek
▪ Longer daily hours, but fewer days
▪ Flexible work hours (flextime)
▪ Specific weekly hours with varying arrival, departure, lunch and break times around certain
core hours during which all employees must be present.
▪ Job Sharing
▪ Two or more people split a full-time job.
▪ Telecommuting
▪ Employees work from home using computer links.

15–17
 Motivating Unique Groups of Workers
❑ Motivating Professionals
❑ Characteristics of professionals
▪ Strong and long-term commitment to their field of expertise.
▪ Loyalty is to their profession, not to the employer.
▪ Have the need to regularly update their knowledge.
▪ Don’t define their workweek as 8:00 am to 5:00 pm.
❑ Motivators for professionals
▪ Job challenge
▪ Organizational support of their work
❑ Motivating Contingent Workers
▪ Opportunity to become a permanent employee
▪ Opportunity for training
▪ Equity in compensation and benefits
❑ Motivating Low-Skilled, Minimum-Wage Employees
▪ Employee recognition programs
▪ Provision of sincere praise 15–18
 From Theory to Practice: Guidelines for Motivating
Employees

• Recognize individual differences

• Match people to jobs
• Use goals
• Ensure that goals are perceived as attainable
• Individualize rewards
• Link rewards to performance
• Check the system for equity
• Use recognition
• Show care and concern for employees
• Don’t ignore money
Business Leadership
 Learning Objectives
1. Definition of leadership
2. Leadership vs Management
3. Leadership and Power
4. Six bases of power
5. Trait Approach of Leadership.
6. Behavioral Approach of Leadership
7. Managerial Grid
8.Transactional vs. Transformational, and
9. Visionary vs. Charismatic leadership
 Leadership
❑ Leadership is the process of influencing a group toward the achievement of goals.
❑ Leadership is the art of motivating a group of people to act towards achieving a
common goal.
❑ Leadership in business is the capacity of a company's management to set and achieve
challenging goals, take fast and decisive action when needed, outperform the
competition, and inspire others to perform at the highest level they can.
❑ There are several qualities that a good leader should have. Among these include:
▪ the ability to motivate individuals,
▪ willingness to listen,
▪ being trustworthy,
▪ having competence,
▪ decisiveness,
▪ good communication skills,
▪ and selflessly understanding the goals of the team or organization.
 Leadership Vs. Management

Major activities of management & leadership are played out differently;

BUT, both are essential for an organization to prosper.
 Leadership Vs. Management

❑ Rost (1991) attempted to distinguish between leadership and

management. He contended that
▪ Leadership is a multidirectional influence relationship & management is a
unidirectional authority relationship.
▪ Leadership is concerned with the process of developing mutual purposes,
management is directed toward coordinating activities in order to get a job
done.
▪ Leaders and followers work together to create real change, whereas managers
and subordinates join forces to sell goods and services
 Leadership Vs. Management

❑ In a recent study, Simonet and Tett (2012) explored how leadership

and management are best conceptualized:
▪ Leadership was distinguished by
▪ motivating intrinsically,
▪ creative thinking,
▪ strategic planning,
▪ tolerance of ambiguity, and being able to read people, and

▪ Management was distinguished by

▪ rule orientation,
▪ short-term planning,
▪ motivating extrinsically,
▪ orderliness,
▪ safety concerns, and timeliness.
 Leadership and Power

▪ No explicit theories in the research

literature about power and leadership,
power is a concept that people often associate with
leadership.
▪ It is common for people to view leaders (both good
and bad) and people in positions of leadership as
individuals who wield power over others, and so,
power is often thought of as synonymous
with leadership.
▪ But regardless of people’s general interest in power
and leadership, power has not been a major
variable in theories of leadership.
 Leadership vs. Power

▪ The capacity or ability to direct or influence the

behaviour of others or the course of events

▪ Ability to affect others’ beliefs, attitudes, & actions

▪ Judges, doctors, coaches, and teachers are all examples

of people who have the potential to influence us. When
they do, they are using their power, the resource they
draw on to effect change in us.
 Six Bases of Power
▪ Based on followers’ identification and liking for the leader.
Referent Power ▪ Some managers have power because their followers consider
them to be good role models
▪ Based on followers’ perceptions of the leader’s competence.
Expert Power ▪ A tour guide who is knowledgeable about a foreign country
has expert power.
▪ Associated with having status or formal job authority.
Legitimate ▪ A judge who administers sentences in the courtroom exhibits
Power legitimate power.
 Six Bases of Power

▪ Derived from having the capacity to provide

rewards to others.
Reward Power ▪ A supervisor who gives rewards to employees
who work hard is using reward power.
▪ Derived from having the capacity to penalize or
punish others to gain compliance from another
Coercive Power
▪ Imposing a monetary fine or dismiss an
employee
▪ Derived from possessing knowledge that others
want or need.
Information
▪ A boss who has information regarding new
Power
criteria to decide employee promotion
eligibility has information power.
 Great Person Theories

❑ Trait Approach: In the early 20th century, leadership traits were

studied to determine what made certain people great leaders.
❑“Great Man” Theories (early 1900s)
Focused on identifying innate qualities and characteristics
possessed by great social, political, & military leaders.

Indira Gandhi Abraham Lincoln Napoleon Bonaparte

Important Findings on Trait Approach
 Strengths of Trait Approach
❑First, the trait approach is intuitively
appealing.
▪ Leaders are a special kind of people—people with gifts who
can do extraordinary things.
▪ Leaders are different, and their difference resides in the
special traits they possess.

❑Secondly, it has a century of research to back it up.

▪ Abundance of research has emerged a body of data that points to the
important role of various traits in the leadership process.
 Strengths of Trait Approach
❑ Highlights leadership component in the leadership process

▪ Provide us with a deeper and more sophisticated

understanding of how the leader and the
leader’s traits are related to the leadership
process.

❑Finally, Provides benchmarks for what to look for

in a leader
▪ It identifies what traits we should have and whether the traits we
do have are the best traits for leadership.
 Criticisms of Trait Approach
❑Fails to delimit a definitive list of leadership traits
▪ Endless lists have emerged
❑Doesn’t take into account situational effects
▪ Leaders in one situation may not be leaders in another situation
▪ People may have the traits that help them emerge as leaders but not the traits that allow
them to maintain their leadership over time.
❑List of most important leadership traits is highly subjective
▪ Much subjective experience & observations
serve as basis for identified leadership traits
❑Research fails to look at traits in relationship to
leadership outcomes
▪ Has emphasized the identification of traits, but has not addressed
how leadership traits affect group members and their work.
 Applications of Trait Approach

❑ Provides direction as to which traits are good to have if one aspires

to a leadership position.
Leadership Traits
❑ Through various tests and questionnaires,
individuals can determine whether they have the • Intelligence
leadership traits and can pinpoint their strengths • Self-Confidence
and weaknesses. • Determination
• Integrity
• Sociability

❑ Can be used by managers to assess where they stand within their

organization and what is needed to strengthen their position.
 Behavioral Approach of Leadership
▪ The behavioral approach focuses exclusively on what leaders do and how they
act.
▪ The behavioral approach expanded the research of leadership to include the
actions of leaders toward followers in various contexts.

▪ Researches say leadership is composed of two general kinds of

behaviors:
o Task behaviors facilitate goal accomplishment. They help
group members to achieve their objectives.
o Relationship behaviors help followers feel comfortable
with themselves, with each other, and with the situation in
which they find themselves.
 Behavioral Approach of Leadership
❑ The central purpose of the behavioral approach is to explain how
leaders combine these two kinds of behaviors to influence
followers in their efforts to reach a goal.

❑ Many studies have been conducted to investigate the behavioral

approach. Some of the first studies were
▪ The Ohio State University Studies
▪ The University of Michigan Studies
▪ Blake and Mouton’s Managerial Grid
 The Ohio State University Studies

❑ Ignoring traits they decided to analyze

how individuals acted when they were
leading a group or an organization

❑ This analysis was conducted by having

followers' complete Leader Behavior
Description Questionnaire (LBDQ)
(1,800 items to 150 items) about their
leaders.
 The Ohio State University Studies
❑ Researchers found that followers’ responses on the questionnaire
clustered around two general types of leader behaviors: initiating
structure and consideration.
❑ Initiating structure behaviors are essentially task behaviors,
including such acts as organizing work, giving structure to the
work context, defining role responsibilities, and scheduling work
activities.
❑ Consideration behaviors are essentially relationship
behaviors and include building friendship, respect, trust, and
liking between leaders and followers.
❑ The Ohio State studies viewed these two behaviors as distinct
and independent.
 The Ohio State University Studies
❑ Many studies have been done to determine which leadership behavior
(Initiating structure or, Consideration behaviors ) is most effective in a
particular situation.
❑ In some contexts, high consideration has been found to be most effective, but
in other situations, high initiating structure is most effective.
❑ Some researches have shown that being high in both behaviors is
the best form of leadership.
❑ Determining how a leader optimally mixes task and relationship behaviors has
been the central task for researchers from the behavioral approach.
 The University of Michigan Studies
❑ The University of Michigan Studies emphasizes special attention to the
impact of leaders’ behaviors on the performance of small groups.
Michigan studies identified two types of leadership behaviors:
Employee Orientation
▪ Leaders approach subordinates with a strong human relations emphasis.
▪ They take an interest in workers as human beings, value their individuality, and
give special attention to their personal needs
▪ Similar to consideration in the Ohio State studies
Production Orientation
▪ Consists of leadership behaviors that stress the technical and production
aspects of a job
▪ Workers are viewed as a means for getting work accomplished
▪ Production orientation parallels the initiating structure cluster found in the
Ohio State studies.
 Ohio State University Studies vs. Michigan Studies
❑ Unlike the Ohio State researchers, the Michigan researchers, in their
initial studies, conceptualized employee and production orientations
as opposite ends of a single continuum.

Consideration Initiating Structure

The Ohio State University Studies

Employee Orientation Production Orientation

The University of Michigan Studies
 Ohio State University Studies vs. Michigan Studies

❑ This suggested that leaders who were oriented toward production were less
oriented toward employees, and those who were employee oriented were less
production oriented.
❑ As more studies were completed the researchers reconceptualized the two
constructs, as two independent leadership orientations.
 Blake and Mouton’s Managerial (Leadership) Grid
❑ Perhaps the best known model of managerial behavior is the Managerial Grid,
which first appeared in the early 1960s and has been refined and revised several
times.

❑ The Managerial Grid, was designed to explain how leaders help organizations to
reach their purposes through two factors:
❑ Concern
Concern for
for production
production and Concern for people
▪ Refers ❑to how a leader
Concern forispeople
concerned with achieving ▪ Refers to how a leader attends to the people
organizational tasks. in the organization who are trying to achieve
its goals.
▪ Involves a wide range of activities, including attention
▪ Includes building organizational
to policy decisions, new product development, process
commitment and trust,
issues, workload, and sales volume
▪ Promoting the personal worth of followers,
▪ Not limited to an organization’s manufactured ▪ Providing good working conditions,
product or service, concern for production can refer to ▪ Maintaining a fair salary structure, and
whatever the organization is seeking to accomplish. promoting good social relations
 Blake and Mouton’s Managerial (Leadership) Grid
❑ The Leadership (Managerial) Grid joins concern for production an concern for
people in a model that has two intersecting axes.

❑ The horizontal axis represents

the leader’s concern for results,
and the vertical axis represents
the leader’s concern for people.
❑ Each of the axes is drawn as a 9-
point scale on which a score of 1
represents minimum concern
and 9 represents maximum
concern.
 Blake and Mouton’s Managerial (Leadership) Grid
Impoverished ▪ Is unconcerned with both the task and interpersonal
Management relationships.
(1,1)
▪ This type of leader goes through the motions of being a leader
but acts uninvolved and withdrawn.
▪ Has little contact with followers and could be described as
indifferent, noncommittal, resigned, and apathetic.

Country-Club
▪ Low concern for task accomplishment coupled with a high
Management
concern for interpersonal relationships.
(1,9)
▪ Deemphasizes production
▪ leaders stress the attitudes and feelings of people
▪ ensure the personal & social needs of followers are met.
 Blake and Mouton’s Managerial (Leadership) Grid
Authority– ▪ Places heavy emphasis on task and job requirements, and less
Compliance emphasis on people, except to the extent that people are tools for
(9,1) getting the job done.
▪ This style is result driven, and people are regarded as tools to that
end.
▪ Often seen as controlling, demanding, hard driving, and
overpowering.
Middle-of-the- ▪ Leaders who are compromisers, who have an intermediate
Road concern for the task and an intermediate concern for the people
Management who do the task.
(5,5)
▪ They find a balance between taking people into account and still
emphasizing the work requirements.
▪ Their compromising style gives up some of he push for production
and some of the attention to employee needs.
 Blake and Mouton’s Managerial (Leadership) Grid

Team ▪ Places a strong emphasis on both tasks and interpersonal

Management relationships.
(9,9)
▪ Promotes a high degree of participation and teamwork in the
organization and satisfies a basic need in employees to be
involved and committed to their work.
▪ The following are some of the phrases that could be used to
describe the 9,9 leader:
▪ stimulates participation,
▪ acts determined,
▪ get issues into the open,
▪ makes priorities clear,
▪ follows through,
▪ behaves open-mindedly and enjoys working.
 Transactional Leadership
▪ Transactional leadership is a managerial style that relies on attaining goals
through structure, supervision and a system of rewards and punishments.
▪ Transactional leadership doesn’t focus on changing or improving the
organization as a whole, but instead, aims to hit short-term goals while
establishing unity and conformity with the company. The rewards or
punishments are, therefore, referred to as the “transaction.”
▪ Example of transactional leader in business are Bill Gates.
▪ Coaches of athletic teams provide one example of transactional
leadership. These leaders motivate their followers by promoting the
reward of winning the game.
▪ US Senator Joseph McCarthy, and his ruthless style of accusing people of
being Soviet spies during the Cold War. By punishing for deviation from
the rules and rewarding followers for bringing him accused communist
infiltrators
 Transformational Leadership
▪ A leadership approach that causes change in individuals and social systems. It creates
valuable and positive change in the followers with the end goal of developing followers
into leaders.
▪ Enacted in its authentic form, transformational leadership enhances the motivation,
morale and performance of followers through a variety of mechanisms.
▪ These include connecting the follower's sense of identity and self to the mission and the
collective identity of the organization; being a role model for followers that inspires
them; challenging followers to take greater ownership for their work, and
understanding the strengths and weaknesses of followers, so the leader can align
followers with tasks that optimize their performance.

▪ Steve Jobs is known for being one of the most iconic transformational
leaders in the world. People who worked for Jobs said he was
constantly challenging everyone to think beyond what they had
accomplished, that he always pushed for and wanted more.

For more examples: https://www.startingbusiness.com/blog/transformational-examples

 Charismatic Leadership
▪ Charismatic leadership is defined by a leader who uses his
or her communication skills, persuasiveness, and charm to
influence others. Charismatic leaders, given their ability to
connect with people on a deep level, are especially valuable
within organizations that are facing a crisis or are
struggling to move forward.
▪ Charismatic leaders can motivate and inspire their teams
toward a greater goal. They do this by tapping into their
Sheikh Mujibur Rahman is one of the
team members’ emotions, creating a sense of trust,
most charismatic leaders of the Third passion, and purpose greater than themselves.
World in the twentieth century.
▪ Examples of charismatic leaders include Martin Luther
King, Jr., Barack Obama, and Adolf Hitler.
 Visionary Leadership
▪ A visionary leader is an individual who sees the potential for
how the world should exist and then takes steps to get there.
▪ A visionary leader ensures the vision becomes reality by
stating clear goals, outlining a strategic plan for achieving
those goals and equipping and empowering each member to
take action on the plan at the organizational, team and
individual levels.
▪ A visionary leadership style can inspire a team to boldly
strive for and achieve new heights and unite an organization Sheikh Hasina
to take one giant leap forward.
▪ Some of the greatest examples of visionary leadership are Mahatma Gandhi, Nelson Mandela,
Malala Yousafzai, Henry Ford, and Fidel Castro.