Leadership

1
1. INTRODUCTION
In order to be a good leader, one must have the
experience, knowledge, commitment, patience, and
most importantly the skill to negotiate and work
with others to achieve goals.
Good leadership is developed through a never
ending process of self-study, education, training,
and the accumulation of relevant experience (Bass
& Bass, 2008).
From the perspective of employees, leadership is
comprised of everything a leader does that affects the
achievement of objectives and the well-being of employees
and the organization (Abbasialiya, 2010). 2
 Ctnd…
Trustworthiness is often key to positions of
leadership as trust is fundamental to all manner of
organized human groups, whether in education,
business, the military, religion, government, or
international organizations (Lamb & McKee, 2004;
Ivancevich, Konopaske, & Matteson, 2007).
Leadership involves a type of responsibility aimed
at achieving particular ends by applying the
available resources (human and material) and
ensuring a cohesive and coherent organization in
the process (Ololube, 2013).

3
 Ctnd…
Conversely, an ineffective leader does not
contribute to organizational progress and can, in
fact, detract from organizational goal
accomplishment.
According to Naylor (1999), effective leadership
is a product of the heart and an effective leader
must be visionary, passionate, creative, flexible,
inspiring, innovative, courageous, imaginative,
experimental, and initiates change.
When you become a genuine leader, you take
a stand to create a better future.
4
 Ctnd…
• Your actions demonstrate what you care about,
who you are, and what you are committed to
accomplishing.
• .Therefore, the first question to answer is:
What really matters to you? What do you want
to create – for yourself, your family, community,
organization, and country?
• As you imagine a better future, and begin to
communicate that vision to others, you take the
first step in a leadership journey.
5
 Ctnd…
To lead is to step forward, to move into often
uncharted territory, and to take risk.
 While the path is challenging, there are
many deep rewards and joys in creating a
better future with others.
Therefore, this module is developed to
familiarize you with those tested knowledge,
skills and practical models that could make
you well informed and better leader so that
you could make better future for yourself and
for your organization as well.
6
 ORGANIZATION
CHARTERS

LEADERSHIP

Strategy

Mission Vision
Goals

Values

1. Mission Statement 4. Strategy

2. Vision Statement 5. Operating Goals and Milestones
3. Values Statement 6. Leadership

"An army of rabbits led by a lion, will beat an army of lions led by a rabbit"
Napoleon 7
 1.1 GENERAL OBJECTIVE
The general objective of the training is to enhance the
knowledge and skills of participants on leadership and
coaching
1.2 SPECIFIC OBJECTIVES
At the end of the training participants will be able to:
. Conceptualize theories, concepts , principles and moels of
Leadership
• Define leadership in their own words
• Differentiate various leadership thoughts and styles
• Distinguish leaders from managers
• Explain the characteristics/qualities/Competencies of leaders
• Describe the benefit of listening and speaking for a leader
and exercise the skills
8
 Ctnd…
• Describe what emotional intelligence is for a
leader
• Describe what integral model is and apply for a
real organizational case
• Explain what coaching is and is not for a leader
• Distinguish coaching form mentoring, consulting,
advising an training
• Explain the benefit of having coaching as
organizational culture
• Demonstrate how coaching can be done at work place
• Understand and exercise how to build effective team
9
 1.3 METHODOLOGIES
• PowerPoint presentation
• Reflections
• Group discussions
• Self assessment
• Exercises and activities
• Case Study
• Brain storming
• Experience sharing
• Quotes
• Question and answer
• Team facilitation
10
 2 Organizational Leadership
2.1 LEADERSHIP
2.1.1 Leadership Theories
 Leadership theories represent systematic
organized knowledge to explain the nature
and effectiveness of leadership.
Theories provide a foundation for analyzing
and predicting the complex nature of
leadership behavior.

11
2.1.1 Great Man Theory
 the capacity for leadership is inherent, that
great leaders are born, not made.
 leaders as heroic, mythic and destined to
rise to leadership when needed.
The term great man was used because, at
the time, leadership was thought of primarily
as a male quality, especially military
leadership ( Ololube, 2013).
12
 2.1.2 Trait Theories
 explain leadership in terms of leader characteristics
and personality, identifying certain physical, social,
and personal attributes in leaders.
Relevance was on leader selection, and emphasis
was on characteristics like gender, height, energy,
appearance, integrity, self-confidence, intelligence,
desire to lead, and charisma.
Subsequent researchers maintained that personal
characteristics could not accurately predict
leadership, and that situational variables are
important to explain effectiveness, causing
researchers to reject trait theory and focus emerging
theories on behaviors and situations.
13
Traits Skills

- Adaptable to situations - Clever (intelligent)

- Alert to social environment - Conceptually skilled

- Ambitious and achievement-orientated - Creative
- Assertive - Diplomatic and tactful

- Cooperative - Fluent in speaking

- Decisive - Knowledgeable about group task
- Dependable - Organized (administrative ability)
- Dominant (desire to influence others) - Persuasive
- Energetic (high activity level) - Socially skilled
- Persistent
- Self-confident
- Tolerant of stress
- Willing to assume responsibility 14
 2.1.3 Behavioral Theories
• focused on leader behaviors and differed dramatically from the
trait approach—moving leadership conceptualization from what
a leader is to what a leader does.
• Behavioral theories of leadership are based on the belief that
great leaders are made, not born.
• According to the behavioral theory, people can learn to become
leaders through training and observation
2.1.3.1 Douglas McGregor's Theory X & Y (1960)
 emphasizes focusing on human relationships, along with output
and performance.
As a result of his experience as a consultant, McGregor
summarized two contrasting sets of assumptions made by
managers in industry

15
Theory X managers believe that: Theory Y managers believe that:
• The average human being has an  The expenditure of physical and mental
inherent dislike of work and will avoid effort in work is as natural as play or rest,
it if possible. and the average human being, under
• Because of this human characteristic, proper conditions, learns not only to
most people must be coerced, accept but to seek responsibility.
controlled, directed, or threatened  People will exercise self-direction and
with punishment to get them to put self-control to achieve objectives to
forth adequate effort to achieve which they are committed.
organizational objectives. The capacity to exercise a relatively high
• The average human being prefers level of imagination, ingenuity, and creativity
to be directed, wishes to avoid in the solution of organizational problems is
responsibility, has relatively little widely, not narrowly, distributed in the
ambition, and wants security above population, and the intellectual potentialities
all else. of the average human being are only
partially utilized under the conditions of
modern industrial life. 16
 Ctnd…
 Studies began to address how leaders behave with
subordinates in varied contexts. The four main styles that
appeared are:
Concern for task. They look for high levels of productivity,
and ways to organize people and activities in order to meet
those objectives
Concern for people; leaders look upon their followers as
people - their needs, interests, problems, development and so
on. They are not simply units of production or means to an
end.
Directive leadership; leaders taking decisions for others -
and expecting followers or subordinates to follow
instructions.
Participative leadership; Here leaders try to share decision-
making with others. 17
2.1.3.2 Blake and Mouton's Managerial Grid
The Model focuses on task (production) and employee
(people) orientations of managers, as well as combinations
of concerns between the two extremes.

Blake and Mouton propose that “Team Management” - a high concern for
both employees and production - is the most effective type of leadership
behavior.

18
 2.1.4 Contingency
Situational theorists studied environmental contexts that
promote leader emergence—noting that circumstances,
time, and location largely determine when, how, and who
will emerge as a leader.

no single leadership style is appropriate in all situations.

Success depends upon a number of variables, including
leadership style, qualities of followers and situational
features (Charry, 2012).
A contingency factor is thus any condition in any relevant
environment to be considered when designing an
organization or one of its elements (Naylor, 1999).

19
 Ctnd…
Contingency theories of leadership focus on particular
variables related to the environment that might determine
which style of leadership is best suited for a particular
work situation.
Contingency theory states that effective leadership
depends on the degree of fit between a leader’s qualities
and leadership style and that demanded by a specific
situation (Lamb, 2013).

20
 2.1.5 Situational Theory
• Situational theory proposes that leaders choose the best
course of action based upon situational conditions or
circumstances.
• Different styles of leadership may be more appropriate for
different types of decision-making.
• For example, in a situation where the leader is expected to
be the most knowledgeable and experienced member of a
group, an authoritarian style of leadership might be most
appropriate.
• In other instances where group members are skilled
experts and expect to be treated as such, a democratic
style may be more effective.
21
 Ctnd…
Indeed, most researchers today conclude that
no one leadership style is right for every
manager/leader under all circumstances.
Instead, contingency-situational theories were
developed to indicate that the style to be used is
contingent upon such factors as the situation,
the people, the task, the organization, and other
environmental variables.
The major theories contributing towards this
school of thought are described below:

22
2.1.5.1 Fiedler's Contingency Model
The solution to a managerial situation is
contingent on the factors that impinge on
the situation.
For example, in a highly routine
(mechanistic) environment where
repetitive tasks are the norm, a relatively
directive leadership style may result in
the best performance, however, in a
dynamic environment a more flexible,
participative style may be required.
23
 Ctnd…
Fiedler looked at three situations that could
define the condition of a managerial task:
Leader member relations: How well do the
manager and the employees get along?
Task structure: Is the job highly structured,
fairly unstructured, or somewhere in between?
Position power: How much authority does the
manager possess?

24
 Ctnd…
Leader-member relations are the amount of loyalty,
dependability, and support that the leader receives
from employees and greater customer satisfaction is
gained and a positive company image is established.
Positioning power measures the amount of power or
authority the manager perceives the organization
has given him or her for the purpose of directing,
rewarding, and punishing subordinates
The task-motivated style leader experiences pride
and satisfaction in the task accomplishment for the
organization,
25
 2.1.5.2The Hersey-Blanchard Model of Leadership
This model determines which leadership styles (leader
behaviors) are most appropriate, the amount of direction
(task behavior) and socio-emotional support (relationship
behavior) a leader must provide given the situation and the
"level of maturity" of the followers.
Task behavior; includes telling people what to do, how to
do it, when to do it, where to do it, and who's to do it.( one ­
way communication).
Relationship behavior; is the extent to which the leader
engages in two-way or multi-way communications. This
includes listening, facilitating, and supportive behaviors. In
relationship behavior the leader engages in two-way
communication by providing socio-emotional support
26
 Ctnd…
 Maturity is the willingness and ability of a person to take
responsibility for directing his or her own behavior. People
tend to have varying degrees of maturity, depending on the
specific task, function, or objective that a leader is
attempting to accomplish through their efforts. In
summary therefore leader behaviors fall along two
continua
Directive Behaviour Supportive Behaviour

• One-Way Communication
• Two-Way Communication
• Followers' Roles Clearly
• Listening, providing support and
Communicated
encouragement
• Close Supervision of
• Facilitate interaction Involve follower in
Performance
decision-making
27
 2.1.5.3 Tannenbaum & Schmidt’s Leadership
Continuum

Leadership behavior varies along a continuum:

Autocratic: The leader takes the decisions and
announces them, expecting subordinates to carry them
out without question (the Telling style).
Persuasive: At this point on the scale the leader also
takes all the decisions for the group without discussion
or consultation but believes that people will be better
motivated if they are persuaded that the decisions are
good ones. (the Selling style).
Consultative: In this style the leader confers with the
group members before taking decisions and, in fact,
considers their advice and their feelings when framing
decisions (the Consulting style).
28
 Ctnd…
Democratic: Using this style the leader would
characteristically lay the problem before his or her
subordinates and invite discussion. The leader's role is
that of conference leader, or chair, rather than that of
decision taker( the Joining style).

29
 2.1.5.4 Adair’s Action-Centered Leadership
Model

 The Adair model is that the action-centered

leader gets the job done through the work team
and relationships with fellow managers and staff.
According to Adair's explanation an action-
centered leader must:
direct the job to be done (task structuring)
support and review the individual people doing
it
co-ordinate and foster the work team as a whole

30
Situational and contingent elements call for different responses
by the leader. The challenge for the leader is to manage all
sectors of the diagram:
Action-Centered Leadership Model (Adair, 1973

31
Task  .define the task
 make the plan
 allocate work and resources
 control quality and rate of work
• check performance against plan
• adjust the plan

Team  maintain discipline

 build team spirit

 encourage, motivate, give a sense of purpose

 appoint sub-leaders

 ensure communication within group

 develop the group

Individual  attend to personal problems

 praise individuals
 give status
 recognise and use individual abilities 32
 2.1.6 Transactional

Transactional theories, also known as management

theories, focus on the role of supervision,
organization and group performance and the
exchanges that take place between leaders and
followers.
These theories base leadership on a system of rewards
and punishments (Charry, 2012).
In other words, on the notion that a leader’s job is to
create structures that make it abundantly clear what
is expected of followers and the consequences
(rewards and punishments) associated with meeting
or not meeting expectations (Lamb, 2013).
33
 2.1.7 Transformation leadership Theory
In this approach, leaders attempt to change and transform
individuals—moving both themselves and others to a higher
level of motivation and performance.
• Transformational leadership involves followers becoming
motivated as a result of feeling trust, admiration, loyalty,
and respect toward the leader.
• The leader transforms and motivates followers by inducing
them to transcend their own self-interests to achieve
organizational visions and goals.
• Followers become more aware of the importance of task
outcomes and become more productive
34
 Ctnd…
The full range of leadership introduces four elements of
transformational leadership:

• Individualized Consideration – the degree to which the

leader attends to each follower's needs, acts as a mentor
or coach to the follower and listens to the follower's concerns
and needs.
• The leader gives empathy and support, keeps communication
open and places challenges before the followers.
• This also encompasses the need for respect and celebrates the
individual contribution that each follower can make to the
team.
• The followers have a will and aspirations for self development
and have intrinsic motivation for their tasks.

35
 Ctnd…
• Intellectual Stimulation – the degree to which the
leader challenges assumptions, takes risks and solicits
followers' ideas.
• Leaders with this style stimulate and encourage
creativity in their followers.
• They nurture and develop people who think
independently. For such a leader, learning is a value and
unexpected situations are seen as opportunities to learn.
• The followers ask questions, think deeply about things
and figure out better ways to execute their tasks.

36
 Ctnd…
• Inspirational Motivation – the degree to which the leader articulates
a vision that is appealing and inspiring to
followers.
• Leaders with inspirational motivation challenge followers with high
standards, communicate optimism about future goals, and provide
meaning for the task at hand.
• Followers need to have a strong sense of purpose if
they are to be motivated to act.
• Purpose and meaning provide the energy that drives a group forward.
The visionary aspects of leadership are supported by communication
skills that make the vision understandable, precise, powerful and
engaging.
• The followers are willing to invest more effort in their tasks, they are
encouraged and optimistic about the future and believe in their
abilities.
37
 Ctnd…
Idealized Influence – Provides a role model for high
ethical behavior, instills pride, gains respect and trust.

38
Transactional Leadership
 Builds on man’s need to get a
job done and make a living
 Is preoccupied with power and
position, politics and
perks(bonus)
 Is mired(over involved) in daily
affairs
 Is short-term and hard data
orientated
 Focuses on tactical issues
 Relies on human relations to
lubricate human interactions
 Follows and fulfils role
expectations by striving to work
effectively within current
systems
 Supports structures and systems
that reinforce the bottom line,
maximize efficiency, and
guarantee short-term profits
Transformational Leadership
 Builds on a man’s need for
meaning
 Is preoccupied with purposes
and values, morals, and ethics
 transcend(go above) daily
affairs
 Is orientated toward long-term
goals without compromising
human values and principles
 Focuses more on missions and
strategies
 Releases human potential –
identifying and developing new
talent
 Designs and redesigns jobs to
make them meaningful and
challenging
 Aligns internal structures and
systems to reinforce overarching
values and goals
39
2.1.8 Skills Theory
This theory states that learned knowledge and acquired
skills/abilities are significant factors in the practice of
effective leadership. 
Skills theory by no means refuses to acknowledge the
connection between inherited traits and the capacity to
lead effectively, but argues that learned skills, a
developed style, and acquired knowledge, are the real
keys to leadership performance.
 A strong belief in skills theory often demands that
considerable effort and resources be devoted to
leadership training and development (Wolinski, 2010).

40
2.2 Environment of Leadership
 Leader exert influence on the environment by 3 types of
action;
1. The goals and performance standards they establish
2. The values they establish for the organization
3. The business/Task and people concepts they establish
There are 2 distinct forces that dictate how to act within an
organization:
1. Culture and
2. Climate.
 The culture is the deeply rooted nature of the organization
that is a result of long-held formal and informal systems…
Individual leaders cannot easily create or change culture
because culture is a part of the organization.
41
The important dimensions or components which
collectively represent the climate of an organization:
1. Dominant Orientation:
If the dominant orientation is to adhere to established rules
and regulations, the climate is characterized by control
2. Inter-Personal Relationships:
The informal groups may benefit the organization also, but
in some cases it may displace the goals of the organization.
3. Conflict Management:
If conflicts are managed effectively, there will be an
atmosphere of cooperation in the organization. If they are
not managed properly there will be an atmosphere of
distrust and non-cooperation.

42
4. Individual Autonomy:
If the individual employees are given sufficient freedom to
work and exercises authority, it will result in efficiency in
operations.
5. Organisational Control System:
The control system of the organization can be either rigid or
flexible. Rigid control will lead to impersonal or bureaucratic
atmosphere in the organisation.
6. Organisational Structure:
If there is centralisation of authority, the participation in
decision making by the subordinates will be very less. On the
other hand, if there is decentralisation of authority, there will
be an atmosphere of participative decision making.
43
7. Task Oriented or Relations Oriented Management:
8. Rewards and Punishments:
Everybody will like to work hard and earn more reward in
the form of promotions and pay rise. If there is biasedness
in the distribution of rewards, the meritorious employees
will be discouraged.
9. Communication:
 Proper communication system means that the
subordinates are in a position to express their ideas,
suggestions and reactions, otherwise they will feel
frustrated.
10. Risk Taking
If individuals feel free to try out new ideas without any
fear they will not hesitate in taking risks. . 44
Culture:
Organization culture is often scribed as the means
through which people in the organization learn and
communicate what is acceptable and unacceptable in
an organization—its values and norms.
the company grows and becomes successful, it usually
develops a culture that distinguishes it from other
companies and that is one of the reasons for its success
Culture as a Liability
1. Barrier to change
2. Barrier to diversity

45
What do Leaders Do?

• Setting direction: Providing the team with a

vision/mission and strategies on how to get there.
• Aligning the team: This is necessary to align the
team in order to ensure that the team believes in the
mission and follows the strategies charted. Therefore
aligning the team means ensuring that everyone is
moving in the same direction towards the mission
• Motivating & inspiring team members: That is
needed in order to put meaning into team members
efforts. It is all about encouraging people to want to
do what you want them to do(John Kotter quoted in
John Townsend PP42-66).

46
2.3 Levels of Leadership
• Strategic leadership: a leader at the top level of the
organization is responsible for the big picture and has
responsibility for a range of organizational functions, for
the people in these functions and for contributing to
major decisions.
• Operational leaders: This type of a leader operates at a
lower level and has responsibility for operational matters.
S/he has responsibility for a departmental function, and all
the people in that function and for contributing to
decisions in his/her special areas
• Team leaders: A leader who operates at team level whose
primary responsibility is for the people who work with
them and the achievement of the tasks for which they are
jointly responsible (Fiona Elsa Dent, 2003 PP8-9).

47
2.4 Leadership Styles
• Autocratic Versus Democratic Leadership Styles
Leaders carry out their roles in a wide variety of styles, e.g.,
autocratic, democratic, and laissez-faire (hands off).
1. Autocratic Leadership (Autocratic or authoritarian style)

U1. Autocratic Leadership (Autocratic or authoritarian

style)
 Under the autocratic leadership style, all decision-making
powers are centralized in the leader, as with dictator
leaders.
 They do not entertain any suggestions or initiatives from
subordinates.

48
 ctd
Autocratic Leadership
Characteristics:
 Telling others what to do; dominating team members.
 Using unilateralism to achieve a singular objective.
 Limiting discussion on ideas and new ways of doing
things.
 Group does not experience teamwork and workers are not
involved in decision making.
 Most people are familiar with this style and easily adopt
it.
 Productivity is highest under this leadership style while
the manager is present, but productivity slumps in the
absence of the manager.

49
 Ctnd…
Autocratic Leadership
Effective when . . .
 ■ time is limited and a call arises for urgent
leadership.
 ■ individuals/group lack skill and knowledge.
 ■ the group does not know each other.
 ■ a new employee is just learning the job and is in a
new environment;
 the leader is competent and a good coach; the
employee is motivated
 to learn a new skill
50
 Ctnd…
Autocratic Leadership
Ineffective when . . .
■ developing a strong sense of team is the goal.
■ the group members have some degree of
skill/knowledge.
■ the group wants an element of spontaneity in its work

51
 Ctnd…
Democratic Leadership (Participative or
democratic style)

 The democratic leadership style favors decision-making by

the group as shown, such as leader gives instruction after
consulting the group.
 They can win the cooperation of their group and can
motivate them effectively and positively. The decisions of
the democratic leader are not unilateral as with the
autocrat because they arise from consultation with the
group members and participation by them.

52
 Ctnd…
Democratic Leadership
Characteristics:
 Involving group members in planning and carrying out
activities.
 Asking before telling, valuing group discussion and input,
empowering.
 Promoting a sense of teamwork, encouraging participation
and wise delegation, but never losing sight of
responsibilities as a leader.
 A sign of strength employees will respect.
 Studies show that productivity is high under democratic
leadership—not as high as in an autocratic situation, but
the productivity does not drop when the leader is absent.
53
 Ctnd…
Democratic Leadership
Effective when . . .
 the situation allows sufficient time.
 the group members have some degree of skill or
knowledge.
 the leader knows the problem well, but wants to create a
team where
 the employees take ownership of the project; the group is
motivated
 and/or a sense of team exists to gain more commitment.
 the employees know their jobs and want to become part
of the team.

54
 Ctnd…
Democratic Leadership
Ineffective when . . .
■ the group is unmotivated.
■ group members lack skill and knowledge.
■ a high degree of conflict is present.

55
 Ctnd…
3. Laissez-Faire Leadership (Laissez-faire or free rein
style)
A free rein leader does not lead, but leaves the group
entirely to itself as shown;
 such a leader allows maximum freedom to
subordinates, i.e., they are given a free hand in
deciding their own policies and methods.

56
 Ctnd…
Laissez-Faire Leadership
Characteristics:
 Noninterference in the affairs of others.
 Giving little or no direction to group/individuals and
exercising little control over the group.
 Offering opinion only when requested.
 A person does not seem to be in charge.
 Allowing the employees to make the decision.
 This has the lowest level of productivity of all

57
 Ctnd…
Laissez-Faire Leadership
Effective when . . .
 a high degree of skill and motivation is shown in your
group
 or when an employee is able to analyze the situation and
determine what needs to be done, as well as how to do it.
 a sense of team exists.
 the routine is familiar to participants; by handing over
ownership, a leader can empower his group to achieve
their goals.
 the situation might call for the leader to be at other places
doing other things.
58
 Ctnd…
Laissez-Faire Leadership
Ineffective when . . .
 a low sense of team/interdependence exists.
 group members have a low degree of skill and
knowledge.
 the group expects to be told what to do.

A good leader uses all three styles, depending on what

forces are involved between the followers, the leader,
and the situation.

59
 2.5 Factors That Determine Leadership
Styles
1.Size of an Institution/Organization
as institutions and organizations grow larger and become
more multifaceted, there is a propensity for decision
making to be centralized (Naylor, 1999). This situation
leads to limited employee participation or no participation
at all.
2. Degree of Interaction/Communication
The quantity and quality of interaction in an organization
tends to influence the style of organizational management
with the main issue being that employees must work
together in order to accomplish tasks.

60
 Ctnd…
Personality of Members
The personality attributes of employees and other
managers/leaders can influence the leadership style of an
organization. Some people tend to react more to certain
styles of leadership than others
Goal Congruency
Different leadership styles may be called for depending
on the degree of existing goal congruence in an
organization.
Level of Decision Making
Weddle (2013);With each level the amount of time and the
decision making involvement increases:
61
 Ctnd…
Level One: Leader makes the decision alone
& announces the decision.
Level Two: Leader gathers input from
individuals and makes the decision.
Level Three: Leader gathers input from team
and makes the decision.
Level Four: Consensus building.
Level Five: Consensus and delegation with
criteria/constraints
62
2.6 Definition of Leadership

What is leadership to
you?

63
 Ctnd…
Leadership is speaking, listening and acting in a way
that mobilizes self and others to take effective action
to realize vision, possibilities and dreams. (Friedman,
J. 2005 – 2006, Leadership Development Coaches
Training Manual)
 
Leadership is communicating to people their worth
and potentials so clearly that they come to see it
themselves. Stephen R. Covey, 2004)

64
• List at least three persons whom you know and refer as
your role model leaders:

•  Give rationales why you consider them as leaders and

present it to the plenary

• you might list those people whom you know from history
and who were at Some point at the top assuming political
leadership, military leadership, spiritual leadership or
organizational leadership or who were popular already by
their wealth or any other success they demonstrated in the
eyes of the world.
65
 Ctnd…
• on the contemporary leadership thought, leadership is not
just the province of those people already at the top.
Leadership can occur at all levels and by any individual. The
story could be about ordinary citizens who showed the
persistent leadership to organize what is needed to get the
job done.
• “Leadership should be everyone’s business. By making
leadership our business, our business and not just their
business, we all contribute to the renewal of mutual
trust and understanding .We all becomes more
credible.” -Kouzes and Posner (1993)

66
 2.6 Principles of Leadership
Effective leadership is very essential to organizational
effectiveness and improvement (Ololube, Egbezor,
Kpolovie, & Amaele, 2012).
The United States Army (1983)
Be technically proficient: As a leader, you must know
your job and have a solid familiarity with the tasks of your
different employees;
Develop a sense of responsibility in your workers
Ensure that tasks are understood, supervised, and
accomplished: Communication is key.
Keep your workers informed

67
 Ctnd…
Know your people and look out for their well-being:
 Know yourself and seek self-improvement
Make sound and timely decisions
Seek responsibility and take responsibility for your
actions:
Set the example: Be a good role model for your employees
Train as a team: Do not focus on just your department,
section, or employees, but envision the whole organization
as an entity that must learn and succeed together; and
 Use the full capabilities of your organization: By
developing a team spirit, you will be able to employ the
abilities of your entire organization towards organizational
goals. 68
 Ctnd…
Most leaders want to do things that matter, to
inspire others to do it with them and to leave a
legacy once they have gone (Hargreaves &
Goodson, 2006).
 To a large extent, it is not leaders who
mismanage their organizations; however, it is the
systems in which they lead (Mulford, 2003).
Questionably, sustainable leadership certainly
needs to become a commitment of all leaders.

69
 Ctnd…
To sustain effective leadership, Hargreaves and Fink
(2004) presented seven principles of sustainable
leadership vis-à-vis:
Sustainable leadership:
 creates and preserves sustaining learning
 secures success over time
 sustains the leadership of others
 addresses issues of social justice
 develops rather than depletes human and material
resources
 develops environmental diversity and capacity
 undertakes activist engagement with the environment
70
 2.7 Concern of Leaders
• Leaders are concerned with the future. A future that
requires effort, intention, patience, imagination,
humility and that will not arise without intentional
human activity.
• Peter Senge, said that "Because of our obsession with
how leaders behave and with the interactions of
leaders and followers, we forget that in its essence,
leadership is about learning how to shape the
future...
• Leadership exists when people are no longer victims of
circumstances but participate in creating new
circumstances.
71
 Ctnd…
Leadership is about creating a domain in
which human beings continually deepen their
understanding of reality and become more
capable of participating in the unfolding of the
world.

Ultimately leadership is about creating new

realities."

72
 Ctnd…
“The very essence of leadership is that you have to
have vision. It’s got to be a vision you articulate
clearly and forcefully on every occasion. You can’t
blow an uncertain trumpet.” — Father Theodore
Hesburgh
 
“A leader has the vision and conviction that a dream
can be achieved. He inspires the power and energy to
get it done.” — Ralph Laure

73
 2.8 Leadership VS Management
Both Leadership and Management are needed
in order to make organizations successful in
their endeavors. And leadership without
management may set a direction or vision that
others follow, without considering too much how
the new direction is going to be achieved
And Management without leadership may
control resources to maintain the status quo or
ensure things happen according to already-
established plans.
74
 Ctnd…
However when leadership combined with
management it does both - it both sets a new
direction and manages the resources to
achieve it.
 Accordingly, understanding their distinction
is very critical in order to own and act the
characters of leaders and managers
whenever it is important to do so.

75
The difference between the two by taking various subject areas
as a base of comparison
LEADERSHIP PRODUCES CHANGE
AND MOVEMENT
• Establishing Direction
• Creating a vision
• •
Clarifying the big picture
• Setting strategies
• Aligning People
• Communicating goals
• Seeking commitment
• Building teams and coalitions
• Motivating and Inspiring
• Inspiring and energize
• Empowering subordinates
• Satisfying unmet needs
MANAGEMENT PRODUCES ORDER
AND CONSISTENCY
• Planning and Budgeting
Establishing agendas
• Setting timetables
• Allocating resources
• Organizing and Staffing
• Provide structure
• Making job placements
• Establishing rules and procedures
• Controlling and Problem Solving
• Developing incentives
• Generating creative solutions
• Taking corrective action
76
77
 2.9Charactesrtics and Competencies of Effective
Leaders

2.9.1 Characteristics of Leaders

What do you think are the characteristics

and competencies which are demonstrated
by those best leaders whom you know from
different experiences?
Identify and list the characteristics of leadership
in the context of your organizational settings.
78
 Ctnd…
Common characteristics that are shared by best
leaders globally which include:
Integrity, Need for achievement,
The ability to listen, The ability to
communicate,
Interpersonal skill, Self confidence,
Being Ethical, Self development,
Develop their followers, Learn from others,
Lead by example, Proactive, Visionary ,
Emotional Maturity, Manage Failure, and
Decisiveness. 79
Ctnd…

80
 2.9.2 Competency of Leaders
• The competencies of leaders depend on whether that
person is leading oneself or other individual, a group or a
large organization.
• Accordingly, when leading oneself leaders need to have

• Vision
• Strategic thinking
Self Confidence
• Sensitivity
• Tolerance of ambiguity
• Creativity and innovation
Continual learning
• Decisiveness and
• Self motivation, etc 81
 Ctnd…
When leading teams or groups, Leaders need to have
• Listening and speaking skill
• Team building skill
• Interpersonal skills
• Coaching and counseling skill
• Conflict management skill
• Group based decision making and problem solving
skill
• Motivational skill
• Delegation skill
• Ability to Manage power and influence competencies.

82
 Ctnd…
Finally when leading Organization, they
need to have the capability that could help
them to:
Lead Strategic Direction (mission, vision,
values and goals)
Strategic Analysis (Environmental scan)
Managing Change in organizations
Culture Awareness
Systems Thinking and
Organizational Communication.
83
 2.10 A Five Level Model of Organizational
and Personal Development
• The five level organizational and personal
development model is a leadership development
model that shows the personal and organizational
leadership journey that any person could possibly
pass through to become a transformed leader.
• Level 1: Coercive
• Level 2: Rules and Roles
• Level3: Pragmatic
• Level 4: Principled
• Level 5: Perspectives
84
 Ctnd…
Level 1: Coercive
The main focus of a leader at this level is only power
and control.
Those leaders who are at this level use authoritarian,
egocentric, impulsive or a “my way or the highway”
style of leadership. It is like the boss/tyrant/feudal
lord who protects the underlining in exchange for
obedience and labor.
 At this level the world is seen as full of threats and
predators. The relationship to action is “do it the
boss’s way.” And leaders are bosses who allow no
opposition to their will.

85
 Ctnd…
• Level 2: Rules and Roles
 The main focus of any leader at this level is to retain compliance of
the employees to the rules and roles of the organization and used
them as a reference for any action.
• For this the leader is rigid and uses clear code of conduct which
helps him/her to judge things as right/wrong. Mostly the leader
demonstrates paternalistic, authoritarian-benevolent type of
behavior.
• At this level processes are ends in themselves; members obey
rules at all costs, they play it safe, look good, avoid all risks,
and don’t try new things. It is a concrete, literal and
fundamentalist belief.
• The relationship to action is “Do it the one right way” and
leaders follow the rules and make sure followers do too.
86
 Ctnd…
Level3: Pragmatic
•  The main focus at this level is solving problems and
achieving goals. The leader uses scientific achievement as a
style and is no longer constrained by myth, rules and roles.
• The leader is individualistic and views the world as a
rational well oiled machine operating in a lawful, orderly
way that can be mastered. The world is a game with
winners and losers and expects results to be produced.
• The relationship to action is “Do it the best way to produce
results, no matter what.”Here leaders keep control, but
consult their followers to achieve best results.

87
 Ctnd…
Level 4: Principled
• The main focus of a leader at this level is relationships,
principles, and inclusiveness. As the style of the leader
standards are as important as goals; the means to reach
the ends must be consistent with principles.
• The leader gives priority in creating harmony and strong
human relationships; values diversity, sometimes as an
end in itself. Always takes the observer into account. And
sees things as a matter of perspective rather than absolute
truth or reality. Looks at situations from a variety of
perspectives and become personally responsible. The
relationship to action is “All ways are equally valid”.

• At this point leaders are facilitators or coaches.

88
 Ctnd…
Level 5: Perspectives
 

• The main focus of the leader is whole system development

and creating alignment in complex situations.

• The style of the leader is to see the whole system.

• The leader looks the world as open system and searches for
appropriateness, consonance, coherence and context.

• In any circumstance the leader tries to find the most useful

principles to apply to a given situation and supports
development at all levels in the system.

• The relationship to action is “The best way for now, all things
considered”.
• And believes leadership can come from anyone depending
on the situation.
89
90
91
 3 CONVERSATION MODEL

3.1 Conversation of Leadership triangle

• A conversation model that builds on the natural structures
of all conversation to create a powerful framework within
which you can achieve results more effectively is the four-
stage model.
In this model, we think of a leadership conversation as being
made up of:
•  Relationship
• Possibility,
• Opportunity, and
• Action.

92
Figure 1: Conversation of Leadership triangle

Source: - LDP Participants’ Manual, 2003

Completion

Action

Opportunity

Possibility

Background of relation

93
3.1.1 Conversation for Relationship

We hold conversation for relationship to create or

develop the relationship we need to achieve our
objectives. It is an exploration stage and where
we are defining our relationship to each other and
to the matter at hand.
The foundation of all accomplishment is
relationship.
Expanding the relationship and the opportunity
for accomplishment expands proportionally.

94
Figure 2 Relationship Triangle

Relationship

95
Managing a Conversation for Generating
Relationship

Before any good work can be done there must be a

strong background of relatedness. The outcome of
this conversation is that there is a connection among
the individuals in the conversation.

Great leaders know how that working on the

relationship among the people involve, working on
their relationship to the topic at hand, and having
people related the larger frame in which the
work/meeting is taking place is essential to a good
result.
96
 Ctnd…
Appropriate listening for relationship
The listening of leaders to generate and
expand relationship should be in the following
manner.
For how it is for the other
 Before any good work can be done there
must be a strong background of relatedness.
The outcome of this conversation is that there
is a connection among the individuals in the
conversation
97
 Ctnd…
Appropriate Speaking for relationship

• With regards of speaking as well, leaders need to

consider the following while speaking for expanding
relationship
 
• Sharing –revealing personal details that others
understand and know you.
• Assessments and assertions about the reasons for
which we are gathered.
• Questions for clarification.
98
 3.1.2 A Conversation for Possibility
• “By possibility” we mean a context or framework created in
language that comes alive in people’s heart/minds and which
shapes how they see the world.
 
• If the mindset or context around the hunger and malnutrition
is that “hunger is inevitable, there are no solutions”, then
people’s behavior will be consistent with that.
• If we create a possibility called, “ending hunger is doable”
and people begin to live inside that thought, then their actions
become consistent with that possibility and a result called “the
end of hunger” can happen.
• A real possibility is distinct from a wish or dream in that
it is connected to current reality but it is not limited by it.
• Possibilities arise when we examine current reality, carefully
sorting out facts from interpretations.

99
 Cntd…
Managing Conversation for Generating Possibility
 
• Conversation for possibility is a conversation to open something
up. This is a conversation to get beyond the limits of our current
thinking.

• Inspiration and Encourage the other person to give you ideas, and
assure them that you won’t hold them to account for them.
• Take care not to judge or criticize. Do challenge or probe what the
person says.
• Acknowledge people’s feelings and look for the evidence that
supports them.
 
• The outcome of this conversation is that together, we are able to see
a new future as possible and desirable.
• That future may beyond our current skills and knowledge, and is
certainly not “predictable,” but we can see it as within our realm of
possibility.
 
100
 Cntd…
Appropriate Speaking for generating possibility
 
• Declarations: A declaration literally makes something
possible in the saying of it. It is a statement made by
someone who has the authority in the matter at hand.
• Affirmations: An affirmation is a statement of positive
agreement. .
 
• Questions for Clarity: Since the speaker is the authority
in saying what is possible for them, they have generated
that possibility just by saying it, the only questions to be
asked is something like: “Did you mean…” or “Could you
clarify…?” 101
 Ctnd…
What Supports Conversations for possibility
– Create a listening for possibility; it isn’t enough for
people to just temporarily keep quiet about their
objections; ask people to “fully consider or
entertain,” to “try on,” to see if they can “think,” to
take a “new or fresh view’ of the subject
– Keep track of and not (but do not pursue) other
conversations that may present themselves
– Press the conversation into larger time horizons
than are normally included in everyday thinking.
– Give respect to conversations for possibility as
crucial work getting done 102
 Ctnd…
What stops conversations for Possibility
 Prematurely asking “how”
 Debating whether something is possible
rather than striving to build the possibility
 Needing everything worked out
 The notion that “doesn’t work”
 Getting in to the pull for something to “use”
right now
 Ending the conversation before generating
anything but options from the past
103
 3.1..3 Conversation for Opportunity
The outcome of a conversation for opportunity
is that we build a bridge from possibility toward
action.
We are seeking ways to make our new
possibility achievable.
In these conversations we make use of
knowledge, evidence, preference and opinion in
evaluation possibilities for action.

104
 Managing Conversation for opportunity
Appropriate Listening for seeking opportunity
• Listening for Enhancement: How can I take the
idea that has just been expressed and expand
upon it? What other actions could follow from the
one being expressed?
• Listening for Feasibility: How could this idea is
made to work, given what I know about our
shared circumstances, resources, information,
etc?
 

105
Appropriate Speaking for seeking opportunity
 Speculative Assessments:
If we were to implement this idea, how might we go
about it? What are the potential benefits of this
approach? The possible costs? The possible
breakdowns we will encounter, how might we deal
with them? What could be our first steps?
• Declarations: The successful conclusion of a
conversation for opportunity naturally “calls for “a
declaration of commitment.
“We will make this new possibility happen! It shall
be done!”
106
3.1.4 Conversation for Action
Powerful leaders are focused on moving the action
forward.
Conversations for action do just that.
The outcomes of well-conducted conversation for
action are clear commitment to specific results by a
certain time.
The conversation is not about action; it is
action. It resulted by relationship and possibility. If
any of these are missing, action will be difficult.

107
To have a conversation for action leaders
need the following.
A background of relatedness appropriate
to the size of the request.
Both parties to the conversation are
committed to their word are sincere.

108
Managing Conversation for Action

Promise and request

 
A conversation for action is composed of
Promise and Request.
• Promise is a commitment to produce a
measurable result in a specified time frame. “I
promise to (measurable result) by a (time)”.
• A request is a statement asking for actions to
produce a measurable result in a specified time
frame. “I request (measurable result) by (time).
 
109
 Ctnd…
• Levels of Intensity of Requests
  Request could be presented in different formats being
differentiated in its intensity. The following could
depict the level of the intensity of the request by
leaders
 
Responses to requests
 The responses for request could be either ordinary in
nature or could lead to breakthrough. Ordinary avoiding
committed response (perhaps, “That shouldn’t be a
problem”. Or incomplete responses (I will get back to you
on that).
110
 Ctnd…
Breakthrough is Committed and Complete Responses to Requests
which may include the following.

• Invitation: accept or decline is equally ok with the requester. Goal is

choice.
• Request: The requester prefers an acceptance.
• Demand: Requester will only accept a “yes” – failure to accept will
result in a break in the relationship between requestors and listener.
 
• I accept
• I decline
• I counter-offer (negotiate alternative results and/or time)
• I promise to promise – “I will respond to your requests by
tomorrow at 1 o’clock.”
• Listen for complete promises and requests.
•  

111
 Cntd…

Commitment
 

• Until one is committed there is hesitancy, the

chance to draw back, always to become ineffective.
Concerning all acts of initiative and creation there is
one elementary truth that is the ignorance which
kills countless ideas and splendid plans. All sorts of
things occur to help one that would never otherwise
have occurred if there is no commitment.
 
• “Whatever you can do or dream you can;
begin it. Boldness has genius, power and magic
in it. Begin It now” W.H. Murray, The
Scottish Himalayan Expedition
 
112
 3.2 LISTENING AND SPEAKING OF LEADERS
• Leaders get their work done through and with
communication.
• A leader uses conversations to build a vision and
mobilize action.
• Leadership conversations seek results. The result
may be a clearer view of a problem, a choice
between alternatives & take a particular course of
actions.

• Therefore, to grow as a leader requires mastering

new tools in speaking and listening.
113
 Ctnd…
3.2.1 Listening
Listening is a way of gaining access to the realm of
BEING.
 When we think of listening as the sort of awareness
and attention we are being, we understand that it is
more than a communication style, it is a powerful
tool for shaping action.
The competence of listening to the listening, one’s
owns and others, is a key leadership skill.

114
 Ctnd…
Accordingly, knowing the four distinctions of listening will help to
develop this competency.

I Listening vs. Hearing

• The kind of attention one is giving while the other is speaking

limits and shapes the results of the conversation.
• Leaders are very interested in how others are paying attention in
how they are being, in how they are listening.
• Listening is like a filter over a light. If the filter is green, the light
will be green.
• Listening is like water to the fish. We are usually unaware of the
listening we are giving or are getting. All our attention is on
speaking. Much of the power however is in the listening.
• Hearing is a physiological phenomenon, Listening is in the
domain of attention and One is attending while the other is
hearing

115
 Ctnd…
II Listening to Your Listening
• We are going to make some distinctions in this aspect of
life called paying attention or “listening”. It requires
developing a new skill which is critical to leadership. It is
called “Listening to your Listening”. The first place to
practice is on you. The following questions are useful for
developing the competency of “listening to your
listening” Are you present or “checked out?”
– What kind of listening are you being? What kind of
attention are you giving?
– Are you choosing the way you are paying attention? Is that
the way you want to be right now?

116
 Ctnd…
iii. Reactive Listening
• Reactive listening is the default setting of attention. It
is the way we are being when we are not paying
attention. It could also be called automatic listening
filters. They are generated from a need to survive and
are built into the design of human awareness.
• The following are some examples of reactive listening.
Good/Bad, Right/Wrong, Blame/avoid
responsibility, How can I use this?,
Agree/Disagree ,I already know, Either/or and
Find the flaw.

117
 Ctnd…
IV Speaking
• Words engage the hearts and imagination. The words
the leaders uses to communicate mission/vision can
transform message from one that is boring and
mundane to one that is meaningful and worthy .
• Of course word must be backed by actions but are
important to inspire followers. Leaders should have
both consistent action and words in order to be truly
inspiring.
• Words are the vehicle for articulating vision, and
therefore, the leaders should select words carefully
and draft the words for the emotional connection to
the vision

118
Assignment
Leadership style questionnaire

119