LEADERSHIP

“A leader lives in each of us”

Leadership Story

 A group of workers and their leaders are set a task

of clearing a road through a dense jungle on a remote island
to get to the coast where an estuary provides
a perfect site for a port.
 The leaders organise the labour into efficient units and
monitor the distribution and use of capital assets – progress
is excellent. The leaders continue to monitor and evaluate
progress, making adjustments along the way to ensure the
progress is maintained and efficiency increased wherever
possible.
Leadership Story

 Then, one day amidst all the hustle and bustle

and activity, one person climbs up a nearby tree.
The person surveys the scene from the top of the
tree.
Leadership Story

And shouts down to the assembled group below…

“Wrong Way!”

“Management is doing things right,

leadership is doing the right things”
Defining Leadership

 Leadership is stated as the “process of social influence in

which one person can enlist the aid and support of others in
the accomplishment of a common task.”

 In simple words leadership is the art of getting others to

want to do something you are convinced should be done.
Defining Leadership

 A simple definition of leadership is that

leadership is the art of motivating a group of
people to act towards achieving a common goal.

 “Leadership is a process of giving purpose

(meaningful direction) to collective effort, and
causing willing effort to be expended to achieve
purpose.” (Jacobs &
Jaques)
Foundations For Effective Leadership

 Leadership is one of the four functions of

management.
Principles of Leadership
These are eleven principles of leadership by U.S. Army, 1983

 Know yourself and seek self-improvement

 Be technically proficient
 Seek responsibility and take responsibility for your actions
 Make sound and timely decisions
 Set the example
 Know your people and look out for their well-being
Principles of Leadership

 Keep your workers informed

 Develop a sense of responsibility in your workers
 Ensure that tasks are understood, supervised, and
accomplished - Communication is the key to this
responsibility.
 Train as a team
 Use the full capabilities of your organization
Attributes of good leader

 BE a professional
 BE a professional who possess good character traits
 KNOW the four factors of leadership — follower, leader,
communication, situation.
 KNOW yourself
 KNOW human nature
 KNOW your job
Attributes of a good Leader

 KNOW your organization

 DO provide direction.
 DO implement
 DO motivate
 Theories
Of
leadership
Trait Theory of Leadership

 Is there a set of characteristics that determine a good

leader?

 Personality?
 Dominance and personal presence?
 Charisma?
 Self confidence?
 Achievement?
 Ability to formulate a clear vision?
Trait theory

The main assumptions of this theory are:

 People are born with inherited traits.

 Some traits are particularly suited to leadership.
 People who make good leaders have the right (or
sufficient) combination of traits.
Beahvioral Theory of Leadership

 According to this theory ,a leader behaves according to the role

expectations of the group.

Assumptions

 Leaders can be made, rather than are born.

 Successful leadership is based in definable, learnable
behavior.
Behavioral Theory

 Behavioral theories of leadership do not seek inborn traits or

capabilities. Rather, they look at what leaders actually do.

 This leadership theory focuses on the actions of leaders, not

on mental qualities or internal states.
Mcgregor Theory

 Douglas McGregor categorized leadership style into two

brand categories in his management theories
 theory X
 theory Y

having two different beliefs and assumptions about

subordinates.
Mcgregor Theory(theory X)

    The average human being has an inherent dislike of work and

will avoid it if he or she can.

 Because of this human characteristic, most people must be

coerced, controlled, directed, and threatened with punishment
to get them to put forth adequate effort toward the achievement
of organisational objectives.

 The average human being prefers to be directed, wishes to avoid

responsibility, has relatively little ambition, and wants security
above all.
Mcgregor Theory(Y theory)

 The expenditure of physical and mental effort in work is as natural as

play or rest.

 External control and threat of punishment are not the only means for
brining about effort toward organisational objectives.  People will exercise
self-direction and self-control in the service of objectives to which they are
committed.

 Commitment to objectives is a function of the rewards associated with

their achievement.
Theory Y

 The average human being learns, under proper conditions, not only
to accept responsibility but to seek it.

 The capacity to exercise a relatively high degree of imagination.

Ingenuity, and creativity in the solution of organisational problems
is widely, not narrowly, distributed I the population.

 Under the conditions of modern industrial life, the intellectual

potentialities of the average human being are only partially utilised
Contingency theory of leadership

 Leadership as being more flexible – different

leadership styles used at different times
depending on the circumstance.

 Suggests leadership is not a fixed series of

characteristics that can be transposed into
different contexts
Contingency Theory of Leadership

 The continuum of Leadership Behaviour ( Robert Tannenbaum and Warren H.

Schmidt )
Contingency Theory

 The manager’s choices depend on three factors: 

 Forces in the manager

Forces in the subordinate

Forces in the situation

House Path Goal theory
 House’s Path Goal Theory
 Leaders are most effective when they help followers move
along paths through which they can achieve both professional
and personal goals

House’s Four Path-Goal Leadership Styles

1. “Directive leader” lets others know what is expected; gives

directions, maintains standards.
2. “Supportive leader” makes work more pleasant; treats
others as equals, acts friendly, shows concern.
3. “Achievement-oriented leader” sets challenging goals;
expects high performance, shows confidence.
4. “Participative leader” involves others in decision making;
asks for and uses suggestions.
Participative Leadership

 Lewin’s leadership styles

 Likert’s leadership styles
Lewin’s leadership Style

 Autocratic

 Authoritarian
 Tells employees/students what they want done and how to do
it (without getting the advice from others).
 Works well if you don’t have much time to accomplish goals or
if employees are well motivated.
 Generally, this style is not a good way to get the best
performance from a team
 Democratic
 Participative style
 The leader involves one or more employees/students in the decision
making process (to determine what to do and how to do it).
 Leader maintains the final decision making authority.
 Allows everyone to be part of a team—everyone feels that they have
participated and contributed.
 Encourages participation, delegates wisely, values group discussion.
 Motivates by empowering members to direct themselves and guides
w/a loose reign.
 Negative—everything is a matter of group discussion and decision—
doesn’t really lead.
 Delegative

 Free Reign (lais ser faire)

 Leader allows employees/students to make the decisions.
 Leader is still responsible for the decisions.
 Employees/students analyze the situation and determine what
needs to be done and how to do it. Leader sets priorities and
delegates.
 Leader has little control. Team has little direction or
motivation.
Likert’s Leadership Styles

 Rensis Likert identified four main styles of

leadership, in particular around decision-making
and the degree to which people are involved in the
decision.
Likert’s Leadership Styles

 Exploitive authoritative

 The leader has a low concern for people

 uses methods such as threats and other fear-
based methods to achieve conformance.
 Communication is almost entirely downwards
and the psychologically distant concerns of
people are ignored
Likert’s Leadership Styles

 Benevolent authoritative
 Leader adds concern for people to an authoritative position, a
'benevolent dictatorship' is formed.
 The leader uses rewards to encourage appropriate
performance and listens more to concerns lower down the
organization
 Although what they hear is often rose-tinted, being limited to
what their subordinates think that the boss wants to hear.
Although there may be some delegation of decisions, almost all
major decisions are still made centrally
Likert’s Leadership Styles

 Consultative

 The upward flow of information here is still

cautious and rose-tinted to some degree, although
the leader is making genuine efforts to listen
carefully to ideas. Nevertheless, major decisions
are still largely centrally made.
Likert’s Leadership Styles

 Participative

 At this level, the leader makes maximum use of

participative methods, engaging people lower down
the organization in decision-making. People across
the organization are psychologically closer together
and work well together at all levels
Leadership Skills

 Skills of personal behavior

 Is sensitive to feelings of group.

 Identifies self with the needs of the group
 Considers others suggestions
 Helps other feel important and needed
 Does not argue
Leadership skills

 Skills of communication

 Listens attentively
 Make sure that policies are made clear to all
 Maintains good interpersonal relations and open
communication in the group
Leadership Skills

 Skills of organization – the effective

leader helps the group to:

 Develop long and short range objectives

 Share opportunities and responsibilities
 Plan,act,follow up and evaluate
Leadership Skills

 Skills of self examination

 Is aware of personal motivations

 Is aware of the group members
 Helps the group to be aware of their attitudes
and values
 
Qualities of A nurse Leader

 Self awareness
 Personal qualities like integrity,honesty,ability to
co-operate,ability to attract,motivate ets
 Initiative qualities like wiiling to help and
assist,self confidence,
 Technical qualities like mastery over subject,
expertise to work
 Teaching abilities
Qualities contd..

 Administrative abilities
 Intellectual skills
 Enthusiasm
 Emotional stability
 Quality of building human relations
Techniques

 Planning and organizing the work schedule

according to the availability of resources
 Assigning work to subordinates should be
defined with clear cut objectives
 Proper teaching and guidance to subordinates
 Good communication
 Democratic supervision
 Evaluation of performance