1 Nature of Leadership

Leadership involves influencing others to achieve a common goal. It requires inspiring, motivating, and guiding
others. Leaders are not born but develop through learning and experience. They possess qualities like vision,
integrity, and communication skills. Leadership maximizes others' efforts to achieve a goal, not by coercion but
by inspiration. It involves setting a clear vision, effective communication, and creating an inclusive
environment for everyone to contribute.

A leader's power in an organization can be derived from several sources:

● Legitimate power is the authority a leader has due to their position in the organization's hierarchy.
● Reward power is the ability to give or withhold rewards, such as salary increases, bonuses, or
promotions.
● Coercive power is the ability to punish or threaten punishment, such as through demotion, termination,
or reprimands.
● Referent power is the influence a leader has due to their personal charisma, likability, and the respect
they command from others.
● Expert power is the influence a leader has due to their knowledge, skills, and expertise in a particular
area.
Leaders can use these types of power in various ways to influence the behavior of their subordinates. For
example, they can make legitimate requests, offer rewards for compliance, threaten punishment for non-
compliance, use rational persuasion, serve as a role model, appeal to higher ideals, or even distort information
to achieve their goals. However, the effective and ethical use of power is crucial for successful leadership.
How does a manager/ Leader use his power?
Managers and leaders utilize their power in various ways to influence their subordinates' behavior.
● Legitimate requests: Based on their legitimate power or formal authority, managers can make requests
within the scope of their position, and subordinates are expected to comply.
● Instrumental compliance: Managers offer rewards to subordinates in exchange for compliance.
Rewards can include salary increases, bonuses, or promotions.
● Coercion: Managers may resort to threats or punishment to enforce compliance. This can involve
actions like demotions, termination, or reprimands.
● Rational persuasion: Managers use logical arguments and factual evidence to persuade subordinates
that complying with their requests is in the organization's best interest.
● Personal identification: Leaders with referent power leverage their charisma and likability to inspire
and motivate subordinates.
● Inspirational appeal: Leaders can appeal to their subordinates' values and ideals, encouraging them to
work towards a common goal or vision.
● Information distortion: In some cases, managers may manipulate or withhold information to influence
subordinates' behavior. However, this tactic can be detrimental to trust and morale.

The effectiveness of these power tactics can vary depending on the situation, the relationship between the leader
and subordinates, and the organizational culture. Ethical considerations are also crucial in determining the
appropriate use of power in leadership.
2. Generic approaches to leadership.

The two generic approaches to leadership are:

1. Leadership Traits: This approach assumes that leaders possess specific traits that distinguish them
from non-leaders. Researchers initially believed that traits like intelligence, assertiveness, and self-
confidence indicated leadership potential. However, this approach faced criticism due to the lack of
consistent evidence and the difficulty in identifying a universal set of leadership traits.
2. Leadership Behaviors: This approach focuses on the actions and behaviors of leaders rather than their
inherent traits. It suggests that effective leaders exhibit certain behaviors that contribute to their success.
The Michigan Studies and Ohio State Studies are prominent examples of research in this area.
○ Michigan Studies: Identified two leadership behaviors: job-centered behavior (focusing on task
completion and performance) and employee-centered behavior (emphasizing employee
satisfaction and well-being).
○ Ohio State Studies: Identified two dimensions of leadership behavior: initiating structure
(defining roles and tasks) and consideration (showing concern for subordinates).

These studies laid the groundwork for further research on leadership styles and their impact on organizational
outcomes.
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The Managerial Grid is a behavioral leadership model developed by Robert Blake and Jane Mouton. It
categorizes leadership styles based on two dimensions:

1. Concern for People: This refers to the degree to which a leader considers the needs, interests, and areas
of personal development of their team members when deciding how best to accomplish a task.
2. Concern for Production: This refers to the degree to which a leader emphasizes concrete objectives,
organizational efficiency, and high productivity when deciding how best to accomplish a task.

Leadership Grid

The managerial grid is represented as a graph with nine possible positions along each axis, creating 81 different
leadership styles. However, the grid highlights five leadership styles:

1. Impoverished Management (1,1): Leaders in this position have low concern for both people and production.
They exert minimal effort to get work done and maintain a friendly atmosphere.
2. Country Club Management (1,9): Leaders prioritize their team members' needs and feelings. They create a
friendly and comfortable work environment but may not focus enough on task accomplishment.
3. Authority-Compliance Management (9,1): Leaders emphasize production and results, with minimal concern for
employee needs. They may use an autocratic style, prioritizing efficiency and task completion.
4. Middle-of-the-Road Management (5,5): Leaders balance their concern for people and production. They strive
for adequate organizational performance by compromising between the needs of employees and the need for
results.
5. Team Management (9,9): Leaders demonstrate high concern for both people and production. They foster a team
environment where everyone is committed to achieving goals and trust and respect are emphasized.

The ideal leadership style, according to the grid, is the 9,9 orientation (team management), where leaders achieve high
work performance through leading committed people who identify with organizational purpose.
Alternatively, If we describe it as a table:

Concern for Concern for

Leadership Style Description
People Production
Impoverished Minimal effort, focus on neither people nor
Low (1) Low (1)
Management production.
Country Club Focus on people's needs, less on task
Low (1) High (9)
Management accomplishment.
Focus on production and results, less on
High (9) Low (1) Authority-Compliance
employee needs.
Middle-of-the-Road
Medium (5) Medium (5) Balances concerns for people and production.
Management
High concern for both people and production,
High (9) High (9) Team Management
promotes teamwork.
 Summary of Learning Outcomes and Key Points
1. Describe the nature of leadership and relate leadership to management
● Process leadership is the use of non-coercive influence to shape the group’s or organization’s goal
motivate behavior toward the achievement of those goals and help define group or organizational culture
● as a properly leadership is the set of characteristics attributed to those who are perceived to be leaders
● leadership and management are often related but are also different
● Leadership and management are often related but are also different
● managers and leaders use legitimate revert Coercive referent1 and expert power
2. Discuss and evaluate two generic approaches to leadership
● the trade approach to leadership assumed that some dessert rate or sets of trades differentiated leaders
from nonleaders
● the leadership behavior approach to leadership assumed at the behavior of effective leaders was
somehow different from the behavior of non-leaders
● research at the University of Michigan and highest State University identified two basic forms of
leadership behavior one concentrating on work and performance and the other concentrating on
employee welfare and support
● the leadership grades attempt to train managers to exhibit high levels of both forms of behavior
3. identify and describe the major situational approaches to leadership
● Situational approaches to leadership recognize that appropriate forms of leadership behavior are not
universally applicable and attempt to specify situations in which various behaviors are appropriate
● The LPC theory suggests that a leader's behavior should be either tusk-oriented or relationship-oriented
depending on the Favorable. of the situation
● The path-goal theory suggests that directive supportive participative or achievement-oriented leader
behaviors may be appropriate depending on the personal characteristics of subordinates and the
environment.
● Vroom’s decision tree approach maintains that leaders should vary the extent to which they allow
subordinates to participate in making decisions as a function of problem attributes.
● The leader-member exchange model focuses on individual relationships between leaders and followers
and on in-group Versus outgroup consideration.
4. Identify and describe three related approaches to leadership
● Related leadership perspectives are. the concept of substitutes of leadership, charismatic leadership, and
the role of transformational leadership in organizations.
5. Describe three emerging approaches to leadership. The emerging approaches include:
● Strategic leadership.
● cross-cultural leadership
● Ethical leadership

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 6. discuss political behavior in organizations and how it can be managed.
● Political behavior is another influence process frequently used in organizations
● impression management one special important form of political behavior is a direct and intentional
effort by someone to enhance his or her image in the eyes of others
● Managers can take steps to limit the effects of political behavior

Question for review

What activities do managers perform? What activities do leaders perform? Do organizations need both
managers and leaders? Why or why not?

Managers and leaders are both essential for the success of an organization, but they play distinct roles and perform
different activities.
Managers are responsible for planning and decision-making, organizing, leading, and controlling an organization's
resources to achieve its goals efficiently and effectively. Their activities include setting goals, developing strategies,
allocating resources, coordinating activities, and monitoring performance.
Leaders, on the other hand, focus on inspiring and guiding organizational members to work together toward a common
vision. They motivate employees, influence their behavior, build relationships, and create a positive work environment.
Leadership involves creating a vision for the future, communicating that vision to others, and inspiring them to work
towards it.
Organizations need both managers and leaders because their roles are complementary. Managers provide the necessary
structure and coordination to ensure that the organization runs smoothly and efficiently, while leaders provide the
inspiration and motivation to drive the organization forward and adapt to change. Without effective management, an
organization may struggle to achieve its goals, while without effective leadership, it may lack direction and purpose.

What are the situational approaches to leadership? Briefly describe each and compare and contrast their
findings.
Situational approaches to leadership emphasize that there's no one-size-fits-all leadership style. Instead, the best approach
depends on the situation. Here are some key situational leadership models:

● Fiedler's Contingency Theory:Leadership effectiveness relies on matching a leader's style (relationship-

oriented or task-oriented) to the situation's favorableness (based on leader-member relations, task
structure, and leader position power).
● Path-Goal Theory: Leaders should adjust their behavior to help followers reach goals and overcome obstacles.
They can be directive, supportive, participative, or achievement-oriented, depending on subordinates' needs..
● Vroom-Yetton-Jago Decision-Making Model: This model outlines a decision-making process for leaders,
involving subordinates based on situational factors.
● Leader-Member Exchange (LMX) Theory: Leader-follower relationships impact communication, trust, and
performance expectations.
Comparison and Contrast:

● Focus: Fiedler's theory and LMX theory focus on the leader's characteristics and their interactions with followers,
while Path-Goal theory and Vroom-Yetton-Jago model focus on the leader's behavior and decision-making style.
● Situational Factors: All theories consider situational factors, but they differ in which factors they emphasize.
Fiedler's theory focuses on leader-member relations, task structure, and leader position power, while Path-Goal
theory considers subordinate characteristics and environmental factors.
● Leadership Styles: Fiedler's theory suggests a fixed leadership style, while other theories propose that leaders
should adapt their style to the situation.
● Outcomes: All theories aim to explain leadership effectiveness, but they differ in how they measure it. Fiedler's
theory focuses on group performance, while Path-Goal theory and LMX theory consider subordinate satisfaction
and motivation.

In conclusion, situational approaches to leadership provide valuable insights into how leaders can adapt their behavior to
different contexts. By understanding these theories, leaders can make more informed decisions about how to lead
effectively in various situations.

A few universities are experimenting with alternative approaches, such as allowing students to design their own
majors, develop a curriculum for that major, choose professors and design courses, or self-direct and self-
evaluate their studies. These are examples of substitutes for leadership. Do you think this will lead to better
outcomes for students than a traditional approach? Would you personally like to have that type of alternative
approach at your school? Explain your answers.
The effectiveness of alternative approaches to education, such as self-designed majors and self-directed
learning, is a complex issue with potential benefits and drawbacks.
Potential Benefits:

● Increased Motivation and Engagement: Allowing students to tailor their education to their interests
and goals can enhance motivation and engagement, leading to deeper learning and better outcomes.
● Development of Critical Skills: The process of designing a major, curriculum, and courses can foster
critical thinking, problem-solving, and decision-making skills, which are valuable for future careers.
● Personalized Learning Experience: Self-directed learning can cater to individual learning styles and
paces, allowing students to learn in ways that suit them best.

Potential Drawbacks:

● Lack of Structure and Guidance: Some students may struggle with the lack of structure and guidance
in self-directed learning, leading to confusion and potential gaps in knowledge.
● Limited Resources and Expertise: Universities may not have the resources or expertise to support
students in designing and implementing their majors and courses effectively.
● Potential for Bias and Inequality: Self-designed majors and courses may be influenced by students'
existing biases and preferences, potentially limiting their exposure to diverse perspectives and
knowledge.

Personal Opinion:
Whether or not I would personally like to have an alternative approach at my school depends on several factors,
such as my learning style, goals, and the resources available at my institution. If I were highly motivated,
independent, and had access to adequate support and guidance, I might be open to exploring a self-designed
major. However, if I preferred a more structured and guided approach, I might opt for a traditional major.

Conclusion: The effectiveness of alternative approaches to education is likely to vary depending on individual
student characteristics and institutional contexts. While these approaches offer potential benefits in terms of
motivation, skill development, and personalized learning, they also pose challenges related to structure,
resources, and potential bias. Therefore, a careful evaluation of these factors is necessary before implementing
such approaches on a wider scale.

Think about a decision that would affect you as a student. Use Vroom’s decision tree approach to decide
whether the administrator making that decision should involve students in the decision. Which parts of the
model seem most important in making that decision? Why?

Let's consider a decision that would affect students: implementing a new grading system. Here's how Vroom's
decision tree approach could be applied:
Vroom-Yetton-Jago Decision-Making Model
The model guides leaders through a series of questions about the situation to determine the appropriate level of
subordinate involvement in decision-making. Here's a simplified version applied to the grading system decision:

1. Decision Significance: Is the decision significant? (Yes, it affects all students)

2. Leader Expertise: Does the administrator have all the necessary information? (Likely not, as students'
perspectives are crucial)
3. Goal Congruence: Do students share the administrator's goals? (Potentially, if the new system aims to
improve fairness and transparency)
4. Subordinate Conflict: Is there likely to be conflict among students about the new system? (Possibly, as
preferences for grading methods vary)
5. Subordinate Readiness: Are students ready to participate in the decision? (This depends on their
maturity and understanding of grading systems)

Decision Path:
Based on the answers to these questions, the model would suggest a decision-making style. For instance:

● High significance, low leader expertise, potential conflict, high subordinate readiness: A
consultative or collaborative approach would be recommended, involving students in discussions and
seeking their input.
● High significance, high leader expertise, low conflict, low subordinate readiness: A more autocratic
approach might be suitable, with the administrator making the decision independently.
Most Important Parts of the Model:

● Decision Significance: The impact of the decision on students is paramount. If the change is minor, less
involvement might be needed.
● Leader Expertise: The administrator's knowledge of grading systems is important, but recognizing the
value of student input is crucial for a fair and effective decision.
● Subordinate Readiness: Students' ability to participate constructively is key. If they lack understanding
or maturity, their involvement might be less productive.

Why These Parts are Important:

● Ensuring Fairness: Involving students in a decision that directly affects them promotes a sense of
fairness and ownership.
● Leveraging Diverse Perspectives: Students offer unique insights into the practical implications of a
new grading system, helping administrators anticipate challenges and tailor the system to their needs.
● Building Trust and Buy-In: Collaboration fosters trust between students and administrators, increasing
the likelihood of successful implementation and acceptance of the new system.

Conclusion: Vroom's model provides a structured approach to assess the situation and determine the
appropriate level of student involvement in the grading system decision. By considering the decision's
significance, the administrator's expertise, and students' readiness, a more informed and collaborative decision-
making process can be achieved.