1. LEADERSHIP THEORIES

2. LEADERSHIP
Leadership is a process where a leader consistency with a vision motivates a group of people for certain production goals or wholes
In other words Leadership is the ability to influence a group towards the achievement of goals.

3. TRAIT THEORY LEADERSHIP TRAITS
AMBITION AND ENERGY
THE DESIRE TO LEAD
HONESTY AND INTEGRITY
SELF CONFIDENCE
INTELLIGENCE
HIGH SELF MONITORING
JOB-RELEVANT KNOWLEDGE
Theories that consider personality, social, physical or intellectual traits to differentiate leaders from non-leaders.
Trait theory assumes that’s leaders are born not made.

4. TRAITS AND SKILLS DIFFERENTIATING LEADERS FROM NONLEADERS
ADAPTABLE TO SITUATIONS
CLEVER (INTELLIGENT)
ALERT TO SOCIAL ENVIRONMENT
CONCEPTUALLY SKILLED
AMBITIOUS, ACHIEVEMENT ORIENTED
CREATIVE
ASSERTIVE
DIPLOMATIC AND TACTFUL
COOPERATIVE
FLUENT IN SPEAKING
DECISIVE
KNOWLEDGEABLE ABOUT THE WORK
DEPENDABLE
ORGANIZED (ADMINISTRATIVE ABILITY)
DOMINANT (POWER MOTIVATION)
PERSUASIVE
ENERGETIC (HIGH ACTIVITY LEVEL)
SOCIALLY SKILLED
PERSISTENT
SELF-CONFIDENCE
TOLERATE OF STRESS
WILLING TO ASSUME RESPONSIBILITY

5. LIMITATIONS OF TRAIT THEORY
No universal trait that predicts leadership in all situations.
Traits predict behavior better in “weak” than “strong” situations.
Unclear evidence of the cause and effect of relationship of leadership and traits. ‘For example: does self confidence create leadership or does success as a leader build self confidence?’
Traits do a better job at predicting the appearance of leadership than in actually distinguishing between effective and ineffective leaders.

6. BEHAVIORAL THEORY
In contrast with trait theory, behavioral theory attempts to describe leadership in terms of what leaders do, while trait theory seeks to explain leadership on the basis of what leaders are. Leadership according to this approach is the result of effective role behavior. Leadership is shown by a person’s act more than by his traits. This is an appropriate new research strategy adopted by Michigan Researchers in the sense that the emphasis on the trait is replaced by the emphasis in leader behavior (which could be measured).

7. BEHAVIORAL THEORY
Theories proposing that specific behaviors differentiate leaders from non-leaders.
Behavioral studies focus on identifying critical behavioral determinants of leadership that, in turn, could be used to train people to become leaders
BEHAVIORAL LEADERSHIP STUDIES
THE OHIO STATE STUDIES
THE UNIVERSITY OF MICHIGAN STUDIES
THE MANAGERIAL GRID
SCANDINAVIAN STUDIES

8. THE OHIO STATE STUDIES INITIATING STRUCTURE CONSIDERATION
The Ohio State Studies sought to identify independent dimensions of leader behavior
INITIATING STRUCTURE
CONSIDERATION
The extent to which a leader is likely to define and structure his or her role and those of subordinates in the search for goal attainment
The extent to which a leader is likely to have job relationships characterized by mutual trust, respect for subordinates’ ideas, and regards for their feelings

9. THE UNIVERSITY OF MICHIGAN STUDIES
The University of Michigan Studies sought to identify the behavioral characteristics of leaders related to performance effectiveness.
EMPLOYEE-ORIENTED LEADER
PRODUCTION-ORIENTED LEADER
Emphasizing interpersonal relations; taking a personal interest in the needs of employees and accepting individual differences among members.
Higher group productivity and job satisfaction.
One who emphasizes technical or task aspects of the job.
Lower group productivity and job satisfaction.

10. THE MANAGERIAL GRID
A graphical portrayal of a two-dimensional view of leadership style was developed by Blake and Mouton. They proposed a managerial grid also known as leadership grid based on the styles of “concern for people” and “concern for production” which essentially represents the Ohio State dimensions of consideration and initiating structure or the Michigan dimension of employee-oriented and production-oriented.
A nine-by-nine matrix outlining 81 different leadership styles
Managers were found to perform best under a 9,9 style. For example: with a 9,1 (authority type) or 1,9 (laissez- type) style.

11. THE MANAGERIAL GRID (BLAKE AND MOUTON)

12. SCANDINAVIAN STUDIES DEVELOPMENT-ORIENTED LEADER:
One who values experimentation, seeks new ideas, and generates and implements change
Leader who demonstrates development-oriented behavior have more satisfied employees and are seen as more competent by those employees.

13. CONTINGENCY THEORY -COGNITIVE RESOURCE THEORY
While trait and behavior theories do help us understand leadership, an important component is missing: the environment in which leader exists.
Contingency Theory deals with this additional aspects of leadership effectiveness studies
CONTINGENCY/SITUATIONAL THEORIES
FIEDLER MODEL
-COGNITIVE RESOURCE THEORY
HERSEY AND BLENCHERD’S SITUATIONAL THEORY
LEADER-MEMBER EXCHANGE THEORY
PATH-GOAL THEORY
LEADER PATICIPATION MODEL

14. FIEDLER MODEL
The first comprehensive model for leadership was developed by Fred Fiedler.
The theory that effective groups depend upon a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives control and influence to the leader.
There are basically three steps in the model
Identifying leadership style
Defining the situation
Matching leaders and situations

15. 1. IDENTIFYING LEADERSHIP STYLE
Fiedler believes a key factor in leadership success is the individual’s basic leadership style. So he created the LEAST PREFER CO-WORKER (LPC) QUESTIONNAIRE
LPC: An instrument that tells to measure whether a person is task or relationship oriented
If the low LPC score then person is task oriented.
If the high LPC score then the person is relationship oriented.

16. SCORING
Your final score is the total of the numbers you circled in the 18 scales.
57 or less= Low LPC (task oriented)
58-63= Middle LPC(socio-independent leaders, self directed and not overly concerned with the task or how others view them
64 or above= High LPC(motivated by relationships)

17. 2. DEFINING THE SITUATION
Fiedler identified three contingency dimensions that define the key situational factors.
1. Leader-member relations:
The degree of confidence, trust, and respect, members have in the leader.
2.Task structure
The degree to which the job assignments are procedurized.
3.Position Power:
The degree of influence a leader has over power variables such as hiring, firing, promotion etc.

18. 3. MATCHING LEADERS AND SITUATIONS
High LPC leaders are most effective in situation that are moderately favorable for leading.(IV,V,VI AND VII)
Low LPC leaders are most effective in situations that are very favorable or very unfavorable for leading.(I,II,III and VIII)
Fiedler concluded that the task-oriented leaders tend to perform best in situations that are very favorable to them and in situations that are very unfavorable to them(high and low) while relationship-oriented leaders perform best in moderate control situations.

19. FIEDLER CONTINGENCY MODEL

20. COGNITIVE RESOURCE THEORY
A theory of leadership that states that stress unfavorably effects the situation, and intelligence, and experience can lessen the influence of stress on the leader.
A refinement of Fiedler’s original model:
Focuses on stress as the enemy of rationality and creator of unfavorable conditions.
A leader’s intelligence and experience influence his or her reaction to that stress.
Stress Level’s:
Low Stress: Intellectual abilities are effective
High Stress: Leader experiences are effective
Research is supporting the theory

21. HERSEY AND BLANCHARD’S SITUATIONAL LEADERSHIP (SLT)
Paul Hersey and Ken Blanchard developed this leadership model.
A model that focuses on followers “readiness”.
Followers can accept or reject the leader.
Effectiveness depends on the followers’ response to the leader’s action.
“Readiness” is the extent to which people have the ability and willingness to accomplish a specific task.

22. CONTD…… Hersey and Blanchard identify four specific leader behaviors.
The most effective behavior depends on the follower’s ability and motivation.
“If followers are unable and unwilling to do a task”
The leader needs to give specific and clear directions.
“If followers are unable and willing”
The leader need to display a high task orientation.
“If the followers are able and unwilling”
The leader needs to use a supportive and participative style.
“If followers are both able and willing”
The leader doesn’t need to much.

23. SLT THEORY OF LEADERSHIP

25. LEADER-MEMBER EXCHANGE(LMX) THEORY
Leaders create in-groups and out-groups, and subordinates with in-group status will have higher performances ratings, less turnover, and greater satisfaction with their superior.
LMX PREMISE:
Because of time pressures, leader form special relationship with a small group of followers: the “in-group”
This in-group is trusted and gets more time and attention from the leader
All other followers are in the “out-group” and gets less of leader’s attention and tend to have formal relationship with the leader
The leaders tend to choose in-group members because they have attitude and personality characteristics that are similar to the leader’s or a higher level of competence than out-group members and it is based on formal authority interactions

27. PATH-GOAL THEORY The path-goal theory is developed by Robert House.
The theory that it is the leader’s job to assist followers in attaining their goals and to provide the necessary direction and/or support to ensure that their goals are compatible with the overall objectives of the group or organization
The term path-goal is derived from the belief that effective leaders clarify the path to help their followers get from where they are to the achievement of their work goals and to make the journey along the path easier by reducing roadblocks.
Path goal theory proposes two classes of situational and contingency variables that moderate the leadership behavior- outcome relationship- those in the environment that are outside the control of the employee and those that are part of the personal characteristics of the employee.

28. CONTD…… House identified four leadership behaviors
The directive leader: lets followers know what is expected of them, schedules work to be done, and gives specific guidance as to how to accomplish task.
The supportive leader: is friendly and shows concern for the needs of followers.
The participative leader: consults with followers and uses their suggestions before making a decision.
The achievement-oriented leader: sets challenging goals and expects followers to perform at their highest level

30. LEADER-PARTICIPATION MODEL
Victor Vroom and Phillip Yetton developed the leader- participation model.
A leadership theory that provides a set of rules to determine the form and amount of participation decision making in different situations.
The model was a decision tree incorporating seven contingencies(revised to twelve) and five alternative leadership styles
The decision tree is rule based to guide the leaders about when and when not to include subordinate participation in decision making.

32. THANKYOU