1. HSA 171 CAR

2. 1436/6/20-14

3.  Transactional and Transformational Leadership.  Leadership Theories 3

4.  Transactional Leaders  Transactional Leaders: Leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements.  https://www.youtube.com/watch?v=jVde5oPm8aM https://www.youtube.com/watch?v=jVde5oPm8aM  Transformational Leaders  Transformational Leaders: Leaders who provide individualized consideration and intellectual stimulation, and who possess charisma. ◦ focus on team-building, motivation and collaboration with employees at different levels of an organization to accomplish change for the better.  https://www.youtube.com/watch?v=60O2OH7mHys https://www.youtube.com/watch?v=60O2OH7mHys 4

5.  Based on the concept of exchange between leader and group members  Leader provides resources and rewards in exchange for motivation, productivity, effective goal, or task accomplishments 5

6.  Contingent Reward  Management by Exception (MBE) 6

7.  Contingent Reward  Positively reinforce appropriate behaviors  Negatively reinforce inappropriate behaviors  Highly ineffective and/or satisfying to all  Management by Exception (MBE)  Active MBE  Active MBE: monitor groups and correct mistakes.  (Laissez-Faire) MBE  (Laissez-Faire) MBE: leave group alone and only interact when there are challenges. 7

8.  Contingent Reward: Contracts exchange of rewards for effort, promises rewards for good performance, recognizes accomplishments  Management by Exception: Watches and searches for deviations from rules and standards, takes corrective action. 8

9.  “The ability to get people to want to change and to lead change.”  4 Elements of Transformational Leadership: 1) Idealized Influence 2) Inspiration and Charisma 3) Intellectual Stimulation 4) Individual Consideration 9

10.  Idealized Influence  Idealized Influence: Provides vision and sense of mission, instills pride, gains respect and trust.  Inspiration:  Inspiration: Communicates high expectations, uses symbols to focus efforts, expresses important purposes in simple ways.  Intellectual Stimulation:  Intellectual Stimulation: Promotes intelligence, rationality, and careful problem solving.  Individualized Consideration:  Individualized Consideration: Gives personal attention, treats each employee individually, coaches, advises. 10

11. Inspiration and Charisma Create an emotional bond between leader and group. Intellectual Stimulation Challenge the group to identify and solve challenges (out of the box). 11

12. Individual Consideration  Develop appropriate personal relationships with members  Treat members differently but equitably 12

13.  TRAIT THEORY.  BEHAVIOURAL THEORIES.  CONTINGENCY THEORIES (Situational Theories). 13

14.  Theories that consider personality, social, physical, or intellectual traits to differentiate leaders from nonleaders. 14

15. Ambition and energy. Ambition and energy. The desire to lead. The desire to lead. Honest and Integrity. Honest and Integrity. Self-Confidence. Self-Confidence. Intelligence. Intelligence. High self-monitoring. High self-monitoring. Job-relevant knowledge Job-relevant knowledge. Ambition and energy. Ambition and energy. The desire to lead. The desire to lead. Honest and Integrity. Honest and Integrity. Self-Confidence. Self-Confidence. Intelligence. Intelligence. High self-monitoring. High self-monitoring. Job-relevant knowledge Job-relevant knowledge. 15

16. 1) No universal traits found that predict leadership in all situations. 2) Unclear evidence of the cause and effect of relationship of leadership and traits. 3) Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders. 16

17.  Theories proposing that specific behaviors differentiate leaders from nonleaders.  Pattern of actions used by different individuals determines leadership potential  E.g. Autocratic. Democratic Laissez- faire. Autocratic. Democratic Laissez- faire. Employee Centered. Task Centered. 17

18.  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 (Two Dimension Theory) sought to identify independent dimensions of leader behavior Initiating structure. Consideration 18

19.  The University of Michigan Studies (Managerial Grid Theory) sought to identify the behavioral characteristics of leaders related to performance effectiveness Employee oriented. Production oriented. 19

20. Initiating Structure: 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. Consideration: The extent to which a leader is likely to have job relationships characterized by mutual trust, respect for subordinates’ ideas, and regard for their feelings. 20

21. Employee- Oriented: Emphasizing interpersonal relations; taking a personal interest in the needs of employees and accepting individual differences among members. Production-Oriented leader: One who emphasizes technical or task aspects of the job. 21

22. environment While trait and behavior theories do help us understand leadership, an important component is missing: the environment in which the leader exists. Contingency Theory Contingency Theory deals with this additional aspect of leadership effectiveness studies. 22

23.  Fiedler Model  Path-Goal Theory 23

24.  The group performance depends on the match between the leader’s style, interaction with his/her followers and the degree to which the situation gives the leader control and influence. 24

25. Fiedler’s model consists of 3 primary elements. 1) Identifying Leadership Style. 2) Defining the Situation. 3) Relationship between style and situation. 25

26.  Fiedler believes that a key factor in leadership success is the individual’s basic leadership style and thus he identifies the two dimension of leadership style. Task oriented. Human relationship oriented. 26

27. 27

28.  Least Preferred Co-Worker (LPC) Scale  High LPCs = Relationship -Motivated  Low LPCs = Task-Motivated 28

29.  After an individual’s basic leadership style has been assessed through LPC. task orientedrelationship oriented..  (LPC) Least Preferred Co-worker questionnaire for the purpose to measure whether a person is task oriented or relationship oriented.. 1. Task Structure: It is the degree which the job assignments are procedures i.e. structured or unstructured. 2. Position Power: It is the degree of influence a leader has over power variable such as hiring, discipline, promotion and salary increase. 3. Leader Member Relationship: It is the degree of confidence, trust and respect shown by the member to their leaders.  Fiedler identifies 3 contingency factors which are the key situational factors that determine leader’s effectiveness. 1. Task Structure: It is the degree which the job assignments are procedures i.e. structured or unstructured. 2. Position Power: It is the degree of influence a leader has over power variable such as hiring, discipline, promotion and salary increase. 3. Leader Member Relationship: It is the degree of confidence, trust and respect shown by the member to their leaders. 29

30.  The next step in the Fiedler model is to evaluate the situation in terms of these 3 contingency variables. Fiedler states that the better the leader-member relationship the more highly structure the task is and the stronger the position power the more control the leader has. 30

31.  With knowledge of an individual’s LPC score and assessment of the 3 contingency dimension, the Fiedler’s model matching them up, to achieve maximum leadership effectiveness. He concluded that task oriented leader tend to perform better in situation that are very favorable to them instead of unfavorable condition. Thus we can say task-oriented leader perform best in situation of high and low control while relationship oriented leaders perform best in moderate control situation. 31

32.  Leaders provide followers with information, support, and resources to help them achieve their goals – Leaders help clarify the “path” to the worker’s goals – Leaders can display multiple leadership types. 32

33. The Theory that 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. 33

34.  Four Types of Leaders..  Directive: focuses on the work to be done.  Supportive: focuses on the well-being of the worker.  Participative: consults with employees in decision- making.  Achievement-Oriented: sets challenging goals. 34