Chapter two

Leadership theories & styles

Introduction

 Dear students, well come to the second chapter of the course leadership and change

management. Before directly moving in to the detail part of this chapter I have a question. Which
president/prime minister you appreciate among the world countries either from the past or the present?
Why? Yes, some of you may say Obama, some of you may say P/m Meles Zenawi, D/r Abbiy, some
others may say Mengistu H/Mariam, and others may say Mandela and so on. In whatever cases you are
appreciating these peoples leadership quality/way of influencing others to accomplish an objective.

By the way, what is leadership style? What is the difference between good and bad leaders? What are the
characteristics of good leaders? What are the different types of leadership skills and competencies? What
are the different types of leadership styles and theories? In this chapter, you will get all the answers for
the above questions. This chapter deals with the types of leadership skills and competencies, different
types of leadership styles and theories, characteristics of good leaders and difference between good and
bad leaders.
2.1 Types of leadership styles

Leadership style is the relative consistent pattern of behavior that characterizes a leader. Leaders' styles
encompass how they relate to others within and outside the organization, how they view themselves and
their position, and - to a very large extent - whether or not they are successful as leaders. If a task needs
to be accomplished, how does a particular leader set out to get it done? If an emergency arises, how
does a leader handle it? If the organization needs the support of the community, how does a leader go
about mobilizing it? All of these depend on leadership style.

Leadership style, more than leadership traits, determines leader effectiveness. Style is related to one's
model of organizational behavior. It is considered as pattern of behavior a leader uses to influence
employees to achieve organizational goals.
 Leadership style is the behavior exhibited by a leader during influencing subordinates to
accomplish organizational objectives.
 Leadership style also implies the ways in which the leaders exercise leadership.

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  Leadership style is the ways in which the functions of leadership are carried out.
 Leadership style is the ways how the leaders behave towards their subordinated in the
accomplishment of the work.

No matter what their traits or skills, leaders carry out their roles in a wide variety of styles. Therefore,
there are many leadership styles from which to choose from a very classical autocratic approach to a very
creative, participative approach. Not everything old was bad and not everything new was good. Different
styles were needed for different situations and each leader needed to know when to exhibit a particular
approach.

The leader's style or manner of dealing with the organization's members and communicating with them
contributes to or detracts from the group's overall functioning. Leadership styles are also broadly
classified based on three points of view: Motivation, Authority and supervision.

 On the basis of motivation leadership style can be positive or negative style. In positive style a
leader motivates his followers to work hard by offering them rewards, for example, higher bonus. In
negative styles, a leader forces his followers to work hard and punishes them for lower productivity.
 on the basis of Authority,
Authority, the followings well known leadership styles will be mentioned:

a) Bureaucratic Leadership style

(Max Weber, 1905) is very structured and follows the procedures as they have been established. This type
of leadership has no space to explore new ways to solve problems and is usually slow paced to ensure
adherence to the ladders stated by the company. Leaders ensure that all the steps have been followed prior
to sending it to the next level of authority. It is also known as manages “by the book”. Everything done
according to procedure or policy if not covered by the book, referred to the next level above.

 Staff performing routine tasks over and over

 Staff needs to understand certain standards or procedures.

 Safety or security training conducted

 Staff performing tasks that require handling cash

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  Work habits form those are hard to break, especially if they are
no longer useful.
 Staff loses their interest in their jobs and in their co-workers

 Staff do only what is expected of them and no more.

Universities, hospitals, banks and government usually require this type of leader in their organizations to
ensure quality, increase security and decrease corruption.

b) Charismatic Leadership style

This type of leader has to be committed to the organization for the long run. If the success of the division
or project is attributed to the leader and not the team, charismatic leaders may become a risk for the
company by deciding to resign for advanced opportunities. It takes the company time and hard work to
gain the employees' confidence back with other type of leadership after they have committed themselves
to the magnetism of a charismatic leader.
Assumptions
 Charm and grace are all that is needed to create followers.

 Self-belief is a fundamental need of leaders.

 People follow others that they personally admire.

c) Autocratic Leadership style

“Look, I’m the boss around here. I’ll make the decisions and I’ll tell you what I want you to do. You’d
better do your job because I’ll be watching your every move.” Autocratic leadership is the classical
approach to leadership style. Autocratic leadership Style is also known as ‘’I’’ approach. This type of
leadership is practiced by the managers concentrating on power and authority within themselves. Leader
expects high degree of compliance by subordinates. A Leader having this style does not consult staff, nor
allowed to give any input. He is dogmatic and positive in his approach. Manager exhibiting this type of
style has the ability and enforces decision by use of rewards and fear of punishment. As a result, staffs are
expected to obey orders without receiving any explanations.
Communication tends to be primarily in one direction from manager to follower. Some autocratic leaders
are seen as “benevolent autocrat.” Though they listen considerably to their followers’ opinion before
making any decision, the decision remains to be their own. They seemingly consider their subordinate’s
ideas but when it comes to decision making they are more autocratic than benevolent.

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An advantage of autocratic leadership is the speed of decision-making, as the leader does not have to
obtain group members approval. However there appears to be a low morale syndrome on the group
members because their views are not given due consideration and may resent the decision and support the
same as little as possible. An autocratic leader is one who dominates and drives his subordinates through
coercion, command and the instilling of fear in his followers.
An autocratic leader alone determines policies, plans and makes decisions. He demands strict obedience.
Such leaders love power and love to use it for promoting their own ends. They never like to delegate their
power for they fear that they may lose their authority. The merits of this type of leadership is that, it can
increase efficiency, save time, and get quick results under emergency conditions, chain of command and
division of work are clear.

The demerits are people are treated as machine-like cogs without human dignity; one way communication
without feedback and the leader receives little or no input from his sub-ordinates for his decision-making
which is dangerous in the current dynamic environment. Generally, this approach is not a good way to get
the best performance from a team.
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.
 Studies show that productivity is highest under this leadership style while the manager is
present, but productivity slumps in the absence of the manager.
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.
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.

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  Such a leadership style is suitable when subordinates are basically lazy and
avoiding duties.
 It helps to make quick decisions as decision-making is the prerogative of the
leader alone.
 As subordinates are under constant threat of disciplinary action, they are
always cautious.
 Inefficient and insincere workers can easily be identified and removed from
service.

 Subordinates normally show resistance to this type of leadership style as it

curtails their freedom to act.

 It kills initiative to work and results in frustration among workers.

 It often gives scope for conflicts between the leader and his followers.

 At some stage, the subordinates may stop obeying the orders of the leader and
start showing their protest. If such a stage is reached peak, the leader will
become helpless.
d) Democratic Leadership style

This style of leadership is also known as participative leadership. As the name itself indicates, in this
style, the entire group is involved in goal setting and achieving it. A democratic leader follows the
majority opinion as expressed by his group. Subordinates have considerable freedom of action. The leader
shows greater concern for his people’s interest, is friendly and helpful to them. He is always ready to
defend their subordinates individually and collectively. This type of leadership encourages people to
develop and grow, receives information and ideas from his subordinates to make decisions, and boosts the
morale of employees.
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.

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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 team commitment exists.
 The employees know their jobs and want to become part of the team.

Ineffective when. . .

 The group is unmotivated.

 Group members lack skill and knowledge.
 A high degree of conflict is present.

 As the followers are able to participate in the decision-making process,

they feel motivated.

 The decision finally made is mutually acceptable. The followers,

therefore, work for its implementation wholeheartedly.
Merits:
 There is no resistance from the subordinates.

 It improves the job attitudes of the subordinate staff.

 As the subordinates do not have ill-feelings of any kind, the labour-

management relationship is bound to improve.

 There may be delay in arriving at a decision, as consensus among the

individuals is necessary.

 Democratic leadership is suitable only if the subordinates are all capable

of making worthwhile suggestions. If they are less efficient and prefer to

Demerit: work as per the leader’s directions, participative leadership will not serve
the purpose.

 It may, sometimes, be very difficult to evolve a solution that is acceptable

to everyone.

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 e) Laissez-faire/Free-Rein Leadership style

In this type of leadership, the leaders exercise absolutely no control. He only provides information,
materials and facilities to his subordinates. This type of leadership is employee centered and the
subordinates are free to establish their own goals and chart out the course of action. This type of
leadership can be disaster if the leader does not know well the competence and integrity of his people and
their ability to handle this kind of freedom. The Figure below shows the spectrum of leadership styles
where at one end there is no freedom for people and full freedom at the other.

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 styles of 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.
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.

Merits

 Obviously, as the subordinates have full freedom to act, their level of motivation is bound to be
very high.

 Those subordinates, who are highly efficient, can make use of the freedom given to them to excel.
 The superior-subordinate relationship is bound to be very good.

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Demerits

 The laissez faire leadership style will produce good results only if the subordinates are all highly
efficient and capable of doing their work independently.

 As the leader does not involve himself at all in the activities of his subordinates, control may
become difficult.

 The leader does not exercise his formal authority. As a result, the work place may lose its official
character.

 The subordinates are deprived of the expert advice and moral support of their leader.

f) Situational leadership style

The situational leadership style states that for a manager to be democrat, autocratic or laissez-faire,
situations force him/her. The manager behaves as per the situations he/she is facing. If one leadership
style is appropriate to a given situation, that particular style may not be appropriate to another
(different) situation.
Which style is the best?
A good leader uses all styles, depending on what forces are involved between the followers, the leader
and the situation. Some examples include the following.

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  Using an authoritarian style with a new group member who
who is just learni
earning the job. The
leader is comp
competent and
and a good
good coach.
ch. The individual is moti
motiv
vated to learn a new skill.
skill.
The situation is a new environment for the individu
individuaal in que
question.
 Using a participative style with team memb
members who know thei
their job. The lead
leader knows the
problem well,
well, but he wants to cre
create a team
eam wher
where the mem
members take ownership of the project.
project.
The members know their jobs and want to becom
ecomee part of the
the tea
team
m. The situation allows time
for group development.
 Using a Delegative style with a staff membe
member who
who knows more about the job than you. You
cannot do everything! The individual needs to take ownershi
wnership
p of her job
job. In addition, the
situation might call for
for you to beat othe
ther pla
places doin
doing oth
other thing
things.
 Using all thre
three: Tellin
Telling your staff that a procedure is not working corr
correct
ectly and a new one must
be established (authoritari
(authoritarian). Asking for their ide
ideas and input on creating a new pro
procedure
(particip
(participative)
tive);; Delegating tasks in order
rder to implement the
the ne
new procedure (Delega
(Delegative
tive).

Factors for using different leadership styles

Hence there is no one “right” way to lead or manage that suits all situations. To choose the most
effective approach for you, you must consider:
 The skill levels and experience of your tea
team
m
 The work involved (routine or new and creareative)
tive)
 The organizational environment (stable or radically
radically changing, conservative or Adventurous)
Adventurous)
 Your own preferred or natural sty
style.

The Leadership Grid

The leadership grid is another behavioral approach of styles of leadership based on two dimensions i.e.
concern for people and concern for production (job). People centered leaders are more concerned
for their subordinate's feelings and relationship while job centered leaders are those leaders who
consistently emphasize getting the job done without much concern for their subordinates.

High
Country club Team leaders

Concern for people

Impoverished Authoritarian
Low

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 Low Concern for task High
 Authoritarian Leader (high task, low relationship)

People who get this rating are very much task oriented and are hard on their workers (autocratic).
There is little or no allowance for cooperation or collaboration. Heavily task oriented people display
these characteristics. They are very strong on schedules; they expect people to do what they are told
without question or debate; when something goes wrong they tend to focus on who is to blame rather
than concentrate on exactly what is wrong and how to prevent it. They are intolerant of what they
see as dissent (it may just be someone's creativity).Therefore, it is difficult for their
subordinates to contribute or develop.

 Team Leader (high task, high relationship)

This type of person leads by positive example and endeavors to foster a team environment
in which all team members can reach their highest potential, both as team members and as person.
They encourage the team to reach team goals as effectively as possible, while also working
tirelessly to strengthen the bonds among the various members. They normally form and lead some
of the most productive teams.

 Country Club Leader (low task, high relations

relationship)

This person uses predominantly reward power to maintain discipline and to encourage the team to
accomplish its goals. Conversely, they are almost incapable of employing the more punitive coercive
and legitimate powers. This inability results from fear that using such powers could jeopardize
relationships with the other team members.

 Impoverished Leader (low task, low relationship)

A leader who uses a "delegate and disappear" management style, since they are not committed to
either task accomplishment or maintenance of relationships they essentially allow their team to do
whatever it wishes and prefer to detach themselves from the team process by allowing the team to
suffer from a series of power struggles. According to current definition of leadership, this type of
manager does not qualify as a leader.

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 2.2 Leadership Theories

For decades, leadership theories have been the source of numerous studies. In reality as well as in
practice, many have tried to define what allows authentic leaders to stand apart from the mass! Hence,
there are many theories on leadership as there are philosophers, researchers and professors that have
studied and ultimately published their leadership theory. Every leader is different, and no single theory
works for all leaders Therefore, theories are commonly categorized by which aspect is believed to define
the leader the most. The most widespread ones are the followings:

A) Great man theory: One of the early notions of leadership, which is still popular in certain
circle, is that leadership is an inborn quality. This theory is often linked to 19th century
philosopher and historian Thomas Carlyle, who commented that "The history of the world is but
the biography of great men." This theory is usually contrasted with a theory that talks about
events occurring in the fullness of time, or when an overwhelming wave of smaller events cause
certain developments to occur.
The great man theory of leadership asserts that leaders in general and great leaders in particular
are born and not made. According to the theory, leadership calls for certain qualities like charm,
persuasiveness, commanding personality, high degree of intuition, judgment, courage,
intelligence, aggressiveness and action orientation are of such nature that they cannot be taught or
learnt in a formal sense. In other words, they are inborn or sometimes inherited in family from
generation to generation.

Great Man theory of leadership is similar to the notion of divine right of kings to ring and rule over their
subjects on a perpetual hereditary basis. King was supposed to acquire their elegancy from God himself.

The further implications of the theory that leaders are born and not made are,

1. Leaders are gift of god to mankind. A measure of divinity is attributed to leaders and their actions
2. Everyone cannot inspire to become a leader and attain greatness
3. The inborn leadership qualities alone are necessary and sufficient for a leader to exercise
influence over his followers and to become successful.
4. Leadership qualities and effectiveness are independent variables. Situational factors like the
nature and needs of followers, the demands of task and the general socio-economic environment
have little or no influence on leader’s emergence or effectiveness.
5. The theory discount the belief that individual can be trained for assuming leadership position and
roles. Leadership qualities can’t be transmitted through education and exposure.

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 B) Trait theory: In the 1920's and 1930's, leadership research focused on trying to identify the
traits that differentiated leaders from non-leaders. These early leadership theories were content
theories, focusing on "what" an effective leader is, not on 'how' to effectively lead.
The trait approach to understanding leadership assumes that certain physical, social, and
personal characteristics are inherent in leaders. Sets of traits and characteristics were identified
to assist in selecting the right people to become leaders. Physical traits include being young to
middle-aged, energetic, tall, and handsome. Social background traits include being educated at
the "right” schools and being socially prominent or upwardly mobile. Social characteristics
include being charismatic, charming, tactful, popular, cooperative, and diplomatic. Personality
traits include being self-confident, adaptable, assertive, and emotionally stable. Task-related
characteristics include being driven to excel, accepting of responsibility, having initiative, and
being results-oriented.
Trait theories intended to identify traits to assist in selecting leaders since traits are related to
leadership effectiveness in many situations. The trait approach to understanding leadership
supports the use of tests and interviews in the selection of managers. The interviewer is typically
attempting to match the traits and characteristics of the applicant to the position. For example,
most interviewers attempt to evaluate how well the applicant can work with people.

Assumptions

 Assumes that people inherit certain qualities and traits that make them better suited to leadership.
 Often identifies particular personality or behavioral characteristics shared by leaders.
 People who make good leaders have the right (or sufficient) combination of traits.
Stogdill (1974) identified the following traits and skills as critical to leaders.
Traits Skills

Persistent
Alert to social environment Self-confident
Ambitious and achievement orientated Clever (intelligent)
Assertive Conceptually skilled
Cooperative Creative
Decisive Diplomatic and tactful
Dependable Fluent in speaking
Dominant (desire to influence others) Knowledgeable about group task

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Energetic (high activity level) Organized (administrative ability)
Persuasive
Socially skilled

C) Behavioral theory:
theory: Behavioral theory contains some very different assumptions from trait
theory. Trait theory assumes that a leader is born with specific traits that make him or her good
leader. Behavioral theory, on the other hand, assumes that you can learn to become a good leader
because you are not drawing on personality traits. Leaders can be made, rather than are
born .Your actions—what you do—define
do—define your leadership ability.
Behavioral theories of leadership do not seek inborn traits or capabilities. Rather, they look at
what leaders actually do.
do. If success can be defined in terms of describable actions, then it should
be relatively easy for other people to act in the same way. The behavioral theorists identified
determinants of leadership so that people could be trained to be leaders. They developed training
programs to change managers' leadership behaviors and assumed that the best styles of leadership
could be learned.

D) Contingency theory: The leader's ability to lead is contingent upon various situational factors,
including the leader's preferred style, the capabilities and behaviors of followers and also various
other situational factors. Contingency theories are a class of behavioral theory that contends there
is no one best way of leading and that a leadership style that is effective in some situations may
not be successful in others. An effect of this is that leaders who are very effective at one place and
time may become unsuccessful either when transplanted to another situation or when the factors
around them change. This helps to explain how some leaders who seem for a while to have the
'Midas touch' suddenly appear to go off the boil and make very unsuccessful decisions.
It was firstly proposed by the Austrian psychologist Fred Edward Fiedler (1922- ).
Fiedler's theory posits two classifications of leaders: (1) those motivated by the need to
accomplish assigned tasks (task-orientated); (2) those motivated by close and supportive relations
with members of the group (people-orientated). The effectiveness of the leader is contingent upon
both the leader's personality and the characteristics of the leadership situation. Fielder (1964) felt
that those leaders who managed to match the requirements of the task with a dominant
personality trait tended to be more successful. Dominant personality traits largely determine the
approach chosen by leaders i.e. either people oriented or task oriented approach.

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In case leaders score highly, then they normally consider interpersonal relationships as a crucial
part of implementing tasks. However, those who score low marks in the scale value task
completion more than anything else does. Consequently, most of them may not bother creating
close relationships with their employees.
Fielder (1964) was also concerned with the organizational environment or what is also called the
situational variable. According to him, the situational variable can be defined as that aspect
within the organization that can allow leaders to exert influence within their team. He divided the
situational variables as follows;

 Task structure
 Position power
 Leader to member relationships
The leader-member structure is defined as the level of acceptance team players have towards their
leader. Task structures may be defined as the level of job specificity among subordinates. Lastly,
position power is described as the level of authority attributed to a leader as result of his position
within the organization (Fiedler, 1964).

In the Leader-member situation, a leader would be more successful if he establishes strong links
between himself and the other people within the organization; this is through trusting and
respecting members of his organization. Additionally, successful leaders in the task structure
situation are those ones that specify job detail well. Powerful leaders in the position power
situation are those ones that exercise their right to fire and hire or to reward individuals within the
organization.
All the latter three situations create eight leadership styles. These are then divided into two
important groups known as the relationship or task oriented leaders. Five of the leadership styles
fall under the latter category.
Fielder (1964) felt that task oriented approach were more appropriate in disasters or extreme
situations. In cases where a fire strikes an organization, then leaders would be more efficient if
they applied the task oriented approach. At this time, the issue of position power is not very
relevant and neither are the relationships of the co-workers. In extreme cases or in disasters, the
individuals who direct tasks most efficiently become the leaders. The opposite is true for leaders
who try applying a people oriented approach. This would mean considering what people think
and this would eventually delay outcomes. Such cases require only the fastest responses for
survival.

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 Task oriented relationships are also important in blue collar jobs. This is because such workers
normally require direction and job specificity. Therefore, this leadership approach would be most
appropriate. On the other hand, such scenarios may still be characterized by strong leader member
relationships. The latter situation can be effected when leaders reward worker well for their
efforts.
Relationship oriented leadership styles may be more favorable in situations where the
organizational environment is highly predictable. Some of the most appropriate environments
include research institutes. In such circumstances, subordinates would not like it if their leaders
interfered with the nature of their task. Here, it would be more appropriate to work on building
relationships with subordinates.
It should be noted that Fielder's theory does not cover all the possible factors affecting leadership.
Some leaders may be more effective if they undergo training or gain experience on the job. Such
factors have not been accounted for by the contingency theory.

2.3 Transformational, Transactional and Servant Leadership

A) Transformational Leadership: Transformational leadership is a theory of leadership where a

leader works with teams to identify needed change, creating a vision to guide the change through
inspiration, and executing the change in tandem with committed members of a group. It is an
integral part of the Full Range Leadership Model.
Transformational leadership serves to enhance the motivation, morale, and job performance of
followers through a variety of mechanisms; these include connecting the follower's sense of
identity and self to a project and to the collective identity of the organization; being a role model
for followers in order to inspire them and to raise their interest in the project; challenging
followers to take greater ownership for their work, and understanding the strengths and
weaknesses of followers, which allows the leader to align followers with tasks that enhance their
performance. It is also important to understand the qualities a transformational leadership can
bring to a work organization. Transformational leaders are strong in the abilities to adapt to
different situations, share a collective consciousness, self-manage, and be inspirational while
leading a group of employees.

Transformational leadership is when leader behaviors influence followers and inspire them to
perform beyond their perceived capabilities. Transformational leadership inspires people to
achieve unexpected or remarkable results. It gives workers autonomy over specific jobs, as well

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 as the authority to make decisions once they have been trained. This induces a positive change in
the followers’ attitudes and the organization as a whole.

Assumptions
 Association with a higher moral position is motivating and will result in people
following a leader who promotes this.
 Working collaboratively is better than working individually.
 People will follow a person who inspires them.
 A person with vision and passion can achieve great things.
 The way to get things done is by injecting enthusiasm and energy.
Four elements of Transformational Leadership
Transformational leaders typically perform four distinct behaviors; also known as the four I's. These
behaviors are individualized consideration, intellectual stimulation, inspirational motivation and idealized
influence.
 Individualized Consideration–
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.
 Intellectual Stimulation – It is when the leader encourages their followers to think for themselves.
These leaders are creative, innovative, and are very open to new ideas. They tend to be tolerant of
their followers’ mistakes, and even encourage them as they believe they promote growth and
improvement within the organization. These leaders create learning opportunities for their followers
and abandon obsolete practices.

 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

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 followers are willing to invest more effort in their tasks; they are encouraged and optimistic about the
future and believe in their abilities.

 Idealized Influence – It is when the leader acts as a strong role model for their organization and leads
by example. These types of leaders consider the needs of their followers and prioritize their needs.
Provides a role model for high ethical behavior, instills pride, gains respect and trust. Followers of
these leaders typically try to emulate their leader as they tend to identify with them easily.

B) Transactional Leadership: It is defined as the influence of a leader toward his subordinates

using reward and punishment as a form of motivational medium. The style is based on the
concept that a leader has to give something to his followers in exchange for performing certain
tasks. In this style, a leader may offer something valuable like increased salary, incentives, and
promotion to his subordinate, who in turn is expected to fulfill his or her duties well. Otherwise,
the leader provides his subordinate less future opportunity and incentive or may use a demotion
as a form of punishment for not projecting a good performance. Unlike the rewards, punishment
is not often mentioned ahead, but subordinates already have the general idea as it is usually stated
and agreed in the terms and conditions of the organization to successfully achieve its goals.

Assumptions

 People are motivated by reward and punishment.

 Social systems work best with a clear chain of command.
 When people have agreed to do a job, a part of the deal is that they cede all
authority to their manager.
 The prime purpose of a subordinate is to do what their manager tells them to do.
The transactional leader works through creating clear structures whereby it is clear what is required of
their subordinates, and the rewards that they get for following orders. The early stage of Transactional
Leadership is in negotiating the contract whereby the subordinate is given a salary and other benefits, and
the company (by implication the subordinate's manager) gets authority over the subordinate. The
transactional leaders overemphasize detailed and short-term goals, and standard rules and procedures.
They do not make an effort to enhance followers’ creativity and generation of new ideas. This kind of a
leadership style may work well where the organizational problems are simple and clearly defined. Such
leaders tend to not reward or ignore ideas that do not fit with existing plans and goals.

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The transactional leaders are found to be quite effective in guiding efficiency decisions which are aimed
at cutting costs and improving productivity. The transactional leaders tend to be highly directive and
action oriented and their relationship with the followers tends to be transitory and not based on emotional
bonds. The theory assumes that subordinates can be motivated by simple rewards. The only ‘transaction’
between the leader and the followers is the money which the followers receive for their compliance and
effort.
In simplest terms, the attitude is: “I lead this organization by paying you and telling you what you need
to do; you respond by doing what you need to do efficiently and well and the organization will prosper”.

Difference between Transactional and Transformational Leaders

Transactional leadership Transformational Leadership

Leadership is responsive  Leadership is proactive
Works within the organizational culture  Work to change the organizational culture by
implementing new ideas
Transactional leaders make employees  Transformational leaders motivate and empower
achieve organizational objectives employees to achieve company’s objectives by
through rewards and punishment. appealing to higher ideals and moral values
Motivates followers by appealing to  Motivates followers by encouraging them to
their own self-interest transcend their own interests for those of the
group or unit

C) Servant Leadership: Servant-leadership incorporates the ideals of empowerment, total

quality, team building, participatory management, and the service ethic into a leadership
philosophy. In the words of the Greenleaf Center for Servant-Leadership (1997, p. 4), this model
of leadership emphasizes "increased service to others; a holistic approach to work; promoting a
sense of community; and the sharing of power in decision making." Servant-leaders must be
value and character-driven people who are performance and process oriented.
oriented. The people who
become leaders
leaders out of a desire to serve more effectively
effectively are called servant leaders.
leaders.
A servant-leader may be defined as a leader whose primary purpose for leading is to serve others
by investing in their development and wellbeing for the benefit of accomplishing tasks and goals
for the common good. Being just a service-oriented person, in the traditional notion of servant-
hood, does not qualify one as a servant leader. Arlene Hall (1991, p. 14) has observed that "Doing
menial chores do not necessarily indicate a servant leader. Instead a servant leader is one who

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 invests himself or herself in enabling others, in helping them be and do their best." In addition,
servant-leadership should not be equated with self-serving motives to please people or to satisfy
one's need for acceptance and approval.
At the very heart of servant-leadership is the genuine desire to serve others for the common good.
In servant-leadership, self-interest gives way to collective human development.
Several authorities on servant leadership have suggested that to learn servant leadership,
individuals need to undergo a journey of self-discovery and personal transformation. The secrets
of servant leadership are gradually revealed to them through listening to their inner voices as well
as the voices of those who have discovered the truth. In spite of these caveats about
understanding the true nature of servant-leadership, we must nevertheless provide a clear and
comprehensive, definition of servant-leadership in order to measure it.

Assumptions

 The leader has responsibility for the followers.

 Leaders have a responsibility towards society and those who are disadvantaged.

There are two criteria of servant leadership:

 The people served grow as individuals, becoming 'healthier, wiser, more autonomous and more
likely themselves to become servants' (Greenleaf, 1977).
 The extent to which the leadership benefits those who are least advantaged in society (or at least
does not disadvantage them).

“Qualities of the servant leader”

Servant leaders emphasize some of the following ideas and actions.

 The servant leader believes her/hi
her/him self as "the first
first amon
among equals
als." This ide
idea is at the
ver
very core of serv
servant leade
leadership.
ship. A servant leader does not
not consider
onsider her/him self above those
he leads.
leads. Rather, he is primus inter par
pares from Latin, meaning "first amon
among equals." That is, he
sees those he leads
ads as peers to teach and to learn from
from. He is willing to lead others in order to
reach an agree
agreed
d upon
upon goal, but he doesn'
doesn't believe that being
being the leader makes him better than
others.
The servant leader is a team buil
builder.
der. She/he will draw on the strengths of followers and be
a follo
follower herself/himself whe
when app
appropriate. Such a leader doesn't lead by decree
decree or dictat
dictate.
Instead, he or she
she leads
leads by allo
allowing every
everyone to do what he or she does well.

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 The style of guidance of servant
servant lead
leader--where people, as equ
equals, are abl
able to voice their
concerns and work to their potentia
potential--is not a heav
heavy wei
weight on followers
followers. Instead, the servant
leader shares burdens and benefits equall
equally with
ith these pe
peers. Every
Everyone involved benefits.
 The servant leader uses pow
power hon
honestly.
tly. A servant leader uses leaders
leadership and power
legitimatel
legitimately, for the good
good of
of the people he or she
she se
serves.
rves. The lea
leader
der sees lead
leadership as a means
to obtain the gen
general good, not as a desired
sired pe
personal end.

For those of us wat

watching people in power, the differen
difference is ver
very clear.
ar. We don't look up to
the lone leader who uses his muscle and brags
rags of his
his brawn, nor to the politician who uses
polished tal
talk and bra
brags of his
his skill
skill.. We look up to the ‘Mother Theresa's’ and the Nelson
Mandela
Mandela's of the world: the
they are servant leaders who have filled their positions with integrity
integrity.

 The servant leader understan

understands the importa
importance of day-to-day details
etails: A servant lead
leader is
not a person of "Th
"The Great Talk.
Talk." only. Great speeches make up a ver
very small portion of
lead
leadership and thei
their need
need is even sma
smaller
ller for a servant leader.
leader. Bein
Being a serv
servant leader is
more about the one-on-
e-on-one discussions and in taking care of the ever
everyday details.
details.
 The servant leader listens to and cares for his or her const
onstituents: Serva
Servant leaders
leaders are
willing to tak
take the time
time to list
listeen to what others
others hav
havee to say. In fact, they are more than willing--
the
they activel
actively seek
seek out the opinion
opinions and ide
ideas of these followers.
followers. This is of top importance to
the
the servant leader.
ader. The serv
servant leader is not
ant le not closed-
closed-minded.
minded. She/he
She/he liste
listens and learns
earns
from her/his
her/his constitue
constituents. She/he is op
open to improve
improvem
ment
ent.

Therefore,
Therefore, if she/he is convin
onvinced that the other is right, he will gracefull y accede to the other's
suggestion.
suggestion. Listenin
Listening is innate to the servant leader--c
leader--carin
aring about others is a part of who they
are. The
They can use that skill and learn from their followers; the
they aren't only
only teachers.
teachers.

 The servant leader involves others and help

helps people get what they wan
want: The servant
leader cares about people; and so she/he will naturall
naturally find out what the
they want, and help them
to get it.
it. A servant leader knows and uses
uses the language of his constituents.

 The servant leader stretches his or her constituents

constituents: While, the servant leader starts
where peopl
people are, he doesn
doesn't stop ther
there. Instead, the servant leader helps others see the pote
potentia
ntial
that
that exists. A servant leader helps people to do things the
they didn't know they could. He/she sits
down with his/her constit
constitue
uent
ntss to set goals that are both feasible and challeng
challenging
ing.

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  The servant leader promo
promotes tea
teamwork and inspires others to serv
service: Finally, a serv
servant
leader knows she/he can
can't do it all alone and frankl
frankly, she/he wouldn't want to if she/
she/he could. A
servant leader
leader wants to work
work with
with and for other
others.
s. To do so, then, the lead
leader must be abl
able to
inspire those she/he
she/he serv
serves
es to serve
serve other
otherss.

 A servant leader adapts to fit the sit

situati
ation. A servant
servant lead
leader gau
gauges
ges each situation and
responds to each individual
individually. When approp
appropriate, she/h
she/he will pass over the reins to someone
whos
whose leadership
leadership style
yle is more appropri
ropriate to the situation--she/he works with people
people's
stren
strength
gths.

A good
good lead
leader understands when she/he is not necessaril
necessarily the best person
erson for the job;
she/
she/h
he knows her/his strengths as well as weaknesses, and can grace
acefull
fully pass
pass on
opportunities best suited to other individuals
individuals.

2.4 Leadership Skills and Competencies

Competency is a skill that an individual has, which equips them to perform a specific task. Just as a
mechanic requires a precise set of skills to mend cars, leaders require a certain array of competencies to
enact effective leadership.

These are the skills needed to drive the organization onto the cutting edge of new technologies.
Leadership Competencies form the basic structure that separates leaders from bosses. These skills create
the walls and interiors of the pyramid. Without them, a leader is just a hollow windbag, or as Scott Adams
of Dilbert fame best characterizes it, "a pointy-head boss."

Leadership Abilities
 Displays attributes that make people glad to follow.
 Provides a feeling of trust.
 Rallies the troops and builds morale when the going gets tough.
Visioning Process
 Applies effort to increase productiveness in areas needing the most improvement.
 Creates and set goals (visions).
 Senses the environment by using personal sway to influence subordinates and peers.
 Gain commitment by influencing team to set objectives and buy in on the process.
 Reinforces change by embracing it (prevents relapse into prior state).

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Create and Lead Teams
Develops high-performance teams by establishing a spirit of cooperation and
cohesion for achieving goals.
 Quickly takes teams out of the storming and norming phases and into the
performing phase.
Assess Situations Quickly and Accurately
Takes charge when the situation demands it.
Makes the right things happen on time.
Foster Conflict Resolutions (win-win)
 Effectively handles disagreements and conflicts.
 Settles disputes by focusing on solving the problems, without offending egos.
 Provides support and expertise to other leaders with respect to managing people.
 Evaluates the feasibility of alternative dispute resolution mechanisms.
Project Management

Tracks critical steps in projects to ensure they are completed on time.

Identifies and reacts to the outside forces that might influence or alter the
organization's goals.
 Establishes a course-of-action to accomplish a specific goal.
 Identifies, evaluates, and implements measurement systems for current and future
projects.
Implement Employee Involvement Strategies

Develops ownership by bringing employees in on the decision making and
planning process.
 Provides the means to enable employee success, while maintaining the well-being
of the organization.
 Develops processes to engage employees in achieving the objectives of the
organization.
 Empower employees by giving them the authority to get things accomplished in the
most efficient and timely manner.
Coach and Train Peers and Subordinates
 Recognizes that learning happens at every opportunity (treats mistakes as a learning event).
 Develops future leaders by being involved in the company mentoring program.
 Provides performance feedback, coaching, and career development to teams and individuals to
maximize their probability of success.
 Ensure leadership at every level by coaching employees to ensure the right things happen.
 Ensures performance feedback is an integral part of the day-to-day activities.

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 2.5 Good Leadership vs. Bad Leadership

Leadership applies to people, not things, and denotes the sending of value standard messages that most
people then use to conduct their work. This is how industriously, cooperatively, openly, respectfully,
caringly, honestly, neatly, cleanly, and the like to perform their work. Thus we say that employees have
been led in the direction of those standards. Now, if value standards were a coin, one side would be
stamped leadership and the other side would be stamped followership.

An employee experiences leadership through the support provided by management. The quality of this
support dictates the quality of their work. The support they use comes in two forms; tangible and
intangible. Tangible support consists of training, tools, material, protocol, direction, procedures, rules,
technical advice, documentation, planning, etc. Intangible support consists of feelings like confidence,
morale, trust, respect, relatedness, autonomy, ownership, engagement and empowerment.

Leadership happens inexorably every minute of every day because the vast majority of people are
followers, some more, some less. Followers follow the leadership of the boss. This is a Natural Law. The
only choice available to a boss is to set the standard employees will follow—will they be good, bad or
mediocre (somewhere in between)?

Good Leadership: In order to produce the finest goods and services, all employees must treat their
work and their customers with great respect, with tender love and care as they say. It follows then that
good leadership requires treating employees with great respect and tender love and care; the better the
respect and caring, the better the outcome. Because of the Natural Law, treating employees as if they are
very important and valuable causes them to feel and become this way. What then characterizes good
leadership?
 Listening to your employees including subordinate managers/bosses — addressing their
complaints, suggestions, concerns, personal issues.
 Coaching people when necessary to raise them to a higher standard.

 Allowing everyone to put in their two cents — you treat everyone with respect.

 Trusting them to do the work.

 Not giving orders or setting visions, goals and objectives, but instead soliciting this from
them so that everyone is fully involved in how the company will be successful.
 Providing direction when needed to ensure that everyone is on the same page (the one
they devised). A good leader communicates the vision that was set by all. If it is a vision
of little interest, then another one must be found.

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Treating employees with great respect leads them to treat their work, their customers, each other and their
bosses with great respect. Every person wants to be heard and respected. Everyone has something to
contribute. Listening and responding respectfully makes it worthwhile for employees to apply 100% of
their brainpower on their work thus unleashing their full potential of creativity, innovation and
productivity and making them highly motivated, committed and productive. All of this gives them very
high morale, enables them to take great pride in their work and then they will literally love to come to
work. Good leadership multiplies whatever creativity, innovation and productivity top management has
by however many employees they have.
Bad Leadership: It is characterized by attempting to control employees through orders, policies,
rules, goals, targets, reports, visions, bureaucracy, and changes all designed to almost force employees to
work and to create what management considers being satisfactory products. In this mode, management on
its own decides what to do, when to do it and how to do it and listens only perfunctorily, if they listen at
all, to what employees have to say. What is bad leadership?

 Attempting to control employees through orders, policies, rules, goals, targets, reports, and
changes designed to force employees to work what management believes to be satisfactory.

 Not listening or only perfunctorily listening to complaints and suggestions.

 Not trying to motivate employees.

 Exhibiting the ‘Do as I say, not as I do’ mentality

 Providing inadequate support

 Withholding information

 Treating employees as if they don’t want to do a better job, don’t care about their work, don’t
want to accept responsibility, or don’t really want to work.

 Treating them as if they are lucky to have a job

 Being afraid to discipline and never disciplining

 Staying in your office

 “Us versus them” mentality—“Why aren’t they performing better?”— “What’s wrong with that
person? Why don’t they know their job? They should know their job” etc…

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These actions are bad because they lead employees to believe that management disrespects them and does
not care a whit for them. It also puts employees in the state of having to guess what management wants
and management must be right about everything because no one else is allowed to make decisions.
Bad leadership shuts off the natural creativity, innovation, and productivity of each employee and slowly
but surely demotivates and demoralizes them. With the “I know better than you” and the “be quiet and
listen to me” mentality being projected from management, the majority will act like robots waiting for
instructions, even if that is not what bosses intended.

Most bad leadership is the result of a top-down, command and control style of management, where the
employee is rarely if ever listened to. This style ignores every employee's basic need to be heard and to be
respected. It results in a knowledge barrier and top management becoming ignorant of what is really
going on in the workplace, which in turn makes their directives misguided at best and irrelevant at worst.

For example: An employee makes a mistake, or at least the boss, thinks they made a mistake, and instead
of finding out if it really was a mistake, the boss orders a change or grills the employee as to why they
made the mistake. “What went wrong here?” Or “So and so said you were doing this instead of that, why
are you doing that?” This is pure disrespect. You would not want to be likewise grilled, would you? But
have you ever experienced such an exchange? Firstly, the employee does not think they did anything
wrong and secondly, due to such passive aggressive behavior, can’t be certain what was really wrong.
“Well, don’t do it this way, do it that way,” you might hear the boss say after the grilling. The boss
basically sets the employee up for failure again, making them guess what the issue is or was. This is bad
leadership and it is top-down in style.

In the top-down model, nobody is really listening to employee ideas, valuing the opinions of
subordinates, or giving employees any recognition. The only way that the workforce can deal with
managers who treat them in this way is to disengage and ignore the behavior of managers, bosses, and
executives. In the workplace this is seen as being sullen, uncommunicative, having a poor attitude, low
morale or apathy. Have you seen this? Have you used those words as a manager?Bad leadership causes a
huge amount stress for employees and managers too, and this turns into poor performance, sick days,
mistakes, lack of adherence to rules, turnover and a whole host of other issues you may have seen in the
workplace. With management attempting to manage the work instead of the people, much damage is done
as managing the work requires a huge amount of time and effort and leaves management little or no time
to actually manage people.

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Now, let’s look at the above example with good leadership. You think you have heard that something is
being done incorrectly. You trot down to observe, ask some questions and listen. You say hello to the
person involved, then “Hey, so tell me, how you are going about this job?” You get an answer. “Okay, so
why like this and not like this?” If they are doing something that you really think is wrong, then you point
it out by saying, “What if you did it like this? What do you think about that?” “Well, that doesn’t really
work, because XYZ group doesn’t get us what we need on time…” Ah, there you go, a support
deficiency. That’s your job, dear boss. Or maybe you find the way the person does something works
better or that they get their work done faster that way or that they were lacking some knowledge or
training, which again is support that you, as the boss, are responsible for providing. Who knows what you
will find out, but most assuredly, if you go in combatively or passive aggressively, the person will shut
down, because you are the boss, they are taught to listen to you and wait for your decision when you treat
them like a robot.
So, leaders lead in a good direction or a bad direction with a full spectrum existing from exceptionally
bad to exceptionally good. Every manager will by his or her actions lead in some direction within this
spectrum, though this direction may not be understood or consciously chosen by the manager. Quite
fortunately, we are all human and we are all good. We can, therefore, consciously choose to adjust our
actions to always lead in the good direction to raise our performance and success in managing people.

CHAPTER SUMMARY

 Leadership style is a pattern of behavior exhibited by a leader during influencing subordinates

to accomplish organizational objectives.
 Leadership styles are divided in to bureaucratic, charismatic, democratic, and autocratic, liaisez
fair, people centered and task centered.
 Great man theory, trait theory, behavioral theory and situational theory are among the most
widespread theories that have been the source of numerous studies.
 Transformational leadership enhances the motivation, morale and performance of followers
through a variety of mechanisms. Four elements of transformational leadership: Individualized
Consideration, Inspirational Motivation, Idealized Influence Intellectual Stimulation
 Transactional leadership is defined as the influence of a leader toward his subordinates using
reward and punishment as a form of motivational medium.
 Servant-leadership incorporates the ideals of empowerment, total quality, team building,
participatory management, and the service ethic into a leadership philosophy.
 Competency is a skill that an individual has, which equips them to perform a specific task.
 Good leadership requires treating employees with great respect and tender love and care; the
better the respect and caring, the better the outcome & the reverse will be true for Bad leaders.

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