Leadership

individuals have innate or inborn characteristics that make them leaders

leaders because of their formal position in an organization

become leaders through the way other people in the organization show support and accept that individual's behavior.

• identified by liking of that leaders.
• Personal power

• based on followers percptions of the leader's competence.
• personal power

• have status or formal job authority.
• position power

• derived from the capacity to provide rewards to others
• position power

• derived from having the capacity to penalize or punish others.
• position power

like assigned leadership. based on assigned title

• has it's roots in leadership theory that suggested that certain people were born with special traits that made them great leaders.
• WHICH TRAITS LEADERS EXHIBIT AND WHO HAS THESE TRAITS.
• because no specific traits could be found, researchers focused on studying interactions between leaders and their context instead of focusing on traits.
• focuses on leaders, not on the followers or the situation.

intelligence, self-confidence, determination, integrity and sociability.

leaders who are sensitive to their emotions and to the impact of their emotions on others may be leaders that are more effective.

• emphasizes the competencies of leaders.
• focuses on learned skills that can be learned and improved. places leadership available to everyone.

• technical, human and conceptual.
• technical and human more important at lower levels of management.
• middle managers- all 3 skills are important
• higher level- conceptual and human skills are more important

• focuses on what leaders do, rather than on what leaders are.
• suggest that leaders engage in two types of behaviors: task and relationship
• combining the two is the central focus.

heavy emphasis on task and job requirements, less emphasis on people.

low concern for task accomplishment coupled with a high concern for interpersonal relations.

leaders are unconcerned with both task and with interpersonal relationships. goes through the motions of being a leader but acts uninvolved.

leaders who are compromisers, who have an intermediate concern for the task and an intermediate concern for the people who do the task.

places a strong emphasis on both task and interpersonal relationships.

• suggest how leaders can become effective in many different types of organizational settings involving a wide variety of organizational tasks.
• effective leadership occurs when the leader can accurately diagnosse the development level of subordinates in a task and exhibit the prescribed leadership that matches that situation.

high directive-low supportive

high directive-high suportive

high supportive- low directive

low supportive-low directing style.

• in this approach the critical function of the leadership is to help the group accomplish it's goals by monitoring and diagnosing the group and taking the requisite action.
• model:
• what type of intervention should be taken (monitoring or action taking)?
• at what level should the intervention be used (internal or external)?
• what leadership function should be implemented to improve functioning?

• based on assessments of the personalities of leaders and followers.
• encourages people to be aware of their own personality types and those of the people with whom they work in order to better understand their own behavior and responses they get from others.
• encourages awareness and thereby reduces the degree of manipulation and control by the leader.
• no training because there are no skills or behaviors to learn.