INTRODUCTION
TO
LEADERSHIP
PR. SALMA CHAD
LEADERSHIP
“Some
are born great,
some achieve greatness,
and some have greatness thrust
upon them”
Shakespeare, Twelfth Night
LEADERSHIP


Leadership is a process whereby an individual
influences a group of individuals to achieve a
common goal.
Although leaders and followers are closely linked,
it is the leader who often initiates the
relationship, creates the communication linkages,
and carries the burden for maintaining the
relationship.
THE NATURE OF LEADERSHIP:
Trait VS Process leadership:
 The Trait perspective suggests that certain
individuals have special innate or inborn
characteristics or qualities that make them
leaders (Height, intelligence, Extroversion,
fluency, etc)
 The trait
 suggests it is a phenomenon that resides in the
context and makes leadership available to
everyone. Leadership thus can be observed in
leader behaviors. Leadership is about the
interaction between a leader and his/her
followers.
THE NATURE OF LEADERSHIP:
Assigned VS Emergent leadership:


Leadership that is based on occupying a position
within an organization is assigned leadership (eg:
Team leaders, plant managers, department
heads, directors, and administrators)
Emergent leadership results from what one does
and how one acquires support from followers.
LEADERSHIP & POWER:
2 kinds to power: Position and personal
 Related to leadership is the concept of power, the
potential to influence.
 Position power (like assigned leadership) refers
to the power an individual derives from having
an office in a formal organizational system.
 Personal Power comes from followers. It is given
to leaders because followers believe leaders have
something of value.

LEADERSHIP & COERCION:
 Coercion
involves the use of threats,
punishment to induce change in
followers for the sake of the leader.
 Coercion
does not treat leadership as a
process that includes followers, and it
does not emphasize working with
followers to achieve common goals.
LEADERSHIP & MANAGEMENT:
Management traditionally focuses on the activities
of planning, organizing, staffing, and controlling.
 Leadership emphasizes the general influence
process.
 Management is concerned with creating order and
stability.
 Leadership is about the adaptation and
constructive change.
 Managers are more reactive and less emotionally
involved.
 Leaders are more proactive and more emotionally
involved.
 The overlap between leadership and management
is centered on how they both influence a group of
individuals in goal attainment.

MAJOR LEADERSHIP TRAITS
 Intelligence
- Intellectual ability
including verbal, perceptual, and
reasoning capabilities
 Self-Confidence - Ability to be certain
about one’s competencies and skills
 Determination - The desire to get the
job done (i.e., initiative, persistence,
dominance, drive)
 Integrity - The quality of honesty and
trustworthiness
 Sociability - Leader’s inclination to
seek out pleasant social relationships
HOW DOES THE TRAIT APPROACH WORK
 The
way the Trait approach works is very
different from the other approaches because
the trait approach focuses exclusively on the
leader. It is concerned with which traits
leaders exhibit and who has these traits.
 Organizations use personality assessment
instruments to identify how individuals will fit
within their organizations.
 It is also used for personal awareness and
development, as it allows managers to analyze
their strengths and weaknesses and to gain a
clearer understanding of how they should try
to change to enhance their leadership.
SKILLS APPROACH:


The skills approach takes a leader-centered
perspective on leadership (like Trait approach).
However, in the skills approach there is a shift
from a focus on personality characteristics, which
are usually viewed as innate and relatively fixed,
to an emphasis on skills and abilities that
can be learned and developed.
While personality certainly plays an integral role
in leadership, the skills approach suggests that
knowledge and abilities are needed for effective
leadership.
SKILLS APPROACH REQUIRES:
1) Three-skill approach: Technical skill
Technical skill is having knowledge about and being proficient in a specific
type of work or activity. It requires:
 Competencies in a specialized area
 Analytical ability
 The ability to use appropriate tools and techniques
2) Three-skill approach: Human skill
 Human skill is having knowledge about and being able to work with people.
It is quite different from technical skill, which has to do with working with
things (Katz, 1955). Human skills are “people skills.”
 They are the abilities that help a leader to work effectively with subordinates,
peers and superiors to successfully accomplish the organization’s goals.
 Human skills allow a leader to assist group members in working cooperatively
as a group to achieve common goals.
3) Three-skill approach: Conceptual skill
 Broadly speaking, conceptual skills are abilities to work with ideas and
concepts. Whereas technical skills deal with things and human skills deal
with people, conceptual skills involve the ability to work with ideas.
 A leader with conceptual skills is comfortable talking about the ideas that
shape an organization and the intricacies involved.
 He or she is good at putting the company’s goals into words and can
understand and express the economic principles that affect the company.
 A leader with conceptual skills works easily with abstractions and hypothetical
notions.

THREE COMPONENTS OF THE SKILL MODEL:
CASE STUDY – X HOTEL
HOW DOES THE SKILLS
APPROACH WORK?
Focus:
 Focus is primarily descriptive Describes leadership from a skills
perspective
 Provides a structure for
understanding the nature of effective
leadership
SUMMARY OF THE SKILLS
APPROACH:
The skills approach works by providing a map for
how to reach effective leadership in an
organization. Leaders need to have:
 Problem-solving skills
 Social judgment skills
 Knowledge
 Workers can improve their capabilities in these
areas through training and experience.
 Although each leader’s personal attributes affect
his or her skills, it is the leader’s skills
themselves that are most important in addressing
organizational problems.

COMPETENCY SKILLS
Problem-solving
Creative ability to
solve
novel, ill-defined
organizational
problems
Competencies
Social judgment
Capacity to
understand people
and social systems
- Perspective
taking
- Social
perceptiveness
- Social
performance
Knowledge
The accumulation
of
information & the
mental
structures to
organize the
information
COMPETENCY SKILLS &
LEADERSHIP OUTCOMES
 Problem-solving
 Performance
 Originality
& quality of solutions to problem
situations:
- Logical
- Effective
- Unique
- Go beyond give information
Degree to which a leader has successfully
performed his/her assigned duties
CAREER EXPERIENCES
Challenging
Assignments
Career Experiences
Mentoring
Appropriate
Training
Hands-on
Experience
With
newness
 Career Experiences : Experience gained during career
influences leader’s knowledge & skills to solve complex
problems
 Leaders learn and develop higher levels of conceptual capacity if
they progressively confront more complex and long-term
problems as they ascend the organizational hierarchy
ENVIRONMENTAL INFLUENCES
Environmental influences
Factors
Outside of Leader’s
Control
 Factors in a leader’s situation that lie outside of the
leader’s competencies, characteristics, and
experiences
 Outdated technology
 Subordinates’ skill inadequacies
CULTURE & LEADERS’ TIME
Time is a fundamental symbolic category that we
use for talking about the orderliness of social life.


Basic Time Orientation
 Only present counts for immediacy
 Past exists to show past glories, successes
 Future always with vision, ideas
Monochronic and Polychronic Time
 Monochronic one thing at a time
 Polychronic several things done
simultaneously. Kill two birds with one stone.
HOW LEADERS CREATE
ORGANIZATIONAL CULTURES
Three sources to be considered:
 beliefs,
values, and assumptions of
founders
 learning experiences of group members
 new beliefs, values, and assumptions
brought by new members
LEADER REACTIONS TO CRITICAL INCIDENTS
AND ORGANIZATIONAL CRISES
 In
crisis: how do they deal with it?
Leaders creates new norms, values,
working procedures, reveals important
underlying assumptions.
 Crises are especially important in
culture creation.
 Crisis creates anxiety, which motivates
new learning.
 A crisis is what is perceived to be a
crisis, and what is defined by leader
 crisis about leader, insubordination,
tests leader.
DELIBERATE ROLE MODELING, TEACHING, AND
COACHING
 Leader’s
own visible behavior has
great value for communicating
assumptions and values to others.
 Video tape is good
 Informal messages are very
powerful.
OBSERVED CRITERIA FOR ALLOCATION OF
REWARDS AND STATUS
 Members
learn from their own
experience with promotions,
performance appraisals, and
discussions with the boss.
 What is rewarded or punished is a
message.
 Actual practice, what happens as
opposed to what is written or said.
 If something is to be learned their
must be a reward system setup to
insure it.
QUESTIONS?