Leadership Theories

Session 2: Leadership Theories

Total Session Time: 120 minutes + Assignment

Learning Tasks

By the end of this session students are expected to be able to:

Resources Needed:

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

05 minutes Presentation

2 Leadership Theories Definition

Buzzing

3 40 minutes Presentation Description of Leadership Theories

4 30 minutes Presentation Leadership Styles Derived from Theories

25 minutes Presentation

5 Small Group Leadership Challenges

Discussion

6 05 minutes Presentation Key Points

7 05 minutes Presentation Evaluation

8 05 minutes Presentation Take home Assignment

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SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of terms (10 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

event.‖ Or

happen or exist.

STEP 3: Leadership Theories (40 minutes)

o Two early leadership theories are the situational leadership theory and the

contingency theory, in which the organizational environment is considered a major

factor in leader effectiveness

ent roles depending on the situations with which they are faced.

o Both the situational leadership theory and the contingency theory, involve examining

the employee‘s perception of the complexity of the task, which then leads to the

relationship the leader must assume; that is, the relationship between the leader and the

employee is contingent on the complexity of the task.

o Two Contemporary leadership theories are the transformational leadership theory and

the theory of emotional intelligence

o Transformational leadership is a process through which individuals are transformed

and changed.

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o Emotional intelligence (EI) leadership theory, this concept merits some elucidation as

it relates to leadership. Goleman and others describe EI as the ―emotional needs,

drives and true values of a person.‖

leadership that a person can adopt to influence the actions and behaviors of others. Many

of the theories discussed earlier describe some form of leadership behavior. The work of

Goleman in EI provides a nice framework for describing various leadership styles.

Refer students to Handout 2.1: Theories resulting leadership styles.

STEP 4: Leadership Styles Derived from Leadership Theories (30 minutes)

Activity: Small Group Discussion ( 30 minutes)

DIVIDE students into small manageable groups

ASK students to discuss on the following question

ALLOW students to discuss for 15 minutes

ALLOW few groups to present and the rest to add points not mentioned

CLARIFY and SUMMARIZE by using the contents below

provides empirical data showing the correlation between leadership style and overall

organizational climate.

affiliative, coaching, and democratic styles also positive, with little distinction among

these three.

on organizational culture and climate.

least a short-term use.

Affiliative Style

o The affiliative style creates harmony and builds emotional bonds. This style primarily

uses the external EIs of social awareness and social skill

Authoritative Style

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o The authoritative style, although sounding ―bossy,‖ is one of the most positive styles a

leader can employ. It is characterized by the self-awareness, social awareness, and

social skill

Laissez Faire or Free-rein Leadership

o Leader leaves it to the subordinates to decide and control them believing that they are

competent and motivated. He believes that people will perform better if they are left

free to make and enforce their own decision. This style of leadership may be

successful where the subordinates are highly competent and fully dedicated to the

organization.

Bureaucratic Leadership

o A bureaucratic leader depends upon rules and regulations developed by him. The

rules specify the function and duties of every member of the organization. Such a

rule-centered leadership often results in red-tape and inefficiency.

Coaching Style

o Similar to the authoritative style, the coaching style uses the EIs of self-awareness,

social awareness, and social skill. The focus of the coaching style is to help

employees improve performance over the long term.

Coercive Style

o This style is primarily associated with leaders displaying a strong sense of self-

management, but focusing little on others.

Democratic Style

o Democrats are participative consensus developers. They work primarily under the

participative management style.

Pacesetting Style

o In contrast to democratic leaders, pacesetters are more autocratic in their leadership

style. Pacesetters set high standards of performance for themselves and expect others

to have the same high standards.

STEP 5: Leadership Challenges (25 minutes)

planned work.

STEP 6: Key Points (5 minutes)

makes something happen or exist in relation to leadership.

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of management situations.

task, people, situational styles, etc.

resources, environmental factors and political stability

STEP 7: Evaluation (5 minutes)

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References

Peterson A.M, Kelly N.W (2014); Leadership and management in pharmacy practice, 2nd

edition, CRC press

Cole, G. A (2000) Management Theory and Practice, 6th Edition: Continuum

Nursing – Theory and Application, 2nd Edition: Lippincott, Philadelphia.

Graham, H. T. and Bennett, R. (1998). Human resources management. London: Pitman.

Heller, R. and Hindle, T. (1998). Essential managers manual. London: Dorling Kindersley.

Mashimi J B. (2006). Uongozi na Utawala Bora na maendeleo ya Afrika. Business Image

Graphic & Promotions.

Saleemi N.A. and Bogonko J. B. (1997). Management (Principles and Practice) Simplified.

N. A. Saleemi Publishers.

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Handout 1.1: Theories Resulting Leadership Styles

Daniel Goleman introduced the concept of emotional intelligence (EI). This concept

merits some elucidation as it relates to leadership. Goleman and others describe EI as the

―emotional needs, drives and true values of a person.‖ EI research is akin to the trait

theory of leadership, in which the core elements of successful leaders are identified.

traits are dominant, thus allowing a person to begin using particular traits in particular

situations. Purportedly, EI largely determines the leaders‘ success in both their careers

and relationships with others.

awareness, and relationship management or social skill. The first two domains are

personal. The last two are more externally related, characterized by an appreciation and

respect for others through effective and clear communication. Each EI concept and how it

relates to leadership styles is detailed in the following.

employee‘s perception of the complexity of the task, which then leads to the relationship

the leader must assume; that is, the relationship between the leader and the employee is

contingent on the complexity of the task (Figure 1.1).

employee; if the task has a low level of complexity, the leader should have a low-level

relationship with the employee. If the task has a low level of complexity and the leader

assumes a high relationship, this mismatch can lead to the employee feeling scrutinized or

micromanaged. For example, an experienced pharmacist processing a routine prescription

would not need her boss to check her work at each step of the process—the complexity of

the task (prescription processing) is low and does not require a high-level relationship. In

contrast, if an inexperienced pharmacist is given significant responsibility without the

manager around to help, this mismatch could leave the pharmacist feeling overwhelmed

or swamped.

However, these theories are unable to predict which leadership skills are necessary; they

do not help identify what makes a good leader, but only how a good leader should

behave.

Figure 1.1 Task complexity and relationship complexity grid: outcome of matches and mismatches of complex

and noncomplex situations.

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Is the style to be used by leaders/management depending on situation. One style can

influence people in certain situation and fail to influence people in another situation

due to various factors like availability of resources, political support/will, market

forces etc.

Basis for deciding on what style to use in leadership can be shown by the following

three dimensions/variables by Hersey & Blanchard.

o Task behavior

 This one implies what to be done, how to be done and when the job is to be

done.

 A leader of this group is the one who will explain to subordinates in detail

how, when and what results are expected from that job. He leads by

communicating to others the organizational directions and by what means to

achieve the intended results.

o Relationship behavior

 Is concern with the instruction between a leader and subordinates i.e. support

to subordinates.

 Open communication – two-way communication

 Seeking and giving clarification on issues which are not clear

 Reward or punishment can be given to subordinates

 Psychological strokes can be given (be in the same situation with

subordinates)

 Facilitating behavior

o Maturity level of subordinates

 Has nothing to do with age of subordinates rather is concerned with

knowledge of subordinates in doing a particular job.

Knowledge and skills/expertise leads a subordinate to set high and realistic

goals

Subordinates who are willing to accept responsibility we call them mature

staff/people/subordinates

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