Amity School of Business

BBA 1st Semester

Management Foundations

Ms. Kirti Singh

 Directing
Topics to be covered

• Concepts within Directing

– Motivation
– Coordination
– Communication
– Leadership
–
 What is
Directing?
•

• Planning, organizing & staffing are preparations

for doing the work – Directing gets the job
done; Hence it is ‘Management in action’
•
• That aspect of management which deals directly
with motivating, supervising, guiding and
influencing sub-ordinates to meet the
manager’s expectation and contribute
towards the achievement of
organizational objectives
•
What does it
constitute
 Importance
of Directing
• Considered life-spark of the enterprise –
it sets in motion the action of people
• Provides guidance to the subordinates
• Helps them strive to do their best
• Enables in maintaining discipline and
rewarding those who do well.
• Ensures work is performed as per
instructions and well coordinated
• Creates appropriate work environment and
builds up the right team spirit
“The starting point of all achievement is desire.
Keep this constantly in mind.
Weak desire brings weak results,
just as a small amount of fire makes a small amount
of heat.”

-Napoleon Hill

MOTIVATION
 Motivation is the willingness to
exercise high levels of effort
towards organizational goals,
conditional by the effort’s ability to
satisfy some individual needs.
 Motivation
• Defined as the psychological forces
within a person that determine:
 1) direction of behavior in an organization;
 2) the effort or how hard people work;
 3) the persistence displayed in meeting
goals.
– Intrinsic Motivation: behavior
performed for its own sake.
• Motivation comes from performing the
work.
– Extrinsic Motivation: behavior
performed to acquire rewards.
• Motivation source is the consequence of
 How does
Motivation work?
•

• It is a process that starts with with a

physiological or psychological
deficiency or need that activates
behavior or a drive that is aimed at
a goal or incentive.
•
•
•

• Needs (desires or wants):



Example: need for water/ rood.
• Drives: Drives or motives are specific
condition that directs an organism

towards its goal.
• Goal: Attainment of an appropriate goal.
•

• Incentives: Alleviation of need/reduction of

the drive & Relief when the goal is
reached.
 Motivation
Process


Needs- satisfaction chain

NEEDS Which gives rise to WANTS Which cause TENSION

Which give rise Which result in

ACTION (OR) BEHAVIOR SATISFACTION GOAL

DEFENCE MECHANISM
1. Aggression
2. Compromise FRUSTRATION
3. Withdrawal
 Importance
of Motivation
•

• Motivation is important to
organizations because in
conjunction with ability and
environment it determines
performance.


 P=f(M, A, and E).

P-Performance.
A-Ability.

M-Motivation.

E-Environment.
 Motivation
& Performance
 Factors affecting motivation at
work

• Individual Differences
•
• Job Characteristics
•
• Organizational Practices
 What motivates
Employees?
• Clear Expectations & Goals
• Materials and Resources
• Accurate/timely feedback
• Interesting work
• Challenges
• Responsibility
• Recognition
• Respect
• Being Informed
• Being Listened to
• Being Treated fairly
• Opportunities for growth/advancement
• Autonomy
• Participation in decision-making
•

Being a Member of team
 Relationship
with Job Performance
 Theories of
Motivation
•

• The motivation “toolkit” contains:

– Need or Content theories.
• Focus on profiling the needs or drives
that people seek to fulfill.
– Process theories.
• Focus on people’s thought or cognitive
processes.
– Reinforcement theories.
• Emphasize controlling behavior by
manipulating its consequences.
•
•
Need Theories
• Motivation results from the individual’s attempts to
satisfy needs
• Focuses on goals, incentives that people seek to achieve
to remain satisfied and perform better
•

• To motivate a person:
 1)Managers must determine what needs worker has.

 2)Ensure that a person receives the outcomes when

performing well.


• Major theories:
– Maslov’s Need-Hierarchy theory
– McGregor’s Theory X and Y
– Herzberg Two-factor theory
– ERG theory

 Maslow’s
Hierarchy of Needs

Self-

Actualization

Esteem

Social and Love

Safety

Physiological
 Hierarchy of Needs
Need Level Description Examples

Self-
Self- Realize
Realizeone’s
one’s Use
Useabilities
abilities
Actualization
Actualization full
fullpotential
potential to
tothe
thefullest
fullest

Feel
Feelgood
good Promotions
Promotions
Esteem
Esteem about
aboutoneself
oneself &&recognition
recognition
Interpersonal
Interpersonal
Social
Social
Belongingness
Belongingness relations,
relations,
interaction,
interaction,love
love parties
parties
Job
Jobsecurity,
security,
Security,
Security,
Safety
Safety health
health
stability
stability insurance
insurance
Food,
Food,water,
water, Basic
Basicpay
paylevel
level
Physiological
Physiological shelter
shelter to
tobuy
buyitems
items

Lower level needs must be satisfied before higher needs are addressed.
Theory X and Theory Y
(Douglas McGregor)
Theory
Theory XX Theory
Theory YY

Avoid
Avoid Work
Workis
is Natural
Natural
Work
Work

Must
Mustbe
be Self-
Self-
Controlled
Controlled Direction
Direction

Avoid
Avoid Seek
Seek
Responsibility
Responsibility Responsibility
Responsibility

Good
Good Decisions
Decisions
Seek
Seek Security
Security Widely
Widely
Dispersed
Dispersed
 Herzberg’s
two-factor theory

Hygiene factors Motivators
Achievement



Recognition

 Work Itself

Responsibility
 Advancement

Growth
Supervision
Relationship
With supervision
Company Policies

Salary

Relationship with peers

Security and Status

50% 40% 30% 20% 10% 0 10% 20% 30% 40% 50%
 Herzberg’s
two-factor theory

 Focuses on outcomes that can lead to

high motivation, job satisfaction, &
those that can prevent dissatisfaction.
•

• Motivator needs: related to nature of

the work and how challenging it is.
– Outcomes are autonomy, responsibility,
interesting work.
•

• Hygiene needs: relate to the physical &

psychological context of the work.
– Refers to a good work environment, pay,
job security.
– When hygiene needs not met, workers are
dissatisfied. Note: when met, they will
NOT lead to higher motivation, just will
prevent low motivation.
Hygiene Factors Motivator Factors
Job dissatisfaction occurs when Motivation factors into a job
the hygiene factors are either not produces job satisfaction.
present or not sufficient.

Factors are related to the job and Factors are related to the content
may be considered support factors. of the job and advancement and
the work itself.
Supervision, Company policies,
working conditions, Achievement, Recognition, work
Salary, security itself, responsibility, challenging
job.
 Alderfer’s ERG
Need Level Description Examples
Highest

Self-development,
Self-development, Worker
Workercontinually
continually
Growth
Growth creative
creativework
work improves
improvesskills
skills

Interpersonal
Interpersonal Good
Goodrelations,
relations,
Relatedness
Relatedness relations,
relations,feelings
feelings feedback
feedback
Lowest

Food,
Food,water,
water, Basic
Basicpay
paylevel
level
Existence
Existence shelter
shelter to
tobuy
buyitems
items

After lower level needs satisfied, person seeks higher needs. When
unable to satisfy higher needs, lower needs motivation is raised.
Growth Opportunities Satisfying
• Challenging Job
• Creativity
•
•
Autonomy
Interesting Work Existence,
• Organizational Advancement
• Responsibility
•
•
Achievement
Participation
Relatedness,
and Growth
Needs
Relatedness Opportunities
• Friendship • Quality Supervision
• Interpersonal Security • Work Teams
• Athletic Teams • Social Events
• Social Recognition

Existence Opportunities
• Heat • Air Conditioning • Clean Air
• Lighting • Rest Rooms • Drinking Water
• Base Salary • Cafeteria • Safe Conditions
• Insurance • Job Security • No Layoffs
• Retirement • Health Programs • Time Off
 McClelland’s
Needs Theory

Affiliatio
Achieve
n
ment
Power

28
David McClelland’s
Theory of Needs

nPow

nAch nAff
 Implications
•

• Each person has a need for all three but they

differ in degree to which the various needs
motivate their behavior.
•
• McClelland says these three need are
subconscious
•
• Measuring them is not easy. Researchers
measures these through use of TAT projective
test.
•
• McClelland encourages managers to identify the
presence of these needs through observation
and create appropriate work environments.
–
 Summary

Maslow Alderfer Hertzberg McClelland

Self-Actualization
Growth Motivators Need for Achievement
Esteem
Need for Power
Affiliation Relatedness
Hygiene
Need for Affiliation
Security Factors
Existence
Physiological
 Process
Theories
•

• Concerned with cognitive antecedents that go

into motivation or effort and how they relate to
one another
• Based on the notion that individuals make
conscious decisions about their job behavior
• Focus on the thought processes through which
people choose among alternative courses of
action
•

• Major Theories
– Expectancy Theory
– Equity Theory
– Goal Setting Theory
–
 Expectancy
Theory
Developed by Victor Vroom and is a


very popular theory of work

motivation.
• Vroom suggests that motivation will
be high when workers feel:
– High levels of effort lead to high
performance.
– High performance will lead to the
attainment of desire outcomes.
• Consists of three areas:
– Expectancy, Instrumentality, &
 Expectancy,
Instrumentality & Valence


 Expectancy
– the perception that effort (input) will result in a level of
performance.
– You will work hard if it leads to high performance.
– You would be less willing to work hard if you knew that the
best you would get on a paper was a D regardless of
how hard you tried.


 Instrumentality: Performance leads to outcomes.

– Workers are only motivated if they think performance
leads to an outcome.
– Managers should link performance to outcomes.
–
 Valence :
– How desirable each outcome is to a person.
– Managers should determine the outcomes, the workers
• Effort- performance relationship: The probability
perceived by the individual that exerting a given
amount of effort will lead to performance.
•
• Performance-reward relationship: The degree to which
the individual believes that performing at a particular
level will lead to the attainment of a desired outcome.
•
• Rewards-personal goals relationship: The degree to
which organizational rewards satisfy an individual’s
• The multiplier effect means that all 3
must be high for high motivation
– If just one value is low, motivation
will be low.
– This means that even if desired
outcomes are closely link to
performance, the worker must feel
the task is possible to achieve for
high motivation to result.
– Managers need to consider this
relationship to build a high
performance firm.
 Outcomes
& Inputs
– Regardless of the source of motivation,
people seek outcomes.
• Outcome: anything a person gets from
a job.
– Examples include pay, autonomy,
accomplishment.
– Organizations hire workers to obtain
inputs:
• Input: anything a person contributes to
their job.
– Examples include skills, knowledge, work
behavior.
– Managers thus use outcomes to
 Motivation
Equation

Inputs
Inputsfrom
from Outcomes
Outcomes
Organization
Organization Performance
Performance received
receivedby
by
al
al members
members
members
members
Contribute
Contribute
Time
Time Pay
Pay
to
to
Effort
Effort Job
JobSecurity
Security
organization
organization
Education
Education Benefits
Benefits
efficiency,
efficiency,
Experience
Experience Vacation
Vacation
effectivenes
effectivenes
Skills
Skills Autonomy
Autonomy
ss
Knowledge
Knowledge Responsibili
Responsibili
and
and
Work
WorkBehav.
Behav. ty
ty
attain
attaingoals
goals
 Adam’s Equity Theory
– Considers worker’s perceptions of the
fairness of work outcomes in
proportion to their inputs.
• Adams notes it is the relative rather than
the absolute level of outcomes a person
receives.
– The Outcome/input ratio is compared by
worker with another person called a
referent.
– The referent is perceived as similar to the
worker.
• Equity exists when a person perceives
their outcome/input ratio to be equal to
the referent’s ratio.
 Equity Theory

Condition
Condition Person
Person Referent
Referent Example
Example

Worker
Workercontributes
contributes
Outcomes
Outcomes == Outcomes
Outcomes more
more inputsbut
inputs butalso
also
Equity
Equity Inputs Inputs gets same outputs
Inputs Inputs gets same outputs
than
thanreferent
referent

Worker
Workercontributes
contributes
Underpayment
Underpayment Outcomes
Outcomes << Outcomes
Outcomes more
more inputsbut
inputs butalso
also
Equity Inputs
Inputs Inputs
Inputs gets less outputs
gets less outputs
Equity
as
asreferent
referent

Worker
Workercontributes
contributes
Overpayment
Overpayment Outcomes
Outcomes >> Outcomes
Outcomes same
same inputsbut
inputs butalso
also
Equity Inputs
Inputs Inputs
Inputs gets more outputs
gets more outputs
Equity
than
thanreferent
referent
 Inequity
• Inequity exists when worker’s
outcome/input ratio is not equal to
referent.
– Underpayment inequity: ratio is less
than the referent. Worker feels they are
not getting the outcomes they should
given inputs.
– Overpayment inequity: ratio is higher
than the referent. Worker feels they are
getting more outcomes then they should
given inputs.
• Restoring Equity: Inequity creates
tension in workers to restore equity.
 In underpayment, workers reduce input levels to
correct.
 Overpayment, worker can change the referent to
adjust.
 Goal Setting Theory
– Focus worker’s inputs in the direction
of high performance & achievement
of organizational goals.
• Goal is what a worker tries to
accomplish.
– Goals must be specific and difficult for
high performance results.
– Workers put in high effort to achieve
such goals.
• Workers must accept and be committed
to them.
– Feedback on goal attainment also is
important.
– Goals point out what is important to the
firm.
 Reinforcement
– Theory
–
– Emphasizes that proper management of
reinforcement can change the direction, level, and
persistence of an individual’s behavior
– Focus is that behavior is a function of its
consequence

Concepts:
Concepts:
Behavior
Behaviorisisenvironmentally
environmentallycaused.
caused.
Behavior
Behaviorcan
canbe
bemodified
modified(reinforced)
(reinforced)by
by
providing
providing(controlling)
(controlling)consequences.
consequences.
Reinforced
Reinforcedbehavior
behaviortends
tendsto
tobe
berepeated.
repeated.
•Behaviors are responses to the stimuli individuals
are exposed to
•By changing the cues / stimuli in people’s environ,
behavior can be molded, shaped, changed or
eliminated
•People will do what they are rewarded for doing
•Rewards must be close in time to the desired
behavior
•Punishments should be used sparingly, only for very
important reasons
 Relationship
between motivation, job satisfaction,
and job performance?
COORDINATION
 Coordination
• Co-ordination is the process
which ensures smooth interplay
of the functions of
management. Common
objectives are achieved without
much wastage of time, efforts
and money with the help of co-
ordination.
 PLANNING

03/24/11 CO-ORDINATION 50
 Definition
•
• Co-ordination is balancing and
keeping the teams together by
ensuring a suitable allocation of
working activities to the various
members and seeing that these are
performed with due harmony
among the members themselves.
 Features or
Characteristics
•
• Provides unity of action
• Co-ordination is necessary to all
levels of organization
• Relevant for group efforts.
• Continuous and dynamic process
• Systems concept
 Need & importance
of co-ordination
• Creates ‘Unity in diversity’
• Achieves unity of direction while
supporting functional differentiation
& specialization
• Enables reconciliation of goals
• Effective management of large number
of employees
• Ensure congruity in work flow across
teams
• ‘Empire building’
 Essentials of
effective coordination

Personal Early Start Dynamism Effective

contact supervision

Continuity simplified
organization

Principles of
Self Effective
coordination
coordination communicati
on

Clear definition
Clear cut Reciprocal of authority
Effective and
objectives relationship leadership responsibility
 Modes of
ensuring Co-ordination
–

– Clearly Defined Objectives

– Effectives chain of command
– Coordination through group
meetings
– Harmonious policies and
procedures
– Effective communication
 Techniques
of Co-ordination
–
– Sound organizational structure
– Coordination through a liaison
officer
– Co-operation
– Self coordination
– Coordination by leadership
– Incentives
 Types of
coordination
•
• Internal coordination
– Vertical coordination
– Horizontal coordination


• External coordination
 Internal
coordination

• It is the establishment of an effective

working relationship among
employees, managers, executives,
as well as between various
functional divisions & subdivisions
within an organization.
 Internal
coordination

Vertical coordination:


• Superior coordinates his work with

his sub coordinates and vice
versa.
– Sales manager coordinates his work
with the activities of the sales
supervisor.
 Internal
coordination

Horizontal coordination:


• Horizontal Coordination refers to the

interaction regarding sharing the
status of work activities between
the persons of the same status i.e.
at the same organizational level.
– Coordination between the
departmental heads, supervisors,
co-workers
 External
coordination

• It is the establishment of effective

working relationships between
various different entities both
within the organization & outside
it
 External coordination
Different
Market agencies
Industrial
organization

General public

Financial
Different Institutions
Competitors
institution

Technological Different
Agencies commercial
government organizations
Technological Customers agencies
organization
 Problems of
Co-ordination
•
• Natural hindrance
• Lack of administrative talent
• lack of techniques of coordination
• Ideas and objectives
• Misunderstanding
 Steps of effective
Co-ordination
•
• Proper delegation of authority and
responsibility
• Preparing and adherence to rigid rules
and regulations, procedures,
policies, etc.
• Establishment of an effective
communication system
 Steps of effective
Co-ordination
•
• Establishment of employees’ grievances
cell
• Rewarding congenial & skilled workers
adequately
• The management should induce the
employees to take active part in
meeting, committees and encourage
them to develop friendly relationships
COMMUNICATION
 Overview

•
• The Communication Process
• Functions of Communication
• Communication Fundamentals
• Key Communication Skills

 Communication Process
Trans
Receiv
mitted
Encodi Messa er
on
ng ge decode
mediu
s
m
Receiv
er
Sender Noise creates
meanin
g

Trans
Source mitted
Messa Encodi
decode on
ge ng
s mediu
m
Communication
Contd….
 Functions of Communication

•
• Control
• Motivation
• Emotional Expression
• Information
 Communication Fundamentals

 Direction:
• Downward
• Upward
• Crosswise

 Networks:
• Formal vs. Informal
 Directional Flows

• Upward: From bottom to • Downward: From top to

top bottom
• When employees report, • When instructions,
suggest, or commands, orders or
communicate ideas or other ideas are
make any request to the communicated by
superior superiors down the
– a foreman reports hierarchy
breakdown of – When the General
machinery to the Manager orders
factory manager supervisors to work
– when a typist drops a overtime
suggestion in the
suggestion box
• Similarly, communication
of work assignments,
• It encourages employees notices, requests for
to participate actively in performance, etc.
the operations of their through bulletin boards,
department. memos, reports,
• Their sense of speeches, meetings,
responsibility increases etc, are all forms of
 Formal vs Informal

• The path through which information flows is

called channel of communication.
• Formal channels: the paths of communication
which are based on relationships formally
established by the management
– General Manager communicates a decision to the
production manager, who may then issue instructions to
the foremen.
– A worker applying to his supervisor for leave; He/she may
approve it & forward it to the Manager (HR)
• Informal channels: Channels that carry
communication that takes place on the basis of
informal or social relations among staff
– Any sharing of information between a production
supervisor and an accountant, as they happen to be
friends
• When it takes place among managers of
the same rank it is known as horizontal
communication.


• When communication is made between

people who are neither in the same
department nor at the same level of
organisational hierarchy, it is called
diagonal communication.
•
 Purpose

• Communication is the means through

which delegation and decentralisation of
authority is successfully accomplished in
an organisation.
• To convey orders, instructions, or policies
& procedures so as to bring desired
changes in the performance and or the
attitude of employees.
• Conveys subordinates’ doubts & ideas
about the work to be done to superiors
•
 Importance

• Helps employees to understand their role

clearly and perform effectively.
• Instrumental in achieving clarity, mutual
understanding & co-ordination which
leads to industrial harmony and
increased productivity
• Improves managerial efficiency and
ensures staff cooperation
• Effectively moulds attitudes and builds up
employees’ morale.
•
 Communication Networks

All
Chain Wheel
Channels
 Barriers to Effective
Communication

•
• Filtering
• Selective Perception
• Emotions
• Language
Barriers to Communication
 Basic Communication Skills Profile

________________________________________________
Communication Order Learned Extent Used Extent Taught
 ____________________________________________


 Listening First First Fourth

 Speaking Second Second Third
 Reading Third Third Second
 Writing Fourth Fourth First
 Key Communication Skills

• Listening Skills
• Feedback Skills
• Presentation skills
•
 Barriers to Active Listening

•
• Environmental barriers
• Physiological barriers
• Psychological barriers
v Selective Listening
v Negative Listening Attitudes
v Personal Reactions
v Poor Motivation
 How to Be an Effective Listener

v Establish eye contact with the speaker

v Take notes effectively
v Be a physically involved listener
v Avoid negative mannerisms
v Exercise your listening muscles
v Admit your biases
v Don’t tune out “dry” subjects
v Accept responsibility for understanding
v Encourage others to talk
v
v
 Developing Effective Feedback Skills

•
• Focus on specific behaviours
• Keep feedback impersonal
• Keep feedback goal oriented
• Make feedback well timed
• Ensure understanding
• Direct feedback toward behaviour that is
controllable by the recipient
 Presentation Skills

Ideas, concepts or issues talked about or



spoken to a group or audience



Public speaking is one of the most feared

things
 “I could make such a fool of myself”


Skills required to give a good presentation



can be developed



Preparation is the Key

 Presentation Skills

ASK your self ……………….



What do you want to present (content)?

Why do you want to present (purpose)?

Where will you be presenting (place)?

How do you want to present (words to be

used or not, slides to be used)

Who is your audience?


 Presentation Skills

• Structure the content in line with the

audience’s needs
• What do you want to tell the audience?
• What is your objective?
• Prepare keeping in mind the time allotted
• Anticipate the questions and prepare
• Collect material from a variety of sources
• Arrange points logically and sequentially
• Prepare handouts as well

 Presentation Skills

• Structuring the presentation

1.Opening/beginning
2.Middle section(content)
3.Closing/end
4.Questions

 Group Facilitation

Verbal Communication- barriers



v Speaking too fast

v Using jargon
v Tone and content
v Complicated or ambiguous language
v Not questioning
v Physical State of the audience

 Presentation Skills

When handling Questions



vDo not get confused

vYou are not supposed to know
everything
vAnticipate and keep answers ready
vSometime questions themselves give
you a lead to highlight your point of
view
 Presentation Skills

Visual Aids


vWhile using a over head projector

face the audience while talking
vPoint with a pen
vAppropriate lighting
vWatch the colours
vEnsure clear visibility
v10 lines, 10 words per line

 Presentation Skills



So to conclude :
 Always prepare
 Channelize you fear
 Interact with your audience



LEADERSHIP
 What Is Leadership?
Leadership
The ability to influence a
group toward the
achievement of goals.

Management
Use of authority inherent
in designated formal rank
to obtain compliance from
organizational members.
 Leadership
“Leadership is the activity of
influencing people to strive willingly
for group objectives”.
“It is the process of influencing the

behaviour of others towards the

accomplishment of goals in a given
situation”.
Importance of Leadership
 Leadership Theories

1.Trait approach
2.
3.Behavioural approach
4.
5.Situational approach
•
 Trait Approach
 Keith davis has summarized four of
the major traits that have an impact
on successful organizational
leadership.


They are:


• Intelligence
• Social maturity and breadth
• Inner motivation and
achievement drives
• Intelligence:Research has shown that generally
a leader has higher intelligence that the
average intelligence of the followers. However
the leader cannot be exceedingly much more
intelligent than his followers
• Social maturity and breadth: Leaders tend to
be emotionally stable and mature and to have
broad interests and activities. They have an
assured, respectful self concept
• Inner motivation and achievement drives:
Leaders have relatively intense motivational
drives of the achievement type. The strive for
intrinsic than extrinsic rewards.
• Human relations attitude: Successful leaders
recognize the worth and dignity of their
followers and are able to emphasize with them.
According to research studies leaders possess
consideration and are employee centered
 Trait Approach
 According to this theory leaders exhibit certain
traits that followers admire. The traits which
might have an impact on successful
organizational leadership are:
• Physical traits- age, height, weight.
• Background characteristics- education, social
class or status, mobility
• Intelligence- ability, judgment, knowledge
• Personality- aggressiveness, alertness, self
confidence, authoritarian
• Task related characteristics- achievement
need, responsibility, initiative
• Social characteristics- supervisory ability,
cooperativeness, popularity, prestige
 Behavioural Approach

•
• Democratic or Autocratic
• Participative or supportive
• Person or Task oriented
• Autocratic: An autocratic leader is one who commands
and expects compliance. He is dogmatic and positive
and leads by his ability to withhold or give rewards
and punishments.


• Participative or supportive:The participative or

supportive leadership behaviour is based on the
assumption that people essentially want to participate,
want to accomplish and will work well if general
supervision is employed and where they are allowed to
use their own initiative and support is given while
accomplishing their task.


• Person or task oriented- it emphasizes the leader’s role

as a manager in the rational aspects of management
namely planning, organizing, controlling etc. To ensure
each task is performed as planned workers are paid
performance incentives and certain standards are set for
them in terms of quantity and quality of output, by a task
oriented leader. The employee centered leaders attempt
to build effective teamwork through supportive and
considerate behaviors towards their employees.
 Contingency Theories

• THE FIEDLER MODEL:Fred E. Fiedler argued that

effectiveness depends on two interacting
factors: leadership style and the degree to
which the situation gives the leader control and
influence. Three things are important here:
• The relationship between the leaders and
followers: If leaders are liked and respected
they are more likely to have the support of
others.
• The structure of the task: If the task is clearly
spelled out as to goals, methods and standards
of performance then it are more likely that
leaders will be able to exert influence.
• Position power: If an organization or group
confers powers on the leader for the purpose of
getting the job done, then this may well
increase the influence of the leader.
 Situational Approach

• Stagdill and his associates’ research findings

revealed that leadership ability is heavily
affected by situational factors like :
• their job,
• the organizational environment in which they
operated
• history of the enterprise,
• community in which the organization operates,
• psychological climate of the group,their
characteristics
• group member personalities
• cultural influences

 Situational
Leadership Theory
•
• It is a contingency theory that
focuses on followers' readiness.
Readiness refers to the extent to
which people have the ability and
willingness to accomplish a
specific task. There are four
stages of readiness: able and
willing, able and unwilling,
unable and willing and unable
and unwilling
 Situational
•
Leadership Model
• Telling Style- High Task, Low
Relationship
• Selling Style- High Task, High
Relationship
• Participating Style- Low Task, High
Relationship
• Delegating Style – Low Task, Low
Relationship
*Readiness= Ability+Willingness
Hersey-Blanchard Situational Leadersh

Followers’ undergo
development in stages when
following a leader, and based
on where a follower is in the
stage of development, a
leader must modify his
leadership style..

Maturity level of followers

(need for achievement,
willingness to accept
responsibility, and education
experience)

Readiness=
Ability+Willingness

108
 Leadership
Continuum
Boss –centered Employee-centered
leadership leadership

Area of freedom for subordinates

Use of authority by the manager

Manager Manager Manager

Manager
Manager Manager Manager presents defines permits
makes presents problem,
“sells” presents limits; subordinates
decision
decision ideas and tentative gets asks to function
and decision suggestions,
invites group to within
announces
questions. subject to makes make defined limits
it. change decision decision.

Range of Behavior