Chapter 6: Leading/Directing PDF

CHAPTER SIX LEADING/DIRECTING 1  Learning Objectives: To understand meaning & nature of direction.  Present leadership theories and styles.  Present Motivation theories. 2 Directing is simply defined as; ...

CHAPTER SIX LEADING/DIRECTING 1  Learning Objectives: To understand meaning & nature of direction.  Present leadership theories and styles.  Present Motivation theories. 2 Directing is simply defined as;  A function of management which is related with instructing, guiding and inspiring human influence in the organization to achieve organizational mission and objectives.  The process of influencing people so that they will contribute to the organization & group goals. 3 The process of motivating organizational members to work efficiently & effectively for the achievement of organizational goals /objectives.  It requires the integration of organizational & individual goals.  It is crucial part of managerial functions because it involves with initiating actions. 4  ELEMENTS OF DIRECTING Managers to direct individuals require three basic elements.  Leadership  Motivation &  Communication 5  LEADERSHIP What is leadership? “Leadership is a process where by an individual influences a group to achieve a common goal.” According to Hersey & Blanchard, leadership is a function of the leader, followers and situation which can be shown as: L=F (L, F, S)  Where L denotes leadership F- the function of, L- leader, F-followers and S -the situation 6  Cont. Leadership at-Individual level involves mentoring, coaching, inspiring and motivating. Group level, leaders build team, create unity and resolve conflict; and Organizational level, leaders build culture, and create change. 7  LEADERSHIP STYLES  Is the typical pattern of behavior a leader uses to influence employees to achieve organizational goals. BASIC LEADERSHIP STYLES  Leadership styles are also broadly classified based on three points of view: Authority Motivation and  supervision. 8  Authority, leadership styles  On the basis of Authority, leadership styles are divided as follows; 1. Autocratic (Authoritarian) Leadership 2. Bureaucratic Leadership Style 3. Democratic Leadership Style 4. Laissez-faire/Free-rein Leadership Style 5. Situational Leadership Style 9 1. AUTOCRATIC (AUTHORITARIAN) LEADERSHIP Autocratic leadership, is a leadership style where a leader exercises absolute control over decisions, dictating policies and procedures without seeking input from subordinates. The leader typically expects strict compliance and adherence to their directives. Communication tends to be primarily in one direction from manager to follower. 10  Some autocratic leaders can be “benevolent autocrat.” Though they listen considerably to their followers’ opinion before making any decision, the decision remains to be their own. An autocratic leader is one who dominates and drives his subordinates through force, command and the instilling of fear in his followers. They never like to delegate their power for they fear that they may lose their authority. 11  Key Features: Centralized Authority  Decision-making power resides solely with the leader.  Limited or no delegation of decision-making responsibilities. Strict Control  Leaders maintain close supervision over team activities.  Emphasis on discipline and adherence to rules.  Cont. Top-Down Communication  One-way communication, where instructions flow from the leader to the team members.  Minimal opportunity for feedback or open discussions. High Expectations  Leaders expect quick and accurate execution of tasks.  Focus on achieving results without considering individual employee preferences.  Merits Efficiency in Decision-Making  Decisions are made quickly without waiting for group consensus. Clear Direction  Roles and expectations are clearly defined, reducing ambiguity. Useful in Crisis Situations  Ideal for emergencies or environments requiring quick action and firm control. Enhanced Discipline  Promotes structure and order, particularly in large or hierarchical organizations. 14  Demerits Lack of Employee Engagement  Employees may feel undervalued or demotivated due to limited participation in decision-making. High Turnover Rates  Strict control and lack of autonomy can lead to dissatisfaction and higher attrition. Dependency on the Leader  Teams may become overly reliant on the leader, suffocating innovation and initiative. Potential for Resentment  Authoritarian methods can foster resentment and reduce morale. 15  2. BUREAUCRATIC LEADERSHIP STYLE 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. A police officer not a leader Enforces the rules 16  Key Characteristics: Rule-Oriented:  Leaders enforce policies and expect employees to follow predefined procedures. Hierarchical Structure:  Clear chain of command with distinct roles and responsibilities. Standardized Processes:  Decisions and actions are based on guidelines, leaving little room for personal judgment. Focus on Stability:  Emphasis on consistency, reliability, and risk avoidance.  Most effective when: High-Risk Environments:  Situations where safety and precision are critical, e.g., hospitals, laboratories, or aviation industries. Repetitive Tasks:  Works well in environments with routine operations that require consistency, such as manufacturing or clerical work. Regulated Industries:  Ideal in settings with strict legal or regulatory requirements, e.g., finance, healthcare, or government agencies. 18  Ineffective When Dynamic or Fast-Changing Environments:  Struggles in industries requiring flexibility, innovation, or rapid decision-making, such as tech startups or creative fields. Need for Creativity:  Discourages out-of-the-box thinking, making it unsuitable for teams that rely on innovation. Employee Morale:  Overemphasis on rules can make employees feel micromanaged, leading to disengagement and reduced motivation.  3. DEMOCRATIC LEADERSHIP STYLE It is also known as participative leadership Subordinates have considerable freedom of action. The leader shows greater concern for his people’s interest, is friendly and helpful to them. Receives information and ideas from his subordinates to make decisions Increases the morale of employees.  Key Characteristics: Collaborative Decision-Making:  Encourages team members to share ideas, opinions, and feedback. Empowerment:  Empowers employees by giving them a voice in organizational matters. Open Communication:  Fosters a culture of transparency and two-way communication. Focus on Teamwork:  Builds strong relationships and mutual trust among team members.  Merits: Increased Engagement:  Employees feel valued, which boosts morale and motivation. Better Decisions:  Draws on diverse perspectives, leading to more informed and creative solutions. Skill Development:  Encourages team members to take initiative and develop decision-making skills. Strong Team Cohesion:  Builds a sense of community and trust within the team. 22  Demerits: Time-Consuming:  Collaborative decision-making can be slower compared to other styles. Risk of Conflict:  Differing opinions can lead to disagreements or delays. Over-Reliance on Consensus:  May lead to indecisiveness if team members cannot reach a consensus. Not Suitable for Crisis Situations:  Ineffective when quick decisions are required. 23 4. LAISSEZ-FAIRE/FREE-REIN LEADERSHIP STYLE Laissez-faire leadership is a leadership style where the leader provides minimal direction or supervision, allowing team members to make decisions and manage their tasks independently. The leader takes a hands-off approach but remains available for support and resources when needed. This type of leadership is employee centered 24  Key Characteristics: Autonomy:  Team members have full freedom to plan, decide, and execute tasks. Minimal Intervention:  The leader acts as an observer or resource provider rather than a direct supervisor. Trust in Competence:  Assumes team members are skilled, knowledgeable, and capable of self-management. Flexible Structure:  Offers an open and adaptive working environment with few rigid rules or procedures.  Merits Encourages Creativity:  Provides freedom for innovative and out-of-the-box thinking. Boosts Morale:  Empowers employees, leading to higher job satisfaction and motivation. Fosters Skill Development:  Allows employees to develop decision-making and problem-solving skills. Saves Leader’s Time:  The leader can focus on strategic goals while team members handle daily tasks. 26  Demerits: Lack of Direction:  Absence of guidance can lead to confusion and misalignment. Low Accountability:  Without supervision, some employees may underperform or lack motivation. Ineffective for Inexperienced Teams:  Teams lacking skills or knowledge may struggle without clear direction. Risk of Chaos:  Poor coordination can result in missed deadlines or inconsistent quality.  5. SITUATIONAL LEADERSHIP STYLE Situational leadership is a flexible leadership style where the leader adapts their approach based on the needs of the team and the specific situation. Developed by Paul Hersey and Ken Blanchard, this model emphasizes that no single leadership style is effective in all scenarios, and the leader must assess factors like: Team members' competence, Commitment, and The task's complexity To determine the best approach. 28 Varying Leadership Style  Three factors that influence which leadership style to use. 1. The manager’s personal background: What personality, knowledge, values, ethics, and experiences does the manager have. What does he or she think will work? 2. Staff being supervised: Staff individuals with different personalities and backgrounds; the leadership style used will vary depending upon the individual staff and what he or she will respond best to. 3. The organization: The traditions, values, philosophy, and concerns of the organization influence how a manager acts 29  Key Characteristics: Flexibility:  Leaders change their style depending on the situation and the team’s needs. Task-Oriented and Relationship-Oriented:  Balances between providing direction (task- oriented) and supporting team members (relationship-oriented). Leader as a Guide:  Acts as a mentor, supervisor, or collaborator based on the team's requirements.  The Four Leadership Styles in the Model: 1. Directing (High Directive, Low Supportive):  Suitable for teams with low competence but high commitment.(dedication)  Leaders provide clear instructions and close supervision. 2. Coaching (High Directive, High Supportive):  Suitable for teams with low to moderate competence and low commitment.  Leaders offer guidance, encouragement, and involve the team in decision-making.  Cont. 3. Supporting (Low Directive, High Supportive):  Suitable for teams with moderate to high competence but low confidence or motivation.  Leaders focus on building confidence and allowing team members to take more responsibility. 4. Delegating (Low Directive, Low Supportive):  Suitable for teams with high competence and high commitment.  Leaders trust the team to work independently with minimal oversight.  Advantages: Team Development:  Encourages growth and builds team competence over time. Improved Effectiveness:  Tailored leadership approach maximizes productivity and satisfaction. Motivates Team Members:  Provides the right balance of direction and autonomy based on individual needs.  Disadvantages: Complexity:  Requires a high level of awareness and adaptability from the leader. Time-Consuming:  Assessing each situation and individual needs can take significant time and effort. Risk of Misjudgment:  Misinterpreting team readiness or needs can lead to poor leadership decisions.  LEADERSHIP THEORIES  There are Four commonly used theories of leadership I. GREAT MAN THEORY II. TRAIT THEORY, III. BEHAVIORAL THEORIES IV. CONTINGENCY THEORIES 35 I. GREAT MAN THEORY (Thomas Carlyle, 1847) Assumes that the traits of leadership are intrinsic rather than through external influence, training, or experience. It means that great leaders are born they are not made. Is based on the belief that leaders are exceptional people, born with innate qualities, destined to lead.  Characteristics: Innate Leadership Traits: Leaders are believed to possess inherent qualities such as charisma, intelligence, confidence, and decisiveness. Heroic Vision: These individuals often have a clear vision and the ability to inspire followers to achieve remarkable outcomes. Exceptional Influence: They can lead people through their compelling personality and extraordinary capabilities. Individualistic Focus: The theory prioritizes the role of the individual leader over environmental, social, or institutional factors.  Criticism of the Great Man Theory: Overemphasis on Traits:  Critics argue it overlooks the role of situational and social factors in shaping leadership. Exclusivity:  Suggesting that only a select few are "born leaders" can be limiting and dismissive of the potential for leadership development. Historical Bias:  It often glorifies leaders from dominant cultures and overlooks collaborative or systemic contributions. II. TRAIT THEORY :Late 1800s to Mid-1940s Trait Theory suggests that successful leaders possess certain inherent traits or qualities that distinguish them from others And tries to identify the traits that differentiated leaders from non-leaders. It focuses on "what" an effective leader is, not on 'how' to effectively lead. 39  Cont. Assumes that certain physical, social, and personal characteristics are inherent in leaders.  Common Traits: Traits often associated with leadership include: 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.  Cont.… Social characteristics: include being charismatic, attractive, 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. 41  Stogdill (1974) identified the following traits & skills Traits Skills  Adaptable to situations  Clever (intelligent)  Alert to social environment  Conceptually skilled  Ambitious and achievement  Creative orientated  Diplomatic and tactful  Assertive  Fluent in speaking  Cooperative  Knowledgeable about group task  Decisive  Organized (administrative ability)  Dependable  Persuasive  Dominant (desire to influence  Socially skilled others)  Energetic (high activity level)  Persistent  Self-confident 42 Limitations / Short coming of Trait theory It ignores situational or environmental factors The trait approach gives no guidance as to how much of any trait a person should have. All the leaders may not possess all the traits & many of non leaders may possess most or all of them. 43 III. BEHAVIORAL LEADERSHIP THEORY: Mid 1940s to Early1970s  Behavior theory focuses on what an effective leader “does.” It do not seek inborn traits or capabilities. Rather, they look at what leaders actually do. Behaviors can be observed more objectively than traits. leadership capability can be learned, rather than being inherent.  Cont. Focusing on behaviors provides several advantages over a trait approach: Behaviors can be measured more exactly and more accurately than traits As opposed to traits, which are either innate or develop early in life, behaviors can be skilled. 45  Limitations / Short coming of BEHAVIORAL LEADERSHIP THEORY Lack of situational awareness: Overlooks the impact of situational factors. Oversimplification of leadership: focusing solely on observable behaviors, it might not capture the full complexity of effective leadership, which can involve  cognitive processes and strategic thinking. Potential for inconsistency: Without clear situational guidelines, leaders may struggle to consistently apply the "correct" behaviors, leading to confusion among team members. IV. THE CONTINGENCY (SITUATIONAL) THEORY: Early 1960s to Present\ The practice of leadership is too complex to be represented by unique traits or behaviors. That leaders choose the best course of action based upon situational variable. Different styles of leadership may be more appropriate for certain types of decision-making i.e. leaders are products of a given situation; what is effective in one situation may not be effective in other situation. 47  Generally, Effective leadership is really a function of the interaction of several variables, including: Superior - subordinate relationships;  Power distribution between superior and subordinate; The degree to which the job is structured; Expectations and behavior of superiors; Subordinate characteristics, anticipation and behavior; Organizational culture and policies; 48  1. Fiedler's Contingency Model in1960s. The effectiveness of a leader depends on their leadership style and the favorability of the situation. Leadership Style: Leadership style is measured using the Least Preferred Co-worker (LPC) Scale, which assesses whether a leader is: Task-Oriented: Focused on task completion and productivity. Relationship-Oriented: Prioritizes building strong relationships with team members.  Cont. Situational Favorability: Fiedler identified three factors that determine the favorability of a situation: Leader-Member Relations: The degree of trust and respect between the leader and followers. Task Structure: The clarity and structure of tasks. Position Power: The authority the leader has to reward or punish 2. Path-Goal Theory(Robert House, 1970s)  A leadership model that suggests a leader's primary role is to guide and support their employees by clarifying the path to achieve their goals  Adapting their leadership style based on the employee's needs and the work environment to maximize motivation and satisfaction within the team; Leader Behaviors: Leaders adapt their behavior to the needs of their team and situation. Four styles are emphasized: I. Directive: Provides specific guidance and instructions (useful for ambiguous tasks). II. Supportive: Focuses on the well-being of employees (useful for stressful or monotonous tasks). III.Participative: Involves employees in decision- making (effective for complex, creative tasks). IV. Achievement-Oriented: Sets challenging goals and expects high performance (effective for motivated, skilled teams).  Cont. Situational Factors: Leadership effectiveness depends on: Employee Characteristics: Such as skills, experience, and confidence. Task Characteristics: Such as task complexity and clarity Strengths:  Highly flexible; leaders can adjust their approach as needed.  Focuses on employee empowerment and motivation.  Cont. Criticism: Can be overly complex to implement in dynamic environments. Assumes leaders can accurately assess the needs of their team. 3. Hersey-Blanchard Situational Leadership Model  Developed by: Paul Hersey and Ken Blanchard in the 1970s.  A leadership theory that suggests the most effective leadership style depends on the maturity level of the follower,  Requiring leaders to adapt their approach based on the individual's ability and willingness to complete a task,  Follower Readiness: Readiness refers to the Ability and Willingness of followers to perform a task. It is divided into four levels:  R1: Low ability, low willingness (e.g., new or untrained employees).  R2: Low ability, high willingness (eager but inexperienced).  R3: High ability, low willingness (capable but unmotivated).  R4: High ability, high willingness (skilled and motivated).   Leadership Styles: Based on follower readiness, leaders adjust their approach: Directing (High Directive, Low Supportive): For R1 followers, focus on providing clear instructions. Coaching (High Directive, High Supportive): For R2 followers, guide and motivate while providing direction. Supporting (Low Directive, High Supportive): For R3 followers, encourage autonomy and build confidence. Delegating (Low Directive, Low Supportive): For R4 followers, trust them to work independently.  Strengths and Criticism Strengths: Practical and easy to understand. Emphasizes the leader’s role in developing followers’ capabilities. Criticism:  May oversimplify the complexities of leadership.  Assumes leaders can accurately assess readiness levels.  Qualities of leadership the important qualities of leadership are: Mental vigor: A leader has to be strong mentally. He is expected to withstand strain in finishing the work properly. Emotional stability: A leader should not be moved by emotion or feeling, but he should analyze the problem rationally and take decisions without bias Sense of judgment: A leader should know human psychology. He should understand the behavior, needs, thoughts, motives of his followers. This helps him to take strategic decisions and get recognized by his followers. 59  Cont. Motivation: A leader should know the motivation techniques and how to use them. Communication skill: A leader should communicate information to the workers, and also be effective speaker & writer. Whatever the information needed to the workers, it should pass through the leader. Guiding ability: A leader should act as a teacher for new workers and help his followers to learn their work. 60  MOTIVATION Motivation is defined as “internal burning passion caused by need, wants and desire which propels an individual to exert his physical and mental energy to achieve desired objectives”. Efficiency of a person depends upon performance. Performance can be expressed as under; Performance = Ability × Motivation 61  Cont. Scot defined motivation as “a process of stimulating people to action or accomplish desired goals”. Mc Farland has defined “motivation as the way in which urges, drives, desires, aspirations, strivings needs direct, control or explain the behavior of human beings”. Robert Dubin: has said“ Something that moves the person to action and continues him in the course of action already initiated”  TYPES OF MOTIVATION Motivation can be classified on several bases as follows: A. Based on Approach B. Based on Type of Incentives Used C. Based on Nature of Rewards 63  A. Based on Approach Positive Motivation Encourages satisfaction of needs and aspirations. Rewards and incentives offered for better performance. Prizes, awards, and facilities provided. Builds psychological affiliation and removes barriers.  Cont. Negative Motivation Creates a sense of fear or an unhelpful environment. Poor performance leads to penalties (cut in facilities, demotion, layoffs). Reduces unity and integrity between individuals and the organization. B. Based on Type of Incentives Used Financial Motivation Monetary benefits to inspire employees. Includes wages, salaries, bonuses, fringe benefits, retirement benefits. Helps satisfy physiological and security needs. Money also symbolizes power, prestige, and status  Cont. Non-Financial Motivation Non-monetary rewards. Includes recognition, involvement in decision-making, responsibility, challenging tasks, praise, competition, feedback, and growth opportunities.  C. Based on Nature of Rewards Extrinsic Motivation External to the job but related to work conditions. Includes: pay raises , allowances, bonuses, fringe benefits, free housing, medical facilities, and other compensations. Direct compensation (linked to performance) is more effective.  Cont. Intrinsic Motivation Internal to the job, providing satisfaction during work. Includes status, authority, participation, challenging tasks, variety, freedom, responsibility, and advancement opportunities. End of Chapter Six! 70