Job stress, Job Performance, and Leadership support
Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 193 The Impact of Leadership Style on Employee’s Perfor mance in an Organization OSABIYA Babatunde- Assistant Lecturer/ Programme Co ordinator Bachelor of Science (B.Sc) Degree in Public Adminis tration School of Management Sciences, National Open Univer sity of Nigeria 14/16 Ahmadu Bello Way, Victoria-Island, Lagos, Nig eria.
Email- [email protected] (+2348033869291, +2348057399348) IKENGA, Emem- Assistant Lecturer/ Programme Coordin ator Department of Public Administration School of Management & Business Studies, Yaba Colle ge of Technology, Email- [email protected] (+2348138603172) ABSTRACT This study examines the impact of leadership style on employees performance in an organization. It wen t ahead in ascertaining the relationship between employees’ performance and productivity, which is the hallmar k of the organization goals and objectives. The study reveal ed that there is significance relationship between leadership style and employees’ performance in the attainment of organization goals and objectives.
Keywords: Theories and Models of Leadership, Keys to Leadersh ip Success, Appropriate Application of Leadership Style, Situational Leadership, Leadershi p Style, Value and Beliefs.
INTRODUCIION The research work is designed to study the Impact o f Leadership Style on Employee’s performance in an Organization. For any organization to achieve its s et objectives and goals there must be a 'high relationship between the (management) leaders and employees. How ever, for productivity to be reality in an organization there should be high employee’s performance which s olely depends on leadership style.
Human being joins organizations voluntarily under n ormal circumstances because of personal needs and aspiration, not necessarily because of organization al goal. So, a leader tries to motivate the worker to work higher in an organization while helping to realize their personal aspirations.
To enhance the performance of an employee, workers will depend on a. large event of leadership style that is operational within an organizational setting. No le ader uses any of the style exclusively. A leader ma y use an autocratic style when necessary to serve a particul ar purpose and the democratic style in vice-versa. All the- style develops the talent of the employees. BACKGROUND Leadership is a special type of influential activit y. It may be seen in effect in all kinds of social situations, and it is especially apparent Where the situation demands that people work togeth er toward common goals. In Organizations, leadership is a managerial activity the purpose of which is to dire ct the employees in one immediate chain of command toward the accomplishment of work goals.
Leadership represents a combination of behaviors ex hibited by one who occupies an elected, appointed, or designated position of influence in a social system . Leadership behaviour is therefore officially sanctioned either formally or informally and the leader is looked to for guidance and direction by those who recognize i n his or her power. Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 194 The term leadership therefore can be defined as the exercise of influence in a social situation in which the followers’ (influences) attribute .leadership quali ties to the leader (influencer). Leaders are leaders because other people view them as such. It must be noted that not all leaders are effective managers and not all managers are effective leaders. In other words, leadership has been described as a process of persuasion where the leader (or team of leaders) act as an example for a group in order to motivate and induce the group to pursue the objectives of the leader and the organization. In this regard, it is important to re alize the culture of their working environment. The y are integral parts of the system in which they arise yet depende nt upon two-way communication with constituent and the forces that create the circumstances in which they emerge.
In addition, leaders are accountable for the perfor mance of their organization or the success of the g overnment, which is dependent on employee’s productivity. The role of leadership in management is largely determined by organizational culture of the company. It has been argued that manager’s beliefs, values and assumptio ns are of critical importance to the overall style of leaders hip they adopt.
Maxwell (2002) says that 21” century leader is one who empowers others to be leaders. Managers and supervisors must know the techniques, challenges an d benefits of facilitative leadership.
According to him, “the old world was composed of bo sses who told you what to do and think and made all the decisions. In the new world, no manager can know ev erything or make every decision now to be successful, a manager has to work in partnership and in collabora tion with everyone, in other to tap everyone’s ideas and intelligence. Managers now are coach, counselors an d team builders.
Their job is to find people with talent and skill, and help them work together towards common goals.
Leadership is influential processes which distingui sh a leader by their actions, and also encourage a group of people to more towards a common or shared goal. A l eader is an individual, while leadership is the function that the individual performs. Besides, an individual wit hin an organization who have authority are often re ferred to as a leader, regardless of how they act in their job.
But just because someone is supposed to be a formal leader in an Organization, him or her or not exercise leadership.
In fact, informal or emergent leader can exhibit le adership even though they do not hold formal leader ship positions that could distinguish them. Therefore, l eadership effectiveness is important in the attainm ent of organizational goals and objectives.
CONCEPTUAL CLARIFICATIONS/ THEORETICAL FRAMEWORK TH EORIES AND MODELS OF LEADERSHIP According to Travis (2007), today’s challenges call s for a fundamental transformation of management st yle and culture. To accommodate this transformation, leader s will need to develop new skills. The 21st century facilitative leader must act as: Coach: The new leader must make a conscious effort to hea r and understand the content, meaning, and feeling is related to what Is said. He or she is must raise em ployee's awareness of facts, issues, and implicatio ns and impact response to increase individuals and corporate prod uctivity. Dreamer : The leader must be non-judgmental when looking at new ideas. Be receptive to new visions, even if it may seem impractical or unrealistic at horst. Innovator: The new leader must ignite a here within the staff or group, and keep it well lit. The leader must establish organizational momentum and keep the pace . He or she must generate and embrace change.
Explorer : The new leader must follow experimental trails in the Search for new ground. Be adventurous, unconventional challenges your personal limits and takes risks. ' Connector : The new leader must hnd similarities and commonal ities where others see only differences. He or she must be individuals potential in forming teams and assigning tasks. He or she must be flexible and open and observe with all sense..
Builder: The new leader must' be detailed, resourceful, foc used, and inventive. He or she is process-oriented and can visualize materials coming together to create a finished product. Clairvoyants The new leader must be aware Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 195 of the signs of potential strain, weariness aggrava tion and disempowerment and be productive to avoid dysfunctional behavior. Praiser: The new leader should at every opportunity praise the effort ‘put forth, the progress made and the result achieved. Praise well, praise often, praise specifi cally! All of these skills and qualities must be de veloped in today's leader. But it is just as important to know where these qualities are represented on your team , or if any of them are missing. Knowing how -workers think and ar e prone to act is paramount to effective teamwork. This knowledge is also extreme valuable for leaders, whe n 'forming sub-teams and signing tasks to know the creative mindset of their team members. THE KEYS TO LEADERSHIP SUCCESS According to Obisi (1996), organizations need quali fied leaders; leaders who evolve to perform consistently within organizations must possess four key abilitie s to effect change. The important characteristics include applying leadership styles appropriately, communica ting effectively, an aging performance regularly, and developing associates responsibilities. These keys, when applied skillfully, provide managers opportun ities to unlock excellence in leadership. APPROPRIATE APPLICATION OF LEADERSHIP STYLE Many scientific theories debate the principles that define specific leadership. According to Bolman et al (2003), he noted that agreement exists among the major stud ies regarding leadership.
The conclusion reveals' that there is no best leade rship style. One study by behavioural theories, Her sey etal (2001) believe that situational behaviour based on contingency, forms the basic of leadership style? T his simply means that a leader must assess situations before t aking appropriate action. Progressive leaders need the ability to apply contingency or situational assessment in c hanging organizational environments. The contingenc y style of leadership is a model that provides leaders with a menu of choices of application.
UNDERSTANDING SITUATIONAL LEADERSHIP Leaders who maximize effectiveness begin with the u nderstanding of leadership style. The contingency style of leadership derives its credibility from a behaviour al approach. Hersey et al (2001) Leadership style i s the_ regular behaviour patterns by leaders that creates 'perceived influence. They realize that the variables of any situation in leadership are never the same. The the ories understood that leaders contend with a wide r ange of factors. Leaders therefore, must consider contingencies such as the individuals involved and the environments o f the situations. Leaders base decisions on the amount of instruction and emotional support needed by others to accomplish tasks. Additionally, leaders must consid er the attitudes and ability levels of followers to perform any designated task. Further, leaders use different sty les of decision making in order to motivate followe rs to perform well. Modification of the’ leaders’ behaviours take s place when followers reach needed skills levels t o achieve goals. Leaders using this model -of leadership styl e must analyze each situation, applying the leaders hip style that best fit. LEARNING THE APPLICATION PROCESS The process of applying situational leadership styl e is a cycle that requires leaders to diagnose, adapt and communicate Hersey et al (2001). First, leader mus t determine what objective needed to be achieved an d to exert influence upon followers. Second, leaders mus t affirm readiness levels for followers. Leader must apply the appropriate style of leadership to communicate and obtain the desired results from followers. The fourth phase or the assessment involves the analysis of th e results from the leadership behaviour. The heal p hase of application requires a follow up assessment of the overall situation.
The chart below provides a quick overview of the si tuational leadership model. As provided by Steward (2004).
relationship, low task, T-light relationship, high task, through participation leadership through sell ing used when ,followers are ‘able but when followers are ‘unable ’ but or ‘insecure’. ‘willing’ or ‘motivated’. relationship, low tasks, Low relationship, high task, through delegat ion used leadership through 'telling use followers are ‘able’ and 'when followers are 'unable' and or ‘motivated' . Or insecure Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 196 When leaders teamed up to apply task and relationsh ip behaviour to influence other effectively, then situational leadership becomes successful. Task behaviour is th e way a leader decide roles for others. Relationship behaviour involves how the leader communicates in a variety of ways. The combination of these behaviours forms subsets of situational leader behaviour. The first bahavioural combination involves high task low relationship The next combination involves high 'task/high relat ionship behaviours. A third combination behaviour i ncludes high relationship/low task. The last combination be haviour includes low relationship/low task. Decision styles for situational leadership applicat ion include telling selling, participating or delegating. These decision styles work in conjunction with the degree and type of bahaviours that form a cycle of influe ntial leadership (Hersey, Blanchard and Johnson).
FOLLOWERS READINGNESS IN AN ORGANIZATION HIGH MODERATE LOW R4 R3 R2 R1 The readiness of a new employee requires a leader o r manager to use specific rationale and behaviour Steward (2004) the readiness level of an experienced employ ed required a leader or manager to use another comb ination of behaviours. For example, a new employee’s readin ess level maybe low to moderate. This required S1 (telling) and S2 (selling) level leadership behaviour that in clude more contact with the employee, In contrast, the experienced employee’s readiness level may be moder ate to high.
This situation requires more (participant) and S4 ( delegating) leadership behaviour with less contact (Hersey, Blanchard and Johnson). The knowledge of results as sists leaders in determining the followers’ performance as well as leadership performance. Additionally, leade rs need to know that follow-up procedures are neces sary to complete desired results. The follow-up analysis of the situations allows leaders to address needed chances in the application cycles. The following keys are inevitab le as enunciated by Steward (2004). KEY 1: FOUNDATION FOR LEADERSHIP EXCELLENCE The first key of leadership, application of leaders hip style provides the foundation to leadership exc ellence. The concept of situational leadership provides adaptabi lity to changing situations and assessment of readiness levels of followers. Further, the concept offers leaders c hoices of behavioural styles to achieve leadership that effects' change. Moreover, this style provides a process for quantif iable results of application and follow-up. The situational leadership style gives leaders the needed flexibili ty to unlock the first key to leadership excellence .
KEY2: EFFECTIVE COMMUNICATION Effective leadership requires good communication. T his communication has to be two-ways communication. The results of good communication should be to gain associate .alignment, agreement, and commitment. One should keep words single. Most people absorb about 80 percent of what they hear, so information should -be broken down into small sections. Speakers often ign ore their non-verbal actions. Non-verbal actions make up the majority of communications and can determine how a message is understood.
Visual tactile, vocal, spatial, and imagines are al l forms of non- verbal communications. A non-verbal action can be body language or even the tone that the speaker uses. Non-verbal actions and cause the receiver to interpret the message incorrectly or differently from what th e speaker intended.
TIPS TO HELP COMMUNICATION EFFECTIVELY One person can only talk at a time Be quick to listen and slow to speak Remember it is impossible to listen and talk at the same time Use proper body language Make eye contact.
Barrier is a problem in communication. Barriers are things that stand in the way of the listener in understanding the message. Some of the more obvious barriers are noise and the misreading of the speaker body langua ge. Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 197 Another important barrier is the listener’s languag e interpretation. For example two listeners will interpret what a speaker says in two different ways and will come to two different conclusions. This is why language is the key to effective communication. A speaker needs to be care ful with his words and try to enforce his meaning in more than one way. Finally, the Speaker must know how to communicate i n order for communication to be successful; a speaker must try to understand and know the listener, commu nication has as much to do with human relationship as it does with informing listeners. There are four steps to follow when trying to commu nicate effectively. These steps are attention, apprehension, assimilation, and action. The first step is to elim inate interference or noise. The second step is com municating effectively in apprehending or understanding. Achie ving apprehension is a major part of the communicat ion process. One thing that a speaker should remember n ot to say is:
Achieve: The mnemonic device, achieve use seven var iables: ability, clarity, help, incentive, evaluation, validity, and environmental, to provide leaders and followers with the necessary tools to improve performance. B y using these seven aids, management can identify performan ce problems and determine why these problems exist. Again, the benefit of using the situational approac h is that it allows management to address needs for each employer based on their individual situation. A letter “A” 'represents ability and constitutes th e skills, experience etc possessed by employees. Ma nager’s identities skills possessed by employee and set goa ls and tasks based on ability, information manageme nt assesses each individual situation to determine if an employee has the ability to perform a particular task The letter “C” represents clarity and is the abilit y of an employee to clearly understand .requested t asks and possess knowledge of what must be done in order to accomplish them. Problems with clarity in situation .may result in goals that are never accomplished. It is extremely important that managers clearly state goa ls and objectives up front to employees.
The letter “H" is the third variables, help, refers to support by the organization necessary for emplo yees to complete goals and objectives. Supporting encompass es anything from monetary resources to equipment resources. It is the responsibility of management t o aids the employee in obtaining necessary resource s. If required resources are not obtainable, there should not be repercussion to the employee for liability to achieve a goal.
“I” stands for incentive. This refers to the motiva tion of the employee to achieve a task or goal. Man agement must remember that employees are motivated, all nee ds based on the individual situation; Some employees may request elaborate forms of reward, including moneta ry rewards, while others require only a complement or statement of “a job well done".
“E" 'refers to evaluation and relates to the incent ive variable discussed previously. Employees must r eceive periodic on-going feedback regarding 'their perform ance. Without feedback, employees ‘wonder' what is going on and on and become less motivated. Management sho uld document positive as well as negative feedbacks.
“V” stands for validity. The validity of a situatio n includes the legalities of decision by managers. A manager must consider laws and company polices when making human resources decision.
“Do you understand"? This small question can undo e verything that the speaker said by implying that the speaker does not believe the listener is capable of understanding.
The third part of communication is assimilation. In order for assimilation to occur, a listener must not only understand the speaker's message but also believe i t. Belief of the passage is essential to the implementation of new ideas or concepts in a company or organization. The ferial step is action. Action only happens if assimilation has occurred. The speaker of the messa ge plays a vital part of what occurs after assimilation. In order to accomplish the goals, the speaker must off er support as well as the tools that are needed.
All of these steps are essential if effective commu nication is to occur. For a leader to be successful, he or she must learn to master these steps. A leader must als o learn to recognize the barriers of communication and become able to overcome them. The last thing a lead er must remember is to use the proper non-verbal actions as well as the proper verbal actions. Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 198 LEADERSHIP AS AN ENVIRONMENT FOR MOTIVATING EMPLO YEES Three different sources highlight leadership’s role in developing an environment for motivating employ ees at various levels. All the three sources concluded tha t fads did not get the results most leaders and managers sought in their work places Hertzberg (1966). The write up of Hertzberg (1966) looked past the mi nor boost in production or behaviour achieved any time management pays attention to its employees. Instead , the emphasis is on creating environments that truly provide employee motivation. Herzberg writes. “But it is on ly when one has a generator of one’s own that we ca n talk about motivation”. The automotive analogy fits wed in this discussion since we are trying to and methods that really work and will not need constant replacing wi th the next management fad. Heiiberg shatters sever al myths about employees' involvement in developing ideas or solutions. Most solutions that come from work grou p teams fail to make lasting and significant change. The employee quality circle fad shows little actual success compared to the investment of time and money.
In the article, "Looking for help, training leaders ”, a manager is having trouble locating .worthwhile leadership training that is not just running the same old game s that do not produce results. These bad classes that claim to be the latest great craze in leadership training cr eate unproductive leadership experiences that resul t in wasted time and money. According to Heizberg “some of thos e who do have an equally good excuse lost of leadership development exercises fail for short of the marl-c There is plenty of good data indicating what works to produce leaders and provide environments for motivation in the work place. According to Hersey (2001), "Management of Organiza tional Behaviour", focuses on what is known and accepted about leadership management and motivating people. Hersey tackles several of the myths that permeate many discussions about improving employee motivatio n and why it is important for management to make real change by understanding human behaviour. He demonst rates through research done over the years which kind of management involvement produces results in employee performance and how the world of work is moving towards the knowledge age. Some people believe with the technology that is available today, management and leaders may no longer be needed. This idea does not stand up to the scientific data available that indicates organizational problems wh ich revolve around leadership and management 'of human employee s. Hersey further writes, “The effective management of human organizations comedown to the one-on-one or o ne-on-a-group influence process”. Therefore, leadership and employee motivation is still critical issues in the modern organization and require study to achie ve effective results. These three sources looked at how leadership and em ployee motivation affects the organization, ability to achieve goals. Hersey starts by examining the defin itions and exploring research to determine what the discussion of leadership, management and motivation should entail, while Herzberg focuses on getting results and avoiding what is just a fad.
Finally, the newspaper article pinpoints one manage r’s frustration in finding leadership training that will actually be worthwhile and not just a weekend rafting trip t o build fake teamwork that does not last past the-end of the boat ride. All the three come to the realization th at the human factor is intangible and that there is no one method for motivating and leading people in all situations .
POWER POINT SHOW ON EMPOWERMENT OF LEADENSHIP Many of the points in the show use the 21 irrefutab le laws of leadership workbook.
The Law of the Lid: Leadership ability determines a person’s level of effectiveness.
The Law of Influence; The true measure of leadership is influence, nothi ng more, nothing less.
This tells us that tradition and ego should not rep lace results.
The Law of Process: Leadership develops daily, not in a day The Law of Navigation: Anyone can steer the ship, b ut it takes a leader to chart the course.
The Law of E.F. Hutton: When the real leader speaks, people listen The Law of Solid Ground: Trust in the foundation of leadership of The Law of Respect: People naturally follow leaders stronger than them selves The law of intuition: leaders evaluate everything with a leadership bias . The Law of Magnetism : Who you are is who you attract Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 199 The Law of Connection: Leaders touch a heart before they ask for a hand The Law of The Inner Circle: A leader’s potential is determined by those closes t to him.
The Law of Empowerment: Only secure leaders give power to others. The Law of Reproduction: It takes a leader to raise up a leader The Law of Buy-In: People buy into the leader, then the vision.
The Law of Victory: Leaders ‘rind a way for the team to win. The Law of the Big Mo: Momentum is the leader's biggest friend. The Law of Priorities: Leaders understand that activity is not necessari ly accomplishment The law of sacrifice: a leader must give up to go up.
The Law of Timing: When to lead is important as what to do and where to go The law of explosive Growth: to add growth-leader followers, to multiply-lead l eaders The law of Legacy: A leader’s lasting value is measured by succession BASIC LEADERSHIP BEHAVIOUR STYLES Although the collaboration style is the most effect ive, each of the other styles will be and should be effective in different situations. Some of these examples are: 1 /9 - I win, you lose when we find our we are wrong, 9/1 - I lose, you lose - when the alternative is illegal, 1 /1 - I lose, you lose - when we both want something else but it is not worth losing our relationship. The issue is too small to worry about, 5/5 -I give-a little, you give a little - when we have to reach a quick decisions and the col laborating process take too long.
One could make the argument that each of the above stands can be viewed as a win/win, depending on the resultant possible negative outcomes of not standin g firm. The situational leadership model developed by the centre for leadership studies can help anyone who w ants to be a more effective leader. It identities styles of leadership and levels of readiness of followers It then matches the most appropriate leadership style s that will Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 200 positively influence followers at the various readi ness levels. The focus is on the leader to modify b ehavior, depending on the followers. Situational leadership starts by identifying leader ship styles by the amount of task behaviour (guidan ce and direction) and relationship behaviour (support and intrapersonal skills) present. Effective leader behaviour is in four guardant in the model.
The definition of readiness of followers is ‘the 'e xtent to which a follower demonstrates the ability and willingness to accomplish a specific task”. Differe nt people "will have various degrees of readiness d epending on how prepared they are to do something in a parti cular situation. Readiness is a function of ability (experience, ski lls and knowledge) and willingness (confidence comm itment and motivation) the model charts follow readiness a s:
HIGH MODERATE LOW R4 R3 R2 R1 Able and willing or confident Able but unwilling or insecure Unable but willing or confidence Unable and unwilling or insecure The beauty of the situational leadership model is i n matching which leadership style is most effective with each readiness level. For instance, at lower level sc of readiness, a leader may be more effective by provi ding specific direction with little or no emphasis on relationshi p building At the highest levels of readiness the leader may be able to turn the employee lose without talking abou t task or relationship because the leader has faith that the employee is capable and willing Application of the situational leadership model req uires managers to accurately assess the readiness level of employees. They must then adapt their own style to fit the situation effectively so that desired results can be achieved, SITUATIONAL LEADERSHIP Organizations use a variety of leadership practice to educate and prepare employee to accomplish the d aily activities. Situational leadership theories presume that different styles are better in different situations, Leaders must be flexible enough to adapt their style to eac h situation Heresy et al (2001) focused mainly on t he relationship between managers and immediate subordi nates and established four different leadership styles to use.
S3 S2 High relationship and low task, participating, encouraging, collaborating, committing Shared/ participated decision-making Role of leader being to facilitate and communicate High support and low direction Used when people are able but are perhaps unwilling or insecure. High task and high relationship, selling, explainin g, clarifying, persuading. Sometimes known as a coaching approach People are willing and motivated but lack the required maturity or ability.
This style does not work for people with a lot of experience Many times people start a new job or task and it is more difficult than expected, so they simply stop or do not perform. They need encouragement and support through a tough time. S3 S2 High Relationship high task and And low task High relationship S4 S1 Low Relationship High task and low Task and Relationship Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 201 S4 S1 Low relationship and low task delegating observing and fulfilling.
The leader still identifies the problem or issue High degree of competence and maturity People know what to do and are motivated to do it High task and low relationship, telling, guiding, directing, and establishing The directing style is for new harness or inexperienced people. Sometimes used when an important decision has to be made very quickly Involves giving people a great deal of direction and attention to definite goals and roles . Situations in organization change frequently as doe s the employee’s knowledge base and readiness level HIGH R4 R3 R2 R1 Able, willing and confidence. Employees have high skill sets and are excited about what they are doing. Able but unwilling or insecure. Employees have some few skills and are not very excited about what they are doing. Unable but willing or confident. Employees have low skill sets, but are very excited about what they are doing. Unable, unwilling, insecure. Employees have low skills and are not excited about what they are doing Situational leadership stresses objective in its st yle of leadership, with this model of leadership, e mployees soon learn the cause and effect of their environment. As long as they are producing agreed upon appropriate behaviour, management will support and trust their behaviour. If they do not produce appropriate behav iour, their supervisor will likely observe them more clos ely. This type of leadership is a tool to improve communication of expected outcomes between employee s and their managers; depending on the situation, management may increase or decrease their direction or involvement. The situational leadership model helps others to visualize and understand their complexity of different styles of management. The diagram helps determine one's primary styles of leadership. The model defines the leadership approach one chooses to use to influence the behaviour of others . The quadrant shaped model offer four basic styles of leaders.
The model measure the amount of flexibility a manag er uses to obtain a desired behaviour. The drive and approach of their behaviour and tool so used determ ine the individual’s management style. Labeled counter clockwise the first quadrant is in the bottom right corner. This area is characterized by leader made decisions. Management provides specific instru ctions and closely supervises the performance of the employee. The behaviours of management most often s een are guiding, telling, establishing, and direction. This relationship stresses high task completion and low relationship value.
The employee has very little input and contribution outside of the assigned task and instructions. The next quadrant located ire the upper high corner, stresse s high task and high relationship value, base on le ader' made decisions, this leadership offers more employee/emp loyer communication. The behaviours often seen are explaining, selling, clarifying and persuading. The upper left quadrant describes the leader and fo llower made decision. This encourages high relation ship value by cohesive communication and has a lower amount of supervision guidance.
This styles management requires encouraging partici pating and problem solving.
The last quadrant encourages follower made decision s. This type of atmosphere allows for a low guidance management style, but also a low relationship level . Behaviour includes delegating, observing/monitori ng when needed and fulfilling relationship level.
Behaviour includes delegating, observing/monitoring when needed and fulfilling. Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 202 LEADER GRID: 5 BASIC STYLES Basic leadership style characteristic ½: rules driven: relies on superiors interpretation 1/9: relationship driven: avoids conflict at only c ost 9/1: result driven: work must get done at any cost. 5/5: compromise driven: always seeking safe ground between these two incompatible high dimensions 9/9: commitment driven: no way to get good results without total commitment to both dimensions LEADERSHIP STYLE, VALUE AND BELIEFS 9/ 1: “I am responsible for getting technical resul t from the project”. “Without good result, there so on would not be any jobs available”. “the sponsor is paying is n ot particularly interested in cohesive unit".
Incongruence increase with:
Employee mentally As formal (do not need an organizational chart); Further down the chain of command As jobs-become more Douglas McGregor: The Human Side of Enterprise – Th eory X and Y Theory X assumptions include the following:
People dislike and avoid work, people are lazy People must be coerced to be productive, need a car rot and stick approach. Sticks - legal compliance through rules, close supe rvision, and sanctions, Carrots - rewards: People are security driven; they want to be told wh at to do People avoid responsibility.
Theory Y assumptions include the following: Work is natural People desire self-direction and self control People seek responsibility Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 203 Problem solving should be widely distributed Worker ability is not utilized People want to do good work, need to grow, want to make contributions.
LEADERSHIP STYLES, VALUES AND BELIEFS 1/1: “My job is to make sure the policies and procedure s from top management and the sponsor’s needs are properly interpreted and transmitted to my subordin ates. Beyond taking care of all this bureaucratic detail; there is not a whole lot I can do that will make a differ ence". 5/‘5: “As a realist, I know `that work objectives a nd personal needs often conflicts on the job; thus, "I am always compromising to maintain some sort of behaviour bet ween them. Push a little harder to keep the work moving but be readily to back off when their morale begins to='slip”. 9/9: “There is no conflict between these two factors. I must have a highly motivated team to get good work results and I cannot keep a team highly motivated w ithout challenging work and good job performance". My primary task as personnel manager is to develop and maintain a high performances team through continuo us team building efforts". LEADER BEHAVIOUR S1 = Telling, guiding, directing, establishing S2 = Selling, explaining, clarifying, persuading S3 = Participating, encouraging, collaborating, committing S4 = Delegating, observing, monitoring, fulfilli ng.
High Low – Directed Behaviour High – term maturities From this slide, we have seen how a new team or emp loyee may enter our management jurisdiction. Our style may and probably should change with the maturity le vel of the team or employee which brings us back to the evaluation maturity of people. A PERSON'S NORMAL BEHAVIOUR STYLE From passive infant to active adult Dependent to independent From simple bahaviour to more complex From shallow interest to deep commitments observati on added to Argris Endings - (changes in society may not be developing as before). From short-term frames to long-term frames From family subordinate to pear to leader Lack of awareness of self to self-control.
METHODOLOGY Secondary Source: This refers to other sources of d ata different form the primary source. Secondary da ta are collected from other sources such as data collected and used by some people in the past,” it could als o be collected from sources like leaflets, journals, boo ks, abstract and other reviews which will give rela ted information on the research at 'hand. Secondary sou rces are most times unreliable and are used to comp lement the primary data collected for better results. Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.5, No.1, 2015 204 CONCLUSION Effective leadership and management are widely hera lded as key priority for national and regional development, yet the process by which they are enhanced by train ing and development and how they impact upon perfor mance remain poorly understood. There is lack of reliable data to link management and leadership development with leadership capability and individual and organizati onal performance and the evidence 'suggest a more c omplex relationship between them' than often assumed. Leadership exists on many levels; throughout all as pects of the society. The common purpose that motiv ates leaders is the overall accomplishment of the organi zation or the system. After recognizing leadership as a system, it becomes clear that an understanding of t he relationship between leaders and their constituents is essential.
In addition, developing and maintaining successful organizations require leaders to understand the culture of the organization to adapt to the challenges of the envi ronment and to respect the constituents that make u p the organization.
The responsibility of leadership extends from the e xecutive officers and beyond “the -local levels of the public.
The possibilities and limitations of leaders must b e understood so that the workers can intelligently strengthen and support “good” leadership. Many have described the skills and the tasks necessary to be a leader and it is likely that these skills are widely distributed thr oughout the society. An important question is how t his reservoir can be tapped. RECOMMENDATIONS In light of the Ending and conclusion, for effectiv e employee performance, organization should make us e of these recommendations: Adopt effective leadership style. This is a style b ased upon a caring and nurturing approach, which wi ll work in conjunction with authoritative style. .Democratic a nd pacesetting leadership style should be adopted a s the democratic-style give room for employee participati on in decision-making while pacesetting in situational leadership style.
Organization should also formulate polices, which w ill encourage leaders to empower employees to be pa rt owner of the organization. ` Leadership that encourages quality principle shoul d be put in place of authority.
Visionary leaders who can delegate authority with trust to employees are an answer to productivity problems.
It should be known that achievement of leadership g oal is dependent on employees’ satisfaction. A leader should perform in the frame of an environ ment and historical context. A leadership system that create complete functionin g process, which depends upon many pants to create results.
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