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Management Vs Leadership TABLE OF CONTENTS MANAGEMENT VS LEADERSHIP:...........
................................................................................
............................... 2 MANAGEMENT :..................................
................................................................................
............................................. 2 Historical development..........
................................................................................
................................................. 2 19th century................
................................................................................
............................................................ 3 20th century.....
................................................................................
....................................................................... 3 21st c
entury..........................................................................
................................................................................
... 5 Nature of managerial work.................................................
................................................................................
... 6
MANAGEMENT FUNCTIONS:...........................................................
................................................................................
.... 7 Levels of Management :...................................................
................................................................................
....... 7 BASIC ELEMENTS OF MANAGEMENT..........................................
................................................................................
............ 8 IF I AM A MANAGER, HOW CAN I MANAGE THE THINGS IN AN ORGANIZATION
:........................................................................ 10 Dif
ferent Theories of Management:..................................................
.................................................................... 11 LEADERSH
IP :............................................................................
................................................................................
12 TYPES OF LEADERSHIP.........................................................
................................................................................
............ 13 Role of Leadership in an Organization :.........................
................................................................................
..... 13 Leadership cycles :....................................................
................................................................................
...........14 What makes Effective Leadership :.................................
................................................................................
..... 15 Suggested qualities of leadership......................................
................................................................. . . . . . . .
. . . . . . . . . . . 16 Leadership "styles" (per House and Podsakoff)..........
................................................................................
.........19 Leadership and vision...............................................
................................................................................
............ 21 Leadership's relation with management...........................
........................................................................ . . . .
. . . . . . . . 22 Leadership by a group.......................................
................................................................................
................... 25 Co-leadership............................................
................................................................................
.......................... 26 Divided leadership................................
................................................................................
................................ 26
HISTORICAL VIEWS ON LEADERSHIP..................................................
................................................................................
27 Leadership development......................................................
................................................................................
.28 Principles of Leadership (Be, Know, Do) :...................................
........................................................................ 28 Fact
ors Affecting Leadership :......................................................
....................................................... . . . . . . . . . . . .
. . . 29
LEADERSHIP MODELS...............................................................
................................................................................
......30 Four Framework Approach ...............................................
................................................................................
...............................................31 Managerial Grid...............
................................................................................
.................................................... 32 THE PROCESS OF GREAT LEA
DERSHIP.........................................................................
......................................................35 LEADERSHIP VS MANAGEMEN
T :.............................................................................
.......................................... 35 MANAGERS HAVE SUBORDINATES........
................................................................................
...............................................35 Authoritarian, transactional s
tyle............................................................................
.............................................35 Work focus......................
................................................................................
......................................................36 Seek comfort...........
................................................................................
..............................................................36
LEADERS HAVE FOLLOWERS..........................................................
................................................................................
....36 Charismatic, transformational style......................................
...............................................................................3
6 People focus..................................................................
................................................................................
........37 Seek risk............................................................
................................................................................
....................37
IN SUMMARY......................................................................
................................................................................
............37 Why do we differentiate leadership from management?..............
......................................................................... 41 Gro
up C Assignment 1 Management Vs Leadership Management Vs Leadership: As far as t
he management is concerned, it has to do with the power by position where as lea
dership involves power by influence. So we would discuss accordingly what are th
e similarities and differences between them.
Management : The verb manage comes from the Italianmaneggiare (to handle — especia
lly a horse), which in turn derives from the Latinmanus (hand). The French wordm
esnagement (laterménagement) influenced the development in meaning of the English
wordmanagement in the 17th and 18th centuries.
Management comprises of directing and controlling a group of one or more people
or entities for the purpose of coordinating and harmonizing them towards accompl
ishing a goal. Management often encompasses the deployment and manipulation of h
uman resources, financial resources, technological resources, and natural resour
ces. Management can also refer to the person or people who perform the act(s) of
management.
Historical development Difficulties arise in tracing the history of management.
Some see it (by definition) as a late modern (in the sense of late modernity) co
nceptualization. On those terms it cannot have a pre-modern history, only harbin
gers (such as stewards). Others, however, detect management-like activities in t
he pre-modern past. Some writers[Who?] trace the development of management-thoug
ht back to Sumerian traders and to the builders of the pyramids of ancient Egypt
. Slave-owners through the centuries faced the problems of exploiting/motivating
a dependent but sometimes unenthusiastic or recalcitrant workforce, but many pr
e-industrial enterprises, given their small scale, did not feel compelled to fac
e the issues of
Group C Assignment 2 Management Vs Leadership management systematically. However
, innovations such as the spread of Hindu-Arabic numerals (5th to 15th centuries
) and the codification of double-entry book-keeping (1494) provided tools for ma
nagement assessment, planning and control.
Given the scale of most commercial operations and the lack of mechanized record-
keeping and recording before the industrial revolution, it made sense for most o
wners of enterprises in those times to carry out management functions by and for
themselves. But with growing size and complexity of organizations, the split be
tween owners (individuals, industrial dynasties or groups of shareholders) and d
ay-to-day managers (independent specialists in planning and control) gradually b
ecame more common.
19th century Some argue[citation needed] that modern management as a discipline
began as an off-shoot of economics in the 19th century. Classical economists suc
h as Adam Smith (1723 - 1790) and John Stuart Mill (1806 - 1873) provided a theo
retical background to resource-allocation, production, and pricing issues. About
the same time, innovators like Eli Whitney (1765 - 1825), James Watt (1736 - 18
19), and Matthew Boulton (1728 - 1809) developed elements of technical productio
n such as standardization, quality-control procedures, cost-accounting, intercha
ngeability of parts, and work-planning. Many of these aspects of management exis
ted in the pre-1861 slave-based sector of the US economy. That environment saw 4
million people, as the contemporary usages had it, "managed" in profitable quas
i-mass production.
By the late 19th century, marginal economists Alfred Marshall (1842 - 1924) and
Léon Walras (1834 - 1910) and others introduced a new layer of complexity to the t
heoretical underpinnings of management. Joseph Wharton offered the first tertiar
y-level course in management in 1881.
20th century By about 1900 one finds managers trying to place their theories on
what they regarded as a thoroughly scientific basis (see scientism for perceived
limitations of this belief). Examples include Henry R. Towne's Science of manag
ement in the 1890s, Frederick Winslow Taylor's Scientific management (1911), Fra
nk and Lillian Gilbreth's Applied motion study (1917), and Henry L. Gantt's char
ts (1910s). J. Duncan wrote the Group C Assignment 3 Management Vs Leadership fi
rst college management textbook in 1911. In 1912 Yoichi Ueno introduced Tayloris
m to Japan and became first management consultant of the "Japanese-management st
yle". His son Ichiro Ueno pioneered Japanese quality-assurance.
The first comprehensive theories of management appeared around 1920. The Harvard
Business School invented the Master of Business Administration degree (MBA) in
1921. People like Henri Fayol (1841 - 1925) and Alexander Church described the v
arious branches of management and their inter- relationships. In the early 20th
century, people like Ordway Tead (1891 - 1973), Walter Scott and J. Mooney appli
ed the principles of psychology to management, while other writers, such as Elto
n Mayo (1880 - 1949), Mary Parker Follett (1868 - 1933), Chester Barnard (1886 -
1961), Max Weber (1864 - 1920), Rensis Likert (1903 - 1981), and Chris Argyris
(1923 - ) approached the phenomenon of management from a sociological perspectiv
e.
Peter Drucker (1909 – 2005) wrote one of the earliest books on applied management:
Concept of the Corporation (published in 1946). It resulted from Alfred Sloan (
chairman of General Motors until 1956) commissioning a study of the organisation
. Drucker went on to write 39 books, many in the same vein. H. Dodge, Ronald Fis
her (1890 - 1962), and Thornton C. Fry introduced statistical techniques into ma
nagement-studies. In the 1940s, Patrick Blackett combined these statistical theo
ries with microeconomic theory and gave birth to the science of operations resea
rch. Operations research, sometimes known as "management science" (but distinct
from Taylor's scientific management), attempts to take a scientific approach to
solving management problems, particularly in the areas of logistics and operatio
ns.
Some of the more recent developments include the Theory of Constraints, manageme
nt by objectives, Group C Assignment 4 Management Vs Leadership reengineering, a
nd various information-technology-driven theories such as agile software develop
ment, as well as group management theories such as Cog's Ladder. As the general
recognition of managers as a class solidified during the 20th century and gave p
erceived practitioners of the art/science of management a certain amount of pres
tige, so the way opened for popularised systems of management ideas to peddle th
eir wares. In this context many management fads may have had more to do with pop
psychology than with scientific theories of management.
Towards the end of the 20th century, business management came to consist of six
separate branches, namely: • Human resource management • Operations management or pr
oduction management • Strategic management • Marketing management • Financial manageme
nt • Information technology management responsible for management information syst
ems 21st century In the 21st century observers find it increasingly difficult to
subdivide management into functional categories in this way. More and more proc
esses simultaneously involve several categories. Instead, one tends to think in
terms of the various processes, tasks, and objects subject to management.
Branches of management theory also exist relating to nonprofits and to governmen
t: such as public administration, public management, and educational management.
Further, management programs related to civil-society organizations have also s
pawned programs in nonprofit management and social entrepreneurship.
Group C Assignment 5 Management Vs Leadership Note that many of the assumptions
made by management have come under attack from business ethics viewpoints, criti
cal management studies, and anti-corporate activism. As one consequence, workpla
ce democracy has become both more common, and more advocated, in some places dis
tributing all management functions among the workers, each of whom takes on a po
rtion of the work. However, these models predate any current political issue, an
d may occur more naturally than does a command hierarchy. All management to some
degree embraces democratic principles in that in the long term workers must giv
e majority support to management; otherwise they leave to find other work, or go
on strike. Hence management has started to become less based on the conceptuali
sation of
classical military command-and-control, and more about facilitation and support
of collaborative activity, utilizing principles such as those of human interacti
on management to deal with the complexities of human interaction. Indeed, the co
ncept of Ubiquitous command-and-control posits such a transformation for 21st ce
ntury military management.
Nature of managerial work In for-profit work, management has as its primary func
tion the satisfaction of a range of stakeholders. This typically involves making
a profit (for the shareholders), creating valued products at a reasonable cost
(for customers), and providing rewarding employment opportunities (for employees
). In nonprofit management, add the importance of keeping the faith of donors. I
n most models of management/governance, shareholders vote for the board of direc
tors, and the board then hires senior management. Some organizations have experi
mented with other methods (such as employee-voting models) of selecting or revie
wing managers; but this occurs only very rarely.
In the public sector of countries constituted as representative democracies, vot
ers elect politicians to public office. Such politicians hire many managers and
administrators, and in some countries like the United States political appointee
s lose their jobs on the election of a new president/governor/mayor. Some 2500 p
eople serve at the pleasure of the United States Chief Executive, including all
of the top US government executives.
Group C Assignment 6 Management Vs Leadership Public, private, and voluntary sec
tors place different demands on managers, but all must retain the faith of those
who select them (if they wish to retain their jobs), retain the faith of those
people that fund the organization, and retain the faith of those who work for th
e organization. If they fail to convince employees of the advantages of staying
rather than leaving, they may tip the organization into a downward spiral of hir
ing, training, firing, and recruiting. Management also has the task of innovatin
g and of improving the functioning of organizations.
Management Functions: Levels of Management : In management, it has three basic l
evels • Top-level Management • Middle-level Management • Lower level Management Top-le
vel management • Top-level managers require an extensive knowledge of management r
oles and skills. • They have to be very aware of external factors such as markets.
• Their decisions are generally of a long-term nature. • They are responsible for s
trategic decisions. • They have to chalk out the plan and see that plan may be eff
ective in future Middle management • Mid-level managers have a specialised underst
anding of certain managerial tasks. • They are responsible for and carrying out th
e decisions made by top-level management. • They are responsible for tactical deci
sions Group C Assignment 7 Management Vs Leadership Lower management • This level
of management ensures that the decisions and plans taken by the other two are ca
rried out. • Lower-level managers' decisions are generally short-term ones. Basic
elements of management Management operates through various functions, often clas
sified as planning, organizing, leading/motivating and controlling. • Planning: de
ciding what needs to happen in the future (today, next week, next month, next ye
ar, over the next five
years, etc.) and generating plans for action.
Planning is the first tool of the four functions in the management process. The
difference between a
successful and unsuccessful manager lies within the planning procedure. Planning
is the logical thinking
through goals and making the decision as to what needs to be accomplished in ord
er to reach the
organizations’ objectives. Managers use this process to plan for the future, like
a blueprint to foresee
problems, decide on the actions to evade difficult issues and to beat the compet
ition. (Bateman, Snell,
2007). Planning is the first step in management and is essential as it facilitat
es control, valuable in
decision making and in the avoidance of business ruin.
Wyeth has a global vision to lead the way to better health. Employees at Wyeth a
re committed to
excellence and through Wyeth’ s clearly written Mission and Vision Statement, Wyet
h must live by its
values which clarify the company’s objectives and goals. Quality in the results th
at are achieved and how
the results are reached doing what is right, respect for others, value those tha
t lead and take pride in all
they do, and the value of teamwork to reach common goals. The continuous use of
a plan is imperative
as Wyeth has divisions throughout the world. Planning allows Wyeth to be at the
top of the
pharmaceutical industry and a healthcare leader.
• Organizing: making optimum use of the resources required to enable the successfu
l carrying out of plans. In order to reach the objective outlined in the plannin
g process, structuring the work of the organization Group C Assignment 8 Managem
ent Vs Leadership is a vital concern. Organization is a matter of appointing ind
ividuals to assignments or responsibilities that blend together to develop one p
urpose, to accomplish the goals. These goals will be reached in accordance with
the company’s values and procedures. A manager must know their subordinates and wh
at they are capable of in order to organize the most valuable resources a compan
y has, its employees.This is achieved through management staffing the work divis
ion, setting up the training for the employees, acquiring resources, and organiz
ing the work group into a productive team. The manager must then go over the pla
ns with the team, break the assignments into units that one person can complete,
link related jobs together in an understandable well-organized style and appoin
t the jobs to
individuals. Organization is strong at Wyeth with the ability to be flexible, ex
cept change and search for new products, Wyeth’ s leadership provides needed direc
tion for staff to achieve personal success that leads to organizational success.
Managers at Wyeth are responsible for keeping communication lines open between
departments to eliminate any issues from forming. Wyeth would not be a healthcar
e leader if there was little or no organization.
• Leading/Motivating: exhibiting skills in these areas for getting others to play
an effective part in achieving plans. Organizational success is determined by th
e quality of leadership that is exhibited. "A leader can be a manager, but a man
ager is not necessarily a leader," says Gemmy Allen (1998). Leadership is the po
wer of persuasion of one person over others to inspire actions towards achieving
the goals of the company. Those in the leadership role must be able to influenc
e/motivate workers to an elevated goal and direct themselves to the duties or re
sponsibilities assigned during the planning process Leadership involves the inte
rpersonal characteristic of a manager s position that includes communication and
close contact with teammembers. Managers at Wyeth are there to motivate workers
to fulfill the goals of the company and out-perform their competitors. They as l
eaders have day to day contact with workers using open communication and are abl
e to give direction individually as well as within teams, departments and divisi
ons. Management is there to inspire subordinates to ‘step up to the plate’ and find
innovative means to solve department problems. Authorizing staff to have the cap
ability to deal with situations is a significant part of leading.
Group C Assignment 9 Management Vs Leadership • Controlling:monitoring-- checking
progress against plans, which may need modification based on feedback. The proce
ss that guarantees plans are being implemented properly is the controlling proce
ss. Gemmy Allen stated that ‘Controlling is the final link in the functional chain
of management activities and brings the functions of management cycle full circ
le.’ This allows for the performance standard within the group to be set and commu
nicated. Control allows for ease of delegating tasks to team members and as mana
gers may be held accountable for the performance of subordinates, they may be wi
se to extend timely
feedback of employee accomplishments Department meetings are daily at Wyeth. Mee
tings are used to review the daily schedule, prevent problems and to ascertain w
hen problems do exist in order to address and solve those that occur as quickly
and as efficiently as possible. Control is the process through which standards f
or performance of people and processes are set, communicated, and applied. Contr
ols are placed on Wyeth employees by requiring the completion of daily responsib
ilities and adherence to Wyeth’s SOP’s and guidelines, by possibly taking disciplina
ry action when necessary. Managers and supervisors are given work performance ev
aluations that are a form of control as it connects performance assessments to r
ewards and corrective actions. Evaluating employees is a continual process that
takes place regularly within the company.
If I am a Manager, how can I manage the things in an Organization: Management is
not seen to be as glamorous as leadership. Organizations today need to be dynam
ic, not mechanistic. Management is said to be mechanistic. But all organizations
need efficiency as much as innovation. Today s profits are needed to fund tomor
row s growth. It is the manager s task to invest all resources wisely to obtain
the best possible return and performance. Management is like investment - alloca
ting and nurturing all resources to obtain maximum value in relation to a given
objective.
What do I want to do? Perhaps the first thing you need to do is to figure out wh
at you want your people to accomplish. A Group C Assignment 10 Management Vs Le
adership mission statement is a short document that tells your people, your cust
omers (internal and external), and
your suppliers what you are about. It makes it easier for everyone to pull toget
her if everyone knows
what the objective is. How to Draft a Mission Statement lists twelve things you
can do to start drafting a
mission statement for your group.
How should I set it up? After you figure out where you are going and you write u
p your mission statement, you need to look at
whether your organization supports that objective. If your organization does not
support your objective,
you need to change it so it does. When you have rearranged your organization so
it does support your
objective, you need to communicate that organization structure to everyone invol
ved. This is done
through an organization chart, an org chart for short. How to Build an Org Chart
is a quick guideline on
how to draw an org chart for a department. You can easily expand it out for an e
ntire company.
How does this look? If anyone in your organization deals with the public, you sh
ould have a dress code for all employees. A dress code is a simple document that
tells people in various functions what is appropriate work attire, and why. How
to Set a Dress Code guides you through the steps of creating a workable dress c
ode for your company.
Different Theories of Management: Scientific theories Scientific, or classical,
approaches to management emerged at the turn of the 20th century and promote
hierarchies based on performance and productivity. The idea is to hire and train
employees based on
their unique skills, and to promote their growth within a narrowly defined job d
escription.
Contingency theories A contingency approach to management, also known as a situa
tional approach, is designed to be flexible; Group C Assignment 11 Management V
s Leadership different problems are solved using different strategies and succes
s relies on shared goals and values rather than power structures. Behavioral the
ories The behavioral theory of management, or the human approach, became importa
nt during the Great
Depression and proposes that employee job satisfaction hinges not only on salary
, but also on working
conditions and attitudes. Everything from friendly peer groups to clean office s
pace influences employee
happiness and productivity.
Contemporary theories Modern management theories include the collaborative appro
ach, whereby organizations rely on their
political power and influence to form external alliances; the systems approach,
where managers keep an
entire organization in mind when making management decisions; and chaos theory,
which managers use
to find patterns in seeming chaotic business situations. One of the most widely
used management
theories is Total Quality Management. TQM s goal is ever-improving products and
always satisfied
customers.
Leadership : The wordleadership can refer to The process of leading, Those entit
ies that perform one or more acts of leading, The ability to affect human behavi
or so as to accomplish a mission designated by the leader. House defines leaders
hip in accordance to organiations as the ability of an individual to influence,
motivate, and enable others to contribute toward the effectiveness and success o
f the organizations of which they are members.
Organizationally, leadership directly impacts the effectiveness of costs, revenu
e generation, service, satisfaction, earnings, market value, share price, social
capital, motivation, engagement, and Group C Assignment 12 Management Vs Leader
ship sustainability.] Leadership is the ability of an individual to set rules fo
r others and lead from the front. It is an attitude that influences the environm
ent around us. According to Michael Baylor, leadership means promoting new direc
tions as opposed to managing people. It is shifting from position to knowledge.
Anyone with critical knowledge that could alter business direction can show lead
ership. This is thought leadership. It can be bottom-up as well as top- down. It
can even come from outside. Leadership can be shown between organizations too a
s in market leadership. Only management is a formal role. Leadership is an occas
ional ACT, like creativity, not a role or position. Those at the top sometimes l
ead, sometimes just manage. Other times they operate as venture capitalists inve
sting in the best ideas (leadership) emerging from below.
Types of leadership leadership is a quality a person may have. One can categoriz
e the exercise of leadership as either actual or potential: • actual - giving guid
ance or direction, as in the phrase "the emperor has provided satisfactory leade
rship". • potential - the capacity or ability to lade, as in the phrase "she could
have exercised effective leadership"; or in the concept "born to lead". In both
cases, as a result of the constancy of change some people detect within the lat
e 20th and early 21st centuries, the act of learning appears fundamental to cert
ain types of leading and leadership. When learning and leadership coalesce, one
could characterize this as "learnership".
Leadership can have a formal aspect (as in most political or business leadership
) or an informal one (as in most friendships). Speaking of "leadership" (the abs
tract term) rather than of "leading" (the action) usually implies that the entit
ies doing the leading have some "leadership skills" or competencies.
Role of Leadership in an Organization : According to Timothy Warneka in Leading
People the Black Belt Way, Group C Assignment 13 Management Vs Leadership “In lead
ership, as in the martial arts, your stance is critical to your success. If you
have a weak stance, then every way you lead will be fundamentally flawed. For ex
ample, if you have a weak stance in your emotional life, then you will have sign
ificant difficulties when you attempt to lead other people relationally. Recalli
ng that we are embodied beings, I do not mean the word stance to be understood o
nly metaphorically. I am also using the word stance in the literal sense, in ter
ms of how leaders actually carry themselves physically when they lead others. Le
arning embodied stance will deepen your capacity for experiencing your own emoti
ons, and better equip you to cope with the emotions of others, from the lighthea
rted to the highly conflicted. Your stance, you will learn, has a very literal,
not to mention enormous impact on your ultimate success as a leader.”
Leadership cycles : If a group or an organization wants or expects identifiable
leadership, it will require processes for appointing/acquiring and replacing lea
ders. Traditional closed groups rely on bloodlines or seniority to select leader
s and/or leadership candidates: monarchies, tribal chiefdoms, oligarchies and ar
istocratic societies rely on (and often define their institutions by) such metho
ds.
Competence or perceived competence provides a possible basis for selecting leade
rship elites from a broader pool of potential talent. Political lobbying may pro
ve necessary in electoral systems, but immediately demonstrated skill and charac
ter may secure leadership in smaller groups such as gangs.
Many organizations and groups aim to identify, grow, foster and promote what the
y see as leadership potential or ability - especially among younger members of s
ociety. See for example the Scouting movement. For a specific environment, see l
eadership development.
The issues of succession planning or of legitimation become important at times w
hen leadership (particularly individual leadership) might or must change due to
term-expiry, accident or senescence. Group C Assignment 14 Management Vs Leaders
hip What makes Effective Leadership : In comparing various leadership styles in
many cultures, academic studies have examined the patterns in which leadership e
merges and then fades, other ways in which it maintains its effectiveness, somet
imes by natural succession according to established rules, and sometimes by the
imposition of brute force.
The simplest way to measure the effectiveness of leadership involves evaluating
the size of the following that the leader can muster. By this standard, Adolf Hi
tler became a very effective leader for a period — even if through delusional prom
ises and coercive techniques. However, this approach may measure power rather th
an leadership. To measure leadership more specifically, one may assess the exten
t of influence on the followers, that is, the amount of leading. Within an organ
izational context this means financially valuing productivity. Effective leaders
generate higher productivity, lower costs, and more opportunities than ineffect
ive leaders. Effective leaders create results, attain goal, realize vision, and
other objectives more quickly and at a higher level of quality than ineffective
leaders.
James MacGregor Burns introduced a normative element: an effective Burnsian lead
er will unite followers in a shared vision that will improve an organization and
society at large. Burns calls leadership that delivers "true" value, integrity,
and trust transformational leadership. He distinguishes such leadership from "m
ere" transactional leadership that builds power by doing whatever will get more
followers.[6] But problems arise in quantifying the transformational quality of
leadership - evaluation of that quality seems more difficult to quantify than me
rely counting the followers that the straw man of transactional leadership James
MacGregor Burns has set as a primary standard for effectiveness. Thus transform
ational leadership requires an evaluation of quality, independent of the market
demand that exhibits in the number of followers.
Current assessments of transformational and transactional leadership commonly ma
ke use of the Multifactor Leadership Questionnaire (MLQ), developed by Bass and
Avolio in 1990 and revised in 1995. It measures five dimensions of transformatio
nal leadership:
1. idealized influence - attributions Group C Assignment 15 Management Vs Leader
ship 2. idealized influence - behaviors 3. inspirational motivation
4. individualized consideration
5. intellectual stimulation
The three dimensions of transactional leadership measured by the MLQ cover: 1. c
ontingent reward 2. management by exception (active) 3. management by exception
(passive) The functional leadership model conceives leadership as a set of behav
iours that helps a group perform a task, reach their goal, or perform their func
tion. In this model, effective leaders encourage functional behaviors and discou
rage dysfunctional ones.
In the path-goal model of leadership, developed jointly by Martin Evans and Robe
rt House and based on the "Expectancy Theory of Motivation", a leader has the fu
nction of clearing the path toward the goal(s) of the group, by meeting the need
s of subordinates.
Some commentators use the metaphor of an orchestral conductor to describe the qu
ality of the leadership process. An effective leader resembles an orchestra cond
uctor in some ways. He/she has to somehow get a group of potentially diverse and
talented people - many of whom have strong personalities - to work together tow
ard a common output. Will the conductor harness and blend all the gifts his or h
er players possess? Will the players accept the degree of creative expression th
ey have? Will the audience enjoy the sound they make? The conductor may have a c
lear determining influence on all of these questions.
Suggested qualities of leadership Studies of leadership have suggested qualities
that people often associate with leadership. They include: Group C Assignment 1
6 Management Vs Leadership • Guiding others through modeling (in the sense of prov
iding a role model) and through willingness to serve others first (compare follo
wership) • Technical/specific skill at some task at hand • Initiative and entreprene
urial drive • Charismatic inspiration - attractiveness to others and the ability t
o leverage this esteem to motivate others • Preoccupation with a role - a dedicati
on that consumes much of leaders life - service to a cause • A clear sense of pur
pose (or mission) - clear goals - focus - commitment • Results-orientation - direc
ting every action towards a mission - prioritizing activities to spend time wher
e results most accrue • Cooperation-work well with others • Optimism - very few pess
imists become leaders • Rejection of determinism - belief in one s ability to "mak
e a difference" • Ability to encourage and nurture those that report to them - del
egate in such a way as people will grow • Role models - leaders may adopt apersona
that encapsulates their mission and lead by example • Self-knowledge (in non-bure
aucratic structures) • Self-awareness - the ability to "lead" (as it were) one s o
wn self prior to leading other selves similarly • With regards to people and to pr
ojects, the ability to choose winners - recognizing that, unlike with skills, on
e cannot (in general) teach attitude. Note that "picking winners" ("choosing win
ners") carries implications of gamblers luck as well as of the capacity to take
risks, but "true" leaders, like gamblers but unlike "false" leaders, base their
decisions on realistic insight (and usually on many other factors partially der
ived from "real" wisdom).
• Understandingwhat others say, rather than listening tohow they say things - this
could partly sum this quality up as "walking in someone else s shoes" (to use a
common cliché). The approach of listing leadership qualities, often termed "trait
theory", assumes certain traits or characteristics will tend to lead to effecti
ve leadership. Although trait theory has an intuitive appeal, difficulties may a
rise in proving its tenets, and opponents frequently challenge this approach. Th
e "strongest" versions of trait theory see these "leadership characteristics" as
innate, and accordingly labels
Group C Assignment 17 Management Vs Leadership some people as "born leaders" due
to their psychological makeup. On this reading of the theory, leadership develo
pment involves identifying and measuring leadership qualities, screening potenti
al leaders from non-leaders, then training those with potential.
David McClelland, a Harvard-based researcher in the psychology of power and achi
evement, saw leadership skills, not so much as a set of traits, but as a pattern
of motives. He claimed that successful leaders will tend to have a high need fo
r power, a low need for affiliation, and a high level of what he called activity
inhibition (one might call it self-control).
Situational leadership theory offers an alternative approach. It proceeds from t
he assumption that different situations call for different characteristics. Acco
rding to this group of theories, no single optimal psychographic profile of a le
ader exists. The situational leadership model of Hersey and Blanchard, for examp
le, suggest four leadership-styles and four levels of follower-development. For
effectiveness, the model posits that the leadership-style must match the appropr
iate level of followership-development. In this model, leadership behaviour beco
mes a function not only of the characteristics of the leader, but of the charact
eristics of followers as well. Other situational leadership models introduce a v
ariety of situational variables. These determinants include:
• the nature of the task (structured or routine) • organizational policies, climate,
and culture • the preferences of the leader s superiors • the expectations of peers
• the reciprocal responses of followers The contingency model of Vroom and Yetton
uses other situational variables, including: • the nature of the problem • the requ
irements for accuracy • the acceptance of an initiative • time-constraints • cost cons
traints Group C Assignment 18 Management Vs Leadership However one determines le
adership behaviour, one can categorize it into various leadership styles. Many w
ays of doing this exist. For example, the Managerial Grid Model, a behavioral le
adership-model developed by Robert Blake and Jane Mouton in 1964, suggests five
different leadership styles, based on leaders strength of concern for people an
d their concern for goal achievement.
Kurt Lewin, Ronald Lipitt, and R. K. White identified three leadership styles: a
uthoritarian, democratic, and laissez-faire, based on the amount of influence an
d power exercised by the leader. The Fiedler contingency model bases the leader’s
effectiveness on what Fred Fiedler calledsituationa l contingency. This results
from the interaction of leadership style and situational favourableness (later c
alled "situational control"). Leadership "styles" (per House and Podsakoff) In 1
994 House and Podsakoff attempted to summarize the behaviors and approaches of "
outstanding leaders" that they obtained from some more modern theories and resea
rch findings. These leadership behaviors and approaches do not constitutespe cif
ic styles, but cumulatively they probably[citation needed] characterize the most
effective style of today s leaders/managers. The listed leadership "styles" cov
er:
1.Vision. Outstanding leaders articulate an ideological vision congruent with th
e deeply-held values of followers, a vision that describes a better future to wh
ich the followers have an alleged moral right. 2.Passion and self-sacrifice. Lea
ders display a passion for, and have a strong conviction of, what they regard as
the moral correctness of their vision. They engage in outstanding or extraordin
ary behavior and make extraordinary self-sacrifices in the interest of their vis
ion and mission. 3.Confidence, determination, and persistence. Outstanding leade
rs display a high degree of faith in themselves and in the attainment of the vis
ion they articulate. Theoretically, such leaders need to have a very high degree
of self-confidence and moral conviction because their mission usually challenge
s the status quo and, therefore, may offend those who have a stake in preserving
the established order. 4.Image-building. House and Podsakoff regard outstanding
leaders as self-conscious about their own image. They recognize the desirabilit
y of followers perceiving them as competent, credible, and trustworthy. Group C
Assignment 19 Management Vs Leadership 5.Role-modeling. Leader-image-building se
ts the stage for effective role-modeling because followers identify with the val
ues of role models whom they perceived in positive terms. 6.External representat
ion. Outstanding leaders act as spokespersons for their respective organizations
 and symbolically represent those organizations to external constituencies. 7.Ex
pectations of and confidence in followers. Outstanding leaders communicate expec
tations of high performance from their followers and strong confidence in their
followers’ ability to meet such expectations. 8.Selective motive-arousal. Outstand
ing leaders selectively arouse those motives of followers that the outstanding l
eaders see as of special relevance to the successful accomplishment of the visio
n and mission. 9.Frame alignment. To persuade followers to accept and implement
change, outstanding leaders engage in "frame alignment". This refers to the link
age of individual and leader interpretive orientations such that some set of fol
lowers’ interests, values, and beliefs, as well as the leader’s activities, goals, a
nd ideology, becomes congruent and complementary.
10.Inspirational communication. Outstanding leaders often, but not always, commu
nicate their message in an inspirational manner using vivid stories, slogans, sy
mbols, and ceremonies. Even though these ten leadership behaviors and approaches
do not really equate to specific styles, evidence has started to accumulate[cit
ation needed] that a leader’s style can make a difference. Style becomes the key t
o the formulation and implementation of strategy[citation needed] and plays an i
mportant role in work- group members’ activity and in team citizenship. Little dou
bt exists that theway (style) in which leaders influence work-group members can
make a difference in their own and their people’s performance[citation
needed]. (Adopted from: Robert House and Philip M. Podsakoff, "Leadership Effect
iveness: Past Perspectives and Future Directions for Research" in Jerald Greenbe
rg (ed.), Organizational Behavior: The State of the Science, Erlbaum, Hillsdale,
NJ., 1994, pp[citation needed] .)
Group C Assignment 20 Management Vs Leadership Leadership and vision Many defini
tions of leadership involve an element of vision — except in cases of involuntary
leadership and often in cases of traditional leadership. A vision provides direc
tion to the influence process. A leader (or group of leaders) can have one or mo
re visions of the future to aid them to move a group successfully towards this g
oal. A vision, for effectiveness, should allegedly:
• appear as a simple, yet vibrant, image in the mind of the leader • describe a futu
re state, credible and preferable to the present state • act as a bridge between t
he current state and a future optimum state • appear desirable enough to energize
followers • succeed in speaking to followers at an emotional or spiritual level (l
ogical appeals by themselves seldom muster a following) For leadership to occur,
according to this theory, some people ("leaders") must communicate the vision t
o others ("followers") in such a way that the followers adopt the vision as thei
r own. Leaders must not just see the vision themselves, they must have the abili
ty to get others to see it also. Numerous techniques aid in this process, includ
ing: narratives, metaphors, symbolic actions, leading by example, incentives, an
d penalties.
Stacey (1992) has suggested that the emphasis on vision puts an unrealistic burd
en on the leader. Such emphasis appears to perpetuate the myth that an organizat
ion must depend on a single, uncommonly talented individual to decide what to do
. Stacey claims that this fosters a culture of dependency and conformity in whic
h followers take no pro-active incentives and do not think independently.
kanungo s charismatic leadership model describes the role of the vision in three
stages that are continuously ongoing, overlapping one another. Assessing the st
atus quo, formulation and articulation of the vision, and implementation of the
vision. This model suggests effective leadership needs these behaviors
Group C Assignment 21 Management Vs Leadership Leadership s relation with manage
ment Some commentators link leadership closely with the idea of management. Some
regard the two as synonymous, and others consider management a subset of leader
ship. If one accepts this premise, one can view leadership as:
• centralized or decentralized • broad or focused • decision-oriented or morale-centre
d • intrinsic or derived from some authority Any of the bipolar labels traditional
ly ascribed to management style could also apply to leadership style. Hersey and
Blanchard use this approach: they claim that management merely consists of lead
ership applied to business situations; or in other words: management forms a sub
-set of the broader process of leadership. They put it this way: "Leadership occ
urs any time one attempts to influence the behavior of an individual or group, r
egardless of the reason. . . . Management is a kind of leadership in which the a
chievement of organizational goals is paramount." (Hersey, P. and Blanchard, K.
: 1982 : page 3)
However, a clear distinction between management and leadership may nevertheless
prove useful. This would allow for a reciprocal relationship between leadership
and management, implying that an effective manager should possess leadership ski
lls, and an effective leader should demonstrate management skills. One clear dis
tinction could provide the following definition:
• Management involves power by position. • Leadership involves power by influence. A
braham Zaleznik (1977), for example, delineated differences between leadership a
nd management. He saw leaders as inspiring visionaries, concerned about substanc
e; while managers he views as planners who have concerns with process. Warren Be
nnis (1989) further explicated a dichotomy between managers and leaders. He drew
twelve distinctions between the two groups:
Group C Assignment 22 Management Vs Leadership • Managers administer, leaders inno
vate • Managers ask how and when, leaders ask what and why • Managers focus on syste
ms, leaders focus on people • Managers do things right, leaders do the right thing
s • Managers maintain, leaders develop • Managers rely on control, leaders inspire t
rust • Managers have a short-term perspective, leaders have a longer-term perspect
ive • Managers accept the status-quo, leaders challenge the status-quo • Managers ha
ve an eye on the bottom line, leaders have an eye on the horizon • Managers imitat
e, leaders originate • Managers emulate the classic good soldier, leaders are thei
r own person • Managers copy, leaders show originality Paul Birch (1999) also sees
a distinction between leadership and management. He observed that, as a broad g
eneralization, managers concerned themselves with tasks while leaders concerned
themselves with people. Birch does not suggest that leaders do not focus on "the
task." Indeed, the things that characterise a great leader include the fact tha
t they achieve. Effective leaders create and sustain competitive advantage throu
gh the attainment of cost leadership, revenue leadership, time leadership, and m
arket value leadership. Managers typically follow and realize a leader s vision.
The difference lies in the leader realising that the achievement of the task co
mes about through the goodwill and support of others (influence), while the mana
ger may not.
This goodwill and support originates in the leader seeing people as people, not
as another resource for deployment in support of "the task". The manager often h
as the role of organizing resources to get something done. People form one of th
ese resources, and many of the worst managers treat people as just another inter
changeable item. A leader has the role of causing others to follow a path he/she
has laid out or a vision he/she has articulated in order to achieve a task. Oft
en, people see the task as subordinate to the vision. For instance, an organizat
ion might have the overall task of generating profit, but a good leader may see
profit as a by-product that flows from whatever aspect of their vision different
iates their company from the competition.
Group C Assignment 23 Management Vs Leadership Leadership does not only manifest
itself as purely a business phenomenon. Many people can think of an inspiring l
eader they have encountered who has nothing whatever to do with business: a poli
tician, an officer in the armed forces, a Scout or Guide leader, a teacher, etc.
Similarly, management does not occur only as a purely business phenomenon. Agai
n, we can think of examples of people that we have met who fill the management n
iche in non-business organisations. Non-business organizations should find it ea
sier to articulate a non-money-driven inspiring vision that will support true le
adership. However, often this does not occur.
Differences in the mix of leadership and management can define various managemen
t styles. Some management styles tend to de-emphasize leadership. Included in th
is group one could include participatory management, democratic management, and
collaborative management styles. Other management styles, such as authoritarian
management, micro-management, and top-down management, depend more on a leader t
o provide direction. Note, however, that just because an organisation has no sin
gle leader giving it direction, does not mean it necessarily has weak leadership
. In many cases group leadership (multiple leaders) can prove effective. Having
a single leader (as in dictatorship) allows for quick and decisive decision-maki
ng when needed as well as when not needed. Group decision-making sometimes earns
the derisive label "committee-itis" because of the longer times required to mak
e decisions, but group leadership can bring more expertise, experience, and pers
pectives through a democratic process.
Patricia Pitcher (1994) has challenged the bifurcation into leaders and managers
. She used a factor analysis technique on data collected over 8 years, and concl
uded that three types of leaders exist, each with very different psychological p
rofiles. She characterises one group as imaginative, inspiring, visionary, entre
preneurial, intuitive, daring, and emotional, and calls them "artists". In a sec
ond grouping she places "craftsmen" as well-balanced, steady, reasonable, sensib
le, predictable, and trustworthy. Finally she identifies "technocrats" as cerebr
al, detail-oriented, fastidious, uncompromising, and hard-headed. She speculates
that no one profile offers a preferred leadership style. She claims that if we
want to build, we should find an "artist leader"; if we want to solidify our pos
ition, we should find a "craftsman leader"; and if we have an ugly job that need
s to get done (like downsizing), we should find a
Group C Assignment 24 Management Vs Leadership "technocratic leader." Pitcher al
so observed that a balanced leader exhibiting all three sets of traits occurs ex
tremely rarely: she found none in her study. Bruce Lynn postulates a differentia
tion between Leadership and ‘Management’ based on perspectives to risk. Specifical
ly, “A Leader optimises upside opportunity; a Manager minimises downside risk.” He a
rgues that successful executives need to apply both disciplines in a balance app
ropriate to the enterprise and its context. Leadership without Management yields
steps forward, but as many if not more steps backwards. Management without Lead
ership avoids any step backwards, but doesn’t move forward.
Leadership by a group In contrast to individual leadership, some organizations h
ave adopted group leadership. In this situation, more than one person provides d
irection to the group as a whole. Some organizations have taken this approach in
hopes of increasing creativity, reducing costs, or downsizing. Others may see t
he traditional leadership of a boss as costing too much in team performance. In
some situations, the maintenance of the boss becomes too expensive - either by d
raining the resources of the group as a whole, or by impeding the creativity wit
hin the team, even unintentionally.
A common example of group leadership involves cross-functional teams. A team of
people with diverse skills and from all parts of an organization assembles to le
ad a project. A team structure can involve sharing power equally on all issues,
but more commonly uses rotating leadership. The team member(s) best able to hand
le any given phase of the project become(s) the temporary leader(s).
For example, the Orpheus orchestra has performed for over thirty years without a
conductor -- that is, without a sole leader. As a team of over 25 members, it h
as drawn discriminating audiences, and has produced over 60 recordings for Deuts
che Grammophon in successful competition with other world- class orchestras.[7]
Rather than an autocratic or charismatic conductor deciding the overall concepti
on of a work and then dictating how each individual is to perform the individual
tasks, the Orpheus team generally selects a different "core group" for each pie
ce of music. The core group provides leadership in working out the
Group C Assignment 25 Management Vs Leadership details of the piece, and present
s their ideas to the whole team. Members of the whole team then participate in r
efining the final conception, rehearsal, and product, including checking from va
rious places in the auditorium how the sound balances and verifying the quality
of the final recording.
At times the entire Orpheus team may follow a single leader, but whom the team f
ollows rotates from task to task, depending on the capabilities of its members.
The orchestra has developed seminars and training sessions for adapting the Orph
eus Process to business.[8] Co-leadership As a compromise between individual lea
dership and an open group, leadership structures of two or three people or entit
ies occur commonly. Ancient Rome preferred two consuls to a single king, and the
Roman Empire grew to accommodate two Emperors - those of the East and of the We
st - simultaneously. The Middle Ages saw leadership divided between the secular
and spiritual realms - between Emperor and Pope. Some groups - often left-wing o
r Green in orientation - employ a co-leader structure today.
Triumvirates have long served to balance leadership ambitions - notably in Rome
in the first century BC, but also as recently as in the Soviet Union troikas of
the 20th century. Compare the separation of powers (legislative, judicial and ex
ecutive) formalised (for example) in the constitution of the United States of Am
erica.
Divided leadership Whereas sometimes one can readily and definitively identify t
he locus of leadership, in other circumstances the situation remains obscured. P
re-modern Japan offers a classical example: the emperors provided symbolic and r
eligious leadership, but the shoguns embodied virtually all political and admini
strative leadership.
Similar dichotomies appear in many places and in many periods. Any constitutiona
l monarch has a potentially confusing relationship with the day-to-day leader (t
ypically a prime minister) who remains Group C Assignment 26 Management Vs Leade
rship (at least theoretically) subordinate - socially as well as politically. Re
gents may stand against monarchs (and their supporters) during the minority or a
bsence of those monarchs. Heads of state may operate at cross-purposes with head
s of government (see governmental co-habitation). Political leaders may or may n
ot align closely with religious leaders. And in federal-type systems, regional l
eadership and its potentially different systems may cross swords with national l
eaders. Not to mention the potentially conflicting leadership manifestations of
boards of directors and of Chief Executives.
Historical views on leadership Aristocratic thinkers have postulated that leader
ship depends on one s blue blood or genes: monarchy takes an extreme view of the
same idea, and may prop up its assertions against the claims of mere aristocrat
s by invoking divine sanction: see the divine right of kings. Contrariwise, more
democratically- inclined theorists have pointed to examples of meritocratic lea
ders, such as the Napoleonic marshals profiting from careers open to talent.
In the autocratic/paternalistic strain of thought, traditionalists recall the ro
le of leadership of the Roman pater familias. Feminist thinking, on the other ha
nd, may damn such models as patriarchal and posit against them emotionally-attun
ed, responsive, and consensual empathetic guidance and matriarchies. Comparable
to the Roman tradition, the views of Confucianism on "right living" relate very
much to the ideal of the (male) scholar-leader and his benevolent rule, buttress
ed by a tradition of filial piety. Within the context of Islam, views on the nat
ure, scope and inheritance of leadership have played a major role in shaping sec
ts and their history. See caliphate. In the 19th century, the elaboration of ana
rchist thought called the whole concept of leadership into question. (Note that
the Oxford English Dictionary traces the word "leadership" in English only as fa
r back as the 19th century.) One response to this denial of élitism came with Leni
nism, which demanded an élite group of disciplined cadres to act as the vanguard o
f a socialist revolution, bringing into existence the dictatorship of the prolet
ariat.
Group C Assignment 27 Management Vs Leadership Other historical views of leaders
hip have addressed the seeming contrasts between secular and religious leadershi
p. The doctrines of Caesaro-papism have recurred and had their detractors over s
everal centuries. Christian thinking on leadership has often emphasized stewards
hip of divinely-provided resources - human and material - and their deployment i
n accordance with a Divine plan.
Leadership development • The first step is to determine what you really want to de
velop - managers, executives or leaders. • Most so-called leadership development i
s actually executive development. • An executive occupies a multi-faceted, senior
role with huge responsibilities. • Many of these responsibilities are managerial i
n nature - everything to do with getting the best possible return from all resou
rces at the organization s disposal - money, people, material, energy and passio
n. • In some industries - those that compete on cost, for instance, the managerial
functions of the executive s role are the main keys to competitive advantage. • I
n other industries - especially those that compete on innovation, more leadershi
p is required. • However, in these cases, leadership need not come from executives
. Some will, some might be shown by various other employees at all levels. See t
hought leadership for more on this. • An effective executive in this environment n
eeds to be good at cultivating leadership in others and providing them with a su
pportive culture. • If you are signing up to a blanket leadership development proc
ess that pays no attention to the actual leadership versus managerial needs of y
our organization, then you are using a shot-gun approach. • If you are only develo
ping leadership in senior executives or budding senior executives, then you migh
t want to re-visit what leadership really means. See the pages on leadership inL
eadersDirect for some ideas on this topic.
Principles of Leadership (Be, Know, Do) : be, know,and do; (U.S. Army, 1973) fol
low these eleven principles of leadership Know yourself and seek self-improvemen
t - In order to know yourself, you have to understand your be, know,and do, attr
ibutes. Seeking self-improvement means continually strengthening your attributes
. This can be accomplished through self-study, formal classes, reflection, and i
nteracting with others. Group C Assignment 28 Management Vs Leadership 1.Be tech
nically proficient - As a leader, you must know your job and have a solid famili
arity with your employees tasks. 2.Seek responsibility and take responsibility
for your actions - Search for ways to guide your organization to new heights. An
d when things go wrong, they always do sooner or later -- do not blame others. A
nalyze the situation, take corrective action, and move on to the next challenge.
3.Make sound and timely decisions - Use good problem solving, decision making,
and planning tools. 4.Set the example - Be a good role model for your employees.
They must not only hear what they are expected to do, but also see. We must bec
ome the change we want to see - Mahatma Gandhi 5.Know your people and look out f
or their well-being - Know human nature and the importance of sincerely caring f
or your workers. 6.Keep your workers informed - Know how to communicate with not
only them, but also seniors and other key people. 7.Develop a sense of responsi
bility in your workers - Help to develop good character traits that will help th
em carry out their professional responsibilities. 8.Ensure that tasks are unders
tood, supervised, and accomplished - Communication is the key to this responsibi
lity. 9.Train as a team - Although many so called leaders call their organizatio
n, department, section, etc. a team; they are not really teams...they are just a
group of people doing their jobs. 10.Use the full capabilities of your organiza
tion - By developing a team spirit, you will be able to employ your organization
, department, section, etc. to its fullest capabilities. Factors Affecting Leade
rship : There are four main factors that effect leadership which are given below
: Follower Different people require different styles of leadership. For example
, a new hire requires more supervision than an experienced employee. A person wh
o lacks motivation requires a different approach than one with a high degree of
motivation. You must know your people! The fundamental starting point
Group C Assignment 29 Management Vs Leadership is having a good understanding of
human nature, such as needs, emotions, and motivation. You must come to know yo
ur employees be, know, anddo attributes. Leader You must have a honest understa
nding of who you are, what you know, and what you can do. Also, note that it is
the followers, not the leader who determines if a leader is successful. If they
do not trust or lack confidence in their leader, then they will be uninspired. T
o be successful you have to convince your followers, not yourself or your superi
ors, that you are worthy of being followed.
Communication You lead through two-way communication. Much of it is nonverbal. F
or instance, when you "set the example," that communicates to your people that y
ou would not ask them to perform anything that you would not be willing to do. W
hat and how you communicate either builds or harms the relationship between you
and your employees.
Situation All are different. What you do in one situation will not always work i
n another. You must use your judgment to decide the best course of action and th
e leadership style needed for each situation. For example, you may need to confr
ont an employee for inappropriate behavior, but if the confrontation is too late
or too early, too harsh or too weak, then the results may prove ineffective.
Various forces will affect these factors. Examples of forces are your relationsh
ip with your seniors, the skill of your people, the informal leaders within your
organization, and how your company is organized. Leadership Models Leadership m
odels help us to understand what makes leaders act the way they do. The ideal is
not to lock yourself in to a type of behavior discussed in the model, but to re
alize that every situation calls for a different approach or behavior to be take
n. Two models will be discussed, the Four Framework Approach and the Managerial
Grid.
Group C Assignment 30 Management Vs Leadership Four Framework Approach In the Fo
ur Framework Approach, Bolman and Deal (1991) suggest that leaders display leade
rship behaviors in one of four types of frameworks: Structural, Human Resource,
Political, or Symbolic. The style can either be effective or ineffective, depend
ing upon the chosen behavior in certain situations.
StructuralFramework In an effective leadership situation, the leader is a social
architect whose leadership style is analysis and design. While in an ineffectiv
e leadership situation, the leader is a petty tyrant whose leadership style is d
etails. Structural Leaders focus on structure, strategy, environment, implementa
tion, experimentation, and adaptation.
HumanResourceFramework In an effective leadership situation, the leader is a cat
alyst and servant whose leadership style is support, advocate, and empowerment.
while in an ineffective leadership situation, the leader is a pushover, whose le
adership style is abdication and fraud. Human Resource Leaders believe in people
and communicate that belief; they are visible and accessible; they empower, inc
rease participation, support, share information, and move decision making down i
nto the organization.
PoliticalFramework In an effective leadership situation, the leader is an advoca
te, whose leadership style is coalition and building. While in an ineffective le
adership situation, the leader is a hustler, whose leadership style is manipulat
ion. Political leaders clarify what they want and what they can get; they assess
the distribution of power and interests; they build linkages to other stakehold
ers, use persuasion first, then use negotiation and coercion only if necessary.
SymbolicFramework In an effective leadership situation, the leader is a prophet,
whose leadership style is inspiration. While in an ineffective leadership situa
tion, the leader is a fanatic or fool, whose leadership style is smoke and mirro
rs. Symbolic leaders view organizations as a stage or theater to play certain ro
les and give
Group C Assignment 31 Management Vs Leadership impressions; these leaders use sy
mbols to capture attention; they try to frame experience by providing plausible
interpretations of experiences; they discover and communicate a vision. This mod
el suggests that leaders can be put into one of these four categories and there
are times when one approach is appropriate and times when it would not be. Any o
ne of these approaches alone would be inadequate, thus we should strive to be co
nscious of all four approaches, and not just rely on one or two. For example, du
ring a major organization change, a structural leadership style may be more effe
ctive than a visionary leadership style; while during a period when strong growt
h is needed, the visionary approach may be better. We also need to understand ou
rselves as each of us tends to have a preferred approach. We need to be consciou
s of this at all times and be aware of the limitations of our favoring just one
approach.
For an activity, see Bolman and Deal s Four Framework Approach. Managerial Grid
The Blake and Mouton Managerial Grid (1985) uses two axis: 1. "Concern for peopl
e" is plotted using the vertical axis 2. "Concern for task" is along the horizon
tal axis. They both have a range of o to 9. The notion that just two dimensions
can describe a managerial behavior has the attraction of simplicity. These two d
imensions can be drawn as a graph or grid: High 9 Country Club Team Leader 87 Gr
oup C Assignment 32 Management Vs Leadership P 6 EO 5 PL 4 E 321 Impovished Auth
oritarian 0 2 3 4 5 6 7 8 9 Low High TASK Most people fall somewhere near the mi
ddle of the two axis. But, by going to the extremes, that is, people who score o
n the far end of the scales, we come up with four types of leaders: • Authoritaria
n (9 on task, 1 on people) • Team Leader (9 on task, 9 on people) • Country Club (1
on task, 9 on people) • Impoverished (1 on task, 1 on people). AuthoritarianLeader
(hightask,lowrelationship) People who get this rating are very much task oriente
d and are hard on their workers (autocratic). There is little or no allowance fo
r cooperation or collaboration. Heavily task oriented people display these chara
cteristics: they are very strong on schedules; they expect people to do what the
y are told without question or debate; when something goes wrong they tend to fo
cus on who is to blame rather than concentrate on exactly what is wrong and how
to prevent it; they are intolerant of what they see as
Group C Assignment 33 Management Vs Leadership dissent (it may just be someone s
creativity), so it is difficult for their subordinates to contribute or develop
. Team Leader (high task, high relationship) This type of person leads by positi
ve example and endeavors to foster a team environment in which all team members
can reach their highest potential, both as team members and as people. They enco
urage the team to reach team goals as effectively as possible, while also workin
g tirelessly to strengthen the bonds among the various members. They normally fo
rm and lead some of the most productive teams.
Country Club Leader (low task, high relationship) This person uses predominantly
reward power to maintain discipline and to encourage the team to accomplish its
goals. Conversely, they are almost incapable of employing the more punitive coe
rcive and legitimate powers. This inability results from fear that using such po
wers could jeopardize relationships with the other team members.
Impoverished Leader (low task, low relationship) A leader who uses a "delegate a
nd disappear" management style. Since they are not committed to either task acco
mplishment or maintenance; they essentially allow their team to do whatever it w
ishes and prefer to detach themselves from the team process by allowing the team
to suffer from a series of power struggles.
The most desirable place for a leader to be along the two axis at most times wou
ld be a 9 on task and a 9 on people -- the Team Leader. However, do not entirely
dismiss the other three. Certain situations might call for one of the other thr
ee to be used at times. For example, by playing the Impoverished Leader, you all
ow your team to gain self-reliance. Be an Authoritarian Leader to instill a sens
e of discipline in an unmotivated worker. By carefully studying the situation an
d the forces affecting it, you will know at what points along the axis you need
to be in order to achieve the desired result.
For an activity, see The Leadership Matrix. Group C Assignment 34 Management Vs
Leadership The Process of Great Leadership The road to great leadership (Kouzes
& Posner, 1987) that is common to successful leaders: • Challenge the process - Fi
rst, find a process that you believe needs to be improved the most. • Inspire a sh
ared vision - Next, share you vision in words that can be understood by your fol
lowers. • Enable others to act - Give them the tools and methods to solve the prob
lem. • Model the way - When the process gets tough, get your hands dirty. A boss t
ells others what to do...a leader shows that it can be done. • Encourage the heart
- Share the glory with your followers heart, while keeping the pains within yo
ur own. Leadership Vs Management : What is the difference between management and
leadership? It is a question that has been asked more than once and also answer
ed in different ways. The biggest difference between managers and leaders is the
way they motivate the people who work or follow them, and this sets the tone fo
r most other aspects of what they do.
Many people, by the way, are both. They have management jobs, but they realize t
hat you cannot buy hearts, especially to follow them down a difficult path, and
so act as leaders too. Managers have subordinates By definition, managers have s
ubordinates - unless their title is honorary and given as a mark of seniority, i
n which case the title is a misnomer and their power over others is other than f
ormal authority.
Authoritarian, transactional style Managers have a position of authority vested
in them by the company, and their subordinates work for them and largely do as t
hey are told. Management style is transactional, in that the manager tells the G
roup C Assignment 35 Management Vs Leadership subordinate what to do, and the su
bordinate does this not because they are a blind robot, but because they have be
en promised a reward (at minimum their salary) for doing so. Work focus Managers
are paid to get things done (they are subordinates too), often within tight con
straints of time and money. They thus naturally pass on this work focus to their
subordinates. Seek comfort An interesting research finding about managers is th
at they tend to come from stable home backgrounds and led relatively normal and
comfortable lives. This leads them to be relatively risk-averse and they will se
ek to avoid conflict where possible. In terms of people, they generally like to
run a happy ship .
Leaders have followers Leaders do not have subordinates - at least not when they
are leading. Many organizational leaders do have subordinates, but only because
they are also managers. But when they want to lead, they have to give up formal
authoritarian control, because to lead is to have followers, and following is a
lways a voluntary activity.
Charismatic, transformational style Telling people what to do does not inspire t
hem to follow you. You have to appeal to them, showing how following them will l
ead to their hearts desire. They must want to follow you enough to stop what th
ey are doing and perhaps walk into danger and situations that they would not nor
mally consider risking.
Leaders with a stronger charisma find it easier to attract people to their cause
. As a part of their persuasion they typically promise transformational benefits
, such that their followers will not just receive extrinsic rewards but will som
ehow become better people.
Group C Assignment 36 Management Vs Leadership People focus Although many leader
s have a charismatic style to some extent, this does not require a loud personal
ity. They are always good with people, and quiet styles that give credit to othe
rs (and takes blame on themselves) are very effective at creating the loyalty th
at great leaders engender.
Although leaders are good with people, this does not mean they are friendly with
them. In order to keep the mystique of leadership, they often retain a degree o
f separation and aloofness. This does not mean that leaders do not pay attention
to tasks - in fact they are often very achievement- focused. What they do reali
ze, however, is the importance of enthusing others to work towards their vision.
Seek risk In the same study that showed managers as risk-averse, leaders appeare
d as risk-seeking, although they are not blind thrill-seekers. When pursuing the
ir vision, they consider it natural to encounter problems and hurdles that must
be overcome along the way. They are thus comfortable with risk and will see rout
es that others avoid as potential opportunities for advantage and will happily b
reak rules in order to get things done.
A surprising number of these leaders had some form of handicap in their lives wh
ich they had to overcome. Some had traumatic childhoods, some had problems such
as dyslexia, others were shorter than average. This perhaps taught them the inde
pendence of mind that is needed to go out on a limb and not worry about what oth
ers are thinking about you.
In summary This table summarizes the above (and more) and gives a sense of the d
ifferences between being a leader and being a manager. This is, of course, an il
lustrative characterization, and there is a whole spectrum between either ends o
f these scales along which each role can range. And many people lead and manage
at the same time, and so may display a combination of behaviors.
Group C Assignment 37 Management Vs Leadership Subject Leader Manager Essence C
hange Stability Focus Leading people Managing work Have Followers Subordinates H
orizon Long-term Short-term Seeks Vision Objectives Approach Sets direction Plan
s detail Decision Facilitates Makes Power Personal charisma Formal authority App
eal to Heart Head Energy Passion Control Dynamic Proactive Reactive Persuasion S
ell Tell Style Transformational Transactional Exchange Excitement for work Money
for work Likes Striving Action Wants Achievement Results Risk Takes Minimizes R
ules Breaks Makes Conflict Uses Avoids Direction New roads Existing roads Truth
Seeks Establishes Concern What is right Being right Credit Gives Takes Blame Tak
es Blames difference in personality styles between leadership versus management.
Managers - emphasize rationality and control; are problem-solvers (focusing on
goals, resources, organization structures, or people); often ask question, "What
problems have to be solved, and what are Group C Assignment 38 Management Vs Le
adership the best ways to achieve results so that people will continue to contri
bute to this organization?"; are persistent, tough-minded, hard working, intelli
gent, analytical, tolerant and have goodwill toward others.
Leaders - are perceived as brilliant, but sometimes lonely; achieve control of t
hemselves before they try to control others; can visualize a purpose and generat
e value in work; are imaginative, passionate, non- conforming risk-takers. Leade
rship versus management - have very different attitudes toward goals. Managers -
adopt impersonal, almost passive, attitudes toward goals; decide upon goals bas
ed on necessity instead of desire and are therefore deeply tied to their organiz
ation s culture; tend to be reactive since they focus on current information. Le
aders - tend to be active since they envision and promote their ideas instead of
reacting to current situations; shape ideas instead of responding to them; have
a personal orientation toward goals; provide a vision that alters the way peopl
e think about what is desirable, possible, and necessary. leadership versus mana
gement conceptions of work. Managers - view work as an enabling process; establi
sh strategies and makes decisions by combining people and ideas; continually coo
rdinate and balance opposing views; are good at reaching compromises and mediati
ng conflicts between opposing values and perspectives; act to limit choice; tole
rate practical, mundane work because of strong survival instinct which makes the
m risk-averse.
Leaders - develop new approaches to long-standing problems and open issues to ne
w options; first, use their vision to excite people and only then develop choice
s which give those images substance; focus people on shared ideals and raise the
ir expectations; work from high-risk positions because of strong dislike of mund
ane work.
Leadership versus management - Managers and leaders have very different relation
s with others. Group C Assignment 39 Management Vs Leadership Managers - prefer
working with others; report that solitary activity makes them anxious; are colla
borative; maintain a low level of emotional involvement in relationships; attemp
t to reconcile differences, seek compromises, and establish a balance of power;
relate to people according to the role they play in a sequence of events or in a
decision-making process; focus on how things get done; maintain controlled, rat
ional, and equitable structures ; may be viewed by others as inscrutable, detach
ed, and manipulative.
Leaders - maintain innLeadership versus management - The Self-Identity of manage
rs versus leaders is strongly influenced by their past. Managers - report that t
heir adjustments to life have been straightforward and that their lives have bee
n more or less peaceful since birth; have a sense of self as a guide to conduct
and attitude which is derived from a feeling of being at home and in harmony wit
h their environment; see themselves as conservators and regulators of an existin
g order of affairs with which they personally identify and from which they gain
rewards; report that their role harmonizes with their ideals of responsibility a
nd duty; perpetuate and strengthen existing institutions; display a life develop
ment process which focuses on socialization...this socialization process prepare
s them to guide institutions and to maintain the existing balance of social rela
tions.
Leaders - reportedly have not had an easy time of it; lives are marked by a cont
inual struggle to find some sense of order; do not take things for granted and a
re not satisfied with the status quo; report that their "sense of self" is deriv
ed from a feeling of profound separateness; may work in organizations, but they
never belong to them; report that their sense of self is independent of work rol
es, memberships, or other social indicators of social identity; seek opportuniti
es for change (i.e. technological, political, or ideological); support change; f
ind their purpose is to profoundly alter human, economic, and political relation
ships; display a life development process which focuses on personal mastery...th
is process impels them to struggle for psychological and social change.
er perceptiveness that they can use in their relationships with others; relate t
o people in intuitive, empathetic way; focus on what events and decisions mean t
o participants; attract strong feelings of Group C Assignment 40 Management Vs L
eadership identity and difference or of love and hate; create systems where huma
n relations may be turbulent, intense, and at times even disorganized. Why do we
differentiate leadership from management? • Because all organizations have two fu
ndamentally different tasks: o to execute today s business as efficiently as pos
sible o to devise new directions for future success - innovation. • This has becom
e increasingly obvious as more and more emphasis is placed on innovation as a ma
jor source of competitive advantage. • It makes sense, therefore, to align the man
agerial function with executing today s business and leadership with generating
new directions. • Clearly, management is a set of responsibilities because you hav
e to be organized and systematic to deliver agreed outcomes and other people exp
ect this of you. • Conversely, leadership is an episodic act like creativity that
some people will exhibit some times and not other times - it is not a position o
f responsibility. • Getting clear about this distinction is important for strategi
c reasons - it helps us to focus our energies where we can gain the greatest pot
ential payback. Executives who think they are leading when they are only managin
g are blocking the leadership of others and hence potentially limiting the innov
ation their organizations need to survive. They also run the risk of creating ex
cessive dependency on themselves among others.
• When leadership and management are clearly differentiated, you must identify are
as for change and have the courage to champion them to show leadership. No longe
r can you call yourself a leader simply because you are an good manager.
• At the same time, effective, profitable execution is just as important for busin
es success as generating the future. It is time to raise the profile of managers
and stop the bandwagon which is compelling everyone to call themselves leaders,
as if managers are somehow lower class citizens or nonfunctional elements.
• Hence it is vital to differentiate between leadership and management - one serve
s the function of finding a new direction, the other the function of getting us
there efficiently. Group C Assignment 41 Management Vs Leadership • While one pers
on can, in principle, perform both functions, only one person would normally be
the manager of a group. • Conversely, leadership can be shown by all and it can sh
ift from one person to another rapidly in any given context Development of Leade
rship versus management. As you can see, managers and leaders are very different
animals. It is important to remember that there are definite strengths and weak
nesses of both types of individuals. Managers are very good at maintaining the s
tatus quo and adding stability and order to our culture. However, they may not b
e as good at instigating change and envisioning the future. On the other hand, l
eaders are very good at stirring people s emotions, raising their expectations,
and taking them in new directions (both good and bad).
However, like artists and other gifted people, leaders often suffer from neurose
s and have a tendency toward self-absorption and preoccupation. If you are plann
ing on owning your own business, you must develop management skills, whether the
y come naturally or not. However, what do you do if you believe you are, in fact
, a leader - a diamond in the rough? What can you do to develop as a leader?
Throughout history, it has been shown again and again that leaders have needed s
trong one-to-one relationships with teachers whose strengths lie in cultivating
talent in order to reach their full potential. If you think you are a leader at
heart, find a teacher that you admire - someone who you can connect with and who
can help you develop your natural talents and interests. Whether you reach "glo
ry" status or not, you will grow in ways you never even imagined. And isn t that
what life is about anyway? So what do you aspire to improve in? How do you comp
are leadership versus management?
Group C Assignment 42 Management Vs Leadership The choices between leadership ve
rsus management are profound, and both are highly valuable to a strong organizat
ion. How do managers differ from leaders? • Managers are often not seen as leaders
but as administrators. • These pages are about how all employees can be leaders. •
This page discusses how managers specifically can be leaders. • Managers do not di
ffer from leaders based on their personalities or their styles. • Leaders are not
just more lively, charismatic or larger than life managers. • Any manager can lead
by devising new directions. • Managers can be as inpiring as leaders - they just
do so to improve performance rather than inspire a change in direction as leader
s do. • Both leaders and managers can influence quietly or by example without bein
g charismatic. • Quiet conviction can be as powerful as a cheerleader s enthusiasm
. • Management is only a role not a type of action. • You can lead regardless of rol
e provided you devise new directions that are compelling to others, either in th
emselves or in your presentation of them Group C Assignment 43
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