MODULE 1 Action Centered Leadership Setting an example

 Developed by John Adair (1973)  “Walk the Talk”

 This practical approach of leadership model combines both management Judge Gideon
and leadership activities into a simple and easy to understand framework  Military leader, judge and prophet
 Sometimes referred to as ‘The Three Circles Model’  Won a decisive victory over a Midianite army despite a vast numerical
disadvantage, leading a troop 300 men
Introduction
 Gideon 5th Judge of Israel ruled Israel
 between 1191BC-1151BC for about 40 years.
 Judges 6-8 (Bible)
 Gideon in Hebrew means: “feller” or “hewer.” (later called mighty man of
Valor)
 Faith’s miraculous victory
Son of Joash ( Great warrior)
 Gideon’s father nicknames Gideon “Jerub-Baal – let Baal contend.”
 Gideon had 70 sons and many wives. The next Judge was one of his sons.
 Gideon was of the tribe of Manasseh and was used by God to achieve a
mighty victory over the Midianites who had been oppressing Israel.
 Gideon was asked by God to get a group of fighting men. God then told him
how to select these men. Following God’s plan, Gideon led the Israelites to
victory against their enemies.
Achieving the task
Action Centered Leadership Applied
 The primary leadership function which involves completing specific
 Midianites oppressed Israel; that led Israel into hiding and starvation
activities to ensure that the task/goal is achieved
This includes  “Were as thick as locust” invaded the camp until all were stripped bare (vs.
6:6)
 clarifying goals
 Israel cried towards God
 agreeing targets
 Gideon was called by God to attack the Midianite army
 creating plans
 Gathered Israel and formed 32,000 fighting men, but reduced to 10,000 and
 identifying and controlling resources
eventually ended 300 men (vs. 7:3)
Maintaining the team
 God commanded him to spy the army and devided the 300 men into 3
 Creating and managing a team to enable you to achieve the tasks/goals is
groups and gave each man a ram’s horn and clay jar with a torch in it.
a key function of leadership.
 He instructed his men “ to keep his eyes on him” and they surrounded the
 The team will need to be understood and managed as an ‘entity in its own
Midianite camp
right.’
This will include  Just after midnight they blew their horns and broke the clay jars and
shouted ”A sword for the LORD and for Gideon”
 fostering the desired culture
 God made the midianite army confused and began attacking one another
 managing conflict
 Which led the Victory to Israel
 encouraging teamwork
 They chased those who escaped and cut the heads of the 4 kings of Midian
 monitoring performance
Developing individuals  What made the Judge Gideon a good leader?
 Individuals also have their own unique needs.  He was chosen divinely by God
 These include physical needs of food and shelter (which are taken care of  He took courage, from a timid man to a man of valor
generally through the payment of wages) and psychological needs such as  He encouraged Israel to trust God and stand in courage
the need for job satisfaction, the need for recognition, the need for  He believed and obeyed in the guidance of God and set example to his 300
development and growth if they are going to remain engaged and motivated men
to achieve the task.  Rescued Israel from oppression of Midian
This will include  He conquered the Midianites and killed the kings of Midian
 delegating responsibility, (taking into account individual team members
strengths and weaknesses) MODULE 2 The Blake Mouton Managerial Grid
 training and development  A popular framework for thinking about a leader’s ‘task versus person’
 giving recognition and praise orientation was developed by Robert Blake and Jane Mouton in the early
 providing coaching opportunities 1960s. Called the Managerial Grid, or Leadership Grid, it plots the degree
Being an Effective Leader of task centeredness versus person-centeredness and identifies five
 attend to the needs in all three areas, in a balanced way combinations as distinct leadership styles
Understanding the Model
 spend appropriate time in each area depending on the situation, complexity
It is based on two behavioral dimensions:
of the task, maturity of the team etc.
To achieve the task, maintain the team and develop the individual, Adair states  Concern for People – This is the degree to which a leader considers the
that there are 8 important functions that needs to be undertaken needs of team members, their interests, and areas of personal development
 Defining the task when deciding how best to accomplish a task.
 Planning  Concern for Production – This is the degree to which a leader emphasizes
 Briefing concrete objectives, organizational efficiency and high productivity when
 Controlling deciding how best to accomplish a task.
 Evaluating
 Motivating
 Organizing
 Providing example

Eight functions
Defining the task
 Clearly define the task and articulated that every team member understand
their role and responsibility in helping the team to achieve its goals
Planning
 Establish what, when, and how it needs to be done

Briefing
 a formal systematic process which ensures that everyone is provided with
a mixture of information relevant to their department/roles as well as what
is happening in the wider organization

Controlling
 the process of putting standards in place to help determine whether the
team, and the other resources available are being utilized in the most
efficient and effective way
Evaluating
 process of assessing whether progress is being made in all three circles
which also includes organizational values and culture

Motivating
 being concerned about the level of motivation in the team and what steps 5 Types of Leaderships
can be taken to improve this a) Impoverished Leadership – Low Production/Low People
Organizing b) Country Club Leadership – High People/Low Production
c) Produce or Perish Leadership – High Production/Low People
 deals with structuring raw materials, capital, and human resources in such
d) Middle-of-the-Road Leadership – Medium Production/Medium People
a way that on a day to day basis things are running efficiently and effectively
e) Team Leadership – High Production/High People
RQM, Vexillum 2019-‘20 Atty. Mayol’s Lec

Impoverished Leadership – Low Production/Low People
 This leader is mostly ineffective. He/she has neither a high regard for
creating systems for getting the job done, nor for creating a work
environment that is satisfying and motivating. The result is disorganization,
dissatisfaction and disharmony.
Country Club Leadership – High People/Low Production
 This style of leader is most concerned about the needs and feelings of
members of his/her team. These people operate under the assumption that
as long as team members are happy and secure then they will work hard.
What tends to result is a work environment that is very relaxed and fun but
where production suffers due to lack of direction and control.
Produce or Perish Leadership – High Production/Low People
 Also known as Authoritarian or Compliance Leaders, people in this category
believe that employees are simply a means to an end. Employee needs are
always secondary to the need for efficient and productive workplaces. This
type of leader is very autocratic, has strict work rules, policies, and
procedures, and views punishment as the most effective means to motivate
employees.
Middle-of-the-Road Leadership – Medium Production/Medium People
 This style seems to be a balance of the two competing concerns, and it may
at first appear to be an ideal compromise. Therein lies the problem, though:
When you compromise, you necessarily give away a bit of each concern,
so that neither production nor people needs are fully met. Leaders who use
this style settle for average performance and often believe that this is the
most anyone can expect.
Team Leadership – High Production/High People
 According to the Blake Mouton model, this is the best managerial style.
These leaders stress production needs and the needs of the people equally
highly. The premise here is that employees understand the organizations
purpose and are involved in determining production needs.
 When employees are committed to, and have a stake in the organization’s
success, their needs and production needs coincide. This creates a team
environment based on trust and respect, which leads to high satisfaction
and motivation and, as a result, high production.
Applying the Blake Mouton Managerial Grid
 Step One: Identify your leadership style
o Think of some recent situations where you were the leader. For
each of these situations, place yourself on the grid according
to where you believe you fit.
 Step Two: Identify areas of improvement and develop your leadership
skills
o Look at your current leadership approach, and think about
whether it suits the context. Look at ways that you could
improve.
 Step Three: Put the Grid in Context
o It is important to recognize that the Team Leadership style isn’t
always the most effective approach in every situation. While
the benefits of democratic and participative management are
widely accepted, there are times that call for more attention in
one area than another.
Reference
http://dmcodyssey.org/wp-content/uploads/2013/09/The-Blake-Mouton-
Managerial-Grid-Balancing-Task-and-People-Oriented-Leadership.pdf
MODULE 3 Dunham and Pierce's Leadership Process Model
Taking an Intelligent, Long-Term Approach to Leadership
 Leadership is about setting direction and helping people do the right things
 Leadership is a long-term process in which – in a very real and practical
way – all actions have consequences, and "what goes around comes
around.”
What is the Leadership Process Model?
• Developed by Randall B. Dunham and Jon Pierce, and was published in
their 1989 book "Managing."
• The model shows the relationship between four key factors that contribute
to leadership success or failure.
The Leadership Process
1. The Leader: This is the person who takes charge, and directs the group's
performance.
2. Followers: These are the people who follow the leader's directions on tasks and
projects.
3. The Context: This is the situation in which the work is performed. For instance, it may
be a regular workday, an emergency project, or a challenging, long-term assignment.
Context can also cover the physical environment, resources available, and events in the
wider organization.
4. Outcomes: These are the results of the process. Outcomes could be reaching a
particular goal, developing a high quality product, or resolving a customer service issue.
They can also include things like improved trust and respect between the leader and
followers, or higher team morale.
 The model shows the way in which the leader, the followers, and the context
combine to affect the outcomes.
 It also shows how outcomes feedback to affect the leader, the followers,
and the context.
 Most importantly, the model highlights that leadership is a dynamic and
ongoing process.
 Therefore, it's important to be flexible depending on the context and
outcomes, and to invest continually in your relationship with your followers.
The model can also help you understand:
RQM, Vexillum 2019-‘20
 How your actions as a leader influence your followers, depending on the
context and the outcome.
 How your followers influence you.
 How the context and outcomes influence you and your followers.
How to Apply the Model?
Provide Regular Feedback
 Probably the most important thing that the Leadership Process Model
highlights is how important it is to give good feedback, so that your team
can grow and develop.
 When you give feedback to your team, it influences the context and helps
to improve the outcome.
 This then cycles back to influence you and your team in a positive way.
 Regular feedback also helps you take your people in the right direction, as
outcomes and the context change.
Be Aware of Actions and Reactions
 The model makes it clear that, no matter what you do, your decisions,
behavior, and actions directly affect your followers. Every action has a
reaction.
 You, your followers, the context, and the outcome are all tied together in a
dynamic relationship.
 As a leader, it's essential that you keep this in mind at all times.
 There will be consequences when you say something thoughtless or lash
out at a team member, even if you don't see them immediately.
 Those consequences might include diminished performance, reduced
morale, increased absenteeism, and accelerated staff turnover.
 This is why it's important to develop self-mastery, both of your thoughts and
your actions. Also, learn how to control your emotions at work, and be a
good role model.
Lead Honestly and Ethically
 The model also illustrates the relationships between leader and followers.
 If this relationship is built on mutual trust and respect, then the context and
outcomes will get better and better. However, if the relationship is based on
animosity, resentment, or even fear, the effect on context and outcomes will
be negative.
 Your people need and deserve a leader who they can trust and look up to,
which is why it's important to be an ethical leader.
 Of course, your people may have to follow your instructions. However, if
you're a leader who they trust to do the right thing, they'll want to follow you,
and they'll go above and beyond for you because the relationship is deeper.
 This makes the difference between an average team and a great team.
 Also, be authentic in your actions and communication, lead with integrity,
and be humble.
 These qualities will inspire the trust of your people and strengthen the
relationship you have with them.
 It's also important to build trust actively with your team members. Do your
best to support their needs, and always keep your word with them.
Lead with the Right Style
 In business, Transformational Leadership is often the best leadership style
to use.
 Transformational leaders have integrity, they set clear goals, they
communicate well with their team members, and they inspire people with a
shared vision of the future.
 However, you'll occasionally need to adopt different leadership approaches
to fit a particular follower, outcome, or context. This is why it helps to be
able to use other leadership styles when appropriate.
Consciously Assign Tasks
 Do your people get to use their skills and strengths on a regular basis?
 If you've been assigning tasks and projects in an ad-hoc way, then this
answer might be no.
 We're all happiest when we can use our strongest skills on a regular basis.
 Try to assign tasks that fit the unique skills of everyone on your team.
Focus on Relationship Development
 As a leader, you often depend on your people more than they depend on
you.
 Your working relationships should therefore be built on trust, respect, and
transparency.
 When you have high emotional intelligence, you are self-aware, you
manage your emotions, and you act according to your ethics and values.
 You also need to show empathy with members of your team.
 When your people see you as an empathic leader, they feel that you're on
their side, and that you can see things from their perspective. This deepens
the relationship they have with you.
Key Points
 The Leadership Process Model highlights the dynamic and long-term
nature of leadership. It shows how your actions and behaviors influence
your people, just as their actions and behaviors influence you.
 As well as having an awareness of the model, you can also apply lessons
from it by doing the following:
o Providing regular feedback.
o Being aware of actions and reactions.
o Leading honestly and ethically.
o Leading with the right style.
o Assigning tasks consciously and intelligently.
o Focusing on relationship development.
 Overall, the Leadership Process Model helps you see the interdependent
nature of leadership and its effects on situations and outcomes. Use this
framework to be aware of your actions and to deepen the relationship you
have with your people.
Atty. Mayol’s Lec
MODULE 4 Fiedler’s contingency theory  Is the task you’re doing structured, or is it more unstructured, or do you
Introduction have little experience of solving similar problems?
What is your natural leadership style?  Do you have strong or weak power over your team?
Do you focus on completing tasks or on building relationships with your team?
Have you considered that this natural style of leadership might be more suited to STEP 3: DETERMINE THE MOST EFFECTIVE LEADERSHIP STYLE
some situations than it is to others?  Figure 2 shows a breakdown of all the factors previously discussed: leader-
Member Relations, Task Structure, Leader’s Position Power.
Understanding the model
 Created in the mid-1960s by Fred Fiedler, a scientist who studied the Breakdown of most effective leader style
personality and characteristics of leaders
The model states that:
 There is no one best style of leadership
 Leader’s effectiveness is based on the situation
 Result of two factors --- “Leadership Style” and “Situational Favorableness”
(later called “situational control”)
Leadership features
 Identifying leadership style is the first step in using the model.
 Fiedler believed that leadership style is fixed
 Can be measured using a scale – Least-Preferred Co-Worker (LPC) Scale

The LPC scale

Leader who fits the theory

 Dr. Janette P. Loreto-Garin
 Term: December 2014 – June 30, 2016
 Physician (Ob-Gynecologist) and was a state legislator for 9 years
 Magna Carta for Women, Cheaper Medicines Law, Responsible
Parenthood and Reproductive Health Law
 Her passion for public health, specifically that of women and children, led
her to Masters Degree in Business Administration focused on healthcare
systems.
 Awarded Best Intern

On Dengvaxia:
How to use the LPC  Ex-DOH chief Janette Garin explains why she did not heed the warning of
 The scale asks you to think about the person who you’ve least enjoyed several public health experts regarding the now suspended dengue
working with. vaccination program that she had launched
 This can be a person who you’ve worked with in:  Would listen more to the opinions of the DOH’s program directors and the
 Your job positions of medical societies they consult rather than the stand of individual
 In education doctors.
 In training
MODULE 5 FRENCH AND RAVEN’S 5 BASES OF POWER
o Then, rate how you feel about this person for each factor and OVERVIEW
add up your scores.  Leadership and power are closely LINKED.
o Result: if total score is high = RELATIONSHIP-ORIENTED  People tend to follow those who are powerful.
LEADER  And because other follow, the person with power LEADS.
 if total score is low = TASK-ORIENTED LEADER Background Five Forms of Power
TASK-ORIENTED LEADERS  Social psychologists John R. P. French and Bertram H. Raven conducted
 View their LPCs more negatively, resulting in a low score a remarkable study about power in 1959.
 “Low LPC-leaders”  They stated that power is divided into five separate and different forms.
According to Fiedler, Low LPC-leaders:  This Five Forms of Power concept shows how the different forms of power
 Are very effective at completing tasks; affect a person’s leadership and success.
 Quick to organize a group to get tasks & projects done;
 Relationship-building is a low priority They identified those five bases of power as
 coercive,
Relationship-oriented leaders  reward,
 View their LPCs more positively giving them a higher score  legitimate,
 “High LPC-leaders”  referent, and
According to Fiedler, High LPC-leaders:  expert.
 Focus more on personal connections;
 Are good at avoiding and managing conflict; and Coercive Power
 Are better able to make complex decisions  This is the power to force someone to do something against their will. It is
often physical although other threats may be used.
Situational favorableness  It is the power of dictators, despots and bullies. Coercion can result in
 Next, you determine the “situational favorableness” of your particular physical harm, although its principal goal is compliance. Demonstrations of
situation harm are often used to illustrate what will happen if compliance is not
3 distinct factors: gained.
1. Leader-Member Relations: level of trust & confidence that your team has in  This comes from the belief that a person can punish others for
you. A leader who is more trusted and has more influence within the group noncompliance
is in a more favorable situation than a leader who is not trusted
2. Task Structure: refers to the type of task you’re doing (clear and structured, Josef Vissarionovich Djugashvili
or vague and unstructured). Unstructured tasks, or tasks where the team &  December 18, 1878 - March 5, 1953
leader have little knowledge of how to achieve them, are viewed  Dictator of the USSR
unfavorably.  Ruled from 1922 until 1953
3. Leader’s Position Power: amount of power you have to direct the group,  Industrial and Military Superpower
and provide reward or punishment. The more power you have, the more  Coercion power
favorable your situation. Fiedler identifies power as being either strong or  Ruled with iron fist
weak.  Development plan was centered on government control of the
economy and forced collectivization of Soviet agriculture
Applying the fiedler contingency model  Totalitarian grip
STEP 1: IDENTIFY YOUR LEADERSHIP STYLE
 Think about the person who you’ve least enjoyed working with, either now Adolf Hitler
or in the past Reward Power
 Rate your experience with this person using the LPC scale  This results from one person’s ability to compensate another for compliance
 Higher score = relationship-focused  People in power are often able to give out rewards
 Lower score = task-focused o Raises
o Promotion
STEP 2: IDENTIFY YOUR SITUATION o Desirable assignments
 Answer the questions: o Training opportunities
 Are leader-member relations good or poor?

RQM, Vexillum 2019-‘20 Atty. Mayol’s Lec

 Referent Power
 This is the power from another person liking you or wanting to be like you.
 It is the power of charisma and fame and is wielded by all celebrities (by
definition) as well as more local social leaders. In wanting to be like these
people, we stand near them, hoping some of the charisma will rub off onto
us.
 This is the result of a person’s perceived attractiveness, worthiness and
right to other’s respect.

JOSEPH EJERCITO ESTRADA

 13th President of the Phil
 Gained popularity as a film actor playing the lead role in over 100 films in
an acting career spanning 33 years
 Known as the ”Idol of the Masses”
 Popularize the Erap para sa Mahirap slogan
 Convicted plunderer
 Currently the Mayor of Manila
Legitimate Power
 This comes from the belief that a person has the formal right to make
demands and to expect others to be compliant and obedient.
 A president, prime minister, CEO, or a fire chief has legitimate power.

British Monarch Family

Expert Power
 When I have knowledge and skill that someone else requires, then I have
Expert power. This is a very common form of power and is the basis for a
very large proportion of human collaboration, including most companies
where the principle of specialization allows large and complex enterprises
to be undertaken.
Six years later, Raven added an extra power base:
 Informational – This results from a person's ability to control the information
that others need to accomplish something.
 Having resources or information that are useful and are not available STATUS OF FOLLOWERS
elsewhere. Maturity/Readiness Level (of followers) =
a. capacity to set high but attainable goals
By understanding these different forms of power, you can learn to use the positive b. willingness and ability to take responsibility
ones to full effect, while avoiding the negative power bases that managers can c. education and/or experience
instinctively rely on.
LEADER’S PROCESS
Rodrigo Roa Duterte  Leaders must FIRST assess maturity/readiness of group and then
 16th President of the Philippines determine how much task and relationship behavior to use.
 Duterte was among the longest-serving mayors in the Philippines, serving  Maturity/readiness of group should be considered only in relation to a
seven terms and totaling more than 22 years in office. specific situation to be performed.

MODULE 6 Hersey - Blanchard’s Situational Leadership Theory Pros

History of Situational Leadership Theory  Easy to use: When a leader has the right style, he or she knows it
 In 1969, Blanchard and Hersey developed situational leadership theory in  Simple: All the leader needs to do is evaluate the situation and apply the
their classic book “Management of Organizational Behavior.” correct leadership style
 This theory was first called the “Life Cycle Theory of Leadership.” During  Intuitive appeal: With the right type of leader, this style is comfortable
the mid-1970s, it was renamed the situational leadership theory.  Leaders have permission to change management styles as they see fit
 In the late 1970s and early 1980s, the two developed their own styles. Cons
Blanchard’s first book, “The One-Minute Manager,” came out in 1982.  This North American style of leadership does not take into consideration
Hersey further developed the situational leadership model in his 1985 book priorities and communication styles of other cultures
“The Situational Leader.” Both men have continued to refine and update  It ignores the differences between female and male managers
their situational leadership theories.  Situational leaders can divert attention away from long-term strategies and
 Blanchard said situational leaders tend to choose between “directive politics
behavior” (what and how) and “supportive behavior” (developing
commitment, initiative, and positive attitudes). The maturity level concept Situational leadership quotations
for Situational Leadership II was revised to incorporate individual Margaret Wheatley: “Leadership is a series of behaviors rather than a role for
development levels. heroes.”
 Primary focus is on the belief that there is not one “best” style, but a good
choice given a situation. Colin Powell: “Leadership is solving problems.”
 “Successful leaders are those who can adapt their behavior to meet the
demands of their own unique situation.” Mahatma Gandhi: “I suppose leadership at one time meant muscles, but today it
 Situational Leadership theory is based on the amount of: means getting along with people.”
o direction (task)
o support (relationship) John D. Rockefeller: “Good leadership consists of showing average people how
o maturity level of group and individuals to do the work of superior people.”
a. direction (task)
b. support (relationship) Margaret Thatcher: “You may have to fight a battle more than once to win it.”
c. maturity level of group and individuals
John Wooden: “It’s what you learn after you know it all that counts.”
TYPES OF BEHAVIOR
Task Behavior Jordan Belfort
 The extent to which a leader engages in one way communication by  a.k.a. "The Wolf of Wall Street"
explaining what each follower is to do as well as when, where, and how  Brief Biography
tasks are to be accomplished.  Born in Queens, New York, on July 9, 1962, Jordan Belfort had a natural
talent as a salesman at an early age, operating a meat and seafood
Relationship Behavior business in the 1980s.
 The extent to which a leader engages in two way communication by  After that company went bust, Belfort began selling stocks in 1987. He was
providing support, active listening, and facilitative behaviors running his own investment operation, Stratton Oakmont, by 1989.
 The company made millions illegally, defrauding its investors. The
Types of stiuational leadership styles Securities Exchange Commission began efforts to stop the company's
o telling or directing errant ways in 1992. In 1999, Belfort pleaded guilty to securities fraud and
o selling or coaching money laundering. He was sentenced in 2003 to four years in prison, but
o participating or counceling only served 22 months.
o delegating  Belfort published his first memoir, The Wolf of Wall Street, in 2008. The
following year, he released Catching the Wolf of Wall Street.
 Played by Leonardo DiCaprio in the movie "The Wolf of Wall Street"

What made Jordan Belfort A Leader?

 Jordan Belfort shows characteristics of a situational leader, throughout his
business empire.
 Most of the time, he is a paternalistic leader since he treats all of his
employees as his family and people that he could care about.

RQM, Vexillum 2019-‘20 Atty. Mayol’s Lec

  Throughout his life he strives towards becoming an inspiration and inspiring
his employees in order to become effective as a company
 Not only does he use a paternalistic leadership with his employees.
 He also implements a democratic style of leadership since his co-working
friends fell validated and they feel encouraged to share their ideas, and
participate in the decision-making process.
 Belfort values each individual's personality in his business which makes him
a democratic leader.
 Depending on the situation that he is presented with, he adjust his
leadership style and sees which is more beneficial for the company in the
long run, helping him gain a lot of profit in the future.
MODULE 7 Tannenbaum - Schmidt's Continuum Theory
Tannenbaum - Schmidt's Continuum Theory
 The model is a continuum that showed that, at one end of the spectrum, a
leader can have nearly total freedom to decide while, at the other end of the
spectrum, the team can have nearly total freedom to decide.
 Based on task – relationship characteristics of leaders
 It shows the relationship between the levels of freedom that a manager
chooses to give to a team, and the level of authority used by the manager
 Tannenbaum & Schmidt concentrated more on delegation & freedom in
decision making to subordinates and there by on the team development.
History of Tannenbaum - Schmidt's Leadership Continuum
 In 1938, Lewin and Lippitt proposed classifications of leaders based on
how much involvement leaders placed into task and relationship needs.
 Almost after four decades, in 1973, Tannenbaum & Schmidt came up with
a continuum of earlier studies with range of leadership behaviors, ranging
from manager-centered (task) to subordinate-centered (relationship).
Tannenbaum - Schmidt's Continuum Theory
 Tannenbaum & Schmidt defined 7 levels of delegated freedom which
moves from manager-oriented to subordinate-oriented.
 As team develops, level moves from one to the next – the area of freedom
increases and the need for manager’s intervention decreases.
Tannenbaum and Schmidt identified 7 types of leadership style
 The Leader Tells. This approach is typified when a leader says: "The
problem I face is.. I want you to..." This is the autocratic style of leadership.
While unfashionable today, it is often needed when teams are new,
inexperienced, or weak. As the team gain in cohesion and commitment, it
becomes less and less appropriate.
 The Leader Sells. This approach is typified when a leader says: "The
problem I face is.. I want you to... because..." In the selling approach, it's
still the leader in the driving seat but there is the need to get others to
understand why they are doing what he or she wants.
 The Leader Tests. This approach is typified when a leader says: "The
problem I face is.. I want you to... What do you think...?" Notice now how
the leader explains the problem, comes up with an idea but checks it out
with the team. If they're not ready for more responsibility, they'll go along
with what the boss wants; if they are ready, then he or she leaves the door
open for them to discuss their thoughts.
 The Leader Consults. This approach is typified when a leader says: "The
problem we face is.. What ideas do you have for solving it...?" Notice now
how the leader drops the word "I" in exchange for the word "we". Notice
also how he or she no longer feels the need to have an answer ready. The
leader is effectively inviting the team to problem-solve with him or her.
 The Leader Joins. This approach is typified when a leader says: "What is
the problem we face? How can we solve it? Any ideas?" Now comes a
turning-point. The leader no longer owns the problem and solution alone.
By asking the team to consider the problem as well as the solution, he or
she is nudging them into outright ownership themselves.
 The Leader Delegates. This approach is typified when a leader says:
"Problems keep cropping up... Can you see what's going on, come up with
some ideas and get back to me..." Now the leader knows that there are
problems in certain areas of the job but, in moving from the word "we" to
the word "you", gives the team the green light to find answers. The decision
may still be the leader's but the team can have a high level of influence over
the final outcome.
 The Leader Abdicates. This approach is typified when a leader says: "Sort
out any problems that crop up. I'm here if you need me but only if you really
need me." Here the language of the leader is coded. What he or she is
really saying to the team is that they have full responsibility for identifying,
analysing, and resolving the problem but accountability still rests with the
leader.
MODULE 8 LEWIN’S LEADERSHIP STYLES FRAMEWORK
HISTORY
In Lewin's study, schoolchildren were assigned to one of three groups with an
authoritarian, democratic, or laissez-faire leader. The children were then led in an arts
and crafts project while researchers observed the behavior of children in response to
the different styles of leadership. The researchers found that democratic leadership
tended to be the most effective at inspiring followers to perform well.
 In 1939, psychologist, Kurt Lewin, led a study which identified three (3)
core styles of leadership & outlined the effect that each style had on team
members.
 His findings have influenced many of today’s leadership theories &
approaches.
RQM, Vexillum 2019-‘20
THE THREE (3) CORE LEADERSHIP STYLES IDENTIFIED WERE:
1. Authoritarian Leadership (Autocratic)
2. Participative Leadership (Democratic)
3. Delegative Leadership (Laissez-Faire)
Authoritarian Leadership (Autocratic)
LEADERS
 who provide clear expectations for what needs to be done when it should
be done, and how it should be done.
 strongly focused on both command by the leader and control of the
followers.
 There is also a clear division between the leader and the members.
 Make decisions independently with little or no input from the rest of the
group.
Researchers found that decision-making was less creative under authoritarian
leadership. Lewin also concluded that it is harder to move from an authoritarian style to
a democratic style than vice versa. Abuse of this method is usually viewed as controlling,
bossy, and dictatorial.
Best applied to situations where there is little time for group decision-making or where
the leader is the most knowledgeable member of the group. The autocratic approach
can be a good one when the situation calls for rapid decisions and decisive actions.
However, it tends to create dysfunctional and even hostile environments, often pitting
followers against the domineering leader.
Participative Leadership (Democratic)
 is typically the most effective leadership style.
LEADERS:
 who offer guidance to group members, but they also participate in the group
and allow input from other group members.
 encourage group members to participate but retain the final say in the
decision-making process.
 tend to make followers feel like they are an important part of the team, which
helps foster commitment to the goals of the group.
In Lewin’s study, children in this group were less productive than the members of the
authoritarian group, but their contributions were of a higher quality.
Group members feel engaged in the process and are more motivated and creative.
Delegative Leadership (Laissez-Faire)
LEADERS:
 who offer little or no guidance to group members and leave decision-making
up to group members.
While this style can be useful in situations involving highly qualified experts, it often leads
to poorly defined roles and a lack of motivation.
Researchers found that children under delegative leadership, also known as laissez-
faire leadership, were the least productive of all three groups. The children in this group
also made more demands on the leader, showed little cooperation, and were unable to
work independently.
Lewin noted that laissez-faire leadership tended to result in groups that lacked direction
where members blamed each other for mistakes, refused to accept personal
responsibility, and produced a lack of progress and work.
WORLD’S GREATEST LEADERS & THEIR LEADERSHIP STYLES
Adolf Hitler
Adolf Hitler is recognized worldwide for his leadership in the Nazi Party and also as the
chancellor of Germany during the early period of 1930s. His leadership style was
autocratic leadership as he believed in acting like a dictator and focused on making
decisions on his own. He never trusted his generals and felt no need of having two-way
communication as he wanted to have complete legitimate power in everything. Hitler
believed that the ultimate authority resides with him and it should never be extended
downward. He made decisions that were supportive in enhancing his legitimate power.
 Hitler was reluctant to take advice from anyone and made all decisions on
his own, his followers did not like this attitude and started developing ill-
feelings towards him. From the analysis of Adolf Hitler’s leadership style,
the leaders of the today’s world have realized that they cannot be a dictator
and cannot get the work done by forcing their followers (Popper, 64). The
modern leaders and managers in organizations have ensured that they
implement collaborative methods so that the followers and subordinates are
part of the team and the joint efforts will ultimately produce positive results.
The leaders who have adopted this style of leadership have faced strong
resistance from their followers and even received less support from them in
accomplishing the ideal objectives.
Abraham Lincoln
Abraham Lincoln had the desire of serving his country so that he could bring
revolutionary changes that will be beneficial for its people in the long-run. Abraham
Lincoln had a servant leadership style; he set example of the paramount democracy in
the world and even extended the liberty opportunity to every American. In present times,
Americans have been given the full liberty of expressing their feelings and fighting for
their rights and it has revolutionized the way in which democracy should be implemented
by the leaders so that projected results are successfully accomplished. Even in
organizations, the work culture has been changed i.e. employees are motivated to share
their ideas and claim their rights as the organization is compelled to fulfill all the
requirements of its workforce.
Queen Victoria
Phrases, such “Heaven helps those who help themselves”, were often used to promote
the laissez faire leadership style during the Victorian Period in the UK. This era is also
known as the Age of Individualism, as many people worked hard using their own skills
and talents to help create one of the world’s richest and strongest countries at the time,
with Queen Victoria staying out of business unless it was necessary.
Atty. Mayol’s Lec

MODULE 9 Path-Goal Leadership Theory
Path-Goal Model Theory
The Path-Goal model is a theory based on specifying a leader's style or behavior
that best fits the employee and work environment in order to achieve a goal
(House, Mitchell, 1974.
The goal is to increase your employees' motivation, empowerment, and
satisfaction so they become productive members of the organization.
The path-goal theory can best be thought of as a process in which leaders
select specific behaviors that are best suited to the employees' needs and the
working environment so that they may best guide the employees through
their path in the obtainment of their daily work activities (goals) (Northouse,
2013).
While Path-Goal Theory is not a detailed process, it generally follows these
basic steps as shown in the graphic below:
 Determine the employee and environmental characteristics
 Select a leadership style
 Focus on motivational factors that will help the employee succeed
Employee Characteristics
Employees interpret their leader's behavior based on their needs, such as the
degree of structure they need, affiliation, perceived level of ability, and desire for
control.
For example, if a leader provides more structure than what they need, they
become less motivated. Thus, a leader needs to understand their employees so
they know how to best motivate them.
Task and Environmental Characteristics
Overcoming obstacles is a special focus of path-goal theory. If an obstacle
becomes too strong, then the leader needs to step in and help the employee
select a path to work around it. Some of the more difficult task characteristics
that often arise are:
 Design of the task - The design of the task might call for the
leader's support. For example, if the task is ambiguous, then the
leader might have to give it more structure or an extremely difficult
task might call for leader support.
 Formal authority system - Depending upon the task authority, the
leader can provide clear goals and/or give the employee some or all
control.
 Work group - If the team is non-supportive, then the leader needs
to be cohesiveness and espouse esprit-de-corps that provides
comradeship, enthusiasm, and devotion to all team members.
Leader Behavior or Style
The independent variables of Path-Goal Theory are the leader's behavior
— the leader adjusts his or her style of behavior to the employee and task
characteristics so that the employee's motivation is to excel at their goal.
House and Mitchell (1974) defined four types of leader behaviors or
styles: Directive, Supportive, Participative, and Achievement (explained in detail
below). They are based on two factors that were identified by an Ohio State
University study behaviors (Stogdill, 1974):
 Consideration - relationship behaviors, such as respect and trust.
 Initiating Structure - task behaviors, such as organizing,
scheduling, and seeing that work is completed.
The four path-goal types of leader behaviors are:
1. Directive: The leader informs her followers on what is expected of
them, such as telling them what to do, how to perform a task, and
scheduling and coordinating work. It is most effective when people
are unsure about the task or when there is a lot of uncertainty within
the environment.
2. Supportive: The leader makes work pleasant for the workers by
showing concern for them and by being friendly and approachable.
It is most effective in situations in which tasks and relationships are
physically or psychologically challenging.
3. Participative: The leader consults with his followers before making
a decision on how to proceed. It is most effective when
subordinates are highly trained and involved in their work.
4. Achievement: The leader sets challenging goals for her followers,
expects them to perform at their highest level, and shows
confidence in their ability to meet this expectation. It is most
effective in professional work environments, such as technical,
scientific; or achievement environments, such as sales.
Application
As noted earlier, the independent variables of Path-Goal Theory are the leaders'
behavior, thus the path–goal theory assumes that people (leaders) are flexible in
that they can change their behavior or style, depending upon the situation. This
coincides with the research that while nature (genes) may be our internal guide,
nurture (experience) is our explorer that has the final say in what we do (Ridley,
2003).
FAMOUS LEADER WHO USE PATH-GOAL THEORY
JACK WELCH
John Francis "Jack" Welch Jr. (born November 19, 1935) is an American
business executive, author, and chemical engineer.
He was chairman and CEO of General Electric between 1981 and 2001. During
his tenure at GE, the company's value rose 4,000%. In 2006, Welch's net worth
was estimated at $720 million.
When he retired from GE he received a severance payment of $417 million, the
largest such payment in history.
RQM, Vexillum 2019-‘20
Throughout his early life in middle school and high school, Welch found work in
the summers as a golf caddie, newspaper delivery boy, shoe salesman, and drill
press operator. Welch attended Salem High School, where he participated in
baseball, football, and captained the hockey team.
Late in his senior year, Welch was accepted to University of Massachusetts
Amherst, where he studied chemical engineering. Welch worked in chemical
engineering at Sunoco and PPG Industries during his college summers. In his
sophomore year, he became a member of the Phi Sigma Kappa fraternity.
Welch graduated in 1957 with a Bachelor of Science degree in chemical
engineering, turning down offers from several companies in order to attend
graduate school at the University of Illinois at Urbana-Champaign.
He graduated from the University of Illinois, in 1960, with a masters and
a PhD in chemical engineering.
Jack Welch, was former CEO of General Electrics for 20 years and known as
one of the best business leaders of all time.
In 1981, Welch made it to the top becoming the companies 8th and youngest
ever CEO.
He made GE one of the most profitable companies in the world. General
Electric’s market value increased from $12 billion to an amazing $280 billion,
which has made it one of the largest and most profitable businesses in the
world.
Jack was focused on implementing both performance goals and learning goals
at GE.
He was looking for teachable moments and said that 70 percent of his job
was developing people; Welch took a personal interest in using GE’s
Crotonville facility to upgrade the level of management skills and to instill a
common corporate culture.
HOW?
Next, Jack put in place an assessment based on a “vitality curve,” and
requested his managers to rank all their staff into the “top 20,” “the Vital 70” and
the “bottom 10,” with the intent to force executives to differentiate their
employees. The “top 20” were groomed for larger assignments, and the “bottom
10” were coached out of the organization.
Welch reinforced the importance of the ranking system by matching it with an
appropriate compensation structure. Top 20 players received raises that were
two to three times the increases given to Vital 70 s, and also received a
significant portion of the stock option grants.
Bottom 10 received no raises or options. He always used to say “An
organization’s ability to learn, and translate that learning into action rapidly, is
the ultimate competitive advantage.”
MODULE 10 Zenger and Folkman’s 10 Fatal Leadership Flaws
Definition
It’s a theory by Jack Zenger and Joe Folkman about what are the 10 most common
and fatal leadership flaws that derail leaders.
1 Lack of energy and enthusiasm
A leader should always been the one providing the energy to a project or a team
- not the other way around. When the leader lacks the energy and excitement to
motivate the team that they are in charge of, the project is destined to fail right
from the start. Not everyone is going to be a cheerleader, but all leaders should
be properly motivated and driven to succeed.
2 Accept their own mediocre performance
Settling for just good enough is never the hallmark of a quality leader. By setting
the bar as low as possible and then claiming victory when they step over it, this
kind of leader won't be responsible for taking the organization to new heights. In
order to find real achievement, it is important the leadership doesn't settle for just
so-so.
3 Lack clear vision and direction
A leader isn't really a leader if they don't have a direction and vision of their own
- they are simply a follower of a higher ranking leader. In order to take the reins of
a project or a team and guide it to a favorable conclusion, a good leader will be
able to bring their own vision to the table. This approach to leadership requires
confidence and determination because the choices that are made might leave the
leader open to criticism in the case of setbacks.
4 Have poor judgment
Making decisions and proper judgments is at the heart of being a good leader.
The whole idea behind leadership is having someone available to make the hard
choices that need to be made from time to time. A good leader will have a knack
for making the right call - while a poor manager will fall short in this area. There
is really no way to know how an individual will fare in terms of judgment until they
are put into the fire and tested.
5 Don't collaborate
Just because someone is put in a position of leadership doesn't mean they should
set out on their own and ignore the input of others. Smart leaders know that
collaboration is an opportunity to gain valuable insight from other intelligent
people and further the cause of the organization as a whole. Often it is leaders
who are insecure in their own abilities who resist the collaborative efforts of
others.
6 Don't walk the talk
This is one of the classic mistakes of leadership - not leading by example. When
a leader sets out specific guidelines or expectations and then fails to live up to
them, it will not look good to the rest of the team. Instead, the leader should be
Atty. Mayol’s Lec
the first one in line to obey all of the conditions that have been put in place to
dictate the actions of everyone on the team. Only when they are willing to play by
their own rules will they be seen as having integrity.

7 Resist new ideas

Good ideas can come from anywhere, but some leaders are too stubborn or
scared to take them if they don't come from inside their own head. Resisting good
ideas that come from others is a typical mistake of a bad leader. It shouldn't matter
where an idea came from as long as it is genuinely in the best interest of the team
- and the organization as a whole.

8 Don't learn from mistakes

Mistakes are always opportunities to do better next time - if a leader is willing to
see them as such. A poor leader is more likely to make excuses for their mistakes
then they are to learn from them. Those who don't learn from the mistakes they
have made are destined to repeat them again and again. The top leaders in any
organization are likely the ones who accept their failures and grow so that they
don't make the same mistake in the future.

9 Lack interpersonal skills

At its core, leadership is all about interpersonal skills. The way a leader interacts
with those who are on the team - as well as others in the organization - will largely
determine their success or failure in the long run. The leaders who are well liked
and are able to connect with those around them will be far more likely to be viewed
favorably. Among leaders with similar performance results, the ones who have
the best interpersonal skills will almost always rise to the top.

10 Fail to develop others

The best leaders are more concerned with the growth of those on their team then
they are their own development. When a leader is completely committed to make
each member of the team the best that they can be, the overall good of the
organization is served. Selfish leaders will typically be short for their positions as
the performance of the team is going to suffer.

Summary

Gen. emilio aguinaldo

1st President of the Republic of the Philippines
Was derailed as President by being captured and seized by the Americans.

RQM, Vexillum 2019-‘20 Atty. Mayol’s Lec