Learner Guide

© Future Performance Training Generic Management Level 5
Future
Performance
Training
Analyse Leadership and
Related Work Theories in
a Work Context
GENERIC MANAGEMENT
US: 120300
NQF Level 5
Credits 8
Learner Guide
Subject Details of Qualification

Unit Standard Analyse leadership and related theories in a
Title work context
N.Q.F. Level 5
Credits 8
ID Number 120300
Field 12 – Business, Commerce & Management
Studies
Sub-Field Public Administration
By the end of this Unit Standard, you will be able to:
1. Explain the concept of leadership

2. Differentiate between leadership and management
3. Analyse leadership theories
4. Apply the different roles and qualities of leadership in a work
context
For more information on this Learning Material contact:

Future Performance Training
PO box 243
Skeerpoort
TEL: (012) 256 5052

FAX: 086 517 8470
ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 2 OF 83

CRITICAL CROSS FIELD OUTCOMES
The icons encountered in the notes have the following meanings:
1.1..1.1.1 Identify and Solve Problems
Outcomes marked with this icon refer to the ability to recognise possible
difficulties that will prevent successful achievement of the goal and
obtaining a solution that will remove the obstruction.
1.1..1.1.2 Work Effectively with Others
Outcomes marked with this icon refer to the ability to co-operate

successfully with other members of the team that is required to
achieve the same objective.
1.1..1.1.3 Employ Self Managemen t
Outcomes marked with this icon refer to the ability of the learner
to organise and control his time and efforts efficiently.
1.1..1.1.4 Manage Information
Outcomes marked with this icon refer to the ability of the learner to
collect, analyse and evaluate important information relevant to
achieving the objective.
1.1..1.1.5 Communicate Ef fectively
transfer messages successfully to other people without the meaning
and purpose being distorted.
1.1..1.1.6 Demonstrate Scientific and Technological Competence
use exact and accurate methods to determine the requirements
necessary for the successful achievement of the goal.
1.1..1.1.7 Understand Contextual World Systems
comprehend the situation and how to deal with it in a universal
manner.
TABLE OF CONTENT
1. SPECIFIC OUTCOME: Explain the concept of leadership ........................................................ 6

1.1. Explain the concept of Leadership ............................................................................................ 7
1.1.1. Concepts of leadership ............................................................................................................. 7
All the above leaders had all or some of the following attributes: ..................................................... 19
Empathy .......................................................................................................................................... 19
Lack of Blame .................................................................................................................................. 19
Humility............................................................................................................................................ 19
Emotional Mastery ........................................................................................................................... 20
Accountability .................................................................................................................................. 20
Self-Confidence ............................................................................................................................... 20
Courage........................................................................................................................................... 21
Focus on the whole.......................................................................................................................... 21
Analysing your leadership skills ....................................................................................................... 22
Personal characteristics ................................................................................................................... 24
Self- confidence (Statement 2,8)...................................................................................................... 24
Positive Attitude and Outlook (Statements 10, 17) ........................................................................... 24
Emotional Intelligence (Statements 5, 15)........................................................................................ 25
Providing a Compelling Vision of the Future (Statements 6, 14) ...................................................... 26
Managing Performance Effectively (Statements 3, 13) .................................................................... 27
Providing Support and Stimulation (Statements 1 , 7, 16, 18) ........................................................... 27
Key Points ....................................................................................................................................... 28
2. SPECIFIC OUTCOME: Differentiate between leadership and management ............................... 30
2.1 Difference Between Leadership and Managemen t..................................................................... 31
2.1.1 Leadership versus Management ............................................................................................. 31
2.1.2 Leadership by a group ............................................................................................................ 33
2.2 Leadership is a facet of Management ..................................................................................... 34
2.2.1 Difference in perspectives ...................................................................................................... 35
Conclusion....................................................................................................................................... 37
Assessment ..................................................................................................................................... 38
3. SPECIFIC OUTCOME: Analyse leadership theories............................................................... 39
3.1 Leadership theories and techniques ....................................................................................... 40
3.1.1 Contingency theories .............................................................................................................. 42
3.1.2 Fiedler’s contingency model ................................................................................................... 42
3.1.3 Hersey- Blanchard situational theory ...................................................................................... 43
3.1.4 Path-goal theory ..................................................................................................................... 44
3.1.5 Vroom-Yetton leadership model ............................................................................................. 45
3.1.6 Transformational leadership ................................................................................................... 46

3.1.7 The transactional leader ......................................................................................................... 46
Assessment ..................................................................................................................................... 47
4. SPECIFIC OUTCOME: Apply the different roles and qualities of leadership in a work
context.................................................................................................................................... 48
4.1 Roles and Qualities of Leaderships in a work context ................................................................ 49
4.2 The Key Roles of Leadersh ip.................................................................................................. 52
Eight Easy Ways you can use to Energize Employees .................................................................... 80
Assessment ..................................................................................................................................... 82

ANALYSE LEADERSHIP AND RELATED THEORIES IN A

WORK CONTEXT
SPECIFIC
OUTCOME
1. SPECIFIC OUTCOME: EXPLAIN THE CONCEPT OF LEADERSHIP
Learning Activity Outcomes

This Specific Outcome will enable you to:
1. Explain the concept of leadership

1.1. Explain the concept of Leadership
1.1.1. Concepts of leadership
There has been an ongoing debate on the difference between leading and managing. The words
“management” and “leadership” have been given numerous definitions. As the definitions
continue to evolve, leadership has been most often defined by Warren Bennis and Burth Nash in
Leaders: Strategies for Taking Charge.
A leader is a person who influences a group of people towards a specific result. It is not
dependent on title or formal authority. (elevos, paraphrased from Leaders, Bennis, and
Leadership Presence, Halpern & Lubar). Leaders are recognized by their capacity for caring for
others, clear communication, and a commitment to persist. An individual who is appointed to a
managerial position has the right to command and enforce obedience by virtue of the authority of
his position. However, he must possess adequate personal attributes to match his authority,
because authority is only potentially available to him. In the absence of sufficient personal
competence, a manager may be confronted by an emergent leader who can challenge his role in
the organization and reduce it to that of a figurehead. However, only authority of position has the
backing of formal sanctions. It follows that whoever wields personal influence and power can
legitimize this only by gaining a formal position in the hierarchy, with commensurate
authority. Leadership can be defined as one's ability to get others to willingly follow. Every
organization needs leaders at every level.
“Leadership is doing the right thing. Management is doing it right.”

The following was pointed out by Bennis and Nanus regarding common traits among
leaders:
1. Leaders face the challenge of overcoming resistance to change. Some try to do this
by the simple exercise of power and control, but effective leaders learn that there are
better ways to overcome resistance to change. This involves the achievement of
voluntary commitment to shared values.
2. A leader often must broker the needs of constituencies both within and outside the
organisation. The brokering function requires sensitivity to the needs of many
stakeholders and a clear sense of the organisation’s position.
3. The leader is responsible for the set of ethics or norms that govern the behaviour of
people in the organisation. Leaders can establish a set of ethics in several ways.
One is to demonstrate by their own behaviour their commitment to the set of ethics
that they are trying to institutionalise. Many fraternity leaders have found something
important missing in these definitions. Our behavioural guideposts and inspiring
visions come from our ritual and our organisational values.
Consider the following quote on leadership!
“Leaders must begin by setting aside that culturally

conditioned ‘natural’ instinct to lead by push,
particularly when times are tough. Leaders must
instead adopt the unnatural behaviour of always
leading by the pull of inspiring values. The difficulty
lies in that imperative always.” James O’Toole: Leading
Change
Throughout literature you can find a variety of quotes that help define leadership. Following are
quotes that help define the term leadership or the role of a leader:
“All men dream, but not equally; those who dream by night in the dust recesses of their
minds awake to find that it was vanity. But the dreamers of the day are dangerous men,
that they may act their dreams with open eyes to make it possible.” – T-E Lawrence
“I have a dream” – Martin Luther King, JR
“If you can dream it, you can do it.” – Walt Disney
Fail to honour people – they fail to honour you; but of a good leader, who talks little, when
his work is done, his aim fulfilled, they will say, “We did this ourselves.” – Lao Tzu
“Nothing in the world can take the place of persistence. Talent will not; nothing is more
common than unsuccessful men with great talent. Genius will not; unrewarded genius is
almost a proverb. Education will not; the world is full of educated derelicts. Persistence
and determination alone are omnipotent.” From a plaque on the wall of Ray Kroc
According to the Oxford Dictionary the meaning of the word Leadership is described as:
“The state or position of being a leader, The ability to be a leader or the qualities a good
leader should have. Strong leadership is needed to captain a team”
According to the Wikipedia, Encyclopaedia Leadership is described as:
“The process of social influence in which one person can enlist the aid and support of
others in the accomplishment of a common task.”
It is Alan Keith of Genetech who said:
“Leadership is ultimately about creating a way for people to contribute to making

something extraordinary happen”.

Activity: In your own words define leadership.
Self Reflection Activity: Rate yourself as follows:
1 = yes, I am like that 2 = I am usually like that;
3 = I am sometimes like that 4 = I am seldom like that
A. I am clear about my role in the organisation and I am enthusiastic and motivated to fulfil that
role in a professional manner.
1 2 3 4
B. I project a professional business image, both to outside visitors and to co-workers.
1 2 3 4
C. I am reliable and do my work consistently. My manager does not have to keep watching or
checking up on me.
1 2 3 4

D. I am punctual, and able to manage my time well.
1 2 3 4
E. I am responsible, and do what must be done. I don’t blame other people or situations if my
work is not done or not done properly.
1 2 3 4
F. I am confident, and value my own abilities and personal strengths.
1 2 3 4
G. I show initiative, can "make things happen" and can recognise and cope with my problems.
1 2 3 4
H. I am organised.
1 2 3 4
I. I am honest - about time, effort, money and commitment.
1 2 3 4
J. I have good language skills and can speak, listen, read and write well.
1 2 3 4
K. I am competent with figure work and understand and use numbers easily.
1 2 3 4
L. I am flexible - prepared to learn and to try new things.
1 2 3 4
M. I am able to get along with co-workers, and co-operate with other people in the workplace.
1 2 3 4
N. I can cope with authority and can give AND take orders and instructions.
1 2 3 4
O I care effectively for my health and mental and physical well being.
1 2 3 4
1.1.2 Characteristics of Good Leaders
Good leaders are made not born. If you have the desire and willpower, you can become an
effective leader. Good leaders develop through a never ending process and self- study,
education, training and experience.
To inspire your employees into higher levels of teamwork, there are certain things you must be,
know and do. These do not come naturally, but are acquired through continual work and study.
Good leaders are continually working and studying to improve their leadership skills, they are
NOT resting on their laurels
Stogdill (1974) identified the following traits and skills as critical to leaders:
Traits Skills
Adaptable to situations Clever
Alert to social environment Conceptually skilled
Ambitious and achievement orientated Creative
Assertive Diplomatic and tactful
Cooperative Fluent in speaking
Decisive Knowledgeable about a group task
Dependable Organised
Dominant Persuasive
Energetic Socially skilled
Persistent

Self- confident
Tolerant of stress
McCall and Lombardo (1983) researched both success and failure and identified four primary
traits by which leaders could succeed or derail.
Ø Emotional stability and composure: Calm, confident and predictable, particularly when under
stress.
Ø Admitting error: Owning up to mistakes, rather than putting energy into covering up.
Ø Good interpersonal skills: Able to communicate and persuade others without resort to negative
or coercive tactics.
Ø Intellectual breadth: Able to understand a wide range of areas, rather than having a narrow (and
narrow-minded) area o f expertise.
The ideal leader should have some or all of the following qualities, characteristics, abilities or
skills:
Good sense of judgement - must be able to judge people and situations accurately.
Ability to understand people - has to be able and willing to listen to staff members carefully, and to
understand each employee's personal problems, hopes, desires and short-comings.
Ability to be creative - cannot give up every time he/she faces a difficulty, they must be able to find
solutions to problems in a creative way.
Willingness to take risks - often to solve problems or find solutions, it is necessary to take a risk.
Ability to accept responsibility - it may happen that in trying to solve a problem, the leader takes a
risk which is not successful, he must be the sort of person who will take responsibility for his/her
mistakes and even for the mistakes of others. The leader is responsible for staff members and must
be accountable for their mistakes.

Good sense of humour – People generally work better in a relaxed environment which can be
created by a leader who has a sense of humour.
Friendly - it is important that a leader is the sort of person who likes people and can get along with
others in a relaxed and friendly manner.
Fair - it is vital that the leader must be seen as being absolutely fair in their treatment of staff
members.
Effective communication skills - poor communication is the cause of most problems in a company
and for this reason the leader must be able to communicate clearly with staff members and at the
same time be able to communicate effectively with higher management.
Ability to co-ordinate a number of tasks at the same time - will generally have to supervise
several groups of staff members doing different tasks at the same time.
Ability to delegate - although it may be difficult, a leader must be prepared to give some of his
authority and responsibility to others whom he/she believes can assist him/her in their task of
supervising the work.
Willingness to set a good example - because staff members generally look to management for
guidance it is important that management sets a good example at all times.
Possession of good job knowledge - it is important that a leader must know exactly what is
required in carrying out a specific job or task they expect others to do.
Determination and motivation - a leader who is not determined or motivated will never be able to
motivate others successfully.
Practical Activity: I want you to think of an exceptional leader –
Either Historical or Present – Or just somebody you admire as a leader.

1. Tell us why you see this person as an exceptional leader.
2. Identify and List the attributes of a Good Leader.

Lets Take a look at portraits of some of the worlds greatest leaders, :
Mohandas Karamchand Gandhi:
(was born on October 2, 1869 in Porbandar, India. He became one of the most respected spiritual and
political leaders of the 1900's. Gandhi helped free the Indian people from British rule through nonviolent
resistance, and is honoured by his people as the f ather of the Indian Nation. The Indian people called
Gandhi Mahatma, meani ng Great Soul.
At age 13, Gandhi joined Kasturba, age 12, in a marriage arranged by their parents. The Gandhi’s had four
sons: Harilal and Manilal, born in India, and Ramdas and Devdas born in South Africa. While Gandhi
displayed loving kindness to everyone else, he was quite demanding and severe with his wife and sons.
Gandhi studied law in London and returned to India in 1891 to practice. In 1893 he accepted a one year
contract to do legal work in South Africa. At the time South Africa was controlled by the British. When he
attempted to claim his rights as a British subject he was abused, and soon saw that all Indians suffered
similar treatment. Gandhi stayed in South Africa for 21 years working to secure rights for Indian people. He
developed a method of direct social action based upon the principles courage, nonviolence and truth called
Satyagraha. He believed that the way people behave is more important than what they achieve.
Satyagraha promoted nonviolence and civil disobedience as the most appropriate methods for obtaining
political and social goals.
In 1915 Gandhi returned to India. Within 15 years he became the leader of the Indian nationalist
movement. Using the tenets of Satyagraha he lead the campaign for Indian independence from Britain.
Gandhi was arrested many times by the British for his activities in South Africa and India. He believed it
was honourable to go to jail for a just cause. Altogether he spent seven years in prison for his political
activities. More than once Gandhi used fasting to impress upon others the need to be nonviolent.
India was granted independence in 1947, and partitioned into India and Pakistan. Rioting between Hindus
and Muslims followed. Gandhi had been an advocate for a united India where Hindus and Muslims lived
together in peace. On January 13, 1948, at the age of 78, he began a fast with the purpose of stopping the
bloodshed. After 5 days the opposi ng leaders pledged to stop the fighting and Gandhi broke his fast.
Twelve days later he was assassinated by a Hindu fanatic who opposed his program of tolerance for all
creeds and religion.

Margaret Hilda Thatcher, Baroness Thatcher:
(born 13 October 1925) i s a retired British politician. She was the Prime Minister of the United
Kingdom from 1979 to 1990 and Leader of the Conservative Party from 1975 to 1990. She is the only
woman to have held either post. [1]
Born in Grantham in Lincolnshire, England, she went on to read chemistry at Somerville College,
Oxford and train as a barrister. Shewon a seat as an MP from Finchley in 1959, as a Conservative.
When Edward Heath formed a government in 1970, he appointed Thatcher as Secretary of St ate for
Education and Science. Four years later, she backed Keith Joseph in his bid to become Conservative Party
leader, but he was forced to drop out of the election; Thatcher felt that Heath's government had l ost
direction, so she entered the contest herself and became leader of the Conservative Party in 1975. As the
Conservative Party maintained leads in most polls, Thatcher went on to become Britain's Prime Minister in
the 1979 general election.
Thatcher entered 10 Downing Street with a mandate t o reverse the UK's economic decline. Her political
philosophy and economic policies emphasised reduced state intervention, free
markets, entrepreneurialism and the selling off of state owned companies. She gained much support after
the 1982 Falklands War and was re-elected the following year. Thatcher took a hard line against trade
unions, survived an assassination attempt, and opposed the Soviet Union (her tough-talking rhetoric gained
her the nickname the "Iron Lady"); she was re-elected for an unprecedented third term in 1987. The
following years would prove difficult, as her Community Charge plan was largely unpopular, and her views
regarding the European Community were not shared by others i n her Cabinet. She resigned as Prime
Minister in November 1990 after Michael Heseltine's challenge to her leadership of the Conservat ive Party.
Thatcher's tenure as Prime Minister was the longest since that of Lord Salisbury and the longest
continuous period in office since Lord Liverpool in the early 19th century. [1] She was the first woman to lead
a major political party in the UK, and the first of only three women to hold any of the four great offices of
state. She holds a life peerage as Baroness Thatcher, of Kesteven in the County of Lincolnshire, which
entitles her to sit in the House of Lords.

Nelson Mandela:
Rolihlahla Mandela was born in Mvezo, a village near Mthatha in the Transkei, on July 18, 1918, to Nonqaphi Nosekeni
and Henry Mgadla Mandela. His father was the principal councillor to the Acting Paramount Chief of the Thembu.
Rolihlahla literally means “pulling the branch of a tree”. After his father’s death in 1927, the young Rolihlahla became
the ward of Jongintaba Dalindyebo, the Paramount Chief, to be groomed to assume high office. Hearing the elder’s
stories of his ancestor’s valour during the wars of resistance, he dreamed also of making his own contribution to the
freedom struggle of his people.
After receiving a primary education at a local mission school, where he was given the name Nelson, he was sent to the
Clarkebury Boarding Institute for his Junior Certificate and then to Healdtown, a Wesleyan secondary school of some
repute, where he matriculated. He then enrolled at the University College of Fort Hare for the Bachelor of Arts Degree
where he was elected onto the Students’ Representative Council. He was suspended from college for joining in a
protest boycott, along with Oliver Tambo.
He and his cousin Justice ran away to Johannesburg to avoid arranged marriages and for a short period he worked as
a mine policeman. Mr Mandela was introduced to Walter Sisulu in 1941 and it was Sisulu who arranged for him to do
his articles at Lazar Sidelsky’s law firm. Completing his BA through the University of South Africa (Unisa) in 1942, he
commenced study for his LLB shortly afterwards (though he left the University of the Witwatersrand without graduating
in 1948). He entered politics in earnest while studying, and joined the African National Congress in 1943.
Despite his increasing political awareness and activities, Mr Mandela also had time for other things. “It was in the
lounge of the Sisulu’s home that I met Evelyn Mase … She was a quiet, pretty girl from the countryside who did not
seem over-awed by the comings and goings … Within a few months I had asked her to marry me, and she accepted.”
They married in a civil ceremony at the Native Commissioner’s Court in Johannesburg, “for we could not afford a
traditional wedding or feast”. Mase and Mr Mandela went on to have four children: Thembikile (1946), Makaziwe
(1947), who died at nine months, Makgatho (1951) and Makaziwe (1954). The couple was divorced in 1958.
At the height of the Second World War, in 1944, a small group of young Africans who were members of the African
National Congress, banded together under the leadership of Anton Lembede. Among them were William Nkomo,
Sisulu, Oliver R Tambo, Ashby P Mda and Nelson Mandela. Starting out with 60 members, all of whom were residing
around the Witwatersrand, these young people set themselves the formidable task of transforming the ANC into a more
radical mass movement.
Their chief contention was that the political tactics of the “old guard” leadership of the ANC, reared in the tradition of
constitutionalism and polite petitioning of the government of the day, were proving inadequate to the tasks of national
emancipation. In opposition to the old guard, Lembede and his colleagues espoused a radical African nationalism
grounded in the principle of national self-determination. In September 1944 they came together to found the African
National Congress Youth League (ANCYL).
Mandela soon impressed his peers by his disciplined work and consistent effort and was elected as the league’s
National Secretary in 1948. By painstaking work, campaigning at the grass-roots and through its
mouthpiece Inyaniso (“Truth”) the ANCYL was able to canvass support for its policies amongst the ANC membership.

All these leaders possessed all or some of the following attributes:
1. Respect
People who demonstrate Respect show unconditional high regard for others, acknowledging their
value as human beings, regardless of their behavior. The respect comes through in all situations,
even during times of conflict or criticism.
Demonstrating respect for others requires developing and refining the following core
qualities:
Empathy
Treating everyone in the organization with empathy helps leaders earn trust. Leaders who are
empathetic create strong bonds and are seen as less political. A person who demonstrates the
core quality of empathy:
§ Can unde rstand others’ points of view, including the views of those who are different
§ Shows genuine concern for others
§ Listens with understanding
§ Is respectful even when he or she has nothing to gain from the relationship
Lack of Blame
People who don't blame others are not defensive. They are able to reflect honestly on their own
behavior and are willing to admit mistakes. When things go wrong, they don't spend time
assigning blame; they spend time fixing the problem. A person who demonstrates the core quality
of lack of blame:
§ Admits fault when appropriate

§ Does not look for a scapegoat in a crisis
§ Spends time fixing problems, not assigning them
Humility
Humility is a lack of pomposity and arrogance. It is the recognition that all people are fallible, that
we are all combinations of strengths and weaknesses. People who demonstrate humility, as
someone has said, "don't think less of themselves; they just think more of others." Arrogance
derails more leaders than any other factor. A person with the core quality of humility:
§ Listens to others with an open mind

§ Doesn't brag or name drop
§ Clearly sees and admits their own limitations and failings
§ Is not afraid to be vulnerable

Emotional Mastery
People who have developed emotional mastery recognize that, as Epictetus said 2000 years ago,
"It's not the facts and events that upset man, but the view he takes of them." For those in
positions of formal power, the most important aspect of emotional mastery may be controlling
anger. Outbursts of anger have no spot in the workplace, and can quickly destroy a sense of
organizational equity and partnership. A person with the core quality of emotional mastery:
§ Says what he or she thinks, but never berates others

§ Stays calm even in crisis situations
§ Doesn't let anxiety interfere with public speaking or with other things that need to be done
§ Reflects before reacting and is able to consciously choose an appropriate response
2. Responsibility
Responsibility is the acceptance of full responsibility for personal success and for the success of
the project, team and organization. Becoming responsible requires developing and refining the
following core qualities:
Accountability
People who are truly accountable expand their view of organizational responsibility. At all levels,
accountable people do what they can to get done what needs to get done, no matter where in the
organization they have to go. They NEVE R say, "It's not my job." They also hold themselves
accountable for making relationships work - they don't say, "Well, I'll go halfway if they will." They
take 100% responsibility for making any relationship work. A person with the core quality
of accountability:
§ Takes the initiative to get things done

§ Is not afraid to hold himself accountable
§ Is willing to cross departmental boundaries to help with a meaningful project
§ Takes personal responsibility for organizational success
Self-Confidence
People who are self-confident feel that they are the equal of others, even when those others are
in positions of much greater formal power. People who are self-confident also recognize the value
of building the self-confidence of others and won't be threatened by doing so. Self-confidence in
everyone builds a sense of partnership and helps the organization get maximum effort and ideas
from everyone. A person with the core quality of self-confidence:

§ Has a self assured bearing

§ Is flexible and willing to change
§ Easily gives others credit
§ Isn't afraid to tell the truth
Courage
People with courage are assertive and willing to take risks. They ask forgiveness rather than
permission, and are willing to try even though they might fail. They are willing to risk conflict to
have their ideas heard, balancing that with the respect that makes constructive conflict possible.
A person with the core quality of courage:
§ Champions new or unpopular ideas

§ Talks to others, not about others, when there is a problem
§ Accepts feedback and really hears what others say
§ Takes the ball and runs with it, even when there are obstacles
Focus on the whole
People who focus on the whole , think in terms of the good for the entire organization, not in
terms of what's good for them, their team or their department. They can see interdependencies
and can see beyond what is immediately observable. They have an understanding of and
enthusiasm for the business and an understanding of their industry. For example, if working on a
project, they consider the implications of the whole project and commit to an outcome that works
for the customer rather than focusing on just their piece of the project. A person who
demonstrates the core quality of focusing on the whol e:
§ Realizes that they represent their company to customers

§ Sees how the work in their area affects the entire project and the entire organization
§ Gathers information from all stakeholders when making decisions
§ Shares information throughout the company and understands the value of a knowledgeable
workforce

Self Reflection Activity:
Analysing your leadership skills
Very
Not Some
Statement Rarely Often Often
at all times
1 When assigning tasks, I consider people's 1 2 3 4 5

skills and interests
2 I doubt myself and my ability to succeed 5 4 3 2 1
3 I expect nothing less than top-notch results 1 2 3 4 5

from people
4 I expect higher quality work from my people 5 4 3 2 1

than I sometimes deliver myself
5 When someone is upset, I try to understand 1 2 3 4 5

how he or she is feeling
6 When circumstances change, I can struggle to 5 4 3 2 1

know what to do.
7 I think that personal feelings shouldn't be 5 4 3 2 1

allowed to get in the way of performance and
productivity.
8 I am highly motivated because I know I have 1 2 3 4 5

what it takes to be successful.
9 Time spent worrying about team morale is 5 4 3 2 1

time that's wasted.
10 I get upset and worried quite often in the 5 4 3 2 1

workplace
11 My actions show people what I want from 1 2 3 4 5

them.
12 When working with a team, I encourage 1 2 3 4 5

everyone to work toward the same goal.
13 I make exceptions to my rules and 5 4 3 2 1

expectations - it's easier than being the
enforcer all of the time!

14 I enjoy planning for the future. 1 2 3 4 5
15 I feel threatened when someone criticizes me. 5 4 3 2 1
16 I take time to learn what people need from me 1 2 3 4 5

so they can be successful.
17 I'm optimistic about life, and I can see beyond 1 2 3 4 5

temporary setbacks and problems.
18 I think that teams perform bes t when 5 4 3 2 1

individuals keep doing the same tasks and
perfecting them, instead of learning new skills
and challenging themselves.
Ø Score Interpretation
Now add up the scores you've circled.
My score overall is: Out of 90
Score Comment
18-34 You need to work hard on your leadership skills. The good news is that if you use
more of these skills at work, at home, and i n the communi ty, you'll be a real asset to
the people around you. You can do it - and now is a great time to start!
35-52 You're doing OK as a leader, but you have the potential to do much better . While
you've built the foundation of effective leadership, this is your opportunity to improve
your skills, and become the best you can be. Examine the areas where you lost
points, and determine what you can do to develop skills in these areas
53-90 Excellent! You're well on your way to becoming a good leader. However, you can
never be too good at leadership or too experienced - so look at the areas where you
didn't score maximum points, and figure out what you can do to improve your
performance.
There are many leadership skills and competencies that, when combined and applied, go toward
making you an effective leader. You have the ability to develop each of these skills within
yourself. Read on for specific ideas on how you can improve your leadership skills!

Personal characteristics
Successful leaders tend to have certain traits. Two keys areas of personal growth and
development are fundamental to leadership success: self-confidence, and a positive attitude.
Self-confident people are usually inspiring, and people like to be around individuals who believe
in themselves and what they're doing. Likewise, if you're a positive and optimistic person who
tries to make the best of any situation, you'll find it much easier to motivate people to do their
best.
Self- confidence (Statement 2,8)

For statements in this category, fill in your scored answers in the table below, and then calculate
your total.
Score
Statement 2
Statement 8
Total Out of 10
Self-confidence is built by mastering significant skills and situations, and by knowing that you can
add real value by the work you do. One of the be st ways to improve your confidence is to become
aware of all of the things you've already achieved.
Positive Attitude and Outlook (Statements 10, 17)
your total.
Score
Statement 10
Statement 17
Total Out of 10
A positive mindset is also associated with strong leadership. However, being positive is much
more than presenting a happy face to the world: you need to develop a strong sense of balance,
and recognize that setbacks and problems happen - its how you deal with those problems that
make the difference.

Positive people approach situations realistically, prepared to make the changes necessary to
overcome a problem. Negative people, on the other hand, often give in to the stress and pressure
of the situation. This can lead to fear, worry, distress, anger and failure.
Stress Management Techniques, including getting enough Rest, Relaxation and Sleep as well
as physical exercise, are great ways of getting rid of negative thoughts and feelings.
Understanding your thinking patterns and learning to identify and eliminate negative thinking are
key. You can learn how to do this with Rational Positive Thinking.
Emotional Intelligence (Statements 5, 15)
your total.
Score
Statement 5
Statement 15
Total Out of 10
The concept of emotional intelligence used to be referred to as "soft skills," "character", or even
"communication skills". The more recent idea of Emotional Intelligence (EQ) offers a more
precise understanding of a specific kind of human talent. EQ is the ability to recognize feelings -
you’re own and those of others - and manage those emotions to create strong relationships.
Learning to develop Empathy is essential for emotional intelligence, as is communicating

effectively, and practicing Empathic Listening .These all help you really understand the other
person's perspective.
Transformational Leadership
Transformational leadership is a leadership style where leaders create an inspiring vision of the
future, motivate their followers to achieve it, manage implementation successfully, and develop
the members of their teams to be even more effe ctive in the future. We explore these dimensions
below.

Providing a Compelling Vision of the Future (Statements 6, 14)

your total.
Score
Statement 6
Statement 14
Total Out of 10
This is your ability to create a Vision of the Future and to present this vision in a way that's
compelling and inspiring to the people you lead.
The first part of being able to do this is having a thorough knowledge of the area you're operating
in.
From there, good use of strategic analysis techniques can help you gain the key insights you
need into the environment you're operating in, and into the needs of your clients.
Good use of Prioritization Skills and Decision-Making Techniques will help you identify your
best strategic options, and validate your chosen way forward.
Finally, to sell your vision, you need the ability to create a compelling and interesting story.
Another great way of inspiring people is to use vivid stories to explain your vision.
Motivating People to Deliver the Vision (Statements 9, 12)
your total.
Score
Statement 9
Statement 12
Total Out of 10

This is closely related to creating and selling a vision. You must be able to convince others to
accept the objectives you've set. Emphasize teamwork, and recognize that when people work
together, they can achieve great things. To provide effective leadership by linking performance
and team goals, use Management by Objectives (MBO) and Key Performance Indicators
(KPIs).
Managing Performance Effectively (Statements 3, 13)
your total.
Score
Statement 3
Statement 13
Total Out of 10
Effective leaders manage performance by setting their expectations clearly and concisely. When
everyone knows what's expected, it's much easier to get high performance. There's little
uncertainty, therefore you can deal with performance issues quickly.
As you create rules, help the team understand Why the Rules Are There. Involve them in the
rule-making process, and make sure your expectations align with the resources and support
available. Apply rules fairly and consistently.
Providing Support and Stimulation (Statements 1, 7, 16, 18)
your total.
Score
Statement 1
Statement 7
Statement 16
Statement 18
Total Out of 10

The last two dimensions of transformational leadership require you to commit to developing your
people. To be highly motivated at work, people usually need more than a list of tasks to be
completed each day. They need challenges and interesting work. They need to develop their
skills, and feel supported in their efforts to do a good job.
Think about your approach to Task Allocation, and look for opportunities to match people with
jobs and responsibilities that will help them grow and develop. Use Heron's Six Categories of
Intervention to help you decide when and how to help team members for maximum effectiveness.
Perform Training Needs Assessments on a regular basis to determine what your team needs to
be successful. Remember that emotional support is also important. The Blake-Mouton
Managerial Grid is a great tool for thinking about the right balance between concern for people,
and productivity.
Key Points
To be successful in your career, regardless of your title or position, focus on developing your
leadership skills.
Effective leaders can add value simply by being present on teams. They are inspirational and
motivating. They know the right things to say to people to help them understand what's needed,
and they can convince people to support a cause.
When you have talented and effe ctive leaders in your organization, you're well on your way to
success. Develop these leadership skills in yourself and in your team members - and you'll see
the performance and productivity of your entire team improve.
Any one of us can be a highly effective leader, as long as we put in the time and effort needed to
learn core leadership skills. It takes a little effort to learn these skills, however the rewards that
come with successful leadership are huge - rewards of respect, self-confidence and happiness,
as well as those of money and status.

Assessment
INVESTIGATE
Get your learning material documents and study them, make notes of items that you do not fully
understand, and discuss in groups or in class. Now reflect back on the activities you have done –
make a note of what you have come to understand about yourself and others during these
activities.
CLASS DISCUSSION
The learners should divide into groups and discuss the notes they made. The practitioner will
assist the various groups if there are items on which agreement cannot be reached.
RECORD
To help reinforce your learning so far take 45 minutes to complete this Self assessment. After
completing the task the Practitioner will discuss the suggested outcomes with you. The learner
must file their answers in their portfolio of evidence.
Learning Self Check – Learning Activity 1

Having completed this learning activity and signed off
this learning self check, you are now able to: YES NO
1. Understand what leadership is
2. Understand the roles of effective leaders
3.Identify effective leaders and their attributes
4.Understand your own ability as a leader
Learner’s signature:____________________________________
Practitioner’s signature:_________________________________
Date:_______________________________________________
SPECIFIC
OUTCOME
2. SPECIFIC OUTCOME: DIFFERENTIATE BETWEEN LEADERSHIP

AND MANAGEMENT
The purpose of this Specific Outcome is to differentiate between leadership

and management

2. Differentiate between leadershi p and management

2.1 Difference Between Leadership and Management
Definitions:
Management: Allocation and control of resources in an effective manner and coordination of

activities and resources (people, equipment, facilities, etc.) to reach goals.
Leadership: The process or ability to motivate and mobilize others to unite and to work toward
achieving a common goal.
2.1.1 Leadership versus Manageme nt

Over the years the terms management and leadership have been so closely related that
individuals in general think of them as synonymous. However, this is not the case even
considering that good managers have leadership skills and vice-versa. With this concept in mind,
leadership can be viewed as:
§ centralized or decentralized
§ broad or focused
§ decision-oriented or morale-centred
§ intrinsic or derived from some authority
Any of the bipolar labels traditionally ascribed to management s tyle could also apply to leadership
style. Hersey and Blanchard use this approach: they claim that management merely consists of
leadership applied to business situations; or in other words management forms a subset of the
broader leadership process. They say: "Leadership occurs any time one attempts to influence the
behavior of an individual or group, regardless of the reason. Management is a kind of leadership
in which the achievement of organizational goals is paramount."
However, a clear distinction between manage ment 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 skills, and an effective leader
should demonstrate management skills. One clear distinction could provide the following
definition:
§ Management involves power by position.

§ Leadership involves power by influence.

Abraham Zaleznik (1977), for example, delineated differences between leadership and
management. He saw leaders as inspiring visionaries concerned about substance while
managers he views as planners who have concerns with process. Warren Bennis (1989) further
explicated a dichotomy between managers and leaders. He drew twelve distinctions between the
two groups:
§ Managers administer; leaders inn ovate.

§ Managers ask how and when; leaders ask what and why.
§ Managers focus on systems; leaders focus on people.
§ Managers do things right; leaders do the right things.
§ Managers maintain; leaders develop.
§ Managers rely on control; leaders inspire trust.
§ Managers have short-term perspective; leaders have l ong-term perspective.
§ Managers accept the status-quo; leaders challenge the status-quo.
§ Managers have an eye on the bottom line; leaders have an eye on the horizon.
§ Managers imitate; leaders originate.
§ Managers emulate the classic good soldier; leaders are their own person.
§ Managers copy; leaders show originality.
Paul Birch (1999) also sees a distinction between leadership and management. He obse rved
that, as a broad general ization, 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 that they achieve.
Effective leaders create and sus tain competitive advantage through the attainment of cost
leadership, revenue leadership, time leadership, and market value leadership. Managers typically
follow and realize a leader's vision. The difference lies in the leader realising that the
achievement of the task comes about through the goodwill and support of others (influence),
while the manager 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 has the role of organizing
resources to get something done. Peo ple form one of these resources, and many of the worst
managers treat people as just another interchangeable 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. Often, people see the task as subordinate to the vision. For instance, an organization 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 differentiates their company from the competition.

Leadership does not only manifest itself as purely a business phenomenon. Many people can
think of an inspiring leader they have encountered who has nothing whatever to do with business:
a politician, 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. Again, we can think of
examples of people that we have met who fill the management niche in non-business
organisations. Non-business organizations should find it easier to articulate a non-money-driven
inspiring vision that will support true leadership. However, often this does not occur.
Patricia Pitcher (1994) has challenged the bifurcation into leaders and managers. She used a
factor analysis (in marketing) technique on data collected over 8 years, and concluded that three
types of leaders exist, each with very different psychological profiles: Artists (imaginative,
inspiring, visionary, entrepreneurial, intuitive, daring, and emotional), Craftsmen (well-balanced,
steady, reasonable, sensible, predictable, and trustworthy), Technocrats (cerebral, 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 position, we should find a "craftsman leader" and if we have an
ugly job that needs to get done l ike downsizing, we should find a "technocratic leader". Pitcher
also observed that a balanced leader exhibiting all three sets of traits occurs extremely rarely:
she found none in her study.
Bruce Lynn postulates a differentiation between 'Leadership' and ‘Management’ based on

perspectives to risk. Specifically, "A Leader optimises upside opportuni ty; a Manager minimises
downside risk." He argues that successful executives need to apply both disciplines in a balance
appropriate to the enterprise and its context. Leadership without Management yields steps
forward, but as many if not more steps backwards. Management without Leadership avoids any
step backwards, but doesn’t move forward.
2.1.2 Leadership by a group

In contrast to individual leadership, some organizations have adopted group leadership. In this
situation, more than one person provides direction to the group as a whole. Some organizations
have taken this approach in hopes of increasing creativity, reducing costs, or downsizing. Others
may see the 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 draining the resources
of the group as a whole, or by impeding the creativity within 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 lead 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 handle any given phase of the project become(s) the temporary
leader(s). According to Ogbonnia (2007), "effective leadership is the ability to successfully
integrate and maximize available resources within the internal and external environment for the
attainment of organizational or societal goals". Ogbonnia defines an effective leader "as an
individual with the capacity to consistently succeed in a given condition and be recognized as
meeting the expectations of an organization or society." Additionally, as each team member has
the opportunity to experience the elevated level of empowerment, it energizes staff and feeds the
cycle of success.
Leaders who demonstrate persistence, tenacity, determination and synergistic communication

skills will bring out the same qualities in their groups. Good leaders use their own inner mentors
to energize their team and organizations and lead a team to achieve success.
2.2 Leadership is a facet of Management

Leadership is just one of the many assets a successful manger must possess. Care must be
taken in distinguishing between the two concepts. The main aim of a mange r is to maximise the
output of the organisation through administrative implementation, to achieve this, managers must
undertake the following functions
Ø Organisation
Ø Planning
Ø Staffing
Ø Directing
Ø Controlling
Leadership is just one important component of the directing function. A manager cannot just be a
leader; he also needs formal authority to be effective. For any quality initiative to take hold, senior
management must be involved and act as a role model. This involvement cannot be del egated. In
some circumstances, leadership is not required. For example, self motivation groups may not
require a single leader and may find leaders dominating. The fact that a leader is not always
required proves that leadership is just an asset and is not essential.

2.2.1 Difference in perspectives
Managers think incrementally, whilst leaders think radically. “Managers do things right, while
leaders do the right thing”
This means that managers do things by the book and follow company policy, while leaders follow
their own intuition, which may in turn be of more benefit to the company. A leader is more
emotional than a manager, “Men are governed by their emotions rather than their intelligence”.
This quotation illustrates why teams choose to follow leaders.
“Leaders stand out by being different. They question assumptions and are suspicious of tradition.
They seek out the truth and make decisions based on fact, not prejudice. They have preference
for innovation.
Management vs. Leadership

A Function A Relationship
• Planning • Selecting talent
• Budgeting • Motivating
• Evaluating • Coaching
• Facilitating • Building Trust
Activity:
In your own words explain the difference in Management and Leadership.

Practical Group Activity:
Identify which one of the following terms should be listed under either Management or
Leadership: This is a group activity – You will be asked by the facilitator to make use of
your flipcharts allocated to you to do this activity.
reporting decision-making implementing tactics

monitoring mentoring resolving conflict
budgeting negotiating giving constructive feedback
measuring keeping promises accepting criticism and
applying rules and policies working alongside team suggestions
disciplining people members allowing the team to make
being honest with people sharing a vision with team mistakes
developing strategy members taking responsibility for others'
consulting with team motivating others mistakes
giving responsibility to others giving praise formal team briefing
determining direction thanking people responding to emails
explaining decisions being determined planning schedules
assessing performance communicating instructions delegating
defining aims and objectives making painful decisions reacting to requests
doing the right thing appraising people reviewing performance
taking people with you recruiting time management
developing successors counselling nurturing and growing people
inspiring others coaching team-building
running meetings problem-solving taking responsibility
interviewing selling and persuading identifying the need for action
organising resources doing things right having courage
using systems acting with integrity
getting people to do things listening

Research and Reading Activity:
At work/home: Go and read up about the differences in Management and Leadership as well as
the different styles of Leadership – Identify which style you are currently using – and try and look
at the advantages and disadvantages of that style – Think of the portrait of a good and effective
leader – and adapt an effective style of your own.
Conclusion
In a nutshell, the difference between leadership and management i s:
· Leadership is setting a new direction or vision for a group that they follow, i.e.: a leader is
the spearhead for that new direction
· Management controls or directs people/resources in a group according to principles or

values that have already been established.

Assessment
INVESTIGATE
Go through the learning material and make notes of items that you do not fully understand, and
discuss in groups or in class.
CLASS DISCUSSION
The learners should divide into groups and discuss the differences in Management and
Leadership. The practitioner will assist the various groups if there are items on which agreement
cannot be reached.
RECORD

1. What is the difference between leadership and management
Date:________________________________________________
SPECIFIC
OUTCOME
3. SPECIFIC OUTCOME: ANALYSE LEADERSHIP THEORIES
The purpose of this Specific Outcome is to enable the learner to analyse

leadership theories

3. Analyse leadership theories

3.1 Leadership theories and techniques
Over time, a number of theories of leadership have been pro posed. Here are some of the main
ideas.
Ø Great man theory
Ø Trait theory
Ø Behavioural theories
§ Role theory
§ The managerial grid
Ø Participative leadership
§ Lewins leadership styles
§ Liker’s leadership styles
Ø Situational leadership
§ Hersey and Blanchard’s situational leadership

§ Vroom and Yet tons Normative model
§ Houses path goal theory of leadership
Ø Contingency theories
§ Fielders least preferred co- worker (LPC) theory
§ Cognitive resource theory
§ Strategic contingencies theory
Ø Transactional leadership
§ Leader member exchange (LXM) theory
Ø Transformatio nal leadership
§ Bass transformational leadership theory
§ Burns transformational theory
§ Kouzes and Posners leadership participation inventory

Transfor
mational
Theory
Attribution
Theory
Transactional
Theory
Situational
Leadership
Behaviour
Power and Influence
Trait Theory
Great Man Theory

3.1.1 Contingency theories
Leadership styles cannot be fully explained by behavioural models. The situation in which the
group is operating also determines the style of leadership which is adopted
Several models exists which attempt to understand the relationship between style and situation,
four of which are described here:
Ø Fiedlers contingency model
Ø Hersey Blanchard situational theory
Ø Path goal theory
Ø Vroom Yetton leadership model
The models described have limited validity, but are still widely used.
3.1.2 Fiedler’s contingency model
Situational favourableness
According to Fiedler, there is no ideal leader. Both low-LPC (task-oriented) and high-LPC
(relationship-oriented) leaders can be effective if their leadership orientation fits the situation. The
contingency theory allows for predicting the characteristics of the appropriate situations for
effectiveness. Three situational components determine the favourableness or situational control:
1. Leader-Member Relations, referring to th e degree of mutual trust, respect and confidence

between the leader and the subordinates.
2. Task Structure, referring to the extent to which group tasks are clear and st ructured.
3. Leader Position Power, referring to the power inherent in the leader's position itself.
High levels of these three factors give the most favourable situation, low levels, and the least
favourable. Relationship- motivated leaders are most effective in moderately favourable
situations, Task motivated leaders are most effective at either end of the scale.
Fiedler suggests that it may be easier for leaders to change their situation to achieve
effectiveness, rather than change their leadership style.

The leadership style of the leader, thus, fixed and measured by what he calls the least preferred
co-worker (LPC) scale, an instrument for measuring an individual’s leadership orientation. The
LPC scale asks a leader to think of all the people with whom they have ever worked and then
describe the person with whom they have worked least well, using a series of bipolar scales of 1
to 8, such as the following:
Unfriendly 1 2 3 4 5 6 7 8 Friendly
Uncooperative 1 2 3 4 5 6 7 8 Cooperative
Hostile 1 2 3 4 5 6 7 8 Supportive
.... 1 2 3 4 5 6 7 8 ....
Guarded 1 2 3 4 5 6 7 8 Open
The responses to these scales (usually 18-25 in total) are summed and averaged: a high LPC
score suggests that the leader has a human relations orientation, while a low LPC score
indicates a task orientation. Fiedler assumes that everybody's least preferred co-worker in fact
is on average about equally unpleasant. But people who are indeed relationship motivated, tend
to describe their least preferred co-workers in a more positive manner, e.g., more pleasant and
more efficient. Therefore, they receive higher LPC scores. People who are task motivated, on the
other hand, tend to rate their least preferred co-workers in a more negative manner. Therefore,
they receive lower LPC scores. So, the Le ast Preferred Co-worker (LPC) scale is actually not
about the least preferred worker at all, instead, it is about the person who takes the test; it is
about that person's motivation type. This is so, because, individuals who rate their least preferred
co-worker in relatively favourable light on these scales derive satisfaction out of interpersonal
relationship, and those who rate the co-worker in a relatively unfavourable light get satisfaction
out of successful task performance. This method reveals an individual's emotional reaction to
people with whom he or she cannot work. Critics point out that this is not always an accurate
measurement of leadership effectiveness.
3.1.3 Hersey- Blanchard situational theory
This theory suggests that leadership style should be matched to the maturity of the subordinates.
Maturity is assessed in relation to a specific task and has two parts.
Ø Psychological maturity- Their self-confidence and ability and readiness to accept responsibility
Ø Job maturity- Their relevant skills and technical knowledge

As the subordinate maturity increases, leadership should be more relationship- motivated than
task-motivated. For four degrees of subordinate maturity, from highly mature to highly immature,
leadership can consist of:
Ø Delegating to subordinates
Ø Participating with subordinates
Ø Selling ideas to subordinates
Ø Telling subordinates what to do
3.1.4 Path-goal theory
Evans and House suggest that the performance, satisfaction and motivation of a group can be
affected by the leader in a number of ways:
Ø Offering rewards for the achievement of performance goals
Ø Clarifying paths towards these goals
Ø Removing performance obstacles
A person may do the se by adopting a certain leadership style, according to the situation:
Ø Directive leadership- specific advice is given to the group and ground rules are established
Ø Supportive leadership- good relations exist with the group and sensitivity to subordinates
needs is shown
Ø Participative leadership- decision making is based on group consultation and information is

shared with the group
Ø Achievement-orientated l eadership- challenging goals and set high performance is encouraged

while showing confidence in the groups ability
Supportive behaviour increases group satisfaction, particularly in stressful situations, while

directive behaviour is suited to ambiguous situations. It is also suggested that leaders who have
influence upon their superiors can increase group satisfaction and performance

Leader Behaviours
1. Directive
2. Supportive
3. Achievement –Orientated Leader Effectiveness
4. Participative To produce In Influencing Team Members
Are matched against
Situational Factors
Team Member Characteristics
1. Ability
2. Perceived control of destiny
Nature of the Task Itself
1. Routine
3.1.5 Vroom-Yetton leadership model
This model suggests the selection a leadership style for making a decision. There are five
decision making styles:
Ø Autocratic 1- problem is solved using information already available
Ø Autocratic 2-additional information is obtained from group before leader makes decision
Ø Consultative 1- leader discusses problem with subordinates individually, before making a

decision
Ø Consultative 2-problem is discussed with the group before deciding
Ø Group 2- group decides upon problem, with leader simply acting as chair.
The style is chosen by the consideration of seven questions, which form a decision tree.
I also would like to mention two more leadership styles namely, Transactional and
Transformational Leadership.

3.1.6 Transformational leadership
Starts with the development of a vision, a view of the future that will excite and conve rt potential
followers. This vision may be dev eloped by the leader, by the senior team or may emerge from a
broad series of discussions. The important factor is the leader buys into it, hook, line and sinker.
3.1.7 The transactional leader
Works through creating clear structures whereby it is clear what is required of their subordinates,
and the rewards that they get for following orders. Punishments are not always mentioned, but
they also well understood and formal systems of discipline are usually in place.
The early stage of Transactional leadership is in negotiating the contract whereby the subordinate
is given a salary and other benefits, and the company (and by implication the subordinates
manager) gets authority over the subordinate. When the Transactional leader allocates work to
subordinate, they are considered to be fully responsible for it, whether or not they have the
resources or capability to carry it out. When things go wrong, then the subordinate is considered
to be personally at fault, and is punished for their failure (just as they are rewarded for
succeeding). The transactional leader often uses management by exception, working on the
principle that if something is operating to define (and hence expected) performance then it does
not need attention. Exceptions to expectation require praise and reward for exceeding
expectation, whilst some kind of corrective action applied for performance below expectation.
Whereas Transformational leadership has more of a selling style, Transactional leadership, once
the contract is in place, takes a telling style.
Three types of leaders:
· Charismatic leaders- brave, risk takers.
· Transactional leaders- more common than other leaders.
· Transformational leaders- conform to network and co-workers in the best fashion in order
to benefit the organization while still sharing ideas.

Assessment
INVESTIGATE
Investigate the different leadership theories make notes of items that you do not fully understand,
and discuss in groups or in class.
CLASS DISCUSSION
The learners should divide into groups and discuss the different theories in leadership. The
practitioner will assist the various groups if there are items on which agreement cannot be
reached.
RECORD

1. Explain the different theories of leadership
Date:________________________________________________
SPECIFIC
OUTCOME
4. SPECIFIC OUTCOME: APPLY THE DIFFERENT ROLES AND

QUALITIES OF LEADERSHIP IN A WORK CONTEXT
The purpose of this Specific Outcome is to enable the Learner to apply

different roles and qualities of leadership in a work context.

4. Apply the different roles and qualities of leadership in a work

context
4.1 Roles and Qualities of Leaderships in a work context
10 Qualities of a Leader—and How to Acquire Them
Managers don't become leaders overnight. Even “born” leaders don’t start out possessing all
these skills. To be a strong leader, you need to:
Have vision. Leaders have a clear sense of where they want to go and how they intend to get
there. They see the big picture, then create a strategic plan for achieving their goals.
Learn how to develop your vision : Befriend top business leaders in your organisation or
community, read new and c lassic business books and great leaders’ biographies, and formul ate a
mission statement for your company.
Make decisions. Leaders aren’t afraid to make difficult or unpopular decisions because they
have confidence in themselves and in their abilities. They know that indecision wastes resources
and opportunities.
Learn to hone your decision-making skills : Practice making decisions in areas where failure
isn’t critical to increase your confidence. If a decision turns out to be wrong, learn from it and
move on.
Take risks. Leaders have the courage to act in situations where results aren’t assured. They're
willing to risk failure.
Learn how to take risks: Analyze the situation, listing pros and cons for each option, then
assign each choice a risk factor rating from 1 to 5. Next determine the likelihood that each
outcome will occur. This will help you determine how much risk you want to take.
TIP: Don't expect perfection. No one wins all the time. Leaders grow by making
mistakes.
Motivate others. Leaders can articulate their vision and ideals to others, convincing them of
the value of their ideas. They can inspire people to work toward common goals and to
achieve things they never thought they could do.
Learn how to motivate people: Explore the different needs that motivate people and
recognize that the same rewards don’t motivate everyone. Listen carefully to others to
learn what motivates them.
TIP: Motivate employees by making sure they understand how their work
contributes to a larger goal.
Build teams. Leaders create productive teams that draw the best from people. They effectively
coach teams in collaboration, consensus building, and conflict resolution.
Learn how to improve your teambuilding skills : Avoid preconceived answers to every
question. Concentrate on appre ciating different points of view during discussions rather than just
trying to prove your point. This same willingness to include others is the key to successful
teambuilding.
Possess self-knowledge. Leaders know their own strengths and weaknesses and are able to
view their behavior objectively. They recognize their shortcomings, open themselves to feedback,
and are willing to make changes when necessary.
Learn how to expand your self-knowledge : Study yourself closely and practice self-
assessment techniques to learn how you behave and the effects you have on others. Ask others
for their opinions or criticisms and what you can do to become a better leader. (Dr. Gerald Bell,
business consultant and professor at the University of North Carolina, Chapel Hill, N.C.)
TIP: Keep a journal of critical incidents; look back and learn what you did well and
what you might have done better.
Display integrity. Leaders must be trustworthy before others will follow them. Warren Bennis,
The Leadership Institute, University of Southern California, says qualities that establish trust are
competence, constancy, caring, candor, and congruity, which he defines as authenticity,
reliability, and feeling comfortable with oneself.
Learn how to assess your integrity: Actively seek feedback from others friends, co-workers,
and even employees to determine if your values and sense of responsibility coincide with those of
your peer group.
Pursue lifelong learning. Leaders have a desire to continually learn and grow and are open to
new ideas.
Learn how to expand your knowledge: Maintain a broad focus. Look beyond your colleagues
and your own industry for ideas and inspiration and read books on new management theories
and ideas.
TIP: Wise managers look for support staff or partners who complement their
weaknesses.
Communicate effectively. Leaders can convey their ideas to diverse individuals and adjust their
styles to meet the needs of the people they lead.
Learn how to improve communication skills : Practice communications skills such as active
listening. Read between the lines during conversations, especially when dealing with
subordinates who may be reluctant to say what they think. Restate important points in several
ways or ask listeners to reiterate your point to you to ensure that your meaning is clear.
Help others succeed. Leaders empower others and go out of their way to help them achieve
their full potential, thereby benefiting the organization.
Give a boost to others: Mentor individuals you feel are able to assume leadership roles.
4.2 The Key Roles of Leadership
· Leadership is not an issue of personality but one of providing direction, a sense of

future!
· Leaders have 'attitude' - they have 'a point of view' - they challenge current
expectations. They adapt neve r adopt - every thing is judged according to shared beliefs
(the Vision) . They say no - they control their change agenda!
· Leadership is all about purpose. Purpose creates consensus, commitment and

collegiality. Management is about maintenance. Both are re quired - but Leadership is the
key to developing a shared Vision
· Leaders focus on what is important - makes it explicit what the organisation is to

achieve. They limit and focus innovations - believing in doing a few things well - Quality
not quantity Leaders provide clarity and a sense of shared destiny - and in turn a sense of
security and hope. Clarity reduces overload complexity and in turn develops
empowerment and decision making.
· They spread optimism - they manage the 'heart' - and they say thanks (and often get
little in return). They model the way - set the example - by living their values.
· Leaders communicate! Communicate! and communicate! what is important
· Leaders always expect the best - they believe and expect everyone to continually
improve. They are optimists. They enable others to act by clarifying expectations and by
building trust
· They treat people with empathy - apply the 'Golden Rule' at all times
· By providing clear agreed expectations they provide parado xically a safe environment
to take risks. All learners, to be trusted, need to Know: Why? What? How? and When?
· Leaders ensure that all understand what criteria they have to live up to - how success
is to be judged
· They hold people accou ntable to agreed commitments - even when it would be easier
to ignore. Leaders have to show moral toughness. They must see conflict as an
opportunity to focus on what is important.
· Leaders give recognition to those who show initiative or appropriate behaviour -

they build on the strengths the organisation has. They continually provide feedback and
encourage sharing.
· They must support those who need help the most - and provide whatever help is
required.
· They must be seen as trustworthy - must live up to their own beliefs; practice what they
preach!

Self Reflection Activities: Do You Have What It Takes to Be a Manager /

Leader?
To what extent does the person: Never Seldom Occasionally Always Often
Take risks, even if not certain of the 2 4 6 8 10

outcome
Work towards helping others achieve their 2 4 6 8 10

goals
Have a need to influence others 2 4 6 8 10
Have strong convictions about what is right 2 4 6 8 10

and what is wrong, that others know about
and that they personally follow
Enhance/improve the self-confidence of 2 4 6 8 10

others
Criticize/reprimand people when they do 2 4 6 8 10

the wrong thing
Make themselves available when others 2 4 6 8 10

need them
Have confidence/a strong self-concept that 2 4 6 8 10

other’s see
Show a true caring for the well-being and 2 4 6 8 10

interests of others
Show displeasure if others do not meet 2 4 6 8 10

expectations
When ans wering the questions, think of how often you exhibit behaviors in the workplace that
result in each outcome described. Answer the questions as honestly as possible. Circle the
appropriate number to the right of each question.
The highest score you can get on the quiz is 100. Add up your scores for all questions except
Questions 6 and 10. These two questions are scored differently because they are not desirable
leader behaviors. To score them, subtract their score from the number 12 and add the res ulting
number to your total score. For example, if the answer to Question 6 is 4, subtract 4 from 12 = 8.
Add the number 8 to the other scores. Do the same for Question 10. Total the 10 numbers.

86 to 100
Exceptional - Potential/Ability
70 to 84
Good - Potential/Ability
60 to 68
Fair - Potential/Ability
Less than 60
Need some work
Another simple way to assess your management abilities is to complete the

following exercise over the course of one week.
1. Divide a piece of paper in half. Label one side “positive” and the other side “negative.”
2. On the positive side, write down all the times during the week when you feel in control of
situations.
3. On the negative side, write down the times you did not control situations effectively.
4. If, at the end of a week, you have more negative situations than positive ones, perhaps you
should work on your management and leadership skills.
What Sort of Manager/Leader Are You?
While great leaders share many of the same qualities, they also display diverse personality types.
· The Dictator. Seizes total control of all situations and doesn’t encourage team interaction.
Plusses: Allows for quick decision-making. Ensures that the company follows the direction that
you want.
Minuses: Discourages creativity in others and may damage morale. Limits the inflow of new
ideas.
The Humanistic Autocrat. Assumes a paternalistic, care-taking role but retains tight control of
decisions.
Plusses: Provides a good comfort level for many workers accustomed to this style from parents
and teachers. Allows quick decisions and clear accountability. Often provides a warm,
compassionate atmosphere.

Minuses: Limits workers’ growth and creativity, although it provides more recognition than the
dictatorial style. May reduce decision’s effectiveness due lack of expertise of all parties.
· The Includer. Encourages participation and fosters a more democratic environment.
Plusses: Provides access to a wide variety of ideas in the company. Gives workers a sense of
ownership and empowerment.
Minuses: A desire for consensus often slows the decision-making process. Runs the risk of
bogging down in seemingly endless meetings. May make manager appear weak or indecisive.
· The Spectator. Manages by doing, or seeming to do, nothing. Lets workers set their own
direction.
Plusses: Generally liked by workers. Gives skilled workers the opportunity to be creative and try
new ideas.
Minuses: Could easily lead to chaos. May create a sense of indifference among workers.
Undermines manager’s authority
7 Leadership Strategies
A strong leader is always thinking ahead - anticipating - ready with solutions when problems
arise. S/he has a finger on the pulse of staff and customers alike and uses that information to
grow the department/company.
1: Effective leaders master their time
Effective leaders are relentless about clearing items off their to do list. What's more, it helps them
control their time.
Once a focused leader decides that what is in front of him/her is important, they will focus and
deal with it. If it takes 90 minutes instead of the scheduled 60 minutes, then so be it.
This habit can be frustrating to others , but it makes a major difference in a leader's effectiveness.
Critical conversations and transactions are consistently brought to closure. Result? Fewer
matters remain unresolved and leaders are free to focus their attention elsewhere.
2: Three questions to boost productivity
As the number of knowledge workers continues to grow, it becomes increasingly urgent for
managers and leaders to find ways to measure and boost their productivity.

Ask your knowledge workers 3 questions:
· What tasks do you perform?

· What do you believe you should contribute to the organization?
· What prevents you from getting your work done?
Whether they are programmers, editors, surgeons, analysts or urban planners, knowledge
workers almost always know the answers to these questions. Find ways to take action based on
those answers and productivity will rise.
3: Work/life balance -- a leadership issue
In times of uncertainty, employees often put in long, long hours. That leads to burnout. Workers
suffer and so does their work.
To ensure that employees' personal time remains personal, take these anti-burnout measures:
Limit or do away with Friday meetings. Allow your employees to enter weekends free of work-
related responsibilities.
· Alter travel weekends. Limit employees' nights away from home.

· Even in a tough economy, top performers often find new jobs. Don't lose your most
valuable resource to stress and burnout.
4: Silence is golden
You might be surprised to learn that many leaders' most harmful behavior is adding too much
value. This behavior is triggered the moment an executive comes to the senior leader with an
idea that s/he thinks is really good. "Great idea!" the leader enthusiastically agrees. But
because s/he can't resist, the leader gives "input" about executing the idea.
This may improve the idea by 5 percent, but the incremental increase is drastically offset by
as much as 30 percent. Why? The executive who conceived the idea feels a loss of
ownership. His/her commitment to execute the idea is substantially weakened.
Express enthusiasm for fresh ideas while keeping improvements to yourself. I tell my
coaching clients: The higher up you get on the corporate ladder, the more you need to make
other people winners.
5: Put together a great problem-solving team
To meet the demands of one city's recycling plan, engineers designed a new truck with a
hydraulic arm on the right side to pick up and empty specially designed trash barrels. But
when the real experts - the drivers - saw the expensive new trucks, they immediately pointed
out that they were useless for picking up trash on the left-hand side of the one-way streets!
Blunders like this are not uncommon and share the same root cause. Problem-solving teams
often bring together all kinds of people to create a solution except the solution's ultimate
users.
Eliminate this liability when you put together your next problem-solving team. Besides
including the experts and decision-makers on your team, be sure to include one or more
users.

6: Solve problems with the right question
A good strategy to finding the right answer to a problem is to start with a solution-oriented
question that requires a simple "yes" or "no" answer.
If excessive staffing costs are cutting into profitability, don't ask, "How can we reduce
overtime?" Instead ask, "Do we have a large enough workforce to keep up with the
production that's required?"
To arrive at a simple answer, you must analyze several factors such as per-employee profit
and sales, the overall workload and other objective measures.
If you conclude that yes, you do have a large enough workforce to keep up with the required
production, then you have to keep probing to uncover the reason(s) for your excessive
overtime costs.
But if the simple answer is no, you'll know that your system should begin reassessing your
basic staffing needs. And your next question will be: "If we hire more people, will our staffing
costs go down?"
7: Smart leaders build bench strength
In baseball, managers often talk about their "bench strength" - their ability to call on any of a
number of talented players throughout a game. Without bench strength, your company can't
grow. When you have great players on your team, you have the freedom to make critical
decisions that will ensure your company's growth.
Develop great bench strength by sticking to two simple rules:
· Insist that every supervisor have his/her own replacement trained and ready to
move up.
· Defer salary increases and promotions for anyone who has not done according
to the first strategy.
These 7 strategies will strengthen your abilities as a manager /leader, increase productivity
within your department/company, and show others your true leadership qualities. Start
applying them now and watch performance soar!
Research/ Further Reading Activity: At work / Home – go read

further about Leadership Strategies and develop a strategy you will use in yo ur
section from now on.
Practical Group Activity: Leadership Style Overview
You (or your team) will play the role of leader for a newly-assembled team of high-potential people. They have
been assigned as your staff to complete a twenty-week research project. Each week will involve a different
leadership decision for you to make, challenging you to adopt that particular style which fits the situation best.
Your staff, or team members, is as follows:
• Sally Woods - Sally is the most inexperienced on your team. She's been with the
organization for one year, is 26 years old, and could be categorized as a "trainee." She's very
bright and eager and this was the basis for her selection for the team.
• Ted Davis - He's the heavyweight on the team by virtue of his upward mobility over the last
eight years. He's now 34, and has had an outstanding track record in every previous
assignment. Ted is ambitious and talented, and makes no pretence at hiding these attributes.
• Joan Eaton - Joan is on the team for her consistency in producing quality work in a variety of
assignments. She's 40 years of age, and has ten years of dedicated, steady, on-time
productivity to her credit.
• Jerry Golden - He's the senior staffer on the team. Jerry has 25 years with the organization,
and obviously brings solid credentials to the team. He's not an earth mover, but is known for
his ability to do good work, function under pressure, and blend into new situations.
None of these people have worked together previously, nor have any of them worked with or for you. This is
your first assignment involving supervisory responsibility.
In playing the LEADERSHIP game, you will be challenged to make twenty decisions involving leadership
situations. The decisions are structured over a time span of twenty weeks and will relate directly to leadership
strategy involving the team (or individuals) assigned to you.
For each situation, choose the decision you feel is most appropriate and circle that number.

SCORECARD
Week Answer Points Group Week Answer Points Group
1 11
2 12
3 13
4 14
5 15
6 16
7 17
8 18
9 19
10 20
Subtotal Subtotal

Week 1 – SITUATION
This is your first day on the job with your new project team. A good strategy at this time would be:
1. 2.
Have a meeting with the team to outline your Call a meeting to solicit the team's ideas
objectives, performance standards, and working
guidelines for the project. on how the project should be handled. Plan to
incorporate their thinking in your project plans.
3. 4.
Don't take any action. The team has been briefed Motivate the team. Have a meeting to kick-off the
on the job, and if the staff wasn't highly motivated, project with a flying start. Forget the nuts and
they wouldn't have been selected in the first place. bolts and concentrate on personal benefits, the
Don't get involved until problems arise. challenge, opportunity for growth, teamwork, etc.
Week 1 - EVALUATION
1. 2.
This option is a little too strong-handed. While it's Getting the team's inputs at the beginning will (1)
good to be decisive, and task oriented, you'll be a build good relationships and (2) focus the total
more effective leader if you can build in some team's thinking on the task ahead. It's the best way
participation right from the start. to build commitment and achieve your project
objectives.
(1 point)
(3 points)
3. 4.
Sometimes "no action" is a good decision, but not Hopefully, the team is motivated, and some
in this case. It would be a good idea to establish reinforcement won't hurt. However, you should
your leadership credentials by taking some positive help provide a structure for the project at hand.
action at the outset.
(2 points)

Week 2 - SITUATION
Ted Davis appears to be establishing a dominant role. You've observed him directing other staffers
(particularly Sally Woods), and he seems to be getting quite involved in other people's activities. You
should:
1. 2.
Take Ted aside immediately and let him know that Ask the team members for recommendations on
his behaviour will have immediate and long-term how they should be organized for optimum
effects on the project. productivity.
3. 4.
Avoid reacting prematurely, and continue to Call a staff meeting to generally discuss how
observe the team’s activities. things are going, to see if they're satisfied with
their work. If there's any dissatisfaction, it's
bound to surface at this time.
Week 2 - EVALUATION
1. 2.
It's too early to involve yourself in this situation; a This tactic would not solve the immediate problem
hasty move might jeopardize your leadership (if it is one). Further it might weaken your
function with the team. At this point you don't know leadership role by getting the team too involved in
whether Ted's activity is counter-productive, or if it the decision-recommendation process.
contributes to the team effort.
(1 point)
3. 4.
This is your best option. Defer your move until you An oblique approach (calling a meeting to discuss
fully determine what effect, if any, Ted's activity is general attitudes) may be supportive. It will
having on productivity or team relationships. demonstrate your concern for your staff but will do
little to impact on the situation with Ted.
(2 points)
(3 points)

Week 3 - SITUATION
For the past day or so, the team members have apparently been bogged down with a problem. They've
been huddling with each other, and may fall behind schedule or get off track. Your best move at this point
is:
1. 2.
Quickly step into the situation and either solve the Roll up your sleeves and work closely with the
problem yourself, or provide the team with direction. team. Supervise their efforts, but get them involved
in ultimate solution.
3. 4.
Let the team struggle with its problem until a Be supportive of the situation. Counsel with the
suitable solution evolves. team as necessary, and encourage them, but let
them solve the problem by themselves.
Week 3 – EVALUATION
1. 2.
This option is premature and somewhat autocratic. This is better than the adjacent option (in upper left
Action is required but it need not be direct nor box) but too much involvement by you at this point
should it imply that you are taking over. may either cause the staff to depend on you in the
future, or create resentment.
(2 points)
3. 4.
If you let the team struggle you are leaving too Here is your best prospect. The team needs
much to chance. It's not worth the risk to the support and time to find a solution. You will
project, or the frustrations that may be incurred in reinforce your relationship with the team; your
the process. actions will demonstrate your confidence in them,
and help them mature.
(3 points)
(1 point)

Week 4 - SITUATION
You've just found out that the budget for the team project has been unexpectedly cut 25%. This cut will
not affect the staffing or duration of the project, but it will reduce the scope, detract from the quality of the
results, and limit the challenge. It would be a good idea to:
1. 2.
Advise the team that there is a 25% budget cut, and Commiserate with the team members on what has
give them instructions on how to accommodate the happened to the budget and start working with
change. them immediately to set up a contingency plan.
3. 4.
Postpone action for the time being. There's always Minimize the impact of the budget cut on the project
hope that the budget may be reinstated; even if it and those involved. Let the team members decide
isn't you'll have time to brief your staff and make if any adjustments are necessary, when and how
adjustments before the halfway mark of the project they should be made.
is reached.
Week 4 - EVALUATION
1. 2.
This is a crisis situation where instant leadership is An effective leader wouldn't encourage the team to
required. It's the right time to level with the team feel sorry for themselves so this isn't a good option.
and provide some immediate direction. Your best The contingency plan makes sense, but it's
option. questionable whether the staff should be involved.
They would probably look to you for this leadership.
(2 points)
(3 points)
3. 4.
This action (or no action) is wishful thinking. It can This is not the time to be concerned about your
be harmful too, and will weaken your position with relationship--at the expense of the project. In other
the team when they find out that you stalled. words, it's weak strategy to turn over the reins to
the team.
(1 point)

Week 5 - SITUATION
Ted Davis has confided in you that the team's morale is low because of (1) the budget cut and (2) too
many frustrating problems. You should:
1. 2.
At your earliest convenience, review the project in Meet with each staffer privately to reinforce what
depth; if quality is off, or target dates are behind they're doing well, to review performance
schedule, take action by redefining goals and standards, and to gather suggestions for advancing
standards of performance. the project.
3. 4.
Advise Ted, tactfully, to worry about his own Call a special meeting of the team, let them know
problems; this might also be a good time to indicate that you sense morale is low. Get them involved in
that you're concerned about the leader's role he's discussing why the morale problem exists and try to
assumed. work out a solution that everyone will be happy
with.
Week 5 – EVALUATION
1. 2.
If you opted for this choice, you're too anxious This is your number 1 option. By meeting with each
about the project. While it's important to monitor it, staffer in private you'll be able to strengthen
you shouldn't react to a potential morale problem by relationships, assess the morale problem (if there is
focusing exclusively on the project. one) and at the same time subtly move each staffer
forward on the project.
(3 points)
(2 points)
3. 4.
The main issue is whether there is a morale This selection demonstrates your regard for good
problem or not, and this option doesn't deal with it. team relationships. It could backfire though. If
there isn't a problem, you may be creating one.
Unless there is a well-defined and serious morale
problem, avoid a confrontation like this.
(1 point)

Week 6 – SITUATION
Performance has slipped; the material submitted recently has been substandard (and late in arriving). In
addition, you've observed some bickering and disagreement among the staff members. Now is the time
to:
1. 2.
Exert strong leadership by getting directly involved Use a consultative approach. The best way to
in the team's work problems. For example, you implement this technique would be to consult with
might review the current inputs with the team each staffer and have him or her outline any
members, point out deviations and make changes, or make recommendations for improving
recommendations for improvement. the overall productivity of the team.
3. 4.
Sit tight and let the problems work themselves out. Call a meeting to discuss the problems the team
The team is reasonably mature--having worked members are having. The disagreements are
together for 5 weeks--and should be able to get probably being caused by frustration over the
back on track, and resolve any personal differences budget cut and if you let them ventilate these
without your help. problems, and get their suggestions, morale will
improve.
Week 6 - EVALUATION
1. 2.
There is an immediate need for short-term results If you opted for this one, you're probably trying too
and a reversal of the performance slippage. Direct hard to balance your concerns for task performance
intervention is a good move and therefore this and personal relationships. At this point you should
option is your best one. make a trade-off: forget about getting the team
involved and get the project on track.
(2 points)
(3 points)
3. 4.
The team is maturing--slowly--but this situation is If you selected this option you're approaching the
more than a "problem." it requires immediate problem from the wrong side. Your good intentions
direction and leadership. A deep-seated for improving personal relationships may be
performance drop is likely to worsen, rather than assessed by the team as wishy-washy leadership.
work itself out.
(1 point)

Week 7 - SITUATION
Your rescue efforts have borne fruit. The team is back on track with good performance and satisfactory
morale. A prudent action at this time would be to:
1. 2.
Continue to give your staff strong direction. They Provide the team with some specific feedback on
obviously responded to this type of leadership when good performance, and seek out their ideas for
they were having problems, and you should planning future phases of the project.
continue your role as an active leader and
supervisor.
3. 4.
Do nothing. Performance is satisfactory, and the Reward the team for their turnabout. You might
team members are interfacing well, so don't rock take them out to lunch, or individually let them know
the boat. you recognize and appreciate their renewed efforts.
Week 7 - EVALUATION
1. 2.
This is not your best choice. Now that the team Your best move. This option provides a reward
is functioning effectively, you should relax the (feedback) for desired performance (positive
reins, rather than keep pushing. Look for reinforcement). It also opens the door, allowing the
opportunities to give the team increased
team a chance to again assume responsibility.
responsibilities again.
(3 points)
(1 point)
3. 4.
There's a danger in this option. Without further Your staff might think you're patronizing them, if
positive reinforcement the team is likely to revert to you're not careful. However, you are on the right
the previous low performance level. Why chance track; your reinforcement will be more effective if it's
it? specific and buttressed with increased staff
involvement.
(2 points)

Week 8 - SITUATION
It's become apparent that one of your major benchmarks for the project will not be reached on time unless
your team puts in extensive overtime work this week. The best way to handle this situation is to:
1. 2.
Take positive action by advising the team members Define the problem for the team, stressing the need
to work overtime to catch up. You should plan to to accelerate productivity, and let them decide what
work also, to help out, and to supervise their efforts. must be done. Hopefully they'll rise to the
challenge and volunteer to work overtime. If not,
they may come up with a solution you hadn't
thought of.
3. 4.
Relax and let events take their course. Now that Talk with the team members and tactfully "take their
the team is in high gear again, they'll probably temperature" about overtime; be careful not to
accelerate on their own and eventually catch-up. impair your relations with them. If you meet the
slightest resistance, modify the target dates, make
plans the team will be happy with, or take the
chance of being late.
Week 8 - EVALUATION
1. 2.
A straight-forward approach is desirable. It's the This option may be tempting but in reality it's weak.
right time to be decisive, and even though your You're pursuing a middle road between getting the
involvement is ostensibly to supervise the team's job done and maintaining good relationships. This
efforts, it will demonstrate your desire to take the alternative leaves too much to chance--the odds
lead in getting the task done. are against "volunteering to work overtime.
(3 points) (2 points)
3. 4.
You can't afford to relax if your team should be Not only is this choice destined to fail, but it could
playing "catch-up." There are certain situations make you look like a "patsy" in the eyes of your
where a delay can be tolerated, but this is not one staff. This is not the time to be a "nice guy" or to be
of them. too solicitous about the team's welfare.
(1 point)

Week 9 - SITUATION
You've observed that Joan Eaton's performance has tapered in recent weeks. For example, she's been
error prone, and some of her reports had to be rewritten. This has not affected the overall project or the
team's morale in spite of the fact that other team members have worked harder to compensate. Your best
option is:
1. 2.
Call Joan aside for some special counselling; Since the problem has not reached serious
review her performance, probe the reasons why it proportions, you should act subtly. Get the team
has fallen down. together to generally discuss inequities in
productivity and get their thoughts on how this type
of situation should be handled. An added benefit:
Joan may get the hint and change her behaviour.
3. 4.
Stay cool and don't over-react at this time. Since Approach the team members individually or jointly
neither productivity nor morale has been (without Joan present) and level with them about
compromised, you can afford to be patient. The Joan's performance drop and possible
situation may resolve itself; if it worsens, you can ramifications. Let them decide if it is a problem and
always get involved at the appropriate time. what should be done about the situation.
Week 9 - EVALUATION
1. 2.
You'll gain respect and accomplish your objective This is an oblique strategy that might work, but it
by approaching Joan on a one-to-one basis. This could also turn into a heated and perhaps
situation necessitates immediate action. embarrassing confrontation. Better to deal with
personal (individual) problems in private.
(1 point)
(3 points)
3. 4.
This alternative is weak. You can't hide your head Your choice here is risky. While it's generally
in the sand and hope the problem will go away. It advisable to get your staffers involved and
won't. assuming responsibility, there's danger in sharing
personal problems; this holds true, even if the
problem affects the team, as in this case.
(2 Points)

Week 10 - SITUATION
The project team is performing well and team spirits are good. It's now the halfway mark for the project
and this may be a good time to have a performance review. Your next step is:
1. 2.
Do a detailed, objective performance appraisal of Evaluate each staffer by yourself and then conduct
each staffer and give each one a copy of his or her an appraisal interview with each one. During the
evaluation. Since the project is proceeding nicely interview, stick to performance (rather than
and individual productivity is good, there's no need personality or group morale) but try to get each
to have personal consultation with individuals at this individual involved in the discussion.
time.
3. 4.
Skip the appraisal altogether. This is a valuable Hold a group discussion with the team to determine
tool when there are performance or personal the broad criteria for their appraisals. This will
relations problems, but there is no need to do an provide a better perspective on employee
evaluation at this time. performance and enhance your personal
relationships with the team members.
Week 10 - EVALUATION
1. 2.
This is a highly-structured approach, oriented This is a useful strategy and will enable you to
toward task accomplishment. It's not a good choice reinforce both task and human relationships.
for this situation, however, because it may create However, considering the overall history of the
personal problems with your staff and have a group for the past 9 weeks, the option below is
demotivating effect. Better get them involved in the better.
appraisal process.
(1 point)
(2 points)
3. 4.
There is inherent danger in skipping the appraisal. Many of your recent actions have been task
If administered effectively, the appraisal becomes a oriented. Now that performance and relationships
valuable tool for reinforcing performance and are in balance, it would be a good time to humanize
building good personal relationships. the environment further. This option will help you
build support, and foster warm, open
communication.
(3 points)

Week 11 - SITUATION
Now that you've passed the halfway mark, and everything is moving along satisfactorily, some plans
should be developed for the balance of the project. You should:
1. 2.
Chart a tightly-structured plan and communicate Get team ideas and suggestions and then draft a
your design to the team members. plan that meets your specifications and objectives.
3. 4.
Don't provide for any kind of organized planning. Discuss your objectives with the team members
The best way to complete the project is to let it and let the team design a plan for accomplishing
evolve as you go along; this will permit flexibility in them. Try not to get involved.
deciding who handles which assignment and
enable you to shift gears quickly.
1. 2.
This is not a good strategy at this time. You should A step in the right direction, but the final plan will be
be concerned with relaxing the reins and finding essentially yours. You should be striving for more
ways to delegate responsibility to the team. participation from the team.
(2 points)
3. 4.
"Playing it by ear" is not good strategy for this The team has demonstrated its ability to handle
situation, and will deprive you of the benefits that responsibility. Allowing added participation will
can be gained from other options. reinforce past performance, provide commitment,
build rapport and trust.
(1 Point) (3 points)

Week 12 - SITUATION
The project is moving forward as planned and the staff appears to be happy and functioning harmoniously.
Your relations with the staffers have been good. Now's the time to:
1. 2.
Review objectives with the team to make sure that Have a staff meeting. You can use this conference
they maintain the momentum. to let the team members know you're pleased with
their work; at the same time, discuss plans for the
future and solicit the team's ideas.
3. 4.
Leave things alone and stay on the sidelines. Do what you can to further build and strengthen
personal relationships. Spend time with the staff,
make them feel important, be supportive.
1. 2.
Getting involved at this point--even in a small way-- This option has some built-in dangers. The very
may indicate to your staff that you don't have fact that you are intervening at this point suggests a
complete confidence in their abilities. This is not need to keep control of the reins. It's not necessary
your best move. right now.
(1 point)
3. 4.
A good decision is to leave things alone. Now that Being supportive at a time when relationships are
the team is in high gear, and apparently maturing, good may be counterproductive. For example, the
you can best reinforce their activity by giving them team may sense something is wrong, or you could
continued latitude. create an over-relaxed atmosphere by your
increased socialization.
(2 points)
(3 points)

Week 13 - SITUATION
You've observed that the team's direction is slightly off-course and they may be losing sight of objectives.
Your best option at this time is to:
1. 2.
Find some way to emphasize the importance of Communicate your observation to the team
staying on course. They obviously need some members and encourage them to assess their
direction at this point, and if you delay getting position and make changes, if necessary.
involved, they'll get in real trouble.
3. 4.
Leave the team alone; they've been functioning on Show your confidence in their work by being
their own in recent weeks and apparently can re- supportive and make yourself available for
direct themselves. discussion. They'll know that they can have open
communication with you and can ask for help if they
need it.
1. 2.
No matter how subtle your intervention might be, it The key words here are "slightly" (off-course) and
will give away your concern. Your action is "may" (be losing sight of objectives). If there is a
premature and would reflect a lack of confidence. problem, you should give the staff a chance to
correct it. Your involvement at this point will set
back the team's initiative.
(2 points)
3. 4.
This is your best choice. The team has reached Increased communication, moral support, and
good levels of maturity in recent weeks and should making yourself available, will have little impact on
be left alone until you have a better fix on whether this situation. In fact it can be harmful--if the team
there is a problem or not. is off course--and they interpret your increased
attention as reinforcement of what they're doing.
(1 point)
(3 points)

Week 14 - SITUATION
Due to external conditions, you and the team members have jointly concluded that the direction and focus
of the project must change. In spite of the fact that this move was discussed and agreed upon, the team
has been slow in responding. Here's what you should do:
1. 2.
Write the necessary objectives to accomplish the Get the team's input on how to change direction,
turnabout and then supervise the staff as needed. and then personally follow up to whatever extent is
necessary.
3. 4.
Avoid any direct action or intervention at this time. Don't be directive, but encourage the team to react
The team members have demonstrated their ability to this switch in emphasis.
to handle responsibility and at the proper time will
respond accordingly.
1. 2.
You should be willing to allow the team to shoulder This alternative is a compromise of sorts, but not
responsibility. To take charge now will upset this necessarily your best decision for handling this
"contract" and have a negative impact on your situation. While it's important for you to be
relations with the team. concerned about the project, direct supervision (as
implied) could be harmful in the long run.
(2 points)
3. 4.
The team has demonstrated maturity and Your best option lies in minimum involvement. You
responsibility, but you can't totally ignore their can galvanize the team into action by being in
sluggishness in responding to change. Therefore, directive and supportive; and of course, let the team
avoiding action at this time would not be a good handle implementation on its own.
move.
(3 points)
(1 point)

Week 15 - SITUATION
Ted Davis has been offered another assignment--apparently an outstanding personal opportunity for him.
If he's allowed to accept it, the other members of the team will have to carry his share of the workload for
the remaining five weeks. The best decision is to:
1. 2.
Turn him down since this will be most desirable in Discuss the problem with the other team members
terms of getting the project completed. to get their reactions. When you've assessed their
attitude on the extra work involved, and probability
of finishing the project on time, make your decision
based on the facts.
3. 4.
Let Ted Davis take the position since it would be Call a special meeting of the team to make the
wrong for you to stand in the way of his career decision together. If they decide to let him go,
advancement. they'll be committed to the task; if Ted gets a
turndown, he'll accept the decision gracefully
because it was made by his peers.
1. 2.
From a "project completion" viewpoint, turning The fact that you've consulted with the team on this
down Ted's opportunity--on the surface--may be the problem will gain support for your ultimate decision.
simplest decision. However, there might be You must make the decision, however, based on
ramifications (caused by Ted's and other staffers' both the team's reactions and the effect it will have
reactions) that could impair the project. on the project.
(3 points)
3. 4.
This option may seem like the right step to take. The main problem with this alternative is that it puts
However, it could impact on both the project and the decision into the hands of your team members.
your relations with the staff team; they may react While it's desirable to get the team involved (as
negatively to your decision to let Ted go and could above) you can't abdicate your role as leader.
find themselves frustrated with the extra workload.
(2 points)
(1 point)

Week 16 - SITUATION
The team members (as the result of a unanimous agreement) have requested permission to go on a four-
day work week for the balance of the project. If they get your go-ahead, they would work four nine-hour
days each instead of five seven-hour days. Your decision in this situation is:
1. 2.
Advise the team members that you'll make your Promise to give their proposition serious
decision after studying how much effect the four consideration if they can come up with a suitable
extra hours per week will have on the success of plan for effectively using the extra four hours per
the project. week.
3. 4.
Turn down the request with the explanation that it's Bounce the ball back to the team. Let them make
too near the end of the project to benefit from this, the decision but ask them to re-think the situation
and it will probably be a headache to administer. first: Will the proposed schedule provide variety,
keep them happy, and motivate them to the end of
the assignment.
1. 2.
Your task-oriented option in this box seems logical, This alternative might be a useful one if the
but when you consider that only 16 hours extra circumstances were different. However, developing
productivity are involved it's impractical to even a structure for this activity and getting the team
consider it. Your team may even interpret this involved--in this situation--is an exercise in trivia.
action as a stall, and it could weaken your
leadership.
(1 point)
3. 4.
This is your best option and your team members This decision would certainly give you a "nice guy"
should recognize the practicality. While they may image and keep your staff motivated. But it
feel disappointed with your response, they can find probably will create problems in terms of
consolation in a straight-forward and prompt productivity, hassles over who gets what day off,
decision. administration, and so forth.
(3 points) (2 points)

Week 17 - SITUATION
The project is proceeding as planned, but you sense a mild hostility from the team members. This may
have been brought on by your handling of their request for a four-day work week. Your best move now is
to:
1. 2.
Press harder to get the project completed and don't Pitch in and work with the staff now that the project
worry too much about the team's attitude. They'll is in the "home stretch." Your supportive efforts will
admire your leadership qualities when they realize keep the project momentum going and at the same
you plan to stick with your initial decision. time reinforce relationships with the team members.
Supervise closely and provide as much structure as
required.
3. 4.
Avoid confrontation by not taking any action. Re-open the problem for discussion. Get the team
together and let the team members know that if the
four-day work week is that important to them you're
willing to reconsider your decision.
1. 2.
Your action--increased supervision--might be An effort to join the team and support their efforts at
warranted if the group is clearly not performing. this point might be interpreted as patronizing. They
There is no performance problem and the team has don't need performance support, and your
demonstrated an ability to operate on its own. involvement may cause friction, or be harmful in
other ways.
(2 points)
(1 point)
3. 4.
Your best move is "no action" since this situation is This is a weak approach. While this option may
speculative. You shouldn't react to a "problem" of "win friends," it's more likely to weaken your role
such slight magnitude; there's a good possibility and project the image of indecisive leadership.
that even if it does exist, it will subside by itself.
(3 points)

Week 18 - SITUATION
The team has submitted data and materials for a small phase of the project which you feel are poorly
done. The work is careless and not well thought out; it's not the quality of work previously submitted. You
should:
1. 2.
Make the changes yourself and show the team Make specific suggestions and get the team
what you've done. This will serve as a model and involved in re-doing the segment in question;
help you illustrate the right way to handle this kind monitor their efforts in producing a better version.
of assignment.
3. 4.
Accept the work. It's only a small phase that's Suggest that the inferior section needs
involved and you're too far along with the project to improvement, but leave the problem in the team's
rock the boat. hands: what changes should be made, and who
should do them, etc.
1. 2.
If you chose this option you're prone to take charge. From a leadership standpoint, this option is a little
A non-directive approach would be more conducive weak. It illustrates your concern for the project, but
to achieving results, however. is too overbearing in terms of supervision. There's
too much involvement on your part.
(2 points)
(1 point)
3. 4.
This is not a good alternative if you expect to This is your best choice. It enables you to direct
upgrade performance. It may also be harmful from attention to the substandard work, but leaves
a leadership angle--if the team members recognize responsibility for change with the team. They have
that you're willing to accept substandard work. shown maturity in the past and should be
encouraged to operate independently.
(3 points)

Week 19 - SITUATION
You've observed that there has been recent friction between your team members and various people in an
adjacent department. Evidently this has been created by increased pressures for information (being
supplied by other departments) as the project enters terminal stages.
1. 2.
Get together with the manager of the other Discuss the problem with the team to assess how
department immediately and let him know that his serious it is, to gather and to solicit their
people are delaying and jeopardizing your project. suggestions on how it should be handled. If it is
affecting the project seriously, take whatever action
you feel is required to safeguard the project.
3. 4.
Don't interfere. The team is capable of handling its Do what you can to be supportive and mollify the
own problems. Besides, if you get involved, it may feelings of your staff. Let them know you're aware
blow the situation out of proportion. of the problem; encourage them to "live" with the
situation or come up with a suitable solution.
1. 2.
Too forceful, and hasty. Your concern may be This option provides a good balance between
justified, but at this point you don't know who's people and task relationships. It gets the staff
creating the problem or how serious it is. Acting in involved in the problem but gives you control of the
haste may also cause some embarrassment to decision if the project is affected. The balance is
your own staff. vital in this situation.
(3 points)
3. 4.
This is a weak choice and indicates low interest for Your interest in the team's feelings is too heavy.
either the project or your staff. In this situation, it's a You may also be abdicating your leadership role by
poor move. permitting them to develop a solution to this kind of
external problem.
(1 point)
Week 20 - SITUATION
Your boss has informed you that he's very pleased with the overall project and the results it has produced.
He further indicated that it might be worthwhile extending the assignment for an additional four weeks, but
emphasized that the decision was yours, not his. You should:
1. 2.
Make your decision based on the facts. If four Discuss the situation with the team members, "sell"
weeks can substantially enhance the project, then them on the opportunity and have them set
plan to extend it; if not, terminate it as planned. objectives for the next four weeks.
3. 4.
Consider your personal needs, plans, and desires Let the team decide if they want to extend the
foremost, and make your decision on that basis. project for the additional period. Their personal
expectations, feelings, and plans must be
considered the most important element in this
decision.
1. 2.
This is the strongest option. Your major This option is characterized by a "middle of the
consideration in this situation should be the project. road" approach; you are trying to satisfy the needs
Ask yourself the question: "Will it produce results?" of both the team and the project. Unfortunately,
and let that guide you. this decision doesn't do much for either.
(3 points)
3. 4.
Not a good choice. Your needs are certainly a Ultimately you'd have to deal with the team's
consideration, but there are other priorities involved personal expectations and plans, but this option
here. An effective leader may be required to implies that this is the most important priority. It
subordinate his personal needs. isn't.

How to assess your leadership style:
Go back over the 20 decisions you've made and count the number of 1's, 2's, 3's, and 4's. Enter
these totals inside the appropriate box in the model below. If your frequency of decisions is evenly
distributed, you demonstrate a flexible leadership style. If one quadrant has a heavy frequency--10,
for example, this would indicate a dominant style. A very low number (0, 1, and 2) in one or more
boxes would suggest a reluctance to use that style.
To assess how appropriate your style was in the various situations, circle the number of correct (3
point) decisions you made for the weeks shown.
1. 2.
Telling Selling
(High Task/Low Relationship) (High Task/High Relationship)
Correct Decisions for Weeks: 4, 6, 8, 9, 20 Correct Decisions for Weeks: 1, 5, 7, 15, 19
3. 4.
Delegation Participation
(Low Relationship/Low Task) (High Relationship/Low Task)
Correct Decisions for Weeks: 2, 12, 13, 16, 17 Correct Decisions for weeks: 3, 10, 11, 14, 18

EIGHT EASY WAYS YOU CAN USE TO ENERGIZE EMPLOYEES
· Take employees from different levels and areas to lunch and ask what they
would change in the organization and how they’d change it.
· Communicate all information to all employees all of the time.
· Encourage employees to improve one process, procedure or aspect of their

job every day.
· Encourage employees to set time aside each day to focus uninterrupted on

their highest priority tasks.
· Send a problem out to all employees and ask for their suggestions on how
to solve it.
· Give employees permission to say “yes” to customers and the resources to

do so.
· Break down barriers between departments.
· Encourage employees to take chances and let them know that it’s okay to
fail in the process.

Assessment
INVESTIGATE
Investigate the different leadership theories make notes of items that you do not fully understand,
and discuss in groups or in class.
CLASS DISCUSSION
The learners should divide into groups and discuss the different roles and qualities in leadership.
The practitioner will assist the various groups if there are items on which agreement cannot be
reached.
RECORD

1. Apply leadership to the workplace
2. Describe leadership roles and qualities
Date:________________________________________________
REFERENCES
1. Leading Change by James O’Toole - Reprint edition (April 1996)

2. Velsoft – Becoming Management Material – 2007
3. http://www.geocities.co.jp
4. http://www.businessballs.com
5. http://managementhelp.org/
6. Leaders: Strategies for Taking Charge by Warren Bennis and Burth Nash
7. Fiedler, F.E. (1967) A Theory of Leadership Effectiveness, New York: McGraw-
Hill.
8. Fiedler, F.E. (1971) Leadership, New York: General Learning Press.
9. Shape of a Leader,” Christine Hartelt, Credit Union Management, Jan. 2000.
10. The One Minute Manager Builds High Performance Teams by Ken Blanchard May
2000
11. Leadership and the One Minute Manager by Ken Blanchard March 2000
12. Emotional Intelligence – Dr Rina de Klerk-Weyer & Dr Ronelle le Roux 2008

Learner Guide

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© Future Performance Training Generic Management Level 5

Subject Details of Qualification

By the end of this Unit Standard, you will be able to:

1. Explain the concept of leadership

For more information on this Learning Material contact:

TEL: (012) 256 5052

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 2 OF 83

CRITICAL CROSS FIELD OUTCOMES

The icons encountered in the notes have the following meanings:

1.1..1.1.1 Identify and Solve Problems

1.1..1.1.2 Work Effectively with Others

Outcomes marked with this icon refer to the ability to co-operate

1.1..1.1.3 Employ Self Managemen t

1.1..1.1.4 Manage Information

1.1..1.1.6 Demonstrate Scientific and Technological Competence

1.1..1.1.7 Understand Contextual World Systems

1. SPECIFIC OUTCOME: Explain the concept of leadership ........................................................ 6

3.1.6 Transformational leadership ................................................................................................... 46

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 5 OF 83

ANALYSE LEADERSHIP AND RELATED THEORIES IN A

1. SPECIFIC OUTCOME: EXPLAIN THE CONCEPT OF LEADERSHIP

Learning Activity Outcomes

1. Explain the concept of leadership

1.1. Explain the concept of Leadership

1.1.1. Concepts of leadership

“Leadership is doing the right thing. Management is doing it right.”

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 7 OF 83

Consider the following quote on leadership!

“Leaders must begin by setting aside that culturally

“I have a dream” – Martin Luther King, JR

According to the Wikipedia, Encyclopaedia Leadership is described as:

It is Alan Keith of Genetech who said:

“Leadership is ultimately about creating a way for people to contribute to making

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 9 OF 83

Activity: In your own words define leadership.

Self Reflection Activity: Rate yourself as follows:

1 = yes, I am like that 2 = I am usually like that;

3 = I am sometimes like that 4 = I am seldom like that

B. I project a professional business image, both to outside visitors and to co-workers.

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 10 OF 83

D. I am punctual, and able to manage my time well.

F. I am confident, and value my own abilities and personal strengths.

I. I am honest - about time, effort, money and commitment.

L. I am flexible - prepared to learn and to try new things.

1.1.2 Characteristics of Good Leaders

Adaptable to situations Clever

Alert to social environment Conceptually skilled

Ambitious and achievement orientated Creative

Assertive Diplomatic and tactful

Cooperative Fluent in speaking

Decisive Knowledgeable about a group task

Energetic Socially skilled

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 12 OF 83

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 13 OF 83

Practical Activity: I want you to think of an exceptional leader –

Either Historical or Present – Or just somebody you admire as a leader.

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 14 OF 83

1. Tell us why you see this person as an exceptional leader.

2. Identify and List the attributes of a Good Leader.

ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 15 OF 83

Lets Take a look at portraits of some of the worlds greatest leaders, :

Mohandas Karamchand Gandhi: