0590

MBA THESIS
IDENTIFYING BUSINESS STUDENTS LEADERSHIP STYLES
BY
Fatma Ahmad Al-Badah

(KUWAIT)
A thesis submitted in partial fulfilment of the requirements for the degree of Masters of Business Administration (MBA) of the Maastricht School of Management (MSM), Maastricht, the Netherlands,
April 23, 2008
ACKNOWLEDGEMENTS
It is a pleasure to thank the many people who made this thesis possible.
Firstly, I would like to thank my Supervisor, Dr Michel Delorme ,who has been generous in sharing his knowledge and experience and for his kind assistance with writing letters, giving wise advice, helping with various applications, and so on.
I would also like to thank Dr. Rodrigo Magalhaes for his intelligent guidance that was very helpful in building my intellectual capacity as a respectable MBA graduate.
I would like to extend my appreciation to Mrs. Rosemary Lloyd , Ms. Ghada Ahmed and Ms Sulekha for being always helpful and supportive.
I cannot end without thanking my family, on whose constant encouragement and love I have relied throughout my time at the Academy.
Last but not least, I would like to extend my thanks to all KMBS staff for making this MBA program a valuable experience.
Fatma Ahmad Al-Badah April2008
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ABSTRACT
The purpose of the study is to explore and compare what leadership styles of the students at Kuwait Maastricht Business School will implement. Moreover, this study shows future leaders work preferences and concerns.
The managerial grid (founded in 1964 by Blake and Mounton) was incorporated with situational theory (Hersey and Blanchard, 1977) to help in answering the research question.
The sample of this study was the 113 business students from Kuwait Maastricht Business School. The questionnaire is used as a tool to collect the data. The finding of studying this sample proved that they are going to be a Team Leaders because for them the peoples needs and the results of their work are important.
The investigation was conducted by applying a theoretical framework to empirical data. By Analyzing leadership styles and students work preferences, it illustrates the style of leadership business students will potentially become and which direction they will take.
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TABLE OF CONTENTS
ACKNOWLEDGMENT ABSTRACT.. TABLE OF CONTENTS LIST OF FIGURES LIST OF TABLES .. CHAPTER ONE: INTRODUCTION ... 1.1 INTRODUCTION 1.2 DEFINING LEADERSHIP AND LEADERS. 1.3 REASESRCH PROBLEM .. 1.4 PURPOSE FOR THE STUDY... CHAPTER TWO: LITERATURE REVIEW .. 2.1 LITERATURE REVIEW 2.2 LEADERSHIP THEORIES... . 2.3 THE FUNCTIONAL APPROACH. 2.4 STYLES OF LEADERSHIP... 2.5 SPECIFIC THEORIES OF LEADERSHIP STYLES.. 2.5.1 MANAGERIAL GRID INCORPORATED WITH SITUATIONAL THEORY.. 2.5.2 SITUATIONAL LEADERSHIP VARIABLE CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY 3.1 ITRODUCTION. 3.2 RESEARCH DESIGN. 3.3 DATA COLLECTION. 3.4 DATA ANALYSIS... CHAPTER FOUR: DATA ANALYSIS, FINDINGS AND DISCUSSION 4.1 EMPIRICAL STUDY.. 4.2 PRIMARY DATA 4.2.1 STUDENTS WORK PREFERENCES... 4.2.2 DEMOGRAPHIC QUESTIONS 4.2.3 THE QUESTIONS.. 4.3 STUDENTS CONCERN 4.4 RELIABILITY ANALYSIS 4.5 IDENTIFIED STUDENTS' LEADERSHIP STYLES CHAPTER FIVE: CONCLUSIONS, RECOMMENDATIONS AND FURTHER RESEARCH. 5.1 INTRODUCTION 5.2 CONCLUSIONS. 5.3 RECOMMENDATIONS. REFERENCES. APPENDIX... APPENDIX 1: STUDENTS QUESTIONNAIRE. APPENDIX 2: SCORING SECTION... APPENDIX 3: SPSS OUTPUT. IV II III IV V VI 1 1 2 3 4 5 5 7 9 10 13 13 13 19 19 19 20 22 23 23 23 23 24 31 34 38 39 48 48 48 49 51 52
LIST OF FIGURES
FIGURE 1 FIGURE 2 FIGURE 3 FIGURE 4 FIGURE 5 FIGURE 6 FIGURE 7 FIGURE 8 FIGURE 9 FIGURE 10 FIGURE 11 FIGURE 12 FIGURE 13 FIGURE 14 FIGURE 15 FIGURE 16 FIGURE 17 FIGURE 18 FIGURE 19 INTERACTION OF NEEDS WITHIN THE GROUP THE MANAGERIAL GRID 10 14
SITUATIONAL LEADERSHIP MODEL... 17 STUDENTS AGE GROUP STUDENTS GENDER MARITALSTATUS STUDENTS NATIONALITY YEARS OF JOP EXPERIENCE. EMPLOYMENT STATUS.. 24 25 26 27 28 29
YOU ARE WORKING IN... 29 YOU ARE WORKING IN THE FOLLOWING FIELD. 30 STUDENTS WORK PREFERENCES WORK PREFERENCES VS. NATIONALITY. STUDENTS CONCERN. WORK PREFERENCES VS. STUDENTS CONCERN GENDER vs. STUDENTS CONCERN.. STUDENTS AVERAGE MATRIX... INDIVIDUAL vs. TEAM STUDENTS AVERAGE MATRIX on MANAGERIAL GRID INCORPORATED WITH SITUATIONAL LEADERSHIP THEORY. 32 33 34 35 37 41 42 43
FIGURE 20 FIGURE 21 FIGURE 22
MALE vs. FEMALE KUWAITIS vs. NON KUWAITIS.. PUBLIC vs. PRIVATE
45 46 47
LIST OF TABLES
TABLE 1 TABLE 2 TABLE 3 TABLE 4 TABLE 5 TABLE 6 TABLE 7 TABLE 8 TABLE 9
STUDENTS AGE GROUP STUDENTS GENDER...
24 25
MARITAL STATUS 26 STUDENTS' NATIONALITY. 26 YEARS OF JOP EXPERIENCE.. EMPLOYMENT STATUS.. "YOU ARE WORKING IN "... "YOU ARE WORKING IN THE FOLLOWING FIELD ".. 27 28 29 30
QUESTIONS 31 31 32
TABLE 10 "IN GENERAL I PREFERE TO WORK "... TABLE 11 NATIONALITY*"I PREFERE TO WORK " CROSSTABULATION
TABLE 12 STUDENTS CONCERN.. 34 TABLE 13 GREATER* "IN GENERAL I PREFERE TO WORK " CROSSTABULATION... 35 TABLE 14 GENDER * GREATER CROSSTABULATION TABLE 15 IN GENERAL,I PREFERE TO WORK*GREATER*GENDER CROSSTABULATION ... TABLE 16 Reliability Statistics.. 38 37 38
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CHAPTER ONE: INTRODUCTION
1.1 Introduction Leadership is the process of developing ideas and a vision, living by values that support those ideas and that vision, influencing others to embrace them in their own behaviors, and making hard decisions about human and other resources. Noel Tichy, who has studied many outstanding business leaders, describes leadership in these words: Leadership I accomplishing something through other people that wouldnt have happened if you werent there. And in todays world, thats less and less through command and control, and more and more through changing peoples mindsets and hence altering the way they behave. Today, leadership is being able to mobilize ideas and values that organize other people. (Hellriegel & Slocum, 2004)
Human beings have been trying to figure out and analyze their own behaviors from the very beginning, determine why what they do has any meaning, determine what they should do next, and decide how to improve upon what they have done in the past. Bass (1990, p. 3) stated, Leadership is one of the worlds oldest preoccupations. The understanding of leadership has figured strongly in the quest for knowledge.
Over the past century, as organizations have grown and their numbers have spread across the landscape of human endeavor, concern with leadership development has widened and deepened. In fact, it is fair to say that the quality of leadership available to organizations and institutions has reached the threshold of becoming a major preoccupation within industrialized nations. (Kaagan, 1999)
One recent Conference board study found that only 54 percent of companies surveyed felt they had the leadership necessary to respond to change, and only 8 percent of executives rated overall leadership as excellent. The Human Resource Institute found 1
leadership to be the number 1 issue for effective people management. This study asked 312 respondents to rate the most pressing people issues faced in their company. It found that leadership was the most important, with over 70 percent of the respondents saying it is extremely important. (Ulrich, Zenger and Smallwood, 1999)
The McKinsey study called War for Talent found that firms with leadership depth were much more profitable than those without it. Despite this, the gap between required and available leadership talent is widening. When executives are asked how confident they are about their organizations bench strength, they most often respond with increasing negativity. This maybe due in part, of course, to the restructuring, consolidation, and downsizing of recent decades which have reduced the number of leadership opportunities available to the next generation of leaders. Even though much has been written about leadership, and even though significant money and time have been expended to improve its quality, significant change has not been forthcoming. A chasm deepens and widens between what is expected of leaders and what they produce.
1.2 Defining Leadership and Leaders Leadership is future- oriented. It involves influencing people to move from where they are to some new place. However, different leaders define or perceive the new place and the where they are now differently. For some, the journey between the two places is relatively routine, like driving a car on a familiar road. Such leaders perceive fundamental differences between the way things are and the way things can or should be. They recognize the shortcoming of the present situation and offer a sense o passion and excitement to overcome them.
Good leaders get people to work for them. Great leaders get people to work for a cause that is greater than any of them- and then for one another in service of that cause. According to Fertman and van Linden (1999), leaders are individuals who think for themselves, communicate their thoughts and feelings to others, and help others 2
understand and act on their own beliefs. They influence others in an ethical and socially responsible way. Being a leader means trusting ones instincts, when doing leadership tasks and when acting as a leader. Van Wart (2003) has stated that we expect leaders to get things done, to maintain good systems, to provide resources and training for production, to maintain efficiency and effectiveness through various controls, to make sure that technical problems are handled correctly, and to coordinate functional operations. Van Wart warns that the endless list of leadership traits offers little prescriptive assistance without situational specificity.
The ability to modify the motivation or competencies of others and the synergistic effects of implementing such ability into action may have systemic results. The impact of the behaviors of an individual upon a group may change the behaviors of the members of the group to the degree of creating significant events in human history and therefore hanging the world. One of the causes for failure is when the people in charge are satisfied with the status quo and do not anticipate or prepare for change. They believe that what is present today will be there tomorrow (Berman, 2002, Unemployment Remains Section, para. 3).
There is a need for leadership and a need to study leadership. As such, the field of leadership studies, the everyday occurrence of leadership or lack thereof, and the degree to which the actions of leaders affect other human beings can be of interest.
1.3 Research Problem Since leadership is a relationship through which one person influences the behavior or actions of other people. Leadership is a matter of making a difference, and the role of the leader is vital to the success of the organization. Also the implementation of the different leadership styles will determine the success of the organization. Few organizations realize the style of the leader they are hiring; even the employees themselves do not know their own style of leadership. 3
The published researches do not cover future potential leaders preferences in various styles of management in an organization. To find out the type of method that future potential leaders may implement, the main problem of this study has been determined: What leadership style will future potential leaders implement?
1.4 Purpose of the Study The main purpose of the study is to identify the various types of student leadership styles at the University. The students leadership styles will be classified and the areas of improvement will be determined.
The changing nature of work organizations, including flatter structures and recognition of the efficient use of human resources, coupled with advances in social democracy, have combined to place growing importance on leadership. The nature of management is moving away from an emphasis on getting results by the close control of the workforce and towards an environment of coaching, support and empowerment.
The study will also help in contributing to the much needed empirical data on Blake and Mountons theory on classifying leadership styles. One of the reasons to support this study was realizing that very rare studies covered this theory. Many organizations are implementing this theory and a lot of management development training programmes are based on it with no enough research to properly support it.
CHAPTER TWO: LITERATURE REVIEW
2.1 Literature review Leadership studies become a multi- million- pound earner for consultants on both side of the Atlantic, as companies clamour to imbue their executives with the qualities needed to create, transform and sustain successful businesses. (Donkin, 2007). Like art, leadership tends to defy attempts at framing precise definitions. Warren Bennis, the worlds leading exponent of leadership theory, has described it as the capacity to create compelling vision and translate it into action and sustain it. But also like art, leadership is subject to competing influences and popular movements that are constantly changing the way it is perceived.
Harvard-based Ronald Heifetz, one of the most influential of the modern generation of theorists, says leadership is about mobilizing people to make progress on the hardest of problems Debate still rages on the extent to which leadership must be a quality not only of a recognized leader but of managers and other employees throughout a business.
In the Leadership Factor (1987) Kotter had presented extensive evidence that the typical business organization did a poor job of funding people with leadership potential and developing it. Asserting that leadership is no longer the domain of the CEO or a few top managers, but is increasingly needed in nearly all managerial jobs, he examined 15 US firms with high reputations for leadership development to identify the practices they followed, concluding among other things that a common factor was moderately strong corporate cultures (Kennedy, 2007) English (2003) reported that corporations have spent considerable resources on personality type evaluation instruments such as Meyers-Briggs, DISC (Dominance, Influence, Steadiness and Conscientiousness Profiles) and numerous other instruments to understand the manner in which the leaders would exchange knowledge between themselves and followers. Winters (1997) stated that, in the 21st Century, employers 5
should pay attention to employees and look for traits that indicate leadership potential. These include being slightly irreverent, inquisitive, action-oriented, intuitive, tenacious, open- minded to learning, candid, and having the ability to build relationships and networks.
John Adair elaborated in an interview in Director Magazine (Nov, 1988) about what leaders are or should be good at, Thats tied in with the ability to communicate and share that enthusiasm with others and to enthuse them. Its not quite the same as motivation, which is something thats learned about in the business schools, a rather mechanical thing. Leadership is about teamwork, creating teams. Teams tend to have leaders, leaders tend to create teams. Finally, you can be appointed a manager, but youre not a leader until your appointment is ratified in the hearts and minds of those who work for you. Theres got to be a degree of acceptance of you by followers that is not necessary if youre jut holding an appointment.
Warren Bennis (Director Magazine, April, 1991) sees the leader, the person who transforms an organization, as the social architect, he Sayed that leadership is probably the most studied and least understood of any management subject, Leadership is an endless subject and endless interesting because you can never get your conceptual arms fully around it. John Kotter applied a similar methodology of observation and identified the principle tasks of leadership as: (Kennedy, 2007) Establishing direction, developing a vision and strategies for the future of the business. Aligning people, getting others to understand, accept and line up in the chosen direction
Motivating and inspiring people by appealing to very basic but often untapped human needs, values and emotions. There have been some studies investigating the effect of culture on the generally accepted dependent variables in the discipline of organizational behavior. Scholars have examined the effect of cultural influences on employee attitudes such as job satisfaction, motivation, job performance.
Rensis Likerts primary objective at the Institute for Social Research was to identify different styles of leadership and correlate them with business performance. His research method was based on detailed questionnaires to employees of US companies, asking them a series of questions about their supervisors. He then drew up a profile of each supervisor or manager in the light of how he was viewed by the people who worked under him. From these profiles Likert established his System 1 to 4 progressive chart of management styles: (Kennedy, 2007) 1. Exploitative authoritarian: management by fear and coercion 2. Benevolent authoritarian: management by carrot rather than stick 3. Consultative: management uses both carrot and stick 4. Participative: management provides economic rewards
2.2 Leadership Theories A. The Great Man theory One of the early approaches to explaining leadership is called the great man theory. It assumes that men like the Emperor Napoleon and Alexander the Great, Admiral Lord Nelson and Winston Churchill, Mahatma Ghandi and Nelson Mandela, who are all held up as great leaders, were great leaders because of who they were. That it was something about their background and upbringing that made them the leaders they became.
In other words, Leadership is something that leaders have and others dont. Whats more if you dont have it you cant achieve it. Whats more, since its the great man theory, it is difficult for women to be great leaders, which must be a surprise for Queen Elizabeth 1, or Catherine the Great! Its now clear that great Leaders in the past did not inherit their ability to be leaders, but were brought up to believe that they could be leaders. Confidence in yourself as a leader is an important feature of successful leaders, encouraging other people to believe in you if you believe in yourself.
B. Charismatic Leaders Involves motivating and directing followers primarily by developing in them a strong emotional commitment to a vision and a set of shared values. Through their unique personal qualities in the eyes of followers and by showing great passion and devotion on he values, charismatic leaders influence followers by appealing to their heart and emotions at a deep level. ( Slocum & Hellriegel, 2007)
C. Trait Theories Leadership consists of certain inherited characteristics, or personality traits, which distinguish leaders from their followers. This approach focuses attention on the man or woman in the job and not on the job itself. It suggest that attention is given to the selection of leaders rather than to training for leadership.
There have been many research studies into the common traits of leadership. However, attempts at identifying common personality, or physical and mental, characteristics of different good or successful leaders have met with little success.
D. Behavior Theories Behavior theories start from a different position. These theories look at what leaders actually do. Most of the behavior theories stem from studies of people who have been identified by others as being effective leaders.
Behavior theories suggest that people can learn how to be leaders. To be more precise, the theories state that people can learn many of the skills that are needed by effective leaders. People with the wrong kind of personality traits would probably have difficulty in learning these skills, but they might be able to do so.
2.3 The Functional Approach This approach to leadership focuses attention not on the personality of the leader, nor on the man in the job, but on the functions of leadership. Leadership is always present in any group engaged in a task. The functional approach views leadership in terms of how the leaders behavior affects, and is affected by, the group of followers. This approach concentrates on the nature of the group, the followers or subordinates. It focuses on the content of leadership. Greater attention can be given to the successful training of leaders and to the means of improving the leaders performance by concentrating on the functions which will lead to effective performance by the work group. The functional approach believes that the skills of leadership can be learned, developed and perfected.
The effectiveness on the leader is dependent upon meeting three areas of need within the work group: the need to achieve the common task, the need for team maintenance, and the individual need of group members. Adair symbolizes these needs by three overlapping circles
Figure 1. Interaction of needs within the group
Task needs
Team Maintenance Needs
Individual Needs
The action by the leader in any one area of need will affect one or both of the other areas of need. The ideal position is where complete integration of the three areas of need is achieved. (Mullins, 2007)
2.4 Styles of Leadership Leadership style is the way in which you go about giving direction to your team, organizing people to achieve team goals and motivating team members to achieve them. It is the way in which the functions of leadership are carried out, the way in which the manager typically behaves towards members of the group. Being an effective team leader involves knowing the strengths and weaknesses of each team member and choosing the leadership style that is appropriate for the situation and the people.
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Autocratic: is where the focus of power is with the manager and all interactions within the group move towards the manager. The manager alone exercises decision making and authority for determining policy, procedures for achieving goals, work tasks and relationships, control of rewards or punishments. (Mullins, 2007)
Democratic: In the democratic style (Consultative style) the leader involves people in decision making, although the process for the final decision may vary from the leader having the final say to them facilitating consensus in the group. People usually appreciate being consulted, especially if they have been used to autocratic decisions with which they disagreed. It can be problematic when there are a wide range of opinions and there is no clear way of reaching an equitable final decision.
Laissez- Faire: is where the manager observes that members of the group are working well on their own. The manager consciously makes a decision to pass the focus of power to members, to allow them freedom of action to do as they think best, and not to interfere; but is readily available if help is needed.
Leadership involves three elements: the leader, the followers, and the situation. And five essential components of leadership as following:
1. Vision A vision must create an enthusiastic and dedicated commitment to the cause because it is right for the times, right for the organization, and right for the people and for people to realize their potential, they need a positive vision of their future.
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2. Communication A vision cannot stand on its own. the leader must communicate it, invent images, metaphors and models that provide a focus for attention. An essential factor in leadership is the capacity to both influence and organize 'meaning' for employees, and to communicate it. Leaders communicate a vision by personifying it and by consistently acting on it. Communicating the vision effectively causes employees to develop confidence and a belief in their capability to achieve the vision. Consistency between what is said and what is done is essential.
3. Trust Trust is the glue that maintains organizational integrity. Trust implies accountability, predictability, and reliability. Leaders who are trusted make themselves known, their positions are clear, and they stay the course. A more traditional, autocratic style of managing people results in a cycle of mistrust and fear in the workplace. It is the leader's job to drive out fear and create a more trusting, respectful, supportive environment.
4. Empowerment Empower is an act of building, developing, increasing power through cooperation, sharing, and working together. It is a process which enlarges the power in a situation as opposed to merely re-distributing it. It is the leader's responsibility to create an environment where employees feel that their contributions are valued.
5. Managing Yourself Positive self-regard results in positive 'other-regard'. People love others not for who they are, but for how they make them feel. Positive self-regard, or 'emotional wisdom, is exhibited through: enthusiasm for people, spontaneity, imagination, unlimited capacity to learn, accepting people for who they are, treating those who are close to you with the 12
same courteous attention you extend to strangers and recognizing your own and others strengths. This then is a model for leadership -- vision, communication, trust, empowerment, and managing yourself -- that can create an environment where employees can be what they are capable of being.
2.5 Specific theories of leadership styles 2.5.1 Managerial Grid incorporated with Situational Theory Using both the managerial grid with the situational theory will help the author to identify various leadership styles and determine which style is most suitable for which situation. First of all, these theories are described separately.
Robert Blake and Jane Mouton in 1964 built on previous research the managerial grid (behavioral leadership model), which is an increasingly used theory of leadership effectiveness. This grid shows the importance of a leaders having concern both for results and for people. That is why it has been adopted extensively by several major industrial organizations to improve interpersonal effectiveness and develop leadership skills. A variation of the managerial grid, shown in the following figure has often used as well as a means for managerial training and of identifying various combinations of leadership styles.
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Figure 2. The managerial Grid 9

(1:9) (9:9)
People 6 5 4
Middle of the Road
0 0
(1:1)
9
(9:1)
Production
Source: Adapted from Blake and Mouton (1964) in Bjerke, 2001, p. 10 .
The managerial grid has two dimensions (Bjerke, 2001, p.59-60): 1. Concern for results, that includes the attitude of a leader/manager towards a wide variety of things, such as the quality of policy decisions, procedures and processes, creativeness of research, quality of stuff services, work efficiency and volume of output. 2. Concern for people, that includes such elements as degree of maintenance of the self-esteem of workers, placement of responsibility on the basis of trust rather than obedience, provision of good working conditions and maintenance of satisfying interpersonal relations. 14
Blake and Mounton recognized four extreme of leadership style. Under the 1.1 style (referred to as Impoverished Leadership), managers concern themselves very little with people and results, and more they have minimum involvement in their job. This leader is mostly ineffective. He/she neither a high regard for creating systems for getting the job done, nor for creating a work environment that is satisfying and motivating. The result is situated as disorganization, dissatisfaction and disharmony. The other extreme - 9.9 style (referred to as team leaders) are leaders, who display the highest possible dedication both to people and to results in their actions. They are the real team leaders who are able to mesh the production needs of the enterprise with the needs of individuals. The premise here is that employees are involved in understanding organizational purpose and determining production needs. When employees are committed to, and have a stake in the organizations success, their needs and production needs match. This creates a team environment based on trust and respect, which leads to high satisfaction and motivation and, as a result, high production. According to the Balke and Mounton model, this style is the pinnacle of managerial style. Third leadership style is 1.9 (referred to as Country Club Leadership). Here belong leaders who are concerned only for people, their needs, feelings of members of his/her team, and have no or just a little bit concern for the results. These people operate under the assumption that as long as team members are happy and secure then they will work hard. What tends to result is a work environment that is very relaxed, friendly and happy. However they forget about coordinated effort to accomplish companys goals. From the other side is 9.1 style (referred to as Authoritarian Leaders, also known as Produce or Perish Leadership, where leaders concern only with developing an efficient and effective actions. In this category people believe that employees are simply a means to an end. Employees needs are always secondary to the need for efficient and productive workplaces. This type of leader is very autocratic, has strict work rules, policies, and procedures, and views punishment as the most effective means to motivate employees. 15
In the middle, where 5.5 scale is (refereed to as Middle of the Road), are leaders who have medium concern for people and for results, this style seems to be a balance of the two competing concerns and it may look as an ideal compromise. However, it might appear the problem, because when people compromise, they necessarily give away a bit of each concern so that neither production nor peoples needs are fully met. Leaders who use this style settle for average performance and often believe that this is the most anyone can expect. The managerial grid is a basic model that is used in this study. These five different leadership styles will help to identify which of these styles business students will implement. Also, the grid will help to identify business students concern for people and for results. One tool is going to be a very useful instrument that will help to answer the main problem of this study. From the managerial grid and the main problem, two questions were derived: 1. Do future potential leaders prefer to work alone or in a team?
2. Are future potential leaders concerned for people or for results?
2.5.2
Situational Leadership Variable
The Situational Leadership Model states that the style of leadership should be matched to the level of readiness of the followers. Like other contingency model of leadership, this one contains three basic components: a set of several possible leadership styles, a description of several alternative situations that leaders might encounter, and recommendations for which leadership styles are most effective in each situation. (Slocum, Hellriegel, 2007) According to the model, leaders can choose from among four leadership styles. These four leadership styles involve various combinations of task behavior and relationship behavior is similar to consideration as described in the behavioral model. More specifically, task behavior includes using one-way communication, spelling out duties, and telling followers what to do and where, when, and how to do it. An effective leader might use a high degree of task behavior in some situations and only 16
a moderate amount in other situations. Relationship behavior includes using two-way communication, listening, encouraging, and involving followers in decision making, and giving emotional support. An effective leader may sometimes use a high degree of relationships behavior, and at other times use less. By combining different amounts of task behavior with different amounts of relationship behavior, an effective leader may use four different leadership styles. The four leadership styles are called telling, selling, participating, and delegating. Figure 3. Situational Leadership Model Participating 8 Selling
Relationship 6 5 4
Middle of the Road Delegating Telling
0 0
4 Task
Followers Readiness High R4

Able and willing or confident
Moderate R3
Able but unwilling or insecure
Low R2 R1
Unable and unwilling or insecure
Unable but willing or confident
Mature Immature Laurie J. Mullins, (2007), Management and Organizational Behaviour,P380 17
A leader according this model should consider the situation before deciding which leadership style to use. The situational contingency in this model is the degree of followers readiness. The Readiness here is a followers ability to set high but attainable task- related goals and a willingness to accept responsibility for reaching them. The same group of followers may have a high degree of readiness for some tasks, but a low degree of readiness for others. Their level depends on how much training they have attended, how committed they are to the organization, their technical expertise, experience with the specific task. (Slocum, Hellriegel, 2007) Readiness is divided into a continuum of four levels: R1 (Low), R2 and R3 (Moderate), and R4 (High). R1: Low follower readiness- refers to the followers who are both unable and unwilling and who lack commitment and motivation. R2: Low to moderate follower readiness- refers to followers who are unable but willing and who lack ability to perform but are motivated to make an effort. R3: Moderate to high follower readiness- refers to followers who are able but unwilling, and who have the ability to perform but are unwilling to apply their ability. R4: high follower readiness- refers to followers who are both able and willing and who have the ability and commitment to perform.
For each of the four levels of maturity, the appropriate style of leadership is a combination of task behavior and relationship behavior. This model considers how leadership effectiveness may rely on being flexible with followers (Hughes, Ginnett, Curphy, 2002). In addition, by using the managerial grid model, it is easy to see what category participants fell into and which leadership style will be most appropriate to adopt based on subordinates maturity level. For instance, if a students leadership style is a team leader, then this style will be most appropriate for workers with a low maturity level and when the task and relationship are both high.
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CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction The purpose of this chapter is to explain the methodology of this study. The chapter is presented in three sections which include: (a) Research Design; (b) Data Collection (c) Data Analysis. The following methodology was used to accomplish this purpose of the study.
3.2 Research Design Every project requires a research design that is tailored to the exact needs of the researcher as well as the problem. A research design is the process of research management or planning of any scientific research from the first to the last step. It is a programme to guide the researcher in collecting, analyzing and interpreting observed facts. (Bless & Higson- Smith, 1995). The purpose of this step is to generalize from a sample to a population so that inferences can be made about some characteristic, attitude, or behavior of the population (Babbie, 2001). It is a specification of the most adequate operations to be performed in order to test a specific hypothesis under given conditions.
One of the most important factors in this section is determining the unit of analysis, the unit of analysis in this study is the individual or the student. The researcher in this case investigates the conditions, orientations and of a group of individual people. When the individual is used as the unit of analysis, the people that actually take part in the study are often chosen because they belong to particular groups.
The main problem has been defined: What leadership style will future potential leaders implement? To find out solution for the problem two different methods have been used: literature review supported by previous studies and surveys.
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The procedure for this study followed the experimental design. All experimental designs are characterized by their use of randomization in order to create two or more equivalent groups. (Kish,L, 1965). Randomization requires that every subject to be involved in the study has an equal chance of landing up in any of the groups. This can be achieved by first identifying the entire group of subjects, then randomly dividing this group into subgroups. It is important that some systematic random technique of determining which subject falls into which group is required. (Bless& Higson-Smith, 1995). The Business school was divided in to three levels (Pre MB, MBA First academic year, MBA Second academic year) and randomly six classes were selected from the three levels.
3.3 Data collection Data can be classified under different aspects, referring to the way in which it has been collected or to some of its intrinsic properties. When researchers collect their own data for the particular purpose of their research, such data is called primary data. Data collected in this way is the most adequate to fulfill the aims of the research. Since the gathering of the data is directed towards answering precisely the question raised by the researcher (Babbie, 1979). Very often, however, researchers have to use data collected by other investigators in connection with other research problems. This constitutes secondary data. The data for this study was collected from both secondary and primary sources.
Sampling theory is a technical accounting advice to rationalize the collection of information, to choose in an appropriate way the restricted set of objectives, persons, events and so forth from which the actual information will be drawn. Without doubt, if we need to collect information about a group of people or things that will give an accurate picture, the best way is to examine every single member or element of this group. But it is also possible to reach accurate conclusions by examining only a portion of the total group. (Bless & Higson-Smith). The entire set of objectives and events or 20
group of people which is the object of research and about which the researcher wants to determine some characteristics is called the population. The population in this study is all the current business students at Kuwait Maastricht Business School which is about (330 students). The subset of the whole population which is actually investigated by a researcher and whose characteristics will be generalized to the entire population is called a sample.
Sampling theory is the study of the relationship between a population and the samples drawn from it. Since the aim of research is to determine some characteristics of a certain population, What leadership style will future potential leaders implement? one of the objectives of sampling is to draw inferences about the unknown population parameters from the known sample statistics, which are obtained by collecting data from the sample. The main advantages of sampling are less time consuming and less costly.
The questionnaires were given to business students at Kuwait Maastricht Business School on February 2008. The sample of the study was 120 students. 113 of them filled out the questionnaire correctly since the authors were present during the entire survey process. The researcher included six classes from different levels (Pre MB, MBA First academic year, MBA Second academic year) in the study as mentioned before.
The questionnaire used to collect the data for this study was consists of two parts; general information and the questions. Eight questions were included in the general information base on the demographic questions, such as the age, gender, marital status, nationality, years of experiences and working fields. The questions determined students leadership styles. Responses were based on six ordinal scales from zero to six. As: Zero = Never, 3= Sometimes, 6= Always
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The questionnaire was administered to the participants during the sessions at the university. Prior to the administration, participants were informed about the main objective of the study. They were told to be honest in their answers. The questionnaire reacquired approximately ten minutes to be completed. The researcher collected the complete surveys from individual for analysis.
3.4 Data Analysis The SPSS (Statistical Package for Social Sciences) program is used to analyze the data collected from the survey. This program can perform a variety of data analysis including statistical analysis and graphical presentation of data. Descriptive statistics such as frequencies, central tendency and charts. SPSS version 16.0 is used in this research.
Descriptive statistics were calculated for each of the demographic variables. Tables, figures and graphs have been used to present and summarize the quantitative aspects of the data. Reliability is concerned with the consistency of measures, Alpha (Cronbach) coefficients was calculated for the components of the measurement scale to verify internal consistency. Nunnally and Bernsteins (1994) recommended alpha value of .70 was utilized to evaluate the internal consistency of each subscale. The greater the consistency in the results, the greater the reliability of the measuring procedure. Also Cross tabulation between different questions were used to better understand the sample.
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CHAPTER FOUR: DATA ANALYSIS, FINDINGS AND DISCUSSION
4.1 Empirical Study The empirical data is information based on experiment, observation and interviews rather than theory. The empirical data was collected by primary data that are questionnaires which were given to business students at Kuwait Maastricht Business School to determine what leadership styles they will implement. In this section, the real findings of the research are described.
4.2 Primary Data In this section the target group is described and the findings are presented. 4.2.1 Students work preferences The questionnaires that were given to business students at Kuwait Maastricht Business School on February 2008 are determined what management styles business students will present in the future. The results are presented in figures and tables. In this chapter the empirical findings are described and in the following chapter theses findings are compared with theoretical framework.
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4.2.2 Demographic Questions
1. Age Group: As we can see in table (1), %50.4 of the sample were between 18-29 years old, %43.4 were between 30-40 years old, and only %6.2 were above 40 years old.
Frequency Table (1)

Students Age Group Frequency Valid 18-29 30-40 +40 Total 57 49 7 113 Percent 50.4 43.4 6.2 100.0 Valid Percent 50.4 43.4 6.2 100.0 Cumulative Percent 50.4 93.8 100.0
Figure 4. Students Age Group
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2. Gender
The sample consists of 71 males with a percentage of %62.8 and 42 females with a percentage of %37.2.
Frequency Table (2)
Students Gender Frequency Valid Male Female Total 71 42 113 Percent 62.8 37.2 100.0 Valid Percent 62.8 37.2 100.0 Cumulative Percent 62.8 100.0
Figure 5. Students Gender
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3. Marital Status
Frequency Table (3)
Marital Status Frequency Valid Married Non-Marries Total 58 55 113 Percent 51.3 48.7 100.0 Valid Percent 51.3 48.7 100.0 Cumulative Percent 51.3 100.0
From table (3) we can find that %51.3 of the students are married, this percentage is normal in a city like Kuwait because of the culture and the high income.
Figure 6. Marital Status
4. Nationality
Frequency Table (4)
Nationality Frequency Valid Kuwaiti Non-Kuwaiti Total 86 27 113 Percent 76.1 23.9 100.0 Valid Percent 76.1 23.9 100.0 Cumulative Percent 76.1 100.0
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Figure 7. Nationality
The questionnaire was designed in a way to differentiate between the citizens Kuwaitis and the others non Kuwaitis. Table (4) shows the differences between both. Out of 113 students, 86 were Kuwaitis and 27 were non Kuwaitis. 5. Years of Job Experience Most of the students were with 1-5 years of job experience (%47.8), and (%31) was with 6-10 years.
Frequency Table (5)
Years of Job Experience Frequency Valid 1-5 years 6-10 years 11-20 years +20 Total 54 35 21 3 113 Percent 47.8 31.0 18.6 2.7 100.0 Valid Percent 47.8 31.0 18.6 2.7 100.0 Cumulative Percent 47.8 78.8 97.3 100.0
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Figure 8. Years of Job Experience
6. Employment Status
Frequency Table (6)
Employment Status Frequency Valid Unemployment Intership Part Time Job Full Time Job Total 4 1 1 107 113 Percent 3.5 .9 .9 94.7 100.0 Valid Percent 3.5 .9 .9 94.7 100.0 Cumulative Percent 3.5 4.4 5.3 100.0
Most of the students in the sample (%94.7) are working in full time jobs, while %3.5 are not working.
Figure 9. Employment Status
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7. Working Sector
Frequency Table (7)
You are Working in Frequency Valid Private Sector Public Sector Total 69 44 113 Percent 61.1 38.9 100.0 Valid Percent 61.1 38.9 100.0 Cumulative Percent 61.1 100.0
From table (7) we can find that %61.1 of the students are working in the private sector, and %38.9 are working the public sector.
Figure 10. "You are working in"
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8. Working Field
Frequency Table (8)
You are Working in the following field Frequency Valid Business/Administration Banking Engineering Health Sector Others Total 34 22 34 10 13 113 Percent 30.1 19.5 30.1 8.8 11.5 100.0 Valid Percent 30.1 19.5 30.1 8.8 11.5 100.0 Cumulative Percent 30.1 49.6 79.6 88.5 100.0
Figure 11. "You are working in the following field"
The students are working in different fields, such as Business Administration, Banking, Engineering, Health sector and others.
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4.2.3 The Questions

Frequency Table (9) Questions
Q1 Q2 Q3 N Valid Missing Mean Std. Error .078 .092 .086 .108 .089 .067 .074 .099 .131 .127 .097 .091 .103 .079 .094 .075 .105 .118 of Mean Median Mode Std. .833 .981 .915 1.153 .945 .713 .787 1.054 1.393 1.349 1.036 .966 1.092 .836 1.000 .793 1.115 1.258 Deviation Sum 468 474 456 447 463 484 460 359 372 345 380 432 404 475 478 472 414 406 4.00 4.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 3.00 3.00 4.00 4.00 4.00 5.00 4.00 4.00 4.00 4 5 4 5 5 4 4 3 3 3 3 4 4 5 5 4a 4 4 113 113 113 0 0 0 Q4 Q5 Q6 Q7 Q8 113 0 Q9 113 0 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 113 0 113 113 0 0 113 113 0 0 113 113 0 0 113 0 113 0
113 113 113 113 0 0 0 0
4.14 4.19 4.04 3.96 4.10 4.28 4.07 3.18 3.29 3.05 3.36 3.82 3.58 4.20 4.23 4.18 3.66 3.59
Frequency Table (10)

In General, I prefer to work Frequency Valid By Myself In a Team Total 32 81 113 Percent 28.3 71.7 100.0 Valid Percent 28.3 71.7 100.0 Cumulative Percent 28.3 100.0
The mixture of different nationalities determined the working preference of 113 students. A large number of participants 81 preferred to work in a team while only 32 opted to work alone. This finding shows that most students prefer to work in a team, not alone.
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Figure12. "Students Work Preferences"
Additionally, the research became very interesting because there was a need to compare nationalities and students work preferences. Table (11) shows that out of 86 Kuwaitis that were surveyed, 62 preferred to work in a team and 24 preferred to work individually. Out of 27 students Non Kuwaitis, 19 preferred to work in a team and 8 preferred to work individually.

Nationality * In General, I prefer to work Crosstabulation Count In General, I prefer to work By Myself Nationality Kuwaiti Non-Kuwaiti Total 24 8 32 In a Team 62 19 81 Total 86 27 113
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Figure13. Work preferences vs. Nationality
In Kuwaiti society, there is a large disparity between students who prefer to work in a team and those who would rather choose individual project. In contrast, there is a smaller difference between Non Kuwaitis students and their work orientation. Their opinions are nearly equivalent.
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4.3 Students Concerns According to the managerial grid, one of the most important components is identifying students concerns. From the analysis, the concerns of 113 surveyed students are shown in the following table. A significant group of students (53) presents a high concern for people that represent (%46.9) of the sample, and a slightly less concern for the results (47) with a percentage of (%41.6). And only (13) students (%11.5) fell into the middleof-the- road category since they had the same score in both people and results.
Students Concerns Frequency Valid For Both For People For Results Total 13 53 47 113 Percent 11.5 46.9 41.6 100.0 Valid Percent 11.5 46.9 41.6 100.0 Cumulative Percent 11.5 58.4 100.0
Figure14. Students concerns
The view of business students concerns is very useful to adapt the findings to managerial grid, as a basic tool to identify leadership styles. It will show the final results and will help to identify future leaders preferences and constrains. Furthermore, it will give an
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answer, if business students are concern for people or for results. We have to remember that those participants that prefer to work in a team, they do not have to be concern for people. They might also be concern for results that is a main task of team work. To make the study more clear is necessarily to build a figure that will answer this doubt.

Greater * In General, I prefer to work Crosstabulation Count In General, I prefer to work By Myself Greater Both People Results Total 2 13 17 32 In a Team 11 40 30 81 Total 13 53 47 113
Figure 15. Work preferences vs. students concerns
From the figure above, (40) business students are preferred to work in a team and are also concerned for people. However, there is a group of students that prefer to work 35
individually (13). Also (17) students have a high concern for results and preferred to work alone and (30) in a team. Additionally, students that scored the same in both areas, only (2) preferred to work individually and (11) wanted to work with others. From the results, it is easy to realize that business students that are concern for people prefer to work in a team. This is linked with possibility to gain new team work skills, analytical and decision making skills, flexibility, compromise and negotiation. Moreover, these students accept others opinions and points of views. For them the most important is effective team work. However, a group of students with individual preference of work are concern for people as well. Other people are also important for them, they accept their opinions and vales but they see their work more effective and secure, when they work alone. Working in a team for the students who are concern for results, is more important than working individually. However, the distance between two groups (individuals and team workers) is not as big as in case of first group of business students that are concern for people. Most of the students that are concern for both people and results are preferred to work in a team. This means that even, when the result of the work is the most important, coworkers needs are still important. Also the gender factor was taken into consideration, to gain a better understanding of the research problem.
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Gender * Greater Crosstabulation Count Greater Both Gender Male Female Total 9 4 13 People 31 22 53 Result 31 16 47 Total 71 42 113
Figure16. Gender vs. students concern
Students concerns were influenced by gender. Males are more concern for people (31) compared to females (22). It means that men are more sensitive for relations with coworkers than women. It is the same in a group of students that are concern for people and result (9 men and 4 women). Also similar with the group of business students that are concern for task, men constitute (31) and women (16) surveyed people. From these results we can say that males prefer to do their jobs in a team or individually, but they want to see results of their work by considering co-workers needs.
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Table (15) shows females and males work preferences combined with their concerns more specified. Both women and men that are concern for people prefer to work in a team. Additionally, students concern for both people and results prefer to work in teams. Thus, females in this group did not want to work alone, so even though when they are concerned for both elements they prefer to work in a team (4). Only (2) Male students in this group can work alone and (7) can work with others.

In General, I prefer to work * Greater * Gender Crosstabulation Count Consideration Gender Male In General, I prefer to work By Myself In a Team Total Female In General, I prefer to work By Myself In a Team Total Both 2 7 9 0 4 4 People 8 23 31 5 17 22 Result 12 19 31 5 11 16 Total 22 49 71 10 32 42
4.4 Reliability Analysis Alpha (Cronbach) Coefficients were calculated for the components of each measurement scale to verify internal consistency. Cronbach Alpha in this study is %82.2 exceeds the value of %70 suggested as adequate by Nunnally and Bernstein (1994)
Table (16) Reliability Statistics
Cronbach's Alpha .822 N of Items 18
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4.5 Identified Business Students Leadership style The answers of the students were transferred into two sections: people questions and task questions. At the end, the total score was multiplied by 0.2 and it gave the final score. People questions section includes: I encourage my team to participate when it comes to decision making time and I try to implement their ideas and suggestions. I enjoy coaching people on new tasks and procedures. I encourage people to be creative. I enjoy reading about different cultures, leadership, and psychology; and then putting what I have read into action. When correcting mistakes, I do not worry about jeopardizing relationships. I enjoy explaining the details of a complex task or project to people. Nothing is more important than building a great team. I respect other peoples beliefs and opinions. I give advice to my team members to improve their work. Task questions section includes: Nothing is more important than accomplishing a goal or a task. I closely monitor the schedule to ensure a task or project will be completed in time. The more challenging a task is, the more I enjoy it. When looking at complex task, I make sure that every detail is completed. I find it easy to carry out several complicated tasks at the same time. I mange my time very well. Breaking large projects into small manageable tasks is simple. I enjoy analyzing problems. I enjoy reading about my profession; and then implementing the new procedures I have learned.
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Participants answered the questionnaires without knowing that the questions are from two sections. Theses questions were mixed together without showing which group they are belonging to. Such combination helped us to know if business students are going to coach people on new ways and solutions by considering trust and respect. Question 10, for example in the questionnaire sounds : When correcting mistakes, I do not worry about jeopardizing relationship gives indication that students with high concern for people would put a low score to this question. These students might believe that they do not want to jeopardize a relationship. But, if a leader really cared about the person, would the relationship (being friends) be more important or would guiding the person on to the correct behavior be more important? Good leaders do what it takes to build a great team and develop the people around them. This question helps to separate the country club leaders who want to be friends with everyone; and the impoverish leaders who are afraid they might make waves; and the real people leaders who are more concerned with coaching others so that they benefit the team. That is, if the leader lets one of his/her peers continue with the incorrect behavior, does this help or hinder the other members of the team? It is best not to picture people oriented leaders as a friends, but as a person who is concerned with the growth and welfare of others. Instead of presenting a manager with a dilemma of choosing one or the other alternative, it shows how a leader can simultaneously maximize both production oriented methods and those that are people oriented. To determine the respondents leadership style the behavioral leadership model was used. Figure (17) determents five various leadership styles and shows which section the students average is categorized in. Future leaders are more concern for people (6.9). This section allows students to understand team members needs, their interests and ways of improving them through designated tasks. On the other hand, students are also concerned for results (6.8). This section focuses on achieving goals, organizational effectiveness, and high productivity when completing a task. When tallying the information for the surveys, the Students Average is placed in the Team Leader dimension. As a result of the research, future leaders will be able to combine
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people with varying backgrounds, work preference, and focus on either the task or their fellow co-worker. Figure17. Students Average Matrix 9 Country Club 7 8 Team Leader
People 6 5 4
* (6.9:6.8) Students Average Middle of the Road
Impoverished
Authoritarian
0 0
4 Results
The managerial grid is used to evaluate how future potential leaders will perform in the business environment. The results of the research show that students are classified at the most successful leadership style. However, it is necessarily to mention that all findings are based on speculations. Nobody can be sure what will happen in the next few years. People can change from new situations, such as: new environment, new family background and new work. Business students are still studying and gaining new experiences. Their personalities and characters are yet to be fully developed. New stresses and life experiences will bring them many variables that will shape and affect the way they manage their work as a leader. The team environment can be developed by team or individual work. As is shown below, participants that preferred to work in a team scored 7 in concern for people 41
and 7.1 for results. Meaning, that even when business students want to work efficiently and effectively in a group, they still want to achieve the highest results of their work. The group of surveyed students is higher situated on the managerial grid in comparison to the second group of future leaders that prefer to work individually. Figure18. Individual vs. Team 7
Team Leaders 6.5 * Individual (6.5:6.5)
* Team (7.1:7)
People
4.5 4.5
5.5
5.5 Result
6.5
7.5
Surveyed students that prefer to work alone fell into the same category as students that prefer to work in a team but scored lower with scores of 6.5 in concern for people and 6.5 for result.
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Both the managerial grid and situational leadership theory have been incorporated. The new model identifies leadership styles with effectiveness based on followers maturity level and the situation. Students Average (6.9:6.8) is placed on this model to help us understand the model. Figure19. Students Average Matrix on Managerial Grid 9 Incorporated with Situational Leadership Theory
(1:9) Country club style
Participating
Selling
(9:9) Team Style
People 6 5 4
* (6.9:6.8) Students Average Middle of the Road Delegating Telling
2
(1:1) Impoverished style
(9:1) Produce or perish style
0 0
Production
From the figure above five leadership styles incorporated with effectiveness based on followers maturity level as well as the situation were determined by the model. Also from the figure above, the average of students scores is placed in the team leader dimension. This leadership style is the most effective with selling since the task is more complex and the relationship between the worker and leader is important. This dimension includes students who understand team members need, their interests and ways of improving the designated tasks. Moreover, these students are also focused on achieving goals, organizational creativeness and effectiveness, and high productivity 43
when completing a task. When it comes to situation side of leadership, students are able to measure what is the most important in the moment and in the situation. Also students can consider how effective leadership may rely by flexible with followers. The Team Leader will be the most appropriate by employees, because the results of work are important and relationship with people as well with low maturity level. Future potential leaders will be able to combine employees with varying backgrounds, work preference, and focus on task result and relationship with fellow co-workers. Nerveless, in front of business students is a long way of understanding social and work environment. From situational perspective, surveyed students have to apply the best choice from telling, selling, participating, or delegating, ananalyze the situation with co-workers and the task, relationship to determine which function is the most suitable.
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The team environment can be developed by gender. As is shown below, Men scored 6.87 in concern for people and 6.89 for results. Females scored 7 in concern for people and 7.3 for results. Meaning, that females want to achieve the highest results of their work with a high concern of people Figure20. Male vs. Female 7 * Female * (7.3:7) Male (6.89:6.87)
Team Leaders 6.5 People 4.5 4.5 5 5.5 6
5.5 Result
6.5
7.5
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The team environment can be developed by Nationalities. As is shown below, Kuwaitis scored 6.81 in concern for people and 6.85 for results. Non Kuwaitis scored 7 in concern for people and 7.11 for results. Meaning, that Non Kuwaitis want to achieve the highest results of their work with a high concern of people
Figure21. Kuwaitis vs. Non Kuwaitis * Non - Kuwaitis (7.11:7) Team Leaders 6.5 * Kuwaitis (6.85:6.81) 7 People 4.5 4.5 5 5.5 6
5.5 Result
6.5
7.5
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The team environment can be developed by working sectors. As is shown below, employees working in public scored 6.8 in concern for people and 6.6 for results. The employees working in private sector scored 7 in concern for people and 6.99 for results. Meaning, that the employees working in the private sector want to achieve the highest results of their work with a high concern of people
Figure22. Public vs. Private 7 * Private * (6.99:7) Public (6.6:6.8)
Team Leaders 6.5 People 4.5 4.5 5 5.5 6
5.5 Result
6.5
7.5
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CHAPTER FIVE: CONCLUSIONS, RECOMMENDATIONS AND FURTHER RESEARCH
5.1 Introduction After interpreting the findings it is useful to summarize the aims of the research. Compare them with the finding and draw conclusions on how much and in which manner the goal has been achieved. (Bless & Higson-Smith, 1995)
The findings of the research will be summarized in this chapter, in a way to answer the question of the study What leadership style will future potential leaders implement? Attention should also be paid to the various types of leadership styles of the students at Kuwait Maastricht Business School Blake and Moutons theory. In addition, the managerial grid was incorporated with the situational leadership model.
5.2 Conclusions The questionnaire was completed by 113 business Students at the university. One of the questions in the questionnaire was about asking them if they prefer to work in a team or individually. The graph of the Managerial Grid was used as a tool to determine their leadership styles. From the findings, the students leadership style was identified. The Students Average was 6.9 and 6.8 in concern for results and people, respectively. Thats mean they fell into the Team Leader category, and they have a significant chance to become an efficient leader. Thats emphasizing high amounts of both tasks and relationship behaviors.
Future potential Leaders are still learning and gaining knowledge. Working in effective teams will give them better opportunity to succeed. They can realize the tasks and support the mission of the group. Diversity between the team members with different cultures and nationalities will help the leaders to learn how to respect each others. From 48
the results, it is important to conclude that future potential leaders are responsible and reliable. They are concentrated on work quality, creativity, procedures, and results of their work. In addition to their relationship with others based on trust. Some of them prefer to work individually as a part of personal development as well. They can be very good leaders, who direct his followers to achieve excellent results in their work. However, everything depends on situation which has big influence on peoples behavior.
There are many variables that affect the leadership in the organization; one example is the relationship between the leader and the members. The nature of tasks to be achieved, the types of problems and decisions to be taken in different fields in both private and public sector and the characteristics of the leader as his personality, abilities, gender and his age.
5.3 Recommendations Different leadership styles are used to cope with different cases. The autocratic style makes sense when an organization is in deep trouble and needs to achieve a rapid turnaround. (Mullins, 2007). Different types of leadership may also be most appropriate at different stages in the development of the organization. Leadership can also vary between public and private sectors and depend upon the size of the organization.
In any organization, the leaders of the team make the vision of their organization real on a day to day basis. The team leader is the creator of space in which choice and freedom can be exercised; they delineate the obligations and accountabilities contained within the business goals; they bring the philosophy of autonomy and personal development to realization by the manner in which they act as mentor; and they become a role model for how members should behave.
Education and training needs to be emphasize, the ability to create and communicate a clear vision, and motivate people to deliver it, is as important to the small entrepreneur as to the leader of big organization. All senior managers should be planning leaders 49
succession and supporting the people who will step into their shoes when its time to move on.
This study supported the research undertaken by the Chartered Management Institute regarding the poor ratings to the public sector leaders. The survey of 1900 public sector managers, mostly at middle and junior level, reveals that only %33 of managers rate the leadership demonstrated by their most senior management team as high quality. Although a wide and varied range of training activities is taking place, the majority of managers perceive a low priority placed on leadership development.
Task and maintenance functions may be performed either by the group leader or by members. Ultimately it is the leaders responsibility to ensure that both sets of functions are carried out and the right balance is achieved between them. The appropriate combination of task-oriented behavior and maintenance behavior is essential to the success and continuity of the group.
The future leaders once they gain the life and work experiences, they may follow their own leader. Since unexpected situations will occur, they are going to find their own way of managing their work as a leader. Through many variables of doing things a future potential leader is able to shape and affect the best solution for him and take a responsibility for his own actions.
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REFERENCES
Claire Bless & Craig Higson-Smith, 1995, Fundamentals of Social Research Methods, Juta & Co. Ltd. Babbie, ER (1979). The Practice of Social Research, 2nd. Belmont: Wadsworth
Kish, L (1965). Suervey Sampling. New Yourk: John Wiley and Sons.
John W. Slocum, Jr. & Don Hellriegel, (2007), Fundamentals of Organizational Behavior, Thomson, USA
Laurie J. Mullins, (2007), Management and Organizational Behaviour, Eighth Edition, Prentice Hall
Dave Ulrich & Jack Zenger & Norm Smallwood, (1999), Results- Based Leadership, Harvard Business School Press, USA
Edgar H. Schein, (2006), Organization Development, Jossey-Bass, USA
Stephen S.Kaagan, (1999), Leadership Games, Sage Publications Inc.USA
Don Hellriegel & John W. Slocum Jr., (2004), Organizational Behavior, Thomson, USA
Robert House & Paul Hanges & Mansour Javidan & Peter Dorfman & Vipin Gupta, Culture, (2004), Leadership and Organizations, Sage Publications, USA
Carol Kennedy, (2007), Guide to the Management Gurus, Random House Business School, UK
Stephen R. Covey, (1992), Principle Centred Leadership, Simon & Schuster, UK Robert Lefton, (2004), Leadership through People Skills, The McGraw-Hill, USA 51
APPENDIX
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APPENDIX 1: STUDENTS QUESTIONNAIRE

Dear Participant,
I am an MBA students studying in KMBS. I am currently conducting a research study which is about identifying KMBS students leadership styles. Through this letter, I am requesting your kind participation which involves filling the attached questionnaire for a total time commitment that will not exceed 10 minutes. Please notify that your participation of this questionnaire is voluntary, and your responses will be kept strictly confidential.
Part (A) General information

Kindly use the correct answer. Age group 18-29
Gender Male Female
30-40
+40
Marital status Married Nationality Non married
Kuwaiti
Years of job experience 1-5 years Employment status Unemployment You are working in Private sector
Non Kuwaiti
6-10 years
11-20 years
+20
Internship
Part time job
Full time job
Public sector
You are working in the following field Business/Administration Banking Engineering Health sector Others
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Part(B) : Questionnaire - KMBS students.

Below is a list of statements about leadership behavior. Read each one carefully, then, using the following scale, decide the extent to which it actually applies to you. For best results, answer as truthfully as possible. 1 -I encourage my team to participate when it comes decision making time and I try to implement their ideas and suggestions. 2 - Nothing is more important than accomplishing a goal or task. 3 - I closely monitor the schedule to ensure a task or project will be completed in time. 4 - I enjoy coaching people on new tasks and procedures. 5 - The more challenging a task is, the more I enjoy it. 6 - I encourage my employees to be creative about their job. 7- When seeing a complex task through to completion, I ensure that every detail is accounted for. 8 - I find it easy to carry out several complicated tasks at the same time. 9 - I enjoy reading articles, books, and journals about training, leadership, and psychology; and then puttining what I have read into action. 10- When correcting mistakes, I do not worry about jeopardizing relationships. 11- I manage my time very efficiently. 12- I enjoy explaining the intricacies and details of a complex task or project to my employees. 13- Breaking large projects into small manageable tasks is second nature to me. 14- Nothing is more important than building a great team. 15- I enjoy analyzing problems. 16- I honor other people's boundaries. 17- Counseling my employees to improve their performance or behavior is second nature to me. 18- I enjoy reading articles, books, and trade journals about my profession; and then implementing the new procedures I have learned.
Never
sometimes always
0 1
2 3 4 5
0 1 0 1 0 1 0 1 0 1 0 1 0 1
2 3 2 3 2 3 2 3 2 3
4 5 4 5 4 5 4 5 4 5
2 3 4 5 2 3 4 5
0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1
2 3 2 3 2 3 2 3 2 3 2 3 2 3
4 5 4 5 4 5 4 5 4 5 45 45
2 3 45 2 3 45
0 1
2 3 45
In general, I prefer to work by my self In a team
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Thanks
APPENDIX 2: SCORING SECTION

The questions in the questionnaire were classifies in to two groups, people & Task.
Step (1): Finding the Total for the questions in each group Group People Total The total Score of the following questions (Q1 + Q4 + Q6 + Q9 + Q10 + Q12 + Q14 + Q16 + Q17) The total Score of the following questions (Q2 + Q3 + Q5 + Q7 + Q8 + Q11 + Q13 + Q15 + Q18)
Task
Step (2): Multiply the Total of each group by 0.2 to get the final score: Group People Final Score The Final Score = (Q1 + Q4 + Q6 + Q9 + Q10 + Q12 + Q14 + Q16 + Q17) X 0.2 The Final Score = (Q2 + Q3 + Q5 + Q7 + Q8 + Q11 + Q13 + Q15 + Q18) X 0.2
Task
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SPSS OUTPUTS
APPENDEX 3: SPSS OUTPUT

Statistics You are Working Marital Age Group N Valid Missing Mean Std. Error of Mean Median Mode Std. Deviation Variance Skewness Std. Error of Skewness Range Minimum Maximum Sum 113 0 1.56 .058 1.00 1 .611 .374 .611 .227 2 1 3 176 Gender 113 0 1.37 .046 1.00 1 .485 .236 .538 .227 1 1 2 155 Status 113 0 1.49 .047 1.00 1 .502 .252 .054 .227 1 1 2 168 Nationality 113 0 1.24 .040 1.00 1 .428 .183 1.241 .227 1 1 2 140 Years of Job Experience 113 0 1.76 .080 2.00 1 .848 .719 .749 .227 3 1 4 199 Employment Status 113 0 3.87 .056 4.00 4 .590 .348 -4.475 .227 3 1 4 437 You are Working in 113 0 1.39 .046 1.00 1 .490 .240 .460 .227 1 1 2 157 in the following field 113 0 2.52 .124 3.00 1
a
1.317 1.734 .441 .227 4 1 5 285
a. Multiple modes exist. The smallest value is shown
Frequency Table
Age Group Frequency Valid 18-29 30-40 +40 Total 57 49 7 113 Percent 50.4 43.4 6.2 100.0 Valid Percent 50.4 43.4 6.2 100.0 Cumulative Percent 50.4 93.8 100.0
Gender Frequency Valid Male Female 71 42 Percent 62.8 37.2 Valid Percent 62.8 37.2 Cumulative Percent 62.8 100.0
Gender Frequency Valid Male Female Total 71 42 113 Percent 62.8 37.2 100.0 Valid Percent 62.8 37.2 100.0 Cumulative Percent 62.8 100.0
Marital Status Frequency Valid Married Non-Marries Total 58 55 113 Percent 51.3 48.7 100.0 Valid Percent 51.3 48.7 100.0 Cumulative Percent 51.3 100.0
Nationality Frequency Valid Kuwaiti Non-Kuwaiti Total 86 27 113 Percent 76.1 23.9 100.0 Valid Percent 76.1 23.9 100.0 Cumulative Percent 76.1 100.0
Years of Job Experience Frequency Valid 1-5 years 6-10 years 11-20 years +20 Total 54 35 21 3 113 Percent 47.8 31.0 18.6 2.7 100.0 Valid Percent 47.8 31.0 18.6 2.7 100.0 Cumulative Percent 47.8 78.8 97.3 100.0
II
Employment Status Frequency Valid Unemployment Intership Part Time Job Full Time Job Total 4 1 1 107 113 Percent 3.5 .9 .9 94.7 100.0 Valid Percent 3.5 .9 .9 94.7 100.0 Cumulative Percent 3.5 4.4 5.3 100.0
You are Working in Frequency Valid Private Sector Public Sector Total 69 44 113 Percent 61.1 38.9 100.0 Valid Percent 61.1 38.9 100.0 Cumulative Percent 61.1 100.0
You are Working in the following field Frequency Valid Business/Administration Banking Engineering Health Sector Others Total 34 22 34 10 13 113 Percent 30.1 19.5 30.1 8.8 11.5 100.0 Valid Percent 30.1 19.5 30.1 8.8 11.5 100.0 Cumulative Percent 30.1 49.6 79.6 88.5 100.0
III
Graph Age Group
Graph Gender
IV
Graph Marital Status
Graph Nationality
Graph Years of Job Experience
Graph Employment Status
VI
Graph "You are working in"
Graph "You are working in the following field"
VII
Frequencies
Statistics In General, I Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 N Valid Missing Mean Std. Error of Mean Median Mode Std. Deviation Variance Skewness
.833 .981 .915 1.153 .945 .713 .787 1.054 1.393 1.349 1.036 .966 1.092 .836 1.000 .793 1.115 1.258 .694 .962 .838 1.328 .892 .508 .620 1.111 1.941 1.819 1.073 .933 1.193 .699 1.000 .629 1.243 1.583 -.362 -.579 -.521 -.484 .744 1.385 .639 1.408 .715 .625 .797 .726 -.635 .867 1.515 .547 -.953 -.967 -.975 .453 .205 .078 .092 .086 .108 .089 .067 .074 .099 .131 .127 .097 .091 .103 .079 .094 .075 .105 .118 4.00 4.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 3.00 3.00 4.00 4.00 4.00 5.00 4.00 4.00 4.00 4 5 4 5 5 4 4 3 3 3 3 4 4 5 5 4a 4 4 .043 2.00 2 113 0 113 113 0 0 113 113 113 113 0 0 0 0 113 0
Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18

113 0 113 0 113 113 0 0 113 113 0 0 113 113 0 0 113 0 113 0
prefer to work
113 0 1.72
4.14 4.19 4.04 3.96 4.10 4.28 4.07 3.18 3.29 3.05 3.36 3.82 3.58 4.20 4.23 4.18 3.66 3.59
Std. Error of Skewness Range Minimum Maximum Sum

3 2 5 468 5 0 5 3 2 5 5 0 5 3 2 5 3 2 5 4 1 5 5 0 5 359 5 0 5 372 5 0 5 345 5 0 5 4 1 5 5 0 5 4 1 5 5 0 5 3 2 5 5 0 5 414 5 0 5 406 1 1 2 194 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227 .227
474 456
447 463 484 460
380 432
404 475
478 472
a. Multiple modes exist. The smallest value is shown
VIII
Frequency Table
Question1 Frequency Valid 2 Sometimes 4 Always Total 5 17 48 43 113 Percent 4.4 15.0 42.5 38.1 100.0 Valid Percent 4.4 15.0 42.5 38.1 100.0 Cumulative Percent 4.4 19.5 61.9 100.0
Question2 Frequency Valid Never 1 2 Sometimes 4 Always Total 1 1 3 20 33 55 113 Percent .9 .9 2.7 17.7 29.2 48.7 100.0 Valid Percent .9 .9 2.7 17.7 29.2 48.7 100.0 Cumulative Percent .9 1.8 4.4 22.1 51.3 100.0
IX
Question4 Frequency Valid Never 1 2 Sometimes 4 Always Total 3 2 4 23 37 44 113 Percent 2.7 1.8 3.5 20.4 32.7 38.9 100.0 Valid Percent 2.7 1.8 3.5 20.4 32.7 38.9 100.0 Cumulative Percent 2.7 4.4 8.0 28.3 61.1 100.0
Question6 Frequency Valid 2 Sometimes 4 Always Total 1 14 50 48 113 Percent .9 12.4 44.2 42.5 100.0 Valid Percent .9 12.4 44.2 42.5 100.0 Cumulative Percent .9 13.3 57.5 100.0
Question7 Frequency Valid 1 2 Sometimes 4 Always Total 1 2 19 57 34 113 Percent .9 1.8 16.8 50.4 30.1 100.0 Valid Percent .9 1.8 16.8 50.4 30.1 100.0 Cumulative Percent .9 2.7 19.5 69.9 100.0
Question8 Frequency Valid Never 1 2 Sometimes 4 Always Total 1 7 16 47 31 11 113 Percent .9 6.2 14.2 41.6 27.4 9.7 100.0 Valid Percent .9 6.2 14.2 41.6 27.4 9.7 100.0 Cumulative Percent .9 7.1 21.2 62.8 90.3 100.0
XI
Question12 Frequency Valid 1 2 Sometimes 4 Always Total 3 6 28 47 29 113 Percent 2.7 5.3 24.8 41.6 25.7 100.0 Valid Percent 2.7 5.3 24.8 41.6 25.7 100.0 Cumulative Percent 2.7 8.0 32.7 74.3 100.0
XII
Question14 Frequency Valid 1 2 Sometimes 4 Always Total 1 1 21 41 49 113 Percent .9 .9 18.6 36.3 43.4 100.0 Valid Percent .9 .9 18.6 36.3 43.4 100.0 Cumulative Percent .9 1.8 20.4 56.6 100.0
Question15 Frequency Valid Never 1 2 Sometimes 4 Always 1 1 5 15 33 58 Percent .9 .9 4.4 13.3 29.2 51.3 Valid Percent .9 .9 4.4 13.3 29.2 51.3 Cumulative Percent .9 1.8 6.2 19.5 48.7 100.0
XIII
Question15 Frequency Valid Never 1 2 Sometimes 4 Always Total 1 1 5 15 33 58 113 Percent .9 .9 4.4 13.3 29.2 51.3 100.0 Valid Percent .9 .9 4.4 13.3 29.2 51.3 100.0 Cumulative Percent .9 1.8 6.2 19.5 48.7 100.0
XIV
In General, I prefer to work Frequency Valid By Myself In a Team Total 32 81 113 Percent 28.3 71.7 100.0 Valid Percent 28.3 71.7 100.0 Cumulative Percent 28.3 100.0
XV
Reliability
Scale: ALL VARIABLES

Case Processing Summary N Cases Valid Excluded Total
a
% 113 0 113 100.0 .0 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics Cronbach's Alpha .822 N of Items 18
XVI
Frequencies
Statistics P N Valid Missing Mean 113 0 6.9186 T 113 0 6.8673
Crosstabs
Case Processing Summary Cases Valid N Nationality * In General, I prefer to work 113 Percent 100.0% N 0 Missing Percent .0% N 113 Total Percent 100.0%
Nationality * In General, I prefer to work Crosstabulation Count In General, I prefer to work By Myself Nationality Kuwaiti Non-Kuwaiti Total 24 8 32 In a Team 62 19 81 Total 86 27 113
XVII
Crosstabs
Case Processing Summary Cases Valid N Gender * In General, I prefer to work 113 Percent 100.0% N 0 Missing Percent .0% N 113 Total Percent 100.0%
Gender * In General, I prefer to work Crosstabulation Count In General, I prefer to work By Myself Gender Male Female Total 22 10 32 In a Team 49 32 81 Total 71 42 113
Frequencies
Statistics Greater N Valid Missing 113 0
Students Concerns Frequency Valid For Both For People For Task Total 13 53 47 113 Percent 11.5 46.9 41.6 100.0 Valid Percent 11.5 46.9 41.6 100.0 Cumulative Percent 11.5 58.4 100.0
XVIII
Crosstabs
Case Processing Summary Cases Valid N Greater * In General, I prefer to work 113 Percent 100.0% N 0 Missing Percent .0% N 113 Total Percent 100.0%
Greater * In General, I prefer to work Crosstabulation Count In General, I prefer to work By Myself Greater Both People Results Total 2 13 17 32 In a Team 11 40 30 81 Total 13 53 47 113
XIX
Correlations
Correlations T T Pearson Correlation Sig. (2-tailed) N P Pearson Correlation Sig. (2-tailed) N 113 .771
**
P 1 .771
**
.000 113 1
.000 113 113
**. Correlation is significant at the 0.01 level (2-tailed).
Oneway Gender
ANOVA Sum of Squares P Between Groups Within Groups Total T Between Groups Within Groups Total .099 105.392 105.491 .002 110.207 110.209 df 1 111 112 1 111 112 .002 .993 .002 .965 Mean Square .099 .949 F .105 Sig. .747
Oneway Nationality
ANOVA Sum of Squares P Between Groups Within Groups Total T Between Groups Within Groups 1.315 104.176 105.491 1.114 109.095 df 1 111 112 1 111 1.114 .983 1.133 .289 Mean Square 1.315 .939 F 1.401 Sig. .239
XX
ANOVA Sum of Squares P Between Groups Within Groups Total T Between Groups Within Groups Total 1.315 104.176 105.491 1.114 109.095 110.209 df 1 111 112 1 111 112 1.114 .983 1.133 .289 Mean Square 1.315 .939 F 1.401 Sig. .239
Oneway "You are working in"

ANOVA Sum of Squares P Between Groups Within Groups Total T Between Groups Within Groups Total .937 104.554 105.491 3.122 107.086 110.209 df 1 111 112 1 111 112 3.122 .965 3.237 .005 Mean Square .937 .942 F .995 Sig. .032
Oneway Age
ANOVA Sum of Squares P Between Groups Within Groups Total T Between Groups Within Groups Total 1.939 103.551 105.491 5.348 104.861 110.209 df 2 110 112 2 110 112 2.674 .953 2.805 .065 Mean Square .970 .941 F 1.030 Sig. .360
XXI
Oneway Years of Experience

ANOVA Sum of Squares P Between Groups Within Groups Total T Between Groups Within Groups Total .944 104.547 105.491 2.381 107.828 110.209 df 3 109 112 3 109 112 .794 .989 .802 .495 Mean Square .315 .959 F .328 Sig. .805
XXII

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MBA THESIS

IDENTIFYING BUSINESS STUDENTS LEADERSHIP STYLES

Fatma Ahmad Al-Badah

April 23, 2008

Fatma Ahmad Al-Badah April2008

FIGURE 20 FIGURE 21 FIGURE 22

TABLE 1 TABLE 2 TABLE 3 TABLE 4 TABLE 5 TABLE 6 TABLE 7 TABLE 8 TABLE 9

STUDENTS AGE GROUP STUDENTS GENDER...

CHAPTER ONE: INTRODUCTION

CHAPTER TWO: LITERATURE REVIEW

Figure 1. Interaction of needs within the group

Team Maintenance Needs

Figure 2. The managerial Grid 9

Middle of the Road

Source: Adapted from Blake and Mouton (1964) in Bjerke, 2001, p. 10 .

2. Are future potential leaders concerned for people or for results?

Situational Leadership Variable

Middle of the Road Delegating Telling

Followers Readiness High R4

Unable but willing or confident

Mature Immature Laurie J. Mullins, (2007), Management and Organizational Behaviour,P380 17

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

CHAPTER FOUR: DATA ANALYSIS, FINDINGS AND DISCUSSION

4.2.2 Demographic Questions

Frequency Table (1)

Figure 4. Students Age Group

Figure 5. Students Gender

Figure 8. Years of Job Experience

Figure 11. "You are working in the following field"

4.2.3 The Questions

113 113 113 113 0 0 0 0

Frequency Table (10)

Figure12. "Students Work Preferences"

Frequency Table (11)

Figure13. Work preferences vs. Nationality

Figure14. Students concerns

Frequency Table (13)

Figure 15. Work preferences vs. students concerns

Frequency Table (14)

Figure16. Gender vs. students concern

Frequency Table (15)

* (6.9:6.8) Students Average Middle of the Road

Team Leaders 6.5 * Individual (6.5:6.5)

(9:9) Team Style

* (6.9:6.8) Students Average Middle of the Road Delegating Telling

(9:1) Produce or perish style

Team Leaders 6.5 People 4.5 4.5 5 5.5 6

Figure22. Public vs. Private 7 * Private * (6.99:7) Public (6.6:6.8)

Team Leaders 6.5 People 4.5 4.5 5 5.5 6

CHAPTER FIVE: CONCLUSIONS, RECOMMENDATIONS AND FURTHER RESEARCH

Edgar H. Schein, (2006), Organization Development, Jossey-Bass, USA

Stephen S.Kaagan, (1999), Leadership Games, Sage Publications Inc.USA

APPENDIX 1: STUDENTS QUESTIONNAIRE

Part (A) General information

Marital status Married Nationality Non married

Part time job

Full time job

Part(B) : Questionnaire - KMBS students.

In general, I prefer to work by my self In a team

APPENDIX 2: SCORING SECTION

APPENDEX 3: SPSS OUTPUT

1.317 1.734 .441 .227 4 1 5 285

a. Multiple modes exist. The smallest value is shown