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Leadership is the wise use of power and the ability to influence others to accomplish a goal. Leaders act to help a group attain objectives through the maximum application of its capabilities. A good example is an orchestra leader whose function is to produce coordinated sound and correct tempo.
Leadership is the wise use of power and the ability to influence others to accomplish a goal. Leaders act to help a group attain objectives through the maximum application of its capabilities. A good example is an orchestra leader whose function is to produce coordinated sound and correct tempo.
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Leadership is the wise use of power and the ability to influence others to accomplish a goal. Leaders act to help a group attain objectives through the maximum application of its capabilities. A good example is an orchestra leader whose function is to produce coordinated sound and correct tempo.
Droits d'auteur :
Attribution Non-Commercial (BY-NC)
Formats disponibles
Téléchargez comme PPT, PDF, TXT ou lisez en ligne sur Scribd
the wise use of power and the ability to influence
others effectively in order to accomplish a goal.
Leadership has different meanings in various authors. Harold Koontz
(1990) defines leadership as influence, that is, the art or process of influencing people so that they will strive willingly and enthusiastically toward the achievement of group goals. • Leaders act to help a group attain objectives through the maximum application of its capabilities.
• Leaders do not stand behind a group to push and prod;
they place themselves before the group as they • Facilitate progress and inspire the group to accomplish organizational goals.
• In these lines, a good example is an orchestra leader,
whose function is to produce coordinated sound
• and correct tempo through the integrated effort of the
musicians. Depending upon the quality of the director's leadership, the orchestra will respond. • Autocratic: Everything is defined by the leader who tells his subordinates what to do and expects them to carry out his decisions (commands). The leader is dogmatic and leads by the ability to withhold or give rewards and punishment.
• Democratic or participative: The leader fully shapes her
decision-making power with her subordinates, allowing each member of the group to carry an equal vote. One person, one vote. The leader consults with subordinates and encourages participation from them.
• Laissez-faire or the free-rein: The leader does not use his
power, giving subordinates a high degree of independence in their operations. Such leaders depend largely on subordinates to set their own goals and the means of achieving them, and they see their role as one of aiding the operations of followers by furnishing them with information and acting primarily as a contact with the group's external environment. • Appropriate knowledge: appropriate knowledge is needed so that her abilities cannot be questioned. • Experience: certain amount of cognitive and notional experience is required so that he will react instinctively, giving the right solution. • Virtuosity: he knows the best solving methods and he applies them in complex situations. • Trust: her abilities create a feeling of trust among her followers. • Mobility: he is able to move to different settings and groups, within the appropriate field of his experience. • Effectiveness: • she wants to be effective and she is using her abilities to do so. • Recognition: • he is satisfied with his work and most importantly his followers are as well. • Leading: she is happy to lead and she is devoting time and effort to do so. She is well known as a giver rather as a receiver. • 2, 5, 6- However either these characteristics to exist partially or as a whole, they are not enough in the practice to they ensure the achievement of objectives and the prosperity of team. • An effective leadership is considered the one that maintains the entire rings of this chain intact, facilitating and supporting continuously the individual operations of this labour model. • It argues that few people are born with the necessary characteristics to be great. • Therefore, these men are supposedly effective in any situation, as leading abilities are inherent to them. • Many find this theory unattractive because of its premise that leaders are born and not made, which • suggests that leadership cannot be developed • A person maybe a leader because she is charismatic, but relatively little is known • about this intangible characteristic. What constitutes charisma? Most agree that it is an inspirational • quality possessed by some people that make others feel better in their presence. The charismatic leader inspires others by obtaining emotional commitment from followers and by arousing a strong feeling of • loyalty and enthusiasm. (Perhaps she may arise strong negative feelings too!) • However, because charisma is so elusive, some may sense it while others do not. • Until the mid-1940s, the trait theory was the basis for most leadership research. Early work • in this area maintained that traits are inherited, but later theories suggested that traits could be • obtained through learning and experience. If, however, the search was to identify traits that were • consistently associated with leadership, the results can be interpreted in a more impressive light. for • example, intelligence, dominance, self-confidence, high energy level and task-relevant knowledge are five • traits that show consistently positive correlations with leadership. • These theories became popular during the 1950s. They suggest that the traits • required of a leader differ according to varying situations. Among the variables that determine the • effectiveness of leadership style are factors such as the personality of the leader and followers, the • attitudes, needs and expectations of the leader and followers, the degree of interpersonal contact • possible, time pressures, physical environment, organizational structure, the nature of organization, the state of the leader outside of the group. • A person may be a leader in one situation and a follower in another because the type of leadership needed depends on the situation. • During the 1960s, Fred Friedler introduced the contingency model of leadership. • Refuting the ideal leadership style theory, he argued that a leadership style will be effective or ineffective • depending on the situation. He identified three aspects of a situation that structure the leader's role: a) • leader-meter relations, b) task structure and c) position power. • Robert House derived the path-goal theory from the expectancy theory which argues that a person acts as she does because she expects her behaviour to produce satisfactory results. • He then argued that structure activities for subordinates generally had more productive work groups and higher performance evaluations from superiors. • This theory predicts the most appropriate leadership style from the level of maturity of the followers. • This model is consistent with Argyris's immaturity-maturity continuum, which indicates that as a person matures, she progresses from a passive to an active state and from dependence to independence. With maturity he passes from a need to structure and need of relationship to a little need for both.