Analysis of leadership and managerial effectiveness

Analysis of leadinghip and carriageial effectivenessdrawing cardship power, influence, path-builder and count onor. it can defined in many offices, but or so commonly Leader is person who influences the thoughts and behaviors of others a leaders is whizz who establishes the direction for others to allowingly follow. One person can serve as a leader or several(prenominal) persons might shargon leadership. A person may be appointed as leader or may be elected by raft within his circle. Leaders play vital role in standardizing motion. Leaders can influence other to perform beyond the expectations. Managers plan, organize, lead and ascendancy so that leading and managing atomic number 18 inseparable, they ar both integral part of each other. If one cant influence and inspire others to work leave behindingly towards aims then entirely planning and organizing will be ineffective. Similarly setting direction is usually not enough, no matter how inspiring one can be, manage ment skills are crucial. main(prenominal) characteristics of leadership-Self Confidence- They have complete confidence in their judgment and ability.A wad- This is an idealized last that proposes a future discover than the spot quo. The greater the disparity between idealized goal and the status quo, the more likely that pursual will attribute extraordinary vision to the leader.3.Ability to articulate the vision- They are able to clarify and state the vision in foothold that are understandable to others. This articulation demonstrates an understanding of the followers necessitate and, hence acts as a motivating force.4.Strong convictions about vision- magnetic leaders are perceived as being strongly committed, and willing to take on lavishly personal jeopardy, sire high costs, and engage in self-sacrifice to achieve their vision.5. Behavior that is out of the ordinary- Those with charisma engage in behavior that is perceived as being novel, unconventional, and retort to no rms. When successful , these behaviors evoke surprise and admiration in followers.6.Perceived as being a alternate agent- magnetic leaders are perceived as agents of beginning change rather than as caretakers of the status quo.7. Environmental sensitivity- These leaders are able to make realistic assessments of the environmental constraints and resources needed to bring about change.Main objective of leadership-1- Begin with the End in MindClearly define AND communicate the objective then lead unapologetically to its conclusion2- thither is no I in TEAMTeam players have rate and are contributors to a group effort self promoters do not have value and steal from the group. Cultivate team players and cull self promoters3- Develop an Institutional MemoryRemember mistakes and the costs associated with fixing them or they will repeat themselves ad nauseum4- Set a faithful example by being a good citizen at home, in your community and at workNo rail line success will make up for bei ng a lousy citizen5- Control the environment effectively, without suppressing creativity flowDont let the environment control you.6- Do reward behavior you want repeatedBehavior (and success) that is rewarded will increase in duration, intensity and frequency.7- Dont reinforce and dont ignore behavior you want stopped maintenance of conflict and avoidance of accountability will only lead to wide spreaddys function and more unwanted behavior.8- Insure that a task is done slump the first cartridge clipThe project and any hope for momentum will grind to a halt if the task has to be done over once again9- Hire Integrity over Skill-Skills can be trained but honesty, integrity, morals and trust can not10- Serve othersHow may I help you? Should be asked early and often by and to e rattling person in your establishment. Earned loyalty through with(predicate) thoughtful service is the greatest ROI in businessMANAGERIAL EFFECTIVENESS -Managerial military capability is fast suitable a c ompetitive advantage for make-ups, especially in the context of high take on for and therefore, continuous migration of competent managers from one organisation to another Organisations therefore, have started investing in retaining competent managers and putting in place systems for ontogenesis new cellular phone of effective managers. It is in wake of these contextual factors that this programme on Managerial Effectiveness is being conducted.Managerial Effectiveness is often defined in terms of output what a manager achieves. This result oriented definition leads us to look for the factors that contribute towards the results. Studies find three factors to be responsible for the results that an organisation achieves through its managers. These are (a) the efforts and ability of the managers, (b) the environment in which the managers and the organisation operates, and (c) the efforts and ability of the subordinates. Thus, the managers ability is the key element in achieving the c raved results.This programme on Managerial Effectiveness focuses by and cock-a-hoop on themanagerial ability of Managing Self, Managing Subordinates Relationships (which can enhance subordinates ability), Managing Change and Decision Making (which requires the managers to understand the environment in which she/he and her/his organisation operates).Objective of managerial effectiveness-1. To develop and understanding of concept of managerial effectiveness.2. To help the participants to understand the importance of team work and value of resolving the conflicts for developing effective transactionhip and work culture.3. To enable the participant to develop specific skills much(prenominal) as team work and conflict management in coiffe to enhance their contribution to the organisational growth.4. To provide the participants an opportunity for sharing experiences and analysing managerial styles thereby, enabling them to meet the diverse needs of your te.Trait TheoryTrait theory t ries to calculate the events of behavior and personality tendencies associated with effective leadership. In modern times, Thomas Carlyle (1841) can be considered one of the forerunners of trait theory.Although trait theory has an intuitive appeal, difficulties may wind in proving its tenets, and opponents frequently challenge this approach. The strongest versions of trait theory see these leadership characteristics as innate, and accordingly label some people as born leaders due to their psychological makeup. On this reading of the theory, leadership ontogenesis involves identifying and measuring leadership qualities, screening potential leaders from non-leaders, then readying those with potential. In retort to criticisms of the trait approach, enquiryers have begun to assess leader attributes using the leadership attribute pattern approach.Leader as a communicator the framingFraming is a way of communicating to shape meaning.Its a way for leaders to influence how others see a nd understand events.Selecting and highlighting one or more events while excluding others.It is the ability of the leader to influence others to act beyond their self interestsTwo contemporary theories of leadership with a common theme.1. personal magnetismtic leadership2. Transformational leadershipCharismatic LeadershipThe Charismatic Leader gathers followers through dint of personality and charm, rather than any form of external power or authority.The searchlight of aidIt is interesting to watch a Charismatic Leader working the room as they move from person to person. They pay much attention to the person they are talking to at any one moment, making that person feel like they are, for that time, the more or less important person in the world.Charismatic Leaders pay a great deal of attention in scanning and reading their environment, and are good at picking up the moods and concerns of both individuals and larger audiences. They then will hone their actions and words to comp ositors case the situation.Pulling all of the stringsCharismatic Leaders use a wide mountain range of methods to manage their image and, if they are not naturally charismatic, may practice assiduously at developing their skills. They may engender trust through visible self-sacrifice and taking personal risks in the name of their beliefs. They will show great confidence in their followers. They are very persuasive and make very effective use of body language as healthful as verbal language.Deliberate charisma is played out in a theatrical sense, where the leader is playing to the house to create a desired effect. They also make effective use of storytelling, including the use of symbolism and metaphor.Many politicians use a charismatic style, as they need to gather a large number of followers. If you want to increase your charisma, studying videos of their speeches and the way they interact with others is a great source of learning. Religious leaders, too, may well use charisma, a s do cult leaders.Leading the teamCharismatic Leaders, who are building a group, whether it is a political party, a cult or a business team, will often focus strongly on making the group very clear and distinct, separating it from other groups. They will then build the image of the group, in bad-tempered in the minds of their followers, as being far superior to all others.The Charismatic Leader will typically attach themselves firmly to the identify of the group, such that to connect the group is to become one with the leader. In doing so, they create an unchallengeable position for themselves.Key characteristics of charismatic leadershipVision and articulation esthesia to the environmentSensitivity to member needsPersonal risk takingPerforming unconventional behaviorVision and articulationsHas a visionExpressed as an idealized goalThe goal proposes a future better than the status quoIs able to clarify the importance of the vision in terms that are understandable to others.Persona l riskWilling to take on high personal riskIncur high costsEngage in self sacrifice to achieve the visionSensitivity to followers needsPerspective of others abilitiesResponsive to others needs and feelings.Unconventional behaviorEngages in behaviors in behaviors that are novel and counter to norms.Personality of charismatic leadersExtravertedSelf confidentAchievement orientedArticulate an over arching goalCommunicate high performance expectationsEmpathize the needs of their followersProject a powerful confident and dynamic presenceCaptivating and engaging voice toneThree step process of becoming a charismatic leaderAn individual needs to develop an aura of charisma by maintaining an optimistic view, using passion as a gas pedal for generating enthusiasm and communicating with the whole body, not just with words..An individual draws others in by creating a bond that inspires others to follows.. An individual brings out the potential in followers by tapping into their emotions.Charis matic Leadership IssuesPeople following these leaders will be exerting extra effort, express greater satisfaction.Charismatic effectiveness and situationCharisma works best whenThe followers task has an ideological componentThere is a lot of stress and uncertainty in the environmentThe leader is at the upper level of the organizationFollowers have low self-esteem and self-worthDark Side of CharismaEgo-driven charismatic allow their self-interest and personal goals to upset the organizations goalsVery effective leaders who possess the four typical leadership traitsIndividual competencyTeam skillsManagerial competenceAbility to stimulate others to high performancePlus one critical new traitA blend of personal humility and professional willPersonal ego-needs are center toward building a great companyTake responsibility for failures and give credit to others for successesPrided them on developing strong leaders inside the firm who could direct the company to greater heights after they were gone.REVIEW OF LITERATUREAbstractIt is argued that the fate of any society is determined by the shade of its leadership.This discusses the various managerial styles with the aim of buttressing the role of leadership in attaining organizational goals and objectives. This relies on extensive review of literature and employs content summary of managerial leadership styles. This reveals that the place style of leadership depends on nature of the job preference of the followers the leaders attitude and the situation at a point in time. However, emerge economies are bereft of good and effective leadership in all fields of human Endeavours due to self-aggrandizements. Therefore, they recommends that leaders should be made to be accountable for their stewardships both when in office and afterwards and there should be general social re-orientation, for people to be honest, God fearing and to remember the day of reckoning when they will be asked to account for their deeds in this wo rld.Gibb (1954)According to him leadership is the exercise of power and authority in collectivity such as groups, organizations, communities of nations. This power can be addressed to any of the three very general and related functions establishing the goals, purposes or objectives of the collectivity. This implies that exercise of authority involves making things happen though others. In achieving such purpose, leaders may engage in any of the following activities coordinating, controlling, directing, guiding or mobilizing the efforts of others.Conclusion-He suggested that the leader is a person who always suggested that leadership is the quality that a leader can act as a manager in performing all managerial function as well as with power and authority he can easily manage the things.Fielder (1967)-He defines leadership effectiveness as success of the leader in achieving the organizations goals. To be effective, the leader must help individuals in the group to satisfy their needs for instance by giving responsibility to those with high power needs, close closeness to those with high inclusion needs and so on. Therefore, the most effective leaders are capable of dealing with the groups enigma that depends on leaders ability to work his followers, which in turn depends largely on how much power he possesses.Conclusion-Manager includes leadership qualities to achieve the organizational goals. They help individual in group to satisfy all the organizational needs.Weick 1979, Kiesler and Sproull 1982, Streufert and Swezey 1986-This model is one of few that allows for an empirical test of some of the central ideas developed by the paradox perspective. There study also contrasts the recent emphasis on cognitive convolutedity in the organizational literature with the relative lack of attention given to behavioural complexity. Cognitive complexity, the paper argues, may well be a unavoidable condition for the effective practice of leadership. Behavioral complexit y, however, must certainly be the fitted condition.Conclusion-Leadership must inevitably be performed through action, not cognition, and it would thus appear to be time for leadership researchers to begin to develop theories of behavioural as well as cognitive complexity.Burke and Day (1986)They applied meta-analysis to available managerial learning and development studies to determine the types of management training that were effective, to what mark they were effective, and the relative effectiveness of the different training methods in improving learning or the acquisition of skills. The meta-analysis conducted by Burke and Day is commonly regarded as the master(prenominal) empirical support for the effectiveness of managerial training and leadership development programs.Burke and Day (1986) incorporated the following training content areas in their analysis general management, human relations, and self-awareness, problem solving/decision making, rater training, and motivatio n/values. Descriptions of those content areas were as follows1) General management training taught facts, concepts, and skills and included training topics such as labor relations, a broad focus on management theory and practice, company policies and procedures, labor economics, and general management functions.2) Training in the human relations content area focused on the human relations problems of leadership, supervision, attitude toward employees, and communications.3) Studies that were coded into the self-awareness training content area involved the understanding of ones behavior, how others view ones behavior, and learning ones strengths and weaknesses. Examples in the self-awareness content area were sensitivity training and transactional analysis.4) Problem solving training included studies with a wide range of work problems that managers encounter including generalized problem solving and decision making skills.5) Rater training programs taught participants to minimize erro rs in observing and evaluating subordinates.6) Motivation/values training included programs designed to increase the managers motivation and measure up managers values or attitudes.Conclusion-He used organizational variables as outcome criteria. Some studies in their research had mixed results in demonstrating that managerial leadership development programs enhanced individual, group, and/or organizational effectiveness.Yukl (1989)-He described the status of the field of leadership as being in a state of upheaval and confusion. Most of the theories are beset with conceptual weaknesses and lack strong empirical support. Several thousand empirical studies have been conducted on leadership effectiveness, but most of the results are contradictory and inconclusive The confused state of the field can be attributed in large part to the disparity of approaches, the narrow focus of most researches, and the absence of broad theories that integrate findings from the different approaches.Conc lusion-The status of the field of leadership is in a state on ferment and confusion. Leadership is necessary for the manager to perform affectively within an organization by integrating different approaches. This helps in applying different approaches results in better managerial performance by possessing better leadership qualities.(Bass and Avolio, 1993)He proposed another type of leadership which is known as transactional leadership, which is e. Instead of being communal, the emphasis is on individuals or small groups of employees within organizations or businesses who vie for favored status with a manager. Cooperation occurs through negotiations and loyalty is bought with reward to individuals. In these cases, some employees demonstrate little or no commitment to the organizations missionary station or vision, and cooperation is the result of negotiations. This model emphasizes marginal improvements in performance based on exchange relationships with subordinates. Conclusion l eadership is a systematic relationship where no leader leads without followers. To measure leadership effectiveness, Avolio believed that the focus should be less on what the leader does and more on what the followers do. This committed to a full range of leadership.Fleishman et al. (1991) developed taxonomy of descriptive leader behaviors from 65 authors, which provided a systematic definition of leadership behavior for use in designing leadership development interventions. The study approaches to leadership study were identified as the power-influence approach, managerial behavior approach, trait approach, situational approach (nine different ones including path-goal, situational leadership, contingency theory, and leader-member exchange) and transformational or charismatic leadership (Yukl, 1989) Conclusion he explained the different leader behaviours and different approaches applied to leadership study.Sourcie (1994)He states, Managerial leadership is indeed a subtle mixture o f formal authority, skills, companionship, information, intelligence, courage, tenacity, instinct and exhausting work. As individuals rise to higher(prenominal) levels of formal leadership in organizations, the balance between leader and manager behavior shifts, but there are very few instances where a person can develop leadership skills without also being competent at managerial functions.Conclusion-There should be a balance between leader and managerial behaviour. To enhance leadership styles sometimes becomes at the managerial level in performing different functions of management.Chen (1994)He used meta-analytic procedures to describe and statistically integrate 25 studies from the empirical literature regarding the effectiveness of cross-cultural training for managers. A great majority of the studies (88%) used control group design. Chens meta-analysis produced a highly significant average effect size (1.60) for the comparisons between those who received cross-cultural traini ng and those who did not, indicating that the average trainee was 1.60 standard deviation higher than controls on the cross-cultural training effectiveness measures. Chen discovered that control group studies produced lower effect sizes than single group pretest-posttest studies. Chen also anchor that the longer the time between cross-cultural training and the measurement of training effectiveness, the less effective the training was judged to be by the primary study participants, with most 56% of the variability in effect size magnitude caused by the time of outcome measurement.Conclusion-The results of Chens meta-analysis did not conclude that any certain type of cross-cultural training program was more effective than another one as he generally impact the effectiveness of cross-cultural training for managers.Brungardt, 1996He suggested the that leadership development efforts will result in improved leadership skills appears to be taken for granted by many corporations, professi onal management associations, and consultants. In essence, many companies naively assume that leadership development efforts improve organizational efforts. Leadership development is defined as every form of growth or stage of development in the life cycle that promotes, encourages, and assists the expansion of knowledge and expertise required to optimize ones leadership potential and performance.Conclusion-Leadership development will leads to the improvement leadership skills with in the corporations, to improve the organizational efforts by developing their employees.McCall (1998)-Managerial leadership development through on the job experiences has emerged as a powerful source of learning. He believed that on-the-job experiences were the primary classrooms for the development of leadership skills. These developmental jobs provide transitions that put the manager into new situations with unfamiliar responsibilities and tasks where they create change and build relationships (Brutus , Ruderman, Ohlott, McCauley, 2000 McCall, Lombardo, Morrison, 1988 McCauley Brutus, 1998). According to McCall, et al. (1988), most 31 developments of successful business leaders took place on the job and not in seminars, classrooms, and MBA programs. Additional literature regarding on-the-job experiences will be cited in the Leadership Development.Conclusion-He explained that the managerial leadership development through on-the job experiences. It develops leadership skills with in a manager to enhance their skills. It helps them in handling unfamiliar responsibilities and tasks in which they can easily make changes.Driggs (1999)-He emphasized that outcomes can be encapsulated as the awareness of the importance of organizational motivation and understanding, the flexibility to adapt to individual organizational needs, the openness to encourage continuing discussion and interchange, and a readiness to continue learning. Examples of outcomes in the flowing literature were improv ed subordinate and human relationships, improved knowledge skills and attitudes, improved trainee leadership and group effectiveness, improved decision-making style, sensitization of trainees to their management role, and development of a divided up personal and organizational vision.Conclusion-He explained that managerial effectiveness is analysed by motivating and understanding the organization needs by improved trainee leadership.Aurelio M. Montemayor, M.Ed-He defines leadership as the individual qualities of assertiveness and ambition that shine through a charismatic individual. Leadership means collective commitment to progress wise and concentrated actions that create new systemic regularities in our institutions of education. It means constructing a seamless pipeline for all our children from preschool years to completing collegeIt means institutions and communities work for the greater good of our world. Conclusion- Leadership leads to progress which help in regulating our institutions of education. They generally work for the greater good of our world.Swanson Holton, 1999-The Results Assessment System was used in this research to analyze the outcomes of leadership development studies from both a learning and performance perspective. The Results Assessment System (Swanson Holton, 1999) enables practitioners to measure results within three domains performance, learning, and perception, each of which has two options. public presentation results are either system or financial results. System results are defined as the units of mission-related outputs in the form of goods and/or services having value to the client and that are related to the core organizational, work processes, and group or individual contributors in the organization. Financial results are defined as the conversion of the output units of goods and/or services attributable to the intervention into money and financial interpretation.Performance-level assessment requires that mission-rela ted performance outcomes be connected to the mission of the system (Swanson Holton, 1999).Performance outcomes typically are assessed in terms of being counted or time taken to produce the units of goods or services. Swanson and Holton clarified that performance outcomes are classified in terms of the performance levels at the whole system level (organization), the work processes within the system (subsystem), or the contributor level (individuals or intact work groups). According to Swanson and Holton, within the performance domain, a complex organization can have a variety of performance outcomes but a unit of performance must be selected as the focal point of the assessment.Learning results as defined by the Results Assessment System (Swanson Holton, 1999) are delineated into expertise or knowledge results. Expertise results are defined as human behaviors having effective results and optimal efficiency, acquired through study and experience within a specialized domain. Human exp ertise is the most complex of learning results. The premise is that people with expertise have knowledge and are able to act on that knowledge (Swanson Holton, 1999). Measuring human expertise requires that an individual demonstrate his or her behavior in a real or simulated setting.Conclusion-Knowledge results are defined as mental motion acquired through study and experience (Swanson Holton, 1999,). Swanson and Holton believed that knowledge, an intellectual or cognitive result of learning experiences, was the basic learning result of an intervention. Measures of knowledge confirmed the level of knowledge held by individuals within a particular subject area.Zhang (1999)He applied meta-analysis procedures to experimental evaluation studies to find out the magnitude of the effect of management training from 1983-1997 on trainees learning, job performance, and organization results. The study followed Burke and Days coding criteria and included forty-seven empirical studies on trai ning for managerial personnel in business and industry and in education. Zhang included experimental and quasi-experimental studies, most of which were found in journal articles, while one-third were doctoral dissertations. The results indicated that evaluation was being conducted beyond the reaction and learning levels. Zhangs research produced a .47 effect size for studies with knowledge-subjective outcomes, .80 for knowledge-24 objective, .50 for expertise-subjective and .49 for studies with system-objective outcomes. A major finding was that management training made a significant deflection in trainees learning when self-efficacy and various knowledge tests measured the outcomes. A human relations leadership program made a significant difference in trainees job performance when performance appraisal instruments measured their on the- job behavior. Management training programs were effective when measured by subjective result criterion, such as employees commitment to the organi zation and job satisfaction. There was a significant difference in the training effect measured by objective organization result criterion, such as job accuracy, turnover and productivity.Conclusion-He recommended that more quantitative reviews be conducted using meta-analysis to accumulate quantitative data of training effectiveness across studies and that more high quality empirical studies are conducted. It also concluded that measurement of organization results outcomes needed more research in which the organizational indicators that are most relevant to training are prioritized.Lynham, 2000-The nature of management and leadership has changed significantly and organizations are experiencing an increased number of outcome-based demands on their time and resources. Organizations also are committing to an increased number of managerial leadership development interventions and take for granted that those interventions enhance their organizations effectiveness. But, there remains a v oid as to what is known about managerial leadership development and the contribution of managerial leadership development interventions to individual knowledge and expertise as well as organizational performance.Conclusion-Interventions results in enhancing organisations effectiveness this leads to development interventions for individual knowledge and expertise. Interventions results in better managerial effectiveness.Friedm