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 R.M.K COLLEGE OF
ENGINEERING TECHNOLOGY

22EC981-PRINCIPLES OF
MANAGEMENT

Department : ECE

Batch/Year : 2022-2026 Batch / III Year

Created by :[Link]
Professor/HoD
[Link],
Assistant Professor

4
 Table of Contents

[Link] Contents Page

Number
1 Course Objectives 7

2 Pre Requisites -

3 Syllabus 8

4 Course outcomes 9

5 CO- PO/PSO Mapping 10

6 Unit 4– LEADING

11
6.1 Lecture Plan
12
6.2 Activity based learning
15
6.3 Lecture Notes

INTRODUCTION

FOUNDATIONS OF INDIVIDUAL AND

GROUP BEHAVIOUR
MOTIVATION

MOTIVATIONAL TECHNIQUES
JOB SATISFACTION

JOB ENRICHMENT

LEADERSHIP

LEADERSHIP THEORIES
[Link] Contents Page
Number

TYPES OF LEADERSHIP
ISSUES AFFECTING LEADERSHIP
PROCESS OF COMMUNICATION
BARRIER IN COMMUNICATION
EFFECTIVE COMMUNICATION
COMMUNICATION AND IT
71
6.4 Assignments
72
6.5 Part A Q & A and Part B Q
78
6.6 Supportive online Certification courses
79
6.7 Real time applications in day to day life
and to Industry
82
6.8 Contents beyond the Syllabus
7 Assessment Schedule 83

8 Prescribed Text Books & Reference Books 84

9 Mini Project suggestions 85

 1 COURSE OBJECTIVES

• Sketch the Evolution of Management.

• Extract the functions and principles of management.
• Learn the application of the principles in an organization.
• Study the various HR related activities.
• Analyze the position of self and company goals towards business
 3 SYLLABUS
22EC981 PRINCIPLES OF MANAGEMENT LT P C

3003
UNIT I NATURE AND FUNCTIONS OF MANAGEMENT 9
Definition of Management – Science or Art – Manager Vs Entrepreneur-
types of managers managerial roles and skills – Evolution of Management
–Scientific, human relations, system and contingency approaches– Types
of Business organization- Sole proprietorship, partnership, company-
public and private sector enterprises- Organization culture and
Environment – Current trends and issues in Management.

UNIT II PLANNING AND DECISION MAKING

9
Nature and purpose of planning – Planning process – Types of planning –
Objectives – Setting objectives – Policies – Planning premises – Strategic
Management – Planning Tools and Techniques – Decision making steps
and process.
UNIT III ORGANIZING AND STAFFING 9
Nature and purpose – Formal and informal organization – Organization
chart – Organization structure – Types – Line and staff authority –
Departmentalization – delegation of authority – Centralization and
decentralization – Job Design - Human Resource Management – HR
Planning, Recruitment, selection, Training and Development,
Performance Management, Career planning and management.
UNIT IV LEADING
9
Foundations of individual and group behavior– Motivation – Motivation
theories – Motivational techniques – Job satisfaction – Job enrichment –
Leadership – types and theories of leadership – Communication – Process
of communication – Barrier in communication – Effective communication
– Communication and IT.

UNIT V CONTROL AND QUALITY MANAGEMENT

9
System and process of controlling – Budgetary and non - Budgetary
control techniques – Use of computers and IT in Management control –
Productivity problems and management – Control and performance –
Direct and preventive control – Reporting

TOTAL : 45
PERIODS
 4 COURSE OUTCOMES

After successful completion of the course , the students

should be able to

Highest
Course Outcomes Cognitive
Level
Understand the management thoughts K1
CO1 and various challenges of managerial
activities in a global business environment.
Demonstrate the various strategies in K3
CO2 Decision making at various levels
management in the Organizations
K2
Discuss the various types of Organization
CO3
structure.

Describe the steps in Staffing process and K2

CO4
stages in Career development

K3
CO5 Explain the elements in Direction

Summarize the various Controlling K3

CO6 techniques to maintain standards in
Organizations.
 5 CO – PO/PSO MAPPING
Semester: 06

Year of Study: 2024-25 (2022 Regulation)

Course Name: Principles of Management (22EC981)

CO’s PO’s PSO’s

1
1 2 3 4 5 6 7 8 9 10 12 1 2 3 4
1
1 - - - - - 1 - - - 1 1 - - - - 1

2 - - - - - 1 - - - 1 1 - - - - 1

3 - - - - - 1 - - - 1 1 - - - - 1

4 - - - - - 1 - - - 1 1 - - - - 1

5 - - - - - 1 - - - 1 1 - - - - 1

6 - - - - - 1 - - - 1 1 - - - - 1
 LECTURE PLAN

Highe
Mode
Proposed Actual Pertai st
S. of
Topic Lecture Lecture ning Cogni
No Delive
Date Date CO(s) tive
ry
Level

1 Foundations of CO5 K4 PPT

individual and group
behaviour 19.2.25

2 Motivation – CO5 K4 PPT

motivation theories 20.2.25

3 Motivational CO5 K4 PPT

techniques 25.2.25

4 Job satisfaction – CO5 K4 PPT

job enrichment 26.2.25

5 Leadership – types 27.2.25 CO5 K4 PPT

6 Theories of CO5 K4 PPT

leadership 27.2.25

7
Communication – CO5 K4 PPT
process of
4.3.25
communication
8 Barrier in CO5 K4 PPT
communication –
effective
5.3.25
communication
9 communication and CO5 K4 PPT

IT. 6.3.25

11
6.2 ACTIVITY BASED LEARNING

• Situational Leadership Activities and Scenarios

Situational leadership is when a leader is flexible in their approach and uses different
leadership strategies depending on the situation (Johnson-Gerard, 2017). The
following three games, from Johnson-Gerard (2017) provide an opportunity to
explore situational leadership:

1. ‘Jumping Ship’

• The aim of this game is for participants to reflect upon different leadership styles
and come up with a list of actual workplace scenarios which would need a leader
to abandon a natural leadership style for one that is more effective (i.e., to ‘jump
ship’).

• Each group is given three large pieces of paper. Ask the teams to write one style
of leadership on each (i.e., autocratic, delegative, democratic). Then, allow the
groups 45 minutes to come up with real work situations for which employing the
particular leadership style would be disastrous.

• Ask the groups to place the sheets of paper up on the wall, and to discuss the
sheets as a team. As a whole group, review the posters.

2. ‘Who Ya Gonna Call’

• Each participant begins by writing a one-paragraph description of a work situation

that is not going well. Collect these, and at the top of each page, number them in

consecutive order. Then, divide the participants into two teams.

• Give each team half of the paragraphs. Then, ask the teams to choose the style

of leadership that would be the least and the most effective in solving the

problem.
• Have the teams note their answers on a piece of paper, being sure to identify the

paragraph number on the top of each page, and their choices.

• Then, ask the teams to swap paragraphs and repeat the activity.

• When the teams have discussed all the paragraphs, discuss the scenarios and

review the choices as a group. Where the team’s choices are different, discuss as

a group.

3. ‘Ducks in a Row’

• This particular activity enables participants to devise a 3-to-5 step decision-

making process they can use when challenging leadership situations occur.

• Ask participants to form pairs. Then, ask them to come up with the steps that an
effective leader goes through in order to work out how to manage a difficult
situation. After about 30 minutes, ask each pair to review the steps they have
come up with for the group, and to write them on a large piece of paper.

• Ask every pair to review their process, and after all the pairs have done so, have
a group discussion that enables a consensus to be reached about the three to five
most effective steps to take in a difficult leadership situation.
 UNIT IV
LEADING
 4.1 - Focus and Goals of Organizational Behavior

Organizational behavior is the study of the actions of people at work.

Organizational behavior focuses on three major areas. First, OB looks at individual

behavior includes such topics as attitudes, personality, perception, learning, and
motivation. Second, OB is concerned with group behavior, which includes norms, roles,
team building, leadership, and conflict.

Organization as Iceberg

The goals of OB are to explain, predict, and

influence behavior. Managers need to be able to
explain why employees engage in some
behaviors rather than others, predict how
employees will respond to various actions and
decisions, and influence how employees behave.

Six important employee behaviors have been identified:

Employee productivity is a performance measure of both efficiency and effectiveness.
Managers want to know what factors will influence the efficiency and effectiveness of
employees.
Absenteeism is the failure to show up for work.
Turnover is the voluntary and involuntary permanent withdrawal from an organization.
Organizational citizenship behavior (OCB) is discretionary behavior that’s not part
of an employee’s formal job requirements, but which promotes the effective functioning
of the organization
4.2 Foundations of Individual and Group Behavior

Job satisfaction refers to an employee’s general attitude toward his or her job.

Workplace misbehavior is any intentional employee behavior that is potentially

harmful to the organization or individuals within the organization.

4.2. - Attitudes and Job Performance

•Attitudes are evaluative statements—favorable or unfavorable—concerning

objects, people, or events. They reflect how an individual feels about something.

•An attitude is made up of three components: cognition, affect, and behavior. The
cognitive component of an attitude refers to the beliefs, opinions, knowledge, or
information held by a person .The affective component of an attitude is the
emotional or feeling part of an attitude. . The behavioral component of an
attitude refers to an intention to behave in a certain way toward someone or
something.

Job Satisfaction

It refers to a person’s general attitude toward his or her job. A person with a high
level of job satisfaction has a positive attitude towards his or her job. A person who
is dissatisfied has a negative attitude. When people speak of employee attitudes,
they usually are referring to job satisfaction.

•SATISFACTION AND PRODUCTIVITY. After the Hawthorne Studies (discussed in

the Management History Module), managers believed that happy workers were
productive workers. Because it’s not been easy to determine whether job
satisfaction caused job productivity or vice versa, some management researchers
felt that belief was generally wrong. However, we can say with some certainty that
the correlation between satisfaction and productivity is fairly strong.

•SATISFACTION AND ABSENTEEISM. Although research shows that satisfied

employees have lower levels of absenteeism than do dissatisfied employees, the
correlation isn’t [Link] certainly makes sense that dissatisfied employees are more
likely to miss work, but other factors affect the relationship
• SATISFACTION AND TURNOVER. Research on the relationship between
satisfaction and turnover is much stronger. Satisfied employees have lower levels
of turnover while dissat- isfied employees have higher levels of turnover.

• JOB SATISFACTION AND CUSTOMER SATISFACTION. Is job satisfaction related to

positive customer outcomes? For frontline employees who have regular contact
with customers, the answer is “yes.” Satisfied employees increase customer
satisfaction and loyalty

• JOB SATISFACTION AND OCB. It seems logical to assume that job satisfaction
should be a major determinant of an employee’s OCB.25 Satisfied employees
would seem more likely to talk positively about the organization, help others, and
go above and beyond normal job expectations.

• JOB SATISFACTION AND WORKPLACE MISBEHAVIOR. When employees are

dissatisfied with their jobs, they’ll respond somehow. The problem comes from
the difficulty in predicting how they’ll respond.

Three other job-related attitudes we need to look at include job involvement,

organizational commitment, and employee engagement.

job involvement

The degree to which an employee identifies with his or her job, actively participates
in it, and considers his or her job performance to be important to self-worth

Organizational commitment

The degree to which an employee identifies with a particular organization and its
goals and wishes to maintain membership in that organization

Perceived organizational support Employees’ general belief that their organization

values their contribution and cares about their well-being
• Employee Engagement

An internal investigation uncovered evidence that many back office employees failed
to alert their supervisors about the suspicious [Link] indifference can
have serious consequences. Managers want their employees to be connected to,
satisfied with, and enthusiastic about their jobs. This concept is known as
employee engagement.

Attitudes and Consistency

Research has generally concluded that people seek consistency among their
attitudes and between their attitudes and behavior.39 This tendency means that
individuals try to rec- oncile differing attitudes and align their attitudes and
behavior so they appear rational and consistent. When they encounter an
inconsistency, individuals will do something to make it consistent by altering the
attitudes, altering the behavior, or rationalizing the inconsistency.

Cognitive Dissonance Theory

Cognitive dissonance is any incompatibility or inconsistency between atti- tudes

or between behavior and attitudes. There’s an inconsistency between attitude and
behavior. How do people cope with cognitive dissonance? The theory proposed
that how hard we’ll try to reduce dissonance is determined by three things: (1)
the importance of the factors creating the dissonance, (2) the degree of influence
the individual believes he or she has over those factors, and (3) the rewards that
may be involved in dissonance.

Attitude surveys

• Surveys that elicit responses from employees through questions about how they
feel about their jobs, work groups, supervisors, or the organization
Personality

• An individual’s personality is a unique combination of emotional, thought, and

behavioral pat- terns that affect how a person reacts to situations and interacts
with others. Personality is most often described in terms of measurable traits that
a person exhibits.

• Over the years, researchers have attempted to identify those traits that best
describe personality. The two most well-known approaches are: the Myers
Briggs Type Indicator® (MBTI) and the Big Five model.

• One popular approach to classifying personality traits is the personality-

assessment instrument known as the MBTI®. This 100-question assessment
asks people how they usually act or feel in different situations.

• On the basis of their answers, individuals are classified as exhibiting a preference

in four categories: extraversion or introversion (E or I), sensing or
intuition (S or N), thinking or feeling (T or F), and judging or perceiving
(J or P). These terms are defined as follows:

• Extraversion (E) versus Introversion (I). Individuals showing a preference for

extraver- sion are outgoing, social, and assertive. They need a work environment
that’s varied and action oriented, that lets them be with others, and that gives
them a variety of experiences.

• Individuals showing a preference for introversion are quiet and shy. They focus
on under- standing and prefer a work environment that is quiet and concentrated,
that lets them be alone, and that gives them a chance to explore in depth a
limited set of experiences.
Personality

• Sensing (S) versus Intuition (N). Sensing types are practical and prefer routine and
order. They dislike new problems unless there are standard ways to solve them, have
a high need for closure, show patience with routine details, and tend to be good at
precise work.

• On the other hand, intuition types rely on unconscious processes and look at the “big
picture.” They’re individuals who like solving new problems, dislike doing the same
thing over and over again, jump to conclusions, are impatient with routine details,
and dislike taking time for precision.

• Thinking (T) versus Feeling (F). Thinking types use reason and logic to handle prob-
lems. They’re unemotional and uninterested in people’s feelings, like analysis and
put- ting things into logical order, are able to reprimand people and fire them when
necessary, may seem hard-hearted, and tend to relate well only to other thinking
types.

• Feeling types rely on their personal values and emotions. They’re aware of other
people and their feelings, like harmony, need occasional praise, dislike telling people
unpleasant things, tend to be sympathetic, and relate well to most people.

• Judging (J) versus Perceiving (P). Judging types want control and prefer their world
to be ordered and structured. They’re good planners, decisive, purposeful, and
exacting.

• They focus on completing a task, make decisions quickly, and want only the
information neces- sary to get a task done. Perceiving types are flexible and
spontaneous. They’re curious, adaptable, and tolerant. They focus on starting a task,
postpone decisions, and want to find out all about the task before starting it.
The Big Five Model

• In recent years, research has shown that five basic personality dimensions
underlie all others and encompass most of the significant variation in human
personality. The five personality traits in the Big Five Model are:

• Extraversion: The degree to which someone is sociable, talkative, assertive, and

com- fortable in relationships with others.

• Agreeableness: The degree to which someone is good-natured, cooperative, and

trusting.

• Conscientiousness: The degree to which someone is reliable, responsible,

dependable, persistent, and achievement oriented.

• Emotional stability: The degree to which someone is calm, enthusiastic, and

secure (positive) or tense, nervous, depressed, and insecure (negative).

• Openness to experience: The degree to which someone has a wide range of

interests and is imaginative, fascinated with novelty, artistically sensitive, and
intellectual.

Additional Personality Insights

• Machiavellianism - A measure of the degree to which people are pragmatic,

maintain emotional distance, and believe that ends justify means

• self-esteem - An individual’s degree of like or dislike for himself or herself

• self-monitoring - A personality trait that measures the ability to adjust behavior

to external situational factors

• locus of control - The degree to which people believe they are masters of their
own fate
4.3 MOTIVATION

"Motivation" is a Latin word, meaning "to move". Human

motives are internalized goals within individuals. Motivation
may be defined as those forces that cause people to behave
in certain ways. Motivation encompasses all those pressures
and influences that trigger, channel, and sustain human
behavior. Most successful managers have learned to
understand the concept of human motivation and are able to
use that understanding to achieve higher standards of
subordinate work performance

According to Koontz and O'Donnell, "Motivation is a class of

drives, needs, wishes and
similar forces".

Nature And Characteristics Of Motivation

Psychologists generally agree that all behavior is motivated,

and that people have reasons for doing the things they do
or for behaving in the manner that they do. Motivating is
the work a manager performs to inspire, encourage and
impel people to take required action

The characteristics of motivation are given below:-

Motivation is an Internal Feeling - Motivation is a

psychological phenomenon which generates in the mind of
an individual the feeling that he lacks certain things and
needs those things.

Motivation is a force within an individual that drives him to

behave in a certain way.

Motivation is Related to Needs - Needs are deficiencies

which are created whenever there is a physiological or
psychological imbalance.

In order to motivate a person, we have to understand his

needs that call for satisfaction.

Motivation Produces Goal-Directed Behavior- Goals are

anything which will alleviate a need and reduce a drive. An
4.3 MOTIVATION

Motivation can be either Positive or Negative

Positive or incentive motivation is generally based on

reward.
According to Flippo - "positive motivation is a process
of attempting to influence others to do your will
through the possibility of gain or reward".

Negative or fear motivation is based on force and fear.

Fear causes persons to act in a certain way because
they are afraid of the consequences if they don't.

Importance Of Motivation
A manager's primary task is to motivate others to
perform the tasks of the organization.

Therefore, the manager must find the keys to get

subordinates to come to work regularly and on time,
to work hard, and to make positive contributions
towards the effective and efficient achievement of
organizational objectives.

Motivation is an effective instrument in the hands of a

manager for inspiring the work force and creating
confidence in it. By motivating the work force,
management creates "will to work" which is necessary
for the achievement of organizational goals.

The various benefits of motivation are:-

Motivation is one of the important elements in the
directing process. By motivating the workers, a
manager directs or guides the workers' actions in the
desired direction for accomplishing the goals of the
organization.
 4.3 MOTIVATION

Workers will tend to be as efficient as possible by improving upon their skills and
knowledge so that they are able to contribute to the progress of the organization
thereby increasing productivity.

For performing any tasks, two things are necessary. They are: (a) ability to work
and (b) willingness to work. Without willingness to work, ability to work is of no
use. The willingness to work can be created only by motivation.

Organizational effectiveness becomes, to some degree, a question of

management's ability to motivate its employees, to direct at least a reasonable
effort towards the goals of the organization.

Motivation contributes to good industrial relations in the organization. When the

workers are motivated, contented and disciplined, the frictions between the
workers and the management will be reduced.

Motivation is the best remedy for resistance to changes. When changes are
introduced in an organization, generally, there will be resistance from the
workers. But if the workers of an organization are motivated, they will accept,
introduce and implement the changes whole heartily and help to keep the
organization on the right track of progress.

Motivation facilitates the maximum utilization of all factors of production, human,

physical and financial resources and thereby contributes to higher production.

Motivation promotes a sense of belonging among the workers. The workers feel
that the enterprise belongs to them and the interest of the enterprise is their
interests.

Many organizations are now beginning to pay increasing attention to developing

their employees as future resources upon which they can draw as they grow and
develop.
4.3 MOTIVATION

Types Of Motivation Techniques

If a manager wants to get work done by his
employees, he may either hold out a promise of a
reward (positive motivation) or he/she may install fear
(negative motivation). Both these types are widely
used by managements.

Positive Motivation: This type of motivation is

generally based on reward. A positive motivation
involves the possibility of increased motive satisfaction.

According to Flippo - "Positive motivation is a process

of attempting to influence others to do your will
through the possibility of gain or reward".

Incentive motivation is the "pull" mechanism. The

receipt of awards, due recognition and praise for
work-well done definitely lead to good team spirit, co-
operation and a feeling of happiness

Positive motivation include:- Praise and credit for

work done Wages and Salaries

Appreciation, A sincere interest in subordinates as

individuals Delegation of authority and responsibility

Negative Motivation: This type of motivation is

based on force and fear. Fear causes persons to act in
a certain way because they fear the consequences.
Negative motivation involves the possibility of
decreased motive satisfaction. It is a "push"
mechanism. The imposition of punishment frequently
results in frustration among those punished, leading to
4.4 MOTIVATION THEORIES

Some of the motivation theories are discussed below

1. McGregor’s Theory X and Theory Y:

McGregor states that people inside the organization can be
managed in two ways. The first is basically negative, which
falls under the category X and the other is basically positive,
which falls under the category Y.

After viewing the way in which the manager dealt with

employees, McGregor concluded that a manager‘s view of the
nature of human beings is based on a certain grouping of
assumptions and that he or she tends to mold his or her
behavior towards subordinates according to these assumptions

Under the assumptions of theory X : • Employees inherently do

not like work and whenever possible, will attempt to avoid it. •
Because employees dislike work, they have to be forced,
coerced or threatened with punishment to achieve goals.

Employees avoid responsibilities and do not work fill formal

directions are issued.

Most workers place a greater importance on security over all

other factors and display little ambition.

In contrast under the assumptions of theory Y :

Physical and mental effort at work is as natural as rest or play.

People do exercise self-control and self-direction and if they are

committed to those goals.

Average human beings are willing to take responsibility and

exercise imagination, ingenuity and creativity in solving the
problems of the organization.

That the way the things are organized, the average human
being‘s brainpower is only partly used
4.4 MOTIVATION THEORIES

On analysis of the assumptions it can be detected that theory X

assumes that lower-order needs dominate individuals and
theory Y assumes that higher-order needs dominate
individuals. An organization that is run on Theory X lines tends
to be authoritarian in nature, the word authoritarian suggests
such ideas as the power to enforce obedience and the right to
command.

In contrast Theory Y organizations can be described as

participative, where the aims of the organization and of the
individuals in it are integrated; individuals can achieve their
own goals best by directing their efforts towards the success of
the organization

2. Abraham Maslow’s “Need Hierarchy Theory”:

One of the most widely mentioned theories of motivation is the
hierarchy of needs theory put forth by psychologist Abraham
Maslow.

Maslow saw human needs in the form of a hierarchy, ascending

from the lowest to the highest, and he concluded that when
one set of needs is satisfied, this kind of need ceases to be a
motivator.

As per his theory these needs are:

Physiological needs:

These are important needs for sustaining the human life.

Food, water, warmth, shelter, sleep, medicine and education

are the basic physiological needs which fall in the primary list
of need satisfaction.

Maslow was of an opinion that until these needs were satisfied

to a degree to maintain life, no other motivating factors can
work.
4.4 MOTIVATION THEORIES

Security or Safety needs:

These are the needs to be free of physical danger and of the

fear of losing a job, property, food or shelter.

It also includes protection against any emotional harm.

Social needs: Since people are social beings, they need to

belong and be accepted by others. People try to satisfy their
need for affection, acceptance and friendship.

Esteem needs:

According to Maslow, once people begin to satisfy their need to

belong, they tend to want to be held in esteem both by
themselves and by others.

This kind of need produces such satisfaction as power, prestige

status and self- confidence. It includes both internal esteem
factors like self respect, autonomy and achievements and
external esteem factors such as states, recognition and
attention.

Need for self-actualization:

Maslow regards this as the highest need in his hierarchy. It is

the drive to become what one is capable of becoming; it
includes growth, achieving one‘s potential and self-fulfillment.

It is to maximize one‘s potential and to accomplish something.

All of the needs are structured into a hierarchy and only once a
lower level of need has been fully met, would a worker be
motivated by the opportunity of having the next need up in
the hierarchy satisfied.
4.4 MOTIVATION THEORIES

For example a person who is dying of hunger will be motivated

to achieve a basic wage in order to buy food before worrying
about having a secure job contract or the respect of others.

A business should therefore offer different incentives to

workers in order to help them fulfill each need in turn and
progress up the hierarchy.

Managers should also recognize that workers are not all

motivated in the same
way and do not all move up the hierarchy at the same pace.

They may therefore have to offer a slightly different set of

incentives from worker to worker as shown in the following
Figure.
4.4 MOTIVATION THEORIES

Frederick Herzberg’s motivation-hygiene theory:

Frederick has tried to modify Maslow‘s need Hierarchy theory. His theory is
also known as two-factor theory or Hygiene theory. He stated
that there are certain satisfiers and dissatisfier for employees
at work.

Intrinsic factors are related to job satisfaction, while extrinsic factors are
associated with dissatisfaction.

He devised his theory on the question: What do people want from their jobs?
He asked people to describe in detail, such situations when
they felt exceptionally good or exceptionally bad. From the
responses that he received, he concluded that opposite of
satisfaction is not dissatisfaction.

Removing dissatisfying characteristics from a job does not necessarily make

the job satisfying.

He states that presence of certain factors in the organization is natural and

the presence of the same does not lead to motivation.
However, their non-presence leads to de-motivation.

In similar manner there are certain factors, the absence of which causes no
dissatisfaction, but their presence has motivational impact.

Examples of Hygiene factors are:

Security, status, relationship with subordinates, personal life, salary, work

conditions, relationship with supervisor and company policy and
administration.

Examples of Motivational factors are:

Growth prospectus job advancement, responsibility, challenges, recognition

and achievements.
4.4 MOTIVATION THEORIES

Victor Vroom’s Expectancy theory

The most widely accepted explanations of motivation have been propounded
by Victor Vroom.

His theory is commonly known as expectancy theory.

The theory argues that the strength of a tendency to act in a specific way
depends on the strength of an expectation that the act will be
followed by a given outcome and on the attractiveness of that
outcome to the individual to make this simple.

Expectancy theory says that an employee can be motivated to perform

better when there is a belief that the better performance will
lead to good performance appraisal and that this shall result
into realization of personal goal in form of some reward.

Therefore an employee is: Motivation = Valence x Expectancy. The theory

focuses
on three things:
Efforts and performance relationship Performance and reward relationship

Rewards and personal goal relationship

Clayton Alderfer’s ERG Theory:

Alderfer has tried to rebuild the hierarchy of needs of Maslow into another
model
named ERG i.e. Existence – Relatedness – Growth.

According to him there are 3 groups of core needs as mentioned above.

The existence group is concerned mainly with providing basic material

existence.

The second group is the individuals need to maintain interpersonal

relationship with other members in the group.

The final group is the intrinsic desire to grow and develop personally
 4.4 MOTIVATION THEORIES

The major conclusions of this theory are :

In an individual, more than one need may be operative at the

same time.
If a higher need goes unsatisfied than the desire to satisfy a
lower need intensifies.

It also contains the frustration-regression dimension.

McClelland’s Theory of Needs:

David McClelland has developed a theory on three types of motivating needs :

Need for Power Need for Affiliation

Need for Achievement

4.4 MOTIVATION THEORIES

Basically people for high need for power are inclined towards
influence and control.

They like to be at the center and are good orators.

They are demanding in nature, forceful in manners and
ambitious in life.
They can be motivated to perform if they are given key
positions or power positions.

In the second category are the people who are social in nature.

They try to affiliate themselves with individuals and groups.

They are driven by love and faith.

They like to build a friendly environment around themselves.

Social recognition and affiliation with others provides them
motivation.

People in the third area are driven by the challenge of success

and the fear of
failure.
Their need for achievement is moderate and they set for
themselves moderately difficult tasks.

They are analytical in nature and take calculated risks. Such

people are motivated to perform when they see at least some
chances of success.

McClelland observed that with the advancement in hierarchy

the need for power and achievement increased rather than
Affiliation. He also observed that people who were at the top,
later ceased to be motivated by this drives

Stacey Adams’ Equity Theory

As per the equity theory of J. Stacey Adams, people are
motivated by their beliefs about the reward structure as being
fair or unfair, relative to the inputs.

People have a tendency to use subjective judgment to balance

the outcomes and inputs in the relationship for comparisons
 4.4 MOTIVATION THEORIES

Accordingly:

If people feel that they are not equally rewarded they either reduce the quantity
or quality of work or migrate to some other organization. However, if people
perceive that they are rewarded higher, they may be motivated to work harder.

Skinner’s Reinforcement Theory:

B.F. Skinner, who propounded the reinforcement theory, holds that by designing
the environment properly, individuals can be motivated.

Instead of considering internal factors like impressions, feelings, attitudes and other
cognitive behavior, individuals are directed by what happens in the environment
external to them.

Skinner states that work environment should be made suitable to the individuals
and that punishment actually leads to frustration and demotivation.

Hence, the only way to motivate is to keep on making positive changes in the

external environment of the organization.

 4.5 JOB SATISFACTION

Employee satisfaction (Job satisfaction) is the terminology

used to describe whether employees are happy and
contented and fulfilling their desires and needs at work.

Many measures purport that employee satisfaction is a

factor in employee motivation, employee goal
achievement, and positive employee morale in the
workplace.

Employee satisfaction, while generally a positive in your

organization, can also be a downer if mediocre employees
stay because they are satisfied with your work
environment.

Factors contributing to employee satisfaction include

treating employees with respect, providing regular
employee recognition, empowering employees, offering
above industry-average benefits and compensation,
providing employee perks and company activities, and
positive management within a success framework of goals,
measurements, and expectations.

Employee satisfaction is often measured by anonymous

employee satisfaction surveys administered periodically
that gauge employee satisfaction in areas such as:

management,

understanding of mission and vision, empowerment

teamwork,

•communication, and

•Coworker interaction.
4.5 JOB SATISFACTION

The facets of employee satisfaction measured vary from

company to company.

A second method used to measure employee satisfaction is

meeting with small groups of employees and asking the
same questions verbally. Depending on the culture of the
company, either method can contribute knowledge about
employee satisfaction to managers and employees.

JOB DESIGN

It is the process of Work arrangement (or rearrangement)

aimed at reducing or overcoming job dissatisfaction and
employee alienation arising

From repetitive and mechanistic tasks. Through job design,

organizations try productivity levels by offering non-
monetary rewards such as greater satisfaction from a
sense of personal achievement in meeting the increased
challenge and responsibility work.

Major Approaches

[Link] Enrichment:

It is an approach to job design that is based on the

assumption that in order to motivate personnel, the job
itself must provide opportunities for achievement,
recognition, responsibility, advancement and growth. It
gives employees more opportunities for autonomy and
feedback.

[Link] Enlargement

It involves adding more tasks to a job or assignment of

varied tasks or duties of the jobs of employees at the
same level.

[Link] Rotation:
4.6 JOB ENRICHMENT

Job enrichment is a management concept that involves

redesigning jobs so that they are more challenging to the
employee and have less repetitive work

.The concept is based on a 1968

Harvard Business Review article by psychologist Frederick

Herzberg titled 'One More Time: How Do You Motivate
Employees?' In the article, Herzberg stated that the
greatest employee motivators, based on several
investigations, are (in descending order):achievements,
recognition, work itself, responsibility, advancement, and
growth.

To improve employee motivation and productivity, jobs

should be modified to increase the motivators present for
the employee.

To make this concept more usable, let's imagine you are a

company manager and want to increase the satisfaction of
your staff.

As you walk through the process of job enrichment, you'll

need to keep in mind these goals:

Reduce repetitive work.

Increase the employee's feelings of recognition and

achievement.

Provide opportunities for employee advancement (i.e.

promotions in to jobs requiring more skills).

Provide opportunities for employee growth (i.e. an

increase in skills and knowledge without a job promotion)

The purpose of job enrichment is to make the position

more satisfying to the employee. Overall goals for the
company often include increasing employee jobs
4.6 JOB ENRICHMENT

Principles Of Job Enrichment

Vertical job loading is the terminology used by Herzberg to

describe his principles for enriching positions and giving
employees more challenging work.

It is intended to contrast with 'job enlargement,' a.k.a.

'horizontal job loading , ‘which often involves giving
employees more work without changing the challenge
level.

To enrich a position, first brainstorm a list of potential

changes to the position.

Once you have a list of options, Herzberg recommends

using the following seven principles to review the options,
and shortlist only those that invoke one or more of the
following:

Removing some controls while retaining accountability

Increasing the accountability of individuals for own work

Giving a person a complete, natural unit of work

Granting additional authority to employees in their activity

Making periodic reports directly available to the workers

themselves rather than to supervisors

Introducing new and more difficult tasks not previously

handled

Assigning individuals specific or specialized tasks; enabling

them to become experts

Typically job enrichment involves combining various

existing and new tasks into one large module of work.
The work is then handed over to an employee, which
means there is an increase in responsibilities and scope.
 4.6 JOB ENRICHMENT

Job enrichment also opens up a feedback channel for the

employees. Employees are frequently apprised of their
performance.
This keeps them on track and helps them know their weak
and strong points.
Performance standards are set for the employees
themselves and future performances are matched against
the benchmarks

There are certain cases however where job enrichment

can lead to a decrease in productivity, especially when the

employees have not been trained properly.

Benefits of Job enrichment

 4.7 LEADERSHIP

A leader is someone who can influence others and who

has managerial authority. Leadership is what leaders
do. It’s a process of leading a group and influencing
that group to achieve its GOALS.

leading is one of the four management functions, all

managers should be leaders.

Adrian Lajtha of Accenture is a good example of doing

what is needed for an organization to have good
leaders in place.

Accenture needs to deliberately and systematically

develop leaders with the skills and abilities to help it
be better prepared for the future. Lajtha is responsible
for making that happen.

In his position, Lajtha has four main responsibilities:

(1)leadership development and succession planning

(2)human-capital strategy, which entails thinking about

the future of the company and what that means for
the company’s culture, leadership, and people

(3)all inclusion and diversity programs

(1)corporate citizenship
 4.8 LEADERSHIP THEORIES

EARLY THEORIES OF LEADERSHIP:

Leadership theories focused on the leader(leadership trait theories) and how the
leader interacted with his or her group members (leadership behavior theories).

LEADERSHIP TRAIT THEORIES

Leadership research in the 1920s and 1930s focused on isolating leader traits that
is, characteristics that would differentiate leaders from non leaders.

Some of the traits studied included physical stature, appearance, social class,
emotional stability, fluency of speech, and sociability.

Traits that leaders should have: Honesty

Integrity

Vision that goes beyond tomorrow.

 4.8 LEADERSHIP THEORIES

SEVEN TRAITS ASSOCIATED WITH

LEADERSHIP
[Link] - Leaders exhibit a high effort level. They have a
relatively high desire for achievement, they are ambitious,
they have a lot of energy, they are tirelessly persistent in their
activities, and they show initiative.

[Link] to lead - Leaders have a strong desire to influence

and lead others.
They demonstrate the willingness to take responsibility.

[Link] and integrity - Leaders build trusting relationships

with followers by being truthful or no deceitful and by showing
high consistency between word and deed.

4. Self-confidence - Followers look to leaders for an

absence of self-doubt. Leaders, therefore, need to show self-

confidence in order to convince followers of the rightness of
their goals and decisions.

[Link] - Leaders need to be intelligent enough to

gather, synthesize, and interpret large amounts of
information, and they need to be able to create visions, solve
problems, and make correct decisions.

[Link]-relevant knowledge - Effective leaders have a high

degree of knowledge about the company, industry, and
technical matters. In-depth knowledge allows leaders to make
well-informed decisions and to understand the implications of
those decisions.

[Link] - Leaders are energetic, lively people. They are

sociable, assertive, and rarely silent or withdrawn.
4.8 LEADERSHIP THEORIES

LEADERSHIP BEHAVIOR THEORIES

Traits alone were not sufficient for identifying effective leaders.

Leadership research from the late 1940s to the mid-1960s

concentrated on the preferred behavioural styles that leaders
demonstrated.

Researchers hoped that the behavioural theories approach

would provide more definitive answers about the nature of
leadership than the trait theories.

The four main leader behaviour studies are,

[Link] OF IOWA STUDIES.

[Link] OHIO STATE STUDIES.

[Link] OF MICHIGAN STUDIES.

[Link] MANAGERIAL GRID.

1. UNIVERSITY OF IOWA STUDIES.

The University of Iowa studies explored three leadership styles.

The Autocratic style described a leader who dictated work

methods, made unilateral decisions, and limited employee
participation.

The Democratic style described a leader who involved

employees in decision making, delegated authority, and used
feedback as an opportunity for coaching employees.

The Laissez-faire style leader let the group make decisions and
complete the work in whatever way it saw fit.

Democratic style of leadership was most effective, although

later studies showed mixed results.
4.8 LEADERSHIP THEORIES

[Link] OHIO STATE STUDIES.

The Ohio State studies identified two important dimensions of
leader behavior.

The first was called Initiating structure, which referred to the

extent to which a leader defined his or her role and the roles
of group members in attaining goals. It included behaviours
that involved attempts to organize work, work relationships,
and goals.

The second was called Consideration, which was defined as the

extent to which a leader had work relationships characterized
by mutual trust and respect for group members ideas and
feelings.

High–high leader (high in consideration and high in initiating

structure) achieved high subordinate performance and
satisfaction, but not in all situations

[Link] OF MICHIGAN STUDIES.

The Michigan group also came up with two dimensions of
leadership behaviour, which they labeled employee oriented
and production oriented.

Leaders who were employee

oriented were described as
emphasizing interpersonal relationships.

The production-oriented leaders, in contrast, tended to

emphasize the task aspects of the job.

The Michigan researchers concluded that leaders who were

employee oriented were able to get high group productivity
and high group member satisfaction.
4.8 LEADERSHIP THEORIES

4. THE MANAGERIAL GRID.

Managerial grid used the behavioural dimensions “concern for
people” (the vertical part of the grid) and “concern for
production” (the horizontal part of the grid) and evaluated a
leader’s use of these behaviours, ranking them on a scale
from 1 (low) to 9 (high).

The grid had 81 potential categories into which a leader’s

behavioural style might fall.

But only five styles were named:

Impoverished management (1,1 or low concern for production,
low concern for people)

Task management (9,1 or high concern for production, low

concern for people)

Middle-of-the-road management (5,5 or medium concern for

production, medium concern for people)

Country club management (1,9 or low concern for production

High concern for people)

Team management (9,9 or high concern for production, high

concern for people).

Of these five styles, the researchers concluded that managers

performed best
when using a 9,9 style.
4.8 LEADERSHIP THEORIES

CONTINGENCY THEORIES OF LEADERSHIP.

Three contingency theories: Fiedler, Hersey-Blanchard, and
path-goal.

Each defines leadership style and the situation, and attempts

to answer the if- then contingencies (that is, if this is the
context or situation, then this is the best leadership style to
use).

FIEDLER CONTINGENCY MODEL

The Fiedler contingency model proposed that effective group
performance depends upon properly matching the leader’s
style and the amount of control and influence in the situation.

The model was based on the premise that a certain leadership

style would be most effective in different types of situations.
The keys were to (1) define those leadership styles and the
different types of situations, and then (2) identify the
appropriate combinations of style and situation.

Least-preferred coworker (LPC) questionnaire. This

questionnaire contained 18 pairs of contrasting adjectives for
example, pleasant–unpleasant, cold–warm, boring–interesting,
or friendly–unfriendly.

Respondents were asked to think of all the coworkers they had

ever had and to describe that one person they least enjoyed
working with by rating him or her on a scale of 1 to 8 for each
of the 18 sets of adjectives.

If the leader described the least preferred coworker in

relatively positive terms (in other words, a “high” LPC score—a
score of 64 or above), then the respondent was primarily
interested in good personal relations with coworkers and the
style would be described as relationship oriented.

If the least preferred coworker in relatively unfavorable terms

(a low LPC score—a score of 57 or below), you were primarily
interested in productivity and getting the job done; thus, your
4.8 LEADERSHIP THEORIES

FIEDLER CONTINGENCY MODEL

After individual’s leadership style had been assessed through
the LPC, it’s the time to evaluate the situation in order to be
able to match the leader with the situation.

Fiedler’s research uncovered three contingency dimensions

that defined the key
situational factors in leader effectiveness.

Leader–member relations: the degree of confidence, trust, and

respect employees had for their leader; rated as either good
or poor.

Task structure: the degree to which job assignments were

formalized and structured; rated as either high or low.

Position power: the degree of influence a leader had over

activities such as hiring,
firing, discipline, promotions, and salary increases; rated as
either strong or weak.

Each leadership situation was evaluated in terms of these three

contingency variables, which when combined produced eight
possible situations that were either favourable or unfavourable
for the leader.

Situations I, II, and III were classified as highly favourable for

the leader. Situations IV, V, and VI were moderately
favourable for the leader. And situations VII and VIII were
described as highly unfavourable for the leader.

Fiedler treated an individual’s leadership style as fixed, only

two ways could improve leader effectiveness.
4.8 LEADERSHIP THEORIES

FIEDLER CONTINGENCY MODEL

First, you could bring in a new leader whose style better fit the
situation. For instance, if the group situation was highly
unfavorable but was led by a relationship-oriented leader, the
group’s performance could be improved by replacing that
person with a task-oriented leader.

Secondly, was to change the situation to fit the leader. This

could be done by restructuring tasks; by increasing or
decreasing the power that leader had over factors such as
salary increases, promotions,disciplinary actions; or by
improving leader–member relations.

DRAWBACKS
The major drawback is that it’s probably unrealistic to assume
that a person can’t change his or her leadership style to fit the
situation. Effective leaders can, and do, change their styles.

Another is that the LPC wasn’t very practical.

Finally, the situation variables were difficult to assess.

4.8 LEADERSHIP THEORIES

HERSEY AND BLANCHARD’S SITUATIONAL LEADERSHIP

THEORY
Paul Hersey and Ken Blanchard developed a leadership theory that has
gained a strong following among management development specialists
called situational leadership theory (SLT), is a contingency theory that
focuses on followers readiness.

Readiness, refers to the extent to which people have the ability and
willingness to accomplish a specific task.

SLT uses the same two leadership dimensions that Fiedler identified: task
and relationship behaviours. However, Hersey and Blanchard go a step
further by considering each as either high or low and then combining them
into four specific leadership styles described as follows:

Telling (high task–low relationship): The leader defines roles and tells
people
what, how, when, and where to do various tasks.

Selling (high task–high relationship): The leader provides both directive

and supportive behaviour.

Participating (low task–high relationship): The leader and followers share

in decision making; the main role of the leader is facilitating and
communicating.

Delegating (low task–low relationship): The leader provides little direction

or support.

The final component in the model is the four stages of follower readiness:

R1: People are both unable and unwilling to take responsibility for doing
something. Followers aren’t competent or confident.

R2: People are unable but willing to do the necessary job tasks. Followers
are motivated but lack the appropriate skills.
 4.8 LEADERSHIP THEORIES

HERSEY AND BLANCHARD’S SITUATIONAL

THEORY LEADERSHIP

R3: People are able but unwilling to do what the leader wants. Followers are
competent, but don’t want to do something.

R4: People are both able and willing to do what is asked of them.

SLT essentially views the leader–follower relationship as parent and a child. as a

parent needs to relinquish control when a child becomes more mature and
responsible, so, too, should leaders.

As followers reach higher levels of readiness, the leader responds not only by
decreasing control over their activities but also decreasing relationship behaviors.

The SLT says if followers are at R1 (unable and unwilling to do a task), the leader
needs to use the telling style and give clear and specific directions.

If followers are at R2 (unable and willing), the leader needs to use the selling
style and display high task orientation to compensate for the followers lack of
ability and high relationship orientation to get followers to “buy into” the leader’s
desires.

If followers are at R3 (able and unwilling), the leader needs to use the
participating style to gain their support.

If employees are at R4 (both able and willing), the leader doesn’t need to do
much and should use the delegating style.
4.8 LEADERSHIP THEORIES

PATH-GOAL MODEL
It states that the leader’s job is to assist followers in attaining their goals and
to provide direction or support needed to ensure that their
goals are compatible with the goals of the group or
organization.

It is developed by Robert House, he identified four leadership behaviors:

Directive leader: Lets subordinates know what’s expected of them, schedules

work to be done, and gives specific guidance on how to accomplish tasks.

Supportive leader: Shows concern for the needs of followers and is friendly.

Participative leader: Consults with group members and uses their suggestions
before making a decision.

Achievement oriented leader: Sets challenging goals and expects followers to

perform at their highest level.

This theory proposes two situational or contingency variables that moderate

the leadership behavior.

Outcome relationship: those in the environment that are outside the control of
the follower (factors including task structure, formal authority
system, and the work group) and those that are part of the
personal characteristics of the follower(including locus of
control, experience, and perceived ability).

some predictions from path-goal theory are:

Directive leadership leads to greater satisfaction when tasks are ambiguous or

stressful than when they are highly structured and well laid
out. The followers aren’t sure what to do, so the leader needs
to give them some direction.

Supportive leadership results in high employee performance and satisfaction

when subordinates are performing structured tasks. In this
situation, the leader only needs to support followers, not tell
them what to do
4.8 LEADERSHIP THEORIES

PATH-GOAL MODEL
Directive leadership is likely to be perceived as redundant
among subordinates with considerable experience. These
followers are quite capable so they don’t need a leader to tell
them what to do.

The clearer and more bureaucratic the formal authority

relationships, the more
leaders should exhibit supportive behavior and deemphasize
directive behavior.

Directive leadership will lead to higher employee satisfaction

when there is substantive conflict within a work group.

Subordinates with an internal locus of control will be more

satisfied with a participative style. Because these followers
believe that they control what happens to them, they prefer to
participate in decisions.

Subordinates with an external locus of control will be more

satisfied with a directive style. These followers believe that
what happens to them is a result of external environment so
they would prefer a leader that tells them what to do.

Achievement-oriented leadership will increase subordinates

expectancies that effort will lead to high performance when
tasks are ambiguously structured. By setting challenging
goals, followers know what the expectations are.
 4.9 TYPES OF LEADERSHIP

CONTEMPORARY VIEWS OF LEADERSHIP.

There are four views of leadership:

[Link]–member exchange theory

[Link]-transactional leadership

[Link] visionary leadership

[Link] leadership.

[Link]–Member Exchange (LMX) Theory

Leader–member exchange theory (LMX) says that leaders

create in-groups and outgroups and those in the in-group will
have higher performance ratings, less turnover, and greater
job satisfaction.

LMX theory suggests that early on in the relationship between

a leader and a given follower, a leader will implicitly
categorize a follower as an “in” or as an “out.”

That relationship tends to remain fairly stable over time.

Leaders also encourage LMX by rewarding those employees
with whom they want a closer linkage and punishing those
with whom they do not. For the LMX relationship to remain
intact, however, both the leader and the follower must
“invest” in the relationship.

[Link]-transactional leadership

Transactional leaders - leaders that lead primarily by using

social exchanges (or transactions). They guide or motivate
followers to work toward established goals by exchanging
rewards for their productivity.
4.9 TYPES OF LEADERSHIP

Transformational leader stimulates and inspires (transforms)

followers to achieve extraordinary outcomes

Transactional and transformational leadership shouldn’t be

viewed as opposing approaches to getting things done.
Transformational leadership develops from transactional
leadership. Transformational leadership produces levels of
employee effort and performance that go beyond what would
occur with a transactional approach alone.

3. Charismatic visionary leadership

An enthusiastic, self-confident leader whose personality and
actions influence people to behave in certain ways.

The most comprehensive analysis identified five such

characteristics of charismatic visionary leadership are: they
have a vision, the ability to articulate that vision, a willingness
to take risks to achieve that vision, a sensitivity to both
environmental constraints and follower needs, and behaviors
that are out of the ordinary

Visionary leadership is the ability to create and articulate a

realistic, credible, and attractive vision of the future that
improves upon the present situation.

This vision, if properly selected and implemented, is so

energizing that it “in effect jump-starts the future by calling
forth the skills, talents, and resources to make it happen.”
 4.9 TYPES OF LEADERSHIP

4. Team leadership.

The role of the leader in guiding team members has become increasingly important.

The role of team leader is different from the traditional leadership role.

The challenge for many managers is learning how to become an effective team
leader.

They have to learn skills such as patiently sharing information, being able to trust
others and to give up authority, and understanding when to intervene.

And effective team leaders have mastered the difficult balancing act of knowing
when to leave their teams alone and when to get involved.

New team leaders may try to retain too much control at a time when team
members need more autonomy, or they may abandon their teams at times when
the teams need support and help.

The team leader’s job is to focus on two priorities: (1) managing the team’s external
boundary and (2) facilitating the team process. These priorities entail four specific
leadership roles.
 4.10 ISSUES AFFECTING LEADERSHIP

1. Managing Power
Legitimate power and authority are the same. Legitimate power represents the
power a leader has as a result of his or her position in the organization.

Coercive power is the power a leader has to punish or control.

Reward power is the power to give positive rewards. A reward can be anything that
a person values such as money, favorable performance appraisals, promotions,
interesting work assignments, friendly colleagues, and preferred work shifts or
sales territories.

Expert power is power that’s based on expertise, special skills, or knowledge. If an

employee has skills, knowledge, or expertise that’s critical to a work group, that
person’s expert power is enhanced.

Referent power is the power that arises because of a person’s desirable

resources or personal traits.

2. Developing Trust
Research has identified five dimensions that make up the concept of trust:

Integrity: honesty and truthfulness

Competence: technical and interpersonal knowledge and skills

Consistency: reliability, predictability, and good judgment in

handling
situations
Loyalty: willingness to protect a person, physically and emotionally Openness:

willingness to share ideas and information freely

 4.10 ISSUES AFFECTING LEADERSHIP

3. Empowering Employees

One reason more companies are empowering employees is the need for quick
decisions by those people who are most knowledgeable about the issues often
those at lower organizational levels.

If organizations want to successfully compete in a dynamic global economy,

employees have to be able to make decisions and implement changes quickly.

In order to cope with the increased work demands, managers had to empower their
people. Although empowerment is not a universal answer, it can be beneficial
when employees have the knowledge, skills, and experience to do their jobs
competently.

4. Leading Across Cultures

In this global economy, how can managers account for cross-cultural differences as
they lead?

Effective leaders do not use a single style. They adjust their style to the situation.
Although not mentioned explicitly, national culture is certainly an important
situational variable in determining which leadership style will be most effective.
What works in China isn’t likely to be effective in France or Canada.

According to GLOBE research program, “effective business leaders in any country

are expected by their subordinates to provide a powerful and proactive vision to
guide the company into the future, strong motivational skills to stimulate all
employees to fulfill the vision, and excellent planning skills to assist in
implementing the vision.”
 4.10 ISSUES AFFECTING LEADERSHIP

5. Becoming an Effective Leader

Organizations need effective leaders. Two issues relevant to becoming an effective

leader are leader training and recognizing that sometimes being an effective leader
means not leading.

LEADER TRAINING: Evidence indicates that leadership training is more likely to

be successful with individuals who are high self-monitors than with low self-
monitors.

Such individuals have the flexibility to change their behavior as different situations
may require. In addition, organizations may find that individuals with higher levels
of a trait called motivation to lead are more receptive to leadership development
opportunities.

SUBSTITUTES FOR LEADERSHIP: Certain individual, job, and organizational

variables can act as “substitutes for leadership,”
 4.11 PROCESS OF COMMUNICATION

Communication is the transfer and understanding of meaning. For communication

to be successful, the meaning must be imparted and understood.

Interpersonal communication is the Communication between two or more people.

Organizational communication which is All the patterns, networks, and systems of

communication within an organization

THE INTERPERSONAL COMMUNICATION PROCESS :

Before communication take place, a purpose, expressed as a message to be

conveyed, must exist. It passes between a source (the sender) and a receiver.

The message is converted to symbolic form (called encoding) and passed by way
of some medium (channel) to the receiver, who retranslates the sender’s message
(called decoding). The result is the transfer of meaning from one person to
another.

The entire process is susceptible to noise—disturbances that interfere with the

transmission, receipt, or feedback of a message.
 4.11 PROCESS OF COMMUNICATION

Managers have a wide variety of communication methods from which to choose

and can use 12 questions to help them evaluate these methods.

[Link]: How quickly can the receiver respond to the message?

[Link] capacity: Can the method effectively process complex messages?

[Link] potential: How many different messages can be transmitted using this
method?

4. Confidentiality: Can communicators be reasonably sure their messages

are received only by those intended?

[Link] ease: Can sender easily and quickly use this channel?

[Link] ease: Can receiver easily and quickly decode messages?

[Link]-space constraint: Do senders and receivers need to communicate at the

same time and in the same space?

[Link]: How much does it cost to use this method?

[Link] warmth: How well does this method convey interpersonal warmth?

[Link]: Does this method have the needed amount of formality?

[Link]: Does this method allow the message to be easily browsed or

scanned for relevant information?

[Link] of consumption: Does the sender or receiver exercise the most control
over when the message is dealt with?
 4.11 PROCESS OF COMMUNICATION

An important part of interpersonal communication is nonverbal

communication, communication transmitted without words. Some of the most
meaningful communications are neither spoken nor written.

There are various forms of nonverbal communication, the best-known types are
body language and verbal intonation.

Body language refers to gestures, facial expressions, and other body movements
that convey meaning.

Verbal intonation refers to the emphasis someone gives to words or phrases in

order to convey meaning.
4.12 BARRIERS TO COMMUNICATION

FILTERING. Filtering is the deliberate manipulation of information to

make it appear more favorable to the receiver.

when a person tells his or her manager what the manager wants to
hear, information is being filtered. Or if information being
communicated up through organizational levels is condensed by
senders, that’s filtering.

The more vertical levels in an organization, the more opportunities

there are for filtering. As organizations use more collaborative,
cooperative work arrangements, information filtering may become
less of a problem.

E-mail reduces filtering because communication is more direct. the

organizational culture encourages or discourages filtering by the type
of behavior it rewards. The more that organizational rewards
emphasize style and appearance, the more managers may be
motivated to filter communications in their favor.

EMOTIONS. How a receiver feels when a message is received

influences how he or she interprets it.

Extreme emotions are most likely to hinder effective communication.

In such instances, we often disregard our rational and objective
thinking processes and substitute emotional judgments.

INFORMATION OVERLOAD, which is when information exceeds our

processing
capacity.

DEFENSIVENESS. When people feel they’re being threatened, they

tend to react in ways that hinder effective communication and reduce
their ability to achieve mutual understanding.

They become defensive, verbally attacking others, making sarcastic

remarks, being overly judgmental, or questioning others’ motives
4.13 EFFECTIVE COMMUNICATION

EFFECTIVE INTERPERSONAL COMMUNICATION

Communication isn’t being as effective as it needs to be. One reason
is that managers face barriers that can distort the interpersonal
communication process.

BARRIERS TO COMMUNICATION :
LANGUAGE. Words mean different things to different people. Age,
education, and cultural background are three of the more obvious
variables that influence the language a person uses and the
definitions he or she gives to words.

In an organization, employees come from diverse backgrounds and

have different patterns of speech.

Even employees who work for the same organization but in different
departments often have different terminology or technical language
that members of a group use to communicate among themselves.

NATIONAL CULTURE. For technological and cultural reasons, the

Chinese people dislike voice mail.

In United States, communication is more formal and is clearly

spelled out. Managers rely heavily on reports, memos, and other
formal forms of communication.

In Japan, more interpersonal contact takes place, and face-to-face

communication
is encouraged.

OVERCOMING THE BARRIERS:

what can managers do to be more effective communicators?

Use Feedback - Many communication problems are directly

attributed to misunderstanding and inaccuracies. These problems
are less likely to occur if the manager gets feedback, both verbal
and nonverbal.
4.13 EFFECTIVE COMMUNICATION

Simplify Language - Because language can be a barrier, managers

should consider the audience to whom the message is directed and
tailor the language to them. Remember, effective communication is
achieved when a message is both received and understood

Listen Actively - When someone talks, we hear, but too often we

don’t listen. Listening is an active search for meaning, whereas
hearing is passive. In listening, the receiver is also putting effort
into the communication.

Constrain Emotions - Emotions can cloud and distort communication.

A manager who’s upset over an issue is more likely to misconstrue
incoming messages and fail to communicate his outgoing messages
clearly and accurately. The simplest answer is to calm down and get
emotions under control before communicating.

Watch Nonverbal Cues - If actions speak louder than words, then it’s
important to make sure your actions align with and reinforce the
words that go along with them.

Active Listening Behaviours

ORGANIZATIONAL COMMUNICATION

[Link] Versus Informal Communication

Communication within an organization is described as formal or informal. Formal
communication refers to communication that takes place within prescribed
organizational work arrangements

Informal communication is organizational communication not defined by the

organization’s structural hierarchy. When employees talk with each other in lunch
room, as they pass in hallways, or as they’re working out at the company wellness
facility,etc

it permits employees to satisfy their need for social interaction, and it can improve
an organization’s performance by creating alternative, and frequently faster and
more efficient, channels of communication

[Link] of Communication Flow

Downward communication is communication that flows from a manager to

employees.

Upward communication is communication that flows from employees to managers.

It keeps managers aware of how employees feel about their jobs, their coworkers,
and the organization in general.

Communication that takes place among employees on the same organizational

level is called lateral communication.

Diagonal communication is communication that crosses both work areas and

organizational levels.
 4.13 EFFECTIVE COMMUNICATION

ORGANIZATIONAL COMMUNICATION

3. Organizational Communication Networks

The vertical and horizontal flows of organizational communication
can be combined into a variety of patterns called communication
networks.

TYPES OF COMMUNICATION NETWORKS

In the chain network, communication flows according to the formal chain of
command, both downward and upward.

The wheel network represents communication flowing between a clearly identifiable

and strong leader and others in a work group or team. The leader serves as the hub
through whom all communication passes.

In all-channel network, communication flows freely among all members of a work

team.

grapevine—the informal organizational communication network. The grapevine is

active in almost every organization
4.13 EFFECTIVE COMMUNICATION

ORGANIZATIONAL COMMUNICATION

4. Workplace Design and Communication

In addition to the direction of communication flow and
organizational communication networks, another factor that
influences organizational communication is workplace design.

Research shows that a workplace design should successfully support

four types of employee work: focused work, collaboration, learning,
and socialization.

As managers design the physical work environment, two common

design elements have the greatest impact on communication.

First, the enclosures and barriers used in the workspace. Many

organizational workplaces today are open workplaces; that is, they
include few physical barriers and enclosures.

Another workplace design element is the availability of adjustable

work arrangements, equipment, and furnishings.
4.13 EFFECTIVE COMMUNICATION

ORGANIZATIONAL COMMUNICATION

4. Workplace Design and Communication

In addition to the direction of communication flow and
organizational communication networks, another factor that
influences organizational communication is workplace design.

Research shows that a workplace design should successfully support

four types of employee work: focused work, collaboration, learning,
and socialization.

As managers design the physical work environment, two common

design elements have the greatest impact on communication.

First, the enclosures and barriers used in the workspace. Many

organizational workplaces today are open workplaces; that is, they
include few physical barriers and enclosures.

Another workplace design element is the availability of adjustable

work arrangements, equipment, and furnishings.
4.14 COMMUNICATION AND INFORMATION
TECHNOLOGY

Technology is changing the way we live and work.

Although changing technology has been a significant source of the environmental

uncertainty facing organizations, these same
technological changes have enabled managers to
coordinate employees’ work efforts in more efficient and
effective ways.

Information technology (IT) now touches every aspect of almost every company’s
business. The implications for the ways managers communicate are profound

HOW IT AFFECTS MANAGERIAL COMMUNICATION?

Employees don’t have to be at their desk with their computer running to
communicate with others in the organization.

Two IT developments that are most significant for managerial communication are
networked systems and wireless capabilities.

1. NETWORK SYSTEMS

Organizational members can communicate with each other and tap into
information whether they’re down the hall, across town,
or halfway across the world.

Some of its communication applications include e-mail; instant messaging; social

media such as blogs, wikis, and Twitter; webinars; voice-
mail; fax; teleconferencing and videoconferencing; and
intranets.

2. WIRELESS CAPABILITIES

Wireless communication technology has the ability to improve work for managers
and employees. Even Internet access is available
through Wi-Fi and WiMax hot spots, which are locations
where users gain wireless access

Employees don’t have to be at their desks to communicate with others in the

organization. As wireless technology continues to
improve, we’ll see more organizational members using it
as a way to collaborate and share information.
 4.14 COMMUNICATION AND INFORMATION
TECHNOLOGY

HOW IT AFFECTS ORGANISATIONS?

Communication and the exchange of information among organizational
members are no longer constrained by geography
or time.

Collaborative work efforts among widely dispersed individuals and teams,

sharing of information, and integration of decisions
and work throughout an entire organization have
the potential to increase organizational efficiency
and effectiveness.
COMMUNICATION ISSUES IN TODAY’S ORGANISATIONS
Being an effective communicator in today’s organizations means being connected—
not only to employees and customers, but to any of the organization’s stakeholders.

We examine five communication issues of particular significance to today’s

managers:

[Link] communication in an Internet world,

[Link] the organization’s knowledge resources, c

[Link] with customers,

[Link] employee input

[Link] ethically.
 Links to Additional Information

Foundation of Individual and Group Behavior

[Link]
[Link]
individual-behaviour/

Motivational Theories

[Link]
0023_Psychology/[Link]
[Link]

s Leadership Theories

[Link]
should-know-article

[Link]

qg Communication

[Link]
ncepts/communications
_management.htm
 ASSIGNMENTS

K
[Link] Assignment Question CO
Level

Examine the expectancy theories of motivation. What

1 are their implications in real life? K3 CO4

What can you say about the different ingredients of

2 leadership? Explain them in detail K4 CO5

72
 6.5 Question Bank

PART-A
K
[Link] Question & Answers CO
Level
Define multiplicity of roles.
Individuals not only the productive factor in management’s
1 K1 CO5
plans. They are members of social system of many
organizations.

Mention the importance of motivation.

1. Proper utilization of human resources possible
since it inspires employees to make best possible
use of different factors of production.
2 K2 CO5
2. Proper motivation improves the efficiency of
operation.
3. Motivation creates a willingness on the part of
workers to do the work in a better way.

Name the steps involved in motivation process.

1. Analysis of situation
3 2. Preparing, selecting and applying a set of K1 CO5
appropriate motivating tools.
3. Follow up.

What are the types of motivation?

1. Positive motivation
4 2. Negative motivation K1 CO5
3. Extrinsic motivation
4. Intrinsic motivation

List out the basic needs in a hierarchy.

1. Physiological needs
2. Safety needs
5 K2 CO5
3. Social needs
4. Esteem needs
5. Self-actualisation needs
73
 K
[Link] Question & Answers CO
Level
What is job enrichment?
Job enrichment is therefore based on the
6 assumption that in order to motivate personnel, the job itself K1 CO5
must provide opportunities for achievement, recognition,
responsibility, advancement and growth.

Who is leader?
7 K1 CO5
Leader is one who makes his subordinates to do willingly
what he wants.
Define leadership.

Leadership is the process of influencing the behavior of

8 K1 CO5
others towards the accomplishment of goals in a given
situation.

What is communication?
9 K1 CO
Communication is passing of information from one person to
another person.
State the need for communication.
To establish and spread goals of an enterprise widely. To

develop plans for further achievement.

10 K2 CO5
To organize human and other resources in the most effective

and efficient way. To select, develop and apprise

members of the organization.

List the different types of communication flow.

Downward communication
11 K2 CO5
Upward communication
Horizontal or lateral communication

74
 K
[Link] Question & Answers CO
Level
Note down the various communicating networks.
⮚ Simple chain
⮚ Wheel
12 K2 CO5
⮚ Circular
⮚ Free flow
⮚ Inverted V

State the advantages of democratic leadership.

The subordinates are motivated by participation in decision-
making process. This will increase job satisfaction.
13 K2 CO
Absence of leader does not affect output.
Labor absenteeism and turn-over will be minimum.
The quality of decision is improved.

What are the barriers involved in effective

communication?
Physical barriers
14 Socio-psychological or personal barriers. K1 CO5
Organisational barriers.
Semantic barriers.
Mechanical barriers.

List out the effective media in communication.

A large bank supplies hardware and software to its
customers.
15 K2 CO5
Several banks now make bank-by-phone services available
even to individuals.
E-mail service making easy delivery of documents.

What are the important assumptions made in X

theory?
The average human dislikes to work. He will avoid work if it
16 is possible. K1 CO5
Therefore people must be controlled, directed and 75

threatened with punishment to make them work.

 K
[Link] Question & Answers CO
Level

Mention the various factors involved in using

motivational techniques.
17 Money K2 CO5
Participation
Quality of working life

Mention the important of leadership.

Motivating employees
18 Motivating employees K2 CO5
Building morale
Maintaining discipline

Name the various leadership styles.

Autocratic or dictatorial leadership.
19 K1 CO5
Participative or democratic leadership.
Laissez-faire or free rein leadership.

What is Laissez-faire?

Complete freedom is given to the subordinates so that they

20 K1 CO5
plan, motivate, control, and otherwise be responsible for
their own actions.

Mention 3 needs in Mc Clelland‟s theory?

Need for power, need for affiliation and need for
21 achievement are the three needs K2 CO5

available in Mc Clelland‟s theory

What are the special motivational techniques?

Money, participation, quality of working life , job security,

22 K1 CO5
effective communication , power of authority, incentives
are the special motivational techniques.

76
 K
[Link] Question & Answers CO
Level

What are the qualities of a leader?

23 Honesty, confidence, patience, focus, dedication, consistency, K1 CO6

motivate others, effective communication, individuality are
the qualities of a effective leader.

What are semantic barriers?

These barriers arise from the language capacity of the

24 persons involved in communication. They are semantic K1 C06
distortion, poorly expressed message, faulty
translations, unclarified assumptions, etc

What is grape vine communication?

Informal communication is called grape vine communication.

25 It is the interpersonal relationship other than formal K1 CO6
relationship like friendship, club membership or bridge
group which constitutes an informal channel.

77
 Question Bank
PART-B

[Link] Question K Level CO

What do you understand by “leadership style”? Describe the

1 k2 co5
different styles of leadership.

Explain why management by wandering around considered

2 as effective communication. What are the barriers to K3 CO5
effective communications?

Explain the term motivation. Explain any two motivational

3 K2 CO5
theories.

Critically examine Maslow’s need priority model. How far up

4 K4 CO5
the hierarchical ladder do most people progress?

5 What are the barriers of effective communication . K2 CO5

Explain porter and Lawler theory of motivation and Adam’s

6 K2 CO5
equity theory of motivation.

7 Explain the process of communication. K2 CO5

a) Discuss the various types of communications

8 b)Explain the advantages and disadvantages of oral and K2 CO5
written communication

Evaluate the impact of electronic media in communication

9 k2 CO5
process .

Compare X and Y Theory and Maslow’s theory with

10 k2 CO5
Herzberg’s theory.
a) How would you understand by group and individual
11 behavior ? K2 CO5
b) b) Compare group and individual behavior .
a). Explain the types of formal organizational
communications
12 K1 CO5
b). can you list the obstacles to the leader flexibility and
leader styles based on them.
a) How the motivation theory might aid in getting
13 K2 CO5
managers to motivate their staff. (K2)(CO5)
78
 SUPPORTIVE ONLINE CERTIFICATION COURSES
UNIT - IV

⮚ SWAYAM: PRINCIPLES OF MANAGEMENT

By Prof. Susmita Mukhopadhyay, Prof. S. Srinivasan | IIT Kharagpur

[Link]

⮚ UDEMY: PRINCIPLES OF MANAGEMENT

By Zakir Badr, Professor - Management

[Link]

⮚ COURSERA: FUNDAMENTALS OF MANAGEMENT

By Dave Nagy, Instructor, University of California, Irvine Extension

[Link]
THINK OUT OF THE BOX :)

Interviewer said "I shall either ask you 10easy questions or 1 really
difficult question. Think well before you make up your mind!"

The boy thought for a while and said, "my choice is 1 really difficult
question." "Well, good luck to you, you have made your own choice!
Now tell me this.

• "What comes first, Day or Night?"

The boy was jolted into reality as his admission depends on the
correctness of his answer, but he thought for a while and said, "It's
the DAY sir!"

• "How" the interviewer asked.

• "Sorry sir, you promised me that you will not ask me a SECOND
difficult question!"

• He was selected for IIM!

“Technical Skill is the mastery of complexity, while Creativity is the

master of presence of mind.”
Practical and Effective strategies for every
challenge in Real time day to day life Scenarios

Great leaders don't tell you what to do. They show you how it's
done.
The word "leadership" evokes an image of great men and women--people
who, in a moment of crisis, always rise to the occasion with the right
response, the right decision, the right direction.
1. Develop your personal leadership style.
•No one is born knowing how to be an effective leader. Spend time
learning as much about yourself as possible. When you work on yourself,
you're working on your leadership. Consider finding a good leadership
program, coach, or mentor.
2. Learn from experience.
•Think strategically about how you can gain the experience you need.
Delve into challenging projects that may give you unusual problems to
solve; practice observing situations from different perspectives and learn
from everything you do.
3. Don't be afraid to fail.
•Unless you're not trying at all, you will almost certainly fail, maybe more
than once. The important thing is to learn how to take responsibility for
your failures, extract their lessons, and change directions while still
moving forward.
4. Have a compelling vision.
•When a crisis hits--and it will--having a vision and knowing that people
are aligned with that vision keep things in check. If you are trusted as a
leader, you'll be perceived as someone who can bring people through and
keep things on track instead of falling apart.
5. Polish your people skills.
•Great leaders have great interpersonal skills. They care for their people.
As a leader, you need to know how to listen quietly and hear what people
are really saying, by asking questions and being open to the truth. When
challenges come, it's especially important to open up and show you care.
6. Motivate yourself.
•Your commitment is a model for others. If people can see that you are
working hard toward attaining a goal, they will join you. Learn to tap into
the motivation that gives you energy and passion, so in turn you can
inspire others through difficult times.
Practical and Effective strategies for every
challenge in Real time day to day life Scenarios

7. Keep people informed.

•When times get tough, it's always tempting to hide, but that's the
worst thing you can do. Stay visible and keep people informed even
when it's bad news. People don't like to feel excluded from progress
or from problems; when you keep them current, they will be
invested and prepared to help.
8. Inspire others.
•Inspiration is empowering; when you inspire people, you also give
them a sense of purpose. When you lead by example and people feel
inspired by who you are, it empowers them to be more effective and
productive.
9. Find a true mentor.
•When times are challenging, find someone who has been there
before, learned his or her lessons, and is willing to guide you along
the way. A good mentor should have the experience you want to
gain, and should also have a sincere desire to the help you along the
way. Mentoring has to be genuine and positive to be truly
meaningful.
10. Take care of yourself.
•The best leaders take care of others, especially in challenging times.
But if you neglect yourself you will soon be overwhelmed by
pressure. Do what you need to do to keep yourself sharp and
healthy, and remind yourself often that what you do is valuable.
No matter what the current economic, political, and social realities
are, the challenge for leaders today is to define themselves, to
identify a vision and set goals, and to acquire the leadership skills to
handle a wide range of everyday challenges.
 CONTENT BEYOND SYLLABUS

CASE STUDY:
• Executive Transitions - Delegate authority early in your leadership
Summary
Many founders and long-term executive directors find it difficult to move on
even when it is clear that their departure is overdue. This reluctance to
surrender leadership is natural when people invest a substantial amount of
time and effort to ensure the organization`s success. Yet, to survive, an
organization`s leaders have no choice but to foster conditions that will enable a
smooth transition when they move on. Perhaps the most vital condition of all is
delegating responsibility to others early in one`s leadership role.
The Background
Let`s see how this might work in practice. Eight years ago, John Davis founded
a nonprofit organization whose mission is to provide discussion forums for
environmental leaders. John operated solo for the first three years, and then
received a substantial grant from a local foundation that enabled him to hire
two additional staff members. It soon became evident that John did not want
to share the responsibility of running the organization with these staff
members. Instead, he preferred to view them as administrators who would
carry out his instructions. Over the years, the size of the organization grew to
over ten staff members, and John began to experience fatigue from trying to
manage so many staff. As John contemplated his departure, he faced the
sobering realization that there was no-one who could reliably replace him.
The Solution
When key employees in an organization are not given an opportunity to
assume leadership, this can have a number of negative impacts on the
organization. In some cases, it may result in highly committed and talented
employees leaving the organization because they cannot grow professionally.
In other cases, these employees may fall into a rut, and lose their confidence
or ability to show leadership in tough situations. In addition, when the time
comes for the executive director to move on, there is no successive generation
of leadership that can take over his/her responsibilities.
Lessons Learned
One way to prevent these impacts is for the board and executive director to
agree on measurable goals that include staff development and delegation of
authority. This ensures that employees are given increasing responsibility and
mentoring to grow into leadership positions before it is too late.
7 Assessment Schedule

Assessment Proposed Date Actual Date

Unit 1 Assignment 24.12.24

Assessment
Unit Test 1 6.1.25

Unit 2 Assignment 21.1.25

Assessment
Internal Assessment 1 24.1.25

Retest for IA 1

Unit 3 Assignment 17.2.25

Assessment
Unit Test 2 18.2.25

Unit 4 Assignment 4.3.25

Assessment
Internal Assessment 2 10.3.25

Retest for IA 2

Unit 5 Assignment 27.3.25

Assessment
Revision Test 1

Revision Test 2

Model Exam 3.4.25

Remodel Exam

End Semester Exam 30.1.25

 PRESCRIBED TEXTBOOKS & REFERENCE BOOKS

• Stephen P. Robbins & Mary Coulter, “Management”, 10th Edition,

Prentice Hall (India) Pvt. Ltd., 2009.
• JAF Stoner, Freeman R.E and Daniel R Gilbert “Management”, 6th
Edition, Pearson Education, 2004.
• Stephen A. Robbins & David A. Decenzo & Mary Coulter, “Fundamentals
of Management” 7th Edition, Pearson Education, 2011.
• Robert Kreitner & Mamata Mohapatra, “Management”, Biztantra, 2008.
• Harold Koontz & Heinz Weihrich “Essentials of management” Tata Mc
Graw Hill, 1998.
• Tripathy PC & Reddy PN, “Principles of Management”, Tata McGraw Hill,
1999.

ONLINE RESOURCES
• [Link]
• [Link]
• [Link]
Scenario_7560/
• [Link]
• [Link]
[Link]
• [Link]
• [Link]
organization/53144
 MINI PROJECT SUGGESTIONS

• Mini Project suggestions

1. What intrinsic and extrinsic factors motivate you to be successful?

2. Critically analyze and evaluate the different theories and approaches to leadership
applied to solve two issues in an organization of your choice.

86
 Thank you

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