1. TASK RELATED ATTITUDE ANDTASK RELATED ATTITUDE AND
BEHAVIOUR OF LEADERBEHAVIOUR OF LEADER
PRESENTED BY:PRESENTED BY:
DIVYA SHARMADIVYA SHARMA
M.B.A. III SEMM.B.A. III SEM
JIET(SOMG)JIET(SOMG)

2. INTRODUCTION:INTRODUCTION:
• Historic findings reveal that leaders and followersHistoric findings reveal that leaders and followers
vary byvary by
- intelligence- intelligence
- dominance- dominance
- self-confidence- self-confidence
- level of energy and activity- level of energy and activity
- task-relevant knowledge- task-relevant knowledge
• Contemporary findings show thatContemporary findings show that
- people tend to perceive that someone is a leader when he or- people tend to perceive that someone is a leader when he or
she exhibits traits associated with intelligence, masculinity, andshe exhibits traits associated with intelligence, masculinity, and
dominancedominance
- people want their leaders to be credible- people want their leaders to be credible
- credible leaders are honest, forward-looking, inspiring, and- credible leaders are honest, forward-looking, inspiring, and
competentcompetent
Leadership TraitsLeadership Traits: represent the personal characteristics
that differentiate leaders from followers.

3. TASK RELATED ATTITUDETASK RELATED ATTITUDE
AND BEHAVIOUR:AND BEHAVIOUR:
THERE ARE MAINLY THREE TYPES OF TASKTHERE ARE MAINLY THREE TYPES OF TASK
ORIENTED BEHAVIOUR:ORIENTED BEHAVIOUR:
 PLANNING:PLANNING:
1.1. Identify necessary action plans.Identify necessary action plans.
2.2. Identify the optimal sequence of the action plan.Identify the optimal sequence of the action plan.
3.3. Estimate the time needed to carry out each action plan.Estimate the time needed to carry out each action plan.
4.4. Determine the starting times and deadlines.Determine the starting times and deadlines.
5.5. Estimate the cost of each action step.Estimate the cost of each action step.
6.6. Determine who will be accountable for each step.Determine who will be accountable for each step.
7.7. Develop procedures for monitoring progress.Develop procedures for monitoring progress.

4. CONT…CONT…
 CLARIFYING ROLES AND OBJECTIVES:CLARIFYING ROLES AND OBJECTIVES:
1.1. Defining job responsibilities and requirementsDefining job responsibilities and requirements
Explain the important job responsibilitiesExplain the important job responsibilities
Clarify the person’s scope of authority.Clarify the person’s scope of authority.
Explain how the job relates to the mission of the unit.Explain how the job relates to the mission of the unit.
Explain important policies, rules and requirements.Explain important policies, rules and requirements.
2.2. ASSIGNING WORK:ASSIGNING WORK:
Clearly explain the assignment.Clearly explain the assignment.
Explain the reasons , priorities , deadlines of the work .Explain the reasons , priorities , deadlines of the work .

5. CONT…CONT…
3.3. SETTING PERFORMANCE GOALSETTING PERFORMANCE GOAL::
Set goals for relevant aspect of performance.Set goals for relevant aspect of performance.
Set the clear and specific goals.Set the clear and specific goals.
Set challenging but realistic goals.Set challenging but realistic goals.
Set a target date for attainment of each goal.Set a target date for attainment of each goal.
 MONITIRING OPERATIONS:MONITIRING OPERATIONS:
1. Identify and measure key performance indicators1. Identify and measure key performance indicators ..
2. Monitor ,measure ,develop, encourage and conduct periodic progress2. Monitor ,measure ,develop, encourage and conduct periodic progress
review system.review system.

6. LEADERSHIP BASED ONLEADERSHIP BASED ON
TASK AND BEHAVIOURTASK AND BEHAVIOUR

7. Task related activitiesTask related activities
and attitudesand attitudes
 AdaptabilityAdaptability
 Sizes up people, situations andSizes up people, situations and
tacticstactics
 Direction SettingDirection Setting
 Aligning the actions of followers.Aligning the actions of followers.
 Set high performanceSet high performance
standardsstandards
 Helps in career development.Helps in career development.

8. Task related activitiesTask related activities
and attitudes (cont’d)and attitudes (cont’d)
 Risk taking/action orientedRisk taking/action oriented
 Provides hands on guidanceProvides hands on guidance
 Provides frequent feedbackProvides frequent feedback
 Takes corrective actionTakes corrective action
 Reinforces favorable activitiesReinforces favorable activities

9. Task related activitiesTask related activities
and attitudes (cont’d)and attitudes (cont’d)
 Remain calm and consistent underRemain calm and consistent under
pressurepressure
 Asks tough questions rather than provideAsks tough questions rather than provide
answersanswers
 Reverse delegation.Reverse delegation.
 Strong customer orientationStrong customer orientation

10. BEHAVIOUR INFLUENCINGBEHAVIOUR INFLUENCING
LEADERSHIPLEADERSHIP

11. TASK VsTASK Vs
RELATIONSHIPRELATIONSHIP
LEADERSHIP:LEADERSHIP:

12. Skills and Best Practices: Tips forSkills and Best Practices: Tips for
Improving Leader EffectivenessImproving Leader Effectiveness
BehaviorBehavior Recommended BehaviorsRecommended Behaviors
ListenListen Intensely listen to what others have to say.
Determine the true cause of performance
problems.
ExamineExamine Think through problems from all perspectives.
Do not play favorites and find solutions that
benefit everyone involved.
AssistAssist Help others to learn from mistakes and errors.
DevelopDevelop
Explain the rationale for decisions and
implement fair policies and procedures.
EncourageEncourage Provide employees with the resources needed to
do a job. Gently push people to advance into
more demanding roles.
RecognizeRecognize Praise people for their good work. Focus on the
positive whenever possible.

13. CONCLUSION:CONCLUSION:
Successful leadership dependsSuccessful leadership depends
more on appropriate behavior andmore on appropriate behavior and
actions , and less on personalityactions , and less on personality
traits. Behavior can be learned andtraits. Behavior can be learned and
changed whereas traits remain morechanged whereas traits remain more
or less fixed. Thus this school ofor less fixed. Thus this school of
thought suggest that “LEADERSthought suggest that “LEADERS
ARE NOT BORN BUT THEY HAVEARE NOT BORN BUT THEY HAVE
TO BE DEVELOPED”.TO BE DEVELOPED”.