1. THE NURSING MANAGEMENT
PROCESS: An Overview

2. Nursing Leadership and
Management
Course Description:
This course deals with the application of the concepts, principles, theories
and methods of developing nursing leaders and managers in the hospital
and community-based settings. It also includes ethic moral/legal
aspects of health care and nursing practice and the nurses’ responsibilities
for personal and professional growth.
Course Objective:
At the end of the course, given a group of clients with varied conditions, the student
should be able to:
1. Utilize the nursing process in the care of individuals, families, population group, in hospital
and community settings.
1.1 assesses with client/s his/her/their condition/health status through interview, physical
examination and interpretation of laboratory findings
1.2 identifies actual and at-risk nursing diagnosis
1.3 plans appropriate nursing interventions with client/s and family for identified nursing
diagnosis
1.4 implements plan of care with client/s and family
1.5 evaluates the progress of the client’s condition and outcomes of care;

3. 2. Ensure a well organized and accurate documentation and reporting
system;
3. Demonstrate leadership and competence in the performance of her
responsibilities as a beginning nurse practitioner in the
hospital or community setting
4. Observes bioethical principles, core values, and standards of nursing
care while practicing nursing
5. Promote personal and professional growth for self and others

4. Leadership and Management: An
Overview
God created man in his own image and in
doing
so he was tasked to have dominion over
all the
things created before Him. It was the
solemn
divine decision that emphasized man ’s
place at
the climax of God ’s creative work
(Genesis 1:26-27)

5. Leadership and Management: An
Overview
• Nursing management is based on theories where
concepts are included together with methods, and
principles. Relationship between principle could be
observed and verify to certain degree if translated in to
the art of practice of nursing management.
• Concept are not fragmented thoughts, ideas and
general beliefs in relation to nursing management but
rather concepts that can serve as unifying ideas, thus,
forming a foundation for action or discussion.
• Principles are known to be those fundamentals truths,
law or doctrines wherein other beliefs or notions are
founded. Principles serve as guided to concept,
thoughts or actions in a work situation.

6. Leadership and Management: An
Overview
Nurses realize that they have to keep up with the
many
changes in the health care system and its delivery of
service to the people. The Nursing Act of 1991
focuses on
three changes in the efforts to improve the people’s
health.
• From hospital or institutional care, emphasis shifted
to community health delivery;
• From emphasis on physical care, efforts are now
directed towards holistic approach to the care of
individuals, families and communities and

7. Leadership and Management: An
Overview
Definition of Nursing Management:
• The management process is universal. For nurses,
knowledge of this process assures them of the smooth
functioning of the units to attain their goal of quality care
through the judicious use of available human and material
resources within specified periods.
• Focus on planning, organizing, staffing, directing
or leading and controlling or evaluating all activities
of the nursing system.
• Defined as a process of coordinating actions and allocating
resources to achieve organization goals of the healthcare
delivery system

8. Harbizon and Myerz offer a classic three fold concept
to emphasize the broader scope of management.
They observe that management is:
• AN ECONOMIC RESOURCE management
is one of the factors of production together with
land, labor and capital.
• SYSTEM OF AUTHORITY management
first develops with top individuals determining the
course of action for the rank and file. This is
followed by constitutional management which
emphasizes definite and consistent concern for
policies and procedures in dealing with the working
group. The trend toward a democratic and

9. • AN ELITE CLASS management is a
class and status system. Managers have
become an elite group of brains and
educations. Entrance to this class is
based on education and knowledge. The
new managers continue to expand their
horizon in an effort to attain the ultimate in
life.

10. GENERAL PRINCIPLES OF
NURSING MANAGEMENT
• Nursing management is PL ANNING
• Nursing management is t he EFFECTIVE USE OF TIME
• Nursing management is DECISION MAKING
• MEETING PATIENT’S NURSING CARE NEEDS is business of
t he nurse managers
• Nursing management is t he FORMULATION and
ACHIEVEMENT of SOCIAL GOALS
• Nursing management is ORGANIZING
• Nursing management denotes a FUNCTION, SOCIAL
POSITION OR RANK, A DISCIPLINE AND A FIELD OF STUDY

11. •Nursing management denotes a FUNCTION, SOCIAL
POSITION OR RANK, A DISCIPLINE AND A FIELD OF
STUDY
•Organizational cultures REFLECTS VALUES AND
BELIEFS
•Nursing management is DIRECTING OR LEADING
•A well managed division of nursing MOTIVATES
EMPLOYEES TO PERFORM SATISFACTORILY
•Nursing management is EFFICIENT COMMUNICATION
•Nursing management is CONTROLLING OR
EVALUATION

12. Role of Manager

13. Developing Future
Managers
Managerial development programs are very
useful means of getting qualified
managers. According to Katz, the
necessary fundamental skills of a
manager are:
• Technical Skills
• Human Skills
•

14. LEVELS OF SKILLS MANAGEMENT IN NURSING
• CONCEPTUAL – individual’s mental ability to coordinate a variety of
interests and activities. Thinks critically and able to conceptualize
how things could be. VISIONARY
• INTERPERSONAL – individuals’ preferred ways of using language,
the degrees to which they listens, and their ways on responding to
others.
• TECHNICAL- tools, procedures, and techniques that are unique to
the nurse manager’s specialized situation. Master of the job-viewed
as a source of help. AN EXPERT.

15. Top Tech-
Management Conceptual Human nical
Middle Conceptual Human Technical
Management
First-Line Con-
Management Human Technical
ceptual
Proportions of Management skills needed at
Different levels of management

16. Concerned with broad-based, long-
Top range decisions that affect the entire
Management organization; therefore, conceptual skill
is most important at that level
Focuses basically on her or his group,
First-Line
Therefore, the need for conceptual skill is
Management
at a minimum
The need to be able to understand and
work with people is important at all levels,
Human Skill but the first-line manager’s position places
a premium on human skill requirements
because of the great number of employee
interactions required

17. A nurse manager performs these
management functions to deliver
health care to patients.
Nurse managers or administrators work at
all levels to put into practice the concepts,
principles and theories of nursing
management.
They manage the organizational environment
to provide a climate optimal to provision of
nursing care by the clinical nurses.

18.  Technical Skills relates to the
proficiency in performing an activity in the
correct manner with the right technique.
Human relationship skills pertain to
dealing with people and how to “get
along” with them.
Conceptual skills deals with the ability
to see individual matters as they relate to
the total picture and to develop creative
ways of identifying pertinent factors,
responding to the big problems and
discarding irrelevant facts.

19. Another approach in developing managers is
postulated by Summer in his early work which
emphasize knowledge, attitude and ability
factors.
K nowledge factors re fe r to id e a s , c o nc e p ts o r
p rinc ip le s tha t c a n be e x p re s s e d a nd a re
a c c e p te d be c a us e the y ha ve lo g ic a l p ro o fs .
Attitude factors re la te to tho s e be lie fs ,
fe e ling s a nd va lue s tha t m a y be ba s e d o n
e m o tio ns a nd m a y no t be s ubje c te d to
c o ns c io us ve rba liz a tio n.
Ability factors inc lud e s kills , a rt, jud g m e nt

20. Qualification of Nursing Service
Administrators
 Be a registered nurse in the Philippines
 Have at least two (2) years of experience in general
nursing service administrators
 Possess a degree of bachelor of Science in Nursing,
with at least nine (9) units in managerial and
administration course at the graduate level; and
 Be a member of good standing of the accredited
professional organization of nurse
It is provided, however, that a person occupying the position
of Chief Nurse or Director of Nursing Service shall, in addition
to the foregoing qualification, possess:

21. Qualif ication of Nursing Ser vice
Administrators
 At least five (5) years of experience in a supervisory or
managerial position in nursing; and
A Master’s Degree Major in Nursing
As per Memorandum Circular No. 2000-05,series of
2000 of the PRC, BON.
A new trend in hospital nursing is clinical specialization. Nurses train in a
special field of nursing of their choice. Courses to prepare nurse desiring
to perfect their clinical opportunities are offered in universities, usually
at the master’s level. These nurses must have the experience required
before applying for a position as an expert practitioner.

22. Qualification of the Chairperson and Members of the Board
The Chairperson and Member of the Board shall, at the times of the
appointment, posses the following requirements.
o A natural born citizen and resident of the Philippines
o A member of a good standing of the accredited professional
organization of nurses
o A registered nurse and holder of a Master’ Degree in Nursing,
education or other allied medical profession conferred by a college
or university duly recognize by the government. Provided , that the
majority of the Member of the Board shall be holder of a master’s
degree in nursing: Provided, further That the Chairperson shall be a
holder of a master’s degree in nursing.
o Must have at least ten (10) years of continuous practice of the
profession prior to appointment. Provided, however. That the last
five (5) years of which shall be in the Philippines.
o Must not have been convicted of any offense involving moral
turpitude.
o Membership to the Board shall represent the three areas of nursing,
namely, nursing education, nurisng service and community health.

23. Qualification of the Faculty and the Dean of the College of
Nursing
A member of the faculty in a college of nursing teaching
professional courses must :
 Be a registered Nurse in the Philippines
 Ha ve at least one (1) year of clinical nursing practice in a
f ield of specialization
 Be a member of good standing in the accredited
professional organization of nurses and
 Be a holder of a master’s deg ree in nursing, education, or
other allied medical and health sciences conferred by a
college or university duly recognized by the Government of
the RP.

24. Qualification of the Faculty and the Dean of the College of
Nursing
The career ladder in nursing education starts with a Clinical
Instructor’s position up to the Dean of a College of
Nursing. A dean in a College of Nursing should possess;
 Master’s Deg ree in Nursing
 Must ha ve at least f ive (5) years of experience in
teaching and super vision.
Those teaching in Graduate Prog rams for nurses must possess
post-Master’s Deg ree or Doctoral Deg ree in Nursing.
Prior to promotion or holding of managerial positions, nurses who have the
potential to become administrators are asked to participate in managerial staff
development program. The organization then will have a ready pool of
managers who are academically and locally trained to assume managerial roles.

25. Who Needs Nursing Management?

26. • All types of health-care organizations, including
nursing homes, hospitals, home health-care
agencies, ambulatory care centers, student
infirmaries, and many others, need nursing
management.
• Even the nurse working with one client and
family needs management knowledge and skills
to help people work together to accomplish a
common goal.
• A primary nurse working with several clients
prioritizes their care to assist time to improve
health or, sometimes, peaceful death.

27. THE MANAGEMENT PROCESS
CONTROLLING
assessing/regulating performance
DIRECTING
actuating efforts to accomplish goals
ORGANIZING
establishing formal authority
PLANNING
thinking ahead, making projections to achieve
desired results

28. Universality of Management
Top P O D S C
Management
Middle
P O D S C
Management
First-Line
P O D S C
Management
Amount of Emphasis on Management Function
P - Planning S - Staffing
O - Organizing C - Controlling
D - Directing

29. Scenario:
A nurse –manager spent part of the day working on the budget
(Planning) , meet with the staff about changing the patient care
management delivery system from primary care to team nursing
(Organizing), altered the staffing policy to include 12- hour shifts
(staffing), held a meeting to resolve a conflict between nurses and
physicians (Directing), and gave an employee a job performance
evaluation (Controlling).
Not only would the nurse-manager be performing all phases of the
management process, but each function has a planning,
implementing, and controlling phase.

30. Principles
of
Management

31. Henry Fayol
 A French mining engineer, developed 14 principles of
management based on his management experience.
 He pioneer in the field of management education.
 He has been rightly called as “father of management process
school.
 He was first person who laid emphasis on the process of
management.

32. Fayol’s Principle of Management are presented as follows;
 Division of Work- specialization makes employees more
efficient which results to more and better outputs.
 Authority- managers have the authority to give orders. Along
with authority goes responsibility. Whenever authority is exercise
responsibility arise.
 Discipline- there is discipline when employees obey the rules
that govern
 Unity of Command-in this aspect of management it is
imperative that each employee should receive orders from one
supervisor.

33.  Unity of Direction- for each group of organizational
activities having the same objective, direction comes from manager
using one plan.
 Subordination of individual interest to
general interest- an emlpoyee or group of employees’
interest should not precede over the interest of the whole
organization.
 Remuneration- emlpoyee must be paid a fair wage for their
service rendered to the organization.

34.  Centralization- the degree to which the subordinates are
involved in decision making. The task is to determine the optimum
degree of centralization from every situation.
 Scalar Chain- this represents the line of authority from top
management to the lowest rank in the organization. Communication
should follow this scalar chain.
 Order- there is order when people and materials are in the right
place at the same time.
 Equity- it exist when managers observes kindness and fairness to
their subordinates.

35.  Stability of Tenure- when there is a high employee
turnover, there is ineffective management. Management should see to it
that an orderly personnel planning is provided and ensures that
replacement are available to fill vacancies.
 Initiative- whenever employees are allowed to originate and
carry out plans they are expected to exert high level of efforts.
 Esprit de Corps- promotion of team spirit build harmony and
unity within the organization

36. The Story of the Donkey Stuck in a Well

37. One day a farmer’s donkey fell down into a
well.
The donkey cried piteously for hours as the
farmer tried to figure out what to do.
Finally, the farmer decided the animal was old, and the well needed to
be covered up anyway; it just wasn’t worth it to retrieve the
donkey.
He invited all his neighbors to come over and help him.
They all grabbed a shovel and began to shovel dirt
into the well. At f irst, the donkey realized what was
happening and cried even more loudly in panic and

38. A few shovel loads later, the farmer looked down the
well. He was astonished at what he saw.
With each shovel of dirt that hit his
back, the donkey was doing something amazing.
He would shake off the dirt and take a step up.
As the farmer’s neighbors continued to shovel dirt on
top of the donkey, he would shake it off and take
another step up.
Pretty soon, everyone was amazed as the donkey
stepped up over the edge of the well and happily
trotted off!

39. Life is going to shovel dirt on you, all kinds of dirt. The trick
to getting out of the well is to shake it off and take a step
up. Each of our troubles is a steppingstone. We can get
out of the deepest wells just by not stopping, never giving
up! Shake it off and take a step up.
Remember the five simple rules to be happy:
Free your heart from hatred – Forgive.
Free your mind from worries – Most never happen.
Live simply and appreciate what you have.
Give more.
Expect less

40. The Mea ning of Leadership
 Is a social influence or a person’s ability to move other
people to act
 Influence processes involving determination of the group’s
or organization’s objectives
 Motivating task behavior in pursuit of these objectives, and
 Influencing group maintenance and culture
L – LEAD, LOVE, LEARN
E – ENTHUSIASTIC, ENERGETIC
A – ASSERTIVE, ACHIEVER
D – DEDICATED, DESIROUS
E – EFFICIENT AND EFFECTIVE
R – RESPONSIBLE, RESPECTFUL

42. • Is defined as a process of influence
Leadership
• Is not limited to people in traditional positions
of authority.
• A leader influence others to move in the
direction of achieving goals.
• Leadership occurs in different dynamics and
settings
• Leadership is commonly defined as a process of
influence whereby the leader influences others
toward goal achievement

44. Elements of Leadership
VISION
INFLUENCE
POWER
AUTHORITY
RESPONSIBILITY
ACCOUNTABILITY

45. VISION
• Provides direction to the influence process.
• For leadership to occur, leaders must
communicate the vision the their followers in
such a way that the followers adopt the
vision as their own
• It is essential for organizational
effectiveness and success

46. INFLUENCE
• Ability to obtain followers, compliance or
request
• It is a skill that can be developed , and is
one of a major components of the power
triangle

47. POWER
 Ability to efficiently and
effectively exercise
authority and control
through personal,
organizational and social
strength
 Ability to impose the will
of one person or group to
bring about certain
behaviors in other
groups or persons

48. AUTHORITY
• Represents the right to expect
or secure complia nce
• Authority is backed by
legitimacy

49. RESPONSIBILITY
 Corresponding obligation and accountability
for all actions done
 Ability to do assigned task
 Responsibilities fall into 2 categories:
individual and organizational

50. W are the characteristics
hat
of a LEADER to be
successful?
• There must be reciprocal
relationship (C.I.R)
• There must be positive
interaction
“A person in a position of authority
is not automatically a LEADER”
“Leadership and positions are not

51. Formal and Informal Leadership
– Formal Leadership
• is based on occupying a position in an organization,
called assigned leadership
– Informal Leadership
• occurs when an individual demonstrates leadership outside
the scope of a formal leadership role or as a member of a
group, rather than as the head or leader of the group. The
informal leader can be considered to emerge as a leader
when accepted by others and perceived to have influence.
51

52. • A guiding VISION
• CORE values of Leaders
PASSION
• Integrity
• Curiosity
• Flexibility
• Intelligence
• Ability to support Others
• Self Confidence
• Desire

53. Leaders VS Managers

54. Leaders VS Managers

55. Do you know them?

56. Do you know them?

58. Who are the nursing
leaders that you
know??

59. NURSING LEADERS

60. LEADERS AND MANAGERS
 A manager is a title that can be given that signifies a position – a leader is a title that
other people give you.
 Managers Demand Respect – Leaders Command Respect
 Managers Have Subordinates – Leaders Have Followers
 Managers administer - Leaders innovate
 Managers demand - Leaders command
 Managers maintain - Leaders develop
 Managers focus on systems – Leaders focus on people
 Managers strive for control – Leaders inspire trust
 Managers have short-term view – Leaders have a long-term goal
 Managers are focused on the bottom line – Leaders are focused on potential
 Managers imitate - Leaders originate
 Managers do things right – Leaders do the right thing
 Managers state their position – Leaders earn their position

63. Leadership POWER
An essential part of leadership or
management is to influence the
people you manage so that they do

64. Reward Pow er
• This type of influence is created when the leader is able to offer a reward to
his followers for completing tasks/behaving in a certain manner. Rewards
in the workplace can take a variety of forms from chocolates, gift vouchers
and holidays to promotions, commission and pay rises.
• This type of power needs to be used
carefully to prevent followers
becoming accustomed to rewards and
refusing to complete routine tasks
without a reward. Generally rewards
should not be offered, to follower

65. Coercive Power
• This is the opposite of re ward pow er because this power is
based on the leader having control over what happens if
followers do not act as required. If followers do not
undertake the action required, the leader will impose a
penalty. Penalties tak e a varie ty of forms including
withdr awal of privileges, job losses, verbal abuse,
and delay ed or loss of promotion. In all cases the leader
will need to choose the penalty carefully to prevent breaking
the law or being the subject of an employment tribunal.
• Coercive powers should be used carefully; overuse can
lead to unhappy employ ee follow ers . Unhappy followers
can be negative or unmotivated , they may resign or adopt a
“work to rule” attitude. Work to rule is where employees
refuse to undertake any duties (or adopt working practices)
that are not stated in their contract.

66. Legi t i m e P er
at ow
Thi s i s t he pow er t hat a l eader has w hen t he f ol l owers bel i eve t hat
t he l eader has “a ri ght ” t o i ns t ruc t t hem and t hat t hey have an
obl i gat i on t o f ol l ow i ns t ruc t i ons . Som i m l egi t i m y pow
et es ac er i s
c reat ed by t he l eader’ s j ob t i t l e ( s uc h as c apt ai n, doc t or, or
area m anager) , c om ned w t h t he f ol l ow
bi i er’ s bel i ef t hat t he j ob
t i t l e gi ves t he l eader t he ri ght t o gi ve t hem orders .
R erent P er
ef ow
Thi s i s cr eat ed when t he f ol l ower s bel i eve t hat t he l eader possess
qual i t i es t hat t hey adm r e and woul d l i ke t o possess. The
i
f ol l ower s i dent i f y wi t h t hei r l eader and at t empt t o copy t hei r
l eader . As r ef er ent power i s dependant on how t he f ol l ower vi ews
t he per sonal i t y of t hei r l eader , a l eader wi l l not have r ef er ent
power over ever y f ol l ower t hey l ead. Som l eader s wi l l have
e
r ef er ent power over j ust a f ew, whi l st ot her s such as Ghandi have
l ead m l l i ons t hr ough t hei r per sonal i t y and char i sm
i a.
Expert P er
ow
As t he t i t l e suggest s a l eader has exper t power when t he f ol l ower s
bel i eve t hat t he l eader has “ exper t ” knowl edge or ski l l s t hat ar e
r el evant t o t he j ob or t asks t hey have t o com et e. Of t en an
pl
exper i enced m ber of t he t eam or st af f i n an or gani sat i on, can
em
have exper t power even t hough t hey ar e not a super vi sor or
m anager .

67. • Reward power needs follower to
believe leader will reward them.
• Coercive power needs follower to
believe leader will punish them.
• Legitimate power needs follower to
believe leader has right to instruct
them.
• Referent power need follower to

68. Archives for Life
Lessons No.2
A priest offered a Nun a lift.
She got in and crossed her legs, forcing her gown to reveal a leg.
The priest nearly had an accident.
After controlling the car, he stealthily slid his hand up her leg…
The nun said, ‘Father, remember Psalm 129?’
The priest removed his hand. But, changing gears, he let his hand slide
up her leg again.
The nun once again said, ‘Father, remember Psalm 129?’

69. The priest apologized ‘Sorry sister but
the flesh is weak.’
Arriving at the convent, the nun sighed heavily
and went on her way.
On his arrival at the church, the priest
rushed to look up Psalm 129.
It said, ‘Go forth and seek, further up,

70. EMPOWEREMENT
The process by which we
facilitate the
participation of others in
decision making and
take action within an
environment where
there is equitable
distribution of power

72. AUTHORITARIAN (AUTOCRATIC)
I want both of y
ou to. . .

73. AUTHORITARIAN(AUTOCRATIC)
 This style is used when leaders tell their em ployees what they
want done and how they want it accom plished, without getting
the advice of their followers. Some of the appropriate conditions to
use it is when you have all the information to solve the problem, you
are short on time, and your employees are well motivated.
 Some people tend to think of this style as a vehicle for yelling, using
demeaning language, and leading by threats and abusing their
power. This is not the authoritarian style, rather it is an abusive,
unprofessional style called bossing people around. It has no
place in a leader's repertoire.
 The authoritarian style should norm ally only be used on rare
occasions. If you have the time and want to gain more commitment
and motivation from your employees, then you should use the
participative style.

75. Autocratic or Authoritarian
Leadership Style
Leader Characteristics:
Style:
 Concerns with TASK
 Decision is made ACCOMPLISHMENT rather than
W ITHOUT ANY relationships
FORM OF  Uses DIRECTIVE behavior
CONSULTAION  Exercises POW with COERSION
ER
 Rely on threats and  Makes decisions ALONE
punishment to  Expects RESPECT & OBEDIENCE of
staff
influence employees
 Do NOT TRUST
subordinates
 NO SUBORDINATE
input

76. Autocratic or
Authoritarian Leadership
INEFFECTIVE when subordinates:
Style
EFFECTIVE when:
become tense,
fearful, or resentful  Employees do not respond to any
other leadership style
expect to have their  There is high-volume production
opinions heard  There is limited time to make a
have low morale, decision
 A manager’s power is challenged by
high turnover and an employee
absenteeism and
work stoppage

77. PARTICIPATIVE (DEMOCRATIC)
Let's work together to solve this. . .

78. PARTICIPATIVE
(DEMOCRATIC)
• This style involves the leader including one or
more employees in the decision making
process (determining what to do and how to
do it). However, the leader maintains the final
decision making authority. Using this style is
not a sign of weakness, rather it is a sign of
strength that your employees will respect.
• This is normally used when you have part of
the information, and your employees have
other parts. Note that a leader is not expected
to know everything -- this is why you employ
knowledgeable and skillful employees. Using

79. Participative/Democratic
Leadership Style
 also known as consultation,
empowerment, joint decision-making,
democratic leadership, Management
By Objective (MBO) and power-
sharing.

80. Participative/Democratic
Leadership Style
Leader Characteristics:
Concerns with human
relations & teamwork
Fosters open & two-
way communication
Recognizes and
encourages
achievement

81. Bureaucratic Leadership
Style
Style:
Leader
 Everything is done
Char act er ist ics:
according to procedure
or policy
manages
“by t he book”
Exer cises power by
exer cising f ixed
r ules
Tends t o r elat e

82. LAISSEZ FAIR E
(DELEGATIVE)
You two take care of
the problem while I go…

83. LAISSEZ FAIRE (DELEGATIVE)
• In this style, the leader allows the employees to
make the decisions. However, the leader is still
responsible for the decisions that are made. This is
used when employees are able to analyze the situation
and determine what needs to be done and how to do it.
You cannot do ever ything! You must set priorities
and delegate cer tain tasks.
• This is not a style to use so that you can blame others
when things go wrong, rather this is a style to be used
when you fully trust and confidence in the
people below you. Do not be afraid to use it,
however, use it wisely!

84. Laissez Faire
Leadership Style
 A.K.A. “hands-off”
 little or no direction
 followers have all freedom and
authority
 subordinates determine goals, make
decisions, and resolve problems on
their own.

85. Laissez Faire
Leadership Style
EFFECTI VE when
EMPLOYEES ar e: I NEFFECTI VE when…
highly skilled, • It makes
experienced, employees f eel
and educated. insecure at the
trustworthy unavailability of a
Utilizing manager.
outside
experts, such as • Leaders are
staf f specialists ungratef ul

86. Theories of Leadership

87. Evolution of Leadership Theory
Leadership theory is an evolving
field; while these highlight the most
common theories of the last century,
more theories continue to be
researched in the elusive search for
a definitive understanding of
leadership. More recent leadership
theories are discussed on the
following slides.

88. GREAT MAN THEORY
• This theory assumes that the capacity for leadership is
”leaders are born
inherent, that great
not made”
• These theories portray great leaders as heroic, mythic and
destined to rise leadership when needed

89. Trait Theory
Traits that are related to leadership
effectiveness:
 Intelligence traits - knowledge, judgment,
decisiveness.
 Personality traits - adaptability, creativity,
integrity, etc.
 Ability traits – ability to enlist cooperation,
popularity, prestige, etc.

90. Trait Theories
Trait Theories
• Assume some people have
certain characteristics or traits
that make them better leaders
than others
• Studied great leaders
throughout history
• Power and situations were
ignored

91. Rensis Liker t
• He developed Likert Scales and Linking
Pin Model
• He also developed an Organizational
Design
• He identify 4 main styles of leadership
called the Four (4) Systems Approach

92. Four Systems Model
 System 1 - Exploitative Authoritative: Responsibility lies in the
hands of the people at the upper echelons of the hierarchy. The superior
has no trust and confidence in subordinates. The decisions are imposed
on subordinates and they do not feel free at all to discuss things about
the job with their superior. The teamwork or communication is very little
and the motivation is based on threats.
 System 2 - Benevolent Authoritative: The responsibility lies at
the managerial levels but not at the lower levels of the organizational
hierarchy. The superior has condescending confidence and trust in
subordinates (master-servant relationship). Here again, the subordinates
do not feel free to discuss things about the job with their superior. The
teamwork or communication is very little and motivation is based on a
system of rewards.

93. Four Systems Model
• System 3 - Consultative: Responsibility is spread
widely through the organizational hierarchy. The
superior has substantial but not complete confidence
in subordinates. Some amount of discussion about job
related things takes place between the superior and
subordinates. There is a fair amount of teamwork, and
communication takes place vertically and horizontally. The
motivation is based on rewards and involvement in the job.
• System 4 - Participative: Responsibility for achieving the
organizational goals is widespread throughout the
organizational hierarchy. There is a high level of
confidence that the superior has in his
subordinates. There is a high level of teamwork,

94. Robert R. Blake &
Jane Mouton
• Developed the Managerial Grid
Model which attempt to conceptualize
management in terms of relations and
leadership
• They characterized 5 leadership styles
according to two dimensions: concern
for task or production and concern for
people

96. The Major Leadership Grid Styles
1,1 Impoverished management. Often referred to as Laissez-faire leadership. Leaders in this
position have little concern for people or productivity, avoid taking sides, and stay out of conflicts.
They do just enough to get by.
1,9 Country Club management. Managers in this position have great concern for people and
little concern for production. They try to avoid conflicts and concentrate on being well liked. To
them the task is less important than good interpersonal relations. Their goal is to keep people
happy. (This is a soft Theory X approach and not a sound human relations approach.)
9,1 Authority-Compliance. Managers in this position have great concern for production and
little concern for people. They desire tight control in order to get tasks done efficiently. They
consider creativity and human relations to be unnecessary.
5,5 Organization Man Management. Often termed middle-of-the-road leadership. Leaders in
this position have medium concern for people and production. They attempt to balance their
concern for both people and production, but they are not committed.
9+9 Paternalistic “father knows best” management. A style in which reward is promised for
compliance and punishment threatened for non-compliance Opportunistic “what’s in it for me”
management. In which the style utilized depends on which style the leader feels will return him
or her the greatest self-benefit.
9,9 Team Management. This style of leadership is considered to be ideal. Such managers
have great concern for both people and production. They work to motivate employees to reach
their highest levels of accomplishment. They are flexible and responsive to change, and they
understand the need to change.

97. Hersey and Blanchard’s
Contingency Theory

98. According to this theory, the
effectiveness of a persons leadership
style depends not so much on the leader
but on the follower-the followers
maturity should be assessed

101. Fred Fiedler
 Developed his theory on the premise that
leaders’ personal characteristics are stable, and
so is the leadership style
 “Fiedler Contingency Model” is a leadership
theory that moved from research of traits and
personal characteristics of leaders to leadership
styles and behaviors

102. Fielder’s Contingency Model
In this model leadership is effective when the leader’s style is
appropriate to the situation, as determined by three principal
factors:
1. Leader-member relations: The nature of the interpersonal
relationship between leader and follower, expressed in terms of good
through poor, with qualifying modifiers attached as necessary. It is
obvious that the leader’s personality and the personalities of
subordinates play important roles in this variable.
2. Task structure: The nature of the subordinate’s task, described as
structured or unstructured, associated with the amount of creative
freedom allowed the subordinate to accomplish the task, and how the
task is defined.
3. Position power: The degree to which the position itself enables
the leader to get the group members to comply with and accept his or
her direction and leadership

103. Contemporary
Leadership Theories
Transactional Leadership Style
 the leader motivates the followers by appealing to
their own self-interest
 MOTIVATE by means of EXCHANGE process
 Encompasses 4 types of behavior:
 Contingent reward
 Management by Exception
 Active Management by Exception
 Laissez- Faire Leadership

104. Transactional Leadership
• Exchanges rewards for services
• Management by exception (Watches for deviations)
• Keeps the system operating smoothly
– Uses reward and coercive power bases
– Recognizes what workers want and tries to deliver it
– Rewards according to worker effort
– Responsive to worker self-interests

105. Transformational
Leadership
 The most effective
leadership behavior to
achieve long term success
and improved performance
 Transformational leaders are
highly visible and spend a lot
of time communicating

106. Transformational Leadership
Burns (1978)
• Both leader and followers have the ability to
raise each other to higher levels of motivation
and morality
– Traditional manager – concerned with day-to-day
operations termed as transactional leader
– Manager who is committed, has a vision, and
empowers others with vision is termed as
transformational leader

107. TRANSFORMATIONAL/
TRANSACTIONAL
LEADERSHIP
Transformational
Transformational Broadening and
Leadership
Leadership elevating follower goals
•Idealized Influence Performance
Performance
•Idealized Influence beyond
•Inspiration beyond
•Inspiration expectations
expectations
•Intellectual stimulation
•Intellectual stimulation
•Individualized
•Individualized
consideration
consideration
Transactional
Transactional
Leadership
Leadership Leader/follower exchange
•Contingent reward
•Contingent reward Agreed upon
Agreed upon
•Management by performance
performance
•Management by
exception (active or
exception (active or
passive)
passive)
•Laissez faire
•Laissez faire

108. Leadership Styles
 Transactional leadership
 Transformational leadership