ASSIGNMENT

OF
RESEARCH
METHODOLOGY

TOPIC:- LEADERSHIP AND

MANAGERIAL
EFFECTIVENESS

SUBMITTED TO:-
SUBMITTED BY:-
Mr satinder sharma
prashant kumar
Rol
l no:-RR1001,A04
 Rig
no:- 11003373

INTRODUCTION TO LEADERSHIP :-
It can defined in many ways, but most commonly Leader is person who influences the
thoughts and behaviors of others; a leaders is one who establishes the direction for others
to willingly follow. One person can serve as a leader or several persons might share
leadership. A person may be appointed as leader or may be elected by people within his
circle. Leaders play vital role in standardizing performance. Leaders can influence other
to perform beyond the expectations. Managers plan, organize, lead and control so that
“leading” and “managing” are inseparable, they are both integral part of each other. If
one cant influence and inspire others to work willingly towards aims then all planning
and organizing will be ineffective. Similarly setting direction is usually not enough, no
matter how inspiring one can be, management skills are crucial.

Main characteristics of leadership:-

1. Self Confidence- They have complete confidence in their judgment and ability.

2. A vision- This is an idealized goal that proposes a future better than the status quo. The
greater the disparity between idealized goal and the status quo, the more likely that
followers will attribute extraordinary vision to the leader.

3. Ability to articulate the vision- They are able to clarify and state the vision in terms
that are understandable to others. This articulation demonstrates an understanding of the
followers’ needs and, hence acts as a motivating force.
 4. Strong convictions about vision- Charismatic leaders are perceived as being strongly
committed, and willing to take on high personal risk, incur high costs, and engage in self-
sacrifice to achieve their vision.

3- Develop an Institutional Memory

Remember mistakes – and the costs associated with fixing them – or they will repeat themselves
ad nauseum

MANAGERIAL EFFECTIVENESS :-

Managerial Effectiveness is fast becoming a competitive advantage for organisations, especially

in the context of high demand for and therefore, continuous migration of competent managers
from one organisation to another Organisations therefore, have started investing in retaining
competent managers and putting in place systems for developing new cadre of effective
managers. It is in wake of these contextual factors that this programme on Managerial
Effectiveness is being conducted.
Managerial Effectiveness is often defined in terms of output - what a manager achieves. This
result oriented definition leads us to look for the factors that contribute towards the “results”.
Studies find three factors to be responsible for the results that an organisation achieves through
its managers. These are: (a) the efforts and ability of the managers, (b) the environment in which
the managers and the organisation operates, and (c) the efforts and ability of the subordinates.
Thus, the managers’ ability is the key element in achieving the desired results.This programme
on Managerial Effectiveness focuses by and large on the
managerial ability of Managing Self, Managing Subordinates & Relationships (which can
enhance subordinates’ ability), Managing Change and Decision Making (which requires the
managers to understand the environment in which she/he and her/his organisation operates).

OBJECTIVE:- according to this topic we show that how leadership and

managerial effectiveness play a vital role for any organization. and
where are our future leader.

RESERCH METHODOLOGY:-

1. Ten Lessons for Leaders and Leadership

Developers
In the early 1980's we set upon a quest to discover what it took to become a leader. We wanted to
know the common practices of ordinary men and women when they were at their leadership
best--when they were able to take people to places they had never been before. Strategies, tactics,
skills, and practices are empty (or worse yet, manipulative and exploitative) unless we
understand the fundamental human aspirations that connect leaders and constituents. Leadership
is certainly not conveyed in a gene, and it's most definitely not a secret code that can't be
understood by ordinary folks.

Our analysis of thousands of cases and surveys from over a dozen years of research has revealed
a consistent pattern of exemplary leader- ship practices and fundamental constituent
expectations. But knowing that the portrait emerging from the study of personal-best leadership
experiences was only a partial picture, we also explored the expectations that the constituents
have of people they would be willing to follow. What we've learned from studies specifically
with college student leaders over the past five years has only strengthened our fundamental
appreciation that Leadership is not a mysterious, mystical, or ethereal concept--one that is
somehow beyond the scope and imagination of the vast majority of people. Our research has
shown us that leadership is an observable, learnable set of practices. Indeed, the belief that
leadership can't be learned is a far more powerful deterrent to development than is the nature of
the leadership.

2. Where Are Our Future Leaders?

Who will lead us into the twenty-first century? It is time for us to decide. A generation ago the
objective of African-American activists was to destroy racial segregation and integrate
mainstream political and economic institutions. Instead we must recognize that one of the root
causes of our divisions and social unrest is an absence of creative, dynamic leadership.
Oppressed people need leaders to liberate them. Many of us accomplished these goals. But
despite examples of individual success, there remains a simmering leadership crisis that can split
our community apart. This common experience of racial oppression gave us a sense of solidarity
and interdependence. Black physicians depended on Black patients; Black lawyers and
accountants served Black clients.

With desegregation, many affluent African-Americans moved from the ghetto into integrated
suburbs. Graduates of Howard and Spelman now end their children to Harvard and Swarthmore.
In the cities, our sense of community has gradually deteriorated. Millions of our young people
are trapped in a destructive web of inferior schools, violence, drugs, and unemployment.
Historically the social classes in the Black community were bound together by Jim Crow
segregation laws. Blacks on welfare and Black Ph.D.'s alike were ordered to the back of the bus
or denied work because of their race. We can't depend on the political system--the Democrats or
Republicans--or the corporate world to solve our problems; all too often their policies have
contributed to them. These leaders must be women and men with vision who have the capacity to
articulate the common grievances and goals of the community.

REVIEW OF LITERATURE
 Abstract
It is argued that the fate of any society is determined by the quality of its
leadership.
This discusses the various managerial styles with the aim of buttressing the role of
leadership in attaining organizational goals and objectives. This relies on extensive
review of literature and employs content analysis of managerial leadership styles. This
reveals that the correct style of leadership depends on: nature of the job; preference of
the followers; the leader’s attitude and the situation at a point in time. However,
emerging economies are bereft of good and effective leadership in all fields of human
Endeavour’s due to self-aggrandizements. Therefore, they recommends that: leaders
should be made to be accountable for their stewardships both when in office and
afterwards; and there should be general social re-orientation, for people to be honest,
God fearing and to remember the day of reckoning when they will be asked to account
for their deeds in this world.

Gibb (1954)

According to him leadership is the exercise of power and authority in collectivity;

such as groups, organizations, communities of nations. This power can be addressed to
any of the three very general and related functions: establishing the goals, purposes or
objectives of the collectivity. This implies that exercise of authority involves making
things happen though others. In achieving such purpose, leaders may engage in any of
the following activities: coordinating, controlling, directing, guiding or mobilizing the
efforts of others.
Conclusion:-
He suggested that the leader is a person who always suggested that leadership is
the quality that a leader can act as a manager in performing all managerial function as
well as with power and authority he can easily manage the things.

Fielder (1967):-
He defines leadership effectiveness as success of the leader in achieving the
organization’s goals. To be effective, the leader must help individuals in the group to
satisfy their needs; for instance by giving responsibility to those with high power
needs, close involvement to those with high inclusion needs and so on. Therefore, the
most effective leaders are capable of dealing with the groups’ problem that depends on
leader’s ability to persuade his followers, which in turn depends largely on how much
power he possesses.
Conclusion:-
Manager includes leadership qualities to achieve the organizational goals. They
help individual in group to satisfy all the organizational needs.

Weick 1979, Kiesler and Sproull 1982, Streufert and Swezey 1986:-
 This model is one of few that allows for an empirical test of some of the central
ideas developed by the paradox perspective. There study also contrasts the recent
emphasis on cognitive complexity in the organizational literature with the relative lack
of attention given to behavioral complexity. Cognitive complexity, the paper argues,
may well be a necessary condition for the effective practice of leadership. Behavioral
complexity, however, must certainly be the sufficient condition.
Conclusion:-
Leadership must inevitably be performed through action, not cognition, and it
would thus appear to be time for leadership researchers to begin to develop theories of
behavioral as well as cognitive complexity.

Burke and Day (1986)

They applied meta-analysis to available managerial training and development
studies to determine the types of management training that were effective, to what
degree they were effective, and the relative effectiveness of the different training
methods in improving learning or the acquisition of skills. The meta-analysis
conducted by Burke and Day is commonly regarded as the principal empirical support
for the effectiveness of managerial training and leadership development programs.
Burke and Day (1986) incorporated the following training content areas in their
analysis: general management, human relations, and self-awareness, problem
solving/decision making, rater training, and motivation/values. Descriptions of those
content areas were as follows:
1) General management training taught facts, concepts, and skills and included
training topics such as labor relations, a broad focus on management theory and
practice, company policies and procedures, labor economics, and general management
functions.
2) Training in the human relations content area focused on the human relations
problems of leadership, supervision, attitude toward employees, and communications.
3) Studies that were coded into the self-awareness training content area involved
the understanding of one’s behavior, how others view one’s behavior, and learning
one’s strengths and weaknesses. Examples in the self-awareness content area were
sensitivity training and transactional analysis.
4) Problem solving training included studies with a wide range of work problems
that managers encounter including generalized problem solving and decision making
skills.
5) Rater training programs taught participants to minimize errors in observing and
evaluating subordinates.
6) Motivation/values training included programs designed to increase the
manager’s motivation and modify manager’s values or attitudes.
Conclusion:-
He used organizational variables as outcome criteria. Some studies in their
research had mixed results in demonstrating that managerial leadership development
programs enhanced individual, group, and/or organizational effectiveness.

Yukl (1989):-
 He described the status of the field of leadership as being “in a state of ferment
and confusion”. Most of the theories are beset with conceptual weaknesses and lack
strong empirical support. Several thousand empirical studies have been conducted on
leadership effectiveness, but most of the results are contradictory and inconclusive…
The confused state of the field can be attributed in large part to the disparity of
approaches, the narrow focus of most researches, and the absence of broad theories
that integrate findings from the different approaches”.
Conclusion:-
The status of the field of leadership is in a state on ferment and confusion.
Leadership is necessary for the manager to perform affectively within an organization
by integrating different approaches. This helps in applying different approaches results
in better managerial performance by possessing better leadership qualities.

(Bass and Avolio, 1993)

He proposed another type of leadership which is known as transactional
leadership, which is e. Instead of being communal, the emphasis is on individuals or
small groups of employees within organizations or businesses who vie for favored
status with a manager. Cooperation occurs through negotiations and loyalty is bought
with reward to individuals. In these cases, some employees demonstrate little or no
commitment to the organization’s mission or vision, and cooperation is the result of
negotiations.
Conclusion: - leadership is a systematic relationship where “no leader leads
without followers”. To measure leadership effectiveness, Avolio believed that the
focus should be less on what the leader does and more on what the followers do. This
committed to a “full range” of leadership.
Fleishman et al. (1991) developed taxonomy of descriptive leader behaviors from
65 authors, which provided a systematic definition of leadership behavior for use in
designing leadership development interventions. The major approaches to leadership
study were identified as the power-influence approach, managerial behavior approach,
trait approach, situational approach (nine different ones including path-goal,
situational leadership, contingency theory, and leader-member exchange) and
transformational or charismatic leadership (Yukl, 1989)
Conclusion: - he explained the different leader behaviours and different approaches
applied to leadership study.

Sourcie (1994)
He states, “Managerial leadership is indeed a subtle mixture of formal authority,
skills, knowledge, information, intelligence, courage, tenacity, instinct and hard
work”. As individuals rise to higher levels of formal leadership in organizations, the
balance between leader and manager behavior shifts, but there are very few instances
where a person can develop leadership skills without also being competent at
managerial functions.
Conclusion:-
There should be a balance between leader and managerial behaviour. To enhance
leadership styles sometimes becomes at the managerial level in performing different
functions of management.
 Chen (1994)
He used meta-analytic procedures to describe and statistically integrate 25 studies
from the empirical literature regarding the effectiveness of cross-cultural training for
managers. A great majority of the studies (88%) used control group design. Chen’s
meta-analysis produced a highly significant average effect size (1.60) for the
comparisons between those who received cross-cultural training and those who did
not, indicating that the average trainee was 1.60 standard deviation higher than
controls on the cross-cultural training effectiveness measures. Chen discovered that
control group studies produced lower effect sizes than single group pretest-posttest
studies. Chen also found that the longer the time between cross-cultural training and
the measurement of training effectiveness, the less effective the training was judged to
be by the primary study participants, with almost 56% of the variability in effect size
magnitude caused by the time of outcome measurement.
Conclusion:-
The results of Chen’s meta-analysis did not conclude that any certain type of
cross-cultural training program was more effective than another one as he generally
impact the effectiveness of cross-cultural training for managers.

Brungardt, 1996
He suggested the that leadership development efforts will result in improved
leadership skills appears to be taken for granted by many corporations, professional
management associations, and consultants. In essence, many companies naively
assume that leadership development efforts improve organizational efforts. Leadership
development is defined as “every form of growth or stage of development in the life
cycle that promotes, encourages, and assists the expansion of knowledge and expertise
required to optimize one’s leadership potential and performance.”
Conclusion:-
Leadership development will leads to the improvement leadership skills with in
the corporations, to improve the organizational efforts by developing their employees.

McCall (1998):-
Managerial leadership development through on-the-job experiences has emerged
as a powerful source of learning. He believed that on-the-job experiences were the
primary classrooms for the development of leadership skills. These developmental
jobs provide transitions that put the manager into new situations with unfamiliar
responsibilities and tasks where they create change and build relationships (Brutus,
Ruderman, Ohlott, & McCauley, 2000; McCall, Lombardo, & Morrison, 1988;
McCauley & Brutus, 1998). According to McCall, et al. (1988), most 31 developments
of successful business leaders took place on the job and not in seminars, classrooms,
and MBA programs. Additional literature regarding on-the-job experiences will be
cited in the Leadership Development.
Conclusion:-
He explained that the managerial leadership development through on-the job
experiences. It develops leadership skills with in a manager to enhance their skills. It
helps them in handling unfamiliar responsibilities and tasks in which they can easily
make changes.

Driggs (1999):-
He emphasized that outcomes can be encapsulated as the awareness of the
importance of organizational motivation and understanding, the flexibility to adapt to
individual organizational needs, the openness to encourage continuing discussion and
interchange, and a readiness to continue learning. Examples of outcomes in the current
literature were improved subordinate and human relationships, improved knowledge
skills and attitudes, improved trainee leadership and group effectiveness, improved
decision-making style, sensitization of trainees to their management role, and
development of a shared personal and organizational vision.
Conclusion:-
He explained that managerial effectiveness is analysed by motivating and
understanding the organization needs by improved trainee leadership.

Aurelio M. Montemayor, M.Ed:-

He defines leadership as the individual qualities of assertiveness and ambition that
shine through a charismatic individual. Leadership means collective commitment to
progress – wise and tough actions that create new systemic regularities in our
institutions of education. It means constructing a seamless pipeline for all our children
from preschool years to completing college...It means institutions and communities
work for the greater good of our world.” Conclusion:-
Leadership leads to progress which help in regulating our institutions of education.
They generally work for the greater good of our world.

Swanson &Holton, 1999:-

The Results Assessment System was used in this research to analyze the outcomes
of leadership development studies from both a learning and performance perspective.
The Results Assessment System (Swanson & Holton, 1999) enables practitioners to
measure results within three domains: performance, learning, and perception, each of
which has two options. Performance results are either system or financial results.
System results are defined as “the units of mission-related outputs in the form of goods
and/or services having value to the customer and that are related to the core
organizational, work processes, and group or individual contributors in the
organization”. Financial results are defined as “the conversion of the output units of
goods and/or services attributable to the intervention into money and financial
interpretation”.
Performance-level assessment requires that mission-related performance
outcomes be connected to the mission of the system (Swanson & Holton, 1999).
Performance outcomes typically are assessed in terms of being counted or time
taken to produce the units of goods or services. Swanson and Holton clarified that
performance outcomes are classified in terms of “the performance levels at the whole
system level (organization), the work processes within the system (subsystem), or the
contributor level (individuals or intact work groups)”. According to Swanson and
Holton, “within the performance domain, a complex organization can have a variety of
performance outcomes” but a “unit of performance must be selected as the focal point
of the assessment”.
Learning results as defined by the Results Assessment System (Swanson &
Holton, 1999) are delineated into expertise or knowledge results. Expertise results
are defined as “human behaviors having effective results and optimal efficiency,
acquired through study and experience within a specialized domain”. Human expertise
is the most complex of learning results. The premise is that people with expertise have
knowledge and are able to act on that knowledge (Swanson & Holton, 1999).
Measuring human expertise requires that an individual demonstrate his or her behavior
in a real or simulated setting.
Conclusion:-
Knowledge results are defined as “mental achievement acquired through study
and experience” (Swanson & Holton, 1999,). Swanson and Holton believed that
knowledge, an intellectual or cognitive result of learning experiences, was the basic
learning result of an intervention. Measures of knowledge confirmed the level of
knowledge held by individuals within a particular subject area.

Zhang (1999)
He applied meta-analysis procedures to experimental evaluation studies to find
out the magnitude of the effect of management training from 1983-1997 on trainee’s
learning, job performance, and organization results. The study followed Burke and
Day’s coding criteria and included forty-seven empirical studies on training for
managerial personnel in business and industry and in education. Zhang included
experimental and quasi-experimental studies, most of which were found in journal
articles, while one-third were doctoral dissertations. The results indicated that
evaluation was being conducted beyond the reaction and learning levels. Zhang’s
research produced a .47 effect size for studies with knowledge-subjective outcomes, .
80 for knowledge-24 objective, .50 for expertise-subjective and .49 for studies with
system-objective outcomes. A major finding was that management training made a
significant difference in trainees’ learning when self-efficacy and various knowledge
tests measured the outcomes. A human relations leadership program made a
significant difference in trainee’s job performance when performance appraisal
instruments measured their on the- job behavior. Management training programs were
effective when measured by subjective result criterion, such as employees’
commitment to the organization and job satisfaction. There was a significant
difference in the training effect measured by objective organization result criterion,
such as job accuracy, turnover and productivity.
Conclusion:-
He recommended that more quantitative reviews be conducted using meta-
analysis to accumulate quantitative data of training effectiveness across studies and
that more high quality empirical studies are conducted. It also concluded that
measurement of organization results outcomes needed more research in which the
organizational indicators that are most relevant to training are prioritized.

Lynham, 2000:-
 The nature of management and leadership has changed significantly and
organizations are experiencing an increased number of outcome-based demands on
their time and resources. Organizations also are committing to an increased number of
managerial leadership development interventions and take for granted that those
interventions enhance their organization’s effectiveness. But, there remains a void as
to what is known about managerial leadership development and the contribution of
managerial leadership development interventions to individual knowledge and
expertise as well as organizational performance.
Conclusion:-
Interventions results in enhancing organisations effectiveness this leads to
development interventions for individual knowledge and expertise. Interventions
results in better managerial effectiveness.

ANALYSIS AND INTERPRETATION:-

Tips for new leaders:

 General advice

The new leader should take the advantage of transition period, get advice from the
previous leader and should show the empathy to the predecessor so that he may be able to
know about the previous challenges that he may be able to face, and should learn
leadership from predecessor.

 Challenges
The new leader should gain the knowledge quickly, he should establish new
relationship, should maintain personal relationship in terms of group
objectives.

Where new leader’s got trapped?

The new leaders are not getting learned quickly, they began to process
directly on their strategy without learning it will going to fail so new leader
should learn quickly. They keep their self isolated as they are leaders and do
not develop quick relationship. The new leader’s starts working with the
existing team only this would result again to the failure that a predecessor
had faced.
They start talking too much on other factors except to the problems he starts
distracting the mind of employees from their goal be giving a long lectures
on other facts rather than the goal.

The habit of new leaders that they know it all what it is going also trapped
them in net because they don’t bother to study the previous facts why do
the organization failed to achieve the goal.

Sometime new leaders are captured by wrong people in the organization

who usually give wrong idea they develop quick relationship with the leader.
The leader should be always keeping distance from such people.

The leaders have ego of previous success they become overconfident and
suffer from successor syndrome.

Core task of new leaders:

Create momentum of developing new relationship in the organization,
master technologies of learning, visioning and coalition and manage one
their self.

Create momentum:

 Leader should learn quickly and know about the company as soon as
he will learn he will be capable of developing strategy.

 Securing early wins - the leader should focus on first short term plan
and when achieved should move to big goal.

 Foundation for change-the leader should create vision of how

organization will look, and should build political base to support
change, and to achieve the goal the vision should be flexible so that it
can be modified to fit culture.
 CONCLUSION OF THE TOPIC:-
In today's globalized world, there is intense competition and scarcity of
resources that companies face. In that time the way employees in different
cultures perceive commitment and transformational leadership is different in
different cultures. The understanding of people's values and beliefs across
various cultures has become unavoidable for survival. This study shows that
employees in an organization are emotionally attached and they feel obliged
to stay when they perceive their superiors to be transformational leaders.
Finally, the most significant finding of this study is that the relationship
between follower's organizational commitment and transformational
leadership is stronger in collectivistic cultures than in individualistic cultures.
Further research on this area could prove to be a successful differentiator for
companies who manage, know, and understand their employees across the
various cultures.

SUGGESTIONS:-
The Charismatic Leader and the Transformational Leader can have many
similarities, in that the Transformational Leader may well be charismatic.
Their main difference is in their basic focus. Whereas the Transformational
Leader has a basic focus of transforming the organization and, quite
possibly, their followers, the Charismatic Leader may not want to change
anything.

Despite their charm and apparent concern, the Charismatic Leader may well
be somewhat more concerned with themselves than anyone else. The values
of the Charismatic Leader are highly significant. If they are selfish and
Machiavellian, they can create cults and effectively rape the minds (and
potentially the bodies) of the followers. If they are well-intentioned towards
others, they can elevate and transform an entire company. Their self-belief is
so high, they can easily believe that they are infallible, and hence lead their
followers into an abyss, even when they have received adequate warning
from others. The self-belief can also lead them into psychotic narcissism,
where their self-absorption or need for admiration and worship can lead to
their followers questioning their leadership. They may also be intolerant of
challengers and their irreplaceability (intentional or otherwise) can mean
that there are no successors when they leave.
BIBLIOGRAPHY:-

• Books Referred
Organization Behaviour - by Symbiosis University
Introduction to Management- by ICFAI University
Organization Behaviour- by ICFAI University
Management Practices and Organization Behaviour – by S.P.ROBBINS
• www.infed.org
• Report prepared by Jean Brittain Leslie, Maxine Dalton
• Report prepared by Jack W.Wiley PH.D 22, September 2010
• www.ccl.org
• www.Kenexaworldconference.com
• www.eurojournals.com
• www.smbm.com
• www.business.unitellec.com
• http://www.writingservicescompany.com/free-term-papers/leadership-term-paper.html
• http://www.authorstream.com/Presentation/aSGuest10965-139911-leader entertainment-
ppt-powerpoint
• http://www.leadership501.com/leadership-trait-theory/22/