LEARNING

MODULE IN
HUMAN BEHAVIOR
IN ORGANIZATIONS

PREPARED AND ORGANIZED BY:

FREDELYN VIDONIA
BSBA INSTRUTOR
Name of Student:
Year/Student:
Subject:
Instructor: FREDELYN B. VIDONIA

MODULE NO. 1
TITLE: FUNDAMENTALS OF HUMAN
BEHAVIOR

OVERVIEW: The main aim of the course in Human

Behavior in Organization is to
sensitize the students to be aware of
themselves and of others in order to
be able to relate to the effectively in
using the experiential learning which
is the best pedagogy to achieve such
aim.

LEARNING OUTCOMES: For the Prelim coverage each students

will be able to:
1. The Learner will be able to
differences between human acts
between acts of man.
2. Discuss the nature and Scope of
human behavior
3. Analyze how assumptions become
significant to every person.

LEARNING OBJECTIVES: In this course, the students are

expected to learn:
1. Evaluate between the differences of
human acts between acts of man.
2. Analyze the significant for having a
good behavior to every individual.
 FUNDAMENTALS OF BEHAVIOR
Anything that is commonplace and obvious, like human behavior, is
usually taken for granted. Presumably, it does not have to go through a
discerning eye; it does not need analysis or extensive study. However, this
assumption may be far from being tenable and true.

NATURE AND SCOPE OF HUMAN BEHAVIOR

Definition: Any act of an individual person which is considered human
behavior is a reflection of his thoughts, feelings, emotions, sentiments
whether conscious or not. It mirrors his needs, values, motivation, aspiration,
conflicts and state of life. Behavior, therefore, consists of all human activities.
Work and non-work behavior are not differentiated in this definition.
. Human behavior occurs anywhere and everywhere at home, in school,
in the work setting, in church, in a social club, in professional organization

SOME KEY BEHAVIORAL SCIENCE ASSUMPTIONS, CONCEPTS, AND

PRINCIPLES
Human behavior which is also called human act is different from act of
man. When man performs an act with free will he does a human act. He is
responsible for such act which is performed with alternatives to choose from.
It is free will from whence responsibility emanates and flows that makes man
a human being perform human acts or human behavior, philosophically
speaking.
On the other hand, an act of man is performed by one who is forced to
do so at the risk own life if he does otherwise. He does not have any other
alternatives/s to choose from. He is not given the opportunity to use his free
will and thus, he is not responsible for this act. He, therefore, commits an act
of man. An example of this is marrying a woman by somebody at the point of a
gun. Instincts and reflexes are other examples of acts of man.
 Human behavior can be understood best by developing frameworks
from the behavior sciences which represent a systematic body of knowledge
pertaining to why and how people behave as they do.

Assumptions:
1. Every person is significantly different from the moment of conception. From
the time an individual is conceived ‘’so much water passes under the bridge’’
so speak, that in all aspects physical, mental, social, psychological he
undergoes a plethora of changes as he grows and develops from childhood or
adulthood.
2. Every person is a constantly active, goal-seeking organism.
3. Every person is dynamic. Status quo does not characterize his state since he
is barraged by different forces around him.
4. The characteristics of an organization influence the behavior of the entire
organization and, to a great extent, the behavior of individuals within it as
well.
5. Behavior cannot be predicted with one hundred percent accuracy since it
arises from the varying needs and value systems of many different people.
6. There are no simple cookbook formulas for working with people.

Concepts:
1. Almost all behavior is learned. This applies to adults and children whose
learning can be altered.
2. Human beings adapt. In accordance with their needs and values, individuals
adjust to their environment. When their new learning’s are congruent with
their value system, they adopt them. What is adopted becomes part of their
culture.
Principles:
1. Thorndike’s law of effect works and is powerful. In essence, it states that
behavior which is followed by a satisfying state of affairs tends to be repeated
but that behavior which is followed by unsatisfactory conditions tends to be
extinguished.
2. Stimuli are those forces which impact the sensory organs of our five
sensory input channels: sight, hearing, smell, taste, touch. The impact of
stimuli is a function of frequency, recency and felt intensity. Communication, in
all cases, consists of the creation of stimuli.
3. Behavior is caused but its causality is uncertain and usually multiple. In
terms of broad common definitions, it may be classified as having either a
rational (cognitive) or an emotional (affective) basis.
4. Classical conditioning is a powerful technique for altering the behavior of
others. But man’s freedom of the will makes him responsible for his actions.
5. There are not two individuals who are alike in all dimensions.

REASON FOR STUDYING HUMAN BEHAVIOR

We need to study human behavior even as we participate in the day-to-
day processes and activities of human life. The need to understand the
behavior of others, especially those we come in contact with, and the need to
anticipate and predict how others may act in certain situations are important
since we are affected by their actions.
The study of human behavior is certainly indispensable in the
formulation of laws, rules, policies, etc. Society cannot function at its
maximum for the people if the components of the organization to which the
individual belongs do have the guidelines that are appropriate and that
provide for the satisfaction of his needs and for attainment of his goal.
TEST 1
INSTRUCTIONS:
MODIFIED TRUE OR FALSE: Write False if the statement is Correct; Write
True if the statement is wrong and underline the word/s that makes the
statement wrong. (20points)
STATEMENT
ANSWER
1. Fundamentals of Human Behavior is the commonplace and obvious,
like human behavior, is usually taken for granted.
2. Almost all behavior is learned. This applies to adults or children whose
learning can be altered.
3. There are not two individuals who are alike in all dimensions.
4. Thorndike’s law of effect works and is powerful. In essence, it states
that behavior which is followed by a satisfying state of affairs tends to be
repeated but that behavior which is followed by unsatisfactory conditions
tends to be extinguished.
5. Behavior is caused but its causality is uncertain and usually multiple. In
terms of broad common definitions, it may be classified as having either a
rational (cognitive) or an emotional (affective) basis.
6. Human behavior can be understood best by developing frameworks
from the behavior sciences which represent a systematic body of
knowledge pertaining to why and how people behave as they do.
7. Human behavior which is also called human act is different from act of
man.
8. There are no simple cookbook formulas for working with people.
9. Every person is significantly different from the moment of conception.
From the time an individual is conceived ‘’so much water passes under
the bridge’’ so speak, that in all aspects physical, mental, social,
psychological he undergoes a plethora of changes as he grows and
develops from childhood only.
10. Human behavior occurs anywhere and everywhere at home only.
TEST 2
1. What is human behavior?
2. What are its characteristics?
3. Differentiate human act from act of man.
4. Why is the study of human behavior important? Give the significance of
studies of human behavior in the work setting.
5. Give concrete student and worker activities and incidents that exemplify
each of the principles of human behavior.
6. Is the study of human behavior an art or a science? Explain you stand.
7. Cite and discuss some assumptions, concepts, principles and models of
human behavior.
 NATURE, THEORIES AND APPLICATION OF MOTIVTAION,
NEEDDS AND VALUES
A very significant factor in the efficient performance and retention
of personnel is their motivation and its strength. Management should be
aware of and recognize their motives in order to guide, lead and direct them
well.

MOTIVATION
 Motivation is the intrinsic inducement that propels an individual to
think, feel and perform in certain ways. It is internalized, and the
most important, yet elusive, determinant of work behavior.
 Motivation predicated on needs and values of an individual that
direct behavior toward goal.

GOAL/
BEHAVIOR
EFFECT

NEEDS/VALUES MOTIVATION

MOTIVATION-BEHAVIOR MODEL

 Motivation-Behavior model shows that motivation is strongly

influenced by needs and values. Needs are the basic components in
our life we cannot do without.

THEORIES OF MOTIVATION
It is extremely difficult to study the motivation process since we can examine
only the outcomes of the motivation, that is, the actual behavior of the
individual.

1. The economic man

The belief that pervaded the early 1900 during the days of Frederick Taylor,
the father of scientific management, was the man worked to fulfill his
economic needs. With long and hard work comes high pay to take care of his
material and physiological needs. More profits for the organization can be
realized by increasing the productivity of the worker through the application
of scientific methods.

2. The social man

The experiments by Roethlisberger and Mayo at the Hawthorne plant of the
Western Electric Company in the 1930’s showed that man is largely gratified
in a social milieu. He craves for affiliation and communion with his fellow
workers. It is in and with a group that he develops himself and performs more.
The opinions of the fellow workers, job comfort, enjoyment, long range-
security are more potent than financial considerations.
3. The Complex Man
The theory on the complex nature of man was posited by Maslow who averred
that man’s fall into a hierarchy of relative prepotency. Needs range from the
most basic physiological to the most intricate psychological state of self-
realization.

MASLOW’S HIERARCHY OF NEEDS

SELF-REALIZATION

ESTEEM

SOCIAL

SAFETY AND SECURITIES

PHYSIOLOGICAL
4. The Motivated Man

Herzberg found out from his Pittsburgh studies that individual workers have
two different categories of needs that are essentially independent of each
other but affect behavior in different ways. His model is shown in the matrix
below.

HERZBERG’S TWO-FACTOR THEORY OF MOTIVATION

Hygiene factors: Satisfying factors:

Relating to Environment Around the Relating to Job itself
Job
Policies and administration Achievement
Supervision Recognition for accomplishment
Working conditions Challenging work
Interpersonal relations Increased responsibility
Money Growth and development
Security

5. The Three-Tiered Satisfied Man

Alderfer postulates a three tiered model of needs progressing from

existence to relatedness and last to growth (ERG). The most basic needs of
man which is to exist are at the same level as that of Maslow’s physiological
needs and Herzberg’s hygiene factors.

The individual develops as he communes and affiliates with others and

as he grows more psychologically in a safe and secure environment.

6. The Achiever

McClelland postulated with his achievement motivation theory that

people with high need to achieve do achieve more than those with low need
and with no need at all. The former demonstrates a high need to achieve if
they can influence the outcome and prefer to work on a problem rather than
leave the outcome to chance.

McClelland Furthermore posited in his N’ach theory that the need to

achieve can be developed. He also noted that a high state of development is
reached in countries where people’s need to achieve is generally strong and
high
7. The Expectant Man

The expectancy theory was first development by Vroom in1964. Since

then, some developments have taken place but the model is based on four
assumptions as laid out by Lawler.

1. Individuals have preferences for various outcomes (goals that are

potentially desirable to them…)

2. Individuals have expectancies about the likelihood that an action on their

part will lead to satisfactory performance.

3. People have certain instrumentalities (probabilities) about performance

that will lead to the attainment of desirable outcomes.

4. In any situation, the action a person choose to take us determined by the

expectancies, instrumentalities and preferences that he has at the time.

8. The Managed Man

The manager’s assumptions about people and their consequent

operationalization largely define his style of managing them.

Theory X
1. The typical person dislikes work
and will avoid it if he can.
2. With respect to managing people,
this is a process of directing their
efforts and controlling their behavior
to fit the needs of the organization
3. Without this active intervention by
management, people would be
passive, even resistant, to
organizational needs.
Theory Y
1. Work is as natural as play or rest.
2. People are not by nature passive or
resistant to organizational needs.
They have become so as result of
experience in organization.
3. The motivation, the potential for
development, the capacity for
assuming responsibility, and the
readiness to direct behavior toward
organizational goals are all present in
people.

9. The learner-reinforced man

Man learns from his environment and greater control of this

environment improves his development. Through understanding the
principles of learning, one understand much about how human behavior
makes the individual learn and perform accordingly. Skinner and the other
behaviorists deny the idea of instinct and the importance of motivation.
TEST 2
Questions:
1. What is motivation? How do you differentiate it from incentives?
2. Cite and discuss all theories of motivation.
3. Discuss the role of the manager in the technology of behavior.
4. What Philippine studies on motivation that are reviewed above
interest you most and why?
5. Differentiate theory X and theory Y in The managed Man.

Enumeration:
1. What are the 9 theories of motivation and explain each of them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
 COMMUNICATION
 A very significant dimension in behavior dynamics is communication as it
impacts on the self from outside stimuli and as it impacts on others from the
individuals. It is a basic component in one’s relationship with others.
 Communication is the lifeblood of any organization. Communicating ideas and
information makes action and coordination possible.
 Communication plays a major role in modifying behavior effecting changes, and
achieving goals.

Definition and Process

 Communication is a process which aims to transfer and implement the meaning
of symbols from one person, group or organization to another. Its ultimate goal
is the sharing of meaning.
MAIN ELEMETS OF THE COMMUNICATION PROCESS

PATHWAYS

SYMBOLS

SENDER DECODE
MESSAGE FEEDBACK ACCEPT
ENCODE RECEIVER

The more congruent the qualities and characteristics of sender and receiver, the more
likely the communication is taken and understood at the same time level and depth. Put in
another way, the ore consistent the perceptions and expectations of sender and receiver
are with each other, the more the message is accepted.
 COMMUNICATION LOOP FROM TOP MANAGEMENT TO RANK AND FILE

SENDER: SYMBOL: RECEIVER:

President Words R&F
Employee

PATHWAY: MEDUIM:
Chain of Mimeographed
Command Letter

The communication in the form of mimeographed memo by the President of a big form to
the rank and File is illustrated.

COMMUNICATION IN THE MANAGEMENT PROCESS

PLANNING ORGANIZING STAFFING LEADING CONTROLLING

COMMUNICATI
ON

INTERNAL EXTERNAL ENVIRONMENT ENVIRONMENT

 TYPES OF COMMUNICATION
Communication can be classified according to some variables:
1. Number of People Involved
a. Intrapersonal communication
This occurs when the sender and the receiver of the message is one and the same person,
as in someone talking to himself. This could involve self-rationalizing, daydreaming, or
conscience examination. This is usually done quietly.

b. Interpersonal communication
This requires two people interacting with each other. The supervisor and an employee
talking to each other, for instance, can illustrate this type.

c. Group communication
The process involves several people. A meeting of the supervisor and the employees in his
unit would be a good illustration.

d. Mass communication
This takes place with an indefinite number of people which some would term as a faceless
audience. The use of television, radio, newspaper, magazines and billboards falls under this
category.

2. Levels of Source Receiver

a. Download

TOP MANAGEMENT

MIDDLE MANAGEMENT

SUPERVISOR

RANK AND FILE

The message flows from top to bottom, from higher to lower authority. This is the best
exemplified in a work setting where leadership is autocratic and the workers’ group is shy,
timid or afraid.

b. Upward
TOP MANAGEMENT

MIDDLE MANAGEMENT

SUPERVISOR

RANK AND FILE

This is the very opposite of the first illustration. The group below feels free to initiate and
suggest new programs and projects which are welcomed by management.

Horizontal communication is communication across rather than along the formal chain of
command. Individuals communicate with others who are on the same level. The middle
managers group together to discuss common problems. The following activities utilize
horizontal communication.
d. Circular
Communication starts at any point or level; moves on to another point or level, moves back
and forth in either formal or informal progression or retrogression.

e. Cross-Channel/Diagonal Communication

The direction of information flow takes this type of communication in inter-unit exchanges,
or in co-orientation activities. Again communication flows across the chain of command.
TEST 1
Write word/words and phrase/phrases that describe communication in the circle.

TEST 2
DIRECTION: Encircle the letter of the correct answer.
1. It refers to a major role in modifying behavior effecting changes, and achieving goals.
a. Interpersonal communication
b. Communication
c. Group communication
d. Mass communication
2. This occurs when the sender and the receiver of the message is one and the same person,
as in someone talking to himself.
a. Intrapersonal communication
b. Interpersonal communication
c. Group communication
d. Mass communication
3. This takes place with an indefinite number of people which some would term as a
faceless audience.
a. Intrapersonal communication
b. Interpersonal communication
c. Group communication
d. Mass communication
4. Communication starts at any point or level; moves on to another point or level, moves
back and forth in either formal or informal progression or retrogression.
a. Across-channel
b. Upward
c. Downward
d. Circular
5. The process which aims to transfer and implement the meaning of symbols from one
person, group or organization to another. Its ultimate goal is the sharing of meaning.
a. Interpersonal communication
b. Communication
c. Group communication
d. Mass communication

TEST 3
1. Describe the communication process and its elements.

2. What are the roles of effective communication in organizations?

3. Enumerate and give examples of various types and ways of communication

4. What are the differences of intrapersonal between interpersonal communications?

5. What are the differences of upward between downward?

 WAYS OF COMMUNICATING IN ORGANIZATIONS
The manner by which individuals communicate in the work setting depends on the
type of channels.

WAYS OF COMMUNICATION BY CHANNELS

Formal Channels Informal Channels

For Top Management
Memoranda Hosted meals
Policy issuance/statements Use of key informants
Meetings (board, ex-com) Like secretaries, aids,
Conference, briefings runners

For Middle Management

Memoranda Informal meetings
Reports Liaisons, cliques
Meetings ( committees, staff) Bridges
Conferences
For Rank and File
Meetings (unions, associations) Small talk
Letters Grapevine

Factors that Affect the Quality of Communication

 It is the best view communication in terms of a configuration of interacting
elements. Communication should be designed so that the various elements
complement rather than negate each other.
Goal Clarity
 While the ultimate goal of communication is to share meanings, it is also to share
them in order to arrive at the outcome for which communication is intended.
Sender
 The person of the sender his qualities, characteristics, status, role affects
communication flow. A highly autocratic university president, for instance,
would most like be misunderstood by an autonomous academic staff.
Receiver
 By the same token, the person or the recipient his qualities, characteristics,
status, role, emotional state is a factor in the success or failure of
communication.
Shared experience
 Experience common to participate helps enhance communication process as
illustrated area of shared experience, the greater the likelihood that
communication would succeed.

AREA OF SHARED EXPERIENCE

AREA OF SHARED EXPERIENCE FIELD OF EXPERIENCE

RECEIVER

SENDER

FIELD OF EXPERIENCE

Symbol
 Communication is largely symbolic. It is achieved through the use of symbols
both verbal (words) and non-verbal (pictures, actions or inactions).

Medium
 The message can take various forms; a typed letter a bulletin board notice, a
lecture a, demonstration, a slide, a projected transparency, a radio broadcast, a
televised program, a telephone call, a drawing, a painting, a song, ringing a bell.
Pathways
 The passage through which the message travels can either be clear or clogged up
with physical or psychological disturbances.
Information Overload
 Due to fast technologies processes of accumulating and transmitting information
thru the radio, television, satellite network, telecommunications, newspapers,
etc., many our “managers are drowning in a flood of numbers ,data, information
and indices, and their failure to cope effectively with such information overload
 will have serious and even disastrous consequences not only for their
organizations but for our entire economy.

Feedback
 How do we know if communication has been successful? When we can say that
our communication is good.
 The reaction by the recipient to the communication is, by and large, the main
criterion that determines its success or failures. When the message is received
and taken in the very same context and purpose that it is sent, communication is
considered good and successful.

BARRIERS TO COMMUNICATION
 Anything that can impede the flow of communication in any form and at any
point is a barrier to communication. Manifestation of problems or temporary
breakdowns may include some difficulties on what to say, how to say it, when to
say it, whom to say it, and where to say it.
1. Physical barriers
 This includes impediments in relation to distance, timing, efficiency of modes
used like telephone, telegraph or post office amenities. Companies that have
branches all over the country need to set up regional offices whose vice-
president oversee the operations. While time is related to distance, timeliness is
another factor to consider particularly decision making.
2. Social Barriers
 Differences between sender and receiver in certain factors like age, financial
status, educational and family backgrounds, intellectual ability, religion, health,
status may deter the flow or understanding of messages that are sent.
 Young parents can communicate more easily, with their adolescent children than
the latter’s grandparents.
3. Psychological Barriers
 The effective mode is the most difficult area to tackle in communication. Envy,
jealousy. Unpleasant feelings, and emotions caused by insecurity and conflict should
be given outlets for expression and those in charge should know how to manage
these outburst.
TEST 1
MATCHING TYPE WRITE THE LETTER OF THE CORRECT ANSWER IN THE SPACE
PROVIDED.

GOAL CLARITY NON-VERBAL

COMMUNICATION PATHWAYS

RECEIVER MEDIUM

SENDER PATHWAYS

SYMBOL INFORMATION OVERLOAD

SHARED EXPERIENCE FEEDBACK

PHYSICAL BARRIERS SOCIAL BARRIERS

PSYCHOLOGICAL BARRIERS FORMAL CHANNELS

FIELD EXPERIENCE

_______1. The passage through which the message travels can either be clear or
clogged up with physical or psychological disturbances.
_______2. It is achieved through the use of symbols both verbal (words) and non-verbal
(pictures, actions or inactions).
_______3. The message can take various forms; a typed letter a bulletin board notice, a
lecture a, demonstration, a slide, a projected transparency, a radio broadcast, a
televised program, a telephone call, a drawing, a painting, a song, ringing a bell.
_______4. Due to fast technologies processes of accumulating and transmitting
information thru the radio, television, satellite network, telecommunications,
newspapers, etc., many our “managers are drowning in a flood of numbers ,data,
information and indices, and their failure to cope effectively with such information
overload
_______5. By the same token, the person or the recipient his qualities, characteristics,
status, role, emotional state is a factor in the success or failure of communication.
_______6. While the ultimate goal of communication is to share meanings, it is also to
share them in order to arrive at the outcome for which communication is intended.
_______7. The person of the sender his qualities, characteristics, status, role affects
communication flow.
 _______8. Differences between sender and receiver in certain factors like age, financial
status, educational and family backgrounds, intellectual ability, religion, health,
status may deter the flow or understanding of messages that are sent.
_______9. This includes impediments in relation to distance, timing, efficiency of modes
used like telephone, telegraph or post office amenities. Companies that have
branches all over the country need to set up regional offices whose vice-president
oversee the operations.
_______10. The effective mode is the most difficult area to tackle in communication.
Envy, jealousy. Unpleasant feelings, and emotions caused by insecurity and conflict
should be given outlets for expression and those in charge should know how to
manage these outburst.

TEST 2
1. What are Factors that affect the quality of communication, Explain each of them.
2. What are the differences of formal channels between informal channels?
3. What are the roles of effective communication in organizations?
4. When can we say that communication is most effective? (At least 100 words)
5. How some Filipino values affect communication effectiveness? (At least 100 words)
 LEADERSHIP AND SUPERVISORY BEHAVIOR

 Management people not only manage; they also lead. As leaders they take the
initiate and engage their followers in interactions toward the achievement of certain
goals.
 Leadership is an important component in the existence, survival and functioning of
any group or organization. Many organizations have been aware of the fact that
their success is greatly dependent upon the quality and effectiveness of this
dimension.

MEANING AND COMPONENTS OF LEADERSHIP

The term, leadership, has received various definition and explanations depending
on the perceptions, experiences and understanding of those who discuss it.
A review of these definitions shows that leadership is perceived and described as
any or a combination of the following elements.
1. As an act or behavior;
2. As an effect of interaction;
3. As the exercise of influence;
4. As a form of persuasion;
5. As the act of inducing compliance
6. As a power relation
7. As a focus of group processes;
8. As an instrument of goal achievement;
9. As the initiation of structure;
10. As a differentiated role;
11. As personality and its effects;
12. As an attribute of a position; and
13. As an art.

 Leadership is as ambiguous in practice as it is in theory. McGregor and Likert use

the term intensively in discussing organizational effectiveness stating that
leadership is its major component.
Leadership appears in social science literature with three meanings:
1. Attribute of a position
2. Characteristics of a person
3. Category of behavior
 THEORIES OF LEADERSHIP
Due to the varied meanings and definitions given to leadership, various theories of
this component have been conceptual like the following:
1. Trait or great man theory
 Leadership ability is innate. This theory suggests that leadership is determined by
certain individual personality traits, social traits and significant physical
characteristics.
 This theory follows the cliché “Like father like son” However, this theory fell in
popularity after a study of world leaders showed that many of them were far from
being tall, or good-looking.
 Examples of these were Winston Churchill, Napoleon Bonaparte, and Mahatma
Gandhi. A few of their Filipino counterparts are Jose P. Rizal, Apolinario Mabini,
Carlos P. Romulo.
a. Stogdill conducted a survey with the finding that the only conclusion that receives fairly
Good support is that leaders excel non-leaders in intelligence, scholarship, dependability
and responsibility, activity and social participation and socio-economic status.

b. Kahn and Katz found out that “high producing” supervisors were predominantly
employee-oriented’’.

c. Ghiselli’s research suggested that four traits predominate

1. Intelligence
2. Social maturity and breadth
3. Inner motivation and achievement drive
4. Human relations attitudes.

d. Anselmo D. Lupdag conducted a study on the Filipino’s conceptualization of leadership in

1981.
1. Envisioning
 The creation of a picture of the future, or of a desired future state with which people
can identify and which can generate excitement.
2. Energizing
 The direct generation of energy among members of the organization
3. Enabling
 The leader psychologically helps people act or perform in the face of challenging
goals.
2. Environment theory
 While the trait theory states that leadership traits are in born, the environment
concept posits that leadership skills are acquired. Whatever leadership potential
one is born with gets only dissipated when it is not given the chance to flourish and
develop.

3. Behavioral theory
 The behavioral approach postulates that leaders adopt a particular leadership style
which exerts tremendous impact over individual and group behavior. Thus, four
types of leader emerge as Sharma describes:
1. Dictatorial leader
 One with absolute authority and utilizes threats and punishment to induce
compliance.
2. Authoritarian leader
 One who claims covenant sourced from authority to exact obedience
3. Democratic or participate leader
 One who involves subordinates in considering organizational matters giving them
guidance in their work problems ang goal achievement.
4. Laissez-faire or free rein leader
 One who offers information to the members but shows little involvement and
participation in group activities
TEST 1: ESSAY

1. Based on the review of literature on the nature and role of leadership, how do you define
leadership?
2. Cite some theories of leadership. Explain the tenets of each theory and point out its good
and bad aspects.
3. What main functions does a leader have to perform?
4. In what ways can the constituents help the leader in performing his tasks? Give concrete
examples.

TEST 2
Write word/words and phrase/phrases that describe leadership inside the circle.
 The University of Michigan studies identified styles of leader behavior that effect
increased work group performance and satisfaction. Two styles were reflected.
1. Job-centered or task-oriented leadership style which emphasizes’ ’the use of rules,
procedures and close supervision of subordinates’ and
2. Employee-centered or relationship-oriented style which emphasizes’’ delegation of
authority and responsibility, concern for employee welfare, needs, advancement, and
personal growth.

HERSEY AND BLANCHARD at the Center for Leadership Studies in Ohio University,
developed models using the TASK BEHAVIOR and RELATIONSHIP BEHAVIOR of leaders
as the main variables. The for basic leader behavior quadrants are labeled as high task and
low relationship, high task and high relationship, high relationship and low task, and low
relationship and low task.

Figure 4.3
BEHAVIORAL MODEL

I
LOW ABILITY LOW ABILITY
T G
LOW WILLINGNESS HIGH WILLINGNESS
A H

K SUBORDINARE’S MATURITY LEVEL

L
HIGH ABILITY HIGH ABILITY
O
HIGH WILLINGNESS LOW WILLINGNESS
W

LOW HIGH
LEADER’S

BEHAVIOR RELATIONSHIP
TEST 1: ESSAY
1. How would you describe you leadership style?
2. Are you able to delegate responsibilities efficiency?
3. What can you do to motivate a team?
4. Who is you favorite leader? Why?
5. Are you more comfortable with verbal or written communication? Why?
6. What is leadership?
7. Is leadership important?
8. Are leaders born or made? Why?
9. What do leaders do?
10. How do you lead efficiency in emerging environment?