Leadership - myfutureinnoversity.files.wordpress.com · Leadership “Process of social influence...
Transcript of Leadership - myfutureinnoversity.files.wordpress.com · Leadership “Process of social influence...
05-03-2011
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Leadership Dipan Vaishnav
Dots & Arrows Consulting
DAY 1
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Leadership
“Process of social influence in which one
person can enlist the aid and support of
others in the accomplishment of a
common task.”
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Leadership
"Leadership is ultimately about creating a
way for people to contribute to making
something extraordinary happen."
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Leadership
“Effective leadership is the ability to
successfully integrate and maximize
available resources within the internal and
external environment for the attainment
of organizational or societal goals."
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MANAGERS LEADERS
Managers have
subordinates
Authoritarian,
transactional style
Work focus
Seek comfort
Leaders have followers
Charismatic,
transformational style
People focus
Seek risk
Management v/s Leadership
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MANAGEMENT SKILLS LEADERSHIP SKILLS
More concerned with
implementation than
the vision
Concerned with BEING
empowered
Actions tend to be
more strongly skill-
based
More concerned with
vision
Concerned with
empowering
Actions demonstrate
skill, but are strongly
character based
Management v/s Leadership Skills
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MANAGEMENT SKILLS LEADERSHIP SKILLS
Tend to avoid risks for
self protection, and
hence growth is more
limited; might
understand strengths
and weaknesses, but
unaware of how to
manage them to
achieve goals
Understand their
strengths and
weaknesses, and are
willing to learn from
their mistakes and
grow; able and
interested in helping
others do the same
Management v/s Leadership Skills
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MANAGEMENT SKILLS LEADERSHIP SKILLS
See a more limited web
of relationships in
terms of immediately
adjacent areas; tend to
focus mostly on goals
set by others, and work
more independently
within organizational
limitations
See relationships as
opportunities for
growth; personal goals
in alignment with
organizational goals;
recognize that
interdependence is the
best way to
achievement
Management v/s Leadership Skills
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Management v/s Leadership
MANAGER LEADER
Essence Stability Change
Focus Managing work Leading people
Have Subordinates Followers
Horizon Short-term Long-term
Seeks Objectives Vision
Approach Plans detail Sets direction
Decision Makes Facilitates
Power Formal authority Personal charisma
Appeal to Head Heart
Energy Control Passion
Culture Enacts Shapes
Dynamic Reactive Proactive
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Management v/s Leadership
MANAGER LEADER
Style Transactional Transformational
Exchange Money for work Excitement for work
Likes Action Striving
Wants Results Achievement
Risk Minimizes Takes
Rules Makes Breaks
Conflict Avoids Uses
Direction Existing roads New roads
Truth Establishes Seeks
Concern Being right What is right
Credit Takes Gives
Blame Blames Takes Dots & Arrows Consulting 11
One Without Another
Leadership without management
◦ Sets a direction or vision that others follow,
without considering too much how the new
direction is going to be achieved.
Management without leadership
◦ Controls resources to maintain the status
quo or ensure things happen according to
already-established plans.
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One Without Another
Eg: a referee manages a sports game, but
does not usually provide "leadership"
because there is no new change, no new
direction - the referee is controlling
resources to ensure that the laws of the
game are followed and status quo is
maintained.
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Management v/s Leadership
Despite the fact that leadership and
management are two separate disciplines,
for those occupying a management role,
both qualities will often be required.
Knowing the difference between
management and leadership may help an
individual to perform both tasks more
effectively
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Leadership
Leadership is "organizing a group of
people to achieve a common goal."
The leader may or may not have any
formal authority.
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STUDIES ON LEADERSHIP
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Leadership Studies
Leadership studies is a multidisciplinary
academic field of study that focuses on
leadership in organizational contexts and
in human life.
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Some Studies on Leadership
The Ohio State Leadership Studies.
The Michigan Leadership Studies.
McGregors Theory X & Theory Y.
Blake & Mouton’s Leadership Grid.
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The Ohio State Leadership Studies
The Ohio State Leadership Studies (1940s) focused on how leaders could satisfy common group needs.
Two most important dimensions in leadership included-"initiating structure," and "consideration."
Either high or low and were independent of one another.
The research was based on questionnaires to leaders and subordinates-Leader Behaviour Description Questionnaire (LBDQ) and the Supervisor Behaviour Description Questionnaire (SBDQ)
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The Ohio State Leadership Studies
Earlier studies sought to identify traits of Leaders (Trait Theory).
In 1945, a group of researchers at the Ohio State University sought to identify the observable behaviours of leaders instead of identifying personality traits.
Accordingly leaders exhibit two types of behaviours to facilitate goal accomplishment.
◦ people-oriented (consideration)
◦ task oriented (initiating structure)
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Consideration
The extent to which a leader exhibits concern for the welfare of the members of the group.
This factor is oriented towards interpersonal relationships, mutual trust and friendship.
This leadership style is people-oriented. Some of the statements used to measure this factor in the LBDQ are-
◦ being friendly and approachable
◦ treating all group members as his/her equal
◦ looking out for the personal welfare of group members
◦ making him/herself accessible to group members
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Initiating Structure
The extent to which a leader defines leader and group member roles, initiates actions, organizes group activities and defines how tasks are to be accomplished by the group.
This leadership style is task-oriented.
Some of the statements used to measure this factor in the LBDQ are- ◦ letting group members know what is expected of
them
◦ maintaining definite standards of performance
◦ scheduling the work to be done
◦ asking that group members follow standard rules and regulations
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The Ohio State Leadership Studies
Initiating Structure deals with Task
Behaviour and focuses on production
issues.
◦ Eg. measuring production output.
Consideration for Workers, focuses on
the human side of the business and is also
called Relationship Behaviour.
◦ Eg. orientation of new employees
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The Ohio State Leadership Studies
These two dimensions are independent.
Consideration for workers and Initiating
structure exist simultaneously and in
different amounts.
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Consideration v/s Initiating
Structure
HIGH
CONSIDERATION
High Consideration
And Low Structure
High Consideration
And
High Structure
LOW
CONSIDERATION
Low Consideration
And Low Structure
Low Consideration
And High Structure
LOW INITIATING
STRUCTURE
HIGH INITIATING
STRUCTURE
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The Michigan Leadership Studies
A series of studies on leadership were done in Michigan University, starting in the 1950s.
Leaders could be classified as either "employee centred," or "job centred.“
Identified three critical characteristics of effective leaders-
◦ task oriented behaviour
◦ relationship-oriented behaviour
◦ participative leadership.
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Task-Oriented Behaviour
Managers did not do the same kind work
as their subordinates.
Their tasks were different, and included
planning and scheduling work,
coordinating activities and providing
necessary resources.
They also spent time guiding subordinates
in setting task goals that were both
challenging and achievable.
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Relationship-Oriented Behaviour
Managers concentrated on the task and on their relationship with their subordinates.
Considerate, helpful and supportive of subordinates, including help with their career and personal problems.
Recognized effort with intrinsic as well as extrinsic reward, thanking people for effort.
Preferred a general and hands-off form of supervision rather than close control.
They set goals and provided guidelines, but then gave their subordinates plenty of leeway as to how the goals would be achieved.
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Participative Leadership
Managers used a participative style, managing at the group level as well as individually ◦ Using team meetings to share ideas and involve the
team in group decisions and problem-solving.
◦ By their actions, such leaders model good team-oriented behaviour.
More facilitative than directive, guiding the conversation and helping to resolve differences.
The manager is responsible for results and is not absolved of responsibility.
The effect of participative leadership is to build a cohesive team which works together rather than a set of individuals.
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DAY 2
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THEORIES OF LEADERSHIP
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Theories of Leadership
Trait v/s Process Leadership.
Behavioural and Style Theories.
Assigned v/s Emergent Leadership.
Three Skill approach to Leadership.
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Trait definition of leadership Process definition of leadership
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Trait v/s Process
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Leader
Followers
Leadership • Height
• Intelligence
• Extroversion
• Fluency
• Other traits
Leader
Followers
Leadership
(Interaction)
TRAIT THEORY OF LEADERSHIP
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Trait Theory of Leadership
Individuals can and do emerge as leaders across a variety of situations and tasks.
Significant relationships exist between leadership and such individual traits as-
◦ Intelligence.
◦ Adjustment.
◦ Extraversion.
◦ Conscientiousness.
◦ Openness to experience.
◦ General self-efficacy.
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Behavioural and Style Theories
Leadership as a set of behaviours.
Evaluating the behaviour of 'successful'
leaders.
Broad leadership styles-
◦ Authoritarian.
◦ Democratic.
◦ Laissez-faire.
To lead; self-confidence and a high self-
esteem is useful- essential.
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ASSIGNED V/S EMERGENT LEADERSHIP
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ASSIGNED LEADERSHIP EMERGENT LEADERSHIP
Leadership that is based
on occupying a position
within an organization.
The assigned leader
does not always
become the leader in a
particular setting.
Comes from how a
group responds to one
particular member.
He or she may exert
more influence than the
person occupying the
assigned leadership
position.
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Assigned v/s Emergent Leadership
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SKILLS APPROACH TO LEADERSHIP
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Three-Skill Approach
Proposed by Katz in his Harvard Business
article (1955), recognizes three different
abilities that a leader should have-
Technical Skills.
Human Skills.
Conceptual Skills.
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Technical Skills
Knowledge, competency and proficiency
in a specific work or activity.
◦ Eg. to use excel and know how to implement
macros is an advanced technical skill.
◦ Eg. to drive a 300 Ton truck is also an
advanced technical skill.
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Human Skills
Ability to work with people.
◦ To get along with people.
◦ To communicate and work with teams, crew
or associates.
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Conceptual Skills
Ability to understand and better decide
the actions and measures that have to be
taken in a particular field of work.
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Three-Skill Approach
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Three-Skill Approach
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Mumford et al, Skills Model
Mumford and his colleagues (1990s)
proposed a new model based on the skills
that a leader should have. This model has
5 components-
◦ Individual Attributes.
◦ Competencies.
◦ Leadership Outcomes.
◦ Career Experiences.
◦ Environmental Influences.
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Mumford et al, Skills Model
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Individual Attributes
General Cognitive Ability- a person’s
intelligence; nothing to do with
experience, only inborn talent.
Crystallized Cognitive Ability- forged
through learning and experiences;
(learning new skills and comprehending
complex information, being able to
communicate in spoken and written
forms, etc.)
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Individual Attributes
Motivation- motivation is an essential part to develop the leadership skills.
◦ A person must want to lead for leadership to occur (internal).
◦ Leaders has to express their leadership- exert and be responsible of influence over their group.
◦ The leader has to find “social good”, to improve the human good and value of the organisation.
Personality- Any personality characteristic that helps to cope with complex organisational situations.
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Competencies
Problem solving Skills- defining a problem, formulating new understandings about the problem, finding creative solutions, taking those solutions to be achieved.
Social Judgment Skills- Ability of leaders to understand people and social systems. perspective taking, social perceptiveness, behavioural flexibility and social performance.
Knowledge- “The accumulation of information and the mental structures used to organize that information”.
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Leadership Outcomes
The outcomes are directly influenced by
the leader’s competences. The two
indicators for outcomes in the model are-
◦ Effective Problem Solving- creatively and
effectively.
◦ Performance- no matter, how nice or
empathic a leader is, delivery, results is the
measure of success.
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Career Experiences
Connects the individual attributes with the competencies.
Experience shapes the leaders skills.
The leaders can be helped in developing their skills by-
◦ Giving them challenging job assignments.
◦ Mentoring.
◦ Appropriate training.
◦ Hands-on experience in solving new and unusual problems.
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Environmental Influences
The last of the components in the model
represents everything that lies outside the
characteristics, competencies and
experiences of the leader.
An environmental influence to factors the
leader cannot control by himself.
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Pros & Cons of the Skills Approach
Pros
The model is centred on competencies, it’s the first model to create a structure of the process of leadership based on skills.
Intuitively appealing, it’s always refreshing and good to know that you can develop your skills to be able to be a leader.
Wide view of leadership particularly in Mumford’s model. The model has five components and each of them can be subdivided too. The model captures many complexities of leadership not found in other models.
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Pros & Cons of the Skills Approach
Cons
Big breadth of skills; hence general and less precise on the model.
Is not predictive. The model is not predictive, it doesn’t describe how skills lead to effective leadership performance.
Large sample of Military personnel was used to sample data and gather information for the studies of the model. Hence the question- could this model be applied with regular civilian people and different organization styles?
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Leadership
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conceptual skills are required more at higher level.
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DAY 3
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Theories of Leadership
Blake and Mouton’s Leadership Grid.
Situational & Contingency theories of
Leadership.
Path-Goal Theory.
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LEADERSHIP GRID
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Managerial Grid Model
Based on Behavioural Theory, developed
by Robert R. Blake and Jane Mouton.
The model is represented as a grid with
concern for production as the X-axis and
concern for people as the Y-axis; each axis
ranges from 1 (Low) to 9 (High).
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Managerial Grid Model
1, 1
1, 9 9, 9
9, 1
5, 5
0
1
2
3
4
5
6
7
8
9
0 1 2 3 4 5 6 7 8 9
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Conce
rn for
People
Concern for Production
Impoverished Style
Country Club Style Team Style
Produce or Perish Style
Middle-of-the-Road style
Managerial Grid Model
1, 1
1, 9 9, 9
9, 1
5, 5
0
1
2
3
4
5
6
7
8
9
0 1 2 3 4 5 6 7 8 9
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Conce
rn for
People
Concern for Production
Impoverished Style
Country Club Style Team Style
Produce or Perish Style
Middle-of-the-Road style
Accommodating-
Yield and Comply.
Managers pay much
attention to the
security and comfort
of the employees.
Indifferent-
Evade and Elude.
Managers use this
style to preserve job
and job seniority
Dictatorial-
Control & Dominate.
Managers find
employee needs
unimportant.
Sound-
Contribute and
Commit. High
concern both to
people and
production.
Status Quo- Balance
and Compromise.
Managers balance
between company
goals and workers'
needs.
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Managerial Grid Model
The opportunistic style: exploit and
manipulate. Individuals using this style, do
not have a fixed location on the grid. They
adopt whichever behaviour offers the
greatest personal benefit.
The paternalistic style: prescribe and
guide. Managers using this style praise and
support, but discourage challenges to
their thinking.
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Grid Theory- 7 Key Elements
1. Initiative- Taking action, driving and supporting
2. Inquiry- Questioning, researching and verifying
understanding
3. Advocacy- Expressing convictions and championing
ideas
4. Decision Making- Evaluating resources, choices and
consequences
5. Conflict Resolution- Confronting and resolving
disagreements
6. Resilience- Dealing with problems, setbacks and
failures
7. Critique- Delivering objective, candid feedback
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SITUATIONAL APPROACH
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Situational Theory
Herbert Spencer (1884) said, “the times
produce the person and not the other
way around.”
Different situations call for different
characteristics.
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Situational Leadership Theory
What an individual actually does when
acting as a leader is in large part
dependent upon characteristics of the
situation in which he functions.
Paul Hersey and Ken Blanchard proposed
the Situational Leadership theory.
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Situational Leadership
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SL- Leadership Styles
Characterizes leadership style in terms of the amount of Task Behaviour and Relationship Behaviour that the leader provides to their followers-
◦ S1: Telling - one-way communication in which the leader defines the roles of the individual or group and provides the what, how, when, and where to do the task
◦ S2: Selling - two-way communication and providing the socio-emotional support that will allow the individual or group being influenced to buy into the process.
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SL- Leadership Styles
◦ S3: Participating - shared decision making
about aspects of how the task is accomplished
and the leader is providing less task
behaviours while maintaining high relationship
behaviour.
◦ S4: Delegating - the leaders is still involved in
decisions; however, the process and
responsibility has been passed to the
individual or group. The leader stays involved
to monitor progress.
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SL- Maturity Styles
The right leadership style will depend on the person or group being led - the follower-
◦ M1 - lack the specific skills required for the job and are unable and unwilling to do or to take responsibility.
◦ M2 - unable to take on responsibility for the task being done; however, are willing to work at the task.
◦ M3 - experienced and able to do the task but lack the confidence to take on responsibility.
◦ M4 - experienced at the task, and comfortable with their own ability to do it well. Able and willing to not only do the task, but to take responsibility for the task.
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CONTINGENCY THEORY
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Contingency Theory
The most widely recognized Contingency Theory is Fiedler’s theory- 1964 (also called “Fiedler contingency model”).
This is a leader-match theory; it tries to match leaders to appropriate situations.
It is called Contingency because it suggests that a leader’s effectiveness depends on how well his style fits the context.
Contingency Theory is concerned with styles and situations.
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Contingency Theory- Styles
Leadership styles are task motivated or
relationship motivated.
Measured on LPC (Least Preferred
Coworker) scale.
High score is relationship motivated and
low is task motivated.
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LPC Scale
To measure on the LPC scale the leaders has to think of all the people with whom they have ever worked and then describe the person with whom they have worked least well, using a series of bipolar scales of 1 to 8, such as the following-
◦ Unfriendly 1 2 3 4 5 6 7 8 Friendly
◦ Uncooperative 1 2 3 4 5 6 7 8 Cooperative
◦ Hostile 1 2 3 4 5 6 7 8 Supportive
◦ .... 1 2 3 4 5 6 7 8 ....
◦ Guarded 1 2 3 4 5 6 7 8 Open
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LPC Scale
The responses to these scales (usually 18-
25 in total) are summed and averaged- a
high LPC score suggests that the leader
has a human relations orientation, while a
low LPC score indicates a task
orientation.
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LPC Scale- Assumptions
This theory assumes-
◦ Everybody's least preferred coworker in fact
is on average equally unpleasant.
◦ Relationship motivated people, tend to
describe their least preferred coworkers in a
more positive manner- receive higher LPC
scores.
◦ Task motivated people, tend to rate their least
preferred coworkers in a more negative
manner- receive lower LPC scores.
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LPC Scale
The Least Preferred Coworker (LPC)
scale is actually not about the least
preferred worker.
It is about the person who takes the test;
his motivation type.
This method reveals an individual's
emotional reaction to people they cannot
work with.
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Contingency Theory- Situations
There is no ideal leader. Both low-LPC
(task-oriented) and high-LPC
(relationship-oriented) leaders can be
effective if their leadership orientation fits
the situation.
The contingency theory allows for
predicting the characteristics of the
appropriate situations for effectiven.ess
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Contingency Theory- Situations
Situations can be characterized in terms
of three factors-
◦ Leader-member relations- degree of mutual
trust, respect and confidence between the
leader and the subordinates.
◦ Task structure- extent to which group tasks
are clear and structured.
◦ Position power- the power inherent in the
leader's position itself.
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Contingency Model
Leader- Member
Relations GOOD POOR
Task Structure High
Structure
Low
Structure
High
Structure
Low
Structure
Position Power Strong
Power
Weak
Power
Strong
Power
Weak
Power
Strong
Power
Weak
Power
Strong
Power
Weak
Power
1 2 3 4 5 6 7 8
Preferred
Leadership Style
Low LPCs
Middle LPCs High LPCs
Low
LPCs
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Contingency Theory- Predicting
By measuring the LPC score and the
three situational variables, one can predict
whether a leader will be effective in a
particular situation.
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Contingency Theory- Strengths
Based on extensive research and long
tradition.
Considers impact of situations on
leaders- relationship between a leader’s
style and the demands of various
situations.
Is predictive- type of leadership that is
most likely to be effective in a situation.
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Contingency Theory- Strengths
Does not require that people be effective
in all situations.
Based on data of leaders’ styles,
organizations could develop leadership
profiles.
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PATH-GOAL THEORY
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Path-Goal Theory
Developed by Robert House, an Ohio State University graduate, in 1971 and revised in 1996.
“A leader's behaviour is contingent to the satisfaction, motivation and performance of his subordinates.”
“The revised version- the leader engages in behaviours that complement subordinate's abilities and compensate for deficiencies.”
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Path-Goal Theory
It is about how leaders motivate their
subordinates to accomplish designated
goals.
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Situational Approach Contingency Theory
A leader must
adapt to the
developmental level
of subordinates.
Match between a
leader’s style and
specific situational
variables.
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Comparison
Path-Goal Theory
Emphasizes
relationship
between a leader’s
style and the
characteristics of
the subordinates
and the work
setting.
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Path-Goal Theory
Assumes that subordinates will be
motivated if (expectancy theory)-
◦ They think they are capable of performing
their work.
◦ They believe their efforts will result in a
certain outcome.
◦ They believe that the payoffs of doing their
work are worthwhile.
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Path-Goal Theory
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Path Path Subordinates Goals /
Productivity
Obstacles
Path-Goal Leadership
• Define goals.
• Clarify path.
• Remove obstacles.
• Provide support.
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Path-Goal Theory- Components
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Leader Behaviors
Directive
Supportive
Participative
Achievement Oriented
Subordinate Characteristics
Task Characteristics
Subordinates Goals /
Productivity Motivation
Leader Behaviors
Directive- is similar to “initiating structure” concept in Ohio State studies and the “telling” style of Situational Leadership.
Supportive- is similar to “consideration” behavior in Ohio State studies.
Participative- inviting subordinates to share in the decision making.
Achievement-Oriented- a leader who challenges subordinates to perform at highest levels possible.
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Subordinate Characteristics
Subordinate Characteristics determine
how a leader’s behavior is interpreted by
subordinates.
Subordinate Characteristics-
◦ Need for affiliation.
◦ Preferences for structure.
◦ Desires for control.
◦ Self-perceived level of task ability.
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Task Characteristics
Task Characteristics include-
◦ Design of subordinate’s task.
◦ Formal authority system of the organization.
◦ Primary work group of subordinates.
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Path-Goal Theory
Path-goal theory suggests that leaders
need to choose a leadership style that
best fits the needs of subordinates and
the work they are doing.
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Path-Goal Theory- Strengths
Provides a framework for understanding
how leadership behaviors affect
subordinates’ satisfaction and work
performance.
Integrates motivation principles of
expectancy theory into a leadership
theory.
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Path-Goal Theory- Strengths
Is a very practical model. Reminds leaders
that the purpose of leadership is to guide
and coach subordinates as they move
along a path to achieve a goal.
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DAY 4
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Theories of Leadership
Leader-Member Exchange Theory.
Transformational leadership.
Charismatic and visionary leadership.
Servant leadership.
Fusion leadership.
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LEADER-MEMBER EXCHANGE THEORY
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Leader-Member Exchange Theory
Leader-member exchange (LMX) theory
conceptualizes leadership as a process,
centered on the interactions between
leaders and followers.
The focal point of the leadership process
is the dyadic relationship between leaders
and followers.
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Leader-Member Exchange Theory
Leader Follower
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Dyadic
Relationship
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Leader-Member Exchange Theory
LMX theory was also called Vertical Dyad
Linkage (VDL) theory.
Two general types of linkages
(relationships) between leaders and
subordinates-
◦ Based on expanded and negotiated role
responsibilities- in-group.
◦ Based on formal roles (defined roles)- out-
group.
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Vertical Dyad Linkage
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L
S1
L
S2
L
S3
L
S4
L
Sn
Dyadic
Relationship
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Vertical Dyad Linkage
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L
S1
L
S2
L
S3
L
S4
L
S6
In-group
L
S5
Out-group
+3 +3 +3 +3 +3 +3 0 0 0 0 0 0
Less employee turn-
over.
Positive performance
evaluations.
Higher frequency of
promotions.
Greater organizational
commitment.
More desirable work
assignments.
Better job attitudes.
More attention and
support from leader.
Greater participation.
Faster career progress.
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LMX Theory Research
High-quality leader-member exchanges produced:
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Leadership Making
Postulated by Graen and Uhl-Bien.
Leadership making develops progressively
over time in three phases:
1. Stranger phase.
2. Acquaintance phase.
3. Mature partnership phase.
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Phases in Leadership Making
Phase 1 Phase 2 Phase 3
STRANGER ACQUAINTANCE PARTNER
Roles Scripted Tested Negotiated
Influences One way Mixed Reciprocal
Exchanges Low quality Medium quality High quality
Interests Self Self and other Group
Time
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LMX Theory
The LMX Theory works in two ways:
◦ Describes Leadership, and
◦ Prescribes Leadership.
The central concept is the dyadic
relationship the leader forms with each
subordinate.
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LMX Theory- Descriptively
It is important to recognize the existence
of in-groups and out-groups within a group
or organization.
Working with an in-group allows a leader
to accomplish more work in a more
effective manner.
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LMX Theory- Prescriptively
Leadership-making model of Graen and Uhl-Bien. Accordingly, leaders should:
Create special in-group like relationships with each subordinate.
Offer each subordinate the opportunity to take on new roles and responsibilities.
Nurture high quality exchanges.
Build trust and respect with all subordinates.
Create high-quality partnerships with people throughout the organization.
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LMX Theory- Strengths
Strong descriptive theory- easy to identify
work units who contribute more and
others.
◦ All organizations have in-groups and out-
groups.
◦ Validates the experience of how people relate
within an organization. For eg. leaders favor
(have special relationships with) people who
contribute more.
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LMX Theory- Strengths
Unique leadership theory- focuses on
dyadic relationship and not on
characteristics of leaders, followers,
contexts, or a combination of these.
Emphasizes the importance of
communication in leadership
◦ Helps create, nurture and sustain exchanges.
◦ Leads to mutual trust, respect and
commitment.
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LMX Theory- Strengths
Avoids biases by leaders.
Backed by strong research.
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DAY 5
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TRANSFORMATIONAL LEADERSHIP
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Transformational Leadership
First published in 1980 by James
MacGregor Burns- modern theory.
Transformational leadership is a process
that changes and transforms people.
Concerns emotions, values, ethics,
standards and long-term goals.
Includes assessing followers’ motives,
satisfying their needs and treating them as
full human beings.
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Transformational Leadership
Transformational Leadership influences
and motivates followers to achieve more
than expected.
Incorporates charismatic and visionary
leadership.
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Transactional Leadership Transformational Leadership
Focuses on exchanges
between leaders and
followers.
◦ Eg.: politicians win votes
by new promises.
◦ Managers offer
promotions to employees
who surpass goals.
A person engages with
another and raises the
motivation and morality
in both, the leader and
the follower.
Leader helps followers
achieve full potential.
◦ Eg.: Gandhiji
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Transactional & Transformational
Leadership
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Pseudotransformational Leadership
Leaders who transform, but in a negative
way.
Leaders who are self-consumed,
exploitative and power-oriented, with
warped moral values.
Focuses on leader’s own interests.
◦ Eg.: Adolf Hitler, Saddam Hussein.
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Charismatic Leadership
Charisma: charm, appeal, magnetism,
allure, attractiveness, captivation.
A special personality characteristic that
gives a person exceptional powers to
attract followers and get things done.
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Charismatic Leadership
Personal characteristics:
◦ Dominant
◦ Desire to influence
◦ Self-confident
◦ Strong values
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Charismatic Leadership
Personality
Characteristics
Behaviors Effects on Followers
Dominant Sets strong role model Trust in leader’s ideology
Desire to influence Shows competence Belief similarity between
leader and follower
Confident Articulates goals Unquestioning acceptance
Strong values Communicates high
expectations
Affection toward leader
Expresses confidence Obedience
Arouses motives Identification with leader
Emotional involvement
Heightened goals
Increased confidence
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Charismatic Leadership
Behavior types of charismatic leaders:
Strong role models and belief in values.
Appear competent to followers.
Articulate ideological goals (moral).
High expectations for followers.
Arouse task-relevant motives in followers:
◦ Eg.: Gandhiji, Martin Luther King Jr., John F
Kennedy.
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Charismatic Leadership
Further research postulated that
charismatic leadership transforms
followers’ self-concepts.
Followers will view work as an expression
of themselves.
Ties followers and their self-concepts to
the organizational identity.
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Transformational Leadership
Further research by Bass in 1980s,
provided a more expanded and revised
version.
More focus on followers’ rather than
leaders’ needs.
Presented Transformational and
Transactional Leadership as a single
continuum.
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Leadership Continuum
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Transformational
Leadership
Transactional
Leadership
Laissez-Faire
Leadership
Transformational Leadership
Transformational leadership motivates
followers to do more than the expected
by:
◦ Raising their awareness about importance and
value of goal.
◦ Getting them to transcend their own self-
interest for team goals.
◦ Moving them to address higher level needs.
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Transformational Leadership
Transformational Leaders improve
performance of followers and develop
them to their fullest potential.
Leaders have strong internal values and
ideals- are effective motivators.
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Bass’ Model- 7 Factors
TRANSFORMATIONAL
LEADERSHIP
TRANSACTIONAL
LEADERSHIP
LAISSEZ-FAIRE
LEADERSHIP
Factor 1
Idealized Influence
Charisma
Factor 5
Contingent Reward
Constructive Transactions
Factor 7
Laissez-Faire
Nontransactional
Factor 2
Inspirational Motivation
Factor 6
Management-by-Exception
Active and Passive
Corrective Transactions
Factor 3
Intellectual Stimulation
Factor 4
Individualized
Consideration
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Factor 1
Idealized influence or Charisma.
Leaders have high moral and ethical
standards.
Followers want to emulate them.
Deeply respected by followers.
Provide followers with vision and a sense
of mission.
Eg. Nelson Mandela.
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Factor 2
Inspirational Motivation
Leaders communicate high expectations
to followers.
Leaders use symbols and emotional
appeal.
Eg. Sales head / leader.
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Factor 3
Intellectual Stimulation
Stimulates followers to be creative and
innovative.
Challenge their own beliefs and values.
Problem solvers.
Eg. Plant Manager to manage slowdowns
in production.
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Factor 4
Individualized Consideration
Leaders who provide a supportive climate.
Listen to individual needs of followers.
Coaches and advises.
Delegate to help grow their personal challenges.
Eg. A Manager who cares and treats uniquely.
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Additive Effect
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Idealized
Influence
Inspirational
Motivation Intellectual
Stimulation
Individualized
Consideration + + +
Transformational Leadership
Transactional
Leadership
Contingent
Reward
+ Management by
Exception
Expected
Outcomes
Performance
Beyond
Expectations
Transactional Leadership Factors
Leader does not individualize needs of
followers.
Work to advance their own and
subordinates’ agendas.
Are influential because it is in the best
interest of subordinates to do what the
leader wants.
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Factor 5
Contingent Reward
Leader obtains agreement on what must
be done and what will be the payoffs.
Eg. Parent negotiating with child how
much TV to watch.
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Factor 6
Management by exception
Two kinds:
◦ Active- leader watches out for mistakes. Eg. A
sales supervisor.
◦ Passive- leader intervenes only after there are
problems or the standards have not been
met- negative reinforcement.
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Factor 7
Non-leadership factor
“Laissez-faire” in French means a “hands-
off” approach. Or, “let things ride”.
Leader abdicates responsibility.
Delays decisions.
Gives no feedback.
Offers no or little effort to help
followers.
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Other Perspectives
Other perspectives on Transformational
Leadership:
Bennis and Nanus (1985).
Kouzes and Posner (1987, 2002).
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Bennis and Nanus
Leaders have four common strategies in
transforming organizations:
Clear vision.
Social architect.
Create trust.
Positive self-regard (emphasize strengths
and not dwell on weaknesses).
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Kouzes and Posner
Leaders follow five fundamental practices:
Model the way.
Inspire a shared vision.
Challenge the process.
Enable others to act.
Encourage the heart.
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Transformational Leadership
Leaders empower followers and nurture
them during change.
Raise consciousness and transcend their
own self-interest.
To create change, transformational
leaders become role models and
followers want to emulate them.
Vision is the focal point of
Transformational Leadership.
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Transformational Leadership-
Strengths Widely researched among high
designations ad levels eg CEOs and in
large organizations.
Has an intuitive appeal- leadership
provides a vision.
Treats leadership as a process between
followers and leaders, not the sole
responsibility of leaders.
Needs of others are central.
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Transformational Leadership-
Strengths Provides a broader view that augments
other leadership models.
Places a strong emphasis on followers’
needs, values and morals.
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Full Range of Leadership Model
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Effective
Ineffective
Active Passive
II
IM
IS
IC
CR
MBE- A
MBE- P
LF
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Full Range of Leadership Model
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Effective
Ineffective
Active Passive
II
IM
IS
IC
CR
MBE- A
MBE- P
LF
SERVANT LEADERSHIP
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Servant Leadership
First described by Robert Greenleaf.
Leadership upside-down.
Leaders transcend self-interest to serve
others and the organization.
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Servant Leaders
Servant Leaders operate on two levels:
◦ Fulfillment of their subordinates’ goals and
needs.
◦ Realization of larger purpose or mission of
their organization.
Servant Leaders give things away- power,
ideas, recognition, information, credit for
accomplishments, money, etc.
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Servant Leaders
Truly value other people.
Are trustworthy and trust others.
Encourage participation, share power,
enhance others’ self-worth.
Unleash people’s creativity, full
commitment, and natural impulse to learn
and contribute.
Connect followers’ hearts to the
organizational mission and goals.
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FUSION LEADERSHIP
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Fusion Leadership
Fusion Leadership- coming together of
whole individuals to accomplish mutual
goals based on shared vision and values.
Engage not only the bodies and minds of
their employees, but also their hearts and
souls.
Supports personal growth and ingenuity,
qualities that facilitate change.
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Fusion Leadership
New Science assumptions- organizations can act as living systems and evolve with changing conditions.
Fusion Leadership shows, in practical terms, how individuals and organizations can grow together.
Fusion unleashes subtle forces- mindfulness, vision, heart, courage, communication, and integrity-which can fundamentally transform organizations.
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Fusion Leadership
Mindfulness- independent thinking, personal creativity, and an open mind.
Vision- the higher purpose toward which people work.
Heart- caring.
Compassion- positive feelings that underlie workplace relationships.
Communication influences vision, values, and emotions; it also involves listening and discerning.
Courage- people to take risks.
Integrity involves honesty, trust, and service-going beyond self-interest to give something to the organization.
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Some Videos
Servant Leadership
Ingredients of effective leadership
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THANK YOU Dipan Vaishnav
Dots & Arrows Consulting
W- www.dotsandarrows.in
C- +91-95-5880-7257