Managerial Leadership Styles in London Hotels

Leadership theories

There are eight main types of leadership theories.

  1. “Great Man” Theories: These take for granted that the capability for management is inborn – that great leaders inherited their skills, but not acquired.
  2. Feature Theories: Alike in some ways to “Great Man”, trait theory presupposes that people take over definite features and skills that make them better adopted to leadership. Trait theories often recognize exacting character or behavioral features split by leaders.
  3. Contingency Theories: These concentrate on exacting changeables connected to the surrounding that might decide whether exacting manner of leadership is most excellently suitable for the circumstances. According to this hypothesis, any leadership style may be chosen as best in all situations.
  4. Situational Theories: Situational theories propose that leaders choose the best course of action based upon situational variable.
  5. Behavioral Theories of leadership are grounded upon the conviction that great leaders are trained, not born. Entrenched in behaviorism, this leadership hypothesis concentrates on the achievements of organizers, not on psychological features or interior conditions.
  6. Participative Theories: These theories offer that the perfect guidance style is one that obtains the contribution of others into account. These leaders inspire partaking and involvements from groups and help them feel more pertinent and dedicated to the conclusion-making procedure.
  7. Management Theories: (also known as “Transactional theories”) concentrate on the role of management, arrangement, and group presentation. These hypotheses ground leadership on a scheme of prize and penalty.
  8. Relationship Theories: (also known as “Transformational theories”) concentrate upon the correlations shaped among leaders and adherents. These leaders inspire and encourage people by helping group participants see the significance and superior use of the task.

Leadership styles

Authoritarian (autocratic)

This style is applied when the leader tells his/ her staff what he/ she desires to be done and how it should be done, without asking any advice of the followers. Some of the apposite circumstances to use it are when one has all the data to settle the problem, one is short on time, and the workers are well encouraged.

The authoritarian style should usually only be applied on infrequent circumstances. If one has the instant and wants to increase more promise and inspiration from the employees, then one should use the participative style.

Participative (democratic)

This type of method includes the leader comprising one or more workers in on the conclusion making procedure (defining what and how to do it). Though, the leader supports the final conclusion making power. Using this method is not a sign of a weak spot; to a certain extent it is a sign of power that the workers will value.

This is generally applied when one has part of the data, and the workers have other elements. Leader is not supposed to know everything — this is why knowledgeable and skillful staff is employed. Applying this style is of mutual advantage it allows them to turn into part of the team and lets to make better conclusions.

Delegative (free reign)

In this style, the leader permits the workers to make the conclusion. Though, the manager is still accountable for the conclusions that are made. This is applied when workers are able to study the situation and resolve what necessities to be done and how to do it. Leader cannot do everything! One must adjust priorities and entrust definite assignments.

References

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Nupponen, Hanna. “Leadership Concepts and Theories: Reflections for Practice for Early Childhood Directors.” Australian Journal of Early Childhood 31.1 (2006): 43.

Polleys, Mary Sue. “One University’s Response to the Anti-Leadership Vaccine: Developing Servant Leaders.” Journal of Leadership Studies 8.3 (2002): 117.

Preston, Thomas. The President and His Inner Circle: Leadership Style and the Advisory Process in Foreign Affairs. New York: Columbia University Press, 2001.

Riggio, Ronald E., Susan E. Murphy, and Francis J. Pirozzolo, eds. Multiple Intelligences and Leadership. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.

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Saracho, Olivia Natividad. Teachers’ and Students’ Cognitive Styles in Early Childhood Education. Westport, CT: Bergin & Garvey, 1997.

Sims, Serbrenia J., and Ronald R. Sims, eds. The Importance of Learning Styles Understanding the Implications for Learning, Course Design, and Education. Westport, CT: Greenwood Press, 1995.

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Tucker, Richard. “Southern Drift: The Learning Styles of First- and Third-Year Students of the Built Environment.” Architectural Science Review 50.3 (2007): 246.

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