A PROJECT

ON

LEADERSHIP DEVELOPMENT PRACTICES

IN PNB

Submitted to M.D University Rohtak, for the Partial

Fulfillment of the Award of degree of

“MASTER OF BUSSINESS ADMINISTRATION”

(BATCH:2007-2009)

Under the Guidance of: Submitted By:

ANSHU RANI
MBA (IV)
HRM

INSTITUTE OF MANAGEMENT AND TECHNOLOGY

FARIDABAD
(Affiliated to M.D University, Rohtak)
Near Sai Dham,Tigaon Road,Faridabad-121002
 ACKNOWLEDGEMENT

I take pleasure in submitting the project report titled “Leadership Development

Practices in PNB”.I express highly gratitude to DR. HARI OM SHARMA (HOD,HR)

who directed and co-operated in accomplishing this piece of task. I am very thankful

to her for her kind support to me.

I wish to express my appreciation to all those with whom I have interacted and

whose thoughts and insights help me in furthering my knowledge and

understanding regarding this study.

 Declaration

IAnshurani ,roll no……….class MBA 4th of the INSTITUTE OF

MANAGEMENT AND TECHNOLOGY hereby declare the project

entitled “Analysis of HR Interventions in Manufacturing and

service sector ” is an original work and the same has not been

submitted to any other institute for the award of any other degree.

The interim report was presented to the supervisor on………………

And the pre submission of presentation was made

on…………………...the feasible suggestions have been duly

incorporated in consultation with the supervisor.

Countersigned Signature of candidate

(Anshu)

Signature of the supervisor

Forwarded by

Director/principal of the institute

TABLE OF CONTENTS

Chapter-1
• Introduction
• Significance of the problem
• Review of literature
• concept
• Objectives
• Hypothesis
• Limitation

Chapter-2
• Company Profile
• Research design
• Sample design
• Data collection

Chapter-3
• Micro (Data) Analysis

Chapter-4
• Macro Analysis(conclusions)

Chapter-5
• Observation & Recommendations

Chapter-6
• Questionnaire
• Row analysis
• Bibliography
INTRODUCTION
 INTRODUCTION

LEADERSHIP DEVELOPMENT PRACTICES IN PNB

Leadership is an important and crucial variable that leads to enhanced

management capacity, as well as organizational performance. A leadership focus also
plays an integrating role among various Human Resource Management components
including recruitment and selection, training and development, performance
management, public service ethics, and succession planning. The leadership
development strategies of OECD Member countries, historically and culturally are
spread across a wide spectrum. At one end is a high level of central intervention in
which future leaders are identified and nurtured from the early stage through a
centralized selection, training and career management process. In contrast there is a
growing group of countries which adopt “market-type” approaches to developing and
securing leaders.

• Developing comprehensive strategies: PNB have set up systematic strategies and many public
banks have also set up systematic strategies for leadership development. Leadership can be
performed with different styles. Some leaders have one style, which is right for
certain, situations and wrong for others. Some leaders can adapt and use
different leadership styles for given situations.

•To encourage mentoring and training: Once potential leaders are identified
and selected, the next step is to train them continuously. For this purpose, set
up a specialized institution for leadership development and establish new
training courses for the top executives or senior managers.

• To keep leadership development sustainable: As developing future

leaders takes a long time, it is very important to keep the leadership
development sustainable. To do so, developing a comprehensive program
perspective is essential for developing future leaders. Allocating more of
managers’ time to developing leaders, and linking incentives with performance
for better leadership are crucial to the success of leadership development
program. From the public banks experiences, we have noticed some pitfalls of
the leadership development strategies, to which special attention should be
paid. First of all, developing an elite leadership cadre has many advantages.
However, there are some possible dangers in developing leadership in this way.
If a group of leaders begins to pursue
their own interests rather than the bank interest, the banks may suffer. Such a
group may become closed and insufficiently responsive to wider changes in
banks. So, new issues on the agenda are how to build a leadership cadre that is
more responsive or representative, and also, how to re- orient and refresh
existing cadres if they have begun to get out of step with the society they
represent. Secondly, many Member countries are looking to the strengthening
of leadership as the solution to banks challenges. How they approach leadership
however needs to be viewed in the context of the kinds of problems being
faced. It seems important for leadership strategies to be based on a clear
diagnosis of the national challenges being faced, and the current
characteristics of the public sector culture - pursuing “leadership”
development without that diagnosis and strategy is likely to be
ineffective. Thirdly, any successful leadership strategy involves
culture change. We know both that culture change is very difficult,
and that where it does take place it is over a long period and in
response to a variety of powerful pressures. In strengthening OECD
efforts in this area it is clear that we need better quality information
on the degree to which past public sector leadership promotion
strategies have actually changed behavior. On this basis, banks will
be better placed to diagnose the current problem and formulate
strategies which are likely to be effective. While leadership is easy
to explain, leadership is not so easy to practice. Leadership is about
behavior first, skills second. Good leaders are followed chiefly
because people trust and respect them, rather than the skills they
possess. Leadership is different to management. Management relies
more on planning, organizational and communications skills.
Leadership relies on management skills too, but more so on qualities
such as integrity, honesty, humility, courage, commitment, sincerity,
passion, confidence, positivity, wisdom, determination, compassion,
sensitivity, and a degree of personal charisma.

Some people are born more naturally to leadership than others.

Most people don't seek to be a leader. Those who want to be a
leader can develop leadership ability. And many qualities of
effective leadership, like confidence and charisma, continue to grow
from experience in the leadership role.

Leadership performed with different styles. Some leaders have one

style, which is right for certain situations and wrong for others.
Some leaders can adapt and use different leadership styles for given
situations. People new to leadership (and supervision and
management) often feel under pressure to lead in a particularly
dominant way. Sometimes this pressure on a new leader to impose
their authority on the team comes from above. Dominant leadership
is rarely appropriate however, especially for mature teams.
Misreading this situation, and attempting to be overly dominant, can
then cause problems for a new leader. Resistance from the team
becomes a problem, and a cycle of negative behaviors and reducing
performance begins. Much of leadership is counter-intuitive.
Leadership is often more about serving than leading. Besides which,
individuals and teams tend not to resist or push against something
in which they have a strong involvement/ownership/sense of control.
People tend to respond well to thanks, encouragement, recognition,
inclusiveness, etc. Tough, overly dominant leadership gives teams a
lot to push against and resist. It also prevents a sense of ownership
and self-control among the people being led. And it also inhibits the
positive rewards and incentives (thanks, recognition,
encouragement, etc) vital for teams and individuals to cope with
change, and to enjoy themselves. Leaders of course need to be able
to make tough decisions when required, but most importantly
leaders should concentrate on enabling the team to thrive, which is
actually a 'serving' role, not the dominant 'leading' role commonly
associated with leadership.

Today ethical leadership is more important than ever. The world is

more transparent and connected than it has ever been. The actions
and philosophies of organizations are scrutinized by the media and
the general public as never before. This coincides with massively
increased awareness and interest among people everywhere in
corporate responsibility and the many related concepts, such as Fair
Trade, sustainability, social and community responsibility (see the
ethical leadership and ethical organizations page.) The modern
leader needs to understand and aspire to leading people and
achieving greatness in all these areas. The need for effective
modern leaders to have
emotional strength and sensitivity, far beyond traditional ideas of
more limited autocratic leadership styles. Whatever the size of the
organization, operational activities need to be reconcilable with a
single congruent (fitting, harmonious) philosophy. Executives,
managers, staff, customers, suppliers, stakeholders, etc., need solid
philosophical principles (another term would be a 'frame of
reference') on which to base their expectations, decisions and
actions. In a vast complex organization like the PNB, leadership will
be very challenging at the best of times due to reasons of size,
diversity, political and public interest, etc. Having a conflicting
philosophy dramatically increases these difficulties for everyone, not
least the leader, because the frame of reference is confusing.

For leadership to work well, people (employees and interested

outsiders) must be able to connect their expectations, aims and
activities to a basic purpose or philosophy of the organization. This
foundational philosophy should provide vital reference points for
employees' decisions and actions - an increasingly significant factor
in modern 'empowered' organizations. Seeing a clear philosophy and
purpose is also essential for staff, customers and outsiders in
assessing crucial organizational characteristics such as integrity,
ethics, fairness, quality and performance. A clear philosophy is vital
to the 'psychological contract' - whether stated or unstated (almost
always unstated) - on which people (employees, customers or
observers) tend to judge their relationships and transactions.

TRADITIONAL LEADERSHIP DEVELOPMENT PRACTICES

 1. There is only one way - the straight way. It sets the tone of the
organization.
2. Be open to the best of what everyone, everywhere, has to
offer; transfer learning across your organization.
3. Get the right people in the right jobs - it is more important than
developing a strategy.
4. An informal atmosphere is a competitive advantage.
5. Make sure everybody counts and everybody knows they count.
6. Legitimate self-confidence is a winner - the true test of self-
confidence is the courage to be open.
7. Business has to be fun - celebrations energies and
organization.
8. Never underestimate the other guy.
9. Understand where real value is added and put your best people
there.
10. Know when to meddle and when to let go - this is pure
instinct.

As a leader, your main priority is to get the job done, whatever the
job is. Leaders make things happen by:

• knowing your objectives and having a plan how to achieve

them
• building a team committed to achieving the objectives
• helping each team member to give their best efforts

Understanding leadership: analytical perspectives

Leader-centered approaches
The leadership is simply equated with whatever it is that people in high positions do:
how they perceive the world and their role in it, and how they choose to use the latter
to elaborate the former. Leadership is thus explained by looking at the personal
characteristics and life histories of the individuals involved. The main source of
variation and dispute in the field is: which characteristics and which parts of their
histories? The number of leader-cantered explanatory variables thrown up by decades
of fundamental and applied research is quite staggering: personality traits, cognitive
abilities/style, early childhood experiences, birth order, inner motivational drives,
personal value systems, mental stability, interpersonal style, rhetorical skills, early
career experiences, crucial mentor relationships and so on (Kellerman 1984; Blondel
1987; Ludwig 2002).
In the interdisciplinary field of political psychology, the behavior of political office-
holders has been described, compared, and explained with reference to psychological
theories of personality and leadership style. Famous if controversial examples of this
tradition include Harold D. Lasswell’s (1930) and James David Barber’s (1972)
typologies of political leaders and leadership styles and Dean Simonton’s (1987) work
on explaining and predicting presidential ‘greatness’. More recently, respected
political psychologists such as Margaret Hermann (1980) and Jerrold Post (2003) have
presented more empirically grounded clusters of personality traits which are said to be
the basic components of a politician’s leadership style, whereas Fred Greenstein
(2003) has induced six key components of presidential leadership style that may
explain the performance of different holders of that office. In Australia, various
scholars associated with the so-called Melbourne School of political psychology —
notably A. F. Davies, Graham Little, James Walter and Judith Brett have produced
innovative and internationally (if not locally) recognized typological and
psychobiography studies of Australian as well as foreign political leaders (cf. Brett
1997; 2007; Walter and ‘t Hart, forthcoming). Likewise in both Australia (cf. Arkley,
Wanna and Nethercote 2006) and New Zealand (Clarke 1997; 2001; 2003; 2004;
Gustafson 1986; 2000; 2007) there is a sustained interest in and pursuit of (auto)
biography of political and to a lesser extent administrative and civic leaders.

Relational approaches
Secondly, from sociology and social psychology, a core contribution to leadership
analysis lies in the idea that leadership is really, first of all, in the eye of the beholder,
for example, those that ‘follow’ (comply with, believe in, support) leaders.
Understanding public leadership thus requires a switch of the analytical lens away
from the preoccupation with the leaders themselves and towards the nexus (the
‘bond’, the ‘contract’) between followers and leader, and, within that, the emphasis
being more on the former than the latter. The relational approach — of which Max
Weber’s typology of authority and James McGregor Burns’s (1978) distinction
between transactional and transformational leadership form classic and enduringly
relevant examples — is highly relevant to understand key forms of civic leadership
such as social movement leaders. But it also goes deep within the executive branch of
government to shed light on the nature of the vital yet delicate ‘pact’ that may or may
not exist between political and administrative office-holders at any given time (Peters
1988). It is a much more productive way of understanding the special case of
‘charismatic leadership’ than any leader-cantered approach can possibly be (cf.
Tucker 1978; Bryman 1992).
If anything, the relational perspective shows that ‘followers’ in many cases do much
more than just that. Followers are not mere ‘sheep’: they, in fact, often quite
deliberately observe, weigh, test, choose and, indeed, ‘deselect’ leaders — thus
determining the fate of leaders as much as leaders determine theirs. From this
perspective, leadership, like any other feature of social life, emerges as a symbolic,
negotiated order. When explaining the construction of this order, there is no prima-
facie reason to privilege the words and deeds of leaders. In many ways, only those
individuals who effectively mediate the ideas and feelings of the group or community
they belong to, or seek to lead, will be ‘attributed’ the kind of authority necessary to
lead. Political parties know this situation only too well: party leaders are prisoners of
their followers. Patrick Weller has noted this when examining the comparative
prominence of cabinet processes in Australian national government (Weller 2007).
One reason is that Australian party leaders (Australian Democrats are an exception)
are selected by a relatively small group: by their parliamentary colleagues and not, as
in so many comparable nations, by a larger party convention. Australian party leaders
can be dumped without notice or even ceremony. Heads of government like to keep
cabinets in session as one way of managing their followers: keeping them at close
range precisely because the power rests ultimately with the followers who can make
and unmake the leaders.
Paradoxically, ruling elites rarely have the luxury of elitism. Elites have to manage
relationships with their followers. They also have to manage relations with other
competing elites, who can swing followers away from one elite guard to another.
There is a long social science tradition of studying political organizations in terms of
elite-mass relations. Elites get their reputation as wily rulers not because they take
ruling for granted but because they know that their rule can only be sustained through
careful organization of their followers. Higley and Burton illustrate a contemporary
version of this long tradition going back to Michels and Pareto examining the ways
that competing elites manage both the vertical lines of support within their camp and
the horizontal lines of opposition between competing camps (Higley and Burton
2006). Social structures matter: class, religion, region, ethnicity all influence the social
composition of elite-follower relationships.
Institutional approaches
Thirdly, the institutional approach to leadership analysis owes much to the fields of
political science and public administration. Sets of rules and conventions are designed
in every polity to somehow resolve the tension between democracy’s need for holding
the power of public officials in check and efficiency’s need for strong executive and
professional leadership at the heart of government. Different polities resolve that
trade-off in different ways (and may change their ways of doing so in response to
traumatic experiences, such as breakdown, crisis and war). They thus harbor different
systems (structures and cultures) of public leadership. John Uhr’s (2005a) work on the
so-called ‘lattice of leadership’ (the institutionalized dispersal of leadership roles and
opportunities throughout the political system) looks at the features of the
institutionalized nature of the offices political and administrative leaders hold, and the
formal and informal rules for acquiring, consolidating and losing public office and the
authority that comes with it (Elgie 1995; Elcock 2001). Such an approach is clearly
complementary to the two previous ones. It helps us understand, for example,
similarities in leadership behavior and leadership relations (for example ways of
managing cabinet) of ostensibly rather different political personalities occupying the
same office over time. It also documents how changes in the rules of office give rise
to new patterns of behavior in office-holders (cf. Weller 1985; Rose 2001; 2007).
Examples include the move from parliamentary to presidential government in France
in the fifties, and the oft-observed changes in senior civil servant behavior (from
‘mandarins’ to ‘managers’) following the introduction of fixed-term contracts; output
steering and performance pay in various countries (Weller 2001).
Contextual approaches
Fourthly, contextual approaches to understanding public leadership look at the role of
situational and temporal factors. Leadership is often exercised most visibly and
decisively at certain critical junctures (‘occasions’, ‘crises’ etc.). Political systems,
with their routines and rhythms, typically throw up such occasions in patterned ways
(electoral cycles, political business cycles), as do the ups and downs of national
economies and fiscal positions. In addition, unscheduled events such as disasters,
scandals, and so on, create the proverbial ‘windows of opportunity’ for ‘policy
entrepreneurs’ inside and outside government to do business and exercise leadership,
and at the same time may place severe, stress-inducing performance pressures on key
office-holders (Holsti 1972; Janis 1989). Reading these various ‘signs of the times’
and acting upon them proactively, therefore, becomes an important leadership
challenge. A key example of such a contextual approach is Stephen Skowronek’s
(1993) study of presidential leadership in the United States, which systematically uses
a theory of political time to map out the leadership possibilities and constraints facing
every holder of the US presidency since Adams, and to thus explain their success and
failure from the (mis)match between this contextual opportunity structure and the
individual’s role conceptions and political stances.
Performative approaches
Leaders are actors. They need an audience. Some favor niche audiences tailored to
their ‘off-Broadway’ versions of localized leadership. Others favor global audiences
for their mission to mobilize transnational followers. Most operate in-between,
playing to a national audience in a public theatre showcasing leaders’ talent to appeal
to audiences interested in issues of civic identity, sovereignty and national purpose.
Carnes Lord’s (2003) The Modern Prince is subtitled ‘what leaders need to know’: the
chapter on communication traces the critical analysis of the stagecraft of public
leadership back to Greece, taking Aristotle’s Rhetoric as the most convenient point of
analytical entry.
Uhr’s Terms of Trust attempts to apply a similar framework of rhetorical analysis to
Australian public leadership (Uhr 2005a: 65-78). Uhr draws on recent US scholarship
on ‘the rhetorical presidency’ which investigates the careful and deliberate way that
US national political leaders, like all good actors, manage through their mouths. This
is echoed in the suggestive title of but one revealing US study: Deeds done in words:
presidential rhetoric and the genres of governance (Campbell and Jamieson 1990).
Despite considerable skepticism about rhetorical ruses (see for example, Edwards
1996), scholarship marches on. One of the latest publications deals with the hard
reality of US economic policy: Wood’s The Politics of Economic Leadership which is
subtitled: ‘the causes and consequences of presidential rhetoric’ (Wood 2007).
Researchers’ interests in the ‘cunning’ of public speech matches public interest in the
‘craft’ of ‘great public speeches’. This popular interest in ‘great public speeches’ is an
important clue to the rhetorical construction of leadership. Leaders themselves frame
their leadership in words addressed to followers, in a carefully orchestrated display of
‘follow the lieder’ (apology for the pun). As with so many theatrical displays, the
words alone do not tell the whole story: much depends on the setting, the scene, the
show itself, including the body language of gesture and suggestion, often conveyed by
silence as much as by explicit statement. Leaders have many tools at their disposal,
many of which are forms of power and persuasion that are deployed only ‘behind
closed doors’ out of public view. But one of the most valuable of their persuasive
tools is their tongue, especially when used to provide a sustaining narrative to reassure
followers that all are on the right path and heading in the right direction. This per
formative capacity does not have to come across in Oscar-winning polished routines:
indeed, for all his lack of stage glamour, John Howard is a good working model of the
effective public leader who knows the importance of his every word in holding his
audience. In common with his predecessors Menzies, Whitlam, Hawke and Keating,
he knows that his most important ‘lieder-script’ is about the nature of citizenship, of
Australian civic rights and responsibilities and of the place of Australia in a global
world (cf. Uhr 2002).
Ethical approaches
Finally, there is the ethical approach to understanding public leadership. This asks the
question if public leaders should, and can afford to, observe ethical standards, if not
codes of conduct. This is an old question, harking back to Greek political philosophy
and forever highlighted by the work of Niccolo Machiavelli. In this Machiavellian
spirit, Lord Acton famously observed that power corrupts and absolute power corrupts
absolutely, adding in the next line that ‘great men are always bad men’. If that is the
case, leadership in a democracy such as Australia becomes inherently problematic.
The primary task here is not to overlay a framework of ethics on top of leadership
practice, as though we could clamp down on unethical leadership. Instead it is to try to
reveal the ethical orientation of leaders themselves, to try as best we can to understand
what leaders understand by ‘the ethics of leadership’. Uhr suggests that Australian
political leaders see their own role as inscribers of a civic ethic conveyed in the ‘terms
of trust’ that leaders devise as a sort of contract between citizens and their political
representatives (Uhr 2005a). In this approach, ethics emerge as an important element
in the order of mutual obligation devised by political leaders who compete for the
subscription and support of followers. Leaders are thus prepared to be judged
according to the public estimate of their trustworthiness, which is among the most
important of the ethical qualities requiring their constant political management.
As ever, Weber caught much of the meaning of this political management of ethics in
his evocation of the calling or profession of politics (Weber 1994). Even democratic
political leaders appreciate the value of excusing themselves from the ethical order
properly accepted by their followers, and the value of abiding by a separate ethical
order Weber termed ‘the ethic of responsibility’. Under this leadership ethic, power
holders put themselves forward for public judgment free from any constraint of
traditional ethics of what Weber calls ‘absolute conviction’ or pure intention. The
ethic of leadership responsibility is something of a call to arms: leaders do ‘whatever
it takes’ in the knowledge that, if they have their way through their chosen terms of
trust, they will be judged by the results of their rule, and not by their compliance with
‘the rules’ of any legal or ethical order. Call this a form of ‘results-oriented ethics’ if
you want to place it in the content of new public management, where compliance with
traditional rules of process is down-valued in favour of getting on with the job and
delivering results.
Much of the recent surge in writing about political leadership is explicitly and self-
consciously (neo-)Machiavellian (for example, Lord 2003; Keohane 2005), whilst at
the same time there is a strand that is explicitly advocating moral fibre, public
integrity and active responsibility as hallmarks of true leadership (Hargrove 1998;
Dobel 1998; Uhr, 2005b). Clearly, there is a debate here that needs to be waged. The
nature and terms of the debate vary markedly when it comes to political, bureaucratic
and civic leadership. The tensions identified by Weber apply more generally: across
the leadership scene, leaders manage the competing interests of the absolutist ethics of
‘clean hands’ and the relativist ethics of ‘dirty hands’. There are many variations of
these competing ethical obligations. Weber himself paints an image of decisive
political leadership against a background of very dark and threatening colours:
‘decisionism’ becomes a privileged feature of this model of opaque leadership
SIGNIFICANCE OF THE PROBLEM

Leadership Development is the natural course for an organization to

meet the future challenges of business. The leadership development
initiatives/practices being followed / taken in PNB needs to be
investigated, so as to make suggestions to make the same more
effective and realistic.
 REVIEW
OF
LITERATURE

Leadership Development Best Practices

From the February Chief Learning Officer newsletter:

Best Practices - Josh Bersin

Published February 2008

Leadership Development in 2008

Leadership development continues to be one of the fastest-growing
areas of corporate training. Spanning programs from management
training to executive development and cultivating high potentials,
leadership development consumes almost 25 percent of all
corporate training dollars. Today’s emphasis on building the
leadership pipeline makes this investment more important than
ever. After two years of research, we have found six best practices
common to highly successful leadership development initiatives.
1. Strong executive engagement: The most important practice of all
is to obtain the engagement of top leaders and managers. Their
commitment means that the program will be highly regarded,
aligned with corporate strategy and focused on the right business
issues. At Textron, the top leadership team participates in each
major element of the leadership development program.

2. Tailored leadership competencies: Successful leadership

development programs are based on identified leadership
competencies. By isolating and agreeing upon leadership
competencies most important to your business, you will have the
foundation for leadership development, as well as succession
planning, career development and other talent-related processes. All
high-impact programs we’ve studied are built on well-established
leadership competency models.

3. Alignment with business strategy: Leadership development is far

more than management training. As leaders move up in the
organization, their skills must shift from people and project
management to strategic business and operations management.
Organizations such as Agilent, Aetna and Cisco focus heavily on
company-specific business strategies in their leadership programs.
Such programs cannot be totally comprised of off-the-shelf content.
Furthermore, leadership development programs must be included in
business conversations and planning. At New York Mellon, the top 10
executives meet quarterly to review the efforts of the leadership
development group and how it is supporting the company’s current
business initiatives.

4. Target all levels of leadership: While the term “leadership” may

not seem to apply to first-line managers, we find that high-impact
programs have elements that apply to every level of management.
At Shell, line managers participate in a program called Shell Life,
which includes basic training in coaching, change management,
delegation and development. Functional managers participate in a
program that focuses on business leadership, business
management, vision and other leadership qualities. Also, top
business leaders are involved in a third program, which focuses on
Shell’s business management and uses external education and
consultants to train top global leaders.

5. Apply a comprehensive and ongoing approach: No sound

leadership development program consists solely of an instructor-led
training event. Programs must include developmental assignments,
360-degree assessments, and meetings with global counterparts,
case studies, external education and a wide variety of e-learning
and other media to give leaders a complete experience. People
learn to lead by doing, so the best leadership development
programs focus heavily on experiential learning.

6. Integrate with talent management: To build a sustainable

leadership pipeline, organizations must implement programs to
assess leadership potential (part of the performance management
process), identify successors to existing leaders and place these
individuals into the right development programs as part of the
company’s regular business practices. In fact, one of the biggest
indicators of a first-class leadership development program is a set of
established practices and a corporate culture that encourages
development through the enterprise.

Those companies with weak leadership pipelines could well suffer in

the years ahead, when talent grows increasingly scarce. I encourage
you to think about leadership development initiatives and these six
practices as you plan for 2008.
The Leadership Dilemma in a Democratic Society
Over a two-year period, the Public Sector Consortium.(at the time known as the High
Performing Federal Agencies Community of Practice) developed a series of systems
maps that illustrate the kinds of leadership dilemmas faced by public managers in a
democratic society. For example, the need to show short-term results for a new
administration tends to reward command-and-control leadership styles and
complicates efforts to define a clear mission for an agency. The Consortium
developed the maps to help leaders and the professionals who design leadership
development programs to engage in dialogue about the systems and structures in their
own organizations. The intention is to create opportunities for organizations to create
the structures and systems that support quality public sector leadership. The Public
Sector Consortium also now offers training courses of its own, the Organizational
Learning Curriculum for Leaders.

Leadership development:

,
David V. Day
The Pennsylvania State University, University Park, PA 30 April 2001.
Abstract
Interest in leadership development is strong, especially among practitioners.
Nonetheless, there is conceptual confusion regarding distinctions between leader and
leadership development, as well as disconnection between the practice of leadership
development and its scientific foundation. The present review examines the field of
leadership development through three contextual lenses: (1) understanding the
difference between leader development and leadership development (conceptual
context); (2) reviewing how state-of-the-art development is being conducted in the
context of ongoing organizational work (practice context); and (3) summarizing
previous research that has implications for leadership development (research context).
The overall purpose is to bridge the practice and science of leadership development by
showing the importance of building both human and social capital in organizations.
Specific practices that are reviewed include 360-degree feedback and executive
coaching, mentoring and networking, and job assignments and action learning.
Practices and research are framed in terms of a general need to link leader
development, which is primarily based on enhancing human capital, with leadership
development that emphasizes the creation of social capital in organizations.
 OBJECTIVES

OBJECTIVES

The main purpose of the research is to understand the Leadership Development

practices being followed by PNB.

• Understand the role of the effective leaders in PNB.

• Identify the leadership behaviors in PNB.

• Identify the Leadership Development initiatives of the PNB.

• Identify the Leadership Development programmes being attended by the

managers of PNB.

• Identify the most popular leadership development initiatives of the PNB.

CHAPTER-2
 RESEARCH
METHODOLOGY

RESEARCH DESIGN
Research Design is the way in which the research is carried out. In
this study descriptive and analytical research is undertaken
in order to complete the project.
SAMPLING

• METHOD OF SAMPLING

RANDOM SAMPLING technique has been followed for the study.

RANDOM SAMPLING is a technique in which each & every unit of
population has an equal opportunity of being selected in the
sample. Personal bias of the investigator does not influence the
selection.

• SETTING THE UNIVERSE AND SAMPLE SIZE:

For the purpose of research the universe size will be PNB

COVERING DELHI & NCR and sample size will be 50 employees of
PNB.

METHOD OF DATA COLLECTION

The methodology will be collect data by primary and secondary

sources.

1. Primary Data
 The Primary Data will be collected through a
questionnaire this will be followed by the researcher
and respondent on the company. The data also will be
collected by taking appointment with manager and Sr.
Executive in HR department, which will be followed by visit to the
concerned companies.

2. Secondary Data: The Secondary data is used by:

i. Journals and periodicals

ii. Relevance books and Case studies
iii. Internet Website
iv. Others sources

TOOLS OF DATA ANALYSIS:

Through questionnaire and personal interview the desired data will
be collected. The same will be analyzed by editing, coding and
tabulating. Tabulating refers to bringing together similar data and
compiling them in an accurate and meaningful manner the data
collected by questionnaire was analyzed interpreted with the help of
table.

COMPANYPROFILE
Punjab National Bank (PNB) is one of the 500 largest banks in the world, and enjoys a
rich history and heritage. PNB was the first Indian bank to be started solely with
Indian capital. Established in 1895 at Lahore, and nationalized in 1969, it has worked
assiduously to build the banking sector in rural and urban India. It has presence in
remote areas of the country, cutting across cultural and linguistic boundaries.

PNB’s principal activities are to provide treasury and banking operations. The
activities include accepting deposits, lending loans and to provide other financial
related services. The banking operations provides short and long term loans to
agricultural, small scale industries and other priority sectors. PNB also offers internet
banking facilities to its customers. PNB is 100% CBS and operates through 4869
branches, 444 extension counters and 1855 ATMs.

Leadership development is strong, especially among Public banks. Nonetheless, there

is conceptual confusion regarding distinctions between leader and leadership
development, as well as disconnection between the practice of leadership development
and its scientific foundation. The present review examines the field of leadership
development through three contextual lenses: (1) understanding the difference
between leader development and leadership development (2) reviewing how state-of-
the-art development is being conducted in the context of ongoing organizational work
and (3) summarizing research that has implications for leadership development. The
overall purpose is to bridge the practice and science of leadership development by
showing the importance of building both human and social capital in organizations.
Specific practices that are reviewed include 360-degree feedback and executive
coaching, mentoring and networking, and job assignments and action learning.
Practices and research are framed in terms of a general need to link leader
development, which is primarily based on enhancing human capital, with leadership
development that emphasizes the creation of social capital in organizations.

The most important role of PNB leaders has been to solve the problems and
challenges faced in a specific environment. When we say we want more leadership in
the public sector, what we are really looking for is people who will promote
institutional adaptations in the public interest. Leadership in this sense is not value
neutral. It is a positive espousal of the need to promote certain fundamental values
 ANALYSIS AND
INTERPRETATION OF
DATA

ANALYSIS AND INTERPRETATION OF DATA

1. Leadership
1.1 General:
Leadership is the behavioral style or pattern you use when trying to
influence the behavior of other people. It is an influence process.
Your perception of your own behavior and its impact on others is an
indication to yourself of your intentional actions. The people you are
trying to influence will however, react to your behavioral actions
according to their own perceptions of your behavioral style. You
have to get your own perception in line with how others see and
experience you, if you want to influence them effectively.

1.2 Purpose of this module:

The purpose of this module is to supply you with knowledge so that
you can:
- adopt the appropriate leadership style for a particular situation.

2. Leadership styles:
Dominant response traits in conflict situations can vary between
domineering, collaborating, compromising, accommodating and
avoiding, depending on the degree of cooperativeness and the
degree of assertiveness. The following diagram illustrates dominant
response traits:
In terms of leadership styles, the degree of assertiveness is replaced
with autocratic style and degree of cooperativeness is replaced with
democratic style. The above diagram can then be converted as
follows:

While autocratic leaders use position, power and formal authority to

get results, democratic leaders use their personal power (obtained
from how others view them). Democratic leaders encourage
participation of others in problem-solving and decision-making.

A further development is the introduction of the four leadership

styles, ranging from S1, S2, S3 through to S4, which can be
illustrated as follows:
Directive behavior is the degree of one way communication with
subordinates by telling them what, where, when and how to do
things and closely supervising their progress.

Supportive behavior is the degree of two way communication with

subordinates by listening, supporting, encouraging and involving
them in decision-making.

With directive behavior more time and energy are spent on detailed
instructions and supervision.

The leadership styles, as perceived by subordinates by the way that

a leader treats them during problem-solving and decision-making
sessions, can be described as follows:

2.1 Style 1 (S1) - DIRECTING:

With this approach the leader has a high tendency of taking

decisions himself, instructing others how to execute the decisions
and closely supervising their progress.

2.2 Style 2 (S2) - COACHING:

The leader is still directing with his ideas but also encourages
suggestions. Two-way communication increases, but the leader
controls decision-making.

2.3 Style 3 (S3) - SUPPORTING:

The control of problem-solving and decision-making shifts to the
subordinate. They now make decisions together and the leader is
mentoring the subordinate's judgment. A higher tendency emerges
of the leader sharing his control by allowing and encouraging
subordinate participation in decision-making.

2.4 Style 4 (S4) - DELEGATING:

The problem is discussed with the subordinate to get mutual

agreement on problem definition. The control over problem-solving
and decision-making is totally turned over to the subordinate, so
that he can "run his own show".
3.DEVELOPMENT LEVELS:

The development level of an individual or a group is their degree of

competence and commitment to perform a specific task without
supervision.
You can obtain competence by improved skills and knowledge
through training, education and experience. Commitment on the
other hand, is a product of self-confidence and motivation. Self-
confidence stems from beliefs about oneself, while motivation stems
from personal
interest and enthusiasm for a task.

There are four development stages, each representing a different

combination of competence and commitment, ranging from D1, D2,
D3 and through to D4:

Peak Reluctant Disillusion Enthusiast

Performer Contribut ed ic
or Learner Beginner
Competen High High Some Low
ce Level competenc competenc competenc competenc
e e e e
 Commitm High Variable Low High
ent commitmen commitmen commitmen commitmen
Level t t t t

D4 (High) D3 D2 (Low to D1 (Low)

Developm (Moderate moderate)
ent Level to high)

3.1 Development level 1 (D1):

When faced with a new task, an individual with no or little

knowledge and experience, will be eager and enthusiastic to learn.

3.2 Development level 2 (D2) :

At this stage the individual has made several attempts at task
accomplishment and often finds it to be more difficult or less
interesting than anticipated. He/she becomes disillusioned and
commitment drops.

3.3 Development level 3 (D3) :

The individual learns to accomplish the task with the help and
support of his boss and is doubtful whether he/she can perform the
task without help from the boss. The boss tells them they are
competent, but they are still doubtful and commitment fluctuates
from excitement to insecurity.

3.4 Development level 4 (D4) :

With help and support, the individual can eventually become a high
performer. The individual has proven to himself that he is competent
on his own and self-confidence and satisfaction is high. Competence
and commitment are both at a high level.

4. Matching leadership style to development level:

We have so far seen that competence steadily increases as the
individual progresses through the development levels from D1 to
D4. This can also be associated with the normal learning curve of
people.

Commitment, however, does not follow the same smooth steady

increase and can vary in degree at the different levels.

Furthermore, an individual can be at a high level of development in

one task, but at a lower level of development with another task.

Thus, a drop in commitment calls for high supportive behavior. Treat

the same individual with respect to different tasks, according to his
development level in a specific task.
At development level D1, with high commitment and low
competence, the Directing style S1 is appropriate. It tells people
what roles to play, what, how, when and where to do tasks. Support
is not appropriate.

At D2, people lack competence and commitment. The lack in

competence still calls for directive behavior and lower commitment
calls for supportive behavior that increases two-way communication
to build confidence and motivation. This is the Coaching style S2.

At D3, with variable commitment and motivation, more participation

by the individual in decision-making is appropriate; also listening,
supporting and encouraging using learned skills. This is the
Supporting style S3.

At D4, both competence and commitment are high and the

individual needs little direction and support. He is now a peak
performer and psychologically matures. This is the Delegating style
S4.

3.INCREASING DEVELOPMENT LEVEL:

It requires time and energy by the leader to train and develop an

individual. However, if you do not do it, performance will remain low
and frustration mutually high. The quicker you get a person from D1
to D4; the sooner performance will be high so that you can spend
your time and energy elsewhere. Simultaneously you will have
created productive and satisfied employees.

5.1 Directive behavior to train people to become high performers,

can be summarized in 4 steps:

5.1.1 Tell, describe and explain to them clearly what you want them
to do.

5.1.2 Show them how to do it so that they understand the standard.

5.1.3 Let them try - that is, let them learn by trial and error.

5.1.4 Observe performance by close supervision to provide help in

correcting errors when needed.

5.2 Supportive behaviors to reinforce motivation:

5.2.1 If you can catch people doing something right and provide
praise or promotion, this will reinforce motivation and self-image,
which in turn

increases the probability of the successful occurrence repeating

itself.

5.2.2 Allow people to progress in small steps. Success is easier with

a step at a time and reinforces motivation. Give praise for progress
that is approximately right as well.

5.2.3 The idea is to provide support through the development stages

so that direction as imposed externally by the leader in the earlier
stages, shifts over so that it becomes internally imposed and
generated by the individual himself.

5.2.4 If you continue longer than necessary to direct and closely

supervise people, you are sending them a message that you do not
trust them, which in turn affects performance. If, however, you
involve them in problem-solving and decision-making, they will get
 feelings of confidence and motivation. The sooner you begin to
delegate to them, the sooner they will get the message that you
regard them as capable, trustworthy, responsible and reliable
persons. This will reinforce higher performance

9.1 APPROPRIATENESS OF STYLES:

The four styles vary in terms of the amount of direction, support and
subordinate involvement

Style Appropriate Inappropriate

S1 Where there is a match With a D2, D3, D4 and there's a
(D1), with someone who is mismatch.
low in competence but When you have underutilized a
motivated. person's skills; when you have
In an emergency. taken on their "monkey".
When there is a short When it is overused and you come
timeline with a D2 or D3. across as a dictator.
 With a D2 on a
complicated, new, and very
important task.
Sometimes, where there is When used as a reprimand,
a major organizational inappropriately, with a D1 or D2.
change. When there is no checking for
When there is a lack of understanding.
experience in relation to a
specific task, such as with a
new employee.
With a D2, a person who
has some competence, but
not all the skills,
knowledge, or information
needed, who is also
unmotivated or With a D1, D3 or D4 and there's a
disillusioned. mismatch.
With a D1 or D1/D2 who is With a D1- there's too much
developing; with a person encouraging and consultation.
who has performed well
under your close With a D3 - there's too much
S2 supervision. direction.
When a subordinate has With a D4 - there's too much
some skills and experience direction and support.
to contribute, but may not When the use of S2 comes across
have all the information or as the "helpful but interfering back-
perspective the manager seat driver".
has.
To build a subordinate's
commitment to doing a
task if he/she has some
skills or knowledge needed.
S3 With a subordinate who has If there is a mismatch - when an
most of the skills relevant individual or group needs more
to doing a task, but is a direction (S1 or S2) or less support
little insecure; with (S4).
 someone who lacks
confidence.
With a subordinate who has
the skills needed to do the If it is rescuing - the manager
task, but does not care. cannot stay uninvolved even
though the person has the skills to
With a subordinate who has
do the task.
good skills and ideas, but is
new to the task or is If it is too paternalistic, supportive
hesitant, because he or she or friendly.
has never done the task When the praise that is given, is
alone before. global, not specific.
With a D4 who is slipping to When you do something for
D3 for whatever reason - a someone that they can do for
productivity problem or a themselves ("you love them into in
personal problem. competency or dependence").
With someone who likes
and may need recognition
and support.
With unmotivated, insecure, or
apathetic subordinates.
With people who do not have all the
With D4's - motivated, skills to do the task, because the
confident, educated, manager is setting them up to fail
experienced, self-directing,and setting himself/herself up to
self-supporting persons. use the 1-4-1 leave-alone-zap
With a group which has all leadership style.
the technical and teaming When performance and/or
S4
skills needed to do a task. motivation changes.
With D3's who have all the When introducing a new person to a
skills for the task at hand group.
when there are long
timelines, low stakes, and If the manager loses touch with
built-in reinforcement. what is going on; does not monitor
performance.
When there is a change in the
organization.
IMPROVING YOUR EFFECTIVENESS BY BETTER LEADERSHIP
DEVELOPMENT PRACTICES
Using the leadership model effectively requires that the manager be
able to assess accurately the developmental level of subordinates.
This section outlines the use of such an assessment.

PROCESS:

1.1 Distribute copies of the assessment form to each of your

subordinates. Explain that you wish to examine the appropriateness
of your leadership style with your subordinates.

1.2 Set a date for the return of the form and another date for a
discussion of the results.

1.3 Complete your assessment of your subordinates on the same

form.
1.4 Compare the two sets of results prior to discussion and highlight
the major differences.

1.5 In the discussion aim to reconcile the differences. Be open to

your subordinate's opinions.

1.6 Agree as to an appropriate leadership style to use with the

subordinate.

1.6. To assess an appropriate style, follow this guide:

Score from section 1 of

assessment
Mark your score from section 1
8 7 6 5 4 3 2 1
with "X"
Task style required S4 S3 S2 S1
 Score from section 2 and 3 of
assessment
Mark your score from section 2
8 7 6 5 4 3 2 1
and 3 with "X"
Relationship style required S4 S3 S2 S1

1.6.2 Regarding task style, my leadership will be more effective

when I do the
following things:

1.6.3 Regarding relationship style, my leadership will be more

effective when I do the following things:

1.7 Review the effectiveness of your leadership behaviours monthly

(or as suitable) by reassessing development level or by discussion
only.

ROLE OF LEADERSHIP

Leadership examines the various roles carried out by leaders.

Leadership roles are a subset of the managerial roles. Leading is a
complex activity, roles can be classified as a part of the leadership
function of management.

1. Figurehead leaders, particularly high ranking mangers,

spend some part of their time engaging in ceremonial
activities, or acting as a figurehead. Four specific behaviors fit
the figurehead roles of leaders
a) Entertaining clients or customers as an official
 representatives of the organization
b) Making oneself available to outsiders as a representative
o0f the organization.
c) Serving as an official representative of the organization at
gatherings outside the organization.
d) Escorting official visitors

2. Spokesperson. When a manger acts as a spokesperson, the

emphasis is on answering letters or inquiries and formally
reporting to individuals and group outside the manager’s direct
organizational unit. As a spokesperson, the managerial leader
keeps rive groups of people informed about the unit’s activities
plans, capabilities,, and responsibilities(vision):
a) upper-level management
b) client or customers
c) other important outsiders such as labor unions
d) professional colleagues
e) the general public

Dealing with outsides groups and the general public is usually the
responsibility of top-level managers.
3) Negotiators part of almost any managers job description is
trying to make deals with others for needed resources.
Researchers have identified three specifics negotiating activities.
a) Bargaining with other supervisors for the funds, facilities,
equipment, or
others form of support.
b) Bargaining with other units in the organization for the use
of staff, facilities, equipment, or other form of support.
c) Bargaining with suppliers and venders for services,
schedules, and delivery times.
4) Coach and motivator: an effective leader takes the times to
coach and motivate team members. This role includes four
specifics behaviors:
 a) Informally recognizing team member’s achievements
b) Providing team members with feedback concerning
ineffective performance
c) Ensuring that team member are informed of steps that
can improve their performance
d) Implementing rewards and punishment to encourage and
sustain good performance.
5) Team builder a key aspect of a leader’s role is to build an
effective team. Activities contributing to this role include:
a) Ensuring that team members are recognized for their
accomplishments, such as through letters of appreciation.
b) Initiating activities that contribute to group morale, such
as giving parties and sponsoring sports team
c) Holding periodic staff meetings to encourage team
members to talk about their accomplishments, problems,
and concerns.
6) Team player. Related to the team-builder role is that of the
team player. Three behaviors of team players are:
a). displaying appropriate personal conduct
b). co-operative with other units in the organization
c). displaying loyalty to superiors by sporting their plans and
decisions fully
7) Technical problem solver. It is particularly important for
supervisors and middle managers to help team members solve
technical problems. Two activities contributing to these roles are:
a). serving as a technical experts or advisor
b). performing individual contributor tasks on a regular basis,
such as making sales calls or repairing machinery.
8). Entrpreneur: Although not self-employed, mangers who work
in large organizations have some responsibility for suggesting
innovative ideas for furthering the business aspects of the firm.
Three entrepreneurial leadership role activities are:
a).Reading trade publications and professional journals to
keep up with what is happening in the industry and
 profession.
b). Talking with customers or others in the organization to
keep up with changing needs and requirements
c). Getting involved in situations outside the units that could
suggest way pf improving the unit’s performance. Such as
visiting other firms, attending professional meetings or trade
shows, and participating in educational programs.

9). Strategic planner. Top-level managers engage in strategic

planning usually assisted by input from others throughout the
organization. Carring out the specific activities involved in this
role include:
a). setting a vision and direction for the organization
b). Helping the firm deal with the external environment
c). Helping develop organizational policies.
The role of leadership in the conception of modernization and
improvement, before outlining key approaches to understanding
leadership and the management of influence in and by local
authorities. Local authorities are increasingly concerned with
distributed leadership (even though new structural arrangements
may concentrate in leadership); of leadership at the cross-roads of
different organizational cultures and structures; of the importance of
inter organizational leadership not just leadership by individuals;
and the importance of influence across organizational boundaries
not just control of the internal organization. The authors call for
models of leadership to be updated to reflect new challenges.

The most important role of PNB leaders has been to solve the
problems and challenges faced in a specific environment. When we
say we want more leadership in the public sector, what we are really
looking for is people who will promote institutional adaptations in
the public interest. Leadership in this sense is not value neutral. It is
a positive espousal of the need to promote certain fundamental
values that
can be called public spiritedness. Leadership is an important and
crucial variable that leads to enhanced management capacity, as
well as organizational performance. A leadership focus also plays an
integrating role among various Human Resource Management
components including recruitment and selection, training and
development, performance management, public service ethics, and
succession planning. The leadership development strategies of
OECD Member countries, historically and culturally are spread
across a wide spectrum. At one end is a high level of central
intervention in which future leaders are identified and nurtured from
the early stage through a centralized selection, training and career
management process. In contrast there is a growing group of
countries which adopt “market-type” approaches to developing and
securing leaders. Between these poles, there are different mixes of
the two approaches. Many countries now have designated “Senior
Executive Services” membership – with varying degrees of central
intervention. General trends of leadership development in OECD
Member countries are:
Developing comprehensive strategies: A few countries have set up
systematic strategies for leadership development. For instance, the
UK Government has recently started to work on a leadership
development

model. The Norwegian Government has renewed its strategic plan

for leadership in the civil service, in order to reflect increased
concern for public sector change.
Linking the existing management training to leadership
development: Many countries are expanding their existing
management development program to encompass leadership
development. One leadership development program in Finland
includes the creation of a new management development program
following re-evaluation of their previous one. There is no single best
model for developing future leaders, because each country has its
unique public sector values to be emphasized and the management
systems are different from country to country. Despite the diversity
of strategies and approaches adopted by OECD Member countries,
some general and common trends in developing future leaders can
be drawn from the country experiences.
To define a competence profile for future leaders: In the UK and the
US, the first step taken to develop future leaders was to define the
competence profile for future leaders. The idea underlying this is
that competencies required for future leaders could be different
from those required for present leaders in terms of their
responsibility, capability, and role. For this reason, it is essential to
predict what forms the future public sector will take, and what
challenges will be faced in order to identify and develop leaders
suitable for the future environment.

Management vs. Leadership

Management is the science of getting the job done

efficiently through people. It involves coordinated
processes, controls and the execution of tasks and
projects to accomplish the organization's mission.
Leadership is the art of inspiring and empowering
people to see the vision and do their jobs effectively.
Not all managers are leaders and not all leaders are
managers.

The best managers are also great leaders,

effectively applying the science of management
along with the art of leadership. People naturally
follow leaders out of trust, respect and personal
motivation. Leaders set the right example and
bring out the best in the people who follow them.

Effective leaders are connected, engaged and have a

passion for their mission. They build teams and instill a
vision, motivation and passion in the teams they lead.
Leaders are coaches, helping the members of their
teams to excel and grow. They freely give positive &
negative feedback to team members, building skills and
confidence. Effective leaders build winning teams that
take pride in their performance.

Our role is to help each of your managers and supervisors to

develop effective leadership skills. We provide the training and tools
to equip your management team to lead your organization to new
levels of performance, motivation and productivity

LEADERSAHIP DEVELOPMENT PROGRAMMES

A time-honored strategy for developing prospective, new, and

practicing leaders is to enroll prospective leaders in leadership
development programs. These programs typically focus on such
topics as personal growth, leadership style, strategy formulation,
influence motivation and persuasive communication. Many
management development programs are also aimed at leadership
development. The difference, however, is that management
development programs offer courses that cover hundreds of topics
within the functions of planning, organizing, controlling, and leading.
A term in vogue to cover company activities geared toward
leadership and management development, as well another forms of
high-level training. Organization us internal specialists as well as
outside experts to conduct the training and development sessions.

TYPES OF LEADERSHIP DEVELOPMENT PROGRAMS

 In practices, the various programs for developing leaders often
overlap, for ease of comprehension; we divide these programs into
six categories:

1. FEEDBACK-INTESIVE PROGRAMS:
As implied many places in the text, an important vehicles for
developing as a leader is to obtain feedback on various aspects of
your behavior. A feedback-intensive development program helps
leaders develop by seeing more clearly their patterns of behavior
and attitude on their effectives. Such a program also helps leaders
or potential leaders find more constructive
Ways of achieving their goals.
Feedback-intensive programs combine and balance three key
elements of a development experiences: assessment, challenge and
support. The program typically takes place in a classroom or
conference room. At the Center of for creative Leadership, the
programs last six days. Assessment and feedback are almost
constant, immer5sing participants in rich data about themselves and
how they interact with others. The amount and intensity of the
feedback create intense challenges. Among them are the needs to
look inward, the discomfort of being observed and rated while
engaging in such tasks as group problem solving, and encounters
with new idea.
To help participants cope with these challenges, the program
provides intensive support from both the programs staff and other
participants. When the programs go well, a good team spirit
develops among participants. Support continues after the program
with follows-up letters by the staff and continued contacts with
program participants.
Feedback in the program comes from many sources, including
interviews with the participant’s boss, personality tests, leadership
tests and videotaping. Combined with an explanation of the findings,
the feedback often results in behavior change

2. SKILL BASED PROGRAMS.

Skill training in leadership development involves acquiring
abilities and techniques that can be converted into action. Acquiring
knowledge precedes a acquiring skills, but in skill based training the
emphasis is on learning how to apply knowledge. A typical example
would be for a manager to develop coaching skills sp he or she can
be more effective face to face leader. Skill training, in short, involves
a considerable element of “how to”
Five different methods are often used in skill-based leadership
training: lectures, case study, role play, behavior role modeling, and
simulation.
First three methods are quite similar, only the4 last two are
described here.

• BEHAVIOR ROLE MODELING is an extension of role playing

and is based on social learning theory. You first observe
appropriate behavior, and then you role –play the behavior and
gather feedback. A person might observe a video of a trainer
giving positive reinforcement, then role-play giving positive
reinforcement. Finally, the classroom trainer and the other
participants would offer feedback on performance.

• SIMULATIONS give participants the opportunity to work on a

problem that simulates a real organization. In a typical;
simulation participants receives a hard copy or computerized
packet of information about a fictitious company. The
participants are given details such as the organization chart,
the company’s financial status, descriptions of the various
departments, and key problem facing the organization or
organizational units. Participants the play the roles of company
leaders and devise solutions to the problems. During the
debriefing, participants receive feedback on the content of
their solution to problems and the methods they used. The
group might be told, for example, “your decision to form a
strategic alliance was pretty good, but I would have liked to
have seen more group decision making.”

3. CONCEPTUAL KNOWLEDE PROGRAMS:

 Leadership development is to equip people with conceptual
understandings of leadership. The concept are typically
supplemented by experimental activities such as role playing and
cases. Conceptual knowledge is very important because it alerts the
leader to information that will make a difference in leadership.

4. PERSONAL GROWTH PROGRAMS:

Leadership development programs that focus on personal
growth assume that leaders are deeply in touch with their personal
dreams and talents and that they will act to fulfill them. Therefore, if
people can get in touch with their inner desires and fulfill them, they
will become leaders. A tacit assumption in personal growth training
programs is that leadership is almost a calling.

5. SOCIALIZED PROGRAMS:
From the company standpoint, an essential type of leadership
development programs emphasizes socializing- becoming
acclimated to and accepting the company vision and values. Senior
executives make presentation in these programs because they
serve as role model who thoroughly understands the vision and
values participants are expected to perpetuate. Many of the other
types of programs presented so far also include a segment on
socialization, particularly in the kick-off session. Quite frequently the
chief executive makes a presentation of the company’s vision and
values/ An embarrassing problem in recent years is that many of
these roles models have later been accused of receiving
questionable forms of compensation from the company or of
approving unsavory accounting practices.

6. ACTION LEARNING PROGRAMS:

A directly practical approach to leadership development is for
leaders and potential leaders to work together in groups to so9lve
organizational problems outside of their usual sphere of influence.
You will recall that action learning is part of the learning
organization. Much of the development relates to problem solving
and creativity, yet collaborating with a new set of people from your
firm can also enhance interpersonal skills.
A final point about leadership development is that the process
continues to evolve. Leadership development will often visit
company sites, and some learning will take place through distance
learning and virtual classrooms. Development programs can be
delivered anytime anyplace. The new paradigm will be focused on
warnings that is action –oriented, meaning that the emphasis is on
immediate application. Learning has also become a lifelong process,
whereby global partners work collectively to produce a positive,
profitability future for all.

The following guidance to organizations that may be

interested in developing their own leadership
development programs:

1: BASE THE PROGRAM ON A COMPETENCY MODEL

Before any training or development activities can take place, it
is critical to identify the skills and competencies that will be
developed as a result of the effort. As discussed in the Public
Personnel Management article, Henrico County has developed 20
core leadership competencies, including communication, critical
thinking and decision making, organizational astuteness, and
personal integrity. These competencies provided the framework for
the county's development efforts. Other agencies, including San
Diego County, base their leadership academies on the same model
as Henrico County's multi-rater, 360-degree feedback tool.

2: ALLOW PARTICIPANTS TO SELF-SELECT

Each agency must determine for itself the best method for
selecting leadership development program participants. Factors
including collective bargaining influences, time, and the intended
target audience may impact the process you use to identify
participants. Some organizations target potential future executives
only, while others offer leadership development opportunities
organization-wide.
In my experience, the highest levels of success in terms of
participant commitment result from a competitive process where
interested participants apply to be involved. By self-selecting, rather
than by being appointed, participants are more likely to clarify their
purpose for wanting to take part in the program. When participants
are mandated to attend a leadership development program, they
are often reluctant to commit the time and energy into their
development, and oftentimes, they do not fully understand why they
are being asked to participate.

3: INVOLVE EXECUTIVES AND ELECTED OFFICIALS

It has been said in numerous articles about employee and
leadership development that without the full support and
involvement from the executive leadership team, the program will
fail. Top management must be involved in the development of the
curriculum, the selection of the attendees, and in the presentation of
the program. Their support is critical for the success and long-term
viability of any leadership development program.

4: BUILD THE PROGRAM ON 360-DEGREE FEEDBACK,

INDIVIDUAL DEVELOPMENT PLANNING, AND COACHING
360-degree survey tools provide feedback enabling leaders to
realize strengths and areas for development based on their own and
other's perceptions. Typically such feedback comes from the
participant's direct supervisor, direct reports, and peers. Today, such
processes can easily be facilitated online, and feedback reports are
comprehensive and detailed. Numerous vendors can now customize
survey tools to reflect your organization's competency model (see
Tip 1 above).
The feedback process, however, is only the start of the development
process. It is recommended that the feedback be delivered in
conjunction with opportunities for one-on-one coaching, as many
participants find the feedback difficult to translate into everyday
behaviors. A trained coach can help participants make sense of the
data. In addition, participants should be expected to develop their
own individual development plans that address competencies
highlighted in the feedback report. The individual development plan,
once endorsed by the participant's direct supervisor, should then
become the blue-print for the participant's leadership development
efforts.

5: IMPLEMENT ACTION LEARNING THROUGH PROJECT TEAMS

Another popular tool for enhancing leadership skills in public
organizations is the use of action learning. Action learning is a
common educational approach whereby participants learn by
addressing issues that are unique to their own organization and/or
community. The format involves a continuous process of learning
and reflection, built around learning groups of colleagues, often with
the aim of getting work-related initiatives accomplished.

6: USE INTERNAL AND EXTERNAL RESOURCES

It is important to make full use of your organization's executive
leadership team sessions that directly relate to the organization's
strategic plan, culture, and expectations. However, individuals
outside of the organization may be better positioned to present
other concepts. You may find that your organization does not have
the capacity or expertise to address all of the competencies
included in your model. A balance of internal and external
presenters provides participants with the opportunity to compare
and contrast the government's approach with the practices and
methods used outside of the organization.

7: MAXIMIZE INTERNAL PUBLICITY

Leadership development programs demand a great deal of
time and energy of both the participants and their managers and
staff, who must often cover for participants as they attend program
activities. You can communicate the goals and outcomes of the
program and recognize the importance of the effort by using internal
communications tools like e-mail, newsletters, and Intranets.
Everyone who is touched by the program should understand its
importance to the organization's goals.
Prior to the start of the program, formally introduce the participants
to the organization and encourage each organizational member to
support them. After the program, each graduate should be
recognized using the same communications tools, and their
managers and staffs should be thanked for supporting them.
Internal publicity can help garner support and enthusiasm for the
program and its goals.

8: CONTINUOUSLY ADJUST
The first version of any comprehensive leadership development
program is rarely perfect. It is important to continually modify the
program based on the feedback received not only from the
participants, but also from their managers. By continually improving
the program, it will better meet the needs of the organization, even
as the organization changes. In every leadership development
program I have developed and managed, the agenda and curriculum
is modified during the program and after graduation to reflect the
changing needs of the participants and the organization. It is critical
to be flexible and to listen to the program participants and their
managers in order to ensure the program continuously improves
and maintains its credibility and relevance.

9: CELEBRATE THE ACHIEVEMENT

A learning opportunity such as a leadership academy or
leadership development program requires a commitment of time
and resources, not only on the part of the coordinators, but also on
the part of management and the participants. A graduation or other
public celebration is critical to recognize the achievements of all
involved. The graduation does not need to be elaborate or lengthy.
A brief lunch with informal presentations will do the trick.
Nevertheless, finishing a program like this without some recognition
is like going to a movie without credits.

10: MEASURE AND TRACK OUTCOMES

While each organization determines the level and extent to
which the results of a leadership development program are
measured, a variety of tools can be used to determine the impact of
the program. Such measures include:
* Knowledge of leadership concepts as measured via a pre- and
post-assessment tool.
* Perceived change in selected leadership skills as measured by a
multi-rater, 360-degree feedback tool administered at the beginning
of the effort and again one year later.
* Number of participants retained over one, three, and five years.
* Number of participants promoted over one, three, and five years.
* Perception of the participant's supervisor related to the
participant's change in behavior after attending the leadership
development program.
* Reaction to the leadership development program curriculum as
measured by end of session evaluations.
However your organization decides to measure the outcomes of
your development efforts, it is recommended that the
measurements be established prior to the start of the program and
that they be monitored closely. Such measures will allow you to
make appropriate adjustments to future programs and will assist
you in showing the impact of the effort on your organization's
strategic objectives.
If your organization has not yet embarked on a leadership
development effort, it is likely that you will in the near future.
Changing demographics, an impending "brain drain," and a need to
enhance retention levels are driving public organizations of all sizes
to explore tools for ensuring the stability of their workforce. And,
while many organizations are exploring these efforts, each must find
a solution that works best for their unique culture and goals. The
elements presented in this article reflect the common practices in
public sector leadership development effort.
CONCLUSIONS
 CONCLUSIONS

The organization does use so many techniques, programs,

measurements, strategies, style effectively and efficiently. But we
can also use to some other skills to making the leadership more
effectively and efficiently that is :

DEVELOPMENT THROUGH SELF AWARENESS AND

SELF-DISCIPLINE

Leadership development is often perceived in terms of

education and training, job experience, and coaching. Nevertheless,
self-help takes many forms, including working on ones own to
improve communication skills, to develop charisma, and to model
effective leaders. Two major component of leadership self
development and self awareness and self-discipline.
An important mechanism underlying self-development is self
awareness, insightfully processing feedback about oneself to
improve personal effectiveness.
As with other types of personal development, leadership
development requires considerable self discipline. In the present
context, self-discipline is mobilizing one’s effort and energy to stay
focused on attaining an important goal. Self –discipline is required
for most forms of leadership development. Self-discipline is
particularly necessary because the pressure of everyday activities
often divert a person’s attention from personal development.
Self discipline plays an important role in the continuous
monitoring of one’s behavior to ensure that needed self-
development occurs. After one identified a developmental need, it is
necessary to periodically review whether one is making the
necessary improvements. Assume that a person recognized the
developmental need to become a more colorful communicator as a
way of enhancing charisma. The person would need self-discipline to
make the conscious effort to communication more colorfully when
placed in an appropriate situation.

DEVELOPMENT THROUGH EDUCATION, EXPERIENCE,

AND MENTORING

Much of leadership development takes place through means

other than self-awareness and self-discipline or leadership
development programs. Leadership is such a comprehensive
process that almost any life activity can help people prepare for a
leadership role.
Three important life and work experience that contribute to
leadership development are education, experience as a leader, and
mentoring. The link between each of these three factors and
leadership.

EDUCATION
Generally refers to acquiring knowledge without concern about
its immediate application. If a potential leader studies mathematics,
the logical reasoning acquired might someday help him or her solve
a complex problem facing the organization. As a result, the leader
stature is enhanced. Formal education is positively correlated with
achieving managerial and leadership positions. Furthermore, there is
a positive relation between amount of formal education and level of
leadership position attained.
Most high-level leaders are intelligent, well informed people
who gather knowledge throughout their carrier. The knowledge that
accrues from formal education and self-study provides them with
information for innovative problem solving. Being intellectually
alerts also contributes to exerting influence through logical
persuasion.

EXPERIENCE
On –the- job experience is an obvious contributors to leadership
effectiveness without experience, knowledge cannot readily be
converted into skills. The best experience for leadership
development are those that realistically challenges the manager.
Creating environment for development requires that an organization
first rid itself of the belief in survival of the fittest. The goal of
leadership development is to provide meaningful is to provide
meaningful development opportunities, not to push manages to the
point where they are most likely to fail. An important part of
capitalizing on challenging experiences is for the leader to be given
leeway in choosing how to resolve the problem.
The two major development factors in any work situation are
work associates and the task itself. Work associates can help a
person develop in myriad ways. An immediate superior can be a
positive or negative model of effective leadership. You might
observe carefully and plan to fronts a quality problem during a staff
meeting. You observe carefully and plan to use a similar technique
when it becomes necessary for you confront a problem.
Work related task can also contribute to leadership
development because part of a leader’s role is to be an effective and
innovative problem solver. The task that do most to foster
development are those that are more complex and ambiguous than
a person has faced previously. Starting a new activity for a firm,
such as establishing a dealer network, exemplifies development
experience.
Another way of obtaining experience helpful for development is
to learn from the wisdom of leaders who have been through
challenges. Often this types of experience sharing comes through
mentoring.

MENTORING
Another experience-based way to develop leadership capability
is to be coached more experienced person who develops a protégé’s
abilities through tutoring, coaching, guidance, and emotional
support. The mentor, a trusted counselor and guide, is typically a
person’s manger. However, a mentor can also be a staff professional
or coworker. An emotional tie exists between two personalities. In
reality it is widespread practice for employers to formally assign a
mentor to new employee to help him or her adjust level to the
organization and to succeed.
Three key human resources elements are associated with a
successful mentoring program. First, the human resource
department in conjunction with senior management needs to set the
goals of the program and base its design on those goals. Second,
the program administrators must carefully pair the mentors, set
realistic expectations for both parties and follow up with the pairs to
insure that the arrangement is satisfactory. Third, top management
must be committed to the program.
Give emotional support. By being helpful and constructive, the
leader provides much-needed emotional support to the group
member who is not performing at his or her best. A coaching session
should not be interrogation. An effective way of giving emotional
support is to use positive rather than negative motivators.
Allow for modeling of desired performance and behavior. An
effective coaching technique is to show the group member by
example what constitutes the desired behavior.
Gain a commitment to change. Unless the leader receives a
commitment from the team member to carry through with the
proposed solution to a problem, the team member may not attain
higher performance.
Applaud good results. Effective leadership on the playing field
and in the work place are cheerleaders. They give encouragement
and positive reinforcement by applauding good result. Some
effective leadership shout in joy when an individual or team
achieves outstanding results, others claps their hands in applause.
DEVELOPING NEW DIRECTIONS. The responsibility for starting
something new, implementing reorganization, or responding to rapid
changes in the business environment.

EXECUTIVE COACHING. An executive coaching is vogue is for

managers to consult professional coaches to help them be more
effective leaders an to guide them in their careers. An executive
coach is an outside or inside specialist who advises a person about
personal improvement and behavioral change. Executive coaches
provide such a variety of services that they have been describes as
a combination of a “counselor, advisor, mentor cheerleader, and
best friend”. Today people in a wide variety of background become
business coaches. Executive coaches help manager become more
effective leaders by helping them in ways such as following:
• Counseling the leader about weakness that could interfere with
the effectiveness, such as being too hostile and impatient.
• Helping the leader understand and process feedback from 360-
degree surveys.
• Serving sounding board when the leader faces a complex
decision about strategy, operations, or human resource issues.
• Making specific suggestions about self-promotion and image
enhancement, including suggestions about appearance and
mannerisms.

Leadership Development Exercises And Games

The are various games and exercises on the free team building
games section that work well for demonstrating, assessing and
developing leadership. As regards leadership exercises for
experiential development of leadership abilities, focus on the
leadership challenge of leading and managing a team - the task
itself is secondary - so virtually any team game is suitable provided
you give each leader a team of four or more people to lead. The
more people, the bigger the test of leadership. You do not need a
complicated exercise to create a leadership challenge. The
leadership challenge is produce by having to organize, plan and
motivate a team of people. In fact, if the task is too complex it will
obscure the team leadership issues, by distracting from or
hampering leadership skills and qualities. For leadership
development choose exercises that includes an enjoyable and
achievable challenge - even very basic games like newspaper
towers will be a good test of leadership if you create teams of four
or more for the leader to lead. Use games that you feel will produce
variety, fun and a mixture of activities. The round tables exercise is
particularly suitable to test and develop leadership skills. Choose a
mixture of exercises which encourage the leaders think about using
a different approach, and different people's strengths, for each
challenge.
REFERENCES

REFERENCES
Journals and periodicals

 Management - Journal of Management Development; Journal

of Management; The Academy of Management Journal;
Management Review; Journal of Management Studies ;
Executive Excellence; MIT Sloan Management Review; and
Management Learning
 Leadership - Leadership Quarterly; Journal of Leadership
Studies
 Organizational Development - Leadership and Organization
Development Journal; Organizational Dynamics; Organization
Development Journal; Group and 0rganization Studies; and
Organizational Behavior and Human Performance
Books
 “Stephen. P. Robinsons, Organization Behavior
 “Andrew J. DuBruin” Leadership
 “Warren Bennis” Moral Leadership

Internet website

• www.businessball.com.
• www.thepracticeofleadership.net
• www.pnb.com

Other Sources: NIMS Library and Deen Dayal Upadhaya College

Library
APPENDIX
 QUESTIONNAIRE

1. Please state your name, designation and location.

2. What do you think are the leadership development

opportunities in your bank?

3. How often you have been sent for the leadership development
courses, and where?

4. What has been the duration of these courses?

5. What is the leadership development policy of the bank?

6. What are the future challenges for PNB?

7. What the management is doing for to face the above

challenges?

8. What is the role of leadership in your organization?

9. What kind of leadership development programmes are being

conducted in PNB?

10. Which leadership development programmes are popular

and why?

11. Who is responsible for leadership development of your

organizations?

12. Which institutions would you like to visit for your

leadership development?
13. What measures are being taken by the Bank, for

leadership development?