KMF3013 HUMAN BEHAVIOUR AND ORGANISATION

SEMESTER 1 2024/2025

ASSIGNMENT 3 - GROUP

Frequently Asked Questions about HOB (25%)

Slide link : https://www.canva.com/design/DAGaT1xs_Tg/KX2OYa-RGI329tjD6hwScg/edit

LECTURERS’ NAME Dr Dayang Kartini binti Abang Ibrahim

Professor Madya Dr. Zaimuariffudin Shukri bin Nordin

MATRICS NUMBER STUDENTS’ NAME

84539 Mohammad Iqzman Addif bin Suaidi

85414 Nurul Syahirah binti Jumat@Juma

85230 Nurain Najihah binti Ajoi

85187 Nur Sofiyyah binti Faisal

85128 Nur Izzati binti Mohamad Zain

1.0 ​ Topic : Power & Leadership

Power means a force that comes from on high, which in hierarchy it goes towards the bottom
such as from strong to weak. (French and Raven, 1959).

Stogdill (1948) defined leadership as ‘an influencing process aimed at goal achievement‘. It
comes from lower down in the hierarchy and goes towards the top, which the person is
‘made’ or recognized as a leader of the group.

According to French and Raven (1959), power and leadership are closely linked, with power
being the ability to influence others and leadership involving the guidance of people toward a
common goal.Based on French and Raven (1959).

2.0 ​ Conceptual Definition and Operational Definition of Power and Leadership

Key words Conceptual definition Operational definition

citation

1.​ Influence Influence refers to a person's The concept of influence for a

ability to shape the thoughts, teacher is how their actions
attitudes, appearances, or and attitudes inspire and
behavior of individuals or motivate students. An
groups without necessarily influential teacher will show
relying on formal authority empathy and concern for the
(French and Raven, 1959). It feelings and needs of
is the primary tool that students, while creating a
leaders use to achieve comfortable atmosphere in
organizational or personal the class. An influential
goals, often through more teacher also gives
subtle and effective means appreciation and support to
(Pfeffer, 2011). students, whether in academic
achievement or the efforts
 they make. They value
differences among students
and create an inclusive
classroom environment. With
a creative and innovative
attitude, they are always
looking for new methods to
make learning more
interesting and relevant for
students.

2.​ Authority Authority can be defined as Authority for a teacher refers

legitimate or formally to the power and influence
recognized power in a social that a teacher has in a school
structure. According to or classroom. It reflects the
sociologist Max Weber teacher's authority to control
(1922), authority is power the student’s behavior, lead
that is accepted as valid based the learning process, and
on social norms or recognized provide effective guidance.
rules. This is different from Teachers who have authority
mere power, which simply can manage the class well,
refers to the ability to ensure discipline, and create a
influence others without positive learning
regard to legitimacy. In the environment. This authority
context of leadership, also comes from deep
authority provides the basis of knowledge in the subject
legitimacy for leaders to carry being taught, which makes
out their duties and the teacher more respected
responsibilities. and trusted by the students.
3.​ Responsibility Based on Miska & Will The responsibility of a
(2010), responsibility refers teacher is very important in
to the willingness of a leader ensuring the success of a
to take a role in performing student's education. Teachers
his duties with full not only act as instructors, but
dedication, honesty, and also as catalysts of change in
commitment to the goals of students' lives. One of the
the organization or society he main responsibilities of
leads. It also involves the teachers is to educate students
willingness to bear the with knowledge and guide
consequences of decisions them in personal and social
and actions taken. In other development. Teachers also
words, a responsible leader need to set a good example
does not only pursue power for students. The teacher's
for personal gain, but always actions and behavior reflect
puts the well-being of those the values ​that should be
he leads as a priority. instilled in students.
Therefore, teachers should
show discipline, honesty, and
a positive attitude in their
daily lives. This will help
shape the personality of the
student with noble character.
The teacher's responsibility
also involves providing a
conducive learning
environment. Teachers need
to ensure that the classroom is
peaceful, safe, and free from
distractions, so that students
 can learn with focus.

4.​ Extroversion In a leadership role, Extroverted teachers tend to

extroversion helps the leader create a positive and dynamic
to be more proactive in classroom atmosphere. They
engaging with the team. easily build close
Extroverted leaders are relationships with students,
usually inclusive, making which can increase students'
sure every team member feels confidence to ask questions
heard and valued. They tend and discuss in class. This
to encourage open discussion friendly atmosphere can also
and create a dynamic and help students feel more
positive work environment. comfortable and open in the
The ability to interact learning process. In addition,
effectively with different teachers are more daring and
types of individuals makes creative in conducting class
them leaders who easily adapt activities that involve
to changes in the organization students interactively.
or external environment. Activities like this can attract
(Warren Norman, 1958) students' attention and
increase their involvement in
learning. In addition,
extroverted teachers usually
relate more easily to students'
parents and colleagues,
allowing them to work
together to create a better
learning environment.

5.​ Emotional The concept of emotional Teachers who have emotional

Intelligences intelligence was widely intelligence can manage their
introduced by Daniel own and students' feelings
Goleman and it has a direct well, while creating a
impact on organizational harmonious class atmosphere.
effectiveness and individual Second, teachers can
development. There are 3 understand and identify
main components of students' emotional needs, as
emotional intelligence. First, well as provide appropriate
self-awareness helps leaders support. Third, effective
identify their own emotions communication can be built
and how those emotions when teachers listen and
influence their actions and understand students' concerns
decisions. Second, with empathy. In addition,
self-management allows teachers will be able to
leaders to control their motivate and guide students
emotional responses, ensuring to achieve their goals.
that their actions remain Teachers are also able to
rational even under pressure. resolve conflicts between
Third, empathy, which is the students in a diplomatic way.
ability to understand the Overall, emotional
feelings of others, is a very intelligence allows teachers to
important element in building create a positive and effective
a relationship of trust between learning environment.
leaders and followers.
3.0 ​ Theory or Model Related to the Topic

1.​ Trait Theory

Trait theory of leadership is a theory that suggests that certain innate or inborn characteristics
make someone a leader. These characteristics can include personality factors, intelligence
factors, and physical factors. Trait theory of leadership is also known as the Great Man
Theory of Leadership, a theory that was first proposed by researcher Thomas Carlyle in the
1800s. The theory suggests that leaders are born, not made, and that certain traits such as
confidence, integrity, and intelligence are inherent. Some criticisms of the Great Man Theory
include:

a.​ Not all people with these qualities become leaders.

b.​ It ignores situational factors, such as the characteristics of the leader, team,
and the situation.
c.​ It doesn't explain how leadership skills can be developed.

Trait theory of leadership can be used to identify potential leaders and to help managers
evaluate their own leadership strengths and weaknesses.

2.​ Fiedler’s Contingency Model

Fiedler's Contingency Theory, also known as Fiedler's Contingency Model or Fiedler's

Theory of Leadership, is a theory that states that the most effective leadership style for a
given situation is the one that best matches the situation. The theory was developed in the
1960s by Austrian psychologist Professor Fred Fiedler. Fiedler's theory is based on the idea
that a leader's style is largely fixed and difficult to change, and that the right leader should be
chosen for each job based on their skill set and the situation.

Fiedler's theory is based on three contingencies: Leader-Member Relations, Task

Structure, and Leader Position Power. Fiedler's theory is a shift away from the idea that
leadership effectiveness is based solely on personality. Instead, it emphasizes that a leader's
success is based on how well their leadership style matches the situation.
4.0 ​ Guru/champion/researchers in the topic

1.​ Trait Theory : Thomas Carlyle

2.​ Fiedler’s Contingency Model : Fred Fiedler

5.0 ​ Journals that discuss the topic :

1.​ Trait Theory: Kanodia, M. R., & Sacher, D. R. (2016). Trait theories of leadership.
International Journal of Science Technology and Management. 5(12). 121-133.
https://www.ijstm.com/images/short_pdf/1480489811_537ijstm.pdf
2.​ Fiedler’s Contingency Model: Verkerk, P. J. (1990). Fiedler's contingency model of
leadership effectiveness : background and recent developments. (OCTO-report; Vol.
9002). Eindhoven University of Technology.
https://pure.tue.nl/ws/files/4271307/352989.pdfk

Slide

1.​ Appendix
 2.​ References

French, J. R. P., & Raven, B. (1959). The bases of social power. In D. Cartwright (Ed.),
Studies in social power (pp. 150-167). Institute for Social Research.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam
Books.

Iszatt-White, M., & Saunders, C. (2020). Leadership, power, and influence: Defining the
leadership construct. Leadership. https://doi.org/10.1093/hebz/9780198834298.003.0004

Maak, T., & Pless, N. M. (2006). Moving forward with the concept of responsible leadership:
Three caveats to guide theory and research. Journal of Business Ethics, 66(1), 99–115.
https://doi.org/10.1007/s10551-006-9043-0

Matthews, G. (2019). Reference module in neuroscience and biobehavioral psychology.

ScienceDirect.
https://www.sciencedirect.com/science/article/abs/pii/B9780128093245217653

Norman, W. T. (1958). Personality measurement and factor analysis: An integration.

University of Michigan Press.

Pfeffer, J. (2011). Power: Why some people have it—and others don't. Harper Business.

Stogdill, R. M. (1948). Personal factors associated with leadership: A survey of the literature.
The Journal of Psychology, 25(1), 35-71.

Weber, M. (1922). Economy and society: An outline of interpretive sociology (G. Roth & C.
Wittich, Eds., 1978). University of California Press. (Original work published 1922)