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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
JANURAY 2011
VOL 2, NO 9
that the situation also plays a vital role in determining leader effectiveness and that, to be
effective, leaders must behave differently in different situations.
Grint (2002) argues that there would be no leaders without followers, and the relationship
between the two requires a sense of community. Successful leadership requires a clear
strategic vision that resonates with the community. Goleman (2002) research suggests that
leaders who achieve the best results do not rely on one leadership style, but incorporate
multiple styles seamlessly depending upon the situation. Leaders can achieve this by building
a team with members who employ the styles that the leader lacks, or by expanding one‘s own
style repertoire. Leaders must notice changes in external conditions, reflect on them and
respond appropriately.
Empey (2002) propose that effective leadership should incorporate various elements relating
to knowledge, skills and competencies and personal characteristics and behaviors. He
proposes that personal characteristics are a more important indicator of successful leadership
than n actual job description. Personal traits, such as commitment to an issue and an ability to
develop linkages between perspectives and objectives, have considerable influence on the
effectiveness of a leader. He also proposes that personality is not necessarily an indicator of
successful leadership. Management and leadership are diverse roles which require different
characteristics and functions. Although the roles are often contradictory, they are
complementary one cannot function without the other. Managers typically promote stability
while leaders promote change.
Yukl (2002) pointed out that most leadership training programmes are designed to increase
generic skills and behaviors necessary for effectiveness and advancement. Effective training
should involve clear learning objectives, clear and meaningful content, appropriate sequencing
of content, appropriate mix of training methods, opportunity for active practice, relevant and
timely feedback, enhancement of trainee self-confidence and appropriate follow-up activities.
Many leadership training programs utilize particular techniques such as, behavior role
modeling (demonstration and role playing in order to enhance interpersonal skills), case
discussion, business games and simulation (analysis of complex problems and decisionmaking).
He argued that the most essential leadership skills are learn from experience, rather than
through formal training programs. However, learning from experience is affected by the
amount of challenge, the variety of tasks or assignments, and the quality of feedback. It has
been suggested that the term ―training‖ should not be used when referring to leadership
education. ―Training‖ implies the idea of receiving knowledge while a focus on
―development‖ or ―learning‖ demonstrates the autonomy of the leadership role.
3. Data and Research Methodology
In the present study, keeping in view the time and financial constraints, the study will focus on
5 out of 15 multinational pharmaceutical companies that are (Abbott pharmaceutical
company, Novartis pharmaceutical company, Servier pharmaceutical company, Glaxo Smith
Kline pharmaceutical company, Pfizer pharmaceutical company), based at Peshawar, were
selected to meet the required objectives.
Since this research has many variables under study, and the population size is not large,
therefore, for determining the sample size, 50 managers of 1st, middle and top level i.e 10
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