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“Effective Leadership is all about Communicating Effectively: Connecting Leadership and Communication”

Authors:

Abstract

The leaders and other senior professionals of this business era; put more emphasis on the business nitty-gritties. While hiring a manager good communication skills are considered to be the most imperative skills a manager must have. For an effective manager it is obligatory to ensure persuasion, responsibility, premeditated association, creating and managing value system and to provide support and motivation to his teams. A manager is capable to accomplish all this by effective leading, sound planning, monitoring and communicating. Among these mention factors perfect and precise communication is of utmost importance. It is a manager’s communication skills which motivate and inspire teammates to work hard and achieve team targets and organizational goals as well. According to an older study, every day manager spent 70 to 90 percent of their time in communicating with their teams and others at work place. Effective communication act as an advantage of a leader to lead effectively. So, on the basis of the study of previous work done by many authors in the past decade, the author has made an attempt to find how leadership is affected by communication. What all are the key points managers have to keep in mind while communicating with their teams and suggestions to improve communication to make leadership more effective
Effective Leadership is all about Communicating Effectively:
Connecting Leadership and communication
Anchal Luthra,
Research Scholar, Faculty of Management Studies, SRM University
E-mail: anchal_vkn@yahoo.co.in
Abstract

      
     

       



      

    
 
     
   
!"
"
   #   "
    
 $%  &%     
 "     
" '   
 (
"

     "  

       "
"(
     

Keywords:'

Introduction
'  
   "    
    ) 

  
       
"      " 
      *
    # 
"+ ,
      
"       
    )  
       
"       
 )     "
  -    
      
   " "   
   " 
  . 
-"
 # )    
/       
    
0"
"-(
  "  
+  12%%3 45
62%%7, 8
     
     " 
""
      

#
6
"
     " 
" 
8   """
"
    "   "
9
 "  ) " 
      
     
   )
      
"*"
     
   *  
    
  "    

"
."
"
*    "   
    

  /    
       
'
     !  
"
."    "
  #    
   
  
        
 .
      

     -
  "  
      "  
/  '     
     
  "
    
  )   " 
 "    "
"
     
"
"+5:#
6;&&3, 
   
"   ".
   

Communication: A vital aspect to a
leader’s fate
)      
 +)"12%%3,  
     " -
 
   "    
"-
 

#)
     8
  "   
    
  "    
 
      
"    6 
)
""
  "  -
    " 
"    " 
""

")
     "
")
""

"
)"
/ /     "
   )   
     
!   #  
-
      
 "
      
       
)  "    
)
"
       
 
 "     +
, 

      
    
     
 
      
 "    "
"$%&%
      
+<#;&$3'=>;&&;,
  
"    " 
    
)
      

   " "  - 
'
-      
     
" 
    " 
 -   
"
/
     #
+6" 5  8 =
< ;&7?, 8  
     
-   "  
    
"  )
-    
""
-"
   
     
      
+66, 
     
 "  
-

    
"
   
      
 "   /
-
Leadership Communication
    
      

   - 
   -
"
 "   
    
   
*9   
 ! 
     
#
  ( -
 "      
 0  
+ "  ,  
#    /  
- 
 '-  
   
    
    "   
      
  ) 
/
 
   "  -  
"   9  
    
     
#  
"
   @# "
"
  / " 
    
      
" 
#>"/
 "   /   
A)"/
""
     )
! "      
+46,)
      
@

 
     "   
     
"
    "  
      #!
 0  

" "    
"
  +5 <, 
     
      
"!
+:,
    " " " " 
   "    
#6"

"
     
#  "   )
   
    "
"
    ) 


*   .
 #      
"
Leadership styles influencing
communication:
""
     
    "  4
    
 ) -  
"  " +6 B 2%;?,
"      "
9
Style according to Situation:
)      " 
      

    /
C     
      
     
      " 
 )   
    

Goal oriented leadership style:
'
 ) #
" #   * )
      
         
".
" "
 "   -   )


)     

Directive leadership style
       
"
      
  "    
."
"
"       
    

People centric or employee orientated:
     "  
"  9  #
)     
""

    "  
   
.
       
 " 
")

  " 0   

Leadership style according to the intellectual
Level:
     * 
      

.
    "   
-
 '" 
    * 
  "   

Behavioral leadership style
)"
 "     "
      
  
     
  "    
)
"       " 
"  )/ 
  
     

Action based leadership style
)      

      
      
"

       
.
 "  
      * 
    
"
    
"
How communication improves leadership
qualities: Principles
0"
"#'
"    
" *   6

 
    
      
  +4 0 2%%D,8
    
!    " 
 ""
(  "

)

 ' 
.
    
-9
"
"
    
     "

   
"0    "

)"
   
"    " 
-   "   

   "
-   .   
-11

 "  
    
      
 @
    
   
      

8     
" "  
)     
 "   " 
 
 )
  "
"
     
 /    
/
   "   
"
   "   
   
  .  

" 


   )  
   
/    

    . 
    
 "   
      
    -
"
0
   
-
/
"   
  

     
   
)      
   C  
  "   
"
     
""
    
    
    

(
     
   


    
     
      
1
   " 
"
   " 
    
   
"   * 

"
  "
      
 "
  "    
      

     " 
     "
      
   ) 
     
"
"
  " " 
      

  "   "
    
  
"

   "  "  
    )
   
"   
  "   *  

     
 "   

"   
   .   


>      
""
     

     
    "
    
   

       
     
"
    )  
   
    
  

""
   
   
  

"      

    "
    
"   "
     

Barriers to effective leadership
communication:
0     
     
     
   
   

  "      -

'"
"
6

       
     
  /  
     
    
     
      !
  "      
    - " 
 "   )  
     

)
 "    
"9

"
   
"
'       
   
"
 "  

0    
/    
""
 
-   

0 "   
    
    " 

      
    "
  

    
   
  

C"
    "  

    "


"   

  *  / 
   



)"
    
    
)     

Limitations
)   
   " 
    
   -    
       
"      6  

"
 )     
  -    
" 4 0
      
      
     
"

Conclusion

    "  
   "
      
-/
"
# A ." 
   A
/"
 A   "

    

    - 
"
.   "  "   
""<
       
"      
0    "
     )

      "  "
    " 
  -"
 " "   
      
  "   ) 
"  "      
/
@
    
;)
"       
    
   
    
+Benita Zulch, 2014,
      
   
"       

"
  "    
   
- "    "  "
" 
       
""
  "  "   
 "      
    

6       - 
 / 
 
"     

Figure 1: Model for effective leadership
communication
References:
1. +2%%?,E'
0=FG@H
9
9III
J%&%
2. -<+2%;J,E0
('*F
G@H9
9II"""II2DD2;&&I
*I;;
*
3. +2%;J,E)
0FG@H
9
9II"""I
III
KK*
4. 6L1L0+2%%?,E."
F
G@H9
5. 9II*I
I"
I.
7 0<+2%;3,EJ
'0F
G@H9
$ 9IIIJ
I
8. 04+2%%D,E0
FG@H9
9II"""#I
<I8
I'

9. 45+2%%7,E
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Motivated
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Environment
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Leadership
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II(;D$$%?2D;?%2;;2%

Anchal Luthra, A research scholar, Faculty of
management studies SRM University Haryana. I have
done B.Sc. (Medical) and B. Ed., MBA (HR), M. Phill.
(Management Studies). Now I am pursuing Ph.D in
management Studies. I am working on
organiza*onal communica*on and its various
aspects .I do have a good corporate experience. I
worked as an HR Generalist and also have teaching
experience.
... These core competencies are Communication, Empathy, Flexibility, Responsible leadership, Effective Teamwork, and Strategic Thinking. Scholars such as (Cockerell, 2009;Goleman, 1995;Doh & Quigley, 2014;Molloy, 2021;Parker, 2017;Luthra & Dahiya, 2015) have argued in favor of these competences by highlighting the positive role they play in making a leader successful. The following sections will explore these competences in greater detail and the role they can play in helping leaders navigate difficult times. ...
Chapter
Full-text available
The chapter looks at leadership challenges during the COVID-19 pandemic in the business, politics, education, and healthcare sector. The author discusses the leadership oversights and mistakes that could have been avoided during the COVID-19 pandemic and the possible leadership lessons learned from the pandemic.
... Communicating reliable information is another sub-category that emanated from the category; description of the roles of a leader from the results of the current research in chapter 5 and literature. In literature, Luthra and Dahiya (2015) views effective communication as a vital aspect to a leader's fate. In support, Towler (2003) opines that the utmost essential key to great leadership is communication. ...
... For instance, Singh and Luthra (2018) found that communication is a fundamental skill for inspiring teams and achieving organizational goals. Similarly, Luthra and Dahiya (2015) emphasized that effective communication fosters collaboration across sectors, which is critical for addressing complex public health challenges. These findings are consistent with this study, which positions communication skills as a cornerstone of informal leadership in health promotion. ...
Article
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This study explored the competencies required for informal community leaders to effectively promote health within Thai communities, employing an exploratory sequential mixed-methods design. The qualitative phase, comprising in-depth interviews with thirteen community leaders, identified four critical domains of competency: basic health knowledge, communication skills, network building, and cultural awareness. These domains were subsequently validated through second-order confirmatory factor analysis, which confirmed their reliability and construct validity. The findings highlighted the pivotal role of these competencies in enabling community-led health promotion initiatives. This research provides a robust, evidence-based framework to inform the development of training programs, policy strategies, and targeted interventions aimed at enhancing health outcomes within Thai communities.
... Some managers modernize their organizations, implementing advanced systems or high-performance work models to improve the quality of employees' work [146]. Leaders or managers, who possess different communication skills that allow them to interact effectively in various contexts, shape the concept of communication within the organization [147][148][149]. ...
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This study aims to develop a multifaceted conceptual basis for employee collaboration with regard to promoting organizational sustainability, which encompasses environmental, social, and economic dimensions. Employing a mixed-methods framework, the study integrates a thorough literature review with a qualitative content analysis. A distinctive feature of this investigation is its emphasis on incorporating collaborative methodologies into sustainability strategies across various organizational frameworks, illustrating how collaboration can be refined through adaptive leadership, interdisciplinary teams, and digital technologies. The results indicate that organizations characterized by a robust collaborative culture demonstrate greater success in fostering sustainable innovations, minimizing environmental repercussions, and enhancing employee engagement. Furthermore, the study introduces a novel model that correlates collaboration with operational sustainability, taking into account diverse levels of resource sharing, leadership engagement, and employee empowerment. By focusing on actionable strategies, this research provides novel insights into how adaptive leadership, digital tools, and shared responsibility can transform collaboration into a driver of sustainability. This research enriches the existing body of literature by presenting an evidence-based framework for cultivating sustainable organizational cultures and provides valuable insights for prospective research on harnessing collaboration to attain long-term sustainability goals.
... Leaders have a strong effect on their subordinates since they are the most powerful characters in the organisation. They also have a greater understanding of their teams in the workplace through good communication, which has an impact on both the team and the larger organization's outcomes (Luthra & Dahiya, 2015). Furthermore, Holmes (2016) declared that leaders communicate with individuals of the organisation using language that represents their leadership style, which has a direct impact on workers' productivity and engagement. ...
Article
This paper attempts to propose a conceptual framework to gain a comprehensive understanding of how behavioural language (i.e. power, politeness, motivation, humour, and rhetoric) relate to the educational leadership practices. This framework gives educational leaders a tactical method for promoting productive interactions and successful educational results by combining the body of knowledge and insights into leadership communication. The study uses a literature review methodology to synthesise previous research on behavioural languages and their use in educational leadership. The proposed framework was developed by categorising relevant studies into themes of power, politeness, motivating language, humour, and rhetoric. This conceptual exploration offers insightful reflections for educators to improve leadership effectiveness by implementing communication practices that improve engagement and relational dynamics in educational environments. This framework is designed to provide insights for future research and propose implications for educational leaders who want to develop supportive and dynamic workplace environments.
... A study by Holmes et al. showed that emphasizing the ability to communicate effectively helped employees build successful careers in their respective organizations [22]. Furthermore, written communication is fundamental to active leadership, which can boost employee relations and gain business partners' trust [23]. ...
Article
Full-text available
This study aims to evaluate the effectiveness of the “Effective Written Communication Training” provided among 16 UP Manila administrative employees following Kirkpatrick's training evaluation model. This study specifically examines the reaction of the employees to the training program (Level 1), changes in the level of learning (Level 2), and transfer of training in the workplace or behavioral changes (Level 3). The study used a cross-sectional design, and the primary data was collected through survey questionnaires, a pretest, and a posttest. For the Level 1 evaluation, a training assessment survey was given to the participants. For the Level 2 evaluation, tests were given to the participants before and after the conduct of the training program. For the Level 3 evaluation, a survey questionnaire was given to the participants and their immediate supervisor five months after the end of the training. The Level 1 results showed that the participants' overall reaction to the training was Excellent in terms of training design, facilitation, resource speaker/facilitator, and overall experience. For the Level 2 evaluation, results showed that there is a significant change (t(15)=11.32, ρ<0.05) in the participants' learning about written communication, as shown in the difference between the pretest (M=16.56, SD=3.01) and posttest scores (M=20.25, SD=2.49). Results of the Level 3 evaluation showed that written communication competencies have been applied to the workplace. Employees confidently compose written correspondences, construct formal and official letters, and relay queries using a more appropriate choice of words, which the participants' supervisors also observed. Overall, the training program was found to be effective in improving the participants' written communication skills, following Kirkpatrick's training evaluation model.
... Last but not least, students prefer Peers leader which has the highest weightage which 0.66 followed by Debate UPNM (0.26) and MPP UPNM (0.08). The criteria weightage produced by the panel of experts were viewed as valid and parallel with past research done by Luthra, Dr [20] once said effective communication acts as an advantage of a leader to lead effectively. To get the weightage result of the best alternatives, each weightage of student preference will multiply with the criteria weightage. ...
Article
Full-text available
As university students, it is crucial for them to understand the process of selecting the most suitable student leader based on the current criteria. This research aims to gather input from the high committee of the student club, providing a set of guidelines for students to identify the appropriate criteria for selecting a fitting leader within the university. Additionally, this study serves to motivate aspiring candidates who wish to take up leadership roles, inspiring them to refine the criteria identified through the study. At Universiti Pertahanan Nasional Malaysia (UPNM), there exist several clubs that function as representatives of student leadership. Each club has shown their own trend leadership criteria in accordance with students’ obsecration. Employing the Analytic Hierarchy Process (AHP) methodology, this research aimed to establish a ranking of the top student clubs at UPNM. The outcomes can serve as a point of reference for managing the selection by Student Council Representatives (SRC) and simplifying student decision-making. The study encompasses crucial criteria distilled from the questionnaire, with communication, creativity, commitment, and teamwork emerging as the four paramount factors. The method commonly uses a multiple-choice question (MCQ) to select which criteria are most relevant then rank the criteria by using the AHP method. This study involves the high committee of the 5 clubs in UPNM as an expert to compare 3 of the selected clubs as an alternative with 60% of the respondents were male, and 40% were females. The result shows that communication (0.52) is the highest criteria followed by teamwork, commitment and creative with 0.26, 0.14 and 0.08 weightage respectively. Hence, this also affects the alternatives with the highest is Debate Club followed by Peers Leader and MPP UPNM respectively.
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