Professional Documents
Culture Documents
Learning Goals
Define leadership and describe the difference between a leader and a supervisor Identify the traits that may help you become a successful leader Define charisma and its key components Describe the skills of a visionary leader
Learning Goals
Differentiate between task centered and people centered leadership behaviors Identify and describe three types of participative leadership styles Explain situational leadership Describe situations in which leadership is irrelevant
Leadership
The ability an individual demonstrates to influence others to act in a particular way through direction, encouragement, sensitivity, consideration and support Goes beyond formal positions
Supervisors
Formally appointed Have legitimate power can reward and punish Power comes from the authority inherent in their position Supervisors should be leaders!!!!!!!! But
Those who emerge from a group to be come leaders can influence others to perform beyond the actions dictated by formal authority Leader/supervisor
Anyone who supervisors should be a leader But there are leaders who are not capable of supervisory functions and should not be given formal authority
Job characteristics
Organizational Characteristics
Explicit and formalized goals Rigid rules and procedures Cohesive work groups
Look at traits that separate leaders from nonleaders If traits do separate the two we should be able to identify characteristics and traits of successful leaders
Relevant Knowledge
Drive reflects a persons desire to exert a high level of effort and complete a task Desire to influence others willingness to accept responsibility Honesty and moral character Self-confidence Intelligence Relevant knowledge job relevant employee relevant
Is a magnetism that inspires followers to go the extra mile to reach goals that are perceived as difficult or unpopular
Has an idealized goal that they ant to achieve Can communicate the goal to others in a way that they can understand Strong convictions about their goal Often do things in an unconventional way Are assertive and confident, can convince followers that they know best
High self-monitoring - are good actors, can easily adjust their behavior to different situations Do not like the status quo, prefer goals that will significantly improve the way things are and are committed to achieving that goal Are often perceived as agents of radical change
People working for them are motivated to exert more effort and, because they like their leader, express more job satisfaction
Technical skills - the procedures and techniques involved in the job process, become an expert, people will follow if they have confidence Conceptual skills you must be able to see the big picture, you must be able to make sense out of chaos harder to teach this skill
Networking Skills
Ability to socialize and interact with those associated to the unit Use this skill to take care of people, get things needed to do the job Your employees will know you can fight for them
Ability to work with, understand, and motivate those around you Effectively communicate with, and listen to your employees Includes the people skills of coaching, facilitating, and supporting others Includes honesty and values Needed to influence others
Traits and skills are difficult for employees (followers) to detect, they will define your leadership by the behaviors they see in you.
Participative
Free Rein
Consultative
Democratic
Employees in
supervisor
Task-Centered Behavior
A strong tendency to emphasize the technical or task aspects of the job Employees are viewed mainly as a means to an end The supervisors major concern is ensuring that they know precisely what is expected of them
Task-Centered Behavior
These individuals may not be leaders but are rule, regulation and goal enforcers Often exhibit Theory X, autocratic, or authoritarian leadership styles
Task-Centered Behavior
Autocratic Leader
Task master Centralized decision making Gives orders and expects results Performs negative reinforcement Common in all types of organizations Definitely a Theory X type manager
People-Centered Behavior
Emphasizes interpersonal relations with those you lead by taking a personal interest in their needs Shows trust, friendship, and provides supportive interactions with employees Often exhibit Theory Y, participative managerial traits
Participative Leadership
The leadership style of an individual who actively seeks input from followers for many of the activities in the organization Two types
People-Centered Behavior
Consultative-Participative Leadership
Leader seeks input, hears concerns and issues of followers Uses input as an information-seeking exercise Makes the final decision
Democratic-Participative
Leadership
Leader seeks input and does all the things listed under ConsultativeParticipative Leadership Allows workers to have a say Decisions are made by the group
Free-Reign Leadership
Also known as Laissez-faire leadership, hands off management Give employees total autonomy to make the decisions that will affect them After establishing overall objectives and general guidelines, the employees are free to establish their own plans for achieving their goals
Free-Reign Leadership
Does not imply lack of leadership, rather that the leader removes himself or herself from the day to day activities but is available to deal with the exceptions This style works well with highly trained professionals
Evidence points to people-centered leadership as the preferred style FOR most employees While people-oriented leadership may make a happier work force it does not necessarily produce results
Effective Leadership
Situational Leadership
Autocratic
L E A D E R S H I P S T Y L E
Employee Characteristics
Experience Ability Personality Group Cohesiveness
FreeReign
Participative
Job Characteristics
A proper match between the leaders style of interacting with followers The degree to which the situation gives control and influence to the leader
It is the leaders job to assist his or her followers in attaining their goals Is accomplished by providing necessary direction and or support to ensure that their goals are compatible with the group or organizational goals Leader clarifies the path to help employees achieve their goals by reducing potential roadblocks and pitfalls
Situational Leadership
No single leadership style fits every case Focus is on leadership styles that adjust to specific situations and places attention on employee readiness Readiness is defined as the ability and willingness of an employee to complete a task
Situational Leadership
High R3 Skill Level R1 R2 R4
High
Situational Leadership
High
Participating
R3
Selling R2
Relationship Behavior
Delegating R4
Telling R1 High
R1
Low
R4
Situational Leadership
R2: Employee is unable to do the job, but willing to perform the tasks
Situational Leadership
Employees judge their supervisors in terms of their honesty, competence and ability to inspire
Integrity: honesty and truthfulness Competence: knowledge and skills Consistency: reliability and good judgement Loyalty: willingness to protect and save face for a person Openness: willingness to share information
Trust is Important
Empowerment has reduced or removed many of the traditional control mechanisms used to monitor employees Employees are increasingly free to schedule their own work, evaluate their own performance, and participate in team-member hiring decisions Trust is crucial
Building Trust
Practice openness be candid, disclose relevant information Be fair give credit where credit is due, be impartial, objective Speak your feelings be real, human Tell the truth critically important if you want trust
Building Trust
Show consistency Fulfill your promises keep your word Maintain confidences be discrete, dont betray confidences Demonstrate confidence - show technical and professional ability, as well as communication, negotiating, and other interpersonal skills
Empowerment is needed to get quick decisions from people who are most knowledgeable about the issues Restructuring and downsizing has left many supervisors with too wide spans of control, they have no choice but to empower
Sharing power and responsibility by showing trust, providing vision, removing performance-blocking barriers, offering encouragement, motivating and coaching employees
Leadership Issues
Cultural issues different cultures lead differently Gender issues men and women lead differently
Leadership Issues
Women tend to lead in a more democratic style Encourage employee participation and are willing to share their positional power Influence others through charisma, expertise, contacts, and interpersonal skill Open communications and trusting relationships
Leadership Issues
Men tend to use a task-centered leadership style Rely on positional power to control activities Tend to dominate how they influence others
Transactional Leader
Transformational Leader
An approach built on top of transactional supervision Inspires followers to transcend their own selfinterests for the good of the organization Can have a profound effect on followers Pays attention to concerns and developmental needs of followers Is able to excite, arouse, and inspire followers to put out extra effort
Principles of Supervision
Communicating Effectively Chapter 10
Learning Goals
Define communication and the communication process Contrast formal and informal communication Explain how electronic communications affect the supervisors job List barriers to effective communication
Learning Goals
Describe techniques for overcoming communication barriers List the requirements for active listening Explain what behaviors are necessary for providing effective feedback
Communication Facts
Words mean different things to different people The initiation of a message is no assurance that it is received or understood as intended Communications often lose much of their accuracy as they are transmitted and translated
Communication Facts
Communication is much more than the spoken word or even the written word Understanding is the goal Involves the spoken word, the written word, grammar, punctuation, spelling, sentence structure, the whole ball of wax
Communication
The transference and understanding of meaning from a sender to a receiver Communication can take place without agreement between sender and receiver Do not equate effective communication with agreement
Methods of Communication
Two Types
Formal Informal
Formal Communication
Addresses task-related issues and tends to follow the organizations authority chain Used to give orders, provide advice, listen to suggestions, interact with employees Occurs via speech, written documents, electronic, media and nonverbal behavior
Informal Communication
Can move in any direction Skips authority levels Is likely to satisfy social needs as it is to facilitate task accomplishments The grapevine
Oral Communication
One-to-one with an employee A speech to a department A problem solving session with a group Phone conversations
Oral Communication
Advantages
Speed and nonverbal language information transferred quickly and is enhanced by nonverbal cues such as tone, mood, and except for phone conversations gestures and facial expressions Positive symbolic value More personal, intimate caring Can build trust, create openness
Written Communication
Written Communication
Good
Provides a reliable, provable , paper trail for decisions or actions that are called into question Reduces ambiguity
Written Communication
Take too much time Lead to risk avoidance Create a a highly politicized work environment Cause task completion to become subordinate to a CYA mentality
Electronic Communication
E-mail Voice mail Electronic paging Cellular phones Video conferencing Modem-based transmissions
Electronic Communication
Messages to and from employees Massive speed Constant contact Massive monitoring possibilities Great networking possibilities with superiors, subordinates, suppliers, and customers
Nonverbal Communication
Body Language
Gestures and facial expressions can communicate aggression, fear, shyness, arrogance, joy, and anger Can account for 55% oh how a message is interpreted
Nonverbal Communication
Verbal Intonation
The emphasis someone gives to words or phrases Soft, smooth tone is vastly different from a harsh or abrasive tone Can account for 38% of how a message is interpreted
Yes thats right words only count for 7% of how a message is interpreted
Informal Communication
Is active in all organizations Where employees get most of their information Usually only 75% accurate The Rumor Mill Grapevine Too powerful to stop
Informal Communication
Useful to provide insight to employees concerns, fears Can be used to spread (transmit) the truth Can be used to identify issues that employees consider important Can help make sense of limited information
Face-to face transmits the most information because of nonverbal possibilities Telephone follows because of tonal inflection Followed by e-mail, memos, letters, fliers, bulletins and general reports
The more ambiguous and complicated the message, the more a sender should rely on a rich communication medium Supervisors dont always know to do this
Language
Age Education Cultural background Diverse backgrounds in general Use of specialized technical language Vertical differences incentive = manipulation, goal = control
Listening habits
Hearing is not listening Poor listening skills may be present Distractions from listening noise, background, tasks Emotions can cloud listening
Feedback
Perceptions
Attitudes, interests, experiences, and expectations determine how you process, organize and interpret your surroundings We all have selective perception This can distort our communications to and from others
Roles
Behavior patterns that go with positions people occupy Positions can create jargon (specialized language) Requires role-player to interpret events selectively
Information Medium
Choice of medium can be critical Media differ in the richness of information a measure of the information that is transmitted based on multiple information cues (words, posture, facial expressions, gestures, intonations), immediate feedback, and the personal touch
Face-to-face talk Telephone Electronic Mail Memo, letters Fliers, bulletins, General reports
Leanest
Simple Clear
Honesty
If employees dont trust you, communication will be poor Saying what you think others want to hear creates a barrier due to this Creates tension and distrust
Emotions
Employees only see the emotion not the total message Rational and objective thinking can be replaced by emotional judgments (rage)
Improving Communication
Think first! Constrain emotions Learn to listen Tailor language to the receiver Match words and actions Seek and provide feedback Participate in assertiveness training
Assertiveness Training
Designed to make people more open and self-expressive so they can confront issues without being rude or thoughtless This training can teach verbal and nonverbal behaviors that can enhance communication
Active Listening
Intensity
Requires you to concentrate intensely on what the speaker is saying You must tune out all other thoughts You must summarize and integrate what has been said, and put it in the context of what has preceded it
Active Listening
Empathy
Put yourself in the other persons shoes Try to understand what the speaker wants to communicate rather that what you want to hear Suspend your own thoughts and emotions, adjust to the speakers world
Active Listening
Acceptance
Do whatever it takes to get the fullintended meaning from the speakers communication
Be motivated Make eye contact Show interest Avoid distracting actions Show empathy Take in the whole picture Ask questions
Paraphrase Dont interrupt Integrate what is being said Dont overtalk Confront your biases Make smooth transitions from between speaker and listener Be natural
Importance of Feedback
Positive feedback
Likely to be given promptly and enthusiastically More readily and accurately perceived Fits with what people wish to hear and already believe Often avoided, delayed or distorted Should be used when supported by hard data
Negative feedback
Focus on specific behaviors Keep feedback impersonal Keep feedback goal oriented Make feedback well timed Ensure understanding
Direct negative feedback toward behavior that the receiver can control