120300 learner guide

© Future Performance Training Generic Management Level 5

Future Performance Training

Analyse Leadership and Related Work Theories in a Work Context

GENERIC MANAGEMENT

US: 120300

NQF Level 5

Credits 8

Learner Guide


ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT PAGE 2 OF 83

Subject Details of Qualification Unit Standard Title

Analyse leadership and related theories in a work context

N.Q.F. Level 5 Credits 8 ID Number 120300 Field 12 – Business, Commerce & Management

Studies Sub-Field Public Administration

By the end of this Unit Standard, you will be able to:

1. Explain the concept of leadership 2. Differentiate between leadership and management 3. Analyse leadership theories 4. Apply the different roles and qualities of leadership in a work

context

For more information on this Learning Material contact: Future Performance Training

PO box 243 Skeerpoort

TEL: (012) 256 5052 FAX: 086 517 8470


CRITICAL CROSS FIELD OUTCOMES

The icons encountered in the notes have the following meanings:

1.1..1.1.1 Identify and Solve Problems

1.1..1.1.2 Work Effectively with Others

1.1..1.1.3 Employ Self Management

1.1..1.1.4 Manage Information

1.1..1.1.5 Communicate Ef fectively

1.1..1.1.6 Demonstrate Scientific and Technological Competence

1.1..1.1.7 Understand Contextual World Systems

Outcomes marked with this icon refer to the ability to recognise possible difficulties that will prevent successful achievement of the goal and obtaining a solution that will remove the obstruction.

Outcomes marked with this icon refer to the ability to co-operate successfully with other members of the team that is required to achieve the same objective.

Outcomes marked with this icon refer to the ability of the learner to organise and control his time and efforts efficiently.

Outcomes marked with this icon refer to the ability of the learner to collect, analyse and evaluate important information relevant to achieving the objective.

Outcomes marked with this icon refer to the ability of the learner to transfer messages successfully to other people without the meaning and purpose being distorted.

Outcomes marked with this icon refer to the ability of the learner to use exact and accurate methods to determine the requirements necessary for the successful achievement of the goal.

Outcomes marked with this icon refer to the ability of the learner to comprehend the situation and how to deal with it in a universal manner.



TABLE OF CONTENT

1. SPECIFIC OUTCOME: Explain the concept of leadership ........................................................ 6

1.1. Explain the concept of Leadership ............................................................................................ 7

1.1.1. Concepts of leadership ............................................................................................................. 7

All the above leaders had all or some of the following attributes: ..................................................... 19

Empathy .......................................................................................................................................... 19

Lack of Blame .................................................................................................................................. 19

Humility............................................................................................................................................ 19

Emotional Mastery ........................................................................................................................... 20

Accountability .................................................................................................................................. 20

Self-Confidence ............................................................................................................................... 20

Courage........................................................................................................................................... 21

Focus on the whole.......................................................................................................................... 21

Analysing your leadership skills ....................................................................................................... 22

Personal characteristics ................................................................................................................... 24

Self- confidence (Statement 2,8)...................................................................................................... 24

Positive Attitude and Outlook (Statements 10, 17) ........................................................................... 24

Emotional Intelligence (Statements 5, 15) ........................................................................................ 25

Providing a Compelling Vision of the Future (Statements 6, 14) ...................................................... 26

Managing Performance Effectively (Statements 3, 13) .................................................................... 27

Providing Support and Stimulation (Statements 1 , 7, 16, 18) ........................................................... 27

Key Points ....................................................................................................................................... 28

2. SPECIFIC OUTCOME: Differentiate between leadership and management ............................... 30

2.1 Difference Between Leadership and Management..................................................................... 31

2.1.1 Leadership versus Management ............................................................................................. 31

2.1.2 Leadership by a group ............................................................................................................ 33

2.2 Leadership is a facet of Management ..................................................................................... 34

2.2.1 Difference in perspectives ...................................................................................................... 35

Conclusion ....................................................................................................................................... 37

Assessment ..................................................................................................................................... 38

3. SPECIFIC OUTCOME: Analyse leadership theories............................................................... 39

3.1 Leadership theories and techniques ....................................................................................... 40

3.1.1 Contingency theories .............................................................................................................. 42

3.1.2 Fiedler’s contingency model ................................................................................................... 42

3.1.3 Hersey- Blanchard situational theory ...................................................................................... 43

3.1.4 Path-goal theory ..................................................................................................................... 44

3.1.5 Vroom-Yetton leadership model ............................................................................................. 45



3.1.6 Transformational leadership ................................................................................................... 46

3.1.7 The transactional leader ......................................................................................................... 46

Assessment ..................................................................................................................................... 47

4. SPECIFIC OUTCOME: Apply the different roles and qualities of leadership in a work context .................................................................................................................................... 48

4.1 Roles and Qualities of Leaderships in a work context ................................................................ 49

4.2 The Key Roles of Leadersh ip.................................................................................................. 52

Eight Easy Ways you can use to Energize Employees .................................................................... 80

Assessment ..................................................................................................................................... 82


ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT

1. SPECIFIC OUTCOME: EXPLAIN THE CONCEPT OF LEADERSHIP

Learning Activity Outcomes

This Specific Outcome will enable you to:

1. Explain the concept of leadership

SPECIFIC

OUTCOME

1



1.1. Explain the concept of Leadership

1.1.1. Concepts of leadership

There has been an ongoing debate on the difference between leading and managing. The words “management” and “leadership” have been given numerous definitions. As the definitions continue to evolve, leadership has been most often defined by Warren Bennis and Burth Nash in Leaders: Strategies for Taking Charge.

A leader is a person who influences a group of people towards a specific result. It is not dependent on title or formal authority. (elevos, paraphrased from Leaders, Bennis, and Leadership Presence, Halpern & Lubar). Leaders are recognized by their capacity for caring for others, clear communication, and a commitment to persist. An individual who is appointed to a managerial position has the right to command and enforce obedience by virtue of the authority of his position. However, he must possess adequate personal attributes to match his authority, because authority is only potentially available to him. In the absence of sufficient personal competence, a manager may be confronted by an emergent leader who can challenge his role in the organization and reduce it to that of a figurehead. However, only authority of position has the backing of formal sanctions. It follows that whoever wields personal influence and power can legitimize this only by gaining a formal position in the hierarchy, with commensurate authority. Leadership can be defined as one's ability to get others to willingly follow. Every organization needs leaders at every level.

“Leadership is doing the right thing. Management is doing it right.”


The following was pointed out by Bennis and Nanus regarding common traits among leaders:

1. Leaders face the challenge of overcoming resistance to change. Some try to do this

by the simple exercise of power and control, but effective leaders learn that there are

better ways to overcome resistance to change. This involves the achievement of

voluntary commitment to shared values.

2. A leader often must broker the needs of constituencies both within and outside the

organisation. The brokering function requires sensitivity to the needs of many

stakeholders and a clear sense of the organisation’s position.

3. The leader is responsible for the set of ethics or norms that govern the behaviour of

people in the organisation. Leaders can establish a set of ethics in several ways.

One is to demonstrate by their own behaviour their commitment to the set of ethics

that they are trying to institutionalise. Many fraternity leaders have found something

important missing in these definitions. Our behavioural guideposts and inspiring

visions come from our ritual and our organisational values.

Consider the following quote on leadership!

Throughout literature you can find a variety of quotes that help define leadership. Following are quotes that help define the term leadership or the role of a leader:

“Leaders must begin by setting aside that culturally conditioned ‘natural’ instinct to lead by push,

particularly when times are tough. Leaders must instead adopt the unnatural behaviour of always

leading by the pull of inspiring values. The difficulty lies in that imperative always.” James O’Toole: Leading

Change



“All men dream, but not equally; those who dream by night in the dust recesses of their minds awake to find that it was vanity. But the dreamers of the day are dangerous men, that they may act their dreams with open eyes to make it possible.” – T-E Lawrence

“I have a dream” – Martin Luther King, JR

“If you can dream it, you can do it.” – Walt Disney

Fail to honour people – they fail to honour you; but of a good leader, who talks little, when his work is done, his aim fulfilled, they will say, “We did this ourselves.” – Lao Tzu

“Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with great talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent.” From a plaque on the wall of Ray Kroc

According to the Oxford Dictionary the meaning of the word Leadership is described as:

“The state or position of being a leader, The ability to be a leader or the qualities a good leader should have. Strong leadership is needed to captain a team”

According to the Wikipedia, Encyclopaedia Leadership is described as:

“The process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task.”

It is Alan Keith of Genetech who said:

“Leadership is ultimately about creating a way for people to contribute to making something extraordinary happen”.



Activity: In your own words define leadership.

Self Reflection Activity: Rate yourself as follows:

1 = yes, I am like that 2 = I am usually like that;

3 = I am sometimes like that 4 = I am seldom like that

A. I am clear about my role in the organisation and I am enthusiastic and motivated to fulfil that role in a professional manner.

1 2 3 4

B. I project a professional business image, both to outside visitors and to co-workers.

1 2 3 4

C. I am reliable and do my work consistently. My manager does not have to keep watching or checking up on me.

1 2 3 4



D. I am punctual, and able to manage my time well.

1 2 3 4

E. I am responsible, and do what must be done. I don’t blame other people or situations if my work is not done or not done properly.

1 2 3 4

F. I am confident, and value my own abilities and personal strengths.

1 2 3 4

G. I show initiative, can "make things happen" and can recognise and cope with my problems.

1 2 3 4

H. I am organised.

1 2 3 4

I. I am honest - about time, effort, money and commitment.

1 2 3 4

J. I have good language skills and can speak, listen, read and write well.

1 2 3 4

K. I am competent with figure work and understand and use numbers easily.

1 2 3 4

L. I am flexible - prepared to learn and to try new things.

1 2 3 4

M. I am able to get along with co-workers, and co-operate with other people in the workplace.

1 2 3 4



N. I can cope with authority and can give AND take orders and instructions.

1 2 3 4

O I care effectively for my health and mental and physical well being.

1 2 3 4

1.1.2 Characteristics of Good Leaders

Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never ending process and self- study, education, training and experience.

To inspire your employees into higher levels of teamwork, there are certain things you must be, know and do. These do not come naturally, but are acquired through continual work and study. Good leaders are continually working and studying to improve their leadership skills, they are NOT resting on their laurels

Stogdill (1974) identified the following traits and skills as critical to leaders:

Traits Skills

Adaptable to situations Clever

Alert to social environment Conceptually skilled

Ambitious and achievement orientated Creative

Assertive Diplomatic and tactful

Cooperative Fluent in speaking

Decisive Knowledgeable about a group task

Dependable Organised

Dominant Persuasive

Energetic Socially skilled

Persistent



Self- confident

Tolerant of stress

McCall and Lombardo (1983) researched both success and failure and identified four primary traits by which leaders could succeed or derail.

Ø Emotional stability and composure: Calm, confident and predictable, particularly when under stress.

Ø Admitting error: Owning up to mistakes, rather than putting energy into covering up.

Ø Good interpersonal skills: Able to communicate and persuade others without resort to negative or coercive tactics.

Ø Intellectual breadth: Able to understand a wide range of areas, rather than having a narrow (and narrow-minded) area of expertise.

The ideal leader should have some or all of the following qualities, characteristics, abilities or skills:

Good sense of judgement - must be able to judge people and situations accurately.

Ability to understand people - has to be able and willing to listen to staff members carefully, and to understand each employee's personal problems, hopes, desires and short-comings.

Ability to be creative - cannot give up every time he/she faces a difficulty, they must be able to find solutions to problems in a creative way.

Willingness to take risks - often to solve problems or find solutions, it is necessary to take a risk.

Ability to accept responsibility - it may happen that in trying to solve a problem, the leader takes a risk which is not successful, he must be the sort of person who will take responsibility for his/her mistakes and even for the mistakes of others. The leader is responsible for staff members and must be accountable for their mistakes.



Good sense of humour – People generally work better in a relaxed environment which can be created by a leader who has a sense of humour.

Friendly - it is important that a leader is the sort of person who likes people and can get along with others in a relaxed and friendly manner.

Fair - it is vital that the leader must be seen as being absolutely fair in their treatment of staff members.

Effective communication skills - poor communication is the cause of most problems in a company and for this reason the leader must be able to communicate clearly with staff members and at the same time be able to communicate effectively with higher management.

Ability to co-ordinate a number of tasks at the same time - will generally have to supervise several groups of staff members doing different tasks at the same time.

Ability to delegate - although it may be difficult, a leader must be prepared to give some of his authority and responsibility to others whom he/she believes can assist him/her in their task of supervising the work.

Willingness to set a good example - because staff members generally look to management for guidance it is important that management sets a good example at all times.

Possession of good job knowledge - it is important that a leader must know exactly what is required in carrying out a specific job or task they expect others to do.

Determination and motivation - a leader who is not determined or motivated will never be able to motivate others successfully.

Practical Activity: I want you to think of an exceptional leader –

Either Historical or Present – Or just somebody you admire as a leader.



1. Tell us why you see this person as an exceptional leader.

2. Identify and List the attributes of a Good Leader.



Lets Take a look at portraits of some of the worlds greatest leaders, :

Mohandas Karamchand Gandhi:

(was born on October 2, 1869 in Porbandar, India. He became one of the most respected spiritual and political leaders of the 1900's. Gandhi helped free the Indian people from British rule through nonviolent resistance, and is honoured by his people as the father of the Indian Nation. The Indian people called Gandhi Mahatma, meani ng Great Soul.

At age 13, Gandhi joined Kasturba, age 12, in a marriage arranged by their parents. The Gandhi’s had four sons: Harilal and Manilal, born in India, and Ramdas and Devdas born in South Afr ica. While Gandhi displayed loving kindness to everyone else, he was quite demanding and severe with his wife and sons.

Gandhi studied law in London and returned to India in 1891 to practice. In 1893 he accepted a one year contract to do legal work in South Africa. At the time South Africa was controlled by the British. When he attempted to claim his rights as a British subject he was abused, and soon saw that all Indians suffered similar treatment. Gandhi stayed in South Africa for 21 years working to secure rights for Indian people. He developed a method of direct social action based upon the principles courage, nonviolence and truth called Satyagraha. He believed that the way people behave is more important than what they achieve. Satyagraha promoted nonviolence and civil disobedience as the most appropriate methods for obtaining political and social goals.

In 1915 Gandhi returned to India. Within 15 years he became the leader of the Indian nationalist movement. Using the tenets of Satyagraha he lead the campaign for Indian independence from Britain. Gandhi was arrested many times by the British for his activities in South Africa and India. He believed it was honourable to go to jail for a just cause. Altogether he spent seven years in prison for his political activities. More than once Gandhi used fasting to impress upon others the need to be nonviolent.

India was granted independence in 1947, and partitioned into India and Pakistan. Rioting between Hindus and Muslims followed. Gandhi had been an advocate for a united India where Hindus and Muslims lived together in peace. On January 13, 1948, at the age of 78, he began a fast with the purpose of stopping the bloodshed. After 5 days the opposing leaders pledged to stop the fighting and Gandhi broke his fast. Twelve days later he was assassinated by a Hindu fanatic who opposed his program of tolerance for all creeds and religion.



Margaret Hilda Thatcher, Baroness Thatcher:

(born 13 October 1925) is a retired British politician. She was the Prime Minister of the United

Kingdom from 1979 to 1990 and Leader of the Conservative Party from 1975 to 1990. She is the only

woman to have held either post.[1]

Born in Grantham in Lincolnshire, England, she went on to read chemistry at Somerville College,

Oxford and train as a barrister. Shewon a seat as an MP from Finchley in 1959, as a Conservative.

When Edward Heath formed a government in 1970, he appointed Thatcher as Secretary of State for

Education and Science. Four years later, she backed Keith Joseph in his bid to become Conservative Party

leader, but he was forced to drop out of the election; Thatcher felt that Heath's government had l ost

direction, so she entered the contest herself and became leader of the Conservative Party in 1975. As the

Conservative Party maintained leads in most polls, Thatcher went on to become Britain's Prime Minister in

the 1979 general election.

Thatcher entered 10 Downing Street with a mandate to reverse the UK's economic decline. Her political

philosophy and economic policies emphasised reduced state intervention, free

markets, entrepreneurialism and the selling off of state owned companies. She gained much support after

the 1982 Falklands War and was re-elected the following year. Thatcher took a hard line against trade

unions, survived an assassination attempt, and opposed the Soviet Union (her tough-talking rhetoric gained

her the nickname the "Iron Lady"); she was re-elected for an unprecedented third term in 1987. The

following years would prove difficult, as her Community Charge plan was largely unpopular, and her views

regarding the European Community were not shared by others in her Cabinet. She resigned as Prime

Minister in November 1990 after Michael Heseltine's challenge to her leadership of the Conservat ive Party.

Thatcher's tenure as Prime Minister was the longest since that of Lord Salisbury and the longest

continuous period in office since Lord Liverpool in the early 19th century.[1] She was the first woman to lead

a major political party in the UK, and the first of only three women to hold any of the four great offices of

state. She holds a life peerage as Baroness Thatcher, of Kesteven in the County of Lincolnshire, which

entitles her to sit in the House of Lords.

http://en.wikipedia.org/wiki/Great_Britain

http://en.wikipedia.org/wiki/Prime_Minister_of_the_United_Kingdom

http://en.wikipedia.org/wiki/Prime_Minister_of_the_United_Kingdom

http://en.wikipedia.org/wiki/Leader_of_the_Conservative_Party

http://en.wikipedia.org/wiki/Conservative_Party_(UK)

http://en.wikipedia.org/wiki/Margaret_Thatcher

http://en.wikipedia.org/wiki/Grantham

http://en.wikipedia.org/wiki/Lincolnshire

http://en.wikipedia.org/wiki/England

http://en.wikipedia.org/wiki/Chemistry

http://en.wikipedia.org/wiki/Somerville_College,_Oxford

http://en.wikipedia.org/wiki/Somerville_College,_Oxford

http://en.wikipedia.org/wiki/Barrister

http://en.wikipedia.org/wiki/United_Kingdom_general_election,_1959

http://en.wikipedia.org/wiki/Finchley_(UK_Parliament_constituency)

http://en.wikipedia.org/wiki/Edward_Heath

http://en.wikipedia.org/wiki/Secretary_of_State_for_Education_and_Skills

http://en.wikipedia.org/wiki/Secretary_of_State_for_Education_and_Skills

http://en.wikipedia.org/wiki/Keith_Joseph

http://en.wikipedia.org/wiki/Conservative_Party_(UK)_leadership_election,_1975

http://en.wikipedia.org/wiki/United_Kingdom_general_election,_1979

http://en.wikipedia.org/wiki/10_Downing_Street

http://en.wikipedia.org/wiki/Free_market

http://en.wikipedia.org/wiki/Free_market

http://en.wikipedia.org/wiki/Entrepreneur

http://en.wikipedia.org/wiki/Government-owned_corporation

http://en.wikipedia.org/wiki/Falklands_War

http://en.wikipedia.org/wiki/Trade_union

http://en.wikipedia.org/wiki/Trade_union

http://en.wikipedia.org/wiki/Brighton_hotel_bombing

http://en.wikipedia.org/wiki/Soviet_Union

http://en.wikipedia.org/wiki/Iron_Lady

http://en.wikipedia.org/wiki/Community_Charge

http://en.wikipedia.org/wiki/European_Union

http://en.wikipedia.org/wiki/Michael_Heseltine

http://en.wikipedia.org/wiki/Conservative_Party_(UK)_leadership_election,_1990

http://en.wikipedia.org/wiki/Robert_Gascoyne-Cecil,_3rd_Marquess_of_Salisbury

http://en.wikipedia.org/wiki/Robert_Jenkinson,_2nd_Earl_of_Liverpool

http://en.wikipedia.org/wiki/Margaret_Thatcher

http://en.wikipedia.org/wiki/United_Kingdom

http://en.wikipedia.org/wiki/Great_offices_of_state

http://en.wikipedia.org/wiki/Great_offices_of_state

http://en.wikipedia.org/wiki/Life_peerage

http://en.wikipedia.org/wiki/Kesteven

http://en.wikipedia.org/wiki/House_of_Lords



Nelson Mandela:

Rolihlahla Mandela was born in Mvezo, a village near Mthatha in the Transkei, on July 18, 1918, to Nonqaphi Nosekeni

and Henry Mgadla Mandela. His father was the principal councillor to the Acting Paramount Chief of the Thembu.

Rolihlahla literally means “pulling the branch of a tree”. After his father’s death in 1927, the young Rolihlahla became

the ward of Jongintaba Dalindyebo, the Paramount Chief, to be groomed to assume high office. Hearing the elder’s

stories of his ancestor’s valour during the wars of resistance, he dreamed also of making his own contribution to the

freedom struggle of his people.

After receiving a primary education at a local mission school, where he was given the name Nelson, he was sent to the

Clarkebury Boarding Institute for his Junior Certificate and then to Healdtown, a Wesleyan secondary school of some

repute, where he matriculated. He then enrolled at the University College of Fort Hare for the Bachelor of Arts Degree

where he was elected onto the Students’ Representative Council. He was suspended from college for joining in a

protest boycott, along with Oliver Tambo.

He and his cousin Justice ran away to Johannesburg to avoid arranged marriages and for a short period he worked as

a mine policeman. Mr Mandela was introduced to Walter Sisulu in 1941 and it was Sisulu who arranged for him to do

his articles at Lazar Sidelsky’s law firm. Completing his BA through the University of South Africa (Unisa) in 1942, he

commenced study for his LLB shortly afterwards (though he left the University of the Witwatersrand without graduating

in 1948). He entered politics in earnest while studying, and joined the African National Congress in 1943.

Despite his increasing political awareness and activities, Mr Mandela also had time for other things. “It was in the

lounge of the Sisulu’s home that I met Evelyn Mase … She was a quiet, pretty girl from the countryside who did not

seem over-awed by the comings and goings … Within a few months I had asked her to marry me, and she accepted.”

They married in a civil ceremony at the Native Commissioner’s Court in Johannesburg, “for we could not afford a

traditional wedding or feast”. Mase and Mr Mandela went on to have four children: Thembikile (1946), Makaziwe

(1947), who died at nine months, Makgatho (1951) and Makaziwe (1954). The couple was divorced in 1958.

At the height of the Second World War, in 1944, a small group of young Africans who were members of the African

National Congress, banded together under the leadership of Anton Lembede. Among them were William Nkomo,

Sisulu, Oliver R Tambo, Ashby P Mda and Nelson Mandela. Starting out with 60 members, all of whom were residing

around the Witwatersrand, these young people set themselves the formidable task of transforming the ANC into a more

radical mass movement.

Their chief contention was that the political tactics of the “old guard” leadership of the ANC, reared in the tradition of

constitutionalism and polite petitioning of the government of the day, were proving inadequate to the tasks of national

emancipation. In opposition to the old guard, Lembede and his colleagues espoused a radical African nationalism

grounded in the principle of national self-determination. In September 1944 they came together to found the African

National Congress Youth League (ANCYL).

Mandela soon impressed his peers by his disciplined work and consistent effort and was elected as the league’s

National Secretary in 1948. By painstaking work, campaigning at the grass-roots and through its

mouthpiece Inyaniso (“Truth”) the ANCYL was able to canvass support for its policies amongst the ANC membership.



All these leaders possessed all or some of the following attributes:

1. Respect

People who demonstrate Respect show unconditional high regard for others, acknowledging their value as human beings, regardless of their behavior. The respect comes through in all situations, even during times of conflict or criticism.

Demonstrating respect for others requires developing and refining the following core qualities:

Empathy

Treating everyone in the organization with empathy helps leaders earn trust. Leaders who are empathetic create strong bonds and are seen as less political. A person who demonstrates the core quality of empathy:

§ Can understand others’ points of view, including the views of those who are different

§ Shows genuine concern for others

§ Listens with understanding

§ Is respectful even when he or she has nothing to gain from the relationship Lack of Blame

People who don't blame others are not defensive. They are able to reflect honestly on their own

behavior and are willing to admit mistakes. When things go wrong, they don't spend time assigning blame; they spend time fixing the problem. A person who demonstrates the core quality of lack of blame:

§ Admits fault when appropriate

§ Does not look for a scapegoat in a crisis

§ Spends time fixing problems, not assigning them

Humility

Humility is a lack of pomposity and arrogance. It is the recognition that all people are fallible, that we are all combinations of strengths and weaknesses. People who demonstrate humility, as someone has said, "don't think less of themselves; they just think more of others." Arrogance derails more leaders than any other factor. A person with the core quality of humility:

§ Listens to others with an open mind

§ Doesn't brag or name drop

§ Clearly sees and admits their own limitations and failings

§ Is not afraid to be vulnerable

http://en.wikipedia.org/wiki/Respect

http://en.wikipedia.org/wiki/Empathy

http://en.wikipedia.org/wiki/Blame

http://en.wikipedia.org/wiki/Humility



Emotional Mastery

People who have developed emotional mastery recognize that, as Epictetus said 2000 years ago,

"It's not the facts and events that upset man, but the view he takes of them." For those in positions of formal power, the most important aspect of emotional mastery may be controlling anger. Outbursts of anger have no spot in the workplace, and can quickly destroy a sense of organizational equity and partnership. A person with the core quality of emotional mastery:

§ Says what he or she thinks, but never berates others

§ Stays calm even in crisis situations

§ Doesn't let anxiety interfere with public speaking or with other things that need to be done

§ Reflects before reacting and is able to consciously choose an appropriate response

2. Responsibility

Responsibility is the acceptance of full responsibility for personal success and for the success of the project, team and organization. Becoming responsible requires developing and refining the following core qualities:

Accountability

People who are truly accountable expand their view of organizational responsibility. At all levels,

accountable people do what they can to get done what needs to get done, no matter where in the organization they have to go. They NEVE R say, "It's not my job." They also hold themselves accountable for making relationships work - they don't say, "Well, I'll go halfway if they will." They take 100% responsibility for making any relationship work. A person with the core quality of accountability:

§ Takes the initiative to get things done

§ Is not afraid to hold himself accountable

§ Is willing to cross departmental boundaries to help with a meaningful project

§ Takes personal responsibility for organizational success

Self-Confidence

People who are self-confident feel that they are the equal of others, even when those others are in positions of much greater formal power. People who are self-confident also recognize the value of building the self-confidence of others and won't be threatened by doing so. Self-confidence in everyone builds a sense of partnership and helps the organization get maximum effort and ideas from everyone. A person with the core quality of self-confidence:

http://en.wikipedia.org/w/index.php?title=Emotional_mastery&action=edit&redlink=1

http://en.wikipedia.org/wiki/Epictetus

http://en.wikipedia.org/wiki/Power_(sociology)

http://en.wikipedia.org/wiki/Workplace

http://en.wikipedia.org/wiki/Moral_responsibility

http://en.wikipedia.org/wiki/Accountability

http://en.wikipedia.org/wiki/Self-confidence



§ Has a self assured bearing

§ Is flexible and willing to change

§ Easily gives others credit

§ Isn't afraid to tell the truth

Courage

People with courage are assertive and willing to take risks. They ask forgiveness rather than permission, and are willing to try even though they might fail. They are willing to risk conflict to have their ideas heard, balancing that with the respect that makes constructive conflict possible. A person with the core quality of courage:

§ Champions new or unpopular ideas

§ Talks to others, not about others, when there is a problem

§ Accepts feedback and really hears what others say

§ Takes the ball and runs with it, even when there are obstacles

Focus on the whole

People who focus on the whole , think in terms of the good for the entire organization, not in

terms of what's good for them, their team or their department. They can see interdependencies and can see beyond what is immediately observable. They have an understanding of and enthusiasm for the business and an understanding of their industry. For example, if working on a project, they consider the implications of the whole project and commit to an outcome that works for the customer rather than focusing on just their piece of the project. A person who demonstrates the core quality of focusing on the whole:

§ Realizes that they represent their company to customers

§ Sees how the work in their area affects the entire project and the entire organization

§ Gathers information from all stakeholders when making decisions

§ Shares information throughout the company and understands the value of a knowledgeable workforce

http://en.wikipedia.org/wiki/Courage

http://en.wikipedia.org/wiki/Business

http://en.wikipedia.org/wiki/Industry

http://en.wikipedia.org/wiki/Company_(law)



Self Reflection Activity:

Analysing your leadership skills

Statement Not

at all Rarely

Some

times Often

Very

Often

1 When assigning tasks, I consider people's skills and interests

1 2 3 4 5

2 I doubt myself and my ability to succeed 5 4 3 2 1

3 I expect nothing less than top-notch results from people

1 2 3 4 5

4 I expect higher quality work from my people than I sometimes deliver myself

5 4 3 2 1

5 When someone is upset, I try to understand how he or she is feeling

1 2 3 4 5

6 When circumstances change, I can struggle to know what to do.

5 4 3 2 1

7 I think that personal feelings shouldn't be allowed to get in the way of performance and productivity.

5 4 3 2 1

8 I am highly motivated because I know I have what it takes to be successful.

1 2 3 4 5

9 Time spent worrying about team morale is time that's wasted.

5 4 3 2 1

10 I get upset and worried quite often in the workplace

5 4 3 2 1

11 My actions show people what I want from them.

1 2 3 4 5

12 When working with a team, I encourage everyone to work toward the same goal.

1 2 3 4 5

13 I make exceptions to my rules and expectations - it's easier than being the enforcer all of the time!

5 4 3 2 1



14 I enjoy planning for the future. 1 2 3 4 5

15 I feel threatened when someone criticizes me. 5 4 3 2 1

16 I take time to learn what people need from me so they can be successful.

1 2 3 4 5

17 I'm optimistic about life, and I can see beyond temporary setbacks and problems.

1 2 3 4 5

18 I think that teams perform bes t when individuals keep doing the same tasks and perfecting them, instead of learning new skills and challenging themselves.

5 4 3 2 1

Ø Score Interpretation

Now add up the scores you've circled.

My score overall is: Out of 90

Score Comment

.

18-34 You need to work hard on your leadership skills. The good news is that if you use more of these skills at work, at home, and in the communi ty, you'll be a real asset to the people around you. You can do it - and now is a great time to start!

35-52 You're doing OK as a leader, but you have the potential to do much better . While you've built the foundation of effective leadership, this is your opportunity to improve your skills, and become the best you can be. Examine the areas where you lost points, and determine what you can do to develop skills in these areas

53-90 Excellent! You're well on your way to becoming a good leader. However, you can never be too good at leadership or too experienced - so look at the areas where you didn't score maximum points, and figure out what you can do to improve your performance.

There are many leadership skills and competencies that, when combined and applied, go toward making you an effective leader. You have the ability to develop each of these skills within yourself. Read on for specific ideas on how you can improve your leadership skills!



Personal characteristics

Successful leaders tend to have certain traits. Two keys areas of personal growth and development are fundamental to leadership success: self-confidence, and a positive attitude.

Self-confident people are usually inspiring, and people like to be around individuals who believe in themselves and what they're doing. Likewise, if you're a positive and optimistic person who tries to make the best of any situation, you'll find it much easier to motivate people to do their best.

Self- confidence (Statement 2,8)

For statements in this category, fill in your scored answers in the table below, and then calculate your total.

Score

Statement 2

Statement 8

Total Out of 10

Self-confidence is built by mastering significant skills and situations, and by knowing that you can add real value by the work you do. One of the best ways to improve your confidence is to become aware of all of the things you've already achieved.

Positive Attitude and Outlook (Statements 10, 17)


Score

Statement 10

Statement 17

Total Out of 10

A positive mindset is also associated with strong leadership. However, being positive is much more than presenting a happy face to the world: you need to develop a strong sense of balance, and recognize that setbacks and problems happen - its how you deal with those problems that make the difference.



Positive people approach situations realistically, prepared to make the changes necessary to overcome a problem. Negative people, on the other hand, often give in to the stress and pressure of the situation. This can lead to fear, worry, distress, anger and failure.

Stress Management Techniques, including getting enough Rest, Relaxation and Sleep as well as physical exercise, are great ways of getting rid of negative thoughts and feelings. Understanding your thinking patterns and learning to identify and eliminate negative thinking are key. You can learn how to do this with Rational Positive Thinking.

Emotional Intelligence (Statements 5, 15)


Score

Statement 5

Statement 15

Total Out of 10

The concept of emotional intelligence used to be referred to as "soft skills," "character", or even "communication skills". The more recent idea of Emotional Intelligence (EQ) offers a more precise understanding of a specific kind of human talent. EQ is the ability to recognize feelings - you’re own and those of others - and manage those emotions to create strong relationships.

Learning to develop Empathy is essential for emotional intelligence, as is communicating effectively, and practicing Empathic Listening .These all help you really understand the other person's perspective.

Transformational Leadership

Transformational leadership is a leadership style where leaders create an inspiring vision of the future, motivate their followers to achieve it, manage implementation successfully, and develop the members of their teams to be even more effective in the future. We explore these dimensions below.



Providing a Compelling Vision of the Future (Statements 6, 14)


Score

Statement 6

Statement 14

Total Out of 10

This is your ability to create a Vision of the Future and to present this vision in a way that's compelling and inspiring to the people you lead.

The first part of being able to do this is having a thorough knowledge of the area you're operating in.

From there, good use of strategic analysis techniques can help you gain the key insights you need into the environment you're operating in, and into the needs of your clients.

Good use of Prioritization Skills and Decision-Making Techniques will help you identify your best strategic options, and validate your chosen way forward.

Finally, to sell your vision, you need the ability to create a compelling and interesting story. Another great way of inspiring people is to use vivid stories to explain your vision.

Motivating People to Deliver the Vision (Statements 9, 12)


Score

Statement 9

Statement 12

Total Out of 10



This is closely related to creating and selling a vision. You must be able to convince others to accept the objectives you've set. Emphasize teamwork, and recognize that when people work together, they can achieve great things. To provide effective leadership by linking performance and team goals, use Management by Objectives (MBO) and Key Performance Indicators (KPIs).

Managing Performance Effectively (Statements 3, 13)


Score

Statement 3

Statement 13

Total Out of 10

Effective leaders manage performance by setting their expectations clearly and concisely. When everyone knows what's expected, it's much easier to get high performance. There's little uncertainty, therefore you can deal with performance issues quickly.

As you create rules, help the team understand Why the Rules Are There. Involve them in the rule-making process, and make sure your expectations align with the resources and support available. Apply rules fairly and consistently.

Providing Support and Stimulation (Statements 1, 7, 16, 18)


Score

Statement 1

Statement 7

Statement 16

Statement 18

Total Out of 10



The last two dimensions of transformational leadership require you to commit to developing your people. To be highly motivated at work, people usually need more than a list of tasks to be completed each day. They need challenges and interesting work. They need to develop their skills, and feel supported in their efforts to do a good job.

Think about your approach to Task Allocation, and look for opportunities to match people with jobs and responsibilities that will help them grow and develop. Use Heron's Six Categories of Intervention to help you decide when and how to help team members for maximum effectiveness. Perform Training Needs Assessments on a regular basis to determine what your team needs to be successful. Remember that emotional support is also important. The Blake-Mouton Managerial Grid is a great tool for thinking about the right balance between concern for people, and productivity.

Key Points

To be successful in your career, regardless of your title or position, focus on developing your leadership skills.

Effective leaders can add value simply by being present on teams. They are inspirational and motivating. They know the right things to say to people to help them understand what's needed, and they can convince people to support a cause.

When you have talented and effective leaders in your organization, you're well on your way to success. Develop these leadership skills in yourself and in your team members - and you'll see the performance and productivity of your entire team improve.

Any one of us can be a highly effective leader, as long as we put in the time and effort needed to learn core leadership skills. It takes a little effort to learn these skills, however the rewards that come with successful leadership are huge - rewards of respect, self-confidence and happiness, as well as those of money and status.


Assessment

INVESTIGATE

Get your learning material documents and study them, make notes of items that you do not fully understand, and discuss in groups or in class. Now reflect back on the activities you have done – make a note of what you have come to understand about yourself and others during these activities.

CLASS DISCUSSION

The learners should divide into groups and discuss the notes they made. The practitioner will assist the various groups if there are items on which agreement cannot be reached.

RECORD

To help reinforce your learning so far take 45 minutes to complete this Self assessment. After completing the task the Practitioner will discuss the suggested outcomes with you. The learner must file their answers in their portfolio of evidence.

Learning Self Check – Learning Activity 1

Having completed this learning activity and signed off this learning self check, you are now able to:

YES

NO

1. Understand what leadership is 2. Understand the roles of effective leaders 3.Identify effective leaders and their attributes 4.Understand your own ability as a leader Learner’s signature:____________________________________

Practitioner’s signature:_________________________________

Date:_______________________________________________


2. SPECIFIC OUTCOME: DIFFERENTIATE BETWEEN LEADERSHIP

AND MANAGEMENT

The purpose of this Specific Outcome is to differentiate between leadership

and management



2. Differentiate between leadership and management

SPECIFIC

OUTCOME

2



2.1 Difference Between Leadership and Management

Definitions:

Management: Allocation and control of resources in an effective manner and coordination of activities and resources (people, equipment, facilities, etc.) to reach goals.

Leadership: The process or ability to motivate and mobilize others to unite and to work toward achieving a common goal.

2.1.1 Leadership versus Management

Over the years the terms management and leadership have been so closely related that

individuals in general think of them as synonymous. However, this is not the case even considering that good managers have leadership skills and vice-versa. With this concept in mind, leadership can be viewed as:

§ centralized or decentralized

§ broad or focused

§ decision-oriented or morale-centred

§ intrinsic or derived from some authority

Any of the bipolar labels traditionally ascribed to management s tyle could also apply to leadership style. Hersey and Blanchard use this approach: they claim that management merely consists of leadership applied to business situations; or in other words management forms a subset of the broader leadership process. They say: "Leadership occurs any time one attempts to influence the behavior of an individual or group, regardless of the reason. Management is a kind of leadership in which the achievement of organizational goals is paramount."

However, a clear distinction between management and leadership may nevertheless prove useful. This would allow for a reciprocal relationship between leadership and management, implying that an effective manager should possess leadership skills, and an effective leader should demonstrate management skills. One clear distinction could provide the following definition:

§ Management involves power by position.

§ Leadership involves power by influence.



Abraham Zaleznik (1977), for example, delineated differences between leadership and management. He saw leaders as inspiring visionaries concerned about substance while managers he views as planners who have concerns with process. Warren Bennis (1989) further explicated a dichotomy between managers and leaders. He drew twelve distinctions between the two groups:

§ Managers administer; leaders inn ovate.

§ Managers ask how and when; leaders ask what and why.

§ Managers focus on systems; leaders focus on people.

§ Managers do things right; leaders do the right things.

§ Managers maintain; leaders develop.

§ Managers rely on control; leaders inspire trust.

§ Managers have short-term perspective; leaders have long-term perspective.

§ Managers accept the status-quo; leaders challenge the status-quo.

§ Managers have an eye on the bottom line; leaders have an eye on the horizon.

§ Managers imitate; leaders originate.

§ Managers emulate the classic good soldier; leaders are their own person.

§ Managers copy; leaders show originality.

Paul Birch (1999) also sees a distinction between leadership and management. He obse rved that, as a broad general ization, managers concerned themselves with tasks while leaders concerned themselves with people. Birch does not suggest that leaders do not focus on "the task." Indeed, the things that characterise a great leader include the fact that they achieve. Effective leaders create and sustain competitive advantage through the attainment of cost leadership, revenue leadership, time leadership, and market value leadership. Managers typically follow and realize a leader's vision. The difference lies in the leader realising that the achievement of the task comes about through the goodwill and support of others (influence), while the manager may not.

This goodwill and support originates in the leader seeing people as people, not as another resource for deployment in support of "the task". The manager often has the role of organizing resources to get something done. People form one of these resources, and many of the worst managers treat people as just another interchangeable item. A leader has the role of causing others to follow a path he/she has laid out or a vision he/she has articulated in order to achieve a task. Often, people see the task as subordinate to the vision. For instance, an organization might have the overall task of generating profit, but a good leader may see profit as a by-product that flows from whatever aspect of their vision differentiates their company from the competition.



Leadership does not only manifest itself as purely a business phenomenon. Many people can think of an inspiring leader they have encountered who has nothing whatever to do with business: a politician, an officer in the armed forces, a Scout or Guide leader, a teacher, etc. Similarly, management does not occur only as a purely business phenomenon. Again, we can think of examples of people that we have met who fill the management niche in non-business organisations. Non-business organizations should find it easier to articulate a non-money-driven inspiring vision that will support true leadership. However, often this does not occur.

Patricia Pitcher (1994) has challenged the bifurcation into leaders and managers. She used a factor analysis (in marketing) technique on data collected over 8 years, and concluded that three types of leaders exist, each with very different psychological profiles: Artists (imaginative, inspiring, visionary, entrepreneurial, intuitive, daring, and emotional), Craftsmen (well-balanced, steady, reasonable, sensible, predictable, and trustworthy), Technocrats (cerebral, detail-oriented, fastidious, uncompromising, and hard-headed). She speculates that no one profile offers a preferred leadership style. She claims that if we want to build, we should find an "artist leader" if we want to solidify our position, we should find a "craftsman leader" and if we have an ugly job that needs to get done l ike downsizing, we should find a "technocratic leader". Pitcher also observed that a balanced leader exhibiting all three sets of traits occurs extremely rarely: she found none in her study.

Bruce Lynn postulates a differentiation between 'Leadership' and ‘Management’ based on perspectives to risk. Specifically, "A Leader optimises upside opportuni ty; a Manager minimises downside risk." He argues that successful executives need to apply both disciplines in a balance appropriate to the enterprise and its context. Leadership without Management yields steps forward, but as many if not more steps backwards. Management without Leadership avoids any step backwards, but doesn’t move forward.

2.1.2 Leadership by a group

In contrast to individual leadership, some organizations have adopted group leadership. In this

situation, more than one person provides direction to the group as a whole. Some organizations have taken this approach in hopes of increasing creativity, reducing costs, or downsizing. Others may see the traditional leadership of a boss as costing too much in team performance. In some situations, the maintenance of the boss becomes too expensive - either by draining the resources of the group as a whole, or by impeding the creativity within the team, even unintentionally.

A common example of group leadership involves cross-functional teams. A team of people with diverse skills and from all parts of an organization assembles to lead a project. A team structure can involve sharing power equally on all issues, but more commonly uses rotating leadership.

http://en.wikipedia.org/wiki/Boss

http://en.wikipedia.org/wiki/Team

http://en.wikipedia.org/wiki/Cross-functional_team



The team member(s) best able to handle any given phase of the project become(s) the temporary leader(s). According to Ogbonnia (2007), "effective leadership is the ability to successfully integrate and maximize available resources within the internal and external environment for the attainment of organizational or societal goals". Ogbonnia defines an effective leader "as an individual with the capacity to consistently succeed in a given condition and be recognized as meeting the expectations of an organization or society." Additionally, as each team member has the opportunity to experience the elevated level of empowerment, it energizes staff and feeds the cycle of success.

Leaders who demonstrate persistence, tenacity, determination and synergistic communication skills will bring out the same qualities in their groups. Good leaders use their own inner mentors to energize their team and organizations and lead a team to achieve success.

2.2 Leadership is a facet of Management

Leadership is just one of the many assets a successful manger must possess. Care must be taken in distinguishing between the two concepts. The main aim of a manger is to maximise the output of the organisation through administrative implementation, to achieve this, managers must undertake the following functions

Ø Organisation

Ø Planning

Ø Staffing

Ø Directing

Ø Controlling

Leadership is just one important component of the directing function. A manager cannot just be a leader; he also needs formal authority to be effective. For any quality initiative to take hold, senior management must be involved and act as a role model. This involvement cannot be delegated. In some circumstances, leadership is not required. For example, self motivation groups may not require a single leader and may find leaders dominating. The fact that a leader is not always required proves that leadership is just an asset and is not essential.



2.2.1 Difference in perspectives

Managers think incrementally, whilst leaders think radically. “Managers do things right, while leaders do the right thing”

This means that managers do things by the book and follow company policy, while leaders follow their own intuition, which may in turn be of more benefit to the company. A leader is more emotional than a manager, “Men are governed by their emotions rather than their intelligence”. This quotation illustrates why teams choose to follow leaders.

“Leaders stand out by being different. They question assumptions and are suspicious of tradition. They seek out the truth and make decisions based on fact, not prejudice. They have preference for innovation.

Management vs. Leadership A Function A Relationship

• Planning • Selecting talent

• Budgeting • Motivating

• Evaluating • Coaching

• Facilitating • Building Trust

Activity:

In your own words explain the difference in Management and Leadership.



Practical Group Activity:

Identify which one of the following terms should be listed under either Management or Leadership: This is a group activity – You will be asked by the facilitator to make use of your flipcharts allocated to you to do this activity.

reporting monitoring budgeting measuring applying rules and policies disciplining people being honest with people developing strategy consulting with team giving responsibility to others determining direction explaining decisions assessing performance defining aims and objectives doing the right thing taking people with you developing successors inspiring others running meetings interviewing organising resources

decision-making mentoring negotiating keeping promises working alongside team members sharing a vision with team members motivating others giving praise thanking people being determined communicating instructions making painful decisions appraising people recruiting counselling coaching problem-solving selling and persuading doing things right using systems getting people to do things

implementing tactics resolving conflict giving constructive feedback accepting criticism and suggestions allowing the team to make mistakes taking responsibility for others' mistakes formal team briefing responding to emails planning schedules delegating reacting to requests reviewing performance time management nurturing and growing people team-building taking responsibility identifying the need for action having courage acting with integrity listening



Research and Reading Activity:

At work/home: Go and read up about the differences in Management and Leadership as well as the different styles of Leadership – Identify which style you are currently using – and try and look at the advantages and disadvantages of that style – Think of the portrait of a good and effective leader – and adapt an effective style of your own.

Conclusion

In a nutshell, the difference between leadership and management i s:

• Leadership is setting a new direction or vision for a group that they follow, i.e.: a leader is the spearhead for that new direction

• Management controls or directs people/resources in a group according to principles or values that have already been established.


Assessment

INVESTIGATE

Go through the learning material and make notes of items that you do not fully understand, and discuss in groups or in class.

CLASS DISCUSSION

The learners should divide into groups and discuss the differences in Management and Leadership. The practitioner will assist the various groups if there are items on which agreement cannot be reached.

RECORD




YES

NO

1. What is the difference between leadership and management Learner’s signature:____________________________________


Date:________________________________________________


3. SPECIFIC OUTCOME: ANALYSE LEADERSHIP THEORIES

The purpose of this Specific Outcome is to enable the learner to analyse

leadership theories



3. Analyse leadership theories

SPECIFIC

OUTCOME

3



3.1 Leadership theories and techniques

Over time, a number of theories of leadership have been proposed. Here are some of the main ideas.

Ø Great man theory

Ø Trait theory

Ø Behavioural theories

§ Role theory

§ The managerial grid Ø Participative leadership

§ Lewins leadership styles

§ Liker’s leadership styles

Ø Situational leadership

§ Hersey and Blanchard’s situational leadership

§ Vroom and Yet tons Normative model

§ Houses path goal theory of leadership Ø Contingency theories

§ Fielders least preferred co- worker (LPC) theory

§ Cognitive resource theory

§ Strategic contingencies theory

Ø Transactional leadership

§ Leader member exchange (LXM) theory

Ø Transformational leadership

§ Bass transformational leadership theory

§ Burns transformational theory

§ Kouzes and Posners leadership participation inventory



Transformational Theory

Attribution Theory

Transactional Theory

Situational

Leadership

Behaviour

Power and Influence

Trait Theory

Great Man Theory



3.1.1 Contingency theories

Leadership styles cannot be fully explained by behavioural models. The situation in which the group is operating also determines the style of leadership which is adopted

Several models exists which attempt to understand the relationship between style and situation, four of which are described here:

Ø Fiedlers contingency model

Ø Hersey Blanchard situational theory

Ø Path goal theory

Ø Vroom Yetton leadership model

The models described have limited validity, but are still widely used.

3.1.2 Fiedler’s contingency model

Situational favourableness

According to Fiedler, there is no ideal leader. Both low-LPC (task-oriented) and high-LPC

(relationship-oriented) leaders can be effective if their leadership orientation fits the situation. The contingency theory allows for predicting the characteristics of the appropriate situations for effectiveness. Three situational components determine the favourableness or situational control:

1. Leader-Member Relations, referring to the degree of mutual trust, respect and confidence

between the leader and the subordinates.

2. Task Structure, referring to the extent to which group tasks are clear and st ructured.

3. Leader Position Power, referring to the power inherent in the leader's position itself.

High levels of these three factors give the most favourable situation, low levels, and the least favourable. Relationship- motivated leaders are most effective in moderately favourable situations, Task motivated leaders are most effective at either end of the scale.

Fiedler suggests that it may be easier for leaders to change their situation to achieve effectiveness, rather than change their leadership style.



The leadership style of the leader, thus, fixed and measured by what he calls the least preferred co-worker (LPC) scale, an instrument for measuring an individual’s leadership orientation. The LPC scale asks a leader to think of all the people with whom they have ever worked and then describe the person with whom they have worked least well, using a series of bipolar scales of 1 to 8, such as the following:

Unfriendly 1 2 3 4 5 6 7 8 Friendly

Uncooperative 1 2 3 4 5 6 7 8 Cooperative

Hostile 1 2 3 4 5 6 7 8 Supportive

.... 1 2 3 4 5 6 7 8 ....

Guarded 1 2 3 4 5 6 7 8 Open

The responses to these scales (usually 18-25 in total) are summed and averaged: a high LPC score suggests that the leader has a human relations orientation, while a low LPC score indicates a task orientation. Fiedler assumes that everybody's least preferred co-worker in fact is on average about equally unpleasant. But people who are indeed relationship motivated, tend to describe their least preferred co-workers in a more positive manner, e.g., more pleasant and more efficient. Therefore, they receive higher LPC scores. People who are task motivated, on the other hand, tend to rate their least preferred co-workers in a more negative manner. Therefore, they receive lower LPC scores. So, the Least Preferred Co-worker (LPC) scale is actually not about the least preferred worker at all, instead, it is about the person who takes the test; it is about that person's motivation type. This is so, because, individuals who rate their least preferred co-worker in relatively favourable light on these scales derive satisfaction out of interpersonal relationship, and those who rate the co-worker in a relatively unfavourable light get satisfaction out of successful task performance. This method reveals an individual's emotional reaction to people with whom he or she cannot work. Critics point out that this is not always an accurate measurement of leadership effectiveness.

3.1.3 Hersey- Blanchard situational theory

This theory suggests that leadership style should be matched to the maturity of the subordinates. Maturity is assessed in relation to a specific task and has two parts.

Ø Psychological maturity- Their self-confidence and ability and readiness to accept responsibility

Ø Job maturity- Their relevant skills and technical knowledge



As the subordinate maturity increases, leadership should be more relationship- motivated than task-motivated. For four degrees of subordinate maturity, from highly mature to highly immature, leadership can consist of:

Ø Delegating to subordinates

Ø Participating with subordinates

Ø Selling ideas to subordinates

Ø Telling subordinates what to do

3.1.4 Path-goal theory

Evans and House suggest that the performance, satisfaction and motivation of a group can be affected by the leader in a number of ways:

Ø Offering rewards for the achievement of performance goals

Ø Clarifying paths towards these goals

Ø Removing performance obstacles

A person may do these by adopting a certain leadership style, according to the situation:

Ø Directive leadership- specific advice is given to the group and ground rules are established

Ø Supportive leadership- good relations exist with the group and sensitivity to subordinates needs is shown

Ø Participative leadership- decision making is based on group consultation and information is shared with the group

Ø Achievement-orientated leadership- challenging goals and set high performance is encouraged while showing confidence in the groups ability

Supportive behaviour increases group satisfaction, particularly in stressful situations, while directive behaviour is suited to ambiguous situations. It is also suggested that leaders who have influence upon their superiors can increase group satisfaction and performance



To produce

Are matched against

3.1.5 Vroom-Yetton leadership model

This model suggests the selection a leadership style for making a decision. There are five decision making styles:

Ø Autocratic 1- problem is solved using information already available

Ø Autocratic 2-additional information is obtained from group before leader makes decision

Ø Consultative 1- leader discusses problem with subordinates individually, before making a decision

Ø Consultative 2-problem is discussed with the group before deciding

Ø Group 2- group decides upon problem, with leader simply acting as chair.

The style is chosen by the consideration of seven questions, which form a decision tree.

I also would like to mention two more leadership styles namely, Transactional and Transformational Leadership.

Leader Behaviours

1. Directive

2. Supportive

3. Achievement –Orientated

4. Participative

Leader Effectiveness

In Influencing Team Members

Situational Factors

Team Member Characteristics

1. Ability

2. Perceived control of destiny

Nature of the Task Itself

1. Routine



3.1.6 Transformational leadership

Starts with the development of a vision, a view of the future that will excite and convert potential followers. This vision may be developed by the leader, by the senior team or may emerge from a broad series of discussions. The important factor is the leader buys into it, hook, line and sinker.

3.1.7 The transactional leader

Works through creating clear structures whereby it is clear what is required of their subordinates, and the rewards that they get for following orders. Punishments are not always mentioned, but they also well understood and formal systems of discipline are usually in place.

The early stage of Transactional leadership is in negotiating the contract whereby the subordinate is given a salary and other benefits, and the company (and by implication the subordinates manager) gets authority over the subordinate. When the Transactional leader allocates work to subordinate, they are considered to be fully responsible for it, whether or not they have the resources or capability to carry it out. When things go wrong, then the subordinate is considered to be personally at fault, and is punished for their failure (just as they are rewarded for succeeding). The transactional leader often uses management by exception, working on the principle that if something is operating to define (and hence expected) performance then it does not need attention. Exceptions to expectation require praise and reward for exceeding expectation, whilst some kind of corrective action applied for performance below expectation.

Whereas Transformational leadership has more of a selling style, Transactional leadership, once the contract is in place, takes a telling style.

Three types of leaders:

• Charismatic leaders- brave, risk takers.

• Transactional leaders- more common than other leaders.

• Transformational leaders- conform to network and co-workers in the best fashion in order to benefit the organization while still sharing ideas.


Assessment

INVESTIGATE

Investigate the different leadership theories make notes of items that you do not fully understand, and discuss in groups or in class.

CLASS DISCUSSION

The learners should divide into groups and discuss the different theories in leadership. The practitioner will assist the various groups if there are items on which agreement cannot be reached.

RECORD




YES

NO

1. Explain the different theories of leadership Learner’s signature:____________________________________


Date:________________________________________________


4. SPECIFIC OUTCOME: APPLY THE DIFFERENT ROLES AND QUALITIES OF LEADERSHIP IN A WORK CONTEXT

The purpose of this Specific Outcome is to enable the Learner to apply

different roles and qualities of leadership in a work context.



4. Apply the different roles and qualities of leadership in a work context

SPECIFIC

OUTCOME

4


4.1 Roles and Qualities of Leaderships in a work context

10 Qualities of a Leader—and How to Acquire Them

Managers don't become leaders overnight. Even “born” leaders don’t start out possessing all

these skills. To be a strong leader, you need to:

Have vision. Leaders have a clear sense of where they want to go and how they intend to get

there. They see the big picture, then create a strategic plan for achieving their goals.

Learn how to develop your vision : Befriend top business leaders in your organisation or

community, read new and c lassic business books and great leaders’ biographies, and formulate a

mission statement for your company.

Make decisions. Leaders aren’t afraid to make difficult or unpopular decisions because they

have confidence in themselves and in their abilities. They know that indecision wastes resources

and opportunities.

Learn to hone your decision-making skills : Practice making decisions in areas where failure

isn’t critical to increase your confidence. If a decision turns out to be wrong, learn from it and

move on.

Take risks. Leaders have the courage to act in situations where results aren’t assured. They're

willing to risk failure.

Learn how to take risks: Analyze the situation, listing pros and cons for each option, then

assign each choice a risk factor rating from 1 to 5. Next determine the likelihood that each

outcome will occur. This will help you determine how much risk you want to take.

TIP: Don't expect perfection. No one wins all the time. Leaders grow by making

mistakes.


Motivate others. Leaders can articulate their vision and ideals to others, convincing them of the value of their ideas. They can inspire people to work toward common goals and to achieve things they never thought they could do.

Learn how to motivate people: Explore the different needs that motivate people and recognize that the same rewards don’t motivate everyone. Listen carefully to others to learn what motivates them.

TIP: Motivate employees by making sure they understand how their work contributes to a larger goal.

Build teams. Leaders create productive teams that draw the best from people. They effectively

coach teams in collaboration, consensus building, and conflict resolution.

Learn how to improve your teambuilding skills : Avoid preconceived answers to every

question. Concentrate on appreciating different points of view during discussions rather than just

trying to prove your point. This same willingness to include others is the key to successful

teambuilding.

Possess self-knowledge. Leaders know their own strengths and weaknesses and are able to

view their behavior objectively. They recognize their shortcomings, open themselves to feedback,

and are willing to make changes when necessary.

Learn how to expand your self-knowledge : Study yourself closely and practice self-

assessment techniques to learn how you behave and the effects you have on others. Ask others

for their opinions or criticisms and what you can do to become a better leader. (Dr. Gerald Bell,

business consultant and professor at the University of North Carolina, Chapel Hill, N.C.)


TIP: Keep a journal of critical incidents; look back and learn what you did well and what you might have done better.

Display integrity. Leaders must be trustworthy before others will follow them. Warren Bennis,

The Leadership Institute, University of Southern California, says qualities that establish trust are

competence, constancy, caring, candor, and congruity, which he defines as authenticity,

reliability, and feeling comfortable with oneself.

Learn how to assess your integrity: Actively seek feedback from others friends, co-workers,

and even employees to determine if your values and sense of responsibility coincide with those of

your peer group.

Pursue lifelong learning. Leaders have a desire to continually learn and grow and are open to

new ideas.

Learn how to expand your knowledge: Maintain a broad focus. Look beyond your colleagues

and your own industry for ideas and inspiration and read books on new management theories

and ideas.

TIP: Wise managers look for support staff or partners who complement their weaknesses. Communicate effectively. Leaders can convey their ideas to diverse individuals and adjust their styles to meet the needs of the people they lead. Learn how to improve communication skills : Practice communications skills such as active listening. Read between the lines during conversations, especially when dealing with subordinates who may be reluctant to say what they think. Restate important points in several ways or ask listeners to reiterate your point to you to ensure that your meaning is clear. Help others succeed. Leaders empower others and go out of their way to help them achieve their full potential, thereby benefiting the organization.

Give a boost to others: Mentor individuals you feel are able to assume leadership roles.



4.2 The Key Roles of Leadership

• Leadership is not an issue of personality but one of providing direction, a sense of

future!

• Leaders have 'attitude' - they have 'a point of view' - they challenge current expectations. They adapt never adopt - every thing is judged according to shared beliefs (the Vision) . They say no - they control their change agenda!

• Leadership is all about purpose. Purpose creates consensus, commitment and collegiality. Management is about maintenance. Both are required - but Leadership is the key to developing a shared Vision

• Leaders focus on what is important - makes it explicit what the organisation is to achieve. They limit and focus innovations - believing in doing a few things well - Quality not quantity Leaders provide clarity and a sense of shared destiny - and in turn a sense of security and hope. Clarity reduces overload complexity and in turn develops empowerment and decision making.

• They spread optimism - they manage the 'heart' - and they say thanks (and often get little in return). They model the way - set the example - by living their values.

• Leaders communicate! Communicate! and communicate! what is important

• Leaders always expect the best - they believe and expect everyone to continually improve. They are optimists. They enable others to act by clarifying expectations and by building trust

• They treat people with empathy - apply the 'Golden Rule' at all times

• By providing clear agreed expectations they provide paradoxically a safe environment to take risks. All learners, to be trusted, need to Know: Why? What? How? and When?

• Leaders ensure that all understand what criteria they have to live up to - how success is to be judged

• They hold people accountable to agreed commitments - even when it would be easier to ignore. Leaders have to show moral toughness. They must see conflict as an opportunity to focus on what is important.

• Leaders give recognition to those who show initiative or appropriate behaviour - they build on the strengths the organisation has. They continually provide feedback and encourage sharing.

• They must support those who need help the most - and provide whatever help is required.

• They must be seen as trustworthy - must live up to their own beliefs; practice what they preach!



Self Reflection Activities: Do You Have What It Takes to Be a Manager / Leader?

To what extent does the person: Never Seldom Occasionally Always Often

Take risks, even if not certain of the outcome

2 4 6 8 10

Work towards helping others achieve their goals

2 4 6 8 10

Have a need to influence others 2 4 6 8 10

Have strong convictions about what is right and what is wrong, that others know about and that they personally follow

2 4 6 8 10

Enhance/improve the self-confidence of others

2 4 6 8 10

Criticize/reprimand people when they do the wrong thing

2 4 6 8 10

Make themselves available when others need them

2 4 6 8 10

Have confidence/a strong self-concept that other’s see

2 4 6 8 10

Show a true caring for the well-being and interests of others

2 4 6 8 10

Show displeasure if others do not meet expectations

2 4 6 8 10

When answering the questions, think of how often you exhibit behaviors in the workplace that result in each outcome described. Answer the questions as honestly as possible. Circle the appropriate number to the right of each question.

The highest score you can get on the quiz is 100. Add up your scores for all questions except Questions 6 and 10. These two questions are scored differently because they are not desirable leader behaviors. To score them, subtract their score from the number 12 and add the resulting number to your total score. For example, if the answer to Question 6 is 4, subtract 4 from 12 = 8. Add the number 8 to the other scores. Do the same for Question 10. Total the 10 numbers.



86 to 100 Exceptional - Potential/Ability

70 to 84 Good - Potential/Ability 60 to 68 Fair - Potential/Ability Less than 60 Need some work

Another simple way to assess your management abilities is to complete the following exercise over the course of one week. 1. Divide a piece of paper in half. Label one side “positive” and the other side “negative.” 2. On the positive side, write down all the times during the week when you feel in control of situations. 3. On the negative side, write down the times you did not control situations effectively. 4. If, at the end of a week, you have more negative situations than positive ones, perhaps you should work on your management and leadership skills.

What Sort of Manager/Leader Are You? While great leaders share many of the same qualities, they also display diverse personality types.

• The Dictator. Seizes total control of all situations and doesn’t encourage team interaction. Plusses: Allows for quick decision-making. Ensures that the company follows the direction that you want.

Minuses: Discourages creativity in others and may damage morale. Limits the inflow of new ideas.

The Humanistic Autocrat. Assumes a paternalistic, care-taking role but retains tight control of decisions.

Plusses: Provides a good comfort level for many workers accustomed to this style from parents and teachers. Allows quick decisions and clear accountability. Often provides a warm, compassionate atmosphere.



Minuses: Limits workers’ growth and creativity, although it provides more recognition than the dictatorial style. May reduce decision’s effectiveness due lack of expertise of all parties.

• The Includer. Encourages participation and fosters a more democratic environment. Plusses: Provides access to a wide variety of ideas in the company. Gives workers a sense of ownership and empowerment.

Minuses: A desire for consensus often slows the decision-making process. Runs the risk of bogging down in seemingly endless meetings. May make manager appear weak or indecisive.

• The Spectator. Manages by doing, or seeming to do, nothing. Lets workers set their own direction. Plusses: Generally liked by workers. Gives skilled workers the opportunity to be creative and try new ideas.

Minuses: Could easily lead to chaos. May create a sense of indifference among workers. Undermines manager’s authority

7 Leadership Strategies

A strong leader is always thinking ahead - anticipating - ready with solutions when problems arise. S/he has a finger on the pulse of staff and customers alike and uses that information to grow the department/company. 1: Effective leaders master their time Effective leaders are relentless about clearing items off their to do list. What's more, it helps them control their time. Once a focused leader decides that what is in front of him/her is important, they will focus and deal with it. If it takes 90 minutes instead of the scheduled 60 minutes, then so be it. This habit can be frustrating to others, but it makes a major difference in a leader's effectiveness. Critical conversations and transactions are consistently brought to closure. Result? Fewer matters remain unresolved and leaders are free to focus their attention elsewhere. 2: Three questions to boost productivity As the number of knowledge workers continues to grow, it becomes increasingly urgent for managers and leaders to find ways to measure and boost their productivity.



Ask your knowledge workers 3 questions:

• What tasks do you perform? • What do you believe you should contribute to the organization? • What prevents you from getting your work done?

Whether they are programmers, editors, surgeons, analysts or urban planners, knowledge workers almost always know the answers to these questions. Find ways to take action based on those answers and productivity will rise. 3: Work/life balance -- a leadership issue In times of uncertainty, employees often put in long, long hours. That leads to burnout. Workers suffer and so does their work. To ensure that employees' personal time remains personal, take these anti-burnout measures: Limit or do away with Friday meetings. Allow your employees to enter weekends free of work-related responsibilities.

• Alter travel weekends. Limit employees' nights away from home. • Even in a tough economy, top performers often find new jobs. Don't lose your most

valuable resource to stress and burnout.

4: Silence is golden You might be surprised to learn that many leaders' most harmful behavior is adding too much value. This behavior is triggered the moment an executive comes to the senior leader with an idea that s/he thinks is really good. "Great idea!" the leader enthusiastically agrees. But because s/he can't resist, the leader gives "input" about executing the idea. This may improve the idea by 5 percent, but the incremental increase is drastically offset by as much as 30 percent. Why? The executive who conceived the idea feels a loss of ownership. His/her commitment to execute the idea is substantially weakened. Express enthusiasm for fresh ideas while keeping improvements to yourself. I tell my coaching clients: The higher up you get on the corporate ladder, the more you need to make other people winners. 5: Put together a great problem-solving team To meet the demands of one city's recycling plan, engineers designed a new truck with a hydraulic arm on the right side to pick up and empty specially designed trash barrels. But when the real experts - the drivers - saw the expensive new trucks, they immediately pointed out that they were useless for picking up trash on the left-hand side of the one-way streets! Blunders like this are not uncommon and share the same root cause. Problem-solving teams often bring together all kinds of people to create a solution except the solution's ultimate users. Eliminate this liability when you put together your next problem-solving team. Besides including the experts and decision-makers on your team, be sure to include one or more users.


6: Solve problems with the right question A good strategy to finding the right answer to a problem is to start with a solution-oriented question that requires a simple "yes" or "no" answer. If excessive staffing costs are cutting into profitability, don't ask, "How can we reduce overtime?" Instead ask, "Do we have a large enough workforce to keep up with the production that's required?" To arrive at a simple answer, you must analyze several factors such as per-employee profit and sales, the overall workload and other objective measures. If you conclude that yes, you do have a large enough workforce to keep up with the required production, then you have to keep probing to uncover the reason(s) for your excessive overtime costs. But if the simple answer is no, you'll know that your system should begin reassessing your basic staffing needs. And your next question will be: "If we hire more people, will our staffing costs go down?"

7: Smart leaders build bench strength In baseball, managers often talk about their "bench strength" - their ability to call on any of a number of talented players throughout a game. Without bench strength, your company can't grow. When you have great players on your team, you have the freedom to make critical decisions that will ensure your company's growth. Develop great bench strength by sticking to two simple rules:

• Insist that every supervisor have his/her own replacement trained and ready to move up.

• Defer salary increases and promotions for anyone who has not done according to the first strategy.

These 7 strategies will strengthen your abilities as a manager /leader, increase productivity within your department/company, and show others your true leadership qualities. Start applying them now and watch performance soar!

Research/ Further Reading Activity: At work / Home – go read further about Leadership Strategies and develop a strategy you will use in your section from now on.



Practical Group Activity: Leadership Style Overview

You (or your team) will play the role of leader for a newly-assembled team of high-potential people. They have been assigned as your staff to complete a twenty-week research project. Each week will involve a different leadership decision for you to make, challenging you to adopt that particular style which fits the situation best. Your staff, or team members, is as follows:

• Sally Woods - Sally is the most inexperienced on your team. She's been with the organization for one year, is 26 years old, and could be categorized as a "trainee." She's very bright and eager and this was the basis for her selection for the team.

• Ted Davis - He's the heavyweight on the team by virtue of his upward mobility over the last eight years. He's now 34, and has had an outstanding track record in every previous assignment. Ted is ambitious and talented, and makes no pretence at hiding these attributes.

• Joan Eaton - Joan is on the team for her consistency in producing quality work in a variety of assignments. She's 40 years of age, and has ten years of dedicated, steady, on-time productivity to her credit.

• Jerry Golden - He's the senior staffer on the team. Jerry has 25 years with the organization, and obviously brings solid credentials to the team. He's not an earth mover, but is known for his ability to do good work, function under pressure, and blend into new situations.

None of these people have worked together previously, nor have any of them worked with or for you. This is your first assignment involving supervisory responsibility.

In playing the LEADERSHIP game, you will be challenged to make twenty decisions involving leadership situations. The decisions are structured over a time span of twenty weeks and will relate directly to leadership strategy involving the team (or individuals) assigned to you.

For each situation, choose the decision you feel is most appropriate and circle that number.



SCORECARD

Week Answer Points Group Week Answer Points Group

1 11

2 12

3 13

4 14

5 15

6 16

7 17

8 18

9 19

10 20

Subtotal Subtotal



Week 1 – SITUATION This is your first day on the job with your new project team. A good strategy at this time would be:

1.

Have a meeting with the team to outline your objectives, performance standards, and working guidelines for the project.

2.

Call a meeting to solicit the team's ideas

on how the project should be handled. Plan to incorporate their thinking in your project plans.

3.

Don't take any action. The team has been briefed on the job, and if the staff wasn't highly motivated, they wouldn't have been selected in the first place. Don't get involved until problems arise.

4.

Motivate the team. Have a meeting to kick-off the project with a flying start. Forget the nuts and bolts and concentrate on personal benefits, the challenge, opportunity for growth, teamwork, etc.

Week 1 - EVALUATION

1.

This option is a little too strong-handed. While it's good to be decisive, and task oriented, you'll be a more effective leader if you can build in some participation right from the start.

(1 point)

2.

Getting the team's inputs at the beginning will (1) build good relationships and (2) focus the total team's thinking on the task ahead. It's the best way to build commitment and achieve your project objectives.

(3 points)

3.

Sometimes "no action" is a good decision, but not in this case. It would be a good idea to establish your leadership credentials by taking some positive action at the outset.

4.

Hopefully, the team is motivated, and some reinforcement won't hurt. However, you should help provide a structure for the project at hand.

(2 points)



Week 2 - SITUATION

Ted Davis appears to be establishing a dominant role. You've observed him directing other staffers (particularly Sally Woods), and he seems to be getting quite involved in other people's activities. You should:

1.

Take Ted aside immediately and let him know that his behaviour will have immediate and long-term effects on the project.

2.

Ask the team members for recommendations on how they should be organized for optimum productivity.

3.

Avoid reacting prematurely, and continue to observe the team ’s activities.

4.

Call a staff meeting to generally discuss how things are going, to see if they're satisfied with their work. If there's any dissatisfaction, it's bound to surface at this time.

Week 2 - EVALUATION

1.

It's too early to involve yourself in this situation; a hasty move might jeopardize your leadership function with the team. At this point you don't know whether Ted's activity is counter-productive, or if it contributes to the team effort.

2.

This tactic would not solve the immediate problem (if it is one). Further it might weaken your leadership role by getting the team too involved in the decision-recommendation process.

(1 point)

3.

This is your best option. Defer your move until you fully determine what effect, if any, Ted's activity is having on productivity or team relationships.

(3 points)

4.

An oblique approach (calling a meeting to discuss general attitudes) may be supportive. It will demonstrate your concern for your staff but will do little to impact on the situation with Ted.

(2 points)



Week 3 - SITUATION

For the past day or so, the team members have apparently been bogged down with a problem. They've been huddling with each other, and may fall behind schedule or get off track. Your best move at this point is:

1.

Quickly step into the situation and either solve the problem yourself, or provide the team with direction.

2.

Roll up your sleeves and work closely with the team. Supervise their efforts, but get them involved in ultimate solution.

3.

Let the team struggle with its problem until a suitable solution evolves.

4.

Be supportive of the situation. Counsel with the team as necessary, and encourage them, but let them solve the problem by themselves.

Week 3 – EVALUATION

1.

This option is premature and somewhat autocratic. Action is required but it need not be direct nor should it imply that you are taking over.

2.

This is better than the adjacent option (in upper left box) but too much involvement by you at this point may either cause the staff to depend on you in the future, or create resentment.

(2 points)

3.

If you let the team struggle you are leaving too much to chance. It's not worth the risk to the project, or the frustrations that may be incurred in the process.

(1 point)

4.

Here is your best prospect. The team needs support and time to find a solution. You will reinforce your relationship with the team; your actions will demonstrate your confidence in them, and help them mature.

(3 points)



Week 4 - SITUATION

You've just found out that the budget for the team project has been unexpectedly cut 25%. This cut will not affect the staffing or duration of the project, but it will reduce the scope, detract from the quality of the results, and limit the challenge. It would be a good idea to:

1.

Advise the team that there is a 25% budget cut, and give them instructions on how to accommodate the change.

2.

Commiserate with the team members on what has happened to the budget and start working with them immediately to set up a contingency plan.

3.

Postpone action for the time being. There's always hope that the budget may be reinstated; even if it isn't you'll have time to brief your staff and make adjustments before the halfway mark of the project is reached.

4.

Minimize the impact of the budget cut on the project and those involved. Let the team members decide if any adjustments are necessary, when and how they should be made.

Week 4 - EVALUATION

1.

This is a crisis situation where instant leadership is required. It's the right time to level with the team and provide some immediate direction. Your best option.

(3 points)

2.

An effective leader wouldn't encourage the team to feel sorry for themselves so this isn't a good option. The contingency plan makes sense, but it's questionable whether the staff should be involved. They would probably look to you for this leadership.

(2 points)

3.

This action (or no action) is wishful thinking. It can be harmful too, and will weaken your position with the team when they find out that you stalled.

4.

This is not the time to be concerned about your relationship--at the expense of the project. In other words, it's weak strategy to turn over the reins to the team.

(1 point)



Week 5 - SITUATION

Ted Davis has confided in you that the team's morale is low because of (1) the budget cut and (2) too many frustrating problems. You should:

1.

At your earliest convenience, review the project in depth; if quality is off, or target dates are behind schedule, take action by redefining goals and standards of performance.

2.

Meet with each staffer privately to reinforce what they're doing well, to review performance standards, and to gather suggestions for advancing the project.

3.

Advise Ted, tactfully, to worry about his own problems; this might also be a good time to indicate that you're concerned about the leader's role he's assumed.

4.

Call a special meeting of the team, let them know that you sense morale is low. Get them involved in discussing why the morale problem exists and try to work out a solution that everyone will be happy with.

Week 5 – EVALUATION

1.

If you opted for this choice, you're too anxious about the project. While it's important to monitor it, you shouldn't react to a potential morale problem by focusing exclusively on the project.

(2 points)

2.

This is your number 1 option. By meeting with each staffer in private you'll be able to strengthen relationships, assess the morale problem (if there is one) and at the same time subtly move each staffer forward on the project.

(3 points)

3.

The main issue is whether there is a morale problem or not, and this option doesn't deal with it.

(1 point)

4.

This selection demonstrates your regard for good team relationships. It could backfire though. If there isn't a problem, you may be creating one. Unless there is a well-defined and serious morale problem, avoid a confrontation like this.



Week 6 – SITUATION

Performance has slipped; the material submitted recently has been substandard (and late in arriving). In addition, you've observed some bickering and disagreement among the staff members. Now is the time to:

1.

Exert strong leadership by getting directly involved in the team's work problems. For example, you might review the current inputs with the team members, point out deviations and make recommendations for improvement.

2.

Use a consultative approach. The best way to implement this technique would be to consult with each staffer and have him or her outline any changes, or make recommendations for improving the overall productivity of the team.

3.

Sit tight and let the problems work themselves out. The team is reasonably mature--having worked together for 5 weeks--and should be able to get back on track, and resolve any personal differences without your help.

4.

Call a meeting to discuss the problems the team members are having. The disagreements are probably being caused by frustration over the budget cut and if you let them ventilate these problems, and get their suggestions, morale will improve.

Week 6 - EVALUATION

1.

There is an immediate need for short-term results and a reversal of the performance slippage. Direct intervention is a good move and therefore this option is your best one.

(3 points)

2.

If you opted for this one, you're probably trying too hard to balance your concerns for task performance and personal relationships. At this point you should make a trade-off: forget about getting the team involved and get the project on track.

(2 points)

3.

The team is maturing--slowly--but this situation is more than a "problem." it requires immediate direction and leadership. A deep-seated performance drop is likely to worsen, rather than work itself out.

(1 point)

4.

If you selected this option you're approaching the problem from the wrong side. Your good intentions for improving personal relationships may be assessed by the team as wishy-washy leadership.



Week 7 - SITUATION

Your rescue efforts have borne fruit. The team is back on track with good performance and satisfactory morale. A prudent action at this time would be to:

1.

Continue to give your staff strong direction. They obviously responded to this type of leadership when they were having problems, and you should continue your role as an active leader and supervisor.

2.

Provide the team with some specific feedback on good performance, and seek out their ideas for planning future phases of the project.

3.

Do nothing. Performance is satisfactory, and the team members are interfacing well, so don't rock the boat.

4.

Reward the team for their turnabout. You might take them out to lunch, or individually let them know you recognize and appreciate their renewed efforts.

Week 7 - EVALUATION

1.

This is not your best choice. Now that the team is functioning effectively, you should relax the reins, rather than keep pushing. Look for opportunities to give the team increased responsibilities again.

(1 point)

2.

Your best move. This option provides a reward (feedback) for desired performance (positive reinforcement). It also opens the door, allowing the team a chance to again assume responsibility.

(3 points)

3.

There's a danger in this option. Without further positive reinforcement the team is likely to revert to the previous low performance level. Why chance it?

4.

Your staff might think you're patronizing them, if you're not careful. However, you are on the right track; your reinforcement will be more effective if it's specific and buttressed with increased staff involvement.

(2 points)



Week 8 - SITUATION

It's become apparent that one of your major benchmarks for the project will not be reached on time unless your team puts in extensive overtime work this week. The best way to handle this situation is to:

1.

Take positive action by advising the team members to work overtime to catch up. You should plan to work also, to help out, and to supervise their efforts.

2.

Define the problem for the team, stressing the need to accelerate productivity, and let them decide what must be done. Hopefully they'll rise to the challenge and volunteer to work overtime. If not, they may come up with a solution you hadn't thought of.

3.

Relax and let events take their course. Now that the team is in high gear again, they'll probably accelerate on their own and eventually catch-up.

4.

Talk with the team members and tactfully "take their temperature" about overtime; be careful not to impair your relations with them. If you meet the slightest resistance, modify the target dates, make plans the team will be happy with, or take the chance of being late.

Week 8 - EVALUATION

1.

A straight-forward approach is desirable. It's the right time to be decisive, and even though your involvement is ostensibly to supervise the team's efforts, it will demonstrate your desire to take the lead in getting the task done.

(3 points)

2.

This option may be tempting but in reality it's weak. You're pursuing a middle road between getting the job done and maintaining good relationships. This alternative leaves too much to chance--the odds are against "volunteering to work overtime.

(2 points)

3.

You can't afford to relax if your team should be playing "catch-up." There are certain situations where a delay can be tolerated, but this is not one of them.

(1 point)

4.

Not only is this choice destined to fail, but it could make you look like a "patsy" in the eyes of your staff. This is not the time to be a "nice guy" or to be too solicitous about the team's welfare.



Week 9 - SITUATION

You've observed that Joan Eaton's performance has tapered in recent weeks. For example, she's been error prone, and some of her reports had to be rewritten. This has not affected the overall project or the team's morale in spite of the fact that other team members have worked harder to compensate. Your best option is:

1.

Call Joan aside for some special counselling; review her performance, probe the reasons why it has fallen down.

2.

Since the problem has not reached serious proportions, you should act subtly. Get the team together to generally discuss inequities in productivity and get their thoughts on how this type of situation should be handled. An added benefit: Joan may get the hint and change her behaviour.

3.

Stay cool and don't over-react at this time. Since neither productivity nor morale has been compromised, you can afford to be patient. The situation may resolve itself; if it worsens, you can always get involved at the appropriate time.

4.

Approach the team members individually or jointly (without Joan present) and level with them about Joan's performance drop and possible ramifications. Let them decide if it is a problem and what should be done about the situation.

Week 9 - EVALUATION

1.

You'll gain respect and accomplish your objective by approaching Joan on a one-to-one basis. This situation necessitates immediate action.

(3 points)

2.

This is an oblique strategy that might work, but it could also turn into a heated and perhaps embarrassing confrontation. Better to deal with personal (individual) problems in private.

(1 point)

3.

This alternative is weak. You can't hide your head in the sand and hope the problem will go away. It won't.

4.

Your choice here is risky. While it's generally advisable to get your staffers involved and assuming responsibility, there's danger in sharing personal problems; this holds true, even if the problem affects the team, as in this case.

(2 Points)



Week 10 - SITUATION

The project team is performing well and team spirits are good. It's now the halfway mark for the project and this may be a good time to have a performance review. Your next step is:

1.

Do a detailed, objective performance appraisal of each staffer and give each one a copy of his or her evaluation. Since the project is proceeding nicely and individual productivity is good, there's no need to have personal consultation with individuals at this time.

2.

Evaluate each staffer by yourself and then conduct an appraisal interview with each one. During the interview, stick to performance (rather than personality or group morale) but try to get each individual involved in the discussion.

3.

Skip the appraisal altogether. This is a valuable tool when there are performance or personal relations problems, but there is no need to do an evaluation at this time.

4.

Hold a group discussion with the team to determine the broad criteria for their appraisals. This will provide a better perspective on employee performance and enhance your personal relationships with the team members.

Week 10 - EVALUATION

1.

This is a highly-structured approach, oriented toward task accomplishment. It's not a good choice for this situation, however, because it may create personal problems with your staff and have a demotivating effect. Better get them involved in the appraisal process.

(1 point)

2.

This is a useful strategy and will enable you to reinforce both task and human relationships. However, considering the overall history of the group for the past 9 weeks, the option below is better.

(2 points)

3.

There is inherent danger in skipping the appraisal. If administered effectively, the appraisal becomes a valuable tool for reinforcing performance and building good personal relationships.

4.

Many of your recent actions have been task oriented. Now that performance and relationships are in balance, it would be a good time to humanize the environment further. This option will help you build support, and foster warm, open communication.

(3 points)



Week 11 - SITUATION

Now that you've passed the halfway mark, and everything is moving along satisfactorily, some plans should be developed for the balance of the project. You should:

1.

Chart a tightly-structured plan and communicate your design to the team members.

2.

Get team ideas and suggestions and then draft a plan that meets your specifications and objectives.

3.

Don't provide for any kind of organized planning. The best way to complete the project is to let it evolve as you go along; this will permit flexibility in deciding who handles which assignment and enable you to shift gears quickly.

4.

Discuss your objectives with the team members and let the team design a plan for accomplishing them. Try not to get involved.


1.

This is not a good strategy at this time. You should be concerned with relaxing the reins and finding ways to delegate responsibility to the team.

2.

A step in the right direction, but the final plan will be essentially yours. You should be striving for more participation from the team.

(2 points)

3.

"Playing it by ear" is not good strategy for this situation, and will deprive you of the benefits that can be gained from other options. (1 Point)

4.

The team has demonstrated its ability to handle responsibility. Allowing added participation will reinforce past performance, provide commitment, build rapport and trust.

(3 points)



Week 12 - SITUATION

The project is moving forward as planned and the staff appears to be happy and functioning harmoniously. Your relations with the staffers have been good. Now's the time to:

1.

Review objectives with the team to make sure that they maintain the momentum.

2.

Have a staff meeting. You can use this conference to let the team members know you're pleased with their work; at the same time, discuss plans for the future and solicit the team's ideas.

3.

Leave things alone and stay on the sidelines.

4.

Do what you can to further build and strengthen personal relationships. Spend time with the staff, make them feel important, be supportive.


1.

Getting involved at this point--even in a small way--may indicate to your staff that you don't have complete confidence in their abilities. This is not your best move.

2.

This option has some built-in dangers. The very fact that you are intervening at this point suggests a need to keep control of the reins. It's not necessary right now.

(1 point)

3.

A good decision is to leave things alone. Now that the team is in high gear, and apparently maturing, you can best reinforce their activity by giving them continued latitude.

(3 points)

4.

Being supportive at a time when relationships are good may be counterproductive. For example, the team may sense something is wrong, or you could create an over-relaxed atmosphere by your increased socialization.

(2 points)



Week 13 - SITUATION

You've observed that the team's direction is slightly off-course and they may be losing sight of objectives. Your best option at this time is to:

1.

Find some way to emphasize the importance of staying on course. They obviously need some direction at this point, and if you delay getting involved, they'll get in real trouble.

2.

Communicate your observation to the team members and encourage them to assess their position and make changes, if necessary.

3.

Leave the team alone; they've been functioning on their own in recent weeks and apparently can re-direct themselves.

4.

Show your confidence in their work by being supportive and make yourself available for discussion. They'll know that they can have open communication with you and can ask for help if they need it.


1.

No matter how subtle your intervention might be, it will give away your concern. Your action is premature and would reflect a lack of confidence.

2.

The key words here are "slightly" (off-course) and "may" (be losing sight of objectives). If there is a problem, you should give the staff a chance to correct it. Your involvement at this point will set back the team's initiative.

(2 points)

3.

This is your best choice. The team has reached good levels of maturity in recent weeks and should be left alone until you have a better fix on whether there is a problem or not.

(3 points)

4.

Increased communication, moral support, and making yourself available, will have little impact on this situation. In fact it can be harmful--if the team is off course--and they interpret your increased attention as reinforcement of what they're doing.

(1 point)



Week 14 - SITUATION

Due to external conditions, you and the team members have jointly concluded that the direction and focus of the project must change. In spite of the fact that this move was discussed and agreed upon, the team has been slow in responding. Here's what you should do:

1.

Write the necessary objectives to accomplish the turnabout and then supervise the staff as needed.

2.

Get the team's input on how to change direction, and then personally follow up to whatever extent is necessary.

3.

Avoid any direct action or intervention at this time. The team members have demonstrated their ability to handle responsibility and at the proper time will respond accordingly.

4.

Don't be directive, but encourage the team to react to this switch in emphasis.


1.

You should be willing to allow the team to shoulder responsibility. To take charge now will upset this "contract" and have a negative impact on your relations with the team.

2.

This alternative is a compromise of sorts, but not necessarily your best decision for handling this situation. While it's important for you to be concerned about the project, direct supervision (as implied) could be harmful in the long run.

(2 points)

3.

The team has demonstrated maturity and responsibility, but you can't totally ignore their sluggishness in responding to change. Therefore, avoiding action at this time would not be a good move.

(1 point)

4.

Your best option lies in minimum involvement. You can galvanize the team into action by being in directive and supportive; and of course, let the team handle implementation on its own.

(3 points)



Week 15 - SITUATION

Ted Davis has been offered another assignment--apparently an outstanding personal opportunity for him. If he's allowed to accept it, the other members of the team will have to carry his share of the workload for the remaining five weeks. The best decision is to:

1.

Turn him down since this will be most desirable in terms of getting the project completed.

2.

Discuss the problem with the other team members to get their reactions. When you've assessed their attitude on the extra work involved, and probability of finishing the project on time, make your decision based on the facts.

3.

Let Ted Davis take the position since it would be wrong for you to stand in the way of his career advancement.

4.

Call a special meeting of the team to make the decision together. If they decide to let him go, they'll be committed to the task; if Ted gets a turndown, he'll accept the decision gracefully because it was made by his peers.


1.

From a "project completion" viewpoint, turning down Ted's opportunity--on the surface--may be the simplest decision. However, there might be ramifications (caused by Ted's and other staffers' reactions) that could impair the project.

2.

The fact that you've consulted with the team on this problem will gain support for your ultimate decision. You must make the decision, however, based on both the team's reactions and the effect it will have on the project.

(3 points)

3.

This option may seem like the right step to take. However, it could impact on both the project and your relations with the staff team; they may react negatively to your decision to let Ted go and could find themselves frustrated with the extra workload.

(2 points)

4.

The main problem with this alternative is that it puts the decision into the hands of your team members. While it's desirable to get the team involved (as above) you can't abdicate your role as leader.

(1 point)



Week 16 - SITUATION

The team members (as the result of a unanimous agreement) have requested permission to go on a four-day work week for the balance of the project. If they get your go-ahead, they would work four nine-hour days each instead of five seven-hour days. Your decision in this situation is:

1.

Advise the team members that you'll make your decision after studying how much effect the four extra hours per week will have on the success of the project.

2.

Promise to give their proposition serious consideration if they can come up with a suitable plan for effectively using the extra four hours per week.

3.

Turn down the request with the explanation that it's too near the end of the project to benefit from this, and it will probably be a headache to administer.

4.

Bounce the ball back to the team. Let them make the decision but ask them to re-think the situation first: Will the proposed schedule provide variety, keep them happy, and motivate them to the end of the assignment.


1.

Your task-oriented option in this box seems logical, but when you consider that only 16 hours extra productivity are involved it's impractical to even consider it. Your team may even interpret this action as a stall, and it could weaken your leadership.

(1 point)

2.

This alternative might be a useful one if the circumstances were different. However, developing a structure for this activity and getting the team involved--in this situation--is an exercise in trivia.

3.

This is your best option and your team members should recognize the practicality. While they may feel disappointed with your response, they can find consolation in a straight-forward and prompt decision.

(3 points)

4.

This decision would certainly give you a "nice guy" image and keep your staff motivated. But it probably will create problems in terms of productivity, hassles over who gets what day off, administration, and so forth.

(2 points)



Week 17 - SITUATION

The project is proceeding as planned, but you sense a mild hostility from the team members. This may have been brought on by your handling of their request for a four-day work week. Your best move now is to:

1.

Press harder to get the project completed and don't worry too much about the team's attitude. They'll admire your leadership qualities when they realize you plan to stick with your initial decision. Supervise closely and provide as much structure as required.

2.

Pitch in and work with the staff now that the project is in the "home stretch." Your supportive efforts will keep the project momentum going and at the same time reinforce relationships with the team members.

3.

Avoid confrontation by not taking any action.

4.

Re-open the problem for discussion. Get the team together and let the team members know that if the four-day work week is that important to them you're willing to reconsider your decision.


1.

Your action--increased supervision--might be warranted if the group is clearly not performing. There is no performance problem and the team has demonstrated an ability to operate on its own.

(2 points)

2.

An effort to join the team and support their efforts at this point might be interpreted as patronizing. They don't need performance support, and your involvement may cause friction, or be harmful in other ways.

(1 point)

3.

Your best move is "no action" since this situation is speculative. You shouldn't react to a "problem" of such slight magnitude; there's a good possibility that even if it does exist, it will subside by itself.

(3 points)

4.

This is a weak approach. While this option may "win friends," it's more likely to weaken your role and project the image of indecisive leadership.



Week 18 - SITUATION

The team has submitted data and materials for a small phase of the project which you feel are poorly done. The work is careless and not well thought out; it's not the quality of work previously submitted. You should:

1.

Make the changes yourself and show the team what you've done. This will serve as a model and help you illustrate the right way to handle this kind of assignment.

2.

Make specific suggestions and get the team involved in re-doing the segment in question; monitor their efforts in producing a better version.

3.

Accept the work. It's only a small phase that's involved and you're too far along with the project to rock the boat.

4.

Suggest that the inferior section needs improvement, but leave the problem in the team's hands: what changes should be made, and who should do them, etc.


1.

If you chose this option you're prone to take charge. A non-directive approach would be more conducive to achieving results, however.

(1 point)

2.

From a leadership standpoint, this option is a little weak. It illustrates your concern for the project, but is too overbearing in terms of supervision. There's too much involvement on your part.

(2 points)

3.

This is not a good alternative if you expect to upgrade performance. It may also be harmful from a leadership angle--if the team members recognize that you're willing to accept substandard work.

4.

This is your best choice. It enables you to direct attention to the substandard work, but leaves responsibility for change with the team. They have shown maturity in the past and should be encouraged to operate independently.

(3 points)



Week 19 - SITUATION

You've observed that there has been recent friction between your team members and various people in an adjacent department. Evidently this has been created by increased pressures for information (being supplied by other departments) as the project enters terminal stages.

1.

Get together with the manager of the other department immediately and let him know that his people are delaying and jeopardizing your project.

2.

Discuss the problem with the team to assess how serious it is, to gather and to solicit their suggestions on how it should be handled. If it is affecting the project seriously, take whatever action you feel is required to safeguard the project.

3.

Don't interfere. The team is capable of handling its own problems. Besides, if you get involved, it may blow the situation out of proportion.

4.

Do what you can to be supportive and mollify the feelings of your staff. Let them know you're aware of the problem; encourage them to "live" with the situation or come up with a suitable solution.


1.

Too forceful, and hasty. Your concern may be justified, but at this point you don't know who's creating the problem or how serious it is. Acting in haste may also cause some embarrassment to your own staff.

2.

This option provides a good balance between people and task relationships. It gets the staff involved in the problem but gives you control of the decision if the project is affected. The balance is vital in this situation.

(3 points)

3.

This is a weak choice and indicates low interest for either the project or your staff. In this situation, it's a poor move.

4.

Your interest in the team's feelings is too heavy. You may also be abdicating your leadership role by permitting them to develop a solution to this kind of external problem.

(1 point)



Week 20 - SITUATION

Your boss has informed you that he's very pleased with the overall project and the results it has produced. He further indicated that it might be worthwhile extending the assignment for an additional four weeks, but emphasized that the decision was yours, not his. You should:

1.

Make your decision based on the facts. If four weeks can substantially enhance the project, then plan to extend it; if not, terminate it as planned.

2.

Discuss the situation with the team members, "sell" them on the opportunity and have them set objectives for the next four weeks.

3.

Consider your personal needs, plans, and desires foremost, and make your decision on that basis.

4.

Let the team decide if they want to extend the project for the additional period. Their personal expectations, feelings, and plans must be considered the most important element in this decision.


1.

This is the strongest option. Your major consideration in this situation should be the project. Ask yourself the question: "Will it produce results?" and let that guide you.

(3 points)

2.

This option is characterized by a "middle of the road" approach; you are trying to satisfy the needs of both the team and the project. Unfortunately, this decision doesn't do much for either.

3.

Not a good choice. Your needs are certainly a consideration, but there are other priorities involved here. An effective leader may be required to subordinate his personal needs.

4.

Ultimately you'd have to deal with the team's personal expectations and plans, but this option implies that this is the most important priority. It isn't.



How to assess your leadership style:

Go back over the 20 decisions you've made and count the number of 1's, 2's, 3's, and 4's. Enter these totals inside the appropriate box in the model below. If your frequency of decisions is evenly distributed, you demonstrate a flexible leadership style. If one quadrant has a heavy frequency--10, for example, this would indicate a dominant style. A very low number (0, 1, and 2) in one or more boxes would suggest a reluctance to use that style.

To assess how appropriate your style was in the various situations, circle the number of correct (3 point) decisions you made for the weeks shown.

1.

Telling

(High Task/Low Relationship)

Correct Decisions for Weeks: 4, 6, 8, 9, 20

2.

Selling

(High Task/High Relationship)


3.

Delegation

(Low Relationship/Low Task)


4.

Participation

(High Relationship/Low Task)

Correct Decisions for weeks: 3, 10, 11, 14, 18



EIGHT EASY WAYS YOU CAN USE TO ENERGIZE EMPLOYEES

• Take employees from different levels and areas to lunch and ask what they would change in the organization and how they’d change it.

• Communicate all information to all employees all of the time.

• Encourage employees to improve one process, procedure or aspect of their job every day.

• Encourage employees to set time aside each day to focus uninterrupted on their highest priority tasks.

• Send a problem out to all employees and ask for their suggestions on how to solve it.

• Give employees permission to say “yes” to customers and the resources to do so.

• Break down barriers between departments.

• Encourage employees to take chances and let them know that it’s okay to fail in the process.


Assessment

INVESTIGATE

Investigate the different leadership theories make notes of items that you do not ful ly understand, and discuss in groups or in class.

CLASS DISCUSSION

The learners should divide into groups and discuss the different roles and qualities in leadership. The practitioner will assist the various groups if there are items on which agreement cannot be reached.

RECORD




YES

NO

1. Apply leadership to the workplace 2. Describe leadership roles and qualities Learner’s signature:____________________________________


Date:________________________________________________



REFERENCES

1. Leading Change by James O’Toole - Reprint edition (April 1996)

2. Velsoft – Becoming Management Material – 2007

3. http://www.geocities.co.jp

4. http://www.businessballs.com

5. http://managementhelp.org/

6. Leaders: Strategies for Taking Charge by Warren Bennis and Burth Nash

7. Fiedler, F.E. (1967) A Theory of Leadership Effectiveness, New York: McGraw-

Hill.

8. Fiedler, F.E. (1971) Leadership, New York: General Learning Press.

9. Shape of a Leader,” Christine Hartelt, Credit Union Management, Jan. 2000.

10. The One Minute Manager Builds High Performance Teams by Ken Blanchard May

2000

11. Leadership and the One Minute Manager by Ken Blanchard March 2000

12. Emotional Intelligence – Dr Rina de Klerk-Weyer & Dr Ronelle le Roux 2008

http://www.geocities.co.jp/

http://www.businessballs.com/

http://managementhelp.org/

https://www.kalahari.net/checkout/home/The-One-Minute-Manager-Builds-High-Performance-Teams/4925607.aspx

https://www.kalahari.net/checkout/home/Leadership-and-the-One-Minute-Manager/4921133.aspx

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