managerial leadership - sabahww2.sabah.gov.my/insan/nota kursus program... · managerial leadership...

Pembangunan Eksekutif Sektor Awam Negeri (PESAN)

Managerial Leadership

16 June 2014

1

Sa’adilah Haji AbdillahInstitut Latihan Sektor Awam Negeri(INSAN)

Jabatan Ketua Menteri

Managerial Leadership

Managerial Leadership

The activities surrounding the creation, maintenance and development of an appropriate development of an appropriate infrastructure for management operation, including that which involves organising the work of other people

Management includes leadership

“Doing things right”

14-2

The Nature of Leadership

Leadership The process by which a

person exerts influence person exerts influence over others and inspires, motivates and directs their activities to achieve group or organizational goals.

14-3

The Nature of Leadership

Leader

An individual who isable to exertable to exertinfluence over otherpeople to helpachieve group ororganizational goals

14-4

Personal Leadership Style and Managerial Tasks

Personal Leadership Style

The specific ways in which a manager chooses to influence others

Shapes the way that manager approaches the other principal tasks of management.

14-5

Personal Leadership Style and Managerial Tasks

Servant leader

A leader who has a strong A leader who has a strong desire to serve and work for the benefit of others.

14-6

Leadership Across Cultures

European managers tend to be more people-oriented than American or Japanese managers.

Japanese managers are group-oriented, while U.S managers focuses more on profitability.

Time horizons also are affected by cultures.

14-7

Sources of Managerial Power

14-8

Figure 14.1

Power: The Key to Leadership

Legitimate Power

The authority that a manager has by virtue of his or her has by virtue of his or her position in the firm.

Reward Power

The ability of a manager to give or withhold tangible and intangible rewards.

14-9

Power: The Key to Leadership

Coercive Power The ability of a manager to

punish others

Limited in effectiveness and Limited in effectiveness and application; can have serious negative side effects

Examples: verbal reprimand, pay cuts, and dismissal

14-10

Power: The Key to Leadership

Expert Power Power that is based on

special knowledge, skills, special knowledge, skills, and expertise that the leader possesses.

Tends to be used in a guiding or coaching manner

14-11

Power: The Key to Leadership

Referent Power Power that comes from

subordinates’ and coworkers’ subordinates’ and coworkers’ respect , admiration, and loyalty

Possessed by managers who are likable and whom subordinates wish to use as a role model

14-12

Empowerment: An Ingredient in

Modern Management

Empowerment The process of giving The process of giving

employees at all levels in the organization the authority to make decisions, be responsible for their outcomes, improve quality, and cut costs

14-13

Leadership Models

Trait Model Focused on identifying

personal characteristics that cause effective leadership.cause effective leadership.

Many “traits” are the result of skills and knowledge and effective leaders do not necessarily possess all of these traits.

14-14

Traits and Personal Characteristics Related to Effective Leadership

14-15Table 14.1

Leadership Models

Behavioral Model

Identifies the two basic types of behavior that many leaders engaged in many leaders engaged in to influence their subordinates

Consideration, initiating structure

16

The Behavior Model

Consideration

Behavior indicating that

Initiating structure Behavior that

managers engage a manager trusts, respects, and cares about subordinates.

managers engage in to ensure that work gets done, subordinates perform their jobs acceptably, and the organization is efficient and

14-17

Contingency Models of Leadership

Contingency Models

Whether or not a manager is an effective leader is the result of the interplay between what the manager is interplay between what the manager is like, what he does, and the situation in which leadership takes place

14-18

Contingency Models of Leadership

Fiedler’s Model

Effective leadership is contingent on both the characteristics of the leader and of the situation.

Leader style is a manager’s characteristic approach to leadership

14-19

Fiedler’s Contingency Model

Relationship-oriented style

leaders concerned with developing good

Task-oriented style

leaders whose primary concern is to ensure that subordinates perform at a high level relations with their

subordinates and to be liked by them.

perform at a high level so the job gets done.

14-20

Fiedler’s Model Situation Characteristics

Leader-member relations

extent to which followers like, trust,

Task structure

extent to which the work to be performed is clear-cut so that a leader’s subordinates and are loyal to their

leader

leader’s subordinates know what needs to be accomplished and how to go about doing it

14-21

Fiedler’s Model Situation Characteristics

Position Power

Amount of legitimate, reward, and coercive power that a leader has by virtue that a leader has by virtue of his or her position in an organization

Determinant of how favorable a situation is for leading.

14-22

Fiedler’s Contingency Theory of Leadership

14-23

Figure 14.2

House’s Path-Goal Theory

A contingency model of leadership proposing that effective leaders can motivate subordinates to achieve goals by:1. Clearly identifying the outcomes that

subordinates are trying to obtain from their jobs.

2. Rewarding subordinates with these outcomes for high-performance and attainment of work goals

3. Clarifying the paths leading to the attainment of work goals14-24

Path-Goal Leadership Behaviors

Directive behaviors

setting goals, assigning tasks,

Supportive behavior

expressing concern assigning tasks,

showing subordinates how to complete tasks, and taking concrete steps to improve performance.

concern for subordinates and looking out for their best interests.

14-25

Path-Goal Leadership Behaviors

Participative behavior

give

Achievement-oriented behavior

setting challenging give

subordinates a say in matters and decisions that affect them.

challenging goals, expecting that they be met, and believing in subordinates’ capabilities.

14-26

The Leader Substitutes Model

Leadership Substitute

characteristic of a subordinate or of a situation or context that acts in place of the influence of a in place of the influence of a leader and makes leadership unnecessary.

Members of an organization sometimes can perform highly without a manager exerting influence over them

14-27

The Leader Substitutes Model

Possible substitutes can be found in:

Characteristics of the subordinates: their skills, subordinates: their skills, experience, motivation.

Characteristics of context: the extent to which work is interesting and fun.

14-28

Transformational Leadership

Leadership that:

1. Makes subordinates aware of the importance of their jobs are for the jobs are for the organization and how necessary it is for them to perform those jobs as best they can so that the organization can attain its goals 14-29

Transformational Leadership

2. Makes subordinates aware of their own needs for personal growth, development, and development, and accomplishment

3. Motivates workers to work for the good of the organization, not just for their own personal gain or benefit

14-30

Being a Charismatic Leader

Charismatic Leader

An enthusiastic, self-confident confident transformational leader able to clearly communicate his vision of how good things could be14-31

Being a Charismatic Leader

Charismatic Leader

Being excited and clearly communicating excitement to excitement to subordinates.

Openly sharing information with employees so that everyone is aware of problems and the need for

14-32

Intellectual Stimulation

Intellectual Stimulation

Behavior a leader engages in to make engages in to make followers be aware of problems and view these problems in new ways, consistent with the leader’s vision.

14-33

Developmental Consideration

Developmental Consideration

Manager supports and encourages subordinates, giving them opportunities to enhance them opportunities to enhance their skills and capabilities and to grow and excel on the job

14-34

Transactional Leadership

Transactional Leaders

Leadership that motivates subordinates motivates subordinates by rewarding them for high performance and reprimanding them for low performance.

14-35

Emotional Intelligence and Leadership

The Moods of Leaders:

Groups whose leaders experienced positive experienced positive moods had better coordination

Groups whose leaders experienced negative moods exerted more effort

14-36

Emotional Intelligence and Leadership

Emotional Intelligence

Helps leaders develop a vision for their firm.

Helps motivate subordinates to commit to the vision.

Energizes subordinates to work to achieve the vision.

14-37

Example – Coach Roy Williams

Roy Williams is the Men’s basketball coach at the University of North Carolina – Chapel Hill. He has three guiding principles of leadership:guiding principles of leadership:

1. Everyone on the team must focus on the same goal. It's my job to effectively communicate those goals to the team.

2. Emphasize those goals every day.

3. Understand that although everyone has a common goal, individuals also have goals, needs, and dreams that

14-38

Content

Concluding

39

ConcludingComments

Concluding Comments

Our Training for the Future,Leaders Growing Leaders, and“Succession Planning & ManagementProgramme” identified the need tofocus on leadership work-related

40

focus on leadership work-relatedcompetencies at individual andorganisational level

Competencies are required for allmanagers, senior executives andleadership roles and as well as forhighly successful performancewithin our State Public Service

Concluding Comments

Hence, the need on profilingleadership competencies iscrucial in the learning, training,

41

crucial in the learning, training,and development of our current& future Public Servicemanagers, senior executives &leaders

Concluding Remarks

The future is in our own hands

FutureFuture

42

• The question is:

Not to beTo be or

• The choice is ours

43