Leadership, Management and Supervision

Leadership and Management of Nonprofit Organizations: Part IThomas P. Holland, Ph.D.Institute for Nonprofit OrganizationsUniversity of GeorgiaBasic DefinitionsLeadership: drawing people together to identify shared values and goals and then formulating plans to achieve themManagement: overseeing activities to carry out the plan and accomplish goals, including planning, organizing, delegating, and coordinating activitiesSupervision: guiding production and procedures of staff to accomplish a delegated goal or objectiveOverlap of skills across rolesDistinctions made in larger organizationsComponents of LeadershipEnvisioning situations that are in line with shared values, specifying a desired future conditionEngaging others in shaping the visionDeciding together on our shared goalsIdentifying ways to attain them togetherInspiration rather than authorityMotivated by vision and purposeProblems resolved by referring back to shared vision

Leadership StylesCharismatic Charm and grace attract othersSelf-belief is vitalPeople follow others they personally admireTransactionalPeople are motivated by reward and punishmentSocial systems work best with clear chain of commandPrime purpose of subordinate is do what leader saysTransformativePeople follow one who inspires themPeople with vision and passion can achieve great thingsGet things done by enthusiasm and energyServantLeader has responsibilities for followers and societyPeople who want to help others do this best by leading themLeader serves others, rather than others serving leader Leadership differs from ManagementLeaders create environments that influence others to clarify and achieve group goals, knowing that people support a world they help create.Managers implement processes to achieve goals and monitor results, knowing that people support processes that help them succeed.Both involve people-skills, process-skills, communication, and accountability. Leadership is NOTHaving the answer to every problemOrdering others to do thingsBeing the smartest or most efficient person in the roomBlaming others for their limitationsTelling them how they should act, think, or feelDoing the tasks others fail to doRescuing others from consequences of their actions (or inactions)Clinging to familiar ways of doing work while expecting others to changeLeadership ismore about vision than precisionmore about relationships than resultsmore about processes than structuresmore about taking risks than securitymore about cooperating than winningmore about effectiveness than efficiencymore about setting examples than getting quick resultsmore about long-term learning than short-term conclusionsmore about asking the right questions than giving the right answersA DefinitionLeadership:Intentional actions to facilitate the process of people working together to identify and achieve shared, long-term goalsSkills of effective leadershipBring participants together in a safe environment to form a cohesive, inclusive group or team.Identify the groups true, long-term interests together:a. Examine current realities of market and organizationb. Identify opportunities, challenges, problemsc. Draw upon mission to articulate a vision that all can share Help the group formulate work plans for achieving that vision togetherSpecify goals for each dimension (what do we want to accomplish?)Identify products or results to be attained for each of them (what will success look like in each area?)Set clear work assignments and timetable (who will do what, by when?)Identify evidence of success (assessed by what criteria?)

Make success a team effortBe sure everyone knows what is expected of her/him and how that links to the groups goalsArticulate how each individuals talents contribute to success of the whole (why am I needed?)Identify means for problem-solving and accountability as a team (what will we do when problems and barriers show up?)Specify methods for reporting and communicating progress (how will we know its done?)Monitor, evaluate, and report on resultsFind ways to reward team successes Reinforce ChangesCommunicate progress widely and often, using multiple meansArticulate the connections between actions and resultsRecognize and reward successesReport results to others outside teamEncourage group learning from experiencesDevelop and nurture new leaders, ensuring leadership successionModel the behaviors expected of othersEffective leaders practice emotional intelligence (as well as rationality)Self-awareness: ability to recognize and understand ones own moods, emotions, and drives, as well as their effects on othersSelf-regulation: ability to redirect disruptive impulses, suspend judgment, think before actingMotivation: passion for the work and propensity to pursue goals with energy and persistenceEmpathy: understanding of others emotional makeup, skill in treating them according to their reactionsSocial skill: proficiency in building networks of relationships, ability to find common ground and build rapport with diverse othersLeaders go beyond familiar habits Develop new models or metaphors to analyze issues and understand stakeholders long-term interestsRaise different and more penetrating questions about purposes, future directions, strategies, standards, and group performanceInvite the group to identify solutions Model the behaviors they would like to see incorporated in the organization, such asDiversity Accountability Efficiency Creativity Leaders nurture groups that learnFocus the groups attention on those few, key issues that really matter most to the ends, mission and purposes of the organization as it goes into the futureSet priorities for the groups attention and then keep meetings focused on themSpecify criteria for monitoring progressWork on priorities through better committee structures and meeting formatsTake time to examine and learn from experiencesKey Components of ManagementPlanning: identifying ways, means, and resources to accomplish goalsOrganizing: creating structures and assignments to pursue goalsCoordinating: overseeing the application of people and resources to accomplish goalsMonitoring: assessing progress toward goals; rearranging applications of resources to refine pursuit of goals Core Skills of ManagementPlanning, goal settingProblem-solving and decision-makingDelegatingMotivatingSustaining communicationsFacilitating meetingsEnsuring accomplishment of goalsMonitoring staff performancePraising and rewarding successRemoving barriers to performanceManaging oneself, improving interpersonal skills(Re)Designing the OrganizationStart with a solid mission statement and clear strategic planIdentify the skills and resources needed to accomplish strategic goalsSpecify the activities needed to attain goalsGroup up those activities into clusters for individuals/ teamsEstablish structures of coordination and accountabilityDepict positions in chart, showing lines of accountabilityDelegate objectives and tasks, making sure that everyone understands expectationsSustain clear communicationsMonitor and evaluate results, use feedback loops

Base Everything on the Mission and Goals of the OrganizationGoals: large, overall preferred results for the organization in the futureMission: goals must be consistent with missionMarket: planning must engage important internal and external audiences, seeking their views and involvementStrategies: the overall methods or processes for accomplishing the goalsObjectives: specific accomplishments that must be completed to reach the goals; major milestones along the wayCriteria: indicators of successful accomplishment of objectives and goalsImplementation: delegation of tasks to people who will complete each objectiveEvaluation: monitoring progress toward goals Managing Staff PerformanceDef. Processes that provide effective management of individuals and teams in order to achieve high levels of organizational successEmphasizes strategic goals and application of organizations resources to accomplish themMakes sure every individual understands how his/her efforts contribute to overall successIntegrates all aspects of the organization into coordinated activities to accomplish goalsEncourages behavior that fosters good working relationships and ongoing improvementProvides ongoing means for learning and continuous quality improvementDelegationAssign responsibility for accomplishing a goal or objective to a team or supervisorAllow that person or team to formulate activities needed to accomplish assignmentBuilds motivationIncreases competenciesRisk of assuming Why bother? I could do the work in much less time.Allows manager to oversee all operationsSteps of delegationGive whole tasks to individuals/ teamsSelect the right person/team for tasks, matching skills and interests with tasksClearly specify results expected, not the methods for accomplishing themMake sure recipient understands and agrees with assignmentEnsure that needed resources are availableAgree on criteria for monitoring progress, times for reporting & feedbackMaintain open lines of two-way communicationSet up means for addressing problems/ barriersEvaluate and reward successful performanceComponents of SupervisionGuiding the activities of staff or teams to accomplish a delegated goal or objectiveIdentifying tasks and roles neededDeveloping effective teamsEnsuring that the right competencies are being applied to tasksSeeing that problems are resolvedMonitoring and refining staff/team performanceConforming with organizational policiesCore Skills of SupervisionTranslating delegated goals into action, including:Conducting feasibility studies to refine work plan and to identify required resources and skillsMobilizing the right mix of people and skills to accomplish components of delegated goalsTeam buildingEnsuring understanding of work objectives, tasks, and individual contributions to overall successFacilitating meetings, sustaining progressMonitoring progress toward goals and objectivesTrouble-shooting, resolving problems & conflicts

Project Planning and SupervisionState the problem (not the solution) clearly so everyone involved has the same, accurate understanding of the issue to be addressed and solved.Identify the goal to be attained, solution (so the problem is resolved), how it is linked with mission.Specify what the team needs to do, a framework or structure to organize work, tasks linked by structure, clear enough that person assigned task will know what to do.Identify set of activities that together will accomplish the goal, with time ordering so they are completed in sequence and on time for subsequent tasks. Set times for beginning, milestones for accomplishment, project completion. Organize into sequence diagram, flow chart (project management software is available for this: Microsoft office has one; see also www.viewpath.com and www.iteamwork.com )

Project Planning IITask allocation: assign specific tasks to individuals who have competencies to complete them. Include some stretch so people will develop/grow.Resources: ensure that needed resources are available on time for each task.Record-keeping: set up procedures to keep track of tasks, assignments, due dates.Communications: set up procedures for monitoring work, reporting on tasks, supporting collaboration, alerting others to barriers, testing for qualityPlan for errors and handling problems along the way: convene team to address and resolve. Protect team members from other demands on time.Disseminate and celebrate results.Getting Started: Defining a New Job RoleRecognize need through problems in completing work assignments orAnticipate need when planning for new service or programSpecify tasks and competencies through examination of current job roles and gapsIdentify how new role fits with organizational structure, work flowWrite job descriptionEstimate costs, including salary, benefits, taxes27 Make use of VolunteersTraditional busy-work not interesting or motivating to most peopleBegin with workforce needs and identify tasks at all levels that may be done by volunteersMust engage staff in planningFollow similar steps of preparing job description, recruitment, screening, orienting, training, supervising, firingMonitor performance and satisfactions, make adjustments to retain good volunteersRecognition and appreciation are essential for retention

28Performance Management seeks to ensure that each personUnderstands what is expected of her and how her work leads to organizations goalsHas the skills and abilities to deliver on those expectationsMeets those expectationsIs actively engaged in designing and implementing work tasksSustains positive relationshipsReceives feedback on her performanceHas opportunities to improve performance

Problem Solving Impulse is to react in ways that have been used beforeSatisficing: looking close to familiar solutions, selecting easiest one (fewest demands) to applyInstead, seek to understand why you and others think there is a problemAsk what do we see, where, how occurring, when, with whom, why, own role in it?Seek to frame the issue in ways different from pastEngage others in examining definitions and potential solutionsSet priorities in addressing componentsFurther steps in problem-solvingExamine potential causes for the problem; ask for views and advice from staff, peers, managers, outsidersBrainstorm to identify creative alternative approaches to solving it in long term, including asking others views, opinionsScreen alternatives for feasibility, likelihood of long-term resolution, risks and benefits, potential consequencesImagine success: What would we be doing if this were not an issue for us any more?

CommunicationsEveryone should submit periodic progress reports to supervisors; each is crucial audience for otherHold regular meetings with staff to discuss progress on assignments, with individual/team summaries, open feedbackLearn to listen actively; ask for clarification, check to see if you and others understand one anothers pointsDemonstrate practices of open communications, asking for and giving feedbackEncourage staff to initiate discussions when tasks accomplished or barriers encounteredSolicit views of ways to deal with barriers; invite others to help solve problems.Spread news of successes; show appreciation for others; say thank you often

Managing and reducing risksDef: Steps to ensure that critical assets and resources are protected from loss or damagePeople Screen applicants, clear job descriptions, fair reviews, adequate compensation, prevention of discrimination and harassmentResponsiveness to problems, complaints, grievancesPolicies on conflicts of interest, whistle-blowingPolicies on giving public informationProperty and resourcesClear policies on handling moneyCareful accounting and regular auditsMonitor and ensure workplace safetyInsurance (liability, D&O, property)Policies on document retention, access, and destructionManaging Yourself IKeep the mission in mind always.Set priorities among tasks (urgent vs. important).Recognize own signs of stress. Tell others and ask for feedbackMonitor own time and work hours; take responsibility for personal rest and renewalSet personal growth goals and follow plan to attain them.Get and use a mentor or coach. Ask for help.Always tell the truth, keep your promises, admit mistakes, never blame, build trust.Learn to delegate, as it builds others competenciesUnderstand your own style of learning, approach to power and to problems, dealing with criticism and conflict.Managing Yourself IIDevelop emotional intelligenceCommunicate with staff, supervisors, partner, mentor (err on the side of too much)Learn and practice active listeningGive constructive feedback to others on the spot; dont let discontents festerResist impulse to jump in and fix thingsAddress underlying issues, not crisesIdentify aspects of work that are satisfyingKnow when to stop, quit, leave. Prepare successors and stay aware of founders syndrome.Recognize and celebrate own accomplishments

There is never enough time! Signs of poor time management Staff meetings last too long and accomplish too littleIm spending too much time on e-mails and the telephoneMy time gets consumed by unimportant thingsMy staff does not work productively when Im not in the officeI tend to get too involved with too many projects at once.There are always so many interruptions.I need to make so many urgent decisions that I cannot study them allIm just a hands-on manager and like to be involved with everythingIf there are problems, I can always finish the job myself.Principles of time managementPlanningAn hour of planning can save many hours of implementation.Start the day by deciding which issues are the most important and put them first.Save smaller issues for late in the day.Avoid accepting others definitions of each problem as a crisis.Remember: Someone elses procrastination isnt my emergency.

More on time managementOrganizing: Make responsibility congruent with authority. Have people report to one supervisor only.Staffing:Match person with task to optimize motivation (including yourself).Orientation for newcomers can save time later.Learning should be supported and reinforced on the job.Expect people to take initiative and responsibility for solutions, not just identifying problems.

More on time managementIf it cannot be changed, dont waste time on it.People adopt the organizations culture, so lead with solutions, not just complaints, and expect other to do same.Focus on goals and policies, not complaints.Make sure plans are clear about tasks and responsibilities.Dont take on tasks that could be delegated to others.Delegate responsibility for whole tasks, not just parts.Communicate expectations clearly.Keep your eye on the long-term future.More on time managementDecision-makingDistinguish issues from causes.Focus on underlying issues, not complaints.Build on what works now (not just in the past).Indecision is in fact a decision, one that wastes time.Decisions should be made at the front lines, not in executive office, wherever possible.Decisions should be made by those who have the most information in the issue and the most stake in success.Emotional IntelligenceIdentifying emotions: the ability to perceive and recognize emotions in oneself and others (this varies widely among people)Using emotions: the ability to generate and feel emotions in communicationUnderstanding emotions: the ability to understand emotional information, how they arise and combineManaging emotions: the ability to regulate expressions of emotions in oneself and others so as to promote interpersonal understanding and growth.Personal Emotional CompetenciesSelf-awareness of ones own inner statesRecognition of how ones emotions influence attitudes and communicationsSelf-confidence in ones own worth and capabilitiesSelf-management and control of ones own feelings, impulses, resourcesTrustworthiness in maintaining personal honesty and integrityConscientiousness, taking responsibility for personal performanceAdaptability, flexibility in handling changeInitiative, readiness to act on opportunitiesAchievement-orientation, internal readiness to improve or meet higher standards of excellence Social-emotional competenciesSocial awareness of others feelings, needs, concernsBody language: reading voice, movement, gestures, eye contact, volume, posture, silence, timingEmpathy: sensing others feelings, perspectives, taking active interest in their concerns, active listeningOrganizational awareness: reading a groups emotional currents and power relationshipsService orientation: anticipating, recognizing, acting on consumers needs and interestsSocial skills in inducing desirable responses in othersDeveloping others: sensing others developmental needs and bolstering their competencies and confidence

More social-emotional competenciesLeadership: inspiring and guiding others, using effective tactics for persuasionCommunication: listening actively and openly; sending clear and convincing messagesChange catalyst: initiating and managing change in relationshipsConflict management: negotiating and resolving disagreements, finding mutual solutionsTeamwork and collaboration: working well with others toward shared goals; creating group synergy in pursuing collective goals; showing appreciation to others for accomplishments.

ExerciseReview and rate your own performance in the skills of leadership, management, supervision.Identify your strengths and limitations.Select one skill in which you would like to grow.Specify how you want to perform in that area. What would someone see if you were doing it well?Decide how you want to get feedback from others on your performance in that skill. From whom? In what form?Select some learning resources that will help you improve in that skill.Negotiate a plan for getting periodic feedback on your progress.