Leadership & Supervision

Presented By- Ashish Kumar Barnwal

PGDM IV Sem XIDAS,Jabalpur(MP)

“Leadership is the process of influencing the behavior and work of others in group effort towards the realization of specific goals in a given situation”.

“ Leadership is the inter-personal influence exercised in a situation and directed through communication process towards the attainment of specific goals”

Leadership Characteristics

It is a process of Influence. It involves interaction between the

leader and the followers. It implies pursuit of common goals. It is related to a situation.

Setting Goals

Organizing

Motivation

Coordination

Representation

Control

Providing Inspiration to Employees

Securing Cooperation

Creation of Confidence

Providing Conductive Environment

Building Higher Morale

Facilitation of Change

Intellectual Leaders

Democratic Leaders

Autocratic Leaders

Persuasive Leaders

Creative Leaders

Institutional Leaders

Autocratic Leadership

Participative Leadership; and

Free rein Leadership

style

1. Exploitative Authoritative

2. Benevolent Authoritative

3. Consultative

4. Participative

According to Hellreigel, there are four kinds of leadership skills:

1.Visionary Skills2.Communication Skills3.Sensitivity Skills4.Self awareness Skills

List of Examples

His men respect himHis men follow his orders without

questionHis men like himHis work group has high moraleHe looks out for his men.

1. Fair Evaluation of Work

2. Sufficient delegation of Authority

3. Fair 5treatment for all

4. Availability to all Employees

5. Discussion of employee problems with

employees.

A Leader should Avoid

1.Dependence upon superiority2.Simulation of knowledge3.Interface with work4.Favoritism and discrimination5.Public reprimands6.Pettiness7.Conflicting orders8.Superfluous orders

Any organization requires a system of communication in which orders and information can travel from higher to lower levels, and from lower to higher as well.

These requirements are:• The channels of communication,• The system of communication,• To avoid misunderstandings and make certain of correct transmission,• A communication should be authoritative,• It is a joint process,

A leader should base his actions on the following five principles: •Fair evaluation of work,• Sufficient delegation of authority,•Fair treatment for all,• Availability to all employees,•Discussion of employee problems with employees

Dependence on superiority. Simulation of knowledge. Interference with work. Favoritism and discrimination. Public reprimands. Pettiness. Conflicting orders. Superfluous orders.

Any organization, ultimate goal is to select leaders who will create and drive value, whether they come from the legacy company, the acquired organization, or from the outside. Regardless of their past experiences, the new leaders must demonstrate leadership competencies and behaviours that are aligned with the strategy, operating model, and desired culture of the future organization.

Intelligence test Empathy test Vocational test Personality Personal history questionnaire

Intelligence levelAmbition levelMaturity levelInterestAbility

The term training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies.

French (1946) report that in training foremen to handle interpersonal relations role playing, lecture, conference, reading and discussion.

Role play Case study Specialized conferenceReadingPublic speaking Short course , seminarsCounseling

Merit and performance reviewVisit to other companyAttendance at technical meeting Group meeting Job rotation Job descriptionCommittee assignment

What is

supervision ?

Supervision means the act of watching over the work or tasks of another who may lack full knowledge of the concept at hand. Supervision does not mean control of another but guidance in a work, professional or personal context.

psychology and psychotherapy supervision refers to the system whereby therapists are expected to arrange another therapist for their own benefit or to discuss their work. It is part of professional good practice

 

Supervision is formally defined as a relationship between senior and junior member(s) of a profession that (a) is evaluative, (b) extends over time, (c) serves to enhance the skills of the junior person, (d) monitors the quality of the services offered by the junior person, and (e) acts as gate keeping to the profession (Bernard & Goodyear, 1992, 2004)

Directive Supervision: The supervisor’s role is to inform, direct, model, and assess employees competencies.

Collaborative Supervision: The supervisor’s role is to guide the problem-solving process, be an active member of the interaction, and keep the employees focused on their common problems.

Nondirective Supervision: The supervisor’s role is to listen, be nonjudgmental, and provide self-awareness and clarification experiences for employees.

Employee or Group Characteristics

Very low levels of development, expertise, and commitment

Fairly low levels of development, expertise, and commitment

Moderate or mixed levels of development, expertise and commitment

High levels of development, expertise, and commitment

Supervisory Approach

Directive Controlling

Directive Informational

Collaborative

Nondirective

Copyright ©

Allyn & Bacon

2007

Supervisory Role

Directive Control

Directive Informational

Collaborative Nondirective

Line Supervisor X X X X

Staff Supervisor

X X X

Lead Teacher X X X

Designated Mentor

X X X

Peer Coach X X

Supervision for Successful companies Supervision for Successful companies

Prerequisites

Knowledge

Technical Skills

Interpersonal Skills Supervision as

Developmental

Direct Assistance

Curriculum Development

Professional Development

Group Development

Action Research

Organizational Goals

Employee Needs

Improved organization Learning

Function Tasks Unification Product

The manager’s values. What is most important to the

supervisor?▪ Company profits▪ Personal growth and development▪ Development of employees

Level of confidence in employees▪ The more confidence in the employees, the

more the supervisor will involve the employees.

Personal leadership strengths Effective leaders capitalize on their

strengths.Tolerance for ambiguity

When employees are involved, the supervisor cannot always be sure of the outcomes.

Will the supervisor be comfortable will this uncertainty?

Supervisors practice leadership by giving employees directions. Supervisors should make sure

employees understand the directions.▪ Directions should be stated in specific, clear

terms. Employees should understand the

reason for the directions.

The image a person has of himself/herself. influences how the supervisor behaves.

▪ Someone who believes he or she has the power will act powerful.

▪ Someone who thinks himself or herself as intelligent is apt to make careful decisions.

▪ When supervisors do something well, they should give themselves credit for their success.

A supervisor needs support from many people in the organization to be successful. They need the support of their

employees. They also need the support of their boss

and co-workers.

A supervisor who is liked and respected by employees will inspire them to work harder and better. Supervisors should be role models for

employees by following the rules of the company.

They should also be fair in the treatment of employees and ethical.

i. A safe supervisory relationship, ii. Task-directed structure,iii. Methods addressing a variety of

learning styles,iv. Multiple supervisory roles,v. Communication skills enhancing

listening, analyzing, and elaboration.

(i) Fiedler’s model (ii)Developmental models,(iii)Integrated models, and (iv)Orientation-specific

models.

Supervisors will be relationship oriented (people oriented) or task oriented depending on:

▪ leader-member relations, or the extent to which the leader has group members’ support and loyalty.

▪ task structure, or whether there is specified procedures to follow in carrying out the task.

▪ position power, or the leader’s formal authority granted by the organization.

Fiedler recommends that a leader determine whether his or her preferred leadership style fits the situation, and, if not, the leader should try to change the characteristics of the situation.

Worthington (1987) reviewed developmental supervision models and noted patterns. Studies revealed the behavior of supervisors changed as supervisees gained experience, and the supervisory relationship also changed. There appeared to be a scientific basis for developmental trends and patterns in supervision

Stoltenberg and Delworth (1987) highlight content of eight growth areas for each supervisee.

1.Intervention, 2.Skills competence, 3.Assessment techniques, 4.Interpersonal assessment, 5.Client conceptualization, 6.Individual differences, 7.Theoretical orientation, 8.Treatment goals and plans, and

professional ethics

Process, Conceptualization, and Personalization.

Behavioral supervision views client problems as learning problems; therefore it requires two skills:

( 1) identification of the problem, and (2) selection of the appropriate

learning technique (Leddick & Bernard, 1980).