| | Leadership1. Concept 2. Nature 3. Importance 4. Attributes of a leader 5. Developing leaders across the organisation 6. Leadership Grid / Managerial Grid
Activities of a Successful and Effective leader
Leadership: ‘The ability to influence the behaviour of others, in a particular direction.’
Essentials of Leadership:
Skills and Techniques:
Techniques: 1) Training 2) Job design 3) Behavioural Mgt.
Leadership Styles: ‘the behaviour the leader exhibits during supervision of subordinates’
Styles are affected by: 1. Authority: retained by the leader 2. Task: emphasis placed upon it - challenges 3. People: emphasis placed upon it – assumptions about people 4. Resources: 5. Constrains : 6. Entrepreneurial Leadership Style
The 7 Leadership Grid Styles
The Leadership Grid / The Management Grid [A network of horizontal and vertical lines that provide coordinates for locating points on an image] Developed by founders Drs. Robert R. Blake and Jane S. Mouton, The Leadership Grid is a very simple framework that elegantly defines 7 basic styles that characterize workplace behavior and the resulting relationships. They suggest that most effective leadership is characterized by the combination of high concern for production with high concern for people. They focused on production / relationship orientations, uncovered in the Ohio State and Michigan University studies. The grid consists of two behavioral dimensions:
9,1 Controlling – Direct and Dominate – Authority-Compliance: “I expect results and take control by clearly stating a course of action. I enforce rules that sustain high results and do not permit deviation.” Managers in this position have great concern for production and little concern for people. They desire tight control in order to get tasks done efficiently. They consider creativity and human relations to be unnecessary.
1,9, Accommodating – Yield & Comply – Country Club Management: “ I support results that establish and reinforce harmony. I generate enthusiasm by focusing on positive and pleasing aspects of work.” Managers in this position have great concern for people and little concern for production. They try to avoid conflicts and concentrate on being well liked. To them the task is less important than good interpersonal relations. Their goal is to keep people happy. (This is a soft Theory X approach and not a sound human relations approach.) 5, 5, Status Quo – Balance & Compromise – “I endorse results that are popular but caution against taking unnecessary risk. I test my opinions with others involved to assure ongoing acceptability.” ‘Organisation - Man Management.’ Often termed as ‘middle-of-the-road’ leadership. Leaders in this position have medium concern for people and production. They attempt to balance their concern for both people and production, but they are not committed.
1, 1 Indifferent – Evade & Elude – Impoverished Management: “I distance myself from taking active responsibility for results to avoid getting entangled in problems. If forced, I take a passive or supportive position.” Often referred to as ‘Laissez-faire leadership’. Leaders in this position have little concern for people or productivity, avoid taking sides, and stay out of conflicts. They do just enough to get by. 9, 9 – Sound – Contribute & Commit –“I initiate team action in a way that invites involvement and commitment. I explore all facts and alternative views to reach a shared understanding of the best solution.” ‘Team Management’. This style of leadership is considered to be ideal. Such managers have great concern for both people and production. They work to motivate employees to reach their highest levels of accomplishment. They are flexible and responsive to change, and they understand the need to change. 9+9 - PAT – Paternalistic – Prescribe & Guide “father knows best” management. –“I provide leadership by defining initiatives for myself and others. I offer praise and appreciation for support, and discourage challenges to my thinking.” A style in which reward is promised for compliance and punishment threatened for non-compliance OPP – Opportunistic – Exploit & Manipulate –“I persuade others to support results that offer me private benefit. If they also benefit, that’s even better in gaining support. I rely on whatever approach is needed to secure an advantage.” “what’s in it for me” management. In which the style utilised depends on which style the leader feels will return him/her the greatest self-benefit.
The Grid theory translates into practical use through Grid style relationship skills that people experience day in and day out when they work together. These relationship skills depict the typical and vital behaviors for each style that make relationships effective or ineffective. Some behaviors strengthen and motivate teams while others obstruct progress.
What are the actions and attributes of a leader - What is it that makes him different from others. 1. A leader is quick to praise and encourage the smallest amount of improvement. 2. 3. A leader learns to use the phrases "thank you" and "please" on his way to the top. 4. A leader is a person of honesty and integrity. 5. A leader makes others better. A leader is genuinely interested in others. 6. A leader looks for opportunities to find someone doing something right. 7. A leader is always growing. A leader takes others up with him. 8. A leader is not afraid of confrontation. 9. A leader acknowledges his own mistakes, own his failures before talking about someone else's - before others discover and reveal them. 10. A leader has a good name 11. A leader never allows murmuring—from him or others. 12. A leader is possessed with his dreams. 13. A leader launches forth before success is certain. [The act of propelling with force] 14. A leader is specific in what he expects. 15. A leader holds accountable those who work with him. 16. A leader does what is right rather than what is popular. 17. A leader is a servant. What makes a great leader? There are many qualities and characteristics of great leaders and certain ones are found in every leader. 1. Great leaders have made the decision to be a great leader. They are determined and committed to be great leaders. They have declared themselves as leaders and written down "I am a great leader." Even when the going gets tough they are still great leaders and they do not fledge. 2. Great leader’s help others become great leaders. They come from a position of service and they are always thinking about how they can help the other person to become a great leader as well. They offer everyone with whom they come in contact the chance to join them in becoming a great leader. 3. Great leaders learn from other great leaders. They are constantly reading books by other great leaders, as well as listening to them and reading about them. They know who the great leaders in their profession are and they stay current with what they are doing and with the knowledge that they are creating. 4. Great leaders are willing to take risks. They understand that only by taking risks will they reach new heights. Taking risks enables them to understand what other leaders experience and to help their developing leaders become comfortable taking risks as well. 5. Great leaders step outside of their comfort zone on a regular basis. They know that only by stretching themselves will they become even greater leaders. Minor leaders or non-leaders stay inside their comfort zone and are too scared to try new things. They rationalize and make excuses as to why they cannot achieve their goals. 6. Great leaders set goals. They make their goals specific, measurable and reasonable. They write down their goals and they set deadlines as to when they will be achieved. They focus on their goals with gazelle intensity and they persist at achieving them even when the going is tough. 7. Great leaders are committed for the long haul. They understand that they will not attain the level of great leadership overnight. They are constantly seeking improvement in their leadership and they are humble and willing to change. They make adjustments in their leadership when necessary. They are committed to constant and never ending improvement. They realize that there is not only one path to leadership and they are willing to experiment and put forth the time and effort necessary to find the path to leadership that will work best for them. Does leadership have an effect on project success? Is there a difference
between management and leadership? Can leadership be learned? The ultimate paradox of project
leadership power is that, to be an effective leader, project managers must
develop all team members into leaders. In this way, processes empowerment
becomes important. Successful leaders are able to motivate, energize, and
empower others. When people are excited and empowered, it affects both their
task initiation and task persistence. In other words, empowered people get more
involved, take on more difficult situations, and act more confidently. Interest in leadership development is strong. Nonetheless, there is conceptual confusion regarding distinctions between leader and leadership development, as well as disconnection between the practice of leadership development and its scientific foundation. The present review examines the field of leadership development through three contextual lenses: (1) Understanding the difference between leader development and leadership development (conceptual context) (2) Reviewing how state-of-the-art development is being conducted in the context of ongoing organizational work (practice context); and (3) Summarizing previous research that has implications for leadership development (research context). The overall purpose is to bridge the practice and science of leadership development by showing the importance of building both human and social capital in organizations. Specific practices that are reviewed include 360-degree feedback and executive coaching, mentoring and networking, and job assignments and action learning. Practices and research are framed in terms of a general need to link leader development, which is primarily based on enhancing human capital, with leadership development that emphasizes the creation of social capital in organizations.
I. Leadership style based on authority retained:
1. Authoritarian/Autocratic Style: decides, directs, controls 2. Participative/Consultative/Consensual/Democratic Style: 3. Free-reins/Laissez-fair Style: absence of leadership
II. Leadership style based on assumption Task versus People emphasis:
III. Leadership style based on assumption about People
McGregor’s – Theory X and Theory Y
IV. Entrepreneurship Leader Style: Entrepreneur is a person who converts an innovative idea into business.
Luthans –empirical study – real managers are successful and effective – Success defined in terms of speed of promotion within an organisation, and their tenure, Within 5 yrs * 4th level >20 yrs at 3rd level
Networking biggest contributor ---------- HRM least contributor to success
Effective Managers – defined in terms of
Communication and HRM most imp. ------ Networking least imp.
Limitations of the study
Implications:
Leadership Theories: classified as
1. Leader based 2. Group being lead 3. Situation 4. Path-goal theory 1. Leader Great Person Theory: Leaders are born…can be developed… need job related skills
3. Group Exchange theories: ü Leaders provide more benefits/rewards than burden/costs for followers – i.e. there is a + ve exchange / value addition – from the leadership ü Followers too have impact on Leaders ü Leaders lead / treat individual subordinates differently – a pair of 2 units should be considered for study – [L+S] – as the interaction affects the relationship and the behavour of both – e.g. if the subordinate is more committed, Leader would share more information, resources etc. ü Leaders develop in-group / out-group ü The Vertical Dyad Linkage model [VDL] ü Leader member Exchange [LMX]
1 2 3 4 Favorableness of the Situation: - 1.V. Unfavorable. 2. Unfavorable. 3. Favorable 4 V. Favorable
Leadership effectiveness depends upon:
e.g. if very favorable situation - position, power, formal authority – all 3 high if very Unfavourable situation – all 3 low if charismatic Leadership style – task oriented, hard nose – type of leader would be most effective. If moderately favourable – HR lenient type would be most effective
Because: power, resources, well-structured tasks, motivates people and they are willing, ready, expect to be directed, participation expected e.g. airlines captain, ------------------------------------------------------------------------------------------------------- Developing leaders: companies can develop deep, enduring bench strength by... Succession planning: Consider the succession woes / misery at these well-known companies: n The recent tragic death and swift replacement of McDonald's Corp. Chairman and Chief Executive Jim Catalupo has been cited as an event that "could become a textbook case on solid succession planning" by Carol Hymowitz and Joann S. Lubin, writing in The Wall Street Journal. Just hours after Catalupo's demise, directors announced that Charlie Bell, the president and chief operating officer, would take over as CEO. Few companies are as prepared--not only for such an unexpected change-in-command, but even for one given more lead time. Much has to do with proper advance preparation and planning. n M. Douglas Ivester, The Coca-Cola Co.'s longtime CFO and second-in-command to CEO Roberto Goizueta, served only two-and-a-half years as CEO following Goizueta's death, when he was forced to resign due largely to a perceived insensitivity in dealing with people and external relations. Coca-Cola recently named a retired executive, E. Neville Isdell, as its new CEO after electing to replace chairman and CEO Douglas Daft. n Mattel Inc.'s Jill Barad had an impressive track record in marketing that catapulted her into the top job--but didn't give her insight into the financial and strategic aspects of running this large global corporation. n The Walt Disney Co.'s board of directors and shareholders are currently expressing concern that their once "golden-boy" CEO, Michael Eisner, has stayed too long at the helm and has largely failed to develop adequate bench strength for succession. These talented leaders failed, in part, because although each was accomplished in at least one management area, none had mastered more general competencies such as designing and managing acquisitions, building consensus, public relations or supporting multiple constituencies. And, they are not alone. The problem is not just that the shoes of the former chief are too big, but that leadership development and succession planning, as traditionally conceived and executed--when it is in process--is often too narrow and hidebound to uncover and correct skill gaps that can derail even the most promising young executives. While companies maintain meticulous lists of potential successors who could step into the shoes of a key executive, an alarming number of newly appointed leaders fail spectacularly by using skills and perspectives that were ideal for their old jobs but not appropriate for their new assignment. These are but a few of the leadership succession issues facing today's organizations. Certain companies do succeed in developing deep and enduring bench strength by approaching development and succession planning as more than the mechanical process of updating a list or sending managers off to a university short course. They combine succession planning and leadership development--to create a long-term process for managing the talent roster across their organizations. These two practices often reside in separate functional towers, but they are natural allies because they share a vital and fundamental goal: getting the right skills in the right place. Succession management should be part of a flexible system oriented toward developmental activities, not a rigid list of high-potential employees and the slots they might fill. Developing for the Future Leadership development could be an educational system that can help managers develop skills, best-practice etc. Firms focus their developmental activities on the skills needed for success in the future rather than those that have worked in the past. They often tie developmental activities to change in strategy so that the educational/developmental activities are part of implementing strategy. This broad perspective on development might have helped Coca-Cola and Mattel. Ivester was given the top job at Coca-Cola largely as a reward for his financial savvy and years of loyalty to Goizueta and the company, but not enough attention was paid to how his particular skills might apply to the broader role. And, while Barad had grown Mattel's Barbie brand nearly tenfold in less than a decade, her controlling management style and lack of experience in finance, strategy and her handling of Wall Street--essential capabilities for any CEO--proved to be her downfall. Early intervention might have exposed her limitations and provided an opportunity to develop these skills, and would, perhaps, have kept her career on track. Robert Eckert, who followed Barad as CEO at Mattel, now links succession directly to development efforts. And, it's not just about training. Leadership development, as traditionally practiced, focuses on one-off educational events. But research at both the Center for Creative Leadership and Duke Corporate Education has found that, after their educational experiences, participants typically are energized and enthusiastic, only to be stifled by the reality of corporate life when they get back on the job. It's far more effective to pair classroom training with real-life exposure to a variety of jobs and bosses, such as using techniques like job rotation, special assignments, including establishing a regional office in a new country, and "action learning," which pulls together a group of high-potential employees to study and make recommendations on a pressing topic, such as whether to enter a new geographical area or experiment with a new business model. By using their high potential managers in solving an important business challenge, firms can reduce the need for bringing in traditional management consultants and can embed the broad view and problem-solving expertise in the firm rather than helping educate the consultant's MBAs, who go on to apply that experience with other clients. Eli Lilly and Co. has a bi-annual action-learning program that brings together potential leaders, selected by line managers and the human resources department, to focus on a strategic business issue chosen by the CEO. Eighteen employees identified as having at least executive-director potential, representing a mix of functions and regions, participate in a six-week session in which they meet with subject matter experts, best-practice organizations, customers and thought leaders, then analyze what they've learned. In 2000, one such team was charged with developing an e-business strategy as a new avenue of growth--an issue that was a pressing concern at the time. The group interviewed more than 150 people over five weeks, and in the final week developed a set of recommendations to present to senior managers, who took their ideas quite seriously. For example, the group recommended naming an e-executive and providing a certain level of funding to the initiative. Without hesitation, the CEO responded: "We will appoint an e-executive within two weeks, and he or she will report to me ... appropriate funding will be made available," he said, and he followed through on those promises. Recently, Saudi Armco's CEO Abdallah S. Jum'ah asked a group of 20 high-potential executives to help gain better corporate-wide alignment around the firm's strategy imperatives. After a five-day educational session, where experienced consultants provided input about other transformation efforts and coaching on leading change, the participates worked over a two-month period to interview 15 senior executives, collect survey data from 868 other managers and review best practices in eight global firms before coming back together for another four days to polish their recommendations and presentations to three of the firm's top executives. Several of their recommendations were approved immediately, and further analysis is being conducted on others. More importantly, their efforts have created a much greater awareness of and alignment behind the strategic directions of the firm. Action-learning programs such as these serve a dual purpose: they provide developmental experiences for employees--who are forced to look beyond functional silos to solve major strategic problems and thus learn something of what it takes to be a general manager; and they result in a useful work product for the company. Such programs have increased in importance because many companies--in downsizing and creating economies of scale--have eliminated a number of the roles that used to be prime training grounds for top management. At one time, The Dow Chemical Co. had 60 country managers. These roles served as excellent opportunities for developing general management skills. When the company consolidated into 30 global businesses, Dow gained important economies of scale, but reduced the number of developmental opportunities by half. One way to provide general management experience in this environment is to launch small joint ventures or internal enterprises. Managers can also make lateral moves across functions and business units. For example, one of Dow's global business-unit heads served as president of operations in the Asia-Pacific region to gain a cross-functional perspective. And a future leader in the research organization was named vice president for purchasing to broaden her expertise. Opportunities like these should be incorporated into individuals' development plans. Lilly's Group Development Review (GDR) is a periodic, in-depth review of the 500 highest-potential individuals, involving input from past and present supervisors. In a facilitated 90-minute discussion, the group identifies the next steps the employee should take, gathering input from others in the organization, if necessary. The immediate supervisor then shares a summary of the results with the employee, who, with the supervisor, is responsible for incorporating the feedback into his or her development plan. ------------------------------------------------------------------------------------------------------------ SYMLOG and The Leadership Grid - verview of The Leadership Grid® How the Leadership Grid Relates to SYMLOG Field Theory Although the theory underlying the grid takes the study of leadership beyond mere trait analysis to the examination of behaviors, it is still more limited than SYMLOG field theory. The basic two-dimensional model proposed by Blake and Mouton (as well as those offered by many other leadership theorists) fails to account for myriad / countless organizational settings, situations, and leadership orientations. The two primary dimensions are measured only in a positive direction, such that there is no ‘polar opposite’ of either. Note that the Leadership Grid, when transposed to the SYMLOG space (as shown in the accompanying figure), explains only behaviors associated with the PF quadrant. An analysis conducted by A. Paul Hare shows that the five key leadership styles in the grid may be linked with SYMLOG vectors as shown in the following table: Table: Leadership Styles and Associated SYMLOG Vectors Styles of Leadership Behavior SYMLOG Vector(s)
Team Management (9, 9) UPF: Work accomplishment is from committed people; interdependence through a "common stake" in organization purpose leads to relationships of trust and respect.
Middle of the Road Management (5, 5) P, PF, DPF, Ave: Adequate organization performance is possible through balancing the necessity to get out work with maintaining morale of people at a satisfactory level.
Authority-Compliance (9, 1) U, UF, UNF, UN, F: Efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree.
Country Club Management (1, 9) UP, UPB, DP, DPB: Thoughtful attention to the needs of people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo.
Impoverished Management (1, 1) N, DF, DNF, DN, DNB, DB, D: Exertion of minimum effort to get required work done is appropriate to sustain organization membership. Blake, R. R., & A. A. McCanse. (1991). Leadership dilemmas-Grid solutions .Houston: Gulf. Blake, R. R., & J. S. Mouton. (1964). The managerial grid. Houston: Gulf. Blake, R. R., Mouton, J. S., & A. A. McCanse. (1989). Change by design. Reading, MA: Addison-Wesley. Hare, A. P. (1992). Groups, teams, and social interaction .New York: Praeger.
What is the Best Management Style? Main / CEO Perspectives A micro manager: get into people's business; tell them what to do and when to do it. A laissez-faire manager: not talking to people for weeks and trusting that things will get done right and on time. A hands-on manager / not a micro-manager: ‘Leader should not have one management style.’ Every individual has different levels of skills and motivation and therefore require different management styles to perform at their optimum. Everyone being led must be scored in two dimensions: 1) Skill-set for the task at hand and 2) Motivation to complete the task. Similarly, management style must vary in two dimensions: 1) Amount of direction given on how to complete the task and 2) Amount of time spent engaged with the individual throughout the work. Graphically everyone could be placed on a grid like this: Then, find the corresponding management style on a grid like this: The final nuance to this simple model is to understand that, always reevaluate where the workforce lies on the grid because as people take on new responsibilities, their skill-set changes--and as life inside and outside work takes on new challenges, motivation levels change as well. So even for a given individual, constant re-evaluation is needed by the leadership. Leadership Styles and BehavioursA different perspective to trait theory for leadership is to consider what leaders actually do as opposed to their underlying characteristics. A number of models and theories have been put forward to explore this.
T. McGregor (1906-1964) postulated that managers tend to make two different assumptions about human nature. These views he explored in his theory X and theory Y:
Ohio State University Research
Other studies were carried out to identify successful leadership behaviours, including studies at Ohio State University and Michigan University, following on from this research two studies of particular note were by Gary M. Yukl and by Robert Blake and Jane Mounton.
A series of studies at the University indicated that two behavioural dimensions play a significant role in successful leadership. Those dimensions are: Consideration – (friendship, mutual trust, respect and warmth) Initiating Structure – (organises and defines relationships or roles, establishes well-defined patterns of organisation, channels of communication, and ways of getting jobs done.) University of Michigan ResearchStudies carried at the university revealed two similar aspects of leadership style that correlate with effectiveness:Employee Orientation – (the human-relations aspect, in which employees are viewed as human beings with individual, personal needs) Production Orientation – (Stress on production and the technical aspects of the job, with employees viewed as the means of getting the work done.
Gary M. Yukl felt that there was a void in existing descriptions of leader behaviour. They did not provide specific guidelines for behaviour in varying situations. He and his colleagues isolated eleven leadership behaviours which fall into four broad categories: Building Relationships 1. Networking 2. Supporting 3. Managing conflict Influencing People 4. Motivating 5. Recognising and rewarding Making Decisions 6. Planning and organising 7. Problem solving 8. Consulting and delegating Giving / Seeking Information 9. Monitoring operations and environment 10.Informing 11. Clarifying roles
Contingency ApproachesContingency theories propose that for any given situation there is a best way to manage. Contingency theories go beyond situational approaches, which observe that all factors must be considered when leadership decisions are to be made. Contingency theories attempt to isolate the key factors that must be considered and to indicate how to manage when those key factors are present.
The continuum of Leadership BehaviourThe model put forward by Robert Tannenbaum and Warren H. Schmidt framed leadership in terms of choices managers may make regarding subordinates’ participation in decision making.
The actions shown at the left side of the continuum are relatively authoritarian; those at the right side are relatively participative. The manager’s choices depend on three factors:
1. Forces in the manager: The manager’s value system, confidence in subordinates, leadership inclinations, and feelings of security in an uncertain situation. 2. Forces in the subordinate: Expectations, need for independence, readiness to assume decision-making responsibility, tolerance for ambiguity in task definition, interest in the problem, ability to understand and identify with the goals of the organisation, and knowledge and experience to deal with the problem. 3. Forces in the situation: Type of organisation, effectiveness of the group, the problem itself (the task), and time pressure. ---------------------------------------------------------------------------------- From: MahaEngineers <tupepradeep@gmail.com> To: YGPMA <AIMA-PMA@yahoogroups.com> Subject: [PuneManagement] Blanchard and Hersey Model of Leadership Date: Tue, 22 Jan 2008 12:45:33 IST ---------------------------------------------------------------------------------------------------------
The Blanchard and Hersey Model as a leadership model, the best known example was developed by Ken Blanchard,
the management guru who later became famous for his "One Minute
Manager" series, and Paul Hersey. They created a model of situational
leadership in the late 1960s that allows one to analyse the needs of the
situation, then adopt the most appropriate leadership style. It has proved
popular with managers over the years because it is simple to understand, and it
works in most environments for most people. | |||||||||||||||||||||||||||||||||||