1.11 High Performance Leadership-prof.vivekanand

7/30/2019 1.11 High Performance Leadership-prof.vivekanand

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Content

Chapter 1 : Leadership

Chapter 2 : Leadership Theories and Styles

Chapter 3 : Leadership Leadership Skills

Chapter 4 : Leadership Lessons through Literature

Chapter 5 : Team Work and Team Building

Chapter 6 : Interpersonal Skills Conversation, Feedback, Feed forward

Chapter 7 : Interpersonal Skills Delegation, Humor, Trust, Expectations,

Values, Status

Chapter 8 : Conflict Management Types of Conflicts

Chapter 9 : Conflict Management Coping Strategies

Chapter 10 : Conflict Management Conflict Management Styles

Chapter 11 : Positive Thinking Attitude, Beliefs

Chapter 12 : Positive Thinking Martin Seligmans theory of Learn Helplessness


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High Performance Leadership By Prof. Vivekanand

Pawar

Chapter 1

Leadership

From ancient times, the topic of leadership has generated excitement and interest. Whenpeople think about leadership, images come to mind of powerful dynamic individualswho command victorious armies (Alexander, Napolean, Shivaji), shape the events ofnations ( Mahatma Gandhi, Nelson Mandela, Abraham Lincoln), develop religions(Gautam Buddha, Guru Nanak) or direct corporate empire ( Bill Gates, Jack Welch, JRDTata, Dhirubhai Ambani). How did these leaders build such great armies, countries,religions, and companies? Why do certain leaders have dedicated followers, while othersdo not? It wasnt until the twentieth century that researchers attempted to scientificallyanswer such questions, using many different definitions.

Defining Leadership

In his survey of leadership theories and research, Ralph M. Stogdill pointed out that,there are almost as many different definitions of leadership, as there are persons whohave attempted to define the concept.

Leadership is the process of influencing the activities of an organized group in its effortstoward goal setting and goal achievement(Stogdill, 1950, p. 3)

Three key components to this definition:- an interpersonal process between one person and a group- cant have leaders without followers- criterion for effective leadership = goal achievement

Some working definitions of leadership and related concepts:

While management works in the system, Leadership works on the system.

. The genius of leadership lies in the manner in which leaders see and act on

their own and their followers values and motivations.

Leadership is an affair of heart, not of the head.

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Leadership is the process of persuasion or example by which an individual (or

leadership team) induces a group to pursue objectives held by the leadership orshared by the leader and his or her followers.

Leadership is what gives an organization its vision and its ability to translate that

vision into reality.

Leadership is an art, something to be learned over time, not simply by reading

books.

Leadership is the process of influencing the activities of an individual or a group

in efforts toward goal achievement in a given situation.

Leadership is a privilege to have the responsibility to direct the action of others.

Power is the ability to get others to do what you want them to do.

Leadership, as distinct from power, consists of three components:

The ability to influence others The willingness to do so The ability to influence in such a way those others responds

willingly.

Often these definitions are like the blind mans description of an elephant. Whentouching the elephant, the blind men determined an elephant was four pillars and wallwith a rope on one end and a hosed on the other. He was able to discern the parts butunable to see the whole.

Leadership may be one of those things that are easier caught than taught. Despite our bestefforts to the contrary, attempts at defining leadership tends to focus on the parts ratherthan the whole. Various leadership definitions tend to focus in four areas. Somedefinitions describe leadership in the context of the person who is leader. Others describethe process by which leader lead. Still others tend to focus on the leaders persuade tofollow. Then there are those who describe leader in the context of the people being led.

Comprehensive Definition of Leadership :

Leadership is influencing process of leaders and followers to achieve organizational

objectives through change.

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Leadership Definition Key Elements

Leader-Follower :

In the above definition of Leadership the influencing process is between leaders andfollowers, not just a leader influencing followers; its a two way process. Knowing howto lead and developing leadership skills will make you a better leader and follower.

Influence :

Influencing is the process of a leader communicating ideas, gaining acceptance of them,and motivating followers to support and implement the ideas through change. Influence isthe essence of leadership. Influencing includes power, politics and negotiating.

Organizational Objectives :

High performance leaders influence followers to think not only of their own interests, butthe interest of the organization. Leadership occurs when followers are influenced to dowhat is ethical and beneficial for the organization and themselves. Leaders need to

provide direction; with the input of the followers, they set challenging objectives and leadthe charge ahead to achieve them.

Change :

Influencing and setting objectives is about change. Organizations need to continuallychange, in adapting to the rapidly changing global environment.

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People :

Although the term people is not specifically mentioned in the above definition ofLeadership, after reading about the other elements, one can realize that leadership isabout leading people.

Effective Leadership :

Leaders with the power and personal traits to be effective in a leadership situation canlead by taking four sets of actions:

Providing a vision. Thinking like a leader. Using the right leadership style. Using organizational behavior leadership skills.

Leader Vs Manager

Leadership can, however, be simply defined as the act of making an impact on others ina desired direction. In this sense leadership is a broader term than management.

Leaders are people who are able to influence others and who possess managerialauthority. Managers can run organizations effectively, but only leaders can build them.

Personality

Dimension

Manager Leader

Attitudes toward

goals

Impersonal, passive, functional;goals arise out of necessity, reality

Personal, active, goals arisefrom desire, imagination

Conceptions of

work

Combines people, ideas, things;seeks moderate risk

Looks for fresh approaches toold problems; seeks high risk

Relationships with

others

Prefers to work with others;avoids close relationships andconflicts

Comfortable in solitary work;encourages close relationships,not averse to conflict

Sense of self Accepts life as it is; unquestioning Questions life; struggles forsense of order

Managers and leaders are entirely different:- leaders develop visions and drive changes while managers monitor progress and

solve problems (Zalenik, 1977)- managers do things right, while leaders do the right thing (Bennis and Nanus,

1985)

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Leaders goals are to motivate others to accomplish work/class tasks and to feel that

they are contributing to their own professionalism.

Chapter 2

Leadership Theories and Styles

From ancient times, scholars have propose theories of leadership to explain why certainleaders- that is kings, religious leaders, and military leaders-were effective andsuccessful, where as others were not. Until the 20 th century, these theories were largely

trait theories. Such theories assumed that one or more specific temperament, character, orsocial trait, such as intelligence, speaking ability, energy level, or dominance, accountedfor a leaders success or effectiveness. More recently, other leadership theories have beenproposed that focus on the leaders behavior patterns, situational factors, and relationalfactors that ostensibly offer more potent and compelling explanations than do traittheories.

Different approaches used to study leadership can be categorized as :

(A) Trait Theories(B) Behavioural Theories

(C) Contingency Theories(D) Situational Theory of Leadership(E) Leadership Functions Theories(F) Some Recent Theories

( A ) Trait Theories

According to trait theories, people are born with certain inherited traits. The belief inearlier approaches was that some traits are particularly suited to leadership, and peoplewho make good leaders possess the right (or sufficient) combination of these traits, which

distinguish them from non-leader. Therefore, studies have tried to discover thosespecial traits of great leaders.

Some of these trait theories are :

1. Stogdills Trait Theory

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Stogdill reviewed more hundred such studies and concluded that while leaders werefound to be superior to non-leaders in specific abilities such as intelligence and physicalsize, there were no specific traits that distinguished leaders from non-leaders. Stogdillsstudy almost put an end to the trait approach to leadership. However, he did suggest thetraits (inborn characteristics) and skills (competences) of successful leaders.

Traits and Skills of Leaders

Traits ( Inborn Characteristics) Skills ( Competences)

Adaptable

Alert to social environment

Achievement oriented

Assertive

Cooperative Decisive

Dependable

Persistent

Self-confident

Tolerant of stress

Willing to assume responsibility

Clever (Intelligent)

Conceptually Skilled

Creative

Diplomatic and Tactful

Fluent in speaking Knowledgeable about group task

Organized ( administrative ability)

Persuasive

Socially Skilled

2. McCall and Lombardos Trait Theory of Successes andFailures of Leaders

Based on a study of successes and failures of leaders, McCall and Lombardo identifiedfour primary traits, by which leader could succeed or fail. These traits are :

(i) Emotional stability and composure Calm, confident and predictable,particularly during stressful situation.

(ii) Admitting Errors Owning mistakes, rather than covering them up.(iii) Good interpersonal skills Ability to communicate and persuade others with

restoring negative or coercive tactics.(iv) Intellectual breadth Ability to understand wide range of areas (open-

minded), rather than having a narrow area of expertise (narrow-minded).

3. Bennis and Thomass Trait Theory of Effective Leaders

Bennis and Thomas, based on in-depth interviews of more than forty leaders, both youngand old, have suggested the following four characteristics of effective leaders.

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(i) Adaptive capacity Hardiness, keen observance, proactive seizing ofopportunities and creativity.

(ii) Engaging others by creating shared meaning encouraging dissent,empathy, and obsessive communication.

(iii) Voice Purpose, self-awareness, self-confident, and emotional intelligence.

(iv) Integrity ambition, competence, and moral compass.

Weakness of Trait Theory

Ignores the followers and the situation Does not differentiate regarding the specific value of each trait Correlation evidence only (not causal)

( B ) Behavioural Theories

There are two main assumptions underlying behavioural theories: (1) leaders are made,rather than born, and (2) successful leadership is based on definable, learnable behaviour.Instead of searching inborn traits or capabilities, behavioural theories look at what leadersactually do. According to these theories, if success can be defined in terms of describablebehaviour, then it should be relatively easy for other people to learn to behave in thesame way.The assumption that leadership capability can be learned provides great hope forleadership development. This approach studies the behaviour of successful leaders.Studies based on large samples can help in identifying statistically significant behavioursthat differentiate successful leaders from ineffective leaders. The renewed interest intrait is based on such behavioural research.

1. Three Dimensional Theory

Kurt Lewin and colleagues carried out leadership-decision experiments in 1939, andidentified the following three different styles of leadership, in particular, regardingdecision making.

(i) Autocratic : Autocratic leaders take decisions on their own, withoutconsulting others. From the experiments of Lewin et al it was found that thisstyle resulted in very high level of discontent. Autocratic leaders are effectivewhen there is no need for others contribution to the decision making, andwhere the motivation of the people to implement the decision would not beaffected whether they were or were not involved in decision making.

(ii) Democratic : Democratic leaders involve their people in decision making.People usually like democratic decision making. Democratic leadership,

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however, may be difficult when options differ widely and it is difficult toarrive at an equitable final decision.

(iii) Lassez-faire : Lassez-faire leaders have minimum involvement in decisionmaking. They allow people to make their own decisions. The employees areresponsible for the outcome of their decisions. Lassez-faire leadership is

successful when people are capable and motivated to make their owndecisions, and where there is no requirement for a centralized coordination,for example, in sharing resources among autonomous regions in a country.

It was discovered by Lewin et al that democratic style was most effective style ofleadership. Excessive autocratic styles led to revolution, while under a lassez-faireapproach, people were not coherent in their work and did not put in enough energy intheir work.

2. Michigan Studies

While the trait approach met a setback with Stogdills research, the behaviours of leadershas always been a subject of observation and study. Early studies at the University ofMichigan, under the leadership of Rensis Likert suggested that leadership behaviourcould be described on a continuum ranging from authoritarian to participative style.Likert identified four main styles of leadership, in particular, around decision making andthe degree to which people are involved in the process.

(i) Exploitive Authoritative : Exploitive Authoritative leaders have low concernfor people, and use threats and other coercive ways for compliance ofdecisions. Communication is usually top-down, and managers are least

concerned with peoples concerns.(ii) Benevolent Authoritative : Benevolent Authoritative leaders are

authoritarian, but pay attention to peoples concerns. They attend to peoplesproblems and use rewards to encourage appropriate performance. Even thoughthere may be some delegations of decisions, almost all major decisions arestill made by the leader.

(iii) Consultative : Consultative leaders make major decision, which remainscentralized, although they make genuine efforts to listen to their peoplesideas.

(iv) Participative : Participative leaders involve people at all levels, includinglower levels in the decision making process. People across the organizations

are psychologically closer together and work well together at all levels.

3. LBDQ Theory

The Ohio State University, using the famous Leadership Behaviour DescriptionQuestionnaire ( LBDQ), conducted landmark research. In this approach, group membersdescribe the behaviour of the leader, or leaders, in any type of group or organization. It is

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assumed that the followers have had an opportunity to observe the leader in action as aleader of their group. Based on extensive research, 40 items were developed. However,only 30 are scored, 15 for each of the two dimensions, initiating structure andconsideration. These two dimensions accounted for approximately 34 to 50 percent of thecommon variance. Initiating structure refers to the leaders behaviour in delineating therelationship between himself or herself and the members of his or her group, and in

endeavouring to establish well-defined patterns of organization, channel ofcommunication and ways of getting the job done. Consideration refers to behaviourindicative of friendship, mutual trust, respect, and warmth in relationship between theleader and the members of the group.

4. Continuum of Leader Behaviour

The two contrasting styles of boss-centred leadership, defined by emphasis on the task tobe done and subordinate-centred leadership, defined by the attention to the person doingthe task (people-oriented style), were later seen as a continuum from high taskorientation. The manager makes the decision and announces it (telling) by convincing

people about what should be done. The manager sells a decision (selling) and bydiscussing the task and its strategy with subordinates, he/she presents ideas and invitesquestions (consulting). The manager provides the employees the responsibility to planand achieve result. Thus, by providing enough support, the manger permits his/hersubordinates to function within defined limits (delegating).

5. Managerial Grid

The treatment of task orientation and people orientation as two independent dimensionswas a major step in leadership studies. Blake and Mouton proposed the famous

managerial grid with these two dimensions, each dimension ranging from low (1) to high(9). This section describes the five styles of the managerial grid, or the leadership grid asit came to be known later.

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The Managerial Grid(Blake and Mouton)


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(i) Impoverished Management :

It is characterized by low-low (style 1,1), low task, and low peopleorientation. Minimum effort is exercised toward getting the work done. Itrefers to lazy approach that avoids work as much as possible.

(ii) Authority-Compliance :

It is characterized by high-low (style 9,1), high task, and low peopleorientation. There is strong focus on task, but little concern for people. Thefocus is on efficiency, including the elimination of people wherever possible.

(iii) Country-club Management :

It is characterized by low-high (style 1,9), low task, and high peopleorientation, care and concern for the people, a comfortable and friendlyenvironment and collegial style. However, a low focus on task may lead toquestionable result.

(iv) Middle of the road Management :

This style of leadership is characterized by medium-medium (style 5,5),

medium task and medium people orientation. There is a lack of focus on bothpeople and the work. The leader concentrates only on getting the work doneand does not push the boundaries of achievements.

(v) Team Management :

It refers to leadership style characterized by high-high (style 9,9), high ontask, and high on people orientation. Highly motivated subordinates arecommitted to the task, and the leader is committed to his/her people and thetask.

( C ) Contingency Theories

Contingency theories are based on the assumption that the leaders ability to lead iscontingent upon various situational factors such as the leaders preferred style, thecapabilities and behaviours of followers, etc. Contingency theories contend that there isno one best way of leading and that is leadership style that is effective in some situationsmay not be always successful in others.

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1. Fiedlers Theory

Another milestone in leadership research was Fiedlers theory of contingency. Fiedlerdemonstrated that the effectiveness of task orientation and people orientation dependson the situation.

According to Fiedler, relationships, power, and task structure are the three keyfactors that drive effective leadership styles. He identified the least preferred coworker (LPC)scoring for leaders by asking them first to think of a person with whom they haveworked and would now least prefer to work with again. The manager then scores theperson on a range of scales between positive factors (friendly, helpful, cheerful, etc.) andnegative factors (unfriendly, unhelpful, gloomy, etc.). A high LPC leader generally scores theother person as positive and a low LPC leader scores the other person as negative.

High LPC leaders tend to have close and positive relationships, and act in asupportive way. They even prioritize the relationship before the task. Low LPCleaders put the task first and turn to relationships only when they are satisfied with theprogress of the work.

The following three aspects determine the effectiveness of the two leadership styles(high or low LPC):

Leader-member relations : The extent to which the leader has the support andloyalties of followers. The relations with them are friendly and cooperative.

Task structure: The extent to which tasks are standardized, documented, and controlled.

Leader's position power: The extent to which the leader has authority to assess followerperformance and give reward or punishment.

As shown in the following table, effectiveness of a leader's style (low or high LPC)will depend on the combination of the three aspects.

Leadership Effectiveness Model

Leader-Member

Relations

Task structure Leaders

Position Power

Most Effective

Leader

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Good Structured Strong Low LPC

Good Structured Weak Low LPC

Good Unstructured Strong Low LPC

Good Unstructured Weak High LPC

Poor Structured Strong High LPC

Poor Structured Weak High LPCPoor Unstructured Strong High LPC

Poor Unstructured Weak Low LPC

This approach tries to assess respondents' beliefs about people, whether they seeothers as positive (high LPC) or negative (low LPC).

2. Cognitive Resource Theory

Cognitive resource theory is another contingency theory. It predicts that :

(1) a leader's cognitive ability contributes to the performance of the team onlywhen the leader's approach is directive,

(2) stress affects the relationship between intelligence and decision quality, and(3) experience is positively related to decision quality under high stress.

Leader's cognitive ability : When leaders are better than their people atplanning and decision making, in order to implement their plans and decisions, they need totell people what to do.

When they are not better than the people in the team, then a non-directiveapproach is more appropriate. For example, such leaders can facilitate an open discussionwith the team, where ideas can be aired and the best approach identified and implemented.

Effect of stress : Intelligence is fully functional and makes an optimal contributionin situations of low stress. However, during high stress, natural intelligence not only makes nopositive difference, but it may have a negative effect. One reason for this may be that anintelligent person seeks rational solutions, which may not be available, and may be one of thecauses of stress. In such situations, a leader who is inexperienced in 'gut feel' decisions is forced torely on this unfamiliar approach. Another possibility is that the leader retreats within him or her,to think hard about the problem, leaving the group to their own devices.

Experience and decision quality : When there is a high stress situationand the relationship between decision making and intelligence is impaired, experience of thesame or similar situations enables the leader to react in the best possible way.

The main implication of the cognitive resource theory is that a leader can beeffective and powerful if he or she focuses on the strategic role, is an expert inproblem solving, and possesses unique knowledge and skills that nobody else has.

3. Strategic Contingencies Theory

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The strategic contingencies theory, proposed by Fiedler, deals with the concept oforganizational power. Intra-organizational power depends on three factors: problemskills, actor centrality, and uniqueness of skill. Fiedler linked the cognitive resourcetheory with his LPC theory, suggesting that high LPC scores are the main drivers ofdirective behaviour.

An employee will be in demand if he or she has the skills and expertise to resolve

important problems, works in a central part of the workflow of the organization, and is difficultto replace.

For simple tasks, a leader's intelligence and experience are irrelevant. If peoplework on tasks that do not need direction or support, then it does not matter how good theleader is at making decisions. The manager need not provide any further support to the team.

4. VroomYetton Theory

Vroom and Yetton, using a decision-making framework, contrasted the autocraticand consultative styles of leadership. They proposed two dimensions: decision quality and

decision acceptance.Decision quality is the selection of the best alternative and is particularly important whenthere are many alternatives. It is also important when there are serious implications for selecting(or failing to select) the best alternative.

Decision acceptance is the degree to which a follower accepts a decision made by aleader. Leaders focus more on decision acceptance when the quality of decision is moreimportant.

Vroom and Yetton defined five different decision procedures. Two of theseprocedures are autocratic (Al and A2), two are consultative (C1 and C2), and one is group based(G2).

A1 : Leader takes known information and then decides alone.A2 : Leader gets information from followers and then decides alone.

C1 : Leader shares problem with followers individually, listens to ideas, and then decidesalone.

C2 : Leader shares problems with followers as a group, listens to ideas, and thendecides alone.

G2 : Leader shares problems with followers as a group and then seeks and accepts consensusagreement.

Situational factors that influence the method are relatively logical. These factors areillustrated here.

1. When decision quality is important and followers possess useful information, thenAl and A2 procedures are not the best methods.

2. When the leader sees decision quality as important but followers do not, then G2 procedure isinappropriate.

3. When decision quality is important, the problem is unstructured, and the leader lacksinformation or the skills to make the decision alone, then G2 procedure is best.

4. When decision acceptance is important and followers are unlikely to accept an autocraticdecision, then Al and A2 procedures are inappropriate.

5. When decision acceptance is important but followers are likely to disagree with one another,then Al, A2, and CI procedures are not appropriate, because they do not give opportunity

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6. When decision quality is not important but decision acceptance is critical, then G2 is thebest method.

7. When the whole team, including the leader, feels that decision quality is important, and thedecision is not likely to result from an autocratic decision, then G2 procedure is themost appropriate.

5. Path-Goal Theory

Path-goal leadership theory is a contingency theory developed by Martin Evans andexpanded upon by Robert House. It integrates the expectancy theory of motivation.House has suggested four types of leaders: directive (directs subordinates), supportive(shows genuine concern for subordinates), participative (consults subordinates butdecides himself or herself), and achievement oriented (sets challenging goals andshows confidence in subordinates). The path-goal theory proposes that the sameleader uses all these styles, depending on the situation. The situation is

characterized by two main factors: subordinates' characteristics (leader behaviourbeing accepted to the extent to which subordinates see the behaviour leading to presentor future satisfaction) and environmental pressures on subordinates.The second factor is more important in the expectancy theory of motivation. Subordinates'motivation (increased effort) depends on two factors: the leaders making subordinates' needscontingent on effective performance, and the leader providing support for performance,including guidance and rewards. As proposed in the contingencyexpectancy framework, theleader by influencing subordinates' perceptions and motivationimproves their role clarity,expectancies, satisfaction, and performance. In other words, the leader attempts to makethe subordinates' paths to their goals smooth. The leader must use an appropriate style tosmoothen the path to the goals. The leader smoothens the path by stimulating subordinates'need for achievement, increasing pay-offs for goal achievement, coaching and guiding, clarifying

subordinates' expectancies, reducing functioning barriers, and increasing opportunities for highsatisfaction on good performance. This theory has been used extensively in management.

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(D) Situational Theory of Leadership

Hersey and Blanchard combined the grid approach and the contingency theories topropose their situational theory of leadership.

According to this theory, leadership is a function of the situation and an effective leader

is one who assesses the situation accurately, uses a style appropriate to the situation, isflexible, and is also able to influence and alter the situat ion. We shall discuss these aspectsin some detail.

Leadership Styles

According to Hersey and Blanchard, a leader is concerned with the task to beperformed and with building relations with his or her people. However,a leader may have high or low concern for each of these (task andpeople). A leader may focus mainly on the work to be completed and/orthe leader may focus mainly on building the team. Combining concernsfor task (low or high) and for people (low or high), Hersey and Blanchard

proposed four leadership styles:Style 1 indicates high concern for the task and low concern for people,Style 2 showing high concern for both, Style 3 having high concern forpeople and low for the task, and Style 4 with both low. According to them,all the four styles are functional; it is their relevance to situations that isimportant.

Later, Blanchard proposed new terms and his modified model is used here, with thenecessary additions. As already stated, leadership style in the situational model isclassified according to the amount of task and relationship behaviour the leaderengages in.

Task-related behaviour, called directive behaviour by Blanchard, is called

regulating behaviour here because a leader's behaviour is focusedmainly on regulating his or her group members and their activities fortask accomplishment. Other leaders concentrate on providing socio-emotional support and on building personal relationships, which iscalled nurturing behaviour (formerly called relationship behaviour andalso supportive behaviour by Blanchard).

Regulating behaviour : This is defined as the extent to which a leaderengages in one-way communication; spells out the groups' roles andtells the group members what to do, where to do it, when to do it, andhow to do it; and closely supervises their performance. Three words can beused to define regulating behaviour, structure, control, and supervise.

Nurturing behaviour : This is defined as the extent to which a leader engages intwo-way communication, listens, provides support and encouragement, facilitatesinteraction, and involves the group in decision making. Three words can be used todefine nurturing behaviour, praise, listen, and facilitate.

A combination of high and low directive and supportive behaviour will givefour quadrants, each representing four different leadership styles.

These are shown in Diagram below :

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Style 1: Directive : High regulating and low nurturing leader behaviour iscalled directive style. The leader defines the roles of group members,telling them what tasks to do and how, when, and where to do them.

Problem solving and decision making are initiated solely by the leader.Solutions and decisions are announced, communication is largely one-way,and the leader closely supervises implementation.

Style 2: Supportive : High regulating and high nurturing behaviour is called

supportive style. In this style the leader still provides a great deal of direction and

leads with his or her ideas, but the leader also attempts to discover the group's

feelings about decisions as well as eliciting their ideas and suggestions. While two-

way communication and support are increased, control over decision making remains

with the leader.

Style 3: Consulting : High nurturing and low regulating leader behaviour is calledconsulting style. In this style, the focus of control for day-to-day decision-making andproblem solving shifts from the leader to the group members. The leader's role is toprovide recognition and to actively listen and facilitate problem solving and decisionmaking on the part of the group.

Style 4: Delegating : Low nurturing and low regulating leader behaviour is labeled delegatingstyle. The leader discusses problems with his or her people until a joint agreement is achieved on

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Style Appropriateness

According to the situational theory of leadership, none of the four styles is ideal:

each style can be effective depending on the situation. An effective leader is one who uses astyle that is appropriate for the situation he or she is dealing with. In this theory, thesituation is characterized by the type of people (team) the leader is working with.

Hersey and Blanchard, who developed their theory and an instrument to measure theleadership styles, used a one-to-one framework (leader in relation to a subordinate). Theydefined the situation in terms of what they called maturity of the subordinate (his orher competence and his or her motivation, commitment or willingness to takeresponsibility). Later, Blanchard proposed the term 'development level', which seems tobe a better term. Hersey and Blanchard proposed that the development level ormaturity of the followers be determined by their competence and commitment, that is,their willingness to take responsibility. Since Hersey and Blanchard used the leader

follower model (one-to-one framework), they neglected the team, the main focus ofleadership in organizations.

For the situational theory of leadership, the situation is defined by the developmentlevel of the team with which the leader is working. Three aspects determine thedevelopment of a team or a group: competence, commitment or motivation, andcohesion or teamwork. A leader should, in the first place, know the developmentlevel of his or her group and its members, that is, their levels of competence,motivation, and teamwork.

The various situations with which the leader deals can be defined in terms of the developmentlevel of the group. D4 level (very high) indicates that all the three aspects of competence,motivation, and teamwork are high in the group. D3 level (moderately high) means two of the

three aspects are high, while one is low. D2 (moderately low) means one aspect is high and theother two are low. Level D1 (low) indicates that the group is low on all three aspects.

The effective leadership styles for each development level are shown in the abovediagram (Style 1 is appropriate for a D1 team, Style 2 for a D2 team, Style 3 for a D3 team,and Style 4 for a D4 team.) An effective leader uses a style appropriate to the developmentlevel of his or her team or organization. An example of style appropriateness is givenin the next section.

Style Flexibility

Hersey and Blanchard also proposed the concept of style range or flexibility (howeasily a leader is capable of using the four styles) in addition to relevance or

appropriateness (how appropriately a leader uses the various styles). A leader needs bothdiagnostic competence to assess the situation (development level of the group) as well ascompetence to use the various styles with ease, as relevant to the situation or its changingconditions. As already stated, according to this theory, if the situation is D1, characterized by alow level of development (people do not know their jobs well, have low motivation, and donot support each other), the most effective style would be 1, in which the leader definestasks, monitors performance, and provides the necessary guidance. However, after the grouphas 'developed' (i.e., they know their jobs, work together, and are able to perform fairly

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Pawarwell), the leader needs to change the style, paying attention to group morale, facilitating ofwork, and so on. On further development of the group, the leader need no longer worry abouttask requirements (low directive behaviour) but may need to build the group (highsupportive). If the group is at D4 that is, highly developed (can work on its own as a team and hasrelevant competencies), the leader need not be concerned with providing guidance or withproviding support (low on both, 4). The leader's main focus may then be envisioning,boundary management, providing facilities needed by the group, and looking after externallinkages and relationships.

The leader can decide which leadership style will be more appropriate for thegroup when he or she knows the development level of the group he or she leads. Diagnosisof the development level may also help the leader to prepare a plan of action for raising thedevelopment level by working on the dimensions in which the group is weak.

Leadership Effectiveness

Although the situational theory of leadership suggests that leadership effectivenessdepends on the use of a style appropriate to the situation and that there is no best leadershipstyle, the most desirable style is 1. However, in order to move towards this, the leader needs

to prepare the group and take them to the D4 level . In this sense, this theory of leadership isa developmental theory.

Raising competence levels : The competence level of a group is made up of thecompetence of its members. Competence includes the understanding (based onknowledge) and skills required to perform a job. Competence levels of individual memberscan be summed up and the average gives the group's competence level. Competence buildingrequires providing information relevant to the roles, building skills to fulfill the roles effectively,and planning a proper long-term training strategy.

Raising commitment levels : Commitment or motivation refers to the willingness

individually members to set and accept challenging goals, their eagerness to take responsibility,their involvement in the work, and job satisfaction. Again, the average of individual ratings

or scores gives the group's motivational level.

Commitment building (developing motivation) can be facilitated by helping individual

members to set realistic and challenging goals, supporting them to achieve these

and recognizing their achievement through feedback and rewards.

Raising teamwork levels The teamwork level can be diagnosed byassessing the level of cohesion, collaboration, and confrontation in thegroup. Cohesion means that the group functions as a strong team and

each member feels that his or her views and concerns are considered byothers. Collaboration indicates that some tasks are done by members assmall teams and members feel free to volunteer, ask for, and respondto requests for help. Confrontation implies that whenever there is aproblem that concerns the group, the group faces the problem anddeals with it, generating alternative solutions and taking decisionsabout a course of action. An instrument on this aspect is available.

Team building can be achieved by making teams responsible for various tasks,

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Raising development levels through delegation The movement of agroup towards the D4 level can be accelerated through delegation. We shalldiscuss various processes of delegation and how to ensure their effectivenessin the next chapter.

In short, leadership is the dynamic process of making people more effective,increasing their competence to multiply power, and achieving goals through them.There are different styles of participating in this process. However, the ultimate goalof a leader is to develop his team and people to become more effective and competentto achieve organizational goals as well as their own objectives.

(E) Leadership Function Theories

Two types of leadership functions have been contrasted, transactional andtransformational. Transactional leaders maximize efficiency, whiletransformational leaders emphasize on creativity.

Transactional Leadership

The basic beliefs of transactional leaders are that people are motivated by rewardand punishment; social systems work best with a clear chain ofcommand; when subordinates agree to do a job, they cede allauthority to their manager; and the prime purpose of subordinates is todo what their manager tells them to do.

The transactional leader works by creating clear structures. The leader providesclear instructions to his or her subordinates regarding their work and thesubsequent rewards. Punishments are not always mentioned, but theyare well understood. The formal systems of discipline are usually in place.

Transactional leadership is based on contingency; rewards or punishmentsare contingent upon performance. Transactional leadership is still apopular approach with most managers.

Transformational Leadership

While transactional functions are primarily concerned with successful completion of

tasks, transformational functions go beyond the immediate task. Transactional functionsbuild the competencies of individuals and groups, and enable them to achieve targets thatthe organization or the individual would have not expected to achieve. Thesefunctions empower various groups and individuals in an organization. The followingfunctions fall in this category: visioning, modeling (setting a personal example of adesirable style and behaviour), setting standards, building culture and climate,boundary management (ensuring continuous availability of resources, support fromthe major customers and from outside and developing a strong lobby and networks for

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the organization), synergizing (building teams), and searching and nurturing talent.

Based on their research, Singh and Bhandarkar reported the following six main characteristics oftransformational leaders:

1. Empowering

2. Risk taking3. Clarity of mission1. Team building

4. Equanimity5. Evolving trust

1. Burns' theory

Inspired by the effectiveness of great leaders such as Martin Luther King and MahatmaGandhi, who 'transformed' millions of helpless people into a formidable force, Burns proposedthe concept of transformational leadership. He assumed that people associated with ahigher moral position will be motivated by a leader who promotes this quality. Such people

are be tter of f working collaborat ively than working individually.Burns defined transformational leadership as a process in which leaders andfollowers engage in a mutual process of 'raising one another to higher levels of moralityand motivation'.

Transformational leaders raise the bar by appealing to higher ideals and values offollowers. In doing so, they may model the values themselves and use charismaticmethods to attract people to the values and to the leader.

Burns' view is that transformational leadership is more effective than transactional leadership, inwhich the appeal is to more selfish concerns. An appeal to social values thus encourages peopleto collaborate, rather than working alone as individuals and potentially competitively with oneanother). He also views transformational leadership as an ongoing process rather than the

discrete exchanges of the transactional approach.

2. Bass' theory

Bass defined transformational leadership in terms of how the leader affects followers,who are intended to trust, admire, and respect the transformational leader. He identifiedthree ways in which leaders transform followers: increasing their awareness of task importanceand value; getting them to focus first on team or organizational goals, rather than their owninterests; and activating their higher-order needs.

Two key charismatic effects that transformational leaders achieve are to evoke

strong emotions and to cause identification of the followers with the leader. This can beachieved through stirring appeals, coaching, and mentoring. Bass has recently noted thatauthentic transformational leadership is grounded in moral foundations that are based onfour components: idealized influence, inspirational motivation, intellectual stimulation, andindividualized consideration. He also proposed three aspects: the moral character of theleader, the ethical values embedded in the leader's vision, articulation, and process (whichfollowers either embrace or reject), and the morality of the processes of social ethical choice andaction that leaders and followers engage inand collectively pursue.

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3. Leadermember exchange theory

A well-known transactional theory is the leadermember exchange theory, also known as

LMX, or vertical dyad linkage theory. It describes how leaders in groups maintain theirposition through a series of tacit exchange agreements with their members.Leaders often have a special relationship with an inner circle of trusted lieutenants, assistants,and advisers. The members of the inner circle are entrusted with high levels ofresponsibility, decision influence, and access to resources. The members of the 'in-group' haveto pay for their position. They work harder, are more committed to task objectives, and sharemore administrative duties. They are also expected to be fully committed and loyal to theirleader. The out-group, on the other hand, is provided with lower levels of choice or influence.

This also puts constraints upon leaders. They have to constantly nurture therelationship with their inner circle. The subordinates are given power; however, it is ensured thatthey do not strike out on their own.

LMX process

These relationships, if they are going to happen, start very soon after a person joins thegroup and follow three stages.

Role taking : The member joins the team and the leader assesses his or her abilities andtalents. Based on this, the leader may offer them opportunities to demonstrate theircapabilities.

Another key factor in this stage is the discovery by both parties of how the other likesto be respected.

Role making : In the second phase, the leader and member take part in anunstructured and informal negotiation whereby a role is created for the member. The oftentacit promise of benefit and power in return for dedication and loyalty takes place duringthis stage.

Trust building is very important in this stage, and any betrayal by the employee canresult in the member being relegated to the out-group.

This negotiation includes relationship factors and pure work-related ones. A memberwhois similar to the leader in various ways is more likely to succeed. This perhaps explains whymixed gender relationships are usually less successful than same-gender ones (it also affects theseeking of respect in the first stage). The same effect also applies to cultural and racialdifferences.

Routinisation : In this phase, a pattern of ongoing social exchange between theleader and the member becomes established.Successful members are thus similar in many ways to the leader (which perhaps explainswhy many senior teams comprise of upper caste, upper middle-class, and middle-agedindividuals). They work hard at building and sustaining trust and respect. The

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employees are empathetic, patient, reasonable, sensitive, and are good at seeing theviewpoint of other people (especially the leader). Aggression, sarcasm, and an egocentric vieware exhibited by members of the out-group.

The overall quality of the LMX relationship varies with several factors. Curiously, the quality isbetter when the challenge of the job is extremely high or extremely low. The size of thegroup, the financial resource availability, and the overall workload are also important

determinants of the quality of the LMX relationships.The leaders also gain power by being members of their superiors' inner circle.These leaders then share this power with their subordinates. People with unusualpower at the bottom of an organization may get it from an unbroken chain of circles upto the hierarchy.

Level 5 Leadership

Based on an intensive study of 11 most effective leaders, Collins proposed the

theory of Level 5 leadership. A Level 5 leader blends genuine personal humility with intenseprofessional will. According to such a leader, Level 5 is the highest level of leadership in ahierarchy of leadership capabilities. Leaders at the other four levels in the hie ra rchy canpr od uc e hi gh le ve ls of su ccess bu t no t en ou gh to el eva te organizations from mediocrityto sustained excellence. Good-to-great transformations do not happen without Level 5 leadership.A Level 5 leader can transform a mediocre organization into a great organization. The variouslevels suggested by Collins are as follows:

Level 1 : The leader is a highly capable individual. He or she makes productivecontributions through talent, knowledge, skills, and good work habits.

Level 2 : The leader is a contributing team member. He or she contributes to theachievement of group objectives and works effectively with others in a group setting.

Level 3 : The leader is a competent manager. He or she organizes people andresources towards the effective and efficient pursuit of predetermined objectives.

Level 4 : The leader is an effective leader. He or she catalyses commitment to andvigorous pursuit of a clear and compelling vision, and stimulates the group to highperformance standards.

Level 5 : The leader is an executive. He or she builds enduring greatness through a

paradoxical combination of professional will and personal humility.

Each level is appropriate in its own right, but none has the power of Level 5.One does not need to move sequentially through each level of the hierarchy to reachthe top. However, to be a fully-fledged Level 5, we need the capabilities of all the lower levels,along with the special characteristics of Level 5.

A Level 5 leader possesses paradoxical combination of professional will andpersonal humility. Collins has cited Abraham Lincoln as an example of a Level 5 leader.The example of Mahatma Gandhi is more appropriate. In India, the late Ravi Matthai,

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Pawarformer director of IIM, Ahmedabad, represented such institutional leadership. Narayana Murthyof Infosys is an example of corporate Level 5 leadership. Collins has suggested the followingcharacteristics of the two aspects.

Chapter 3

Leadership Skills

Getting and Giving Information

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Leadership Skills involves getting information for appropriate action. An element ofcaution and care has to be exercised by the leaders while getting information as there is apossibility of message loss and ambiguity in understanding, during the process ofcommunication exchange.Information received may have to be recalled at a later time. There are many differentways to store and retrieve information.

While giving information, there is a greater need for leaders to apply all five senseswherever possible. The leader should speak clearly, use language that everyoneunderstands and vary the tone and pace wherever required.

Group Needs and Characteristics

The competence of understanding group needs and characteristics have five major partsnamely, understanding motives, assessing values, evaluating norms, meeting individualneeds and learning personal characteristics.

Controlling the Group

Control is most often an overt behaviour of the leader. There are specific actions a leadercan take to exert influence over a group. The leader in a group deploys the people in histeam in a manner to control, breaking up destructive cliques, to encourage greaterparticipation, etc.

Knowing and Understanding Group Resources

This skill enables leader to recognize knowledge and use of group resources as a majortechnique in bringing a group together and creating commitment to common goals. Alsorecognized that resources are theoretically limitless and that the leaders ( and groups)

ability to recognize and utilize diverse resources, tremendously affects what the groupcan accomplish. Involve more people in active leadership by giving each a part accordingto his/her resources. Evaluate the impact that the availability of resources has on doing ajob and maintaining the group.Counseling

This skill enables leader to gain knowledge of principles of counseling and practice somesimple counseling techniques to be used in ordinary situation.

Setting Example

Every leader has a special responsibility to set a positive example. As a leader you areconstantly watched by those you work with.

Representing the Group

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Representing the group is accurately communicating to non-group members. The sum ofgroup members feelings, ideas, etc. and vice versa. A leader must represent his team ona great variety of issues.

Problem Solving

This skill, sometimes called planning, enables the leader to identify problem solving asone of the key techniques in developing the groups capability, gain knowledge of adefinite technique for problem solving and understand the value of problem solving ingroup commitment to the task and to the group unity.

Evaluation

This skill enables leaders to use evaluation as a technique to maintain group integritywhile improving job performance. Also it helps leader to describe what is meant bygetting the job done and maintaining the group. Evaluation helps to analyze a situationfor improvement and to avoid conflicts between getting the job done and maintaining the

group. It also develops an attitude of constant evaluation. A leader use variety ofstrategies for evaluation purposes.

Sharing Leadership

This skill enables leader to develop a concept of leadership for a group which permitsdifferent functions of leadership being shared or distributed among group memberaccording to the situation and members strengths.Sharing leadership is a key function of a leader. The ability to extend him, to accomplishjobs than one person alone can handle.

Manager of Learning

Manager of learning ( MOL) describes a system for exposing learners to the need toknow and involving them in their own learning. By learning, we mean the gaining ofknowledge, the improvement of skills, or the development of attitude in certain area.A combination of attitude, skills, and knowledge are usually needed to operate anyspecific area. Attitudes are the most important and are the most difficult to acquire. Oftena new attitude replaces an old attitude before skills or knowledge can be used. Themanager of learning must be able to detect this situation and know how to effect thechange.

Chapter 4

Leadership Lessons - Through Literature

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There are lots of leadership lessons to be learnt from the literature. There have beenleaders as early as 200 B.C who have left there mark so strong that today also societyremembers and follows there vision and teachings. They were the path setters in

formation of our civilized world. The path shown by them is still followed by thousandsof people and even though there has been so many changes and progress in our societybut there teachings, theories and visions are still revered. Broadly we can classify theminto three groups:

Political

Religious & Humanitarian

Business and Economics

Political Leadership : These men and women have guided the world in ways thatthey are still remembered .Some of the path breaking and history making leaders arementioned below :

i. Napoleon Bonaparte

ii. George Washington

iii. Abraham Lincoln

iv. John.F.Kennedy

v. Ronald.W.Regan

vi. Bill Clinton

Some of the most influential leaders in Indian political and Kings Era are

i. Ashoka the Great

ii. Shivaji Maharaj

iii. Mahatma Gandhi

iv. Indira Gandhi

Religious and Humanitarian : There are a handful of religious and humanitarian leaderswho have left there mark on the minds of the people. Few of them are mentioned below

i. Gautam Buddha

ii. Raja Ram Mohan Roy

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iii. Dalai Lama

iv. Mother Teresa

Business Leaders : There are people in the field of economics and business who hascreated space for there names to be written in the history books. Below mentioned arefew of them :

i. Bill Gates

ii. Narayan Murthy

iii. Dhirubhai Ambani

Special Reference Top Ten Despots are:

i. Tamerlane ( Timur)

ii. Ivan the terrible

iii. Maximillien Robespierre

iv. Joseph Stalin

v. Adolf Hitler

vi. Mao Zedong ( Mao Tse tung)

vii. Francoise papa docDuvalier

viii. Nicolae Ceausescu

ix. Idi Amin

x. Pol Pot

Another person who has left a mark in our history and also in the minds of the people isARISTOTLE.

Chapter 5

Team Work and Team Building

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What is Team?

A Team is a small number of people with complementary skills who are committed to a

common purpose, performance goals and approach for which they hold themselvesmutually accountable.

A team consists of group of approximately 3-20 people, who are working towards acommon goal / objective / mission, where each person has been assigned specific roles orfunctions to perform, and where completion of the mission requires some form ofdependency among group members (Dyer).

Why teamwork?

Project complexity

Redundancy.. Project will not drop if one person leaves

Synergy..

Individual growth .. Humans learn from each other by osmosis

Challenges in team work

Dilution of responsibility (accountability), dependence on others, taking on too

much, overlap

Lack of focus

Conflicting personalities and styles/Egos

Distribution of credit

Skills Needed for Team Work

Aside from any required technical proficiency, wide varieties of social skills are desirablefor successful teamwork, including:

Listening it is important to listen to other peoples ideas.

Questioning it is important to ask questions, interact, and discuss the objectives

of the team.

Persuading individuals are encouraged to exchange, defend, and then toultimately rethink their ideas.

Respecting it is important to treat others with respect and to support their ideas.

Helping it is crucial to help ones co-workers, which is the general theme of of

teamwork.

Sharing it is important to share with the team to creat an environment of team

work.

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Participating all members of the team are encouraged to participate in the

team.

Communication for team to work effectively it is essential team members

acquire communication skills and use effective communication channel betweenone another.

Stages of team Development

1. Forming

Get to know each other

Identify strengths and where you can contribute

Specify commitment

Establish the rules

2. Storming

Further define goals, roles, responsibilities

Power struggles, maneuvering, personality conflicts

Discuss the sources of potential conflicts and set guidelines

Engage everyone

Allow silence people and read them

3. Norming

Team starts to gel.. Managing team dynamics Project management plans

Regular reporting and questioning one another

Assess progress

4. Performing

More feedback

Milestones and action reviews

Thank in public

Manage psychology

Identify weak links and support them

5. Adjourning

Celebrate success

Learn form the experience

Provide closure

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Role of a Successful Team and Meredith Belbin Model of Teamand Work Group

Meredith Belbin (1993) based on his research proposed following roles that

successful teams should have:

Co-ordinator This person will have a clear view of the team objectives and will

be skilled at inviting the contribution of team members in achieving these, ratherthan pushing his or own view.

Shaper The shaper is full of drive to make things happen and get things going.

Plant this member is one who is most likely to come out with original ideas and

challenge the traditional way of thinking about things.

Resource investigator The resource investigator is the group member with the

strongest contacts and networks, and is excellent at bringing in information andsupport from the outside.

Implementer the individual who is a team member is well organized and

effective at turning big ideas into a manageable tasks and plans that can beachieved.

Team worker Team worker is the one who is most aware of the others in the

team, their needs and their concerns.

Completer The completer is the one who drives the deadlines and make sure

they are achieved.

Monitor evaluator the monitor evaluator is good at seeing all the options .They

have a strategic perspective and can judge situations accurately.

Specialist this person provides specialist skills and knowledge and has a

dedicated single-minded approach.

Finisher A person who sticks to deadline and likes to get on with things. Will

probably be irritated by the more relaxed member of the team.

Steps to Team Building

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1. Area What is required to be done?2. Goal - Define goals and clarify the contents to the team members.

3. Targets - Establish targets to achieve the goals. Organizational goals should be broken

down into departmental targets.

4. Resources - Identify and recognize the talents, skill, knowledge and experience

of team members.

5. Role and Responsibility - Clearly define the roles and responsibilities of each

team members.

6. Principles - Have a clearly understood and accepted set of principles that will

contribute to the success of the team.

7. Communication - Create an environment that is conducive to communication

8. Ideas - Have a methodology to assess, finalize and implement ideas and

alternative solutions.

9. Progress - Create a system to regularly monitor progress.

10. Mistakes - Ensure that team and individual errors are examined without personal

attack.

11. Rewards - When goals and targets are achieved, share the rewards and

celebrate the success.

Stages Involved in Team Building

1. Creation :

(a) Stage Indicators -

Newly formed team New Manager Many new team members

New Project/ product/Service

Major reorganization

(b) Task Activities - Developing mission Initial action planning Establishing accountability

(c) Team-Member Behaviours

Introductions Communication from leader Low risk taking

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(d) Issues

Empowerment Communication Diversity

2. Conflict

(a) Stage Indicators

In-fighting in team

Members taking sides in arguments

Task assignments not completed on time

Others taking control from formal leader

Competition among group members(b) Task Activities -

Clarifying roles Establishing measures

Defining goals(c) Team-Member Behaviours

Power struggles Polarized arguments Various conflicts

(d) Issues

Communication

Teamwork

Trust

Balance

Role clarity

3. Cohesion


"Family" attitude prevails Candid, two-way communication People involved in the workplace Work considered "fun"

(b) Task Activities -

Tackling assignments Generating data Reaching consensus on goals

(c) Team-Member Behaviours

Input of ideas by all Trust built Communication open

(d) Issues

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Balance Accountability Decision making Teamwork

4. Contribution


Major milestones and deadlines reached Presentations made on outcomes Collaboration and participation when warranted High quality/high output


Reaching major milestones Solving problems Continuous improvement

(c) Team-Member Behaviours High level of commitment Candid interplay High trust levels

(d) Issues

Communication Teamwork Balance Accountability

5. Recreation


Major projects accomplished, team in maintenance mode Initial plan worked to completion Major organizational change, focus or realignment Team and individuals rewarded for accomplishments


Accomplishing initial plans Process maintenance Planning for next steps

(c) Team-Member Behaviours Victory celebration Sense of accomplishment Rewards and recognition

(d) Issues

Empowerment Work force diversity Accountability

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Teamwork

Robert Bacals Six Deadly Sins of Team Building

1. Lack of model Solution is you need a model of how teams function, so thatyou can address all the factors that result in reduced team effectiveness.

2. Lack of Diagnosis Each team is different. Each team has distinct strengths andweaknesses of diagnosis are necessary without which the team leader runs therisk of using the process that will be irrelevant or useless, again resulting in lackof credibility for the process and the sponsor. Solution is diagnosed as a first stepin the process.

3. Short-term intervention - It is not uncommon for a leader to arrange for aretreat or team-building day, without developing a longer term strategy for teamdevelopment. Solution is plan a long term strategy for team building.

4. No evaluation of progress Since team building is a long-term process, youneed to know whether it is succeeding. It is common for team building efforts totake for granted that things are improving without putting in place a mechanismfor regular evaluation of team functioning. Solution is plan regular evaluation ofteam progress.

5. Leadership Detachment It is unfortunate that management sometimes entersinto a team-building enterprise in a some what detached way. Solution is if youarent willing to hear from team members how your behavior impacts (negativelyor positively), dont do team building.

6. Doing it all internally team building generally will not succeed unlessconflicts and problems can be brought into the open and dealt with properly.There are times when an outside consultant may be required. While a consultantmay bring specialized skills that are lacking in the organization.

Team Problem Solving Model

1. Define the problem - what is going on?

2. Set the objectives - what do we want to accomplish?

3. Generate alternatives what can we do about it ?

4. Choose an alternative which is the best?

5. Implement the plans what and who to do?

6. Evaluate what are the results?

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Twelve Cs for Effective Team Building

1. Clear Expectations2. Context

3. Commitment4. Competence5. Charter 6. Control7. Collaboration8. Communication9. Creative Innovation10. Consequences11. Co-ordination12. Cultural change

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Chapter 6

Interpersonal SkillsConversation, Feed Back and Feed Forward

Concept of Conversation

A conversation is communication by two or more people, or sometimes with ones self,often on a particular topic. Conversation is the ideal form of communication in somerespects, since they allow people with different views of a topic to learn from each other.A speech, on the other hand, is an oral presentation by one person directed at a group.

Communication

Communication means usually to speak or to write or to send a message to anotherperson. Communication is much more than that. It involves ensuring that messages reachthe person to whom they are sent, that the receiver understand and respond as we wantthem to; and that we ourselves are able to understand, interpret, and respond to messagesthat are sent to us.Communication has been defined by many theorists; some of these definitions are as

below.

Communication is a process of passing information and understanding from oneperson to another.

--- Keith Davis

Communication is any behavior that results in an exchange of meaning.

---- The American Management Association

Communication is the process by which information is passed betweenindividuals and/or organization by means of previously agreed symbols.

---- Peter Little

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Objectives of Communication

Information : Enquiring, supplying or receiving the information.

Advice : Personal opinion about what to do? How to do? When to do?

Suggestion : Proposa ls by the subordinates to the h igher

authorities indicating change required in existing procedural andoperational matters.

Order : Directive issued by management to subordinates in authoritative

manner.

Motivation : Motivation channelizes the inner urge of the man to

work and to excel towards the organizational goals.

Persuasion : Act of influencing the other persons to voluntarilychange their attitudes, beliefs feelings or thoughts.

Warning : I t i s informing about the unpleasant andunfavorab le consequences if certain course of action is notchanged/ amended.

Negotiation : Discussion by two or more parties concerned with

specific problem to find mutually acceptable agreement. It may bethrough bargaining orientation, lose-lose orientation, win-winorientation and compromise orientation.

Education: It is important from the view of teaching and training the

employees and executives.

Communication Process

Communication process refers to the stages through which the message passesfrom the sender to the receiver.

The stages in communication process are as follows :

1. The sender forms a message and encodes it into words or symbols.2. The encoded message is transmitted to the receiver through a channel or

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medium.3. The receiver senses the incoming message and decodes it for understanding

the message.4. Further, in most of the situations, the sender looks for confirmation that the

message has reached the receiver. This happens in the form of feedback orsome kind of acknowledgement. It may take the form of reply given by the

receiver.5. The reply is to be again encoded, transmitted through a channel, received and

decoded by the sender of the original message. We have to note here thatfeedback repeats the communication process.

The Communication Process

The different types of communication process are:

Sender

The sender is the source of the message that initiates the communication. The sender ofthe information has a message or purpose of communicating to one ormore people. Without a reason, purpose, or desire, the sender has noinformation /message to send.

EncodingIn the next stage, encoding takes place when the sender translates the information ormessage into some words or signs or symbols. Without encoding, theinformation cannot be transferred from one person to another. In encodingof the message, the sender has to choose those words, symbols or gesturesthat he believes to have the same meaning for the receiver. While doing so,therefore, the sender has to keep the receiver in mind and accordinglycommunicate with him in the way receiver understands it.

Creates

Message

Encode

Message

Decode

FeedbackReceiver

Feedback

Receiver

EncodeMessage

Decode

Message

Encode

Feedback

Create

Feedback

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Channel

Channel is the medium used for transmission of information or message from sender toreceiver. There are various media like telephone, mail through post, internetradio, TV, press etc. For communication to be effective and efficient, thechannel must be appropriate for the message.

It must be remembered that written and graphic communication like letters ,

reports and memos serve the purpose of clarity and also provide apermanent record. On the other hand, telephone and oral communication'shave the advantage of immediate feedback. Therefore, in choosing theappropriate channel, the manager must decide whether feedback isimportant.

Receiver

Receiver is the person who senses or perceives the sender's message. There maybe just one receiver or a large number of receivers, like when a memo isaddressed to all the members of an organization. It should be recognized thatif the message does not reach the receiver, no communication takes place.Even when the message reaches the receiver and if he cannot understand

it, again there is no communication.

Decoding

Decoding is the process through which the receiver interprets the message and translatesit into meaningful information. It may be remembered that decoding is affected by thereceiver's past experience, personal assessments of the symbols and gestures,expectations and mutuality of meaning with the sender.

Noise

Noise is any factor that disturbs, confuses, or otherwise interferes with communication.Noise can arise along what is called the communication channel, or method of

transmission (such as air for spoken words or paper for letters). Noise may be internal (aswhen a receiver is not paying attention) or external (as when the message is distorted byother sounds in the environment). Noise can occur at any stage communication process. Itis particularly troublesome in the encoding or decoding stage.

Feedback and feed forward

The best way to make sure another person has heard and understood what you said is, toask them to repeat it back to you in their own words. Just request a summary, and takeresponsibility for any lack of understanding. You could say, I want to make sure I

explained that clearly. Would you please tell me how you understand what Ive said?One of the corniest stories I know is about a man driving up a mountain road in a jeep.Coming down the mountain in the other lane is a woman in a jeep.As she passes, she leans out and yells Pig!The man is offended! She is calling him a name and making a judgment on his character.As he looks back in his rearview mirror at the woman behind him, he smashes into a hogthat is standing in the middle of the road.

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Communication

Formal

Communication

Informal

Communication

Upward

Communication

Horizontal

Communication

Downward

Communication


Pawar

That woman wasnt criticizing him, but rather giving him feedback limited by time. Hadcircumstances allowed, she might have said, There is a large farm animal ahead in the

middle of the roadbe careful!

Such are the pitfalls of communication. When leaders dont take time to communicateclearly, the potential for misunderstandingand even disasteris high.Feedback is excellent for adjusting your message and assuring understanding, but it isafter-the-fact. To increase the odds of future success, you can use feed forward, whichprovides people with the information they need to be successful before they undertakesomething.Feedback provides evaluation of what has been done.Feed forward clarifies expectations of what needs to be accomplished. It gives people theanswers to the final exam in advance.Feedback focuses on past performance.Feed forward focuses on future performance. It talks specifically about what a successfulperformance will be like and enrich the description to enrich the outcome.Feedback is remedial.

Feed forward is intended to be preventative. Rather than waiting until later to determineif youve communicated clearly, information is provided to prevent possible problems.

Types of Communication

(i) Formal communication

(ii) Informal communication

(i) For

mal

Communication (otherwise understood as direction of communication)

I t is the system designed by the management to channelize thefl ow of communication along formal organizational structure. It is created toensure smooth, orderly, accurately and timely flow of information. There arefour types of formal communication:

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Interpersonal

Communication

OralCommunication

WrittenCommunication

Verbal

Communication

Non-Verbal

Communication


Pawar

Downward communication : Information flows from top to bottom hierarchy.

Upward communication : Flow of information from subordinates to

superiors.

Horizontal Communication : Flow of

information between the persons of samehierarchy. It is also called lateralcommunication.

(ii) Informal Communication

Informal communication takes place outside the formally prescribed andplanned network. Unlike formal communication which is deliberately createdor documented, the informal communication is spontaneous, off the record and

beyond the hierarchy. It has no set ru les and no part icular di rect ion. It isalso called "Grapewine" communication.

Medial of Communication otherwise known as InterpersonalCommunication

Oral

Communication (includes verbal and non-verbal communication)

Written communication

Forms of Oral Communication :

Face to face

Teleconferencing

Telephone

Voice mail

Forms of Written Communication :

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Written Words, Graphs, Charts, Reports, Diagrams, Pictures, Bulletins,Letters, Reports, Memos, Facsimiles (FAX), E-mails, Advertisements,Pamphlets etc.

Barriers to Effective Communication

Filtering : Sender manipulates information in such a manner that it shall beseen more favourably by the receiver.

Selective perception: People selectively interpret what they see on the basis oftheir interests, background, experience and attitudes.

Information overload: When a situation arises where the information inflowexceeds an individual's processing capacity, communication barrier creeps in.

Emotions: How a receiver feels at the time a message is received willinfluence how the message is interpreted.

Communication apprehension: Undue tension and anxiety about oralcommunication, written communication or both affects effectivecommunication.

Communication barriers arise between men and women too. Men talk to emphasisestatus, power and independence whereas women talk to establish connection andintimacy. Men talk to complain that women talk on and on whereas women critize menfor not listening. Men talk to offer solutions, whereas women speak of problems tcpromote closeness. Men talk to boast about their accomplishments whereas womenexpress regret and balance to a conversation.

Other barriers include, cultural barriers caused by semantics, wordconnotations, tone differences, hand gestures meaning different things indifferent countries etc

Seven Cs of Business Communication

According to Francis J. Bergin, there are '7 Cs' of Communication. According to himcommunication should be:

1. Candid Message should be straight forward and frank.

2. Clear Clarity of expression and thought is must.

3. Complete Message necessarily should be complete as incompletemessage breeds misunderstanding andmisinterpretation.

4. Concise Conciseness is necessary to retain the attention as well

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Pawaras to save the time of the receiver.

5. Concrete Message should not be vague but specific. Concreteexpression create specific visual image in the mind ofreceiver.

6. Correct Message should be correct in grammar, spellings,contents, statistical information etc.

7. Courteous Courtesy and manners playsdominating role in effective communication.

Principles of Communications

Creation of synergetic environment : Misunderstanding are rules rather

than exceptions in unhealthy and uncongenial environment. Hence congenial

environment/atmosphere is utmost necessary for effective communication.

Two-way communication : Effective communication is never one-way traffic

rather two-way channelization as it also has sound feedback system toovercome communication gaps.

Strengthen flow of communication : Frequent meetings, conferencesand social gatherings should be organized periodically.

Proper media : Any media is not ideal for every situation. Audience

specific media should be selected.

Encourage open communication: Lack of transparency anddenial of information breeds rumours in the receiver.

Use of appropriate language : Appropriate words, pictures,symbols, presentations etc., is necessary.

Effective listening: It is very essential in oral communication. It is not only

the sender's duty to make the message clear, simple and concrete but also of thereceiver to understand the same in proper sense through effective listening.

Self-development : It is most vital aspect of effectivecommunication. It contains:

Physical dimensions : Caring about nutrition, exe

1.11 High Performance Leadership-prof.vivekanand

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