2.Leadership Situational Approach

8/13/2019 2.Leadership Situational Approach

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In Module 1 you were introduced to a number of theories and explanations of

motivation, personality and people's behaviour. This brief overview built a

foundation for the study of leadership.

The functional approach to leadership as developed by John Adair was covered in

depth, and the three areas of need tas!, "roup and individual, were accepted as an

excellent approach to leadership in #imbabwe, as the three areas of need can be

reco"nised in any leadership situation and are broadly constant across cultural

barriers.

WINNING LEADER

A SITUATIONAL APPROACH

INTRODUCTION BY THE PROGRAMMEDESIGNER

RAY FOLCARELLI

THE MOST VALUABLE EXECUTIVE IS ONE WHOIS TRAINING SOMEONE TO BE A BETTER MAN


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$ele"ates were made aware of the need of the need for leaders to reco"nise and

interact with the business environment, both locally and internationally. %usiness

is an open system and if the way we lead is si"nificantly different to the &free&

mar!et concept or other wealth creation methods, one will eventually destroy theother.


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In this module we shall be coverin"(

The ideas, concepts, techni)ues and principles of leadership you will be

introduced to are aimed at improvin" your personal leadership effectiveness in

different situations.

*ituational leadership is NOT contin"ency theory leadership. +ontin"ency theory

is a loophole that allows leaders to practice leadership without moral values.

eaders who don't !now how to listen and who don-t respect their employees lean

on the contin"ency theory to excuse their type of leadership &I'm doin" what has

to be done.& They say.

MODULE 2

eadership Models

Team eadership

eadership in different situations

/eedbac! on dele"ates' leadership styles

eadin" chan"e

CONTINGENCY THEORY - THE LOOPHOLE

The problem is that every situation,accordin" to abusive leaders re)uiresabuse. That's not contin"ency. That'shabit.

James 0'Toole eadin" +han"e2


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3

The "reatest leaders in political, military andcorporate history are those that base leadership onvalues, not fear.

$emocracy increases, not decreases, leader's power %usiness leaders must obey the same moral laws on

human ri"hts as other leaders in society Abusive leaders cannot brin" lon" term fundamental

chan"e

VALUES OF INTEGRITY AND TRUST


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Just as a top athlete or sports person needs to continually train and brin" himself to

pea! fitness, the same dedication and commitment is demanded of business

leaders. 4nfortunately, most business leaders in #imbabwe adopt an &I've arrived&

attitude and fail to !eep business fit. et us recall the lines of 5iplin" in his

preface of and and *ea Tales(

Today's business environment demands total fitness from the hi"hest to the lowest.

%usiness leaders who cannot stand the strain or who lac! commitment must be

weeded out and replaced.

Ray Folcar ll!

6

LEADERSHIP TRAINING

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In his memoirs, 8arry Trueman says that(

eadership may be too complex for such a brief definition.

Merely to have capacity is not enou"h the leader must be willin" to use it. 8is

leadership is then based on truth and character there must be truth in the purpose

and willpower in the character.

4 TIMAT: =, IT I* 04> 9A 4:* T8AT ?I9: 4* T8:*TA>* %= 04?8 I/:.

B*idney *imon2

VALUE-BASED LEADERSHIP

OB"ECTIVE ( At the end of this part dele"ates will be able to define and apply values based leadership.

&A leader is a man who has the ability to "et other people to do what they don't want to do, and li!e it.&

&The capacity and the will to rally men and women to acommon purpose, and the character which inspiresconfidence&

B/ield Marshal Mont"omery2

SITUTIONAL LEADERSHIP


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1. A leader must spea! the truth to those under him if he does not they will soon

find out and their confidence in him will decline.

. The "ood leader must dominate events, which surround him once he lets

events "et the better of him he loses value as a leader .

. The effective leader must exercise influence. This will depend on the personality of the man of what he is capable the flame that burns within.

C

A* T8: +8I:/ MA7 0/ T8: +IT= I*, *0


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3. To be effective the leader must !now what he himself wants. To see his

obFective clearly and strive to attain it.

6. The leader must create a &winnin"& atmosphere by "ivin" firm "uidance and aclear lead.

. In this world of rapid chan"e thin"s can very )uic!ly "o wron". The leader

must maintain a firm "rip. This does not mean interference or the crampin" of

initiative. It is essential to ensure that the overall plan is not undermined.

%usiness operations must develop within a predetermined pattern.

C. The overall plan must never be so ri"id that cannot be varied to suit a chan"in"

tactical situation.

G. The art of leadership lies in the understandin" that no two situations are always

the same each must be tac!led as a wholly new problem to which there will be

a wholly new answer.

H. The material with which a leader has to deal is men, not iron ore or cotton.

Men are not commodities. If a leader does not understand the full implication

of this he will fail.

G

&8A547?A9: 70>4?A>: 5A7A ;A*I7A547#


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1 . It is vital that a leader does not become immersed in detail. If he "ets involved

in detail he will lose si"ht of the essential that really matter. 7o leader who

does not ma!e time for )uiet thou"ht and reflection can win battles.

11. +ommunication must be direct and personal, visits and mana"in" by wal!in"

about BM.%.


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>oss ;erot :$* B$edication2

:mploys an ex 4.*. +ommando to "o to Iran and free two of his +ompany's

executives. ;erot loo!s to his employees Btroops2 to share his dedication. The boo! describin" the mission, &0n


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eadership is the process of influencin" the activities of an individual or "roups

towards "oal achievement.

Therefore an effective leader must be concerned about TA*5 A7$ 84MA7

>: ATI07*8I;*.

SCIENTIFIC MANAGEMENT MOVEMENT

/rederic!


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HUMAN RELATIONS MOVEMENT

:lton Mayo B1H 's2

Taylorism was replaced at centre sta"e by the 84MA7 >:*04>+:*

M09:M:7T initiated by :lton Mayo. It was claimed that real power centers

within an or"anisation. The interpersonal relations that developed within the

wor!in" unit.

0r"anisations developed around the wor!ers

8uman feelin"s and attitudes

:mphasis on individual and "roup needs

Intrinsic Motivation

Theory &=& leadership

1

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AN INTRODUCTION

The need for a si"nificant *ituational Model in the leadership area has been

reco"nised in mana"ement literature for some time.

The emphasis is on the behaviour of the leader in relation to the ability and

willin"ness of the subordinate.

13

SITUATIONAL BEHAVIOUR

*ituational eadership is based on the interplayamon"(

1. The amount of "uidance or direction a leader"ives.

. The amount of socioemotional support a leader provides

. The readiness that followers exhibit in performin"a specific tas!


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S#ILLS OF A LEADER

It is "enerally a"reed that there are at least three areas of s!ill necessary forcarryin" out the process of effective leadership.

S#ILLS NEEDED

Top

Mana"ement

Middle

Mana"ement

*upervisory

Mana"ement

16

1. T c$%!cal S&!ll Ability to use !nowled"e, methods andtechni)ues education and trainin"

. H'(a% S&!ll Ability and Fud"ement in wor!in" with people, includin" an understandin" of motivation and anapplication of effective leadership.

. Co%c )*'al S&!ll Ability to understand the complexitiesof business, strate"ic plannin", both the micro and macroenvironment

+onceptual

C

8uman H

TechnicalT


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It is "enerally a"reed that leaders influence their followers by either two ways(

The two styles are based on the assumptions leaders ma!e about the source of their

power or authority and human nature.

1

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BT8:0>= E2 BT8:0>= =2

:A$:> %:8A9I04>

1. They can tell their followers what to do and howto do it. BTheory E2

. They can share their responsibilities by involvin"them in plannin" and implementation. BTheory =2

THEORY X THEORY YA**4M;TI07* A**4M;TI07*

B$ou"las Mc?re"or2


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LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

LLLLLLLLL

TANNENBUM AND SCHMIDT refer to the two extremes as(

1. Mana"ement power and influence

. *ubordinate power and influence

INSERTION OF DIAGRAM

1H

CONTINUUM OF LEADER BEHAVIOUR


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T$ ory X

eaders whose behaviour is observed to be at the authoritarian BTheory E2 end of

the continuum tend to be TA*5 0>I:7T:$ and use their power to influence

their followers.

T$ ory Y

eaders whose behaviour appears to be democratic and tend to be "roup oriented

and "ive their followers considerable freedom in their wor! .

VIDEO BASED DISCUSSION

In your "roups discuss the followin" points arisin" from the video.

1.


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LLLLLLLLL

.


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LLLLLLLLLLLLL

3. +omment on the how the Mana"in" $irector handled the Mar!etin" Mana"ers

problem(






LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

LLLLLLL

6.


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SELF - AWARENESS PROFILE

This exercise is a self administered inventory that will help you collect and

analyse information about the way you thin!, feel and act at wor!. The profile

that you will "enerate should "ive you a better understandin" of yourself and the

way you respond to situations and people in your wor! and people in your wor!

environment. =ou will also "ain insi"hts into the different behaviour patterns of

those with whom you wor! and the environmental factors that lead to satisfaction

and hi"h productivity for different individuals.

The *elf Awareness ;rofile is not a test. There are no ri"ht and wron" answers.

The scores you obtain and the profile that you draw will be !nown only to you and

anyone you elect to share it with. *uccess at wor!, whether in leadin" a "roup or

in bein" a productive team member, comes from !nowin" one's own behaviour

patterns and adaptin" them to meet the needs and demands of the situation.

3

"Attitude accounts for 80%of success"


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In the first part of this exercise, you will "o throu"h 1 sets of four words. In each

set, you are to select the word that best describes your behaviour at wor! and

assi"n it the number 3. Then find the word that next best describes your behaviour

at wor!, assi"nin" it the number . The next best "ets a and the word that isleast descriptive of your behaviour at wor! "et the number 1. et's repeat the

instructions(

In each set of four wor!s, the wor! that

%est describes your behaviour at wor! "et a LLLLLLLLLLLL. 3

7ext best describes your behaviour at wor! "ets a LLLLLLLLLL 7ext best describes your behaviour at wor! "ets a LLLLLLLLLL

east describes your behaviour at wor! "ets a LLLLLLLLL.LL.. 1

=ou will probably find it easiest to select the most B32 and the least B12 words first,

then decide between the two remainin" words as to which is more li!e you B 2 and

the less li!e you B 2. =ou must assi"n a number to every word.

et's loo! at an example(

6

2

+

loyal

self reliant

,resi"ned

persuasive


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=our Fob is to put the appropriate number in the unshaded box besides each word.

/or example, let's suppose that a fellow named Abraham incoln completed the

set shown above. 8e mi"ht have put a 3 in the box beside &self reliant,& a beside &persuasive,& a beside &loyal,& and a 1 beside &resi"ned.& 8is four ratin"s

are shown above.

All setD Then "o throu"h the 1 sets of words on the >esponse sheet, printed on

the next pa"e. >emember( for each set of four words, you must assi"n a 3, a , a

, and a 1.

INSTRUCTIONS FOR SCORING

The exercise you Fust completed measures the stren"th of four dimensions of your

behaviour. :ach is described in brief below. %efore calculatin" your actualscores, you mi"ht want to see how well you !now yourself by "uessin" the

outcome. ;lace chec! mar!s in the columns beside the four dimensions to indicate

your stron" and wea! dimensions. /or example, if you feel that one is stron" and

one is wea!, with the other two bein" avera"e, then you will have only two chec!

mar!s. %ut if you see two dimensions as your stron" or wea! ones, then indicate

this by chec! mar!. After you've "uessed your stron" and wea! dimensionBs2,

follow the instructions and calculate your actual scores.

S*ro%. W a&

Do(!%a%c


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I%/l' %c

Co%/or(!*y

E0 %% 11

Do(!%a%c is the drive to overcome barriers, see! challen"es and achieve results

I%/l' %c is the desire to win acceptance of others throu"h popularity and ability

to persuade

Co%/or(!*y is the desire to wor! within well defined standards and controls to

assure compliance.

E0 %% 11 is the desire to perform at a steady pace and maintain "roup harmony.

7ow that you've "uessed your stron" and wea! dimensions, you are ready to

calculate your actual scores. 0n your >esponse *heet, there are four columns

beside each set of words. ;lace the letter D over the first column, an I over the

second column, a C over the third column and an E over the fourth column.

=ou have Fust spelled the word DICE . :nter it twice L.over Items 1 G and a"ain

over H 1 .

7ow add up all the numbers in your two D columns and enter their sum in the box

below, labelled D . $o the same for all the numbers in your two I columns,

enterin" their sum in the box labelled I . >epeat the same process with your C

ratin"s and your E ratin"s. If you have added your ratin"s correctly, the four

totals will add up to 1 . BIf your totals do not add up to 1 , better chec! your

C


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math also chec! to see whether each set four adFectives received one 3, one , one

and one 12

$ N

I N

+ N

: N

Total N

*ince the four scores total 1 , the avera"e is 3 . If you had an e)ual amount of

each of the four characteristics Bwhich is unli!ely2, your scores would each lie in

the vacinity of 3 . 8owever, you probably have one or two scores that are

si"nificantly above 3 Bperhaps even closer to 6 2, with your other scores bein"si"nificantly below 3 .

8ow did your actual scores compare with the "uesses you made on the previous

pa"eD 7otice that the first two scores, D and I , are concerned with acceptin"

challen"e and shapin" the environment. The last two, C and E , are concerned

with security and maintainin" the status )uo. A detailed description of these four

dimensions and the type of wor! environment best suited to each is contained inthe section titled, How the DICE Roll.

SELF AWARENESS PROFILE

G

$ominance

Influence

+onformit

:venness

1


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HOW THE DICE ROLL

The letters in the word DICE each stand for a different dimension of your

behaviour, D is Dominance , the drive to overcome barriers, see! challen"es andachieve results, I is Influence , the desire to win acceptance of others throu"h one's

popularity and ability to persuade. C is Conformity, the desire to wor! within

well defined standards and controls to assure compliance. E is E enness , the

desire to perform at a steady pace and maintain "roup harmony.

All of us display these four dimensions of behaviours, thou"h in different mixtures

and to different de"rees. As you read the descriptions of each that follow, wesu""est that you circle those phrases that are especially accurate in describin" you.

*imilarly, you mi"ht cross out those descriptions that do not apply to you.

Incidentally, it is sometimes useful to "et a close friend or someone who has

wor!ed with you for at least a year to read your edited descriptions, indicatin"

where they a"ree and disa"ree. ;eople are often very aware of some attributed

while blind to others.

7ow let's examine under the ma"nifyin" "lass each of the four dimensions of

behaviour that are summarised by the word DICE.

D , or Dominance , is the drive to overcome barriers, see! challen"es and achieve

results. ;ersons who are hi"h in $ are typically anxious to "et immediate results.

They accept challen"es readily, ma!e decisions )uic!ly and ta!e char"e of

situations so as to "et thin"s done. *tron"ly action oriented, they )uestion the

status )uo and loo! for new or better ways of achievin" results. They are happiest

when tac!lin" and overcomin" a difficult problem or obstacle.

H


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;ersons hi"h in D would wor! best in an environment that "ives them a broad area

of operations, freedom from controls and red tape and minimal supervision. *uch

persons are fuelled by the need to achieve, by presti"e and by the challen"e of

their wor!. They see! out opportunity for individual accomplishment. They aremost productive when "iven difficult assi"nments, personal accountability, direct

answers and power and authority commensurate with the tas!.


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*ince the hi"h I is a &people person& to the point of sometimes ne"lectin" the tas!

at hand, they need to wor! with others who can deal with thin"s as well as people,

developin" systematic ways of "ettin" the Fob done and providin" follow throu"h.The hi"h I sometimes needs help on mana"in" time effectively, appraisin" the

capability of others realistically, bein" firm and dispensin" discipline when

needed.

C or Conformity is the desire wor! within well defined standards and controls to

assure compliance. ;ersons who are hi"h in C are excellent at followin"

procedures and meetin" the prescribed standards. They concentrate on detail andare stic!ler for accuracy. The hi"h C is usually diplomatic with others and is an

analytical, deliberate thin!er. There is a "reat respect for authority, both of

individuals and systems Bpolicy, procedures, controls, standards2.

;ersons hi"h in C wor! best in an environment that is hi"hly structured and well

defined. *uch persons re)uire documentation of the Fob to be done standard

operatin" procedures, Fob descriptions, chec!lists, etc. They are "uardians of the

status )uo and watchdo"s who will assure that )uality controls and standards are

met. They often re)uire personal attention, close supervision, and reassurance that

they are doin" well Bfre)uent performance appraisal2 and stron" membership in

their wor! "roup.

The hi"h C is best utilised on wor! that is exactin" or precise in nature re)uirin"

careful trainin" and close attention to detail. A person hi"h in C should wor! with

others who can ma!e )uic! decisions and who re"ard policy as "uidelines rather

than law carved in stone. The hi"h + needs help in developin" a tolerance for the

imperfect nature of some Fobs and all people and a respect for personal worth as

well as accomplishment.

1


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E , or :venness, is the desire to perform at a steady pace and maintain harmony.

;ersons who are hi"h in : are typically best at performin" an established wor!

pattern that re)uires patience and does not re)uire travel or chan"e ofenvironment. The hi"h : has typically developed specialised s!ills or technical

competence and is able to concentrate on a "iven tas! or proFect for a lon" period

of time. ;ersons hi"h in : are usually "ood at calmin" others, listenin" and

"ettin" the facts, stic!in" with an assi"nment and bein" loyal to the or"anisation.

In short, the E supports the status )uo and provides a steadyin" influence on the

wor! "roup.

;ersons hi"h in E wor! best in an environment that has stron" Fob security and

well established patterns and routines for "ettin" thin"s done. They need to "ive

and "et appreciation for wor! done well and are "ood team members. BIf they

have a family, this team membership is often most important and wor! must not

be allowed to interfere with their home life.2

The hi"h E wor!s in a methodical pattern, ta!in" one thin" at a time. Thus, it is

sometimes desirable to supplement this behaviour by wor!in" with others who can

deal effectively with chan"e, ta!e on new challen"es, exercise creativity, become

involved in more than one tas! and wor! well in unstructured situations where

outcomes are unpredictable.


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on" before we were born Bnine months to be precise2, the DICE were thrown and

we received certain "enes and chromosomes from our parents. =ou probably

reco"nise in one or both of your parents some of the same characteristics that we

Fust used to describe the dimensionBs2 that you were hi"h in. Thus, heredity had a

stron" hand in shapin" your behaviour.

%ut so did environment. The way in which you were raised, the people who have

influenced your life, the trainin" and education you received and the !inds of Fobs

and assi"nments you've had L.all these have also helped to shape your behaviour.

To as! which is more important heredity or environment is li!e as!in"

whether the area of a rectan"le is influenced more by its len"th or by its width.


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+an we chan"e the way we areD =es and no. In one sense, we are constantly

"rowin" learnin" new thin"s, meetin" new people, handlin" new assi"nments.

These exert an influence on us and our &repertoire& of behaviour is enlar"ed

accordin"ly. 8owever, on the basic dimensions of our personality, with whichthis exercise is concerned, most of our "rowth and development too! place in the

first half doKen or so years of our life. *o it is not li!ely that any maFor shifts will

ta!e place. ;ersons who are hi"h in Conformity and E enness who decide to

become Dominant and Influencers are not li!ely to succeed unless the

environment were chan"ed dramatically and their survival depend upon the

development of these new behaviours.

*ince the wor! environment rarely chan"es dramatically and since our

&personality clay& is fairly well set, what is the value of !nowin" one's DICE

scoresD *imply this( productivity, Fob satisfaction and teamwor! depend upon

havin" the ri"ht faces in the ri"ht places. A team of )uarterbac!s is Fust as useless

as a team of bloc!ers.


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ibrarian parts cler!

+hemist, research retail sales cler!

+hemist, )uality control salesperson with territory

+ler"y boo!!eeper :xecutive teacher

*enator nurse

:n"ineer

Actions I plan to ta!e as a result of analysin" my *elfAwareness ;rofile(


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at wor!


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:mployee orientation stress relationship, accept individuality and personal needs.

;roduction orientation emphasiKes production and the technical aspects of their Fob.

These two orientations parallel the authoritarian Btas!s2 and democraticBrelationships2 concepts of the continuum.

MICHIGAN STUDIES

O$!o S*a* U%!0 r1!*y 4 ,5+67

The 0hio studies resulted in the identification of two dimensions(

CONSIDERATION INITIATING STRUCTURE

C

:M; 0=::0>I:7TATI07

;>0$4+TI070>I:7TATI07

I7ITIATI7? *T>4+T4>:

+07*I$:>ATI07

isten to "roup members

%e willin" to ma!e chan"es

/riendly

Approachable

*hares ideas

Assi"ns tas!s

?ives direction

*tandard rulesand procedures

*ets specific


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MANAGERIAL GRID

B>obert %la!e and Jane Mouton2

In the mana"erial "rid %la!e and Mouton developed a method to help measure a

mana"ers relative concern for people and tas!s.

1.H H.H8> 8TT 8>

5 5

6 6

G

8> N 8i"h >elationship 8T N 8i"h Tas! T N ow Tas! > N ow >elationship

PEOPLE


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, 5

T > > 8T1.1 H.1

PRODUCTION

In their MANAGERIAL GRID +oncern for production is seen on the horiKontal

axis. ;roduction becomes more important to the leader as his ratin" advances

alon" the horiKontal axis. A leader with a ratin" of nineBH2 has a maximum

concern for production.

PEOPLE

+oncern for people is illustrated on the vertical axis. ;eople become more

important to the leader as he pro"resses up the vertical axis. A leader with a ratin"

of nine BH2 on the vertical axis has maximum concern for people.

ONE BEST STYLE

H

T A S #

,8, N Impoverished Mana"ement low concern for peopleand low concern for tas!. aisseK faire. The leader abdicates

,85 9 +ountry +lub Mana"ement 8i"h concern for employees but low concern for production.

58, 9 Tas! Mana"ement 8i"h concern for production but low

concern for people

686 9 Middle of the >oad An intermediate concern for tas!and people. $oesn't roc! the boat.

585 9 Team or $emocratic Mana"ement hi"h concern for production and people. %la!e and Mouton state this is the mosteffective style. This style will in almost all situations result inhi"h performance.


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The mana"erial "rid implies that the most desirable style is a BH,H2 style

Bmaximum concern for people and maximum concern for production.

GROUP DISCUSSION

$0 =04 A?>:: T8AT T8:>: I* 07: %:*T *T= :D

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL








More advanced research indicates that the style of leadership must be adapted to

meet the particular situation and the needs of the followers. The forces within the

leader also have an impact on the leaders style his confidence, experience,

bac!"round, values etc.

A sin"le style of leadership does not ta!e into consideration cultural differences,

traditions, customs, education levels, standard of livin" and industrial experience.

B>efer to &+ultural $ifferences&, Module 1 /unctional eadership2

3

STYLE ADAPTABILITY


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THE STUDY OF HUMAN BEHAVIOUR

CONFORMITY OBEDIENCE DISSENT LEADERSHIP

DISCUSSION NOTES

$iscuss in your "roup the main lessons learnt.LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL





31

://:+TI9:7:** E N f B , /, *2

/0>+:* I7 T8: LEADER

/0>+:* I7 T8: SUBORDINATE Bfollower2

/0>+:* I7 T8: SITUATION

VIDEO DISCUSSIONS


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4DOUGLAS MCGREGOR7

THEORY X

Accordin" to Mc?re"or, a traditional view of motivation that holds that wor! is

distasteful to employees who must be motivated by force or money.

3

THEORY X AND THEORY Y


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Most people are seen by mana"ers with Theory E assumptions as bein"(

THEORY Y

Accordin" to Mc?re"or, the assumption that people are inherently motivated to

wor! and do a "ood Fob. Mana"ers with Theory = assumptions believe that(

Mana"ers often hold two sets of assumptions and they vary their style of

leadership accordin"ly movin" alon" the continuum from E to = and re"ressin" if

their assumptions differ when dealin" with another person or situation.

3

aKy$isli!e wor! Avoid responsibility4nambitiousAvoid ris! 4ncreative

;eople li!e wor! *ee! responsibility+reativity is widelydistributed+apacity to accept

Theory E and Theory = can be seen as formin" the ends of a continuum.

X ---------------------------------------------------------------------------------- Y

X AND Y CONTINUUM


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%orrow the terminolo"y from the wor! of ious Allen, let us discuss three sta"es

of leadership(

33

THEORY X THEORY Y

Authoritarian $emocratic

Tall structures ;articipative>ules and procedures /lat structure;olicy manuals


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36

STAGE 2

S!.%1 o/ Cr!1!1

*ubordinates "row frustratedAssistant positions created+ommittees aboundMorale drops:xpenses rise;eople leave

STAGE

T$ Pro/ 11!o%al Ma%a. r : L a3 r E( r. 1

?ets results throu"h people$ele"ates;lans with subordinatesistens as well as tal!sAssi"ns wor! lo"ically not throu"h

personalities+ontrols by exception;uts the "roup firstIntrinsic motivationTeam wor!


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LEADERSHIP STYLES

eadership research in the 1H6 's and 1H 's identified two types of leadership

behaviour.

GROUP WOR# ,

>ead the followin" bac!"round information

3

,8 THE TAS# CENTRED LEADER

28 THE PEOPLE CENTRED LEADER

TAS# CENTRED STYLES

Autocratic>estrictiveTas! oriented*ocially $istant

$irective*tructurin"

PEOPLE CENTRED STYLES

$emocratic;ermissive/ollower 0riented;articipative

+onsiderate


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John %roo!es is a talented, dynamic 3 year old technician specialisin" in

electronic systems. /or the past seven years he has wor!ed at the *tandards

Association on research. 8e has achieved a number of maFor brea!throu"hs, two

have been patented. %roo!s has a stron" entrepreneurial inclination, anindividualist nature and a hi"hly competitive achiever.

In 1HHG he decided to set up his own company. 8e hired two talented en"ineerin"

"raduates who had wor!ed with him on various proFects. 8e also hired %ill James,

a very competent production mana"er. %roo!s also intended to hire more

technicians once production commences.

1.


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LLLLLLLL..

. $escribe how you would see the &people& position of the +ompany in 1G

months time BThe production mana"er has resi"ned, why2








LLLLLLL

3. =ou are a mana"ement consultant what fundamental steps would you

recommend %roo!s should ta!eD






LLLLL

3G

BUSINESS S#ILLS FOR THEEXPERIENCED MANAGER


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SITUATIONAL LEADERSHIP

STYLE PROFILE

+onsider the 1 situations "iven and choose the action you would ta!e from the

four alternative actions "iven for each situation. The best response is the one that

reflects your own feelin"s assumptions. Try to be spontaneous and truthful in

your response.

SITUATION

,8 Yo'r 1';or3!%a* 1 ar %o*r 1)o%3!%. la* ly *o yo'r/r! %3ly co%0 r1a*!o% a%3o;0!o'1 co%c r% /or *$ !r< l/ar 8 T$ !r ) r/or(a%c!1 /all!%.

A8

B8

C8

ALTERNATIVE ACTIONS

E()$a1!1 *$ '1 o/ '%!/or()roc 3'r 1 a%3 *$ % c 11!*y /or*a1& acco()l!1$( %*8Ma& yo'r1 l/ a0a!la;l /or3!1c'11!o% ;'* 3o%=* )'1$Tal&


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D81 * .oal18I%* %*!o%ally 3o %o* !%* r0 % D8

SITUATION

28 T$ o;1 r0a;l) r/or(a%c o/ yo'r .ro')!1 !%cr a1!%.8 Yo'r $a0; % (a&!%. 1'r *$a* all( (; r1 < r a


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$ l) 3 !% *$ )a1*8 T$ y$a0 co%*!%'ally % 3 3r (!%3!%. *o $a0 *$ !r*a1&1 3o% o% *!( 8

D8 Allo< .ro') !%0ol0 ( %* !%1 **!%. .oal1 ;'* 3o%=* )'1$

D8

SITUATION

@8 Yo' 1* )) 3 !%*o a%//!c! %*ly r'% 1!*'a*!o%8T$ )r 0!o'1 a3(!%!1*ra*orra% a *!.$* 1$!)8 Yo' '!r .ro')=1 a))ro0al o% *$c$a%. a%3 allo< ( (; r1 *oor.a%!1 *$ !()l ( %*a*!o%8B

A8B8

C8

D8

ALTERNATIVE ACTIONS

L a0 *$ .ro') alo% 8D!1c'11 *$ 1!*'a*!o%

A8B8

C8

D8

61

YOU

YOURBOSS


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T$ !r ( *!%.1 $a0 *'r% 3!%*o 1oc!al .a*$ r!%.18Po* %*!ally *$ y $a0 *$ *al %*% c 11ary *o $ l)8

1 **!%. .oal1 ;'* 3o%=* )'1$8

SITUATION

, 8 Yo'r 1';or3!%a* 1 '1'allya;l *o *a& r 1)o%1!;!l!*yar %o* r 1)o%3!%. *o yo'rr c %* r 3 /!%!%. o/1*a%3ar318

A8

B8

C8

D8

ALTERNATIVE ACTIONS

Allo< .ro') !%0ol0 ( %* !%r 3 /!%!%. 1*a%3ar31 ;'* 3o%=*)'1$8R 3 /!% 1*a%3ar31 a%3 1') r0!1car /'lly8A0o!3 co%/ro%*a*!o% ;y %o*a))ly!%. )r 11'r 8I%cor)ora* .ro')r co(( %3a*!o%1 ;'* 1 *$a*% < 1*a%3ar31 ar ( *8

A8

B8

C8

D8

SITUATION

,,8 Yo' $a0 ; % )ro(o* 3 *o a% < )o1!*!o%8 T$ )r 0!o'11') r0!1or 'al!/! 3 /or *$*a1&8

A8

B8

C8

D8

ALTERNATIVE ACTIONS

Try o'* yo'r 1ol'*!o%

A8

B8

C8

D8

6

T$ Ba1!c L a3 rB $a0!o'r S*yl 1


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ow2 Tas! %ehaviour B8i"h2

D * r(!%!%. L a3 r1$!) S*yl a%3 S*yl Ra%.

6

UADRANT

8i"h >elationship

and ow Tas!

'a3ra%* +

ow Tas! and

ow >elationship

UADRANT 2

8i"h Tas! and 8i"h

>elationship

'a3ra%* ,

8i"h Tas!

andow

>elationship

H!.$

R

la

*!o%1$!) ;

$a!0!o'r

Loelationship

M2 S2

6G


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ow to moderatematurity

4nable but willin" or+onfident secure

*ellin"8i"h tas! and

8i"h relationship

M

Moderate to hi"hmaturity

Able, competent andelationship

T$ ory X - T$ ory Y )ro/!l?ood people or bad people.


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S,

S+ S,

8i

S S2

8i

S2

o

Tas! 8i

8i

>elationship

o

*imilar to E and =.+ompetent you are left alone Incompetent I will ride you.:ither tellin" or dele"atin".?ood at "oin" in and turnin" a situationaround.ac!s the developed s!ills;eople not developed smoothly B*/;2

8I

>elationship

o

?ood if wor!in" with people of avera"ematurity levels.eader finds discipline B*12 difficult.Most fre)uently found in 4*A4sually )uite effective. These are&safe& styles. >is!y if usedinappropriately.* with an M3.Must learn to use *1 and *3.#imbabwe hi"h on this dimension

Tas!

8i

>elationshi p

o

eaders feel uncomfortablewhen they are not &callin" theshots&.9ery characteristic ofen"ineers tend to remaintechnical when promoted.Teachers who have becomeadministrators.4sually effective in productionand in crisis situations. ;eoplenot fully developed. Must

learn to use * and *3appropriately .


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S,

S2

S+

8i

S

S+

8i

1

Tas! 8i

8i

>elationship

i

;rimary style * , secondary *3. $onot feel secure unless they are "ivin"direction.4sually fail at dele"ation becausethey move from * to *3, missin"* . &leave alone& and &Kap& style.

8I

>elationship

0

eaders feel uncomfortable with"ivin" instructions directions.9ery appropriate with hi"h level ofmaturity. ;roblems with M1 and Mand when people re"ress.Top mana"ers with competent team.


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EFFECTIVE STYLES IN DEALING WITH ,2 SITUATIONS GIVEN

4ACTIONS7

O 3

O1G

O1

O

1

1G

3

EFFECTIVE


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SITUATION 4A7 4B7 4C7 4D7

,+2 -1 +1 -2

2+2 -2 +1 -2

+1 -1 -2 +2

++1 -2 +2 -1

6-2 +1 +2 -1A

@-1 +1 -2 +2

-2 +2 -2B +1

+2 -2 -2 +1

5-2 +1 +2 -1

,+1 -2 -1 +2

,,-2 +2 -1 +1

,2-1 +2 -2 +1

9

TOTAL

EFFECTIVE STYLES IN DEALING WITH ,2 SITUATIONS GIVEN

SITUATION ACTION RATIONALE1 A

O8T 8> ;rovides the direction toimprove in the short run.

INEFFECTIVE


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AO

8T 8> /acilitates teammaturity. *ome structure ismaintained. /riendly interaction

$O

8> T ?roup derives its ownsolution. eader available asfacilitator.

3 +O

T > Maximise involvement ofmature "roup in implementin"chan"e.

6 +O

8T > ;rovides direction to productivity in short run.

$O

8T $> ;rovide structures buthumanise the environment.

C %O

8> T $emonstrateconsideration, focus "roupinvolvement

G AO

T > ?roup provides ownstructure and support

H +O

8T > ;rovide direction for"roup to accomplish "oals.

1 $O

8T 8> Maintain structures untilstandards met. ?oodcommunications. 7ormally amature "roup

11 %O

8> T Allows "roup to solve problem whilst providin"direction.

1 %O

T > Allows "roup to solve itown problem

3

MA* 0#%:>? M0TI9AT0>* A7$ 8=?I:7+: /A+T0>*Mc?>:?0> T8:0>= E A7$ T8:0>= =

Identify the characteristics of each maturity levelusin" the above theories.


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M1 Maslows basic needs etc

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL..


M

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL.


M



M3



6


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MATURITY SCALE

MANAGERS RATING METHOD

HIGH MODERATE LOW

@ 6 + 2 ,

M+ M M2 M,


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MATURITY LEVEL 4EXERCISE7

1. 0ne member of the "roup selects a subordinate from his wor!place and

explains to the "roup(

a. Job Title of *ubordinate

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL..

b. Main $uties

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL



c. 8is "eneral style and leadership with the subordinate Bsee pa"e L.2

:A$:> *T= : 4*:$

28 GROUP DISCUSION

Actin" as consultants the team now )uestions the member Bleader2 and establishes

the J0% MAT4>IT= and ;*=+80 0?I+A MAT4>IT= of the subordinate

B;a"e L.2

C


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+ompare the Maturity evel BM level2 with the matrix on pa"e LLand comment(

Is the leader usin" the correct style etc.





"o; Ma*'r!*y

;ost Job :xperience LLLLLLLLLLLLLL..

Job 5nowled"e LLLLLLLLLLLLL.L..

;roblem *olvin" Ability LLLLLLLLLLLLLLL

Ability to ta!e >esponsibility LLLLLLLLLLLLL.L..

Meetin" Job $eadlines LLLLLLLLLLLLLLL

To*al "o; Ma*'r!*y Scor

P1yc$olo.!cal Ma*'r!*y


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;ersistence LLLLLLLLLLLLLL

IT= and a score

of 3 on ;*=+80 0?I+A MAT4>IT= for a particular tas! or his Fob as a

H

>an! each of the above ten characteristic on ascale of to G N ow G N hi"h8i"hest possible score for each cate"ory is 3 .

>:M:M%:> =04 A>: >ATI7? T8:I7$I9I$4A I7 8I* ;>:*:7T J0% &*:>9I+:MA7A?:>& =04 A>: >ATI7? A* A MA7A?:>

70T A T:+87I+A7I*T T8: /47+TI07* A+TI9ITI:* 0/

MA7A?:M:7T A7$ >A75 8IM A?AI7*TT8:M


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whole. Accordin" to the $ata Matrix, the individual's overall MAT4>IT= would

be M and the most appropriate leadership style would be * B8i"h

>elationship ow Tas! %ehaviour2.

DATA MATRIX

C

;*=+800?I+AMAT4>IT=

M+

M

M2

M,

M, M2 M M+

"OB MATURITY


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*1DLLLL* DLLLLL * DLLLL. *3DLLLLL

?ive the follower a "roup appropriate combination of tas! behaviour

and relationship behaviour.

TA*5 %:8A9I04> I*(

The extents that a leader en"a"es in spellin" out the role of an

individual or "roup.

The extent that a leader tells an individual or "roup what,

when, where and how to do the tas!.

>: ATI07*8I; %:8A9I04> I*(The extent that a leader en"a"es in two way communication,

listenin", supportin", facilitatin" and "ivin" psycholo"ical

stro!es.

#EY WOR#S FOR APPROPRIATE LEADERSHIP STYLES

T: I7?( hi"h tas! low relationship*: I7?( hi"h tas! hi"h relationship

;A>TI+I;ATI7?( hi"h relationship low tas!

$: :?ATI7?( low relationship low tas!

C


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CASE STUDY 2

%ill 5ona was a self tau"ht accountant who had been with the company for over

years. >ecently a bri"ht youn" +.A. had been recruited to provide a successor

to 5ona who was to retire in nine months.

%ill was as!ed to ensure that *mith, the youn" +.A was "iven all the trainin"

re)uired.

%ill put *mith in char"e of certain functions, salaries, ban! si"natory panel's

insurance etc.

After three months, 5ona was still si"nin" all the letters and insisted that all the

wor! be chec!ed personally before bein" si"ned off.

*mith felt frustrated and discussed the matter with the M.$. &


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SITUATIONAL LEADERSHIP

eaders may need to ma!e a re"ressive intervention when their subordinates are

be"innin" to behave less maturely than they have in the past.

All can result in re"ression. The leader must avoid the &leave alone and Kap&

method. 8is intervention must be timely.

C

+omment in full usin" the *IT :A$ model

+han"e of Fob$omestic problems0utside interests

I m m a

t u r e

M A T U R I T Y o

f

f o l l o w e r s

( s )

M

a t u r e

(LOW) (HIGH)

R E L A T I O N S H I P B E H A V I O U R

(HIGH)

S T Y L E o

f

l e a

d e r


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EFFECTIVE STYLES

CC

SELECTING AN APPROPRIATESTYLE

M4 M3 M2 M I m m a t u r e

M A T U R I T Y o

f

f o l l o w e r s

( s )

M a

t u r e

(L!")

R E L A T I O N S H I P B E H

A V I O U R

4HIGH7


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EFFECTIVE STYLES

I%/or(a*!o% L .!*!(a* Co%% c*!o%

A leader may use any of seven power bases

+oercive, connection, reward, le"itimates referent, information and expert. An

M1 subordinate usually needs stron" direction +oercive power is often needed.

+onnection and M M seem to react to le"itimate power.

Information and expert power seem to be helpful with M M3 subordinates.

CG

SITUATIONALLEADERSHIP AND POWER

BASES

M4 M3 M2 ME#$ert Refere%t Reward Coer&' e

(L!") ( I* )

I m m a

t u r e

M A T U R I T Y o

f

f o l l o w e r s

( s )

S T Y L E o

f

l e a

d e r

R E L A T I ! + S I , - E A V I ! U R

( I* )

M a t u r e


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Theory E Most people prefer to be directed, not interested in assumin"responsibility and want security above all.

Theory = ;eople are not laKy, see! responsibility, self directed and

creative.

Theory +ontinuum Theory

X YM1 M3*1 *3

M1 M3*1 *3

G

(

I * )

SITUATIONAL LEADERSHIP ANDMcGREGOR X : THEORY Y

M a

t u r e

R E L A T I ! +

S I , - E A V I ! U R

(L!")

( I * )

THEORY4A**!*'3 7


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Motivation can be related to maturity levels. This model only provides a benchmar! but one can plot the styles of leadership appropriate when wor!in"

with people motivated by various needs. BMA* 0


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eaders may need to ma!e a re"ressive intervention when their subordinates are

be"innin" to behave less maturely than they have in the past.

+han"e of Fob

$omestic problems

0utside interest

All can result in re"ression. The leader must avoid the &leave alone and Kap&

method. 8is intervention must timely.

G

SITUATIONAL LEADERSHIP4REGRESSION7

I m m a

t u r e

M

A T U R I T Y o

f

f o

l l o w e r s

( s )

( I* )(L!")

R E L A T I ! + S I , - E A V I ! U R

( I * )

M a

t u r e

S T Y L E o /

l a 3 r


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G3

SITUATIONAL LEADERSHIPMATURITY AND FOUR BASIC

STYLES


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G

ORGANISATION DIAGRAM

SALESMANAGER

FACTORYMANAGER

PERSONNELMANAGER

MAINTENANCESUPERVISOR

"8 DONDO

GENERALMANAGER


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After three years of operation, the factory doubled its output and the labour force

expanded to over . John's wor! responsibilities also "rew and he was often

called out after hours and at wee!ends to carry out repairs. 8e performed his wor!

without complaint and could always be relied on. A number of new maintenancemen were employed and $ondo was promoted to the position of factory

Maintenance *upervisor. 8e was responsible for the supervisor of a maintenance

section of seven s!illed artisans and ei"ht semi s!illed.

*ome wee!s after John was promoted, the *ales Mana"er reported that he had

received a number of complaints that "oods were not bein" manufactured on time

due to machine failures, and len"thy down time.

The ;ersonnel Mana"er reported that an artisan, who had recently left the

company, had "iven him reasons for leavin" as a lac! of challen"es. John $odo

appeared to want to do all the wor! himself and was reluctant to dele"ate.

The ?eneral Mana"er later discussed the matter with %rian ?atsi and instructed

him to interview $ondo and sort the problem out. ?atsi tried to explain but the

?M said,

After his discussion with the ?M, B%rian ?atsi2, the factory mana"er interviewed

John and discussed with him his supervisory responsibilities. %ecause of the

"rowth of the factory and the complexity of the new e)uipment, it was no lon"er

possible for one man to do the wor!. 8e explained that John must select and train

GG

&7o excuse. ?et a "rip on your staff and if$ondo cannot mana"e, "et someone who can,you are in char"e. I loo! to you to sort the

problem out&.


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suitable subordinates to do the maintenance and direct them so that the

maintenance was carried out accordin" to a planned schedule and in an efficient

manner. 8e must reduce his technical involvement.

After the interview John discarded his overalls and came to wor! in a collar and

tie and wore a white supervisor's dustcoat. 8e appeared subdued and very )uiet.

*ome wee! later the factory mana"er a"ain received a number of complaints that

the e)uipment was in need of repair, downtime was increasin" and production was

fallin" behind tar"et.


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GROUP DISCUSSION

1.


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H.


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SUMMARY

:ach of the four leadership styles tellin", sellin", participatin" and dele"atin" in

the &prescriptive curve& is a combination of tas! behaviour and relationship

behaviour.

!as #eha iour is the extent to which the leader provides direction for people,

settin" "oals and definin" their roles Be."., tellin" people what to do, when, where

and how to do it2.

Relationshi$ #eha iour is the extent to which the leader en"a"es in two way or

multi way communication Be". facilitatin" behaviour2.

!ellin B*12 tends to be most effective for low maturity individuals.

;eople who are both unable and unwillin" to perform a specific tas!

need clear directions and close supervision. In emphasisin" hi"h

tas! low relationship behaviour, *tyle one re)uires the leader to define

roles and to tell people what, where when and how to perform tas!s. At

the same time, supportive behaviour is minimised to avoid bein"

perceived as permissive or rewardin" of poor performance.

&ellin B* 2 tends to be most effective for low moderate maturity

individuals. ;eople who are willin" but unable to ta!e responsibility for

a need to display very directive behaviour but should also provide lar"e

amounts of supportive behaviour to reinforce followers' willin"ness and

enthusiasm. *tyle two is called &sellin"& because most of the direction

H

A SITUATIONAL APPROACH


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is provided by the leader, who now uses two day communication to

explain decisions and "ain follower support.Q

'artici$atin B* 2 tends to be most effective for moderate to hi"h

maturity individuals. /ollowers at this level BM 2 have the ability to perform the specific tas! but lac! confidence or enthusiasm. eaders

usin" this hi"h level of supportive behaviour, includin" two way

communication and active listenin". *tyle three is called &participatin"&

because the leader and follower share decision ma!in", with the primary

role of the leader shiftin" to facilitatin" and communicatin".

Dele atin B*32 tends to be most effective for hi"h maturity people who

are both able and willin" to perform the specific tas!. eaders usin"

this low tas! low relationship style demonstrate little directive or

supportive behaviour, because the followers are self motivated and re

capable of self direction.

4sin" the *ituational eadership Model, leaders assess the maturity

level of an individual or "roup and provide leadership as the model

prescribes( this tends to be the hi"h probability leadership style for the

"iven situation.

eaders can also use the model to help followers develop in maturity by

adFustin" leadership behaviour throu"h the four styles alon" the

prescriptive curve. This development cycle is accomplished throu"h a

series of two step processes( first, the leader reduces directive

behaviour to encoura"e the follower to assume "reater tas! relevant

responsibility second, as soon as performance improvement is noted,

the leader rewards the follower by increasin" supportive behaviour as

H


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H6

MOTIVATION K INTEGRATION OF THEORIES

M3 M M M1S.A. ESTEEM SOCIAL SECURITY BASIC

8:>*:=

MA* 0*

8:>#%:>?

M0TI9AT0>*

I-m 0.5. I-m 0.5. I-m not I-m not 70T

4

7

A%,:

Documents

2.Leadership Situational Approach