LSBF Unit 3 5 the Role of the Leader - Manager

8/13/2019 LSBF Unit 3 5 the Role of the Leader - Manager

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Unit 3.5: The Role of the Leader / Manager


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IntroductionIn this session wewill explore the roleof the manager inan organisation.How managementdiffers fromleadership usingtheory andpractical

exploration.


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Context

Content

1Functions of

Management

2Managerial Roles

3Sources of Power

Managerial authority

4Leadership Approaches

Learning Outcomes

LO2 Understand differentapproaches to leadership andmanagement

2.1 compare the effectiveness ofdifferent leadership styles indifferent organisations

2.2 explain how organisationtheory underpins the practiceof management

2.3 evaluate the differentapproaches to managementused by different organisations


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Management or Leadershipyou decide!


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Management" vs Leadership

'Leadership'

a road, a way, the path of a ship at sea - a sense of direction.

'Management' (Latin manus) - a hand, handling a sword, a ship, a horse.

19thC corporatism and industrialisation - managerial agents

What do managers and leaders do? (Zaleznik 1977)

Managers focus attention & energy on

how things get done

their role in events that occur or in a decision-making process.

Leaders more concerned with

ideas

relating to others in more intuitive, empathetic ways

what events and decisions mean to people


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Managers: plan, organise, direct, control resources to achieve objectives. follow formal policies, rules &procedural regulations of their

employing organisation (administration > management?)

handle and physically direct resources: money, materials, machinery, equipment, space, facilities, information and technology use of time people

Telling people what to do and how to do it more than vision andgiving a sense of direction?


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Leadership 'messages'

Managers have 'subordinates' and communicate

enable others to understand information, instructions or ideas

seek order and control

Leaders have followers. They:

envision, influence, inspire. tolerate, promote creativity and imagination

Bring order from chaos

influence people towards objectives and desire to achieve

gain voluntary commitment over compliance

win hearts and minds


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Bennis (1989)

ManagersAdminister and copy

Maintain

Focus on systems & structure

Rely on control

Short-range view - bottom line

Ask how and when

Accept the status quo

Classic good soldier

Do things right

LeadersInnovation and originality

Develop

Focus on people

Inspire trust

Long-range view - the horizon

Ask what and why

Challenge the status quo

Own person

Do the right things

'the liberation of talent rather than restraint by rule Leaders aim at 'winninghearts and minds'. Mere managers aim at optimising the use of 'resources'.(Peters & Austin, 1985).


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The Meaning of Management

Management is a generic term and subject to manyinterpretations.

A number of contrasting ideas are attributed to themeaning of management and to the work of a

manager. There are also different ways of viewing the study and

knowledge of management.

Knights and Willmott refer to managing as an everyday

activity that involves interactions between people that'are not unrelated or entirely dissimilar to otherspheres of life, except perhaps in the rhetoric and hypethat surround management'.


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The Manager Job Title

Within a work organisation you cannot identify amanager necessarily by what a person is called orby their job title.

In some organisations there is a liberal use of thetitle 'manager' in an apparent attempt toenhance the status and morale of staff.

As a result there are a number of people whose

job title includes the term manager but who, inreality, are not performing the full activities of amanager.


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Yet there are many people whose job title

does not include the term manager

for example: group accountant; head chef; chief

inspector; captain; head teacher; production

controller; district nursing officer; company

secretary

...but who, in terms of the activities theyundertake and the authority and responsibility

they exercise, may be very much a manager.


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Making things happen

For our purposes, therefore, we can regardmanagement as:

taking place within a structured organisationalsetting with prescribed roles;

directed towards the attainment of aims andobjectives;

achieved through the efforts of other people; and

using systems and procedures. At its most basic, management may be viewed as

'making things happen'.


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Art or Science?

There is frequentdebate aboutwhether managersare born or made orwhether

management is an artor a science.

Briefly, the importantpoint is that neitherof these is a mutually

exclusive alternative. The answer to either

question is surely acombination.

NobodyKnows!

Persuasive

Rituals

Unwrittenrules of life

Charismatic

Play thegame

Intuition

Intelligence

Personality

Knowledge

Ability

Skills

Science Art

MagicPolitics

From Watson TJ, Management, Organisation and

Employment Strategy (1996)


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Activities of managers

Forecasting

Decision making

Action Planning

Planning

Materials

People

Structure

Organising of Activity

of Personnel

ROI

Command

Unifying

Harmonising

Efficiency

Co-ordination Verifying

Compliance

Correcting

Control

Henri Fayol


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Henri Fayol

Fayol looked more at what managers do and defined 14 principles of management:

Division of labour - Specialisation increases output by making employees moreefficient

AuthorityManagers must be able to give orders. Authority gives them this right.Along with authority, however, goes responsibility. Whenever authority is

exercised, responsibility arises Disciplineemployees must obey and respect the rules that govern the

organisation. Good discipline is the result of effective leadership, a clearunderstanding between management and the workers regarding the organisationsrules and the judicious use of penalties for infraction of the rules

Unity of commandevery employee should only receive orders from one superior

Unity of directioneach group of organisational activities that have the sameobjective should be directed by one manager using one plan

Subordination of individual interests to the general interestthe interests of anyone employee or group of employees should not take precedence over theinterests of the organisation as a whole


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Fayol .continued

Remunerationworkers must be paid a fair wage for their services

Centralisationthis term refers to the degree to which subordinates are involvedin the decision making. The extent to which workers are involved in decisionmaking is a question of proper proportion

Scalar chainthe line of authority from top management to the lowest ranks isthe scalar chain. Communication should follow this chain. However, if following

the chain creates delays, cross communication can be allowed if agreed by allparties and superiors kept informed

Orderpeople and materials should be in the right place at the right time

Equitymanagers should be kind and fair to their subordinates

Stability of tenurehigh employee turnover is inefficient. Management shouldprovide orderly personnel planning and ensure replacements are available to fillvacancies

Initiativeemployees who are allowed to originate and carry out plans will exerthigh levels of effort

Esprit de corpspromoting team spirit will build harmony and unity within theorganisation


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Leadership Styles


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Action Centred Leadership

Task

TeamIndividual

John Adair

Adair believed that in the

mid to long term, leaders

need to provide equal focusin each of these three key

areas.

Leaders that neglect any or

all of these areas will suffer

consequences in terms of

organisational performance.


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In 3 groupsdefine the

characteristics and likely outcomes

of being overly focused in your

given area.

Activity


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Situational Leadership

Kenneth Blanchard looked at situational leadership byconsidering leadership in terms of Directive Behaviour andSupportive Behaviour.

By combining high and low levels of each type of behaviour weprogress towards four distinct styles of leadership:


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Situational Leadership

The choice of style will depend on the individual, orgroup of individuals, being led. These can beconsidered in four broad combinations that mayreflect the stage of development of those being led:


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As the competence levelsincrease, commitment tendsto drop, as the person(s)

becomes aware of just whatthe task requires and howmuch more needs to belearned.

When the knowledge level ishigh and the skills have been

developed, commitment willtend to vary due to the lack ofconfidence or motivation thatwill result from any number offactors.

The last level of developmentcomes with a confident andself-motivated individual, fullydeveloped in terms ofknowledge and skill.

When you consider thesestages, it is not unreasonableto suggest an appropriate

leadership style for each:


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ADirecting Styleis for people who lackcompetence but are enthusiastic andcommitted. They need direction andsupervision to get them started.

A Coaching Styleis for people who havesome competence but lack commitment.They need direction and supervision becausethey are still relatively inexperienced. They

also need support and praise to build theirself-esteem, and involvement in decisionmaking to restore their commitment.

A Supporting Styleis for people who havecompetence but lack confidence ormotivation. They do not need much directionbecause of their skills but good support isnecessary to boost their confidence andmotivation.

A Delegating Styleis for people who haveboth competence and commitment. They areable and willing to work on a task or projectby themselves with little supervision orsupport.


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Situational Leadership in Action

You are about to beentered in the Hines -Red Bull Plane FlyingChampionship.

Coach your team memberto produce the furthestflying aeroplane.

Leaders, choose yourleadership style based on

their existing skill leveland commitment.

Your aim is to be thefurthest flying team!


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One of the best descriptions of leadership

styles came from Tannenbaum and Schmidt

and published in How to choose a leadership

pattern (1973). They looked at the balancebetween the use of authority by the leader

and the extent to which the subordinate was

allowed to make, or be involved in, thedecision making process.

Tannenbaum-Schmidt Continuum


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Tannenbaum-Schmidt Continuum

Tells Sells Consults Joins AbdicatesSuggests Delegates

Boss-centred Follower-centred

decision making &

action freedom for

followers

use of authority by

leader

Continuum based on situational factors:

value system, wants, confidence, willingness.


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What this means

Leaders who operate at the left of the continuum are commonlyreferred to as autocratic leaders.

These leaders tend to keep total power in their control, viewingtheir subordinates as being incapable of original or constructivethought. They could be considered, for want of a better word, a

dictator. Those that work in the centre area of the continuum are often

referred to as democratic leaders.

These leaders tend to co-ordinate the work of the team.

Those that operate at the right of the continuum are referred to aslaissez-faireleaders.

Itcould be argued that these are not really leaders at all as theytend to let everyone make their own decisions and do things theirway.


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In 3 groupsdefine the best types

of situations for leading in a

1) Autocratic style

2) Democratic style

3) Laissez-faire style

Activity

Documents

LSBF Unit 3 5 the Role of the Leader - Manager