Effective Leadership and Management Styles

BUILDING HUMAN RESOURCE MANAGEMENT SKILLS

Leadership Development For Managers

EFFECTIVE LEADERSHIP AND MANAGEMENT STYLES

National Food Service Management Institute The University of Mississippi

University, Mississippi www.nfsmi.org

2001

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ACKNOWLEDGMENTS

Sincere appreciation is expressed to the following people who contributed their time and expertise in reviewing the human resource modules during various stages of development.

Dee Baker, Executive Director, Child Nutrition Programs Section Oklahoma Department of Education, Oklahoma City, Oklahoma

David Bowman, Program Administrator, Summer Food Service Program

Nutrition Education Training, Delaware State Department of Education, Dover, Delaware

Carla Broadnax, Associate, Child Nutrition Program Administration New York State Department of Education, Albany, New York

Barbara Chang, RD, School Lunch Director

Massapequa Schools, Massapequa, New York

Lynne Fellin, School Foodservice and Nutrition Specialist School Nutrition Programs, Virginia Department of Education, Richmond, Virginia

Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs

USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois

Rosie Jackson, Interim Director, Child Nutrition Programs New Orleans Public Schools, New Orleans, Louisiana

Gail M. Johnson, Administrative Director, Child Nutrition Programs East Baton Rouge Parish School System, Baton Rouge, Louisiana

Sandra Kangas, Director, Child and Adult Nutrition Services

Department of Education and Cultural Affairs, Pierre, South Dakota

Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services Maryland State Department of Education, Baltimore, Maryland

Lorita T. Myles, Director, Child Nutrition Services Ohio Department of Education, Columbus, Ohio

Peggy Reich, Area Coordinator, Food and Nutrition Service

Cobb County Schools, Kennesaw, Georgia

Cynthia Sevier, Director of Child Nutrition Stokes County School District, Danbury, North Carolina

Bill West, Regional Consultant

Ohio Department of Education, Columbus, Ohio

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PROJECT TEAM

This project was developed under contract between the National Food Service Management Institute and The Steritech Group, Inc., Charlotte, North Carolina. National Food Service Management Institute

Jane Logan, PhD Executive Director Ellen Leppa, MEd, CFCS Project Coordinator

The Steritech Group, Inc. Mary Anne Hogue, MS, RD, LDN, FADA Administrator

Technical Expert and Content Design: Kathleen Moloney-Tarr Leadership Dynamics, Charlotte, North Carolina Nay Malloy Howell CR8VE Solutions, Charlotte, North Carolina

Pamela Bullard Vaughan Florence School District One Food Services, Florence, South Carolina

Libby Post, MS, RD, LDN Rowan/Salisbury Child Nutrition Program, Salisbury, North Carolina This project has been funded, at least in part, with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant agreement with the University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U. S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of Mississippi complies with all applicable laws regarding affirmative action and equal opportunity in all its activities and programs and does not discriminate against anyone protected by law because of age, color, disability, national origin, race, religion, sex, or status as a veteran or disabled veteran.

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INTRODUCTION

The National Food Service Management Institute developed this series of modules on human resource management to meet a need for relevant materials that would provide directors and supervisors the tools to teach managers effective management skills. Learning to work with and lead employees is a never-ending journey. These materials were designed to assist the learner in developing effective people skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and university faculty identified the topics to include in this resource.

Building Human Resource Management Skills was designed by a team of experienced child nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made significant contributions to the development of this project. We are most grateful to them for sharing their time and expertise.

All of the human resource modules have been approved for continuing education credits by the

American School Food Service Association.

Steps to follow in using materials: Step 1. Review the entire module and think about its relevance to the participants. There may be resources within the community that you may want to use to enhance the learning experience. A lesson plan template has been provided for your use to facilitate teaching the human resource module content. Step 2. Check the Trainer’s Toolbox section in the modules for a list of materials planned for the session. The modules may require the use of policies and procedures, job descriptions, form, or standards specific to Child Nutrition Program personnel. Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in the modules. Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is comfortable for adults and conducive to learning and discussions. Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and stimulate thoughts about personal practices. Always review videotape at least once before using in class to be familiar with the content and to determine how to use it with the group. Consider the following options:

Use the tape to focus on a specific point during the session.

Encourage interaction by showing all or part of the tape, and divide the group into comfortable discussion groups of no more than 6-7 per group.

The tapes were created to provide real-life practice situations and to precipitate discussion. There are no right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs.

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HUMAN RESOURCE MODULE LESSON PLAN

Date:

Module No.: 3.5

Estimated Time: 2 Hours

Certification Credits: 2

Category: U Leadership Development for Managers

Module Title: Effective Leadership and Management Styles

Course Title: Building Human Resource Management Skills

Instructor: Module Content: What is to be taught? At the completion of the module, participants will be able to meet the following objectives: 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ Instructional Aids, Materials, or Tools Needed: Check Trainer’s Tool Box Instructional Procedures: ºPersonal Check-In ºIcebreaker ºVideo Segment (if applicable) ºGroup activities and role playing ºChecking Out Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given module topic.

Evaluation Procedures: How the instructor will determine if the material has been learned. Participants can complete evaluation form included in handout packet. Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the module lesson plan?

Building Human Resource Management Skills National Food Service Management Institute 1

Table of Contents Overview, Objectives, Definitions .................................................................................. 2 Suggested Time Frames and Comments.......................................................................... 3 Outline and Trainer’s Tactics .......................................................................................... 4 Handouts ...................................................................................................................... 18 Transparency Masters ................................................................................................... 31

Effective Leadership and Management Styles



Trainer’s Notes As a facilitator of this learning process, be prepared to share your experiences to clarify the key learning points. Ground Rules q Share from own

experiences. q Listen to

understand, not to judge.

q Speak one at a time.

q Value differences of opinion, emotion, or insight.

q Be concise and to the point.

q Participate at your highest level.

q Accept the option to pass.

Trainer’s Toolbox Materials: Flip Chart and Stand Paper and Markers Overhead Projector Transparencies and

Markers Handouts

???????????????????????????????????????

Overview

Although you may have the title of manager, much of your most effective work is actually leadership. You manage budgets, schedules, menus, and resources; and you lead people. There is no one best style which is always effective. Being an effective leader means knowing when to manage and when to lead (or when to direct and when to coach, or when to support and when to delegate). This module explores management and leadership actions.

Objectives

At the completion of this module, participants will be able to: q Explain the difference between management

and leadership. q Recognize and apply leadership practices. q Examine styles of management and leadership. q Tie issues of empowerment, delegation, and

motivation to leadership.

Definitions

Management- all actions focused on accomplishing the tasks in an organization. Leadership- the ability to create an environment where individuals willingly apply their unique abilities to a common mission. Leadership is about the relationship between leaders and their team. Competence- the knowledge and skill to do the job. Commitment- the motivation, willingness, and confidence to do the job.



Suggested Time Frames and Comments Total Time = 2 hours

Topic Comments Time Allotted Review Purpose and Objectives

Set the stage by emphasizing key points in the overview.

3 minutes

Personal Check-In: Individual Leadership Reflection

Invite participants to recall and discuss a past leadership experience. Lead the group in a discussion of the questions.

17 - 20 minutes

Icebreaker: Leadership and Management

Gather ideas about the differences between management and leadership, first in pairs and then in the large group. Note that we manage things and lead people.

15 minutes (5 pairs, 10 large group)

Definitions Review definitions. 5 minutes Traits of the Excellent Leader

Review traits and invite participants to name individuals who exemplify such traits.

10 minutes

Employee Checklist

Discuss competence and commitment. Use examples. 10 minutes

Reality Practice: Employee Analysis

Invite participants to work in pairs or small groups to determine the competence and commitment of the four employees. Let them include an employee they work with as another example. Share responses and explanations as a large group.

20 minutes

Leadership Styles Review the four leadership styles. 15 minutes Reality Practice: Leadership Styles

Return to the Employee Checklist and determine which of the leadership styles is most appropriate for each employee.

10 minutes

Checking Out: Next Steps

Support participants as they plan the best ways to direct, coach, support, or delegate for an employee back at work. Suggest that they work with a partner who can be a follow-up coach in the days ahead.

15 minutes



Outline Trainer’s Tactics Personal Check-In: Individual Leadership Reflection Think about a leadership experience that really pleased you, a time when you worked with others and did a good job of helping something positive or effective occur. It can be a work experience or a personal experience. 1. Briefly summarize the situation. 2. What action did you take to make it

happen? 3. What three words would you use to

describe the situation?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Personal Check-In: Individual Leadership Reflection Invite participants to consider a past leadership experience. Give them some examples such as leading a project at church, organizing a family reunion, leading a club or committee, leading a scout troop, or heading up preparation of a large meal. After participants have written individually, let them share their thoughts in small groups. When you gather the whole group together, focus on the actions taken in question #3. Make a list on a flip chart or transparency of all the different actions participants name. Your list will include verbs such as listened, passed information back and forth, encouraged, made lists, talked to lots of people, got others to help, praised, etc. When you have the list, together note which actions are task actions and which are relationship actions. Mark them “T” or “R.” Most of the list will be relationship actions. These are the leadership actions participants have already put into use. Show them that they know a lot already about leadership and management. Use the handout on page 20.



Outline Trainer’s Tactics Personal Check-In: Individual Leadership Reflection

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Personal Check-In: Individual Leadership Reflection As you look at the descriptive words, follow the same process: make a group list, noting which actions focus on task accomplishment and which focus on relationship building. Mark “T” or “R” beside each characteristic. Your list will include words such as energy, enthusiasm, hard work, successful, challenging, sacrifice, time-consuming, rewarding, difficult, fun, etc. Note: This discussion will reveal how important relationship behaviors are. Many managers think that telling employees what to do and how to do it is their main job. Help the participants see that the relationship actions like listening, cooperating, being enthusiastic, and praising are at the heart of leadership. An effective leader matches his or her style to the needs of the employee for that particular task or job. Use the handout on page 20.



Outline Trainer’s Tactics Icebreaker: Leadership and Management What is management? What is leadership?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Icebreaker: Leadership and Management Allow the participants time to define management and leadership individually and then in small groups. As a large group, determine the differences. Here are some guidelines to help you: q You manage things and lead people. q Management is about tasks and those parts

of the job which get the tasks completed: setting schedules, ordering and receiving supplies, developing menus, making and keeping deadlines, allocating resources, etc. Leadership is about relationships: creating an effective and inviting work climate, communicating, motivating employees, delegating responsibilities, helping colleagues be most successful, establishing teamwork, inspiring others toward a shared vision.

q Leadership is creating a compelling vision and helping people commit to it and make it a reality. Management is making the vision happen.

Use the handout on page 21.



Outline Trainer’s Tactics Definitions Management- all actions focused on accomplishing the tasks in an organization.

Leadership- the ability to create an environment where individuals willingly apply their unique abilities to a common mission. Leadership is about the relationship between leaders and their team. Competence- the knowledge and skill to do the job.

Commitment- the motivation, willingness, and confidence to do the job.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Definitions Use these definitions as you come to them in the module. Refer to them on page 19. Let participants explore the traits and concepts of management and leadership before you offer definitions. Share the meanings of competence and commitment as you begin the Employee Check List. Management- all actions focused on accomplishing the tasks in an organization. You manage resources, materials, facilities, processes, money, and equipment.

Leadership- the ability to create an environment where individuals willingly apply their unique abilities to a common mission. Leadership is about the relationship between leaders and their team. You lead people. Competence- the knowledge and skill to do the job. Competence varies depending on the task. You can be an excellent cook but not have the capacity to motivate others. You can be competent in accounting but not competent in making pies.

Commitment- the motivation, willingness, and confidence to do the job. Commitment cannot be taught. Commitment comes from within an individual. How motivated someone is to work on a specific task determines the leadership style a manager needs to use.


Effective Leadership and Management Skills

Outline Trainer’s Tactics Traits of the Excellent Leader Excellent leaders have: q A vision and purpose. q Clear goals. q Strong commitment. q Flexibility. q An understanding of change. q Active listening skills. q Confidence to take risks. Excellent leaders are: q Knowledgeable about the total

organization. q Able to learn from mistakes. q Excellent communicators/listeners. q Able to speak clearly and effectively. q Resourceful. q Realistic.

Excellent leaders share the vision, value people, manage effectively, share power, value themselves, and plan for change.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Traits of the Excellent Leader Review the traits of excellent leaders. Participants may want to give examples of individuals who exemplify excellent leadership. Ask participants to consider whether the identified individuals were born with the traits or if they developed them. Use the handout on page 22.



Outline Trainer’s Tactics Employee Check List Bring to mind an employee you want to think about during this module. Think about a specific task or job you need this employee to do. q How competent is she?

How much does she know about the job? How skilled is she at doing the job?

q How committed is she?

Is she motivated to do it? Is she confident that she can do it?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Employee Check List There is no one way to lead. Different situations and different individuals require different types of leadership actions on the part of the manager or leader. It is important to consider two characteristics of each employee: competence and commitment. Competence- the knowledge and skill to do the job. Commitment- the motivation, willingness, and confidence to do the job. The degree of competence and commitment of each employee are what determine the best way for you to work with that employee. Use the handout on page 23.



Outline Trainer’s Tactics Reality Practice: Employee Analysis Think about these situations and decide whether competence and commitment are low, some, or high. q Rita is a new employee on your

team. She has been anxious to join you for a while, but a position just opened up. _____ Competence _____ Commitment

q Delilah, the senior member of your staff, works well on her own. She knows just what to do at the right time. She helps others learn and adds to the success of the team. _____ Competence _____ Commitment

q Connie has worked with you for six months. She is able to do some of the work well but seems to be down on herself about not learning everything quickly enough. _____ Competence _____ Commitment

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Reality Practice: Employee Analysis Usually an employee will move through different levels of competence and commitment. A role of a leader is to evaluate where an employee is at a given time. Rita: Low Competence, High Commitment As a new employee, Rita is eager to do her best to fit in and to get the job done which means her commitment is high. Because she is new, she doesn’t have the competence yet; she is at the beginning of learning about the job, so her competence is low. Delilah: High Competence, High Commitment Delilah knows what to do and does it. She has the skills and knowledge to get the job done, and she applies herself to the job. She takes the initiative to make sure that things happen effectively. Connie: Some Competence, Low Commitment Like any employee who has been on the job a short time, Connie has some skills and knows how to do some things well, but she still has a lot to learn so her competence is still low. Also, she gets a little frustrated that she cannot always do everything well, so sometimes she wonders why she thought this would be a good job for her. Her commitment is low or wavering. Use the handout on page 24.



Outline Trainer’s Tactics Reality Practice: Employee Analysis q Sabrina knows the ropes of her work.

She can manage all of the tasks, but sometimes she doesn’t think she can really make things happen. _____ Competence _____ Commitment

q Your employee: _____ Competence _____ Commitment

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Reality Practice: Employee Analysis Sabrina: High Competence, Some Commitment Sabrina has the skills and knowledge to add to the effectiveness of the team. She may not be willing to learn new skills or to take on new tasks because she doesn’t think she can do it. She may have variable commitment if she is just “getting by” with her work rather than really applying herself the way Delilah does. Use the handout on page 24.



Outline Trainer’s Tactics Leadership Styles The Directing Leader: q Sets goals. q Identifies the problems. q Comes up with solutions. q Decides who does what work. q Gives specific directions. q Announces decisions. q Closely supervises and evaluates

employees’ work.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Leadership Styles One of the most accepted and applied models of leadership styles is found in Hersey and Blanchard’s book, Management of organizational behavior. An effective leader shifts his or her style according to the needs of the employee at a specific time for a specific task. A successful leader is committed to raising the level of competence and commitment of each employee. For each task or objective, the leaders must offer the appropriate mix of task direction or relationship support. Here are four suggested leadership styles: The Directing Leader Employees who are new to a task or a job need direction. We all need to be told how to do something when we are first learning. Directing is an important leadership style when we begin to work with an employee. Use the handout on page 25.



Outline Trainer’s Tactics Leadership Styles The Coaching Leader: q Sets the goals. q Identifies the problems. q Develops a plan to solve problems

and consults with employees. q Makes the final decision about

procedures or solutions after hearing employees’ ideas, opinions, and feelings.

q Explains decisions to employees and asks for their ideas.

q Praises employees’ work efforts. q Continues to direct employees’ work. q Evaluates employees’ work. The Supporting Leader: q Involves employees in problem-

solving and goal-setting. q Takes the lead in defining how to do

a job or solve a problem. q Provides support, resources, and

ideas if requested. q Shares responsibility for problem-

solving with employees. q Listens to employees and guides

them as they make decisions. q Evaluates an employee’s work with

that person.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Leadership Styles The Coaching Leader Even when we have been on a job for a while, we still need direction and lots of support. Sometimes we begin to lose faith in our competence and our commitment drops. That is when coaching is most needed. A leader can set the goals or define the task and then involve the employee in the discussions about how to do it. The Supporting Leader At times we have the competence to complete a task but we do not have the commitment to do it to our best ability. Supporting involves the employee and guides her into an increased commitment. Sometimes employees need to be challenged a little more to re-commit. Use the handout on page 25.



Outline Trainer’s Tactics Leadership Styles The Delegating Leader: q Identifies problems with employees. q Sets goals with employees. q Develops plans and makes decisions

with employees. q Lets employees decide who does the

tasks. q Accepts employees’ decisions and

monitors their performance. q Lets employees evaluate their own

work. q Lets employees take responsibility

and credit for their work.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Leadership Styles The Delegating Leader When an employee has the capacity and willingness to do the work and is taking initiative, the leader can be available to help if needed but can let the employee go on her own. Remember that the leadership styles are for specific tasks. An employee might need directing for one task and be delegated to by the leader for another job responsibility. Directing—I make the decisions. Coaching—I listen to the employees’ ideas and then make the decision. Supporting—We make the decision together. Delegating—I let the employee make the decision, and I accept it. Use the handout on page 25.



Outline Trainer’s Tactics Reality Practice: Leadership Styles Consider the employees below. Given the level of commitment and competence you identified earlier, what leadership style would be most effective with each employee? q Rita is a new employee on your

team. She has been anxious to join you for a while, but a position just opened up. _____ Competence _____ Commitment Leadership Style:______________

q Delilah, the senior member of your staff, works well on her own. She knows just what to do at the right time. She helps others learn and adds to the success of the team. _____ Competence _____ Commitment Leadership Style:_______________

q Connie has worked with you for six months. She is able to do some of the work well but seems to be down on herself about not learning everything quickly enough. _____ Competence _____ Commitment Leadership Style:_______________

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Reality Practice: Leadership Styles q All employees new to a job, role, or task

need direction. They are excited and committed to the new work but do not yet have the competence to do it well. So a directing leader provides the best leadership for Rita.

q Delilah has the ability and willingness to do

the job. A delegating leader lets her do what needs to be done and lets her plan and evaluate her own work.

q Connie still needs lots of task direction, but

she also needs some coaching. Her leader needs to be clear in setting goals and in developing her work plan and needs to praise her for her efforts.




Outline Trainer’s Tactics Reality Practice: Leadership Styles q Sabrina knows the ropes of her work.

She can manage all of the tasks, but sometimes she doesn’t think she can really make things happen. _____ Competence _____ Commitment Leadership Style:_______________

q Your employee: _____ Competence _____ Commitment Leadership Style:________________

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Reality Practice: Leadership Styles q Sabrina has the capacity to do the tasks, but

she needs attention. A supporting leader will listen to her and motivate her to be more committed. The leader needs to remind her of her value to the organization and work to increase her commitment.




Outline Trainer’s Tactics Checking Out: Next Steps Consider the employee you have been thinking about during this module. 1. What leadership style does this

employee need from you? 2. What style have you been using? 3. What will you do differently? 4. What actions on your part will help

this employee move toward the high competence/high commitment characteristics of an employee who needs your delegation style?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Checking Out: Next Steps Allow time for participants to draft the answers to these questions. Discussion with another person will help them be confident in their assessment. Bring questions and examples to the group as participants’ comfort and confidentiality levels allow. Suggest that participants partner with a colleague for follow-up discussion on the application of learning from this module. Use the handout on page 27.



Handouts: Table of Contents

Handouts: Table of Contents q Objectives and Definitions .................................................................................... 19

q Personal Check-In: Individual Leadership Reflection ....................................... 20

q Icebreaker: Leadership and Management .......................................................... 21

q Traits of the Excellent Leader .............................................................................. 22

q Employee Check List ............................................................................................ 23

q Reality Practice: Employee Analysis ................................................................... 24

q Leadership Styles .................................................................................................. 25

q Reality Practice: Leadership Styles ..................................................................... 26

q Checking Out: Next Steps.................................................................................... 27

q Evaluation Form ................................................................................................... 28

q Suggested Readings............................................................................................... 29



Handout: Objectives and Definitions

Objectives

At the completion of this module, participants will be able to:

q Explain the difference between management and leadership. q Recognize and apply leadership practices. q Examine styles of management and leadership. q Tie issues of empowerment, delegation, and motivation to leadership.

Definitions

Management- all actions focused on accomplishing the tasks in an organization.

Leadership- the ability to create an environment where individuals willingly apply their unique abilities to a common mission. Leadership is about the relationship between leaders and their team. Competence- the knowledge and skill to do the job.

Commitment- the motivation, willingness, and confidence to do the job.



Handout: Personal Check-In: Individual Leadership Reflection

Personal Check-In: Individual Leadership Reflection Think about a leadership experience that really pleased you, a time when you worked with others and did a good job of helping something positive or effective occur. It can be a work experience or a personal experience. 1. Briefly summarize the situation. 2. What action did you take to make it happen? 3. What three words would you use to describe the situation?



Handout: Icebreaker: Leadership and Management

Icebreaker: Leadership and Management What is management? What is leadership?



Handout: Traits of the Excellent Leader

Traits of the Excellent Leader

Excellent leaders have:

q A vision and purpose. q Clear goals. q Strong commitment. q Flexibility. q An understanding of change. q Active listening skills. q Confidence to take risks.

Excellent leaders are:

q Knowledgeable about the total organization. q Able to learn from mistakes. q Excellent communicators/listeners. q Able to speak clearly and effectively. q Resourceful. q Realistic.

Excellent leaders share the vision, value people, manage effectively, share power, value themselves, and plan for change.



Handout: Employee Check List

Employee Check List Bring to mind an employee you want to think about during this module. Think about a specific task or job you need this employee to do. q How competent is she?

How much does she know about the job? How skilled is she at doing the job? q How committed is she?

Is she motivated to do it? Is she confident that she can do it?



Handout: Reality Practice: Employee Analysis

Reality Practice: Employee Analysis Think about these situations and decide whether competence and commitment are low, some, or high. Place an L, S, or H on the appropriate line. q Rita is a new employee on your team. She has been anxious to join you for a while, but a

position just opened up. _____ Competence _____ Commitment

q Delilah, the senior member of your staff, works well on her own. She knows just what to do at the right time. She helps others learn and adds to the success of the team. _____ Competence _____ Commitment

q Connie has worked with you for six months. She is able to do some of the work well but seems to be down on herself about not learning everything quickly enough. _____ Competence _____ Commitment

q Sabrina knows the ropes of her work. She can manage all of the tasks, but sometimes she doesn’t think she can really make things happen. _____ Competence _____ Commitment

q Your employee: _____ Competence _____ Commitment



Handout: Leadership Styles

Leadership Styles The Directing Leader: q Sets goals. q Identifies the problems. q Comes up with solutions. q Decides who does what work. q Gives specific directions. q Announces decisions. q Closely supervises and evaluates employees’ work. The Coaching Leader: q Sets the goals. q Identifies the problems. q Develops a plan to solve problems and consults with employees. q Makes the final decision about procedures or solutions after hearing employees’ ideas,

opinions, and feelings. q Explains decisions to employees and asks for their ideas. q Praises employees’ work efforts. q Continues to direct employees’ work. q Evaluates employees’ work. The Supporting Leader: q Involves employees in problem-solving and goal-setting. q Takes the lead in defining how to do a job or solve a problem. q Provides support, resources, and ideas if requested. q Shares responsibility for problem-solving with employees. q Listens to employees and guides them as they make decisions. q Evaluates an employee’s work with that person. The Delegating Leader: q Identifies problems with employees. q Sets goals with employees. q Develops plans and makes decisions with employees. q Lets employees decide who does the tasks. q Accepts employees’ decisions and monitors their performance. q Lets employees evaluate their own work. q Lets employees take responsibility and credit for their work.



Handout: Reality Practice: Leadership Styles

Reality Practice: Leadership Styles Consider the employees below. Given the level of commitment and competence you identified earlier, what leadership style would be most effective with each employee? q Rita is a new employee on your team. She has been anxious to join you for a while, but a

position just opened up. _____ Competence _____ Commitment Leadership Style:______________

q Delilah, the senior member of your staff, works well on her own. She knows just what to do at the right time. She helps others learn and adds to the success of the team. _____ Competence _____ Commitment Leadership Style:_______________

q Connie has worked with you for six months. She is able to do some of the work well but seems to be down on herself about not learning everything quickly enough. _____ Competence _____ Commitment Leadership Style:_______________

q Sabrina knows the ropes of her work. She can manage all of the tasks, but sometimes she doesn’t think she can really make things happen. _____ Competence _____ Commitment Leadership Style:_______________

q Your employee: _____ Competence _____ Commitment Leadership Style:________________



Handout: Checking Out: Next Steps

Checking Out: Next Steps Consider the employee you have been thinking about during this module. 1. What leadership style does this employee need from you? 2. What style have you been using? 3. What will you do differently? 4. What actions on your part will help this employee move toward the high competence/high

commitment characteristics of an employee who needs your delegation style?



Handout: Evaluation Form

Please check the response below that best describes your feelings about this program:

Question Agree Unsure Disagree Comments 1. Topic is of interest to

me as a manager.

2. Topic is important to

my job.

3. Content is useful in

my job as a manager.

4. Handouts help me

understand the topic better.

5. List one or more things you can do to identify your leadership and management style in your

job after attending this in-service:

6. My supervisor can help me develop my leadership and management style in my workplace by:

General Comments: Thank you for taking the time to complete the evaluation form. Have a great day!



Handout: Suggested Readings

Suggested Readings Barr, L. & Barr, N. (1989). The leadership equation. Austin, TX: Eakin Press. Bennis, W. & Nanus, B. (1985). Leaders: The strategies for taking charge. New York:

Harper and Row. Bennis, W. & Townsend, R. (1995). Reinventing leadership. New York: William Morrow

and Company. Blank, W. (1995). The 9 natural laws of leadership. New York: AMACOM. Block, P. (1988). The empowered manager. San Francisco: Jossey-Bass. Block, P. (1993). Stewardship. San Francisco: Berrett-Koehler Publishers, Inc. Bryner, A. & Markova, D. (1996). An unused intelligence: Physical thinking for the 21st

century. Berkley, CA: Conari Press. DePree, M. (1989). Leadership is an art. New York: Doubleday. DePree, M. (1992). Leadership jazz. New York: Doubleday. Covey, S.R., Merrill, R. & Merrill, R. (1994). First things first. New York: Simon and

Schuster. Covey, S.R. (1990). Principle-centered leadership. New York: Simon and Schuster. Covey, S.R. (1989). The seven habits of highly effective people. New York: Simon and

Schuster. Francis, D. & Young, D. (1979). Improving work groups: A practical manual for team

building. San Diego, CA: University Associates. Goldman, D. (1998). Working with emotional intelligence. New York: Bantam Books. Hersey, P. & Blanchard, K. (1982). Management of organizational behavior (4th ed.).

Englewood Cliffs, NJ: Prentice-Hall.



Handout: Suggested Readings

Suggested Readings Klein, E., & Izzo, J.B. (1998). Awakening the corporate soul. Canada: Fairwinds Press. Kouzes, J.M. & Posner, B.Z. (1993). Credibility: How leaders gain and lose it. San

Francisco: Jossey-Bass. Kouzes, J.M. & Posner, B.Z. (1987). The leadership challenge. San Francisco: Jossey-Bass. Oakley, E. & Krug, D. (1991). Enlightened leadership: Getting to the heart of change. New

York: Simon and Schuster. Reddy, B.W. & Jamison, K. (1998). Team building: Blueprints for productivity and

satisfaction. San Diego, CA: University Associates. Scholtes, P.R. (1998). The team handbook: How to use teams to improve quality. Madison,

WI: Joiner Associates, Inc. Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (1999). The dance of

change. New York: Currency Doubleday. Senge, P.M. (1990). The fifth discipline: The art and practice of learning organization. New

York: Doubleday.



Transparency Masters

Transparency Masters Transparencies are available in two formats. Landscape formatted transparencies are provided using Microsoft WordTM. A PowerPointTM presentation format is also available. 1. Objectives 2. Definitions 3. Personal Check-In: Individual Leadership Reflection 4. Icebreaker 5. Traits of the Excellent Leader 6. Traits of the Excellent Leader 7. Employee Check List 8. Reality Practice: Employee Analysis 9. Reality Practice: Employee Analysis 10. Reality Practice: Employee Analysis 11. Reality Practice: Employee Analysis 12. Reality Practice: Employee Analysis 13. Leadership Styles 14. Leadership Styles 15. Leadership Styles 16. Leadership Styles 17. Reality Practice: Leadership Styles 18. Reality Practice: Leadership Styles 19. Reality Practice: Leadership Styles 20. Reality Practice: Leadership Styles 21. Reality Practice: Leadership Styles 22. Checking Out: Next Steps

Effective Leadership and Management Styles

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Transcript of Effective Leadership and Management Styles