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Transcript of Leadership and management, yerevan, armenia
Dr. Dimitrios P. Kamsaris
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Graduate School of Corporate Management, Armenia “Management and Leadership"
Dr. Dimitrios P. KamsarisProfessor of Organizational Behavior
Monarch University, Switzerland
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Elevator Speech You have
3 minutes to prepare and 3 minutes to conduct a
presentation:
Present your self:
Personal data Education and training received
Working experience Training targets
What is Management?What is Leadership
Activity learning contract
Activity learning contract
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Learning outcomes:
By the end of this training the participants will be able to understand:
What Management is, Aspect of communication, Leadership and differences from
Management, Leader and conflict management, Team building, How leaders delegate Learn: Strategies, Techniques and Tools
Training targets
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tell me – I will forget
show me – I may remember
let me get involved – I will understand
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Effective manager Effective manager
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How to manage different people in order to:
achieve the organisational goals?
utilize their outcome?
Knowledge needed to: Interpret and Prognoses The employee behavior at work
Manager dilemma Manager Manager dilemma dilemma
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Videohttp://www.youtube.com/watch?NR=1&v=ggFaIAWZL-E
Video:“Lumberjack”
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Result: the systems function well in relation to effective management
Systems operationsSystems operations Effective management
Effective management
Result Result
Management result
a relation of:
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What are the results of a behavior? Feeling & reactions to the below behaviors: Smiles and looks happy Gives without asking a return Thanks Helps Listens without judging Accepts responsibility Gives credit Receives bad behaviors with tolerance and
understanding
Result on: long-term relationships, trust, fame, cooperation.
Activity “Positive attitude”Long term results
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The employees accept the power when they:
Understand the orders
Feel orders are compatible with the organisational goals
The orders do not conflict their personal beliefs
Are able to execute the task in the way it was assigned to them
Chester Barnard
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Human factorHuman factor
Most problems does not concern practical issues
but issues related to
HUMANS.
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The result through people and systems.
Sets goals and agreement Clarifies roles Plans tasks for execution Organizes resources Communicates priorities Sets timetable Follows a method of result evaluation Controls and Monitors if task is correctly done Delegate task Discipline Credit to employees
Manager
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Priority: Relationship
High
Low
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Priority: Task
1 9
(1.9)(1.9) (9.9)(9.9)
(1.1)(1.1) (9.1)(9.1)
Team
Army
Club
High
Manager stance
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One way communication.
The manager says to the team: What How
Where When
Has to be done for the particular task
Manager behaviour:
Task
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Two way communication Provides Socio – Emotional support Mutual trust, respect, dialogue,
listening, encouragementManager behavior:
Relationship
Manager Member
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Says BRAVO!
Asks for ideas and propositions
Encourages and ensures the member that he can do the job
Listens to the members’ problems and helps them to find a solution
If a member does well he lets everyone know
Manager behaviour:
RelationshipThe manager:
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As the member’s readiness increases, the manager’s task behavior is decreasing and the relationship behavior increases.
Management SkillsTechnical: knowledge and proficiency in work (competencies in field, analytical ability, ability to use appropriate tools and techniques. Human: knowledge and ability to work with people. Assist to achieve a task. Conceptual: ability to work with ideas. To be comfortable at seeing the bigger picture and translate this understanding into words everyone understands.
Effective manager
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Giving many responsibilities, simultaneously in short period of time
Increase in the relationship behavior, without a simultaneous desired result.
Possible problems
ΤΕΡΜΑ
ΤΕΡΜΑ
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Management styleManagement style
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Middle manager
Successful carrier
Effective manager
32%
28% 44%
20% 11% 26%
19% 48% 11%
13% 19%
29%
Effective manager
Traditional: Make decisions, plans, controls
Communication administrator: Manages information
Personnel: Encourages, conflict man., hires, trains
Public Relations: Builds social relations, external factors
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Hum
ane
Hum
ane V
ision -
strategiesV
ision -
strategies
Technical
Technical
Required skills
General manager
Managers
Supervisors
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Understand of myself
Selection of capable employees
Effective management
Conflict management
Team and people development
Human skills
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Provides directives and monitors closely
Words used:– Says – Supervises – Monitors – Directs – Manages
Manager: – Makes decisions
Subordinate: – Helpless, unwilling, unskilled
Style 1: high task
low relationship
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The manager explains the decision and provides the chance for clarification
Words used:– Explain – Clarify – Persuades – Teaches – Trains
Manager: – Dialogue and explanation
Subordinate : – Weak, helpless, willing, ενθουσιώδης
Style 2 high task
high relationship
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The manager shares ideas and assists in the decision making process.
Words used:– Participates – Cooperates – Encourages – Supports
Decision making:– the supervisor and subordinate– Subordinate encouraged by supervisor
Subordinate : capable, sure, insecure
Style 3 low task
high relationship
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The manager gives away the decision and implementation responsibilities.
Words used:– Delegates – Gives away – Monitors – Gives room
Decision making:– subordinate
Subordinate :– capable, willing, secure
Στυλ4low task
low relationship
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Place the animals below in line. Lion, dog, parrot, elephant.
lion dog parrot elephant
I want others to see me as:
Other see me as:
In the future I want others to see me as:
I really want to be:
Activity ”Self-perception through others”
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lion dog parrot elephant
authorityfearless independent decisionpro-acts leader subjectivefocussed
protect reliable trusting capable loving friend faithfulSupport
ActiveJoyful free spirit social openPopular attractive passion spontaneous
passive tolerant passivecooperate respectStrong controlled CalmSacredWise
Activity ”Self-perception through others”
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• Has time to listen to others
• Respects others and sees their human side, not only results
• Has an interest on others on a personal basis and helps other solve the problems
• Good role model
• Strengthens and encourages others to believe in themselves
• Does not pretend to be the ‘boss’.
• Shares info with others.
• Give credit for good results.
• Give info when results are not expected.
Directives for managers
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Once upon a time there was a frog race. The aim was to get on the top of a tower. A lot gathered to support them. That race started… . In reality, everyone
thought that it was an inevitable task. Everyone was shouting: “what a waste, they
will never make it to the top” The frogs begun having doubts of themselvesOne after the other admitted that they could
not make it. All but one! At the end and after a tremendous effort he made it.
Then the rest asked him how did he made it, when they realized the winner frog was deaf !!!
Conclusion: always pretend to be deaf when other tells you that you will not make it.
The frog
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Break
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Concept of Concept of Leadership behaviours Leadership behaviours
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Autocratic style of leadership– leader centralizes authority, – dictates work methods, – makes unilateral decisions, and – limits employee participation
Democratic style of leadership– involves employees in decision making, – delegates authority, – encourages participation in deciding work
methods and goals, – uses feedback to coach employees– listens to concerns and issues of employees– allows employees to have a say in what’s
decided
Leadership behavior and style
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Continuum of Leader Behavior
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• Transactional Leadership Behavior– actions focus on accomplishing the tasks – maintain good working relationships by
exchanging promises of rewards for performance.
• Transformational Leadership Behavior– actions involve influencing changes in the
attitudes and assumptions of organization members and
– building commitment for the organization’s mission, objectives, and strategies.
Transactional vs. Transformational
Leadership Behavior
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Personal modesty• Demonstrates a compelling modesty, shunning public adulation,
never boastful.• Acts with quiet, calm determination; relies principally on inspired
standards, not inspiring charisma, to motivate.• Channels ambition into the company not the self; sets up successors
for even more greatness in the next generation.• Looks in the mirror, not out the window, to apportion responsibility
for poor results, never blaming other people, external factors, or bad luck.
Professional Will• Creates superb results, a clear catalyst in the transition from good to
great.• Demonstrates an unwavering resolve to do whatever must be done to
produce the best long-term results, no matter how difficult.• Sets the standard of building an enduring great company; will settle
for nothing less.• Looks out the window, not in the mirror, to apportion credit for the
success of the company—to other people, external factors, and good luck.
Behaviors of Leaders
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Effective Leadership Style /Situation
Source: Adapted and reprinted by permission of the Harvard Business Review. “How the Style of Effective Leadership Varies with the Situation” from “Engineer the Job to Fit the Manager” by Fred E. Fiedler, September–October 1965. Copyright © 1965 by the President and Fellows of Harvard College; all rights reserved.
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Situational Leadership Model
Source: Jerald Greenberg, Managing Behaviour in Organizations: Science in Service (Upper Saddle River, NJ: Prentice-Hall, 1996). Reprinted by permission.
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Applying the Situational Leadership Model
Source: Adapted from Paul Hersey, Situational Selling (Escondido, CA: Center for Leadership Studies, 1985), p. 19..
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Charismatic leadership Followers make attributions of extraordinary
leadership abilities when they observe certain behaviors
People are motivated to exert extra work effort and express greater satisfaction, because they like and respect their leaders,
Charisma leadership is appropriate when the environment involves a high degree of stress and uncertainty
Charismatic Leadership
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• Think as a leader– Identify what is happening– Explain why it is happening– Decide what you are going to do about it.
• Use appropriate leadership style– Leaders fit their style to the situation. – Different leadership styles are appropriate to
different situations.
• Pick the situation fit your favoured style.
• Build power base increasing authority.
• Exercise better judgment and willpower .
• Improve Leadership– Exhibit self-confidence.– Display honesty and integrity.– Increase knowledge.
Improve Leadership Skills
Great Leaders live with integrity, lead by example develop a winning strategy or “big idea” build a great management team inspire employees create a flexible, responsive organization use reinforcing management systems love to talk about idea have high energy have clarity of thinking communicate to diverse audience work through people
In Search of Leadership
(article by Reingold)
LEADERS: innovate focus on people inspire trust have a long-range
view ask what and why have eyes on
horizon originate challenge status
quo do the right thing
MANAGERS: administrate focus on systems and
structures rely on control have a short-range
view ask how and when have eyes on bottom
line initiate accept status quo do things right
Leaders vs. Managers
Coercive: Impact on climate-Negative
The style: “Do what I tell you.”
Works best: In a crisis, to kick start, problem employ
Authoritative: impact on climate- Strongly positive
The style “Come with me.”
Works best: clear direction is needed
Democratic: impact on climate-Positive
The style : “What do you think?”
Works best: get input from valuable employees
Affiliative: impact on climate:-Positive
The style : “People come first.”
Works best: motivate people during stress circumstances
Pacesetting: Negative. Sets high standard of performance
The style : “Do as I do, now.”
Works best: results by motivated &competent team
Coaching: Positive Develops people for the future.
The style : “Try this.”
Works best: To help employee improve performance
Leadership Style Leaders must be
flexible and change their
styles according to the situation and the people.
Situational leadership
Heroic (Old)Important people, others work
and deliver services.
At the “top,” is the company.
Chief strategy, rest implements.
Chief change, others resist it.
To manage is to make decisions and allocate resources.
Rewards for increased performance go to the leadership.
What matters is measured
Leadership is force upon those who thrust their will on others.
Engaging (New)Important if they help other
people who develop.
A company is an interacting network.
People solve little problems that grow into big plan.
Employees must resist bad changes imposed from.
Manage is to bring out the positive energy that exists naturally within people..
Human values matter, few of which can be measured.
Leadership is a trust earned from the respect of others.
Old Style vs. New Style
Mintzberg H (2004). Managers Not MBAs..
San Francisco: Berrett-Koehler
Publishers.
Quality of a leader that makes many people want to follow. Charismatic leadership involves the use of power.
Ability to influence people to do things.
Coercive: based on punishment
Reward : Based on rewards
Legitimate: Based on a role
Expert: Based on needed knowledge
Referent: based on charisma
Charisma
Power
Types of power
Charisma combines power with task Socialized Charisma
– Power for social good
Personalized charisma– Power for personal benefit
Office holder Charisma– Combines legitimate power with task
needs
Personal charisma– Use referent power to lead
Use of power by leaders
Combines what the leader does (behavior) with what the leader is (characteristics)
Focus on the relationship between the leader and the followers.
Characteristics Charismatic leaders high in :
Dominance Self confidence Need for influence Belief in own values
Charismatic Leadership
Goal Articulation: inspires a movementPersonal Image Building: create impression of competence/success Prove his competence to the followersLeader role modeling of value system:
Gandhi models self sacrificing behavior of non violence
Leader motive stimulation behavior:Message inspires needs in the followers
that are needed to complete the task. Leader communication of high performance
expectations of, and confidence in, followers
Charismatic Leadership Behaviors
Encourage behaviors in the followers Trust, loyalty, unquestioning acceptance,
obedience to the leader Follow leader’s value system Acceptance of challenging goals Improved self esteem and performance
expectations
Follower Behaviors
Effective follower performance if the behavior is appropriate to the task being accomplished
The Result
Classical management Focus on the leader and the follower Transaction
– Work for pay– Work for psychological benefits (status,
recognition or esteem) Requires appropriate role behavior Requires clear goals and appropriate
instructions Transactional leadership focuses on the
task.
Transactional Leadership
Puts leaders and followers on opposite sides.
Ebb and flow of power and reward depending on follower performance.– High task performance=power and
rewards to the follower.– Low task performance=Leader exercises
legitimate and coercive power. Promotes “game-playing”
Transactional Leadership
Transforms the environment and the people in it Focuses on building an appropriate context and
on enhancing the relationships of people within the system
FollowerFollowerLeaderLeader
The environment
Transformational Leadership
People can be trusted Everyone has a contribution to make Complex problems should be handled at
the lowest level Norms are flexible adapting to changing
environment Superiors are coaches, mentors, models
Transforming the culture
Transforming the leader’s
behavior
Identifying and articulating vision: leader identify new opportunities and develop, articulate, and inspire others with vision of the future.
Providing appropriate model: leader sets an example for employees to follow and is consistent with the values the leader adopts.
Promoting acceptance of group goals: leader promoting cooperation among employees and getting them to work together toward a common goal.
High performance expectations: expectations for excellence, quality, or high performance on the part of followers.
Providing individualized support: leader respects followers and is concerned about their personal feelings and needs.
Intellectual stimulation: leader challenges followers to reexamine some of their assumptions about their work and rethink how it can be performed.
Transforming the leader’s
behavior
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Managing Conflicts Managing Conflicts
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A situation at which two or more sides consider (correctly or not) that their goals are opposite and each side is trying to prevent the other from accomplishing their goals.
The perception of threat, or actual conflict, is necessary for the initiation of conflict prevention or management measures, and hence it is essential to address the concept of conflict before exploring how to prevent and manage such occurrences.
Conflict
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Misunderstandings
To be negative
Emotions
Colliding interests
Different beliefs, values, expectations,
priorities
Different personalities
Scarce resources
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Conflict reasons
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A result of:
Mistakes,
Mismanagement,
Is originated from trouble makers.
Damages the organization
It is inevitable but sometimes, useful, when it is
required to be effective and creative.
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Conflict
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D
isorients the attention
N
on productive situation
B
ad behaviors
S
tress
Conflict resultsDisadvantages:
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Encourages the change
Activates the innovation
Give to a problem a new perspective
Reveals hidden issues
Promotes accumulated emotions expression
Increase the commitment and the interest
A chance for learning
Conflict resultsAdvantages:
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Anger Unwillingness to listen
No going back from the positions Blame the others Aggressiveness
Attacking
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Conflict pre-messages
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Human reactions under pressure, stress, threat.
Resist
• increase voice volume
•Show with the pointer
•Blame others
•Look intensively
•Hit the table with the hand
Run
•Look elsewhere
•Go back
•Speak calmly
•Change subject
•Agree fast
resist or
run
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Conflict managementThe limitation, easing and control of a conflict without necessarily solving it. Change from destructive to constructive, in the mode of interaction.
Conflict resolutionSolve of incompatibilities and mutual acceptance of each party’s existence, Aim: resolving or terminating conflicts or increase cooperation and deepen their relationship.
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Effective communication
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Reflect on job you’ve been involved in.
These are the stakeholders: …
Describe the job.
What were the most successful features?
What went wrong?
What was the outcome?
Activity
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Statistics show that 74% of projects are unsuccessful.
One of the factors that contribute to the corporate failure is poor or insufficient communication.
Facts
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message, source,
encoding, channel, decoding, receiver, feedback,
noise, context and
shared meaning.
Interaction: Primary point of effective communication
Communication process
components
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Verbal Communication Oral: face-to-face or group meetings,
telephone. voice, body language, attitude and nuances.
Written: Memos, Letters, Minutes, Reports, Documentation, Publication
Non-verbal: dress code, voice tone, stance.
Anecdote: NASA neg., hands under table.
Body language can improve the level of understanding.
Communication types
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Communication Issues
Downwards Communication (Man. to Staff) Directives through speeches and seminars Company internal newsletter Regular reports on performance Sharing details and Warns employees
Upwards Communication (Staff to Man.) Reports, Problems and difficulties, Suggestion boxes, open door policy, face-
to-face
Horizontal communication (Among depts.) co ordination and problem-solving.
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Process in which info is exchanged and understood with the intention of influencing behaviour.
Sender: person wishing to convey a message (idea or info), to others, by encoding the idea in symbols (words).
Receiver: person to whom the message is sent by decoding the symbols. During encoding and decoding errors arise.
Channel: message is conveyed through (note, memo, letter, report, telephone call or face-to-face meeting).
Noise: the distortion when translating symbols to meaning (experience, attitudes and knowledge affecting perception).
Feedback: two-way comm., the receiver to the sender in the form of a return message or reaction
Com
mun
icat
ion
proc
ess
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Impersonal, static: bulletins & general reports (does not permit feedback)
Personal, static (richer): Memos, letters. Interactive channels: phone and e-mail. Physical presence (richest): face-to-face. Factors influencing the richness: ability to handle multiple signals simultaneously degree allows rapid two-way comm. ability to permit comm. on personal basis. Selecting a channel: Message unusual and non-routine: rich channel, as
misunderstandings of new events can so easily arise (under pressure)
Routine messages: statistics or minutes of meetings, can be conveyed through a less rich channel.
Channel Richness: amount of info
that can be transmitted
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When a person communicates through actions and behaviour, messages of a nonverbal nature are transmitted.
Nonverbal: high proportion of messages sent and received. The understanding in a face-to-face discussion is achieved
through facial expressions, tone of voice, posture and gestures.
Research study:major factors in face-to-face: Verbal impact : 7 % Non- vocal impact: 38% Facial impact: 55 %
Effective Communication
Non-verbal
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Listening: managers must develop a skill for listening to stakeholders and their employees.
This skill enables one to receive and interpret, or decode, messages in terms of the facts and the feelings they convey.
It is then possible to provide effective feedback.
Effective Communication
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To what extent do you agree with this view?
“To convince others, first convince yourself.”
Link your response to a typical project you are familiar with, paying special attention to the issue of successful interaction.
Activity
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Humor: A joke relaxes a tense atmosphere. Examples: members can readily relate. Metaphors: good dully speeches Language: individuals feel as part of the interaction,
i.e. ‘Let us’ not ‘Let me’; ‘We are going to’ not ‘I am going to’; etc.
Dramatise issues or narrate short stories. Language: showing attention and cooperation i.e,.
“you are listening, judging by your contribution”. Make members achieving: “At this speed, we are
getting there”, or “The good ideas have taken us far”, Bad message: “This project is making our hair turn
grey”, or “We always tremble when we think about this monstrous project”, or “Colleagues, I think there is burnout on account of this project”
Ask referential questions while you are making the presentation.
Communication techniques
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How does citation of examples during presentation bring your message to life?
In what ways does good humour improve interactivity when the project manager is putting across ideas?
Suggest any two referential or open-ended questions that you can use to bring your message to life.
Why do you think such questions achieve the goal of enlivening your message?
Activity
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Comment on:
– What it is said– How they feel– What are their personalities – What are their motives– What was the situation– What is the result
You have 1 minute per picture.
Hint: body language, gestures,…
Activity
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Break
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Leadership and Leadership and Teams Teams
Aim:– creation of a corporate id – management via vision, values – understand forthcoming changes
People:– creation of winner culture– development of employees–competencies to operations
Procedures:– support to corporate goals– turn of knowledge to value
Operation:– measurement way and reward
Leader’s role
Group: collection of people who come together because they share something in common.
Team: group of people who share a common name, mission, history, set of goals or objectives and expectations.
Teambuilding: process needed to create, maintain, and enrich the development of a group of people into a cohesive unit.
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Group,Team, Teambuilding
Read statement. When agree + or disagree -. There are no right or wrong answers. Arrive at a consensus.
Teamwork strangle creativity and individuality. Members should attend meetings to set team goals and discuss team problems. Personal goals can be accomplished through teamwork. It is necessary to ignore the feelings of others in order to reach a team decision. In teamwork, conflict should be avoided. A silent member is not interested in working as a team. The person in the group with the highest status in the organization should always take
the leadership role. In teamwork, it is important and necessary to allow time for discussion and agreement
on operating procedures. Every member is contributing toward the group task. In teamwork, "majority rule" applies. Teamwork involves working toward a common goal. A good team member provides emotional support to all other members. Every team needs a leader/coordinator. Teamwork accomplishes a task more effectively and efficiently than individual
efforts. Every team member should contribute equally toward accomplishing the task. If a team fails to accomplish a task, it is the fault of the leader/coordinator. A primary concern of all team members should be to establish an atmosphere where
all feel free to express their opinions. Final power in teamwork always rests with the leader/ coordinator. There are often occasions when an individual who is part of the team should do what
he/she thinks is right, regardless of what the team has decided to do. All members must be committed to the team approach to accomplish the task.
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Activity
Cohesiveness: membership has value added.
Social: interpersonal attraction bond.
Task: way in which skills and abilities of members mix for optimal performance.
Roles & Norms: govern members behavior. Define roles to handle with the task requirements. Are discussed and accepted.
Communication: Norms will develop governing communication .
Goal Specification: common goals clarified.
Interdependence: how each member’s success is determined, at least in part, by the success of the other members.
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Teambuilding issues
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Doubt & Potential
Doubt is a transmittable form of interference.
It can be paralyzing to a team and can quickly evolve into panic.
Potential is transmittable.
It allow a team to add up to more than the sum of its individual parts as unique talents are exploited and complemented.
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Lack of trust in other team membersCompetition between members, rivalryFear of looking ridiculous or
uninformedNeed for attentionHidden agendasLack of understanding of goalsAbsence of process and ground rules
Team Interference
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Approaches to programming Continuing professional development Administrative support New staff orientation, number within a team, turnover Understanding , commitment to a teamwork philosophy Personalities and attitudes of agents Climate of openness and communication Procedural guidelines for staff functioning Degree of familiarity with alternative approaches for
effectively working and programming together Perceptions of roles /responsibilities /functions among
team members Time available as a resource
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Variables Influencing Teamwork
Efforts
Staff meetings (agenda and time to discuss) Job descriptions with annual review Know others' job descriptions and responsibilities Common criteria for personnel evaluation Openness and willingness to communicate Trust, Loyalty, Respect for privacy Politeness and Respect for others in spite of differences Respect regardless of sex, age, race Recognizing talents of the others Giving credit, Recognizing a job well done Pride in work of total staff Understand and support others' programs. Agreed upon priorities Coffee-making shared by all, Shared coffee breaks Circulation of pertinent information Willingness to talk over problems Adequate facilities and supplies Cooperation, Constructive criticism
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Factors That Promote Working
Relationships
No understanding of others' jobs and responsibilities, No job descriptions, No staff meetings, Poor job attitudes, Uneven work loads, Limited understanding of program
No concern of staff efforts, Ignore others’ feelings Unwillingness to compromise, Poor communication Competition among staff for individual recognition Destructive criticism, Prejudice, racism, sexism No involvement in administrative decisions No leadership, Over- sensitivity, no privacy, Gossip,
rumors Disregard for talents of others, Lack of confidence in
fellow workers Putting off decision making Inequities in facilities and supplies Lack of trust, Negative and sarcastic remarks Lack of common goals and philosophy Disloyalty to staff and organization No evaluation and/or feedback from supervisors
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Factors That obstruct Working
Relationships
Members are committed to the value of working together. Team size: 2-5 ideal, 5-10 workable, 10-15 difficult. Members know org . objectives, roles & responsibilities. Members establish and clarify guidelines and procedures
for a working relationship. Members define and agree meaningful and measurable
objectives that meet both group and personal needs. Someone assumes leadership to coordinate effort. Members do well in many roles (initiating, informing,
summarizing, mediating, encouraging) and know when. Members know others‘ resources, skills and expertise. The group allows time for teamwork effort. Work orientation first, but allows social interaction, too. Members listen attentively, encourage participation and
sharing of ideas and expression of views. Confidence in others' abilities, support one another. Members use conflict productively.
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Attributes of Ideal Teamwork
Relationships
Working together in a team effort? Team work - superior to individual work? Personal commitment to team effort? Know member and what they can offer? Individuals in roles, having skills? Member has different area of expertise? Expertise accepted by all members? Areas overlap with potential conflict? Team sets rules for the operation? Group agreed upon: goals, timetable, priorities, conflict
resolution meetings: length, location, resources allocation, leadership requirements
Team goes through stages of development? Enough time to operate as a team? Has the group designated a team leader?
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Team Building and Working
in Groups
Members can participate or dominants power control the participation?
Identify interests of members that may cause conflict in reaching a decision?
Minority viewpoints treated with respect? Opinion difference or ignoring them?
Members separate an idea from the person? Members discuss areas of conflict? Group avoid a "wait until next meeting”
attitude toward decision and conflict? Effort to understand problem before
finding solutions? Team premature conclusions? Problem-solving procedures identified?
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Decision-Making and Conflict Resolution
Team has a climate of trust and respect? Balance between task and member needs? Form alliances (rumors) affect productivity Group focus on mission not socializing? Do you assume a variety of roles?:
Initiating activity, seeking info., seeking opinion, giving info., giving opinion, elaborating, coordinating, summarizing.
Team Building Roles: Encouraging, standard setting, following and expressing group feelings.
Task and Team Building Roles: Evaluating, diagnosing, testing for consensus, mediating, and relieving tensionDr. Dimitrios P. Kamsaris
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Maintaining the Team Effort
Forming: orientation period. – unsure about what it is supposed to do – do not know each other
Storming: members find place. – Feel comfortable giving opinion– start of intragroup conflicts.
Norming: use experiences to solve problem– Procedures: goals, conflicts, decisions.
Performing: achieve harmony, define tasks, work out relationships, produce results. – work together, manage conflict.
Dissolving or reorientatingDr. Dimitrios P. Kamsaris
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Tuckman's model
Stage 1: Getting acquainted. Belief: everyone should “get along” and be
in agreement Preserve unstable balance, people pretend No-one is happy does not perform well.
Includes: polite surface dialogue, info-sharing, develop stereotypes to categorize others, emotions and feelings are in tight control, disagreement is avoided. unspoken agreement not to disagree there is a shared uncertainty about the
specific task to be undertaken by the team.Dr. Dimitrios P. Kamsaris
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Team Development
Stage 1
Stage 2: Destination Individual disagreements will arise Pretend everything is OK Try to convert others to their point of view “Camps” can evolve in this stage Teams do not perform well
Includes: Question of goals, reasons for effort, Members express divergent opinions, Poor listening develops, no understanding. Uncertain timetable develops Overestimates member contribution
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Team Development
Stage 2
Stage 3: costs/benefits of effort
Includes: Will effort have value for me? Team help me achieve individual goals? Individual contribution big & benefit small I do work and team receive recognition? Nonproductive members get rewards Others make comparable contributions? All share the workload? Team benefit from such an effort? Members with similar needs and
viewpoints form private alliances.Dr. Dimitrios P. Kamsaris
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Team Development
Stage 3
Stage 4: Skills Needed
Includes: Resources of team members are explored. Skills members contribute to the effort. Hidden talents undiscovered Surface level, stereotypes and labels If talents overlap, many experts on subject,
additional skills are necessary, Decision: add, drop, develop the skills of
members. When members are added or subtracted,
the team development cycle begins again.
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Team Development
Stages
Team Development
Stages
Stage 5: Best Route
Includes: Goal is agreed upon, members neg. means. Need for structure, power and leadership. Result: competition develops. Individual agendas are made public. Emotion and alliances influence judgments Close-minded about others' opinions/ideas. Lack of team spirit. Members feel uncomfortable with fight. Some are silent and others dominate.
Commitment vary. Individual priorities block work . Dr. Dimitrios P. Kamsaris
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Team Development
Stage 5
Team Development
Stage 5
Stage 6: Compromise and Work Together give up on positions, to team interests
Includes: Attitudes change - synergy. needs of team. Members share leadership responsibilities. Individuals disagree but ideas are heard. Members listen actively. Differences are dealt honestly and openly. Alliances built on ideas not personalities Logic for decision-making process. Conflict is viewed as a mutual problem. Trust , openness, creative ideas emerge,
and the team feels that progress is being made.
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Team Development
Stage 6
Stage 7: We Are ...
The team is able to: Focus on task, Be creative, innovative Decisions easily made Team is aligned with goals, High trust
Includes: Morale, loyalty, empathy, trust, acceptance Members agree to settle conflicts, Work together on the basis of criteria
identified by the group. Team is effective and efficient in meeting
deadlines and accomplishing its objectives. Productive results are most evident.Dr. Dimitrios P. Kamsaris
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Team Development
Stage 7
The right core team can make or break a project. Consider the elements:
Size: Good: 3-12, best: 5-7, facilitator : 7- Composition: mix of different abilities:
– technical expertise and skills, administrative skills (e.g. problem-solving and decision-making skills), interpersonal and communication skills.
– understand the project
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Selecting the right team
Clearly stated goals, Role clarity Leadership is distributed and shared Define team norms, Workload sharing Team decision making -active participation Problem-solving, discussing team issues,
and assessing team effectiveness are encouraged by all team members.
Team leader interpersonal skills Performance monitoring and give feedback Team self-correction - adjustments. The social environment is open and
supportive with a focus on learning.
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Sustain team effectiveness
Work load, no appropriate goals,
bad behavior model,
inadequate member recognition,
leader do not control,
not enough resources,
changes membership,
members resist responsibility.
No support from stakeholders,
not enough time planning,
don’t resolve interpersonal conflict,
No compatible levels of problem-solving,
no clear leadership,
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Teams’ failurebarriers
Teams’ failurebarriers
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Leadership &Leadership &Time ManagementTime Management
Measure of units Equal opportunity—same amount Feels like it passes at varying speeds
Time Management: Chance to decide how to spend a valuable
resource Get the most out of the least Organize and learn how to spend
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Time
Plan for the unplanned. Follow schedule, adapting to
changes. Get the important things done. Are productive. Can run several activities. Have short and long term goals
in mind. Keep daily, weekly and monthly
schedule.
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Effective Time Managers
Every night write on a card the 6 most important tasks for tomorrow.
Number in the order of importance.
Morning look at the most important and work on it until finished.
Tackle item 2 the same way. Don’t be worried if you only
complete 2 items. You’ve completed the most important tasks.
Every night write a new card for the next day.
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Time Management
Method
Write a daily to-do list the night before. Write everything you want to accomplish.
Label each task A, B, or C. A: most important: assignments due or jobs
needing completion. B: important, may become A’s not urgent. C: not immediate, small, easy jobs Schedule time for all A. The B and C can
be done in the day.
Avoid C fever—C tasks are usually easier than A tasks. Use your list to keep you on track.
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Time Management
Method ABC daily to-do’s
Decide which task is most important and should be completed first. Yearly Planner
Place planner in an easy access position Write dates assignments are due Find duration required to complete task.
Allow plenty of time. Allow for extra workload. Set start dates for each task and write them. Draw lines back from the due dates to
‘start’ dates.
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Plan and PrioritizePlan and Prioritize
P: Feeling anxious about workload that you freeze, put things off and don’t get done.
S: Set priorities, Get started. reduces anxiety.
P: Put off starting task because difficult.
S: Break up work into small achievable tasks.
P: Procrastination (time on irrelevant task)
S: If stressed of task, putting it off is worse.
P: Daydreaming. Check energy level and concentration.
S: break, exercise, open a window and walk.
P: can’t begin the result will not be perfect.
S: aim for reasonable results.
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Time Thieves
Time ThievesTime Thieves
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Don’t put off small tasks. Completing them encourages to begin tackling larger tasks.
Difficult tasks in parts. Approach a large task as a series of manageable parts.
Check if it is needed
Check if it is appropriate
Check if it is efficient
Time control
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Draw your circle of activities diagram
Draw your priorities
Priority A: to be done Priority B: must be done Priority C: should be done
Activity:Circle of activities diagram
Activity
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Find the targets
Determine the means and the resources
Determine who should do what and when
Determine the action plan
Starting dates
Ending dates
Assess the results
Programming
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Our fault:– Lack of organization– Cannot refuse – Postpone – Lack of interest – Exhaustion – Not perfectionist
Environmental causes:– Visitors – Calls – Junk mail – Surfing – Useless meetings– Sudden problems – Waiting for someone– Conversations at work
Waste of time reasons
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Re-negotiate Re-gain the lost time
Limit the goals Use more staff Replacements Alternatives
Give incentives Commitment
When thing go bad
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Understand how you spend your time in correlation to the personal efficiency graph
Take advantage of the means of effectiveness increase
Set your priorities in short, medium and long term Prepare the perspective action plans Determine the control processes and corrective
actions List in hierarchical order the priorities weekly Daily, prepare a “must do” list Pay attaint ion to priority A Always wonder if you use your time correctly Read every document well ONCE Follow the advices Time should serve you not the opposite!
Piece of advisePiece of advise
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Leadership&
Delegation Skills
152
Limit of jurisdictionLimit of jurisdictionTop manTop man
Middle manMiddle man
Lower manLower manCentralization Decentralization
Centralization: giving away limited jurisdiction in decision making.
Limit of jurisdictionLimit of jurisdiction
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Centralization vs.
de Decentralization
Centralization vs.
de Decentralization
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Transfer of power downwards, within an organization
Decentralized decision making:• Increases the productivity• Increases the employee moral • Decreases absenteeism • Enriches the job
Requirements:• Freedom to employees to deal with
their production• Taking into account their views• The power necessary to do their jobs
Decentralization
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It depends on:
Magnitude and span of the activities Adaptability to changes Geographical expansion
Development of communication systems Lack of qualified personnel
DecentralizationDecentralization
Centralization Centralization
Centralized Decentralized organization
Centralized Decentralized organization
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Centralization Centralization Decentralization Decentralization
Closer activity Closer activity controlcontrol
Rapid decision Rapid decision making making
Uniformity of Uniformity of policies, practices policies, practices and proceduresand procedures
Gains of experiencesGains of experiences
Higher central Higher central expert involvementexpert involvement
Decision in accordance to the local conditions
Advantages
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Participation of all or part of the staff in the decision making process.
Power transfer from managers downwards, encouraging the participation
Management ParticipationManagement Participation
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Trust
Commitment
Goals
Autonomy
Management Participation
Characteristics
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…the situation in which
the employee is independent, has responsibilities, has the power on:
– the job and – the personal time.
Autonomy
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High level of trust and mutual support
Feeling of responsibility and commitment
High effectiveness and quality
Better communication
Better moral and minimized absenteeism
Advantages of Management Participation
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The implementation requires money and time
It is hard to change the management style
Evaluation is considered as a threat
Disadvantages of Management
Participation
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The legitimate right of a manager to:• take decisions, • give orders and to • allocate the sources, in order to achieve the organizational goals.
It is given to:• positions, •not to persons not valid in the case that the employees refuse it
The power is run from top to bottom.
Power vs.
Authority
Power vs.
Authority
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Responsibility:
• the other side of power. • the duty of an employee to execute a task.
Accountability:
• Connects the power to the responsibility.• The employees responsible for a task report to the employee who gave them the responsibility.
Responsibility vs.
Accountability
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Goal Goal definitiondefinition
Power Power allocationallocation
Result Result EvaluationEvaluation
Result Result Model Model
DefinitionDefinition
Power allocation procedure
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Delegate by giving directions. Explain the way delegation is aligned
with the organizational goals. Define mutually accepted assessment
models. Clarify the expected results Prepare for their questions Discuss repeated problems Discuss the ideas about the way a task
should be executed Point the positive aspects Support the subordinates Show that they are trusted Recognize their work Keep promises Never take back duties set
The “must” of delegation
The “must” of delegation
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Threat the employees
Just give answers
Overreact to problems
Criticize employees at the presence of others
Over control
The “must not” of delegation
Never
Delegation involves passing responsibility for completion of work to other people.
Know how you work, take responsibility for jobs you do not have time to do.
Develop people to look after routine tasks that are not cost-effective to carry out
Transfer work to people whose skills are better than yours, saving time.
Transfer of responsibility develops staff, and can increase enjoyment of their jobs
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Reasons for delegation
What: list things or activity log. Who: Good will do , bad. Not supervision. Complete jobs: more satisfying. Explain why, results: overall picture.
Result needed, importance, constraints, deadlines, reporting dates, let go!
Help when requested: support. Accept only finished work: Give credit when a job has been
successfully completed: Public recognition
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How to delegateHow to delegate
Lack of time: invest time in training people to take over tasks. Jobs may take longer.
Perfectionism: let make mistakes, and help them to correct them.
Enjoying by myself: inefficient. Time cost. Surrender authority: adequate time to do
the job well. Becoming invisible: think and plan and
improve operations . Staff cannot do it: Good people will often
under-perform if they are bored.
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Delegation failure
1. No delegation: “Do exactly what I say”.
2. Ask analysis but no recommendation. “Look this and tell me results. I'll decide”.
3. Asks recommendation but check thinking. “Give me pros, cons, recommendation. I'll let you know whether you can go ahead.”
4. Trusted to judge but needs approval. “let me know decision, but wait for my go”.
5. The other control. “Decide and let me know, then go ahead unless I say not to”.
6. “Decide, act, let me know what you did”.
7. “Decide and take action. You need not check back with me”
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Seven delegation levels
Seven delegation levels
Manager decides and announces decision. Manager decides and sells decision The manager presents the decision with
background ideas and invites questions. The manager suggests a provisional
decision and invites discussion about it. The manager presents the situation, gets
suggestions, and then decides. The manager explains the situation, defines
the parameters and asks the team to decide. The manager allows the team to identify
the problem, develop the options, and decide on the action, within the manager's received limits.Dr. Dimitrios P. Kamsaris
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Levels of delegated freedom
Accountability: The state of being responsible or answerable.
Assignment: The distribution of work that each member is responsible for during a given work period.
Delegation: The transfer of responsibility for the performance of a task from one individual to another while retaining accountability for the outcome.
Supervision: The active process of directing, guiding and influencing the outcome of an individual’s performance of a task.
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Definitions Definitions
Explain importance of job: understand role – How their success impact the team, – understanding will drive commitment.
Define results expected: to be achieved– avoid dictating “exact” steps to follow. – offer information and support. – sense of ownership to personDefine authority: remove barriers.– Provide authority to accomplishing task.
Agree on deadline: schedule and how. Ask for feedback: repeat understanding. Set up controls: Schedule times for updates
and feedback to prevent unexpected results and surprises.
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Effective delegation
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Effective delegation involves achieving the correct balance between effective control of work and letting people get on with jobs in their own way.
The related with the…..The control of team.Power of discipline enforcement Morale maintenanceGeneral control Discretion
Subordinate: think that as a weakness of manager (lack of knowledge, skills etc.)
Duties not allocated
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Barriers to the one who allocates Barriers to the one who receives
Do it himself (nobody is better) Lack of experience and skills Avoid responsibility Relay on supervisor
Lack of trust towards the subordinates Not organized
Perfection leads to over control Overloaded
No established effective control and monitor Dealing with minors
Lack of experience in job or delegation Barriers in general
Insecurity One man policy
No will to develop subordinates No tolerance to mistake
Lack of organizational skills to balance a task Criticality of decisions (crisis management)
Do not know the duties Misunderstanding of power
Lack of staff
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• Loss of control:Staff not utilized Waste of human resourcesRight task to the right staff
• Reverse delegation:Task goes from employee to manager
• Position Loss:The manager is not needed
DangerDanger
May 2, 2006 176
• What is leadership?• How does a leader exercise power?• What are leadership skills and traits?• Theories of leadership behavior• How to improve your leadership skills• Individual determinants of behavior• Need-based approaches to motivation• Process approaches to motivation• Behavioral approaches to motivation• Beyond motivation
Outline
May 2, 2006 177
Managers– Persons whose influence on others is limited
to the appointed managerial authority of their positions
Leaders– Persons with managerial and personal power
who can influence others to perform actions beyond those that could be dictated by those persons’ formal (position) authority alone
Managers vs. Leaders
“Not all leaders are managers, nor are all
managers leaders”
May 2, 2006 178
Legitimate Sources of Power:
– Position (formal authority)– Reward– Force or punish– Expertise– Referent power (charisma)– Control over information or access to
resources (gatekeeper)
Power and Leadership
179
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Coaching Coaching
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Individuals join organizations to realize some of their goals– Financial– Learning– Making a difference
Organizations hire individuals to help fulfill its mission and reach its goals– Strategic Mission/vision
Synergistic Relationship
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LEADERSHIP
COACHINGMANAGEMENT
Overlapping Spheres of Influence
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Leadership
Leadership is the element that is concerned with the future
Strategic planning Succession planning Vision Values
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Management is the part that deals with current operations
Rules and legal obligations Finances Tactics Standards
ManagementManagement
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Art of facilitating the performance, learning and development of others.
Process of helping others to: individual realize their inner potential, delivering fulfillment to:
– individual– organization.
Motivation Excellence Achievement Intrinsic learning Intense satisfaction
CoachingCoaching
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Coaching is NOT… Leading
ManagingInstruction
Commanding Disciplinary
Giving adviceOffering opinions
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To be rightTo be the expertTo know the “right” answerTo be in controlTo “fix” itTo heal it or make it better
A Coach Does Not Need…
A Coach Does Not Need…
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A Coach Needs…
To remove any “interference” an individual might be experiencing
in order to
realize that individual’s own
extraordinary intrinsic abilities
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InterferenceInterference is anything that distracts the
individual from being successful:
Fear Lack of concentration
Anger Boredom
Trying too hard Lack of self-confidence
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Coaching is not mentoring.
A mentor is usually long-term,
while a coach is for immediate performance issues.
Mentoring vs. Coaching
Mentoring vs. Coaching
Analysis– Understand the present position
Definition– Agree on performance goal
Exploration– Explore available options
Learning and Development– Implement agreed actions
Action– Identify and commit to actions
Evaluation– Review experience and specify next
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Structured CoachingStructured Coaching
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TOPIC:INITIAL
UNDERSTANDING
OPTIONS: WHAT IS POSSIBLE
WRAP-UPCLARITY,
COMMITMENT,SUPPORT
GOAL FOR SESSION
REALITY: WHO, WHAT,
WHEREHOW MUCH
GROW Model
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Setting the boundaries for the discussion:
Scale Importance Emotional significance Understand specifically what the person
wants to talk aboutTopic
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Establish the desired outcome of the conversation
Identify and agree to a number of achievable outcomes within the session
Goals
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Get an accurate picture of the problem
Discuss and become more aware of all aspects of the topic
The goal for the coach is simply to understand, not to:– fix it, – offer guidance, – advice or – conclusions
Reality
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Draw out a list of possibilities that address the goals
Encourage the person to think.
Do not think for them
Do not judge or evaluate the options
Like a brainstorming session
Options
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Have the person being coached select the most appropriate option
Agree to the next steps
Check commitment
Wrap up
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When to coach
Not to Coach
Performance Reviews Team setting (to generate buy-in for all
team members) Individually In conjunction with set tasks
When your task is to manage or lead, not coach
When the person is not willing to be coached
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Coaching is Successful When…
There are both action and awareness:– Clear goals have been set– Understanding is achieved
“Interference” is gone
There is a balance between the skill level and the desired outcome
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The individual or team they are coaching is successful at attaining a higher level of
performance.
It is not the coach who “wins”.
A Coach is successful when…
A Coach is successful when…
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“When people are achieving their goals, when those goals have some meaning and when learning and developing is part of the process, enjoyment ensues. These three components, achievement, fulfillment and joy, are interlinked and the absence of any one will impact and erode the others. Learning without achievement quickly exhausts one’s energy. Achievement without learning soon becomes boring. The absence of joy erodes the human spirit.”
Myles Downey
Philosophy of Philosophy of CoachingCoaching
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ValueValueResult
92% increase to bottom line 99% coaching delivers tangible benefits to
the organisation and individual 96% effective way to promote learning 93% key mechanism to transfer learning
from training courses
(CIPD research 2004)
58% better management skills 53% increased job motivation
(AC research 2004)
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Value Value
689% ROI at Booz Allen
Coaching produced a 529% return on investment and significant intangible benefits to the business. Fortune 500 company
Executive coaching delivers a ROI of nearly 6 times the initial cost of coaching
Survey of 100 senior executives from Fortune 1000 companies by Manchester Consulting, July 2004
ROI examples
Building Skills: opportunities for new skills to be learned and practiced.
Progressing Projects: Oversee progress and monitor any problems.
Developing Careers: Prepare staff for promotion or show a clear career path.
Solving Problems: Help staff to identify problems and routes to a solution.
Brainstorming: Direct the creative input of the team to keep projects on track.
Overcoming Conflicts: Diffuse disagreements among team members.
Motivating Staff: Restore enthusiasm and commitment within the team.Dr. Dimitrios P. Kamsaris
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Reason to Coach
207Dr. Dimitrios P. Kamsaris
Thank you very much for your attention!